SEMI-DETAILED LESSON PLAN IN SCIENCE 3

Topic: Naming Plants And Parts

Materials: Printed picture, plants in garden, and manila paper

I. OBJECTIVES

A. Content Standards • External parts of plants and their functions, and Importance to humans

B. Performance Standard • Demonstrate the proper ways of handling plants

C. Learning Objectives 1. Describe the parts of Different kinds of Plants; 2. State the importance Of plants to humans 3. Describe ways of Caring and proper Handling of plants;

At the end of the lesson the students should be able to: 1. Identify to recognize the parts of plants in the garden. 2. Describe the parts of plants 3. Appreciate the importance of plants.

II. CONTENT

A. Learning Resources: • DedEd Curriculum Guide pg. 31-34 • BEAM 3. Unit 3. Distance Learning Modules. DLP 33. • BEAM 3. Unit 3. Distance Learning Modules. DLP 34 • BEAM 3. Unit 3. Distance Learning Modules. DLP 38

B. Other Resources: • https://marinmg.ucanr.edu/files/187894.pdf

C. Values Integrated • Observing • Identifying

III. PROCEDURE

Teacher’s Activity

I. PRELIMINARY ACTIVITIES - Greetings - Prayer - Checking of attendance - Recall of classroom rules

II. ENGAGE - Sing the “MY TOES, MY KNEES” with actions. - Pose a question related to the song: “What other parts of the body were not mentioned in the song?” - Recall the previous topic and connect it to the current lesson: “In our last session, we explored what are the body parts of animals, can anyone remember the different body parts of animals?” - “Do other living things, like animals, possess similar body parts? Now, what about plants? Do they have comparable structures to ours? As we go on to our discussion we would know what are the different parts of plants.”

III. EXPLORE Group Activity – Plant Parts Investigation - Divide students into small groups (3-4 students per group). - Examine pictures, identify different plant parts (roots, stems, leaves.). - Let them discuss and share their knowledge within their groups. - Analyze group answers by asking these questions: - “Group 1, what do you think is the first part of a plant?” (Response) - “Group 2, any guesses on the second part?” (Response) - “Group 3, thoughts on the last part?” (Response)

• Conduct a garden tour, allowing students to observe and identify parts of real plants.

IV. EXPLAIN - Using the same group, let them analyze their findings and discuss what they observed in the garden. • Ask each group to share their observations in the garden tour by answering these guide questions. - What did you observe in the plants during the garden tour? - What parts did you identify? How do these parts contribute to the plant’s life? • After sharing of answer to the class, ask them this questions: - Were there any parts that were challenging to identify? - Did different groups notice different things? - How do the outer parts of plants connect to what they do, and why do these parts matter to us?

V. ELABORATE Show picture of tomatoes and malunggay Ask about what they observe in the tomatoes - What specific features did you observe in the tomato plants?

Ask about what they’ve observe in the malunggay - How would you describe its parts, especially the unique aspect of its fruit, often referred to as a “pod” that changes color as it grows? - When do you often use malunggay, considering its features? - Discuss the benefits of malunggay and tomatoes: How do they contribute to our well-being? - Emphasize the unique ways each plant aids us, highlighting the importance of plants in our lives.

VI. EVALUATION - Assess understanding through a drawing activity: “Draw a plant and label its different parts.” - Provide feedback and address any misconceptions.

VII. ASSIGNMENT/ ENRICHMENT/ REMEDIATION Find out what part of plants do the following have. 1. Moss 2. Algae 3. Mushroom

NAME: RICA M. JACOB YEAR AND BLOCK: II-BEED BLOCK 1 COURSE CODE: MC SCI 1