SCIENCE

Structuring Competencies in a Definitive Budget of Work

GRADE THREE
Science
LIVING THINGS AND THEIR ENVIRONMENT
Discipline/Component
At the end of Grade 3, learners can describe the functions of the different
parts of the body and things that make up their surroundings - rocks and
soil, plants and animals, the Sun, Moon and stars. They can also classify
these things as solid, liquid or gas. They can describe how objects move
Grade Level Standard
and what makes them move. They can also identify sources and describe
changes in the conditions of their surroundings. These would lead learners
to become more curious about their surroundings, appreciate nature, and
practice health and safety measures.
In Grade 3, learners observe and describe the different partsof living things
focusing on the sense organs of humans and the more familiar external
parts of animals and plants. They also explore and describe characteristics
of living things that distinguish them from non-living things. Learners learn
Domain
that living things reproduce and certain traits are passed on to their
offspring/s. Different kinds of living things are found in different places.
Learners learn that living things depend on their environment for food, air,
and water to survive.

K to 12 Curriculum Guide 1
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

The learners should be able to practice healthful habits in taking care of the
Performance Standard
sense organs
The learners demonstrate understanding of parts, and functions of the
Content Standard
sense organs of the human body
NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS REMARKS
TAUGHT
1. LIVING THINGS AND THEIR ENVIRONMENT
1. Describe the parts and
1.1 Humans functions of the sense S3LT-IIa-b-1
organs of the human body;
1.1. Name and describe the five S3LT-IIa-b-
1.1.a Sense Organs 1
human sense organs 1.1.1
1.2. Describe the parts and S3LT-IIa-b-
*Eyes 1
functions of the eyes 1.1.2
1.3. Describe the parts and S3LT-IIa-b-
*Ears 1
functions of the ears 1.1.3
1.4. Describe the parts and S3LT-IIa-b-
*Nose 1
functions of the nose 1.1.4
1.5. Describe the parts and S3LT-IIa-b-
*Tongue 1
functions of the tongue 1.1.5
1.6. Describe the parts and S3LT-IIa-b-
*Skin 1
functions of the skin 1.1.6

2. Enumerate healthful habits

S3LT-IIa-b-2
to protect the sense organs

K to 12 Curriculum Guide 2
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

2.1. Color the basic parts of the

eyes and ears and give ways S3LT-IIa-b-
1
on how to take care of the eyes 2.2.1
and ears
2.3. Color the basic parts of the
nose and tongue and give ways S3LT-IIa-b-
1
on how to take care of the nose 2.2.3
and tongue
2.5. Color the basic parts of the
S3LT-IIa-b-
skin and give ways on how to 1
2.2.5
take care of the skin
SUMMATIVE TEST 1

Performance Standard The learners should be able to enumerate ways of grouping animals based
Content Standard The learners demonstrate understanding of parts and functions of animals
NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS REMARKS
TAUGHT
3. describe animals in their
S3LT-IIc-d-3
immediate surroundings;
3. 1. Name and describe
animals in their immediate
S3LT-IIc-d-3-
surroundings (land, water, air, 1
3.1
both land and water, and both
land and air)
3.2. Describe the common
body parts of animals found in S3LT-IIc-d-3-
1
land, water and air and how 3.2
they eat

K to 12 Curriculum Guide 3
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

4. identify the parts and

S3LT-IIc-d-4
functions of animals
4.1. Identify the parts and
functions of animals living in S3LT-IIc-d-4.4.1 1
land
4.2. Identify the parts and
functions of animals living in S3LT-IIc-d-4.4.2 1
water
4.3 Identify the parts and
1.2 Animals S3LT-IIc-d-4.4.3 1
functions of animals living in air
5. Classify animals
according to body parts and S3LT-IIc-d-5
uses
5.1. Classify animals according
to their body parts and their
uses by using S3LT-IIc-d-5.5.1 1
illustrations/pictures of animals
living in land, water and air
6. State the importance of
S3LT-IIc-d-6
animals to humans
6.1. State the importance of
animals to humans by S3LT-IIc-d-6-
1
enumerating concrete 6.1
examples
7. Describe ways of proper
S3LT-IIc-d-7
handling of animals

K to 12 Curriculum Guide 4
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

7.1. Describe ways of proper

S3LT-IIc-d-7-
handling of animals using a 1
7.1
short video clip
SUMMATIVE TEST 1

Performance Standard The learners should be able to demonstrate the proper ways of handling
Content Standard The learners demonstrate understanding of external parts of plants and
NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS REMARKS
TAUGHT
8. Describe the parts of
S3LT-IIe-f-8
different kinds of plants
8.1. Describe the different kinds
of plants according to their
structures using video clips or S3LT-IIe-f-8.8.1 1
illustrations (shrubs and vines,
trees, and herbs).
8.2. Describe the basic parts of
a typical plant (roots, stem,
S3LT-IIe-f-8.8.1 1
leaves, flowers and fruits) using
coloring activites.
8.3. Describe the different types
of plants based on stem
structures (herbs, shrubs, trees S3LT-IIe-f-8.8.2 1
1.3 Plants and vines) by bringing actual
stem structures of plants
9. State the importance of
S3LT-IIe-f-9
plants to humans

