Science 3 q4

PROTOTYPE AND
CONTEXTUALIZED DAILY
LESSON PLANS
IN GRADE 3 - SCIENCE
QUARTER 4
i
DAILY LESSON PLAN (DLP) DEVELOPMENT TEAM
A. Writers/ Demonstration Teachers:
Ana Lisa S.
Austero Iyvi Marie
L. Buñag Melanie
B. Dulfo Edna N.
Espera Edna N.
Gerona Pamela M.
Lok
Mary Joyce T. Panganiban
Johnny T. Samino
Rhea SB. Samino
Peñafrancia M. Villaflor
B. Demonstration Teachers:
MARIA LOURDES R. VELARDE

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

Erwin V. Delos
Reyes
ii
TABLE OF CONTENTS
Page
TITLE PAGE i
DEVELOPMENT TEAM ii
TABLE OF CONTENTS iii
QUARTER
3
WEEK 1
Day 1 1-3
Day 2 4-10
Day 3 11-14
Day 4 15-18
WEEK 2
Day 1 19-25
Day 2 26-31
Day 3-4 32-39
WEEK 3
Day 1-4 40-45
WEEK 4
Day 1-4 46-50
WEEK 5
Day 1 51-55
Day 2-5 56-60
WEEK 6
Day 2-4 61-64
WEEK 7
Day 1 65-67
Day 2 68-69
Day 3 70-74
Day 4 75-79
Day 5 80-84
WEEK 8
Day 1 85-91
Day 2 92-96
Day 3 97-101
Day 4-5 102-103
iii
DAILY LESSON PLAN IN SCIENCE 3
School Grade Level THREE
Name Learning Area
SCIENCE
Time and Date Quarter
Q4W1D1
I. OBJECTIVES
A. Content Standard Demonstrate understanding of people, animals, plants,
lakes, rivers, streams, hills, mountains, and other
landforms, and their importance
B. Performance Standard Express their concerns about their surroundings
through teacher-guided and self –directed activities
C. Learning The learners should be able to:
Competencies/Objectives  Describe one’s environment that is made up
of life forms, land, water and air (S3ES-IVa-b-
1)
II. CONTENT Describing one’s environment that is made up of
life forms, land, water and air
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages pp. 172-173
2.Learner’s Materials
pages
3.Textbook pages
4.Additional Materials
from Learning Resource
(LR portal)
B. Other Learning
Resources
IV.PROCEDURE
Engage
A. Ask the class the following questions:
 What do you see in this room? Name as many

as you can.
 What place in your surroundings do you like
most? Why?
 What place in your surroundings don't you
like? Why?
1
B. Post the lyrics of the song, “Bahay Kubo” on the
board. Ask the class to sing the song. Ask the pupils
what things found in the bahay kubo. You can also
show a picture of a bahay kubo and ask the pupils what
they see in the picture.
Activities:
Explore
A.
1. Post the square chart on the board. Explain
what the square chart is all about. Introduce LM
activity 1 entitled, “Things in Our Surroundings.”
Ask the pupils to write their ideas about their
surroundings at home using the chart as guide.
Tell them to give a short description about what
they write.
2. Tell the pupils to answer the guide questions in

the Learner's Material to make them more
aware of the nature of their home surroundings.
3. When they are done, ask volunteers to share
their ideas and experiences about their
immediate surroundings. Look for more
commonalities and differences in their ideas.
4. Summarize the pupil's ideas of
their surroundings.
B.
1. After the discussion in the first activity, introduce

LM activity 2 entitled, “Take a Tour Around”
2. Emphasize precautions in doing outdoor
activities.
3. Let them identify the places assigned to them.
Ask them to observe at least four different
places and describe each. They can use the
square chart as guide.
When they are done, ask them to go back to the

classroom. Ask four pupils to share their ideas and
experiences in the places they have observed.
2
Explain the commonalities and differences in their
answers.
Instruct the class to summarize their ideas and
Explain
observations.
Elaborate
Your friend Earl lives in a farm. His father and brother

take good care of the pond near their house. There are
plants like ferns, kangkong, and grasses near the pond.
Small weeds and plants grow well in the pond that
serves as food of some dalag. Draw inside the box the
different plants found near and in the pond.
Evaluate
Draw a picture of your home and the things that are

found around it. Color it.
Agreement
IV. REMARKS
3
Name E
Learning Area
SCIENCE
Q4W1D2
V. OBJECTIVES
D. Content Demonstrate understanding of people, animals, plants, lakes,
Standard rivers, streams, hills, mountains, and other landforms, and their
importance
E. Performance Express their concerns about their surroundings through teacher-
Standard guided and self–directed activities
F. Learning The learners should be able to:
Competencies  Name the landforms and bodies of water found in
/Objectives one’s community. (S3ES-IVa-b-1)
VI. CONTENT Naming the landforms and bodies of water found in one’s
community.
VII. LEARNING
RESOURCES
C. References
Teacher’s Guide
pages
Learner’s Materials
pages
Textbook pages
Additional Materials
from Learning
Resource (LR portal)
D. Other Images
Learning
Resources
IV. PROCEDURE
4
Engage
The teacher may choose any of the following as motivation:
A. Scrambled Game
Let the pupils play the game: scrambled words
(The teacher will provide a picture for each after answering the
scrambled words.)
a. novlcoa ( volcano)
b. llshi (hills)
c. nnmotauis (mountains)
d. sinpla (plains)
e. lavely (valley)
f. tepaula (plateau)
g. nycoan (canyon)
B. Song
Mga Anyong Lupa at Anyong Tubig

(In tune of: My Toes, My Knees)
Explore Bundok, bulkan,

Kapatagan, Burol (3 ulit)
anyong lupa sa paligid
natin
Dagat, ilog
Lawa at talon (3 ulit)
anyong tubig sa paligid natin
Using the terms presented in the game, let the pupils identify similar
landforms as shown in the pictures in their community.
5
Let the pupils do the activity: Landforms Around Me!
A. Group the pupils. Give them the guidelines for group activity.
B. Present them a topographic map of their community. Let
them answer the table and questions below:
Directions:
1. Examine the map of the community.
2. Identify the landforms found in the community. Sketch how each
landform looks like in the space provided in the table.
3. Identify also the bodies of water found in the community.
4. Sketch how each body of water looks like in the space
provided in the table.
Explain
Table 4.1 Find Me!
Name of Name of body Drawing

landforms of water
Answer the following questions:

Elaborate
1. What are the landforms found in your community?
2. What are the bodies of water found in your community?
3. What bodies of water are commonly found in mountains? In
valleys? In shorelines? In plateau? In mountain ranges? In
plains?
4. Can we find a sea in the mountain? Why?
5. Can we find high waterfalls in the plains? Why?
6. Can we find lake in a valley? Why?
Let each group present their outputs.
One-fourth of Earth’s surface is covered by land. These lands found

in various places on Earth are not the same. These different
physical features found on the surface of the Earth are
6
called landforms. Landforms can affect the weather, climate, and
even a community’s way of life.
Typical landforms include mountains, hills, plateaus, canyons, and
valleys as well as shorelines.
What bodies of water are found in our community? Lake, river, sea,
stream, brook, spring, waterfalls are some of the bodies of water
that can be found in the community. These bodies of water
comprise the ¾ parts of the earth’s surface. They are formed as
rain and groundwater collect in the different landforms on the
surface of the earth.
Mountain and Lake
Mt. Asog, Iriga City and Lake Buhi, Buhi C.S.)
Waterfalls in a mountain
(Malabsay Falls at Mt. Isarog, Naga City
Sea and Shoreline Canyon
(Sorsogon) (Manolo Fortich, Bukidnon)
River at Mt. Isarog (Naga City)
Application:
Give the name of a landform and water form that is found in your
community.
7
Look at the set of pictures on each number.
What landform and water form are in the
picture?
1. 2.
Evaluate
(mountain and water falls) (plains and river)
3. 4.
(mountain and lake) (plains and rivers)
5.
(hills)
V. REMARKS
8
APPENDIX A. SCORING RUBRIC
The following is the scoring rubric:
Level of Criteria
Performance
Excellent 1. The group created and named various landforms and bodies of
(10-9 water; put them in proper positions/locations; and with utmost
points) creativity.
2. All group members actively participated.
Very Good 1. The group created landforms and bodies of water.
8.9-8 2. Some members participated.
points)
Fair (7.9-7 point) The members participated but the project is incomplete.
APPENDIX B. Internet Sources

Images:
https://www.choosephilippines.com/go/mountains-and-volcanoes/73/last-tropical-rain-
forest-mt-isarog
https://nojuanisanisland.com/2015/06/20/quitinday-hills-camalig-albay-ph/
https://commons.wikimedia.org/wiki/File:Aerial_view_of_canyons.jpg
https://www.pinasmuna.com/2012/02/manolo-fortich-canyons-of-manolo.html
https://www.britannica.com/place/Pacific-Ocean
http://paulorivera93.wordpress.com/2014/08/17/lake-buhi-camarines-sur- philippines/?
fbclid=IwAR1jMJmpv_rW0RYnsKeo4XtXDHPO82tS4E-1ouRhLskfnRY-IitznvJbpBg
https://www.vigattintourism.com/tourism/articles/Bicol-National-Park
https://saminovic.wordpress.com/2010/09/21/more-tourists-spots-in-bikol/malabsay-falls-
2/?fbclid=IwAR3y4JOHLeAPiu5SVk0nEXL_2z5s7OEjHQt_xR16qUqWAfoIeuTBEiMKgW4
https://www.thepinaysolobackpacker.com/camarines-sur-naga-travel-blog/
http://www.pinoymountaineer.com/2007/09/mt-asog-1140.html
https://jennysserendipity.com/2012/05/02/300-followers-to-date/cam-sur-mt-isarog-
malabsay-falls/
https://outoftownblog.com/top-11-best-beaches-in-sorsogon-province-plus-how-to-get-
there/
https://www.rappler.com/life-and-style/travel/ph-travel/125788-bicol-trip-tour-attractions-
travel-tips
https://en.wikipedia.org/wiki/Chocolate_Hills
https://www.lakwatsero.com/destinations/travel-guide-legazpi-city/
9
APPENDIX C. ACTIVITY
TITLE: HANAPON MO AKO!
Objective: Pagkatapos kan gibuhon, manunudan kan mga aki an pagpangaran

kan iba-ibang porma kan daga saka tubig.
Mga Gagamiton: tsart, mapa kan komunidad
Direksyon:
1. Hilingon an mapa kan komunidad..
2. Sabihon an mga pormang daga na mahihiling sa komunidad. I-drowing an porma
kaini sa kolum sa ibaba.
3. Aramon an porma kan tubig na yaon sa komunidad.
4. I-drowing an kada porma kan tubig sa ibaba.
Table 4.1 Hanapon Mo Ako!
Pangaran kan Porma Pangaran kan Drawing/Sketch

