Science DLL
Science DLL
Science DLL
Be able to group common Be able to group common Be able to group common Be able to group common
objects found at home and in objects found at home and in objects found at home and in objects found at home and in
Performance Standards
school according to school according to
No Classes - El'd Fitre school according to school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
4. Additional Materials Growing with Science and Growing with Science and Growing with Science and Growing with Science and Growing with Science and
from Learning Resources Health Health Health Health Health
B. Other Learning Resources Charts,laptop Charts,laptop Charts,laptop Charts,laptop Charts,laptop
IV. PROCEDURES
B. Establishing a purpose What do you see around you? Show these two pictures to the
Pick five solids on your bag.
for the lesson Can you name it? class.
E. Discussing new
concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative
Divide the class into small
Assessment)
groups.
- Class ,we will visit a place in
our school. Each of you will
collect 10 objects in solid form.
G. Finding Practical
COLOR SIZE SHAPE TEXTURE Draw five objects with different Give them activity sheets to
applications of concepts and Find your partner. Activity
WEIGHT sizes. perform.
skills
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of
sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them
Content Standards as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their
observable properties. observable properties. observable properties. observable properties.
Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found
Performance Standards at home and in school according to at home and in school according to at home and in school according to at home and in school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
At the end of the lesson, the pupils At the end of the lesson, the pupils At the end of the lesson, the pupils
At the end of the lesson, the pupils
Learning Competencies / should be able to describe different should be able to describe how liquids should be able to describe the liquid
should be able to describe the taste and Weekly Test
Objectives liquids flow according to the shape of the container
odor or smell of liquids.
based on their different characteristics. from one container to another. and the space it occupies.
II. CONTENT
IV. PROCEDURES
Ask: If you will pour those Say: Look at the glass on the table. What is inside
Show pictures of different liquids. Say: it? What occupies the Ask: What can you say about these
B. Establishing a purpose liquids in the containers shown on
Here are various samples of liquids. space in the glass? If i will transfer the liquid into a liquids?
for the lesson Teacher the picture, what will happen to the
Look at should tell the
them. Can you students to go
name them? glass with different shape,will the shape and space Vinegar, soy sauce, catsup, milk
to the canteen and ask the shape of liquids ? occupied by the liquid still looks the same? Why?
canteen staff to show the different
C. Presenting liquids available. (Give some Have the class study the following illustration. Ask:
precautionary measures in dealing with Divide the class into 5 groups. If you add more water
Examples/instances of new Group Activity
liquids which may not be familiar in the glass, what will happen? Let us find out if
lesson to pupils). Demonstrate the activity first liquids can take up space.
before letting the pupils do it.
Have this table be filled up by the
D. Discussing new pupils. Set the standards in performing the
How didi you describe the different activity. Remind pupils on cleaning the
concepts and practicing new Presentation of each group Presentation of Each Group
liquids? area after each activity.
skills #1
F. Developing mastery
(Leads to Formative Presentation of Each Group
Assessment)
Read the following situation aloud and
have a discussion about it.
G. Finding Practical
Read the situation and let the pupils analyze. There are three glasses on the table.
Rita poured a small can of condense milk and an The blue glass is filled with milk. The
applications of concepts and evaporated milk
yellow glass is filled with water. The
from one container to another . Which one will
skills flows fast and slow? Why? orange is filled with buko juice. What
occupies the space in the glasses? Do
liquids occupy the same space? Why?
H. Making generalizations
What are the characteristics of liquid
and abstractions about the How does liquid flow? How do liquid occupy space? How can
Underline the we describe
correct word/sliquids?
inside the
based on wahat we studied?
lesson parenthesis.
1. Perfume has a (good smell, bad
List down two (2) liquids found in Describe the liquids below on how each one flows Given two liquids in each container. smell).
different places below. Write your when poured from one Liquids A and B drawn below. 2. The taste of orange juice is (sweet,
I. Evaluating Learning answers in the graphic organizer . Do
container to another. Put a check (/) mark in the
Describe the two liquids according to salty).
box if it correctly describes the
this on your notebook. liquid and (X) mark if not. shape and the space it occupies. 3. Vinegar is ( sour, bitter).
4. Honey
Let has (sweet,
the pupils make ansalty,
album) taste.
of 10
Have the pupils cut out three (3) Cut out pictures 3 different liquids from Cut out 3 different liquids from old 5.pictures
Candiesofhave ( sweet,
different bitter)
liquids cuttaste.
out
J. Additional activities for pictures of liquids that can be poured old magazines and describe how newspaper which can be identified from old magazines. Have them
application or remediation from one container to another. Paste they flow. according to shape. describe the characteristics of each
them on their notebook. liquid.
J. Additional activities for pictures of liquids that can be poured old magazines and describe how newspaper which can be identified from old magazines. Have them
application or remediation from one container to another. Paste they flow. according to shape. describe the characteristics of each
them on their notebook. liquid.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found
Performance Standards at home and in school according to at home and in school according to at home and in school according to at home and in school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
At the end of the lesson, the pupils At the end of the lesson, the pupils At the end of the lesson, the pupils
At the end of the lesson, the pupils
Learning Competencies / should be able to describe different should be able to describe how liquids should be able to describe the liquid
should be able to describe the taste and
Objectives liquids flow according to the shape of the container
odor or smell of liquids.
based on their different characteristics. from one container to another. and the space it occupies.
II. CONTENT
IV. PROCEDURES
Ask: If you will pour those Say: Look at the glass on the table. What is inside
Show pictures of different liquids. Say: it? What occupies the Ask: What can you say about these
B. Establishing a purpose liquids in the containers shown on
Here are various samples of liquids. space in the glass? If i will transfer the liquid into a liquids?
for the lesson Teacher the picture, what will happen to the
Look at should tell the
them. Can you students to go
name them? glass with different shape,will the shape and space Vinegar, soy sauce, catsup, milk
to the canteen and ask the shape of liquids ? occupied by the liquid still looks the same? Why?
canteen staff to show the different
C. Presenting liquids available. (Give some Have the class study the following illustration. Ask:
precautionary measures in dealing with Divide the class into 5 groups. If you add more water
Examples/instances of new Group Activity
liquids which may not be familiar in the glass, what will happen? Let us find out if
lesson to pupils). Demonstrate the activity first liquids can take up space.
before letting the pupils do it.
Have this table be filled up by the
D. Discussing new pupils. Set the standards in performing the
How didi you describe the different activity. Remind pupils on cleaning the
concepts and practicing new Presentation of each group Presentation of Each Group
liquids? area after each activity.
skills #1
F. Developing mastery
(Leads to Formative Presentation of Each Group
Assessment)
Read the following situation aloud and
have a discussion about it.
G. Finding Practical
Read the situation and let the pupils analyze. There are three glasses on the table.
Rita poured a small can of condense milk and an The blue glass is filled with milk. The
applications of concepts and evaporated milk
yellow glass is filled with water. The
from one container to another . Which one will
skills flows fast and slow? Why? orange is filled with buko juice. What
occupies the space in the glasses? Do
liquids occupy the same space? Why?
H. Making generalizations
What are the characteristics of liquid
and abstractions about the How does liquid flow? How do liquid occupy space? How can
Underline the we describe
correct word/sliquids?
inside the
based on wahat we studied?
lesson parenthesis.
1. Perfume has a (good smell, bad
List down two (2) liquids found in Describe the liquids below on how each one flows Given two liquids in each container. smell).
different places below. Write your when poured from one Liquids A and B drawn below. 2. The taste of orange juice is (sweet,
I. Evaluating Learning answers in the graphic organizer . Do
container to another. Put a check (/) mark in the
Describe the two liquids according to salty).
box if it correctly describes the
this on your notebook. liquid and (X) mark if not. shape and the space it occupies. 3. Vinegar is ( sour, bitter).
4. Honey
Let has (sweet,
the pupils make ansalty,
album) taste.
of 10
Have the pupils cut out three (3) Cut out pictures 3 different liquids from Cut out 3 different liquids from old 5.pictures
Candiesofhave ( sweet,
different bitter)
liquids cuttaste.
out
J. Additional activities for pictures of liquids that can be poured old magazines and describe how newspaper which can be identified from old magazines. Have them
application or remediation from one container to another. Paste they flow. according to shape. describe the characteristics of each
them on their notebook. liquid.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of
sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them
Content Standards No Classes- Lipa Foundation Day
as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their
observable properties. observable properties. observable properties. observable properties.
Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found
Performance Standards at home and in school according to at home and in school according to at home and in school according to at home and in school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
II. CONTENT
IV. PROCEDURES
A. Reviewing previous
What are the different characteristics What can you say about the shape of a
lesson or presenting the : Do liquids occupy space? Why.
of liquids? gas?
new lesson
C. Presenting
Show the illustration of the different air
Examples/instances of new Group Activity Group Activity Group Activity
fresheners.
lesson
a. How did you describe the liquids? What happen to the balloon as you blow air into
What can you say about the common materials
E. Discussing new b. What is your basis in describing the it?
found in your
b. What characteristic is shown by the balloon?
concepts and practicing new liquids? c. What can you say about the shapes of the
home?
c. What characteristic of liquids is How did you classify them ?Are these materials
skills #2 balloon ?
important? Why?
observed in the samples provided?
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical ell your pupils in group to blow air into the plastic Look at the picures below. Identify the
bag. Add more air into it.
applications of concepts and What happen to the plastic bag? materials as solid, liquid or gas. Write
skills your answer on the blank.
H. Making generalizations
What is one of the characteristic of a What is one of the characteristic of a What are the different materials found
and abstractions about the How can
Underline the we describe
correct word/sliquids?
inside the gas? gas? at home?
lesson parenthesis.
1. Perfume has a (good smell, bad
smell).
Classify the following materials as to
2. The taste of orange juice is (sweet, Write / if the statement is true and X if Get a plastic bag. Blow air into it. Add more air.
I. Evaluating Learning solid, liquid or gas.Write your answer
salty). not. Ask: What will happen to the plastic bag?
on the appropriate column.
3. Vinegar is ( sour, bitter).
4. Honey
Let has (sweet,
the pupils make ansalty,
album) taste.
of 10
5.pictures
Candiesofhave ( sweet,
different bitter)
liquids cuttaste.
out Write the uses of the following
J. Additional activities for Draw 5 balloons with different colors. Bring objects (solids, liquids etc.) found
from old magazines. Have them materials: fertilizers, soap,
application or remediation Describe their shapes. at home for our next lesson.
describe the characteristics of each pesticides,clorox, cooking oil.
liquid.
J. Additional activities for Draw 5 balloons with different colors. Bring objects (solids, liquids etc.) found
from old magazines. Have them materials: fertilizers, soap,
application or remediation Describe their shapes. at home for our next lesson.
describe the characteristics of each pesticides,clorox, cooking oil.
liquid.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of
sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them
Content Standards No Classes- Lipa Foundation Day
as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their
observable properties. observable properties. observable properties. observable properties.
Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found
Performance Standards at home and in school according to at home and in school according to at home and in school according to at home and in school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
At the end of the lesson, the pupils At the end of the lesson, the pupils
At the end of the lesson, the pupils At the end of the lesson, the pupils
Learning Competencies / should be able to describe the liquid should be able to describe
should be able to describe the taste of should be able to describe the
Objectives according to the shape of the container the characteristic of gases according to
liquids. odor or smell of liquids.
and the space it occupies. its shape.
II. CONTENT
IV. PROCEDURES
A. Reviewing previous
: Bring out your cut out pictures. How What are the different characteristics
lesson or presenting the Do liquids have their own shape? Why? What are the taste of liquids?
do these liquids flow? of liquids?
new lesson
a. How did you describe the liquids? a. How did you describe the liquids? What happen to the balloon as you blow air into
E. Discussing new What happened to the water in a glass it?
b. What is your basis in describing the b. What is your basis in describing the
when you add more and more b. What characteristic is shown by the balloon?
concepts and practicing new liquids? liquids?
water in it ? Why? c. What can you say about the shapes of the
skills #2 c. What characteristic of liquids is c. What characteristic of liquids is balloon ?
3. Ask: Do liquids occupy space? Why ?
observed in the samples provided? observed in the samples provided?
F. Developing mastery
(Leads to Formative
Assessment)
Read the following situation aloud and
have a discussion about it.
G. Finding Practical There are three glasses on the table.
Give other examples of things that
The blue glass is filled with milk. The
applications of concepts and yellow glass is filled with water. The shows that gas takes the shape of its
skills container.
orange is filled with buko juice. What
occupies the space in the glasses? Do
liquids occupy the same space? Why?
H. Making generalizations
What is one of the characteristic of a
and abstractions about the How do liquid occupy space? How can we describe liquids? How can
Underline the we describe
correct liquids?
word/s inside the gas?
lesson parenthesis.
1. Perfume has a (good smell, bad
Given two liquids in each container. smell).
Liquids A and B drawn below. 2. The taste of orange juice is (sweet, Write / if the statement is true and X if
I. Evaluating Learning Write the taste of the following liquids.
Describe the two liquids according to salty). not.
shape and the space it occupies. 3. Vinegar is ( sour, bitter).
