Grade and IV -

School: LANDOC ELEMENTARY SCHOOL Section:

SCIENCE
DAILY LESSON LOG Teacher: ALMA R. TUCAY Subject:
SECOND QUARTER
Teaching Dates: NOVEMBER 04 – 08, 2024 Quarter:

MATATAG MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

CURRICULUM
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learned that animals can be grouped according to the food that they eat.
Standards
By the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them alive. They
B.
observe, describe, and create representations to show how living things interact with their habitat, survive, and reproduce in
Performance
specific environments. They use flowcharts to show the feeding relationship among different organisms within a given
Standards
environment.
The learners use information from secondary sources to group animals according to the food they eat.;
a. Differentiate the animals on the basis of their eating habits.
C. Learning
b. Identify the herbivores, carnivores and omnivores animals.
Competencies and
c. Draw pictures of herbivores, carnivores and omnivores animals.
Objectives
d. Create simple charts to categorize the animals based on their diets.
e. Show concern and love for animals.
Animals and the food they eat
a. Plant eaters
D. Content
b. Meat eaters
c. Plant and meat eaters
Biological Diversity
E. Integration Values Integration
HERBIVORES,
HERBIVORES CARNIVORES (MEAT OMNIVORES (PLANT
LEARNING CONTENT CARNIVORES AND WEEKLY TEST
(PLANT EATERS) EATERS) AND MEAT EATERS)
OMNIVORES ANIMALS
II. LEARNING RESOURCES
a. References Miralles, J.C. (2024). Miralles, J.C. (2024). Miralles, J.C. (2024). Miralles, J.C. (2024). Miralles, J.C. (2024).
Lesson Exemplar for Lesson Exemplar for Lesson Exemplar for Lesson Exemplar for Lesson Exemplar for
Science Philippine Science Philippine Science Philippine Science Philippine Science Philippine
Normal University Normal University Normal University Normal University Normal University
Research Institute for Research Institute for Research Institute for Research Institute for Research Institute for
Teacher Quality Teacher Quality Teacher Quality SiMMER Teacher Quality SiMMER Teacher Quality
SiMMER National SiMMER National National Research National Research SiMMER National
Research Centre Research Centre Centre Centre Research Centre
 Department of Department of Department of Department of Department of
Education. (2023). Education. (2023). Education. (2023). Education. (2023). Education. (2023).
MATATAG Curriculum MATATAG Curriculum MATATAG Curriculum MATATAG Curriculum MATATAG Curriculum
Phase 1 SY 2024-2025. Phase 1 SY 2024-2025. Phase 1 SY 2024-2025. Phase 1 SY 2024-2025. Phase 1 SY 2024-
Retrieved from Retrieved from Retrieved from Retrieved from 2025. Retrieved from
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.ph/matatagcurriculum .ph/matatagcurriculum ph/matatagcurriculumk h/matatagcurriculumk14 ov.ph/matatagcurricu
k147/ k147/ 147/ 7/ lumk147/
III. TEACHING AND LEARNING PROCEDURE
Directions: Identify Directions: Analyze Directions: Encircle Directions: Encircle the
the body parts used the pictures on the the carnivorous animals carnivorous animals and
by the given animals first column, write and write them in the write them in the table.
in getting or eating their names below the table. Describe how Describe how they
their food. picture. In the second they obtain food and obtain food and their
1. Frog column write the food their methods of doing methods of doing so.
2. Dove they eat and in the so.
3. Cow third column, write the Tiger human pig
4. Butterfly manner of how they lion Philippine eagle Crocodile dove
5. Cat get their food.
cow goat
Ho
Philippine crocodile w
a. Activating Prior Foo
Knowledge the
d
Ho Herbivo y
the
w res get
Foo y
the the
d eat
Carnivor y foo
the d
es get
y
the
eat
foo
d

