Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO CITY
BINUGAO DISTRICT
JESUS V. AYALA ELEMENTARY SCHOOL
LESSON PLAN IN TEACHING SCIENCE 3
Name of Teacher EDSA S. ANGGON SECTION MATULUNGIN
Learning Area SCIENCE TIME 8:50-9:40 AM
Grade Level THREE DATE

I. OBJECTIVE
A. CONTENT The learners demonstrate understanding of external parts and their functions, and importance
STANDARDS to humans.
B. PERFORMANCE The learners should be able to demonstrate the proper ways of handling plants.
STANDARDS
C. LEARNING At the end of the lesson, the students will be able to:
COMPETENCIES/ Cognitive: Describe the parts of different kinds of plants.
OBJECTIVES S3LT-IIe-f-8
II. CONTENT

Integrated Learning Edukasyon sa Pagpapahalaga, English, Music, Math, MTB, Literacy,and Health
Areas:
Realize the importance of the plants.
Values Infusion: Appreciation of plants as one of natural resources.
PHYSICAL(HEALTH) INTELLECTUAL (TRUTH and TOLERANCE)
-Environmental Care -Critical Thinking
MORAL (LOVE AND GOODNESS) ECONOMIC (Sustainable and Human Dev.)

-Personal Discipline -Protection of the environment

-Goodness - Responsible Consumerism
SOCIAL FAMILY -PEACE and JUSTICE
-Concern for Common Good - Respect and love for One’s Family

III. LEARNING
RESOURCES
A. References Most Essential Learning Competencies (MELC) Handbook
DepEd (2013). K to 12 Science curriculum guide. Pasig: DepED.

1. Teachers Guide 55-58

Pages
2. Learners Material Science Module Quarter 1-Module 2 (P16-18)
Pages
3. Additional Printed pictures of drawings of an eggplant plant.
Materials from Laptop, charts, cutouts, marker and chalk.
learning Resource
4. Other learning
Resources Google Search
IV. PROCEDURES  Prayer (in vernacular)
Daily Routine  Checking of attendance
 Ask the near-sighted or far-sighted learners to find their comfortable places in the
classroom.
 Remind learners to establish a safe and secure learning environment.
 Remind learners of the existing health protocols to establish a safe and secure learning
environment. Indicator No. 5
Established safe and secure learning environments to enhance learning through the consistent implementation
of of policies, guidelines, and procedures.

A. Reviewing the Review: 2MIN

previous lesson or Directions:
presenting the new a.Let’s have a review about our past lesson.
lesson Class can you still remember our lesson yesterday?
(Kinsa pa ang nakahinumdom sa atoang leksyon gahapon?)
(5MIN) b. What are the basic needs of the animals?
 (Unsa man ang mga kinahanglan sa mga hayop aron mabuhi?)
Mga Tubag:
Food
Sunlight
House/ shelter
Water

c. What will happen to the animals if they are not provided with these needs?
(Unsa ang mahitabo sa mga hayop ug dili nila ni makuha nga panginahanlan?)
d.What can we do to take care of animals?
(Unsa atoang mabuhat aron maamuma ug tarong ang mga hayop?)

*Never forget to appreciate students' answers*.

Motivation: 3MIN
Directions:

1. The teacher will let the pupils stand and sing a song posted on the board with the
tune of “Head, shoulders, knees and toes.

Flower, stem
Leaves and roots
Leaves and roots
Flower, stem
Leaves and roots
Leaves and roots
And all it takes is sun and showers
And the seed grows into a flower.
(Go back one more time)

2. The teacher will ask the following questions.

a. What do you think the song all about?
(Unsa man sa inyong pagsabot kung unsa mahitungod ng kantaha?)
b. What are the things that you’ve seen in your backyard?
(Unsa man inyong mga makita sa palibot sa inyohang panimalay?)
Indicator No. 6
Maintained learning environments that promote fairness, respect, and care to encourage
Indicator No. 4
Displayed Proficient use of MTB, Filipino,, and English to facilitate teaching and learning.
learning.

