Ormoc Sacred Heart Child Development

SCIENCE 3 School: Center Grade Level: III

SEMI-DETAILED LESSON Teacher: PRECIOUS ANN D. COSTORIO Learning Area: SCIENCE 3
Monday -
DATE: August 4-12, 2023 Friday

I. Objectives
At the end of the lesson, the pupils should be able to:
 Identify the three states of matter (solids, liquids, and gases), and their characteristics; and
 Classify materials as solids, liquids, and gases based on their characteristics. (S3MT-lc-d-2)

All things are unique!

II. Subject Matter

A. Topic: Classifying Materials as Solids, Liquids, or Gases Based on their Observable Characteristics
B. References: Science links 3, Teacher’s Resource Material, pp. 4 - 7
C. Materials: books, pictures, and power point presentation

III. Procedure

A. Preparatory
1. Drill
Let the pupils play the game Solid, Liquid, Gas.

Mechanics: When the teacher will say Solid, the pupils should see to it that they are in their sitting
position. When the teacher will say Liquid, the pupils should be in a standing position and when the
teacher will say Gas, they should be in their sitting position but raising both their two arms straight up high.
Those who will fail to do the equivalent position will be eliminated. As the participants will be reduced, the
execution of the game will become more faster, and there are instances that the equivalent positions will
be switched or changed to bring more challenge to the remaining participants. One winner will be
declared.

Ask:
 What is all about the game?
 Did you enjoy it?

2. Review
Direction A: Enumerate the different physical properties of materials/matter.

Direction B: Determine the physical properties of matter that is being asked.

______1. Spatial form, contour, or appearance of matter.

______2. Refers to the amount of matter an object contains. It is not affected by gravity.
______3. Refers to the length, width and height of a matter.
______4. The distinctive physical composition or structure of a matter, especially with respect to the
size, shape, and arrangement of its parts.
______5. The appearance of objects or light sources described in terms of the individual's perception of
them, involving hue, lightness, and saturation for objects, and hue, brightness, and
saturation for light sources.

B. Developmental Activities

A. Engagement
Let the learners engage in the following activities.
1. Three-Column Chart: Have them write the characteristics/properties of solids, liquids, and gases in
the proper column in the presented chart like the one below.

Solids Liquids Gases

 2. Short Discussion: Have the learners discuss and share their answers with their seatmates for 2-3
minutes.

b. Exploration
1. Sing a Song

Phases of Matter
(Tune: “Farmer in the Dell)
Matter has mass
Matter has volume
Matter exists in three phases,
Solid, liquid, and gas.
Matter has mass.
Matter has volume.
Matter exists in three phases,
Solid, liquid, and gas.

Ask:
 What does the song tell about matter?

2. Quick Check
Directions:
1. Form six groups with five members each. Prepare a clean paper where you can write your
answer if the property the teacher says is an example of solid, liquid, or gas. Each group
must have a representative of the three phases of matter.

2. When the teacher calls out a property and an example of solid, liquid or gas, the representative
must write his/her answer immediately on the paper and stand up to show the answer.

c. Explanation
Components and States of Matter
Matter is made up of tiny particles called molecules. A molecule is the smallest particle of a material
that has its own and unique properties. Molecules can join together to form larger molecules.

Molecules of matter are arranged differently in the different states of matter: solid, liquid, gas.

d. Elaboration

Solids
In solids, the molecules are held firmly by a strong force of attraction between them. Force of attraction
between molecules is referred to as how strong the molecules are held together. The molecules in solids move
very slowly because they are very close together. They are compressed so solids can keep their size and shape.
They have definite shape and volume. Solids have definite shape and volume. Examples are stone, wood,
pencil, scissors, book, chair, and bag.

Solids also have special properties:

1. Hardness – is the property of solid matter to resist scratching or abrasion.
2. Malleability – is the ability of materials to be pressed, hammered, or rolled into various shapes and
sizes without breaking.
3. Brittleness – is the tendency of a material to be easily broken into pieces.
4. Elasticity – is the property of a solid material to be stretched when pressure is applied to them.
5.Strength – determines how durable the material is.

Liquids

Compared to molecules in solids, the molecules in liquids are farther apart from each other. The force of
attraction among the molecules is weaker than in solids. They always move, roll, slide or bump into each other.
This is the reason liquids can change shape. Liquids take the shape of their container.

