Republic of the Philippines
Department of Education
LESSON PLAN IN SCIENCE III
Name of Teacher JAZMINE B. GUIGUIT
Grading Period THIRD QUARTER
Grade Level THREE
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or presenting
the new lesson (5minutes)
Region VII-Central Visayas
Schools Division of Cebu Province
District of Tuburan I
SAN JUAN ELEMENTARY SCHOOL
Section TULIPS
Time 1:50 – 2:40
Date MARCH 16, 2023
At the end of the 50-minute period, 75% of the pupils should be able to:
1. Describe how animals move;
2. Identify the body parts that enable animals to move;
3. Group animals according to the way they move.
The learner can describe the animals based on their movement.
The learner is able to classify the animals based on their movement.
S3LT-IIc-d-4 – Grouping of Animals based on movement
GROUPING OF ANIMALS BASED ON MOVEMENT
SCIENCE 3
SCIENCE 3
PowerPoint Presentation, Activity Sheets, Cartolina, Pentel Pen
Establishing Classroom Rules:
Rule 1: Maintain Your Work Ethic and Always Try Your Best
Rule 2: Listen and Follow Instructions
Rule 3: Respect the Teacher and Other Students
Rule 4: Safety First: Keep Hands, Feet, and Objects to Yourself
Value Integration:
Following the rules is crucial since it gets rid of and steers clear of
any distractions and potential misconduct that can get in the way of
learning. Most importantly, following classroom rules is one of the
best methods to grow into a disciplined and responsible person.
ANNOTATION:
KRA 1, Objective 1: Infusing value (ESP Integration)
KRA 1, Objective 3 & 4: Using Sinugbuanong Binisaya as a language to
improve verbal and nonverbal communication and enhance learning and for
better understanding.
KRA 2, Objective 5,6 & 7: To create a safe and secure environment,
policies that emphasize justice, care, respect, and cooperation are
implemented.
MOTIVATION FOR NEW LESSON:
Showing video of animals and ask the pupils and ask the pupils the following
questions:
 1. What animals did you see?
 2. How do animals move from one place to another?
 3. What part of the body that help the animal to fly? To walk? To swim? To
crawl? To jump?
 Why do you think animals move from one place to another?
ANNOTATION:
KRA 1, Objective 1: Used a video presentation, in order to attract
 pupil’s interest.
KRA 1, Objective 3 & 4: Using Sinugbuanong Binisaya as a language to
improve verbal and nonverbal communication and enhance learning and for
better understanding.
KRA 1, Objective 4: Employing verbal communication techniques to aid
learners' comprehension, participation, and mastery of prior information.

B. Establishing a purpose for the lesson Motivation: The teacher presents a game entitled, “Guessing Game”: Tell the pupils
(10 minutes) what to do:

a. One pupil will pick a piece of paper with the same name of an animal
written on it.
b. The pupil will not tell the name of the animal instead, he or she will act out
how the animal move.
c. The rest of the animals will raise their hands and guess the name of the
animal.
d. The first pupil to raise his or her hand and guess the answer correctly will
earn points.

Value Integration: One of the games used in teaching techniques is the guessing
game. The goal of a guessing game is to correctly identify some kind of information,
such as a word, a title, or an object. The guessing game will undoubtedly increase
pupils' motivation to learn.

ANNOTATION:
KRA 1, Objective 1: Infusing value (ESP Integration and Arts)
KRA 1, Objective 3 & 4: Using Sinugbuanong Binisaya as a language to
improve verbal and nonverbal communication and enhance learning and for
better understanding.
KRA 2, Objective 8: Guessing game is one of some games in teaching
technique. Guessing game is a game in which the object is to guess some kind of
information, such as a word, a title, and an object. It is clear that guessing game
will improve students' motivation in learning.

C. Presenting examples/instances of the Lesson Proper

new lesson (10 minutes)
 The teacher will divide the class into 5 groups and give different activity for
each group.
GROUP 1 – They will put a check in the animals that flies.
GROUP 2 – They will assemble the pictures of animals that crawls.
GROUP 3 - They will draw 3 examples of animals that can run/walk.
GROUP 4 - They will classify animals that can swim and put it inside the aquarium.
GROUP 5 - They will answer the questions about their observation of the animals
that jumps.

 The group will post their work in front. A member of the group will present
their work.

Discussion: Ask the pupils the following:

1. Can you name the animal?
2. How does it move? What body parts is used in moving? Will you describe
the movement?
3. What are animals that show the same movement?

Value Integration:
Pupils gain in many ways from the social perspective because cooperative
learning fosters social relationships. Cooperative learning aids in the
development of oral communication abilities by having the pupils justify
their reasoning and conclusions.

