Grade 3 3rd Grading Science

Lesson Plan for Science and Health III Third Grading
PELC V 1 1. ENERGY
Introduction:
The speed of light changes when it travels into different materials. The materials may cause the light beam to change direction of travel or to refract. Light travels slower in water than in air and slower still in glass because water has more matter than air and glass is denser or more matter than water. I. Objective: Infer that light is needed to see objects. II. Subject Matter TOPIC: Light is needed to See Objects
A. Materials old cartolina paper or cardboard, paper clip or stapler, pair of scissors
flashlight, candle, cardboard, cellophane, clear glass B. References Explore and Discover 3, p. 208212 PELC V. 1. Growing with Science and Science Health TM pp. 134-142. C. Science Concepts: Light rays travel in a straight line. You see an object because there is light which the object returns or reflects to your eyes. D. Skills observing, inferring, describing, comparing, experimenting E. Values Environmental awareness and concern. F. New Words: refract III. Learning Activities A. Developmental Activities 1. Daily Routine 2. Loop a word Finding the different sources of heat- upward, downward, diagonal, and vertical 3. Review/Recall/Warm-up Give some precautionary measure that can be applied to following situation. a. you spray insecticide to your room. b. a bottle of medicine in a cabinet has no label c. a bottle of chlorox at the table B. Lesson Proper 1. Motivation Why can you see an object? 2. Presentation We are going to find out on how light help us to see objects. 3. Lesson Proper a. Pre-activity bringing out materials for the activity setting standards for group activity b. Activity Proper (using activity cards/chart) Problem: What happens when light strikes an object?
Encoders and Editors: Beverly M. Nuezca MT I, Bansud District, Chona Z. Leido MT I, Dominic Ocampo, MT II Baco District, Rosie Elena M. Robledo, Principal II, Bansud District 1
Lesson Plan for Science and Health III Third Grading ACTIVITY 1 A. Get: -old cartolina paper or cardboard, paper clip or stapler, pair of scissors B. Do: -1. Roll an old cartolina paper or cardboard into a tube. Staple the ends or fasten it with a paper clip. 2. Let it stand on your desk or table. Then, drop anything into the tube. 3. Peep through the open end to look at the material inside the tube. Do the same after dropping other materials. 4. This time, cut a hole near the bottom of the tube. Then, peep again through the tube. Observation: 1. Can you see the materials inside the tube when you peep at the open end? 2. After cutting a hole near the bottom of the tube, can you see them? Write down the materials you observed. 3. Why can you see them when there is a hole? 4. What passes through this hole? 4. Post Activity - 1. Reporting 2. Discussion 5. Generalization How can we able to see an object? 6. Application Get These: flashlight, candle, cardboard, cellophane, clear glass Activity 2 Do These: 1. Make the room dark. 2. Direct the light on a clear glass, cellophane, and cardboard. 3. Test the ability of these materials to allow light to pass through. Can you see what is behind the clear glass, cellophane, and cardboard? Does the light pass through the clear glass, cellophane, and cardboard? 4. Record your findings and complete this table. Check ( ) the appropriate box. Amount of Light That Passes Through Type of Material Much Light Glass (clear) Glass (frosted) cellophane cardboard
Some Light
Little Light
No Light
IV. Evaluation Choose the best answer: 1. Which of the following gives us light at daytime? A.moon C.stars B.sun D.planet 2. What is the main source of light in the city at night? A.electric light C.oil lamp B.candle light D.flashlight
3. When theres Brown out what do you usually do to have light? A.light the stove B.light a piece of wood C.light a candle D.lampshade 4. Which gives us light at night time? A.clouds B.sun C.moon D.lamp 5. What happens when there is no light? A. Burglar can easily rob your house B. We cannot see objects C. We cannot work well D. We cannot sleep well at night V. Assignment: What are the sources of light? Prepared by: DOMINIC R. OCAMPO Master Teacher II Baco District
Encoders and Editors: Beverly M. Nuezca MT I, Bansud District, Chona Z. Leido MT I, Dominic Ocampo, MT II Baco District, Rosie Elena M. Robledo, Principal II, Bansud District
3 Lesson Plan for Science and Health III Third Grading
PELC V 1 1. 1. ENERGY
Introduction:
The sun is the primary source of heat and light on Earth. All life on Earth depends on heat and light from the sun. Without the heat and light from the sun, no living things could exist on Earth. I. Objectives Identify source of light II. Subject Matter Sources of light A. Materials: Candle / lamp, matchsticks, flashlight, electric bulb charts, activity cards
B. References - Grade 3, PELC V.1.1
Science and Health 2, any science book C. Concept: Light comes from diff. sources. Sun is the primary source of light. Fire and electricity are the other sources of heat and eight. D. Values: Be careful in using / handling the materials. Cooperation in doing a group activity
E. Skills: Following instruction, observing, identifying, experimenting
III. Learning activities A. Daily routine - Science Drill Look at each picture. Then loop a word.
B. Recall - What is matter?
What are the three phases of matter? C. Motivation Close your eyes. Do you see something? Why?
D. Presentation Now, we are going to study the sources of light. E. Lesson Proper
1. Pre Activity - Be careful in handling the materials
- Giving of instructions
2. Activity Proper - See activity cards / sheet
- Activity proper Materials candle, matchsticks, flashlight w/batteries 3. Procedure 1. Get out of the room. Look around a. What are the things you see? b. What help your eyes see objects under the sun? 2. Get a matchstick and light a candle. a. What did the candle produce when you lighted it?
3. Get flashlight w/ batteries or electric bulb. a. Turn on the flashlight or an electric bulb. b. What is produced when you turn on the flashlight? Where does it come from? 4. Post activity - a. Reporting b. Discussion Questions: 1. At daytime, what makes the surrounding bright? 2. At night, how many are your homes lighted? 3. What are the other sources of eight? 4. What does each source give off? F. Generalization The sun is the primary source of light: fire and electricity are the other sources of light. G. Application When you are in a dark place, how do you make the place bright? V. Valuing Carefulness in using / handling the materials cooperation in doing the group activity. IV. Evaluation Directions: Select the letter of the correct answer. 1. Study the illustrations below. W/c is the primary source of light? B. c. d. Bulb 2. Which source makes the bulb light? b. Sun b. fire c. moon d. electricity 3. All of the ff. Are sources of light except one, which is not? I. Sun II. Sky III. Electricity IV. Fire A. I and II C. III and IV B. II only D. all of the above
a.
4. Why do we see objects clearly at daytime? A. The moon gives off light. C. The planet gives off light B. The sun gives off D. The clouds disappear at night?
Lesson Plan for Science and Health III Third Grading 5. The Boy Scouts went on a camping at the foot of the mountain. It was very dark at night. If you were the Boy Scout, how do you make the place bright? A. Wait for the sun to shine. C. Fire using firewood. B. Look for an electric current. D. None of the above. V. Assignment Ask your parents on how did the ancient Filipino produced light.
Prepared by: LESLIE D. JAMILLA T1 LOLITA A. RAPADA T3 Pola District
PELC V 1 1. 2. ENERGY
Introduction:
Light travels in straight lines in a vacuum at the speed of 186,283 miles per year. I. Objectives: Show evidence that light travels in a straight line and outward in all direction. II. Subject Matter Evidence that light travels in a straight line A. Materials: Flashlight, cardboard, candle, sheet of paper B. Reference : PELC V. 1.1.2 Any Science Book C. Concept: Light travel in a straight line D. Values: Cooperation with the group E. Skills: following instruction, observing , analysis, describing
F. Prerequisites - Vacuum, evidence, outward
III. Learning Activities A. Daily Routine - Science drill Arrange the jumble letter to form the word correctly. 1. GITRSATH 3. NEILS
2. VLSERTA
4. HILGT
B. Recall 1. Where does the moon get its light? 2. What are the other sources of light that you know? 3. Is light important to us? Why?
C. Motivation - Can we live without light? D. Presentation - Light is important to living things.
Today, we are going to study how light travels E. Lesson Proper 1. Pre Activity Read the direction carefully
Follow the instruction correctly Participate actively with the group.
2. Actively Proper: Evidence that light in a straight line . See actively sheet Materials: Flashlight , cardboard , candle , sheet of paper, tape 3. Procedure What you need, Sheet of paper and tape What to do -Teacher will light a candle 1. Look at the candle flame through a roll of paper. Do you see its light? 2. Now bend the roll of paper. Look at the candle flame through the bent roll. Move to a different spot and look at the candle flame through the roll of paper when the tube is straight and when it is bent. Do you still see the candles light?
Lesson Plan for Science and Health III Third Grading 4. Post Activity - Discussion Find out if other groups had the same observations as you did while looking at the flame through tube from different places in the room. 1. Are their observation similar to you? 2. What do these observation till about how light travel? F. Generalization What evidence shows that light travels in a straight line and in all directions?. G. Application Look at a tiny hole in the roof. Have you seen something? What do you think is it? The light rays falling on the floor from a tiny hole in the roof shows the rays of light are so straight. Light travels in a straight line. IV. Evaluation: Select the letter of the correct answer. 1. Which of the following diagrams show what happens to a ray of light that shines from a flashlight?
2. How does the light travel? a. In a circle c. in a broken line
b. In straight d. in a curve line 3. What activities shows evidence that light travel in a straight line? A. Stand on one corner of the dark room and switch on the pen light toward the wall. B. Draw a straight light on the board. C. Close the door and windows inside the room and put off all the lights.
D. With the light in front of you, hold the objet one a time and bring each near your face
so as to cover your whole face. 4. Why can we see objects through a straight straw? A. Because light travel in a straight line C. because light travel in a round way B. Because light travel in 5. Which statement is true? A. Light travels outward D. because light travel in a zigzag C. light travel in a broken line
B. Light travel in a curve path D. light travel in zigzag V. Assignment: Draw a sun and an arrow how light travel from the sun. Prepared by: LOLITA A. RAPADA T-III LESLIE D. JAMILLA T-1
PELC V 1 1.3.1 ENERGY

