PROTOTYPE AND CONTEXTUALIZED DAILY

LESSON PLANS
IN GRADE 3 SCIENCE
QUARTER 1
DEVELOPMENT TEAM MEMBERS

Writers
Ana Lisa S. Austero
Iyvi Marie L. Buñag
Melanie B. Dulfo
Edna N. Espera
Edna N. Gerona
Pamela M. Lok
Mary Joyce T.Panganiban
Peñafrancia M. Villaflor

Validators
PSDS
Marilyn B. Aguilar
Margerie B. Bathan

Principals:
Francisco Leo J. Damasig
Rowena O. Tabilog
Venus C. Dela Cruz
Simeon F. Lara
Neil Romano S. Manaog

Demonstration Teachers
Marites M. Aldecoa
Christopher P. Martinez
Michelle A. Asico
Leah M. Bandelaria
Brenda M. Lañada
Anna Regina T. Navarro
Rowena C. Zulueta
Erwin L. Orasa
Ana Lisa S. Austero
Iyvi Marie L. Buñag
Melanie B. Dulfo
Edna N. Espera
Edna N. Gerona
Pamela M. Lok
Mary Joyce T.Panganiban
Peñafrancia M. Villaflor

Facilitators
Rhea SB. Samino
Ma. Belen Q. Lurcha
EPS -1, Science

ii
 TABLE OF CONTENTS
Part I. Daily Lesson Plans for Matter

1. Observable Characteristics of Matter

1.1 Solids Around Us
1.1.1 General Characteristics of Solids 1
1.1.2 Color 9
1.1.3 Shape 16
1.1.4 Size 23
1.1.5 Texture 31
1.1.6 Mass 38
1.1.7 Volume 44
1.1.8 Odor and Taste 53
1.2 Liquids Around Us 63
1.2.1 Ease of Flow 70
1.2.2 How Do Liquids Taste and Smell? 73
1.2.3 Do Liquids Have Their Own Shape? 76
1.2.4 Do Liquids Have Mass? 80
1.2.5 Do Liquids Have Definite Volume? 83
1.3 Gases Around Us
1.3.1 Characteristics of Air 87
1.3.2 Shape Taken by Gas 91
1.3.3 Space Occupied by Gas 95
2. Matter Around Us 99
2.1 Common Solids, Liquids and Gases Found at Home and
In School 102
2.2 Uses of Common Materials Found at Home and In School 107
2.3 Different Symbols Found in Hazardous Materials 112
2.4 Handling and Using Materials at Home and in School 118
3. Changes That Matter Undergo
3.1 Hot or Cold Materials 122
3.2 Measuring the Temperature of Tap Water and Hot Water
Using Thermometer 127
3.3 Comparing the Temperature of Hot and Tap Water 133
3.4 Changes in Solids to Liquids: Melting 136
3.5 Changes in Liquid Materials to Gas with the Application
Of Heat: Evaporation 140
3.6 Changes in Solid to Gas and vice versa: Sublimation and
Deposition 144
2
 DAILY LESSON LOG IN SCIENCE 3

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 1/Day1)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of
sorting materials and describing them as solid, liquid
or gas based on observable properties.
B. Performance Standards The learners should be able to group common objects
found at home and in school according to solids,
liquids and gas.
C. Learning • The learners should be able to describe the
Competencies/Objectives different objects based on their characteristics
(S3MT-1a-b1).
 Identify solid objects around us.
II. CONTENT Solid Objects Around Us
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages pp.2-3
2. Learner’s Materials pages pp.2-3
3. Textbook pages Kto12 Science Links p. 13
4. Additional Materials from
Learning Resource Portal
5. Other Learning Resources Video Clip (Bency Bibo)
https://www.youtube.com/watch?v=xdMnZ9diiG0
IV. PROCEDURE Learners
ENGAGE
Name the things around you.
(The teacher will write the name of objects given by
pupils.)

Ask: What do you call these objects? (Matter)

(The pupils might not get yet the right or exact word
for the answer “Matter”, they may answer, “things” or
“objects”, accept them anyway, for as they go along
with the next lessons, they’ll be able to understand
what a “Matter” is.)

Let the pupils sing the chant to the tune of birthday

song: (The teacher may use this song as motivation
for the pupils as they discuss about matter.)

Matter all around you (2x)

Matter(4x)
Matter all around you

3
 Based from the song, what is all around us?
Can you name the things around us?
(The teacher will write the different things mentioned
by the pupils.)
e.g. chairs, tables, bags, orange juice, water,
lemonade, air, oxygen, smoke
Ask:
 What did you see with the objects you ‘ve
mentioned a while ago?
 Can you group them according to their
similarities?
(Let the pupils do the groupings of objects by
writing them on the board. If the pupils are having
difficulties in doing the activity, the teacher may
give one example for each phases of matter, then,
let them do the next.)
 How did you group the objects?
 What possible name or classification can you
give on the first group, second and third
group?

Solid Liquid Gas

Say: Matter has three phases. These are solid, liquid

and gas.
 What made you say that the first group is
solid, liquid or gas? Write their answers on the
board.

Say: Let’s find out later if your answers are correct

after doing the activity.

EXPLORE  The teacher will remind the learners of the

standards/norms to be followed while
conducting the activity.

(Please refer to attached Activity Sheet)

Divide the class into 3 groups.

Group I - Identify 5 solid objects inside your bag.
Let each member of the group bring their bags.

Group II - Identify 5 solid objects inside the classroom.

Group III - Identify 5 solid objects outside the

classroom (garden, if available).

4
EXPLAIN
Reporter of each group will present their outputs. The
class will analyze the outputs made by each group.

Guide questions:

-What made you say that those objects are solid?

ELABORATE
The teacher will give additional information to the
pupils using a video about solid matter.

Ask: When do we say that an object is solid?

(Go back to the previous answers given by the pupils.
Check or find out if they change their answers or not.
If yes, let them justify why they change their answers.)

If you are going to eat a slice of cake, where will you

put it? Why?
a. in a bottle
b. on a plate
c. in a balloon

What are the solid things around us?

When do you say that an object is solid?

EVALUATE
A. Identify solid objects inside the classroom by
writing them on your paper. (5 objects only)
B. The teacher will show some objects to the pupils.
Write (√) if it is solid and write (X) if it is not a solid.

Agreement:
1. List down solid objects found in your kitchen.
Additional activities for application . 2. Among the objects listed, choose one to be
brought to school. Describe it to the class..

V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80%
on the formative assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this
work?
F. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
G. What Innovations did I use to

5
use/discover which I wish to
share with other teachers.

6
APPENDIX A

Activity Sheet

PICK ME UP!
Objective: Group solids according to their observable characteristics.

Direksyon: Maghanap o magrupo nin mga solid na bagay. Iladawan an saindang

observable characteristics base sa kung ano ang ipapahiling asin sasabihon kan
maestra sa paagi nin pagkawat na “Find My Look Alike.”
Group I

Mga bagay na solid sa laog kan bag

Objects Observable
Characteristics
1
2
3
4
5

Group II

Solid objects sa laog kan classroom

Objects Observable
Characteristics
1
2
3
4
5

Group III

Solid objects na yaon sa garden

Objects Observable
Characteristics

7
 1
2
3
4
5

Background Information

 Size – sadit, dakula, halaba, halipot, mahibog, mahimpis

 Shape – circle, square, triangle, rectangle, oblong
 Mass – magian, magabat
 Volume – pano, dai pano, piot (dai kasya), haluwag (mahiwas)
 Texture – magaspang, pino, mahalnas, mapulot, matagas, malumoy
 Color – green, yellow, brown, blue, red, orange, etc.
 Taste – mahamis, mapait, maalsum, maaskad, maharang

8
APPENDIX B

Rubrics
5 4 3 2 1
Reporting Organized and Organized Organized Organized but Organized
comprehensiv and but not not but not
e, comprehens comprehen comprehensiv comprehe
Good ive, sive, e, nsive,
communicatio good good good not very
n skills, communicati communica communicatio good
Learners are on skills, tion skills, n skills,3 to 4 communic
attentive 1 or 2 1 or 2 learners are ation
learners are learners inattentive skills,
inattentive are 5 or more
inattentive learners
are
inattentive
Neatness of Very neat with Very neat Very neat Neat with Neat with
output no erasures with no with no some several
and paper not erasures erasures erasures, erasures,
crumpled, and paper and paper paper slightly paper
well-written not slightly crumpled, not slightly
crumpled, crumpled, well-written crumpled,
but not but not not well-
well-written well-written written

Correctness All 5 answers Only 4 Only 3 Only 2 Only 1

of answers are correct answers are answers answers are answer is
correct are correct correct correct

Participation All group One group Two group Three group Four or
members are member is members members are more
actively not are not not group
participating participating participatin participating members
g are not
participati
ng

APPENDIX C

References:

Video Clip (Bency Bibo) https://www.youtube.com/watch?v=xdMnZ9diiG0

9
 DAILY LESSON LOG IN SCIENCE 3
FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 1/Day 2)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of
sorting materials and describing them as solid, liquid or
gas based on observable properties
B. Performance Standards The learners should be able to group common objects
found at home and in school according to solids,
liquids and gas.
C. Learning At the end of the lesson, the learners should be able
Competencies/Objectives to:
• Describe the different objects based on their
characteristics (S3MT-1a-b1
 Describe the different solid based on their
characteristics: color, shape, texture, size,
mass, volume, odor and taste.
II. CONTENT Characteristics of Solids According to Color
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 5 - 6
2. Learner’s Materials pages pp. 4 – 5
3. Textbook pages K to 12 Science Links pp.14 - 15
4. Additional Materials from
Learning Resource Portal
5. Other Learning
Resources
IV. PROCEDURE Learners
ENGAGE
Sing the chant:

Matter all around you (2x)

Matter(4x)
Matter all around you

What are the things around us?

What are the observable characteristics of solid?

Checking of assignment:
List of five solid objects found at home

Refer or point to one solid object.

Ask: Does this solid object has one color only? Let the
pupils prove their answers by showing the same solid
object but in various colors.
EXPLORE (Remind learners of the standards/norms during the
conduct of the activity).

“Solid Object Color Hunt”

(Please refer to the Activity Sheet)
.
-Divide the class into 5 groups.

10
 -The teacher will give or assign color to each group.
The color assigned to them will be their basis for
looking and grouping the objects. Materials to be used
are their school materials.
-The activity will run for 3-5 minutes.
Group I: yellow
Group II: green
Group III: red
Group IV: blue
Group V: white

EXPLAIN Ask: How did you find the activity?

-Let each group reporter/leader present their outputs
and the class will analyze, give comments or give
feedback about the group’s output.

ELABORATE
-Do all the solid objects have the same color?
(The teacher may discuss the different shades of
color.)
-In the activity, how did you describe the solid objects?
-What senses did you use to tell the color of the
objects?
The teacher may discuss the different colors of some
solid objects e.g. ripe and unripe fruits, healthy and
unhealthy solid foods and appropriate colors of the
solid objects like the color of eggplant, carrot, etc…

1. The color of the traffic light for the pedestrian

is red, will you cross the street? Why?
2. You are very hungry but you see the bread
has grayish color. Will you still eat it? Why?

-Are the colors of solid objects important? Why?

-What is the observable characteristics of solid you
learned in the activity?
EVALUATE
Fill in the chart.
Describe the observable characteristics of solid objects
by identifying their color.
(Materials will be provided by the teacher.)
(The teacher may use pictures/drawing.)
Solid Objects Color
Ballpen
Eraser
Desk
Sharpener
Socks

Agreement
List down the solid objects inside your bedroom. Make
Additional activities for application . a chart of these objects and describe their colors and
shapes. Do it in your science notebook.

V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative

11
 assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well. Why did this
work?
F. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

12
Appendix A

SCIENCE 3

ACTIVITY SHEET
Objective: Describe the characteristics of solid objects according to color.

“SOLID OBJECT COLOR HUNT”

Group I – Maghanap asin grupuhon an mga solid objects base sa kolor na yellow.

SCIENCE 3

ACTIVITY SHEET
Objective: Describe the characteristics of solid objects according to color.

“SOLID OBJECT COLOR HUNT”

Group II – Maghanap asin grupuhon an mga solid objects base sa kolor na green.

SCIENCE 3

ACTIVITY SHEET
Objective: Describe the characteristics of solid objects according to color.

“SOLID OBJECT COLOR HUNT”

Group III – Maghanap asin grupuhon an mga solid objects base sa kolor na red.

SCIENCE 3

ACTIVITY SHEET
Objective: Describe the characteristics of solid objects according to color.

13
 “SOLID OBJECT COLOR HUNT”
Group IV – Maghanap asin grupuhon an mga solid objects base sa kolor na blue.

SCIENCE 3

ACTIVITY SHEET
Objective: Describe the characteristics of solid objects according to color.

“SOLID OBJECT COLOR HUNT”

Group V – Maghanap asin grupuhon an mga solid objects base sa kolor na white.

14
Appendix B

SCIENCE 3

Name: __________________________________ Gr. & Sec. _______

Direksyon: Panuan an tsart. Iladawan an observable characteristics

kan solid na bagay sa paagi kan pagtukoy kan kolor kaini.

SOLID NA BAGAY KOLOR

Ballpen
Eraser
Folder
Sharpener
Lunch Box

15
APPENDIX C

RUBRICS
5 4 3 2 1
Reporting Organized Organized and Organized but Organized but Organized but
and comprehensive not not not
comprehensi , comprehensiv comprehensiv comprehensiv
ve, good e, e, e,
Good communication good good not very good
communicatio skills, communicatio communicatio communicatio
n skills, 1 or 2 learners n skills, n skills,3 to 4 n skills,
Learners are are inattentive 1 or 2 learners learners are 5 or more
attentive are inattentive inattentive learners are
inattentive
Neatness of Very neat Very neat with Very neat with Neat with Neat with
output with no no erasures no erasures some several
erasures and and paper not and paper erasures, erasures,
paper not crumpled, but slightly paper slightly paper slightly
crumpled, not crumpled, but crumpled, not crumpled, not
well-written well-written not well-written well-written
well-written

Correctness All 5 answers Only 4 answers Only 3 Only 2 Only 1 answer

of answers are correct are correct answers are answers are is correct
correct correct

Participation All group One group Two group Three group Four or more
members are member is not members are members are group
actively participating not not members are
participating participating participating not
participating

16
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 1/Day 3)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways
of sorting materials and describing them as solid,
liquid or gas based on observable properties
B. Performance Standards The learners should be able to group common
objects found at home and in school according to
solids, liquids and gas.
C. Learning Competencies/Objectives At the end of the lesson, the learners should be
able to describe the different objects based on their
characteristics (S3MT-1a-b1)
 describe the different solid based on their
characteristics: color, shape, texture, size
mass, volume, odor and taste.
II. CONTENT Characteristics of Solid According to Shape
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 6 – 8
2. Learner’s Materials pages pp. 5 – 6
3. Textbook pages K to 12 Science Links pp. 14 – 16
4. Additional Materials from Learning
Resource Portal
5. Other Learning Resources
IV. PROCEDURE Learners
ENGAGE
Sing the chant:
Matter all around you (2x)
Matter(4x)
Matter all around you

What are the things around us?

Checking of assignment.
What are the observable characteristics of solids
we learn yesterday (last meeting)?

Today we will continue to know and describe the

observable characteristics of the solid objects
around us.
A. Establishing a purpose for the The teacher will show the following objects to the
lesson pupils:
-100-peso bill
-5-peso coin
-a picture of Mayon Volcano (localization)
(focus on the shape of Mayon Volcano in the
picture)
Ask: Are they solid objects? Why do you say so?
Let the pupils describe the following objects
according to shape.

