Science Grade 3 Q2. Ctto

DETAILED LESSON PLAN IN SCIENCE 3 (Second Quarter)

Republic of the Philippines i Region V/Daily Lesson Plan/2019-2020

TABLE OF CONTENTS Second Quarter LIVING THINGS AND THEIR ENVIRONMENT

Cover page Table of Contents Development Team Members

ii iv

1. Living Things 1.1 Humans 1.1a Sense Organs 1.1.1 Identify the different sense organs of the body 1.1.2 Identify the parts of the eyes 1.1.3 Describe the function of each part of the eyes 1.1.4 Enumerate/suggest ways to take care of the eyes 1.1.5 Identify parts of the ear 1.1.6 Enumerate/suggest ways to take care of the ear 1.1.7 Identify parts of the nose 1.1.8 Enumerate/suggest ways to take care of the nose 1.1.9 Identify parts of the tongue 1.1.10 Enumerate/suggest ways to take care of the tongue 1.1.11 Identify the parts of the skin 1.1.12 Enumerate/suggest ways to take care of the skin 1.2 Animals 1.2.1 Name the animals in the immediate surroundings 1.2.2 Identify the body parts of animals and describe their Functions 1.2.3 Classify animals according to body parts and use 1.2.4 Identify body parts of animals used for eating or food getting 1.2.5 Describe animals based on their body covering 1.2.6 Group animals based on the kind of food they eat 1.2.7 Name the animals based on their habitat 1.2.8 Describe the habitat of each animal 1.2.8 Group animals according to their habitat or where they live 1.2.9 Group animals according to their importance to humans 1.2.10 Group animals according to their covering 1.3 Plants 1.3.1 Name the plants inside the school and the community 1.3.2 Identify the parts of a plant ii Region V/Daily Lesson Plan/2019-2020

1 7 12 16 21 27 32 38 42 46 49 52 55 58 62 66 70 75 77 80 86 90 95

99 103

1.3.3 Compare plant parts of different plants 1.3.4 Name the plants that are harmful 1.3.5 Infer that some plants may be harmful and some may be useful 1.3.6 Show ways of caring for plants 1.3.7 Describe ways of handling plants 1.4 Living and Nonliving Things 1.4.1 Identify/name living and nonliving things 1.4.1 Compare the characteristics of living and nonliving things 1.5 Heredity 15.1 Identify observable characteristics that are passed from parents to offsprings

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108 113 116 120 124 128 131

136

DEVELOPMENT TEAM MEMBERS Writers Ana Lisa S. Austero Iyvi Marie L. Buñag Melanie B. Dulfo Edna N. Espera Edna N. Gerona Pamela M. Lok Mary Joyce T.Panganiban Peñafrancia M. Villaflor

Validators PSDS Marilyn B. Aguilar Margerie B. Bathan

Principals: Francisco Leo J. Damasig Rowena O. Tabilog

Demonstration Teachers Ana Lisa S. Austero Iyvi Marie L. Buñag Melanie B. Dulfo Edna N. Espera Edna N. Gerona Pamela M. Lok Mary Joyce T.Panganiban Peñafrancia M. Villaflor

Facilitators Rhea SB. Samino

Editor Ma. Belen Q. Lurcha EPS -1, Science

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DAILY LESSON PLAN IN SCIENCE 3 SECOND QUARTER School Name Time and Date

Grade Level Learning Area Quarter

I. OBJECTIVES A. Content Standards

THREE SCIENCE 3 Q2W1D1

The learners demonstrate understanding of parts and functions of the sense organs of the human body. The learners should be able to practice healthful habits in taking care of the sense organs. The learners should be able to describe the parts and functions of the sense organs of the human body. (S3LT-IIa-b-1). 1.1 Identify the different sense organs of the body. Living Things 1.1 Human 1.1 a Sense Organs

B. Performance Standards

C. Learning Competencies/Objectives

II. CONTENT

III. LEARNING RESOURCES References 1. Teacher’s Guide Pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource Portal IV. PROCEDURE ENGAGE

p. 50 Kto12 Science Links

Learners Let the class play “Pin the Tail on a Donkey’, in which pupils, one at a time shall try to pin the cutout tail on the tail-less Donkey posted in the wall/board. Show the cut out tail and the donkey before blindfolding the players.

Image Credit: huffingtonpost.ca As soon as a pupil have pinned correctly the tail to the donkey, replace the donkey with the 1 Region V/Daily Lesson Plan/2019-2020

image of a boy similar to the picture below. Use the meta cards with written body parts to be pinned in the corresponding part of the boy’s body. The pupils shall do the task in blindfold. After pinning, remove the blindfold and let them make corrections.

Image credit: VectorStock.com/917534 Written in meta cards: Eye Ear Mouth Nose

Hand Tongue

Are these body parts important in our body? Why? What do these body parts do?  The teacher will present the rubrics or ask the learners how they would want to be rated.  Discussion/presentation on precautionary measures (pre-lab activities)

EXPLORE

Group the class into 5. Each group will do the activity in each Learning Station. Given situations shall allow them to identify the appropriate sense organ to use. One minute shall be given per station. (The teacher shall be the timekeeper of the class for station rotation) Present the rubrics so pupils will be guided with acceptable behavior and standards. Learning Station 1: Colored Triangles Station Color one triangle in the picture with: Group 1: RED Group 2: BLUE Group 3: GREEN Group 4: YELLOW Group 5: ORANGE What part of your body helped you choose the correct color among different crayons? 2 Region V/Daily Lesson Plan/2019-2020

Learning Station 2: Groovy Sound Station Listen to the song being played in the radio/phone. Identify the word being sung in the song: Group 1: 4th word Group 2: 2nd word Group 3: 6th word Group 4: 3rd word Group 5: 5th word What part of your body helped you listen to the song and identify the word? Learning Station 3: Smelling Station Fan and whiff the bottles toward you. Which bottle number gives you the corresponding odor? Group 1: Fragrant Group 2: Woody Group 3: Minty Group 4: Citrus Group 5: Rotten What part of your body helped you smell and identify the odor of the materials in the bottles?

Learning Station 4: Taste Station Which food sample number gives you the corresponding taste? Group 1: Sour Group 2: Sweet Group 3: Bitter Group 4: Salty Group 5: Pungent What part of your body helped you identify the taste of the food samples?

Learning Station 5: Texture Touch Station Touch and feel the given materials. Which material will be: Group 1: Soft Group 2: Grainy Group 3: Smooth Group 4: Rough Group 5: Slippery What part of your body let you feel and identify the texture of the materials? 3 Region V/Daily Lesson Plan/2019-2020

EXPLAIN

Each group will present their output and tell what body parts have they used to identify the color, hear the sound, smell the odor, identify the taste, and feel the texture in the activity. The teacher shall emphasize that these body parts are called sense organs. These sense organs allow us to experience senses: sense of sight, hearing, smell, taste, and touch. How many sense organs do we have? Are these sense organs important to us? Why or why not? Let the pupils watch the video about the sense organs.

ELABORATE

What are our five sense organs? What is the function of each sense organ? Should we take good care of our senses? How? EVALUATE

I. Identify the sense organ responsible for the given senses by matching Group A and B. Write the corresponding letter in the space before each number. A __1. Sense of touch __2. Sense of hearing __3. Sense of smell __4. Sense of sight __5. Sense of taste II.

O. R. G. A. N.

eyes nose skin tongue ears

The teacher may also present pictures showing different senses. Bring a big picture of an eye for tomorrow’s activity.

Agreement VI. REMARKS I. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional 4 Region V/Daily Lesson Plan/2019-2020

B

activities for remediation C. Did the remedial lessons work? no of learners who have caught up with the lesson A. No. of learners who continue to require remediation B. Which of my teaching strategies worked well? C. What difficulties did I encounter which my principal or supervisor can help me solve? D. What innovation or localized material/s did I use/discover I wish to share with other teachers?

NOTE: Assigned Tasks could be rotated among group members per learning station to maximize participation and minimize time. M: Material Handler N: Note Taker O: Observer 5 Region V/Daily Lesson Plan/2019-2020

P: Presenter Q: Quality Assurance R: Restoration S: Support/Encourager T: Time Keeper APPENDIX Internet Sources Pin the tail: https://sequelgroup.co.uk or https://www.pinterest.com Boy: VectorStock.com/917534

https://www.vectorstock.com

Videohttps: //www.youtube.com/watch?v=jX9eZrCGUkk

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DAILY LESSON PLAN IN SCIENCE 3 SECOND QUARTER School Name Time and Date

Grade Level Learning Area Quarter

I. OBJECTIVES D. Content Standards

THREE SCIENCE 3 Q2W1D2

The learners demonstrate understanding of parts and functions of the sense organs of the human body. The learners should be able to practice healthful habits in taking care of the sense organs. The learners should be able to describe the parts and functions of the sense organs of the human body. (S3LT-IIa-b-1). 1.2 Identify the parts of the eyes. Living Things 1.1 Humans 1.1 a Sense Organs

E. Performance Standards

F. Learning Competencies/Objectives

II. CONTENT

III. LEARNING RESOURCES References 2. Teacher’s Guide Pages 5. Learner’s Materials pages 6. Textbook pages 7. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE

pp. 50-52 pp.40-41 K to12 Science Links pp. 18-20

Learners Recall: What are the different sense organs of the body?

ENGAGE

Let the pupils bring out a picture of eyes, get a partner and compare their pictures. Say: Compare the eyes in the picture with the eyes of your partner. Do they have the same parts? (Caution: this activity might give discomfort among the learners) Let them do the task for 5 minutes. Ask about 3 pairs to share their discoveries.

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EXPLORE

Tell the learners that they are going to study the different parts of the eyes. Present to the class an enlarged picture of the eye.

Image schoolworkhelper

credit:

Pupils will be grouped into 3. Each group will do an activity. Present the rubrics so pupils will be guided with acceptable behavior and standards.

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EXPLAIN

Presenter of each group will present their outputs. Focus Question: What are the different parts of the eyes?

ELABORATE

The teacher will give additional information to the pupils using a video about the part of the eyes. Guide Questions: 1. Why do we need to know the parts of the eye? 2. If you are having trouble reading because you notice that your eyes cannot see clearly, what will you do? 3. What are the different parts of the eyes? Name each part. Teacher may use the following images to sum up the lesson. Outer parts of the eyes

Inner parts of the eye

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Image credit: Flickr Identify the different parts of the eyes by labeling it.

EVALUATE

Image drpritpalsingh.com.au Agreement

What are the functions of each part of the eyes?

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work?

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credit:

What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

APPENDIX Images: Other Images: Science 3 Learner’s Material, pp.40-41 The Human Eye https://swh-826d.kxcdn.com/wpcontent/uploads/2011/01/cataract_anatomy.jpg Inner parts of the eye: https://www.flickr.com/photos/nationaleyeinstitute/7544457124 Unlabeled inner parts of the eye: https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwiQipO6stDjAhXVKqYKHanTDM sQjRx6BAgBEAU&url=https%3A%2F%2Fdrpritpalsingh.com.au%2Feyeanatomy%2F&psig=AOvVaw0qQR-SA5ulwJVqmSAToIWw&ust=1564155084751446

Video: Parts of the Eyes: https://www.youtube.com/watch?v=fAEkJla84jg

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DAILY LESSON LOG IN SCIENCE 3 SECOND QUARTER School Name Time and Date

Grade Level Learning Area Quarter

I. OBJECTIVES G. Content Standards

The learners demonstrate understanding of external parts of plants and their functions and importance to humans. The learners should be able to demonstrate the proper ways of handling plants.

H. Performance Standards

I.

THREE SCIENCE 3 Q2W6D2

Learning Competencies/Objectives

The learners demonstrate understanding of the external parts of plants, their functions and importance to humans. At the end of the lesson the learners should be able to: 

Identify the parts of the plants.

(S3 LT-lle-f-8) Identifying The Plant Parts

II. CONTENT III. LEARNING RESOURCES References 3. Teacher’s Guide Pages 8. Learner’s Materials pages 9. Textbook pages 10. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE ENGAGE

TG, pages LM, pages Science Power 3 Charts, Pictures or realia of different plants www.portageandmainpress.com Learners A. Checking of Assignment B. Review Ask: 12

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What are some of the plants that grow in your community?

Let the pupils sing a song. “Plant Parts” (Tune: Are You Sleeping) Big plants, big plants (2x) They roots. They have trunks. Branches, flowers and leaves (2x) Big plants, big plants (2x) Small plants, small plants (2x) They roots. They have stems. They have leaves and flowers (2x) Small, small plants (2x)  What is the song all about?  What are the parts of the big plants mentioned in the song?  What are the parts of the small plants? Show a short video clip ( www.portageandmainpress.com) Ask pupils:  What can you say about the video clip?  What parts of the plant do you see first? second? and so on.  What do you want to know more about the plants? EXPLORE

Group Activity Setting of Standards  What are the things that you should do or observe in doing your activity?  Presentation of rubrics  Divide the class into groups. “Building a Model of a Plant” (The teacher will provide materials needed in the activity and the scoring rubric or scoring guide performance in the activity.) Building a Model of a Plant (10-15mins) 1. Use the cut-out materials at to create a model of a plant. 2. Be sure to label the following parts:  roots  stem 13

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 leaves  flowers  fruits Each group will present the group output. EXPLAIN ELABORATE

Emphasize the following through illustrative examples: a. The root is usually underground. There are other roots that can be seen above the ground. b. Stems of plants are extensions of the roots above the ground. They bear the leaves and the flowers. Some plants stems are underground. c. Leaves of plants are grown from stem. They vary in size, shape, and color d. Flowers are plant parts which develop into the fruits of the plant. Some plants do not bear flowers. e. Plant parts show great variations in their structures.

Application: Using the strips of paper, ask pupils to label the different parts of the Tomato plant on the board.

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EVALUATE Identify the parts of the Squash plant. Choose your answer in the box below. fruits roots

1.

2.

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3.

4.

leaves

flower stem

EXTEND

Draw your favorite plant in your notebook. Label its plant parts.

Additional activities for application . V. REMARKS VI. REFLECTION A. No. of Learners who earned 80% on the formative assessment B. No. of learners who require activities for remediation. C. Did the remedial lesson/s 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 this work? F. What difficulties did I encounter which my supervisor/principal/department head help me solve? G. What Innovations did I use to use/discover which I wish to share with other teachers.

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DAILY LESSON PLAN IN SCIENCE 3 SECOND QUARTER School Name Time and Date I. OBJECTIVES J. Content Standards

K. Performance Standards

Grade Level Learning Area Quarter

The learners demonstrate understanding of parts and functions of the sense organs of the human body. The learners should be able to practice healthful habits in taking care of the sense organs.

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THREE SCIENCE 3 Q2 W1D3

L. Learning The learners should be able to describe the parts and Competencies/Objectives functions of the sense organs of the human body. (S3LT-IIa-b-1). 1.3 Describe the function of each part of the eyes. II. CONTENT Living Things 1.1 Humans 1.1 a Sense Organs III. LEARNING RESOURCES References 4. Teacher’s Guide Pages pp. 50-52 11. Learner’s Materials pp.40-41 pages 12. Textbook pages K to12 Science Links pp. 18-20 13. Additional Materials from Learning Resource Portal 14. Other Resources

https://www.youtube.com/watch?v=eDlma_Ai1Rc

IV. PROCEDURE ENGAGE

Learners

Review: What are the different parts of the eyes? Label and name each. Outer parts of the eye.

