DLP in Science 3 QUARTER 1
DLP in Science 3 QUARTER 1
DLP in Science 3 QUARTER 1
4.5 Application Directions: Describe the following solids based on their characteristics. Write your answer
on the blank.
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
10 min Directions: Read each item carefully. Encircle the letter of the correct answer.
1. Which of these objects has a smooth texture?
A. sand B. glass C.sandpaper D.charcoal
2. Which is the biggest object?
A. comb B. house C. table D. chair
3. Which of these is a soft solid?
A. marble B. ice cube C. marshmallow D. notebook
4. What are the characteristics of a mirror?
A. smooth B. rough C. fixed shape D. it melts
5. Which of these groups has round objects?
A. ring, book, kite C. paper, kite, eraser
B. book, pencil, eraser D. ring, ball, plate
6. In what way are ball and a marble alike?
A. They are alike in size. C. They are alike in texture.
B. They are alike in shape. D. They are alike in color.
7. What are the characteristics of a ripe mango?
A. yellow and sweet C. green and sweet
B. green and sour D. yellow and sour
8. Tina touched something hard and smooth. It must be ___________.
A. solid B. liquid C. gas D. object
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
5 min Cut out pictures 5 different solids from old magazines and describe each pictures.
7. Wrap-up /
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]
Duration: 50
DLP No.:3 Learning Area:Science 3 Grade Level:Three Quarter:1st mins
Learning Code:
Competency/ies: Describe different objects based on their characteristics (e.g. Shape, S3MT-Ia-b-1
Weight, Volume, Ease of flow).
Key Concepts/ There are different colors of solids. Solids are colored
Understandings to brown,yellow,green,red,orange,blue,and other colors. Some solids show specific color
be Developed based on appearance. Some solids have the same color while other have different
colors.Each solid has its own color.
1. Objectives
Knowledge Name solids of different colors.
2.
Unripe Tomato
3.
Ripe Tomato
4.
Watermelon
5.
Eggplant
6.
Ripe Papaya
7.
Unripe Papaya
8.
Charcoal
10 min
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Directions: Group the solids according to their color. Write the name of the solids under
the proper column.
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
4 min List 5 solids found at home.Draw these solids and color each correctly.
7. Wrap-up /
Concluding
Activity_____minutes
Prepared by:
Name: Joygen A. Lofranco School: Eustaquio Capin Memorial Elementary School
Position/Designation: Teacher I Division: Danao City
Contact Number: 09184835079 FB Account: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
Duration: 50
DLP No.:4 Learning Area:Science 3 Grade Level:Three Quarter:1st mins
Learning Code:
Competency/ies: Describe different objects based on their characteristics (e.g. Shape, S3MT-Ia-b-1
Weight, Volume, Ease of flow).
Key Concepts/ There are solids different shapes around us, at home, in school, in the community.
Understandings to be Solids are grouped if they have the same shape: round solids, oblong solids, and
Developed rectangular solids.
1. Objectives
Knowledge Identify solids based on their shape.
Skills Group different solids based on their shapes.
Attitudes Display generosity among classmates.
Values Practice open-mindedness and perseverance in working with a classmate.
2. Content / Topic Characteristics of Solids According to Shape
3. Learning Ball, eraser, calamansi, plate, guava, notebook, triangle(musical instrument),empty boxes
Resources / Materials labeled with different shapes.
/ Equipment Science LM page 5, Science Worktext
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 . Review
Checking of assignment.
B. Motivation
Lead the class in singing the song “ I Have “ to the tune of “ Where is Thumb Man ”, or a
local song that the pupils can sing.
5 min “Where is Thumb Man”
I have ballpens*
I have notebooks*
I have books*
I have chalk*
These objects are called solids (2x)
In our room (2x)
(*Give names of other objects found in the room)
Ask the pupils to get some objects from their bags. Each will stand and show the
object while singing.
Ask: If you have extra notebook in your bag, will you give one to your classmate?
3.Representatives from each group will take turns to show the object put in each box and
the class will have to agree if it is correct or not.
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Directions: Study the pictures of different solids. Write the shape of solids in the chart.
Solids Shape
1.
guava
2.
10 min
a slice of pizza
3.
mirror
4.
egg
5.
Clock
6.
ball
7.
Hanger
8.
box
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
Bring the following tomorrow.
3 min
1.Two solids of the same kind, big and small, long and short, thick and thin which are not
heavy.
2.Ruler
7. Wrap-up / Let the pupils sing the song “ I Have “ to the tune of “ Where is Thumb Man ”, or a local
Concluding song that the pupils can sing.
Activity__2___minutes
“Where is Thumb Man”
I have ballpens*
I have notebooks*
I have books*
I have chalk*
These objects are called solids (2x)
In our room (2x)
Prepared by:
Name: Joygen A. Lofranco School: Eustaquio Capin Memorial Elementary School
Position/Designation: Teachcer 1 Division: Danao City
Contact Number: 09184835079 FB Account: [email protected]
1. Objectives
Knowledge Name solids of different sizes.
notebook
book
elephant mouse
nail
pencil
Big Solids Small Solids Long Solids Short Solids Thick Solids Thin Solids
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Directions: Study the pictures of different solids. Get the exact measurement of the following solids
using a ruler. Write your answer on the blank.
__________
11 min ________
_________
_________
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
At home, get hold of another 2 solids. Use your ruler to measure accurately the length and
3 min the width of the solids. Draw the solids on a bondpaper. You may color these then, show
the measurements in centimeters. Describe each solid.
7. Wrap-up /
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]
Sand
cotton
stone
cardboard
marble
Plastic cup
Drinking glass
Note: Emphasize that the textures of the different solids were based on touching/ feeling.
4.3 Analysis Discussion
Discuss the activity using the following questions.
1. What solids are smooth, rough, soft, hard? Will you name them?
5 min 2. Can you describe the solids as hard or soft, rough or smooth? How can you tell?
3. What characteristic of solids is shown in the activity?
4. Are the solids of the same texture? Different textures? Can you give examples?
4.4 Abstraction Generalization
1.Can you describe the solids by touching/ feeling?
2.Are solids of the same texture? Different textures?
5 min 3.What characteristic of solids was shown in the activity?
(Textures of solids are determinedby touching/ feeling them. Solids have the same or
different textures.)
4.5 Application Cite examples of solids that are smooth, rough, soft and hard.
3 min
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Directions: Group the solids according to their color. Write the name of the solids
under the proper column.
10 min
ampalaya rambutan sunflower strawberry
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
2 min Cut out 5 pictures of solids with different textures.
7. Wrap-up /
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]
1. Objectives
Knowledge Name different liquids around us.
5 min
10 min
1. ____________________
2. ____________________
3. ___________________
4. ___________________
5. ___________________
6. ___________________
7. ___________________
8. __________________
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
5 min Bring the following:
condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons, transparent bowl
7. Wrap-up /
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]
DLP No.: 8 Learning Area: Science 3 Grade Level: Three Quarter: 1st Duration: 50 mins
Learning Code:
Competency/ies: Describe different objects based on their characteristics (e.g. Shape, S3MT-Ia-b-1
Weight, Volume, Ease of flow).