17
EXPLORE  Remind learners of the norms to be
followed in conducting an activity.

Group Activity:
-Divide the class into four groups. Each group will
write and draw the objects that has the same
shape with the objects assigned or given to them
by the teacher.
-The activity will run for 3-5 minutes.
Group I: Write and draw 5 solid objects that
has the same shape of 100-peso bill.
Group II: Write and draw 5 solid objects that
has the same shape of handkerchief.
Group III: Write and draw objects that has the
same shape of 5-peso coin.
Group IV: Write and draw 5 solid objects that
has the same shape of Mayon
Volcano.
-The students will be graded through rubrics.

EXPLAIN
How did you find the activity?
Reporting of outputs will be done through lottery of
shapes. The first picked shape will be the first one
to report then to be followed by other groups.
The pupils will analyze, give comments and
feedbacks about the group’s outputs.

ELABORATE
Do all solid objects have the same shapes? Why?
Let the pupils justify their answers based on the
activity done by them.
Let them analyze why solid objects have their own
definite shapes.

Why is the shape of a vehicle’s tire is round? Why

not square or triangle?

Do solid objects have their own definite shapes?

Demonstrate or illustrate your answer.

18
EVALUATE
Describe the characteristics of the following solids
based on their shapes. Write your answer on your
answer sheet.

1. Ball
2. Door
3. Television
4. Teacher’s table
5. Aranghita fruit
6. Blackboard
7. Pencil case
8. Board Eraser
9. Egg
10. Balisusu (Pinoy kakanin)

Agreement: .
Draw a robot using different shapes with various
sizes (small circle, big circle, etc…). Color it. Use
long size bond paper.
OR
Learners may create a robot using different shapes
with various sizes (e.g. small and big circles).
Color each shape using colored paper.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80%
on the formative assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well. Why did this work?
F. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
G. What Innovations did I use to
use/discover which I wish to share
with other teachers.

19
APPENDIX A

RUBRICS
5 4 3 2 1
Reporting Organized Organized and Organized but Organized but Not rganized
and comprehen- not not and not
comprehen- sive, comprehensiv comprehensiv comprehensiv
sive, good e, e, e,
good communication good good not very good
communicatio skills, communicatio communicatio communicatio
n skills, 1 or 2 learners n skills, n skills,3 to 4 n skills,
Learners are are inattentive 1 or 2 learners learners are 5 or more
attentive are inattentive inattentive learners are
inattentive
Neatness of Very neat Very neat with Very neat with Neat with Neat with
output with no no erasures no erasures some several
erasures and and paper not and paper erasures, erasures,
paper not crumpled, but slightly paper slightly paper slightly
crumpled, not crumpled, but crumpled, not crumpled, not
well-written well-written not well-written well-written
well-written

Correctness All 5 answers Only 4 answers Only 3 Only 2 Only 1 answer

of answers are correct are correct answers are answers are is correct
correct correct

Participation All group One group Two group Three group Four or more
members are member is not members are members are group
actively participating not not members are
participating participating participating not
participating

20
APPENDIX B

SCIENCE 3

ACTIVITY SHEET

Iba-ibang Hugis Kan Solid

Objective:

a. Describe the different solids based on their shape.

Group I – Magsurat asin mag-drawing nin 5 solid na bagay na igwang kaparehong
porma kan 100-peso bill. Gibuhon ini sa laog nin 3-5 minuto.

Solid na Bagay Porma (Shape)

100-peso bill Rektanggulo

SCIENCE 3

ACTIVITY SHEET
Objective:

a. Describe the different solids based on their shape.

Group II – Magsurat asin mag-drawing nin 5 solid na bagay na igwang kaparehong
porma kan panyo. Gibuhon ini sa laog nin 3-5 minuto.

Solid na Bagay Porma (Shape)

Panyo Kwadrado

SCIENCE 3

ACTIVITY SHEET
21
Objective:

a. Describe the different solids based on their shape.

Group III – Magsurat asin mag-drawing nin 5 solid na bagay na igwang kaparehong
porma kan 5-peso coin. Gibuhon ini sa laog nin 3-5 minuto.

Solid na Bagay Porma (Shape)

5-peso coin Bilog

SCIENCE 3

ACTIVITY SHEET
Objective:

a. Describe the different solids based on their shape.

Group IV – Magsurat asin mag-drawing nin 5 solid na bagay na igwang kaparehong
porma kan Bulkan Mayon. Gibuhon ini sa laog nin 3-5 minuto.

Solid na Bagay Porma (Shape)

Bulkan Mayon Triyanggulo

22
APPENDIX C

EVALUATE

SCIENCE 3

Name: _______________________________________ Gr. & Sec. _____________

Direksiyon: Iladawan an mga solid na bagay base sa saindang porma. Isurat an

simbag sa saindong papel.

1. Bola
2. Pinto
3. Television
4. Teacher’s table
5. Aranghita fruit
6. Pisara
7. pencil case
8. board eraser
9. Sugok
10. balisusu (pinoy kakanin)

23
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 2/Day 4)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based on
observable properties
B. Performance Standards The learners should be able to group common objects found
at home and in school according to solids, liquids and gas.

C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe the different objects based on their characteristics
(S3MT-1a-b1)
 Describe the different solid based on their
characteristics: color, shape, texture, size, mass,
volume, odor and taste.
 Measure the length, width and height of solid objects
with regular shapes.
II. CONTENT Characteristics of Solid According to Size
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 8 – 10
2. Learner’s Materials pages pp. 6 – 7
3. Textbook pages K to 12 Science Links pp. 14 – 16 , 20 – 23
4. Additional Materials from
Learning Resource Portal
A. Other Learning Resources
IV. PROCEDURE Learners
ENGAGE
Sing the chant:
Matter all around you (2x)
Matter(4x)
Matter all around you

What are the things around us?

Let the pupils recall what they have learned about the
characteristics of solids.
Ask: What are the observable characteristics of solid did you
learn in the previous lessons?

Checking of assignment.
-Use the pupils’ preparation (drawing of robot/made robot).
Ask the pupils to describe the shapes used and their sizes.
(The teacher will write the pupils’ answers in columns or
groups to emphasize the observable characteristics of solid
objects on the board.)
Observable Characteristics
Solid Object Shapes Sizes
Body Part
ROBOT Face

24
 Present two sets of materials – pebbles and rocks
Ask: How will you describe the two sets of materials?
Aside from those you have already learned, what
other observable characteristics do these
materials have?
(The teacher will tell the learners that solids can be
measured).
EXPLORE
Show to the class the measuring instruments that they’re
going to use to measure and describe the objects.
Tell the class that there are instruments that are used to
measure regular shapes and sizes like:
Ruler is used for measuring short objects. Inches or
centimeter are the units of measurement used.
Meter Stick is used for measuring long objects. Meter
or centimeter are the units of measurement
used.

Group Activity:
Divide the class into 4 groups. The teacher will provide
materials for each group. Let them describe each solid
according to their sizes.
Fill out the chart. Use cartolina or manila paper in doing the
activity.

Solid Size Length Exact

Objects Measurement
Big Small Long Short

Group I – 5-peso coin and 25 centavo coin (diameter)

Group II – New pencil and used pencil (length)
Group III – thin and thick book (height)
Group IV – Chalk Board and bulletin board
(length & height)

Measure each solid using the proper measuring instrument.

Record it in the chart.

Guide Questions:
What are the solid objects written on your chart?
How do you describe them in terms of size and length?
What measuring instrument did you use in measuring
objects? Why did you use that instrument?
Were you able to get the exact measurement of each solid?
How?

EXPLAIN
How did you find the activity?
Listen and analyze the report of each group. Pupils are
allowed to give comments, feedback or ask questions if any.

ELABORATE How can you tell if the solid is big, small, long, short, thick,
thin?
How did you describe the different objects?
(By comparing them with other solid objects and through
measuring them.)

25
 If you are to keep your books and notebooks, will you place it
in your pencil case? Why?

How did you group the solid objects?

Do solids have their own size? Are they similar or different
from other solids?
How did taking measurements help you in describing the size
of the solid?
EVALUATE
A. The teacher will present 5 objects with different sizes.
The pupils will describe the object in terms of length,
size and thickness by writing on their paper the
following:

Long ; Short ; Big ; Small ; Thick ; Thin

B. The teacher will choose one solid object to be

measured by the pupils individually and describe the
size based on the measurement. (A score of 5 points
will be given to those who can measure the object
correctly.)

Agreement: Measure and find the exact measurement of the following

objects.
Additional activities for application .
Exact Measurement
Solid Objects Length Width Height
(cm) (cm) (cm)
Dining Table
Rectangular Sponge
Pencil Case

V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What Innovations did I use
to use/discover which I wish
to share with other teachers.

26
APPENDIX A

SCIENCE 3

Activity Sheet
Objectives:

a. Describe solid objects according to size.

b. Measure the length, width and height of solid objects with regular shapes.

Group I – Iladawan asin pagkumparahon an baryang 5-peso asin 25-centavo sa paagi kan pagsukol
kan diameter kaini.

Solid Size Length Thickness Tamang

Objects Sukol
Dakula Sadit Halaba Halipot Makapal Manipis

SCIENCE 3

Activity Sheet
Objectives:

a. Describe solid objects according to size.

b. Measure solid objects with regular shapes.

Group II – Iladawan asin pagkumparahon an bago asin lumang lapis sa paagi kan pagsukol kan length
kaini.

Solid Size Length Thickness Tamang

Objects Sukol
Dakula Sadit Halaba Halipot Makapal Manipis

27
 SCIENCE 3

Activity Sheet

Objective:

a. Describe solid objects according to size.

b. Measure solid objects with regular shapes.

Group III – Iladawan asin pagkumparahon an duwang (2) libro sa paagi kan pagsukol kan height
kaini.

Solid Size Length Thickness Tamang

Objects Sukol
Dakula Sadit Halaba Halipot Makapal Manipis

SCIENCE 3

Activity Sheet
Objectives:

a. Describe solid objects according to size.

b. Measure solid objects with regular shapes.

Group IV – Iladawan asin pagkumparahon an chalk board asin bulletin board sa paagi kan pagsukol
kan length and width kaini.

Solid Size Length Thickness Tamang

Objects Sukol
Dakula Sadit Halaba Halipot Makapal Manipis

28
APPENDIX B
Name: ____________________________________________Gr.&Sec. ________________

A. Iladawan asin pagkumparahon an mga solid na bagay base sa saiyang sukol.

(halaba, halipot, mahibog, manipis, dakula, sadit)

Solid na Bagay Sukol

Bond Paper
English Book
Ballpen
Eraser
Bag

B. Sukulon an saindong science notebook. Ikumpara ini sa saindong science na libro.

Iladawan asin Sukulon Sukol Eksaktong Sukol
Science Notebook
Science Book

29
APPENDIX C

5 4 3 2 1
Reporting Organized Organized and Organized but Organized but Not rganized
and comprehen- not not and not
comprehen- sive, comprehensiv comprehensiv comprehensiv
sive, good e, e, e,
good communication good good not very good
communicatio skills, communicatio communicatio communicatio
n skills, 1 or 2 learners n skills, n skills,3 to 4 n skills,
Learners are are inattentive 1 or 2 learners learners are 5 or more
attentive are inattentive inattentive learners are
inattentive
Neatness of Very neat Very neat with Very neat with Neat with Neat with
output with no no erasures no erasures some several
erasures and and paper not and paper erasures, erasures,
paper not crumpled, but slightly paper slightly paper slightly
crumpled, not crumpled, but crumpled, not crumpled, not
well-written well-written not well-written well-written
well-written

Correctness All 5 answers Only 4 answers Only 3 Only 2 Only 1 answer

of answers are correct are correct answers are answers are is correct
correct correct

Participation All group One group Two group Three group Four or more
members are member is not members are members are group
actively participating not not members are
participating participating participating not
participating

30
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 2/Day 5)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based on
observable properties
B. Performance Standards The learners should be able to group common objects found
at home and in school according to solids, liquids and gas.

C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe the different objects based on their characteristics
(S3MT-1a-b1)
 Describe the different solid based on their
characteristics: color, shape, texture, size, mass,
volume, odor and taste.
II. CONTENT Characteristics of Solid According to Texture
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 10 – 12
2. Learner’s Materials pages pp. 7 – 8
3. Textbook pages
4. Additional Materials from
Learning Resource Portal
5. Other Learning
Resources
IV. PROCEDURE Learners
ENGAGE Let the pupils recall what they have learned about observable
characteristics of solids.
How were the solid objects described?

Show to the learners the materials used in the previous

activity. (5 peso and 25 centavo coins, pencil, book,
chalkboard, eraser)
The teacher will show some additional solid objects to the
class. Let some pupils touch each object.
Ask: How will you describe the solid objects according to
texture? (Expected answers: rough, smooth, hard,
soft, sticky and slimy)

Sponge Sand Paper

Rock Handkerchief
Wet soap bar Sinuman

Tell the class that today they will study more about solid by
describing them according to their texture.

EXPLORE
Let the pupils do the activity “Texture Hunt”.
Explain briefly some precautionary measures in hunting and
touching the solids.
Ask the pupils to walk around the classroom and let them

31
 touch the different solids. They also have to hunt for solids
which are different from the others.
Write in your notebook the following:
Solid Objects Texture

Call pupils to relate and show their hunts to the class.

The pupils will describe the objects according to texture:
smooth, rough, soft, hard, sticky and slimy.
Note: Emphasize that the textures of the different solids were
based on touch/feeling.

EXPLAIN
What solids in the room are smooth, rough, soft, hard, sticky
and slimy?
Where did you base your description? How did you know the
texture of the solid object?
What characteristics of solids is shown in the activity?

Do solid objects have the same texture? Why? Give examples.

ELABORATE
Will you use a piece of wood as your pillow? Why? Justify your
answer.

Can you describe the solids by touching/feeling?

Do solid objects have the same texture?
What characteristics of solid was shown in the activity?

EVALUATE
Describe the following solid objects according to texture by
putting check on the column:
Solid Texture
Objects Smooth Rough Soft Hard Sticky Slimy
1.Face
towel
2.Cotton
3.Clay
4.Wood
5.Hollow
Blocks

Agreement: 1. List down 5 materials found in the kitchen. Describe their

texture by checking the appropriate column. Follow the
Additional activities for application format below.
. Objects Rough Smooth
1.
2.
3.
4.
5.
V. REMARKS
VI. REFLECTION

32
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What Innovations did I use
to use/discover which I
wish to share with other
teachers.

33
APPENDIX A

SCIENCE 3

ACTIVITY SHEET

Objective:

a. Describe the different solids based on their texture.

Group Activity (3 Groups)

Direksiyon: Maglakaw o maglibot sa laog kan classroom. Dutduton o kaputan an mga solid
na bagay. Isurat an mga ini sa kolum asin iladawan an tekstura.

TEXTURE OF SOLID

PANGARAN ROUGH SMOOTH SOFT HARD STICKY SLIMY

KAN SOLID
Magarapgasap Pino Malumoy Matagas Mapulot Mahalnas

1.

2.

3.

4.

5.

34
 SCIENCE 3

Name: ______________________________________ Gr. & Sec. ______________

Iladawan an mga minasunod na solid na bagay base sa saindang tekstura. I-tsek an

kolum sa ibaba.