kan Daga Porma kan
Tubig
Simbagon an mga kahapotan:
1. Ano-ano an iba ibang porma kan daga na mahihiling sa

saindong komunidad?
2. Ano-ano an iba ibang porma kan tubig na mahihiling sa
saindong komunidad?
3. Anong porma kan tubig an mahihiling sa mga bukid? Sa
“valleys”? Sa mga pang-pang? Sa kabubuldan? Sa kalangtadan?
4. Makakahiling daw kita nin dagat sa kabukidan? Tano?
5. Makakahiling daw kita nin haralangkaw na talon sa
kapatagan? Tano?
6. Makakahiling daw kita nin danaw(lake) sa mga kabubuldan? Tano?
10
DAILY LESSON PLAN IN SCIENCE III
Name Learning Area
SCIENCE
Q4W1D3
VIII. OBJECTIVES
G. Content Standard The learners demonstrate understanding of… people,
animals, plants, lakes, rivers, streams, hills, mountains, and
other landforms, and their importance
H. Performance The learners should be able to… express their concerns
Standard about their surroundings through teacher-guided and self –
directed activities
I. Learning The learners are expected to:
Competencies/Obje  Observe and describe the school’s surroundings
ctives (S3ES-IVa-b-1)
IX. CONTENT Observing and describing the school’s surroundings
X. LEARNING
RESOURCES
E. References
Teacher’s
Guide pages
Learner’s Materials pp. 148-149
page
Textbook pages
Additional
Materials from
Learning
Resource (LR
portal)
F. Other Learning
Recourses
IV. PROCEDURE
Engage
Motivation:
Let the pupils identify the different landforms shown in the
pictures:
11
(mountain) (plain)
Explore
(hills) (plateau)
Let the pupils do the activity: My School!
A. Group the pupils. Give them the guidelines for group

activity.
B. Present to them a map of their school campus. Let
them complete the table and answer the questions below:
Table 4.1 Find Me!
What can you say about our school

surroundings?
Drawing
Landforms
12
Plants
Animals
Others
Explain

 What are the landforms found in our school?
 What are the plants found in our school?
 What are the animals found in our school?
 What other things can be found in our school?
 What can you say about our school surroundings?
5. What did you learn from the activity?
Elaborate Our school is our second home. Most of our time daily are
spent in school than in our home. Important living things such
as plants and trees should be present. They provide us the
air that we breathe in and at the same time refresh our
surroundings.
Landforms provide us areas to walk on, run through and do

various tasks and activities. Conserving and preserving them
does not only give beauty to the place and provide vital food
resource for us, but also protect us from various illnesses.
Application:
You are walking on the school grounds and saw a scattered

pieces of papers on it. What should you do? Why?
Let the pupils draw the surroundings of the school. Let them
write five (5) sentences about it.
13
Evaluate The following is the scoring rubric:
Level of Criteria
Performance
Excellent The pupil draws the school’s
(10 points) surroundings, and writes five (5)
sentences about it creatively.
Very Good The pupil draws the school’s
(5 points) surroundings, and write three (3)
sentences about it.
Fair (1 point) The pupil draws the school's
surroundings.
V. REMARKS
14
DAILY LESSON PLAN SCIENCE III
Name Learning Area
SCIENCE
Q4W1D4
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of… people, animals,
plants, lakes, rivers, streams, hills, mountains, and other landforms,
and their importance
B. Performance The learners should be able to express their concerns about their
Standard surroundings through teacher-guided and self –directed activities
C. Learning The learners should be able to:
Competencies/Objecti  Describe the things found in the
ves surroundings (S3ES-IVa-b-1)
I. CONTENT
II. LEARNING
RESOURCES
G. References
1.Teacher’s
Guide
pages
2.Learner’s
Materials
pages
3.Textbook
pages
4.Additional
Materials
from
Learning
Resource
(LR portal)
H. Other
Learning
Recourses
IV. PROCEDURE
Engage
Motivation:
Let the pupils play the game: Pinoy Henyo
15
a. Strips of paper with a word written on each.
 dog
 carabao
 gumamela
 mango tree
 malunggay
Ask:
What can you say about the words that you have guessed?
Explore Let the pupils do the activity: Find Me!
A. Group the pupils. Give them the guidelines for group activity.
B. Let them complete the table and answer the questions below.
Table 4.1 Find Me!
What plants and animals are found in your school?

Plants Animals

6. What were the plants that you found in the school?
7. What are the animals that you found in the school?
2. What can you say about them?
3. What did you learn from the activity?
Explain
16
Discuss the answers and let the pupils answer the following
questions:
4. Are those plants and animals helpful to the environment?

Why?
Plants and animals are very useful in the community. They provide
Elaborate food, shelter, comfort, other resources and protection to us and to
the entire environment.
Giving proper care to plants is important. Activities such as watering,

exposing to right amount air and sunlight, applying organic
fertilizers, and weeding out greatly help them grow healthy.
For the animals, giving them right and proper amount of food, water,
shelter, love and exercise is very important.
Application:
Many plants in your yard are withering. What should you do to help
them grow healthy?
With your groupmates, make a mini-community using clay. Be able

to identify the plants and animals that you included in it.
The following are the rubrics for scoring:

Evaluate
Level of Criteria
Performance
Excellent 1. The group made various plants and
17
(10 points) animals with utmost creativity and placed
them in proper positions.
2. All group members actively participated.
Very 1. The group made plants and animals but
Good (5 not placed in proper positions.
points) 2. Some group members participated.
Fair (1 point) 1. The project was incomplete.
2. Few group members participated.
Let each pupil draw their dream community. Let them include the
Agreement plants and animals they wanted around them in their surroundings.
Let them be ready to present it in class.
V. REMARKS
18
DAILY LESSON LOG IN SCIENCE 3
Name Learning Area SCIENCE 3
Time and Date Quarter Q4W2D1
I. OBJECTIVES
A. Content The learners demonstrate understanding of people,
Standards animals, plants, lakes, rivers, streams, hills, mountains,
and other land forms and their importance.
B. Performance The learners should be able to express their concern

Standards about their surroundings through teacher-guided and self
-directed activities.
C. Learning
Competencies/ The learners should be able to:
Objectives
 Describe the different bodies of water.(S3 ES-lVa-b-1)
II. CONTENT
Describing The Different Bodies Of Water.
III. LEARNING RESOURCES
References
1. Teacher’s TG, pages
Guide Pages
2. Learner’s LM, pages
Materials
pages
3. Textbook Jumpstart Science K12 Grade3, Speed Up Science
pages 3,Science Links 3 , Smart Science 3
4. Additional Pictures of different bodies of water, manila paper, pens
Materials from
Learning
Resource
Portal
5. Other
Learning
Resources
IV. PROCEDURE Learners
ENGAGE
 Checking of Assignment
 Review
Ask the pupils these questions:

 Have you experienced going out for a swim
together with your family? Where was the place?
Did you enjoy it?
19
 Have you traveled by boat with your family or
friends? Where was the place? Was it fun?
 Where do you get the water you use for drinking,
taking a bath, and for washing your clothes?
 Are you familiar with the bodies of water in
your community?
 What bodies of water are found in your
community? Name some of them.
EXPLORE Group Activity – Water Forms

What to do:
 Examine closely the pictures of some bodies
of water found in Bicol Region.
 Describe each picture. Have you seen a body
of water like this?
 Fill in the chart below:
Water Forms Characteristics
 How are the bodies of water different? Similar?
Itbog Twin Falls sea
Stream river
20
Bato Lake Panicuason Hot Springs
Ocean Gulf
Group 1 – waterfall and sea

Group 2 – stream and river
Group 3 – hot spring and lake
Group 4 – gulf and ocean
EXPLAIN Pupils will present the group output.
 Give each group 10 minutes to do the activity,

and 10-15 minutes more to discuss and write their
report.
 Give the group 2-3 minutes to present their
answers to questions in the activity.
 Let the groups check their work as you discuss
each questions.
ELABORATE Refer to background information for the discussion of the

concepts.
1. If there are different answers, let the pupils
analyze their answers and identify the source
of their errors.
2. Ask the pupils to give a generalization of
what they have learned:
 Ocean/Kadagatan- a very large body of
saltwater that separates or surrounds continents.
 Sea/Dagat- a large body of saltwater that may
be connected with an ocean, partially enclosed
by land.
 Lake/Danaw- a large body of inland water.
Very small lakes are called ponds.
21
 River/Salog – a flowing body of water. It acts
as drainage channel for surface water. Usually
freshwater, flowing towards an ocean, a lake, or
sea, or another river.
 Stream/Sapa – a small river; a large creek;
a body of moving water confined by banks.
 Hot Spring/Burabod - formed by the
emergence of geothermally heated ground water
from the
Earth’s crust.
 Gulf – a portion of an ocean or sea that is
partly enclosed by land.
 Bay – a body of water forming an indentation of
the shoreline, larger than a cove but smaller
than a gulf
 Cove – a small, horseshoe-shaped body of
water along the coast; the water is surrounded
by land formed of soft rock.
 Waterfall/Busay– it is where water flows over
a vertical drop in the course of a stream or
river.
Questions:
1. How are the bodies of water different? Similar?
2. What bodies of water are found in your community?
Name and describe some of them.
EVALUATE
Match Column A with Column B. Write the letter of the
correct answer on your paper.
A B
1. A small river flowing towards an
ocean, a lake, or sea A. waterfall
2. This body of water is produced by
the emergence of geothermally
heated ground water from the B. bay
Earth’s crust.
3. A large body of saltwater that D. hotspring
may be connected with an ocean
4. The water falls from a height,
especially over rocks. E. stream
5. A body of water that is larger
than a cove and can refer to any
wide
indentation of the land. F. sea
22
AGREEMENT What bodies of water are present in your community?
Draw some of them.
Describe the characteristic of bodies of water found in
your place. Write it in your notebook.
V. REMARKS
23
APPENDIX A
Objective: Describe the different bodies of water. (S3 ES-lva-b-1)
Materials: pictures of different bodies of water, manila paper, pen
EVALUATION
Simbagan:
Iladawan an mga pormang tubig.

