DETAILED LESSON PLAN IN SCIENCE 3

I. OBJECTIVE
At the end of the lesson, 75% of the students are expected to:
a. Identify the different things in their surroundings;
b. Make observations of the school’s surroundings; and
c. Promote ways in preserving the beauty of their school’s surroundings.

II. SUBJECT MATTER

a. Topic: Things in the Surroundings (S3ES-Iva-b-1)

b. Reference: K-12 Teacher’s Guide pp. 153-155
K-12 Learner’s Manual pp. 146-149
c. Materials: PowerPoint Presentation, TV Monitor, Paper, Pencil
d. Value Focus: Value and appreciation of our surroundings.

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. PRELIMINARY ACTIVITY

1. Prayer

“Alright class, let us all stand for our prayer. “In the name of the Father, the Son, and
Nica, please lead the prayer.” the Holy Spirit. Amen…”

“Thank you Nica. Children please be seated.”

2. Greetings

“Good morning class! How are you today?” “Good morning teacher. Good morning
classmates.”

3. Checking of Attendance

“Who are absent today? Please look at your “No one’s absent teacher.”
seatmates and see who is absent.”

(The teacher will check the attendance using

the seating arrangement plan.)

4. Classroom Rules

“Before we start with our lessons, let us first

remember our classroom rules.”

(The teacher will lay down the classroom

rules.)
 “Is our classroom rules clear?”
“Yes teacher.”

5. Checking of Assignments

“Class please get your assignment

notebooks. Please exchange with your
seatmates and let’s check your answers.”

“Who wants to answer number 1? Yes,

Marie?” “The answer is cook, teacher.”

“Correct. Thank you Marie. How about for “Boil is the answer, teacher.”
number 2? Yes, Ana?”

(The class will finish answering the

assignment.)

“Class please pass your assignment (The students will pass their assignment
notebooks forward for I to record your notebooks forward.)
scores.”

B. MOTIVATION

“Class, can you still remember the “Yes, teacher.”

Komunidad song?”

“Very good. Let’s all stand up and let’s sing

the song Ako, Ikaw, Tayo’s Isang
Komunidad.”
(The students will sing with the tune.)
(The teacher will play the tune of the song.)

“Well done children! Now please be seated.”

C. REVIEW

“Class, what was our lesson yesterday? Yes, “Yesterday teacher we learned about the
Joy?” uses of electricity.”

“Yes, that’s right. Thank you Joy. Yesterday

we talked about the uses of electricity.”
 “We can use electricity in cooking, to give
“What are the different uses of electricity?” us light, and to power our appliances.”

“Very good. Thank you class. We can use

electricity in so many ways including powering
engines like airplanes or motor cars. We also
use electricity in our mobile phones so that
we can call and communicate to other
people.”

“Well done children!”

(The teacher will now present the objective

of the day.)

“For our lesson for today, let us be guided

with these objectives. Everybody please (The students will read the objectives.)
read.”
a. Identify the different things in their
a. Identify the different things in their surroundings;
surroundings; b. Make observations of the school’s
b. Make observations of the school’s surroundings; and
surroundings; and c. Promote ways in preserving the
c. Promote ways in preserving the beauty of beauty of their school’s surroundings.
their school’s surroundings.

D. UNLOCKING DIFFICULTIES / LITERACY

INTEGRATION

“Before we proceed with our activity, let us (The students will read out loud the
first learn these words. Class, please read.” words.)

 Surrounding “Surrounding”
 Environment “Environment”

“Well done, class.”

“Let us use these words in a sentence. Class

please read the following sentence.”

 The school surrounding is covered with “The school surrounding is covered with
beautiful flowers. beautiful flowers.”

“Using this sentence, can you give me the (Students can give varied answers.)
meaning of the word surrounding?

“Very good. When we say surrounding it

means the things and conditions around a
person or a thing. Please read the next
sentence.”

 The students are studying in a good “The students are studying in a good
learning environment. learning environment.”
 “In this sentence, what does environment (Students can give varied answers.)
mean?”
“That’s right. When we say environment it
means the surroundings or conditions in
which a person, animal, or plant lives or
operates.”

“Class, please remember these words

because you will be using them a lot
throughout our lesson.”

E. LESSON PROPER

1. Motivation

“Class do you want to go on a mini field “Yes, teacher!”

trip around the school?”

