2nd grading lesson plan in grade 3

Date: _________________Time:_________________

SCIENCE AND HEALTH 3

I. OBJECTIVEGive one or more similarities between two animals of the same kind.Value: Concern for animals

II. SUBJECT MATTERA. Similarities between two animals of the same kindB. RBEC-PELC II.3.1

Science for Everyone 3, p.54Science and Health 3, p.83

C. Chart of AnimalsD. Observing, identifying, comparingE. Some animals of the same kind have similarities in body parts.

III. PROCEDURE A. Review

Fill in the chart:

B. Lesson Proper1. Motivation

Show pictures of animals. Ask the pupils to make pairs out of these pictures. Ask them why they made such pairs.

2. Activities Let them observe the pictures of chicken and ducks, cows and

carabaos, and lion and tigers. Ask the pupils to study the similarities between each pair of animals

as to food-getting or movement.C. Discussion

What are the similarities of each pair of these animals? Does each pair belong to the same kind?

D. Generalization In what ways are animals of the same kind similar in?

E. Application/Valuing Which of these animals should go together? Why?

IV. EVALUATIONWrite the similarities of each pair of animals.1. Frog and lizard ______________________2. Cow and carabao ______________________3. Fish and squid ______________________

Animal Body part for getting food

Body part for movement

Habitat

Butterfly

Chicken

Cow

Bees

Frog

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4. Duck and goose ______________________5. Dragonfly and bee ______________________

V. ASSIGNMENTList down three pairs of animals with similarities.

Date: _________________Time:_________________


I. OBJECTIVEGive one or more differences between two animals of the same kind.Value: Concern/Love for animals

II. SUBJECT MATTERA. Differences between two animals of the same kindB. RBEC-PELC II.3.2

Science for Everyone 3, pp.55-58Science and Health 3, p.87

C. Pictures of AnimalsD. Observing, identifying, comparingE. Some animals of the same kind have differences in body parts, food-getting, movement or habitat.


1. In what ways are animals of the same kind similar in?2. What are the similarities of cows and carabaos? Frogs and lizard?


Show pictures of animals then let them name the animals of the same kind.e.g. family of birds, four-legged animals, insects…

2. Activities Let them observe the pictures of animals of the same kind. List down

the pairs/groups of animals. Ask the pupils to study and write the differences between each

pair/group of animals of the same kind.e.g. dog and cat, cows and caraboas, birds and chicken

C. Discussion What are the differences between a dog and a cat? Cow and carabaos?

Birds and chicken? Does each pair/group belong to the same kind?

D. Generalization In what ways do animals of the same kind differ?

E. Application/Valuing Cows and dogs may be of the same kind but differ in food-getting. How

will you feed them?IV. EVALUATION

Give the differences between the following animals of the same kind.1. Flies and mosquitoes ______________________2. Horses and goats ______________________3. Eagle and birds ______________________4. Chicken and birds ______________________5. Rats and rabbits ______________________

V. ASSIGNMENTDraw a pair of animals of the same kind then write their differences.

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Date: _________________Time:_________________


I. OBJECTIVEGive one or more similarities between two animals of different kinds.Value: Carefulness

II. SUBJECT MATTERA. Similarities between two animals of different kindsB. RBEC-PELC II.3.3


C. Pictures of AnimalsD. Observing, identifying, comparingE. Some animals of different kinds may have similarities in food-getting, movement or habitat.


1. In what ways are animals of the same kind differ in?2. What is the difference between the geese and the eagle?


Do animals of the different kinds have similarities? Give example.2. Activities

Show pictures of birds and winged insects, dogs and chicken, fishes and frogs, bees and birds…Let the pupils observe these animals of different kinds then write their similarities.

C. Discussion What are the similarities if birds and winged insects? Dogs and chicken?

Fishes and frogs? Bees and birds? Do these animals belong to the same kind?

D. Generalization In what ways are animals different kinds may be similar in?

E. Application/Valuing Different animals differ in many ways. There are useful and harmful

ones. What should you bear in mind to protect yourself from harmful animals?

IV. EVALUATIONWrite the similarities between the pairs of animals of different kinds.1. Dogs and chicken ______________________2. Cats and rats ______________________3. Ducks and fishes ______________________4. Bats and eagles ______________________5. Mosquitoes and birds ______________________

V. ASSIGNMENTGive two pairs of animals of different kinds and write their similarities.

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Date: _________________Time:_________________


I. OBJECTIVEClassify animals according to their body covering.Value: Carefulness

II. SUBJECT MATTERA. Classify animals according to body coveringB. RBEC-PELC II.4.1

Science for Everyone 3, p.62Science and Health 3, pp.89-90

C. PostersD. Observing, identifying, comparing, classifyingE. Animals can be grouped/classified according to their body covering.

Body coverings of animals1. Some animals like dogs, cats, bears and wolves are covered with hair or fur.2. Birds. Chicken, geese, ducks and other fowls have feathers.3. Animals like fishes, snakes crocodiles, alligators and sharks have scales.4. Toad, salamander and frogs are covered with skin. It is moist and slimy.


