GRADES 1 to 12
DAILY LESSON LOG
School:
Grade Level:
III
Teacher:
Learning Area:
SCIENCE
Teaching Dates and Time:
WEEK 3
Quarter:
4TH Quarter
GRADES 1 to 12 DAILY LESSON LOG | School: | Grade Level: | III | |
Teacher: | Learning Area: | SCIENCE | ||
Teaching Dates and Time: | WEEK 3 | Quarter: | 4TH Quarter |
Monday | Tuesday | Wednesday | Thursday | Friday | |
I. OBJECTIVES: | |||||
A . Content Standard | The learners demonstrate understanding of… people, animals, plants, lakes, rivers, streams, hills, mountains, and other landforms, and their importance | The learners demonstrate understanding of… people, animals, plants, lakes, rivers, streams, hills, mountains, and other landforms, and their importance | The learners demonstrate understanding of… people, animals, plants, lakes, rivers, streams, hills, mountains, and other landforms, and their importance | The learners demonstrate understanding of… people, animals, plants, lakes, rivers, streams, hills, mountains, and other landforms, and their importance | The learners demonstrate understanding of… people, animals, plants, lakes, rivers, streams, hills, mountains, and other landforms, and their importance |
B . Performance Standard | The l earners should be able to… express their concerns about their surroundings through teacher-guided and self – directed activities | The l earners should be able to… express their concerns about their surroundings through teacher-guided and self – directed activities | The l earners should be able to… express their concerns about their surroundings through teacher-guided and self – directed activities | The l earners should be able to… express their concerns about their surroundings through teacher-guided and self – directed activities | The l earners should be able to… express their concerns about their surroundings through teacher-guided and self – directed activities |
C. Learning Competencies/ Objectives (Write LC code for each) | Identify the role of people, animals, plants, lakes, rivers, the sea, hills and mountains to the surroundings S3ES-IVcd-2 | Recognize the importance of people, animals, plants, lakes, rivers, the sea, hills and mountains in the surrounding S3ES-IVcd-2 | Formulate instructions to follow in preserving one’s surrounding S3ES-IVcd-2 | Formulate instructions to follow in preserving one’s surrounding S3ES-IVcd-2 | The pupils are expected to get 75% mastery level in the weekly tests. |
II. CONTENT | 1. Earth and Space 1.1The Surroundings Importance of People, Animals, Plants, Lakes, Rivers, the Sea, Hills and Mountains to the Surrounding | 1. Earth and Space 1.1The Surroundings Importance of People, Animals, Plants, Lakes, Rivers, the Sea, Hills and Mountains to the Surrounding | 1. Earth and Space 1.1The Surroundings Importance of People, Animals, Plants, Lakes, Rivers, the Sea, Hills and Mountains to the Surrounding | 1. Earth and Space 1.1The Surroundings Importance of People, Animals, Plants, Lakes, Rivers, the Sea, Hills and Mountains to the Surrounding | WEEKLY TEST |
III. LEARNING RESOURCES | |||||
A. References | |||||
1. Teacher’s Guide pages | 487-489 | 489-490 | 491-490 | 490-492 | |
2. Learner’s Materials pages | 98-100 | 98-100 | 101-103 | 101-103 | |
3. Textbook pages | Growing with Science and Health 3, pp.75-77 Science ang Health for Better Life 3,pp. 25-26 | Growing with Science and Health 3, pp.75-77 Science ang Health for Better Life 3,pp. 25-26 | Growing with Science and Health 3, pp.75-77 Science ang Health for Better Life 3,pp. 25-26 | Growing with Science and Health 3, pp.75-77 Science ang Health for Better Life 3,pp. 25-26 | |
4. Additional Materials from Learning Resources (LR) portal | |||||
B. Other Learning Resources | Pictures of mountains, people, animals, plants, lakes, rivers, the sea, hills Paste Manila paper Scissors | Pictures of mountains, people, animals, plants, lakes, rivers, the sea, hills Paste Manila paper Scissors | Pictures of mountains, people, animals, plants, lakes, rivers, the sea, hills Paste Manila paper Scissors | Pictures of mountains, people, animals, plants, lakes, rivers, the sea, hills Paste Manila paper Scissors jigsaw puzzle | Test question |
IV. PROCEDURE | A. Preparation | ||||
A. Reviewing previous lesson or presenting the new lesson | Who usually cooks your food? | What is the importance of people to the surrounding? | What is the importance of plants to the surrounding? 2. Let the children share their collage to the big group. | What is the importance of water forms to the surrounding? |
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B. Establishing a purpose for the lesson | Who usually wash the dishes? | Show the following pictures one at a time: a. rivers b. lakes c. sea d. falls e. stream | Give each group a Jigsaw Puzzle with 10 parts (cut with different shapes / sizes) They will form the Jigsaw Puzzle and tell its name. Ask: a. What land form is in your puzzle? Group 1 – mountain Group 2 – hill Group 3 – plain | ||