Image credit: kisspng.com

Inner parts of the eye.

Image credit: drpritpalsingh.com.au

Present to the class an enlarged picture of the eye. Identify the parts as seen in the picture

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Image credit: Cleveland Clinic

Tell the learners that they are going to describe the functions of the different parts of the eyes. EXPLORE

Pupils will be grouped into 3. Referring to p.41 of the Learners’ Manual, each group shall describe the function of the parts of the eye. Image credit: Cleveland Clinic

Group 1 Lens Optic nerve Pupil Group 2 Retina Cornea Iris

Group 3 Eyebrow Eyelashes Eyelid

EXPLAIN

Reporter of each group will present their outputs. Focus Question: What is the function of each part of the eye?

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ELABORATE

The teacher will provide clarifications regarding the functions of the different parts of the eyes. Additional information shall be given to the pupils using a video about the part of the eyes. Ask: Why do we need to know the functions of the different parts of the eye?

EVALUATE

Describe the function of each part of the eye by matching the description in Column A with the items in Column B. Write the corresponding letter in the space provided before each number in A. A B. __1. The transparent covering of the front of the eye. A. Iris __ 2. The colored part which B. retina surrounds the pupil. C. cornea __ 3. The dark hole through D. pupil which light enters the eyeballs. E. lens __4. Send message to the F. Optic nerve brain. __5. It blends with light to make a clear message. Agreement

What do you think is the most important part of the eye?

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

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APPENDIX Images Unlabeled outer parts of the eye: https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiM8o XisNDjAhWJwJQKHd5UCuQQjRx6BAgBEAU&url=https%3A%2F%2Fwww.kisspng.com%2F png-lions-eye-institute-human-eye-ophthalmology-anatom1045303%2Fpreview.html&psig=AOvVaw0WzjwIPd1Ii484HbkE0AQl&ust=156415427082669 1

Unlabeled inner parts of the eye: https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwiQipO6stDjAhXVKqYK HanTDMsQjRx6BAgBEAU&url=https%3A%2F%2Fdrpritpalsingh.com.au%2Feyeanatomy%2F&psig=AOvVaw0qQR-SA5ulwJVqmSAToIWw&ust=1564155084751446

Enlarged eye: https://2rdnmg1qbg403gumla1v9i2h-wpengine.netdna-ssl.com/wpcontent/uploads/sites/3/2015/04/iStock_000017243559_Large-eyelashes-275.jpg

Labeled inner eye parts: https://my.clevelandclinic.org/-/scassets/images/org/health/articles/4651-2077.ashx

Labeled outer eye parts: Science 3 Learner’s Material, p.40

Video: https://www.youtube.com/watch?v=eDlma_Ai1Rc

DAILY LESSON LOG IN SCIENCE 3 SECOND QUARTER School Name Time and Date

Grade Level Learning Area Quarter

I. OBJECTIVES M. Content Standards

The learners demonstrate understanding of external parts of plants and their functions and importance to humans. The learners should be able to demonstrate the proper ways of handling plants.

N. Performance Standards

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THREE SCIENCE 3 Q2W6D3

O. Learning Competencies/Objectives

Compare the plant parts of different plants. (S3 LT-lle-f-8) II. CONTENT

Comparing The Plant Parts Of Different Plants

III. LEARNING RESOURCES References 5. Teacher’s Guide Pages 15. Learner’s Materials pages 16. Textbook pages 17. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE ENGAGE

TG, pages LM, pages Science Links 3 , Science Spectrum Charts, Pictures or realia of different plants Learners

C. Checking of Assignment D. Review Ask: What are the different parts of the plant?

EXPLORE Let the pupils read a poem. “ Trees ” I may be rough, you may be smooth I may be tall, you may be small I may be soft, you may be hard, I may be green, you may be different Trees they call us In many ways, we are the same In many ways, we are different by:

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Leni S. Solutan

Questions 1. What is the poem all about? (Trees) 2. What does the poem tell us about trees? (Every tree is different.) EXPLAIN

Group Activity Setting of Standards  What are the things that you should do or observe in doing your activity? Divide the class into groups. (The teacher will provide materials needed in the activity and the scoring rubric or scoring guide performance in the activity.) “Comparing Plants” Problem: In what ways are plants parts similar and how are they different? What You Need: Rose plant, Banana plant , Santan plant , Gabi plant , Ampalaya Plant , Pili plant , Egg plant , Mango plant Procedure: 1.Look at the pictures of the plant.

2.Each group will compare 4 kinds of plants of their leaves, roots, flowers, stems 3.Record your observation in the chart properly. 4. Each group will assign a leader to report their group work. Group 1 Plant

Root Size

Texture of Stem/Trunk

Color of Flowers

Size of Leaves

Color of Flowers

Size of Leaves

Rose Gabi Ampalaya Mango Group 2 Plant

Banana Mango Eggplant Santan Group 3 23 Region V/Daily Lesson Plan/2019-2020

Root Size

Texture of Stem/Trunk

Plant

Root Size

Texture of Stem/Trunk

Color of Flowers

Size of Leaves

Color of Flowers

Size of Leaves

Santan Ampalaya Pili Rose Group 4 Plant

Root Size

Texture of Stem/Trunk

Pili Eggplant Gabi Banana Conclusion: 1.In what ways are plant parts similar? 2. In what ways are plant parts different?

ELABORATE

Discuss the concepts by asking pupils the following:  Which plants have stems that grow straight up?  Which plants have stems that trail along the ground?  Which plants have stems that climb fences or other plants?  Which plants have soft stems?  Which plants have hard stems/trunk?  What are different shapes of leaves that the class observed with their plants?  What are the different colors of leaves that the class observed with their plants?  Which plants have flowers?  Which plants have flowers?  For those plants with flowers, were the flowers in cluster/group or were they single? Lead pupils to generate the ideas that the plants they observed may both have stems, but differ in thickness, appearance, color, and texture; both may have leaves, but differ in size, shape, and color; and both may have flowers, but their flowers differ in color, arrangement, number of petals, and how they grow.

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EVALUATE

Compare the other plant parts. Write the characteristics being asked for. In the bottom box, write similar if the characteristic are the same and write different if not. Plant

Texture of Stem/Trunk

Color Leaves

of

Size and Color of the Roots

Camote Cassava Similar or Different

EXTEND Additional activities for application . V. REMARKS VI. REFLECTION H. No. of Learners who earned 80% on the formative assessment I. No. of learners who require activities for remediation. J. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. K. No. of learners who continue to require remediation L. Which of my teaching strategies worked well? Why did this work? M. What difficulties did I encounter which my supervisor/principal/department head help me solve? N. What Innovations did I use to use/discover which I wish to share with other teachers.

Draw two kinds of plant that grow in your place and compare its plant parts.

DAILY LESSON PLAN IN SCIENCE 3 SECOND QUARTER School Name Time and Date I. OBJECTIVES P. Content Standards

Q. Performance Standards

Grade Level Learning Area Quarter

The learners demonstrate understanding of parts and functions of the sense organs of the human body. The learners should be able to practice healthful habits in taking care of the sense organs.

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THREE SCIENCE 3 Q2W1D4

R. Learning The learners should be able to describe the parts and Competencies/Objectives functions of the sense organs of the human body. (S3LT-IIa-b-1). 1.4 Enumerate/Suggest healthful ways to take care of the eyes. II. CONTENT Living Things 1.1 Humans 1.1 a Sense Organs III. LEARNING RESOURCES References 6. Teacher’s Guide Pages pp. 50-52 18. Learner’s Materials p.42 pages 19. Textbook pages Kto12 Science Links pp. 18-21 Growing in Science 3 20. Additional Materials from Learning Resource Portal https://www.youtube.com/watch?v=idR88XiYIEU 5. Other Learning Resources IV. PROCEDURE ENGAGE

Learners

Show pictures of eyes with ailments. Let them identify or describe the problem in each condition.

Sty

Image credit:thehealthsite.com

Sore Eyes

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Image credit: dailyexcelsior.com

Pterygium

Glaucoma

Image credit: newsomeye

Image credit: rutnin.com

Focus Questions: Have you met people like them before? What could have these people felt as they experienced such eye conditions? Have you yourself experienced any of the eye conditions shown? Could these eye conditions be prevented? How?

Discuss that when we experience serious problem with eye conditions, there are some people with special training who can help us. These eye doctors are may be an ophthalmologist or optometrist similar to the pictures shown. Explain the difference in work between the two eye doctors. Show pictures of children being treated or examined by an eye doctor.

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Ophthalmologist

Optometrist

EXPLORE

Image credit:allaboutvision.com

Image credit:google.com

Say: Even if we do not experience such serious conditions, we could do things to prevent them from happening like taking good care of our eyes How should we take good care of our eyes? Divide the class into five groups. Each group will demonstrate the assigned task to them. They will tell the class if the situation is healthy or bad for the eyes. Show the rubrics before the activity so the learners shall be guided on what to be expected of them based from standards. Group 1 Demonstrate reading a book while lying down. Group 2 Demonstrate reading in a moving car. Group 3 28

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Demonstrate washing eyes by opening and closing them on the water. Group 4 Demonstrate proper way of handling sharp objects like scissor, knives, nails or stick. Group 5 Demonstrate reading a book in a dim-lighted room.

EXPLAIN Reporter of each group will present their outputs. Guide questions: 1. Is what you have demonstrated healthy for your eyes? Why or why not? 2. If it’s not healthy, what should we do to take good care of our eyes?? The teacher now will explain to the pupils the healthful ways of taking care of the eyes. ELABORATE

Let the pupils watch a video on how to take care of the eyes. What are some healthful ways of taking care of the eyes? Is playing computer games for a long period good for your eyes? What should you do to take care of your eyes?

EVALUATE

Agreement

List down 5 ways to take good care of your eyes. (Maglista nin limang paagi para mapa ngatamanan an satong mga mata). 1. 2. 3. 4. 5. Draw the things that you must do in taking care of your eyes.

V. REMARKS APPENDIX Images 29 Region V/Daily Lesson Plan/2019-2020

Sty: https://images.goo.gl/UNiofZKahzYfgfQv9 Sore Eyes: https://images.app.goo.gl/DD6fULUedPCqSBhX6 Pterygium: https://images.app.goo.gl/uc4EVoLYFDnZ16xr9 Glaucoma: https://images.app.goo.gl/h8gTg99mnhGNZgKt8 Ophthalmologist: https://images.app.goo.gl/T5ZFK9WuWUT9mc858 Optometrist: http://images.app.goo.gl/hvRs2RbccUXMG7Qd6

Video https://www.youtube.com/watch?v=idR88XiYIEU

DAILY LESSON PLAN IN SCIENCE 3 30 Region V/Daily Lesson Plan/2019-2020

SECOND QUARTER School Name Time and Date I. OBJECTIVES S. Content Standards

T. Performance Standards

Grade Level Learning Area Quarter

THREE SCIENCE 3 Q2W1D5

The learners demonstrate understanding of parts and functions of the sense organs of the human body. The learners should be able to practice healthful habits in taking care of the sense organs.

U. Learning The learners should be able to describe the parts and Competencies/Objectives functions of the sense organs of the human body. (S3LT-IIa-b-1). 1.5 Identify the parts of the ear; 1.6 Describe the function of each part of the ear. II. CONTENT Living Things 1.1 Humans 1.1 a Sense Organs III. LEARNING RESOURCES References 7. Teacher’s Guide Pages pp. 53-55 21. Learner’s Materials pp.44-45 pages 22. Textbook pages K to12 Science Links p. 23-24 Growing in Science 3 23. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE Learners ENGAGE Review: What sense organ will you use to see the ears of your seatmate? Will you be able to study the see his/her ears? without your eyes? Why? Motivation: Say: Class, clap your hands. Have you heard the sound of your clap? What body part helped you listen to the sound of your clap?

31 Region V/Daily Lesson Plan/2019-2020

EXPLORE

Present an enlarged picture of an ear. Post in the board meta-strips with written names and functions of the parts of the ear.

Image credit: Creative Commons Mention that the parts of the ear can be divided into three categories: the outer ear, middle ear and inner ear. Point each category in the picture. Group the class into six. Each group will perform the assigned tasked to them. Let them refer to the information in page 44 in the Learners’ Material. Present the rubrics so pupils will be guided with acceptable behavior and standards. Group 1: Identify the parts of the outer ear. Group 2: Identify the parts of the middle ear. Group 3: Identify the parts of the inner ear. Group 4: Match the functions of the parts of the outer ear with their corresponding names. Group 5: Match the functions of the parts of the middle ear with their corresponding names. Group 6: Match the functions of the parts of the inner ear with their corresponding names. EXPLAIN

Presenter of each group will present their outputs. Focus question: What are the different parts of the ear? How does each part work? Then pupils will now read each parts and functions by pointing to the enlarged picture of the different parts of the ear.

32 Region V/Daily Lesson Plan/2019-2020

ELABORATE Clarify any information regarding parts and functions of the ear as needed. A video may be used for this purpose.

Image credit: Creative Commons When you clean your ears, what parts should you clean with a cotton buds? Guide question: What are the parts and functions of the ear?

Remember the path where the sound enters our ear from the pinna.

Image credit: Pinterest

pinna

ear canal eardrum

3 small bones cochlea 33 Region V/Daily Lesson Plan/2019-2020

EVALUATE

I. Identify the different parts of the ear by labeling them in the drawing. Refer to the word bank below.

Image credit: Richard Bonser

II. Describe the function of the parts of the ear by matching Column A with Column B. Write the letter before each number. A ___1. Pinna ___2. Ear canal ___3. Eardrum ___4. Cochlea ___5. Auditory Nerve

Agreement

How should you take care of your ears?

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? 34 Region V/Daily Lesson Plan/2019-2020

B a. Transmit sounds to the auditory nerve b. Sends message to the brain c. Collects sounds d. Where sound travels from pinna to the eardrum e. Vibrates when sound hits it

What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

APPENDIX Images Ear-anatomy-notext-small.png https://upload.wikimedia.org/wikipedia/commons/d/d0/Ear-anatomy-notext-small.png Ear-anatomy-text-small-en.svg https://upload.wikimedia.org/wikipedia/commons/thumb/4/40/Ear-anatomy-text-smallen.svg/790px-Ear-anatomy-text-small-en.svg.png How the ear works: https://i.pinimg.com/originals/a6/d3/c8/a6d3c8117f86f3e310138f32c8d70153.gif Ear-Identification: https://www.tes.com/teaching-resource/sound-lesson-4-detecting-sound-to-compliment-activatesow-11450644 Video https://www.youtube.com/watch?v=GhK9gXztVSs Video: Sense of Hearing: https://www.youtube.com/watch?v=ygYhngsFWKA&feature=share

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DAILY LESSON PLAN IN SCIENCE 3 SECOND QUARTER School Name Time and Date

Grade Level Learning Area Quarter

I. OBJECTIVES V. Content Standards

THREE SCIENCE 3 Q2 W2/D1

The learners demonstrate understanding of parts and functions of the sense organs of the human body. The learners should be able to practice healthful habits in taking care of the sense organs.