Pagtampadon an kolom A saka kolom B. Isurat an letra kan tamang simbag
sa answer sheet.
A B
1. Ini an sadit na salog na nabubulos pasiring
sa mga kadagatan,danaw, saka dagat. C. busay/waterfall
2. Ini an mainit na burabod na hale sa irarom kan
daga.
3. Sarong mahiwas na tubig askad na D. bay
pwedeng magkakonektar sa kadagatan.
4. Ini an preskong tubig na nagbubulos hale G. burabod/hotspring
sa hangkaw na parte kan daga.
5. Ini an pormang tubig na mas dakula sa Cove
saka mas mahiwas na indensyon kan H. sapa/stream
kadagaan.
I. dagat/sea
Panicuason Hot Springs –

www.tripadvisor.co.nz
Ocean – www.pcb.ca
24
Sipocot River –stalkram.net
Stream – photorator.com
Sea- sciencing.com
Gulf – wikipedia.com
Buhi Lake –traveltothephilippines.info
25
Rubrics
PAMANTAYAN PUNTOS NAKUHANG
PUNTOS
Lohikal ang pagpapaliwanag batay sa 4
inilahad na mga impormasyon.
Nakapagbibigay ng sapat na 3
impormasyong susuporta sa
ipinapaliwanag na teorya
Maayos ang isinagawang 3
presentasyon.
Kabuuang Puntos 10
26
I. OBJECTIVES
J. Content Standards The learners demonstrate understanding
of people, animals, plants, lakes, rivers,
streams, hills, mountains, and other land
forms and their importance.
K. Performance Standards The learners should be able to express
their concerns about their surroundings
through teacher-guided and self-directed
activities.
L. Learning Competencies/
Objectives The learners should be able to:
 Identify the bodies of water found in

one’s locality or community. (S3 ES-
lVa-b-1)
II. CONTENT
Identifying The Bodies Of Water Found In
One’s Locality or Community.
References
2. Teacher’s Guide Pages TG, pages
5. Learner’s Materials pages LM, pages
6. Textbook pages Science Links 3 ,
7. Additional Materials from
Learning Resource Portal
5. Other Learning Resources www.philippines.travel

ENGAGE
A. Checking of Assignment
 What bodies of water are found
in your community? Name some
of them.
 How are the bodies of
water different? Similar?
B. Review
 Show a picture. Describe what it

is. How does water help us?
 Show a video presentation in

class about “The 10 Tourism
Decade”
27
 Ask pupils what are the
different bodies of water they
saw in the video presentation.
 Have you seen a body of water
like this?
 Let the pupils name them and
write it on the board.
EXPLORE
Rubrics for Participation/Group
Activities Points Indicators
5 Shows eagerness and
cooperation in doing the
task, participates actively,
does great help to the group
4 Shows eagerness and
cooperation in doing the
task, good followers only.
3 Participates but late,
needs teacher’s
supervision.
2 Activity was done but
does not show eagerness
to participate and
cooperate.
1 Shows no interest to
participate in the
activities.
Group Activity. Use activity sheets.
Identify the bodies of water found in your

locality or community
Name of Water Draw the water

Forms found in forms found in
your community your community
28
1. What are the water forms found in your
community?
2. Is there a body of water in your
community which became a tourist spot?
Name some of them.
3. What is the importance of waters
forms to people and other living things in
your community?
EXPLAIN Each group will present their output.
 Give each group 2-3 minutes to

present their answers to the
questions in the activity.
ELABORATE
Discuss further the characteristic of the
different bodies of water.
Refer to the background information for
this topic.
Question:
How are the bodies of water found in
your community different? Similar?
EVALUATE
Look at the pictures below. Identify the
bodies of water found in one’s locality or
community. Choose the correct answer
from the choices found inside the box.
lake stream river pond
waterfall sea hotspring bay
1. _
29
2.
3. _
4.
5. _
6.
AGREEMENT Draw a mountain and a hill

you want to visit someday.
Describe and list down their
similarities and differences.
V. REMARKS
30
APPENDIX A
Objective: Identify the bodies of water found in one’s locality or community.
(S3 ES-lVa-b-1)
Materials: pictures of different bodies of water, manila paper, pen
EVALUATION
Hilingon an mga litrato sa ibaba. Pilion an tamang simbag hale sa pilian
na nasa kahon
lake stream river pond
waterfall sea hotspring bay
www.megapixl.com
1._
123rf.co
m
2.
31
www.sciencing.com
3. _
123rf.com
4.
123rf.com
5._
123rf.com
6. _ _
32
Time and Date Quarter Q4W2D3-4
I. OBJECTIVES
M. Content Standards The learners demonstrate understanding of
people, animals, plants, lakes, rivers, streams,
hills, mountains, and other landforms, and their
importance
N. Performance Standards The learners should be able to express
through teacher-guided and self–directed
activities
O. Learning The learners should be able to:
Competencies/Objectives  Describe the things found in the
surroundings (S3ES-IVa-b-1)
 Identify and describe the common
landforms;
 Name the common landforms found in the
locality.
II. CONTENT 1. Earth and Space
1.1 The Surroundings
References
3. Teacher’s Guide Pages pp. 178-179
8. Learner’s Materials pages pp.152-153
9. Textbook pages Kto12 Science Links pp.
Science for Active Learning pp.
5. Other Learning Video
Resources
ENGAGE
Ask pupils the following questions:
 What is a landform?
 Is there a landform in your
community? Will you describe
it?
 Are there plants growing on these
landforms? Are there animals
living on it?
EXPLORE
Divide the class into three groups.
Each group will be given an activity.
Rubrics: Please see appendix B
33
Each group will be given a set of 3 pictures of
landforms and 3 descriptions. They will match
each picture with its corresponding description.
They will paste it in a cartolina and make a
poster board out them.
Group 1. Island, plateau, mountain
Group 2. Plain, valley, isthmus
Group 3. Peninsula, hill, volcano
34
EXPLAIN
Each group will present their output.
 What is a landform? Give some

background information about it.
 What are the landforms found in our
locality? Give examples.
Teacher will discuss the different landforms

to the pupils.
ELABORATE
The teacher will give additional information to
the pupils using a video about the landforms.
Ask: What are the different landforms found

in the community?
What are the landforms in our locality?
EVALUATE
Identify the landform being describe in each
number. Choose your answer from the
given options found in the box.
1. The land that is completely

surrounded by water.
2. A flat stretch of land on top of

the mountain.
35
3. It is a landform that has a
small opening on top where hot rocks or
lava come out when it erupts.
4. A place that is much higher

than the land around it.
5. Low, flat and wide land forms.
Mountain Volcano Plain

Plateau Island
Agreement
Choose one landform you like and draw it
on your notebook. Write a statement why
you chose that landform.
V. REMARKS
36
ACTIVITY SHEETS
Objectives: 1. Identify and describe the common landforms;
2. Name the common landforms found in the locality.
Materials: Cut-out pictures, cartolina, glue or masking tape, marker
Direction: 1. Each group will be given a set of 3 pictures of landforms and 3
descriptions.
2. Match each picture with its corresponding description.
3. Paste it in a cartolina and make a poster board out of them.
Group 1. Island, plateau, mountain
A place that is much higher than

the land around it.
The land that is completely

surrounded by water.
A flat stretch of land on top of the

mountain.
Group 2. Plain, valley, isthmus
A long depression on a land,

between two higher parts which
might be a hills or a mountain.
A narrow strip of land with sea on

either side, forming a link between
two larger areas of land.
37
Low,
Group 3. Peninsula, hill, volcano

flat and wide land forms.
is a landform that has a small

opening on top where hot rocks or
lava come out when it erupts.
is a form of land that sticks out

some of its part in to a body of
water and hence getting
surrounded by water on three side.
•-Almost island called biland or
byland.
is lower and smaller than a

mountain. It is easier to climb that a
mountain.
 What are the different land forms in our country?

 What local land form that we can found here in Naga City?
38
Appendix B
RUBRICS FOR GROUP ACTIVITY
• 10 - A group was able to perform the task given to them on time.
All members participated actively and happily.
One of the members did not participate on the activity.
Two of the members did not participate on the activity.
Three of the members did not participate on the activity.
Four of the members did not participate on the activity.
39
DAILY LESSON PLAN IN SCIENCE
Name Learning Area SCIENCE
I. OBJECTIVES
P. Content Standards The learners demonstrate understanding of
hills, mountains, and other landforms, and
their importance
Q. Performance Standards The learners should be able to express
through teacher-guided and self –directed
activities
R. Learning The learners should be able to:
Competencies/Objectives  Relate the importance of surroundings to
people and other living things (S3ES-IVa-
b-1)
 Explain the importance of living and non-
living things.
References
4. Teacher’s Guide Pages
11. Learner’s Materials pages
5. Other Learning Resources Video
https://www.youtube.com/watch?v=yBugqSPheug
ENGAGE
 Can you still remember about
living and nonliving things?
 Give some examples. Let the
pupils write on the board on two
columns for living and nonliving
things.
 Are living and nonliving
things important to us? Why?
EXPLORE
Divide the class into three groups.Each group
will be given an activity (Appendix A).
Each group will be given a set.
40
Group 1
They will write if it is living or nonliving things
and write also the importance of each.
Things Living or Importance

Nonliving
Laptop
Tree
Books
Chicken
Television
Group 2
On a manila paper, draw 5 living things and
write the importance of each.
Group 3
On a manila paper, draw 5 nonliving things
and write the importance of each.
EXPLAIN
 What is a living and nonliving

things? Give some background
information about it.
 How are living things important?
 How are nonliving things important?
Teacher will discuss further the importance

of living and nonliving things.
ELABORATE
The teacher will give additional information
to the pupils using a video about the
importance of living and nonliving things.
Teacher will flash some pictures. Pupils

will tell if it is a living or nonliving thing and
also its importance.
41
Why are living and nonliving things
important to us and the environment?
EVALUATE
Explain in your own words the importance
of living and nonliving things to us and to
the environment. Write 2-3sentences.
Rubrics:
5 points – Writes 2-3 correct reasons of the
question given with examples
3 points – Writes 1 correct reason of the
question given with example
1 point – Just write any reason without
example
EXTEND
Why is living and nonliving things important
Additional activities for application . to our environment?
V. REMARKS
42
APPENDIX A
ACTIVITY SHEET
Objectives: 1. Identify and describe the common landforms;
2. Name the common landforms found in the locality.
Materials: pencil, cartolina or manila paper, marker, masking
tape Direction: Each group will be given a task to do.
Group 1
Isurat kun an mga bagay na nakalista living or nonliving things. Isurat man kun ano
ang importansya kaini.
Mga Bagay Living or Nonliving Importansya

