Detailed Lesson Plan in Science

(Kindergarten)

I. Objectives
A. Identify the sense used in touching.
B. Describe objects using the sense of touch.
C. Realize the importance of the sense organ.

II. Subject Matter

Science Concepts:

 Observing objects using the sense of touch to learn about things around us.
 We use our skin for feeling the things we touch.
 Some objects are rough, some are smooth, some are hard, and some are soft.
 Our hand is important.

Reference:

N.V. Jovero, Enhanced Science Power (P), pp. 44-49

V.D. Ramirez, Science for Preschoolers (Prep), 3-15

Materials:

 Picture of the hand (sense of touch)

 Pictures of object with different texture
 Real objects and boxes

III. Procedure

Teacher's Activity Pupil's Activity

A. Motivation
Good afternoon children! Good afternoon teacher!
I have here a song entitled coconut soap. I
will act the song and afterwards you'll follow
me. So stand up everybody. (Play the song
and dance.)
Coconut Soap
Wash my hands, wash my elbows, wash my arms,
With coconut soap.
Wash my face, wash my neck, wash my shoulders
With coconut soap.
Wash my hair with shampoo.
brush my teeth with toothpaste
When I wash the rest of my body I always wash
With coconut soap.
Wash my back, wash my tummy, wash my chest
With coconut soap.
Wash my feet, wash my knees, wash my legs
With coconut soap.
 Wash my hair with shampoo.
brush my teeth with toothpaste
When I wash the rest of my body I always wash
With coconut soap.
What parts of the body was mentioned in the Hands, elbows, arms, face, neck, shoulders,
song? tummy, chest, feet, knees, legs!
Very good children! Now, what did we do to We wash our body, teacher!
our body according to the song?

What are the thingsyou need in washing your Soap and water, teacher!
body?

B. Presentation of the Lesson

What part of the body is used in washing the Teacher we need our hands.
other body parts? (Teacher will post the
picture of a hand.)
Very good. We used our hand in washing our
body.
Now what are the other things that we can Teacher we can hold our pencil./ We can use
do using our hands? it to touch objects/ We can feel the texture of
the objects.
Very good children! I have a glass and mat Me, teacher!
here. Anyone who wants to hold and touch
these objects?

(Call the name of the child)

What can you say about these objects? Teacher, the mat is rough and soft, and the
glass is hard and smooth.
Yes correct! How did you know that it is hard Teacher because I touched it using my hands.
or soft and smooth or rough?
Very good! We used our hand or skin to feel
the texture of an object. Some objects are
rough, smooth, hard and soft.

I have pictures here in the box, now tell me if (the child will get picture inside the box.)
it is hard or soft/ rough or smooth.
Rock Hard/ rough
Will you please name objects that are hard? (hard) blocks, phone… (rough) towel, bag…
Rough?
Plastic bag Soft/ smooth
Will you please name objects that are soft? (soft) cotton… (smooth) paper…
smooth?

C. Generalization
What sense organ do we used in touching? Skin/ hands

What are the different textures that we feel? Rough, hard, soft, smooth

What will likely happen if we don't have our We can't feel, hold or touch objects.
hands/skin?
What shall we do to keep our hands away We should wash our hands with soap and
from dirt? water. We should not hold pointed objects.

D. Big Group Activities

The class will play a guessing game. Divide
the class into two groups. Each group will
consist of five members.

The teacher will blindfold the member of the

group. Let them guess and identify the
texture of the real object inside the box.
Ex. Bottle, cloth smooth and hard/ rough and soft

IV. Evaluation
Directions: Using only your sense of touch, place your hand in the brown bag. Feel around
and decide what you think it is and tell whether it is rough, hard, smooth or soft. Write
your answer on the line by the number that matches the number on the bag.

