Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: tarlac @deped.gov.ph 230
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

July 6, 2020

DR. RONALDO A. POZON, CESO V

Schools Division Superintendent
Division of Tarlac Province

Sir,
We have the honor to submit the Names of Grade Level Chairmen and the
Compendium Writers who worked for the Compendium of Concepts in SCIENCE 3 based on
the Most Essential Learning Competencies of the Science Matrix for the Elementary of the
Department of Education, a Work of Love which we present as “A GIFT TO THE TARLAQUEÑO
LEARNERS AND SCIENCE TEACHERS”, hard copies of which are attached herewith as tangible
proofs of our Creative and Collaborative Output in aid of the Delivery of Instruction in Science
Education.

Grade Level Chairman

MECHELLE R. MACARANAS, T- III/ Paniqui North Central Elem. School, Paniqui North District
Grade Level Chairman
AGNES Z. PABLO, T- III/ Gerona North Central Elem. School, Gerona North District

LIST OF COMPENDIUM WRITERS

GRADE 3-FIRST QUARTER COMPENDIUM WRITER
JENNIFER P. BAUTISTA, MT-I/ Camiling West Central Elem. School, Camiling West District

GRADE 3-SECOND QUARTER COMPENDIUM WRITER

MARIA TERESA M. CLAUDIO, T-III/ Aranguren Integrated School, Capas Central District

GRADE 3-THIRD QUARTER COMPENDIUM WRITER

MECHELLE R. MACARANAS, T-III/ Paniqui North Central Elem. School, Paniqui North District

GRADE 3-FOURTH QUARTER COMPENDIUM WRITER

AGNES Z. PABLO, T-III/ Gerona North Central Elem. School, Gerona North District
2
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 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Very truly yours,

MECHELLE R. MACARANAS
Grade Three – Chairman

AGNES Z. PABLO
Grade Three – Chairman

Reviewed by:

3
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 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

FOREW0RD
This SCIENCE BOOK of COMPENDIUM of SCIENCE CONCEPTS at the end of each
Quarter which are based on the MOST ESSENTIAL LEARNING COMPETENCIES in SCIENCE is a
collection of our innovative work passionately written in aid of delivery of instruction for
Science Education. It is a WORK of LOVE which we had joined the CONTENTS of our HEADS,
the SKILLS of our HANDS, the VALUES and ATTITUDES of our HEARTS and the STRENGTH of
our HEALTH (4H’s) to come up with these COLLECTIVE PIECES OF OUR CREATIVE MINDS,
believing that SCIENCE dwells on the Philosophies of EXPLORE and LEARN (Explorare et
Discite). The OUTPUT of our conglomerated efforts, this SCIENCE BOOK is our HUMBLE GIFT
TO THE TARLAQUENO LEARNERS AND TO THE SCIENCE TEACHERS of DEPED – SDO TARLAC
PROVINCE.

In a nutshell, here are series of SCIENCE LESSON EXEMPLARS based on the MOST
ESSENTIAL LEARNING COMPETENCIES (MELCs) for the Science Teachers with DAILY WRITTEN
SUMMARY NOTES and a COMPENDIUM of SCIENCE CONCEPTS for the students in GRADE 3
conceptualized in a MULTI-DIMENSIONAL TEACHING-LEARNING MODALITIES in DIFFERENT
APPROACHES to make SCIENCE LEARNING as MORE MEANINGFUL, RELEVANT and ENJOYABLE
to the LEARNERS.

It is hoped that this “GIFT OF LOVE” from the SCIENCE EDUCATION which has
adopted the Benedictine Principle, ORA ET LABORA will in its own little way, contribute to
RESCUE and RESPOND to the CHALLENGES OF EDUCATION in this COVID 19 PANDEMIC time
to make SCIENCE EDUCATION a contributory and essential factor in rebuilding the lives of
young citizens of the nation.

FOR GOD, FOR OUR COUNTRY, FOR PEOPLE/ SOCIETY and FOR THE ENVIRONMENT,
WE, THE SCIENCE TEACHERS ARE HERE TO SERVE.

4
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TABLE OF CONTENTS
Quarter 3 Week 1: Sources of Heat
Sun…………..……………………………………………………………………………………..…6
Electricity………………………………………………..………………………………..…..…..10
Fuel……………………………………………………………………………………………….…..14
Friction………………………………………………………………………………………..…….19
Useful and Harmful Effects of Heat……………………………………………………22

Quarter 3 Week 2: Conditions Necessary to Build Fire

Fuel and Oxygen………………………………………………………………….………..…..25
Kindling Point of Different Fuel…………………….………………………………..….30
Safety Precautions in Using Fuel or Fire……………………………………………..32

Quarter 3 Week 3: Changes in Materials During and After Heating

Change in Temperature………………………………………………………………..……36
Change in Physical Properties…….………………………………………………….…..47

Quarter 3 Week 4: How Heat Travels

Conduction…..………………………………………………………………………………….…57
Convection………………………………………………………………………………….………62
Radiation……………………………………………………………………………………….……67
Safety in Handling Heat……………………………………………………………….……..71

Quarter 3 Week 5: What Can a Force Do

Direction and Position of an Object……………………….……………………..…...76
Start and Stop Motion…………………………………………………………..……..…....79
Speed Up Motion…………………………………………………………………………..…..83
Slow Down Motion………………………………………………………………………...….87
How Water Move Objects……………………………………………………..……..…...91

Quarter 3 Week 6: What Can a Force Do

Ways of Moving Objects..…………………………………………………….…………….96
Changing the Direction of the Object…………………………………………………100
Describing the Movement of Objects–Stretched or Compressed……….103
Changing the Shape of an Object……………………………………………………….106

Quarter 3 Week 7: Movement of Objects along Different Paths

Types of Motion/Straight Path…………………………………………….…….……….113
Movement of Objects along Zigzag Path…………………………………………….119

Quarter 3 Week 8: Movement of Objects along Different Paths

Movement of Objects as Forward or Backward………………………………....123
Movement of Objects in Circular Motion……………………………………………127
References………………………………………………………………………………………….………….138
5
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 Republic of the Philippines
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REGION III
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MOST ESSENTIAL LEARNING COMPETENCY (MELC)-BASED

IN SCIENCE GRADE 3
THIRD (3rd) QUARTER – HEAT
Proponent/Writer: Mechelle R. Macaranas

COMPENDIUM OF CONCEPTS

Week 1-2 Learning Competency:

Explain the effect of heat on materials

Week 1 Content Contributor: Alma A. Dizon

Week 1: Day 1
Learning Objective: The learners will be able to identify the different sources of heat
Sub Topic: Sun

Sources of heat are things that give off heat. The sun is the main source of light and
heat on Earth. Without the sun’s heat, Earth would be freezing cold. All living organisms use
heat from the sun.

The most important source of light and heat is the sun. The sun gives light in order for
us to see things. It also keeps us warm during the day.
At night, the sun gives light to the moon. Without the sun, living things will not
survive on this planet or anywhere else.
6
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The sun is the main source of heat, warmth, and light for organisms living on Earth.
Without the sun’s energy, Earth would be completely dark and freezing cold. Living organisms
use heat and light from the sun.

ACTIVITY 1: Picture Analysis

1. When you are cold, what kinds of things or activities help you to stay warm?
2. What helps you to stay warm when you are indoors? Outdoors?
3. Is it usually warmer during the day or night?

Activity 2: Observe

1. What can you observe/ see in the picture given?

2. Can you see the children playing?
3. Why where you able to see the things around and feel such warmth?

Activity 3: Discover

1. What is sun? Where is it?

2. How the sun helps you?

7
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Activity 4: Warmth-Chart

Circle the level of warmth in each area.

IN THE CLASSROOM

COLD COOL WARM HOT

OUTSIDE IN THE SHADE

COLD COOL WARM HOT

OUTSIDE IN THE SUN

COLD COOL WARM HOT

Activity 5: Test and Touch

Materials: Water, pan

Procedure:
1. Place the pan with water outside under the heat of the sun.
Question: Do you think the water in the pan is cold, cool, warm or hot? ___________
2. Touch the water after 5 minutes.

Observation:
1. How does the water feel? ________________________
2. What makes it feel warm/hot? ____________________
3. If you will put the pan in the shade, do you think it would change the warmth of
the water?

Conclusion: _____________________________________
8
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Evaluation:

Choose the letter of the correct answer.

1. What is the primary source of heat?

a. sun
b. earth
c. moon
d. sky

2. The light that reaches the earth comes from

a. the moon
b. the sun
c. earth
d. the sky

3. We were able to see things that surrounds us because of the

a. earth
b. sun
c. moon
d. comets

4. The biggest heat source of our planet.

a. comets
b. sun
b. moon
c. sky

5. Which of the following the best thing to do if the sun is up?

a. stay inside the house
b. sleep all day
c. dry your wet laundry
d. do a sun bathing
9
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 Republic of the Philippines
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Week 1: Day 2
Learning Objective: The learners will be able to identify the different sources of heat
Sub Topic: Electricity

Electricity is a form of energy that can flow through certain materials. It supplies
energy to an object by converting it to heat or light. Electrical appliances operate with the use
of electricity. Electric heating is a process in which electrical energy is converted to heat
energy. Common applications include space heating, cooking, water heating and industrial
processes. An electric heater is an electrical device that converts an electric current into heat.

Electricity is very common source of heat at home.

Electrical appliances are heated by the resistance of heating coils to the electricity
passing through them.

Activity 1: Activity Card.

10
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Activity 2: Word Search Puzzle

11
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Activity 3: Name five electrical appliances producing heat that you know.

1. ____________
2. ____________
3. ____________
4. ____________
5. ____________

Activity 4: SHOW AND TELL

Name the following electrical appliances and what are their uses to make life easier.

1. ____________________

2. ____________________

3. ____________________

4. ____________________

5. ____________________
12
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Evaluation:

Encircle the objects that produces heat and tell here where the source of heat is
coming from.

Name:

13
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Week 1: Day 3
Learning Objective: The learners will be able to identify the different sources of heat
Sub Topic: Fuel

Fuel is also a source of heat. They come from very old life forms that decomposed
over a long period of time. The three most important fossil fuels are coal, petroleum or oil,
and natural gas. They release heat energy when they are burned. Fossil fuels are widely used
however, they are non-renewable which means that one day they will be all gone. People
can’t make fossil fuels. Oil and gas are hydrocarbons (molecules that have
only hydrogen and carbon in them). Coal is mostly carbon. These fuels are called fossil fuels
because they are dug up from underground.

Uses

Most of the fuels people burn are fossil fuels. A big use is to make electricity.
In power plants fossil fuels, usually coal, are burned to heat water into steam, which pushes a
fan-like object called a turbine. When the turbine spins around, magnets inside the turbine
make electricity.
Crude oil can be separated to make various fuels such as LPG, gasoline, kerosene, jet
fuel, and diesel fuel. These substances are made by the process of fractional distillation in
an oil refinery.
Fossil fuels from oil are the main fuels in transportation. That means that they are
burned in order to move cars, trucks, ships, airplanes, trains and even spacecraft. Fossil fuel
has become an important part of modern society and without it, there wouldn't be
much transport.
People also burn fossil fuels to heat their homes. They use it less for this than they did
long ago, because it makes things dirty. In many homes, people burn natural gas in
a stove for cooking.
14
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Activity 1: FUEL ME UP

Name:

Circle the picture considered as fuel.