W. Performance Standards

X. Learning Competencies/Objectives

The learners should be able to describe the parts and functions of the sense organs of the human body. (S3LT-IIa-b-1). 1.7 Enumerate/Suggest healthful ways to take care of the ears. Living Things 1.1 Humans 1.1 a Sense Organs

II. CONTENT

III. LEARNING RESOURCES References 8. Teacher’s Guide Pages 24. Learner’s Materials pages 25. Textbook pages

pp. 53-55 pp.46-47 Kto12 Science Links p. 23-24 Growing in Science 3

26. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE ENGAGE

https://www.youtube.com/watch?v=ygYhnqsFWKA

Learners Recall: Name the different parts of the ears and its functions. Post some pictures on the board and let the pupils choose which among these pictures they do with their ears.

Why are you doing those things with your ears?

36 Region V/Daily Lesson Plan/2019-2020

Image credit: wikihow.com

Image credit:

Image helpingmehear.com

37 Region V/Daily Lesson Plan/2019-2020

credit:

Image credit: modernnghana.com

Image leadingwithtrust.com EXPLORE

credit:

Do you take care of your ears? How? Let the pupils do Gibohon 4 on page 46 of Learner’s Manual.

ELABORATE Let the pupils watch a video for further understanding of the lesson. What other ways do you do to take good care of your ears? EVALUATE Maglista nin limang paagi para ngatamanan an satong mga talinga. 1. 2. 3. 4. 5.

38 Region V/Daily Lesson Plan/2019-2020

mapa

Agreement

Draw the thing that you do in taking care of your ears.

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers. APPENDIX

Images https://images.app.goo.gl/x8gT7SFRqK3e5MeG8 https://images.app.goo.gl/4FVVrBnehtb5NCXx8 https://images.app.goo.gl/JC zcYEh896vN71sE8

Video: https://www.youtube.com/watch?v=ygYhnqsFWKA

39 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON PLAN IN SCIENCE SECOND QUARTER School Name Time and Date I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives

II. CONTENT III. LEARNING RESOURCES References 1.Teacher’s Guide Pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE ENGAGE

Grade Level Learning Area Quarter

THREE SCIENCE 3 Q2 W2D2

The learners demonstrate understanding of parts and functions of the sense organs of the human body. The learners should be able to practice healthful habits in taking care of the sense organs. At the end of the lesson, the learners should be able to describe the parts and functions of the sense organs of the human body. (S3LT-11a-b1) 1.8 Identify the parts of the nose; 1.9 Describe the function/s of the parts of the nose. Parts of the Nose

p.56 pp. 47-48 K to 12 Science Links pp.95-96

Learners Tell the class riddles (bugtong), let the learners identify the answers. Isang bayabas, pito ang butas (ulo) Dalawang batong itim, malayo ang nararating. (mata) Isang balong malalim, puno ng patalim (bibig) Kaylapitlapit na sa mata, di pa rin makita (tainga) Dalawang balon, hindi malingon. (tainga) Dalawang sundalo, pabalikbalik sa kweba (ilong na may sipon). What parts of our body have we learned about? For today, what body part are we going to talk about?

EXPLORE Discuss the rubrics to the class before the activity so that they shall be guided with the teacher’s expectations and standards on behavior and output.

40 Region V/Daily Lesson Plan/2019-2020

A. Pair Demonstration Post the following terms written in meta-cards of different colors in the board: Nose Bridge, Apex, Nostrils, Septum. Tell the class that these terms are names of the external part of the nose. Ask a pair of volunteer to stand in front of the class one would serve as a model and the other would try to label the external parts of the nose (referring from the list posted in the board) by pasting color coded paper in his model’s nose (e.g. red for nose bridge, blue for apex, yellow for nostril, green for septum). B. Triad Effort Post different colored meta-cards with names of the internal parts of the nose (e.g. red for nasal cavity, blue for mucous membrane, yellow for cilia, green for hard and soft palate, orange for olfactory nerves). Choose three pupils to stand by the board in front of posted diagram of the internal structure of the nose. The triad shall Identify the names of the parts by coloring the diagram with corresponding color-coded meta-cards posted in the board. C. Team Fair Form two groups. Given a puzzle of the nose let each group assemble the puzzles. Let them describe the functions of the parts from bowls fished using a hook magnet from separate fish bowls. Let them paste the fished function in their corresponding part. Post the completed puzzles in the board. Group 1: External parts of the nose Group 2: Internal parts of the nose EXPLAIN

ELABORATE

Reporter of each group will present their outputs. Focus Question: What are the different parts and functions of the nose? The teacher shall provide more discussion on the parts of the nose using an unlabeled and labeled diagrams of the structure of the nose. Clarifications regarding the class output shall be provided. External Parts Nose Bridge (Cartilage) Apex Nostrils Septum 41

Region V/Daily Lesson Plan/2019-2020

Internal Parts Nasal Cavity Mucous Membrane Cilia Hard and Soft Palate Olfactory Nerves

Guide Question: What are the different parts of the nose?

Image credit: coolkidfacts.com

Image credit: kidshealth.org Refer to the Learner’s Materials p.48 Ask:  Which part of the nose the air enters as one inhales?  Which part traps the dirt that enters the nose? Application: What do you do whenever you see a black-smokebelching vehicle? Why? Why is it that when you have colds, you also feel or suffer headaches? Answer the questions on “Kahapotan” p.48 of LM. What are the functions of each part of the nose? EVALUATE I. Draw and label the parts of the nose. (10 points) A. Draw and label the external parts of the nose. (5points) B. Identify the labeled internal parts of the nose. (5 points)

42 Region V/Daily Lesson Plan/2019-2020

Image credit: kidshealth.org

II. Multiple choice. Edna smells the aroma of a dish being cooked by her Lola in the kitchen. Which sense organ did she use? a. Ears c. Tongue b. Nose d. Skin c. 2. From what part of the nose did the smell of a dish enter? a. Nostril c. Nose tip b. Cilia d. Olfactory Nerves III. Describe the functions of each part of the nose by matching Column A and Column B. A B 1. Nostril a. tiny hairs that trap the 2.Cilia dust particles 3.Olfactory Nerves b. sends message or 4.Septum signal to the brain 5.Nasal Cavity c. separates the two openings of the nose d. air way which is covered with mucous membrane which attracts tiny particles that enters the nose e. two holes where the air enters

Agreement:

How do you take good care of your nose?

V. REMARKS VI. REFLECTION

43 Region V/Daily Lesson Plan/2019-2020

No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/departm ent head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

APPENDIX A RUBRICS 5

4

3

2

1

Organized and comprehensive, good communicatio n skills, Learners are attentive

Organized and comprehensive, good communicati on skills, 1 or 2 learners are inattentive

Organized but not comprehensive , good communication skills, 1 or 2 learners are inattentive

Organized but not comprehens ive, good communicat ion skills,3 to 4 learners are inattentive

Neatness Very neat with of output no erasures and paper not crumpled, well-written

Very neat with no erasures and paper not crumpled, but not well-written

Very neat with no erasures and paper slightly crumpled, but not well-written

Neat with some erasures, paper slightly crumpled, not wellwritten

Not organize d and not compreh ensive, not very good communi cation skills, 5 or more learners are inattentiv e Neat with several erasures, paper slightly crumpled , not wellwritten

Correctn ess

Finished the tasks with 4

Finished the tasks with 3

Finished the tasks with 2

Finished the tasks

Reportin g

Finished the tasks with all

44 Region V/Daily Lesson Plan/2019-2020

of answers

correct (5) answers

correct answers

correct answers

correct answers

with 1 correct answers

Participat ion

All group members are actively participating

One group member is not participating

Two group members are not participating

Three group members are not participating

Four or more group members are not participati ng

APPENDIX B INTERNET RESOURCES External parts of the nose: https://www.coolkidfacts.com/wp-content/uploads/2018/07/external-nose-1024x914.jpg Internal parts of the nose: https://kidshealth.org/EN/images/illustrations/noseDiagram-250x250-rd1-enIL.gif labeled internal parts of the nose: https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcTstrtDoKkeWJeeSNV1zFKYGq5WvlaFex2uxUkjCdxOdPwaUzD U

45 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON PLAN IN SCIENCE SECOND QUARTER School Name Time and Date I. OBJECTIVES D. Content Standards

E. Performance Standards

F. Learning Competencies/ Objectives

II. CONTENT III. LEARNING RESOURCES References 1.Teacher’s Guide Pages 5. Learner’s Materials pages 6. Textbook pages 7. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE ENGAGE

Grade Level Learning Area Quarter

THREE SCIENCE 3 Q2W2D3

The learners demonstrate understanding of parts and functions of the sense organs of the human body. The learners should be able to practice healthful habits in taking care of the sense organs. At the end of the lesson, the learners should be able todescribe the parts and functions of the sense organs of the human body. (S3LT11a-b1) 1.10 Enumerate / suggest healthful ways to take care of the nose. Healthful Ways of Caring the Nose

pp.56-57 pp.48-50 K to 12 Science Links pp.97-98 Hi-5 video “SENSES” Learners Let the pupils sing and dance to the “SENSES” of Hi-5 song. (Lyrics of the song will be posted on the board for familiarization of the pupils on the correct spelling of words.) Ask: What is the song all about? Based from the song, what are the five senses? (Checking of Assignments) What are the functions of each part of the nose? What do you do to take care of your nose?

EXPLORE Discuss the rubrics to the class before the activity so that they shall be guided with the 46 Region V/Daily Lesson Plan/2019-2020

teacher’s expectations and standards on behavior and output Divide the class into four groups. Group I – List down healthful ways in caring the nose. Group II – Dramatize or act out healthful ways in caring the nose. Group III – Write a poem about healthful ways in caring the nose. Group IV – Write a song about healthful ways in caring the nose. EXPLAIN Reporter of each group will present their outputs. The class will analyze the outputs made by each group. Guide Question: What are the healthful ways in caring the nose? ELABORATE (The teacher will present or provide a chart or presentations on how to take care the nose.) Refer to pp.48-50 of LM, “Gibohon 6: Dungo Mo, Atamanon Mo What are the healthful ways in caring for the nose? EVALUATE Read and analyze the situation. Answer the question for 5 points. There is an on-going building construction in your school. At times, dust and fumes from paint and other odorous materials fill the surrounding. You noticed that most of your classmates got cough and colds. Some have even had asthma attacks. The school nurse called it respiratory conditions. Are these conditions directly affecting your nose? How could have your classmates avoided such respiratory conditions? Suggest at least 3 ways by which they could have done to prevent such ailments. Agreement:

Why is it that when you have colds you can’t taste or you lose your appetite?

V. REMARKS VI. REFLECTION 47 Region V/Daily Lesson Plan/2019-2020

No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers. APPENDIX A INTERNET SOURCES

Video SENSES by Hi-5: https://youtu.be/YXFV5KcnoBQ

APPENDIX B RUBRICS Reporting

Neatness of output

5 Organized and comprehensive, good communicati on skills, Learners are attentive

4 Organized and comprehensive, good communicatio n skills, 1 or 2 learners are inattentive

3 Organized but not comprehensi ve, good communicati on skills, 1 or 2 learners are inattentive

2 Organize d but not comprehe nsive, good communi cation skills,3 to 4 learners are inattentiv e

Very neat with no erasures and paper not crumpled, well-written

Very neat with no erasures and paper not crumpled, but not well-written

Very neat with no erasures and paper slightly crumpled, but not

Neat with some erasures, paper slightly crumpled,

48 Region V/Daily Lesson Plan/2019-2020

1 Not rganized and not compreh ensive, not very good communi cation skills, 5 or more learners are inattentiv e Neat with several erasures, paper slightly crumpled

well-written

not wellwritten

, not wellwritten

Correctnes s of answers

Finished the tasks correctly

Finished the tasks correctly

Finished the tasks correctly

Finished the tasks correctly

Finished the tasks correctly

Participatio n

All group members are actively participating

One group member is not participating

Two group members are not participating

Three group members are not participati ng

Four or more group members are not participati ng

49 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON LOG IN SCIENCE SECOND QUARTER School Name Time and Date

I. OBJECTIVES G. Content Standards

H. Performance Standards I.

Learning Competencies/ Objectives

II. CONTENT III. LEARNING RESOURCES References 1.Teacher’s Guide Pages 8. Learner’s Materials pages 9. Textbook pages 10. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE ENGAGE

Grade Level Learning Area Quarter

THREE SCIENCE 3 Q2W2D4

The learners demonstrate understanding of parts and functions of the sense organs of the human body. The learners should be able to practice healthful habits in taking care of the sense organs. At the end of the lesson, the learners should be able to describe the parts and functions of the sense organs of the human body. (S3LT-11a-b1) 1.11 Identify parts of the tongue. 1.12 Describe the functions of the parts of the tongue Parts of the Tongue

pp.58-59 pp.50-51 K to 12 Science Links pp.99-100 Video “How Your Tongue Works?” Learners Checking of Assignment: Why is it that when you have colds you can’t taste or you lose your appetite? Let the pupils watch a video clip about “How Your Tongue Works?” Asks: What are the different parts of tongue? What are the functions of each part of the tongue?

EXPLORE  

50 Region V/Daily Lesson Plan/2019-2020

Presentation of rubrics Pre-lab activities measures)

(precautionary

Divide the class into three groups. Each group shall be given a diagram of the structure of the tongue. Group I – Label the parts of tongue. Group II – Connect the taste area to the parts of tongue. Group III – Using the strips with functions of the parts of the tongue (from a the bowl), describe the function of as each part is located in its corresponding part in the diagram.

EXPLAIN Reporter of each group will present their outputs. The class will analyze the outputs made by each group. Guide Questions:  How do different parts of tongue works? ELABORATE Refer to pp.50-51 of LM. (The teacher will present or provide a chart or presentations of the different parts of the tongue.)

What part of the tongue helps determine or detect the taste of food? You ate an ice cream. Which part of the tongue would be responsible for it? Why? What are the different parts of the tongue? How do the parts of the tongue work? EVALUATE Match the parts of the tongue in Column A to the functions and descriptions of them in Column B. A B 1.Taste Buds a. Surface of tongue 2. Sensory Cells that is covered with 3. Papillae small projections and 4. Taste Areas it contains taste buds. 5. Saliva b. Responsible for receiving different taste sensations. c. Wets and dissolves the food particles. d. Part of tongue that carry the taste to the brain. e. Part of tongue that tell whether the food is 51 Region V/Daily Lesson Plan/2019-2020

sweet, salty, sour or bitter.