TEXTURE

Solid objects SLIMY

SMOOTH ROUGH SOFT HARD STICKY
Magarapgasap Malumoy Matagas Mahalnas
Pino Mapulot

1. Face towel

2. cotton

3. clay

4. wood

5. Hollow blocks

35
Note: The teacher may use real solid objects or pictures only.

36
 5 4 3 2 1
Reporting Organized Organized and Organized but Organized but Not rganized
and comprehen- not not and not
comprehen- sive, comprehensiv comprehensiv comprehensiv
sive, good e, e, e,
good communication good good not very good
communicatio skills, communicatio communicatio communicatio
n skills, 1 or 2 learners n skills, n skills,3 to 4 n skills,
Learners are are inattentive 1 or 2 learners learners are 5 or more
attentive are inattentive inattentive learners are
inattentive
Neatness of Very neat Very neat with Very neat with Neat with Neat with
output with no no erasures no erasures some several
erasures and and paper not and paper erasures, erasures,
paper not crumpled, but slightly paper slightly paper slightly
crumpled, not crumpled, but crumpled, not crumpled, not
well-written well-written not well-written well-written
well-written

Correctness All 5 answers Only 4 answers Only 3 Only 2 Only 1 answer

of answers are correct are correct answers are answers are is correct
correct correct

Participation All group One group Two group Three group Four or more
members are member is not members are members are group
actively participating not not members are
participating participating participating not
participating

37
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 2/Day6)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based on
observable properties.
B. Performance Standard The learners should be able to group common objects found
at home and in school according to solids, liquids and gas.
C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe the different objects based on their characteristics
(S3MT-1a-b1).
 Demonstrate that solid matter has mass.
II. CONTENT Solid Matter Has Mass
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages K to 12 Science Links pp. 17 – 25
4. Additional Materials from
Learning Resource Portal
A. Other Learning Resources Weighing scale/balance; pebble; salt sample; paper box
IV. PROCEDURE Learners
ENGAGE
The teacher will show two objects to the class. Let them
describe the object by naming some observable characteristics
of solid. Write the pupils’ answers on the board.
The teacher will ask: Which among the two is “heavier”?
Why do you say so?

Checking of assignment (Unlocking of difficult terms):

Use pupils’ preparation on the assignment. Their answer to the
question, “Do solid objects have mass?”. Then, their definition
of the term Mass.

Then ask:
What other observable characteristics of solid do you know?
(If pupils mentioned about mass, tell them that they are
correct.)

Say: Today we will continue to study about solid matter. We

will demonstrate that it has mass.

EXPLORE
Group Activity:
What is Mass?
Divide the class into 5 groups.

1.Measure the mass of a flat pebble using platform balance or

weighing scale. Let each group perform the following tasks:
Group I – Record the measurement in the balance without
putting anything in the weighing pan. Record this in column A

38
of Table 1.

Group 2 - Record the measurement in the balance as they put

the pebble into the weighing pan. Record this in column B of
Table 1.

Group III - Record the measurement in the balance as you

remove the pebble used by Group II in the weighing pan.
Record this in column C in Table 1
.
Answer the following:
1. What does the mass measurement in column A show? B?
C?
2. Which column shows the mass of the pebble?
3. Compare the masses in columns A and B? What does it tell
you about the pebble?

Group IV- Record the measurement in the balance without

putting anything in the weighing pan. Record this in column A
in Table 2. Put the paper container of the salt in the weighing
pan. Read the measurement. Record this in Column B.

Group V – Put the salt sample in the paper container in the

weighing pan. Record the measurement in column C.

Group VI – Completely remove the salt sample from the paper

box in the weighing scale. Put the empty paper box in the
weighing pan. Record the measurement in column D. Remove
the paper box from the weighing pan. Record the
measurement in column E.

Table 1. Mass Observations in a Solid

A B C
Mass 1 (grams) Mass 2 (grams) Mass 3 (grams)

Table 2. Mass Observations in Solid with fine particles

A B C D E
Mass Mass Mass Mass Mass
(grams) (grams) (grams) (grams) (grams)

Answer the following:

4. What does the mass measurement in each column show?
5. What is the mass of the paper box?
6. What is the mass of the salt sample? How did you know?
7. Compare the masses in columns A and B? What does it tell
you about the paper box or the salt sample?
8. Compare the masses of the three solid objects we have
measured in the activity. Arrange them from heaviest to
lightest.

39
 Background information:

Mass refers to the amount of matter an object contains.

Kilogram or Gram is the unit of measurement used in weighing
solid objects e.g. 1 kilogram of Rice; 50 grams of Milo

EXPLAIN
How did you find the activity?
Group reporting: Pupils may give comments, feedbacks,
suggestions or ask questions if any.

ELABORATE The teacher will reinforce the perceived information of the

pupils from the activities done by giving more examples or
situations which shows that matter has mass.

Ask: Do solids have mass? How do we know that solids have

mass?

Leonilyn is 9 years old. Their home is just a walking

distance away from school where she is in. Her mother
told her to buy 30 kilograms of rice when she goes
home. Do you think Leonilyn could carry the 30
kilograms of rice? Why?

(Direct teacher’s questioning which will lead that solid matter

has mass.)

. What science ideas did you learn today?

Is solid matter?
How can you prove that matter has mass?

EVALUATE
A. Demonstrate that matter has mass (4points)

B. Weigh the following solid objects. Record your

answers by filling in the columns below:
Mass / Weight
Solid Objects Heavy Light Measurement
Science Book
MTB Book

Agreement: Visit one of the stores in your barangay. Ask the owner how
they measure ¼, ½ and 1 kilogram of sugar and rice.

V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.

40
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departme
nt head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

41
APPENDIX A
ACTIVITY SHEET

SOLIDS HAVE MASS

Groups 1, 2 and 3

Table 1. Mass Observations in a Solid

A B C
Mass 1 (grams) Mass 2 (grams) Mass 3 (grams)

Groups 4, 5, and 6

Table 2. Mass Observations in Solid with fine particles

A B C D E
Mass (grams) Mass (grams) Mass (grams) Mass (grams) Mass (grams)

42
APPENDIX B

RUBRICS

5 4 3 2 1
Reporting Organized Organized and Organized but Organized but Not rganized
and comprehen- not not and not
comprehen- sive, comprehensiv comprehensiv comprehensiv
sive, good e, e, e,
good communication good good not very good
communicatio skills, communicatio communicatio communicatio
n skills, 1 or 2 learners n skills, n skills,3 to 4 n skills,
Learners are are inattentive 1 or 2 learners learners are 5 or more
attentive are inattentive inattentive learners are
inattentive
Neatness of Very neat Very neat with Very neat with Neat with Neat with
output with no no erasures no erasures some several
erasures and and paper not and paper erasures, erasures,
paper not crumpled, but slightly paper slightly paper slightly
crumpled, not crumpled, but crumpled, not crumpled, not
well-written well-written not well-written well-written
well-written

Correctness All 5 answers Only 4 answers Only 3 Only 2 Only 1 answer

of answers are correct are correct answers are answers are is correct
correct correct

Participation All group One group Two group Three group Four or more
members are member is not members are members are group
actively participating not not members are
participating participating participating not
participating

43
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 2/Day7)

I. OBJECTIVES
A. Content The learners demonstrate understanding of ways of sorting materials and
Standards describing them as solid, liquid or gas based on observable properties.

B. Performance The learners should be able to group common objects found at home and
Standard in school according to solids, liquids and gas.
C. Learning The learners should be able to describe the different objects based on their
Competencies/ characteristics (S3MT-1a-b1).
Objecti  Demonstrate that solid matter has volume.
ves

II. CONTENT Solid Matter Has Volume

III. LEARNING RESOURCES
References
1.Teacher’s Guide
Pages
2. Learner’s
Materials
pages
3. Textbook K to 12 Science Links pp. 17 – 25
pages
4. Additional
Materials from
Learning
Resource
Portal
A. Other Learning Science book, cube object, piece of stone, graduated cylinder, chalkboard
Resources eraser
IV. PROCEDURE Learners
ENGAGE
The teacher will demonstrate that matter has volume or that it occupies space.
(Activity: Drop a piece of stone in a glass half-filled with water. What happens to
the level of the water? Why?

Say: Today we will continue to study about solid matter. We will

demonstrate that it has volume.

EXPLORE
Group Activity:
I Am Bigger Than You
1. Setting of standards
2. The teacher will prepare Activity Sheets for each group containing the
procedures and guide questions of the activities to be done.

Divide the class into 5 groups. Let each group perform the following tasks:
Groups 1 and 2 will use a cube object.

44
3. Using a ruler, measure the length of the cube object. Record in
column 1.
4. Get the width of the cube object using a ruler. Record in column 2.
5. Measure the height of the cube using a ruler. Record ths in column 3
6. Compute for the volume of the cube by multiplying the measurements
of group 1, 2 and 3. Write the formula and the computed value in
column 4.
7. Check the appropriate column for the other descriptions of the cube.

Groups 3 and 4 will use the science textbook

1. Using a ruler, measure the length of the textbook.
2. Next, get the width and height of the textbook.
3. Compute for the volume of the textbook by multiplying the length, width
and height.
4. Write the formula and the computed value in Column 4.
7. Check the appropriate column for the other descriptions of the cube.

Solid Length Width Height

Objects (cm) (cm) (cm)
Lo Sh Measure Wi Narr Measure Thi Th Measure
ng ort ment de ow ment ck in ment
Cube
(Group
s 1 and
2)
Rectan
gular
textboo
k
(Group
s 3 and
4)

Background Information:

Measuring instruments like ruler and meter stick are used to measure
objects with regular sizes and shapes.
Centimeter and meter are unit of measurements used when measuring
width, length and height of an object.
To measure height of an object, you need to identify first its surface and
bottom. Then, describe whether an object is thick or thin.
Volume is the amount of space occupied by matter.

Guide Questions:
1. What are the cube and textbook’s length, width and height?
2. How did you get the measurement of the cube and textbook? What
unit of measurement did you use?
3. What instrument did you use to measure them?
4. How do their shapes and sizes affect the amount of space they
occupied?
5. Do these objects occupy space?
6. What is volume?
7. Name some solid objects that occupy space.

45
 I Occupy Space
Group 5
1. Pour 10 mL of water in a graduated cylinder. This is the initial volume.
2. Slowly drop the piece of stone. Observe what happens to the level of
the water.
3. Measure the final volume of the water.
4. Subtract the initial volume from the final volume. This is the volume of
the stone.
5. This method is called water displacement method.

Initial Volume (mL) Final Volume (mL) Volume of the Stone (mL)

EXPLAIN
How did you find the activity?
Group reporting: Pupils may give comments, feedbacks, suggestions or
ask questions if any.

The teacher will reinforce the perceived information of the pupils from the
activities done by giving more examples or situations which shows that
solid matter occupies space and this property is called volume.

Note: Teacher may mention that for other objects with different regular
shapes, different measurements are needed to get their volume. For solids
with irregular shape, another method is also used to get their volume, of
which will be explored later.

1. Do you use school bag? Why?

Would it be possible if you will just carry your things with your two
hands? Why?
2. Mother send you an errand to buy 3 kilograms of sweet potato.
What container will you bring? Why?
a. A bottle with narrow opening
b. A deflated balloon
c. A plastic basket with wide opening

(Direct teacher’s questioning which will lead that solid matter occupies
space, therefore has volume.)
What science ideas did you learn today?
How can you prove that solid matter has volume?

EVALUATE A. Demonstrate that matter has Volume (4 points)

 Measure the length, width and height of the following solid objects.
Record your answers by filling in the columns below:
Solid Length Exact Width Exact Height Exact
Obje
cts Lo Sh Measure Wi Narr Measure Thi Th Measure
ng ort ment de ow ment ck in ment

Penc
il
Cas
e
Lunc
h
box

46
Agreement:
Look for any rectangular and cube materials at home. Determine their
Additional activities volume by measuring the length, width and height.
for application .
V. REMARKS
VI. REFLECTION
A. No. of Learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the
remedial
lesson/s work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did I
encounter
which my
supervisor/prin
cipal/departme
nt head help
me solve?
G. What
Innovations
did I use to
use/discover
which I wish to
share with
other teachers.

47
 APPENDIX A

SCIENCE 3

Activity Sheet
Katuyuhan: Maipahiling na ang solid asin liquid nag-ookopar nin espasyo.

GROUP I & 2: Sukulon ang length, width saka height kan eraser saka kahoy.
Tsekan an column na tama para sa mga characteristics kan objects.

Height /
Solid na Length / Laba Exact Width / Lakbang Langkaw o Hibog Exact
Bagay Halaba Halipot Measure- Halakbang Hayapit Exact Mahibog Mahimpis Measure-
ment Measure- ment
ment
Block of
Wood
.Board
Eraser

Kahapotan:

1. Ano an eksaktong sukol kan length, width and height kan eraser asin kahoy?

2. Pano mo nakua si tamang sukol kan block of wood saka eraser? Anong unit of
measurement ang ginamit mo?

3. Anong instrument ang ginamit mo sa pag sukol?

4. Pano nakakaapekto ang size asin hugis sa espasyo ni inookopar ninda?

5. Ano ang hugis kan eraser saka block of wood? Regular o irregular?

6. An mga bagay daw na ini nagookopar nin espasyo?

7. Ano an apod sa espasyo na inookopar kan sarong bagay?

8. Magtao nin limang bagay na nagookopar nin espasyo.

48
SIMBAG SA MGA KAHAPOTAN:

1. ___________________________________________________________________________
___

2. ___________________________________________________________________________
___

3. ___________________________________________________________________________
___

4. ___________________________________________________________________________
___

5. ___________________________________________________________________________
___

6. ___________________________________________________________________________
__

7. ___________________________________________________________________________
___

8. ___________________________________________________________________________
___

49
APPENDIX B

SCIENCE 3

Activity Sheet

Group 5

Mga Katuyuhan:

a. Ipahiling na an solid nagookopar nin espasyo;

b. Kuanon an volume kan irregular solid (stone).
Gibohon:

1. Maglaag nin 10mL na tubig sa graduated cylinder. (Ini an initial volume)

2. Ilaag na luway luway an sadit na gapo sa cylinder. Obserbahan an level kan tubig.
3. Irecord an level kan tubig. Ini an final volume.
4. Para makua an volume kan gapo, isubtract and initial volume sa final volume. Ini an
volume kan gapo.
Initial Level of Water (no Level of Water After a
stone inside) Small Stone was Dropped Volume of Stone

Kahapotan:

1. Anong nangyari sa level kan tubig kan ilaag an gapo?

2. Ano sa paghona na ta nangyari ito?

3. Nagokopar daw nin espayo an gapo? An tubig nagokopar man daw nin espasyo?

4. Ano an apod sa espasyo na inookopar kan solid?

5. Anong method an apod sa pagkua kan volume kan irregular solid arod kan gapo

50
APPENDIX C
5 4 3 2 1
Reporting Organized Organized and Organized but Organized but Not rganized
and comprehen- not not and not
comprehen- sive, comprehensiv comprehensiv comprehensiv
sive, good e, e, e,
good communication good good not very good
communicatio skills, communicatio communicatio communicatio
n skills, 1 or 2 learners n skills, n skills,3 to 4 n skills,
Learners are are inattentive 1 or 2 learners learners are 5 or more
attentive are inattentive inattentive learners are
inattentive
Neatness of Very neat Very neat with Very neat with Neat with Neat with
output with no no erasures no erasures some several
erasures and and paper not and paper erasures, erasures,
paper not crumpled, but slightly paper slightly paper slightly
crumpled, not crumpled, but crumpled, not crumpled, not
well-written well-written not well-written well-written
well-written

Correctness All 5 answers Only 4 answers Only 3 Only 2 Only 1 answer

of answers are correct are correct answers are answers are is correct
correct correct

Participation All group One group Two group Three group Four or more
members are member is not members are members are group
actively participating not not members are
participating participating participating not
participating

51
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 2/Day 8)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting materials
and describing them as solid, liquid or gas based on observable
properties
B. Performance The learners should be able to group common objects found at
Standards home and in school according to solids, liquids and gas.

