Lesson Plan in Science III

Learning Area: SCIENCE III Quarter: 1 Week: 2

Date: August 5-9, 2024
Day 1
I. CURRICULUM CONTENT, STANDARS, AND LESSON COMPETENCIES
A. Content Standards Ways of sorting materials and describing them as solid, liquid or gas based on observable properties.
B. Performance Standards Group common objects found at home and in school according to solids, liquids and gas
C. Learning Competencies and Objectives Classify objects and Materials as solid, liquid, and gas based on some observable characteristics.
D. Content Solid, Liquid, Gas
II. LEARNING RESOURCES

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior Knowledge 1. Short Review
What is matter?
How can we identify liquids? Solids? and Gas?
Learners will pick objects inside the classroom and tell whether it is a solid, liquid or gas.
B. Establishing Lesson Purpose 1. Lesson Purpose
At the end of the lesson, learners are expected to:
a. Name different kinds of solid
b. Group different solids based on their observable characteristics
c. Describe different solids
d. Enjoy in doing activities
Sing the song to the tune of “Where is Thumb Man”
“Where is Thumb Man”
I have ballpens
I have notebook
I have books
I have chalk
These objects are called solids (2x)
 In our room (2x)

(*Give names of other objects found in the room)

The pupils to get some objects from their bags. Each will stand and show the object while singing.

-I have here a banana can you tell me the color of the banana?
- Do you think the banana has weight?
- Can you please describe the banana?

Solids may be classified based on their characteristics such as color, size, shape, texture, and
weight. We use our senses in classifying solids.
C. Developing and 1. Elicitation/ Worked Example
Deepening Divide the class into 4 groups.
Understanding
“GALLERY WALK”
Each group will be given assigned station to start with. Then, they will investigate the materials
presented for station by accomplishing the worksheet given to each group. They will be given 2 minutes
to investigate and then proceed to the next station until they passed all the 4 stations.
Station 1- leaf
Station 2- table
Station 3 - rock/stone
Station 4- notebook

Note: after the activity, each group will prepare for a reporting of output
Group Report: All group choose reporter will report their output to the class.
The teacher will process the output of every group.
Ask: Do you agree with the observation of another group?
D. Making What are some of the observable characteristics of solid?
Generalizations It has
1. Weight, size, color, texture, shape and it does not flow.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFELCTION
A. Evaluating Learning 1. Formative Assessment
Classify the following objects into size, texture, &color
Solids color texture shape size weight
mango
marble
 hollowblock
wood
mirror
pencil

Day 2
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior Knowledge 1. Short Review
Incircle the solids found in the box
glue lipstick lotion vinegar perfume
water TV chair alcohol fish
sauce
oil softdrinks table books soy sauce
comb
B. Establishing Lesson Purpose a. Lesson Purpose
At the end of the lesson, learners are expected to:
1. Describe liquids based on their shape. taste, smell and color
2. Name solids in our surrounding
Who can tell me what liquids or solids are? (Range of answers expected, but pupils should
explain that liquids are something that is wet and solids are something that is hard.)
 You did a great job explaining what you thought liquids and solids were.
 Today we are going to start talking about the properties of liquid.
 Matter is what is all around us and all matter comes in different forms.
 Liquid matter does not keep their shape at room temperature. Liquids are usually wet. There is
space between atoms in liquids and they are always moving a little.
 Water and syrup are examples of liquids.
 You are going to find examples of liquids in real life.
Can you give examples of liquids around us and try to describe it?

C. Developing and 1. Elicitation/ Worked Example

Deepening Materials: 3 glass, 1 pack of orange juice powder, 1 pack pineapple juice powder, jar with water, spoon.
Understanding Directions:
 1. Put water into the glass. Observe the shape of the water inside the glass.
2. Put one spoon of orange juice in a glass, one spoon of pineapple juice in the other glass.
3. Observe the characteristics of liquids. Observe the color, taste, and how it flows.

Liquids Characteristics
color shape taste flow
water
Pineapple Juice
Orange Juice

The teacher will ask follow-up questions after the learners presented their answers.

