Daily Lesson Plans for Multigrade Classes

Grades 3 and 4
Learning Area: SCIENCE Quarter: TWO Week: 3
Grade Level Grade 3 Grade 4
Content Standard Parts and functions of animals and importance to Animals and plants live in habitats that meet their basic
The learner humans needs.

Performance Enumerate ways of grouping animals based on Identify those plants and animal have systems whose
Standard their structure and importance function is to keep them alive. They observe, describe, and
The learner create representations to show how living things interact
with their habitat, survive, and reproduce in specific
environments. They use flowcharts to show the feeding
relationship among different organisms within a given
environment.

Competencies Describe animals in their immediate Use a drawing or diagram to classify some Philippine
surroundings; animals and plants, based on their habitat: some live on
S3LT-IIc-d-3 land (terrestrial), live in water (aquatic) or fly in the air
(aerial);
Identify the parts and functions of animals
S3LT-IIc-d-4

Classify animals according to body parts and use

S3LT-IIc-d-5

State the importance of animals to humans

S3LT-IIc-d-6

Day 1 (MONDAY AND TUESDAY)

Lesson Objectives -Describe animals in their immediate surroundings -Identify some Philippine animals and plants, based on
their habitat: some live on land (terrestrial), live in water
(aquatic) or fly in the air (aerial)- through a drawing or
diagram
Subject Matter Living Things Living Things
Learning
Resources
Procedure Grouping Structures (tick boxes):

Use these letter icons  Whole Class  Ability Groups

to show methodology Describe the parts of the lesson (for example the  Friendship Groups
and assessment introduction), where you may address all grade levels as  Other (specify)
activities. one group.  Combination of Structures
 Mixed Ability Groups
T Direct Teaching  Grade Groups
G Group Work Teaching, Learning and Assessment Activities
Whole Class
I Independent PRIMING ACTIVITY: Match It Up!
Pupils will form three groups and each group will be handling down pieces of picture puzzle. They will be completing the
Learning
puzzle, identify what animal is in the picture and put it on the box where the picture belongs. The pictures on the boxes are
A Assessment dog house, tree and pond
Picture of a Picture of a Picture of a
dog bird fish

(T)
Presentation (15 minutes)
Direction: Present a picture of a animals to the class.
What are the names of an animals on the pictures?
Where these animals mostly seen?
Where do these animals live?
What other animals in your community you have been seen?

Say: so, the plants and animals that live on land or on the ground are called terrestrial plant or animals, while the animals
and plants that live on water are aquatic plants and animals and those survive through air are aerial plants and animals.
These are their habitat because they survive and gain food and nutrients in this area.

T G
What are the animals inside your house? Activity 1
Can you describe the animals inside your house? Materials:
Activity Sheets
Discussion: Animals are important to our life. They Piece of paper
live- for us to live and there are so many animals in our Cellphone/ camera
surroundings that is part of our system. Pigs are being
use for us to have food, dogs safeguard us to enemies, Directions:
ducks give us eggs to eat and many more. Group the class in three and each group has an assigned
task to accomplish. (See the attached Task Card on the
appendix 1)

Group 1: Look around for terrestrial animals and plants

in the school premises and take a picture on it.
Group 2: Look for Aquatic animals and plants and list
down its name on a piece of paper.
Group 3: Find Terrestrial Animals aerial plants and
animals and draw it on a piece of paper
G T
Join Together! Presentation of Output and Discussion
Ask the following questions to the group. To wit;
Directions: Group the class into 4 and give them
pictures of animals and let them give simple 1. What are the plants and animals in Group 1?
description about these animals. 2. What are the plants and animals in Group 2?
 3. What are the plants and animals in Group 3?
4. Why there are few numbers of plants and animals in
water?
5. Why there are a smaller number of plants and animals
in air?

Say: There are so many plants and animals in our

surroundings and they live according to the place where
they belong or we call habitat. Their habitat will tell their
capacity and the food that they eat.