4. Honey has (sweet, salty, ) taste.
Cut out 3 different liquids from old 5. Candies have ( sweet, bitter) taste.
J. Additional activities for Bring the following tomorrow: Bring the following tomorrow: baloons Draw 5 balloons with different colors.
newspaper which can be identified
application or remediation perfume, cologne, alcohol of different shapes Describe their shapes.
according to shape.
J. Additional activities for Bring the following tomorrow: Bring the following tomorrow: baloons Draw 5 balloons with different colors.
newspaper which can be identified
application or remediation perfume, cologne, alcohol of different shapes Describe their shapes.
according to shape.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of
sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them
Content Standards Holiday-Eidl Fitr
as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their
observable properties. observable properties. observable properties. observable properties.
Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found
Performance Standards at home and in school according to at home and in school according to at home and in school according to at home and in school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
Classify the materials found at home as Describe the use of common materials Describe the use of common materials
Describe the proper ways in handling
Learning Competencies / solids,liquids and gases. found at home and in school. found at home and in school.
and using materials at home and in
Objectives - Describe their uses. S3MT-Ic-d-2 S3MT-Ic-d-2
school.S3MT-Ie-g-3
Uses of Common Materials Found at Uses of Common Materials Found at Uses of Common Materials Found at Safety Measures in Handling and Using
II. CONTENT Home and in School Home and in School Home and in School Solids, Liquids and Gas
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages p.26-28 p.26-28 p.29-30
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials Growing with Science and Health 3 Growing with Science and Health 3 Growing with Science and Health 3 Growing with Science and Health 3
from Learning Resources
B. Other Learning Resources Laptop, pictures, powerpoint,activties Laptop, pictures, powerpoint,activties Laptop, pictures, powerpoint,activties Laptop, pictures, powerpoint,activties
IV. PROCEDURES
A. Reviewing previous
Review on materials found at home and
lesson or presenting the Present their assignment. Tell something about the pictures in TG.
in school.
new lesson
C. Presenting Let the pupils do the activity in LM. Group activity. Refer to LM.
Examples/instances of new After doing it, each leader will present Fill out the table below by group. After the presentation, the ff are asked
lesson their outputs.
E. Discussing new What are other materials used for Discuss the different essential safety measures in
Which of these materials are common
concepts and practicing new killing pest? For preparing and cooking handling and using materials found at home and in
to you? school.
skills #2 food?
G. Finding Practical
Group the pupils with five members
applications of concepts and each.
skills
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of
sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them
Content Standards as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their
observable properties. observable properties. observable properties. observable properties. observable properties.
Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found
Performance Standards at home and in school according to at home and in school according to at home and in school according to at home and in school according to at home and in school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
Describe ways on the proper use and Describe ways on the proper use and Describe ways on the proper use and Describe ways on the proper use and
Describe the proper ways in handling handling solid,liquid and gas found at handling solid,liquid and gas found at handling solid,liquid and gas found at handling solid,liquid and gas found at
Learning Competencies / and using materials at home and in home and in school home and in school. home and in school home and in school.
Objectives school.S3MT-Ie-g-3 S3MT-Ie-g-3 S3MT-Ie-g-3 S3MT-Ie-g-3 S3MT-Ie-g-3
Safety Measures in Handling and Using Describe the proper ways in handling and using Uses of common materials found at Common solids,liquids,and gases found Common solids,liquids,and gases found
II. CONTENT Solids, Liquids and Gas materials at home and in school home and in school at home and in school at home and in school
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages p.29-30 Pp30-32 Pp 27 to 29 Pp 24-25 Pp 24-25
2. Learner’s Materials Pp 21-23 P19-20 P 17-18 P 17
pages
3. Text book pages Growing with Science and Health 3 Growing science and health Science and health Science and Health Ssience and Health
4. Additional Materials Laptop, pictures, powerpoint,activties Pictures/chart Picture chart/projector Pictures of realia of different materials Pictures of realia of different materials
from Learning Resources
B. Other Learning Resources Detergent,other cleaning agent Glass,wood,Styrofoam,containers Glass,wood,Styrofoam,containers
IV. PROCEDURES
A. Reviewing previous
What are the proper uses of the ff. What are the materials you see in the
lesson or presenting the Tell something about the pictures in TG. Give examples of solid,liquid and gas Give examples of solid,liquid and gas
materials? picture chart?
new lesson
B. Establishing a purpose Describe the two photos. Post the two photos on the board
Which of these things found in school What are the materials you see in the What are the materials you see in the chart?Name
for the lesson and at home? chart?Name these materials these materials
E. Discussing new Discuss the different essential safety measures in Which of these materials should be Ask the leader in each group to report
concepts and practicing new handling and using materials found at home and in Answer and complete the table Answer and complete the table
school. properly handled? their findings
skills #2
F. Developing mastery Precautions are essential for safety in After all the groups are done with the After all the groups are done with the
What are the useful materials found at
(Leads to Formative Give the different safety measures using the materials commonly found at activity,assign a leader in each group to activity,assign a leader in each group to
home and in school?
Assessment) home and in school report their answers report their answers
H. Making generalizations What are the different safety measures What are the proper ways in handling
What materials found at home and at What materials found at home and at
and abstractions about the in handling and using materials found and using materials found at home and What are the uses of these materials?
school are gases? school are gases?
lesson at home and in school in school?
Describethe illustrations. Put a chekmark on Draw a table on the board for pupils to Match the picture in column A with the
Tell whether each picture shows proper handling Match the picture in column A with the description
I. Evaluating Learning pictures showing proper handling of materials and
and use of solids,liquids and gases. write their answers. description in column B. in column B.
mark X if not.
Name two materials found in your In your notebook copy the table by Give two examples of materials found
J. Additional activities for Look for the following materials at Look for the following materials at
kitchen. Describe the proper way of naming two materials found in your at home and in school used in
application or remediation home. home.
handling and using them. kitchen. decoration of house.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of
sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them
Content Standards as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their
observable properties. observable properties. observable properties. observable properties. observable properties.
Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found
Performance Standards at home and in school according to at home and in school according to at home and in school according to at home and in school according to at home and in school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
Safety Measures in Handling and Using Describe the proper ways in handling and using Uses of common materials found at Common solids,liquids,and gases found Common solids,liquids,and gases found
II. CONTENT Solids, Liquids and Gas materials at home and in school home and in school at home and in school at home and in school
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages p.29-30 Pp30-32 Pp 27 to 29 Pp 24-25 Pp 24-25
2. Learner’s Materials Pp 21-23 P19-20 P 17-18 P 17
pages
3. Text book pages Growing with Science and Health 3 Growing science and health Science and health Science and Health Ssience and Health
4. Additional Materials Laptop, pictures, powerpoint,activties Pictures/chart Picture chart/projector Pictures of realia of different materials Pictures of realia of different materials
from Learning Resources
B. Other Learning Resources Detergent,other cleaning agent Glass,wood,Styrofoam,containers Glass,wood,Styrofoam,containers
IV. PROCEDURES
B. Establishing a purpose Feel you hands by placing them to your Show the class 2 containers filled with water. Place
Describe the two photos. Post the two photos on the board Listening to a short story.
for the lesson cheeks. What did you feel? them on the table. Etc.
C. Presenting Group activity. Refer to LM. Call some pupils. Tell them to do this activity. Dip
your right hand fingers into container 1 and your
Examples/instances of new After the presentation, the ff are asked Do activity on in the LM Group Activity Group Activity left hand fingers into container 2, at the same
lesson time. Etc...
E. Discussing new Discuss the different essential safety measures in Presentation f Each Group
Which of these materials should be Giving emphasis on its harmsful effects
concepts and practicing new handling and using materials found at home and in
properly handled? when not stored/ used properly.
school.
skills #2
G. Finding Practical The ff. are the safety measures in Maria is looking at the water, she
Measure the temperature of these
applications of concepts and handling and using materials found at wants to know if the water is hot or
liquids.
skills home and in school cold? What will she do?
H. Making generalizations What are the different safety measures What are the proper ways in handling
What are the materials are harmful
and abstractions about the in handling and using materials found and using materials found at home and What materials are hot? Cold?
that can be found at home?
lesson at home and in school in school?
Describethe illustrations. Put a chekmark on Write the hazards that the following
Tell whether each picture shows proper handling
I. Evaluating Learning pictures showing proper handling of materials and Write hot or cold based on the picture.
mark X if not.
and use of solids,liquids and gases. materials may do to
Name two materials found in your In your notebook copy the table by List down atleast 2 reasons on what should you
J. Additional activities for kitchen. Describe the proper way of naming two materials found in your do in order to avoid accident brought about by the Cut pictures of hot and cold objects.
application or remediation handling and using them. kitchen. materials that are commonly found at home?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of Demonstrate understanding of ways of
sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them sorting materials and describing them
Content Standards as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their as solid,liquid,or gas based on their
observable properties. observable properties. observable properties. observable properties. observable properties.
Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found Be able to group common objects found
Performance Standards at home and in school according to at home and in school according to at home and in school according to at home and in school according to at home and in school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
At the end of the lesson, the pupils At the end of the lesson, the pupils
Read the temperature from the Measure the temperature of tap water At the end of the lesson,the pupils
Learning Competencies / should be able to describe the candle should be able to describe what
thermometer correctly; and and cold water using a should be able to describe what
Objectives wax happens to
Compare the temperature of tap water thermometer happensto water vapor when cooled.
when heated and cooled. water when heated.
and hot/warm water.
Measuring the Temperature of Hot Material Measuring the Temperature of Cold Material What Happens when a Candle Wax is What Happens to Water Vapor when
II. CONTENT What Happens to Water When Heated?
heated or Cooled? Cooled?
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Pp 24-25 Pp 24-26
2. Learner’s Materials P 17 P 18
pages
3. Text book pages Ssience and Health
4. Additional Materials Pictures of realia of different materials 2 identical glass containers, laboratory small piece of candle wax, big spoon, thick cloth, candle water, iron stand/ring with clamp, tripod, wire gauze
bunsen burner/ alcohol lamp, small plastic ransparent
ice cubes, glass jar with lid, tablespoon,
from Learning Resources thermometer small piece of wood, match
container,marker table salt (rock salt)
Today, we will be doing an activity that will help Have you observed your mother heating/ boiling When water is heated, it changes its form from
B. Establishing a purpose you compare the water in the liquid to gas. How
Show the class 2 containers filled with water. Place
them on the table. Etc.
temperature of tap water and cold water, and Showing candle wax kettle? What did you observe while the water is about when water is cooled, what do you think will
for the lesson describe the effect boiling? What does happen?..... This
of removing heat from the material. it show? is the focus of our lesson today.
D. Discussing new
concepts and practicing new Group Activity Presentation of each group Presentation of each group Presentation of each group Presentation of each group
skills #1
H. Making generalizations
What happens to the candle wax when heated or What is the
What can you say about the when heat is effect of heat on the water? What What happens
and abstractions about the temperature of cold materials?
added? and (b) What happens to the melted
happens to the water when to the water vapor when cooled?
candle wax when
lesson cooled ? heated?
A butter/ margarine is put in a frying pan over the Your mother is boiling water in a kettle
for your coffee. What do you think Everymorning, Liza noticed that there are droplets
stove for few minutes.
I. Evaluating Learning Measure the temperature of these liquids. Writethe temperature of the following liquids.
What do you think will happen to the will happen if she leaves the water
of water on the leaves..in the after the droplets of
water disappear. Why?
butter/margarine? Why?
boiling for a long time? Why?
Compare the temperature of ice to the .What is the temperature of tap water? What is
temperature of boiling the temperature of cold
J. Additional activities for water? Cut a picture showing examples of Bring naphthalene ball if you have at
water? Write your answer on your
application or remediation 2. How will you compare the temperature of tap things that changes from liquid to gas. home for our next lesson.
notebook. water with that of cold
water?
J. Additional activities for water? Cut a picture showing examples of Bring naphthalene ball if you have at
water? Write your answer on your
application or remediation 2. How will you compare the temperature of tap things that changes from liquid to gas. home for our next lesson.
notebook. water with that of cold
water?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Comprehending the questions with a Able to construct a mathematical Parts and fuctions of the sense organs Parts and fuctions of the sense organs Parts and fuctions of the sense organs
Content Standards right answer. situation correctly. of the human body of the human body of the human body
Able to apply knowledge in solving real Able to apply knowledge in solving real Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the
Performance Standards life problems/ situations. life problems/ situations. sense organs sense organs sense organs
4. Additional Materials ice cubes, glass jar with lid, tablespoon, Growing with Science and Health 3, Picture of th eye chart Picture of the ears
from Learning Resources table salt (rock salt) beaker,water,marker,cartolina ,pentel pen,tape
A. Reviewing previous
What happens to water vapor when
lesson or presenting the Stand and get a partner How do we able to see objects? What are the parts of the eyes?
cooled?
new lesson
E. Discussing new
Why do we have to avoid these
concepts and practicing new What are the inner parts of the eyes? What are the parts of the ears?
practices?
skills #2
F. Developing mastery
What are the parts that you cannot
(Leads to Formative Answer the ff. Questions Why are these practices good to do?
see?
