DETAILED

LESSON PLAN
IN SCIENCE 3
(Second Quarter)

Republic of the Philippines

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 TABLE OF CONTENTS
Second Quarter

LIVING THINGS AND THEIR ENVIRONMENT

Cover page
Table of Contents ii
Development Team Members iv

1. Living Things
1.1 Humans
1.1a Sense Organs
1.1.1 Identify the different sense organs of the body 1
1.1.2 Identify the parts of the eyes 7
1.1.3 Describe the function of each part of the eyes 12
1.1.4 Enumerate/suggest ways to take care of the eyes 16
1.1.5 Identify parts of the ear 21
1.1.6 Enumerate/suggest ways to take care of the ear 27
1.1.7 Identify parts of the nose 32
1.1.8 Enumerate/suggest ways to take care of the nose 38
1.1.9 Identify parts of the tongue 42
1.1.10 Enumerate/suggest ways to take care of the tongue 46
1.1.11 Identify the parts of the skin 49
1.1.12 Enumerate/suggest ways to take care of the skin 52
1.2 Animals
1.2.1 Name the animals in the immediate surroundings 55
1.2.2 Identify the body parts of animals and describe their
Functions 58
1.2.3 Classify animals according to body parts and use 62
1.2.4 Identify body parts of animals used for eating or
food getting 66
1.2.5 Describe animals based on their body covering 70
1.2.6 Group animals based on the kind of food they eat 75
1.2.7 Name the animals based on their habitat 77
1.2.8 Describe the habitat of each animal 80
1.2.8 Group animals according to their habitat or where
they live 86
1.2.9 Group animals according to their importance to
humans 90
1.2.10 Group animals according to their covering 95

1.3 Plants
1.3.1 Name the plants inside the school and the
community 99
1.3.2 Identify the parts of a plant 103

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 1.3.3 Compare plant parts of different plants 108
1.3.4 Name the plants that are harmful 113
1.3.5 Infer that some plants may be harmful and some
may be useful 116
1.3.6 Show ways of caring for plants 120
1.3.7 Describe ways of handling plants 124

1.4 Living and Nonliving Things

1.4.1 Identify/name living and nonliving things 128
1.4.1 Compare the characteristics of living and nonliving
things 131

1.5 Heredity
15.1 Identify observable characteristics that are passed
from parents to offsprings 136

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 DEVELOPMENT TEAM MEMBERS

Writers
Ana Lisa S. Austero
Iyvi Marie L. Buñag
Melanie B. Dulfo
Edna N. Espera
Edna N. Gerona
Pamela M. Lok
Mary Joyce T.Panganiban
Peñafrancia M. Villaflor

Validators
PSDS
Marilyn B. Aguilar
Margerie B. Bathan

Principals:
Francisco Leo J. Damasig
Rowena O. Tabilog

Demonstration Teachers
Ana Lisa S. Austero
Iyvi Marie L. Buñag
Melanie B. Dulfo
Edna N. Espera
Edna N. Gerona
Pamela M. Lok
Mary Joyce T.Panganiban
Peñafrancia M. Villaflor

Facilitators

Rhea SB. Samino

Editor

Ma. Belen Q. Lurcha

EPS -1, Science

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 DAILY LESSON PLAN IN SCIENCE 3
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W1D1

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of
parts and functions of the sense organs of the
human body.
B. Performance Standards The learners should be able to practice
healthful habits in taking care of the sense
organs.
C. Learning The learners should be able to describe the
Competencies/Objectives parts and functions of the sense organs of the
human body. (S3LT-IIa-b-1).
1.1 Identify the different sense organs of the
body.
II. CONTENT Living Things
1.1 Human
1.1 a Sense Organs
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages p. 50
2. Learner’s Materials pages
3. Textbook pages Kto12 Science Links
4. Additional Materials from
Learning Resource Portal
IV. PROCEDURE Learners
ENGAGE Let the class play “Pin the Tail on a Donkey’,
in which pupils, one at a time shall try to pin
the cutout tail on the tail-less Donkey posted
in the wall/board. Show the cut out tail and the
donkey before blindfolding the players.

Image Credit:
huffingtonpost.ca
As soon as a pupil have pinned correctly the
tail to the donkey, replace the donkey with the

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 image of a boy similar to the picture below.
Use the meta cards with written body parts to
be pinned in the corresponding part of the
boy’s body. The pupils shall do the task in
blindfold. After pinning, remove the blindfold
and let them make corrections.

Image credit: VectorStock.com/917534

Written in meta cards:

Eye Ear Hand
Mouth Nose Tongue

Are these body parts important in our body?

Why? What do these body parts do?
EXPLORE  The teacher will present the rubrics or
ask the learners how they would want
to be rated.
 Discussion/presentation on
precautionary measures (pre-lab
activities)

Group the class into 5. Each group will do the

activity in each Learning Station. Given
situations shall allow them to identify the
appropriate sense organ to use. One minute
shall be given per station. (The teacher shall
be the timekeeper of the class for station
rotation)

Present the rubrics so pupils will be guided

with acceptable behavior and standards.

Learning Station 1: Colored Triangles Station

Color one triangle in the picture with:
Group 1: RED
Group 2: BLUE
Group 3: GREEN
Group 4: YELLOW
Group 5: ORANGE

What part of your body helped you choose

the correct color among different crayons?

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 Learning Station 2: Groovy Sound Station
Listen to the song being played in the
radio/phone. Identify the word being sung
in the song:
Group 1: 4th word
Group 2: 2nd word
Group 3: 6th word
Group 4: 3rd word
Group 5: 5th word

What part of your body helped you listen

to the song and identify the word?

Learning Station 3: Smelling Station

Fan and whiff the bottles toward you.
Which bottle number gives you the
corresponding odor?
Group 1: Fragrant
Group 2: Woody
Group 3: Minty
Group 4: Citrus
Group 5: Rotten

What part of your body helped you smell

and identify the odor of the materials in the
bottles?

Learning Station 4: Taste Station

Which food sample number gives you the
corresponding taste?
Group 1: Sour
Group 2: Sweet
Group 3: Bitter
Group 4: Salty
Group 5: Pungent

What part of your body helped you

identify the taste of the food samples?

Learning Station 5: Texture Touch Station

Touch and feel the given materials.
Which material will be:
Group 1: Soft
Group 2: Grainy
Group 3: Smooth
Group 4: Rough
Group 5: Slippery

What part of your body let you feel and

identify the texture of the materials?

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 EXPLAIN Each group will present their output and tell
what body parts have they used to identify the
color, hear the sound, smell the odor, identify
the taste, and feel the texture in the activity.

The teacher shall emphasize that these body

parts are called sense organs. These sense
organs allow us to experience senses: sense
of sight, hearing, smell, taste, and touch.

How many sense organs do we have?

Are these sense organs important to us? Why
or why not?
ELABORATE Let the pupils watch the video about the sense
organs.

What are our five sense organs?

What is the function of each sense organ?

Should we take good care of our senses?

How?

EVALUATE I. Identify the sense organ responsible

for the given senses by matching
Group A and B. Write the
corresponding letter in the space
before each number.

A B

__1. Sense of touch O. eyes

__2. Sense of hearing R. nose
__3. Sense of smell G. skin
__4. Sense of sight A. tongue
__5. Sense of taste N. ears

II. The teacher may also present

pictures showing different senses.
Agreement Bring a big picture of an eye for tomorrow’s
activity.
VI. REMARKS
I. REFLECTION
A. No. of
learners
who earned
80% on the
formative
assessment
B. No. of
learners who
require
additional

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 activities for
remediation
C. Did the
remedial
lessons
work? no of
learners
who have
caught up
with the
lesson
A. No. of
learners
who
continue to
require
remediation
B. Which of my
teaching
strategies
worked
well?
C. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
D. What
innovation
or localized
material/s
did I
use/discover
I wish to
share with
other
teachers?

NOTE:

Assigned Tasks could be rotated among group members per learning station to maximize
participation and minimize time.

M: Material Handler
N: Note Taker
O: Observer
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 P: Presenter
Q: Quality Assurance
R: Restoration
S: Support/Encourager
T: Time Keeper

APPENDIX

Internet Sources

Pin the tail: https://sequelgroup.co.uk or https://www.pinterest.com

Boy: VectorStock.com/917534 https://www.vectorstock.com

Videohttps: //www.youtube.com/watch?v=jX9eZrCGUkk

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 DAILY LESSON PLAN IN SCIENCE 3
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W1D2

I. OBJECTIVES
D. Content Standards The learners demonstrate understanding of
parts and functions of the sense organs of the
human body.
E. Performance Standards The learners should be able to practice
healthful habits in taking care of the sense
organs.
F. Learning The learners should be able to describe the
Competencies/Objectives parts and functions of the sense organs of the
human body. (S3LT-IIa-b-1).
1.2 Identify the parts of the eyes.
II. CONTENT Living Things
1.1 Humans
1.1 a Sense Organs
III. LEARNING RESOURCES
References
2. Teacher’s Guide Pages pp. 50-52
5. Learner’s Materials pages pp.40-41
6. Textbook pages K to12 Science Links pp. 18-20
7. Additional Materials from
Learning Resource Portal
5. Other Learning Resources
IV. PROCEDURE Learners

ENGAGE Recall: What are the different sense organs of

the body?

Let the pupils bring out a picture of eyes, get a

partner and compare their pictures.

Say: Compare the eyes in the picture with the

eyes of your partner. Do they have the same
parts?
(Caution: this activity might give
discomfort among the learners)

Let them do the task for 5 minutes.

Ask about 3 pairs to share their discoveries.

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 EXPLORE Tell the learners that they are going to study the
different parts of the eyes.

Present to the class an enlarged picture of the

eye.

Image credit:
schoolworkhelper

Pupils will be grouped into 3. Each group will

do an activity.

Present the rubrics so pupils will be guided with

acceptable behavior and standards.

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 EXPLAIN Presenter of each group will present their
outputs.

Focus Question:
What are the different parts of the eyes?
ELABORATE The teacher will give additional information to
the pupils using a video about the part of the
eyes.

Guide Questions:
1. Why do we need to know the parts of the
eye?
2. If you are having trouble reading because
you notice that your eyes cannot see clearly,
what will you do?
3. What are the different parts of the eyes?
Name each part.

Teacher may use the following images to sum

up the lesson.

Outer parts of the eyes

Inner parts of the eye

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 Image credit: Flickr
EVALUATE Identify the different parts of the eyes by
labeling it.

Image credit:
drpritpalsingh.com.au

Agreement What are the functions of each part of the

eyes?

V. REMARKS
VI. REFLECTION
No. of Learners who earned 80% on
the formative assessment
No. of learners who require activities
for remediation.
Did the remedial lesson/s work? No. of
learners who have caught up with the
lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?

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 What difficulties did I encounter which
my supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to share
with other teachers.

APPENDIX

Images:

Other Images: Science 3 Learner’s Material, pp.40-41

The Human Eye https://swh-826d.kxcdn.com/wp-

content/uploads/2011/01/cataract_anatomy.jpg

Inner parts of the eye: https://www.flickr.com/photos/nationaleyeinstitute/7544457124

Unlabeled inner parts of the eye:

https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwiQipO6stDjAhXVKqYKHanTDM
sQjRx6BAgBEAU&url=https%3A%2F%2Fdrpritpalsingh.com.au%2Feye-
anatomy%2F&psig=AOvVaw0qQR-SA5ulwJVqmSAToIWw&ust=1564155084751446

Video:

Parts of the Eyes: https://www.youtube.com/watch?v=fAEkJla84jg

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 DAILY LESSON LOG IN SCIENCE 3
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W6D2

I. OBJECTIVES
G. Content Standards The learners demonstrate understanding of
external parts of plants and their functions and
importance to humans.
H. Performance Standards The learners should be able to demonstrate the
proper ways of handling plants.

I. Learning
Competencies/Objectives The learners demonstrate understanding of the
external parts of plants, their functions and
importance to humans.

At the end of the lesson the learners should be

able to:

 Identify the parts of the plants.

(S3 LT-lle-f-8)
II. CONTENT Identifying The Plant Parts
III. LEARNING RESOURCES
References
3. Teacher’s Guide Pages TG, pages
8. Learner’s Materials pages LM, pages
9. Textbook pages Science Power 3
10. Additional Materials from Charts, Pictures or realia of different plants
Learning Resource Portal
5. Other Learning Resources www.portageandmainpress.com
IV. PROCEDURE Learners
ENGAGE
A. Checking of Assignment

B. Review
Ask:
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 What are some of the plants that grow
in your community?

Let the pupils sing a song.

“Plant Parts”
(Tune: Are You Sleeping)
Big plants, big plants (2x)
They roots. They have trunks.
Branches, flowers and leaves (2x)
Big plants, big plants (2x)

Small plants, small plants (2x)

They roots. They have stems.
They have leaves and flowers (2x)
Small, small plants (2x)

 What is the song all about?

 What are the parts of the big
plants mentioned in the song?
 What are the parts of the small
plants?

Show a short video clip

( www.portageandmainpress.com)
Ask pupils:
 What can you say about the
video clip?
 What parts of the plant do you
see first? second? and so on.
 What do you want to know more
about the plants?

EXPLORE Group Activity

Setting of Standards
 What are the things that you should do
or observe in doing your activity?
 Presentation of rubrics

Divide the class into groups.

“Building a Model of a Plant”

(The teacher will provide materials needed in
the activity and the scoring rubric or scoring
guide performance in the activity.)

Building a Model of a Plant (10-15mins)

1. Use the cut-out materials at to

create a model of a plant.
2. Be sure to label the following parts:
 roots
 stem
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  leaves
 flowers
 fruits

Each group will present the group output.

EXPLAIN
ELABORATE Emphasize the following through illustrative
examples:
a. The root is usually underground. There
are other roots that can be seen above
the ground.
b. Stems of plants are extensions of the
roots above the ground. They bear the
leaves and the flowers. Some plants
stems are underground.
c. Leaves of plants are grown from stem.
They vary in size, shape, and color
d. Flowers are plant parts which develop
into the fruits of the plant. Some plants
do not bear flowers.
e. Plant parts show great variations in
their structures.

Application:
Using the strips of paper, ask pupils to label
the different parts of the Tomato plant on the
board.

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 EVALUATE
Identify the parts of the Squash plant. Choose
your answer in the box below.

fruits leaves flower

roots stem

1.

2.

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4.
 EXTEND Draw your favorite plant in your notebook.
Label its plant parts.
Additional activities for application .
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

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 DAILY LESSON PLAN IN SCIENCE 3
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2 W1D3

I. OBJECTIVES
J. Content Standards The learners demonstrate understanding of parts and
functions of the sense organs of the human body.

K. Performance Standards The learners should be able to practice healthful

habits in taking care of the sense organs.

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 L. Learning The learners should be able to describe the parts and
Competencies/Objectives functions of the sense organs of the human body.
(S3LT-IIa-b-1).
1.3 Describe the function of each part of the eyes.
II. CONTENT Living Things
1.1 Humans
1.1 a Sense Organs
III. LEARNING RESOURCES
References
4. Teacher’s Guide Pages pp. 50-52
11. Learner’s Materials pp.40-41
pages
12. Textbook pages K to12 Science Links pp. 18-20
13. Additional Materials from
Learning Resource Portal
14. Other Resources https://www.youtube.com/watch?v=eDlma_Ai1Rc
IV. PROCEDURE Learners
ENGAGE Review:

What are the different parts of the eyes?

Label and name each.

Outer parts of the eye.

Image credit: kisspng.com

Inner parts of the eye.

Image credit: drpritpalsingh.com.au

Present to the class an enlarged picture of the eye.

Identify the parts as seen in the picture

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 Image credit: Cleveland Clinic

Tell the learners that they are going to describe the

functions of the different parts of the eyes.
EXPLORE
Pupils will be grouped into 3. Referring to p.41 of the
Learners’ Manual, each group shall describe the
function of the parts of the eye.
Image credit: Cleveland Clinic
Group 1
Lens
Optic nerve
Pupil

Group 2
Retina
Cornea
Iris

Group 3
Eyebrow
Eyelashes
Eyelid

EXPLAIN
Reporter of each group will present their outputs.