Terrestrial plants and animals

- of or relating to the earth or its inhabitants and
animals and plants that are living or growing on land

Aquatic plants and animals

-These are plants and animals that grow in water
(such as the water lily, floating heart, or lattice plant)
whether rooted in the mud (such as a lotus) or
floating without anchorage (such as the water
hyacinth) or animals like shrimp, fish, shark and
octopus

Aerial plants and animals

-plants that do not have underground root systems;
instead, they are located in areas above the ground.
-have the capability to fly in the air by their own
means hence are also known as flying animals.
Generally, birds and insects fall into this category.
They have wings that take place of the front limbs
and help in flying.

(I) (I)
Enhancement Activity Enhancement Activity

Encircle the characteristic/s of an animal that is in the Write down A if the plants or animals are aerial, T if its
picture. After they answer check the paper of the terrestrial plants and animals, W if the plants and
pupils. animals are aquatic.
1. Dog- (can run, with fur, has strong teeth, has
feather) ________________1. Waterlily
2. Cat (with fur, with gills, can climb)
3. Chicken (with beak, wings, four legs, strong teeth, ________________ 2. carabao
fur)
4. Cow (has horn, has hair, has beak, has gills) _______________ 3. Coconut Tree
5. Fish (has fins, has beak, has fur, has scale)
6. Frog (with fur, wet skin, long tongue, with wings) ________________4. eagle
7. Bee (has strong teeth, has wings, has biting mouth)
8. Dragon fly (large compound eyes, small antenna, ________________ 5. orchids
wings, fur)
9. Pig- (tail, hair, with scale, with gills) ________________ 6. lotus
10. dove (with wings, with beak, with scales, with fins)
_______________ 7. Tilapia

_______________ 8. Bangus

_______________ 9. chicken

______________ 10. pig

A A
Assessment: (15 minutes) Assessment:
(The rubrics is in Appendix 2) Color with red color the picture of plants and animals that
Activity: Perform/ create body movements that will live in water or aquatic, color blue those aerial plants and
easily describe their living. animals and yellow to the terrestrial plants and animals
 Score Description Actual
Score
5 The presentation is
organized, clear, and
properly describe the
characteristics of the
identified animals in their
community.
4 The presentation is clear,
and properly describe the
characteristics of the
identified animals in their
community.
3 The presentation properly
describes the
characteristics of the
identified animals in their
community.
2 The presentation
presented the
characteristics of the
identified animals in their
community.
1 The class presented their
activity.

Remarks
Reflection
Day 2
Lesson Objectives To classify animals according to body parts and To classify some Philippine animals and plants, based on
use their habitat: some live on land (terrestrial), live in water
(aquatic) or fly in the air (aerial)- through a drawing or
To state the importance of animals to humans diagram
Subject Matter Living Things Living Things
Learning
Resources
Procedure Teaching, Learning and Assessment Activities
Whole Class Activity
Priming Activity:
Group the class into 3, give them pictures and classify them according to their group where they live.
First Group- Terrestrial animals
Second Group- Aquatic animals
Third Group- Aerial animals

1. What do you observe on the animals on each group?

2. Where do the animals on the first group live?
3. Where do the animals on the second group live?
4. Where do the animals on the third group live?
5. What are the characteristics that are common to each group?

T G
Discussion: Engagement Activity
Each animal has their own unique characteristics to survive Materials:
and these are shown in their body parts. Birds has wings Activity Sheet (See the attached Appendix 3)
and feathers for them to fly like chicken, crow and eagle.
Dogs has four feet to run and fur/ hair to cover its body and What to do?
it’s like cat, carabao, cow and horse. Some of the aquatic Give each group an answer sheets and let them classify the
animals has fins, gills and scale for them to swim and live- animals according to their group.
in water. Each body part of an animal is important because
this will serve and help them to survive.
bird, chicken, dog, cat, fish, eel, shrimp,
carabao, cow, crow, eagle, orchids, narra,
waterlily, coconut tree
 Terrestrial Aquatic Plants Terrestrial
Plants and and Animals Plants and
Animals Animals

Check the answer of the children. Answer the questions that

follows:
1. What are the animals and plants in the terrestrial group?
2. What are the animals and plants in the Aerial Group?
3. What are the animals and plants in the Aquatic Group?

