LESSON PLAN IN SCIENCE III

LESSON PLAN IN SCIENCE III

I. LEARNING OBJECTIVES

Describe the external parts of the eye.

Participate actively in the group activity.

II. SUBJECT MATTER

External Parts of the Eyes

A. Science Concept : Our eyes are the sense organ for seeing.

These are external parts of the eyes; eyebrows, eyelashes and eyelids.

B. Reference : Science & Health 3 pp.30-32

C. Processes : Observing, Describing, Identifying

D. Materials : real model of an eye, mirror, manila paper, pentel pen

E. Value Infusion : Caring for the eyes.

III. PROCEDURE

A. Preliminary Activities

1. Review

What are the sense organs that we discussed yesterday?

2. Checking of Assignment

B. Lesson Proper

1. Motivation

One of the pupils is in front of the class,

( who is blindfold?)

What did you notice o your classmate?

What sense organ is not shown?

2. Presentation

I will group you into six groups. (Grp.1,2, 3,4,5,6) them.

Setting of Standard in group activity.

ACTIVITY 1

( Group 1, 3, 5 will perform this activity)

Each group will perform separately.

What to use: mirror, typewriting, pencil (pentel pen)

What to do:

1. Look at your eyes on the mirror.

Observe the external part of your eyes.

2. Draw the external part of the eye and label

ACTIVITY 2

( Group 2, 4, 6 will perform this activity)

Each group will perform separately.

What to use: manila paper, pentel pen

What to do:

1. Identify the external part of the eyes by listing / writing them on manila paper and describe each part.

C. Discussion / Analysis

Group reporting

What sense organ did you use?

What will you do to your eyes?

How will you take care of it?

D. Generalization

What are the external part of the eyes?

How will you describe each part

E. Application

Who among you when swimming in a pool or beach are open their eyes?

How will you protect your eyes to avoid entering anything into your eyes?

IV. Evaluation ( for 5 points)

Draw the external parts of the eyes label each part.

1. eyebrow

2. eyelash

3. eyelids

5 points

4 points

3 points

2 points

1 points

V. Assignment

Drawn neatly and proportion

Shown all parts

Identified the parts correctly

Drawn neatly

Shown 2 parts

Not so neat.

Parts were not identified.

Drawn only the eye

Parts were not drawn clearly.

Identify the internal part of the eye.

Prepared by :

ROSANN P. AGUSTIN

Teacher I - PBCS



Describe the functions of each part of the eye.

II. SUBJECT MATTER

Topic: How the Eyes Work

A. Science Concept:

There are different parts that make up the eye.

Each part is assigned with a special work to do.

B. References:

Science and Health- Textbook for Grade Three pp.8-9

Science and Health- Teachers Manuals p.8

C. Processes:

Observing, Describing

D. Materials:

Hands lens, drawing of the eyes

E. Value Infusion:

Realize the importance of the eyes.

III. PROCEDURE


1. Review:

What do we need in order to see?

What are the different parts of the eye?

2. Checking of Assignment:

B. Lesson Proper:

1. Motivation:

If you want to see the beautiful things around, what will you see?

How many eyes do we have? Each of them has the same parts?

Close your eyes, what can you see?

2. Presentation:

A. Show the drawing of the eye.

eyebrow

eyelash

eyelids

B. Activity Proper:

1. Close your right eye.

2. Hold the pencil and put your arms apart.

3. Move both arms toward each other very quickly.

Try to touch the tip of the pencil with your finger.

Do this three times. Does your fingers always touch the tip of the pencil?

4. Repeat the activity with your left eye closed and your right eye open. What is the result?

5. This time, repeat the activity with both of your eyes open.

What is the result? Is it easier to see the one eyes or with the two eyes.

3. Discussion and Analysis:

Your eyes are your sense of sight.

The eye has many parts. Each part performs a specific work.

4. Generalization

Your see through our eyes.

The eyes are the organs of sight.

5. Application:

IV. EVALUATION

Answer these question: a. What do the eyes need in order to see? b. What part of the eye bends the light as it enters? c. How is the image formed on the retina? d. Where is the message from the eyes carried?

Match the phrase in column A with the items in column B.

Write only the letter of the correct answer.

A

________1. the transparent covering at the front of the eye.

________2. the colored part which surrounds the pupil.

________3. the dark hole through which light enters the eyeballs.

________4. the blends light to make a clear image

________5. the inner part of the eye where the image

of the object is formed.

________6. send message to the brain.

V.ASSIGNMENT

Study again the drawing of an eye.

Prepared by:

LUISA A. ALVANO

Teacher I

B a. iris b. retina e. pupil f. lens

– Kinagunan ES c. cornea

LESSON PLAN IN SCIENCE -3

I.

Demonstrates ways of keeping the eyes healthy.

II.

Subject Matter

A.

Concepts: Proper care of the Eyes

1.

There are ways of taking care of the eyes.

2.

The eyes need care.

B.

Process: Observing, describing

C.

Material: Posters, pictures depicting care of the eyes.

D.

References: Science and Health 3 TM pp. 10-11

E.

Values:

III.

Procedure

Caring for the eyes

A.

Preparatory Activities

1.

Checking of Assignment

2.

Review: What are the different eye ailments?

B.

Lesson Proper

1.

Motivation

1. Showing picture of a. blind person b. Ophthalmologist with his/her patient c. Puzzle (e.g blind person, ophthalmologist etc.)

Ask: What was the cause of this ailment?

Could it be prevented?

How?

2.

Presentation of the Lesson

1.

Ask: How could be taking of our eyes?

2.

Group Activity

Divide the class into four groups

Activity 1 (Group 1)

1.

Work with the group

2.

Demonstrate reading under a good light


1.

Work with the group

2.

Demonstrate reading in a moving car or bus.


Work with the group

Demonstrate washing eyes by opening and closing them on the water.


Work with the group

Demonstrate proper way of handling sharp objects like scissor knives, nail or stick

3.

Presentation of Group Output

4.

Analysis and Discussion

How should we take care of our eyes?

What would happen of you do not take care of your eyes?

5.

Generalization

What are some practices of taking care of our eyes?

6.

Application

Your sister has sore eyes. She wants to sleep beside you. What will you do? Why?

IV. Evaluation

Check (  ) the practice the shows care for the eyes.

_____1. Read in dimly lighted areas.

_____2. Eat fruits and vegetables rich in vitamins A

_____3. Read in a moving vehicle

_____4. Use sun glasses to protect the eyes from light

_____5. Visit an eye doctor regularly fro eye check-up

IV.

Assignment

List some practice you do to take of your eyes.



Identify the parts of the ears.

Make aware of the things around us through sense organ.

II. SUBJECT MATTER

Our Ears

A. References

B. Processes

C. Materials :

D. Value Focus :

:

:

Growing with Science & Health pp. 14-17

Observing, Identifying radio, drum, penlight

Concern to others.

III. PROCEDURE

A. 1. Review about proper caring for the eyes.


B. 1. Motivation

Listen to a sound or music from a radio.

Let others play the drum.

What do you use for hearing?

2. Presentation

Group the pupils into 4.

Give each group a penlight and do the following activity.

ACTIVITY 1

A. Close your eyes and listen to the sounds around you.

List and describe all the sounds.

B. Cover both ears with your hands. Can you still hear sounds?

C. Ask permission if you can look at your classmate’s ears.

( If he / she refuses, do not insist) Use the flashlight so you

can see the inner parts of the ear. Look without touching it,

if possible.

3. Comparison and Abstraction

Group report on the results of the activity.

Discuss the results of the activity.

4. Generalization

What are the parts of the ears?

How important are them to make us aware of the things around us?

3 2

1

1. Pinna

2. Eardrum

3. Hammer

4. Anvil

5. Stirrup

4 5

5. Application

A. Present a drawing of an ear and identify its parts.

Do it through a contest by group. The first to identify

all the parts will got a certain points.

B. What are the parts of the ears?

Call a pupil and let him identify the parts the teacher

will describe.

How ears help us in our daily activities?

IV. EVALUATION

Choose from the box the parts being described.

Pinna Eardrum Stirrup

Hammer Anvil Outer Ear

____________________ 1. An outer ear that acts as device for catching sound.

____________________ 2. The three small bones in the middle ear.

____________________ 3.

____________________ 4.

____________________ 5. The membrane within the ear that vibrates in response to sound waves.

Prepared by :

ERLINDA H. MARTINEZ

Teacher II – Sipa ES



Describe the function of the parts of the ears.

II. SUBJECT MATTER

Functions of the parts of the ears.

A. Science Concept : Your ears are signal of your body –

it signals the coming danger, and we can also appreciate pleasant sound we hear like music.

B. Reference : PELC in Science and Health

Growing with Science and Health II pp. 15-17

Sample Lesson Plan in Science and Health

C. Process : Observing, Describing, Comparing

D. Materials : Illustration of the ears

E. Value Infusion : Valuing the importance of the ears.

III. PROCEDURE

A. Preliminary Activities a. Review

What are the parts of the eyes? b. Checking of assignment c. Motivation

Listen : Do you hear any sound?

Cover your ears with your hands, can you hear the sounds?

What makes you hear the sounds around you?

B. Lesson Proper

1. Activities

The teacher will post the functions of the parts of the ears then pupil will arrange the jumbled letters to form the correct parts.

2. Analysis

What are the three major parts of the ears?

What are their functions?

Why do you think the outer ear is shaped like a cup?

3. Abstraction

Each part of the ear has its own important function to our body that is why we should take good care of them.

4. Application

Choose one part of the ear then describe its function. (orally)

IV. EVALUATION

Match column A to column B . Write the letter of the correct answer on the space provided for.

_______ 1. The organ of balance

_______ 2. It catches sound waves

A. cochlea

B. semi-circular canal

_______ 3. Sensory cells and it send message to the brain

_______ 4. It makes the three small bones move.

_______ 5. The small bones are hammer, anvil and _____.

C. eardrum

D. stirrup

E. pinna

F. hammer

V. ASSIGNMENT

Draw the parts of the ears and label its part.

Prepared by :

FELICIA L. SITOY

Teacher I – Dayap ES


I.

Objectives

1.

Demonstrates ways of keeping the ears healthy.

2.

Practice health habits that will keep the ears healthy.

II.

Subject Matter

Proper care of the ears,

A.

Concept: We should practice desirable health habits to keep the ears healthy. There are ways of caring for your ears to keep them healthy.

B.

Processes: Observing, describing, recording, demonstrating.

C.

Materials: pictures showing proper care of the ears

D.

References: Growing with Science and Health 3 Tx p. 18-21.

Growing with science and Health 3 TM pp, 15-18

PELC 1-3

E.

Values Integrated: Practice of desirable health habits for the care of ears.

III.

Learning Activities

A.


1.

What are the common ailments of ears?

2.

Present pictures showing different situations.

Which of these situations you do?

Why are you doing these?

B.

Developmental Activities

Raising of Problem:

How do you take care of your ears?

Activity:

Read the procedure for the activity.

Pinch your nose, close your mouth and blow your nose a little.

Questions:



What did you feel in your ears?



Can you tell why you should not blow your nose too much?



What would happen if you did not take care of your ears?



Discussion

Generalization:

What should you do t keep your ears healthy?

Applications:

Group pupils into three. Each group show/act out how to take care of the ears.

Give at least 5 ways on how to take care of your ears.

IV.

Evaluation:

Put a check (/) if it is good health habit on taking care of the ears and a cross (x) if it is not.

______ 1. Wearing ear protectors in noisy places.

______ 2. Removing the wax of the ears using hairpin.

V.

______ 3. Cleaning the ears with cotton buds.

______4. Putting sharp objects into the ears.

______5. Seeing a doctor if you have an ear problem.

Assignment: Bring three (3) pictures showing proper ways on how to take care of the ears.



Describe the parts of the skin.

II. SUBJECT MATTER

Parts of the Skin

A. Science Concept : The parts of the skin are the epidermis, dermis, melanin, capillaries and the nerve ending.

B. Reference : PELC I. 1.1.1.

C. Processes : Identifying, Observing

D. Materials : Illustration / enlarge picture of the skin, magnifying glass.

E. Value Infusion : care for the skin

III. PROCEDURE


1. Review

What organ of the body helps you tell different sensations?