Agreement: What human parts interpret the taste of food? V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

APPENDIX A Internet Resources Video: “How Your Tongue Works?” https://images.app.goo.gl/nKGfC6rhHNUnBGGm7

APPENDIX B RUBRICS Reporting

5 Organized and comprehensive,

4 Organized and comprehensive, 52

Region V/Daily Lesson Plan/2019-2020

3 Organized but not comprehensi ve,

2 Organized but not comprehensi ve,

1 Not rganized and not comprehe nsive,

good communicati on skills, Learners are attentive

good communicatio n skills, 1 or 2 learners are inattentive

good communicati on skills, 1 or 2 learners are inattentive

good communicati on skills,3 to 4 learners are inattentive

Neatness of output

Very neat with no erasures and paper not crumpled, well-written

Very neat with no erasures and paper not crumpled, but not well-written

Very neat with no erasures and paper slightly crumpled, but not well-written

Neat with some erasures, paper slightly crumpled, not wellwritten

Correctnes s of answers

Finished the tasks correctly

Finished the tasks correctly

Finished the tasks correctly

Finished the tasks correctly

Finished the tasks correctly

Participatio n

All group members are actively participating

One group member is not participating

Two group members are not participating

Three group members are not participating

Four or more group members are not participati ng

53 Region V/Daily Lesson Plan/2019-2020

not very good communi cation skills, 5 or more learners are inattentiv e Neat with several erasures, paper slightly crumpled, not wellwritten

DAILY LESSON PLAN IN SCIENCE 3 SECOND QUARTER School Name Time and Date

Grade Level Learning Area Quarter

I. OBJECTIVES Y. Content Standards

THREE SCIENCE 3 Q2W2D5

The learners demonstrate understanding of parts, and functions of the sense organs of the human body

Z. Performance Standards

The learners should be able to practice healthful habits in taking care of the sense organs

AA. Learning Competencies/Objectives

The learners should be able to describe the parts and functions of the sense organs of the human body (S3LT-IIa-b-1). 1.13 Enumerate/Suggest healthful ways to take care of the tongue Tongue Care

II. CONTENT III. LEARNING RESOURCES References 9. Teacher’s Guide Pages 27. Learner’s Materials pages 28. Textbook pages 29. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE

p. 59 pp.52-53 Growing with Science and Health pp. 52-53

Learners  

EXPLORE



54 Region V/Daily Lesson Plan/2019-2020

Presentation of rubrics Pre-lab activities measures)

(precautionary

Let the pupils do the group activity on describing healthful ways on Caring for the Tongue.  Ask each group to analyze pictures found in the LM (p. 52).

EXPLAIN

ELABORATE

 Let them check (/) the box that shows proper way of caring for the tongue. Cross (X) if not.  After the activity, have them answer the guide question.  Have the group reporter present their output.  Discuss answers to these questions: Why is it not good to eat hot food? Why do we have to consult a doctor when tongue has sores? Why is it good to use a tongue scraper when cleaning our tongue? Why is it important to brush our teeth? 

What are the proper ways of caring for the tongue?

(The Teacher may provide videos or other resources for further understanding of the lesson) 

You just got home from school, hungry and tired. Your Mother prepared newly fried banana cues for snacks. What healthful habits will you do before taking your snacks? Why?

 

How can you keep your tongue healthy? Why do you need to take care of your tongue?



List down at least three (3) healthful ways to take care of your tongue. 1. _______________________________ 2. _______________________________ 3. _______________________________

EVALUATE

Agreement

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation 55 Region V/Daily Lesson Plan/2019-2020

 The teacher may also present pictures for the learners to identify which of them (pictures) show healthful ways of caring the tongue.  Ask family members on how they clean their tongue.

Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

56 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON PLAN IN SCIENCE 3 SECOND QUARTER School

Grade Level

Name

Learning Area

Time and Date

Quarter

I. OBJECTIVES BB. Content Standards

CC.

SCIENCE 3 Q2W3D1

The learners demonstrate understanding of parts, and functions of the sense organs of the human body

Performance Standards

The learners should be able to practice healthful habits in taking care of the sense organs

DD. Learning Competencies/Objectives

The learners should be able to describe the parts and functions of the sense organs of the human body (S3LT-IIa-b-1). 1.14 Identify the parts of the skin 1.15 Describe the function/s of each part of the skin

II. CONTENT The Skin III. LEARNING RESOURCES References 10. Teacher’s Guide Pages pp. 60-61 30. Learner’s Materials pages pp. 53-54 31. Textbook pages Science Links pp. 51-54 32. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE

57 Region V/Daily Lesson Plan/2019-2020

THREE

ENGAGE



Checking of assignment/Review healthful ways of caring for the tongue.



Let some pupils identify familiar objects placed inside a pouch. First, by touching them with hand gloves. Then, without gloves. In which situation can you easily identify the objects? Why? What sense organ is involved in this activity?



 

EXPLORE

Presentation of rubrics Pre-lab activities measures)

(precautionary

Let the pupils do the group activity on Identifying the Parts of Skin. ( The Teacher must discuss first the proper use of a magnifying glass before it is given to the pupils)  Ask each group to examine the skin that covers their arms using a magnifying glass.  Have them describe the things they have seen on their skin.  Let each group read and understand the information about the structure and functions of the skin. Then have them answer the guide questions found in the LM.  The group reporter will present their output.  The pupils will also present the answers to the given questions.

EXPLAIN

1. What protects and covers our body? 2. How does the skin protects our body? 3. Does the skin helps maintain our body temperature? 4. What are the two layers of skin? Where is the epidermis? 5. What are in the dermis? 6. What is the function of sweat glands? Nerve endings? Oil glands? Nerves? (The Teacher may provide bigger illustration or videos showing the cross section of the skin)

58 Region V/Daily Lesson Plan/2019-2020

ELABORATE (The Teacher may provide bigger illustration or videos showing the cross section of the skin 

The teacher further discusses the answers to the questions.  Elaborates further the lesson through the following questions: 1.What are the parts of the skin? 11. How does the skin helps our body? 12. What nourishes your skin? 13. What are the different sensations that can be detected by your skin? 14. During noon time most people avoid sunlight. What do you think is the reason? 15. Why is the skin important? EVALUATE Identify the part of the skin as its function is being described. _______ 1. It is the outer layer of the skin. _______ 2. They produce perspiration which helps cool your body. _______ 3. They help nourish your skin. _______ 4. It is the inner layer of the skin. _______ 5. They pick up sensations in the skin. Agreement 16. List down some ways of caring for your skin. V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

59 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON LOG IN SCIENCE 3 SECOND QUARTER School Name Time and Date

Grade Level Learning Area Quarter

I. OBJECTIVES EE.Content Standards

The learners demonstrate understanding of parts, and functions of the sense organs of the human body The learners should be able to practice healthful habits in taking care of the sense organs

FF. Performance Standards

GG. Learning Competencies/Objectives

The learners should be able to describe the parts and functions of the sense organs of the human body (S3LT-IIa-b-1). 1.16 Enumerate/Suggest healthful ways to take care of the skin

II. CONTENT Skin Care III. LEARNING RESOURCES References 17. Teacher’s Guide Pages pp. 61-62 33. Learner’s Materials pages pp. 55-56 34. Textbook pages Science Links pp. 56-57 35. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE

Learners

60 Region V/Daily Lesson Plan/2019-2020

THREE SCIENCE 3 Q2W3D2



ENGAGE

 

Using the big picture of the skin structure, let the pupils identify the parts of the skin and the function of each part. Why is our skin important? How do you take care of your skin?

 

EXPLORE

Presentation of rubrics Pre-lab acitvities



Let the pupils do the group activity on Skin Care..  Ask each group to study pictures found in the LM pp 55-56.  Let them check (/) the box under each picture if it shows proper way of caring for the skin, Cross (X) if not. Then, have them explain their answer on the activity.  Each group should also answer the guide questios.  The reporter of each group will present their outputs.  Check and discuss answers to these questions: Is it good to take a bath daily? Why? Will you walk barefoot? What should you do? Do you wear clean clothes? Why? Do you drink plenty of water daily? Why?

EXPLAIN

( The Teacher may provide pictures or video clips showing skin care for better understanding of the lesson ) 

ELABORATE

 

What other practices do you follow to keep your skin healthy? What kind of food should you eat? How should you protect your skin from UV rays of the sun? You and your family decided to go swimming in the beach on weekend, what should you prepare to protect your skin from diseases? How do you take good care of your skin?

EVALUATE 

61 Region V/Daily Lesson Plan/2019-2020

Which of the following practices can keep your skin healthy? Put a check (/) before each number. ____ 1. Take a bath only twice a week. ____ 2. Eat plenty of fruits and vegetables. ____ 3. Wear clean clothes at all times. ____ 4. Do not play under direct sunlight. ____ 5. Do not drink much water everyday.

____ 6. Use umbrella or sunscreen lotion on hot days. ____ 7. Use other people’s comb, towels and clothes. ____ 8. Wash your face with mild soap and water. How do you take good care of your skin? Draw on a clean sheet of paper. Write a sentence about your drawing.

Agreement

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

62 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON LOG IN SCIENCE 3 SECOND QUARTER School Name Time and Date

Grade Level Learning Area Quarter

I. OBJECTIVES HH. Content Standards

II. Performance Standards

JJ. Learning Competencies/Objectives

II. CONTENT III. LEARNING RESOURCES References 18. Teacher’s Guide Pages 36. Learner’s Materials pages 37. Textbook pages 38. Additional Materials from Learning Resource Portal 5. Other Learning Resources IV. PROCEDURE ENGAGE

63 Region V/Daily Lesson Plan/2019-2020

THREE SCIENCE 3 Q2W3D3

The learners demonstrate understanding of parts and functions of animals and importance to humans The learners should be able to enumerate ways of grouping animals based on their structure and importance At the end of the lesson the learners should be able to describe the animals in their immediate surroundings (S3 LT-IIc-d3) 2.1 Name animals in their immediate surroundings Animals in the Surroundings

TG pp. 63-65 LM pp. 57-58 Science Links p. 106

Pictures of animals in the locality Learners  Show a box with names of animals in it.  Let pupils form groups.  Ask the group leader to pick a name of animal from the box and portray or produce the sound that the animal make.  Other groups will guess the animal. The group with the greatest number of correct guesses, wins.  Do you see all these animals in the surroundings?

EXPLORE  

 

EXPLAIN / ELABORATE

Let the pupils do Activity 1A found in the LM. For additional activity, each group will list down names of other animals seen in the following surroundings: Group 1- Animals found at home as pets Group 2- Animals seen in the farm Group 3- Animals found in the pond Group 4-Animals found in the yard/garden Then, each group will tell something about the animals in their list. The reporter of the group will present their outputs.



Discuss answers to these questions using pictures or video clips: 1.What animals can be found at home as pets? 2.What animals are seen in the farm? 3.Are there animals in the pond? What are they? 4.What animals are found in the garden? 5.Can you tell something about the surroundings or place where these animals live?



What other animals are found at home as pets? How do you describe these animals?



Why are there bees and butterflies flying in and around the garden?



Write down three (3) names of animals found in the following surroundings: 1.Animals at home___________________

EVALUATE

2.Animals in the garden ________________ 3.Animals in the farm __________________

64 Region V/Daily Lesson Plan/2019-2020

Agreement 

V. REMARKS

VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

65 Region V/Daily Lesson Plan/2019-2020

Draw your favorite something about it.

animal

and

write

DAILY LESSON LOG IN SCIENCE SECOND QUARTER School

Grade Level

Name Time and Date

Learning Area Quarter

THREE SCIENCE 3 Q2W3D4

I. OBJECTIVES •

Content Standards

The learners demonstrate understanding of parts and functions of animals and importance to humans.

•

Performance Standards

The learners should be able to enumerate ways of grouping animals based on their structure and importance. At the end of the lesson, the learners should be able to: 1.1 Identify the body parts of animals and describe their functions

• Learning Competencies/Objectives

S3LT-IIc-d4 II. CONTENT

Body Parts of Animal for Moving

III. LEARNING RESOURCES References 1.Teacher’s Guide Pages

pp. 68 - 69

Learner’s Materials pages

pp. 61 - 64

Textbook pages

K-12 Science Links pp.108-109 Explore and Discover pp. 110-115 MAPEH LM pp. 29 for the song “Mga Alaga Kong Hayop” (ostinato pattern)

Additional Materials from Learning Resource Portal

66 Region V/Daily Lesson Plan/2019-2020

Other Learning Resources IV. PROCEDURE Learners ENGAGE Checking of assignment after prayers and attendance checking. Singing of “Mga Alaga kong Hayop” song from

MAPEH 3 book Lumipad, lumipad ang ibon, ang ibon, ang ibon. Lumipad, lumipad ang ibon sa magandang pugad…..

Show picture of animals. (dog, cat, hen, carabao, frog, fish, horse) What are their body parts? What are their common body parts? Are the body parts essential to the animals? Why? What different body parts use by these animals to move?

EXPLORE

Groupings: Divide the class into 3. Each group will be given picture charts. Group 1 will observe zoo animals Group 2 will observe water animals Group 3 will observe air animals Let pupils complete the table below. Name of Body part used How animals Animals for moving move

67 Region V/Daily Lesson Plan/2019-2020

EXPLAIN Group Reporting: Pupils may give comments, feedbacks, suggestions or ask questions, if any. What body parts used in walking, hopping, crawling, swimming and in flying?

ELABORATE

The words mammals, amphibians, reptiles can be introduced in this lesson. Can you now tell / identify what body parts they’ve used in moving by all these animals? What if all the animals are crawling like the snakes? What if all the animals are flying? What if all the animals are swimming? What are the body parts used of water animals in moving? What are the body parts used by carabaos and cows in moving? What about the air animals, what body parts they used in flying?

EVALUATE Match the animals with their body parts and movements. Write the letter of your answer on the blank. __1. Have wings, beak and can fly __2. Have 6 legs and wings that fly __3. Use their fins and tails to swim __4. Have four legs, slimy skin and swim 68 Region V/Daily Lesson Plan/2019-2020

a. fish b. birds c. reptile d. insects

__5. Have four legs, scales and crawls

e. mammals f. amphibians

Agreement Name an animal and complete the sentence.

I like _______ because __________

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers. 69 Region V/Daily Lesson Plan/2019-2020

I do not like _______ because __________.

DAILY LESSON LOG IN SCIENCE SECOND QUARTER School

Grade Level

Name Time and Date

Learning Area Quarter

THREE SCIENCE 3 Q2W3D5

I. OBJECTIVES 

Content Standards

The learners demonstrate understanding of parts and functions of animals and Importance to humans.



Performance Standards

The learners should enumerate ways of grouping animals based on their structure and importance.



At the end of the lesson, the learners should be able Learning Competencies/Objecti to: ves 2.3 Classify animals according to body parts and use S3LT-IIc-d5

II. CONTENT

Classify animals according to how they move

III. LEARNING RESOURCES References 1.Teacher’s Guide Pages pp. 68 - 70 

Learner’s Materials pages

pp. 61 - 64



Textbook pages

Science Links pp. 108 - 109



Additional Materials from Learning Resource Portal 70

Region V/Daily Lesson Plan/2019-2020



Other Learning Resources IV. PROCEDURE ENGAGE Checking of attendance and homework after the recitation of morning prayers. Let pupils recall what they have learned about identifying which body parts of animals were used for moving. How important are their body parts to them? Why? Today, we will continue learning about their body parts and group these animals to how they move. Ask: • How do animals move? • What do they use in moving from one place to another? • Will you describe the movement? • Do the animals have the same body parts for the same movements? Different movements? EXPLORE Group Activity Divide the class into 4 groups. Each group will be given envelope with pictures of animals inside. They are going to sort out the pictures according to their movements. Fill-out this chart. What other animals in the surroundings move accordingly MOVEMENT

Nam e Of Anim al

Bod y Part for Mov e me nt

Wal k ing

Jum p Ing/g a llopi ng

Flyi ng

Swi m mmi ng

Cra w Lin g

Othe rs

1. 2. 3. Etc. Guide Questions: • Identify the animal • How does it move? • What other animals show the same movements? • Group them. 71 Region V/Daily Lesson Plan/2019-2020

ELABORATE

Do all animals have body parts for the same movement? Different movement? What do you think will happen if all big animals like elephant, carabao or horses crawl like the snakes? How did you group the animals? What other animals in the surroundings move accordingly? What are the animals that walk, run, gallop, jump,and hop? What are animals that crawl? Fly? Swim?

