Division

School Grade Level III

Teacher Learning Area Science
Time & Dates Day 3 Week 1 Quarter Third

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of motion objects

B. Performance The learners should be able to observe, describe, and investigate the
Standards position and movement of things around them
C. Learning
Competencies/ Describe the position of a person or an object in relation to a reference point
Objectives (Write such as chair,door, another person.
the code for each SEFE- IIIa b-1
LC)
1.Identify the position of an object relative to another object (Day-3)
D. Specific Objective
 Infront and behind a reference point
E. Integration of
Content Within English and Mathematics
and Across Values Integration : Attentiveness
Curriculum
II. CONTENT Force and Motion
III. LEARNING
Real objects such as table, cabinet, door, rooms, activity sheet
RESOURCES
A. References
1. Teacher’s Guide
p.122
Pages
2. Learner’s
p. 112
Material Pages
3. Textbook Pages K to 12 Essential English pp.

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4. Additional
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Materials from
frameborder="0" allow="accelerometer; autoplay; encrypted-media;
LR Portal
gyroscope; picture-in-picture" allowfullscreen></iframe>

B. Other Learning
Resources Short video presentation, pictures, colored cartolina strips,

Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response/s
A. Reviewing Elicit (5 minutes)
previous
Look under your desk what are the
lesson or Bags, slippers, papers
presenting the things that you can see?
new lesson
What are the objects above your head?
I have her a picture.

Where is the cup?

The cup is over the chair.
 Where are the spoon?

How any spoons are there?

The spoons are under the
Call pupil one at a time
table.
- draw a toy car under the table
There are five spoons.
- draw a bird above the tree

Engage (5 minutes)
B. Establishing a
purpose for the Call two pupils to come infront.
lesson Let the other pupil stand behind.
Where is Riza standing? Riza is standing infront of
Where is Xenia standing? Xenia.
Xenia is standing behind
Call one pupil Riza.
- Ariel please stand behind me.

Where does Ariel stands? Ariel stands behind you.

Use picture

C. Presenting
examples/
instances of
the new lesson

The girl is standing infront of

Where is the girl standing? the door.
D. Discussing new
concepts and Explore (15 minutes) Standard in Performing the
practicing new Group Activity:
skills #1  Teacher Set standards for activity • Read the instruction
 Pupils will be grouped into 3. carefully.
 Each group will perform different • Choose a leader,
activities secretary and a
reporter.
Group Activities: • Everyone must be
Group I will perform Activity A – involved in performing
the activity.
INFRONT OF ME
• Work as a Team.
The pupils will list down 5names of
objects that they can see infront of them.
(The learners will perform
the given activity)
 Group II will perform Activity B-
The pupils will go outside to draw
3objects that they can see infront of the
classroom.

Group III will perform Activity C-

BEHIND ME

The pupils will make 2 sentences using

infront and 2 sentences using behind
(See attached activity sheets)

 Each group will choose a reporter

(The group reporter will
to present their output. present their output)

Everybody stand up.

E. Discussing new Form 4 lines, hands forward and stands
concepts and straight. For the first 2 lines, one by one Janney stands infront of me.
practicing new
name your classmate who stands infront
skills #2 And Luis stands behind me.
of you. For the last 2 lines name your
classmates who stands behind you.

Explain

The girl is behind the door.

The girl is infront of the door

F. Developing
mastery

The cows are infront of the tree.

The cows are behind the tree.

Match the strip of sentences to the

picture
Call some pupils to do it.

G. Finding Elaborate (10 minutes)

 Act It Out
Tell a story/ situation and the pupils will
practical act it.
applications of
concepts and See attached activity sheet.
skills in daily
living Did you enjoy the activity?
Are you scared? Behind the door.
Where are you going to hide when there
is danger? We have to be alert and
attentive.
How will you act when there is danger?

Identify the position of objects using

H. Making
infront and behind.
generalization
When are we going to use infront in
and
identifying the position of an object?
abstractions
about the
When are we going to use behind in
lesson
identifying the position of an object?

(The learners will encircle the

I. Evaluating Evaluate (10 minutes) answer)
learning
Identify the position of an object using
infront and behind. Encircle the letter of
the correct answer.

1.The plant is ______ the girl.

a.over
b.under
c.infront
d.behind

2.Where is the motorcycle?

a. The motorcycle is infront of the room.

b. The motorcycle is beside of the room.
c. The motorcycle is in the room.
d. The motorcycle is on of the room.

3.Identify the position of thedog.

 a. The dog is infront of the house.
b. The dog is behind the house.
c. The dog is above the house.
d. The dog is under the house.

4.The cat is _______ the curtain.

a. Infront
b. Behind
c. Over
d. Under

5.Which sentence best tells about the

picture.

a. The boy is infront of the mirror.

b.The boy is behind the mirror.
c.The boy is under the mirror.
d. the boy is over the mirror.

Extend
Activity 2: TRUTH OR CONSEQUENCE
J. Additional
activities for
The teacher will explain how to make the
application or
activity.
remediation
(See attached activity sheet)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned ___Lesson carried. Move on to the next objective.
80% on the ___Lesson not carried.
formative ___% of the pupils got 80% mastery
assessment
B. No. of learners
 ___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson.
who require ___Pupils were interested on the lesson, despite of some difficulties
additional encountered in answering the questions asked by the teacher.
activities for ___Pupils mastered the lesson despite of limited resources used by the
remediation teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.

C. Did the remedial

lessons work?
No. of learners
___ of Learners who earned 80% above
who have caught
up with the
lesson.
D. No. of learners
who continue to
___ of Learners who require additional activities for remediation
require
remediation
E. Which of my
teaching
____Yes ___No
strategies worked
____ of Learners who caught up the lesson
well? Why did
these work?
F. What difficulties
did I encounter
which my
___ of Learners who continue to require remediation
principal or
supervisor can
help me solve?
G. What innovation
or localized Strategies used that work well:
materials did I Metacognitive Development: Examples: Self assessments, note
use / discover taking and studying techniques, and vocabulary assignments.
which I wish to
share with other
teachers? Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
charts.

Schema-Building: Examples: Compare and contrast, jigsaw learning,

peer teaching, and projects.

Contextualization: Examples: Demonstrations, media, manipulatives,

repetition, and local opportunities.

Text Representation: Examples: Student created drawings, videos, and

games.

Modeling: Examples: Speaking slowly and clearly, modeling the

language you want students to use, and providing samples of student
work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
ACT IT OUT

One day we are inside the classroom suddenly there is

aloud burst all of us hide behind our desk. Some hide
behind the door. After some minutes. We slowly go out and
stand infront of the desk. We are scared of it. So I teIl you
to sit infront of me. But Jonna and Eric sits behind me. They
are stills cared. So I called the principal and ask what it is.
The principal tell that no worry about it. It is just a simple
burst. And all of you clap hands because theirs no danger at
all. Jonna and Eric now sit infront of me.
TRUTH OR CONSEQUENCE

Mechanics:
Make a big circle then use one ball. As the music play the
ball will be pass around and if the music stops, the ball also
will stop. And who ever hold the ball as the music stops
he/she will be the one to ask by the teacher to do the
consequence or give the truth. Using infront and behind.

Example.

Truth:
Show a picture to the pupil and let them answer the
questions:

Where are the ducks?

Consequence:

The teacher will tell to the pupil what he/she will do.
Ex. Stand behind the door.
Put your bag behind your back.
Place the ball infront of Sheila.