Lesson Plan in Science __(Grade Level 3)________

I. OBJECTIVES

At the end of 45-minute period, with100% proficiency level, the pupils should be
able to:
a. Identify the parts of the animals;
b. classify animals ACCORDING TO THEIR FUNCTION; and
c. Explain why animals are important to human.

II. SUBJECT MATTER

A. Lesson: Living Things and Their Environment.

2. Living Things.
2.1 Animals
B. Reference: K to 12 basic Education Curriculum pp. 25-31
C. Materials: Picture of animals with names
Big pictures of horse, pig, chick and bird showing the body parts.
D. Skill

III. PROCEDURE

Teacher’s Activity Pupils’ Activity

A. Preliminary Activities
a. Prayer
- Everybody stand for a prayer.

b. Greetings
- Good morning Class.
Good morning Teacher.
Good morning Classmate.

d. Checking of Attendance
- Who are absent today? None Teacher. Everybody is here.

d. Setting of Classroom Standards

- What are the rules to follow when
the class is going on? Sit properly.
Listen carefully.
Raise your right hand if we want to answer.

B. Lesson Proper

a. Motivation
- Before anything else, what animal
did you see in your surroundings? The animals found in our surroundings are
- Very good! Now, let sing the “Old cow, pig, dog, cat, chick, bird.
McDonald Had a Farm” using the
animals found in your surroundings.

Old McDonald Had A Farm

E-I-E-I-O
 And on his farm he had some cow,
E-I-E-I–O
With a moo, moo here and a moo
moo there. Here a moo, there a
moo, everywhere a moo, moo
Old McDonald had a farm
E-I-E-I–O
followed by a pig- oink, oink
dog- arf, arf, cat- moew, moew,
chick- chick,chick, bird- tweet,tweet.

b. Unlocking of Difficulty

c. Presentation of the Lesson

topic
objectives

Post picture of animals on the

board. Student 5: dog
- Let us identify the names of the Student 6: cat
animals in the picture that can be Student 7: pig
seen in our surroundings. Student 8: bird
- Very good! Now you know the
names of animals that surrounds
you.

d. Discussion
(Students sing together.)
Post picture of animals on the
board.
- Let us identify the names of the
animals in the picture that can be Student 9: head, shoulder, knees and toes
seen in our surroundings. Student10: Yes Teacher.
- Very good! Now you know the Student 11: All of them Teacher.
names of animals that surrounds
you. Student 12: dog, cat, pig.
Now, let us sing the song “My Toes
My Knees”
My toes, my knees, my shoulder,
my head 4x
- Let us clap our hands together.

- What are the parts of the body (Students answering.)

mentioned in the song?
- Are these present in animals?
- Which are present in animals?
- Can you name animals which have
these parts?

Activity 2 (Parts of an Animals)

* Pictures of animals in the board.

- Can you identify the numbered
parts?
(Answers: Horse: 1) head, 2) back,
3) tail, 4) legs. Dog: 1) head, 2) back,
3) tail, 4) legs. Cat: 1) head, 2) back,
3) tail, 4) legs. Chicken: 1) head 2)
wings, 3) tail, 4) legs.)

- Very good! Now you know the

names and parts of animals have
different parts but there are parts
common to all animals, and animals
have parts that make them similar or
different from each other.
 - Body Parts of Animals Used for
Getting Foods: beak, teeth, mouth,
tongue.
- Body Parts for Protection Against
Animals: horns, spines.
- Body Parts of Animals for
Movement: legs (walking, running,
jumping, galloping, hoping), wings
(flying), fins and tails (swimming).

- Now let us know why animals are

important to human.
A .Group of animals Student: chicken, pig
Activity 3 that are sources of
Table 1 of the activity on the board. food items?
Question on the table 1 B. Group of animals Student: horse,
A. Group of animals that are sources of that are sources of carabao
fur and skin for bags,
food items? shoes, etc.?
B. Group of animals that are sources C. Group of animals Student: horse,
fur and skin for bags, shoes, etc.? that are used for carabao
C. Group of animals that are used for tilling the field and
tilling the field and carrying loads. carrying loads?

