Science 3 Q3

PROTOTYPE AND
CONTEXTUALIZED
DAILY LESSON PLANS
IN GRADE 3 - SCIENCE
QUARTER 3
i
DAILY LESSON PLAN (DLP) DEVELOPMENT TEAM
A. Writers/ Demonstration Teachers:
Ana Lisa S. Austero

Iyvi Marie L. Buñag
Melanie B. Dulfo
Edna N. Espera
Edna N. Gerona
Pamela M. Lok
Mary Joyce T. Panganiban
Johnny T. Samino
Rhea SB. Samino
Peñafrancia M. Villaflor
B. Demonstration Teachers:
MARIA LOURDES R. VELARDE

ERWIN L. OROSA
JANICE B. OLUK
GRACE B. VILLARALBO
LHEA M. BANDELARIA
EMILIANO B. LORZANO JR.
C. Validators:
FREDERICK M. BALDO
SHEILA M. MONTERO
JULIET T. MOSCO
D. Editors:
Ma. Belen Q. Lurcha

Erwin V. Delos Reyes
ii
TABLE OF CONTENTS
Page
TITLE PAGE I
DEVELOPMENT TEAM Ii
TABLE OF CONTENTS Iii
QUARTER
3
WEEK 1
Day 1-4 1-5
Day 5 6-10
WEEK 2
Day 1 11-13
Day 2-3 14-17
Day 4-5 18-22
WEEK 3
Day 1-5 23-24
WEEK 4
Day 1-5 25-26
WEEK 5
Day 1-5 27-33
WEEK 6
Day 1-3 34-39
WEEK 7
Day 1-2 40-50
Day 3 51-56
Day 4 57-58
Day 5 59-60
WEEK 8
Day 1 61-62
Day 3 63-67
Day 4 68-74
Day 5 75-79
WEEK 9
Day 1 80-85
iii
iv
DAILY LESSON PLAN IN SCIENCE 3
School Grade Level THREE
Name Learning Area
SCIENCE
Time and Date Quarter
Q3W1D1-4
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of motion
of objects
B. Performance Standard The learners should be able to observe, describe,
and investigate the position and movement of things
around them
C. Learning The learner should be able to:

Competencies/Objectives  Describe the position of an object relative to
another object. (S3FE-IIIa-b-1)
II. CONTENT Describing the position of an object relative to
another object
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages pp.122-124
2.Learner’s Materials pp. 110-112
pages
3.Textbook pages Into the Future: Science and Health 2. Estrella,
Sonia V., et al. 1997. pp. 124-125.
4.Additional Materials
from Learning Resource
(LR portal)
B. Other Learning Pair of Bar Magnets; Plastic Ruler, 12 inches or
Recourses 30cm
IV. PROCEDURE
Engage
1. Tell the pupils to write the names of their
classmates seated in front, beside and
behind them.
2. Call 3 to 4 pupils to check if they have
identified their classmates correctly.
3. Tell the pupils that in describing the precise
position of an object, they should always
have a reference point/object.
4. Ask the class: What was your reference point
1
in identifying your classmate? (The pupils
should be able to tell that they were able to
identify their classmates with themselves as
the reference point.
Explore Activity: (Refer to LM, Activity)
 Let the pupils do Activity 1 individually first.

Give them 5 minutes to answer the activity.
 Let the pupils work in small groups preferably
composed of 5 members each.
 Tell the pupils to discuss their individual
answers with the group to come up with
group answers. Give them 5 minutes.
 Give each group 2-3 minutes to present their
answers.
 While each group is presenting, tabulate their
answers on the board as shown:
Activity 3.1 Groups

1 2 3 4 5 6
a. The book
is on ___ of
the ____.
b.
c.
d.
e.
 Tell the pupils to look at other groups' answers.
Ask the class if they have the same answers or
not. If there are different answers, refer back
(with your guidance) to the pictures so the class
can decide on the correct answer.
Let the pupils present their outputs.
2
Discussion:
Show the enlarged pictures (a to e) in Activity 1 and
ask the following questions:
 What is the reference object in describing the

position of the book? (The table serves as the
reference object in describing the position of the
book.)
Explain  What is the reference object in describing the
position of the ball? (The boy serves as the
ball)
position of the door? (The boy serves as the
Elaborate reference object in describing the position of the
door.)
position of the cat? (The table serves as the
cat.)
position of the balloon? (The table serves as the
balloon.)
 Why is it important to use a reference object in
describing the position of another? (It is
important to use a reference object to be able to
give the precise position of another object.)
 Draw out conclusions on describing the position
of an object based on the activity:
1. The position of an object can be determined by

locating its position relative to another object.
2. It is important to use a reference object to
describe the position of another object. It makes it
easy to locate and identify the said object.
Application:
Your friend is looking for you. How are you going to

tell him/her your location? Look at the map below as
a reference.
Guide the pupils in playing the game “Find Me”. The

game will be played as follow:
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1. Place 5 objects in different locations inside the
classroom (add more objects if there are more than
5 groups.
2. Write the name of each object on a piece of
paper.
3. Call the group leaders to pick one piece of paper
each.
4. Distribute ¼ lengthwise strip of bond paper to
each group.
5. Tell each group to describe the position of the
object that their leader had picked.
6. Refer to sample rubric below
Tell each group to bring a toy car for the next

activity.
Evaluate
Agreement
IV. REMARKS
Note: Lessons shall be covered in four days.

SCORING RUBRIC:
4
Level of Criteria Sample Answer
Performance
Excellent (5 1. The group used a reference The book is behind the
points) object and the correct adverb of bookshelf.
place to describe the position of the
object.
2. All members participated.
Very Good (4 1. The group used a reference The book is behind the
points) object and the correct adverb of bookshelf.
place to describe the position of the
object.
2. Some members participated.
Fair (3 points) The members participated but the The book is in front the
answer was incorrect, incomplete, bookshelf.
or unclear.
5
Name Learning Area
SCIENCE
Q3W1D5
V. OBJECTIVES
D. Content Standard The learners demonstrate understanding of motion
of objects
E. Performance Standard The learners should be able to observe, describe,
and investigate the position and movement of things
around them
F. Learning The learner should be able to:

Competencies/Objectives  Describe the position of an object relative to
another object. (S3FE-IIIa-b-1)
VI. CONTENT Describing the position of an object relative to
another object
VII. LEARNING
RESOURCES
C. References
1.Teacher’s Guide pages pp.122-124
2.Learner’s Materials pp. 110-112

pages
3.Textbook pages Into the Future: Science and Health 2. Estrella,
Sonia V., et al. 1997. pp. 124-125.
4.Additional Materials
(LR portal)
D. Other Learning Per group of 5 members: Cardboard box, one ant,
Recourses powder dye, pencil, timer
IV. PROCEDURE
Recall:
Engage
Ask: In describing the position of an object, why do
we have to identify a reference point?
Using the chair of one learner as reference point, let

his classmates identify one object in his south, north,
west and east areas.
6
Call another learner, let him identify one object
above the chalkboard and another object below the
chalkboard.
Record their responses in the board, this would

serve as springboard for the activity.
Object Position
_______ North of the chair
_______ South of the chair
Explore _______ West of the chair

_______ East of the chair
_______ Above the chalkboard
_______ Below the chalkboard
(Group of 5 members): In a cardboard box lined with

tissue paper, mark any point at which this would be
reference point of ant’s position. Dip the ant’s feet to
the powder dye. Position the ant to the marked
location in the cardboard. Trace the path made by
the ant as it moves away from the initial marked
position. Mark the position of the ant every 5
seconds as it moves in the cardboard. Do the
marking every 5 seconds for 30 seconds. Describe
the position of the ant on each marking.
Markings Position from the reference point

1 ________________________
2 ________________________
Explain 3 ________________________
4 ________________________
5 ________________________
Guide Questions:
1. What are the positions of the ant in reference
to the first mark?
2. How did you determine the position of the
ant?
Let the pupils present their outputs.
7
Elaborate
Discussion:

position of the ant? (the initial point as the
reference object in describing the position of
the ant)
 (Referring to the objects identified at the start
of the class) What is the reference object in
describing the position of the object? (the
learner serves as the reference object in
describing the position of the ball)
 Why is it important to use a reference object
in describing the position of another object?
(It is important to use a reference object to be
able to give the precise position of the
object.)
Describe the position of the shapes in the map. X is

the reference point.
Evaluate
Bring a ruler
Agreement
8
VIII. REMARKS
9
SCORING RUBRIC:
Level of Performance Criteria
Excellent (5 points) 1. The group used a reference object and the correct
direction to describe the position of the object.
2. All members participated.
Very Good (4 points) 1. The group used a reference object and the correct
direction to describe the position of the object.
2. Some members participated.
Fair (3 points) The members participated but the answer was

incorrect, incomplete, or unclear.
10
Name Learning Area
SCIENCE
Q3W2D1
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of motion of
objects
B. Performance Standard The learners should be able to observe, describe, and
investigate the position and movement of things around
them
C. Learning The learners should be able to:

Competencies/Objectives  Describe the location of an object after it has
moved. (S3FE-IIIa-b-1)
II. CONTENT Describing the location of an object after it has moved
III.LEARNING
RESOURCES
A. References
B. Teacher’s Guide pages pp.128-130
C. Learner’s Materials pp. 114-115

pages
D. Textbook pages
E. Additional Materials
(LR portal)
F. Other Learning
Recourses
IV. PROCEDURE
Engage
Let the learners get their map of the ant’s movement in the
previous activity.
Say: How do you describe the ant’s position in marked
location?
Say: In the next activity, we will describe the location of the

object after it has moved.
11
Explore We will use the same map of the ant’s movement you
have constructed in the previous activity.
Measure the distance of the marked positions in

centimeter from the reference point. Record the
measurements in the table similar to the one below:
Markings Position from the Distance from the

reference point reference point
6 _________________
____________
7 _________________
____________
8 _________________
____________
9 _________________
____________
10 _________________
____________
Explain
Guide Questions:
1. What is the location of the ant in mark 1? Mark 2?
Mark 3? Mark 4? Mark 5?
2. How do you describe the location of the ant in
different markings?
3. What are the two things to be considered in
describing the location of the object?
4. What is the difference between position and
location of an object?
Let each group present their outputs.
More discussion on describing the location of the object
Elaborate
How do we describe the location of the object?

Evaluate
Agreement
12
Bring toy car
V. REMARKS
13
SCIENCE III DAILY LESSON PLAN
Name Learning Area
SCIENCE
Q3W2D2-3
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of motion of objects
B. Performance The learners should be able to observe, describe, and

Standard investigate the position and movement of things around them

Competencies/  Describe the location of an object after it has moved.
Objectives (S3FE-IIIa-b-1)
II. CONTENT Describe the location of an object after it has moved
III.LEARNING
RESOURCES
E. References
1. Teacher’s Guide pp. 125-127
pages
2. Learner’s pp. 112-114
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR
portal)
F. Other Learning
Recourses
IV. PROCEDURE
Engage
Motivation/Presentation
5. Ask one pupil to walk from one location to another, then
ask:
 Did your classmate move?
 How did you know that your classmate has moved?
(The pupils should be able to tell that their classmate
has moved by describing his/her position relative to the
starting point or to another object.)
6. Show the class a meter stick. Discuss the unit
measurement to be used and how the measurement is
14
taken (small and large lines).
7. Measure the distance walked by the pupil from his/her
starting point to the point where he or she stopped. Call
a pupil to read the measurement. (Sample
measurement could be 100 centimeters or 100 cm; 1
meter or 1 m).
Explore
Activity: (Refer to LM, Activity)
 Let pupils work in groups, composed of 5 members
each.
 Let the pupils do Activity 2 (refer to the LM). Give them
10 minutes.
 Tell the groups to complete the table on the board.
Make sure that they write their answers in the row
assigned to their group.
Group Location How far Location Referenc

of the car did the of the toy e
before it two-car car after point/obj
was move? pushing ect in
pushed describin
g the
location
1
2
3
Note: Write an enlarged version of this table on the board. Add

more rows if there are more groups.
 Let each group report their answers to questions A to D.

 Check the answers of the group. Refer to the questions
in the activity.
Explain  If there are incorrect or different answers to questions a
and d, let the pupils analyze their answers and identify
where and how they made mistakes.
Discussion:
1. After checking their answers, ask the class:
 How do you know that an object has moved? (An object
has moved if it travels a distance from its reference
point.)
Elaborate  Why is it important to include the reference point in
describing the location of an object? (It is important to
15
include the reference point in describing how far an
object has moved to give an accurate description of its
location.
 Why is it important?
2. Show a picture of a road mark.

 Is this road mark important? Why? (Yes. It tells people
or car drivers how far they need to travel to reach the
indicated destination.)
Application:
Your best friend is going to celebrate his/her birthday. You are

invited to his/her home. Are you going to ride a tricycle if the
distance of his/her home to your home is 20m? Why?
Let the pupils do the assessment. The instruction are as

follows:
1. Show two pictures. (Picture A shows a class how the
same classroom while picture B shows the same
classroom after a day.)
2. Tell them to circle three objects that were moved from
their original location.
3. Describe the present location of the three objects you
circle in step 1. Write your answers in the table below:
Object Location
1
2
3
Evaluate
Instruct the class to draw on a short bond paper two objects

which show movements. Let them describe the location of the
objects after these had moved.
16
Agreement
IV. REMARKS
17
Name Learning Area

SCIENCE

Q3W2D4-5
I.OBJECTIVES
objects
investigate the position and movement of things around
them

Competencies/Objectives  Describe different ways to make objects move.
(S3FE-IIIa-b-1)
II. CONTENT Describing different ways to make objects
move
III.LEARNING
RESOURCES
A. References
B. Teacher’s Guide pages pp.128-130
C. Learner’s Materials pp. 114-115

pages
D. Textbook pages
E. Additional Materials
(LR portal)
F. Other Learning
Recourses
IV. PROCEDURE
A. Review
Engage
Ask the class the following:
8. How do you know that an object has moved? (If it
travels a distance from its reference point)
9. Why is it important to include the reference point in
describing the location of an object? (To show the
distance travelled by the object.)
B. Motivation/Presentation
 Let the pupils read the rhyme below:
18
What can you do with a ball?
Shoot, throw and make it roll
Come, let's play with my ball
It's so fun, I know how to dribble
 Ask: What words describe the movement of the ball

in the rhyme? (Shoot, throw, roll and dribble)
 Tell pupils that they will find out different ways of
making objects move.
Explore (Activity: Refer to LM, Activity 3)
 Let the pupils work in groups preferably composed

of 5 members each.
 Let the pupils do Activity 3. Give them 10 minutes.
 While the pupils are working, write or post an
enlarged version of Table 1 on the board.
 Give each group 2-3 minutes to present their
output.
 While a group is reporting, write on the table their
chosen objects and how they made each object
move. If the same object was used by other
groups, list their answers under the same
category.
 After the group presentation, call a pupil to
demonstrate how to move the object based on the
summarized answers on the board.
Table 3.1. Different Ways of Moving Different Objects
Object How Did I Make the Object Move?

Example: By pushing with my fingers
Eraser By lifting with my hand
Key
Ball
Book
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Let each group present their output.
Explain
Discussion:
1. Ask the class how many ways are there of making

objects listed in Table 1 move. Underline the words they
use (e.g., pushing, pulling, throwing, kicking, dropping,
etc.)
Elaborate
2. Ask the following questions:
a. What are the different ways of moving the different
objects?
b. What was the direction of the object when you pushed
it?
c. What was the direction of the object when you threw it?
d. What was the direction of the object when you tossed it?
e. What was the direction of the object when you kicked it?
f. Is the act of throwing, tossing, and kicking similar to that
of pushing? How?
f. What was the direction of the object when you pulled it?
g. What was the direction of the object when you dropped
it?
 Tell the class that when they make an object move,

they are actually either pushing it or pulling it. The
push or pull action is called force. When they push or
pull an object, whether it moves or not, they are
exerting force. Force can cause an object to move.
 Explain to the pupils the case of moving an object by
simply dropping or letting it fall. In this case, the pupil is
not exerting force. The pupil is simply removing his/her
20
hand that supports the object. So, what then makes it
move downward? Introduce gravity as a force that
pulls everything downward towards the center of the
earth.
 Explain also the case of making an object rotate. Is it
pushing or pulling? To make an object (like a pencil)
rotate, it is pushed on opposite sides.
 Ask the pupils to give examples of animals moving
objects. Show illustrations if available.
a. a carabao pulling a plow
b. a horse pulling a cart
c. an elephant lifting a trunk using its tusk
The concepts developed are as follows:

1. Pushing, pulling, tossing, dropping, kicking, and flipping
are some ways of making objects move.
2. Force is a push or a pull.
3. Force can cause an object to move
4. Animals can also move objects.
Application
Push or Pull?
1. getting a book
2. turning on the switch
3. dribbling a ball
4. wiping the windows
5. getting a chair
Tell the class to do the assessment:

1. List two tasks you do at home that involves
pushing.
2. List two tasks you do at home that involve pulling.
Instruct the class to draw or cut a picture of different ways

of moving a ball.
21
Evaluation
Agreement
V. REMARKS
Note: Lessons shall be covered in 2 days
22
School Grade: THREE
Teacher Learning Area: SCIENCE
Date / Time: Quarter: Q3W3D1-5
I OBJECTIVES
objects
investigate the position and movement of things
around them
C. Learning Competency/s: The learners should be able to:
 Identify things that can make objects move such
as people, water, wind, magnets.(S3FE-IIIc-d-2)
II CONTENT Identifying things that can make objects move such as
people, water, wind, magnets
A. References
1. Teacher’s Guide Pages 211-213
2. Learner’s Materials pages 176-177
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
Engage In the previous activity with the ant, how did the ant
change its location? (It moved as it walked away from
the initial position.)
How about objects that cannot move by themselves,

how could their location be changed? Give examples.
(Show video clips) Movement of objects

Explore
Day 1: through water
https://www.youtube.com/watch?v=UZvK9L5pSSk&featur
e=share
Day 2: through wind

https://www.youtube.com/watch?v=Qts_0W8ZJFI&featur
e=share
Day 3: through sound

https://ww.youtube.com/watch?v=01QJXvH_iQY&feature
=share
Day 4: through people, gravity and animals
23
https://www.youtube.com/watch?v=OjRnCS8pSYw&featur
e=share
Day 5: through magnet

https://www.youtube.com/watch?v=XvkEExdl-
w4&feature=share
Ask:
1. What things can make objects move as shown

Explain in each of the video clips?
Using the videos, discuss how objects can be moved

Elaborate by water, wind, sound, people, animals, gravity.
Identify and describe the best way by which objects

can be moved from one location to another under the
following situations:
Evaluate
1. Transporting goods from the mainland to a nearby
island resort.
2. Playing a kite
3. Plowing a rice field
V. REMARKS
24
School Grade: THREE
Date / Time: Quarter: Q3W4D1-5
I OBJECTIVES
D. Content Standard The learners demonstrate understanding of
motion of object
E. Performance Standard The learners should be able to observe, describe, and
investigate the position and movement of things
around them
F. Learning Competency/ The learners should be able to:
Objectives  Describe how people, animals, water, wind, sound,
magnets make objects move. (S3FE-IIIc-d-2)
 Influence other students to be concerned with their
environment.
 Appreciate the value of collective effort in
protecting the environment.
II CONTENT Describing how people, animals, water, wind, sound,

magnets make objects move
A. References
3. Text book pages
Learning Resources
B. Other Learning Resources Teaching aids, magnet, paper clips, fan ( electric fan)
IV. PROCEDURES
Preliminaries (5 min)
Engage Usual classroom management routines
Show a picture or a video clip of Traslacion

procession held in Naga City. Ask the pupils what is
the celebration all about. Ask them to describe the
activity. Let them emphasize the movement of the
“andas” carrying the images of Our Lady of
Peñafrancia and of the Divino Rostro from one place
to another. Ask how the “andas” is moved. What are
the ways done to give way for the image to pass?
What does other people do to be able get near the
Explore “andas”?
Activity 1.
Distribute to the pupils the following materials (at least
one for every three or four pupils) plate of sand, paper
clips, cut out papers, plastic bottle full of water,
powder in a balloon. Ask them to put the materials on
a flat surface. Ask them to move it in any manner they
wanted it to be moved. Ask also the pupils to describe
25
how they’d moved the materials. Accept and write all
answers in one column on the board.
Activity 2
After doing Activity 1, the pupils will be given the
following materials: magnet and fan. Ask them to use
the second set of materials on the previous items and
record their observation on second column on the
board. Let them try moving the powder by shouting
and clapping on to the balloon and pouring water on a
plate of sand.
Ask the pupils to describe how the first set of materials

Explain were moved and if the methods used were applicable
to all the materials. Ask them to identify the materials
moved by the second set of materials. Let them identify
the materials that were not affected.
From the responses, ask the pupils the following

Elaborate questions:
1. How would you describe the direction of the

movement of the materials as affected by the magnet?
By the fan?
2. What actions does it involve?
3. Which involved pushing and pulling actions?
Evaluate Describe what happened to the underlined objects as

affected by the other. Write answer only.
1. People pushing a parked car

2. Blowing a handful of face powder
3. Lifting a pail of water
4. Picking iron nails using a magnet
5. Shouting hard on the ear of a classmate
6. Flash flood on the houses
V. REMARKS
26
DAILY LESSON LOG IN SCIENCE 3
Name Learning Area SCIENCE 3
Time and Date Quarter Q3W5D1-5
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of
motion of objects.
B. Performance Standards The learners should be able to observe,

describe and investigate the position and
movement of things around them.
Competencies/Objectives  Describe the movements of objects such as:
fast/slow, forward/backward. (S3 FE-llIe-f-3)
II. CONTENT Describe The Movements Of Objects Such As:

Fast/Slow, Forward/Backward
References
1. Teacher’s Guide Pages TG, pages
2. Learner’s Materials LM, pages
pages
3. Textbook pages The New Science Links 3 ,
4. Additional Materials from meter stick, chalk, toys cars, pictures, charts
Learning Resource Portal
5. Other Learning
Resources
IV. PROCEDURE Learners
ENGAGE
A. Checking of Assignment
B. Review
Do you have toy car at home? How did you find
playing with it?
Sing the song:

Force
(Sing to the tune of “Mary Had a Little Lamb”)
Force is needed to make things move

Make things move (2x)
Force is a push or pull
27
The New Science Links 3

Ask: From the song,
 What makes objects move?
 How do we make objects move?
 How do we make objects move forward?
Backward?
 How do we make objects move fast?
Slow?
I have a small ball on the table. Observe what

will happen to the ball.
(The teacher will push the ball – to illustrate
forward movement or pull the ball to illustrate
backward movement)
Ask:
 In what direction did the ball move in the
first situation? (forward)
 What about in the second situation?
(backward)
EXPLORE Do this activity:
Group 1
Fast/Slow, Forward/Backward
 Let the pupils do the activity in two
groups
(Listen to the directions of the teacher
before doing the activity. Ask questions if
you are unsure of what to do.)
Procedure
 Label the toy cars as “1” and “2”.
 Mark a starting line on the floor.
 Put the two cars behind the starting
line.
 Measure 1 meter from the starting
line. Draw a line for the 1 meter
mark
28
 At the same time, lightly push one
toy car and the other toy car harder.
 Observe. Take note of your
observation.
Questions:
1. Which toy car reached the 1 meter line
first?
2. Why did it reach the 1-m line first?
3. What did you do to make the toy car roll
fast?
4. What did you do to make the toy car roll
slowly?
5. When you pushed the toy car, did it
move forward or backward?
EXPLAIN
Pupils will present the group output.
 Give the groups 10 minutes to do the

activity, and 10-15 minutes more to
discuss and write their report.
 Give the group 2-3 minutes to present
their answers to questions in the activity.
 Let the group check their work as you
discuss each questions.
ELABORATE
Refer to background information for the
discussion of the concepts.
1. If there are different answers, let the pupils
analyze their answers and identify the
source of their errors.
2. Ask the pupils to give a generalization of
what they have learned:
 The movement of objects can be
described as fast or slow and forward or
backward.
29
 To describe an object as fast or slow it
should be compared to another object.
The other object serves as the reference
point or reference object.
 The toy car described as fast was the
one pushed harder while the toy car
described as slow was the one pushed
lightly.
 Objects that can be stretched and
compressed are elastic.
 Force is applied in stretching and
compressing an object.
 To stretch an object, the object is pulled
apart. To compress an object, the object
is pushed towards its center.
Imaginary Story
Listen to the story:
You are inside a jeepney with your father.

Your dad starts the engine of the jeepney
and moves it forward. The jeepney is
running smoothly because the traffic is light
in the area. Suddenly, a cat crosses the
street. Your dad did not notice the cat until
the last minute. He steps on the brakes and
the jeepney stops abruptly.
Question:
 What would be the initial reaction of
your body when the jeepney
suddenly stops?
 Is the jeepney moving fast or slow?
 Is the jeepney moving forward or
backward?
 What protective gear should you use
while riding a jeepney?
EVALUATE Answer the following:
1. Describe the picture that shows moving

fast/slow. Write fast if it is moving fast, slow if
moving slow.
30
2. Describe the picture that shows an object
moving forward/backward. Write forward if it is
moving forward, backward if moving backward.
V. REMARKS
31
APPENDIX A
Objective: Describe the movements of objects such as: fast/slow,
forward/backward. (S3 FE-llIe-f-3)
Materials: meter stick, chalk, toys cars, pictures, charts
EVALUATION
Hilingon ang litrato. Iladawan kun nagpapahiling nin marikas o maluway an
hiro kan bagay. Isurat an Fast kun marikas, Slow kun maluway.
2. Iladawan kun nagpapahiling nin paatras o paabante na paghiro kan bagay.

