School: LATTUT ELEMENTARY SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives Write the effect of environmental
LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. Reference
1. Teacher's Guide pages
2. Learner's Material Pages
3. Textbook Page
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resource
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
new lesson
Grade Level: IV
Teacher: DIAN G. MATEO Learning Area: SCIENCE
Teaching Dates and DECEMBER 12 – 16, 2022 (WEEK 6) Quarter: 2ND QUARTER
Time:
School Head: LAARNI O. BALORAN Signature:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Plants have body parts Plants have body parts that Plants have body parts that Plants have body parts Plants have body parts that make
that make them adapt to make them adapt to land or make them adapt to land or that make them adapt to them adapt to land or water
land or water water water land or water
Interpret data on the Choose which plant could Identify and examine the parts Compare the Compare the characteristics of
grow in a particular habitat of a seed characteristics of different different plant seeds
factors on plant growth Distinguish monocot and dicot plant seeds Compare the growth process of
seeds as to its structure Compare the growth monocot seeds to a dicot seeds
process of monocot seeds
to a dicot seeds
Live on land and in water Live on land and in water Live on land and in water Live on land and in water Live on land and in water
pp. 131 - 137 pp. 138 - 142 pp. 143 - 149 pp. 150 - 154 pp. 150 - 154
pp. 123 - 124 pp. 124 - 125 pp. 126 - 127 pp. 128 - 130 pp. 128 - 130
Name some plants that grow What are the different What are the different parts of
in water, soil and air. parts of seed? seed?
Refer TG. 131-132 Let each pupil present their Refer to TG. pp.143-144 Have you experienced Have you experienced eating the
assignment in class by eating the following fruits following fruits and vegetables
showing their favourite plant. and vegetables like : like :
Allow them to tell something Watermelon Watermelon
about the plant. Peanut Peanut
 Guyabano Guyabano
Squash Squash
okra okra
C. Presenting examples/instance Refer to TG. p. 132 We are going to know the Today, we are going to study Present the new lesson Present the new lesson regarding
of the new lesson different plants that grow in the seed and its part and regarding the the characteristics of different plant
water, soil and air determine whether it is characteristics of different seeds.
monocot or dicot plant seeds.
D. Discussing the new concept Exploration : Exploration : Exploration : Exploration : Exploration :
and practicing new skill #1 Group Activity Group Activity Group Activity Group Activity Group Activity
E. Discussing the new concept Explanation: Explanation: Explanation: Explanation: Explanation:
and practicing new skill #2 Reporting and discussion Reporting and discussion Reporting and discussion Reporting and discussion Reporting and discussion
F. Developing Mastery ( Leads to Elaboration Elaboration Elaboration Elaboration Elaboration
Formative Assessment 3)
G.Finding the Practical Let the pupils give more Examine more seeds and Give more examples to the Give more examples to the class.
Application of Concepts plants and let them identify know if it is dicot or monocot. class.
and Skills in daily Living where it grow.

H.Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
J.Additional activities for
application or remediation
Give the part of a seed and Original File Submitted and
describe it. Formatted by DepEd Club Member
When do we say that a seed - visit depedclub.com for more
or seedling is a monocot or
dicot?
Refer TG. p. 136 Let the pupils complete the Refer TG. p. 149. Refer TG. p.134. Refer TG. p.134.
chart on TG. p. 139