Laptop
Puno
Libro
Maanok
Telebisyon
Group 2
Sa manila paper, mag drowing nin limang living things saka isurat sa ibaba kung tano
ini importante sato.
Group 3
Sa manila paper, mag drowing nin limang nonliving things saka isurat sa ibaba kung
tano ini importante sato.
43
APPENDIX B
RUBRICS FOR GROUP ACTIVITY
44
https://www.google.com/search?rlz=1C1CHBD_enPH701PH702&biw=1366&bih=657&tbm=i
sch&sa=1&ei=42tuXe2dEruHr7wPkO-
OgAc&q=living+and+non+living+things&oq=living+and+non+living+things&gs_l=img.3..0i67j
0l6j0i67j0l2.5870702.5871839..5873673...0.0..0.171.712.0j5......0......1..gws-wiz-
img.PA4J8DCr4YI&ved=0ahUKEwitm_St4rTkAhW7w4sBHZC3A3AQ4dUDCAY&uact=5#imgrc=
cSpLp-61_LgpgM:
sch&sa=1&ei=2IJuXYSwF8LWmAXb_Zi4Aw&q=living+things&oq=living+things&gs_l=img.3..0l
10.678372.679260..683317...0.0..0.187.806.0j5......0. 1..gws-wiz-
img.......0i67.NuCp8i12WD0&ved=0ahUKEwiE_Kig-LTkAhVCK6YKHds-
BjcQ4dUDCAY&uact=5#imgrc=UxJvKTaKb3lkyM:
sch&sa=1&ei=2IJuXYSwF8LWmAXb_Zi4Aw&q=living+things&oq=living+things&gs_l=img.3..0l
10.678372.679260..683317...0.0..0.187.806.0j5......0. 1..gws-wiz-
img.......0i67.NuCp8i12WD0&ved=0ahUKEwiE_Kig-LTkAhVCK6YKHds-
BjcQ4dUDCAY&uact=5#imgrc=Ijx-wibw5EKfTM:
45
I. OBJECTIVES
S. Content Standards The learners demonstrate understanding of
hills, mountains, and other landforms, and
their importance
T. Performance Standards The learners should be able to express
through teacher-guided and self–directed
activities
U. Learning The learners should be able to:
Competencies/Objectives  Relate the importance of surroundings to
people and other living things (S3ES-IVa-
b-2)
 Discuss how bodies of water and
landforms can be beneficial to people,
plants and animals.
References
5. Teacher’s Guide Pages pp.
14. Learner’s Materials pages pp.
5. Other Learning Resources Video
ENGAGE
 What are the different water forms
and landforms that we studied?
 Let the pupils mention the
different water forms and
landforms.
Teacher will flash some pictures and pupils

will identify the type of water form or landform
is depicted in the picture.
 In what way(s) are water forms and

landforms beneficial to people,
plants and animals?
46
EXPLORE
Divide the class into three groups. Each group
will be given an activity.(Appendix A)
Each group will be given a set of activity.

They will be given a set of pictures and they
will write on manila paper the benefits that
we can get from each set of water and land
forms.
Group 1
Enumerate and discuss the benefits that we
can get from the water forms like seas and
rivers.
Group 2
can get from the land forms like plains and
valleys.
Group 3
can get from the land forms like hills and
mountains.
EXPLAIN
 What benefits can we get from those

water forms and land forms?
 Why do we have to take care of this
bodies of water and land forms?
Teacher will discuss further the benefits

that we can get from each water forms
and land forms.
ELABORATE
Teacher will flash some pictures. Pupils
will tell which water form and landform it
is. They will also cite some benefits that
we can get from each.
Why are water forms and land forms
important to us?
What benefits can we get from seas,
rivers and lakes?
What benefits we can get from mountains,
plains, valleys and hills?
47
EVALUATE
Choose 1 water form and 1 landform that
we discussed. Write 2-3 sentences about
the benefits that we can get from it.
Scoring Rubrics:
5 points – Writes 2-3 correct reasons of
the question given and
with
examples
3 points – Writes 1 correct reason of the
question given and with
example
1 point – Just write any reason and without
example
EXTEND
We are at the foot of Mt. Isarog, as a
Additional activities for application . pupils like you how should you take good
care of this land form?
V. REMARKS
48
APPENDIX A
ACTIVITY SHEET
Objective: 1. Discuss how bodies of water and landforms can be beneficial
to people, plants and animals.
Materials: pencil, cartolina or manila paper, marker, masking
tape Direction: Each group will be given set of pictures.

The group will identify and write on a manila paper the benefits we can
get from each set of water and landforms.
Group 1
Describe the benefits that we can get from the water forms like sea and
rivers.
Group 2
Describe the benefits that we can get from the land forms like, plain and
valley.
Group 3
Describe the benefits that we can get from the land forms like hills and ins.
mounta
49
APPENDIX B
SCORING RUBRIC FOR GROUP ACTIVITY

50
DAILY LESSON LOG IN SCIENCE
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of types
and effects of weather as they relate to daily
activities, health and safety.
B. Performance Standards The learners should be able to express ideas about
safety measures during different weather
conditions creatively (through artwork, poem,
song…).
C. Learning Competencies/ The learners should be able to:
Objectives  Describe the changes in the weather over a
period of time. (S3FE-IVe-f-3)
 Define weather.
II. CONTENT Weather
References
1.Teacher’s Guide Pages
2. Learner’s Materials pages pp. 128 - 129
3. Textbook pages K to 12 Science Links pp. 321; 21st Century Science
and Health pp. 215 - 216
5. Other Learning Resources
ENGAGE
In our previous lesson about gases, we said that
air is everywhere. It fills the space around us.
What do you call the air that surrounds us or the
whole planet Earth?
Show to the class the flash cards with letters

MOSHPREEAT. Let them form a word out of it which
will answer the question…” What do we call the air
that surrounds us or the whole planet Earth?”
The teacher will give a background information about

the atmosphere, like…
Atmosphere is the gaseous part of Earth. It is

divided into lower atmosphere (Troposphere) and
upper atmosphere (Stratosphere). We live at the
bottom of the atmosphere. Any change in the
atmosphere affects us directly.
51
Have you experienced a sunny morning and a rainy
afternoon on the same day? Were you caught
unprepared?
What do you call this unpredictable condition in the

atmosphere?
EXPLORE
“Meteorologist Wanna Be’s”
Divide the class into four groups.
Group I – Observe and draw the clouds in the sky.

Group II – Observe how the wind blows.
Group III – Observe the temperature inside and
outside the
classroom
Group IV – Describe how the sun affects the
condition for a
day.
EXPLAIN
A reporter from each group will present their outputs.
The class will analyze the outputs presented by each
group.
Guide Questions:
1. Based on the activities or observations you’ve

done, what is a weather?
2. How do you determine a weather in a particular
day?
ELABORATE
Let the class watch a video clip about weather.
(The teacher may download video clips about
weather.)
Ask: What is weather? (Define weather.)
Patricio’s mother would always reminds him to bring

his cap and raincoat every time he goes to school.
Why do you think she’d always remind him about it?
Let the class define weather.
What are some factors that would help you

determine the day’s weather?
What do you think is the importance of predicting the

day’s weather?
52
EVALUATE
Define weather.
Define weather by writing an essay on what you

understand about our lesson in weather.
Agreement:
1. What do you think is the importance of predicting
the day’s weather?
2. What are the elements of weather?
V. REMARKS
53
APPENDIX A
SCIENCE 3
ACTIVITY SHEET
“Meteorologist Wanna Be’s”
Objective: 1. Define weather.

Directions: 1. Each group will be given a task to do or
complete: Group I – Observe and draw the clouds in
the sky.
Group II – Observe how the wind blows.
Group III – Observe the temperature inside and outside the classroom
Group IV – Describe how the sun affects the condition for a day.
54
APPENDIX B
SCRORING RUBRIC FOR ESSAY
SCIENCE 3
Name: Gr. & Sec.
Define weather.
Write an essay on about you understanding about our lesson on weather.
5 4 3 2 1
Reporting Organized Organized Organized Organized Not
and and but not but not organized
comprehensiv comprehensiv compre- compre- and not
e e hensive hensive compre-
hensive
Good Good Not very

Good Good communicati communicati good
communicatio communicatio on skills on skills communicati
n skills n skills on skills
1 or 2 3 to 4
Learners are 1 or 2 learners are learners are 5 or more
attentive learners are inattentive inattentive learners are
inattentive inattentive
Neatness Very neat and Very neat and Very neat Neat with Neat with
of output paper not paper not and paper some several
crumpled, crumpled, but slightly erasures, erasures,
well-written not well- crumpled, paper slightly paper slightly
written but not well- crumpled, crumpled,
written not well- not well-
written written
Accuracy All answers 80 to 99% of 60 to 79% of 40 to 59% of 0 to 39% of
of answers are correct the answers the answers the answers the answers
are correct are correct are correct are correct
Participatio All group One group Two group Three group Four or more
n members are member is not members are members are group
actively participating not not members are
participating participating participating not
participating
55
I. OBJECTIVES
D. Content The learners demonstrate understanding of types and
Standards effects of weather as they relate to daily activities, health
and safety.
E. Performance The learners should be able to express ideas about

Standards safety measures during different weather
song…).
F. Learning The learners should be able to:
Competencie  Describe the changes in the weather over a
s/ period of time.
Objecti (S3FE-IVe-f-3)
ves  Observe and describe the weather for at
least four days.
II. CONTENT Weather over a period of time

References
1.Teacher’s Guide
Pages
5. Learner’s
Materials
pages
6. Textbook 21st Century Science and Health pp. 225 - 227
pages
7. Additional
Materials
from Learning
Resource
Portal
5. Other Learning
Resources
ENGAGE
How does the sun shine today?
Can you predict or tell the weather today? How?
What is the weather today?
Let the pupils justify their answers why and how they
come up with their answers.
EXPLORE
“Weather Forecaster Wanna Be’s”
56
Divide the class into three groups.
Group I –Measure the temperature inside and outside of

the classroom.
Group II – Observe how the wind blows by observing its
direction and how it moves.
Group III – Observe, draw and describe the clouds in the
sky in your area.
EXPLAIN
A reporter of each group will present their outputs. The
class will analyze the outputs presented by each group.
Guide Questions:
1. What are the weather factors that could help you

predict the weather for the day?
2. What is the weather for the day?
ELABORATE
Let the class watch video clips about the different
factors of weather that could describe the weather
for the day.
factors of weather.)
Your teacher announced yesterday that she would give a

unit test today. You heard in the news that your place is
in typhoon signal number 2 already. What will you do?
Will you still go to school? Why?
Describe the weather today.