B. Establishing a Directions:
purpose for the lesson
(2 min) 1. The teacher will explain to the learners that they will be learning about the
different parts of a plant.
“Tun-an, Ta!
2. The teacher will share the learning objectives for the lesson:
Learning Outcomes:
a. Identify the parts of the plant and their functions.
b. Label the parts of the plant;
c. Appreciate the use and importance of plants in our lives.
 Indicator No. 1
Applied knowledge of content within and across curriculum teaching areas.

CHANGE- Concept Hierarchy of Activities in Nurturing Game plan and Engagement

*Never forget to appreciate students' answers*.

C. Presenting Directions:
examples/ instances of 1. The teacher will let the pupils look outside.
the new lesson 2. The teacher will ask the following questions.
(5 min) a. What are the things that you can see in the garden?
(Unsa inyong mga makita sa garden?)
b. What makes the surroundings beautiful?Why?
(Unsa man nakapagwapo sa palibot?Ngano?)
3. The teacher will show pictures of real plants.

“WATCH ME
GONE!”

4. The teacher will ask the following questions:

a. What can you say about these pictures being shown?
(Unsa man inyong masulti o maobserbahan sa mga litrato nga ginapakita?)
b. .Do any of you have plants at home? ?
(Naa ba moy mga tanom sa inyohang balay?)
c. What makes these plants useful to your family? (Unsay
nahatag o gamit aning mga pananoma sa inyohang pamilya?)
Indicator No. 3
Applied a range of teaching strategies to develop critical and creative thinking as well as higher order thinking
skills.
Indicator No. 4
Displayed Proficient use of MTB, Filipino,, and English to facilitate teaching and learning.
learning.

*Never forget to appreciate students' answers*

D. Discussing new Directions:
concepts and 1. The teacher will bring out jumbled words and post it on the board.
practicing new skills #
1 (5 min) LPTANS EVHA STARP

2. The pupils will arrange these jumbled letters to form a sentence.

3. The teacher will ask,
“Sabtun ta!” What word are being constructed? (Unsa nga pulong ang namugna?)
PLANTS HAVE PARTS

All plants have parts we’re going to identify them and know the function its parts. (Ang tanan nga mga tanum
adunay mga bahin nga atong mailhan ug mahibal-an ang ilang function.)

Indicator No. 1
Applied knowledge and content within across teaching areas.
Indicator No. 2
Used a range of teaching strategies that enhance learner achievement in literacy.
Indicator No. 4
Displayed Proficient use of MTB, Filipino,, and English to facilitate teaching and learning.

*Never forget to appreciate students' answers*.

E.Discussing new Directions:
concepts and The teacher will show a real plant to the pupils and ask the following questions,
practicing new skills # a. What kind of plant is this? (Unsa nga klase nga tanom kini?)
2 (6 min) b. Which part of the plant grows downward into the ground?
(Unsang bahina sa tanom ang motubo paubos ngadto sa yuta?)
c. What is the plant part where you see leaves and flowers grow from?
“FILL ME WITH (Unsa ang bahin sa tanom diin imong makita ang mga dahon ug bulak nga mitubo?)
YOUR AIR” d. What are the plant parts that grow from the stem?
(Unsa ang mga bahin sa tanum nga motubo gikan sa punoan?)

In this activity, I am going to show the students a real plant and ask some questions to help them learn about different parts of the
plant. This is called direct instruction because I am directly telling the learners what they need to know. It's a common teaching
method used, especially in early childhood education. By showing the plant and asking questions, I am helping my learners
understand and remember new facts about plants. This strategy is helpful because it provides visual aids and real-life examples
and allows students to actively engage in learning.

Indicator No. 2
Used a range of teaching strategies that enhance learner achievement in literacy.
Indicator No. 3
Applied a range of teaching strategies to develop critical and creative thinking as well as higher order thinking
skills.
Indicator No. 4
Displayed Proficient use of MTB, Filipino,, and English to facilitate teaching and learning.
learning.
Indicator No. 6
Maintained learning environments that promote fairness, respect, and care to encourage learning.

*Never forget to appreciate students' answers*.

F. Developing mastery Directions:
(leads to Formative
Assessment) 1. The teacher will divide the pupils into three groups.
(9 min)
GAME MECHANICS

1. The teacher will explain and post the rules of the group activity to the class.
“Show me what
you’ve got!” What are the rules for having a group activity?
G- Get along with each
other
R- Respect everyone’s opinion
O- Offer support and ideas
U- Use soft voices.