Isurat an forward kun paabante , backward kun paatras.
(pinterest.com)
32
APPENDIX B
Scoring Rubric
PAMANTAYAN PUNTOS NAKUHANG PUNTOS
Lohikal ang 4
pagpapaliwanag batay
sa inilahad na mga
impormasyon.
Nakapagbibigay ng 3
sapat na impormasyong
susuporta sa
ipinapaliwanag na teorya
Maayos ang 3
isinagawang
presentasyon.
Kabuuang Puntos 10
33
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding
of motion of objects.
B. Performance Standards The learners should be able to observe,

describe and investigate the position and
movement of things around them
Competencies/Objectives  Describe the movements of objects
such stretching /compressing. (S3 FE-
llIe-f-3)
II. CONTENT Describe The Movements Of Objects
Such As: Stretching/Compressing
References
1.Teacher’s Guide Pages TG, pages
2.Learner’s Materials pages LM, pages
3.Textbook pages The New Science Links 3 ,
4.Additional Materials from Learning garter, colorful plastic slinky toy, chalk,
Resource Portal charts
5. Other Learning Resources Lazada.com.ph
ENGAGE
D. Checking of Assignment
E. Review
Do you have toy car at home? Did you try
playing with it? How did you find playing
with it?
Sing the song:

Force
(Sing to the tune of “Mary Had a Little
Lamb”)

34
The New Science Links 3

Ask: From the song,
 What makes objects move?
 How do we make objects move?
 How do we make objects move
forward? backward?
 How do we make objects move fast?
move slow?
EXPLORE
Do this activity:
Slinky Race
Procedure
 Each member of the group
should have colorful plastic
slinky toy.
 The group should position
themselves behind a
marked line.
(On a stair or ladder, stretch the slinky toy

using your fingers. Release it at the same
time.) e.g.
(lazada.com.ph)
Questions:
1. Which slinky toy reached the

finish line first? Why did it reach the 1
– m line first?
2. How did the slinky toy reach the
finish line?
35
3. What happens to the slinky when it
stretches?
4. What happens to the slinky when it
compresses?
5. Draw the appearance of stretched
slinky.
6. Draw the appearance of
compressed slinky.
EXPLAIN
A representative of each group will
present their output.
 Give the groups 10 minutes to do

the activity, and 10-15 minutes
more to discuss and write their
reports.
 Give the group 2-3 minutes to
present their answers to the
questions in the activity.
 Let the group check their work as
you discuss each questions.
ELABORATE
Refer to background information for the
discussion of the concepts.
3. If there are different answers, let the
pupils analyze their answers and
identify the source of their errors.
4. Ask the pupils to give a generalization
on what they have learned:
 Objects that can be stretched and
compressed are elastic.
 Force is applied in stretching and
compressing an object.
 To stretch an object, the object is
pulled apart. To compress an
object, the object is pushed
towards its center.
EVALUATE Answer the following:
Which of these objects can be stretched
and compressed?
(Note: Teacher will provide pictures or
illustrations)
___________rubber band
___________plastic rope
___________plastic ball
___________balloon
36
AGREEMENT
Draw an object which you can find at
. home that can be stretched.
Then, write below your drawing the

corresponding use of the object.
V. REMARKS
37
APPENDIX A
Objective: Describe the movements of objects such as: fast/slow,

forward/backward,
stretching/compressing. (S3 FE-llIe-f-3)
Materials: meter stick, garter, different colors rubber bands, chalk, toys cars,
pictures, charts
EVALUATION
Simbagan:
Hilingon ang litrato. Laagan nin tsek mark ( / ) kun nauunat, ekisan ( X ) kun nako
- compress an bagay.
___________ rubber band

___________ plastic rope
___________ steel wool
___________ dishwashing foam scrub
(lazada.com.ph)
38
APPENDIX B
Scoring Rubric
PAMANTAYAN PUNTOS NAKUHANG PUNTOS
Lohikal ang 4
pagpapaliwanag batay
sa inilahad na mga
impormasyon.
Nakapagbibigay ng 3
sapat na impormasyong
susuporta sa
ipinapaliwanag na teorya
Maayos ang 3
isinagawang
presentasyon.
Kabuuang Puntos 10
39
Name Learning Area SCIENCE
I. OBJECTIVES
sources and uses of light, sound, heat and
electricity.
B. Performance Standards The learners should be able to apply the
knowledge of the sources and uses of light,
sound, heat and electricity.
C. Learning Competencies/ The learners should be able to:
Objectives  Describe sources of light, sound, heat and
electricity. (S3 FE-llIg-h-4)
II. CONTENT
Describing Sources of Light, Sound, Heat And
Electricity. (1-2 Days)
References
1.Teacher’s Guide Pages TG, pages
2.Learner’s Materials pages LM, pages
3.Textbook pages Jumpstart Science K12 Grade3,The New
Science Links 3
4.Additional Materials from Pictures of objects that give off light, real objects
Learning Resource Portal may be used instead of pictures such as flashlight,
kerosene lamp, matches candle, light bulb, pictures
of lighted charcoal, sun, and moon
5. Other Learning Resources
ENGAGE
C. Checking of Assignment
D. Review
When there is power interruption/brownout,
what do you use in order to see things
around you? (flashlight, candle, kerosene
lamp)
EXPLORE Ask the class what they know about light. Let
the pupils do the KWL Chart.
Ask: Where does light, heat, sound and

electricity come from?
Let the pupils do these group activity:

Can you write or draw what you already know
about in the chart below?
40
What I What I Want to What I Learned
Know Know about About Heat,
about Heat, Sound, Sound, Light and
Heat, Light and Electricity
Sound, Electricity
Light and
Electricity
Group 1
Study the pictures carefully. Write the word

OK if the object is a source of light.
Otherwise, write the word Not.
Group 2
Color the objects that produce sounds. Cross

out (X) those that does not produce sounds.
Group 3
Draw a happy face if it is a source of heat

and sad face if not.
Group 4
The following are pictures of sources of

electricity. Draw a line to match the picture to
its name and its source of energy.
EXPLAIN
Then, the pupils will work in groups. They will
write in a manila paper their answers for the
activity.
Post on the board the manila paper of each

group. Give each group 3-5 minutes to present
their answers.
ELABORATE
Emphasize the following concepts.
41
 There are different things that give off
light.
 The Sun is the main source of light on
Earth.
 There are natural sources of light.
 There are artificial (man-made) sources
of light.
 There are things that look like sources of
light but are actually reflecting light only.
Examples: moon, disco/mirror/glitter
balls, burning wood, burning gas and
electrical equipment or appliances
 Sources of heat are things that give off
heat.
 The Sun is the main source of light and
heat on Earth.
 Sources of heat such as ovens and flat
irons are some other examples of
sources of heat.
Through the questions asked, the pupils should
be able to arrive at the following concepts:
 Sounds come from different sources.
 Different objects produce different
sounds.
 Animals produce different sounds.
Dogs: arf, arf/ aw, aw
Cat: meow
Cow: moo
 People can produce different sounds.
-Talk in different voices.
- Whistle
- Sing
- Hum
 Ask the following questions :
- What are the sources of electricity in
your home? (Battery, electric power station,
generator)
 Show some batteries. Ask the class
whether the batteries presented were
used up ones or not. Tell that batteries
produces electricity when both terminals
(positive and negative terminals) are
connected. Show a battery used in
flashlight to point the positive and
negative terminals.
42
 Explain how a power plant produces
electricity. Use an illustration.
 Guide the pupils in formulating these
concepts:
- Electricity may come from batteries
and electric power stations.
Equipment operate by using both
sources.
- Electrical devices or equipment in
the homes may operate using
battery or electricity from power
stations. Some electrical
EVALUATE
Analyze the pictures in each item and then tell
whether what is being depicted in the picture is
a source of light, heat, sound and electricity.
Write your answer on the blank space provided.
_________________
_________________
_________________
43
_________________
_________________
_________________
_________________
_________________
_________________
_________________
AGREEMENT What are the uses of light, heat,

sound and electricity in our daily
life?
V. REMARKS
44
APPENDIX A
Objective: Describe sources of light, sound, heat and electricity. (S3 FE-llIg-h-4)
Materials: Pictures of objects that give off light, real objects may be used instead of
pictures such as flashlight, kerosene lamp, matches candle, light bulb, pictures of lighted
charcoal, sun, and moon
GROUP 1
Isurat an tataramon na OK kun an bagay o object pinaghahalian nin liwanag.
NO kun dai pinaghahalian nin liwanag.
45
GROUP 2
Kulayan an object na nakakagibo nin tanog o sounds. Ekisan ( X) kun dai.
46
GROUP 3
Mag drowing nin happy face kun ang litrato pinaghahalian nin init.
Sad face kun dai.
47
GROUP 4
Hilingon ang litrato na pinagkukuanan nin electricity.Magdrowing nin linya sa
pangaran kan nasa litrato.
48
EVALUATION:
Iladawan kun an nasa litrato nagtatao nin: light, heat, sound and
electricity.
49
50
DAILY LESSON LOG IN SCIENCE
Time and Date Quarter Q3W7D3
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of sources
and uses of light, sound, heat and electricity.
B. Performance Standards The learners should be able to apply the knowledge

of the sources and uses of light, sound, heat and
electricity.
C. Learning Competencies/ The learners should be able to enumerate uses of
Objectives light, sound, heat and electricity. (S3FE-IIIi-j-3)
 Describe ways of using light properly.
II. CONTENT Proper Ways of Using Light

References
1.Teacher’s Guide Pages p. 149
2. Learner’s Materials pages pp. 128 – 129
3. Textbook pages K to 12 Science Links pp. 259 - 260
ENGAGE
The teacher will present pictures or video clips of
sources of light (sun, moon, fluorescent lamp,
candle, etc…)
What are the uses of light?
Does light cause harm to people and other living

things? How and why?
What are the proper ways of using light?