15
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Activity 2: Name the object and its fuel source. Choose wood, coal, natural gas or
oil/petroleum.

1. _________________ _________________

2. _________________ _________________

3. _________________ _________________

4. _________________ _________________

5. _________________ _________________
16
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Activity 3: Work it Out

What fuels are used to make these work? Choose coal, oil/petroleum or gas.

1. ____________

2. ____________

3. ___________

4. ___________

5. ___________
17
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Evaluation

Choose the letter of the correct answer.

1. Fossil fuels are type of ______.

a. non-renewable energy
b. renewable energy
c. clean energy
d. solar energy

2. It is an example of a fossil fuel.

a. the sun
b. the wind
c. water
d. coal

3. Select the set that contains three major types of fossil fuel.
a. coal, firewood, oil
b. firewood, coal, natural gas
c. coal, oil, natural gas
d. peat, coal, oil

4. Which of the following is a fossil fuel?

a. natural gas
b. water
c. electricity
d. wood

5. Which of the following uses fuel?

a. electric bulb
b. iron clothes
c. roast chicken with charcoal
d. alcohol lamp
18
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Week 1: Day 4
Learning Objective: The learners will be able to identify the different sources of heat
Sub Topic: Friction

What is friction?

Friction is the resistance of motion when one object rubs against another. Anytime two
objects rub against each other, they cause friction. Friction works against the motion and acts
in the opposite direction.

Friction and Energy

When one object is sliding on another it starts to slow down due to friction. This means it
loses energy. However, the energy doesn't disappear. It changes from moving energy (also
call kinetic energy) to heat energy. This is why we rub our hands together when it's cold. By
rubbing them together we generate friction and, therefore, heat.

Activity 1: Group Activity

What you will need: cloth (micro fiber), wire (hanger), wooden skewers, plastic pen,
cardboard roll

What you will do:

1. Each group will need one of each of the items on the list.
2. Pick up the plastic pen and feel it. Is it warm? Cool? Discuss it as a group.
3. Repeat the “before” test on each of the objects. Do you think they are all the same
temperature?
4. Now wrap the cloth around the pen, hold it firmly and rub it up and down 30 times. You
should rub fairly quickly
5. Take the cloth off and carefully feel the pen. How does it feel?
6. Repeat the process for the skewer, the cardboard and the wire. Be careful when you
19

check them!
7. Compare the 4 items – which one changes the most?
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Activity 2: Cold Hands and friction

What you will need: Your hands, Your arms, Your legs

What you will do:

Steps:
1. Put your cold hands together and start rubbing them slowly. Do they still feel cold?
2. Now start rubbing them together really fast. How do they feel now? Are they warmer?
3. Next, try rubbing your hands up and down your thighs really fast. This will warm both your
hands and legs.
4. Try crossing your arms and rubbing your hands up and down the tops of your arms really
fast. This will warm both your hands and arms.

Activity 3:

Name: _____________________________

Directions: Circle the pictures that show friction in blue.

20
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Evaluation

Choose the letter of the correct answer.

1. How is heat being produced?

a. burning
b. sun
c. friction
d. electricity

2. Which of the following is an example of friction that is helpful?

a. brakes used on a bike
b. thread from the bottom of your shoes
c. tires from a car on the road
d. water slide

3. Which of the following is an example of friction that is harmful?

a. pencil marking on paper
b. sand place on ice in the winter
c. engine parts wearing out
d. using an eraser to erase marks

4. Rougher surface have ______.

a. greater friction
b. the same level of friction
c. less friction
d. no friction at all

5. Rubbing your hands together creates ____.

a. gravity
b. mass
c. heat
d. volume
21
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 Republic of the Philippines
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Week 1: Day 5
Learning Objectives: The learners will be able to identify the different sources of heat
Sub Topic: Useful and Harmful Effects of Heat

Heat is in everything. The sun provides heat for everything. The heat coming from the
sun affects the activities of living things as well as other heat sources. Heat can be harmful
and useful. Sun’s heat makes plant grow better. Heat cooks food.

Rubbing of hands makes you feel warm when it is cold. However, too much exposure
to heat can get you sunburn and improper use of electric appliances can cause fire.

USEFUL EFFECTS OF HEAT:

HARMFUL EFFECTS OF HEAT:

Activity 1: Look at the objects and describe how heat is being used.

Material/object Source of heat Uses

22
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Activity 2: Group the pictures whether they are useful or harmful heat.

23
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Activity 3

Direction: Answer the following sentences with useful or harmful.

____________1. Heat for drying laundry.

____________2. Too much exposure from the sun.

____________3. Drying of salted fish.

____________4. Rubbing of hands when cold.

____________5. Cooking food with fire.

Evaluation

Answer the following with true or false if the heat produced is useful or harmful.

___________1. Cooking barbeque in charcoal.

___________2. Ironing of clothes.

___________3. Setting dry leaves on fire.

___________4. Too much heat exposure.

___________5. Drying of clothes under the sun.

24
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Content Contributor: Glenda P. Lachica

Week 2: Day 1
Learning Objective: The learners will be able to identify the conditions necessary to build fire
Sub Topic: Fuel and oxygen are needed to produce/sustain fire

Oxygen, heat, and fuel are frequently referred to as the "fire triangle." Add in the
fourth element, the chemical reaction, and you actually have a fire "tetrahedron." The
important thing to remember is: take any of these four things away, and you will not have a
fire or the fire will be extinguished.

The reason that heat is required to start a fire is because we need to supply enough
energy to get these small molecules into the air around the wood. Once these molecules are
in the air, they need to be ignited. A flame or a spark does the trick if the gas temperature is
above the flash-ignition temperature.

Activity 1: Watch a video

https://www.youtube.com/watch?v=1gxgU7ffTc4&feature=share&fbclid=IwAR1_pEldEs711p
bNWTjmMDeF28Eec_AtZfWH6NnPbDRSxHiaCY_XV9MUey4

1. What happens to the burning candle when it is covered with glass?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Why is there a need for oxygen to sustain fire?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
25
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Activity 2

Watch a video about the need of oxygen in sustaining a fire. Then, answer the questions
below.https://www.youtube.com/watch?v=xh1YnI6Z_Q&feature=share&fbclid=IwAR342c1M
WSm_FBWL-lko2PXipem20NDjU3_6CBiRpilA2SeEWhI9zXIySNo

Sci-Q Time: What I learned from the video.

1. What is the video all about?___________________________________________________

___________________________________________________________________________

2. Which of the 2 candles extinguish first?__________________________________________

___________________________________________________________________________

3. Do you agree that oxygen is necessary for sustaining a fire?__________________________

___________________________________________________________________________

Activity 3
Identify the uses of fire.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________

Activity 4
Look at the drawing below. Write on the space provided the 3 elements needed to start a fire

26
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Activity 5: Sci-Puzzle
Find the 3 elements of fire.

Evaluation

Fill in the blanks with correct answer

1. The 3 elements of fire are__________,___________,___________

2. A fuel cannot be burned without_____________.
3. The availability of fuel alone is not enough to generate _____________

Content Contributor: Jeana L. Felipe

Week 2: Day 2
Learning Objective: The learners will be able to identify the conditions necessary to build fire
Sub Topic: Two Types of Fuel

Fuel is a substance that is burned to provide nuclear energy, heat or power. Fuels are
used to generate power to drive cars, ship, and all sorts of motor engines. They are also used
for heating and cooking.
Fuels can be classified into natural fuel and synthetic fuel. Natural fuels are those found
in nature, such as wood, coal, petroleum and natural gas. Synthetic fuels are artificially made
or processed, such as charcoal, coke, gasoline, kerosene, alcohol and acetylene.
27
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Activity 1: Name the pictures.

____________________ _________________ ____________________

_____________________ _____________________ ___________________

Activity 2: Group the fuels according to natural and synthetic. Write them in their proper
column.

Firewood fuel oil LPG gas

Diesel rice hull cow dung cakes

Bio gas charcoal hydrogen

Natural Fuel Artificial Fuel

28
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Activity 3:

Each group will think of different kinds of fuels used at home or in the community and
identify the fuels if it is natural or synthetic.

The leader will report their outputs.

Activity 4: Choose the correct word in the word bank to complete the sentence.

artificially made nature

fuels natural

artificial

Material that supplies heat and light is called ________________.

The two types of fuels are _____________and_______________.
Natural fuels are those found in the ____________.
Synthetic fuels are _________________.

Evaluation

Draw a happy face ( ) if the sentence is true, and a sad face ( ) if it is not true.

______Fuel is a material that is burned to produce heat.

______There are five types of fuels.
______The burning of material or fuel is called combustion.
______Wood is an example of synthetic fuel.
______Synthetic fuels are those found in nature.
______Natural fuels are artificially made or processed.
______Charcoal is an example of synthetic fuel
______Petroleum and natural gas are both example of natural gas.
______Fuels can be classified into natural and synthetic.
29

______There are several sources of fuel.

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Content Contributor: Jeana L. Felipe

Week 2: Day 3
Learning Objective: The learners will be able to identify the conditions necessary to build fire

Fuel alone is not enough to generate heat. There are certain conditions before you can burn
fuel. First, there must be continuous and adequate supply of air or oxygen. Without air, there
can be no burning. Second, there must be enough heat to raise the fuel to its kindling point.

Kindling point is the temperature at which a fuel starts to burn. One way of doing this is to
feed the fuel with fire, directly or indirectly. But there are occasions when a combustible
material burns spontaneously. This because the material has such a low kindling point that a
gradual accumulation of heat due to slow oxidation is enough to set it on fire.

Topic: Generating Heat From Fuels

Activity 1:

Procedures:

1. Stand a lighted candle in a plastic plate or enameled dish. Pour water into the plate/dish.
Cover the lighted candle with glass jar.
2. Insert a match stick into a hole on one end of a tin strip. Hold the other end of the strip
with a pair of pliers and heat the strip over the flame of an alcohol burner. Make sure that
the flame does not touch the head of the match stick.

Answer the following questions:

1. What happens to the candle?

___________________________________________________________________________

2. What can you infer from this observation?

___________________________________________________________________________

3. What happened to the match?

4. What can you infer from this observation?

30
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Activity 2:
Encircle the situations which produce heat from fuels.
1. Boiling water
2. Rubbing stick
3. Burning garbage
4. Solar collectors placed under the sun
5. Cooking with firewood

Evaluation

Choose the letter of the correct answer.

1. What are the two conditions that essential for the production of heat by fuels?
a. oxygen and enough energy to raise the fuel ti its kindling point
b. oxygen and any source of heat, like matches and lighters
c. air and electricity
d. air and fire

2. A paint- soaked rag that was kept inside a closet suddenly burst into flame. This is called
spontaneous combustion. Which of the following is not a factor that caused the spontaneous
combustion of rag?
a. poor ventilation in the closet
b. lack of oxygen in the closet
c. low kindling point of the oil
d. very combustible fuel

3. How is heat produced in matches?

a. through burning
b. through friction
c. through chemicals
d. through lighting

4. How does burning takes place?

a. When oxygen combines with fuel.
b. When oxygen combines with heat.
c. When oxygen combines with chemicals.
d. When oxygen combines with fuel and heat.

