Lesson Plan in Science 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid or gas based on their observable properties.
Performance Standard:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
learning competency and code:
Describe different objects based on their characteristics (e. g. shape, weight, volume,
ease of flow) S3MT-1a-b-1
Quarter: First__ Week: 1__ Day: 1___

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify different solids found at home and in school

II. Content:
Subject Matter: Identify Different Solids Found at Home and in School
Integration:
MAPEH- (Music) singing with correct tone.
ESP- value group teamwork.
Strategies: Cooperative Learning/Pair and Share/Guessing Game
Materials: Pictures of Different solids found at home and in school/manila paper/pentel
pen, enlarge pictures, real objects
References: Science LM p.2,
Mathematics LM p 27
Curriculum Guide in Science 3

III. Learning Tasks:

Elicit(Access prior knowledge) 3 minutes Materials

To elicit prior knowledge, the teacher will introduce a Song copied in manila paper
song about matter to the tune of “are you sleeping” or in power point
“ Every matter, every matter
Occupy space, occupy space
Solid, liquid and gas 2x
Everywhere, anywhere”
(Bisayan Version)
“ Matag matter,matag matter
Anaay lugar,anaay lugar
Solid,liquid and gas2x
Bisag asa makit-an”
(Music integration-singing with correct tone)

Engage (Get the pupils’ minds focus on the topics) 5

minutes

1
Activity 1 : Teacher will ask question
1. What different materials you see in our classroom? Pictures of different materials
At home? found at home and in school
(Accept all answers given by the pupils.)
2. Show pictures and let the pupils identify solid
materials.
-The pictures you mentioned is matter. Matter is all the Chart or pictures of different
things around us and it could be solids, liquids or gases. materials
(Emphasize to the class that they are going to study about
solids)
Explore ( Provide pupils with common experience ) 15
min.
Activity 2: manila paper,pentel pen,
Divide the class into small groups. Let them create activity card , enlarged
their group name.(Pupils’ grouping can be their pictures
permanent group for the week to avoid waste of time in of different solid materials
grouping) found at home and in school
Give necessary instruction in doing their task. Agree like:
with the time to finish their group work. cup, dining table, tea pot
Rubric will be used to assess the learning development stove, pupils’ chair
of pupils. blackboard, bed , umbrella
Guide questions: book , bag , pencil ,spoon
kettle , cotton
ACTIVITY CARD
Procedure:
Read: “Solid materials are objects that can be seen
as big or small, things that can be touched or
carry, it has its shape, color or weight.
1. Write solid materials found at home and in school.
( It maybe inside or outside)
2. Name its object and tell where you find it.
(at home, in school or both)
Questions:
1. Are the materials you had listed can be touched?
2. Are they different from each other? Why?
3. Can you identify solid materials around us?

ACTIVITY SHEET
Solid materials At In It can be
home school touched

Are they different from each other? Why?

Can you identify solid materials around us?

RUBRICS

2
Group Name___________

Criteria 10 8 6 4
Solid name 9-10 solid name 7-8 solid name 5-6 solid name 3-4
identified materials materials materials solid materials
Time finish the task finish the task finish the finish the
2 min before 1 min before task on the task after the
the time the time given time given time
Teamwork 100% 90% 80% 70%
participated participated participated participated
actively actively actively actively
Correct 100-90% got 80-70 % got 60-50% got 40-30% got
Answer the expected the expected the expected the expected
results results results results

(ESP Integration-value group teamwork)

Explain (Teach the concept. Should include interaction
between teacher and pupils) 8 minutes.
Group presentation ( select member of the group to
show their group work)
Pupils do the talking with the guidance of the teacher.
Check the answer of the pupils from the questions in
the explore.
Process pupils’ answers to correct misconception in
order to attain correct ideas or concept.
Guide Questions:
1. Use the questions in the activity card.
2. Are the materials be found at home and in school
have different observable characteristics?
Elaborate (Pupils apply the information learned in the
explanation. The teacher will give inputs to deepen the
understanding of the pupils) 12 minutes.
Discuss that there are materials found at home and in
school that are called solids.
Activity 3 : Pair-share
Questions:
1. What property of matter are those objects found
at home and in school?
2. What solid materials usually found in our
kitchen? (add other portion of the house like
bathroom, living room, etc.)
3. In school or in our classroom, what solid
materials can you find?
4. Can you touch or feel solid materials with your
hands? Can you see it with your eyes? Can you
carry it?

Key Concept:( for teachers consumption)

Solid materials can be found at home, in school or
everywhere. Solid material is one properties of matter that
can be seen either big or small, can hard or soft. Solid
materials are matter that has definite characteristics.
Note: Teacher will explain to the learners that there are

3
 other properties of solids that will be discussed in the next
lesson.
Evaluate 5 minutes
Directions: Read the questions carefully and encircle the
letter of the correct answer.
1. What solid material can be found in the
library? ( classroom or shelves)
A. book B. paper C. pencil D. crayon
2. If you are ask to buy in the store and the weather is
so hot, what solid material will are you going to use
for protection from the heat?
A. long sleeves C. sock and shoes
B. plate and platter D. umbrella or hat
3. What solid material be found at home that is used to
cook our food?
A. firewood C. wood cutter
B. wood dicer D. wood chopper
4. Solid materials can be found at home and in school
except one_________
A. bag B. kettle C. tree D. rocks
5. How can you tell that the solid is hard or soft?
A. by way of touching the object
B. by way of seeing the object
C. by way of throwing the objet
D. by way of smelling the object

Extend (Deepen conceptual undertaking through use in - The teacher check the
new context). 2 minutes answer
Guessing game (Pinoy Henyo style)
[Link] two pupils to come in front,
2. One pupil will place enlarge picture at the
top of his classmate’s head then describe the picture as
solid found at home or in school
3. The pupil with picture above his head will guess the
object in the picture.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___
Lesson Plan in Science 3

Content Standards:

4
 Demonstrate understanding ways of sorting solid materials and describing them as
solid, liquid, or gas based on their observable properties.
Performance Standard:
Be able to group solid objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Describe different objects based on their characteristics (e.g. shape, weight, volume,
ease of flow) S3MT-la-b-1
Quarter: First Week: 1 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Group solids according to shapes

II. Content:
Subject Matter: Group Solids According to Shapes
Integration:
MAPEH- Health: Eat healthy foods like vegetables and fruits
ESP: Cleaning and returning the materials in the working area.
Math: Different shapes
Strategies: Cooperative Learning, Pair and share, Game Treasure Hunting
Materials: Pictures of Different solids /manila paper/pentel pen
Enlarge pictures, Real object
References: Science LM p.2
Science Teachers Guide 3, page 6-7

III. Learning Tasks:

Elicit(Access prior knowledge) 3 minutes Materials
To elicit prior knowledge, ask the pupils: Show pictures of material
1. What are solid materials found at home? found at home and in school
2. What are solid materials found in school?

Engage(Get the students’ minds focused on the topic) 5

Minutes
*Show pictures of materials found at home and in school with Different common pictures
different shapes with different shapes
Examples: guava, egg,
*(Game Treasure Hunting) Let the pupils find the objects with eraser, tv
different shapes inside the classroom.

*Check the materials found by the pupils.

Explore (Provide students with a common experience) 12
Materials
Minutes
*Manila paper/pentel pen or
*Divide the class into small groups. Each group will be given 1 whole illustration board
a basket full of real or pictures of (10 pieces) solids with and chalk.
different shapes. *Basket full of real or
*Each group will put the solid in its proper box labeled as pictures of solid with a
round, oblong, rectangles, square, and triangle. maximum of 10.
*5 boxes labeled as round,
5
Questions to answer by group: oblong, rectangle, square,
1. What different shapes of solids did you observe? and triangle.
2. What characteristic of solid is shown in the activity (Solid
have different/various shapes)

Explain (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
*Representative from each group will show the object put *Manila paper/pentel pen or
inside each box, and the class will have to agree if it is 1 whole illustration board
correct or not. and chalk.
*After the reporting ask the pupils the following questions: *Basket full of real or
1. Can you name the different solids? (yes) pictures of solid with a
2. What are these solids? (according to the pictures and real maximum of 10.
objects used in the activity in the explore) *5 boxes labeled as round,
3 What different shapes of solids did you observe? oblong, rectangle, square,
4. What characteristic of solid is shown in the activity? (Solid and triangle.
have shapes)
Integrate in MAPEH- Health Eat healthy foods like
vegetables and fruits

Elaborate (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
*Discuss the solid materials according to shape using the real Pictures and real object with
objects and enlarge pictures. different shapes
Note: Emphasize that the shape of the object may related to
things that they are familiar (e.g. egg-like pebble) a brief
discussion on the different shapes may follow with
illustrative examples.
Questions:
1. Are there solids of different shapes around us?
2. Can we group solids based on their shapes?
3. What are the shapes of solids?
4. Do you think shapes of solid can be change?
5. Why do you think these materials are called solid?

Key concept: for teacher’s consumption)

There are solids of different shapes around us, at home,
in school, in the community. Solids are grouped if they have
the same shape: round, oblong, rectangular, square and
triangle.
Integrate in ESP: Cleaning and returning the materials in the
working area.
Evaluate (How will you know the students have learned the
concept) 8 minutes
Choose the letter of the correct answer. Power point /Laptop
1. What is the shape of an egg? /TV/LED
A. oblong B. square C. round D. rectangle Manila paper
2. The shape of the tomato is ______
A. square B. oblong C. round D. rectangle

6
 3. Which of the following describe a television set?
A. square B. round C . rectangle D. oblong
4. Roy has a “square bag” How does the adjective describe the
bag?
A. By telling its color
B. By telling its shape
C. By telling its odor
D. By telling its weight
5. Why does mother select the big round water melon in the
fruit stand?
A. big round water melon is sweeter than the small one
B. big round water melon is cheaper than the small one
C. big round water melon has heavier weight
D. all of the above
Extend (Deepen conceptual understanding through use in
new context). 2 minutes
Using real object.
Show the real object in front of the class then call pupil to Pictures
pick one object. Show it to the class and describe the shape of
that object.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid or gas based on their observable properties.
Performance Standard:

7
 Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Describe different objects based on their characteristics (e. g. shape, weight, volume,
ease of flow) S3MT-1a-b-1
Quarter: 1 Week: 1 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Compare solids according to weight and volume.
.
II. Content:
Subject Matter: Compare Solid Materials According to Weight and Volume
Integration:
ENGLISH: Follow simple direction.
Strategies: Cooperative Learning (small group activity)
Materials: Pictures of Different solids, manila paper, pentel pen
real objects, 2 boxes of the shape
References: Science LM, Science TG, Curriculum Guide

III. Learning Tasks:

ELICIT(Access prior knowledge) 3 minutes Materials

To elicit prior knowledge, the teacher will ask the Pictures of different solid
pupils: materials grouped according to
1. What is the shape of these solid materials grouped its shape
together? ( answers can be round ,oblong, square,
rectangular or triangular)
2. Are there other solids of different shapes around us?
ENGAGE (Get the pupils’ minds focus on the topics) 5
minutes
Activity 1 :
The teacher will provide 2 boxes of the same shape
but of different sizes.
Ask questions:
1. What can you say about these boxes?( possible
answer will be big or small but other answers should be
accepted)
2. Do you think these boxes may be different on their
heaviness? To be sure about your idea let us explore.
EXPLORE ( Provide pupils with common experience )
15 min.
Activity 2: Group activity
Teacher can use previous groupings to avoid waste
of time in grouping pupils. 2 boxes of different sizes and
Let the pupils go to their group mates. Since they heaviness(label Box A, Box B)
have their group name already, this time they will have objects to be placed inside
to make a yell. As they finish their task they will have to the boxes like chalks ,pebbles,
buzz their group yell to tell that they are done. nails or any objects that will fit
The teacher will give necessary instruction in doing to the lesson.
8
their task. Agree with the time to finish their group
work. Rubric will be used to assess the learning provide other objects to be
development of pupils. compared like stone,cotton or
Guide questions: any objects for grouping solids

ACTIVITY CARD
Procedure:
1. The group leader gets the group materials.
2. Each member will hold the 2 boxes (objects
inside) with their hands.
3. Observe and compare its heaviness with
your hands.
4. Record your observation.
5. Try to open the boxes and get what’s inside.
6. Count [Link] your observation.
Questions:
1. Which of the two boxes is heavy?
2. Which box is light?
3. Why do you think box A has different weight
compared to box B?
4. Do you agree that solid materials have
different weight? Why?
5. Do you think the objects inside each box
made its weight?
6. Compare another object( stone and cotton)

Integration (English) Follow simple direction

EXPLAIN (Teach the concept. Should include

interaction between teacher and pupils) 8 minutes.
Activity 3: Group presentation (first to say their yell
will be the first one to represent group output.)
Check the answer of the pupils from the questions in
explore.
Process pupils’ answers to correct misconception in
order to attain correct ideas or concept.
Guide Questions:
3. Use questions in explore.
4. What makes you consider that solids are
different in its heaviness when carry? (because
of its weight)
5. How did you know that solids have different
weight? (because of its volume or capacity
within)
ELABORATE (Pupils apply the information learned in
the explanation. The teacher will give inputs to deepen
the understanding of the pupils) 12 minutes.
Discuss that solid materials have no definite weight
and volume.
Give some applications or situation showing that solid

9
materials can be lighter or heavier?
Questions:
1. Do you agree that solid materials can be
compared according to its heaviness? How?
2. Are solid materials with the same shape have
the same weight? Why?
Key concept:( for teachers consumption)
Solid materials have different weight. It can be
compared by its weight based on the heaviness of the
object and the capacity contained inside it.

EVALUATE
Directions: Read the questions carefully and encircle the
letter of the correct answer.
1. Mia have mangoes inside the two baskets. How
will she gets a basket with most mangoes inside?
A. count the mangoes inside the basket
B. choice the big basket
C. compare its weight by carrying 2 baskets
2. Mother wants to buy a box of cookies before
going home. She finds boxes with the same
sizes but she is uncertain about how many cookies
are in its box. What is mother’s best thing to do?
A. choice the best packaging
B. choice the expensive one
C. choice its weight and content
3. Are bag of sand and a bag of rice can be of the
same weight?
A. Yes, because they are put in the same kind of
bag.
B. Yes, because they are both heavy.
C. Yes, if sand and rice have the same bulk when
weighted.
4. How can you compare solid materials in its
heaviness and content?
A. by comparing their weight and volume
B. by way of moving it in its packaging
C. by just looking its appearance
5. What characteristic of solid materials shown in
our activity?
A. Solids can be compared based on its weight
and volume.
B. All solid materials can be of the same weight
and volume.
C. Solid materials can be compared on its
appearance.
EXTEND (Deepen conceptual undertaking through use
in new context). 2 minutes
Make a hand signal (approved) when object presented
is heavy or light.

10
 1. table
2. cotton
3. kettle
4. bed
5. broom

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understandings of ways of sorting materials and describing them as
solid, liquid, or gas based on their observable properties.
Performance Standard:
be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency:
Describe different objects on their characteristics (e.g. shape, weight, volume, ease of
flow) S3MT - I a - b – 1
11
Quarter: First Week: 1 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify different liquids found at home and in school.

II. Content:
Subject Matter: Identify Different Liquids Found at Home and in School
Integration:
MTB – MLE – mass nouns (mga butang nga di maihap)
English – Count and mass nouns
Health – Importance of water to the body
Strategies: Group activity
Materials: real objects , picture, activity sheets and charts
References:
Dep Ed Grade 3 Science Learners Materials page 8
Dep Ed Grade 3 Science Teachers Guide pages 13-14
Dep Ed Grade 3 Science Curriculum Guide page

III. Learning Tasks

Elicit(Access prior knowledge) 3 minutes Materials
Ask the following questions:
1. What is a solid material?
2. How do you know that the material is solid? (Answer should
be on the characteristics of solid)
3. What are some solid materials found at home? In school?
Engage (Get the students’ minds focused on the topic) 3 Minutes
Show the pictures of different liquids and study it. Picture of paint,
Ask question: milk, water and
1. Who can name the following picture? perfume
(let the pupil name each)
2. Where can you find each picture?

Explore (Provide students with a common experience) 17 Minutes

Directions: Real object such
Group the pupils into 4. Set precautionary measures in handling as glass of soy
the materials and parameters of group work. sauce, bottle of
Each group will be given different liquid materials and they are catsup, can of
going to name the materials for the activity and determine whether milk ,cup of tea,
they are solids or liquids. glass of water, soda
Group 1 activity is given as your guide. in a bottle, shampoo
Group 1. Complete the table and answer the guided question that sachet, soup in
follows. ( Materials: Found at home – used in cooking such as cup of bowl, bottle of
vinegar, bottle of oil, sachet of catsup and cup of soy sauce) alcohol, perfume
Name of materials Solid Liquid spray, plastic bottle
cup of baby oil, sachet
vinegar of vinegar, can of
bottle softdrinks, cup of
coffee, gel,

12
 oil medicine syrup
Group 2. Materials found at home used in cleaning: shampoo sachet,
bottle of liquid bath soap, hand sanitizer, dipper of water
Group 3 materials used as refreshment : bottle of fruit juice, can of
soda, glass of water, cup of coffee
Group 4 School materials: paste, bottle of glue, can of paint, bottle of
ink
(The teacher may change the materials according to the availability of
the materials.)

Explain (Teach the concept. Should include interaction between

teacher and students). 15 Minutes
 Presentation of outputs based on the data provided and let the pupils charts
explained their works using the guided questions.
Guide Question:
1. What are the materials that your group have?
2. Which materials are solid?
3. Which are liquids?
4. What have you observed with liquid materials?
5. Why do you think liquid materials are placed inside the
containers?
6. When can you tell that the material is liquid?
Integration of MTB – MLE and English – every group will identify if
the materials they’re holding are a count or mass noun.

Elaborate (Students apply the information learned in the Explain. The

teacher will give inputs to deepen the understanding of the students) 5
minutes
Question:
1. What is a liquid?
2. How can you describe liquid materials?
3. Can you find liquids around us? In school, at home, in the
community?
Key concepts:
  Liquid is a fluid that conforms to the shape of its
container. It is a substance such as water that is not solid or a gas and
that can be poured easily.
Evaluate (How will you know the students have learned the concept)
5 minutes
Directions: Answer the following questions. Encircle your answer. Activity sheets
1. What is a liquid?
A. It has its own container.
B. It flows.
C. Cannot be seen by our naked eye.
2. Which of the following situations shows that the materials used
is a liquid.
A. Arvin played his ball in his classroom.
B. Arvic loves to smell the odor of his mother perfume.
C. Arvil tastes his cake with a good smile.
3. Which of the liquid materials were liquid found at home?

13
 A. glass B. water C. spoon
4. Which of the following liquid materials that can be used in our
homes used for cooking?
A. coloring pen B. soy sauce C. paint
5. Ink, bond paper, notebooks are some materials can be found in
the school. Which of the material is liquid?
A. Ink B. bond paper C. notebooks
6 – 7. Name at least 2 liquid materials found at home and in
school.
8. Why is water is considered a liquid?
A. It has its own container.
B. It easily flows.
C. It doesn’t show a liquid form.
9. Water is the best example of a liquid. It is important to people.
Why?
A. Yes, because we cannot live without water in our life.
B. Yes, because we can live long without water.
C. No, because it can be easily seen.
10. Why liquid do belongs to mass nouns?
A. because it can be counted
B. because it cannot be counted but may be countable when it
refers to units or types
C. because it is nature
Extend (Deepen conceptual understanding through use in new
context). 2 minutes
Instructions: At home, find different liquids in a container. (Ask your
parents or guardian for assistance)
Answer these: (a) What are the shape of the containers? (b) What is in
each container?
Fill out the chart.
Container Liquid in the container

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

14
 Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understandings of ways of sorting materials and describing them as
solid, liquid, or gas based on their observable properties.
Performance Standard:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency:
Describe different objects on their characteristics (e.g. shape, weight, volume, ease of
flow) S3MT - I a - b – 1

15
Quarter: First Week: 1 Day: 5

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the shapes of liquids based on different containers.

II. Content:
Subject Matter: Describe the Shapes of Liquids based on Different Containers
Integration:
Math – Geometry
Arts – shapes
Strategies: Group activity, small group, experiment, game, carousel
Materials: real objects, charts, activity sheets
References:
Dep Ed Grade 3 Science Learners Materials page 8
Dep Ed Grade 3 Science Teachers Guide pages 13-14
Dep Ed Grade 3 Science Curriculum Guide page

III. Learning Tasks

Elicit(Access prior knowledge) 3 minutes Materials
Show a chart of pupils assignment yesterday . Chart
(a) What kind of material found inside all the different containers?
Kind of Container Liquid in the container
e.g. bottle water

Engage(Get the students’ minds focused on the topic) 3 Minutes

Show an empty clear bottle, empty clear drinking glass and a clear empty bottle, empty
cup. drinking glass and
Let the pupils examine the glass, bottle and the cup. cup of water
Ask question:
1. What can you say about the different containers?
2. Are they all of the same shape?
3. Can you change the shape of these different containers? Why?
Ask question:
1. Do you see an empty space in the glass?
2. Can you describe the shape of the water in the glass?
3. Do they have same shapes?
4. Did the liquid occupy the same space in the glass?

Explore (Provide students with a common experience) 17 Minutes

Perform the activity on pouring out the colored water on the 3 Empty bottles,
different kinds of container. (materials used during engage) glass, cups, bowls,
Group Activity: Experiment. containers, lemon,
Directions: vinegar, soy sauce,
1. Group the pupils into 5. Set precautionary measures in oil
handling the materials and parameters of group work.
2. Each group will be given chance and time to record their

16
 observations in every station prepared by the teacher.
3. The pupils will do the pouring out of colored water in different
containers prepared by the teacher ahead of time in each
station.
4. Each group will move in every station.
5. Pupils will describe what they observed in each station.
a. Shape of the liquids in the containers
b. Shape of the liquids in different containers
c. Space occupied by liquids in different containers.
Station 1: materials such as 2 empty bottles of vinegar with different
shapes and glass of vinegar.
Station 2: materials such as 2 empty glass of soy sauce with different
shapes and glass of soy sauce
Station 3 materials such as 2 empty cup with different shapes and glass
of oil
Station 4 materials such as 2 empty bowls of Lemon juice with
different shapes and glass of lemon.
Station 5 materials such as 2 empty containers of oil with different
shapes and cup of oil.
(The teacher may change the materials according to the availability of
the materials.)
Explain (Teach the concept. Should include interaction between
teacher and students). 15 Minutes
Presentation of outputs based on the data provided and let the pupils charts
explained their works using the guided questions.
Guide Question:
1. What happen to the liquid material when you pour it inside the
container?
2. Does the liquid have shape?
3. How does the liquid take its shape?
4. What do you think will happen if liquids will have no
containers?
5. Are liquid materials needed to have containers? Why?
6. Does the shape of liquid materials can be change? How?
7. Can you till place or pour out liquid materials in a container
even if it is already full? Why or why not?
Elaborate (Students apply the information learned in the Explain. The
teacher will give inputs to deepen the understanding of the students) 5
minutes
Let the pupils share their understanding based on the given question.
1. What can you say about liquid materials?
Key concepts:
  Liquids take the shape of their containers. They fill out
the space (capacity) of their containers.
Evaluate (How will you know the students have learned the concept)
5 minutes

17
 Directions: Answer the following questions. Encircle your answer. Activity sheets
1. Why do liquids do not have definite shape?
A. because they only take the shape of their containers
B. because it do not like the shape of the containers
C. because it has definite shape
2. Do liquids fill out the space of their containers? How?
A. Yes, it takes the shape of the container.
B. No, it fills the space of the containers.
C. No, it has its own shape.
3. Arch have an empty bottle of soda, he pours his glass of water
into the bottle of soda. Does the shape of the liquid inside the
glass have the same shape of the bottle of soda?
A. Yes, the shape of the glass has the same shape with the
bottle of soda.
B. Yes, it follows the shape of the bottle of soda.
C. No, they have different shapes.
4. Which of the following situations does not shows that liquids
take the shape of the containers?
A. Leah puts pebbles in the circle balloon and it forms a big
circle.
B. Rhona put some juice inside the star balloon and it formed
a star
C. Daphne pours water in a square balloon and forms a square.
5. If L.A. have the square cellophane and put colored juice on it,
will the colored juice forms into a circle? Why?
A. Yes, because it is a colored juice.
B. Yes, because it has already a shape.
C. No, because it is a square balloon
Extend (Deepen conceptual understanding through use in new
context). 2 minutes
Game
Instructions: Everyone will be given a blank sheet of paper. They are
going to write their answer in the blank sheets in every questions raise
for them. Then, they are going to check after each questions given. blank sheets
1. Draw the shape of a cup of sugar. pictures
2. What is the shape of this picture? (picture of box of honey)

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

18
 Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as
solid, liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
19
 Describe different objects based on their characteristics (e.g. shape, weight, volume,
ease of flow) S3MT-la-b-1
Quarter: _First___ Week: __2____ Day: __1_____

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the weight and volume of liquids.

II. Content:
Subject Matter: Describe the Weight and Volume of Liquids
Values Focus: Cleanliness
Integration:
MAPEH : (Health) Drinking plenty of water
Values Focus: Cleanliness
Strategies: KWL, Group activity, Think Pair and Share, “Show and Tell”
Materials: Manila paper/one whole show me board (LCD, Laptop), pentel pen, juice in a
pitcher, glass of water, coffee in a mug, graduated cylinder, scale, ice wrapper
References: Curriculum Guide in Science
Science Teachers Manual 3
Science Learners Material 3

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials and Assessment
Tool
To elicit prior knowledge, let the pupils recall what they Real objects or picture of
Know about solids and liquids through asking some 3 different solids placed in
questions: Do not give the answer different kinds of
Ask: container (a glass of
1. What happens to liquid materials when we pour them water, juice in a pitcher,
inside the container? coffee in a mug)
2. Show three (3) different examples of liquids placed in 3
different kinds of containers. LCD /LED TV
3. What are the properties of liquids?
(let pupils share their ideas)
Engage(Get the students’ minds focused on the topic) 5
Minutes
Do not give the answers. Let the pupils answer some of the Real objects ( scale and
questions. (What they Want to learn) graduated cylinder)
1. Does a liquid have weights?
2. Do you think we can measure liquid? How?
3. What do you call these things displayed in front of you?
( Show the scale and graduated cylinder)
4. Do you want to know how are these things used for?
( Note: The teacher can use an improvise scale and graduated
cylinder)
Let’s find out to the next activity.
Explore (Provide students with a common experience) 15
Minutes
*The teacher should ensure the following two definition are *Real object

20
used: pentel pen, graduated
- Weight: the amount of matter in an object cylinder, water, ice
- Volume: the amount of 3-dimensional space occupied by an wrapper
object manila paper, jar, pitcher,
Show to the pupils the measuring tools: graduated cylinder to cup
measure the volume liquids and scale to measure the mass of
liquid
Group Activity
Divide the class into 4 groups.
1. Give pupils three different sizes of containers.
First, let pupils pour liquids inside it, then measure the
volume of liquid inside each container using a graduated
cylinder, measuring cups or glass or any improvised
measuring tool.
After measuring the volume let pupils transfer the liquid to
the cellophanes or ice wrappers using the same liquid and let
them weight.
Record your observation.
Volume of liquid Weight/ mass of
liquid
Container 1 ________ ml ______ grams
Container 2 ________ ml _______ grams
Container 3 ________ ml _______ grams
( Note: Repeat the process with another kind of liquid)
Questions to answer during experiment:
1. What have you observe with the liquids inside the three
containers when we measure them using the graduated
cylinder or any measuring tool?
2. What measuring tool is used to measure the volume of
liquid?
4. What measuring tool is used to measure the mass of liquid?
Explain (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
 Let the pupils present their output through Manila paper , Pentel pen
reporting. or big show me board,
 Explain further what happen to liquids upon chalk illustration board.
transferring to emphasize volume and
weight/mass
Integration:
Ask:
 How many glasses of water do you take every day?
How many glasses of water do we need to take?
 Why do we need to take such amount of water?
 What will happen to us if we don’t drink the right
amount of water?
 Allow pupils to share their ideas.
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 7 minutes

21
Discuss what happen in their experiment. What they Learned: *Strips of cartolina or
Read the situation. Laptop/LCD or LED TV
The grade 3 pupils will go on a picnic. They need *Show me board
to bring drinks. Can you help them determine which container
will hold the greatest volume of drinks? Which container will
hold more milliliters of drinks?
a. a large measuring cup
b. a medicine cup
c. a beaker
Show pictures of three different containers? (Jar, Pitcher, cup)
1. Which of the three containers should the class bring?
Why? an individual pupil? Why? ( same situation)

*Think-Pair-Share. (Use show me board to answer. Flash the

questions in LCD/Led or strip cartolina)
Discuss their answers.
Key concepts:
 What is mass? (amount of matter in an objects)
 What is volume? ( the amount of 3-dimensional space
occupied by an object)
 Why is it important to measure mass and volume?
( this represents some very basic information about an
object)
 How can we measure the mass of a liquid ( using a
scale)
 Once we have measured the mass of an object, what
unit do we use to record it?(gram is one example like
we did above)
 How can we measure the volume of a liquid? ( liquid
can be measured using a graduated cylinder in units of
milliliters or liters)
 What’s the difference between weight/ mass and
volume? ((mass is the amount of matter inside an
object and volume is the amount of space the object
takes up)
Evaluate (How will you know the students have learned the
concept) 7 minutes
Read the situation and answer the following question? Write Laptop/LCD TV, activity
the letter of the correct answer before the number. (Pupils will sheets
be given activity sheets)
____1. Nena wants to know the amount of water inside a
glass, what will she do?
A. measure the volume of water using a ruler
B. measure the volume of water using a scale
C. measure the volume of water using a measuring
glass
D. None of the above
_____2. Blessy wants to know the weight of her doll. What
measuring tool she will use?
A. scale C. ruler

22
 B. thermometer D. measuring glass
______3. Volume of liquids can be measured using
A .microscope B. graduated cylinder C. ruler
_____4. What unit do we use to measure the mass of a liquid?
A. liter B. gram C. Milliliter D. none of the above

Write True or false.

_____5. Mass is the amount of matter inside an object and
volume is the amount of space the object takes up.
EXTEND (Deepen conceptual understanding through use in
new context). 3 minutes
1. What liquid is the most important to people? (juice, milk,
water, coffee)
1. How many glasses of water do you take every day?
________
2. How many glasses of water do we need to take?
__________
3. Why do we need to take such amount of water?
_________________________________________________

What will happen to us if we don’t drink the right amount of

water? _________________________________________

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding of ways of sorting materials and describing
them as solid, liquid or gas based on observable properties.
Performance Standards:
Group common objects found at home and in school according to solids, liquids
and gas.
Learning Competency and Code:

23
 Classify objects and materials as solid, liquid, and gas based on some observable
characteristics. (S3MT-Ic-d-2)
Quarter: First Week: 2 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the flow of different liquids.

II. Content:
Subject Matter: Flow of Liquids
Integration:
MAPEH: Health: Health and sanitation using liquids
ESP: Carefulness, using recycled materials
Math: Liter and milliliter
Strategies: Experimentation, Group Activity, Think-Pair-Share
Materials: liquids at home and in school (water, soy, oil, condensed milk, catsup,
hair gel, shampoo, lotion, honey, condensed milk; containers (cup/ glass
2 for each liquid); all these materials shall be assigned ahead to be
brought by pupils
References: Science 3 LM, page 9-10
Science 3 TG, page 18-19
Curriculum Guide in Science

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes Materials
To elicit prior knowledge, ask the pupils:
Questions to answer ( weight and volume of liquids) Liquids inside the classroom:
1. Are all liquids have mass/weight? Water, container, stone
2. Which liquid is heavier? Big pail of water or small pail of Picture of:
water? 1 big pail of water
1 small pail of water
3. When you put a stone in the container with water, what
happened to the water inside the container?
4. How are we going to measure the liquids inside a
container?
Engage (Get the students’ minds focused on the topic)
2 Minutes
Ask the pupils:
*Have you noticed how the liquids flow as it is transferred Actual liquids from home
from one container to another?
(Leave this question unanswered).
*Then, tell the class that in this activity they are going to
study how the liquids flow.
Explore (Provide students with a common experience)
20 Minutes
Divide the class into small groups. Let the pupils do the Activity card
activity. Tell the groups to record their observation in the Activity sheet
Chart provided by the teacher. Rubric
See Science 3, page 9-10 Manila paper
Activity Card Water, patis, condensed
Procedure: milk, vinegar, cooking oil
1. Get two teaspoons.
24 2. Hold each teaspoon with each hand as shown in the
picture below.
3. Scoop a teaspoon of water and a teaspoon of
vinegar.
 Recycled Transparent
plastic glass

Answer Sheet
Name of Does it Does it flow Does it
Liquid flow fast? flow very
slowly? fast?
1. water
2. patis
3. suka
4. shampoo
5. Oil
6. Condensed
milk

Rubric
Score Indicators
5 100% of the group members participated
actively and obtained 6 points correct answer.
4 75% of the group members participated
actively and obtained 5 points correct answer.
3 50% of the group members participated
actively and obtained 4 points correct answer.
2 30% of the group members participated
actively and obtained 2-3 points correct
answer.
1 20% of the group members participated
actively and obtained 1 point correct answer.
Note:

25
*Let the pupils bring the materials from home maybe about 3
days ahead to ensure the availability of the assigned liquids.
Explain (Deepen conceptual understanding through use in
new context) 10 Minutes
Reporting/ Presentation of group output (Group charts will be Activity card
posted on the board.) Activity sheet
Questions: Rubric
1. What did you observe while pouring the liquid in the empty Manila paper
container? The liquid flowed from the teaspoon to the empty Water, patis, condensed
container.) milk, vinegar, cooking oil
2. Can you describe the flow of the different liquids? Recycled Transparent
3. Did the liquids flow fast? Slow? Very slow? plastic glass
4. What liquids flowed fast?
5. What characteristic of liquids was shown in the activity?
(Liquids flow)
6. What have you observed with the look of liquids that flow
slowly? How about those that flow fast?
Teacher can introduce the term texture (thin, think, sticky)
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 8 minutes
Think-Pair-Share Activity sheets for the
Name: ____________________________________ think-pair and share
Check the column that describes the flow of the liquids in
the box.
Answer Sheet
Liquid Flows slow Flows fast Flows very
fast
alcohol
Toothpaste
catsuo
juice
Questions:
1. What is the common texture of liquids that flows very fast?
2. How about liquids that just flows fast?
3. How about the liquids that flows slow?
Key concept: (For teachers consumption)
What characteristic of liquids was shown in the activity? Do
liquids flow fast? Slow? (Liquids have the ability to flow. The
flow of liquids is either fast or slow.).
Evaluate (5 minutes)
Write the letter of the correct answer. Power point
1. How does water flows? laptop/LCD or LED TV
A. slow B. very Slow C. fast D. very fast or printed on a manila
2. In the activity, when you pour the water and the condensed paper
milk at the same time, which liquid flows slowly?
A. condensed milk B. water C. suka D. patis
3. What did you observe while poring the liquid in the empty
container?
A. Liquid flowed from the teaspoon to the empty container.
26
 B. Liquid flowed from below up to the teaspoon.
C. The liquid will not flow
4. Did all the liquids flow fast?
A. yes B. No C. not at all D. maybe
5. What characteristic of liquids was show in the activity?
A. liquids will not flow
B. all liquids can flow
C. all liquids have different manner when it flows?
D. liquid flow slow
Extend (Deepen conceptual understanding through use in
new context) 2 minutes)
Relate situations at home and in school where the pupils
observe liquids that flow, then ask their understanding of the
situation.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding of ways of sorting materials and describing
them as solid, liquid or gas based on observable properties.
Performance Standards:
Group common objects found at home and in school according to solids, liquids and
gas.
Learning Competency and Code:
Classify objects and materials as solid, liquid, and gas based on some observable
characteristics. (S3MT-Ic-d-2)
Quarter: First Week: 2 Day: 3

27
I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify different gases found at home and in school

II. Content:
Subject Matter: Identify Different Gases found at Home and in School
Integration:
Filipino – Pagsunod ng Panuto
ESP: Appreciate the importance of air
Strategies: carousel
Materials: balloons and or plastic bags, candle, match, heater
References: DepEd K-12 Science Learners Materials p. 15
DepEd K-12 Science Teachers Guide p. 23
DepEd K-12 Science Curriculum Guide p.22

III. Learning Tasks:

Elicit (Access prior knowledge ) (3 Minutes) Materials
Ask:
1. Are all liquids flow at the same time? Why?
2. What is the texture of liquids that flows very fast?
3. How these liquids differ to those that flow slowly?
Engage (Get the students’ minds focused on the topic)
4 Minutes
Activity 1: Balloon blowing
Ask:
1. What have you observed with this balloon? (no air
yet)
2. Observed what happen as I blow this balloon?
(blowing of balloon)
3. What can you say about the balloon before we blew
air inside? After blowing it, what happen?
Explore (Provide students with a common experience)
16 Minutes
Group Activity
Directions:
1. Group the pupils into 3.
2. Prepare the materials ahead of time.
3. Set precautionary measures in handling the materials
and parameters of group work. Activity cards
4. Each group will move to each stations and follow candle, match, balloon,
their activity cards and answer the questions. water, heater
Integrate Filipino – Pagsunod ng panuto
Station 1: Lighting of match
Directions:
1. Light the match and blow it afterwards.
Answer:
1. What happen to the when you light it?
2. What did you notice to the candle after you blew
it?

28
 Station 2: Lighting and blowing of candles
Directions:
1. Light the candle and blow it afterwards.
Answer:
1. What happen to the candle when you blew it?

Station 3: Blowing and releasing of balloons.

Directions:
1. Inflate the deflated balloon just enough of air so
that it will not burst.
Answer:
1. What happen to the balloon when you blew it?
2. What material is inside the balloon?
3. What happen when you release the air from the
balloon?

Station 4. boiling of water

Directions:
1. Observe the boiling of water and open its cover
afterwards. (the teacher must assist in this activity)
Answer:
1. What happen to the boiling water in the heater?
2. When you open its cover, what material goes up?

Explain (Teach the concept. Should include interaction

between teacher and students). 12 Minutes
Group reporting
Guided question:
1. What causes the light on the match went out after
blowing it? to the candle? (air)
2. How do we know that there is air?
3. Why is it that we cannot see air, but we can feel it?
(because it is a gas)
4. What are other ways we can prove that there is gas
around us? (smell)
Perform the opening of carbonated drink in front of the
children.
5. When I opened the carbonated drink, what did you
observed? (there is a gas through hearing)
Integrate ESP, the appreciation of the importance of air to
living things.
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 5 minutes

29
 Ask:
1. What are the materials found at home that you cannot
directly see but you can feel it, smell it and hear it
when released?
2. Name some materials found in school that have gas.
Key concept:
Gas materials cannot be seen but we can feel, hear and
smell.
Evaluate (5 minutes)
Directions: Answer the following questions and encircle the
letter of your answer.
1. What kind of material is perfume?
A. liquid and gas
B. solid and gas
C. gas and gas
2. What is found inside a tank that is use for cooking?
A. Liquified petroleum gas
B. Solidified petroleum gas
C. Liquefied petroleum liquid
3. Which safe gas material found at home that is use for
cooking?
A. LPG B. firewood C. gas
4. What gas material did your mother use to smell good?
A. soap B. perfume C. shampoo
5. Which of the following gas material cannot be seen
but we can feel its presence?
A. steam B. Air C. smoke
Extend (Deepen conceptual understanding through use in
new context) 2 minutes
Look for 2 pictures that show a gas material and paste it in
your assignment notebook and label it if can be found at
home or in school.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

30
 Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding of ways of sorting materials and describing
them as solid, liquid or gas based on observable properties.
Performance Standards:
Group common objects found at home and in school according to solids, liquids and
gas.
Learning Competency and Code:
Classify objects and materials as solid, liquid, and gas based on some observable
characteristics. (S3MT-Ic-d-2)
Quarter: First_ Week: 2 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the shapes of gas based on its container; and
2. Describe the weight and volume of gas.

II. Content:
Subject Matter: Gas: shapes, weight and volume
Integration:

31
 MAPEH: Health. Preserving fresh cold air
Math: weight
Strategies: Experimentation
Think-pair-share
Materials: balloons in different shapes, improvised weighing scale , manual air pump,
life jacket/ floater, ball
References:
DepEd K-12 Science Learners Materials p. 16
DepEd K-12 Science Teachers Guide p. 20
DepEd K-12 Science Curriculum Guide p.22

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes Materials
To elicit prior knowledge, the teacher will ask the pupils:
1. What kind of materials found at home that has gas?
In school?
2. How do you know that there is the presence of gas around
us?
Engage (Get the students’ minds focused on the topic)
2 Minutes
Activity
Game: Puff the Magic Gas
Mechanic: Let the pupil perform the activity. Let them identify
the shape of the containers.
a. blowing a balloon b. cellophane c. paper bag let
Explore (Provide students with a common experience)
20 Minutes
Directions:
1. Divide the class into 3 groups. 3 balloons in different
2. Each group will be given different activities (shape, shapes
weight, volume)
Activity 1. Shape (Small group activity) Manual air pump
1. Let them blow their respective balloons. Let them twist
the balloon in any form. (note: do not blow hard on
balloons, just enough air so that it will not burst)
Balloon Shape
3 Balloons in different
1
sizes
2
3
Activity 2. Volume 3 balloons in different
Let them blow the balloon gradually noting only until about its sizes of balloon
maximum size to avoid bursting.
Balloon Volume (small, medium, Improvised Weighing
big) scale (use sticks or
1 bamboo sticks in
2 making your weighing
3 scale)
Activity 3. Weight

32
Using an improvised weighing scale it will be able to
measure gas weight by the more number of balloons
Number of balloons Weight
(light, heavy, very heavy) (just a simple weighing
2 scale to compare the two
4 materials which is light,
6 heavy and very heavy)
Explain (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
Group reporting.
*Do not ask question right after the reporting.
*Try to check the wrong answers then ask why?
*Process their answers to correct misconceptions.

Gas follows the shape of the container.

Question: What are the shapes of gas in different shapes of
balloons?
Gas occupies space (volume)
Question: Does gas occupy space? How? In what way gas
occupy space?
Gas has weight.
Question: How are you able to say that gas has weight?
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 8 minutes
Conduct a Game: Balloon Puff Cup Paper cup
Mechanics: Puff a balloon then release the air to a paper cup to balloons
move it until to the finish line. The one who reaches first the
finish line will win the race.
Ask:
1. What are you going to do so that the paper cup will
move faster? (blow more air or increase its volume)
Key concepts (Teacher’s consumption).
Gas does not have definite shape. It only follows the
shape of the container.
Gas occupies space (volume) that’s why the balloon
bloated as it is blown. Balloon burst when it reaches the
volume or capacity of the material.
Gas has weight (light, heavy, very heavy). The bigger the
balloon means more gas in it, the greater the weight it has.
Gas surrounds us. Fresh cold air is healthful. Man has to
take part in preserving these fresh cold air by planting
more trees and practicing proper waste segregation.
Evaluate (How will you know the students have learned the
concept ) 5 minutes
Multiple choice.
Direction: Choose the correct answer and underline it. Activity sheets
1. Gas follows the (shape, volume, color) of the container.
2. The bigger the balloon, the greater is the (color, shape,
weight).
33
 3. Balloon size increases as (volume, shape, height) of gas
increases.
4. Gas can keep inside the (glass, jar, and balloon).
5. Hot air balloon can fly because of the presence of (hot gas,
cold gas, and moist gas).
Extend (Deepen conceptual understanding through use in new
context). 2 minutes
Show a ball. Ball
Ask : Why we put air inside the ball?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 3

Content Standard:
Understanding of ways of sorting materials and describing them as solid, liquid or gas
based on observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solid,
liquids and gas.
Learning Competency:
Classify the objects and materials based on their Color.(S3MT-lc-d-2
Quarter: First Week: 3 Day: 1

I. Objective:
At the of 50 minutes, 100% of the learners are expected to:
1. Group different solid based on their color

II. Content:
Subject Matter: Group Different Solid Based on their Color.
Strategies: Think, Pair and Share, Show and Tell
Materials: Real object, chart, picture, activity sheets
References: CG page 17, TG page 5 , LM page 3-4
Integration: Art ( Primary and Secondary Colors)

III. Learning Tasks:

34
Elicit (Access prior knowledge ) 3 Minutes Materials
To elicit prior knowledge, ask the pupils: Pictures of objects found at
Ask question home
1. What are the different forms of materials found at home? Laptop
and in school? (solid, liquid, gas) LCD /LED TV
2. Which among the three forms of materials have its own
shape and does not depend on a container?
Engage (Get the students’ minds focused on the topic)
5 Minutes
 Show examples of rocks with different colors. ( at Real object ( rocks with
least 4-5 examples) different colors)
Ask: What have you observed with these rocks?
Describe what you see.
( it has shape, it has color)
 Are all solid materials have color? ( yes )
Explore (Provide students with a common experience)
15 Minutes
Activity: activity sheets
Conduct a mini educational field trip inside the
school campus. Assign each group to a particular area of
the school ( vegetable garden, flower garden, garden pit,
canteen etc. )
Group No. __________ Area Visited: _________

GROUPING OF MATERIALS
Red yellow blue white

Let the pupils share their experiences during the trip.

Explain (Teach the concept. Should include interaction
between teacher and students). 8 Minutes
 Let the group share their answers how they group
the solid materials.
 Emphasize that solid materials can be grouped
together based on their color but they vary in
shapes and sizes
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Ask:

35
 What can you say about the different solid
materials in each color?
( let one group share and discuss their ideas in each color)
Integration
( Art: Primary and Secondary Colors)

Evaluate (How will you know the students have learned

the Concept)
Conduct a game of grouping solid material based on their
color. The group who finish first the task will win the
game.
CRITERIA 5 points 3 points 1 point
( all group (2-3 group ( only 1
members members member
Teamwork participated) did not perform the
participate) task)
Finish Did not
Time before the finish on Perform the
time time task after
beyond time
Correct Got 100% Got 90% Got 50%
answer correct correct correct
answers answers answers
Extend (Deepen conceptual understanding through use in
new context). 2 minutes
Situational experience
Draw at least 5 solid materials found at home with the
same color in your activity notebook.

Reflection:

A. No. of learners achieve 80%____________

B. No. of learners who require additional activities for remediation:_________
C. Did the remedial lesson work? ________
D. No. of learners who caught up with the lesson? _______
E. No. of learners who continue to require remediation? ______
F. Which of my teaching strategies worked well? ________
G. What difficulties did I encounter which my principal or supervisor help me
solve? _____
H. What innovation or localized materials did I used which I wish to share with
other teacher? ___________________

36
 Lesson Plan in Science Grade 3

Content Standard:
Understanding of ways of sorting materials and describing them as solid, iquid or gas
based on observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solid,
liquids and gas.
Learning Competency:
Classify the solids according to their Texture. (S3MT-lc-d-2)
Quarter: First Week: 3 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Group different solids based on their texture

II. Content:
Subject Matter: Group Different Solids Based on their Texture.
Strategies: think-pair-share `
Materials: Real object, chart, picture, activity sheets
References: CG page 17, TG page 10-11, LM page 7

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils:

37
 What is one way of grouping solids materials? Rocks
(according to color)
Are all solid materials have color?
Engage (Get the students’ minds focused on the topic)
5 Minutes
Conduct a blind fold activity Real objects like rocks,
Use different objects like cotton, paper, sand paper, cotton , paper, sand paper,
rambutan. rambutan.
Ask the pupils to touch and feel the surface of rocks .
(Note :Same rocks use in the previous lesson )
Explore (Provide students with a common experience)
12 Minutes
 Present a video emphasizing texture of solids. *
 If the video is not available, the teacher can use real [Link]
object or pictures of solids with different textures. FE Real
 Group pupils and provide each group an example of objects with texture
solid materials with different texture .
Let the pupils do the activity by using their sense of
touch / hands .
Tell them to record their answer in manila paper /
illustrate board provided .
Solids hard soft Smooth rough
1. stone
[Link]
[Link]
[Link] paper
5. rambutan
Questions:
1. What do we call this object? Materials?
2. What have you observed in the different textures?
3. What objects are hard, soft, smooth,rough,?
4. What are the four textures of the solids ?
5. How do you know the texture of the solids in the
activity?
Explain (Teach the concept. Should include interaction
between teacher and students). 8 Minutes
Group Presentation –call 3 groups to report .
Accept all answers . After all the 3 groups presented their
results check their answers including the other groups.
Have the class agree if it is correct or not.
Questions;
1. What are the objects that you are holding ?
2. Can you describe the objects ?
3. What do we call these objects?
4. What are your observation ?
5. How will you know that objects differ in texture?
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes

38
 Discuss the solid differ in texture. Show me board
Activity :Think pair share (show me board) Real objects with different
Show objects and describe the objects as smooth , rough, texture
soft, hard)
1 .How are these solid materials differ from each other?
(texture)
2. What are the different textures of solid materials?
(smooth, rough, soft, hard)
3. How did you group the solids?
4. What are your bases in describing solids?
5. Are they similar in texture?
Evaluate (How will you know the students have learned
the concept) 7 Minutes
Underline the correct answer.
1. Cotton balls have a (soft, hard, rough) texture?
2. Majority of the rocks are (soft, hard, rough).
3. Tires should have (soft, smooth ,rough) surface.
4. A toy car should run on a (soft, smooth, rough)
surface.
5. A Slippery area need to have a (rough , soft,
smooth) surface to avoid accident.
Extend (Deepen conceptual understanding through use in
new context). 2 minutes
Situational experience
Name the objects found in your home and group them
according to their texture.
Tabulate their answer
hard soft smooth rough

Reflection:

A. No. of learners achieve 80%____________

B. No. of learners who require additional activities for remediation:_________
C. Did the remedial lesson work? ________
D. No. of learners who caught up with the lesson? _______
E. No. of learners who continue to require remediation? ______
F. Which of my teaching strategies worked well? ________
G. What difficulties did I encounter which my principal or supervisor help me
solve? _____
H. What innovation or localized materials did I used which I wish to share with
other teacher? ___________________

39
 Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as
solid, liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Describe different objects based on their characteristics (e.g. shape, weight, volume,
ease of flow) S3MT-la-b-1
Quarter: _First___ Week: __3_____ Day: _3____

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Group different solids based on their size
Subject Matter: Grouping solids based on their size
Integration:
ESP – Uniqueness of an object or a person
Strategies: KWL, Group activity, Think pair and share, “Show and Tell”, Group Activity
Materials: Manila paper/one whole show me board (LCD, Laptop), pentel pen, ruler,
meter stick, steel tape
References: Curriculum Guide in Science
Science Teachers Manual 3
Science Learners Material 3

III. Learning Tasks:

40
Elicit (3 Minutes) Materials and Assessment
Tool
To elicit prior knowledge, let the pupils recall what they objects /picture,
Know by asking some questions: Do not give the answer LCD /LED TV
Ask: Show-me –board, big
1. Why all tires have rough surface? illustration board
2. Explain what happen if it has a smooth surface?
3. Are all solids have different texture?
( show your answer in a show-me-board)
Engage (6 minutes)
(What they Want to learn) Pictures of melon and
 Show pictures of tomato and melon fruit or post tomato
pictures of different objects on the board.
Ask:
How do these objects different from each other?
Let’s find out in the next activity.
Explore (Provide students with a common experience)15
Minutes
 Divide the class into 4. Real objects
 Let the group select 5 solids in the classroom. Let boxes, activity sheets
them describe each material.
Ask:
1 .Can you tell if the solid is big or small, long or
short, fat or thin?
2. How can you tell?
3. Write your answer in a manila paper following
the table below.
Name of solids Describe the size

4. Have them share their observations.

5. Group solids according to size. (big or small, short
or long, fat or thin) put inside the box
Ask:
 How did you group the solid materials?
 Did you place the solids in the correct boxes?
 What are your bases in grouping the solids?
 Do solid have their own sizes?
 Allow pupils to share their thinking
Explain (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
Let the pupils present their output. Manila paper , Pentel pen
41
 Integration: or big show me board
Ask:
1. What can you say about the sizes of objects?
2. Are all things here on earth have the same length?
God did not create things of the same length. He
created things differently. What do you think is the reason?
(Allow pupils to share their ideas)
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 7 minutes
Ask: *Strips of cartolina or
1. How did you group the solids? Laptop/LCD or LED TV
2. Do solids have their own sizes? Real objects, picture, ruler,
3. Do solids similar or different from other solids? meter stick
4. In the activity that you have done, what can you say
about these group of solids?
Key concepts: (for teacher’s consumption)
1. Solids can be grouped according to their sizes
2. Solid has its own size by looking at the two solids we
can tell if one is big and the other is small, short and long, fat
and thin.
3. Solids may have similar or different sizes with other
solids.
Evaluate (How will you know the students have learned the
concept) 7 minutes
 Game: “Sort Me Out” Laptop/LCD TV or Manila
Present various kinds of solid materials and ask pupils Paper, Rubrics, Activity
to group them according to sizes. Sheets

CRITERIA 5 points 3 points I point

Teamwork all group 2-3 group only 1

members members member
participated did not perform the
participate task
Time Finish Finish on Perform the
before the time task
time after/beyond
time
Correct Got 100% Got 90% Got 50%
answer correct correct correct
answers answers answers

Extend (Deepen conceptual understanding through use in

new context). 2 minutes
Instruction:

42
 List down 5 solid materials found at home. Describe
their own sizes.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? __________________________________________

Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as
solid, liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Describe different objects based on their characteristics (e.g. shape, weight, volume,
ease of flow) S3MT-la-b-1
Quarter: _First___ Week: __3_____ Day: __4_____

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Measure accurately the size of solid.

II. Content:
Subject Matter: Measuring accurately the size of solid.
MATH – Visualizing Congruent Line Segments
Value Focus: Uniqueness of an object or person
Strategies: KWL, Group activity, Think pair and share, “Show and Tell”
Materials: Manila paper/one whole show me board (LCD, Laptop), pentel pen,
ruler, activity sheets, meter stick, steel tape
References: Curriculum Guide in Science
Science Teachers Manual 3
Science Learners Material 3

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials and
Assessment Tool

43
To elicit prior knowledge, let the pupils recall what they Know Real objects (solids of
by asking some questions: Do not give the answer different sizes)
 Show sample of solids and let pupils describe it based LCD /LED TV or
on its size. Let them write their answers on the show- manila paper
me-board Show-me –board
Engage 5 Minutes
The teacher will not give the answer let the pupils answer some
of the questions. (What they Want to learn)
 Show an example of a certain solid object.
Ask: 1. How long is this solid object?
2. What will you do if you want to know how long is this Real solid ( rope)
object? ( measure)
3. What tool are we going to use to measure this solid
material?
Let’s find out in the next activity.
Explore (Provide students with a common experience) 15
Minutes
 Divide the class into 4. *objects, pentel pen,
1. Let the pupils measure the different solid materials meter stick, ruler, tape
found inside the classroom using the various tools measure, activity sheets
( ruler, meter stick, tape measure)
Group 1 (measure short objects using ruler)
Group 2 (measure long objects using meter stick)
Group 3 (measure long objects using tape measure)
Group 4 (measure long objects using steel tape)
Record your observations.
Name of solids length width
1.
2.
3.
4.
5.
Explain (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
*Let the pupils present their output. Manila paper , Pentel
1. What have you observed with the solid materials found pen
inside the classroom (different sizes) or big show me board,
2. Why are we going to use standard tools in measuring the chalk
size of solid materials? (accurate size)
Integration:
Ask: Have you notice that there are objects with the same
length and measurement?
 Emphasize that in mathematics there are also line
segments with the same length and measurement and it
is called congruent line segments
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 7 minutes
Ask: 1. How did you group the solids? *Strips of cartolina or

44
 Let the pupils complete the table below. Laptop/LCD or LED
Non- standard size Standard size TV or Manila paper
Name Real objects, picture,
of ruler, meter stick,
solids activity sheets
smal big lon short fa thin cm. Inch m.
l g t .

Introduce the unit of measure.

Value Focus: Uniqueness of an object or a person
Show objects of the same length.
Ask: What can you say about their length? Are all things
here on earth have the same length? God did not create things of
the same length. He created things differently. What do you
think is the reason?
( in 1 to 2 sentences encourage pupils to answer)
Key concepts: (for teacher’s consumption)
1. Solids may have similar or different sizes with other
solids.
2. Measuring their sizes with a ruler or meter stick will
tell if the solids have the same or different sizes.
3. A ruler is used to measure short objects while a meter
stick is used to measure long objects. Introduce the units of
length, width and height. Give example. (e.g. length -2 inches;
width 3 meters,: height -3 feet) A good measurement must have
the value and the unit. . .
4. Solids can be measured accurately through using
standard tools
Evaluate (How will you know the students have learned the
concept) 7 minutes
Encircle the letter of the correct answer. (pupils will be given Laptop/LCD TV or
activity sheets) Manila Paper, activity
1. What instrument is used to measure short objects? sheets
A. meter stick B. ruler C. tape measure D. rope
2. What instrument is used to measure long objects?
A. rope B. meter stick C. ruler D. steel tape
3. What instrument is used to measure very long objects?
A. rope B. meter stick C. ruler D. steel tape
4. What unit of measure is used in determining the size of a
solid?
A. centimeter B. kilometer C. liter D. milliliter
5. Solids can be measured accurately through using
A. standard tools C. non-standard tools
B. estimation D. guessing
Extend (Deepen conceptual understanding through use in new
context). 3 minutes
45
 List down 5 solid materials found at home. Describe their sizes
by writing their accurate measurement

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Classify objects and materials as solid, liquid, and gas based on some observable
characteristics. S3MT-lc-d-2
Quarter: __First__ Week: 4 __ Day: __1__

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
[Link] different liquids based on their colors.
.
II. Content:
Subject Matter: Group Different Liquids Based on their Colors

Integration:
English, Language Arts
1. Speak and listen to explore, extend, clarify, and reflect on their thoughts,
ideas,
feelings, and experiences.
2. Ask tag questions using the pattern “It is ____ , isn’t it?”
3. Answer tag questions using the pattern “Yes, it is” and “No, it isn’t”
Mathematics – Visualizes, and represents, and finds the capacity of a container
using milliliter and liter. (M3ME-IV-41)
Strategies: Guessing Game and Small Group Learning
Materials: plastic trays, shampoo in a sachet- w/ diff. colors, sachet of styling gel
liquid milk, lotion, coffee, sachet of catsup, Pine apple juice, mango juice
grape juice, orange/lemon juice, glue, coca cola, soy sauce, dishwashing gel w/

46
 diff. colors pictures and cut outs of various liquids
References:
DepEd Grade 3 Science Curriculum Guide pp. 17 of 64
DepEd Grade 3 Science Teacher’s Guide 3 pp.
DepEd Science 3 Sinugbuanong Binisaya Learners Materials in Grade 3
Growing with Science and Health 3 pp. 143-145

III. Learning Task:

Elicit (Access prior knowledge) 3 minutes Materials
Ask:
1. What are the common liquids found at home? Can
you name some of these liquids?
2. Are they useful at home?
Engage: (Get the student’s minds focused on the topic) 5
minutes
Guessing Game:
Show real liquids in a transparent plastic cup with different
color of liquids.
Let the pupils guess what kind of liquids have shown in
each glass.
Explore: (Provide students with a common experience) 15
minutes
Group activity: Plastic tray
1. The class is divided into 5 groups. Shampoo in a sachet- w/
2. Each group will be provided a tray with different liquid diff. colors
materials. Sachet of styling gel
3. Let the pupils group the liquids based on their Liquid Milk
appearance. Lotion
4. They will be given an improvised compartment to Coffee w/ water
separate the objects. Sachet of catsup
Pine apple juice
mango juice
Red liquids Yellow liquids grape juice
Black liquids orange/lemon juice
glue
coca cola
soy sauce,
White liquids Pink liquids Orange liquids dishwashing gel w/ diff.
colors
etc.
or any available materials
Green liquids blue Violet liquids
Some liquids are put in a
The positions of the materials depend upon the arrangement of small sealed plastic
the pupils. container in a small
The teacher will accept the answers of the pupils if the amount only.
materials belong to that shade of color.
EXPLAIN (Teach the concept. Should include interaction
between teacher and students.) 10 minutes
Group reporting: The materials that they

47
Checking of their works. used in group activity
Ask:
1. How many groups of liquids are given to your group?
2. How did you group the liquids?
3. Why did you group in that manner?
3. Can we correctly identify the liquids based on their colors?
Explain.
ELABORATE: (Students apply the information learned in
the explain. The teacher will give inputs to deepen the
understanding of the students.) 10 minutes
Ask:
1. How did you group the liquids that you used in your
activity?
2. Did you group them correctly? How?
3. What are the yellow materials? How about the green
materials? The blue materials?
4. Is the color of pineapple juice yellow? why?
5, Is the color of catsup green? Why?
6. What are your observations on the liquid materials?
7. Is the color specific to a liquid?
Key Concept:
Let the pupils understand that:
Color is one the characteristics of liquids. Liquids have
their own colors. They come in different colors. There are
yellowish liquids like cooking oil, and pineapple juice. Some
are white like milk and glue. Sodas and other drinks come in
various colors like orange, blue, purple, and green. Water is
usually colorless liquid.
Integration:
Mathematics – Visualizes, and represents, and finds the
capacity of a container using milliliter and liter. (M3ME-IV-
41)
Ask:
1. What have you notice to the sizes of the container of the
liquids that we used? Why they vary in sizes?
2. What unit of measurements are found in their container?
3. What unit of measurement is used in measuring small
amount of liquid materials? How about in big volume of
liquids like soft, drinks, paint, and mineral water?
EVALUATION: (How will you know the students have
learned the concept) 5 minutes
Choose the letter of correct answer.
1. What is the color of catsup?
A. blue B. pink C. red D. yellow
2. Nica is holding a 1 liter bottle from a store. It is filled with
black liquid. What is she holding?
A. a bottle of patis C. a bottle of Sprite
B. a bottle of Coca Cola D. a bottle of vinegar
3. What is the color of the ballpen ink usually used by the
teacher in checking pupils’ test paper?

48
 A. yellow B. violet C. red D. blue
4. Leah’s mother promised her to make a juice for her drinks
in school. She sees a bottle filled with violet juice near her
pack lunch. What kind of juice did mother prepared for her
drinks?
A. mango juice C. grape juice
B. coconut juice D. orange juice
5. Nonoy is standing under the santol tree with plenty of ripe
fruits. Some boys are throwing stone on it and he is hit on his
head. When he touches his head, it is wet. What is the
expected color of that wet liquid on his head?
A. white B. pink C. brown D. red
EXTEND (Deepen conceptual understanding through use in
new context) 2 minutes
Your mother is cooking and she ask you to get the soy sauce.
However, the bottles have no labels, what will you do so you
can identify the soy sauce?

Reflection:

A. No. of learners achieve 80%: __________

B. No. of learners who require additional activities for remediation: _________
C. Did the remedial lessons work? ___________
D. No. of learners who have caught up the lesson: ___________
E. No. of learners who continue to require remediation: ___________
F. Which of my teaching strategies worked well? Why did these works? _______
G. What difficulties did I encounter which my principal or supervisor help me solve?
_______
H. What innovation or localized materials did I used/discover which I wish to share with
other teachers? ________________________

49
 Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understandings of ways of sorting materials and describing them as
solid, liquid, or gas based on their observable properties.
Performance Standard:
be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency:
Classify objects and materials as solid, liquid, and gas based on some observable
characteristics. S3MT - I c - d – 2
Quarter: First Week: 4 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the taste and smell or odor of different liquids.
2. Classify liquids according to taste and smell or odor.

II. Content:
Subject Matter: Describe the taste and smell or odor of different liquids.
Integration:
MAPEH - Health (giving of safety measures)
MTB – MLE – mass nouns (mga butang nga di maihap)
English – Count and mass nouns
Strategies: Group activity, Guessing Game
Materials: real objects , charts, activity sheets,
References: Dep Ed Grade 3 Science Learners Materials page

III. Learning Tasks

Elicit (Access prior knowledge ) 3 Minutes Materials
Ask the following questions:
What liquids are commonly used at home did we study yesterday?

50
 (naming the liquids used at home)
Engage (Get the students’ minds focused on the topic)
5 Minutes
Guessing Game: Unlabelled cups of
1. Blind fold two pupils, on the table, place the cups filled with vinegar, juice,
vinegar, sweet juice, water, soy sauce and water, soy sauce
2. Let the blindfolded pupils dip the tip of their finger in the cup and
to taste the different liquids.
3. The rest of the pupils will observe the facial expression of the
blind folded pupil while tasting the different liquids.
4. They will guess what did the blindfolded pupil tasted.
Explore (Provide students with a common experience)
15 Minutes
Perform group activities with the proper instruction of the teacher Real objects such as
according to the table presented in the learner material  rubbing alcohol,
(Activity: Smell and Taste tests). catsup, fruit juice,
Setting of standards in working of groups and answering guide vinegar, perfume,
questions. soy sauce, water,
Review the safety measure in tasting and smelling the liquids. glue ,baby oil
Integration of MAPEH - Health (giving of safety measures) toothpaste, gel,
Materials for the smelling test will be separately placed on the table. shampoo, lotion,
Set of materials will be properly labelled. softdrinks, coffee,
Recording of observations using their charts. hot chocolate
Chart A, liquids that are safe to taste cologne, paint,
Chart B, liquids which can be smelled and won’t hurt the sense of
smell charts
Note: ( each chart will be assigned to 3 groups with different objects to activity sheets
taste and smell tests so that everyone will participate and answer the  
activity charts to them)
 Group 1.
Directions: Complete the table and answer the guided question below.

  Taste
Liquids  
sour sweet bitter salty tasteless
catsup          
syrup          
suka          
(tuba)
water          
Group 2.
  Taste
Liquids  
sour sweet bitter salty tasteless
Oil          
Coffee          

51
 Juice          
sauce          

Group 3.
  Taste
Liquids  
sour sweet bitter salty tasteless
toothpaste          
lipstick          
kalamansi          
milk          
Group 4.
  Smell
Liquids  
Bad smell Good smell odorless

cologne      

perfume      

floor wax      

shampoo      

Group 5.
  Smell
Liquids  
Bad smell Good smell odorless

Betadine      

Dishwashing liquid      

Alcohol      

manzanilla      

Group 6
  Smell
Liquids  
Bad smell Good smell odorless

Cream      

Handwash soap      

52
 Bath liquid soap      

glue      
Explain (Teach the concept. Should include interaction between
teacher and students). 15 Minutes
 Presentation of outputs based on the data provided and let the pupils Activity charts
explained their works using the guided questions.
Guide Question:
A.
1. Did the liquids have the same taste? Different taste?
2. Which liquids were sour, sweet, bitter, or salty?
3. What characteristic of liquids is shown in the activity?
B.
4. How were you able to describe the smell or odor of the liquids?
5. Which liquids have good smell? Bad smell?
6. What characteristic of liquids is shown in the activity?
Integration of MTB – MLE and English – every group will identify if
the materials they’re holding is a count or mass noun.
Elaborate (Students apply the information learned in the Explain. The
teacher will give inputs to deepen the understanding of the students) 5
minutes
Question:
1. Will you say that liquids are described by their taste and smell?
( different liquids have different taste and smell)
2. Did you classify the liquids based on their taste and smell?
How?
(Liquids are described by their smell/odor. Liquids have the
same taste or different taste. We grouped the liquids based on
their taste.)
3. What is the odor/smell of sour liquid such as vinegar?
4. What is the odor/smell of sweet liquids such as lotions?
5. What is the odor/smell of bitter liquids such as ampalaya?
6. What is the odor/smell of salty liquids?
Key concepts:
  Liquids have different taste and smell.
Sour liquid have also sour smell like vinegar.
Sweet liquids have also sweet fragrance like lotions.
Bitter liquids have also bitter smell.
Some salty liquids have no salty smell.
Evaluate ( How will you know the students have learned the concept)
5 minutes
Instructions: Answer the questions. Encircle your answer.
1. What is the taste of a guava jelly?
A. Sour B. sweet C. bitter
2. Which of the following liquid materials that the taste is sour?
A. Oil B. vinegar C. soy sauce
3. Which of the following liquid materials have a good odor?
A. Lotion B. vinegar C. insecticide
4. How did you classify the liquids?

53
 A. By size B. by looking C. by tasting and smelling
5. Roel eats an ampalaya during his breakfast; he immediately
shows a bad face. Why Roel do reacts that way?
A. because amplaya ‘s taste is sour
B. because ampalaya’s taste is bitter
C. because ampalaya’s taste is sweet
Extend (Deepen conceptual understanding through use in new
context). 2 minutes
 Instructions: Bring 3 different labels/sachet of liquids found at home.
Paste it to the liquid column. In each item you bring, describe each
Liquid Taste Smell
1.
2
3
according to its taste and smell.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

54
 Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Classify objects and materials as solid, liquid, and gas based on some observable
characteristics. S3MT-lc-d-2
Quarter: 1 Week: 4 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify gas according to odor.
2. Infer that some gasses have odor.

II. Content:
Subject Matter: Identify Gas According to Odor
Integration:
MAPEH – Maintain cleanliness and safety surroundings in proper disposal of garbage
(EsP3PPP-IIIe-g 16)
Strategies: Guessing Game and Think/Pair/Share
Materials: Any materials that can produce strong smell when squeezed or cooked
References:
DepEd Grade 3 Science Curriculum Guide
DepEd Grade 3 Science Teacher’s Guide 3 pp. 17-
DepEd Science 3 Sinugbuanong Binisaya LM in Grade 3 pp. 20-21

III. Learning Task:

Elicit (Access prior knowledge) 3 minutes Materials

55
Ask: vinegar lemon juice /
1. What liquids commonly found at home did we study citrus
yesterday? soy sauce patis
2. Who among you have neighbors whose house is very near to (materials may vary
your house? according to its
3. Was there an instance were you able to guess correctly the availability)
viand of your neighbor?
4. How did you guess it correctly?
Engage: (Get the student’s minds focused on the topic) 5
minutes
Ask: - Pictures of tidy and
1. In which situations you like to be seated? Beside a classmate: untidy children
a. just taken a bathe
b. sweating after playing under the sun
c. did not change clothes for three days
2. Explain your answer why you choose him/her.
3. Why you don’t like to seat beside your classmate with bad
smell?
Explore: (Provide students with a common experience) 18
minutes
1. Group the pupils into five Activity sheet
10 Covered baskets/tray
Activity 1: Guessing game – “Smell Me Not” citrus pomelo
ripe jackfruit in a
Mechanics of the game: tupperware
1. Blind fold the all the learners in the class in their respective durian fruit in a
groups. tupperware
2. Expose some examples of gas materials, then let pupils smell cotton with rubbing
and have them identify their smell. alcohol in small
3. Tally their answers. container
perfume
Activity Sheet 1 (rotten fruit/spoiled
food wrapped in a
Name of Materials Smell/Odor cellophane)
Bad Good Lemon grass
1. durian fruit Fried dried fish
2. rubbing alcohol
[Link] any materials with
4. jackfruit strong odor
5. insect killer
6. rotten fruit
7. perfume
8. fabric conditioner
9. fried dried fish
10. lemon grass
4. After the activity ask the learners to remove the blindfold and
have them check their answers if it is correct.
5. The group with highest correct guess wins the game.

56
Explain (Teach the concept. Should include interaction
between teacher and students.) 10 minutes
*Group reporting Activity sheet 1
*Checking of their works.
Ask:
1. Are all gasses smell good?
2. What is your reaction when you smell foul gas? Why?
3. What sense of the body did you use to be able to tell the
smell/odor of the gas materials?
4. When do you say that the gas around us is clean or fresh?
Why?
Elaborate: (Students apply the information learned in the
explain. The teacher will give inputs to deepen the
understanding of the students.) 7 minutes
Ask: Activity sheet 1
Based on the activity you have done, what can we say about the
gas materials?
2. Are gasses have the same odor?
3. Are all gasses have odors?
4. How do you know that there is presence of gas around us?
5. What are the various odor you smell from gas? (enumerate)
Key concept:
Gas is a matter that we can feel but we cannot see and hold.
We can smell the gas because of some other materials in our
surroundings that give off odor or smell. Gas is everywhere
that’s why it can spread out the odor of other thing in the
surroundings.
Integration:
MAPEH – Maintain cleanliness and safety surroundings in
proper disposal of garbage
(EsP3PPP-IIIe-g 16)
1. Do you have a garbage pit at home? How did you dispose
your garbage/waste?
2. What cleaning tools are you using in cleaning your yards?
Evaluation: (How will you know the students have learned the
concept) 5 minutes
Choose the best answer from the selection. Evaluation sheet
1. Which of these materials that cannot be seen but have odors?
A. solid B. liquid C. gas D. matter
2. What sense organ of the body is use to be able to smell gas
materials?
A. eyes B. mouth C. nose D. ears
3. Which situation tells you that gas has been released from a
rotten material?
A. you smell a foul gas C. you smell a fragrant gas
B. you smell an aromatic gas D. you smell nothing
4. Your dog got sick and died. You did not burry it.
You just threw the dog in the canal near his house. After a few
days the smell of your surrounding is very stinky. What makes
your surrounding stinky?

57
 A. the dead dog in the canal near his house
B. the garbage near your house
C. the rotten fruits in your yard
D. your spoiled foods in his kitchen
5. Brylle is in the living room watching a television. His
grandmother is in the kitchen. He smells something aromatic.
After a while his grandmother call him for lunch. He said “yes
lola I’m hungry when I smell the adobo. Why Brylle knew that
his grandmother cooked adobo even if he did not see it?
A. The smell of adobo spread out in the living room.
B. Brylle helped his grandmother in cooking adobo.
C. His grandmother announced that their viand is adobo.
D. Every day his grandmother is cooking adobo.
EXTEND (Deepen conceptual understanding through use in
new context) 2 minutes
Explain these situations in 2-3 sentences.
1. What will you do to make your surroundings at home smell
clean and presentable?
2. Is it necessary to clean your house? How often do you clean
your house?

Reflection:

A. No. of learners achieve 80%: __________

B. No. of learners who require additional activities for remediation: _________
C. Did the remedial lessons work? ___________
D. No. of learners who have caught up the lesson: ___________
E. No. of learners who continue to require remediation: ___________
F. Which of my teaching strategies worked well? Why did these works? _______
G. What difficulties did I encounter which my principal or supervisor help me solve?
_____________________________

58
 Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Classify objects and materials as solid, liquid, and gas based on some observable
characteristics. S3MT-lc-d-2
Quarter: 1 Week: 4 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify gas according to its color.
2. Infer that some gasses have color.

II. Content:
Subject Matter: Identify Gas According to its Color
Integration:
MAPEH – Maintain cleanliness and safety surroundings by proper disposal of
garbage (EsP3PPP-IIIe-g 16)
Strategies: Guessing Game and Small Group Learning
Materials: Any materials that can produce strong smell when squeezed or cooked
References:
DepEd Grade 3 Science Curriculum Guide pp. 17 of 64
DepEd Grade 3 Science Teacher’s Guide 3 pp. 17
DepEd Science 3 Sinugbuanong Binisaya LM in Grade 3 pp. 20-21

III. Learning Task:

Elicit (Access prior knowledge) 3 minutes Materials
Ask the class of the following questions: Picture of motorcycle
1. Who among of you here have motorcycles at home?
2. When somebody starts the motorcycles, what do you
observe going of the muffler (tambutsu)

59
3. What state of matter is from the exhaust coming from the
muffler of the motorcycle?
Engage: (Get the student’s minds focused on the topic) 5
minutes
Using the same situation during the elicit
Ask:
1. How do we know that there is gas coming out of the
muffler of the motorcycle?
2. What is the color of the gas that comes out of the muffler
of the motorcycle?
3. Is the gas coming out of the muffler the same in color
with the other motorcycles? Describe the difference?
Explore: (Provide students with a common experience) 15
minutes
Instruction: Pupils will be group into five. [Link]
Guided Question: com/search?q=colors
[Link] materials produce lighter smoke? +of+smokes&source
2. Which materials produce dark smoke? =lnms&tbm=isch&sa
Group Activity 1: =X&ved=0ahUKEwjg
Group 1: 6Ofrx5ziAhX8yYs
Instruction: Study the smokes of the pictures and paste the BHdkICnQQ_AU
word cards that describe to its bulk of smoke and color. IDigB&biw=1366&
Picture description as to bih=657
Kind of pictures Bulk of Color of
smoke smoke Activity sheets
1. Pictures of materials that
1. Picture of man words words gives off gasses (e.g. stove,
roasting Lechon with truck, burning materials)
white thin smoke 2. Pictures of gasses with
colors (e.g. fire, smoke,
2. Picture of a blue fogs, clouds)
smoke Paste
Match box
3. Picture of a burning Big and small candle
house with black Scratch papers/cartoons
smoke torch
Groups 1 and 2: word cards
[Link] of a burning Gray whitish
house with white Blue yellowish
smoke black
thin heavy very thick
[Link] of a factory Group 3 and 4: word cards
emitting yellowish
smoke Gray thin smoke
Group 2:
Perform the experiment: Blue thin
Instruction: The group will observe the following materials. Whitish thinsmoke
smoke
1. smoke of big and small candles Very black thick
2. smoke of match stick Yellowish
smoke thin smoke
3. smoke of burning cartoons/papers (this will be done

60 Very white thick

fireless smoke
Black thin smoke
 outside with close supervision of the teacher.
4. torch

Materials and Materials description as to

activities Bulk of smoke Color of smoke
1. lighting a
matchstick
2. candle lighting
(small and big
candle)
3. cartoon/paper
burning
4. torch lighting
Group 3:
Instruction: Match the picture of the smoke to its
description.
Smoke Descriptions Pictures
1. whitish thick cool
smoke a. lighted matchstick
2. very white thick
fireless smoke b. lighted torch
3. black heavy smoke c. white clouds
4. whitish thin smoke d. fogs in a mountain
5. black thin smoke e. burning houses
Group 4:
Instruction: Draw the materials that produce the kind of
smoke as describe at the right side.

drawing Smoke description

very white thick
1. fireless smoke
2. Very black thick smoke
3. Yellowish thin smoke
4. whitish thin smoke
5. black thin smoke
Teacher will closely monitor the pupils because their answer
is based on their observation.
The groups will post their works on the board.

Explain (Teach the concept. Should include interaction

between teacher and students.) 10 minutes
Group reporting Activity Sheets
Checking of their works
Ask:
1. Have you seen the different colors of gasses in our
surroundings that we see for a while?
2. What is the color of fire from gas stove? Have you seen
blue flames? Where have you seen it? How about red,

61
orange, and yellow flames?
3. What is the color of smoke from big bulk of burning
materials?
4. What is the color of smoke that comes out from vehicles?
5. What is the color of smoke that comes out from factories?
6. What is the color of fogs? When do we see fogs?
7. What are the visible gasses that can be seen for a
moment?
8. What make them visible?
9. Do the amount and kind of burning materials affect the
color and bulk of smoke?

Elaborate: (Students apply the information learned in the

explain. The teacher will give inputs to deepen the
understanding of the students.) 10 minutes
Ask:
1. Which of the pictures have experienced?
2. Have you heard the incident in purok 2 where a portion of
this village was burned?
3. Who among of you live in Purok 2? Have you witnessed
that? Did your house burn at that time?
4. How do you describe the bulk of its smoke and its color?
5. Have you witnessed burning sugarcane plantation near
your village or the place where you passed by? Say
something about its smoke and the fire that you see?
6. Let them share their experiences in burning different
kinds of garbage/rubbish at home and cooking scorched
foods.
(Focus their answers to the amount of fire applied and the
color and bulk of the smoke.
Try to internalize this situation:
Your group went camping. You were lost from the
group.
Which of this signal will you use so they can send rescue
from your location? Why?
Integration:
MAPEH – HEALTH: Safety measure in using and handling
harmful materials.
1. What is your reaction when you see a burning house?
Why?
2. Have you experienced burned by a lighted candle? How
did you feel it? Do you want to experience it again? Why?
3. What are the safety measures in handling burning
materials like candle, kerosene lamp, stove, etc.
4. What will happen to you if you inhale smoke?
Evaluation: (How will you know the students have learned
the concept) 5 minutes
Choose the correct answer.
1. What is the color of the candle flame?
A. blue B. green C. yellow D. gray

62
 2. Which of these materials produces smoke when lighted?
A. fluorescent lamp B. bulb C. lampshade D.
cigarette
3. Ivan is catching the smoke from burning leaves. He
wanted to keep it in his hand but he can’t hold it. Why Ivan
can’t hold the smoke?
A. the smoke is a gas and cannot be held
B. the smoke is slippery to catch
C. the smoke goes up swiftly
D. the smoke is strong enough to skip away from the hands
of Ivan
4. Your group went mountain climbing. You were lost from
the group, which of this signal will you use so they can send
rescue you from your location?
A. smoke signal B. banner C. sticks D. sounds
5. The teacher went home from school. She notices that
there is smoke coming from their kitchen but the smoke is
not big enough for a burning house. What could possibly
happen to her house?
A. somebody is cooking in her house using firewood
B. somebody is smoking in her house
C. her child is cooking in a rice cooker
D. her child is lighting a candle
Extend (Deepen conceptual understanding through use in
new context) 2 minutes
How were these colored gasses produced?
1. gray thin smoke

Reflection:
A. No. of learners achieve 80%: __________
B. No. of learners who require additional activities for remediation: _________
C. Did the remedial lessons work? ___________
D. No. of learners who have caught up the lesson: ___________
E. No. of learners who continue to require remediation: ___________
F. Which of my teaching strategies worked well? Why did these works? _______
G. What difficulties did I encounter which my principal or supervisor help me solve?______
H. What innovation or localized materials did I used/discover which I wish to share with
other teachers? _____

63
 Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Describes ways on the proper use and handling solid, liquid and gas found at home
and in school. (S3MT-le-g-3)
Quarter: _First___ Week: __5____ Day: __1_____

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Name common solid, liquid, and gas found at home.

II. Content:
Subject Matter: Name Common Solid, Liquid, and Gas Found at Home.
Integration:
MAPEH – Health: Being careful in handling objects.
ESP: Cleaning the working area after the experiment.
Strategies: KWL, Group activity, Guessing games
Materials: Manila paper/one whole show me board (LCD, Laptop), pentel pen, pictures
of materials found at home or real materials
: References:
Curriculum Guide in Science (Unpacked curriculum in Science)
Science Teachers Guide 3, page 23-25
Science Learners Material 3, page 18-19

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials and Assessment
Tool
Let a pupil get a picture for the table and let his/her place it Pictures of any of the
on the column under materials. He/she will then check the following (use only one
classification if the materials (solid, liquid, gas) picture each for solid,
liquid, gas)
Draw this table on the board a. soy sauce, cooking oil
etc.

64
 Materials Solid Liquid Gas b. laundry soap, bath soap,
1. salt etc.
2. c. LPG, steam from
3. cooking rice, cigarette
smoke etc.
Engage(Get the students’ minds focused on the topic) 5
Minutes
What they Want to learn Pictures of any of the
Show pictures in the class showing materials found at home. following (use only one
picture each for solid,
Using the same output in the elicit, ask the following liquid, gas)
Questions: a. soy sauce, cooking oil
1. Can you name the materials shown in the picture? etc.
2. Where can we find these materials? b. laundry soap, bath soap,
salt etc.
Let’s find out to our next activity c. LPG, steam from
cooking rice, cigarette
smoke etc.
Explore (Provide students with a common experience) 15
Minutes
Group Activity Real/Pictures of materials
found at home (depending
Group the pupils with 5 members in each group (small on the availability of
group). materials)

Give the activity card to each group and the materials they Like: alcohol, cooking oil,
need for the activity. LPG, detergent, insecticide
(teacher’s choice)
Activity Card
Procedure Manila paper and pentel
1. List as many materials as you can that found at pen
home. or
2. After listing the materials group it as solid, liquid, One whole illustration
and gas. board and chalk per group

Activity Sheet Rubric

Solid Liquid Gas

Questions:
1. What are the common materials found at home?
2. What materials found at home are solids? Why did you
classify this as solids?
3. What materials found at home are liquids? Why did you

65
classify this as liquids?
4. What materials found at home are gas? Why did you
classify this as gases?

Rubric
Score Indicators
10 100% of the group members participated
actively and obtained highest points correct
answer.
9 75% of the group members participated
actively and obtained second highest points
correct answer.
8 50% of the group members participated
actively and obtained third highest points
correct answer.
7 30% of the group members participated
actively and obtained fourth highest points
correct answer.
6 20% of the group members participated
actively and obtained 5th and below highest
point correct answer.
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
Let them display their answer in the wall of the classroom. Real/Pictures of materials
Ask 3 groups to do the reporting. found at home (depend on
the availability of materials)
Reporting. Pupils do the talking with the guide of the
teacher. Like: alcohol, cooking oil,
LPG, detergent, insecticide
Check the answer of the pupils from the questions in the (teacher’s choice)
explore.
Manila paper and pentel
Let them explain their answer and try to note some of their pen
misconceptions by asking the reason of their answer. or
One whole illustration
Check the answers of the pupils from the questions in the board and chalk per group
explore.

Integrate in MAPEH – Health: Being careful in handling

objects.
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 7 minutes
What you Learned *Strips of cartolina or
Guessing Games: (Show me board) 5 minutes Laptop/LCD or LED TV
1. I am a solid, you can cook in me using electricity. What I *Show me board
am ?
2. I am a dark liquid, you can see me in the kitchen and use
me in cooking adobo, What I am?
(teacher can add more)
66
 Process their responses after all the 3 group reported.
Correct misconceptions if there are any and to arrive at the
correct ideas/concept.
Key Concept: (for teachers consumption)
Discuss the concepts using different examples of solids,
liquids, and gases that can be found at home.
ESP: Cleaning the working area after the experiment.
Evaluate (How will you know the students have learned the
concept) 7 minutes
I. Match the picture in column A with the name in Column Laptop/LCD TV or Manila
B then underline column B if it is solid liquid or gas Paper
A B
_____1. Picture of rubbing A. LPG: It is a (solid,
alcohol liquid, gas)
_____2. Picture of soap B. Bath soap: It is a
(solid, liquid, gas)
_____3. Picture of LPG Tank C. Rubbing alcohol:
D. It is a (solid, liquid,
gas)
II. Read and answer the following question? Write letter of
the correct answer.
4. Mother cooking fried chicken, what materials she used in
frying?
A. water B. cooking oil C. soy sauce D. vinegar
5. Which of the following solid can remove dirt from your
hands?
A. dishwashing C. scotch brite/sponge
B. detergent bar D. rag
EXTEND (Deepen conceptual understanding through use
in new context). 3 minutes
By pair, let the pupils:
1. Name solid materials found in the kitchen.
2. Liquids that found in the comfort room.
3. Any gas that can be found any part of the house

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

67
 Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Describe the uses of common solid materials found at home.
Quarter: 1 Week: 5 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the uses of common solid materials found at home.
2. Perform an activity on the uses of common materials found at home.

II. Content:
Uses of common solid materials found at home Integration:
English: Make inferences and draw conclusions based on texts (pictures, title,
and content words) EN3RC-IIIa2.11
Strategies: Think/Pair/Share and Role Playing
Materials: picture chart of different materials found at home like toothpaste, soap,
alcohol, personal care products, detergent cleaning agents, disinfectants,
medicine, or labels of these products
References:
DepEd Grade 3 Science Curriculum Guide
DepEd Grade 3 Science Teacher’s Guide 3 pp. 26-28
DepEd Science 3 Sinugbuanong Binisaya LM in Grade 3 pp. 18-22

III. Learning Task:

Elicit (Access prior knowledge) 5 minutes Materials
What are the materials you see in the picture chart? * Picture chart of different
Which of these materials are found at home? materials found at home
Which of these materials are found in school? and in school posted on the
Group Activity :1 board
Direction: 1. Group the common materials found at home and * Pictures of solid, liquid,
in school as solid, liquid, and gas using the pictures in the and gas in the envelop
envelop and post it on the board when done. (each envelop has varied
solid liquid Gas pictures and have 2 pictures
in every column.)

The pupils will check their works and report their findings for

68
further understanding.
Engage: (Get the student’s minds focused on the topic) 5
minutes
Ask: Pictures of solid materials
1. What have you observe to the materials left in the clip found at home - use in elicit
charts? e.g. solid foods
2. Can you imagine how they are used at home? solid cosmetics
mothballs, albatross, fly
Call some pupils to group the pictures in the clip charts by catcher
putting them in their proper headings. tablet/capsule medicines,
Checking of their work. appliances, furnitures,
Now we are going to perform an activity that will help you cooking utensils
describe the uses of common solid materials found at home. for personal hygiene’s,
guitar, bass drum, soap,
for pest control
detergent soap, etc.
Explore: (Provide students with a common experience) 18
minutes
Group Activity: 2 The same pictures used in
Each group has different solid materials to use. engage activity
Guide Questions: paste
1. Describe the uses of common solid materials found at home activity sheet
by placing them in the proper places.
Directions:
Group 1:
Uses of Materials Pictures of Materials
Materials use for cooking
Materials use for eating
Group 2:
Uses of Materials Pictures of Materials
Materials use for
cleaning the house
Materials use for
beautifying the house

Group 3:
Uses of Materials Pictures of Materials
Materials use for pest
control
Materials use as
disinfectant

Group 4:
Uses of Materials Pictures of Materials
Materials use for
aesthetic value

69
 Materials use for personal
hygiene

Group 5:
Uses of Materials Pictures of Materials
Materials use for
aesthetic value
Materials use for personal
hygiene
Materials use for
Entertainment/recreation

Explain (Teach the concept. Should include interaction

between teacher and students.) 8 minutes
Presentation of outputs. Activity sheets of the pupils
Group reporting
1. Check pupils’ answer based to the activity questions. Process
their responses to correct misconceptions and come up with the
correct concepts.
2. What are the solid materials found at home?
[Link] are the different uses of these solid materials?
4. Which of these solid materials are common to you?
5. Can you name some other solid materials that are used in
cooking?
6. What solid materials do you have at home that make your
home beautiful?
7. Do our clothes will get clean if we wash it by water alone?
Why? Can you name solid detergent soap that we used in
washing our clothes?
8. Do you think you will be clean when you take a bath without
using soap?
9. Do we consider our house clean if there are rats, flies, and
cockroaches around? What do we need to get rid of them?
10. Can you name some objects that can trap or kill insects and
pests at home? What are they?
Elaborate: (Students apply the information learned in the
explain. The teacher will give inputs to deepen the
understanding of the students.) 7 minutes
Activity 3: A basket of solid materials
Role Playing: using real solid materials commonly found at home
Rules: 1. There are 2 contestants (partners) in each group.
2. The first contestant will get the materials in a basket
and give it to the second contestant.
3. The second contestant will act out on how to use the
materials given to him/her. The first one to guess earns
the point.
4. The first group who can score five points will be the
winner.

70
What did you learn from our activities?
What have you observed from the different solid materials at
home?
Are they useful? Do they have the same uses at home? How do
we used these solid materials at home?
Let them share their experiences to the group how they used the
solid materials at home such as in cleaning their body, cooking,
etc.
Key Concept:
There are different solid materials can be found at home. Each
material has its own use. Some are used as cleaning agent, in
cooking, as tools in doing work. Some are used as medicine,
and etc. these materials are important and must be used
properly so that they may serve their purposes properly.
Integration:
English: Make inferences and draw conclusions based on texts
(pictures, title, and content words) EN3RC-IIIa2.11
How did you identify the solid materials at home?
1. If you have a fever what will you take to get well. What is
the effect of the medicine (paracetamol tablet) in your body?
Explain it.
2. Why do we need to add salt in our food? Can you identify
easily salt from sugar? How?
3. Did you label the materials at home to avoid mistake in using
it?
Evaluate: (How will you know the students have learned the
concept) 5 minutes
Choose the letter of the correct answer.
1. Which material at home we used to sweeten our milk?
A. salt B. sugar C. vinegar D. pepper
2. What do we need to add in cooking fish so that it will taste
better?
A. salt B. sugar C. coconut D. meat
3. Roy wanted to put a fresh flower on his table but the flower
pot is too big to place on his table. What is the best material that
he can used instead of a flower pot?
A. bowl B. glass C. cup D. flower vase
4. What will you do if there are cockroaches in your cabinet?
A. put some amount of pepper in the cabinet
B. put a little amount of sugar in the cabinet
C. put some mothballs in the cabinet
D. put a cat inside the cabinet
5. You wash the plates with clean water without using a
dishwashing detergent and you arrange them in the dish
rack. After a few minutes you noticed that there are ants in
the plates that you washed a while ago. Why the ants are in
the plates?
A. Ants smell the remaining food residue in the plates because
it was not properly washed.
B. Ants love to stay in the plates rather than in the anthill.

71
 C. Ants clean the plates properly.
D. Ants wanted to bring the plates in the anthill.
Extend (Deepen conceptual understanding through use in new
context) 2 minutes
Fill up the table below.
Write at least five solid things found at home and how they are
used?

Solid things at home uses

Reflection 1.
2.
A. No. of learners
3. achieve 80%: __________
B. No. of learners
4. who require additional activities for remediation: _________
C. Did the remedial
5. lessons work? ___________
D. No. of learners who have caught up the lesson: ___________
E. No. of learners who continue to require remediation: ___________
F. Which of my teaching strategies worked well? Why did these works? _______
G. What difficulties did I encounter which my principal or supervisor help me
solve?______
H. What innovation or localized materials did I used/discover which I wish to share
with other teachers? _____

Lesson Plan in Science Grade 3

72
Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Describe ways on the proper use and handling solid, liquid, and gas found at home
and in school.
Quarter: __First Week: __5__ Day: ___3__

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the proper ways in handling and using solid materials at home.

II. Content:
Subject Matter: Describe the Proper Ways in Handling and Using of Solid Materials
Integration:
MTB: Participates actively during class sharing on familiar topics by making
comments and asking questions using complete sentence.
ESP: Napatutunayan ang ang ibinubunga ng pangangalaga sa sariling
kalusugan at kaligtasan.
Strategies: Collaborative, pantomime,
Materials: match, medicine tablet, oxalic powder, canned goods, bar soap, etc.
References: Science Teacher’s Guide pages: 29- 30,
Science Learner’s Material pages: 20-22

III. Learning Tasks:

Elicit: (Access prior knowledge) 3 minutes Materials
Show solid materials such as match, soap, table, chair and Some solid materials like:
others match, soap, table, chair
Ask:
1. What is the use of this material?(show one solid at a
time)
2. What do you think will happen if this is not used
properly?
(Call one pupil at a time to answer each question)
Engage ( Get the students’ mind focused on the topic)
(5 minutes)
Pantomime Game:
Direction:
1. The teacher will be the one to act out the situation
and let the pupil observe the play.
2. Pupils must observe well the play so that they can
give their observations.
Situation: Lighting a candle using a match inside the
classroom. Afterwards, blow the candle and put the match
above the cabinet.
Ask:

73
 1. What did you observe in the play?
(let the pupil say their observations)
Explore (Provide students with a common experience)
(25 minutes)
Activity 1: Uses of materials.
Directions:
1. Divide the pupils into 5 groups.
2. Each group will be given solid material with an
activity to perform. They are given an instruction on Activity cards
what to do.
Group 1: (Match) Picture of cabinet, closet,
1. How do we use match carefully to avoid fire? dishwashing dish, medicine
2. When are we going to put it after using? kit/cabinet,
Group 2: (Paracetamol tablet)
1. What is the use of the tablet? Chart for the activity 2
2. When are we going to take it?
3. Can you take 2 tablets at a time? Why?
Group 3: (bar soap)
1. What is the use of the bar soap?
2. Where are you going to put It after using if there are
small children at home? Why?
Group 4: (Oxalic powder)
1. What is the use of the powder?
2. What do you think will happen if this is accidentally
taken/used as salt or sugar?
3. What is the best thing to do with this after using?
Group 5: (corned beef/sardines)
1. What is the used of this canned good?
2. Is it safe to eat this immediately?
3. Why do some people suffer from stomachache after
eating or taking some canned goods?
Integrate MTB: Participates actively during class sharing
on familiar topics by making comments and asking
questions using complete sentence.
Activity 2: Safekeeping of materials
Complete the table on where the materials should be keep
safe and away from children’s eyesight. (the materials
should be in a picture) Match the solid material to what its
safe place.
Solid materials Safekeeping place
Explain (Teach the concept. Should include the interaction
between teacher and students.) (5 minutes)
Ask the question to each group:
1. What did you do in your activity?
2. Is there a proper way of handling the materials?
3. What are these ways?
4. What do you think will happen if this is
mishandled?
(Let the pupils answer the questions with the additional

74
 idea of the teacher)
Integrate ESP: Napatutunayan ang ang ibinubunga ng
pangangalaga sa sariling kalusugan at kaligtasan.
Elaborate (Pupils apply the information learned in the
“Explain”. The teacher will give inputs to deepen the
understanding of the pupils.) (3 minutes)
Answer the following questions:
1. What will you do to some containers of some solid
materials to avoid the misuse of this? Why?
2. Is it good to smell or take some materials without
label? Why?
3. Before we will take some medicine or any food item Sentence strips
especially those that are discounted, what are we
going to check for our safety?
4. Where are we going to put things/materials that are
inflammable or hazardous like match, oxalic acid,
soaps, and others? Why?
5. What will you do to the used empty bottle of
fertilizers used by the farmer? Why?
Key Concepts:
1. Label all containers properly. Avoid taking or smelling
materials without labels.
2. Check expiry date of any food item.
3. Keep flammable materials away from the source of heat
like match, candles, etc.
4. Keep all flammable, poisonous, and hazardous materials
out of reach of the children.
5. Look for danger signs or hazard symbols on the labels,
cans, or boxes.
6. Never use more than the amount written on the label of
the product.
Evaluate (How will you know the students have learned
the concept) 8 minutes
II. Write / on the blank if the sentence/situation shows
proper handling of materials and x if not.
___1. Mother put the unused oxalic powder in an empty
plastic bottle and labelled it. Answer sheet
___2. Maria gave her little brother a match and let him burn
the garbage at the back of their house.
___3. Ayeza was given a vitamin by her grandmother then
she asked her mother about the dosage.
___4. Christian found a corned beef inside the room of his
mother which he taught mother forgot to serve it because he
knows that was bought months ago. He immediately
opened and ate it without her mother.
___5. It was brown out and you used candle as your light.
You put this inside a tin can.
II. Encircle your correct answer in your answer sheet.
1. Which of the following pictures shows proper
handling of materials?

75
 A. A boy taking 5 tablets.
B. Mother who labelled the containers with oxalic
powder.
C. A little girl with a match in her hand.
2. Why is it not good to smell materials without label?
A. This might be poisonous or harmful
B. It will make you smile.
C. It will make you sad.
3. Which of the following is correct?
A. Never smell unlabeled materials.
B. Allow younger brother/sister burn garbage’s at
the back yard.
C. Take more than one medicine tablet so that you
will be healed immediately.
4. Almira was given some vitamins tablet by her
grandmother but she didn’t take it immediately
because her mother is not at home. She waited for
her mother and read the direction then she took 2
tablets. Is Almira correct? Why? ( 2 points)
Extend (4 minutes)
Arrange the following words to form a sentence why we
need to handle materials properly.
or harmful effects In handling and using
materials
at home are needed safety measures

to avoid found

Reflection:

A. No. of learners achieve 80%__

B. No. of learners who require additional activities for remediation__
C. Did the remedial lessons work?____
D. No Of pupils who have caught up the lesson___
E. No. of learners who continue to require remediation___
F. Which of my teaching strategies worked well? Why did these work?___
G. What difficulties did I encounter which my principal or supervisor help me solve?____
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?
Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:

76
 Describe ways on the proper use and handling solid, liquid, and gas found at home
and in school.
Quarter: __First Week: __5 Day: __4__

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the uses of common liquid materials found at home.

II. Content:
Subject Matter: Describe the Uses of Common Liquid Materials Found at Home
Integration:
MTB: *Differentiate count from mass nouns.
* Participates actively during class sharing on familiar topics by
making comments and asking questions using complete sentence.
Strategies: Role play, Pantomime/ Dialogue
Materials: common liquid materials found at home such as: soy sauce, vinegar,
catsup, zonrox, shampoo, lotion, insecticide, perfume,etc.
References: Science Teacher’s Guide pages:26-28,
Science Learner’s Material pages: 18-19

III. Learning Tasks:

Elicit (Access prior knowledge) (3 minutes) Materials
To elicit prior knowledge, the teacher will ask the pupils: Pictures of solids
1. Give some proper ways of handling solid
materials?
2. Why do we need to handle these materials
properly?
Engage ( Get the students’ mind focused on the topic)
(3 minutes)
Show the following liquid objects and let them describe Real objects such as water,
each. vinegar, catsup, oil, soda
Ask:
1. Are these materials important at home?
Explore (Provide students with a common experience)
(20 minutes)
Let’s have some activity today. I have here several liquid
materials.
(Divide the pupils into 4 groups then each group will be
given an activity to perform ) You are given a situation
then act it out by using the liquid materials needed.
(Pantomime, Role Play or dialogue) Water, oil, soy sauce
Directions: Analyze the situation given then pick the
materials you need in your play to act it out.
Group 1: Your mother bought a kilo of fish. She told you Water, shampoo, perfume
to clean and wash the fish then fry it then serve with
sauce.
Group 2: There will be a program tomorrow. Your Water, zonrox
teacher told you to come to school neat, clean, and smells
good.

77
 Group 3: You arrived home from school with clothes Insecticide, mosquito killer
dirty. Your mother got mad so she told you to wash your
clothes well and the stain should be removed.
Group 4: There are mosquitoes in the house. Your father
told you to kill them.
Explain (Teach the concept. Should include the
interaction between teacher and students.) 8 minutes.
Ask the question while showing them one liquid at a
time.
1. What are the uses of this material?
2. Which of these are used as food, used in
cooking, cleaning, killing pests, etc.
(Let the pupil answer based on their activity)
Elaborate (Pupils apply the information learned in the
“Explain”. The teacher will give inputs to deepen the
understanding of the pupils.) (3 minutes)
Guide Question:
1. What else are liquid materials that are used as
food, used in cooking, cleaning the house,
cleaning the body, and used in killing pests?
2. Name some that are found at home.
Key Concepts:
Common uses of liquid materials
1. Used as food
2. used in cooking
3. used in cleaning the house
4. used in cleaning the body
5. used in killing pests
Evaluate (How will you know the students have learned
the concept) 10 minutes
Instructions: Answer the following.
1. Name one liquid that is used in cooking. ___________
2. Catsup, soy sauce and vinegar are liquid that are used
as ________________.
3. Water and soap are used in__________
4. What liquid materials is used in removing stains of
your clothes?________________
5. What liquid materials will you use if there are
mosquitoes in your house?
6. If body lotion is for the skin, shampoo is for the ____
7. Which of the following is not included in the group.
Underline it. (oil, vinegar, gasoline, soy sauce)
8-10. Give at least 3 liquids that are harmful.
Extend ( 4 minutes) Oral
Pick one liquid at a time from the box then call one pupil
to give the use of it.

Reflection:

78
A. No. of learners achieve 80%__
B. No. of learners who require additional activities for remediation__
C. Did the remedial lessons work?____
D. No Of pupils who have caught up the lesson___
E. No. of learners who continue to require remediation___
F. Which of my teaching strategies worked well? Why did these work?___
G. What difficulties did I encounter which my principal or supervisor help me solve?____
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding of ways of sorting materials and describing
them as solid, liquid, or gas based on observable properties.
Performance Standards:
Group common objects found at home and in school according to solid, liquid, and
gas.
Learning Competency and Code:
Describe the proper use and handling solid, liquid, and gas at home and in school.
S3MT-Ie-g-3
Quarter: __First Week: __5__ Day: __5__

79
I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the proper ways in handling and using liquid materials at home and in school.

II. Content:
Subject Matter: Proper ways in handling and using liquid materials at home and in school
Integration:
ESP-Responsible
MAPEH(Health)-proper handling of materials to avoid harm
Strategies: Cooperative Learning and Lecture
Materials: Picture, Chart
References: K to 12 Curriculum Guide page 17 of 66, SCIENCE 3 Learning Materials
page 18-20

III. Learning Tasks:

Elicit (Access prior knowledge) 3 minutes Materials
To elicit prior knowledge
Ask the pupils: Pictures of or real object of
1. What are the examples of liquid found at home? soy sauce, perfume, zonrox,
2. Let the pupil name the different pictures (or real objects mosquito killer
if possible) of liquid that the teacher will show and how it
will be use.
(note: use pictures of Day 4 lesson)
Engage (Get the pupil’s mind focused on the topic)5
Minutes
Post two photos on the board Picture of Picture of
two child man
Two child playing Man is spraying. playing spraying
bleaching liquid beaching
liquid
Ask the class to describe the two pictures.
*What can you say about the picture 1? Picture 2?
Explore ( Provide students with a common experience) 12
minutes

80
Activity: Group activity Chart
Let them complete the table in their notebook. After all Worksheets
the groups are done, assign a leader in each group to report Notebook
their answers. Picture of cabinet,
1. What are the common liquid materials found at dishwashing dish,medicine
home? cabinet/kit
2. How do we handle the common liquid materials
found at home?
3. List all the common liquid materials found at home
and describe its proper way of handling

Liquid Proper ways Safekeeping

materials of handling place

Explain (Teach the concept. Should include the

interaction between teacher and students.) 8 minutes.
Group Presentation
Ask the following questions:
1. Which materials in the list are useful?
2. Which materials in the list are harmful?
3. Which of these materials should be properly handled
with precaution? Why?
4. How do we handle and use these materials properly?
5. Why do we need to handle and use them properly? Give
emphasis to its harmful effects when not used properly.
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students.) 12 minutes
Elaborate the following concepts:
1. Precautions are essential for safety in using the
materials commonly found at home and in school. Word strips
2. The following are the proper ways in handling and Chart
using liquid materials at home and in school: Pictures
- Label all containers properly. Avoid smelling or
using materials without labels.
- Check the expiry date of any food item. Pictures of smelling with
- Keep flammable materials like kerosene, labels
gasoline, alcohol away from the source of heat.
- Keep all flammable, poisonous, and hazardous
materials out of the reach of children.
- Look for danger signs or hazard symbols on the
labels of bottles ,cans, or boxes.
-Never use more than the amount written on the label of
the product.
Evaluate
1. Which materials found at home that is liquid?
A. book B. cooking oil C. table

81
 2. Which materials is useful for the farmers in the farm?
A. fertilizer B. vinegar C. toothpaste
3. Which of these materials should be properly handled
with precaution? Actvity sheets
A. lotion B. insecticide C. cooking oil
4. What materials used for killing insects?
A. bath soap B. alcohol C. insect spray
. What materials used for cooking?
A. alcohol B. cooking oil C. insect spray
6. Which of the following liquid materials can be harmful
and dangerous if not used properly?
A. insecticide
B. vinegar
C. cooking oil
7. What liquid materials found at home that are
flammable?
A. insect spray
B. gasoline
C. lotion
8. Why do we need to handle in proper ways some liquid
materials at home?
A. to avoid dangers
B. it can be harm
C. all of the above
9. How do we handle liquid materials properly?
A. label all containers properly
B. keep all poisonous and hazardous liquid materials
C. Put anywhere
10. Why do we need to practice precautionary measures in
handling and using liquid materials at home?
A. to be safe
B. to avoid dangers
C. all of the above

Extend ( deepen conceptual understanding through use in

new context.) 2 minutes
In your notebook, copy the table by naming liquid
materials found in your kitchen. Describe the proper way
of handling and using these materials.

Materials Proper way of handling

and using liquid
materials at home.
1.
2.

Reflection:

82
A. No. of learners achieve 80%:________________
B. No. of learners who require additional activities for remediation:______________
C. Did the remedial lessons work?_______________
D. No. of learners who have caught up the lesson:____________
E. No. of learners who continue to require remediation:______________
F. Which of my teaching strategies worked well? Why did these work?___________
G. What difficulties did I encounter which my principal or supervisor help me solve?______
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?___________

Lesson Plan in Science Grade 3

Content Standards:

83
 The learners demonstrate understanding of ways of sorting materials and describing
them as solid, liquid, or gas based on observable properties.
Performance Standards:
Group common objects found at home and in school according to solid, liquid, and
gas.
Learning Competency and Code:
Describe the proper use and handling of solid, liquid, and gas at home and in school.
S3MT-Ie-g-3
Quarter: __First Week: ___6__ Day: __1__

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the uses of common gas materials found at home.

II. Content:
Subject Matter: Describe the Uses of Common Gas Materials Found at Home
Integration: ESP - being responsible
Strategies: Cooperative Learning and Lecture
Materials: Pictures, Chart
References: K to 12 Curriculum Guide page 17 of 66,
Learning Materials page 18-20

III. Learning Tasks:

Elicit (Access prior knowledge) 3 minutes Materials
To elicit prior knowledge the teacher will ask the
pupils: Picture of
1. What are the materials you see in the picture water,soap,alcohol,toothpaste,insect
chart? (water, soap, alcohol, toothpaste, insect spray)
spray)
2. Which of these materials are liquid?
3. What are the proper ways in handling and using
liquid materials at home?
Engage (Get the pupil’s mind focused on the
topic)5 minutes
Show picture of inflated plastic balloon, inflated picture of inflated plastic balloon,
balls and smoke from candle inflated balls and smoke from candle
Let the pupils describe the three pictures.
Explore ( Provide students with a common
experience) 17 minutes
Group activity:
Instructions:
1. Group the pupils into 5. Picture of different areas of a house;
2. Each group will be assigned to the picture kitchen area, bedroom, playing area,
of different areas of a house and identify dining area, garage area (please look
the gas materials can be found in a certain for a picture that they can look for a
area. gas materials)
Group 1. Kitchen area
Group 2. Bedroom
Group 3. Playing area
Group 4. Dining area

84
Group 5. Garage area

Use the table as their guide to answer the activity.

Area of the house Gas materials

(e.g. Kitchen area) (LPG)

Explain (Teach the concept. Should include the

interaction between teacher and students.) 8
minutes.
Group reporting.
Guided questions:
1. What gas materials did you found at the
kitchen area? bedroom? playground area?
dining area? garage area?
2. What are the uses of the following gas
materials you found in the different areas?
Elaborate (Students apply the information
learned in the Explain. The teacher will give
inputs to deepen the understanding of the
students.) 7 minutes
Ask:
1. What are the gas materials that you can
find at home?
2. Are they useful to us? How?
3. Are there any disadvantages that gas
materials can harm the people? Such as?
Evaluate (How will you know the students have
learned the concept)
Write the letter of the correct answer.
1. What gas material is used for cooking
food? A. LPG B. tank C.
candle
2. Why LPG does is used for cooking?
A. Because it contains a gas that will help
to make a fire
B. Because it is a solid that will help to
make a fire
C. Because it is a liquid that will help to
make a fire
3. Which of the following gas materials were
used in the playground?
A. Inflated ball
B. inflated ball
C. smoke
4. In what area of the house you can see the
inflated tire?
A. kitchen B. bedroom C. garage

85
 5. Inflated balloon is used for ______.
A. for cooking
B. for playing
C. for cleaning
Extend ( deepen conceptual understanding
through use in new context.) 2 minutes
Give 3 examples of common gas found at home
and their uses.

Reflection:

A. No. of learners achieve 80%:________________

B. No. of learners who require additional activities for remediation:______________
C. Did the remedial lessons work?_______________
D. No. of learners who have caught up the lesson:____________
E. No. of learners who continue to require remediation:______________
F. Which of my teaching strategies worked well? Why did these work?___________
G. What difficulties did I encounter which my principal or supervisor help me solve?
_________
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?___________

Lesson Plan in Science Grade 3

Content Standards:
The learner demonstrate understanding of ways of sorting materials and describing
them as solid, liquid or gas based on observable properties.
Performance Standards:

86
 The learners should be able to group common objects found at home and in school
according to solids, liquids and gas.
Learning competency and code:
Describe ways on the proper use and handling solid, liquid and gas found at home
and in school. (S3MT-Ie-g-3)
Quarter: _First____ Week: _6____ Day: __2

I. Objectives:
At the end 50 minutes, 100% of the learners are expected to:
Describe the proper ways in handling and using gas materials at home.

II. Content:
Subject Matter: Proper ways in handling and using gas materials at home
Integration: EsP: Nagagawa ng mga wastong kilos at gawi sa pangangangalagaan ang
sariling kalusugan at kaligtasan
Strategies: Interactive discussion by group
Materials: Pictures, Powerpoint Presentation
References: DepEd Science Learners Materials page 22,
DepEd Science Teachers Guide page 18-19,
[Link]

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials
The teacher will ask the pupils about their previous lesson Picture of LPG,
Uses of common gas at home. insecticides, and
What is the use of LPG at home? ( use for cooking) other common gas
What is the use of sprayer at home? (Use for killing insects/pest) found at home
Engage(Get the students’ minds focused on the topic) 5 Minutes.
Activity:
The teacher will ask the following questions:
1. What are the common materials found in your home?
(Name as many as you can)
Pantomime : Act out on putting things on proper place like cabinet
Example: putting the matchbox and candle in a higher place out of
reach of the children.
Ask: Is it proper to put the matchbox and candle above the cabinet?
Why?
Explore (Provide students with a common experience) 10 Minutes
Activity 1 Suggested link:
Show video clips on the proper ways in handling and using gas [Link]
materials at home. (Show it twice) [Link]/watch?
Activity 2. Proper ways in using dangerous gas materials found at home v=plcbES-L8t8
After viewing the video clips, let them answer the activity in page
22.
Explain (Teach the concept. Should include interaction between teacher
and students). 10 Minutes
Guided questions
1. What are the common gas materials found in your home?
(LPG, balloon)
2. How are you going to handle of this common gas

87
 materials found at home?
Elaborate (Students apply the information learned in the Explain. The
teacher will give inputs to deepen the understanding of the students) 10
minutes
Activity:
Connect the pictures of materials found at home , its proper way of
handling and using of gas materials found at home.
Pictures of:
Spray of LPG in the Insecticide
mosquito killer kitchen spray inside the
at binet cabinet

Labelling the Sprays LPG

gas materials

Evaluate (How will you know the students have learned the concept) 10
minutes
Choose the correct answer of the following questions and encircle it.
1. Which of the following situations shows the proper way of
handling the LPG?
A. Daniel turn off the LPG when not in use.
B. Victoria left the LPG while cooking.
C. Aileen did not keep the LPG in the proper place.
2. How are you going to handle the insecticide spray after using it?
A. After using the insecticide spray, throw it the recyclable can..
B. After using the insecticide spray,
C. After using put it in proper place.
3. Why do we need to keep the flammable materials away from the
children sight?
A. so that children will throw it away
B. so that children will not play with it and may cause an
accident.
C. so that children will give it to the neighborhood
4-5. What are you going to do if you see your younger sibling
playing with the LPG tank in your kitchen? Why?
Extend (Deepen conceptual understanding through use in new context).
3 minutes
Observe the picture and describe how to handle this material
properly.
a. Butane with stove

Reflection:

A. No. of learners achieve 80%: _________________________

B. No. of learners who require additional activities for remediation:_________
C. Did the remedial lessons work? _____________________
D. No. of learners who have caught up the lesson: ____________________
E. No. of learners who continue to require remediation: __________________

88
 F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve?
_________________________
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ______________________________________________

Lesson Plan in Science Grade 3

Content Standards:
The learner demonstrate understanding of ways of sorting materials and describing
them as solid, liquid or gas basedon observable properties.
Performance Standards:
The learners should be able to group common objects found at home and in school
according to solids, liquids and gas.
Learning Competency and Code:
Describe ways on the proper use and handling solid, liquid and gas found at home and
in school. (S3MT-Ie-g-3)
Quarter: _First____ Week: _6___ Day: __3___

I. Objective:
89
 At the end of the lesson, 100% of the learners are expected to:
Name common materials found at school as solid, liquid and gas.

II. Content:
Subject Matter: Naming common materials found at school as solid, liquid and gas.
Integration: English – Share relevant information
Strategies: Puzzle game, show me board game
Materials: Pictures, Chart, Laptop, PowerPoint presentation, real objects
References: LM page 18-19, CG pp. 20-21,
[Link]

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials
Ask the pupils: Show picture of LPG and
How this should be handled properly? insecticide spray (Science
[Link] illustrations folder)
2. spray (insecticide)
Engage(Get the students’ minds focused on the topic) 5
Minutes.
Let the pupils connect the puzzles to form a picture. (Prepare pictures of objects
Ask about the pictures being formed. that has been cut to form as a
Where can we find it? puzzle example table, spray, etc.)
Do you have this in school? Are they important?
Why not?
Explore (Provide students with a common experience) 15
Minutes
Show video clip of different materials found in school Suggested link:
solid, liquid and gas. [Link]
After viewing the video let them name the pictures and h?v=5d4zs0ufENE
identify as so solid, liquid and gas.
If no video available you can use pictures of solid liquid Manila paper, pentel pen or
and gas found in school. 1 whole illustration board and
Procedure: chalk
1. List the name of materials found in school.
2. Write it manila paper or in 1 whole illustration board.

Activity Sheets
Solid Liquid Gas
1. 1. 1.
2. 2. 2.
3. 3.
4.
5.

90
 Rubric
Score Indicators
Explain
10 (Teach
100% ofthetheconcept. Should include
group members interaction
participated
between teacher and students). 10 Minutes
actively and obtained highest points correct
Group reporting
answer.
9 The learners
75% willgroup
of the do the talking with
members the guidance of
participated
the teacher.
actively and obtained second highest points
Questions:
correct answer.
1. What are the common materials found in school as
8 50% of the group members participated
solid, liquid and gas.
actively and obtained third highest points
2. What materials in school are solid? Liquids? Gas?
correct answer.
Elaborate
7 (Students
30% apply members
of the group the information learned in the
participated
Explain. The teacher
actively and will give inputs
obtained fourth to deepen
highest the
points
understanding of the
correct [Link]) 7 minutes
Use6 show20% of the (individual)
me board group members participated
actively and
1. Show common obtained
materials 5th and
found below highest
in school.
2. Ask thepoint correct
pupils answer.
the name of the materials and let them
write it in their show me board if it is a solid, liquid or
gas.
3. With the signal of the teacher “up” the pupils show
their “show me board up. Give reward for the correct
answer.
There are different materials found in school as solid,
liquid, and gas.

Value focus:
How will you take care of all these things given to us
by God?
Evaluate (How will you know the students have learned
the concept) 7 minutes
I-Tell whether each materials found in school as solid,
liquid, or gas
____1. Pencil
____2. Alcohol
____3. Carbon dioxide (fart)
____4. Bleach
____5. Toilet deodorizer
II-Write the answer:
How will you know if the ball consist or contain gas?
Extend (Deepen conceptual
Let the pupils list down at least 5 materials
found in their home as solid, liquid and gas.

Reflection:
A. No. of learners achieve 80%: _________________________
B. No. of learners who require additional activities for remediation:_________
C. Did the remedial lessons work? _____________________
D. No. of learners who have caught up the lesson: ____________________

91
 E. No. of learners who continue to require remediation: __________________
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve?
_________________________

H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ________________________

Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding of ways of sorting materials and describing
them as solid, liquid or gas based on observable properties.
Performance Standards:
The learners should be able to group common objects found at home, and in school to
solids, liquids, and gas.
Learning Competency and Code:
Describe ways on the proper use and handling solid ,liquid and gas found at home and
in school S3MT-Ie-g-3
Quarter: __First Week: __6 Day: __4__

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to :
1. Describe the uses of common solid materials found at school.
2. Describe the proper ways in handling and using solid material found in school.

II. Content:
Subject Matter: Common Solid Materials Found at School
Integration: ESP – appreciate the things surrounds us
MTB / English/Filipino – Pungan/Nouns/Pangalan
Health – proper handling materials
Strategies: Cooperative learning, Guessing game
Materials: real objects, pictures, activity charts and sheets

92
References: DepEd K 12 Science Learners Material 3 p
DepEd K 12 Science Curriculum Guide p

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes Materials
Show real objects of solid, liquid and gas materials that can Real objects of table,
be found at school such as table, water, and balloon. water and balloon
Let the pupils name some of the common materials of solid, pictures
liquid and gas.
(Note: teacher may reuse the pictures used in day 3 lesson)
Engage (Get the students’ minds focused on the topic)
5 Minutes
Let the pupils hold and name the solid materials in their Real objects such as
classroom such as ballpen, pencil, bag, book, notebook, ballpen, pencil, bag, book,
eraser, crayons, and others. notebook, eraser, crayons

Explore (Provide students with a common experience)

17 Minutes
Group Activity:
Each group will be assigned to different areas of the school Activity chart
and they will describe the solid materials used and describe Real objects
the proper way of handling and using these materials.
Group 1: Reading Hub/library/Reading corner
Group 2: Principal’s Office
Group 3: School Canteen
Group 4: School’s Garden
Group 5: School Ground
Use the table as your guide.
Solid materials Uses Proper way of
handling the
materials

Explain (Teach the concept. Should include interaction

between teacher and students). 10 Minutes
Group Reporting
Guide Questions:
1. What is a solid material?
2. What are the solid materials you saw?
3. How are these materials used?
4. How will you take care these materials?
Integrate: MTB / English/Filipino – Pungan/Nouns/Pangalan
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 5 minutes
Guessing Game: Using A show me board
Same groupings
Mechanic: Raise your board after you guess what is asked for. Real objects and sentence

93
 [Link] the picture of and write its uses. strips
1. Match
2. Eyeglass
3. Envelope
4. Television
5. Chalk
B. Reading of situations and draw a happy face if you agree
or sad face if you disagree.
1. Fe throws her candy wrapper at the ground.
2. Edem wipes the window with her dirty rag.
3. Blessy and Dharlyn hold the garbage can safely and place it
to the garbage holder.
4. Elisha places all her things at her bag pack before going
home.
Integrate
ESP – appreciate the things surrounds us
Health – proper handling materials

Evaluate (How will you know the students have learned the
concept) 5 minutes
Instruction: Read the following questions and encircle your
answer.
1. What solid materials is used for reading?
A. bag B. television C. books
2. I’m a writing instrument but I’m not a pen. What am I?
A. coloring pen B. pencil C ink
3. In what situation shows that a pail is useful at school?
A. Benny carry the pail and throw it outside the
classroom
B. Jessa carries the pail filled with water and waters the
plants.
C. Katherine paints her pail with different color and
keeps it inside her cabinet.
4. Which of the following solid materials is useful at school
for planting flower?
A. pencil B. bolo C. paper
5. Emelyn throws her scratch paper to the biodegradable
garbage can. Is her action shows a proper way of handling
and using the solid materials at school? Why?
A. Yes, because she throw her paper in a right garbage can.
B. Yes, because it’s her job to collects materials.
C. No, because it is a liquid material.
Extend (Deepen conceptual understanding through use in
new context). 5 minutes
Draw 1 solid material; describe its uses and proper ways of
handling and using the material.

Reflection:A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___

94
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___________________________________

Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing
them as solid, liquid, or gas based on their observable properties.
Performance Standards:
Be able to group common objects found at home and in school
according to solids, liquids, and gas.
Learning Competency and Code: Describe ways on the proper use and handling solid,
liquid, and gas found at home and in school.
Quarter: __1__ Week: __7__ Day: __1__

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the uses of common liquid materials found at school

II. Content:
Subject Matter: Uses of Common Liquid Materials found at school
Integration:
MTB: Differentiate count from mass nouns.
FILIPINO: Nagagamit ang magagalang na pananalita na angkop sa
sitwasyon.
Strategies: group activity
Materials: Real liquid Materials found in the classroom
References: Science Teacher’s Guide pages: 26-28,
Science Learner’s Material pages: 18-19

95
III. Learning Tasks:
Elicit(Access prior knowledge) (3 minutes) Materials
To elicit prior knowledge, ask the pupils:
1. What are the common materials found at home as solid,
liquid and gas? Give some examples
Engage ( Get the students’ mind focused on the topic)
(3 minutes)
If there are liquid materials found at home do we have also *Bleach
liquid materials here in school? Name some … *alcohol
We have here in our cabinet some liquid materials. Why do you *Betadine
think we have this in our room?
Explore (Provide students with a common experience)
(25 minutes)
Divide the pupils into small groups. Each group will go to some Liquid materials found
classrooms to look for some liquid materials they have and let in their cabinet or
them ask the teacher the use of these materials. anywhere in the
(Note: the teacher should ask permission to these teachers a day classroom.
or an hour before this activity.)
(Let the groups share what they have learned in this activity)
Directions: Complete the table.

Liquid materials Uses

Explain (Teach the concept. Should include interaction

between teacher and students) (5 minutes)
Ask the question to each group:
1. What liquid materials you found in the different
classrooms?
2. What are the uses of these?
3. Are these helpful to the children or teacher? How?
Elaborate (Pupils apply the information learned in the
“Explain”. The teacher will give inputs to deepen the
understanding of the pupils. (3 minutes)
Guide Questions:
1. Which liquid are used in cooking? Used for cleaning the
room? used for cleaning your body? Used for killing pests? Used
for cleaning or disinfecting wounds? used for beautification?
Key Concepts:
Common uses of liquid materials found in school are:
1. for cleaning the room (bathroom, floor tile, lavatory)
2. for preparing/cooking during feeding program and nutrition
month)
3. cleaning the body especially the hands and the teeth (liquid
soap, toothpaste)
4. for killing/ getting rid of insects or pests
5. air freshener

96
 6. Beautifying the school
Evaluate (6 minutes)
Circle the correct answer.
1. Which of the following is the most common liquid in school
used for disinfecting? (water paint alcohol) Answer sheet / activity
2 .Zonrox,muriatic acid, and tuff are used in (cleaning sheet
tiles/lavatory, cooking, beautification
3. Your classmate was wounded. Which of the following can
you apply to his wound? (betadine, water, oil)
4. Which liquid is not included in the group according to uses,
underline it.(water, dishwashing liquid, paint, toothpaste)
5. What is the most important liquid material found in school?
Why?
Extend (Deepen conceptual understanding through use in new
context). ( 5 minutes)
Group Activity (Contest) What am I? Illustration board
Instructions: Each group will be given a illustration board and
chalk. The teacher will show at least 5 sentences about uses of
some liquid materials and the pupils will write on their
illustration board the liquid being discussed or used. The group
who can show their answer first will win the game.

1. I am used in frying food such as meat or fish. (oil)

2. I want my classroom to look attractive and colourful.
What will I need? (paint)
3. It’s very hot and I am thirsty. I need ______ (water)
4. My color is orange. You need me if you want your
“lechon” more yummy. (catsup)
5. You need me if you want to smell good. (perfume)

Reflection:

A. No. of learners achieve 80%__

B. No. of learners who require additional activities for remediation__
C. Did the remedial lessons work?____
D. No Of pupils who have caught up the lesson___
E. No. of learners who continue to require remediation___
F. Which of my teaching strategies worked well? Why did these work?___
G. What difficulties did I encounter which my principal or supervisor help me solve?____
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?____________________

97
 Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding of ways on sorting materials and describing
them as solid, liquid or gas based on observable properties.
Performance Standards:
Group common objects found at home and in school according to solids, liquids, and
gas.
Learning Competency and Code:
Describe ways on proper use and handling solid, liquid and gas found at home and in
school. (S3MT-1e-g-3)
Quarter: First Week: __7 - Day: __2_

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the proper ways in handling and using liquid materials in
school.

II. Content:
Subject Matter: Proper Ways in handling and Using Liquid Materials in School
Integration:
MAPEH - (Health) Practice safety measures in handling liquid materials.
ESP: Conservation of liquids.
Strategies: small group activity, Think–Pair–Share, Remember Me
Materials: real objects or pictures of liquid bath soap, bleach, muriatic acid, cooking
oil,
vinegar, soy sauce, catsup, toothpate,betadine,alcohol, medicine syrup, strips
of paper, manila paper, activity card
References: Curriculum Guide in Science 3
Science Teacher’s Manual 3

98
 Science Learner’s Material 3

III. Learning Task:

Materials and Assessment
Elicit ( Access prior knowledge) 3 minutes
Tool
To elicit prior knowledge let the pupils recall liquid Pictures of liquid materials
materials they known. Pupils will identify liquid materials like cooking oil,vinegar,
found at home based on its uses. soy sauce,water, shampoo,
Questions: zonrox.
1. What are the uses of these liquids found in your
kitchen?
2. What liquid materials can you find in your bathroom?
Engage ( Get the pupils mind focus on the topic) 5 minutes
Activity 1 Give at least 3-4 sample of
Show different pictures of liquid materials and let some pictures( activity is only 5
pupils select liquids found in school and paste it on manila minutes)
paper.
Questions:
1. Where can you find ink? (alcohol, liquid soap, liquid
medicine/ medicine syrup)
2. Are these liquids commonly found here in our
school?
Explore ( Provide pupils with common experience) 12
minutes
*Group Activity Pictures of different liquids
Divide the class into small group with 5 members in materials found in school,
each group. manila paper,
Group leader will get group materials. glue, activity card,
Give activity card to each group and give them answer sheet
necessary instruction in accomplishing the task. Present
rubric in rating group activity and agree with the time limit.
Activity 2:

Activity Card
Procedure:
1. Answer your activity sheet.
2. Read carefully the questions below to get the
correct answer.
3. Be sure to participate group work.
4. Rubric is posted on the board as bases of your
Group score.
Questions to answer:
1. Look at the pictures. Name what liquid materials
be found in school?
2. Where can you find these liquid materials in
school?
3. What are the proper ways of handling and using
these liquids?

99
 4. Why unsafe liquid materials be labelled and
stored separately?

SAMPLE OF ACTIVITY SHEET

(Teacher can make her own tool if she wants)
Name of Where the Proper way Why these
liquid liquids be to use ad liquids be
materials in found in handle labelled and
school school liquid stored
materials separately.

RUBRIC
Group Name Correct Teamwork Time to
Answer finish group
work

Explain (Teach the concept. Include interaction between

teacher and pupils) 8 minutes
Let them show their group output.
Ask volunteers to present their group work with the
guidance of the teacher.
Let them explain their answers using the guide
questions in the activity card.
Check pupil’s answers from the questions in activity 2
(EXPLORE)
Process their answers to correct misconceptions if there
are some in order to attain correct ideas or concepts.
Guide Questions:
1. Use the questions on explore.
2. Is proper way to handle and use liquid materials in
school is important? Why?
Elaborate (Pupils apply the information learned. The
teacher will give inputs to deepen the understanding of the
pupils) 12 minutes
*Discuss ways in proper use and handling liquid materials
in school.

100
 * Give situation showing ways in proper use and handling
liquids in school. Ask volunteers to answer each question.
Activity 3:Think-Pair-Share
Let seatmates do the task. Raise smiley face if they agree
and sad face if they will disagree of their classmates answer.
1. What will you do when water spilled on the floor?
Pupils Answer: Wipe immediately spilled water to
avoid accident.
2. Nena is sick. She takes paracetamol syrup without
teacher’s permission or guidance. Is Nena correct?
Why?
Pupils Answer: No because she will be in used of the
medicine under dose or overdose or maybe expired.
[Link] are you going to do with an unknown liquid
materials in school?
Pupils Answer: Always read labels before handling
any unknown liquid materials in school. Always ask
teacher’s permission
[Link] are asked by your teacher to clean the comfort
room .You don’t know the odor of this liquid
material. Would you smell it or not?
Pupils Answer: Never because we should avoid
smelling liquids that are unsafe to our health.
5. You feel thirsty and you want to buy drinking item
in the canteen. Is it correct to drink it immediately
without checking its expiration date? Why?
Pupils Answer: No. We should check the expiry date
of any drinking item because we might be poisoned.
6. Is it correct to use gloves, cover your nose and
mouth with mask when using insecticides, muriatic
acids, and disinfectants? Why?
Pupils Answer: Yes, because even though we need
them in school we might be irritated with its odor
and it should be labelled and store separately.
Key concept:
Proper ways in using and handling liquids especially in
school is very important to avoid accidents. Some liquids can
cause respiratory diseases when inhaled particularly if not
used properly.

Evaluate (How will you know the pupils have learned the
concept) 8 minutes
Read and answer the following questions. Write the letter of
the correct answers.
1. Look at the pictures. Which of these liquid materials
found in school that are useful but should be properly
handled with precaution because it can cause harm?
a. water, evaporated milk, juice
b. muriatic acid, paint, zonrox
c. lotion, shampoo, liquid soap

101
 2. What will you do if you see spilled water on the floor
of your classroom?
A. Wipe the floor immediately. Anybody might
get slip-up.
B. Wait for anybody to wipe the floor.
C. Just put warning sign that the floor is wet
You feel that you have a fever, would you take in
medicine syrup even without your teacher’s help?
A. No, to avoid over dosage.
B. No, because my fever needs no medicine
C. Yes, because I know how to read instructions
4. Amelia see a bottle with liquid inside but it has no
label. Should she smell or use it without knowing
what is inside?
A. No because she have a cold.
B. No to avoid suffocation.
C. No because she don’t care
5. The following are way of proper using and handling
liquid materials in school except one.
A. take medicine with the guidance of teacher
B. avoid smelling unlabelled liquids like paint
C. isopropyl alcohol must keep away
from flame.
Extend ( Deepen conceptual understanding through the use
of the new context.) 2 minutes
Draw at least two materials found in school. Describe the
proper way of using and handling these materials.

Reflection:
A. No. of learners achieve 80% _______________
B. No. of learners who require additional activities for remediation :_____________
C. Did the remedial lessons work? ____________
D. No. of learners who have caught up the lesson:____________
E. No. of learners who continue to require remediation: ______________
F. Which of my teaching strategies worked well? ______________
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I use / discover which I wish to share
with other teachers?__________________________

102
 Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding of ways on sorting materials and describing
them as solid, liquid or gas based on observable properties.
Performance Standards:
Group common objects found at home and in school according to solids, liquids, and
gas.
Learning Competency and Code:
Describe ways on proper use and handling solid, liquid and gas found at home and in
school. (S3MT-1e-g-3)
Quarter: _First Week: 7__ Day: 3__

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the uses of common gas materials found in school.

II. Content:
Subject Matter Uses of Gas Materials found in School
Integration:
MAPEH - (Health) Safety Measures.
ESP-Working harmoniously with members of the group.
Strategies: small group activity, gallery walk
Materials: balloon, pictures of bicycle tire, electric fan, fan, activity sheet
(These materials can be presented if pupils are familiar with LPG tank,
aerosol perfume, aerosol insecticide, air freshener, air pump)
References: Curriculum Guide in Science 3
Science Teacher’s Manual 3
Science Learner’s Material 3

III. Learning Task:

Elicit ( Access prior knowledge) 3 minutes Materials and Assessment
Tool

103
To elicit prior knowledge the teacher will ask the pupils to pictures of liquid materials
answer the following questions: like water, vinegar, soy
1. What are the materials you see in the chart? sauce, milk, juices ,
2. Where can you find this material here in school? disinfectant
3. What are the proper ways of handling and using these
liquids?
Engage ( Get the pupils mind focus on the topic) 5 minutes
Show different pictures of gas materials and let Balloon, fan
pupils answer some questions:
Activity 1:
1. Who among you here knows what is inside the
balloon?
2. When you blow your hands, what do you feel?
3. Did you see air from your mouth?(Let them blow air)
4. Get a partner, fan each other. How you felt while
fanning yourself and your partner.
Explore ( Provide pupils with common experience) 12
minutes
Activity 2: Pictures of different gas
Small group activity with 3-4 members. materials, manila paper,
Each group will tour in different station ( gallery walk) glue, activity sheet
(Teacher will provide activity sheets for pupils to use with
this activity.)
STATION 1: Show pictures of different materials (solid, butane home
liquid, gas)
The pupils will select and make a list of the different
gas materials found in school
STATION 2 :
From their lists the pupils will write where they can
find these gas materials in school.
STATION 3:
Pupils will describe the common uses of gas materials
they listed.
Used for cooking, used for killing mosquitoes ,used to
lessen the heat, used to harden tire( pupils bicycle)
STATION 4:
Draw inside the box a gas material in school not
found in your list and describe its use.

Activity Sheet
Station 1 Station 2 Station 3 Station 4
LPG Tank home Use for
cooking

__________

Explain (Teach the concept. Include interaction between

104
teacher and pupils) 8 minutes
Let the group reporters present their output.
Check pupils’ answers on the activity sheets presented.
Process their answers to correct misconceptions if there
are any in order to attain correct ideas or concepts.
Give some applications or situations showing that
common gas materials have its significant uses in school.
e.g. Gas material like air freshener can make our room
feeling fresh and clean.
Guide questions for pupils to answer:
1. What gas material used for cooking during feeding?
2. What gas material used to make bicycle tire harden?
3. What will you use when your ball has a small amount
of air inside when you have your game in PE?
Elaborate (Pupils apply the information learned. The
teacher will give inputs to deepen the understanding of the
pupils) 12 minutes
*Discuss the uses of common gas materials in school pictures
using activity 3.
*Activity 3: Remember Me
Let the pupils make a hand sign if they appreciate
the uses of common gas materials found in school. Show
pictures and let the pupils say something its uses.
1. fan
2. Air freshener
3. Air Pump
4. Aerosol Disinfectant/insecticide
5. Ceiling fan
Key concept:
Uses of common gas materials in school is important
during school days . It have many uses, it can be used to
cook our food during feeding, kill harmful insects like
cockroaches and mosquitoes, it freshens air or lessen about
the warmth temperature.
Evaluate (How will you know the pupils have learned the
concept) 8 minutes
Select and write the letter of the correct answer.
1. The air from a fan help pupils’ ______?
A. to take away dust on school windows.
B. to lessen the hotness they feel during
classes
C. to have a fresh juice
2. What are you going to use if you found out that
your basketball during PE time has not enough
air?
A. You will have to blow it.
B. You will buy a new one.
C. You will use air pump to add air on it.
3. The classroom smells bad because of nasty odor.
Aside from cleaning, the teacher uses air

105
 freshener in order to__________
A. freshen the air inside the classroom.
B. have a dustless classroom
C. have an appreciation from the principal
4. During afternoon session the classroom is very
hot. Why is it that Teacher Mary wants to have a
ceiling fan in her classroom?
A. Ceiling fan helps pupils feel comfortable
during hot days in school.
B. It gives a shiny floor.
C. It makes the pupils sleepy and tired.
5. Why an aerosol insecticide is also important in
school?
A. It helps to rid away mosquitoes and
cockroaches.
B. It helps the classroom free from air smog.
C. It helps the teacher lessen her works.

Extend ( Deepen conceptual understanding through the use

of the new context.) 2 minutes
Draw at least one gas materials found in school, describe its
uses.(It can be found in school canteen, principal’s office or
garden)

Reflection:
No. of learners achieve 80% _______________
A. No. of learners who require additional activities for remediation _______
B. Did the remedial lessons work? ____________
C. No. of learners who have caught up the lesson:____________
D. No. of learners who continue to require remediation: ______________
E. Which of my teaching strategies worked well? ______________
F. What difficulties did I encounter which my principal or supervisor help me
solve? _____________
G. What innovation or localized materials did I use / discover which I wish to
share with other teachers?________

106
 Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding of ways on sorting materials and describing
them as solid, liquid or gas based on observable properties.
Performance Standards:
Group common objects found at home and in school according to solids, liquids, and
gas.
Learning Competency and Code:
Describe ways on proper use and handling solid, liquid and gas found at home and in
school. (S3MT-1e-g-3)
Quarter: __First _ Week: 7__ Day: 4__

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the proper ways in handling and using gas materials found in school.

II. Content:
Subject Matter: Describe the Proper Ways in Handling and Using Gas materials
Found in School.
Integration:
MAPEH - (Health) Safety measures in proper handling of gas substances
ENGLISH- formulate simple sentences
Strategies: small group activity, Remember Me
Materials: activity sheet, LPG tank, aerosol perfume, aerosol insecticide, air
freshener, air pump(these materials will be presented to pupils even if they are
not familiar with these for them to have a second hand information)
References: Curriculum Guide in Science 3
Science Teacher’s Manual 3
Science Learner’s Material 3

III. Learning Task:

Elicit ( Access prior knowledge) 3 minutes Materials and Assessment
Tool
To elicit prior knowledge the teacher will ask the pupils to Chart with gas materials
answer the following questions:
2. What gas materials you see in the chart?

107
 3. Can you find these materials in school?
4. What are the uses of these material?
Engage ( Get the pupils mind focus on the topic) 3 minutes
Show picture of incident caused by careless use of gas Pictures of aerosol can
substances. exploded
Activity 1:
Teacher will facilitate in asking the following situations.
1. What have you noticed with the picture?
2. Do you think we can avoid this kind of accident?
Explore ( Provide pupils with common experience) 20
minutes
Activity 2: Group work. Pictures of gas materials
 Small group activity with 4-5 members. Each group that are flammable, toxic,
will have their group ID or yell after the task had poisonous and will explode
been done. when heated like:
 Give pupils necessary instruction in accomplishing Aerosol freshener
the task. Butane gas
 Teacher will provide activity card and answer sheet LPG tank
for this activity and a rubric for group score.
Procedure:
1. Read your activity card.
2. Discuss with your group how will you do the task
to get the right answer.
[Link] time not only the group will leader will do the
reporting but all of you will have to share your
idea in one simple sentence. You have 2 min.
to present your group output.
Question s to answer.
1. What gas materials you found in the chart?
2. Are these materials you saw in the pictures can be
found in school?
3. Specify its uses. How will you use these gas
materials?
4. What happen to the gas materials when not handled
properly? Describe the proper handling of these gas
materials?
ANSWER SHEET
List of gas Can be How to Describe proper
materials found in use it handling of these gas
school? materials

Rubric: Teacher can make her own rubric or can use

sample rubric as guide.
Explain (Teach the concept. Include interaction between
teacher and pupils) 7 minutes

108
 Group presentation. Ask 3 groups to do the reporting
while other group outputs will be check after the reporting
since they have the same group activity.
Be sure each member of the group will do the reporting as
agreed.
Check pupils’ answers on the activity sheets presented
based on the questions in explore.
Process their answers to correct misconceptions if there
are any in order to attain correct ideas or concepts.
Give some applications or situations showing that
common gas materials in school needs proper use and
handling to avoid chances of accidents.
Guide questions:
 Is it correct to continue using these gas materials in
school? Why?
 Which gas materials in the list (school) that needs the
most proper use and handling?
Elaborate (Pupils apply the information learned. The
teacher will give inputs to deepen the understanding of the
pupils) 7 minutes
*Discuss ways on proper use and handling of gas pictures
materials at home and in school using activity 2.
*Activity 3: Remember Me
Let the pupils show a smiley face if they will agree
to the following pictures presented like inspecting regularly
cooking gas tank before and after use.
Discuss every answer made by the pupils.
Teacher may use activity found in learners’ materials
page 20-22, Science 3.
Key concept:
Ways on proper uses and handling of common gas
materials in school is necessary to avoid accidents. It have
many uses that makes our school activities be easy but we
should be careful in using these materials to avoid chances of
bad coincidence.
Evaluate (How will you know the pupils have learned the
concept) 8 minutes
Read and write the letter of the correct answer.
1. This gas material is found in school canteen. It is used to
cook food during feeding but it needs to be closed after
cooking.
A. Gas stove B. LPG Tank C. water tank
[Link] will be the proper way to do when using
pesticide spray in gulayan sa paaralan?
[Link] hand gloves and gas mask.
B. use hat to protect your face
C. use jacket to protect yourself
3. Are flammable chemical substances in school like aerosol
gas and aerosol freshener should be placed in safe place?
A. Yes, because it will explode when heated

109
 B. Yes, because it can keep air for a long time
C. No, because it is non-toxic.
4. Teacher Sarah was cooking in school kitchen using LPG.
What will be her right way to do after cooking?
A. Close the LPG tank immediately after cooking.
B. No need to worry because the tank is new.
C. Teacher Sarah leave the tank open because it has a
safety device.
5 .Why we need to read labels with an unknown gas
material and not to smell it?
A. to avoid suffocation
B. to avoid sneezing
C. to avoid cold
Extend ( Deepen conceptual understanding through the use
of the new context.) 2 minutes
Name at least two gas materials found at home.
Describe proper ways of handling these materials.

Reflection:
A. No. of learners achieve 80% _______________
B. No. of learners who require additional activities for remediation ________
C. Did the remedial lessons work? ____________
D. No. of learners who have caught up the lesson:____________
E. No. of learners who continue to require remediation: ______________
F. Which of my teaching strategies worked well? ______________
G. What difficulties did I encounter which my principal or supervisor help me solve?
_______
H. What innovation or localized materials did I use / discover which I wish to share
with other teachers?_____________

110
 Lesson Plan in Science Grade 3

Content Standards:
Effects of temperature on materials
Performance Standards:
Investigate the different changes in materials as affected by temperature.
Learning Competency and Code:
Describe changes in materials based on the effect of temperature. (S3MT-1h-j-4)
Quarter: _First Week: _8_ Day: __1_

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify whether a solid, a liquid, or a gas is hot or cold.
2. Tell that materials could be hot or cold.
3. Cooperate in group activities.

II. Content:
Subject Matter: Identify Whether a Solid, a Liquid or a Gas is Hot or Cold.
Integration:
MAPEH – Health: Being careful in Handling objects.
MTB – Following simple directions
Strategies: Group Activity, “I Know It”
Materials: pictures or real objects, manila paper, markers
References: Curriculum Guide in Science 3
Science Teacher’s Manual 3
Science Learner’s Material 3

III. Learning Task:

Elicit ( Access prior knowledge) 3 minutes Materials and Assessment
Tool
To elicit prior knowledge the teacher will ask the pupils to Pictured of lighted candle,
answer the following questions as sort of introducing the boiling water, ice cubes,
new lesson. hot soup or ice tea, cold
1. Which of the following materials are hot when water
touched?
2. Which of the following materials are cold when
touched?
3. Which of these materials are safe to touch?

111
Engage ( Get the pupils mind focus on the topic) 5 minutes
Activity 1:
Let the pupils do the simple activity following the
instruction given by the teacher.
 Let the pupils put their palm on their checks.
Ask them how their hands felt when they touched
their checks. ( cold, warm or hot)
 Let the pupils rub their hands for 2 minutes and
let them place their palm on their checks. Ask
them how their hands felt when they touched
their checks. cold, warm or hot)
Explore ( Provide pupils with common experience) 12
minutes
Activity 2: Group work. Learners material, manila
 Give each group their needed materials and let them paper, pen or answer sheet
do activity 1 on learners’ materials, Science 3 page
22-23.
 Give pupils necessary instruction in accomplishing
the task. Group work should be done within 5
minutes.(Teacher may give rubric here)
 Directions:
1. Draw materials and identify which of the
pictures are hot or cold.
2. When can you tell that the object is hot?
(Encourage pupils to answer in complete
sentence.)
3. When can you say that the object is cold?
4. Can an object be hot or cold? How?

ACTIVITY SHEET
Material Is it Is it When can you When can
s hot? cold? tell that the you tell that
object is hot? the object is
cold?

RUBRIC
Criteria 5 4 3 2 1
Correct Answers( 5-all
answers are correct,4- got
1 mistake,3-2 mistakes 2-1
miistakes,1-no correct
answer
Group Participation( 5-all
members participated , 4-1
112
 not participated,3- 2 not
participate, 2- 3 not
participate,1-leader only
do the task)
Time to finish group work
5- work is done 1 min.
before the time or on given
time
4- work is done after
the time given
3- if work done 1
minute after
2- work done 2 minutes
1-Unfinished work
Total Score
Explain (Teach the concept. Include interaction between
teacher and pupils) 8 minutes
* Presentation of group output. Let them explain their
answers in complete sentence.
*Check pupils’ answers on the activity sheets presented
based on the questions in explore.
*Process pupils’ responses by giving focus to the pupils’
answers to the activity questions to correct misconceptions if
there are any in order to attain correct ideas or concepts.
* Give other examples of materials that can be hot or cold
as sort of rejoinder.( Limit to 10 examples)
Elaborate (Pupils apply the information learned. The
teacher will give inputs to deepen the understanding of the
pupils) 12 minutes
*Discuss that objects could turn into hot or cold. Cut out pictures or
*Activity 3: I Know It pictures using LCD
Draw a check ( ) on air if the object is hot and a television like:
cross mark (x) if the object is cold. ice cubes
The teachers will show pictures using cut-outs or let hot soup
the pupils see pictures using LCD television. boiling water
Discuss every answer made by the pupils. cold water
Guide questions to discuss the lesson:
1. What happens to the water when put inside the
refrigerator?
2. Soup is good to eat when it is hot. What are you going
to do to make it hot?
3. Usually milk or milo is serve to children like you
especially during breakfast. Which one will you like to
drink? (children’s answer may vary, let them explain
their answer)
Key concept:
Materials changes its hotness or coldness depending on
where you will have to place it .Either in the freezer, icy
place, boiling kettle, fire or under the heat of the sun.
If you put a cup of water in a kettle and place it over the

113
flame the water becomes hot. If you will remove it on fire
the water gets warm or cold. Thus hotness or coldness of
materials be determined on the preparation it made or the
condition of atmosphere around its materials.
EVALUATE (How will you know the pupils have learned
the concept) 8 minutes
Independent Activity:
Read the following questions. Write the letter of the correct
answer.
1. What happen if water will be placed inside the ice
box?
A. The water becomes hot.
B. The water becomes dirty.
C. The water becomes cold.
2. If you put a cup of water in a kettle and place it over
the flame in a few minutes, what will happen to the
water?
[Link] water gets clean.
B. The water gets hot.
C. The water gets salty.
3. The water when place on fire becomes hot, when water
put inside the freezer it becomes cold. This means
that ____________
A. water can be hot or cold.
B. water should be saved.
C. water can make us rich.
4. What will happen to your juice when placed inside
the freezer for one hour?
A. The juice will turn into warm.
B. The juice will turn into cold.
C. The juice will turn into hot.
5. Why is it that during hot days we prefer to drink
cold water?
A. Cold water takes away hotness.
B. Cold water takes away hunger.
C. Cold water makes us feel calm.
Extend ( Deepen conceptual understanding through the use
of the new context.) 2 minutes
Objects can be hot or cold.
Copy the table and check if the material is hot or cold.
Material hot cold
ice cubes
boiling water
ice cream
mango shake
soup
melting candle

Reflection:
A. No. of learners achieve 80% _______________
114
 B. No. of learners who require additional activities for remediation _____
C. Did the remedial lessons work? ____________
D. No. of learners who have caught up the lesson:____________
E. No. of learners who continue to require remediation: ______________
F. Which of my teaching strategies worked well? ______________
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I use / discover which I wish to share
with other teachers?__________________________
Lesson Plan in Science Grade 3

Content Standards:
Effect of temperature on materials.
Performance Standards:
Investigate the different changes in materials as affected by temperature.
Learning Competency and Code:
Describes changes in materials based on the effect of temperature. (S3MT-lh-j4)
Quarter: _First___ Week: __8______ Day: __2_____

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Measure the temperature of tap water and hot water using a thermometer.
2. Read the temperature of water correctly using thermometer.

II. Content:
Subject Matter: Measure the Temperature of the Tap and hot Water Using a
Thermometer.
Integration:
MAPEH – Health: Drink 8 glasses of water every day.
Math: Reading the temperature of the thermometer.
Strategies: KWL, Group activity, dyad or by three
Materials: Manila paper (LCD, Laptop), thermometer, baker or clear glass, basin Manila
paper, Pentel pen Marker
References: Curriculum Guide in Science
Science Teachers Guide 3, page 32-35
Science Learners Material 3, page 25-28

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials and Assessment
Tool
To elicit prior knowledge, ask the pupils: Picture or real hot and cold
1. When we can say that liquid, solid, and gas are hot? solid and liquids
2. When we can say that solid, liquid and gas are cold? Laptop
3. Can you name more examples of hot and cold materials LCD /LED TV
you have in your homes?
Engage(Get the students’ minds focused on the topic) 5
Minutes
Call some pupils to do this activity: Real object
1. Place two beakers on the table. Beaker 1 will be filled Two containers (Clear glass
with tap water while Beaker 2 will be filled with warm or beaker)

115
water. basin
2. Ask 2 or 3 volunteer to dip their right point finger into beaker 1 – tap water
beaker 1 and their left point finger into beaker 2. beaker 2 – warm water
3. After the volunteer have dipped their finger, ask them
the following questions.
Guide questions:
1. How did you feel when you dipped your finger in
beaker 1?
2. How did you feel when you dipped your finger in
beaker 2?
3. Can we determine the exact temperature of the water
in Beaker 1 and 2 using only our point finger?
Explore (Provide students with a common experience) 20
Minutes

116
Orient pupils with the two parts of a thermometer, the Two containers (Clear glass
proper way of using it, and some precautionary measures. or baker) one for the tap
water and one for the hot
Science 3 Teacher’s Guide, page 34 for the water
precautionary measures to be practiced in using a Basin
laboratory thermometer. 2 thermometer
4 beaker or clear glass
1. If the laboratory thermometer is not set to
normal temperature reading, shake it until it turn
to normal temperature reading.
2. Keep the thermometer in an upright (not tilted)
position when taking a reading.
3. The bulb of the thermometer should be
surrounded from all sides by the substance of
which the temperature is to be measured.
4. The bulb should not touch the surface/bottom
of the container. The temperature of hot/warm
water is higher than the temperature of tap water
(room temperature)
5. Reading the temperature shall be done at the
eye level.

Encourage pupils to clarify some activity concerns before

asking them to perform the activity.

Small group of pupils ( 4-5 pupils each). Each group will

take time in reading the temperature of the thermometer.
Teacher should supervise the pupils.

First Set-up: (Tap and warm water) Group 1 to 3

Second Set-up: (Tap and warm water) Group 4-6)
Guide Questions:
1. What is the lowest reading in the thermometer?
2. What is the highest reading in the thermometer?
3. What is the unit of measurement used?
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 8 Minutes
Discuss and process their answers to the question. Thermometer
Group report of their activity results. Pictures
Guide Questions: Laptop
1. What is the temperature of the tap water? LCD/LED TV(manila paper)
2. What is the temperature of the hot water?
3. How you compare the temperature of the tap water and
hot water?
4. What is the effect of the heat to the water?

117
ELABORATE (Students apply the information learned in
the Explain. The teacher will give inputs to deepen the
understanding of the students) 7 minutes
By pair *Manila paper with a
Show the class a drawing or LCD/LED downloaded or drawing of thermometer with
Improvised thermometer on the board where the reading degrees Celsius or improvise
can be adjusted. Teacher move the temperature indicator thermometer or LCD/LED
and pupils will write the correct expression of the downloaded
temperature in their show mw board.
Let the pair of pupils to read and write there answer as *Show me board
indicated in manila paper or LCD/LED (drawing of
thermometer with degree Celsius)
The following important ideas should be emphasized and
understood by the pupils.
1. Thermometer is a device used to measure the hotness or
coldness of an object
2. The temperature of hot/warm water is higher than the
temperature of tap water (room temperature) and vice
versa.
3. Heat added to the material increases the temperature of
the material.
Evaluate (How will you know the students have learned
the concept) 7 minutes
Write the letter of the correct answer. Laptop/LCD TV or Manila
1. What is the instrument that measures the hotness or Paper
coldness of the materials?
A. anemometer C. thermometer
B. centimeter D. meter
2. When preparing a glass of milk what is the most ideal
water you are going to use?
A. cold water from the refrigerator
B. Hot water
C. tap water from the faucet
D. Mineral water
3. Which is the appropriate way of reading the temperature
using the thermometer?
A. Eye level C. above the head
B. below the mouth D. waist level
4. What is the temperature in degree Celsius indicated in
the thermometer? (drawing of thermometer-teacher’s
choice)
A. 21 B. 22 C. 21.5 D. 23
5. Mother used boiling water for your milk. What will you
do so you can drink it without hurting your tongue?
A. make it very hot C. make it very cold
B. not too hot D. cold
EXTEND (Deepen conceptual understanding through use
in new context). 2 minutes
Discuss and process their answers to the questions: Manila paper

118
 Prepare 2 glasses of water. Put one glass in the corner of Laptop
the room and the other glass under the heat of the sun. at LCD/LED TV
12:00 noon get the temperature of the 2 glasses using
thermometer.
.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 3

Content Standards:
Effect of temperature on materials.
Performance Standards:

119
 Investigate the different changes in materials as affected by temperature.
Learning Competency and Code:
Describes changes in materials based on the effect of temperature. (S3MT-lh-j4)
Quarter: _First___ Week: __8____ Day: _3___

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
2. Identify the normal state of common materials under normal temperature.

II. Content:
Subject Matter:
Identify the normal state of common materials under normal temperature
Integration:
MAPEH – Health: Being careful in handling objects.
ESP: Cleaning the working area after the activity.
Strategies: KWL, Group activity, Game “Show and Tell”
Materials: Manila paper/one whole show me board /LCD, Laptop,
Cooking oil, water, butter, margarine, toilet deodorizer, sugar, candle,
naphthalene ball, pictures
References: Curriculum Guide in Science 3
Science Teachers Manual 3
Science Learners Material 3

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials and Assessment
Tool
Post the picture of the following on the board: Laptop
a. butter LCD /LED TV
b. cooking oil Pictures of butter, cooking
Questions: oil or real materials
1. Ask the pupils if they are familiar with the pictures posted
on the board.
2. Call volunteer pupils to share to the class any uses at
home of the posted materials.

Engage(Get the students’ minds focused on the topic) 5

Minutes.
Show some real materials (this materials can be use for the Real materials:
incoming experiment) Cooking oil, water, butter,
Introduce the name of the materials to the class to margarine, toilet deodorizer,
familiarize for the next activity. sugar, candle, naphthalene
Ask the following questions to the class ball, juice.
1. At home, where is butter always placed? Picture of:
2. What will happen to the butter if it will not be place in the Ice , ice candy, melted
refrigerator? candle, melted butter,
3. At home, where is cooking oil always store? melted margarine, melted
4. What will happen to the cooking oil if it will be placed sugar
inside the refrigerator?
Explore (Provide students with a common experience) 15
Minutes

120
*Group Activity Real materials:
*Group the pupils into 6. Cooking oil, water, butter,
*Give the activity card to each group. margarine, sugar, candle,
.*Give them necessary instruction in accomplishing the task. naphthalene ball, juice.
(Time limit in doing the activity is required) Picture of:
*Give a set of pictures to each group. Ice , ice candy, melted
candle, melted butter,
Activity 1 for group 1-2 melted margarine, melted
sugar
Activity Card
Procedure:
1. Write the name of materials in the first column.
2. Write what state/kind of matter of each material.
(Solid, liquid, gas) under normal temperature on the
second column.
State/Kind of matter
Name of Materials
(solid, liquid gas)
1.
2.
3.
Questions:
1. What materials under normal temperature are:
a. solid
b. liquid
c. gas
2. What is the best storing places of the these materials so
they will remain in their normal state during normal
temperature?

Group 3- 4
Activity Card
Procedure:
1. Write the name of materials.
2. Write what state/kind of matter of each material.
(Solid, liquid, gas) when exposed to a low temperature?
State/Kind of matter
Name of Materials
(solid, liquid gas)
1.
2.
3.

Questions for group 3-4

1. What are the common materials not under normal
temperature?
2. What are the 3 kinds of matter?

121
Explain (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
*Let them display their answer in the wall of the classroom. Manila paper , Pentel pen
Ask 2 groups to do the reporting. or big show me board, chalk
*Reporting: Pupils do the talking with the guide of the for the for the illustration
teacher. board.
*Process their responses to correct misconceptions if there
are any and to arrive at the correct ideas/concept.
*Let them explain their answer even it is wrong. Ask the
reason of their answer.
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 7 minutes
Discuss: What they Learned: Real materials:
Guide questions: Cooking oil, water, butter,
Based on the activity you have done, what can we say about margarine, sugar, candle,
the normal state of common materials under normal aphthalene ball, juice.
temperature? Picture of:
Game “Show and Tell” (boys vs. girls) Ice , ice candy, melted
Show the picture then let the pupils answer normal candle, melted butter,
temperature or not normal temperature. melted margarine, melted
Give smiley sticker every correct answer. Give prize to the sugar
winner group.
Value Focus:
ESP: Cleaning the working area after the activity.

Evaluate (How will you know the students have learned the
concept) 7 minutes
I. Write the letter of the correct answer. Laptop/LCD TV or Manila
1. What kind of matter when water is in normal Paper
temperature?
A. liquid B. gas C. solid
2. Is melted candle in normal temperature?
A. yes B. no D. maybe
3. When can you tell that the cooking oil mother used in
frying fried chicken is in normal temperature?
A. when it become solid
B. when it become liquid
C. when it become gas
II. Name 6 common materials under normal temperature
6. _____________
7. _____________
8. ____________
9. ____________
10. ____________
EXTEND (Deepen conceptual understanding through use
in new context). 3 minutes
Can you name some common materials that will change Picture of water and ice
their normal state if the temperature will increase or Candle and melted candle

122
 decrease? Margarine and melted
margarine

Reflection:\
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? _____________________

Lesson Plan in Science Grade 3

Content Standards:
Effects of temperature on materials
Performance Standards:
Investigate the different changes in materials as affected by temperature.
Learning Competency and Code:
Describe changes in materials based on the effect of temperature (S3MT-Ih-j-4)

123
Quarter: First Week: 8 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the candle wax and the butter when it is heated and when it is cooled.

II. Content:
Subject Matter: Describe the Candle Wax and Butter When it is Heated and When it
is Cooled
Integration:
MAPEH – Health: Discusses consumer responsibilities H3CH-IIIh-9.
Recommends preventive action for a safe community H3IS-IVj-28
MATH: Visualizes, and represents, and solves routine and non-routine
problems involving conversions of common units of measure.
M3ME-IVc-40
Strategies: Discovery Method
Materials: candle wax, butter, white sugar, big spoon, thick cloth or pot holder,
candle, matchbox, alcohol lamp, flashlight
References:
DepEd Grade 3 Science Teacher’s Guide 3 pp. 37-38
DepEd Grade 3 Science Curriculum Guide
DepEd Science 3 Sinugbuanong Binisaya LM in grade 3 pp. 32-33

III. Learning Task:

ELICIT (Access prior knowledge) 3 minutes Materials
Ask: A glass of tap water,
1. Can you still remember which glass of water has high hot water, and cold
temperature? Why? water
2. Does heat changes the temperature of water?
3. What happen to the temperature of tap water when heat is
added to it? (increases)
4. What happen to the temperature of water when heat is removed
from it? (decreases)
5. What can you say about the difference in temperatures of hot
water and cold water?

Engage (Get the student’s minds focused on the topic) 5 minutes

Ask: Alcohol, lamp,
1. Have you experienced putting your hands around the lighting lighted candle,
candle or near the fire. flashlight,
*Let them put their hands around the light. rechargeable light
2. What do you feel? Do these materials give off heat? Do your
hands feel the heat?
*Let them observed the lighted candle.
What happen to the lighted candle?
3. Have you tried putting margarine in a hot rice? What happen to
the margarine? What melts the margarine?
4. Have you tried eating caramelized sugar, like when we cooked
biko? What is the process of caramelizing the sugar?
5. Now, what do you think will be the effect of the increase in
124
 temperature on the material? If the material is heated or cooled,
what do you think will happen to it?
*This is what we will experiment today, the changes in materials
based on the effect of temperature.
Explore (Provide students with a common experience)
15 minutes
Activity 1 of Group 1: melting of candle wax Group 1 materials:
Guide Questions: Candle wax
1. What happens when a solid candle wax is heated? Matchbox
2. What happens when a melted candle wax is cooled? Big spoon
Distribute the activity materials to the groups. Pot holder/thick cloth
Orient them with the materials that will be used in this activity. alcohol lamp or
Give some precautionary measures in handling hot objects because candle
they might get burned
Tell them to put the spoon in a safe manner where they can Group 2 materials:
observe the changes while the materials are melting and cooling in Butter/margarine
a few minutes. Matchbox
Procedures: Big spoon
1. Wrap the handle of the spoon with thick cloth/pot holder. Pot holder/thick cloth
2. Put a small amount of candle wax in a big spoon. alcohol lamp or
3. Heat it on an alcohol lamp until it melts. candle
4. Remove the spoon from the alcohol lamp.
5. Wait for a few minutes until it is cooled and let them Group 3 materials
hold and observe what happen. Sugar
6. Observe what happen to the candle wax. Matchbox
7. Record your observation in activity sheet 1. Big spoon
Pot holder/thick cloth
Alcohol lamp or
candle

Activity 1 of Group 2: melting of butter Activity card 1

Guide Questions: 1. What happen to the candle wax when heated? ___________
1. What happen when a butter/margarine is 2. heated?
Is there changes in the appearance of the candle wax
2. What happen when a melted butter is cooled? after heating? __________________
Procedures: 3. Why it happened? ______________
1. Wrap the handle of the spoon with [Link] Whatorispot
the holder.
effect of heat in a candle wax? __________
2. Put a small amount of butter in a big spoon. 5. Remove the spoon from the alcohol lamp or lighted candle.
3. Heat it on an alcohol lamp/lighted until 6. What happen to the candle wax when it is cooled?
it melts.
4. Remove the spoon from the alcohol lamp. _______________
5. Wait for a few minutes until it is cooled7. andIs observe
there changes in the appearance of a candle wax? __
what happen. In what phases of matter is the changes? ___________
6. Observe what happen to the butter. 8. Why this change happened? ______________
7. Record your observation in activity sheet [Link] is the effect when heat is removed from the candle
wax? ___________
Activity 1 of Group 3: Melting of Sugar 10. Are there changes in the color, texture, size, and shape of
Guide Questions: Activity Card 1 the wax?
Group:
1. What ___________
happen to sugar when heated?
1. In what
2. What happen phase
whenofmelted
mattersugar
is butter? ____________
is cooled?
2. WhatFollow
Direction: happenthe
to same
the butter when in
procedure heated?
activity___________
1 the melting and
3. Is there changes in the appearance of the butter?
125 __________________
4. Why is it happened?Activity Card 1
______________
Group: _____________
5. What is the effect of heat in a butter? __________
Direction:
6. Answer
What happen the butter
to the following
whenquestions based onfrom
heat is removed your
observations.
cooling of candle wax.
Explain (Teach the concept. Should include interaction between
teacher and students.) 10 minutes

*Group reporting based on their observations in the changes of

their materials when heat is added or removed from them.
1. What happened to materials your when they are heated?
2. Did they change in shape?
3. How they changed their shapes?
4. What is the effect of heat to your materials?
5. What changes of matter is this?
6. What happened to your marerials when they are cooled?
Why?
7. What is removed from the melted materials that turned them
into solid again?
8. What changes of matter is this?
9. Are there changes in their appearance after they were melted
and turned into solid again?
10. How did they change their shapes?
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the understanding
of the students.) 10 minutes
Think- Pair-Share

ACTIVITY 2
1. What have you noticed to the texture of your melted
materials? _____________
2. What happened to the melted materials when they
cooled? ______________
3. What is removed from them that make it into solid again?
________________
4. What makes them into solid again? ___________
5. What changes of matter is this? _____________
6. Is there changes in the appearance of your materials after
they were melted and turned into solid again? _________
Why? _____________________

Key Concept:
Let the pupils understand that:
1. Heat causes a change in the appearance of the material. Initially,
the candle wax, butter, and sugar are solid in form, but when heat
is added, they melt. They changes from solid to liquid.
2. However, when the heat is removed or when the materials are
cooled, they become solid again. They change from liquid to solid.
Integration:
MAPEH – Health: Discusses consumer responsibilities H3CH-
IIIh-9. Recommends preventive action for a safe community H3IS-
IVj-28

126
Are you using candle at home during brownout?
Where did you put it when it is use?
Is this safe to use? Why?
What will you do to the lighted candle after brownout to avoid
problem or disaster like burning a house?
Do you care your properties and home? What will you do to the
things that can cause damage after using it?
MATH: Visualizes, and represents, and solves routine and non-
routine problems involving conversions of common units of
measure. M3ME-IVc-40
Have you seen the advertisement in the television about the star
rice?
How much star margarine they put in their rice?
What unit of measurement are you going to use if you want to put
butter in your rice? (grams) Is it enough to have yummy rice?
EVALUATION (How will you know the students have learned
the concept) 5 minutes
Select the letter of the correct answer.
1. Which of these can melt solid materials?
A. heat B. stick C. stone D. paper
2. What is the changes when you melt the solid things?
A. it changes from solid to liquid
B. it changes from liquid to gas
C. it changes from solid to gas
D. it changes from gas to solid
3. When the candle wax is heated, what do you think will happen
to its temperature?
A. its temperature increases
B. its temperature remains the same
C. there’s no changes in temperature
D. the butter decreased its temperature
[Link] place a cellophane of water in a freezer, after five hours you
get it from the freezer and it is already an ice. What happen to the
temperature of water in a freezer?
A. increased C. decreased
B. goes higher D. remain the same
5. You added butter and sugar in the ingredients of pancake in a
bowl. Upon mixing it you can see the butter and sugar. When it is
already cooked you did not see it anymore. Why?
A. The butter and sugar were melted and mixed with the other
ingredients.
B. The butter and sugar were taken out from the bowl
C. The butter and sugar evaporate when they were heated
[Link] butter and sugar were in the bottom of the pan
EXTEND (Deepen conceptual understanding through use in new
context) 2 minutes
Ask:
Are there any materials that change from solid to liquid when
heated or from liquid to solid when cooled? (The pupils will
answer based on their experiences like freezing water, making ice

127
 candy, melting plastic, etc.

Reflection:

A. No. of learners achieve 80%: __________

B. No. of learners who require additional activities for remediation: _________
C. Did the remedial lessons work? ___________
D. No. of learners who have caught up the lesson: ___________
E. No. of learners who continue to require remediation: ___________
F. Which of my teaching strategies worked well? Why did these works? _______
G. What difficulties did I encounter which my principal or supervisor help me solve?
_______
H. What innovation or localized materials did I used/discover which I wish to share with the
other teacher? ________________________

Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding on how liquid change to solid when
temperature is decreased.
Performance Standards:
Be observant on how matter change like liquid change to solid.
Learning Competency and Code:
Describes changes in materials based on the effect of temperature (S3MT-Ih-J-4)
Quarter: ____First____ Week: __9______ Day: __1____

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Describe the changes of liquid to solid materials when its temperature is decreased.

II. Content:
Subject Matter: Describing the Changes of Liquid Materials to solid materials when
Temperature is Decreased
Integration:
ESP: Be observant, be careful and be a good follower.
English: Construct simple sentence
Strategies: Group Experimental Activity
Materials: candle, match and saucer
References: Teachers Guide 3, page 37-38
Teachers Manual 3, page 32-33

III. Learning Tasks:

128
Elicit (Access prior knowledge ) 5 Minutes Materials
To elicit prior knowledge, ask the pupils:
1. Have you tried to eat a butter placed in bread? Pictures of butter, a
2. What have you noticed about the butter? refrigerator, a bread with
3. What do you think will happen to a melted butter if placed butter
inside the refrigerator?
4. What makes a melted butter turn into solid?
Engage (Get the students’ minds focused on the topic)
5 Minutes
Ask some questions:
1. Who among you here have lighted a candle? Candle, match, saucer
2. In what celebration or activities that we use or light
candles?
3. What happened to a candle?
4. Show to the class the materials.
5. Ask them to name the materials.
Tell the class that they are going to study about the changes
of liquid material into solid when temperature is decreased.
Explore (Provide students with a common experience)
15 Minutes
*Let pupils sit with their group.
*You are going to do an experiment about the change of Candle, saucer and match,
liquid matter to solid matter thru hot process. Activity Card with the
*Distribute the materials. Be sure to follow the steps in doing steps or procedures
the experiment. written in it and the
ESP INTEGRATION: Remember that you should be questions to be answered.
observant, careful and follow the rules in doing the activity Cardboard, chalk/manila
so that you will not be harmed. paper, and pentel pen
Here are the steps to follow:(Distribution of the activity card
by group)
Prepare all the materials needed.
1. Place the candle in the saucer.
2. Light the candle slowly.
3. See to it that the melted candle is in the saucer.
4. Observe what will happen to the melted candle after a few
minutes.
5. Record your observation in your cardboard.
Questions:
1. What happened to the candle when lighted?
2. A few minutes after, what happened to the candle?
3. Does the candle has the same appearance or size before
and after it was lighted?
Explain (Teach the concept. Should include interaction
between teacher and students). 15 Minutes (reporting)

129
Pupils discuss to the class the results of the experiments with
the guide of the teacher. Manila paper
Call each group to report their output based on the questions
given by the teacher
Guide Questions:(Call group reporter to report in front)
1. Did you follow the instruction given?
2. Where did you put the candle?
3. What did you do with the candle after putting in the
saucer?
4. What happened to the candle right after lighting it?
5. Is there a change in the candle after lighting?
6. What particular changes happened to the candle?
7. After the candle changed into liquid, what happened to it
after a few minutes that light was put off or when it cooled
down?
8. Thus change of liquid matter to solid matter occurs when
the temperature decreased: By what process does it occur?
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 8 minutes
*Go over with their answers to check if everybody followed
the steps. Deepen their understanding based on the results of
the experiment.
Question:
1. What is the effect of temperature to the change that took
place in the candle? At low temperature? At high
temperature?
2. Is there a change of a liquid candle when the temperature is
decreased?
Evaluate (How will you know the students have learned the
concept)
Select your answer from the given choices Laptop, LCD/LED
1. What process did you use to change the candle from solid Power Point
to liquid? or Manila paper
A. cold process B. Hot process C. hot and cold D. None
2. What change took place with the liquefied candle when the
temperature decreased?
A. become solid B. remained a liquid C. turned to gas
3. What particular change occurred when the temperature will
be increased?
A. solid become liquid B. solid becomes gas
C. Solid same as solid D. Solid becomes gas
4. If we are going to use a candle wax next time do you think
they have the same result?
A. Yes B. No C. None D. I do not know
5. Describe the changes of material in one sentence.
Extend (Deepen conceptual understanding through use in
new context). 2 minutes
Situational experience
Can you site another example of liquid that change into solid
130
 matter?
What other process can we use to change liquid to solid?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? _____________________________

Lesson Plan in Science Grade 3

Content Standards:
The learners demonstrate understanding on how liquid change to solid when
temperature is decreased.
Performance Standards:
Be observant on how matter change like liquid change to solid.
Learning Competency and Code:
Describes changes in materials based on the effect of temperature (S3MT-Ih-J-4)
Quarter: ____1st____ Week: __9______ Day: __2___

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Describe the changes of liquid to solid materials when its temperature is decrease.

