Republic of the Philippines

Department of Education
Region III
Schools Division of Aurora
District of Casiguran
TINIB-CALANGCUASAN INTEGRATED SCHOOL

DETAILEDTINIB-CALANGCUASAN
SCHOOL LESSON PLAN IN SCIENCE GRADE 4 LEVEL GRADE FOUR
GRADE FOUR INTEGRATED SCHOOL
DETAILED TEACHER JESBEEL R. PIMENTEL LEARNING AREA SCIENCE
LESSON PLAN DATE/TI September 26, 2019/ 10:20am-11:10 SECOND
QUARTER
ME AM QUARTER

I. OBJECTIVES
The learners demonstrate understanding of …
A. Content Standard How the major internal organs such as brain, heart, lungs, liver, stomach, intestines, kidneys, bones, and
muscles keep the body healthy
B. Performance The learner:
Standard  Describe the main function of major organs
C. Learning The learner:
Competency/ 1. describe the functions of the bone.
Objectives
LC Code S4LT-IIa-b-1
II. CONTENT Major Organs of the Human Body
Lesson 14: Bones
Subject Integration:
 Math
Numeracy: (Number of Bones in the Body); Subtracting Number
 English - Identifying bones in the body
Literacy: Listening to Short Poems
 Music and P.E – Skeleton Dance (Sing and Dance)
 Health -Practice good posture
 ESP - Care of physically challenged persons
 ICT - Controlling the mouse and clicking
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Science 4 Curriculum Guide pp. xxviii
pages Science 4 TG, pp. 73-76
2. Learner’s Science 4 LM, pp.- 58-59
Materials pages
3. Textbook pages Lozada, Buena A. and Augusto T. Mendoza, Science for Daily Use 4, JICA Enterprise, Marikina,
Philippines, 2002
Amelia m. Boac. The amazing World f Science 4, Selesiana Books, Makati City, Philippines, 2011
Textbook page: 58-60
4.
Additional
Materials from How muscles cause body movement (Science-Grade IV) Module 1297
Learning Retrieved from: https://lrmds.deped.gov.ph/download/1297
Resource
(LR)portal
B. Other Learning  PPT: Jeopardy Games
Resources  Interactive Video: Skeleton – Retrieved from: https://www.youtube.com/watch?v=lUP-
D4dKp14
videos showing the different bones and their functions
Skeletal Song - retrieved from https://www.youtube.com/watch?v=e54m6XOpRgU
 Worksheets:
 Real objects: Paper doll, masking tape, piece of wire, cooked chicken head, small knife
 Charts and stickers: chart of important concepts

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  identifying, observing, describing, comparing, inferring
C. Process Skills
Care of physically challenged persons
Practice good posture
D. Values Integration
Note: Below are suggested questions for the development of values.
1. How will you help a classmate with disability?
2. If you were to choose your group mates to perform a dance number, will you consider a classmate
with disability related to bones and muscles? Why?
3. How will you assist your schoolmates with physical disabilities?
IV. PROCEDURES
A. Reviewing previous
lesson or presenting A. Let them pretend that they have no bones
the new lesson Ask the following questions:
(Engagement “What would we look like if we have no bones in our body?
/Motivation)

B. Establishing a B. Let the pupils do the Skeleton dance. (Music and PE Integration)
purpose for the
lesson C. What parts of your body do you use in doing different actions like clapping, standing, bending
(Engagement/ and others?
Motivation)
Integration in Math (How many bones in our body?)
 Trivia:
When a child is born we have approximately 300 bones, but when we get older our bones become
206 bones because our bones joint together.
 Ask:
How many bones are joint together as we get older?
300-206= 94 bones joint together
C. Presenting
examples/Instances
of the new lesson
(Exploration) Integration in English (Listening to Short Poems; Full of Bones)
Enhancing Literacy Skills (Emphasizing Key Content such as the Terminologies/Words)

 Introduce the poem below to explain what can be observed in

 Read the poem below and guide the pupils in reading it afterwards.

FULL OF BONES
(Adopted to the original song of Jennifer Prescott)

From my finger to my bones, I’m full of bones.

If you count them all as one,
they make a skeleton.
From my finger to my bones, I’m full of bones

My smallest bone is found inside my ear.

The stirrup helps me hear,
Many sounds both far and near.
My smallest bone is found inside my ear.

My longest bone is found inside my leg.

My femur’s really great,
‘cause it helps me stand up straight.
My longest bone is found inside my leg.

My joints help my bones to move around.