(The teacher may write the pupils’ answers on the
board.)
EXPLORE “Enjoying the Power of Light”
Divide the class into four groups.

Teacher will present and explain the rubrics for the
activity.
Group I – Situation:
 Your mother sends an errand to buy
cooking oil. It is 11:30 in the morning. The
51
sun shines very bright. What will you do to
protect yourself from too much light rays
coming from the sun?
Group II – Situation:
 You are about to answer your assignments
when a power interruption occurs. Will you
still continue answering your
assignments? What are the things you will
do if you are to continue doing your
assignments?
Group III – Situation:

 You are using candle every time there is
power interruption. What are some ways
you may advise to those people who also
use candle to avoid accidents or fire?
Group IV – Situation:
 Write a poem about the proper ways of
using light.
EXPLAIN Reporter of each group will present their outputs. The

class will analyze the outputs presented by each
group.
Guide Questions:
1. What are the proper ways of using light?

2. When and how does light cause harm to people or
other living things?
ELABORATE
(Go back to the previous answers given by the
pupils. Check or find out if they change their
answers or not. If yes, let them justify why they
change their answers.)
Class discussion about the proper ways of using

light.
(The teacher may show or present some
pictures / slide presentation about proper ways
of using light.)
Duerte family uses kerosene lamp at home as their

source of light at night. Patricio, the youngest in the
family, play with the kerosene lamp by repeatedly
passing the rolled paper over the fire. Was Patricio
using the light properly? Why?
52
What might happen if we use light improperly?
EVALUATE
Tell whether light is used properly or improperly.
Draw a star if it is proper and a sad face if it is not.
_____1. Justin used flashlight and point its light on his

brother’s eyes.
_____2. Ana turns off the light in the comfort room
after she used.
_____3. Monica placed the lighted candle on the table
beside their window with a long beautiful curtains.
_____4. Mang Andoy drove his car at night even if its
lights were damaged.
_____5.Traffic enforcers should use or wear light
reflectors.
Agreement:
What might happen if you use or drive a vehicle with
damaged lights? Why? Justify your answer.
V. REMARKS
53
APPENDIX A
SCIENCE 3
ACTIVITY SHEET
“Enjoying the Power of Light”
Objective: 1. Describe ways of using light properly.
Directions: Each group will be given a separate task:
Group I – Situation:
 Your mother sends an errand to buy cooking oil. It is 11:30 in the morning.
The sun shines very bright. What will you do to protect yourself from too
much light rays coming from the sun?
Group II – Situation:
 You are about to answer your assignments when a power interruption

occurs. Will you still continue answering your assignments? What are the
things you will do if you will continue doing your assignments?
Group III – Situation:
 You are using candle every time there is power interruption. What are some
ways you may advise to those people who also use candle to avoid
accidents or fire?
Group IV – Situation:
 Write a poem about the proper ways of using light.
54
SCIENCE 3
Name: ___________________________________ Gr. & Sec. ______________
Directions: Tell whether the light is used properly or improperly. Draw a star if it is
proper and a sad face if it is not.
_____1. Justin used flashlight and point its light on his brother’s eyes.
_____2. Ana turns off the light in the comfort room after she used.
_____3. Monica placed the lighted candle on the table beside their window with a long
beautiful curtains.
_____4. Mang Andoy drove his car at night even if its lights were damaged.
_____5. Traffic enforcers should use or wear light reflectors.
APPENDIX B SCORING RUBRICS

5 4 3 2 1
Reporting Organized Organized Organized Organized Not
and and but not but not organized
comprehen comprehensiv compre- compre- and not
sive e hensive hensive compre-
hensive
Good Good Not very

Good Good communicati communicati good
communicat communicatio on skills on skills communicati
ion skills n skills on skills
1 or 2 3 to 4
Learners 1 or 2 learners are learners are 5 or more
are learners are inattentive inattentive learners are
attentive inattentive inattentive
Neatness of Very neat Very neat and Very neat Neat with Neat with
output and paper paper not and paper some several
not crumpled, but slightly erasures, erasures,
crumpled, not well- crumpled, paper slightly paper slightly
well-written written but not well- crumpled, crumpled,
written not well- not well-
written written
Accuracy All answers 80 to 99% of 60 to 79% of 40 to 59% of 0 to 39% of
of answers are correct the answers the answers the answers the answers
are correct are correct are correct are correct
Participation
55
All group One group Two group Three group Four or more
members member is not members are members are group
are actively participating not not members are
participating participating participating not
participating
RUBRIC FOR THE GROUP ACTIVITY
Pamantayan 5 4.5 4 3.5 3

Mensahe Malinawon Malinaw / May malinaw Medyo may Bakong
ang klarado ang na parte, pero malinaw na malinaw an
mensaheng mensaheng igwa man parte, pero ipinapaabot
ipinapaabot sa ipinapaabot. parteng igwa man na mensahe.
nagdadangog bakong parteng
asin malinaw an bakong
nagdadalan. mensaheng malinaw an
ipinapaabot. ipinapaabot
na mensahe.
Pakikipag- An gabos na Igwang 1 o 2 Igwang 3 o 4 Kadaklan kan Mayong
ugnayan sa miyembro kan miyembro kan na miyembro mga nahaman o
grupo grupo grupo an dai kan grupo an miyembro dai naitao an
nakapagtao/ nakapagtao/ dai nakapagtao/ grupo.
nagheras nin nagheras nin nakapagtao/n nagheras nin
sadiring ideya sadiring ideya agheras nin sadiring ideya
manungod sa manungod sa sadiring ideya manungod sa
leksyon.. leksyon. manungod sa leksyon.
leksyon.
Pagkakabuo Tama asin Malinaw saka Igwang mga Bakong Bakong
pakarhay an pakarhay an parteng gayong malinaw saka
pagkasunod- pagkakaheras malinaw saka malinaw saka bakong
sunod kan kan parte man na bakong pakarhay an
impormasyon. impormasyon. bakong gayong pagkaheras
pakarhay. pakarhay. kan
impormasyon.
Kaayusan Nagin pakaray Nagin pakaray Igwang Igwang Magulo an
poon sa poon sa pakaray, igwa pakaray, igwa gabos na
kapinunan kapinunan man parteng man parteng miyembro kan
hanggang hanggang magulo kan magulo kan grupo poon
katapusan kan katapusan kan presentasyon presentasyon hanggang
presentasyon. presentasyon pero igwang 1 pero igwang 3 katapusan kan
pero igwang o 2 aki na dai o apat na akin presentasyon.
1 o 2 aki an nagtabang. a dai
dai nagtabang.
nagtabang.
56
I. OBJECTIVES
electricity
sound, heat and electricity
C. Learning The learners should be able to describe the
Competencies/Objectives sources of light and sound, heat and
electricity
(S3FE-IIIg-h-4)
 Describe the uses of heat
II. CONTENT Uses of Heat

References
1.Teacher’s Guide Pages Science 3 TG p. 151
2.Learner’s Materials pages Science 3 LM pp. 131-132
3.Textbook pages
4.Additional Materials from Learning
Resource Portal
ENGAGE Review: What are the sources of heat? How do

you describe these sources of heat?
What other things at home can give off heat?

