Science Process Skills Enhancement

SCIENCE PROCESS SKILLS ENHANCEMENT LESSON EXEMPLAR

Grade Level 3 Domain Living Quarter TWO
Things

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Basic needs of living things

B. Content All living things have the same basic needs that need to be met by
Standards their environment
C. Performance The learners can show appreciation to what and how important our
Standards environment to us through making a slogan about protecting our
environment that provides the basic needs of all living things
D. Learning Identify the basic needs of all living things such as air, food, water
Competencies and shelter
E. Learning The learners will classify the things that humans, plants and animals
Objectives and need from the environment and how they depend on it
Duration

Target Science Observing, Inferring, Communicating, Classifying, Predicting, Creating

Process Skills

Integration Values, Biology, Arts

II. LEARNING RESOURCES

A. References MATATAG curriculum guide for Science Grades 3 to 6

B. Other Science 3 Teacher’s Guide, Video from YouTube, Pictures from
Learning Google
Resources

III. TEACHING AND LEARNING PROCEDURES Notes to

Teacher

A. Activating (6 min.) Day 1

Prior Knowledge
*Let the pupils observe to their surroundings Motivation
(board work)
Ask: The teacher

Development of TL Resource Package of Science Process Skills for Grades 3-6 Teachers
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1. Do you see living things to your will ask the

surroundings? pupils to write
their answers
2. What are these living things? on the board.

3. What do you think are their basic needs?

SPS:
*observing
*classifying
*communicati
ng
*predicting

(7 min.) Day 2
Group Activity Recall
*The teacher will form 3 groups, provide every group The teacher
the same pictures, manila paper and scotch tape for will provide
this activity. the materials
needed for
this activity.
Instruction: Paste the pictures to the Venn Diagram
on what kind of living things need it most.
Note: The
HUMAN
teacher and
ANIMALS
the pupils will
check the
output after
the activity.

SPS:
PLANTS
*classifying
*inferring

Development of TL Resource Package of Science Process Skills for Grades 3-6 Teachers
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B. Establishing (8 min). Day 1

Purpose of the
Lesson Group Activity The teacher
will let the
pupils choose
*The teacher will form 3 groups, each group will be the answer
provided a manila paper and pentelpen with the based on the
format given below. previous
activity they
had.
Instruction: List down the basic needs of humans,
plants and animals.
SPS:
BASIC NEEDS OF LIVING THINGS * classifying
HUMANS ANIMALS PLANTS
*inferring

(7 min.) Day 2
Show a video on how living things depend on their
environment to meet their basic needs.
SPS:
*observing
https://youtu.be/9MBm8yQa76Q?feature=shared
*inferring
*classifying
C. Developing (20 min.) Day 1
and Deepening
Understanding Instruction: circle the basic needs of the living things (Board work)
in order to survive.
The teacher
will provide
pictures
Humans:
needed in this

Development of TL Resource Package of Science Process Skills for Grades 3-6 Teachers
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Science Process Skills Enhancement

activity.
Animals:
Note: the
teacher will
check the
answers after
the board
work and ask
some
questions.

SPS:
*classifying
*communicati
ng
*predicting

Development of TL Resource Package of Science Process Skills for Grades 3-6 Teachers
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Plants:

Development of TL Resource Package of Science Process Skills for Grades 3-6 Teachers
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Science Process Skills Enhancement

Questions:
1. Why these things are the basic needs
of the living things? (humans, plants,
animals)

2. What will happen if living things do not

have these things?

3. Why are these things so important to

living things? (humans, plants,
animals)

(8 min.) Day 2
Questions: The teacher
will ask
1. Based on the video, what do living
questions to
things need to live and grow?
the pupils on
what they
2. How do living things survive on its own
have
habitat?
observed/
learned from
the video
3. What will happen if the environment
presented.
cannot provide the needs of the
different living organisms?
SPS:
4. As a pupil, what can you do to help
protect the environment from harm or *inferring
being destroy?
*communicati
ng
*predicting

D. Making (8 min.) Day 1

Generalization
Questions:

Development of TL Resource Package of Science Process Skills for Grades 3-6 Teachers
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Science Process Skills Enhancement

SPS:
1. What are the basic needs of humans?
*classifying
2. What are the basic needs of animals? *communicati
ng
3. What are the basic needs of plants?

4. Why our environment is important to

all living things?

(8min.) Day 2
Activity: “Move or stop” The teacher
will ask the
pupils to
Instruction: Move your body if the statement is stand for this
correct, stop if the statement is incorrect, change the activity and
incorrect word(s) to make it correct. call a
volunteer to
change the
1. Human beings are living things. incorrect
answer to
2. Plants do not need water. make it
Correct: Plants need water. correct.

3. Living things need air, water, food and shelter

. SPS:
4. Living things cannot grow.
*communicati
Correct: Living things can grow.
ng

5. Non-living things cannot move.

E. Evaluating (8 min.) Day 1

Learning
(seatwork)
Instruction: Using the format below, write the
difference between the basic needs and other needs.

Development of TL Resource Package of Science Process Skills for Grades 3-6 Teachers
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Science Process Skills Enhancement

SPS:
*inferring
*classifying
*communicati
ng

OTHER NEEDS

(20 min.) Day 2

Activity: Slogan Making The teacher
will prepare a
guidelines and
Instruction: Create a slogan about protecting and rubrics for
preserving the environment. this activity.

Guidelines: Note: The

teacher will
show to the
1. Short and simple learners the
2. 4-8 words guidelines
3. Must be related to the topic and rubrics.

Rubrics: SPS:

Development of TL Resource Package of Science Process Skills for Grades 3-6 Teachers
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Science Process Skills Enhancement

*creating
Originality – 40%
Relevance – 30%
Creativity – 30%

Total - 100%

Remarks

Reflection Day 1
What will happen to living things if the environment
we live in cannot provide its needs for survival?
SPS:
*communicati
ng

Day 2
What are the best moves or actions we must take in
order to make/stay the environment productive and
alive? SPS:
*communicati
ng

Developed by:

RHEZELLE GAY M. APARECIO

T-1, ROJALES ELEMENTARY SCHOOL
CARMEN, AGUSAN DEL NORTE

Development of TL Resource Package of Science Process Skills for Grades 3-6 Teachers
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