MATATAG Kto10 School: Grade Level: 4

Kurikulum Lingguhang Teacher’s Name: DepEd Click Learning Area: SCIENCE

Aralin Date: October 21-25, 2024 Quarter & Week: Q2 / WEEK 4

SCIENCE (BIOLOGY) / QUARTER 2 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Animals and plants live in habitats that meet their basic needs.
Standards

B. Performance By the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them
Standards alive. They observe, describe, and create representations to show how living things interact with their habitat, survive,
and reproduce in specific environments. They use flowcharts to show the feeding relationship among different
organisms within a given environment.

C. Learning Learning Competency

Competencies
The learners use a drawing or diagram to classify some Philippine animals and plants, based on their habitat: some live
and Objectives
on land (terrestrial), live in water (aquatic) or fly in the air (aerial).

C. Content Plants and animals and their habitats.

a. Terrestrial Habitat
b. Aquatic Habitat, and
c. Aerial Habitat

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 D. Integration  SDG#6 Clean Water and Sanitation
 SDG#11 Sustainable Cities and Communities
 SDG #14 Life Below Water
 SDG #15 Life on Land
 Environmental Conservation/Preservation
 Pollution
 Philippine Endangered species
 Philippine Flora and Fauna

II. LEARNING RESOURCES

● Delos Reyes Jr, R. L., Balabat, F. P., Quicho, K. L., & Rex Book Store. (2023). Science Links: Worktext for Scientific and
Technological Literacy (Revised Edition). Rex Book Store. pp. 194-201.
● Department of Education. (2019). National Science Textbook, Grade 4, First Edition (pp. 133-1146). Papua New Guinea.
● Department of Education. (2019). Science Teacher Manual, Grade 4, First Edition (pp. 122-152). Papua New Guinea.
● Department of Education. (Year). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.
● Exploring Habitats." (n.d.). Retrieved October 16, 2023, from https://letstalkscience.ca/educational-resources/lessons/exploring-
habitats
● Republic of the Philippines. (2013). Enhanced Basic Education Act of 2013. Retrieved from
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
● Terrestrial Habitats." (n.d.). Retrieved October 18, 2023, from https://www.vedantu.com/biology/terrestrial-habitat

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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A. Activating Prior Day 1
Knowledge
1. Short Review

Begin by discussing with the students that every living organism has basic needs
such as food, water, air, sunlight, soil, clothing, and shelter to protect them from
dangers and for survival in their specific location or environment. You may use
the guide questions below to check learner’s understanding about the basic needs
of plants and animals:

 What are the basic needs for survival of all living organisms?
 Why is it important to understand where different plants and animals find
their survival needs?
 Can you give examples of living organisms and their specific survival
needs?
 How do these needs vary among different plants and animals in different
places?

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2. Establishing Day 1
Lesson Purpose
1. Lesson Purpose
Begin by describing to learners that the day’s lesson will be about classifying and/or
categorizing different organisms based on places where they live.
You may spark learners’ interest about the topic by asking the following
questions:
 What are your favorite animals? What is the most amazing plant you
know?
 Where do they live? Where can you find them?
 Why do they live there? Why does that plant grow in that area?
 Will that animal be able to live in some other area or location? Will that plant
grow in some other area or location?
 How can we group the animals and plants you all mentioned based on where
they live?
 Why do we need to classify plants and animals based on the place where
they live?

Teacher may ask this higher order thinking questions:

 Why is it important for scientists and environmentalists to understand and
classify different types of habitats?
 How might knowledge of these habitat-related terms help us protect and
conserve ecosystems and the species that live in them?
1. Unlocking Content Area Vocabulary
 Provide students with a list of related words such as “home”, “abode”,
“territory”, “locale”, “environment”, “ecosystem”, “terrain” ,
“surroundings”, and “vicinity”.
 Encourage the students to find and write down simplified explanations or
synonyms for these words.
 Write the terms: "Habitat," "Terrestrial," "Aquatic," "Aerial" and provide the
definitions of these terms in scrambled order (mixed-up).

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  The physical space where an organism lives is called its habitat. An
organism can only live in a habitat where its basic needs are met. It
includes sunlight, air, water, food, and ideal temperature.

