LP_1st_Sem_2023_P3_Science_Unit_3.

Assumption College
Rayong
Academic Year 2023

LESSON PLAN
Subject: Science Code Subject: 13201
Level: Grade 3
Department: Foreign Languages Semester: 1
Time: 10 hours
Unit: 3.1 Topic: The Human Body: Digestive, Skeletal,
Muscular Systems

Main Point: Classifying objects based on needs to easily find them. Living
things are classified into plants, animals, fungi, and micro-organisms.
Learning objectives:
At the end of the Science class, the students should be able to:
1. Draw and label the parts of the digestive system.
2. Trace and explain the path of food from the mouth to the anus.
3. Discuss the function of each organ in the human digestive system.
4. Explain and discuss the functions of each organ in the skeletal
systems.
5. Identify the different bones in the human skeletal system as well as
explain the different joints in the human body.
6. Enumerate the functions of each organ in the muscular systems in
addition to relate the functioning of muscular systems.

Materials:
 utilization of materials: skeletal model, digestive model, muscular
model
 smart board
 notebooks, drawing papers, coloring pencils, pencils
 PowerPoint presentation, pictures, videos
 mobile phones

Subtopic: Digestive System

Procedure Main Point Learning Activities
(5E)
Phase 1: Preparatory activities to get 1. Ask students: Where do we get
Engage the students’ minds focused energy to do work? Which system
on the topic; provide students in our body can digest the food we
with a common experience. eat? Where does digestion start?
All living things like plants and What have we got in the mouth?
animals are made up of CELLS How does saliva produced in the
1
 LP_1st_Sem_2023_P3_Science_Unit_3.1
– the smallest or the basic mouth help in digestion?
unit of life. Class discussion
(Think/Communicate)

Phase 2: 2. Show a video of digestion:

Explore https://www.youtube.com/watch?
v=ZBZWgrfZFbU&t=15s
Video-assisted learning
(Think/Learn)

Phase 3: Teach the concept. (Should 3. a. Discuss the meaning of

Explain include interaction between digestion
teacher and students). b. Discuss the different types of
The digestive system is a teeth and their functions in
body system that helps in aiding digestion.
digesting food. The breaking c. Show a power presentation
down of food into simple about digestion from the mouth
substances is called where digestion starts in the
DIGESTION. The digested food opening called the anus where
is absorbed by the blood and waste is
the blood takes it to all cells of being thrown out of the body.
the body. Many organs help in In-class discussion
the digestive system which (Learn/Think/Communicate)
starts from the mouth and
ends at the anus.
The main organs of the
digestive system are:
 mouth
 gullet
 Stomach
 Small intestine
 Large intestine
Phase 4: Students apply the 4. a) Skill Concept: While
Elaborate information learned in swallowing food place your fingers
Explain. The teacher will give on
input to deepen the your throat and feel the
understanding of students. movement of the food. What
a) 7th Habit – Sharpen the saw. pushes
Balance is the best. the food into your throat and
b) USEFUL TIPS FOR after that what happens?
DIGESTION: b) Values Concept:
 Take plenty of foods that  Discuss the 7th habit:
are loaded with fiber. Sharpen the Saw
 Drink lots of water.  How will you take care of
 Consume milk that is your body?

2
 LP_1st_Sem_2023_P3_Science_Unit_3.1
easy to digest and gentle Wash the fruits and
on the tummy. vegetables well before eating it
 Move and exercise. raw,
 Eat a regular meal or why?
snacks.  Let the children work in rows
 Avoid overeating or and let them give some
eating too fast. practical tips for digestion on
the smart board.
Think, pair, and share
(Think/Communicate/Collaborate)
Phase 5: Students review and reflect 5. a) Multiple Choice using
Evaluate on their own learning and new PowerPoint presentation.
understanding and skills. Quiz (Think)
a) Objective tests b) Kahoot Learning Fun Game
b) Learning Fun Game Game (Think/Collaborate)
c) Assignment c) Ask students to list down the
healthy foods needed in our
body.
Assignment (Think/Learn)

Subtopic: Skeletal System

Procedure Main Point Learning Activities
(5E)
Phase 1: Preparatory activities to get 1. Show a model of the skeletal
Engage the students’ minds focused system and ask why it is needed
on the topic; provide students inside our body.
with a common experience. What does it protect?
 Skeletal system is the
body framework of
bones.
 Skeleton - internal
framework of the human
body. How can we move? Where does
 Skeleton gives your body the movement take place?
its shape and strength Class discussion
and protects the soft (Think/Communicate)
Phase 2: organs in the body. 2. Show a video of the skeletal
Explore  Without the hard system:
skeleton, your body https://www.youtube.com/watch?
would collapse. v=J8x6tZI2hVI
 Babies have 300 bones, Video-assisted learning
and an adult human has (Think/Learn)
206 bones.
3
 LP_1st_Sem_2023_P3_Science_Unit_3.1
Phase 3: Teach the concept. (Should 3. a) Show a PowerPoint
Explain include interaction between presentation on the skeletal
teacher and students). system.
a) THE SKULL = the bony case b) Discuss the different kinds of
that makes your head. It bones and their functions.
protects the brain. It has holes c) Show videos of the different
for your eyes, ears, nose, and joints and discuss the locations
mouth. and functions in the body.
b) THE RIBS = thin, flat, In-class discussion
curved bones that form a (Learn/Communicate)
cage called the rib cage. It
protects the heart, lungs, and
liver.
c) THE BACKBONE = runs
from the skull to the hip bone.
It supports the body and
protects the spinal cord.
d) JOINTS = the place where
two or more bones are
connected. Different joints
allow different types of
movements. Only the joints in
the skull do not allow any
movement.
Phase 4: Students apply the 4. a) Skill Concept: What makes
Elaborate information learned in your body move?
Explain. The teacher will give b) Values Concept:
input to deepen the  Discuss the 7th habit:
understanding of students. Sharpen the Saw
a) 7th Habit – Sharpen the  How will you take care of
saw. Balance is the best. your body? What are the
b) 3 Ways to Build Strong foods: fruits and vegetables
Bones good for the bones?
 Take High-Calcium Foods  Let the children work in rows
Calcium is a mineral and let them give some
that's known for building practical tips on how to build
healthy bones. strong bones on the smart
 Take Vitamin D board.
Supplement Think, pair, and share
Vitamin D (sometimes (Think/Communicate/Collaborate)
labeled vitamin D3)
helps the body
absorb calcium.
 Exercise! Our muscles
get stronger the more we

4
 LP_1st_Sem_2023_P3_Science_Unit_3.1
use them. The same is
true for bones.
Phase 5: Students review and reflect 5. a) Multiple Choice using
Evaluate on their own learning and new PowerPoint presentation.
understanding and skills. Quiz (Think)
a. Objective test b) Read about the muscular
b. Assignment system
Reading (Think/ Learn)

Subtopic: Muscular System

Procedure Main Point Learning Activities
(5E)
Phase 1: Preparatory activities to get 1. Get the children to move their
Engage the students’ minds focused arms up and down and see how
on the topic; provide students the arm moves. What helps our
with a common experience. bones to move? How many
There are huge varieties of muscles do we need to move one
plants. To make it easier to bone?
study them, they are Brainstorming
classified as follows: (Think/Communicate)
Phase 2: All MOVEMENT in the body is 2. Show a video of the muscular
Explore controlled by muscles. Some system:
muscles work without us https://www.youtube.com/watch?
thinking, like our heart v=rMcg9YzNSEs
beating, while other muscles Video-assisted learning (Learn)
are controlled by our thoughts
and allow us to do stuff and
move around.
There are over 650 muscles in
the human body. They are
under our skin and cover our
bones. Muscles often work
together to help us move.
Phase 3: Teach the concept. (Should 3. a) Show a power point
Explain include interaction between presentation on muscular system.
teacher and students). b) Discuss the different organs
Muscles PULL at the bones. to and their functions involved in
make you move. the movement of our body.”
Muscles and skeletons work In-class discussion
together to make our body (Learn/Communicate)
parts move.
Different organs and their
functions are involved in
the movement of our body:
5
 LP_1st_Sem_2023_P3_Science_Unit_3.1
a) Arm muscle
 Biceps - Large muscles
along the front of the
upper arm
 Triceps - Large muscles
along the back of the
upper arm
b) Our longest muscle is the
SARTORIUS. It runs from the
hip to the knee and helps us
bend the knee and twist our
leg.
c) The strongest muscle is in
our JAW and is used for
chewing.
d) The smallest muscle is in
our ear and is called the
STAPEDIUS. It is attached to
the smallest bone in the body,
the stapes.

Phase 4: Students apply the 4. a) Discuss the 7th habit:

Elaborate information learned in Sharpen the Saw
Explain. The teacher will give b) Values Concept: How will you
input to deepen the take care of your body?
understanding of students. What are the foods: fruits and
a) 7th Habit – Sharpen the saw. vegetables good for the muscles?
Balance is the best. Is exercise and playing sports
b) Ways to Build Strong and good for our muscles??
Healthy Muscles:  Let the children work in rows
 Eat HEALTHY FOODS rich and let them give some
in iron, vitamins, and practical tips on how to build
protein. strong muscles on the smart
 EXERCISE every day to board.
make muscles strong. Brainstorming
 DRINK WATER to help the (Think/Communicate/Collaborate)
blood flow to the muscles
quickly.
 Remember to have a
GOODNIGHT SLEEP.

Phase 5: Students review and reflect 5. a) Multiple Choice using

Evaluate on their own learning and new PowerPoint presentation.
understanding and skills. Classroom activity (Think)
a. Objective test b) Ask the children to research

6
LP_1st_Sem_2023_P3_Science_Unit_3.1
b. Assignment the difference between atrophy
vs. hypertrophy. Submit pictures.
Picture submission
(Think/Communicate/Act)

TEACHER REFLECTION FOR THIS LESSON

Questions Reflections

Why was this lesson successful or I would say that the lesson was
not successful? successful by the evidence of the
assessment given to them through
the quizzes and worksheets. There’s
an average of at least 88% passing
scores. Moreover, by the time we
finished the lessons, they were more
comfortable knowing their body parts
by identifying them using the English
vocabulary that was taught to them.
How did the students behave and The introduction of the lessons was
why was this? presented by action songs. Most of
them enjoyed the song and were able
to practice the vocabulary to be used
in the lesson.
The tests and measurements used
after the lesson were either
worksheets or online fun games like
Blooket. They like to do the tests as
games because it is engaging and
fun for them.
Using animated pictures or videos in
7
 LP_1st_Sem_2023_P3_Science_Unit_3.1
my PowerPoint presentation was very
helpful in engaging their interest in
learning the topic given. However,
some classes were a bit loud and
noisy as soon as videos or animated
pictures were shown.

The rules I have given from the

beginning seem to be working. As
soon as they deviate from them, I
must remind them, and they
understand. An example is when they
do other things like drawing or
playing under their desks while I am
talking, I immediately tell them to put
their hands on the desk and focus
their attention on the lesson.
What will I do differently in the Encouraging oral reading for students
future? and allowing them to ask questions
will be added to the classroom
activities. Giving more accurate
examples that are familiar to them
that support the topic will be taken
into consideration. The new
vocabulary used must be supported
by Thai translation and written in
Thai characters to ensure
understanding of the words/phrases.

RUBRIC FOR LESSON PLAN DEVELOPMENT

NAME: MS. RUTH K. MAGISAN
DATE: JUNE 30, 2023
Beginning Developing Accomplishe Exemplary Sco
1 2 d 4 re
3
Instructi Instructional Instructional Instructional Instructional
on Goals goals and goals and goals and goals and
and objectives are objectives are objectives are objectives are
Objectiv not stated. stated but are stated. clearly
8
 LP_1st_Sem_2023_P3_Science_Unit_3.1
es Learners not easy to Learners stated.
cannot tell understand. have an Learners
what is Learners are understandin have a clear
expected of given some g of what is understandin
them. information expected of g of what is
Learners regarding them. expected of
cannot what is Learners can them.
determine expected of determine Learners can
what they them. what they determine
should know Learners are should know what they
and be able to not given and be able should know
do as a result enough to do as a and be able
of learning information to result of to do as a
and determine learning and result of
instruction. what they instruction. learning and
should know instruction.
and be able to
do as a result
of learning
and
instruction.
Instructi Instructional Some Most Instructional
onal strategies are instructional instructional strategies
Strategie missing, or strategies are strategies are appropriate
s strategies appropriate appropriate for learning
used are for learning for learning outcome(s).
inappropriate. outcome(s). outcome(s). Strategy is
Some Most based on a
strategies are strategies are combination
based on a based on a of practical
combination combination experience,
of practical of practical theory,
experience, experience, research, and
theory, theory, documented
research, and research, and best
documented documented practices.
best best
practices. practices.
Assessm A method for The method Method for The method
ent assessing for assessing assessing for assessing
student student student student
learning and learning and learning and learning and
evaluating evaluating evaluating evaluating
instruction is instruction is instruction is instruction is
missing. vaguely present. Can clearly

9
 LP_1st_Sem_2023_P3_Science_Unit_3.1
stated. be readily delineated
Assessment is used for and
teacher expert, peer,authentic.
dependent. and/or self- Can be
evaluation. readily used
for expert,
peer, and/or
self-
evaluation.
Technolo Selection and The selection The selection The selection
gy Used application of and and and
technologies application of application of application of
are technologies technologies technologies
inappropriate are beginning are are
(or to be appropriate appropriate
nonexistent) appropriate for the for the
for learning for learning learning learning
environments environments environment environment
and and and and
outcomes. outcomes. outcomes. outcomes.
Technologies Some Technologies
applied do not technologies applied to
affect are applied to enhance
learning. enhance learning.
learning.

Materials The material Some Most All materials

Needed list is missing materials materials necessary for
necessary for necessary for students and
students and students and teachers to
teachers to teachers to complete the
complete complete lesson are
lessons are lessons are clearly listed.
listed, but the listed.
list is
incomplete.
Organiza The lesson The lesson The lesson The complete
tion and plan is plan is plan is package is
Presenta unorganized organized, but organized presented in
tion and not not and neatly a well-
presented in a professionally presented. organized
neat manner. presented. and
professional
fashion.

10
LP_1st_Sem_2023_P3_Science_Unit_3.1
Total Points

Ms. Wansakarn Prasertsuk

Head of Foreign Language
Department

11