CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022

SUBJECT: SCIENCE LEVEL: P3 WB

TOPIC: Living Things and Their Life Processes DATE : Monday, July 26, 2021 (1st)

BASIC COMPETENCIES
Knowing what are the life processes in humans and other animals.
INDICATORS
1. Students are able know that humans and animals undergo life processes.
2. Students are able to identify what are living things need to survive.
3. Students are able to describe the process of nutrition and movement.

Duration Activities/ PROCEDURE

Extension
15 minutes Introduction 1. Greeting the student.
2. Explain the classroom rules.
3. Ask the students to introduce themselves.
30 minutes Life Processes 1. Teacher asks students these following questions to begin
the lesson:
a. What plants need to survive?
b. What do humans needs to survive?
2. Teacher emphasizes to students what their learning
journey will be like for this chapter.
a. Things can be living or non-living things.
b. Living things are able to carry out life process, but
non-living things are not.
3. Have the students share about their pets. After the students
have shared, ask the class to think about what they have
learnt. Teacher asks students:
a. What needs do the pets have in common?
What are some things they do?
b. Do human babies have the same needs?
How do you take care of yourself? What do you do
when you get tired?
Nutrition 4. Teacher writes the word “Nutrition” on the whiteboard.
Teacher explains that living things, such as animals and
humans need food and water in order to survive. Nutrition
is one of the life processes that living things carry out in
order to survive.

Movement 5. Teacher asks “Why is it important for living things to be

 able to move on their own?
6. Teacher tell to students that in order to classify something
as a living thing, it must be able to move on its own.
7. Teacher asks the students these following questions:
a. How do we look for food in your daily life?
b. How do you look for shelter in your daily life?
8. Teacher explains that humans and other animals can move
on their own. They require energy to move.
5 minutes Closing activity 9. Teacher evaluates today’s lesson.
10. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

South Cikarang, July 26, 2021

Acknowledge by,
School Principal Science Teacher

Aminah Salim, S. H. Elizabeth Sibarani, S.Pd.

 CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022

SUBJECT: SCIENCE LEVEL: P3 WB

TOPIC: Living Things and Their Life Processes DATE : Thursday July 29th, 2021 (2nd)

BASIC COMPETENCIES
Knowing what are the life processes in humans and other animals.
INDICATORS
1. Students are able know that humans and animals undergo life processes.
2. Students are able to identify what are living things need to survive.
3. Students are able to describe the process of growth.

Duration Activities/ PROCEDURE

Extension
15 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
30 minutes Growth 4. Teacher asks these following question:
a. Are you able to wear the clothes that you wore as a
baby? Why is this so?
b. How do living things such as human change as they
grow?
c. Can you think of animals that change in appearance as
they grow?
5. Teacher explains that living things need food and water to
grow healthily.
6. Teacher tells when living things grow into adults, they
become larger and may also changes in form. (e.g.
butterflies and frogs)
5 minutes Closing activity 7. Teacher evaluates today’s lesson.
8. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

South Cikarang, July 29th, 2021

Acknowledge by,
School Principal Science Teacher
Aminah Salim, S. H. Elizabeth Sibarani, S.Pd.

E-LEARNING CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022

SUBJECT: SCIENCE LEVEL: P3 WB

TOPIC: Living Things and Their Life Processes DATE : Monday, August 2nd, 2021 (3rd)

BASIC COMPETENCIES
Knowing what are life processes in human and other animals.
INDICATORS
1. Students are able to know the various life processes in human and animals.
2. Students are able to describe the process of sensitivity and respiration.
Duration Activities/ PROCEDURE
Extension
5 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
35 minutes Sensitivity 1. Teacher ask the students these following questions:
a. “How would you react when you unexpectedly see a
cockroach?”
b. “What would you do when you feel cold or hot?”
c. “How would ants react when you blow at them?”
2. Teacher explains that living things are sensitive to changes
around them. They respond to these changes. When a
living thing responds, there is a change in its action or
behavior.