3. Developing and SUB-TOPIC 1: TERRESTRIAL HABITAT (Day 1and 2)

Deepening
Understanding 1. Explicitation
 Divide the students into small groups.
 Distribute the pictures of plants and animals listed in the table below.
 Ensure that each student receives one picture.

tamaraw water lily crocodile eagle banana tree

corn horse green moss orchids grass
bird mango tree cat bamboo turtle
seaweed bromeliads lotus milkfish tarsier

 Create a chart on the board or a large sheet of paper with three columns:
"Land," "Water," and "Air."

Land Water Air

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 Explain that the students need to decide whether the plant or animal in
their picture lives on land, in the water, or in the air.
 Have each group discuss their choices and reasons for categorizing the
plants and animals as they did.
 Summarize the activity by reviewing the chart and discussing the
distribution of plants and animals in different habitats. Emphasize that
understanding where organisms live helps us learn more about their
adaptations and survival needs. Highlight any common features or
adaptations discussed during the activity.

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 2. Worked Example

 Divide the blackboard into three labeled sections:

Non-
Terrestrial Terrestrial
Plants and Animals Plants and Plants and
Animals” Animals."

Bamboo Jelly Polar

Cactus
Alligator Fish Bear
Deer Ostrich Grass Camel
Piranha Shark Clams Octopus
Coral Kelp Sea
Phytoplankton
Anemone
Lichen Monkey Horse Snake
Shrimp Duck Frog Water Lily

 Paste printed pictures of organisms listed in the table on the "Plants and
Animals" side of the board.
 Ask students to pick a picture from the "Plants and Animals" side of the
board and post it in the appropriate column where it belongs.
 Encourage the students to discuss and explain their choices.
 This activity not only helps students understand terrestrial habitats but
also encourages critical thinking and discussions about the characteristics
and adaptations of plants and animals in different environments.
3. Lesson Activity
 Guide students to perform Activity 1: Habitat Hunt and Animal Match in the
Worksheet to help them understand the concept of terrestrial habitats and
their characteristics by exploring different plant and animal species found in
these habitats.
 Divide the class into small groups of 4-5 students each. Assign each group one
of the terrestrial habitats (forests, grasslands, deserts, or mountains).

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 Provide each group with a large poster or drawing of their assigned habitat and
a set of pictures of animals and plants commonly found in terrestrial habitats.
Ensure that the pictures are shuffled so that each group receives a mix of
species.
 Ask each group to present their classification to the class. During their
presentation, students should explain why they made those choices. They can
use markers and labels to identify and describe each species. Encourage
students to engage with their peers and explain their reasoning clearly.
 This activity engages students in critical thinking, classification, and
collaborative learning while reinforcing their understanding of terrestrial
habitats and the species that inhabit them.
 You may ask the following questions to stimulate critical thinking about
terrestrial habitats:
 "What patterns or characteristics did you notice among terrestrial plants and
animals?"
 "Can you identify any specific adaptations that help these organisms live on
land?"
 "Why do you think terrestrial habitats are important for these plants and
animals?"
 Why is it important to study and understand terrestrial habitats?
 How can we identify whether a plant or animal lives in a terrestrial habitat or
not?
 What are some common characteristics or features that terrestrial plants and
animals might have in order to survive on land?
 Can you name any specific adaptations that help certain organisms thrive in
terrestrial habitats?
 As you sort the pictures, what criteria or observations are you using to
determine if an organism is terrestrial?
 Are there any surprises or interesting discoveries you've made while classifying
the pictures?
 How do terrestrial habitats benefit the overall ecosystem and biodiversity?

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SUB-TOPIC 2: AQUATIC HABITAT (Day 2 and 3)
1. Explicitation

