Region III

Division of Mabalacat City

Cluster 2
Mabalacat City

DETAILED LESSON PLAN IN SCIENCE 1

GRADE ONE SCHOOL BICAL ELEMENTARY SCHOOL GRADE LEVEL GRADE ONE
DETAILED TEACHER KAREN GLAYNES O. LACSINA LEARNING AREA SCIENCE
LESSON PLAN SECOND
DATE/TIME August 12, 2019/ 10:35 - 11:25am QUARTER
QUARTER

WEEK 4
I. OBJECTIVES
The learners demonstrate understanding of …
A. Content Standard How the major internal organs such as brain, heart, lungs, liver, stomach, intestines,
kideneys, bones, and muscles keep the body healthy
B. Performance The learner:
Standard  Describe the main function of major organs
C. Learning The learner:
Competency/ 1. describe the functions of the bone.
Objectives
LC Code S4LT-IIa-b-1

II. CONTENT CHAPTER 1: Major Organs of the Human Body

Lesson 14: Bones and Muscles

Subject Integration:

 Math
Numeracy: (Number of Bones in the Body); Subtracting Number
 English - Identifying bones in the body
Literacy: Listening to Short Poems
 Music and P.E – Skeleton Dance (Sing and Dance)
 Health -Practice good posture
 ESP - Care of physically challenged persons
 ICT - Controlling the mouse and clicking

III. LEARNING
RESOURCES
A. References
1. Teacher’s Science 4 Curriculum Guide pp. xxviii
Guide pages Science 4 TG, pp. 73-76
2. Learner’s Science 4 LM, pp.- 58-59
Materials
pages
3. Textbook Lozada, Buena A. and Augusto T. Mendoza, Science for Daily Use 4, JICA Enterprise,
pages Marikina, Philippines, 2002
Amelia m. Boac. The amazing World f Science 4, Selesiana Books, Makati City, Philippines,
2011
Textbook page: 58-60
4. Additional
Materials from How muscles cause body movement (Science-Grade IV) Module 1297
Learning Retrieved from: https://lrmds.deped.gov.ph/download/1297
Resource
(LR)portal
B. Other Learning  PPT: Jeopardy Games
Resources  Interactive Video: Skeleton – Retrieved from:
https://www.youtube.com/watch?v=lUP-D4dKp14
videos showing the different bones and their functions
Skeletal Song - retrieved from
https://www.youtube.com/watch?v=e54m6XOpRgU
 Worksheets:
 Real objects: Paper doll, masking tape, piece of wire, cooked chicken head,
small knife
 Charts and stickers: chart of important concepts

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C. Process Skills  identifying, observing, describing, comparing, inferring
Care of physically challenged persons
D. Values Practice good posture
Integration
Note: Below are suggested questions for the development of values.
1. How will you help a classmate with disability?
2. If you were to choose your group mates to perform a dance number, will you consider
a classmate with disability related to bones and muscles? Why?
3. How will you assist your schoolmates with physical disabilities?

IV. PROCEDURES
A. Reviewing Pre-assessment
previous lesson or A. Let the pupils do the Skeleton dance. (Music and PE Integration)
presenting the
new lesson B. Jeopardy Game
(Engagement To assess the pupils’ knowledge about the human skeletal system, let them play
/Motivation) the interactive jeopardy game about “Human Skeletal System”. Teacher will show
a power point Jeopardy games to name each picture.

(ICT Integration)
 Ask the pupils to choose the correct answer and write 1, 2, or 3 on their answer board.
Call volunteers to tick the box of the correct answer.

B. Establishing a B. Simons Says…

purpose for the Do some movements, ask pupils to touch their toes, arms high, bend knees, etc…
lesson Finally, let them pretend that they have no bones
(Engagement/ Ask the following questions:
Motivation) “What would we look like if we have no bones in our body?
What parts of your body do you use in doing different actions like clapping,
standing, bending and others?

Integration in Math (How many bones in our body?)

 Trivia:
When a child is born we have approximately 300 bones, but when we get older our
bones become 206 bones because our bones joint together.
 Ask:
How many bones are joint together as we get older?
300-206= 94 bones joint together

C. Presenting Integration in English (Listening to Short Poems; Full of Bones)

examples/Instanc Enhancing Literacy Skills (Emphasizing Key Content such as the Terminologies/Words)
es of the new  Introduce the poem below to explain what can be observed in
lesson  Read the poem below and guide the pupils in reading it afterwards.
(Exploration)
FULL OF BONES
(Adopted to the original song of Jennifer Prescott)

From my finger to my bones, I’m full of bones.