1. __________________ (pillow)
2. __________________ (grater)
3. __________________ (leaves)
4. __________________ (needle)
5. __________________ (feather)

V. Assignment
Draw the five parts of the body and write the name of the sense under your pictures.
 Nelie C. Ganoy
Lesson Plan in Kindergarten
Science
I- Objective
At the end of the lesson the pupils will be able to identify the habitat of the animals: Land, Water and
Air.
II- Subject Matter
a. Topic: Habitat of the Animals: Land, Air and Water
b. Reference: Science and Health III p. 86
c. Materials: Pictures of animals

Concept: Animals have different places to live: land, air, water

III- Procedure:
A. Preparatory Activity
a. Prayer
b. Checking of attendance
c. Checking of assignment/ review
d. Motivation

Old McDonald had a farm

Old MacDonald had a farm, E-I-E-I-O.
And on his farm he had some chicks, E-I-E-I-O.
With a chick, chick here, And a chick, chick there, Here a chick, there a chick, Everywhere a chick,
chick,
Old MacDonald had a farm, E-I-E-I-O.
2. Duck - quack 3. Turkey - gobble 4. Pig - oink, oink 5. Cow - moo, moo 6. Cat -meow, meow 7.
Mule - Heehaw 8. Dog - bow wow 9. Turtle - nerp, nerp
Ask the children what are the animals that was mentioned in the song
B. Developmental Activities

Teacher shows the pictures of animals

Ask the children, what did you see in the picture?
Are they live in the same place?
Teacher shows the picture of land, water and air.
Land Water Air
These are the places where animals live. Some animals live in the land like dog, cat, pig etc., some
live in water like fish, shrimp etc., and some live on air like butterfly, insect etc. then let the pupils
identify the habitat of the other animals.
C. Application
Choose 3 pupils to stand in front and hold the picture of land, water and air.
Pupil 1 Pupil 2 Pupil 3
When the teacher show the picture of animals that live in land the pupils will form a line in front of
the pupil holding a card of land and do the same for the animals that live in water and air.
V- Evaluation
Draw a land on the space provided if the animals live in land, water if the animals live in water and if
the animals live in air.
1. __________________________________ Butterfly

2. __________________________________ Dog
3. __________________________________ Fish

4. __________________________________ Goat

5. __________________________________ Cat

V- Assignment
Color the animals that live in land brown and the animals that live in water blue and yellow for the
animals that live in air .
1. 2. 3.
Nelie C. Ganoy
Lesson Plan in Kindergarten
Science
I- Objective
At the end of the lesson the pupils will be able to identify the green leafy and yellow vegetables.
II- Subject Matter
A. Topic: Green leafy and Yellow vegetables
B. Reference: ‘’Let’s Talk About Veggies’’ a Syllabus for promoting Increased Consumption of
Vegetables in the Primary Grades. Activity 1.4 p8.
C. Materials: Picture of Green leafy and yellow vegetables.

III- Procedure
A. Preparatory Activity
a. Prayer
b. Checking of attendance
c. Checking of assignment/ review
d. Motivation

Guide the children in singing “Bahay Kubo”

Bahay Kubo (Nipa Hut) Bahay kubo, kahit munti Ang halaman doon ay sari-sari. Singkamas at
talong, sigarilyas at mani Sitaw, bataw, patani. Kundol, patola, upo't kalabasa At saka mayroon pang
labanos, mustasa, sibuyas, kamatis, bawang at luya sa paligid-ligid ay puro linga
Ask the children what are the vegetables that was mentioned in the song.
B. Developmental Activities
The teacher shows the pictures of green leafy and yellow vegetables.
What did you see in the picture?
These are the different kinds of vegetables there are green leafy and yellow vegetables.
Now let’s group the vegetables into 2 groups, the first group are the green leafy and the second group
are the yellow vegetables.
Teacher pick up first each green and yellow vegetables and the pupils will do the rest.
Green leafy Vegetables Yellow Vegetables
These vegetables are rich in vitamins, the green leafy vegetables are rich in vitamin A and yellow
vegetables are rich in vitamin C that makes our body healthy and strong.
C. Application
Write G on the line provided if the vegetables is green leafy and Y if the vegetables is Yellow.
1. _________ 2. _____________

3. ___________ 4. ______________
5. ____________
V- Evaluation
Identify the picture of green leafy and yellow vegetables and put a color green for the green leafy and
yellow for the yellow vegetables.
1. 2.
3. 4.
5.
V- Assignment
List down all the vegetables that you can see in your environment. Ask help from you mother.