School Grade Level THREE

DAILY LESSON Teacher Learning Area SCIENCE

LOG Teaching Dates and W2Q1 Quarter FIRST
Time

Monday Tuesday Wednesday Thursday Friday

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
Learners learn that using science process skills, simple science equipment, and participating in guided
A. Content Standards
activities leads to better understanding of science
By the end of the Quarter, learners demonstrate simple science processes to explore common local
B. Performance Standards materials, their physical properties and uses. They participate in guided science activities including simple
measurements using units. They demonstrate safe handling procedures to use equipment and materials.
Describe the uses of various science equipment and materials Participate in guided science activities
used in simple activities, such as a ruler, hand lens, scissors, by asking questions and tinkering with
balloons, modeling clay, and cardboard materials
At the end of the At the end of the At the end of the At the end of the At the end of the
lesson,the learners lesson,the learners lesson, the lesson, the lesson, the
should be able to: should be able to: learners should be learners should be learners should be
1. engage in simple 1. engage in simple able to: able to: able to:
science activities science activities 2. describe the 3. engage in 4. engage in
C. Learning Competencies and that involve the use that involve the use uses of various guided science guided science
Objectives of non-standard of non-standard science equipment activities by asking activities by
measurement; and measurement; and and materials such questions. manipulating
2. describe the uses 2. describe the uses as balloons and materials.
of various science of various science modeling clay in
equipment and equipment and simple science
materials such as materials such as activities.
ruler, hand lens, ruler, hand lens,
scissors, and scissors, and
cardboard in simple cardboard in simple
science activities. science activities.
Manipulating
D. CONTENT Doing Science Doing Science Doing Science Asking Questions
Materials
II. LEARNING RESOURCES
A. References Science 3 Learning Science 3 Learning Science 3 Learning Science 3 Learning Science 3 Learning
Materials Materials Materials Materials Materials
MATATAG Curriculum MATATAG MATATAG MATATAG MATATAG
GuideLESSON Curriculum Curriculum Curriculum Curriculum
 GuideLESSON GuideLESSON GuideLESSON GuideLESSON
EXEMPLAR
EXEMPLAR EXEMPLAR EXEMPLAR EXEMPLAR

B. Other Learning Materials

III. TEACHING AND LEARNING PROCEDURE

Have learners bring to What science
Have learners use Have learners Have learners recall
the front sample objects equipment and
their hand span or describe how they that in the previous
described as big or materials can befeet to find how long used the balloons lesson, they were
used in doing
small, soft or hard, their table or desk is and modelling clay asked to come up
science?
smooth or rough. and how far the in the previous with questions while
Sample objects include: teacher’s table is lesson. performing simple
● small eraser from the nearest Have learners science activities.
Ask: window or door. compare the Have learners
What parts of your body Ask two or more characteristics of the observe the
A. Activating Prior Knowledge two clay balls. [ following short
did you use to see or volunteers to do the
ELICIT demonstrations. Tell
feel things? measurements, then
them to think of
have them explain questions related to
why they think they the activity.
may have the same
or different results.
What objects can
you use to check
how long or how far
an object is?
Practice using your Today we are going Perform a simple Perform simple Perform a simple
senses and some to answer the science activity science activities science
common materials to question: using common that will allow you to investigation that
B. Lesson Purpose/Intention
learn more about your How can we materials like practice asking will allow you to
ENGAGE body and how unique it measure things? balloons, modeling questions. design, create,
is. clay, and marbles. manipulate, and
test afloating clay.
C. Lesson Language Practice Explain that the word Word Box Explain that a Explain that the Have learners use
ENGAGE “unique” Height balloon made of word “spin” the words “sink”
Show a picture of the Length rubber expands means to turn and “float” in
hand span, and explain Ruler when inflated with quickly. The past sentences.
its meaning using your Measure air. To “expand” tense of spin is
Meterstick means to make the Recall their
own hand. “spun”, “pluck” and experiences when
Standard object bigger in size. “vibrate”
Tape measure To “inflate” means they started to learn
thickness to fill it with air. how to swim, or
 when they went
swimming with their
family and friends.
Activity 1. What parts of Activity: Activity 2. How does Activity 3: What Activity 4: How can I
my body make me Wht do you use air make things happens when an make a floating
unique? measuring tools? move? object spins or clay?
Each group will use
Ask the learners, Ask the learners, vibrates? Ask the learners,
one measuring tool
“Which part of your “Have you ever Ask the learners, “Have you ever
to answer the
body do you think played with a “When doing science played with apaper
following.
makes you unique? balloon before? activities, what kind boat before? Were
a. How long is your
Where, when or of quest? you able to make
pencil?
D. Reading the Key Idea/Stem how? your paper boat
b. How high is the
EXPLORE float and move
teacher’s table?
across the water
c. How thick is your
surface?”
notebook?
Record the answer
on the table.
Things to Measure Tool
measure ment cm Used
Lenglen
of pencil
Height of
table
Thinknes
s of book

