Grade 3 Science 3 Week 8 Quarter 2....pptx

Power point of lesson in science for the second quarter week 8

1. Basic needs of living things

2. Begin by having the learners recall the basic needs of living things: food, water, air, sunlight, and shelter. Ask the learners to think about how these needs are met in their own lives. Explain that all living things, including humans, animals, and plants depend on a healthy environment to survive. Day 1

3. Lesson Purpose Do you wash your hands before eating? Why do you need to wash your hands before eating?

4. Mention that it is important to wash their hands before eating to wash off dirt and germs that can cause diseases and make us sick. A dirty environment can also make us sick. What causes an environment to become dirty? Tell the learners that in this lesson, they will identify human activities that threaten or destroy the environment.

5. Lesson Language Write the words Pollution and Threaten on the board. What comes to your mind when you hear the word pollution? The word threaten? Some may say that pollution is what happens when they throw trash in rivers and other bodies of water. Others may say pollution is about making the air dirty.

6. Still others may say that pollution is a problem with garbage disposal. All these show an understanding of pollution. On the other hand, the word threaten could mean the possibility of something causing harm to another thing. They could relate the word threaten to the possibility of pollution causing harm to the environment.

7. Reading the Key Idea Activity 1: What human activities threaten or destroy the environment? 1. Divide the class into small groups of 3-4 learners. 2 . Tell the learners that they will perform Activity 1 to learn more about human activities that threaten or destroy the environment . 3. Explain the task to the learners. 4 . Have them think about places in their communities that need some cleaning up.

8. 5. Ask the learners: What makes an environment dirty? 6 . Before the activity, prepare the needed materials. Use alternative materials if any of those suggested are not available. 7 . Do a pre-activity discussion that focuses on the objective of the lesson. 8 . Remind them to write their observations and answers in their notebook. 9 . Tell the learners to work in groups for the activity but have them answer the activity guide questions individually. 10.Let the learners ask questions before they perform the activity.

9. Notes for the Facilitators: Use simple and age appropriate visuals. Relate the lesson to real life and everyday experiences of the learners . Extension/Differentiation: Have the learners discuss simple actions that they can take to help protect the environment, such as reducing waste, conserving water, and planting trees.

10. Developing Understanding Activity Proper Have the learners perform Activity 1: What human activities threaten or destroy the environment? 2 . Provide each group with illustrations of polluted environments . 3 . Have them observe the illustrations and identify the kinds of pollution shown (water, land, or air ).

11. 4. On a page in their notebook, have them draw a human activity that threatens or destroys a water, land, or air environment in their community. 5 . Have the learners share their drawings with other members of the group. 6 . Have them discuss as a group how certain things and activities pollute the environment.

12. Post-Activity 1. Facilitate a discussion based on the learners’ answers to the embedded questions and group discussions. Q 1. What activities cause pollution? Q2 . What kind of pollution do you see in your community ? 2. In the discussion, highlight the idea that certain things and activities threaten or destroy the environment. As learners, they can take action in conserving and protecting the environment and thus help living things survive.

13. 3. For the extension/ differentiation part, you may have the learners discuss simple actions that they can take to help protect the environment, such as reducing waste, conserving water, and planting trees.

14. Deepening Understanding 1. Facilitate a discussion using the following guide questions: How can you help reduce pollution in your community ? What can you do to help protect the environment ? 2. In the discussion, mention that some things and human activities can make the environment dirty or polluted. As learners, they can help in cleaning up their surroundings and keeping it clean. A healthy environment helps living things survive.

15. Guide the learners to the realization that (1) some things and human activities contribute to polluting the environment, (2) pollution harms living things, and (3) we can take action to clean up the environment and help living things survive. Making Generalizations

16. Give the assessment to the learners. Facilitate a discussion on the learners’ answers. Evaluating Learning

17. What causes a water environment to become polluted? Mention that a water environment can become polluted in many ways. One way is when people throw trash, like plastic bags and bottles, into rivers, lakes, and oceans. This trash can harm or kill animals that live in the water. Another way is when factories and farms release harmful chemicals into bodies of water such as rivers, lakes, or seas. These chemicals can poison the water and make it unsafe for plants and animals. Day 2

18. Lesson Purpose What recent changes did you make to your room? Is your room better with the changes you made?

19. Mention that some changes such as rearranging the bed, cabinet, and other furniture to make more space make the room better. Other changes, like placing the cabinet where it blocks the light source and making the room darker, may not be a good change. Tell the learners that in this lesson, they will infer how changes in the environment affect living things.

20. Lesson Language Write the word Infer on the board. Tell the learners that in the activity, they will be inferring how changes in the environment affect living things.

21. Reading the Key Idea Activity 2: How do changes in the environment affect living things? 1. Retain the groupings. 2 . Tell the learners that they will perform Activity 2 to learn more about how changes in the environment affect living things. 3 . Explain the task to the learners. 4 . Have them recall the mongo planting activity they performed in Week 6.

