Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DE ORO
DISTRICT OF MAWAB
TABONTABON ELEMENTARY SCHOOL
“Nurturing Learners for a Brighter Future.”

Name of the Teacher: LEAGENE B. OLARTE Grade and Section: IV- Charity
Subject Area: SCIENCE Quarter: 2ND Quarter
Date: January 9, 2024

I. OBJECTIVES
The learner demonstrates beneficial and harmful interactions occur
A. Content Standards
among living things and their environment as they obtain basic needs.
B. Performance The learner constructs a prototype model of organism that has body
Standards parts which can survive in a given environment.
Describe the effects of interactions among organisms in their
C. Learning
environment. MELC No. 12
Competencies
⮚ Identify the types of interactions among living things,
D. Lesson ⮚ Describe the effects of interactions among organisms in their
Objectives environment.
⮚ Show love and care for the environment and caring for one
another.
II. CONTENT Beneficial and Harmful Interactions
III. LEARNING
RESOURCE
A. References
1.Teacher's Guide
MELC, K to 12 Curriculum Guide, TG pp. 205-209
pages
2. Learner's Materials
LM pp. 166-169
pages
3. Textbook pages
PIVOT Modules pp. 33-35
4. Additional
ADM Quarter 2, Module 9 pp 9-18
Materials
https://www.youtube.com/watch?v=IEaAh6-nmEw&t=6s
B. Other Learning PowerPoint presentation, show-me-board, pictures, basket, activity
Resources/ SIM sheets, video
IV. PROCEDURE RPMS INDICATORS
A. Reviewing Begin with classroom routine: Indicator 1: Applied
previous lesson a. Prayer knowledge of content within
or presenting b. Checking of attendance and across curriculum
the new lesson teaching areas.
Review
(Introductory Game: “Can you Remember Me?”
Activity) Mechanics:
1. Form a big circle.
2. I will play music. While the music is
playing, you will pass the basket with
questions.
3. When the music stops, the one
holding the basket will pick up a
 question to answer.
4. Five players who can give the correct
answer will be the leaders of the next
activities that you will perform.
Indicator 3: Applied a range
of teaching strategies to
Examine the picture below. develop critical and creative
thinking, as well as other high
order thinking
B. Establishing a skills.
purpose for the
lesson Indicator 7: Established a
(Motivation) learner-centered culture by
using teaching strategies that
What do you think is the relationship respond to their linguistic,
that exist between the boy and the dog? cultural,
socio-economic and religious
backgrounds.
Indicator 1:
Applied knowledge
"No man is an island.” This saying is of content within
also true for organisms in an ecosystem. and across learning
No organism exists in isolation. areas.
C. Presenting
Individual organisms live together in an
examples/instances
ecosystem and depend on one another. Indicator 7:
of the new
In fact, they have many different types Established a
lesson
of interactions with each other, and learner-centered
(Demonstration
many of these interactions are critical for culture by using
/ Modeling)
their survival. teaching strategies
Let’s watch video to understand the that respond to their
lesson. linguistic, cultural,
socio-economic and
religious backgrounds.
D. Discussing new In this lesson you will be provided with Indicator 1: Applied
concepts and activities to know that certain types of knowledge of content within
practicing new interaction will result in either harmful or and across learning areas.
skills #1 beneficial effects. Let’s start the
(Analysis) fun and adventure of learning. Indicator 7:
Group Activity Rules: Established learner-centered
1. Always be with your group. culture by using teaching
2. Read the instructions in the activity strategies that respond to
sheet. their linguistic, cultural,
3. Answer the guide’s questions. socio-economic and
4. Work silently and collaboratively. religious backgrounds.
5. Respect each other in the group.
6. Recall the precautionary measures in
conducting the activity.
7. If done, shout the name of you group
8. Post your output on the board.

