LESSON PLAN IN SCIENCE 4

Teacher: April Joy D. Dinglasa

Classroom Observation 1
Lesson: Quarter 2 – Module 6
Date: January 28, 2022
Time Schedule:
10:00 – 10:50 AM

I. OBJECTIVES:
During the lesson, students will be able to:
a. Describe some types of beneficial and harmful interactions among living things;
b. Understand that living things have beneficial and harmful interactions among living things in
their environment;
c. Show cooperation on a given task in a group.

II. SUBJECT MATTER:

A. Topic: Types of Beneficial and Harmful Interactions among living things
B. Materials: Incentive chart, teaching charts, powerpoint presentation, Video clip, TV screen,
Laptop, markers
C. References:
Grade 4 Science Quarter 2 – Module 6 pp. 2-7
D. Process Skills: Observing, Comparing, Inferring, Creating
E. Values Integration: Protecting ourselves from Covid-19 infection
F. Subject Integration: Art

III. LEARNING TASKS:

Preparation:
 “Good morning Children! Are you ready for our lesson for today?
Very well, now show me that you’re ready.
 Now, before we start our lesson for today, I have something to show you.
Please focus your attention to the TV screen, and tell me what can you see
in the pictures. (Show pictures of face masks, face shield, hand soap,
alcohol, vitamin C, and Social distancing)
Value Integration:
Ask:
 What do you think are these things that I showed you? Why do we need to
use and practice these?
 (These are health protocols that will help us protect ourselves from
getting infected.)
 Why? What kind of situation do we face today?
 (Covid-19 pandemic)
 Very well! So, even here in school today, we have to remember to practice
all these health protocols. Did you understand? (Yes!)

A. Engagement:
1. I have prepared an incentive chart for you. This is called “Animal Bingo”. Your
group will earn a chance to pick one animal to complete a pattern in the bingo
card, every time you participate and answer correctly in our activities and
discussions. The group who completes a bingo pattern first, will win and
receive a prize! Did you understand? (Yes!) (Indicator no. 7)
2. So now, let me first assign you into 3 groups. Group yourselves according to
the dialect or mother tongue you are using. You will need your groupmates
 later during our activity to translate or come up with words using your local
dialect that you are using. (Indicator no. 9)
3. This time, I want you to remember to Always “raise your hand” when you
have to answer or you have an idea. This will serve as a sign that will tell us
that you want to answer and participate. Then, that’s the time that I will call
you to answer. And when I do this (thumbs up), then it means that you are
doing very good. Do you understand? (Yes!) (Indicator no. 3)
4. Conduct review on the previous lesson by asking:
 “What will happen if animals are removed from their natural environment?”
5. Proceed by asking them, “Why do we need to protect organisms’ natural
environment?”

Subject Integration: Art

 As you can see in our Incentive Chart, there are different animals. Now I
want you to look at them and observe. What colors do you see from these
animals? (Black, white, yellow, orange, green, pink, brown, gray)
 Now, can you tell me which of these colors that you mentioned belongs to
the primary colors? And which of these colors belong to the secondary
color?
 Please come in front and classify each color to its proper column.
Primary Colors Secondary Colors

  Very Good! Now, how do we come up with the secondary colors?

(Secondary colors are formed when 2 primary colors are combined.)

Say: “Now let us go back to our main lesson. Let us learn more about living
things in our environment as we watch a short video followed by performing the
next group activities.”

B. Exploration:

1. Play a short video clip about “beneficial and harmful interactions among living
things”
2. Set classroom standards first before giving group activities.
Ask: “What should we remember when we are having a group activity?”
3. Retain previous grouping as much as possible (group by table).
4. Have each group work on the following activities:
5. Provide each group their activity sheets.

(Differentiated Activity)
GROUP 1
Directions: Look at the pictures. Write YES if they are meant to each other and NO if
they are NOT. Write your answer on the space provided for each number.

_________1. _________4.
_________2. _________5.

_________3.

GROUP 2
Directions: Write B if the given statement is Beneficial and H if it is Harmful. Write your
answer on the space provided before each number.