P- Participate actively
S- Stay in your group.
 2. The teacher will divide the class into 3 groups of 11-12 learners each.
Assign a task to each group based on their ability level:

a. Group 1 - Complete me if you can! For students who prefer hands-on

learning, this group will be given a puzzle to complete and strips of paper
outlining the functions of each plant part.
Directions:
a.1. The students will label each part and function of the puzzle as they build
it.
a.2. For students who need additional support, the teacher can provide visual
aids or pre-labeled pieces.
b. Group 2 - Walk me through! For students who prefer verbal learning, this group
will be given a worksheet with the parts and functions of a plant labeled.
Directions:
b.1. The students will work together, with one student explaining the function
of each part to the class.
b.2. For students who need additional support, the teacher can provide visual
aids or simplified worksheets.

c. Group 3 - Draw me if you can! For students who prefer visual learning.
For students who prefer drawing, this group will be given a blank sheet of
paper and strips of paper outlining the functions of each plant part.

Directions:
c.1. The students will draw a simple plant, labeling each part and function as
they draw it.
c.2. For students who need additional support, the teacher can provide visual
aids or pre-labeled worksheets.

Please take note: 2 points will be deducted from the group score, if there are misbehaving members.

The teaching strategy used in this activity is grouping my learners based on their learning preferences (hands-on, verbal, or
visual) and assigning tasks that cater to each group's preference. By dividing the class into groups and providing tasks that match
their learning styles, my learners can better understand the concepts being taught and demonstrate their knowledge through their
preferred mode of learning. This strategy also allows for formative assessment, as I observe and provide feedback to each group
based on their progress. This encourages working together and learning from each other, which can improve cognitive,
social, and emotional skills.

Indicator No. 2
Used a range of teaching strategies that enhance learner achievement in literacy.
Indicator No. 3
Applied a range of teaching strategies to develop critical and creative thinking as well as higher order thinking skills.
Indicator No. 6
Maintained learning environments that promote fairness, respect, and care to encourage learning.

RUBRIKS
 Please take note: 2 points will be deducted from the group score, if there are misbehaving
members.

*Never forget to appreciate students' answers*

G. Finding practical Directions:
application of 1. The teacher will show drawings of the parts of plant in pieces of the puzzle and ask
concepts and skills in the students what they see in the picture shown.
daily living
(5 min)

“Buoin mo ako!”

2. The students will identify the parts of the plant and try to complete and solve the
puzzle.
3. The teacher will now ask,
Are these parts of plants important? (Importante ba kini nga mga bahin sa mga
tanom?)
What are you going to do in order to take care of our environment?
(Unsa ang imong buhaton aron maatiman ang atong kinaiyahan?)

The teaching strategy used in this activity involves using real-life examples to demonstrate how ideas and abilities can be applied. By
demonstrating to my learners how their lessons apply to real life, this technique aims to make learning more engaging. John Dewey, an
American philosopher and educator, promoted this technique. He believed schools should prepare pupils for democratic citizenship. Plant
components and environmental awareness help learners appreciate the importance of their education and its possible impact on their
communities and environment. This strategy encourages learners to apply their classroom knowledge outside of class, connecting concepts
and skills to real-life situations.

Indicator No. 1
Applied knowledge and content within across teaching areas.
Indicator No. 3
Applied a range of teaching strategies to develop critical and creative thinking as well as higher order thinking skills.
Indicator No. 7
Established a learner centered culture by using teaching strategies to respond to their linguistic, cultural, socioeconomic, and religious
background.
 *Never forget to apprec*Never forget to appreciate students' answers*iate students'
answers*.
H. Making Directions:
generalizations and 1. The teacher will now discuss the different parts of plants and their functions.
abstractions about the 2. The teacher will ask questions to make it more interactive.
lesson (5 min) a. What part of a plant is this? (Unsa ni nga parte sa tanom?)
b. What do you think is the function of this part? (Unsa kaya ang trabaho ani nga parte?)
Mga Parte sa Tanom
“Hinumdoman ko, 1. Gamot Ang gamut kay ang bahin sa tanom nga nanubo ngadto sa yuta. Mao kini ang
Natun-an ko!” mosuyop sa tubig og sustansiya gikan sa yuta. Adunay kini duha ka klase:

2. Punoan Kini makita sa ibabaw sa yuta og sa ilalom sa yuta.

Mahimo kining motubo diretso, subay sa yuta,
gakatay sa mga koral og kahoy, o naa usab ini sa
ilalom sa yuta. Ang punoan ang nagapatindog sa
usa ka tanom. Adunay kini gahion og humokon nga
punoan.

