Sci3 DLP q4

DETAILED
LESSON
PLAN
in
SCIENCE
(QUARTER IV)
3
Writers:
JOYGEN A. LOFRANCO
EUNICE B. BATOON
CHERYL H. CASCABEL
EVELYN D. CAPUYAN
DORENA C. HEYRANA
MARLYN V. CANALES
Consultant
1
Curriculum Implementation Monitoring Form 1
Teacher: __________________________ School: _________________________
Learning Area: Science Grade Level: 3 Quarter: 4
No. Competency DLP No. Date the DLP Reason(s) for Not Proposed
Code was Taught Teaching the DLP Course of
as Scheduled Action
1 S3ES-IVa-b-1 1
2
2 S3ES-IVc-d-2 3
4
5
6
3 S3ES-IVe-f-3 7
8
9
10
11
12
13
14
15
16
4 S3ES-IVg-h-4 17
5 S3ES-IVg-h-5 18
6 S3ES-IVg-h-6 19
20
21
7 S3ES-IVg-h-7 22
8 S3ES-IVg-h-8 23
24
25
Total: _________________
Percentage of Competencies Taught: _________________
Prepared by:
_____________________________ _________________________________
Signature Over Printed Name of Teacher Signature Over Printed Name of School Head
DETAILED LESSON PLAN IN SCIENCE 3
DLP No.:1 Learning Area:Science 3 Grade Level:Three Quarter:4th Duration: 50 mins
2
Learning Describe the things found in the surroundings. Code:
Competency/ies: S3ES-Iva-b-1
Key Concepts/ The environment includes,plants,animals,people,the air,sun, water,weather,and the

Understandings to Earth itself.
be Developed
1. Objectives
Knowledge Describe one’s environment made up of life forms, land, water and air.
Skills Discover different things around you.
Attitudes Display helpfulness in cleaning the surroundings.
Values Practice self-confidence in doing the activity.
2. Content / Topic The Surroundings
3. Learning Square chart,pictures of body of water,learner’s material pp. 146-149
Resources /
Materials /
Equipment
4. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step will
consume)
4.1 Introductory Preparatory Activity.
Activity A. Drill
Let the pupils read some words on the flashcards like;(river,sea,ocean,pond,stream)
B. Review
Ask: What are the proper ways in using electricity?
C. Motivation
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?
●Let the pupils sing a song “Bahay Kubo”.
Ask: What things are found in the bahay kubo?
4.2 Activity Procedure
1. Study the Magic Square Chart.

2. Think about your surroundings.
3. Write your ideas inside each square
SURROUN DINGS
PEOPLE AROUND SUNSHINE AND FRESH AIR
YOU
PLACE WHERE
YOU LIVE
RIVER, LAKES, HILLS, MOUNTAINS FOOD, PLANTS AND ANIMALS
SURROUN DINGS
Then,write them in your notebook.

a. What makes your surroundings a nice place to live in?
b. Why should you keep your surroundings clean and orderly?
c. How can you keep your community a safe place to live in?
d. Where do you live? Can you name things around your house?
Ask volunteers to share their ideas and experiences about their immediate surroundings.
Look for commonalities and differences in their ideas.
3
4.3 Analysis Discussion:
1.What are the places you visited?
2.What did you see in these places? Name what you saw.
3. Are these things important in an environment of the school? of the community? Why?
4.4 Abstraction Generalization
Why should you keep surroundings clean and orderly?
4.5 Application Your friend Lorna lives in a farm. Her 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 serve as food of some dalag.
Directions: Draw inside the box the different plants found near and in the pond.
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Make a list of things you see at home and in school. Opposite it place a check mark if
these things are important to the people.
6. Assignment(indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of the day’s lesson and/or
Preparation for new lesson) ______minutes
Draw a picture of the surroundings of your house. Color it to show a happier and livelier
mood.
7. Wrap-up / End the period by wrapping – up the day’s lesson.
Concluding
Activity_____minutes
Prepared by:
Name: Joygen A. Lofranco School:Eustaquio Capin Memorial Elementary School
Position/Designation:Teacher 1 Division: Danao City
Contact Number:09184835079 FB Account:[email protected]

4
Learning Describe the things found in the surroundings. Code:
Competency/ies: S3ES-Iva-b-1
Key Concepts/ The environment includes,plants,animals,people,the air,sun, water,weather,and the

Understandings to Earth itself.
be Developed
1. Objectives
Knowledge Describe one’s environment made up of life forms, land, water and air.
Skills Make observations of the school’s and community’s surroundings.
Attitudes Display helpfulness in cleaning the surroundings.
Values Practice self-confidence in doing the activity.
2. Content / Topic Things in the Surroundings
3. Learning Square chart,pictures of body of water,learner’s material pp. 146-149
Resources /
Materials /
Equipment
consume)
Activity A. Review
Ask: Name the things found in the surroundings.
B. Motivation
Present picture then ask: What can you say about the picture?:
4.2 Activity Group Activity

Procedure
1. Fall in line by group and go outside the room quietly.
2. Follow your teacher as she walks you around the school.
3.Observe the places carefully as you go through them.Describe the place you observed.
Write your answers in your notebook following the table below.
4. When they are done,ask them to go back to the classroom. Ask the group leader to
share thier ideas and experiences in the places they have observed.
Place Visited Description

Place #1.
Place #2.
Place #3.
Place #4.
Questions
1. What were the places you visited?
2. What did you see in these places? Describe what you saw.
4. Why should you keep our surroundings clean and orderly?
5. How do you keep your school environment a safe place to study?
The teacher will explain the commonalities and differences in their answers.

1.What are the places you visited?
2.What did you see in these places? Describe what you saw.
Why should you keep surroundings clean and orderly?
5
4.5 Application
Say something about the picture.

Write 2 sentences about your surroundings at home.
Bring picture of a garden.
Concluding
Prepared by:
Name: Joygen A. Lofranco School:Eustaquio Capin Memorial Elementary School
6
Learning Code:
Competency/ies: Relate the importance of surroundings to people and other living S3ES-Ivc-d-2
things.
Key Concepts/ Plants are the primary habitat for thousands of other organisms. Animals live in, on, or
Understandings to under plants. Plants provide shelter and safety for animals. Plants also provide a place
be Developed for animals to find other food.
Plants help make soil. Soil is made up of lots of particles of rocks which are broken down
into very small pieces. When plants die, their decomposed remains are added to the soil.
This helps to make the soil rich with nutrients.
Many plants are important sources of products that people use, including food, fibers (for
cloth), and medicines. Plants also help provide some of our energy needs. In our
community, wood is the primary fuel used by people to cook their meals and heat their
homes.
Plants, because of their beauty, are important elements of our community. When we build
houses and other buildings, we never think the job is done until we have planted trees,
shrubs, and flowers to make what we have built much nicer.
1. Objectives
Knowledge Identify things that are found in the garden.
Skills Discover the different things found in the garden.
Attitudes Practice carefulness in handling things found in the garden.
Values Demonstrate care of the environment.
2. Content / Topic Things in the Garden
3. Learning Pencil,paper,chart,learners material
Resources /
Materials /
Equipment
consume)
Activity A. Review
●Letthe pupil say something about their surroundings
B. Motivation:
● Let the pupils answer the motive questions: Do you have garden at home? Based
on your picture what are the things found in the garden?
4.2 Activity Activity
1.Divide the class into 4 groups.
2.Set standards before doing the activity. Tell the pupils to obey the rules during the
activity.
Procedure
1.Let the group visit in the vegetable garden,flower garden and herbal garden.
2.Ask them to identify the things found in the garden.
3.The first group who can identify 5 things or objects found in the garden they will get a
highest score.

●What are the things found in the garden?
●Can you describe each thing you saw in the garden?
(Refer to key concept for further discussion.)
What are the things found in the garden?
Are plants important? Why?
4.5 Application Write 5 things found in the garden?
Draw a happy face on the blank if the things found in the garden and a sad face
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if it is not.
1._____ plants
2._____ motor
3._____ worms
4._____ buildings
5._____ flower
6._____ horse
7._____ vegetables
8._____ stones
Write two sentences about the garden you have seen. Write it in your science notebook.
Concluding
Prepared by:
Name: Joygen A Lofranco School:Eustaquio Capin Memorial Elementary School

8
Duration: 50
DLP No.:4 Learning Area:Science 3 Grade Level:Three Quarter:4th mins
Learning Code:
Competency/i Relate the importance of surroundings to people and other living things. S3ES-Ivc-d-2
es:
Key The environment is composed of living things and non-living things. Living things have basic
Concepts/ needs and common characteristics and they are God’s creations,while non-living things are
Understandin lifeless and they are man’s creations.
gs to be
Developed
1. Objectives
Knowledge Classify the things in the garden as living and non-living.
Skills Distinguish the things in the garden as living and non-living things.
Attitudes Develop critical thinking in doing the activity.
Values Practice obedience in performing the assigned tasks.
2. Content / Things in the Garden (Living and Non-living things)
Topic
3. Learning Paper,pencil,crayons,chart,learners material pp.149-150, relia,magnifying lens
Resources /
Materials /
Equipment
4. Procedures (indicate the steps you will undertake to teach to teach the lesson and indicate the no. of minutes each
step will consume)
4.1 Preparatory Activity.
Introductory A.Review
Activity Checking of assignment.
B.Motivation / Presentation
1. Show the following objects to the class: stone,paper,plant seedlings, a small worms, soil,
10 mins wooden stick.
Ask the pupils to identify the objects and classify them as living thing or non-living things.
2. Review the key concepts on living and non-living things.

a.Do the activity by pair.
b.Set standards before doing the activity. Tell the pupils to obey the rules during the activity.
Procedure
1. Introduce how to handle and use a magnifying lens.
2. Take a walk in the school garden,e.g. flower garden,vegetable garden and herbal
garden. Pair with a friend.
3. 3. Observe the following measure while in the garden.
a. Avoid touching plants. Some may have spines or thorns.
b. Refrain from smelling different flowers. It might cause discomfort or cause
allergy.
c. Work with your buddy. Stay together at all times.
4. Observe the things that you see around. You can use the magnifying lens to have a
closer look at small objects.
4.3 Analysis Discussion
1. What are the living and non-living things in the garden?
2. How many kinds of plants did you see?What are they?
3. How many kinds of animals did you see? What are they?
4.4 Generalization
Abstraction What are living things found in the garden?
What are non-living things found in the garden?
4.5 Instruct the class to read the story below and do what is ask.
Application Lolo Jose likes planting vegetables and flowers in his garden. This keeps him busy and happy
every day. He has planted pechay, kamote,okra and malunggay. On one side, along the
fence,he also planted gumamela,rosal and a row of roses. He enjoys planting different plants.
He even tried to do a landscape gardening using stones, logs, old furniture,bamboos,carved
figurines and orchids. His garden looks like a paradise.
Directions: List 5 examples of living and non-living things that you can find in the garden of
Lolo Jose.
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Complete the table below using the following words in the box.
Stone orchids malunggay soil grass
Flower worms logs vegetables
Living Things Non-living Things
6. Assignment(indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of the day’s lesson
and/or Preparation for new lesson) ______minutes
Instruct the class to collect at least 3 pictures of the different kinds of bodies of water.
Concluding
Activity_____
minutes
Prepared by:
10
Duration: 50
Learning Code:
Competency/ies: Relate the importance of surroundings to people and other living things. S3ES-Ivc-d-2
Key Concepts/ Water bodies are described in a plethora of different names in English - rivers, streams,
Understandings to ponds, bays, gulfs, and seas to name a few.
be Developed
There are different forms of flowing water. The smallest water channels are often called
brooks but creeks are often larger than brooks but may either be permanent or
intermittent. Creeks are sometimes known as streams but the word stream is quite a
generic term for any body of flowing water.
A stream is a body of water with a current, confined within a bed and stream banks. It
moves to a lower level in a channel on land. Example of this is Tandawan stream in
Davao.
A river is a natural watercourse usually freshwater, flowing towards an ocean, a lake, or

