DLP No: 1 Learning Area: Science and Health Grade Level: 3 Quarter: 1st

Duration: 50
minutes
Content Standard: The learners demonstrate understanding of ways of sorting materials and
describing them as solid, liquid or gas based on observable properties
Performance Standard: The learners should be able to group common objects found at home and in
school according to solids, liquids, and gas
Learning Competency/ies: The learners should be able to describe different objects Code: S3MT-Ia-b-1
based on their characteristics (e.g., Shape, Weight, Volume,
Ease of flow);
Key Concepts /Understandings Important terms to define:
to be Developed • Matter - is anything that occupies space and has mass.
• Solid – is a state of matter that keep its shape and density.
• Liquid – is a state of matter that assumes the shape of the part of the
container which it occupies.
• Gas – is a state of matter that assumes the shape and volume of its container.
1. Objectives (Follow Mager’s Approach)
By using objects found at home and in school, the Grade 3 with at least 80% accuracy will be able to:
Knowledge Remembering Identify the three different phases of matter
Understanding Describe the properties of solids, liquids, and gases.

Applying Illustrate the materials of solids, liquids, and gases.

Skills Analyzing Differentiate between solids, liquids, and gases.
Evaluating Explain the three different phases of matter.
Creating Choose a solid, liquid, or gas that can be seen from the outside.

Receiving Listen attentively to the explanation of the phases of matter.

Phenomena
Responding to Manifest a deep sense of responsibility in handling substance through participate
Attitude Phenomena actively in activities.
Valuing Demonstrate the difference between objects in the environment.
Organization Modify the methods used to describe the objects.
Internalizing Displaying teamwork in a group activity.
values
Maka-Diyos
Values Maka-tao Cooperates during activities.
Makakalikasan
Makabansa
2. Content/Subject Matter Properties (Characteristics of solids, liquids, and gases)
3.Learning Resources Empty bottles – it will be used for activity.
Soil – used for activity.
Colored Water – used for activity.
Presentation – it will be used for exercise.

4.1 Introductory The class will start with a prayer, arrangement of chair and checking of attendance. After
Activity which the teacher will ask the following questions to pupils:
(15 minutes)

What do you see or observe around our room?

“Tables and chairs teacher”

Very good, what else do you see aside from table?

“Pens and papers teacher”

Good job everyone, I see a small box in the corner.

(See the small box)

Who knows what will happen if five people enter a small box?
 “The five people are constantly squeezing each other and are unable to move freely,
teacher”

It's correct, but what happens if I remove one person?

“They can move teacher and avoid pressing against each other.”

Good. And lastly what will happen to the remaining two persons if I eliminate two people?

“The two can freely move teacher and do not have to collide.”

Good job everyone, we call these things matter. Everybody repeats after me “Matter.”

“Matter”

Matter is anything that occupies space and has mass. "Mass means weight. Also, all the
things around us are a matter. Does everyone understand what is matter?

“Yes, teacher.”

4.2 Activity The teacher will divide the students into three groups.
(30 minutes)

Okay children, I will divide you into three groups.

“Yes teacher”

I have three empty bottles here labelled 1,2 and 3 they contain different materials. The first
bottle holds a full load of soil. The second holds colored water and the third one holds air.

“Yes teacher”

Each group is going to have one representative, and the representative will lift the bottles.
You have 20 minutes to work on your task and afterwards the representative of each group
will present in front and explain what you have observed.

Do you understand the activity?

“Yes teacher”

Okay, you may now start.

4.3 Analysis The teacher will ask the following questions to pupils:
(10 minutes)

I have a question for each representative, okay let’s start.

“Yes, teacher.”

How can you know whether an object is solid, liquid, or gas? You may take the lead as a
representative of Group 1.

"It is solid because it has a definite shape; it is liquid because it has no definite shape; it is
gas because it has no shape; and it can be touched."

Okay, very good group 1. Next question: what did you notice while raising bottle number 1?
What about the rest of the bottles? Representative of Group 3: You may stand in front.

"I notice that when lifting bottle number one, there’s no space at all and the soil is clearly
packed, while with the second bottle, when you put it upside down, you can notice a space
that looks like air, and also, the second bottle can take any shape because it has no definite
shape." Lastly, the third bottle is purely empty. "
 That's good Group 2. And the last question is, why is the number one bottle heavier than the
numbers two and three?

