Lesson Plan in Science III

Lesson Plan in Science III
I.Objective:
a. Demonstrates understanding of parts, function of sense organs of the human body.
b. Practice healthful habits in taking care of the sense organs
c. Describe the parts and functions of the sense organs of the human body.
S3LT –IIa –b-1
II.Learning Content:
A. Skills: Parts of the Eyes
B. References: TG and LM
C. Materials: Pictures
III. Procedures:
A. Reviewing previous lesson or presenting the new lesson
What did you use to see things around you?
B. Establishing a purpose for the lesson
Find of your partner.Prepare pencil and paper.Draw the eyes of your partner.
Compare your drawings to your partner.: What do you want to know about your
eyes?
C. Presenting examples/Instances of the new lesson
. Use a mirror to observe your eyes.Show powerpoint about the eyes and
information about it.
D. Discussing new concepts and practicing new skills # 1
What is the shape of the eyes?
E. Finding practical application of concepts and skills in daily living
Distribute the worksheet to each group. Draw the diagram of the eye and label its
part.
F. Making generalizations and abstractions about the lesson
What are the main parts of the eyes? Give their functions?
G. Evaluating learning
Match the parts of the eyes and its functions.
1. serves as a protective coating of the eyes.
2. contains two kinds of cells that are sensitive tolight.
3-5.etc.
a. pupil
b. iris
c. sclera
4. retina 5. Cornea
H. Additional activities for application or remediation
Draw the parts of the eye and label it.
Checked by:
FELIPE P. GALIT, JR.

School Head
August 14, 2018
I.Objective:
S3LT –IIa –b-1
II.Learning Content:
A. Skills: Parts of the ears
C. Materials: Pictures, activity cards
III. Procedures:
What are do’s and donts about taking care of he eyes?
What sense organs di you use to see the parts of the ears?
Show pictures of man listening to a music, man playing piano,boy shouting.
- Which of these do you do?
Show powerpoint about the eyes and information about it.
How does the outer ear wall look like?
Distribute the worksheet to each group. Draw the diagram of the eye and label its
part.
What are the main parts of the ears?
Write the parts of the ear that is being described?
1. It helps determine our vertical position and balance.
2. It catches sound waves.
3. It vibrates and it strucks by the sound waves and therby makes three small bones
move.
4-5.etc.
Draw the parts of the ear. Colot the outer ear-orange,middle ear-yellow,and inner ear-
red.
Checked by:
FELIPE P. GALIT, JR. Lesson Plan in Science III

School Head August 15, 2018
I.Objective:
S3LT –IIa –b-1
II. Learning Content:
A. Skills: Parts of the Nose
C. Materials: pictures, activity card
III. Procedures
What would you feel if you cannot longer hear your favorite music?
Prepare different foods like vinegar, soy sauce, banana, pepper,calamansi and other
food with different color. Ask the students to close ther eyes.Did you identify the
correct food?
C. Discussing new concepts and practicing new skills # 1
Which parts of the nose protects our lungs from the dust?
D. Finding practical application of concepts and skills in daily living
Divide the class into three. Each group will draw the external and internal part of the
ear.
E. Making generalizations and abstractions about the lesson
What are the main parts of the nose?
F. Evaluating learning
Identify the parts of the nose.
1. The two opening of the nose where the air enters as one inhales.
2-5.etc.
G. Additional activities for application or remediation
Draw the external and internal parts of the nose.
Checked by:

School Head
August 16, 2018
I.Objective:
S3LT –IIa –b-1

A. Skills: Parts of the Tongue
III. Procedures:
What should we avoid to keep our nose healthy?
Blindfold them.Taste challenge.
Post on the board the illustration of the nose.
Which part of the tongue can tell the taste of sugar?salt?vinegar?bitter?
Each group will be given manila paper and pentel pen to provide by the teacher.
Make a four column table on the manila paper.
Sweet Salty Sour Bitter

How does the tongue know that the food taste sweet,sour,salty,and bitter?
.Label the taste indicated by each area on the tongue.
Draw the tongue and label its taste indicated in each area
Checked by:

School Head
August 17, 2018
I.Objective:
S3LT –IIa –b-1

A. Skills: Uses and Functions of the Skin
III. Procedures:
What should we avoid to keep our tongue healthy?
How can you tell whether an object is hot or cold?
Show powerpoint
Does your skin feel itchy and at times become swollen when it is bitten by an insect?
D. Developing mastery (leads to Formative Assessment 3)
Play a Game: Prepare a big box and different objects to be put inside the box.Call
pupils to identify it
Distribute the worksheets to be perform by the pupils in a class.
What are the parts of the skin?
Write True if the statement is correct and false if it is not.
1. The dremis is the outer layer of the skin.
2. Below dermis is the layer of the skin called the epidermis.
3-5.etc.
Name animals found in the community.
Checked by:

I.Objectives:
a. Demonstrates understanding of the sense organs of the human body
b. Practice healthful habits in taking care of the sense organs.
c. Enumerate healthful habits to protect the sense organs
S3LT –Iia –b- 2

A. Skills: Proper Ways of Caring the Nose
C. Materials: pictures, chart
III. Procedures:
What are the external parts of the nose?
Have your experienced nose bleeding, colds and working in dusty area? How did you
feel?What did you do?
Post on the board simple rules to keep our nose healthy.
Why should we clean your nose?
Divide the class into groups. Each groups will present a role play about taking care of
the nose.
I –in school II –house III –park IV –market
Why should you avoid smelling unknown substances?
Put a check if it is a good practice and cross if it is not.
1. Use clean handkerchief in cleaning the nose.
2. Wear masks whrn cleaning the ceiling.
3. Smell an unidentified liquid before using.
4-5.etc.
Bring foods are sweet ,sour,salty and bitter.
Checked by:

School Head
August 22, 2018
I.Objectives:
S3LT –Iia –b- 2

A. Skills: Proper Ways of Caring the Tongue
III. Procedures:
Label the area of taste in the tongue using the diagram.
Provide candy ( soft) to each pupils. Chew and swallow the candy without moving
your tongue.
Were you able to eat the candy
Give situation.
What is the situation is all about?
Divide the class into groups. Each groups will present a role play about taking care of
the tongue.
How wil you take care of your tongue?
_. Just brush your teeth every meal and leave the tongue without cleaning it.
__2. Avoid cleaning very hot food.
3-5.etc.
Interview some members of the family on how they take care of the tongue. Write
information gathered on your notebook.
Checked by:

I.Objectives:
S3LT –Iia –b- 2

A. Skills: Proper Ways of Caring the Ears
III. Procedures:
What are the parts of the ear?
Tune: He’s a Jolly Good Fellow
Let’s keep ears and healthy
Let’s keep our ears clean and healthy
Let’s keep our ears clean and healthy
For they are God’s gift to us (2x)
C. Discussing new concepts and practicing new skills #
Activity: Pinch your nose,close your mouth and blow your nose a little.
- What did you feel in your ears?
- Can you tell why we should not blow our nose too hard?
Group the class into groups.
Let each group form a line. Have them play “ Pass the Message”.
What are some ways of caring for the ears?
What should you use to clean your ears?
_1. Use toothpick in removing earwax.
__ 2. Clean outer ear with soap and water only.
__ 3. Never shout at anyone’s ear.
4-5.etc.
List down the things you do to take care of your ears. Do this on your notebook.
Checked by: Lesson Plan in Science III
FELIPE P. GALIT, JR. August 28, 2018

I.Objectives:
School Head
a. Demonstrate understanding the parts ,and functions of the sense organs of the human
body
b. Able to practice healthful habits in taking care of the sense organs. S3LT –Iia –b-1

A. Skills: Sense Organ ( Parts of a Tongue)
C. Materials: pictures
III. Procedures:
Anong sense organ ang ginagamit na pang-amoy? Ano-ano ang mga bahagi nito at
paano ito gumagana
Ano-ano ang lasa ng pagkain?
C. Presenting examples/instances of the new lesson
Ipaalala ang mga tuntunin na dapat sundin ng bawat kasapi ng pangkat sa pangkatang
gawain
a. Kumuha ng kaunting asin, asukal, kape at kalamansi.
b. Alam mo ba kung ano ang lasa ng bawat isa?
D. Discussing new concepts and practicing new skills #1
Pagtalakay/pagproseso sa mga sagot ng bawat pangkat
E. Developing mastery (Leads to formative assessment)
Paano matutukoy ang lasa ng pagkain?
F. Finding practical/applications of concepts and skills in daily living
Malalasahan mo ba ang hilaw na mangga kung ito ay nasa gitna ng iyong dila?
Ipaliwanag ang sagot.
G. Making generalizations and abstractions about the lesson
Nalalasahan ang matamis sa gitna at sa dulo ng dila.
♦ Nalalasahan ang maalat sa dulo at mga gilid ng dila.
♦ Nalalasahan ang maasim sa mga tagiliran ng dila.
♦ Nalalasahan ang mapait sa likod ng dila.
H. Evaluating Learning
Iguhit ang dila at ilagay kung saan malalasahan ang matamis, maasim, mapait at
maalat.
I. Additional activities for application or remediation
Mahalaga ba sa iyo ang lasa ng pagkain? Kung mayroon kang sipon, malalasahan mo
bang mabuti ang kinakain mo? ____Oo ____Hindi
Bakit mo nasabi?
Checked by:

School Head
August 29, 2018
I.Objectives:
body
b. Able to practice healthful habits in taking care of the sense organs. S3LT –Iia –b-2

A. Skills: Sense Organ ( Proper Ways of Taking Care the Tongue)
III. Procedures:
Lagyan ng leybel ang bahagi ng dila gamit ang iginuhit na modelo.
Maghanda ng candy ( malambot ) sa bawat eskwela.
Nanguya niyo ng mabuti ang kendi?
C. Finding practical/applications of concepts and skills in daily living
Pangkatin ang klase sa apat. Magsagawa ng aktingan para sa panganglaga ng dila.
D. Making generalizations and abstractions about the lesson
Paano natin mapangangalagaan an gating dila?
E. Evaluating Learning
Lagyan ng tsek kung isinasaad ay tama at ekis naman kung hindi.
1. Magsipilyo ng ngipin at hayaan ang dila ay di nalilinis.
2. Iwasan ang kumain ng maanghang na pagkain.
3. Kumain lagi ng malinis na pagkain.
4-5.atbp.
F. Additional activities for application or remediation
Makipanayam sa iyong pamilya kung paano pangangalagaan an gating dila. Isulat ito
sa inyong kuwaderno.
Checked by:
School Head
August 30, 2018
I.Objectives:
body
b. Able to practice healthful habits in taking care of the sense organs.
S3LT –Iia –b-1
A. Skills: Sense Organ ( Parts of a Skin)
III. Procedures:
A. .Reviewing previous lesson or presenting the new lesson
Anong sense organs ang napag-aralan natin kanina.
Sabihin kung anong bahagi ito ng dila malalasahan.
1. ayskrem
B. .Establishing a purpose for the lesson
Pagpapalaro sa mga bata. Paghipo ng iba’t ibang bagay.
Anong bahagi ng ating katawan responsible para sa ating nararamdaman?
2. Pagpapakita ng video sa mga bata.
Anu 0-ano ang mga bahagi ng balat?
Pagguhit ng mga bata ng balat nila sa katawan.
Pangkatin ang mga bata.Bigyan ng activity cards para sa gawain.
Ano ang balat? Ano ba ang gamit nito? Bakit pag natatakot o natutuwa tayo minsan
tumatayo ang mga balahibo sa ating balat?
Isulat ang T kung tama ang sinasaad ng pangungusap at M kung hindi.
1. Ang dermis ang pinakaibabaw na bahagi ng ating balat.
2. Epidermis naman ang nasa ilalim ng dermis.
3-5 atbp.
Gumuhit ng tao. Lagyan ang bawat bahagi nito.
Checked by:
School Head
August 31, 2018
I.Objectives:
body
b. Able to practice healthful habits in taking care of the sense organs.
S3LT –Iia –b -2
A. Skills: Sense Organ ( Proper Ways in Taking Care of the Skin)
III. Procedures:
Ano Ano ang bahagi ng ating balat?
Lagyan ng label ang bahagi ng balat gamit ang iginuhit na modelo.
Paano natin mapapangalagaan ang ating balat?
Pagpapanood ng videp sa mga bata.
Isaisahin natin ang pangangalaga natin sa ating balata yon sa inyong napanood.
E. Finding practical/applications of concepts and skills in daily living
Pangkatin ang mga bata.Bigyan ng activity cards para sa Gawain
Ano ang dapat gawin para mapangalagaan ntin an gating balat?
G. Evaluating Learning
H. Lagyan ng check kung tama ang pangangalaga sa balat ekis kung hindi.

Gumupit ng mga gawi para mapangalagaan natin an gating balat.
Checked by:
School Head Lesson Plan in Science III

September 3, 2018
I.Objectives:
a. Demonstrate understanding of parts and functions of animals and importance to humans
b. To enumerate ways of grouping animals based on their structure and importance
c. Classify animals according to body parts and use S3LT –Iic –d -5

A. Skills: Identify the body parts that enable animals to move
III. Procedures:
What are the body parts of the birds ?fish?cat? What are their common body parts?
Prepare about anmals and their environment.
Post on the board and then discuss.
Different animals use different part of the body.Having different body parts make them move.
What are different body parts use by animals to move?
E. Developing mastery (leads to Formative Assessment 3)
Divide the class into five.
Animals Movement Body Parts /Used
1. lion
2. eagle
3.snake
4.caterpillar
5. dolphin
6. kangaroo
7. dog
8.frog
9.cat
10. fish
F. Finding practical application of concepts and skills in daily living

Guessing the Animals .
Do all animals move the same way?
What help them move in order to live?
H. Evaluating learning
Fill in the blanks.
1. Birds use ___ for flying.
2. Fish uses ___ for swimming.
3. Snake uses __ for slithering.
4. Kangaroo uses ___ for hopping.
5. Dolphin uses fin and ___ for swimming.
Collect pictures of different moving animals.
School Head
September 4, 2018
I.Objectives:

A. Skills: Infer the body parts used by animals for eating /getting food.
III. Procedures:

How do animals move?
Do you have pets at home?
Do you have cats and dogs at home?
Show pictures of different animals.
Identify the names of each.
Which animals use their tongues for getting food?
Which animals use their beaks and claws for getting food?
Draw animal you like.
And afterward tell me, what body parts it use to get food.
Divide the class into five groups.
How do these get their food?
Lizard crab rhino tiger owl snake
What do animals use in getting food? Are food eaten by animals related to their body
parts?
Evaluating learning
Match the animals with the body parts they use for getting food.
1. crab a. beaks and claws
2. carabao b. proboscis
3. frogs c. pincers
4. butterfly d. mouth
5. eagle e. sticky tongue
Cut pictures of five different animals and paste it on short bond paper. Under each
picture write(name of the animal ) uses (body parts )in getting food.
Checked by:
September 5, 2018
School Head
I.Objectives:
A. Skills: Infer what animals eat based on their mouth parts and body parts.
B. Classify animals according to what they eat.References: TG and LM
III. Procedures:
Which animals use their tongue for getting food?
What kind of food do you eat?
Do you eat the same kind of food?
Present pictures of grass ,meat ,rice and fish.
What do animals eat
Individual Activity
Write the food that each animal eats.
1.goat 2. pig
3. duck 4. hen
5.sheep 6. monkey
7. rabbit
Group Activity
1- draw three examples of animals that eat plants.
2- draw three examples of animals that eat other animals
3- draw three animals that eat both plants and animals.
What are three classification of animals as to the food they eat?
Write H for plant eaters ,C for anmal eaters ,and O for both plants and anmal eaters.
1. lion 2. elephant
3.fish 4. bird
5. horse
Write 5 examples of animals of herbivores ,carnivores and omnivores
FELIPE P. GALIT, JR. September 6, 2018

I.Objectives:
School Head
A. Skills: Describe the body covering of animals. Group animals according to their body
coverings.
III. Procedures:
What are three classifications as to the food they eat?
Show pictures of different animals?
How are these animals survive in their places?
D. Developing mastery (leads to Formative Assessment 3)
Classify the body covering of this animals.
1.crab
2.snakes
3. dog
4. bear
5. fish
6. parrot
Group the pupils into three.
What are the different body covering of animals?
Match the animals with their body coverings .Write the letter of the correct answer.
1. dog a. shell
2. crab b. slime
3. toad c. skin
4. fish d. feather
5. bird e. hair
f. scales
Cut pictures of five animals .and group them according to their body coverings.
Checked by:
September 7, 2018
School Head
I.Objectives:
A. Skills: Describe the body covering of animals. Group animals according to their body coverings.
III. Procedures:
What are three classifications as to the food they eat?
Show pictures of different animals?
C. Developing mastery (leads to Formative Assessment 3)
Classify the body covering of this animals.
1.crab
2.snakes
3. dog
4. bear
5. fish
6. parrot
Group the pupils into three.
What are the different body covering of animals?
Match the animals with their body coverings .Write the letter of the correct answer.
1. dog a. shell
2. crab b. slime
3. toad c. skin
4. fish d. feather
5. bird e. hair
f. scales
Cut pictures of five animals .and group them according to their body coverings.
Checked by:

School Head
September 10, 2018
I.Objectives:
a. Demonstrate understanding of parts and functions of animals and importance to
humans
c. Classify animals according to their use - To Where They Live S3LT – Iic –d- 5
A. Skills: Relate the animals body covering to where they live. Group animals according
to where they live.
III. Procedures:
Give the body coverings of the ff .animals.
Suso Ahas
Aso Ibon
Where do you live?Can you describe the place where you live in? Unlock the word “
habitat”.
Post pictures. What animals can you see in the pictures?
Where do the animals live? What is habitat?
Group Activity
Divide the class into five groups.;
Group animals as to where they live.
Cat bangus frog toad Tiger lion eagle tilapia
Butterfly bee deer crocodile
Where do they live? What are terrestrial ,aquatic , amphibians ,and aerial animals?
Give examples for each.
Copy the name of the animal that does not ive in the same habitat as the others.
1. lion , elephant, tiger ,bird
2. frog, turtle, crocodile ,lizard
3. fish, goat , cow ,carabao
4. bee ,frog, butterfly, bird
5. shrimp, bangus, duck , lapu-lapu
Make an scrapbook of animals according to its habitat.
Checked by:

I.Objectives:
School Head
humans
c. Classify animals according to their use - To Where They Live S3LT – Iic –d- 5
A. Skills: Relate the animals body covering to where they live. Group animals according
to where they live.
III. Procedures:
Give the body coverings of the ff .animals.
Suso Ahas
Aso Ibon
Where do you live?Can you describe the place where you live in? Unlock the word “
habitat”.
Post pictures. What animals can you see in the pictures?
Where do the animals live? What is habitat?
Group Activity
Divide the class into five groups.;
Group animals as to where they live.
Cat bangus frog toad Tiger lion eagle tilapia
Butterfly bee deer crocodile
Where do they live? What are terrestrial ,aquatic , amphibians ,and aerial animals?
Give examples for each.
Copy the name of the animal that does not ive in the same habitat as the others.
1. lion , elephant, tiger ,bird
2. frog, turtle, crocodile ,lizard
3. fish, goat , cow ,carabao
4. bee ,frog, butterfly, bird
5. shrimp, bangus, duck , lapu-lapu
Make an scrapbook of animals according to its habitat.

I.Objectives:
School Head
c. Explain why animals are important to people S3LT – Iic –d -6
A. Skills: Importance of Animals
III. Procedures:
Where do animals live?
Show word “importance of animals”on the board.Let the teacher elaborate it..
Post and read a short story .
Mang Perri is a farmer. He works in the field. He owns a carabao that helps him plow the
field. He says that his work is hard but it is made easier with the help of his carabao ,Raba.
What made easier for Mang Peri to work in the farm?
Divide the class into five groups.Give the importance of animals
I- Chickens and Dogs II – carabaos and fishes
III – goats –and horses IV – ducks and sheep
Classify the animals based on their usefulness to people
Source of Used in Work Source of Joy
Food

What is the importance of animals to people?
Identify the help given by each animal by matching the column A with column B .Write your
answer on the line.
A B
__ 1. Carabao a. transportation
__ 2. Pig b. food-egg and meat
___3. Chicken c. food: meat
__4. Dog d. protection
__ 5. Horse e. plow the field
Make a picture of your pet on a bond paper. Write a short paragraph below the picture on
how your pets helps you and how important it is to you.
Checked by:

School Head September 13, 2018
I.Objectives:
humans
c. Describe ways of proper handling of animals S3LT –IIc – d-7
A. Skills: Animals That Can Harm People
III. Procedures:
How important are animals to people?
Which of these animals do you like best?
Cat snake rat dog
Post pictures of animals that can harm people.
Is it friendly with every person it meets?
What harm can it do to people?
Group 1- When you disturb a bee hive.
Group 2- When infectious mosquitoes bite you?
Group 3- When dogs bite you?
Group 4- When flies touch your food?
Group 5- When animals sleep on your bed.
What can animals make to peo0ple?
What collected information you got in the lesson?
Write true if the statement is correct and false if not.
1. Animals transmit disease.
2. Diseases transmitted by animals cannot be provided.
3. Animals can cause allergies to people.
4. Animals can harm people.
Research about extinction of animals. What can you do?
Checked by:

I.Objectives:
humans
c. Describe ways of proper handling of animals S3LT –IIc – d-7
A. Skills: Care for Pets
III. Procedures:
Do animals cause vharm to people? How?
How do you show care or proper handling to animals?
Show videos about caring for animals.
Discussing new concepts and practicing new skills # 1
Divide the class into three.
‘They can make a role play about caring or handling an animals.
Why should we show care for animals?
Identify the safe practice of care for animals.
1. Tease your pet when it is eating.
2. Hold and play woth your dog when they just given birth.
3. Bring your pey in the veterinarian regularly.
Interview anyone who looks for animals.
Checked by:
School Head
September 17, 2018
I.Objectives:
a. Demonstrate understanding of external parts of plants and their functions ,importance
to humans.
b. Demonstrate proper ways of handling plants.
c. Describe the parts of different kinds of plants. S3LT – IIe –f-8
A. Skills: Plants
III. Procedures:
Show flashcards of animals to the class. Let the pupils identify each. Are animals
important to us?
Bring the pupils to the garden.Have a powerpoint of a garden.
What can you see? What are some plants that grow in our school?
C. .Presenting examples/instances of the new lesson
Re-arrange the letters of each word below to form a sentence.
Lptans vahe starp
Post on the board about plants.
D. Discussing new concepts and practicing new skills #
What are the parts of the plants?
Do all plants have all parts like other plants?
Divide the class into groups. Each group will be given a picture of a plant or a tree.
Each group will discuss the plant parts..
Individual Activity
Draw a diagram of a plant with all of its parts. Label each plant and write it functions.
What are the parts of a plants?
What are the function of each?
Label the parts of a plants.Provide them a pictures.
Cut a pictures of a plants .Label its parts.
Checked by:
September 18, 2018
School Head
I.Objectives:
to humans.
c. Describe the parts of different kinds of plants. S3LT – IIe –f-8
A. Skills: Different Parts of a Plants
III. Procedures:
What are the parts of a plants? What are the functions of each?
Post two pictures of different plants.
Observe two pictures.
Draw all the parts that you can see.
Compare the first picture to the second.
Flower and mango tree