3. Motivation

Which do you think is the largest organ in your body?

B. Activity Proper

ACTIVITY 1

What are the outer parts of the skin?

What to use: magnifying glass

What to do:

1. Look closely at your skin using the magnifying glass.

2. Draw what you see.

What you have found out?

1. What is the outer part of your skin?

2. What is the color of your outer skin?

3. What can melanin do?

What to do:

ACTIVITY 2

What are the inner parts of the skin?

What to use: picture of the skin and its parts

1. Look at the picture

2, Study the inner parts of our skin.

3. Draw the inner parts of the skin and label it.

What you have found out:

C. Discussion / Analysis

What are the outer parts of the skin?

What are the inner parts of the skin?

D. Abstraction

1. What is the inner part of the skin?

2. What part of the skin enables to detect hot from cold?

What are the parts of the skin?

E. Generalization

Describe the parts of the skin.

F. Application

Encircle the words in the puzzle that identify the parts of the skin.

D O C E L R M P A C K D E S

E C A P I L L A R I E S F V

R D P I B R O D B A N D E R

M P R D S T T A W I N T O U

I R N E R V E E N D I N G S

S C O R T E B A R E T A S K

S Q O M E L A N I N G O L Y

T S L I R A S J O N H F J T

V T Y S U L R L A O C V N V

IV. EVALUATION

Choose from the box the parts of the skin being described.

melanin nerve endings dermis

epidermis capillaries

___________________ 1. A pigment cell responsible for giving color of the skin and hair.

___________________ 2. The outer layer of the skin.

___________________ 3. Part of the skin that is sensitive to pressure, touch, pain, and temperature.

___________________ 4. The inner layer of the skin.

___________________ 5. It enlarge and contract to balance the hotness or coldness that reach the skin.

V. ASSIGMENT

What are the function of the part of the skin?

Prepared by:

JUSTINA Q. ARANILLA

Teacher I

– P. Burgos Central



Describe the function of each part of the skin.

II. SUBJECT MATTER

Topic: Function of Parts of the Skin

Science Concept: Each part of the skin has definite function.

Reference: Growing with Science and Health 3 pp. 35-38

Growing and Health 3 pp. 61-63

PELC 1.1.2

Processes:

Materials:

Value Infusion:

III. PROCEDURE

Observing and Describing

Toothpicks, a partner

Valuing the importance of the parts of the skin.


1. Review

What are the different parts of the skin?


3. Motivation

Can you describe your skin?

B. Activity Proper

What to use:

Activity

Toothpicks, a partner

What to do:

1. Get a classmate as a partner. Touch your partner ’s skin with one or two toothpicks held between your fingers.

2. Touch different parts of your partner touching her body. List down the parts of her body where he/she make correct responses.

3. Compare the color of your skin with your partner.

What you have found out:

’s body with one or two toothpicks.

See if your partner can feel whether one or two toothpicks are a. Which parts of your body are most sensitive to touch? b. Which parts of the body are least sensitive to touch? c. After doing some activities you perspire or sweat? d. What is the color of your skin? Is it the same as that of your partner?

Why?

C. Analysis

What are the function of the outer layer of the skin?

What are the function of the inner layer of the skin?

D. Abstraction

What are the function of each parts of the skin?

F. Application

When you stand near a stove you can feel the heat from the flame? Why?

IV. EVALUATION

Identify the parts of the skin being described.

___________1. it provides waterproof protection of the body.

___________2. It helps maintain body temperature.

___________3. It gives color to the skin.

___________4. It sends messages to the brain.

V. ASSIGNMENT

Observe people with diseases of the skin.

Write a short report on what you observed.

Share this to the class.

Prepared by:

TINA M. CIRINEO

Teacher I – P. B. Central


I.

Objectives

1.

Identifies ways of keeping the skin healthy.

2.

Practices desirable health habits in caring for the skin.

II.

Subject Matter

Caring for the skin

A.

Concept: Our skin needs care. There are ways to follow to make the skin healthy. A healthy skin helps you improve the way you look.

B.

Processes: Observing, describing, stating

C.

Materials: Real objects, pictures

D.

References: Science and Health 3 p. 26

Growing with Science & Health, TM

Growing with Science & Health TX pp. 39-40

E.

Value:

III.

Procedure

PELC 1-3

Caring for the skin

A.


1.

Health Inspection

2.

Checking of Assignment

3.

Review-What are the ailments of the skin?

B.


1.

Raising of Problem

The skin needs proper care. What will the ways to make our skin healthy?

2.

Activity

Read the practices on how to keep your skin healthy. Match picture with strips

Keeping your Skin Healthy (with pictures)

1.

( a boy taking a bath) Take a daily bath.

2.

(a boy with a soft towel) Use a soft towel to wash your skin.

3.

(a girl with a soft towel) Use a soft towel to wash your skin.

4.

(a girl scratching her skin) Avoid scratching your skin.

5.

(children playing under the sun) Do not play under the sun.

6.

( a boy with skin infection consulting a doctor) See a doctor when you have a skin infection.

3.

Discussion

IV.

V.



Do you take a bath daily? If you do not take a bath, what would you feel?



Why is eating plenty of fruits and vegetables good for the skin.



What should you use to wipe your skin?



Why is it necessary to see a doctor if you have a skin infection?

4.

Generalization



How can we take care of our skin?



Why is keeping the skin healthy important?



Keep your skin healthy. A healthy skin helps improve the way you look. Your skin needs utmost care to keep them soft, smooth & healthy.

5.

Application



To keep the skin healthy one must also have enough rest, sleep and exercise. Would you stay late watching television at night?

Evaluation: Read the following practices. Choose the practices that are good. Put a check mark before the number on the blank.

_____ 1. Do not play long under the sun.

_____2. Have enough rest, sleep and exercise.

_____3. Borrow and use other people’s towel.

_____4. Use comfortable shoes to avoid blisters.

_____5. Use other people’s soap for washing parts of your body.

Assignment: List down other ways of caring for the skin.



Identify parts of the tongue that sense different tastes.

Tell that taste buds cover the tongue.

II. SUBJECT MATTER

Parts of the Tongue

A. Science Concept :

1. The tongue senses different tastes.

2. Tastes areas are sensitive to bitter taste, sour taste, salty taste and sweet taste.

3. The tongue is covered with taste buds.

4. The nerve connected to the taste buds send message to the brain.

B. Reference : PELC 1.1 p. 5

Science and Health 3, pp.20-21

Science for everyone 3, p.3

Growing with Science and Health 3, pp29-31.

C. Processes: Observing, Describing

D. Materials : Picture of Tongue with label, candy, ampalaya, vinegar, salt, mirror

E. Value Infusion : Care of the tongue.

III. PROCEDURE


1. Review

What are the different part of the eyes?


Picture of the eye

B. Lesson Proper

1. Motivation

What helps you tell the taste of the food your eat?

2. Have the pupils examine their tongue in a mirror.

Let them describe what they see. ( pink color, tiny bumps )

Ask : How do you think the tongue can distinguish sweet from sour taste? salty taste from bitter taste?

3. Present pictures of food.

Conduct a taste test. Blindfold several pupils and ask them to identify the tastes by doing the following:

Taste the candy, ampalaya, vinegar and salt.

Ask some pupils to taste one food and tell its taste.

Ask: How do you taste food?

What do you use for testing different types of food?

4. Present the map of tongue showing the areas where in the different taste are sensed.

5. Generalization

taste areas sensitive to bitter taste

taste areas sensitive to sour taste

taste areas sensitive to salty taste

taste areas sensitive to sweet taste.

Ask : What are different taste of food?

Which part of the tongue has taste buds sensitive to sweet food? sour? bitter? salty?

What are the parts of your tongue that sense different taste?

6. Application

Answer the following:

1. Which food tastes salty? a. mango b. chocolate c. dried fish d. kamias

2. Which food taste bitter? a. ampalaya b. onion a. calamansi b. tamarind

3. Which taste sweet? c. garlic d. cabbage c. cake d. guava

IV. EVALUATION

1. The surface of the ( tongue , nose , ear ) has taste buds.

2. The sweet taste is recognized on the ( tip , back , side , near tip ) of the tongue.

3. The bitterness of ampalaya can be identified by the ( tip , back , side , near back ) of the tongue.

4. The salty bagoong can be tasted by the ( tip , back , side , near back ) of the tongue.

5. Lita ate tamarind candy. The sour taste can be recognized by the

( tip , back , near , near back ) of the tongue

V. HOMEWORK

Complete the table using the four areas of the tongue. Check it ( / )

Taste

Parts of the Tongue side near tip back bitter salty sour sweet the tip the back

Prepared by ;

PAZ M. UY SIA

Teacher III – Cabuyao ES



Explain the function of each part of the tongue.

II. SUBJECT MATTER

Function of the Tongue Parts

A. Science Concept : The tongue has different taste such as areas sensitive to bitter taste, sour taste, salty taste an sweet taste.

B. Reference : BEC I 1.2 p.5

Science for Everyone 3 p. 6

Science and Health 3 pp. 20-21

Growing with Science and Health pp. 29-31

C. Processes : Observing, Describing, Inferring

D. Materials : pictures, vinegar, sugar, salt, ampalaya, saucer, cotton buds, water

E. Value Infusion : Caring for the tongue.

III. PROCEDURE


1. Review

What are the different parts of the tongue?


B. Lesson Proper

1. Motivation

Show a vinegar, sugar, salt, ampalaya, saucer, cotton buds, water. Ask some pupils to name it.

2. Presentation

Group the pupils into two.

Each group will choose a leader to report their work and a secretary to write their answers on the manila paper.

Do the activity within 15 minutes.

3. Comparison and Abstraction a. Group Discussion b. What part of the tongue is sensitive to sweet taste?

What is the function of the tip of the tongue? c. What part of the tongue can detect the salty taste? bitter? sour?

4. Generalization

What are the function of the tongue parts? the tip of you tongue?

5. Application a. What part of our tongue can tell the taste of chocolate? soy sauce? green mango? b. Identify the function of the parts of our tongue.

IV. EVALUATION

Select the correct answer.

1. The ( bitter , salty , sweet , sour ) taste is recognized on the tip of the tongue.

2. The ( bitter , salty , sweet , sour ) taste is recognized on the side near the tip of the tongue.

3. The ( bitter , salty , sweet , sour ) taste is recognized on the side near back of the tongue.

4. The ( bitter , salty , sweet , sour ) taste is recognized on the back of the tongue.

5. If you eat chocolate, the ( bitter , salty , sweet , sour ) taste is recognized.

V. ASSIGMENT

On your notebook : List down all the functions of the tongue parts.

Prepared by :

DULCE S. URLANDA

Teacher I

– Polo ES

ACTIVITY

I. PROBLEM

What are the functions of the tongue parts?

II. MATERIALS

Picture of a tongue, sugar, salt, vinegar, ampalaya, cotton buds, water, saucer, manila paper, pentel pen.

III. PROCEDURE

1. Place one fourth teaspoon of sugar in a saucer. Mix a teaspoon of water with sugar.

2. Dip a cotton bud in the water. Put your tongue out. Place the cotton bud on the tip of your tongue. Do it with all the members of the group. Can you taste anything sweet?

3. Rinse your tongue with water. Do it in the other parts of the tongue, on the right side of the tongue near the tip.

4. Repeat the activity using salt, vinegar, ampalaya.

5. Present the map of the tongue showing different parts.

taste areas sensitive to bitter taste

taste areas sensitive to sour taste

taste areas sensitive to salty taste

taste areas sensitive to sweet taste.

V. QUESTIONS

1. What are the materials used in the activity?

2. What part of the tongue is sensitive to sweet taste?

3. Which part of the tongue can detect the salty taste? sour? bitter taste?

4. What is the function of sides near the tip of your tongue?


I.

Objectives

1.

Identifies ways of keeping the tongue healthy.

2.

Practices desirable health habits that will keep the tongue healthy.

II.

Subject Matter

Ways of Keeping the Tongue healthy.

A.

Concept: The tongue is an important organ for eating, tasting food and for speaking. Take care of your tongue.

B.

Processes: Observing, describing, demonstrating

C.

Pictures, chart showing how to take care of the tongue, cotton balls.

