Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X
DIVISION OF GINGOOG CITY
Gingoog City

Daily Lesson Plan in Science 3

Writer: Rowena Dela Peña Albaciete
School: Sta. Rita Elementary School

Content Standards: The learners demonstrate understanding of people, animals,

plants, lakes, rivers, streams, hills, mountains, and other,
landforms, and their importance.
Performance Standards : The learners should be able to express their concerns about
their surroundings through teacher-guided and self –directed
activities.
Learning Competency and Code: The learners should be able to describe
one’s environment as being made up of life forms such as
people, plants & animals
code: S3ES-1Va-b-1

Quarter : 4 Week: 1 Day: 1

I. OBJECTIVE:
At the end of 50 minute period, 100% of the learners are expected to:
Describe one’s environment as being made up of life forms
such as people,plants & animals,
II. CONTENT:
Subject Matter: Environment as being made up of life forms
such as people, plants & animals,
Integration:
English: Observing and Speaking/Reporting
ESP (Values Integration): Appreciate the God’s creation
Strategies:7Es Learning model, TExT strategy, Power Point
Presentation, Picture-Study,
Differentiated Instruction and
Technology in the classroom.
Materials: Pictures, Video clips, flash cards, metacards,
References: Science 3 Teacher’s Guide, pp. 172-173
Science 3 Learning Materials,pp.140-147
Science 3 Teacher’s Guide, p.39
Curriculum Guide 2016

III. LEARNING TASK

ELICIT Materials
The teacher will ask the following questions.

1. What did you observe in the surroundings? Real Objects

and
2. What are the things that we can see in the surroundings? pictures
3. Who made all these things ?

(Integration: EsP, Value and appreciate the creation of God)

ENGAGE

Presentation/ Motivation

1. The teacher will show the pictures of the things that found
in the surroundings that has life.
Pictures
2. The pupils will identify and describe each picture.

⮚ Picture of the people with different age and gender

⮚ Pictures of the different animals

⮚ Pictures of the different plants.

EXPLORE

(Refer to Activity Sheets) Activity

Sheet

(Outdoor Activity)

1. Bring the class around the school campus.

2. Let them observe the things found in the school.

3. Let them identify and describe the things that they observe.
 4. Write all their observation on their activity notebook

EXPLAIN

1. Group reporting Video

⮚ The teacher will make a rubrics to assess the pupils. Clips

2. The teacher will add inputs regarding the concepts.

Key Concept:

⮚ Environment in which the place where the plants grow and

animals live including humans that interact each other.

⮚ Animals and humans depends on plants to survive. Animals

need plants for food, protection and shelter.

⮚ Human/ People need plants for food, clothing and shelter.

https://www.careers.govt.nz

(English Integration: Observing and

speaking/reporting)

ELABORATE

1. Generalization Activity
Cards/
⮚ What are the things that found in the environment that has
life? Meta Cards

⮚ Name and describe the things they mentioned

2. Application:

Strategy: Show Me Board

The teacher will prepare 3 pictures per group.

PEOPLE ANIMALS PLANTS

 Pictures

They show the pictures depend upon the answer from the
given situation.

1. Tina is a Grade 3 pupils of Sta. Rita Elementary School. She

come to school every day from Monday to Friday. Who is
Tina? Person (people)

2. Peter and his father planting a corn to the cornfield. What is

a corn? Plant

3. Barry and his brother assignment is to feed the piglets every

day. What is piglets? Animal

EVALUATE

Read the question and encircle the letter of the correct answer. Answer cards

1. A place where the plants and animals interact each other.

a. house b. forest c. environment

2. What does environment made off?

a. solid, liquid, gas

b. people, plants, animals

c. food, clothing and shelter

3. It has 4 legs that can be seen in the surroundings. What is this?

a. people b. plants c. animals

4. It has two arms and legs, can talk and

thinks and it lives in the house.

 a. People b. animals c. plants

5. It gives foods and shelter to man and animals.

a. People b. animals c. plants

EXTEND

Draw the things you found in the environment that has life. Assignment

Notebook

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve?

