School BACSIL ELEMENTARY SCHOOL Grade Level/Section 4 -JADE

GRADE 4 Teacher GRACE R. ROSARIO Grade (Learning Area) SCIENCE 4

Daily Teaching Dates APRIL 8-12, 2024 Quarter/ Week FOURTH QUARTER - Week 2
Lesson Log Time 1:00-150 PM Checked by: MARGARITA E. ASUNCION
Principal II
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the different types of soil.

B. Performance The learners demonstrate conceptual understanding of properties/characteristics of different types of soil.
Standards
C. Learning Explain the use of water HOLIDAY HOLIDAY Explain the use of water from CATCH-UP FRIDAY
Competencies/ from different sources in the different sources in the HEALTH EDUCATION
Objectives context of daily activities. context of daily activities.
( Write the L Ccode for
each) S4ES-IV-b-2 S4ES-IV-b-2
Identify the different Identify the different sources
sources of water of water
D. WBLS LEARNING Learning to THINK: Understands key concept of properties/characteristics of different types of soil. The learners should be able
ENDSTATES Learning to DO: Able to compare and contrast the characteristics of different types of soil to
Learning to FEEL: Appreciate the importance of understanding of the different types of soil Recognize how gender
Learning to COMMUNICATE: Relate the importance of understanding of properties/characteristics of different types of soil. stereotypes are portrayed in
Learning to INTUIT: State the significance of the differences of the characteristics of different types of soil stories and media
Learning to LEAD: Encourages others to participate in the activities/experiments in understanding the effects of force on the
size, shape and movement of an object
Learning to BE: Healthy learner.

I. CONTENT Uses of Water Uses of Water in Our Daily Sexual and Reproductive
( Subject Matter) from the Different Sources Activities Health

Gender equality and gender

stereotyping
II. LEARNING
RESOURCES
References
Teacher’s Guide pages
Learner’s Material pages Zumba Dance: h 琀
琀 ps://www.you tube.com/
watch?v=34MIVX5a2cU
Malala’s Magic Pencil https://
www.youtube.com/ watch?
v=uSrC-GNbjQg
Textbook pages 173-175
Additional Materials from Cut out pictures of the different Manila paper, permanent marker,
Learning Resource LR portal sources of water, pocket chart, paper tape, colored papers or
assorted construction paper, old

Other Learning Resources
IV. PROCEDURE
ELICIT
Reviewing previous lessons or
presenting new lesson
ENGAGE
Establishing a purpose for the
lesson
EXPLORE
Presenting examples/
instances of the new
lesson.
Discussing new concepts
and practicing new
paper tape, permanent marker
PowerPoint Presentation
Videos
Illustrations/Pictures
Conduct a short review on the
topic about soil as a natural
resource through a question
and answer form.
Ask: What do you think keeps
the soil moist?
Let the pupils sing a song
about water to the tune of
“ Tayo’y Sumakay sa
Kabayo”
Ask: What do you think is the
song about?
Give the following classroom
standards first.
See TG p. 302
Group the pupils into three.
Give a short introduction on
cooperative learning and the
function of each role.
Perform LM- Lesson 59
Activity 1: “Where Do I Come
magazine, a pair of scissors, paste
or glue, information card
PowerPoint Presentation
Videos
Illustrations/Pictures
Conduct a review on the
different sources of water
through question and answer.
Ask: “ How important is water
to our daily activities? “
Set classroom standards in
preparations for the group
activities.
Perform LM- Lesson 60
Activity 1: “How Do You Use
Me ? “
Group 1- Role play
Group 2- Collage Making
Group 3- Poem Making
Group 4- Rap
Group 5- Lyrical Lesson
Group Presentations
Begin with classroom routine:
a. Prayer
b. Checking of Attendance
c. Quick Kamustahan
A. Friday Routine Exercise
Girl in the Mirror | Zumba® |
Dance Fitness | Live Love
Party
 Begin with a warm-up
activity related to the topic
(e.g., have students stand
and move according to
instructions like "touch your
head if you think boys are
better at math").
 Briefly discuss the purpose
of the lesson: expl oring
gender equality and
challenging stereotypes.
B. Current Health News
Sharing
Share a recent news article
or story related to gender
equality or breaking down
gender stereotypes (e.g., a
female athlete excelling in a
traditionally maledominated
sport).
C. Health Sessions
1. Read the chosen short
 skills.#1 From ?” story to the class or have
students read in small
groups.
2. Activity

1: Challengin g Assumptio
ns: Divide students into pairs.
Give each pair a scenario
where someone makes an
assumption based on gender
(e.g., "Boys can't be
dancers").
Encourage pairs to discuss
and write down arguments
against the assumption using
evidence from the story or
their own experiences
EXPLAIN Presentation of output Discuss the lesson. 3. Activity 2:
Discussing new Discuss the answers to the 1.Ask: What is given Reimagine the Story:
conceptand practicing new Guide Questions. importance in the Ask students to imagine and
skills #2. different write down how the story
presentations? would be different if gender
2. What are our daily roles were reversed.
activities that make Discuss how this challenges
use of water? their views on traditional
( Explanation-TG p. roles.
307)
Original File Submitted and
Formatted by DepEd Club
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ELABORATE What sources of water is What are the different uses of D. Reflection and Sharing
Developing Mastery salty? water in our daily activities? Reflection and Sharing: Have
(Lead to Formative What sources of water is safe How important is water in our students individually reflect
Assessment 3) to drink? daily life? on what they learned about
gender stereotypes and their
impact. Then, facilit ate a
class discussion where
students share their thoughts
and insights.
Finding practical Make a poster on the different How will you conserve water? E. Wrap UP
application of concepts sources of water and its 1. Activity 3:
and skills in daily living importance to man’s life Smash the Stereotypes!:

Provide construction paper,

crayons , and markers.
 Ask students to draw images
and write messages that
challenge different gender
stereotypes.

Display the creations on a

board titled "Smash the
Stereotypes!"

2. Discussion:
Lead a discussion about the
importance of gender
equality and challenging
stereotypes in their lives.

Ask students to share how

they can promote equality in
their classrooms, co
mmunities, an d future
careers.

3. Action Plan:
Have students create
individual action plans with
specific ways they can
advocate for gender equality
and challenge stereotypes in
their daily lives.

Encoura ge them to share

their plans with classmates
and family.
EVALUATE Make a list of the different Name different uses of water
Making Generalization uses of water at home. in our daily life?
and Abstraction about the How will you conserve water
Lesson. in our daily activities?

Evaluating Learning Pupils’ activity may serve as

assessment.
EXTEND List down 5 ways to conserve
Additional Activities for water at home.
Application or Remediation

III. REMARKS
 IV. REFLECTION
A. No. of learners earned 80%
in the evaluation.
B. No. of learners who required
additional activities for
remediation who scored
below 80%

C. Did the remedial lesson

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 this work?

F. What difficulties did I

encounter that my principal
or supervisor can help me
solve?

G. What innovation or localized

materials did I use/
discover that I wish to
share with other teachers?

Prepared by: Checked by:

GRACE R. TOSARIO MARGARITA E. ASUNCION

Master Teacher I School Principal II