EVALUATE

Classify animals by grouping them according to how they move: Write at least 3 animals for each column. Animal Animal Animal Animal s that s that s that s that walk fly swim jump/ gallop 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3.

Animal s that crawl 1. 2. 3.

Agreement •

Do what is told: a. Cut out pictures of animals from old magazines. b.Group them according to their movements. c. Paste it in a long coupon bond. 72

Region V/Daily Lesson Plan/2019-2020

•

Observe some animals in your surroundings. Observe how they eat. What do they eat? How do they eat? What is the name of the animal?

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/dep artment head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers. 73 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON LOG IN SCIENCE SECOND QUARTER School

Grade Level

Name Time and Date

Learning Area Quarter

THREE SCIENCE 3 Q2W4D1

I. OBJECTIVES •

Content Standards

•

Performance Standards

• Learning Competencies/Objectives

The learners demonstrate understanding of parts and functions of animals and importance to humans. The learners should be able to enumerate ways of grouping animals based on their structure and importance. At the end of the lesson, the learners should be able to: Classify animals according to body parts and use S3LT-IIc-d5 2.3.1. Identify body parts of animals used for eating/ food getting

II. CONTENT Identify body parts of animals used for eating / food getting. III. LEARNING RESOURCES References 1.Teacher’s Guide Pages

pp. 71 – 72



Learner’s Materials pages

pp. 65 – 69



Textbook pages

Science Links pp. 124 – 127s



Additional Materials from Learning Resource Portal  Other Learning Resources IV. PROCEDURE ENGAGE

Learners Let the pupils recall what they have learned about grouping the animals according to how they move. Motivation: Activity: Which does not belong? • Have the pupils select the object that does not belong to the group. • ball, orange, string, egg 74

Region V/Daily Lesson Plan/2019-2020

• •

apple rambutan, strawberry, banana ballpen, paper, pencil, pentel pen

Ask: How did you select the answer? Emphasize that there is always a basis for grouping things. For example, animals in the past lesson were grouped based on how they move.

Call some pupils to share / present their assignments to class. Ask the pupils these questions: Have you observed some animals in your surroundings? Have you seen them eat? How do they eat? EXPLORE Group Activity. Use activity sheets Give each group pictures of different animals.

Name of animals

Body parts used for eating / food getting

What to do: • Identify the name of each animal. • What body parts are used in eating? In getting food?

75 Region V/Daily Lesson Plan/2019-2020



EXPLAIN

ELABORATE

Group reporting of outputs

Through pictures of mouth parts of the different animals, emphasize the parts used in eating or getting food. What body parts are used in getting food?

Which animals use their beaks and claws for getting food? Which animals use their tongue in food getting? What animal use their mouth in eating? What if a dog has a mouth of a chicken, do you think it can eat the bones? How do they differ in getting food? What do animals use in getting food? Are food eaten by animals related to their body parts? EVALUATE Match the animals with the body parts they use for getting food. • • • • •

crab carabao frogs butterfly eagle

76 Region V/Daily Lesson Plan/2019-2020

A. beaks and claws B. proboscis C. mouth D. stick tongue E. pincers

Agreement Cut out pictures of five different animals and paste it in your booklet. Under each picture write the (name of the animal), uses (body parts) in getting food.

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

77 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON LOG IN SCIENCE SECOND QUARTER School

Grade Level

Name Time and Date

Learning Area Quarter

THREE SCIENCE 3 Q2W4D2

I. OBJECTIVES 

Content Standards



Performance Standards



Learning Competencies/Objectives

The learners demonstrate understanding of parts and functions of animals and importance to humans. The learners should be able to enumerate ways of grouping animals based on their structure and importance. At the end of the lesson, the learners should be able to: Classify animals according to body parts and use S3LT-IIc-d5 2.3.1b. Identify body parts of animals used for eating/ food getting

II. CONTENT Identify body parts of animals used for eating / food getting. III. LEARNING RESOURCES References 1.Teacher’s Guide Pages

pp. 71 – 72



Learner’s Materials pages

pp. 65 – 69



Textbook pages

Science Links pp. 124 – 127s



Additional Materials from Learning Resource Portal

• Other Learning Resources IV. PROCEDURE

Advance Learners

ENGAGE 

Reviewing previous lesson or presenting the new lesson

Let the pupils recall what they have learned about grouping the animals according to how they move. 78

Region V/Daily Lesson Plan/2019-2020

Average Learners

Motivation: Activity: Which does not belong? • Have the pupils select the object that does not belong to the group. • ball, orange, string, egg apple rambutan, strawberry, banana • ballpen, paper, pencil, pentel pen

Ask: How did you select the answer? Emphasize that there is always a basis for grouping things. For example, animals in the past lesson were grouped based on how they move.

Call some pupils to share / present their assignments to class. Ask the pupils these questions: Have you observed some animals in your surroundings? Have you seen them eat? How do they eat?

EXPLORE Group Activity. Use activity sheets Give each group pictures of different animals.

Name of animals

What to do: 79 Region V/Daily Lesson Plan/2019-2020

Body parts used for eating / food getting

• Identify the name of each animal. • What body parts are used in eating? In getting food?

EXPLAIN / ELABORATE Through pictures of mouth parts of the different animals, emphasize the parts used in eating or getting food.

E. Developing Mastery (Leads to Formative Assessment

What body parts are used in getting food? Which animals use their beaks and claws for getting food? Which animals use their tongue in food getting? What animal use their mouth in eating?

What if a dog has a mouth of a chicken, do you think it can eat the bones? How do they differ in getting food? What do animals use in getting food? Are food eaten by animals related to their body parts? EVALUATE Match the animals with the body parts they use for getting food. • 80 Region V/Daily Lesson Plan/2019-2020

crab

A. beaks and claws

• • • •

carabao frogs butterfly eagle

B. proboscis C. mouth D. stick tongue E. pincers

EXTEND .

Cut out pictures of five different animals and paste it in your booklet. Under each picture write the( name of the animal), uses (body parts) in getting food.

V. REMARKS VI. REFLECTION  No. of Learners who earned 80% on the formative assessment  No. of learners who require activities for remediation.  Did the remedial lesson/s work? No. of learners who have caught up with the lesson.  No. of learners who continue to require remediation  Which of my teaching strategies worked well? Why did this work?  What difficulties did I encounter which my supervisor/principal/department head help me solve?  What Innovations did I use to use/discover which I wish to share with other teachers.

81 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON LOG IN SCIENCE SECOND QUARTER School

Grade Level

Name Time and Date

Learning Area Quarter

THREE SCIENCE 3 Q2W4D2

I

I. OBJECTIVES  

Content Standards

Performance Standards

• Learning Competencies/Objectives

II. CONTENT

The learners demonstrate understanding of parts and functions of animals and Importance to humans. The learners should enumerate ways of grouping animals based on their structure and importance. At the end of the lesson, the learners should be able to: Classify animals according to body parts and use S3LT-Iic-d5 2.3.5. Describe animals based from their body covering Body covering of different animals

III. LEARNING RESOURCES References 1.Teacher’s Guide Pages

pp. 73 - 74

Learner’s Materials pages

pp. 67 - 69

Textbook pages

Science Links pp. 124 – 127

Additional Materials from Learning Resource Portal Other Learning Resources IV. PROCEDURE ENGAGE

Checking of attendance and homework after the recitation of morning prayers. Ask questions for review; What do animals eat?

82 Region V/Daily Lesson Plan/2019-2020

Present a game, Sort: “ Animal Diets”

HERBIVORES

OMNIVORES

CARNIVORES

Pictures of animals to be sorted: Deer, giraffe, dog, bear, pig, dolphin, frog, tiger, fish, sheep, birds,cat, crab, duck, shrimp The group who finishes first will be given a simple token/candies.

After the game, show the animals again. Ask: What covers the body of these animals? What is the body covering of the dog? How about the sheep, what covers it? What covers the body of a crab, pig, dolphin, fish, tiger, bird cow, duck, chicken,shrimp, etc, etc… Introduce exoskeleton as the body cover of shrimps and crabs carapace or shell in turtles. EXPLORE

83 Region V/Daily Lesson Plan/2019-2020

Group Activity Let pupils be divided into 4 groups. Ask pupils to present the chart and fill-out the body covering of different animals. They may add other animals found in the community. NAME OF ANIMALS Dog Cat Bird Crab Carabao Duck

BODY COVER

EXPLAIN How did you find the activity? Reporting of outputs. The leader/reporter will explain and give comments and feedbacks about the group activity. What covers the body of the animals?

ELABORATE Note: Emphasize the following concepts: • Some animals have skin as the body cover. • There are extensions of the skin which form part of the body cover of animals (examples: feelers in antennae of cockroaches, spines in porcupines, horns in carabaos, etc.) • The body cover serves as protection of the body parts of the animal. What are the different body coverings of animals? Do animals have the same or different body covers? Why? What animals are covered with fur? feathers? scales? shells? exoskeletons? skin? hair? What do you think will happen to animals if all of them are covered with skin, like us? What are the different body coverings of animals? Describe each.

EVALUATE 84 Region V/Daily Lesson Plan/2019-2020

Fill out the chart below. Write examples of animals with the body coverings on the second column. BODY COVER Skin Skin with hair Skin with feather Fur Scales Shell / carapace exoskeleton

ANIMALS

Match the animals with their body coverings. • Dog a. shell • Crab b. skin • Toad c. feather • Fish d. hair • Bird e. scales

Agreement

•

Cut out pictures of animals and group them according to their body coverings. Answer the following questions: Where do animals live? List down animals that live in different surroundings.

• • •

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment

85 Region V/Daily Lesson Plan/2019-2020

No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

86 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON LOG IN SCIENCE SECOND QUARTER School

Grade Level

Name Time and Date

Learning Area Quarter

I. OBJECTIVES • Content Standards •

Performance Standards

•

Learning Competencies/Objectives

II. CONTENT III. LEARNING RESOURCES References Teacher’s Guide Pages  Learner’s Materials pages  Textbook pages  Additional Materials from Learning Resource Portal  Other Learning Resources IV. PROCEDURE

SCIENCE 3 Q2W4D3

The learners demonstrate understanding of parts and functions of animals and Importance to humans. The learners should enumerate ways of grouping animals based on their structure and importance. At the end of the lesson, the learners should be able to: Describe animals in their immediate surroundings S3LT-IIc-d3  Group animals based on the kind of food they eat.

pp. 75 – 75 pp. 70-71 Science Links pp. 110-111

87 Region V/Daily Lesson Plan/2019-2020

THREE

ENGAGE Checking of homework: Name Animals

of Body Parts Kind of Food Used in the Animals Eating / Food Eat Getting

MOTIVATION: Let the pupils sing the song “Mga Alaga kong Hayop”. Ask: • •

What kind of food do you eat? Do you eat the same kind of food?

Make use of the pupils assignment about the kind of food the animals eat, then asks: • What do carabaos eat? Goats? Cows? • What about cats and dogs? What do they eat too? • Have you seen a frog what they eat? Lions and tigers? Let pupils analyze their answers later after the next activity.

EXPLORE

Pre-lab activities 88 Region V/Daily Lesson Plan/2019-2020

Group Activity The class will be grouped into 4. Each group will be given pictures of animals and a Venn Diagram and group / sort the animals according to what they eat. Present this Venn diagram Animals Animals that eat Animals that That eat both plants and other Plants animals animals

eat

EXPLAIN / How did you find the activity? Reporting of outputs. The leader/reporter will explain and give comments and feedbacks about the group activity. • •

What do animals eat? What do you call plant-eating animals? ( herbivores) • What do you call meat-eating animals? (carnivores) • What about animals that eat both plants and animals? (omnivores) (Introduce the words herbivores, carnivores and omnivores to the class).

ELABORATE Give a “Giant Step” game to the class Representative from boys and girls, at least 5 pupils each group. Flash on screen the pictures of animals. The What are the three classifications of animals as to the food they eat? • What are plant-eating animals? Meat-eating animals? • What do you call animals that eat both plants and animals? EVALUATE Write H for plant-eaters C for animal- eaters  for both plant and animal eaters 89 Region V/Daily Lesson Plan/2019-2020

Agreement

____ 1. Lion ____ 6. Frogs ____ 2. Elephant ____ 7 ants ____ 3. Fish ____ 8. Snake ____ 4. Bird ____ 9. Turtle ____ 5. Horse ____10. Giraffe Classify the animals listed below as to OMNIVORE, HERBIVORE,CARNIVORE or INSECTIVORE. • Frog 4.. Snake • Cat 5. Horse • Cows

V. REMARKS VI. REFLECTION No. of Learners who earned 80% on the formative assessment No. of learners who require activities for remediation. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/department head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

90 Region V/Daily Lesson Plan/2019-2020

SCIENCE III DAILY LESSON PLAN School Name Time and Date I. OBJECTIVES • Content Standard • Performance Standard • Learning Competencies/Objecti ves II. CONTENT III. LEARNING RESOURCES E. References 1.Teacher’s Guide pages 2.Learner’s Materials pages 3.Textbook pages 4.Additional Materials from Learning Resource (LR portal) F. Other Learning Resources

Grade Level Learning Area Quarter

THREE SCIENCE Q2W4D4

The learners demonstrate understanding of parts and functions of animals and importance to humans The learners should be able to enumerate ways of grouping animals based on their structure and importance Classify animals according to body parts and use; At the end of the lesson, the learners should be able to:  Name the animal based on its habitat ( S3LT-lIc-d-5)

pp. 77-79

https://www.youtube.com/watch?v=PZ5l51MvJxg https://www.youtube.com/watch?v=UKx6SBizYtU https://www.youtube.com/watch?v=LRUOM3vZ0kk

IV.PROCEDURE • •

ENGAGE

EXPLORE

Review: What are the different habitats of animals? Checking of assignment

Rubrics Pre-lab activities Activity: B. The teacher will prepare one envelope for each group which includes individual letters for the words: LAND ANIMALS, WATER ANIMALS, and LAND AND WATER ANIMALS ( one kind of animal's habitat for each group). Also, pictures, and manila paper. (Attached is the readyto-print visual aids). C. Mechanics: a. This activity will be presented as a game. The first group to finish first with correct answers will be declared 91

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as a winner. b. The teacher will first explain the mechanics of the game. c. The teacher then will distribute one envelope for each group. d. Each group will arrange the letters to form a word and paste the animals that jibes on the word. e. The pupils will answer the questions given in the activity paper.

Presentation of the group outputs. EXPLAIN

ELABORATE

Animals can be found almost everywhere on Earth. The place where an animal lives is called habitat. A habitat is everything that the animal needs to survive. Animals need the right climate and source of food. Animals choose a place where they can get food. Each animal has its own habitat. There are animals that live on land, in water, while others can live in both land and water . Animals that Live on Land Most of the animals are found on land. Some of them eat plants that grow on land. Some eat land animals. A cheetah is like a cat that runs very fast. It lives on grasslands where it is warm and dry. A dessert is a very hot and dry place. Lizards and kangaroo rats are some animals that live in the dessert. Lizards burrow under the ground. The polar bear lives in cold and dry places. They have thick fur to keep them warm. The bear hunts for small animals like squirrels. They eat berries. Some animals like dogs and cats become good pets. They live in houses together with people. Animals that live in Water Some animals live in rivers, lakes and ponds. The big sea animals live in the oceans. They eat plants that grow under the water like algae. Some eat small fishes. Animals that Live Both on Land and Water 92

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Some animals can live part of their life on land and some time in water. Frogs and snakes like to live in rain forests or jungle. Frogs lay their eggs in water. The eggs bacome tadpoles and later adult frogs. When they are adult frogs, they stay on land for sometime. (Taken from: Discover and Explore Science 3 by Toribia C. Superio, 2009, pp. 91-94)

EVALUATE

Let each group make their own mini-animal zoo. Each group will select one habitat. The following are the rubrics for scoring: 10 - all pupils in the group help in the activity; the presentation is excellent; the animals included are correct and the habitat is presented well. 8 - some of the pupils help,some don't; the presentation is very good; the animals included are correct and the habitat is presented . 6 - only few do the activity; the presentation is good; some animals are should not be included and the habitat is not well presented. 4 - very few do the activity; the presentation is not so good; some animals are should not be included and the habitat is not well presented.