Some of the properties of liquids are the following:

1. Liquids may dissolve some solids.
2. Some liquids, like water, flow easily. Other liquids, like oil, flow very slow. Liquids that flow very
slowly are described as viscous.
Viscosity- is the resistance of a liquid to flow.
Gases

In gases, the molecules are farther apart compared to those in liquids. The molecules bounce off and
move in every direction. The force of attraction between the molecules between the molecules is too weak to
hold them close.
Take a closed, half-filled bottle of a perfume. Now, remove the top cover. Can you smell the scent of the
perfume? The molecules of the perfume spread out and fill the room, and soon everyone inside the room can
smell the scent of the perfume.
The attraction among molecules of any gas is weak, so they can change both their shape and volume.

IV. Evaluation

A. Enumerate the characteristics of the following:

 Solid

 Liquid

 Gas

V. Assignment

Classify materials as solids, liquids, and gases based on their characteristics.

 LPG
 Book
 Table
 Water
 Milk
 Pencil
 Perfume
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
ENGLISH 2
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: ENGLISH 2
SEMI-DETAILED LESSON
Monday -
DATE: August 4-12, 2023 Friday

. Objectives
At the end of the lesson, the pupils should be able to:
 Listen to arrange at least three events of a story;
 Retell a story listened to or read.
II. Subject Matter
A. Title: Saving for a gift
B. Topic: Sequence of three events, Character’s feelings and traits, retelling a story listened to.
C. References: Essential English for Active Learners 3, pp. 5 -18
D. Materials: books, pictures, and power point presentation

III. Procedure

A. Preparatory
1. Drill
Play the game “Your story, my story”.

2. Review
Ask:
 What is a story?
 What is a character?
 What is a setting?
 What is an event?

B. Developmental Activities
a. Motivation
Read the story “The Character”.

Say:
 Give the correct sequence of events in the story. Write 1 in the blank for the event that happened first, 2
for the second event, and 3 for the third or last event.

_______ I apologized.
_______ I threw the milk from my glass out of the window.
_______ Mrs. Reyes got wet.
b. Presentation
Say:
It is very important to know what happens first, second, third or last in a story.

c. Discussion

Events – tell what happened in the story. What happened at the beginning of the story? What happened
next? What happened last? It is very important to know the sequence of happenings in the story to fully
understand it.

There are clue words that are present in the story to let us know easier its sequence.

d. Generalization
Ask:
 What is an event?
 Why is it important to know the sequence of the events in a story?
e. Application

Divide the class into small group. Read a story “A Healthy breakfast” aloud. After that let them
dramatized the sequence of events.
IV. Evaluation
A. Direction: Arranged the story according to its sequence.

______I came to school late.

______I woke up.

______I eat breakfast.

______We were stocked a traffic.

B. Direction: Write 5 Declarative sentences

V. Assignment
Direction: Read and study a brief story at home and retell the details in class.
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
ENGLISH 3
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: ENGLISH 3
SEMI-DETAILED LESSON
Monday -
DATE: August 4-12, 2023 Friday

Objectives
At the end of the lesson, the pupils should be able to:
 Listen to arrange at least three events of a story;
 Identify declarative sentences.
 Retell a story listened to or read.
II. Subject Matter
A. Title: You are Who you are
B. Topic: Sequence of three events, retelling a story listened to.
C. References: Essential English for Active Learners 3, pp. 5 -18
D. Materials: books, pictures, and power point presentation

III. Procedure

A. Preparatory
1. Drill
Play the game “Your story, my story”.

2. Review
Ask:
 What is a story?
 What is a character?
 What is a setting?
 What is an event?

B. Developmental Activities
a. Motivation
Read the story “The Character”.

Say:
 Give the correct sequence of events in the story. Write 1 in the blank for the event that happened first, 2
for the second event, and 3 for the third or last event.

_______ I apologized.
_______ I threw the milk from my glass out of the window.
_______ Mrs. Reyes got wet.
b. Presentation
Say:
It is very important to know what happens first, second, third or last in a story.

c. Discussion

Events – tell what happened in the story. What happened at the beginning of the story? What happened
next? What happened last? It is very important to know the sequence of happenings in the story to fully
understand it.

There are clue words that are present in the story to let us know easier its sequence.

d. Generalization
Ask:
 What is an event?
 Why is it important to know the sequence of the events in a story?
e. Application

Divide the class into small group. Read a story “A Healthy breakfast” aloud. After that let them
dramatized the sequence of events.
IV. Evaluation
A. Direction: Arranged the story according to its sequence.

______I came to school late.

______I woke up.

______I eat breakfast.

______We were stocked a traffic.

B. Direction: Write 5 Declarative sentences

V. Assignment
Direction: Read and study a brief story at home and retell the details in class.
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
MATHEMATICS 3
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: MATHEMATICS 3
SEMI-DETAILED LESSON
Monday -
DATE: August 4-12, 2023 Friday

I. Objectives:
At the end of the lesson the students will be able to:
 Identify the Place Value and the Value of a number;
 Differentiate between place value and value of a digit; and
 Care for the things that God has made for us.