G T
Engagement Activity Discussion
Materials: Work Sheet (See the Appendix 4) You can classify and group the animals and plants according
to their habitat or where they live. Some of the animals and
What to do: plants get their food on the soil or from the ground and they
Read the name of the animals and group them according to are the terrestrial plants and animals, others live in the
the use of their body parts. Write you answer on the boxes water because their food is in that area- these are. While
provided. others grow and get their food through the use of air - these
are aerial plants and animals.
crow, chicken, dog, bird, bangus, ill, shrimp, tuna,
carabao, cow

Group 1- Animals with Group 2-Animals with

feather, beak and wings four legs, fur and teeth

________________________ ________________________
_______________________ _______________________ Terrestrial Plants and Animals
Aerial Plants and Animals
_______________________ _______________________
 Group 3- Animals with fins/ scale
and/ or gills
________________________
_______________________
_______________________
Aerial Plants and Animals

I
Application Activity
Materials:
Answer Sheet

Directions:
Present to the class set of pictures of animals and plants that live on land, air and in water
The Grade 3 class will classify the animals according to their body parts and its use. While the grade 4 will classify the
plants and animals according to their habitat. Write 3 species on each group. (See Appendix 5)

A
Assessment
Material/s:
Answer Sheet

Direction:
Read the name of the animals in the box and classify these animals according to their group. Write down your answer on the
space provided.

Carabao, cow, eagle, crow, horse, bangus, shrimp, ill, dove, parrot,owl, arowana,
goldfish, shark, tiger, lion, orchids, coconut tree, Guzmania, orchids, narra, waterlily,
lotus
 Grade 3 Grade 4
Animals with wings and beak Aerial Plants
1.
1.
2.
2.
3.
3.
Aerial Animals
4.
1.
5.
2.

Animals with fin/ scale/ gill Aquatic Animals

1.
1.
2.
2.
3.
3.
4.
Aquatic Plants
5.
1.

2.

Animals with four feet, fur/ hair, strong teeth Terrestrial Plants

1. 1.

2. 2.
 3. 3.

4. Aquatic Animals

5. 1.

2.
Remarks
Reflection

Day 3
Lesson Objectives To tell the importance of animals and its To give an example of plants and animals based from their
classification to human. habitat. Terrestrial plants and animals, Aquatic plants
and animals and Aerial Plants and Animals.
Subject Matter Living Things Living Things
Learning
Resources
Whole Class:
Present a picture to the class. Ask the learners to look directly to the picture and study the picture.

1. What do you observe on the picture?

2. How the human interacts with the animals?
3. Are the actions of human harmful to animals?
Procedure 4. Where do these animals live?
5. Do you even see that animal?
6. What the human is doing to the animals?
7. Is it important to know where these animals live? Why?
(T) (G)
Discussion: Activity 1 (See Appendix 5)

Say: It is important to take care of animals for us to Group the class into (3) three. Complete the task by writing
complete the cycle of living. These animals give us food, love names of plants and animals on each category based from
and clothes to wear. their habitat.

Dogs- secure our safety. Group 1

Ducks give us eggs and meet to eat.

Terrestrial Plants and Animals

Pig gives us meat to eat.

Fish serves us food.

Group 2
Birds are food of human

Sheep gives us clothes to wear.

Aquatic Plants and Animals

Cows provide us meat and milk.

Cats take good care of our things inside our home.

Group 3
Questions:

1. What is our lesson all about?

2. How the learning we gain help us in our daily living?
3. Can you site any other take a ways you have?
Aerial Plants and Animals

(G) (T)
Group the class in three groups and let them draw a poster Questions:
that will show taking good care to animals. Write down its 1. Why is it important for us to know the habitat of the plants
importance to human. and animals?
 2. Where do these animals live?
3. Can the animals survive if we are going to change their
habitat?
4. Can the animals live if we will put them in cage?

