4

Lesson Exemplar Quarter

Quarter 2
Lesson 1 1
Lesson

for Science 5
for Science

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science 4
Quarter 2: Lesson 5 (Week 5)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Halimah B. Macada-ag (Mindanao State University)

Validators:
• Dominador D. Mangao (Philippine Normal University - Manila)
• Marie Grace S. Cabansag (Philippine Normal University - North Luzon)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph
SCIENCE (BIOLOGY) / QUARTER 2 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that 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 alive.
Standards 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 make a list or draw up a table with examples of animals and plants in a particular habitat, such as a
and Objectives
garden, rice field, seashore, and mangrove swamp.
Objectives:
• To explain the importance of studying animals and plants in specific habitats.
• To explore more on terrestrial habitats, specifically gardens and rice fields, describing their unique
characteristics and ecological significance.
• To explore more on aquatic habitats, specifically the seashore and mangrove swamp, describing their unique
characteristics and ecological significance.

C. Content Plants and animals and their habitats

D. Integration SDG #15 - Life on Land: This goal is about taking care of the places where animals and plants live on land, like gardens,
rice fields, and forests. We learn to protect these places and the creatures in them.
SDG #14 - Life Below Water: Even though it's about water habitats like oceans, it's important when talking about
seashores and mangrove swamps. It reminds us to keep the oceans and water habitats clean and healthy for all the
aquatic creatures living there.

1
 These two SDGs help us understand why habitats are essential and how we can help make sure they stay safe and
thriving.

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

A. Activating Prior Day 1

Knowledge Short Review
A. Review the previous lesson by doing Habitat Charades (Terrestrial, Aquatic,
Aerial).
• Prepare cards with habitat names (e.g., Terrestrial, Aquatic, Aerial) and
some animal names from each habitat on separate cards.
• Divide the class into small groups. In each group, choose three players: one
student picks a habitat card, another student picks an animal card to
portray, and another player makes a guess on the name of the animal.

2
 • Without showing their cards, one student acts out the animal's behavior in
its habitat, and the other member makes a guess what animal he/she is
portraying.
• Rotate until each student has had a turn.
• For plants: Prepare cards with names of plants inhabiting specific habitat.
One student picks a habitat card while the other gives clues or riddles
about the plant and the other member makes a guess on the name of the
plant.

B. Establishing Lesson Purpose

Lesson Purpose • Begin by explaining that they are going to explore in more details two
examples of terrestrial habitats – gardens and rice fields, and two aquatic
habitats – seashores and mangrove swamps and why these habitats are
important for both people and other organisms and in maintaining
balance in nature.
• Show images of these four habitats on the board. Ensure they are colorful
and visually engaging.
• Discuss with the class the following guide questions:
1. What kinds of plants and animals do you think live there?
2. Why do we study gardens and rice fields as more examples of terrestrial
habitat?
3. What do we get from these habitats? Can you give examples of food and
other things we get from gardens and rice fields?
4. What do you think will happen if gardens and rice fields are destroyed
or replaced by buildings or converted into residential areas/subdivisions
and industrial parks?
5. Why is it interesting to learn about seashores and mangrove swamps
as examples of aquatic habitat?
6. What animals and plants live there?
7. How do these habitats help people in their everyday life? What do we get
from seashores and mangrove swamps?

3
 8. Why are seashores and mangrove swamps important in maintaining
balance of nature or ecosystem?
9. How can we take care of gardens, rice fields, seashores, and mangrove
swamps?
10. What can we do to protect the animals and plants in these habitats?
11. Why is it essential to have these habitats in our natural environment?
Day 1
1. Unlocking Content Area Vocabulary
• Reinforce and practice vocabulary related to different habitats, including
gardens, rice fields, seashores, and mangrove swamps.
• Introduce new vocabulary words that are related to habitat such as :
ecosystem, predator, survival, interaction, biodiversity, conservation,
species, shelter, nesting, adaptation, community, pollination, etc.
• Ask learners to create a statement using any of these vocabulary words to
show their initial understanding.

C. Developing and Day 1 and 2 Write the quote (as "In nature,
Deepening nothing exists alone." - Rachel
Understanding SUB-TOPIC 1: Understanding the Concept and Importance of Habitats
Carson) in the board and ask the
a. Explicitation learners of its meaning. Relate
• Begin the lesson by discussing what habitats are and why they are their answers to the lesson (what
important. Explain that habitats are specific environments where plants and is habitat and why are they
animals live, and they are crucial for biodiversity. important)
• Guide the students to perform Activity: Lesson 1 Exploring Distinctive
Features and Importance of Habitats (50 minutes) in the Worksheet.
• Divide the students into pairs or small groups, ensuring that each group has
a different habitat assignment.
• Encourage students to think about the unique features of their assigned
habitat and explain why their assigned habitat is important for both the
organisms that live there and the overall ecosystem. They should consider
factors such as food sources, shelter, and biodiversity.

