Division

School Grade Level III

Teacher Learning Area Science
Time & Dates Day 1 Week 1 Quarter Third

I. OBJECTIVES

A. Content The learners demonstrate understanding of motion objects

Standards

B. Performance The learners should be able to observe, describe, and investigate the position
Standards and movement of things around them
C. Learning
Competencies/ Describe the position of a person or an object in relation to a reference point such
Objectives (Write as chair, door, another person; S3FE-IIIa-b-1
the code for
each LC)

D. Specific Describe the position of an object relative to another object (Day-1)

Objective  Above and below a reference point.

E. Integration of
Content Within English and ESP
and Across Values Integration : Orderliness
Curriculum
II. CONTENT Force and Motion
III. LEARNING Real objects such as table, desk, ball, slippers, pencils activity sheet
RESOURCES
A. References

1. Teacher’s
p.122
Guide Pages
2. Learner’s
Science 3 p. 105
Material Pages
3. Textbook Dictionary, Essential English 3 K to 12 pp.351-353
Pages

4. Additional file:///C:/Users/hp/Downloads/Get%20Ready%20for%20Disasters%20Workbook%20-
Materials from %20primary.pdf
LR Portal https://www.youtube.com/watch?v=_rO5MccD9uM&t=5s

B. Other Learning Short video presentation, pictures

Resources
Learner’s Expected
IV. PROCEDURES
Teacher’s Activity/ies Response/s
A. Reviewing Elicit (5 minutes)
previous 1. By throwing garbage
lesson or How will you help protect and conserve the in a proper places.
presenting the environment?
new lesson

1
 Engage (5 minutes)
The pupils will do the
B. Establishing a Group the class into 2. Give each group activity.
purpose for scrambled letters.
the lesson Group 1
You are going to form a word out of that letters BVOEA –
you received.
Expected answer ABOVE
Setting up of standard:
C. Presenting 1. As the teacher say go start to form the Group 2
examples/ BLOEW -
instances of word.
the new 2. Each member should participate and give
Expected answer BELOW
lesson their idea.

Explore (15 minutes)

What words did you form? Above

For group 1 what word did you form?
How about for group 2?

What are these words? Below

What do you mean by above? Below?
A table
Ok, look here what is infront of me?
D. Discussing (Teacher: Pointing the table)
new concepts
and practicing pencils
And look, what can you see above the table?
new skills #1 (Teacher- pointing the pencil s above the table)
The pencil are above the
Where are the pencils? table.
Answer in complete sentence
A ball
Now, look what can you see below the table
(Teacher – pointing the ball below the table)
The ball is below the
Where is the ball? table.

E. Discussing
new concepts (showing short video clip)
and practicing
new skills #2 (The teacher review the position of the objects in
the video shown by asking questions. Pause the
video)

Now , where is the bird ? The bird is above the

Is it correct? balloon.
Can you see that the bird is above the balloon?

( Continue playing the video, then pause after

another position of the bird.)

Where is the bird now? The bird is below the

Are you sure that the bird is below the balloon? balloon.

Yes!
Call two pupils to come infront and do what the
teacher tell them to do

2
 Example
Pupil 1- Put your books above the table.

Is the books placed correctly? Yes.

Pupil 2- Put your bags below your desk.

Where are the bags now? It is now below our desk.

How should we keep our room orderly? By keeping our things in

a proper place.

The pair of slippers is

F. Developing below the chair.
mastery

Where is the pair of slippers located?

Elaborate (10 minutes)

Activity 1: Draw and Tell

Group 1 Will draw Group 2 will tell the
Group 2 Will tell the position of the thing drawn position of the thing
by group 1.
Group 3 Tell something about the picture using The umbrella is above the
G. Finding above and below. table.
practical
applications of Using above and below
concepts and
skills in daily The teacher will give the activity card to the group
living 1

Drawing no. 1- Draw an umbrella above the

table. The man is below the
Where is the umbrella. tree.

For group 3 the teacher will give a picture with a

situation, then ask about the picture using above
and below.

Teacher will record the score of the group using

rubrics .
H. Making
generalization Why is it important to know the location of the
and object? It is easier for us to locate
abstractions the thing.
about the (Emphasize the values of orderliness)
lesson
Evaluate
3
 Encircle the letter of the correct word that
describe the position of the object,person or
animal in each picture .
1.The fan is ________the chair.

A.above
B.below
C.left
D.right

2. Where is the tissue located?

(The learners will encircle
the answer)

A.below the cabinet

I. Evaluating B. above the cabinet
learning C.in the cabinet
D.beside the cabinet
3. Describe the position of the broom in the
picture.

A.on the desk

B.in the desk
C.below the desk
D.above the desk

4.How did the paintbrush being placed?

A. The paint brush isplacesd above the chair.

B. The paint brush is placedbelow the chair.
C. The paint brush is placed infront of the
chair.
D. The paint brush is placed inside the chair.

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 J. Additional Extend
activities for Give an activity sheet to the pupils.
application or I will give you an activity sheet for you to answer.
remediation (See attached activity sheet)

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned ___Lesson carried. Move on to the next objective.
80% on the ___Lesson not carried.
formative ___% of the pupils got 80% mastery
assessment

___Pupils did not find difficulties in answering their lesson.

___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and
B. No. of learners interest about the lesson.
who require ___Pupils were interested on the lesson, despite of some difficulties
additional encountered in answering the questions asked by the teacher.
activities for ___Pupils mastered the lesson despite of limited resources used by the
remediation teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.

C. Did the remedial

lessons work?
No. of learners ___ of Learners who earned 80% above
who have
caught up with
the lesson.

D. No. of learners
who continue to ___ of Learners who require additional activities for remediation
require
remediation

E. Which of my
teaching
strategies ___Yes ___No
worked well? ____ of Learners who caught up the lesson
Why did these
work?
F. What difficulties
did I encounter
which my
___ of Learners who continue to require remediation
principal or
supervisor can
help me solve?
G. What innovation Strategies used that work well:
or localized ___Metacognitive Development: Examples: Self assessments, note taking
materials did I and studying techniques, and vocabulary assignments.
use / discover ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
which I wish to charts.
share with other
teachers?
___Schema-Building: Examples: Compare and contrast, jigsaw learning,

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peer teaching, and projects.

___Contextualization: 
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.

___Text Representation: 
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

6
Group 1

AVOEB

Group 2

BLOEW

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