“First, get your science notebook and write (The students will write in their science
this down.” notebook the table shown on the TV
screen.)

School’s Surroundings School’s Surroundings

Place Description Place Description
Visited Visited
Place #1 Place #1

Place #2 Place #2

Place #3 Place #3

“Are you done writing class?” “Yes, teacher.”

“Very good. We are going to have a 10

min field trip around our school. When we
go outside I want you to observe the
places carefully as we go through them.
Then write in the table your observations.
Is that understood?” “Yes, teacher.”

“But before we go outside let’s always

remember these rules.”

Mini Field Trip Rules:

- Make two lines. Do not stray away
from lines while walking outside.
- Keep quiet to avoid disturbing other
classes.
- Only bring your notebook and pencil.
- Respect the people around you.
- Listen and follow teacher.
 “Are the rules clear, class?” “Yes, teacher.”

“Very good. Now grab your notebook and (The students will hold on to their
pencil. Let’s all stand up and quietly form notebooks and pencils and quietly form
two lines.” two lines.)

2. Presentation of Topic

“Class, please get your Learning Module

in Science and turn to page 148. Let us
answer the activity 2 guide questions.”

“Do you remember classroom rules? What

will you do if you would like to answer?” “We will raise our hands teacher.”

“Very good children.”

3. Discussion

Let’s read the first question.” (The class will read the first question.)

“What were the places we visited? Do you “Teacher, we went to the playground, the
want to answer, Ariel?” quadrangle, and the garden.”

“That’s right. Those are the places that we

visited in our mini field trip around the
school.”

“Let’s answer the second question. What “In the playground, teacher, there were
did you saw when we went to these trees, rocks, sand, and grass.”
places? Laura?”

“Good observation Laura. Laura observed

trees, rocks, sand, and grass in the
playground.”

“Who else can share the things they saw “I saw in the garden flowers, trees,
when we went to those places? Yes, different plants, and some trash bins.”
Jose?”

“Well done Jose. In the garden, Jose saw

flowers, trees, different plants, and some
trash bins.”

“Are these things important in the “Yes, teacher.”

environment of the school?”

“Can you tell us why, Nica?” “Because, teacher, they are useful to us.
Like the trees, it is important because it
gives us shade when we are playing
 outside.”

“Very good answer Nica. Everything in our

surroundings, the living and non-living
things are important. They all have their
own purpose and uses. Like what Nica
mentioned, the trees shield us from the
heat of the sun. It provides us shade.”

Group Activity:

“Class please group yourselves into (The students will be grouping into three.)
three.”

“You will be given 7 minutes to finish your

work. Get a short bond paper and fold it
into two. In the first column list fifteen (15) (The students will perform their task.)
things that you see in our school. In the
second column place a check mark if
these things are important to our
environment. Be ready to present it to
class.
Things I See in School Is it important?
( )
Things I See in School Is it important? 1. Trees 
() 2. Grass 
1. 3. Flowers 
2. 4. Rocks 
3. 5. Sand 
4. 6. Chairs 
. 7. Table 
. 8. Garbage
19. 9. Plastic bottles
20. 10. Trash bins 
11. Dry leaves 
12. Buildings 
13. Doors 
14. Food 
15. Dry wood

“Great teamwork class in group activity.

Let’s give ourselves the Magaling Clap.” “The trees, grass, and flowers, teacher.”

“What are the important things that you

have seen in our school surrounding,
Marie?”

“Very good, Marie.” “Trash bins are important teacher so that

we can always keep our surrounding
“How about you Anna, what are the tidy.”
important things that you have seen in our
school surrounding?”

“Yes, that’s right. Very good answer

Anna.”
4. Wrap-Up “We need to take care of our
surroundings, teacher, because clean
“Class, why do you think it is important to surroundings keep us healthy.”
take care of our surrounding? Or our
environment? Yes, Laura?”

“Very good Laura. That’s correct. We need

to keep our surroundings clean to keep us
away from any diseases.” “We need to take care of our
environment, teacher, because it is the
“Any other ideas? Yes, Joy?” home of different plants and animals.”

“Very good. That’s right Joy. We need to

take care of our environment because it is
the habitat of different species of plants
and animals.”