ANNOTATION:
KRA 1, Objective 2: Instructional activities given is based on teaching-
learning principles
KRA 1, Objective 3 & 4: Using Sinugbuanong Binisaya as a language to
improve verbal and nonverbal communication and enhance learning and for
better understanding.

KRA 2, Objective 5,6 & 7: To create a safe and secure environment,

policies that emphasize justice, care, respect, and cooperation are
implemented.
KRA 2, Objective 8: Utilizing a customized approach will motivate kids to

D. Discussing new concepts and
practicing new skills (5 minutes)
E. Finding practical applications of
concepts and skills in daily living
(10 minutes)
work diligently and take ownership of their own learning.
KRA 3, Objective 11 & 13: implementing a teaching strategy that is
sensitive to the requirements of every learner and the context of the
community. Establishing teaching strategy that is responsive to the needs of
all learners and to community context.
KRA 4, Objective 16: Learner-centered strategy
The teacher will discuss the following:
 The frog jumps. What enables it to jump? What other animals jump?
 Butterflies can fly. What enables them to fly? What other animals fly?
 The earthworm crawls. What enables it to crawl. What other animals crawl?
 The fish swims. What enables it to swim? What other animals swim?
 The dog walks. What enables it to walk? What other animals walk?
ANNOTATION:
KRA 1, Objective 3 & 4: Using Sinugbuanong Binisaya as a language to
improve verbal and nonverbal communication and enhance learning and for
better understanding.
KRA 2, Objective 8: Using a video lesson technique to encourage students to
work productively by taking responsibility for their own learning.
KRA 4, Objective 16: Learner-centered strategy
Board Activity
 The teacher will call some pupils to answer it in front.
 Molupad/molakaw/mokamang/moambak/molangoy
ANNOTATION:
KRA 1, Objective 2: Interactive quiz technique is based on teaching-
learning principles.
KRA 1, Objective 3 & 4: Using Sinugbuanong Binisaya as a language to
improve verbal and nonverbal communication and enhance learning and for
better understanding.
KRA 2, Objective 8: Using of interactive quiz technique to encourage
students to work productively by taking responsibility for their own
learning.
 KRA 4, Objective 15: Using of intrinsic motivation to create and maintain a
harmonious relationship with learners.
KRA 4, Objective 16: Learner-centered strategy

F. Making generalizations and
abstractions about the lesson
(5 minutes)
Lead the pupils to generalize the lesson by answering the following questions.
 How do animals move? What enables them to move?
 Do animals have the same body parts for movement?
 Do animals show the same movement? Why?

ANNOTATION:
KRA 1, Objective 2: Research-Based extended activity.
KRA 1, Objective 3 & 4: Using Sinugbuanong Binisaya as a language to
improve verbal and nonverbal communication and enhance learning and for
better understanding.
KRA 2, Objective 8: Using of strategy to encourage students to work
productively by taking responsibility for their own learning
KRA 3, Objective 11: Contextualized teaching strategy that is responsive to
the needs of all learners.
KRA 4, Objective 16: Learner-centered strategy

G. Evaluating learning Direction: Draw an animal that you often see in your surrounding and answer the
(5 minutes) following questions;

1. How does it move?

2. What body part/s enables it to move?
3. What is its purpose in the community?

ANNOTATION:
KRA 1, Objective 2: Assessment given is based on teaching-learning
principles.
KRA 1, Objective 3 & 4: Using Sinugbuanong Binisaya as a language to
improve verbal and nonverbal communication and enhance learning and for
better understanding.
KRA 2, Objective 8: Using of strategy to encourage students to work
productively by taking responsibility for their own learning.
KRA 3, Objective 11: Establishing teaching strategy that is responsive to the
needs of all learners.
KRA 4, Objective 16: Learner-centered strategy

H. Additional activities for application or Assignment:

remediation
Directions: In your notebook, draw three (3) examples of animals that
Fly, swim, walk/run, jump/hop, and an animal that crawls.

ANNOTATION:
KRA 1, Objective 2: Research-Based extended activity.
KRA 1, Objective 3 & 4: Using Sinugbuanong Binisaya as a language to
improve verbal and nonverbal communication and enhance learning and for
better understanding.KRA 2, Objective 8: Using of strategy to encourage
students to work productively by taking responsibility for their own learning
KRA 3, Objective 11: Contextualized teaching strategy that is responsive to
the needs of all learners.
KRA 4, Objective 16: Learner-centered strategy

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this/these work?
F. What difficulties did I encounter that
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use /discover that I wish to share
with other teachers?

Prepared and Demonstrated By:

JAZMINE B. GUITGUIT
Teacher I

Observed and Checked By:

GIOVANNI B. MONTEALEGRE
Principal