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  • English DLL - SCIENCE 3 - Q2 - W3

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    This document contains a daily lesson log for a Grade 3 science class. The lesson covers classifying animals according to their body parts and how they obtain food. Over the course of the week, students will identify animals based on their environment and body parts. They will learn to infer how animals eat based on their mouthparts and bodies. Students will classify animals according to their food sources and body coverings. Activities include identifying animal body parts, grouping animals by how they obtain food, and drawing examples of plant-eating, meat-eating, and omnivorous animals.

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    This document contains a daily lesson log for a Grade 3 science class. The lesson covers classifying animals according to their body parts and how they obtain food. Over the course of the week, students will identify animals based on their environment and body parts. They will learn to infer how animals eat based on their mouthparts and bodies. Students will classify animals according to their food sources and body coverings. Activities include identifying animal body parts, grouping animals by how they obtain food, and drawing examples of plant-eating, meat-eating, and omnivorous animals.

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    © All Rights Reserved
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    22 views4 pages

    English DLL - SCIENCE 3 - Q2 - W3

    Uploaded by

    alice mapanao
    This document contains a daily lesson log for a Grade 3 science class. The lesson covers classifying animals according to their body parts and how they obtain food. Over the course of the week, students will identify animals based on their environment and body parts. They will learn to infer how animals eat based on their mouthparts and bodies. Students will classify animals according to their food sources and body coverings. Activities include identifying animal body parts, grouping animals by how they obtain food, and drawing examples of plant-eating, meat-eating, and omnivorous animals.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 4

    School: CATANING INTEGRATED SCHOOL Grade Level: III

    GRADES 1 to 12 Teacher: ALICE T. MAPANAO Learning Area: SCIENCE


    DAILY LESSON LOG Teaching Dates and NOVEMBER 20-24, 2023 (WEEK 3)
    Time: 10:40 A.M – 11:30 A.M. (3-SPED FAST) Quarter: 2ND QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

    I. OBJECTIVES
    A. Content Standard FIRST SUMMATIVE TEST-
    Demonstrate understanding of parts and functions of animals and importance to humans
    SECOND QUARTER
    B. Performance Standard To enumerate ways of grouping animals based on their structure and importance
    C. Learning Competency/Objectives Classify animals according to body parts and use
    Write the LC code for each.

    II. CONTENT
    Identify animals according to Infer the body parts used by animals Infer what animals eat based Describe the body covering
    their environment. for eating /getting food. on their mouthparts and body of animals.
    S3LT –Iic –d -4 parts. Group animals according
    Classify animals according to to their body coverings.
    what they eat. S3LT –Iic –d -4
    S3LT –Iic –d -4
    III. LEARNING RESOURCES
    D. References
    1. Teacher’s Guide pages MELC’s page 497
    2. Learner’s Materials pages SLM Q2 Module 2 pages 1-19
    3. Textbook pages
    4. Additional Materials from
    Learning Resource (LR)portal
    E. Other Learning Resource Powerpoint, laptop, T.V., picture of animals, manila paper, pentel pen, activity sheets
    IV. PROCEDURES
    A. Reviewing previous lesson or What are the body parts of the How do animals move? Which animals use their tongue What are three
    presenting the new lesson birds ?fish?cat? What are their to get food? classifications as to the
    common body parts? food they eat?
    B. Establishing a purpose for the Prepare about animals and their Do you have pets at home? What kind of food do you eat? Show pictures of different
    lesson environment. Do you have cats and dogs at home? Do you eat the same kind of animals.
    food?
    C. Presenting examples/Instances of Post on the board and then Show pictures of different animals. Present pictures of grass ,meat, How are these animals
    the new lesson discuss. Identify the names of each. rice, and fish. survive in their places?
    Different animals use different
    parts of the body. Having
    different body parts makes them
    move.
    D. Discussing new concepts and What are the different body parts Which animals use their tongues for What do animals eat?
    practicing new skills # 1 use by animals to move? getting food?
    E. Discussing new concepts and Which animals use their beaks and
    practicing new skills # 2 claws for getting food?
    F. Developing mastery Divide the class into five. Draw animal you like. Individual Activity Classify the body covering
    (leads to Formative Assessment Animals Movement Body Parts And afterward tell me, what body Write the food that each of this animals.
    3) /Used parts it use to get food. animal eats. 1.crab
    1. lion 1.goat 2.snakes
    2. eagle 2. pig 3. dog
    3.snake
    4.caterpillar
    3. duck 4. bear
    5. dolphin 4. hen 5. fish
    6. kangaroo 5.sheep 6. parrot
    7. dog 6. monkey
    8.frog 7. rabbit
    9.cat
    10. fish