What are the weather factors that could help you
determine the weather?
EVALUATE
Read each item thoroughly. Choose the letter of the
option corresponding to the correct answer.
1. If the day’s temperature rises, what does it tell us?

a. It will rain. c. It is hot.
b. It is cold. d. There will be a storm.
2. Which of these conditions will tell that rain is coming?
a. gentle wind c. strong wind
b. high and fluffy clouds d. dark and low clouds
3. Which situation below best describes a sunny weather?
a. A girl wearing a raincoat.
b. Classes suspended due to flood.
c. A family spending the day on a beach.
d. A boy wearing a jacket.
4. Leaves are blown away. The wind is .
a. mild c. strong
b. soft d. moderate
57
5. What weather do we have today?
Agreement:
1. Observe the weather for four days. Fill out the chart below.
Days Cloud Temperatu Wind Wind Types

s re Directio Spee of
n d Weath
er
Thursda
y
Friday
Saturda
y
Sunday
V. REMARKS
58
APPENDIX
A
SCIENCE 3
ACTIVITY SHEET
“Weather Forecaster Wanna Be’s”
Objective: 1. Observe and describe the weather for the day.
Directions: 1. Each group will be given a task:

Group I – Measure the temperature inside and outside the classroom.
Group II – Observe how the wind blows by observing the direction and
how
it moves.
Group III – Observe, draw and describe the clouds in the sky.
59
APPENDIX B
SCIENCE 3
Name: Gr. & Sec.
Read each item thoroughly. Choose the letter of the option corresponding to the
correct answer.
1. If the day’s temperature rises, what does it tell us?

a. It will rain. c. It is hot.
b. It is cold. d. There will be a storm.
2. Which of these conditions will tell that rain is coming?
a. gentle wind c. strong wind
b. high and fluffy clouds d. dark and low clouds
3. Which situation below best describe a sunny weather?
a. A girl wearing a raincoat.
b. Classes suspended due to flood.
c. A family spending the day on a beach.
d. A boy wearing a jacket.
4. Leaves are blown away. The wind is .
a. mild c. Strong
b. soft d. moderate
5. What weather do we have today?
60
APPENDIX B
SCORING RUBRIC
5 4 3 2 1
hensive
Good Good Not very

1 or 2 3 to 4
written written
of are correct the answers the answers the answers the answers
answers are correct are correct are correct are correct
Participati All group One group Two group Three group Four or more
on members are member is members are members are group
actively not not not members are
participating participating participating participating not
participating
61
I. OBJECTIVES
G. Content Standards The learners demonstrate understanding of types
and effects of weather as they relate to daily
activities, health and safety.
H. Performance Standards The learners should be able to express ideas about
safety measures during different weather
song…).
I. Learning Competencies/ The learners should be able to:
Objectives  Describe the changes in the weather over a
period of time. (S3FE-IVe-f-3)
 Draw and describe the basic types of clouds.
II. CONTENT Types of Clouds
References
1.Teacher’s Guide Pages pp.
8. Learner’s Materials pages pp. 158 - 159
9. Textbook pages Cyber Science 3 pp. 318 - 323
ENGAGE
What is the weather today?
What are the elements that could help you
determine the weather?
Do you know the types of clouds present in the sky

for today’s weather?
What are the basic types of clouds?
EXPLORE “Rain or Shine, Clouds are in”
Divide the class into four groups.
Group I – Draw and describe the clouds present

during sunny day.
Group II - Draw and describe the clouds present
during rainy day.
Group III - Draw and describe the clouds present
during cloudy day.
Group IV - Draw and describe the clouds present
during windy day.
62
(Pupils may use and refer on pp.158-159 of their LM
or other Science books.)
EXPLAIN
A reporter from each group will present their outputs.
The class will analyze the outputs presented by each
group.
Guide Questions:
1. What are the basic types of clouds?

2. What types of clouds are present during sunny,
rainy, cloudy and windy day? Describe them.
ELABORATE
Let the class watch a video clip about the
different types of clouds.
the different types of clouds.)
Let the class describe and differentiate the basic

types of clouds after watching the video clips.
The children are playing soccer on the playground.

Vincent observed that the clouds turned dark and
gray. The wind blew strong and fast. He felt cold.
What do you think will happen? Why?
What are the basic types of clouds?

Describe them.
EVALUATE
Draw and describe the following clouds.
1. Cumulus clouds
2. Cirrus clouds
3. Stratus clouds
4. Nimbus clouds
Agreement:
1. Research and copy a sample of weather bulletin.
Identify the elements of weather.
V. REMARKS
63
APPENDIX A
SCIENCE 3
ACTIVITY SHEET
“Rain or Shine, Clouds are in”
Objective: 1. Draw and describe the basic types of clouds.
Directions: 1. Each group will be given a separate task:.

Group I – Draw and describe the clouds present during sunny day.
Group II - Draw and describe the clouds present during rainy day.
Group III - Draw and describe the clouds present during cloudy day.
Group IV - Draw and describe the clouds present during windy day.
SCIENCE 3
Name: Gr. & Sec.
Draw and describe the following clouds. Draw it on a long size bond paper.
1. Cumulus clouds
2. Cirrus clouds
3. Stratus clouds
4. Nimbus clouds
64
APPENDIX B
SCORING RUBRIC
5 4 3 2 1
hensive
Good Good Not very

1 or 2 3 to 4
written written
of are correct the answers the answers the answers the answers
answers are correct are correct are correct are correct
Participati All group One group Two group Three group Four or more
on members are member is members are members are group
actively not not not members are
participating participating participating participating not
participating
65
I. OBJECTIVES
V. Content Standards The learners demonstrate understanding of
types and effects of weather as they relate to
daily activities, health and safety
W. Performance Standards The learners should be able to express ideas

about safety measures during different weather
song)
X. Learning The learners should be able to:

Competencies/Objectives  Communicate how different types of weather
affect activities in the community (S3ES-IVg-
h-4)
 Construct the different weather instruments.
 Identify and describe the uses of the different
weather instruments.
II. CONTENT Basic Weather Instruments

References
6. Teacher’s Guide Pages Science 3 TG p. 186-189
17. Learner’s Materials pages Science 3 LM pp. 159-161
18. Textbook pages
ENGAGE  Sing the song “You Are My Sunshine”
 Post on the board drawings/illustrations

of the different weather conditions.
(sunny, rainy, windy, cloudy, and
stormy). Ask the pupils to arrange
scrambled letters of the weather
condition to form a word which describes
the posted picture.
 Ask pupils to describe days during

sunny, rainy, windy, cloudy, and stormy.
 How can we know what weather

condition we would be experiencing for
the day?
66
 Tell the pupils that there are some
instruments that can be used to tell the
kind of weather condition that we would
have for the day. And they are going to
construct two of these weather
instruments.
EXPLORE  Let the pupils do the group activity

found in LM pages 159-160.
Group I and II - Wind

Vane/Anemometer
Group III and IV - Wind Vane
 Show and explain to the groups the

scoring rubric for their participation in
the activity.
EXPLAIN  Ask each group to present their output

and answers to the following questions.
1. How do you describe your improvised

instrument?
2. How can it help us know the weather
condition we might have for the day?
67
EVALUATE  Basahon an mga sitwasyon dangan pillion an
letra kan tamang simbag.
1. Naobserbahan mo na makusugon an duros sa
luwas kan harong nindo dahil sa paabuton na
bagyo. Gusto mong maaraman kun gurano
kakusog an duros. Anong weather instrument an
dapat mong gamiton?
a) Thermometer
b) Wind Vane
c) Anemometer
d) Hygrometer
7. Anong weather instrument an gagamiton

mo kung gusto long maaraman an init kan
panahon?
a) Anemometer
b) Wind Vane
c) Air Thermometer
d) Rain Gauge
8. Nahiling mo sa eskwelahan na ang bandera

sa flagpole naghihiro pasiring sa South. Arin
sa mga minasunod na weather instrument
an dapat na gamiton?
a) Thermometer
b) Wind Vane
c) Anemometer
d) Hygrometer
AGREEMENT  Draw the basic weather instruments in

your notebook
68
I. OBJECTIVES
Y. Content Standards The learners demonstrate understanding of
types and effects of weather as they relate to
daily activities, health and safety
Z. Performance Standards The learners should be able to express ideas

about safety measures during different weather
conditions creatively
AA. Learning The learners should be able to:

Competencies/Objectives  Communicate how different types of weather
affect activities in the community. (S3ES-IVg-
h-4)
 Observe the wind movement/direction for
a day using the constructed wind vane and
anemometer.
II. CONTENT Wind Speed and Wind Direction

References
9. Teacher’s Guide Pages Science 3 TG p. 190
20. Learner’s Materials pages Science 3 LM pp. 161-162
21. Textbook pages
ENGAGE  Conduct a review on the weather factors

learned in the previous lesson. What
weather instrument detects the direction
of the wind? What measures the speed
of the wind?
 How do you describe the speed of the

wind?
Is it always moving fast or slow? Does the
wind move in one direction only or in many
directions?
69
EXPLORE  Let the pupils do the group activity
found in LM page 161 “An Hiro saka
Direksyon kan Duros”.
 Ask the pupils to use their
improvised weather instruments in
observing the wind speed and wind
direction for the day.
 Have each group copy the table from LM
p. 161 and check the column for their
observations on wind speed. (Another
column should be added in the table for
describing the wind speed as fast,
moderate, or slow)
EXPLAIN  Discuss answers to the guide questions:

1. How do you describe the speed of the
wind in Location A?
2. How do you describe the speed of the
wind in Location B?
3. Does the wind speed and wind
direction vary in different locations at the
same time of the day?
ELABORATE  (The Teacher may refer to the

Background Information on Measuring
and Recording Speed and Direction of
the Wind found in TG page 196 or other
sources of information.
EVALUATE  Write True if the statement is correct, False

if not.
1. The speed of the wind varies
from time to time.
2. A slow wind can make an
anemometer moves fast.
3. A strip of paper will not produce any
sound when moved by strong winds.
4. The tail of the wind vane
indicates where the wind is coming from.
5. The direction of the wind is always
northward.
AGREEMENT  Make a paper glider or paper airplane.

Throw it in the air and observe how it
moves and in what direction it will go.
70
DAILY LESSON LOG IN SCIENCE
I. OBJECTIVES
Content Standards The learners should be able to demonstrate
understanding of people, animals, plants, lakes,
rivers, streams, hills, and other importance.
Performance Standards The learner expresses their concerns about their
surroundings through teacher-guided and self-
directed activities.
Learning The learners should be able to:
Competencies/Objectives  Make a collage showing the effects of
weather on people, plants, and animals.
(S3ES-IVg-h-
4)
II. CONTENT Weather collage
References
1.Teacher’s Guide Pages pp. 198 – 199
Learner’s Materials pp. 168 – 169
pages
Textbook pages
Additional Materials from
Other Learning Materials Cut outs of pictures of different weather
conditions, paste, glue, and other art materials
IV. PROCEDURE
ENGAGE Checking of attendance and homework after the
recitation of morning prayers.
Ask: What is a collage? How do we make a

collage?
Show the following pictures/similar pictures:
What can you say about the pictures?