D.

References: Science and Health 3 Tx pp. 22-23

Growing with Science and Health 3 Tx pp. 32-34

Growing with Science and Health 3 TM

E.

Value: Caring for the tongue

F.

Science Vocabulary: moist, sore

III.

Procedure

A.


1.

Health inspection

2.

Checking of assignment

3.

Review



Which organ of your body helps identify different tastes?



How can you describe the tongue?



Can you move your tongue anyway you like it to move?



Why is tongue an important organ?

B.


1.

Unlocking of difficulties

2.

Motivation: Have you experienced sore in your tongue?

What do you think are the causes of sores in your tongue?

3.

Presentation



Showing pictures on ways of keeping the tongue healthy.



Read some rules to follow to take care of your mouth cavity.

TAKING CARE OF YOUR TONGUE

1.

Brush your teeth after each meal. Remove unchewed food with dental floss or toothpick.

2.

Avoid taking any food or liquid that is too hot or too cold.

3.

Gently brush your tongue. Use a wet cotton ball or clean cloth to do it.

4.

Be careful with the food you eat or taste

4.

Discussion



What are the ways of keeping the tongue healthy?



Why do you need to brush your teeth every after meal?

5.

Generalization



What are the ways of keeping the tongue healthy?

6.

Application

Wash your hands thoroughly. Place it around your finger. Wet it and gently swab your tongue. Then gargle water to rinse it. “How does your tongue feel?”

IV.

Evaluation

Direction: Put a check of the statement show ways of keeping your tongue healthy? Write A if you agree and write D if you disagree.

_____ 1. Eating very hot food is good for the tongue because it will make the tongue strong.

_____ 2. Wash the tongue with soap and water.

_____ 3. Eat too much candies or chocolates.

_____4. Wash your hands before eating. Germs can get into the food and may contaminate your tongue.

_____5. Chew the food thoroughly so you do not make the mistake of

biting your tongue.

V.

Assignment:

What will happen if:

1.

You brush your tongue every time you brush your teeth?

2.

You bite your tongue?



Identify the parts of the nose.

Label the parts of the nose.

Observe keenly and nose.

II. SUBJECT MATTER

Parts of the Nose

A. Concept : The nose has different parts, the bridge of the nose, mucous membrane, and nostrils

B. References : Science for Everyone p.5

Science and Health pp.36-37

C. Materials : picture of the nose, mirror

D. Process : Observing, Describing, Inferring

E. Value : Care for the nose

III. PROCEDURE

A. Preparatory Activities

1. Checking up of assignment

2. Review : What are the different parts of the ear.

B. Lesson Proper

1. Motivation.

What helps you tell the smell of things around you?

2. Presentation

A. Have the pupils look at their nose in the mirror. Let them describe the structure of the nose base on what they see.

B. Instruct the pupils to look inside their nose by raising the tip.

Have them tell what they see inside.

3. Activities

Let the pupils do this group activity

I. Problem: What are the main parts of the nose?

II. Objectives: 1. Observe the different parts of the nose.

2. Identify the different parts of the nose.

III. Materials: picture of the nose

IV. Procedure

1. Study the picture of the nose with label. mucous membrane bridge of the nose

nostril

2.List down all the parts of the nose

V. What are the main parts of the nose?

4. Discussion a. What do you see inside your nose? b. What do you call the two openings in your nose?

c. What do you call the hair attached to it.

5. Concept Formation a. What are the two different parts of the nose? b. Did you follow your group leader? How? c. How can you take care of your nose?

6. Application

Study the drawing and label each part.

1. Study the picture of the nose with label.

IV. EVALUATION

Draw the Nose. Label its parts.

V. ASSIGNMENT

Describe hoe the nose smells to odor of things.

Prepared by:

CATHERINE F. BARCELONA

Teacher I – Yawe ES



Identifying the function of the parts of the nose.

II. SUBJECT MATTER

Function of the Parts of the Nose

A. Science Concept : Scents enter the nose through the nostril and nasal cavity. At the end of the nose are the olfactory nerves which pick up the scents and relay the message to the brain. The brain interprets the smell.

B. References : PELC, 1.2

Science and Health 3, p. 18

Growing with Science and Health 3 , pp 22-24

C. Processes : Observing, Describing, Inferring

D. Materials : pictures

E. Value Infusion : Care for our nose.

III. PROCEDURE


1. Review

How does a person hear sound?

2. Checking of assignment.

B. Lesson Proper

1. Motivation

Spray air freshener or have a plenty of sampaguita garland inside the room. Identifying the pleasant smell and the sense organ associated with the sense of smell.

2. Presentation

Identify parts of the nose using the pictures.

3. Describing / Inferring the process of smelling odor or fragrances.

The air we breathe enters the nostril and pass through the nasal cavity. At the nasal cavity are (a) the mucus membranes, which keeps the air warm and moist, and (b) the cilia, or tiny hairs which blocks off dust and germs. Olfactory nerves at the noses end sense the smell and relay the message to the brain. The brain interprets the message.

4. Concept Formation

What is the function of the nostril?

What is the function of the mucous membrane? how about the cilia?

What is the function of the olfactory nerves?

Which part interpret the message?

5. Application

Discuss impolite / improper habits such as: pinching of one’s nose in public, runny nose, and sneezing in front of others.

IV. EVALUATION

Choose your answer form the box.

mucus membrane cilia nostrils

nasal cavity outer ear olfactory nerves

_____________________ 1. The two holes of the nose where air passes through.

_____________________ 2. The passage of the nose which keep the air warm and moist.

_____________________ 3. The part of the nose which keep the air warm and moist.

_____________________ 4. The tiny hairs which block off dust and germs.

_____________________ 5. The parts which transmit the message to the brain.

V. ASSIGNMENT

Make a short paragraph on how you would take care of your nose.

Prepared by:

EMELITA A. RICAFORT

Teacher I

– Kinagunan ES


I.

Objectives:

1.

Demonstrate ways of keeping the nose healthy.

2.

Practice desirable health habits that will keep the nose healthy.

II.

Subject Matter: People

Proper Care of the Nose

A.

Concept: There are ways of keeping the nose healthy.

Take care of our nose. Without nose we cannot breathe or smell.

B.

Processes: Observing, describing, and demonstrating.

C.

Materials: Pictures showing proper care of the nose.

D.

References: Science and Health 3 Tx p. 19

Growing with Science & Health 3 Tx pp. 27-28

E.

Value:

Growing with Science & Health 3 TM pp

Caring for the nose

III.

Procedure

A.


1.

Health Inspection

2.


3.

Review: What are the common ailments of the nose?

B.


Raising of Problem:

How should you take care of the nose? What are the things you should follow to avoid different ailments of the nose?

Activity:

1.

Study the pictures, and act out

A girl using a soft tissue or

Picture No. 2 document or passing by dusty road.

Picture No. 3

A girl covering her nose while

A boy blowing his nose gently.

2.

quote from

Read the following tips that go with the picture

 document or

Use a soft cloth or tissue paper to clean your nose.



Never put small objects such as seeds, buttons, or an

 nuts inside your nostrils. interesting

Cover your nose when you pass by dusty roads, avoid sniffing obnoxious smell of gasoline, plastic cement and other insecticides. anywhere in the document.

Use the Text

Box Tools box.] of the pull quote text



Stay away from people with colds or cough. These diseases are communicable. You may easily get sick, too,



Blow your nose gently, when you have nose bleeding, do not blow it. Put something cold as ice pack on the bleeding side of the nose.

Analysis and Discussions:

1.

What would you do when you pass by a dusty road?

2.

Why would you use soft cloth or clean tissue in cleaning the nose?

3.

Do you stay away from people with cold? Why?

Generalization:

Why should we take care of our nose?

What are the healthy tips in caring the nose?

Applications:



If nose bleeds occur, what will you do?



Why should you not smell substances with strong odor?

IV.

Evaluation:

Directions: Put a check (/) if the statement shows desirable health habits for the nose and an x if is not.

______ 1. A boy uses his hands in cleaning his nose?

______ 2. A girl covering her nose while dusting or cleaning an electric fan.

______ 3. A man blows his opponent hard on the nose.

______ 4. Girlie sniffing an unknown substances,

______ 5. A traffic policeman with a mask.

V.

Assignment:

List down others ways of caring for the nose,


I.

Objective



Describe ways of preventing injuries to the sense organs.

II.

Subject Matter: Ways of Preventing Injuries to the Sense Organs

A.

Concept: There are ways of preventing injuries to the sense organs such as caring for the eyes, nose, ears, skin and tongue.

B.

Processes: Describing, identifying

C.

Materials: Pictures of different injuries involving the sense organs

D.

References: Growing with science and Health 3 pp. 2-41

E.

Value:

Discover Science 3 pp. 2-27, PELC 11.4

Caring for the sense organs

III.

Procedure

A.

Pre-activity

1.

Review

B.

Recall the five sense and the sense organs.


1.

Motivation

Present situations that may cause injuries of the sense organs during class hour or recess times.

Show pictures of different injuries involving the sense organs. Talk about what cause these injuries. Ask: Can you tell ways on how to prevent these injuries?

2.

Activity Proper

Let the pupils form groups of five. Each will be given a topic about the sense organ’s injuries and how these will be prevented. Let them brainstorm for ten minutes. Tell them to use their textbook to get new information needed in their report. Let them record their data on the chart. Make a chart like this for them to de4scribe clearly the ways of preventing the injuries to the sense organs.

Title: The Eyes

Injuries Preventions

3.

Group Reporting and Discussion

4.

Generalization

What are the injuries of the eyes> nose? ears? tongue? And skin?

Describe how all of these can be prevented.

5.

Application

What will happen if you do not take good care of your sense organs? What are the things that may be affected when they are injured?

6.

Valuing

What will you do in order to enjoy the gift of having healthy sense organs?

IV.

Evaluation

Choose the letter of the correct answer

1.

What should be done in order to avoid sunburn? a.

Use sunglasses b.

Use sun block when staying out for a long time. c.

Stay under the sun the whole day.

2.

What should you do to prevent colds? a.

Avoid drinking a lot of fluids b.

Always expose to cold places c.

Keep your body with high resistance at all time.

3.

What would you do to help prevent loss of hearing? a.

Be expose in place with loud sounds b.

Clean your ears with cotton buds c.

Put sharp objects inside your ears.

4.

To avoid burns in your tongue, you should a.

Avoid drinking very hot beverages and eating very hot food b.

Drink a very hot coffee c.

Sip a cup of hot soup.

5.

Which injury of the skin is can be avoided through washing the face with soap and water to remove dirt’s, extra oil, sweat and dead skin cells? a.

Tinea Flava (an-an) b.

Scabies c.

Acne or pimples

V.

Assignment

List down other ways of preventing injuries to the sense organs.


I.

Objective

Describe ways of preventing injuries to the sense organs.

II.

Subject Matter

Ways of Preventing Injuries to the Sense Organs

A.

Science Concept: Our sense organs are very important in our daily living, they must be cares properly in order to prevent injuries to the sense organs.

B.

Processes: Observing, Inferring

C.

D.

. Materials:

References:

E. Value:

F. Integration:

III. Procedure

A.


Illustration of preventing injuries of the sense organs.

Science and Health for Grade 3

PELC – 1.4

Caring of the sense organs

Music (Singing Song)

1.

Check up of assignment

2.

Weather Report

3.

Review

What are some of the injuries of the eyes, ears, nose, tongue and skin?

B.


1.

Motivation

Let us sing a song ‘Brush Your Teeth and Tongue” to the tune of “Row, Row, Row, Your boat.”

Brush, brush, brush your teeth

Three times everyday

Upward, downward (2x)

Brush teeth everyday.

Repeat: Change the word into tongue.

How do you feel if one of your sense organs is not functioning well?

Do you feel active and lively just if you sit in the corner?

2.

Presentation

How can you take good care of your sense organs?

(Present pictures showing the ways of preventing injuries of the sense organs)

3.

Lesson Proper

Here are the ways to prevent injuries of our sense organs (Put these in the chart)



Caring for the Eyes

Read and do work under good light

Do not read when lying down or in a moving vehicle

Do not rub your eyes. They might get irritated

Never look directly at the sun. Very bright light can harm your eyes.