___

H. What innovation or localized materials did I used/discover which I wish to share

with other teacher? ___
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region X
DIVISION OF GINGOOG CITY
Gingoog City

Daily Lesson Plan in Science 3

Writer: Rowena Dela Peña Albaciete
School: Sta. Rita Elementary School

Content Standards : The learners demonstrate understanding of people,

animals, plants, lakes, rivers,
streams, hills, mountains, and other,
landforms, and their importance.
Performance Standards : The learners should be able to express their concerns about
their
Surroundings through teacher-guided
and self –directed activities.
Learning Competency and Code: The learners should be able to identify and
describe the things found on land; S3ES-1Va-b-2

Quarter : 4 Week: 1 Day: 2

I. OBJECTIVE:
At the end of 50 minute period, 100% of the learners are
expected to:
Identify and describe the things found on land..
II. CONTENT:
Subject Matter: Things found on land.
Integretion:Values
English: Observing and Speaking/Reporting
ESP: Appreciate the God’s creation
Strategies: 7Es Learning model, TExT strategy,Power Point
Presentation,Visualizing, Differentiated
Instruction and Technology
in the classroom.
Materials: Pictures, Video clips, flash cards, metacards,
References: Science 3 Teacher’s Guide,pp. 172-173
Science 3 Learning Materials,pp.______
Science 3 Teacher’s Guide, p.39
Curriculum Guide 2016

III. LEARNING TASK

ELICIT Materials

⮚ Which among you here visited in the park?

⮚ What did you observe in the park?

ENGAGE

1. Review: Pictures

⮚ What are the things that has life that we can find
in the environment?

A. __ Can talk, stand and think.

a.Plants b. people c. animals

B. ___ It give us shade and food to eat.

a.Plants b. people c. animals

C. ___A man’s pet and give us meat.

a. Animals b. Plants c.People

 2. Motivation/Presentation

⮚ Observe the following pictures.

● Show the picture of the building like

municipality, schools, hospital and etc.

● Show the picture of the different animals.

● Show the picture of the plants and trees

● Show the pictures of the different foods

⮚ What other things that we can find on land.

EXPLORE

Activity: 1 Activity Sheets

Strategy: Science Station

( Refer to the Activity Sheets)

1. The Teacher will prepare a 3 stations. And to be

perform inside the classroom.

2. Each station corresponded with the instructions to

be follow before going to the next station.

3. Group the pupils accordingly.

4. Each group will perform the task given in every

station.
(EsP integration: Teamwork)

EXPLAIN

1. Presentation of outputs by group. Power Point

⮚ The teacher will make a rubrics to assess learners. Presentation

2. Show them a Power Point Presentation to discuss

further about the topic.

3. Let the children answer the follow up questions

during the discussion.

● Living things found on land

⮚ Show the pictures of;

1. People

2. Animals

3. Plants

● Non-living things found on land

⮚ Show the pictures of;

1. Buildings/houses

2. Transportation

Key Concepts:

⮚ Things that found on land are the living and non-

living things.

⮚ Living things are the people, plants and

animals.They have life, they grow and move.

⮚ Non- living things are the buildings, houses,

vehicles and etc. They need people to operate in
order to move and use for. It is use for specific
purposes like; residential, agricultural, recreation,
 transportation and commercial.

https:/www.investopedia. com

(English Integration: Observing and

speaking/reporting)

ELABORATE

1. Generalization: Strips with a questions

⮚ What are the things that is found on the land?

⮚ Are all things that found on land are useful to the

people?

2. Application:

Strategy: Tell and Share

Directions: The teacher will present again the pictures

of the things found on land. The pupils will Tell the
correct answer and share why it is correct.

1. It a place were the family will live .

a. Plants b. house c. bus

2. Manny and his mother want to go to the church

during Sunday. There house is far from the
church. How does Manny and his mother arrive
to the church?

a. Riding a tricycle b. Planting in the cornfield.

3. Liza is a graduating students in Grade 6. Her

teacher required them to plant a tree to the
graduating students. What does Liza planting?

a. Tree b. vegetable c. fruits

 EVALUATE

Read the following questions and encircle the correct Manila paper
answer.

1. It is a place where the people, plants and animal

live.

a. Land b. water b. house

2. A kind of plants that give us shade and use to

build a house?

a. Trees b. fruits c. vegetable

3. It is use for transportation traveling from

Gingoog City to Cagayan de Oro City.

a. bus b. ship c. airplane

4. The place where the children are studying

a. School b. market c. church

5. A man’s best friend

a. Dog b. fish d. bird

EXTEND

Create a rap song describing the water form in the

environment.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

 C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve?