"Teacher, the number one bottle is heavier than the numbers two and three because it is
filled with soil and has no space at all. Also, some solid objects tend to be heavy.”

Okay, very good Group 3. Well done to everyone. Let’s clap our hands together.

(Clapping hands)
4.4 Abstraction Okay class let’s proceed to our discussion.
(10 minutes)
(The teacher will ask)
Who has an idea what is matter? Anyone from the class?

(The students will raise their hand)

Yes, Mesie?

“a matter is what we see ma’am”

Okay, very good!

A matter is anything that has weight and takes up space.

Matter exists in three main forms, what are these?

Yes, Joyce?

“Solid ma’am”

Okay very good! What else?

Yes, Shawn?

“Liquid ma’am”

Okay very good! Another one?

Yes, Jasper?

“Gas ma’am”

Okay, very good class! Let’s give them 10 claps.

The three states of matter are solid, liquid and gas.

Anyone from the class what is solid?

Yes, cherry?

“Solid have shape ma’am”

Okay very good!

Who can give me an example of solid?

Okay, Vincent?

“Rock ma’am”
Very good! What else?

Yes, Jovie?

“Wood ma’am”

Very good! Another one?

Yes, Argie?

“Blackboard ma’am”

Okay! Very good class.

Now, what is a liquid?

Yes, Mesie?

“Liquids do not have shapes ma’am”

Wow! Very good!

Give me an example of liquid, anyone?

Yes, Lorie?

“Milk ma’am”

Okay, very good! what else?

Yes, Ysa?

“Water ma’am”

Very good! Another one?

Yes, carol?

“Gasoline ma’am”

Okay that’s right, very good!

And last, what is a gas? Anyone?

Yes, Harold?

“a particles ma’am”

Okay, very good!

Now give me an example of gas.

Yes, Gerald?

“Air ma’am”

Okay very good! What else? Anyone?

“Vapor ma’am”

Okay very good Izzy! Another one

 Yes, Ivy?

“Helium ma’am”

Okay very good everyone! Give yourself a fireworks clap.

Everything you can see and touch around us is made up of matter.

4.5 Application Since we are done discussing I have another exercise. I have two columns: column A and B.
( 30 minutes)

Column A consists of solid, liquid and gas while column B has flower, kettle, and juice. Yu
all needs to connect the column A to column B.

“Yes teacher”

Which one is solid? And that can be touched?

“The flower is solid and also you can touch the flower.”

Okay very good Mesie! How about the next one? Which one is liquid?

Yes Joyce?

“The glass of juice teacher is liquid.”

Okay that’s right! Thank you

Does the juice take the shape of glass?

“Yes, teacher because all liquids have no definite shape.”

Very good Vincent! How about the last one?

Yes Izzy?

“The kettle, the steam from the kettle is gas.”

Okay very good everyone! You are all able to identify the three states of matter.
4.6 Assessment
(20 minutes)

Assessment Method
a) Observation
b) Talking to
Learners /
Conferencing
c) Analysis of
Learners’ Products

d) Tests Underline the corresponding answers.

1. Matter has 3 main states: solid liquid, and gas. Is it TRUE or FALSE?

2. The particles of gas are hard to control. Is it TRUE or FALSE?

3. When ice melts, it becomes a gas. Is it TRUE or FALSE?

4. We can count gas. Is it TRUE or FALSE?

5. A shadow is an example of matter. Is it TRUE or FALSE?

6. Solids have their own shape. Is it TRUE or FALSE?

7. The air contains water vapor. Is it TRUE or FALSE?

 8. Liquids are easy to compress. Is it TRUE or FALSE?

9. Solids do not take the shape of the container they are in. Is it TRUE or FALSE?

10. Gases are hard to compress. Is it TRUE or FALSE?

4.7 Assignment (5 minutes).

• Reinforcing /
strengthening Cut out six pictures from magazines for each matter and sort them by phases of matter.
the day’s Paste it on bond paper.
lesson
• Enriching /
inspiring the
day’s lesson
• Enhancing /
improving the
day’s lesson
• Preparing for
the new lesson
4.8 Concluding Activity Describe the matter and its phases in your own words.
(1 minute).

1. Remarks

2. Reflections
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my learning
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G.What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by:
Names: Christine Mae Acuyan School: Mandaue City College
Caren Gian Huenda
Desiree Gorgonio
Niña Nicole Lauron
Program and Year: BEED – General Content Date: 06/22/2022