sea, or another river. In few cases, a river simply flows into the ground or dries up
completely before reaching another body of water. The rivers in the Philippines are the
Pasig River, called Ilog Pasig in Filipino that connects Laguna De bay to Manila Bay.
Another example is the Pampanga River formerly known as Rio Grande De Pampanga,
the second largest river in the island of Luzon. Another is Cagayan River, the third largest
located in Central Luzon Region and traverses the provinces of Pampanga, Nueva Ecija,
Bulacan, Tarlac and Quezon. Another river is Agusan River located in the eastern part of
Mindanao draining majority at Caraga Region and some parts of Compostela Valley
province whose length is 350 km and its basin area is 10,921 km².
A hot spring is produced by the emergence of geothermally heated groundwater from the
Earth’s crust, Example is the Tangub Hot Spring in Camiguin. It is in the sea at normal
water level. At low tide the warm water comes out between the rocks. A body of relatively
still water of considerable size, localized in a basin, that is surrounded by land apart from a
river, stream, or other form of moving water that serves to feed or drain the lake. Example
is Laguna de Bay, the largest lake in the Philippines located east of Metro Manila between
the provinces of Laguna to the south and Rizal to the north.
A pond is a small lake, most often in a natural depression. Like a stream, the word lake is
quite a generic term - it refers to any accumulation of water surrounded by land - although
it is often of a considerable size.
A sea is a large body of saline water that may be connected with an ocean or may be a
large saline lake that lacks a natural outlet. An example is the Camotes Sea, a small sea
between the Eastern Visayas and the Central Visayas. It is bordered by the islands of
Leyte to the north and east, Bohol to the South and Cebu to the West.
Oceans are the ultimate bodies of water and refers to the five oceans - Atlantic, Pacific,
Arctic, Indian, and Southern. The equator divides the Atlantic Ocean and Pacific Oceans
into the North and South Atlantic Ocean and the North and South Pacific Ocean. Coves
are the smallest indentations of land by a lake, sea, or ocean.
A bay is larger than a cove and can refer to any wide indentation of the land. Example is
the Anawangin Cove in Zambales, a province of the Philippines located in the Central
Luzon region. Larger than a bay is a gulf which is usually a deep cut of the land, such as
Ragay Gulf in Camarines Sur . Bays and gulfs can also be known as inlets. Any lake or
pond directly connected to a larger body of water can be called a lagoon and a channel
explains a narrow sea between two land masses.
1. Objectives
Knowledge Describe the bodies of water.
Skills Distinguish that plants and animals are present around and in the bodies of water.
Attitudes Practice cooperation among the members of the group.
Values Display good relatioship in working with a classmate.
2. Content / Topic Bodies of water in the Community
3. Learning Pictures of diffrent bodies of water,pencil,learners material
Resources
/Materials /
Equipment
4. Procedures (indicate the steps you will undertake to teach to teach the lesson and indicate the no. of minutes each step
will consume)
Activity A.Review/Checking of assignment.
11
Ask: What are living and non-living things found in the garden?
B. Motivation/Presentation
Ask the following questions to the pupils.
●Have you gone swimming with your parents,brothers,and sisters? Where was the place?
Did you enjoy swimming?
●Have you travelled by boat with your parents,brothers,and sisters? Where was the
place? Did you enjoy traveling in the water?
●Where do you get the water you use for drinking, for taking a bath, and for washing your
clothes?
●What bodies of water are found in your community?
a.Divide the class into 4 groups.
b.Read and discuss the procedures before destributing the materials
Procedure:
1. The group must have a photocopy of the bodies of water.
2. Using crayons or water color, color the illustrations and cut the paper following
the broken lines.
3. Tape each cut out bodies of water onto a sheet of poster board using only a
small piece of clear tape along the top of each card (so the card flips upwards)
Discussion
Ask the pupils the following questions:
4.3 Analysis ●What are bodies of water in the activity?
●Do you have these kinds of bodies of water in your community?
Note: The teacher will discuss further the characteristics of ghe different bodies of water.
(Refer to key concept)
What are the different bodies of water in your community?
Are bodies of water important? Why?
4.5 Application Practice:
Show pictures of different bodies of water and let the pupils describe each.
Match column A. With column B. Write the letter of the correct answer on your paper.
A. B.
1. A body of water with a current, confined A. Stream

within a bed and stream banks. It moves
to a lower level in channel on land.
2. Usually freshwater, flowing towards an B. River
ocean, a lake, or sea, or another river.
3. Produced by the emergence of geo- C. Hot spring
thermally heated groundwater from
Earth’s crust.
12
4. Localized in a basin, that is surrounded D. Lake
by land apart from a river, stream, or
other form of moving water that senses E. Sea
to feed or drain the lake.
5. A large body saline water is connected
to an ocean or may be a large saline F. Coves
lake that lacks a natural outlet.
6. Larger than a cove and can refer to any G. Oceans
wide indentation of the land.
7. Larger than a bay which is usually a H. Bay
deep cut of the land. I. Gulf
Bring pictures of any landforms that they want to visit someday.
Concluding
Prepared by:
13
Duration: 50
Learning Code:
Competency/ies: Relate the importance of surroundings to people and other living things.
S3ES-Ivc-d-2
Key Concepts/ Mount Apo. The highest mountain in the Philippines, towering over Southern Mindanao,
Understandings to covering the provinces of Davao del Sur and North Cotabato. At 2, 956 MASL, it
be Developed possesses a formidable array of landscapes, from craggy rocks capes to virgin forests;
from mossy swamps to volcanic structures. The Chocolate Hills are probably Bohol's
most famous tourist attraction. They look like giant mole hills. The chocolate hills consist of
are no less than 1268. They are very uniform in shape and mostly between 30 and 50
meters high. They are covered with grass, which, at the end of the dry season, turns
chocolate brown. From this color, the hills derive their name. At other times, the hills are
green.
Cagayan Valley. In a round-up of the Philippines’ stunning destinations, Cagayan will

most likely go unmentioned. Yet this beautiful province is home to picturesque beaches,
volcanic islands and historically significant natural and manmade sites. It may be devoid of
luxury trappings, true, but it is rich in natural, rugged beauty.
Plateaus of Bukidnon. Bukidnon comprises more than half of Northern Mindanao, and is
the fourth largest province in the Philippines. It’s also Mindanao’s major producer of rice
and corn, and has vast pineapple, banana and sugarcane plantations. The city’s cool
climate is a result of it being a plateau some 915 meters above sea level, surrounded by
mountain ranges.
The Central Plains of Luzon (Region III).Only 66 kilometers away from Metro Manila,
Central Luzon contains the largest plain in the country and is the gateway to the Northern
Luzon regions. It covers a total land area of 21,470 square kilometres. It includes all land
area north of Manila Bay from the tip of Bataan peninsula on the west, and all the lands
north of the Caraballo mountains on the east. It is the longest contiguous area of lowlands,
and is otherwise known as the Central Plains of Luzon. The region produces one third of
the country’s total rice production, thus is also called the Rice Granary of the Philippines.
1. Objectives
Knowledge Discuss common landforms.
Skills Describe common landforms that can be beneficial to people,plants,and animals.
Attitudes Work collaboratively with a group in doing the activity.
Values Listening attentively to the discussion.
2. Content / Topic Landforms in the community
3. Learning Picture of different landforms,pencil,activity sheet,pair of scissors,glue or paste,crayons
Resources and learner’s material pp. 153-155
/Materials /
Equipment
will consume)
Activity A.Review/Checking of assignment.
Ask: What are the bodies of water?
B. Motivation.
Based on the picture they have, let them say something about it.
Ask the pupils the following questions..
●Is there a landform in your community? Will you describe it?
●Are there plants growing in these landforms? Are there animals living in it?

a.Divide the class into 4 groups.
b.Read and discuss the procedures before doing the activity.
c. Give the group 10 minutes to do the activity, and 10 minutes more to discuss their
report.
Procedure:
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1. Ask the pupils to look closely at the pictures.
2. Ask the pupils to carefully read the descriptions of different landforms.
3. Ask them to match each picture with the description. Answer the guide questions
in the learner’s material.
4. Make a poster using the matched drawing and description. Allow them to report
this in class.
Discussion
Discuss the common landforms in the community. Refer to background information.
4.3 Analysis Ask the following questions:
1. Are there landforms in your community?
2. What kind of landforms do you have in your community?
What are the common landforms in the community??
Are landforms important? Why?
4.5 Application Practice:
Show pictures of different landforms in the community and let the pupils describe each
landforms.
1. 2.
3. 4.
Post a photocopy of 10 land forms on the board. Ask them to identify and describe each
landform.
15
Tell the pupils to ask their parents to name other landforms in the Philippines. They will
share it in the class..
Concluding
Prepared by:
DLP No.: 7 Learning Area:Science 3 Grade Level:Three Quarter:4th Duration: 50 mins
16
Learning Code:
Competency/ies: Describe the changes in the weather over a period of time. S3ES-Ive-f-3
Key Concepts/ Whenever we describe the condition of the day, we talk about the weather. When
Understandings to be describing the weather, we always consider the presence of the sun, condition of the
Developed clouds, speed of the wind and the temperature of the air Weather is the condition of the
atmosphere in a given place at a certain time. The four weather conditions are sunny,
rainy, windy and cloudy.
It is a sunny day when the sun is shining, the air is warm, and the wind is weak. It is a
rainy day when the sun cannot be seen, the clouds are dark and the rain is falling. It is a
windy day when the sun is shining, clouds are slightly dark or clear and the air is blowing
hard. It is a cloudy day when the sun is not seen and there are plenty of slightly clouds
yet the rain is not falling. It is a stormy day when the clouds are very dark,heavy rains fall
and strong wind blows.
1. Objectives
Knowledge Identify the different types of weather.
Skills Describe the weather for the day.
Attitudes Tell the weather for the day with accuracy.
Values Display good relationship in working with a classmate.
2. Content / Topic The Weather
3. Learning word puzzle; charts showing pupils’ description and observations of the sky , KWL chart
Resources / Materials
/ Equipment
consume)
4.1 Introductory A.Review:
Activity What are the common landforms in your locality?
B. Motivation/ Presentation
1. Post the word puzzle on the board. Ask the pupils to encircle the words in the puzzle.
Ask them to write it on the board. (thunder, lightning, wind, clouds, rain, weather )
Using the word puzzle, ask your pupils to list in column one all words that are
familiar to them. In column two, ask them to write the words that are not familiar to them.
Under the column with unfamiliar words, let them write what they want to know about it.
4.2 Activity 1. Divide the class into 5 groups.

2. Set the standards in performing the activity. Remind pupils to cooperate with the
group.
Procedure
1. Look around you and at the sky above. Observe the day’s weather. Write the following
in your notebook.
a. Is it sunny?
b. Is it rainy?
c. Is it windy?
d. Is it stormy?
2. Observe the sky for five minutes.
What can you say about the weather for today?
DRR Integration: CAUTION: DO NOT LOOK DIRECTLY AT THE SUN. THE SUN’S
RAYS CAN HARM YOUR EYES.
4.3 Analysis After the activity, ask the pupils with the following questions;
a. Is the sky clear? cloudy?
17
b. Is the sun shining bright? Is the sun hiding?
c. Is the rain falling?
d. Is the wind blowing?
Discuss the different kinds of weather.(Refer to key concept)
4.4 Abstraction What are the different kinds of weather?
4.5 Application Classify the picture as to the kind of weather.

________1. ________3.
________2. _________4.
Fill in the blank with correct answer. Choose your answer from the box.
rainy windy sunny stormy cloudy
_________ 1.The sun is shining, clouds are slightly dark or clear and the air is blowing
hard.
__________2.The sun is not seen and there are plenty of slightly clouds yet the rain is
not falling.
__________3.The sun is shining, the air is warm, and the wind is weak
__________4.The clouds are very dark,heavy rains fall and strong wind blows.
__________5.The sun cannot be seen, the clouds are dark and the rain is falling.
Observe the weather for tomorrow and be ready to classify it as sunny, rainy, windy,
stormy or cloudy.
7. Wrap-up /
Concluding End the period by wrapping- up the day’s lesson
Activity____minutes
Prepared by:
Name: Dorena C. Heyrana School:Maslog Elem. School
Position/Designation:T3 Division:Danao City

18
Learning Code:
Key Concepts/ There are plenty of clouds. The clouds look like groups of cotton balls
Understandings to be Clouds may be shapes like short clouds, puffy clouds, a cloud that looks like a curly
Developed hair, thread-like clouds.
1. Objectives
Knowledge Describe the appearance of the clouds.
Skills Draw and describe the basic types of clouds seen in the sky.
Values Display good relationship in working with a classmate.
2. Content / Topic Clouds
3. Learning charts showing pupils’ description and observations of the sky , coloring markers,
Resources / Materials crayons, pens
/ Equipment
consume)
Activity What are the different kinds of weather?
Present picture
What can you say abouit the picture?.

2. Set the standards in performing the activity. Remind pupils to cooperate with the
group.
Procedure
1. Observe the sky for five minutes.
a. Is the sky clear? cloudy?
b. Can you see clouds? How does it appear?
2. Draw some of the objects that you see in the sky. Use coloring pencils or pens for your
drawing.Give them enough time to draw the clouds on their notebook.
3.. Complete the table below. Do this in your notebook.
Shape of the cloud Color of the cloud
4. Describe the clouds based on what you wrote on the table. Write your answer in your
notebook.
(The description may just be shapes like short clouds, puffy clouds, a cloud that looks like
a curly hair, thread-like clouds.)
DRR Integration: CAUTION: DO NOT LOOK DIRECTLY AT THE SUN. THE SUN’S
RAYS CAN HARM YOUR EYES.
4.3 Analysis Discuss further the descriptions made by the pupils. Ask your pupils to exchange LMs to
see the drawing of other pupils. Ask them to describe the clouds in the drawing. You may
also ask the following questions after looking at their drawings.
a. What is the weather today?
b. What is the shape of the cloud?
c. What is the color of the cloud?
SAMPLE ANSWERS
19
Descriptions
There are plenty of clouds.
The sun is shining and there are no clouds.
The clouds look like groups of cotton balls
The sun cannot be seen The sun is shining and the wind is blowing
It is going to rain because the clouds look dark
The sky is blue and there are many white clouds
I cannot see the blue sky because it is covered with white and gray clouds.
4.4 Abstraction How do we describe the appearance of the clouds.?
4.5 Application Answer with Yes or No.

_____1. Clouds have the same shape.
_____2. It is likely to rain when the sky is covered with very dark clouds.
_____3. Clouds sometimes look like a cotton balls.
_____4.Clouds will always have white color.
_____5. When there is no clouds the sky looks blue.
Check the pupils’ outputs to evaluate whether they performed their activity correctly.
Look at the descriptions for each drawing. Present the rubrics. Ask them to evaluate their
work.
5 - 100% participated actively and obtained the expected results.

3 - 50% participated actively and obtained the expected results; or 100%
participated actively but obtained 50 – 75% of the expected results;
2 - 50-75% participated actively but obtained 50 – 75% of the expected results;
1 - 50-75% participated actively but obtained wrong results
0 - Less than 50% participated actively but obtained wrong results
(Teacher may use their own rubrics)

Draw the basic types of clouds. If available, use the internet or any science books to get
details about them.
7. Wrap-up /
Activity____minutes
Prepared by:
Name: Dorena C. Heyrana School: Maslog Elem. School
Position/Designation: T3 Division: Danao City
Contact Number: 09212810297 FB Account: [email protected]

20
Learning Code:
Key Concepts/ Certain conditions must exist for clouds to form - water vapor in the air, temperature
Understandings to be change, and particles in the air for the water vapor to condense on. As warm, moist air
Developed rises, it begins to cool and condense on dust particles forming water droplets. These
water droplets form clouds. They will not fall to Earth because they are too small.
Clouds
A cloud is a large collection of very tiny droplets of water or ice crystals. The droplets are
so small and light that they can float in the air. All air contains water, but near the ground
it is usually in the form of an invisible gas called water vapor. When warm air rises, it
expands and cools. Cool air can't hold as much water vapor as warm air, so some of the
vapor condenses onto tiny pieces of dust that are floating in the air and forms a tiny
droplet around each dust particle. When billions of these droplets come together they
become a visible cloud.
Clouds are white because their water droplets or ice crystals are large enough to scatter
the light of the seven wavelengths (red, orange, yellow, green, blue, indigo, and violet),
which combine to produce white light. Clouds take different shapes depending on the
amount of water vapor available and the speed and direction of the moving air. Clouds
are classified according to how they are formed. Below are the main types and their
descriptions.
Stratus clouds are low, flat, gray clouds that look like sheets covering the sky. They are
the closest clouds to the ground. They form as low as surface level (fog) to about 6,500
feet above the ground. They can produce rain, drizzle, snow, or mist.
Cumulus clouds are puffy and white-like cotton balls. They form from 2,000 to 20,000
feet above the ground. They usually indicate fair weather. Sometimes they grow very
large and become thunderheads. As these clouds gather they create thunder and
lightning and produce precipitation in the form of rain and hail.
Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to as mares’
tails. They form between 25,000 to 40,000 feet above the ground. They are so high in the
atmosphere that the water droplets freeze into ice crystals. They often indicate an
incoming storm or weather change.
There are cloud charts that you can buy to show what these clouds look like. However,
most cloud charts will have more than these basic clouds. They use the prefixes “alto”
and “nimbo” to tell more about these three basic clouds. If the prefix “alto” is used, it
means middle, referring to the position of the clouds in their respective areas. If they use
prefix “nimbo” is used, it means water and these clouds will often bring rain.
1. Objectives
Knowledge Identify the different types of clouds in the sky
Skills Show a four-day weather condition and the type of cloud each day.
Values Practice cleanliness in performing the assigned tasks.
2. Content / Topic Types of Clouds
3. Learning weather chart, coloring pencils, or pens, cotton balls, glitters for lighting and rain paper
Resources / Materials and pair of scissors glue
/Equipment
consume)
Activity How does the clouds look like?
Present picture and tell something about it.
What can you say about the picture?

2. Tell the pupils that in the next three (3) days they will observe the clouds and
weather. They will go out for a total of four days for this activity.
21
2. Set the standards in performing the activity. Remind pupils to observe cleanliness in
performing the assigned tasks.
Procedure
1. Observe the clouds in the sky every morning and every afternoon for four consecutive
days. Record your observations in your notebook.
2. On the first day, draw the shape of the cloud in column 1 of Table 1. Then, make a
model of this cloud using cotton balls to represent the type of cloud you observed. Paste
this model under your drawing. You can improve your model by using glue and glitters.
The glitters will represent rain and lightning.
3. Repeat Step No. 2 for Tuesday until Thursday. You should have a complete table on
Thursday, the fourth day.
Table 1. Cloud Observed Each Day for Four Days
Monday Tuesday Wednesday Thursday
 Describe the shape of the clouds each day every morning and afternoon.
 Monday _____________________________________
 Tuesday _____________________________________
 Wednesday _________________________________
 Thursday ____________________________________
Questions
1.Does the cloud change every day?
2.Write one or two sentences about what you have learned in this activity.
Use the guide below for the types of clouds.
4.3 Analysis Discuss the different types of clouds (Refer to the key concept)
22
4.4 Abstraction What are the different types of clouds.?
4.5 Application Write true if the statement is true and false if not..
_______1.Clouds can affect weather.
_______2.Cirrus clouds are thin, curly, wispy clouds.
_______3.Stratus clouds are puffy and white-like cotton balls.
------------4.Cumulus cloud also known as mares tail.
------------5.Cloud is a large collection of very tiny droplets of water or ice crystals
Ask each group to evaluate the model done by each group using the rubrics.

3 - 50% participated actively and obtained the expected results; or 100%
participated actively but obtained 50 – 75% of the expected results;
List down the different weather instruments.
7. Wrap-up /
Activity____minutes
Prepared by:
Name: Dorena C. Heyrana School: Maslog Elem. School
Position/Designation: T3 Division: Danao City
Contact Number: 09212810297 FB Account: [email protected]
DLP No.: 10 Learning Area:Science 3 Grade Level:Three Quarter:4th

Duration: 50 mins
Learning Code:
Key Concepts/ Anemometers measure the direction and speed of wind in miles per hour. A common
Understandings to be type of anemometer has three cups fixed to a mobile shaft. As the wind blows faster, the
Developed cups spin around faster. The actual speed of the wind shows up on a dial. Another type
23
of anemometer uses a propeller instead of cups to accomplish the same function.
Wind vane, also called a wind sock, measures the direction of the wind at any given point
in time. A weighted arrow spins around a fixed shaft and points north, south, east or west,
typically marked on separate fixed shafts parallel to the arrow.
1. Objectives
Knowledge Describe the uses of the instrument.
Skills Make a simple weather instrument
Attitudes Tell the uses of instrument with accuracy.
Values Perform the activity with neatness and orderliness.
2. Content / Topic A Basic Weather Instruments (Making a Wind Vane)
3. Learning Set A: wooden sticks, strip of paper, glue
Resources / Materials Set B: cardboard, wooden sticks, glue
/ Equipment
consume)
Activity Post the drawings below on the board. Ask the pupils to arrange the letters to form the
words describing the pictures posted on the board. Post the correct word above the
picture. Ask the following questions after the word was formed for each picture.
A. Show pictures of some weather instruments to the class.
Ask the class which of the instruments is familiar to them.

Procedure
For Set A. Making a Wind Vane
1. Cut a strip of paper longer than the length of the stick.
2. Glue strip of paper to one end of the stick.
3. Place your improvised weather tool in an open space.
4. Observe how it works. Draw the weather instrument in your notebook.
5. Show to the class how your instrument works.
24
For Set B. Making another Model of a Wind Vane
6. Get a thick cardboard.
7. Cut two arrows of the same size. Make the tails bigger than the arrow heads.
8. Put a stick between two arrows. Staple or paste them together.
9. Place your improvised instrument at the top of a pole.
10. Draw the weather tool in your notebook.
11. Show to class how your instrument work.
4.3 Analysis Discuss the use of these basic instruments in knowing the weather condition.
Emphasize in the discussion that;
. An anemometer measures the speed of the wind.
The wind vane shows the direction from which the wind blows..(Refer to the key concept)
4.4 Abstraction What is a wind vane? How do we use this instrument?
4.5 Application Let the pupils test their finished output.

Rate the output of the pupils using the Score Indicators
5 100% participated actively and obtained the expected results.
4 75% participated actively and obtained the expected results.
3 50% participated actively and obtained the expected results; or 100% participated
actively but obtained 50 – 75% of the expected results;
2 50-75% participated actively but obtained 50 – 75% of the expected results;
1 50-75% participated actively but obtained wrong results
0 Less than 50% participated actively but obtained wrong results
List down the different weather instruments.
7. Wrap-up /
Activity____minutes
Prepared by:
DLP No.: 11 Learning Area:Science 3 Grade Level:Three Quarter:4thDuration: 50 mins

Learning Code:
Key Concepts/ Anemometers measure the direction and speed of wind in miles per hour. A common
Understandings to be type of anemometer has three cups fixed to a mobile shaft. As the wind blows faster, the
Developed cups spin around faster. The actual speed of the wind shows up on a dial. Another type
of anemometer uses a propeller instead of cups to accomplish the same function.
25
Wind vane, also called a wind sock, measures the direction of the wind at any given point
in time. A weighted arrow spins around a fixed shaft and points north, south, east or west,
typically marked on separate fixed shafts parallel to the arrow.
1. Objectives
Knowledge Describe the uses of the instrument.
Skills Discover the direction of the wind using the wind vane.
Attitudes Tell the uses of instrument with accuracy.
Values Display cooperation in doing the activity
2. Content / Topic A Basic Weather Instruments (Making a Wind Vane)
3. Learning Set A: wooden sticks, strip of paper, glue
Resources / Materials Set B: cardboard, wooden sticks, glue
/ Equipment
consume)
Activity Checking of homework
Ask: What is the use of wind vane?

Speed and direction of the wind
1. Place your improvised wind vane on top of a pole or elevated area (location A).
2. Observe how the strip of paper moves every 5 minutes for 15 minutes.
3. Transfer your wind vane to another location. Call it location 2. Observe again.
4. Put a check mark in the table 2 below for your observations.
Table 2. Movement and direction of the wind
Location A Time
After 5 min. After 10 min. After 15 min.
Strip of paper does not move
Strip of paper sways
Strip of paper makes sound
Location B
Strip of paper does not move
Strip of paper sways
Strip of paper makes sound
5. From your observations, did the wind move? Describe how it moved and its direction.
6. How do you describe the how fast (speed) the wind moved in location A? Place a
check (√ ) beside your choice below.
Slow _______ moderate _______ fast ______
How do you describe the how fast (speed) the wind moved in location B? Place a check
(√) beside your choice below.
Slow _______ moderate _______ fast ______
4.3 Analysis Discuss the use of these basic instruments in knowing the weather condition.
Emphasize in the discussion that;
. An anemometer measures the speed of the wind.
The wind vane shows the direction from which the wind blows..(Refer to the key concept)
4.4 Abstraction What can you say about the direction and speed of the wind?
4.5 Application Do wind speed and direction vary in different locations at the same time? Why?
26
Write True if the statement is true and False if not.
______1. The wind vane shows the direction from which the wind blows.
______2. Wind speed vary in different location.
______3. Wind have always the same direction.
______4. Wind sometimes move fast or slow.
______5. Anemometer measures the speed of the wind.
Bring room thermometer if available.
7. Wrap-up /
Activity____minutes
Prepared by:
DLP No. 12 Learning Area:Science 3 Grade Level:Three Quarter:4th Duration: 50 mins

Learning Describe the changes in the weather over a period of time Code:
Competency/ies: S3ES-IV-f-3
Key Concepts/ Temperature is the degree of hotness or coldness of air. A place gets hot when it is
Understandings to heated by the sun. It gets cool when the place is not directly heated by the sun. The
be Developed coldest time of a 24 hour day is just before sunrise, this is because the earth has been
losing heat all night.
During the day, the temperature depends on the amount of sunlight that enters the earth. If
27
it is sunny, then it is warm and the temperature is high. When it is cloudy, then it is cool
and the temperature is low. Even if it is sunny, places which receive less sunlight under
the tree, inside the building, heat will be less and the temperature lower.
The movement of wind also affects the air temperature. When the wind blows, it blows out
warm air. Cooler air comes in and air temperature will also be lower.
An area gets hotter when it is heated by the sun and gets cooler when the heat leaves it.
The coldest time of a day is just before sunrise, after the earth has been losing heat all
night.
Air temperature is measured by a device called air thermometer. It is expressed in degree
Celsius or °C. The highest point in the centigrade scale is 100°c and the lowest point is
O°. In Fahrenheit scale the highest point is 212°F and the lowest point is 32°F. A
thermometer is a narrow glass tube containing mercury or colored alcohol. As the
temperature increases, the mercury or alcohol expands and its level in the tube rises. The
number corresponding to the liquid’s level is the temperature reading.
Air temperature affects the weather conditions. During warm weather, the temperature
rises. We say the temperature is high. During cooler days, the temperature sinks or drops.
We say the temperature is low. The average air temperature is 19-32 C. A temperature
reading below 19 C means it is cold. A temperature reading above 32 C means it is
warm. Air temperature changes from time to time and from place to place.
1. Objectives
Knowledge Tell how cold or hot the air is.
Skills Compare the temperature of air in different places
Attitudes Work collaboratively with a group in doing the activity
Values Give importance of the different object around us.
2. Content / Topic Measuring and Recording Speed
3. Learning SET A: 2 thermometers and crochet thread or thin rope
Resources /
Materials /
Equipment
will consume)
4.1 Introductory Preparatory Activity
Activity A. Review
Review about weather instrument.
B. Motivation
Show the following pictures..
Picture 1 Picture 2
Why is the boy fanning himself? Is it raining hard outside?
Picture 3 Picture 4
To what direction is the wind blowing? When do we experience strong winds and
heavy rains?
4.2 Activity Presentation (Activity)

Activity 4A: Measuring Temperature
1. Discuss the results of the activity. Relate it to the day’s lesson which is air temperature,
28
wind speed and direction.
2. Ask the pupils to read LM’s Activity No. 4 on pages 156-157. Conduct a pre-laboratory
activity on how to read a thermometer and timer or clock with second hand.
3. Divide the class into 2 groups. One group will take the temperature inside the room. The
other group will stay outside the room. Give reminders on what to avoid when working
outside the classroom.
Thermometer A Thermometer B
1. Tie the other thermometer (B) to a shady area outside the room. You can tie it to a
branch of a tree that is not directly under the sun’s heat.
2. Two students will read thermometer A, Another two students will read thermometer B.
That will be the initial temperature of air inside and outside the room.
3. Continue taking the temperature readings every 10 minutes until you reach 60 minutes.
Let each group fill in the table on page 157, LM.
Time (min.) Temperature (ºC) Temperature (ºC)

Inside the room Outside the room
0
10
20
30
40
50
60
After the activity, ask the pupils the following questions;
a. What are the temperature readings inside the classroom and outside the classroom?
b. Are there temperature changes? If so, what do the changes in the temperature mean?
c. How does air temperature affect the weather?
d. What happens when the speed of the wind is fast? Is slow?
e. How do you know if the wind is moving fast?
f. What else can you look at to describe the speed and direction of the wind?
What is temperature?
Why is temperature changes from time to time?
4.5 Application Practice
Write yes or no on the blanks provided.
____1.Is the temperature inside and outside the room the same?
____2.Is the temperature outside the room higher the that of inside.
____3. Is the temperature inside the room higher than that of the outside?
Answer the following questions based on the table in the activity.
a.Inside the room: What is the highest temperature recorded? Lowest temperature
recorded?
b. Outside the room: What is the highest temperature recorded? Lowest temperature
recorded?
c. Are there changes in the temperature readings inside the room? How about outside the
room?
Bring a sample of an airplane made of folded paper.
7. Wrap-up /
Concluding
29
Prepared by:
Name: Cheryl H. Cascabel School: Bibiana Mercado Integrated
Position/Designation: Teacher III Division: Danao City
Contact Number: FB Account:

Key Concepts/ Temperature is the degree of hotness or coldness of air. A place gets hot when it is heated
Understandings to by the sun. It gets cool when the place is not directly heated by the sun. The coldest time
be Developed of a 24 hour day is just before sunrise, this is because the earth has been losing heat all
night.
During the day, the temperature depends on the amount of sunlight that enters the earth. If
it is sunny, then it is warm and the temperature is high. When it is cloudy, then it is cool
and the temperature is low. Even if it is sunny, places which receive less sunlight under
30
the tree, inside the building, heat will be less and the temperature lower.
The movement of wind also affects the air temperature. When the wind blows, it blows out
warm air. Cooler air comes in and air temperature will also be lower.
An area gets hotter when it is heated by the sun and gets cooler when the heat leaves it.
The coldest time of a day is just before sunrise, after the earth has been losing heat all
night.
Air temperature is measured by a device called air thermometer. It is expressed in degree
Celsius or °C. The highest point in the centigrade scale is 100°c and the lowest point is
O°. In Fahrenheit scale the highest point is 212°F and the lowest point is 32°F. A
thermometer is a narrow glass tube containing mercury or colored alcohol. As the
temperature increases, the mercury or alcohol expands and its level in the tube rises. The
number corresponding to the liquid’s level is the temperature reading.
Air temperature affects the weather conditions. During warm weather, the temperature
rises. We say the temperature is high. During cooler days, the temperature sinks or drops.
We say the temperature is low. The average air temperature is 19-32 C. A temperature
reading below 19 C means it is cold. A temperature reading above 32 C means it is
warm. Air temperature changes from time to time and from place to place.
1. Objectives
Knowledge Describe the speed and direction of the wind.
Skills Demonstrate on how to make an airplane paper glider.
Values Practice open-mindedness in working with a classmate.
2. Content / Topic Wind Temperature and Direction
3. Learning Improvised wind vane, weather chart
Resources / timer
Materials /
Equipment
will consume)
Activity A. Review
Checking of homework.
B. Motivation
Ask to the class:
What is the weather today? How can you tell?
Pair activity: Making of paper glider
1. In pairs, ask pupils to follow the following steps in making paper glider.
Step 1: Fold down upper two corners.
Step 2: Fold paper in half-length wise
Step 3: Take outer two corners and fold like this
31
Step 4: Take outer two corners and fold like this
Label the four corners of the room with the primary direction - East, West, North and
South.
Ask the pupils to throw their paper glider in the air and observe.
Ask them the following questions;
a. Is your paper glider moving fast or slow?
b. Why is it moving fast or slow?
c. Is it moving to the same direction?
d. How do we describe the direction of the wind?
Explain the use of primary directions in telling the direction of the wind.
4.4 Abstraction Generalizati
How can you describe the speed and the direction of the wind?
Let each pupil fly their paper glider as high as they can.
Put a check if the statment is correct and x if not.
__1.Paper glider moves fast when the wind moves faster.
__2. The object follows the direction of the wind.
__3. When the wind blows to the east the glider goes to the west.
Assign pupils to tell their parents at home about the paper gliders and their uses in
knowing the direction of the wind.
7. Wrap-up /
Concluding
Prepared by:
Name: Cheryl H. Cascabel School: Bibiana Mercado

Key Concepts/ The weather is the existing condition of the atmosphere over a certain place.
Understandings to The Philippine Atmospheric, Geophysical, and Astronomical Service Administration
be Developed (PAGASA) officially observes weather conditions.
*Air temperature tells the hotness or coldness of the atmosphere. It is affected by the suns
32
heat.
* Wind speed affects the weather condition. When the wind speed is fast, the surroundings
feel cooler and when the wind speed is slow, the surroundings feel warmer.
1. Objectives
Knowledge Describe how the wind moves within the day.
Skills Discover on how the wind moves within the day.
Attitudes Describe the weather condition of the day.
Values Practice cooperation with the members of the group.
2. Content / Topic The Daily Weather
3. Learning weather chart , improvised wind vane, thermometer, string or thin rope
Resources /
Materials /
Equipment
will consume)
Activity A. Review
Ask the pupils to draw the weather symbol for each day.
Monday Tuesday Wednesday Thursday Friday
Sunny Cloudy Windy Rainy Stormy
Ask the class the following questions;

1. What is the kind of weather from Monday to Friday?
2. What tells you that the day is sunny? windy? cloudy? Rainy
3. Does the weather remain the same everyday?
B. Motivation
Show the class this picture.
Ask: What are the children doing?
What happen to their kites?
What enable the kites to fly?

1. Group the class into five groups. Select a leader for each group.
2. Ask them to read the instructions of the activity on LM No.5 pages 158-159. Assist
them in their assigned area.
Procedure
1. Observe the whether of the day, is it sunny, windy, rainy, or stormy?
2. Go outside the room with your teacher and group mates. Find an area where you will
place your improvised wind vane.
3. Observe the instrument for ten (10) minutes.
4. Record your observations .
A. Is the paper moving? Is it moving slowly, moderately, or fast?
B. What does the movement of the paper mean?
C. What is the direction of the wind?
Let them fill in the table on page 159, LM.
Time Observations
First 5 minutes
A
33
B
C
Next 5 minutes
A
B
C
Discuss the answers from the questions in the activity. Refer to key concept for additional
information.
Ask pupils to arrive at a generalization using these questions;
1. How can you describe the speed of the wind within the day?
Describe the weather condition for the day.
Does the weather condition change within the day?
Answer the following questions.
a. Using your improvised weather instruments, can it help you describe the direction of the
wind?
b. What happens when the speed of the wind is fast? How do you know if the wind is
moving fast or slow?
c. Do wind speed and direction vary in different locations at the same time? Why?
Assign the pupils to illustrate or draw one situation showing what happens when the wind
blows hard and when the wind blows lightly or weakly.
7. Wrap-up /
Concluding
Prepared by:

Key Concepts/ Weather is the condition of the atmosphere at a given place in a given time. It is influenced
Understandings to by air, temperature, wind, amount of rainful, humidity and the topography of a given place.
be Developed Each of the weather elements can be measured with specific weather instrument. Extreme
34
weather can make people sick.
Scientists who study the weather are called meteorologists. They predict or forecast
weather based on certain elements.
1. Objectives
Knowledge Identify the elements of weather and describe the weather for the day
Skills Discover on how the weather elements be measured with the different weather
instrument.
Attitudes Perform the activity with cooperation within the members of the group.
Values Practice orderliness in performing the activity.
2. Content / Topic The Weather Elements
3. Learning weather Chart, improvised wind vane, pictures
Resources /
Materials /
Equipment
will consume)
Activity A. Review
Checking of assignment.
B. Motivation
Show to the class this pictures.
Ask: What kinds of weather are shown in the following pictures?

Group Activity:
Let each group complete their observations of the day’s weather. Fill up Table with their
observations.
What to Observe During the day
Weather Condition
 Sunny /Fair
 Rainy
 Windy
 Stormy
Clouds
Clear
Partly Cloudy
Cloudy
Type of Clouds
Cirrus
Cummulus
Stratus
Speed of the wind
Slow
Moderate
Fast
Wind Temperature
Inside the room
Outside the room
Describe the weather condition for the day.
35
Does the weather condition change within the day?
Weather is the condition of the atmosphere at a given place in a given time. It is influenced
by air, temperature, wind, amount of rainful, humidity and the topography of a given place.
Each of the weather elements can be measured with specific weather instrument. Extreme
weather can make people sick.
Scientists who study the weather are called meteorologists. They predict or forecast
weather based on certain elements.
Ask pupils to arrive at a generalization using these questions;
a. What does the change in temperature from time to time shows?
b. How does air temperature and wind speed affect the weather?
c. What are the weather elements?
Enumerate the weather elements you have learned.
Answer the following:
1. What do you call the person who study about the weather?
2. What is meant by PAGASA?
3. List down the elements of the weather?
Listen to the weather forecast in the ABSCBN tonight.
Be ready to report it to the class tomorrow.
7. Wrap-up /
Concluding
Prepared by:
Name: Cheryl H. Cascabel School:Bibiana Mercado Integrated
Position/Designation: Division: Danao

Key Concepts/ The Philippines is always visited by tropical cyclones because it is in the typhoon belt.
Understandings to Tropical cyclones are weather disturbances. When a tropical cyclone grows, it develops
36
be Developed into typhoon or bagyo. We have at least one tropical cyclone each month from June to
December. Since this weather disturbance affects people, land and property, it is important
to learn more about it.
The Philippine Atmospheric, Geophysical and Astronomical Services Administration
(PAGASA) officially observes weather conditions. Warnings about typhoons and storms
are issued by the weather people of PAGASA.
1. Objectives
Knowledge Describe the weather for the week.
Skills Make a weather bulletin for a week and report orally the weather for the week
Attitudes Develop carefulness in making weather bulletin.
2. Content / Topic Weather Bulletin
3. Learning weather charts, thermometer
Resources /
Materials /
Equipment
will consume)
Activity A. Review
Call some pupil to report the weather forecast heard last night.
B. Motivation
Show an example of bulletin report.
Bulletin of the Day

Metro Manila: Fair weather condition with rain showers in the afternoon.
Rest of the Country Weather: Luzon will have occasional rain showers. Other parts of the
country will have fair weather with light winds blowing from the east.
Temperature Range: 23 C – 31 C
Ask the following:

1. The weather in Metro Manila is _______________.
2. The wind is blowing from ___________ direction.
3. The lowest temperature reading is _____________.
4. The highest temperature reading is _____________.
5. The general weather condition is _____________.
1. Distribute the weather charts done in the previous lesson.

2. Ask the class to work on Activity 6 found in LM on page 162 entitled The Weather
Reporter.
WEATHER
________________________________________________________________
________________________________________________________________
________________________________________________________________
Temperature: ____________________
3. Ask each group to present their weather bulletin in class.

Ask:
Have you ever interviewed a weather forecaster? What have you learned from him/her?
Discuss to them the key concepts of the lesson.
Guide the pupils in arriving at a generalization using the following questions;
a. What makes up the weather?
b. What do we consider in determining the weather conditions of the day?
37
Bulletin of the Day

Metro Cebu: Partly cloudy with rain showers in the afternoon.
Rest of the Country Weather: Mindanao will have occasional rain showers. Other parts of
the country will have fair weather with light winds blowing from the west.
Ask the following:

1. The weather in Metro Cebu is _______________.
Study the bulletin of the day then answer the questions that follow.
Bulletin of the Day

Metro Cebu: Cloudy with heavy rains in the afternoon.
Rest of the Country Weather: Metro Manila will have fair weather. Other parts of the
country will have fair weather with light winds blowing from the north.
Ask the following:

1. The weather in Metro Cebu is _______________.
Assign pupils to bring pictures that shows the following activities.
1. When the sun is high
2. The wind blows fast
3. The wind blows lightly
7. Wrap-up /
Concluding
Prepared by:
Position/Designation: Teacher III Division: Danao
DLP No.:17 Learning Area:Science 3 Grade Level:Three Quarter4th Duration: 50 mins

Learning Communicate how different types of weather affect activities in the Code:
Competency/ies: community. S3ES-IVg-h-4
Key Concepts/ The weather affect peoples activities and behavior.
Understandings to
38
be Developed
1. Objectives
Knowledge Describe how weather affects people, plants, and animals.
Skills Make a collage showing the effects of weather on people, plants, and animals.
Attitudes Work collaboratively in doing the activity.
Values Practice safety measures during certain types of weather.
2. Content / Topic Weather Collage
3. Learning cut out pictures showing different activities of people
Resources / paste or glue Science3 T.G. pp. 198-199
Materials / coloring pen/pencils Science 3 LM. Pp. 168 - 169
Equipment cartolina for each group
will consume)
4.1 Introductory A. Review: Ask the pupils what are the different activities during certain types of weather?
Activity 1. the sun is shining brightly
2. the wind blows lightly
B. Motivation :Post a picture on the board. Ask them to tell the activities seen in pictures
A, B, and C.
4.2 Activity B. Lesson Proper
Procedure
1. Talk with your group mates. Think about the good and bad effects of the different kinds
of weather on people, plants, and animals. Write the results of your discussion in your
notebook following the table below.
2. Make a poster showing these effects of weather on people, plants and animals.See
Table 1.
Table1. Effects of different weather conditions on people, plants, and animals
4.3 Analysis Ask the pupils the following questions;

A. What kind of weather brings good effects on
a) people? Why?
b) animals? Why?
c) plants? Why?
39
B. What kind of weather brings bad effects on a
a) people? Why?
b) animals? Why?
c) plants ? Why?
C. What kind of weather do you like most? Why?

D. What kind of weather do you hate most? Why?
4.4 Abstraction The weather affect peoples activities and behavior.

4.5 Application Make a collage showing the effects of weather on people, plants, and animals.
Evaluate the collage using the rubrics.

3 - 50% participated actively and obtained the expected results; or 100% participated
actively but obtained 50 – 75% of the expected results;
Ask your parents about the safety measures in dealing different weather
conditions.
7. Wrap-up /
Concluding
Prepared by:
Name: Eunice B. Batoon School: Guinsay Elementary School
Contact Number: 09329712614 Email Address:
40

Learning Enumerate and practice safety and precautionary measures in Code:
Competency/ies: dealing with different types of weather. S3E-Ivg-h-5
Key Concepts/ The following are some of the safety maesures during different types of weather.
Understandings to There are common ailments related to the weather. It is necessary to build body
be Developed resitance against common ailments.
Here are some safety measures you should do against common ailments.
1. Use your own towel,glass and spoons when you are sick with contagious diseases such
as colds,cough or sore eyes.
2. Eat fruits and vegerables to regulate bowel movements.
3. Don’t get near a person who has flu , colds , cough or sore eyes.
4. Drink plenty of water and juices.
5. Boil your drinking water especially if you do not know where the water you use come
from.
6. Do not wade in dirty water in flooded streets.Rats and other animals contaminate the
water.
7. Rest is an antidote in getting sick.
1. Objectives
Knowledge Identify some precautionary measures in dealing with different types of weather.
Skills Enumerate the safety and precautionary measures in dealing with the different types of
weather condition.
Attitudes Exercise safetiness during different types of weather.
Values Practice some precautionary measures during different types of weather.
2. Content / Topic Let’s Be Careful with What We Do
3. Learning clothes and things used in different weather conditions
Resources /
Materials / Science 3 T.G. pp. 200 – 201 ; Science 3 LM. pp. 169 - 170
Equipment
will consume)
4.1 Introductory A. Review:
Activity Ask the pupils on how the weather affects people,plants , and animals?
B, Motivation/Presentation
Display pictures on what to wear during different kinds of weather.
4.2 Activity Procedure

1. List one activity you need to do for each
weather condition. Do this in your notebook.
Things I like to do Things I should not do or be
careful of the things I do
Windy Day
Stormy Day
Sunny Day
Rainy Day
2. How different are the activities you do during warm

or sunny days from the activities you do during cold or rainy
41
days?
3. How different are the conditions of animals during

sunny weather from cold rainy day?
4.3 Analysis After the activity, ask the pupils the following questions;
a. What are some activities that can be done on good/fine weather?
b. What activities cannot be done on bad weather? Why?
c. What activities should be done during bad weather?
d. What can you say about the food and clothes of people during hot or cold weather?
e. Why is it important to have knowledge about the kind of weather everyday?
f. What can weather do to people?
4.4 Abstraction The following are some of the safety maesures during different types of weather.
There are common ailments related to the weather. It is necessary to build body
resitance against common ailments.
Here are some safety measures you should do against common ailments.
1. Use your own towel,glass and spoons when you are sick with contagious diseases such
as colds,cough or sore eyes.
2. Eat fruits and vegerables to regulate bowel movements.
3. Don’t get near a person who has flu , colds , cough or sore eyes.
4. Drink plenty of water and juices.
5. Boil your drinking water especially if you do not know where the water you use come
from.
6. Do not wade in dirty water in flooded streets.Rats and other animals contaminate the
water.
7. Rest is an antidote in getting sick.
4.5 Application Answer the situation below.
Ana is about to go to school when she noticed that the clouds were very dark.
What do you think will Ana bring to school? Why?
Put a ( / ) check if the statement shows precautionary measures and X if not.
_____1. Wear sunglasses during sunny days.
_____2. Play under the rain.
_____3. Wear raincoats during rainy days.
_____4. Expose yourself under the heat of the sun.
_____5. Go outside during stormy days.
Look up in the sky tonight and draw objects you saw.
7. Wrap-up / “Safety pays, carelessness slays, don’t let foolishness number your days.”
Concluding from : Safety lovetoknow.com/safety - slogan
Prepared by:
Contact Number:09329712614 Email Address:
42

Learning Describe the natural objects that are found in the sky during daytime Code:
Competency/ies: and nighttime. S3ES-Ivg-h-6
Key Concepts/ There are different objects that can be seen in the sky during daytime and nighttime:
Understandings to During daytime we can see the sun,stars and the clouds,during nighttime we can see the
be Developed stars ,shooting stars , clouds and the moon.
1. Objectives
Knowledge Identify the different objects seen in the sky.
Skills Describe the objects seen in the sky.
Attitudes Display cooperation in doing the activity.
Values Practice care of the environment.
2. Content / Topic Objects Seen in the sky
3. Learning blue and white metacards; pictures;
Resources /
Materials / Science 3 T.G. pp. 202 – 204 ; Science 3 LM. pp. 170 -171
Equipment
will consume)
Activity Give some precautionary measures dealing with different types of weather?
1. Post the pictures one at a time on the board. Ask your pupils the following
questions;
2. What objects can you see in picture A? picture B?
Picture A: sun
Picture B: moon, stars
3. Is it daytime or night time?
Picture A: daytime
Picture B: night time
4.2 Activity Lesson Proper

1. Divide the class into four. Distribute the meta-cards to each group.
2. Tell the pupils to write their answers on the metacards, white for objects seen
during daytime and blue for objects seen at night.
3. Ask the pupils to refer to LMs No 1. Objects Seen In The Sky to complete the
graphic organizers. After the activity, ask the pupils to paste the metacards in
the graphic organizers posted on the board.
Procedure
Write what you see in the sky during day time and night time. Copy the model below in
your Activity notebook. Then, answer the questions that follow.
43
a. What objects do you see in the sky at night? During
the day?
b. Are they the same objects?
c. Tell something about these objects.
d. Why do objects that are seen at night cannot be
seen during daytime?
4.3 Analysis After the two graphic organizers are completed, ask your pupils the
following questions;
a. What are the objects seen in the sky at night? during the day?
b. Are they the same objects?
c. Why do these objects seen at night not seen during the day?
4.4 Abstraction There are different objects that can be seen in the sky during daytime and nighttime:
During daytime we can see the sun,stars and the clouds,during nighttime we can see the
stars ,shooting stars , clouds and the moon
4.5 Application Answer the given questions orally.
a. Which objects do you see at night time? During the day?
b. Why do objects seen during the day not seen at night time?
List down at least 5 things that can be seen in the sky.
On your drawing pads, draw what you will see in the sky.. Share it to class tomorrow.
7. Wrap-up /
Concluding
Prepared by:
Name: Eunice B. Batoon School: Guiinsay Elementary School
44
DLP No.: 20 Learning Area:Science 3 Grade Level:Three Quarter: Duration: 50 mins

Competency/ies: and nighttime. S3ES-Ivg-h-6
Key Concepts/ The objects that can be seen in the sky may appear smaller than their actual size because
Understandings to of their location at a distance.
be Developed
1. Objectives
Knowledge Describe the sizes of objects seen in the sky.
Skills Distinguish the sizes of objects seen in the sky.
Attitudes Exercise honesty in doing the activity.
Values Practice care of the environment.
2. Content / Topic Sizes of Objects Seen in the Sky
3. Learning big pictures of sunset and sunrise
Resources / Science 3 TG. pp. 205 – 207 ; Science 3 LM. pp. 172 - 173
Materials /
Equipment
will consume)
Activity What are the objects that can be seen in the sky during daytime and nighttime?
B. Motivation/Presentation
Post the pictures on the board. Ask your class the following questions;
Are the Pictures A and B the same as what you have actually observed?
(Responses may vary. Pupils may have different descriptions of what they saw in
the night sky)
Tell something about the objects that you saw in the two pictures?
(Responses may vary)
4.2 Activity Lesson Proper
1. Group the class into five groups. Explain the procedure of the activity. Ask pupils
to observe the following;
a. take turns
b. talk about their observations with members of their group
c. record all observations
d. make agreements on the results of the activity
e. write observations on a manila paper for presentation to the class
Materials
small ball; 2 big balls; ruler or meter stick
Procedure:
Set-up A
1. Get 1 small ball and 1 big ball. The balls should be of
the same kind.
45
2. Put the big ball 4 meters away from the small ball.
(Figure1)
1. Position yourself in front of the small ball.
2. Look at the balls at eye level.
3. Observe their apparent sizes.
Figure 1.
Set-up B
1. Get 2 big balls. Place them 4 meters apart on table.
2. Position yourself infront of the 1st ball, then look at the two balls at eye level.
Observe their sizes.
Set-up C
1. Reverse the set-up in B.
2. Place the big ball 1 meter away from you. Place the small ball 4 meters away from the
big ball.
3. Position yourself infront of the big ball and look at the balls at eye level.
Questions
a. In set-up A, which ball looked bigger as you saw it?
b. Describe what you saw in set-up B. Which of the 2 balls appeared bigger? Or smaller?
c. How did the big ball appear in set-up C? the small ball?
4.3 Analysis Facilitate the discussion based on the data gathered by each group.
Make agreements using the following questions as guides:
a. In set-up A, which ball looked bigger as you saw it?
b. Describe what you saw in set-up B. Which of the 2 balls appeared bigger? or smaller?
c. How did the big ball appear in set-up C? How about the small ball?
4.4 Abstraction The objects that can be seen in the sky may appear smaller than their actual size because
of their location at a distance.
4.5 Application Study the given situation and answer the given question.
Read the given situation and answer the questions that follow on your paper.
1. On a sunny day, Peter looked up the sky. He was wondering why the flying bird
46
looks big while the moving airplane appears very small. What will you tell Peter to help
him understand the situation?
2.
What are the objects seen in the sky which are bright at night? Why? Make a three
sentence paragraph for your answer.
7. Wrap-up /
Concluding
Prepared by:
47

Competency/ies: and nighttime. S3ES-IVg-h-6
Key Concepts/ Why does the sun looks big during sunset? small at noontime?
Understandings to In our cosmology, the stars we see with the eye alone on a dark night are located at very
be Developed different distances from us, from several light-years to over 1,000 light-years. Telescopes
show the light of stars millions or billions of light-years away.
Thus today when we talk about a star’s brightness, we might mean one of two things: its
intrinsic brightness or its apparent brightness. When astronomers speak of the luminosity
of a star, they’re speaking of a star’s intrinsic brightness, how bright it really 160 is. A star’s
apparent magnitude – its brightness as it appears from Earth – is something different and
depends on how far away we are from that star.
For instance, nearly every star that you see with the unaided eye is larger and more
luminous than our sun. The vast majority of stars that we see at night with the eye alone
are millions – even hundreds of millions – of times farther away than the sun. Regardless,
these distant suns can be seen from Earth because they are hundreds or thousands of
times more luminous than our local star.
That’s not to say that our sun is a lightweight among stars. In fact, the sun is thought to be
more luminous than 85% of the stars in our Milky Way galaxy. Yet most of these less
luminous stars are too small and faint to see without an optical aid.
Have you ever noticed that stars shine in an array of different colors in a dark country sky?
If not, try looking at stars with binoculars sometime. Color is a telltale sign of surface
temperature. The hottest stars radiate blue or blue-white, whereas the coolest stars exhibit
distinctly ruddy hues. Our yellow-colored sun indicates a moderate surface temperature in
between the two extremes. Spica serves as prime example of a hot blue-white star, Altair:
moderately-hot white star, Capella: middle-of-the-road yellow star, Arcturus: lukewarm
orange star and Betelgeuse: cool red supergiant.
Bottom line: Some stars look bright because they’re near Earth. Others are truly extremely
bright members of our Milky Way galaxy. Astronomers call the true, intrinsic brightness of
a star its luminosity. The luminosity of any star depends on size and surface temperature.
Some extremely large and hot stars blaze away with the luminosity of a million suns!
1. Objectives
Knowledge Describe the brightness and dimness of objects seen in the sky at night time
Skills Distinguish the objects seen in the sky at night time
2. Content / Topic Brightness and Dimness of Objects Seen in the Sky
3. Learning Candles, ruler, venn diagram, 3 candles of the same size and kind; match; long table
Resources /
Materials /
Equipment
will consume)
Activity A. Review
What can you say about the sizes of objects seen in the sky?
B. Motivation
Ask:
What are the objects seen in the sky which are bright at night?
4.2 Activity DRR Integration.

1. Give some precautionary measure in handling the materials before the activity starts.
Tell the pupils to obey the rules during the activity.
2. Divide the class into 5 groups.
Activity
Procedure
1. Place three candles 3 meters away from each on a long table.

2. Stand about a foot away from the first candle and observe the brightness of the three candles at
an eye level.
3. Record your observations in your notebook.
48
a. Which candle looked brighter and bigger? Why?
b. Which candle looks smaller and dimmer? Why?
c. How would you relate the distance between the 3 candles to their brightness or
dimness?
After all groups have done the activity, one representative in each group will report their
answers.
4.3 Analysis Lesson Proper

Discuss the answers of the activity. Refer to key concept for additional information.
4.4 Abstraction
a. Why do objects appear brighter than the other objects seen at daytime? at night time?
b. Why do some objects in the sky appear dimmer than the other objects seen?
4.5 Application Helen loves to look up the sky on a clear night. She sees the stars, so many of them, but
she was wondering why some stars appear big and bright, others appear so small and
bright and more others appear very small and dim.
Having done with the lessons on objects seen in the sky during daytime and night time,
what will you tell Helen? Why do some stars appear big and bright? Some stars appear
small but bright? Other stars appear very small and dim?
Directions: Write YES if the statement is correct and NO if it’s not.
_______ 1. Stars always twinkle.
_______ 2. The brightness of any star depends on size and surface temperature.
_______ 3. You do not see the sun at night because you are on the side of Earth away
from the sun.
_______ 4. The brightness of the stars depends on how far away we are from that star.
_______ 5. Stars look bright because they’re near the earth.
Why do you not see stars during the day?
(The light of the sun outshines the light of other stars so you do not see the stars during
the day. )
7. Wrap-up / End the period by wrapping-up the day’s lesson.
Concluding
Prepared by:
Name: Evelyn D. Capuyan School: Maslog Elementary School
Position/Designation: Master Teacher I Division: Danao City
Contact Number:09326495160 FB Account: evelynduranocapuyan
49

Learning Communicate how the natural objects in the sky affect daily activities Code:
Competency/ies: S3ES-IVg-h-6
Key Concepts/
Understandings During daytime, the sun can be seen across the sky in different places or location. In the
to be Developed 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.
1. Objectives
Knowledge Identify the position of the sun at different times of the day
Skills Formulate observations of the position of the sun at different times of the day
2. Content / Topic Positions of the Sun at Different Times of the Day
3. Learning roulette; piece of cardboard with names, manila paper, flashlight
Resources /
Materials /
Equipment
will consume)
Activity A. Review
Why do some stars appear big and bright?
B. Motivation
Show a picture.
Ask: What are the positions of the sun at different times of the day?
What are our activities during that time?

2. Set standards before doing the activity. Tell the pupils to obey the rules during the activity.
Activity
Procedure
1. Use the figure above as a guide to make the set up.

2. Focus the flashlight at different positions. The flashlight is the sun and the object at the center is
anything on Earth.
3. Point the flashlight to the object at the center. Observe.
4. Record your observations.
4.3 Analysis Discuss the activity using the following questions:
50
a. In the morning, what is the position of the sun? Why?
b. At noontime, where is the sun? Why?
c. In the afternoon, where can you find the sun?
4.4 Abstraction
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.
4.5 Application Directions: Choose the letter of the correct answer.

1. Where does the sun rises?
A. East
B. West
C. North
D. South
2. What is the position of the sun at noontime?
A. Overhead
B. West
C. North
D. South
3. Where can you find the sun in the afternoon?
A. East
B. West
C. North
D. South
4. After few hours, the moon and the stars replace the sun in the sky. The statement is
a _____________.
A. Fact
B. Opinion
C. Impression
D. Lie
Directions:Write TRUE if the statement is correct and FALSE if it’s not.