My hips, elbows, and knees,
Oh it’s all so plain to see.,
That my joints help my bones to move around.
 Elicit responses about the based on the poem.
 Where can you find the smallest bone in your body? (ear)
 Where can you find the longest bone in your body? (leg)

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  What are the bones mentioned in the poem?
 Are your bones hard? Can they be broken?
 Emphasize key content by focusing on the terminologies/ words that will be used in the activities.

D. Discussing new A. Group Activity (Cooperative Learning)

concepts and  See attached activity sheets
practicing new skills  Divide the class into 4 groups
#1  Each group is given an envelope for Groups 1,2,3, 4
(Exploration)  Read the instructions before they will proceed to the proper activity.
 Group Activity will be graded using a Rubrics (see attached Rubrics)

B. Setting standard in doing the activity/House rules and Guidelines

Ask: What are the Standard in Doing Group Activity?
1. Follow the given directions.
2. Work cooperatively and give chance to other.
3. Work quietly.
4. Work fast.
5. Work neatly.
C. Go around and follow-up the conduct of activity by each group. Remind each group that they will be
presenting their gathered data in class after finishing their activity.

E. Discussing new Differentiated Instruction

concepts and
practicing new skills  Conduct group activities to elicit immediate feedback from learners about their learning
#2 (Assessment during the lesson).
(Exploration)  Each group will get the following score based on their output following these given scoring rubrics.
Rubrics for Group Activity

Criteria 3 points 2 points 1 point

Responsiveness Shows 100 % or high degree of Shows 50 % or an average Shows 50% below or low
responding to/addressing the degree of responding degree of responding
activity or task given to them. to/addressing the activity or task to/addressing the activity or
given to them. task given to them.

Knowledge All parts of the human skeletal One parts of the human skeletal Two or more parts of the
system are recognized. system are not recognized. human skeletal system are not
recognized.

Teamwork Cooperation among the group Cooperation among the group Cooperation among the group
members is very evident: 75% - members is very evident: 50% - members is very evident: less
100% of the members of the 74% of the members of the than 50% of the members of
group work collaboratively group work collaboratively the group work collaboratively

Reporting The reporter of the group The reporter of the group did No reporter is willing to
discussed well the idea of the not discussed well the topic discussed the topic.
topic.

Timeliness The group finished on time. The group adds 5 minutes to the The group adds 10 minutes to
deadline the deadline.

TOTAL

 Group the pupils into four and let them do the following activities or tasks for 10 minutes:

Group 1 (Visual Observers)

Let the pupils assume that they are scientists and do the OBSERVE AND LEARN activity.
Let them observe the function of the backbone. Lesson 14: LM Activity I-A “ What is the
function of the backbone?”

Group 2 (Researcher Learners)

Let the pupils assume that they are expert scientists and do the DO AND LEARN activity.
Let them observe each the skull of the chicken as they dissect it. Let them do the Lesson 14: LM
Activity I-B “What is inside the skull of the chicken?”

Group 3 (Techie Learners)

Let the pupils assume that they are techie scientists and answer the THINK AND LEARN
activity. Let them observe and do the activity on Lesson 14: LM Activity II-A “ How muscles, joints

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 and bones work together?
Perform the given activities below. 
1. Bend forward, then raise your arms sideward.
2. Turn your head from left to right
3. Sway your hips
4. Bend your knees.
 
As you do the given activities, feel the bones affected by all the movements performed.

Group 4 (Artists)
Let the pupils assume that they are artistic scientists and do the CONNECT THE
DRAWING activity. Let them observe the picture in each number and connect them to the other
image. Do the Lesson 14: LM Activity III “ What are the bones that protect internal organs?”

 Let each group answer all the questions in their assigned activity.
 Guide the pupils as they perform the activity particularly on the handling of cooked chicken
head. Pupils will remove the flesh from the head. Let them cut slowly the chicken head
lengthwise (Closely supervise pupils who are working with knives.)
F. Developing mastery 1. Ask a representative of each group to share their answers and results of the different activities.
(leads to Formative 2. Ask: How do you feel about the activity?
Assessment 3) Group Reporting
(Explanation)  Let each group present their outputs. After the presentation of each group, reward the group
members with token or song for a job well done.
G. Finding practical Instruct the pupils to answer the situation below based on what they have learned.
application of
concepts and skills in A. (Diversity of Learners)
daily living Let the pupils perform another activities as an application of the concept learned. Retain the
(Elaboration) same groupings used in the previous activities.
1. Perform a dance step of their choice.
2. What are the set of bones that works together as they dance.
Values infusion (ESP Integration)
1. Showing pictures of person with disability related to bones. How will you help this
person?
Let the pupils demonstrate the good posture in standing, sitting, and picking objects on the floor.

