DAILY LESSON PLAN FOR MG TEACHING

Lesson Plans for Multi-grade Classes

Grade Level Grade III Grade IV
DAY 1
I.OBJECTIVES
A. Content Standard Demonstrates understanding of reproduction among Demonstrates understanding of the different organisms go
The learner... humans, animals and plants and certain observable through life cycle which can be affected by their
characteristics that are passed from parents to
offspring environment
B. Performance Gives a photo of offspring and parents, make a Constructs a prototype model of organism that has body
Standard checklist of possible characteristics that the offspring parts which can survive in a given environment
inherited from the parents
C. Learning Identifies observable characteristics that are passed Describes the effect of the environment on the life cycle of
Competencies on from parents to offspring., (Plants) organisms.
S3LT-II-g-h 13
S4LT-IIg-h-14
I. CONTENT Heredity: Inheritance and Variation Heredity: Inheritance and Variation
4.1 Life Cycles
Inferring that some physical traits are 4.2Humans, Animals, and Plants
common or shared within the same group of
Identifying the different stages of the life cycle of the
plants.
organism.
Lesson Objectives To infer that some physical traits are To identify the different stages of the life cycle of the organism.
common or shared within the same groups of
plants
To identify the some physical traits are
common or shared within the same group of
plants

II. LEARNING A. Reference A. Reference

RESOURCES 1.TG 91-94 1.TG 170-176
2.LM pp 2.LM pp
3Textbook pp 3Textbook pp

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Grade Level Grade III Grade IV
4.Additional materials from LR portal 4.Additional materials from LR portal
5.Other learning resources 5.Other learning resources
III. PROCEDURES

Use these letter icons to

show methodology and Teaching, Learning and Assessment Activities
assessment activities. Who among you have backyard garden at home? What are the plants planted in your backyard garden?
What part of the plant is being used for the chicken to lay their eggs?
Direct Teaching What about the birds? What plant do they use in making their nest?

A. Review A. Review
What are the observable characteristics What is complete metamorhosis?incomplete
that are passed on from parents to metamorphosis?
offspring?

B. Presentation of the Lesson B.Presentation of the lesson

G T
Set the standards before doing the activity.
Let the pupils’ tour in the school garden.
C. Develpment of the Lesson
What to do:
●Observe the plants in the garden.
 Present charts of the different stages of the life cycle
of some organisms like frog, butterfly, plants, etc.
 We have what we call organisms like frog, butterfly,
plants, etc. These animals have different stages in
their life cycle.
C.Development of the Lesson

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Grade Level Grade III Grade IV
Group 1: Observe the physical traits of
leaves (shape, color, texture) Appendix 1, Q2/W8/D1/G4
Appendix 1,Q2/W8/D1/G3 The life cycle of a frog are:
egg → tadpole → young frog → adult frog
mosquito:
Group 2: Observe the physical traits of egg → larva → pupa → adult
stem
(grow straight up, trail along the chicken:
ground, egg → chick → chicken
climb fences, hard/soft stem)
(Appendix 2,Q2/W8/D1/ G3 butterfly:
egg → larva → pupa → adult

T D.Synthesis/Generalization
●Leaves of plants are common in color, size, What are the different stages of life cycle of the
shapes and mosquito? Chicken? Butterfly?
Textures.
E.Application
● There are some plants that have stems
that grow G
straight up like narra tree, mahogany, etc. The teacher provides cut outs of the different stages of the
● Some plants also have stems that trail life cycle of organisms.
along the Group the pupils into 3. Give each group an envelope that
ground like cucumber, camote, squash, contains different stages of the life cycle of some organisms
alugbati, for them to arrange.
kangkong, etc. Group 1: Life cycle of chicken
●There are some plants that do not grow tall. Group 2: Life cycle of frog
Plants can have young plants. Group 3: Life stages of a plant
A young plant can grow from seeds.
Plants can only reproduced plants of their
own kind.

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Grade Level Grade III Grade IV
Many plants grow from seeds but they can
also grow from other plants parts like stem
leaf, and roots.

