School Tigbao Central Grade Level Three

Lesson Plan Teacher Bernardito C. Salva Learning Science

Area
Date & Quarter Quarter 4_week_1
Time

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

 Content The learners learn that non-living things found in the environment are the
Standards
sources of useful products.
 Performance By the end of Quarter 4, learners describe chemical properties of materials
Standards
and changes to them. They demonstrate an understanding that science
processes can solve everyday problems and use creativity and
determination to provide examples. They exhibit objectivity and open-
mindedness in gathering information related to environmental issues and
concerns in the community.
 Learning I. LEARNING COMPETENCY
Competenci
es and
Objectives The learners participate in guided activities to locate and describe different types
of non-living things found in and around their school.

II. OBJECTIVES
At the end of the lesson, the learners are expected to:
A. Knowledge
• Classify common things in the surroundings as natural and human-made non-
living things.
B. Skills
• Sort given objects or pictures into natural and human-made categories correctly.
C. Attitude
• Show curiosity and care in observing and identifying non-living things in their
environment.
D. Content Classification of Non-Living Things: Natural and Human-Made
E. Integration English (Literacy): Use of complete sentences in describing objects
• Math (Numeracy): Sorting, grouping, and counting objects
• ESP: Appreciation of the environment and human responsibility
Strategies: Guided Discovery, Sorting and Classification, Interactive ICT-based Quiz
• Cooperative Learning
Approaches:Learner-centered, Experiential, Inquiry-based
II. II. LEARNING RESOURCES

Reference: LE_Science 3_Q4_Week_1_RTP

I III. TEACHING AND LEARNING PROCEDURE
IV. ACTIVITIES ANNOTATIONS
PROCEDURES

PRELIMINARIE Checking of attendance This illustrates COI #5:

Maintained supportive
S learning environments that
nurture and inspire
Good morning children. learners to participate,
 cooperate and collaborate
in continued learning.
For us to be guided on the things that we are doing
MOVS: Emphasizing
today let us all remember the following classroom classroom rules such as
guidelines. listening, kindness, and
cooperation.

[Link] Annotation: Setting

expectations at the start
helped build a respectful,
(Teacher will present through video supportive environment
where learners felt safe to
presentation learn and collaborate.
Classroom Rules)
Teacher reminds:
Before we begin, please sit properly, keep your hands to yourself,
and listen carefully. Let us work together and respect everyone’s
ideas.

Ready? Very good.

A. Activating INTERACTIVE REVIEW – “GROUP IT UP!” Interactive Review –
“Group It Up!”
prior This illustrates COI #3:
knowledge Before we start our new lesson, let’s have Apply a range of
a short warm-up activity called ‘Group It Up!’ I teaching strategies to
develop critical and
will show you some objects, and you will help me creative thinking, as
group them. well as other higher-
order thinking skills
(1.5.2).
(Teacher shows pictures or real objects such as a MOVS: The teacher
basketball, carton box, volleyball, and crate.) presented real objects and
pictures and asked
learners to group them
based on observable
attributes such as color
and shape.
Annotation: The activity
required learners to
observe, compare, and
classify objects,
strengthening analytical
thinking and preparing
them for more complex
classification tasks.

Supportive and
Guide Questions: Encouraging Learning
• Which objects have the same color? Environment
• Which objects have the same shape? This illustrates COI #5:
Maintained supportive
learning environments
(Allow learners to respond.) that nurture
participation and
confidence (2.5.2).
Expected Learner Responses: MOVS: The teacher
• “The basketball and volleyball are round.” acknowledged correct
responses (“Great job!”)
• “The carton box and crate are square.” and encouraged learners
• “The basketball and volleyball have the same color.” to share their
observations freely.
Annotation: Positive
reinforcement promoted
Great job! Since you already know how confidence, cooperation,
and active participation
to group objects by color and shape, today we among learners.
will learn how to group things in a new way
—by identifying whether they are natural or
human-made non-living things.
 MOTIVATION Motivation: Observing
Natural and Human-
B. Establishing Class, before we continue, I want you to
Made Objects
This illustrates COI #3:
look closely at these pictures. Apply a range of teaching
Lesson Purpose strategies to develop
critical and creative
(Teacher shows exemplar pictures of rocks, soil, thinking (1.5.2).
MOVS: The teacher
water, chair, bottle, and school building.) presented exemplar
pictures (rocks, soil, water,
chair, bottle, school
building) and asked
guiding questions to
prompt observation and
comparison.
Annotation: The questions
encouraged learners to
analyze visual information,
distinguish characteristics,
and think critically about
the origin of objects.

