GRADE 3

UNPACKED CURRICULUM

Prepared by: Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier - SDO
Ms. Rowena C. Lamera - SDO TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas

Grade THREE
Science Discipline/Component CHEMISTRY
become more - MATTER
curious about their surroundings, appreciate nature, and practice hea
Grade Level Standard measures.
their different characteristics such as shape, weight, definiteness of volume and eas
characteristics, objects
learners investigate and
ways inmaterials canturns
which solid be grouped intosolid
into liquid, solids,
intoliquids or gases.
gas, liquid into ga
Domain
solid, as affected by temperature.
The learners should be able to…
Performance Standard 1. group common objects found at home and in school according to solids, liquids a
2. investigate the different changes in materials as affected by temperature
The learners demonstrate understanding of…
Content Standard 1. ways of sorting materials and describing them as solid, liquid or gas based on obs
2. effects of temperature on materials

Performance Task

CONTENT LEARNING COMPETENCIES

1. Properties 1. Describe different objects based on their properties
1.1 Characteristics of Solid, 1.1 Name objects found at home and in school
Liquid and gas 1.2 List observable characteristics (shape, size, texture,
weight, taste, volume)
1.3 Describe objects according to shape
1.4 Describe objects according to size
1.5 Describe objects according to texture
1.6 Describe objects according to weight
1.7 Name and describe common liquids found at home
or in school (water, bottled liquid/soysauce
beverages, etc.)
1.8 Describe common liquids according to taste (water,
bottled drink, soy sauce, vinegar, etc.)
1.9 Describe common liquids according to odor or smell
(water, bottled drink, juices. Vinegar, perfume,
cologne, alcohol)
1.10 Identify and describe the shape of common gases
(e.g. Oxygen, CO2, Helium)
SUMMATIVE TEST
2. Classify objects and materials as solid or liquid
2.1 Classify common solids as soft and hard (e.g. cotton,
cloth, towel, wood, stone, etc.)
2.2 Classify common solids as smooth and rough (paper,
glass, table, cartolina, etc.)
2.3 Classify common solids as heavy and light (cotton,
cake, rock, wood, etc.)
 2.4 Classify common liquids as fragrant, odorless or
with foul odor (water, vinegar, perfume, oil, alcohol,
shampoo, etc.)
2.5 Classify common liquids according to ease of flow
as thick or thin (water, vinegar, shampoo, soy sauce,
oil, lotion, syrup, etc.)
2.6 Classify common liquids according to its use (water
for drinking, cooking, cleaning, etc.)
SUMMATIVE TEST
3. Describe ways on the proper use and handling of
solids, liquids and gases found at home and in school
3.1 Identify common solids use in the kitchen ( spoon,
fork, bolo, slicer, knife, measuring cups, etc.)
3.2 Describe the uses of common solids found at home
and in school
3.3 Identify proper ways on the proper use of sharp
objects found at home and in the school
3.4 Describe proper ways in handling sharp objects
found at home and in school
3.5 Identify harmful liquids and gases found at home,
in school and In the community
3.6 Describe ways on the proper use of harmful liquids
and gases found at home and in school (insecticides,
pesticides, toilet cleaner, etc.)
3.7 Identify solid materials found at home , in school and
in the community that produces or absorbs heat
(e.g. flat iron, fan, kettle, rice cooker, stove, etc.)
3.8 Describe ways on the proper use of solid and gas
materials(e.g. LPG, butane cooker, cigarette butane
lighters) that produce/absorb heat
3.9 Answer the checklist on the proper use and handling
of objects/materials correctly
SUMMATIVE TEST
2. Changes that Materials 4. Describe changes in materials based on the effect
Undergo of temperature
4.1 Define change operationally and identify materials
that undergo change
4.2 Describe the materials before and after allowing to
stand at room temperature
4.2.1 alcohol and acetone (liquid to gas)
4.2.2 moth balls and air freshener (solid to gas)
4.3 Describe materials before and after heating
4.3.1 candles and crayons (solid to liquid)
4.3.2 water and oil (liquid to gas)
4.4 Describe materials before and after freezing
4.4.1 water, ice cany and juice (liquid to solid)
4.5 Detect changes in some solids when heated
4.6 Examine the changes in some liquids when frozen
4.7 Predict the differrent changes on materials as
affected by temperature
SUMMATIVE TEST
PERIODICAL TEST
TOTAL NUMBER OF DAYS
Dr. Corazon A. Javier - SDO Parañaque,
o - SDO Las Piñas