If you count them all as one,
they make a skeleton.
From my finger to my bones, I’m full of bones

My smallest bone is found inside my ear.

The stirrup helps me hear,
Many sounds both far and near.
My smallest bone is found inside my ear.

My longest bone is found inside my leg.

My femur’s really great,
‘cause it helps me stand up straight.
My longest bone is found inside my leg.

My joints help my bones to move around.

My hips, elbows, and knees,
Oh it’s all so plain to see.,
That my joints help my bones to move around.

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  Elicit responses about the based on the poem.
 Where can you find the smallest bone in your body? (ear)
 Where can you find the longest bone in your body? (leg)
 What are the bones mentioned in the poem?
 Are your bones hard? Can they be broken?

 Emphasize key content by focusing on the terminologies/ words that will be used in
the activities.

D. Discussing new A. Group Activity (Cooperative Learning)

concepts and  See attached activity sheets
practicing new  Divide the class into 4 groups
skills # 1  Each group is given an envelope for Groups 1,2,3, 4
(Exploration)  Read the instructions before they will proceed to the proper activity.
 Group Activity will be graded using a Rubrics (see attached Rubrics)

B. Setting standard in doing the activity/House rules and Guidelines

Ask: What are the Standard in Doing Group Activity?
1. Follow the given directions.
2. Work cooperatively and give chance to other.
3. Work quietly.
4. Work fast.
5. Work neatly.

C. Go around and follow-up the conduct of activity by each group. Remind each group
that they will be presenting their gathered data in class after finishing their activity.

E. Discussing new Differentiated Instruction

concepts and  Conduct group activities to elicit immediate feedback from learners about their
practicing new learning (Assessment during the lesson).
skills # 2  Each group will get the following score based on their output following these given
(Exploration) scoring rubrics.

Rubrics for Group Activity

Criteria 3 points 2 points 1 point

Responsiveness Shows 100 % or high Shows 50 % or an average Shows 50% below or low
degree of responding degree of responding degree of responding
to/addressing the activity to/addressing the activity to/addressing the activity
or task given to them. or task given to them. or task given to them.

Knowledge All parts of the human One parts of the human Two or more parts of the
skeletal system are skeletal system are not human skeletal system
recognized. recognized. are not recognized.

Teamwork Cooperation among the
group members is very
evident: 75% - 100% of the
members of the group
work collaboratively
Cooperation among the Cooperation among the
group members is very group members is very
evident: 50% - 74% of the evident: less than 50% of
members of the group the members of the
work collaboratively group work
collaboratively

Reporting The reporter of the group The reporter of the group No reporter is willing to
discussed well the idea of did not discussed well the discussed the topic.
the topic. topic

Timeliness The group finished on time. The group adds 5 minutes The group adds 10
to the deadline minutes to the deadline.

TOTAL

 Group the pupils into four and let them do the following activities or tasks for 10
minutes:

Group 1 (Visual Observers)

Let the pupils assume that they are scientists and do the OBSERVE AND LEARN
activity. Let them observe the function of the backbone. Lesson 14: LM Activity I-A
“ What is the function of the backbone?”

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 Group 2 (Researcher Learners)
Let the pupils assume that they are expert scientists and do the DO AND LEARN
activity. Let them observe each the skull of the chicken as they dissect it. Let them do the
Lesson 14: LM Activity I-B “What is inside the skull of the chicken?”

Group 3 (Techie Learners)

Let the pupils assume that they are techie scientists and answer the THINK AND
LEARN activity. Let them observe and do the activity on Lesson 14: LM Activity II-A “ How
muscles, joints and bones work together?”

Group 4 (Artists)
Let the pupils assume that they are artistic scientists and do the CONNECT THE
DRAWING activity. Let them observe the picture in each number and connect them to
the other image. Do the Lesson 14: LM Activity III “ What are the bones that protect
internal organs?”

 Let each group answer all the questions in their assigned activity.
 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.)