C. Learning At the end of the lesson, the learners should be able to:
Competencies/Objec Describe the different objects based on their characteristics (S3MT-
tives 1a-b1)
 Describe the different solids based on their characteristics:
color, shape, texture, size, mass, volume, odor and taste.
II. CONTENT Characteristics of Solids According to Odor and Taste

III. LEARNING RESOURCES

References
1.Teacher’s Guide Pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource Portal
5. Other Learning
Resources
IV. PROCEDURE Learners
ENGAGE Checking of assignment.
Ask: Why is it important to understand how to know the observable
characteristics of materials that we use?

What solid objects do you use when you take a bath? (The pupils
may answer various brand of soap bars.)
Ask: Why do you prefer that kind of soap bar than the other one?
(Let the pupils justify their answers.)

The teacher will present to the class a piece of lemon and a slice of
papaya. Let the learners describe their taste.
Say: Today, we will continue to study about the observable
characteristics of solid. Here is our task:
a. Describe solid objects according to odor and taste.

EXPLORE
Group Activity: How Do I Smell and Taste?
- Divide the class into 5 groups.
- Let each group list down 5 solid objects they use or take
when they do the following and describe their odor and
taste.

52
 Group I - List down 5 solid fruits you eat. Describe their taste and
odor.
Group II - List down 5 solid desserts you eat. Describe their taste
and odor.
Group III - List down 5 solid viands you eat. Describe their taste and
odor.
Group IV - List down 5 solid objects that you use to clean your body.
Describe their odor.
Group V - List down 5 solid objects that used as air freshener.
Describe their odor.

Note: The teacher will present the rubrics for the group activity and
will give and assign individual tasks for each member of the group,
such as: timekeeper, leader, secretary, reporter and others so
everybody should participate.

Guide Questions:
1. Describe the odor and taste (if applicable) of the solid
objects you listed.
2. Is it important to know the odor and taste of solid objects?
Why?
3. Do all solid objects have odor and taste? Justify your
answer.
4. Are all solid objects safe to taste and smell? Why?

EXPLAIN
Group Reporting: Pupils may give comments, feedbacks,
suggestions or ask questions, if any.

ELABORATE Do all solid objects have odor and taste?

Are the odor and taste of solid objects the same? Why?

Will you keep “dinailan (shrimp paste) or “balaw” in your closet?

Why?
Will you keep soiled clothes together with clean clothes in your
closet? Why?

What senses did you use to describe the odor and taste of solid
objects?
Do all solid objects have odor and taste? Why?
Do all solid objects are safe to taste and smell? Why?
Are all fragrant solid objects safe to be tasted and smelled? Why?
What observable characteristics of solid objects were shown in the
activity?

53
EVALUATE
Describe the following solid objects according to odor and taste by
putting check on the column.

Solid ODOR TASTE

Objec Fragra Fo No Bitt So Salt Swe Spic No
ts nt ul Sm er ur y et y Tast
ell e
Candy

Ripe
Mang
o
Lemo
n
Paper

Ice

Agreement
1. With the help of your mother, try to describe the odor and
taste of the spices used in cooking, like:

Describe the following solid objects according to odor and taste by

putting check on the column.

Solid ODOR TASTE

Objec Fragra Fo No Bitt So Salt Swe Spic No
ts nt ul Sm er ur y et y Tast
ell e
Onion

Garlic

Ginger

V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
B. No. of learners who
require activities for
remediation.
C. Did the remedial
lesson/s work? No.
of learners who have
caught up with the
lesson.
D. No. of learners who
continue to require

54
 remediation
E. Which of my
teaching strategies
worked well. Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/
department head
help me solve?
G. What Innovations
did I use to
use/discover which I
wish to share with
other teachers.

55
APPENDIX A

SCIENCE 3

ACTIVITY SHEET

Mahamot Asin Masiram

Objective:

a. Describe the different solids based on their odor and taste.

Group I – Maglista nin 5 solid na prutas na kinakakan. Iladawan an saindang namit / lasa o
parong sa paagi kan pagtsek kan kolum sa ibaba.

Prutas Parong Namit / Lasa

Maha- Mabata Mayo Mapait Maal- Maas- Maha- Maha- Mayong
mot ng sum kad mis rang Namit
Paron
g
1.
2.
3.
4.
5.

56
APPENDIX B

SCIENCE 3

ACTIVITY SHEET

Objective:

a. Describe the different solids based on their odor and taste.

Group II – Maglista nin 5 solid na paandulsi o panghimagas na kinakakan. Iladawan an
saindang namit / lasa o parong sa paagi kan pagtsek kan kolum sa ibaba.

Pandulsi / Parong Namit / Lasa

Panghi Maha- Mab Mayong Mapa Maalsum Maas- Maha- Maha- Mayong
ma-gas mot a-ta Parong -it kad mis rang Namit
1.
2.
3.
4.
5.

57
APPENDIX C

SCIENCE 3

ACTIVITY SHEET

Objective:

a. Describe the different solids based on their odor and taste.

Group III – Maglista nin 5 solid na panira o ulam na kinakakan. Iladawan an saindang namit /
lasa o parong sa paagi kan pagtsek kan kolum sa ibaba.

Panira Parong Namit / Lasa

/ Ulam Maha- Maba- Mayong Mapa Maal- Maas- Maha- Maha- Mayong
mot ta Parong -it sum kad mis rang Namit
1.
2.
3.
4.
5.

58
APPENDIX D
SCIENCE 3

ACTIVITY SHEET

Objective:

a. Describe the different solids based on their odor and taste.

Group IV – Maglista nin 5 solid na bagay na ginagamit sa paglinig nin hawak. Iladawan an
saindang namit / lasa o parong sa paagi kan pagtsek kan kolum sa ibaba.

Ginaga Parong Namit / Lasa

-mit sa Maha- Maba- Mayo- Mapa Maal- Maas- Maha- Maha- Mayong
Pagli- mot ta ng -it sum kad mis rang Namit
nig nin Parong
Hawak
1.
2.
3.
4.
5.

59
APPENDIX E
SCIENCE 3

ACTIVITY SHEET

Objective:

a. Describe the different solids based on their odor and taste.

Group V – Maglista nin 5 solid na bagay na ginagamit sa pag-adal. Iladawan an saindang
namit / lasa o parong sa paagi kan pagtsek kan kolum sa ibaba.

Ginagamit Parong Namit / Lasa

a Pahamot Maha- Maba- Mayong Mapa- Maal- Maas- Maha- Maha- Mayong
sa Paligid mot ta Parong it sum kad mis rang Namit
(Air
freshener)

1.
2.
3.
4.
5.

60
APPENDIX F
SCIENCE 3

Name: _________________________________________ Gr. & Sec. ___________

Direksiyon: Iladawan an minasunod na mga solid na bagay base sa saindang

parong asin namit / lasa.

Solid na Bagay Parong Namit / Lasa

Maha Maba Mayon Mapa Maal Maas Maha Mahara Mayong
mot ta g it sum kad mis ng Namit
Parong
1. Dulsi
2. Manggang
Hinog
3. Lemonsito
4. Papel
5. Yelo

61
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 3/Day10)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of
sorting materials and describing them as solid, liquid or
gas based on observable properties
B. Performance Standards The learners should be able to group common objects
found at home and in school according to solids, liquids
and gas.
C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe the different objects based on their
characteristics (S3MT-1c-d)
 Name different liquids around us.
II. CONTENT Liquids Around Us
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 13 – 14
2. Learner’s Materials pages p. 9
3. Textbook pages K to 12 Science Links pp.13 & 30
4. Additional Materials from
Learning Resource Portal
A. Other Learning Resources
IV. PROCEDURE Learners
ENGAGE Teacher presents pictures of situations
showing liquids.
What is common among these pictures?

What are the things you did today to prepare yourself in

going to school?
Write the pupils’ answers on the board. e.g. take a bath,
eat breakfast, brush teeth
Can you name the materials you use in doing those
activities?
The teacher will write the liquids that will be mentioned
by the pupils. e.g. water, milk, chocolate drink,
shampoo, liquid soap, baby oil, lotion, perfume,
cologne, etc…
Let the pupils give a name for the list of materials
written on the board.
Ask: What do you call these materials?
The pupils may give their answers orally and to check
whether their answers are correct they need to unlock
the words by giving the equivalent letter of the numbers
from the alphabet.
(Let the pupils recite or sing first the alphabet.)

12 9 17 18 9 4

13 1 21 21 5 19

62
EXPLORE
Group Activity:
Divide the class into 4 groups. Let each group list down
some liquids used for:
I – Drinking
II – Bathing
III – Beautifying our body or skin
IV – Cleaning or beautifying the house

The teacher may present pictures or real objects for the

class reference.
The teacher will present the rubrics for rating the pupils
performance.

EXPLAIN
Reporter of the group will present their outputs and the
class will analyze the output made by each group.

Are liquids available in school? Home? Community?

Name some.

ELABORATE
Name the liquid materials available at home, in school
and in the community.

If you want to take a bath, what liquid material will you

use? Why?

Can you find liquids around us? In school, at home and

in the community?
Name some liquids around us.

EVALUATE
Name different liquids around us that we use for:
A. Drinking:
1.

B. Bathing:
2.

C. Beautifying Body/Skin:
3.

D. Preparing Food:
4.

E. Other Uses of Liquid that you know:

5.

63
Agreement:
1. Do liquids have shapes? Justify your answers.
. 2. Bring the following materials:
a. Plastic clear drinking container
b. Plastic clear bottle with water

V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well. Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

64
APPENDIX A

SCIENCE 3

ACTIVITY SHEET
Objective:

a. Name different liquids around us.

Group I – Maglista nin liquid na puwedeng inumon.

Mga liquids na puwede inumon

1.
2.
3.
4.
5.

SCIENCE 3

ACTIVITY SHEET
Objective:

a. Name different liquids around us.

Group II – Maglista nin liquids na ginagamit sa pagkarigos.

Mga liquids na ginagamit sa pagkarigos

1.
2.
3.
4.
5.

65
 SCIENCE 3

ACTIVITY SHEET
Objective:

a. Name different liquids around us.

Group III – Maglista nin liquids na ginagamit sa pagpagayon sa hawak o kublit.

Mga liquids na ginagamit sa pagpagayon sa

hawak o kublit
1.
2.
3.
4.
5.

66
 SCIENCE 3

ACTIVITY SHEET
Objective:

a. Name different liquids around us.

Group IV – Maglista nin liquids na ginagamit sa paglinig o pagpagayon nin harong.

Mga liquids na ginagamit sa

paglinig o pagpagayon nin harong
1.
2.
3.
4.
5.

67
 SCIENCE 3

Name: ______________________________________________ Gr. & Sec.

_______________

Pangaranan an manlain-lain na Liquid na nasa palibot ta na ginagamit sa minasunod:

A. Pag-inom:
1.

B. Pagkarigos:
2.

C. Pampagayon nin hawak o kublit:

3.

D. Ginagamit sa pagpreparar nin pagluto:

4.

E. Iba pang gamit sa liquid na aram mo:

5.

68
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter First (Week3/Day11)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based on their
observable properties.
B. Performance The learners should be able to group common objects found at
Standards home and in school according to solids, liquids and gas.

C. Learning At the end of the lesson, the learners should be able to describe the
Competencies/ different objects based on their characteristics (S3MT-1a-b)
Objectives (inserted in S3MT-1c-d)
 Describe the observable characteristics of liquid as to its ease to
flow from one container to another.
II. CONTENT Characteristic of Liquid: Ease of Flow
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages Unit 1 .TG pp.18-19
2. Learner’s Materials Unit 1, LM pp.9-14
pages
3. Textbook pages Science 3 Kagamitan ng mag-aaral sa Bikol, 2015,pp.10-12
4. Additional Materials
from Learning
Resource Portal
A. Other Learning Videos used in Evaluation
Resources https://www.youtube.com/watch?v=VBBdMfNVyPg Malabsay falls Naga
City
https://www.youtube.com/watch?v=ntt8nwrH0oU lava flow
https://www.youtube.com/watch?v=_Be5PqsHgmU pouring a smoothie
https://www.youtube.com/watch?v=HvNqs9B8Ofw flowing tap water
https://www.youtube.com/watch?v=y5IfmnqI2lE river
Other materials: condensed milk,soysauce,vinegar ,
shampoo,water, oil,spoons, empty cup containers, manila
papers,markers
IV. PROCEDURE Learners
ENGAGE
4 pics and one word about a liquid flowing

What are some examples of liquids?

Why do you consider these examples as liquids?

Let them predict which will pour faster.

(Using the same amount of condensed milk and water, the
teacher will pour the liquids into two different containers at the
same time.)

Let the pupils observe the liquids.

Which liquid flows faster?

69
 (List in the board their answers. Do not comment on these
items. Go back to the list during elaboration phase)

EXPLORE Divide the class into 5 groups. Each group will do the activity.
Set standards in performing the activity.
Present the Rubrics.
ACTIVITY:
1.Using the materials, describe how each liquid flow.
a. Name the liquids and make a list of it.
b. Observe how fast or slow these liquids flow.

Liquid Does it flow? Describe how it

Yes No flows
catsup
Soy sauce
Vinegar
Shampoo
Oil

Answer the following questions:

1.Do all liquids flow fast or slow? Why?
2.What characteristics of liquids did you observe?

EXPLAIN The group leader will report their observation about the activity.
1.What did you observe in the manner of flowing (being fast or
slow) of the liquid while pouring it to an empty container?
2.What characteristic of liquids was shown in the activity?

Discussion on some liquids that flow fast and slow.

ELABORATE Particles in some liquids are strongly attacted to one another so
they flow slowly while some are weakly attracted to one another so
they can flow fast.
-Give some examples of materials with different viscosity.

Note: The property being explored here is Viscosity of liquids.

At this grade level, do not introduce yet the term VISCOSITY.

What characteristic of liquid did you learn in our activity?

How do liquids flow?
Why do the birds can’t open and flap their wings when they got
stuck in a pool of oil mistaking it as a pool of water?
EVALUATE Describe how the following flow.
1.waterfalls
2.lava flow
3.River
4.tap water
5.fruit shake
Agreement List down 5 liquids in your kitchen then identify each if it flows
fast or slow.
Additional activities for
application .
V. REMARKS
VI. REFLECTION

70
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation.
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well. Why did this
work?
F. What difficulties did I
encounter which my
supervisor/principal/d
epartment head help
me solve?
G. What Innovations did I
use to use/discover
which I wish to share
with other teachers.

71
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week3/Day12)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based on
observable properties
B. Performance Standards The learners should be able to group common objects found
at home and in school according to solids, liquids and gas.

C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe liquids based on their characteristics (S3MT-1a-b)
(inserted in S3MT-1c-d)
 Describe the taste and odor of different liquids.
II. CONTENT How Do Liquids Taste and Smell?
III. LEARNING RESOURCES
ReferencesUnit 1 .TG pp.16-17
1.Teacher’s Guide Pages Unit 1 .TG pp.16-17
2. Learner’s Materials pages Unit 1, LM pp.9-14
3. Textbook pages Science 3 Kagamitan ng mag-aaral sa Bikol, 2015,pp.10-12
4. Additional Materials from
Learning Resource Portal
A. Other Learning Resources Different materials( catsup,chocolate drink, vinegar,water,soy
sauce, coffee; cologne, alcohol, water with soap, fabric
conditioner, zonrox)
IV. PROCEDURE
ENGAGE
What are the different examples of liquids we used in our
activity yesterday?
Review what happened to the liquids when poured in different
shape of the container.

