Philippine Normal

School Grade Level 3

University
Hanna Mae Tizon Learning
Teacher Alexandra Villamor Science
Area
Allyssa Jacinto
Nenefe Calapiz
MY DAILY LESSON PLAN Teaching Dates November 14, 2023
Quarter 1st
and Time (1:00pm- 1:50pm)
DAY: TUESDAY
TIME GRADE & SECTION ROOM
I. OBJECTIVES 1:00 PM- BMSEE II ROOM
1:50PM 202
Changes in temperature causes matter to change state
A. Content Standards
B. Performance Standards Demonstrate or list own procedures on how the state of matter can be
changed by varying temperature.

Competency 11:Cite real- life examples that show change in phase

matter

Objectives:
C. Learning Competencies/Objectives
During the 50mins discussion, the pupils are expected to:
a. Describe the changes of materials from
1. Solid to liquid
2. Liquid to solid
3. Liquid to gas
b. Recognize the change of the materials
c. Explain the change of the materials in the given situation
Write the LC code for each S3MT-lh-11

Changes that matter based on their characteristics

II. CONTENT (Solid to liquid, liquid to solid, and liquid to gas)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages ● Science Quarter1 -Module 2: Changes in materials from solid to
liquid Page 1-9
● Science Quarter1 -Module 2: Changes in materials from liquid to
solid Page 10- 14
● Science Quarter1 -Module 2: Changes in materials from liquid to gas
Page 15- 19
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources ● PowerPoint presentation, Television, Charts or Visual Presentation,

Worksheets and Instructional materials
● https://lrmds.deped.gov.ph/?
fbclid=IwAR2FKyrIZf6UATZoL4TCxObHv2pUJ-
pZWSAKbYVVVpO0lXDBidy8iRimo60

IV. PROCEDURES
A. Preparatory Activities Greetings
Prayer
Checking of attendance
Setting of Standards

1. Review/ Drill
Teacher’s activity Pupil’s activity

Good morning, class! Today,

let’s review what we’ve learned
about solids, liquids, and gases.
Can anyone tell me what a solid A solid is something that
keeps its shape and has a fixed
is?
volume.

Excellent! How about liquids?

What can you tell me about
them?

Liquids take the shape of

their container, and they can
pour or flow.

Very good! And what do we

know about gases?

Gases are all around us,

but we can't see them. They
fill up the space they're in,
like the air we breathe.

You’re absolutely right! It

seems you all remember solids,
liquids, and gases very well.
Keep up the good work, and
keep exploring the world of
science! A solid is
something that keeps its shape
and has a fixed volume.

MOTIVATION
Teacher’s activity Pupil’s activity
Are you ready for today’s
discussion, class? Yes, teacher

Here are 5 materials classify these

into solid, liquid and gas.

Okay class, now I will show you

some picture
 Solid

Liquid

Gas

All your answers are correct! I can

clearly see that you are all ready
B. Developmental Activities for our lesson today.

D. Presentation

Teacher’s activity Pupil’s activity

This afternoon we have three

learning objectives:

a. Describe the change of

materials from
1. solid to a liquid
2. Liquid to solid
3. Liquid to gas
b. Recognize the change of
the materials
c. Explain the change of the
materials in the given situation.

Based on the activity you have

done, what did you notice on each
objects? We are classifying solid, liquid and
gas materials, teacher.
Alright! What do you think is the
relationship of these materials to
our discussion today?

A. Answering the questions

in the Stations
The students will be group into
three.

Group 1- WATER

Group 2- WOOD

Group 3- SMOKE

The classroom is divided also into

3 stations. And each stations has
it's own task to be done where it's
contains questions and some
materials needed for the
experimentation.

The group Water will go to station

1, group Wood station 2 and group
Smoke station 3. Each group is
given 5 minutes to complete the
task in each station. When time is
up, finish or not, you are all
required to move around to the
next station.

Are my instructions clear, class? Clear , Teacher

STATION 1.

Activity 1

Ice Cube Observation

Materials:

Ice cubes
Clear plastic cups
Pencil
Worksheets

Instructions:

1. Provide each student with a

clear plastic cup and an ice cube.

2. Ask students to make

predictions about what will
happen to the ice cube when it's
left at room temperature. Have
them record their predictions on
paper.

3. Place the ice cubes in the cups

and ask students to observe the
changes that occur as the ice melts
into water. Encourage them to use
terms like "melting" and "liquid"
to describe the process.

4. After the ice has completely

melted, discuss the observations
and compare them to their initial
predictions

QUESTIONS: :
 1. What did you observe
happening to the ice cube
as it was left at room The ice cube would likely begin to
melt as it absorbs heat from the
temperature?
surrounding room, transitioning from
a solid to a liquid state.
2. What happens to the ice
cubes after 3 min? After 3 minutes at room temperature,
the ice cube would continue melting,
potentially reducing in size and
eventually becoming a puddle of
water.