5. How can you start a fire without using matches or lighters?

a. Rub two sticks or stones together
b. Rub two sheets of paper.
c. Expose wet sticks under the sun.
31

d. Use an electric stove

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Content Contributor: Glenda P. Lachica

Week 2: Day 4
Learning Objective: The learners will be able to identify the conditions necessary to build fire
Sub Topic: Safety Precautions in Using Fuels or Fire

Fire safety is the set of practices intended to reduce the destruction caused by fire. ...
Threats to fire safety are commonly referred to as fire hazards. A fire hazard may include a
situation that increases the likelihood of a fire or may impede escape in the event a fire
occurs.

A fire alarm system has a number of devices working together to detect and warn
people through visual and audio appliances when smoke, fire, carbon monoxide or other
emergencies are present. ... Alarms can be either motorized bells or wall mountable sounders
or horns.

References:
https://en.wikipedia.org/wiki/Fire_safety#:~:text=Fire%20safety%20is%20the%20set,the%20destruction%20caused%20by%20fir
e.&text=Threats%20to%20fire%20safety%20are,the%20event%20a%20fire%20occurs.
https://en.wikipedia.org/wiki/Fire_alarm_system
32
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Activity 1:

Box the words in the puzzle related to fire safety

33
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Evaluation
Encircle the letter of the correct answer.

1. How should lighted candle candles be handled to prevent accidents?

a. Candles should be kept away from children
b. Candles should be placed near an LPG tank
c. Candles should be placed far from curtains or materials that easily burn
2. Which is a way of preventing fire?
a. Old newspapers should be disposed of immediately
b. Insecticide should be place near a gas stove
c. Mosquito coils should be placed under a mosquito net.
d. Smoking cigarettes in a gasoline station should be encouraged.
3. Why should be fire handled properly?
a. To prevent of the destruction of homes and buildings.
b. Fire can melt metals for jewelry making.
c. To prevent losing lives.
d. Both a and c
4. Fire is an enemy if
a. It cannot be controlled.
b. It helps keep the surroundings warm.
c. It helps cook food.
d. It helps produce useful chemical change.
5. Which elements should be removed to extinguish a fire?
a. Carbon Dioxide
b. Fuel
c. Low temperature
d. Water

Fill in the blanks with the correct answer.

1. A______________________ is a unit made of several devices which uses the audio

signalization to warn people a possible fire

2. A_______________________ is an active fire protection device used to extinguish or

control fire often in emergency situations.
34
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Week 2: Day 5
Learning Objective: The learners will be able to identify the conditions necessary to build fire
Sub Topic: Safety Precautions in Using Fuels

Staying safe is crucial when storing or handling fuel. How do you handle them safely? Here
are some safety tips on using or handling fuels:
1. Don't smoke or use matches, lighters, or other ignition sources anywhere around gas.
2. Use gasoline only in well-ventilated areas.
3. Turn off equipment and let cool before filling the gas tank.
4. Never use gasoline to start charcoal on a grill-use proper charcoal starter.
5. Put out food or grease fires in a pan with a lid or another pot.
6. Teach children safety rules for matches, fires, electrical outlets, electrical cords, stoves, and
chemicals. Keep matches and flames, such as candles or lanterns, out of the reach of children.
7. Don't store gasoline in the house or garage.

ACTIVITY 1
Your electric fan suddenly overheats and the cord produces sparks what will you do?

_________________________________________________________________

_________________________________________________________________

ACTIVITY 2
The curtain suddenly catches fire from a lighted candle what will you do?

_________________________________________________________________

_________________________________________________________________

ACTIVITY 3
The clothes you are wearing catches fire what will you do?

_________________________________________________________________

_________________________________________________________________

Evaluation
Check() what you should do in case of a fire occurs in your area otherwise, put an ()

___1. Report the fire to the fire department at once.

___2. Get out of a burning building at once.
___3. Shout inside a bathroom of a burning building.
35

___4. Jump from the third floor of the burning bathroom.

___5. Use an elevator in escaping from a burning building.
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Week 3 – 4 Learning Competency

Infers that heat travels from hot to cold

Content Contributor: Mechelle R. Macaranas

Week 3: Day 1
Learning Objective: The learners tell whether a material is hot or cold

Hot materials
 have relatively high temperature
 capable of giving a sensation of heat or of burning, searing, or scalding
 having heat in a degree exceeding normal body heat
Examples of hot materials are glowing charcoal, firewood, boiling water, match
flame, etc.
Cold materials
 having or being a temperature that is uncomfortably low for humans
 having a relatively low temperature or one lower than normal or expected
 not heated
Examples of cold materials are ice candy, ice cream, halo-halo, snow.

HOT MATERIALS COLD MATERIALS

Hot when plugged in Cold when plugged in

flat iron rice cooker oven

refrigerator freezer
bread
toaster
water heater Other cold materials

Other hot materials

www.googlesearch.com
36
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Activity 1: I can feel it!

Do this simple activity:

1. Feel your hands by placing them to your cheeks.

What did you feel? (e.g. cold, warm, hot)?

2. Now, rub your hands together for 15 times. Put them again to your cheeks.
What did you feel? (e.g. cold, warm, hot)?
Why did you feel such?

Activity 2: Sing and Dance

Sing an action song about hot and cold. Then, answer the questions below.
https://www.youtube.com/watch?v=yXVy42Pe-5Q

Hot Cold Song

Hot, hot, hot, hot, hot, hot, hot…..(2x)

Cold…..cold….cold……cold…..

The soup is hot

Hot, hot, hot
The sun is hot
Hot, hot, hot
Hot soup, hot sun

The ice is cold

Cold, cold, cold
The snow is cold
Cold, cold, cold
Cold ice, cold snow
Hot, hot, hot, hot, hot, hot, hot…..(2x)
Cold…..cold….cold……cold…..
Hot, hot, hot, hot, hot, hot
Cold, cold, cold, cold, cold
Is it hot or cold?
37
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Sci-Q Time: What I learned from the video/song.

1. What is the song all about? ___________________________________________________

2. What hot materials are mentioned in the song? ___________________________________

3. Do you agree that they are all hot materials? Why? ________________________________
___________________________________________________________________________

4. What cold materials are mentioned in the song? __________________________________

5. Do you agree that they are all cold materials? Why? _______________________________
___________________________________________________________________________

6. How do you usually identify hot and cold materials? _______________________________

___________________________________________________________________________

Activity 3: House Tour

1. Go around your house. Find hot and cold materials inside and/or outside your house in 3
minutes.
2. Write the name of the objects in the table below

Hot Materials Cold Materials

38
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Activity 4: Is it Hot or Cold?

Classify the objects according to their temperature. Cut and paste each picture in the proper
column.
HOT COLD

39
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Activity 5: Mystery Legend: Heat Finder

Do you know how to play Mystery Legend in your cellphone or computer? It is one of the best
hidden object games. Try it!

Encircle all the hot objects in the picture.

Evaluation

Draw other examples of hot and cold materials. Draw 2 examples in the appropriate column
in the table below.

Hot Materials Cold Materials

40
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Week 3: Day 2
Learning Objective: The learners investigate changes in materials during and after heating in
terms of change in temperature.

How do you get the temperature of a material?

Temperature is the degree of hotness or coldness of a material. It can be expressed

according to a comparative scale and shown by a thermometer or perceived by touch.
A thermometer is used to measure the temperature of a material. The commonly
used laboratory thermometer uses fluid, usually alcohol or mercury.

Temperature is usually measured in degrees Celsius (0C). Below are some

precautionary measures to be observed in using a laboratory thermometer:

1. Level the alcohol (alcohol thermometer) to set

it to normal temperature reading.
scale lines 2. If the laboratory thermometer is not set to
normal temperature reading, shake it until it
turns to normal temperature reading.
bore 3. Try to use it by getting the temperature
reading of tap water.
4. Keep the thermometer in an upright (not
stem tilted) position when taking a reading.
5. The bulb of the thermometer should be
surrounded from all sides by the substance of
which the temperature is to be measured.
6. The bulb should not touch the surface/ bottom
of the container. The temperature of hot/warm
alcohol/mercury bulb water is higher than the temperature of tap
water (room temperature).

How heat affects the temperature of a material?

Study the figures below.

1000C 300C
41

Figure 1 Figure 2
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(screen shots from youtube.com)

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Looking closely at the laboratory thermometers you will notice the difference
between their temperatures. Figure 1 shows that while heating the water, the temperature
rises to 1000C. In Figure 2, it shows that removing heat decreases the temperature.

This only shows that heat affects the temperature of a material. The temperature of
materials increases when heated. The temperature of materials decreases when heat is
removed or when it is cooled.

(screen shots from youtube.com)

The picture above also shows the effect of heat on the temperature. Even materials
expose to sun’s heat increases their temperature. Once they cool off, the temperature
decreases.

Activity 1: Sci-Loop

Procedures:
1. Get 2 empty glasses. Label each container as container 1, and container 2.
2. Fill container 1 with tap water and put in on the table.
3. Fill container 2 with tap water and expose it under the sun for 10 minutes.
4. After 10 minutes get your container 2 and put it on the table with container 1.
5. Dip your right hand fingers into container 1. Then, your left hand fingers into container 2.

Answer the following questions:

1. What did you feel when you dip your finger in container 1?
___________________________________________________________________________
2. What did you feel when you dip your finger in container 2?
___________________________________________________________________________
3. Do they have the same temperature? ___________________________________________
42
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Activity 2: Sci-Exercise!

Stand if you think the picture describes high temperature, and sit if low temperature.

Mother is cooking Ice cream Drying the clothes under the sun Tap water
soup.

Activity 3:

A. Sci-Investigation, Watch and Learn

Watch a video clip about how heat affects the temperature of a material.

Sci-Q Time: What I Learned from the video.

1. What instrument measures the temperature of a material?__________________________

2. What kind of thermometer is used in the experiment? _____________________________

3. How will you compare the temperature of water before, during and after heating?
___________________________________________________________________________
___________________________________________________________________________

4. What can you infer from your observation? ______________________________________

___________________________________________________________________________

5. What happens to the temperature when water is heated? __________________________

___________________________________________________________________________

6. What happens to the temperature when heat is removed? __________________________

___________________________________________________________________________
43
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B. Read the situation below. Study the figures and answer the questions that follow.

Jose is in his Science Class. They will investigate how heat affects the temperature of
a material. His teacher told him to get the laboratory thermometer. They started the activity.

1000C 300C

During Heating After Heating

1. What instrument measures the temperature of a material?__________________________

2. What kind of thermometer is used in the experiment? _____________________________

3. How will you compare the temperature of water during and after heating?
___________________________________________________________________________
___________________________________________________________________________

4. What can you infer from your observation? ______________________________________

___________________________________________________________________________

5. What happens to the temperature when water is heated? __________________________

___________________________________________________________________________

6. What happens to the temperature when heat is removed? __________________________

___________________________________________________________________________

Activity 4: Science Theater (Differentiated Activity)

Describe the effect of heat on the temperature of a material. To accomplish the task, perform
one of the following options:
1. Acting it out to demonstrate your answer
2. Write a short poem about your answer
44

3. Give your answer through news reporting

4. Answer it through rap/chant/song
Page

5. Show your answer through drawings

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Activity 5: Sci-Up, Sci-Down

Color the arrow red that shows the direction of temperature on the materials below.