Introduction:
Different materials have different characteristics and have an ability on allowing light to pass through. I. Objectives Describe that more light passes through translucent materials II. Subject Matter Behavior of light A. Reference: PELC V, 1.3.1.1 Growing with Science and Health pp. 155 B. Materials: clear bottle, clear glass, plastic cover/envelope C. Science Concept: Light behaves in different ways as it strikes in different ways. It can pass through materials that are transparent. D. Values: Conserve light E. Science Processes: observing, identifying, describing F. Pre requisite: Sources of Light III. Learning Activities A. Daily Routine - Science News/Weather Report Science Drill Spelling B. Recall/Review - a. Why we cannot see objects behind a wall? b. Can rays of light pass through the big hole on the roof? c. Why can you see objects placed behind the cellophane and clear
plastic? C. Motivation - Show a handkerchief and a reading eyeglass. Ask: What object will I use for my eyes? D. Presentation - a. Teacher wears eyeglass and ask, Do you think I can see you? Why? b. Activity Activity 1 Get: flashlight, clear glass, bottle, plastic cover/envelope DO: 1. Push on the flashlight. Focus it on each material as you place your hand on the other side. 2. Observe how the light behaves on each object. Answer: What happened to the light? Why? What objects allowed light to pass through? E. Discussion/Analysis a. What did you see on your hand when the light comes from the flashlight? b. Why did the light pass through? c. What were the materials that allow light to pass through? d. What helps us see thins around us? e. Is light very important to us? Why? F. Generalization How does light behave on translucent materials? G. Application Your teacher asked you to cover your new books. What materials will you use so that you can read the title of the book? Why?
IV. Evaluation Direction: Read the following items below and choose the letter of the correct answers. 1. Light can pass through materials which are____________________. A. luminous B. opaque C. translucent D. transparent 2. The following are transparent materials, which are not? A. clear glass C. plastic cover B. book D. glass window 3. When light strikes a clear bottle, light will ______________. A. bend B. bounce C. blocked D. pass through 4. The clear glass with juice can be seen because light ____________. A. pass through B. blocked C. absorbed D. bend 5. Which is a transparent materials? A. blackboard B. picture frame C. chair D. clear eye glass V. Assignment List materials that are translucent.
PELC V 1 1.3.1 ENERGY

Introduction:
Light is a form of energy that behaves differently when it strikes the surface of different kinds of objects. The amount of light that can pass through depends upon the kind of natural it strikes. Some materials block the transmission of light. These are called opaque materials. Opaque materials absorb most of the light that strikes it. I. Objective Describe what happens when no light passes through opaque materials. II. Subject Matter Light Passes Through Opaque Materials A. Materials: wood , book , stone, blackboard etc flashlight, activity sheet
B. References - Cyber Science 3
Science and Health Learning Experience 3 Any Science Book PELC V.1.3.1.2.
C. Concept - An opaque object does not allow light to pass through. It absorbs light D. Skills - Following instruction, observing, describing, testing E. Prerequisites - Transparent and translucent materials
III. Learning Activities A. Unlock : opaque: ( Use of context clues)
Wood and hallow blocks are opaque materials, they do not allow light to pass through,
B. Recall -Describe how light behaves when it strikes transparent and translucent materials.
C. Motivation Say: Touch the objects inside the box and guess what is inside it: (The teacher will pass the box) D. Presentation Present the activity sheet
Let the pupils 1 each group perform this simple activity Problem: How do opaque materials affect the passage of light? Materials: flashlight, wood, book, cardboard etc. Activity sheet Procedure: - Turn on the flashlight Shine on a flashlight on each material. Observe how light behaves on each materials Answer the following questions 1. What did you observe? Does light pass through the materials? 2. What do you call these materials? 3. Describe opaque materials. Post Activity - A. Reporting B. Discussion What do you call the materials that light did not pass through? How does light behave on these kind of materials?
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Lesson Plan for Science and Health III Third Grading E. Generalization Describe how the light behaves when it strikes opaque materials. F. Application Go around the classroom. Shine the flashlight on some opaque materials inside the room; again, describe how the light behaves on each material. IV. Evaluation: Read the following sentences. Choose the letter of the bet answer. 1. The cardboard is an example of an opaque material. How does light pass through the materials? a. Light passes through it b. Light does not pass through it c. Small amount of light passes through it d. Light can be seen 2. What happens when light strike an opaque objects?
a. The light can pass through b. The light can be absorbed c. Small amount of light can be through d. Small amount of light scattered 3. How much light passed through an opaque materials? a. Small amount of light b. No light c. Most of the light d. All of the light 4. Wood is an opaque materials because a. Light cannot pass through it b. Light can pass through it c. Only little light can pass through it d. It blocks the light. 5. What happened when light passes through a hollow block? a. Little light pass through b. Light pass through c. Light do not pass through d. All light pass through V. Assignment Draw an example of opaque materials.
Prepared by:
HILDA V. PADUA Grade III NAUJAN EAST
PELC V 1.3.1 ENERGY

Introduction
A shadow is simply an area that appears dark when the rays of light are blocked by an opaque object. The size of the shadow depends on the source of light. I. Objective: Show and explain how a shadow is formed II. Subject Matter: Forming Shadow A.Reference :PELC 1.3.1 New Science and Health pp.211-212 Science and Health Textbook for Grade III, p.175 B.Materials: Flashlight, white cloth, sunlight, real objects C. Concept: A shadow is formed when the path light is blocked by opaque materials D. Science Process: Observing, describing, inferring E. Value Focus: Cooperation F. Pre-requisites: Meaning of Shadow, opaque III . Learning Activities: A. Daily Routine - Health Inspection Science News B. Recall - 1. What breaks down a beam of light into a different color? 2. What do you call a bond of colors? 3. What are the colors formed in a bond of prism? C. Motivation - Have you experienced playing outside during full moon? What is something black that follows or do whatever you do? D. Presentation: 1. Pre-Activity - Divide the class into 4 groups Giving Instructions 2. Activity - see activity card group 1-4 Materials; flashlight, white cloth, cardboard, book, doll, small or pencil 3. Procedure: 1. Switch on the flashlight. Let it strike a white cloth which is t on the wall. 2. Block the light ray with a piece of cardboard. What did you motive? 3. Do the same with other materials one at a time. 4. Put each object near and far from the source of light. 5. Observe carefully and keenly. Take down your observations. Answer: 1. What did you see when you block the lightrays with a piece of cardboard? 2. What can you say about the size of the shadow when you put the object near? When the object is far? 4. Post Activity - a. Reporting of their observations b. Discussion/Analysis
Lesson Plan for Science and Health III Third Grading 1.What do you call the dark areas formed on the cloth? 2.What happen to the size of the shadow when the object is near? When the object is far? 3.What is formed when the rays of light is blocked by an object?
E. Generalization How is shadow formed? F. Application: Lets play. Guess what shadow is formed. Use your hands and fingers to make a shadow. The teacher will show examples. One or two pupils will be called to show their talents in shadow making. IV. Evaluation: Choose the letter of the correct answer: 1. When is a shadow smaller? When the object is ____________________. A. Near from the source of light. C. Not expose to light. B. Far from the source of light. D. Bigger than the source of light. 2. When is a shadow formed? A. When the object allows the light to pass through B. When the objects blocks the light C. When the object gives of light D. When the object covers the whole light rays 3. How does light travel? A. in a straight line C. in a curve line B. in a broken line D. in a zigzag line 4. Whats the color of the shadow? A. Red B. White C. Black D. Blue 5. What is formed when the path of light is block by opaque materials? A. Ghost B. Shadow C. Light D. Picture V. Assignment: 1. By using your hands, feet and fingers make shadows and draw the form.
Prepared by: DOMINIC R. OCAMPO Master Teacher II Baco District
PELC V 1.3.1.1 ENERGY

Introduction
Materials differ in their ability to allow light to pass through.
Transparent materials like clear glass or clear plastic allow almost all the light to pass through and things that are behind them are seen clearly. Transparent materials like wax paper, frosted glass, tinted glass or colored cellophane. Allow some light to pass through opaque materials like wood cement. Do not allow light to pass through, they absorb most of the lights. I. Objectives: Classify objects as opaque, transparent and translucent. II. Subject Matter: Classifying Objects as Opaque, Transparent, Translucent A. Materials: Clear plastics, thick towel, thin fabric, cement, clear glass, sunglass, onion, skin paper colored cellophane , leaf wood, book, flashlight B. Reference: PELC V. 1.3.1.1 Growing with Science and Health 3 Tx pp. 154 158 Science and Health 3 TX pp. 134 136 C. Concept: - Object can be classified as opaque, transparent and translucent D. Skills - Observing, Comparing, Testing Meaning of opaque, translucent and transparent, examples III. Learning Activities: A. Daily Drill Arrange the letters to get the words being described. (EQUPOU) Materials absorb light (ENTRAPSNATR) Light passes through these materials (ENTACULSNATR) Small of light passes through these materials. B. Recall - 1. What is an opaque, transparent and translucent material? 2. Give examples of each. C. Motivation - Ask them if they can identify different materials as opaque, transparent and translucent. D. Presentation - 1. Pre Activity - Divide the class into 5 groups - Giving instructions (Each group will be given the same activity) 2. Activity Proper - See Activity Card
Group I V Materials : colored cellophane thin fabric wood book Thick towel onion skin paper cement Seen glasses clear plastic other thick Leaf , flashlight clear glass materials Procedure: Observe the ability of these materials to absorb, reflect or let the light pass through. Record your observation by writing the materials in their proper column.
Lesson Plan for Science and Health III Third Grading Transparent Translucent Opaque
3. Post Activity a. Posting of their observation
b. Discuss the findings about the activity What are the objects that belong to transparent, translucent and opaque materials? E. Generalization How did you classify the different materials under opaque, transparent and translucent? F. Application Directions: Write the following words under their proper column. Air Bond Paper Transparent Translucent Opaque Thick Towel Leather Steel Thin fabric Clear plastic Shiny clear plastics IV. Evaluation: Choose the letter of the correct answer. 1. What property of materials do the following have? Thin fabric sunglasses Colored cellophane a. Transparent b. Opaque c. Translucent d. shadow 2. Which of the following objects absorb light? a. wood , cement , book c. metal , glass , wax paper b. glass , thin fabric leaf d. mirror, cement , onion skin paper 3. Which of these materials will allow light to pass through? a. iron , still , metal c. Plywood , lumber , desk b. Glass, clear plastics, clear cellophane d. cardboard, leathers, illustration board 4. Why are colored cellophane, thin fabric and onion skin paper belong to translucent materials? a. Because they are materials that allow light to pass through b. Because they are materials that light can be seen clearly. c. Because they absorb most of the light d. Because all of the materials are light 5. How are you able to classify the following materials? Tinted glass, frosted glass, capiz window a. According to their ability to absorb light b. According to their a ability to reflect light c. According to their ability to let the light pass through d. According to their physical characteristics V. Assignment: List different materials in your home and classify them according to their property. Prepared by: Jennifer V. Gutierez Naujan West

Introduction
The speed of light changes when it travels into different materials. The materials may cause the light beam to change direction of travel or to refract. Light travels slower in water than in air and slower still in glass because water has more matter than air and glass is denser or has more matter than water.
I. Objectives Show evidence that light bends when travels from one materials to another. II. Subject Matter Refraction of light A. Materials - Flashlight, glass of water, spoon
B. References - Growing \with Science and Health 3
Any science book PELC 1.3.1.3

C. Concept - Refraction is the bending of light as it travels from one material to another.
Light ways bend as they pass from one material to another. D. Values: appreciation for refraction of light E. Skills: observing , identifying , inferring, experimenting F. Prerequisite: Meaning of refraction III. Learning Activities A. Daily Routine Science Drill Write A if the materials absorb light, R if it reflects light, P if it allows light to pass through, and C if it is combination of the three. 1. air 2. thick towel 4. Steel 5. Clear plastic 7. Shiny car 8. Leather 10. Shiny clear plastic
3. mirror 6. Bond paper 9. Thin fabric B. Recall - 1. What is transparent, translucent and opaque materials? 2. Give examples of each material. C. Motivation - Have you experienced swimming in the pool? D. Presentation 1. Lesson Proper Pre-Activity - Present the situation in ``Try and See p. 163. (See on separate sheet). Ask the class if they have seen the situation in real life. Ask: Can you tell why they look broken? Activity proper - See activity card/sheet - materials: spoons, glass of water, flashlight Procedure 1. Switch on the flashlight. See how the lights travels. 2. Let the light go through the glass. What do you observe? 3. Put the spoon on the glass of water. Look at the spoon at the level of the water. What did you discover?
Lesson Plan for Science and Health III Third Grading Post-Activity
a. Reporting
b. Discussion Questions: 1. How does the spoon appear in a glass of water? 2. Did you see how the spoon was broken? 3. Why do you think the spoon appeared broken in a glass of water? It is really broken? Why? 4. How does light behave when it travels from one substance to another? E. Generalization Why does light bend as it travels from one substance to another? F. Application Why do the girls legs appear shorter in the water? G. Valuing Appreciation for the refraction of light IV. Evaluation Choose the letter of the correct answer. 1. How does refraction of light occur? a. When light rays travel from one substance to another. b. When light rays reflect the different substances. c. When light rays change the different substances 2. What happened to the light rays as it travels from the air, to the pencil and to the water? a. The light rays bent. b. The light rays reflected c. The light rays were absorbed.
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3. What causes the bending of light? a. Difference in speed of light as they pass from one materials to another. b. Difference on the kind of material. c. Scattering of light rays as they strike the object surface. IV. Assignment: Let the pupils do the activity in their homes and answer their questions. How did you finger appear in a glass of water?
Prepared by: OLIVIA D. CAROLINO San Teodoro District
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Introduction
We see different colors around us. White light consists seven colors: red, orange, yellow, green, blue, indigo and violet. When white shines on something, some of the colors are absorbed and others are reflected. I. Objectives 1. Show that lights consists of different colors 2. Identify the different colors of light II. Subject Matter The Different Colors of Light A. Science Concept: Light is a combination of colors. Light consists red, orange,yellow, green, blue, indigo and violet. B. Science Processes: demonstrating, observing, identifying, describing C. References: PELC Grade 3, V.1.3.1.4, Workbook in Science p.105 Growing with Science and Health pp.159-162 D. Materials: pan half filled with water, mirror and white paper E. New Words: III. Learning Activities A. Review How light travels from one material to another? B. Unlocking of difficulties reflect, non-luminous C. Motivation: Do you see rainbow? Describe it. What produces these colors? D. Presentation Discover the different colors of white light. - Do the activities in Growing Science and Health p 160 and Workbook Science and Health 3 pp. 105 - Group presentation of observation - Analysis/Discussion colors of light E. Generalization What did you learn about the different colors of the light? F. Application In what another activity will you show the different colors of the light? Do these: Get: glass with water Do: 1. Place the glass with water where sunlight can pass through 2. Observe the other side of the glass. Answer: 1. What did you on the other side of the glass? 2. What colors did you see as the light pass through the glass? IV. Evaluation Direction: Select the letter of the correct answer. 1. How can you see the different colors in light? A. When light bends C. When ht strikes on transparent materials B. When light strikes on opaque material D. When light strikes on translucent materials light?
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Lesson Plan for Science and Health III Third Grading 2. Which are the different colors of light? A. black, yellow, pink, gray C. red, yellow, orange, green, blue, indigo, violet B. beige, blue, white, brown D. red, pink, black, brown V. Assignment How can you produce sound?
Prepared by: NOREEN M. MANAO Master Teacher II Socorro District
PELC V 2 2.1 ENERGY

Introduction
The air around us is composed of tiny molecules of different gases. These molecules move about constantly. A fast vibrating source like the flapping fan, bell or guitar string makes the molecules bounce back and forth. The molecules transfer their energy to other molecules. As the bump one another and pass on outward movement from the source, they produce sounds. I. Objective Demonstrates ways to produce sound II. Subject Matter How Sound is Produced? Concept: Sounds are produced when things vibrate. Science Processes: observing, testing, describing, and demonstrating References: TM Growing With Science and Health 3 pp. 143-144 TX Growing with Science and Health 3 pp. 166-168 PELC 2.1 Materials: rubber bands,shoe box, III. Learning Activities a. Recall past lesson b. Checking of Assignments c. Motivation a. Show different cut outs of animals, toys, and musical instruments Ask: What sound is produced by each object? b. Present the pictures in ``Try and See of text on pp. 166 Ask: Have you done these? ( girl strumming guitar, a boy playing a violin, a girl beating a drum) What is produced in these activities? d. Presentation of the lesson a. Do the activity on page 167 of Tx. Growing in Science and Health 3 Activity I Materials needed: rubber bands, shoe box, DO: 1. String the box with rubber bands in varying tightness. 2. Strum the box guitar in different frequencies and play some music. Activity 2 Materials needed: 2 pencils, rubber bands, books DO: 1. Stretch the rubber band around the book. 2. Put the 2 pencils under the rubber band about 10 centimeters apart. 3. Pluck the rubber band over each pencil. 4. Observe what happens with rubber band.
e. Discussion/ Analysis 1. What is sound? 2. How did you produce sound with your box guitar? Book guitar? 3. How sound is produced? f. Generalization How sound is produced? g. Application Fill in the blanks with the correct answer. Choose your answers in the box. 1._________________ is produced when things vibrate. 2. The back and forth movement of an object is called ___________________.
3. The sounds ______________________________. around us give us kinds of
Information
vibration
sound
IV. Evaluation Direction: Demonstrate the ways to produce sounds. 1. Strumming guitar 2. Beating of the drum 3. Using hammer 4. Clapping of hands 5. Ringing the bell V. Assignment List down the importance of sounds.
Prepared by: ARMIE A. GARIBAY Gloria District
PELC V 2 2.2 ENERGY

Introduction
You hear sounds all around. Living things make sounds. Some non living things make sounds, too. I. Objective Describe the sounds made by different objects. II. Subject Matter Sounds Made by Different Objects A. Materials : guitar , spoon , fork , whistle B. References : Grooving with Science and Health 3 p. 167 171 Science and Health pp. 181 182 PELC V. 2.2.2
C. Concept: The loudness of a sound depends on how strong it strikes our ears.
D. Values : appreciation of sound E. Skills Describing , classifying , identifying

F. Prerequisite: sound
III. Learning Activities A . Daily Routine - Weather News Science Drill Naming sounds The teacher will present different objects that produce sounds and call someone to guess the sounds being produce. B. Recall: - What is sound? C. Motivation: - Strum a guitar and ask what it is produce? How about the piano, the drum and the trumpet? D. Presentation: Now, we are going to study the sound of different objects. E. Lesson Plan 1. Pre Activity - Giving of instructions - Setting of standards 2. Activity Proper A. Ask the pupils to close their eyes and listen to the sounds around them. Ask what sounds they hear and what produces the sound? B. Have the pupils listen again as some pupils play come musical instruments. Have the pupils identify the instruments or objects used. 3. P ost Activity - a. Reporting b. Discussion Questions: 1. What are the different sounds that you hear? 2. Describe the sounds of the different objects that you hear? F. Generalization How can you describe the sounds make by different objects? The loudness of a sound depends on how strong it strikes our ears. G. Application: When you go to the market what are the different sounds you hear? H. Valuing: Appreciation of sound
Lesson Plan for Science and Health III Third Grading IV. Evaluation: Direction: Choose the letter of the correct answer. 1. Which of the following objects produce loud sounds A. Drum B. Whistle C. guitar D. Bell
2. The following objects produce soft sound Except One. A. Drum B. Bell C. whistle D. ticking clock
3. What did you observe when you move away from the source of sounds? A. The loudness of sounds increases. B. The loudness of sounds decreases. C. The loudness of sound is the same. D. The loudness of sounds is gone. 4. When you hear the ringing sound of the ambulance, what does it mean? A. There is an emergency B. There is a parade C. There is a fire D. There is a 5. Which of the following sounds is an unpleasant to hear? A. Ringing bell B. Playing orchestra V. Assignment: Collect pictures of materials that can produce soft and loud sound. C. soft mellow touch music D. noisy children inside the classroom
Prepared by: Elizabeth J. Pineda Pinamalayan West District
PELC V 2 2.3 ENERGY

Introduction
We heard sounds all around. Sound is produced when things move back and forth or vibrate. Some sounds vibrates faster so we hear a very loud sound, and when object does not vibrate so much we heard a soft sound. I. Objectives Relate the sound made to the force applied and the characteristic of the vibrating object. II. Subject Matter: Sound made to the Force Applied and the Characteristics of the Vibrating object. A. Materials : guitar , toy instrument, hummer , nail , radio
B. References: - Science and Health pp.181-182
Grooving with Science and Health pp. 167 -171 Any science book s PELC V. 2.2-3
C. Concept: - Sound made to the force applied. When an object vibrates faster, the sound is
louder and when the object vibrates slower, we hear soft sound. If using lesser force, it produce soft sound and if more force applied, it produced louder sound. D.Values: Carefulness E. Skills : observing , Comparing , Classifying , Describing F. Prerequisites: Force , vibrate III. Learning Activities: A. Daily Routine - Science update Health Habits Science Drill Let the pupils tell if there is sound produced in the following: using faces and Sad Faces 1. The chirping of birds 6. The clapping of hands. 2. A book on the table. 7. A boy talking 3. A girl on the table. 4. A ringing bell.
5. A broom in the corner.
8. Scrubbing the floor 9. Looking at the wall 10. Bouncing ball
1. What is sound? 2. Give examples of sound 3. Which sound is loud and soft?
B. Motivation - Place your fingers against throat. Talk slowly, softly , faster and louder.
Ask. Do you feel your throat made up and down? C. Presentation Now, we are going to know about the characteristics of the vibrating object made by the force. D. Lesson Proper 1. Pre Activity Be careful in using the instruments. Play the instruments with proper care. 2. Activity Proper Characteristics of vibrating sound by the force applied.
Lesson Plan for Science and Health III Third Grading Group I Listen to a radio (music) 1. Switch on the radio in a lower volume and observe the sound. What can you say about the sound produced? 2. Turn to a higher volume and observe the sound. What characteristics of sounds you heard? Group II - Using hummer and nail 1. Strike the nail with hammer slowly. What is the sound produced? ______________ 2. Strike the nail stronger with hammer. What is the sound produced?______________ Group III - Count the heart beat before having an exercise. How many heart beat you have counted off? __________ What can you say about its vibration? ____________ Have 1 minute jogging and 1 minute jumping. Count the heart beat. How many heart beat produced___________ What can you say about the vibrations? __________ Group IV - Check the sound we need in different places Sound Soft Modulated Loud Slow Fast Playground Outdoor Classroom Mountain
1. Post Activity - A. Reporting B. Discussion Questions: 1. When do you say that the sound is soft and loud? 2. When do you say that the sound is slower and faster? 3. What happens when we applied more force to an object? E. Generalization How sounds produce when force applied? Sound made to the force applied. When an object vibrates faster, the sound is louder and when the object vibrates slower we hear soft sound. Lesser force applied produced soft sound and more force produced louder sound.
Lesson Plan for Science and Health III Third Grading F. Application How does the sound in the classroom be produced that will not affect our sense of hearing? Why? G. Valuing Great care for the sense of hearing Select the best sounds for children. IV. Evaluation Choose the letter with the correct answer. 1. Which sounds show with lesser force? A. Fast C. Slower B. Louder D. Irritating
2. Which of the characteristics of vibrating sounds produce low force? A. Loud sound C. Modulated sound B. Stronger sound D. Soft sound 3. Which sound describes louder? A. Whisper C . Running water D. Humming of bees 4. How does the heart beat of a person vibrates when he exerts more effort on his activity? I. Faster III. Louder II. Slower IV. Softer A. I, IV C. II B. IV D. I 5. Why different sound depends on the force applied? A. The lesser the force the slower and soft sound produced. B. More effort used the slower the sound is C. More force exert the lesser the sound
B. Thunder
D. The louder the sound the lesser the force applied. V. Assignment Bring musical instrument that you known to play.
Prepared by: ELENA S. INIEGO
PELC V 2 2.4 ENERGY

Introduction
Sound comes from matter that vibrates the back and the movement of matter that makes sound is called vibration. There is sound when there is vibration. Different objects make different sounds. Some sounds are pleasant while some sounds are not. I. Objective: Conclude that different objects make different sounds. II. Subject Matter Sounds A. Materials Leaf, spoon, glasses, tin cans, whistle
B. References: Science and Health series Grade III p. 183
Any Science Books PELC V 2.2.2

C. Concept - Different objects make different sound. D. Values: Appreciation of pleasant sounds
E. Skills : absorbing , describing , community

F. Prerequisites: Meaning of pleasant and unpleasant sound
III. Learning Activities A. Daily Routine - Unlocking: Pleasant sound let the pupils hear pleasant sound. Unpleasant sound let them hear unpleasant sound. B. Recall - How sound is produced? C. Motivation: - Ask pupils to close their eyes. Drop
D. Presentation - How we are going to find out if sound produced by different objects?
E. Lesson Proper 1. Pre Activity Distribute the materials. Ask pupils what to do while doing the activity.
2. Activity Proper Do this by station make sound out of the given object.
a) Can you make sound out of it? b) Is it pleasant or not which make a loud sound? Which are not? Station I spoons Station III tin cans Station V- glasses Station II leaf Station IV whistle 3. Post Activity - a) Reporting b) Discussions Questions: 1. Do all these objects make sound? 2. Do they chance the same sound? 3. Why do you think the sound produced are different? F. Generalization: What can you say about the sound makes by the different objects? G. Application: Why is it that you can tell the objects through the sound they make?
Lesson Plan for Science and Health III Third Grading H. Values: Do you enjoy listening the pleasant sound around us? IV. Evaluation: Read each item carefully and choose the letter of the correct answer? 1. Why does whistle sound is differ from the sound of a drum? A. Because different objects make different sound. B. Because different objects make loud sound. C. Because different objects make soft sound. D. Because different objects make pleasant sound. 2. A drum, a telephone rings and a clock ticks, what does this show? A. Big objects differ with sound they make. B. Some objects differ in sound they make. C. Some objects are the same the sound they make. D. Small objects differ in the sounds they make. 3. A box with marbles, scissors, notebooks and rulers fell to the floor and it made different sounds. Why? A. It has different objects. B. It is a heavy box. C. It is a big box. D. It is full of many objects. 4. Look at the illustration Which of the ff. would make more sounds?
A.
B. II
C. III
D. I & II
V. Assignment: Write 5 objects that make sounds Prepared by: MARLYN C. MESIAS Victoria District
PELC V 3 ENERGY
Introduction
Force is needed to make something move. A force is a push or a pull that starts, stops the motion or changes the direction of a moving object. Force comes from different sources like gravity, wind, running water, electricity or muscles. Forces can be balanced on unbalanced. I. Objectives: Explain how force makes objects move/cause change in motion. II. Subject Matter TOPIC: Force and Motion A. Materials toy car, marbles, activity card, chart B. References PELC V.3. Grade 3, Explore and Discover 3, (2004), pp. 228-231, Growing with Science and Science and Health TM pp. 148-152. C. Science Concepts: Force makes objects move and causes change in motion. The motion of an object is determined by forces acting on it. D. Skills observing, hypothesizing, formulating generalization E. Values Application of force to produce motion. F. New Words: force, motion, inertia, acceleration III. Learning Activities A. Preparatory Activities 1. Daily Routine 2. Unlocking of Difficulties 3. Review/Recall/Warm-up B. Lesson Proper 1. Motivation - What makes objects move?
2. Presentation - Why objects move? Activity 1 Get These: toy car, marbles Do These: 1. Put the toy car and marbles on the ground. Make sure they are not moving. 2. Observe the toy car and marbles. Did they move? Why? 3. Push the toy car and the marble. Did they move? Why? 4. Stop the toy car and marble. Did they stop? Why? 3. Lesson Proper (Developmental Activities) a. Pre-activity bringing out materials for the activity setting standards for group activity b. Activity Proper (using activity cards/chart) Let the class raise the problem. Have them formulate hypothesis. Follow up Activity 1. Do These: 1. Get a partner and ask him to push the back part of the toy car with the same force as you do. Did the toy car move? Why?
2. Tell him to apply more force in pushing the toy car. Did the toy car move? Why? 3. Hold the toy car on the palm of your hand. What makes it stay on your hand? Is there a force pulling it downward? 4. Post Activity What did you discover? Let the class discuss their findings. Guide them in formulating their generalization. (An object remains at rest unless a force is applied to it)
5. Generalization Force makes objects move. The motion of an object is determined by forces acting on it. 6. Application Have the pupils cite examples that support the generalization. Example: The book on the table remains at rest, when pushed, (force) it moves (motion). IV. Evaluation Write A if you agree and D if you disagree. _________1. The motion of an object is determined by the force acting on it. _________2. An object at rest will stay at rest. _________3. An object increases in speed because of a force applied on it. _________4. A small force applied on a small object will cause faster movement of the object than a big force applied on the same object. _________5. A great force applied on the same small object, as in question 4 causes faster movement. V. Assignment Name 3 ways how you can change the position of objects.
Prepared by: DOMINIC R. OCAMPO Master Teacher II Baco District
PELC V 3 3.1 ENERGY