4
 • Invite each group to present their assigned habitat to the class.
• After all groups have presented, facilitate a short class discussion.
Encourage students to ask questions or share insights about the habitats
they learned about.
• Conclude the activity by asking students to reflect on what they've learned
about the diversity of habitats and their role in supporting life on Earth.

b. Worked Example
• Reinforce the understanding of the students of different habitats and the
importance of studying animals and plants in specific habitats through an
engaging and interactive bingo game.
• Guide the students to perform Lesson 1 Activity 2 : Habitat Exploration
Bingo Worksheet. This activity offers students the opportunity for
independent and extended practice, reinforcing their understanding of
habitats and emphasizing the importance of studying organisms in their
natural environments.
• Create bingo cards with 4x4 grids (16 squares) on each card. In each square,
write the name of a specific habitat (e.g., forest, ocean, desert, grassland) or
draw simple habitat icons. Prepare enough bingo cards for each student in
the class.
• Distribute one bingo card and markers or counters to each student. Explain
the rules of the game as follows:
1. The teacher will read habitat clues or descriptions.
2. If the student has the corresponding habitat on their bingo card, they will
mark it.
3. The first student to complete a row (horizontal, vertical, or diagonal) shouts
"Habitat Bingo!" and wins that round.
• Start reading habitat clues or descriptions aloud, one by one. For example,
you can say, "This habitat is characterized by tall trees, dense vegetation,
and abundant rainfall." Students with "forest" on their bingo card would
mark it. Continue reading clues until a student calls out "Habitat Bingo!"
and wins the round. Play multiple rounds to provide varied practice.

5
 • After each round, briefly discuss the habitat mentioned and its importance.
Ask questions like:
1. Why is it important to study animals and plants in this habitat?
2. What kind of animals or plants might you find there?
3. How might the habitat affect the organisms living in it?
• Summarize the key points about habitats and the importance of studying
organisms in their respective habitats. Encourage students to think about
how the knowledge gained can contribute to our understanding of
ecosystems and conservation efforts.
• For an extended activity, have students draw and label an animal or plant
they might find in one of the habitats mentioned during the game.
Alternatively, ask students to research and present a short report on a
specific habitat of their choice.

SUB-TOPIC 2: GARDEN AND RICE FIELD HABITATS (Day 2 and 3)

1. Explicitation
• Begin by focusing on specific habitats, such as gardens and rice fields.
Explain what these habitats are like and their significance in the local
context.
• Using images or illustrations of common plants and animals found in garden
and rice field habitats, engage the class for a discussion of the different
types of plants and animals commonly found in these habitats.
• Encourage teamwork, critical thinking, and discussion while reinforcing the
concept of habitat diversity and its impact on different organisms.
• You may use on the facts provided as concept snippets
• Divide the class into small groups of 3-4 students each.
• Explain to the students that they will be participating in a Scavenger Hunt
to identify and match the names of plants and animals commonly found in
garden and rice field habitats.

6
 • Distribute the cards with the names of plants and animals to each group.
Make sure each group has the same set of cards. Display the images or
illustrations of the plants and animals on the board or projector.
• Once the groups have matched the names with the correct images, bring the
class together for a brief discussion. Ask each group to share one plant and
one animal they identified and discuss whether these are typically found in
a garden or a rice field. Encourage them to explain their choices. Here are some guide questions
• Summarize the activity by emphasizing the types of plants and animals that build on the story and
commonly found in garden and rice field habitats. Highlight the diversity involve learners in developing
and importance of these habitats in supporting various species. their understanding of the topic:
1. What are the different
Day 2 and 3 habitats mentioned in the
Worked Example story, and how are they
• Share a short story or example of how people interact with these habitats in described?
their daily lives. 2. How did Fatima Zahra
interact with her garden, and
Marawi City Adventures: Exploring Gardens, Fields, and More what plants and animals did
By: Halimah B. Macada-ag they see there?
In the lively city of Marawi, five friends named Fatima Zahra, 3. What did Ruqayya share
Ruqayya, Zaynab, Rabi'ah, and Hussien had a special connection with about the rice fields, and why
nature. They lived in a place surrounded by gardens, rice fields, lakes, are rice fields important to her
and a little forest, and these places were a big part of their daily lives. family?
4. What did Zaynab explain
One bright morning, the friends decided to show each other how about Lake Lanao, and how
they interacted with these habitats. does it benefit the people in
First, Fatima Zahra took them to her beautiful garden filled with their city?
colorful flowers like roses and tulips. They also saw fruit trees like 5. What did Rabi'ah show her
mango and papaya. She explained how she cared for the plants and friends in the little forest, and
how they made her family's meals more delicious. They even spotted why is it important for wildlife
butterflies fluttering around the flowers. and people?
6. How did Hussien connect
Then, Ruqayya led them to the rice fields nearby. They saw green with nature in the heart of the
and golden rice plants swaying in the breeze. There were also friendly