___

H. What innovation or localized materials did I used/discover which I wish to share

with other teacher? ___

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X
DIVISION OF GINGOOG CITY
Gingoog City

Daily Lesson Plan in Science 3

Writer: Rowena Dela Peña Albaciete
School: Sta. Rita Elementary School

Content Standards : The learners demonstrate understanding of people,

animals, plants, lakes, rivers, streams, hills,
mountains, and other, landforms, and their importance.
Performance Standards: The learners should be able to express their concerns
about their surroundings through teacher-guided and self
directed activities.

Learning Competency and Code: The learners should be able to dentify and
describe the things found on air. S3ES-1Va-b-3

Quarter : 4 Week: 1 Day: 3

I.OBJECTIVE:
At the end of 50 minute period, 100% of the learners are expected to:
Identify and describe the things found on air .

II.CONTENT:
Subject Matter: Things found on air .
Integretion:Values
Health: Exercise is good for the body
 ESP: Appreciate the God’s creation
English: Observing and Speaking/Reporting
Strategies: 7Es Learning model, ,Power Point
Differentiated Instruction, TEXT Strategy and
Technology in the classroom.
Materials: Pictures, Video clips, flash cards, metacards,
References: Science 3 Teacher’s Guide,pp. 172-173
Science 3 Learning Materials,pp.______
Science 3 Teacher’s Guide, p.39
Curriculum Guide 2016

IV. LEARNING TASK

ELICIT Materials

Who among you here have seen a kite?

Why does the kite flying in the sky? Real Objects

Activity: 1

⮚ Let the pupils do the exercise of enhaling and exhaling

(Health integration: Exercise is good for the body)

Activity: 2

Answer the following questions.

1. What did you observed during the exercises?

2. Why does we need to breath?

3. What other things that found on air?

4. Describe the things mentioned.

(English Integration: Observing and

speaking/reporting)
ENGAGE

1. Review

⮚ What are the things that found on land? Pictures

⮚ Are the things important to us?

2. Motivation/Presentation

⮚ Observe and describe each picture.

● Show the picture of the clouds.

● Show the picture of the air balloon.

● Show the picture of an airplane.

● Show the picture of an smoke from the factory.

EXPLORE

Power

Group activity point

Strategy: TEXT Strategy &“Differentiated Instruction”. Presentation

( Refer to Activity Sheets)

1. Each group will given a metacard written with the

directions.

2. The pupils will think of the direction given.

 3. The group will decide on what to do based from the
direction given.

4. They will execute and tell the result of the activity.

EXPLAIN

1. Presentation of group activity. Video clips

(The teacher will prepare a rubrics to assess learners.)

2. Present a video clips showing the topic the thing found on

air.

3. Let the pupils answer the follow-up questions during the

discussion

Key Concept:

> Air is the Eath’s atmosphere.I It is all around us, but we

can’t see it.

> It is a mixture many gases and dust particles. A clear

gas in which living things live and breath.

> Things that found on air are; aircraft, balloons, smoke

from fire and etc,

https://www.tigtagusa.com

www. Stuff.co.nz

ELABORATE

1. Generalization:

⮚ What are the things that found on air?

 ⮚ Name all things that we can find on air. Video Clip

2. Application

Activity

Strategy: Pick and Post

The teacher will prepare the picture of the things found on air. The
pupils will pick the picture of their answer after reading the
questions.

1. Aira travel to Manila to participate the National Science

Quiz Bee. What does Aira ride to the destination?

a. Riding an airplane

b. riding a bus

c. riding a bicycle

2. Roy are fun of playing outside during windy day. What

does Roy playing?

a. Kite b. marbles c. patentiro

3. Mark’s house is near the factory. He alsway got sick

because of the air pollution. What was the causes of Mark
sick?

a. Smake from the factory

b. Waste from the factory

c. People working in the factory

(English Integration: Observing and

speaking/reporting)

EVALUATE
 Answer true or false Answer cards

______1. Air is all around us.

______2. Ballon has air inside.

______3. Factories produce air pollution

______4. All things found on air.

______5. Air a clear gas which living things live and breath.

EXTEND

Assignment

Make a poem describing the things found on air. ment

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve?