1. spoon in a hot coffee 5. melting ice cream

2. sand on the beach 4. egg

3. soup transferred in a bowl

Activity 6: Science Word Board

Instructions: Choose the word in the Word Board that best complete the sentence.

WORD BOARD

increases rises up

1) _______________________ is a device used to measure the temperature of a material.

2) Heat added to the material _______________________the temperature of the material.

3) When heat is removed, the temperature of the material _______________________.

4) The mercury _______________________ when heated.

45
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5) The temperature of a material is usually measured in _______________________.

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Activity 7: Sci-Journal

Temperature is important in our daily life. It affects our daily activities. We sometimes
need to increase the temperature of the material. Sometimes we need to decrease the
temperature of the material. Write a simple journal entry about this.

Increasing the Temperature Decreasing the Temperature

ex. Mother cook rice. We ex. Mother put the rice in the
need to increase the bowl. We need to decrease the
temperature in order to temperature of the rice to keep
cook rice. the tongue from burning.
Day 1

Day 2

Day 3

Day 4

Day 5
46
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Evaluation

Write True if the statement is correct and False is not.

__________________ 1. Temperature changes. It affects the motion of molecules.

__________________ 2. When you boil water, the temperature of the water increases.

__________________ 3. We can use any thermometer in measuring the temperature of

materials

__________________ 4. The temperature of materials decreases when heated.

__________________ 5. Sun can increase temperature.

Content Contributor: Mary Ann M. Tipay

Week 3: Day 3
Learning Objective: The learner describes the effects of heat on the physical properties of
solid materials.

Solid materials have definite shape, size, weight, color, odor, and texture. Some are
soft while others are hard.

Different materials have different properties.

1. Brittleness is a solid property that shows that an object can be easily broken into pieces like
a glass.
2. Malleability is a property of solid material that enables it to Gold and thin are examples of
malleable materials.
3. The strength of a solid material depends upon the components used within it. Tissues and
papers are weak materials while leathers are strong.
4. The elasticity of solid materials refers to its property that can be stretched and squeezed
and then go back to its original shape.

There are some solid materials that may change its properties when heated and
cooled, while some are not. Examples of materials that may change its properties when
heated are:

cheese
47
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margarine

candle

Activity 1: What happens When a Solid Candle Wax is Heated or Cooled?

Materials: candle wax, spoon, cloth, match, candle and plate.

Procedure:
1. Put some candle wax in the spoon. Cover the handle of the spoon using cloth.
2. Light the candle and put it at the center of the plate.
3. Put the spoon with candle wax over the lighted candle in 5 minutes. Be careful in
handling the spoon because it is hot.

Is there a change in the physical property of the candle wax?

What happen in the candle wax after heating?

What is the effect of heat in the candle wax?

4. Remove the spoon with candle wax over the lighted candle.

5. Wait for a few minutes until it is cooled.

Is there a change in the physical property of the candle wax?

________________________________________________________________________
What happen in the candle wax when it is cooled?

What is the effect of removing the spoon with candle wax over the lighted candle?
48
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Activity 2: Identify the properties of the following materials. Write brittleness, malleability,
strength, elasticity.

1. rubber band ______________________

2. glass ______________________
3. tin ______________________
4. paper ______________________
5. gold ______________________

Activity 3: Encircle the materials that may change its physical properties when it is heated.

cheese steel margarine

stick glue frying pan

Activity 4: Read the paragraph. Answer the questions that follow.

Before going to school Ana eats her breakfast. She loves

eating rice and hotdog in the morning. One day, she put some
margarine in her rice while it is hot. Oh! I like it so much says
Ana.

What do you think will happen in the margarine?

Why did it melt?

49

Is there a change in the physical change of a margarine in the hot rice?

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Activity 5: Describe the occurred changes of the following materials.

1. A butter is put in a frying pan over the stove for a few minutes.

2. Chocolate expose under the sun.

3. Burning of paper.
________________________________________________________________________

Activity 6: House Tour

Go around your house. List down some solid materials that may change its physical
property when it is heated.

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

Week 3: Day 4
Learning Objective: The learner describes the effects of heat on the physical properties of
liquid materials.

Liquid Materials are substances in a form of fluid. Different materials have different
properties. Liquids move faster when they are heated because the space between particles
increase and expand when it is heated. On the other hand, in contracts when it is cooled.

There are some liquid materials that may change its properties when heated like
water. Evaporation is the process by which water changes from a liquid to a gas or vapor. It is
the primary pathway that water moves from the liquid state back into the water cycle as
atmospheric water vapor.
50
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Activity 1: What happens to liquid when heated?

Materials: beaker, water, marker

Procedure:
1. Put 10 ml of water in the beaker. Mark the label of water.
2. Put/expose the beaker with water under the sun for 15 minutes. Observe what will
happen.
3. After 15 minutes mark again the label of water in the beaker.

What did you observe in the label of water after exposing under the sun for a few
minutes?

_____________________________________________________________________

What is the effect of sun’s heat in the water?

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Activity 2: Write some materials that change from liquid to gas when it is heated or exposed
to sun.

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

5. ______________________________________________________________________

Activity 3: Draw the process of water evaporation.

52
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Evaluation

Read and analyze the following situations then answer the following questions.

1. If you want to your wet clothes to dry quickly, where should you hang them?

Why? _______________________________________________________________

2. Your mother is boiling water in a kettle for your chocolate drink. What do you think
will happen if she leaves the water boiling for a long time?

Why? ________________________________________________________________

3. You let the alcohol open for an hour. What do you think will happen in the alcohol?

Why? ________________________________________________________________

Content Contributor: Mechelle R. Macaranas

Week 3: Day 5
Learning Objective: The learners describe the physical properties of air during and after
heating.

Physical properties can be observed or measured without changing the composition of

materials. Physical properties are used to observe and describe materials. Physical properties
include: appearance, texture, color, odor, melting point, boiling point, density, solubility,
polarity, and many others.

How heat affects the physical properties of air?

When air is heated the molecules of air move farther away, then, they occupy more
space. When air is heated the air expands and becomes less dense (lighter). In other words,
the same numbers of air molecules occupy a larger space or the same sized space with
increased air pressure. The opposite effect happens when air cools. When heat is removed
the air starts to cool down. The molecules come closer and occupy less space. The air
53

contracts when they lose heat.

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SCHOOLS DIVISION OF TARLAC PROVINCE

Have you ever seen a hot air balloon? Do you wonder why such a big object flies
high?

www.googlesearch.com

Hot air balloons fly because of a very simple scientific principle: hot air rises. Hot air is
lighter (less dense) than cold air, which means it rises. When air is heated it becomes less
dense or lighter.

www.googlesearch.com

The following pictures below prove that air expands and becomes lighter on heating.

www.googlesearch.com

References:
Science 3 – Learners Material
The New Science Links Worktext, Apolinario, Nenita A. et al. 2017, pg. 62 – 65
https://www.merriam-webster.com/dictionary/hot
https://www.merriam-webster.com/dictionary/cold
https://www.youtube.com/watch?v=yXVy42Pe-5Q
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https://www.youtube.com/watch?v=dJqKSElcPvs
https://www.ck12.org/book/ck-12-physical-science-for-middle-school/section/18.1/
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 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Activity 1: Sci-Exploration

Problem: What Happens to the Air inside the Bottle/ Balloon when Heated or Cooled?

Materials:
empty glass bottle with narrow mouth (e.g., 500ml. soft drinks bottle), small
balloon (deflated), a small basin with hot water, a small basin with tap/cool water,
pot holder

Procedure:
1. Take a balloon. Stretch its opening and place over the top of the bottle as shown
in the figure below.

2. Using pot holder, put the bottle in the basin with hot water. Observe it for 2-3
minutes.

3. Transfer the bottle to the basin with tap water. Observe it again for 2-3 minutes.

Observation:
1. Is there air inside the bottle? _________________________

2. Is there air inside the balloon? ________________________

3. What happened to the balloon when you placed the bottle in the basin with hot
water?
___________________________________________________________________
___________________________________________________________________

4. What happened to the balloon when you placed the bottle in the basin with tap
water?
___________________________________________________________________
___________________________________________________________________

Conclusion:

1. What is the effect of hot water on the air inside the bottle/balloon?
___________________________________________________________________
___________________________________________________________________
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2. What is the effect of tap water on the air inside the bottle/balloon?
___________________________________________________________________
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___________________________________________________________________
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REGION III
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Activity 2:

A. Watch and Learn

Watch a video clip about “Warm Air Rises-Burner and Balloon”
https://www.youtube.com/watch?v=yTI4VLEKUkw

Observation:
1. Is there air inside the plastic? _____________________________

2. What helps the plastic float on air? ________________________

Conclusion:
What is the effect of heat on air?

___________________________________________________________________
___________________________________________________________________

B. Read the situation below. Study the pictures and answer the questions that follow.

Sir Jared demonstrates how heat affects the physical properties of air. He uses a
burner and a plastic bag for his experiment.

Look at the pictures of Sir Jared.

1 2 3

4 5 6

Observation:
1. Is there air inside the plastic? ________________________________________

2. What helps the plastic float on air? ___________________________________

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Conclusion:
What is the effect of heat on air?_______________________________________
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Department of Education
REGION III
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Evaluation
Draw if the statement is true and if not.

___1. Glasses, bottles, and other containers have air.

___2. Air expands when heated.

___3. Air contracts when cooled.

___4. Heat does not affect air in any way.

___5. Warm air rises.

Content Contributor: Rosita Valdez

Week 4: Day 1
Learning Objective: The learner infers that heat travels by Conduction/ Prove that heat travels
by conduction from hot to cool object.
Conduction is the process by which heat or
electricity is directly transmitted through a
substance when there is a difference of
temperature or of electrical potential between
adjoining regions, without movement of the
material.
Conduction means heat transfer by molecular
contact and most effectively in solid materials.
Heat can travel through solids by conduction.
Conduction is the transfer of heat through
direct contact.
Fact: The transfer of heat is always from
warmer objects to cooler objects!

The particles or molecules of the substances in a solid are very close to each
other. As the molecules in one part of a solid are heated, the heat travels to the
nearest object. These molecules in turn transfer the heat to the next molecules. This
process is called conduction.
Here are some instances of CONDUCTION
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a raw egg begins to fry as Ironing a wrinkled shirt the fire directly
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it hits a heated frying pan heated the pot

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 Republic of the Philippines
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REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Activity 1:

Do this simple activity:

Ring the picture that can conduct /transfer heat easily.

Activity 2: Sing a song about how heat travel

Sing a song about how heat travel . Then, answer the questions below.

The Heating Song.

