I.

OBJECTIVES

A. Content Standards The learners demonstrate understanding of parts, and functions of the
sense organs of the human body
B. Performance Standards The Learners should be able to practice healthful in taking care of the sense
organs
C. Learning Competencies At the end of the lesson, the learners should be able to:
a. Identify the parts and functions of the five sense organs of the
human body.
b. Perform a short role-play showing correct and incorrect ways of
caring for the sense organs.
c. Show appreciation for the importance of taking care of the sense
organs by valuing healthful habits that protect them.
II. TOPIC Human Sense Organs
III. LEARNING
RESOURCES
A. References

1. Teacher's Guide ● K-12 Curriculum Guide Science (Grade 3 to Grade 10, Page21)
Pages ● Science Links Worktext for Scientific and Technological Literacy
2. Learner's Materials
Pages
B. Other Learning Resources Visual aids and PowerPoint presentation

IV. PROCEDURE

Prayer:
Kindly stand for the opening prayer.
PRELIMINARY “Lord God, thank You for this wonderful day. Guide us as we learn
ACTIVITIES about Your amazing creations, Amen.”

Greetings:
The teacher will greet the students and vice versa.

Teacher: “Good morning, students! How are you today?”

Students: “Good morning, Teacher!”

Attendance: (30–45 seconds)

Teacher: “Class, I will now check your attendance.”
(Teacher quickly scans the room and looks at the seating arrangement.)

Teacher: “Who are absent today?”

Expected student responses:

Student 1: “Teacher, Juan Dela Cruz is absent.”
Student 2: “Teacher, Ana Santos is absent.”
—or—
Students: “No one is absent, Teacher.”

Teacher: “Thank you. Noted.”

Classroom Management: (30 seconds)

The teacher will remind the pupils about good classroom behavior to
School Ramon Magsaysay Memorial Grade 3
Colleges
Teacher Learning Area Science

Date and Quarter Second

Time
make learning fun and peaceful.
 Respect
Respect everyone Understand and Listen
Lift your
the hand if you
bottom. haveeach
Paste question
organor on
want
theto correct
answer part of the human
body outline.
Engage and Participate Write the name beside the picture. Under each
picture,
Stay clean andwrite one sentence about what that organ does. Use the
Organized
sentence starters if you need help.”

ShowofaAssignments:
Checking completed sample on the board
(1-2 minutes)
The teacher instructs the students to bring out their Science notebooks.
(teacher
Teacher: demonstrates
“Please open yourplacing eyes
Science and writing:
notebook. I will check last night’s
assignment.” (/collects the assignment)

Assignment:
Direction: Match the body part to its use. Write only the letter of the
correct answer.
A. Shoulders
B. Back
C. NeckD. Arms
E. Legs
[Link] use it to help our body stand straight and strong ____
[Link] use these to walk and run. _____
[Link] use these to lift and carry things. _____
4. It connects the head to the body and helps us turn our head.
_____
[Link] use to help move our arms _____

Review: (1 minute)
The teacher will review the previous topic
Teacher: “What did we learn last time about the parts of our body?”
Student 1: “We learned about the head, arms, legs.”
Student 2: “And we learned about the heart.”
(Teacher affirms and connects to today’s focus.)

Motivation: (2 minutes)
Five Senses Song ( Tune: Watermelon Song)

Eyes for seeing, eyes for seeing

Nose for smelling, nose for smelling
Tongue is use for tasting, tongue is use for tasting
Ears for hearing, Hands for touching

Reading Objectives:
The teacher will explain the following objectives:

At the end of the lesson, the learners should be able to:

a. Identify the parts and functions of the five sense organs of
the human body.
b. Perform a short role-play showing correct and incorrect
ways of caring for the sense
organs.
c. Show appreciation for the importance of taking care of the
sense organs by valuing healthful habits that protect them.
A1. ACTIVITY 1. Activity 1: “ My Five Sense Organs” (Guided practice) (15 minutes)

The Teacher will distribute the worksheet, scissors, glue, pencils,

crayons. Read directions aloud: “Cut the pictures at
 “My eyes help me see the board.”). Students
work (8–10

Teacher's roaming,

Teacher will say while circulating : “Which

organ helps you

Student A: “Ears.”
Teacher: “Show me where the ears go.”
Student A points.
Teacher: “Good, paste them there.”
“Can you tell me one thing your eyes do?”
Student B: “My eyes help me see my family.”
“My ears help me hear the birds.”
A2. ANALYSIS The teacher will ask the pupils about the [Link]
1. “What did you observe about the five sense
minutes). Student 1: “They are on the head and body.”
Student 2: “They help us do different things.”