    G. Finding practical application of Guessing the Animals . Divide the class into five groups. Group Activity Group the pupils into
    concepts and skills in daily living How do these get their food? 1- draw three examples of three.
    Lizard crab rhino tiger owl snake animals that eat plants.
    2- draw three examples of
    animals that eat other animals
    3- draw three animals that eat
    both plants and animals.
    H. Making generalizations and Do all animals move the same What do animals use in getting food? What are three classification of What are the different
    abstractions about the lesson way? Are food eaten by animals related to animals as to the food they body covering of animals?
    What help them move in order to their body parts? eat?
    live?
    I. Evaluating learning Fill in the blanks. Match the animals with the body Write H for plant eaters ,C for Match the animals with
    1. Birds use ___ for flying. parts they use for getting food. anmal eaters ,and O for both their body coverings .Write
    2. Fish uses ___ for swimming. 1. crab a. beaks and claws plants and anmal eaters. the letter of the correct
    3. Snake uses __ for slithering. 2. carabao b. proboscis 1. lion answer.
    4. Kangaroo uses ___ for 3. frogs c. pincers 2. elephant 1. dog a. shell
    hopping. 4. butterfly d. mouth 3.fish 2. crab b. slime
    5. Dolphin uses fin and ___ for 5. eagle e. sticky tongue 4. bird 3. toad c. skin
    swimming. 5. horse 4. fish d. feather
    5. bird e. hair
    f. scales
    J. Additional activities for Collect pictures of different Cut pictures of five different animals Write 5 examples of animals of Cut pictures of five animals
    application or remediation moving animals. and paste it on short bond paper. herbivores ,carnivores and .and group them according
    Under each picture write(name of omnivores. to their body coverings.
    the animal ) uses (body parts )in
    getting food.
    V. REMARKS
    VI. REFLECTION
    A. No. of learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
    in the evaluation above above 80% above above
    B. No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
    additional activities for additional activities for remediation activities for remediation additional activities for additional activities for additional activities for remediation
    remediation who scored below remediation remediation
    80%
    C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
    No. of learners who have caught ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the
    up with the lesson lesson lesson the lesson up the lesson lesson
    D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to
    require remediation require remediation remediation require remediation continue to require require remediation
    remediation
    E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
    worked well? Why did these ___ Group collaboration ___ Group collaboration ___ Group collaboration well: ___ Group collaboration
    work? ___ Games ___ Games ___ Games ___ Group collaboration ___ Games
    ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Games ___ Power Point Presentation
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Power Point Presentation ___ Answering preliminary
    activities/exercises activities/exercises activities/exercises ___ Answering preliminary activities/exercises
    ___ Discussion ___ Discussion ___ Discussion activities/exercises ___ Discussion
    ___ Case Method ___ Case Method ___ Case Method ___ Discussion ___ Case Method
    ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Case Method ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
    Poems/Stories Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
    ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
    Why? Why? Why? ___ Lecture Method Why?
    ___ Complete IMs ___ Complete IMs ___ Complete IMs Why? ___ Complete IMs
    ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
    ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
    ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation
    doing their tasks doing their tasks in doing their tasks ___ Group member’s in doing their tasks
    Cooperation in doing their
    tasks
    F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
    can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
    __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
    Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
    __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
    Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
    __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
    __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
    __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
    G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
    materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
    which I wish to share with other __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
    views of the locality views of the locality views of the locality views of the locality views of the locality
    teachers?
    __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used
    Instructional Materials Instructional Materials as Instructional Materials used as Instructional as Instructional Materials
    __ local poetical composition __ local poetical composition __ local poetical composition Materials __ local poetical composition
    __Fashcards __Fashcards __Fashcards __ local poetical composition __Fashcards
    __4 F’s __4 F’s __4 F’s __Fashcards __4 F’s
    __4 F’s

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