Give two animals of different kinds and their similarities.B. Lesson Proper

1. MotivationShow pictures of animals with the same body covering then ask what covers these animals.

2. Activities Show pictures of animals classified according to their body covering.

CLASSIFICATION OF ANIMALS(Place the pictures of the different animals in the chart)

PigCowDog

ChickenBirdDuck

FishSnake

Crocodile

FrogSalamander

Toad

Let pupils observe how these animals are classified.C. Discussion

What covers the pig and cow? Dog? What are the coverings of the chicken, birds and ducks? What covers the fish? Snakes? Crocodile? What are the coverings of the frog, salamander and toad?

D. Generalization What re the different body coverings of animals?

E. Application/Valuing You have a cat at home. You know very well that it is covered with

hair/fur. Is it right to sleep with your cat? Why?

IV. EVALUATIONClassify the following animals according to their body coverings.

goat parrot pig turkey milkfish cowmudfish lion frog fish dog horse snake alligator

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V. ASSIGNMENTList ten animals and classify them according to their body covering.

Date: _________________Time:_________________


I. OBJECTIVEClassify animals according to the food they eat.Value: Love and care for animals

II. SUBJECT MATTERA. Foods of animalsB. RBEC-PELC II.4.2


C. Pictures of animals grouped according to the food they eat.D. Observing, classifyingE. Animals eat different kinds of food. They can be grouped according to what they eat.

1. Herbivores are animals that eat plants only. They may eat the roots, stems, leaves, flowers or fruits of plants.e.g. horse , cow, carabao, goat, rabbit, gorilla, grasshopper

2. Carnivores are animals that eat meat only. They have strong jaws and sharp teeth. They have claws for catching their preys.e.g. cats, snakes, hawks, lions, tigers, lizards, frogs, spiders

3. Omnivores are animals that eat both plants and animals.e.g. dogs, bear, rat, chicken, bird


Name some animals covered with hair or fur/ feather/scale/skin.B. Lesson Proper

1. Motivation How many of you have different pets at home? What do they eat?

2. Activities Show pictures of animals grouped according to the food they eat.

e.g. horse, cow, carabao, goat, rabbit, grasshopper, cats, snakes, lion, tiger

Let pupils observe and analyze how they were grouped.C. Discussion

What does the first group of animals eat? Second group? Third group? What do you call these animals that eat plants only? What do you call the animals that eat meat only? What do you call the animals that can eat both plants and animals? What are herbivores? Carnivores? Omnivores?

D. Generalization What are the three classifications of animals?

E. Application/Valuing You have a cat at home. What food will you give?

IV. EVALUATIONClassify the following animals according to the food they eat.

goat parrot pig turkey milkfish cowmudfish lion frog fish dog horse snake alligatorHerbivores Carnivores Omnivores

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V. ASSIGNMENTDraw one animal on each classification according to what food they eat.

Date: _________________Time:_________________


I. OBJECTIVEClassify animals according to their movement.Value: Love and care for animals

II. SUBJECT MATTERA. Movements of animalsB. RBEC-PELC II.4.3

Science for Everyone 3, p.65Science and Health 3, pp. 85-88

C. Pictures of animals, chartD. Observing, comparing, identifyingE. Animals can be classified according to their movements. They move in different ways such as crawl, walk, fly, h, jump, and swim.


Name some animals that eat plants, eat other animals and eat both animals and plants.


Riddle: I have four legs and a tail which grows back when an enemy cuts it off. I crawl and climb on ceiling and walls. Some people think I bring good news. What animals am I? (LIZARD)

4. Activities Let the pupils observe pictures of different animals and their

movements.a. Show pictures of animals grouped according to their movements :

-birds, butterfly, moth-cat, dog, cow, carabao-milkfish, eel, snake

b. Let them observe and analyze how the animals are classified.

C. Discussion How do animals with feathers go to other places? How do animals with gills and fins move? What animals move by walking? Crawling? Flying? Hopping? and

Swimming?

D. Generalization In what ways can animals move from one place to another?

E. Application/Valuing You have a big pet bird. How will you keep it in its cage? Are you going

to put it in a very small cage? Why?IV. EVALUATION

Classify the animals below according to the way they move.Snake frog seahorse shrimpMaya cat milkfish mosquitoHorse butterfly dog moth

Walk/Crawl Swim Fly Hop/Jump

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V. ASSIGNMENTList down at least two examples of animals that WALK OR CRAWL, SWIM, FLY, and JUMP/HOP.

Date: _________________Time:_________________


I. OBJECTIVEClassify animals according to their habitats.Value: Care for animals

II. SUBJECT MATTERA. Animal habitatsB. RBEC-PELC II.4.4

Science for Everyone 3, p.64Science and Health 3, pp. 92-94

C. Cut outs of animals, simulated habitats in a sandbox.D. Observing, comparing, identifying, classifyingE. Animals live in different places. The place where animals live and find shelter/protection is called HABITAT. This is where they get food and water for them and their young.HABITAT OF ANIMALS1. Land animals-animals that live in land are called land animals. They live on

different landforms such as plains, hills, valleys and mountains. They may live on the grasslands, or under the soil.

2. Water animals-animals that live in water are also called aquatic animals. These animals may live in bays or in the bodies of water liked pond, seas oceans and others.


How do animals move from one place to another? What animals fly? Crawl? Walk?