22. 5. Ask the learners: How did the changes made in setups 2, 3, and 4 affect the growth of the mongo plants ? 6. Before the activity, prepare the needed materials. Use alternative materials if any of those suggested are not available. 7 . Do a pre-activity discussion focusing on the lesson objective. 8 . Remind them to write their observations and answers in their notebook. 9 . Tell the learners to work in groups for the activity but have them answer the activity guide questions individually. 10 . Let the learners ask questions before they perform the activity.

23. Notes for the Facilitators: Reinforce the importance of protecting water environments. Discuss simple actions that learners can take to help, such as reducing water waste, avoiding littering, and participating in cleanup activities. Extension/Differentiation : Let some learners write a short jingle about protecting the environment (water, land, and air). Other learners may work on a collage showing how the effects of pollution on plants and animals.

24. Developing Understanding Activity Proper 1. Have the learners perform Activity 2: How do changes in the environment affect living things? 2 . Display illustrations of a clean river and a dirty river. 3 . Have them observe the two illustrations. 4 . Have them discuss with their groupmates how pollution affects the plants and animals in the river.

25. Post-Activity 1. Facilitate a discussion based on the learners’ answers to the embedded questions and group discussions. Possible answers to the embedded questions: Q1 . What do you see in the clean river? Q2 . What do you see in the dirty river ? Q3. What plants and animals live in a river? Q4 . How does pollution affect the plants and animals in a river environment?

26. 2. Call on two groups to share their group discussions and answers to the questions with the class. 3 . Give opportunities for learners to ask questions, justify their answers, and explain their ideas. 4 . In the discussion, highlight the idea that pollution makes rivers and other bodies of water unhealthy for plants and animals living there. 5 . For the extension/ differentiation part, you may let some learners write a jingle on the importance of protecting the environment (water, land, and air). Other learners may work on a collage poster showcasing how changes in the environment affect plants and animals.

27. Deepening Understanding 1. Explain to the learners that living things get their basic needs, like food, water, and shelter, from the environment they live in. Pollution harms the environment, making it harder for living things to meet their basic needs when the environment is polluted. 2 . Using think-pair-share , ask the learners: Other than pollution, what other changes in the environment affect living things ? As a learner – and with the talent and skills you have – what can you do to help conserve and protect the environment?

28. Have the learners complete the following sentences: Pollution is a threat to the environment because… We can help conserve and protect the environment by… Help learners understand that pollution changes the environment, making it harder for living things to meet their needs and survive. Guide learners to realize that their simple actions, like reducing waste, avoiding littering, and joining clean-up activities, can help protect and conserve the environment. Making Generalizations

29. 1. Give the assessment to the learners. 2 . Facilitate a discussion on the learners’ answers. Evaluating Learning

30. Why is it important for living things to live in a healthy environment? Mention that a healthy environment enables living things to meet their basic needs and survive. What action have you taken recently to help keep the environment healthy for living things? Mention that no matter how simple their actions may seem, all these add up in helping to keep the environment healthy for living things. Day 3

31. Lesson Purpose Have you been to a forest before ? If you have been to a forest before, what does it look like ? If not, have you already seen a movie that featured a forest in one of the scenes?

32. What living things and nonliving things do you see in a forest? Mention that a forest is an environment where tall trees, wild animals, and many other kinds of living things live. Tell the learners that in this lesson, they will explain how caring for the environment enables living things to survive.

33. Lesson Language Write the words acid and rain on the board. Mention that acids taste sour. Fruits that taste sour are acidic. The acids in fruits are weak acids. Strong acids are harmful. Some of these acids are used to clean toilet bowls and floors. What do you think happens when acids mix with rain? Mention that acid rain forms when smoke from factories and cars mixes with the rain. Acid rain can harm plants and animals.

34. Reading the Key Idea Activity 3: How does caring for the environment enable living things to survive? 1. Retain the groupings. 2 . Tell the learners that they will perform Activity 3 to learn more about how caring for the environment enables living things to survive. 3 . Explain the task to the learners: They will read a short story about a change that threatens a forest environment and discuss this story with the group.

35. 4. Have them recall the two illustrations of clean and dirty rivers they have been shown previously. 5 . Ask the learners: How does pollution affect the plants and animals living in a forest environment? 6 . Before the activity, prepare the needed materials. Use alternative materials if any of those suggested are not available. 7 . Do a pre-activity discussion focusing on the lesson objective. 8 . Remind them to write their observations and answers in their notebook.

36. 9. Tell the learners to work in groups for the activity but have them answer the activity guide questions individually in their notebooks . 10 . Let the learners ask questions before they perform the activity . Notes for the Facilitators: You may use video clips that show how caring for the environment help living things to survive. Extension/Differentiation : Have learners write an 8 to12- word-slogan about protecting the environment.

37. Developing Understanding Activity Proper 1. Have the learners perform Activity 3: How does caring for the environment enable living things to survive? 2 . Have them share their experiences with forests or other natural environments with their group mates. They take turns during the sharing. Each member has 1-2 minutes to share. 3 . Have them read the short story about how acid rain has affected a forest environment.

38. Note: Address questions about the term acid rain if there are any. 4 . Have them discuss with their groupmates different ways of bringing the forest back to health. 5 . Have them answer the embedded questions . Post-Activity 1. Facilitate a discussion based on the learners’ answers to the embedded questions and group discussions. Q1 . What is the importance of a healthy environment for living things?