3. Dahon Ang mga dahon sa tanom naay lainlaing porma,

gidak-on og kolor. Ang pipila sa mga dahon kay
lingin, initlog, og kasingkasing. Adunay mga dahon
na gamay og dako. Lainlain usab ang mga kolor sa
dahon apan kasagaran kay lunhaw. Mao kini ang
gahimo og pagkaon para sa tanom tungod kay
aduna kiniy abilidad nga maoy kinahanglanon para
sa pagkaon.

4. Bulak Ang mga bulak ang kinanindotan nga bahin sa

tanom. Adunay bulak nga mahayag nga kolor.
Adunay pud humot nga bulak, mao nga usa kini sa
mga sagol sa paghimo og pahumot apan aduna
usab dili maayong baho nga bulak. Adunay bulak
nga nag-inusara ug naa usab pungpong o grupo.

5. Bunga Ang bulak mao ang bahin sa tanom nga mahimong

bunga. Adunay dako ug gamay nga bunga. Ang
ubang bunga kay nitubo nga nag-inusara samtang
ang uban kay nagpundok. Ang bunga kay makaon
sa mga tawo.
 In this activity, making generalizations and abstractions about a lesson more interactive and using the art of questioning helps my learners understand the concepts
better, remember them longer, and develop important skills like critical thinking, engagement, collaboration, and memory retention.In this activity, making
generalizations and abstractions about a lesson more interactive helps my students understand the ideas better and remember them longer. It also helps them develop
important skills like critical thinking, engagement, teamwork, and memory retention.

Indicator No. 1
Applied knowledge and content within across teaching areas.
Indicator No. 3
Applied a range of teaching strategies to develop critical and creative thinking as well as higher order thinking skills.
Indicator No. 4
Displayed Proficient use of MTB, Filipino,, and English to facilitate teaching and learning.
learning.

*Never forget to appreciate students' answers*.

I. Evaluating learning Directions:
(3 MIN) 1. The teacher will ask the pupils to label the parts of a plant on the board.
Buluhaton 1. Paghinganlan sa Parte sa Tanom. Hinganli ang matag parte sa tanom.
Isulat ang
tubag sa papel.
1.

2.

3.

4.

5.

Indicator No. 1 Indicator No. 4

Applied knowledge and content within across teaching areas. Displayed Proficient use of MTB, Filipino,, and English
Indicator No. 3 to facilitate teaching and learning.
Applied a range of teaching strategies to develop critical and creative thinking learning.
as well as higher order thinking skills.

J. Additional activities Directions: TRABAHO KO!

for application or 1. The pupils will get their science activity notebook and answer the activity
remediation found in the Science Module 6, Page 18.
(5 min)
Paghinganlan sa Parte sa Tanom
Ayuha ang mga pulong sa kolum A ug isulat ang imong tubag sa kahon. Human, itandi ang
kolum A (parte sa tanom) sa kolum B (gimbuhaton). Isulat sa badlis ang letra sa imong
tubag. Buhata kini sa imong papel.
 Indicator No. 1
Applied knowledge and content within across teaching areas.
Indicator No. 3
Applied a range of teaching strategies to develop critical and creative thinking as well as higher order thinking skills.

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 teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
EDSA S.ANGGON, T-I
Checked/ observed by: Teacher In -Charge
ANTONINA A. MELANO Observed/ Critic by:
MT-I JOEL C. BASE
Principal-I
School: JESUS V. AYALA ELEMENTARY SCHOOL
School ID: 129499
Address: Binugao, Toril, Davao City
Email add: [email protected]
Facebook Page: JESUS V. AYALA ELEMENTARY SCHOOL (Formerly SAN JOSE E/S)