Lesson Plan in Science 3

School Agay-ayan Elementary School Grade Level Three

Teacher CECIL B. REGULACION Quarter 2
Date January 24, 2023 Week 9

I. Learning Competency/ At the end of 50-minute, 85% of the learners will be able to recognize that
Objective there is a need to protect and conserve the environment
S3LT-IIi-j-16

II. CONTENT Recognizing that there is a Need to Protect and Conserve the Environment
Subject Matter
A. References MELC Grade 3, Quarter 2
TG pp. 115-117
LM p. 103
B. Other Learning Ppt, pictures,
Resources
C. Valuing Cleanliness
D. Integration MAPEH, EsP-Cleanliness
E. Strategies Explicit & Contextualized Teaching, Cooperative Learning
III. PROCEDURES Teacher’s Activities Remarks
A. Reviewing previous Preparatory Activities
lesson or presenting the  Prayer
new lesson  Checking of attendance Indicator 4
 Reminding pupils of the class rules Establish safe and
 Review secure learning
environments to
Directions: Make a Jollibee sign if the statement enhance learning
shows that the living things depend on its through the
environment in order to live and McDo sign if not. consistent
implementation of
1. Mother harvested some okra from their policies, guidelines
garden for their viand. and procedures

2. The carabao drinks water from the river.

3. Jacob and CJ bought some toys at Gaisano

Grand-Gingoog.

4. The trees get its food from the sunlight.

5. Living things such as people, animals and

plants depend on its environment to live.

B. Establishing a purpose Look at the picture below. Say something about the Indicator 1
for the lesson picture. Apply knowledge of
content within and
across curriculum-
EsP

Indicator 3
Use effective
verbal and non-
verbal classroom
1. What will happen if we continue to throw communication
garbage in the water? strategies to
support learner
2. What will happen to us if we breathe polluted understanding,
air? participation,
 engagement, and
3. What should we do with our garbage? achievement

4. What must we do with our water, air, and

land?
C. Presenting This morning we are going to recognize that there
examples/Instances of the is a need to protect and conserve the environment.
new lesson
CONSERVE- preserve or save

PROTECT- defend or guard

D. Discussing new Look at the pictures. According to Ellen
concepts and practicing Sieber, updated by
new skills Sarah Hatcher of
Mathers Museum
of World Cultures
that teaching with
photographs
creates a direct
sensory connection
between learners
and their subject
that result in new
level of interest and
attention and
develops higher
level of visual
We breathe air literacy

Indicator 2
Use a range of
teaching strategies
that enhance
learner
achievement in
literacy and
numeracy skills

Indicator 3
Use effective
Uses of Land verbal and non-
verbal classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery
Indicator 2
Use a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy
skills
Indicator 6
Design, adapt and
implement teaching
strategies that are
responsive to learners with
disabilities, giftedness and
talents
Indicator 7
Adapt and use culturally
appropriate teaching
strategies to address the
needs of learners from
indigenous groups
Put thumbs up if the picture conserves or protects the Indicator 1
environment and thumbs down if not.
Apply knowledge of
content within and
across curriculum
teaching areas-
MAPEH & EsP
Differentiated Instruction Constructivism
Learning
Group the pupils into 3 groups. Each group has Tomlinson (2005)
different activities to do. defines DI as a
philosophy of
GROUP 1 teaching that is
Directions: Look at the pictures. Put a if the based on the
picture premise that
conserves and/or protects the environment and if students best learn
not. when their teachers
accommodate the
differences in their
readiness.
Moreover, Bloom’s
Taxonomy states
that DI enables the
teacher to
categorize activities
& questions by
level of complexity
thereby ensuring a
wider range of
Higher Order
Thinking
GROUP 2 challenges are
provided to children
Directions: Connect the picture in COLUMN A to its
effect in COLUMN B. Indicator 5
A B Maintain learning
environments that
promote fairness,
respect and care to
encourage learning
 GROUP 3

Draw a if the statement conserves and/or

protects the environment and if not.

_____ 1. Reana throws their garbage at the

riverbank.
_____2. Alexa and Stephany throw their garbage
properly.

_____3. The Higaonon tribe keep on planting trees.

_____4. Factories secretly throw their waste into the

sea.
_____5. The Grade 3 pupils participate in the Clean
Up Drive along Agay-ayan road.
H. Making generalizations Why do we need to conserve and protect our
and abstractions about the environment?
lesson
Enumerate some ways to conserve and protect our
environment.
G. Finding practical During recess time, CJ took his snacks. He then
application of concepts threw his garbage on the ground. Is he doing the right
and skills in daily living thing? Why?
If you were CJ, would you do the same? Why?
What should the right thing to do?
I. Evaluating learning EVALUATION: (worksheets)

Directions: Put a check (/) if the picture or statement

conserves and/or protects the environment and X if
not.

_____ 1.

_____ 2.
 _____3.

_____ 4. The Grade 3 pupils throw their garbage

properly.

_____5. Mrs. Reyes burns their waste materials such

as plastics, cellophanes and styrofoam.
J. Additional activities for ASSIGNMENT:
application or remediation
Instruct pupils to write slogans or draw a poster on
how to conserve and protect the environment.
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned at least 75% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 75%.

Prepared by and demonstrated by:

CECIL B. REGULACION, MT-II

Grade 3 Teacher

Observer:

MARY NEVA GRACE C. CHIPADA

Principal 2
Science 3

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________
Directions: Put a check (/) if the picture or statement conserves and/or protects the
environment and X if not.

_____ 1.

_____ 2.

_____3.

_____ 4. The Grade 3 pupils throw their garbage properly.

_____5. Mrs. Reyes burns their waste materials such as plastics, cellophanes and styrofoam.