Supportive and Inclusive

Classroom Interaction
This illustrates COI #5:
Maintained supportive
Guide Questions: learning environments
that nurture participation
and confidence (2.5.2).
MOVS: Learners were
• What do you see in the pictures? allowed to answer freely,
and all responses were
• Which of these things do you think came from nature? accepted to encourage
• Which of these things do you think were made by participation.
Annotation: The open-
people? response approach
fostered confidence,
(Allow learners to answer freely. Accept all inclusivity, and active
engagement among
responses to encourage participation.) learners.

Very good! Some things around us come from

nature, while others are made by people to help
us in our daily lives.

Lesson Purpose Statement:

Today, we will learn how to classify things

around us as natural or human-made non-living
things.

Now that you have shared your ideas, let

C. During the us learn more about natural and human-made
Lesson things.
(Developing &
Deepening
Explanation (Based on the EXEMPLAR)
Understanding
) Class, look around you. Some things around us do
not move and do not grow. These are called non-living
things.
Some non-living things are found in nature. These
are called natural things.
Other non-living things are made by people. These are
called human-made things.
 Teacher shows exemplar pictures of rocks,
soil, chair, and plastic bottle.

Examples (from the exemplar):

• Rocks and soil are natural things.

• Chairs and plastic bottles are human-made things.

“Natural things come from nature. People do not

make them.
Human-made things are created by people using
materials from nature.”

⭐ Key Ideas (Emphasized by the Teacher)

• Natural things are not made by people.

• Human-made things are made by people to help
us in our daily lives.

🔢 INTEGRATION OF NUMERACY AND LITERACY

📖 Literacy Integration

“Let us practice making sentences.”

Learners complete the sentences orally or in
writing:
• “A rock is a natural thing.”
• “A chair is a human-made thing.” Literacy Integration &
Numeracy Integration

“Very good! You used the correct words to describe the This illustrates COI #2:
Use a range of teaching
objects.” strategies that enhance
learner achievement in
literacy and numeracy
skills (1.4.2).
🧮 Numeracy Integration
MOVS: Learners formed
simple sentences
describing objects
“Now let us count and compare.” (literacy) and counted and
compared groups of
objects (numeracy).
Teacher shows pictures of objects grouped as Annotation: Learners
natural and human-made. developed both literacy
(constructing correct
Guide Questions: descriptive sentences using
science terms) and
numeracy (counting and
• “How many natural things do you see?” comparing quantities),
reinforcing understanding
• “How many human-made things do you see?” through integrated skills
• “Which group has more?” practice.

Teacher Reinforcement:
“Counting and grouping help us understand our
surroundings better.”

“Now that we know the difference between

natural and human-made things, let us check what you
have learned through a fun activity.”

🎮 INTERACTIVE PPT GAME (5 ITEMS)

Game Title: “Natural or Human-Made?” 🎮 INTERACTIVE PPT
(Click the correct answer – 🎉 / ❌) GAME: “Natural or
Human-Made?”
1. A rock is ______. This illustrates COI #8:
A. Human-made Select, develop, organize,
and use appropriate
B. Natural 🎉 teaching and learning
resources, including ICT,
2. A plastic bottle is ______. to address learning goals
(4.5.2).
A. Natural
B. Human-made 🎉 MOVS: The teacher used
an interactive PowerPoint
game with visuals,
3. Which group has MORE natural things? clickable choices, and
(Show 3 rocks, 2 chairs) immediate feedback
symbols (🎉 for correct
A. Rocks 🎉 answers and ❌ for
B. Chairs incorrect answers) to
reinforce lesson concepts.

4. Which sentence is correct? (Literacy Integration) Annotation: The use of

A. “Chair is nature.” ICT made learning
engaging and visually
B. “A chair is made by people.” 🎉 clear, helping learners
easily distinguish between
5. Why do people make human-made things? (ESP natural and human-made
non-living things. The
Integration) interactive format
sustained attention,
A. To help us do tasks 🎉 supported visual learners,
B. To confuse people and reinforced
understanding through
instant feedback aligned
with the lesson objectives.
“Excellent! Now, let’s work together in groups.”
Interactive PPT Game –
Items 4 & 5 (Literacy and
👥 DIFFERENTIATED GROUP INSTRUCTION ESP Integration)

(All tasks adapted from Activity 1: Sort It Out in the exemplar) This illustrates COI #1:
Apply knowledge of
LE_Science3_Q4_Week1 WITH FOOTN… content within and across
curriculum teaching areas
(1.1.2).
👩‍🏫 General Instructions
The class will be divided into four (4) groups. MOVS:
Each group will do the task assigned to them.
Follow the directions carefully and work cooperatively.  Item 4 required
learners to
choose the
🟥 Group 1 – Visual Learners correct
sentence using
proper
Task: Draw five (5) natural things and five (5) human-made
language
things found in the school. structure and
scientific
meaning
(Literacy
integration).
 Item 5 required
learners to
explain the
purpose of
human-made
things by
connecting
Science
concepts with
values and
daily life (ESP
integration).

