Detailed Lesson Plan In Science 9wh

Detailed Lesson Plan in Science (Kindergarten) I.

Objectives A. Identify the sense used in touching. B. Describe objects using the sense of touch. C. Realize the importance of the sense organ. II.

Subject Matter Science Concepts:    

Observing objects using the sense of touch to learn about things around us. We use our skin for feeling the things we touch. Some objects are rough, some are smooth, some are hard, and some are soft. Our hand is important.

Reference: N.V. Jovero, Enhanced Science Power (P), pp. 44-49 V.D. Ramirez, Science for Preschoolers (Prep), 3-15 Materials:    III.

Picture of the hand (sense of touch) Pictures of object with different texture Real objects and boxes

Procedure

Teacher's Activity Pupil's Activity A. Motivation Good afternoon children! Good afternoon teacher! I have here a song entitled coconut soap. I will act the song and afterwards you'll follow me. So stand up everybody. (Play the song and dance.) Coconut Soap Wash my hands, wash my elbows, wash my arms, With coconut soap. Wash my face, wash my neck, wash my shoulders With coconut soap. Wash my hair with shampoo. brush my teeth with toothpaste When I wash the rest of my body I always wash With coconut soap. Wash my back, wash my tummy, wash my chest With coconut soap. Wash my feet, wash my knees, wash my legs With coconut soap. Wash my hair with shampoo.

brush my teeth with toothpaste When I wash the rest of my body I always wash With coconut soap. What parts of the body was Hands, elbows, arms, face, neck, mentioned in the song? shoulders, tummy, chest, feet, knees, legs! Very good children! Now, what did We wash our body, teacher! we do to our body according to the song? What are the thingsyou need in washing your body? B. Presentation of the Lesson What part of the body is used in washing the other body parts? (Teacher will post the picture of a hand.) Very good. We used our hand in washing our body. Now what are the other things that we can do using our hands? Very good children! I have a glass and mat here. Anyone who wants to hold and touch these objects? (Call the name of the child) What can you say about these objects? Yes correct! How did you know that it is hard or soft and smooth or rough? Very good! We used our hand or skin to feel the texture of an object. Some objects are rough, smooth, hard and soft. I have pictures here in the box, now tell me if it is hard or soft/ rough or smooth. Rock Will you please name objects that are hard? Rough? Plastic bag Will you please name objects that are soft? smooth? C. Generalization What sense organ do we used in touching? What are the different textures that we feel?

Soap and water, teacher!

Teacher we need our hands.

Teacher we can hold our pencil./ We can use it to touch objects/ We can feel the texture of the objects. Me, teacher!

Teacher, the mat is rough and soft, and the glass is hard and smooth. Teacher because I touched it using my hands.

(the child will get picture inside the box.) Hard/ rough (hard) blocks, phone… (rough) towel, bag… Soft/ smooth (soft) cotton… (smooth) paper…

Skin/ hands Rough, hard, soft, smooth

What will likely happen if we don't have our hands/skin?

We can't feel, hold or touch objects.

What shall we do to keep our hands away from dirt?

We should wash our hands with soap and water. We should not hold pointed objects.

D. Big Group Activities The class will play a guessing game. Divide the class into two groups. Each group will consist of five . The teacher will blindfold the member of the group. Let them guess and identify the texture of the real object inside the box. Ex. Bottle, cloth

smooth and hard/ rough and soft

IV. Evaluation Directions: Using only your sense of touch, place your hand in the brown bag. Feel around and decide what you think it is and tell whether it is rough, hard, smooth or soft. Write your answer on the line by the number that matches the number on the bag. 1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________

(pillow) (grater) (leaves) (needle) (feather)