Keep fingers and pointed objects away from your eyes.

Let your eyes rest after reading or sewing

When something goes wrong with your eyes, see an eye doctor.

Eat foods that are rich in Vitamin A such as carrots, papaya and squash.

When you watch television do not get too close. Turn on a light to avoid too much contact between the television and the dark.

Caring for the Ears



Never use clips or toothpicks to clean your eyes. Use cotton buds or soft cloth instead.



Do not allow your playmates to shout into your ears.



When playing, take care that hard objects do not hit your ears.



Ask your mother to take you to a doctor if you have any ear problem.

Caring for your Nose



Get a soft clean cloth



Place it around your finger. Wet it.



Gently swab your tongue. Then gargle water to rinse it



Keeping Your Skin Healthy



Take a bath everyday



Use soft towel to wipe your skin



Eat plenty of fruits and vegetables



Avoid scratching your skin



Don not play long under the heat of the sun



See a doctor when you have skin infection.

4.

Discussion



How do you take care of your eyes?



What foods are good for the eyes?



What should you do when you read?



How will you clean your ears?



What should you use to clean your ears?

If you experience a nose bleeding, what should you do?

What should be done with your nose? For how many minutes?

How will you clean your tongue?

What are some common skin problems?

How can you keep your skin healthy?

5.

Generalization

In order to prevent injuries to the sense organs, what should you do?

6.

Application

On your way how you saw banana pealing on the ground. What should you do? Why?

IV. Evaluation

Write True if the sentence is correct and write False if it is wrong.

1.

We should eat very hot food to make our tongue stay healthy.

2.

We should not blow our nose too hard.

3.

Wearing ear protectors in noisy places.

4.

Scratch skin with dirty nails.

5.

Visit the eye doctor regularly.

VI.

Assignment:

Make a paragraph about ways of Preventing Injuries to the Sense

Organs.


I.

II.

OBJECTIVES

Describe ways of preventing injuries to the sense organs

Subject Matter

Ways of Preventing Injuries to the sense Organs

A.

Concept: There are ways of preventing injuries with the sense organs.

B.

Processes:

C.

Materials:

Observing, Inferring

Charts, Manila paper, pentel pen

D.

References:

E.

Values:

III.

Procedure

RLC I-1.4

Science for Daily Use 3

Caring for the sense organs

A.


1.

Health inspection

B.

2.

Weather Report


1.

Review

What are some ways of caring for the sense organs?

Fill in the chart

SENSE ORGANS

EYES

NOSE

EARS

TONGUE

SKIN

2.

Motivation

WAYS OF CARING FOR THE SENSE

ORGANS

How do you feel if one of your sense organs is not functioning well?

3.

Presentation

(Present pictures/charts that shows injuries of the sense organs

How can we prevent injuries to the sense organs?

4.

Lesson Proper

Ways of Preventing Injuries to the Eyes



Do not read when lying down or in a moving vehicle.



Don’t rub your eyes, they might get irritated.



Never look directly at the sun. Very bright light can harm your eyes.



Let your eyes rest after reading or sewing.



When something goes wrong with your eyes, see an eye doctor immediately.



When you watch television don’t get too close. Turn a light to avoid too much contact between the television and the dark.



Eat foods that are rich in vitamin A.



Ways of Preventing Injuries for the Ears



Never use clips or toothpicks to clean your ears. Use cotton buds or soft cloth instead.



Do not allow anybody to shout into your ears.



Ask your mother to take you to a doctor if you have any ears problem.



Ways to Prevent Injuries to Your Nose



When blowing the nose, use a clean handkerchief.



Do not blow your nose very hard when you have colds.



If something goes wrong with your nose, call a doctor.



Ways to Prevent Injuries to Your Tongue



Keep your mouth clean



Make sure that you eat clean food.



Wash your hands before eating. Germs can get into the

Food and may contaminate your tongue.



Avoid eating very hot food,. It may scald your tongue.



Chew on your food properly so you do not make the mistake of biting your tongue.-



Ways to Prevent Injuries to Your Skin



Take a bath everyday



Use a soft towel to wipe your skin



Eat plenty of fruits and vegetables



Avoid scratching your skin



See a doctor when you have skin infection

5.

Discussion



How do we prevent injuries to our eyes?



What foods are good for the eyes?



What should you do when you read?

-How do we prevent ailments/ injuries to our ears?



If an ant enters your ears. What will you do to remove it?

He do we prevent injuries to our nose?

What is the proper way of blowing the nose?

What are some common injuries of our tongue?

How do we prevent those injuries

What are some common skin problems>

Give some ways to prevent it.

6.

Generalization

Why is it important to prevent injuries to our sense organs?



Prevention of injuries to our sense organs in important so that it would function well.

7.

Application



Have the children work in groups

Group 1 – Ailments/ injuries affecting the eyes and tongue.

Group 2 – Injuries affecting the ears and nose.

Group 3- Injuries affecting the skin.



Have the pupils prepare a report following the format below and have the leaders discuss it in front of the class.

INJURIES

SENSE ORGANS

CARE/PREVENTION

IV.

Evaluation

Copy the letter of the correct answer.

1.

To protect your eyes while reading or watching TV, you should ___ a. use bright light b. use enough light c. switch off light d. place light in front of you

2. To have clear eyesight you should _____ a. eat food rich in vitamin A b. eat food rich in Vitamin D c. wash your eyes often d. close your eyes

3. To protect your nose it you have colds, you should ____. a. blow it hard b. blow it gentle c. cover it with your hand d. clean it.

4. To prevent injuries o your tongue, you should _____ a. eat hot food fast c. eat even if you’re not hungry

b. avoid eating hot food d. blow it hard.

5. Which of the following is best for the skin?

A, swimming in dirty water b. Over exposure to sun c. take a bath regularly d. Pinching the skin

V.

Assignment:

Collect cutouts or pictures showing preventions of injuries of the sense organs. Pastes it in a band paper, make it as an album.


I.

Objectives

Tells how rest and recreation affect ones growth and development.

II.

Subject Matter: Need for Rest and Recreation

A.

Concept: Rest and recreation are important to relax one’s mind and body. Prolonged and heavy physical/mental activity disturbs normal body/mind functioning and may cause illness.

B.

Processed Stressed: Observation, description and making inference

C.

Materials: Pictures of children in wholesome play and other recreational activities.

D.

Reference: PELC p. 6 Growing in Science III

E.

Science Vocabulary: Recreation, fatigue

III.

Learning Activities

A.

Preliminary Activities

1.

Health inspection

2.


3.

Review:

What are the effects of illness or diseases on one’s growth and development?

B.

Lesson Proper

1.

Motivation

Perform physical exercises

What do you want to do after the exercise?

2.

Introducing/Unlocking the terms “rest” and “recreation”. How do you feel after doing some intense physical activity?

3.

Ask: What have you observe and experience why rest and recreation are important for healthy and growth.

Have you ever experienced extreme tiredness of fatigue? boredom, tension or nervousness, mental block?

What happens if you lack of sleep? How would you feel it you worked or studies most of the time and never allowed to play?

Explain why you like to play.

4.

Book verification/text reading pp. 36-38.

5.

Concept formation



Why does the boy need rest and recreation?

6.

Application

Perform class survey. How many of you enjoy doing these activities like dancing, singing, drawing and others during leisure time?

IV.

Evaluation:

Encircle the letter of the correct answer.

1.

How many hours of sleep does a growing child need? a.

2-4 b. 4-6 c. 8-10

2.

Which of the following recreation helps develop mental abilities? a.

Watching TV gossip shows b.

Making “tele-babad” c.

Reading good books and magazines

3.

Which of the following shows good effect of exercise? a.

Clear eyesight b.

Firm muscles and strong bones c.

Heart disease

4.

Which is a good study habit? a.

Cramming one day before the test. b.

Reading lessons everyday and sleeping well c.

Having a continuous 2-hour study schedule without break or rest

5.

Cite one possible effect of lack of sleep. a.

Dizziness and vomiting b.

Fresh, active mind c.

Feeling happiness

V.

Assignment

Give health practices before and after eating.


I.

Objectives

Adopt the changes that take place as one grows

II.

Subject Matter

Changes that take place as one grows.

A.

Science Concept:

B.

Processes:

There are changes that take place as one grows.

Observing, describing, inferring

C.

Materials:

D.

References:

III.

Learning Activities pictures/charts

Science& Health TX/TM pp.

PELC

A.


1.

Drill/Review

What are the factors that affect one growth and development?

B.


1.

Motivation

1.

Song

2.

Showing pictures of a baby as he/she grows

What can you say about the height and weight of the baby as she/he grows?

C.

Lesson Proper

1.

Activity a.

Let the pupils recall observation about babies. Let them record the physical activities babies can do ( kick, walk on focus)

1.

Let them fill in the boxes with physical activities, then and now.

Then Now

1.

2

3

4

5

2.

Let the pupils compare the activities that they could do then and now.

3.

Do the same procedure and compare social activities then and now.

4.

Discuss with the pupils why they change in every activities as they grow,

Generalization:

How did you cope with the changes that happen as you grow?

Application:

You are no longer a baby. Do you still play only with the members of your family?

IV.

Evaluation

Write the activities in each column. Select from the activities below:

Physical Activities

Then Now

Social Activities

Then Now

1.

Crawling

1. Going out

1. Running 1. Playing with mother

2.

3.

with friends

Clapping

2. Making

2. Swimming

Playing 3. Dancing new friends

2, playing with sister

3. Helping a friend

V.

Assignment:

Talk with your friend. Find out if you do the same physical/social activities.


I.

Objectives

Infer that there are factors affecting one’s growth and development.

II.

Subject Matter: Factors Affecting One’s Growth and Development

A.

Science Concept: Factors affecting one’s growth and development are rest and sleep, exercise and recreation, love and understanding and safe and healthful surroundings.

B.

Processes:

C.

Materials:

D.

References:

E.

Values:

Observing, describing, inferring

Pictures/charts

Science and Health 3 pp. 38-39

Keeping fit and healthy

III.

Learning Activities

1.

Motivation

Let the children do the jogging in their places. (Non-stop activity) If pupils stop. Why did your stop jogging? (Feel tired)

What will you do when you feel tired? (Rest)

2.

Lesson Proper

1.

Activity

Look at the picture

What are the children doing?

Why do we need exercise and play?

What recreational activities do you usually do?

2.

Discussion

What is your favorite recreation?

In what ways does recreation affect growth and development?

3.

Generalization

What are the factors affecting one’s growth and development.

4.

Application:

After working you feel tired, what will you do?

During weekend what are some recreational activities you often do?

IV.

Evaluation

Direction: answer:

Read the following; encircle the letter of the correct

1.

The best form of rest is a.

Playing b.

Reading c. sleeping d, watching TV

2.

Recreation is needed by our body because a.

It makes us pretty. b.

It makes us feel sleepy. c.

It adds weight to the body d.

It makes our bones and muscles strong.

3.

Rest and recreation are needed by the body because they a.

Make us lazy b.

Make us sleepy. c.

Make us happy d.

Make the heart and muscles strong

4.

Why is sleep important to the body? a.

It gives heat and energy b.

It helps develop good speech

V.

Assignment: c.

It rest the muscles d.

It makes the body energetic

Collect pictures of people doing different kinds of recreational activities. Then paste them in your notebook.


I.

Objectives:

Compare the characteristics of a healthy and unhealthy children.

II.

Subject Matter: Characteristics of healthy and Unhealthy

Children

A.

Concept: There are some characteristics of Healthy and

Unhealthy Children.

Healthy children have soundness of the body and mind or freedom from disease or ailment. Get

B.

Processes:

C.

Materials:

D.

References:

E. Value: along well with friends and family on the other hand, unhealthy children are weak, malnourished and easily get sick

Observing, comparing pictures, charts

PELC – III. 1 2.3

Growing with Science and Health pp. 53-55.

Love and care for one’s body

III. Procedure

A.


2.

Science updates

3.

Review: What are the factors affecting one’s growth?

B.

Developmental Activity

1.

Motivation

Who among you loves to go out and play with friends? Do you enjoy being them?

2.

Show pictures of a healthy boy and unhealthy one.

Ask: Can you tell the difference between the two?

3.

