Date: ______________________ Day: _______________________

Day 1

I. Objective

1. Describe the functions of the bones and muscles.

II. A. Materials

Charts of bones and muscle

Ppt./videos

Learners’ Materials ( Lesson 14-Activity 1-5)

Activity Notebook

B. References:

TG and LM,pp.73-78

Science For Daily Use 4, pp.

C. Process Skills: observing, describing, comparing and inferring

D. Value Integration: Care for our bones and muscles.

III. Learning Tasks:

A. Engagement:

1. Drill: Name the different parts of the body. Using a graphic

organizer.

2. Review: Enumerate the different sense organs and which part of

the body does it belong.

3. Motivation:

Show the skeletal system and muscular system.

 Ask: What are the pictures all about?

What would you look like if you have no bones in our body?

What parts of the body do you use in doing different actions like
clapping, standing, bending and others?

4. Presentation:

Say: Our lesson for today is about the functions of the bones
and muscles in our body.

B. Exploration:

1. Divide the class into five.

2. Let the group go through a Gallery Walk.

3. Introduce the activities.

 Learning Station Learning Station Learning Station
NO.1 NO.2 NO.3

LM Activity 1-A LM Activity 1-B LM Activity II-A

Learning Station Learning Station

NO.4 NO.5

LM Activity II-B LM Activity III

4. Let each group answer the guide questions in each station.

5. Supervise the pupils as they perform the activity particularly on the

handling of knife.

C. Explanation:

1. Group Reporting

2. Ask each group to share their answers and results on the different
activities.

Activity I-A

1. Was the paper doll able to stand on its own?

2. What role did the wire play when it was attached to the paper doll?

3. What happened when you bent the wire in different directions?

4. Can you feel the backbone of your partner?

5. What role does the backbone offer in bending?

Activity I-B

1. Describe what is inside the chicken head?

2. Base on its texture, why must it be covered?

 Activity II-A

1. How many bones are involved in the movement?

2. Are the bones connected to each other?

3. What cover these bones?

4. How do muscles help the bone to move?

5. In summary, describe how the bones, muscles, and joints work together to help you

Activity II-B

1. What helps your finger bones move as you write?

2. Do your bones and muscles work together?

3. Can you control the movement of your arms and legs?

4. Can you control the beating of your heart?

5. Give example of actions that you can control?

6. Give example of actions that you cannot control?

7. When are muscles voluntary and involuntary?

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

1. What are the bones that protect the internal organs?

2. Which set of bones protect the lungs and liver?

3. Clarify the misconceptions at once by discussing the bones, joints
and muscles.Then
3. What ask
organ is protected theskull?
by the following:

4. What
1.isWhat
the function
are ofthe
the pelvic bones?
important bones in your body?
 2. What is the function of skull? Ribs? Ball and sockets?
Backbones?

3. How are bones connected?

4. What are the functions of muscles?

D. Elaboration:

1. Retain the grouping for a dance performance.

2. Which set of bones work together as you dance?

3. What is the importance of the bones, joints, and muscles working

together?

E. Evaluation:

Directions: Choose the letter of the correct answer.

1. What organ is protected by the skull?

A. heart B. liver C. brain D. stomach

2. What joints can be found in the shoulder and hipbones?

A. ball and socket B. hinges C. flat bones D. gliding

3. What is protected by the breast or rib cage?

A. heart B. liver C. brain D. stomach

4. Which is NOT a function of the muscles in the body?

A. Gives shape to the body

B. Carries out the movement of the body and its organs
C. Assist in the regular movement involved in breathing
D. Serves as the body’s framework

5. Which action cannot be controlled?

A. walking B. running C. heart beat D. eating

IV. Assignment:

Draw the skeletal and muscular system on your science notebook.

Date: ______________________ Day: _______________________

Day 2

I. Objective

1. Describe the functions of the bones and muscles.

II. A. Materials

Charts of bones and muscle

Ppt./videos

Learners’ Materials ( Lesson 14-Activity 2-3)

Activity Notebook

B. References:

TG and LM,pp.73-78

Science For Daily Use 4, pp.

C. Process Skills: observing, describing, comparing and inferring

D. Value Integration: Care for our bones and muscles.

III. Learning Tasks:

A. Engagement:

1. Drill: Enumerate the different sense organs and which part of the
body does it belong.

2. Review: Name the different parts of the Skeletal System.

3. Motivation:

Look at the children below.