Annotation:
The items demonstrated
cross-curricular
integration by linking
Science content (natural
vs. human-made things)
with Literacy (correct
sentence construction) and
ESP (understanding
purpose and
responsibility). Learners
applied knowledge from
multiple learning areas to
arrive at meaningful and
accurate answers.

Values and ESP

Integration in the Game

This illustrates COI #5:

Maintained supportive
learning environments
that nurture positive
🟦 Group 2 – Auditory Learners values (2.5.2).

MOVS: One item

Task: highlighted why people
Listen as the teacher names objects. create human-made things
—to help in daily tasks.
Write each object under the correct column. Annotation: Integrating
values promoted
Objects to be read by the teacher: appreciation of human
effort and responsible use
of resources in daily life.

This illustrates COI #9:

Design, select, organize,
and use diagnostic,
formative, and summative
assessment strategies
(5.1.2).

MOVS: The teacher

conducted a 5-item
interactive PPT quiz where
learners clicked answers
and received immediate
feedback (🎉 / ❌).

Annotation:
The game functioned as a
formative assessment that
checked learners’
understanding of
classifying non-living
things. Immediate feedback
 helped learners correct
misconceptions instantly
while allowing the teacher
to monitor mastery and
readiness for the next
activity.

🎮 INTERACTIVE PPT
GAME – Literacy &
Numeracy Integration

This illustrates COI #2:

Use a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy
skills (1.4.2).

MOVS:

 Learners
identified the
correct
sentence
structure
describing
objects
(Literacy).
 Learners
compared
quantities of
objects to
determine
which group
had more
(Numeracy).
🟩 Group 3 – Kinesthetic Learners
Annotation:
Learners developed both
Task: literacy (choosing
grammatically correct and
Task: Sort these objects into the correct category by cutting meaningful sentences) and
numeracy (counting and
and pasting into the table. comparing quantities)
through an engaging
game-based strategy,
reinforcing understanding
Cut and paste the pictures into the correct boxes. of the lesson concepts in an
integrated manner.

👥 Differentiated Group
Instruction (Cooperative
Learning)

This illustrates COI #5:

Maintained supportive
learning environments
that nurture and inspire
learners to participate,
cooperate, and collaborate
in continued learning
(2.5.2).

MOVS: The teacher

divided the class into four
groups, gave clear general
instructions, and
emphasized cooperation
and shared responsibility
while completing assigned
 tasks.
📊 RUBRIC

Annotation:
The group activity fostered
a positive and supportive
learning environment
where learners worked
respectfully, helped one
another, and participated
actively. Clear instructions
and cooperative tasks
encouraged collaboration,
mutual support, and
confidence among
learners.

D. APPLICATION

“Look around your classroom. Choose one object and tell

whether it is natural or human-made.”

D. Making GENERALIZATIONS
Generalization Guide Questions:
1. What are natural things?
2. What are human-made things?
3. Why is it important to know the difference?

“Natural things come from nature, and human-made things are

created by people.”

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S

REFLECTION
E. Directions: Read each question carefully. Choose
Evaluatin the letter of the correct answer. Write your This illustrates COI #9:
g answer on the space provided. Use formative assessment
strategies aligned with
Learning learning objectives (5.1.2).
Multiple Choice MOVS: Five-item
multiple-choice test
assessing knowledge,
1. Which is a natural thing? skills, and attitude on light
A. Chair sources.
Annotation: The
B. Rock 🎉 assessment directly
measures learners’
2. Which is human-made? understanding of
natural/artificial light
A. Soil sources, real-life
application, and value
B. Plastic bottle 🎉 formation, ensuring
alignment with the stated
3. Natural things are _____. objectives.
A. Made by people
 B. Found in nature 🎉
4. Which group does a table belong to?
A. Natural
B. Human-made 🎉
5. Why do people make human-made things?
A. To help in daily life 🎉
B. To grow naturally

VIII. ASSIGNMENT
Think Back:
Draw 2 natural and 2 human-made things you see at home.
Label them.

F. Teachers Note observations Effective Practices Problems

Remarks on any of the Encountered
following areas:

strategies explored

materials used
learner
engagement/
interaction
others
[Link] Reflection guide or prompt can be on:

• principles behind the teaching

What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

• students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?

What can I explore in the next lesson?

Prepared by:
Bernardito C. Salva
Applicant