What can you say about these liquids? (catsup, soy sauce,
vinegar, fruit juice)
How about these group of liquids? (alcohol, water with soap,
perfume, fabric conditioner)

EXPLORE Do these liquids have the same taste? Odor?

A. Set the standards in performing the activity.

- Materials for taste test will be placed in a clean
containers.
- Materials for smelling test will be separately placed
on the table.
-Set of materials must be properly labelled.

B. Groupings-Each group will perform the activity.

ACTIVITY:
Group A
Using the prepared materials. Each group will make a chart

72
 and describe the odor of the different liquids.(Reminder: Don’t
smell the liquids directly)

Liquid Odor of Liquid

1.Cologne
2.Water with soap
3.alcohol
4.Zonrox
5.fabric conditioner

1. Which liquids have good odor? bad odor?

2. Is it safe to taste these liquids? Why or why not?

Group B.
Using the materials, prepare a chart and describe the taste of
each liquid.
Liquid Odor Taste
1.Catsup
2.Vinegar
3.Soy sauce
4.Tap water
5.Coffee
1. Do all liquids have the same taste and odor?
2. Do all liquids have smell and taste?
EXPLAIN
Let the group presenter report their observation in class.

What does the activity tell you about the liquids?

ELABORATE
How were you able to describe the odor of the liquids?

Which liquids were sour, sweet, bitter or salty?

If you notice that the liquid has a bad odor, will you try to taste
it? Why

What characteristics of liquids is shown in the activity?

What other liquids have good smell? Bad smell?

EVALUATE Descibe each liquid according to its taste.

1. Fish sauce
2. Calamansi juice (Lemonada)
3. Softdrinks
Describe each liquid according to its smell or odor.
4.shampoo
5. Gasoline

Agreement: List down 5 other examples of liquid commonly found

at home and describe their taste and odor.
Additional activities for application
.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment

73
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well.
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What Innovations did I use
to use/discover which I
wish to share with other
teachers.

74
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week3/Day13)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based on
observable properties

B. Performance Standards The learners should be able to group common objects found
at home and in school according to solids, liquids and gas.

C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe the different objects based on their characteristics
(S3MT-1a-b) (inserted in S3MT-1c-d)
 Describe the characteristic of a liquid as to its shape
relative to its container

II. CONTENT Do Liquids Have Their Own Shape?

III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages Unit 1 .TG pp.14-16
2. Learner’s Materials pages Unit 1, LM pp.9-14
3. Textbook pages Science 3 Kagamitan ng mag-aaral sa Bikol, 2015,pp.9-10
4. Additional Materials from
Learning Resource Portal
5. Other Learning Pictures of containers with different shapes
Resources https://www.google.com/search?q=different+containers&rlz=
Other materials: Plastic containers with different shapes,
water, colored liquids

IV. PROCEDURE Learners

ENGAGE

What are some examples of liquids that flow fast? Slow?

The teacher will demonstrate .

Look at the glass on the table. What is inside it? What
occupies the space in the glass?
If I transfer the liquid into a glass with different shape, will the
shape and space occupied by the liquid still look the same?
Why?
What is the shape of the liquid?

We will find out if your answer is correct.

EXPLORE
(Performing an experiment)
a.Set the standards in performing the activity.(Using Rubrics)
b. Groupings-Each group will perform the activity.

75
 ACTIVITY:
Materials to be used:
Colored liquids
Containers: 3 clear plastic containers of different shapes

1.Prepare the liquid materials

2.Observe and describe the shape of the liquid.
3.Write your answer in column 1.
4.Pour the liquid in container 2, describe the shape of liquid in
column 2.
5. Do the same for columns 3 and 4.

Shape 1 Shape 2 Shape 3 Shape 4

EXPLAIN
Let the group leader report their observation in class.
Discuss the activity using the following questions;

1.What happens to the shape of the liquid as it is

poured from one container to another?

2.What can you say about the shape of the liquid?

3.What observable characteristics of liquid is shown in

the activity?

What characteristics of liquids did you observe?

What does the activity tells about liquids?

ELABORATE
You want to bring juice for your snack, what shape of the
container will you use that will fit best in the small side pocket
of your bag?

A. B. C.

Do liquids have their own shapes?

How do we describe the shape of the liquid in a container?
Why?

EVALUATE I. Choose the letter of the correct answer.

1. Alex poured some cold water from a cylindrical pitcher into
a rectangular container. He observed that from being
cylindrical, the water took a rectangular form. It shows that
liquid has_____.
a. no definite shape
b. definite shape
c. no definite size
d. definite size

76
 2. Liquids take the ___ of the container.
a. size b. color c. shape d. texture

II. Describe the shape of the liquid indicated in each sentence.

3. Orange juice in a rectangular container.
4. An alcohol transferred into a triangular container.
5. Water added into a round vase.

Agreement Name 5 liquids found in your home and describe the shapes
they form.
Additional activities for
application .
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well.
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depar
tment head help me
solve?
G. What Innovations did I use
to use/discover which I
wish to share with other
teachers.

77
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week3/Day14)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based
on observable properties

B. Performance Standards The learners should be able to group common objects

found at home and in school according to solids, liquids
and gas.

C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe liquids based on their characteristics (S3MT-1a-b)
(inserted in S3MT-1c-d)
 Demonstrate that liquids have mass

II. CONTENT Do Liquids Have Mass?

III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages Unit 1 .TG pp.16-17
2. Learner’s Materials pages Unit 1, LM pp.9-14
3. Textbook pages Science 3 Kagamitan ng mag-aaral sa Bikol, 2015,pp.10-
12
4. Additional Materials from
Learning Resource Portal
5. Other Learning Resources Different materials: weighing scale/balance; glass
container; water
IV. PROCEDURE Learners
ENGAGE
What are the different examples of liquids we used in our
activity yesterday?
Review what happened to the liquids when poured in
different shape of the container.

Again, what is mass?

Do liquids have Mass?
How will we determine whether liquids have mass?

EXPLORE
Group Activity:
Divide the class into 3 groups.

Group I- Record the measurement in the balance without

putting anything in the weighing pan. Record this in column
A in Table 1. Put the glass container in the weighing pan.
Read the measurement. Record this in Column B.

Group 2 – Remove the glass container in the weighing pan.

Pour water in the glass container. Measure the mass of the
glass container with water. Record the measurement in

78
 column C.

Group 3. Compare the masses in columns A, B, and C.

What is the mass of the water? Record this in Column D.
How did you get its value? Write your solution below it.

Table 1. Mass Observations in a Liquid

A B C D

Mass (grams) Mass (grams) Mass (grams) Mass (grams)

EXPLAIN
Let the group leader report their observation in class.

ELABORATE Discuss the activity using the following questions;

1.Does the water used in the activity has mass?

2. What characteristics of liquids did you observe?

3. What does the activity tells about liquids?

Your mother asked you to get water from the water tank for
the plants in the garden. The water tank is so heavy, how
will you carry water from the tank to the garden without
carrying heavy load?

Do liquids have mass?

How do we demonstrate that liquids have mass?

EVALUATE Demonstrate that liquids have mass by measuring the

mass of a given liquid in the table. (10 points)

Agreement: How do you describe the volume of a liquid?

How do we measure the volume of a liquid?
Additional activities for application .
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well. Why
did this work?

79
F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

80
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week3/Day14)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based on
observable properties

B. Performance The learners should be able to group common objects found at

Standards home and in school according to solids, liquids and gas.

C. Learning At the end of the lesson, the learners should be able to:
Competencies/ 1.Describe liquids based on their characteristics (S3MT-1a-b)
Objectives (inserted in S3MT-1c-d)
1.2.2d Demonstrate that liquids have definite volume

II. CONTENT Do Liquids Have Definite Volume?

III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource Portal
5. Other Learning Materials; different glass measuring apparatus up to 1-L capacity or
Resources containers with 1-L graduations; 1-L colored liquid
IV. PROCEDURE Learners

81
ENGAGE

How do we measure the volume of a liquid?

(Emphasize the techniques in reading volumes of transparent
liquids, at lower meniscus)

Do their volumes change as they are being completely transferred

from one container to another?
https:/
/www.
flukebi
omedi
cal.co
m/site
s/defa
ult/file
s/meni
scus_
volum
e_pict
ure_0.
png

EXPLORE
Group Activity:
Divide the class into 3 groups.

Group I- Record the volume measured of the transparent colored

liquid in column A in Table 1. Transfer the entire liquid to another
container with 1-L capacity.

Group 2 – Record the voume measured of the transferred

transparent colored liquid in column B in Table 1. Transfer the
entire liquid to yet another container with 1-L capacity

Group 3. Record the volume measured of the transferred

transparent colored liquid in column C in Table 1. Compare the
volumes shown in the three measurements.

Table 1. Volume Observations in a Liquid

A B C
(liter) (liter) (liter)

EXPLAIN
Let the group leader report their observation in class.

82
 Discuss the activity using the following questions
ELABORATE
1.Does the space taken by (volume) the transparent liquid change
as it was transferred from one container to another?

2. What characteristics of liquids did you observe?

3. What does the activity tells about liquids?

Cite other observations or situations by which the volume of a liquid

remains virtually the same even if it was transferred several times in
different containers.
Do liquids take space in the container?

How do we demonstrate that liquids have mass?

EVALUATE 1. A colored liquid was transferred consecutively from a beaker, to

erlenmeyer’s flask and to a graduated cylinder. What does the
diagram indicate about the volume of liquids?

https://webstockre
view.net/images/b
eaker-clipart-measurement-21.jpg

Agreement: Using the diagram above, relate the volume of a liquid and its shape
form.
Additional activities for
application .
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
B. No. of learners who
require activities for
remediation.
C. Did the remedial
lesson/s work? No.
of learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well. Why did
this work?

83
F. What difficulties did I
encounter which my
supervisor/principal/
department head
help me solve?
G. What Innovations did
I use to use/discover
which I wish to share
with other teachers.

84
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week4/Day17)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid, or gas based
on observable properties

B. Performance Standards The learners should be able to group common objects

found at home and in school according to solids,
liquids, and gases

C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe characteristics of air. [S3 MT (1c-d)]

II. CONTENT Characteristics of Air

III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages Science Links 3 page 293
4. Additional Materials from
Learning Resource Portal
5. Other Learning Resources
IV. PROCEDURE Learners
ENGAGE  Review on the characteristics of solids and liquids.
How do you describe their color and smell?

 Ask the pupils to breathe in air. Can you see the

color of air? Can you smell it? What substances are
found in the air you breathe?
What are the characteristics of air?

EXPLORE Let the pupils do the activity on Describing the

Composition of Air through written information found
in the worksheet. (The teacher will provide the
article).

Divide the class into 4 groups. Distribute the activity sheets.

 Ask each group to read and understand the information
about air found in the activity sheet.
 Have each group enumerate the gases found in the air.
 Each group must also answer the activity questions.
Let the group reporter present the output.

* Process pupils answers on the activity.

EXPLAIN

85
ELABORATE
*Discuss answers to these questions:
Where is air can be found?

What substances are present in the air we breathe?

What are the gases found in the atmosphere?

Why are these gases important?

What characteristics of air are mentioned in the activity?

Where else can we find air or gas?

EVALUATE  Write TRUE if the statement is correct, FALSE if not
____ 1. Air may be colorless and odorless.
____ 2. Air can be rough or smooth.
____ 3. Air is a mixture of gases.
____ 4. Air can only be found outside the room.
____ 5. Air is not too important to animals.
Agreement  Bring 3 balloons of different shapes

V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well. Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departme
nt head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

APPENDIX A

Gibohon 1: An Duros sa Kapalibotan (3.1)

Katuyohan: Nailaladawan an characteristics kan duros

Kagamitan: Activity Sheet

86
Gibohon ta: ( For Advanced Learners )

1. Basahon an impormasyon manunungod sa duros.

An duros yaun sa satuyang kapalibotan. Dai mo nahihiling an duros pero ini

saimong namamatean. Napapahiro man kaini an mga dahon kan tinanom pag ini
naghuhuyop.
Importante an duros sa mga living things. An hinahangos tang duros iyo an
pinagharalo na mga gases na nasa atmosphere. An mga gases na ini iyo an Oxygen,
Nitrogen, asin Carbon dioxide.
An Oxygen iyo an gas na kaipuhan kan mga living things para sa paghangos.
Importante man ini sa burning process arog kan pagsulo nin kandila. An Nitrogen iyo an
pinaka dakul na gas na yaun sa atmosphere. Kaipuhan an Nitrogen sa pagkakaigwa nin
natural fertilizer kan mga tinanom para ini magtalubo asin magdakul. An Carbon
dioxide iyo an dikit na parte kan duros na satuyang nahahangos sa kapalibotan.
Kaipuhan ini kan mga tinanom bilang hilaw na sangkap sa paggibo nin saindang
kakanon o an inaapod na photosynthesis.

2. Susog sa saimong binasa, kumpletuhon an table na nasa ibaba.

Composition kan Duros

Gas Gas na nasa Duros
78%
21%
.03%
Iba pang mga gas .97%

Kahapotan:
1. Saen ta makukua an duros? _____________________________________________
2. Ano an yaun sa hinahangos tang duros? ___________________________________
3. Anu-anong mga gases an yaun sa atmosphere?______________________________
4. Tano ta importante an mga ini? __________________________________________
5. Anong characteristics kan duros an ipinahiling sa gibohon?
_____________________________________________________________________

Gibohon 1: An Duros sa Kapalibotan (3.1)

Katuyohan: Nailaladawan an characteristics kan duros

Kagamitan: Activity Sheet

87
Gibohon ta:

1. Basahon an impormasyon manunungod sa duros.

An duros yaun sa satuyang kapalibotan. Dai mo nahihiling an duros pero ini

saimong namamatean. Napapahiro man kaini an mga dahon kan tinanom pag ini
naghuhuyop.
Importante an duros sa mga living things. An hinahangos tang duros iyo an
pinagharalo na mga gases na nasa atmosphere. An mga gases na ini iyo an Oxygen,
Nitrogen, asin Carbon dioxide.
An Oxygen iyo an gas na kaipuhan kan mga living things para sa paghangos.
Importante man ini sa burning process arog kan pagsulo nin kandila. An Nitrogen iyo an
pinaka dakul na gas na yaun sa atmosphere. Kaipuhan an Nitrogen sa pagkakaigwa nin
natural fertilizer kan mga tinanom para ini magtalubo asin magdakul. An Carbon
dioxide iyo an dikit na parte kan duros na satuyang nahahangos sa kapalibotan.
Kaipuhan ini kan mga tinanom bilang hilaw na sangkap sa paggibo nin saindang
kakanon o an inaapod na photosynthesis.

2. Susog sa saimong binasa, kumpletuhon an table na nasa ibaba.

Gas na nasa Duros

1.
2.
3. .

Kahapotan:
1. Saen ta makukua an duros? _____________________________________________
2. Ano an yaun sa hinahangos tang duros? ___________________________________
3. Anu-anong mga gases an yaun sa atmosphere?______________________________
4. Tano ta importante an mga ini? __________________________________________
5. Anong characteristics kan duros an ipinapahiling sa gibohon?
_____________________________________________________________________

88
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week4/Day18)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of
sorting materials and describing them as solid, liquid or
gas based on their observable properties.
B. Performance Standards The learners should be able to group common objects
found at home and in school according to solids, liquids
and gas.
C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe the shape taken by a gas
[S3 MT (c-d)]

II. CONTENT Characteristics of Gases: SHAPE TAKEN

III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages Unit 1, TG, page 20
2. Learner’s Materials pages Unit 1, LM page 15
3. Textbook pages Growing with Science and Health 3, pages 146-148
4. Additional Materials from
Learning Resource Portal
A. Other Learning Resources Science and Health 2, pages 94-97
Other Materials: Balloons of different shapes
IV. PROCEDURE
ENGAGE
 Review on the characteristics of air learned in
the previous lesson. Where else can you find air
or gas?