Key Concepts/ Liquids have the ability to flow. Some flow slowly and others flow fast when poured from one
Understandings container to another. They have no definite shape. They just follow the shape of their
to be Developed containers.
1. Objectives
Knowledge Describe how liquids flow from one container to another.
Activity
1. Get two teaspoons.
2. Hold each teaspoon with each hand as shown in the picture below.
15 min
3. Scoop a teaspoon of water and a teaspoon of vinegar.
4. Hold two teaspoons with liquids at elbow level.
5. Tip both hands at the same time as shown in the picture.
Name of Liquid Does it flow slowly? Does it flow fast? Does it flow very
fast?
10 min 1. lotion
2. alcohol
3. water
4. catsup
5. juice
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
5 min Cut out pictures 3 different liquids from old magazines and describe how they flow.
7. Wrap-up /
Concluding
Activity
_____minutes
Prepared by:
Name: Evelyn D. Capuyan School: Maslog Elementary School
Position/Designation: Master Teacher I Division: Danao City
Contact Number: 09258680255 FB Account: [email protected]
DLP No.: 9 Learning Area: Science 3 Grade Level: Three Quarter: 1st Duration: 50 mins
Learning Code:
Competency/ies: Describe different objects based on their characteristics (e.g. Shape, S3MT-Ia-b-1
Weight, Volume, Ease of flow).
Key Concepts/ Liquids do not have their own shape. They take the shape of their container.
Understandings
to be Developed
1. Objectives
Knowledge Describe the liquid according to the shape of the container.
Skills Demonstrate how liquids take the shape of the container.
Attitudes Display cooperation in doing the activity.
Values Practice cleanliness in performing the assigned tasks.
2. Content / Topic Characteristics of Liquids on how they take the shape of the container
3. Learning Different shapes of container, water, juice, milk, manila paper, pentel pen
Resources / Science LM page 11, Science Worktext
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. Review
Bring out your cut out pictures. How do these liquids flow?
B. Motivation
5 min
Say: Look at the glass on the table. What is inside it? What occupies the space in
the glass? If I will transfer the liquid into a glass with different shape, will the shape
still looks the same? Why?
4.2 Activity Activity
1. Divide the class into 5 groups.
2. Set standards in performing the activity. Remind pupils to clean the area after the activity.
Activity
1. Describe the 3 shapes of container.
15 min 2. Get 3 kinds of liquids. (water, juice, milk)
3. Pour each liquid in each container.
4. In your notebook, record your observation.
Name of Liquid Shape when poured in container
water
juice
milk
2. ______ 6. _____
3. _____ 7. _______
4. _____ 8. ______
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
5 min Cut out 3 different liquids from old newspaper which can be identified according to shape.
7. Wrap-up / End the lesson by asking, if I will transfer the liquid into a glass
Concluding with different shape, will the shape still looks the same?
Activity Why?
__2___minutes
Prepared by:
Name: Evelyn D. Capuyan School: Maslog Elementary School
Position/Designation: Master Teacher I Division: Danao City
Contact Number: 09258680255 FB Account: [email protected]
DLP No.: 10 Learning Area: Science 3 Grade Level: Three Quarter: 1st Duration: 50 mins
Learning Describe different objects based on their characteristics (e.g. Shape, Code:
Competency/ies: Weight, Volume, Ease of flow). S3MT-Ia-b-1
Key Concepts/ Liquids occupy space. The space it occupies depends on the shape of its container thus, it
Understandings has no definite volume.
to be Developed
1. Objectives
Knowledge Describe the liquid according to the space it occupies.
Skills Demostrate how liquids occupy space.
Attitudes Display cooperation in doing the activity.
Values Practice obedience in performing the assigned tasks.
2. Content / Topic Describing Liquids on How they Occupy Space
3. Learning Glass, water, stones, water, beaker, rugs, manila paper, pentel pen
Resources / Science LM page 12, Science Worktext
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. Review
Bring out your cut out pictures. What is the shape of the liquid in your cut out
pictures?
B. Motivation
5 min
Say: Look at the glass on the table. What is inside it? What occupies the space in
the glass? If I will transfer the liquid into a glass with different shape, will the space
occupied by the liquid still looks the same? Why?
4.2 Activity Activity
1. Divide the class into 5 groups.
2. Set the standards in performing the activity. Tell the pupils to obey the rules during the
activity.
Activity
1. Prepare the materials. (stones, water, beaker, rugs)
10 min 2. Fill the beaker with water.
3. Put more water in the beaker.
4. Observe what happens while adding more water in the beaker.
5. Put some stones in the beaker with water.
6. Again observe what will happen.
7. Record /draw your observation in your notebook.
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
3 min Bring the following:
rubbing alcohol, catsup, juice, vinegar, perfume, soy sauce, water, glue baby oil
7. Wrap-up / End the lesson by asking, if I will transfer the liquid into a glass with
Concluding different shape, will the space occupied by the liquid still looks
Activity the same? Why?
__2___minutes
Prepared by:
Name: Evelyn D. Capuyan School: Maslog Elementary School
Position/Designation: Master Teacher I Division: Danao City
Contact Number: 09258680255 FB Account: [email protected]
1.Soy sauce
10 min
2.Ampalaya juice
4.Calamansi juice
5.Yakult
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Directions: Classify the taste of the following liquid as sweet, sour, bitter and
salty. Write your answer in the blank.
1. ________ 3. ________
vinegar honey
10 min
2. ________ 4. _______
patis black coffee
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
Directions: Write T if the statement is true and F if it is false.
7. Wrap-up / End the lesson by asking, what can you say about the taste of the following liquids?
Concluding Vinegar, soy sauce, catsup, choco milk
Activity
_2____minutes
Prepared by:
Name: Evelyn D. Capuyan School: Maslog Elementary School
Position/Designation: Master Teacher I Division: Danao City
Contact Number: 09258680255 FB Account: [email protected]
4.5 Application Directions: Describe the smell or odor of the following liquid. Put a check on the proper
column.
Liquids Smell / Odor
Good Bad
10 min
1.
alcohol
2. .
paint
3. liquid soap
4.
shampoo
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Directions: Identify the smell or odor of the following liquid. Put a check on the proper column.
Liquids Smell / Odor
Good Bad
12 min
1.
fabric conditioner
2. .
vinegar
3. kerosene
4.
perfume
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
Directions: Write T if the statement is true and F if it is false.
7. Wrap-up / End the lesson by asking, what can you say about the smell of the following liquids?
Concluding soy sauce, alcohol, perfume, hand sanitizer
Activity
___2__minutes
Prepared by:
Name: Evelyn D. Capuyan School: Maslog Elementary School
Position/Designation: Master Teacher I Division: Danao City
Contact Number: 09258680255 FB Account: [email protected]
4.5 Application Draw 3 balloons with different colors. Describe their shapes.
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
A. Directions: Write Yes if the object takes the shape of its container and No if not.
12 min
1. _____ 5. _____
2. _____ 6. _____
3. _____ 7. _____
4. _____ 8. _____
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
5 min List down 5 different gases found in the environment.