Introduction
A force is a push or a pull. It can make non-living things move. However, to make an object moves a bigger force must be applied to overcome the force acting on it. If the force applied to an object is lesser than the force exerted by the object, the object will not move. The force acting on the object and the force applied must be unbalanced, to make the object move. I. Objectives Demonstrate how force makes object move.
II. Subject Matter How Force Makes Objects Move A. Materials: Toy cart, marbles B. References: Cyber Science 3, p. 266 Science and Health 3, pp. 129 150 PELC V. 3.3.1 Concept: Force is needed to make something move. A force is a push or a pull that starts, stops the motions or changes the direction of a moving objects. D. Value - Application of force to produce motion E. Skills: Following instruction, observing, demonstrating, describing E. Prerequisites - Meaning of push, pull III. Learning Activities: A. Daily Routine - Science Drill Clap your hand once if what I say is a pleasant sound. Clap your hand twice if it is unpleasant sound. 1. Chirping of a bird 4. Music from a violin
2. Roar of thunder
5. Sound of a fire truck
3. Bomb explosion B. Recall - 1. What do you call reflected sound? 2. Where can echo be produced? C. Motivation: Present a picture of children playing with a toy cart. Present a car picture of a being pushed by men. Ask question about the picture. D. Lesson Proper - 1. Pre activity Giving of instructions 2. Activity Proper : How force makes objects move - See Activity Card / Sheet Materials - toy car, marbles 3. Procedure 1. Put the toy cart and marbles on the ground. Make sure they are not moving. a. Observe the toy cart and marbles. b. Did they move? Why did they not move?
Lesson Plan for Science and Health III Third Grading 2. Pull the toy cart. Push the marbles. a. Did they move? b. Why did they move? 4. Post Activity - a. Reporting b. Discussion 1. Why were the toy cart and marbles not moving at first? 2. What did you do that made them move? 3. What do you call push or pull? 4. What makes objects move?
E. Generalization: How does force makes an objects move? Force is needed to make something move. A force is a push or a pull that starts the motion. F. Application: You want to transfer the table one place of the room to another without lifting it. What will you do? G. Valuing Application of force to produce motion IV. Evaluation: Direction: Select the letter of the correct answer. 1. What will happen to the ball if they boy kicks it? a. Roll B. remain in place C. stop rolling
2. How can you bring a cart of coconuts from the barrio to the town easier? a. Let a carabao pull it b. Let a man pull it c. Let a man push it onward 3. How can you make a chair move? A. Look at it B. bar it C. push it 4. The following will make a cabinet move except one. A. Pushing it B. holding it C. pulling it 5. What makes an objects move? A. Force V. Assignment B. sound C. thunder
1. Review today s lesson 2. Cut out picture showing force and motion. Prepared by: Mrs. Violeta M. Licot
PELC V 3. 3.2 ENERGY

Introduction
Some forces make things move. These are gravity, magnetism, electricity, wind and running water. Gravity makes objects move towards the ground.
I. Objectives Demonstrate how different forces like wind, water & magnet make other objects move. II. Subject Matter Forces and Motion A. Materials bond paper, fan, plastic plate, sand, water, thumbtacks, magnet, rack salt, table, cart, card board, pc. Of wood , ball B. References Enjoying Science 3 ( Workbook) p. 113-116, PELC V.3.2 Science & Health Learning Experiences 3, p. 135-140
C. Concept Wind, water and magnets are same forces that make other things move
D. Values Appreciation of things that make other objects move. E. Skills observing , inferring, following instructions , demonstrating
F. Prerequisites - magnet, magnetic force, magnetic / non magnetic materials, gravity
III. Learning Activities A. Daily Routine Drills Identify which of following produce loud sounds
a. Cymbals
b. trumpet
c. rubber band
d.. drum
B. Review - How do objects move? C. Motivation - Do you know what forces make the things around us more? D. Presentation - We are now going to find out what are these forces
E. Lesson Proper 1. Pre Activity . sitting standards for group activity . bringing out materials . giving instructions 2. Activity Proper what forces make things move Procedure: Activity I a. Place bond paper on the floor Using fan, make the bond paper reach the other side of the room observe what happens. b. Make a model of hill using sand in plastic plate. Slowly pour water into the model & observe what happens. Answer the following questions: 1. What makes the bond paper move? 2. Where does the force come from? 3. What happened to the model? 4. What causes the model to erode? 5. Do wind and water have force?
Lesson Plan for Science and Health III Third Grading Activity 2 a. Scatter the rock salt in the bond paper b. Pull the magnet under the bond paper & move in all directions c. Observe the movement of the salt d. Do the same procedure using thumbtacks Answer: What happened to the rock salt? Thumbtacks? What causes the movement? Where does the force come from? Do the magnets have the ability to make things move? Activity 3 - Try to pull the table / cart and push it back to its original place. Answer: What cause the movement of the table? Cart? Which was easier to do, to push or pull? Was it easier to push or pull alone or with classmate? Why? Activity 4 - Hold the ball at the level of waist & let it go. Repeat but this time, hold the ball observe the level of the head Answer: What happened to the ball when you let it go? Where did it go? What causes the ball to go down? Activity 5 - Allow a toy car to move forward. Using piece of wood, block the way of the car. Answer: What happened to the car? What cause the car to stop? To change direction 4. Post Activity - a. Reporting /Reading the answers to question in every activity. b. Discussion What are the forces that make the materials move? F. Generalization 1. What forces make the object move on the 1st 2nd -3rd 4th & 5th activity? 2. What are the forces that make the things move? G. Application Why are other materials not attracted to magnets? What do you call the materials that attract magnets? Valuing Appreciation of forces that make things move IV. Evaluation Circle the letter of the correct answer. 1. Sand was deposited from one place to another. Hat force made it possible/ a. Push & pull b. gravity c. wind d. water
2. During floods, the topsoil was being removed and carried to other place through the force
of __________________. a. Water b. wind c. gravity d. other objects
3. Which of the following attracts materials with iron & steel? a. Magnets b. magnetic force c. gravity d. water
4. Things always go downward. This is so because of the force of .
a. Gravity
b. magnets
. push & pull
d. wind
5. Transferring materials can be done easily if youre not alone. What force can be applicable for this? a. Push & pull b. gravity c. water d. wind
V. Assignment: Direction: Write what force can make objects move. 1. nails 3. floor polisher 5. Water wheel 2. banca 4. Kite
PELC V 3. 3.3 ENERGY

