SCHOOL
Grades 4
TEACHER
DAILY LESSON
LOG TEACHING DATES JANUARY 16-20, 2023/
AND TIME 9:55-10:45 A.M
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies/ Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(ELICIT)
B. Establishing a purpose for the
lesson
(ENGAGE)
GRADE LEVEL IV
LEARNING AREA SCIENCE
QUARTER/WEEK Q2 WEEK 8
At the end of the lesson, learners are expected to:
1. identify the harmful types of interactions in the environment;
2. describe certain types of harmful interactions among living things; and
3. value the importance of caring living things.
The learner demonstrates understanding of beneficial and harmful
interactions occur among living things and their environment as they obtain
basic needs
The learner should be able to construct a prototype model of organism that
has body parts which can survive in a given environment
Describe the effects of interactions among organism in their environment
S4LT-IIij-18.
Harmful Interactions Among Living Things
TG page 193-199
MELC page 65
Science LeaP pp.33-35
LM 156-159
https://lrmdsnegor.net/flexied-module/
Offline version of LR Portal
LeaP , Television, charts, PowerPoint presentation, activity cards, pictures
Do the “Heart hand signal” if the statement or situation is TRUE about
interactions among living things in their environment and “Wave your left
hand twice” if it is FALSE.
1. Mutualism is a kind of interaction where one organism benefits while
the other is not harmed nor affected.
2. Commensalism is an interaction of two organisms wherein both are
getting benefits from each other.
3. The small fish called the Pilot fist follows underneath a shark and
when the shark eats something, the pilot fish eats the scrap pieces of
the shark original kill is an example of commensalism interaction.
4. There are interactions where both species benefit from the
relationship and there are also interactions where one species benefit
but the other is neither affected nor harmed.
5. The tree harmed because of the presence of a bird’s nest in its branch.
Indicator 3: Use effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation,
engagement and achievement areas
Indicator 5: Maintain learning environments that promote fairness, respect and
care to encourage learning
Indicator 7: Use effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation,
engagement and achievement
Remind the pupils that interaction among organisms in their environment may
bring either good or bad effects. There are interactions where both organisms
benefit from the relationship. Other interactions may be either harmful or
beneficial on the effect of the organism to another. These interactions among
organisms include mutualism and commensalism.
Game: “Where do I belong?
Show picture of garden ecosystem. Let the pupils study the picture and
identify the interactions among living things that exist.
 Indicator 3: Use effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation,
engagement and achievement areas
Indicator 7: Use effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation,
engagement and achievement
What can you see in the picture of garden ecosystem?
Are all the interactions shown among the organisms beneficial to them or not?
Can you identify some interactions which are not considered as beneficial
among organisms?
Interactions in the environment may also be harmful to an organism.
C. Presenting examples/instances of 1. Pre-laboratory Activity
the new lesson a. Setting of Standards
(ENGAGE) Indicator 4: Establish safe and secure learning environments to enhance
learning through the consistent implementation of policies,
guidelines and procedures
b. Unlocking of Difficulties
Arrange the decimal numbers in ascending order to reveal the mystery
word.
1. -A type of harmful interaction where one organism is benefited
while the other one is badly affected (killed or eaten) in the
ecosystem.
R A E N P I T D O
0.90 2.45 1.1 6.78 0.87 3.60 3.06 1.74 5.80

2. -Is the organism that benefits in the relationship. It refers to the

EATER.
R E D A R O T P
5.73 2.5 2.78 3.8 0.93 4.7 4.22 0.7

3. -The organism that is harmed, EATEN or killed.

Y P R E
2.2 0.5 0.82 1.6

4. -Kind of harmful interaction where one organism, depends on

another organism, for food production and reproduction.
I T S P A A S I R M
3.9 5.6 8.8 0.46 0.58 1.65 2.5 7.8 0.6 10.1

5. -The organism that benefits in the relationship. It may be found

outside the body (external) or inside the (internal).