Have the pupils turn their books on pp. 53-54. Have them read it.

4.

Discussion:

What are the differences of the boys in the pictures?

Observe the children, are they healthy? Do they grow tall and big? Are they happy playing well with others?

What about the unhealthy ones.

5.

Generalization

What are the characteristics of a healthy person? An unhealthy person?

6.

Application:

Imagine if you were to limit the food you eat everyday to 1 meal a day. Do you think you would grow healthy and strong? Do you think you can do your activities well?

IV. Evaluation:

Draw a happy face

 if the statement tells the characteristic of a healthy child and sad face



if unhealthy, on the blank before the number.

__________ 1. Grows tall and big.

___________2. Is weak and slow.

___________3. Is happy and gets along well with others.

___________4. Easily gets sick.

___________5. Can play basketball or swimming.

V. Assignment:

Fill up the chart below:

Characteristics of Healthy/Unhealthy Children

Healthy Children Unhealthy children

LESSON GUIDE IN SCIENCE AND HEALTH III

I.OBJECTIVES:

1.Practice desirable health and food habits.

2.Name desirable food habits.

II. SUBJECT MATTER

Desirable Health and Food Habits

A.Science Concept: There are food habits that need to be followed in order to have a

healthy body

B.References: Growing with Science and Health 3 pp. 70 73

C.Processes: Inferring, Communicating, Recording

D.Materials: Pictures, sample foods

E.Values: Practicing Health and good food habits

III. PROCEDURES

A.Preparatory Activities

1.Review

To whom will you visit whenever you are sick? Why?

2.Checking of Assignment

B.Lesson Proper

1.Motivation

Knowing what to eat can be confusing. To maintain good health, you

Must have good health.

Look at the pictures. Which is healthy and unhealthy?( pictures of a healthy and

and unhealthy child.

Why do you think so?

2.Presentation

To stay healthy, one must maintain a good health habits. Let’s have a mix and match game.

Match the picture to the health habits. ( Teacher will prepare the needed pictures. Use the following descriptions in the preparation of pictures.) a.Eat a balance diet. b.Have enough exercise to have strong bones and muscles. c.Get enough sleep at least 6 to 8 hours for children. d.Relax and play some good games. e.Take a bath everyday.

3.Discussion will follow after the game.

Seatwork: Group Activity

Put a check if you do the following:

Brushing your teeth after every meal.

Always

Sleeping and relaxing the whole day.

Washing the hands before and after eating.

Have a regular check-up with your doctor

Eating a well-balanced meal everyday.

Sometimes Never

Post Activity

Complete the sentence.

I practice good health habits because___________________________.

4.Generalization

What are the foods we should eat to make our body strong and healthy?

5. Application

Father arrived from Manila. He brought fried chicken and crispy pata. Your teacher told

the class that these foods are rich in fats. What will you do?

IV. EVALUATION

Put a check mark (/) if the practice is desirable health and eating habits and cross (x) if not.

_____________1. Brushing teeth every after meal

_____________2. Eating whatever you like

_____________3. Keeping the surrounding clean

_____________4. Resting whenever you want to

_____________5. Having a regular exercise

V. ASSIGNMENT

List down possible illnesses we might get from not eating the right kind of food.


I.

II.

Objectives

1.

Identifies desirable health habits related to eating.

2.

Practice desirable food eating habits.

Subject Matter:

Desirable Health Habits Related to Eating

A.

Concepts



Desirable health habits will keep a person healthy and strong,



A healthy person grows taller, bigger and heavier.

B.

Processes: Observing, identifying, describing

C.

Materials: Picture showing desirable health habits related to eating.

D.

References: Science and Health 3 Tx pp. 46-48

Growing with Science and Health 3 Tx pp. 70-73

E.

Science Vocabulary: health habits

III.

Learning Activity

A.


1.

Health Inspection

2.

Review

What are the changes that take place as one grows?

B.


1.

Motivation: - “What do you usually do before eating?”

Teacher shows pictures; example:

A.

A child washing her hands with soap and water.

B.

A child using a spoon and pork in eating.

“What can you say about each picture? Which of these pictures/practices would you do?

C.

A child eating with dirty hands, etc.

2.

Presentation

Problem: What are the different practices you should follow to make your body strong and healthy?”

A.

Correct eating habits

1.

Wash your hands thoroughly with soap and water before eating.

2.

Take only small bites of food.

3.

Eat slowly and chew the food well.

4.

Make no noise when chewing the food.

5.

Swallow what is in your mouth before you begin to talk.

6.

Eat use enough of food.

7.

Talk about pleasant things during mealtime.

B.

Good Health Habits

1.

Eat balanced diet.

2.

Brush your teeth every after meal.

3. Discussion

What are the different practices that you should do before eating? While eating? After eating?

Why is it important to follow these healthy tips?

4. Generalization

Identify the desirable health habits related to eating.

5. Application

Have the pupils demonstrate proper ways of eating using he food they have brought

IV.

Evaluation:

Draw a happy face if the item is a good health habit and a sad face it is not.

______1. Eating with unwashed hand.

V.

______2. Eat plenty of vegetables.

______3. Drink coffee everyday.

______4. Talk too much while eating.

______5. Chew the food thoroughly.

Assignment:

List down others health habits that you should practice.

LESSON GUIDES IN SCIENCE AND HEALTH III

I. OBJECTIVES

Consult health/medical personnel once a year and/or whenever necessary.


Consulting a Health/Medical personnel once a year Whenever Necessary

Science Concepts: Visiting health/medical personnel once a year is a great help in improving

our health condition.

References: Science and Health III, Teachers Manual,

Resource Person

Processes: Describing, Inferring

Approach: 4 A’s

Materials: Enlarged illustration of health personnel, a resource person

Values: Caring for our body

III. PROCEDURES

A.Preparatory Activities

1.Checking of homework

2.News Update

3.Review

Who are the helpers in the community?

B. Lesson Proper

1.Motivation

Have you been to a doctor?

Why did you visit him?

What did he do to you?

2.Presentation

Show pictures of health/medical personnel.

Let the children identify /name the person in the pictures.

( Doctors, BHW, nurse, Red Cross Volunteer, midwife)

Today, we have a resource person to talk to us. She will discuss on the importance of consulting a health/medical personnel once a year. Children, lets give her a clap.

She is Dr. Belen De Joya from Nino Jesus Medical Clinic.

3. Generalization

What is the importance of visiting health/medical personnel once a year?

4.Application

Your family is living in a far flung barangay. One day, your brother suffers from diarrhea. To whom will your family bring your baby brother?

IV. EVALUATION

Where will you ask for help?

BHW Midwife

Nurse

Doctor Red Cross Volunteer

__________1. There is a sudden landslide in your commmunity.

__________2. Your baby sister has a typhoid fever.

__________3. Your mother will deliver a baby.

__________ 4. You would like to request medicine in your barangay.

__________5. You will undergo vaccination and there is no doctor around.

V. ASSIGNMENT

Interview a health personnel in your barangay and get information about other diseases that may affect children.


Day 1

I. OBJECTIVES

Identify examples of verbal abuse, physical abuse, and emotional abuse.

II.SUBJECT MATTER

Verbal Abuse, Physical Abuse, Emotional Abuse

A.Science Concept : Abuse refers to the use or treatment of something that is harmful.

Physical abuse is when a person inflicts physical violence or pain on

another. Verbal abuse is when a person uses demeaning talk or

threatening statement. Emotional abuse is characterized by a

person subjecting or exposing to behavior that is psychologically

harmful.

B.Reference :Internet

C.Processes: Inferring, interpreting, observing, describing, classifying, communicating

D.Materials :Pictures of a lonely child/crying child, strips of cartolina, situations on

abused children, song- I am a But a Small Voice, Manila Paper

E.Values: Respecting the rights of the children

III. PROCEDURES


1.Review

What are the kinds of food that you eat?

Can you describe and give examples of each food?

Why do you eat those kind of food?

2. Motivation

Showing pictures of a lonely child/crying child

Ask: What message does the picture tell us?

Can you tell the reason of her loneliness?

B. Lesson Proper

Activity

Distribute the following situations. Ask the pupils to identify the kind of abuses are presented in the following situations. a.

Mar is the eldest son of Mr. Rema. He is an active boy but always beaten by his father who declares that it is the way disciplining and controlling him. He hits Mar until black and blue marks appear all over his body. b.

Maria’s parents were always busy earning a living for the family. She is now staying with her aunt. She works as a maid to her Aunt Lucy. Her ruthless aunt would kick, slap, and punch her once she came home late from school.

c.

Lucy, Maria’s aunt controlled what Maria can and cannot do. Sometimes Maria experienced being humiliated privately or publicly, deliberately doing something to make her feel diminished or embarrassed. One day, she saw Aunt Lucy received letter from her parents, but Maria just realized Aunt is hiding information from her. She feels isolated from her friends and family.

d.

Every time that Maria told her Aunt that she want to join the program or other school activities, Aunt Lucy just ignores and say “No, because no one would go with you.” Once again , she heard such demeaning words and other threatening statements. Manipulating words, actions, insults, and other verbal attacks are experienced by Maria from her Aunt.

The group will report their observation using the table below

Form/Kind of Abuses Signs that children are abused

3.Analysis

Ask: How were you affected with the situations of Maria? Why?

What was shown in every situation?

What form of abuses were described in each situation?

What are the signs that tell that a child is being abused?

4.Abstraction

Let’s find out the different form of abuses and their examples.

Describing what a child is.

Forms of abuses and their meaning

Examples of verbal, physical, and emotional abuses

5.Application

Classify the following situation according to Physical, Verbal and Emotional Abuse. Write your answer on the blank inside the parenthesis provided after each situation.

Maria stays with her aunt. She always heard bad words for her (____________). She always calls her other names which causes her funny humiliation and shames(___________).

Her unkind aunt would slap her once she is caught resting after her work. (___________).

Sometimes Maria was isolated from her family and friends (___________) she was punished by staying under the sun (___________).

IV.EVALUATION

Identify the kind of abuse is being experienced in the following situations.

__________1.Rosa always heard bad words from her mother.

_________ 2.Denis was slapped by his father because he broke the glass.

_________ 3.Dindo was isolated from his family for more than a year

_________ 4.Maria had bruises in her arms and legs.

__________5.Cinderella was not allowed to eat until her chores were all done.

V. ASSIGNMENT

Draw or cut pictures about a child maltreated by someone. Tell something about them. What examples of abuses depicted in the picture.

DAY 2

Strategy: PWA

A.Preperatory Activities

1.Review

How would you know that a child is being abused?

What signs can you see or observed to her/him?


B.Lesson Proper

1.Introduction

Classifying the examples of abuses according to:

Verbal Abuse/ Physical Abuse/ Emotional Abuse

2.Motivation

Play the song “I am But a Small Voice” (written in a Manila Paper) a. What is the message of the song? (About children, their needs and rights) b. What do they want? (to have peace, prosperity and love)

c. Can you show your love to someone if you are doing things that will hurt

them?

3. Pre Activity

Role Playing. Each group will portray a play showing examples of abuses.

4. Post Activity

Let other groups inferred what the presentation is all about.

Tell what abuses (Examples of abuse are shown in their presentation now

proceed to discussion)

If you were the abused ,what will you do?

What could be the effect of these to a child?

How can the abused adjust to these situations?

Who could be the “abusers’’?

What will you do if you know the abuser

5. Generalization:

What is child abuse?

If you were the friend of the “abused child” what help/ advice can you

give?

6. Application:

(Call only those who want to share)

Have you experienced to be abused or being such situation like in what

IV. EVALUATION we have tackled? Can you tell what you have experienced?

What did you do?

Matching type: Match column B to Column A. Column B are examples or statement that

tell something about the words in Column A. Write the letter of the correct answer on the blank

before each number.

A B

____1. Physical Abuse

____2. Child Abuser

____3. Children

____4. Emotional Abuse

____5. Verbal Abuse

A. Refers to a person below 18 yrs. Old

B. Saying unkind words about somebody

C. These abuse may lead to bruise and cuts

D. Any person Who Commits and acts defined

as Constituting child abuse

E. An abuse such as rejection and belittling

V. ASSIGNMENT

What are other forms of child abuse which were not discussed / learned? List them.