ate nature, and practice health and safety

finiteness of volume and ease of flow. Using
to solids,
, solid intoliquids or gases.
gas, liquid into gas, and liquid into

according to solids, liquids and gas

cted by temperature

d, liquid or gas based on observable properties

NO. OF DAY/S
CODE
TAUGHT
S3 MT-Ia-b-1
S3 MT-Ia-b-1.1 1
S3 MT-Ia-b-1.2 1

S3 MT-Ia-b-1.3 1
S3 MT-Ia-b-1.4 1
S3 MT-Ia-b-1.5 1
S3 MT-Ia-b-1.6 1
S3 MT-Ia-b-1.7 1

S3 MT-Ia-b-1.8 1

S3 MT-Ia-b-1.9 1

S3 MT-Ia-b-1.10 1

1
S3 MT-Ic-d-2 1
S3 MT-Ic-d-2.1 1

S3 MT-Ic-d-2.2 1

S3 MT-Ic-d-2.3 1
S3 MT-Ic-d-2.4 2

S3 MT-Ic-d-2.5 2

S3 MT-Ic-d-2.6 2

1
S3 MT-Ie-g-3 1

S3 MT-Ie-g-3.1 1

S3 MT-Ie-g-3.2 1

S3 MT-Ie-g-3.3 1

S3 MT-Ie-g-3.4 1

S3 MT-Ie-g-3.5 1

S3 MT-Ie-g-3.6 1

S3 MT-Ie-g-3.7 1

S3 MT-Ie-g-3.8 1

S3 MT-Ie-g-3.9 1

1
S3 MT-Ih-j-4

S3 MT-Ih-j-4.1 1

S3 MT-Ih-j-4.2.1 1
S3 MT-Ih-j-4.2.2 1

S3 MT-Ih-j-4.3.1 1
S3 MT-Ih-j-4.3.2 1

S3 MT-Ih-j-4.4.1 1
S3 MT-Ih-j-4.5 1
S3 MT-Ih-j-4.6 1
S3 MT-Ih-j-4.7 2

1
2
46
 GRADE 3
UNPACKED CURRICULUM
Prepared by: Dr. Arturo A. Tolentino - SDO Caloocan, Mrs. Genersol G. Monton - SDO
Mrs. Armida S. Oblinada - SDO Muntinlupa, Dr. Maria Pilar O. Capalongan - SDO Qu

GRADE Grade 3
Science
Discipline/Component LIVING THINGS AND THEIR ENVIRONMENT
surroundings - rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify
Grade Level Standard liquid
the or gas.
more Theyexternal
familiar can describe how
parts of objects
animals andmove andThey
plants. what also
makes them and
explore move. They can
describe also id
characteris
Domain describe
that changesthem
distinguish in the conditions
from of their
non-living surroundings.
things. These
Learners learn thatwould
livinglead learners
things to become
reproduce m
and certa
Performance Standard to their offspring/s. Different kinds of living things are found in different places. Learners
The learners should be able to practice healthful habits in taking caare of the sense organs learn th
Content Standard The learners demonstrate understanding of parts, and functions of the sense organs of the human