2. Teacher: “What is the function of each sens

volunteers)
hear?” Student: “Eyes are for seeing.”
Student: “Ears are for hearing.”
Student: “Nose is for smelling.”
Student: “Tongue is for tasting.”
Student: “Skin is for touching and feeling temperat

[Link]: “Why are our sense organs important?”

“My nose helps me smell flowers.”
“My tongue helps me taste candy.” “My skin
helps me feel warm or cold.”
Pair-share (2 minutes):
Students exchange worksheets with a partner
and read one sentence to each other.
Teacher checks (1–2 minutes): Use checklist:
placement correct, name spelled, function
sentence present (score 0–2), care habit
present (optional). Note students who need
Differentiation:
reteach.

Struggling writers: Provide sentence strips

with fill-in blanks: “My ___ helps me ___.”
Allow peer scribe.
Advanced students: Ask to add one care tip
under each organ (e.g., “I will rest my eyes
after screens.”)
 Student: “So we can know what is around us and stay safe.”

4. Teacher: “What will happen if we don’t take care of our sense

● do not use cotton swabs.
organs?”
Student:
Check “We might
question: “Whyget
notinfections
use cottonorswabs?”
lose ourStudent:
sense.” “It can hurt our ears.”
Teacher: “Very Good! it can push wax in and harm the ear.”
5. Teacher: “How can we take care of our sense organs?” (Record
answers on board)
Students: “Wash hands, rest eyes, keep volume low, don’t put things in ears,
brush tongue, use sunscreen.”

Senses Organ of the Human Body

[Link] Eye
The eye helps us see. Light goes through the cornea and [Link] Nose
pupil. The iris
makes the pupil
The nose helpsbig
usor small.
smell The lens
different focuses
things. lightodors
When on the
likeretina. The retina
perfume,
sendsor
coffee, messages to the in
smoke spread brain
the so
air,we canenter
they see.”the nostrils. Inside the nose,
smell
Carereceptors
tips: in the nasal cavity are triggered.
These send signals through the olfactory nerve to the brain, which
● Eat Vitamin A foods,
● limit screen time,
● wash hands before touching eyes,
● don’t rub eyes.
Check question: “Name one food that helps our eyes.” Student: “Carrots!”
Teacher affirms.

[Link] Ear
“The ear helps us hear and keep balance. Sound enters the outer ear,
makes the eardrum vibrate, and the cochlea turns vibrations into messages
for the brain.” Care tips:
● Keep ears dry,
● keep volume low,
 g g y ,
understands and tells us what we smell.
Nose should be used and taken cares of properly. Here are some ways
● Staying hydrated helps keep nasal passages moist, preventing
dryness and irritation.
● Avoid smoking and secondhand smoke

● Keeping your area clean nasal congestion and sinus inflammation can
often be caused by triggers caused by allergens
● Clear your nose regularly clear your nose with a tissue daily by
blowing into it

4. The Tongue

The tongue’s surface has small projections called papillae, which contain
taste receptors or taste buds. Humans are born with about 10,000 taste
buds, but this number can decrease with age. Taste buds detect five basic
tastes: sweet, salty, bitter, sour and umami. Taste and smell are closely linked
when you have a cold nose is blocked, it’s harder to taste food because smell
helps with flavor detection.
Tongue should be used and taken cares of properly. Here are some ways.
● When you brush your teeth, gently brush your tongue too to clean it.

● Avoid eating very hot or even very cold food. It harms your taste
buds.
● Eat a balanced diet.
● Use your own toothbrush. Do not borrow or lend your toothbrush.

The skin covers the whole body and pro

harmful things. It also helps us feel touch, temper
The skin has receptors that sense these feelings. Fo
can make us feel comforted.
Skin should be used and taken cares of prope
● Prioritize sun protection by using sunscreen
● Maintain a balanced diet rich in vitamins an
● Manage stress through techniques like exer
 ● Cleanse your skin gently, moisturize regularly, and consider
incorporating exfoliation and a consistent skincare routine.
Script examples:
● Drink plenty of water throughout the day to keep your skin
Eyes incorrect: Student actor rubs eyes with dirty hands and says, “It feels
better!” hydrated from the inside out.

Correct: Another actor says, “Wash your hands first and rest your eyes.”

Final line: “I will protect my eyes by washing my hands and resting them.”

