School: CAIGANGAN ELEMENTARY SCHOOL Grade Level: IV

MARK-CHRISTOPHER ROI P. Learning

Teacher: SCIENCE
MONTEMAYOR Area:
GRADES 4
DETAILED LESSON 1ST
Teaching Dates and Time: SEPTEMBER (WEEK 4) Quarter:
PLAN QUARTER

Teaching
INQUIRY-BASED
Pedagogy/Approach:

I. OBJECTIVES

The learners demonstrate understanding of…

A. Content Standards how the major internal organs such as the brain, heart, lungs, liver, stomach,
intestines, kidneys, bones, and muscles keep the body healthy
B. Performance Standards
C. Learning
The learners should be able to…
Competencies/Objectives
1. describe the main function of the major organs;
(Write L Code for
S4LT-IIa-b-1
each)

D. Learning Objectives Describe the functions of the bones, joints and muscles

II. CONTENT (Subject Matter)

Bones and Muscles

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 73-79
2. Learner’s Material pages pp. 58-69
3. Textbook pages
4. Additional Materials from
Learning Resource LR
portal
B. Other Learning Resources
Paper doll, masking tape, piece of wire, cooked chicken head and knife, illustration of the skeleton
PPT presentations, LCD projector
IV. PROCEDURE
ELICITATION
TEACHER’S ACTIVITY PUPILS’ ACTIVITY
Review.
1. What is our body composed of? (It is composed of the major
organs.)
A. Reviewing previous lesson
2. Do these major organs work together? (Yes, They work together to make
or presenting new lesson
the body function properly.)
3. Transition: Today, we will learn about the
faunctions of two of the major body organs.
ENGAGEMENT
 4. Tell the pupils to follow your instructions.
Say: Simon says… (do some movements, ask
the pupils to touch their toes, arms high,
B. Establishing a purpose for
bend knees, etc.)
the lesson
5. Finally, let them pretend that they have
no bones.
6. After the activity, start the lesson by
asking the following questions:
C. Presenting
What would we look like if we have no
examples/instances of the
bones in our body?
new lesson.
7. Now, our main question is “Why do we
have bones, joints and muscles?
EXPLORATION
Setting of Standards
Differentiated Activities
1. Divide the class into four groups.
2. Introduce the activities. Let them do the
following activities:
Group 1: LM Activity 1-A “What is the
function of the backbone?”
Group 2: LM Activity 1-B “What is inside the
skull of the chicken?”
Group 3: LM Activity III “What are the bones
that protect the internal organs?”
Group 4: LM Activity II-A “How muscles,
joints, and bones work together?”
3. Let each group answer all the questions in
their assigned activity.
4. Guide the pupils as they perform the
activity particularly on the handling of
cooked chicken head. Pupils will remove the
flesh from the head. Let them cut slowly the
chicken head lengthwise. (Closely supervise
pupils who are working with knives.)
D. Discussing new concepts
and practicing new skills #1
Pupils to follow your instructions.
Say: Simon says… (do some
movements, ask the pupils to touch
their toes, arms high, bend knees,
etc.)
Pupils pretend that they have no
bones.
(answer varies)
Activity 1: “What are the functions
of the bones?”
Objective:
Describe the functions of the
bones.
What you need:
Paper doll, masking tape, piece of
wire
What to do:
Activity I-A “What is the function of
the backbone?”
1. Prepare a paper doll on a piece
of paper and cut it.
2. Let the paper doll stand on the
table.
3. Attach the paper doll to the wire
using a masking tape.
4. Now, find a partner (girl to
girl/boy to boy) and ask him/ her to
feel his/her backbone.
5. Now, find a partner (girl to
girl/boy to boy) and ask him/her to
bend slightly and feel his/her
backbone.
Guide Questions:
1. Did the paper doll stand on its
own? Why?
2. Did the paper doll stand when it
was attached to the wire? Why?
3. What role did the wire play when
it was attached to the paper doll?
4. What did you feel at the center
back of your classmate?
5. Describe what you feel.
6. How is it similar to the wire that
you attached to the paper doll?
7. Base from your model, what
maybe the function of the
backbone?
Activity I-B. “What is inside the skull
of the chicken?”
What you need:
Cooked chicken head and knife

What to do:
1. Remove the flesh of the chicken
head and then wash it thoroughly.
2. Feel the skull. Identify and
describe what you felt.
3. Open the skull with a knife
carefully. Observe what is inside
the skull. (Do this under your
teacher’s supervision.)
4. Feel and describe what is inside
it.

Guide questions:
1. What is inside the skull of the
chicken?
2. Draw what you have observed?
3. Describe what is inside.
4. Base on its texture, why must it
be covered?

Activity 3: “What are the bones that

protect the internal organs?”

Objectives:
1. Name the bones that protect the
internal organs.
2. Identify and explain the functions
of the bones in the body.

What you need:

Illustration of the skeleton

What to do:
1. Slide the palm of your hand from
your forehead across the top of
your head and down just above the
back of your neck.
2. Look at your shoulder, and your
bones at the base of your neck at
the mirror.
3. Feel the bones under your arm
and down under the side of your
body using your fingers. Can you
feel the bones of your body?
4. Inhale deeply and touch your
bones in your chest.
5. Have a classmate stand straight.
Feel the bones in the middle of
his/her back. Press gently the bones
at the back. Let him/her bend
forward and backward, to the left
and to the right.
6. Put your hands around your
waist and feel the bones of your
hips.
7. Identify the bones you have just
felt. Write the names of the bones
(Refer to the illustration below.)