II. Learning Content:

a. Topic: Identifying the place Value and the Value of Four-to-Five-digit Whole Numbers
b. Learning References: Number Smart 2
c. Learning Materials: PowerPoint Presentation/ Pictures/ Videos

III. Procedure:
a. Preparatory Activity
1. Drill
https://www.youtube.com/watch?v=a4FXl4zb3E4 Place Value Song

2. Review
Ask:
 Do you remember the blocks, flats, rods, and unit cubes you have used to represent numbers in
your previous grade? Let us recall

You use the blocks to help you picture how small or large a number is. A number is composed of
digits. Each digit in a number has its own value depending on its place value.

Recall what place values you have learned. Try listing them below.

______________ ________________ ______________ _______________

b. Developmental Activity
1. Engagement

Show the pictures of Earth, Mercury, and a caveman on cave walls. Ask them to read the short
description.

2. Exploration
Say:
Numbers can be found everywhere! Number facts let us know things about the world!
Earth is our home planet. It is the third planet from the Sun. It is the only planet known to have an atmosphere
with free oxygen, ocean’s water, and o course, life. More than ¾ of the planet’s surface is water, so, it is
sometimes called the blue planet. It has a diameter of about 12 756 km or about 7 927 mi. About 1 300 Earths
can fit inside Jupiter, the biggest planet in the solar system. Earth has one satellite, which is the moon. It takes 8
minutes for the Sun’s light to reach the Earth.

Say: Let us take a number from what we know now about our planet.
There are 4 digits in the number 7 927. Can you identify these digits?

______________ ________________ ______________ _______________

Each digit has a place value.
Each place value tells the position of a digit in a number.

Earth’s diameter, measured in miles, is about 7 927 mi.

Observe the number 7 927 in the table below.
Place Thousands Hundreds Tens Ones
Digits 7 9 2 7
7 x 1000 9 x 100 2 x 10 7x1
Value 7000 900 20 7
7 927 = 7 thousands, 9 hundreds, 2 tens, and 7 ones
Based on the table above, how do you get the value of a digit in a number?
To get the value of a digit in a number, we multiply the digit by its _______?
Which numeral is used twice in the number 7 927? ________
What values do these numerals have? ________ ________

3. Elaboration

Mercury is the smallest planet in our solar system and is the nearest one to the Sun. Although it is the nearest to
the Sun, it is only the second hottest planet. A mercury is only 88 Earth days long. It has a diameter of 4 879
km.

Now if you change the order of the digits of the number 4 879, new, different numbers of
different values are formed even if the same numerals are used. Let us try

4 879 7 894 8 497 9 784 4 798

All numerals above used the same set of symbols or digits,8,7, and 9. But each of the digits
above represents a different value or number. It is way easier to count in groups of tens,
hundreds, thousands, and ten, thousands.

This is why our numeration system is also called as the decimal system, where “deci” means a
tenth part. Each place value is ten times bigger than the next on its right.

IV. Evaluation
Direction: Give the digit and its place value in each of the given place values.
Place Digit Value
1. Tens _______________ _________________
2.Ones _______________ _________________
3. Thousands _______________ _________________
4. Hundreds _______________ _________________
5. Ten Thousands _______________ _________________
Direction: Identify the place value and value of the underlined digit.

Place Value Value

1. 72 458

2. 36 505

3. 28 498
4. 21 078

5. 16 544

V. Assignment:
Directions: Answer what is asked.
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
MATHEMATICS 2
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: MATHEMATICS 2
SEMI-DETAILED LESSON
Monday -
DATE: August 4-12, 2023 Friday

I. Objective:
At the end of the lesson the students will be able to:
 Visualize and represent numbers from 0-100 with emphasis on numbers 101-1 000 using a
variety of materials
 Read and write numbers up to 1 000 in symbols and in words
 Work well with others

II. Learning Content:

a. Topic: Understanding Whole Numbers
b. Learning References: Number Smart 2
c. Learning Materials: PowerPoint Presentation/ Pictures/ Videos

III. Procedure:
a. Preparatory Activity
1. Drill
https://youtu.be/bGetqbqDVaA Big Numbers Song

2. Review

II have here an answer sheet, you have to write the numbers

according to ascending and descending order. To know if you
have still remembered the past topics that has been tackled to your
teacher when you were in Grade 1.

b. Developmental Activity
1. Engagement
- When we count or name numbers from 101, we follow the order 1 to 9 for the ones value, 10
to 90 for the tens value, 100 to 900 for the hundreds value.

