SCIENCE – GRADE 3

SCHOOL YEAR QUARTER: TIME ALLOTTED: DESIGNED BY:

2023-2024 SECOND OCTOBER-NOVEMBER MS. ANNA MAE C. GOGO
GRADE LEVEL STANDARD:
At the end of Grade 3, learners are able to describe the functions of the different parts of the body and things that make up their
surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They have learned that things may be solid, liquid or gas
while others may give off light, heat and sound. They have observed changes in the conditions of their surroundings. These would
lead learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures.

CONTENT STANDARD PERFORMANCE STANDARD PERFORMANCE TASK

The learner demonstrates understanding The learner is able to… Bookfest is celebrated in the month of
of… November. One of the highlights of the
 practice healthful habits in taking care of the celebration is a puppet show which aims to
 parts and functions of the sense organs of the
sense organs;
human body; convey a message to the community of IHMA
 enumerate ways of grouping animals based
 parts and functions of animals and importance about the importance of protecting and
on their structure and importance;
to humans; conserving the environment. As a DENR
 demonstrate the proper ways of handling
 external parts of plants and their functions representative, you are invited to perform a
plants;
and importance to humans; puppet show featuring a short dialogue that
 illustrates the difference between living and
 characteristics of living and nonliving things; includes mathematical terms such as less,
non-living things; and
and decrease, and take away about things to be
 list down activities which they can perform at
 basic needs of plants, animals and humans
home, in school, or their neighborhood to avoided that may be harmful to the lives of
keep the environment clean. people. Your performance will be evaluated by
FORMATION STANDARD INSTITUTIONAL CORE VALUES the grade school principal and coordinators
The learner becomes… according to the following standards: content,
accuracy, organization of ideas, and utilization
grateful for one’s gifts manifested in words and Thankfulness and truthful in relationship of the puppet and execution.
deeds.

TRANSFER GOAL

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The learner will be able to independently use his/her learning to…..

Become a steward of God in protecting the environment and being truthful to this commitment.

SCAFFOLD FOR TRANSFER

Directed Prompt OPEN PROMPT GUIDED TRANSFER GUIDED TRANSFER

Give one environmental problem that affects Write a statement on how we can protect our In preparation for your UPT, you will
both plants and animals and state how this environment. include the statement you wrote in your
problem affects them. mini task 2 in your dialogue.

UNIT 1:
LEARNING GOALS
INTEGRATION
ENDURING RESOURCE
TOPICS COMPETENCIES ASSESSMENT ACTIVITY INTERDISCIPLINA
UNDERSTANDING RY
VALUES S

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The learner The learner The learner will
will know… should be able understand that…
to…
Unit III- 1. man uses his sense
THE SENSE organs to observe,
ORGANS explore, and learn the
OF THE things around him;
HUMAN 2. animals have
BODY AND
structures that serve
HOW TO
LIVE A different functions for
HEALTHFUL growth, survival, and
LIFE protection;
3. animals are grouped Carolina,
Spelling - Value the
 Describe the according to their Pre-Assessment Social Studies V.S. et al.
Lesson 1: functions of gift of our (2020).
attributes,  (Board work): The
Sense the sense “napapanah sense Science
learners will give
appearance, behavior, organs.
Organs and organs of the the spelling of the ong isyu.” Links
Health human body; and body structures; word. (Revised
- Manifest
Practices in 4. plants have basic parts o Eyes Edition).
good
Caring for and processes that o Auditory canal Sampaloc,
healthy
Them distinguish them from o Nosebleed Manila; Rex
habits in
other organisms and o Tongue Book Store
taking care pp. 81-118
from each other; o Epidermis Oral the sense
Lesson 2:
5. the world is recitation organs in
How to Live
surrounded with both Formative order to
in Safe and
living and nonliving Assessment avoid
Healthful
Environment things; and The learner will identify diseases.
6. living things cannot what senses are
live alone without involved in the pictures
nonliving things. in each situation.

