Lesson Plan for Science and Health III Third Grading

PELC V – 1 1. ENERGY
Introduction:
The speed of light changes when it travels into different materials. The materials may cause the light beam to change direction of travel or to refract. Light travels slower in water than in air and slower still in glass because water has more matter than air and glass is denser or more matter than water. I. Objective: Infer that light is needed to see objects. II. Subject Matter TOPIC: Light is needed to See Objects
A. Materials – old cartolina paper or cardboard, paper clip or stapler, pair of scissors

flashlight, candle, cardboard, cellophane, clear glass B. References – Explore and Discover 3, p. 208212 PELC V. 1. Growing with Science and Science Health TM pp. 134-142. C. Science Concepts: Light rays travel in a straight line. You see an object because there is light which the object returns or reflects to your eyes. D. Skills – observing, inferring, describing, comparing, experimenting E. Values – Environmental awareness and concern. F. New Words: refract III. Learning Activities A. Developmental Activities 1. Daily Routine 2. Loop a word – Finding the different sources of heat- upward, downward, diagonal, and vertical 3. Review/Recall/Warm-up Give some precautionary measure that can be applied to following situation. a. you spray insecticide to your room. b. a bottle of medicine in a cabinet has no label c. a bottle of chlorox at the table B. Lesson Proper 1. Motivation Why can you see an object? 2. Presentation We are going to find out on how light help us to see objects. 3. Lesson Proper a. Pre-activity • bringing out materials for the activity setting standards for group activity b. Activity Proper (using activity cards/chart) Problem: What happens when light strikes an object?

Encoders and Editors: Beverly M. Nuezca MT I, Bansud District, Chona Z. Leido MT I, Dominic Ocampo, MT II Baco District, Rosie Elena M. Robledo, Principal II, Bansud District 1

Lesson Plan for Science and Health III Third Grading ACTIVITY 1 A. Get: -old cartolina paper or cardboard, paper clip or stapler, pair of scissors B. Do: -1. Roll an old cartolina paper or cardboard into a tube. Staple the ends or fasten it with a paper clip. 2. Let it stand on your desk or table. Then, drop anything into the tube. 3. Peep through the open end to look at the material inside the tube. Do the same after dropping other materials. 4. This time, cut a hole near the bottom of the tube. Then, peep again through the tube. Observation: 1. Can you see the materials inside the tube when you peep at the open end? 2. After cutting a hole near the bottom of the tube, can you see them? Write down the materials you observed. 3. Why can you see them when there is a hole? 4. What passes through this hole? 4. Post Activity - 1. Reporting 2. Discussion 5. Generalization How can we able to see an object? 6. Application Get These: flashlight, candle, cardboard, cellophane, clear glass Activity 2 Do These: 1. Make the room dark. 2. Direct the light on a clear glass, cellophane, and cardboard. 3. Test the ability of these materials to allow light to pass through. Can you see what is behind the clear glass, cellophane, and cardboard? Does the light pass through the clear glass, cellophane, and cardboard? 4. Record your findings and complete this table. Check ( ) the appropriate box. Amount of Light That Passes Through Type of Material Much Light Glass (clear) Glass (frosted) cellophane cardboard

Some Light

Little Light

No Light

IV. Evaluation Choose the best answer: 1. Which of the following gives us light at daytime? A.moon C.stars B.sun D.planet 2. What is the main source of light in the city at night? A.electric light C.oil lamp B.candle light D.flashlight

Encoders and Editors: Beverly M. Nuezca MT I, Bansud District, Chona Z. Leido MT I, Dominic Ocampo, MT II Baco District, Rosie Elena M. Robledo, Principal II, Bansud District 2

Lesson Plan for Science and Health III Third Grading

3. When there’s “Brown out” what do you usually do to have light? A.light the stove B.light a piece of wood C.light a candle D.lampshade 4. Which gives us light at night time? A.clouds B.sun C.moon D.lamp 5. What happens when there is no light? A. Burglar can easily rob your house B. We cannot see objects C. We cannot work well D. We cannot sleep well at night V. Assignment: What are the sources of light? Prepared by: DOMINIC R. OCAMPO Master Teacher II Baco District

Encoders and Editors: Beverly M. Nuezca MT I, Bansud District, Chona Z. Leido MT I, Dominic Ocampo, MT II Baco District, Rosie Elena M. Robledo, Principal II, Bansud District

3 Lesson Plan for Science and Health III Third Grading

PELC V – 1 1. 1. ENERGY

Introduction:
The sun is the primary source of heat and light on Earth. All life on Earth depends on heat and light from the sun. Without the heat and light from the sun, no living things could exist on Earth. I. Objectives Identify source of light II. Subject Matter Sources of light A. Materials: Candle / lamp, matchsticks, flashlight, electric bulb charts, activity cards
B. References - Grade 3, PELC V.1.1

Science and Health 2, any science book C. Concept: Light comes from diff. sources. Sun is the primary source of light. Fire and electricity are the other sources of heat and eight. D. Values: Be careful in using / handling the materials. Cooperation in doing a group activity
E. Skills: Following instruction, observing, identifying, experimenting

III. Learning activities A. Daily routine - Science Drill Look at each picture. Then loop a word.

B. Recall - What is matter?

What are the three phases of matter? C. Motivation Close your eyes. Do you see something? Why?

Encoders and Editors: Beverly M. Nuezca MT I, Bansud District, Chona Z. Leido MT I, Dominic Ocampo, MT II Baco District, Rosie Elena M. Robledo, Principal II, Bansud District

4 Lesson Plan for Science and Health III Third Grading

flashlight w/batteries 3. Activity Proper . What does each source give off? F. III and IV B. Turn on the flashlight or an electric bulb. G. 1. All of the ff. moon d. W/c is the primary source of light? B. Evaluation Directions: Select the letter of the correct answer. fire c. electricity 3. E. What did the candle produce when you lighted it? 3. . what makes the surrounding bright? 2.Giving of instructions 2. Discussion Questions: 1. Pre – Activity . Electricity IV. At daytime. At night. Procedure 1. Reporting b. Application When you are in a dark place. Fire A. Which source makes the bulb light? b. Sky III.Be careful in handling the materials . a. I and II C. Lesson Proper 1. Generalization The sun is the primary source of light: fire and electricity are the other sources of light. Get out of the room. Bulb 2. What are the things you see? b. What help your eyes see objects under the sun? 2. all of the above a. b. IV. Get flashlight w/ batteries or electric bulb. Look around a.See activity cards / sheet . II only D. Sun b. Are sources of light except one. Post activity . a. Study the illustrations below. d.a. What are the other sources of eight? 4. What is produced when you turn on the flashlight? Where does it come from? 4. how many are your homes lighted? 3. matchsticks. how do you make the place bright? V. Presentation Now. we are going to study the sources of light.Activity proper Materials – candle. which is not? I.D. Sun II. c. Get a matchstick and light a candle. Valuing Carefulness in using / handling the materials cooperation in doing the group activity.

4. Look for an electric current. The planet gives off light B. Prepared by: LESLIE D. The sun gives off D. C. B. how do you make the place bright? A. Bansud District 5 Lesson Plan for Science and Health III Third Grading 5. Rosie Elena M. Wait for the sun to shine. The Boy Scouts went on a camping at the foot of the mountain. MT II Baco District. The moon gives off light. JAMILLA – T1 LOLITA A. C. RAPADA – T3 Pola District . None of the above. Chona Z. If you were the Boy Scout. Bansud District. The clouds disappear at night? Encoders and Editors: Beverly M. It was very dark at night. Nuezca MT I. Fire using firewood. Robledo. Why do we see objects clearly at daytime? A. Assignment Ask your parents on how did the ancient Filipino produced light. Leido MT I. V. Dominic Ocampo. D. Principal II.

candle. Daily Routine . Subject Matter Evidence that light travels in a straight line A. I. MT II Baco District. Chona Z. cardboard.Science drill Arrange the jumble letter to form the word correctly. we are going to study how light travels E. outward III. Rosie Elena M.283 miles per year. Leido MT I. Objectives: Show evidence that light travels in a straight line and outward in all direction. Materials: Flashlight. NEILS 2. VLSERTA 4. What are the other sources of light that you know? 3. observing . 2. Bansud District 6 Lesson Plan for Science and Health III Third Grading PELC V – 1 1. evidence. Bansud District. 1. Skills: following instruction. Principal II.Encoders and Editors: Beverly M. HILGT B. Concept: Light travel in a straight line D. Recall 1.2 Any Science Book C. Values: Cooperation with the group E. Nuezca MT I. Is light important to us? Why? C.Light is important to living things. sheet of paper B. Pre – Activity Read the direction carefully . Lesson Proper 1. Presentation . Dominic Ocampo. analysis. Learning Activities A. 1. Where does the moon get its light? 2. Today. II. GITRSATH 3. Robledo. describing F.Vacuum.1. Reference : PELC V. Motivation . Prerequisites . ENERGY Introduction: Light travels in straight lines in a vacuum at the speed of 186.Can we live without light? D.

1. Bansud District 7 Lesson Plan for Science and Health III Third Grading 4. In a circle c. 2. Dominic Ocampo. Which of the following diagrams show what happens to a ray of light that shines from a flashlight? 2. Bansud District. MT II Baco District. Nuezca MT I. tape 3. Light travels in a straight line. Look at the candle flame through the bent roll. Are their observation similar to you? 2. candle . Do you still see the candles light? Encoders and Editors: Beverly M. sheet of paper. Look at the candle flame through a roll of paper. Sheet of paper and tape What to do -Teacher will light a candle 1. What do these observation till about how light travel? F. Principal II. See actively sheet Materials: Flashlight . Now bend the roll of paper. in a broken line . G. Application Look at a tiny hole in the roof. Leido MT I. Evaluation: Select the letter of the correct answer. Generalization What evidence shows that light travels in a straight line and in all directions?. IV. Chona Z. Have you seen something? What do you think is it? The light rays falling on the floor from a tiny hole in the roof shows the rays of light are so straight. 1. Post Activity .Discussion Find out if other groups had the same observations as you did while looking at the flame through tube from different places in the room. cardboard . Move to a different spot and look at the candle flame through the roll of paper when the tube is straight and when it is bent. Rosie Elena M. Procedure What you need.- Follow the instruction correctly Participate actively with the group. Do you see its light? 2. Actively Proper: Evidence that light in a straight line . How does the light travel? a. Robledo.

Why can we see objects through a straight straw? A. Because light travel in a straight line C. Can rays of light pass through the big hole on the roof? c. Because light travel in 5. clear glass.1.a. In straight d. I. Which statement is true? A.Science News/Weather Report Science Drill – Spelling B. Draw a straight light on the board. C.3. Subject Matter Behavior of light A. 1. Science Processes: observing. Pre – requisite: Sources of Light III. because light travel in a round way B. Light travels outward D. Daily Routine . light travel in a broken line B.1 ENERGY Introduction: Different materials have different characteristics and have an ability on allowing light to pass through. describing F. Bansud District 8 Lesson Plan for Science and Health III Third Grading PELC V –1 1. plastic cover/envelope C. B. RAPADA – T-III LESLIE D. Prepared by: LOLITA A. because light travel in a zigzag C. Why can you see objects placed behind the cellophane and clear . What activities shows evidence that light travel in a straight line? A. MT II Baco District. Materials: clear bottle. Principal II. D. Nuezca MT I. Light travel in a curve path D. Objectives Describe that more light passes through translucent materials II. With the light in front of you. Assignment: Draw a sun and an arrow how light travel from the sun. Bansud District. 155 B. Robledo. Leido MT I. Dominic Ocampo. Recall/Review . identifying. 4. Values: Conserve light E. Science Concept: Light behaves in different ways as it strikes in different ways. Close the door and windows inside the room and put off all the lights.1 Growing with Science and Health pp. Reference: PELC V.b. hold the objet one a time and bring each near your face so as to cover your whole face. D. It can pass through materials that are transparent. Chona Z.3. Rosie Elena M. light travel in zigzag V. Why we cannot see objects behind a wall? b. in a curve line 3. JAMILLA – T-1 Encoders and Editors: Beverly M. Learning Activities A. Stand on one corner of the dark room and switch on the pen light toward the wall.

blocked C. Which is a transparent materials? A. picture frame C. absorbed D. Bansud District 9 Lesson Plan for Science and Health III Third Grading IV. Light can pass through materials which are____________________. When light strikes a clear bottle. The following are transparent materials. Is light very important to us? Why? F. Application Your teacher asked you to cover your new books. bend B.plastic? C. Motivation . Teacher wears eyeglass and ask. What helps us see thins around us? e. Ask: What object will I use for my eyes? D. The clear glass with juice can be seen because light ____________. glass window 3. 1. which are not? A. blackboard B. pass through B. clear eye glass V.a. bounce C. Nuezca MT I. Principal II. translucent D. Bansud District. Observe how the light behaves on each object. luminous B. Presentation . What materials will you use so that you can read the title of the book? Why? Encoders and Editors: Beverly M. bend 5. bottle. clear glass. light will ______________. Push on the flashlight. Rosie Elena M. Assignment List materials that are translucent. transparent 2. A. A. . pass through 4. Dominic Ocampo. chair D.Show a handkerchief and a reading eyeglass. Why did the light pass through? c. MT II Baco District. Generalization How does light behave on translucent materials? G. 2. What were the materials that allow light to pass through? d. Do you think I can see you? Why? b. Evaluation Direction: Read the following items below and choose the letter of the correct answers. What did you see on your hand when the light comes from the flashlight? b. Answer: What happened to the light? Why? What objects allowed light to pass through? E. Chona Z. opaque C. Leido MT I. book D. Activity Activity 1 Get: flashlight. Robledo. clear glass C. plastic cover/envelope DO: 1. Discussion/Analysis – a. A. Focus it on each material as you place your hand on the other side. plastic cover B. blocked D.

testing E.Transparent and translucent materials III. book . Skills . MT II Baco District.3. Nuezca MT I.Following instruction. These are called opaque materials.1. C. Rosie Elena M.1 ENERGY Introduction: Light is a form of energy that behaves differently when it strikes the surface of different kinds of objects. Robledo. Dominic Ocampo. I. Chona Z. II. Some materials block the transmission of light. blackboard etc flashlight.3. observing. Principal II. Objective Describe what happens when no light passes through opaque materials. Learning Activities A.Cyber Science 3 Science and Health Learning Experience 3 Any Science Book PELC V. Materials: wood .Encoders and Editors: Beverly M. Leido MT I. stone. Bansud District. describing. activity sheet B.1. Opaque materials absorb most of the light that strikes it.An opaque object does not allow light to pass through. Prerequisites . Unlock : opaque: ( Use of context clues) . Concept . References . It absorbs light D. The amount of light that can pass through depends upon the kind of natural it strikes. Subject Matter Light Passes Through Opaque Materials A. Bansud District 10 Lesson Plan for Science and Health III Third Grading PELC V –1 1.2.

Application Go around the classroom. Principal II. Bansud District. Shine the flashlight on some opaque materials inside the room. Nuezca MT I. wood. cardboard etc. book. Rosie Elena M. Reporting B. Observe how light behaves on each materials Answer the following questions 1.A. C. Discussion What do you call the materials that light did not pass through? How does light behave on these kind of materials? Encoders and Editors: Beverly M. Light can be seen 2. again. Motivation Say: Touch the objects inside the box and guess what is inside it: (The teacher will pass the box) D. How does light pass through the materials? a. Small amount of light passes through it d. What do you call these materials? 3. Choose the letter of the bet answer. Light does not pass through it c. MT II Baco District. Bansud District 11 Lesson Plan for Science and Health III Third Grading E.Turn on the flashlight Shine on a flashlight on each material. The cardboard is an example of an opaque material. Evaluation: Read the following sentences. Post Activity . F. Describe opaque materials. 1. Presentation • Present the activity sheet • Let the pupils 1 each group perform this simple activity Problem: How do opaque materials affect the passage of light? Materials: flashlight. Recall -Describe how light behaves when it strikes transparent and translucent materials. Robledo.Wood and hallow blocks are opaque materials. Light passes through it b. Leido MT I. they do not allow light to pass through. Chona Z. Dominic Ocampo. Generalization Describe how the light behaves when it strikes opaque materials. describe how the light behaves on each material. What happens when light strike an opaque objects? . B. What did you observe? Does light pass through the materials? 2. IV. Activity sheet Procedure: .

Light do not pass through d. Dominic Ocampo.1 ENERGY Introduction . No light c. Only little light can pass through it d. Light can pass through it c.a. Bansud District 12 Lesson Plan for Science and Health III Third Grading PELC V – 1. All of the light 4. It blocks the light. Assignment Draw an example of opaque materials. Robledo. MT II Baco District. How much light passed through an opaque materials? a. Prepared by: HILDA V. Bansud District. Small amount of light can be through d. Principal II. Nuezca MT I. What happened when light passes through a hollow block? a. Light pass through c. The light can be absorbed c. All light pass through V. Rosie Elena M. Chona Z. Small amount of light scattered 3. Leido MT I. Light cannot pass through it b. PADUA Grade III – NAUJAN EAST Encoders and Editors: Beverly M. Most of the light d. Small amount of light b. Little light pass through b. The light can pass through b.3. 5. Wood is an opaque materials because a.

Bansud District 13 Lesson Plan for Science and Health III Third Grading 1. The size of the shadow depends on the source of light. small or pencil 3.What do you call the dark areas formed on the cloth? 2. Discussion/Analysis Encoders and Editors: Beverly M. book. opaque III . What are the colors formed in a bond of prism? C. p.What happen to the size of the shadow when the object is near? When the object is far? 3. What can you say about the size of the shadow when you put the object near? When the object is far? 4. Switch on the flashlight. Value Focus: Cooperation F.Divide the class into 4 groups Giving Instructions 2. Rosie Elena M.Have you experienced playing outside during full moon? What is something black that follows or do whatever you do? D. white cloth.A shadow is simply an area that appears dark when the rays of light are blocked by an opaque object. MT II Baco District. Presentation: 1. Take down your observations.211-212 Science and Health Textbook for Grade III. Nuezca MT I. real objects C. What breaks down a beam of light into a different color? 2.Reference :PELC 1. 2.see activity card group 1-4 Materials.What is formed when the rays of light is blocked by an object? . Activity .a. Daily Routine . What do you call a bond of colors? 3. doll. 5. Procedure: 1. Put each object near and far from the source of light. Dominic Ocampo. Observe carefully and keenly. cardboard. I.Health Inspection Science News B. white cloth.3. Leido MT I.1 New Science and Health pp. Science Process: Observing. Reporting of their observations b. Chona Z. Robledo.Materials: Flashlight. Block the light ray with a piece of cardboard.175 B. Bansud District. Concept: A shadow is formed when the path light is blocked by opaque materials D. Post Activity . Pre-Activity . flashlight. Objective: Show and explain how a shadow is formed II. Learning Activities: A.1. Principal II. describing. What did you motive? 3. Motivation . Do the same with other materials one at a time. Subject Matter: Forming Shadow A. inferring E. Answer: 1. Let it strike a white cloth which is t on the wall. What did you see when you block the lightrays with a piece of cardboard? 2. Recall . Pre-requisites: Meaning of Shadow. 4. sunlight.

How does light travel? A. in a broken line D. One or two pupils will be called to show their talents in shadow making. feet and fingers make shadows and draw the form. The teacher will show examples. . Chona Z. C. Robledo. When is a shadow smaller? When the object is ____________________. By using your hands. Light D. When is a shadow formed? A. MT II Baco District. When the objects blocks the light C. Bigger than the source of light. Rosie Elena M. in a zigzag line 4. Blue 5. in a straight line C. B. Bansud District 14 Lesson Plan for Science and Health III Third Grading PELC V – 1. Bansud District. Guess what shadow is formed. When the object covers the whole light rays 3. Not expose to light. Evaluation: Choose the letter of the correct answer: 1. Ghost B. Prepared by: DOMINIC R. Shadow C. D. What is formed when the path of light is block by opaque materials? A. Principal II. Use your hands and fingers to make a shadow. Dominic Ocampo. Far from the source of light. Near from the source of light. Leido MT I. OCAMPO Master Teacher II Baco District Encoders and Editors: Beverly M. White C.1.1 ENERGY Introduction Materials differ in their ability to allow light to pass through. IV. Assignment: 1. Red B. When the object gives of light D. Generalization How is shadow formed? F.3. in a curve line B.E. Picture V. A. 2. When the object allows the light to pass through B. Black D. What’s the color of the shadow? A. Application: Let’s play. Nuezca MT I.