What weather conditions are occurring in the
pictures?
71
EXPLORE Group Activity : “Weather, weather lang yan”
4 groups (1 & 2) (3 & 4)
Group 1 and 3 will work for the collage; 2 and 4

will work for the observation using the filled-out
table.
What to do:
1. Talk with your groupmates. Think about
the good and bad effects of the different
types of weather on people, plants, and
animals. Write the results of your
discussion in your cartolina following the
table below.
2. Make a collage showing these effects of
weather on people, plants, and animals
using the pictures they bought.
COLLAGE RUBRIC
Category 10 8 5
All Most of Only a few
graphics the graphics
used in the graphics reflect pupils
Creativity collage used creativity but
reflect a reflect the ideas
degree of pupils were typical
pupils creativity rather than
creativity in in their creative.
their display.
display.
Design Graphics 1-2 3-4 graphics
are cut to graphics are lacking
an are lacking in
appropriate in design design.There
sizes,shape or are
and are placement. noticeable
neatly There glue marks.
arranged maybe a
few
smudge or
glue
marks.
Number The collage The The collage
of includes 8 collage includes 5
or more includes 7 different
Items items,each different items.
different. Is items and Missing one.
properly showed
correctly more
label. effort.
Table 1. Effects of different weather condition

on people, plants, and animals.
Weather Effects Effects Effects
condition of of of
weather weather weather
on on on
people plants animals
Sunny
Windy
Rainy
Stormy
What kind of weather brings good effects on

72
a. People? Why?
b. Animals? Why?
c. Plants? Why?
What kind of weather brings bad effects on
a. People? Why?
b. Animals? Why?
c. Plants? Why?
EXPLAIN How did you find the activity?

Reporting of outputs.
The leader/reporter will explain and give
comments and feedbacks about the group activity.
 What kind of weather do you like most? Why?
 What kind of weather do you hate most? Why?
What are the effects of weather as shown in your

collage?
ELABORATE
What activities can you do during different weather
conditions?
 Are the activities during sunny weather
different from the activities done during rainy
weather?
 Are the activities done during rainy weather
different from the activities done during
stormy weather?
 How different are the activities done during
warm or sunny days from the activities done
during rainy days or stormy days?
 What can you say about the activities done
by the people in the community during
different weathers?
Make a table telling or showing activities they

enjoy during sunny or rainy days.
Activities I
enjoy
during
SUNNY RAINY
DAYS DAYS
What are the effects of weather on people, plants,

and animals?
EVALUATE Complete the paragraph by writing their answers in

their notebook.
Today is a day. The sky is .

The wind is . I like to do the following:
, , and because the
weather today makes .
73
.
AGREEMENT List down safety measures in dealing with different
weather conditions.
74
APPENDIX A
Title of Activity : “Weather, weather lang yan”
Objective: Maggibo nin collage na nagpapahiling kan mga epekto kan panahon sa mga
tawo, tinanom, saka hayop.
Materials : mga litrato na dinara kan mga aki kun saen ipinapahiling an maray asin maraot
na epekto kan iba-ibang klase nin panahon: mauran, may bagyo, mainit/mainiton
Procedure :
1. Grupuhon an klase sa 4. Magka grupo an 1 & 2. Magka grupo man an 3 & 4.

2. An grupong 1 & 3, an magibo kan Weather collage, samantalang an grupong
2 & 4 an makumpleto kan table.
 Mag urulay an magkakagrupo tungkol sa mahray asin maraot na epekto

kan iba-ibang klase nin panahon sa tawo, tinanom asin kahayupan.
 Isurat an resulta sa table na nasa ibaba.
Table 1. EPEKTO KAN IBA-IBANG KUNDISYON KAN PANAHON SA MGA

TAWO, TINANOM SAKA HAYOP.
Kundisyon kan Epekto kan Epekto kan Epekto kan
Panahon Panahon sa Tawo Panahon Panahon
sa sa
Tinanom Hayop
Masaldang
Maduros
Mauran
May bagyo
A. Ano an klase kan panahon na nagdadara nin maray na epekto sa

a. Tawo? Tano?
b. Hayop? Tanu?
c. Tinanom? Tanu?
B. Ano an klase kan panahon na nagdadara nin maraot na epekto sa
a. Tawo? Tano?
b. Hayop? Tano?
c. Tinanom? Tano?
C. Ano an klase kan panahon na gustuhon mong maray? Tanu?
D. Ano man an klase kan panahon na habo mo? Tanu?
75
ASSESSMENT: Kumpletuhon an talata nin mga tamang tataramon.
Ngonyan na aldaw ay _ . An kalangitan ay . An duros sa

palibot ay . Ini an
pinakagusto kong mga gibuhon , , saka _ _ nin huli ta

an panahon (weather) ngunyan nakaka _.
_an saldang ngonyan na aldaw. _an kolor kan kalangitan. _ an hoyop

kan duros. Naeengganyo akong mag ,_ , _, saka nin
huli ta an panahon (weather ngunyan nakaka .
76
I. OBJECTIVES
• Content Standards Demonstrate understanding of people animals, plants, lakes,

rivers, streams, hills, mountains, and other importance.
• Performance Standards The learners express their concerns about their surroundings
through teacher-guided and self-directed activities.
• Learning The learners should be able to:
Competencies/Objectives  Discuss the safety precautionary measures in dealing with
the different types of weather conditions (S3ES-IVg-h-4)
II. CONTENT Safety precautionary measures in dealing with the different
types of weather conditions.
References
1.Teacher’s Guide Pages pp. 200
• Learner’s Materials pages pp. 169 – 170
• Textbook pages Science Links pp. 314 – 316
• Additional Materials from
• Other Learning Materials Clothes and things used in different weather conditions
IV. PROCEDURE
ENGAGE
Checking of attendance and homework after the recitation of
morning prayers.
Recall: How does weather affect people, plants and animals?
MOTIVATION:
(Display similar pictures).

Ask:
Which of the following should you wear on sunny days?
Rainy days? Windy days? Stormy days?
77
EXPLORE
Group Activity “Weather, weather lang yan Part II”
Divide the class into two.
Let pupils draw one activity you need to do each weather
condition.
RUBRIC FOR GROUP
ACTIVITIES POINTS INDICATORS

Shows eagerness and cooperation to do the task,
5 participates actively, do great help to the group.
4 Shows eagerness and cooperation to do the
task, good followers only.
3 Participated but late, with teacher’s supervision.
2 Activity was done but does not show eagerness
to participate or cooperate.
1 No interest in participating the activities.
Weather Things I like to do Things I should not do or

condition (draw) Be careful of the things I
do
Sunny
Rainy
Windy
Stormy
Refer to the activity in LM p.170
EXPLAIN
 What are the dos and don’ts when it is sunny day?
Rainy day? Windy day? Stormy day?
 What do we need to do to keep us safe?
ELABORATE How important are the precautionary measures to the lives of

many people?
Can we just take them for granted?
You have heard that a typhoon is coming on the next day.

How can you help your family in preparing for the things that can
make you safe during the typhoon?
What should we do to prevent or avoid ailments, accidents as a

result of the changes in the weather conditions?
How do people prepare for weather changes?
78
Why should you practice safety measures in dealing with
different weather conditions?
EVALUATE Which of the following are good practices?

Encircle the number(s) which indicate(s) these good practices.
1. Wear thin and light-colored clothes at home during hot
days.
2. Stay at home during a storm.
3. Apply sunblock lotion on your skin if you have to stay
long under the sun.
4. Enjoy playing paper boats in flooded areas during rainy
day.
5. Store ready-to-eat food if you hear that a typhoon is
coming.
6. Play video games on a stormy day.
7. Follow the instructions of adults in case of evacuation
during typhoon.
8. Keep calm at all times.
AGREEMENT 1. Choose any type of weather. On a piece of short

bond paper, draw how you can protect yourself
from the type of weather. Color your drawing.
Create your own title for your drawing.
2. Observe the sky tonight and draw objects you can
see.
79
APPENDIX A.
ASSESSMENT: Arin sa mga ini an mga tamang gawi. Bilugan an mga numero na
nagpapahiling nin mga tamang gawi .
1. Magsulot nin puti saka maninipis na bado kapag mainit an panahon.

2. Mag pirmi lang sa laog kan harong kun may bagyo.
3. Mag gamit nin sunblock bago magluwas kun mainit na panahon.
4. Puwedeng magkarawat nin bangkang papel sa baha.
5. Magsaray nin mga de-lata, noodles, pinaalang na sira, saka tubig pag
may maabot na bagyo.
6. Magkarawat nin video games habang binabagyo.
7. Magsunod sa mga patanid kan mga nanunundan kun kinakaipuhan nang
mag evacuar sa lugar.
8. Pirming magin kalma sa oras nin kalamidad.
APPENDIX B. INTERNET RESOURCES
Google Image Credits:

Sunny day : Dreamstime.com
Wearing raincoat : Alamy
Wearing cap : ajp.com.au
Daster : TheSoshalNetwork.com
KathrynBernardo : Facebook
80
I. OBJECTIVES
Content Standards Demonstrate understanding of natural objects in
the sky affect one’s daily activities.
Performance Standards List down activities which affect their daily
activities.
Competencies/Objectives  Describe the appearance of the objects
seen in the sky (S3ES-lVg-h-6)
II. CONTENT Sizes of objects seen at night and day
References
Teacher’s Guide Pages pp. 205 – 207
• Learner’s Materials pages pp. 172 – 173
• Textbook pages
• Additional Materials from
• Other Learning
Resources
IV. PROCEDURE
Engage Checking of attendance and homework after the
What objects can be seen in the sky at

nighttime and daytime?
Post the pictures on the board or screen. Ask

the class to describe the pictures.
PICTURE A PICTURE B
Tell something about the things that you see in

the two pictures.
81
EXPLORE Group Activity “Stop and Look”
Group the class in 4 groups. Explain the
procedure of the activity.
Ask pupils to observe the following.
 Take turns
 Talk about their observations with
members of their group
 Record all observations
 Make agreements on the results of the
activity
 Write observations on a cartolina for
presentation to the class.
Please refer to LM “Gibuhon Ta” page 173 for

the whole activity.
EXPLAIN Use the following questions as guide.