7. Wrap-up /
Concluding
Activity
_____minutes
Prepared by:
Name: Evelyn D. Capuyan School: Maslog Elementary School
Position/Designation: Master Teacher I Division: Danao City
Contact Number: 09258680255 FB Account: [email protected]
4.2 Activity Note: Teacher may use any available materials found inside the classroom to replace
styrofoam and paper towel.
1. Show the illustration of the different air fresheners.
Ask: If more gas is added on these containers, what will happen?
2. Prepare the materials a day before the lesson. Give some precautionary measure in
handling the materials before the activity starts. Tell the pupils to obey the rules during the
activity.
3. Divide the class into 5 groups.
Activity
19 min Procedure
1. Prepare a drinking glass.
2. Place a paper towel at the bottom of the drinking glass so that it will not fall out when the
glass is inverted.
3. Fill a big bowl with water.
4. Hold the glass upside down and quickly plunge it into the water.
5. Count one to ten while holding the glass underwater.
6. Slowly lift the glass up and out of the water. Be sure to hold the glass straight upside
down.
7. Observe. What happened to the tissue?
8. Do this with a piece of Styrofoam. Place the Styrofoam in the water. Place your glass
upside down over the styrofoam and push straight down into the water.
In your notebook, answer the following:
1. What is inside the glass?
2. What happened to the paper towel? To the styrofoam?
3. What does the activity show?
10 min
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
3 min Bring solid objects found at home for our next lesson.
7. Wrap-up /
Concluding
Activity
_____minutes
Prepared by:
Name: Evelyn D. Capuyan School: Maslog Elementary School
Position/Designation: Master Teacher I Division: Danao City
Contact Number: 09258680255 FB Account: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
DLP No.: WK1 Learning Area: Science 3 Grade Level: Three Quarter: 1st Duration: 50 mins
Learning Classify objects and materials as solid,liquid and gas base on some Code:
Competency/ies: observable characteristics. S3MT-Ic-d-2
Key Concepts/
Understandings There are many solids around us. It can be found at home, in school or everywhere.
to be Developed
1. Objectives
Knowledge Classify the materials found at home and in school as solids.
Skills Name the materials found at home and in school as solids.
Attitudes Display cooperation in doing the activity.
Values Practice open-mindedness in performing the task..
2. Content / Topic Common Solid Materials Found at Home and in School
3. Learning Pictures, paper strips with written words ( pillow, chalk,blanket,eraser, kettle, desk,
Resources / laddle,book) chart
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. Review
What is solid? What are the different characteristics of solids?
B. Motivation: (Guessing Game)
Let pupils guess what solid is being describe.
5 min 1.I am hard.I have many pages. You will learn something when you read me.
What am I? (book)
2.I am soft. Mostly I am in rectangular shape. I can give you a nice sleep when you
lie on me. What am I? (pillow)
3. I am hard yet I can be easily broken. You can use me when you drink something.
(glass)
4.2 Activity Presentation (Activity) Set standard before doing the activity.Remind pupils that helping one
another can make the work easier.
1. In groups let the pupils do the activity.
2. Using the paper strips with names of solid materials posted on the board let the
pupils classify it as were it is found.
3. Let the pupils write the solid as where it is found. Follow the table below.
4. Let somebody from the group report their work.
15min
Solid Materials Mostly Found at Home Solid Materials Mostly Found at School
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
A. Name the solid as shown in the picture.
1.
10min
_________
2. __________
3 . _____________
4. ____________
5. _____________
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
5 min Circle the solid materials found in the box.
7. Wrap-up /
Concluding
Activity
_____minutes
Prepared by:
Name: Mary Joy O. Riveral School:Cayang Elementary School
Position/Designation:Substitute Teacher Division: City of Bogo
Contact Number:09363411276 FB Account:: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
DLP No.: 16 Learning Area: Science 3 Grade Level: Three Quarter: 1st Duration: 50 mins
Learning Classify objects and materials as solid,liquid and gas base on some Code:
Competency/ies: observable characteristics. S3MT-Ic-d-2
Key Concepts/
Understandings Just like solid there are many liquids around us. It can be found at home or in school.
to be Developed
1. Objectives
Knowledge Classify the materials found at home or in school as liquids.
Skills Name liquid materials found at home or in school.
Attitudes Display cooperation in doing the activity.
Values Perform the activity harmoneously.
2. Content / Topic Common Liquids Found at Home and in School
3. Learning Pictures,realia, chart, paper strips
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. Review
What is a liquid? What are the characteristics of liquid?
B. Motivation
Show pictures/ realia to the class.
5 min
Ask: What does the picture show? Whta do you call these materials?
4.2 Activity Presentation (Activity) Set standard before doing the activity
1. In groups let the pupils do the activity.
2. Present different pictures on the board and let each group list down the liquid materials
found in the pictures presented.
15 min
Alcohol ball water bat juice
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
3 min List down 5 examples of liquids found at home.
7. Wrap-up /
Concluding
Activity
_____minutes
Prepared by:
Name: Dorena C. Heyrana School:Maslog Elementary School
Position/Designation:T3 Division: Danao City Division
Contact Number:09212810297 FB Account:: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
Quarter: Duration: 50
DLP No.: 17 Learning Area: Science 3 Grade Level: Three 1st mins
Learning Classify objects and materials as solid,liquid and gas base on Code:
Competency/ies: some observable characteristics. S3MT-Ic-d-2
Key Concepts/
Understandings to be Just like solid and liquid there are many gases around us. It can be found at home or
Developed in school.
1. Objectives
Knowledge Classify the materials found at home or in school as gas.
Skills Name gas materials found at home or in school.
Attitudes Display cooperation in doing the activity.
Values Practice orderliness in doing the activity.
2. Content / Topic Common Gases Found at Home and in School
3. Learning Resources / Pictures, chart
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 Activity Preparatory Activity
A. Review
What are the liquids found at home and in school.
5 min B. Motivation
Let the pupil perform inhale/exhale exercise.
Ask: What did you inhale? (oxygen)
Is oxygen important? Why?
4.2 Activity Presentation (Activity) Set standard before doing the activity.
1. In groups, let the pupil do the activity.
2. Using the following pictures let the pupil identify gas materials found in the
box.
3. Write the name of the materials in the chart.
4. Let somebody from the group report their output.
15 min
oxygen shoe flower butane
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Put a check √ on the blank if the material is a gas and X if not
___1. ___ 5.
_
___2. ___6.
10 min
___3. ____7.
___4. ____8.
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
5 min Identify the materials as solid, liquid or gas
1. LPG __________
2. soy sauce _________
3. appple _________
4. spoon _________
5. vinegar _________
7. Wrap-up / Concluding
Activity ___ __minutes
Prepared by:
Name: Dorena C. Heyrana School:Maslog Elementary School
Position/Designation:T3 Division: Danao City Division
Contact Number:09212810297 FB Account:: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
DLP No.: 18 Learning Area: Science 3 Grade Level: Three Quarter: 1st Duration: 50 mins
Learning Classify objects and materials as solid,liquid and gas base on some Code:
Competency/ies: observable characteristics. S3MT-Ic-d-2
Key Concepts/ There are many materials found at home.this can be if the form of solid, liquid and gas. These
Understandings materials have different uses at home. Some of the materials are used for cooking, cleaning
to be Developed and many others.