LESSON GUIDE IN SCIENCE AND HEALTH 3

I. OBJECTIVES

Report incidence of abuse to proper authorities( parent, teacher, guidance councilor, principal, etc.


Topic: reporting evidences of abuse to proper authorities, parent, teacher, guidance councilor,

principal, etc.

A. Science Concept: Evidences of abuse should be reported to proper authorities

B. Processes: Observing, Inferring

C. Reference: internet

D. Materials: Pictures, chart

E. Value: Concern for others

III. PROCEDURES


1. Review

Give examples of the following:

Verbal Abuse

Physical Abuse

Emotional Abuse


B. Lesson Proper

1. Motivation

Show a picture of a girl with black-eye.

Look at the picture. This is Mena. What do you notice about her? Describe her

eyes. Do you know what happen to her?

2. Presentation

Read the story about Mena.

Mena is an adopted child. She lives with her Tiyo Anyong and Tiya Silda.

Late in the afternoon, Tiyo Anyong asked her to buy a bottle of wine in a nearby store. On her way to home, a boy bumped her and the bottle of

wine dropped on the ground. There’s no wine anymore. Tiyo Anyong boxed her

eye upon knowing what happened to his bottle of wine. This is how Mena got her

black-eye. It is not her first black-eye because everytime she got mistakes her Tiyo

Anyong box her face.

3. Analysis and Discussion

What happened to Mena?

When does it happen?

Who boxed her eye?

How did she got her black-eye?

How often was she punished by her Tiyo Anyong?

What kind of abuse was she suffered from?

How will you help Mena?

Who are the persons/authorities that will help you in this kind of situation?

4. Generalization

What are you going to do to help an abused child?

Who are the authorities that can help an abused child?

To whom would you report it?

5. Application

One afternoon, Lucas came to school late and drunk. Boys in the corner

forced him to drink.

To whom would you report?

IV. EVALUATION

Who can help the following abused children?

Match column A to Column B. Write the letter of your answer under column C

A B C

1. The boys are locked inside the cabinet

2. Pupils are standing under the sun

3. A little child is begging for food.

4. A girl is emotionally-abused by her mother

A. police

B. teacher

C. DSWD

D. principal

1.

2.

3.

4.

5. an abandoned child E. parents 5.

V. ASSIGNMENT

Cut pictures of persons who can help abused children. Paste them in your notebook.


I. OBJECTIVES

Identify the body parts of animals found in the locality.


Body Parts of Animals

Body Parts that Help Animals Move

A. Science Concept: Animals have different body parts.

Feet, eyes, nose, and mouth are body parts common to animals.

B. References: Growing with Science and Health, TM pp 63-65

Growing with Science and Health, TX pp 78-82

C. Processes: Observing, Describing

D. Materials: Pictures of different animals, flashcards

E. Values: Caring for animals

III. PROCEDURES


1. Checking of assignment

2. Name some animals common in the locality.

B. Lesson Proper

1. Motivation

Do you have pets? What are they? Who has a pet bird? Let’s sing a song

About a bird, “Ten Little Birds”

2. Presentation

1. Show pictures of animals. Let the children identify each animal and its

body parts.

2. Discuss that these animals move using their body parts. Let the children

imitate animal’s body movements.

What body part of the animal is used in walking? Running? Eating?

3. Discussion

Ask: What are the body parts of a dog?

How many legs do they have?

Do you know that animals can never move from one place to another

without their body parts? They can’t even get their food.

Do the activity: Name the Body Parts

Divide the class into four. Each group will get a picture of an animal.

Name the body parts of the animal chosen. Imitate the movements of the animals

assigned to the group . Use the table below:

Name of the Animal: Group No.

Body Parts:

1.

2.

3.

4.

5.

6.

4. Generalization

What are the body parts of animals?

What body part do they use for moving?

5. Application

Carlo is walking from school. He heard bird’s chirping no far from him. He looked around and saw

A bird with a broken wings trying to fly but it could not fly. If you were Carlo, what will you do?

IV. EVALUATION

Look at the picture. Draw the picture and label its parts.

( pictures of a dog and a fish)

V. ASSIGNMENT

Draw the picture of your pet. Label its parts.


I. OBJECTIVES

1. Describe how animals move

2. Tell the body parts that help animals move


Movement of Animals

Body parts that help the Animals Move

A. Science Concept: Animals move in different ways.

They have body parts that help them move.

B. References: Science and Health for Better Life 3, TM pp.21-22

Growing with Science and Health 3, TX pp.80-81

C. Processes: Describing, Inferring:

D. Materials: Pictures, cut outs , flashcards

E. Value: Appreciating different kinds of animals

III. PROCEDURES


1. Review

What are the body parts of your pet animals?

Ask some pupils to imitate the movements of animals and ask the class to name

that animal.

How it moves and what body part is used for moving.

2. Checking of Homework

B. Lesson Proper

1. Motivation

Conduct a game. Divide the class into two groups. Distribute to one group the

cutouts of animals. Distribute to another group the flashcard that describes the movements of

these animals. At signal, let the pupils in the two groups match their cards.

Example:

Picture of a dog -walk

Picture of a bird

Picture of a worm

-fly

-crawl

2. Presentation

A. Instruct the pupils to show the movements as the teacher tell the kind of

animals. Ex. Grasshopper-fly, dog-run

What are your pet animals?

Among your pets, what is your most favorite?

Do you still care for animals? group

How do you show your care for them?

We should value or appreciate animals because they are God’s creation.

B. Divide the class in two groups again. As the first group move, the second

will tell what animal it is.

C. Show some pictures of animals, then let children imitate it. Let them give or

identify what body part is used for moving.

using

D. Have the class match the pictures and their movements in a pocket chart

flashcards

3.Generalization

Ask: How do animals move?

What body parts are used for moving?

4.Application

Ask: Is it good to remove some body part of animals when you play with them?

Can

a dog run when you remove its leg? Can a cat fly? How does a cat move?

IV.EVALUATION

Match the movements with the body parts. Write the letter of the correct answer

______1. Fly

______2. Crawl

______3. Swim

______4. Jump

______5. Walk

A. Fins

B. Legs

C. wings

D. Tiny feet

E. Legs/Feet

V. ASSIGNMENT

Complete the chart

ANIMALS

1. Fish

MOVEMENTS

2. Bird

3. Crocodile

4. Butterfly

5. Horse

BODY PARTS USED


I. OBJECTIVES

Infer that animals live in different places.

Tell that cleanliness is needed to keep animals healthy.


Topic: Animal Habitat

A. Science Concept: Different animals live in different habitats.

B. References: Science and Health 3 p. 70-72

Science and Health TM p. 35-36

C. Processes: Observing, Classifying, Inferring

D. Materials: Cut outs of animals, flashcards

E. Value: Respecting animal habitats and cleanliness

III. PROCEDURES


1. Review: Part of Animals

How does a kitten move?

What animals fly?

What animal swims?

Give examples of animals that crawl.

1. Motivation

Show pictures of animals in pond, a forest, and a grassland.

What kind of animals are in the pictures?

2. Presentation

A. Group the pupils into three .

B. Give Each group cut outs of animals

ACTIVITY

Group 2 Group 1 Group 3

1. Enumerate the animals.

2. Where do they live?

3. Why are these animals

live in the pond?



3. Why are these animals

live in the forest?


Let the group report their outputs.

Ask: How are animals in each group differ?

Why do you think animals live in different places?

Is it important to keep their habitat clean and safe? Why?

4. Generalization

What the different habitats of animals?

5. Application



3. Why are these animals live in

the grassland?

Mario bought goldfish in a pet shop. He will put it in his aquarium, but his little brother

accidentally broke it. What should Mario do?

IV. EVALUATION

Directions: Read each item carefully. Choose the letter of the correct answer.

1. Which of the following is an aquatic animal?

a. chicken b. eagle c. horse d. whale

2. Which of these animals found in the zoo?

a. chicken b. fish c. giraffe d. octopus

3. Which of these animals live best in the forest?

a. crab b. spider c. tiger d. whale

4. One of these animals is an amphibian. Which is it?

a. bat b. butterfly c. centipede d. frog

5. Which of these animals does not live in water?

a. alligator b. antelope c. clam d. dolphin

V . ASSIGNMENT

Put the names of the following animals in their proper column. carabao shark deer goat grasshopper

lion monkey bees crocodile eel

WATER GRASSLAND FOREST


I. OBJECTIVES

Classify animals according to body parts, movements, and places where they live.


Classifying Animals according to Body Parts, Movements, and Habitat

A. Science Concept: Animals have different body parts, movements, and places where they live.

Feet, nose, mouth, ears, and eyes are body parts common to animals.

B. References: Growing with Science and Health 3, pp. 79-88

C. Processes: Observing, Comparing, Classifying, Inferring, Describing

D. Materials: Pictures of different kinds of animals, their movements, and habitat

Television for viewing animals/movements and habitat

E. Value: Caring for animals

III. PROCEDURES


1. Review

What are the animals common in the locality? Name its body parts.

B. Lesson Proper

1. Motivation

Let the class play “Simple Simon Says” . Actions, movements, and sounds of animals will be used in the game. Let the pupils imitate then identify the animal.

2. Presentation

Show different pictures of animals with missing body parts.

Directions: Match the animals with their missing body parts.

A B

( Teachers must prepare pictures of different animals with missing body parts )


Ask: What body parts are missing? What body parts are found only on birds?

Carabaos? Cows? Goats?

Do animals move in the same way?

Where do animals with wings usually live?

Do animals have the same habitat?

Do the activity below:

Directions: Write the animals in their proper group according to body

parts,movements, and habitat.

Carabao horse dog fish bird goat

Body Part Used in Moving wings feet fins

Habitat

Land Water

Both land and water

4. Generalization

How are animals differ?

Why are animals differ in body parts? movements? habitat?

5. Application

Your Science Teacher asked you to list down names of animals that fly. Where will you

go to name some? Why?

IV. EVALUATION

Is it important to respect animals/small insects? Why?

What will happen if you remove the wings of a butterfly?

What will happen to fish and other sea animals if the water will be polluted?

Classify the following animals according to body parts, movements, and habitat. Write each in the proper column.

Cat parrot bees sheep salmon whale

Body Parts Used in Moving

Wings feet Fins

Habitat

Land Water Both Land and

Water

V. ASSIGNMENT habitat.

Cut /draw pictures of animals and classify them according to body parts, movements, and


I. OBJECTIVES

Classify animals according to body parts, movements, and habitat.


Body Parts, Movements, and Habitat of Animals

A. Science Concept: Animals movements depend upon their organ for movement.

Animals live in places where their body structure can adapt.

B. References: Growing with Science and Health 3, pp. 79-88

C. Processes: Observing, Comparing, Classifying, Inferring

D. Materials: Pictures of animals, flashcards, tv, dvd player

E. Value Infusion: Appreciation for types of animals

Conservation of the animals’ habitat

F. Science Vocabulary:

Habitat- place where the animals live.

III. PROCEDURES


1. Review

Ask: Which animals live on land? In water, both on land and water, both on land

and air?

B. Lesson Proper

1.Motivation

Play a cassette tape (or have pupils sing songs) about animals.

Write the names of animals on small pieces of paper. Place these in a box and pass it around. As individual pupils picks a slip of paper, let him read the names of the animal s then act it out in the front and let the class identify each animals.

2. Presentation

Show this picture.


Can you tell their body coverings?

Can you identify the habitat of these animals?

4. Generalization

Let the pupils, share their ideas about the lesson like these…

There are different kinds of animals. They run, walk, jump, crawl, slither, fly, and swim.

They have different body parts which make them similar or distinct from one another.

The habitat is the specific environment or place where the animals live. There are different kinds of habitat. These are the land, woodland, farm, garden, freshwater, saltwater, and frozen regions. Each animal equipped to live in these places.

Animals

5. Application

Observe the animals in your text book.

Look for the parts of their body used for locomotion.

Record your observations.

Where animals live Movements Body parts used

Ask:

Where do animals live?

How can animals you observed move about?

What means of locomotion do they have?

Which animals live on land?

Which animals live on water?

Which animals live on land and on the air?

Which animals live on land and in water?

*Value Integration*

What shall we do with our helpful animals?