- Numbers can be written as symbols and as words

2. Exploration
- A variety of materials can be used to visualize and represent numbers. An example is using
the base-10 blocks
- Some examples of number words are; eight, ten, twenty, fifty, eighty, ninety, one hundred, six
hundred, seven hundred, eight hundred, and one thousand.
- Use a hypen (-) to separate the tens value when it has a ones-value
Example:
Eight-hundred twenty-eight
- Do not write the word zero when there is a missing ones or tense value.

4. Elaboration
- We see numbers everywhere. It is important to know how to read and write them.
- We can use the base-10 blocks; flats, rods, and units to help us visualize and represent
numbers.

A flat represents 100. A rod represents 10. A unit represents 1

EXAMPLE:

These represent 100 + 30 + 6 or 136. We read it was “one hundred thirty-six.”

IV. Evaluation
A. Write the numbers represented by the base- 10 blocks. Write your answers inside the
boxes.

B. Underline the number words that are written correctly

1. 933 Nine hundred thirty-three 2. 860 Eight hundred sixty zero

3. 578 Five hundred seventy-eight 4. 705 Seven hundred five

C. Write these numerals in words.

1. 265 ________________________________
2. 309 ________________________________
3. 470 ________________________________
4. 704 ________________________________

V. Assignment:
- Study how numbers are written in symbols and in words 1-1 000
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
GMRC 3
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: GMRC 3
SEMI-DETAILED LESSON
Monday -
DATE: August 4-12, 2023 Friday

I. Objectives
At the end of the lesson, the pupils should be able to:
 Identify the different God-given talents;
 Evaluate oneself critically;
 Demonstrate ways to develop self-esteem based on the result of self-evaluation;
 Write ways on how to value oneself; and
 Perform activities that promote self-esteem.

Confidence is the Key

II. Subject Matter

A. Topic: Self-esteem
B. References: The new Values Unfolding, Teacher’s Resource Material, pp. 2 - 5
C. Materials: books, pictures, and power point presentation

III. Procedure:
A. Preparatory Activity
1. Drill
Let the student spell the word “supercalifragilisticexpealidocious”. Whoever gets the wrong answer will
show their talent in front.
B. Developmental Activity
1. Motivation
Ask and let them ponder:
 Do you often compare yourself with other kids, with your friends, and with your classmates?
 Do you often feel less accomplished or less talented?

Say:
If you do, then you do think negatively of yourself and that is not good.
2. Presentation
Sometimes, people do not realize that they think negatively of themselves. Becoming aware of
your negative thoughts and feelings will help you change the way you think and feel abut
yourself. It is important to realize and recognize that you are talented and capable of doing many
good things. That is what we call self – esteem.
3. Discussion
Self-esteem according to psychology is the person’s evaluation of his/her own worth. It is how a
person value himself/herself. It is how a person feels or judges himself/herself, and it can either
be high or low.
Self-esteem is often equated with self-confidence, but they two different things. Self-esteem is
how you value yourself while self-confidence is the belief in your capacity to do things.
Self-esteem can either be positive or negative, high or low. Positive or high self-esteem helps
people succeed because it helps them see their values as a person. Low self-esteem holds back
and interferes with the person’s relationships, success, and happiness.
People with high self-esteem:
 Have positive thoughts and feelings about themselves;
 Accept and respect themselves even if they commit mistakes;
 See the good qualities in themselves such as being honest, respectful, kind, and generous;
 Take pride in every good thing that they do;
 Believe in themselves even if they sometimes fail;
 Feel valued and accepted by others; and
 Feel worthy of being treated with fairness and respect.
People with high self-esteem:
 Are hard on themselves;
 Think negatively about themselves;
  Feel inferior and insecure; and
 Doubt their ability to do things and succeed.
4. Application
Direction: Think of at least six (6) things you are good at and write them.

IV. Evaluation
A.
Directions: On the lines provided, write five (5) ways on how you can show that you value
yourself.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
B.
How will you improve or raise your self-esteem in the following situations?
1. You are always being excluded in class activities because you are too shy and you always stay alone
in one corner. You want to be part of the activities. What will you do?

2. You were given a partner in a class project whom you think is not performing well in class. What will
you do?

3. You are good in singing but you were asked to join the dance group. What will you do?

4. You always feel nervous and could hardly speak whenever you are called during recitation. What will
you do?

5. Your classmates invited you to join their group but you feel ashamed because most of them belong to
wealthy families. What will you do?

V. Assignment

Directions: Cut pictures and make a collage of the different talents a young child like you have and
must develop.