_______1. The sun rises in the west.
_______2.The sun at noon is overhead.
_______3.In the east the sun sets.
_______4.During daytime, the sun can be seen across the sky in different places or location.
Write the positions of the sun at different times of the day.
Concluding
Activity
_____minutes
Prepared by:
Contact Number: 09326495160 FB Account: evelynduranocapuyan
51
Learning Enumerate safety measures to avoid the harmful effects of the Sun’s Code:
Competency/ies: heat and light S3ES-IVg-h-8
Key Concepts/ Skin cancer is on the increase, partly because people are increasingly image-conscious and
Understandings like to spend a lot of time in the sun, but also owing to depletion of the all-important layer of
to be Developed protection around the world - the ozone layer. But a good tan looks so wonderfully healthy
that it's difficult to imagine travelling to hot countries and positively avoiding the sun!
However, sunbathing is a risky business, and it's worth taking a few precautions to avoid the
effects of the sun.
The sun emits ultraviolet radiation - a kind of light that is not visible. There are three kinds of
ultraviolet light, each with a different frequency, or "colour". The first, UVA has a long
wavelength, and is least damaging to us. It does cause some damage in the long term, but it
tends to give us a nice tan first! UVB & UVC have shorter wavelengths and tend to burn us
rather than give a tan. Fortunately for us, UVC, the most damaging of the two types, is
completely filtered out by the planet's ozone layer. This is why it is so important to preserve
the ozone layer, as even small doses of UVC are damaging to humans and many other
significant life forms.
The short-term effects of excessive sun are serious enough by themselves. Of course,
spending time in hot countries generally increases your likelihood of becoming dehydrated - a
potentially serious condition - but direct sunshine can be much more dangerous.
The sun can be harmful very rapidly in some places. A hot summer sun in relatively northern
climes is safe only for up to 40 minutes, and hotter areas of the world are, of course, much
less safe.
The sun affects some people more than others. In particular, those with fair or freckled skin
(and usually blonde or red hair). People with dark hair and dark skin are less likely to suffer
from sunburn. People with black skin are likely to be not affected by the sun, and yellow and
brown-skinned people are much less likely to suffer than white-skinned people. All colors of
skin do burn however, given enough time.
Sun is much more dangerous to children. I have heard medical reports suggesting that
children who are sunburned even once in their young childhood are many times more likely to
suffer from skin cancer than a sunburned adult is. Please bear this in mind if you go away
with children to a hot place, and always put total sunblock on children, even in a relatively
mild climate.
Sunburn is easy to spot - it hurts! Sunburned skin is bright red, swollen and tender, and often
very painful. Usually, sunburn will get better by itself, but more serious burns should be
treated as though they are normal burns, i.e. keep cold, then keep it clean to prevent
infection. If you suffer from severe sunburn, then get medical advice at once.
Hopefully, you agree that you should be moderately sensible about your exposure to the sun,
but even so, it's worth your while taking a bottle of after-sun lotion with you. You'll be very
glad to have the soothing effect of this stuff if you do find yourself a little burnt. A variety of
types are available and your local pharmacist should be able to advise on the matter. Those
containing Aloe are very soothing. Calamine Lotion is effective and available cheaply from
pharmacists, but it's not so good as other remedies because it leaves a white residue on your
skin until you wash. If your sunburn is more serious, a painkiller should help reduce
inflammation and pain.
The long-term effects of excessive sun are much more worrying. In particular, long-term
exposure to sun causes premature ageing of the skin, wrinkles, blotching, yellowing, etc.
After repeated sunburn, cancerous areas can develop. Skin cancer can spread quickly to
other areas of the body, and it is not unknown for even young people to die from cancers
directly attributable to over-exposure to the sun.
It's important to watch moles on your body, and check out any changes that occur. If a mole
changes in any way - increases in size, changes colour, itches, etc. - then go to your GP and
have it checked. I came back from a longish trip in Africa and had a mole on my back that I'd
never noticed before. It was itching like mad and so I went to my doctor. He removed the
thing (I now have a scar on my back instead!) and sent it off for analysis. As it is, the mole
was harmless, but the doctor and I both agreed that it was a sensible precaution.
Protection! The two important protective measures are sunscreen and a hat. I know this
advice sounds obvious, but there are many people who don't travel with either. Incidentally, a
hat should have a good peak and a neck flap that covers the neck and ears, or a brim.
Sunscreens work by absorbing the sun's harmful rays, and converting them into heat.
Until fairly recently, they were only useful at absorbing UVB rays, but nowadays they
can absorb both UVA & UVB - check the products' packaging for more details. Sunscreens
have a sun protection factor (SPF) which represents the number of times longer you can stay
in the sun. For example, an SPF of five would enable you to stay in the sun five times longer.
However, all lotions become less effective as they dry off, or wear off on towels, etc., so you'll
52
need to put more on from time to time. If you're likely to be swimming, invest in a waterproof
sun lotion, but even these types tend to wash off after a bit so reapply regularly.
Some sunscreens can cause skin irritation so it's worth checking that yours does not, before
you leave.
Complete sunblock is particularly important for young children, who should always be liberally
plastered with the stuff in any sun. Concentrate on neck, nose, ears, cheeks and forearms, all
of which seem to get the most exposure.
You can buy a handy twin pack that has conjoined bottles of different strengths. I like a pack
available from pharmacists that contains a lot of low factor and a smaller section of high factor
lotion.
If you feel as though you will not be able to avoid being in the sun, it is also worth buying a
protective balm, that will protect the sensitive skin on your lips, blocking the sun completely.
These are reflective - rather than absorbing the rays, they contain tiny pieces of metal that
reflect the sun's rays.
You should build up your exposure to the sun gradually. The skin naturally thickens with
exposure to the sun, and builds up levels of pigmentation (a tan!), both of which are the
body's own response to prevent further damage. Start off by avoiding it as much as possible,
and gradually work up to longer periods of exposure, but remember that sunburn can happen
in only a few minutes in the most fierce sun.
When the sun is highest in the sky, its rays are strongest. The most important thing is to avoid
the mid-day sun at all costs. It's also worth noting that a cool breeze, or a refreshing soak in
water, may relieve the heat associated with sunbathing, but they don't get rid of the harmful
rays.
1. Objectives
Knowledge Describe the effects of the heat of the sun to people
Skills Distinguish the effects of the heat of the sun to people
Values Practice cleanliness in performing the assigned tasks.
2. Content / Topic Harmful Effects of Sun’s Heat and Light on People
3. Learning big pictures showing a child putting sunglasses, young mother with 2 kids on the
Resources / beach,alcohol burner, eggplant, tomato, kitchen tong,
Materials /
Equipment
will consume)
Activity A. Review
What are the positions of the sun at different time of the day?
A. Motivation
Post the 3 big pictures on the board. Ask your pupils to study these pictures.
Picture A: Child putting on sun glasses Picture B: Young mother and her two kids on the beach
Picture C: A girl holding an umbrella

2.Set standards in performing the activity. Remind pupils to clean the area after the activity.
53
DRR Integration:
Observe safety measures in dealing with fire.
Activity
Procedure
1. Light the burner.
2. Hold the eggplant with a kitchen tong near the fire for three minutes. (Fig.1)
3. Repeat the procedure for the tomato. Use the kitchen tong.
4. Observe the skin of the eggplant and tomato.
Questions
Write the answers in your Activity notebook.
a. Did you see some changes in the skin of eggplant and tomato after holding it near the alcohol
lamp? What are they?
b. Did you see some changes in the skin of tomato after putting it over the alcohol lamp? What are
they?
c. Draw the appearance of tomato and eggplant before and after they were placed near the alcohol
lamp. Do this in your notebook.
d. Why do you think the skin appear burned or dark?
e. Can the changes in the skin of eggplant and tomato happen in the skin of people? How?
After the groups have done the activity, one representative in each group will report their
findings.
4.3 Analysis Ask the following questions:
a. In picture A, what is the weather of the day? (Sunny Day )
b. Why does the girl needs to put on sunglasses? (The girl needs to put on sunglasses to
protect her eyes from the glaring brightness of the sun during sunny days)
c. In picture B, what are the mother and the children wearing? Describe what they wear.
( Mother and the children are wearing thin, cotton beachwear)
d. Why do they wear hats? (They wear hats to protect their heads from the heat of the sun
and to shade their eyes from extreme brightness of the sun at different time of the day)
e. What is the weather condition of the day?(Sunny Day )
f. In picture C, why does the girl hold an umbrella? (It is raining. She protects herself from
getting wet)
g. What should you wear on a hot, sunny day? At home? In school?
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 the white reflects all visible light
thus making it cooler. Also the thinner shirt makes it cooler. If you are going to wear longs
sleeves wear very breathable fabric, like cotton.
At home, You can also wear white shirts, or any thin shirts, some khaki or bermuda shorts
and some sandals or flip-flops.
How will you protect yourself from the heat of the sun? Why? You protect yourself from the
heat of the sun through a) appropriate clothing; b) wear headgears like hat to protect your
head from long exposure to sun’s heat; c) wear sunglasses to shade your eyes from extreme
brightness of the sun; d) use umbrella to shade not only your head but your body from too
much exposure to the heat of the sun; e) apply sun block lotion on your skin for soothing
effect and protection from too much heat.
a. If the weather condition is a hot, sunny day, how are you affected by the heat of the sun?
b. Does the heat of the sun affect your daily activities? At what time of the day?
c. What should you do to protect yourself from the heat of the sun?
d. What are the effects of too much heat on people?
4.5 Application Directions: Read the situation carefully and answer the questions that follow.
The weather forecast is a warm, sunny day. John and friends are going to a picnic. He is
thinking of what to wear. What will you suggest him to wear in the picnic?
54
(Suggestion: Wear thin shirts and protective gear like hat and sunglasses. Bringing un
umbrella will also be a protection. Thin long sleeves are also appropriate for protection of the
arms against exposure to sun’s heat, over Bermuda shorts and sandals or hiking shoes)
Directions: Read the situation carefully and answer the questions that follow.
1. The class of Mrs. Santos is on a field trip to the Dinosaur’s Land in Angeles City,
Pampanga, the following day. 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? (DRR Integration)
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 go at 4:00 o’clock in the afternoon.
Tirso told his two friends that it’s a warm, sunny day on Saturday. Whom do you think has the
better idea, Raul or Jake? Why?
Gather pictures of people who work under the sun for long hours. Describe the effect of the
sun on the people.

Concluding
Activity
_____minutes
Prepared by:

55
Key Concepts/ In nature, plants are triggered to flower by any number of factors. It might be warm weather. It
Understandings might be the beginning of the rainy season. Or it might be the amount of available light. Some
to be Developed plants, such as the kalanchoe plant or poinsettia plant, time their blooms to the amount of
sunlight they receive. When the hours of sunlight declines, they are triggered to bloom. These
are called "short day" plants. Others, such as spinach, are triggered to bloom only after the
days stretch out to a certain length. These are called "long-day plants." This trait in plants is
called photoperiodism. It simply means the plant's reproductive cycle is timed to the amount
of light available.
Most home growers will never have to worry about photoperiods, but there are some cases
where it matters. For example, poinsettias don't naturally bloom around Christmas. Instead,
they are forced to bloom by keeping them in the dark for a certain number of hours each day
in the winter to trick them into blooming for the holiday. The same is true for kalanchoes: they
can be forced into bloom any time of the year simply by keeping them in darkness for 14
hours a day. That's why you can find flowering kalanchoe any time of the year, but they'll only
bloom in the fall or early spring on their own.
Plants that don't base their flowering on available light, such as tomatoes, are known as day
neutral. In these plants, flowering is triggered by different factors, such as age, water and
nutrition levels, and hormones.
Photoperiodism refers to the effect on the growth and reproduction of plants or animals of
varying exposures to light and darkness. It also refers to the relative amounts of light and
darkness in a 24-hour period required to best effect the growth, reproduction, and flowering of
plant species or the growth and reproduction of animals.
Transpiration can be hazardous to plants if there is a higher rate of transpiration than
rate of moisture absorption through the roots. This is called moisture stress or plant
stress. This often happens to houseplants in the winter months when we increase the
ambient temperature. Furnaces typically create dry heat which results in a warm, dry
environment. Even well watered plants may wilt if the plant cannot adapt it transpiration rate.
There are many environmental factors that can affect the rate of transpiration. Five of the
most important; light, temperature, humidity, wind, and soil water.
Light stimulates the opening of the stomata at daybreak. As the stomata opens to allow
photosynthesis to occur, the transpiration rate increases. With light comes heat. The leaf can
be heated by the temperature of the environment and also by the heat released during
photosynthesis.
Transpiration provides a cooling mechanism for the plant to release excess heat in
the leaves and maintain internal temperature necessary for biological and chemical
processes to occur. Transpiration occurs more quickly at higher temperatures due to
increased evaporation. Summer tends to be a time of decreased transpiration in
plants because of increased temperature. A difference of 10°C can lead to three
times the amount of transpiration in a leaf. In dry climates transpiration is increased.
Water is forced to diffuse more rapidly into the air due to the concentration difference
between the environments outside and inside the plant. Low humidity creates a vapor
gradient between the plant and the air. In dry air, there is a lack of water, forcing water to be
pulled from the plant to the atmosphere increasing transpiration. Therefore, in humid climates,
transpiration is less effected by diffusion.
On windy days the moisture present in the air is swept away from the leaf causing it to
transpire more. On calmer days, the humidity rate can rise causing a decrease in
transpiration. The amount of water in the soil also plays a major role in the rate of
transpiration. The plant must have a continuous supply of water to be able to transpire. If
adequate water cannot be absorbed by the roots and carried up the xylem, the rate of
transpiration will decrease. A lack of water supply will also decrease the rate of
photosynthesis and the overall health of the plant.
1. Objectives
Knowledge Describe the effects of the sun’s heat on plants
Skills Identify the effects of the sun’s heat on plants
2. Content / Topic Effects of Sun’s Heat on Plants
3. Learning a plant on a dry potted soil and a wilting plant, manila paper, Plants available in the school/
Resources / community
Materials /
Equipment
will consume)
Activity A. Review
What should you do to protect yourself from the heat of the sun?
56
B. Motivation
Show to the class plants on a dry potted soil in a room and plants wilted under the sun. Ask
them to compare the two plants.
Ask the class the following questions:

a. Do plants look healthy? (Observations may vary)
b. What can you say about the two plants? (Descriptions may vary)

2. Set standards before doing the activity. Tell the pupils to obey the rules during the activity.
Activity
1. Get two potted plants of the same kind preferably having the same height and number of leaves.
2. Place one potted plant under the sun ( Plant A) and the other one under the shade
(Plant B)
3. Water the plants with the same amount of water.
4. Observe each plant two times a day, in the morning and in the afternoon. Do this for three days.
5. Copy the table below in your notebook. Write your observations in your notebook copy the table
below.
Name of the Plant ___________________
Day 1 Day 2 Day 3

Plant under the shade
Plant in the sunny area
Let the group leader report their observation in class.

