LESSON GUIDES IN SCIENCE & HEALTH III

I.

OBJECTIVES :
1. Compare the mass and weight of different objects.
2. Demonstrate that objects occupy space.

II.

SUBJECT MATTER :
Topic: Material/Objects occupy space
References: PELC/ Science for Everyone
Concepts : All materials occupy space. Volume is the amount of space
occupied by an object
Materials : water, drinking glass, pebbles, empty balloon, string
Processes: Observing, comparing

III.

PROCEDURE :
A. Preparatory Activity
1. Review
What do you call the amount of materials in matter?
Which is heavier, cotton or stone?
2. Checking of Assignment
B. Lesson Proper
1. Motivation
Look around inside the classroom. Are all objects in their proper
places?
2. Presentation
a. Divide the class into two groups. Let each group choose a leader
b. Setting the standards for group activity
c. Distribute the activity cards

ACTIVITY SHEET
GET : glass, water, 3 pebbles
DO : 1. Fill the glass with water
2. Measure the height of water. Record
3. Drop the pebbles one at a time. Record the height of the water after each
pebble is
dropped
Compare the height of water in three instances
Height
Water
Answer
1.

2.
3.
4.
5.

Height of
water in the
glass before
dropping
pebble

1 pebble is
dropped

2 pebbles are
dropped

3 pebbles are
dropped

of
:
What is
inside
the
glass?

__________________
Is water a material? ______________________
Does it have weight? ____________________ What is the weight of water?
How did you get the weight of the water ?
What is the weight of water when you added one pebble? Two pebbles? Three
pebbles?

IV.

3. Analysis and Discussion

What objects occupy space in the glass of water?
Do all objects have the same weight? Why?
Do all materials/objects occupy space?
Do they occupy the same space? Explain
4. Generalization
What is material? Describe material.
5. Application
Look at the objects on my table. Can we put another object in my
table? Why? Give examples of material found in your bag. If your
bags is full, can you still add other things in it? Why? Why not?
EVALUATION:
Study the table below and answer the questions that follow. Write the
letters of the correct answer.

1.
2.
3.
4.

Matter
Weight
Ball
300 grams
Pencil
10 grams
Book
500 grams
Box
100 grams
vase
250 grams
What is the weight of the book?
a. 100 grams
b. 500 grams
c. 300 grams
d. 10 grams
Which of the objects given is heaviest?
a. Ball
b. vase
c. book
d. pencil
Which material is the lightest?
a. Vase
b. book
c. box
d. pencil
What can we say about the weight of material?
a. Material differs in weight and mass
b. Material has no weight and no mass
c. Material has the same weight and mass

d. All of the above

5. Which box below occupies bigger space?

ESSON GUIDES IN SCIENCE & HEALTH III

I.

OBJECTIVES :
1. Measure mass of materials using weighing scales
2. Identify that objects have weight using a balance

II.

SUBJECT MATTER:
Topic : Materials/ Mass of materials using weighing scales/balance
References : PELC/ Science and Health 3
Concepts : Materials has mass. Mass is the amount of materials in matter.
Materials : rock, cotton, empty bag, bag with things inside, coins, nails,
paper clip, plastic cup, water, balloon, marble, weighing scales, balance
Processes : Observing, comparing
Values : Cooperation

III.

PROCEDURE :
A. Preparatory Activities :
1. Review
What do you call the objects that occupy space and have mass and
weight?
2. Checking of Assignment
B. Lesson Proper
1. Motivation
What is your weight last year?
What do you like to know about the objects on the table using the
balance?
2. Presentation
Have pupils look at the things inside the room. Let them name
these.
Ask: What do we call these things? Why?
3. Analysis and Discussion

IV.

V.

Do all materials have mass? How can we know that objects have
weight? What can you say about material?
4. Generalization
What is material?
What are its characteristics?
5. Application
Get the two bags. Lift the empty bag and carry it. Do the same
thing with the bag containing things. Which bag is easier to pull?
Why? You want to know its mass. What will you use to find it?
EVALUATION:
Encircle the letter of the correct answer.
1. Cotton has mass, therefore cotton is _______
a. Material
b. utensils
c. all around
2. Which of the following best describes a piece of chalk as material?
a. Has mass
b. big and heavy
c. colorless and tasteless
3. Material is anything that has weight and occupy__________
a. Mass
b/ space
c. time
4. The amount of materials in matter is __________
a. Time
b. space
c. mass
5. What do we use in weighing objects?
a. Beam balance
b. tape measure c. ruler
ASSIGNMENT:
Measure your weight at present and compare it with your weight last year.
When are you heavier or lighter? Why did you say so?

LESSON GUIDES IN SCIENCE AND HEALTH III

(PROCESS APPROACH)
I-OBJECTIVES
Infer that force causes moving objects to speed up, slow down, stop or
change direction.
II-SUBJECT MATTER
Topic: Energy
A. Science Concept:
Objects in motion can changed its direction, speeds up, slow
down and stop
because of forces acting on it.
B. References:
Science for Daily Use 3 p.207-208
Science Towards A Healthy and Progressive Environment pp.273-276
C. Processes:
Observing, Describing, and inferring
D. Materials:
A marble, a mirror, sand paper, towel and pictures.
E. Value:
Be careful in riding moving objects.
III- PROCEDURES
A. Preliminary Activities
1. Review
What force can move leaves of the trees?
What force can move boats on the river?
What force can make objects fall down?
2. Checking of Assignment:
B. Lesson Proper:
1. Motivation:
Show them 2 same picture but some objects changed its
position.
What are the things that changed its position?
2. Presentation
1. Activity:
Group the class into 3. Distribute the activity card.
Group I 1.
Observe the picture. ( Picture of a boy climbing and going down
the hill.)
Ask: Which do you think is easier to do, climbing the hill or going
down the hill?
Do: 1. Lean the ruler on the books.
2. Push the marble up the ruler. ( Observe the movement of
the marble.)
3. From up the ruler let the marble slide down. (Observe its
movement.)

speeds up your
slows in rough

3. Analysis and Discussion

1. Group leader will report their observations.
2. Discussion:
Gravity slows down your speed in going up and
movement in going down.
Friction- speeds one movement in smooth surface and
surfaces.
4. Abstraction and Generalization
What force affects the speed of a moving

object?
movement of

Gravity and Friction are the forces that affect the speed of
an object.
Force is needed to stop movement or change its direction.
5. Application:
Answer the following:
1. Which of the materials we used have smooth surfaces?
2. Which of them have rough surfaces?
3. How did the marble move on the sand paper? Why?
4. How did the marble move on the towel?
5. How did the marble move on the mirror?

IV- EVALUATION
Select the letter of the correct answer.
1. In which following surfaces do runners ran faster?
a.) smooth b.) rough
c.) slippery
2. What kind of energy is used to stop motion and change the direction of a
moving object?
a.) friction b.) gravity c.) force
3.What energy slows down the movement of object in a rough surface?
a.) friction b.) gravity c.) force
4. Why do you think the marble moves fast while going down the ruler?
a.) Because gravity pull the marble.
b.) Because friction slows down the movement of the marble.
c.) Because gravity push the marble.
5. Which of the new and old pair of rubber shoes has more friction?
V- ASSIGNMENT
Check the effects of friction on moving objects
Materials
OF MARBLE

KINDS OF SURFACE
(Smooth/Rough)

(Fast/Slow)
1. Rough Road
2. Shinny Floor

AMNT.OF FRICTION
(More/Less)

MOVEMENT

LESSON GUIDES IN SCIENCE AND HEALTH 3

(PROCESS APPROACH)
I- OBJECTIVES
Infer that wind and water can move objects.
II- SUBJECT MATTER
Energy
A. Science Concepts:
1. Wind has force. It can make objects move.
2. Water has force. It can make objects move.
B. Reference:
Science for Daily Use 3 pp.202-203
C. Process:
Discovery, Inferring, Observing
D. Materials:
Dry leaves electric fan basin toy boat
Paper
water
kite
III- PROCEDURE
A. GUIDED INQUIRY
1.Review: What are the ways to start an object move?
2. Statement of the Problem.
What are the things that can move objects?
3. Setting of standard.

B. GUIDED EXPLORATION
1. Motivation:
Observe the clouds in the sky. Do the clouds move?
Why do the clouds move? What do you call the moving air?
2. Activity Proper
Distribute the Activity Cards. Group the class into three groups.
3. Reporting by Group
GROUP 1
ACTIVITY I-A
I-Problem:
Does wind can make objects move?
II- Materials:
Electric fan paper
Dry leaves
III- Procedure:
1. Put dry leaves and papers on the table.
2. Place the electric fan near the table. Then turn it on.
3. Observe.
IV-Questions:
1. What happens to the dry leaves and papers?
2. What makes them move?