E R A S A T I P
5.73 2.5 2.78 3.8 0.93 4.7 4.22 0.7

6. The organism that is harmed or badly affected.

S H O T
1.65 0.46 0.58 2.5

D. Discussing new concepts and
practicing new skills #1
(EXPLORE)
E. Discussing new concepts and
practicing new skills #2
(EXPLORE)
F. Developing mastery
(EXPLAIN)
7. The vying between organisms for the things needed for survival.
N O P T I O T C E M I
10.6 2.5 3.9 5.5 5.9 8.3 4.9 1.8 4.2 3.6 7.9
Indicator 1: Apply knowledge of content within and across curriculum teaching
areas
c. Discussion of Procedures
d. Checking or Distribution of Materials
Indicator 4: Establish safe and secure learning environments to enhance
learning through the consistent implementation of policies,
guidelines and procedures
10 minutes
GROUP ACTIVITY
Indicator 4: Establish safe and secure learning environments to enhance
learning through the consistent implementation of policies,
guidelines and procedures
Indicator 6: Maintain learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning
Indicator 7: Use effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation,
engagement and achievement
Indicator 8: Design, adapt and implement teaching strategies that are responsive
to learners with disabilities, giftedness and talents
The activity that you are going to perform will help you describe the
harmful interactions among living things. (see attached activity sheet)
Group 1- “Report it with me”
Show them picture of bird eating worms and answer the
different guide questions.
Group 2- “I can Paint my Life”
Draw and present a drawing showing harmful interactions
between aphids and rose plant.
Indicator 1: Apply knowledge of content within and across curriculum teaching
areas
Group 3- “I can Shout my Fate”
Prepare and present a jazz chant about the interaction that
exist between a man and a mosquito.
Group 4- “I Can Sing My Victory”
Compose a one-stanza song to the tune of any popular song
about the harmful relationship between lions and buffalo.
a. Group Reporting and Publication of Data
Indicator 5: Maintain learning environments that promote fairness, respect and
care to encourage learning
b. Discussion and Analysis (EXPLANATION)
(Based on the publication of data)
Ask the following questions
1. How can you describe the interaction that exists between the birds and
the worms?
*In this interaction, the bird (predator) kills the worms (prey) before or
during the eating process. It means that this type of relationship is
beneficial to one but harmful to the other.
2. How about the aphids and a rose plant?
*Aphids are the lice that live on plants and suck their juices. They are
tiny white cotton-like spots underneath the leaves of roses. After
sometime, the leaves fall and eventually die. This is a kind of
interaction where one organism benefits and the other is badly
affected.
3. Lions and buffalo?
It is a type of interaction where lions compete to get food for survival.

G. Finding practical applications of
concepts and skills in daily living
(ELABORATE)
H. Making generalizations and
abstractions about the lesson
(ELABORATE)
I. Evaluating learning
(EVALUATE)
J. Additional activities for
application or remediation
(EXTEND)
This interaction is harmful to both competing species.
4. A Man and a mosquito?
The man will be badly affected by the itch that mosquito bites bring
and mosquito bites will cause dengue fever and malaria.
5. What may happen due to these types of interaction? Why?
6. Do those types of interaction also happen to us?
7. How would you feel if you were hurt by your playmates?
8. How should we live our life?
Indicator 1: Apply knowledge of content within and across curriculum teaching areas
Observe and write at least three harmful interactions among living things that you
could find in your community. Prepare your observation as shown below.
Descriptions of the Harmful Interactions among Organisms in the Environment
Description of the interaction that exists
Organisms Type of Interaction
between or among the organisms
Indicator 7: Use effective verbal and non-verbal classroom communication strategies
to support learner understanding, participation, engagement and achievement
Concept Mapping
EVALUATION:
Choose the letter of the correct answer.
1. It is an interaction of organisms where one benefits while the other is killed
or eaten. This called________________.
A. Mutualism C. Commensalism
B. Predation D. Competition
2. In parasitism, the organism that benefits in an interaction is called the
_______________.
A. Parasite C. Predator
B. Host D. Prey
3. Which of the following pairs of organism has harmful interaction?
A. A snake and a rat C. A bird’s nest and a tree
B. Orchids and trunk of tree D. Butterflies and flowers
4. When the cat eats a mouse, the cat is the _____________of the mouse.
A. Host C. Predator
B. Parasite D. Prey
5. You put twelve small fish in an aquarium which contains three gallons of
water. You fed them with the right amount of food. After five days, some
the fist died. Why did it happen?
A. The smelly and cloudy water in the aquarium was not replaced.
B. The aquarium did not have enough temperature range.
C. There was no enough space for the number of fish.
D. The aquarium was moved to another space.
Extend:
Directions: Select at least five pairs of organisms. What relationships do they
have? For the organisms which are paired already, just write these organisms
in the date table and give also the type of relationship and its description.
 Description of the Harmful Inteactions Among Organisms in the
Environment
Organisms Type of Interaction Description of the type of Interaction