ESSENTIAL QUESTIONS
Summative
The learner will have
Assessment
explored the answer to
Unit IV- -Multiple Choice test
the following question:
ANIMALS -Essay
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AROUND 1. Why are our sense
US  Describe organ important? Carolina,
- Shows
animals in 2. Why is it important V.S. et al.
Lesson 1: their Picture appreciatio (2020).
to develop n to
Body Parts immediate analysis Science
of Animals surroundings desirable and animals as Links
healthful habits? Pre-Assessment
and Their ; they are (Revised
3. Why does each The learners will name
Functions essential Edition).
the following body
 Identify the body part of Board work for man’s Sampaloc,
parts of an animal.
external animals function survival. Manila; Rex
parts and differently? Book Store
Formative
functions of pp. 124-132
4. Why are animals Assessment
animals;
classified and
Using habitat or body
grouped according
parts as basis, the
to their different
learner will cross out
characteristics? (X) the animal that
5. What makes a does not belong to the
plant different from group.
other organisms?
From another 1. Cat, crocodile,
plant? frog, turtle
6. How do needs of 2. Earthworm,
living things affect octopus, squid, starfish
their ability to live
3. cat, dog, frog,
and grow?
goat
4. crocodile,
dolphin, shark, whale
5. Parrot, eagle, Carolina,
hawk, squirrel Picture - Shows V.S. et al.
 Classify Analysis/Ora love and (2020).
Lesson 2: animals l Recitation respect for Science
Classifying according to Mini Task 1 animals Links
Animals body parts
and plants. (Revised
and use;
Pre-Assessment Edition).
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  State the The students will study Sampaloc,
importance the characteristics of Manila; Rex
of animals to the animals from the Book Store
humans; picture given by the pp. 133-147
teacher and they will
classify them based on
their body structure. Written
Response

Lesson 3: Formative
Importance Assessment
of Animals to
The students will
Humans and
Proper Ways classify the names of
of Handling animals from their
Them book.
Fish Bird Amp Rept Mam
s hibia iles mals
ns

Unit V-
PLANTS  Describe the Carolina,
AROUND parts of V.S. et al.
Mini Task 2 Picture
US different Social Studies -Show (2020).
analysis/Oral
kinds of (What will importance Science
Lesson 1: plants; Links
happen if we of
Plant Parts  State the (Revised
increasing
and Their importance Edition).
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Functions of plants to lose our forest) the number Sampaloc,
humans; of plants in Manila; Rex
Lesson 2: Pre-Assessment Book Store
our
Importance The pupils will name pp. 155-172
environmen
of Plants to the different plant
t.
Humans and parts.
the Proper
Ways of Written
Handling response
Them

Formative
Assessment
The students will
describe each plant by
completing the table
below
Plant Kind Descri
ption
Acacia
Unit VI-
LIVING Lettuce
TOGETHER Mango
IN AN  Compare
ENVIRONM living with
Santan
ENT nonliving Hyacint
Carolina,
things; h bean V.S. et al.
Lesson 1: Wheel
(bataw)
Reading - State the (2020).
Comparing Diagram
Characteristi importance Science
cs of Living of plants to Links
Things And humans (Revised
Nonliving and Edition).
animals. Sampaloc,

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Things Manila; Rex
Book Store
Pre-Assessment pp. 180-192
The students will write
some words or names Written
of living and non-living response
things that live or stay
together in an
environment.

 Identify Formative
observable
Assessment
characteristi
cs that are The students will
Picture Reading
passed on compare living things
analysis/Oral -Express
Lesson 2: from parents from nonliving things. (Noting details) thankfulnes
How Living to offspring
s to God for
Things (e.g.
giving us
Reproduce humans,
life.
and Grow animals,
plants);

SIA
Pre-Assessment
The learners will
describe
 Identify the the similarities among
basic needs the parents and their
of humans, offspring from the Life Lesson
plants, and given pictures. Written
animals such Carolina,
response
Lesson 3: as air, food, -State the V.S. et al.
How Living water, and importance (2020).
Things shelter; Formative Science
of
Assessment
Depend on  Explain how reproductio Links
The living things n in plants (Revised
Science Edition).
Environment depend on and
to Meet the Investigatory Sampaloc,
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Their Basic environment Activity (SIA): animals as Manila; Rex
Needs to meet their “Growing Like Father they help Book Store
basic needs; and Mother” Written us in taking pp. 193-205
and response care of our
environmen
t.
Pre-Assessment
The students will write
 Recognize the basic needs of the
that there is following:
- Humans
a need to
- Plants
protect and - Animals
conserve the
environment Picture
Lesson 4: Formative Analysis/Wri
Conservatio Assessment tten -Explain the
n of The response importance
Interaction The students will of
of Living compare and contrast preserving
Things with the needs of people and
Their and animals. protecting
Environment Written our
Work environmen
t.

Pre-Assessment
The students will
describe an
environment that is
being conserved and
protected.

Formative
Assessment
The students will write
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 Producer, Consumer, or
Decomposer on the
worksheet.

Summative
Assessment
-Identifying
-Multiple Choice

REMARKS RECOMMENDATIONS CHECKED BY:

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