Respiration 3. Get the students to breathe out their hands. Their hands
should feel warm. Teacher asks students to think about
how their body gets the energy to warm their hands
4. Why do we need energy? (We need energy for growth, to
repair the body and to move)
5. Where do we get our energy from? (We get our energy
from the food we eat.)
6. Teacher explains that sugar from the food we eat combines
with the oxygen from the air we breathe to produce
energy. This is called respiration.
Respiration and breathing are not the same. Breathing is
the process of inhaling and exhaling air. Respiration is the
process in which sugar is converted into energy on our
body.
5 minutes Closing activity 1. Teacher evaluates today’s lesson.
2. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

South Cikarang, August 2nd, 2021

Acknowledge by,

School Principal Science Teacher

Aminah Salim, S. H. Elizabeth Sibarani, S.Pd.

 CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022
SUBJECT: SCIENCE LEVEL: P3 WB
TOPIC: Living Things and Their Life Processes DATE : Thursday, August 5th, 2021 (4th)
BASIC COMPETENCIES
Knowing what are life processes in human and other animals.
INDICATORS
1. Students are able to know the various life processes in human and animals.
2. Students are able to describe the process of excretion and reproduction.

Duration Activities/ PROCEDURE

Extension
5 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
35 minutes Excretion 4. Teacher helps students to recall that carbon dioxide and
water are produced in the body during respiration. Tell
students that water and carbon dioxide are waste products
that need to be removed from the body.
5. Teacher asks students “How do you think waste materials
such as water and carbon dioxide are excreted? (Carbon
dioxide and water are excreted when we breathe out.
Water is also excreted in sweat and urine.)
6. Teacher asks “What happen if living things do not
excrete? (They will not be able to remove waste materials
from their body and will fall sick and eventually die.)
7. Teacher explains that excretion is process in which the
body get rid of waste materials, such as carbon dioxide
and water, by passing them out of their bodies into the
environment.
8. Defecating is not considered excretion because the body is
merely getting rid of undigested food is not produced in
the body.
Reproduction 9. Teacher ask the students “Why do animals need to
produce young?” (to replace the animals that die)
10. Teacher explain that reproduction is the process of
producing new individuals. If animals do not reproduce,
their kind will die off become extinct. Some animals
reproduce by laying eggs while other animals give birth to
 their young alive. Animals can also produce one young or
many young at a time.

5 minutes Closing activity 1. Teacher evaluates today’s lesson.

2. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

South Cikarang, August 5th, 2021

Acknowledge by,

School Principal Science Teacher

Aminah Salim, S. H. Elizabeth Sibarani, S.Pd.

 E-LEARNING LESSON PLAN CHARIS GLOBAL SCHOOL 2021-2022
SUBJECT: SCIENCE LEVEL: P3 WB
TOPIC: Living Things and Their Life Processes DATE : Monday, August 9th, 2021 (5th)

BASIC COMPETENCIES
Knowing what are life processes in human and other animals.
INDICATORS
Students are able to know the various life processes in human and animals.

Duration Activities/ PROCEDURE

Extension
5 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
35 minutes Life processes of 1. Teacher helps students to recall the life process in human
human and animals and animals by asking some question.
a. There are some important activity to keep living things
alive. What are they? (Life process in human and
animals include nutrition, movement, growth,
sensitivity, respiration, excretion and reproduction.
b. Nutrition is the process by which a living thing takes
food and uses it for growth and health.
c. Movement is a change in place or position. Usually
animals do movement to looking for shelter, looking
for food and escape from danger.
d. Growth is increase in size. (Getting bigger, larger or
taller)
e. Sensitivity is the ability to respond to stimuli, changes
or differences.
f. Respiration is the process in which energy is released
when digested food and oxygen mixes with the blood.
g. Excretion is the process of passing waste materials out
from the body.
h. Reproduction is the process in which a young is
produced from its parents.
WB Activity 2. Teacher asks the students to do the exercise in the WB
 page 1-2.
3. Teacher and students discuss the answer together.
Consolidation 4. Teacher continue doing the consolidation worksheet 1
worksheet 5. Teacher and students discuss the answer together.
5 minutes Closing activity 6. Teacher evaluates today’s lesson.
7. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

WB page 1-2
Consolidation Worksheet 1

South Cikarang, August 9th, 2021

Acknowledge by,

School Principal Science Teacher

Aminah Salim, S. H. Elizabeth Sibarani, S.Pd.

 CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022
SUBJECT: SCIENCE LEVEL: P3 WB
TOPIC: Living Things and Their Life Processes DATE : Thursday, August 12th, 2021 (6th)
BASIC COMPETENCIES
Knowing what are the life processes in plants.
INDICATORS
1. Students are able know plants undergo life processes.
2. Students are able to identify what are living things need to survive.
3. Students are able to describe the process of nutrition and growth.

Duration Activities/ PROCEDURE

Extension
5 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
35 minutes Life processes of 4. Teacher asks students these following questions to begin
plants
the lesson:
a. What plants need to survive?
b. Do plants undergo the same life processes as animals?
5. Teacher emphasizes to students what their learning
journey will be like for this chapter.
a. Living things are able to carry out life process, but non-
living things are not.
Nutrition b. Teacher writes the word “Nutrition” on the whiteboard.
Teacher explains that living things, such as plants need
food and water in order to survive. Nutrition is one of the
life processes that living things carry out in order to
survive. However, unlike animals, plants do not need to
look for food as they are able to make their own food.
Plants make their own food with the help of chlorophyll (a
green pigment) found in their leaves.
Growth 6. Teacher asks these following question:
a. How do living things such as plants change as they
grow?
b. Can you think of plants that change in appearance as
 they grow?
c. Teacher explains that living things need food and
water to grow healthily.
d. Teacher tells when living things grow, they getting
bigger, taller and heavier. Plants and trees continue to
grow throughout their lifespan.

5 minutes Closing Activity 7. Teacher evaluates today’s lesson.

8. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

South Cikarang, August 12th, 2021

Acknowledge by,
School Principal Science Teacher

Aminah Salim, S. H. Elizabeth Sibarani, S.Pd.

 CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022
SUBJECT: SCIENCE LEVEL: P3 WB
TOPIC: Living Things and Their Life Processes DATE : Thursday, August 16th, 2021 (7th)
BASIC COMPETENCIES
Knowing what are the life processes in plants.
INDICATORS
1. Students are able know plants undergo life processes.
2. Students are able to identify what are living things need to survive.
3. Students are able to describe the process of Movement and Sensitivity.

Duration Activities/ PROCEDURE

Extension
5 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
35 minutes Life processes of 4. Teacher asks students these following questions to begin
plants
the lesson:
c. What plants need to survive?
d. Do plants undergo the same life processes as animals?
5. Teacher emphasizes to students what their learning
journey will be like for this chapter.
6. Living things are able to carry out life process, but non-
living things are not.
Movement and 7. Teacher asks “Do you think plants can move?”
sensitivity
8. Teacher tells to students that plants do movement.
Although plants cannot move from place to place like
animals, they do move in other ways! They tend to move
towards light sources.
9. Teacher asks “How plants do movement?”
Teacher tells students that:
a. The leaves of plants grow towards light. That is why
trees grow upwards.
b. Roots grow (move) towards water. The roots of the
tree grow deep into the soil to find water underground.
 10. Teacher explain that some plants are sensitive to touch.
For example: the leaves of Mimosa plants will fold up
when touched and the leaf of the Venus Flytrap snaps shut
when an insect land on it.
Many scientists believe that plant folds its leaves when
touched to defend itself from animals that try to eat it.
5 minutes Closing Activity 11. Teacher evaluates today’s lesson.
12. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

South Cikarang, August 16th, 2021

Acknowledge by,
School Principal Science Teacher

Aminah Salim, S. H. Elizabeth Sibarani, S.Pd.

 CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022
SUBJECT: SCIENCE LEVEL: P3 WB
TOPIC: Living Things and Their Life Processes DATE : Thursday, August 19th, 2021(8th)
BASIC COMPETENCIES
Knowing what are the life processes in plants.
INDICATORS
1. Students are able know plants undergo life processes.
2. Students are able to identify what are living things need to survive.
3. Students are able to describe the process of respiration, excretion and reproduction.

Duration Activities/ PROCEDURE

Extension
5 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
35 minutes Respiration, 4. Teacher asks students these following questions to begin
excretion and
the lesson: “How do plants get their energy?”
reproduction.
Teacher write the word “respiration” in the board. Teacher
explains that like animals, plants respire all the time.
Plants get their energy through respiration. During
respiration, plants take in oxygen and break down sugar
from the food they made to get energy.
Plants do respiration trough the stomata which are usually
found on the underside of leaves
5. Teacher asks the students
a. What waste products do plants excrete and where do
they come from?
Teacher explains that plants excrete carbon dioxide
and water vapor, which are produced during
respiration.
b. How do plants excrete these excrete these waste
products?
Teacher explains that they excrete carbon dioxide
 through tiny openings found mostly on the underside
of leaves, called stomata.
c. It is wise to sleep in a room full of plants?
Teacher explains that it is not wise because plants will
respire, taking in oxygen and giving out carbon
dioxide, but humans need oxygen to respire too. In
other words, we will be competing with the plants in
our room for oxygen!
6. Teacher explain that like animals, plants reproduce to
ensure that their kind does not become extinct.
7. Plants reproduce in different ways. Flowering plants
reproduce using seeds which are found in the fruits they
produce. Non-flowering plants such as ferns and mosses
reproduce from spores. Some plants reproduce from other
plan parts.
5 minutes Closing Activity 8. Teacher evaluates today’s lesson.
9. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

South Cikarang, August 19th, 2021

Acknowledge by,
School Principal Science Teacher

Aminah Salim, S. H.
Elizabeth Sibarani, S.Pd.
 CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022
SUBJECT: SCIENCE LEVEL: P3 WB
TOPIC: Living Things and Their Life Processes DATE : Monday, August 23rd, 2021(9th)
BASIC COMPETENCIES
Knowing what are the life processes in plants.
INDICATORS
1. Students are able know plants undergo life processes.
2. Students are able to identify what are living things need to survive.
3. Students are able to describe the difference between living things and non-living things.

Duration Activities/ PROCEDURE

Extension
5 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
35 minutes How We Can Tell 4. Guide students to look at the differences between living
Living Things From
and non-living things, asks them some question:
Non-Living
Things? a. Can we classify robot as a living thing? Why do you
say so? ( No, because the robot cannot move on its
own)
b. What are the other characteristics of living things?
( Living things can carry out these life processes, naely
nutrition, movement, growth, sensitivity, respiration,
excretion and reproduction)
c. Can non-living thing carry out these life processes?
(No, non-living things cannot carry out these life
processes)
5. Teacher asks the students
a. What happen if we do not have food and water? ( We
will get weak and eventually die)
b. What happen if the doll does not have food and water?
(Nothing. The doll does not need food and water)
6. Teacher explain that living things need food and water, but
non-living things do not.
 7. Teacher shows two type of plants. Ask them:
a. What do you think the appearance of the plants will
change over time? (The living plant will grow bigger
and taller after some time, while the plastic one will
not change in size or height over time.
b. Teacher explain that living thing grow, but non-living
things do not.