E. Developing Understanding Before answering the Group Activity Have learners Have learners thinkExplain that the
of the Key Idea/Stem Guide Questions, have 1. Get a ruler and answer the Guide about the two learners should take
EXPLORE learners look closely at measure the chalk Questions in their activities and note of the steps
the diagram showing box.
science notebooks. emphasize that their
they took in
the fingerprint patterns. 2. Measure one-half
cup of milk using a Part A. Clay or Ping task is to come up designing the
Explain that they will cup. pong ball with as many floating clay. Have
compare their 3. Get a ● Which ball rolled questions as they the learners try as
thumbprint thermometer and farther from the can about what theymany designs or
Do you see any pattern insert it under your starting line? observed or did in shapes as they can
in your fingerprint? armpit. After 3 Part B. Clay or each station. Have and should always
[Learners see pattern] minutes, read the
Marble them write their try to make the next
● Which fingerprint temperature.
pattern do you have? Answer the ● Which ball rolled questions in their design better than
following; farther from the science notebooks. the previous one.
1. How long is the starting line? Part A. Creating My
chalk box? LEARNING STATIONS Floating Clay
2. was it easy to Station 1 (Crazy ● What does your
measure one-half Eggs) floating clay look
cup of milk?
Station 2 (Bending like?
3. What is your body
Ruler) Part B. Testing My
 temperature? Floating Clay
● Why do you think
this shape of clay
can hold so many
paper clips?
Have learners think Measure the length Have learners think Have learners think Have learners think
about how the thumb of each leaf and about heavy objects about the questions about the following:
mark or fingerprint is answer the that they pushed or that they still have ● how their floating
following: pulled. Have them about any of the clay would perform
useful in other aspects
describe how they things they if they used marbles
of our daily life felt moving these observed. You may
F. Deepening Understanding of instead of paper
1. Which is the things. also ask them to clips
the Key Idea/Stem
longest leaf? share questions
EXPLAIN 2. What is the length about anything they
of leaf C? observed around
3. What tool did you them, or in nature.
use in measuring the
leaf?

After/Post-Lesson Proper
What science What other tools can Have learners Why is it important Why is it important
G. Making Generalizations and equipment and we use in measuring describe how they to ask questions to make careful
Abstractions materials can be used things? used the different when doing science observations when
ELABORATE in doing science? materials in the activities? testing the different
activity. shapes of clay?
H. Evaluating learning Read each item Match the correct Read each item Read each item Read each item
EVALUATE carefully. Write the tool with the object carefully. Write the carefully. Write the carefully. Write the
letter of the best to be measured. letter of the best letter of the best letter of the best
1. tape measure
answer in your Science answer in your answer in your answer in your
2. thermometer
notebook. 3. ruler Science notebook. Science notebook. Science notebook.
1. Which of the 4. measuring cup 1. In Part A of the 1. What made the 1. Which
following can be used to 5. meter stick activity, one ball hardboiled egg spin characteristic is
observe closely tiny moved farther from longer compared to most important
creatures like ants and the starting line than the fresh egg? when making a
plant parts like pollen or the other. What A. Its eggshell is sample of clay float
flower petals? could have caused harder. in water?
A. hand lens one ball to roll B. Its contents are A. color
B. hand span farther? solid. B. hardness
C. kitchen tongs A. It was lighter. C. It was cooked C. roughness
D. toothpicks B. It was heavier. longer. D. shape
C. Its surface was a. D. Its yolk is
 rough. at the center.
D. Its surface was
smooth

Answer the following Draw on your Answer the following Answer the following Answer the
question in your Science notebook the question in your question in your following question
notebook. Think about different measuring Science notebook. Science notebook. in your Science
tools we studied
how you and your Think about how you Think about how you notebook.
today.
classmate helped each have shown curiosity worked together Think about how
I. Additional activities for other in this activity. in this activity. In with your classmates your group
application or remediation what ways can you in this activity. In
How does working discussed and
EXTEND help others to what ways does
together with a
become curious? working together in planned the steps
classmate make the
the classroom to make your ball
task easier?
similar to scientists of clay float.
working in teams Why is it important
and groups? for you to come up
with a plan first?

A. REMARKS

B. REFLECTION