Today we'll talk about waves of heating
I wanna get it into your head
Radiation, Convection, or it might be Conduction
Cause Heat Transfers from hot things to cold things

I'm gonna kick off my shoes and lie in the sand

Feel the Sun beat down from my head to my pants
Yes I'll tell you that Infrared

I'll be lounging on a chair with the Sun's energy

Feeling the waves not water but ray

Heat through space is Radiation

Oh Radiation, Convection, and then there's Conduction
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Today we'll talk about waves of heating

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I wanna get it into your head

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Radiation, Convection, or it might be Conduction

Cause Heat Transfers from hot things to cold things
It's easy that's all
From hot things to cold

Tomorrow I'll wake up and make me some eggs

Find a really nice pan but don't touch the edge
Burn myself and I'll scream in pain
(Oh my god, I burned my finger)

Yeah Molecules move around

And Transfer Energy
Bet you didn't know this is called Conduction you see
But that's not all you'll just have to wait

Oh Radiation, Convection, and then here's Conduction

Today we'll talk about waves of heating
I wanna get it into your head
Radiation, Convection, or it might be Conduction
Cause Heat Transfers from hot things to cold things

Oh what happens to the heat in air?

Rising hot air is less dense
Goes up, up, up, up, up, up, up, up

When Heat Transfers through Fluids

It's what we call Convection Currents
Yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah,
Oh, Today we'll talk about waves of heating
I wanna get it into your head
Radiation, Convection, or it might be Conduction
Cause Heat Transfers from hot things to cold things
It's easy that's all
From hot things to cold
From Hot thing to cold

Sci-Q Time: What I learned from the video/song.

1. What is the song all about?

_____________________________________________________
2. What are the heat transfer mentioned in the song?
__________________________________
59

3. How can you identify heat transfer called Conduction?

________________________________
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Activity 3: House Tour

Write 3 events of heat transfer called Conduction that you have encountered.

1.

2.

3.

Activity 4 : Where is conduction?

Put check on the illustration showing Conduction.

60
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 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Activity 5: Conduction Finder 2

Ring the illustration showing conduction.

hot water rises and cold water sink stir frying vegetables

Ice cream in a cup a raw egg begins to fry as it ironing a wrinkled shirt
hits a heated frying pan

Evaluation

Read and analyze. Then write the correct answer on the blank.

_______________ 1.What energy transfer is shown through direct contact of the heat
source and the body receiving the heat?

________________2. Leave a fork in a bowl of hot water. Use a tong to get the fork soaked in
hot water. Hold the fork. Observe what happens to the fork. How will
the heat travel in the fork? What do you call this method of heat
transfer?

________________3. A girl holding a hot spoon felt her fingers becoming warm.

________________4. Which of the following DOES NOT show transfer of heat energy?
A. lighting a room with a fluorescent lamp
B. placing a spoon in a cup of hot coffee
C. boiling water in a kettle
D. cutting paper in small pieces

________________5. Heat transfer from a hot to a object

61
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 Republic of the Philippines
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SCHOOLS DIVISION OF TARLAC PROVINCE

Content Contributor: Rosita Valdez

Week 4: Day 2
Learning Objective: The learner infers that heat travels by convection/ Prove that heat travels
by convection through liquid and gas.

The illustration below shows convection.

Convection is the transfer of

heat by the movement of
the heated parts of a liquid
or gas.

Fact: The transfer of heat is

always from warmer objects to
cooler objects!

The air surrounding the candle is warm while the air surrounding the ice cubes is
cold.
As air is heated by the lighted candle, the air particles acquire energy and move
faster and farther apart from one another. Warm air becomes light. It rises because gravity
cannot pull it.
Cold air is heavy because the air particles are close to one another. Cold air sinks
because gravity cannot pull it.
Cold air sinks and pushes the warm air upwards. This process is known as
convection.
There are some evidences of CONVECTION:

Hot water evaporation

warms the air.

Hot air balloon rise

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Hot water rises and

cold water sinks
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Hot Sand heats the air.

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 Republic of the Philippines
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REGION III
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Activity 1
Experiment Time

Procedure:

 Prepare a glass jar, water, blue dye,

and matches
 Get a pyrex glass jar.
 Fill half of it with water.
 Put a pinch of blue dye in the water.
 Heat the water over slow fire on a stove.

Write your observation below.

1. Observe what happens.

2. Describe the movement of the blue dye when the water starts to boil.

_____________________________________________________________________

Activity 2
Sing song about . Then, answer the questions below.
https://www.youtube.com/watch?v=dipJir9ZpFU

Heating energy Convection Current Song

As it’s burning convection of spreading molecules

Spreading molecules
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Colder will sink smoke we use to see the air making it visible
Make it visible
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Say, heating causes energy

Less dense it’s floating away
Heat will rise and go, cold is pulling down
Oh, colder more dense it can’t rise
Staying close they will reside
Heat will rise and go, cold is pulling down

As they heat up, nah-nah-nah

Molecules bump, nah-nah-nah
Spread and rise too
Farther space grew
As they heat up, nah-nah-nah
Molecules bump, nah-nah-nah
Rising into
Sky that’s so blue
Down in the deep
Here’s the deal we go 25 miles below us
Mantle below us
From density
It’s a current that we see particles move apart
Heated move apart

Say, heating causes energy

Less dense it’s floating away
Heat will rise and go, cold is pulling down
Oh, colder more dense it can’t rise
Staying close they will reside
Heat will rise and go, cold is pulling down

As they heat up, nah-nah-nah

Molecules bump, nah-nah-nah
Spread and rise too
Farther space grew
As they heat up, nah-nah-nah
Molecules bump, nah-nah-nah
Rising into
Sky that’s so blue
Rising as it goes convection currents now
Rising as it goes convection currents now
Rising as it goes, rising as it goes

Rising as it goes convection currents now

64

Rising as it goes convection currents now

Rising as it goes, rising as it goes
Page

As they heat up, nah-nah-nah

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Molecules bump, nah-nah-nah

Spread and rise too
Farther space grew
As they heat up, nah-nah-nah
Molecules bump, nah-nah-nah
Rising into
Sky that’s so blue

Sci-Q Time: What I learned from the video/song.

1. What is the song all about?

_____________________________________________________________________

2. What happened to warm liquid? cold liquid during convection process?

_____________________________________________________________________

3. Do you agree that convection is important in our life? Why?

_____________________________________________________________________
4.
4. How can you identify convection?

Activity 3: House Tour

1. Go around. Find material or events serves as convection heat transfer inside and/or outside
your house in 3 minutes.
2. Write the name of the objects /events in the table below.
Convection as heat transfer( materials /events)
1.

2.

3.
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Activity 4: Where is Convection?

Check the illustration showing convection.

Activity 5 : Convection Completion

Supply the missing word to complete the paragraph. Get the words in the box.

As the water heated up, the particles spread out and become ____________ dense.
This causes the water to ____________. When the hot water reaches the top, it travels
across the beaker and ____________. The particles move closer together and become
____________ dense. The cold water ____________. When the water reaches the bottom
of the beaker, it travels back across the beaker. Here, the water is heated back up and the
cycle repeats. This movement of gases and liquid is called ______.

sinks convection less more rise down

Evaluation

Read and analyze then write the correct kinds of heat transfer on the blank. (convection /
conduction)

____________1. Heat is transferred by the movements of currents within a fluid is called

___________________.
____________2. A circular flow of warmer fluid and cooler fluid is called ____________.
____________3. Water is boiling in a pot.
____________4. Warm air rises and cold air sinks near the ground producing wind.

____________5. Warm ocean water and cold ocean water mixing to create currents in the
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ocean.
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Content Contributor: Rosita Valdez

Week 4: Day 3
Learning Objective: The learner infers that heat travels by radiation through gas.

Situation : Sit near a fire. Feel your face and arms. How do you feel? How did the heat from
the fire transfer to you?

The heat from the fire travels by waves through space to your body. Your body absorbs
the heat so it becomes warm. This process is called radiation.

 Radiation is the transfer of heat through space.

 The process in which energy is emitted as particles or waves.
 The heat from the fire travels by waves through space to your body.
Your body absorbs the heat so it becomes warm. This process is called
radiation.

Fact: The transfer of heat is always from warmer object to cooler object.

Illistrations of RADIATION heat transfer.

Sitting before a bonfire will feel warm walking along the beach during hot summer day
67
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Warming hand over a radiator grilling hamburger over charcoal

flame

Activity 1
Do this simple activity
Identify the method of heat transfer draw thumbs -up if it is radiation and draw
thumbs -down if it is not.

Activity 2
It’s Movie Time
Enjoy the video then answer the questions that follow
https://www.youtube.com/watch?v=yicNSSc2S4Q

1. What are the materials used in the video to prove radiation heat transfer?

2. What happened to the radiometer upon hit by the sun? by the infrared light?
68

3. How does the marshmallow cook?

Page

4.
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Activity 3
House Tour

Write 3 events showing radiation that you have encounter in your daily life.

1.

2.

3.

Activity 4
Where is Radiation?
Ring the illustration showing radiation

You feel the heat grilling hamburger over warming hand over a
of the campfire a charcoal flame radiator

Tongue freezing eggs cooking in a frying pan

To a metal pole

Activity 5: RADIATION FINDER 2

Put  on the blank if it explains radiation and Put X if it is not.

_________1. My warm hand is placed on your cold hand.

_________2. You feel warmth from the sun rays.
_________3. My car heats up on a hot day.
69

_________4. Heat traveling up in the chimney.

_________5. Larry feels his head and arms getting warm as he walks under the sun.
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Evaluation

Write the letter of the correct answer on your answer sheet.

1. What energy transfer is shown through direct contact of the heat source and the
body receiving the heat?
a. conduction b. convention c. radiation d. heat

2. Which of these activities show heat transfer by radiation?

a. boiling egg c. refrigeration
b. heating the wire d. lighting the room with a bulb

3. When one uses an exhaust fan, what kind of heat transfer is demonstrated?
a. conduction b. convection c. radiation d. nuclear

4. Which of the illustration show heat transfer?

5. Which of the following DOES NOT show transfer of heat energy?

a. lighting a room with a fluorescent lamp
b. placing a spoon in a cup of hot coffee
c. boiling water in a kettle
d. cutting paper in small pieces

70
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 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Content Contributor: Jaycee O. Oasin

COMPENDIUM OF CONCEPTS

Week 4: Day 4-5

Learning Objective: The learners will be able to identify the proper ways of handling hot
objects

Heat is very useful to us. It has good effects on people, animals and plants. But they also can
be dangerous. They can harm us. They have harmful effects too. They may cause fires and
even deaths.

Precautionary measures should be taken in using them at home to avoid accidents, injuries,
loss of properties, and death.

Here are some safety measures:

1. Use pot holders or gloves in handling hot objects.

2. Use metal kitchen utensils that have wooden/plastic handles.

3. Turn off the flame of the gas after use.

4. If you see lighted candles and lamps which are unattended or not used, put out the flame.

5. Matches and candles must be kept in places out of children’s reach.

6. Do not play with matches and firecrackers.

7. Avoid staying long under the sun.

8. Wear lightweight, loose-fitting, light-colored clothing. Light colors will reflect heat and
sunlight and help maintain normal body temperature.

9. Protect your face with a wide-brimmed hat. You can use umbrella to protect you from heat
coming from the sun.
71
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 Republic of the Philippines
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REGION III
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Activity 1: Identify the pictures as sources of conduction, radiation and convection.