5. Values Integration “We should always take care of our

environment. A clean environment is
“Class, what good values can you share essential for healthy living. We get from
about our environment?” our environment everything that we need
to keep us alive. From the food we eat,
the water we drink, the air we breathe,
our shelter, and more, it helps us to
survive. Therefore, caring for the
environment is something that should be
natural in us.”

“That’s right. Very good.”

“We can recycle and reuse some
“As students, what can you do to take care materials teacher.
of our environment?”
“We can use reusable water bottles
teacher instead of using the plastic
disposable ones.”

“We can save water teacher by turning off

the faucet if it is not being used.”

“We can pick up the trash that we can

see in surrounding.”

“Very good answer, class. Those are the

things that we can do to protect our
environment.”

6. Generalization

“Class, you, as students and as a member

of this community, you also have the
 responsibility in taking care of our
surrounding.”
“We should stop littering, teacher. We
“How do you think you can help in keeping dispose properly our rubbish in the
the beauty of our school surroundings? designated trash bins.”
Yes, Marie?”

“Impressive idea, Marie.”

“In the canteen, teacher, we can clean up
“How about you Ana, how can you help in our used plates and place it the sink
keeping our school surroundings clean? rather than just leaving it in the table.”

“Well said Ana.”

7. Differentiated Activity
(The class will group themselves into
“Class for our next activity please group two.)
yourselves into two.”

“Here what you’re going to do.”

Group Activity Directions: (The students will perform their task.)

 Each group will be given their
respective worksheet.
 Both groups will be given 10
minutes to finish their worksheet.
 The members of the group will
choose a representative to present
their work in class.
 Both groups should work quietly. A
noisy group will not be given a
chance to finish their group work.
 If a group is finished with their
activity, all members will raise their
hands for the teacher to collect their
work.

Group 1 Activity

Direction: In a short bond paper, draw a superhero with super powers that would
defend and protect our environment.

SUPER HERO IDENTITY CARD

SUPER HERO NAME:
____________________
SUPER POWERS:
____________________
UNIQUE FEATURES:
____________________
 Group 2 Activity

Direction: Write a two stanza letter to your fellow third graders. Encourage them
to help you out in maintaining the beauty of our surroundings.

A Letter to My Fellow
Third Graders

Teacher’s Activity Student’s Activity

IV. EVALUATION

“Class, for your quiz, please answer the (The students will answer the quiz.)
following.”

Direction: Look at the pictures and read the

sentences. Fill in the blank with should or
shouldn’t on the proper way of taking care
of our environment.
1.
1. We shouldn’t pour
We _______ pour chemicals into our
chemicals into our sinks. sinks. It pollutes
It pollutes water. water.
 2.
2. We should turn off the
We ________ turn off the faucet when we don’t
faucet when we don’t use it. use it. We should save
We _______ save water. water.

3. 3.
We ________ turn off We should turn off
the lights when we are the lights when we
not using it. are not using it.

4. 4.
We ________ throw We shouldn’t
away rubbish throw away
anywhere. It can rubbish
pollute the anywhere. It can
environment. pollute the
environment.
5.
We ________ plant more 5.
trees. They produce the We should plant more
air that we breathe. trees. They produce
the air that we
6. breathe.
We ________ use public
transportation more.
6.
We should use public
7. transportation more.
We ________ cut down
trees. We ________ save
them. 7.
We shouldn’t cut down
trees. We should save
8. them.
We ________ pour
factory wastes into water
resources. 8.
We shouldn’t pour
factory wastes into
9. water resources.
We ________ waste
paper to save our trees.
9.
10. We shouldn’t waste
We ________ use paper to save our
filters in factories. We trees.
________ pollute the
air. 10.
We should use
filters in factories.
We shouldn’t
pollute the air.
V. ASSIGNMENT

“Class, please get your assignment (The students will copy their assignment.)
notebook and copy your assignment.”

Direction: In a short bond paper, draw a

picture of the surroundings of your house.
Color it to show a happier and livelier
mood. Prepare to share it to class next
meeting.
“No, teacher.”
“Class, do you have questions about your
assignment?”

Closing Prayer:

“Very well, I guess that would be all for

today.”
“In the name of the Father, and of the
“Let us all stand for our closing prayer. Son, and of the Holy Spirit, Amen…”
Laura, please lead our prayer.”
“Goodbye teacher. Goodbye classmates.
“Good bye children. See you on our next Goodbye everyone.”
class!”

Prepared by:

NIKKI ANN C. OCHEA

BEED-3