CONTENT LEARNING COMPETENCIES

1. LIVING THINGS AND THEIR ENVIRONMENT

1. Describe the parts and functions of the sense organs of the

1.1 Humans
human body;

1.1.a Sense Organs 1.1. Name and describe the five human sense organs

*Eyes 1.2. Describe the parts and functions of the eyes

*Ears 1.3. Describe the parts and functions of the ears

*Nose 1.4. Describe the parts and functions of the nose

*Tongue 1.5. Describe the parts and functions of the tongue

*Skin 1.6. Describe the parts and functions of the skin

2. Enumerate healthful habits to protect the sense organs

2.1. Color the basic parts of the eyes and ears and give ways on
how to take care of the eyes and ears

2.3. Color the basic parts of the nose and tongue and give ways on
how to take care of the nose and tongue

2.5. Color the basic parts of the skin and give ways on how to take
care of the skin

SUMMATIVE TEST
TOTAL
Performance Standard The learners should be able to enumerate ways of grouping animals based on their structure and i
Content Standard The learners demonstrate understanding of parts and functions of animals and importance to hum

3. describe animals in their immediate surroundings;

3. 1. Name and describe animals in their immediate surroundings

(land, water, air, both land and water, and both land and air)

3.2. Describe the common body parts of animals found in land,

water and air and how they eat

4. identify the parts and functions of animals

4.1. Identify the parts and functions of animals living in land

4.2. Identify the parts and functions of animals living in water

1.2 Animals
4.3 Identify the parts and functions of animals living in air

5. Classify animals according to body parts and uses

5.1. Classify animals according to their body parts and their uses
by using illustrations/pictures of animals living in land, water and
air

6. State the importance of animals to humans

6.1. State the importance of animals to humans by enumerating

concrete examples

7. Describe ways of proper handling of animals

7.1. Describe ways of proper handling of animals using a short

video clip
SUMMATIVE TEST
TOTAL

Performance Standard The learners should be able to demonstrate the proper ways of handling plants.

Content Standard The learners demonstrate understanding of external parts of plants and their functions, and impor

8. Describe the parts of different kinds of plants

 8.1. Describe the different kinds of plants according to their
structures using video clips or illustrations (shrubs and vines,
trees, and herbs).

8.2. Describe the basic parts of a typical plant (roots, stem, leaves,
flowers and fruits) using coloring activites.

8.3. Describe the different types of plants based on stem structures

(herbs, shrubs, trees and vines) by bringing actual stem structures
1.3 Plants of plants

9. State the importance of plants to humans

9.1. Name the importance of plants to humans using real life

stories

10. Describe ways of caring and proper handling of plants

10.1. Describe ways on how to take care and handle plants

10.2. Role play on how to take care and handle plants

Performance Standard The learners should be able to illustrates the difference between living and non-living things

Content Standard The learners demonstrate understanding of characteristics of living and nonliving things

11. Compare living and nonliving things

11.1. Illustrate the characteristics of living and non-living things

using table of comparison.

SUMMATIVE TEST
TOTAL
Given a photo of offspring and parents, make a checklist of possible characteristics that the offsp
Performance Standard
parents
The learners demonstrate understanding of reproduction among humans, animals and plants and c
Content Standard
characteristics that are passed from parents to offspring
12. Infer that living things reproduce

12.1. Using a video animation of human reproduction for kids(link

www.happy learning. TV), infer that humans reproduce.

12.2. Using a video animation of animal reproduction for kids,

infer that animals reproduce.

12.3. Using a video animation of plant reproduction for kids, infer

that plants reproduce.

4. Heredity; Inheritance and

Variation
 13.Identify observable characteristics that are passed on from
4. Heredity; Inheritance and parents to offspring (e.g., humans, animals, plants);.
Variation

13.1. Using pictures of their parents brought by the pupils, list

down the physical traits inherited by the pupils from the parents.

13.2. List down the physical characteristics of parent animals and

their babies.

13.3. Using video clips of plant reproduction, list down the

characteristics that were passed on from parents to the offspring.

13.4. Using photos of offspring and parents of humans, animals

and plants, list down possible characteristics observed from both
that the offspring inherited from the parents.

SUMMATIVE TEST
TOTAL
The learners should be able to list down activities which they can perform at home, in school, or
Performance Standard
to keep the environment clean

Content Standard The learners demonstrate understanding of basic needs of plants, animals and humans.