7
 ducks waddling through the rice fields, eating insects. Ruqayya told city, and what did he grow in
her friends about her family's tradition of growing rice and how it was his rooftop garden?
an important part of their meals. 7. What did the friends realize
about their connection to
Next, Zaynab guided them to the serene Lake Lanao, where they
Marawi City's habitats at the
watched the fishermen catch fish like tilapia and catfish. Zaynab
end of the story?
explained how the lake provided food and jobs for many people in their
8. Why is it important to take
city. They also saw water birds like egrets standing by the water's edge.
care of these habitats, and
Rabi'ah showed her friends a little forest near her home, where how can individuals help
they heard birds singing like sparrows and robins. They saw squirrels preserve them?
jumping from tree to tree and even a cute bunny nibbling on some
These questions
grass. Rabi'ah told them how this forest was a home for wildlife and a
peaceful place for people to visit.
Lastly, Hussien took them to his rooftop garden in the heart of
the city. He grew herbs like basil and mint in containers and vegetables
like tomatoes and lettuce. They even spotted a friendly ladybug on one
of the leaves. He showed how even in the city, people could connect
with nature and make their own food.
When they returned to their meeting spot under a big tree, the friends
realized how much they loved and depended on Marawi City's habitats.
They promised to take care of these places, knowing that their actions
helped keep the city beautiful and its people happy by providing them
food and other needs.

• Ask comprehension and reflection questions to encourage learners to

reflect on the story's content, consider the significance of different
habitats, and explore the role they can play in conserving their local
environment.

8
Day 3- Week 5
c. Lesson Activity
• Take the class on a virtual or real field trip to a school/local garden or rice
field if available and possible. If not, show images and videos to illustrate
these habitats.
• Guide the students to perform Lesson 2 Activity 1: Exploring Gardens and
Rice Fields
• Show a series of images and videos that depict local gardens and rice fields.
Encourage students to observe the features of these habitats and the plants
and animals they can spot. Distribute observation sheets to each student,
where they can note down their observations.
• After the virtual or an actual exploration, ask students to share their
observations and the names of plants and animals they identified. You can
create a list on the board or screen as students contribute. Discuss the
diversity of life in these habitats.
• Guide a class discussion on the importance of conserving gardens and rice
fields. Emphasize how these habitats provide food, support biodiversity, and
contribute to the local community. Discuss the potential threats to these
habitats, such as urbanization or pollution.
• Have students reflect on what they learned during the exploration and
discussion. Ask questions like:
1.What surprised you the most about these habitats?
2.Why is it important to protect gardens and rice fields in our city?
3.How can we contribute to conserving these habitats?
• Summarize the key points discussed during the activity and highlight the
role students can play in conserving these habitats. Encourage them to be
mindful of their environment and promote responsible practices.
• Conclude the activity by expressing the significance of understanding and
preserving these habitats for future generations.
• This activity provides students with a virtual exploration of local gardens
and rice fields, allowing them to observe and identify plants and animals. It

9
 also fosters a discussion on the importance of conservation, promoting
environmental awareness and responsibility.
SUB-TOPIC 3: SEASHORE AND MANGROVE SWAMP HABITATS
(Day 3 and 4)
1. Explicitation
• To introduce students to the seashore and mangrove swamp habitats
and their significance, begin by asking students if they have ever been
to the beach or seen pictures of the seashore.
• Display images or illustrations of the seashore habitat, showcasing its
features such as sand, waves, seashells, and the boundary between land
and sea. Explain that the seashore is where the land meets the ocean
and is sometimes covered by water during high tide.
• Display images or illustrations of the mangrove swamp habitat,
emphasizing its unique characteristics like tall trees with roots that grow
in water. Explain that mangrove swamps are found in coastal areas and
are home to a variety of plants and animals adapted to living in both
saltwater and freshwater environments.
• Discuss the ecological significance of these habitats: Seashores are
important nesting grounds for sea turtles, provide a home for crabs and
birds, and are places where many different species find food. Mangrove
swamps act as natural buffers against storms, provide shelter and
breeding grounds for fish, and filter pollutants from the water.
• Encourage students to ask questions about seashore and mangrove
swamp habitats. Discuss why it's essential to protect these habitats and
the plants and animals that depend on them.
• Summarize the key points discussed emphasizing that seashore and
mangrove swamp habitats play crucial roles in supporting various forms
of life and maintaining a healthy ecosystem.

10
Day 3 and 4

2. Worked Example
• Discuss specific plants and animals found in seashores and mangrove
swamps
• On the board, draw two columns, one for "Seashores" and one for "Mangrove
Swamps." Ask students to brainstorm and name specific plants and animals
they think can be found in each habitat. Write down their responses in the
respective columns.