Show an inflated balloon. Can you infer what is

inside the balloon? Can you describe the shape
of gas in the balloon? How?

EXPLORE
* Let the pupils do the group activity on Inflating
Balloons
Title: Inflating Balloons
1. Group the pupils into 5.
2. Ask each group to prepare at least three (3)
balloons.
3. Have them inflate the balloon by blowing air into
each of the balloon.
4. Draw the shapes of the balloons in your
notebooks.
EXPLAIN 5. Ask each group to share their observations
among other groups on the shape taken by the
air or gas inside each balloon.
6.Let the group leader present their observations
and answers on the activity questions.

89
ELABORATE Discuss answers to the following questions:
1. What happened to the balloons when they were
blown up?
2. How do you describe the shape of each
balloon?
3. What are the shapes of gases in different
shapes of balloons?
4. Will you say that the shape of gas in the balloon
is the shape shown by the balloons?
5. What characteristics of gas are shown in the
activity?
6. What other containers can you blow up and fill
in with gases?
7. How can you determine the shapes of gases in
those containers?
8. Does air have shape?
9. What observable characteristic of air have you
learned?

Suppose there is no container for a gas, what

do you think is the shape of the gas?

EVALUATE Tell about the shape of gas in each of the

following materials:
1. 3. 5 5.

2. 4.

EXTEND Bring the following materials: ( for each group)

1. small-sized basin
2. empty plastic water bottle
3. drinking straw
4. sponge
5. plastic cup
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s

90
 work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well. Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

91
APPENDIX A

Gibohon 1: An Porma Kan Gas sa Lobo

Katuyuhan: Nailaladawan an porma kan gas sa lagan kaini.

Kagamitan: manlaen laen na porma nin lobo

Gibuhon ta:

1. Maghanda nin limang lobo an kada grupo. Idrowing an porma kaini sa notebook.
2. Pabutugon an lobo. Obserbahan an pagbabago sa porma kan mga lobo.
3. Idrowing an porma kan pinabutog na mga lobo.
4. Ano-ano ang porma kan saindong pigdrowing na lobo?
___________________________________________________
5. Ano an yaon sa laog kan kada lobo? Ano kaya an porma kaini?
____________________________________________________
6. Ihiras asin sabihon an saindong mga naobserbahan sa gibohon.

Kahapotan:

1. Ano ang nangyari sa mga lobo kan ini saindong pinabutog?

____________________________________________________
2. Pano mo ilaladawan an porma kan mga lobo pagkatapos ining pabutugon?
____________________________________________________
3. Anu-ano an porma kan gas sa malain-lain na lobo?
_____________________________________________________
4. Pwede mo daw masabi na an porma kan gas na nasa laog kan lobo iyo man an
porma na ipinapahiling Kn lobo?
_____________________________________________________
5. Anong characteristics kan gas an pinapahiling sa gibohon na ini?
_____________________________________________________

92
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week4/Day19)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based on
their observable properties.
B. Performance Standards The learners should be able to group common objects found at
home and in school according to solids, liquids and gas.

C. Learning Competencies/ At the end of the lesson, the learners should be able to describe
Objectives the space occupied by a gas
[S3 MT (c-d)]
II. CONTENT SPACE OCCUPIED BY A GAS (Volume)
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource Portal
5. Other Learning Resources Smart Science, pages 162-163
Science Links 3, page 205
Other Materials: basin with water, empty plastic water bottle,
sponge, drinking straw, and plastic cup
IV. PROCEDURE
ENGAGE
 Review on the characteristics of gas learned in the
previous lesson.
 What is the shape of gas in a round balloon?
 How do balloons get their shapes?
 When you blow up a balloon, does air stay at the
bottom or spread inside the balloon?

Does gas occupy space? Can you determine the space

occupied by a gas?

EXPLORE  Setting of norms/standards

 Activity: Do I Occupy Space?

1. Ask each group to prepare the following materials:

basin with water and plastic cup.
2. Let them push the open end of a clear plastic cup
straight into the water. Observe and record what will
happen.
3. Have each member of the group repeat the same
procedure.
4. After the activity, ask each member of the group to
share his/her observations.
*Ask the reporter of each group to present their output.

93
EXPLAIN * Ask the reporter of each group to present their output.

Discuss answers to these questions:

1. Is the empty plastic cup really empty?
2. What happens when you push the open end of a
clear plastic cup straight into the water?
3. Did the water enter the plastic cup? Why did it
happen?
4. What is inside the plastic cup?
5. Does gas inside the plastic cup occupy space?
6. What characteristics of gas is shown in the
activity?

ELABORATE The teacher will explain that the space occupied by a

gas is called its volume, just like solid and liquid. they
. also occupy space so they have volume.
(The teacher may use video clip about volume of a
gas and other characteristics of gases

Does gas have definite volume?

What determines the volume of a gas?

Why can you smell perfume even if its container is not

near you?

How do you know that your mother is cooking adobo

or frying dried fish?

Which occupy more space, gas or liquid?

EVALUATE
Fill in the blank with the correct word from the list in the
box.
air container less
more fill volume
 Gas occupies space, therefore it has ________.
 Gases _______ their container.
 Gases occupy _______ spaces than liquids.
 ______ spreads around its container.
 The space gases occupy is determined by its
_______.

Agreement: List down at least three (3) examples of gaseous materials

found at home.

V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation.
C. Did the remedial lesson/s

94
 work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well.
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depar
tment head help me
solve?
G. What Innovations did I use
to use/discover which I
wish to share with other
teachers.

95
APPENDIX A

Gibohon 1: An Espasyo na Naookopar kan Gas (3.2b)

Katuyuhan: Nailaladawan an espasyo na naookopar kan gas

Kagamitan:

Planggana o silag na laganan

Tubig
Plastic cup

Gibohon ta:

1. Ipreparar kan saindong grupo an mga nakalistang kagamitan.

2. Kuanon an mayong laog na plastic cup dangan ibaliktad ini nin diretso sa
tubig na nasa planggna.
3. Obserbahan kun ano ang mangyayari.
4. Isurat an saindong obserbasyon sa notebook o sa blangko na nasa ibaba.

______________________________________________________________

5. Utruhon an ginibo sa Step 2.

6. Ihiras an mga obserbasyon sa saindong kagrupo.
7. Simbagan man an mga kahaputan.

Kahaputan:

1. Ano an paghona mo bakante talaga an mayong laog na plastic cup?

______________________________________________________________
2. Ano ang nangyari kan binaliktad nindo an plastic cup sa tubig na nasa
planggana? May nakalaog daw na tubig sa plastic cup?
______________________________________________________________
3. Tano ta nangyari ini? Ano an nasa laog kan plastic cup?
______________________________________________________________
4. Nag-ookupar kaya nin espasyo an gas na nasa laog kan plastic cup?
______________________________________________________________
5. Anong characteristics kan gas an ininahiling sa gobohon?
______________________________________________________________

96
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week4/Day20)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid and gas
based on observable properties.
B. Performance Standards The learners should be able to group common objects
found at home and in school according to solids, liquids
and gas.
C. Learning Competencies/ At the end of the lesson, the learners should be able to:
Objectives define matter (S3MT-Ia-b-1)
II. CONTENT MATTER
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages
2. Learner’s Materials
pages
3. Textbook pages pp. 23 - 24
4. Additional Materials
from Learning Resource
Portal
5. Other Learning Into the Future, Science Links, viedoclip (Bency Bibo
Resources https://www.youtube.com/watch?v=Vx6n2HLJ9eU&t=33s)
Other materials: Chart, manila paper, pentel pen, laptop,
television/projector
IV. PROCEDURE
ENGAGE Observe the things around you.

What do you see? Can you name it?

In what ways are they alike?

In what ways are they different?

Hold a piece of stone. Can you feel what material it is

made of?

Pour some water in your left hand. Can you feel

something?

Face a rotating electric fan. Can you feel the air blowing on
your face?

EXPLORE GROUP ACTIVITY:

Set the standards in performing the activity.
Divide the class into three groups.
Each group will perform the activity and write their
observation.
Let the group leader report their observation in class.

97
 Group 1
I. Get your science book and place it on your table/floor.
Ask: Did the book occupied space?
Next, get a piece of stone and place it exactly on the
EXPLAIN place occupied by the book.
Ask: Were you able to do it? Yes, or no? Why?

II. Using a platform balance (weighing scale), put the

piece of stone on the pan. Observe what happen.
Ask: What does this mean?

Group 2
I. Pour half fill a cup with water.
Ask: Did the water occupy space?
What evidence can you give that the water occupied
space?

II. Get an empty cup/glass. Place it on the pan of the

weighing scale.
Ask: Did the pan move?

III. Next, add water.

Ask: What did you observe?

Group 3
I. Get a balloon then blow air into it. Describe what
happened to the balloon.
Ask: Why did it happen?
What does this indicate?

II. Place the implanted balloon on the weighing scale.

Observe what happen.
Ask: What does this indicate?

MATERIALS MASS OCCUPY

SPACE
Stone / /
Water / /
air / /
Ask: What does your data show about matter?

ELABORATE How will you define matter?

All the things around you can be classified into one
big group called matter. Matter is anything that
occupies space and has mass.
Video clip presentation about matter.
1. What is matter?
2. What are the examples of matter?
3. Name some examples of matter.

How would you describe matter?

Write TRUE if the sentence is about matter and FALSE if it

EVALUATE is not.
1. Everything around us is matter.
_____ 2. All matter has mass and occupy space.
_____ 3. Matter cannot be changed.

98
 _____ 4. Matter is made up of substances.
_____ 5. All the things around you is not matter.
Agreement:
List down 10 samples of matter found inside your
house.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation.
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well.
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/dep
artment head help me
solve?
G. What Innovations did I
use to use/discover
which I wish to share
with other teachers.

99
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week5/Day21)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of
sorting materials and describing them as solid, liquid
and
gas based on observable properties.
B. Performance Standards The learners should be able to group common objects
found at home and in school according to solids,
liquids
and gas.
C. Learning Competencies/ At the end of the lesson, the learners should be able to:
Objectives Classify objects and materials as solid, liquid and
gas
[ S3 MT (c-d2) ]
II. CONTENT Common Solids, Liquids, and Gases Found at Home
and
in School
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages TG, pages 23-24
2. Learner’s Materials pages LM, pages 16-17
3. Textbook pages Science and Health 2, page 10
4. Additional Materials from
Learning Resource Portal
5. Other Learning Other materials: Pictures or realia of different
Resources materials
like eraser, pencil, water, juice, plastic balloon, book,
bottle, and alcohol
IV. PROCEDURE
ENGAGE Present the following materials:
eraser, pencil, water, juice, plastic balloon, book,
bottle, and alcohol

1. Can you name all these materials?

What are they?
Where can we find these materials?
2. Which are solids? liquids? gases?
3. Can you classify them? How?

EXPLORE  Recall on the set of standards

 Divide the class into 4 groups.
 Ask each group to list down in their
notebooks
ten (10) materials found at home and in
school.
 Have them check all the materials that can be
found at home and at the same time in school.

100
  Describe whether it is a solid, liquid, or gas
beside each material.
Check the appropriate column.

Materials
1
2
3
4
5
6
7
8
9
10
EXPLAIN *Reporting
Discuss answers to the following questions:
1. What materials found at home and in
school are solids?
2. What materials found at home and in
school are liquids?
3. What materials found at home and in
school are gases?

ELABORATE What other materials at home and in school are

solids? liquids? gases?

Why is it important to group common household

materials?

 Group together the materials below under the

EVALUATE correct column.
water juice alcohol
bread air freshener LPG
cookies bar soap insect spray

SOLID LIQUID GAS

EXTEND
.  Look for the following materials at home. In your
notebook, draw and describe each of them as
solid, liquid, or gas.
1. chlorox __________
2. shampoo __________
3. mothballs __________
4. mosquito coil __________
5. sprayed perfume __________
V. REMARKS

101
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well. Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

102
APPENDIX A

ACTIVITY SHEET

Gibohon 1: Malain-lain na mga Bagay na Mahihiling sa Harong saka

Eskwelahan

Katuyohan: Naigrugrupo an mga solid, liquid, saka gas ng mga bagay asin
Kagamitan

Kagamitan: (mga ritrato o tunay na kagamitan)

eraser plastic balloon

lapis libro
tubig bote
juice alcohol

Gibohon ta: Average Learners)

1. Maglista an saindong grupo nin mga bagay na mahihiling sa harong saka

sa eskwelahan. Gibohon ini sa notebook.
2. Laganan nin tsek (/) an gabos na mga bagayna parehas nindo mahihiling
sa harong saka sa eskwelahan.
3. Isurat ulit sa Table na nasa ibaba an mga bagay o kagamitan na may tsek.
Dangan isurat sa tungod kaini kun ini solid, liquid o gas.

Mga bagay sa Harong saka Isurat Ini kun Solid, Liquid o

Eskwelahan Gas
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
4. Simbagan an mga kahapotan.
5. Ihiras kan saindong lider and mga simbag nindo sa gibohon asin
kahapotan.

Kahapotan:
1. Anong mga bagay an parehas nindo mahihiling sa harong saka
eskwelahan?
2. Ano an mga halimbawa kan mga solid na mhihiling nindo sa harong saka
sa eskwelahan?
3. Ano an mga halimbawa kan mga liquid na mahihiling nindo sa harong saka
sa eskwelahan?
4. Ano an mg halimbawa kan mga gas na yaon sa harong sa sa eskwelahan?

Advance Learners: (Modification)

103
1. Kopyahon kan saindong grupo an Table na nasa LM na kapareho kan nasa
ibaba.

Mga bagay sa Harong Mga Bagay sa Eskwelahan

2. Kumpletuhon ini sa paagikan paglista kan mga bagay na nhihiling nindo sa

harong saka sa eskwelahan.
3. Igrupo an mga nakalistang bagay gamit an Table sa ibaba.

Mga Bagay na Mahihiling sa Harong Saka Eskwelahan na:

Solid Liquid Gas
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

4.Simbagan an mga kahapotan.

5. Ihiras kan saindong lider an mga simbag nindo sa gobohn asin kahapotan.

Kahapotan:

1. Anong mga bagay an parehas nindo mahihiling sa harong saka eskwelahan?

2. Ano an mga halimbawa kan mga solid na mahihiling nindo sa harong? Sa
eskwelahan?
3. Ano an mga hlimbawa kan mga liquid na mahhiling nindo sa harong? Sa
eskwelahan?
4. Ano an mga halimbawa kan mga gas na mahihiling nindo sa harong? Sa
eskwelahan?

104
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 6/Day 30)

I. OBJECTIVES
A. Content The learners demonstrate understanding of ways of sorting materials and
Standards describing them as solid, liquid or gas based on observable properties

B. Performance The learners should be able to group common objects found at home and in
Standards school according to solids, liquids and gas.

C. Learning At the end of the lesson, the learners should be able to

Competencies/ describe the uses of common materials found at home and in school. (S3MT-
Objectiv Ie-g-3)
es

II. CONTENT Uses of Common Materials Found at Home and in School

III. LEARNING RESOURCES
References
1.Teacher’s Guide pp. 26-28
Pages
2. Learner’s pp. 18-19
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource Portal
A. Other Learning (Bency Bibo - https://www.youtube.com/watch?v=Vx6n2HLJ9eU&t=33s)
Resources
IV. PROCEDURE
ENGAGE
The teacher will present pictures of the following:
Toothpaste Bath soap
Laundry bleach Mosquito coil
Mouthwash Air freshener
What are the materials you see in the picture chart?