1. Objectives
Knowledge Describe the uses of common solid,liquid and gas found at home or in school.
Skills Distinguish the uses of common solid,liquid and gas found at home or in school.
Attitudes Display cooperation in doing the activity.
Values Practice orderliness in performing the activity.
2. Content / Topic Uses of Common Materials Found at Home and in School
3. Learning toothpaste, soap, alcohol, personal care products, detergent, cleaning agents, disinfectants,
Resources / medicine, or labels of these products
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. Review
What are the gas materials found at home or in school?
B. Motivation
Show the following materials to the class:
5 min
Ask; What can you say about the picture? Tell something about the picture and its uses.
(Note: Teacher may use picture or realia)
4.2 Activity Presentation (Activity) Set standard before doing the activity.
1. Divide the class into 5 groups. .
2. Ask each group to check the appropriate uses of each material on the table.
A B
10 min
(Note: You may use/ include other pictures of materials found at home/school different from
those already given by the pupils. )
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
Give two examples of materials found at home and in school used in:
a. cleaning bathroom, floor tiles and lavatory:
__________________________________________
__________________________________________
b. preparing and cooking food:
5 min __________________________________________
__________________________________________
c. getting rid of insects and pests:
__________________________________________
__________________________________________
7. Wrap-up /
Concluding
Activity
_____minutes
Prepared by:
Name: Dorena C. Heyrana School:Maslog Elementary School
Position/Designation:T3 Division: Danao City Division
Contact Number:09212810297 FB Account:: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
DLP No.: 19 Learning Area: Science 3 Grade Level: Three Quarter: 1st Duration: 50 mins
Learning Classify objects and materials as solid,liquid and gas base on some Code:
Competency/ies: observable characteristics. S3MT-Ic-d-2
Key Concepts/
Understandings We use chemical substances properly to prevent its harmful effect.
to be Developed
1. Objectives
Knowledge Identify the harmful effects of the common materials found at home.
Skills Describe the harmful effects of the common materials at home.
Attitudes Display open-mindedness on the harmful effects of common materials at home.
Values Practice social responsibility in handling the harmful materials found at home.
2. Content / Topic Harmful Effects of the Common Materials Found at Home
3. Learning Chart, manila paper, pentel pen
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. Review
What are the different uses of materials found at home?
B. Motivation
A family in a remote barrio made use of empty mineral water bottles as containers
for their washing and drinking water. One day, the father filled in one empty bottle with
5 min kerosene to be used in the farm. While preparing other things, he left the bottle with kerosene
on top of the table. Unknowingly, his little boy who was playing outside, came in the house,
got the bottle and used its content in washing his hands. Suddenly, the little boy felt itchiness
and got his hands irritated.
LPG Insecticides
Medicine Gasoline
Chemicals used to preserve foods
15 min
2. Let the pupils share their experiences in dealing some of the harmful materials.
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Direction: Write T if the statement is true and F if it is false.
1. A little leak in the tank can start a fire.
2. Too much intake of medicine or ones dosage is not good to our body.
10 min 3. Glue and rugby cause diseases when inhaled in large amount.
4. Let the person sleep if he had swallowed poison.
5. Too much use of insecticides can also kill 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
5 min Let each group bring empty containers of the following materials:
1. Muriatic Acid
2. Paint thinner
3. Match
4. Rugby
7. Wrap-up /
Concluding
Activity
_____minutes
Prepared by:
Name: Dorena C. Heyrana School:Maslog Elementary School
Position/Designation:T3 Division: Danao City Division
Contact Number:09212810297 FB Account:: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
DLP No.: 20 Learning Area: Science 3 Grade Level: Three Quarter: 1st Duration: 50 mins
Learning Classify objects and materials as solid,liquid and gas base on some Code:
Competency/ies: observable characteristics. S3MT-Ic-d-2
Key Concepts/ There are many materials around us. It should be taken/handled properly to prevent its
Understandings harmful effect
to be Developed
1. Objectives
Knowledge Identify the harmful effects of the common materials found in school.
Skills Describe the harmful effects of the common materials in school.
Attitudes Display cooperation in doing the activity.
Values Practice orderliness in performing the activity.
2. Content / Topic Harmful Effects of the Common Materials Found in School. .
3. Learning Chart, picture/realia of empty container of muriatic acid, paint thinner, match, rugby, manila
Resources / paper, pentel pen
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. Review
What are the harmful effects of common materials found at home?
B. Motivation
Present the following illustrations
5 min
Unlocking of words
poisonous: destructive, harmful
toxic: can cause death when it is swallowed
flammable: can cause fire or can burn rapidl
4.2 Activity Presentation (Activity) Set standards before doing the activity
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Write the hazards that the following materials may do to people when not used properly:
Classify them as flammable, toxic, poisonous.
10 min
4.__________________ 5.__________________
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
List down at least 2 reasons on what should you do in order to avoid accident brought about
5 min by the misuse of the materials that are commonly found at home?
7. Wrap-up /
Concluding
Activity
_____minutes
Prepared by:
Name: Dorena C. Heyrana School:Maslog Elementary School
Position/Designation:T3 Division: Danao City Division
Contact Number:09212810297 FB Account:: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
DLP No.: 21 Learning Area: Science 3 Grade Level: Three Quarter: 1st Duration: 50 mins
Learning Describe ways on the proper use and handling solid, liquid and gas Code:
Competency/ies: found at home and in school. S3MT-Ie-g-3
Key Concepts/ Materials found at home have many uses but they can be harmful and dangerous if not
Understandings used properly. To avoid dangers and hazards , one should practice precautionary measures
to be Developed in handling and using these materials .
1. Objectives
Knowledge Identify the proper ways in using and handling harmful materials at home.
Skills Describe the proper ways in using and handling harmful materials . at home.
Attitudes Display cooperation in doing the activity.
Values Practice orderliness in performing the activity.
2. Content / Topic Safety Measures in Handling Solid, Liquid and Gas
3. Learning pictures of proper ways of handling materials , chart of precautionary measures in handling
Resources / materials; photos showing a boy and a girl playing a match near an LPG and a farmer
Materials / spraying insecticide in a farm
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. Review
What should you do in order to know if the material is hazardous or not? Why?
Checking of assignment.
B. Motivation
Post the two photos on the board.
5 min
10 min
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Draw a on the blank if the sentence shows a good way of handling household materials
and a if it is not.
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
Prepare with your group a role play on the safety measures in using and handling harmful
2 min materials at home.