Focus Question:
What is the function of each part of the eye?

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 ELABORATE The teacher will provide clarifications regarding the
functions of the different parts of the eyes.

Additional information shall be given to the pupils

using a video about the part of the eyes.

Ask: Why do we need to know the functions of the

different parts of the eye?

EVALUATE
Describe the function of each part of the eye by
matching the description in Column A with the items in
Column B. Write the corresponding letter in the space
provided before each number in A.

A B.
__1. The transparent covering
of the front of the eye. A. Iris
__ 2. The colored part which B. retina
surrounds the pupil. C. cornea
__ 3. The dark hole through D. pupil
which light enters the eyeballs. E. lens
__4. Send message to the F. Optic nerve
brain.
__5. It blends with light to make
a clear message.

Agreement What do you think is the most important part of the

eye?

V. REMARKS
VI. REFLECTION
No. of Learners who earned
80% on the formative
assessment
No. of learners who require
activities for remediation.
Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this
work?
What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to
share with other teachers.

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 APPENDIX

Images

Unlabeled outer parts of the eye:

https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiM8o
XisNDjAhWJwJQKHd5UCuQQjRx6BAgBEAU&url=https%3A%2F%2Fwww.kisspng.com%2F
png-lions-eye-institute-human-eye-ophthalmology-anatom-
1045303%2Fpreview.html&psig=AOvVaw0WzjwIPd1Ii484HbkE0AQl&ust=156415427082669
1

Unlabeled inner parts of the eye:

https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwiQipO6stDjAhXVKqYK
HanTDMsQjRx6BAgBEAU&url=https%3A%2F%2Fdrpritpalsingh.com.au%2Feye-
anatomy%2F&psig=AOvVaw0qQR-SA5ulwJVqmSAToIWw&ust=1564155084751446

Enlarged eye:
https://2rdnmg1qbg403gumla1v9i2h-wpengine.netdna-ssl.com/wp-
content/uploads/sites/3/2015/04/iStock_000017243559_Large-eyelashes-275.jpg

Labeled inner eye parts:

https://my.clevelandclinic.org/-/scassets/images/org/health/articles/4651-2077.ashx

Labeled outer eye parts: Science 3 Learner’s Material, p.40

Video:
https://www.youtube.com/watch?v=eDlma_Ai1Rc

DAILY LESSON LOG IN SCIENCE 3

SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W6D3

I. OBJECTIVES
M. Content Standards The learners demonstrate understanding of
external parts of plants and their functions and
importance to humans.
N. Performance Standards The learners should be able to demonstrate the
proper ways of handling plants.

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 O. Learning Competencies/Objectives
Compare the plant parts of different plants.

(S3 LT-lle-f-8)
II. CONTENT Comparing The Plant Parts Of Different
Plants
III. LEARNING RESOURCES
References
5. Teacher’s Guide Pages TG, pages
15. Learner’s Materials pages LM, pages
16. Textbook pages Science Links 3 , Science Spectrum
17. Additional Materials from Learning Charts, Pictures or realia of different plants
Resource Portal
5. Other Learning Resources
IV. PROCEDURE Learners
ENGAGE
C. Checking of Assignment

D. Review
Ask: What are the different parts of the
plant?

EXPLORE
Let the pupils read a poem.

“ Trees ”
I may be rough, you may be smooth
I may be tall, you may be small
I may be soft, you may be hard,
I may be green, you may be
different
Trees they call us
In many ways, we are the same
In many ways, we are different
by: Leni S. Solutan

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 Questions
1. What is the poem all
about? (Trees)
2. What does the poem
tell us about trees? (Every tree
is different.)

EXPLAIN Group Activity

Setting of Standards
 What are the things that you should do
or observe in doing your activity?
Divide the class into groups.
(The teacher will provide materials
needed in the activity and the scoring rubric or
scoring guide performance in the activity.)

“Comparing Plants”

Problem: In what ways are plants parts similar

and how are they different?

What You Need:

Rose plant, Banana plant , Santan plant , Gabi
plant , Ampalaya Plant , Pili plant , Egg plant ,
Mango plant

Procedure:
1.Look at the pictures of the plant.
2.Each group will compare 4 kinds of plants
of their leaves, roots, flowers, stems
3.Record your observation in the chart
properly.
4. Each group will assign a leader to report their
group work.

Group 1
Plant Root Texture of Color of Size of
Size Stem/Trunk Flowers Leaves
Rose
Gabi
Ampalaya
Mango
Group 2
Plant Root Texture of Color of Size of
Size Stem/Trunk Flowers Leaves
Banana
Mango
Eggplant
Santan
Group 3

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 Plant Root Texture of Color of Size of
Size Stem/Trunk Flowers Leaves
Santan
Ampalaya
Pili
Rose
Group 4
Plant Root Texture of Color of Size of
Size Stem/Trunk Flowers Leaves
Pili
Eggplant
Gabi
Banana

Conclusion:
1.In what ways are plant parts similar?

2. In what ways are plant parts different?

ELABORATE Discuss the concepts by asking pupils the

following:
 Which plants have stems that grow
straight up?
 Which plants have stems that trail
along the ground?
 Which plants have stems that climb
fences or other plants?
 Which plants have soft stems?
 Which plants have hard stems/trunk?
 What are different shapes of leaves
that the class observed with their
plants?
 What are the different colors of leaves
that the class observed with their
plants?
 Which plants have flowers?
 Which plants have flowers?
 For those plants with flowers, were the
flowers in cluster/group or were they
single?

Lead pupils to generate the ideas that the

plants they observed may both have stems,
but differ in thickness, appearance, color, and
texture; both may have leaves, but differ in
size, shape, and color; and both may have
flowers, but their flowers differ in color,
arrangement, number of petals, and how they
grow.

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 EVALUATE Compare the other plant parts. Write the
characteristics being asked for. In the bottom
box, write similar if the characteristic are the
same and write different if not.
Plant Texture of Color of Size and
Stem/Trunk Leaves Color of the
Roots
Camote
Cassava
Similar or
Different
EXTEND
Draw two kinds of plant that grow in your
Additional activities for application . place and compare its plant parts.
V. REMARKS
VI. REFLECTION
H. No. of Learners who earned
80% on the formative
assessment
I. No. of learners who require
activities for remediation.
J. Did the remedial lesson/s
work? No. of learners who have
caught up with the lesson.
K. No. of learners who continue to
require remediation
L. Which of my teaching
strategies worked well? Why
did this work?
M. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
N. What Innovations did I use to
use/discover which I wish to
share with other teachers.

DAILY LESSON PLAN IN SCIENCE 3

SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W1D4

I. OBJECTIVES
P. Content Standards The learners demonstrate understanding of parts and
functions of the sense organs of the human body.

Q. Performance Standards The learners should be able to practice healthful habits

in taking care of the sense organs.

25
Region V/Daily Lesson Plan/2019-2020
 R. Learning The learners should be able to describe the parts and
Competencies/Objectives functions of the sense organs of the human body.
(S3LT-IIa-b-1).
1.4 Enumerate/Suggest healthful ways to take care of
the eyes.
II. CONTENT Living Things
1.1 Humans
1.1 a Sense Organs
III. LEARNING RESOURCES
References
6. Teacher’s Guide Pages pp. 50-52
18. Learner’s Materials p.42
pages
19. Textbook pages Kto12 Science Links pp. 18-21
Growing in Science 3
20. Additional Materials from
Learning Resource Portal
5. Other Learning https://www.youtube.com/watch?v=idR88XiYIEU
Resources
IV. PROCEDURE Learners
ENGAGE
Show pictures of eyes with ailments. Let them identify
or describe the problem in each condition.

Sty Image credit:thehealthsite.com

Sore Eyes Image credit: dailyexcelsior.com

26
Region V/Daily Lesson Plan/2019-2020
 Pterygium Image credit: newsomeye

Glaucoma Image credit: rutnin.com

Focus Questions:
Have you met people like them before?
What could have these people felt as they experienced
such eye conditions?
Have you yourself experienced any of the eye
conditions shown?
Could these eye conditions be prevented? How?

Discuss that when we experience serious problem with

eye conditions, there are some people with special
training who can help us. These eye doctors are may
be an ophthalmologist or optometrist similar to the
pictures shown. Explain the difference in work between
the two eye doctors.

Show pictures of children being treated or examined by

an eye doctor.

27
Region V/Daily Lesson Plan/2019-2020
 Ophthalmologist Image credit:allaboutvision.com

Optometrist Image credit:google.com

EXPLORE Say: Even if we do not experience such serious

conditions, we could do things to prevent them from
happening like taking good care of our eyes

How should we take good care of our eyes?

Divide the class into five groups. Each group will

demonstrate the assigned task to them. They will tell
the class if the situation is healthy or bad for the eyes.

Show the rubrics before the activity so the learners

shall be guided on what to be expected of them based
from standards.

Group 1
Demonstrate reading a book while lying down.

Group 2
Demonstrate reading in a moving car.

Group 3

28
Region V/Daily Lesson Plan/2019-2020
 Demonstrate washing eyes by opening and closing
them on the water.

Group 4
Demonstrate proper way of handling sharp objects like
scissor, knives, nails or stick.

Group 5
Demonstrate reading a book in a dim-lighted room.

EXPLAIN
Reporter of each group will present their outputs.

Guide questions:

1. Is what you have demonstrated healthy for your

eyes? Why or why not?
2. If it’s not healthy, what should we do to take good
care of our eyes??

The teacher now will explain to the pupils the healthful

ways of taking care of the eyes.

ELABORATE Let the pupils watch a video on how to take care of the
eyes.

What are some healthful ways of taking care of the

eyes?

Is playing computer games for a long period good for

your eyes?

What should you do to take care of your eyes?

EVALUATE List down 5 ways to take good care of your eyes.

(Maglista nin limang paagi para mapa ngatamanan an
satong mga mata).

1.
2.
3.
4.
5.
Agreement Draw the things that you must do in taking care of your
eyes.

V. REMARKS

APPENDIX

Images
29
Region V/Daily Lesson Plan/2019-2020
 Sty: https://images.goo.gl/UNiofZKahzYfgfQv9

Sore Eyes: https://images.app.goo.gl/DD6fULUedPCqSBhX6

Pterygium: https://images.app.goo.gl/uc4EVoLYFDnZ16xr9

Glaucoma: https://images.app.goo.gl/h8gTg99mnhGNZgKt8

Ophthalmologist: https://images.app.goo.gl/T5ZFK9WuWUT9mc858

Optometrist: http://images.app.goo.gl/hvRs2RbccUXMG7Qd6

Video

https://www.youtube.com/watch?v=idR88XiYIEU

DAILY LESSON PLAN IN SCIENCE 3

30
Region V/Daily Lesson Plan/2019-2020
 SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W1D5

I. OBJECTIVES
S. Content Standards The learners demonstrate understanding of parts and
functions of the sense organs of the human body.

T. Performance Standards The learners should be able to practice healthful habits

in taking care of the sense organs.

U. Learning The learners should be able to describe the parts and

Competencies/Objectives functions of the sense organs of the human body.
(S3LT-IIa-b-1).
1.5 Identify the parts of the ear;
1.6 Describe the function of each part of the ear.
II. CONTENT Living Things
1.1 Humans
1.1 a Sense Organs
III. LEARNING RESOURCES
References
7. Teacher’s Guide Pages pp. 53-55
21. Learner’s Materials pp.44-45
pages
22. Textbook pages K to12 Science Links p. 23-24
Growing in Science 3
23. Additional Materials from
Learning Resource Portal
5. Other Learning
Resources
IV. PROCEDURE Learners
ENGAGE Review:
What sense organ will you use to see the ears
of your seatmate?
Will you be able to study the see his/her ears?
without your eyes? Why?

Motivation:
Say: Class, clap your hands. Have you heard the sound
of your clap? What body part helped you listen to the
sound of your clap?

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Region V/Daily Lesson Plan/2019-2020
 EXPLORE Present an enlarged picture of an ear. Post in the
board meta-strips with written names and functions of
the parts of the ear.

Image credit: Creative Commons

Mention that the parts of the ear can be divided into

three categories: the outer ear, middle ear and inner
ear. Point each category in the picture.

Group the class into six. Each group will perform the
assigned tasked to them. Let them refer to the
information in page 44 in the Learners’ Material.

Present the rubrics so pupils will be guided with

acceptable behavior and standards.

Group 1: Identify the parts of the outer ear.

Group 2: Identify the parts of the middle ear.

Group 3: Identify the parts of the inner ear.

Group 4: Match the functions of the parts of the outer

ear with their corresponding names.

Group 5: Match the functions of the parts of the middle

ear with their corresponding names.

Group 6: Match the functions of the parts of the inner

ear with their corresponding names.

EXPLAIN Presenter of each group will present their outputs.

Focus question: What are the different parts of the ear?

How does each part work?

Then pupils will now read each parts and functions by

pointing to the enlarged picture of the different parts of
the ear.

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Region V/Daily Lesson Plan/2019-2020
 ELABORATE
Clarify any information regarding parts and functions of
the ear as needed. A video may be used for this
purpose.

Image credit: Creative Commons

When you clean your ears, what parts should you clean
with a cotton buds?

Guide question: What are the parts and functions of the

ear?

Remember the path where the sound enters our ear

from the pinna.

Image credit: Pinterest

pinna

ear canal

eardrum

3 small bones

cochlea

33
Region V/Daily Lesson Plan/2019-2020
 EVALUATE I. Identify the different parts of the ear by labeling them
in the drawing. Refer to the word bank below.

Image credit: Richard Bonser

II. Describe the function of the parts of the ear by

matching Column A with Column B. Write the letter
before each number.

A B
___1. Pinna a. Transmit sounds to
___2. Ear canal the auditory nerve
___3. Eardrum b. Sends message to
___4. Cochlea the brain
___5. Auditory c. Collects sounds
Nerve d. Where sound travels
from pinna to the
eardrum
e. Vibrates when sound
hits it

Agreement How should you take care of your ears?

V. REMARKS
VI. REFLECTION
No. of Learners who earned
80% on the formative
assessment
No. of learners who require
activities for remediation.
Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this
work?
34
Region V/Daily Lesson Plan/2019-2020
 What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to
share with other teachers.

APPENDIX

Images

Ear-anatomy-notext-small.png
https://upload.wikimedia.org/wikipedia/commons/d/d0/Ear-anatomy-notext-small.png

Ear-anatomy-text-small-en.svg
https://upload.wikimedia.org/wikipedia/commons/thumb/4/40/Ear-anatomy-text-small-
en.svg/790px-Ear-anatomy-text-small-en.svg.png

How the ear works:

https://i.pinimg.com/originals/a6/d3/c8/a6d3c8117f86f3e310138f32c8d70153.gif

Ear-Identification:
https://www.tes.com/teaching-resource/sound-lesson-4-detecting-sound-to-compliment-activate-
sow-11450644

Video
https://www.youtube.com/watch?v=GhK9gXztVSs
Video: Sense of Hearing: https://www.youtube.com/watch?v=ygYhngsFWKA&feature=share

35
Region V/Daily Lesson Plan/2019-2020
 DAILY LESSON PLAN IN SCIENCE 3
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2 W2/D1

I. OBJECTIVES
V. Content Standards The learners demonstrate understanding of
parts and functions of the sense organs of the
human body.
W. Performance Standards The learners should be able to practice healthful
habits in taking care of the sense organs.

X. Learning The learners should be able to describe the

Competencies/Objectives parts and functions of the sense organs of the
human body. (S3LT-IIa-b-1).
1.7 Enumerate/Suggest healthful ways to take
care of the ears.
II. CONTENT Living Things
1.1 Humans
1.1 a Sense Organs
III. LEARNING RESOURCES
References
8. Teacher’s Guide Pages pp. 53-55
24. Learner’s Materials pages pp.46-47
25. Textbook pages Kto12 Science Links p. 23-24
Growing in Science 3
26. Additional Materials from
Learning Resource Portal
5. Other Learning Resources https://www.youtube.com/watch?v=ygYhnqsFWKA
IV. PROCEDURE Learners
ENGAGE Recall: Name the different parts of the ears and
its functions.