GROUP 2
ACTIVITY I-B
What to do?
1. Get the kite. Let the kite fly in the sky.
2. Observe.
Questions:
1. Does the kite move?
2. How does the kite move in the sky?
GROUP 3
ACTIVITY 3
I-Problem:
Does water can make objects move?
II-Materials:
Basin water toy boat
III- Procedure:
1. Place the toy boat on the water.
2. Disturb the water. Observe.
IV- Questions:
1. What happens to the toy boat?
2. Why does it move?
3. How does water make objects move?
4. Does running water have force?
C. Generalization: Guided Discovery
1. What makes the objects move?
2. How does wind make the objects move?
3. How does water make the objects move?
4. Do wind and water have force?

Wind has force. It can make objects move. Water has force. It can make
objects move.

1.
2.
3.
4.
5.

5. Application
Name objects that are moved by the given forces:
WIND
WATER
1.
2.
3.
4.
5.

IV- EVALUATION
Identify the forces that make these objects move. Write WATER or WIND on
the blank.
________1. Sailboat
________6. Paper
________2. Dry leaves
________7. Curtains
________3. Clouds
________8. Wind mills
________4. Kite
________9. Soil
________5. Ship
________10. Powder

V- ASSIGNMENT
Cut and paste pictures of objects that are moved by wind and water.

LESSON GUIDES IN SCIENCE AND HEALTH 3

I- OBJECTIVES
Infer that magnets can move certain objects.
II- SUBJECT MATTER
Electricity and Magnetism
A. Science Concept:
Magnet is a material that attracts or repels object within the magnetic
field.
B. References:
Science for Daily Use 5 pp. 167-170
C. Processes:
Observing, Inferring, Comparing
D. Materials:
Book, bar magnet, U magnet, nails, paper
E. Values
Cooperation during group activities.
III- PROCEDURES
A. Preliminary Activities:
1. Review
How did you know that electric current produces heat and light?
2. Checking of Assignment.

B. Lesson Proper:
1. Motivation
What is a magnet?
How does magnet attracts objects?
2. Activity Proper
1. Place two pieces of bond paper side by side on the table.
2. In the middle of one bond paper, place the bar magnet. Do
the same to the
horse shoe magnet on another bond paper.
3. Sprinkle small pieces of iron filing around the bar magnet.
Observe the
behavior of the iron filling.
3. Analysis:
To make the electromagnet works, there must be a complete
circuit where
electrons can move through.

and the

4. Abstraction/ Generalization:
When either the terminal is disconnected, the circuit is broken
electromagnet
losses its ability to magnetize.
5. Application

IV- EVALUATION
Choose the best answer.

1. In which of these arrangements will you observe attractive force?

2. In which of the arrangements will you observe repulsive force?

3. Which of these can be attracted by a magnet?

4. Which of these correctly illustrate the magnetic field of a horse shoe

magnet?

5. Which of these can be used to observe the field of the magnet?

a. bits of paper
b. iron filings
c. both a and b

V- ASSIGNMENT
Study how electromagnet works.
Remediation or Enrichment
Find out the difference between a permanent magnet and an
electromagnet.

LESSON GUIDES IN SCIENCE AND HEALTH 3

I- OBJECTIVES
Describe what happens when a magnet is brought close to another magnet in
a certain way.

II- SUBJECT MATTER: Energy

Topic: Magnet
A. Science Concept:
A magnet is brought close to another magnet in a certain way.
B. References:
Science for Daily Use 3 pp. 204-206
Science and Health 2 pp.118-119
Budget of Work 1.3.1
C. Processes:
Discovery Method
D. Materials:
Pictures/ real objects ex. Magnets
iron filing
bond paper
Thumbtacks
nails
E. Values:
Cooperation
III- PROCEDURES
A. Preliminary Activities:
1. Review:
Ask: Do these objects stay up in the air?
2. Checking of assignment
B. Lesson Proper:
1. Motivation
Have you seen a magnet?
2. Activity:
2.1 Place the iron filings on top a bond paper.
2.2 Place the magnet under the bond paper.
2.3 Observe how the iron filings behave. Move the magnet. What
happens to
the iron filings?
3. Analysis
What happens when a magnet is brought close to another
magnet?
4. Generalization
A magnet is brought close to another magnet in a certain way.
5. Application
Mother lost her small pendant. What do you think will she use to
find it, since it
was very small.
IV- EVALUATION
Write check (/) if the object can be brought close to another magnet. Write X
if not.
_____1. Stone
______2. Pins
_____3. Nails
______4. Staples
_____5. Block of wood

V- ASSIGNMENT:
Give some materials that attract magnet.
LESSON GUIDES IN SCIENCE AND HEALTH 3
I- OBJECTIVES

Describe what happens when a magnet is brought to another magnet in a

certain way.
II- SUBJECT MATTER
Magnetism
A. Science Concept:
A magnet is material that attracts or repels objects within the magnetic
field. It has two
magnetic poles- the north pole and the south pole. When similar
magnetic poles are brought
together, there is repulsive force between them. In
contrast, when unlike magnetic poles are
brought together, there is an
attractive force between them.
B. References
Science and Health for Filipino Children 6
Science and Health for Daily Use 6
C. Processes:
Observing, Describing, Inferring
D. Materials:
A bar magnet
A compass ( a toy compass will do )
E. Value Infusion
Cooperation
III- PROCEDURES
A. Preliminary Activities:
1. Checking of assignment.
2. Review
What is magnet?
B. Presentation:
Using 4 As
A. Activity
Problem: How do the north and south poles of a magnet act?
Materials: A bar magnet
A compass ( a toy compass will do )
Procedures:
1. Hold the north pole of the magnet near the end of a
compass needle
pointing north. Then hold the north pole of
the magnet near the end of a
compass needle pointing south.
Questions:
1. Will the north pole of the magnet attract the end of the
compass
needle pointing north?
2. Will the north pole of the magnet attract the end of the
compass
needle
pointing south?
Repeat the experiment using the south pole of the magnet. What do
you find out?

B. Analysis:
The north pole of the magnet tends to push away the north pole
of the
compass. We
say that they repel each other. The
south pole of the magnet also repel
the south pole of the
compass. But the north pole of the magnet attracts the south
pole of the compass. North poles attract south poles and south poles attract
north
poles.
C. Abstraction:
What happens when a magnet is brought to another magnet in a
certain way?
D. Application:
Bring the north poles or the south poles of two bar magnets
together. See if
they will repel each other. Now, bring the north pole
of one bar magnet near the south
pole of the other bar magnet.
Do they attract each other?
IV- EVALUATION
Read the items carefully. Fill in the missing words. Choose your answers from
the box below.
________ pick up or attract things made of metals like iron, steel, nickel
or cobalt. It has
two magnetic poles- the _______ and the ________ . When similar
magnetic poles are brought
together, there is a __________. In contrast, when
unlike magnetic poles are brought together, there is an __________ between them.

Attractive force
Magnets
south pole
North pole
repulsive
force

V- ASSIGNMENT
Write if the arrangements of the magnets will have attractive force or
repulsive force.
___________1.
___________2.
___________3.
___________4.

N
S
N
S

S
N
S
N

N
S
S
N

S
N
N
S

LESSON GUIDES IN SCIENCE AND HEALTH 3

I. OBJECTIVES
Show that the size of the magnet and distance from object affects the
movement.
II. SUBJECT MATTER
Size and Distance of the magnet from the Object Affects the movement
A. Science Concepts:
A magnet is a material that attracts or repels objects within the
magnetic
field. The size of the magnet and distance from the object
affects movement.
B. References:
Science for Daily Use 5, p.p.
C. Processes: Observing, Demonstrating, Inferning
D.Materials:
Different sizes of magnet
Iron fillings
Ruler
E.Value :
Cooperation
III. PROCEDURES
A. Preliminary Activities
1.Check-up of Assignment
2.Review:
How do the north and south poles of a magnet act?
B. Lesson Proper
Using 4 As

1.Activity Card
Problem: How do the size of the magnet and distance from the object affects the
movement?
Materials:
Different sizes of magnet; Iron fillings; Ruler
Procedures:
1.Using different sizes of magnet, attract the iron fillings with the
following distances such as 5 inches, 8 inches and 15 inches. 2.observe how iron
fillings attract the magnet with different sizes. 3.Record your observation using the
table
Answer the following:
1. Does the size of magnet affect its attraction to the iron fillings?
2.Does the distance of the magnet affect its attraction to the iron
filling?
C. Analysis

magnetic field.
object.

