DIVISION OF CAVITE  

Alfonso CS
ALTERNATIVE LEARNING Bgy. Buck Estate CLC
SYSTEM Brgy.Sicat CLC
WEEKLY LESSON LOG Community Learning Center (CLC) Brgy.Taywanak Program A & E Program
Learning Facilitator Ma.Theresa H. Criste Literacy Level BL/LE/AE/JHS
Scientific and
Month and Quarter   Learning Strand Critical Thinking
I. OBJECTIVES
  A. Content Standards/Focus
Application of Scientific Ways of Thinking in daily Life.
  (see Core Competencies)
B. Performance
Standards/Terminal
  Objectives Apply of Scientific ways of thinking in life situation.
 
1. Compare living things with non-living things found in the environment.
( LS2SC-AS-PSB-BL/LE/AE/LS/AS-19.34)
C. Learning 2.Infer that living things reproduce.( LS2SC-AS-PSB-BL/LE/AE/LS/AS-19.35)
Competencies/Enabling
Objectives 3.Minimizing resource use ,waste and pollution and reducing environmental damage as consumer
(Write the LC code for each) ( LS4LC-SC-PSF-AE/LS/AS-1.2)

4. Insert a graphical object (picture, image, drawn object) into a slide.

LS6DL-DA/PS-PSCLS/AS-4.1

5.Translate numbers/symbols into words or vice versa ( LS3CP/NS-NS-PSBBL/LE-4 )

 
II. CONTENT (Subject
Living and Non Living Things
Matter)
III. LEARNING RESOURCES
A. References  
  1. Session Guide pages Science 3,pages 67-69,ALS CG LS 2 ,page 19.
2. Module/Learner's Material
  pages Science 3,pages 94-95
  3. Additional Materials from http://www.difference .net/science/difference-between-living-and-non-living-things/#ixzz58gsbaH
Learning
 https://play.kahoot.it/v2/lobby?quizId=35223b1a-6a47-4bcf-89f7-998a32f969d4

Resource (LR) portal https://www.youtube.com/watch?v=Z_aAkuK_8nQ

B. Other Learning
Resources  
IV. PROCEDURES

Answer the following questions. Parts of a Plant

1.What is the function of the roots?

2.What does a plant need to survive?
3. What does the stem of the plant do?
A. Activity (Review of
4.What do the leaves of a plant do?
previous lesson/s or
5. True or False: All plants have flower?
Presenting the new lesson)
6.What gives plants the power to make their own food
7.What keeps the plant from breaking and falling?
8. True or False: Stem can only be soft.
9. Why do plants make and spread seeds?
  10. What do leaves use to make food?
   

B. Springboard/Motivation Using real objects.

 
I have different things inside the box.
Please get one and identify the name and give its characteristics.
Group them.

What are the things you saw inside the box?

(Establishing a purpose for What living things and non-living things do you see?
the lesson)
What are some characteristics of living things and non living things?
What characteristics did all living things have in common?

  Set A.  
 Why do you think we should use face  
mask, face shield?
  Why do we sanitize our hands?
Why do you think we should drink enough
amount of water?
How are you going to encourage your
family members to drink enough amount
of water?

Prevention is better than cure. How are

we going to prevent the Covid 19.
 
C. Analysis (Presenting
examples/instances of the Differentiated / Group Activities
  new lesson)
  Group 1: ( Basic Literacy Level and SPED)
Create an improvised aquarium.

1. Put the pebbles in the plastic container.

2. Now it's time to place your plants in the jars.
3. Fill your container with water.
4. Add your fish.

Using the aquarium. Observe and list down all the things you can see there.
a. Classify the objects whether the following belongs to Living things or non-living things.
b. Name and count the things you saw inside the aquarium.
c. Write the numbers/symbols into words or vice versa.

Questions:
How do you keep fish alive?
 How do you take good care of aquatic animals?

Group 2: (Lower Elementary Level)

Planting Your Dish Garden
1. Put the dish with soil.
2. Put the plants on top of the soil and arrange them until you like the look. 
3. Dig small holes in the soil to fit the root system of each plant.
4. Begin to permanently plant your dish garden. ...
5. Pack the soil tightly around each plant when they are all in position.
6. Put a layer of mulch, pebbles, or other finishing touches on top of the soil.
7. Water the garden enough to dampen it without flooding it.