 In setup A, which ball looked bigger as
you saw it?
 Which of the 2 balls appeared bigger? Or
smaller?
 How did the big ball appear in setup C?
How about the small ball?
Differentiate what you saw in setup A, B, and C

Which of the balls in the 3 setups looked bigger?
Smaller?
. Why there is a change in the size of the balls?
ELABORATE
The flying birds are of the same sizes. But it

appears that they fly in order of decreasing size
in the formation. The bird in front looked to be the
biggest. The birds that follow become smaller
and the last bird in the formation looked to be the
smallest.
How do we explain this observation if in fact, in
actual, they are of same sizes?
82
(Show picture of a sun during sunset or sunrise
and during noontime)
Compare the size of the sun in the two pictures.
Why is the size of the sun different during
sunrise/sunset and noontime?
(Show picture of a full moon as it rises in the

horizon and at the night sky)
Compare the size of the moon in the two
pictures. Why is the size of the moon different at
these two situations?
What are the things that we see in the sky during

daytime? During night time?
What can you say about their sizes?
Do they appear big or small?
In actual, how do we describe their sizes?
Why do they appear small if in actual they are of
massive sizes?
EVALUATE Look at the pictures and read the following
situations and answer questions correctly.
1. Why does the sun look bigger during

sunsets? Small at noontime?
2. On a sunny day, Peter looked up the sky. He

was wondering why the flying bird looks big while
the moving airplane appears very small. What
will you tell Peter to help him understand the
situation?
AGREEMENT What are the objects seen in the sky which are
bright at night?
Make a three-sentence paragraph.
V. REMARKS
83
APPENDIX A
Scoring rubrics for the group presentation
Category Scoring Criteria Total Score

points
Organization Activity results are presented clearly. 5
Content All the expected results were obtained. The 10
questions are answered correctly. A
conclusion summarizing the presentation is
given.
Presentation The reporter maintains good eye contact with 5
the audience and is appropriately animated
(e.g.gestures, moving around, etc.) 5
Length of presentation is within the assigned 5
time limits.
Information was well communicated
SCORE Total Points 30
84
Name Learning SCIENCE 3
Area
I. OBJECTIVES
Content Standards Understanding of natural objects in the sky affect
one’s daily activities.
Performance Standards The learners should be able to list down activities
which affect their daily activities.
Competencies/Objectives  Describe the natural objects that are found in the
sky during daytime and nighttime. (S3ES-lVg-h-
6)
II. CONTENT Objects seen in the sky at nighttime and daytime.
References
1.Teacher’s Guide pp. 202 – 204
Pages
Learner’s Materials pages pp. 171 – 172
Textbook pages Science Links pp. 330 – 333
Cyber Science. Rex. Worktext in Science and
Technology by: Hayda M. Villona, Ph.D pp.319-323
Additional Materials from
Other Learning Resources
IV. PROCEDURE
ENGAGE Checking of attendance and homework after the
Post pictures similar to A and B one at a time in the

board. Ask the pupils the following questions.
 What objects can you see in picture A?
In picture B?
 Is it daytime or nighttime?
Picture A Picture B
85
Ask:
 What are the natural objects that you see in the
daytime?
 What are the natural objects that you see at
nighttime?
EXPLORE (Refer to LM, Activity: Objects Seen in the Sky)
Group Activity “ Look Up and Paste “

Divide the class into 2 groups. Give each group
graphic organizers like the one below Pupils will write
their answers on the meta-cards, white for objects
seen during daytime and blue for objects seen at
night.
Pupils will open the activity to complete the graphic
organizers. After the activity, they will paste the meta-
cards on the graphic organizers, then post.
ORGANIZER 1. Objects in the sky during nighttime.
Sky at night
Stars shooting star clouds moons
ORGANIZER 2. Objects in the sky during day time
Sky at day
sun stars clouds
86
EXPLAIN How did you find the activity?
What are the objects seen in the sky at nighttim
Daytime?
 Which object do we see in the sky duri

daytime every day?
 What do we see as different shapes of the
mo in the sky?
 Which object is rarely seen in the sky?
 Which object shines at night by reflecting lig
from the sun?
 What is the sun made of?
 What is the moon made up of?
ELABORATE
What common object do we see in the sky
daytime and nighttime?
What are the differences?
Are they the same objects?
Why are there objects that can be seen at night b

cannot be seen during the day?
What objects can be seen in the sky during night a

daytime?
Why objects seen during daytime cannot be se

during nighttime?
EVALUATE Check the statement that describes the natural objec
in the sky.
A. Sun
1. It looks like a ball of hot glowing gases.
2. It gives off heat and light during t
daytime.
3. It is a yellow star.
4. It is very far from the earth.
B. Moon
5. It shines with the reflected light from t
sun.
6. It is made up of rocks.
7. It gives off its own light.
C. Stars
8. They shine with their own light.
9. They stay in the sky all the time.
10. They reflect light from the sun.
87
Isurat an tsek (/) kun an pangungusap nagsasabi
kan mga nahihiling sa kalangitan.
A. Saldang
1. Sarong dakulang bolang maliwanagon
/naglalaad sa kalangitan.
2. Nagtatao nin liwanag asin init sa aroaldaw.
3. Saro ining bitoon na kolor yellow.
4. Harayuon ining maray sa kinaban.
B. Bulan
5. Nagkukua ini nin liwanag sa saldang.
6. Gibo sa gapo an bulan.
7. May sadiri ining liwanag.
C. Bitoon
8. Igwang sadiring liwanag an mga bitoon.
9. Permanente an mga ini sa kalangitan.
10. Nagkukua ining liwanag sa saldang.
AGREEMENT
Go out of the house at nighttime when the sky is clear.
Observe.
 List the objects you see in the
sky. Name them.
 Draw what you saw in the sky.
88
APPENDIX A
SCORING RUBRICS
Participation / Group Activities

Points Indicators
5 Shows eagerness and cooperation to do the task,
participation actively, do great help to the group. Correct
concepts
4.5 Shows eagerness and cooperation to do the task, good
followers only. Correct concepts
4 Participated but late, with teacher’s supervision, correct
concepts
3.5 Activity was done but not show eagerness to participate,
correct concepts
3 Did the activity, wrong concepts
Rubrics in Agreement
Points Indicators
5 Clean and with parent’s signature, not more than 1 error
4 Clean, without parent’s signature with 3-4 errors
3 Not clean without parent’s signature with more than 5 errors
2 Incomplete agreement, with or without parent’s signature
1 No agreement notebook
89
APPENDIX
B. ACTIVITY
Title of Activity: “ Look Up and Paste”
Objectives: Name and describe objects seen in the sky during daytime
and night time.
Materials: Graphic organizers ( cartolina, pentel pen, paste,
metacards) Procedure: Please refer LM pp. 171 – 172
Ang Kalangitan
Pagbanggi
Ang Kalangitan
Pag-aga
90
School Grade: THREE
Teacher Learning Area: SCIENCE
Date / Quarter: Q4W8D2
Time:
I OBJECTIVES
A. Content Standard Natural objects in the sky affect one’s daily activities
B. Performance Standard Describe the natural objects that are found in the sky
during daytime and nighttime
C. Learning Competency/s: The learners should be able to:
 Describe the brightness or dimness of objects seen
in the sky. (S3ES-IVg-h-6)
II CONTENT Brightness and Dimness of objects Seen in the Sky
A. References
1. Teacher’s Guide Pages 208-209
2. Learner’s Materials pages 174-175
3. Text book pages
4. Additional Materials from https://i.pinimg.com/originals/41/f2/d8/41f2d80bf3f5
Learning Resources b69a229d010dca5c8192.jpg
B. Other Learning 3 Candles, ruler, Venn Diagram, match, long table
Resources
IV. PROCEDURES
 Ask your pupils to draw and color the objects they

Engage see in the sky at night and day.
 Ask them to post their drawing on the board.
Ask your pupils to complete the Venn Diagram using the

two pictures.
1 2 3
 Objects that are bright at day.

 Objects that are bright at night and day.
 Check the Venn diagram. Emphasize the correct
answers of the class.
GROUP ACTIVITY:
Set the standards in performing the activity.
Explore
91
Divide the class into three groups. Each group will
perform the activity and write their observation. Let the
group leader report their observation in class.
Ask each group to perform the simulation activity in the

Explain LM p. 174
After the activity, facilitate the ideas presented by each
group with the following questions as guides.
 Which candle looked brighter and bigger? Why?
 Which candle looks smaller and dimmer? Why?
 How would you relate the distance between the 3
candles to their brightness or dimness?
 Why do objects appear brighter than the
other objects seen at daytime? At nighttime?
 Why do some objects in the sky
appear dimmer than the other objects
seen?
Gibohon 3: Mga Bagay na Nahihiling sa Kalangitan
Kagamitan:
3 kandila na pareho an klase saka sukol
Posporo
Halabang lamesa
Activity notebook
. Gibohon Ta:
1. Ilaag an 3 kandila na may 3 metro an
rayo sa lambang saro an halabang
lamesa.
2. Magtindog na may 1 foot an rayo sa enot
na kandila dangan hilingon nin diretso an
3 kandila. Obserbahan an kaliwanagan
kan mga ini.
3. Isurat an saimong noobserbahan
sa notebook.
Kahapotan:
1. Arin an kandila na mas dakula dangan

mas maliwanag?
2. Arin an kandila na mas sadit dangan
Elaborate mas madiklom?
3. Ano an masasabi mo sa distansiya kan
kandila manungod sa pigtataong
liwanag kaini?
92
 Why do objects appear brighter than
the other objects at daytime? At
Evaluate nighttime?
 Why do some objects in the sky
appear dimmer than the other objects
seen?
Answer the given situation in two or three

sentences only.
Helen Loves to look up to the sky on a clear
night. She was wondering why some stars appear big
and bright, others appear so small and bright, and
Agreement more others appear very small and dim.
Having learned the concepts on objects seen in
the sky during daytime and night time, what will you tell
Helen for her to understand why stars appear big and
bright, small but bright, or very small and dim?
Bring the following materials: cardboard, manila

paper, pentel pen, ruler, roulette.
V. REMARKS
93
APPENDIX A
Internet Source:
https://i.pinimg.com/originals/41/f2/d8/41f2d80bf3f5b69a229d010dca5c8192.jpg
APPENDIX B
Scoring Rubric
94
DLP IN SCIENCE 3 (Quarter 4)
School Grade: 3
Date / Time: Quarter: Q4W8D3
I OBJECTIVES
D. Content Standard Natural objects in the sky affect one’s daily activities
E. Performance Standard Describe the natural objects that are found in the sky
F. Learning Competency/s: The learner should be able to:
 Make observations of the sun at different times of
the day. (S3ES-IVg-h-6)
II CONTENT Positions of the Sun at Different Times of the Day
A. References
1. Teacher’s Guide Pages 210
3. Text book pages
4. Additional Materials from https://www.youtube.com/watch?v=1SN1BOpLZAs
Learning Resources
B. Other Learning Resources Roulette, piece of cardboard with names, manila
paper, flashlight, bola
IV. PROCEDURES
Engage  Allow the class to play a game using a roulette.