Assessment)
J. Additional activities for Bring naphthalene ball if you have at Search for other samples of solid materials that
when heated become gas. ( vapor ).Do this on your What is the work o of each part? Match column A with column B Draw the ears and label the parts
application or remediation home for our next lesson. notebook.
J. Additional activities for Bring naphthalene ball if you have at Search for other samples of solid materials that
when heated become gas. ( vapor ).Do this on your What is the work o of each part? Match column A with column B Draw the ears and label the parts
application or remediation home for our next lesson. notebook.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Comprehending the questions with a Able to construct a mathematical Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the
Content Standards right answer. situation correctly. sense organs of the human body sense organs of the human body sense organs of the human body
Able to apply knowledge in solving real Able to apply knowledge in solving real Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the
Performance Standards life problems/ situations. life problems/ situations. sense organs sense organs sense organs
4. Additional Materials ice cubes, glass jar with lid, tablespoon, Growing with Science and Health 3, chart chart chart
from Learning Resources table salt (rock salt) beaker,water,marker,cartolina ,pentel pen,tape
A. Reviewing previous
What happens to water vapor when
lesson or presenting the How do we able to see objects? How do we able to see objects? How do we able to see objects?
cooled?
new lesson
E. Discussing new
Why do we have to avoid these Why do we have to avoid these Why do we have to avoid these
concepts and practicing new practices? practices? practices?
skills #2
F. Developing mastery
(Leads to Formative Why are these practices good to do? Why are these practices good to do? Why are these practices good to do?
Assessment)
J. Additional activities for Bring naphthalene ball if you have at Search for other samples of solid materials that
when heated become gas. ( vapor ).Do this on your Match column A with column B Match column A with column B Match column A with column B
application or remediation home for our next lesson. notebook.
J. Additional activities for Bring naphthalene ball if you have at Search for other samples of solid materials that
when heated become gas. ( vapor ).Do this on your Match column A with column B Match column A with column B Match column A with column B
application or remediation home for our next lesson. notebook.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the
Content Standards sense organs of the human body sense organs of the human body sense organs of the human body sense organs of the human body sense organs of the human body
Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the
Performance Standards sense organs sense organs sense organs sense organs sense organs
II. CONTENT Living Things:Human/Sense organs Living Things:Human/Sense organs LivingThings:Human/Sense organs LivingThings:Human/Sense organs Living Things:Human/Sense organs
4. Additional Materials Picture of th eye chart Picture of the ears powerpoint Picture/illustration of the nose
from Learning Resources
A. Reviewing previous
What is the work of each part of the
lesson or presenting the Stand and get a partner How do we able to see objects? What are the parts of the eyes? What are the parts of the ears?
ears?
new lesson
B. Establishing a purpose Look at the eyes of your partner How would you feel if you have poor eyesight? Look at the ears of your partner? Do activity 4 How can you tell what your mother is cooking?
for the lesson
C. Presenting
What sense organ do you use in
Examples/instances of new Draw the parts that you see Pupils do activity 2 Draw the parts that you see Why do you think the pinna.
smelling?
lesson
E. Discussing new
Why do we have to avoid these What happens to amplified sound
concepts and practicing new What are the inner parts of the eyes? What are the parts of the ears? Do activity 6,LM
practices? from..
skills #2
F. Developing mastery
What are the parts that you cannot
(Leads to Formative Answer the ff. Questions Why are these practices good to do? Perform activity 5 Answer the ff. Questions
see?
Assessment)
G. Finding Practical
Why shoul we need to take care of our If we don't have an ears,what will What are the properways of caring the
applications of concepts and Identify the parts of the eyes What are the inside parts of the nose?
eyes? happen? ears?
skills
H. Making generalizations
What are the proper ways of taking What other ways do you do to take
and abstractions about the What are the parts of the eyes? What are the parts of the ears? What are the parts of the nose?
care of the eyes? good care of your ears?
lesson
Write the proper ways of caring the List down the proper ways of caring the
I. Evaluating Learning Draw the eyes and label the parts Identify the parts of the ears Identify the parts of the nose
eyes? ears
J. Additional activities for What is the work o of each part? Match column A with column B Draw the ears and label the parts Put a chech on the box if it shows. Draw the nose and label the parts
application or remediation
J. Additional activities for What is the work o of each part? Match column A with column B Draw the ears and label the parts Put a chech on the box if it shows. Draw the nose and label the parts
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the
Content Standards sense organs of the human body sense organs of the human body sense organs of the human body sense organs of the human body sense organs of the human body
Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the
Performance Standards sense organs sense organs sense organs sense organs sense organs
II. CONTENT LivingThings:Human/Sense organs Living Things:Human/Sense organs Living Things:Human/Sense organs Living Things:Human/Sense organs Living Things:Human/Sense organs
4. Additional Materials powerpoint Picture/illustration of the nose Semantic web Semantic web Illustration of the tongue
from Learning Resources
B. Other Learning Resources chart chart Graphic organizer Graphic organizer Graphic organizer
IV. PROCEDURES
A. Reviewing previous
What is the work of each part of the
lesson or presenting the What are the parts of the ears? What are the parts of the nose? What are the parts of the nose? What are the functions of the nose?
ears?
new lesson
B. Establishing a purpose Do activity 4 How can you tell what your mother is cooking? What is the function of each part? What is the function of each part? Call a pupil.Blindfold him/her
for the lesson
D. Discussing new
What happens to the eardrum when What are the proper ways of caring the What are the proper ways of caring the
concepts and practicing new Can you tell the parts of the nose? What did you use to taste it?
sound reaches it? nose? nose?
skills #1
F. Developing mastery
Which are not the proper ways to do in Which are not the proper ways to do in
(Leads to Formative Perform activity 5 Answer the ff. Questions Divide the class into four groups?
your nose? your nose?
Assessment)
G. Finding Practical
What are the properways of caring the
applications of concepts and What are the inside parts of the nose? Why do you have to avoid doing these? Why do you have to avoid doing these? What are the parts of the tongue?
ears?
skills
H. Making generalizations
What other ways do you do to take What are the proper ways of caring the What are the proper ways of caring the
and abstractions about the What are the parts of the nose? Identify the parts of the tongue
good care of your ears? nose? nose?
lesson
J. Additional activities for Put a chech on the box if it shows. Draw the nose and label the parts Put a check on the box if it shows. Put a check on the box if it shows. Draw the tongue and label the parts
application or remediation
J. Additional activities for Put a chech on the box if it shows. Draw the nose and label the parts Put a check on the box if it shows. Put a check on the box if it shows. Draw the tongue and label the parts
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the
Performance Standards sense organs sense organs sense organs
To measure the capacity of the child. To measure the capacity of the child.
S3LT-IIa-b-1 S3LT-IIa-b-1 S3LT-IIa-b-1 Administering the test to the pupils in measuring Administering the test to the pupils in
Learning Competencies / Identify proper ways of caring the nose Identify the parts of the tongue Identify the parts of the tongue the child’s intellect about the lesson in first measuring the child’s intellect about
Objectives quarter. the lesson in first quarter.
II. CONTENT Living Things:Human/Sense organs Living Things:Human/Sense organs Living Things:Human/Sense organs First Quarterly Examinations First Quarterly Examinations
4. Additional Materials Semantic web Illustration of the tongue Illustration of the tongue
from Learning Resources
A. Reviewing previous
lesson or presenting the What are the parts of the nose? What are the functions of the nose? What are the functions of the nose?
new lesson
B. Establishing a purpose What is the function of each part? Call a pupil.Blindfold him/her Call a pupil.Blindfold him/her
1. Are you ready for passing the test? Raised your 1. Are you ready for passing the test?
for the lesson hand. Raised your hand.
C. Presenting Let him taste the kalamansi juice Let him taste the kalamansi juice
What can happen if the sense of How did you know that it was How did you know that it was 2. Prepare the materials to be used by 2. Prepare the materials to be used by
Examples/instances of new smelling is impaired? kalamansi juice? kalamansi juice? assessing the intellect of the pupils. assessing the intellect of the pupils.
lesson
D. Discussing new
What are the proper ways of caring the
concepts and practicing new What did you use to taste it? What did you use to taste it? . Have you got the standards? . Have you got the standards?
nose?
skills #1
E. Discussing new Bring out your mirror Bring out your mirror
concepts and practicing new Why do you have to take care of your nose? Do activity 8 in the LM Do activity 8 in the LM
skills #2
F. Developing mastery
Which are not the proper ways to do in 4. Let pupils prepare theirselves in
(Leads to Formative Divide the class into four groups? Divide the class into four groups? 4. Let pupils prepare theirselves in taking an exam.
your nose? taking an exam.
Assessment)
G. Finding Practical
5. Guide them and supervise them in 5. Guide them and supervise them in taking the
applications of concepts and Why do you have to avoid doing these? What are the parts of the tongue? What are the parts of the tongue?
taking the test. test.
skills
H. Making generalizations
What are the proper ways of caring the 6. Did you reach the high points for the 6. Did you reach the high points for the
and abstractions about the Identify the parts of the tongue Identify the parts of the tongue
nose? scores? scores?
lesson
7. Who among you obtained the right scores for 7. Who among you obtained the right
I. Evaluating Learning Match column A with column B List down all the parts of the tongue List down all the parts of the tongue passing the test? scores for passing the test?
J. Additional activities for Put a check on the box if it shows. Draw the tongue and label the parts Draw the tongue and label the parts 8. Study for the next exam. 8. Study for the next exam.
application or remediation
J. Additional activities for Put a check on the box if it shows. Draw the tongue and label the parts Draw the tongue and label the parts 8. Study for the next exam. 8. Study for the next exam.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the
Content Standards sense organs of the human body sense organs of the human body sense organs of the human body sense organs of the human body
Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect the
Performance Standards sense organs sense organs sense organs sense organs
S3LT-IIc-d3
S3LT-IIa-b-1 S3LT-IIa-b-1 S3LT-IIa-b-1 S3LT-IIa-b-1
Learning Competencies / Describe animals in their immediate
Identify the parts of the tongue Describe the uses of the tongue Identify the parts of the skin Describe the uses of the skin
Objectives sorroundings
II. CONTENT Living Things:Human/Sense organs Living Things:Human/Sense organs Living Things:Human/Sense organs Living Things:Human/Sense organs Living Things:Animals
4. Additional Materials Illustration of the tongue Semantic web Big picture Magnifying glass Picture of animals
from Learning Resources
B. Other Learning Resources Graphic organizer chart Enlarge illustration chart chart
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the What are the functions of the nose? What are the parts of the tongue? What are the parts of the tongue? Continuation of the day 2 lesson What are the sense organs?
new lesson
B. Establishing a purpose Call a pupil.Blindfold him/her What are the functions of each part? Place familiar objects with different taste What are the parts and functions of the skin? Look around.What do you see?
for the lesson
D. Discussing new
Discuss thoroughly how the tongue Recite the names of the animals
concepts and practicing new What did you use to taste it? Discuss the ff. Concepts Discuss answers to the activity
functions as stated in the activity mentioned in the song
skills #1
F. Developing mastery
Eating very hot food can scald the What are the proper ways of taking Give examples of animals and where the animals
(Leads to Formative Divide the class into four groups? What is the function of epidermis
tongue care of the skin? can be found
Assessment)
G. Finding Practical
Use a tongue scraper to clean the The skin helps maintain body
applications of concepts and What are the parts of the tongue? How do you take care of your skin? What are the different kinds of animals?
tongue temperature
skills
H. Making generalizations
What are the functions of each part of What are the parts and functions of the It is good to take a bath everyday to Different kinds of animals live in
and abstractions about the Identify the parts of the tongue
the tongue skin? avoid body odor different places
lesson
Write the functions of the ff. parts of Write the parts of the skin and give Complete the table by listing different
I. Evaluating Learning List down all the parts of the tongue Write the proper ways of taking care of the skin
the tongue their functions kind of animals
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Content Standards
Performance Standards
S3LT-IIc-d3 S3LT-IIc-d-4
Learning Competencies / Describe animals in their immediate Identify the parts and functions of
No Classes- Ninoy Aquino Day School Intramurals School Intramurals
Objectives sorroundings animals
A. Reviewing previous
lesson or presenting the What are the sense organs? What are the different kindof animals?
new lesson
B. Establishing a purpose Look around.What do you see? Write on the board the lyrics of the song
for the lesson
D. Discussing new
Recite the names of the animals
concepts and practicing new Perform activity 2 LM
mentioned in the song
skills #1
E. Discussing new
What body parts are common in a
concepts and practicing new Describe the animals in the picture
frog,a horse and a bird?
skills #2
F. Developing mastery
Give examples of animals and where the animals
(Leads to Formative can be found Explain the similarities and differences
Assessment)
G. Finding Practical
applications of concepts and What are the different kinds of animals? Group activity
skills
H. Making generalizations
Different kinds of animals live in What are the body parts of the
and abstractions about the different places animals?
lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Content Standards
Performance Standards
Learning Competencies / Classify animals according to body Classify animals according to body
Holiday Describe how animals move Eidl'l Adha
Objectives parts and use parts and use
A. Reviewing previous
Show a picture of an animal and ask
lesson or presenting the What are the different kind of animals? What are the body parts of a frog?