Using your dish garden. Observe and list down all the things you can see there.
a. Classify the objects whether the following belongs to Living things or non-living things.
b. List down 5 living things and 5 non-living things found outside /inside the room .
c. Compare living things with non-living things found in the dish garden..

Questions :
Question: How to take care of plants?

Group 3: (Junior High School)

1. Read the story ( in the activity card)

 
 2. List down all the things you read in the story.
3. Classify them whether they are living or non-living things.
4. What are some characteristics of living things and non living things?
5. What characteristics did all living things have in common?
6. Are all things that move alive?
7. What kind of non living things move?
8. How is the movement of living things different from non living things?

Question:
 How can we minimize resource use ,waste and pollution and reducing environmental damage as consumer

Group 4: ( Advance Junior High School Level)

1. Downloads some photos /graphical objects found in the environment.
2. Classify whether living things or non-living things and give the characteristics of living things and non- living
things.
3. Make a simple power point presentation.
4. Follow the steps in making a power point presentation.

Steps in making Power Point Presentation

Step 1: Launch the PowerPoint Program and choose a design.
Step 2: Create Title page and more slides.
Step 3: Add pictures and icons and label it
Step 4. Add Transitions and play the presentation.

 
 
(DISCUSS)
In every place, there are both living things and non-living things.
1. What are the things you saw inside the box?
2. What living things and non-living things do you see?
3. How many living things and non-living things do you see?( Integrate Mathematics: Translate
numbers/symbols into words or vice versa ( LS2CP/NS-NS-PSBBL/LE-4 ) or
Translates symbols/numbers into words of one-digit whole numbers or vice-versa
(LS2CP/NS-NS-PSBBL-4.)
D. Discussing new concepts 4. How are these living things called?
and practicing new skills 5. How does each organism behave?
(sub-activity # 1) 6. What will happen if an organism is alone in an ecosystem?
Do you think it will survive? Why or why not?
7. What are some characteristics of living things and non-living things?
8. What characteristics did all living things have in common?
9. Did any non-living things possess some characteristic as living things?
10. How were living things different from non-living things?
11. Are all things that move alive?
12. What kind of non-living things move?
13. How is the movement of living things different from non-living things?
 

E. Application
Developing mastery
(Leads to formative
assessment)
F. Valuing (Finding
practical/applications of
concepts and skills in daily
living )
  G. Abstraction
Making generalizations and
abstractions about the lesson
  H. Evaluating Learning
 
 
Ana’s class will have a field trip in a pond.
What do they expect to see in a pond?
How can we protect the environment?
Why is it important to protect the environment?
How can we minimize the use of our resources?, waste and pollution ?and reducing environmental damage
as consumer?
How are you going to compare living things from nonliving things?
What are the characteristics of living things? Non-living things?
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
1. All matter is considered living and nonliving things?
 A. true B. false
2. Adding and multiplying means the same as production.
A. true B. false
3. Alma observes an unknown thing. Over time, the thing moves, grows and reproduces. What does the
student now know about it?
A. It is dead. C. It is alive.
B. It is non-living. D. It is a plant.
4. Diane noticed that a certain object can move but it cannot feed and can’t reproduce. Therefore the object
is living.
A. true B. false
5. Living things have the following characteristics. It can move from one place to another. The cow are used
 
  I. Additional activities for
On your way home , list down the living things and non-living things you can see.
  application or remediation
 
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in evaluation.
   
B. No. of learners who
require additional activities
  for remediation.  
  C. Did the remedial lessons
work? No. of learners who  
have caught up with the
 lesson.
D. No. of learners who
continue to require
  remediation.  
   
E. Which of my teaching
 
strategies worked well? Why
   
did these work?
   
F. What difficulties did I
encounter which my principal
or supervisor can help me
  solve?  
G. What innovation or localized The teacher used improvised aquarium using empty gallon of mineral water.
materials did I use/discover
which I wish to share with other
teachers?