Encoders and Editors: Beverly M. cement. I.1 Growing with Science and Health 3 Tx pp. translucent and transparent. Posting of their observation . Translucent A.Object can be classified as opaque. leaf wood. tinted glass or colored cellophane. Chona Z. C.Giving instructions (Each group will be given the same activity) 2. Nuezca MT I.1. Learning Activities: A. 134 – 136 C. transparent and translucent D. Principal II. 154 – 158 Science and Health 3 TX pp.1. sunglass. skin paper colored cellophane . Motivation . Leido MT I. Allow some light to pass through opaque materials like wood cement. Materials: Clear plastics. Reference: PELC V. examples III. Concept: . Transparent materials like wax paper. Bansud District 15 Lesson Plan for Science and Health III Third Grading Transparent Translucent Opaque 3. transparent and translucent. Give examples of each. 1. Subject Matter: Classifying Objects as Opaque. Dominic Ocampo. Testing Meaning of opaque. Comparing. What is an opaque. Record your observation by writing the materials in their proper column. flashlight B. thick towel. Robledo. Recall . Do not allow light to pass through.Divide the class into 5 groups . frosted glass. transparent and translucent material? 2. Objectives: Classify objects as opaque. Post Activity a. book. they absorb most of the lights. II.Observing. reflect or let the light pass through. (EQUPOU) – Materials absorb light (ENTRAPSNATR) – Light passes through these materials (ENTACULSNATR) – Small of light passes through these materials. Activity Proper . MT II Baco District. thin fabric. Daily Drill Arrange the letters to get the words being described.Ask them if they can identify different materials as opaque. clear glass. Bansud District. transparent and translucent.1. B.3. Presentation . onion. D. Skills . Pre – Activity .See Activity Card Group I – V Materials : colored cellophane thin fabric wood book Thick towel onion skin paper cement Seen glasses clear plastic other thick Leaf . flashlight clear glass materials Procedure: Observe the ability of these materials to absorb. Transparent. Rosie Elena M.Transparent materials like clear glass or clear plastic allow almost all the light to pass through and things that are behind them are seen clearly.

Bansud District.3. cardboard. book c.3 ENERGY Introduction The speed of light changes when it travels into different materials. Application Directions: Write the following words under their proper column. The materials may cause the light beam to change direction of travel or to refract. MT II Baco District. still . Which of these materials will allow light to pass through? a. Discuss the findings about the activity What are the objects that belong to transparent. Because they are materials that allow – light to pass through b. Because they are materials that light can be seen clearly. According to their a ability to reflect light c. Bansud District 16 Lesson Plan for Science and Health III Third Grading PELC V – 1. What property of materials do the following have? Thin fabric sunglasses Colored cellophane a. How are you able to classify the following materials? Tinted glass. 1. Leido MT I.b. Transparent b. thin fabric and onion skin paper belong to translucent materials? a. metal c. transparent and translucent? F. Prepared by: Jennifer V. According to their ability to absorb light b. onion skin paper 3. cement .1. illustration board 4. Generalization How – did you classify the different materials under opaque. cement . Principal II. iron . shadow 2. mirror. frosted glass. wax paper b. . Which of the following objects absorb light? a. Because they absorb most of the light d. Why are colored cellophane. According to their ability to let the light pass through d. lumber . leathers. According to their physical characteristics V. Because all of the materials are light 5. metal . Evaluation: Choose the letter of the correct answer. Nuezca MT I. desk b. Opaque c. Gutierez Naujan West Encoders and Editors: Beverly M. Dominic Ocampo. clear plastics. Assignment: List different materials in your home and classify them according to their property. Rosie Elena M. thin fabric leaf d. Glass. Chona Z. Air Bond Paper Transparent Translucent Opaque Thick Towel Leather Steel Thin fabric Clear plastic Shiny clear plastics IV. capiz window a. Light travels slower in water than in air and slower still in glass because water has more matter than air and glass is denser or has more matter than water. Plywood . wood . glass . translucent and opaque materials? E. clear cellophane d. glass . Translucent d. c. Robledo.

1. spoon B. Bond paper 9.See activity card/sheet . flashlight Procedure 1. Look at the spoon at the level of the water. 1. Learning Activities A. Prerequisite: Meaning of refraction III. Recall .3. Subject Matter Refraction of light A. R if it reflects light. inferring.Growing \with Science and Health 3 Any science book PELC 1. mirror 6. Presentation 1. Ask: Can you tell why they look broken? Activity proper .Refraction is the bending of light as it travels from one material to another. References . Shiny clear plastic 3. Clear plastic 7. 163. Robledo. MT II Baco District. experimenting F. translucent and opaque materials? 2. thick towel 4. What is transparent. D. P if it allows light to pass through. Motivation . Let the light go through the glass. C. identifying . Light ways bend as they pass from one material to another. Lesson Proper Pre-Activity .3 C. Skills: observing . Switch on the flashlight. Shiny car 8. Objectives Show evidence that light bends when travels from one materials to another.Present the situation in ``Try and See’’ p. See how the lights travels. Concept . Values: appreciation for refraction of light E. Bansud District. Chona Z. II. Bansud District 17 Lesson Plan for Science and Health III Third Grading Post-Activity . 2.I. Thin fabric B. What do you observe? 3. Nuezca MT I. Leido MT I.Flashlight.materials: spoons. Rosie Elena M. Ask the class if they have seen the situation in real life. and C if it is combination of the three. Materials . Daily Routine Science Drill Write A if the materials absorb light. glass of water. Leather 10.Have you experienced swimming in the pool? D. Give examples of each material. Principal II. air 2. Dominic Ocampo. What did you discover? Encoders and Editors: Beverly M. (See on separate sheet). Put the spoon on the glass of water. Steel 5.1. glass of water.

b. c. What happened to the light rays as it travels from the air. Principal II. Nuezca MT I. 1. Why do you think the spoon appeared broken in a glass of water? It is really broken? Why? 4. When light rays reflect the different substances. How does the spoon appear in a glass of water? 2. How does light behave when it travels from one substance to another? E. How does refraction of light occur? a. Dominic Ocampo. MT II Baco District. to the pencil and to the water? a. Encoders and Editors: Beverly M. Did you see how the spoon was broken? 3. The light rays bent. Leido MT I. Robledo. Rosie Elena M.a. When light rays travel from one substance to another. Chona Z. Discussion Questions: 1. Bansud District. The light rays reflected c. Bansud District . b. The light rays were absorbed. Generalization Why does light bend as it travels from one substance to another? F. Reporting b. Application Why do the girls legs appear shorter in the water? G. Valuing Appreciation for the refraction of light IV. Evaluation Choose the letter of the correct answer. When light rays change the different substances 2.

Bansud District . What causes the bending of light? a. c. Chona Z. Bansud District.18 Lesson Plan for Science and Health III Third Grading 3. b. MT II Baco District. Robledo. Principal II. How did you finger appear in a glass of water? Prepared by: OLIVIA D. IV. Difference on the kind of material. Nuezca MT I. Scattering of light rays as they strike the object surface. Rosie Elena M. Difference in speed of light as they pass from one materials to another. Assignment: Let the pupils do the activity in their homes and answer their questions. Leido MT I. CAROLINO San Teodoro District Encoders and Editors: Beverly M. Dominic Ocampo.

