REVISED School PARADISE FARMS COMMUNITY SCHOOL Grade 3

K to 12 Teacher Learning Area Science

Curriculum Date/Week WEEK 2 JUNE 23-27 2025 Quarter 1
Time
Daily Lesson Log

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Learners learn that using science process skills, simple science equipment, and participating in guided activities leads to better understanding of
science. CATCH UP FRIDAY
Standards
B. Performance Learners demonstrate simple science processes to explore common local materials, their physical properties and uses.
Standards
C. Learning The learners Participate in guided science activities by asking questions and tinkering with materials
Competencies
D. Learning By the end of the week, learners will be able to:
Objectives 1. Identify examples of science in daily life
2. Observe and describe materials using senses.
3. Ask simple questions about how things work.
4. Participate in simple, guided science investigations.

II. CONTENT Science in Our Daily Life

(Subject Matter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook
pages
4. Additional MATATAG K to 10 Curriculum MATATAG K to 10 Curriculum MATATAG K to 10 Curriculum MATATAG K to 10 Curriculum
Materials from SCIENCE GRADE 3 SCIENCE GRADE 3 SCIENCE GRADE 3 SCIENCE GRADE 3
Learning Science– Modules
Resource LR
portal

B. Other Learning PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, Pictures PowerPoint Presentation, Pictures
Resources Pictures Pictures
IV. PROCEDURE

A. Drill/Reviewing Think-Pair-Share: Sharing of assignment What did you draw? Please share Please bring out the materials I asked
previous Lesson Talk to your seatmate about your answer in class. you to bring yesterday.
one thing you do every day.
or presenting new
Can science help you with it? Let’s answer:
lesson What can we make with the
materials you have?
B. Establishing a Today, we will learn how Today, we will explore objects Today, we will explore and describe Have you ever watched Tinkerbell?
purpose for the science is used in our and how we can ask questions different objects using our senses.
lesson everyday activities. about them.

Why was she called “Tinkerbell”?

She is described as being a tinker,
meaning that she mends pots,
kettles, and acorn caps, and is shown
to be very skilled, gifted, and
talented at it too.

C. Presenting Mystery box: Today, we will think like Tinkerbell and

examples/ What part of your body helps explore and build using the material
instances of the you feel things? you have.
new lesson
Today you will use your sense
of touch to guess what’s inside
a mystery box—without looking!

One student at a time will

reach into the box, touch one
object and describe what you
feel.
What do your senses tell you about
Let’s answer: the object?
1. What did you think the
object you touched was?
2. What helped you guess—was
it the shape, texture, or size?

D. Discussing new Let’s Sing the chant “Science

concepts and Helps Us Every Day!” We have five senses that help Our senses help us explore. When we see something new or
practicing new us learn about the world This means we can look at, listen to, interesting, our brain wants to
Science helps us every day! around us: smell, taste, or touch things to find understand it better. We start asking
skills. #1 Science helps us every day! out what they are like.
In the sky and in the rain!
In the sky and in the rain! 1. Sight – We use our We use our senses to notice if questions like:
(hands make a rain motion) eyes to see. something is hard or soft, loud or
Cooking food and growing quiet, sweet or sour, or rough or ● “What is it made of?”
plants! smooth.
2. Hearing – We use our
Cooking food and growing
ears to hear. ● “Why did that happen?”
plants! (pretend to stir and
When we use our senses, we often
water)
3. Smell – We use our get curious!
Moving bikes and buzzing ● “How does it work?”
nose to smell. We start to ask questions like:
ants!
Moving bikes and buzzing ● “What will happen if I try
ants! (pedal motion and ● “What made that sound?”
4. Taste – We use our this?”
crawling fingers) tongue to taste.
Ask a question, find a clue! ● “Why is this soft?”
Ask a question, find a clue! 5. Touch – We use our
(hold hands like binoculars) These are science questions.
skin, especially our ● “How does this taste
Science shows us what is true! Scientists ask questions every day.
hands, to feel things. sweet?”
Science shows us what is true! You can be a scientist, too, just by
(point to brain and smile) being curious!
● “Why does this smell
SCIENCE HELPS US EVERY
different?”
DAY!

● “What is this shiny thing I

After asking questions and finding
see?”
answers, we can use science to
make things!
That’s called creating or inventing.

Science helps us:

● Build things (like toy cars or

simple machines)

We use our senses to observe ● Make tools (like paper fans

things. Observing helps us ask to cool us down)
good questions. And asking
questions helps us explore and For Example: ● Mix things (like vinegar and
learn more! baking soda to make
bubbles)
You see a bright red fruit.

● Solve problems (like

cleaning up a spill or
making a bridge from sticks)
● You look at it and see it’s
shiny.

When we create, we use what we’ve

● You smell it and it smells
learned through observation,
sweet.
experiments, and ideas.

● You touch it and feel that

it’s smooth.
 ● You ask: “What fruit is this?”