7. Wrap-up /
Concluding
Activity
_____minutes
Prepared by:
Name: Dorena C. Heyrana School:Maslog Elementary School
Position/Designation:T3 Division: Danao City Division
Contact Number:09212810297 FB Account:: [email protected]
1. The following are the safety measures in handling and using materials
found at home and in school: •
2. Label all containers properly. Avoid taking , smelling or using materials
without label. •
10 min
3. Check the expiry date of any food item. •
4. Keep flammable materials like kerosene, alcohol, cloth, wood, paper and
candle away from the source of heat •
5. Keep all flammable, poisonous and hazardous materials out of reach of the
children
6. Look for danger signs or hazard symbols in the labels of bottles , cans or
boxes.
7. Never use more than the amount written on the label of the product
Duration: 50
DLP No.: 23 Learning Area: Science 3 Grade Level:Three Quarter:1st mins
Learning Describe changes in materials based on the effect of temperature Code:
Competency/ies: 4.1 Solid to liquid S3MT-Ih-j-4
4.2 Liquid to solid
4.3 Liquid to gas
4.4 Solid to gas
Key Concepts/ There are many materials that we can identify and classify according to its
Understandings to be temperature.Some are hot and some are cold.
Developed
1. Objectives
Knowledge Tell whether the material is hot or cold.
8 min
B. Review/ Checking of homework
Ask: What are you going to do if you will spray insecticide in your bedroom in order to
kill the mosquitoes inside?
Ans: We should wear a mask to protect us from poison.
C. Motivation: Let all pupils hold their cheeks using their palm.
Ask: How does it feel?
Ans:We felt cold
Let them rub their palms together within 15 seconds and after rubbing let them hold their
cheeks
, Ask: How does it feel?
Ans: We felt hot.
In this way they can now identify the hot or cold materials.
4.2 Activity Let the pupils do the activity by group.
Give the needed materials and instruct them to do the activity. After doing the
activity present their output.
Candle Flame
Ice Cream
Boiling Water
Boiling Soup
Ice tea
.
4.3 Analysis 1. When do you say that a material is hot?
5 min Ans: We say that it was hot when we touch it.
2. When do you say that a material is cold?
Ans: We say that the material was cold when we feel and touch it.
4.4 Abstraction How do we describe the temperature of a material?
3 min
4.5 Application Tell whether the material is hot or cold.
5 min
________ 1. Flat iron _______3. Fruit Shake
7. Wrap-up / Give two examples of hot objects and two examples of cold objects. Write it in a sheet of
Concluding paper.
Activity__2___minutes
Prepared by:
Name: Eunice B. Batoon School: Guinsay Elementary School
Position/Designation: Teacher III Division: Danao City
Contact Number: 09329712614 Email Address: [email protected].
DETAILED LESSON PLAN IN SCIENCE 3
Duration: 50
DLP No: 24 Learning Area: Science 3 Grade Level:Three Quarter:1st mins
Learning Describe changes in materials based on the effect of temperature Code:
Competency/ies: 4.1 Solid to liquid S3MT-Ih-j-4
4.2 Liquid to solid
4.3 Liquid to gas
4.4 Solid to gas
Key Concepts/ Using the thermometer we can measure the hottness and coldness of water.
Understandings to be
Developed
1. Objectives
Knowledge Identify tap water from hot water by measuring its temperature.
Skills Measure the temperature of tap water and hot water using a thermometer.
Attitudes Perform the activity honestly.
Values Practice carefulness in performing the activity.
2. Content / Topic Measuring the Temperature of Hot/Warm Materials
3. Learning Resources 2 beakers/identical glass jars or containers
/ Materials / laboratory thermometer
Equipment equal amounts of tap and hot water( see examples of materials that are provided in the
LM Lesson 1 Activity 2)
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 A. Drill:Word Puzzle:Form the scrambled letters to get the exact word and identify it as to
Activity hot or cold materials.
1.ertaw eic - ________________ 2. Detghti ublb – _____________________
Ans: Ice Water Ans: Lighted Bulb
15 min C. Motivation:
Ask: Who among you have experienced having a fever?What does your mother do in
order to know that you have a fever?
Ans:My mother hold my forehead and then after used thermometer to determined the
temperature of my body
1.When do you say that a material is hot?
Ans: We say that it was hot when we touch it.
2. When do you say that a material is cold?
Ans: We say that the material was cold when we feel and touch..
The teacher should let the pupils realize that their sense of touch would not give
accurate measure of how hot or cold the material is,and that a certain device is needed
to measure how hot or cold it is.
Ask: What is the instrument that measures the hotness or coldness of the material?
Ans: Thermometer
Tell the pupils that they will learn more about heat and temperature.They will perform an
activity that will help them learn how to measure the temperature of materials using the
thermometer.
4.2 Activity Orient pupils with the kinds and parts of a thermometer, the proper way of using it and
some precautionary measures.
Divide the pupils into small groups.
10 min Give them the materials and other necessary instruction in accomplishing the task)
Activity:
1. Prepare the beaker or two identical glass.
2. Let them put water on the two glasses,put water in the faucet to one glass and
boiled water on the other glass.
3. Carefully put the two laboratory thermometers on each glass and observe what
happens to the thermometer.
4. Let them write their observation on a sheet of paper and present it to the class.
4.3 Analysis
Ask: What happens to the mercury of the thermometer the red color found at the center
5 min
of it?
Ans: The mercury rises when the objects measured is hot.
Ask: Which jar shows higher movement of the mercury, and lower movement of the
mercury?
Ans: Jar A shows higher movement of the mercury while Jar B shows lower movement
Ask What are you going to do in order to measure the hotness or coldness of objects?
Ans: Used thermometer in measuring the hotness and coldness.
4.4 Abstraction How do we that the material is hot or cold?
2min
4.5 Application Write the correct measurement of the given thermometer.
3min
1. 2.
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis
of Learners’ Products and/or Tests) ________minutes
Observe a thermometer and answer the given question.Choose the letter of the correct
answer.
1. What is the lowest temperature reading?
10 min a. 3,below the thermometer b. 1,below the thermometer c. 0,below the
thermometer
3. What do you call the red color at the center of the thermometer that goes up and
down?
a. mercury b. Iron c. Metal
4. When do you know that the water is hot or not?What instrument will you use?
a. cutter b. Thermometer c. Lighter
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
5min Let each group bring one sample body thermometer tomorrow.
7. Wrap-up /
Concluding
Activity_____minutes
Prepared by:
Name: Eunice B. Batoon School:Guinsay Elementary School
Position/Designation: Teacher III Division: Danao City
Contact Number: 09329712614 Email Address: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
Duration: 50
DLP No.:25 Learning Area: Science 3 Grade Level:Three Quarter:1st mins
Learning Describe changes in materials based on the effect of temperature Code:
Competency/ies: 4.1 Solid to liquid S3MT-Ih-j-4
4.2 Liquid to solid
4.3 Liquid to gas
4.4 Solid to gas
Key Concepts/ Thermometer is used in reading the temperature of water.
