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I. OBJECTIVES
Identify needs of plants and ways to care for
plants. PNEKP-IIb-2
III. PROCEDURES
Blocks of Competencies/
Teacher’s Activities
Time Objectives
Arrival routines
National Anthem
Arrival Time Opening Prayer
(10 min) Exercise
Kumustahan
Attendance
Balitaan
Meeting Time Routine
Review of concepts learned
Meeting the previous week/day by
Time 1 asking the guide questions
(10 min) below
Message Plants need water and
sunlight.
Questions/ Participate active in a :
Activity dialog or conversation of What do plants need?
familiar topics (LLKOL-00- Why is sunlight and air
10) important to plants?
Talk about the details of an
object/picture (LLKOL-Id-4)
Transition to The teacher gives instructions
Work Period on how to do the independent
1 activities, answers any
questions, and tells the learners
to join their group and do the
assigned tasks.
Work period
1
(40 mins)
Plants Need Sunlight
Experiment
Teacher Tells possible outcomes Materials: grass seeds, paper
Supervised of familiar events (e.g., towel, 2 small buckets or tabo,
Activity what to wear on a paper plate
sunny/rainy days,
running fast on a wet Procedure:
and slippery corridor, 1. Fold two wet paper towels
etc.) (MKAP-00-5) and add each to two small
Communicate changes buckets. Add grass seeds to the
observed (e.g., shorter buckets.
pencil when sharpened, 2. Put a paper plate on top of
ice to water, corn kernel one of one of the buckets,
becomes popcorn) blocking light from reaching the
(PNEKPP-00-3) seeds. Leave the other
Explore simple cause- exposed.
and-effect relationships 3. Predict what happens after
in familiar events and five days. Draw your prediction
situations (PNEKE-00- on a sheet of paper.
5)
Procedures:
1. Fill the clear water bottle up
to a certain height. Put a line or
a tape to mark the amount of
water placed in this water bottle.
This will serve as the base
measure of the volume of the
water in this activity.
2. Line the different water
containers randomly; then, fill
the first one with the water from
the bottle. Pour out all the water.
3. Put back the water from the
first container back to the water
bottle.
4. Ask learners what they
noticed especially at the mark of
base measure of the water
bottle (expected answer: it
remains up to the mark of
measure)
5. Invite a volunteer to pour the
water into the next container
and back again to the water
bottle.
6. Process the discussion so
that the learners come to a
conclusion that the volume or
amount of water in the water
bottle did not change even if it
looked like it did because of the
different sizes and shapes of the
containers.
Learning Understand that the
Checkpoints volume of liquid does
not change even if the
size and shape of
container do
Independent Adding and Subtracting
Activities Add quantities up to 10 Flowers
using concrete objects
(MKAT-00-8) Materials: flowers they made
Recognize the words during previous activities,
“take away,” “less,” and cardboard, pencils
“are left” that indicate
the act of subtracting Procedure:
whole numbers to 1. Group learners in pairs.
subtract quantities 2. They will count the flowers
(MKAT-00-4) they made all together.
3. Each pair will create their own
number sentence and write the
equation on their individual card
board
V.REMARKS:
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
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 this 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:
Observed by:
Date Observed:
FEBRUARY 24, 2020