MINDANAO AUTONOMOUS COLLEGE FOUNDATION, INC

GRADE 3 ( SCIENCE )

Detailed Lesson Plan

Lesson Plan for Science (GRADE 3 )

I. Objectives: At the end students will be able to:

A. Assemble a labeled diagram of a plant using cut-outs or drawings, ensuring
correct placement of all parts (roots, stem, leaves, flowers).
B. Explain the primary functions of each plant part (e.g., roots absorb water,
stems transport nutrients, leaves conduct photosynthesis).
C. Share their appreciation for plants by describing how plants contribute to
human life and the environment in a reflective group discussion.

II. Subject Matter:

1. Subject: Science
2. Grade Level: Grade 3
3. Topic: Parts and Functions of Plants
4. Duration: 45 Minutes
5. Materials

 Visual Aids (illustrated diagrams of plants)

 Whiteboard and markers
 Flashcards with plant part names
III. Procedure :

Teacher’s Activity Pupil’s Activity

A. Introduction:
. Good morning class! -Good morning Ma’am!
Lead the prayer -The pupil’s will stand up to the pray and sit down after
Our Father, Who art in heaven, Hallowed be Thy praying.
Name. Thy Kingdom come, Thy Will be done, On Our Father, Who art in heaven, Hallowed be Thy
earth as it is in Heaven. Give us this day, our daily Name. Thy Kingdom come, Thy Will be done, On
bread, And forgive us our trespasses, as we earth as it is in Heaven. Give us this day, our daily
forgive those who trespass against us. And lead us bread, And forgive us our trespasses, as we forgive
not into temptation, but deliver us from evil. those who trespass against us. And lead us not into
temptation, but deliver us from evil.
Checking of Attendance

Let us check your attendance first. Say The students will say Present once their name is
present once I call your name. called.

Is everybody called? The students say either Yes or No Ma'am!

 Motivation

Let's do an energizer first. Everyone sing The students will sing and perform the song
Green Grass All Around. entitled Green Grass All Around"
 Teacher’s Activity Pupil’s Activity

(Lyrics
Oh in the woods there was a tree
The prettiest tree
You ever did see
And the tree was on the ground
And the green grass grew all around, all
around, and the green grass grew all around.
And on that tree
There was a limb
The prettiest limb
That you ever did see
And the limb was on the tree
And the tree in the ground
And the green grass grew all around, all
around, and the green grass grew all around.)

 Review of the past lesson

Before we proceed to our next topic let us
have a brief recap things you remember from
your last lesson about plants.

So ,i have something here

what you do you think is The student expresses their answer.
called or what can you say
about it?

Okay, then do you have Students will either say yes or no, Ma'am!
plans for your home?

What were the plants that you were able to talk Student will speak their out their answer’s.
about in your last discussion about plants

What is you observe those plants? Student will answer’s

 Lesson Proper

Begin with an engaging question:

“Have you ever

wondered how plants
eat or drink water? Or  Respond to the teacher’s questions.
why do they have
flowers?”
Show a real picture potted plant to the class.

B. . Modeling

Ask students what they know about plant parts. Share prior knowledge or observations about
plants.
 Begin by displaying a detailed diagram of a
plant on the whiteboard or projector.
 Use a pointer or marker to highlight each
plant part: roots, stem, leaves, flowers, and
fruits.

 Explain each part and

its function

 Roots: "Roots are the

plant's anchor. They  Listen attentively to the
absorb water and nutrients
from the soil. Look at this carrot—it’s an explanations.
example of a root we eat."  Observe the real plant
 Stem: "The stem is like a plant's highway. It
transports water and nutrients to different parts of examples shown by the
the plant. Here’s a celery stalk—notice the veins teacher.
that act as transport channels."
 Leaves: "Leaves are the kitchen of the plant.
They perform photosynthesis, which means they
use sunlight to make food."
 Flowers: "Flowers are important for
reproduction. They attract pollinators like bees
and help the plant produce seeds."

 Fruits: "Fruits protect the seeds and help in

dispersing them. An apple is an example of a
fruit."

Use real plant examples, such as a potted plant or

food items (carrot for roots, celery for stem, spinach
for leaves, a flower, and a fruit).

Respond to questions during the discussion, e.g.,

“Roots help plants stand strong and absorb water.”
Check for understanding by asking:

 “Why are roots important for a plant?”

 “Can a plant survive without a stem?
Why or why not?”
 C. Guided Practice  Collaborate within their
Organize the class into small groups of 3–5 students.
groups to label the plant
Provide each group with a set of materials: diagram.
A pre-drawn plant template with blank labels for parts.

 Discuss and decide on the
Flashcards with names and functions of plant parts. placement of labels.
Scissors and glue. 
 Match the flashcards with
Give instructions:
“Your task is to assemble the plant diagram by pasting the functions of plant parts.
the labels in the correct places. After labeling, match the
plant parts with their functions using the flashcards.”
 Ask the teacher for help if
Walk around the classroom to monitor progress, assist unsure about a part or
groups, and clarify doubts.
function.
Provide hints if students struggle:
“What part grows underground and absorbs water?
That’s the root—find where to place it!”

D. . Independent Practice

Instruct students to take out their notebooks.

Assign the following task:  Draw a plant diagram in their
notebooks.

“Draw your own plant diagram, label the parts, and

write one sentence describing the function of each  Label the parts and write
part.” corresponding functions.

Encourage creativity:
“Feel free to add colors to your diagram or design  Use the knowledge gained during the
your plant in a fun way!” lesson to complete the task independently.

IV. Evaluation:
Distribute the Worksheets:
Complete the Worksheet:
 Hand out the pre-prepared worksheets to each
 Label the plant diagram with parts
student.
such as roots, stem, leaves, flower,
 Instruct students to write their names at the top
and fruit.
of the paper.
 Match plant parts with their functions
 Explain the activity clearly:
in the second section.
o “You will label the parts of the plant in
 Answer short questions like:
the diagram. Then, match each part with
o “Why are leaves important
its correct function. Finally, answer the
for plants?”
questions at the bottom of the page.”
o “What would happen if a
plant had no roots?”
Monitor Students: Ask Questions:

 Walk around the room to observe  Raise hands if they need clarification
students working on the activity. about the activity or instructions.
 Offer clarifications if students have
questions about the instructions.
 Provide encouragement:
o “Take your time and think about
what we discussed earlier.
Remember, the leaves make
food for the plant. What do the
roots do?”

Collect the Worksheets:

 After 15 minutes, ask students to put

their pencils down and submit their
Submit the Worksheet:
work.
 Check the completeness of each
 Turn in their completed worksheet to
submission before collecting it.
the teacher for review.
V. Assignment:

Explain the Assignment:

Give clear instructions to students:  Complete the Assignment:

“For your assignment, I want you to observe a  Choose a plant to observe at home or
plant near your home, in your garden, or in the nearby.
park. Draw the plant in your notebook and  Draw the plant in their notebook and
label its parts. Write two sentences for each label its parts.
part describing its function.”  Write descriptive sentences about each
part’s function, e.g.:
o “The roots help the plant absorb
Set Expectations:
water and nutrients from the
Specify submission details:“This assignment is soil.”
due tomorrow. Be as detailed as you can in
your drawing, and make sure your sentences  Prepare for Submission:
explain the part’s function.”
 Bring the completed assignment to
Encourage creativity: class the next day for review.

“You can use colored pencils or crayons to

make your plant look lively!”

Check Understanding:

Ask:

“Does everyone understand what to do? Do

you have any questions about the assignment?”