8. Teacher asks students:

a. How were you able to move the wooden rocking
horse/figure of a horse? (By sitting on it and rocking
it/moving its parts/carrying it from one place to
another/dropping it/throwing it, etc.)
b. Can a wooden rocking horse/figure of a horse move on
its own? (No, it requires someone or something to
make it move)
c. What about living horse? Do you think it can move on
its own? (Yes, a living horse can move on its own)
9. Teacher explain that living things can move on their own,
but non-living things cannot.
5 minutes Closing Activity 10. Teacher evaluates today’s lesson.
11. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

South Cikarang, August 23rd, 2021

Acknowledge by,
School Principal Science Teacher

Aminah Salim, S. H.
Elizabeth Sibarani, S.Pd.
 CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022
SUBJECT: SCIENCE LEVEL: P3 WB
TOPIC: Living Things and Their Life Processes DATE : Thursday, August 26th, 2021(10th)
BASIC COMPETENCIES
Knowing what are the life processes in plants.
INDICATORS
1. Students are able know plants undergo life processes.
2. Students are able to identify what are living things need to survive.
3. Students are able to describe the difference between living things and non-living things.

Duration Activities/ PROCEDURE

Extension
5 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
35 minutes How We Can Tell 4. Teacher asks students
Living Things From
a. What would you do if you get caught in the rain? (I would
Non-Living
Things? run for shelter/I would open an umbrella/put on a
raincoat/cover my head to protect it from getting wet, etc.)
b. Can a statue do the things you mentioned to protect itself
from the rain? (No, it cannot)
c. Teacher explain that:
- The things pupils mentioned they would do to protect
themselves from the rain are responses. Humans can
sense a change in weather and respond to it.
- A statue cannot respond to changes around it because
it is not able to sense changes or respond to them.
- Living things can respond to changes around them, but
non-living things cannot.
5. Teacher asks the students
a. Where do you get the energy to lift the bag? (We
respire to produce energy. / We get our energy
 through respiration)
b. Do you think the toy figure has energy to lift the bag?
Why do you say so? (No, because it doesn’t respire, so
it cannot produce energy to lift the bag)
6. Teacher explain that living things can respire, but non-
living things cannot.
7. Teacher asks students:
a. Why we are sweating after we run for 30 minutes long
but the toy figures do not? ( We sweat because we can
excrete. The toys figures do not sweat because they
cannot excrete)
8. Teacher explain that living can excrete, but non-living
things cannot.
9. Teacher show the picture of a pet and a toy animals.
a. Why this pet can have a young, but the toy animals
cannot? Why do you say so?
(The pet has young but the toy animals does not. This
is because the pet can reproduce but the toy animal
cannot)
10. Teacher explains that living thing can reproduce, but non-
living things cannot.
5 minutes Closing Activity 11. Teacher evaluates today’s lesson.
12. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

South Cikarang, August 26th, 2021

Acknowledge by,
School Principal Science Teacher

Aminah Salim, S. H.
Elizabeth Sibarani, S.Pd.
 CHARIS GLOBAL SCHOOL LESSON PLAN 2021/2022
SUBJECT: SCIENCE LEVEL: P3 WB
TOPIC: Living Things and Their Life Processes DATE : Monday, August 30th, 2021 (11th)
BASIC COMPETENCIES
Understands the life processes in human, animals and plants.
INDICATORS
1. Students are able to do exam practice correctly.
2. Students are able to describe the life processes in human, plants and animals.

Duration Activities/ PROCEDURE

Extension
5 minutes Introduction 1. Greeting the student.
2. Teacher check students’ attendance.
3. Review previous lesson.
35 minutes Life processes in 4. Teacher remind the students about the living thing and
human, plants and
non-living things.
animals.
a. Things can be living, such as humans, animals and
plants or non-living such as fire, chair toy, etc.
b. Living thing carry out the life processes, but non-living
things are not.
c. The life processes can be memorized by using the
acronym MRS NERG, namely:
Movement, Respiration, Sensitivity, Nutrition,
Excretion, Reproduction, and Growth.
5. Teacher asks the students to do the exam practice.
6. Teacher asks students to share their answers and reasons.
5 minutes Closing Activity 7. Teacher evaluates today’s lesson.
8. Teacher ends the meeting.

ASSESSMENT STUDENT’S TASKS

 South Cikarang, August 30th, 2021
Acknowledge by,
School Principal Science Teacher

Aminah Salim, S. H.
Elizabeth Sibarani, S.Pd.