AGREEMENT

The class will display creatively all their outputs in a corner of their classroom, making it as a mini-animal zoo.

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 93 Region V/Daily Lesson Plan/2019-2020

teaching strategies worked well? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized material/s did I use/discover I wish to share with other teachers?

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SCIENCE III DAILY LESSON PLAN School Name

Grade Level Learning Area

Time and Date

Quarter

H. OBJECT IVES VII. Content Standard VIII. Performance Standard IX. Learning Competencies/Obje ctives I. CONTENT J. LEARNING RESOURCES G. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR portal) H. Other Learning Resources

THREE SCIENCE Q2W4D5

The learners demonstrate understanding of parts and functions of animals and importance to humans The learners should be able to enumerate ways of grouping animals based on their structure and importance Classify animals according to body parts and use; At the end of the lesson the learners should be able to:  Describe the habitat of each animal (S3LT-lIc-d-5) Describing the habitat of each animal

pp.77-79

https://www.youtube.com/watch?v=4OlnO0lhQ2E http://clipartbarn.com/bird-clipart_7356/ http://clipartbarn.com/duck-clipart_35710/ https://www.pinterest.ph/pin/414894184392042934/ https://www.dreamstime.com/stock-photos-coral-fish-image1600263 https://www.123rf.com/clipartvector/turtle.html?sti=o83dye4a14jgrt6ke1|

IV.PROCEDURE 1.Checking of assignment ENGAGE

3

2. Ask the pupils: What do you think animals need in order to survive? WRITE:

“ What Animals Need” on the board. Encourage students to think about similarities between people and animals. Prompt students as needed by asking: Where do animals (e.g. dog/cat) like to rest? What do animals eat? Do animals need anything to stay safe from predators?

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EXPLORE Activity: (refer to LM, Activity 8, Describe Where Animals Live) • Divide the class into small groups • Ask the pupils to complete the chart Name of Animals

Describe the Place Where Animals Live

Cats Dove Frogs Snakes Bangus Answer the following questions: • What can you say about the place where animals live? • Do all animals have the same kind of habitat? Why? • What did you learn from the activity? EXPLAIN

ELABORATE

Let the pupils present their output by groups. Discussion: To further discuss the concepts, ask the following: • Where do animals live? • Why do they differ? Habitat is the specific environment or place where an animal lives. There are different kinds of habitats. There are animals which live on land, water, underground and high places. Each kind of habitat provides animals of what they need in order to live. It provides plants, other animals, air, water, and even human to protect and care for the animals Generalization: Describe the different habitat of animal Application: Your uncle gave you a rabbit as a gift. What kind of habitat are you going to make in order for the rabbit to live?

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Describe the habitat of each animal EVALUATE • • • • • • • • • •

dog frog chicken goat crocodile fish earthworm cockroach rat/mice lizard

I.

AGREEMENT

II. B. C. D. E. F.

III.

Your mother went from the market. She brought some golden small fishes as pet. Where are you going to place it? Why? Describe the habitat of the following animals: bangus carabao monkey eagle duck Cut pieces of paper according to the number of class groups. Write names of habitat of animals. Let the leader of the group pick one. Each group will make a miniature of habitat using different recycled materials according to what they pick.

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I. EXTEND

Look at the pictures below. Draw a habitat for each animal.

1.

2.

3.

4.

5. II.

Draw your favorite animal. Draw a habitat for it. Prepare to share it to The class.

K. REMARKS L. 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 X. No. of learners who 98 Region V/Daily Lesson Plan/2019-2020

continue to require remediation XI.Which of my teaching strategies worked well? XII. What difficulties did I encounter which my principal or supervisor can help me solve? XIII. What innovation or localized material/s did I use/discover I wish to share with other teachers?

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SCIENCE III DAILY LESSON PLAN School Name Time and Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies/ Objectives II. CONTENT III. LEARNING RESOURCES A. References B. Teacher’s Guide pages C. Learner’s Materials pages D. Textbook pages E. Additional Materials from Learning Resource (LR portal) F. Other Learning Resources

Grade Level Learning Area Quarter

THREE SCIENCE Q2W5D1

The learners demonstrate understanding of parts and functions of animals and importance to humans The learners should be able to enumerate ways of grouping animals based on their structure and importance Classify animals according to their body parts and use; At the end of the lesson the learners should be able to:  Group animals according to their habitat or where they live. (S3LT-lIc-d-5) Grouping Animals According to their Habitat

pp. 77-79 pp. 72-73

https://www.youtube.com/watch?v=hanvCkvijFs

IV. PROCEDURE ENGAGE

Let the pupils review their past lesson by asking: What is the body cover of animals? Why do they have different body covering? Presentation of group assignment. What do you think do animals need in order to live? Where do you think do they live? Show a video clip of animals in different surrounding. Ask: can you name the animals? Tell the pupils to describe the place where they live. Reference: https://www.youtube.com/watch?v=hanvCkvijFs

EXPLORE

Activity: (Refer to LM, Activity 8: Where do Animals Live? XIV. Divide the class into small groups XV.Let the class do the activity XVI. Ask each group to prepare a chart similar to that in the LM: 100

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Animals that Live on Land

Animals that Live Undergrou nd

Animals that Live in Water

Animals that Live on Land and in Water

Animals that Live in High Places

XVII. Instruct pupils to post the animal on the appropriate habitats as describe in the chart. EXPLAIN

ELABORATE

Let each group present their outputs

Discussion: To further explain the concepts, ask the following: I. What are the different places where animals live? J. What animals live in each place? K. Why do animals live in different places? L. Are there animals that can live in two or more places? M. What are the bases of grouping the animals? Explain briefly the concepts through illustrative examples: 5. Habitat refers to the place where the animals live. 6. Different habitats are described as land, water, both land and water, underground and high places. Other animals live on the surface of water bodies. XVIII. Tell them to name other animals living in the different habitats. Generalization: Help the pupils formulate a generalization by asking the following: • Do animals live in different habitats? • What are the bases of grouping the animals?

EVALUATE

As you are walking along the road, you saw a weak bird dropped from the nest. What will you do to the bird? The teacher will prepare beforehand: • Pictures of different animals and magnet at the back • Individual boxes for each habitat • Fishing rod with string and magnet in the end Instructions: G. The class will be divided into 3 groups. Each group will have a representative. H. Each representative will hook a picture of an animal and 101

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place it in the box as its corresponding habitat. Each right answer is one point for the group. The group to who get the highest score will be declared as winner. For boxes, label each as : LAND, WATER, UNDERGROUND, HIGH PLACES For Animals: bangus, eagle, worms, carabao, zebra, elephant, dolphin, shark, tilapia, monkey AGREEMENT

The teacher will designate a group of animal for each group of the class. Then, let each group bring the following: a. different kinds of animals in their assigned habitat b. artificial plants c. big box d. other creative materials (colors, art papers, pastel colors, dried leaves, or recycled materials, etc.) e. scissors f. paste, scotch tape and glue g. marking pen

• REMARKS • 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? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized material/s did I 102 Region V/Daily Lesson Plan/2019-2020

use/discover I wish to share with other teachers?

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SCIENCE III DAILY LESSON PLAN School Name

Grade Level Learning Area

THREE

Time and Date

Quarter

Q2W5D2

XIX. OBJECTIVES N. Content Standard O. Performance Standard P. Learning Competencies/Obj ectives XX. CONTENT XXI. LEARNING RESOURCES 7. References Teacher’s Guide pages Learner’s Materials pages Textbook pages Additional Materials from Learning Resource (LR portal) 8. Other Learning Resources

SCIENCE

The learners demonstrate understanding of parts and functions of animals and importance to humans The learners should be able to enumerate ways of grouping animals based on their structure and importance State the importance of animals to humans; At the end of the lesson the learners should be able to:  Group animals according to their importance/uses to humans (S3LT-lIc-d-6)

pp. 80-82

https://www.youtube.com/watch?v=Sccrz__KljU https://airjordanenligen2015.com/explore/hen%20clipart/ https://www.shutterstock.com/image-illustration/roseringed-parakeetringnecked-green-parrot-isolated-1017426988 https://www.illustrationsof.com/1387867-royalty-free-goat-clipartillustration http://clipart-library.com/tilapia-cliparts.html https://www.123rf.com/photo_50993720_stock-vector-cute-monkeywaving.html

IV.PROCEDURE ENGAGE

Story: Ang Kabayo at ang Asno https://www.youtube.com/watch?v=Sccrz__KljU

   

Who are the characters in the story? Are they helpful to the man? How? What did you learn from the story? (Value: Learn to help others willingly) What do you think are other benefits of animals?

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EXPLORE

 

Rubrics Pre-lab activities

Activity: ( Activity 10: Grouping Animals According to Its Usefulness) 1. Give pupils 15 minutes to do the activity 2. Each team will be given a table as shown below:

Animals as Workers

Animals as Companions

Animals as Resources

3. Each group will list as many animals as they can and answer the questions given within the allotted time. 4. Questions to be answered: a. What can you say about the animals as workers? b. What are common to animals that are companions of humans? c. What can you say about the animals that are as resources? d. What did you learn from the activity? EXPLAIN Let the pupils present their outputs by group.

ELABORATE

Discussion: Check the answers of each group. Animals As Companions Animals are companions to humans. Examples of these are cats, dogs, rabbits, fishes, horses and even turtles. Study shows that small pets reduce anxiety and imrpove cognitive and social functioning . Animals As Resources

Cattle, pigs, poultry and fish are raised by many farmers to 105 Region V/Daily Lesson Plan/2019-2020

provide food for people and other animal as well. They sell it to the market thus provide source of income to the family. Nowadays, numbers of techniques have been discovered to increase the growth of these livestock. However, consumers should be aware of the danger of the fast growing animals due to chemicals that are treated for them. Animals as Workers The huge diversity of work performed by animals ranges from transportation to hunting to assisting the blind. Even in the automotive era, "horsepower" survives as a unit of measurement. Egyptian illustrations from 5,000 years ago show oxen pulling plows, and cattle have historically been used more than horses as draft animals. Service dogs offer their senses of sight, hearing and smell to aid people with disabilities and perform lawenforcement duties. They are allowed to enter public spaces like stores and restaurants where pets are not normally permitted. (https://sciencing.com/importance-animals-human-lives-5349359.html)

Generalization: Guide the pupils to make their own generalization by asking: Are animals useful to humans? Application: Give an example of an animal that is present in your home. How does it help you and the family?

Look at the animals below. Write if it is companion, worker or resource?

EVALUATE 1. __________

2. __________________

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3. ______________

4. _________________

5. ___________________

List animals found in your community. Write also its importance.

AGREEMENT XXII. REMARKS XXIII. REFLECTION H. 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 Q. No. of learners who continue to require remediation R. Which of my teaching strategies worked well? S. What difficulties did I encounter which my principal or supervisor can help me solve? 107 Region V/Daily Lesson Plan/2019-2020

T. What innovation or localized material/s did I use/discover I wish to share with other teachers?

108 Region V/Daily Lesson Plan/2019-2020

SCIENCE III DAILY LESSON PLAN School

Grade Level

Name

Learning Area

Time and Date

Quarter

B. OBJECTIVES XXIV. Content Standard XXV. Performance Standard XXVI. Learning Competencies/O bjectives C. CONTENT D. LEARNING RESOURCES U. References 1.Teacher’s Guide pages 2.Learner’s Materials pages 3.Textbook pages 4.Additional Materials from Learning Resource (LR portal) V. Other Learning Resources

THREE SCIENCE Q2W5D3

The learners demonstrate understanding of parts and functions of animals and importance to humans The learners should be able to enumerate ways of grouping animals based on their structure and importance Classify animals according to body parts and use/ (S3LT-lIc-d-5)  Group animals according to their body covering Grouping animals according to their body covering

pp. 75-76 pp.70-71

https://www.youtube.com/watch?v=ZWA9YpL_Kak http://clipart-library.com/hen-cliparts.html http://cliparting.com/free-bunny-clipart-10398/ https://www.123rf.com/clipartvector/rat.html?sti=mxhrjmuhp6nc7hm1a1| https://friendlystock.com/product/happy-beagle-dog-wagging-its-tail/ http://www.clker.com/clipart-579751.html

E. PROCEDURE

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a. Before Engage

1. Let the pupils review their past lesson by asking: What do animals eat? By group, let the pupils use their magic board and write herbivore, carnivore or omnivore. The first group to answer correctly will get 1 point. The highest points to get will be the winner.

2.Tell pupils to compare herbivore, carnivore, and omnivore animals. b. During Exploration

3.Checking of assignment Ask: What covers the body of animals? (Answers: skin with hairs, skin with hairs, skin only, scales , fur , skin with feathers. Group the pupils and give them instructions to follow in doing the activity. Activity: (refer to LM, Activity 7, What Covers the Body of Animals?) Let each group identify the body cover of the following animals: Name of Animals Dog Cat Bird Crab Duck Shrimp

110 Region V/Daily Lesson Plan/2019-2020

Body Cover

Questions:

Explanation

1. What other animals have the same body covering as the dogs? 2. What other animals have the same body covering as the ducks? 3. What other animals have the same body covering as the shrimps? 4. Do all animals have the same body covering? Why? 5. How do we group these animals? Let each group present their output. • •

Elaboration

Tell the pupils to add other animals found in the community then describe the body cover of each. Emphasize the concepts by showing big pictures I. All animals have skin as the body cover. J. There are extensions of the skin which form part of the body cover of animals (examples: feelers in antennae of cockroaches, spines in porcupines, horns in carabaos, etc.) K. The body cover serves as protection of the body parts of the animal.

Discussion: To further discuss the concepts, ask the following: • What covers the body of the animals? • Do animals have the same or different body covers? Why? • Will you group the animals based on their body covers? Generalization: Help the pupils make a generalization by asking the following: • What is the body cover of animals? • Can we group animals based on their body cover? Application: Why do fishes have scales? Is it better to eat than the skinny fish? (Fish with scales are safer because scales protect from injuries and diseases.) http://www.yourarticlelibrary.com/fish/anatomy-andphysiology/skin-and-scales-of-fishes-with-diagram/88199

Instruct the pupils to fill out the chart. Tell them to give examples of animals with the body cover on the second column. c. After Evaluation

Body Cover Skin Skin with hairs Skin with feathers Fur Scales 111

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Animals

Extend

Shell/Carapace Exoskeleton In preparation for the next lesson, “Where do animals live?” tell the pupils to list animals that live in different surroundings. Instruct them to write the list on their notebook.

F. REMARKS G. REFLECTION L. 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 XXVII. No. of learners who continue to require remediation XXVIII. Which of my teaching strategies worked well? XXIX. What difficulties did I encounter which my principal or supervisor can help me solve? XXX. What innovation or localized material/s did I use/discover I wish to share with other teachers?