II. Content:
Subject Matter: Describing the Changes of Liquid Materials to solid materials when
Temperature is Decreased (Cooking oil to solid)
Integration:
ESP: Be observant, be careful and be a good follower.
English: Construct simple sentence
Strategies : Group Experimental Activity
Materials: oil, ice and basin
References: Teachers Guide 3
Teachers Manual 3

III. Learning Tasks:

131
Elicit (Access prior knowledge ) 5 Minutes Materials
To elicit prior knowledge, the teacher will ask the pupils:
1. What have you noticed to the candle when we lighted Pictures of the the lighted
it during our experiment? candle, laptap lcd/led
2. The birthday candle if we are going to light it do you
think it will also have the same changes as what
happen to our activity?
3. What changes occurs if we lighted the candle? Does it
also return back to its original state of matter?
Engage (Get the students’ minds focused on the topic)
5 Minutes
I would like you to answer the game before we proceed to our
lesson. Oil, ice, picture of coconut
Guess my name Who am I? tree and a palm tree
1. I am very useful I came from the coconut tree? What am I? Laptop, LCD/LED
2. I came also from a Palm tree? What am I?
3. Your mother will always use me in cooking specially
when frying? What am I?
4. I am always used to cook fried chicken? What am I?
What can you say about the oil?
Tell the class that they are going to study about the changes of
oil when temperature is decreased.

Explore (Provide students with a common experience)

15 Minutes
You are going to set with your group and I will give you the
materials. Oil, ice and bowl or small
See to it that each member of the group has its own record on basin
your observation. Pentel pen and manila
You are going to write your observation on your notebook. paper
Procedures:
1. Put drops of various kinds of oil (cooking oil, baby oil
engine oil, and others) in the cubes of ice.
2. Observe after 3-5 minutes on what happened to the oil
3. Record your observation.
In your piece of manila paper try to answer these question?
1. What happened to the oil after putting it in the ice?
2. Is there a change in the form of the oil??
3. Thus changes occur directly?
Explain (Teach the concept. Should include interaction
between teacher and students). 12 Minutes (reporting)
Pupils do the talking with the guide of the teacher. Oil, ice and bowl or small
Call up 2-3 groups to discussed their outputs posted on the basin
board, based on the questions given on their activity Pentel pen and manila
paper
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes

132
 Go over with their answer to check if everybody following
the steps, and to deepen their understanding based on their
activity.
Is there a change in form of the oil when cool temperature
decreased?
Thus the oil immediately change into solid matter?
Thus changes in liquid matter to solid matter occurs?
Evaluate (How will you know the students have learned the
concept) 8 minutes
Select the best answer
1. Does changes occurred immediately after putting oil in the
ice?
A. No B. yes C. never D. maybe
2. What happened to the oil after how many minutes of
putting it in a cold place? Oil becomes
A. solid B. liquid C. juice D. soft drinks
3. Liquid matter may change to solid matter if the temperature
decreased.
A. true B. nor true C. maybe D. undecided
4. Any liquid matter may change to ______ if put in the
refrigerator
A. liquid B. solid C. gas D. matter
5. What happened to the oil if it is no longer placed in the
refrigerator?
A. Go back to its original form
B. it will become ice
C. it will become water
D. it will be changed to gas
Extend (Deepen conceptual understanding through use in
new context). 2 minutes
Situational experience
Who among you here that your mother is fun of making ice
candy? What have you noticed to the juice after how many
minutes placed in the refrigerator? How about ice water? So if
the temperature decreased liquid matter can be changed to
solid matter.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

133
 Lesson Plan in Science Grade 3

Content Standards:
Effects of temperature on materials
Performance Standards:
Investigate the different changes in materials as affected by temperature.
Learning Competency and Code:
Describe changes in materials based on the effect of temperature (S3MT-Ih-j-4)
Quarter: __First_ Week: 9_ Day: 3__

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe what happen to water when heated or when its temperature is increased.

II. Content:
Subject Matter: Changes in Water When Heat is Increased
Integration:
MAPEH – Health: adopt habits for healthier lifestyle. H3N-Ij-21
MATH: Visualizes, and represents, and finds the capacity of a container using
milliliter and liter. M3ME-IVc-41
Strategies: Small Group Learning and Discovery Method
Materials: transparent drinking glass, marker, and water
References:
DepEd Grade 3 Science Teacher’s Guide 3 pp. 39
DepEd Grade 3 Science Curriculum Guide
DepEd Science 3 Sinugbuanong Binisaya LM in grade 3 pp. 34-35

134
III. Learning Task:
Elicit (Access prior knowledge) 3 minutes Materials
Ask:
1. Who among of you put your left over foods in a refregirator?
2. What have you noticed to the oil in your fried foods when placed
in a refregirator? Why?
3. Does cold temperature turns liquid into solid?
4. If you want to eat this what will you do?
Engage (Get the student’s minds focused on the topic) 5 minutes
Ask: Picture of boiling
1. Have you observed your mother heating/boiling water in a kettle? water in a kettle
What did you observe while the water was boiling? What have you cracked rice field
seen from the pout of the kettle?
2. Have you gone to the farm during summer? What have you
observed to the field if there is no rain for a long period of months?
Why this happen?
3. What have you noticed to your body when you stay under the heat
of the sun for several hours?
4. Today, we will do an activity that will help us describe what
happens to water when heated or when its temperature is increased?

Explore (Provide students with a common experience) 20 minutes

Group Activity 1:
Guide Questions: Beaker/transparent
[Link] happens to liquid water when heated? glass
* Give the materials needed, and other necessary instructions in Water
accomplishing the task. (i.e. time limit in doing the activity, group marker
output reporting/output presentation, etc.) Activity Sheet 1
Let the pupils do the activity 1.

Activity Sheet 1
1. Put 10 ml. water in a glass. Put a marker in the glass where
the water level.
2. Put the glass of water under the heat of the sun within 15
minutes. Observed what will happen to the water.
3. Mark again the water level.
(The teacher must have another option in experiment in case
the heat of the sun is not enough to change the amount of water
within 15 minutes. ex. Boiling of water)
1. Is there changes in the amount of water?
2. What causes the changes in water that you observed?
3. Touch the water in a glass and compare its temperature
before it is put under the heat of the sun. What have you
observed to the temperature before and after putting it under the
sun?

135
Explain (Teach the concept. Should include interaction between
teacher and students.) 8 minutes
Presentation of outputs. Activity Sheet 1
*Group reporting based on their observations in the changes of water
when put under the heat of the sun or boiling the water.
*Check pupils’ answer to the activity questions. Process their
responses to correct misconceptions if there is and come up with
correct ideas/concepts.
Questions:
1. Have you experienced putting a basin of water under the heat of
the sun?
2. What happen to the water level?
3. Does heat changes the level of water?
4. What manifestation have you observed that water level goes lower
because of boiling?
Elaborate (Students apply the information learned in the Explain.
The teacher will give inputs to deepen the understanding of the
students.) 7 minutes
What did you learn from this activity?
What have you observed to the temperature of water when heated?
Let some pupils share their learning experiences to the class.
Key Concept:
Let the pupils understand that:
1. Water, when heated increases its temperature. It makes water
change its form from liquid to gas (vapor) when it starts to boil.
Hence, you observed that the amount or level of water decreased
after heating, because some of the water evaporated as vapor (steam).
Water vapor is formed when liquid (water) is changed to gas.
Ask:
1. What other materials that changes from liquid to gas when heated?
2. If you want your wet clothes to dry quickly, where should you
hang them? Why?
Integration:
MAPEH – Health: Adopts habits for a healthy life style
(H3N-I j-12)
1. How many glasses of water did you drink every day?
2. When do you want to drink water? Why?
3. Is it important to drink the right amount of water needed by our
body? Why?
MATH: Visualizes, and represents, and finds the capacity of a
container using milliliter and liter. M3ME-IVc-41
1. How many glasses of water do you drink every day? Let us
estimate how many milliliters is the amount of water in a glass and
multiply it in a number of glasses that you drink every day.
2. Now can you convert this into liters? Do it. How many liters of
water did you consume every day?
Evaluate (How will you know the students have learned the concept)
5 minutes
Choose the correct answer.

136
 1. What happen to water level when put under the heat of the sun?
A. remain the same B. disappear C. increased D. decreased
2. What happens to the water temperature when it is boiling?
A. increased B. decreased C. disappears D. remain the same
3. What will you do if you want to increase the temperature of water?
A. place it in a cool place C. place it in the container
B. boils the water D. freeze it
4. What make the clothes dry quickly in the clothesline?
A. the clouds C. the cold wind
B. the droplets of water D. the heat of the sun
5. If you want to dry a sack of palay, when do you do it?
A. rainy day C. cloudy day
B. stormy day D. sunny day

Extend (deepen conceptual understanding through use in new

context) 2 minutes
Try these at home:
You wet two clothes with the same thickness.
Dry the one cloth inside the house and the other one outside the
house. Observed which cloth dry quickly? Why?

Reflection:
A. No. of learners achieve 80%: __________
B. No. of learners who require additional activities for remediation: _________
C. Did the remedial lessons work? ___________
D. No. of learners who have caught up the lesson: ___________
E. No. of learners who continue to require remediation: ___________
F. Which of my teaching strategies worked well? Why did these works? _______
G. What difficulties did I encounter which my principal or supervisor help me solve?
_______
H. What innovation or localized materials did I used/discover which I wish to share with the
other teacher? _____

137
 Lesson Plan in Science Grade 3

Content Standards:
Effect of temperature on materials.
Performance Standards:
Investigate the different changes in materials as affected by temperature.
Learning Competency and Code:
Describes changes in materials based on the effect of temperature. (S3MT-lh-j4)
Quarter: _First___ Week: __9______ Day: __4_____

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe what happen to wet paper when heated or its temperature is increased.
2. Dispose waste materials properly like biodegradable and non-biodegradable.

II. Content:
Subject Matter: Describe What happen to Wet Paper When Heated or its Temperature
is increased
Integration:
MAPEH – Health: How to dispose waste materials properly.
ESP: Cleaning the working area after the experiment.
Strategies: KWL, Group activity, dyad,” See Me”
Materials: Manila paper (LCD, Laptop), basin, Manila paper , pentel pen, dry paper
References: Curriculum Guide in Science 3
Science Teachers Manual 3
Science Learners Material 3

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials and Assessment
Tool
To elicit prior knowledge, let the pupils recall what they Picture of boiling water
Know by asking some questions: with smoke
1. What happen to the water when heated? Laptop
2. Is there a change in the temperature of the water when it LCD /LED TV

138
 becomes a water vapor?
3. What is the change of matter when water becomes water
vapor?
Engage(Get the students’ minds focused on the topic) 5
Minutes
The teacher will not give the answer let the pupils answer Real object
some questions. (What they Want to learn) paper
Show a piece of paper, then ask: basin with water
1. What property of matter the paper? The water?
2. If we put the paper in the water, what will happen to the
paper?
3. After the paper become wet, is there a possibility that
the paper become dry?
Explore (Provide students with a common experience) 15
Minutes
Group Activity “See Me” Real object
Group the pupils into 5 pupils in each group. Give the paper
activity card. basin with water
1. Give each group a paper, basin and water to observe.
2. Let them observe for 5 minutes and answer some
questions.

Activity Sheet
Procedure:
1. Put small water in the basin.
2. Soak the paper in the water in a flat way. Do not
crumple the paper.
3. Get the paper from the water slowly and let it dry
under the sun in 5 minutes.
Questions:
1. What happen to the paper when you put in the water?
2. What happen when you put the wet paper under the
sun?
3. What makes the paper dry?
4. In What temperature the wet paper becomes dry? Is it
increase or decrease?

Explain (Teach the concept. Should include interaction

between teacher and students). 10 Minutes
*Let them display their answer in the wall of the classroom. Manila paper , Pentel pen
Ask 3 groups do the reporting. or big show me board, chalk
*Pupils do the talking with the guide of the teacher. for the illustration board
Guide questions:
*Use the question in the activity sheet.
1. What changes of water when the wet paper becomes
dry?
2. What happen to the water in the paper?
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 7 minutes

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 Discuss what happen in their experiment. What they LCD/LED TV
Learned: Laptop
Questions: Manila paper
1. What causes the wet paper become dry?
2. What change in solid, liquid and gas?(liquid to gas)
Key Concept: (for teachers consumption)
When the temperature of the wet paper increases the
wet paper become dry. The water in the wet paper mixes in
the air and become a water vapor. The increase of
temperature causes the changes of some liquids into gas
like water.
Value Focus: How you dispose your used materials?
What kind of waste material is the paper?
( Biodegradable or malata)
Note: Give a star or smiley face to the cleanest group
after the activity.
Evaluate (How will you know the students have learned
the concept) 7 minutes
Read and answer the following question? Write the letter of Laptop/LCD TV or Manila
the correct answer. Paper
1. What property of matter is the water?
A. solid B. liquid C. Air D. gas
2. Which of the following is a gas?
A. water vapor B. paper C. Basin D. water
3. What changes did you discover after leaving the wet
paper under the sun?
A. the wet paper become dry
B. no changes at all.
C. burn the paper
D. become white
4. What do you think happen when the temperature in the
wet paper increases?
A. the water in the the wet paper remains.
B. the water in the paper become water vapor
C. paper become air
D. liquid becomes solid.
5. What makes the wet paper dry when exposed under the
sunlight?
A. the temperature decrease
B. the temperature increased
C. the water become cold
D. the paper burn by the sunlight

Extend (Deepen conceptual understanding through use in

new context). 3 minutes
Your mother washes your clothes. After washing she hangs Picture of the hang clothes
under the sun? Why? after washing

Reflection:

140
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 3

Content Standards:
Effect of temperature on materials.
Performance Standards:
Investigate the different changes in materials as affected by temperature.
Learning Competency and Code:
Describes changes in materials based on the effect of temperature. (S3MT-lh-j4)
Quarter: _First___ Week: __10______ Day: __1_____

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
2. Describe what happen to naphthalene when it is heated

II. Content:
Subject Matter: Describe What Happen to Naphthalene When it is Heated
Integration:
MAPEH – Health: Being careful in handling objects.
ESP: Cleaning the working area after the experiment.
Strategies: KWL, Group activity, Think pair and share, “Show and Tell”
Materials: Manila paper/one whole show me board (LCD, Laptop), pentel pen, piece of
naphthalene ball, piece of cloth, 2 saucers
References: Curriculum Guide in Science
Science Teachers Guide 3, page 40-41
Science Learners Material 3, page 37-38

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials and Assessment
Tool
To elicit prior knowledge, let the pupils recall what they Real objects /picture
Know by asking some questions: Do not give the answer Laptop
1. What happen to the paper when we put it in the basin with LCD /LED TV
a water?
2. What happen to the wet paper when we put it under the
heat of the sun?

141
3. What can you feel with the paper when you touch it?
4. What kind of changes happen to the wet paper as it dried
up?
Engage(Get the students’ minds focused on the topic) 5
Minutes
The teacher will not give the answer let the pupils answer Pictures of solid that can be
the some questions. (What they Want to learn) change into gas
1. Can a solid material be changed to gas when heat is added
to it?
2. Can you name some solid materials that will change into
gas?
3. What causes the changes of solid to gas?
Let’s find out to the next activity.

Explore (Provide students with a common experience) 15

Minutes
Group Activity “Show and Tell” *Real object
Group the pupils with 5 members in each group (small *pentel pen, piece of
group). naphthalene ball, piece of
Give the activity card to each group and the materials they cloth, 2 saucers
need for the experiment. *manila paper or one whole
Give some precautionary measures in using naphthalene ball illustration board
or mothball *cellophane gloves
. 1. Do not eat the crystal.
2. Avoid contact to skin/eyes.
3. Use handkerchief to cover your mouth/nose.
4. Wash your hands with soap and water after used.
5. use hand gloves.
Let the pupils start the activity. Your close supervision is
necessary.
Give them necessary instruction in accomplishing the task.
(Time limit in doing the activity is required)

See Science LM 3, page 37-38 for the procedure of the

activity.

Procedure
1. Get one piece of naphthalene ball. Place it on a piece
of cloth.
2. Wrap it with a piece of cloth.
3. Grind it into smaller pieces using stone.
4. Divide the ground naphthalene into two parts.
5. Put 1 part of the ground naphthalene in saucer 1, and
the other part in saucer 2.
6. Place saucer 1 inside the room.
7. Place saucer 2 outside the room under the heat of the
sun.
8. Observe the naphthalene in saucer 1 and saucer 2
after 10 minutes.

142
Questions to answer during experiment:
1. Did you notice any changes in the appearance of the
naphthalene in saucer 1 and saucer 2? Describe the changes
you notice.
2. What does this observation tell you?
3. What is the effect of heat on naphthalene ball?
4. What changes you observed?

Rubric
Score Indicators
5 100% of the group members participated
actively and obtained 4 points correct answer.
4 75% of the group members participated
actively and obtained 3 points correct answer.
3 50% of the group members participated
actively and obtained 2 points correct answer.
2 30% of the group members participated
actively and obtained 1 points correct answer.
1 20% of the group members participated
actively and obtained 0 point correct answer.
Explain (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
Let them display their answer in the wall of the classroom. Manila paper , Pentel pen
Ask 3 groups to do the reporting. or big show me board,
Reporting. Pupils do the talking with the guide of the chalk for the for the
teacher. illustration board.
Check the answer of the pupils from the questions in the
explore.
Process their responses to correct misconceptions if there
are any and to arrive at the correct ideas/concept.
Let them explain their answer and try to note some of their
misconceptions?
Guide questions:
Use the question in the activity sheet.
What happens to naphthalene ball when exposed to heat?
(When naphthalene ball is heat, it changes from
solid(naphthalene) to gas (vapor) without passing the
liquid
form)
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 7 minutes
Discuss what happen in their experiment. What they *Strips of cartolina or
Learned: Laptop/LCD or LED TV
Give some application or situation showing a solid *Show me board
changed to gas when heated.
Think-Pair-Share. (Use show me board to answer. Flash the
questions in LCD/Led or strip cartolina)
Write check (/) if the solid will change into gas and x if not.
143
 ___1. Ice to water
___2. Solid toilet deodorizers to vapor.
___3. Cooking oil inside the freezer
___4. Solid air fresheners inside the car.
___5. Iodine crystal becomes smaller.
Discuss their answers.
Key Concept: (for teachers consumption)
(When naphthalene ball is heated, it changes from
solid(naphthalene) to gas (vapor) without passing the liquid
form). The increased temperature causes the changes of
some solid materials into gas.
Value Focus: Give a star or smiley face to the cleanest
group after the activity.
Evaluate (How will you know the students have learned the
concept) 7 minutes
Read and answer the following question? Write letter of the Laptop/LCD TV or Manila
correct answer. Paper
1. What materials we used in the experiment that change
into gas after heated?
A. salt B. naphthalene C. water D. saucer
2. When you put some naphthalene ball in your cabinet,
after one week it become smaller. What happen to
naphthalene ball?
A. become water C. become solid
B. become vapor D. eaten by insects
3. What is the effect of heat on the naphthalene ball?
A. become smaller C. turned to vapor
B. become bigger D. no effect
4. Which saucer of the naphthalene ball becomes smaller?
Saucer 1 inside the room or saucer 2 under the sun? Why?
A. Saucer 1 because no changes
B. Saucer 1 because it become smaller.
C. Saucer 2 because it become bigger
D. Saucer 2 because it become smaller
5. What kind of changes happen to the naphthalene ball
when heated under the sun and it became a vapor?
A. changes solid to liquid C. changes liquid into solid
B. changes solid into gas D. solid to water
Extend (Deepen conceptual understanding through use in
new context). 3 minutes
Why grandmother put some naphthalene ball inside her Picture of grandmother
cabinet? What happen to the naphthalene ball after a week putting the moth ball or
naphthalene ball inside the
cabinet

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___

144
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 3

Content Standards:
Effect of temperature on materials.
Performance Standards:
Investigate the different changes in materials as affected by temperature.
Learning Competency and Code:
Describes changes in materials based on the effect of temperature. (S3MT-lh-j4
Quarter: _First___ Week: __10______ Day: __2_____

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Observe what happen to albatross when place in one area.

II. Content:
Subject Matter: Changing of Solid to gas
Integration:
MAPEH – Health: Being careful in handling objects.
ESP: Cleaning the working area after the experiment.
Strategies: KWL, Group activity, Think pair and share, “Remember Me”
Materials: Manila paper/one whole show me board /LCD, Laptop,
2 albatross (1 with cellophane, 1 without cellophane)
References: Curriculum Guide in Science 3
Science Teachers Manual 3
Science Learners Material 3

III. Learning Tasks:

Elicit (Access prior knowledge ) 3 Minutes) Materials and Assessment
Tool
To elicit prior knowledge, let the pupils recall what Real objects /picture of
happen to naphthalene ball. (What they Know by asking naphthalene ball
some questions) Do not give the answer Laptop
Questions: LCD /LED TV
1. What happen to naphthalene ball when heated under the
sun? (become smaller)
2. What is the effect of heat on naphthalene ball?
(become vapor)
3. What kind of changes happen to naphthalene ball when
145
 heated? (solid to gas)
Engage(Get the students’ minds focused on the topic) 5
Minutes.
*Show the albatross to the class. Let the pupils answer Pictures of solid that can be
some questions. (What they Want to learn) change into gas
*Remember Me”
Questions:
1. Who among you here can identify this? (toilet
deodorizer)
2. Is these toilet deodorizer can change to vapor or gas?
How?
3. What kind of matter is the toilet deodorizer?
*Did you remember five days ago the 2 toilet deodorizer
inside the comfort room look like?
*Let’s find out what have you observed for 5 days.
Explore (Provide students with a common experience) 15
Minutes
*Group Activity “Remember Me” *Real object. the 2 albatross
*Group the pupils into 5 members in each group (small after 5 days
group). *Give the activity card to each group. Manila paper, pentel pen or
.*Give them necessary instruction in accomplishing the the show me board and
task. (Time limit in doing the activity is chalk, activity card
required)Questions to answer from the 5 days observation.

Activity Card
1. What kind of matter is the toilet deodorizer?
2. What happen to toilet deodorizer as you observed in
5 days?
3. Did you see any changes in the 2 toilet deodorizer 5
days that stayed in the toilet? What are your
observation??
4. What change of matter happen to toilet deodorizer
when exposed to room temperature after from
removing the cellophane wrapper?
5. How does this solid changes?

Rubric
Score Indicators
5 100% of the group members participated
actively and obtained 5 points correct
answer.
4 75% of the group members participated
actively and obtained 4 points correct
answer.
3 50% of the group members participated
actively and obtained 3 points correct
answer.
2 30% of the group members participated
actively and obtained 2 points correct
146
 answer.
1 20% of the group members participated
actively and obtained 1 point correct
answer.
Explain (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
*Let them display their answer in the wall of the Manila paper , Pentel pen
classroom. Ask 3 groups to do the reporting. or big show me board,
*Reporting: Pupils do the talking with the guide of the chalk for the for the
teacher. illustration board.
*Check the answer of the pupils from the questions in the
explore.
*Process their responses to correct misconceptions if there
are any and to arrive at the correct ideas/concept.
*Let them explain their answer even it is wrong. Ask them
why?
Guide questions:
*Use the question in the activity sheet.
*Which of the 2 toilet deodorizer change? With
cellophane or without cellophane? Why?
Elaborate (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 7 minutes
Discuss what happen in their experiment. What they *Strips of cartolina or
Learned: Laptop/LCD or LED TV
Give some application or situation showing a solid is *Show me board or
changed to gas after exposing to air. *Activity Card with the 5
*Think-Pair-Share and Remember Me questions.
Questions:
1. What kind of matter is the toilet deodorizer?
2. After 5 days, what happen to the 2 toilet deodorizer?
3. Which toilet deodorizer become smaller, with
cellophane cover or without cellophane cover? Why?
4. What do we call that gas from the toilet deodorizer that
mixes with air? (vapor)
5. What changes of matter happen to the toilet deodorizer
(solid) to vapor (gas)? (solid to gas)
Discuss their answers.
Key Concept: (for teachers consumption)
When the toilet deodorizer exposed to air, some part of
the toilet deodorizer little by little mixes to air. That’s why
we smell the fragrance of the albatross every time we enter
in our comfort room. We call this change, solid to gas
because the toilet deodorizer become vapor.
Value Focus: Give a star or smiley face to the
cleanest group after the activity.
Evaluate (How will you know the students have learned
the concept) 7 minutes
Read and answer the following question? Write the letter Laptop/LCD TV or Manila
of the correct answer. Paper

147
 1. What kind of matter is the toilet deodorizer?
A. solid B. gas C. liquid D. air
2. After 5 days the toilet deodorizer become smaller?
Why?
A. mixes in the water C. mixes in the air
C. eaten by some insects D. it melts
3. Which toilet deodorizer becomes smaller, with
cellophane or without cellophane? Why?
A. Without cellophane because it was exposed to air
B. With cellophane because nobody touches
C. without cellophane because eaten by some insects
D. with cellophane because it was neat and clean
4. What changes of matter occurs in the toilet deodorizer
when exposed to air after removing the cellophane
wrapper?
A. solid to liquid C. solid to gas
B. liquid to gas D. gas to liquid

Extend (Deepen conceptual understanding through use in

new context). 3 minutes
Why some of the car put air freshener? Picture of air freshener
inside the car

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

148