Date:__________________

Time:__________________

Lesson Plan in Science 3

Quarter 1 -Week 2
Day 1

Objective
At the end of the lesson, the pupils should be able to describe different liquids
based on their different characteristics.

Materials
pictures or real liquids

Procedure
1. Review

Ask: What are the different characteristics of solids?

2. Motivation / Presentation

Show pictures of different liquids. Say: Here are various samples of liquids. Look at
them. Can you name them?

Ask: What is common among these things? What do we call them?

(They are all liquids.)

3. Lesson Proper

1. Teacher should tell the students to go to the canteen and ask the canteen staff to
show the different liquids available. (Give some precautionary measures in dealing
with liquids which may not be familiar to pupils). Demonstrate the activity first
before letting the pupils do it. Have this table be filled up by the pupils.

NAME OF How Shape of Taste Odor/ Space it

LIQUID objects the smell occupies
 flow container
Soy sauce
Condensed milk
Water in a plastic bottle
Assessment
Say: List down two (2) liquids found in different places below. Write your answers in
the graphic organizer . Do this on your notebook.

Things Around Us

Liquids found in the Liquids found in the Liquids found in the

kitchen bathroom school canteen
1. 1. 1.
2. 2. 2.

Assignment
Have the pupils cut out three (3) pictures of liquids that can be poured from one
container to another. Paste them on their notebook.

Date:__________________
Time:__________________
 Lesson Plan in Science 3
Quarter 1 -Week 2
Day 2
Objective
At the end of the lesson, the pupils should be able to describe how liquids flow from
one container to another.

Materials
condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons, transparent bowl

Procedure
A. Review
Let the pupils show their cut out pictures.
Ask: Have you experienced pouring them from one container to another?

B.. Motivation / Presentation

Ask: If you will pour those liquids in the containers shown on the picture, what will
happen to the shape of liquids ?

C. Lesson Proper
1. Divide the class into 5 groups.
2. Tell the class to do procedure 1 – 7 in their LM’s.
3. Let the class repeat the procedure using other liquids and tell them to record
their observation on the chart following the table in their LM’s.
4. Let the group leader report their observation in class
5. Discuss the activity using the following questions:
a. What happened to the different liquids when poured from one container to
another container? Do they flow in the same way ? Why? Are the shapes the same
as the original container? Why?
b. What characteristics of liquids did you observe?
c. What does the activity tells about liquids?
6. Read the situation and let the pupils analyze.
Rita poured a small can of condense milk and an evaporated milk from one
container to another . Which one will flows fast and slow? Why?

Assessment
Describe the liquids below on how each one flows when poured from one container
to another. Put a check (/) mark in the box if it correctly describes the liquid and (X)
mark if not.

Name of Liquid Does it flow slowly? Does it flow fast? Does it flow very
fast?

1. water

2. soy sauce

3. vinegar

4. shampoo

5. oil

6.
Condensed
milk

Assignment
Cut out pictures 3 different liquids from old magazines and describe how they flow.
 Date:__________________
Time:__________________

Lesson Plan in Science 3

Quarter 1 -Week 2
Day 3
Objective

At the end of the lesson, the pupils should be able to describe the liquid according
to the shape of the container and the space it occupies.

Materials
Glass, water

Procedure
1. Review
Ask: Bring out your cut out pictures. How do these liquids flow?

2. Motivation
Say: Look at the glass on the table. What is inside it? What occupies the space in
the glass? If i will transfer the liquid into a glass with different shape, will the shape
and space occupied by the liquid still looks the same? Why?

3. Lesson Proper
Have the class study the following illustration. Ask: If you add more water in the
glass, what will happen? Let us find out if liquids can take up space.

1. Set the standards in performing the activity. Remind pupils on cleaning the area
after each activity.

2. What happened to the water in a glass when you add more and more water in it ?
Why?

3. Ask: Do liquids occupy space? Why ?

4. Read the following situation aloud and have a discussion about it.
There are three glasses on the table. The blue glass is filled with milk. The yellow
glass is filled with water. The orange is filled with buko juice. What occupies the
space in the glasses? Do liquids occupy the same space? Why?

Assessment

Given two liquids in each container. Liquids A and B drawn below. Describe the two
liquids according to shape and the space it occupies.
 Liquid A Liquid B

Shape of liquid A ______________ Shape of Liquid B ____________

Space occupied by liquid A ____________ Space occupied by liquid B __________

Assignment
Cut out 3 different liquids from old newspaper which can be identified according
to shape.

Date:__________________
Time:__________________
 Lesson Plan in Science 3
Quarter 1 -Week 2
Day 4
Objective
At the end of the lesson, the pupils should be able to describe the taste and odor or
smell of liquids.

Materials
rubbing alcohol, catsup, juice, vinegar, perfume, soy sauce, water, glue baby oil

Procedure
A. Review
Ask: Do liquids occupy space? Why.

B.Motivation / Presentation
Ask: What can you say about these liquids?
Vinegar, soy sauce, catsup, milk

C. Lesson Proper
1. Prepare the set-up of liquids and let the pupils observe them.
2. Have the pupils describe their characteristics according to taste and smell.
3. Have them record their observations in an activity sheet.

2.
a. How did you describe the liquids?
b. What is your basis in describing the liquids?
c. What characteristic of liquids is observed in the samples provided?
3. Have the class study the following liquids. Let them fill in the column with the
characteristics of liquids in the following table.

Materials Material Smell or odor Taste ( sour,salty,bitter, sweet)

s ( good or bad)
1. alcohol

2. catsup

3. juice

4. vinegar

5.
perfume

6. soy sauce
7. water

8. glue

9. baby oil

Note : The teacher should provide precautionary measures before letting the pupils
taste any liquid.
Caution : Never taste poisonous objects.

Assessment
Underline the correct word/s inside the parenthesis.
1. Perfume has a (good smell, bad smell).
2. The taste of orange juice is (sweet, salty).
3. Vinegar is ( sour, bitter).
4. Honey has (sweet, salty, ) taste.
5. Candies have ( sweet, bitter) taste.

Assignment
Let the pupils make an album of 10 pictures of different liquids cut out from old
magazines. Have them describe the characteristics of each liquid.
Date:______________________________ Day:_______________________

Objective
At the end of the lesson, the pupils should be able to describe
the characteristic of gases according to its shape.

Materials
3 Balloons of different sizes and shapes

Procedure
1. Review
Ask: What are the different characteristics of liquids?

B. Motivation / Presentation
Show an inflated balloon to the pupils. Tell one of the pupils to blow air in it.
Ask : If you will release the balloon from your hand, what will happen to it? Why?

C.Lesson Proper
1. Divide the class into 4 groups. Get different shapes of balloons. Blow air into it.
Observe what happens to the balloons.

2. Ask:
a. What happen to the balloon as you blow air into it?
b. What characteristic is shown by the balloon?
c. What can you say about the shapes of the balloon ?

Assessment
Draw 5 balloons with different colors. Describe their shapes.

Assignment
List down 5 different gases found in the environment.