K to 12 Curriculum Guide 5
 SCIENCE
1.3 Plants Structuring Competencies in a Definitive Budget of Work

9.1. Name the importance of

plants to humans using real life S3LT-IIe-f-9.9.1 1
stories
10. Describe ways of caring
and proper handling of S3LT-IIe-f-10
plants
10.1. Describe ways on how to
take care and handle plants S3LT-IIe-f-10.
1
and interpret it through a Role 10.1
Play

Performance Standard The learners should be able to illustrates the difference between living and
Content Standard The learners demonstrate understanding of characteristics of living and
NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS REMARKS
TAUGHT
11. Compare living and
S3LT-IIe-f-11
nonliving things
11.1. Illustrate the
characteristics of living and non- S3LT-IIe-f-
1
living things using table of 11.11.1
comparison.
SUMMATIVE TEST 1

Given a photo of offspring and parents, make a checklist of possible

Performance Standard
characteristics that the offspring inherited from the parents
The learners demonstrate understanding of reproduction among humans,
Content Standard animals and plants and certain observable characteristics that are passed
from parents to offspring

K to 12 Curriculum Guide 6

Structuring Competencies in a Definitive Budget of Work
4. Heredity; Inheritance and
Variation
K to 12 Curriculum Guide
SCIENCE
12. Infer that living things
S3LT-IIg-h-12
reproduce
12.1. Using a video animation
of human reproduction for
S3LT-IIg-h-
kids(link www.happy learning. 1
12.12.1
TV), infer that humans
reproduce.
12.2. Using a video animation
S3LT-IIg-h-
of animal reproduction for kids, 1
12.12.2
infer that animals reproduce.
12.3. Using a video animation
S3LT-IIg-h-
of plant reproduction for kids, 1
12.12.3
infer that plants reproduce.
13.Identify observable
characteristics that are
passed on from parents to S3LT-IIg-h-13
offspring (e.g., humans,
animals, plants);.
13.1. Using pictures of their
parents brought by the pupils,
S3LT-IIg-h-
list down the physical traits 1
13.13.1
inherited by the pupils from the
parents.
13.2. List down the physical
S3LT-IIg-h-
characteristics of parent 1
13.13.2
animals and their babies.
7
 4. Heredity; Inheritance and
Variation
SCIENCE
Structuring Competencies in a Definitive Budget of Work

13.3. Using video clips of plant

reproduction, list down the
S3LT-IIg-h-
characteristics that were 1
13.13.3
passed on from parents to the
offspring.
13.4. Using photos of offspring
and parents of humans,
animals and plants, list down
S3LT-IIg-h-
possible characteristics 1
13.13.3
observed from both that the
offspring inherited from the
parents.
SUMMATIVE TEST 1
The learners should be able to list down activities which they can perform
Performance Standard
at home, in school, or in their neighborhood to keep the environment clean

The learners demonstrate understanding of basic needs of plants, animals

Content Standard
and humans.
14. Identify the basic needs
of humans, plants and
S3LT-IIi-j-14
animals such as air, food,
water, and shelter
14.1. List the basic needs of
humans, animals and plants S3LT-IIi-j-
1
such as air, food, water and 14.14.1
shelter
14.2. Select the basic needs of
S3LT-IIi-j-
humans, animals and plants as 1
14.14.2
to air, food, water and shelter.

K to 12 Curriculum Guide 8
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

14.3. Match the basic needs of

humans, animals and plants
S3LT-IIi-j-
such as air, food, water and 1
14.14.3
shelter with the activites to
make the environment clean.

15. Explain how living things

depend on the environment S3LT-IIi-j-15
to meet their basic needs
15.1. Interpret how living things
depend on the environment to S3LT-IIi-j-
5. Ecosystems 1
meet their basic needs using 15.15.1
illustrations
15.2. Identify how living things
depend on the environment to S3LT-IIi-j-
1
meet their basic needs by using 15.15.2
smileys
15.3. Complete the statements
on how living things depend on
the environment to meet their S3LT-IIi-j-
1
basic needs using 15.15.3
environmental situations given
by the teacher.
16. Recognize that there is a
need to protect and S3LT-IIi-j-16
conserve the environment.

K to 12 Curriculum Guide 9
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

16.1 Identify and enumerate

ways on how to protect and
S3LT-IIi-j-
conserve the environment after 1
16.16.2
watching the video clip/s on
environmental disasters.
16.1 Make a collage on ways to
S3LT-IIi-j-
protect and conserve the 1
16.16.3
environment.
SUMMATIVE TEST 1
TOTAL NUMBER OF DAYS 0
PERIODICAL TEST 2
OVERALL TOTAL NUMBER OF DAYS 2

K to 12 Curriculum Guide 10