Lesson Plan in Science 3

2nd Quarter

I. Objectives:
At the end of 50 minutes, 75% of the learners are expected to:
1. identify the parts of some animals; and
2. group animals according to their body parts.

II. Content:
Subject Matter: Body parts of animals
Integration: English, Music, Mathematics
Strategies: Collaborative learning, Differentiation,
Materials: video clips, large pictures of frog, horse and bird showing the body parts,
References: url: https://www.slideshare.net/laura_paino/animal-body-parts-
992520?qid=c0401415-0138-4100-b279-87e363b1994e&v=&b=&from_search=2,

III. Learning Tasks:

A. Preparatory Activities
1. Review
Ask the pupils: What animals do you have at home? What animals do you find in your
garden?

2. Motivation
a. Post on the board the lyrics of the song “My Toes, My Knees.”

My Toes, My Knees

My toes, my knees, my shoulder, my head

My toes, my knees, my shoulder, my head
My toes, my knees, my shoulder, my head
Let us clap our hands together.

b. Let the pupils sing the song “My Toes, My Knees.”

c. Ask the pupils to read and encircle parts of your body mentioned in the song.
d. Ask the class the question:
If we have these body parts - toes, knees, shoulder and head, what about the
animals, do they also have these parts? Can you name animals which have these
body parts?

B. Developmental Activities

1. Presentation
Let the class watch a video about animal parts.

2. Activity
a. Group the class to 3.
b. Let the pupils identify parts of an animal.

Group 1.
 Group 2.

Group 3.

3. Analysis

a. Post on the board the large pictures of a frog, a horse and a bird.
Let the pupils to write on the board answers to the activity.
b. After the pupils finished answering the activity, facilitate the processing of the
activity.

4. Abstraction

a. Ask: “What body parts are common in a frog, a horse and a bird? How are they
similar/different with the other?
b. After the pupils have answered, explain to the class that there are similarities
and differences of body parts of many animals.
c. Are animals alike to human beings? Why? How are they alike?

5. Application

Game: Group the class into 4.

The group should identify what body part of the animal is applicable on the given
picture.

IV. Evaluation
Complete the table below by listing animals described in each column. The pupils can
write as many answers as possible.

Animals with 2 Animals with 6 Animals with 4 Animals with

legs and wings legs and wings legs and horns gills and fins
V. Assignment / Enrichment

Group together animals that have the same body parts

dove dog maya

bangus bee fly
cow crocodile eagle
goat tilapia spider
butterfly carabao turtle

Prepared by:

Windel Beth Z. Torino

T-I

Noted: