A DETAILED LESSON PLAN IN SCIENCE III

I.OBJECTIVES
At the end of the lesson, the pupils will be able to:
a. describe different objects found in the school;
b. classify the objects based on their characteristics; and
c. recognize things no matter how small or big they are.
A. Content Standards
The learners demonstrate understanding of ways of sorting materials and describing them as
solid, liquid, or gas based on observable properties.
B. Performance Standards
The learners should be able to group common objects found at home and in school according
to solid, liquid, and gas.
C. Learning Competency
The learners should be able to describe different objects based on their characteristics.
[S3MT-Ia-b-1]
II.CONTENT
Topic: State of Matter
Target: Grade 3
Time Allotted: One hour
III.LEARNING RESOURCES
A. References
1. K to 12 curriculum guide science pp. 18
2. Materials- PowerPoint, socks, plastic bag, scissors, paste, balls, stone, water, paper, sand,
slime, eraser, oil, pencils, marble, balloon, candy, coins, lotion, instructional materials.

IV.PROCEDURES

Teacher’s Activity Pupil’s Activity

A. Review of previous
lesson/ Presenting new
lesson
I. PRELIMINARIES
a. Greetings
: Good morning children!
: Good morning too ma’am!
: How are you this morning?
: We’re good ma’am!
: Very good!
b. Prayer
: Now, let us all stand up children.
Marisa will be going to lead us the
prayer. (All stand. Marisa lead the
prayer.)
: Amen!
c. Checking of attendance
: Ok children, let us now settle down.
Who’s absent for today?
: None ma’am.
: I am glad to hear that!
II. REVIEW/MOTIVATION
: Now, let’s divide the class into three
groups. Let us now start to count of
from one to three.
(students started to count)
: Children, who are group number
one? Please stand.
(students stand)
: Go to the right corner of the room
children.

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 : Yes ma’am.
: Who are group number two?
Please stand and go to the back.
(students stand)
: Yes ma’am.
: Who are group number three?
Please stand and go to the left corner
of the room.
(students stand)
: Thank you! : Yes ma’am.
: Children listen to my instruction. I
will give you a plastic bag. Each group
will have separate tasks. Group one
you are task to collect stones, while
group two will fill the bag with water
and group three will be able to blow
air inside the bag.
: We got it ma’am.
: Great job! Children, please seal all
the plastic bag.
: We are done ma’am.
: Very good! Children, gently squeeze
and press the bag.
: We made it ma’am.
After that, exchange your bags with
the other group. Ok children?
Yes ma’am!
: So, what did you observe?
(students raised their hand)

: Yes Clarisa!
Clarisa: The stone is so rough
and the shape is oblong ma’am.
: Very Good! What is the color and
size of the stone?
(students raised their hand)

: Yes Leila!
Leila: It is color gray. It so hard
to squeeze ma’am even though
the stone was so small.
: Great job! How about group two?
: The color was clear ma’am.
: Correct! What did you observe after
squeezing the bag of water?
Jessa: If we press it, the water
spread out to the other space
of the plastic bag teacher.
: Very good! How about group three?
: Yes ma’am?
: What did you observe?
: If we squeeze it, the plastic
bag change into its shape and
so as the water.
: Great job! But what will happen if
we release the air inside the plastic
bag?

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 : The plastic bag will probably
become flat ma’am.
: Very good! And what happen when
you squeeze the plastic bag with air?
(students raised their hand)
: Yes Beatrix.
Beatrix: It consumes more
space ma’am. And the plastic
bag also changes into its shape
and so as the air inside the bag
ma’am.
: Very good children!
B. ESTABLISHING THE : Children what can you see or
PURPOSE OF THE LESSON observe inside our classroom?
: Tables and chairs ma’am.
: Yes, you are correct! What else?
(students raised their hand)
: Yes Leila.
Leila: My bottled water ma’am.
: Very good! Children, we must
always remember that there are a lot
of things we can observe inside and
outside of our classroom.
: Yes ma’am.
: That’s great children!
C. PRESENTING NEW : Now children, I will be showing
EXAMPLES/INSTANCES different objects.
: Yes ma’am.

: Class what is this?

: It is a pencil ma’am!
: What can you observe?
(students raised their hand)
: Yes Marisa!
Marisa: It is color yellow
ma’am.
: Very good! What else?
(students raised their hand)
: Yes Beatrix!
Beatrix: The pencil was thin
ma’am. And if I touch it, it is
smooth.
: Great job!
So, what was the pencil’s state of
matter?
: Solid ma’am.
: Very good children!

: What is these children?

: It is a milk ma’am!
: Very good! So, what can you
observe to the milk? (students raised their hand)

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 : Yes Jessa.
Jessa: The milk is color white
ma’am. And its shape was just
like the container ma’am.

: Very good! Does the milk have its

own mass and volume? (students raised their right
hand)
: Yes Jessica!