H. Making Jeopardy Game

generalizations and To assess the pupils’ knowledge about the human skeletal system, let them play the interactive
abstractions about jeopardy game about “Human Skeletal System”. Teacher will show a power point Jeopardy
the lesson games to name each picture.
(Elaboration)
(ICT Integration)
 Ask the pupils to choose the correct answer and write 1, 2, or 3 on their answer board. Call
volunteers to tick the box of the correct answer.

I. Evaluating learning Formative Assessment after the discussion:

(Evaluation)  Let the pupils answer the individual activity below.
A. Write the correct answer on the blank provided. (6 points).

1. What is the largest bone in the body?

2. How many bones are there in the skeletal system?

3. Which set of bones protect the lungs and liver?

4. What organ is protected by the skull?

5. What is the function of pelvic bone?

6. Which bone protects the spinal cord?

B. Match column A to column B. Recognizes the bones that protect the internal organs on the
pictures below. (5points)

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 7.

8.

9.

10.

J. Additional activities Draw the bones that protect our internal organs and describe its function on a bond paper. (Arts and
for application or English Integration)
remediation
(Enrichment/
Assignment)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 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
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?

Prepared by: JESBEEL R. PIMENTEL

T-III

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 Noted by: RENITA G. GUZMAN, Ed. D.
HT-III

Rubrics for Group Activity

Criteria 3 points 2 points 1 point Scores

Responsiveness Shows 100 % or high Shows 50 % or an Shows 50% below or

degree of responding average degree of low degree of
to/addressing the responding responding
activity or task given to/addressing the to/addressing the
to them. activity or task given activity or task given
to them. to them.
Knowledge All parts of the human One parts of the Two or more parts of
skeletal system are human skeletal system the human skeletal
recognized. are not recognized. system are not
recognized.
Teamwork Cooperation among Cooperation among Cooperation among
the group members is the group members is the group members is
very evident: 75% - very evident: 50% - very evident: less
100% of the members 74% of the members than 50% of the
of the group work of the group work members of the
collaboratively collaboratively group work
collaboratively
Reporting The reporter of the The reporter of the No reporter is willing
group discussed well group did not to discussed the
the idea of the topic. discussed well the topic.
topic
Timeliness The group finished on The group adds 5 The group adds 10
time. minutes to the minutes to the
deadline deadline.
TOTAL

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Prepared by: JESBEEL R. PIMENTEL
T-III

Noted by: RENITA G. GUZMAN, Ed. D.

HT-III

Table of Specification for Formative Test

Table of Specification for Formative Test

Objectives No. of Items Test Placement
1. Identify the parts of the human 2 1, 2,
skeletal system.

2. Recognizes the bones that 8 3, 4, 5, 6, 7, 8, 9, 10

protect the internal organs

Prepared by: JESBEEL R. PIMENTEL

T-III

Noted by: RENITA G. GUZMAN, Ed. D.

HT-III

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Group
Activity

Activity 1
“What is the function of the backbone?”
Let the pupils do the following:
1. Draw a paper doll on a piece of paper and cut it.
2. Let the paper doll stand on the table.
3. Attach the paper doll to the wire using a masking tape.
4. Now, find a partner (girl to girl/ boy to boy) and ask him/her to feel his/her backbone.
5. Now, find a partner (girl to girl)/boy to boy) and ask him/her to bend slightly and feel his/her backbone.

GUIDE QUESTIONS:
1. Did the paper doll stand on its own? Why
2. Did the paper doll stand when it was attached to the wire? Why?
3. What role did the wire play when it was attached to the paper doll?
4. What happened when you bent the wire in different directions?

Activity 2
“What is inside the skull of the chicken?”
1. Let the pupils remove the flesh of the cooked chicken head and then wash it thoroughly.
2. Open the skull with the knife carefully. Let them observe what is inside the skull.
3. Let them feel and describe what is inside it.
4. Let each group do the following activities:
a. What is inside the skull of the chicken?
b. Draw what they observed.
c. Describe what is inside the skull. Identify its composition.
d. Based on its texture, why must it be covered?
e. Describe the functions of the bones. (skull)
Group 3
“ How muscles, joints and bones work together?”
1. How many bones are involved in the movement?
2. Are the bones connected to each other?
3. What covers these bones?
4. How do muscles help the muscles move?

Group 4

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Connect the picture of bones protected to the internal organs.

“ What are the bones that protect internal organs?”

1. What are the bones that protect the internal organs?
2. Which sets of bones protect the lungs and liver?
3. What organ is protected by the skull?
4. What is the function of pelvic bone?

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