LESSON PLAN IN SCIENCE III

Quarter 2, Week 5

Teacher: Genilyn C. Jubane

Date: February 26, 2021
Time: 11:00 - 12:00 A.M.
Teacher Observer/Position: Franco A. Giango/Head Teacher II

Content Standard: The learners are able to demonstrate understanding of

characteristics of living and nonliving things.

Performance Standard: The learners are able to illustrate the difference between living
and non-living things.

I. Most Essential Learning Competency:

Compare living with nonliving things (S3LT-IIe-f-11)

II. Objectives:
At the end of the lesson, pupils are able to:
 Identify and compare the characteristics of living and non-living
things;
 Illustrate living and non-living things; and
 Appreciate the value of of living and non-living things to humans.

III. Subject Matter

Kinaiya sa mga Buhi ug Dili Buhi nga mga Butang

A. References:

 Department of Education. (2015). Science 3 Teacher's Guide (First ed.). Rex

Bookstore, Inc., pages 97-99.
 Kagawaran ng Edukasyon. (2015). Science 3 Kagamitan ng Mag-aaral (First ed.). Rex
Bookstore, Inc., pages 88-90.
 (2019, August 8). Salida TeleRadyo - Buhi ug Dili Buhi na mga Butang. Retrieved
February 20, 2021, from
https://www.youtube.com/watch?v=_26nHJ37Yvs&t=48s
 Most Essential Learning Competencies 2020

B. Materials:

PowerPoint presentation, video clip, meta cards, charts, graphic organizer,

marking pens, art materials, pictures, real object

Value Infused: care for living and non-living things in the environment
 Integration: Reading/Literacy, Numeracy, Music, Arts, P.E., Health

III. PROCEDURE

A. Preparatory Activities

1. Prayer

2. Review

Sa dili pa nato sugdan ang atoang leksiyon karon, atong balikan kadali
ang atong leksiyon sa miaging adlaw. Naa koy ipakita nga hulagway sa inyo.
Ipalakpak ang mga kamot kon kini nagpakita og ensaktong pag-atiman sa mga
tanom. Iporma og eks (X) ang mga kamot kon wala. Andam na ba mo?

1. 4.

2. 5.

3.

3. Motivation

Sa dili pa ta magpadayon, mahimo ba nga motindog tang tanan kay mag-

exercise ta? Ang atong buhaton atong ipatuyok-tuyok ang atong mga kamot.
Magdungan ta samtang mag-ihap taman ika-walo. (Mosundog ang mga bata.)
Karon mangutana ko. Nakahimo man ta sa paglihok sa atong mga kamot,
buhi ba kita o dili?
(Magpakita ang magtutudlo og usa ka orasan nga nag-andar.)
 Karon, aduna koy ipakita sa inyo. Unsa kini nga butang? Unsa naman ang
oras karon? Tan-awa kini. Aduna usab kini kamot nga nagtuyok-tuyok. Buhi ba
usab kini?
B. Developmental Activities

1. Presentation

Karon nga buntag, atong maila ug makumpara ang mga kinaiya sa buhi

og dili buhi nga mga butang.

2. Activity

A. Giving of Instruction

Karon, aduna tay pagahimuon nga activity. I-grupo mo nako sa tulo.

Hatagan nako ang matag grupo sa inyong mga gamit og mga direksiyon para sa

atong unang buluhaton.

Tapuson ninyo kini sulod sa duha ka minuto. Kung mahuman na ninyo

ang buluhaton, idikit dayon kini sa board.

B. Setting of Standard

Apan sa dili pa nato kini pagasugdan, unsa pa gali ang atong angay

hinumduman kon naa tay buluhaton? Malauman ba nako na sa inyo?

C. Activity Proper

Buluhaton 1: “Atong Ilhon”

(Strategy used: Cooperative Learning with integration in Reading/Literacy)

 Buluhaton 1: “Atong Ilhon”

Direksyon: Tan-awa ang mga hulagway. Isulat ang Oo o Dili sa matag kahon sa mga
butang kon kini nagpakita og paghisgot sa kinaiya.

Kinaiya
Modako Modag- Molihok Moginha- Nagkina-
Mga Butang ba? han ba? ba og iya wa ba? hanglan ba
lang? og pagkaon?