What can you say about the picture on the left?

What about the pictures on the right?

What are the activities performed by the children?

What body systems were used by these children?

 What parts of the body do you use in doing different actions like
dancing, standing, bending and others?

4. Presentation:

Let the pupils sing “ Full of Bones” see TG,p.75

Ask: What is the song about? Now, our next lesson is about the

functions of the bones and the muscles in our body.

B. Exploration:

1. Divide the class into five.

2. Go through the Gallery Walk again.

3. Introduce the activities. Refer the LM Activity I-B and II-A

 Activity I-B

1. Describe what is inside the chicken head?

2. Base on its texture, why must it be covered?

Activity II-A

1. How many bones are involved in the movement?

2. Are the bones connected to each other?

3. What cover these bones?

4. How do muscles help the bone to move?

5. In summary, describe how the bones, muscles, and joints work together to help you
move?

4. Let each group perform the activity and ask them to answer the
guide questions in each station.

5. Supervise the pupils as they perform the activity particularly on the

handling of knife.

C. Explanation:

1. Group Reporting

2. Ask each group to share their answers and results on the different
activities.

3. Clarify the misconceptions at once by discussing the bones,

and muscles.Then ask the following:

1. What are the functions of the bones?

2. What is skeleton?

3. What are the bones in the body?

4. Do they differ in shape, size and function?

 3. How are bones connected?

4. What are the functions of muscles?

D. Elaboration:

1. Retain the grouping for a zumba performance.

2. Which set of bones work together as you dance?

3. What is the importance of the bones and muscles working together?

E. Evaluation:

TRUE OR FALSE:

Directions: Write T if the statement is correct and F if the statement is

incorrect.

_____ 1. The bones support the body.

_____ 2. Muscles are covered with bones.

_____ 3. Some bones protect the internal organs.

_____ 4. The bones are connected to each other.

_____ 5. Muscles expand and contract to aid movement.

IV. Assignment:

Bring the following:

Egg

Chicken wire

Ballpen without ink

Date: ______________________ Day: _______________________

Day 3

I. Objective

1. Describe the functions of the bones and muscles.

II. A. Materials

Charts of bones and muscle

Ppt./videos

Learners’ Materials ( Lesson 14-Activity )

Activity Notebook

B. References:

TG and LM,pp.73-78

Science For Daily Use 4, pp.

 C. Process Skills: observing, describing, comparing and inferring

D. Value Integration: Care for our bones and muscles.

III. Learning Tasks:

A. Engagement:

1. Drill: Name the different parts of the Skeletal System.

2. Review:

TRUE OR FALSE:

Directions: Write T if the statement is correct and F if the statement is

incorrect.

_____ 1. The bones support the body.

_____ 2. Muscles are covered with bones.

_____ 3. Some bones protect the internal organs.

_____ 4. The bones are connected to each other.

_____ 5. Muscles expand and contract to aid movement.

3. Motivation:

Name the different activities that these children performed.

 Which parts of the body work together on the following activities?

How do you take care of yourself when performing these activities?

4. Presentation:

Look at the illustration.

.Today, we are going to study about the how the body moves and the type of
joints

B. Exploration:

1. Divide the class into five.

2. Go through the Learning Stations

3. Introduce the activities. Refer the LM Activity II-A and III.

Each Learning Station has illustration, activity sheets and guide

questions.
 4. Let each group perform the activity and ask them to answer the guide
questions in each station.

5. Supervise the pupils as they perform the activity.

C. Explanation:

1. Group Reporting

2. Ask each group to share their answers and results on the different
activities.

3. Clarify the misconceptions at once by discussing the how the bone

works and the different joints in the body. Then ask the following:
 1. How do the bones work?

2. What are the different joints in the body?

3. Where can we find these joints?

4. What bones protect the internal organs?

5. What is the function of each bone?

D. Elaboration:

1. Retain the grouping for some exercises.

2. Which set of bones work together as you perform these games?

3. What is the importance of the bones and joints working together?

E. Evaluation:

Directions: Choose the letter of the correct answer.