Post some pictures on the board and let the

pupils choose which among these pictures they
do with their ears.

Why are you doing those things with your ears?

36
Region V/Daily Lesson Plan/2019-2020
 Image credit: wikihow.com

Image credit:

Image credit:
helpingmehear.com

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Region V/Daily Lesson Plan/2019-2020
 Image credit: modernnghana.com

Image credit:
leadingwithtrust.com

EXPLORE Do you take care of your ears? How?

Let the pupils do Gibohon 4 on page 46 of

Learner’s Manual.
ELABORATE
Let the pupils watch a video for further
understanding of the lesson.

What other ways do you do to take good care of

your ears?

EVALUATE
Maglista nin limang paagi para mapa
ngatamanan an satong mga talinga.

1.
2.
3.
4.
5.

38
Region V/Daily Lesson Plan/2019-2020
 Agreement Draw the thing that you do in taking care of your
ears.

V. REMARKS
VI. REFLECTION
No. of Learners who earned 80% on
the formative assessment
No. of learners who require activities
for remediation.
Did the remedial lesson/s work? No. of
learners who have caught up with the
lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter which
my supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to share
with other teachers.

APPENDIX

Images

https://images.app.goo.gl/x8gT7SFRqK3e5MeG8

https://images.app.goo.gl/4FVVrBnehtb5NCXx8

https://images.app.goo.gl/JC zcYEh896vN71sE8

Video: https://www.youtube.com/watch?v=ygYhnqsFWKA

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Region V/Daily Lesson Plan/2019-2020
 DAILY LESSON PLAN IN SCIENCE
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Quarter Q2 W2D2
Date

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of parts and
functions of the sense organs of the human body.
B. Performance The learners should be able to practice healthful
Standards habits in taking care of the sense organs.

C. Learning At the end of the lesson, the learners should be able

Competencies/ to
Objectives describe the parts and functions of the sense organs
of the human body. (S3LT-11a-b1)
1.8 Identify the parts of the nose;
1.9 Describe the function/s of the parts of the nose.
II. CONTENT Parts of the Nose
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages p.56
2. Learner’s Materials pp. 47-48
pages
3. Textbook pages K to 12 Science Links pp.95-96
4. Additional Materials
from Learning
Resource Portal
5. Other Learning
Resources
IV. PROCEDURE Learners
ENGAGE Tell the class riddles (bugtong), let the learners
identify the answers.

Isang bayabas, pito ang butas (ulo)

Dalawang batong itim, malayo ang nararating. (mata)
Isang balong malalim, puno ng patalim (bibig)
Kaylapitlapit na sa mata, di pa rin makita (tainga)
Dalawang balon, hindi malingon. (tainga)
Dalawang sundalo, pabalikbalik sa kweba (ilong na
may sipon).

What parts of our body have we learned about?

For today, what body part are we going to talk about?
EXPLORE
Discuss the rubrics to the class before the activity so
that they shall be guided with the teacher’s
expectations and standards on behavior and output.

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Region V/Daily Lesson Plan/2019-2020
 A. Pair Demonstration

Post the following terms written in meta-cards of

different colors in the board: Nose Bridge, Apex,
Nostrils, Septum.

Tell the class that these terms are names of the

external part of the nose.
Ask a pair of volunteer to stand in front of the class
one would serve as a model and the other would try
to label the external parts of the nose (referring from
the list posted in the board) by pasting color coded
paper in his model’s nose (e.g. red for nose bridge,
blue for apex, yellow for nostril, green for septum).

B. Triad Effort

Post different colored meta-cards with names of the

internal parts of the nose (e.g. red for nasal cavity,
blue for mucous membrane, yellow for cilia, green for
hard and soft palate, orange for olfactory nerves).

Choose three pupils to stand by the board in front of

posted diagram of the internal structure of the nose.
The triad shall Identify the names of the parts by
coloring the diagram with corresponding color-coded
meta-cards posted in the board.

C. Team Fair
Form two groups. Given a puzzle of the nose let each
group assemble the puzzles. Let them describe the
functions of the parts from bowls fished using a hook
magnet from separate fish bowls. Let them paste the
fished function in their corresponding part. Post the
completed puzzles in the board.

Group 1: External parts of the nose

Group 2: Internal parts of the nose

EXPLAIN Reporter of each group will present their outputs.

Focus Question: What are the different parts and
functions of the nose?
ELABORATE The teacher shall provide more discussion on the
parts of the nose using an unlabeled and labeled
diagrams of the structure of the nose. Clarifications
regarding the class output shall be provided.

External Parts Internal Parts

Nose Bridge (Cartilage) Nasal Cavity
Apex Mucous Membrane
Nostrils Cilia
Septum Hard and Soft Palate
Olfactory Nerves
41
Region V/Daily Lesson Plan/2019-2020
 Guide Question: What are the different parts of the
nose?

Image credit: coolkidfacts.com

Image credit: kidshealth.org

Refer to the Learner’s Materials p.48

Ask:
 Which part of the nose the air enters as one
inhales?
 Which part traps the dirt that enters the nose?
Application:
What do you do whenever you see a black-smoke-
belching vehicle? Why?
Why is it that when you have colds, you also feel or
suffer headaches?

Answer the questions on “Kahapotan” p.48 of LM.

What are the functions of each part of the nose?

EVALUATE
I. Draw and label the parts of the nose. (10 points)

A. Draw and label the external parts of the nose.

(5points)

B. Identify the labeled internal parts of the nose.

(5 points)

42
Region V/Daily Lesson Plan/2019-2020
 Image credit: kidshealth.org

II. Multiple choice.

Edna smells the aroma of a dish being cooked by her
Lola in the kitchen. Which sense organ did she use?
a. Ears c. Tongue
b. Nose d. Skin
c.
2. From what part of the nose did the smell of a dish
enter?
a. Nostril c. Nose tip
b. Cilia d. Olfactory Nerves

III. Describe the functions of each part of the nose by

matching Column A and Column B.
A B
1. Nostril a. tiny hairs that trap the
2.Cilia dust particles
3.Olfactory Nerves b. sends message or
4.Septum signal to the brain
5.Nasal Cavity c. separates the two
openings of the nose
d. air way which is
covered with mucous
membrane which
attracts tiny particles
that enters the nose
e. two holes where the
air enters

Agreement: How do you take good care of your nose?

V. REMARKS
VI. REFLECTION

43
Region V/Daily Lesson Plan/2019-2020
 No. of Learners who earned
80% on the formative
assessment
No. of learners who require
activities for remediation.
Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did this work?
What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
What Innovations did I use to
use/discover which I wish to
share with other teachers.

APPENDIX A RUBRICS
5 4 3 2 1
Reportin Organized Organized Organized but Organized Not
g and and not but not organize
comprehen- comprehen- comprehensive comprehens d and not
sive, sive, , ive, compreh
good good good good ensive,
communicatio communicati communication communicat not very
n skills, on skills, skills, ion skills,3 good
Learners are 1 or 2 1 or 2 learners to 4 learners communi
attentive learners are are inattentive are cation
inattentive inattentive skills,
5 or more
learners
are
inattentiv
e
Neatness Very neat with Very neat Very neat with Neat with Neat with
of output no erasures with no no erasures some several
and paper not erasures and and paper erasures, erasures,
crumpled, paper not slightly paper paper
well-written crumpled, crumpled, but slightly slightly
but not not crumpled, crumpled
well-written well-written not well- , not well-
written written

Correctn Finished the Finished the Finished the Finished the Finished
ess tasks with all tasks with 4 tasks with 3 tasks with 2 the tasks

44
Region V/Daily Lesson Plan/2019-2020
 of correct (5) correct correct correct with 1
answers answers answers answers answers correct
answers

Participat All group One group Two group Three group Four or
ion members are member is members are members more
actively not not are not group
participating participating participating participating members
are not
participati
ng

APPENDIX B INTERNET RESOURCES

External parts of the nose:

https://www.coolkidfacts.com/wp-content/uploads/2018/07/external-nose-1024x914.jpg

Internal parts of the nose:

https://kidshealth.org/EN/images/illustrations/noseDiagram-250x250-rd1-enIL.gif

labeled internal parts of the nose:

https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcTstrtDoKkeWJeeSNV1zFKYGq5WvlaFex2uxUkjCdxOdPwaUzD
U

45
Region V/Daily Lesson Plan/2019-2020
 DAILY LESSON PLAN IN SCIENCE
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Quarter Q2W2D3
Date

I. OBJECTIVES
D. Content Standards The learners demonstrate understanding of
parts and functions of the sense organs of the
human body.
E. Performance Standards The learners should be able to practice
healthful habits in taking care of the sense
organs.
F. Learning Competencies/ At the end of the lesson, the learners should
Objectives be able todescribe the parts and functions of
the sense organs of the human body. (S3LT-
11a-b1)
1.10 Enumerate / suggest healthful ways to
take care of the nose.
II. CONTENT Healthful Ways of Caring the Nose
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp.56-57
5. Learner’s Materials pages pp.48-50
6. Textbook pages K to 12 Science Links pp.97-98
7. Additional Materials from
Learning Resource Portal
5. Other Learning Resources Hi-5 video “SENSES”
IV. PROCEDURE Learners
ENGAGE Let the pupils sing and dance to the “SENSES”
of Hi-5 song.
(Lyrics of the song will be posted on the board
for familiarization of the pupils on the correct
spelling of words.)
Ask: What is the song all about?
Based from the song, what are the five
senses?

(Checking of Assignments)
What are the functions of each part of the
nose?
What do you do to take care of your nose?

EXPLORE
Discuss the rubrics to the class before the
activity so that they shall be guided with the

46
Region V/Daily Lesson Plan/2019-2020
 teacher’s expectations and standards on
behavior and output

Divide the class into four groups.

Group I – List down healthful ways in caring the
nose.
Group II – Dramatize or act out healthful ways
in caring the nose.
Group III – Write a poem about healthful ways
in caring the nose.
Group IV – Write a song about healthful ways
in caring the nose.

EXPLAIN
Reporter of each group will present their
outputs. The class will analyze the outputs
made by each group.

Guide Question: What are the healthful ways

in caring the nose?

ELABORATE
(The teacher will present or provide a chart or
presentations on how to take care the nose.)

Refer to pp.48-50 of LM, “Gibohon 6: Dungo

Mo, Atamanon Mo

What are the healthful ways in caring for the

nose?

EVALUATE
Read and analyze the situation. Answer the
question for 5 points.

There is an on-going building construction

in your school. At times, dust and fumes from
paint and other odorous materials fill the
surrounding. You noticed that most of your
classmates got cough and colds. Some have
even had asthma attacks. The school nurse
called it respiratory conditions. Are these
conditions directly affecting your nose? How
could have your classmates avoided such
respiratory conditions? Suggest at least 3
ways by which they could have done to prevent
such ailments.

Agreement: Why is it that when you have colds you can’t

taste or you lose your appetite?

V. REMARKS
VI. REFLECTION

47
Region V/Daily Lesson Plan/2019-2020
 No. of Learners who earned 80% on
the formative assessment
No. of learners who require activities
for remediation.
Did the remedial lesson/s work? No.
of learners who have caught up with
the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to share
with other teachers.

APPENDIX A INTERNET SOURCES

Video SENSES by Hi-5: https://youtu.be/YXFV5KcnoBQ

APPENDIX B RUBRICS

5 4 3 2 1
Reporting Organized Organized Organized Organize Not
and and but not d but not rganized
comprehen- comprehen- comprehensi comprehe and not
sive, sive, ve, nsive, compreh
good good good good ensive,
communicati communicatio communicati communi not very
on skills, n skills, on skills, cation good
Learners are 1 or 2 1 or 2 skills,3 to communi
attentive learners are learners are 4 learners cation
inattentive inattentive are skills,
inattentiv 5 or more
e learners
are
inattentiv
e
Neatness Very neat Very neat with Very neat Neat with Neat with
of output with no no erasures with no some several
erasures and and paper not erasures and erasures, erasures,
paper not crumpled, but paper slightly paper paper
crumpled, not crumpled, slightly slightly
well-written well-written but not crumpled, crumpled
48
Region V/Daily Lesson Plan/2019-2020
 well-written not well- , not well-
written written

Correctnes Finished the Finished the Finished the Finished Finished

s tasks tasks tasks the tasks the tasks
of answers correctly correctly correctly correctly correctly

Participatio All group One group Two group Three Four or

n members are member is not members are group more
actively participating not members group
participating participating are not members
participati are not
ng participati
ng

49
Region V/Daily Lesson Plan/2019-2020
 DAILY LESSON LOG IN SCIENCE
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W2D4

I. OBJECTIVES
G. Content Standards The learners demonstrate understanding of
parts and functions of the sense organs of the
human body.
H. Performance Standards The learners should be able to practice healthful
habits in taking care of the sense organs.
I. Learning Competencies/ At the end of the lesson, the learners should be
Objectives able to
describe the parts and functions of the sense
organs of the human body. (S3LT-11a-b1)
1.11 Identify parts of the tongue.
1.12 Describe the functions of the parts of the
tongue
II. CONTENT Parts of the Tongue
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp.58-59
8. Learner’s Materials pages pp.50-51
9. Textbook pages K to 12 Science Links pp.99-100
10. Additional Materials from
Learning Resource Portal
5. Other Learning Resources Video “How Your Tongue Works?”
IV. PROCEDURE Learners
ENGAGE Checking of Assignment:
Why is it that when you have colds you can’t
taste or you lose your appetite?

Let the pupils watch a video clip about “How

Your Tongue Works?”

Asks:
What are the different parts of tongue?
What are the functions of each part of the
tongue?

EXPLORE
 Presentation of rubrics
 Pre-lab activities (precautionary
measures)

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 Divide the class into three groups. Each group
shall be given a diagram of the structure of the
tongue.
Group I – Label the parts of tongue.
Group II – Connect the taste area to the parts of
tongue.
Group III – Using the strips with functions of the
parts of the tongue (from a the bowl), describe
the function of as each part is located in its
corresponding part in the diagram.

EXPLAIN
Reporter of each group will present their outputs.
The class will analyze the outputs made by each
group.
Guide Questions:
 How do different parts of tongue works?

ELABORATE
Refer to pp.50-51 of LM.

(The teacher will present or provide a chart or

presentations of the different parts of the
tongue.)

What part of the tongue helps determine or

detect the taste of food?

You ate an ice cream. Which part of the tongue

would be responsible for it? Why?

What are the different parts of the tongue?

How do the parts of the tongue work?

EVALUATE
Match the parts of the tongue in Column A to the
functions and descriptions of them in Column B.
A B
1.Taste Buds a. Surface of tongue
2. Sensory Cells that is covered with
3. Papillae small projections and
4. Taste Areas it contains taste buds.
5. Saliva b. Responsible for
receiving different
taste sensations.
c. Wets and dissolves
the food particles.
d. Part of tongue that
carry the taste to the
brain.
e. Part of tongue that
tell whether the food is
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 sweet, salty, sour or
bitter.

Agreement:
What human parts interpret the taste of food?

V. REMARKS
VI. REFLECTION
No. of Learners who earned 80% on
the formative assessment
No. of learners who require
activities for remediation.
Did the remedial lesson/s work?
No. of learners who have caught up
with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to share
with other teachers.