4.3 Analysis a. Describe the condition of the plants before placing them under the shade and under the
sun.
b. What happened to Plant A and Plant B after 2 days. Do they look the same?
c. What happened to Plant A and Plant B after 3 days? Do they look the same?
d. Does the sun have any effect on both plants?
4.4 Abstraction What are the effects of the heat of the sun on plants?
Mrs. Gonzales received a potted plant as a gift on her birthday. She told her daughter to
water it every morning. It is a house plant but she thought the plant will be healthier if she
puts it under the sun. After 2 days, the plant looked wilted because of too much heat from the
sun. Predict what happened to the plant. Why did the plant wilt?
57
Directions:Write YES if the statement is correct and NO if it’s not.

_____1.Light coming from the sun helps the plants in making their own food.
_____2.Sun’s heat gives warmth to plants to keep them healthy and strong.
_____3.Too much light and heat dries the soil that will affect the growth of plants.
_____4.Plants look healthier if they are placed inside the room for a month.
_____5.The sun is not the source of light and energy for plants.
Ask pupils to conduct an informal interview to at least 2-3 farmers in the community using the
following questions:
1. How does weather affect the growth of plants?
2. What do they plant during the dry season? rainy season?

Concluding
Activity
_____minutes
Prepared by:
DLP No.: 25 Learning Area:Science 3 Grade Level:Three Quarter:1st Duration: 50 mins

Key Concepts/ Insects in general are poikilotherms, but some of them exhibit a limited degree of
Understandings heterothermy by maintaining their body temperature a little higher or lower than that of their
to be Developed environment. The grasshopper, Oedipodacoerulescens, gets warmer than air shortly after
58
sunset (Franz, 1930)
It is thought that coloration plays some role in the thermal economy of insects, that metallic
colors in insects, like beetles, serve to reflect heat rays in sunshine.
The wings considerably reflect heat rays while the general body of the butterfly however, the
primary function of the wing spots is absorption of heat rays.
Animals, like lizards and snakes, also form basking groups with respect to solar radiation with
the result that, for instance, certain desert lizards have a cloacal temperature of 38° C at an
air temperature of 13° C
High temperatures cause a direct metabolic effect on the organism resulting in greater speed
of locomotion, and an indirect effect of avoiding reactions by action through the nervous
system, which no longer exists under optimal conditions.
Cockroaches and other insects are known to prefer warm places. Whereas, cockroaches are
active in night, they exhibit what may be taken as an indication of orthokinetic reaction to
temperature during daytime as the speed of running increases in warmer regions.
The preferred temperature of an insect may vary during its life history. Thus in the housefly,
migration from the feeding place (= dung) to pupation site(= ground) is due to behavioral
changes in the central nervous system which modifies the temperature preferendum as the
larvae grows.
All domestic livestock are homeotherms; that is, they maintain relatively constant internal
body temperatures, usually within a 1 to 2° C range.
The body temperature of most domestic animals is considerably higher than the
environmental temperature to which they are exposed most of the time. They maintain their
body temperatures by balancing internal heat production and heat loss to the environment.
The hypothalmus gland acts as a body thermostat by stimulating mechanisms to counteract
either high or low ambient temperatures. For example, increased conversion of feed to-heat
energy is used to counteract low ambient temperatures, while for example increased
respiration (rate and volume) and blood circulation in the skin counteracts high ambient
temperatures. Varying temperature also results in changed behavior. Most animals reduce
their level of activity in a hot environment and, for example, pigs lie clustered in a heap at low
temperatures, while they lie spread out with extended limbs at high temperatures. This would
suggest increased space requirement for pigs held in a warm, tropical climate. The body can
tolerate short periods of heat stress, but if the ambient temperature exceeds the body
temperature for an extended period, it may prove fatal.
1. Objectives
Knowledge Describe the effects of the sun’s heat on animals
Skills Distinguish the effects of the sun’s heat on animals
2. Content / Topic Effects of the Heat of the Sun on Animals
3. Learning Garden or places near the school ground, magnifying lens, paper and pencil or crayons
Resources /
Materials /
Equipment
will consume)
4.1 Introductory
Activity Preparatory Activity
A. Review
What are the effects of the heat of the sun on plants?
B. Motivation
Sing the song “Old MacDonald Had a Farm”
59
2. Set the standards in performing the activity. Tell the pupils to obey the rules during the
activity.
Activity
Procedure
1. List 2 common animals that can be found in our locality.
2. Describe the appearance of the animals that you see.
3. Describe the behavior of each animal.
Record your observation in your notebook.
Name of the Where did I Appearance of What was the What other
Animal see the the Animal animal doing? behavior of the
( Local Name ) animal? animal did you
see?
Let the group leader report their observation in class.
4.3 Analysis a. Where did you see the animals? Name the animals.
b. Did you see animals staying in shady areas? Why do they like to stay there?
c. Did you see animals under the heat of the sun? Why do they like to stay there?
d. What were the animals doing under the shady area?
e. What were the animals doing under the sun?

Does the sun have an effect on animals? What is it?
Dogs, like people can suffer in the hot weather. Pedro observed that his dog is panting, the
mouth is open and the tongue is hanging out. Why? What should Pedro do?
Directions:Write TRUE if the statement is correct and FALSE if it’s not.
_____1.The sun’s heat does not give warmth to animals’ habitat.
_____2.The energy from the sun is transferred from plants to animals when animals eat the
plants.
_____3.Animals also benefit from the sun’s effect on their bodies, because sunlight on skin
produces vitamin D, which is important in the formation of the strong bones.
___4.Sun’s heat does not dry the body coverings of animals when they get wet.
Draw a situation at home showing an animal is affected by suns heat.
7. Wrap-up / Sing the song “Old MacDonald Had a Farm”
Concluding
Activity
60
_____minutes
Prepared by:
Assessment Matrix
Unit Test
In Science III
What will I Assess? ASSESSMENT MATRIX (FIRST PERIODICAL TEST)

Competency Nos. HOW WILL I ASSESS? MULTIPLE CHOICE
HOW WILL I SCORE? ONE POINT EACH
POST ITEMS BY COGNITIVE PROCESS
61
Remembering Understanding Applying Analyzing Evaluating Creating
Describe the things found in 11, 14
the surroundings
S3ES-IVa-b-1
Relate the importance of 12

surroundings to people and
other living things.
S3ES-IVc-d-2
Describe the changes in the 6, 7, 8, 9, 10 1 2
weather over a period of time
S3ES-IVe-f-3
Communicate how different 3 5
types of weather affect
activities in the community
S3ES-IVg-h-4
Enumerate and practice 15, 16,17,
safety and precautionary 18, 20, 21,
measures in dealing with 22, 24
different types of weather
S3ES-IVg-h-5
Describe the natural objects 13
that are found in the sky
during daytime and nighttime
S3ES-IVg-h-6
Communicate how the 4
natural objects in the sky
affect daily activities
S3ES-IVg-h-7
Enumerate safety measures 19, 23
to avoid the harmful effects of
the Sun’s heat and light
S3ES-IVg-h-8
UNIT TEST
I. Directions: Write True before the number if the statement is correct and False if the statement is wrong.
__________ 1. Wind does not change in speed.
__________ 2. When you feel warm, the temperature of the air is high.
__________ 3. Weather affects the people and the environment
__________ 4. The sun rises in the west.
__________ 5. Some plants grow best in cold rainy weather.
II. Directions: Choose the letter of the best answer and write on the space before each number
________6. Which refers to the daily condition of the atmosphere?

a. climate c. season
b. weather d. temperature
________7. Strong winds tell us that the weather is __________.
a. sunny c. rainy
62
b. cloudy d. windy
________8. The air moves because _____________.
a. the Earth is moving c. of the air pressure
b. of the unequal heating of the sun d. the sun keeps on shining
________9. Which type of clouds will bring rain?
a. thick and cotton like c. thick and white
b. thick and dark d. white and thin
________10. What is used to measure the speed of the wind?
a. anemometer c. thermometer
b. wind vane d. wind gauge
________11. Which of the following is a land form?
a.pond c. river
b.mountain d. ocean
________12. Which of the following cannot be found in the garden?
a.grasshopper c. butterfly
b. plants d. fish
________13. Which of the following object can be seen in the sky?
a. star c. plants
b.rocks d. house
________14. What is the largest form of water?
a. pond c. ocean
b.sea d. lake
III.Directions: Write Good before the number if the statement is correct and Bad if the statement is wrong.
________ 15. Have a towel in your bag. You will use it to wipe off your sweat.
________ 16. Drink plenty of water and fruit juices. This will make you feel comfortable.
________ 17. Wear thin clothes. This will help keep your body warm.
________ 18. You go on a picnic with your friends during rainy days.
________ 19. Use umbrella when walking under a very hot sun.
________ 20. Bring raincoat or umbrella every day.
________ 21. Do not stay at home when the rain is continuously pouring.
________ 22. Listen or watch the weather bulletin/ report every day
________ 23. Do not use sun block lotion when you are at the beach
________ 24. Go on a field trip during stormy days.
ANSWER KEY
1. FALSE
2.TRUE
3. TRUE
4.FALSE
5.TRUE
6.B.
7.D.
63
8.B.
9.B.
10. A
11.B.
12.D.
13.A
14.C
15.GOOD
16.GOOD
17.BAD
18.BAD
19.GOOD
20.GOOD
21.BAD
22. GOOD
23.BAD
24. BAD
64

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DETAILED

DETAILED LESSON PLAN IN SCIENCE 3

DLP No.:1 Learning Area:Science 3 Grade Level:Three Quarter:4th Duration: 50 mins

Key Concepts/ The environment includes,plants,animals,people,the air,sun, water,weather,and the

1. Study the Magic Square Chart.

PEOPLE AROUND SUNSHINE AND FRESH AIR

RIVER, LAKES, HILLS, MOUNTAINS FOOD, PLANTS AND ANIMALS

Then,write them in your notebook.

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DLP No.:2 Learning Area:Science 3 Grade Level:Three Quarter:4th Duration: 50 mins

Key Concepts/ The environment includes,plants,animals,people,the air,sun, water,weather,and the

4.2 Activity Group Activity

Place Visited Description

4.3 Analysis Discussion:

Say something about the picture.

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4.3 Analysis Discussion:

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4.2 Activity Activity

Living Things Non-living Things

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rainy windy sunny stormy cloudy

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What can you say abouit the picture?.

4.4 Abstraction How do we describe the appearance of the clouds.?

4.5 Application Answer with Yes or No.

5 - 100% participated actively and obtained the expected results.

(Teacher may use their own rubrics)

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What can you say about the picture?

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5 - 100% participated actively and obtained the expected results.

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DLP No.: 10 Learning Area:Science 3 Grade Level:Three Quarter:4th

4.2 Activity 1. Divide the class into 5 groups.

4.5 Application Let the pupils test their finished output.

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4.2 Activity 1. Divide the class into 5 groups.

Speed and direction of the wind

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DLP No. 13 Learning Area:Science 3 Grade Level:Three Quarter:4th Duration: 50 mins

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Step 3: Take outer two corners and fold like this