2. Activity
Give the taste of the following liquids

Liquids Taste
sweet sour bitter salty
ketchup
juice
soy
fish sauce
venigar
D. Making Can you give the characteristics of liquid?
Generalizations  Liquids retain their volume but conform to the shape of their container.
 Liquids can flow and wet surfaces
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFELCTION
A. Evaluating Learning 1. Formative Assessment
Direction: Complete the table.
Liquids color taste smell Ability to flow Other observation
Perfume
Soup
coke
Grapes juice
milk
coffee
DAY 3
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior Knowledge 1. Short Review
Put a check on the proper observable characteristic of liquid.
Liquids Smell Taste Flow color
good bad Salty sweet bitter sour fast slow
Vinegar
soy
Glue
Alcohol;
shampoo
B. Establishing Lesson Purpose 1. Lesson Purpose
At the end of the lesson, learners are expected to:
a. Describe gas based on observable characteristics
b. Name the different gas in the environment
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
the blackboard. Do you get it?
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
the blackboard. Do you get it?
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
 the blackboard. Do you get it?
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
the blackboard. Do you get it?
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
the blackboard. Do you get it?
I will group you into 5. I have here 5 balloons. The fastest to blow the balloon wins.
-What happen to the balloon?
-What made it expand?
-did you see the air inside the balloon?
-does it have a color? Shape?
-Is air an example of gas?

Direction: Look and incircle the objects that serve as container for gasses.

tire bag sock tank palm glass box

- Gases doesn’t have their own shape but take the shape of the container. Occupy space,
tasteless and some are odorless. Air is gas, we cannot see it by our eye but we can feel it.

C. Developing and Deepening Understanding 1. Elicitation/ Worked Example

Incircle the objects that can contain Gas.
 Direction: Color the object that can contain gas.
tire balloon rice sock
bottle oxygen tank
D. Making Generalizations - Gases doesn’t have their own shape but take the shape of the container. Occupy space,
tasteless and some are odorless. Air is gas, we cannot see it by our eye but we can feel it.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFELCTION

A. Evaluating Learning 1. Formative Assessment
Direksion: Color the gas below.

bubbles atmosphere
helium hydrogen
air condition air fresher
water vapor tear gas
natural gas oxygen

DAY 4
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior Knowledge 1. Short Review
What are the three properties of matter?
Can you describe the characteristics of solid? Liquid? Gas?
Can you give example of each property and describe it?
B. Establishing Lesson Purpose 1. Lesson Purpose
At the end of the lesson, learners are expected to:
- Group different solids based on their observable characteristics
- Group different liquids based on their observable characteristics
- Group gas based on observable characteristics
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
the blackboard. Do you get it?
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
the blackboard. Do you get it?
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
the blackboard. Do you get it?
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
the blackboard. Do you get it?
Before we proceed to our next topic, let's
have an activity first. I will group you into
five and what you need to is to blow up 2
round balloons 3/4 full with air and roughly
measure the diameter of each balloon with
a ruler, and record the measurements on
the blackboard. Do you get it?
I will divide you into three. Each group will be given one property of matter. Give example of it and
describe it.
 Group 1: Gas
Group 2: Solid
Group 3: Liquid

The teacher will ask follow up questions after the reporting of every group.
- Solid materials have definite weight, size, color, texture, shape and it does not flow.
- Liquid matter does not keep their shape at room temperature. Liquids are usually wet.
There is space between atoms in liquids and they are always moving a little.
- Gases doesn’t have their own shape but take the shape of the container. Occupy space,
tasteless and some are odorless. Air is gas, we cannot see it by our eye but we can feel it.

C. Developing and Deepening Understanding 2. Elicitation/ Worked Example

a. Put a check on the proper observable characteristic of liquid.
Liquids Smell Taste Flow color
good bad Salty sweet bitter sour fast slow
rain
buko juice
Bagoong
tapey
sprite

b. Classify the following objects into size, texture, shape, weight &color
Solids color texture shape size weight
pinapple
cellphone
hollowblock
wood
mirror
glass/cup

c. Incircle the objects that can contain Gas.

D. Making Generalizations -
Solid materials have definite weight, size, color, texture, shape and it does not flow.
-
Liquid matter does not keep their shape at room temperature. Liquids are usually wet.
There is space between atoms in liquids and they are always moving a little.
- Gases doesn’t have their own shape but take the shape of the container. Occupy space,
tasteless and some are odorless. Air is gas, we cannot see it by our eye but we can feel it.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFELCTION
A. Evaluating Learning 1. Formative Assessment
Direksion: List at least 5 example each of solid, liquid and gas and describe it?
Solid Liquid Gas
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
DAY 5
Assessment Objectives I. To measure knowledge gained within the week from July 29- August 2, 2024.
II. Weekly Test/ Answer the weekly test with at least 80% mastery
III. a. Review
a. Setting standards in taking a test
b. Test proper
c. Checking of papers
Remediation/ Enrichment
Reflection/Remarks

Prepared by: Checked by:

EL KEVIN C. BARILLO NATIVIDAD M. LUMAANG

T3 P1