___

H. What innovation or localized materials did I used/discover which I wish to share

with other teacher? ___
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region X
DIVISION OF GINGOOG CITY
Gingoog City

Daily Lesson Plan in Science 3

Writer: Rowena Dela Peña Albaciete
School: Sta. Rita Elementary School

Content Standards : The learners demonstrate understanding of people,

animals, plants, lakes, rivers, streams,
hills, mountains, and other, landforms,
and their importance.
Performance Standards : The learners should be able to express their concerns about
their surroundings through teacher-guide and self –directed activities.
Learning Competency and Code: The learners should be able to dentify and
describe the things found on the forest/mountains. S3ES-1Va-b-4

Quarter : 4 Week: 1 Day: 4

I. OBJECTIVE:
At the end of 50 minute period, 100% of the learners are
expected to:
Identify and describe the things found on the
Forest/mountains.
II. CONTENT:
Subject Matter: Things found on the Forest/mountains.
Integration:
ESP: Appreciate the God’s creation
English: Observing and Speaking/Reporting
Strategies: 7Es Learning model, TExT strategy
Presentation, Differentiated Instruction and
Technology in the classroom.
Materials: Pictures, Video clips, flash cards, metacards,
References: Science 3 Teacher’s Guide,pp. 172-173
Science 3 Learning Materials,pp.140-147
Science 3 Teacher’s Guide, p.39
Curriculum Guide 2016
III. LEARNING TASK

ELICIT Materials

⮚ Have you experience walking in the forest/

mountain?
Real Objects
⮚ What are the things that you can see in the
forest/mountains?

ENGAGE

1. Review:

⮚ What are the things found on air? Pictures

⮚ Name and describe the things that found on air.

2. Presentation:

● Present the picture of;

A. Show the picture of the forest.

B. Show the pictures of the mountains

C. Show the picture of the hills.

EXPLORE

Group Activity

Strategy: TEXT (Think, Execute and Tell)

Strategy
 ( Refer to Activity Sheet)

1. Each group will given a metacard written with the

directions.

2. The pupils will think of the direction given.

3. The group will decide on what to do based from

the direction given.

4. They will execute and tell the result of the

activity.

EXPLAIN

1. Group Presentation video

(The teacher will prepare a rubrics to assess learners)

2. Present a slides showing the things found in the

forest/mountains

3. The teacher will add information about the topics.

Key Concept:

⮚ Forest is a piece of land with many trees. Many

animals need forest to live and survive

⮚ We depend forest for our survival, from the air we

breathe to the wood to use. Providing habitats for
animals and livelihood for humans. And it is also
offer watershed protection, prevent soil erosion and
mitigate climate change.

⮚ Trees, ferns, and schrubs grow in the forest. Deer,

frogs, lizards, insects, birds and bear are some forest
animals that need plants. Water, stones, and soil are
non-living things that animals need too. And the
 people also are part of forest ecosystem.

⮚ Mountain is a large landforms that rises above the

sorrounding land in a limited area, usually in a form
of peak. It is generally steeper that a hill and form
through tectonic forces or volcanism.

http://simple.m.wikipedia.org

ESP: Appreciate the God’s creation

English: Observing and Speaking/Reporting)

ELABORATE

1. Generalization:

What are the things that you can see in the forest/mountains? Stripes of

Words

2. Application:

Strategy: Pick and Match pictures

The teacher will prepare the list of words corresponded by

the pictures of the things found in the forest/mountain.

Trees, ferns, schrubs . Water,

stones, soil , grasses, forest,

mountains frogs, lizards, insects, birds

1. Shy want to use the _____ for stage decoration.

2. Ben are looking for ______ use for land scaping.

 3. John is father climb to the ____ because

just for fun.

EVALUATE

Answer True or Falls Answer

____1. Forest is a place of land that many trees. sheets

____2. Mountains is a large landforms that rises above the

sorrounding land in a limited area, usually in a form of peak.

____3. Forest/mountain is important to plants,animals and

people.

____4.. Forest/ mountains is the place where many people

live.

____5. Wild animals and plants can survive in the

forest/mountains.

EXTEND

Construct a poem describing the forest/mountains. Assignment

Notebook

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve?