GAME: TELL ME MORE

(Using same pictures) Show the pictures of materials to the class. Let them
identify the materials by flashing the pictures (one by one) on the screen.

 More pictures about common materials found at home and in school

will be shown by the teacher.
 Let the pupils guess what the materials are.
Ask: What are these materials?
What are their uses?

105
EXPLORE GROUP ACTIVITY

Separate the class into four groups.

Each group will perform the task and write their report in a cartolina.
Task: Group the household materials found at home and in school
according to their uses.

Ginagamit sa Ginagamit sa Ginagamit Ginagamit

pagluto paglinig saka sa paglinig na
pagpagayon nin hawak, panggadan
nin harong ngipon nin insekto
saka saka saka peste
eskwelahan buhok

106
EXPLAIN / ELABORATE Checking of outputs and declaration of winner.
After checking, ask: How did you feel after the activity?
What did you learn from it?

Discuss the uses of materials found at home and in school.

A. What household materials do you have at home?
B. What household materials do you have in school?
C. What are the useful materials found at home and in school?
D. Which of these materials are common to you?
E. How would you classify them according to their uses?

Have them name other materials found at home and in school.

Presenting a video clip.
(Bency Bibo - https://www.youtube.com/watch?v=Vx6n2HLJ9eU&t=33s)
On Saturday morning, after taking lunch, your mother asked you to wash
the dishes. What common materials will you use to complete the task?

Based from the activity, how would you describe the uses of common
materials found at home and in school?

EVALUATE Identify the following common materials found at home and in school and
describe their uses.
1. Soy 2.Laundry 3.Aerosol 4.Toilet Bowl 5.Oil
sauce Bar soap Spray Cleaner _______
_________ _________ _________ _________ ________
_________ _________ _________ _________

EXTEND
Give two examples of materials found at home and in school used in:
a. cleaning the bathroom, floor tiles and lavatory.
b. preparing and cooking food
c. getting rid of insects and pests.

REMARKS
VI. REFLECTION
4. No. of Learners
who earned
80% on the
formative
assessment

107
5. No. of learners
who require
activities for
remediation.
6. Did the remedial
lesson/s work?
No. of learners
who have
caught up with
the lesson.
7. No. of learners
who continue to
require
remediation
8. Which of my
teaching
strategies
worked well?
Why did this
work?
9. What difficulties
did I encounter
which my
supervisor/prin
cipal/departmen
t head help me
solve?
10. What
Innovations did
I use to
use/discover
which I wish to
share with other
teachers.

108
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 6/Day 31)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting materials and
describing them as solid, liquid or gas based on observable properties

B. Performance Standards The learners should be able to group common objects found at home
and in school according to solids, liquids and gas.

C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives identify the different symbols found in hazardous materials. (S3MT-Ie-g-3)

II. CONTENT Different symbols found in hazardous materials

III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 29-30
2. Learner’s Materials pages pp. 20-23
3. Textbook pages Science Links
4. Additional Materials from
Learning Resource Portal
A. Other Learning Resources Pictures of household materials, viedoclip (Bency Bibo
https://www.youtube.com/watch?v=Vx6n2HLJ9eU&t=33s),
Other materials: laptop, television/projector, pentel pen, cartolina/manila
paper
IV. PROCEDURE

109
ENGAGE

Show pictures of common household materials.

Let the pupils Identify the pictures.
Ask: Where do you usually see these materials?
Where do you use these materials?
Are the materials shown in the picture useful or harmful?
What is indicated in each material?

A.
B.
C.
D.
E.
F.

What did you notice about the label?

EXPLORE GROUP ACTIVITY:

Set the standards in performing the activity.
Divide the class into four groups. Each group will be given 5 pictures of
materials. Identify the symbols found in the products and write it in their
corresponding columns.
Group 1- (Flammable Materials) nakakasulo
Group 2- (Poisonous Materials) nakakalason/nakakahilo
Group 3- (Explosive Materials) nagsasabog
Group 4- (Corrosive Materials) nakakaraot nin kublit/gamit

NAKAKASULO NAKAKAGADAN/ NAGSASABOG NAKAKARAOT

(Flammable) NAKAKAHILO ( Explosive) NIN
(Poisonous/ KUBLIT/BAGAY
toxic) (Corrosive)

(Note: Present a rubric)

After the groups are done with the activity, ask the leader in each group
to report their findings.
1. Why are these flammable?
2. How did you know that your examples are toxic?
3. When can we say that these materials are explosives?

EXPLAIN
Checking of outputs and declaration of winner.
After checking, ask: What did you feel after the activity?
What did you learn from it?

110
ELABORATE
A. Study the following symbols that can be found in common
household materials.
B. Warning symbols are used to indicate the content of the
container. Some of these symbols are:

C.
D.

Present a video clip.

(Bency Bibo -
https://www.youtube.com/watch?v=Vx6n2HLJ9eU&t=33s)

A. What can you say about the video?

B. What are those materials did you see in the video?
C. Where do you usually see these kind of materials?
D. What explosive materials do you know?
E. What poisonous materials do you know?
F. What materials are corrosive?

You are task to clean the house, you will get a cleaning materials
inside the cabinet, you saw the different symbols in the materials,
what kind of cleaning materials will you use?

1. What are the different hazardous materials?

2. Can you name the different symbols found in hazardous
materials?

EVALUATE Matching Type: Match the pictures of materials in column A with the
appropriate symbols in column B.
A B

111
 1. A. Nakakaraot
House Nin
paint kublit/bagay

2. B. Nakakasulo

3. C. Nakakalason
LPG Tank

4. D. Nagsasabog

5. E. Nakakaraot nin hawak

EXTEND
Cut at least 5 pictures containing symbols of hazardous materials. Paste
it in your notebook.

REMARKS
VI. REFLECTION
E. No. of Learners who earned
80% on the formative
assessment
F. No. of learners who require
activities for remediation.
G. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
H. No. of learners who
continue to require
remediation
I. Which of my teaching
strategies worked well?
Why did this work?
J. What difficulties did I

112
 encounter which my
supervisor/principal/depart
ment head help me solve?
K. What Innovations did I use
to use/discover which I
wish to share with other
teachers.

113
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 6/Day 32)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of ways of sorting
materials and describing them as solid, liquid or gas based
on observable properties
B. Performance Standards The learners should be able to group common objects
found at home and in school according to solids, liquids
and gas.
C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives describe the proper ways in handling and using
materials at home and in school (S3MT-Ie-g-3)

II. CONTENT Handling and Using Materials at Home and in

School
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 29-30
2. Learner’s Materials pages pp. 21-22
3. Textbook pages Science Links
4. Additional Materials from
Learning Resource Portal
A. Other Learning Resources You Tube videos, pictures. Chart, manila paper, Marker
https://www.youtube.com/watch?v=rpf2xeCgX1Q
IV. PROCEDURE
ENGAGE

Let the pupils do Activity on LM Gibohon 1 Number 4

Pag-adalan an mga ritrato. Lagan nin / an
kahon kun ini nagpapahiling kan tamang
paagi nin paggamit nin bagay saka X kun
dai ini nagpapahiling kan tamang paagi nin
paggamit kan bagay.

114
 After the activity, ask the following questions:
a. Which material/s in the list is/are useful?
b. Which material/s in the list is/are harmful?
c. Which of these materials should be properly handled with
caution? Why?
d. How do we handle and use these materials properly?
e. Why do we need to handle and use them properly? Give
emphasis to its harmful effects when not used properly.

Post two photos on the board.

- A farmer spraying an
insecticide in a farm
Spot the difference on the two pictures.

* What is the man doing in the picture?

* Is he doing the right thing?
Why? Or Why not?

EXPLORE Group Activity:

Materials: (real objects) Hand gloves, mask, goggles, pot
holder
Group the pupils into four.
Each group will be given an item that can be used in proper
handling of materials at home and school.
Each group will present or act out on how to use them
properly.

Questions:
D. What are the materials used in our activity?
E. When do we use this materials?
F. Why is it that we need to use those materials when
we are handling harmful substances?
G. How do we use each material?
EXPLAIN/ELABORATE
Presentation of outputs and declaration of winner.

Discussion Points:
1. Precautions are essential for safety in using the
materials commonly found at home and in school.
2. The following are the safety measures in handling and
using materials found at home and in school: (TG page 30)

115
 Let the pupils watch a video clip about proper ways of
handling and using materials at home and in school.

If you are going to use mosquito spray in your house, what

is the proper way of doing it?

Why do we need to know the importance of proper handling

and using the materials at home and in school?

EVALUATE Describe the following illustrations by matching the picture

with the correct description. Check if the picture shows
proper handling and use of materials at home and in
school.

1.
2. ____
____

3. __ 4. ___

5. ___

a. Pag parong kan

delikadong bagay.
b. Pagsara kan LPG tank kun dai na ini ginagamit.
c. Pag-apon kan mga mayong laog na laganan kan
delikadong bagay maski sain na basurahan.
d. Paglaag ni mask saka gwantes sa kamot kung magamit
nin delikadong bagay.
e. Paglaag nin mga delikadong bagay sa may itaas na
cabinet para dai maabot kan mga aki.

116
Agreement: In your notebook, copy the table by naming two materials
found in your kitchen. Describe the proper ways of handling
and using these materials.
Materials Proper way of handling
and using the material

REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

117
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 7/Day 35)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of effects of
temperature on materials.
B. Performance Standards The learners should be able to investigate the different
changes in materials as affected by temperature.
C. Learning Competencies/ At the end of the lesson, the learners should be able to
Objectives identify whether a solid, liquid or gas is hot or cold.
S3MT-(1h-j4)
II. CONTENT Changes that Materials Undergo: Hot or Cold Materials
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 31-32
2. Learner’s Materials pages pp. 23-25
3. Textbook pages
4. Additional Materials from
Learning Resource Portal
A. Other Learning Resources Materials: pictures, Chart, manila paper. Marker, masking
tape or glue, Power Point
IV. PROCEDURE
ENGAGE Let the pupils do the simple activity by following the
instructions below:
A. Let the pupils put their open palms in front of their
mouth.
B. Blow with their mouth slightly open.
C. Do it again with the mouth widely open.
D. Let the pupils compare the temperature of the air
coming from their mouth.

Common materials may also be considered and

pupils shall identify whether each material is hot or
cold.

EXPLORE Group Activity:

Group 1 - Let the pupils do the Activity: LM, Gibohon 1: Is it

Hot or Cold?
Let the pupils do the activity by group.
Identify whether the object is hot or cold. Put a check on the
third column if it is hot and check on the fourth column if it is
cold.

Group 2
One group will be given a set of hot and
cold water and identify which is hot or cold.
Group 3
Another group will draw things that are hot
and cold.

Name other hot and cold solids, liquids and gas. Write your

118
 answer on the table below

Hot Objects Cold Objects

Solid Liquid Gas Solid Liquid Gas

EXPLAIN / ELABORATE After the Activity, discuss to the pupils the concept by
asking the following questions:
1. Which solid, liquid or gas are hot
objects?
2. Which solid, liquid or gas are cold
objects?
3. When can you say whether an object is
hot or cold?
Teacher will present some pictures through power point or
print out pictures or can be a real object. Pupils will tell
whether the material is a solid, liquid or gas and identify
whether it is hot or cold.

Your mother has a hot cup of coffee on the table,

are you going to hold it? Why or Why not?

Can you now tell whether an object is hot or cold?

EVALUATE Identify whether the material is a solid, liquid or gas, write

the answer on the second column and identify if it is hot or
cold by checking the correct column.
Materials Solid/liquid/gas Hot Cold

1.

Ice cubes
2.

119
 fire
3.

Ice cream
4.

Cold water

5.

Bulb

EXTEND
Describe the temperature of hot objects compared to cold
objects

REMARKS
VI. REFLECTION
E. No. of Learners who earned
80% on the formative
assessment
F. No. of learners who require
activities for remediation.
G. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
H. No. of learners who continue to
require remediation
I. Which of my teaching
strategies worked well? Why
did this work?
J. What difficulties did I
encounter which my

120
 supervisor/principal/departmen
t head help me solve?
K. What Innovations did I use to
use/discover which I wish to
share with other teachers.

121
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 7/Day 36-37)

I. OBJECTIVES
A. Content The learners demonstrate understanding of effect of temperature on
Standards materials.

B. Performance The learners should be able to investigate the different changes in

Standards materials as affected by temperature.

C. Learning At the end of the lesson, the learners should be able to

Competencies/ measure the temperature of tap water and hot water using thermometer.
Objecti S3MT-(1h-j4)
ves

II. CONTENT Measuring the Temperature of Tap Water and Hot Water Using
Thermometer (2 days)
III. LEARNING RESOURCES
References
1.Teacher’s Guide pp. 32-33
Pages
2. Learner’s
Materials
pages
3. Textbook Science and Health 3 pp.23-31
pages
4. Additional
Materials from
Learning
Resource
Portal
5. Other Materials: Laboratory thermometers , 2 beakers/ identical glass containers,
Learning equal amounts of hot ,cold and tap water, manila paper and pen marker
Resources
IV. PROCEDURE
ENGAGE Ask the pupils to play a game puzzle. List down words that describe hot
and cold materials.

S U N E I C E C
F R E E Z E R O
I A L A Y O N F
R I R C O C F F
E L A N T S A E
S N O W A C V E
C O M P U T E R
H A L O H A L O

HOT COLD

122
 Ask:
1. When do you say that a material is hot?
2. When do you say that a material is cold?

EXPLORE Let the pupils practice using the thermometer. (The teacher will
demonstrate how to use and read temperature in a thermometer)

Follow the instructions carefully. Let the pupils do the following:

Procedure
A. Look at the laboratory thermometer closely.
B. Observe the markings on the thermometer.
C. Half- fill the container with tap water.
(Let the pupils read and record the markings of the thermometer
before dipping to tap water.)

4. Place the thermometer in the container with tap water. Hold it in upright
position

Ask the pupils to play a game puzzle. List down words that describe hot and cold materials.

S U N E I C E C
F R E E Z E R O
I A L A Y O N F
R I R C O C F F
E L A N T S A E
S N O W A C V E
C O M P U T E R
H A L O H A L O

HOT COLD

Ask:
1. When do you say that a material is hot?
2. When do you say that a material is cold?

Let the pupils practice using the thermometer. (The teacher will demonstrate how to use and
temperature in a thermometer)

Follow the instructions carefully. Let the pupils do the following:

Procedure
D. Look at the laboratory thermometer closely.
E. Observe the markings on the thermometer.
F. Half- fill the container with tap water.

123
 (Let the pupils read and record the markings of
the thermometer before dipping to tap water.)

4. Place the thermometer in the container with tap water. Hold it in upright position

Caution: Do not touch the bulb of the thermometer and

do not let it touch the bottom of the container.

5.Observe the level of the liquid in the thermometer.

(Let the pupils read and record the markings of the
thermometer after dipping to tap water.)
6. Measure the temperature of tap water.
(Read and record the markings nearest the level of the
liquid in the thermometer).
7. Repeat the procedure using a container with hot
water.
EXPLAIN / Discuss and process the answers of the pupils to the questions. The
ELABORATE following important ideas should be emphasized and understood by the
pupils.
1. Thermometer is a device used to measure the hotness or
coldness of an object.
2. The temperature of hot/warm water is higher than the
temperature of tap water (room temperature) and vice-versa.
3. The temperature of the material indicates whether the material is
hot or cold. It is usually measured in degrees Celsius ( ˚ C )
4. Heat applied to the material increases the temperature of the
material.