3. Presentation of Outputs, Discussion, Analysis

Giya nga mga Pangutana:

1. Base sa mga hulagway, hain ang buhi og dili buhi nga mga butang?
2. Unsa ang mga kinaiya sa buhi nga mga butang ug dili buhi nga mga butang?
3. Kung ang usa sa kinaiya sa mga buhi nga butang mao ang nagkinahanglan og
pagkaon, giunsa sa tanom pagkuha og pagkaon? Moginhawa ba usab kini?
4. Ang kotse mudagan/mulihok. Nagpasabot ba nga buhi kini nga butang?
Ngano man?
5. Pila tanan ang mga butang nga naa sa chart?
6. Pila kabuok ang buhi nga mga butang?
7. Pila kabuok ang dili buhi nga butang?
Activity: “Tan-aw og Kat-on sa Dugang”
 (Strategy: ICT Integration)

Magtan-aw ang mga bata og usa ka video clip aron sa pagkat-on og

dugang pang mga pananglitan.

C. Generalization

Unsay inyong nakat-unan sa atong leksiyon karon?

Unsa ang mga kinaiya sa mga buhi nga mga butang? sa dili buhi nga mga
butang?
(Magpakita ang magtutudlo og Venn Diagram nga nagpakita sa kalainan
og kapareho sa mga kinaiya sa mga buhi og dili buhi nga mga butang.)

4. Valuing

Aduna bay mga buhi ug dili buhi nga mga butang sa atong palibot?
Gikinahanglan ba nato kini? Ngano man?
Unsaon man nato sa paghatag og bili sa mga buhi ug dili buhi nga mga butang
sa atong palibot?

D. Application
 Sa pareho nga grupo, maghatag ang magtutudlo og meta cards alang sa
Buluhaton 2. Ilang buhaton kini sulod sa lima ka minuto. Dayon, ila kining ipasundayag
sa klase. (Gamiton sa magtutudlo ang rubrik sa ubos alang sa paghatag iskor sa matag
grupo.)

RUBRIK para sa Buluhaton 2

SUKDANAN 5 puntos 3 puntos 2 puntos

Sulod Nasunod pag-ayo Naay wala nasunod Wala nasunod tanan

(Content) tanan direksiyon nga direksiyon direksiyon

Pasundayag Pinakamaayo ang Maayo ang Dili kaayo maayo ang

(Presentation) pasundayag pasundayag pasundayag

SUMADA

Buluhaton 2: “Multiple Intelligence Variety Show”

(Strategies: Differentiated Instruction according to pupils’ interests;
Performance Task with the use of rubric)

Group 1: Ihulagway Ko (Spatial)

1. Pag-drawing og tagduha ka buhi og dili buhi nga butang nga makita sa sulod og
gawas sa atong eskwelahan.
2. Butangi kini og pangalan.
3. Ipakita kini sa klase.

Group 2: Ipaila-ila Ko (Linguistic)

1. Isuot sa matag miyembro ang head banner nga gihatag.
2. Kada usa, magpaila-ila gamit ang butang nga anaa sa hulagway ug isulti
kon kini buhi o dili buhi ug isulat ang mga kinaiya sa cartolina nga
makapamatuod nganong kini buhi o dili buhi nga butang.
3. Ipakita kini sa klase.

Group 3: Ikanta Ko (Musical)

1. Paghuna-huna og usa ka kanta nga naghisgot og mga buhi ug dili buhi
nga mga butang.
2. Isulat sa chart ang mga buhi og dili buhi nga mga butang nga nahisgutan
sa kanta.
3. Ipasundayag kini sa klase.
 IV. ASSESSMENT

Buhi o Dili Buhi nga Butang?

Direksiyon:

1. Basaha ug sabta ang lista nga naa sa sa ubos sa mga buhi ug dili buhi nga
butang.

2. Isulat sa sakto nga kahon ang buhi ug dili buhi nga butang.
bata iro tanom
bato lamesa

Buhi nga Butang Dili Buhi nga Butang

V. ASSIGNMENT

Direksiyon:

Pagdibuho og tagduha ka mga pananglitan sa buhi og dili buhi nga mga butang
nga makita sa sulod og gawas sa inyong balay. Butangi kini og pangalan.

Remarks:

A. No. of learners who got 75-100% scores= ________

B. No. of learners who need remediation = ________

Prepared by: Checked & Verified:

GENILYN C. JUBANE FRANCO A. GIANGO

Teacher II HT-II / School Head
Group 3: Ikanta Ko
1. Paghuna-huna og usa ka kanta nga naghisgot og mga buhi ug dili buhi nga mga
butang.
2. Isulat sa chart ang mga buhi og dili buhi nga mga butang nga nahisgutan sa
kanta.
3. Ipasundayag kini sa klase.

Pangalan: _______________________________________________
Trabahuon sa Balay:

Direksiyon:

Pagdibuho og tagduha ka mga pananglitan sa buhi og dili buhi nga mga butang
nga makita sa sulod og gawas sa inyong balay. Butangi kini og pangalan.