Why is heat important to us?
Can you live without heat?
What are the uses of heat?
EXPLORE Let the pupils do the group activity on

Describing the Uses of Heat found in the LM
pages 131-132
Present the rubrics for the group presentation
Give each group 2-3 minutes to present their

answer.
57
EXPLAIN/ELABORATE Discuss answers to these questions using
pictures or video clips of the sources of heat.
-How do we use the heat coming from the
stove?
-What are the uses of the sun’s heat?
-How does the heat of an oven help us?
-Why do you think there are houses with
fireplaces?
What are some other uses of heat?
Why do some poultry raiders use electric bulb

in their chickens?
EVALUATE Match the sources of heat on the left with their

uses on the right.
__1. flat iron a. to cook food
__2. air pot b. to dry up hair
__3. blow dryer c. to press clothes
__4. hot spring d. help reduce stress
__5. fire e. to keep water warm for
hours
AGREEMENT List down other uses of heat as observed in the

community.
1.
2.
3.
V. REMARKS
58
I. OBJECTIVES
electricity


Competencies/Objectives sources of light and sound, heat and electricity
(S3FE-IIIg-h-4)
 Describe proper ways of handling hot
materials
II. CONTENT Safety in Using Heat

References
1.Teacher’s Guide Pages Science 3 TG p. 152
3.Textbook pages
Resource Portal
ENGAGE Conduct review on the uses of heat. (The

Teacher may show pictures of some sources of
heat then the pupils will describe their uses)
Tell the pupils that heat has many uses but they
must be careful in using it.
How should we handle hot materials? What are

some of the safety measures in using heat?
59
EXPLORE Ask pupils to do the group activity on Safety in
Using Heat (LM pages 133-134)
Present the rubric for the group presentation
Each group will present/explain their answers in

the activity.
EXPLAIN
ELABORATE Discuss answers to the following questions using

pictures or videos.
-Why is it important to use gloves or pot holder
when holding hot pots or pans?
-Why do we have to turn off the stove after
using it?
-Why is it not good to stay under the heat of
the sun?
-Should you touch hot objects with bare
hands? Why or Why not?
Why is it important to be careful in handling hot

objects?
What other safety tips in using sources of heat

can you give?
EVALUATE  Write down three (3) safety ways in hot or

heated materials
1.______________________________
2.______________________________
3.______________________________
Agreement  List down other uses of heat as observed

in the community.
1.
2.
3.
V. REMARKS
60
I. OBJECTIVES
electricity


Competencies/Objectives sources of light and sound, heat and
electricity
(S3FE-IIIg-h-4)
 Identify various sources of sound
II. CONTENT Sources of Sounds

References
1.Teacher’s Guide Pages Science 3 TG p. 153-154
3.Textbook pages
Resource Portal
ENGAGE Let the pupils play the Guessing Game. The

teacher will place objects in a pouch or box like
a bell, maracas, rubber duck or anything that
produces sound. Make each object produce
sound and then the pupils will guess what
object made the sound.
What objects can produce sound? What are

the different sources of sound?
61
EXPLORE Let the pupils do the group activity on
Identifying Various Sources of Sound found in
the LM pages 135-136
Present the rubric for the group presentation
Ask each group to present their outputs.
EXPLAIN/ELABORATE Discuss answers to the following questions:

-What are the different sounds that you
hear from the surroundings?
-Where do these sounds come from?
-What sounds were produced by animals?
-What sounds were produced by objects?
-Can people produce sounds?
What other objects in the surroundings can

produce sound?
(The teacher may use pictures or videos
showing other sources of sounds)
EVALUATE Where do the following sounds come from?

1. claps
2. beats
3. rings
4. tweets
5. music
Agreement Bring a whistle and a musical instrument.
V. REMARKS
Note: This is lesson is good for 2 days.
62
Name Learning SCIENCE 3
Area
I.OBJECTIVES
Content Standards Understand sources and uses of light, sound,
heat and electricity.
Performance Standards Apply the knowledge of the sources and uses
of light, heat, and, electricity.
Learning Competencies The learners should be able to:
/Objectives  Classify objects using battery or electricity.
(S3FE-IIIg-h-4)
II. CONTENT Classify objects that operate using battery or
electricity.
References
1.Teacher’s Guide pp. 160 – 161
Pages
Learner’s Materials pp. 142 – 143
pages
Textbook pages
Additional Materials
from Learning
Resource Portal
Other Learning Pictures or actual examples of different
Materials batteries (used in the following-computer,
electric fan, television, cellphone, toy car,
flashlight, radio), manila paper
PROCEDURE
ENGAGE
Checking of attendance and homework after
the recitation of morning prayers.
What are the uses of sounds?
What supplies electricity in your
homes?
Do you have appliances at home which
are operated both with battery and
electricity?
63
Present some pictures to the class and identify
each.
EXPLORE ACTIVITY : “Let’s Discover”

Divide the class into 3 groups. They will be
given set of pictures of appliances used at
home. Let the pupils classify objects that
operate using battery or using electricity,
Ask: Which among these appliances are

battery operated and which are plugged in to
outlets?
Fill-out the table below.
Battery Plug in Battery &

operated electrical plug in
outlet electrical
outlet
64
EXPLAIN Ask a representative of each group to give a
report of their answers.
How did you find the activity?

How did you group the objects/appliances?
What objects use batteries as source of
electricity?
Which objects must be plugged first to electrical
outlets to be useful?
What are some of the objects that you use in
your daily activities that need electricity?
ELABORATE Let pupil put on batteries on a flashlight, switch

on and observe.
Let it be plugged in to the outlet after removing
the battery.
(A pupil may use a flashlight that can be battery

operated and can be plugged to the outlet.)
Did the flashlight work?
What are the appliances/ objects can be

plugged in outlets and can operate using
batteries? Name them.
EVALUATE
Write T if the statement is true, and F, if it is
false.
___ 1. Television can be battery operated.
___ 2. Mobile phones can be charged in
electricity.
___ 3. Radio can be plugged in outlets only.
___4. Electric fans can both be battery operated
and plugged in outlets.
65
___ 5. Flashlight cannot be charged with
electricity.
Isurat an T kun Tama an pangungusap saka

M kun
mali.
___ 1. An telebisyon nag aandar kun
nagagamit nin
bateriya.
___ 2. An cellphone pigkokonektar sa
kuryente para
mag charge.
___ 3. Nag aandar lang an radyo kun
ikinokonektar sa
kuryente.
___ 4. An bentilador pwedeng mapaandar
gamit an
bateriya saka kuryente.
___ 5. Dai pwedeng i-charge an flashlight sa
kuryente.
AGREEMENT Draw your own appliances at home. Identify

if it is battery operated or can be plug in to
outlets.
66
APPENDIX A
SCORING RUBRIC
POINTS INDICATORS
5 Clean and with parents signature and not more than 1 error.
4 Clean, without parent signature, with 3 – 4 errors.
3 Not clean without parents signature, with more than 5 errors
2 Incomplete assignment, with or without parents.
1 No assignment notebook.
APPENDIX B:
Title of Activity: “Let’s Discover”
Objective: Classify objects that operates using battery or when plugged in

Materials: Pictures/ realia of computer, cellphone, electric fan, flashlight,
television, electric oven, radio, hair blower, remote control,
refrigerator, water heater, cctv, or any available pictures
Procedure: Hilingon an mga litrato. Arin digdi an nag aandar kun naggagamit
nin baterya, pigkokonektar sa kuryente o pareho? Grupuhon an mga bagay sa
table sa ibaba.
Bateriya Kuryente Bateriya saka kuryente
67

I. OBJECTIVES
• Content Standards Sources and uses of light, sound, heat and electricity.
• Performance Standards The learners should be able to apply the knowledge of the
sources and uses of light, heat, and, electricity.
• Learning The learners should be able to:
Competencies/Objectives  Identify various sources of electricity. (S3FE-IIIg-h-
4)
II. CONTENT Sources of electricity
References
1.Teacher’s Guide Pages pp. 160
• Learner’s Materials pp. 142 – 143

pages
• Textbook pages pp. 260 – 266 Cyber Science. Rex (Worktext in Science and
Technology) Author: Hayda M. Villona, Ph.D.
• Additional Materials from

• Other Learning Materials Pictures or actual examples of different batteries (used in the
following: computer, electric fan, television, cellphone, toy
car, flashlight, radio), manila paper
IV. PROCEDURE
ENGAGE Checking of attendance and homework after the recitation of

morning prayers.
 How do you sleep during nighttime?
 What do you use to have a sound sleep?
 Do you think you can sleep without an electric fan or
aircon?
 Why?
68
Ask: What supplies electricity in your homes?
Show these different pictures below.
 Where do you usually find them?
 Can you identify them?
 Choose from the words below:
a. Electrical switch b. Electrical

lamp
c. Electrical outlet d. Electrical
post
1.________
2. ____________
3.____________ 4. ___________
EXPLORE Group Activity “ Switch on or Put on”
Two groups of pupils will be given set of pictures to talk about.
Group 1. Let them identify the sources of electricity of the objects in
the pictures.
A. Batteries B. Power plants C. Fuels
_____ _____ _____ _____
Group 2. Complete the concept map.
69
Sources of Electricity
Renewable Nonrenewable
EXPLAIN Ask:
 What are the sources of electricity?
 Can you name other common objects that use
batteries?
 Do you know how a flashlight works?
 What form of energy does it use?
 Name other electrical devices at home that use
electric current from power plants instead of
batteries?
 Name other objects that use fuels such as gasoline
and petroleum that are converted to electricity.
Use a video how a power plant produces electricity.