1. Shoulder bone is an example of _________ joint.

A. Gliding joint B. Ball and socketC. Hinge joint D. Saddle

joint

2. Upper arm and lower arm is connected by _______ joint.

A. Pivot B. Saddle C. Gliding D. Ball and

socket

3. It protect the lungs and liver.

A. rib cage B. skull C. pelvic D.

backbones

4. What organ is protected by the skull?

A. heart B. brain C. lungs D. spinal cord

 5. What is the function of the backbone in our body?
____________________________

.IV. Assignment:

Draw the bones that protect the internal organs.

Date: ______________________ Day: _______________________

Day 4

I. Objective

1. Describe the functions of the bones and muscles.

II. A. Materials

Charts of bones and muscle

Ppt./videos

Learners’ Materials ( Lesson 14-Activity )

Activity Notebook

B. References:

TG and LM,pp.73-78

Science For Daily Use 4, pp.

C. Process Skills: observing, describing, comparing and inferring

D. Value Integration: Care for our bones and muscles.

III. Learning Tasks:

A. Engagement:

1. Drill: Sing a Song

Full of Bones

2. Review:

Directions: Choose the letter of the correct answer.

1. Shoulder bone is an example of _________ joint.

 A. Gliding joint B. Ball and socketC. Hinge joint D. Saddle
joint

2. Upper arm and lower arm is connected by _______ joint.

A. Pivot B. Saddle C. Gliding D. Ball and

socket

3. It protect the lungs and liver.

A. rib cage B. skull C. pelvic D.

backbones

4. What organ is protected by the skull?

A. heart B. brain C. lungs D. spinal cord

5. What is the function of the backbone in our body?

____________________________

.3. Motivation:

What can you infer about the pictures? It shows the different use of
muscles in our body.

4. Presentation:

Read the words:

Voluntary muscle:

Noun: muscle (as most striated muscle) under voluntary control

Involuntary muscle:
 Noun: muscle governing reflex functions and not under voluntary
control

( Smooth muscle )

Cardiac muscle: involuntary muscle of the heart functioning in

synchronized rhythmic contraction. Muscle that keep
on contracting..

.Today, we are going to study about the types of muscles and their
functions.

B. Exploration:

1. Divide the class into five.

2. Go through the Learning Stations

3. Introduce the activities. Refer the LM Activity II-B.

Each Learning Station has illustration, activity sheets and guide

questions.

Activity II-B

1. What helps your finger bones move as you write?

2. Do your bones and muscles work together?

3. Can you control the movement of your arms and legs?

4. Can you control the beating of your heart?

5. Give example of actions that you can control?

6. Give example of actions that you cannot control?

7. When are muscles voluntary and involuntary?

4. Let each group perform the activity and ask them to answer the
guide questions in each station.

5. Supervise the pupils as they perform the activity.

C. Explanation:
 1. Group Reporting

2. Ask each group to share their answers and results on the different
activities.

3. Clarify the misconceptions at once by discussing the types of muscle

and its functions. Then ask the following:

1. What are the types of muscles?

2. What is voluntary muscle?

3. What is involuntary muscle?

4. Give examples of actions that can be control.

5. Give examples of actions that cannot be control

D. Elaboration:

1. Retain the grouping to ACT OUT actions that can be control.

2. Draw actions that cannot be control.

3. What is the importance of the bones, joints and muscles working

together?

E. Evaluation:

Enumerated below are various bodily functions and activities. Using your
own body, observe and name the type of muscle or muscles involved in
each function/activity. The muscles can either be voluntarily or
involuntarily or both.

Bodily Function/Activity Type of Muscle

1. Jumping, running, jogging

2. Winking of the eye

3. Breathing

4. Speaking

5. dancing

IV. Assignment:
 Identify the kind of muscle in each of the following.

_____ 1. leg muscles

_____ 2. heart muscles

_____ 3. small intestine

_____ 4. blood vessel

_____ 5. arm muscle

Date: ______________________ Day: _______________________

Day 5

I. Objective

1. Identify common bone injuries and diseases.

II. A. Materials

Charts of important; diagram/illustrations showing the different bone

injuries and muscles disesases placed on manila paper or illustration
board

Ppt./videos

Learners’ Materials ( Lesson 14-Activity )

Activity Notebook

B. References:

TG and LM,pp.73-78
 Science For Daily Use 4,

C. Process Skills: observing, describing, comparing and inferring

D. Value Integration: Care of physically challenged persons

III. Learning Tasks:

A. Engagement:

1. Drill: Directions: Choose the letter of the correct answer.

1. Shoulder bone is an example of _________ joint.

A. Gliding joint B. Ball and socketC. Hinge joint D. Saddle

joint

2. Upper arm and lower arm is connected by _______ joint.

A. Pivot B. Saddle C. Gliding D. Ball and

socket

3. It protect the lungs and liver.

A. rib cage B. skull C. pelvic D.

backbones

4. What organ is protected by the skull?

A. heart B. brain C. lungs D. spinal cord

5. What is the function of the backbone in our body?

____________________________

2. Review:

Identify the kind of muscle in each of the following.