Buhi nga mga Butang Dili Buhi nga mga Butang

GROUP 1

Buluhaton 1: Atong Ilhon

Direksyon: Tan-awa ang mga hulagway. Isulat ang Oo o Dili sa matag
kahon sa mga butang kon kini nagpakita og paghisgot sa
kinaiya.
 Kinaiya
Mga Butang Molihok
Nagkina-
Modako Modag- Moginha- hanglan
ba og iya
ba? han ba? wa ba? ba og
lang?
pagkaon?
 LESSON PLAN IN SCIENCE IV
Quarter 2

Teacher: Genilyn C. Jubane

Date: March 16, 2020
Time: 9:00 - 10:00 A.M.
Teacher Observer/Position: Franco A. Giango/Head Teacher II

Content Standard: The learners are able to demonstrate understanding of beneficial

and harmful interactions that occur among living things and their environment as they
obtain basic needs

Performance Standard: The learners are able to construct a prototype model of

organism that has body parts which can survive in a given environment

I. MELC: Describe some types of harmful interactions among living things (S4LTIIi-j-16)

II. LEARNING OBJECTIVES

At the end of the lesson, the pupils are able to:

1. Identify and describe some harmful interactions among living things in the
environment;
2. Illustrate some harmful interactions among living things in the environment;
3. Appreciate the importance of teamwork.

II. SUBJECT MATTER

Harmful Interactions among Living Things in the Environment

A. References:
 Science Learner’s Material IV, pp. 155-159
Science Teacher’s Guide IV, pp. 155-159
Most Essential Learning Competencies
Tagum City Division, DepEd TV Channel
www.google.com

B. Materials: laptop, PowerPoint presentation, video clip, meta cards, Manila

paper, neon papers, puzzle, marking pens, art materials

Values Infused: teamwork

Integration: Reading/Literacy, Numeracy, Arts, P.E., Music

III. PROCEDURE

D. Preparatory Activities

4. Prayer
5. Review
Identify whether the words listed are biotic or abiotic. Stand and shake
your hands if it is biotic and sit still if it is abiotic.
1. trees 3. soil 5. rain
2. sun 4. goat

6. Motivation
Recall the standards in performing an activity.

Activity: “Gallery Walk”

1. Pupils will go outside the classroom where different pictures of
interactions among living organisms are posted.
2. All pupils will observe all the pictures in the gallery but each group will
be assigned to report about a specific picture.
3. After five minutes, pupils will go back to the classroom and discuss
among themselves about their observations.

E. Developmental Activities

5. Presentation

This morning, we are going to learn more on the harmful interactions

among living things in the environment.

6. Cooperative Learning
D. Giving of Instruction
1. The class will be grouped into three.
2. Each group will be given materials for the activity.
3. Each group will perform the tasks assigned to them in 5 minutes and will
prepare for the presentation of output after the activity is done.

E. Setting of Standard
But before we proceed to the group activity, let us read these rules you
need to remember during your group activity.
GROUP RULES
Get along
Respect Others
On task
Use quite voices
Participate
Stay in your group

F. Activity Proper

Activity: “Gallery Walk”

1. Pupils will go outside the classroom where different pictures of
interactions among living organisms are posted.
2. All pupils will observe all the pictures in the gallery but each group will
be assigned to report about a specific picture.
3. After two minutes, pupils will go back to the classroom and discuss
among themselves about their observations.

(Strategy used: Small Group Discussions with integration in Reading/Literacy)

(Task Cards)

Group 1
1. What does the frog do with the insect?
2. Does the insect get something from the frog?
3. What organism benefited in the interaction?
4. Which organism is badly harmed?
5. How can you describe the interaction
between the frog and the insect? Is it beneficial or harmful? Why?

Group 4
1. What does the mosquito do with human?
2. Does human get something from mosquito?
3. What organism benefited in the interaction?
4. Which organism is harmed?
 5. How can you describe the interaction
between the mosquito and the human? Is it beneficial or harmful? Why?

7. Presentation of Outputs, Discussion, Analysis

a. Give time for group presentation.

b. Give feedback after each group presented their output.
c. Discuss the answers to the different questions and give additional information
whenever necessary.

Activity: Watch and Learn More!

(Strategy: ICT Integration)
Pupils will watch over a video clip to have supplementary inputs of the
lesson.