D.Synthesis?Generalization T
What are the common physical Let the pupils present their outputs on the blackboard.
traits that the plants inherit with the same  The mother hen lays its egg. After 21 days it begins
groups or kind? to hatch out came a chick. Soon the chick become a
chicken.
E.Application  A frog lays an egg then it will become a todpole that
G. swims in the water untill its legs form and become a
Group Activity young adult then become an adult frog.
Group 1:Make a list of plants with rough  Plants also have different stages. We have plants
leaves that grow from seed like beans, mango and the likes.
Group2:Make a list of plats with stem that The plants that grow from seed. Wen seeds are
trail along the ground planted in a soil, they will sprout in after few days and
Group 3:make a list of plants that grow become young plants and soon become fully grown
straight up plant.

V.EVALUATION

I
List plants according to common physical
traits.
(Appendix 2 Day 1 Grade 3 week8)

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Grade Level Grade III Grade IV
Plants Plants Plants Plants
with with with with
rough smooth stem that stem
leaves leaves grow that trail
straight along
up the
ground

VI.AGREEMENT/ASSIGNMENT V.EVALUATION
Draw a plant with stem that grow straight up
and plant with stem that trail along the A
ground. Appendix 2, Q2/W8/D1/G4
Identify the missing stages on the life cycle of the given
organisms.

1. Frog: egg → __________ → young frog → adult frog

2. Mosquito: egg → larva → ________________→ adult

3. butterfly: _______________→ larva → pupa → adult

4. chicken: egg → chick →

________________

5. Beans:

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Grade Level Grade III Grade IV

VI.AGREEMENT/ASSIGNMENT
Draw the different stages of the life cycle of a
chicken.

Remarks
Reflection

Day 2
I. OBJECTIVES
A. Content Standard Demonstrates understanding of reproduction Demonstrates understanding of the different organisms go
among humans, animals and plants and through life cycle which can be affected by their
certain observable characteristics that are environment
passed from parents to offspring
B.Performance Gives a photo of offspring and parents, make Constructs a prototype model of organism that has body
Standard a checklist of possible characteristics that the parts which can survive in a given environment
offspring inherited from the parents
B. Learning Identifies observable characteristics that are passed Describes the effect of the environment on the life cycle of
Competencies on from parents to offspring., (Plants) organisms.
S3LT-II-g-h 13 S4LT-IIg-h-14
II.CONTENT Heredity: Inheritance and Variation Heredity: Inheritance and Variation

Lesson Objectives To infer that some physical traits are
common or shared within the same group of
plants.
To identify the some physical traits are common or
To describe the effect of the environment on the life cycle of plants and
animals.
To write the effect of the environment on the life cycle of plants and
animals.

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Grade Level Grade III Grade IV
shared within the same group of plants
III.LEARNING A. Reference A. Reference
RESOURCES 1.TG 91-94 1.TG 170-176
2.LM pp 2.LM pp
3Textbook pp 3Textbook pp
4.Additional materials from LR portal 4.Additional materials from LR portal
5.Other learning resources 5.Other learning resources
IV.PROCEDURE Teaching, Learning and Assessment Activities
A. Review A.Review

B. Presentation of the Lesson

Whole Class

 Who among you have eaten your breakfast? What was/were your viand/s?
 What did you observe with the stem of the vegetables?
 What did you do after eating? Did you feed also your animal/s?

C. Development of the Lesson D. Development of the Lesson

T G
Show the same group of plants.( Use real or Divide the class into 2. Give each group an envelope with
picture)(Apendix 1 Q2/W8/D2/G3 pictures of organisms. First group will have a picture of dry
plant begin to wither. Second group will be given a picture
of an animal under the sun without trees around it. Each
group will study or observe the picture.
Appendix 3, Q2/W8/D2/G4
Group I. Answer the following questions.
1. What happens to the plant in the picture?
2. Why is the plant is withering?
These plants have big stems. The stems are in the
shape of a cylinder.
3. Whith out watering the plant for several days, what will
happen to tha plant?

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Grade Level Grade III Grade IV
4. What will happen to the plant if you water it?