Show cur outs of animals. Ask the pupils to make pairs of animals from the cut outs. Ask why they made such pairs.

2. Activities Let them observe the different animals in their habitats. Distribute cut outs to the pupils. Ask them to put the animals cut outs

in simulated habitats in a box. Have them identify the animals and tell if the animals cut outs are

placed in the proper habitat.

C. Discussion Why the tigers, elephants are, snakes and zebras are placed together in

the same habitat? What animals cut outs are placed in the water habitat? Which animals

live in the seas/oceans? What animals cut outs are placed in the land habitat? Which of them live

on or under the soil? Grasslands? Forests?

D. Generalization How else can we classify animals? What are the habitats of animals?

E. Application/Valuing

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If you live in a first class subdivision, can you bring your calf with you? Why?

IV. EVALUATIONUse the table below to classify these animals.Worm frog crab wild pig shrimpMaya cat monkey milkfish mosquitoDragonfly Horse butterfly dog moth

HABITATS OF ANIMALS

LAND WATER

On/Under the soil

Grassland Forest Pond Seas/Oceans

V. ASSIGNMENTMake a habitat box. Cut out paper animals from old newspapers and place them ion your habitat box.

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Date: _________________Time:_________________


I. OBJECTIVEClassify animals according to their uses.Value: Care/Concern for animals

II. SUBJECT MATTERA. Uses of animalsB. RBEC-PELC II.4.5

Science and Health for Better Life 3, pp.56-58Science and Health 3, p.101

C. Chart and pictures showing the uses of animals.D. Observing, comparing, identifying, classifyingE. Animals are useful to people in many ways. Animals can be grouped according to their uses.USES OF ANIMALS1. Food –we obtain food from animals.

a. We eat almost all kinds of fishb. The meat of cows, carabaos, pigs, goats and chickens serve as our

main dish.c. We get other food products from animals such as milk, cheese, butter

and eggs.2. Helpers/Transportation – animals help us do much of our work.

a. Carabaos and cows help farmers in the field and we can ride on them.

b. Elephants are used to carry heavy loads.c. Dogs guard our homes.d. Some animal manure is used as fertilizers.e. Worms loosen the soil. Loose soil is good for farming.f. Bats eat mosquitoes which harm people.g. Butterflies help flowers make seeds.

3. Clothing – we use the skin of some animals.a. The skin of snakes and crocodiles are made into beautiful shoes,

bags and belts.b. The skin of cows and carabaos are made into leather shoes, bags,

suitcases, and belts.4. Pets – some animals are good pets at home such as dogs, cats, birds, rabbits

and chicken.5. Medicines – some medicines are taken from animals.

e.g. cure for snake bites is taken from horse6. Jewelry/Decorations – some parts of some animals are used for jewelry and

decorations.a. Oysters produce pearls for earrings, rings and necklacesb. The shells of some animals are used as decorations


Give examples of animals that live in the pond/seas/oceans; on or under the soil, grasslands or forests.


How many of you have an aquarium? What animals can live in their?2. Activities

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Show pictures of different animals grouped according to their uses. Have them analyze how the animals grouped.-carabao, cow, horse-snake, deer, carabao-chicken, ducks, birdsPig, dog, chicken

Let the pupils look at their shoes, belts, bags, hats and jackets. Let them write where it was made of.

Let them write where meat, eggs, cheese, butter, hotdog and milk come from.

C. Discussion What does the first group of animals do to people? What does the second group of animals provide for us? What are your shoes, belts, bags and hats made out of? Which groups of animals give us food? Help us do work? Pets? How are these animals grouped or classified?

D. Generalization In what ways can we group animals? What are the uses of animals?

E. Application/Valuing Animals are very useful to us. How will you show your love and concern

for them?

IV. EVALUATIONClassify the animals below according to their uses:snake frog crab crocodile donkeyeagle cat monkey milkfish mosquitodragonfly Horse butterfly dog batFood Clothing Helpers/

Transportation Pets Medicines Jewelry/

Decorations

V. ASSIGNMENTDraw an animal then list down things we can get from it.

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Date: _________________Time:_________________


I. ObjectiveCite evidences that animals need air, sunlight, food, water and shelter in order to grow.Value: Concern for animals

II. Subject MatterA. Needs of animals in order to growB. RBEC II

Science and Health 3, p.96Science for Everyone 3, p. 68

C. Picture of an animal/insect without food and placed in a container and pictures of an insect/animal with food and placed in an open container.

D. Observing, identifying, and comparingE. Animals need air, sunlight, food, water and shelter in order to grow.

Without these needs, animals will die.

III. ProcedureA. Review

What are the different uses of animals?B. Lesson proper

1. Motivation How many of you have experienced to be thirsty and hungry for a

long period of time? How did you feel? Can you work well if you lack your needs?

Do you think animals will feel the same as we do?0. Activities

Group work:I- Show pictures of animals drinking, eating and within their

habitats. Write why these animals are doing such.II- Let them observe any animals without food placed in a closed

container. Compare and write what happened to each.III- Have them write their own experiences with their pets when

they did not give them their needs.IV- Write what happened to their well-attended pets.