F. Generalization

What have you learned from today’s lesson? Let’s summarize it using this
graphic organizer.
(Strategy: Use of Graphic Organizer)

E. Application

Activity: “Multiple Intelligence Variety Show”

(Strategies: Differentiated Instruction according to pupils’ interests;
Performance Tasks with the use of rubric)

1. Pupils will be grouped with the same groupings.

 2. Each group will prepare the assigned task for 5-10 minutes.
3. Group presentation will follow and to be assessed using the rubrics below.

RUBRIC FOR GROUP ACTIVITY

CRITERIA 5 pts 3 pts 2 pts
Presented partly Presented entirely
Presented accurate
1. Content inaccurate inaccurate
performance/output
performance/output performance/output
All the members
Some of the members Only few members
1. Cooperation cooperated with each
did not cooperate cooperated
other
Shows 76-100% Shows less than
2. Presentatio Shows 50-75% mastery
mastery and 50% mastery and
n and confidence
confidence confidence
TOTAL

Scaling:
13-15 Excellent
7-12 Satisfactory
0-6 Needs Improvement

Group 1: Sketch Me (Spatial)

1. Draw interaction among living things in the environment that show
mutualism and commensalism types of interaction.
1. Present it in front of the class.

Group 2: My Match (Linguistics)

1. Each member will choose and wear a head banner of an animal provided.
He/she finds for a pair from the group and prepare to present themselves in
the class using the guide questions below:
a. What organism are you?
b. What does each other get/do from one another?
c. Who is benefited, not affected, harmed?
2. Let the class guess the type of interaction the pair showed.

Group 3: Sing-Act Loud (Kinesthetic, Music)

1. Sing this one-stanza song about predators to the tune of Old McDonald
with actions (to be associated with the words: predators, eating, preys,
survive, hurting) in front of the class.
We are here, oh we are here
We are predators
 We are here, oh we are here
Eating all our preys
For us to survive all the time
We have to do all these
Hurting others is our task
Coz we are predators (2x)

Group 4: Paste Me (Spatial)

2. Given assorted pictures, choose and cut out pictures that show competition
among living things in the environment in a collage.
(A sample is given for you on how collage is made).
3. Present it in front of the class.

8. Valuing

How did you find the activity?

What help you accomplish your tasks correctly and on time?
Is teamwork important? Why?
Each group was able to present their assigned tasks and learned something from
other presentations, right? What do you think is the type of interaction you
portrayed? Was it helpful?

IV. ASSESSMENT
 Direction: Identify the relationship of organisms that exist in each picture.
Choose your answer from the box below.

mutualism commensalism predation parasitism

competition
 1. snake eating frog 2. butterfly on a flower 3. tick on dog

4. orchid on a tree 5. birds eating worms

V. ASSIGNMENT:

Visit your community. Observe and write at least three interactions among
living things that you could find. Prepare your observation as shown below.

Type of Description of the interaction that exist

Organisms
Interaction between or among the organisms

Remarks:

C. No. of learners who got 75-100% scores= ________

D. No. of learners who need remediation = ________

Prepared by: Checked & Verified:

GENILYN C. JUBANE FRANCO A. GIANGO

Teacher II HT-II / School Head
ASSIGNMENT:

Visit your community. Observe and write at least three interactions

among living things that you could find. Prepare your observation as shown
below.

Description of the interaction that

Type of
Organisms exist between or among the
Interaction
organisms

ASSIGNMENT:

Visit your community. Observe and write at least three interactions

among living things that you could find. Prepare your observation as shown
below.
 Description of the interaction that
Type of
Organisms exist between or among the
Interaction
organisms

Name: _______________________________________ Date: ______________

Grade & Section: ______________________________ Score: _____________

Interactions Among Living Things in the Environment

Direction: Identify the relationship of organisms that exist in each picture. Choose your
answer from the box below.

mutualism commensalism predation parasitism competition

2. snake eating frog 2. butterfly on a flower 3. tick on dog

 4. orchid on a tree 5. birds eating worms

Group 1: Sketch Me
Directions:
1. Draw one beneficial and one harmful interactions among living
things in the environment.
2. Identify the type of interaction for each drawing.
3. Present it in front of class.

Group 2: My Match
Direction: Each member will choose and wear a head banner of
an animal. He/she finds for a pair from the group and prepare to
share themselves in the class using the guide questions below:
 a. What organism are you?
b. What does each other get/do from one another?
c. Who is benefited, not affected, harmed?
d. Let the class guess the type of interaction the pair showed.

Sample presentation (by pair):

Organism 1: I am a mosquito,
Organism 2: while I am a human.
Organism 1: I suck blood from human.
Organism 2: I get sick.
Organism 1: I am benefited from this interaction.
Organism 2: I am harmed from this interaction.
Organism 1 & 2: From what type of interaction do we
belong?