A magnet is a material that attracts or repels objects within the

The size and distance of the magnet affects the movement of an

D. Abstraction
Why does the size and distance of a magnet affect the movement of an
object?
E. Application
Use two magnets with different sizes and a small and big object
in 5 inches, 8
inches and 15 inches far. Do the same with the bigger magnet.
Does the two magnets have the
same magnetic force to attract the object?
IV. EVALUATION
Explain Briefly
How do size of the magnet and distance from the objects affects the
movement?
V. ASSIGNMENT
What is Force?

LESSON GUIDES IN SCIENCE AND HEALTH 3

I.OBJECTIVES
Define Force operationally.
II. SUBJECT MATTER
Topic: Force
A. Science Concept : Force can move or change the position of an object
B. References: Science and Health 3, Science for Daily use 3 p.p.
C. Processes: Discovery, Inferring
D. Materials: Pictures, Real subjects.
F. Value: Cooperation
III. PROCEDURES
A. Preliminary Activities
1. Review
What enables subjects to move?
2. Checking of Assignment
B. Lesson Proper
1. Motivation
When you dribble a ball, why does it bounce back to you?
2. Presentation
Do the activity below

1. Activity
Group 1.
Hold the ball in your hand. Does the ball move? Throw the ball, does it
move? What did you apply to move the object
Group 2.
Push or pull the desk on the other side of the room. Does it move? Why
does it move?
2. Analysis:
2.1 Do you ride a bike? When the Bike is moving and you want to
stop it, What will
you do?
2.2 Do you apply force to make it stop?

3. Abstraction / Generalization
What is force? What can you say about force?
4. Application
Observe the things in your class room and list 5 object that you can
apply force

IV. EVALUATION

___1.
___2.
___3.
___4.
___5.

Put a check () if the situation applies force.

A boy pitching water.
Picture hanging on the wall.
A book on the table.
A man riding on a jeepney.
A girl playing badminton.

V. ASSIGNMENT
List 5 activities that you do in school where you apply force.

LESSON GUIDES IN SCIENCE AND HEALTH 3

I. OBJECTIVES
Demonstrate how force causes moving objects to speed up, slow down, stop
or change directions. (2 days)
II. SUBJECT MATTER
Topic:
Force makes Motion
A. Science Concepts:
1. A force causes things or subjects to move.
2. Force applied on a body determines speed and direction of its
direction of its
movements.
B. References:
Science and Health (BEC) pp. 221-225
Growing with Science and Health 3
Science and Health 3
C. Processes:
Observing, Inferring, Describing, Demonstrating
D. Materials: toy car, marbles, activity, cards, rubber ball.,stick, table.
E. Value Infusion
Cooperation:
III.PROCEDURES
A. Preparatory Activities
1. Review
What is force?
B. Lesson proper
1. Motivation
Loop- a- Word
Find all the word that will tell
you about
forces. Look
horizontally, diagonally and

T
U
G
O
A
T

M
N
U
F
P
A

P
S
M
W
U
B

L
E
N
A
S
L

A
E
O
R
H
E

Y
S
M
R
I
B

I
A
O
O
N
O

N
W
M
B
G
A

G
A
P
M
A
B

vertically.

2. Presentation
A. Show pictures of different activities.
B. Have them describe the pictures.
C. Ask them why the objects move.
D. Let them do the activity.
Group Activity- Divide the class into 4 groups. Give each group an activity card to
perform
Activity 1 (CARD)
Materials: Marbles, toy car
Activity card no.1
1. Put the toy car marbles on the ground. Make sure they are not moving. Observe
the toy car and marbles.
*Did they move?
Why?

Activity Card no.2

Push the Car and the marbles.
*Did they move? Why? How does the object moved?
Stop the car and the marble

*Did they move?

Why?

Activity card no.3

Push the toy car and marbles. This time with greater force.
*Did the toy car and marble moved? Why?
How does each object moved?

Activity card no.4

Materials: Rubber ball, a long piece of wood, a stick , a table
*Stand at the door or any place of your room. Then walk a few steps towards
teachers table.
* Put the rubber ball on the table. Make it roll.
* Observe its movement
* Get a long piece of wood. Place it on a slanting position by putting some
books under it. Let the ball roll on it and suddenly put a stick on its way.
Observe what happens to the ball.
Does the position changed as you walk towards the teachers
table? What happens to the rolling ball when you put an stick on its way?

C. Discussion\Analysis
1. Pupils report the outcome of the activity.
2. Pupils will explain their answers through the guidance of their teacher.
D. Generalization
What does make the object move?
E. Application
Observe the diagram showing a moving ball through air.

1.What is the effect of placing an open palm across the path of the rolling
ball
(Answer: The ball Stops)
2. When would a rolling ball eventually come to a stop?
(Answer: Sometimes in the air must have stopped it)
IV. EVALUATION
Write T if the statement is true and F if the statement is False.
________1. The motion of an object is determined by the force acting on it.
________2. An object at rest will stay at rest.
________3. A small force applied on a small object will cause faster movement of
the object than
big force applied on the
same object.
________4. An object increases in speed because of a force applied on it.
________5. A great force applied on the same small object causes faster
movement.
V. ASSIGNMENT
Cut out pictures showing situations using force and motion.

LESSON GUIDES IN SCIENCE AND HEALTH 3

I. OBJECTIVES
Demonstrate how force causes moving of object to speed up, slow down,
stop or changed
direction of motion.
II. SUBJECT MATTER
Topic: Force and Motion
A. Science Concept: Motion of an object is demonstrated by force acting
on it
B. References: Science and Health 3, Science for daily use 3
C. Processes: Discovery
D. Materials: Pictures, real objects
E. Value: Cooperation
III. PROCEDURES
A. Preliminary Activities
1. Review : How does the size of the magnet and distance affect the
movement of an
object
2. Checking of the Assignment
B. Lesson Proper
1 Motivation
Show of a boy pushing a wheelbarrow and a girl pulling a cart.
Ask: How do they make things move?
2. Presentation
Do the activities by Group
Group 1.
A. Place a ball and a toy car on the ground. Observe the ball and the toy car.
*Did they move? Why?
B. Push the ball and the toy car. Did the ball and the toy car moved? Why?
Stop the ball and the toy car.
*Did they stop? Why?
C. Hold the ball on the palm of your hand, What it makes stay on your hand?
*Is there force pulling it downward

Group 2
Get a chair. Push the Chair. What causes the chair to move? Where is the greater
force when you pushed the chair?
3. Analysis
2.1 In the activity done what makes the object moved?
2.2 A push or pull make an object move. In order to make the object moved,
you need to
apply force

4. Abstraction\Generalization
Motion of an object can be demonstrated by forces acting on it.
5. Application
Tell whether the following situations applies force or not
1. You pushed a chair.
2. The boy pushes a table.
3. A child holding a marble on the palm of his hand.
4. A girl pulls a rope.
5. A toy car on the table.
IV. EVALUATION
Write True if the statement is correct and false if it is not. Write your answer
on the blank
________1. There is force when you push or pull the object
________2. An object at rest will stay at rest if you apply force
________3. The greater the force applied in small object, the farther it will
move.
________4. Force is a push or pull
________5. When you hold the ball it will continue moving.
V. ASSIGNMENT
List down 5 moving objects

LESSON GUIDES IN SCIENCE AND HEALTH 3

I. OBJECTIVES
Demonstrate how force causes moving objects to speed up, slow down, stop
or changed
direction.
II. SUBJECT MATTER
A. Topic
: Forces causes moving objects to speed up, slow down, stop or
changed
direction.
B. References
: PELC, Science and Health 3, p. 153-155
C. Materials : Ball, toy cart, sipa, doll, realia, chart, flashcards
D. Concept : Force applied on moving objects can speed up, slow down, stop
or changed
direction.
E. Processes :Observing, Describing, Comparing
F. Values
: Orderliness, keeping oneself physically fit.

III. PROCEDURES
A. Preliminary Activity
Review(Concept Mapping)
What is force? Use the concept map below.
FORCE

B. Lesson Proper
1. Motivation
What are your toys? Where are they kept?
2. Presentation
Let the pupils get their toys.
What do you do with your toys after playing with them?
Do the activity below
Activity
Get: Ball, toy cart, sipa
DO: Hold a ball. Does the ball moved? Throw the ball upward. Did the ball change in
position? Roll the ball on the floor exert more effort in rolling it. How did the ball
move? Did the ball changes directions while moving? How can you stop the ball
from moving.
Answer: What made the ball move?
3. Discussion\Analysis
1. When did the ball move?