the pupils
new lesson
B. Establishing a purpose Write on the board the lyrics of the Group the ff. animals according to body parts The class will play a guessing game
for the lesson song
D. Discussing new
Write the names of the animals on the
concepts and practicing new Perform activity 2 LM Different animals use different parts..
board
skills #1
E. Discussing new
What body parts are common in a
concepts and practicing new The horse and giraffe have long… Identify the movement of each animal
frog,a horse and a bird?
skills #2
F. Developing mastery
Relate the body parts of animals to
(Leads to Formative Explain the similarities and differences… The legs of the carabaos..
their environment
Assessment)
G. Finding Practical
What are the other animals that
applications of concepts and Group activity Earthworm have pairs of bristles..
show…
skills
H. Making generalizations
What are the body parts of the
and abstractions about the How do we classify animals? What kind of movement can animals…
animals?
lesson
I. Evaluating Learning Identify the body parts of the animals Classify the ff. animals according to.. Describe ho animals move
J. Additional activities for Draw diff. kinds of animals Bring different pictures…
application or remediation
J. Additional activities for Draw diff. kinds of animals Bring different pictures…
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of parts Demonstrate understanding of parts Demonstrate understanding of parts Demonstrate understanding of parts Demonstrate understanding of parts
Content Standards and functions of animals and and functions of animals and and functions of animals and and functions of animals and and functions of animals and
importance to humans importance to humans importance to humans importance to humans importance to humans
To enumerate ways of grouping To enumerate ways of grouping To enumerate ways of grouping To enumerate ways of grouping To enumerate ways of grouping
Performance Standards animals based on their structure and animals based on their structure and animals based on their structure and animals based on their structure and animals based on their structure and
importance importance importance importance importance
Classify animals according to body Classify animals according to body Classify animals according to body Classify animals according to body Classify animals according to body
Learning Competencies / parts and use. S3LT – parts and use. S3LT – parts and use. S3LT – parts and use. S3LT – parts and use. S3LT –
Objectives Iic –d -5 Iic –d -5 Iic –d -5 Iic –d -5 Iic –d -6
4. Additional Materials
from Learning Resources
H. Making generalizations Do all animals move the same way? What do animals use in getting food?
What are three classification of animals What are the different body covering of
and abstractions about the What help them move in order to live? Are food eaten by animals related to Why animals are important to people?
as to the food they eat? animals?
lesson their body parts? Match the animals with their body
Match the animals with the body parts they use for Write H for plant eaters ,C for anmal eaters ,and O
Fill in the blanks. coverings .Write the letter of the correct answer.
getting food. for both plants and anmal eaters.
1. Birds use ___ for flying. 1. dog a. shell
1. crab a. beaks and claws 1. lion
2. Fish uses ___ for swimming. 2. crab b. slime Explain why animals are important to
2. carabao b. proboscis 2. elephant
I. Evaluating Learning 3. Snake uses __ for slithering.
3. frogs c. pincers 3.fish
3. toad c. skin
people?
4. Kangaroo uses ___ for hopping. 4. fish d. feather
4. butterfly d. mouth 4. bird
5. Dolphin uses fin and ___ for swimming. 5. bird e. hair
5. eagle e. sticky tongue 5. horse
f. scales
Cut pictures of five different animals and paste it
J. Additional activities for Collect pictures of different moving on short bond paper. Under each picture Write 5 examples of animals of Cut pictures of five animals .and group What animals give to people?
application or remediation animals. write(name of the animal ) uses (body parts )in herbivores ,carnivores and omnivores. them according to their body coverings.
getting food.
J. Additional activities for Collect pictures of different moving on short bond paper. Under each picture Write 5 examples of animals of Cut pictures of five animals .and group What animals give to people?
application or remediation animals. write(name of the animal ) uses (body parts )in herbivores ,carnivores and omnivores. them according to their body coverings.
getting food.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of parts Demonstrate understanding of parts Demonstrate understanding of parts Demonstrate understanding of parts Demonstrate understanding of parts
Content Standards and functions of animals and and functions of animals and and functions of animals and and functions of animals and and functions of animals and
importance to humans importance to humans importance to humans importance to humans importance to humans
To enumerate ways of grouping To enumerate ways of grouping To enumerate ways of grouping To enumerate ways of grouping To enumerate ways of grouping
Performance Standards animals based on their structure and animals based on their structure and animals based on their structure and animals based on their structure and animals based on their structure and
importance importance importance importance importance
Classify animals according to their use Explain why animals are important to Describe ways of proper handling of Describe ways of proper handling of
Classify animals according to body
Learning Competencies / - To Where They Live people. animals animals.
parts and use. S3LT –
Objectives S3LT – Iic –d- 5 S3LT – Iic –d -6 S3LT –IIc – d-7 S3LT –IIc – d-7
Iic –d -6
Explain why animals are important to Relate the animals body covering to where they live.
II. CONTENT Group animals according to where they live. Importance of Animals Animals That Can Harm People Care for Pets
people.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 104
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials
from Learning Resources
Where do you live?Can you describe the Which of these animals do you like best?
B. Establishing a purpose Read a story about an animal that Show word “importance of animals”on the How do you show care or proper
place where you live in? Unlock the Cat snake rat dog
for the lesson helps people board.Let the teacher elaborate it.. handling to animals?
word “ habitat”.
D. Discussing new Where do the animals live? Is it friendly with every person it meets?
What made easier for Mang Peri to
concepts and practicing new Post the table of activity 9 on the board What is habitat?
work in the farm?
What harm can it do to people? How do you care your pets?
skills #1
E. Discussing new
concepts and practicing new Discuss the activity
skills #2
Divide the class into five groups.Give the
importance of animals
F. Developing mastery Group Activity I- Chickens and Dogs
Read the group of animals that are sources of food
(Leads to Formative items
Divide the class into five groups.; II – carabaos and fishes
III – goats –and horses
Assessment) IV – ducks and sheep
Divide the class into five groups.
Classify the animals based on their usefulness to
Group animals as to where they live. Group 1- When you disturb a bee hive.
G. Finding Practical Cat bangus frog toad
people.
Group 2- When infectious mosquitoes bite you?
Divide the class into three.
Source of Food Used in Work Source of Joy ‘They can make a role play about caring or
applications of concepts and Read the group of animals that are… Tiger lion eagle tilapia Group 3- When dogs bite you?
handling an animals.
Butterfly bee deer crocodile Group 4- When flies touch your food?
skills Group 5- When animals sleep on your bed.
H. Making generalizations Where do they live? What are terrestrial ,aquatic , What can animals make to peo0ple?
and abstractions about the Why animals are important to people? amphibians ,and aerial animals?Give examples for What is the im[portance of animals to people? What collected information you got in the lesson? Why should we show care for animals?
each. Identify the help given by each animal by matching
lesson
Copy the name of the animal that does not ive in the column A with column B .Write your answer on Write true if the statement is correct and false if
the same habitat as the others. the line. not. Identify the safe practice of care for animals.
1. lion , elephant, tiger ,bird A B 1. Animals transmit disease. 1. Tease your pet when it is eating.
Explain why animals are important to 2. frog, turtle, crocodile ,lizard __ 1. Carabao a. transportation 2. Diseases transmitted by animals cannot be 2. Hold and play woth your dog when they just
I. Evaluating Learning people? 3. fish, goat , cow ,carabao __ 2. Pig b. food-egg and meat provided. given birth.
4. bee ,frog, butterfly, bird ___3. Chicken c. food: meat 3. Animals can cause allergies to people. 3. Bring your pey in the veterinarian regularly.
5. shrimp, bangus, duck , lapu-lapu __4. Dog d. protection 4. Animals can harm people.
__ 5. Horse e. plow the field
J. Additional activities for Make a picture of your pet on a bond paper. Write
Make an scrapbook of animals according to its Research about extinction of animals. What can
What animals give to people? a short paragraph below the picture on how your Interview anyone who looks for animals.
application or remediation habitat. you do?
pets helps you and how important it is to you.
J. Additional activities for Make a picture of your pet on a bond paper. Write
Make an scrapbook of animals according to its Research about extinction of animals. What can
What animals give to people? a short paragraph below the picture on how your Interview anyone who looks for animals.
application or remediation habitat. you do?
pets helps you and how important it is to you.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Demonstrate understanding of parts Demonstrate understanding of parts Demonstrate understanding of parts Demonstrate understanding of parts Demonstrate understanding of parts
Content Standards and functions of animals and and functions of animals and and functions of animals and and functions of animals and and functions of animals and
importance to humans importance to humans importance to humans importance to humans importance to humans
To enumerate ways of grouping To enumerate ways of grouping To enumerate ways of grouping To enumerate ways of grouping To enumerate ways of grouping
Performance Standards animals based on their structure and animals based on their structure and animals based on their structure and animals based on their structure and animals based on their structure and
importance importance importance importance importance
II. CONTENT Animals That Can Harm People Care for Pets Plants Different Parts of a Plants Uses of Plants
4. Additional Materials
from Learning Resources
A. Reviewing previous Show flashcards of animals to the class. Do plants have similarities?How?
Do animals cause vharm to people? What are the parts of a plants? What
lesson or presenting the How important are animals to people? Let the pupils identify each. Are animals Do plants have differences?How?
How? are the functions of each?
new lesson important to us?
D. Discussing new Is it friendly with every person it meets? What are the parts of the plants?
What are the parts of the plant( first pictutre)? What are the uses of plants?
What are the parts of thje tree ( second picture)? What plants provide humans food?
concepts and practicing new What harm can it do to people? How do you care your pets? Do all plants have all parts like other plants?
Do they have similar parts?What are they? What plants provide ?
skills #1
E. Discussing new
concepts and practicing new
skills #2
F. Developing mastery Divide the class into groups. Each group will be
List the similarities and difference of plants’ parts
(Leads to Formative given a picture of a plant or a tree. Each group will
as to color ,shape. Size, texture and edges.
discuss the plant parts..
Assessment)
Activity
Divide the class into five groups. Seeds ( mongo,apple, cashew) Divide the class into five groups.
Group 1- When you disturb a bee hive. Roots( grass, raddish, carrots) Fill out the data asked for in this chart.
G. Finding Practical Group 2- When infectious mosquitoes bite you?
Divide the class into three. Individual Activity
Fruits( orange,melon, banana ) Name of Plant Kind of Plant Part of Used How
‘They can make a role play about caring or Draw a diagram of a plant with all of its parts.
applications of concepts and Group 3- When dogs bite you?
handling an animals. Label each plant and write it functions.
Stems ( kangkong , camote, ampalaya) Food Mediicne Clothing
Group 4- When flies touch your food? Leaves ( santan , anahaw, san Francisco)
skills Group 5- When animals sleep on your bed. Flowers ( gumamela, sunflower, bougainvillea,)
- Let them compare all the parts.
H. Making generalizations What can animals make to peo0ple? What are the parts of a plants?
How are plants similar and different to one
and abstractions about the What collected information you got in the lesson? Why should we show care for animals? What are the function of each?
another?
What are the uses of plants?
Put a star on the space provided before each
lesson number if the plant is a source of food, a cross
Write true if the statement is correct and false if
mark if it is a source of medicine ,and check mark if
not. Identify the safe practice of care for animals.
it is provides both food and medicine or used for
1. Animals transmit disease. 1. Tease your pet when it is eating. Identify two plants that have similarities in…
other purposes.
2. Diseases transmitted by animals cannot be 2. Hold and play woth your dog when they just 1. color
I. Evaluating Learning provided. given birth.
Label the parts of a plants.Provide them a pictures.
2. shape 3. Size 4. Texture 5. smell
__1. Guava leaves
__ 2. Gumamela
3. Animals can cause allergies to people. 3. Bring your pey in the veterinarian regularly.
___3. Orchids
4. Animals can harm people.
__ 4. Oregano
___ 5. abaca
J. Additional activities for Cut-out pictures of different plants from magazines
Research about extinction of animals. What can
Interview anyone who looks for animals. Cut a pictures of a plants .Label its parts. and newspapers. Group the picture of plants List down five uses of plants on your notebook.
application or remediation you do?
according to their kind.
J. Additional activities for Cut-out pictures of different plants from magazines
Research about extinction of animals. What can
Interview anyone who looks for animals. Cut a pictures of a plants .Label its parts. and newspapers. Group the picture of plants List down five uses of plants on your notebook.
application or remediation you do?
according to their kind.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
II. CONTENT Different Parts of a Plants Uses of Plants Care for Plants Living and Non – Living Things Animal Reproduction
4. Additional Materials
from Learning Resources
C. Presenting Flower and mango tree Let them answer the graphic organizers of Uses of Post the picture on the board.
Name the pictures and let them identify the
Show series of pictures of growing family of
Plants. A boy watering the plants. animals.
