A Lesson Plan in Science 3

A Lesson Plan in Science 3
(Science and Health)

        I.            Objectives:

        Given varied activities, the students with 70% accuracy are expected to:              

                        a. identify the go, grow, and glow foods;

                        b. give the importance of go, grow, and glow foods; and

                        c. cite examples of go, grow, and glow foods

      II.            Subject Matter:

                Concept: Type of Foods

                Topic: Go, Grow, and Glow Foods

                Skills: Observing and Identifying

                Values: health awareness, confidence, teamwork

 

III.                Instructional Materials:

        A. References:

                  Padua Rabago, PH.D. et. al. Exploring and Protecting our World. pp. 20-25.

                   Estrelita S. Dela Cruz, Science and Health 3, pp.42-45.

                   Adoracion G. Ahito, Science and Life 3, pp. 60-61.

 

        B. Materials:

                        PowerPoint Presentation and Pictures of Food

IV.                Strategies:

        A. Presentation:

                        1. Apperception

                                        a. What did you eat this morning?

                                        b. Was it delicious?

                        2. Motivation:

                                        (show pictures of foods) and ask:

                        Which of these foods are your favorite? Why?

                        How about the foods that you didn’t like? Why?

                                B. Presentation:

1. The teacher will show the students a PowerPoint presentation about  the go, grow, and glow foods.

 

                                         2. Student’s Activity

                                The student’s will be grouped into three and each group will classify the pictures of foods (given by the teacher) according to its kind. The group will then add three more examples on each kind of food (go, grow, and glow foods).

C. Comparison and Abstraction

                                1. What are the characteristics of grow foods that differ from go, and glow foods?

                                2. How about go foods from grow and glow foods?

                                3. How about glow foods from go and grow foods?

                                4. What do you think are the similarities of these kinds of foods?

                            D. Generalization:

                                    1. Why do you think these types of foods affect our health?

                                    2. Why do you think it is important to eat go, grow and glow food?

                                    3. Why do you think some children do not like to eat these kinds of foods?

                                    4. What would you feel if a child always eats unhealthy foods?

                          E. Application

                                   1. What will happen to our health if we do not eat go, grow, and glow foods?

                                   2. How will you encourage other children to eat go, grow and glow foods?

    V. Evaluation:

                The class will be divided into three. Each group will be given 20 points. Each member of the group will give an example according to their assigned type of food. If one of the members cannot give an example, the total score of the group will be decreased by one.

 

    VI. Assignment:

                In a whole sheet of paper write the dishes that you have eaten during breakfast, lunch or dinner and classify whether go, grow and glow food.