STATION 2

MAKE ME HARD

Materials:

Clear plastic cups

Water
Gelatin powder
Spoon
Sunlight

Instruction:

1. Fill a clear plastic cup with

water and mark the water level
with a marker.
2. Add a spoonful of gelatin
powder to the cup and stir it until
it's completely dissolved in the
water.
3. Place the cup in direct
sunlight on a sunny day.
4. Observe the cup
periodically and make notes of any
changes you see.

QUESTIONS:

1. How would you describe

the changes you observe in the cup
over time as it’s exposed to Over time in the sunlight, you might
sunlight? see the water level go down or the
gelatin get thicker in the cup.
2. How does this experiment relate
to changes in matter, specifically This experiment is like when a
from a liquid to a solid? puddle dries up in the sun. The water
in the cup might turn into air, and the
gelatin can get hard like Jell when it's
cold, showing how things can change
 from a liquid to a solid.

STATION 3 ( liquid to gas)

Activity 1

MAGIC WATER

Materials:

A small plastic cup or container

Rubbing alcohol (isopropyl
alcohol)

Instructions:

1. Emphasize safety by explaining

that they should never handle
rubbing alcohol without adult
supervision.

2. Pour a small amount of rubbing

alcohol into the plastic cup, filling
it about one-quarter full. Handle
the rubbing alcohol yourself.

3. Ask the students to observe the

rubbing alcohol in the cup and
describe its current state, which is
a liquid.

4. Set the cup with rubbing alcohol

on a table or flat surface in a well-
ventilated area. Instruct the
students to observe the cup over
time.

5.Remind the students not to touch

or taste rubbing alcohol and to
always use it under adult
Rubbing alcohol changes from a
supervision. liquid to a gas when it gets warm. It
disappears into the air, and you can't
see it anymore.

QUESTIONS: If you put a lid on the cup with

1 How does rubbing alcohol rubbing alcohol, it might stay a liquid
change from a liquid to something longer because the lid stops the
 else? Can you explain it in your alcohol from going into the air.
own words?
If the room is warm, the rubbing
2. If rubbing alcohol can turn into alcohol might disappear faster
because the heat makes it turn into a
a gas (evaporate), what do you
gas. If it's cold, it might take more
think might happen if you put a lid time to go away.
on the cup? Why?

3 How do you think the

temperature of the room might
affect the rate at which rubbing
alcohol evaporate

C. Concluding Activities
B. Presentation of ideas

Is everyone back to each position?

If yes, then lets move on to our

presentation of output. Group 1,2
and 3 you can now present

Great job, everyone! Now that

we've explored the different
( Each group presents their
activities today, I'd like to hear
experiments)
your ideas and thoughts. Let's
discuss what you observed and
learned

4. Generalization

Teacher’s activity Pupil’s activity

Now that we've explored various

activities and had some insightful
discussions, it's time to gather our
thoughts and summarize what
we've learned today.

Based on the activities and

discussions we've had, can anyone Solid to Liquid
share some key points about how - Heating a solid can turn it into
matter can change from a solid to a liquid.
a liquid, liquid to soli and liquid to - This process is called melting.
gas? - Examples include ice melting
into water when it gets warm.
 Liquid to Solid:
- Cooling a liquid can turn it into
a solid.

Liquid to Gas:
- Heating a liquid can turn it into
a gas.
- This process is called
evaporation.
- Examples include water
evaporating into steam when it's
warm.

These changes are influenced by

factors like temperature and
exposure to heat or cold.

Great responses! You've captured

some of the essential concepts we
discussed today.

5. Application/ Valuing

Teacher’s activity Pupil’s activity

Question based:

V. Evaluation How does temperature plays a role

in the phase from solid to liquid,
liquid to solid an liquid to gas?

Answers from water, wood and Answers may vary

smoke group. Anyone?

Based on our topic today, can you

think about how matter is
important in our daily life?

6. Evaluation

Teacher’s activity Pupil’s activity

Now, to measure if you really
understood our discussion I prepared
a short quiz for everyone to answer. Yes, teacher.
Am I understood, class?

1-3 TRUE OR FLASE

1. When ice is cooled’

it melts.
 2. Gelatin becomes
solid when heated.
3. Rubbing alcohol will
still be liquid when 1-3 TRUE OR FALSE
heated.
FALSE 1.When ice is cooled’ it
melts.
TRUE 2.Gelatin becomes solid
when heated.
4-5 FALSE 3.Rubbing alcohol will
MULTIPLE CHOICE still be liquid when heated.
4. Which of the
following materials
can be changed from
solid to liquid?
a. Juice
b. Ice cubes
c. Balloon
d. Rubbing Alcohol 4.B
5. What change of 5. A
material will take
place if leave the
rubbing alcohol in an
open spaces?
a. liquid to gas
b. solid to liquid
c. liquid to solid

Now, for your assignment, give at least one example for every change of
matter, from solid to liquid, liquid to solid, and liquid to gas.

1. Solid to liquid
2. Liquid to solid
3. Liquid to gas

Assignment/ Agreement (Additional

activities for remediation/ application)
VI. REMARKS
VII.REFLECTION
A. No. of learners who earned 80%
on the formative assessment

B. No of learners who require

additional activities for
remediation
C. No. of learners who caught up
with the lesson
Did the remedial lessons work?
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?