14. Identify the basic needs of humans, plants and animals such
as air, food, water, and shelter

14.1. List the basic needs of humans, animals and plants such as
air, food, water and shelter

14.2. Select the basic needs of humans, animals and plants as to

air, food, water and shelter.

14.3. Match the basic needs of humans, animals and plants such as
air, food, water and shelter with the activites to make the
environment clean.

15. Explain how living things depend on the environment to

meet their basic needs

15.1. Interpret how living things depend on the environment to

5. Ecosystems meet their basic needs using illustrations

15.2. Identify how living things depend on the environment to

meet their basic needs by using smileys
5. Ecosystems

15.3. Complete the statements on how living things depend on the

environment to meet their basic needs using environmental
situations given by the teacher.

16. Recognize that there is a need to protect and conserve the

environment.

16.1 Identify ways to protect and conserve the environment.

16.2 Enumerate ways on how to protect and conserve the

environment after watching the video clip/s on environmental
disasters.

16.1 Make a collage on ways to protect and conserve the

environment.
SUMMATIVE TEST
TOTAL
PERIODICAL TEST
TOTAL NUMBER OF DAYS
UM
Mrs. Genersol G. Monton - SDO Makati,
Pilar O. Capalongan - SDO Quezon City

ONMENT
un, Moon and stars. They can also classify these things as solid,
what also
They makes them and
explore move. They can
describe also identify
characteristics ofsources and
living things
. These
earn thatwould
livinglead learners
things to become
reproduce more traits
and certain curious
areabout their
passed on
found in different places. Learners
n taking caare of the sense organs learn that living things
nctions of the sense organs of the human body
NO. OF DAYS
CODE
TAUGHT

S3LT-IIa-b-1

S3LT-IIa-b-1.1.1 1

S3LT-IIa-b-1.1.2 1

S3LT-IIa-b-1.1.3 1

S3LT-IIa-b-1.1.4 1

S3LT-IIa-b-1.1.5 1

S3LT-IIa-b-1.1.6 1

S3LT-IIa-b-2

S3LT-IIa-b-2.2.1 1

S3LT-IIa-b-2.2.3 1

S3LT-IIa-b-2.2.5 1

SUMMATIVE TEST 1
TOTAL 10
 ing animals based on their structure and importance
nctions of animals and importance to humans

S3LT-IIc-d-3

S3LT-IIc-d-3-3.1 1

S3LT-IIc-d-3-3.2 1

S3LT-IIc-d-4

S3LT-IIc-d-4.4.1 1

S3LT-IIc-d-4.4.2 1

S3LT-IIc-d-4.4.3 1

S3LT-IIc-d-5

S3LT-IIc-d-5.5.1 2

S3LT-IIc-d-6

S3LT-IIc-d-6-6.1 1

S3LT-IIc-d-7

S3LT-IIc-d-7-7.1 1

SUMMATIVE TEST 1
TOTAL 10

ways of handling plants.

s of plants and their functions, and importance to humans.

S3LT-IIe-f-8
 S3LT-IIe-f-8.8.1 2

S3LT-IIe-f-8.8.1 2

S3LT-IIe-f-8.8.2 1

S3LT-IIe-f-9

S3LT-IIe-f-9.9.1 1

S3LT-IIe-f-10

S3LT-IIe-f-10. 10.1 1

S3LT-IIe-f-10. 10.1 1

between living and non-living things

cs of living and nonliving things

S3LT-IIe-f-11

S3LT-IIe-f-11.11.1 1

SUMMATIVE TEST 1
TOTAL 10
t of possible characteristics that the offspring inherited from the
among humans, animals and plants and certain observable

S3LT-IIg-h-12

S3LT-IIg-h-12.12.1 2

S3LT-IIg-h-12.12.2 1

S3LT-IIg-h-12.12.3 1
 S3LT-IIg-h-13

S3LT-IIg-h-13.13.1 1

S3LT-IIg-h-13.13.2 1

S3LT-IIg-h-13.13.3 1

S3LT-IIg-h-13.13.3 2

SUMMATIVE TEST 1
TOTAL 10
h they can perform at home, in school, or in their neighborhood

of plants, animals and humans.

S3LT-IIi-j-14

S3LT-IIi-j-14.14.1 1

S3LT-IIi-j-14.14.2 1

S3LT-IIi-j-14.14.3 1

S3LT-IIi-j-15

S3LT-IIi-j-15.15.1 1

S3LT-IIi-j-15.15.2 1
S3LT-IIi-j-15.15.3 1

S3LT-IIi-j-16

S3LT-IIi-j-16.16.1 1

S3LT-IIi-j-16.16.2 1

S3LT-IIi-j-16.16.3 1

SUMMATIVE TEST 1
TOTAL 10
1
50
 GRADE 3
UNPACKED CURRICULUM

Prepared by: Ms. Rebecca Roxas - SDO Manila, Ms. Roxanne Villanueva - SDO Mandaluyong,
Ms. Thelma Sagaban - SDO TAPAT, Ms. Aileen Gutierrez - SDO Malabon
Grade
Science Discipline/Component
Grade Level Standard
Domain Standard
Content Standard
Performance Standard
CONTENT
1. Effects of Force on Objects

1.1 Position and movement

1.2 Making objects move

Grade
Science Discipline/Component
Grade Level Standard
Domain Standard
Content Standard
Performance Standard
CONTENT
2. Energy: Light, Heat, Sound
2.1 Light and Heat
2.2 Uses of light, heat, sound,
and electricity
 GRADE 3
UNPACKED CURRICULUM

ecca Roxas At the end

- SDO of Grade
Manila, 3, learners
Ms. Roxanne can describe
Villanueva theMandaluyong,
- SDO functions of the different parts of the body and things that make up th
surroundings -- rocks and soil, plants and animals,
ma Sagaban - SDO TAPAT, Ms. Aileen Gutierrez - SDO Malabon the Sun, Moon, and stars. They can also classify these things as so
liquid, or gas. They can describe how objects move and what makes them move. They can also identify sourcces and
GRADE 3 of light, heat, sound, and electricity. Learners can describe changes in the conditions of their surroundin
describe uses
Force,
These would leadand
Motion, Energy
learners to become more curious about their surroundings, appreciate nature, and practice health an
safety measures.
Learners observe, explore, and investigate how things around them move and can be moved. They also identify thing
their environment that can cause changes in the movement of objects.
The learners demonstrate an understanding of motion of objects.
The learners should be able to observe, describe, and investigate the position of things around them.
LEARNING COMPETENCIES CODE
1. The learners should be able to describe the position of a person or an
object in relation to a reference point such as chair, door, or another
person. S3FE-IIIa-b-1
1.1 Describe the position of a person in relation to another person using
words such as in front, behind, at the right side of, to the left side of, etc. S3FE-IIIa-b-1.1
1.2 Describe the position of an object in relation to a person using words
such as in fornt, behind, at the right side, to the left of, etc. S3FE-IIIa-b-1.2
1.3 Describe the position of a person in relation to a reference point in the
classroom such as chairs, tables, cabinets, chalk board, etc) S3FE-IIIa-b-1.3
1.4 Describe the position of an object in relation to a reference point in the
classroom such as chairs, tables, cabinets, chalk board, etc.) S3FE-IIIa-b-1.4

1.5 Describe the location of an object after it has moved

1.6 Determine whether an object or a person has had a change in position S3FE-IIIa-b-1.5
Suggested Performance Task: Classroom Treasure Hunt. Using clues
that tell the position of objects, learners will find out hidden objects inside
the classroom

Summative Assessment on S3FE-IIIa-b-1

2. The learners should be able to identify things that can make objects
move such as people, water, wind, and magnets. S3FE-IIIc-d-2