 Begin by discussing with the students the concept of aquatic habitats. Explain
that aquatic habitats are places in water where different plants and animals
live. Briefly introduce the four main aquatic habitats: oceans, rivers, lakes, and
ponds. You can use images or drawings to show examples of these habitats.
 Guide the students to perform Lesson 2 Activity 1: Aquatic Habitat
Adventure in the Worksheet.
 Provide a brief description of each aquatic habitat to the entire class,
emphasizing the key characteristics of each one. For example, mention that
oceans are vast bodies of saltwater, while rivers are flowing bodies of freshwater.
 Each group presents their classification to the class. They should place the
pictures on the corresponding habitat poster (large posters or drawings) and
explain why they made those choices. Use markers and labels to identify and
describe each species.
 After each group presentation, engage in a short class discussion about the
choices made by each group. Compare and contrast the reasoning behind their
decisions. Encourage students to ask questions or share interesting facts
they've learned.
 You can adjust the time allotted for group presentations and class discussion
based on the number of groups and the depth of discussion desired.
2. Worked Example
 Begin by discussing the concept of aquatic habitats, highlighting the two main
types: freshwater and marine. Explain that students will participate in a fun
scavenger hunt to explore these habitats and understand the characteristics
and subtypes of aquatic habitats.
 Distribute the aquatic habitat pictures to students, one per student or pair.
These pictures should represent different aquatic habitats and their subtypes.
Each picture should be labeled with a number.
 Provide students with a scavenger hunt checklist that includes the following
tasks: Task 1: Identify whether your picture represents a freshwater or marine
habitat. Task 2: If it's freshwater, determine if it's a river, lake, wetland, or

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 spring/oasis. If it's marine, identify if it's an ocean, coral reef, estuary, open
ocean, or intertidal zone. Task 3: Based on your habitat type and subtype, draw
or write down three different animals or plants that you think could live there.
 Gather the students and have a group discussion. Each student or pair presents
their classification, sharing the type of habitat they identified and the animals
or plants they think inhabit it. As a class, discuss the differences and unique
features of the various aquatic habitats.
 Summarize the key points about aquatic habitats and their subtypes.
Emphasize the diversity of life in these habitats. Conclude by highlighting the
importance of protecting and preserving these unique environments.

3. Lesson Activity
 Begin by telling that today, they will learn more in detail about two types of
aquatic habitats: freshwater and marine habitats and the related UNESCO’s
Sustainable Development Goals (SDGs) #14 and #6.
 Show the world map or globe and ask the following:
a) Can you tell which is bigger, the land or the water? Why do you think that
is?
b) What do you think makes freshwater different from the salty water in the
seas and oceans?
c) If you were a fish, where would you prefer to live: in a freshwater lake or the
salty ocean? Why?
d) If you have chosen a dolphin, where on the map would you put your label?
What about if you chose a frog?
 Show on the map where these types of habitats can be found (e.g., point to a
river for freshwater and the ocean for marine).
 Ask each student to choose an aquatic plant or animal they like. On the label,
students should write the name of their chosen plant or animal. Have them
place the labels on the world map in the appropriate habitat (freshwater or
marine).
 Revisit the map and look at the labels placed by students. Discuss which
habitat has more labels and ask why.

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  Introduce the idea that we need to protect these habitats to keep the plants and
animals safe.
 The teacher will facilitate the students to understand the characteristics of
freshwater and marine habitats while integrating the concept of Sustainable
Development Goals (SDGs).
 Briefly introduce SDG 6 (Clean Water and Sanitation) and SDG 14 (Life Below
Water).
 Ask: How do you think keeping our water clean helps the whole world, and what
does that have to do with the goals we talked about, like SDG 6 and SDG 14?
 "Why is it important for everyone to have clean water?" and "What happens to
fish if the water they live in gets dirty?"
 Explain that understanding aquatic habitats is important for achieving these
goals. Show visuals of SDGs 6 and 14 (if available).

SDG 14: Life Below Water: This goal focuses on conserving and sustainably
using the oceans, seas, and marine resources for sustainable development.
Understanding marine habitats is crucial for this SDG.
SDG 6: Clean Water and Sanitation: Freshwater habitats are essential for clean
water sources. Protecting and conserving these habitats is crucial for ensuring
clean and safe water for all.
By learning about and caring for aquatic habitats, we can help create a better,
more sustainable world for everyone.
Feel free to adapt this discussion to your classroom needs.

SUB-TOPIC 3: AERIAL HABITAT (Day 3 and 4- Week 4)

1. Explicitation
 Begin by discussing the concept of aerial habitats, emphasizing that it includes
the space above the Earth's surface. Explain the objective of the scavenger
hunt: to find and learn about different organisms that live in aerial habitats.

