DAILY LESSON PLAN FOR MG TEACHING

Lesson Plans for Multigrade Classes

Grades 3__ and _4__

Subject: __SCIENCE_________________ Quarter:___TWO____ Week: ___FOUR____

Grade Level Grade 3 Grade 4

Content Standard
The learner... Demonstrates understanding of parts and functions Demonstrates understanding that animals have
of animals and importance to humans body parts that make them adapt to land or water
Performance
Standard
Enumerates ways of grouping animals based on Constructs a prototype model of organism that ask
their structure and importance. body parts which can survive in a given
environment.
Competency/ies
Classifies animals according to body parts and use. Makes survey of animals found in the community
S3LT-llc-d-5 and their specific habitats.
States the importance of animals to human. S4LT-llc-d-7
S3LT-llc-d-6 Chooses which animals to raise in a particular
Describes ways of proper handling of animals. habitat.
S3LT-llc-d-7 S4LT-llc-d-8
Day 1
Objectives To classify animals according to body parts and use. To make a survey of animals found in the
community and their specific habitats
Subject Animals:Grouping of Animals Based on Movement Animals Found in the Community
Matter/Topic(s)
Learning Resources TM, TG, BOW TM, TG, BOW, Growing with Science and Health 1999
Live animals, e.g. earthworm, butterfly, frog, Concept map of animals, art materials for poster
chicken, turtle, others) if possible pictures/video of making, manila paper, marker
animals Encarta Encyclopedia
Encarta Encyclopedia http://www.adirondackexplorer.org

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Grade Level Grade 3 Grade 4
http://www.adirondackexplorer.org

Procedure/s Grouping Structures (tick boxes):

 Whole Class
Use these letter icons Describe the parts of the lesson (for example the  Ability Groups
to show methodology introduction), where you may address all grade  Friendship Groups
and assessment levels as one group.  Other (specify)
activities.  Combination of Structures
 Mixed Ability Groups
 Grade Groups
DT Direct
Teaching, Learning and Assessment Activities
Teaching Whole Class Interaction
GW Group Work Guessing Game.Divide the class into 2 groups.
(Appendix 1/ Q2/ W4/ D1 G3 & 4)
IL Independent
a. Pick a picture of animals in the magic box.
Learning/ b. Don’t tell the name of an animal instead act out how the animal moves.
Activity c. Anybody from the other group may guess the name of the animals
d. The group who gets more points will earn a prize.
A Assessment
G T
Activity: Identify Body Parts of Animals They Activity 1
Use to Move) 1. Go around and observe within the school.
2. Fill in the survey form
 Group yourselves into small groups. (Appendix 2/ Q2/ W4/ D1/ G4)
Each group will be given live/miniature
animals to observe. Answer the following guide questions:
(Note: Live animals are small animals 1. What animals are found in your community?
which can be collected from the 2. Based on your survey whatanimal has the
surroundings like butterfly, ants, snails, most in number?
caterpillars, etc..) 3. What animal is the least?
 Follow safety precautions in making 4. Where do these groups of animals live?
observations of live animals
(Note: The teacher may introduce the term
Observe at a close distance; population referring to the total number of animals

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Grade Level Grade 3 Grade 4
Do not touch the animals; in a particular habitat or community)
Ask for assistance by raising your
hands;

 Do the activity
(Appendix 2/ Q2/ W4/ D1/ G3)
Fill out the chart (Each group will be
given enough time to make
observations.)
 Post your chart on the board and one
member of each group will present the
output.
T G
Answer the following: Activity 2
1. Compare your survey with your groupmates.
1. Can you name the animal? What are its parts? 2. Combine the data you gathered.
2. How does it move? What body part is used in 3. Present them in a bar graph or pie graph.
moving? Describe the movement?
3. What are other animals that show the same
movement? Do the animals have the same
body parts for the same movements?
Different movement?

Analyze the statements below and answer the

questions that follow.
1. The frog jumps. What enables it to jump?
What other animals jump?
2. Butterflies can fly. What enables them to fly?
What other animals fly?
3. The earthworm crawls. What enables it to
crawl? What other animals crawl?

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Grade Level Grade 3 Grade 4

I T
Make a list ofanimals on the chart showing their
movements (Appendix 3/ Q2/ W4/ D1/ G3) 1. Answer the guide questions
a. What animals did you find in your
community?
b. Based on the graph which of the animals
has the most number?
c. Which animal has the least number?
d. Where do these groups of animals live?
(answers may vary depending on the
result of their survey)

A A
Fill in the chart. (Appendix 4/ Q2/ W4/ D1/ G3) Based on your survey explain in a short
paragraph why the kind of population of
Answer the following: animals differ in varied places or habitat?
1. How do the animals move? What body
part is used to enable them to move?
2. Do animals have the same body parts for
movement?Different body parts?
Do animals show the same movement? Why?