2.1 Enumerate different ways to move an object

S3FE-IIIc-d-2.1

2.2 Describe the different ways to move objects S3FE-IIIc-d-2.2

2.3 Construct a pinwheel to demonstrate that wind can move objects S3FE-IIIc-d-2.3
2.4 Describe how wind moves objects S3FE-IIIc-d-2.4
2.5 Cite examples of objects that can be moved by the wind S3FE-IIIc-d-2.5
2.6 Describe how water moves objects S3FE-IIIc-d-2.6
2.7 Use a paperboat to demonstrate that water moves objects S3FE-IIIc-d-2.7
2.8 Cite examples of objects that can be moved by water S3FE-IIIc-d-2.8
2.9 Describe how a magnet can move objects S3FE-IIIc-d-2.9
2.10 Identify objects that can be moved by magnets S3FE-IIIc-d-2.10
2.11 Apply their understanding of what moves objects to a given situation
(ex. Moving a toy car) S3FE-IIIc-d-2.11
3. The learners describe the movements of objects such as fast/slow;
forward/backward, stretching/compressing. S3FE-IIIe-f-3
3.1 Describe the movement of an object as fast or slow S3FE-IIIe-f-3.1
3.2 Demonstrate fast and slow movement using various materials S3FE-IIIe-f-3.2
3.3 Describe the movement of an object as forward or backward S3FE-IIIe-f-3.3
3.4 Demonstrate forward and backward motion using various materials S3FE-IIIe-f-3.4
3.5 Describe the act of stretching and compressing S3FE-IIIe-f-3.5
3.6 Demonstrate stretching and compressing using various materials S3FE-IIIe-f-3.6
3.6 Name objects that can be stretched or compressed S3FE-IIIe-f-3.7
Suggested Performance Task: Toy Car in a Maze
Learners will figure out how to move a toy car to get out of a maze by
giving instructions to each other and moving the toy car according to the
instructions.
Summative Assessment for S3FE-IIIc-d-2 S3FE-IIIe-f-3
SUBTOTAL
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up th
surroundings -- rocks and soil, plants and animals, the Sun, Moon, and stars. They can also classify these things as so
liquid, or gas. They can describe how objects move and what makes them move. They can also identify sourcces and
3describe uses of light, heat, sound, and electricity. Learners can describe changes in the conditions of their surroundin
Force, Motion,
These would andlearners
lead Energyto become more curious about their surroundings, appreciate nature, and practice health an
safety measures.
Learners observe and identify different sources of light, heat, sound, and electricity in their environment and their use
everyday life.
The learners demonstrate an understanding of the sources and uses of light, sound, heat, and electricity.
The learners apply the knowledge of the sources and uses of light, sound, heat, and electricity.
LEARNING COMPETENCIES CODE
4. The learners describe sources of light and sound, heat and electricity S3FE-IIIg-h-4
4.1 Identify sources of light S3FE-IIIg-h-4.1
4.2 Describe natural and artificial sources of light S3FE-IIIg-h-4.2
4.3 Determine whether a source of light is natural or artificial S3FE-IIIg-h-4.3
4.4 Identify things that give off heat S3FE-IIIg-h-4.4
4.5 Identify proper ways of handling hot objects S3FE-IIIg-h-4.5
4.6 Identify sources of sound S3FE-IIIg-h-4.6
4.7 Describe ways of producing sounds S3FE-IIIg-h-4.7
4.8 Classify objects that operate using a battery or when plugged in
electrical outlet S3FE-IIIg-h-4.8
Suggested Performance Task: Make a collage showing pictures of different
sources of light, heat, sound, and electricity
Summative Assessment on S3FE-IIIg-h-4
5. Enumerate uses of light, heat, sound, and electricity S3FE-IIIi-j-5
5.1 Identify uses of light S3FE-IIIi-j-5.1
5.2 Identify proper ways of using light S3FE-IIIi-j-5.2
5.3 Name and describe different uses of heat S3FE-IIIi-j-5.3
5.4 Describe the uses of sound S3FE-IIIi-j-5.4
5.5 Describe the uses of electricity S3FE-IIIi-j-5.5
5.6 Identify the proper uses of electricity and other electrical devices S3FE-IIIi-j-5.6
5.7 Apply their knowledge of using energy (light, heat, sound, and
electricity) to different situations S3FE-IIIi-j-5.7
Suggested Performance Task: Present a short skit showing how light,
sound, heat, and energy is used
Summative Assessment on S3FE-IIIi-j-5
Third Quarter Summative Test
SUBTOTAL
TOTAL
dy and things that make up their
lso classify these things as solid,
can also identify sourcces and
conditions of their surroundings.
nature, and practice health and
ved. They also identify things in