green.4. White light consists seven colors: red. orange. New Words: III. MT II Baco District. Light consists red. Review – How light travels from one material to another? B. observing. Bansud District .1. Generalization What did you learn about the different colors of the light? F. 1.3. orange.4 ENERGY Introduction We see different colors around us. non-luminous C.105 Growing with Science and Health pp. Learning Activities A. identifying. blue. Rosie Elena M.3.yellow. Subject Matter The Different Colors of Light A.159-162 D. I. Observe the other side of the glass. Application In what another activity will you show the different colors of the light? Do these: Get: glass with water Do: 1. Materials: pan half filled with water. When ht strikes on transparent materials B. Show that lights consists of different colors 2. Science Concept: Light is a combination of colors. green. Evaluation Direction: Select the letter of the correct answer. Workbook in Science p. Nuezca MT I. What produces these colors? D. Place the glass with water where sunlight can pass through 2. blue. 105 . describing C. What did you on the other side of the glass? 2. B.19 Lesson Plan for Science and Health III Third Grading PELC V – 1.Group presentation of observation . When light strikes on opaque material D. References: PELC Grade 3. How can you see the different colors in light? A. Answer: 1.Do the activities in Growing Science and Health p 160 and Workbook Science and Health 3 pp. yellow. mirror and white paper E. . Principal II. Motivation: Do you see rainbow? Describe it.Analysis/Discussion – colors of light E. Leido MT I. V. Objectives 1. Bansud District. Robledo. Unlocking of difficulties – reflect.1.1. When light bends C. When light strikes on translucent materials light? Encoders and Editors: Beverly M. indigo and violet. Science Processes: demonstrating. some of the colors are absorbed and others are reflected. Dominic Ocampo. When white shines on something. indigo and violet. Identify the different colors of light II. Chona Z. What colors did you see as the light pass through the glass? IV. Presentation – Discover the different colors of white light.

orange. MT II Baco District. blue. beige. Robledo. yellow. Chona Z. Bansud District. black. Nuezca MT I. Dominic Ocampo. green. black. indigo. red. Rosie Elena M. Which are the different colors of light? A. Leido MT I. gray C. white. red. violet B. brown V. Principal II. Assignment How can you produce sound? Prepared by: NOREEN M.20 Lesson Plan for Science and Health III Third Grading 2. blue. brown D. Bansud District 21 . pink. pink. yellow. MANAO Master Teacher II Socorro District Encoders and Editors: Beverly M.

a girl beating a drum) What is produced in these activities? d. Stretch the rubber band around the book. Pluck the rubber band over each pencil. Robledo. Rosie Elena M. toys. Put the 2 pencils under the rubber band about 10 centimeters apart. Observe what happens with rubber band. DO: 1. 4. These molecules move about constantly. String the box with rubber bands in varying tightness. rubber bands. Leido MT I. The molecules transfer their energy to other molecules. 2. Subject Matter How Sound is Produced? Concept: Sounds are produced when things vibrate. and musical instruments Ask: What sound is produced by each object? b. bell or guitar string makes the molecules bounce back and forth. A fast vibrating source like the flapping fan. III.Lesson Plan for Science and Health III Third Grading PELC V – 2 2. testing. 166 Ask: Have you done these? ( girl strumming guitar. books DO: 1. Checking of Assignments c. 3. 166-168 PELC 2. Dominic Ocampo. Growing in Science and Health 3 Activity I Materials needed: rubber bands. Bansud District 22 Lesson Plan for Science and Health III Third Grading . describing. 2. MT II Baco District. Show different cut outs of animals. Present the pictures in ``Try and See’’ of text on pp. Presentation of the lesson a.1 Materials: rubber bands. they produce sounds. Nuezca MT I. Learning Activities a. Strum the box guitar in different frequencies and play some music. Do the activity on page 167 of Tx. 143-144 TX Growing with Science and Health 3 pp.shoe box. Recall – past lesson b. Chona Z. Science Processes: observing. Motivation a.1 ENERGY Introduction The air around us is composed of tiny molecules of different gases. Activity 2 Materials needed: 2 pencils. As the bump one another and pass on outward movement from the source. and demonstrating References: TM Growing With Science and Health 3 pp. shoe box. Bansud District. I. a boy playing a violin. Principal II. Objective Demonstrates ways to produce sound II. Encoders and Editors: Beverly M.

Prepared by: ARMIE A. MT II Baco District. Robledo. Beating of the drum 3. How did you produce sound with your box guitar? Book guitar? 3. Generalization How sound is produced? g. Evaluation Direction: Demonstrate the ways to produce sounds. GARIBAY Gloria District Encoders and Editors: Beverly M. How sound is produced? f. Clapping of hands 5. What is sound? 2. Principal II. The back and forth movement of an object is called ___________________. Nuezca MT I. Rosie Elena M. Strumming guitar 2. Discussion/ Analysis 1. Leido MT I. 2. Application Fill in the blanks with the correct answer. around us give us kinds of Information vibration sound IV. 1. Chona Z. Using hammer 4. 3. Bansud District 23 Lesson Plan for Science and Health III Third Grading . Bansud District. The sounds ______________________________.e. Assignment List down the importance of sounds. 1. Dominic Ocampo. Choose your answers in the box. Ringing the bell V._________________ is produced when things vibrate.

167 – 171 Science and Health pp. Values : appreciation of sound E. Motivation: . Ask what sounds they hear and what produces the sound? B. Principal II. II. P ost Activity . the drum and the trumpet? D. 2. too. Skills Describing . Some non living things make sounds. References : Grooving with Science and Health 3 p. Concept: The loudness of a sound depends on how strong it strikes our ears. Reporting b.2 ENERGY Introduction You hear sounds all around.Giving of instructions . fork . identifying F. Bansud District 24 .Weather News Science Drill Naming sounds The teacher will present different objects that produce sounds and call someone to guess the sounds being produce.PELC V – 2 2. Bansud District. Robledo.What is sound? C. Rosie Elena M. MT II Baco District. Ask the pupils to close their eyes and listen to the sounds around them. Daily Routine . Lesson Plan 1. E. Application: When you go to the market what are the different sounds you hear? H. classifying . Generalization How can you describe the sounds make by different objects? The loudness of a sound depends on how strong it strikes our ears. Pre – Activity . Valuing: Appreciation of sound Encoders and Editors: Beverly M. we are going to study the sound of different objects. Recall: . Leido MT I. Objective Describe the sounds made by different objects. whistle B. Living things make sounds. Materials : guitar . Dominic Ocampo. Activity Proper A. Subject Matter Sounds Made by Different Objects A.Strum a guitar and ask what it is produce? How about the piano.2 C. 3. Discussion Questions: 1. What are the different sounds that you hear? 2. Prerequisite: sound III. Have the pupils listen again as some pupils play come musical instruments.a. G. 181 – 182 PELC V. Learning Activities A . Chona Z. spoon . Presentation: Now.2. Nuezca MT I.Setting of standards 2. I. D. Describe the sounds of the different objects that you hear? F. Have the pupils identify the instruments or objects used. B.

There is a 5. The loudness of sounds is gone. Bell C. The loudness of sound is the same. There is a parade C. Evaluation: Direction: Choose the letter of the correct answer. what does it mean? A. 1. Pineda Pinamalayan West District . There is a fire D. C. guitar D. When you hear the ringing sound of the ambulance. Playing orchestra V. Drum B. What did you observe when you move away from the source of sounds? A.Lesson Plan for Science and Health III Third Grading IV. soft mellow touch music D. The loudness of sounds increases. noisy children inside the classroom Prepared by: Elizabeth J. Assignment: Collect pictures of materials that can produce soft and loud sound. The loudness of sounds decreases. Ringing bell B. The following objects produce soft sound Except One. A. D. B. Which of the following sounds is an unpleasant to hear? A. Which of the following objects produce loud sounds A. Whistle C. C. Bell 2. There is an emergency B. Drum B. whistle D. ticking clock 3. 4.