Say: It is important for us to know the habitat of the plants

and animals for us to easily identify and help these species in
their living. We can easily say that terrestrial animals and
plants survive because they get their food from the ground.
While the aerial plants and animals need to have an
abundant supply of fresh air for them to live. On the other
hand, the aquatic plants and animals need water for them to
survive.

By knowing their habitat, we can help them and take good

care of them. We can give them a good living if we let them
stay in their own habitat.

A A
Question:
On a piece of paper write down 5 (five) animals and plants
Put check to the item that tells importance of animals to based from their habitat.
human and (x) if its otherwise.
1. Terrestrial plants and animals
_____1. Animals can make us safe and give us food. 2. Aquatic plants and animals
_____ 2. animals serve as burden to our life. 3. Aerial plants and animals
_____ 3. Animals can provide their own food without the
help of human.
_____ 4. Animals can give us comfort.
_____ 5. Most of our animals need to take good care.

Remarks
Reflection
Appendix 1 (Quarter 2_week 4_ Day 1)

Activity 1
Let’s Ride Around

GROUP 1

Directions:
You will be going around the school premises and look for plants and animals that live in land or get their food on the
soil. Take a picture of these plants and animals then write down the names on the space below.

Plants Animals
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.
 Let’s Ride Around

GROUP 2

Directions:
You will be going around the school premises and look for plants and animals that live in water. write down the
names on the space below.

Plants Animals
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.
 Let’s Ride Around

GROUP 3

Directions:
You will be going around the school premises and look for plants and animals that live and get their food on the air.
Draw it on the piece of paper.

Animals Plants

Appendix 2
Evaluation (Quarter 2_ Week 3_ Day 1)
Grade 4
Rubrics for the presentation

Score Description Actual

Score
5 The presentation is
organized, clear, and
properly describe the
characteristics of the
identified animals in their
community.
4 The presentation is clear,
and properly describe the
characteristics of the
identified animals in their
community.
3 The presentation properly
describes the
characteristics of the
identified animals in their
community.
2 The presentation
presented the
characteristics of the
identified animals in their
community.
1 The class presented their
activity.
Appendix 3 (Quarter 2_ Week 3_ Day 2)
Engagement Activity
Grade 4

LET’S DO THIS!

Directions: Read the names of the plants and animals on the box and write down the names on the space where they belong.

bird, chicken, dog, cat, fish, eel, shrimp,

carabao, cow, crow, eagle, orchids, narra,
waterlily, coconut tree

Terrestrial Plants and Aquatic Plants and Animals Terrestrial Plants and
Animals Animals

Let’s Think about it!

1. What are the animals and plants in the terrestrial group?
2. What are the animals and plants in the Aerial Group?
3. What are the animals and plants in the Aquatic Group?
Appendix 4 (Quarter 2_Week 3_Day 3)

Let’s Do This!
Grade 3
Engagement Activity

GROUP 1
Read the name of the animals and group them according to the use of their body parts. Write you answer on the boxes provided.

crow, chicken, dog, bird, bangus, ill, shrimp, tuna, carabao, cow

Animals with feather, beak and wings

Let’s Do This!

GROUP 2
Read the name of the animals and group them according to the use of their body parts. Write you answer on the boxes provided.

crow, chicken, dog, bird, bangus, ill, shrimp, tuna, carabao, cow

Animals with fins/ scales/ gills

Let’s Do This!

GROUP 3
Read the name of the animals and group them according to the use of their body parts. Write you answer on the boxes provided.

crow, chicken, dog, bird, bangus, ill, shrimp, tuna, carabao, cow

Animals with four legs, fur/hair and strong teeth

Appendix 5 (Quarter 2_Week 3_Day 3
Activity 1
Grade 4

Write down names of animals that is belong to the group

Group 1 (Terrestrial Plants and Animals)

Members:
____________________________________________
____________________________________________
____________________________________________
___________________________________________
Write down names of animals that is belong to the group
Group 2 (Aquatic Plants and Animals)

Members:
____________________________________________
____________________________________________
____________________________________________
___________________________________________
Write down names of animals that is belong to the group
Group 3 (Aerial Plants and Animals)

Members:
____________________________________________
____________________________________________
____________________________________________
___________________________________________