School: Grade Level: Three

GRADES 1 to 12 Teacher: Learning Area: SCIENCE 3

DAILY LESSON LOG Teaching Dates and Time: Quarter: Quarter 1 Week 3

OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate understanding of parts and functions of animals and importance to humans,
B. Performance Standards The learners should be able to enumerate ways of grouping animals based on their structure and importance
C. Learning Competencies Classify animals according to body parts and use and state the importance of animals to humans
*Identify different animals *Identify different animals *Identify different animals *Identify different animals *Recognize the importance
according to their body parts according to their body according to their body according to their body parts of animals to human.
and use. parts and use. parts and use. and use. * State the importance of
Objectives: Cognitive
*Classify animals according *Classify animals according *Classify animals *Classify animals according to animals to human.
Psychomotor
to body parts and use. to body parts and use. according to body parts body parts and use. *Value the importance of
Affective
*Value the importance of *Value the importance of and use. *Value the importance of animals to human.
animals to human. animals to human. *Value the importance of animals to human.
animals to human.
Classification of Animals Classification of Animals Classification of Animals Classification of Animals Importance of Animals to
I. CONTENT
(mammals) (fish) (bird) (amphibians) Human
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 36-38 Compendium Science 3 Compendium Science 3 Compendium Science 3 Compendium Science 3
Science 4 K to 12 pages 31- Science 4 K to 12 pages 35- Science 4 K to 12 pages 38- Science 4 K to 12 pages 41-42 Science 4 K to 12 pages 31-
2. Learner’s Material pages
32 36 39 42
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Pictures power point Bridging the Gap Towards Bridging the Gap Towards Bridging the Gap Towards Bridging the Gap Towards
B. Other Learning Resources
Effective Advancement Effective Advancement Effective Advancement Effective Advancement
III. PROCEDURES
Name the parts of animals Yes or No Show an image of a fish Happy or sad face. Identify the following if
A. Reviewing previous lesson that are shown in the Identify whether the and ask them to label its Identify if the following are they are mammals, birds,
or presenting the new lesson picture. following are mammals or parts. birds. fish or amphibians.
not.
B. Establishing a purpose for Guess the animal’s game. Integration (Vocabulary) Create bingo cards with Create cards with pictures of Ask one pupils to mimic the
the lesson Prepare animal cards in Have you been fishing? pictures of various bird various amphibians on one sound of the animals they
advance. Write the names of Now we are going to go species instead of side and drawings or would get.
different animals on each fishing for words. numbers. descriptions of their habitats Animal Sounds: Instead of
 card. Include a variety of Create a "fishing pond" by Distribute bingo cards to on the other. acting out the animal, the
animals. placing cut-out fish shapes each student. Scatter the habitat cards actor can make the sound
Divide the class into two or (with vocabulary words Show images of different around the classroom. that the animal makes. This
more teams, depending on written on them) on the bird species one by one. Give each student an variation adds a different
the number of students. floor. Students mark off the bird amphibian card and have them level of challenge.
Choose a student from one Attach a paperclip to each species on their cards as find the matching habitat card.
team to start the game. This fish shape. they see them. Once students have matched
student will be the "actor" Provide students with The first student to their amphibian with the
for the first round. "fishing rods" made from complete a row, column, or correct habitat, have them
The actor draws an animal sticks or dowels with diagonal shouts "Bingo!" share a fact about how that
card without showing it to magnets tied to the end of and describes the bird to amphibian is adapted to live in
the other students. They the string. the class. that environment.
must then act out the animal Each student takes turns
on the card without using "fishing" for a word from
any words, sounds. They the pond.
need to imitate how the When a fish is caught, the
animals moves. student reads the word
aloud and shares a sentence
using the word correctly.

Based on the activity post Did you have fun? Show again the pictures Engage the students in a brief Then present all the
the picture of animals they Show them a picture of a used in bingo cards. discussion about amphibians. pictures of animals used in
act out. fish or a real fish in the Ask them to identify the Ask questions like: "What are the activity.
"What do all these animals aquarium. Ask them to birds one by one as you some examples of Begin the lesson by asking
have in common?" "How are observe it. show it. amphibians?" "Where do you students: "Why do you
they different from other think amphibians live?" "How think animals are important
C. Presenting
animals you know?" What do you notice about Engage the students in a are amphibians different from to us as humans?" Allow
examples/instances of the
these fish?" "Where do you brief discussion about other animals?" students to share their
new lesson
think these fish live?" birds. Ask questions like: Explain that amphibians are thoughts briefly.
"What do you think fish "What do you notice about unique creatures that live both Share a few interesting facts
need to survive?" these birds?" "What do in water and on land. about animals that have had
birds look like?" "How are positive impacts on human
birds different from other societies and environments.
animals?"
D. Discussing new concepts and Introduce the key Introduce the concept that Introduce the concept that Discuss the different body Divide the class into small
practicing new skills #1 characteristics of mammals: fish are a diverse group of birds have unique body parts of amphibians, such as groups.
live births, fur or hair, aquatic animals with parts that help them limbs, skin, eyes, and Distribute chart paper and
mammary glands for specific characteristics that survive and thrive in their respiratory structures (e.g., markers to each group.
nursing, and warm- help them live in various environments. lungs and skin). Instruct each group to
 bloodedness. habitats. Explain the function of each brainstorm and list as many
body part and how it helps ways as possible that
amphibians survive in their animals are important to
dual habitats. humans. Encourage them to
think beyond just pets and
include roles like food,
clothing, transportation,
and more.