2. it produced louder sound. Describing F. Learning Activities: A.Science and Health pp. Looking at the wall 10. Robledo. 7. 167 -171 Any science book s PELC V.181-182 Grooving with Science and Health pp. A book on the table. I. A.Science update Health Habits Science Drill Let the pupils tell if there is sound produced in the following: using faces and Sad Faces 1. Materials : guitar . Bansud District. we hear soft sound. When an object vibrates faster. A girl on the table. The chirping of birds 6. Chona Z. Scrubbing the floor 9. The clapping of hands. Principal II. the sound is louder and when the object vibrates slower. II.Sound made to the force applied. hummer . vibrate III. If using lesser force. Comparing . Objectives Relate the sound made to the force applied and the characteristic of the vibrating object. Some sounds vibrates faster so we hear a very loud sound. Bouncing ball 1. Skills : observing . Which sound is loud and soft? . What is sound? 2. Sound is produced when things move back and forth or vibrate. 5. nail . References: .3 ENERGY Introduction We heard sounds all around. Give examples of sound 3. Daily Routine . Bansud District 25 Lesson Plan for Science and Health III Third Grading PELC V – 2 2. 4. A broom in the corner. A ringing bell.Encoders and Editors: Beverly M.2-3 C. and when object does not vibrate so much we heard a soft sound. D. Rosie Elena M. radio B. it produce soft sound and if more force applied. Concept: . 2. Leido MT I. Prerequisites: Force . Nuezca MT I.Values: Carefulness E. 8. Classifying . toy instrument. A boy talking 3. Subject Matter: Sound made to the Force Applied and the Characteristics of the Vibrating object. Dominic Ocampo. MT II Baco District.

Lesson Proper 1. Rosie Elena M. Motivation . Activity Proper Characteristics of vibrating sound by the force applied. Bansud District 26 Lesson Plan for Science and Health III Third Grading Group I Listen to a radio (music) 1. Principal II. Nuezca MT I.B. What is the sound produced? ______________ 2. Ask. How many heart beat you have counted off? __________ What can you say about its vibration? ____________ Have 1 minute jogging and 1 minute jumping. faster and louder. Bansud District. Strike the nail stronger with hammer. What is the sound produced?______________ Group III . Do you feel your throat made up and down? C. Talk slowly. Play the instruments with proper care. Count the heart beat. How many heart beat produced___________ What can you say about the vibrations? __________ Group IV . Encoders and Editors: Beverly M. we are going to know about the characteristics of the vibrating object made by the force. Switch on the radio in a lower volume and observe the sound.Count the heart beat before having an exercise. Strike the nail with hammer slowly. Turn to a higher volume and observe the sound. MT II Baco District. Chona Z. Pre – Activity Be careful in using the instruments. 2. Presentation Now. Leido MT I. Dominic Ocampo. What characteristics of sounds you heard? Group II .Place your fingers against throat. softly . D. What can you say about the sound produced? 2.Using hummer and nail 1. Robledo.Check the sound we need in different places Sound Soft Modulated Loud Slow Fast Playground Outdoor Classroom Mountain .

Dominic Ocampo. Humming of bees 4. When an object vibrates faster. When do you say that the sound is soft and loud? 2. Slower IV. Discussion Questions: 1. Faster III. Modulated sound B. Soft sound 3. Louder II. Which of the characteristics of vibrating sounds produce low force? A. Thunder . the sound is louder and when the object vibrates slower we hear soft sound. MT II Baco District. Softer A. Which sound describes louder? A. I. Whisper C . Encoders and Editors: Beverly M. Rosie Elena M. Leido MT I. IV C. More effort used the slower the sound is C. Irritating 2. Why different sound depends on the force applied? A. Loud sound C. II B.A. Chona Z. Fast C. 1. Application How does the sound in the classroom be produced that will not affect our sense of hearing? Why? G. Bansud District.1. Running water D. More force exert the lesser the sound B. Valuing Great care for the sense of hearing Select the best sounds for children. IV D. B. Evaluation Choose the letter with the correct answer. Slower B. Bansud District 27 Lesson Plan for Science and Health III Third Grading F. Generalization How sounds produce when force applied? Sound made to the force applied. Reporting B. What happens when we applied more force to an object? E. Nuezca MT I. When do you say that the sound is slower and faster? 3. I 5. Louder D. Stronger sound D. Which sounds show with lesser force? A. Principal II. Post Activity . The lesser the force the slower and soft sound produced. How does the heart beat of a person vibrates when he exerts more effort on his activity? I. Robledo. IV. Lesser force applied produced soft sound and more force produced louder sound.

Recall . whistle B. Bansud District 28 Lesson Plan for Science and Health III Third Grading PELC V –2 2. Dominic Ocampo. B. INIEGO Encoders and Editors: Beverly M. glasses. There is sound when there is vibration. V. tin cans. Unpleasant sound – let them hear unpleasant sound. describing . Concept . Motivation: . Subject Matter Sounds A.4 ENERGY Introduction Sound comes from matter that vibrates the back and the movement of matter that makes sound is called vibration. Rosie Elena M.Different objects make different sound. 183 Any Science Books PELC V 2.Ask pupils to close their eyes. Nuezca MT I. Leido MT I. community F.D. Skills : absorbing . Principal II. Assignment Bring musical instrument that you known to play. Learning Activities A. Values: Appreciation of pleasant sounds E. I. Chona Z. References: Science and Health series Grade III p. Daily Routine . Different objects make different sounds. Drop . Objective: Conclude that different objects make different sounds. spoon. Materials Leaf. Some sounds are pleasant while some sounds are not. Robledo. D.How sound is produced? C. Prerequisites: Meaning of pleasant and unpleasant sound III. Prepared by: ELENA S.2 C. II. MT II Baco District. The louder the sound the lesser the force applied.Unlocking: Pleasant sound – let the pupils hear pleasant sound. Bansud District.2.

D. It is full of many objects. Lesson Proper 1. C.How we are going to find out if sound produced by different objects? E. Nuezca MT I. It has different objects. B. Because different objects make different sound. Activity Proper – Do this by station make sound out of the given object. Bansud District. Big objects differ with sound they make. 4. Pre – Activity Distribute the materials.a) Reporting b) Discussions Questions: 1. Dominic Ocampo. A box with marbles. MT II Baco District. Look at the illustration Which of the ff. Application: Why is it that you can tell the objects through the sound they make? Encoders and Editors: Beverly M. Post Activity . C. Small objects differ in the sounds they make. Do they chance the same sound? 3. 2. Leido MT I. Ask pupils what to do while doing the activity. Generalization: What can you say about the sound makes by the different objects? G. what does this show? A. Because different objects make pleasant sound. Bansud District 29 Lesson Plan for Science and Health III Third Grading H. a) Can you make sound out of it? b) Is it pleasant or not which make a loud sound? Which are not? Station I – spoons Station III – tin cans Station V. a telephone rings and a clock ticks. Some objects differ in sound they make. Principal II. D. 3. Why? A. scissors. Evaluation: Read each item carefully and choose the letter of the correct answer? 1. D. D. A drum. Chona Z. Because different objects make loud sound. Why do you think the sound produced are different? F. would make more sounds? . Because different objects make soft sound. 2. C. Do all these objects make sound? 2. B. It is a big box. Robledo. Rosie Elena M. Presentation . B. notebooks and rulers fell to the floor and it made different sounds. It is a heavy box. Why does whistle sound is differ from the sound of a drum? A. Some objects are the same the sound they make. Values: Do you enjoy listening the pleasant sound around us? IV.glasses Station II – leaf Station IV – whistle 3.

