Transcript Unit Plan Presentation

Unit Plan Presentation
By: June Mario C. Tolitol
Kim Marie O. Kiunisala
Unit Summary
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This unit contains discussions about
life and how it goes in a process. The
topics are plants, animals and
humans. This unit focuses on the
basic functions of the topics.
Unit Foundation (Targeted Content
Standards and Benchmarks)
21st Century Skills:
 Critical Thinking and Problem Solving
 Communication and Collaboration
 Initiative and Self-Direction
PELC Learning Competencies:
 1.Observe the different parts of plants
 1.1 Infer the functions of each part
2. compare plants according to observable
characteristics of their parts.
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2.1 Identify similarities and differences
of plants/plant parts as to:
 - color, size, & shape
 - size/texture of stems/roots
 - color, shape, size and smell of flowers
 - texture and edges of leaves
 - flowering and non-flowering
3. Classify plants according to its common
characteristics
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e.g. color, size and shape of leaves/flowers,
size, texture of stem
4. Infer that plants and plant parts have many uses
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4.1 Identify the uses of plants and their parts
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4.2 State that plant parts have many uses
5. Demonstrate ways of propagating plants
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5.1 Observe how plants grow
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e.g from seeds, cutting stems
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5.2 Identify ways of propagating plants
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5.2.1 Identify plants that grow from
seeds, cutting stems, leaves and roots
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5.3 Describe ways of propagating plants
6. Demonstrate ways of caring for and
conserving plants
7. Practice precautionary measures in handling
plants
8. Apply first aid treatment in cases of
allergies/skin irritation caused by plants
Student Objectives/Learning
Outcomes
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At the end of Grade III, the learner is expected to
develop functional understanding and application of
science and health concepts, basic process/thinking
skills, and acquire values, attitude and practices
related to one’s sense organs, personal health, food,
nutrition, growth and development, characteristics of
plants and animals, caring for plants and animals,
states of matter, heat, light and sound energy, force
and motion, earth resources and their conservation,
weather and the sun as source of light and heat.
At the end of this unit, the students will:
 value and actualize the use of plants to man
 understand its importance to the environment
 design a program to promote the proper way
to care for plants
Curriculum-Framing Questions
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Essential Question Do all the people know the
importance of plants?
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Unit Questions How can we teach and
demonstrate the plants are important to us?
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Content Questions What are the important
features of the plants?
How can we use the knowledge we have about
plants to have sustainable development?
Assessment Timeline
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Discussion of project type
Dish garden/botanical garden
Grouping
Planning
Overview of project
Students work on projects and
complete tasks
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Group work
Making the dish garden/botanical garden
Compilation of plants
Designing the garden
After project work is
completed
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Presentation of garden
Individual and Group Evaluation
Assessment Summary

The assessments used for this unit are all
process for self-engaging activities. This is
also a way to be aware on the importance of
plants in our community. This will also
involved collaboration within a learning group.
At the end of the learning experience, the
learners are able to develop the values and
skills that has to be seen from their collection
of projects.
Prerequisite Skills
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For this unit, it is expected that the grade 3
student has:
Completed their skills in identifying the parts
of the plant.
Knows the characteristics of the plants.
Knowledge about how to take care of the
plants.