Understandings to be
Developed
1. Objectives
Knowledge Identify the temperature of water on the thermometer
8. Place the thermometer in the container with tap water. Hold it in upright position.
9. Observe the level of the liquid in the thermometer.
10. Measure the temperature of tap water. (Read the markings nearest the level of the
liquid in the thermometer). Record the temperature in table 1.
11. What is the temperature of tap water? (This is the temperature of tap water at room
temperature).
4.3 Analysis Ask: What was your feelings towards doing the activity.
Ans: feeling happy and excited.
5min
Ask: What devices used to measure the temperature of water.
Ans: Thermometer is a device used to measure the hotness and coldness of the
materials,.
Ask: What do you call the red color inside the thermometer that goes up and down.
Ans: The unit of measure use in reading the temperature is degree Celsius .(º C)
4.4 Abstraction How do we read the temperature of water?
3min
4.5 Application Call a pupil to read the temperature of the water in the glass.
5min
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis
of Learners’ Products and/or Tests) ________minutes
Show a picture / diagram that a show a portion of a thermometer,
Ask: What is the temperature in degree celsius indicated in the thermometer below?
10min
Prepared by:
Name: Eunice B. Batoon School: Guinsay Elementary School
Position/Designation: Teacher III Division: Danao City
Contact Number: 09329712614 Email Address: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
Duration: 50
DLP No.: 26 Learning Area:Science 3 Grade Level:Three Quarter:1st mins
Learning Describe changes in materials based on the effect of temperature Code:
Competency/ies: 4.1 Solid to liquid S3MT-Ih-j-4
4.2 Liquid to solid
4.3 Liquid to gas
4.4 Solid to gas
Key Concepts/ In comparing the temperature of tap water and hot water. We need to look at the
Understandings to be temperature reflected on the thermometer.
Developed
1. Objectives
Knowledge Compare the temperature of tap water and hot water.
Skills Distinguish the difference of temperature of tap water and hot water.
Attitudes Differentiate the temperature of the different classes of water with sincerity.
Values Display helpfulness in doing the activity.
2. Content / Topic Comparing the Temperature of Hot/Warm Materials
3. Learning Resources tap water and hot water
/ Materials / 2 jars , thermometer
Equipment Kagamitan ng Mag-aaral : Sinugbuanong Binisaya pp.28
By:Arthur D, C.et .al
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 A.Drill :
Activity Let the pupils guess the scrambled letters on the board.These are the scrambled
letters
rgeeDe suiselC
Ask What is the word?
Ans: Degree Celsius
Teacher Say: Degree Celsius – is the unit of measure use in reading the temperature.
B. Review:
10min Ask : What instrument do you use in measuring the tap/ hot water?
Ans: Thermometer
C. Motivation:
Have two jars on the table containing the tap water and hot water. Call two pupils
and let their elbow dip on the jar.
Ask; How do you feel when your elbow go dip down on the jar with hot water?
Ans: I feel hot,
Ask: How do you feel when your elbow go dip down on the jar with tap water?
Ans: I feel a natural reaction.
4.2 Activity Group activity ( Set standard before doing the activity)
Let the pupils do the activity
1.Fill the two jars with tap water and hot water.
10min 2.Put the thermometer on the 2 jars.
3. Let them write the different readings they have.
4.Let them a have a comparison of temperature reading of tap water and hot water.
4.3 Analysis Ask: What was your feelings upon doing the activity?
Ans: We feel excited upon doing the activity.
5min Ask: Can you describe the effect of heat to water?
Ans: The effect of heat to water is we can cook food like eggs, noodles and etc.
Ask: What will you do if you want to drink milk or hot choco?
Ans: Get any cooking utensils and pour an amount of water into it. Then, start boiling
using any other ways it could be in firewood or electric.
4.4 Abstraction How do we compare the temperature of tap water and hot water?
5min
4.5 Application Mother prepares two glasses of milk for her two kids. She uses hot water on the
5min first glass and tap water on the second glass. Which do you think has the higher
temperature? Is it the first glass or the second glass? Why?
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis
of Learners’ Products and/or Tests) ________minutes
Direction: Choose the letter of the correct answer.
1. What is the effect of hot water?
A. Temperature is high when the water is hot
10min B. Temperature is low when water is hot.
C. Temperature is high when water is cold.
2. What will you do if you need hot water for hot Choco?
A. Put ice on the water B. Boil the water C. Put water under the
heat of the sun
3. Compare the temperature of tap and hot water.
A. Tap water is hotter than hot water.
B. Tap water is colder than hot water.
C. Hot water is colder than tap water
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
5min What instrument will you use if you want to compare the temperature of tap water and
hot water?
7. Wrap-up /
Concluding
Activity_____minutes
Prepared by:
Name: Eunice B. Batoon School: Guinsay Elementary School
Position/Designation: Teacher III Division: Danao City
Contact Number: 09329712614 Email Address: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
Duration: 50
DLP No.:27 Learning Area: Science 3 Grade Level:Three Quarter:1st mins
Learning Describe changes in materials based on the effect of temperature Code:
Competency/ies: 4.1 Solid to liquid S3MT-Ih-j-4
4.2 Liquid to solid
4.3 Liquid to gas
4.4 Solid to gas
Key Concepts/ In measuring the temperature of tap water and cold water,we need to look at the
Understandings to be temperature reflected on the thermometer.
Developed
1. Objectives
Knowledge Identify the temperature of tap water and cold water.
2. Place the thermometer in the container with tap water. Hold it in upright position.
15 min
3. Observe the level of the liquid in the thermometer.
4. Measure the temperature of tap water. (Read the markings nearest the level of the
liquid in the thermometer). Record the temperature.
- What is the temperature of tap water?
(This is the temperature of tap water at room temperature).
Note: When reading the thermometer, position your eyes at the same level as the
liquid in the thermometer
5. Half-fill also the other container with cold water. (Some ice cubes may be added to
make the water cold and to remove some heat from the water.)
Prepared by:
Name: Eunice B. Batoon School: Guinsay Elementary School
Position/Designation: Teacher III Division: Danao City
Contact Number: 09329712614 Email Address: [email protected]
Duration: 50
DLP No.: 28 Learning Area: Science 3 Grade Level:Three Quarter:1st mins
Learning Describe changes in materials based on the effect of temperature Code:
Competency/ies: 4.1 Solid to liquid S3MT-Ih-j-4
4.2 Liquid to solid
4.3 Liquid to gas
4.4 Solid to gas
Key Concepts/ Thermometer is used in reading the temperature of tap water and cold water.
Understandings to be
Developed
1. Objectives
Knowledge Describe the temperature reading of tap water and cold water.
Skills Use a thermometer in reading the temperature of tap water and cold water.
Attitudes Perform the activity honestly.
Values Display cleanliness in doing the activity.
2. Content / Topic Reading the Temperature of a Cold Materials
3. Learning Resources / Identical glass jars , laboratory thermometer , equal amount of ice cubes and cold
Materials / Equipment Tap water,
Science TG pp.36
Science kagamitan sa Mag-aaral by Arthur D.C. et.al
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 Activity Review:
How do we measure the temperature of tap water and cold water?