chart B. Dominic Ocampo. C. stops the motion or changes the direction of a moving object. I & II V. 228-231. Bansud District 30 Lesson Plan for Science and Health III Third Grading PELC V – 3 ENERGY Introduction Force is needed to make something move. New Words: force. Motivation . Science Concepts: Force makes objects move and causes change in motion. Values – Application of force to produce motion. Materials – toy car. II. I. Assignment: Write 5 objects that make sounds Prepared by: MARLYN C. Growing with Science and Science and Health TM pp. Leido MT I. Principal II. marbles. formulating generalization E. Grade 3. 148-152. Chona Z. Preparatory Activities 1. Daily Routine 2. inertia.A. Forces can be balanced on unbalanced. Lesson Proper 1. Bansud District.3. References –PELC V. electricity or muscles. A force is a push or a pull that starts. D.What makes objects move? . II C. Robledo. Nuezca MT I. Explore and Discover 3. motion. Objectives: Explain how force makes objects move/cause change in motion. Subject Matter TOPIC: Force and Motion A. Skills – observing. I B. Unlocking of Difficulties 3. (2004). wind. hypothesizing. running water. Learning Activities A. activity card. Force comes from different sources like gravity. III D. Review/Recall/Warm-up B. MESIAS Victoria District Encoders and Editors: Beverly M. MT II Baco District. Rosie Elena M. The motion of an object is determined by forces acting on it. F. pp. acceleration III.

Get a partner and ask him to push the back part of the toy car with the same force as you do.2. Did they move? Why? 4. Make sure they are not moving. Do These: 1. Leido MT I. Bansud District 31 Lesson Plan for Science and Health III Third Grading 2. Tell him to apply more force in pushing the toy car. Post Activity What did you discover? Let the class discuss their findings. Bansud District. Did the toy car move? Why? • Encoders and Editors: Beverly M. Did the toy car move? Why? 3. (An object remains at rest unless a force is applied to it) . Lesson Proper (Developmental Activities) a. Guide them in formulating their generalization. Put the toy car and marbles on the ground. 2. Presentation . What makes it stay on your hand? Is there a force pulling it downward? 4. Dominic Ocampo. Chona Z. Nuezca MT I. Push the toy car and the marble. Stop the toy car and marble. Rosie Elena M. Activity Proper (using activity cards/chart) Let the class raise the problem. Did they stop? Why? 3. Did they move? Why? 3. MT II Baco District. Follow up Activity 1.Why objects move? Activity 1 Get These: toy car. Have them formulate hypothesis. Pre-activity • bringing out materials for the activity setting standards for group activity b. Observe the toy car and marbles. Hold the toy car on the palm of your hand. Principal II. marbles Do These: 1. Robledo.

to make an object moves a bigger force must be applied to overcome the force acting on it. (force) it moves (motion). Nuezca MT I. Robledo. The motion of an object is determined by forces acting on it. Evaluation Write A if you agree and D if you disagree. V. to make the object move. Chona Z. The force acting on the object and the force applied must be unbalanced. as in question 4 causes faster movement. An object increases in speed because of a force applied on it. _________4. Assignment Name 3 ways how you can change the position of objects. A small force applied on a small object will cause faster movement of the object than a big force applied on the same object. . Principal II. If the force applied to an object is lesser than the force exerted by the object. An object at rest will stay at rest. Generalization Force makes objects move. It can make non-living things move. 6. _________5. Prepared by: DOMINIC R. However. Leido MT I. OCAMPO Master Teacher II Baco District Encoders and Editors: Beverly M. IV. Dominic Ocampo.1 ENERGY Introduction A force is a push or a pull. _________2.5. Bansud District 32 Lesson Plan for Science and Health III Third Grading PELC V – 3 3. Rosie Elena M. Application Have the pupils cite examples that support the generalization. The motion of an object is determined by the force acting on it. MT II Baco District. Example: The book on the table remains at rest. _________3. the object will not move. A great force applied on the same small object. I. Objectives Demonstrate how force makes object move. when pushed. Bansud District. _________1.

marbles 3.toy car. Recall .1 Concept: Force is needed to make something move. 3. Skills: Following instruction. 1. Discussion 1. stops the motions or changes the direction of a moving objects. Did they move? b. Nuezca MT I. a. Why were the toy cart and marbles not moving at first? 2. describing E. Why did they move? 4. Push the marbles. Ask question about the picture. Value . Activity Proper : How force makes objects move .a. What makes objects move? . Motivation: Present a picture of children playing with a toy cart. Reporting b. Leido MT I. Bomb explosion B. marbles B. Sound of a fire truck 3. Make sure they are not moving.II.Science Drill Clap your hand once if what I say is a pleasant sound. D. A force is a push or a pull that starts. Daily Routine .1. b. pull III. 129 – 150 PELC V. Pull the toy cart. Pre – activity Giving of instructions 2.1. pp. Robledo. Put the toy cart and marbles on the ground. Roar of thunder 5. Music from a violin 2. a. Chirping of a bird 4. Prerequisites . Bansud District. Present a car picture of a being pushed by men. Observe the toy cart and marbles. What do you call push or pull? 4.Meaning of push. Clap your hand twice if it is unpleasant sound. Did they move? Why did they not move? Encoders and Editors: Beverly M. References: Cyber Science 3. Chona Z. Lesson Proper . Learning Activities: A. 266 Science and Health 3.3. observing. What do you call reflected sound? 2. p. D. Subject Matter How Force Makes Objects Move A. Materials: Toy cart.Application of force to produce motion E. demonstrating. Where can echo be produced? C. Dominic Ocampo. Post Activity . What did you do that made them move? 3. Principal II. Rosie Elena M. Bansud District 33 Lesson Plan for Science and Health III Third Grading 2. Procedure 1.See Activity Card / Sheet Materials . MT II Baco District.

Principal II. A force is a push or a pull that starts the motion. holding it C.2 ENERGY Introduction Some forces make things move. MT II Baco District. What will happen to the ball if they boy kicks it? a. Dominic Ocampo. Pushing it B. How can you bring a cart of coconuts from the barrio to the town easier? a. Nuezca MT I. Evaluation: Direction: Select the letter of the correct answer. Rosie Elena M. Let a carabao pull it b. magnetism. thunder 1. A. Licot Encoders and Editors: Beverly M. 1. Cut out picture showing force and motion. What will you do? G. Look at it B. . Gravity makes objects move towards the ground. Leido MT I. These are gravity. Application: You want to transfer the table one place of the room to another without lifting it. Valuing Application of force to produce motion IV. Violeta M. Bansud District 34 Lesson Plan for Science and Health III Third Grading PELC V – 3. stop rolling 2. 3. Prepared by: Mrs. electricity. sound C. Roll B. Let a man push it onward 3. How can you make a chair move? A. push it 4. Force V. Let a man pull it c. pulling it 5. Review today’ s lesson 2. Assignment B. Bansud District. Generalization: How does force makes an objects move? Force is needed to make something move. The following will make a cabinet move except one. bar it C. Robledo. wind and running water. Chona Z. What makes an objects move? A. remain in place C.E. F.