Dog is an example of a Display a fish anatomy Display a bird anatomy Distribute amphibian body After brainstorming, have
mammal. Let us study the diagram on the whiteboard diagram on the whiteboard parts flashcards to each each group share their lists
body parts of a dog and its or using a projector. or using a projector. student. with the class, and compile
uses. Discuss the different parts Discuss the different parts Instruct students to match the a master list on the board.
E. Discussing new concepts and of a fish's body, including of a bird's body, such as flashcards with the
practicing new skills #2 Discuss the body parts of the the fins, scales, gills, and beak, wings, feathers, legs, corresponding body parts on
dog and its uses. tail. and tail. the amphibian anatomy
Have students label the Show pictures of various diagram.
parts of the fish anatomy on bird body parts and have
their own diagrams or on students identify and name
the board. them.

F. Developing mastery Group work: Group work Group Work Group work Presentation of their work.
(Leads to Formative A. Brainstorm about the A. Label the parts of A. Match the A. Match the flashcards
Assessment 3) things you want to the fish. flashcards with the with the corresponding Lead a class discussion
learn more about B. Act like a fish and corresponding body parts on the frog based on the compiled list
of ways animals are
mammals. explain how they body parts on the anatomy diagram.
important to humans.
B. Name the body parts were able to swim. bird anatomy B. Field trip or nature Expand on each point with
of a cow. C. Identify the function diagram. walk to observe birds examples. For instance,
C. Identify the function or use of the body B. Field trip or nature in their natural habitat discuss how animals
or use of the body parts of a fish. walk to observe and identify their body provide food (e.g., meat,
parts of the cow. birds in their parts and behaviors. eggs, dairy), materials (e.g.,
natural habitat and C. Create an amphibian- leather, wool), labor (e.g.,
farm animals), and
identify their body themed art project
emotional support (e.g.,
parts and where students draw therapy animals).
behaviors. their favorite bird and
C. Create a bird- label its body parts.
themed art project
 where students
draw their favorite
bird and label its
body parts.

For Regular class For Regular Class For Regular For regular class For regular class
Sort the following if they are Put a check it the following Arrange the puzzle and Write true if the statement is List the importance of the
mammals or not. picture shows a fish and look for the mystery correct and false if not. following animals to human
G. Finding practical applications mark X when it is not. animals. Then label its beings.
of concepts and skills in daily For LWD parts. For LWD
living Encircle the mammals. For LWD Cut out the picture the sort if it For LWD
Box the fish. For LWD is amphibians or not. Write true if the statement
Color all the example of is correct and false if not.
birds.
What are mammals? What are fishes? What are birds? What are amphibians? What is the importance of
H. Making generalizations and Can you give the major body Can you give the major Can you give the major Can you give the major body animals to human?
abstractions about the lesson parts of a mammal? body parts of a fish? body parts of a bird? parts of a amphibians?
Give its functions. Give its functions. Give its functions. Give its functions.
Read and comprehend the Read and comprehend the Read and comprehend the Encircle the letter of the Encircle the letter of the
following questions. Write following questions. Write following questions. Write correct answer. correct answer.
I. Evaluating learning
the letter of your answer in the letter of your answer in the letter of your answer in
the provided answer sheet. the provided answer sheet. the provided answer sheet
Give 5 example of mammals Create your own aquarium Research project: Assign Create a diorama or model of Study the next lesson about
you see at home. model. Use recycled each student a specific bird an amphibian's habitat, different kinds of plants.
materials. species and have them including features that suit
J. Additional activities for
create a poster or their unique needs.
application or remediation
presentation about its
body parts and
adaptations.
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
 E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked: Reviewed: Recommending Approval: Approved:

LEE ANGEL P. JULIANO SHIRLEY ISLA AMELIA D. DATO, PhD MARILOU F. SANTIAGO, PhD JOEL S. GUILEB, EdD
Teacher Science Specialist School Head District Supervisor EPSvr - LRMS