Activity 2: Activity Card

I can see it
Look at this picture.

The picture depicts more meanings but if I

were to ask you, what will you feel when
you accidentally touch a hot coffee?

Activity 3: Collaborative Activity

The teacher will group the class into 4 with 5 members each. This activity will serve as their
guide on how to keep them from hot objects.

1. Ask them to form a circle for them to easily finish the task.
What to do:

a. The teacher will give the materials to the learners.

b. Complete the puzzle within 3minutes.

What did you form?

What do you think are those?
72

Are these materials use to protect you from hot objects?

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Activity 4: ENCIRCLE ME Encircle the hot objects below.

73
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Activity 5: Recite the poem entitled HOT AND COLD.

HOT AND COLD

Hot during the summer

Cold during the winter.

Nothing Changes
We come in with coats.

We come out in shorts

We feel like penguins.

Who make their home in the cold

Only thing is we're kids.

We feel like we're in the desert

But we're in school.

Nothing changes
Nothing is fixed.

Activity 6

Be Safe Around Heat

Put a ( )on the box if it is a good practice and put a ( ) if it is not. Do this in your notebook.

Using gloves Turning off the flame of

to handle hot food the gas after use
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Staying under the sun Touching hot objects

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Evaluation

Construct your own mini poem about keeping yourself safe from hot objects.

75
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Week 5 – 6: Learning Competency

Infer that objects move when they change their distances,
directions or both from a reference point

Content Contributor: Miriam T. Umangay

Week 5: Day 1
Learning Objective: The learners investigate on what force can do

There are different ways in which we describe ways of moving objects. In describing
the motion of an object, using a reference point or a reference object can give the accurate
or precise location of the object. Reference point is a place or object used for comparison to
determine if something is in motion. The position of an object is determined by identifying its
distance and direction in relation to a reference point. It makes easy to locate and identify the
said object.

What cause the movement of the ball?

How far is the woman from the driver?

The driver is the reference point.

76
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Activity 1: If you were asked to describe the position of woman in relation to the driver of
jeepney .

1. How far would you say she from the driver? ___________________________________

2. Identify her location in relation to the driver?

Activity 2: Activity Card

Answer the questions written on the activity card.

Who sits in front of you?

Who sits on your right side?

Who sits on your left side?

Who sits behind you?

Activity 3: Determining Direction and Position

What you need: compass, meter stick, or tape measure, ball, piece of string.

What to do:
1. Choose an area in your room. Make a mark at the center. This is the reference point.
Using the mark as a reference point, indicate the four directions (north, south, east, west).
Place the ball at the center mark.
2. Hit the ball softly with your foot. Make the second mark at the point where it stops.
Measure its distance from the reference point. Mark if it is north, south, east, or west of
the reference point.
What have you found out? ___________________________________________________
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How far from the reference point did the ball stop? _______________________________
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Activity 4: Determining a Position

Picture A Picture B

The boy is holding the ball in front of The boy is pushing the ball in front of
the table. The table.
Did the ball move and change its Did the ball move and change its
position? position?
_______________________________ _______________________________

Activity 5: Forces that Move Objects.

Answer the following questions:

1. Put the cart on a flat surface. Try to pull and push it. Does it move?
________________________________________________________________________

2. Raise the ball. Let go of the ball. What happens to the ball?
What could have cause it?
________________________________________________________________________

3. On a windy day, make a paper kite out of old newspaper and string. Go out and try to fly
your kite. Observe the motion of the kite as it flies?
________________________________________________________________________

4. Go to a flowing stream. What things are floating on the water? Observe also how they
move?
________________________________________________________________________
78
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Evaluation

1. Put the toy car and marbles on the ground.

Make sure they are not moving.
Observe the toy car and marbles.
Did they move? Why?
_________________________________________________________________________
_________________________________________________________________________

2. Push the toy car and the marbles.

Did they move? Why?
_________________________________________________________________________
_________________________________________________________________________

3. Stop the toy car and the marbles.

Did they stop? Why?
_________________________________________________________________________
_________________________________________________________________________

Week 5: Day 2
Learning Objectives: The learners investigate on what force can do
Sub-topic: Force can start and stop motion

How do you know that an object was move?

 Force is needed to make things move.
 An object is moving if its position relative to a fixed point is changing.
 Force can make stationary objects move, it can change the shape
and size of an object, and it can stop the motion or change the
direction of the motion of an object.
Measure the distance walked by the pupils from their starting point to the point where they
stopped?
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Meter Stick - an instrument used to measure the distance of the object moved from the
starting point in the place where it stopped.
1. Push slowly the toy car.
2. Place a mark on the starting point where the toy car stop.
Stop

3. Use the meter stick to measure the distance the toy car move from starting point to the
place its stop.

Activity 1:

Observe the picture of a child walking from one place to another.

1. Did they move?__________________________________________________

2. How did you know that they move?___________________________________

Activity 2

Measure the distance walked by the pupil from his/her starting point to the point where he or
she stopped.
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Activity 3

Group activity

Procedure:

1. Using the chalk draw a line from the opposite side of the table. Name starting point.
2. Place the toy car on the opposite side as you have seen in the picture.
Start

3. Push slowly the toy car.

4. Place a mark on the starting point and where the toy car stops.

Start Stop

5. Use the meter stick to measure the distance the toy car move from the starting point
to the place its stop.
Start Stop

Group Location of the car How far did the Location of the toy car Reference point/object in
before it was pushed toy car move? after pushing describing the location
1
2
3
4
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Activity 4:
1. Picture A shows a classroom while picture B shows the same classroom after a day.
A B

2. Encircle three objects that were moved from their original location.

Activity 5
Describe the location of the three objects you encircled in step 1. Write your answer in the
table below.

Object Location

Evaluation

Ask the pupils to bring out things inside their bag.

Different ways how this things move.
Object What will I do to make this things move
eraser
paper
pencil
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umbrella
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Content Contributor: Karen Mae A. Apan

Week 5: Day 3
Learning Objectives: The learners investigate on what force can do
Sub Topic: Force can speed up motion

Force
a push or a pull
can speed up the movement of an object
can change the state of rest or motion of the body

Speeds up motion
move fast
accelerate
increase in speed

Examples of force that speeds up motion are: pushing tyre repeatedly, a boy in a
bicycle being pushed by a man, being pushed in a swing, pushing an empty cart, peddling a
bicycle with an empty basket

The following pictures are some of the activities that show speeds up motion of objects.

www.googlesearch.com

How force speeds up motion of objects?

Forces make things speed up (or accelerate). When a force pushes or pulls the object,
the object will move in the direction of the force. The bigger the force, and the lighter
the object, the greater the acceleration.
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Activity 1: Identify whether the following pictures is a push or a pull.

_________ _____________ ____________

_________ _________

Activity 2: Sing a song. Identify the movement we do in the song.

Walk, walk, walk, walk in the light

Jump, jump, jump, jump in the light
Run, run, run, run in the light
Walking in the light of God.

Movements in the song:

1._______________ 2. _______________ 3. ______________

Activity 3: Answer the following questions based on your observation on the following pictures.

Questions:
1. What does each picture tells?
_______________________________________________

2. How can one win in a game?

_______________________________________________
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3. Describe the movements done in the picture.

___________________________________________________
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Activity 4: Collaborative Activity: Toy Car Racing

Materials: 2 toy cars

Procedure:
1. Label the toy cars as “1” and “2”.
2. Mark a starting line on the floor.
3. Put the two cars behind the starting line.
4. Measure 1 meter from the starting line. Draw a line.
5. Lightly push “toy car 1”. Then, push “toy car 2” harder. Observe what happens.

Questions:
1. Which toy car reached the 1 meter line first?
_____________________________________________________________
2. Which of the two cars moved faster?

______________________________________________________________
3. What did you do to make the toy car roll fast?

______________________________________________________________
4. What did you do to make the toy car roll slowly?

______________________________________________________________
5. Did you try playing toy car racing? How did you measure the distance when you reach
the finish line?
______________________________________________________________
Activity 5:

Look at the pictures. Identify the movement of objects in the following activities. Encircle the
pictures that show speeds up motion.

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Activity 6:
Identify the activities that show speeds up motion by putting a check inside the box.

Evaluation
Compare the two pictures. Write the letter inside the box that shows speeds up motion.

A B

1.

A B

2.

3. A B

4. A B

A B
5.
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Week 5: Day 4
Learning Objectives: The learners investigate on what force can do
Sub Topic: Force can slow down motion

Force
a push or a pull
can speed up the movement of an object
can slow down the movement of an object
can change the state of rest or motion of the body

Slow down motion

move slow
decelerate
decrease in speed

Examples of force that slows down motion are: pushing a heavy cart,
peddling a bicycle full of bricks, riding a motorcycle on a rocky road, pushing heavy objects,
lifting heavy objects

The following pictures show some of the activities that slows down the motion of objects.

What slows down movements of objects?

Force can speed up the movement of an object. But, it can also slow down the
movement of an object. Force can change the state of rest or motion of the body. When
riding a bicycle, we can control the speed of the bike. We can speed up the bicycle by
pedaling very fast. By pedaling slowly, we can also slow down the speed of the bike.

The force of friction opposes the motion of an object, causing moving objects to lose
energy and slow down.
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Activity 1:
Identify the activities that show speeds up motion. Check the pictures.

1.

2.

3.

4.

5.

Activity 2:
Observe the picture below.

Ask:
What makes the water flow fast and slow?
88

What makes the blade of an electric fan move fast and slow?
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Activity 3:
Show two pictures of bicycles. A bicycle with an empty basket. Another bicycle full of bricks.
Let the pupils try to answer the following questions.

1. If you try to ride each bicycle and you push on the pedals with the exact same
strength at the same starting point, what do you think will happen?
________________________________________________________________
2. Which bicycle will move fast?
_______________________________________________________________
3. Which one will move slow?
________________________________________________________________
4. What makes the bicycle move fast?
_______________________________________________________________
5. What makes the bicycle move slow?
________________________________________________________________

Activity 4:

Perform the following and record your observation.

1. Roll a ball
2. Lift a small pail of water
3. Pull a heavy box
4. Lift a big stone
5. Push a big bookshelf

Observation: ________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Activity 5:

Choose the activity that shows slows down motion and draw an arrow down. Put cross on the
blank if it does not show.
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_______ _______
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________ _______ ________

Activity 6:
Read and understand the following situations.

1. Mary and her friends are trying to move heavy furniture from the living room into the
family room. The living room is carpeted and the family room has a tile floor. In which
room will it be harder to slide the furniture?
a. Family room
b. Living room
c. Kitchen
2. If you are riding your bicycle on flat level ground and stop peddling what will happen?
a. You keep going at the same speed because there is no force to slow you down
b. You slow down because everything always slows down
c. You slow down because friction is a force slowing you down
3. You are studying in the library on a warm day. The librarian turns the fan on the high
speed and the pages of your report fly quickly across the room. What would happen
if the librarian turns the fan on the lowest speed?
a. The papers would blow into the fan
b. The papers would blow slowly away from the fan
c. Other objects such as paper clips and cups would fly across the room

Evaluation
Study the following activities. Write YES if it shows slows down motion and NO if it is not.