(Youtube: Energy 101: Electricity Generation)
energynownews or Albay Geothermal Energy Cruz dela
Cruz Ong
https://www.youtube.com/watch?v=R2XRA1yF8X1
ELABORATE
Where is the starting point of the flow of electric current?
What are the most common and widely used sources of
electricity?
How does it flows?
Can we touch bare wires? Why?
Can you differentiate renewable and nonrenewable

resources?
What are solar energy?
Do you think they can also produce electricity?
.
How do you cook rice without using a rice cooker?
What are the sources of electricity?
Lead the pupils in formulating these concepts:

1. Electricity may come from batteries and an
electric power station.
70
2. Electrical devices or equipment in the homes may
operate using batteries or electricity from power
stations. Some electrical equipment operates by
using both sources
EVALUATE
Write True if the concept is correct and False if it is incorrect.
__ 1. Firewood is the cheapest source of energy.
___2. Electricity can be produced from batteries.
___3. The sun is a renewable source of energy.
___4. Electric current flows through wires to our houses.
___5. Solar panels are used to change wind energy to
electricity.
Isurat an Tama kun an konseptong sinasabi ay tama, saka

Mali kun sala an konsepto.
____ 1. An kahoy na panggatong an pinakabaratong

enerhiya.
____ 2. Puwedeng maghale sa bateriya an elektrisidad/
enerhiya
____ 3. An saldang ay sarong renewable source nin
enerhiya.
____ 4. An supply kan kuryente sa satuyang harong
pinapaagi sa kable o mga wire.
____ 5. Ginigibong enerhiya kan solar panel an duros para
maging kuryente.
Agreement 1. Conduct a research on this topic: Hydroelectric

Power Plants in the Philippines. Make a shart of
names of the different hydroelectric power plants
that provide electricity in Luzon. Opposite the
names of the power plants, write the places where
they are found. Report your research to the class.
2. Interview an adult in the family about the electrical
devices that consume too much electricity. Find
out how you can help lessen the consumption of
electricity at home.
Rubrics in Assignment
Indicators
Points
5 Clean and with parent’s
signature, not more than 1 error
4 Clean, without parent signature,
with 3-4 errors
71
3 Not clean, without parent’s
signature, with more than 5
errors
2 Incomplete assignment, with or
without parent’s signature
1 No assignment notebook
REMARKS
72
APPENDIX A
Internet Sources
Images:
Electrical outlet: wiseGeek.com
Night Lamp:
Electric Service Post:
Switch:
Flashlight:
Motorcycle:
Electric Fan
Laptop
Video: Youtube: Energy 101: Electricity Generation) energynownews on Albay Geothermal Energy
Cruz dela Cruz Ong https://www.youtube.com/watch?v=R2XRA1yF8X1
73
APPENDIX B Activity
Title of Activity
“Switch on or Put on?”
OBJECTIVE: Identify various sources of electricity
MATERIALS: real objects or pictures of batteries, flashlight, electric fan, cellphone, toy car,
radio, television, laptop, lapel, etc
Engage: Saen ta mahihiling an mga minasunod na litrato? Pilion an mga tataramon sa laog
kan kahon:
A. Electrical switch B. Electrical outlet C.Electrical lamp D.

Electrical post
1.________
2. ____________ 3.____________ 4. ___________
Group Activity Procedure: Pagbanga kan klase sa 2 grupo
1. An enot na grupo, tatawan sinda nin mga litrato na pag-uurulayan kan grupo.
Itutukdo ninda asin sasabihon kun an litrato nagpapahiling na an kuryente hale sa:
a. Battery b. Power plant c. Fuels
_____ _____ _____ _____
2. An panduwang grupo, kukumpletuhon kan mga aki an concept map arog kan
nasa ibaba.
Sources of Electricity
Renewable Nonrenewable
74
LP IN SCIENCE 3 (Quarter 3)
School Grade: THREE
Date / Time: Quarter: Q3W8D5
I OBJECTIVES
A. Content Standard Describe sources of light and sound, heat and
electricity
B. Performance Standard Describe sources of light and sound, heat and
electricity
 Describe the uses of electricity.
(S3FE-IIIg-h-4)
II CONTENT Uses of Electricity
A. References
3. Text book pages
4. Additional Materials from https://www.youtube.com/watch?v=H7UlkGSe-p4
Learning Resources
B. Other Learning Resources Pictures in LM Activity 2, manila paper,
marker, pocket chart of electrical devices like
water heater, telephone, electric fan, toy car
IV. PROCEDURES
Review of the previous lesson: What are the different sources of electricity?
Engage Look around you and name some

equipment/devices that use electricity in the
classroom. What happens when these
equipment/ devices are switched on?
Explore GROUP ACTIVITY:

Set the standards in performing the activity.
Divide the class into two groups. Each group
will perform the activity and write their
observation.
Please refer to LM Activity 2 page 142.
Ask them to write on manila paper the
answers in letter a to i. Post their answers on
the board.
Ask a representative of each group to give
report on their findings. Come up with
common answers of the pupils. Post it in the
pocket chart then ask the following questions:
75
 How is electricity used in the different
situations as shown in the pictures?
Gibohon 2: Gamit kan Kuryente.
Gibohon Ta:
1. An mga litrato nagpapahiling nin mga
bagay na napapaandar nin kuryente.
Gamiton an mga tataramon sa laog kan kahon
sa pagkumpleto kan mga pangungusap.
Pagluto pagpapakalakaga
magpapresko
Liwanag maghiro
magpalipot a.
Pagdalan komunikasyon
An electric
magtanog stove
kaipuhan nin
kuryente sa
___________
___.
b.
An kuryente
piggagamit
sa electric
kettle sa
___________
nin tubig.
c.
Kaipuhan an
kuryente sa
electric fan
para _______
d.
An television
naggagamit
nin kuryente
sa sakuyang
_______.
e.
76
An cellphone
piggagamit
sa
_________.
Naggagamit
ini nin
kuryente.
f.
Explain Kaipuhan an
kuryente
tanganing
makapagtao
nin
_________
Elaborate an bombilya.
g.
Piggagamit
an kuryente
sa
refrigerator
para
________ nin
kakanon.
h.
Piggagamit
an kuryente
sa ara-awto
Evaluate
tanganing ini
_________.
Agreement
i.
Piggagamit
an kuryente
sa radio
tanganing ini
________.
Kahapotan: Ano pa an appliances nindo sa

harong na pigagamitan nin kuryente? Sabihon
an gamitkan mga ini.
77
Electricity is used to produce light, heat,
motion and sound.
Electricity is very important in the home and in
all places to help people in doing daily
activities.
Video clip presentation about uses of

electricity.
 How is electricity used in the different
situations shown in the video clip?
 Cite some other uses of electricity at
home and in school.
Describe the uses of electricity.
List down 3 electrical

equipment/appliances/devices and describe
the use of each device.
Read about safety measures in using

electricity.
V. REMARKS
78
Appendix A
SCORING RUBRICS
FOR THE GROUP ACTIVITY
CRITERIA 5 4 3 TOTAL
Finished the Finished theFinished the
TIMELINESS work on or work 1 work 2
before the minute after minutes or
time. the allotted more after
time. the allotted
time.
Everyone is 1 or 2 is/are 3 or more
COOPERTION participating. not are not
participating. participating.
The The The
PRESENTATION presentation presentation presentation
is good, is good, is not clear
clear, and clear, but and has only
full of lacking some few
information. information. information.
The group The group The group
SAFETY & observed observed did not
PRECAUTION safety little safety observe
measures at measures safety
all times. during measures at
activity. all.
79
DLP IN SCIENCE 3 (Quarter 3)
School Grade: 3
Date / Time: Quarter: Q3W9D1
I OBJECTIVES
A.Content Standard Describe sources of light and sound, heat and
electricity
B. Performance Standard Describe sources of light and sound, heat and
electricity
 Identify proper use of electricity in electrical devices.
(S3FE-IIIi-j-3)
II CONTENT Using Electricity Safely
A. References
2. Learner’s Materials pages 144
3. Text book pages
4. Additional Materials from Youtube:https://www.youtube.com/watch?v=Pr9YntO7V1U
Learning Resources
B. Other Learning Resources Pictures of safety measures in using electricity,
electrical outlet, electric fan
IV. PROCEDURES
Show the pictures used in Activity 2 and ask:
 How is electricity used in the different situations
shown in the pictures?
Show a news clip and pictures of accidents caused by

electrocution. Tell the class that though electricity is
Engage useful, it can also pose danger. Faulty electrical
connections and outlets can cause fire. Caution should
be practiced at all times.
Activity: (Refer to LM Activity 3 , page 144)
Gibohon 3: Tamang Paggamit ni Kuryente
Explore Gibohon Ta:
1. Hilingon an mga litrato sa ibaba.
2. Isurat an / kun nagpapahiling nin tamang
paggamit nin kuryente saka x kun dae. Gibohon
ini sa notebook.
80
Pagsuksok nin ibang
Pagduon sa switch
bagay sa electrical
kan kamot na basa
outlet o saksakan.
Paghali sa saksakan Pagsaksak nin

kan appliances kun Nagkakapirang
dae piggagamit bagay sa
sarong extention cord
Show a news clip and
pictures of accidents
caused by electrocution.
Tell theother
Discuss classsafety
that though
measures in handling electricity.
 Inform
electricity is useful,
an adultit can
family member if you see
also pose danger. Faulty
exposed wires in your house.
Explain  Do not
electrical connections and wires.
touch exposed
 Use
outlets canelectrical
cause fire.equipment properly.
 Don’t
Caution carelessly
should be pull an electrical cord from the
practiced
wallat all times.
socket.
Present a video clip presentation
Ask the pupils the following questions:

 Why should you not insert other objects particularly
Elaborate metals, in electrical sockets?
 Why is it good to unplug of electrical devices when
not in use?
 Why is it not good to touch a switch with a wet
hand?
 Why is it not good to insert too many devices into
one extension cord?
Cite some proper use of electricity.
81
Instruct the class to list two (2) things that should not be
done to avoid electrocution.
Evaluate
Look for news about accidents involving electricity.
Agreement
V. REMARKS
82
APPENDIX A
SCIENCE 3
ACTIVITY SHEET
“Enjoying the Power of Light”

Objective: Describe ways of using light properly.
Materials: Activity Sheets, cartolina / manila paper
Procedures: Babasahon asin aanalisahon kan kada grupo an sitwasyon na itatao
sainda. Pag-urulayan asin simbagan an mga hapot. Gibuhon o isurat an simbag sa manila
paper o cartolina.
Group I – Sinugo ka kan saimong ina na magbakal nin lana, 11:30 nin aga. Halangkaw
asin maliwanagon an sirang kan saldang. Ano an gigibuhon mo para mapangatamanan
mo an saimong sadiri sa sobrang init asin liwanag?
Group II – Masimbag ka na kuta kan saimong mga assignments kan biglang

nagkaigwang power interruption. Mapadagus ka pa daw kan pagsimbag mo dawa
igwang power interruption? Ano an gigibuhon mo kun sakaling ipapadagus mo an
pagsimbag o paggibo?
Group III – Naggagamit kamo nin kandila kun may power interruption. Ano an pwede mong
sabihon sa ibang tawo na naggagamit man nin kandila para makaiwas sa disgrasya o
kasulo?
Group IV – Magsurat nin tula manungod sa tamang paggamit nin liwanag.
Questions:
1. Anu-ano an marhay asin tamang paggamit kan liwanag?
2. Nuarin asin pano an liwanag nagigin dilikado sa tao asin sa iba pang mga may buhay
na bagay?
83
SCIENCE 3
Name: ___________________________________ Gr. & Sec. ____________
Sabihon kun an gamit kan liwanag tama o dai tama. Mag–drawing nin star kun
marhay o tamang paggamit asin mamundong lalawgon kun dai tama.
_____1. Naggamit nin flashlight si Justin asin itinutok niya an liwanag kaini sa mata kan
saiyang tugang.
_____2. Pinalsok ni Ana an ilaw sa banyo pagkatapos niyang maggamit.
_____3. Inilaag ni Monica an may sulong kandila sa lamesa na kataid kan bintanang may
magayon asin halabang kurtina.
_____4. Ginamit ni Mang Andoy an saiyang awto nin banggi maski raot an mga ilaw kaini.
_____5. Dapat magsulot nin light reflectors an mga traffic enforcers.
84
RUBRICS FOR THE GROUP ACTIVITY
Pamantayan 5 4.5 4 3.5 3

Mensahe Malinawon ang Malinaw / May malinaw Medyo may Bakong
mensaheng klarado ang na parte, malinaw na malinaw an
ipinapaabot sa mensaheng pero igwa parte, pero igwa ipinapaabot
nagdadangog ipinapaabot. man parteng man parteng na mensahe.
asin bakong bakong malinaw
nagdadalan. malinaw an an ipinapaabot
mensaheng na mensahe.
ipinapaabot.
Pakikipag- An gabos na Igwang 1 o 2 Igwang 3 o 4 Kadaklan kan Mayong
ugnayan sa miyembro kan miyembro na miyembro mga miyembro nahaman o
grupo grupo kan grupo an kan grupo an dai nakapagtao/ naitao an
nakapagtao/ dai dai nagheras nin grupo.
nagheras nin nakapagtao/ nakapagtao/n sadiring ideya
sadiring ideya nagheras nin agheras nin manungod sa
manungod sa sadiring sadiring leksyon.
leksyon.. ideya ideya
manungod manungod sa
sa leksyon. leksyon.
Pagkakabuo Tama asin Malinaw Igwang mga Bakong gayong Bakong
pakarhay an saka parteng malinaw saka malinaw saka
pagkasunod- pakarhay an malinaw saka bakong gayong bakong
sunod kan pagkakahera parte man na pakarhay. pakarhay an
impormasyon. s kan bakong pagkaheras
impormasyo pakarhay. kan
n. impormasyon
.
Kaayusan Nagin pakaray Nagin Igwang Igwang pakaray, Magulo an
poon sa pakaray pakaray, igwa man gabos na
kapinunan poon sa igwa man parteng magulo miyembro
hanggang kapinunan parteng kan kan grupo
katapusan kan hanggang magulo kan presentasyon poon
presentasyon. katapusan presentasyon pero igwang 3 o hanggang
kan pero igwang apat na akin a katapusan
presentasyo 1 o 2 aki na dai nagtabang. kan
n pero dai presentasyon
igwang 1 o nagtabang. .
2 aki an dai
nagtabang.
85
APPENDIX C: Internet Sources
Image credits:
Computer: can stock photo
Cellphone: DHgate.com
Television: LG.com
Flashlight: Super Bright LEDs.com
Fukuda Oven: Fukuda Asia
Toy car: Walmart
Radio: 123RF.com
Motorcycle: Amazon. com.
Hairdyer: Amazon UK
Remote Control: Lazada
CCTV: Toolstation
Refrigerator: Emilio S. Lim Appliances
86
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PROTOTYPE AND

Ana Lisa S. Austero

MARIA LOURDES R. VELARDE

Ma. Belen Q. Lurcha

C. Learning The learner should be able to:

Explore Activity: (Refer to LM, Activity)

 Let the pupils do Activity 1 individually first.

Activity 3.1 Groups

Let the pupils present their outputs.

 What is the reference object in describing the

1. The position of an object can be determined by

Your friend is looking for you. How are you going to

Guide the pupils in playing the game “Find Me”. The

Tell each group to bring a toy car for the next

Note: Lessons shall be covered in four days.

F. Learning The learner should be able to:

2.Learner’s Materials pp. 110-112

Using the chair of one learner as reference point, let

Record their responses in the board, this would

Explore _______ West of the chair

(Group of 5 members): In a cardboard box lined with

Markings Position from the reference point

Let the pupils present their outputs.

 What is the reference object in describing the

Describe the position of the shapes in the map. X is

Level of Performance Criteria

Fair (3 points) The members participated but the answer was

C. Learning The learners should be able to:

C. Learner’s Materials pp. 114-115

Say: In the next activity, we will describe the location of the

Measure the distance of the marked positions in

Markings Position from the Distance from the

Let each group present their outputs.

More discussion on describing the location of the object

How do we describe the location of the object?

B. Performance The learners should be able to observe, describe, and

C. Learning The learners should be able to:

Group Location How far Location Referenc

Note: Write an enlarged version of this table on the board. Add

 Let each group report their answers to questions A to D.

2. Show a picture of a road mark.

Your best friend is going to celebrate his/her birthday. You are

Let the pupils do the assessment. The instruction are as

Instruct the class to draw on a short bond paper two objects

Name Learning Area

Time and Date Quarter

C. Learning The learners should be able to:

C. Learner’s Materials pp. 114-115

 Let the pupils read the rhyme below:

 Ask: What words describe the movement of the ball

Explore (Activity: Refer to LM, Activity 3)

 Let the pupils work in groups preferably composed

Table 3.1. Different Ways of Moving Different Objects

Object How Did I Make the Object Move?

1. Ask the class how many ways are there of making

 Tell the class that when they make an object move,

The concepts developed are as follows:

Tell the class to do the assessment:

Instruct the class to draw or cut a picture of different ways

How about objects that cannot move by themselves,

(Show video clips) Movement of objects

Day 2: through wind

Name: _____________________ Gr. & Sec.