LESSON PLANNER 1 to 4

Subject: Science STRAND (TOPIC): Ecosystems and Food Webs GRADE: 4 DATE: [Insert date here] WHAT IS THE PURPOSE OF THE LESSON (OBJECTIVE): After observing and taking note of the living organisms in the school garden, students will engage in an open discussion and collaboratively create a food web. This lesson aims to help students understand the relationships between different organisms in an ecosystem and the concept of energy transfer through food webs. SPECIFIC LEARNING OUTCOME: KNOWLEDGE OR CONTENT: Students will learn about various living organisms within an ecosystem, including producers, consumers, and decomposers. They will understand how these organisms interact within a food web, illustrating the flow of energy and nutrients. SKILLS: Students will develop observational skills by identifying different organisms in the school garden. They will enhance their collaborative skills by working in groups to construct a food web. Additionally, they will practice critical thinking as they discuss and analyze the relationships between organisms. VALUES: Students will cultivate a sense of respect and appreciation for living organisms and their roles in the ecosystem. They will learn the importance of biodiversity and how each organism contributes to the health of the environment. NEEDS OF THE DIVERSE LEARNERS: To accommodate diverse learners, the lesson will incorporate visual aids (such as diagrams of food webs), hands-on activities (observing organisms), and collaborative group work to ensure all students can participate and contribute meaningfully. Extra support will be provided for students with learning difficulties, while extension activities will be available for more advanced learners. OBSERVATION/CONVERSATION/PRODUCTS THAT WILL BE USED TO ASSESS STUDENTS LEARNING (Formative assessment): Assessment will be conducted through observations during group discussions and collaborative work, as well as through the food webs created by the students. Teacher-student conversations will provide insight into students' understanding of concepts. COMPONENTS OF THE LESSON INTRODUCTION: . INTRODUCTION, PROMPTER/HOOK (3-5 minutes): To capture students' attention, the teacher will show a short video clip of a food web in action, highlighting predators, prey, and the flow of energy. The teacher will then ask students to think about what they saw and how different organisms depend on one another for survival. TIME TO TEACH (10-15 minutes): The teacher will provide a mini-lecture on the components of a food web, explaining the roles of producers (plants), consumers (herbivores, carnivores), and decomposers (fungi, bacteria). Visual aids such as charts and diagrams will be used to illustrate these concepts. The teacher will also share examples of organisms that can be found in the school garden. TIME TO PRACTICE (15-45 minutes): Students will be divided into small groups and taken to the school garden. Each group will observe and identify various living organisms, noting down their observations. Afterward, students will return to the classroom to create a food web on large poster paper, using string or markers to connect the organisms based on their relationships. Groups will present their food webs to the class, explaining their choices and the connections they made. TIME TO REFLECT AND SHARE STUDENTS EXPRESS WHAT THEY LEARN AND HOW THEY FEEL (3-5 minutes): Students will engage in a reflection session where they can share their thoughts on the activity. The teacher will prompt students to discuss what they learned about the relationships between organisms and how they felt about working together to create the food web. This reflection will help reinforce their understanding of the concepts. HOW THE LESSON INCLUDES THE STUDENTS’ CONTEXT: The lesson is contextualized by utilizing the school garden, which is a familiar environment for students. This hands-on experience makes the lesson more relatable and engaging, allowing students to connect theoretical knowledge with real-world observations. HOW THE LESSON INTEGRATES WITH OTHER SUBJECTS: This lesson integrates with subjects such as art (creating food webs), language arts (presenting findings), and mathematics (counting organisms or creating graphs based on observations). It fosters interdisciplinary learning by allowing students to apply skills from various subjects in a cohesive project. RESOURCES: - School garden for observation - Chart paper and markers - String for creating food webs - Visual aids (charts, diagrams) - Video clip illustrating food webs - Books or articles about ecosystems TECHNOLOGY: Students can use tablets or computers to research specific organisms before the observation activity. They can also use digital tools to create a virtual food web as an extension activity. FINAL REFLECTION ON THE LESSON (reflective practice): After the lesson, the teacher will reflect on the effectiveness of the activities and student engagement. Considerations will include how well students grasped the concept of food webs, the effectiveness of group dynamics, and any adjustments needed for future lessons. The teacher will also seek feedback from students about their learning experience to improve future instruction.

Subject: Social Studies STRAND (TOPIC): Interactions and Interdependence GRADE: Grade 3 DATE: [Insert date here] WHAT IS THE PURPOSE OF THE LESSON (OBJECTIVE): The purpose of this lesson is for learners to use drawings or pictures to show different types of jobs, chores, games/recreational activities, and religious practices in their community. THE SPECIFIC LEARNING OUTCOMES: is for students to identify the characteristics of daily life in communities studied/selected. KNOWLEDGE OR CONTENT: - Different types of jobs, chores, games/recreational activities, and religious practices in the community SKILLS: - Drawing or illustrating - Identifying and describing different aspects of community life VALUES: - Appreciation for the diverse activities and practices in a community - Respect for different roles and responsibilities within a community NEEDS OF THE DIVERSE LEARNERS: - Provide visual aids and examples for visual learners - Allow for hands-on activities for kinesthetic learners - Provide support and guidance for students who may struggle with drawing or illustrating OBSERVATION/CONVERSATION/PRODUCTS THAT WILL BE USED TO ASSESS STUDENTS LEARNING (Formative assessment): - Observing students' participation and engagement during class discussion and activities - Conversations with students about their drawings and explanations - Reviewing students' drawings as a product of their learning COMPONENTS OF THE LESSON INTRODUCTION, PROMPTER/ HOOK (3-5 minutes) - Show a picture or video of a community with various activities happening (e.g., people working, children playing, people practicing their religion) - Ask students what they notice in the picture/video and what they think is happening THROUGH A DEMONSTRATION: - Show a sample drawing that represents different aspects of daily life in a community (e.g., houses, schools, factories, parks, places of worship) - Explain the importance of showing different activities and practices in a community TIME TO TEACH (10-15 minutes): - Discuss different types of jobs, chores, games/recreational activities, and religious practices in the community - Show examples of drawings or pictures representing each activity or practice - Encourage students to ask questions and share their own experiences or knowledge TIME TO PRACTICE (15-45 minutes): - Provide each student with drawing materials and ask them to create their own drawing or illustration representing different aspects of daily life in their community - Circulate the classroom to provide guidance, support, and feedback to students as they work on their drawings - Encourage students to label or describe their drawings to reinforce their understanding TIME TO REFLECT AND SHARE (3-5 minutes): - Give students an opportunity to share their drawings with the class - Ask students to explain what they have learned and how they feel about the different activities and practices in their community HOW THE LESSON INCLUDES THE STUDENTS’ CONTEXT: - Encourage students to share their personal experiences and knowledge about their community during class discussions - Allow students to draw and illustrate aspects of their own community in their drawings HOW THE LESSON INTEGRATES WITH OTHER SUBJECTS: - Language Arts: Students can write short descriptions or stories about their drawings - Art: Students will practice their drawing and illustrating skills - Geography: Students will gain an understanding of the different aspects of communities RESOURCES: - Pictures or videos showing different communities - Sample drawings or illustrations - Drawing materials (paper, pencils, crayons, markers) TECHNOLOGY: - Projector or computer for showing pictures or videos - Digital resources for finding examples of drawings or illustrations FINAL REFLECTION ON THE LESSON (reflective practice): This lesson provided an opportunity for students to explore and understand the different activities and practices in their community. The students were engaged throughout the lesson and actively participated in the discussions and drawing activities.