ound them.
NUMBER OF DAYS

1
 1
1

1
1
1
1

1
25
dy and things that make up their
lso classify these things as solid,
can also identify sourcces and
conditions of their surroundings.
nature, and practice health and
eir environment and their uses in

and electricity.
icity.
NUMBER OF DAYS

1
1
1
1
1
1
1

1
1

1
1
1
1
1
1
1

2
1
2
21
46
 GRADE 3
UNPACKED CURRICULUM

Prepared by: Dr. Maripaz T. Mendoza - SDO Pasay, Dr. Leah Prondo - SDO Valenzuela, Ms. Jessica Mateo - SDO M
Ms. Digna C. Paningbatan - SDO Quezon City, Ms. Alma Castano - SDO Marikina
Grade Three (3)
Science Discipline/Component Earth and Space
Grade Level Standard At the end of Grade 3, learners can describe the functions of the different p
things that make up their surroundings --- rocks and soil, plants and anima
and stars. They can also classify these things as solid, liquid or gas. They ca
objects move and what makes them move. They can also identify sources a
light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings
lead learners to become more curious about their surroundings, appr
practice health and safety measures.

Domain Standard Geology

Learners will describe what makes up their environment, beginning with t
bodies of water found in their community.
Meteorology
Learners will describe the different types of local weather.
Astronomy
Learners will describe the natural objects that they see in t

Performance Standard The

3. listlearners should bewhich
down activities able to…
affect their daily activities.

Content Standard The learners demonstrate understanding of...

1. people, animals, plants, lakes, rivers, streams, hills, mountains, and othe
their importance;
2. types and effects of weather as they relate to daily ac
safety; 3. natural objects in the sky affe
activities.

CONTENT LEARNING COMPETENCIES

1. Earth and Space

1. Describe the things found in the surroundings.

1.1. Describe one's environment being made up of

1.1 The surroundings land and water.

1.2. Identify and describe the different landforms

such as hills, mountains and other landforms.
 1.3. Identify and describe the different bodies of
water such as lakes, rivers, streams and other bodies
of water.

1.4. List down things found in some places such as

garden, park and others.
1.5. Enumerate things found in pond, river and
others.

1.6. Describe living thing and non-living thing.

1.7. Classify things as to living and non-living things.

2. Relate the importance of surroundings to

people and other living things.

2.1. Describe the importance of landforms to people

and other living things.

2.2. Describe the importance of bodies of water to

people and other living things.

2.3. Realize that certain things live in land and water.

2.4. Relate the importance of clean surroundings to

people and other living things.

Suggested Performance Task: Describe an ideal

community through drawing, collage, poster, essay
and others.
Summative Assessment for Competencies S3ES-IVa-c-1-2

2. Earth and Space 3. Describe the changes in the weather over a

period of time.
2.1 Weather 3.1. Identify the different types of weather.
3.2. Describe the weather on sunny days.
3.3. Describe the weather on cloudy days.
3.4. Describe the weather on windy days.
3.5. Describe the weather on rainy days.
3.6. Describe the weather on stormy days.
3.7. Compare weather of different places.
3.8. Compare weather in different times of the year.
3.9. Realize that weather changes over period of time.

4. Communicate how different types of weather

affect activities in the community.
4.1. Describe the activities of people during a sunny
 4.2. Describe the activities of people during a cloudy
4.3. Describe the activities of people during a windy
4.4. Describe the activities of people during a rainy w
4.5. Describe the activities of people during a stormy

4.6. Make a collage showing different activities

during different types of weather.