Examples/instances of new Can you say that plants are useful to man?
characterisitcs of the following things in the
picture.
lesson
D. Discussing new What are the parts of the plant( first pictutre)? What are the uses of plants? What is the boy doing?
What are the parts of thje tree ( second picture)? What plants provide humans food? Why is he doing it the plants? What are the characterisitics of the things in the
concepts and practicing new Do they have similar parts?What are they? What plants provide ? Is watering plants important?Why? picture?
What does each pictures says?
skills #1
E. Discussing new
concepts and practicing new What do you call these tihings?
skills #2
Individual Activity
F. Developing mastery Prepare a short bond paper , pencil and coloring
List the similarities and difference of plants’ parts
(Leads to Formative as to color ,shape. Size, texture and edges.
materials.Draw a picture that shows proper way of
caring for plants.Color it.
Assessment)
Activity
Seeds ( mongo,apple, cashew) Divide the class into five groups.
Roots( grass, raddish, carrots) Fill out the data asked for in this chart. Group Activity
G. Finding Practical Fruits( orange,melon, banana ) Name of Plant Kind of Plant Part of Used How Divide the class into five groups.
Draw a parent and a baby animal on a short bond
Group the pupils into three. Let them list down 3 paper. Color it.Show on your drawing the
applications of concepts and Stems ( kangkong , camote, ampalaya) Food Mediicne Clothing Each group will make a role play about proper
examples of living and non-living things. characteristics of both animals and be ready to
Leaves ( santan , anahaw, san Francisco) ways of caring for plants.
skills Flowers ( gumamela, sunflower, bougainvillea,)
discuss to the class.
- Let them compare all the parts.
H. Making generalizations
How are plants similar and different to one How will you take care of your plants to grow big
and abstractions about the another?
What are the uses of plants?
and healthy?
What is living things?Non- living things? How animals reproduce?
Put a star on the space provided before each
lesson Put a check mark (/) on the space provided before
number if the plant is a source of food, a cross
each number if it show care for plants and cross
mark if it is a source of medicine ,and check mark if Tell if the following is living or non-living tihngs. Match the animals with their young ones.
mark ( x) if not.
it is provides both food and medicine or used for 1. plants 1. chicken
Identify two plants that have similarities in… __1. Remove dead leaves.
other purposes. 2. house 2. goat
1. color __2. Put plants in dark places.
I. Evaluating Learning 2. shape 3. Size 4. Texture 5. smell
__1. Guava leaves
__3. Water the plants every week.
3. water 3. goose
__ 2. Gumamela 4. animals 4. cat
__4. Use organic fertilizer to keep the plants
___3. Orchids 4. chairs 5. horse
healthy.
__ 4. Oregano
___5. Cultivate the soil.
___ 5. abaca
J. Additional activities for Cut-out pictures of different plants from magazines Bring a small potted plants to school. Plant it in the
Draw the body parts that animals inherited by
and newspapers. Group the picture of plants List down five uses of plants on your notebook. school garden.Visit and take care for your plants Make an scrapbook of living and non-living things.
application or remediation their parents or other things.
according to their kind. until the end of the school year.
J. Additional activities for Cut-out pictures of different plants from magazines Bring a small potted plants to school. Plant it in the
Draw the body parts that animals inherited by
and newspapers. Group the picture of plants List down five uses of plants on your notebook. school garden.Visit and take care for your plants Make an scrapbook of living and non-living things.
application or remediation their parents or other things.
according to their kind. until the end of the school year.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
II. CONTENT Uses of Plants Care for Plants Living and Non – Living Things Animal Reproduction
4. Additional Materials
from Learning Resources
A. Reviewing previous Do plants have similarities?How? What are the uses of plants?In return,
lesson or presenting the Do plants have differences?How? Checking of the assignments.
what must we do, to our plants?
new lesson
C. Presenting Let them answer the graphic organizers of Uses of Post the picture on the board.
Name the pictures and let them identify the
Show series of pictures of growing family of
Plants. A boy watering the plants. animals.
Examples/instances of new Can you say that plants are useful to man?
characterisitcs of the following things in the
picture.
lesson
D. Discussing new What are the uses of plants? What is the boy doing?
What plants provide humans food? Why is he doing it the plants? What are the characterisitics of the things in the
concepts and practicing new What plants provide ? Is watering plants important?Why? picture?
What does each pictures says?
skills #1
E. Discussing new
concepts and practicing new What do you call these tihings?
skills #2
Individual Activity
F. Developing mastery Prepare a short bond paper , pencil and coloring
(Leads to Formative materials.Draw a picture that shows proper way of
caring for plants.Color it.
Assessment)
Divide the class into five groups.
Fill out the data asked for in this chart. Group Activity
G. Finding Practical Name of Plant Kind of Plant Part of Used How Divide the class into five groups.
Draw a parent and a baby animal on a short bond
Group the pupils into three. Let them list down 3 paper. Color it.Show on your drawing the
applications of concepts and Food Mediicne Clothing Each group will make a role play about proper
examples of living and non-living things. characteristics of both animals and be ready to
ways of caring for plants.
skills discuss to the class.
H. Making generalizations
How will you take care of your plants to grow big
and abstractions about the What are the uses of plants?
and healthy?
What is living things?Non- living things? How animals reproduce?
Put a star on the space provided before each
lesson Put a check mark (/) on the space provided before
number if the plant is a source of food, a cross
each number if it show care for plants and cross
mark if it is a source of medicine ,and check mark if Tell if the following is living or non-living tihngs. Match the animals with their young ones.
mark ( x) if not.
it is provides both food and medicine or used for 1. plants 1. chicken
__1. Remove dead leaves.
other purposes. 2. house 2. goat
__2. Put plants in dark places.
I. Evaluating Learning __1. Guava leaves
__3. Water the plants every week.
3. water 3. goose
__ 2. Gumamela 4. animals 4. cat
__4. Use organic fertilizer to keep the plants
___3. Orchids 4. chairs 5. horse
healthy.
__ 4. Oregano
___5. Cultivate the soil.
___ 5. abaca
J. Additional activities for Bring a small potted plants to school. Plant it in the
Draw the body parts that animals inherited by
List down five uses of plants on your notebook. school garden.Visit and take care for your plants Make an scrapbook of living and non-living things.
application or remediation their parents or other things.
until the end of the school year.
J. Additional activities for Bring a small potted plants to school. Plant it in the
Draw the body parts that animals inherited by
List down five uses of plants on your notebook. school garden.Visit and take care for your plants Make an scrapbook of living and non-living things.
application or remediation their parents or other things.
until the end of the school year.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
II. CONTENT Uses of Plants Care for Plants Living and Non – Living Things Animal Reproduction
4. Additional Materials
from Learning Resources
A. Reviewing previous Do plants have similarities?How? What are the uses of plants?In return,
lesson or presenting the Do plants have differences?How? Checking of the assignments.
what must we do, to our plants?
new lesson
C. Presenting Let them answer the graphic organizers of Uses of Post the picture on the board.
Name the pictures and let them identify the
Show series of pictures of growing family of
Plants. A boy watering the plants. animals.
Examples/instances of new Can you say that plants are useful to man?
characterisitcs of the following things in the
picture.
lesson
D. Discussing new What are the uses of plants? What is the boy doing?
What plants provide humans food? Why is he doing it the plants? What are the characterisitics of the things in the
concepts and practicing new What plants provide ? Is watering plants important?Why? picture?
What does each pictures says?
skills #1
E. Discussing new
concepts and practicing new What do you call these tihings?
skills #2
Individual Activity
F. Developing mastery Prepare a short bond paper , pencil and coloring
(Leads to Formative materials.Draw a picture that shows proper way of
caring for plants.Color it.
Assessment)
Divide the class into five groups.
Fill out the data asked for in this chart. Group Activity
G. Finding Practical Name of Plant Kind of Plant Part of Used How Divide the class into five groups.
Draw a parent and a baby animal on a short bond
Group the pupils into three. Let them list down 3 paper. Color it.Show on your drawing the
applications of concepts and Food Mediicne Clothing Each group will make a role play about proper
examples of living and non-living things. characteristics of both animals and be ready to
ways of caring for plants.
skills discuss to the class.
H. Making generalizations
How will you take care of your plants to grow big
and abstractions about the What are the uses of plants?
and healthy?
What is living things?Non- living things? How animals reproduce?
lesson Put a check mark (/) on the space provided before
each number if it show care for plants and cross
Write living or non-living tihngs. Match the animals with their young ones.
mark ( x) if not.
1. plants 1. chicken
__1. Remove dead leaves.
2. house 2. goat
__2. Put plants in dark places.
I. Evaluating Learning Choose the letter of the correct answer.
__3. Water the plants every week.
3. water 3. goose
4. animals 4. cat
__4. Use organic fertilizer to keep the plants
4. chairs 5. horse
healthy.
___5. Cultivate the soil.
J. Additional activities for Bring a small potted plants to school. Plant it in the
Draw the body parts that animals inherited by
List down five uses of plants on your notebook. school garden.Visit and take care for your plants Make an scrapbook of living and non-living things.
application or remediation their parents or other things.
until the end of the school year.
J. Additional activities for Bring a small potted plants to school. Plant it in the
Draw the body parts that animals inherited by
List down five uses of plants on your notebook. school garden.Visit and take care for your plants Make an scrapbook of living and non-living things.
application or remediation their parents or other things.
until the end of the school year.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
October 9-13, 2017/9:55-10:45 QUARTER Second
TIME
S3LT-IIg-h13
Describe ways of caring and proper
Learning Competencies / State the importance of plants to Compare living with non-living things. Infer that living things reproduce.S3LT – Identify observable characteristics that
handlimg of plants. S3LT –
Objectives humans.S3LT – IIe –f-9 S3LT –Iie-f - 11 Iig –h -12 are passed on from parents to offspring
Iie –f -10
II. CONTENT Uses of Plants Care for Plants Living and Non – Living Things Animal Reproduction Human reproduction and Heredity
A. Reviewing previous Do plants have similarities?How? What are the uses of plants?In return,
lesson or presenting the Do plants have differences?How? Checking of the assignments. Continuation of day 1 lesson
what must we do, to our plants?
new lesson
C. Presenting Let them answer the graphic organizers of Uses of Post the picture on the board.
Name the pictures and let them identify the
Show series of pictures of growing family of
Plants. A boy watering the plants. animals.
Examples/instances of new Can you say that plants are useful to man?
characterisitcs of the following things in the Give the class seven minutes to do the activity
picture.
lesson
D. Discussing new What are the uses of plants? What is the boy doing?
What plants provide humans food? Why is he doing it the plants? What are the characterisitics of the things in the
concepts and practicing new What plants provide ? Is watering plants important?Why? picture?
What does each pictures says? Post the enlarge picture of a katakataka
skills #1
E. Discussing new
concepts and practicing new What do you call these tihings? Ask the questions in the activity sheet
skills #2
Individual Activity
F. Developing mastery Prepare a short bond paper , pencil and coloring
(Leads to Formative materials.Draw a picture that shows proper way of Post the enlarge picture of a …
caring for plants.Color it.
Assessment)
Divide the class into five groups.
Fill out the data asked for in this chart. Group Activity
G. Finding Practical Name of Plant Kind of Plant Part of Used How Divide the class into five groups.
Draw a parent and a baby animal on a short bond
Group the pupils into three. Let them list down 3 paper. Color it.Show on your drawing the
applications of concepts and Food Mediicne Clothing Each group will make a role play about proper
examples of living and non-living things. characteristics of both animals and be ready to
Answer the ff. Questions
ways of caring for plants.
skills discuss to the class.
H. Making generalizations
How will you take care of your plants to grow big
and abstractions about the What are the uses of plants?
and healthy?
What is living things?Non- living things? How animals reproduce? Many plants grow from seeds but they can also..
lesson Put a check mark (/) on the space provided before
each number if it show care for plants and cross
Write living or non-living tihngs. Match the animals with their young ones.
mark ( x) if not.
1. plants 1. chicken
__1. Remove dead leaves.
2. house 2. goat
__2. Put plants in dark places.
I. Evaluating Learning Choose the letter of the correct answer.
__3. Water the plants every week.
3. water 3. goose How do these plants produce plants..
4. animals 4. cat
__4. Use organic fertilizer to keep the plants
4. chairs 5. horse
healthy.
___5. Cultivate the soil.
J. Additional activities for Bring a small potted plants to school. Plant it in the
Draw the body parts that animals inherited by
List down five uses of plants on your notebook. school garden.Visit and take care for your plants Make an scrapbook of living and non-living things.
application or remediation their parents or other things.
until the end of the school year.
J. Additional activities for Bring a small potted plants to school. Plant it in the
Draw the body parts that animals inherited by
List down five uses of plants on your notebook. school garden.Visit and take care for your plants Make an scrapbook of living and non-living things.
application or remediation their parents or other things.
until the end of the school year.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
October 16-20, 2017/9:55-10:45 QUARTER Second
TIME
Given a photo of offspring and .List down activities which they can
.Be able to enumerate wways of
parents,make a checklist of possible perform at home, in school ,or in their
Performance Standards grouping animals based on their
characterisitcs that the offspring neighborhood to keep the environment
structure and importance.
inherited from the parents. clean.
