Unit Plan Presentation By: June Mario C. Tolitol Kim Marie O. Kiunisala

Unit Summary 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. 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 e.g. color, size and shape of leaves/flowers, size, texture of stem 4. Infer that plants and plant parts have many uses 4.1 Identify the uses of plants and their parts 4.2 State that plant parts have many uses

5. Demonstrate ways of propagating plants 5.1 Observe how plants grow e.g from seeds, cutting stems 5.2 Identify ways of propagating plants Identify plants that grow from seeds, cutting stems, leaves and roots 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 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 Essential Question Do all the people know the importance of plants? Unit Questions How can we teach and demonstrate the plants are important to us? 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 Discussion of project type Dish garden/botanical garden Grouping Planning Overview of project

Students work on projects and complete tasks Group work Making the dish garden/botanical garden Compilation of plants Designing the garden

After project work is completed 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 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.