________1. Cats eating a rat.

________2. Shark and remoras swimming beside it.
________3. Bees obtaining nectar from the flowers.
________4. Ants live in acacia leaves.
________5. Foxes eating a dear.

Group 3
Directions: Draw a happy face 😊 if a pair of organisms has beneficial interactions and
sad face ☹ if it has harmful interactions on the space provided at the fourth column of
the table.
Organisms 1 Organisms 2 Type of Description of the
Interaction kind of interaction
1. Commensalism

2. Mutualism

3. Commensalism
4. Parasitism

5. Predation

C. Explanation:

Ask the following questions to the class:

 What are the different types of interactions among living things?
(Commensalism, Mutualism, Parasitism, Predation, and Competition)
 What type of interaction is it when both species benefit from the
relationship? (Mutualism)
 What type of interaction is it where one species benefit but the other is
neither affected nor harmed? (Commensalism)
 What type of interaction is it when one organism usually benefits from the
relationship and the other one is affected? (Parasitism)
 What type of interaction where one benefit while the other one is harmed or
badly affected? (Predation)
 This is one of the examples of Predation. “So, where do we usually find a
bird and a worm? What do we local Zamboangueños call it? (Pajaro y
gusano) (Indicator no. 9)
 This is a type of interaction where they are striving or vying between
organisms for the things they needed for survival. (Competition)
 Why do you think these organisms interact with other organisms to form an
interaction or relationship? (They need other organisms to survive.)

C. Elaboration/Extension
Say: “This time, let’s sum up all that you have learned from our previous activities
by discussing the following important points.”

Note: Strengthen pupil’s learning by discussing the important information below.

 The interaction where both species benefit from the relationship is called Mutualism and
there is an interaction where one species benefits but the other is neither affected nor
harmed is called Commensalism. These interactions are beneficial / important for
survival.
 This type of interaction is called parasitism. The organisms that usually benefit from this
interaction are called the parasites and the one that is affected is called the host. The
parasites could be internal or external parasites. The internal parasites are those found
inside the body of a host like the ascaris in the human stomach. The external parasites
are those found outside the body of the host like the aphids and the tick in a dog’s body.
 This type of interaction where one benefit while the other one is harmed or badly affected
is called predation. The one that usually benefit is called the predator and the one that is
harmed is called the prey. This type of interaction is also called predator-prey
relationship. The sizes of predator and prey population are related to each other.
 This type of interaction is also harmful. The interaction between the buffalo and lion is
also predation and the interactions between the lions is called competition. Competition
is the striving or vying between organisms for the things needed for survival. Organisms
may compete for food, sunshine, space, shelter, water and other things that they need for
survival. Each organism in this kind of relationship is a competitor.
 D. Evaluation:
Directions: Write the letter of the correct answer on the space provided.

_______1. What type of interaction where both species benefit from the
relationship?
a. Commensalism b. Mutualism c. Organisms d. Microorganisms

______2. How do you describe the relationship between the butterflies and the
flowers?
a. Both the flowers and the butterflies help each other.
b. Both the flowers and the butterflies harm each other.
c. Both the flowers and the butterflies interact to each other.
d. Both the flowers and the butterflies are dependent to each other.

______3. What kind of parasites found inside the body of the host like the ascaris
in the human stomach?
a. external parasites c. Parasite
b. internal parasites d. Aerial Parasites

______4. One example of commensalism is when the plant like fern is attached
on a branch of a tree. Why is it called commensalism?
a. They compete with each other.
b. Both a branch of a tree and fern benefit from each other.
c. Only branch of a tree is benefited from the relationship.
d. A fern benefits from the relationship while a branch of a tree is neither harmed
nor benefitted.

_______5. What type of interaction in which two organisms compete for survival?

a. Commensalism b. Mutualism c. Predation d. Competition

IV. Enrichment Activity:

Directions: Draw at least one pair in each type of interaction. Just choose one from the
sample below.
1. Okra plant in a pot
2. Hawk eating chick
3. Bees on a tree
You will be graded base on this rubric.
Content Creativity Neatness Originality Total
10 20 10 10 50

Draw here.