39. Q2. What happened to the forest? Q3 . How did acid rain affect the trees? Q4 . What happened to the animals that lived in the forest? Q5 . What would happen to the forest if the acid rain stopped ? Q6. What could people do to help the forest recover? 2 . Call on two groups to share their group discussions and answers to the questions. 3 . Give opportunities for learners to explain their answers.

40. 4. In the discussion, highlight the idea that plants and animals need their environment to be healthy to meet their basic needs and survive. 5 . For the extension/ differentiation part, you may have some learners create a oneminute video clip about actions they can take to help protect the environment.

41. Deepening Understanding 1. Mention that when a pollutant, which in this case is the acid that mixes with the rain, is removed from an environment, plants and animals become healthy again and the environment is a safe home to living things once more. 2 . Ask the learners: How does caring for the environment enable living things to survive ? 3. Facilitate a discussion on the learners’ answers to the question.

42. Have the learners complete the following sentences: When pollutants are removed, the environment can… People can take action to … Guide the learners to the realization that (1) when the pollutants are removed, the environment can recover, (2) plants and animals are able to meet their basic needs in a healthy environment, and (3) people can take action to protect the environment. Making Generalizations

43. 1. Give the assessment to the learners. 2 . Ask volunteers to share their short stories. 3 . Facilitate a discussion on the learners’ essays. Evaluating Learning

44. Day 4 Ask two volunteers (those who have not shared yet) to share their group discussion about the short story they read from Day 3. What is the story all about?

45. Lesson Purpose How do you keep your house clean? What household chores do you do?

46. Mention that to keep the house clean, all family members work together to do different chores. One person might be responsible for washing the dishes, while another sweeps and scrubs the floor. You might help by making your bed and putting your used clothes in the laundry basket. Tell the learners that in this lesson, they will suggest ways of protecting and conserving the environment.

47. Write eco-bag on the board. Show the class an eco-bag if you have one. Tell them that an eco-bag is called as such because it is environmentally friendly. It is durable and reusable. What other words do you know are often paired with eco? Eco modifies the word it is paired with by relating it to the environment. Lesson Language

48. Reading the Key Idea Activity 4: What are some ways you can do to help protect and conserve the environment? 1. Retain the groupings. 2 . Tell the learners that they will perform Activity 4 to learn more about some ways they can do to help protect and conserve the environment. 3 . Explain the task to the learners. 4 . Have them recall the story about how acid rain affects the plants and animals living in the forest.

49. Restoring the forest back to health needs care. Care involves ecofriendly practices or practices that help conserve and protect the environment. 5 . Tell the learners that they will perform Activity 4 to learn more about some ways they can do to help conserve and protect the environment. 6 . Before the activity, prepare the materials needed. Use other alternative materials if any of those suggested are not available. 7 . Do a pre-activity discussion that focuses on the objective of the activity.

50. 8. Remind them to write their observations and answers in their notebook . 9. Tell the learners to work in groups for the activity but have them answer the activity guide questions individually in their notebooks. 10 . Encourage the learners to ask questions before they perform the activity. Extension/Differentiation : Have some learners (especially those who are into writing) write a short story about a river. Have them describe the river’s environment, the plants and animals that live there, and what happens when the river is polluted.

51. Developing Understanding Activity Proper 1. Have the learners perform Activity 4: What are some ways you can do to help protect and conserve the environment? 2 . Have the learners list eco-friendly practices that they and their families do at home. 3 . Ask members of the group to share their list of eco-friendly practices. 4 . Guide the learners in creating an eco-hero poster.

52. For this activity, members of the group take turns drawing a picture of themselves performing one of the eco-friendly practices. Have them add details and color to their poster . 5. Have them write a short description of their eco-friendly action or practice on the poster. 6 . Ask the learners to answer the embedded questions. Post-Activity 1 . Facilitate a discussion based on the learners’ answers to the embedded questions and group discussions.

53. Q1. How do you conserve water at home ? Q2 . What do you do with your trash ? Q3. How do you save energy? Q4 . What can you do to reduce air pollution? 2 . Call on volunteers to share their group discussions and answers to the questions with the class . 3. Give opportunities for learners to ask questions . 4. In the discussion, highlight the importance of acting, no matter how simple it may seem, to protect environments where plants and animals get their basic needs.

54. Deepening Understanding 1. Have the groups present their posters to the class. 2 . Have them explain their eco-friendly actions. 3 . Ask the learners: How do small actions contribute to protecting the environment? 4 . Facilitate a discussion on the importance of individual actions in protecting the environment.

55. 1. Reinforce the importance of individual actions in keeping the environment healthy for living things to be able to meet their basic needs and survive. 2 . Encourage the learners to continue practicing eco-friendly habits at home and in school. 3 . Facilitate a discussion on the combined impact of individual actions. Making Generalizations

56. 1. Give the assessment to the learners. 2 . Ask volunteers to share answers with the class. 3 . Facilitate a discussion on the learners’ answers. Evaluating Learning

57. You did great! SEE YOU NEXT MEETING