5. Enumerate and practice safety precautionary

measures in dealing with different types of
weather.

5.1. Enumerate safety measures in dealing with

different types of weather.

5.2. Demonstrate safety precautionary measures in

dealing with different types of weather.

Suggested Performance Task: Express ideas about

safety measures during different weather conditions
creatively (through artwork, poem or song).

Summative Assessment for Competencies S3ES-

Ivd-g-3-5

6. Describe the natural objects that are found in

the sky during daytime and night time.
3. Earth and Space

6.1. Identify the natural objects seen in the sky

during daytime and nighttime.
3.1 Natural objects in the sky
6.2. Describe the sun.
6.3. Describe the moon.
6.4. Describe the stars.

6.5. Infer that Sun can be seen during daytime while

stars and moon can be seen during night time.

7. The learners should be able to communicate

how the natural objects in the sky affect daily
activities.

7.1 Identify activities that can be done during

daytime and nigth time.

7.2 Compare activities that can be done during

daytime and night time
Suggested Performance Task: List down daily
activities affected by the natural objects in the sky in a
journal.

8. Enumerate safety measures to avoid the

harmful effects of too much sun's heat and light.

8.1 Identify the harmful effects of too much sun's

heat and light.

8.2 Analyze what will happen to people, animals and

plants when exposed to too much sun's heat and
light.
8.3 Enumerate safety measures to avoid the harmful
effects of too much sun's heat and light to people,
animals and plants

Summative Assessment for Competencies S3ES-

IVh-i

Periodic test
Total No. of Days
nzuela, Ms. Jessica Mateo - SDO Marikina,
astano - SDO Marikina

e the functions of the different parts of the body and

rocks and soil, plants and animals, the Sun, Moon
s as solid, liquid or gas. They can describe how
They can also identify sources and describe uses of
nditions of their surroundings. These would
bout their surroundings, appreciate nature, and

environment, beginning with the landforms and

types of local weather.

natural objects that they see in the sky.

ily activities.

f...

eams, hills, mountains, and other landforms and

weather as they relate to daily activities, health and

3. natural objects in the sky affect one's daily

NO. OF DAYS
CODE TAUGHT

S3ES-IVa-b-1

1
S3ES-IVa-b-1.1

1
S3ES-IVa-b-1.2
 1
S3ES-IVa-b-1.3

1
S3ES-IVa-b-1.4

1
S3ES-IVa-b-1.5
S3ES-IVa-b-1.6 1
S3ES-IVa-b-1.7 1

S3ES-IVc-2

S3ES-IVc-2.1 1

S3ES-IVc-2.2 1

S3ES-IVc-2.3 1

S3ES-IVc-2.4 1

es S3ES-IVa-c-1-2 1

S3ES-IVd-e-3

S3ES-IVd-e-3.1 1
S3ES-IVd-e-3.2
S3ES-IVd-e-3.3 1
S3ES-IVd-e-3.4 1
S3ES-IVd-e-3.5 1
S3ES-IVd-e-3.6 1
S3ES-IVd-e-3.7 1
S3ES-IVd-e-3.8 1
S3ES-IVd-e-3.9 1

S3ES-IVf-4

S3ES-IVf-4.1 1
S3ES-IVf-4.2 1
S3ES-IVf-4.3 1
S3ES-IVf-4.4 1
S3ES-IVf-4.5 1

S3ES-IVf-4.6 1

S3ES-IVg-5

S3ES-IVg-5.1 1

S3ES-IVg-5.2 1

S3ES-IVh-6

S3ES-IVh-6.1 1

S3ES-IVh-6.2 1
S3ES-IVh-6.3 1
S3ES-IVh-6.4 1

S3ES-IVh-6.5 1

S3ES-IVi-7

S3ES-IVi-7.1 1

S3ES-IVi-7.2 1
 1

S3ES-IVi-8

S3ES-IVi-8.1 1

S3ES-IVi-8.2 1

S3ES-IVi-8.3 2

1
46