Motivation:
10 min Form a big circle and let the children be observant of the activity of the
teacher .
On the two jars pour an amount of tap water and a cold water, then put the
thermometer, let the children see the temperature of each water inside the jar. Let
them read the two temperature.
4.2 Activity Divide the pupils into four groups. Give the materials needed and some reminders in
doing the activity.
1.Half- fill the container with tap water.
2. Place the thermometer in the container with tap water. Hold it in upright position.
15 min
3. Observe the level of the liquid in the thermometer.
4. Read the temperature of tap water. (Read the markings nearest the level of the
liquid in the thermometer). Record the temperature.
- What is the temperature of tap water?
(This is the temperature of tap water at room temperature).
Note: When reading the thermometer, position your eyes at the same level as the
liquid in the thermometer
5. Half-fill also the other container with cold water. (Some ice cubes may be added to
make the water cold and to remove some heat from the water.)
10 min
1. ________________ 2.
_______________
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
5 min Answer the given question. Write the answer in your notebook.
What are you going to do to make the water cold?
7. Wrap-up / Concluding
Activity_____minutes
Prepared by:
Name: Eunice B. Batoon School: Guinsay Elementary School
Position/Designation: Teacher III Division: Danao City
Contact Number: 09329712614 Email Address: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
Duration: 50
DLP No.: 29 Learning Area: Science 3 Grade Level:Three Quarter:1st mins
Learning Describe changes in materials based on the effect of temperature Code:
Competency/ies: 4.1 Solid to liquid S3MT-Ih-j-4
4.2 Liquid to solid
4.3 Liquid to gas
4.4 Solid to gas
Key Concepts/ In comparing the temperature of tap water and cold water. We need to look at the
Understandings to be temperature reflected on the thermometer.
Developed
1. Objectives
Knowledge Compare the temperature of tap water from cold water.
Skills Demonstrate how to compare the temperature of tap water from cold water.
Attitudes Differentiate the temperature of tap water from cold water with sincerity.
Values Practice cooperation in performing the activity.
2. Content / Topic Comparing the Temperature of a Cold Materials
3. Learning Resources / Identical glass jars , laboratory thermometer ,equal amount of ice cubes and cold Tap
Materials / Equipment water,
Science TG pp.36
Science kagamitan sa Mag-aaral by Arthur D.C. et.al
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 Activity Review:
Checking of homework.
10 min Motivation:
Call pupils to touch 2 glasses of water on the table. Let them compare the two glasses.
4.2 Activity Divide the pupils into four groups.
Set standards in doing the activity. Cooperate among the group in performing the
activity.
Observe the temperature reading of tap water and cold water.
Answer the given table.
Material Temperature (º C )
15 min Tap water 22 º C
Cold water 13 º C
1. What is the temperature of tap water?
2. What is the temperature of cold water?
3. Which has a lower temperature?
4. Which has a higher temperature?
5. Compare the two temperature.
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
5 min Compare the temperature of tap/cold water. Write your answer in your notebook.
How will you compare the two materials?
7. Wrap-up / Concluding
Activity_____minutes
Prepared by:
Name: Eunice B. Batoon School: Guinsay Elementary School
Position/Designation: Teacher III Division: Danao City
Contact Number: 09329712614 Email Address: [email protected]
DETAILED LESSON PLAN IN SCIENCE 3
Key Concepts/ Heat causes a change in the appearance of the material. Initially, the candle wax is solid
Understandings to form, but when heat is added, it melts. It changes from solid to liquid. The process of
be Developed changing solid to liquid is called liquifaction/melting.
1. Objectives
Knowledge Describe the candle wax when heated.
Skills Discover on how solid change into liquid.
Attitudes Perform the activity with tolerance.
Values Practice cleanliness in doing the activity.
2. Content / Topic What Happens When A Candle Wax is Heated?
3. Learning Small piece of candle wax, big spoon, thick cloth, candle, ceramic saucer, matches
Resources /
Materials / Learner’s Material pages 32-33
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. Review
Ask: What can you say about the temperature of a material when heat is added to
it? (increase)
What can you say about the temperature of a material when heat is removed
5 minutes from it? (decrease)
What can you say about the difference in temperature of tap water and cold
water?
B. Motivation
Say: Now, what do you think will be the effect of the increase or decrease in
temperature on the material? If the candle wax is heated, what do you think will
happen to it?
This is what we will investigate today.
4.2 Activity Presentation (Activity)
Divide the class into small groups. Orient them with the materials that will be used in this
15 minutes activity. Give some precausionary measures, ie. Do not touch any hot material because
you might get burned, etc..........
Procedure
1. Put a small piece of candle wax on the spoon. Wrap the handle of the spoon with a thick
cloth.
4..Heat the spoon with candle wax for 5 minutes. Observe what happens to the candle
wax.
5. Remove the hot spoon with candle wax from the lighted candle.
After the activity let each group answer the given questions
- What happens to the candle wax?
- Is there a change in the appearance of the wax? In what form is it now?
- Why does this change happen?
- What is the effect of applying heat on the candle wax?
Have each group post their observation on the board using a manila paper.
4.3 Analysis Discuss answers to the activity questions. Process pupil’s responses to arrive at the
10 minutes correct ideas/concepts.
a. Is there a change in the appearance of the wax? If so, describe the change.
b. Infer why this change happened.
c. What is the effect of heat on the candle wax?
d. What do you call the process of changing solid to liquid?
4.4 Abstraction Generalization
2 minutes What happens to candle wax when heated? (It melts. It changes from solid to liquid.)
What process is shown in the activity?
4.5 Application Practice
2 minutes Let them cite other examples of materials that may change from solid to liquid when
heated.
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Show to them a real/picture of butter/margarine.
10 minutes Then let them answer the following questions.
1. What do you think will happen to the butter/margarine when heated? Why?
2. What change is shown on heating the butter/margarine?
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
1 minute List down 3 objects that may change from solid to liquid.
7. Wrap-up /
Concluding
Activity_____minutes
Prepared by:
Name: Mrs. Cheryl H. Cascabel School: Bibiana Mercado Integrated
Position/Designation: Teacher III Division: Danao
Contact Number: 09435664055 FB Account:
DETAILED LESSON PLAN IN SCIENCE 3
Prepared by:
Name: Cheryl H. Cascabel School: Bibiana Mercado Integrated
Position/Designation: Teacher III Division:Danao
Contact Number:09435664055 FB Account:
DETAILED LESSON PLAN IN SCIENCE 3
2. Pour orange juice (more than half) in the glass jar as shown in the figure below.
3. Put some ice cubes .Then, using the lid close the jar tightly
Prepared by:
Name: Cheryl H. Cascabel School: Bibiana Mercado Integrated
Position/Designation: Teacher III Division: Danao
Contact Number: 09435664055 FB Account:
DETAILED LESSON PLAN IN SCIENCE 3
3. Learning A piece of naphthalene ball, a piece of stone, 2 identical colored scaucers, a piece of cloth,
Resources / plastic spoon
Materials / Learner’s Material pages 37-38
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. Review/Checking of homework
Ask: What happens to a solid material when heated? (i.e.candle wax) How about
10 minutes to a liquid material when heated? (i.e. water)
B. Motivation
Ask: Can a solid material be change to gas when heat is added to it?