We can describe the temperature of material as cold or hot based

on a reference. Any temperature higher than that of tap water may
be considered hot. Any temperature lower than or equal to that of
tap water may be considered cold.

124
EVALUATE 1. Measure and record the temperature of the water in containers labeled
A and B in second column of the table, before dipping and after dipping of
thermometer.
2. Based on temperature, classify whether the water in the containers is
hot or cold by checking the column 3 and 4.
3. Answer the questions given

CONTAINER TEMPERATURE HOT COLD

READING ( 0 C)

Before After
Dipping Dipping

A
_______0 _______0
C C

B(Tap water)
_______ _______ 0
0
C C

C
_______0 _______0
C C
Agreement:

Compare the temperature of ice to the temperature of boiling water. Write

your answer on your notebook.

REMARKS
VI. REFLECTION
A. No. of
Learners who
earned 80% on
the formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the
remedial
lesson/s
work? No. of
learners who
have caught
up with the

125
 lesson.
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did
I encounter
which my
supervisor/pri
ncipal/departm
ent head help
me solve?
G. What
Innovations
did I use to
use/discover
which I wish to
share with
other teachers.

126
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 7/Day 38)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of effect of
temperature on materials.
B. Performance Standards The learners should be able to investigate the different
changes in materials as affected by temperature.
C. Learning Competencies/ At the end of the lesson, the pupils should be able to:
Objectives compare the temperatures of tap water and hot water.
S3MT-(1h-j4)
II. CONTENT Comparing the Temperature of Hot and Tap Water
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 32-33
2. Learner’s Materials pages
3. Textbook pages Science and Health 3 p.23-31
4. Additional Materials from
Learning Resource Portal
5. Other Learning Resources Materials: Laboratory thermometers , 2 beakers/ identical
glass containers, equal amounts of hot ,cold and tap water,
manila paper and pen marker
IV. PROCEDURE
ENGAGE
4 pics one word
Present pictures that will mean a key word for temperature
(hot and cold).

Ask pupils to describe the hot and cold materials they

identified the previous day

Cite some more examples they have in their homes.

EXPLORE
Divide the class into 5 groups to do the activity:

Let each group:

1. Measure and record the temperature of the water in
containers labeled A, B, C, D in second column of the table.
2. Based on temperature, classify whether the water in the
containers is hot or cold by checking the column 3 and 4.
3. Answer the questions given

CONTAINER TEMPERATURE HOT COLD

READING ( 0 C)

A 85oC

B(Tap water) 20oC

127
 C 5oC

D 0oC

Questions:
1. What is the instrument that measures the hotness
or coldness of the material?

2. What unit of measurement is used?

3. What symbol is used to express a measurement of

temperature?

4. What is the temperature of water in container A ?

container B? container C? container D?

5. Compare the temperature of the water in (4) four

containers.

6. Compare the temperature of tap water and hot water.

7. Based on their temperature, which container has cold
water ? has hot water?

EXPLAIN / ELABORATE Discuss and process the answers of the pupils to the
questions. The following important ideas should be
emphasized and understood by the pupils.
1. Thermometer is a device used to measure the
hotness or coldness of an object.

2. The temperature of hot/warm water is higher

than the temperature of tap water (room
temperature) and vice-versa.

3. The temperature of the material indicates

whether the material is hot or cold. It is usually
measured in degrees Celsius ( ˚ C )

EVALUATE I. Given the following temperatures, determine

whether it is hot or cold.
II. Compare the temperatures.

Temperature Hot or Cold

1 50˚C
2 -24 ˚C
3 30˚C
4 15˚C
5 25˚C

128
Agreement
Compare and describe the shape and size of an ice cubes
when the temperature is high and when it is low. Write your
answer on your notebook.

REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

129
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 8/Day 40-41)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of effect of temperature
on materials.
B. Performance Standards The learners should be able to investigate the different changes in
materials as affected by temperature.
C. Learning Competencies/ At the end of the lesson, the pupils should be able to describe the
Objectives changes in some solid materials to liquid with the application of
heat (melting) S3MT-Ihj-4
II. CONTENT Changes in Some Solid Materials to Liquid in Application of Heat
(Melting) 2 days
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp. 37-38
2. Learner’s Materials pages pp. 32-33
3. Textbook pages
4. Additional Materials from BEAM 5. Unit 4. 8 Physical and Chemical Changes. Distance
Learning Resource Portal Learning Modules

5. Other Learning Melting – Flow | GoNoodle

Resources https://www.youtube.com/watch?v=mcZm2oJ7DKE&feature=share
IV. PROCEDURE
ENGAGE
Review Game:
The teacher will post 2 labels (hot and cold) on the board. The
pupils will line up depending on the situation to be given by the
teacher. (through PowerPoint Presentation)

1. Water in a pot is placed in a stove with fire

2. Water is removed from and placed in open air
3. Water is placed under the sun for several hours.
4. Water early morning when you open the faucet
5. Water inside the refrigerator

After the game, ask: what can you say about the material
when heat is applied to it? What can you say about the
temperature when heat is removed from it?

Now, what do you think will be the effect of increasing or

decreasing temperature on the material? If the candle wax is
heated or cooled, what do you think will happen to it? This is what
we will experiment today.
EXPLORE
Activity: (Refer to LM, Activity 1: I’m Melting!)
 Divide the pupils in small groups.
 Orient them with the materials that will be used in the
activity and the procedures to be done.
 Give precautionary measures:

130
 a. Follow the directions carefully.
b. Avoid touching hot materials
c. Avoid playing hot and sharp materials with
classmates

 Let the pupils do the activity

EXPLAIN After the activity:

1. Let the pupils report their output
2. Discuss answers to the activity questions. Process pupil’s
responses to come up with the correct ideas.

ELABORATE 1. Help pupils develop mastery by asking these questions:

a. What happens to the candle wax when heated?
b. What happens to the melted candle wax when
cooled?

2. Let the pupil understand that:

a. Heat causes change in the appearance of the
material.
b. Initially, the candle wax is solid in form, but when heat
is applied, it melts. It changes from solid to liquid.
c. However, when heat is removed or when the material
is cooled, the melted candle wax becomes solid again.
It changes from liquid to solid.

A box filled with ice cream was delivered in

your home. What should you do so that it will
not melt?

The teacher may ask the pupils to cite other

examples of materials that change from solid
to liquid or from liquid to solid.

Just for Fun! Let the pupils watch and follow the video on Melting –
Flow | GoNoodle
https://www.youtube.com/watch?v=mcZm2oJ7DKE&feature=share
EVALUATE Describe what happens to the following objects when heated:

1. Chocolate. Nico forgot his bar of chocolate on the table

where the heat of the sun directly pass through it.

_______________________________________

131
 2. Butter/Margarine. Ellaine will cook buttered vegetable. She
heated the pan and put 1 tablespoon of butter on it.

__________________________________________

3.Ice Cream. Dave bought 2 ice creams for his brothers.

After several minutes of waiting under the sun, what will
happen to their ice creams?

__________________________________________

3. Ice. It was very hot, so Reyman bought an ice. He placed

it in a pitcher. After thirty minutes of letting it stand under
heat, what do you think will happen?

__________________________________________
Agreement Try an experiment at home if an ice/ ice cube melts faster in hot
water or cold water. Take extra care. Ask an adult for assistance.

(An ice cube will melt fastest in hot water because the heat in hot
water goes into the ice.)

REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require

132
 remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What Innovations did I use
to use/discover which I
wish to share with other
teachers.

133
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 8/Day 42)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of effect of
temperature on materials.
B. Performance Standards The learners should be able to investigate the different
changes in materials as affected by temperature.
C. Learning Competencies/ At the end of the lesson, the pupils should be able to
Objectives describe the changes in some liquid materials to gas with
the application of heat (evaporation) S3MT-Ihj-4
II. CONTENT Changes in Some Liquid Materials to Gas with the
Application of Heat (Evaporation)
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages p. 39
2. Learner’s Materials pages p. 34
3. Textbook pages
4. Additional Materials from BEAM 5. Unit 4. 8 Physical and Chemical Changes.
Learning Resource Portal Distance Learning Modules

5. Other Learning Resources Other Materials: PowerPoint Presentation, alcohol lamp,

test tube, test tube holder, test tube rack, water,
match/lighter, watch glass
IV. PROCEDURE
ENGAGE Review Game:
Melts or Not?
The pupils are going to stand if the material melts and sit if
not.
a. Mongo seeds mixed with water.
b. Sugar heated on a pan.
c. Pebbles mixed with water.
d. Chocolate bar heated on a pan.
e. Butter/margarine in hot pandesal.

What affects the melting of an object? Why?

Have you observed your mother heating or boiling water in

a kettle? What did you observe while the water is
boiling? What did it show?
Today, we will do an activity that will help us describe what
happens to water when heated.

EXPLORE
Activity:
(Refer to LM, Activity 2: Why did you leave me?)

1. Divide the pupils in 5 small groups. Give them the

materials needed, and the other necessary
instruction in accomplishing the task.

2. Let the pupils do the activity

134
EXPLAIN / ELABORATE Let the group reporter present the group output.

Check pupils’ answers to the activity questions.

Process their responses to correct misconceptions
if there are and to come up with the correct
ideas/concepts.

Discussion: Let the pupils understand that:

1. Water when heated, increases its

temperature. This increase in temperature
makes water change its form from liquid to
gas (vapor) as it starts to boil. Hence, you
observed that the amount or level of water
decreased after heating, because some of
the water evaporated as vapor (steam).
Water vapor is formed when liquid (water)
is changed to gas.

2. Ask the pupils to give other examples of

materials that change from liquid to gas
when heated.

Ask: If you want your will happen dry quickly, where should
you hang them? Why?

. Help the pupils formulate a generalization by

asking:
What is the effect of heat on the water? What
happens to the water when heated?

EVALUATE Read and choose the letter of the best answer.

One sunny day, Donna placed a glass of water near an

open window and left it undisturbed for several hours. Later,
she observed that the water level has decreased.

1.What caused the water level to decrease?

a. because of the air in the surroundings
b. because of the heat of the sun that absorbed the water
c. because the water spilled out due to air pressure

2.Describe what happened to the water.

135
 a. due to the heat of the sun, some particles of water
melts and turned into dust.
b. some part of the water becomes solid and stayed at
the bottom of the glass.
c. due to the heat of the sun and from the surroundings,
the water turns to water vapor and evaporate.

3.To avoid decreasing of water from the glass, what do you

think should Donna do?
a. place it under the heat of the sun
b. place it near the oven
c. place it where there is no heat

Agreement You accidentally left a glass of water near your window.

The following day you observed that the amount of water
has lessened. What do you think is the reason for this?
Explain.
REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

136
 DAILY LESSON LOG IN SCIENCE

FIRST QUARTER
School Grade Level THREE
Name Learning Area SCIENCE 3
Time and Date Quarter 1st (Week 8/Day 43)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of effect of
temperature on materials.
B. Performance Standards The learners should be able to investigate the different changes
in materials as affected by temperature.
C. Learning Competencies/ At the end of the lesson, the pupils should be able to Describe
Objectives the changes in solid to gas and vice versa (sublimation and
deposition) S3MT-Ihj-4
II. CONTENT Changes in solid to gas and vice versa (sublimation and
deposition)
III. LEARNING RESOURCES
References
1.Teacher’s Guide Pages pp.40-41
2. Learner’s Materials pages pp. 35-37
3. Textbook pages
4. Additional Materials from
Learning Resource Portal
5. Other Learning Resources Video clip: Sublimation (fun with Dry Ice)
IV. PROCEDURE
ENGAGE Review:
Divide the class by 5. Let each group answer the worksheet.
The first group to finish will clap. The group who will get the
highest score will be declared as winner.

Identify if the picture shows melting, evaporation, or freezing.

1. Water placed in freezer
2. Ice cream exposed to the heat of the sun
3. Water boiling
4. Cooking rice
5. Butter in heated pan
6. Chocolate under the heat of the sun
7. Water under the heat of the sun
8. Ice under the heat of the sun
9. Flood under the heat of the sun
10. Colors under the heat of the sun
Checking of outputs and declaration of winner.

After checking, ask: What did you feel after the activity?
What did you learn from it?
What are the three phases of matter?

What do you think will happen on this iodine crystal after

exposing it to heat?
Let them do the KWL Chart by group.

What you KNOW will What you WANT What you LEARN

137
 happen to Know

EXPLORE Activity 1: Where are you now?

Note: The teacher will demonstrate the experiment to the pupils.
Please read below the safety guidelines.

Materials Needed:
1 piece iodine crystals
1 piece beaker
1 piece tripod
1 piece wire gauze
1 piece alcohol lamp
1 piece watch glass ( size is larger, to stay on top of the
beaker)
1 piece ice cube

What to Do:
1. Prepare the materials needed.
2. Get the tripod with wire gauge on it.
4. Place the iodine crystal in the beaker.
5. Place the beaker on the tripod.
6. Set the watch glass above the beaker and put the ice
cube on it.
6. Put fire on the alcohol lamp and place it under the tripod.
7. Let the pupils observe what happened on the iodine
crystals.
8. Let the pupils go back to their KWL chart by team and
write their observations.

Note to the Teacher:

1. Iodine crystals can be purchased in
hardwares. Please request from the
principal as one of the needed
elements/chemicals before classes starts
(month of May). (In Naga City, you can
purchase it at Rusch Trading.)
2. Safety precautions are needed in handling
the element.
3. Wear a face mask, gloves, and goggles
before conducting the experiment.
4. Avoid touching the chemical. Use a tong in
handling the chemical.

EXPLAIN / ELABORATE
1. Let the group reporter present the group output.
2. Check pupils’ answers to the activity questions. Process
their responses to correct misconceptions if there are and to
come up with the correct ideas/concepts.

138
 Sublimation is the transition of a substance directly from the
solid to the gas phase without passing through the
intermediate liquid phase.

Naphthalene ball, ammonium chloride, bathroom deodorizer

(Albatross) and dry ice are some of the
examples that undergoes sublimation.

Deposition on the other hand is the process by which a gas is

changed to solid without passing the liquid phase.
Example: Snow formation from water vapor to ice crystals.

What do you think are the uses of these materials?

Naphthalene balls are used as insecticide and pest repellent.

Caution is needed in using this material because of its
harmful effects to the human body.

Dry ice is used to preserve food. These are frequently used to

package items that must remain cold or frozen such as ice
cream.

Ammonium chloride on the other hand are used as fertilizer and

a flavoring agent.

Let the students give other examples by which sublimation and

deposition is being demonstrated

EVALUATE Read and answer the following questions.

Every time there is no electricity, an ice cream man uses dry ice
which is solid in form for his numbers of ice cream. After
several hours, no liquid is observed present on the freezer but
the dry ice get smaller.

1. When the ice cream man put it in the freezer, what is the form
of the dry ice?
A. Solid
B. Liquid
C. Gas

2. What happened to some part of the dry ice when it

becomes smaller?
A. It becomes liquid
B. It melts.
C. It becomes gas.

3. The ice man observed that the ice cream box were
covered with ice. What does this show?
A. Some part of the dry ice undergo deposition.

139
 B. Some part of the dry ice undergo
condensation.
C. Some part of the dry ice undergo
evaporation.

Agreement
Try to experiment at home.
Place 3 pieces of naphthalene ball inside your cabinet. Observe
its size. After a week, observe what happens.
REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation.
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What Innovations did I use to
use/discover which I wish to
share with other teachers.

140