_____ 1. leg muscles

_____ 2. heart muscles

_____ 3. small intestine

_____ 4. blood vessel

 _____ 5. arm muscle

.3. Motivation:

Let the pupils sing “ Full of Bones”then, add some actions pointing each
part.

What are the parts mentioned in the song?

4. Presentation:

What is shown in each picture? If, anyone of them had an accident, which
part will be affected?

Lets find out the common injuries you may encounter while playing.

B. Exploration:

1. Divide the class into five.

2. Let the pupils work on Lesson 14: LM Activity 4

“ What are the common injuries in sports and games?”

Answer the guide questions

3. Guide the pupils while doing the activity.

C. Explanation:

1. Group Reporting
 2. Ask each group to share their answers and results on the different
activities.

3. Clarify the misconceptions at once by discussing the bone diseases

and muscle injuries. Then ask the following:

1. What are the common muscle injuries?

2. What are the common bone injuries?

3. What particular body parts can be injured when you play games or
sports?

4. What other activities are prone to injuries?

5. What will you do if you get injured while playing?

6. How will you protect your bones and muscles from injuries?

7. What are the common bone diseases?

D. Elaboration:

1. Retain the grouping to ACT OUT actions that can avoid accident while
playing.

2. Draw your favorite sports/game and write your unforgettable

experience when you had an accident.

3.How are you going to take extra care when playing.

E. Evaluation:

Enumerated below are bone diseases and muscles injuries. Write BD, if
bone disease, BI, if bone injuries, MD, if muscle disease and MI, if muscle
injuries

1. Polio

2. Bruises

3. Dislocations

4. Facture

5. Osteoporosis
IV. Assignment:

Research about First Aid treatment.

Date: ______________________ Day: _______________________

Day 6

I. Objective

1. Demonstrate first aid measures for common bone injuries and disesases.

II. A. Materials
 Charts of important; diagram/illustrations showing the different bone
injuries and muscles disesases placed on manila paper or illustration
board

Ppt./videos

Learners’ Materials ( Lesson 14-Activity )

Activity Notebook

B. References:

TG and LM,pp.73-78

Science For Daily Use 4,

C. Process Skills: observing, describing, comparing and inferring

D. Value Integration: Care of physically challenged persons

III. Learning Tasks:

A. Engagement:

1. Drill: Clap your hands twice if the muscle is voluntary and thrice if
involuntary.

_____ 1. leg muscles

_____ 2. heart muscles

_____ 3. small intestine

_____ 4. blood vessel

_____ 5. arm muscle

2. Review:

Enumerated below are bone diseases and muscles injuries. Write BD, if bone
disease, BI, if bone injuries, MD, if muscle disease and MI, if muscle injuries

1. Polio

2. Bruises

3. Dislocations
 4. Facture

5. Osteoporosis

3. Motivation:

What does the picture shows? If you

see someone suffered from accident/injury, will you call the doctor at once?

4. Presentation:

Perform the activity in LM Activity 5 “ What treatment should be given?

B. Exploration:

1. Demonstrate first aid treatment to simple bone and joint injuries listed
below.

2. After the demonstration, group the pupils and let them practice first aid
treatment that was demonstrated.

3. Guide the pupils while doing the activity.

C. Explanation:

1. Individual Feedback

2. Role Playing: First Aid Treatment

Patient and First Aiders

a. fracture

b. cramps

c. dislocation

d. bruise
 e. sprain

E. Evaluation:

Please refer to the evaluation on TG p.78

IV. Assignment:

Write a slogan showing concerns to children with disabilities.