C. Presenting attempts instances of the new lesson | Make a role play showing the role of every member of the family Does each member of your family have a role to perform? What are their roles? Why do you perform these roles? Do we also have roles to our surroundings | Activity 1. Divide the class into five (5) groups 2. Each group shall discuss about the plants found in the surroundings. Group 1 – trees (not fruit – bearing) Group 2 – vegetables Group 3 – flowering plants Group 4 – fruit bearing trees Group 5 – grass 3. They will list the name of the plant and state what is its usefulness to the surrounding. After 10 minutes, they will present their output to the big group. | a.What can you say about the picture? How do we call this? What activities can we do in this place Are these water forms useful to the surrounding? What do you think are their uses? | Are these land forms useful to the Are these land forms useful to the surrounding, too? What do you think are those? | C. Giving of test paper |
D. Discussing new concepts and practicing new skills #1 | Activity a. Divide the class into 4 groups. b. Let them discuss the role of the people to the surroundings. c. Each role must be written on a strip of Manila paper. One role – one strip technique. d. After 5 minutes, let each group present their roles to the big group. | 1. What are common in your responses? 2. Do plants have the same use to the surrounding? | 1. Divide the class into five (5) groups. 2. Give each group the picture of the body of water shown in the motivation. 3. Let them discuss the role of the water form assigned to them to the surrounding. 4. After 5 minutes, let each group present their output to the big group. | 1. Let the group discuss the role of the land form in their jigsaw puzzle. 2. After 5 minutes, let each group present their output to the big group. | D. reading directions of the test |
E. Discussing new concepts and practicing new skills #2 | a.What are the common roles of the people in the groups’ output? Group together common responses of the children.)
| Are plants important to the surrounding? Why? | a. What are common in your responses b. Do these water forms have the same uses to the surrounding? c. Are water forms important to the surrounding | a. What are common in your responses? b. Do these land forms have the same uses to the surrounding? Why? c. Are land forms important to the surrounding? Why | E. Answering the test materials |
F. Developing Mastery (Level of formative assessment 3) | Divide the class into four groups. 2. Let each group discuss the role of people and their importance to the following: Group 1 – plants Group 2 – animals Group 3 – mountains / hills Group 4 – seas Group 5 – rivers 3. After 5 minutes, each group leader will present their output to the big group. | What do you think will happen if plants were not made? | What do you think will happen if water forms were not made? | 1. Do you think valleys, plateau and volcanoes have their roles in the surrounding? What do you think are those roles? 2. What is the importance of valleys, plateau and volcanoes to the surrounding? | F. Checking of papers |
G. Finding practical application of concepts and skills in daily living | What other roles do people have to the environment? | . As a child, what will you do help preserve these plants? | As a child, what will you do help preserve these water forms? | . As a child, what will you do help preserve these land forms? | G. Recording of scores |
H. Making generalization and abstractions about the lesson | What is the importance of these roles to the surroundings? | What is the importance of plants to the surrounding? | What is the importance of water forms to the surrounding? | What is the importance of land forms to the surrounding? | |
I. Evaluating Learning | As a child, what can you to do help our surroundings? List down atleast five roles. | Come up with 5 rules to follow to preserve the plants in the school. | Let the children make 5 rules to follow to preserve water form. | Let the children make 5 rules to follow to preserve our land forms. | |
J. Additional activities for application and remediation | Make a poster showing the role of the people in their surroundings. | Let the children make a collage to show the importance of plants to the surrounding. | Make a Poster for the Five Rules. | Things to Bring for Tomorrow’s Activity Magazines, Newspapers, Paste, and Scissors | |
V. REMARKS | |||||
VI. REFLECTION | |||||
A. No. of learners who earned 80% on the formative assessment | |||||
B. No. of learners who require additional activities for remediation | |||||
C. Did the remedial lesson work? No. of learners who have caught up with the lesson. | |||||
D. No. of learners who continue to require remediation. | |||||
E. Which of teaching strategies worked well? Why did these work? | |||||
F. What difficulties did I encounter which my principal or supervisor can help me solve? | |||||
G. What innovation or localized material did I use/discover which I wish to share with other teacher? |
K-12 daily lesson log (DLL) here: www.teachershq.com
File created by Ma’am LORNA P. FERNANDEZ