Appendix 4, Q2/W8/D2/G4
Group 2
1. What can you see in the picture?
2. What do you think will happen to the carabao staying
under the sun for the whole day with out trees?
These parts of some plants grow under the ground.
3. What should you do to save the life of the carabao?
These are not roots but stems. Stems are differ in 4. How do you show care to animals?
size and shape. Some are thick some are thin. (Appendix

These plants have small stems.

What are other plants with small stem?

D.Synthesis?generalization T
What are the physical traits  Plants need water, sunlight, and air in order to

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Grade Level Grade III Grade IV
are common or shared within the same grow/survive. They die without any of these.
group of plants?  Some plants grow under sun and some plants also
grow under the shade or in a cold place like non-
E.Application flowering plants.
 There are some animals that can survive under the
G heat of the sun but some do not. Sheep, horse, and
Use real plants for the activity. Group the cows can survive under the heat of the sun.
pupils into 2.  Other animals live in a cold place or under water for
them to survive like fishes, snails, crabs, etc.
Materials needed for the group activity  Plants must adapt themselves to a variety of
Activity sheets, plants with different sizes of environmental factors like light, temperature,
the same kind. (Appendix 4 Day 2 Week 8) moisture, wind, soil conditions, and the numerous
species of plants and animals with whom they must
Plant A Plant come in contact.
B  The animals in the pond use algae for their food.
These time, the animals that live in water are
suffering because of the garbage thrown in the
bodies of water.
 Some animals especially the pupa stage and young
adult died because of the weather conditions even
Group 1 plants.
Measure their stem and compare.  Our forests are badly denuded. Bodies of water and
Observe their leaves and write their air are also polluted that affect the life of the different
similarities stages of organisms.
 Should we allow further distruction of our
habitat? Why?

D.Synthesis/Generalization

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Grade Level Grade III Grade IV
Group 2 What are the effects of our environment to the
Observe the similarities of the plants. What plants and animals?
are the characteristics which they are the
same or common? What are their
differences?Write your answer in activity
sheet. (Appendix E.Application
Make a rubrics to score the performance of the pupils.
Group 1: Make a skit on how the environment affect on the
life cycle of plants.
Group 2:Make a slogan on how to take care of our
environment.
Group 3: Make a skit on how the environment affect on the
life cycle of animals.

The teacher will process the performance of the pupils.

V.EVALUATION
T
Let the pupils show their activities.
Use the Venn diagram to discuss the answer I/A
of the pupils. Appendix 5, Q2/W8/D2/G4

Answer the following Questions.

Plant A 1. What will happen to plants under too much heat?
Differencies _____________________________________.
Similarities
2. What could happen to a baby goat if it stays in a
very cool and in an open area?
_______________________________________

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Grade Level Grade III
Let the pupils write their answers in the
Venn diagram.
Discuss their answer. The two plants of the
same kind have similarities and differences.
Their stems are both small with the same
height. They have also liked their leaves.
Plant A has smaller leaves while plant B has
wider leaves. The leaves of plant A is
smooth while plant B is rough but they have
the same color.
Grade IV
3. If fishes stay in a warm place, What could
happen to them?
_______________________________________
___
4. What could be a possible effect to plants if there
is enough water, air and, sunlight?
_______________________________________
___.
5. If the water plants are removed from their habitat
and placed in a dry place. What will hapen to the
plant?
VI.AGREEMENT/ASSIGNMENT
What would you do to protect our environment?

A
V.EVALUATION
Circle the plants with common
characteristics:
1. Camote rose ube narra
2. Rose gumamela petchay
kangkong.
3. Gemelina narra gabi
petchay
4. Kangkong alugbati eggplant
stringbeans.
5. Waling waling orchid ipil-ipil
gumamela