Date: ______________________ Day: _______________________

Day 1

I. Objective

1. Explain the functions of stomach and intestines in the digestion

II. A. Materials

Charts of important concepts; diagram/illustrations showing the digestion

process illustrated in a manila paper or illustration board

Ppt./videos

Learners’ Materials ( Lesson 1-Activity 1-2 )

Activity Notebook

B. References:

TG and LM,pp.79-84

Science For Daily Use 4,

C. Process Skills: observing, describing, comparing and inferring

D. Value Integration: Care of the stomach and intestines

III. Learning Tasks:

A. Engagement:

1. Drill: Bones that protect internal organs

Game: Gimme Bone

2. Review:

What is First Aid Treatment?

3. Motivation:
Look at the picture. What can you say about it?

Does your family eat together? How many times a week?

What are the people doing? Why do we need

food?

What happened to the food after as it gets inside the mouth?

How do foods get inside the different parts of the body?

4. Presentation:
What is shown in the picture?

If powerpoint is available, let the pupils watch.

Today, we are going to study about the functions of the stomach and
intestines in the digestion.

B. Exploration:

1. Divide the class into groups.

2. Let the group go through Learning Stations.

3. In each station, do Lesson 15: LM Activity 1- “How is food digested in

the stomach?”and How is food digested in the intestines?”

4. Answer the guide questions.

5. Guide the pupils while doing the activity.

C. Explanation:

1. Group Discussion

2. Representative report their findings.

3. Individual Feedback

How do you feel about the activity?

ACTIVITY NO. 1 ACTIVITY NO.2

D. Elaboration:

Where do foods go after it enters the mouth?

What happened to the food inside the stomach?

Where do digested food go?

What happened to the food after it was digested?

What should be done to the food you before it can be used by the body for
growth?

E. Evaluation: Below are the parts of the digestive system in column A. Write
the letter of the function of the parts in column B.

Column A Column B
1. mouth a. It is where food are finally
digested and absorbed.
2. esophagus b. Digestion begins here.
3. stomach c. A long tube where food
pass through.
4. large intestine d. Food is squeezed, twisted
and churned.
5. small intestine e. where undigested food
go.

IV. Assignment:

Draw the parts of the Digestive System. Label and write the functions of
each part.
Date: ______________________ Day: _______________________

Day 2

I. Objective

1. identify the most common problems and treatment of the stomach and
the intestines.

II. A. Materials

Charts of important concepts; diagram/illustrations showing the

digestion process illustrated in a manila paper or illustration board

Ppt./videos

Learners’ Materials ( Lesson 1-Activity 1-2 )

Activity Notebook

B. References:

TG and LM,pp.79-84

Science For Daily Use 4,

C. Process Skills: observing, describing, comparing and inferring

D. Value Integration: Care of the digestive system

Eating the right food.

III. Learning Tasks:

A. Engagement:

1. Drill:

Role Playing: Patient who had a bad fall and a first aider

2. Review:

Name the parts and function of the digestive system.

3. Motivation:

Look at the picture. What can you say about it?

Why do you think the boy is sad? Why is he holding/pressing his stomach?

Why is the
boy
pressing his
stomach?
 4. Presentation:

Why do you think is the boy pressing his stomach?

Let’s find out what are some of the causes of the stomach ache.

B. Exploration:

1. Divide the class into groups.

2. Let the group go through Learning Stations.

3. In each station, do Lesson 15: LM Activity 3 – “ What are the

common problems related to digestion?” and Activity Lesson 4: “What
are the treatments for the common problems related to digestion?”

4. Answer the guide questions.

5. Guide the pupils while doing the activity.

C. Explanation:

1.Group Reporting

A. Unlock words using the Mother Tongue for comprehension.

 Heartburn
 Defecating
 Constipation
 Dehydration

2. Representative report their findings.

3. Individual Feedback

How do you feel about the activity?

4. Check the misconceptions to strengthen the knowledge of the pipils

about the topic. Discuss about the diseases and the medication to be
given. Answers questions on p.83

D. Elaboration:

Role Playing:

Pretend like a doctor and patient suffering from diarrhea.

E. Evaluation:

Directions: Fill in the diagram. Discuss with your group the causes and
treatment to the problem.

Problem:

Why are some children infested with intestinal

worms?

CAUSES

TREATMENT

2. What is indigestion?

What are the symptoms and causes of indigestion?

How can it be prevented or treated?

IV. Assignment:

Interview your school nurse about deworming.

Ask: How is the implementation of the program in school?