F. Developing 1. Ask a representative of each group to share their answers and results of the different
mastery activities.
(leads to 2. Ask: How do you feel about the activity?
Formative
Assessment 3) Group Reporting
(Explanation)  Let each group present their outputs. After the presentation of each group, reward
the group members with token or song for a job well done.

Developing Critical Thinking and Higher-order Thinking Skills

3. For further discussion of the lesson. Show a video presentation about skeletal system.
4. Then ask the following questions for comprehension:
 What are the important bones in our body?
 What is the function of skull? ribs? backbones? pelvic bone?
 Why is our body made up of different types of bones?
 How are bones connected?
 What are the functions of muscles?

G. Finding practical Instruct the pupils to answer the situation below based on what they have learned.
application of
concepts and A. (Diversity of Learners)
skills in daily living Let the pupils perform another activities as an application of the concept learned.
(Elaboration) Retain the same groupings used in the previous activities.

1. Perform a dance step of their choice.

2. Ask them to prepare a list of set of bones that works together as they dance.
3. What is the importance of the bones, joints, and muscles working together?

B. Values infusion (ESP Integration)

1. Ask: How will you help a classmate with disability?
2. If you were to choose your group mates to perform a dance number, will you
consider a classmate with disability related to bones and muscles? Why?
3. How will you assist your schoolmates with physical disabilities?

Let the pupils demonstrate the good posture in standing, sitting, and picking objects on
the floor.
H. Making  Ask the pupils:
generalizations What are the functions of the bones?
and abstractions What are the bones that protect the internal organs?
about the lesson
(Elaboration)

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I. Evaluating Formative Assessment after the discussion:
learning
(Evaluation)  Let the pupils answer the individual activity below.

A. Write the correct answer on the blank provided. (5 points).

1. What is the largest bone in the body?

(femur)
2. How many bones are there in the skeletal system?
(206 bones)
3. Which set of bones protect the lungs and liver?
(ribcage)
4. What organ is protected by the skull?
(brain)
5. What is the function of pelvic bone?
(Support the body when you sit.)
6. Which bone protects the spinal cord?
(backbone)

B. Match column A to column B. Recognizes the bones that protect the internal
organs on the pictures below. (5points)

7.

8.

9.

10.

J. Additional Draw the bones that protect our internal organs and describe its function on a bond
activities for paper. (Arts and English Integration)
application or
remediation
(Enrichment/
Assignment)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment ___ Learners who earned 80% or above on the formative assessment

B. No. of Learners
who require ___ Learners who require additional activities for remediation
additional activities
for remediation
C. Did the remedial Did the remedial lessons work?
lessons work? No. of ___Yes ___No
learners who have
caught up with the ____ Learners who caught up with the lesson
lesson.
D. No. of learners
who continue to ___ Learners who continue to require additional activities for remediation
require remediation

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E. Which of my
teaching strategies Strategies used that worked well:
worked well? Why
did these work? ___Metacognitive Development: Examples: Self assessments, note taking and studying
techniques, and vocabulary assignments.

___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.

___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching,

and projects.

___Contextualization: Examples: Demonstrations, media, manipulatives, repetition, and

local opportunities.

___Text Representation: Examples: Pupil created drawings and other representations or

illustrations

___Modeling: Examples: Speaking slowly and clearly, modeling the language you want
the pupils to use, and providing samples of pupils’ work.

Other Techniques and Strategies used that worked well:

___ Explicit Teaching
___Scaffolding
___ Group collaboration
___ Learning through play
___ Answering preliminary activities/exercises
___ Carousel Brainstorming Technique or Rotating Review
___ Dyads
___ Differentiated Instruction
___ Discussion
___ Think-Pair-Share (TPS)
___Use of Graphic Organizers/ Big Books/ Manipulatives
___ Rereading of Paragraphs/Poems/Stories
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___Use of ICT Integration
___Use of Localized Materials
____Utilization of Reward System

Others:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group members’ cooperation in doing their tasks
___Audio-Visual presentation of the lesson
___Teacher’s Positive Reinforcement
___Teacher’s Knowledge of the Pupils’ Profile
___Teacher’s Appropriate Processing of Pupils’ Outputs

Others:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

F. What difficulties did ___ Content

I encounter which my ___ Strategies
principal or supervisor ___ Classroom Management
can help me solve? ___ Pupils’ behavior/attitude
___ Lack of Interest among pupils
___Tardiness among pupils
___ Classroom Structuring
___Rubric Making
___ Development of developmentally appropriate and innovative instructional materials