Ears incorrect: Actor turns imaginary headset loud and shouts, “Louder!”
Correct: Actor says, “Turn the volume down. Ask an adult for help.”

Nose incorrect: Actor picks nose and says “I’ll clean it.”
Correct: Actor uses tissue and says, “I will use a tissue and throw it away.”
A4. APPLICATION Activity Title: “Caring for My Sense Organs”
Tongue
Instructions and Grouping (3 minutes)
incorrect: Actor pretends to share toothbrush.
Teacher: “I will form 5 groups. Each group will prepare a 1–2 minute
Correct: Actor
role-play showsone
showing their own way
wrong toothbrush
and oneand
rightsings
waywhile brushing
to care for thetongue.
assigned organ. Use props. Include a one-line explanation at the end that
Skin
tellsincorrect:
the rightActor
[Link] under
Practice forsun withoutthen
7 minutes, protection.
perform.”
Correct: Actor applies pretend sunscreen and wears hat.
Groups:
Teacher
Group say1 —while
Eyes coaching: “Who will be the narrator?” “Make sure your
final
Groupline2says one care habit.” “Speak slowly and clearly.”
— Ears
Group 3 — Nose
Group 4 — Tongue Group 5
— Skin

Performances (10–12 minutes) EachRole-play

group performs
rubric (teacher
(1–2 minutes)
gives to each group):
Incorrect way shown (0–2 pts)
Correct way shown (0–3 pts)
Clear explanation sentence (0–2 pts) Teamwork & creativity (0–1 pt) Total =
8 pts

Rehearsal (7 minutes)
Teacher roaming, coaches accuracy and clarity.
Provide sample lines if groups are stuck.
Questions:

Teacher: “What did Marie and her friends do to care for their sense organs?”
Student: “They wash, brush, eat veggies, use handkerchief.” Teacher: “What
happened to Andrea when he didn’t care for his eyes?”
Student: “His eyes became red and itchy.”
Teacher: “How do you care for your senses at home or school?” (2
volunteers answer)
Student: “I brush my tongue and wash hands before eating.”
Teacher: “Why is it important to take care of our sense organs?”
Student: “So we can see, hear, smell, taste, and feel well.” Teacher: “What
will you promise to do every day to protect your senses?”
Student: “I will rest my eyes after screen time.”
Teacher models: “I will rest my eyes after 20 minutes of screen time.

ASSESSMENT The teacher will give paper and pen test

(Assessing learning) Direction: Write the correct sense organ for each function. Choose from:
eyes, ears, nose, tongue, skin.
1. I use this to see beautiful things. ____________
2.I use this to hear music. ____________
3.I use this to taste my food. ____________
4.I use this to smell flowers. ____________
5.I use this to feel if something is hot or cold. ____________
 Performances (10 12 minutes) Each group performs
(1 2 minutes).
After each performance:

Teacher: “What was wrong in that scene?” Student responses: “They rubbed
eyes with dirty hands.”

Teacher: “What was right?”

Student responses: “They washed hands and rested eyes.”

Teacher gives rubric score and one positive comment plus one specific
improvement suggestion.

Example: “Good job showing problem and solution. Next time speak louder
for the ending sentence.”
VALUING The teacher will share a short story.
Title: “ Marie wonderful senses “
Marie is a cheerful Grade 3 student who loves to play outside and read her
favorite books. Every morning, she washes her face, brushes her teeth, and
eats healthy food to keep her body and sense organs healthy.
One day, Marie friend Andrea came to school rubbing her eyes because she
watched TV all night and forgot to rest. She also didn’t wash her hands
before touching her eyes. Her eyes became red and itchy. Marie told him,
“You should take care of your eyes! Always rest them and wash your hands
before touching your face.”
During recess, Marie and her friends talked about how they take care of their
sense organs
Marie said, “I eat vegetables and fruits to keep my eyes and skin
healthy.”
Shielo said, “I never put sharp things in my ears.”
Caren said, “I use a clean handkerchief when I sneeze.”
Their teacher, Mrs. Gonzaga , smiled and said, “Very good, class! God gave
us our sense organs to help us see, hear, smell, taste, and feel the world. We
must care for them every day!” The teacher will ask reflective questions.

ASSIGNMENT The teacher will give an assignment.

Direction: On 1 whole sheet of paper, Draw all fi
one simple sentence about what each organ does.

The students will write the assignment on their as

V. REMARK
Maeven Marie L. Salili Mark Paul D. Nitafan
Prepared By Checked By