Guide Questions:
1. What are the bones that protect
 the internal organs?
2. Which set of bones protects the
lungs and liver?
3. What organ is protected by the
skull?
4. What is the function of the pelvic
bones?

Activity 2: “How do bones and

muscles allow us to move?”

Activity II-A “How muscles, joints

and bones work together?”

Objectives:
1. Recognize the importance of the
bones and muscles to one’s body.
2. Explain how bones and muscles
are connected and move.
3. Describe how the body moves in
coordination with the bones and
muscles.

What to do:
Perform the given activities below.
a) Bend forward, then raise your
arms sideward.
b) Turn your head from left to right.
c) Sway your hips.
d) Bend your knees.
As you do the given activities, feel
the bones affected by all the
movements performed.

Guide Questions:
1. How many bones are involved in
the movement?
2. Are the bones connected to each
other?
3. What covers these bones?
4. How do muscles help the bones
to move?
5. In summary, describe how the
bones, muscles, and joints work
together to help you move.

EXPLANATION

1. Ask a representative of a group to share

their answers and results of the different
activities.
2. Ask how do you feel about the activity?

Activity I-A
1. Was the paper doll able to stand on its (No, because it had no support.)
E. Discussing new concepts
own? Why?
and practicing new skills #2
2. What role did the wire play when it was (The wire served as the support of
attached to the paper doll? the paper doll.)
3. What happened when you bent the wire (It can be bent in different
in different directions? directions. Bones or backbone.)
4. Can you feel the backbone of your (Answer varies)
partner?
5. What role does the backbone offer in (It maintains structure and form
 bending? and support body from falling.)

Activity I-B
1. Describe what is inside. (It is very soft.)
2. Base on its texture, why must it be (It is very delicate.)
covered or protected?

Conclusion: The bones support the body and

protect the internal organs.

Activity III. A. ribcage B. skull C. backbones D.

pelvic bones
1. What are the bones that protect the A. ribcage B. skull C. backbones D.
internal organs? pelvic bones
2. Which set of bones protects the lungs and (ribcage)
liver?
3. What organ is protected by the skull? (brain)
4. What is function of pelvic bones? (Support the body when you sit?)

Activity II-A
1. How many bones are involved in the (Two or more bones are involved in
movement? movement.)
2. Are the bones connected to each other? (Yes.)
3. What covers these bones? (They are covered with muscles.”)
4. How do muscles help the bones to move? (They expand and contract to help
the muscles move.)

5. In summary, describe how the bones, Joints Muscles Bones

muscles, and joints work together to help lessen expand provide
you move. the and support
impact contract for
of two to aid movement
or movement
more of two or
bones more
bones

ELABORATION

3. Discuss the bones, joints, and muscles.

Then ask guide questions for
comprehension.
4. Ask the following:
What are the important bones in our body?
What is the function of skull? Ribs? Ball-and-
sockets? Backbones?
F. Developing mastery (Lead to
formative assessment 3)
How are bones connected?
What are the functions of muscles?
(Skull, ball-and-socket joints, ribs,
pelvic bones, etc.)
(The skull helps protect the brain.
Ball-and-socket joints are the ones
found in our shoulder and hip
joints. The backbones protect the
spinal cord. The ribs form a
protective cage around the heart
and lungs. The pelvic bones support
our body when we sit.)
(The bones in our body are also
connected with each other. The
point where two bones meet and
connect is called joint. Our joints
and muscles allow our bones to
move. The movements of our body
originate in our joints.)
(Muscles enable our body to move.
They also give shape and forms to
our body and protect delicate
organs.)
 1. Group the pupils, and ask them to
perform a dance step of their choice.
G. Finding practical application
2. Ask: In what other activities do we make (answer varies)
of concepts and skills in
use of our bones?
daily living
3. Ask: How can we take care of our bones? (answer varies)

3. What is the importance of the bones, Joints Muscles Bones

joints, and muscles working together? lessen expand provide
the and support
H. Making generalizations and impact contract for
abstraction about the of two to aid movement
lesson. or movement
more of two or
bones more
bones

EVALUATION

Multiple Choice: Choose the correct

answer and write it on the space
provided.
1. Which of the following is not a
function of the bones?
a. movement
b. support
c. protection
d. excretes
2. Which set of bones protects the
lungs and heart?
a. skull
b. ribs
c. pelvic bones
d. back bones
3. It allows you to bend knees.
I. Evaluating Learning a. muscles
b. joints
c. femur
d. tendons
4. It protects major organs of the
body.
a. brain
b. bone
c. hearts
d. muscles
5. Which of the following is not a
function of the muscles?
a. lessens the impact of two or
more bones
b. expand and contract to aid
movement of two or more bones
c. allows our body to move
d. works with bones and joints
EXTENSION
1. Let the pupils demonstrate the good Pupils demonstrate the good
J. Additional Activities for
posture in standing, sitting, picking objects posture in standing, sitting, picking
Application or Remediation
on the floor. objects on the floor.
V. REMARKS
 VI. REFLECTION

A. No. of learners earned 80%

in the evaluation.
B. No. of learners who required
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I
used/discover, which I wish
to share with other
teachers?

Prepared by:

MARK CHRISTOPHER ROI P. MONTEMAYOR

Teacher I

Checked by:

JAKE C. YAO
Master Teacher I

DR. KATHRYN S. ASUNCION

Principal II

Noted by:

MA. SHIELA S. SAET

EPS/Chief Trainer