2. When did the ball move faster? Slowly?

3. What happened with its direction while moving?
4.What will you apply on the ball to stop it from moving?
5.What makes an object to move?
4. Generalization
What can cause moving objects to speed up, slow down, stop or
changed direction?
5. Application
You will join a bicycle racing contest. What are the
preparations\routines about
biking activities that can help
you?
What movements would you consider in going upland places?
How about when
youre moving to lowlands?
IV.EVALUATION
Write T if the statement is true and F is it is not.
________1. A woman will get out of a moving vehicle slowly.
________2. You are asked by your teacher to transfer you chair from the left
side to the right
side of the chalkboard.
________3. The jeepney driver passes by busy street.
________4. A student was walking on the playground when the flag ceremony
began.
________5. A runner with all his might to get the place in the contest.

V. ASSIGNMENT

Study the picture above.

Which boys move? Why?
Which boys have not move? Why?
Who has the fastest? Why did you say so?
Who was the last in the race? What do you think happened?

LESSON GUIDES IN SCIENCE AND HEALTH 3

I. OBJECTIVES
Infer that light is needed to see objects.
II. SUBJECT MATTER
Topic:
Importance of Light to See Object.
A. Science Concept:
Light is needed to see object.
B. References
:
Science daily use 3 p. 178,179
C. Processes:
Discovery, Inferring, Observing
D. Materials:
Picture/ Concrete materials like lighter with lead
lights, and Energy
Saving Light Bulb
E. Values:
Appreciating the importance of light
III. PROCEDURES
A. Preparatory Activities
1. Review: Ask: Does object visible without light?
2. Checking Of Assignment
B. Lesson Proper
1 .Motivation
What is Light?
How light helps us?

2. Presentation
Ask: What will happen if the door and windows of the class room
closed?
Lets try to see if you can see objects using this lighter.

will be

Will the lighter help us to see things/objects better?

See if the bulb will help us see things better.
What did you notice?
things\objects

See if the opening of the door and windows will helped us to see
better.
What did you notice?

3. Analysis and Abstraction

What do you think will happen to us if there will be no light?
Is light important? Why?

4. Generalization
Light came in different forms and ways. Its is important to make us see
objects around us.
5. Application
You are watching the television. Suddenly there is a sudden brownout.
What will you feel?
What will you do?

IV. EVALUATION.
Put a check () if the picture drawn is important to make us see objects
better

V. ASSIGNMENT
Cut out pictures that shows sources of light. Paste it on your notebook.

LESSON GUIDES IN SCIENCE AND HEALTH 3

I. OBJECTIVES
Identify the sources of light
II. SUBJECT MATTER
Sources of Light
A. Science Concept:
Sun, Moon, Stars, flashlights and other burning
materials are sources of
light.
B. References:
Science and Health 3
C. Processes:
Observing, Describing
D. Materials:
Flashlight, Candle, Matchstick, Lamp and Pictures
E. Value:
Appreciate Gods creation like sun ,moon, and stars
III.PROCEDURES
A. Preparatory Activities
1. Checking of Assignment
2. Review
What is needed to see objects better?
B. Lesson Proper
1. Motivation
At day time, what makes the surrounding bright?
At night, when you are outdoors, what makes the place bright?
2. Presentation
A. Have the pupils perform the activity sheets.
B. Let each group write their answers on the board.
Activity card
I. Problem
What are the other sources of light?
II. Materials:
Electric lamp, flashlight, candle, matchstick
III. Procedures
Do: Close the door and window of the room. Let the group observe.
Get: Using the prepared materials, Let them identify the other sources of light
Question: What makes the room bright?

3. Discussion/Analysis
What are the principal sources of light at daytime?
When theres no electricity, what could be your source of light at
night?
4. Generalization
What are the sources of light?
5. Application
How will you show proper care in using electricity, candle and
matchstick?

IV. EVALUATION

Encircle the letter of the correct answer:

1. Which of the following is a natural source of heat and light?
A. Sun
B. match
C. electric bulb

D. flashlight

2. What does the sun give off?

A. Light
B. food

D. Vitamin C

C. heat and light

3. Which of the following is an artificial source of light?

A. Sun
B. rechargeable lamp
C. stars
4. The Sun is the main source of------- on earth.
A. Carbohydrate
B. vitamins

C. energy

D. moon

D. food

5. These materials are examples of artificial sources of light except one. Which
is it?
A. Moon
B. flashlight
C. electric bulb
D. candle

V. ASSIGNMENT
Find out how a firefly produces light on its body.

LESSON GUIDES IN SCIENCE AND HEALTH 3

I. OBJECTIVES

Identify the sources of light

II. SUBJECT MATTER
Energy
Topic:
Sources of Light
A. Science Concept:
Light comes from different sources. Light carries
energy away from the
sun
and other things that produces light.
B. References:
Science and Health for Better Life 3 pp.116-117
Science for Daily Use 3 pp 174-177
Do and Learn Science Experiments
C. Processes:
Observing,Describing
D. Materials:
candle, electric bulb, picture of sun, match
III . PROCEDURES
A. Preliminary Activities
1. Health Inspection
2. Review
Do you think light is important?
How important is it?
B. Lesson Proper
Vocabulary Words
1. fire- heat and light caused by burning
2. electricity natural source producing light
3. bulb the round glass part of an electric light
4. fuels something such as coal or gas that produces heat or
energy when it is
burned
1. Motivation
When can you see more objects, daytime or nighttime?
What do you call the hot ball of gases during daytime?
Do you have appliances at home?
What makes them move?
2. Presentation
Using the 4 As
Group the class into three. Distribute the activity cards.
Group I
ACTIVITY CARD I
What to do?
1.Go outside the classroom.
2. Observe the things around you.
3. List down all the objects that you can see clearly.
Answer the following questions:
1. What is the brightest thing that you saw outside?
______________________
2. Can you see it during nighttime? _________ Why?
_____________________

Group 2
ACTIVITY CARD 2
What to do?
1. Turn on the light in the classroom.
2. List down the things that you saw better when the light
is on.
Answer the following questions:
1. What is the brightest thing that you saw inside the classroom?
2. Can you see things better if the light is off? Why?
Group 3
ACTIVITY CARD 3
What to do?
1. Go to the darkest part of your classroom.
2. Light a candle.
3. List down the things that you can see when the candle
is lighted
Answer the following questions:
1. What is the brightest thing that you see inside the darkest part of
the room?
2. Can you see better when the candle is lighted?
3. Analysis
The most important source of light on Earth is the Sun. It is a
natural source of
light. Aside from the sun, there are still
some sources of light. Man has made artificial
source of
light so that he can see and work in the dark.. Fire and electricity are sources
of light . Fuel can also fire and generate electricity. The first
man made fire. Then he
learn the use of oil lamps, candle,
flashlight. Now most artificial lighting is through
electricity.
off light. A

Light makes it possible for us to see. We can see bulb. It gives

bulb is a source of light .

4. Abstraction
1. What are the sources of light?
2. What is electricity?
3. Where does light come from?
4. Name some sources of light aside from electricity.

5. Application

Your little sister wants to study her lesson but there was a sudden
brown out. How will
you help her?

IV. EVALUATION
Read the words inside the box. Choose from these words the
appropriate answers to the following questions.

Electricity
light

sun

fuel

fire

1. Brightest thing seen during daytime. __________________

2. Artificial source of light, ex. Bulb. ____________________
3. Light and heat caused by burning ____________________
4. Causes fire and generate electricity __________________
5. Make us possible to see during nighttime. _____________

V. ASSIGNMENT

Draw five objects/things that give us light.

LESSON GUIDES IN SCIENCE AND HEALTH 3

2 days
I . OBJECTIVES
Show evidence that light travels in a straight line and outward in all
directions.

II. SUBJECT MATTER

Behavior of Light
A. Science Concepts:
1. Opaque materials absorb light.
2. Light passes through transparent materials.
3. Small amount of light passes through translucent materials.
B. References: Science and Health 3 pp. 134-136 TM p 68
C. Processes: Observing, Comparing, Testing, Inferring
D. Materials : wood, mirror, frosted glass, clear glass. Flashlight, cardboard
E. Value: Appreciating the importance of light.

III. PROCEDURES
A. Preliminary Activities
1. Review
Why is light important to us?
2. Checking of Assignment
B. Lesson Proper

1. Motivation
Look around you. What did you see?
Why do you think we can see those things?
Observe the source of light.
2. Presentation
Using the 4 As
Do the Activity below. Use the Activity Cards.

ACTIVITY CARD
What to Do?
1. Get the materials assigned to the group. ( flashlight, cardboard,
clear glass, frosted glass, mirror, and wood. ).
2. Use the flashlight to each object one at a time.
3. Observe how the light behave on each object
4. Record your observation. Use the table below.
Materials

Straight Line

Outward Direction

1. cardboard
2. clear glass
3. frosted glass
4. mirror
5. wood
Answer the following:
1. Does light through the cardboard?
2. Does light pass through the clear glass?
3. Does light pass though the frosted glass/wood?