● You taste it and find out—

it’s an apple!

You just used all your senses to

explore and ask a question!

E. Discussing new Let’s look at the pictures Paired Activity: Mystery Bag:
concepts and below and answer the Write down 3 objects that you Today, we’ll use our senses to explore Tinkering stations:
practicing new following questions: can see inside the classroom on what’s inside this mystery bag. But we
skills #2. a piece of paper. One won’t use our eyes! We’ll use touch,
Today we’ll be scientists, engineers,
describes, one guesses the smell, or hearing to figure out what it
and creators! You will visit three
object using describing words. is.
stations where you will build, test, and
Switch roles after. explore. Ask questions, try your best,
A student will go in front and reach
and have fun creating!
into the mystery bag. You can
choose to feel the object inside the
bag, Smell, shake or listen to it if it Station 1: Cup Tower Challenge
makes a sound.
What happens when we Goal: Build the tallest and strongest
cook? (Heat changes food) Answer the following questions after tower you can using only cups.
doing it. Instructions:
1. “What do you feel?
2. “What does it smell like?” 1. Work together to stack cups
3. “What does it sound like?” into a tower.
4. “What do you think it is?”
2. Can you make it taller?
Stronger? Try different ways.

3. Ask: “What shape makes

What happens when we the tower stronger?”
clean?
(Soap removes dirt) 4. Measure your tower and
record how tall it is.

Station 2: Ramp and Roll Test

Goal: Build a ramp and test which

object rolls down the fastest.
Instructions:

1. Use books and cardboard

to make a ramp.

2. Choose an object (e.g., toy

car, marble).

3. Let it roll down the ramp.

4. Try again with different

objects.

5. Ask: “Which one rolls

fastest? Why?”

Station 3: Paper Chain Creator

Goal: Make the longest paper chain

you can.
Instructions:

1. Take strips of paper and

connect them into a chain.

2. Try to make it as long as

possible.

3. Ask: “What helps the chain

stay strong?”

4. Count how many links you

made.
F. Developing Small group observation: Touch Table: What do you feel? Let’s process: Reflection and sharing:
Mastery Have you ever used a 1. The class will be divided into 1. How did you guess the 1. Which station did you like best?
sponge before? What do you small groups (4–5 learners per object?
(Lead to Formative
think happens when we put it group). 2. What senses helped you? 2. What questions did you ask or think
Assessment #3)
in water? 2. At each station you will touch about?
each object and you need to
Today we’re acting like fill in your worksheet.
3. What would you change or
scientists—we’ll observe, test, 3. Each group will only have 5
improve in your creation?
and talk about what happens minutes in each station. When
when a sponge meets water. the time is up you need to
move to the next station.
1.Look at and touch the dry 4. Reminders:
sponge.
2.Gently place the sponge in ● Be gentle with the
the cup of water. Watch objects.
closely! ● Take turns.
3. Lift the sponge. ● Use words like hard,
soft, rough, and
Let’s Answer: smooth to describe.
1. What happened to your
sponge?
2. What surprised you?
3. What words can we use to
describe what the sponge
did?
4. Are there other things that
absorb water? Give an
example.

G. Finding practical Why is science important in How can using your senses help How do you explore or figure out What can you build or create using
application of our lives? you stay safe at home? how things work without using your things found at home (e.g., boxes,
eyes? paper, rubber bands)?
concepts and
skills in daily
living

H. Making Complete the statement Give one sentence that Let’s wrap up our discussion today by Complete the statement:
Generalizations based on what you learned describes your AHA moment answering the exit ticket: Today I created ____. I learned that
today: today. ____
and Abstractions
We use science when we
about the Lesson. __________
 I. Evaluating Doodle It Match each texture to the Draw an object and label what Students output will be graded using
Answer the question through object that best describes it. senses you used to learn about it. the rubric below:
Learning
drawing. A
How did we use science 1. soft
Crit 4 3 2
today? 2. rough
3. hard eria
4. smooth
Particip Actively joins Joins Sometimes
ation all activities, activities and distracted or
B listens, and shares ideas quiet during
A. rock shares ideas when asked group
clearly activity
B. pillow
C. sandpaper Use of Uses materials Uses Sometimes
D. Plastic cup Materia properly and materials mishandles
ls with care all properly materials or
the time most of the needs
time reminders

Explan Gives clear, Gives Gives short

ation complete answers or unclear
answers using using some answers with
texture words texture words few
(hard, soft, descriptive
etc.) words

J. Additional Ask someone at home a Find two objects at home that Bring recyclable materials for Create a “My Science Journal” with
Activities for question about how are rough or smooth and draw tomorrow’s tinkering activity. drawings of favorite experiments from
something works. it in your science notebook. the week
Application or
Remediation

V. REMARKS
VI. REFLECTION

Prepared by: Checked:

Teacher
Master Teacher I