C. Closure

a. Generalization
* Let the pupils make a
generalization by asking the
following:
- Are there animals in different
surroundings?
- Are the parts common to all
animals? Or different to all
animals?
- Are animals useful to humans?
 b. Application
What are the animals that can be
found in surroundings?

c. Valuing

IV. EVALUATION
Identify the missing part or names of the animals in the chart.

V. ASSIGNMENT
Give a name of the animal/s that you like the most and give its body parts and its
importance to human.

Prepared By:
Urboda , Rochelle
Rocha, Angelica P.
 What verbs should I use for each domain?
Cognitive Affective Psychomotor
Remembering Receiving (listening and being attentive)  Imitation (learner imitates an action
after a visual demonstration)

 Define  Ask
 Duplicate  Choose  Align
 Draw  Describe  Balance
 List  Follow  Follow
 Label  Give  Grasp
  Memorize  Hold  Hold
 Name  Identify  Place
 Recall  Locate  Repeat
 Recite  Name  Rest
 Repeat  Point to  Step
 Reproduce  Select
 State  Sit Manipulation (performance of an action
 Erect with written/verbal instructions)
Understanding  Reply
 Use  Align
 Classify  Balance
 Describe Responding (active participation)  Follow
 Discuss  Grasp
 Explain  Answer  Hold
 Identify  Assist  Place
 Locate  Comply  Repeat
 Recognize  Conform
 Report  Discuss Precision

 Select  Greet
 Translate  Help  Accurately
 Paraphrase  Label  Errorlessly
 Visualize  Perform  Independently
 Practice  Proficiently
Applying  Present  With balance
 Read  With control
 Apply  Recite
 Change  Report Articulation (display of coordination of a
series of related acts)
 Choose  Select
 Construct  Tell
 Confidence
 Demonstrate  Write
 Coordination
 Dramatize
 Harmony
 Employ Valuing (value attached to a subject)
 Integration
 Illustrate
 Proportion
 Interpret  Complete
 Smoothness
 Modify  Describe
 Speed
 Operate  Differentiate
 Stability
 Produce  Explain
 Timing
 Schedule  Follow
 Sketch  Forms
Naturalization (high level of proficiency)
 Solve  Initiate
 Translate  Invite
 Automatically
 Use  Join
 Effortlessly
 Write  Justify
 Naturally
 Propose
 Professionally
Analyzing  Read
 Routinely
 Select
 Spontaneously
 Categorize  Share
 With ease
 Compare  Study
 With perfection
 Contrast  Work
 With poise
 Deduce
 Discriminate Organization (beginning to build consistent value system)
 Distinguish
 Examine  Adhere
 Question  Alter
 Separate  Arrange
 Test  Combine
 Compare
Evaluating  Complete
 Defend
 Appraise  Explain
 Argue  Generalize
 Decide  Identify
 Critique  Integrate
 Criticize  Modify
  Defend  Order
 Judge  Organize
 Prioritize  Relate
 Rate  Synthesize
 Rant
 Select Characterization (value system controls behavior)
 Support
 Value  Act
 Evaluate  Discriminate
 Display
Creating  Influence
 Listen
 Assemble  Modify
 Construct  Performs
 Create  Practices
 Compose  Propose
 Develop  Qualify
 Formulate  Question
 Invent  Revise
 Originate  Serve
 Write  Solve
 Use
 Verify

References

Kretchmar, J. (2019). Affective domain. Salem Press Encyclopedia. Retrieved from https://search-ebscohost-

com.ezproxy.rasmussen.edu/login.aspx?direct=true&db=ers&AN=89164061&site=eds-live

Indiana University Bloomington. (n.d.). Learning taxonomy: Krathwohl's affective domain.

https://global.indiana.edu/documents/Learning-Taxonomy-Affective.pdf

National Association of School Psychologists. (2016). Tips for writing effective learning objectives. Communique, 44(7), 23.
https://search-ebscohost-com.ezproxy.rasmussen.edu/login.aspx?direct=true&db=ehh&AN=116597827&site=eds-live
University of Washington. (n.d.). Cognitive, affective, and psychomotor domains grading. 
http://courses.washington.edu/pharm439/Bloomstax.htm