II. CONTENT Human reproduction and Heredity Proper Ways of Handling Animals Protecting and Conserving the Environment
B. Other Learning Resources Activity sheet Powerpoint ,pictures Video,activity cards,manila paper
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Continuation of day 1 lesson
new lesson
B. Establishing a purpose Work individually for activity 4 What are some characteristics of animals? What makes an environment?
for the lesson
C. Presenting
.Show video or powerpoint of ways of handling Show video about protecting and conserving
Examples/instances of new Give the class seven minutes to do the activity
animals. environment.
lesson
D. Discussing new
concepts and practicing new Post the enlarge picture of a katakataka How do we handle animals? How do we take good care of the environment?
skills #1
E. Discussing new
concepts and practicing new Ask the questions in the activity sheet
skills #2
F. Developing mastery
(Leads to Formative Post the enlarge picture of a … Poster Making about Protecting Environment.
Assessment)
Divide the class into three groups.
I- List down activites that shows protecting the
G. Finding Practical environment.
Assign animals to the groups. Provide pictures for
applications of concepts and Answer the ff. Questions
them to answer or analyze.
II –Opantomine how to conserve the
environmental resources.
skills IIII – Make a story about protecting environment.
H. Making generalizations
How do we interact to animals in our
and abstractions about the Many plants grow from seeds but they can also..
surroundings?
What did you learned today?
lesson
J. Additional activities for Cut pictures of an environment. Cut pictures saying “ Environment Protection”.
application or remediation
J. Additional activities for Cut pictures of an environment. Cut pictures saying “ Environment Protection”.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
November 2-3, 2017/9:55-10:45 QUARTER Second
TIME
The learners should be able to… The learners should be able to…
observe, describe, and investigate the observe, describe, and investigate the
Performance Standards position and movement of things position and movement of things
around them around them
A. Reviewing previous
What is needed to describe the position of an
lesson or presenting the object?
new lesson
B. Establishing a purpose
for the lesson
Who sits in front of you? Call a student in front.
Who sits behind you? Ask student to walk on his left./right side three
Who sits on your left side? tijmes.
C. Presenting
Examples/instances of new
lesson
D. Discussing new
What was your reference point in identifying your
concepts and practicing new classmate? Define reference point?
Did your classmates move?
skills #1
E. Discussing new
concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative
Assessment)
J. Additional activities for Bring a toy car for the next lesson. No assignment.
application or remediation
J. Additional activities for Bring a toy car for the next lesson. No assignment.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
November 6-10, 2017/9:55-10:45 QUARTER Second
TIME
Content Standards Motion of Objects Motion of Objects Motion of Objects Motion of Objects Motion of Objects
Observe, describe , and investigate the Observe, describe , and investigate the Observe, describe , and investigate the Observe, describe , and investigate the Observe, describe , and investigate the
Performance Standards position and movement of things position and movement of things position and movement of things position and movement of things position and movement of things
around them around them around them around them around them
II. CONTENT Position of an Object Location of an Object Different Ways to Move Objects How Wind Moves Summative Test
4. Additional Materials
from Learning Resources
A. Reviewing previous
What is needed to describe the position of an How do you know that an object has
lesson or presenting the object correctly? moved?
What are the ways in moving an object?
new lesson
H. Making generalizations
and abstractions about the How can you determined the position of an object? How can you described the location of an object? What are the different ways of moving an object? What objects can wind wheel move?
lesson
Write the words ( above, behind , below, beside , List down 10 things that you can find at home /
List down five objects found at home that moved
I. Evaluating Learning or in front of ) based on what you see in the The activity will serve as the pupils ‘performances. school. On the opposite part of the object ,write
by the wind.
picture. ( TG ). how you make that object move?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
November 13-17, 2017/9:55-10:45 QUARTER Second
TIME
Demonstrate the understanding of Demonstrate the understanding of Demonstrate the understanding of Demonstrate the understanding of Demonstrate the understanding of
Content Standards motion of objects motion of objects motion of objects motion of objects motion of objects
Learners should be able to observe, Learners should be able to observe, Learners should be able to observe, Learners should be able to observe, Learners should be able to observe,
Performance Standards describe, and investigate the position describe, and investigate the position describe, and investigate the position describe, and investigate the position describe, and investigate the position
and movement of things around them and movement of things around them and movement of things around them and movement of things around them and movement of things around them
Describing the Position of an Object Describing the Location of an Object Describing the Location of an Object Describing the Location of an Object Describing the Location of an Object
II. CONTENT Relative to Another Object after It has Moved after It has Moved after It has Moved after It has Moved
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 133-134 135-136 137-138 139-140 139-141
2. Learner’s Materials 120-121 122-123 123-124 124-125 123-123
pages
3. Text book pages
4. Additional Materials
from Learning Resources
C. Presenting Group Activity. What do you want to know about bar magnets? Group Activity.
Let us try to make a paper boat and try it out in a
Examples/instances of new large basin of water.
Answer Activity 1 on LMp.122 Write their questions on the board. Answer Activity3 on LMp.124 Group Activity
lesson
E. Discussing new
Ask pupils to select group leaders to Discuss the movement of an object as
concepts and practicing new Discuss pupils’ answers on Activity. Discuss pupils’ answers on Activity. Discuss pushing and pulling.
discuss their findings. fast or slow; forward and backward.
skills #2
F. Developing mastery Discuss that objects attracted to a magnet are Discuss the KWL chart. Let pupils answer the last
(Leads to Formative Discuss that the object was moved by water. made of iron and some metals. Not all metals are Discuss what bar magnet is. column, about what they have learned in Lessons 1
attracted to a magnet( aluminum, brass, copper) and 2 of unit 3.
Assessment)
G. Finding Practical
applications of concepts and Taking Care of Environment Cooperation Cooperation Cooperation Cooperation
skills
A bar magnet has two magnetic poles called South Objects can be move by pushing, pulling, using a
H. Making generalizations Water can make objects move.
A magnet doesn’t necessarily have to be directly and North Poles. magnet and faming.
Water exerts a force that causes objects like the The movement of an object can be described as
and abstractions about the paper boat to move.
touching a magnetic object to affect it. It can The strength of a magnet is greatest at the poles. People, water, wind and magnets can make
fast or slow and forward and backward.
attract a magnetic object at a distance. Like poles repel, while unlike poles attract. objects move.
lesson
What would happen to two bar magnets placed:
Answer Assessment on TGp.140.
A plastic ball is placed in a basin with water. Write 1. with their N poles facing each other
Complete the statement on the right of the picture.
I. Evaluating Learning two ways to make the ball move without touching Check pupil’s answers on the activity. 2.with their S poles facing each other
Choose the word from the box below.
Write fast or slow on the blank.
or blowing it. 3. with their N and S poles facing each other.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
November 20-24, 2017/9:55-10:45 QUARTER Second
TIME
Ang mag-aaral ay magpapakita nang Ang mag-aaral ay magpapakita nang Ang mag-aaral ay magpapakita nang Ang mag-aaral ay magpapakita nang Ang mag-aaral ay magpapakita nang
pag-unawa ng: pag-unawa ng: pag-unawa ng: pag-unawa ng: pag-unawa ng:
Content Standards Galaw ng mga bagay Galaw ng mga bagay Galaw ng mga bagay Galaw ng mga bagay Galaw ng mga bagay
Magagawa ng mag-aaral na mag- Magagawa ng mag-aaral na mag- Magagawa ng mag-aaral na mag- Magagawa ng mag-aaral na mag- Magagawa ng mag-aaral na mag-
obserba o magmasid, mailarawan, at obserba o magmasid, mailarawan, at obserba o magmasid, mailarawan, at obserba o magmasid, mailarawan, at obserba o magmasid, mailarawan, at
Performance Standards magsiyasat/ magsaliksik ng posisyon at magsiyasat/ magsaliksik ng posisyon at magsiyasat/ magsaliksik ng posisyon at magsiyasat/ magsaliksik ng posisyon at magsiyasat/ magsaliksik ng posisyon at
galaw ng mga bagay sa kapaligiran. galaw ng mga bagay sa kapaligiran. galaw ng mga bagay sa kapaligiran. galaw ng mga bagay sa kapaligiran. galaw ng mga bagay sa kapaligiran.
Aralin 3.1:Pagpapahaba (Stretch) at Kabanata 2 Liwanag at Init Aralin 2. Gamit ng Liwanag Aralin 4: Pinanggalingan/
II. CONTENT Pagpapliit/Pagpapaiksi (Compress) ng mga Aralin 1. Pinagmulan ng Liwanag Aralin 3: Kaligtasan sa Paggamit ng Liwanag Pinagmulan ng Init
Bagay
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages TM p.147 TM p. 148 TM p. 149 TM p. 150 TM p. 151
2. Learner’s Materials KM pp.127-128 KM pp. 129-130 KM pp.121-132 KM pp.132-133 KM pp. 133-134
pages
3. Text book pages
4. Additional Materials Agham 3 Curriculum Guide Agham 3 Curriculum Guide Agham 3 curriculum Guide Agham 3 Curriculum Guide Agham 3 Curriculum Guide
from Learning Resources
C. Presenting Ipalabas ang mga kagamitang ipinadala. Hayang Ituon ang pansin sa KM pp. 129-130. Ipagawa ang gawain sa p. 131
Ituon ang pansin ng mga bata sa KM pp. 132-133 . Isagawa ang Indibidwal na Gawain sa KM pp.
Examples/instances of new magbigay ang mga bata ng tanong kung ano ang Anu-anong bagay ang nakalarawan ? Ipasagot ang mga tanong sa ibaba.
Ipagawa ito sa knila ng Indibidwal. 132-133
maaring gawin sa mgabagay na ito.
lesson
D. Discussing new Talakayin ang mga pamamaraan para sa Gawain. Talakayin ang mga sagot ng mga bata. Itanong:
Talakayin ang mga isinagot ng bata sa mga
concepts and practicing new KM p. 128 Ipasagawa ang Gawain ng Indibidwal.
tanong sa p. 131
Ano ang pakiramdam kung may suot na Talakayin ang mga sagot ng bata
sunglasses kapag mainit ang panahon?
skills #1
E. Discussing new Talakayin kung paano nila Ano ang negatibong epekto ng Maliban sa mga nasagutang
Talakayin ang mga isinagot ng mga Ipasagawa ng Indibidwal ang gawain
concepts and practicing new maisasagawa nang aayos ang mga sobrang init araw sa tao, hayop at pinagmumulan ng init , mayroon pa
bata sa KM pp. 129-130 sa p. 132
skills #2 pamamraan sa pangkatang gawain. halaman? bang iba?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
November 27-December 1, 2017/9:55-10:45 QUARTER Second
TIME
Demonstrate the understanding of Demonstrate the understanding of Demonstrate the understanding of Demonstrate the understanding of
Content Standards HOLIDAY
motion of objects motion of objects motion of objects motion of objects
Learners should be able to observe, Learners should be able to observe, Learners should be able to observe, Learners should be able to observe,
Performance Standards describe, and investigate the position describe, and investigate the position describe, and investigate the position describe, and investigate the position
and movement of things around them and movement of things around them and movement of things around them and movement of things around them
At the end of the lesson, the pupils At the end of the lesson, the pupils
At the end of the lesson, the pupils
Learning Competencies / should be able to identify things that At the end of the lesson, pupils should should be able to identify the proper
should be able to identify various
Objectives give off be able to describe uses of heat. ways of
sources of sound.
heat. handling hot objects.
II. CONTENT
G. Finding Practical
applications of concepts and
skills
H. Making generalizations
and abstractions about the What are the things that give off heat? What are the uses of heat? What are the ways of handing hot objects? What are the sources of sounds?
lesson
Match the sources of heat on the left with their
Pupils will play “guessing game”. Each group will
uses.
produce a sound
1. flat iron a. for boiling water
from objects around them. They will hide behind a
Write the letter that give off heat in the pictures 2. gas stove b. used for cooking Write check if the sentence tells proper ways of
I. Evaluating Learning below. 3. airpot c. to keep warm handling hot objects.
curtain the objects when
they made it produce the sound. The other group
4. oven d. used to press clothes
will guess the objects that
5. fireplace e. food warming
produce the sound.
Remind the students to bring the following:
J. Additional activities for 1. Maracas
Cut other pictures that give off heat. Read on the other uses of heat. List 2 other safety tips in using sources of heat. 2. Drum/box
application or remediation 3. Guitar
4. Whistle
J. Additional activities for 1. Maracas
Cut other pictures that give off heat. Read on the other uses of heat. List 2 other safety tips in using sources of heat. 2. Drum/box
application or remediation 3. Guitar
4. Whistle
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
December 4-8, 2017/9:55-10:45 QUARTER Second
TIME
The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
understanding of… understanding of… understanding of… understanding of… understanding of…
Content Standards sources and uses of light, sound, heat sources and uses of light, sound, heat sources and uses of light, sound, heat sources and uses of light, sound, heat sources and uses of light, sound, heat
and electricity and electricity and electricity and electricity and electricity
The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
understanding of… understanding of… understanding of… understanding of… understanding of…
apply the knowledge of the sources and apply the knowledge of the sources and apply the knowledge of the sources and apply the knowledge of the sources and apply the knowledge of the sources and
Performance Standards uses of light, sound, heat, and uses of light, sound, heat, and uses of light, sound, heat, and uses of light, sound, heat, and uses of light, sound, heat, and
electricity electricity electricity electricity electricity
improvised kazoo
II. CONTENT Ways of Producing Sounds Uses of Sound Sources of Electricity Uses of Electricity
A. Reviewing previous
How are sounds produced?
lesson or presenting the What are the different ways of producing sound?