2. Analysis
Light cannot pass through the cardboard. Cardboard is an opaque
object.
Light can pass through clear glass. Clear glass is a transparent object.
Very little amount of light pass through the frosted glass.

3. Generalization
What kind of materials do light pass through them?
What kind of materials will very little amount of light pass through
them?
What kind of materials will light cant pass through them?

4. Application
Demonstrate how light will pass through in different materials.

IV. EVALUATION

Identify whether the material is opaque, transparent, or translucent.

1. plywood
2. leaf
3. glass window
4. cardboard
5. cellophane

V. ASSIGNMENT

Classify the following materials as opaque, transparent, or translucent

Cardboard

plastic glass

Towel

tin can

waxpaper
cartolina

I. OBJECTIVES
1. Describe what happens when a transparent object is in the
path of light
2. Observe that more light passes through transparent
materials.
3. Identify transparent materials.
II.SUBJECT-MATTER
A. Topic
: Behavior of Light on Transparent Materials
B. Science Concept: More light passes through transparent
materials
C. Science Processes: Describing, Observing, identifying
D. References
: BEC PELC in Science III V.2.3.1
Science and Health 3 (Revised Edition)
pp. 174-178
Science for Daily Use pp. 183-186
Growing with Science and Health 3
pp. 154-158
Science Watch 3 pp. 247-250
E. Materials
: flashlight, clear glass and plastic,
plastic cover, envelope, clear bottle,
water, activity cards, charts
F. Value
: Practice conserving light energy.
III. Procedure
A. Preliminary Activities
1. Science News
2. Health inspection (optional)
3. Review
What happens when light strikes the following
objects.

B.

Lesson Proper
1. Motivation
Show a sunglass and a reading eye glass.
Ask: Which is better to use when your father is
going to read a newspaper?
2. Presentation
Wear the eye glass and ask: Do you think I can see
you? Why?

3.
ACTIVITY
Materials: flashlight
clear plastic clear glass
Clear bottle plastic cover envelope
Cardboard
Procedure:
1. Make the room dark. Focus a lighted flashlight on
each of the following materials: clear bottle,
clear plastic, plastic cover and clear glass.
2. Observed what happens as light strikes each
material.
3. Describe what happens when each materials is in
the path of light.
4. Observe what materials allow more light to pass
through.
3. Discussion/Analysis
1. What did you observe, what happened to the light
when it strikes the materials? Can you describe?
2. Did the light pass through all the materials?
3. What were the materials that allow more light to
pass through.
4. What do we call these materials?
5. What helps us see things around us? Is light
important? Why?
4. Generalization
Describe how does light behave on transparent
materials?
How much light passes through transparent materials?
Concept:
When a transparent material is in the path of
light, it allows the light to pass through.
More light passes through a transparent material
than any other materials.
5. Application
Your teachers asked you to cover your new books.
What material will you use so that you can read
the title of the book? Why?
IV.

Evaluation
Read the following items below and choose the letter of
the correct answer.
1. More light can pass through materials which are ____
a. Luminous
b. opaque c. translucent d. transparent
2. The following are transparent materials,except
a. Clear glass
c. clear bottle
b. book
d. plastic cover
3. When light strikes a clear glass window, light will
______.
a. Bend
bounce
c. blocked
d. pass through
4. The juice in a clear glass pitcher can be seen because
light ________.
a. Pass through
c. absorbed
b. Blocked
d. bend

5. Which is a transparent object?

a. Blackboard
c. chain
b. Picture frame
d. reading eye glasses
V.

Assignment
Make a list of transparent materials.

I. OBJECTIVES
1. Describe what happens when an translucent object is in the
path of light
2. Observe that little light passes through a translucent
material.
3. Identify translucent material.
4. Work cooperatively with the other group members.
II.SUBJECT-MATTER
A. Topic
: Behavior of light on Translucent Materials
B. Science Concept: Translucent materials permit/allow a
little amount of light to pass through
them
C. Science Processes: Describing, observing, identifying,
experimenting
D. References
: BEC PELC in Science V.2.3.1
Science and Health 3 Rev. ed. pp. 183-186
Science for Daily Use pp. 183-186
Growing with Science and Health 3
pp. 154-158
Science Watch 3 pp. 247-250
E. Materials
: frosted glass, cellophane, tissue paper
Plastic cup, flashlight, activity cards,
charts
F. Value
: Cooperation/Team work in group activities.
III. Procedure
A. Preliminary Activities
1. Science News/Weather Report
2. Review/Recall (card/flash card relay)
Each group will be given an activity card where each
pupil will answer. The last pupil to answer will run in
front and reports the groups answer.
Activity: Name all the transparent materials and say
the word clear
Wood
Cardboard
tin can

plastic cover
Glass
clear bottle

air envelop
water
handkerchief

Ask: How much light passes through transparent

materials?
3. Checking of assignment
1. Have you seen a car? Why do we see the people riding
inside the car? How do you describe most of the car
windows?

2. Presentation
Present the materials to be used and have pupils
infer using the prediction chart. Write the
predictions under the table.
Question
1.What will happen
when the material
strikes by the
light
2.How much light
will pass through?
3.Will all the
materials allow the
light to pass
through?
ACTIVITY
Materials: flashlight
cover
Typewriting
Cellophane

Predictions

plastic cup

Reality/Truth

plastic

frosted glass
illustration board

Procedure:
1. Make the room dark. Put on a flashlight. Focus it
to the objects one at a time.
2. Observe what will happen to the light as it
strikes each material.
3. Describe how much light each object/material will
allow to pass through.
4. Observe what materials will allow only a little
amount of light to pass through.
3. Discussion/Analysis
1. What did you observe, what happened to the light
when it strike the materials? Can you describe?
2. Did each material allow the light to pass through?
How much light can pass through?
3. What were the materials that allow little light to
pass through.
4. What do we call these materials?
4. Generalization
Describe how does light behave on a translucent
material.
How much light can pass through a translucent
material?
Concept:
When a translucent material is in the path of
light, it allows only a little amount of light to
pass through.
5. Application

Your mother will make candies/mazapans. She asked

you to buy something in the store. She will use to
wrap the candies/mazapans. What will you buy in
store?
IV.

EVALUATION
Write TM if the material is translucent and NO if not.
1.
2.
3.
4.
5.

V.

Clear bottle
Cellophane
Wax paper
Colored bottle
Tinted glass

ASSIGNMENT
Cut pictures from the magazines that are translucent.

OBJECTIVES
1. Describe what happens when an opaque object is in the path
of light
2. Observe that more light passes through an opaque material.
3. Identify an opaque material.
4. Practice orderliness while doing the activity
I. SUBJECT-MATTER
A. Topic
: Behavior of light on Opaque Materials
B. Science Concept: Opaque materials absorbed light
C. Science Processes: Describing, observing, identifying
D. References
: BEC PELC in Science III V.2.3.1
Science and Health 3 pp. 174-178
Science for Daily Use pp. 183-186
Growing with Science and Health 3
pp. 154-158
Science Watch 3 pp. 247-250
E. Materials
: flashlight, piece of wood, plastic box,
book, bag, handkerchief, charts, activity
cards, flashcard
F. Value
: Orderliness
II.Procedure
A. Preliminary Activities
1. Science News/Weather Report
2. Review:
Tell if it is transparent of translucent materials.
1. Glass windows
2. Cellophane
3. Capiz
4. Colored bottle
5. Tinted glass
6. Frosted glass
B. Lesson Proper
1.a. Vocabulary
b. Motivation
Show some materials like cardboard and book. What do
you think? Does the light pass through these
objects?
2. Presentation
a.
ACTIVITY
: flashlight, piece of wood, book, bag a thick
box, handkerchief, plastic, paper.
Do
: 1. Focus a lighted flashlight on each of the
following materials.
2. Observe how light strikes/behaves on each
object
Answer:
1. What happened to the light when it strikes on
each object? Can you describe what happened to
the light?
2. Did each material allow the light to pass
through?
3. What were the materials that did not allow the
light to pass through.
4. What do we call these materials?
Get

ACTIVITY 2
You need: a block of wood
light (sun)
Do this:
Place the block of wood in the sun from 5 minutes.
Observe. What happens to light when it strikes the
block of wood?
Touch the surface of the block wood.
Answer:
Did the light pass through the piece of wood.
Describe what happen to the light when it strikes
the block of wood.
What do you feel when you touch the surface of the
wood after 5 minutes?