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 ___Unavailability of Technological Equipment and facilities
___Unavailability of Printed textbooks and manuals
___ Pupils’ Reading Readiness

Others:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

G. What innovation Planned Innovations:

or localized materials ___ Use of Interactive Videos Specify: ___________________________________________
did I use/discover ___ Use of recycled/ real objects Specify: ___________________________________________
which I wish to share ___ Use of PowerPoint presentations Specify: ___________________________________________
with other teachers? ___ Use of manipulative materials Specify: ___________________________________________
___ Use of localized materials Specify: ___________________________________________
Others:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Prepared by:

KAREN GLAYNES O. LACSINA

Grade 4 – Science Teacher

Noted:

WILLY T. PANGILINAN
Principal I

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 Region III
Division of Mabalacat City
Cluster 2
Mabalacat City

Rubrics for Group Activity

Criteria 3 points 2 points 1 point Scores

Responsiveness Shows 100 % or Shows 50 % or an Shows 50% below

high degree of average degree or low degree of
responding of responding responding
to/addressing the to/addressing the to/addressing the
activity or task activity or task activity or task
given to them. given to them. given to them.

Knowledge All parts of the One parts of the Two or more parts
human skeletal human skeletal of the human
system are system are not skeletal system
recognized. recognized. are not
recognized.

Teamwork Cooperation Cooperation Cooperation

among the group among the group among the group
members is very members is very members is very
evident: 75% - evident: 50% - 74% evident: less than
100% of the of the members of 50% of the
members of the the group work members of the
group work collaboratively group work
collaboratively collaboratively

Reporting The reporter of the The reporter of the No reporter is

group discussed group did not willing to
well the idea of the discussed well the discussed the
topic. topic topic.

Timeliness The group finished The group adds 5 The group adds
on time. minutes to the 10 minutes to the
deadline deadline.

TOTAL

Prepared by:

Karen Glaynes O. Lacsina

Science Teacher

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 Region III
Division of Mabalacat City
Cluster 2
Mabalacat City

Table of Specification for Formative Test

Objectives No. of Items Test Placement
1. Identify the parts of the 2 1, 2,
human skeletal system.

2. Recognizes the bones 8 3, 4, 5, 6, 7, 8, 9, 10

that protect the internal
organs

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Group
Activity

Activity 1
“What is the function of the backbone?”
Let the pupils do the following:
1. Draw 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? (No, because it had no support.)
2. Did the paper doll stand when it was attached to the wire? Why? (Yes, because it has
a support on its back.)
3. What role did the wire play when it was attached to the paper doll? (The wire serve as
the support of the paper doll.)
4. What happened when you bent the wire in different directions? (It can be bent in
different directions.) (bones/backbones)
5. Can you feel the backbone of your partner? Yes
6. What roles does the backbone offer in bending? (It maintains structure and form and
support body from falling.)

Activity 2
“What is inside the skull of the chicken?”
1. Let the pupils remove the flesh of the cooked chicken head and then wash it
thoroughly.
2. Open the skull with the knife carefully. Let them observe what is inside the skull.
3. Let them feel and describe what is inside it.
4. Let each group do the following activities:
a. What is inside the skull of the chicken?
b. Draw what they observed.
c. Describe what is inside the skull. Identify its composition.
d. Based on its texture, why must it be covered?
e. Describe the functions of the bones. (skull)
5. Let the leader of each group report their work in front.

GUIDE QUESTIONS:
1. Describe what is inside. (It is very soft.)
2. Based on its texture, why must it be covered? (It is very delicate.)

Conclusion: The bones support the body and protect the internal organs.

Group 3
“ How muscles, joints and bones work together?”
1. How many bones are involved in the movement? (two or more bones are involved in
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 muscles move? (They expand and contract to help the
muscles move.)
5. Describe how the bones, muscles and joints work together to help you move. (Joints
lessen the impact of two or more bones. Muscles expand and contract to aid
movement of two or more bones. Muscles expand and contract to aid movement of
two or more bones. Bone provide support for movement.)

Group 4
“ What are the bones that protect internal organs?”
6. What are the bones that protect the internal organs?
7. Which sets of bones protect the lungs and liver?
8. What organ is protected by the skull?
9. What is the function of pelvic bone?

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