APPENDIX A Internet Resources

Video: “How Your Tongue Works?” https://images.app.goo.gl/nKGfC6rhHNUnBGGm7

APPENDIX B RUBRICS

5 4 3 2 1
Reporting Organized Organized Organized Organized Not
and and but not but not rganized
comprehen- comprehen- comprehensi comprehensi and not
sive, sive, ve, ve, comprehe
nsive,
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 good good good good not very
communicati communicatio communicati communicati good
on skills, n skills, on skills, on skills,3 to communi
Learners are 1 or 2 1 or 2 4 learners cation
attentive learners are learners are are skills,
inattentive inattentive inattentive 5 or more
learners
are
inattentiv
e
Neatness Very neat Very neat with Very neat Neat with Neat with
of output with no no erasures with no some several
erasures and and paper not erasures and erasures, erasures,
paper not crumpled, but paper slightly paper slightly paper
crumpled, not crumpled, crumpled, slightly
well-written well-written but not not well- crumpled,
well-written written not well-
written

Correctnes Finished the Finished the Finished the Finished the Finished
s tasks tasks tasks tasks the tasks
of answers correctly correctly correctly correctly correctly

Participatio All group One group Two group Three group Four or
n members are member is not members are members are more
actively participating not not group
participating participating participating members
are not
participati
ng

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 DAILY LESSON PLAN IN SCIENCE 3
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W2D5

I. OBJECTIVES
Y. Content Standards The learners demonstrate understanding of parts,
and functions of the sense organs of the human
body

Z. Performance Standards The learners should be able to practice healthful

habits in taking care of the sense organs

AA. Learning The learners should be able to describe the parts

Competencies/Objectives and functions of the sense organs of the human
body (S3LT-IIa-b-1).
1.13 Enumerate/Suggest healthful ways to take
care of the tongue
II. CONTENT Tongue Care
III. LEARNING RESOURCES
References
9. Teacher’s Guide Pages p. 59
27. Learner’s Materials pages pp.52-53
28. Textbook pages Growing with Science and Health pp. 52-53
29. Additional Materials from
Learning Resource Portal
5. Other Learning Resources
IV. PROCEDURE Learners

EXPLORE  Presentation of rubrics

 Pre-lab activities (precautionary
measures)

 Let the pupils do the group activity on

describing healthful ways on Caring for the
Tongue.
 Ask each group to analyze pictures found in
the LM (p. 52).

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  Let them check (/) the box that shows proper
way of caring for the tongue. Cross (X) if not.
 After the activity, have them answer the
guide question.
 Have the group reporter present their
output.
EXPLAIN  Discuss answers to these questions: Why is it
not good to eat hot food? Why do we have to
consult a doctor when tongue has sores?
Why is it good to use a tongue scraper when
cleaning our tongue?
Why is it important to brush our teeth?

ELABORATE  What are the proper ways of caring for the

tongue?

(The Teacher may provide videos or other

resources for further understanding of the lesson)

 You just got home from school, hungry and

tired. Your Mother prepared newly fried
banana cues for snacks. What healthful
habits will you do before taking your snacks?
Why?

 How can you keep your tongue healthy?

 Why do you need to take care of your tongue?

EVALUATE
 List down at least three (3) healthful ways to
take care of your tongue.
1. _______________________________
2. _______________________________
3. _______________________________

 The teacher may also present pictures for the

learners to identify which of them (pictures)
show healthful ways of caring the tongue.
Agreement  Ask family members on how they clean their
tongue.

V. REMARKS
VI. REFLECTION
No. of Learners who earned 80% on
the formative assessment
No. of learners who require activities
for remediation.
Did the remedial lesson/s work? No. of
learners who have caught up with the
lesson.
No. of learners who continue to
require remediation
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 Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter which
my supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to share
with other teachers.

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 DAILY LESSON PLAN IN SCIENCE 3
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W3D1

I. OBJECTIVES
BB. Content Standards The learners demonstrate understanding of
parts, and functions of the sense organs of the
human body

CC. Performance Standards The learners should be able to practice healthful

habits in taking care of the sense organs

DD. Learning The learners should be able to describe the parts

Competencies/Objectives and functions of the sense organs of the human
body (S3LT-IIa-b-1).
1.14 Identify the parts of the skin
1.15 Describe the function/s of each
part
of the skin

II. CONTENT The Skin

III. LEARNING RESOURCES
References
10. Teacher’s Guide Pages pp. 60-61
30. Learner’s Materials pages pp. 53-54
31. Textbook pages Science Links pp. 51-54
32. Additional Materials from
Learning Resource Portal
5. Other Learning Resources

IV. PROCEDURE

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 ENGAGE  Checking of assignment/Review healthful
ways of caring for the tongue.

 Let some pupils identify familiar objects

placed inside a pouch. First, by touching
them with hand gloves. Then, without gloves.
 In which situation can you easily identify the
objects? Why? What sense organ is involved
in this activity?

EXPLORE  Presentation of rubrics

 Pre-lab activities (precautionary
measures)

Let the pupils do the group activity on Identifying

the Parts of Skin. ( The Teacher must discuss
first the proper use of a magnifying glass before
it is given to the pupils)
 Ask each group to examine the skin that
covers their arms using a magnifying glass.
 Have them describe the things they have
seen on their skin.
 Let each group read and understand the
information about the structure and
functions of the skin. Then have them
answer the guide questions found in the
LM.

EXPLAIN  The group reporter will present their output.

 The pupils will also present the answers to the
given questions.

1. What protects and covers our body?

2. How does the skin protects our body?
3. Does the skin helps maintain our body
temperature?
4. What are the two layers of skin? Where is
the epidermis?
5. What are in the dermis?
6. What is the function of sweat glands?
Nerve endings? Oil glands? Nerves?

(The Teacher may provide bigger illustration or

videos showing the cross section of the skin)

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 ELABORATE
(The Teacher may provide bigger illustration
or videos showing the cross section of the
skin

 The teacher further discusses the

answers to the questions.
 Elaborates further the lesson through the
following questions:
1.What are the parts of the skin?
11. How does the skin helps our body?
12. What nourishes your skin?
13. What are the different sensations that
can
be detected by your skin?
14. During noon time most people avoid
sunlight. What do you think is the reason?
15. Why is the skin important?
EVALUATE
Identify the part of the skin as its function is being
described.
_______ 1. It is the outer layer of the skin.
_______ 2. They produce perspiration which
helps cool your body.
_______ 3. They help nourish your skin.
_______ 4. It is the inner layer of the skin.
_______ 5. They pick up sensations in the
skin.

Agreement
16. List down some ways of caring for your skin.

V. REMARKS
VI. REFLECTION
No. of Learners who earned 80% on
the formative assessment
No. of learners who require activities
for remediation.
Did the remedial lesson/s work? No. of
learners who have caught up with the
lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter which
my supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to share
with other teachers.

59
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 DAILY LESSON LOG IN SCIENCE 3
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W3D2

I. OBJECTIVES
EE.Content Standards The learners demonstrate understanding of
parts, and functions of the sense organs of the
human body
FF. Performance Standards The learners should be able to practice healthful
habits in taking care of the sense organs

GG. Learning The learners should be able to describe the parts

Competencies/Objectives and functions of the sense organs of the human
body (S3LT-IIa-b-1).
1.16 Enumerate/Suggest healthful ways to
take care of the skin

II. CONTENT Skin Care

III. LEARNING RESOURCES
References
17. Teacher’s Guide Pages pp. 61-62
33. Learner’s Materials pages pp. 55-56
34. Textbook pages Science Links pp. 56-57
35. Additional Materials from
Learning Resource Portal
5. Other Learning Resources

IV. PROCEDURE Learners

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 ENGAGE  Using the big picture of the skin structure, let
the pupils identify the parts of the skin and the
function of each part.
 Why is our skin important?
 How do you take care of your skin?

EXPLORE  Presentation of rubrics

 Pre-lab acitvities

 Let the pupils do the group activity on Skin

Care..
 Ask each group to study pictures found in
the LM pp 55-56.
 Let them check (/) the box under each
picture if it shows proper way of caring for
the skin, Cross (X) if not. Then, have them
explain their answer on the activity.
 Each group should also answer the guide
questios.
 The reporter of each group will present their
outputs.
EXPLAIN  Check and discuss answers to these
questions: Is it good to take a bath daily?
Why? Will you walk barefoot? What should
you do? Do you wear clean clothes? Why?
Do you drink plenty of water daily? Why?

( The Teacher may provide pictures or video

clips showing skin care for better
understanding of the lesson )

ELABORATE  What other practices do you follow to keep

your skin healthy? What kind of food should
you eat? How should you protect your skin
from UV rays of the sun?
 You and your family decided to go swimming
in the beach on weekend, what should you
prepare to protect your skin from diseases?
 How do you take good care of your skin?

EVALUATE
 Which of the following practices can keep
your skin healthy? Put a check (/) before
each number.
____ 1. Take a bath only twice a week.
____ 2. Eat plenty of fruits and vegetables.
____ 3. Wear clean clothes at all times.
____ 4. Do not play under direct sunlight.
____ 5. Do not drink much water everyday.

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 ____ 6. Use umbrella or sunscreen lotion on
hot days.
____ 7. Use other people’s comb, towels and
clothes.
____ 8. Wash your face with mild soap and
water.
Agreement How do you take good care of your skin? Draw
on a clean sheet of paper. Write a sentence
about your drawing.
V. REMARKS

VI. REFLECTION
No. of Learners who earned 80% on
the formative assessment
No. of learners who require activities
for remediation.
Did the remedial lesson/s work? No.
of learners who have caught up with
the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter which
my supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to share
with other teachers.

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 DAILY LESSON LOG IN SCIENCE 3
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W3D3

I. OBJECTIVES
HH. Content Standards The learners demonstrate understanding of parts
and functions of animals and importance to
humans
II. Performance Standards The learners should be able to enumerate ways
of grouping animals based on their structure and
importance
JJ. Learning At the end of the lesson the learners should be
Competencies/Objectives able to describe the animals in their immediate
surroundings (S3 LT-IIc-d3)
2.1 Name animals in their immediate
surroundings
II. CONTENT Animals in the Surroundings
III. LEARNING RESOURCES
References
18. Teacher’s Guide Pages TG pp. 63-65
36. Learner’s Materials pages LM pp. 57-58
37. Textbook pages Science Links p. 106
38. Additional Materials from
Learning Resource Portal
5. Other Learning Resources Pictures of animals in the locality
IV. PROCEDURE Learners
ENGAGE  Show a box with names of animals in it.
 Let pupils form groups.
 Ask the group leader to pick a name of animal
from the box and portray or produce the
sound that the animal make.
 Other groups will guess the animal. The group
with the greatest number of correct guesses,
wins.
 Do you see all these animals in the
surroundings?
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 EXPLORE
 Let the pupils do Activity 1A found in the LM.
 For additional activity, each group will list
down names of other animals seen in the
following surroundings:
Group 1- Animals found at home as pets
Group 2- Animals seen in the farm
Group 3- Animals found in the pond
Group 4-Animals found in the yard/garden
 Then, each group will tell something about the
animals in their list.
 The reporter of the group will present their
outputs.

EXPLAIN / ELABORATE  Discuss answers to these questions using

pictures or video clips:
1.What animals can be found at home as
pets?
2.What animals are seen in the farm?
3.Are there animals in the pond? What are
they?
4.What animals are found in the garden?
5.Can you tell something about the
surroundings or place where these animals
live?

 What other animals are found at home as

pets? How do you describe these animals?

 Why are there bees and butterflies flying in

and around the garden?

EVALUATE
 Write down three (3) names of animals found
in the following surroundings:
1.Animals at home___________________
2.Animals in the garden ________________
3.Animals in the farm __________________

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 Agreement
 Draw your favorite animal and write
something about it.

V. REMARKS

VI. REFLECTION
No. of Learners who earned 80% on
the formative assessment
No. of learners who require activities
for remediation.
Did the remedial lesson/s work? No. of
learners who have caught up with the
lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter which
my supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to share
with other teachers.

65
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 DAILY LESSON LOG IN SCIENCE
SECOND QUARTER

School Grade Level THREE

Name Learning Area SCIENCE 3
Time and Date Quarter Q2W3D4

I. OBJECTIVES

• Content Standards The learners demonstrate understanding of parts and

functions of animals and importance to humans.

• Performance Standards The learners should be able to enumerate ways of

grouping animals based on their structure and
importance.
• Learning At the end of the lesson, the learners should be able
Competencies/Objectives to:
1.1 Identify the body parts of animals and describe their
functions

S3LT-IIc-d4

II. CONTENT Body Parts of Animal for Moving

III. LEARNING RESOURCES

References
1.Teacher’s Guide Pages pp. 68 - 69

Learner’s Materials pages pp. 61 - 64

Textbook pages K-12 Science Links pp.108-109

Explore and Discover pp. 110-115
MAPEH LM pp. 29 for the song “Mga Alaga Kong
Hayop” (ostinato pattern)
Additional Materials from
Learning Resource Portal

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 Other Learning Resources
IV. PROCEDURE
Learners
ENGAGE
Checking of assignment after prayers and attendance
checking.
Singing of “Mga Alaga kong Hayop” song from

MAPEH 3 book
Lumipad, lumipad ang ibon, ang ibon, ang ibon.
Lumipad, lumipad ang ibon sa magandang
pugad…..

Show picture of animals. (dog, cat, hen, carabao,

frog, fish, horse)
What are their body parts?
What are their common body parts?
Are the body parts essential to the animals?
Why?
What different body parts use by these animals to
move?

Groupings: Divide the class into 3. Each group will be

given picture charts.
EXPLORE Group 1 will observe zoo animals
Group 2 will observe water animals
Group 3 will observe air animals

Let pupils complete the table below.

Name of Body part used How animals
Animals for moving move

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 EXPLAIN
Group Reporting: Pupils may give comments,
feedbacks, suggestions or ask questions, if any.

What body parts used in walking, hopping,

crawling, swimming and in flying?

ELABORATE The words mammals, amphibians, reptiles can be

introduced in this lesson.

Can you now tell / identify what body parts they’ve

used in moving by all these animals?

What if all the animals are crawling like the snakes?

What if all the animals are flying?
What if all the animals are swimming?

What are the body parts used of water animals in

moving?
What are the body parts used by carabaos and cows
in moving?
What about the air animals, what body parts they
used in flying?

EVALUATE
Match the animals with their body parts and
movements. Write the letter of your answer on the
blank.

__1. Have wings, beak and can fly a. fish

__2. Have 6 legs and wings that fly b. birds
__3. Use their fins and tails to swim c. reptile
__4. Have four legs, slimy skin and swim d. insects
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 __5. Have four legs, scales and crawls e. mammals
f. amphibians

Agreement
Name an animal and complete the sentence.

I like _______ I do not like _______

because __________ because __________.

V. REMARKS
VI. REFLECTION
No. of Learners who earned
80% on the formative
assessment
No. of learners who require
activities for remediation.
Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this
work?
What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to
share with other teachers.

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 DAILY LESSON LOG IN SCIENCE
SECOND QUARTER

School Grade Level THREE

Name Learning Area SCIENCE 3
Time and Date Quarter Q2W3D5

I. OBJECTIVES

 Content Standards The learners demonstrate understanding of parts and

functions of animals and Importance to humans.

 Performance The learners should enumerate ways of grouping

Standards animals based on their structure and importance.

 Learning At the end of the lesson, the learners should be able

Competencies/Objecti to:
ves 2.3 Classify animals according to body parts and use

S3LT-IIc-d5

II. CONTENT Classify animals according to how they move

III. LEARNING RESOURCES

References
1.Teacher’s Guide Pages pp. 68 - 70

 Learner’s Materials pp. 61 - 64

pages

 Textbook pages Science Links pp. 108 - 109

 Additional Materials
from Learning
Resource Portal

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  Other Learning
Resources
IV. PROCEDURE

ENGAGE
Checking of attendance and homework after the
recitation of morning prayers.
Let pupils recall what they have learned about
identifying which body parts of animals were used for
moving.
How important are their body parts to them? Why?

Today, we will continue learning about their body

parts and group these animals to how they move.

Ask:
• How do animals move?
• What do they use in moving from one place to
another?
• Will you describe the movement?
• Do the animals have the same body parts for
the same movements? Different movements?
EXPLORE
Group Activity
Divide the class into 4 groups. Each group will be
given envelope with pictures of animals inside. They
are going to sort out the pictures according to their
movements.

