LESSON PLAN IN SCIENCE IV

Quarter 2

Date: ______________________
Time: _____________

Content Standard: The learners are able to demonstrate unders tanding of animals having body
pats that make them adapt to land or water

Performance Standard: The learners are able to construct a prototype model of organism that
has body parts which can survive in a given environment

I. OBJECTIVES

At the end of the lesson, the pupils are able to:

1. Compare the body movements of animals in their habitat (S4LT-Iic-d-6);

2. Act out the body movements of animals in their habitat; and
3. Value the importance of teamwork.

II. SUBJECT MATTER

Lesson 24:

Animal Movements in a Particular Habitat

References:

Science Teacher’s Guide IV, pp. 111-113

Science Learner’s Material IV, pp. 109-110

Materials: copy of poem, laptop, video clip showing movements of animals, meta cards,
graphic organizers, Manila paper, marking pens, PowerPoint Presentation

Value to Develop: teamwork

III. PROCEDURE

A. Preparatory Activities

1. Prayer
2. Checking of Attendance
 3. Review
Do you still remember what the body parts of animals for protection are?
Some animals protect themselves against their enemies through protective coloration
or blending with their environment. What do you call this adaptation?
How about if animals imitate the shapes, smell, tastes, color or even the sounds of
other animals, what do you call it?
What is the body part that protects turtles, crabs, snails, and oyster?

4. Motivation

Present a poem to the class entitiled “I can be any Animal”.

I can be Any Animal

I can hop like a rabbit.

I can jump like a frog.
I can waddle like a duck.
I can run like a dog.
I can fly like a bird.
I can swim like a fish.
I can be any animal I wish.

Let the class read the poem by whole group and by small group.

Then, ask the following questions:

1. What are the animals mentioned in the poem?

2. Do animals move the same way? Why not?

5. Motive Question

What are the body movements of the animals in their habitat?

B. Developmental Activities

1. Presentation

This morning, we are going to learn more on animal’s body movements as we

perform some activities.
2. Group Activity

A. Giving of Instruction

We will have a group activity entitled “How do Animals Move in Particular

Habitat?”. Each group will be given information card on what to do for the activity.
Read it carefully and finish the task/s assigned to your group within 15-20 minutes.
Prepare for the presentation of output after the activity is done.

B. Setting of Standard

But before we proceed to the group activity, please be guided of this scoring rubric.

RUBRIC FOR GROUP ACTIVITY

Criteria 3 2 1

The group presented The group presented The group

correct movement of correct movement presented incorrect
Accuracy animal in correct but incorrect habitat movemnt and
habitat incorrect habitat

100% of the pupils 75-99% of the pupils 74% and below of

Coordination move in the same move in the same the pupils move in
phase phase the same phase

100% of the pupils 75-99% of the pupils 74% and below of

participated during participated during the pupils
Teamwork the group the group participated during
presentation presentation the group
presentation

C. Activity Proper

Before the pupils proceed to their groupings, they will watch first a video clip of
animals.
 Activity 1: How Do Animals Move in Particular Habitat?

What to do:

1. List down all the animals you have seen over the video on meta cards. Compare their
similarities and differences in terms of movement. Discuss within the group.

2. Place them in proper row below.

Movement Animal
run/walk
swim
gallop
hop
fly
jump
crawl
waddle

3. Group the movements according to the animals’ habitat below. Compare them using the
Venn Diagram

land
land and water

water

4. Then, answer the guide questions below. Write your answer on the Manila paper.

Guide Questions:
1. How do animals that live on land move?
2. How do animals that live in water move?
3. How do animals that can live both on land and in water move?
4. Are there animals that can move in different ways?
5. Why do animals move in different ways?
 5. Presentations of Output, Discussions and Analysis

As each group presents their output, the teacher will process their answers.

6. Valuing

How did you find the activity?

What help you accomplish your tasks correctly and on time?
Is teamwork important? Why?

C. Generalization

Do animals have the same body movement?

What are the body movements of the animals that live in water? in land? both in land and in
water?
Why do they move this way?

D. Application

(Activity: Relay Game)

Pupils are grouped in the same groupings. The last pupil in the line will read to the teacher
the animal given in a sheet of paper. He/she will relay the animal’s name through
whispering it to the pupil next him/her until it reaches to the first pupil in the line who will
in turn act out the body movement of the animal in front. The first group who can act it out
correctly will get the point.

IV. ASSESSMENT

Performance Assessment using the scoring rubric presented above

V. ASSIGNMENT:

1. Do Lesson 25: LM Activity 1 – Part A: Survey of Animals

2. Interview elders/grandparents about the common animals in their community 20 years ago and
have a list of them.
Remarks:

A. No. of learners who got 75-100% scores= ________

B. No. of learners who need remediation = ________

Prepared by:

GENILYN C. JUBANE
Teacher I
Checked & Verified:

JONA E. SEGUNDINO
HT-I / School Head