1. 3.
_________ _________

2. 4.
_________
_________

5.
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Week 5: Day 5
Learning Objectives: The learners investigate on what force can do
Sub Topic: Water can move objects

Water is made up of hydrogen and oxygen, and it exists in gaseous, liquid, and solid
states. Water is one of the most plentiful and essential compounds, occurring as a liquid on
Earth's surface under normal conditions, which makes it invaluable for human uses and as
plant and animal habitat.

A running water is water distributed through pipes and fixtures a cabin with hot and
cold running water.

The flowing or running water has two components. One is the rivers and streams which
are linear flow and other is on overland flow that is on the general land surface. However, on
steep slopes like hills and mountains, the process of erosion is easily noticeable due to
accelerated rate of movement of water.

A river is an example of running water.

www.googlesearch.com

 Water can make objects move.

 Water exerts a force that causes objects to move fast or slow.
Have you seen the following examples being carried away by water?
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Try to observe these:

www.googlesearch.com

How water can make the objects move?

The picture above shows how water can make the objects move.

The reason why objects move in water is because both water and air are fluids.
When things move through them, they experience drag, or a resistance from the fluid.
Creating smooth shapes make it easier for objects to move through fluids.

Activity 1:
Tell whether the following movements show speeds up or slows down motion of objects.

______1. ______4.

______2. ______5.

______3.
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Activity 2:

Describe what you see in the pictures.

Observations:

___________________________________________________________________________
___________________________________________________________________________

Activity 3:

Observe the picture

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Make a paper boat and place it in a large basin of water and in a flowing /running water.
Observe the movement of the boat.

Ask the following:

1. Does the boat move?__________________________________________________
2. How does it move as it was place in a large basin of water?
___________________________________________________________________
3. Test again the force of water by placing the paper boat in the running water.
4. Describe the movement of the paper boat on a flowing or running water.
___________________________________________________________________

Activity 4:
A. Place a few mongo seeds on your palm. Let water flow gently on your palm. Try to do it
again but this time exert more force of water.

Questions:
1. Do the seeds move?__________________________________________________
2. What make the mongo seeds move?_____________________________________
3. Describe how the seeds move when you let the water flow gently on your palm.
__________________________________________________________________

B. Go outside the room. Get a hose and connect it to the faucet. Spray lightly on the plants.
Observe how the leaves move. Now, try to spray the leaves of the plants harder, what did you
observe?

Questions:
1. Do they move? _______________________________________________________
2. What made the leaves move?___________________________________________
3. Describe the movement of the leaves while spraying them with water lightly? when
you spray them hard?
___________________________________________________________________

C. Spray water gently on the soil. Observe the soil. Then do it one more time. Spray the soil
with water using force exerted by running water.

Questions:
1. Does it move?________________________________________________________
2. What made the soil move?______________________________________________
3. Describe the movement of the soil when you spray water gently and when you use
force exerted by running water.
______________________________________________________________________
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Activity 5: Identify the objects that water can move.

A.

B.

Activity 6: Draw other things that can be moved by running water.

Activity 7: Write YES on the blank if the picture of an object can be moved by running water,
and write NO if not.

1.
_________ _________3.

_________2. __________4.
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________5.
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Evaluation

Draw a happy face on the blank if the statement is true and draw a sad face if
the statement is false.

_______1. Water can move leaves and soil. It can move other things too.

_______2. Flying kites uses force exerted by running water.

_______3. Waterfalls exert a great force.

_______4. Force exerted by running water can also do damage.

_______5. Running water can move light materials.

Content Contributor: Leslie D. Tadena

Week 6: Day 1
Learning Objective: The learners investigate on what force can do
Sub Topic: Different Ways of Moving Objects

Some ways to make objects move

can be by pushing, pulling, throwing,
kicking, tossing, blowing, and dropping
them. However, if you look closely at the
different ways to make an object move,
they can only be grouped into two – pushing
and pulling. Force is introduced as a push or
a pull. Force causes an object to move. In
describing the motion of an object, using a
reference point or a reference object is
emphasized to give the accurate or precise
location of the object.

A force is a push or pull upon an object resulting from the object’s interaction with another
object. Whenever there is an interaction between two objects, there is force upon each of the
objects.
Push – is a force that can cause something to move away from the person or object pushing
it. Pushing can only take place when objects are touching.
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Pull- pulling is a force that can cause something to move toward the person or object pulling
it. Like pushing, pulling can only take place when objects are touching.

Activity 1:
How do you know that an object has moved?

Materials: Assorted objects (e.g eraser, notebook, pencil, notebook, key coin)

Procedures:

1. Get different objects and put them on the table.

2. Make objects move. Try ways of moving the objects.

Table 1: Different ways of moving objects

OBJECT How did I make the object move?

Example: eraser By pushing with my fingers
By lifting with my hand
1.
2.
3.
4.
5.

Activity 2: What I Learned?

Answer the following questions:

1. What are the different ways you did to move the different objects?
__________________________________________________________
2. What is the direction of the object when you push it?
__________________________________________________________
3. What is the direction of the object when you throw it?
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__________________________________________________________
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4. What is the direction of the object when you toss it?

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__________________________________________________________

5. What is the direction of the object when you kick it?

__________________________________________________________
6. Is the act of throwing, tossing, and kicking similar to that of pushing? How?
__________________________________________________________
7. What is the direction of the object when you pull it?
__________________________________________________________
8. What is the direction of the object when you drop it?
__________________________________________________________

Activity 3: Push or Pull

Watch a video about push and pull. Then, answer the questions below.
https://www.youtube.com/watch?v=5t1frJFPSBg&t=118s

Classify the things on the video that are being push or pull.

PUSH PULL

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Activity 4: Push or Pull

Activity 5: Observation

Direction: Observe the push and pull motion in your home/ surroundings. List down
the things that are being push and pull. Write at least 5 observations.

OBSERVATION SHEET 99
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Week 6: Day 2
Learning Objective: The learners investigate on what force can do
Sub Topic: Force can change the direction of the object.

The movement of objects

can be described as fast or slow. To
describe an object as fast or slow it
should be compared to another
object.
The objects described as fast
was the one pushed harder while
the other object described as slow
was the one pushed lightly.

Motion- an object said to be in motion if it changes its position with respect to its
surroundings in given time. Motion is always observed and measured with a point of
reference. All living things show motion whereas non-living thing show motion only when
some force is acting on it.

You can change the direction of an object without changing its speed. For example, a
good soccer player can control the motion of a soccer ball by applying a force that changes
the ball's direction but not its speed.

Here are some fast and slow movement.

https://www.youtube.com/watch?v=HRa7mQg73Eg
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Activity 1:
What you need: ball, bat or stick, box
What you will do:
1. Ask someone to stand 2 meters away from you. Slowly, he will throw the ball to you. Hit
the ball with your bat or stick.
What happened to the direction of the ball? _______________________________________
2. Push the box forward, on five steps turn to your right and continue pushing it. On five
steps, turn to your left and push the box.
What happened to the direction of the box? _______________________________________

Conclusion: What did you find out?_______________________________________________

Activity 2: Force applied in an object

Materials: soccer ball Toy car ball paper plane

Procedure: Observe the movement of the following object.

1. Use the ball, dribble it fast and with force.
2. Place the toy car on the top of the table, push it so gently.
3. Kick the soccer ball with all your force.
4. Throw the paper plane on the air smoothly.

What do you observe in the following materials? Does it move fast or slow?
1. Soccer ball
______________________________________________________________

2. Toy car
______________________________________________________________

3. Ball
______________________________________________________________

4. Paper plane
______________________________________________________________

Activity 3: Fast or Slow Motion?

Clap fast if you think the picture describes fast motion, and clap slowly if slow motion.
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Activity 4: Sci-Spot
Encircle the movement that are slow
Box the movement that are fast.

Evaluation
Instructions: Choose the word in the Word Board that best complete the sentence.

WORD BOARD
Force
Push
Fast Motion

Pull
Slow

1. ______________________ the action or process of being moved.

2.If you exerted less effort to move an object, the movement of that object is
_______________________

3. This is an exerted energy you release to make an object moved.

_______________________________
4. If you exerted a lot energy to move an object, the movement of that object
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is ________________________________
5. What do you do if you moved an object towards you?
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Week 6: Day 3
Learning Objective: The learners investigate on what force can do
Sub Topic: Force can change the direction of the object (wind)

Wind is a moving air. Since wind is air in motion it has momentum. The molecules
that make up the atmosphere are always in motion and some are always striking your body.
Because these molecules are moving in all directions, this force is exerted in every direction.
Object that are objects that can be moved by wind.

Activity 1: Sci-Loop
Procedures:

1. From your reference point measure the distance where you stopped.

2. Use the meter stick to measure it.

3. Read the measurements carefully and write it down below.

Answer:______________________________________________

Activity 2: How do you know that an object has moved?

Materials: Meter Stick Toy car

Procedure:
a. Using a chalk draw a line on one side of the table. Label this line as a “start”.
b. Put a toy car behind the line.
c. Slightly push the toy car.
d. Make the location of the car once it stops.
e. Using a meter stick, measure the distance from the start to the position where the
car stopped.

Answer the following questions:

1. What is the position of the car before it was pushed?
103

______________________________________________________________
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2. How far did the toy car move?

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______________________________________________________________

3. What is the location of your toy car after pushing it?

______________________________________________________________

4. What is the reference point/object that tells you that the toy car moved?
______________________________________________________________

Activity 3: Move it.

Direction: Write the element that makes the objects moved. Choose your answer inside the
box.
Wind or Water

_________1 _________2.

_________3. _________4. _________5.

Activity 4: Making a Wind Wheel

Objectives: Describe how a wind wheel moves

Make a wind wheel

Materials: Construction paper, Stick, Glue, Scissor

Procedures:
A. Holding only the handle make your wind wheel spin. Try different ways and write it on
your paper.
1. What are the different ways of making your wind wheel spin?
_______________________________________________________________

2. What made the wind wheel spin?

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_______________________________________________________________
B. Look around your room
1. What other objects can be moved by the wind?
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Activity 5: Making a Paper Boat

Objectives: Describe how water moves object

Make a paper boat

Materials: Basin with water, paper, tape

Procedures: Holding your paper boat, make it float in a big basin of water. Try different ways
and write them on your paper.

1. What are the different ways of making your paper boat move in the water?

_____________________________________________________________

2. What makes the paper boat moved?

_____________________________________________________________

Activity 6: Science Word Board

Instructions: Choose the word in the Word Board that best complete the sentence.

WORD BOARD

Reference Point Meter stick

Wind wheel water

Wind Road mark

1. ____________________ is a device used to measure the distance and

length of the object being moved.

2. What do you call the material moved by the wind? _________________

3. An element that can moved object into wavy manner. ______________

4) An element that can moved object into circular motion. _____________

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5) ____________________ is a starting point of an object before it moves.

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Activity 7:
What to do:
Observe the leaves of the trees at 3 different times. Record your observation by completing
the table below.

Time Direction of the Leaves

7:30 A.M.
9:00 A.M.
12:00 Noon

Evaluation
Write True if the statement is correct and False is not.

