School NAGREBCAN ELEMENTARY SCHOOL Grade Level THREE

GRADES 1 to 12
DAILY LESSON Teacher PRECIOUS MAE A. PAGDILAO Learning Area SCIENCE
LOG Teaching Dates and JUNE 16-20, 2025 - W1Q1 Quarter FIRST
Time

Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.

A. Content Standards The learners learn that science is important in understanding how the natural world works.
B. Performance Standards The learners should be able to demonstrate simple science processes to explore common local materials.
Use the senses to Describe objects in Describe activities in Describe natural Explore the
describe objects in the their surroundings their surroundings events in their importance of
classroom (home, school, or (home, school, or surroundings using senses for
community); and community); and (home, school, or observation
Ask questions about Ask questions about
community) that
the objects around the activities around
C. Learning Competencies / them. them
can be explained
Objectives by science; and
Write the LC code for each Identify the
senses that were
used for
describing the
activity/natural
event.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
the content can be tackled in a week or two.
II. CONTENT Science in our
Science in our daily Science in our daily Science in our Science in our
life life daily life daily life daily life
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from LESSON EXEMPLAR LESSON EXEMPLAR LESSON EXEMPLAR LESSON EXEMPLAR LESSON EXEMPLAR
Learning Resource (LP) portal
https://
B. Other Learning Resources primaryconnections.or
 g.au/teaching-
sequences/
foundation/finding-
features/lesson-1-
using-senses-observe?
tabIndex=1
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
IV. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
Why Can I See, Hear, What Body Parts Do What Do I See, What Natural How did Science help
Feel, Smell, and Taste? I Use for My Senses? Hear, Feel, Smell, Events Have I you in describing
Complete the sentences 1. In this activity, the and Taste? Observed? natural events?
below. learners will review the When you wake up in Do you know what
I can see my teacher in matching senses and the morning, what are natural events are?
front of me. I can see my body parts. This is a the first things you: ii.Have you
classmates beside me. I repeat of the Lesson see? hear? smell? experienced natural
can see them because I Language Practice touch? taste? events?
A. Reviewing previous lesson or use my ______. from the previous day.
presenting the new lesson ii. I can hear my teacher in Show pictures or
front of me. I can hear my videos of natural
classmates beside me. I events like, but not
can hear them because I limited to, the
use my _____. following:
● rain
● day and night
● thunder and
lightning
Today’s lesson will help Today’s lesson will Today’s lesson will Today’s lesson will Look outside the
you to answer the help them to answer help them to answer help them to answer classroom. What are
question: “Why can I see, the question: “What the question: “How do the question: “What the things that you can
hear, feel, smell, and are objects in my I use my senses to do I observe from see?
taste?”. surroundings like?” describe activities in natural events?” Introduce the idea that
B. Establishing a purpose for the
You will use their senses You will use your my community?” You will use their plants and animals are
lesson to describe objects in the senses to describe You will use their senses to describe all around us.
classroom; and objects around the senses to describe natural events that
The lesson explores the school premises. activities they do and they can observe.
importance of the five that they can observe.
senses.
C. Presenting examples/ Complete a matching Have learners quietly Have learners describe Explain the meaning Today you will be
instances of the new lesson exercise. read the LAS up to the and demonstrate of natural event as working like scientists
instructions and list breathing and dancing follows: to make observations
unfamiliar words. with a partner. ● A natural event is a about plants and
2. Explain the words Explain the meaning of happening caused by animals using their
they wrote down that activity in the context nature and not by senses.
they do not of the day’s humans. Discuss what
understand. discussion: ● Examples of natural ‘observation’ means
• An activity is events were the ones and how it’s done,
something that a we have described referring to the key
 person or group does earlier. senses: sight, hearing,
or has done. touch, smell and taste
• Examples of
activities were the
ones we have
described earlier.
Activity 1: How Do We Activity 2: How Do I What Can I Describe What Can I Observation walk
Use Our Senses Every Use My Senses to About Activities Describe About Take learners on a
Day? Describe Objects Around Me? Natural Events plant and animal
Have five classroom Around Me? Around Me? observation walk,
objects and/or pictures Group Activity 1. Have the class in encouraging them to
Each object/picture Have the learners read 1. Have the class in five (5) groups. suggest the locations
corresponds to the senses. and perform the five (5) groups. 2. Have each group to stop at along the
Have each object/picture learning activity. 2. Each group will plan identify a natural way.
in ‘stations’ placed around on how they can act event/s that have At each stop discuss
the classroom. Have the out an activity relevant happened in the the plants and animals
learners read and perform in the immediate locality and preferably they observe.
the learning activity. community such as: experienced by the • What can you
harvesting rice, riding learners. see?
a jeepney, buying in 3. Plan on how they • Can you see
the market, catching can act the natural any plants? What
D. Discussing new concepts and
fish, and attending a events out. Tell them types of plants?
practicing new skills #1 fiesta/celebration. that they can use • Do they have a
3. Each group will objects in the smell?
perform for a 10-15 classroom as props. • Are they
seconds in front of the making a sound?
class. • Can you see
any animals?
• Can you hear
any animals?
• Can you
identify animals by the
sounds they make? Or
by how they smell?