b. Establishing The whole class will Directions. Carefully The learners will bring a Rearrange the letters to
Lesson Purpose sing the song “Old Mc observe the pictures picture of their pets. form the correct word
Donald had a Farm” and make a list of the They will describe their described in the
animals that you can pet and how do they following statements.
identify. Note any take good care of it. EHRBIRESVDO are
features that stand animals that eat plants
out. only.
RACNIRESVO are
animals that eat meat
 only.
NMOIRESVO are animals
that eat both plants and
animals.
ERPDARSTO are animals
that hunt and kill other
animals.
YSPRE animals that are
Process questions: hunted and killed by
1. Examine the pictures other animals.
of the pets brought in
by your classmates. Can
you identify any
features or behaviors
that suggest whether
the pets plant eaters or
meat eaters?
2. What do you call the
animals that eat both
plants and meat?
3. What do you think is
the importance of
understanding an
animal's dietary needs
for proper care?
c. Developing Herbivores Carnivores Omnivores are animals Directions: For each
Understanding of the Carnivores are animals that eat both plants and trait, write herbivore,
Lesson Herbivores are that primarily animals. carnivore, or
animals that primarily consume meat as their omnivore. You may
consume plants as main source of food. Examples: need to write more than
their main source of They have adaptations pigs, crows, chickens, one answer for some
food. They have that help them hunt, dogs, turtles items.
specialized catch, and digest
adaptations that help other animals. _________1. Flat teeth for
them efficiently digest Carnivores can be grinding leaves
plant material, which found in various _________2. Long front
often includes tough ecosystems and play teeth for chewing
fibers and cellulose. important roles in food through bark
Herbivores play a chains as predators, _________3. Long canine
crucial role in helping to maintain teeth to rip meat
ecosystems by helping the balance of _________4. Both sharp
to maintain plant populations within and flat teeth
populations and their environments. _________5. Only eat
serving as a food Examples include plants
source for carnivores. lions, tigers, sharks, _________6. Only eat
 Examples: and eagles. meat
cows, sheep, goats, Examples: _________7. Eat both
horses, deer, rabbits, Philippine Eagle, plants and meat
elephants, giraffes, Philippine Cobra, _________8. Claws
pandas, tortoises Saltwater Crocodile, _________9. Eyes on the
Tiger, Philippine Wild side to look for danger
Boar _________ 10. Eyes in
front to look for prey
Directions: Using the Directions: Let's Instructions: Directions: Classify
given picture of a learn about the 1. Look at the pictures whether the animals are
farm, identify the amazing adaptations of the yummy food herbivores, carnivores
animals that eat plants that help lions rule the items below. or omnivores.
only. Then complete jungle! Look closely at 2. Read the descriptions
the chart and answer the Lion illustration of the awesome Cow, Goat, Horse,
the question. below and match the omnivores on the next Carabao, Rabbit, Tiger,
terms on the right to page. Lion, Crocodile, Hawk,
the corresponding 3. Draw lines to connect Shark, Human, Pig,
parts of the lion's each food item to the Chicken, Bear, Rat
body. omnivore who would
most likely eat it. HERB CARN OMN
IVOR IVOR IVOR
Questions: 1. Where ES ES ES
do herbivores (plant
d. Deepening eaters) get their food?
Understanding of the _______________________
Lesson ___________________
2. How do herbivores
(plant eaters) get their
food?
_______________________
_______________________ Have you thought about
_________________ why each food item is a
3. How would you good match for the
show concern to these chosen omnivore? Write
animals? down your reasons next
_______________________ to the lines you drew.
_______________________ ________________________
_________________ ________________________
__________________

How do you think the In what ways do How does being an What similarities and
diet of herbivores carnivores maintain omnivore allow certain differences do you see
e. Making
influences the the balance of their animals to adapt to in the roles that
Generalizations
ecosystems they ecosystems, and why changing environments herbivores, carnivores,
inhabit? is this important for compared to herbivores and omnivores play in
 biodiversity? and carnivores? food chains and
 ecosystems?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
Draw and Tell. Draw Directions: With a I. Activity : Omnivores Directions: Give three
a. Evaluating two herbivores inside partner, create a Debate: Friend or a (3) examples of
Learning the circle. Describe memorable and Foe? herbivores, carnivores
each of them in terms impactful slogan inside II. Objective(s): To and omnivores.
of their habitat, their the box that promotes explain the ecological
food, and their manner carnivore conservation importance of HERB CARN OMN
of getting food. (e.g., threats they omnivores and critically IVOR IVOR IVOR
face, importance of analyze their positive ES ES ES
protection, ways to and negative impacts
help). on a chosen ecosystem.
III. Materials:
a. Worksheet with two
sections: one for Team
Positive Impact and one
for Team Negative
Impact.
b. Information cards or
online resources about
the chosen omnivore
(e.g., raccoon, squirrel,
pig).
c. Markers or colored
pencils.
III. Instructions:
A. Team Positive
Impact:
1. Draw a bright
sunshine.
2. Write down the
benefits the omnivore
brings to the
ecosystem)
B. Team Negative
Impact:
1. Draw a stormy cloud.
2. Write down the
challenges caused by
the omnivore.
IV. Reflection
Write a short reflection
 in the box below about
your learnings from the
debate, considering the
complex role of
omnivores in the
ecosystem and their
own responsibility
towards environmental
conservation.
________________________
________________________
__________________

Note observations on any of the

Effective Practices Problems Encountered
following areas:
strategies explored

materials used
b. Teacher’s Remarks learner engagement/ interaction

others

c. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?

Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?

What did my students learn?

How did they learn?

▪ ways forward
What could I have done differently?

What can I explore in the next lesson?