Reporting by groups.C. Discussion

1. What are the animals doing in the first picture? Why do they need to eat? Drink? Stay in their homes?

2. What is happening to the animals placed inside a closed container? Open container? Why?

3. When you did not attend to your pets at home, what happened? Why?4. How about your well-attended pets, what happened to them? Why?

D. Generalization1. What do animals need in order to grow?2. Cite evidences that animals need air, sunlight, water and

shelter in order to grow.E. Application/Valuing

How often will you feed your pets at home? Why?IV. Evaluation

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Place a check mark (/) on the evidences that there are needs of animals in order to grow.____________1. Cats get sick when they are left under the rain.____________2. Horses help in transporting goods to the market.____________3. Cows need to stay in grasslands.____________4. Fishes in aquariums die without water.____________5. Cows give us milk.____________6. Lions hunt for food.____________7. Animals die in a closed container.____________8. Chicks that are kept in an isolated dark place will grow big, strong and healthy.____________9. Carabaos help pull the farmer’s plow in the farm.____________10. Birds look for trees with fruits.

V. AssignmentGet two insects/flies of the same kind. Place one in a closed container and one in an open container. Observe and write what happens to each.

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Date: _________________Time:_________________


I. OBJECTIVEInfer what may happen if animals will not get food, air, shelter and water.Value: Care/Concern for animals

II. SUBJECT MATTERA. Needs of Animals in Order to GrowB. RBEC-PELC II.5.2

Moving Onward with Science and Health, p.98Science for Everyone, p.69

C. Pictures showing the basic needs of animals and over populated animalsD. Observing, inferringE. Animal’s health will be affected if they will not get enough food, air, shelter and water. Some animals may eat one another or die.


You tied your pet chicken and you forgot to put it in its home for three days. It got wet and shivering. What should you do to keep it alive?


What do you feel after playing long under the sun? What do you need then?

2. Activities Show pictures of animals with small space to live in or over crowded. Show pictures of animals with enough space, supply of food and

water. Let the pupils observe and analyze what happens.

C. Discussion What will happen to the food water/supply of animals living in over

populated habitat? What will happen to the animals if they will have small space to live in? What will happen if there will be more animals than what they need?

D. Generalization What will happen to animals if they will not get enough food, water, and

shelter?

E. Application/Valuing What should you do with your pets/animals so that they will be healthy

and strong?

IV. EVALUATIONAnswer the questions:What do you think will happen to a dog tied for a week without food or water? Why?

V. ASSIGNMENT

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Draw how a dog looks like if placed in a cage for many days without food or water.

Date: _________________Time:_________________


I. OBJECTIVEExplain why animals need care.Value: Care/Concern for animal

II. SUBJECT MATTERA. Needs of Animals in Order to GrowB. RBEC-PELC II.6.1

Science for Everyone, p.79-82C. Picture of a boy who takes care of his pet.D. Observing, identifying, comparingE. Animals are important to human beings. However, when these animals are not taken cared of properly or handled correctly, they can be harmful to human beings. They can be harmful to human beings. They can be disease carriers.


What happens to animals if they do not get enough food, water and shelter?


What do you observe with your pet if you will not feed them for a long time? Why?

2. Activities Present to the class the picture of a boy showing kindness to

animals like: giving food, water, fixing its shelter, bathing, fondling etc.

Have the pupils write/infer why the boy is showing care/concern to the animal.

Let them write essays on how they show care/concern to their pets.

C. Discussion What is the boy doing to the animals? Why is the boy doing these things to the animals? How do you show your care/concern to your pets? Do animals need care? Why?

D. Generalization State why the animals need to be taken care of.

E. Application/Valuing How do you care your care for your animals?

IV. EVALUATIONExplain why animals need to be taken care of.

V. ASSIGNMENT

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Bring pictures of animals being cared of their master/ owners. Cut only from old newspapers.

Date: _________________Time:_________________


I. OBJECTIVEDemonstrate how to care for animals.Value: Care/Concern for animal

II. SUBJECT MATTERA. Ways in Caring for AnimalsB. RBEC-PELC II.6.2

Science for Everyone, p.79C. Pictures showing different ways in taking care of animalsD. Observing, identifying, describingE. Many animals are useful to people. We should take care of them.

WAYS OF TAKING CARE OF ANIMALS: Animals should be given animal feeds that have the basic nutrients like

protein, carbohydrates, fats, minerals and vitamins. Provide clean shelter and medical help like giving vaccination. Show kindness to animals. Do not disturb animals in their habitats. Do not destroy the habitats of animals. Bath animals regularly. Avoid placing animals near sickly animals. Follow the proper ways of fishing so as to allow young fish to mature.


What happens to animals if they do not get enough food, water and shelter?


Why are there animals being hit by cars in the streets?2. Activities

Let the pupils observe the pictures of animals being taken cared of on page 79 and 108 of their texts.

Have some pupils demonstrate the following situations (use plastic toys):-bathing a dog-feeding chickens-cleaning the shelters of their pets

C. Discussion What are the things being done to the animals in the pictures? In the demonstration shown, is there a need to bath your pet dog? Why? Do we need to feed animals? Clean their shelter? Why? Based on the pictures or illustrations in your text, what are other ways of

caring for animals?D. Generalization

Demonstrate the ways in taking care of animals.E. Application/Valuing

When your pet gets sick, how will you show care and concern to it?IV. EVALUATION

Put a check on the proper ways in taking care of animals._____ 1. Playing with new born animals.