Fill-out this chart.

What other animals in the surroundings move
accordingly

MOVEMENT

Bod
Nam y
e Part Wal Jum Flyi Swi Cra Othe
Of for k p ng m w rs
Anim Mov ing Ing/g mmi Lin
al e a ng g
me llopi
nt ng
1.
2.
3.
Etc.

Guide Questions:
• Identify the animal
• How does it move?
• What other animals show the same
movements?
• Group them.
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 ELABORATE Do all animals have body parts for the same
movement?
Different movement?

What do you think will happen if all big animals like

elephant, carabao
or horses crawl like the snakes?

How did you group the animals?

What other animals in the surroundings move
accordingly?
What are the animals that walk, run, gallop, jump,and
hop?
What are animals that crawl? Fly? Swim?

EVALUATE Classify animals by grouping them according to

how they move:
Write at least 3 animals for each column.

Animal Animal Animal Animal Animal

s that s that s that s that s that
walk fly swim jump/ crawl
gallop
1. 1. 1. 1. 1.
2. 2. 2. 2. 2.
3. 3. 3. 3. 3.
Agreement
• Do what is told:

a. Cut out pictures of animals from old

magazines.
b.Group them according to their movements.
c. Paste it in a long coupon bond.

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 • Observe some animals in your surroundings.
Observe how they eat.
What do they eat?
How do they eat?
What is the name of the animal?

V. REMARKS
VI. REFLECTION
No. of Learners who
earned 80% on the
formative assessment
No. of learners who
require activities for
remediation.
Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did this work?
What difficulties did I
encounter which my
supervisor/principal/dep
artment head help me
solve?
What Innovations did I
use to use/discover
which I wish to share
with other teachers.

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 DAILY LESSON LOG IN SCIENCE
SECOND QUARTER

School Grade Level THREE

Name Learning Area SCIENCE 3
Time and Date Quarter Q2W4D1

I. OBJECTIVES

• Content Standards The learners demonstrate understanding of parts

and functions of animals and importance to
humans.
• Performance Standards The learners should be able to enumerate ways of
grouping animals based on their structure and
importance.
• Learning At the end of the lesson, the learners should be
Competencies/Objectives able to:
Classify animals according to body parts and use
S3LT-IIc-d5
2.3.1. Identify body parts of animals used for
eating/
food getting

II. CONTENT
Identify body parts of animals used for eating /
food getting.
III. LEARNING RESOURCES

References
1.Teacher’s Guide Pages pp. 71 – 72

 Learner’s Materials pages pp. 65 – 69

 Textbook pages Science Links pp. 124 – 127s

 Additional Materials from

Learning Resource Portal
 Other Learning Resources
IV. PROCEDURE Learners

ENGAGE Let the pupils recall what they have learned about
grouping the animals according to how they move.

Motivation:
Activity: Which does not belong?
• Have the pupils select the object that does
not belong to the group.
• ball, orange, string, egg

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 • apple rambutan, strawberry,
banana
• ballpen, paper, pencil, pentel pen

Ask: How did you select the answer?

Emphasize that there is always a basis for
grouping things.
For example, animals in the past lesson were
grouped based on how they move.

Call some pupils to share / present their

assignments to class.
Ask the pupils these questions:
Have you observed some animals in your
surroundings?
Have you seen them eat?
How do they eat?

EXPLORE
Group Activity. Use activity sheets
Give each group pictures of different animals.

Body parts used for

Name of animals eating / food getting

What to do:

• Identify the name of each animal.

• What body parts are used in eating? In
getting food?

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 EXPLAIN  Group reporting of outputs

ELABORATE Through pictures of mouth parts of the different

animals, emphasize the parts used in eating or
getting food.

What body parts are used in getting food?

Which animals use their beaks and claws for

getting food?
Which animals use their tongue in food getting?
What animal use their mouth in eating?
What if a dog has a mouth of a chicken, do you
think it can eat the bones?
How do they differ in getting food?
What do animals use in getting food?
Are food eaten by animals related to their body
parts?
EVALUATE
Match the animals with the body parts they use for
getting food.

• crab A. beaks and claws

• carabao B. proboscis
• frogs C. mouth
• butterfly D. stick tongue
• eagle E. pincers

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 Agreement
Cut out pictures of five different animals and
paste it in your booklet. Under each picture
write the (name of the animal), uses (body
parts) in getting food.

V. REMARKS
VI. REFLECTION
No. of Learners who earned 80%
on the formative assessment
No. of learners who require
activities for remediation.
Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this
work?
What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to
share with other teachers.

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 DAILY LESSON LOG IN SCIENCE
SECOND QUARTER

School Grade Level THREE

Name Learning Area SCIENCE 3
Time and Date Quarter Q2W4D2

I. OBJECTIVES

 Content Standards The learners demonstrate understanding

of parts and functions of animals and
importance to humans.
 Performance Standards The learners should be able to
enumerate ways of grouping animals
based on their structure and importance.
 Learning At the end of the lesson, the learners
Competencies/Objectives should be able to:
Classify animals according to body parts
and use
S3LT-IIc-d5
2.3.1b. Identify body parts of animals
used for eating/
food getting

II. CONTENT
Identify body parts of animals used for
eating / food getting.
III. LEARNING RESOURCES

References
1.Teacher’s Guide Pages pp. 71 – 72

 Learner’s Materials pages pp. 65 – 69

 Textbook pages Science Links pp. 124 – 127s

 Additional Materials from

Learning Resource Portal

• Other Learning Resources

IV. PROCEDURE Advance Learners Average
Learners
ENGAGE
Let the pupils recall what they
 Reviewing previous lesson or have learned about grouping
presenting the new lesson the animals according to how
they move.

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 Motivation:
Activity: Which does not
belong?
• Have the pupils
select the object that
does not belong to the
group.
• ball, orange,
string, egg apple
rambutan,
strawberry,
banana
• ballpen,
paper, pencil,
pentel pen

Ask: How did you select

the answer?
Emphasize that there is
always a basis for grouping
things.
For example, animals in
the past lesson were grouped
based on how they move.

Call some pupils to share / present their

assignments to class.
Ask the pupils these questions:
Have you observed some animals in
your surroundings?
Have you seen them eat?
How do they eat?

EXPLORE
Group Activity. Use activity sheets
Give each group pictures of different
animals.

Body parts used

Name of animals for eating / food
getting

What to do:

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 • Identify the name of each animal.
• What body parts are used in
eating? In getting food?

EXPLAIN / ELABORATE
Through pictures of mouth parts of the
different animals, emphasize the parts
used in eating or getting food.

What body parts are used in getting food?

E. Developing Mastery (Leads to Which animals use their beaks and claws
Formative Assessment for getting food?
Which animals use their tongue in food
getting?
What animal use their mouth in eating?

What if a dog has a mouth of a chicken,

do you think it can eat the bones?
How do they differ in getting food?

What do animals use in getting food?

Are food eaten by animals related to their
body parts?
EVALUATE
Match the animals with the body parts
they use for getting food.

• crab A. beaks and claws

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 • carabao B. proboscis
• frogs C. mouth
• butterfly D. stick tongue
• eagle E. pincers

EXTEND
Cut out pictures of five different
. animals and paste it in your booklet.
Under each picture write the( name of
the animal), uses (body parts) in
getting food.

V. REMARKS
VI. REFLECTION
 No. of Learners who earned 80%
on the formative assessment
 No. of learners who require
activities for remediation.
 Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson.
 No. of learners who continue to
require remediation
 Which of my teaching strategies
worked well? Why did this
work?
 What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
 What Innovations did I use to
use/discover which I wish to
share with other teachers.

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 DAILY LESSON LOG IN SCIENCE
SECOND QUARTER

School Grade Level THREE

Name Learning Area SCIENCE 3
Time and Date Quarter Q2W4D2
I

I. OBJECTIVES

 Content Standards The learners demonstrate understanding of parts and

functions of animals and Importance to humans.

 Performance Standards The learners should enumerate ways of grouping

animals based on their structure and importance.

• Learning At the end of the lesson, the learners should be able

Competencies/Objectives to:
Classify animals according to body parts and use
S3LT-Iic-d5
2.3.5. Describe animals based from their body
covering
II. CONTENT Body covering of different animals

III. LEARNING RESOURCES

References
1.Teacher’s Guide Pages pp. 73 - 74

Learner’s Materials pages pp. 67 - 69

Textbook pages Science Links pp. 124 – 127

Additional Materials from

Learning Resource Portal

Other Learning Resources

IV. PROCEDURE

ENGAGE Checking of attendance and homework after the

recitation of morning prayers.

Ask questions for review;

What do animals eat?

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 Present a game, Sort: “ Animal Diets”

HERBIVORES OMNIVORES CARNIVORES

Pictures of animals to be sorted:

Deer, giraffe, dog, bear, pig, dolphin, frog, tiger, fish,
sheep, birds,cat, crab, duck, shrimp

The group who finishes first will be given a simple

token/candies.

After the game, show the animals again.

Ask:
What covers the body of these animals?
What is the body covering of the dog?
How about the sheep, what covers it?
What covers the body of a crab, pig, dolphin,
fish, tiger, bird
cow, duck, chicken,shrimp, etc, etc…

Introduce exoskeleton as the body cover of

shrimps and crabs carapace or shell in turtles.
EXPLORE

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 Group Activity
Let pupils be divided into 4 groups.
Ask pupils to present the chart and fill-out the body
covering
of different animals. They may add other animals
found in the community.

NAME OF ANIMALS BODY COVER

Dog
Cat
Bird
Crab
Carabao
Duck

EXPLAIN
How did you find the activity?
Reporting of outputs.
The leader/reporter will explain and give comments
and feedbacks about the group activity.

What covers the body of the animals?

ELABORATE
Note: Emphasize the following concepts:
• Some animals have skin as the body cover.
• There are extensions of the skin which form
part of the body cover of animals (examples:
feelers in antennae of cockroaches, spines in
porcupines, horns in carabaos, etc.)
• The body cover serves as protection of the
body parts of the animal.

What are the different body coverings of animals?

Do animals have the same or different body covers?
Why?
What animals are covered with fur? feathers? scales?
shells?
exoskeletons? skin? hair?

What do you think will happen to animals if all of them

are covered with skin, like us?

What are the different body coverings of animals?

Describe each.

EVALUATE

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 Fill out the chart below.
Write examples of animals with the body coverings on
the second column.

BODY COVER ANIMALS

Skin
Skin with hair
Skin with feather
Fur
Scales
Shell / carapace
exoskeleton

Match the animals with their body coverings.

• Dog a. shell
• Crab b. skin
• Toad c. feather
• Fish d. hair
• Bird e. scales

Agreement • Cut out pictures of animals and group them

according to their body coverings.
• Answer the following questions:
• Where do animals live?
• List down animals that live in different
surroundings.

V. REMARKS

VI. REFLECTION
No. of Learners who earned
80% on the formative
assessment

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 No. of learners who require
activities for remediation.
Did the remedial lesson/s work?
No. of learners who have
caught up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching
strategies worked well? Why
did this work?
What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to
share with other teachers.

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 DAILY LESSON LOG IN SCIENCE
SECOND QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter Q2W4D3

I. OBJECTIVES
• Content Standards The learners demonstrate understanding of
parts and functions of animals and Importance
to humans.
• Performance Standards The learners should enumerate ways of
grouping animals based on their structure and
importance.
• Learning At the end of the lesson, the learners should be
Competencies/Objectives able to:
Describe animals in their immediate
surroundings
S3LT-IIc-d3
 Group animals based on the kind of food
they
eat.
II. CONTENT
III. LEARNING RESOURCES
References
Teacher’s Guide Pages pp. 75 – 75
 Learner’s Materials pages pp. 70-71
 Textbook pages Science Links pp. 110-111
 Additional Materials from
Learning Resource Portal
 Other Learning Resources
IV. PROCEDURE

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 ENGAGE
Checking of homework:

Name of Body Parts Kind of Food

Animals Used in the Animals
Eating / Food Eat
Getting

MOTIVATION:
Let the pupils sing the song “Mga Alaga
kong Hayop”.

Ask:
• What kind of food do you eat?
• Do you eat the same kind of food?

Make use of the pupils assignment about the

kind of food the animals eat, then asks:
• What do carabaos eat? Goats?
Cows?
• What about cats and dogs?
What do they eat too?
• Have you seen a frog what they
eat? Lions and tigers?
Let pupils analyze their answers later after the
next activity.

EXPLORE

Pre-lab activities
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 Group Activity
The class will be grouped into 4. Each group
will be given pictures of animals and a Venn
Diagram and group / sort the animals according
to what they eat.

Present this Venn diagram

Animals Animals that eat

Animals that
That eat both plants and eat
other
Plants animals
animals

EXPLAIN /
How did you find the activity?
Reporting of outputs.
The leader/reporter will explain and give
comments and feedbacks about the group
activity.

• What do animals eat?

• What do you call plant-eating
animals? ( herbivores)
• What do you call meat-eating
animals? (carnivores)
• What about animals that eat both
plants and animals? (omnivores)
(Introduce the words herbivores, carnivores
and omnivores to the class).

ELABORATE
Give a “Giant Step” game to the class
Representative from boys and girls, at least 5
pupils each group.

Flash on screen the pictures of animals.

The

What are the three classifications of animals

as to the food they eat?
• What are plant-eating animals? Meat-eating
animals?
• What do you call animals that eat both plants
and animals?

EVALUATE
Write H for plant-eaters
C for animal- eaters
 for both plant and animal eaters

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 ____ 1. Lion ____ 6. Frogs
____ 2. Elephant ____ 7 ants
____ 3. Fish ____ 8. Snake
____ 4. Bird ____ 9. Turtle
____ 5. Horse ____10. Giraffe
Agreement Classify the animals listed below as to
OMNIVORE, HERBIVORE,CARNIVORE or
INSECTIVORE.
• Frog 4.. Snake
• Cat 5. Horse
• Cows

V. REMARKS
VI. REFLECTION
No. of Learners who earned 80%
on the formative assessment
No. of learners who require
activities for remediation.
Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
What Innovations did I use to
use/discover which I wish to
share with other teachers.

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 SCIENCE III DAILY LESSON PLAN
School Grade Level THREE
Name Learning Area SCIENCE
Time and Date Quarter Q2W4D4

I. OBJECTIVES
• Content The learners demonstrate understanding of parts and functions of
Standard animals and importance to humans
• Performance The learners should be able to enumerate ways of grouping
Standard animals based on their structure and importance
• Learning Classify animals according to body parts and use;
Competencies/Objecti At the end of the lesson, the learners should be able to:
ves  Name the animal based on its habitat ( S3LT-lIc-d-5)
II. CONTENT
III. LEARNING
RESOURCES
E. References
1.Teacher’s Guide pp. 77-79
pages
2.Learner’s
Materials pages
3.Textbook pages
4.Additional
Materials from
Learning Resource
(LR portal)
F. Other Learning https://www.youtube.com/watch?v=PZ5l51MvJxg
Resources https://www.youtube.com/watch?v=UKx6SBizYtU
https://www.youtube.com/watch?v=LRUOM3vZ0kk

IV.PROCEDURE

• Review: What are the different habitats of animals?

ENGAGE • Checking of assignment

EXPLORE Rubrics
Pre-lab activities

Activity:

B. The teacher will prepare one envelope for each group

which includes individual letters for the words: LAND
ANIMALS, WATER ANIMALS, and LAND AND WATER
ANIMALS ( one kind of animal's habitat for each group).
Also, pictures, and manila paper. (Attached is the ready-
to-print visual aids).

C. Mechanics:
a. This activity will be presented as a game. The first
group to finish first with correct answers will be declared
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 as a winner.

b. The teacher will first explain the mechanics of the

game.

c. The teacher then will distribute one envelope for each

group.

d. Each group will arrange the letters to form a word and

paste the animals that jibes on the word.

e. The pupils will answer the questions given in the

activity paper.