Remarks
Reflection

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Subject: __SCIENCE_________________ Quarter:___TWO____ Week: ___FOUR____

Day 2
Lesson Objectives To state the importance of animals to human. To make a survey of animals found in the
community and their specific habitats

Subject Matter/Topic Importance of Animals to Humans Animals Found in the Community

Learning Resources TM, TG, BOW, LM TM, TG, BOW, LM, Growing with Science and Health
Pictures of animals, newspaper/magazine/ clippings 1999
of animal-borne diseases, Big book Concept map of animals, art materials for poster
https://video.search.yahoo.com making, manila paper, marker
https___youtu.be/esz3Yu2wrms https://video.search.yahoo.com
https://images.search.yahoo.com/Filipinolifeinpicture.wordpress.com https___youtu.be/esz3Yu2wrms
Procedure/s
Picture of a carabao plowing (Appendix 1/ Q2/ W4/ D2/ G3 & G4)
https://images.search.yahoo.com/Filipinolifeinpicture.wordpress.com
Viewing (where animals are the characters of the story. It should narrate how the characters work).
https://video.search.yahoo.com
Farm Animals For Kids/ Cartoons for Children/Videos
Why are animals important to humans?
What do they give to people?
G T
 Group yourselves into small groups.( Each Presentation of concept map
group must have a newspaper/magazine  Give examples of animals for each group
clippings)
 Do the activity within 15 minutes

Activity 1: Write the animal under the correct

column. Some animals may be written under more
than one column. (Appendix 2/ Q2/ W4/ D2/ G3)

What animals ..

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 a. are sources of food items?
b. are sources of fur and skin for bags, shoes,
etc?
c. are used for tilling the field and carrying  Why do animals live in different
loads habitats?
 Do you know what common animals are
in your community?
 Find out other animals in your
community through a survey(assigned
the day before).
T G
 Write the results of your survey.
1. Are animals useful to humans? (Appendix 2/ Q2/ W4/ D2/ G4)
2. Are there animals that can harm people?  Divide the class into groups
How?  Present your data in different
3. What animals can make people sick? kinds of graph like bar graph,
4. What kind of sickness can animals give to pictograph or pie graph
people? How?  Answer the guide questions.
5. What can you do to avoid getting harmed or  Post your work on the board
sick

I/A T
Poster Making (Importance of animals to humans) 2. Presentation of outputs
3. Describe the different structures of animals
that makes them adapt to the particular
habitat in the community
a. What common animals are found in the
farm community?
b. What animals are found in the river?
c. Why do number of animals differ in
different communities?
G
1. Bring out the data of your interview “What

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 animals where most common in your
community 20 years ago. (This must be
assigned earlier)
2. Have a tabular and graphic presentation of
your data.
3. Compare the present data with the data 20
years ago.
4. Is the kind of animals present in your
community changed or the number
decreased or increased? What could have
ccaused these changes?
5. Make a poster about conserving the
environment. Present your poster.

I/A
Product/Performance Assessment
Use Rubric for Scoring
(Appendix 3/ Q2/ W4/ D2/ G4)

Remarks
Reflection

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Subject: __SCIENCE_________________ Quarter:___TWO____ Week: ___FOUR____

Day 3
Objectives To describe ways of proper handling of animals. To choose which animals to raise in a particular
habitat.

Subject Matter Importance of Animals to Humans Raising Animals in a Particular Habit

Learning Resources TM, TG, BOW TM, TG, BOW
Video clips Picture of a forest, Picture of animals or toy animals
https://search.yahoo.com (GMA Affairs Born To Be https://images.search.yahoo.com
Wild) https://search.yahoo.com (GMA Affairs Born To Be
https://images.search.yahoo.com Wild)

Teaching, Learning and Assessment Activites

Whole Class Interaction
Procedure/s Viewing (Born to Be Wild: Importance of Animals to Human; Born Impact: The Bayawak, and how to
Protect these modern –day dragons)https://search.yahoo.com (GMA Affairs Born To Be Wild)
 Why are animals important to humans?
 What are the proper ways of handling animals?

G T
(Appendix 1/ Q2/ W4/ D3/ G3) Presentation of forest picture with ten animals
(Appendix 1 / Q2/ W4/ D3/ G4)
 Group yourselves according to animals 1. Spot the error or the animals that do not
you have at home belong to the group. Encircle these
animals.
 In your group discuss on how you take Why don’t these animals belong to
care of your pets/animals. List down the forest?
four ways on how to take care of your Why is it important to know which
pets/animals. animals are adopted to a given
habitat?
(Note: Teacher will lead the answers of the pupils to
its importance in raising animals)

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 T W
1. What are the proper ways of taking care of Divide the class into groups.
animals? (Appendix 2/ Q2/ W4/ D3/ G4)
2. Why is there a need to take care of our 1. Observe the pictures of animals in the
pets/animals? different habitats.
2. Describe the characteristics of animals
adapted to each habitat.Record your answer
on the second column.
3. Choose the animals adapted to a particular
habitat from the given set of picture cards.
A 4. Place them on the third column
Activity 1: Fill in the table below. (Appendix 2 /
Q2/ W4/ D3/ G3) A
Answer the guide questions
1. What are the habitats of animals? Describe
each?
2. What are the characteristics of animals
adapted to each habitat?
3. What are the animals you chose to raise for
each habitat?
4. What are your bases for choosing these
animals?

Remarks

Reflection

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