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_____ 2. Bathing a dog with flea soap._____ 3. Keeping animals in a dirty shelter._____ 4. Let your animals be vaccinated._____ 5. Give animal feeds with basic nutrients.

V. ASSIGNMENTWhat are your pets at home?How do you clean the shelters of your pets?

Date: _________________Time:_________________


I. OBJECTIVETell how to be safe with animalsValue: Carefulness

II. SUBJECT MATTERA. Safety Measures in Handling AnimalsB. RBEC-PELC II.7

Science and Health 3, p.111C. Pictures showing proper ways in handling animalsD. Observing, identifying, describingE. Handling animals safely will keep you from the harm they can do.

Safety measures in handling animals:a. Never allow your pet to eat or sleep with youb. Avoid making your pet angryc. Avoid tickling a horse’s leg when it is eating hay.d. Avoid placing the animals near your body.e. Always wash your hands with soap and water.f. Never kiss your pets.g. Exercise care when feeding your newborn pets. Their mother might hurt

you.h. Keep animals in their own places.


What are the ways of taking care of animals?B. Lesson Proper

1. Motivation What do you usually do after touching your pets?

2. Activities Text reading on page 111. Observing the pictures showing some safety measures in handling

animals. Listing some safety measures in handling animals based the pictures

on the text.C. Discussion

What are the pictures in your text all about? How are the animals in the pictures handled? Should you strike or play with your pets while they are eating? Why? What should you do after feeding/cleaning/handling the animals?

D. Generalization What are the safety practices/measures in handling animals?

E. Application/Valuing How do you prevent your dog from biting other people?

IV. EVALUATIONPut a check on the safety measures in handling animals and an x if it is not._____ 1. Kissing a pet dog._____ 2. Using gloves when cleaning a pig’s pen._____ 3. Tickling a horse’s leg it is eating.

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_____ 4. Sleeping and eating with your pets._____ 5. Placing animals near your body.

V. ASSIGNMENTWrite at least two safety measures in handling animals.

Date: _________________Time:_________________


I. OBJECTIVEPractice first aid for insect and animals bites.Value: Carefulness

II. SUBJECT MATTERA. First Aid for Insect and Animal BitesB. RBEC-PELC II.8

Science and Health 3, p.99C. Pictures of common animals and insectsD. Observing, identifying, describingE. Always apply first aid when you’re bitten by insects and animals.

First aid for insect and animals bites:1. Ointment can be applied on insects’ bites and bruises.2. Incase of dog bites, wash the wound right away with soap and water then

consult a doctor right away.3. A tourniquet can be applied above the wound to minimize lose of blood.4. If you’re bitten by a snake, do not move around. Keep still. You should be

taken to the hospital right away. Don’t waste time.


Why do animals need care?


Who among you had experienced mosquito bites? Dog bites? What did you do?

2. Activities Show pictures of common animals and insects and let the pupils

name them. Let them tell their experiences or by their neighbors/friends on what

they did when they were bitten by animals/mosquitoes. Text reading on first aid for animal bites.

C. Discussion

Among the presented pictures of animals, which of them do we usually experience animal bites?

What will you do if you’re bitten by an insect like mosquitoes, cockroach, spider, etc.

What will you do if you’re bitten by a dog? Snake? Cat? Etc. Why are we bitten by animals and insects?

D. Generalization What are the first aid treatments for insect and animals bites?

E. Application/Valuing

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Your father and mother went to work. You were left alone with your brother. Your younger brother went to your neighbor’s house and was bitten by a dog. What first aid treatment will you do?

IV. EVALUATIONAnswer the following questions:1. You were bitten by a cockroach. What will you do? ______________________

2. What first aid treatment will you apply if a dog bit you? ___________________

3. You’re bitten by a snake. What will you do? ______________________

4. What will you do if you’re bitten by a mosquito? ____________________

5. What should you always remember if you’re bitten by insects or animals?

V. ASSIGNMENTYour fiend was bitten by a spider, what will you do?

Date: _________________Time:_________________

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I. ObjectiveInfer the functions of each part of a plant.Value: showing care for plants

II. Subject MatterA. Functions of Different Parts of the PlantB. RBEC III 1.1

Science for Everyone – p.87Science and Health 3- p 108 (by Evelina Vicencio)Science and Health for Today 3 –P. 140

C. Actual plants with their parts D. Observing, describingE. Plants have different parts and their functionsParts of plants and their functions:

1. Roots – hold the plant firmly to the ground2. Stem – supports and holds the plant. It brings water and

minerals upwards to the parts of the plant.3. Leaves – make food for the plant4. Flower – is the most attractive part of the plant. It makes the

surroundings colorful.5. Fruit – is the part that contains the seeds.


What are the different first aid treatments for insect and animal bites?

B. Lesson proper1. Motivation

Do you have plants at home? What are their parts?2. Activities

Group work:I- Show a real plant and a picture of the plant with complete parts.II- Let them compare and identify their parts.

Text reading on the parts of the plants and its functions.C. Discussion

1. What part of the plant absorbs water and minerals from the soil?2. What part holds the leaves, flowers and fruits or carries water to the different parts of the plant.3. What part makes food for the plant?4. What is the most attractive part of the plant?

D. GeneralizationWhat are the different parts of the plants and their functions?

E. Application/ValuingIf you have plants at home, what should you do so they would not wither and die?

IV. EvaluationGive an inference by matching column A with column B.

A B______1. Stem a. makes food for the plant______2. Leaves b. absorbs water and minerals from the soil______3. Roots c. supports and holds the plant______4, Flower d. contains the seed______5. Fruit e. most attractive part of the plant

V. AssignmentDraw a plant on a coupon bond and label its parts.

Date: _________________

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Time:_________________


I. ObjectiveIdentify similarities and differences of rootsValue: resourcefulness, carefulness

II. Subject MatterA. Similarities and Differences of RootsB. RBEC III 1.1

Science and Health P. 118C. Pictures of different roots and real roots of plants in the surroundings with

different sizes and textures.D. Observing, comparing, identifyingE. Roots of plants may be similar or differ in size an texture

Sizes of roots may be big, long, short and stout Textures of roots may be hard, rough, smooth and soft


What are the different parts of plant and their functions?


Do all roots look the same? How do you differ?3. Activities

Group work:I- Show them pictures of different roots and real roots of plant in the

surroundings with different sizes and texture.II- Let them observe the sizes of the rootsIII- Ask each pupil to hold and feel the texture of the rootsIV- Have them compare the similarities and differences of the roots.

C. Discussion1. What are the sizes of the roots?2. Which roots have the same size?3. Which roots are long? Short?4. Which roots are soft? Hard? Smooth? Rough?

D. GeneralizationWhat are the similarities and differences of roots?

E. Application/ValuingMario is in the school garden. His teacher asked him to pull the Athorium and guava plants. Mario easily pulled the anthorium plant but hardly pulls the guava plant. Can you tell why?

IV. EvaluationPick out the letter of the correct answer.

1. In what way are the Gabi and camote plants similar? a. They have long roots. c. They have big stems. b. They have feather – shaped leaves d. They have big, thick roots.2. In what way are mongo and acacia trees similar? a. They have long roots. c. They have big stems. b. They have feather – shaped leaves d. They have big, thick roots.

3. Which of the following plants have shorter and smaller roots?a. shrubs and herbs c. gumamela plant

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b. trees d. camote and gabi4. Which among these plants have big, thick roots?

a. camote and carrot c. rose and gumamelab. acacia and narra d. camote and gabi

5. Which of the statements is correct?a. All plants have the same rootsb. different plants have different sizes of roots.c. Shrubs and herbs have big and long roots.d. All roots are soft.

V. AssignmentList down examples of plants with soft/ rough or smooth roots.

Date: _________________Time:_________________


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I. ObjectiveIdentify similarities and differences of stems.Value: conservation of plants

II. Subject MatterA. Similarities and Differences of StemsB. RBEC III 2.1.2

Science and Health 3 – p.122C. Stems and different actual plants, charts on plantsD. Observing, comparing, identifyingE. Stems may be similar or differ in size an texture

The sizes may be long or short. The textures may be hard or soft.


What are the sizes and textures of roots?B. Lesson proper

1. Motivation How many of you want to visit our school gardens? Would you like to observe the stems of different plants?

2. Activities Group work:

I- Tell the students that they are going to do an activity in identifying the similarities and differences of plant stems.

II- Recall the standards in having a garden trip.III- Grouping the class into two to answer the questions:

Group 1: What are the sizes of stems? Group 2: What are the textures of stems?

IV- Reporting by the group leaders.

C. DiscussionDiscuss with the pupils the similarities and differences of plan stems.

1. Which plants have long stems? Short stems?2. Which plants have smooth stems? Rough stems?3. What are the sizes and textures of stems?4. Have the pupils identify the similarities and differences of stems of plants shown by the teacher.

D. GeneralizationWhat are the similarities and differences of stems?

E. Application/Valuing1. Remedios goes to the school garden. She wants to get flowers for

the flower vas of the teacher? She uses her fingers in cutting the stem of an nthurium plant and uses a pair of scissors in cutting the stem of a rose plant. Can you tell why she cuts the anthurium plant easily and rose hardly?

2. Do you take care of plants in our surroundings? How?

IV. EvaluationPick out the letter of the correct answer.

1. A group of plants have big and small stems, which of the plants belongs to the group?

a. coconut c. cornb. sugar cane d. rice

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2. Which of these plants have soft stems?a. makahiya, ipil-ipil, sampalok c. mongo, santol, caimbo b.

ampalaya, ocra, beans d. talisay, babnaba, banana3. Which plants have hard stems?

a. santan c. mayonab. cosmos d. everyday holiday

4. Which plants have hard stems?a. tamarind c. tomatob. camia d. oregano

5. Which of the following statements is correct?a. Stems differ in size, shape and texture.b. All stems are similar in size, shape and texture.c. All plants have soft stems.D. All plants have hard stems.

V. AssignmentOur plants in school have soft stems. Are you supposed to play near them? Why?

Date: _________________Time:_________________


I. ObjectiveClassify plants according to size and texture of stems.Value: sharing

II. Subject MatterA. Classifying Stems According to Size and Texture

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B. RBEC III 3.4C. Real plants/ picturesD. Observing, comparing, classifyingE. Stems can be classified according to their size and texture.