How does a kazoo produce sound? What are the different sources of electricity?
new lesson
D. Discussing new
Why are we hear sounds from the different
concepts and practicing new objects?
Presentation of Each Group Presentation of Each Group Presentation of Each Group Presentation of Each Group
skills #1
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts and Do Activity 2 in the LM.
skills
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
December 11-15, 2017/9:55-10:45 QUARTER Third
TIME
C. Presenting
Let the pupils do activity 1 in the LM (Group Let the pupils do activity 2 in the LM (Group Let the pupils do activity 3 in the LM (Individual Let the pupils do activity 3 in the LM (Individual
Examples/instances of new activity). activity). activity). activity).
lesson
D. Discussing new
concepts and practicing new Presentation of Each Group Presentation of Each Group Presentation of Each Group Presentation of Each Group
skills #1
Why is it not good to touch a switch with a wet
hand? (Water is a
conductor of electricity. You may get electrocuted
E. Discussing new How are electricity used in the different if your hand is ell the pupils to answer the guide questions to
What are the sources of electricity in wet.) make them more aware of
concepts and practicing new situations shown in the
your home? Why is it good to remove plug of electrical the nature of their home surroundings.
skills #2 pictures? devices when not in
use? (To save on electricity and avoid overheatng
that can cause
fire.)
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts and
skills
Discuss other safety measures in handling
Electricity may come from batteries and an electric Electricity is used to produce light, heat, motion, electricity.
H. Making generalizations power station. and sound. Inform an adult family member if you see
and abstractions about the Electrical devices or equipment in the homes may Electricity is very important in the home and in exposed wires in your Summarize the pupils ideas of their surroundings.
operate using all places to help house. Do not touch exposed wires.
lesson battery or electric form power station. people in doing daily life activities Use electrical equipment properly.
Don’t yank an electrical cord from the wall.
Write / if it is operated by a battery and cross if List down 3 electrical equipment/devices and List two ways of what not to do to avoid
I. Evaluating Learning not. describe the use of the device. electrocution.
J. Additional activities for Cut pictures that can be operated by battery and
Read about safety measures in using electricity. Look for news about accidents involving electricity.
application or remediation electricity.
J. Additional activities for Cut pictures that can be operated by battery and
Read about safety measures in using electricity. Look for news about accidents involving electricity.
application or remediation electricity.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
December 18-20, 2017/9:55-10:45 QUARTER Third
TIME
A. Reviewing previous
lesson or presenting the What are the different sources of electricity?
new lesson
C. Presenting
Let the pupils do activity 1 in the LM (Group Let the pupils do activity 2 in the LM (Group
Examples/instances of new activity). activity).
lesson
D. Discussing new
concepts and practicing new Presentation of Each Group Presentation of Each Group
skills #1
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts and
skills
Electricity may come from batteries and an electric Electricity is used to produce light, heat, motion,
H. Making generalizations power station. and sound.
and abstractions about the Electrical devices or equipment in the homes may Electricity is very important in the home and in
operate using all places to help
lesson battery or electric form power station. people in doing daily life activities
Write / if it is operated by a battery and cross if List down 3 electrical equipment/devices and
I. Evaluating Learning not. describe the use of the device.
J. Additional activities for Cut pictures that can be operated by battery and
Read about safety measures in using electricity.
application or remediation electricity.
J. Additional activities for Cut pictures that can be operated by battery and
Read about safety measures in using electricity.
application or remediation electricity.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
January 3-5, 2017/9:55-10:45 QUARTER Third
TIME
Content Standards Force ,Workk and Energy Force ,Work and Energy
Able to apply the knowledge oof the Able to apply the knowledge oof the
Performance Standards sources and uses of light,sound,heat, sources and uses of light,sound,heat,
and electricity and electricity
II. CONTENT Electricity ( Conductor and Insulator ) Proper Ways of Using Electricity SUMMATIVE TEST
4. Additional Materials
from Learning Resources
A. Reviewing previous
lesson or presenting the .Sound and Heat Conductor and Electricity
new lesson
B. Establishing a purpose What did you feel when someone in your life, there Show a picture of post with broken wire of
for the lesson is totally no electricity to use?What did you do? electricity.
C. Presenting
Show a lots of pictures of do’s and donts in using
Examples/instances of new Powerpoint about electricity
electricity.
lesson
D. Discussing new
What is the video all about or powerpoint you
concepts and practicing new watched?
.What are all those pictures are all about?
skills #1
E. Discussing new
concepts and practicing new How do you handle this kind of situation?
skills #2
G. Finding Practical
Group them into five.Draw at least four things that
applications of concepts and need electricity to run.
skills
H. Making generalizations
How do we know that we use electricity wisely?or
and abstractions about the What is electricity?
not?
lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
January 8-12, 2018/9:55-10:45 QUARTER Third
TIME
II. CONTENT Different Movements of an Object Acts of Stretching and Compressing Objects
4. Additional Materials
from Learning Resources
D. Discussing new
What happened to the rubber band after
concepts and practicing new Which of the two cars move faster?Why?
releasing?
skills #1
E. Discussing new
concepts and practicing new What direction did it go?
skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts and Group report.
skills
J. Additional activities for Cut pictures of objects that can moves fast or slow.
List down five objects that can be stretched and
application or remediation compressed found at home.
J. Additional activities for Cut pictures of objects that can moves fast or slow.
List down five objects that can be stretched and
application or remediation compressed found at home.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCIENCE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
(January 7,2019) (January 8,2019) (January 9,2019) (January 10,2019) (January 11,2019)
Observe,describe,and Observe,describe,and
investigate the position and investigate the position and
Performance Standards
movement of things around movement of things around
them. them.
4. Additional Materials
from Learning Resources
B. Other Learning Resources
IV. PROCEDURES
How to make an object move forward
A. Reviewing previous and backward?
How did you move the car in yesterday’s
lesson or presenting the activity.
How to make an object move fast and
new lesson slow?
D. Discussing new
What happened to the rubber band after
concepts and practicing new Which of the two cars move faster?Why?
releasing?
skills #1
E. Discussing new
concepts and practicing new What direction did it go?
skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts and Group report.
skills
Fordce can speed up or slow down the
movement of an object.An increase in
H. Making generalizations Objects that can be stretched and
the amount of force exerted on a moving
compressed are elastic.
and abstractions about the object makes it moves faster.On the
lesson other hand,a decrease in the amount of
the exerted force makes the object
move slower.
Describe the movement of blade of an Draw down five objects can be stretched
I. Evaluating Learning electric fan. and compressed.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1.
2. chicken
goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
January 15-19, 2018/9:55-10:45 QUARTER Fourth
TIME
Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of
people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea
Content Standards ms,hills,mountains,and other ms,hills,mountains,and other ms,hills,mountains,and other ms,hills,mountains,and other ms,hills,mountains,and other
importance importance importance importance importance
Express their concerns about their Express their concerns about their Express their concerns about their Express their concerns about their Express their concerns about their
Performance Standards surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided
and self –directed activities. and self –directed activities. and self –directed activities. and self –directed activities. and self –directed activities.
II. CONTENT Things in the Surroundings Different Things Around You Living Things and Non-Living Things
4. Additional Materials
from Learning Resources
C. Presenting
Examples/instances of new Bahay Kubo. Sing altogether.
lesson
D. Discussing new What was the place assigned to your group that
What do you see in the picture?
Which of the ff.things are found in the garden?
you visited? Encircle them. What means of transportation did you use with
concepts and practicing new What are the things you saw?Describe each.
What other things can you see in the farm?
Which are not? your family and friends? Did you enjoy?
skills #1
E. Discussing new
concepts and practicing new
skills #2
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
January 22-26, 2018/9:55-10:45 QUARTER Fourth
TIME
Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of
people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea
Content Standards ms,hills,mountains,and other ms,hills,mountains,and other ms,hills,mountains,and other ms,hills,mountains,and other ms,hills,mountains,and other
importance importance importance importance importance
Express their concerns about their Express their concerns about their Express their concerns about their Express their concerns about their Express their concerns about their
Performance Standards surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided
and self –directed activities. and self –directed activities. and self –directed activities. and self –directed activities. and self –directed activities.
Describe the changes in the weather Describe the changes in the weather Describe the changes in the weather Describe the changes in the weather Describe the changes in the weather
Learning Competencies / over a period of time. over a period of time. over a period of time. over a period of time. over a period of time.
Objectives S3ES – Ive –f -3 S3ES – Ive –f -3 S3ES – Ive –f -3 S3ES – Ive –f -3 S3ES – Ive –f -3
II. CONTENT Weather Clouds Temperature of Air in Different Places Elements of Weather Weekly Test
4. Additional Materials
from Learning Resources
E. Discussing new
concepts and practicing new Does the cloud change every day?
skills #2
F. Developing mastery
(Leads to Formative
Assessment)
Experiment
Prepare the ff:
Individual Activity
G. Finding Practical Bring out short bond paper,pencil and coloring Individual Activity
- cardboard, electric fan ,and thermometer
- Choose a partner and sit close to the fan.
applications of concepts and materials. Draw the clouds that you see in the sky.
- Observe how the air feels.
Group Activity
Draw the clouds that you see in the sky.
skills - Let your partner switch the fan to slow.
Observe the air feels.Get the temperature.
H. Making generalizations
and abstractions about the What is weather? What are the types of clouds? What is air temperature? What are the elements of weather?
lesson Identify the types of clouds that is being in each
Write True if the statement is correct and false if it
Tell the weather in each situation. number.
is not.
1. The sky is dark , the wind is strong and the rain 1. These are low lying gray clouds that often cover
1. Air temperature tells the hotness or coldness of
is falling. the whole sky.They are associated with drizzles. Draw the effects of strong winds and the wind that
the atmosphere.
I. Evaluating Learning 2. The sun is shining and the wind isblowing 2. These clouds are dark and low-lying. They are
2. Temperature is higher when the weather is
blows lightly on a short bond paper.Prepare s short
strong. also called rain clouds as they are coming from the description about your finished output.
sunny that when iti is rainy.
3-5.etc. air.
3-5.etc.
How can you tell that these will happen?Write 3-5.etc..
your answer on your paper. Draw different types of clouds.
J. Additional activities for 1. It is going to rain. Under each cloud write its type and Describe how wind speed affects weather Cut a news clip about the effects of blowing strong
application or remediation 2. There will be a storm. characterisitics. conditions.Do this on your notebook. winds in an area.
3. The weather will be fine
J. Additional activities for 1. It is going to rain. Under each cloud write its type and Describe how wind speed affects weather Cut a news clip about the effects of blowing strong
application or remediation 2. There will be a storm. characterisitics. conditions.Do this on your notebook. winds in an area.
3. The weather will be fine
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
January 29-February 2, 2018/9:55-10:45 QUARTER Fourth
TIME
Express their concerns about their Express their concerns about their Express their concerns about their Express their concerns about their
Performance Standards surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided
and self –directed activities. and self –directed activities. and self –directed activities. and self –directed activities.
Communicate how types of weather Communicate how types of weather Communicate how types of weather Communicate how types of weather
Learning Competencies / affect activities in the community affect activities in the community affect activities in the community affect activities in the community
Weekly Test
Objectives S3ES – Ivg –h-4 S3ES – Ivg –h-4 S3ES – Ivg –h-4 S3ES – Ivg –h-4
II. CONTENT Weather Bulletin Effects of Weather on People Effects of Weather on Plants Effects of Weather on Animals
4. Additional Materials
from Learning Resources
E. Discussing new
concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative
Assessment)
H. Making generalizations
and abstractions about the What makes up the weather? How does weather affect people’s activities? How does weather affect plants’ condition? How does weather affect animals’ condition?
lesson
Put a check mark if the statement is correct and a
cross if it is not.. Put a check mark if the statement is correct and a
1. Theweather only affects people. cross if it is not.
The weather forecasting will be the formative List down an activities how plants ‘condition
I. Evaluating Learning assessment of the day.
2. People love to play outdoor activities during
weather can affect.
1. Animlas preferto sleep during rainy days.
rainy days. 2-5.etc.
3-5etc.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
February 5-9, 2018/9:55-10:45 QUARTER Fourth
TIME
Express their concerns about their Express their concerns about their Express their concerns about their Express their concerns about their
Performance Standards surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided
and self –directed activities. and self –directed activities. and self –directed activities. and self –directed activities.
Describe the weather over a period of Describe the weather over a period of Describe the weather over a period of Describe the weather over a period of
Learning Competencies / time. time. time. time.