How will we care for them?

What would happen if dogs and cats would have gills instead of mouth?

How can you react to those people who are eating/ catching endangered animals?

IV. EVALUATION

Answer the following questions

1. Look at the birds outside, why can they fly in the air?

2. Have you seen a fish? Why do you think fish can stay longer in the water?

3. How does the frog eat?

4. Do you have pets? What are they? How do you protect them?

5. In what ways are animals similar to human beings?

V. ASSIGNMENT

Describe the body parts of the following animals:

Chicken, Frog, Grasshopper, Turtle, Fish

LESSON GUIDES IN SCIENCE AND HEALTH 3

Day I

I. OBJECTIVES

Describe the body parts of animals used for food getting/eating.


Body Parts of animals for food getting

A. Science Concept: Different animals have different ways of getting their food

B. Reference: Science For Daily Use 3, p. 66-78

Teacher’s Manual, p. 70-73

C. Processes: describing, observing

D. Materials: Live animals, pictures of animals

E. Value Infusion: Love and care for animals

F. Science Vocabulary: Food-getting

III. PROCEDURES


1. Checking of homework

2. Review

Naming body parts of animals

Show a picture of a fish. Have them identify the fins, gills, gill cover, scales, etc.

How animals use their body parts?

B. Lesson Proper

1. Motivation

Have the children observe the fish in an aquarium or in a jar.

Ask:

How do fish swim?

Where do fish live?

How do they get their food?

Show pictures of other kinds on of fishes. Lead the children to bring out the idea

that fish have gills for breathing) sharp teeth for tearing food.

2. Presentation

Show another set of picture of different animals. Let the pupils observe animals as they get food.

Ask: What part of the body does the animal use to get its food?

3. Discussion

Relate the structure of the food-getting body part to the foods the animal eat.

4. Application

Encourage group work when gathering information about how animals use

their body parts to get its food.

5. Valuing

How will you show your love and care for animals?

IV. EVALUATION

Direction: Match Column A with Column B. Write the letter of the correct answer before the number.

______1. Frog

______2. Snake

______3. Heron

A. B.

A. It has proboscis for getting nectars in flowers

B. It has a sticky tongue for catching food

C. It has a large, flat teeth along sides of their

______4. Butterfly

______5. Carabao mouth for chewing grass.

D. It has a strong curved back for tearing small animals for food

E. It has an elastic jaw that expands to enable it to swallow the whole animal for food.

V. ASSIGNMENT

Cut out pictures of different animals. Tell about its body parts used for food-getting.

( Process Approach )

Day 2

I. OBJECTIVES

Describe the body parts of animals used for getting food.


Body Parts of Animals Used for Getting Food

A. Science Concept: Different animals have special body parts used for getting/eating food.

B. References: BEC 2.2.1, Science and Health III, pp. 70-72

Science and Health Today 3 pp. 88

C. Processes: Observing, Describing, Inferring

D. Materials: pictures of different animals

E. Value: Love and respect to animals

III. PROCEDURES

A. GUIDED INQUIRY

1. Review

How can you classify the following animals according to their movement?

( frog, snake, bird, bat, kangaroo ,worm , carabao, horse)

2. Motivation

Let us sing “Old Mc Donald”

What are the animals mentioned in the song? Do we have those animals in the locality?

3. Statement of the Problem

How do animals eat?

What body parts do they used in getting food?

4. Setting of Standard

B.GUIDED EXPLORATION

1. Activity Proper

Distribute the Activity Cards to the Group

2. Reporting by the Group

3. Analysis and Abstraction

Showing pictures of the animals.

What body parts do they used in getting food?

C. GUIDED DISCOVERY

1. Generalization

What do you call the mouth parts of cockroach and grasshopper?

What do you call the long sucking tube of a butterfly?

IV.EVALUATION

2. Application

Mother has a butterfly garden. How can you help her in feeding the butterflies?

Fill in the blank with correct answer. Choose your answer from the box.

Mandibles proboscis sticky tounge canine teeth beaks

1. The frog uses its _________________ to catch insects.

2. The mouthpart or teeth of a grasshopper is called ____________.

3. The dog uses its ________________ for tearing the meat.

4. Birds have ______________ to get their food.

5. The ______________ is the long sucking tube of a butterfly that sips the nectar of the flower.

V. ASSIGNMENT

Group the following according to the parts that they used for getting food. Use the table below.

Canine Teeth Beaks

Cat hen lion maya rat

Activity Card

Problem: How do animals get their food?

Materials:(materials are assigned 2 days ago ) grasshopper, cockroach, a butterfly, bottles, fresh leaves, cotton ball, ether, and hand lens

Procedures:

1. Get the butterfly or grasshopper. Put them in a separate bottles. Puncture some holes into the cover of the bottle to keep them alive.

2. Put some fresh leaves inside the bottles. Observe how those insects eat their food. Use the hand lens and look closely at their mouth parts.

3. Wet a cotton ball with ether. Drop into the bottle containing the butterfly .

This will make the butterfly unconscious. Take it from the bottle afterwards. Using the hand lens, look closely at its mouth part.

Answer the following Questions:

1. Do the teeth of the grasshopper and the cockroach look alike?

2. How do these mouthparts help them get food?

3. What do butterfly eat ? How do they get their food?


I. OBJECTIVES

Relate the mouth parts of animals to the kind of food they eat.


Animals

A. Science Concept: Animals get their food in different ways.

Animals have mouth parts to the kind of food they eat.

B. References: BEC IN Science and Health 2.2.2

SCIENCE AND Health 3 pp. 71-72

C. Processes: Observing, Comparing

D. Materials: Pictures of different animals/enlarged pictures of animals ’mouth parts

E. Value: Love for animals by treating them like human being.

III. PROCEDURES


1. Health Inspection

2. Science News (Weather Condition)

B. Lesson Proper

1. Motivation

Do you have pets at home?

Do you love your pet?

Do you give them food?

How are dog and bird alike?

2. Presentation

Show pictures of different animals like dog, bird, cow, frog, tiger ,duck, crocodile, etc.

Notice the differences of these animals.

Ask:

What are the animals doing?

How do they differ from each other?

How do they eat their food?

What part of their body is used for getting food?

Do they have have the same body parts used in getting food?

Why?

Say:

The birds have beaks to get their food.

The dog have teeth for eating.

The frog have long,sticky tounge to get their food.

What did the cow use to get its food? How about the tiger?

Some animals eat raw food/plants,cooked food,and meat of other animals.

Can you give example of those animals?


What are the ways do the animals get their food?

Do they get their food differently? Why?

4. Generalization

Why do you think animals have different body parts?

Different animals have different body parts because they eat different kinds of

foods and different ways of getting them.

5. Application

Father went home with a parrot and a puppy.

What kind of food will you give to the parrot? Puppy? Why?

IV. EVALUATION

Complete the following sentences .Use the words or phrases below.

Small insects beaks grass long sticky tounge

Meat flat teeth sharp teeth worm, corn, and grains

1.Frog uses its _________ to get _____________.

2. Crocodile eats _________ using its __________.

3. Birds have ______________ to get ____________.

4. Tiger eats _____________ using its ___________.

5. Cows have ______________ to get _____________.

V. ASSIGNMENT

Cut/draw pictures of animals that use sharp teeth in getting their food.


I. OBJECTIVE:

Describe what may happen to animals if they are not provided with their needs.

II. SUBJECT MATTER: Needs of Animals

A.

Concept: If animals are not given food, water, and shelter they will grow weak or might die.

B.

Processes: Observing, Inferring, Predicting

C.

References: Science and Health 3, Science for Daily Use, pp. 97-98

D.

Materials: pictures, charts

E.

Value: Caring for Animals

III. PROCEDURE:

A. PRELIMINARY ACTIVITIES


2. Review- Needs of Animals

B. DEVELOPMENTAL ACTIVITIES

1. Motivation

Show pictures of animals. What do animals need to live and grow?

2. Presentation ( pls. refer to activity card)

Group Activity


A.Group report

B. Discussion of results

What are the needs of animals?

What will happen to animals if they are not given food? Water? Air? Shelter?

4. Generalization: What will happen to animals if they are not given food, water, air and

shelter?

5. Application: Illustrate what may happen to animals if they are not provided with their

needs. Color your drawing.

6. Valuing: If you have pet at home, what will you do to grow it healthy and strong?

IV. EVALUATION: Put a check mark (/) to the situation that may happen to animals if they are not

provided with their needs.

_________1. It will grow weak .

_________2. It will grow strong and healthy

_________3. It will die

_________4. It will be of help in the farm

_________5. It will develop into a full grown animal

V. ASSIGNMENT :

Work on “More Things To Do” #1- Science for Daily Use p. 99-100.

ACTIVITY CARD

Materials: glass jar, plastic cover, live caterpillar, rubber band

Procedure :

1.

Place a caterpillar inside a glass jar.

2.

Cover the jar.

Answer the questions below:

1.

Can the caterpillar get air?

2.

Can it get food? Water?

3.

Will the caterpillar live and grow? Why?


I. OBJECTIVE :

Demonstrate care and concern for animals

II. SUBJECT MATTER :

TOPIC : Caring for Animals

A.

CONCEPT : Pets should be cared for by providing them with the things they need.

B.

PROCESSES : Observing, Inferring, Describing

C.

REFERENCES : Science for Everyone 3 pp. 79-80

Science and Health Today 3 pp. 118-119

D.

MATERIALS : pictures showing proper care for animals

E.

VALUE: Proper caring and concern for animals

F.

III. PROCEDURE:

1.

Motivation

Do you have pets at home? Where do they stay?

2.

Presentation (Small group discussion)

*Let the pupils study the pictures depicting how people take good care of their pets.

*Let the pupils discuss the ways of caring for the animals.

*Let each group report their answer through a creative presentation.


What do you see in the picture?

How can we show care and concern for animals?

What can you do to your pets at home?

3.

Generalization:

How can you show proper care and concern for animals?

4.

Application:

Read the situation and demonstrate how will you care for the animals.

“ Pearl’s cat fell from the roof and broke its leg”.

IV. EVALUATION : Write X before the sentence that tells proper caring for animals.

------------------1. Throw a kitten in the trash can.

------------------2. Lara feeds her pet parrot.

__________3. Cut trees in the forest to destroy wildlife.

__________4. Carlo bathes his pet dog.

__________5. Animals should be brought to a shed when it rains.

V. ASSIGNMENT :

Make posters to demonstrate your care and concern for our wild animals.

I.

LESSON GUIDES IN SCIENCE AND HEALTH 3

OBJECTIVE:

Exercise caution in handling animals.

II.

SUBJECT MATTER:

TOPIC : Safety in Handling Animals

A.

CONCEPT : Follow safety measures in handling or taking care of animals to avoid getting hurt.

B.

PROCESSES: Observing, Inferring

C.

REFERENCES : Science for Daily Use pp. 101-103

D.

MATERIALS : pictures, charts

E.

VALUE : Be cautious in handling and caring animals

III.

PROCEDURE :

1.

Motivation

What do you think will happen if you tease your pet cat or dog while eating?

2.

Presentation : a.

Display pictures of different animals b.

Post the question: What safety measures should you follow in handling animals?

3.

Analysis and Discussion :

What are the animals that can be dangerous when provoked?

How should you handle these kind of animals?

Name some harmful insects and the harm they can bring or do. How can we avoid the harm they can

Bring to us?

Discuss safety measures in handling animals.

4.

Generalization :

How can we avoid the danger and harm in handling animals?

5.

Application/Valuing:

Demonstrate proper ways of handling animals.

IV.

EVALUATION : Put a check (/) if the practice is good and cross (x) if it is not.

________1. Sleep under a mosquito net at night.

________2. Poke a stick at a beehive.

________3. Chase a stray dog.

________4. Step on an anthill to crush the ants.

________5. Pat the head of a stray cat.

V.

ASSIGN : Interview some native farmers. Determine what first aid measures they apply in case of poisonous bites in the field.


I.OBJECTIVE:

Identify the parts of a plant

Describe the characteristics of each part

II. SUBJECT MATTER :

Topic : Parts of a Plant/Characteristics of Each Part

Reference : The Wonderful World of Science

Concept : The main parts of a plant are the roots, stem and leaves. Some plants have flowers

and fruits.