: You’re correct. So, milk is an

example of what state of matter? Jessica: Yes ma’am.

: Yes! You are all correct! : It is a liquid ma’am.

: Kids, what is this? : It is a balloon ma’am.

: Very good. What are we going to do

to fill air inside the balloon? (students raised their hand)

: Yes Harold! Harold: We can blow air inside

the balloon ma’am.

: Great job! But how? Harold: We can use our own

oxygen ma’am.

: Very good! So, our oxygen is a one

example of what kind of matter? : It is a gas ma’am.

: Great job children!

D. DISCUSSING NEW : Children, all the things around us is
CONCEPTS made up of matter. These two balls
were both made up of matter.
Does the two balls have similarities
and differences?
: Yes ma’am!
: What are they?
(students raise their hand)
: Yes Mary Grace!
Mary Grace: They have the
same shape ma’am. But they
don’t have the same size
ma’am.
: That’s correct! What else children?
(students raise their hand)
: Yes Grace!
Grace: The bigger ball takes up
more space than the small ball
ma’am.
: Very Good! A solid has these three
main properties:
1. it has a definite shape. :
2. it has a definite mass.
3. it has a definite volume.
: Jessica can you give an example of

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 solid object in your bag.
: My notebook ma’am.
: Very good! Now, let’s move on to
liquid. A liquid has these three main
properties.
1. it does not have a definite shape.
2. it has a definite mass.
3. it has a definite volume.

: Leila can you give an example of

liquid?
Leila: An orange juice ma’am.
: Very good! How does orange juice
become a liquid?

(students raised their hand)

: Yes Jessa.
Jessa: Because the orange juice
has its color, mass and volume.
It has shape because of the
container.
: Great job! Children have you already
seen air?
: Not yet ma’am.
: But have you ever tried to fill air
inside the balloon?
: Yes ma’am.
: Now, your task is to blow the
balloon that I will going to give each
one of you. Ok?
: Yes ma’am!
: Children, what did you observe
when you were blowing air inside the
balloon?
: The balloon becomes bigger
ma’am.
: Very good. What else children?
(students raised their hand)
: Yes Harold.
Harold: The air has its shape
because of the balloon ma’am.
: That is right! Because a gas has
these three main properties:
1. it does not have a definite shape.
2. it does not have a definite mass.
3. it does not have a definite
volume.
: Did you already get it children?
: Yes ma’am!
E. DEVELOPING : Now children, choose your own
MASTERY partner and listen to my instructions.
1. I will give you a sheet of
paper and you will write
there your answer.
2. Then you and your partner
will be going to roam around
and observe what is inside
the socks.

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 3. You will be guessing what is
inside of it. And paste your
answer on the carto line
which is divided into three
columns. Each column is
labeled to solid, liquid, and
gas.
4. Your answer must contain a
total of 10 objects.
5. The first group that will finish
the task with high score will
going to have a price.
: Did you get it children?
: Yes ma’am.
: Very Good! Are you ready children?
: We will do our best ma’am!
: Yes ma’am. We are so excited!

: Ok children! We are going to start in

three, two, one and go!
(Start of the game)
(Students do the task)
(Teacher will facilitate)
F. MAKING : How was the game children?
GENERALIZATION : We enjoy it ma’am.
: I am so glad to hear that! What did
you learn for today’s lesson?
: About the state of matter
ma’am.
: Great job! What are the three state
of matter?
: Solid, liquid, and gas ma’am.
: Very good children! So how did you
come up with your answer in solid.
(students raise their hand)
: Yes Marisa.
Marisa: We consider our senses
and because solid has its own
shape, texture, color, volume
and mass ma’am.
: Exactly! How about in liquid? How
did you determine it?
(students raised their hand)
: Yes Beatrix.
Beatrix: Because when we
touch the socks ma’am, we can
feel that it was so soft and then
it does not have its own shape.
: Great job! How did you come up
with your answers in gas?
(students raised their hand)
: Yes Karen.
Karen: Because we can’t feel
anything ma’am. But we
consider the air inside the
object ma’am. Our other basis
is that, it does not have its own
shape ma’am. We think that

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 gas is an empty thing.
: Very good children! So, we must
always remember that all the things
around us was made up of matter.
: Yes ma’am!
G. FINDING PRACTICAL : Now children, kindly pick one object
APPLICATION OF that you have from your bag and
CONCEPTS then describe it. I will be going to
demonstrate it first. Ok children?
: Yes ma’am.
: I have here a handkerchief. It is so
smooth. The shape is rectangular and
it is so long. It takes up space and
mass.
: Did you get it children?
: Yes ma’am.
: Very good! Jessica, please describe
the object that you have.
(Jessica describe the object)
: Great job Jessica!
H. EVALUATING Directions: Cut out the pictures below and paste it in the correct
LEARNING column.

I. ASSIGNMENT Directions: Draw in your notebook at least 4 objects of solids, 4 liquids

and 2 gases that you can find outside.

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