Northeastern College, Inc.

Santiago City
College of Education
DETAILED LESSON PLAN
School Northeastern College Grade Level 3
Name of Student Teacher Jamaica D. Baldedara Learning Area Science
Time & Date/s 8:00 - 9:00 am Quarter 1st Quarter
Name of Teacher LIMER G. VIERNES, MAEDLPT

I. Learning Target/Specific Objectives

The learners demonstrate understanding of natural objects in the sky
A. Content Standards
affect one’s daily activities.
B. Performance Standards The learners should be able to list down activities which affect their daily activities.
C. Learning Competencies The learners should be able to
a. Identify the three phases of matter.
D. Unpacked Competency/Objectives b. Apply the knowledge about phases of matter in their group activity.
c. Follow properly the safety rules in their activity.
II. Learning Content/Topic Earth and Space; Natural Objects in the Sky
III. Learning Resources
A. References
1. Teacher’s Guide K to 12 Curriculum Guide in Science 3
2. Learner’s Materials Science and Health Today 2. Apolinario, Nenita A. 1997
3. Textbook Page pp. 123- 125
4. Additional Materials real object, printed pictures, laptop, white board, marker, powerpoint presentation
Process Skills
IV. Learning Procedure
Preliminary Activities a. Greetings
Good morning pupils! Good morning Ma’am!

How are you today? We’re good.

Very Good.

a. Prayer
Before we start in today's lesson, Let us
all stand, bow our heads and pray.
(The students will bow their heads and
Angel of God, my guardian dear, to pray.)
whom God’s love commits me here,
ever this day be at my side, to light and
guard, to rule and guide.

Amen. Amen.

b. Checking of Attendance
Before you sit down, pick up the pieces
of paper and arrange your chairs.

Now, I'll check the attendance. Who

is absent for today? None teacher.

Very good! So nobody is absent today

that means you are motivated to
learn. Give yourself five claps for that. Yeeeeeeey (the students will clap)

A. Reviewing previous Engage: Before we start to our new lesson, I

lesson or (The activities in have prepared a song here.
presenting the new this section will
lesson stimulate their I will sing first, all you have to do is
thinking skills, help listen how to sing it, because you will
them access and sing next. Do you understand? Yes, Ma’am.
connect prior

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 Northeastern College, Inc.
Santiago City
College of Education
knowledge as a
jumpstart to the
present lesson)

The Day And Night Song:

The sun comes up to start the day,

There’s time to learn and time to play.
We eat our meals and do our chores,
There’s family time and so much more.
At night the moon comes out to shine,
It’s nice to get ready for bedtime.
We rest our heads and close our eyes,
The stars, they twinkle in the sky.
Okay, Your turn.
The sun comes up to start the day,
There’s time to learn and time to play.
We eat our meals and do our chores,
There’s family time and so much more.
At night the moon comes out to shine,
It’s nice to get ready for bedtime.
We rest our heads and close our eyes,
The stars, they twinkle in the sky.

B. Establishing a So now I will show you some pictures

purpose for the and can you listen and repeat after me? Yes, Ma’am.
lesson

Sun
Sun

Cloud
Cloud

Moon Moon

Star Star

Bird Bird

Rainbow
Rainbow

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 Northeastern College, Inc.
Santiago City
College of Education
C. Presenting I will show you three objects.
examples/instances
of the new lesson

What do you call to this object?

Wallet teacher!
Very Good! How about this one?
bottled water!

Very Good! How about this?

Balloon teacher!

Very good! What is the shape of

the wallet?
Rectangle!
Correct! Can you touch it?
Yes
Next, what can you say about the water
in the bottle? Do the water and the
bottle have the same shape?
Yes.
Good. Lastly, what can you say about
the balloon?
It is colorful teacher.
That was a good observation.
What is inside the balloon?
There is air inside the balloon.
Very good! We call all those things as
matter.
Everybody say matter!
Matter!
D. Discussing new Explore: When we say matter It is anything that
concepts & (In this section, occupies space and has weight/mass. Matter it is anything that occupies
practicing ne skills students will be What is matter again? space and has weight/mass.
given time to think,
plan investigate, All the things around us is a matter.
and organize Even the air that we inhale and
collected exhale is also a matter. What do we call
information; or the the things around us? Matter
performance of the
planned/prepared Children, there are three phases of
activities from the matter.These are solid, liquid and gas.
students’ manual
with data gathering The first one is solid. Solids have
& Guide Questions) definite shapes that occupy definite
spaces. Solids can be held and seen.

Please come in front and touch the

wallet. Describe what you feel. It is smooth teacher.

What is its shape? Rectangle teacher.

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Northeastern College, Inc.
Santiago City
College of Education
Very good Nicole. Now, can you please
get a solid object inside your bag?
Come here in front and show it to your
classmates.
Teacher, this is a notebook.
What is the shape of the notebook?
Rectangle teacher.
Is it soft or hard?
Hard
Is it heavy or light?
Light
Is it a solid?
Solid
Children. Let us give him/her a clap. So,
solids have definite shape. It can and
held and seen.

Now, the second phase of matter is

Liquid.

I have here an empty glass. Will you fill

the glass with the liquid from the jug?
(Ask the pupils to describe the shapes
of water being poured.) What happened
to the water inside glass? Does it take
the shape of the glass?
Yes Ma’am
It only shows that liquid takes the shape
of the container.

(Teacher holding the bottled water

and balloon) From these two remaining
objects, which do you think is liquid?
This wallet or this bottled water?
The bottled water teacher.
(Show the last remaining object.) What
am I holding?
Balloon ma’am
What is inside the balloon?
Very good. This inflated balloon is filled
There is an air inside the balloon.
with air and air is an example of a gas.
Can you see the air?
No teacher.
Air cannot be seen because it is
colorless. But it can be felt. Air is a
matter in a gas/gaseous state.

There are also gases that can be seen

such smoke and clouds. (Pictures of
smoke and clouds to be presented.)

(The teacher will ask a pupil to deflate

a balloon and feel the air coming out
from it.) Does the shape of the balloon
changed?
Yes teacher.
So, Gas takes the shape of its
container; therefore, it does not have a
definite shape.

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 Northeastern College, Inc.
Santiago City
College of Education
E. Developing Mastery Explain: You are going to have a group activity.
(In this section, I have prepared pictures here and if you
students will be can see we have a column here that
involved in an says solid, liquid and gas.
analysis of their
exploration. Their You will check where the things in the
understanding is picture belong, solid, liquid or gas. You
clarified and will arrange the pictures and place it
modified because under its proper column. solid, liquid or
of reflective gas.
activities/Analysis
of the gathered Solid Liquid Gas
data and results
and be able to
answer the Guide
Questions leading
to the focus
concept or topic for
the day)
F. Finding practical Elaborate: Let us have another exercise.Connect
applications of (This section will column A with column B
concepts and skills give students the A B
in daily living opportunity to
expand and SOLID
solidify/concretize
their understanding
of the concept LIQUID
and/or apply it to a
real-world situation)
GAS

Who wants to answer the first one?

Yes Menchie, Which one is solid? (someone raise her hand)

Very good! Can you touch the flowers? The flower is the solid.

Your answer is correct. How about the Yes po teacher.

next one. Which one is the liquid? The
smoke from the car or the water from
the faucet?

Correct. Does the water takes the The water from the faucet teacher.
shape of the basin?
Yes
Do the liquids take the shape of its
container?
Yes it takes the shape of its container.
Very good. How about the last one?
Which one is a gas? Is it the car?
It’s the smoke from the car teacher.
Very good. You were all able to identify
the states of matter.

G. Making Evaluation: Again, what do we call the things Matter.

Generalization and (This section will around us?
abstraction provide Solid, Liquid and Gas teacher.
opportunities for Good. What are the three states of
concept check test matter?
items and answer Solid teacher.

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 Northeastern College, Inc.
Santiago City
College of Education
key which are What is the state of matter that has
aligned to the definite size, shape and weight?
learning objectives
– content and Great! What about the state of matter
performance that takes the shape of their container
standards and and can also flow and it can be poured? Ma’am Liquid
address
misconceptions – if Lastly, what is the state of matter that
any) usually cannot be seen, spreads out
easily and also takes the shape of its
container? Gas teacher.

Very good. Let’s give everyone

a excellent clap. (the pupils will do the excellent clap)

H. Evaluating Learning Write S if it is solid, L if it is liquid or G if it is gas.

Write your answers inside the box beside
each picture.

V. Remarks
VI. Reflection
A. No of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No of learners who have
caught with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
works?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover which
I wish to share with other teachers
TEACHING STRATEGIES:

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