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Grade Level Grade III Grade IV
VI.AGREEMENT/ASSIGNMENT
Draw 2 kinds of plants that have the same
characteristics.
Remarks
Reflection
Day 3
I. OBJECTIVES
A. Content Standards Demonstrates understanding of reproduction Demonstrates understanding of the different organisms go
among humans, animals and plants and through life cycle which can be affected by their
certain observable characteristics that are environment
passed from parents to offspring
B. Performance Gives a photo of offspring and parents, make Constructs a prototype model of organism that has body
Standards a checklist of possible characteristics that the parts which can survive in a given environment
offspring inherited from the parents
C.Learning Identifies observable characteristics that are passed Describes the effect of the environment on the life cycle of
Competencies on from parents to offspring., (Plants) organisms.
S3LT-II-g-h 13 S4LT-IIg-h-14
II.CONTENT Heredity: Inheritance and Variation Heredity: Inheritance and Variation
Lesson Objectives To draw some examples of plants that To enumerate the effects of environment in the life cycle of organisms.
produces the same kind

III.LEARNING A. Reference A. Reference

REFERENCES 1.TG 91-94 1.TG 170-176
2.LM pp 2.LM pp
3Textbook pp 3Textbook pp
4.Additional materials from LR portal 4.Additional materials from LR portal
5.Other learning resources 5.Other learning resources
IV.PROCEDURES

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Grade Level Grade III Grade IV
Teaching, Learning and Assessment Activities
A. Review A.Review
What are the physical traits are common or shared What are the effects of our environment to the plants
within the same group of plants? and animals?
B. Presentation of the Lesson
Whole Class
Who among you have experienced planting any plants in your backyard?
What did you notice when the plant sprouted? Did you see worms?
What should you do to keep the plants healthy?

C. Development of the lesson C. Development of the Lesson

T G
● Show pictures of tomato or an actual Group 1
tomato. Appendix 6, Q2/W8/D3/G4
● Call pupils to label all the plant parts of
List down effects of environment in the life cycle of organisms.
the tomato .
● Ask: What part of the plant develops into
a fruit?(flower) Group 2. Create a slogan about the effect in the life cycle of organism.
● Show a tomato fruit to the class before
cutting it to open. Then, ask the following

- What do you see inside the fruit?

(flesh, pulp, seeds)
- What would happen if we plant the
tomato seed on the ground?( It would
grow into a new tomato plant.)

Does the parent’s plant look like its young?

Can a tomato plant grow from a mongo seed? Explain
your answer?

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Grade Level Grade III Grade IV
The important concepts are;
Plant can have a young plant.
A young plant can grow from seeds, from stem, and
leaves.
Plants can only reproduced plants of their own kind.

D. Synthesis?Generalization T
How plant reproduced? The effects of environment in the life cycle of organisms
depend on their habitat and their surroundings. Our
surrounding now a day is not safe because of water
E. Application pollution, air pollution, soil pollution from the different
G chemicals used by human. The small trees are uprooted
Group activity because of the strong rain and there no big trees to support
Group 1; Draw 3 kinds of plants that them. The eggs of the birds are also affected even the small
reproduced through seed. animals that live in the forest.
Group 2: Draw 3 kinds of plants that Animals that live in water like snails, fishes, aquatic
reproduced through stems. plants, etc. are in danger because of water pollution. They
Group 3; Draw 3 kinds of plants that are suffocated because of the chemical, garbage thrown in
reproduced through leaves. the bodies of water and even natural disasters. Their
productions are too slow because some of their offspring
(The teacher will process their output.) die while they are still developing due to natural disasters
and human error.

.
T F. Synthesis/Generalization
Show an old plant and newly planted plants. Enumerate the effects of environment on the life
These plants are newly planted from the cycle of organism.
mother plant. When it grows, the plant looks
like the mother plant. There are also plants
that grow from seeds like squash, mongo, E.Application

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Grade Level Grade III Grade IV
etc. that when planted, they grow up like A
their mother plant. Appendix 7, Q2/W8/D3/G4
Enumerate the effects of environment in the life cycle of
organisms.

V.EVALUATION
Give 5 effects of environment on the life cycle of
organism.

IV. EVALUATION VI. AGREEMENT/ASSIGNMENT

List at least 3 ways in saving the environment
A from destruction.
Draw 5 kinds of plants that produce the
same kind.

VI.AGREEMENT/ASSIGNMENT
List 5 kinds of plants that produced
the same kind.
Remarks
Reflection
Grades III and IV

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