ACTIVITY 3
You need: card board tube, thick clothes, colored
paper, tissue paper, a plastic wrapper
rubber slippers, clay, 3 leaves
Do this:
1. Look through the cardboard tube.
2. Cover the other end with different materials one
at a time. Try a tissue paper, thick clothes,
rubber slippers, clay and 3 leaves.
Answer:
1. Described what happened to the light when you
cover the other end with different materials.
2. Did all the materials allow the light to pass
through?
3. What were the materials that did not allow the
light to pass through?
4. What do you call these materials?
b. Findings
1. No light passes through the piece of wood, book,
bag, thick box, thick clothes, cardboard, rubber
slippers, and clay. They are opaque materials.
3. Generalization
Describe what happens when an opaque material is in the
path of light.
How much light passes through an opaque material?
Concept:
The light may be absorbed or trapped when an opaque
material is in the path of light.
No light passes through an opaque materials.
4. Application
Activity 1. List some opaque materials that you see
around us.
Activity 2. Dramatization
Situation: Its Mothers birthday. You surprise her
with your gifts. You give her a red wallet. She does
not know it is a red wallet. Why?

III. Evaluation
Read the items below and write OM if the material is
opaque and X if not.
______ 1. Book
______ 2. Bottle
______ 3. Clay
______ 4. Desk
______ 5. Paper
IV.

Assignment
Do these at home with the help of your parents.

Find out why the earth is opaque.

You need: flashlight

(stands for the sun/moon)
ball
(stands for the earth)
Do this: 1. Focus the lighted flashlight on the ball.
Spin the ball once in a while.
2. Observe what happens to the light.
3. Does the light passes through the ball?

Objectives
1. Explain how a shadow is formed.
2. Describe the size of the shadow when the object is near of far.
3. Performed the activity on how a shadow is formed
I. Subject Matter
A. Topic: How shadows are formed
B. Science concept: A shadow is formed when the path of light is
blocked by an opaque
material.
C. Science Processes: Describing, Observing, Explaining, Inferring
D. References: BEC-PELC in Science 2.3.1
Science for Daily Use 3 pp. 191-193
Science watch 3 pp. 256-258
E. Materials: flashlight, book, pencil, bag
F. Value: Perseverance
II. Procedure
A. Preliminary Activities
1. Science news
2. Review
What colors make up white light
How can light be seperated
B. Lesson Proper
1. Motivation
Have you ever played on a moonlit night?
What is something black that seems to be chasing you wherever
you go?
2. Presentation
ACTIVITY
You need:
A lamp or a flashlight, book, pencil, bag
Do:
1. Darken a portion of the room. Shine the flashlight
towards a wall
2. Try to block the path of light with your palm.
3. Do the same with the other materials one at a time.
4. Put each object near and far from the source of light.
5. Observe carefully.
Answer:
1. What did you see when you block the lightrays with
your hand?
2. What can you say about the size of the shadow when you
put your hand near? When your hand is far?
3. Discussion/Analysis
What do you call the dark areas formed on the wall?
What happen tho the size of the shadow when the object is
near? When the object is far?
How do you clasify the objects you need that blocked the path
of light? (opaque material)
What is formed when the rays of light is blocked by an object?
4. Generalization
How are shadows formed?
What materials should you use to form a shadow?
5. Application
Guessing Game

5 pupils will be called to show their talents on shadow making

using their hands and fingers. Their classmates will tell what
shadow is formed.
III. Evaluation
Choose the leter of the correct answer.
1. When is a shadow smaller? When the object is ________________.
a. Near from the source of light.
b. Far from the source of light.
c. Not expose to light.
d. Bigger than the source of light.
2. When is a shadow formed?
a. When the object allows the light to pass three.
b. When the object blocks the light.
c. When the object gives off light.
d. When the object covers the whole light rays.
3. How does light travel?
a. In a straight line
c. in a curve line
b. In a broken line
d. in a zigzag line
4. Whats the color of the shadow?
a. Red
b. white
c. black
d. blue
5. What is formed when the path of light is block by an opaque
material?
a. ghost
b. shadow
c. light
d. picture
IV. Assignment
Make shadows using your hands, feet and fingers. Draw the form on
your notebook.

I. Objectives
1. Determine how a shadow is formed.
2. Describe the size of the shadow in the morning, noon and in the
afternoon.
3. Work cooperatively with a group.
II. Subject Matter
A. Topic: Forming shadow
B. Science concept: A shadow is dependent on the position of the
light rays striking on

opaque materials.
C. Science Processes: Observing, Inferring, Experimenting,
Describing.
D. References: BEC-PELC in Science 2.3.1
Science for Daily Use 3 pp. 191-193
Science watch 3 pp. 256-258
E. Materials: plants, opaque materials
F. Value: sportmaship
III. Procedure
A. Preliminary Activities
1. Science news
2. Review
Why are there different colors?
What are the colors of the spectrum?
B. Lesson Proper
1. Motivation
Let the pupils recite a poem about plants.
What are the plants that you see in the garden?
Name them.
2. Presentation
ACTIVITY
You need:
A potted plant
Do:
1. Place a potted plant about 3 feet high under the sun
2. Measure its height.
3. Measure the shadow cast by the plant in the morning,
at noon and in the afternoon.
Answer:
1. What is the measurement of the potted plant?
Record your findings. Copy the table.

Morning

Measurement (cm)
Noon
Afternoon

3. Discussion/Analysis
What do you call the dark areas formed on the ground? (shadow)
What kind of object did we use to form a shadow? (opaque
material)
What is the measurement of the shadow cast by the plant in the
morning? At noon? In the afternoon?
4. Generalization
How are shadows formed?

At what ime of the day does an object cast a long shadow? a

short shadow? why?
5. Application
Pupils will be divided into 3 groups. Each group will choose a
leader. They will analyze and interpret the pictures to be
given by the teacher. The leader will report on class what
they have seen and observe.
IV. Evaluation
Supply the missing word on the blank.
1. In the _______________ you cast a long shadow.
2.3. A ______________ is depend on the position of the light rays
striking on ____________ materials.
4. When the rays are planted, the shadows formed are
_____________________.
5. Light rays that strike overhead form short shadows.
V. Assignment
Why are ther no shadows in darkness? Give reasons

Objectives
1. Identify opaque, transparent and translucent materials.
2. Classify objects as opaque, transparent and translucent.
I. Subject Matter
A. Topic: Classifying objects
B. Science concept: Materials are classified into opaque,
transparent and translucent.
C. Science Processes: Classifying, Identifying, Naming
D. References: BEC-PELC in Science 2.3.2
Science and Health 3 pp. 174-178
Growing in Science and Health 3 pp. 154-158
Discover Science 3 p.183
Science Watch 3 pp. 247-250
E. Materials: real objects, set of letters
F. Value: Cooperation
II. Procedure
C. Preliminary Activities
1. Science news
2. Review
Divide the class into three groups
Each group will be given an envelope which has set of letters
inside. They will form a word based on the statement writtten
on the envelope. The group wholl get the incorrect answer
will render a Science song, poem or dance.
1. NASTNERRPA allow almost all the light to paas through
2. TSNRLECUANT - scatters light that passes through
3. EUQAPO do not allow light to pass through.
What value did you show in working with your group?
D. Lesson Proper
1. Motivation
What are the things that you can see around this classroom?
(children will write it on the board)
What can you say about those objects?

2. Presentation
ACTIVITY
Get:
A flashlight, colored cellophane, clear glass,
cardboard
Do:
1. Make the room dark.
2. Direct the light on a clear glass, colored cellophane
and cardboard.
3. Observe the ability of these materials in allowing
light to pass through.
Answer:
1. Can you see what is behind the clear glass, colored
cellophane, cardboard?
Copy the table and record your findings. Then check
the appropriate box.

Types of
materials

Amount of light that passes through

Much light
Some light
Little light
No light

3. Discussion/Analysis
Jellyfish organizer
Materials can be
classified into:
Transparent

Translucent

Opaque

4. Generalization
How do we classify an object when light strike it?
5. Application
A. Pupils will classify the words they have written on the
board into transparent, translucent or opaque.
B. Teacher will say a word. Raise your right hand if it is
transparent, left hand if it is translucent and both hands
if opaque.
Thin curtain (left)
Clear plastic bag (right)
Tinted glass (left)
Dictionary (both)
Chalkboard (both)

III. Evaluation
Write the words in the box in its proper column.
clear umbrella
steel
leather
black bag
clear plastic
thin fabric

thick towel
sand paper
Transparent

bond paper

Translucent

frosted glass

Opaque

IV. Assignment
How do you classify Earth? Explain you answer.

I. Objectives
1. Identify opaque materials
2. Cite examples of opaque materials.
II. Subject Matter
A. Topic: Identify opaque materials
B. Science concept: Opaque materials do not allow light to
pass through
C. Science Processes: Identifying, naming, observing
D. References: BEC-PELC in Science 3 2.3.2
Science and Health 3 pp. 174-178
Growing in Science and Health 3 pp. 154-158
Discover Science 3 p.183
Science watch 3 pp.247-250
E. Materials: different opaque materials
F. Value: Valuing things around you.
III. Procedure
A. Preliminary Activities
1. Science news
2. Review
How does light behave as it passes from a transparent material
to another?
What do you call the change in the direction of a light wave?
What is the important tool for controlling light?
B. Lesson Proper
1. Motivation
Look at the wall that surrounds us.
Can you describe it?
What is importance of having wall?
2. Presentation
ACTIVITY
You need:
A block of wood
Light (sun)
Do this:
Place the block of wood in the sun
Answer:
What happens to light when it strikes the block of
wood?

