LESSON PLAN IN SCIENCE 3

I. OBJECTIVES:
a. Define common animals according to their classifications

b. Classify animals according to their description

c. Integrate care for animals and nature

II. CONTENT: Classification of Common Animals

III. LEARNING RESOURCES

1. Teacher’s Guide Pages Science Links 3 Teacher’s Resource Material in Science
2. Learner’s Materials Science Links 3 Learning Activity Sheet Quarter 2
Pages
3. Materials Manila paper, cartolina, colored paper, pictures, folder, pentel pen
4. Value Focus Care for animals and nature
5. Integration Reading Literacy, Animals and Environment Welfare

IV. TEACHER’S ACTIVITY PUPILS’ ACTIVITY REMARKS

PROCEDURES

A. Preliminary
Activities

1. Prayers Let’s all stand and pray. Pupils stand and pray.
2. Greeting Good afternoon class! Good afternoon They will greet
Ma’am! each other.

We are fine, thank

How are you this afternoon?
you.

3. Checking of
attendance

B. Developmental
Activities

Drill Pupils will read

Now class before we start with our lesson, let’s
Yes Ma’am. after the teacher.
read some words first, okay?
Integration:
 Vertebrates
READING
 Invertebrates
LITERACY
  Fish

 Mammals

 Fowl

 Amphibians

 Reptiles

Very good class!

C. Reviewing What was our lesson last time? Body parts of animals
and their function
previous lesson

or presenting Can you give example of animals and tell their Pupils raise their
body parts? Yes Ma’am hands and give
the new lesson
examples

Very good class! You truly remembered and

most importantly learned from our lesson
yesterday.

D. Motivation “Box Relay”

There are numbers inside the box. These
numbers have its corresponding guessing
words written in the cartolina. All you need to
do is to wait the music starts and pass the box
to your seatmate. And when the music stops
and you’re the one holding the box, you will
pick a number inside the box and guess it’s
corresponding guessing words.

Do you understand class? Yes, ma’am

What to guess?
1. I can fly high, up to the sky. What am I? Bird
2. I have a fin and I can swim. What am I? Fish
3. I am the king of the jungle. I am brave and
strong? What am I? Lion
4. I have feathers and I can be your alarm
clock in the morning and afternoon. What am Roaster
I?
5. I have a pair of horns, four strong legs and carabao
can carry heavy loads? What am I?

E. Establishing a I have here some pictures, what kind of

purpose for the animals did you see?
lesson Dogs, cats, birds,
insects
What the characteristic of the dog? bird? fish?
They can fly. They can
 swim

What is their difference? (Pupils answer)

You are all correct!
Very good!

F. Presentation Now class after identifying the pictures, what Classification of

of the Lesson do you think will be our lesson? common animals

Very good! Today, we will discuss about

Classifying of Common Animals

But before that let’s read our objectives.

At the end of the lesson the students will be

able to:

a. Define common animals according to

their classifications.
b. Classify animals according to their
description.
c. Integrate care for the animals and
nature.

G. Discussing new Animals are divided into two big groups: Pupils are
The vertebrates and invertebrates. listening and
concepts
participating in
Vertebrates – animals with backbones. the class
- this includes fish, amphibians,
reptiles, birds or fowls, mammals

Invertebrates – do not have backbones

- these are the insects, worms,
spider, earthworm

Vertebrates

Aquatic Animals – are those that lives in water

- cold-blooded animals
- covered with scales and has
Gills
Ex. Fishes, shrimps, oyster, clams, squid,
octopus, and other sea-shells
(teacher shows picture)

Aside from these given examples can you give Yes ma’am Pupils raise their
more examples? hands and
answer
Amphibian – animals that live both on land and
 in water
- young amphibians live in water,
adults stay on land
- have combination of gills and lungs
for breathing both on land and in
water
Ex. Frogs and salamanders
(teacher shows picture)

Reptiles – they covered with hard shells and dry

scaly skin
- they can live in both land in water
- use their legs with claws on the toes
for climbing, digging and moving around
Ex. Turtles, crocodiles, snakes, alligators and
lizards.
(teacher shows picture)

Birds or Fowl – warm-blooded animals

- Body temperature remains unchanged
even if the temperature in environment
changes.
- Covered with feathers, has wings and
they lay eggs but some cannot fly.
Ex. Chicken, ostrich, duck
(teacher shows picture)

Mammals – have hair as their body covering

most lives on land, a few on water
their body covering is skin
warm-blooded animals
breath through lungs
are live breeders, they feed their young with
milk
Ex. Dolphin, carabao. And bats
(teacher shows picture)

Invertebrates
Insects – animals with six legs
- used their legs in moving around and
capturing their food
- have one or two pairs of wings use in
moving from one place to another
Ex. Butterfly, spider, dragonflies
(teacher shows picture)
H. Finding Now class are you ready for an activity? Yes Ma’am!
practical
application of
concepts Very good! What are you going to do while
doing the activity?
Help each other.

Avoid making
 unnecessary noise.

Clean the area after

the activity.

Directions: The teacher instruct the student to Pupils will do the

stick the papers on the board according to their activity.
classifications.

Animals with Animals without

Backbone Backbone

Did everyone get the correct answers?

Yes ma’am

The teacher will

check the work of
the pupils.

Very good class!

I. Making Let us review our lesson. Again, what is

generalizations vertebrate animal’s characteristics? Give
Vertebrates are
and abstractions examples
animals with
about the lesson
backbones.

Fishes, birds, reptiles

like crocodiles

How about Invertebrates?

Invertebrates are
animals without
backbones.

Insects like butterflies,

dragonfly, spiders

J. Values
Integration
Very good, you got it all correct class!
 Class did you know that some animals are (Pupils answer)
endangered already and some are extinct?
Integration:
This is because they are killed and some
ANIMALS AND
animals are endangered already and some
ENVIRONMENT
loses their homes
WELFARE
So, what can we do to help the animals?

(Pupils answer)

K. Evaluating Directions:

Learning Identify the animal group being described in Teacher will post
each sentence. the quiz on the
Mammals board.
1. They produce milk to feed their young.
Fishes
2. They have a combination of lungs and gills.
Insects
3. They have six legs.
Birds
4. They have feathers and can fly high.
Fishes
5. They are cold blooded animals

L. Assignment Bring bond paper, colored paper, pencil, glue Okay Ma’am Pupils wrote their
and scissor for the activity tomorrow. assignment in
their notebook

V. REMARKS

VI.
REFLECTION

Prepared By:

ANGEL B. EMBIADO