Motivation . II.. Daily Routine – Drills Identify which of following produce loud sounds a. Learning Activities A. Slowly pour water into the model & observe what happens.2 Science & Health Learning Experiences 3. make the bond paper reach the other side of the room observe what happens. Of wood .3. Lesson Proper 1. Answer the following questions: 1. table. Place bond paper on the floor Using fan.How do objects move? C. following instructions . plastic plate. What happened to the model? 4. Make a model of hill using sand in plastic plate. drum B. rubber band d. Pre – Activity . Subject Matter Forces and Motion A. magnetic / non magnetic materials. Materials – bond paper. What causes the model to erode? 5. giving instructions 2. Where does the force come from? 3. Objectives Demonstrate how different forces like wind. water. thumbtacks. gravity III. Prerequisites . ball B. References – Enjoying Science 3 ( Workbook) p. sitting standards for group activity . Concept – Wind. 135-140 C.Do you know what forces make the things around us more? D. bringing out materials . PELC V. 113-116. Do wind and water have force? . sand. E. pc. magnetic force.I. trumpet c. Values – Appreciation of things that make other objects move. water and magnets are same forces that make other things move D. Presentation . inferring. cart. rack salt. Cymbals b. card board. What makes the bond paper move? 2. water & magnet make other objects move. p.magnet. fan. Skills – observing . demonstrating F. Activity Proper – what forces make things move Procedure: Activity I a. magnet. Review . b.We are now going to find out what are these forces E.

What forces make the object move on the 1st – 2nd -3rd – 4th & 5th activity? 2. block the way of the car. Sand was deposited from one place to another. MT II Baco District. Answer: What happened to the car? What cause the car to stop? To change direction 4. hold the ball observe the level of the head Answer: What happened to the ball when you let it go? Where did it go? What causes the ball to go down? Activity 5 . Reporting /Reading the answers to question in every activity.a. Observe the movement of the salt d. Post Activity . Chona Z. gravity d. Pull the magnet under the bond paper & move in all directions c. Robledo. Leido MT I.Try to pull the table / cart and push it back to its original place. Water b. Bansud District. wind d. Which of the following attracts materials with iron & steel? a. gravity d. During floods. Repeat but this time. Push & pull b. 1. What are the forces that make the things move? G. Generalization 1. Magnets b. Bansud District 35 Lesson Plan for Science and Health III Third Grading Activity 2 a. to push or pull? Was it easier to push or pull alone or with classmate? Why? Activity 4 . Application Why are other materials not attracted to magnets? What do you call the materials that attract magnets? Valuing – Appreciation of forces that make things move IV.Encoders and Editors: Beverly M. Things always go downward. water 2.Allow a toy car to move forward. a. Principal II. Discussion What are the forces that make the materials move? F. Evaluation Circle the letter of the correct answer. magnetic force c.Hold the ball at the level of waist & let it go. other objects 3. Do the same procedure using thumbtacks Answer: What happened to the rock salt? Thumbtacks? What causes the movement? Where does the force come from? Do the magnets have the ability to make things move? Activity 3 . . This is so because of the force of . the topsoil was being removed and carried to other place through the force of __________________. wind c. Rosie Elena M. water 4. gravity c. Hat force made it possible/ a. b. Nuezca MT I. Answer: What cause the movement of the table? Cart? Which was easier to do. Dominic Ocampo. Using piece of wood. Scatter the rock salt in the bond paper b.

3 ENERGY Introduction The motion of an object is determined by forces acting on it. stop or change direction II. Rosie Elena M. 1. Reference: PELC 3. Leido MT I. Assignment: Direction: Write what force can make objects move. Chona Z. Science Concept: Force applied on a body determined speed and direction of its movement. Bansud District.3. water d. Pre-requisite – How force makes an objects move? III. observing. Force is a strength or energy exert. magnets . 172-176 B. I. recording. Let the pupils observe different objects at rest. Presentation A. Principal II. What will you do with the chairs and desks to make sure you have cleaned the room well? D. Robledo. Nuezca MT I. Materials: toy car. 3. banca 4. Science Processes: hypothesizing. Objective Demonstrate how force cause moving objects to speed up. gravity c. 148 TX: Growing with Science and Health 3 PP. nails 3. Motivation – If I`m going to let you clean our room. Recall – What makes object move? C. Ask: Can you describe their position? Are they moving? What can make them move? Can these things be moved fast? or steadily? or slower? . Gravity b. push & pull d. Bansud District 36 Lesson Plan for Science and Health III Third Grading PELC V – 3. slow down. Daily Routine – Science News/Weather Report Science drill – What makes a toy car move? B. balls C. tables. What force can be applicable for this? a. generalization E. wind 5. Water wheel 2. MT II Baco District. Dominic Ocampo. Values: Care for oneself F. marbles. Subject Matter Force and Motion A. floor polisher 5. cabinets. wind V. Transferring materials can be done easily if you’re not alone. D. Kite Encoders and Editors: Beverly M.a. desks.3 TM: Growing with Science and Health 3 PP. Learning Activities A. Push & pull b.

throw/scattered the marbles Answers: What happened to the marbles? Are they going up or down? What make them stop? Activity 2 Get: A pair of partner (a boy and a girl) and a ball DO: Throw the ball slowly to your partner. slow down.Activity 1 Get: marbles DO: From a higher position. Generalization What is needed to make moving objects faster? slowly? stop or change direction? G. Move slowly b. Throw the ball harder to your partner. MT II Baco District. How did you make it moves slowly? 3. How did you change its direction? 5. Assignment Make your own toy car. stop change direction? a. d. b. Answer: What happen to the ball that is slowly thrown? What happen to the ball that is thrown harder? Which is slower to reach to the other? a boy? or a girl? Which is faster to reach to the other? a boy? or a girl? Encoders and Editors: Beverly M. Stop c. Rosie Elena M. What is needed to make a moving object to change its direction? V. A toy car moves faster when it is pushed with greater force. Evaluation Direction: Pull the toy car while it is moving and answer the following questions. A toy car change its directions when another force is applied while it is moving. What force will you apply to make you fast? IV. Application Your mother asks you to clean up your guest room. . Change directions e. Move faster a. Apply different forces on it. F. Discussion/Analysis How can you make a toy car speed up. Dominic Ocampo. Bansud District 36 Lesson Plan for Science and Health III Third Grading E. Leido MT I. A toy car moves slowly when it is pushed with a lesser force. How did you make it stop? 4. A toy car stops when a force is applied on it. Chona Z. Nuezca MT I. Robledo. 1. Change directions d. c. because somebody is coming. How did you make the toy car moves faster? 2. Bansud District. Principal II.

Leido MT I. Chona Z.Initial Encoders and Editors: Beverly M. Bansud District 37 . Bansud District. Rosie Elena M. Dominic Ocampo. Principal II. MT II Baco District. Nuezca MT I. Robledo.

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