Group 3: Sing-Act Loud

Direction: Sing this one-stanza song about predators to the tune
of Old McDonald to be accompanied with actions in front of the
class.
We are here, oh we are here
We are predators
We are here, oh we are here
Eating all our preys
For us to survive all the time
We have to do all these
Hurting others is our task
Coz we are predators (2x)
 Group 4: Paste it All
Direction: Cut out and paste pictures provided for you to show
each kind of beneficial and harmful interactions in a collage.

GROUP 1
GROUP 2
GROUP 3

Buhi nga
Butang
 Dili Buhi
nga Butang
BUHI
DILI BUHI
BUHI
GROUP 1
GROUP 2
GROUP 3
 Group 2
1. What does the egret do with the carabao?

2. Does the carabao get something from the egret?

3. What organism benefited in the interaction?

4. Which organism is not affected?

5. How can you describe the interaction

between the bee and the flower? Is it
beneficial or harmful?

Group 3
6. What does the frog do with the insect?
7. Does the insect get something from the frog?
8. What organism benefited in the interaction?
9. Which organism is badly harmed?
10. How can you describe the interaction
between the frog and the insect? Is it beneficial or harmful?

Group 4
6. What does the mosquito do with human?
7. Does human get something from mosquito?
8. What organism benefited in the interaction?
9. Which organism is harmed?
10. How can you describe the interaction
between the mosquito and the human? Is it beneficial or harmful?
IMs:

 CAIM

 TG pages

 Rubrics

 review
 Group 1

Directions:
1. Choose a leader and a reporter.
2. Form the given puzzle to form the assigned picture to describe.
3. Observe the picture, read what is written at the back of it and discuss
among the group your observations. Then, answer the given questions.
4. Do the task assigned in 5 minutes and prepare to present your output in
front of the class.

Group 2

Directions:
5. Choose a leader and a reporter.
6. Form the given puzzle to form the assigned picture to describe.
7. Observe the picture, read what is written at the back of it and discuss
among the group your observations. Then, answer the given questions.
8. Do the task assigned in 5 minutes and prepare to present your output in
front of the class.

Group 3

Directions:
9. Choose a leader and a reporter.
10. Form the given puzzle to form the assigned picture to describe.
11. Observe the picture, read what is written at the back of it and discuss
among the group your observations. Then, answer the given questions.
 12. Do the task assigned in 5 minutes and prepare to present your output in
front of the class.

Group 4

Directions:
13. Choose a leader and a reporter.
14. Form the given puzzle to form the assigned picture to describe.
15. Observe the picture, read what is written at the back of it and discuss
among the group your observations. Then, answer the given questions.
16. Do the task assigned in 5 minutes and prepare to present your output in
front of the class.

Pangalan: ______________________________________ Petsa: ____________

Grado ug Seksiyon: _______________________ Iskor: ____________

Trabahuon sa Balay:

Direksiyon:

1. Tan-awa ang mga hulagway.

2. Isulat ang tsek () kon buhi ang mosunod nga mga butang ug eks (x) kon
dili buhi.

X
Pangalan: ______________________________________ Petsa: ____________

Grado ug Seksiyon: _______________________ Iskor: ____________

Buhi o Dili Buhi nga Butang?

Direksiyon:

1. Basaha ug sabta ang lista nga naa sa sa ubos sa mga buhi ug dili buhi nga
butang.

2. Isulat sa sakto nga kahon ang buhi ug dili buhi nga butang.

bato iro tanom

tao lamesa

Buhi nga Butang Dili Buhi nga Butang

1. 1.
2. 2.
3.
 Group 1: Ihulagway Ko
1. Pag-drawing og tagduha ka buhi og dili buhi nga
butang.
2. Butangi kini og pangalan.
3. Ipakita kini sa klase.

Group 2: Ipaila-ila Ko
3. Isuot sa matag miyembro ang head banners nga
gihatag.
4. Kada usa, magpaila-ila gamit ang butang nga
anaa sa hulagway ug isulti kon kini buhi o dili buhi
ug isulat ang mga kinaiya sa cartolina nga
makapamatuod nganong kini buhi o dili buhi nga
butang.
5. Ipakita kini sa klase.
 Group 3: I-aksyon Ko
4. Paghuna-huna og usa ka action song nga
naghisgot og mga buhi ug dili buhi nga mga
butang.
5. Isulat sa chart ang mga buhi og dili buhi nga mga
butang nga nahisgutan sa action song.
6. Ipasundayag kini sa klase.