The textures of stems may be hard, soft, smooth or rough. Their sizes may be long or short.


What are the colors, sizes and shape of leaves?B. Lesson proper

1. Motivation Are all stems the same? How do they differ?

4. Activities Group work:

I- Presentation of different stems from different plants for the pupils to observe and study.

Group 1: What are the sizes of stems?Group 2: What are the textures of stems?

II- Reporting by the group leaders.III- Let them practice how to classify stems.Mango impatience bamboo celery rosal

Sizes TextureLong Short Soft/ Smooth Hard/

Rough

C. Discussion1. In your activity, how did you classify the stems?2. What are the sizes of stems? Textures

D. GeneralizationHow are stems classified?

E. Application/ValuingYou have a tomato plant at home and it bore many fruits. You know very well that it has soft stems. What will you do so that it will not fall to the ground?

IV. EvaluationClassify the stems of the different plants.

Santol santan tomato bamboo bananaBeans sayote camote coconut impatience

Sizes TextureLong short

Soft / smooth hard / rough

V. AssignmentAnswer the following.1. Which plant has a hard stem?

a. petchay b. pine tree c. anthurium d. African violet

2. Which of these plants has a soft stem?a. caimito b. mango c. celery d. gumamela

3. Lantana plant has a _______________ stem.a. soft b. long c. short d. watery

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4. Which of the following plants has a soft stem?a. pine tree b. anthurium c. narra d. ipil-ipil

5. Which of the following has a rough stem?a. pechay b. mayana c. pine tree d. anthurium

Date: _________________Time:_________________


I. ObjectiveClassify leaves according to texture and edges.Value: Conservation of plants, carefulness

II. Subject MatterA. Texture and Edges of LeavesB. RBEC III 3.2C. Actual kinds of plantsD. Observing, comparing, classifying

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E. Leaves of plants can be classified according to their texture and edges. Their texture may be smooth or rough. Their edges may be toothed-edged, lobed-edge or smooth-edge.


What are the sizes and texture of stems?


Would you like to classify the leaves of different plants according to their texture and edges?

2. Activities Let them observe the edges of the different leaves to be shown by the teacher. Let them hold the different leaves to feel its texture. Let them classify the leaves according to their texture and edges

Texture EdgesRough Smooth Toothed Smooth Lobed

C. Discussion1. Compare the edges and textures of leaves?2. Which leaves are rough? Smooth?3. What are the edges of leaves?4. Which leaves have toothed edges? Smooth edge? Lobed?

D. GeneralizationAside from the classification of leaves according to color, size and shape,

how else can we classify them?

E. Application/Valuing1. If you were to pass by the place filled with many squash plants or plants with rough leaves, what should you do?2. Why should you be careful with them?

IV. EvaluationClassify the leaves according to texture and edges.

tomato bamboo banana Beanscamote coconut sayote gumamela

Texture EdgesRough Smooth Toothed Smooth Lobed

V. AssignmentList down five kinds of plants then classify their leaves according to texture

and edges.

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Date: _________________Time:_________________


I. ObjectiveGroup flowers according to color, size, and shapeValue: Appreciation

II. Subject MatterA. Grouping Flowers according to Color, Size and ShapeB. RBEC III 3.3.1

Science and Health 3, p.126C. Actual kinds of flowers/chart of flowersD. Observing, comparing, classifyingE. Flowers can be grouped according to color, size, and shape. Their colors

may be red, pink, violet, orange, blue or white. The sizes may be big or small and their shapes may be heart, round or oblong.


Classify the leaves according to texture and edges.(gumamela, camia, amplaya, rose, banana)

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Have the pupils identify the national flower. Present kinds of real flowers/pictures of flowers on the chart. Let

them identify each.

2. Activities (Group work) Have them observe the kinds or real flowers/pictures of flowers on the charts.Group I – What are the colors of the flowers?Group II – What are the sizes of flowers?Group III – What are the shapes of flowers? Reporting by the group leaders. Grouping the flowers according to color, size and shape.

Rose anthurium begonia dahlia sunflowerColor Size Shape

Red

Pink

Violet

Orange

Blue

White

Big Small Heart

Round/Oblong

C. DiscussionBased on the groupings, how do we group flowers?

1. What are the colors of the flowers? Give examples of each color.2. What are the sizes of the flowers? Give examples of big/small sizes.3. What are the shapes of the flowers? Give examples each shape.

D. GeneralizationHow do we group flowers?

E. Application/ValuingExamine the different flowers of your plants at home. What is one way of grouping the flowers of your plants in your garden?

IV. EvaluationGroup the following flowers according to color, size and shape.

Camia dahlia cactus bird of paradise bougainvilleaColor Size Shape

Red

Pink

Violet

Orange

Blue

White

Big Small Heart Round/Oblong

V. AssignmentList at least five flowers you have in your barangay, then group them as to

color, size and shape.