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SCIENCE III DAILY LESSON PLAN School

Grade Level

Name

Learning Area

Time and Date

Quarter

I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies/Objec tives II. CONTENT III. LEARNING RESOURCES A.References 1. Teacher’s Guide pages 2. Learner’s Materials pages D. Textbook pages E. Additional Materials from Learning Resource (LR portal) Other Learning Resources

THREE SCIENCE Q2W6D1

The learners demonstrate understanding of external parts of plants and their functions and importance to humans The learner should be able to demonstrate the proper ways of handling plants. Describe the parts of different kinds of plants; At the end of the lesson the learners should be able to:  Name plants found inside the school and the community (S3LT-IIe-f-8) Naming plants found inside the school and the community

pp. 83-84

https://www.pinterest.ph/pin/844354630112147012/ http://clipart-library.com/rose-clip-art.html https://fineartamerica.com/featured/east-indian-mango-tree-stuartwilson.html?product=poster https://www.gardeningknowhow.com/edible/vegetables/tomato/tips-forgrowing-tomatoes.htm https://www.almanac.com/plant/sunflowers https://worldoffloweringplants.com/planting-growing-harvesting-okraplants/ https://www.growjoy.com/store/pc/New-River-Bougainvillea-Plantp9154.htm https://www.thompson-morgan.com/how-to-grow-onions-and-shallots

H. PROCEDURE ENGAGE

Game: Do you Know Me! Let the pupils identify the name of plants on the screen:

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( l-r: santan, rose, kalabasa, piña, kamatis) EXPLORE Rubrics Pre-lab acitivity (precautionary measures) Activity: Name Me! :) Let the pupils do the activity. W. The pupils are going to have a tour around the school ground. X. Using their notebook and ballpen, they are going to record following the table below: Table 11: Name of Plants in Our School Name of Plants

Location Where It is Planted

Answer the following questions: a. How many plants did you list in all? b. What do you like about the plants in your school? c. What did you learn upon looking on the school plants? EXLAIN ELABORATE

Let the pupils present their outputs Plants grow in different places. One of the best way to help children appreciate plants and care for them is to grow in school and in the community. Most plants that are available in schools are vegetables plants such as tomatoes, eggplants, okra, squash, saluyot, patola and 114

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others. Also, there are trees available such as malunggay, santol, indian mango, jack fruit, duhat and others. These are commonly used for Feeding Program for the pupils. Medicinal plants are also encouraged to be present in schools and communities. Anytime, it would be better to pick a certain leaf such as oregano for fever instead of synthetic medicine which may cause side effects. Knowing the different kinds of plants will help pupils to appreciate them and recognize its uses in everyday life. EVALUATE Identify the name of each plant. Choose the answer from the box below.

1. ____________

2. _________

3. _________

4. ____________ 5. __________

bougainvilla

AGREEMENT

sili

sunflower

okra

sibulyas

Look around your barangay. What are the plants that can you see? List at least 5. I. REMARKS J. REFLECTION 9. 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

.

115 Region V/Daily Lesson Plan/2019-2020

•

•

•

•

have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized material/s did I use/discover I wish to share with other teachers?

116 Region V/Daily Lesson Plan/2019-2020

SCIENCE III DAILY LESSON PLAN School Name

Grade Level Learning Area

THREE

Time and Date

Quarter

Q2W7D1

I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies/ Objectives II. CONTENT LEARNING RESOURCES K. References 1. Teacher’s Guide pages XXXI. Learner’s Materials pages XXXII. Textbook pages XXXIII. A dditional Materials from Learning Resource (LR portal) Y. Other Learning Resources

SCIENCE

The learners demonstrate understanding of parts and functions of animals and importance to humans The learners should be able to enumerate ways of grouping animals based on their structure and importance State the importance of animals to humans (S3LT-lIc-d-6)

pp. 80-82 pp.74-75

https://www.youtube.com/watch?v=eshssA9yRUE https://www.youtube.com/watch?v=bUEW2dcVl80

III. PROCEDURE Z. Before Engage

Story https://www.youtube.com/watch?v=eshssA9yRUE

Ask: a. b. c. d.

Did you like the story? Who are the characters in the story? What is the animal you have seen in the story? Are they helpful to people? How?

117 Region V/Daily Lesson Plan/2019-2020

b. During Exploration

• • •

Activity: (Refer LM, Activity 9: Useful Animals) • Give pupils 15 minutes to do the activity • Post Table 1 of the activity on the board • Discuss the activity. Ask one pupil to write the name of the animal on the correct column. Corresponding to the use of the animal to humans. Some animals maybe written under more than one column. • Ask: What is the following: Group of animals that are sources of food items Group of animals that are sources of fur and skin for bag, shoes, etc.? Group of animals that are used for tilling the field and carrying loads?

Let the pupils present their outputs by group. Explanation Discussion: Elaboration Discus to the class that many animals are useful to human beings. Show them pictures. M. There are animals that help humans do the work in the farm and fields. Horses and carabaos are referred to as work animals because they help people do heavy work. N. There are also animals that carry load and are used as means for transportation. O. Some animals are sources of food like chicken, pigs, cows and goats. Some animals are source of food products like eggs, milk and honey. P. The skin of some animals is also used for clothing. Generalization: Guide the pupils to make their own generalization by asking: Are animals useful to humans? Application: Let the pupils look at the picture then ask: 1. Are these birds and butterflies helpful to us? Why do you say so? 2. How can you help protect them?

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10. After Evaluation

Group pupils into five (5). Let them do the following and present in class: Group 1 – Draw animals portraying their importance Group 2 – Create a rap/song about the importance of animals Group 3 – Dramatize animals importance to humans. Group 4 – Make a commercial showing how important are animals Group 5 - Do a talk show on how important are animals for humans Rubrics for scoring: Collaboration – 5pts. Content - 5pts. Creativity - 5 pts.

Extend

Choose a pet you like most. Write at least 3 to 5 sentences telling its importance to you and people around you.

• REMARKS • REFLECTION • No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation B. Did the remedial lessons work? no of learners who have caught up with the lesson L. No. of learners who continue to require remediation M. Which of my 119 Region V/Daily Lesson Plan/2019-2020

teaching strategies worked well? N. What difficulties did I encounter which my principal or supervisor can help me solve? O. What innovation or localized material/s did I use/discover I wish to share with other teachers? Prepared by: MARY JOYCE T. PANGANIBAN Teacher II Noted: NEIL ROMANO S. MANAOG Principal I Validated by: MA. BELEN Q. LURCHA ESP-Science I

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DAILY LESSON LOG IN SCIENCE 3 (QUARTER 2) School Name Time and Date I.OBJECTIVES A. Content Standard B. Performance Standard

Grade Level Learning Area Quarter

III Science Q2W7D1

The learners demonstrate understanding of external parts of plants and their functions, and importance to humans The learners should be able to state the importance of plants to humans.

C. Learning State the importance of plants to humans. Competencies/ At the end of the lesson the learners should be able to; Objectives  Name plants that are harmful. Write the LC code for ` each (S3LT-IIe-f-9) II. CONTENT Living Things 3.1 Plants III. LEARNING RESOURC ES A. References 1.Teacher’s Pages Unit II, Chapter 3 p.90-91 2.Learner’s Materials Pages 3. Textbook Pages 4. Additional materials from 4. Learning Resource (LR Portal) B.Other Learning Resources IV .PROCEDURE ENGAGE

Unit II, LM p.85-86 Science 3 Kagamitan ng mag-aaral sa Bikol, 2015,pp.85-86

Pictures, real plants, videos, manila papers, markers

Present a real snake plant. Are you familiar with this plant? What is the name of this plant? Can you describe this plant? Review the parts of the plant. Show pictures of different example of plants.(Langatong, Kalampunay,Red lipstick ,Euphorbia, Bougainvillea,Oyster plant) Let the pupils identify the name of each plant.

121 Region V/Daily Lesson Plan/2019-2020

EXPLORE Divide the class into 4 groups. Each group will do the given activity. Set standards in performing the activity. Present the Rubrics. ACTIVITY: Name plants that are harmful. Fill out the chart with the needed data. Local Name of plant 1 2 3 4 5

Plant Part

Why is it Harmful?

The group leader will report/present their output. EXPLAIN The group leader will report/present their output. Why do you consider these plants are harmful? ELABORATE

What do we benefit from these plants? (example plants from the activity) In what way can this plant cause harm? How should we handle plants like this? Discuss the following: Toxic chemicals of plants are passed to an animal by ingestion of plant material or by superficial physical contact with a plant or certain parts of the plant. Some plants contain toxins strong enough that can kill an animal. Some plants have harmful parts like thorns, spines, itchy leaves that can cause skin irritation and poisonous sap that can harm humans and animals. Aside from the given example in the activity, what other harmful plants do you know?

EVALUATE

You went to Sulat Pool at Panicuason, then you noticed that there are Langatong leaves floating in the water. Are you going to swim and touch it? Why? Write the local name of 5 harmful plants in the picture.

1._________

2._____________

122 Region V/Daily Lesson Plan/2019-2020

3.______________

4._____________

AGRREMENT V. REMARKS VI. REFLECTION VII. OTHERS 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? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized material/s did I use/discover which I wish to share with other teachers?

5.__________________

Write 5 examples of familiar plants found in your community.

123 Region V/Daily Lesson Plan/2019-2020

DAILY LESSON LOG IN SCIENCE 3 (QUARTER 2) School Name Time and Date I.OBJECTIVES D. Content Standard E. Performance Standard F. Learning Competencies/ Objectives Write the LC code for each IV. V.

CONTENT LEARNING RESOURCE S A. References 1. Teacher’s Manual Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional materials from 5. Learning Resource (LR Portal) B .Other Learning Resources IV PROCEDURE ENGAGE

Grade Level Learning Area Quarter

III Science Q2W7D2

External parts of plants and their functions, and importance to humans The learners should be able to state the importance of plants to humans. State the importance of plants to humans.  Infer that some plants may be harmful and some can be useful. ` (S3LT-IIe-f-9) Living Things 3.1 Plants

Unit II, Chapter 3 p.93-94

Unit II, LM p.85-86

Science 3 Kagamitan ng mag-aaral sa Bikol, 2015,pp.85-86

Pictures, real plants, videos, manila papers,markers

Review the past lessonWhat are some example of harmful plants? Present a real rose plant. Are you familiar with this plant? What is the name of this plant? Can you describe this plant?

Show pictures of different example of plants.(Langatong, Kalampunay and Red lipstick, Let the pupils identify the name of each plant. What are the characteristics of these plants?

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EXPLORE

Divide the class into 4 groups. Each group will do the given activity. Set standards in performing the activity. Present the Rubrics. ACTIVITY: Identify the plant part and infer why is it harmful and why is it beneficial. Fill out the chart with the needed data. Local Name of plant 1.Anahaw 2. Tuba 3. Peace Lily 4. Red Lipstick 5 Langatong

Plant Part

Why is Harmful?

it

Why is beneficial?

The group leader will report/present their output. EXPLAIN

Are all plants beneficial? Harmful? What plants are both beneficial and harmful?Will you name plants in your school/community? Additional information: Show a picture of the following plants: 1. Marijuana Plant 2. Namo (Bicol rootcrop) 3. Matang-Kuwaw 4. Kalampunay

ELABORATE

(Teacher will discuss the benefits we get from these plants and the reason why these plants are also considered as harmful.) Aside from the given example in the activity, what other useful and harmful plants do you know? Let’s say you are in the forest and you feel very hungry.Are you going to eat unfamiliar fruits?Why?

EVALUATE

Infer if the given part of the plant is USEFUL or HARMFUL.

1.Karagumoy spine

125 Region V/Daily Lesson Plan/2019-2020

2 Is-is leaves(Hagupit)

3.Tuba fruit

4.Lubi-Lubi young leaves AGREEMENT

What do plants give us?

VIII. REMARKS IX. REFLECTION X. OTHERS H. No. of learners who earned 80% on the formative assessment I. No. of learners who require additional activities for remediation J. Did the remedial lessons work? No. of learners who have caught up with the lesson K. No. of learners who continue to require remediation L. Which of my teaching strategies worked well? M. What difficulties did I encounter which my principal or supervisor can help me solve? N. What innovation or localized material/s did I 126 Region V/Daily Lesson Plan/2019-2020

5.Bougainvillea flower

use/discover which I wish to share with other teachers?

DLP IN SCIENCE 3 (Quarter 2) School Teacher Date / Time:

Grade: Learning Area: Quarter:

I OBJECTIVES A. Content Standard 127 Region V/Daily Lesson Plan/2019-2020

3 SCIENCE 2ND

B. Performance Standard C. Learning Competency/s: II CONTENT

Describe ways of caring and proper handling of plants Infer that some plants may be harmful and some can be useful S3LT-Ile0f-10 Useful and Harmful Plants

III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials pages 3. Text book pages 4. Additional Materials from Learning Resources B. Other Learning Resources IV. PROCEDURES

93-94 87-88

www.shutterstock.com (images), viedoclip

Potted rose plant, potted gumamela plant, chart, pictures of plants, manila paper/cartolina, pentel pen, laptop, television/projector

Review of the How do you show your care for plants? previous lesson: Show the class a potted rose plant. Ask the following: A. Engage    

What do we benefit from a rose plant? Can this plant be harmful? In what way can this plant cause us harm? How should we handle plants like this?

Show the class a potted gumamela plant. Ask the following:

B. Explore

   

What do we benefit from a gumamela plant? Can this plant be useful? In what way can this plant be useful? How should we handle plants like this?

Activity: (refer to LM(p. 87-88), Activity 5: Harmful Plants) Divide the class into 4 groups. Do the activity in the LM. Copy the table in the LM on a manila paper. Ask the groups to post their chart on the board. A member from each group will present their answers. Give local names of plants. Describe the harmful plants.

C. Explain

Name of plant 1. 2. 3.

Plant part

128 Region V/Daily Lesson Plan/2019-2020

Why is it harmful?

    

Are all plants beneficial? Harmful? Will you name plants that may cause harm/useful? What are plant parts that may cause harm/useful? What plants are both beneficial and harmful? Will you name plants in your school/community?

D. Elaborate Name of plant Plant part (local names) 1. 2. 3.

Generalization:

Why is harmful?

it

Why is it beneficial?

 Are all plants harmful/useful? Why?  What are the plants parts that can cause harm/useful to people and other animals?

Assessment is embedded in the activity performed. Performance rubric is useful for the group activity. E.

F.

Evaluate

Extend

Tell the class to ask their parents the following questions:  What plants are you caring for?  How do you care for the plants?

V. REMARKS VI. REFLECTION

129 Region V/Daily Lesson Plan/2019-2020

SCORING RUBRICS FOR THE GROUP ACTIVITY CRITERIA 5 4 TIMELINESS

COOPERTION

3

Finished the Finished the work work on or 1 minute after before the the allotted time. time. Everyone is 1 or 2 is/are not participating. participating.

The PRESENTATION presentation is good, clear, and full of information. The group SAFETY & observed PRECAUTION safety measures at all times.

The presentation is good, clear, but lacking some information. The group observed little safety measures during activity.

130 Region V/Daily Lesson Plan/2019-2020

Finished the work 2 minutes or more after the allotted time. 3 or more are not participating. The presentation is not clear and has only few information. The group did not observe safety measures at all.