C. Discussing new concepts and practicing new skills #1
What are the parts of the plant( first pictutre)?
What are the parts of thje tree ( second picture)?
Do they have similar parts?What are they?
D. Developing mastery (Leads to formative assessment)
List the similarities and difference of plants’ parts as to color ,shape. Size, texture and
edges.
Activity
Seeds ( mongo,apple, cashew)
Roots( grass, raddish, carrots)
Fruits( orange,melon, banana )
Stems ( kangkong , camote, ampalaya)
Leaves ( santan , anahaw, san Francisco)
Flowers ( gumamela, sunflower, bougainvillea,)
- Let them compare all the parts.
How are plants similar and different to one another?
Identify two plants that have similarities in…
1. color 2. shape 3. Size 4. Texture 5. Smell
Cut-out pictures of different plants from magazines and newspapers. Group the
picture of plants according to their kind.

I.Objectives:
School Head
to humans.
c. State the importance of plants to humans S3LT – IIe –f-9
A. Skills: Uses of Plants
III. Procedures:
Do plants have similarities?How?
Do plants have differences?How?
What are the uses of plants?
Let them answer the graphic organizers of Uses of Plants.
Can you say that plants are useful to man?
What plants provide humans food?
What plants provide ?
Fill out the data asked for in this chart.
F. Name of Kind of Part of How Food Medicine Clothing
Plant Plant Used
Making generalizations and abstractions about the lesson

Put a star on the space provided before each number if the plant is a source of food, a
cross mark if it is a source of medicine ,and check mark if it is provides both food and
medicine or used for other purposes.
__1. Guava leaves
__ 2. Gumamela
___3. Orchids
__ 4. Oregano
___ 5. Abaca
List down five uses of plants on your notebook.
Checked by:
September 20, 2018
I.Objectives:
School Head
to humans.
c. Describe ways of caring and proper handlimg of plants. S3LT – Iie –f -10
A. Skills: Care for Plants
III. Procedures:
What are the uses of plants?In return, what must we do, to our plants?
Do you still remember how your parents care for you when you were younger?How?
Post the picture on the board. A boy watering the plants.
What is the boy doing? Why is he doing it the plants?
Is watering plants important? Why?
Individual Activity
Prepare a short bond paper , pencil and coloring materials.Draw a picture that shows
proper way of caring for plants.Color it.
Group Activity
Each group will make a role play about proper ways of caring for plants.
How will you take care of your plants to grow big and healthy?
Put a check mark (/) on the space provided before each number if it show care for
plants and cross mark ( x) if not.
__1. Remove dead leaves.
__2. Put plants in dark places.
__3. Water the plants every week.
__4. Use organic fertilizer to keep the plants healthy.
___5. Cultivate the soil.
Bring a small potted plants to school. Plant it in the school garden. Visit and take care
for your plants until the end of the school year.
Checked by:

I.Objectives:
to humans.
c. Describe ways of caring and proper handlimg of plants. S3LT – Iie –f -10
A. SUMMATIVE TEST
Checked by:

September 24, 2018
I.Objectives:
humans /Reproduction among humans ,animals and plants and certain observable characteristics
that are passes from parents to offsprings.
c. Compare living with non-living things S3LT –Iie-f - 11
A. Skills: Living and Non – Living Things
III. Procedures:
Checking of the assignments.
Singing a song as a springboard to the lesson..
Name the pictures and let them identify the characterisitcs of the following things in
the picture.
What are the characterisitics of the things in the picture?
E. Discussing new concepts and practicing new skills #2
What do you call these tihings?
Group the pupils into three. Let them list down 3 examples of living and non-living
things.
What is living things?Non- living things?
Tell if the following is living or non-living tihngs.
1. plants
2. house
3. water
4. animals
4. chairs
Make an scrapbook of living and non-living things.
Checked by:

September 25, 2018
I.Objectives:
b. Given a photo of offspring and parents,make a checklist of possible characterisitcs that
the offspring inherited from the parents.
c. Infer that living things reproduce. S3LT – Iig –h -12
A. Skills: Animal Reproduction
III. Procedures:
A. Establishing a purpose for the lesson
Where do animas come from?
What do you call the young dog?young cat?
B. Presenting examples/instances of the new lesson
Show series of pictures of growing family of animals.
What does each pictures says?
D. Finding practical/applications of concepts and skills in daily living
Draw a parent and a baby animal on a short bond paper. Color it.Show on your
drawing the characteristics of both animals and be ready to discuss to the class.
How animals reproduce?
F. Evaluating Learning
Match the animals with their young ones.
1. chicken
2. goat
3. goose
4. cat
5. horse
Draw the body parts that animals inherited by their parents or other things.
Checked by:

I.Objectives:
c. Identify observable characterisitics that are passed on from parents to offspring. S3LT-
IIg-h -13
A. Skills: Physical Traits
III. Procedures:
How would you know which adult animaland baby animal go together? What
characterisitics is similar between the parent and baby animal?
What are the physical traits of each?
Call two pupils in front. Let them identify the similarities in each person.
What similarities in physical traits do all these Filipino kids have?
What are differences?
Distribute each worksheets to the pupils. Match the animals by their young ones.
Draw a venn diagram to show the similarities and differences of their drawings./
characteristics.
What physical traits are common or shared among certain group of people?
The work of the group serve as pupils’ performances.
Draw the body parts that you inherited by your parents or other things.
Checked by:

September 27, 2018
I.Objectives:
c. Identify observable characterisitics that are passed on from parents to offspring. S3LT-
IIg-h -13
A. Skills: Physical Traits of Animals
III. Procedures:
We will discuss the observable physical traits shared by animals of the same kind.
Post the pictures of animals.
What physical traits are similar to them.
Write the answer on the board.
Write a short paragraph about the observable physical traits of animals.
Divide the class into four groups.Draw a group of animal with same kind.
Group1 – Different Kinds of Dogs
Group 2 – Dofferent Kinds of Fishes
Group 3 – Different Kinds of Birds
Group 4 – Different Kinds of Butterflies
Why are similar kinds of animals are different in characterisitcs?
Cut pictures of animals having similar characteristics to a human.
Checked by:
September 28, 2018
School Head
I.Objectives:
c. dentify observable characterisitics that are passed on from parents to offspring. S3LT-
IIg-h -13
A. Skills: Plants Reproduction
III. Procedures:
What are the similarities of the kinds of dogs .Give 3 to 5.
What are the different parts of a plant.
Show a tomato plants.
What will happen if we plant tomato seed to the ground?
Group Activity
Draw your prediction in planting of a squash seed in the box.
How does plants reproduce on their own kind?
Identify the part of the plant used in producing their own kind.
1. corn
2. watermelon
3. mango
4. calamansi
5. kangkong
Checked by:

School Head October 1, 2018
I.Objectives:
to humans. / Basic needs of plants, animals and humans.
b. Demonstrate the uses of plants
c. State the importance of plants to humans S3LT – IIe –f-9
A. Skills: Uses of Plants
III. Procedures:
Do plants have similarities?How?
Do plants have differences?How?
Let them answer the graphic organizers of Uses of Plants.
Can you say that plants are useful to man?
What plants provide humans food?
What plants provide ?
Fill out the data asked for in this chart.
Name of Kind of Part of How Food Mediicne Clothing
Plant Plant Used

Put a star on the space provided before each number if the plant is a source of food, a
cross mark if it is a source of medicine ,and check mark if it is provides both food and
medicine or used for other purposes.
__1. Guava leaves
__ 2. Gumamela
___3. Orchids
__ 4. Oregano
___ 5. Abaca
List down five uses of plants on your notebook.
Checked by:
October 2, 2018
I.Objectives:
School Head
b. List down activities which they can perform at home ,in school ,or in their
neighborhood to keep the environment clean.
c. Identify observable characteristics that are passed on from parents to offspring. S3LT-
IIg-h -13
A. Skills: Physical Traits of Animals
III. Procedures:
We will discuss the observable physical traits shared by animals of the same kind.
Post the pictures of animals.
What physical traits are similar to them.
Write the answer on the board.
Write a short paragraph about the observable physical traits of animals.
Divide the class into four groups.Draw a group of animal with same kind.
Group1 – Different Kinds of Dogs
Group 2 – Dofferent Kinds of Fishes
Group 3 – Different Kinds of Birds
Group 4 – Different Kinds of Butterflies
Why are similar kinds of animals are different in characterisitcs?
Cut pictures of animals having similar characteristics to a human.
Checked by:

School Head
October 3, 2018
I.Objectives:
b. List down activities which they can perform at home ,in school ,or in their
c. Identify the basic needs of humans ,animals and plants. S3LT –Iii-j-14
A. Skills: Basic Needs of Humans, Animals , and Plants
III. Procedures:
A. Establishing a purpose for the lesson
Divide the class into 3.
Activity 1: Observe an animal. List down on your paper what it needs to live.
Activity 2: List down the things a plant needs to grow healthy.
B. Presenting examples/instances of the new lesson
Show the pictures of a baby boy , kitten , and a sprout.
Are they living things?
What are the basic needs of humans ,animals and plants?
D. Finding practical/applications of concepts and skills in daily living
Write a short paragraph about comparison of the basic needs of human,plants, and
animals based on the group activity.
Do human ,plants,and animals have the same basic need?
F. Evaluating Learning
Write yes if the statement is correct and No if it vis not.
1. Do animals need clean air and water to live?
2. Will plants live if there is not enough water?
3. Do animals need clothing like humans do?
List down 3 similarities in the basic needs of animals, human ,and plants.
Checked by:

School Head October 4, 2018
I.Objectives:
b. List down activities which they can perform at home in school ,or in their
c. Explain how living things depend on the environment to meet their basic needs. S3LT
–Iii-j-15
A. Skills: How Living Things Depends on their Environment
III. Procedures:
What are the basic needs of living things?
What is your favourite food?
Where do you think these foods came from?
Divide the class.
Each group will do a role play.
1- importance of sunlight to plants
2- importance of food from living things
3- importance of animals to another animal
4- importance of animals to humans
5- importance of plants to humans.
What living things were involved in the role play?
Make a poster how animals depend on their environment
How do living things depend on their environment?
Give a short answer on the ff. questions.
1. Why is water important?
2. Why is the sun important?
3. Why are plants important?
Cut pictures of different beautiful views in our country.
Checked by:

October 8, 2018
I.Objectives:
b. List down activities which they can perform at home in school ,or in their
c. Explain how living things depend on the environment to meet their basic needs. S3LT
–Iii-j-15
A. Skills: How Living Things Depends on their Environment
III. Procedures:
What are the basic needs of living things?
What is your favorite food?
Where do you think these foods came from?
Divide the class.
Each group will do a role play.
1- importance of sunlight to plants
2- importance of food from living things
3- importance of animals to another animal
4- importance of animals to humnas
5- importance of plants to humans.
What living things were involved in the role play?
Make a poster how animals depend on their environment.
How do living things depend on their environment?
Give a short answer on the ff. questions.
1. Why is water important?
2. Why is the sun important?
3. Why are plants important?
Cut pictures of different beautiful views in our country.
Checked by:
School Head

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Lesson Plan in Science III

FELIPE P. GALIT, JR.

FELIPE P. GALIT, JR. Lesson Plan in Science III

FELIPE P. GALIT, JR.

II. Learning Content:

E. Making generalizations and abstractions about the lesson

FELIPE P. GALIT, JR.

II. Learning Content:

FELIPE P. GALIT, JR. Lesson Plan in Science III

II. Learning Content:

FELIPE P. GALIT, JR.

II. Learning Content:

FELIPE P. GALIT, JR. Lesson Plan in Science III

II. Learning Content:

Checked by: Lesson Plan in Science III

FELIPE P. GALIT, JR. August 28, 2018

II. Learning Content:

FELIPE P. GALIT, JR.

II. Learning Content:

FELIPE P. GALIT, JR.

FELIPE P. GALIT, JR.

I. Additional activities for application or remediation

FELIPE P. GALIT, JR.

School Head Lesson Plan in Science III

c. Classify animals according to body parts and use S3LT –Iic –d -5

II. Learning Content:

F. Finding practical application of concepts and skills in daily living

c. Classify animals according to body parts and use S3LT –Iic –d -5

II. Learning Content:

A. Reviewing previous lesson or presenting the new lesson

II. Learning Content:

Checked by: Lesson Plan in Science III

FELIPE P. GALIT, JR. September 6, 2018

c. Classify animals according to body parts and use S3LT –Iic –d -5

II. Learning Content:

c. Classify animals according to body parts and use S3LT –Iic –d -5

II. Learning Content:

FELIPE P. GALIT, JR.

FELIPE P. GALIT, JR. September 11, 2018

FELIPE P. GALIT, JR. September 12, 2018

G. Making generalizations and abstractions about the lesson

FELIPE P. GALIT, JR. Lesson Plan in Science III

FELIPE P. GALIT, JR. Lesson Plan in Science III

FELIPE P. GALIT, JR.

Flower and mango tree

Checked by: Lesson Plan in Science III

FELIPE P. GALIT, JR. September 19, 2018

Making generalizations and abstractions about the lesson

FELIPE P. GALIT, JR. Lesson Plan in Science III

School Head September 21, 2018

FELIPE P. GALIT, JR.

School Head Lesson Plan in Science III

FELIPE P. GALIT, JR.

School Head Lesson Plan in Science III

FELIPE P. GALIT, JR. Lesson Plan in Science III

School Head September 26, 2018

FELIPE P. GALIT, JR.

School Head Lesson Plan in Science III

FELIPE P. GALIT, JR. Lesson Plan in Science III

F. Making generalizations and abstractions about the lesson

FELIPE P. GALIT, JR.

FELIPE P. GALIT, JR. Lesson Plan in Science III

FELIPE P. GALIT, JR.

School Head Lesson Plan in Science III