Presentation of the group outputs.

EXPLAIN

Animals can be found almost everywhere on Earth. The place

ELABORATE where an animal lives is called habitat. A habitat is everything that
the animal needs to survive. Animals need the right climate and
source of food. Animals choose a place where they can get food.
Each animal has its own habitat. There are animals that live on
land, in water, while others can live in both land and water
.
Animals that Live on Land

Most of the animals are found on land. Some of them eat plants
that grow on land. Some eat land animals.

A cheetah is like a cat that runs very fast. It lives on grasslands

where it is warm and dry.

A dessert is a very hot and dry place. Lizards and kangaroo rats
are some animals that live in the dessert. Lizards burrow under
the ground.
The polar bear lives in cold and dry places. They have thick fur to
keep them warm. The bear hunts for small animals like squirrels.
They eat berries.

Some animals like dogs and cats become good pets. They live in
houses together with people.

Animals that live in Water

Some animals live in rivers, lakes and ponds. The big sea animals
live in the oceans. They eat plants that grow under the water like
algae. Some eat small fishes.

Animals that Live Both on Land and Water

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 Some animals can live part of their life on land and some time in
water. Frogs and snakes like to live in rain forests or jungle. Frogs
lay their eggs in water. The eggs bacome tadpoles and later adult
frogs. When they are adult frogs, they stay on land for sometime.
(Taken from: Discover and Explore Science 3 by Toribia C.
Superio, 2009, pp. 91-94)

Let each group make their own mini-animal zoo. Each group will
EVALUATE select one habitat. The following are the rubrics for scoring:

10 - all pupils in the group help in the activity; the presentation is

excellent; the animals included are correct and the habitat is
presented well.

8 - some of the pupils help,some don't; the presentation is very

good; the animals included are correct and the habitat is
presented .

6 - only few do the activity; the presentation is good; some

animals are should not be included and the habitat is not well
presented.

4 - very few do the activity; the presentation is not so good; some

animals are should not be included and the habitat is not well
presented.

The class will display creatively all their outputs in a corner of their
AGREEMENT classroom, making it as a mini-animal zoo.

V. REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? no of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
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 teaching strategies
worked well?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized material/s
did I use/discover I
wish to share with
other teachers?

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 SCIENCE III DAILY LESSON PLAN
School Grade Level THREE
Name Learning Area
SCIENCE
Time and Date Quarter Q2W4D5

H. OBJECT
IVES
VII. Content Standard The learners demonstrate understanding of parts and functions
of animals and importance to humans
VIII. Performance The learners should be able to enumerate ways of grouping
Standard animals based on their structure and importance
IX. Learning Classify animals according to body parts and use;
Competencies/Obje At the end of the lesson the learners should be able to:
ctives  Describe the habitat of each animal (S3LT-lIc-d-5)
I. CONTENT Describing the habitat of each animal
J. LEARNING
RESOURCES
G. References
1. Teacher’s pp.77-79
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning Resource
(LR portal)
H. Other Learning https://www.youtube.com/watch?v=4OlnO0lhQ2E
Resources http://clipartbarn.com/bird-clipart_7356/
http://clipartbarn.com/duck-clipart_35710/
https://www.pinterest.ph/pin/414894184392042934/
https://www.dreamstime.com/stock-photos-coral-fish-image1600263
https://www.123rf.com/clipart-
vector/turtle.html?sti=o83dye4a14jgrt6ke1|
IV.PROCEDURE
1.Checking of assignment
ENGAGE
2. Ask the pupils: What do you think animals need in order to
survive?
3 WRITE:
“ What Animals Need” on the board. Encourage students to think
about similarities between people and animals. Prompt
students as needed by asking: Where do animals (e.g. dog/cat)
like to rest? What do animals eat? Do animals need anything to
stay safe from predators?

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 EXPLORE
Activity: (refer to LM, Activity 8, Describe Where Animals Live)
• Divide the class into small groups
• Ask the pupils to complete the chart

Name of Animals Describe the Place Where

Animals Live
Cats

Dove

Frogs

Snakes

Bangus

Answer the following questions:

• What can you say about the place where animals live?
• Do all animals have the same kind of habitat? Why?
• What did you learn from the activity?

EXPLAIN Let the pupils present their output by groups.

Discussion:
ELABORATE To further discuss the concepts, ask the following:
• Where do animals live?
• Why do they differ?

Habitat is the specific environment or place where an animal

lives. There are different kinds of habitats. There are animals
which live on land, water, underground and high places.

Each kind of habitat provides animals of what they need in order

to live. It provides plants, other animals, air, water, and even
human to protect and care for the animals

Generalization:
Describe the different habitat of animal

Application:

Your uncle gave you a rabbit as a gift. What kind of habitat are
you going to make in order for the rabbit to live?

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 Describe the habitat of each animal
EVALUATE
• dog
• frog
• chicken
• goat
• crocodile
• fish
• earthworm
• cockroach
• rat/mice
• lizard

I. Your mother went from the market. She brought

some golden small fishes as pet. Where are you
going to place it? Why?

II. Describe the habitat of the following animals:

AGREEMENT B. bangus
C. carabao
D. monkey
E. eagle
F. duck

III. Cut pieces of paper according to the number of class

groups. Write names of habitat of animals. Let the
leader of the group pick one. Each group will make
a miniature of habitat using different recycled
materials according to what they pick.

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 I. Look at the pictures below. Draw a habitat for each
EXTEND animal.

1. 2.

3. 4.

5.

II. Draw your favorite animal. Draw a habitat for it.

Prepare to share it to The class.

K. REMARKS
L. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? no
of learners who
have caught up
with the lesson
X. No. of learners who

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 continue to require
remediation
XI.Which of my
teaching strategies
worked well?
XII. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
XIII. What innovation
or localized
material/s did I
use/discover I wish
to share with other
teachers?

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 SCIENCE III DAILY LESSON PLAN
School Grade Level THREE
Name Learning Area SCIENCE
Time and Date Quarter Q2W5D1

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of parts and functions of
animals and importance to humans
B. Performance The learners should be able to enumerate ways of grouping
Standard animals based on their structure and importance
C. Learning Classify animals according to their body parts and use;
Competencies/ At the end of the lesson the learners should be able to:
Objectives  Group animals according to their habitat or where they live.
(S3LT-lIc-d-5)
II. CONTENT Grouping Animals According to their Habitat
III. LEARNING
RESOURCES
A. References
B. Teacher’s Guide pp. 77-79
pages
C. Learner’s pp. 72-73
Materials pages
D. Textbook pages
E. Additional
Materials from
Learning Resource
(LR portal)
F. Other Learning https://www.youtube.com/watch?v=hanvCkvijFs
Resources

IV. PROCEDURE

ENGAGE Let the pupils review their past lesson by asking: What is the body
cover of animals? Why do they have different body covering?

Presentation of group assignment.

What do you think do animals need in order to live?

Where do you think do they live?

Show a video clip of animals in different surrounding. Ask: can you

name the animals? Tell the pupils to describe the place where they
live. Reference: https://www.youtube.com/watch?v=hanvCkvijFs

EXPLORE Activity: (Refer to LM, Activity 8: Where do Animals Live?

XIV. Divide the class into small groups
XV.Let the class do the activity
XVI. Ask each group to prepare a chart similar to that in
the LM:

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 Animals Animals Animals Animals Animals that
that Live on that Live that Live in that Live on Live in High
Land Undergrou Water Land and in Places
nd Water

XVII. Instruct pupils to post the animal on the appropriate

habitats as describe in the chart.
EXPLAIN
Let each group present their outputs

ELABORATE
Discussion:
To further explain the concepts, ask the following:
I. What are the different places where animals live?
J. What animals live in each place?
K. Why do animals live in different places?
L. Are there animals that can live in two or more places?

M. What are the bases of grouping the animals?

Explain briefly the concepts through illustrative examples:

5. Habitat refers to the place where the animals live.
6. Different habitats are described as land, water, both
land and water, underground and high places.
Other animals live on the surface of water bodies.
XVIII. Tell them to name other animals living in the
different habitats.

Generalization:

Help the pupils formulate a generalization by asking the following:

• Do animals live in different habitats?
• What are the bases of grouping the animals?

EVALUATE
As you are walking along the road, you saw a weak bird dropped
from the nest. What will you do to the bird?

The teacher will prepare beforehand:

• Pictures of different animals and magnet at the back
• Individual boxes for each habitat
• Fishing rod with string and magnet in the end
Instructions:
G. The class will be divided into 3 groups. Each group will
have a representative.
H. Each representative will hook a picture of an animal and

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 place it in the box as its corresponding habitat. Each right
answer is one point for the group. The group to who get the
highest score will be declared as winner.

For boxes, label each as : LAND, WATER, UNDERGROUND,

HIGH PLACES
For Animals: bangus, eagle, worms, carabao, zebra, elephant,
dolphin, shark, tilapia, monkey

AGREEMENT The teacher will designate a group of animal for each group of the
class. Then, let each group bring the following:
a. different kinds of animals in their assigned habitat
b. artificial plants
c. big box
d. other creative materials (colors, art papers, pastel colors, dried
leaves, or recycled materials, etc.)
e. scissors
f. paste, scotch tape and glue
g. marking pen

• REMARKS
• REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
no of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
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 use/discover I
wish to share
with other
teachers?

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 SCIENCE III DAILY LESSON PLAN
School Grade Level THREE
Name Learning Area SCIENCE
Time and Date Quarter Q2W5D2

XIX. OBJECTIVES
N. Content Standard The learners demonstrate understanding of parts and functions of
animals and importance to humans
O. Performance The learners should be able to enumerate ways of grouping
Standard animals based on their structure and importance
P. Learning State the importance of animals to humans;
Competencies/Obj At the end of the lesson the learners should be able to:
ectives  Group animals according to their importance/uses to
humans (S3LT-lIc-d-6)
XX. CONTENT
XXI. LEARNING
RESOURCES
7. References
Teacher’s Guide pp. 80-82
pages
Learner’s Materials
pages
Textbook pages
Additional
Materials from
Learning Resource
(LR portal)
8. Other Learning https://www.youtube.com/watch?v=Sccrz__KljU
Resources https://airjordanenligen2015.com/explore/hen%20clipart/
https://www.shutterstock.com/image-illustration/roseringed-parakeet-
ringnecked-green-parrot-isolated-1017426988
https://www.illustrationsof.com/1387867-royalty-free-goat-clipart-
illustration
http://clipart-library.com/tilapia-cliparts.html
https://www.123rf.com/photo_50993720_stock-vector-cute-monkey-
waving.html

IV.PROCEDURE

ENGAGE Story: Ang Kabayo at ang Asno

https://www.youtube.com/watch?v=Sccrz__KljU

 Who are the characters in the story?

 Are they helpful to the man? How?
 What did you learn from the story?
(Value: Learn to help others willingly)
 What do you think are other benefits of animals?

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EXPLORE  Rubrics
 Pre-lab activities

Activity: ( Activity 10: Grouping Animals According to Its

Usefulness)
1. Give pupils 15 minutes to do the activity
2. Each team will be given a table as shown below:

Animals as Workers Animals as Animals as

Companions Resources

3. Each group will list as many animals as they can and

answer the questions given within the allotted time.

4. Questions to be answered:
a. What can you say about the animals as workers?
b. What are common to animals that are
companions of humans?
c. What can you say about the animals that are as
resources?
d. What did you learn from the activity?

EXPLAIN
Let the pupils present their outputs by group.

ELABORATE Discussion:
Check the answers of each group.

Animals As Companions
Animals are companions to humans. Examples of these are cats,
dogs, rabbits, fishes, horses and even turtles. Study shows that
small pets reduce anxiety and imrpove cognitive and social
functioning .

Animals As Resources
Cattle, pigs, poultry and fish are raised by many farmers to
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 provide food for people and other animal as well. They sell it to
the market thus provide source of income to the family.
Nowadays, numbers of techniques have been discovered to
increase the growth of these livestock. However, consumers
should be aware of the danger of the fast growing animals due to
chemicals that are treated for them.

Animals as Workers
The huge diversity of work performed by animals ranges from
transportation to hunting to assisting the blind. Even in the
automotive era, "horsepower" survives as a unit of measurement.
Egyptian illustrations from 5,000 years ago show oxen pulling
plows, and cattle have historically been used more than horses
as draft animals. Service dogs offer their senses of sight, hearing
and smell to aid people with disabilities and perform law-
enforcement duties. They are allowed to enter public spaces like
stores and restaurants where pets are not normally permitted.
(https://sciencing.com/importance-animals-human-lives-5349359.html)

Generalization:

Guide the pupils to make their own generalization by asking: Are

animals useful to humans?

Application:
Give an example of an animal that is present in your home. How
does it help you and the family?

Look at the animals below. Write if it is companion, worker or

resource?

EVALUATE

1. __________ 2. __________________ 3. ______________

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 4. _________________ 5. ___________________

List animals found in your community. Write also its importance.

AGREEMENT
XXII. REMARKS
XXIII. REFLECTION
H. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? no of
learners who have
caught up with the
lesson
Q. No. of learners who
continue to require
remediation
R. Which of my
teaching strategies
worked well?
S. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
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 T. What innovation or
localized material/s
did I use/discover I
wish to share with
other teachers?

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 SCIENCE III DAILY LESSON PLAN
School Grade Level THREE
Name Learning Area
SCIENCE
Time and Date Quarter
Q2W5D3

B. OBJECTIVES
XXIV. Content The learners demonstrate understanding of parts and functions of
Standard animals and importance to humans
XXV. Performance The learners should be able to enumerate ways of grouping
Standard animals based on their structure and importance
XXVI. Learning Classify animals according to body parts and use/ (S3LT-lIc-d-5)
Competencies/O  Group animals according to their body covering
bjectives
C. CONTENT Grouping animals according to their body covering
D. LEARNING
RESOURCES
U. References
1.Teacher’s pp. 75-76
Guide pages
2.Learner’s pp.70-71
Materials pages
3.Textbook pages
4.Additional
Materials from
Learning
Resource (LR
portal)
V. Other Learning https://www.youtube.com/watch?v=ZWA9YpL_Kak
Resources http://clipart-library.com/hen-cliparts.html
http://cliparting.com/free-bunny-clipart-10398/
https://www.123rf.com/clipart-
vector/rat.html?sti=mxhrjmuhp6nc7hm1a1|
https://friendlystock.com/product/happy-beagle-dog-wagging-its-tail/
http://www.clker.com/clipart-579751.html

E. PROCEDURE

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 a. Before 1. Let the pupils review their past lesson by asking: What do
Engage animals eat?
By group, let the pupils use their magic board and write herbivore,
carnivore or omnivore. The first group to answer correctly will get
1 point. The highest points to get will be the winner.

2.Tell pupils to compare herbivore, carnivore, and omnivore

animals.

3.Checking of assignment
b. During
Exploration Ask: What covers the body of animals?
(Answers: skin with hairs, skin with hairs, skin only, scales , fur ,
skin with feathers.

Group the pupils and give them instructions to follow in doing the
activity.

Activity: (refer to LM, Activity 7, What Covers the Body of Animals?)

Let each group identify the body cover of the following animals:

Name of Animals Body Cover

Dog
Cat
Bird
Crab
Duck
Shrimp

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 Questions:

1. What other animals have the same body covering as the dogs?
2. What other animals have the same body covering as the ducks?
3. What other animals have the same body covering as the
Explanation shrimps?
4. Do all animals have the same body covering? Why?
5. How do we group these animals?

Let each group present their output.

• Tell the pupils to add other animals found in the community

then describe the body cover of each.
• Emphasize the concepts by showing big pictures
I. All animals have skin as the body cover.
J. There are extensions of the skin which form part of the
body cover of animals (examples: feelers in antennae
of cockroaches, spines in porcupines, horns in
carabaos, etc.)
K. The body cover serves as protection of the body parts
Elaboration of the animal.