Objectives S3ES – Ive–f -3 S3ES – Ive–f -3 S3ES – Ive–f -3 S3ES – Ive–f -3
4. Additional Materials
from Learning Resources
How do we describe the direction and speed of the What was the hottest temperature?
D. Discussing new wind? - At what time of the day it occur?
What are do’s and don’t’s when it is sunny day?
Rainy day?windy day?stormy day?
concepts and practicing new - Is there changes of the direction and speed of the - How do you compare air temperature during
- What should we need to keep its safe?
wind? different periods of the day?
skills #1
E. Discussing new
concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative
Assessment)
Experiment
Individual Activity
Prepare the ff:
Prepare a short bond paper ,pencil and coloring
G. Finding Practical - cardboard, electric fan ,and thermometer
materials.
Group the class into three. Teach them how ot - Choose a partner and sit close to the fan.
applications of concepts and make an improvised wind vane.
.Group them. Give them activity sheets to perform.
- Observe how the air feels.
Draw the safety and precautionary measures in
dealing wth the different types of weather
skills - Let your partner switch the fan to slow.
conditions.
Observe the air feels.Get the temperature.
What is wind?
H. Making generalizations - What intstrument do we used in measuring its
What are the instruments used in measuring the What should we do to prevent or avoid ailments,
and abstractions about the wind temperature and speed of wind?
speed and direction? What is air temperature?
accidents for any changes in the weather?
lesson Which are the good practices? Encircle the
Write True if the statement is correct and false if it
number.
is not.
1. Play under the rain without a raincoat.
Make a weather chart for assessing the pupils 1. Air temperature tells the hotness or coldness of
2. Stay at home during a storm.
Children are assess by their improvised performance. the atmosphere.
I. Evaluating Learning instruments. 2. Temperature is higher when the weather is
3. Apply sunblock lotion on your skin if you have to
stay long under the sun.
sunny that when iti is rainy.
4. Swim in the flood.
3-5.etc.
5-etc.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME San Isidro Elementary School GRADE AND SECTION III-Dandelion
TEACHER Dhina A. Pesa LEARNING AREA SCIENCE
TEACHING DATES AND
February 12-16, 2018/9:55-10:45 QUARTER Fourth
TIME
Understanding of Understanding of
Understanding the types and effects of Understanding the types and effects of
people,plants,lakes,rivers, people,plants,lakes,rivers,
Content Standards weather as they relate to daily weather as they relate to daily
streams ,hills,mountains ,and other streams ,hills,mountains ,and other
activities ,health and safety. activities ,health and safety.
landforms and their importance. landforms and their importance.
Express their concerns about their Express their concerns about their Express ideas about safety measures Express ideas about safety measures
Performance Standards surroundings through teacher-guided surroundings through teacher-guided during different weather conditions during different weather conditions
and self –directed actvitities. and self –directed actvitities. creatively. creatively.
Describe landforms. Relate the importance of surroundings Describe the changes in the weather Describe the changes in the weather
Learning Competencies / Make a diorama presentation. to people and other living things. over a period of time. over a period of time.
Weekly Test
Objectives S3ES – Ivc –d - 2 S3ES – Ivc –d -2 S3ES – Ive –f -3 S3ES – Ive –f -3
4. Additional Materials
from Learning Resources
A. Reviewing previous
lesson or presenting the What are bodies of water? Landforms Importance of Surroundings Types of Weather
new lesson
C. Presenting
Examples/instances of new Show powerpoint about landforms. Show a pictures of different surroundings? Powerpoint or a video about types of weather. Show the video about weather instruments.
lesson
E. Discussing new
concepts and practicing new
skills #2
F. Developing mastery
Draw the importance of surroundings to other
(Leads to Formative living things.
Assessment)
Group the class into five.
1- Sunny day
Divide the class into groups with four members
( Write the activities can be done )
G. Finding Practical each.
2- Cloudy Day
Distribute the worksheet below to each group. Group the class into 3.Let them analyzed the
applications of concepts and Cut out the landform pictures on the next page. importance of surroundings.
( Write the activities can be done ) Group Actvity.
3- Windy day
skills Glue each landfrom next to its description.
4- Stormy Day
5- Rainy Day
H. Making generalizations
How can you relate the surroundings to people and
and abstractions about the What are different kinds of landforms?
other living things?
What are different types of weather? What are some weather instruments?
lesson
Identify the landform that is being characterize on Tell what weather instruments describe in the
Tell what types of weather can mention in the
each number. sentences.
situations.
1. A large crack in the earth formed by a river or 1. It is the instruements used in measuring wind
1. Drying of clothes
earthquake. List down 5 importance of surroundings to people speed?
I. Evaluating Learning 2. A narrow strip of land that connects two large and other living things.
2. Drinking cold water ,halo-halo.etc.
2. It is the instruments used in measuring the
3. Flying kites
areas of land. number of rain over the time.
4-5.etc.
3-5.etc. 3-5.etc.
J. Additional activities for Draw the most popular landform in your Write what can you do to make surrounding useful
Cut pictures of different types of weather. Cut pictures of weather instruments.
application or remediation community on a short bond paper. to people and other living things.
J. Additional activities for Draw the most popular landform in your Write what can you do to make surrounding useful
Cut pictures of different types of weather. Cut pictures of weather instruments.
application or remediation community on a short bond paper. to people and other living things.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
DAILY LESSON LOG
SCHOOL NAME GAUDENCIO B. LONTOK MEMORIAL INTEGRATED LEARNING AREA SCIENCE
DATES February 19-23, 2018 QUARTER Fourth
Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of
people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea people,animals,plants,lakes,rivers,strea
Content Standards ms,hills,mountains,and other ms,hills,mountains,and other ms,hills,mountains,and other ms,hills,mountains,and other ms,hills,mountains,and other
importance importance importance importance importance
Express their concerns about their Express their concerns about their Express their concerns about their Express their concerns about their Express their concerns about their
Performance Standards surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided surroundings through teacher-guided
and self –directed activities. and self –directed activities. and self –directed activities. and self –directed activities. and self –directed activities.
Describe the weather over a period of Describe the weather over a period of Describe the weather over a period of Describe the weather over a period of Describe the weather over a period of
Learning Competencies / time. time. time. time. time.
Objectives S3ES – Ive –f -3 S3ES – Ive –f -3 S3ES – Ive –f -3 S3ES – Ive –f -3 S3ES – Ive –f -3
Making an Improvised Instrument Speed of the Wind Temperature of Air in Different Places Safety Precautions on Different Types of
II. CONTENT Weather
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages CG p.21 of 64. CG p.21 of 64. CG p.21 of 64. CG p.21 of 64. CG p.21 of 64.
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials
from Learning Resources
E. Discussing new
concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative
Assessment)
Individual Activity
Experiment
Prepare a short bond paper ,pencil and coloring
Prepare the ff:
materials.
G. Finding Practical - cardboard, electric fan ,and thermometer
Draw the safety and precautionary measures in
Group the class into three. Teach them how ot - Choose a partner and sit close to the fan.
applications of concepts and make an improvised wind vane.
.Group them. Give them activity sheets to perform.
- Observe how the air feels.
dealing wth the different types of weather
conditions.
skills - Let your partner switch the fan to slow.
Original File Submitted and Formatted by DepEd
Observe the air feels.Get the temperature.
Club Member - visit depedclub.com for more
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well? Why
did these work?
Piliin ang titik ng wastong sagot. Isulat kung living o non- living things.
1. Ito ay gamit na mula sa puno na ginagamit sa paaralan. _____1. plants
A. Papel B. Bag C Chalk _____2. bahay
2. Tinatawag itong puno ng buhay. ____3. tubig
A. Mangga B. Santol C. Niyog ____4. hayop
3. Alin sa mga sumusunod ang mga bagay na mula sa halaman? ____5. upuan
A. Asin B. Silyang kahoy C. Plastic na bote
4. Alin sa mga sumusunod na halaman ang mapagkukunan
ng gamot?
A. Oregano B. Mangga C. Atis
5. Aong halaman ang maaring gamitin sa paggawa ng kasuotan?
A. Niyog B. Pinya C. Lansones
Isulat ang √ sa patlang kung nagpapakita ng pangangalaga sa Match the animals with their young ones.
halaman at X kung hindi. 1. chicken
2. goat
_____1. Alisin ang mga tuyong dahon. 3. goose
_____2. Ilagay ang halaman sa madilim na lugar. 4. cat
_____3. Diligan ang halaman linggo-lingo. 5. horse
_____4. Gumamit ng organikong pataba sa halaman
upang maging malusog.
_____5. Pagyamanin ang lupa.
January 15-19, 2018/9:55-10:45 Fourth
Express their Express their Express their Express their Express their concerns about their surroundings through teacher-guided and self –dire
Describe
bodies of
Name tihngs water.
found in the Infer that
garden. plants and
Group things animals are
Describe the Naming as to living present
tihings found different things and around and
in the things non-living in the bodies
surroundings around you. things. of water.
S3ES – Iva –b S3ES – Iva –b S3ES – Iva –b S3ES – Iva –b
-1 -1 -1 -1
Weekly Test
Things in the S Different Thing Living Things and Non-Living Things
Identify the
bodies of water
Fill in the table characterize in
examples of each number.
living things and 1. A ____ is a
Show a picture non-living tihngs narrow body of
of a popular found in the water that
place in your garden. connects two
town. Things Found in larger bodies of
Post the picture the Garden water.
on the board. Living Things 2. Is a place in a
List down things Non – Living ___ where water
found at the Things spills suddenly
picture /place. downward.
Describe each. 3-5etc.
List down ten thi
Cut a picture of a Draw a picture of Collect pictures o Collect pictures of different bodies of water. Draw a landform found in your place. Do this on a short bond paper.
akes,rivers,streams,hills,mountains,and other importance
Express their Express their Express their Express their Express their concerns about their surroundings through teacher-guided and self –dire
Describe
bodies of
Name tihngs water.
found in the Infer that
garden. plants and
Group things animals are
Describe the Naming as to living present
tihings found different things and around and
in the things non-living in the bodies
surroundings around you. things. of water.
S3ES – Iva –b S3ES – Iva –b S3ES – Iva –b S3ES – Iva –b
-1 -1 -1 -1
Weekly Test
Things in the S Different Thing Living Things and Non-Living Things
Identify the
bodies of water
Fill in the table characterize in
examples of each number.
living things and 1. A ____ is a
Show a picture non-living tihngs narrow body of
of a popular found in the water that
place in your garden. connects two
town. Things Found in larger bodies of
Post the picture the Garden water.
on the board. Living Things 2. Is a place in a
List down things Non – Living ___ where water
found at the Things spills suddenly
picture /place. downward.
Describe each. 3-5etc.
List down ten thi
Cut a picture of a Draw a picture of Collect pictures o Collect pictures of different bodies of water. Draw a landform found in your place. Do this on a short bond paper.
akes,rivers,streams,hills,mountains,and other importance
Express their Express their Express their Express their Express their concerns about their surroundings through teacher-guided and self –dire
Describe
bodies of
Name tihngs water.
found in the Infer that
garden. plants and
Group things animals are
Describe the Naming as to living present
tihings found different things and around and
in the things non-living in the bodies
surroundings around you. things. of water.
S3ES – Iva –b S3ES – Iva –b S3ES – Iva –b S3ES – Iva –b
-1 -1 -1 -1
Weekly Test
Things in the S Different Thing Living Things and Non-Living Things
Identify the
bodies of water
Fill in the table characterize in
examples of each number.
living things and 1. A ____ is a
Show a picture non-living tihngs narrow body of
of a popular found in the water that
place in your garden. connects two
town. Things Found in larger bodies of
Post the picture the Garden water.
on the board. Living Things 2. Is a place in a
List down things Non – Living ___ where water
found at the Things spills suddenly
picture /place. downward.
Describe each. 3-5etc.
List down ten thi
Cut a picture of a Draw a picture of Collect pictures o Collect pictures of different bodies of water. Draw a landform found in your place. Do this on a short bond paper.
akes,rivers,streams,hills,mountains,and other importance
Express their Express their Express their Express their Express their concerns about their surroundings through teacher-guided and self –dire
Describe
bodies of
Name tihngs water.
found in the Infer that
garden. plants and
Group things animals are
Describe the Naming as to living present
tihings found different things and around and
in the things non-living in the bodies
surroundings around you. things. of water.
S3ES – Iva –b S3ES – Iva –b S3ES – Iva –b S3ES – Iva –b
-1 -1 -1 -1
Weekly Test
Things in the S Different Thing Living Things and Non-Living Things
Identify the
bodies of water
Fill in the table characterize in
examples of each number.
living things and 1. A ____ is a
Show a picture non-living tihngs narrow body of
of a popular found in the water that
place in your garden. connects two
town. Things Found in larger bodies of
Post the picture the Garden water.
on the board. Living Things 2. Is a place in a
List down things Non – Living ___ where water
found at the Things spills suddenly
picture /place. downward.
Describe each. 3-5etc.
List down ten thi
Cut a picture of a Draw a picture of Collect pictures o Collect pictures of different bodies of water. Draw a landform found in your place. Do this on a short bond paper.
akes,rivers,streams,hills,mountains,and other importance