V. Assignment Draw the five parts of the body and write the name of the sense under your pictures.

Nelie C. Ganoy Lesson Plan in Kindergarten Science I- Objective At the end of the lesson the pupils will be able to identify the habitat of the animals: Land, Water and Air. II- Subject Matter a. Topic: Habitat of the Animals: Land, Air and Water b. Reference: Science and Health III p. 86 c. Materials: Pictures of animals Concept: Animals have different places to live: land, air, water III- Procedure: A. Preparatory Activity a. Prayer b. Checking of attendance c. Checking of assignment/ review d. Motivation Old McDonald had a farm Old MacDonald had a farm, E-I-E-I-O. And on his farm he had some chicks, E-I-E-I-O. With a chick, chick here, And a chick, chick there, Here a chick, there a chick, Everywhere a chick, chick, Old MacDonald had a farm, E-I-E-I-O. 2. Duck - quack 3. Turkey - gobble 4. Pig - oink, oink 5. Cow - moo, moo 6. Cat -meow, meow 7. Mule - Heehaw 8. Dog - bow wow 9. Turtle - nerp, nerp Ask the children what are the animals that was mentioned in the song B. Developmental Activities Teacher shows the pictures of animals

Ask the children, what did you see in the picture? Are they live in the same place? Teacher shows the picture of land, water and air. Land Water Air These are the places where animals live. Some animals live in the land like dog, cat, pig etc., some live in water like fish, shrimp etc., and some live on air like butterfly, insect etc. then let the pupils identify the habitat of the other animals.

C. Application Choose 3 pupils to stand in front and hold the picture of land, water and air. Pupil 1 Pupil 2 Pupil 3 When the teacher show the picture of animals that live in land the pupils will form a line in front of the pupil holding a card of land and do the same for the animals that live in water and air. V- Evaluation Draw a land on the space provided if the animals live in land, water if the animals live in water and if the animals live in air. 1. __________________________________ Butterfly 2. __________________________________ Dog

3. __________________________________ Fish

4. __________________________________ Goat

5. __________________________________ Cat V- Assignment Color the animals that live in land brown and the animals that live in water blue and yellow for the animals that live in air . 1. 2. 3.

Nelie C. Ganoy Lesson Plan in Kindergarten Science I- Objective At the end of the lesson the pupils will be able to identify the green leafy and yellow vegetables. II- Subject Matter A. Topic: Green leafy and Yellow vegetables B. Reference: ‘’Let’s Talk About Veggies’’ a Syllabus for promoting Increased Consumption of Vegetables in the Primary Grades. Activity 1.4 p8. C. Materials: Picture of Green leafy and yellow vegetables. III- Procedure A. Preparatory Activity a. Prayer b. Checking of attendance c. Checking of assignment/ review d. Motivation Guide the children in singing “Bahay Kubo” Bahay Kubo (Nipa Hut) Bahay kubo, kahit munti Ang halaman doon ay sari-sari. Singkamas at talong, sigarilyas at mani Sitaw, bataw, patani. Kundol, patola, upo't kalabasa At saka mayroon pang labanos, mustasa, sibuyas, kamatis, bawang at luya sa paligid-ligid ay puro linga Ask the children what are the vegetables that was mentioned in the song. B. Developmental Activities The teacher shows the pictures of green leafy and yellow vegetables.

What did you see in the picture? These are the different kinds of vegetables there are green leafy and yellow vegetables. Now let’s group the vegetables into 2 groups, the first group are the green leafy and the second group are the yellow vegetables. Teacher pick up first each green and yellow vegetables and the pupils will do the rest. Green leafy Vegetables Yellow Vegetables These vegetables are rich in vitamins, the green leafy vegetables are rich in vitamin A and yellow vegetables are rich in vitamin C that makes our body healthy and strong. C. Application Write G on the line provided if the vegetables is green leafy and Y if the vegetables is Yellow.

1. _________ 2. _____________ 3. ___________ 4. ______________ 5. ____________ V- Evaluation Identify the picture of green leafy and yellow vegetables and put a color green for the green leafy and yellow for the yellow vegetables. 1. 2.

3. 4. 5. V- Assignment List down all the vegetables that you can see in your environment. Ask help from you mother.