Discussion:
To further discuss the concepts, ask the following:
• What covers the body of the animals?
• Do animals have the same or different body
covers? Why?
• Will you group the animals based on their body
covers?

Generalization:
Help the pupils make a generalization by asking the following:
• What is the body cover of animals?
• Can we group animals based on their body cover?

Application:
Why do fishes have scales? Is it better to eat than the skinny fish?
(Fish with scales are safer because scales protect from injuries
and diseases.) http://www.yourarticlelibrary.com/fish/anatomy-and-
physiology/skin-and-scales-of-fishes-with-diagram/88199

Instruct the pupils to fill out the chart. Tell them to give examples
of animals with the body cover on the second column.

c. After Body Cover Animals

Evaluation Skin
Skin with hairs
Skin with feathers
Fur
Scales
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 Extend Shell/Carapace
Exoskeleton

In preparation for the next lesson, “Where do animals live?” tell the
pupils to list animals that live in different surroundings. Instruct
them to write the list on their notebook.

F. REMARKS
G. REFLECTION
L. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
no of learners
who have caught
up with the
lesson
XXVII. No. of
learners who
continue to
require
remediation
XXVIII. Which
of my teaching
strategies
worked well?
XXIX. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
XXX. What
innovation or
localized
material/s did I
use/discover I
wish to share
with other
teachers?

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 SCIENCE III DAILY LESSON PLAN
School Grade Level THREE
Name Learning Area
SCIENCE
Time and Date Quarter
Q2W6D1

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of external parts of plants
and their functions and importance to humans
B. Performance The learner should be able to demonstrate the proper ways of
Standard handling plants.
C. Learning Describe the parts of different kinds of plants;
Competencies/Objec At the end of the lesson the learners should be able to:
tives  Name plants found inside the school and the community
(S3LT-IIe-f-8)
II. CONTENT Naming plants found inside the school and the community
III. LEARNING
RESOURCES
A.References
1. Teacher’s Guide pp. 83-84
pages
2. Learner’s
Materials pages
D. Textbook pages
E. Additional
Materials from
Learning Resource
(LR portal)
Other Learning https://www.pinterest.ph/pin/844354630112147012/
Resources http://clipart-library.com/rose-clip-art.html
https://fineartamerica.com/featured/east-indian-mango-tree-stuart-
wilson.html?product=poster
https://www.gardeningknowhow.com/edible/vegetables/tomato/tips-for-
growing-tomatoes.htm
https://www.almanac.com/plant/sunflowers
https://worldoffloweringplants.com/planting-growing-harvesting-okra-
plants/
https://www.growjoy.com/store/pc/New-River-Bougainvillea-Plant-
p9154.htm
https://www.thompson-morgan.com/how-to-grow-onions-and-shallots

H. PROCEDURE

ENGAGE Game: Do you Know Me!

Let the pupils identify the name of plants on the screen:

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 ( l-r: santan, rose, kalabasa, piña, kamatis)
EXPLORE

Rubrics
Pre-lab acitivity (precautionary measures)

Activity: Name Me! :)

Let the pupils do the activity.

W. The pupils are going to have a tour around the school

ground.
X. Using their notebook and ballpen, they are going to record
following the table below:

Table 11: Name of Plants in Our School

Name of Plants Location Where It is Planted

Answer the following questions:

a. How many plants did you list in all?
b. What do you like about the plants in your school?
c. What did you learn upon looking on the school plants?
EXLAIN

Let the pupils present their outputs

ELABORATE

Plants grow in different places. One of the best way to help children
appreciate plants and care for them is to grow in school and in the
community.

Most plants that are available in schools are vegetables plants

such as tomatoes, eggplants, okra, squash, saluyot, patola and
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 others. Also, there are trees available such as malunggay, santol,
indian mango, jack fruit, duhat and others. These are commonly
used for Feeding Program for the pupils.

Medicinal plants are also encouraged to be present in schools and

communities. Anytime, it would be better to pick a certain leaf such
as oregano for fever instead of synthetic medicine which may
cause side effects.

Knowing the different kinds of plants will help pupils to appreciate

them and recognize its uses in everyday life.
EVALUATE

Identify the name of each plant. Choose the answer from the box
below.

1. ____________ 2. _________ 3. _________

4. ____________ 5. __________

bougainvilla sili sunflower okra sibulyas

AGREEMENT

Look around your barangay. What are the plants that can you see?
List at least 5.

I. REMARKS .
J. REFLECTION
9. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? no
of learners who
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Region V/Daily Lesson Plan/2019-2020
 have caught up
with the lesson
• No. of learners
who continue to
require
remediation
• Which of my
teaching
strategies worked
well?
• What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
• What innovation
or localized
material/s did I
use/discover I
wish to share with
other teachers?

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 SCIENCE III DAILY LESSON PLAN
School Grade Level THREE
Name Learning Area SCIENCE
Time and Date Quarter Q2W7D1

I. OBJECTIVES
A. Content The learners demonstrate understanding of parts and
Standard functions of animals and importance to humans
B. Performance The learners should be able to enumerate ways of grouping
Standard animals based on their structure and importance
C. Learning State the importance of animals to humans (S3LT-lIc-d-6)
Competencies/
Objectives
II. CONTENT
LEARNING
RESOURCES
K. References
1. Teacher’s pp. 80-82
Guide pages
XXXI. Learner’s pp.74-75
Materials
pages
XXXII.
Textbook
pages
XXXIII. A
dditional
Materials from
Learning
Resource (LR
portal)
Y. Other Learning https://www.youtube.com/watch?v=eshssA9yRUE
Resources https://www.youtube.com/watch?v=bUEW2dcVl80

III. PROCEDURE

Z. Before Story
Engage https://www.youtube.com/watch?v=eshssA9yRUE
Ask:
a. Did you like the story?
b. Who are the characters in the story?
c. What is the animal you have seen in the story?
d. Are they helpful to people? How?

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 Activity: (Refer LM, Activity 9: Useful Animals)
b. During • Give pupils 15 minutes to do the activity
Exploration • Post Table 1 of the activity on the board
• Discuss the activity. Ask one pupil to write the name of
the animal on the correct column. Corresponding to the
use of the animal to humans. Some animals maybe
written under more than one column.
• Ask: What is the following:
• Group of animals that are sources of food items
• Group of animals that are sources of fur and skin for bag,
shoes, etc.?
• Group of animals that are used for tilling the field and carrying
loads?

Let the pupils present their outputs by group.

Explanation

Discussion:
Elaboration
Discus to the class that many animals are useful to
human beings. Show them pictures.

M. There are animals that help humans do the work in

the farm and fields. Horses and carabaos are
referred to as work animals because they help
people do heavy work.
N. There are also animals that carry load and are used
as means for transportation.
O. Some animals are sources of food like chicken, pigs,
cows and goats. Some animals are source of food
products like eggs, milk and honey.
P. The skin of some animals is also used for clothing.

Generalization:

Guide the pupils to make their own generalization by asking:

Are animals useful to humans?

Application:

Let the pupils look at the picture then ask:

1. Are these birds and butterflies helpful to us? Why do you say
so?
2. How can you help protect them?

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 Group pupils into five (5). Let them do the following and present
10. After in class:
Evaluation
Group 1 – Draw animals portraying their importance
Group 2 – Create a rap/song about the importance of animals
Group 3 – Dramatize animals importance to humans.
Group 4 – Make a commercial showing how important are
animals
Group 5 - Do a talk show on how important are animals for
humans

Rubrics for scoring:

Collaboration – 5pts.
Content - 5pts.
Creativity - 5 pts.

Choose a pet you like most. Write at least 3 to 5 sentences

Extend telling its importance to you and people around you.

• REMARKS
• REFLECTION
• No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
B. Did the
remedial
lessons work?
no of learners
who have
caught up with
the lesson
L. No. of learners
who continue
to require
remediation
M. Which of my
119
Region V/Daily Lesson Plan/2019-2020
 teaching
strategies
worked well?
N. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
O. What
innovation or
localized
material/s did I
use/discover I
wish to share
with other
teachers?

Prepared by:

MARY JOYCE T. PANGANIBAN

Teacher II

Noted:
NEIL ROMANO S. MANAOG
Principal I

Validated by:
MA. BELEN Q. LURCHA
ESP-Science I

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 DAILY LESSON LOG IN SCIENCE 3 (QUARTER 2)
School Grade Level III
Name Learning Area Science
Time and Quarter Q2W7D1
Date

I.OBJECTIVES
A. Content The learners demonstrate understanding of external parts of plants
Standard and their functions, and importance to humans
B. Performance The learners should be able to state the importance of plants to
Standard humans.

C. Learning State the importance of plants to humans.

Competencies/ At the end of the lesson the learners should be able to;
Objectives  Name plants that are harmful.
Write the LC
code for `
each
(S3LT-IIe-f-9)
II. CONTENT Living Things 3.1 Plants
III. LEARNING
RESOURC
ES
A. References
1.Teacher’s Pages Unit II, Chapter 3 p.90-91

2.Learner’s Materials Unit II, LM p.85-86

Pages
3. Textbook Pages Science 3 Kagamitan ng mag-aaral sa Bikol, 2015,pp.85-86

4. Additional
materials from
4. Learning
Resource (LR Portal)
B.Other Learning Pictures, real plants, videos, manila papers, markers
Resources

IV .PROCEDURE
ENGAGE Present a real snake plant. Are you familiar with this plant?
What is the name of this plant? Can you describe this plant?
Review the parts of the plant.

Show pictures of different example of plants.(Langatong,

Kalampunay,Red lipstick ,Euphorbia, Bougainvillea,Oyster plant)
Let the pupils identify the name of each plant.

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EXPLORE
Divide the class into 4 groups. Each group will do the given activity.
Set standards in performing the activity.
Present the Rubrics.

ACTIVITY:
Name plants that are harmful. Fill out the chart with the needed data.

Local Name of plant Plant Part Why is it Harmful?

1
2
3
4
5

The group leader will report/present their output.

EXPLAIN
The group leader will report/present their output.

Why do you consider these plants are harmful?

ELABORATE What do we benefit from these plants? (example plants from the
activity)
In what way can this plant cause harm?
How should we handle plants like this?

Discuss the following:

Toxic chemicals of plants are passed to an animal by ingestion of

plant material or by superficial physical contact with a plant or certain
parts of the plant. Some plants contain toxins strong enough that can
kill an animal.

Some plants have harmful parts like thorns, spines, itchy leaves that
can cause skin irritation and poisonous sap that can harm humans
and animals.

Aside from the given example in the activity, what other harmful
plants do you know?

You went to Sulat Pool at Panicuason, then you noticed that there
are Langatong leaves floating in the water. Are you going to swim
and touch it? Why?
EVALUATE Write the local name of 5 harmful plants in the picture.

1._________ 2._____________ 3.______________

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 4._____________ 5.__________________

AGRREMENT Write 5 examples of familiar plants found in your community.

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

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 DAILY LESSON LOG IN SCIENCE 3 (QUARTER 2)
School Grade Level III
Name Learning Area Science
Time and Date Quarter Q2W7D2

I.OBJECTIVES
D. Content External parts of plants and their functions, and importance to humans
Standard
E. Performance The learners should be able to state the importance of plants to humans.
Standard
F. Learning State the importance of plants to humans.
Competencies/  Infer that some plants may be harmful and some can be useful.
Objectives
Write the LC `
code for each
(S3LT-IIe-f-9)
IV. CONTENT Living Things 3.1 Plants
V. LEARNING
RESOURCE
S
A. References
1. Teacher’s Unit II, Chapter 3 p.93-94
Manual
Pages
2. Learner’s Unit II, LM p.85-86
Materials
Pages
3. Textbook Science 3 Kagamitan ng mag-aaral sa Bikol, 2015,pp.85-86
Pages
4. Additional
materials
from
5. Learning
Resource
(LR Portal)
B .Other Pictures, real plants, videos, manila papers,markers
Learning
Resources
IV PROCEDURE
Review the past lesson-
ENGAGE What are some example of harmful plants?

Present a real rose plant. Are you familiar with this plant?
What is the name of this plant? Can you describe this plant?

Show pictures of different example of plants.(Langatong, Kalampunay

and Red lipstick,
Let the pupils identify the name of each plant.
What are the characteristics of these plants?

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EXPLORE Divide the class into 4 groups. Each group will do the given activity.
Set standards in performing the activity.
Present the Rubrics.
ACTIVITY: Identify the plant part and infer why is it harmful and why is
it beneficial. Fill out the chart with the needed data.

Local Name of Plant Part Why is it Why is

plant Harmful? beneficial?
1.Anahaw
2. Tuba
3. Peace Lily
4. Red Lipstick
5 Langatong

The group leader will report/present their output.

EXPLAIN Are all plants beneficial? Harmful?

What plants are both beneficial and harmful?Will you name plants in
your school/community?

Additional information:
Show a picture of the following plants:
1. Marijuana Plant
2. Namo (Bicol rootcrop)
3. Matang-Kuwaw
4. Kalampunay

ELABORATE (Teacher will discuss the benefits we get from these plants and the
reason why these plants are also considered as harmful.)

Aside from the given example in the activity, what other useful and
harmful plants do you know?

Let’s say you are in the forest and you feel very hungry.Are you going
to eat unfamiliar fruits?Why?

EVALUATE Infer if the given part of the plant is USEFUL or HARMFUL.

1.Karagumoy spine 2 Is-is leaves(Hagupit) 3.Tuba fruit

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 4.Lubi-Lubi young leaves 5.Bougainvillea flower

AGREEMENT What do plants give us?

VIII. REMARKS
IX. REFLECTION
X. OTHERS
H. No. of learners
who earned
80% on the
formative
assessment
I. No. of learners
who require
additional
activities for
remediation
J. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
K. No. of learners
who continue
to require
remediation
L. Which of my
teaching
strategies
worked well?
M. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
N. What
innovation or
localized
material/s did I
126
Region V/Daily Lesson Plan/2019-2020
 use/discover
which I wish to
share with
other teachers?

DLP IN SCIENCE 3 (Quarter 2)

School Grade: 3
Teacher Learning Area: SCIENCE
Date / Time: Quarter: 2ND

I OBJECTIVES
A. Content
Standard
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 B. Performance Describe ways of caring and proper handling of plants
Standard
C. Learning Infer that some plants may be harmful and some can be useful
Competency/s: S3LT-Ile0f-10
II CONTENT Useful and Harmful Plants
III. LEARNING
RESOURCES
A. References
1. Teacher’s 93-94
Guide Pages
2. Learner’s 87-88
Materials pages
3. Text book
pages
4. Additional www.shutterstock.com (images), viedoclip
Materials from
Learning
Resources
B. Other Learning Potted rose plant, potted gumamela plant, chart, pictures of plants,
Resources manila paper/cartolina, pentel pen, laptop, television/projector
IV.
PROCEDURES

Review of the How do you show your care for plants?

previous lesson:

Show the class a potted rose plant. Ask the following:

A. Engage
 What do we benefit from a rose plant?
 Can this plant be harmful?
 In what way can this plant cause us harm?
 How should we handle plants like this?

Show the class a potted gumamela plant. Ask the following:

 What do we benefit from a gumamela plant?

B. Explore  Can this plant be useful?
 In what way can this plant be useful?
 How should we handle plants like this?

Activity: (refer to LM(p. 87-88), Activity 5: Harmful Plants)

Divide the class into 4 groups.

Do the activity in the LM.

Copy the table in the LM on a manila paper. Ask the groups to post
their chart on the board. A member from each group will present their
answers. Give local names of plants. Describe the harmful plants.

Name of plant Plant part Why is it harmful?

1.
C. Explain 2.
3.
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  Are all plants beneficial? Harmful?
 Will you name plants that may cause harm/useful?
 What are plant parts that may cause harm/useful?
 What plants are both beneficial and harmful?
 Will you name plants in your school/community?
D. Elaborate
Name of plant Plant part Why is it Why is it
(local names) harmful? beneficial?
1.
2.
3.

 Are all plants harmful/useful? Why?

