Grade School English Department

FORM 1 (DAP)
DAILY ALLOTMENT PLAN
ACADEMIC YEAR: 2015-2016

Name: Ms. Alzate/ Mr. Capulong Grade: Four Subject: Science Week/Date: Six/ November 23-27, 2015
REFERENCE TOPIC / SKILLS OBJECTIVES PROCEDURES/STRATEGIES/ASSIGNMENTS OUTPUT/OUTCOME REMARKS/NOTES

TEXTBOOK DAY 1 1. Name the part I. Preparatory Activity Thumbs Up, Thumbs
of the plant Motivation: Down
The New Science Parts of the Plant
using the given Sing Like a Diva: Small Plants, Big plants ( Agree or Disagree)
Links 4 pages 148- that are used as
description.
150 Food  The teacher may ask the class to sing the song “Small
Plants, Big Plants” in preparation for the topic about
2. Classify parts
plants.
MATERIALS Core Values: of the plant that
are used as food
 Plant specimens Propriety by grouping the II. Developmental Activity
 Box/container -Environmental given plant
 Guess that part!
Awareness specimen.
The teacher will call students to have their classmates
3. Appreciate guess the part of the plant based on the given
Commitment the importance descriptions.
- Responsibility of the plants by ASK: What are the given parts of the plant?
designing a
balanced diet.
 Think-Group-Share
SKILLS The teacher will group the class into six. Each group has
 Classifying its assigned part of the plant used as food. The groups
 Guessing are expected to come up with a short presentation
about the topic assigned to them.
 Explaining

 Volunteers will be called to answer some questions.

HOTS : If you would pick one kind of plant to grow, which
plant will you choose? Why?

 Thumbs Up, Thumbs Down

 The teacher will present questions related to the topic
and the students will answer it using thumbs up if
agree and thumbs down if disagree.

 The students will design a menu considering a

balanced diet.
TEXTBOOK DAY 2 1. Create a venn I. Preparatory Activity Completion of Venn
diagram about Motivation: Diagram
The New Science Medicinal and
Links 4 pages 151- herbal and Unscrambled Letters: (10 points)
Harmful Plants to
152 harmful plants  Ask the volunteers to rearrange the jumbled letters to
Human
in the form a word that will lead to the topic of the day. The
words will be used to complete the given sentence.
Core Values: environment.
MATERIALS
Wisdom DIMECINAL PALNT MANHU FULHARM
 Plant specimen 2. Name plants
-Clear Thinking that are
 Cut-out pictures Some __________ are ___________ while other plants are
considered as ___________ to ____________.
medicinal
SKILLS plants and II. Developmental Activity
 Creating Venn plants that are  Students will complete the Venn diagram about
Diagram harmful to medicinal and harmful plants to human.
 Naming human.  The teacher will post the ideas while the students
 Explaining will insert it on the Venn diagram written on their
3. Explain why
notebook. Examples of plants will be enumerated.
people should
plant medicinal Medicinal or Plants that
plants or 
vegetable using Herbal plant Both are Harmful
the given life 
lesson.
HOTS:
 If you have a vacant lot, which do you prepare to
make: herbal garden or flowering/vegetable garden?
Explain your answer.

TEXTBOOK DAY 3 1. Describe the I. Preparatory Activity Label the parts of the
 The New Science parts of the Motivation: flower
Links 4 pages 134- flower through  Picture Analysis:
Flower - stamen
137 group The teacher will show two different kinds of flowers to -pistil
Core Values: presentation. the class. The students will be asked to differentiate the
two flowers shown. -petal
Wisdom 2. Give the name -sepal
MATERIALS -Learning and function of
II. Developmental Activity -receptacle
 Complete and each part.
incomplete  The teacher will show cut-out parts of the flower to ( 5 points)
SKILLS
flowers 3. Tell the the class. The teacher will group the class into five.
 Describing
importance of Each group will pick one part and study the part
 Cut-out parts of  Naming
 Listing each part of a assigned to them.
the flower
flower
 Each group will be asked to paste their part to the
board and describe the part. After the activity, the
teacher will show other examples of parts of the
flower and ask the students to label the parts of the
flower.

TEXTBOOK DAY 4 1. Classify the I. Preparatory Activity Arranging the

given ideas about process (5 points)
The New Science Pollination and
Links 4 pages 158- Fertilization pollination and Motivation:
159 fertilization occur  Video Analysis:
Arrange how
through inductive The teacher will show a video about pollinators. From the pollination and
reasoning. given video, students will proofread and arrange the sets Fertilization happen
of words given below to make a meaningful sentence. to plants by writing
MATERIALS Core Values: 2. Analyze the numbers 1-5 based
 Powerpoint Wisdom given picture Animals to grow plants help multiply and on the given
presentation about plant statements.
-Understanding
 Complete and reproduction. II. Developmental Activity
incomplete SKILLS  Activity: Putting all the parts
flowers 3. Show concern
 Classifying on the
 Analyzing  An illustration about pollination will be shown to the
importance of
 Showing class. Volunteers will be asked to describe and explain
concern flower.
what they have understood about the picture. The
ideas will be listed on the board.

 The teacher will present the word Pollination and

Fertilization. The students will be asked to match their
given ideas to each concept.

TEXTBOOK DAY 5 1. Classify I. Preparatory Activity Practice Exercise

The New Science flowers as Recall: (10 points)
Practice Exercise
Links 4 pages 158- complete and  Main Idea Web:
159 incomplete. The teacher will present the main idea of the lesson.
Core Values: The students will be asked to write down related
2. Group plants vocabulary details and concepts about it.
Propriety considered as
MATERIALS -Correctness angiosperms and
 Powerpoint gymnosperms.
presentation SKILLS
3. Appreciate the
 Classifying
 Complete and importance of
 Grouping
incomplete plant based on its
flowers II. Developmental Activity
uses.
 The teacher will present pictures of flowers and the
students will classify them as complete or incomplete.
Their parts will also be pointed.

 After classifying, students will then group the names of

the plants as angiosperm and gymnosperm. Students
will list the use of flowers.