Introduction
The motion of an object is determined by forces acting on it. Force is a strength or energy exert. I. Objective Demonstrate how force cause moving objects to speed up, slow down, stop or change direction II. Subject Matter Force and Motion A. Reference: PELC 3.3.3 TM: Growing with Science and Health 3 PP. 148 TX: Growing with Science and Health 3 PP. 172-176 B. Materials: toy car, marbles, tables, cabinets, desks, balls C. Science Concept: Force applied on a body determined speed and direction of its movement. D. Science Processes: hypothesizing, observing, recording, generalization E. Values: Care for oneself F. Pre-requisite How force makes an objects move? III. Learning Activities A. Daily Routine Science News/Weather Report Science drill What makes a toy car move? B. Recall What makes object move? C. Motivation If I`m going to let you clean our room. What will you do with the chairs and desks to make sure you have cleaned the room well? D. Presentation A. Let the pupils observe different objects at rest. Ask: Can you describe their position? Are they moving? What can make them move? Can these things be moved fast? or steadily? or slower?
Activity 1 Get: marbles DO: From a higher position, throw/scattered the marbles Answers: What happened to the marbles? Are they going up or down? What make them stop? Activity 2 Get: A pair of partner (a boy and a girl) and a ball DO: Throw the ball slowly to your partner. Throw the ball harder to your partner. Answer: What happen to the ball that is slowly thrown? What happen to the ball that is thrown harder? Which is slower to reach to the other? a boy? or a girl? Which is faster to reach to the other? a boy? or a girl?
Lesson Plan for Science and Health III Third Grading E. Discussion/Analysis How can you make a toy car speed up, slow down, stop change direction? a. A toy car moves faster when it is pushed with greater force. b. A toy car moves slowly when it is pushed with a lesser force. c. A toy car change its directions when another force is applied while it is moving. d. A toy car stops when a force is applied on it. F. Generalization What is needed to make moving objects faster? slowly? stop or change direction? G. Application Your mother asks you to clean up your guest room, because somebody is coming. What force will you apply to make you fast? IV. Evaluation Direction: Pull the toy car while it is moving and answer the following questions. 1. Move faster a. How did you make the toy car moves faster? 2. Move slowly b. How did you make it moves slowly? 3. Stop c. How did you make it stop? 4. Change directions d. How did you change its direction? 5. Change directions e. What is needed to make a moving object to change its direction? V. Assignment Make your own toy car. Apply different forces on it.
Initial Encoders and Editors: Beverly M. Nuezca MT I, Bansud District, Chona Z. Leido MT I, Dominic Ocampo, MT II Baco District, Rosie Elena M. Robledo, Principal II, Bansud District 37

Grade 3 3rd Grading Science

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Lesson Plan for Science and Health III Third Grading

Lesson Plan for Science and Health III Third Grading

3 Lesson Plan for Science and Health III Third Grading

B. Recall - What is matter?

4 Lesson Plan for Science and Health III Third Grading

Prepared by: LESLIE D. JAMILLA T1 LOLITA A. RAPADA T3 Pola District

6 Lesson Plan for Science and Health III Third Grading

Follow the instruction correctly Participate actively with the group.

2. How does the light travel? a. In a circle c. in a broken line

8 Lesson Plan for Science and Health III Third Grading

PELC V 1 1.3.1 ENERGY

Lesson Plan for Science and Health III Third Grading

Lesson Plan for Science and Health III Third Grading

PELC V 1 1.3.1 ENERGY

III. Learning Activities A. Unlock : opaque: ( Use of context clues)

HILDA V. PADUA Grade III NAUJAN EAST

Lesson Plan for Science and Health III Third Grading

PELC V 1.3.1 ENERGY

Prepared by: DOMINIC R. OCAMPO Master Teacher II Baco District

Lesson Plan for Science and Health III Third Grading

PELC V 1.3.1.1 ENERGY

3. Post Activity a. Posting of their observation

Lesson Plan for Science and Health III Third Grading

PELC V 1.3.1.3 ENERGY

Any science book PELC 1.3.1.3

Lesson Plan for Science and Health III Third Grading

Prepared by: OLIVIA D. CAROLINO San Teodoro District

Lesson Plan for Science and Health III Third Grading

PELC V 1.3.1.4 ENERGY

Prepared by: NOREEN M. MANAO Master Teacher II Socorro District

Lesson Plan for Science and Health III Third Grading

PELC V 2 2.1 ENERGY

Lesson Plan for Science and Health III Third Grading

Prepared by: ARMIE A. GARIBAY Gloria District

Lesson Plan for Science and Health III Third Grading

PELC V 2 2.2 ENERGY

D. Values : appreciation of sound E. Skills Describing , classifying , identifying

Prepared by: Elizabeth J. Pineda Pinamalayan West District

Lesson Plan for Science and Health III Third Grading

PELC V 2 2.3 ENERGY

8. Scrubbing the floor 9. Looking at the wall 10. Bouncing ball

Prepared by: ELENA S. INIEGO

Lesson Plan for Science and Health III Third Grading

PELC V 2 2.4 ENERGY

Any Science Books PELC V 2.2.2

E. Skills : absorbing , describing , community

Lesson Plan for Science and Health III Third Grading

Lesson Plan for Science and Health III Third Grading

Prepared by: DOMINIC R. OCAMPO Master Teacher II Baco District

Lesson Plan for Science and Health III Third Grading

PELC V 3 3.1 ENERGY

5. Sound of a fire truck

Lesson Plan for Science and Health III Third Grading

PELC V 3. 3.2 ENERGY

of __________________. a. Water b. wind c. gravity d. other objects

4. Things always go downward. This is so because of the force of .

. push & pull

Lesson Plan for Science and Health III Third Grading

PELC V 3. 3.3 ENERGY

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