O
P
A
Q
U
E
M
3. Discussion/Analysis
A
T
E
Do not allow light to pass through
R
I
A
L
S

They absorb the light

Things behind them are not seen at all

Light may be trapped when it strikes a thick surface of an

object
What other objects can allow light to pass through?
What should you do with all the things around you
4. Generalization
What is opaque material?
5. Application
Teacher will show some words. Pupils will say YEAH if the word
is an opaque material and OWW if it is not.
1. Thick book (yeah)
2. Cellophane (oww)
3. Hollow block (yeah)
4. Leather shoes (yeah)
5. Thin shirt (oww)
6. Colored plastic (oww)
7. Crayons (yeah)
8. Clear glass (oww)
9. Plastic cover (oww)
10. Stell (yeah)
IV. Evaluation
Put a check () if the object is an opaque and cross (x) if not.
Write it on the blank.
_____1. Leather bag
_____2. Clear plastic
_____3. Ceramic flower vase
_____4. Plastic plate
_____5. Thick towel
V. Assignment
Write 5 examples of opaque materials

I. Objectives
1. Identify transparent and translucent materials.
2. Differentiate transparent and translucent materials.
II. Subject Matter
A. Topic: Identifying objectis
B. Science concept: Transparent materials allow the light to pass
through.
Translucent materials allow little light to pass
through.
C. Science Processes: Identifying, Observing
D. References: BEC-PELC 2.3.2

Science and Health 3 pp. 174-178

Growing in Science and Health 3 pp. 154-158
Discover Science 3 p.183
Science Watch 3 pp. 247-250
E. Materials: transparent and translucent materials
F. Value: Patience
III. Procedure
A. Preliminary Activities
1. Science news
2. Review
What are the effects of chemical substances on people?
Animals? Plants?
B. Lesson Proper
1. Motivation
Teacher will show a clear cellophane and a colored one.
Let the pupils compare the two.
2. Presentation
ACTIVITY
You need:
Cardboard tube, clear and colored cellophane
Do this:
1. Look through the cardboard tube.
2. Cover the other end with different materials one at a
time.
Answer:
Which object let most of the light pass through?
Which object let little amount of light pass through?

3. Discussion/Analysis

What materials allow almost all the light to pass through and
things behind them are seen clearly?

What materilas allow little amount of light pass through and

light is blurred?
4. Generalization
What is transparent object?
What is translucent object?
Differentiate transparent material and translucent material.
5. Application
Write to which the following objects belong.
clear glass
plastic plate
bond paper
platic cover
thin curtain
clear plastic

transparent

IV.

translucent

Evaluation

Write TP if the object is transparent and TL if the object is

translucent. Write your answer on the blank.
_____1.
_____2.
_____3.
_____4.
_____5.

Balloon
Clear container
Eye glasses
Plastic bottle
Japanese paper

V. Assignment
List down 5 examples of transparent and translucent materials.

I. OBJECTIVES
1. Describes what happens when light strikes a mirror
2. Appreciate Gods gift.
II.SUBJECT MATTER
B. Topic
C. Science Concept

D. Science Processes
E. References
F. Materials
G. Value

: Reflection of Light
: When light strikes a mirror, it
bounces off. This is called reflection
of light. The way light bounces off
mirrors is very much like the way a ball
bounces on hard smooth surface.
: Describing, observing
: BEC-PELC in Science III V.2.3.3
Science Watch 3 pp. 242-244
Science for Daily Use 3 pp. 183-186
: flashlight, mirror, ball, activity
card
: Appreciation to Gods gift.

III. Procedure
A. Preliminary Activity
1. Energizer: (Science Songs)
2. Health Inspection
3. Review:
Objects may be grouped as transparent, translucent, and
opaque. To which do the following objects belong?
Mirror, glass, plastic
cover, plastic plate, ceramic
flower vase, Japanese paper,
art paper, cling wrap plastic,
aluminum foil, crayons.

Trans-parent
objects

Trans-lucent
objects

opaque
objects

B. Lesson Proper
1. Motivation
Have you ever wondered why you can see your face in a
mirror? How do you look? Are you happy with what you see
in the mirror?
2. Presentation / Free Exploration /Activities
Activity 1
Material: A ball
Procedure:
1. Get a ball.
2. Ask two classmates to bounce the ball towards each other.
3. Observe the direction of the ball as it bounces from the thrower to the receiver,
and from the receiver to the thrower.
4. Observe the direction of the ball as it hits the floor. What do you notice about
the angle that the ball makes as it bounces?
Activity 2
Material: A flashlight
A mirror
Procedure:
1. Flash the light on a mirror
2. Observe. What happens to light when it strikes the mirror?
Discussion and Analysis
a. Let the pupils report their findings by group. Discuss
the answers in each question written in the activity
cards.
b. Teacher additional input

The way light bounces of mirrors is very much like the way a
ball bounces on hard smooth surfaces. You can throw a ball
at an angle and it will bounce off the floor at the same
angle away from you. Light reflects the same way off a
mirror. Light reflects from a mirror at the angle as it
arrives. Above, you can see light reflecting off a mirror.
The angle of the incoming light reflecting off a mirror. The
angle of the incoming light and the reflected light rays are
the same.
3. Generalization
Base from the activity we did, what happens when light
strikes mirror?
Concept:
When light strikes a mirror, it bounces off. This
is called reflection of light.
4. Application
What happens when light strikes a smooth surface?

IV. Evaluation
Draw the effect and explain.
What happens to light when it strikes a mirror?

I.

II.

III.

OBJECTIVES
1. Show evidence that light bends when it travels through
one material to another.
2. Observe cooperation in performing an activity.
SUBJECT MATTER
A. Topic: Refraction of Light
B. Science Concept: Refracting is the bending of light as it
passes from one substance to another. The light bends as
it goes down when it strike the substance.
C. Science Processes: Observing, demonstrating
D. References: BEC-PELC in Science III V. 2.3.4
Growing in Science and Health 3 pp. 163-165
Science for Daily Use 3 pp. 180-182
Science Watch 3 pp. 245-246
E. Materials: pencil, glass of water, flashlight, spoon,
activity cards,
F. Value: Cooperation
Procedure
A. Preliminary Activities

1. Science News
2. Review. Draw the effect and explain what happens to
light when it strikes a mirror.
______________________________________________________
______________________________________________________
______________________________________________________
B. Presentation
1. Show a picture. Ask: Can you tell why the object looks
broken?
2. Presentation
a. Group the class into 5.
b. Each group will be given different activity card and
different materials needed for the activities.
ACTIVITY CARD
I. Problem : How does light behave when it passes from
one substance or another?
II.Materials: spoon, water, drinking glass
III. Procedure:
1. Fill a drinking glass with water.
2. Place a spoon in the glass
3. Look at the spoon from many different position.
IV. Observation:
1. What have you observed.
3. Discussion
2. How does and
the Analysis
spoon appear?
The leader of each group will report their answer.
a.
1. How does the spoon appear in a glass of water?
2. Did you see how the spoon was broken?
3. Why do you think the spoon appeared broken in a
glass of water?
4. Is it really broken? Why?
5. How does light behave when passes from one
substance to another?
b. Ask them to remove the spoon, and then have it
dipped again in the glass of water.
c. Explain to the class that light bends when it
strikes a substance.
d. Let the class discover that if they look at the
sides of the glass the spoon appear to be broken
because it changes speed.
e. Tell-them that process is called refraction.
4. Generalization
a. What did you observed from the activity?
b. What happened to the spoon when placed in a halffilled glass of water? How did the spoon appear?
5. Application
Oral: Have the pupils explain, why does the coin appear
to be nearer the surface of water?

IV.

Evaluation

Which situation shows that refraction of light occurs? Check

() the picture.

1.

2.

4.

V.

3.

5.

Assignment
Study each pictures carefully. Then answer the questions

1. Why does the girls leg appear shorter

in water?

2. Why does the fish seem to be nearer the

surface of the water?

3. Which printed words appear nearer to the

boys eyes? Why?