Group Activities
Answer the guide questions provided by
the teacher.
Group I – Mutualism Group (picture
interaction between the bees and
 flowers)
Group II – Commensalism Group
(picture of interaction between the ferns
and a branch of a tree)
Group III – Predation Group (picture
interaction between frogs and the
insects in the pond)
Group IV – Parasitism Group (picture of
a man and mosquito)
Group V – Competition Group (picture
of grass occupying the same space)
Type of Type of interaction Indicator 1: Applied
interaction Effects/Possible effects knowledge of content within
of interaction and across learning areas.
1. Mutualism *Nectar of flowers source
of bee foods Indicator 2:
*Pollen grains help in
fertilization and producing
Used range of teaching
fruits strategies that enhance
*Bees produce honey learner achievement in
*Trees produce fruits literacy skills.
E. Discussing new *Useful and beneficial to
concepts and human
Indicator 3: Applied a range
practicing new 2. Commensalism *Trees provide home for ferns
*Ferns beautify gardens of teaching strategies to
skills #2
3. Predation *The increase and develop critical and creative
(Analysis)
decrease in the number of thinking, as well as other high
frogs and insect in the order thinking
ecosystem eventually
skills.
create balance in the
number of populations.
4. Parasitism *Aside from sucking of Indicator 9
blood, mosquito can Used strategies for providing
cause dengue fever and timely, accurate and
chikungunya. constructive feedback to
5. Competition *Plants do not grow well
improve learner performance.
From the given interactions among
organisms below, infer the possible
effects of each interaction in the
environment? Write your answer Indicator 9
F. Developing
in your notebook. Used strategies for providing
mastery.
1. overcrowded plants in a small pot -__ timely, accurate and
(Independent
2. bug feeding on a leaf of plant - _____ constructive feedback to
Practice)
3. insects and flower - ______________ improve learner performance.
4. fish on a shark - _________________
5. snake eating a rat - ______________

G. Finding practical Briefly discuss the given situations Indicator 8

applications of below. Do it in your Science notebook. Adapted and used culturally
concepts and skills in One Saturday morning you visited your Appropriate teaching
daily living backyard garden and found out that all strategies to address the
(Application) your tomato plants were full of aphids. needs of learners from
Describe the possible effects of having indigenous groups.
pests in your plants.
Indicator 9
Used strategies for providing
timely, accurate and
constructive feedback to
 improve learner performance.
How do you describe the effects of
these interactions among organisms in Indicator 3: Applied a range
H. Making
their environment? of teaching strategies to
generalizations and
develop critical and creative
abstractions about ⮚ They have beneficial and harmful
thinking, as well as other high
the effects on the ecosystem. order thinking
lesson What are the effects of having a pet or skills.
(Generalization) plants to you? Can you suggest ways on
how to take good care of them?
Describe the interaction that exists
between organisms in their
environment. Write the effects
of interaction on these organisms.
Complete the table below.

Interaction Effects of the

Interaction
1. Sea Anemone

2. Clown Fish

Indicator 9
3. Crocodile and Used strategies for providing
I. Evaluating learning
Fish timely, accurate and
(Evaluation)
constructive feedback to
improve learner performance

4. Insect and
Flower

5. Carabao and
Grass

At home we have pets like dogs and

J. Additional activities
cats. Just like in nature, you, as the
for application or
owner, has special relationship with your
remediation
pets. What are the effects of having a
(Assignment)
pet or plants to you?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned at least 80% on
the formative
assessment
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
mediation
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
teacher?
Annotation
To fulfill curriculum requirements based on the Curriculum Guide/CG, knowledge, skills, and
attitude, or KSA, is employed in lesson planning objectives. House rules / guidelines are made
before completing activities to avoid and prevent misbehavior. While instructions are being
given, ESP/Values are integrated. I integrate Music in my classes during "Review" to keep
things fun while also raising the standard on the critical thinking abilities that I've taught in the
past. I incorporate video clips to help students master concepts and provide concise
explanations of the subject matter. For students to see and read clearly, realia and printed
materials such as activity sheets and tarpapel were printed on clear sheets of bond paper. It is
evident how different learning domains are integrated, such as English comprehension and
proper sentence building. Positive feedback is offered to learners throughout each collaborative
sharing exercise.
Prepared by:

LEAGENE B. OLARTE
Teacher I

Checked and Observed by:

JULITA Q. ALVISO
MTI