The center of the roulette refers to any object on
Earth. Each spin refers to the position of the sun
relative to the object on Earth.
 Tell your class to observe the position of the “sun”
for every spin or turn in the roulette.
 Ask the class to write their observations on the
board using the table below. (Observation may
vary, depending on the position of the “sun” after
every spin.)
ACTIVITY OBSERVATIONS
1st spin
2nd spin
3rd spin
Ask the class the following questions:
 What does the center of the roulette
represent? (The center of the roulette refers
to any object on Earth, which serves as a
reference point of the sun at different times of
the day.)
95
 What happened after the first spin? Second
spin? (Observations may vary.)
Explore GROUP ACTIVITY:

Divide the class into four groups. Each group will
Ask each group to perform the simulation activity in
the LM p. 175
Gibuhon 4. An Posisyon kan saldang sa iba-ibang
Oras kan Aldaw
Kagamitan: bola, flashlight activity notebook
Gibohon Ta:
1. Gamiton na giya an figure sa itaas para magibo an

set up.
2. Patamaon an flashlight sa ibaa-ibang posisyon. An
flashlight iyo an magseserbing saldang dangan an
bola iyo man an ano man na bagay sa Earth o
kinaban.
3. Itutok an flashlight sa tahaw kan bagay.
Obserbahan ini.
Isurat an saimong obserbasyon.
Mga Kahapotan:
1. Pagkaaga, ano an posisyon kan saldang?
2. Pagkaudto, hain an saldang?
Explain 3. Pagkahapon, sain mo mahihiling an saldang?
96
Distribute the manila paper to each group for them to
write their observations. Ask them to present their
output.
Guide the class to make a conclusion about the

position of the sun.
Elaborate During daytime, the sun can be seen across the
sky in different places or location. In the morning, it
rises in the east, at noon, it is overhead and in the
afternoon, the sun sets in the west. After a few hours,
the moon and the stars replace the sun in the sky.
Present a video clip on positions of the sun at

different times of the day.
(https://www.youtube.com/watch?v=1SN1BOpLZAs)
 In the morning, what is the position of the sun?

Why?
 At noon time, where is the sun? Why?
 In the afternoon, where can you find the sun?
(Note to the teacher: Make sure to emphasize and
Evaluate clarify to the pupils that although it appears that the
sun changes positions on various times of the day, it
does not actually move and that it is actually the earth
that rotates and revolves around it.
Agreement
Assessment is embedded in the activity performed.
Performance rubric is useful for the group activity.
Cut at least 5 pictures showing how to protect yourself

from the heat of the sun. paste it on your notebook.
V. REMARKS
97
SCORING RUBRIC
FOR THE GROUP
ACTIVITY
CRITERIA 5 4.5 4 T
O
T
A
L
Finished the Finished the work Finished the work
TIMELINESS work on or 1 minute after the 2 minutes or more
before the time. allotted time. after the allotted
time.
Everyone is 1 or 2 is/are not 3 or more are not
COOPERTION participating. participating. participating.
The The presentation is The presentation

PRESENTATION presentation is good, clear, but is not clear and
good, clear, and lacking some has only few
full of information. information.
information.
s The group The group The group did not
SAFETY & observed observed little observe safety
PRECAUTION safety safety measures measures at all.
measures at all during activity.
times.
98
School Grade: 3
Date / Time: Quarter: Q4W8D4-5
I OBJECTIVES
G. Content Standard Understand that natural objects in the sky affect one’s
daily activities
H. Performance Standard Describe the natural objects that are found in the sky
I. Learning Competency/s: The learners should be able to:
 Enumerate safety measures to avoid the harmful
effects of the Sun’s heat and light. (S3ES-IVg-h-8)
II CONTENT Safety Measures to avoid the harmful Effects of Sun’s
Heat and Light
A. References
1. Teacher’s Guide Pages 211-213
3. Text book pages
Learning Resources
B. Other Learning Resources Big pictures showing a child putting sunglasses,
young mother with 2 kids on the beach, alcohol
burner, eggplant, tomatoes, kitchen tong, laptop,
television
IV. PROCEDURES
Post 3 big pictures in the board. Ask your pupils to
Engage study the pictures.
1. 2.
Picture A: A child putting on Picture B: Young

mother sunglasses and her two kids at the
beach
99
3.
Picture C: A girl holding an umbrella
Ask your pupils the following question:

 In picture A, what is the weather of the day?
 Why does the girl need to put on sunglasses?
 In picture B, what are the mother and the
children wearing?
 Describe what they are wearing.
 Why are they wearing hats?
 What is the weather condition of the day?
 In picture C, why is the girl holding an
umbrella?
 What should you wear on a hot, sunny day?
 At home? In school?
 How will you protect yourself from the heat of
the sun? Why?
GROUP ACTIVITY:
Let the pupils do the activity on LM page 176-177.
Explore
Divide the class into four groups. Each group will
Gibohon 5. Mga Maraot na Epekto kan Saldang sa

Tawo
Kagamitan:
Alcohol burner kamatis
Talong kitchen tong
Gibohon Ta:
1. Sindihan an burner.
2. Kapotan an talong gamit an kitchen tong
dangan itungod ini sa kalayo kan burner sa
laog nin tulong minuto.
100
3. Gibohon man ini sa kamatis gamit an kitchen
tong.
4. Obserbahan an ubak kan talong saka kamatis.
Kahapotan:
Isurat an saimong simbag s activity notebook.
Explain 1. Nakahiling ka nin pagbabago sa mga ubak kan
talong kan ini pigtungod mo sa kalayo? Ano an
pagbabagong nangyari?
2. Nakahiling ka nin pagbabago sa mga ubak kan
kamatis kan ini pigtungod mo ssa kalayo? Ano
an pagbabagong nangyari?
3. I-drowing an hitsura kan kamatis saka talong
bago saka pagkatapos mong maidangdang ini
sa kalayo.
4. Sa paghuna mo, tano kaya ta nag-itom o
nasulo an ubak kan mga ini?
5. Puwede kaya na an mga pagbabagong ini sa
ubak kan talong saka kamatis mangyari man
sa kutis kan tawo?
6. Ano an epekto sa tawo kun sobra an pagbalad
kaini sa init kan saldang?
On a hot, sunny day: in school, wear something white

to reflect the heat. You can also wear a white short
sleeve, thin shirt to feel the least heat possible. At
Elaborate home, you can also wear white shirts, or any thin
shirts, some khaki or Bermuda shorts, and some
sandals or flip flops.
You protect yourself from the heat of the sun by; a.)
wearing appropriate clothing; b.) wearing headgears
like hat to protect your head from long exposure to the
sun’s heat; c.) wearing sunglasses to cover your eyes
from extreme brightness of the sun; d.) using umbrella
to shade not only your head but your body from too
much exposure to the heat of the sun; e.) applying
sunblock lotion on your skin for soothing effect and
protection from too much heat.
Present a video clip on Harmful Effects of Sun’s

Heat and Light on People.
The weather forecast is a warm, sunny day. Raul

Evaluate and friends are going to a picnic. He is thinking of
what to wear. What will you suggest for him to
wear during the picnic?
101
 List down at least three safety measures
we should observe during hot sunny days.
 What should you wear on a hot sunny day?
Agreement Why?
 How will you protect yourself from the heat of
the sun? Why?
Assessment is embedded in the activity performed.

Performance rubric is useful for the group activity.
Answer the following:
1. The class of Mrs. Santos is on a field trip to

the Dinosour’s land in Angeles City,
Pampanga.
Samantha is so excited to wear her leather
jacket, a birthday present from her Uncle in
the USA. The weather forecast is a hot, sunny
week. What will you advise Samantha to
wear? Why?
2. Raul, Tirso and Jake planned to go
swimming on Saturday. Raul wanted to be at
the swimming pool by 12:00 noon. Jake
insisted that they
V. REMARKS
102
SCORING RUBRICS
FOR THE GROUP ACTIVITY
CRITERIA 5 4.5 4 TOTAL
Finished the Finished the Finished the
TIMELINESS work on or work 1 minute work 2 minutes
before the after the allotted or more after
time. time. the allotted
time.
Everyone is 1 or 2 is/are not 3 or more are not
COOPERTION participating. participating. participating.
The The presentation The presentation

PRESENTATION presentation is is good, clear, but is not clear and
good, clear, lacking some has only few
and full of information. information.
information.
The group The group The group did
SAFETY & observed observed little not observe
PRECAUTION safety safety safety
measures at all measures measures at
times. during activity. all.
103

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PROTOTYPE AND

A. Writers/ Demonstration Teachers:

MARIA LOURDES R. VELARDE

Ma. Belen Q. Lurcha

 What do you see in this room? Name as many

2. Tell the pupils to answer the guide questions in

1. After the discussion in the first activity, introduce

When they are done, ask them to go back to the

Your friend Earl lives in a farm. His father and brother

Draw a picture of your home and the things that are

Mga Anyong Lupa at Anyong Tubig

Explore Bundok, bulkan,

Table 4.1 Find Me!

Name of Name of body Drawing

Answer the following questions:

Let each group present their outputs.

One-fourth of Earth’s surface is covered by land. These lands found

Mountain and Lake

Mt. Asog, Iriga City and Lake Buhi, Buhi C.S.)

(Malabsay Falls at Mt. Isarog, Naga City

Sea and Shoreline Canyon

(Sorsogon) (Manolo Fortich, Bukidnon)

River at Mt. Isarog (Naga City)

(mountain and water falls) (plains and river)

(mountain and lake) (plains and rivers)

The following is the scoring rubric:

APPENDIX B. Internet Sources

TITLE: HANAPON MO AKO!

Objective: Pagkatapos kan gibuhon, manunudan kan mga aki an pagpangaran

Mga Gagamiton: tsart, mapa kan komunidad

Table 4.1 Hanapon Mo Ako!

Pangaran kan Porma Pangaran kan Drawing/Sketch

Simbagon an mga kahapotan:

1. Ano-ano an iba ibang porma kan daga na mahihiling sa

Let the pupils do the activity: My School!

A. Group the pupils. Give them the guidelines for group

Table 4.1 Find Me!

What can you say about our school

Answer the following questions:

Let each group present their outputs.

Landforms provide us areas to walk on, run through and do

You are walking on the school grounds and saw a scattered

Explore Let the pupils do the activity: Find Me!

Table 4.1 Find Me!

What plants and animals are found in your school?

Answer the following questions:

Let each group present their outputs.

4. Are those plants and animals helpful to the environment?

Giving proper care to plants is important. Activities such as watering,

With your groupmates, make a mini-community using clay. Be able

The following are the rubrics for scoring:

B. Performance The learners should be able to express their concern

Ask the pupils these questions:

EXPLORE Group Activity – Water Forms

 How are the bodies of water different? Similar?

Itbog Twin Falls sea

Group 1 – waterfall and sea

 Give each group 10 minutes to do the activity,

ELABORATE Refer to background information for the discussion of the

Materials: pictures of different bodies of water, manila paper, pen

Iladawan an mga pormang tubig.

Panicuason Hot Springs –

Buhi Lake –traveltothephilippines.info

 Identify the bodies of water found in