Materials : real plants, chart

Processes : Observing, identifying

Values: Carefullness

III. PROCEDURE :

A.

Preparatory Activities:

1.


2.

Review :

What parts do you observe in an animal?

B.

Lesson Proper :

1.

Motivation

If animals have different body parts, how about plants? Do plants have the same parts

like animals? What are the different plant parts?

2.

Presentation



Take the pupils outside the classroom



Tell them to observe the plants around. Look for any plant with flowers. Pull out the plant along with the flowers and wash it gently. Place the plant sample on the table.



Have them observe, identify and describe the parts of the plant



Let them draw the different plant parts below



Have the pupils write the name of the part

3.


What did you observe about plants?

What parts are common among plants?

What parts are not common among plants?

4.

Generalization

What are the main parts of a plant?

What parts do some plants have which other plants do not have?

5.

Application

Mother brought home some gumamela plants. What parts do the plants have?

IV. EVALUATION :

Observe the parts of a plant I will show. Write the name of each part in your paper.

Note : These are the parts to be shown

1.

Stem

2.

Roots

3.

Fruit

4.

Leaf

5.

Flower

V . ASSIGNMENT:

Observe plants around. Be able to identify their parts.

For each group: Bring a real plant with complete parts

(PROCESS APPROACH)


PLANTS

I. OBJECTIVES

1. Describe the functions of each plant part.

2. Examine the different plant parts for better understanding of their functions.

3. Show appreciation on the importance of each plant part.


Functions of each plant part

A. Science Concept:

1. The roots hold the plant to the soil. They get water and other minerals/nutrients from

the soil.

2. The stem supports the plant. It helps carry water and nutrients to the leaves.

3. The leaves make food for the plant.

4. The flowers make fruits and seeds.

5. The fruits contain seeds which will later grow into new plant.

B. References:

Science and Health III by Carmelita C. Coronel and Norma M. Abrecia pp. 89-100

Science and Health III by Buena A. Lozada pp. 113-114

C. Processes: Observing, Comparing, Experimenting, Describing

D. Materials: real plants, activity sheets

E. Value: Appreciation on the importance of plants.

III. PROCEDURE:

A. GUIDED INQUIRY

1. Review

What are the different parts of plant?

2. Motivation

What do you think will happen if some parts of the plants are removed?

Why?

3. Presentation a. Presentation of the materials to be used b. Statement of the Problem

What are the functions of the plant parts?

B. GUIDED EXPLORATION

1. Activity Proper

Distribute the activity cards.

Let them do the activity stated in the card.

2. Reporting by the Groups


What can roots do to plants?

How does stem help the plant?

Are leaves important to plants? Why?

What can flowers do to plants?

Why are fruits important?

C. GUIDED DISCOVERY

1. Generalization

What are the functions of the different parts of the plant?

2. Application

Ryan remove the leaves and flowers of an egglant.

What do you think will happen? Why?

IV. EVALUATION

Choose the correct answer from the box. Write the answer on the blank provided.

Stem roots leaves flowers fruits

____________1. It makes food for the plant.

____________2. It contains seeds which later grow into new plant.

____________3. It makes fruits and seeds.

____________4. It supports the plants and carries water and nutrients from the soil.

____________5. It holds the plant to the soil.

V.ASSIGNMENT

Observe the stems of different plants. Draw each stem. What did you notice?

ACTIVITY CARD

Problem: What are the functions of the different parts of plant?

Materials: real plant, manila paper, magnifying glass, textbook

Procedures:

1. Get the plant you brought.

2. Examine each part carefully using the magnifying glass.

3. List down the different parts of the plant.

4. Discuss with the members of the group the parts and functions of plants. Consult the textbook

for reference .

5. Write the observation of the group.

Answer the following questions:

1. What can roots do to the plant?

2. How does the stem help the plant?

3. What is the function of the leaves?

4. What can flowers do?

5. What can fruits do?


I. OBJECTIVES

Compare plants according to observable characteristics.


Comparing Plants

A. Science Concepts: Plants have common observable characteristics.

Different plants have different characteristics. Some are big some are small.

Some are green. Some have different colors.

B. References: Science and Health for Better Life 3 p.73

Science and Health p.88

C. Processes: Comparing, Observing

D. Materials: Pictures and real plants

E. Value: Caring and conserving plants

III. PROCEDURES

A. GUIDED INQUIRY

1. Motivation

Look at the picture. What can you see? What are these plants?

2. Statement of the problem

How are plants differ from each other?

How are plants alike?

3. Setting of Standard


1. Activity Proper ( Field Trip)

Distribute the Activity Card

2. Reporting

Let each group report their observation.


How are the plants differ?

How are the plants alike?

C. GUIDED DISCOVERY

4. Generalization

How do plants differ?

5 . Application

Name plants that are alike?

IV. EVALUATION

Read each item carefully. Choose the letter of the correct answer.

1. Which has a bigger leaves? a. coconut a. green a. coconut b. banana c. malunggay d. eggplant

2. What is the color of guava tree and sampaguita plant? b. red c.yellow

3. A group of plants have big and tall stems. Which of these belong to the group? b. sugar cane c. corn d. rice

4. Which of these flowers are alike in color? d. violet a. sampaguita and camia b. ilang-ilang and rosal c. rose and gumamela d. cosmos and xinnia

5. Which are small? a. banana and acacia b. mango and santol c. tomato and rose

avocado d. coconut and

V. ASSIGNMENT

Draw an acacia and coconut tree. Compare the two trees. Write down your comparison.

ACTIVITY CARD

Problem: How are plant differ from each other?

How are they alike?

Materials: pictures, real plants

Procedures:

1. Go outside the room.

2. Observe the plants around you.

3. List down names of plants that you have seen.

4. Compare these plants using the table below.

Name of Plants Color

Answer the following questions:

1. How do plants differ?

2. How do plants alike?

3. What are the observable characteristics of plants?

Size


I.

OBJECTIVE:

Classify plants as trees, shrubs, grasses, herbs, and vines.


TOPIC : Classifying plants as trees, shrubs, grasses, herbs and vines

REFERENCE : Science and Health Today 3

CONCEPT : There are many different kinds of plants around us. Some plants are similar.

Others are different.

MATERIALS : real plants, pictures, chart

PROCESSES : Observing, identifying, classifying

VALUES : Caring for plants

III. PROCEDURE :

A.


1.

Review

What are the different parts of a plant?

Are all plants alike?

B.

Lesson Proper

1.

Motivation



Have a contest in naming different plants. Show pictures of different kinds of plants



What do you observe in these plants? Are they similar? Are they different?

2.

Presentation (group act.) a.

Discuss with the class ways on how to classify plants according to certain characteristics

Activity 1

1.

Get the plants you brought. Observe them and group them according to their

Characteristics

2.

Using the chart below, write the names of plants in their proper column

TREES SHRUBS GRASSES HERBS VINES

Sampaguita, morning glory, banana, alugbati, guyabano, squash, ipil-ipil, lanzones, kangkong,rose

Grapes, molave, camia, ilang-ilang, dama de noche, chico, upo, langka, santan, kinchay

3.Analysis and Discussion

Which plants can be grouped together according to their characteristics?

In what ways are plants similar and or different?

4. Generalization

How can plants be classified?

5. Application

Give examples of trees, shrubs, grasses, herbs, and vines

IV. EVALUATION

Write the letter that corresponds to the correct answer in the blank before each number.

__________1. Which of the following is not a reason for classifying plants? a.

To give order to the many plant varieties b.

To easily distinguish groups of plants based on certain characteristics c.

To categorize plants into smaller groups so as to easily identify them d.

To find the relationship between plants and animals

___________2. Plants that have soft, greenish stems are called------- a.

Terrestrial b.

Herbaceous c.

Aquatic d.

Aerial

__________3. They are plants that grow upright, but stay close to the ground and do not grow tall. a.

Shrubs b.

Vines c.

Trees d.

Flowers

__________4. Plants that have stems called twiners that entwine themselves or coil around solid support

Are called----- a. trees b. grasses c. vines d. herbs

__________5. They are plants that can help keep unwanted critters away such as flies, mice, ant, flees,

Moth and tick amongst others a.

Shrubs b.

Herbs c.

Vines d.

Trees

V.ASSIGNMENT

Cut out pictures of trees, shrubs, herbs, vines and grasses


I. OBJECTIVES:

1. Identify the uses of plants and their parts

2. State that plant parts have many uses


TOPIC : Uses of Plants/Plant Parts

REFERENCE : Science and Health 3

CONCEPTS: Plant parts have many uses.

Plant parts maybe used as food, medicine, decoration and as building materials.

MATERIALS : pictures of plants; like herbal plants, coconut, bamboo, narra tree

PROCESSES : Observing, identifying, describing

VALUES : Appreciation of the usefulness of plants

III. PROCEDURE

A.


1.


2.

Review

What are the different parts of a plant?

B.

Lesson Proper

1.

Motivation

Show a picture of a guava tree with fruits or use a real plant, if available. Have the

Pupils describe it. Ask: Is this tree important to us? What parts of a guava tree are useful To us? Can you tell the use of each part? “Can you live without plants? Why?

2.

Presentation

Have the pupils do the activities below by groups

Activity 1



Write opposite each plant, the part/parts used

Name of Plant Plant Part/Parts Used

1.

Papaya __________________

2.

Corn __________________

3.

Squash __________________

4.

Kangkong __________________

5.

Peanut __________________

Activity 2



Give the use/used of the part/parts of the following tree

Name of Trees Part/s Used for

1.

Coconut trunk/leaves _____________

2.

Bamboo trunk _____________

3.

Narra trunk ______________

4.

Lagundi leaves ______________

5.

Guava leaves _______________

3.


What plants are used for food? Can you give specific examples.

Trunks and leaves of some trees can be used for what? Give examples.

How are some plant parts like roses, ferns and orchids used?

4.

Generalization

Why are plant/s parts important?

5.

Application

Ana bought a rose plant bearing big, pink flowers. She wants to grow from it.

If she will ask your help, what will you tell her to do?

IV. EVALUATION

Below are some plant parts. Give the use of each by choosing from column B

COLUMN A COLUMN B

_______1. Banana leaf a. decoration

_______2. Rose flower b. food

_______3. Narra trunk c. medicine

_______4. Malunggay leaves d. clothing material

_______5. Squash leaves

V.ASSIGNMENT

Name 5 examples of plants. Give the use of each plant parts.


I. OBJECTIVES

Demonstrate ways of caring for and conserving plants.

II. SUBJECT MATTER

Caring and Conserving Plants

A. Science Concept:

Plants will grow healthy if you take care of them.

B. PELC III, III.4

Time Budget III, SY 2009-2010

Science and Health 3

C. Science Processes:

Observing Describing

E. VALUE:

III- A. GUIDED INQUIRY

Demonstrating

D. Materials:

Picture of healthy plants, real plants

Caring and Conserving plants.

1. Review

How stems, leaves, roots, and bulbs grow into a new plant?

2. Motivation

Calling a pupil in front of the class.

How your parents care for you especially when you were young?

Do you have plants at home?

Do you know how to take care of your plants?

3. Presentation a. Presentation of Materials b. Statement of the problem

How will you take care of the plants to grow big and healthy? How can you conserve plants? c. Standard for group activity


1. Activity Proper a. Get the real plant b. Study it carefully in your group c. Answer these:

1. Do you think that the plant specimen was well taken care of? Why?

2. What are the basic need of plants to grow healthy?

2. Report your answer/work


How do people take care of the plants?

What will you do with plants in order to grow big and healthy?

What are the basic need of plants to grow healthy?

C. GUIDED DISCOVERY

1. Generalization

How will you take care of plants to grow big and healthy?

What are the ways of conserving plants?

2. Application

Mang Robert’s vegetable garden has many weeds or unwanted plants that grow around

them.

Is he taking care of these plants? What should he done?

IV. EVALUATION

List five (5) ways that you can do to show that you care for plants.

1.

2.

3.

4.

5.

V. ASSIGNMENT

A. Examine a plant in your garden. List down tiny animals/ insects and weeds that you notice in your plants. Explain how they affect your garden plants.

LESSON PLAN IN SCIENCE III

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