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 Guide the students to perform Lesson 3 Activity 1 : Sky High Scavenger Hunt Answer key:
in the Worksheet. 1. Butterfly
 Share the list of clues or riddles, each leading to a specific organism in an aerial 2. Eagle
habitat. Show images or illustrations of the organisms to help students identify 3. Bee
them. Ensure the clues or riddles are age-appropriate and suited to the 4. Monkey (specifically, a
students' understanding. type of monkey that
 Divide the students into pairs or small groups. Give each group the list of clues swings from trees)
or riddles and the images/illustrations. Tell the students to find the organisms 5. Bat
described in the clues around the classroom or in provided books and 6. Chameleon (or flying
materials. They should match the organisms with the corresponding images. lizard)
 Bring the students back together as a class and discuss the scavenger hunt 7. Songbird (such as a
results. Ask each group to share their findings and discuss the organisms they nightingale or canary)
discovered. Emphasize the unique features of each aerial habitat organism. 8. Hawk
 Summarize the importance of understanding aerial habitats and the organisms
that call them home.
 This interactive and hands-on activity allows students to grasp the concept of
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aerial habitats by bringing it to life in the classroom. It engages their creativity,
observation skills, and understanding of how different organisms adapt to life
in the sky
 Consider awarding small prizes or stickers to the groups that successfully
identified the most organisms.

2. Worked Example
 Briefly recap the previous "Sky High Scavenger Hunt" and the key concepts
related to aerial habitats.
 Explain the objective of this activity: to identify and correct errors made
during the previous activity and reinforce learning about aerial habitats.
 Present the list of errors or misconceptions made by students during the
scavenger hunt.

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  Divide the class into small groups. Provide each group with error/s from
the list and tell the groups to discuss the error, find the correct information,
and prepare a brief explanation.
 Have each group present their assigned error, the corrected information,
and an explanation to the class. Encourage discussions and questions after
each presentation.
 Summarize the corrected information and clarify any remaining doubts or
questions. Reinforce the key ideas about aerial habitats, including their
characteristics and the organisms that inhabit them. Encourage students to
ask questions and seek clarification when learning about new topics.

3. Lesson Activity
 Explain the objective of this activity : To deepen the understanding of aerial
habitats and their importance, while integrating the Sustainable
Development Goal (SDG) 15: Life on Land and SDG 13: Climate Action.
 Provide each student with a list of different aerial habitat creatures (e.g.,
eagles, butterflies, pterosaurs). Assign each student one aerial creature
from the list.
 Tell students to draw and write about their assigned creature, focusing on
aspects like its habitat, diet, adaptations, and its role in the ecosystem.
 Ask students to share their drawings and information about their assigned
creature with the class. Encourage them to discuss the similarities and
differences among the aerial creatures.
 Relate the activity to SDG 15: Life on Land and SDG 13: Climate Action by
discussing how protecting aerial habitats and the creatures within them
contributes to these goals. Explain the importance of conserving
ecosystems to combat climate change and preserve biodiversity.
 Give students the opportunity to briefly present their artwork or posters to
the class. Encourage them to share their reflections and what they've
learned about the significance of aerial habitats and the related SDGs.

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4. Making Day 4
Generalizations Learners’ Takeaways
Encourage students to actively participate in completing the concept map by
providing guiding questions that lead to the desired answers. This will help them
engage more effectively with the material and construct a comprehensive concept
map.
Concept Map for Habitat

PLANTS and ANIMALS

Habitats

Land Water
Habitats Habitats

Fresh Water Salt water

Tundra Habitat Habitat

Forest Pond Ocean

Grassland Lake Sea

Desert Stream

River

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 1. Reflection on Learning

Reflection on Learning Habitat guide concepts:

1. New Knowledge: Think about what you've learned about habitats for plants
and animals, like where they live and how they survive.
2. Caring for Earth: Consider how you now value taking care of our planet and
the plants and animals that live here.
3. Self-Check and Goals: Look at what you know well and what you'd like to
learn more about. Set goals to guide your future learning.
4. Amazing Discoveries: Remember the cool things you've found out about
habitats and how they work.
5. Growing Up: Think about how you've become a better learner and nature
protector.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer key:

Learning Multiple-Choice Questions: Choose the letter of the correct answer.
1. b) Aquatic
1. What type of habitat do plants and animals living in the ocean belong to? 2. c) Terrestrial
(a) Terrestrial (b) Aquatic (c) Aerial (d) Arboreal 3. c) In the ocean
2. Which habitat includes forests, grasslands, and deserts? 4. b) Kangaroo
(a) Aquatic (b) Aerial (c) Terrestrial (d) Subterranean 5. c) Aerial
3. Where can you typically find a penguin? 6. b) Aquatic
(a) In the air (b) In the trees (c) In the ocean (d) In a desert 7. c) Aquatic
4. Which of the following animals is best suited for a terrestrial habitat? 8. c) On land
(a) Dolphin (b) Kangaroo (c) Penguin (d) Seagull 9. b) Terrestrial
5. What type of habitat would you associate with a butterfly? 10.a) Terrestrial
(a) Terrestrial (b) Aquatic (c) Aerial (d) Arboreal 11.a) Aquatic
6. Frogs are commonly found in which type of habitat? 12.c) In water
(a) Aerial (b) Aquatic (c) Terrestrial (d) Polar 13.c) Aquatic

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7. What kind of habitat includes ponds, lakes, and rivers? 14.a) Aerial
(a) Terrestrial (b) Aerial (c) Aquatic (d) Arboreal 15.c) In the desert
8. Where would you find animals like squirrels and rabbits? 16.c) Aquatic
(a) In the ocean (b) In the sky (c) On land (d) Underground 17.b) Aquatic
9. What habitat is characterized by a lack of trees and very little precipitation? 18.b) Albatross
(a) Aerial (b) Terrestrial (c) Aquatic (d) Subterranean 19.c) Aquatic
10. Which habitat is primarily associated with birds and insects? 20.d) In water
(a) Terrestrial (b) Aerial (c) Aquatic (d) Arboreal
11. What type of habitat is a coral reef considered?
(a) Aquatic (b) Terrestrial (c) Aerial (d) Arboreal
12. Where would you most likely find animals with gills and fins?
(a) On land (b) (In the air (c) In water (d) Underground
13. What is the primary habitat of a polar bear?
(a) Terrestrial (b) Aerial (c) Aquatic (d) Arboreal
14. What habitat type includes animals like eagles and hawks?
(a) Aerial (b) Terrestrial (c) Aquatic (d) Subterranean
15. Where would you expect to see a camel in its natural habitat?
(a) In the forest (b) Underwater (c) In the desert (d) In the treetops
16. What type of habitat includes lakes, rivers, and oceans?
(a) Aerial (b) Terrestrial (c) Aquatic (d) Polar
17. Which habitat type includes plants like lily pads and animals like frogs?
(a) Terrestrial (b) Aquatic (c) Aerial (d) Subterranean
18. Which of the following animals is best suited for an aerial habitat? (a)
Crocodile (b) Albatross (c) Kangaroo (d) Grizzly bear
19. What type of habitat do you associate with a hermit crab?
(a) Terrestrial b) Aerial (c) Aquatic (d) Subterranean
20. Where do you find animals that breathe through gills and live in the water?
(a) On land (b) In the air (c) Underground (d) In water

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B. Teacher’s Note observations
Remarks on any of the Effective Practices Problems Encountered
following areas:

strategies explored This section should capture In this part, you would
what strategies have been document any issues or
successfully employed during challenges encountered
the observed activities. It during the lesson. These
could include innovative might include difficulties in
teaching techniques, group grasping certain concepts,
work, or the use of distractions, or obstacles to
technology that improved the active engagement.
learning process.

materials used Note what teaching materials Document any problems with
or resources were particularly materials or resources that
effective in enhancing the hindered the learning
learning experience. This process. For example,
could involve textbooks, outdated textbooks, technical
multimedia presentations, or issues with digital resources,
hands-on materials or a lack of essential
materials

learner engagement/ Observe how well the Mention any instances where
interaction students were engaged with learner engagement was
the lesson. Effective practices lacking, such as disinterest,
might include students distractions, or difficulty in
participating actively in understanding the subject ma
discussions, asking
questions, or demonstrating
enthusiasm for the topic

others This section is for any notable Document any miscellaneous

positive practices that don't issues or problems that don't
fit within the categories fall under the previous

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 above. It could include categories. These could
classroom management encompass behavioral
techniques, the use of problems, communication
assessment tools, or challenges, or other
successful communication noteworthy concerns.
with students

C. Teacher’s Reflection guide or prompt can be on:

Reflection
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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