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Date: _________________Time:_________________


I. ObjectiveGroup flowers according to texture and smell.Value: Appreciation

II. Subject MatterA. Grouping Flowers according as to texture and smellB. RBEC III 3.3.2

Science and Health 3, p.129C. Actual kinds of flowers/chart of flowersD. Observing & classifyingE. Flowers can be grouped according to texture and smell. Textures of

flowers maybe rough or smooth and their smell may be fragrant or not fragrant.


How do we group flowers? What are the colors, sizes and shapes of flowers?


How do you have flowers at home? Name flowers that smell fragrant.

2. Activities (Group work)

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Bring the class to the school garden to have actual touch and smell on the flowers which they will be observing.Group I – What are the textures of flowers?Group II – What are the smell of flowers? Reporting by the group leaders. Grouping the flowers according to texture and smell.

Rose anthurium begonia dahlia sunflower

Texture SmellSmooth Rough Fragrant Not Fragrant

C. Discussion1. Which flowers have fragrant smell? Not fragrant?2. Which flowers are smooth? Rough?

D. GeneralizationAside from color, size and shape, how else can we group flowers?

E. Application/ValuingIf you were to choose a flower, what kind of flower would you prefer? Why?

IV. EvaluationGroup the following flowers as to smell and texture.Camia dahlia cactus bird of paradiseBougainvillea sampaguita sun flower

Texture SmellSmooth Rough Fragrant Not Fragrant

V. AssignmentDraw your favorite flower and describe its smell and texture.

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SUMMATIVE TEST –Science

Name: ___________________________

Choose the letter of the correct answer.1. What is the function of the stem of the plant?

a. It absorbs water and nutrients from the soil. b. Makes food for the plant. c. Hold the plant firmly to the ground. d. Most attractive part of the plant.

2. What is the function of the leaves? a. Holds the plant to the ground. b. Makes food for the plant. c. Hold the plant firmly to the ground. d. Most attractive part of the plant.

3. Which of the following plants have shorter and smaller roots? a. Shrubs and herbs b. Trees c. gumamela and narra d. camote and gabi

4. Which among these plants have big, thick roots? a. camote and carrot b. acacia and narra c. rose and gumamela d. cosmos and ube

5. In what way are camote and gabi are similar? a. They have long roots. b. They have big, thick roots. c. They have big stems. d. They have feather-shaped leaves.

6. Which plants have hard stems? a. santan b. cosmos c. rose d. geranium

7. Which of the following statements is correct? a. Stems differ in size, shape and texture b. All stems are similar in size, shape and texture. c. All plants have soft stems. d. All plants have hard stems.

8. Which of the following statements is correct? a. Stems differ in size, shape and texture. b. All stems are similar in size, shape and texture. c. All plants have soft stems. d. All plants have hard stems.

9-12. Classify the stems of the following plants.NARRA PINE TREE BANANA KANGKONG

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SIZES TEXTURESLONG SHORT SMOOTH/SOFT ROUGH/HARD

13-16. Classify the plants according to the texture and edges of leaves.SQUASH BANANA LANTANA MANGO

TEXTURES EDGESROUGH SMOOTH TOOTHED SMOOTH LOOBED

17-20. Group the flowers according to their smell and texture.GUMAMELA SAMPAGUITA SUNFLOWER ROSE

SMELL TEXTUREFRAGRANT NOT FRAGRANT ROUGH SMOOTH

Date: _________________Time:_________________


I. ObjectiveIdentify the similarities/differences of plants according to color, size, smell and number of petals of flowers.Value: carefulness

II. Subject MatterA. Similarities/Differences Among FlowersB. RBEC III 2.1.3

Science for Everyone – p.93Science and Health 3- pp. 129

C. Different kinds of flowersD. Observing, identifying, comparingE. Flowers maybe similar or differ in color, size, smell and number of petals.


Give examples of plants with big roots, small roots, hard roots and soft roots.


What flowers do you like best? What do you call these flowers?

2. Activities Let the pupils observe the different flowers. Let them identify the similarities and differences of flowers. What

are the flowers with the same color? Size? Smell? Number of petals? How do they differ?

Record your observations in the table like this:

C. Discussion1. What are the similarities among the flowers?2. What are their differences?3. What are the colors of flowers? Sizes? Smell? Number of petals?

Name of flower

Color Size Smell Number of petals

GumamelaSunflower

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D. GeneralizationHow do flowers differ in color? Size? Smell? Number of petals?

E. Application/ValuingYou were asked by your teacher to bring flowers to school. What kind of flowers are you going to choose? Why?

IV. EvaluationChoose the letter of the correct answer.1. Which of these flowers are alike in color?

a. camia and sampaguita c. rose and gumamelab. ilang-ilang and rosal d. sunflower and rose

2. Which of these flowers have five petals?a. Rose c. gumamelab. Sunflower d. zinnia

3. Which of these flowers have a fragrant smell?a. ilang-ilang c. anthuriumb. lantana d. gumamela

4. Which among these flowers is big?a. Gumamela c. sampaguitab. ilang-ilang d. sunflower

5. Which of this statement is true?a. Flowers are all alike in color and in smell.b. Flowers differ in number of petals, color, size and shape.c. Flowers differ in color only.d. All flowers have fragrant smell.

V. AssignmentList down two kinds of flowers you have at hone and identify their color, size, smell and number of petals.

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2nd grading lesson plan in grade 3

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