V. REMARKS Re-teaching Transfer of lesson to the

Lack of Time following day
No class Achieved
VI. REFLECTION I understand that________________________________________________
I realized that___________________________________________________
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

ACTIVITY 1
“REPORT IT WITH ME”
I. Problem: What is the interaction that exists between the bird and the worm?
II. Materials:
Picture of bird eating worms
Manila paper
Marker
 Strips of Paper
Glue
III. Procedures:
1. Using the materials given, observe the type of interactions that exist between bird and worm.
2. Answer the guide questions.
3. Discuss the results with your group mates and come up with group’s answers.
4. Write your answers on the given Manila paper.
5. As soon as you are done, shout your yell three (3) times. (AJA CLAP)
6. Post your output on the board and get ready to discuss the findings by 2 group members.
IV. Questions:
1. What do birds do with the worms?

2. Do worms get something from the birds?

3. What organism benefited in the interaction?

4. Which organism is badly affected?

5. How can you describe the interaction between the birds and the worms.

ACTIVITY 2
“I CAN PAINT MY LIFE”
I. Problem: How does aphids affect the leaves of the rose?
II. Materials:
Video or picture of Aphids and a Rose plant
 Manila paper
Pencil and Marker
Color
III. Procedures:
1. Watch the video and observe the harmful interaction between aphids and rose plant.
2. Answer the guide questions.
3. Through a drawing, show how aphids affect the leaves of the rose.
4. As soon as you are done, shout your yell three (3) times. (Hep hep)
5. Post your drawing on the board and 2 group members will discuss your output.
IV. Questions:
1. What is an aphid?

2. What will happen with the leaves of the rose?

3. Which one is badly affected?

4. How can you describe the type of interaction between aphids and a rose plant?

ACTIVITY 3
“I CAN SHOUT MY FATE”
I. Problem: What is the type of interaction that exists when a mosquito bites you?
II. Materials:
Picture of mosquito biting human
Manila paper
Marker
III. Procedures:
1. Using the materials given, observe the harmful interaction between a man and a mosquito.
2. Answer the guide questions.
3. Based on your group’s answers, prepare a jazz chant and write it on manila paper.
 4. As soon as you are done, shout your yell three (3) times. (Hooray)
5. Present a jazz chant in front of your classmates and teacher.
IV. Questions:
1. Do you observe mosquitoes in your house or community? What are these called?

2. What is the type of interaction that exist if the mosquito bites you or one of your classmates?

3. Does a man benefit from the interaction?

4. Aside from sucking blood, what other effects can a mosquito bring us?

ACTIVITY 4
“I CAN SING MY VICTORY”
I. Problem: How does the interactions between the lions and
buffalo harmful?
II. Materials:
Video or Picture of lions and buffalo
Manila paper
Marker
III. Procedures:
1. Watch video and observe the harmful interaction
between lions and buffalo.
2. Answer the guide questions.
3. Based on your group’s answers, compose a one-stanza song to the tune of any popular song about the
harmful relationship between lions and buffalo. Write it on manila paper.
4. As soon as you are done, shout your yell three (3) times. (We are A-W-E-S-O-M-E)
 5. Sing the composed song in front of your classmates and teacher.
IV. Questions:
1. What animals are involved in this type of interaction?

2. Which organism is badly affected?

3. Are there interactions among the lions?

4. Will they be affected by their interaction with each other? Why?

5. Why is this type of interaction among lions harmful?

6. Since lions compete with each other to get foods, how are they called?

7. How can you describe the type of interaction among these lions?