 What are the plants parts that can cause harm/useful to people
and other animals?
Generalization:

Assessment is embedded in the activity performed. Performance

rubric is useful for the group activity.
E. Evaluate

Tell the class to ask their parents the following questions:

 What plants are you caring for?
 How do you care for the plants?
F. Extend

V. REMARKS
VI. REFLECTION

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SCORING RUBRICS
FOR THE GROUP ACTIVITY
CRITERIA 5 4 3 TOTAL
Finished the Finished the work Finished the
TIMELINESS work on or 1 minute after work 2 minutes
before the the allotted time. or more after
time. the allotted
time.
Everyone is 1 or 2 is/are not 3 or more are
COOPERTION participating. participating. not
participating.
The The presentation The
PRESENTATION presentation is is good, clear, but presentation is
good, clear, lacking some not clear and
and full of information. has only few
information. information.
The group The group The group did
SAFETY & observed observed little not observe
PRECAUTION safety safety measures safety measures
measures at during activity. at all.
all times.

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 DLP IN SCIENCE 3 (Quarter 2)
School Grade: 3
Teacher Learning Area: SCIENCE
Date / Time: Quarter: Q2W7D3
I OBJECTIVES
D. Content Standard External parts of plants and their functions, and
importance to humans
E. Performance Standard Describe ways of caring and proper handling of plants
F. Learning Competency/s: Show ways of caring for the plants.
S3LT-Ile0f-10
II CONTENT Proper Ways of Caring for Plants
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 95-96
2. Learner’s Materials pages 89-90
3. Text book pages
4. Additional Materials from www.shutterstock.com (images), viedoclip
Learning Resources https://www.youtube.com/watch?v=Vx6n2HLJ9eU&t=33s)
,
B. Other Learning Resources Responses of parents (assignment), potted plants,
Chart, manila paper, pentel pen, laptop,
television/projector
IV. PROCEDURES

Review of the previous lesson: Ask the pupils to give examples of plants that are
harmful to people.

G. Engage Show the class a picture of a plant with wilted leaves.

Ask the following questions:

 What can you see in the picture? (a dying
plant)
 Why do you think the plant is dying? (it has not
been watered)
 What is needed by this plant in order to live?
(water)
 Plants provide people with lots of things. What
should we do
so that these plants stay alive and healthy?
(we must take
care of these plants)

H. Explore
Activity: Refer to LM(p.89-90), Activity 6: How Do I
Care for Plants?)

 Call pupils to share their answers in the

I. Explain activity.

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 Discuss the concepts by showing big pictures in LM
activity.

Ask these questions:

 What is the girl doing? ( the girl is breaking the

branch of a plant)

 Is it good to do it? Why?

 What are the two boys doing? (Two boys are

fencing the plant)

 Is it a proper way of caring for the plant?

 What is the girl doing? (the girl is pulling weeds

around the plant)

 What is the boy doing with the plants? (the boy

is stepping on the plants and destroying or
killing the plants)

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  Is it the proper way of caring for the plant? Is
fertilizer good for the plants? Why? (two boys
are placing fertilizer around the plant)

J. Elaborate

Video clip Presentation: Taking care of the plants.

Sa saimong paagi, pano mo pig-aataman an mga

tinanom sa saimong kapalibotan?

K. Evaluate Is it a good practice to care for plants? Why? How?

Tama o Mali.
_____1. Pighahali an mga duot sa palibot kan mga tanum
na gulayon.
_____2. Naggagamit nin fertilizer sa mga tinanom na
gulayon.
L. AGREEMENT
_____3. Sarong babae an nagpuputol nin burak sa
pampublikong garden.
_____4. Iniiwasan na matumakan an mga tanom sa
eskwelahan.
_____5. Nagtatanom nin mga burak sa palibot kan harong.

Give at least 5 ways of caring for the plants.

V. REMARKS
VI. REFLECTION
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation.
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson.

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 D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/dep
artment head help me
solve?
G. What Innovations did I
use to use/discover
which I wish to share
with other teachers.

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 DLP IN SCIENCE 3 (Quarter 2)
School Grade: 3
Teacher Learning Area: SCIENCE
Date / Time: Quarter: Q2W7D4

I OBJECTIVES
G. Content Standard
H. Performance Standard Describe ways of caring and proper handling of plants
I. Learning Competency/s: Describe ways of handling plants properly.
S3LT-Ile0f-10
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from www.shutterstock.com (images),
Learning Resources Youtube:https://www.youtube.com/results?search_query=p
roper+handling+of+plants
B. Other Learning Resources real plants, manila paper/cartolina, pentel pen, laptop,
television/projector,
IV. PROCEDURES

Review of the previous Ask the pupils to give examples of proper caring for
lesson: plants.

Engage Show the class a picture of a plant.

 What can you say about the picture?

 What are the children doing? Is it good to do it?

Activity: Show me How! (Show some pictures showing

Explore the proper ways of handling plants)

 Call pupils to share their answers in the activity.

Group reporting
Ask the following questions:

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 Explain  What can you see in the picture?
 What is the girl/boy doing in the picture?
 Is it a proper way of handling for the plants?
 Is it a good practice to handle the plants
properly? Why?

Sinugo ka ni mama mo na ilipat an binakal niyang tanom

sa paso. Ano an dapat mong gibuhon? Ano an enot
mong gigbuhon?
Elaborate

Is it a good practice to handle the plants properly?

Why? How?

Lagan nin tsek kun an tataramon nagsasabi nin tamang

gawi sa pag-ataman kan mga tanom saka ekis kun dae.
_____1. Kapotan sa sanga kan tanum kun ini ililipat sa
Evaluate ibang lugar.
_____2. Maggamit nin paso kun maataman nin
nagbuburak
na tanum.
_____3. Pagtaraedon an mga nagbuburak saka herbal
na tanom sa saro sanang laganan.
_____4. Kun ililipat an tanum kaputan ini sa irarom kan
paso tanganing dae maputol an sanga kaini.
_____5. Magagamit nin paleta kun bubungkalon an
tinanom na nasa garden.

Using DI, let the different group of pupils do the

following:
a. Linguistics – Write a short paragraph on proper
handling of plants
b. Visuals – Draw how to handle plants properly
Extend
Others:
Cut a pictures showing proper handling of
plants. Paste it on your notebook.
V. REMARKS
VI. REFLECTION
H. No. of Learners who
earned 80% on the
formative
assessment
I. No. of learners who
require activities for
remediation.
J. Did the remedial
lesson/s work? No. of
learners who have

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 caught up with the
lesson.
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked
well? Why did this
work?
M. What difficulties did I
encounter which my
supervisor/principal/d
epartment head help
me solve?
N. What Innovations did
I use to use/discover
which I wish to share
with other teachers.

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 DLP IN SCIENCE 3 (Quarter 2)
School Grade: 3
Teacher Learning Area: SCIENCE
Date / Time: Quarter: Q2W7D5

I OBJECTIVES
J. Content Standard Characteristics of living and nonliving things
K. Performance Standard Compare living and non-living things
L. Learning Competency/s:  Identify/name living and nonliving things in
one’s surroundings;
S3LT – Ile – f - 11
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 97-99
2. Learner’s Materials pages 91-93
3. Text book pages
4. Additional Materials from Youtube:
Learning Resources https://www.youtube.com/watch?v=zFGydQHh0KA
B. Other Learning Resources Manila paper, pentel pen, pictures of living and non-
living things, television/projector, laptop
IV. PROCEDURES

M. Engage (Teacher will show pictures of people, animals and the

environment to start the lesson.)

Planet is full of life. All around you are communities of

people and a variety of animals and plants. Their
presence makes our environment a wonderful and
interesting place.

 Can people live without plants and animals?

 Can plants live without people and animals?

N. Explore
GROUP ACTIVITY:
Set the standards in performing the activity.
Divide the class into two groups. Each group will
perform the activity and write their observation. Let the
group leader report their observation in class.

Group 1 (real plants and animals)

I. Describe the characteristics of each object.
 What can you say about the object?

Group 2 (books, pen and table)

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 I. Describe the characteristics of each object.
 What can you say about the object?

LIVING NON-LIVING
THINGS THINGS
(may buhay) (mayong buhay)

Ask: What does your data show about living and

O. Explain
non-living
things?

How will you define living and non-living things?

P. Elaborate
Video clip presentation about living and non-living
things.
 What is living things?
 What are the examples of living things?
 What is non-living things?
 Can you name some examples of non-living
Generalization: things?

How would you define living things? Non-living things?

Q. Evaluate

Write LT if the sentence tells about living things and

NLT if it is non-living things.
_____ 1. It reproduce.
_____ 2. It needs foods.
_____ 3. Needs others in order to move
_____ 4. The don’t breath nor sleep.
_____ 5. They grow and multiply.
R. Extend

List at least 10 examples of living and non-living things.

Writ your answers on your notebook.

V. REMARKS
VI. REFLECTION
VI. REFLECTION
O. No. of Learners who
earned 80% on the
formative assessment

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 P. No. of learners who
require activities for
remediation.
Q. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson.
R. No. of learners who
continue to require
remediation
S. Which of my teaching
strategies worked
well? Why did this
work?
T. What difficulties did I
encounter which my
supervisor/principal/d
epartment head help
me solve?
U. What Innovations did I
use to use/discover
which I wish to share
with other teachers.

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 DLP IN SCIENCE 3 (Quarter 2)
School Grade: 3
Teacher Learning Area: SCIENCE
Date / Time: Quarter: Q2W8D1

I OBJECTIVES
M. Content
Standard
N. Performance Compare living and non-living things
Standard
O. Learning Compare characteristics of living and non-living things.
Competency/ S3LT – Ile – f - 11
s:
II CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s 97-99
Guide Pages
2. Learner’s 91-93
Materials pages
3. Text book
pages
4. Additional www.shutterstock.com (images)
Materials from Youtube: https://www.youtube.com/watch?v=p51FiPO2_kQ&t=79s
Learning
Resources
B. Other Manila paper, pentel pen, picture of living and non-living things,
Learning television/projector, laptop
Resources
IV.
PROCEDURES

S. Engage Let the learners read the poem:

Things Around Us

Look up, look up

What are above?
Sun, moon, stars and clouds.
Look down, look down
What have you found?
Rocks, soil creatures, small and round
Look around, look around
What do you see?
Plants and animals

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 Objects made for you and me.
By: Jennifer M. Rojo

Ask the following questions:

 What is poem all about?
 What are the things around us?

T. Explore
Activity: (Refer to LM, Activity 6: The Living and Non-Living Things)

Divide the class into small groups.

Ask the pupils to copy the chart in the LM on a manila paper.
Write on the manila paper answers in step 3 of the activity.
Post manila paper on the board.
Let each group do the reporting by line-ups. (All members of the group
will discuss his/her answer.)
Present the rubrics in performing the activity.

Objects Characteristics Is it a Is it a
Does it Does it Does it Does it Does it living non-
grow? reproduce move by breathe? need
? itself? food?
things? living
things?

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 U. Explain
Discuss the different characteristics of living and non-living things.
Tell them to determine whether the object is living or no-living things.

 Living things grow, reproduce, moves by itself, breathe and need

V. Elaborate foods. Non-living things do not.

Video clip presentation (Living and non-living things)

Name some objects that are living and non-living things.

W. Evaluate

AGREEMENT

Assessment is embedded in the activity performed. Performance

rubric is useful for the group activity.

List at least 10 examples of living and non-living things. Writ your

answers on your notebook.

V. REMARKS
VI. REFLECTION
V. No. of
Learners
who earned
80% on the
formative
assessment
W. No. of
learners
who require
activities for
remediation.
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 X. Did the
remedial
lesson/s
work? No. of
learners who
have caught
up with the
lesson.
Y. No. of
learners who
continue to
require
remediation
Z. Which of my
teaching
strategies
worked well?
Why did this
work?
AA. What
difficulties
did I
encounter
which my
supervisor/pr
incipal/depar
tment head
help me
solve?
BB. What
Innovations
did I use to
use/discover
which I wish
to share with
other
teachers.

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 DLP IN SCIENCE 3 (Quarter 2)
School Grade: 3
Teacher Learning SCIENCE
Area:
Date / Time: Quarter: Q2W8D2

I OBJECTIVES
P. Content Standard
Q. Performance Standard Identify observable characteristics that are passed on
from parents to offspring (e.g. animals, plants)
R. Learning Competency/s: Identify observable characteristics that are passed on
from parents to offspring ( Animals)
S3LT – Il–h-13
II CONTENT Animals and Their Babies
Duration: 1 day
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 100-102
2. Learner’s Materials pages 95-96
3. Text book pages
4. Additional Materials from www.shutterstock.com (images)
Learning Resources videoclip
B. Other Learning Resources Enlarged pictures of the animals, a series of pictures of
a growing family of animals
IV. PROCEDURES

X. Engage Videoclip of a growing family of animals.

 What was shown in the video?

Y. Explore Let the pupils work individually.

Distribute the activity sheet as shown in the LM.

Activity: (refer to LM, Lesson 1: An Pagpapadakul

saka Heredity kan mga Hayop)

Kagamitan:
Ritrato nin mga hayop na may aki o pelikula manungod
sa pagdakul kan mga hayop.

Gibohon Ta:
 Hilingon an mga hayop. Sabihon kun ano an mga
ini?
a. Ano daw an nagiginibo kaini?
b. Sain daw ini mahihiling?
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  Pangaranan an mga hayop sa masunod na
pahina susog sa aki kaini. Isurat an saindong
simbag sa notebook.

1. a.

2. b.

c.
3

4. d.

5. e.

Hilingon an mga drowing kan hayop sa ibaba.

Midbidon an mga hayop saka pangaranan an mga ini
sa notebook nindo.

Enot na hayop Ikaduwang hayop

Z. Explain

Kahapotan:
Ano an pinagkaiba kan duwang hayop sa itaas? Tano
AA. Elaborate ta sinda bakong magkapareho?

GROUP ACTIVITY:
Post the enlarged pictures on the animals on the board.

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 Tell the pupils to form small groups composed of 5-6
members. Give the groups 7-8 minutes to share and
discuss the answers with their members.
Present the rubric.

Ask:
 How did you know which adult animal and baby
animal go together?
 What characteristic is similar between parent
animal and the baby animal?
Generalization:  Can an animal like chicken have a baby fish? Why
do you say so?

NOTE: Important concept to discuss:

 Animals can have baby animal.
 An animal can only produce an animal of its own
kind.
 Baby animals share similar observable physical
characteristics or traits with their parents such as
the color, texture, and the length of the hair
strands, shape of the face, eye shape, nose and
BB. Evaluate length and size of ears.

CC. Extend
The work of the groups in Group Activity can serve as
formative assessments for the lesson.

Group assignment. Tell the class to work in groups and

do Part A of LM, Activity 3 (including the planting
monggo seeds.) Tell them to bring their small container
with seeds to school on the following day.

V. REMARKS
VI. REFLECTION
CC. No. of Learners who
earned 80% on the
formative assessment
DD. No. of learners who
require activities for
remediation.
EE.Did the remedial lesson/s
work? No. of learners
who have caught up with
the lesson.
FF. No. of learners who
continue to require
remediation

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 GG. Which of my teaching
strategies worked well?
Why did this work?
HH. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
II. What Innovations did I
use to use/discover
which I wish to share
with other teachers.

SCORING RUBRICS
FOR THE GROUP ACTIVITY
CRITERIA 5 4 3 TOTAL
Finished the
Finished the work Finished the
TIMELINESS work on or
1 minute after work 2 minutes
before the
the allotted time. or more after
time. the allotted
time.
Everyone is 1 or 2 is/are not 3 or more are
COOPERTION participating. participating. not
participating.
The The presentation The
PRESENTATION presentation is is good, clear, presentation is
good, clear, but lacking some not clear and
and full of information. has only few
information. information.
The group The group The group did
SAFETY & observed observed little not observe
PRECAUTION safety safety measures safety measures
measures at during activity. at all.
all times.

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