For the predator, the mimicked highlight must be conveying the additional realism of a reflection, and its immobility must not be breaking any of the rules for reflections actually implemented in the predator's visual system. Clearly, the fake highlight does work or it would not have survived eons of selection pressure. Any visual system that interpreted reflections based on the rules of optics would immediately notice that the mimicked highlight was not optically correct and that would be it for the prey. True reflections from a curved surface move as the observer moves, but of course, the pigment on the mimicked highlight cannot. Here we get a free insight into the visual system of the predators for the species that use highlights. In many cases, these eyespots incorporate a white highlight ( Fig. Snakes, frogs, fish, and most notably moths and butterflies often evolve eyespots to disorient predators. The highlights from eyes are salient enough to be incorporated into the eyespots often seen in animal mimicry. sketches on-the-spot outside or near the school to draw a plant, flowers or a tree showing the different textures and shape of each part, using only a pencil or black crayon or ballpen (A3PR-Ig) 8.Reflections are not uncommon in natural scenes but until the development of mirrors, reflecting surfaces were limited to just a few materials such as still water, glassy minerals, and, of course, eyes. maintains correct body posture and body mechanics while performing movement activities (PE2PF-IV-a-h-14) 7. performs body shapes and actions (PE3MS-Ia-h-1) 6. describes body shapes and actions (PE3BM-Ia-b-1) 5. complete a symmetric figure with respect to a given line of symmetry using the pictures of selected Grade Three learners, the selected Madong Central Elementary School Faculty and Staff (M3GE-IIIh-7.5) 4. identify and draw the line of symmetry in a given symmetrical figure using the pictures of animals found here in the locality such as tambalihan, butterfly, rabbit, cat, gecko or tuko, sawa or snake, etc. identify and visualize symmetry in the environment and in design such leaves of mahogany leaves, squash leaves, gabi leaves, coconut leaves and bougainvillea leaves (M3GE-IIIg-7.3) 2. constructs a simple puppet based on a character in a legend, myth or story using recyclable materials and bamboo sticks or twigs (A3PR-IVe).ĭuring and at the end of the lesson, a Grade Three learner should be able to: 1. Nakasusunod sa nakasulat na panuto na may 2-4 hakbang (F3PB-Ic-2, F3PB-IIc-2, F3PB- IVb- 2) and 12. role playing, show and tell, radio play/podcast/broadcast/reporting/poster presentations)( EN3OL-IVa-e-1.19) 11. Present information in varied artistic ways (e.g. discusses the characteristics of a wild animal by making several pencil sketches and painting it later, adding texture of its skin covering (A3PR-IIg) 10. paints a still life by observing the different shapes, color, and texture of fruits, drawing them overlapping and choosing the right colors for each fruit (A3PR-IId) 9. sketches on-the-spot outside or near the school to draw a plant, flowers or a tree showing the different textures and shape of each part, using only a pencil or black crayon or ballpen (A3PR-Ig) 8. complete a symmetric figure with respect to a given line of symmetry (M3GE-IIIh-7.5) 4. identify and draw the line of symmetry in a given symmetrical figure (M3GE-IIIg-7.4) 3. identify and visualize symmetry in the environment and in design (M3GE-IIIg-7.3) 2. During and at the end of the lesson, a Grade Three learner should be able to: 1.
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