Example:

Seashores Mangrove Swamps

Seagulls Mangrove Trees

Crabs Mudskippers

Clams Fiddler Crabs

Sandpipers Shrimp

Sea Turtles Mangrove Snapper

Share a brief real-life scenario related to the conservation of seashores or mangrove

swamps. You can tell a short story or describe an actual conservation effort.
Discuss why it's important to protect these habitats and the plants and animals
that live there.

Example Scenario (Simplified):

"Once upon a time, in a place near the sea, people noticed that the mangrove
swamps were disappearing because of new buildings. This was causing

11
 problems because the mangroves protected the coast from big waves during
storms. So, a group of people worked together to plant more mangrove trees
and teach others why it's crucial to save them. This way, they helped protect
their coastline and the creatures that depend on mangroves."
• Open the floor for a brief discussion. Ask students:

a. What other plants and animals did they learn about for seashores and
mangrove swamps?

b. Why do you think it's important to protect these habitats?

• Summarize the key points discussed during the activity. Emphasize the
importance of conserving seashores and mangrove swamps for our
environment and wildlife.

Day 3 and 4
3. Lesson Activity

• Begin by explaining that today, students will go on a virtual field trip to

seashores and mangrove swamps to discover the plants and animals living
there. Show images and videos of seashore and mangrove swamp habitats,
explaining their unique features and the types of plants and animals found
in each.
• After the virtual exploration, ask students to share their observations. Write
their findings on the board. Discuss the plants and animals they identified
and ask if anyone noticed anything special about them.
• If feasible, organize a field trip to a local seashore or mangrove swamp area.
Alternatively, use images and videos to simulate the experience. Guide
students in observing and identifying the flora and fauna in these habitats.
• Facilitate a discussion on the importance of preserving seashore and
mangrove swamp habitats for coastal communities and marine life.
• Guide the students to perform Lesson 3 Activity 4: Exploring Seashores
and Mangrove Swamps to learn about seashore and mangrove swamp

12
 habitats, observe the plants and animals, and discuss their significance for
coastal communities and marine life.
• Facilitate a class discussion about why it's important to preserve seashore
and mangrove swamp habitats. Ask questions like: How do these habitats
help coastal communities?, Why are they essential for marine life?, and What
can happen if these habitats are not protected?
• Share a simple, age-appropriate real-life story or scenario related to the
conservation of seashores or mangrove swamps. Emphasize the positive
impact of conservation efforts.
• Ask students to reflect on what they've learned during the activity. Have
them think about why it's crucial to protect these habitats and how they can
contribute.
• Summarize the main points discussed during the activity, stressing the
importance of understanding and conserving these habitats.
• Assign students a short homework task, such as drawing their favorite plant
or animal from the virtual field trip or writing a few sentences about why
seashores and mangrove swamps should be protected.

4. Making Day 4 – Week 5

Generalizations 1.Learners’ Takeaways
• Guide the learners to make generalization of what they have learned in the
whole week through this guide questions. Make immediate corrections if
you observe mistakes.
• Divide the class into four groups, assigning each group one habitat
(garden, rice field, seashore, mangrove swamp). Give each group an image
or poster of their assigned habitat. Ask students in each group to closely
observe the image and discuss among themselves what they see, including
plants and animals.
• Provide drawing paper or notebooks and art supplies to each student. In
their groups, have students draw a picture of the habitat they explored,
including some of the plants and animals they discussed.

13
 • Each group presents their drawing to the class and briefly explains the
unique features of their assigned habitat. Encourage students to share
what they find interesting or important about their habitat.
• Lead a brief discussion with the entire class, asking questions like:
a. What did you learn about gardens, rice fields, seashores, and mangrove
swamps today?
b. Why are these habitats essential for nature and people?

• Summarize the key points of the lesson, emphasizing the significance of

studying and protecting these habitats.

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

A. Evaluating Day 4 Rubric for Diorama,

Learning Formative Assessment Presentation and the Word
• This formative assessment, using a Habitat Diorama, allows you to evaluate search Work sheet are available
students' understanding of habitats, their creativity in representing them, and in the worksheet.
their ability to explain the importance of each habitat: gardens, rice fields,
seashores, and mangrove swamps.
• Provide students with materials such as cardboard, colored paper, markers,
and small figurines or cut-out images of plants and animals to create a diorama
that represents their chosen habitat. They should include key elements such as
plants, animals, and unique features. Encourage creativity and attention to
detail.
• During their presentation, students should explain the features of their chosen
habitat and its ecological importance. Classmates can ask questions or share
their observations after each presentation.

14
 • Conclude the assessment by asking students to reflect on what they've learned
through this activity. What did they find most interesting or surprising about
their chosen habitat?

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

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?

15