___
 H. What innovation or localized materials did I used/discover which I wish to share
with other teacher? ___

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X
DIVISION OF GINGOOG CITY
Gingoog City

Daily Lesson Plan in Science 3

Writer: Rowena Dela Peña Albaciete
School: Sta. Rita Elementary School

Content Standards : The learners demonstrate understanding of people,

animals, plants, lakes, rivers, streams, hills,
mountains,and other, landforms, and their importance.
Performance Standards : The learners should be able to express their concerns
about theisurroundings through teacher-guided and
self –directed activities.
Learning Competency and Code: The learners should be able to describe
one’s environment as being made up of water
forms.S3ES-1Va-b-4

Quarter : 4 Week: 1 Day: 5

I. OBJECTIVE:
At the end of 50 minute period, 100% of the learners are
expected to:
Describe one’s environment as being made up of water form.
II. CONTENT:
Subject Matter: Environment as being made up of water
form.
Integretion:Values
ESP: Appreciate the God’s creation
English: Observing and Speaking/Reporting
Strategies: 7Es Learning model, TExT strategy,Power Point
Presentation,Inquiry- Base Instructions and
Technology in the classroom.
Materials: Pictures, Video clips, flash cards, metacards,
References: Science 3 Teacher’s Guide,pp. 172-173
Science 3 Learning Materials,pp.140-147
Science 3 Teacher’s Guide, p.39
Curriculum Guide 2016

III. LEARNING TASK

ELICIT Materials

Who among you here had experience in swimming at the beach?

What other places were the family spent for family bonding?

ENGAGE

1. Review:

⮚ What are the things found in the forest/mountain? Pictures

⮚ Name and describe the things that found in the forest/mountain.

2. Motivation/Presentation:
 ● Present a pictures of the Bodies of Water.

⮚ Picture of the sea.

⮚ Picture of the river.

⮚ Picture of the lake

⮚ Picture of the streams

⮚ Picture of the water falls

⮚ Picture of the pond

EXPLORE

(Refer to the Activity Sheets) Activity

Sheets
1. Group the pupils accordingly.

2. Each group provide metacard for the instruction and assigned

situation/question to answer.

3. Give time to brain storming activity to solicit ideas from the

group.

EXPLAIN

1. Presentation of the group activity. Power

(The teacher will prepare a rubrics to assess learners) point

2. Present the Power Point Presentation in the discussion. Presentation

3. The teacher will add inputs regarding the topics.

Key Concept:

What is environment?

- Is a place, people, things and nature that surrounded by any

living organism.

What is water for the environment?

- is allocated and managed specifically to improve the health of

the rivers, wetlands and floodplains. They provide connections across
the landscape for people, plants and animals that extend well beyond the
river bank.

How is water important to the environment?

- Environmental water is important tool to ensure these natural

system to survive and thrives for the benefits of all.

- Healthy rivers carry water to homes, farms, schools and

businesses. Along the way they nourish entire ecosystem and provide
important habitat for native plants and animals.

https//www.environment.new.gov.

Water Form in the Environment

⮚ Sea is a body of water that is partially or totally surrounded by

water.

https:// factslegend.org.

⮚ River is a large natural streams of water flowing in a channel to

the sea.

⮚ Lake is a large body of water that is surrounded by land. It can

be fresh or more, rarely salty.

https://www.vocabulary.com

⮚ Water Falls is an area where water flows over a vertical drops

or series of steep drops in the course of stream or river.
 https://en.m.wikipedia.org

⮚ Ponds is a small body of still water formed naturally or by

hollowing or embanking.

ELABORATE

1. Generalization: Manila paper

⮚ What are the water form in the environment?

⮚ Name and describe each bodies of water that found in the

environment.

2. Application:

Activity:

Strategy “THINKING MAPS”

Directions: The teacher will prepare a picture of the bodies of water.

Arrange the picture in a form of a circle. The pupils were select the
picture of the correct answer

1. A large natural streams of water flowing in a channel to the sea.

a. sea b. river c.lake

2. Is a body of water that is partially or totally surrounded by water.

a. sea b. lake c. river

3. Is an area where water flows over a vertical drops or series of steep

drops in the course of stream or river.

a. water falls b. river c. pond

EVALUATE

Matching Type Answer cards

Match column A to Column B

Column A Column B
 1. A large natural streams of a. river

water flowing in a channel

to the sea.

2. Is a body of water that is b. pond

partially or totally surrounded

by water.