Let’s find this out as we perform the activity.
4.2 Activity Presentation (Activity)
Divide the pupils into small groups. Give the materials they need. (Note: 1.
naphthalene ball crystal is available at the drug store or in the market. You may use a
camphor crystal if naphthalene ball is not available. 2. Use colored saucers instead of
white saucers to clearly see the ground naphthalene.)
15 minutes Give some precautionary measures in using naphthalene ball or mothball, i.e. do
not eat the crystal and avoid contact to skin/eyes, use handkerchief to cover your
mouth/nose, wash your hands with soap and water after use, use hand gloves.
Let the pupils start the activity. Your close supervision is necessary.
Give them necessary instructions in accomplishing the task (i.e. time limit in doing the
activity, group output reporting/ output presentation, and others)
Procedure
1. Get a piece of naphthalene ball. Place it on a piece of cloth.
2. Wrap it with the cloth and tie the corners together with a piece of thread.
3. Grind/Crush the naphthalene ball into smaller pieces using the stone
4. Divide the ground naphthalene into two halves. Put one half in saucer 1, the other
part in saucer 2.
5. Place saucer 1 inside the room. Place saucer 2 outside the room, preferably
under
the sun.
6. Observe the ground naphthalene in saucer 1 and saucer 2 for 10 minutes. Note
down your observations.
a. What have you observed?
b. Is the appearance of naphthalene in saucer 1 the same as that in saucer 2? If not, what
is the difference?
c. What is the effect of the sun’s heat on naphthalene?
4.3 Analysis Discussion
10 minutes Let the group reporter present the output. Check pupils’ answers to the activity questions.
Process their responses .
4.4 Abstraction Generalization
2 minutes Help the pupils formulate generalization by asking:
What happen to naphthalene ball when heated? What change does it show?
What do you call the process of changing solid to gas?
4.5 Application Practice
Give some applications or situations showing that solid is changed to gas when heated,
2 minutes i.e. solid toilet deodorizer, solid air freshener, dry ice (solid carbon dioxide) and iodine
crystals.
5. Assessment (indicate whatever it is thru Observation and/or Talking/Conferencing to Learners and/or Analysis of
Learners’ Products and/or Tests) ________minutes
Answer the following questions :
1. Did you notice any change in the appearance of the naphthalene in saucer 1 and saucer
10 minutes 2? Why?
2. What does this observation tell you?
3. What is the effect of heat on naphthalene?
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
1 minute List down 3 objects that may change from solid to gas.
7. Wrap-up /
Concluding
Activity_____minutes
Prepared by:
Name: Cheryl H. Cascabel School: Bibiana Mercado Integrated
Position/Designation: Teacher III Division: Danao
Contact Number: 09435664-55 FB Account:
DETAILED LESSON PLAN IN SCIENCE 3
3. Learning glass bottle (with narrow mouth), balloon, 2 small basins, hot water, cold water
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. Review
10 minutes Checking of homework.
B. Motivation
Have you noticed some vendors selling beautiful and big balloons during fiesta?
To attract customers, some vendors stand under the heat of the sun for a long time. Can
you guess what may happen to some balloons? Some balloons may burst. Why did this
happen?
Today, we will do an activity that would help us describe what happens to the air inside the
balloon when it is heated or cooled.
4.3 Activity Presentation (Activity)
1. Divide the pupils into 5 small groups.
2. Give them the materials needed, and other necessary instructions in accomplishing the
task (i.e. time limit in doing the activity, group output reporting/ output presentation, etc…)
3. With the guidance/supervision of the teacher, let the pupils do the activity.
4. Let the group reporter presents the activity output.
Procedure
1. Take a balloon. Stretch its opening and place over the top of the bottle as shown in the
figure below.
15 minutes
balloon
bottle
2. Place the bottle in a basin with hot water. Observe it after 3 minutes.
balloon
bottle
3. Transfer the bottle to the basin with cold water. Observe it again after 3 minutes.
balloon
bottle
Prepared by:
Name: Cheryl H. Cascabel School: Bibiana Mercado Integrated
Position/Designation: Teacher III Division: Danao
Contact Number: 09435664-55 FB Account:
Unit Test
A.Directions: Read each item carefully. Choose the letter of the correct answer.
_______ 1. A ripe papaya is ( a. yellow b. green c. white d. brown ).
_______ 2. Cotton is ( a. white b. black c. orange d. brown ) .
_______ 3. A basketball is ( a. square b. round c. triangle d. rectangle ).
_______ 4. The rambutan’s peeling is ( a. rough b. smooth c. soft d. hard ).
_______ 5. The pillow is ( a. rough b. smooth c. soft d. hard).
C. Write down how the following liquids flow. Choose the letter of the correct answer and write it on your notebook.
_______1.. water (A. slow B. fast C. very fast )
_______2. softdrinks (A. slow B. fast C. very fast )
_______3. catsup (A.slow B. fast C. very fast )
_______4. syrup (A. slow B. fast C. very fast )
______ 5. shampoo (A. slow B. fast C. very fast)
D. Study the liquids in column A. Write the correct taste of liquid in your notebook. Choose your answer in column B.
A B
___ 1. pineapple juice a. bitter
___ 2. fish b. salty
___ 3. Wine c. sweet
___ 4. vinegar d. sour
___ 5. Water e. tasteless
E. Look at the pictures below. In your notebook, copy the name of the materials and classify them as solid, liquid or
gas.
1.milk
2.rambutan
4. rain
5. smoke
5.papaya
F. Write T if the statement is true or correct and F if the statement is false or not correct.
_______1. When you blow your hand air evaporates.
_______2. Air takes the shape of the balloon.
_______3. LPG is a kind of gas.
_______4. Deodorizer may change its size.
______ 5. Gas occupies space.
______ 6. Smoke is in a solid state.
______ 7. Wind is moving air.
______ 8. When water vapor is cooled it condensed and turns to liquid.
______ 9. Air freshener takes the shape of the container.
______ 10. Mothballs will dissapear if its in a dry place.
G. Study the pictures/symbols on the left. Match them with their characteristics or description on the right. Write the
letter of your answer on your paper.
1. a. toxic
2. b. poisonous
3. c. flammable
4.
5.
H. Read each sentence carefully. Draw a happy face if it is a proper way of using and handling common harmful
substances, and a sad face if it is NOT.
1. Keep flammable substances like gasoline and alcohol near the fire.
2. See to it that LPG tank is properly closed after use.
3. Do not play with insecticides /pesticides.
4. Be careful in using kerosene, insecticides, pesticides, and fertilizer.
5. Always wash your hands after using them.
6. Avoid tasting or playing with unknown liquid.
7. Always read labels of chemicals before using them.
8. Unplug electric appliances with wet hands.
9. Unplug electric iron and stove after using them.
10. Keep poisonous chemicals safe in a separate cabinet away from reach of children.