TOTAL

DLP IN SCIENCE 3 (Quarter 2) School Teacher Date / Time: I OBJECTIVES D. Content Standard E. Performance Standard F. Learning Competency/s: II CONTENT

Grade: Learning Area: Quarter:

3 SCIENCE Q2W7D3

External parts of plants and their functions, and importance to humans Describe ways of caring and proper handling of plants Show ways of caring for the plants. S3LT-Ile0f-10 Proper Ways of Caring for Plants

III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials pages 3. Text book pages 4. Additional Materials from Learning Resources

95-96 89-90

B. Other Learning Resources

Responses of parents (assignment), potted plants, Chart, manila paper, pentel pen, laptop, television/projector

www.shutterstock.com (images), viedoclip https://www.youtube.com/watch?v=Vx6n2HLJ9eU&t=33s) ,

IV. PROCEDURES Review of the previous lesson:

G. Engage

Ask the pupils to give examples of plants that are harmful to people.

Show the class a picture of a plant with wilted leaves. Ask the following questions:  What can you see in the picture? (a dying plant)  Why do you think the plant is dying? (it has not been watered)

 What is needed by this plant in order to live? (water)  Plants provide people with lots of things. What should we do so that these plants stay alive and healthy? (we must take care of these plants) H. Explore Activity: Refer to LM(p.89-90), Activity 6: How Do I Care for Plants?)  I. Explain

131 Region V/Daily Lesson Plan/2019-2020

Call pupils to share their answers in the activity.

Discuss the concepts by showing big pictures in LM activity. Ask these questions:  What is the girl doing? ( the girl is breaking the branch of a plant)

 Is it good to do it? Why?

 What are the two boys doing? (Two boys are fencing the plant)

 Is it a proper way of caring for the plant?  What is the girl doing? (the girl is pulling weeds around the plant)

 What is the boy doing with the plants? (the boy is stepping on the plants and destroying or killing the plants)

132 Region V/Daily Lesson Plan/2019-2020

 Is it the proper way of caring for the plant? Is fertilizer good for the plants? Why? (two boys are placing fertilizer around the plant)

J.

Elaborate

Video clip Presentation: Taking care of the plants.

Sa saimong paagi, pano mo pig-aataman an mga tinanom sa saimong kapalibotan?

K. Evaluate

Is it a good practice to care for plants? Why? How?

L.

Tama o Mali. _____1. Pighahali an mga duot sa palibot kan mga tanum na gulayon. _____2. Naggagamit nin fertilizer sa mga tinanom na gulayon. _____3. Sarong babae an nagpuputol nin burak sa pampublikong garden. _____4. Iniiwasan na matumakan an mga tanom sa eskwelahan. _____5. Nagtatanom nin mga burak sa palibot kan harong.

AGREEMENT

Give at least 5 ways of caring for the plants. V. REMARKS VI. REFLECTION VI. REFLECTION A. No. of Learners who earned 80% on the formative assessment B. No. of learners who require activities for remediation. C. Did the remedial lesson/s work? No. of learners who have caught up with the lesson.

133 Region V/Daily Lesson Plan/2019-2020

D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did this work? F. What difficulties did I encounter which my supervisor/principal/dep artment head help me solve? G. What Innovations did I use to use/discover which I wish to share with other teachers.

134 Region V/Daily Lesson Plan/2019-2020

DLP IN SCIENCE 3 (Quarter 2) School Teacher Date / Time:

Grade: Learning Area: Quarter:

I OBJECTIVES G. Content Standard H. Performance Standard I. Learning Competency/s:

3 SCIENCE Q2W7D4

Describe ways of caring and proper handling of plants Describe ways of handling plants properly. S3LT-Ile0f-10

II CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials pages 3. Text book pages 4. Additional Materials from Learning Resources

www.shutterstock.com (images), Youtube:https://www.youtube.com/results?search_query=p roper+handling+of+plants

B. Other Learning Resources real plants, manila paper/cartolina, pentel pen, laptop, television/projector, IV. PROCEDURES Review lesson:

of

the

previous Ask the pupils to give examples of proper caring for plants.

Engage

Show the class a picture of a plant.

 What can you say about the picture?  What are the children doing? Is it good to do it?

Explore

Activity: Show me How! (Show some pictures showing the proper ways of handling plants)



Call pupils to share their answers in the activity.

Group reporting Ask the following questions: 135 Region V/Daily Lesson Plan/2019-2020

Explain

 What can you see in the picture?  What is the girl/boy doing in the picture?  Is it a proper way of handling for the plants?  Is it a good practice to handle the plants properly? Why? Sinugo ka ni mama mo na ilipat an binakal niyang tanom sa paso. Ano an dapat mong gibuhon? Ano an enot mong gigbuhon?

Elaborate Is it a good practice to handle the plants properly? Why? How?

Evaluate

Lagan nin tsek kun an tataramon nagsasabi nin tamang gawi sa pag-ataman kan mga tanom saka ekis kun dae. _____1. Kapotan sa sanga kan tanum kun ini ililipat sa ibang lugar. _____2. Maggamit nin paso kun maataman nin nagbuburak na tanum. _____3. Pagtaraedon an mga nagbuburak saka herbal na tanom sa saro sanang laganan. _____4. Kun ililipat an tanum kaputan ini sa irarom kan paso tanganing dae maputol an sanga kaini. _____5. Magagamit nin paleta kun bubungkalon an tinanom na nasa garden.

Using DI, let the different group of pupils do the following: a. Linguistics – Write a short paragraph on proper handling of plants b. Visuals – Draw how to handle plants properly Extend Others: Cut a pictures showing proper handling of plants. Paste it on your notebook. V. REMARKS VI. REFLECTION H. No. of Learners who earned 80% on the formative assessment I. No. of learners who require activities for remediation. J. Did the remedial lesson/s work? No. of learners who have 136 Region V/Daily Lesson Plan/2019-2020

K.

L.

M.

N.

caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did this work? What difficulties did I encounter which my supervisor/principal/d epartment head help me solve? What Innovations did I use to use/discover which I wish to share with other teachers.

137 Region V/Daily Lesson Plan/2019-2020

DLP IN SCIENCE 3 (Quarter 2) School Teacher Date / Time: I OBJECTIVES J. Content Standard K. Performance Standard L. Learning Competency/s:

Grade: Learning Area: Quarter:

3 SCIENCE Q2W7D5

Characteristics of living and nonliving things Compare living and non-living things  Identify/name living and nonliving things in one’s surroundings; S3LT – Ile – f - 11

II CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials pages 3. Text book pages 4. Additional Materials from Learning Resources B. Other Learning Resources

97-99 91-93 Youtube: https://www.youtube.com/watch?v=zFGydQHh0KA

Manila paper, pentel pen, pictures of living and nonliving things, television/projector, laptop

IV. PROCEDURES M. Engage

(Teacher will show pictures of people, animals and the environment to start the lesson.) Planet is full of life. All around you are communities of people and a variety of animals and plants. Their presence makes our environment a wonderful and interesting place.  Can people live without plants and animals?  Can plants live without people and animals?

N. Explore GROUP ACTIVITY: Set the standards in performing the activity. Divide the class into two groups. Each group will perform the activity and write their observation. Let the group leader report their observation in class.

Group 1 (real plants and animals) I. Describe the characteristics of each object.  What can you say about the object?

Group 2 (books, pen and table) 138 Region V/Daily Lesson Plan/2019-2020

I. Describe the characteristics of each object.  What can you say about the object? LIVING THINGS (may buhay)

O. Explain

NON-LIVING THINGS (mayong buhay)

Ask: What does your data show about living and non-living things? How will you define living and non-living things?

P.

Elaborate

Generalization:

Video clip presentation about living and non-living things.  What is living things?  What are the examples of living things?  What is non-living things?  Can you name some examples of non-living things?

How would you define living things? Non-living things? Q. Evaluate

R. Extend

Write LT if the sentence tells about living things and NLT if it is non-living things. _____ 1. It reproduce. _____ 2. It needs foods. _____ 3. Needs others in order to move _____ 4. The don’t breath nor sleep. _____ 5. They grow and multiply.

List at least 10 examples of living and non-living things. Writ your answers on your notebook. V. REMARKS VI. REFLECTION VI. REFLECTION O. No. of Learners who earned 80% on the formative assessment

139 Region V/Daily Lesson Plan/2019-2020

P. No. of learners who require activities for remediation. Q. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. R. No. of learners who continue to require remediation S. Which of my teaching strategies worked well? Why did this work? T. What difficulties did I encounter which my supervisor/principal/d epartment head help me solve? U. What Innovations did I use to use/discover which I wish to share with other teachers.

140 Region V/Daily Lesson Plan/2019-2020

DLP IN SCIENCE 3 (Quarter 2) School Teacher Date / Time: I OBJECTIVES M. Content Standard N. Performance Standard O. Learning Competency/ s: II CONTENT

Grade: Learning Area: Quarter:

3 SCIENCE Q2W8D1

Compare living and non-living things Compare characteristics of living and non-living things. S3LT – Ile – f - 11

III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials pages 3. Text book pages 4. Additional Materials from Learning Resources B. Other Learning Resources IV. PROCEDURES S. Engage

97-99 91-93

www.shutterstock.com (images) Youtube: https://www.youtube.com/watch?v=p51FiPO2_kQ&t=79s

Manila paper, pentel pen, picture of living and non-living things, television/projector, laptop

Let the learners read the poem: Things Around Us Look up, look up What are above? Sun, moon, stars and clouds. Look down, look down What have you found? Rocks, soil creatures, small and round Look around, look around What do you see? Plants and animals 141

Region V/Daily Lesson Plan/2019-2020

Objects made for you and me. By: Jennifer M. Rojo

Ask the following questions:  What is poem all about?  What are the things around us? T. Explore

Activity: (Refer to LM, Activity 6: The Living and Non-Living Things) Divide the class into small groups. Ask the pupils to copy the chart in the LM on a manila paper. Write on the manila paper answers in step 3 of the activity. Post manila paper on the board. Let each group do the reporting by line-ups. (All members of the group will discuss his/her answer.) Present the rubrics in performing the activity.

Objects

Characteristics Does grow?

it

Does it reproduce ?

142 Region V/Daily Lesson Plan/2019-2020

Does move itself?

it by

Does it breathe?

Does need food?

it

Is it a living things?

Is it a nonliving things?

U. Explain Discuss the different characteristics of living and non-living things. Tell them to determine whether the object is living or no-living things.

V.

Elaborate

 Living things grow, reproduce, moves by itself, breathe and need foods. Non-living things do not.

Video clip presentation (Living and non-living things)

Name some objects that are living and non-living things. W. Evaluate

AGREEMENT Assessment is embedded in the activity performed. Performance rubric is useful for the group activity.

List at least 10 examples of living and non-living things. Writ your answers on your notebook. V. REMARKS VI. REFLECTION V. No. of Learners who earned 80% on the formative assessment W. No. of learners who require activities for remediation. 143 Region V/Daily Lesson Plan/2019-2020

X. Did the remedial lesson/s work? No. of learners who have caught up with the lesson. Y. No. of learners who continue to require remediation Z. Which of my teaching strategies worked well? Why did this work? AA. What difficulties did I encounter which my supervisor/pr incipal/depar tment head help me solve? BB. What Innovations did I use to use/discover which I wish to share with other teachers.

144 Region V/Daily Lesson Plan/2019-2020

DLP IN SCIENCE 3 (Quarter 2) School Teacher

Grade: Learning Area: Quarter:

Date / Time: I OBJECTIVES P. Content Standard Q. Performance Standard R. Learning Competency/s:

II CONTENT

3 SCIENCE Q2W8D2

Identify observable characteristics that are passed on from parents to offspring (e.g. animals, plants) Identify observable characteristics that are passed on from parents to offspring ( Animals) S3LT – Il–h-13 Animals and Their Babies Duration: 1 day

III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials pages 3. Text book pages 4. Additional Materials from Learning Resources B. Other Learning Resources

100-102 95-96 www.shutterstock.com (images) videoclip Enlarged pictures of the animals, a series of pictures of a growing family of animals

IV. PROCEDURES X. Engage

Videoclip of a growing family of animals.  What was shown in the video?

Y. Explore

Let the pupils work individually. Distribute the activity sheet as shown in the LM. Activity: (refer to LM, Lesson 1: An Pagpapadakul saka Heredity kan mga Hayop) Kagamitan: Ritrato nin mga hayop na may aki o pelikula manungod sa pagdakul kan mga hayop. Gibohon Ta:  Hilingon an mga hayop. Sabihon kun ano an mga ini? a. Ano daw an nagiginibo kaini? b. Sain daw ini mahihiling? 145

Region V/Daily Lesson Plan/2019-2020

 Pangaranan an mga hayop sa masunod na pahina susog sa aki kaini. Isurat an saindong simbag sa notebook. 1.

a.

2.

b.

c. 3

4.

d.

5.

e.

Hilingon an mga drowing kan hayop sa ibaba. Midbidon an mga hayop saka pangaranan an mga ini sa notebook nindo.

Enot na hayop

Ikaduwang hayop

Z. Explain

AA. Elaborate

Kahapotan: Ano an pinagkaiba kan duwang hayop sa itaas? Tano ta sinda bakong magkapareho? GROUP ACTIVITY: Post the enlarged pictures on the animals on the board. 146

Region V/Daily Lesson Plan/2019-2020

Tell the pupils to form small groups composed of 5-6 members. Give the groups 7-8 minutes to share and discuss the answers with their members. Present the rubric.

Generalization:

BB. Evaluate

Ask:  How did you know which adult animal and baby animal go together?  What characteristic is similar between parent animal and the baby animal?  Can an animal like chicken have a baby fish? Why do you say so? NOTE: Important concept to discuss:  Animals can have baby animal.  An animal can only produce an animal of its own kind.  Baby animals share similar observable physical characteristics or traits with their parents such as the color, texture, and the length of the hair strands, shape of the face, eye shape, nose and length and size of ears.

CC. Extend The work of the groups in Group Activity can serve as formative assessments for the lesson.

Group assignment. Tell the class to work in groups and do Part A of LM, Activity 3 (including the planting monggo seeds.) Tell them to bring their small container with seeds to school on the following day. V. REMARKS VI. REFLECTION CC. No. of Learners who earned 80% on the formative assessment DD. No. of learners who require activities for remediation. EE.Did the remedial lesson/s work? No. of learners who have caught up with the lesson. FF. No. of learners who continue to require remediation 147 Region V/Daily Lesson Plan/2019-2020

GG. Which of my teaching strategies worked well? Why did this work? HH. What difficulties did I encounter which my supervisor/principal/depa rtment head help me solve? II. What Innovations did I use to use/discover which I wish to share with other teachers.

SCORING RUBRICS FOR THE GROUP ACTIVITY CRITERIA 5 4

3

Finished the work on or before the time.

Finished the work Finished the TIMELINESS 1 minute after work 2 minutes the allotted time. or more after the allotted time. Everyone is 1 or 2 is/are not 3 or more are COOPERTION participating. participating. not participating. The The presentation The PRESENTATION presentation is is good, clear, presentation is good, clear, but lacking some not clear and and full of information. has only few information. information. The group The group The group did SAFETY & observed observed little not observe PRECAUTION safety safety measures safety measures measures at during activity. at all. all times.

148 Region V/Daily Lesson Plan/2019-2020

TOTAL