3. Is an area where water flows c. sea

over a vertical drops or series

of steep drops in the course of

stream or river.

4. A large natural streams of d. lake

water flowing in a channel

to the sea.

5. a small body of still water e. water fall

formed naturally or by

hollowing or embanking.

EXTEND

Create a rap song describing the water form in the environment. Assignment

ment

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

 C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve?

___

H. What innovation or localized materials did I used/discover which I wish to share

with other teacher? __

Activity Sheet

Title: Environment as being made up of life forms such as people,plants &

animals,

What you need:

1. Pictures of
A. People
B. Animals
C. Plants
2. Activity Notebook
3. Ballpen/Pencil

What to do:
1. Bring the class around the school campus.
2. Let them observe the things found in the school.
3. Let them identify and describe the things that they observe.
4. Write all the observationS on their activity notebook.

Questions:

1. What are the things that found in the environment?

2. Are all things you found has life?
3. What are those things that has life?
4. Who made all of this things?
5. How can we take good care to the environment?
 Activity Sheet

Title: Things found on land.

What you need:

1. Pictures
2. Meta cards
3. Cartolina/Manila Paper
4. Art work
5. Activity Notebook
What you do:
1. The group will be given metacards written with the situations.
2. Every group will execute the activity “ Science Station”
3. Each station corresponded with the instructions to be follow before going to the next
station.
4. Each group will perform the task given in every station.

Station 1
Learning style
● List all the things found on land.
Station 2
Learning style
● Draw the things found on land
Station
Learning Style
● Describe all thing you identify that found on land

Questions:
1. What are the things that found on land?
2. Name and describe the things you have seen on land
3. What is the important of the things found on land?
4. How can we take good care all the things found on land?
 Activity Sheet

Title: Things found on air .

What you need:
1. Balloon
2. Metacards
3. Activity Cards
4. Cartolina
5. Drawing materials
6. Ballpen
What you do:
1. Each group given with the metacards written with the instruction.
2. The member of the group will think on how to do the activity
3. Then Execute the activity based from the given instructions
4. Tell what activity they done during the presentation.

TEXT Strategy

Group 1

1. List all the thing found on air.

2. Use the cartolina in writing the words.
3. Reporting activity.

Group 2

1. Draw the things found on air.

2. Use the cartolina in the drawing activity.
3. Reporting activity.

Group 3

1. Make a songs using name of the things found on air.

2. Present the song.

Questions:
1. What are the things found on air.?
 2. Describe the thing that found on air..
3. What is the important of the things found on air.?
4. How can we take good care all the things found on air?

Activity Sheet

Title: Things found on the forest/mountains.

What you need:

1. Metacards
2. Pictures of
A. Forest
B. Mountain
3. Cartolina
4. Drawing materials
What you do:
1. Each group will given a metacard written with the directions.
2. The pupils will think of the direction given.
3. The group will decide on what to do based from the direction given.
4. They will execute and tell the result of the activity.

TEXT Strategy
● Group 1
Instructions:
1. Think of the things found in the forest/mountains
2. Execute by drawing activity the things that found in the forest.
● Group 2
Instructions:
1. Think of the things found in the forest/mountains.
2. Execute by listing all the things that can be found in the forest

● Group 3
Instructions:
1.Think of the things found in the forest/mountains.
2. Execute through dramatization of the monutainers.

Questions:
1. What are the things found in the forest/ mountains?
2. What happen to the forest/mountain without all those things?
3. Are they important to the environment?
4. Does all the things in the forest/ mountain can live in other places? Why
 5. How can we take good care of the forest/mountains?

Activity Sheet

Title: Environment as being made up of water form.

What you need:

1. Metacards
2. Activity notebook
3. Cartolina
4. Pictures of the bodies of water
What you do:
1. Each group provide metacard for the instruction and assigned situation/question to
answer.
2. Give time to brain storming activity to solicite ideas from the group.
3. Group presentation

Group 1
Situation/Question.
What is environment?

Group 2
Situation/Question.
What are the bodies of water in the environment?

Group 3
Situation/Question.
Why does water is important to the environment?

Group 4
Situation/Question.
How to take good care of the bodies of water in the environment?

Questions:
1. What are the water form in the environment?
2. Why does water i important to the in the environment?
3. Can life exist without the presence of water?
4. How can we take good care of the bodies of water?