4. Why does the coin appear to be nearer

the surface of the water?

I. OBJECTIVES
1. Conclude that sound is produced by things that vibrate.
2. Demonstrate ways to produce sound.
II.SUBJECT MATTER
B. Topic
: How Sound is Produced
C. Science Concept: A vibrating object produces sound. As the
vibration stops, the sound also stops.
D. Science Process: Observing, demonstrating,
drawing conclusion
E. References
: BEC PELC in Science III V.3, 3.1
F. Materials
: Ruler, fork and spoon, sticks, rubber,
book, 2 pencils, paper
G. Value
: Self-control (Practice self-control in
place where there are people.)
III. Procedure
A. Preliminary Activities
1. Science News/Songs
2. Review:
ACTIVITY
Draw the effect and explain.
What makes sounds?
What happens to a pencil when placed in a
What to use:
a half
filled
glass of
A slanting
piece of position
paper, a in
ruler,
fork
and spoon.
What towater?
do:
B.
1.1.
HoldMotivation
a piece of paper with two hands. Shake it.
a.
Like
light,
sound
isthe
a form
2. Put the
wooden
ruler
over
edge of
of energy.
a table. Hold one
is needed
to make
a Pluck
sound.the
Do extended
you
end of Energy
the ruler
with your
hand.
edge
with your
thumb.
wonder how sound is produced? Lets do so
3. Place your
fingers
on your
Say mmmm in a low
simple
activities
to throat.
find out.
tone.
Then,
get
a
partner.
Feel
your
partners throat as
2. Presentation
he/she says mmmm. You may also talk to each other. Make
sure you dont press hard on your partners throat. Just
hold your fingers straight.
4. Strike a fork with another utensil and bring it close to
your ear. What do you hear?
What have you found out?
a. What did you observe from the activity?
b. What will happen when objects move backward and forward
very fast?

c.How do we call the rapid back and forth movement

of objects?
d.What are the ways to produce sound?

3. Discussion/Analysis
a. What did you observe from the activity?
b. What will happen when objects move backward and
forward very fast?
c. How do we call the rapid back and forth movement of
objects?
d. What are the ways to produce a sound?
4. Generalization
1. When objects move backward and forward very fast they
vibrate.
2. The rapid back and forth movement of objects is called
vibration. A vibrating object produces sound.
3. There are many ways of producing sounds like plucking,
tapping, drumming, strumming, talking, humming,
shouting, etc.
5. Application
a. Read the group of words. Tap the desk thrice if sound
is produced. Wave your both hands if sound is not
produced.
______ 1. Plucking of the strings
______ 2. A bell on the table
______ 3. Tapping on the wall
______ 4. Chirping of a bird
______ 5. A drum on the floor
IV. Evaluation
Fill in the blanks with the correct answer. Choose your
answer in the box below.
1. When you beat a drum it produces sound because
something in the drum ___________
2. Annoying noise, barking of dogs, crying of cats,
ringing of telephone is example of ____________.
3. Sound is a form of ____________.
4. The back and forth movement of an object is called
____________.
5. The everyday sounds around us give us kinds of
_____________.
vibrate
sound
V.

I.

energy
information

vibration

Assignment
1. List five sounds you hear early in the morning.
Demonstrate them in the class.

OBJECTIVES
1. Demonstrate how loud and soft sound is produced.

2. Observe politeness and kindness in working with the

group.
II.

SUBJECT MATTER
A. Topic
:
B. Science Concept
:
on the intensity of
C. Science Processes :
D. References
:
E. Materials
:

Loud and Soft Sounds

The loudness/softness of sound depends
vibration.
Observing, demonstrating
BEC PELC in Science III V.3
a sound box, a block of wood, tuning
fork, sponge spoon
: Politeness and kindness during the
group activities

F. Value
III.

Procedure:
A. Preparatory Activity
1. Energizer:
zoom bah 3x
Zoom basa
Group 1: Guitar: ting! ting! ting! 3x
2: Violin: ing! Ing! Ing! 3x
3: Drum : boom! boom! Boom! 3x
4: Cymbal: clang! Clang! Clang! 3x
2. Review: Do the action listed under the Mini Test
column. Then complete the chart
Mini Test
1. knock on the
chalkboard.
2. Tap the desk
with a ruler
3. Ring a bell
4. say hello
to a friend
across the room.
5. beat the drum

Did you
hear a
sound

Ways to produce sound

Knocking

tapping

Ringing
Saying/talking/shouting

beating

B. Lesson Proper
1. Motivation:
Tell if it is loud or soft sound.
Whisper, roar of thunder, fireworks, ticking of a clock

2. Presentation

IV.

V.

ACTIVITY
Get: a sound box, a block of wood, tuning fork,
sponge, and spoon
Do:
1. Pluck the string of the sound box gently.
2. Observe how the strings vibrate.
3. Pluck the strings harder.
4. Observe the difference in loudness
5. Top the tuning fork on a wooden block.
6. Listen to the tuning fork.
7. Top the tuning for again and gently hold its
base into the different objects one at a time.
8. Compare the clarity of the sound you heard.
Answer:
1. What part of the sound box vibrate when you
plucked the string?
2. What did you notice when you plucked the string
harder?
3. What happened when you top the tuning fork
gently?
4. How did you work with the group?
3. Generalization
1. What sound is produced when the vibration is hard or
great?
2. What sound is produced when the vibration is low or
less?
Concept:
1. Loud sound is produced when the vibration is hard
strong and great.
2. Soft sound is produced when the vibration is slow or
less.
4. Application
With the use of your desktop, drum, whistle and bell
demonstrate how to produce loud and soft sound.
Write L if the sound produced is loud and S if it is soft.
______ 1. Whisper
______ 2. Fireworks
______ 3. Roar of thunder
______ 4. Bomb explosion
______ 5. Ticking of a clock
Assignment
1. Think of the sounds around you. Which sounds are loud
enough to annoy you? Which sounds make you want to cover
your ears?
2. You know that loud sounds are made by stronger vibrations
than soft sounds. The strengths of sounds are compared in
this chart.

I. OBJECTIVE
1. Demonstrate how high and low sound is produced.
2. Show cooperation and orderliness in performing the
activity.
II. SUBJECT MATTER
A. Topic
B. Science Concept

: High and Low Sounds

: When an object vibrates slowly, it
produced low sound.
When an object vibrates faster, it
produce high sound.
: Demonstrating, observing
: BEC PELC in Science III V.3.2
: wooden pencil, eight drinking glasses
: Cooperation

C. Science Processes
D. References
E. Materials
F. Value
III. Procedure
A. Preparatory Activities
1. Energizer: Song: DO RE ME
2. Review:
Through tapping of your desk, demonstrate how to
produce loud sound soft sound.
3. Checking of assignment
B. Lesson Proper
1. Motivation
How can you make high and low sounds?
Find out in our activity
2. Presentation
Activity
Materials : wooden pencil,
eight drinking glasses/bottles
of the same size with different
amount of water

Procedure:
1. Put the eight glasses on the table.

2. Strike each glass gently with a wooded pencil.

Listen carefully to each sound produced. What
do you observe? Do they all make a note of the
same pitch?
3. Discussion/Analysis
We can tell the difference between sounds by
listening carefully to whether it is a high or low
sound.
A low note has a low pitch.
A high note has a high pitch.
The pitch of a sound is the lowness or highness of
a sound. It is possible for a sound to be loud and high
or loud and low. A sound can be soft and high of soft
and low.
4. Generalization
1. What happens when an object vibrates slowly?
2. What happens when an object vibrates faster?
3. Does the pitch depend on the loudness of a sound?
Concept

IV.

V.

1. When an object vibrates slowly, the pitch of the

sound is low.
2. When an object vibrates faster, the pitch becomes
higher?
3. The pitch depends on the speed of the vibration.
5. Application
Can you tell why an ambulance, police car and fire
alarm have high-pitched sounds?
Evaluation
A. Fill in the blanks with the correct answers.
1. A high note has a _____ pitch.
2. A low note has a _____ pitch.
3. If an object vibrates fast, the pitch is _______.
4. If an object vibrates slowly, the pitch is _______.
5. Pitch is the ______ or ______ of a sound.
B. Write H if the object produces a high-pitched sound and
L if it produces a low-pitched sound.
______ 1. Drum
______ 2. Raindrops
______ 3. Fire alarm
______ 4. Ambulance
______ 5. Police car

Assignment
The animals and other objects listed in the table below
produces sounds we commonly hear. Check () whether the
sound produced is high-pitched or low-pitched.
Source of sound
1. Siren

High-pitched

Low-pitched

2.
3.
4.
5.
6.

Frog
Electric fan
Church bell
Bird
carabao