• Have you seen
any of these plants
and animals before?
E. Discussing new concepts and Discuss the questions in After exploring, have Ask the learners of the Ask the learners of Discuss how we use
practicing new skills #2 the activity sheet. Have 2–3 learners share following questions for the following our senses to make
the objects on-hand to their findings with the each performance: questions for each observations.
show in front. class. What is the activity performance: • What do we
Sight station called? i.What is the natural mean when we say
a. What was the object at Example Can you describe the event called? we're observing
the Sight station? (ruler) ● I found a small piece activity? What can you ii. Can you describe something?
b. How do you describe of chalk. It was white see, hear, feel, smell, the natural event? o We 'look' at
what you see with this and yellow, hard, and and/or taste? What can you see, something really close,
object? felt powdery. It made hear, feel, or smell? trying to 'see' as much
Touch station no sound when I iii.What sense did you as we can.
 a. What was the object at tapped it. My question use to describe what • When we
the Touch station? (board is: Why does it turn to you have observed? observe do we just
eraser) powder when crushed? look with our eyes?
b. Using your sense of • What other
touch, how would you senses can we use to
describe the board eraser? observe?
o Smell, hearing
and touch. We can
only taste something if
a responsible adult
says it's okay to.
Ask the learners: What other objects Do our senses help us Was it easy or difficult What sense organ is
1. How are the senses have you found around describe objects and to describe the used in each of the
important in describing the school? everyday activities in natural events and following?
objects? Was it easy or difficult our community? their activities? see hear taste
F. Developing mastery 2. Which sense is more to describe the objects ii. Explain why or how How did Science help smell touch
important? you found? you in describing 1. beautiful dress
(Leads to Formative What did you use to natural events? 2. delicious food
Assessment 3) describe the objects How important are the 3. roaring thunder
How can we answer senses in science? 4. wet towel
the questions that you 5. fragrant flower
have about the objects 6. cold weather
you found?
Ask the learners to get a Have the pupils name Show the list of Have the pupils share Mystery box
anything on their bag. again three (3) objects activities performed. their unforgettable Students place their
Then call someone to that you can see, hear, For each activity, ask natural events that hands inside the
describe the thing and ask or touch as you walk the following: happened to rhem. mystery box and
what sense did he/she around. (different from i. Why do we do the Example a scary select one item
used to describe it. their answers in group activity? night. without looking.
activity). Describe ii. What are questions What made them He/She will describe
G. Finding practical application of each object using their you have about the scared that night. what they can feel,
concepts and skills in daily senses. They can also activity that you don’t What sesnse organ and the class/their
living write down questions know the answer to? were used in that partner guesses what
they have about the particular natural the item is.
object. event. If the class can’t guess
it the player can peek
inside the box,
describe what the can
see, and the class
guess what it is.
H. Making generalizations and Ask the question: what What are objects in Why is it important to Why is it important to Why is it important to
abstractions about the lesson can my senses describe? your surroundings like? use our senses in use our senses in use our senses in
How is Science present describing objects or describing natural describing natural
in identifying and activities around us? events around us? events around us?
describing objects? How is Science present How is Science How is Science present
How can Science help in identifying and present in identifying in identifying and
in answering the describing activities? and describing natural describing natural
questions we have How can Science help events? events?
 in answering the How important are the How important are the
about objects? questions we have senses in science? senses in science?
about activities?
Ask the learners to Ask the learners to Show the learners a Show the learners a Complete the following
describe the pencil/pen describe an object picture or a video of an picture or a video of a sentences. Choose
that they are using with available on-hand and activity not described natural event not your answer from the
their sense of sight, not described before. before. described before. box.
hearing, and touch. Have (For example, a meter 2. Ask the learners to Ask the learners to see hear taste
them answer the following stick). Hold the object write three (3) write three (3) smell touch
questions on a piece of for everyone to see. sentences describing sentences describing 1. I use my eyes to
paper for submission: Have them write as an activity that was a natural event that ________.
i. What color is the pencil’s many descriptions as not covered earlier. was not covered 2. My tongue helps me
I. Evaluating learning body? they can on a piece of You may use pictures earlier to _______.
ii. Does the pencil make a paper for submission. or videos if available. 3. I can _______ by
loud or soft sound when Tell them that each using my ears.
you tap it on your desk? sentence includes at 4. I use my fingers to
iii. Does the pencil feel least one sensory ________ something to
smooth or rough when you detail (sight, sound, see if it is hard or soft.
touch it? touch, smell, or taste). 5. I like to
Have the learners _____________ with my
write their answers on nose.
a piece of paper.
J. Additional activities for
application or remediation
1. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
2. REFLECTION needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them you can ask them relevant questions.
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 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?