__________________ 1. An object has moved if it exerted a force.

__________________ 2. Air is one element that moves an object.

__________________ 3. We don’t need anything to make an object moved.

__________________ 4. The object moves fast when exerted a full force upon it.

__________________ 5. Motion is not necessary to human.

Content Contributor: Jennelyn T. Santos

Week 6: Day 4
Learning Objective: The learners investigate on what force can do
Sub Topic: Objects that can be Stretched and Compressed

Objects that can be stretched and compressed are elastic. Force is applied in
stretching and compressing an object. To stretch an object, the object is pulled apart. To
compress an object, the object is pushed towards its center.
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Activity 1:

1. What are the children doing?

_________________________

______________________________________________________

2. What materials do they use in playing?

____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Activity 2:

1. How do you play with the rubber bands?

______________________________________________________

_______________________________________________________
2. How does the size of the rubber bands changed?
_______________________________________________________
________________________________________________________

Activity 3: Video Presentation

Let the pupils watch the video. Then, answer the questions below.
https://www.youtube.com/watch?v=QuFh8GYDf7A

Sci-Q Time: What I Learned from the video.

1.What happened to the magic spring when pulled with two hands in different direction?
__________________________________________________________________________
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2.What happened to the spring when push with two hands in the same direction?
___________________________________________________________________________
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3. What happened to the magic spring when you stretched? compressed?

___________________________________________________________________________

4.Can we use other materials like thread or strip of cloth in this activity? Why?
___________________________________________________________________________

Activity 4: House Tour

1. . Go around your house. Find any materials that can be stretched and compressed inside
and/or outside your house in 3 minutes.
2. Write the name of the objects in the table below.

Stretched Compressed

Activity 5:

1. How did you make the objects stretched?

______________________________________________________________________

2. How did you make it compressed?

______________________________________________________________________

3. What other materials can be stretched and compressed? Draw two examples of each.
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Activity 6
Materials: garter, 3 rubber bands in different colors
Procedure:
1. Get rubber bands.
2. Stand behind a marked line.
3. Stretch the rubber band using your
fingers. Release the rubber band. Do this 3 times.

a. What happened to the rubber band when you released it?

b. Which rubber band moved the farthest from the marked line?
c. Which rubber band was nearest to the line after release?
d. What other objects can be stretched like the rubber band? Name two.

Conclusion:
What did you find out?
___________________________________________________________________________

Evaluation

Put a (/) check if the materials can be stretched and compressed. Put a + (cross) if it is not.

1. _____ 4. ______

2. ______ 5. _______

3._______
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Week 6: Day 5
Learning Objective: The learners investigate on what force can do
Sub Topic: Force can change the shape of an object

When force acts on an object the objects may change shape by squeezing, tearing, cutting,
pounding and crumpling. However, to change the shape of a stationary object there must be
more than one force acting to do the following.
A change in shape is called distortion.

When you bounce a ball, the wall of the ball is temporarily compressed.

When you squeeze a lump of clay (or dough).

Pounding a medicine tablet.

Cutting a piece of paper.

Pressing a pillow.

Activity 1: Identify objects that can be stretched and compressed.

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Activity 2: Sci-Investigate, Watch and Learn

Watch a video clip about how force changes the shape of an object.

Sci-Q Time: What I Learned from the video.

1.What activities has been applied to change the shape of a paper?
__________________________________________________________________________

2. What activities has been applied to change the shape of a dough?

_________________________________________________________________________

Activity 3: Science Theater (Differentiated Activity)

Each group will perform the following activity using their assigned materials. Describe the
effect of each activity.

Group 1- Tearing (leaf/ leaves)

Group 2- Cutting (Piece of cloth)

Group 3- Crumpling (Paper)

Group 4- Pounding (Chalk

Activity 4:

Classify the objects on how they change their shape using the following activities. Write the
name of object in the appropriate column.

Tearing Crumpling Cutting Pounding 111

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Activity 5: Sci-Connect

Instructions: Connect the object to the activity that can be change in each shape.

OBJECTS ACTIVITIES

Squezzing

Cutting

Crumpling

Pounding

Activity 6:
Evaluation

Draw two objects under each proper heading.

Squeezing Pounding Cutting Crumpling

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Week 7-8 Learning Competency

Describes the movement of objects along different paths

Content Contributor: Shyralyn D. Reginaldo

Week 7: Day 1-2

Learning Objective: The learners observe the movement of objects along different paths

An object is said to be in motion if it changes its position with respect to its surroundings in a
given time.

Motion is always observed and measured with a point of reference.

All living things show motion whereas non-living things show motion only when some force is
acting on it.
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Objects can be moved in a variety of ways as straight, zigzag, circular and back and forth.
Objects can move along straight path. Straight path is a movement of an object traveling in a
constant direction. The motion is along a straight line only. The line may be vertical,
horizontal, or slanted, but it must be straight.

Activity 1: Watch Out!

Let the pupils watch the video about the types of motion.

https://www.youtube.com/watch?v=8qh--3X6E5w

Sci-Q Time: What I learned from the video?

1. What is all about the video?

2. What are the different types of motion?

3. How do objects move along straight path?

4. Cite examples of objects that move along straight path.

Activity 2: Collaborative Activity

The teacher will group the class into 4 with 5 members each.

Procedure
1. Using a chalk, draw a line on one side of the table. Label this line as start.”
2. Put the toy car behind the line as shown
below. start
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3. Slightly push the toy car.

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4. Mark the location of the car once it stops.

start stop

5. Using a meter stick, measure the distance from “start” to the position where the car
stopped. In your notebook answer the following questions

start

stop

meter

a. What is the location of the car before it was pushed?

b. How far did the toy car move?

c. What is the location of your toy car after pushing it?

d. How does the car move?

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Activity 3: Choose It!

Which of the following moves along a straight path? Encircle the object that move along
straight path.

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Activity 4: Sci-Art

Cut and paste objects that move along a straight path.

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Evaluation

Write the correct answer on the blank.

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Week 7: Day 3-4

Learning Objective: The learners observe the movement of objects along different paths
Sub Topic: The Movement of Objects along Zigzag Path

Zigzag is a tracing path between two parallel lines; it can be described as both jagged and
fairly regular. Position is the location of an object at the time. Motion is the change in
position.

Zigzag path

www.googlesearch.com

Activity 1: Let’s Sing a Song

MOTION SONG

(Tune of Are you Sleeping)

We can Move

Forward and backward,

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Forward and backward,

Zig-zag, Zigzag,
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Side to side,
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Side to side,

Around and Around,

Around and Around!

Sci-Q Time: What I learned from the song?

1. What is all about the song?

2. How objects move?

3. Enumerate the different movements of objects that mentioned in the song.

4. Name objects that can move in different ways?

Activity 2:
Group Activity

Have pupils take turns moving in zigzag path.

A. Draw or tape zigzag patterns on the floor. Make sure the drawings are big enough for the
pupils to stand around.

B. Mark one end as your “Start” point and the other one as your “End” point. Ask one pupil to
stand somewhere on the line and say, “Look around the room, and tell me your location
compared to the door. What is your location compared to the door? Are you close to the
door or far away from it?” The student should say, “I’m far away/close to or near to the
door.”

Then ask the pupils to move on the lines forming the patterns on the floor. Play music or clap
as the pupils move
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Activity 3: Draw It!

Draw arrows to show how each object moves.

Zigzag roads

Mountains Hair band

lightning

Snakes
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chair

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Activity 4: Sci-Art

Make a scrapbook of different objects that can move along zigzag path.

Evaluation

Write the movement of the different objects.

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Content Contributor: Cristina T. Cariaga

Week 8: Day 1-2

Learning Objective: The learners observe the movement of objects along different paths
Sub Topic: The Movement of Objects as Forward or Backward

We can move objects in many ways. The movement of an object depends upon the
way we move it.
The movement of object can be described as forward or backward.
The movement of an object is described as forward if it is pushed away from the
person pushing it.
The movement is described as backward if the object is pulled towards the person
pulling it.

backward forward

screen shots from youtube.com

Activity 1:
Complete the statement on the right of the picture. Choose from the word from the box
below.

Wind people magnet

1. The flag on top of the pole can be moved by ___________.

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2. The thumbtacks on the floor can be picked using a _________.

3. 3. The balloon tied on the chair can be moved by ________.

4. 4. The table can be pushed by ________.

Activity 2:

I can do it!
Let the pupils do this simple activity.
Push the toy car away from u.
Pull the toy car towards you.
What did you notice?
Tell: The movement of the toy car described as forward if it is pushed away from the person
pushing it. The movement is described as backward if the toy car is pulled towards the person
pulling it

Activity 3:

What I Learned from the video/song.

1. What is the song all about?

2. What movements are mentioned in the song?

3. How do we move objects?

Tell: Objects move in different ways. Object can be moved forward or backward.

Activity 4:
Get an object inside and/or outside your house and try to move away from you. The object is
moved forward. Then try to move the object towards you. The object is moved backward
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Activity 5:
Observe the pictures the movement of the given object. Movements of objects can be as
forward or backward. Write the movement on the proper column.

Forward Backward

kicking a ball throwing a ball pushing a wheelchair

pushing the girl pulling a cart

Activity 6:
Encircle the picture that shows a forward or backward movement.
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Activity 7:
There are different materials in our home, school and other parts of our community. You can
move the object in a backward and forward motion.
What objects you see at home?
What did you do to move the object forward? backward?

Evaluation

Draw a situation that shows forward and backward movements.

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Week 8: Day 3-4

Learning Objective: The learners observe the movement of objects along different paths
Sub Topic: The Movement of Objects in Circular Motion

We can move objects in many ways. The movement of an object depends upon the
way we move it. Some movement of object can also be described as circular motion.

Motion of a body along a circular path is known as circular motion. Motion of a body
along circular path with the constant speed is called uniform circular motion.

The following objects that can be moved in a circular motion:

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Activity 1:
Encircle the picture that shows a forward or backward movement.

Activity 2:

I can do it!
Try to imitate the movements shown below.

What did you do?

How do you move it?

Activity 3:

What I Learned from the video/song.

1. What is the song all about?

2. What movements are mentioned in the song?

3. How do we move objects?

Tell: Objects move in different ways. Some objects can be moved in a circular motion.
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Activity 4:
(This is a simple activity aims to activate pupils’ prior knowledge about the movement of
objects in a circular motion).

Instruction:
Get an object inside and/or outside your house and try to move it in a circular motion.

Activity 5:

Identify the given movement in each picture. Cut and paste the picture inside the box if it is in
circular motion.
Circular motion

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Activity 6:
Let’s watch the video about Circular Motion

Activity 7:
There are different materials in our home, school and other parts of our community. You can
move the object in a circular motion.
(Show pictures)

Do you have these things at home? ___________________________

What did you do to move the object in a circular motion?

___________________________________________________________________________
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Evaluation

Circle all the objects that can be moved in a circular motion.

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Content Contributor: Shyralyn D. Reginaldo

Week 8: Day 5
Learning Objective: The learners observe the movement of objects along different paths

Things are in motion all around you. When something is in motion, it is moving.
Moving things follow different paths. Some things move in a straight line. Other things move in
circles. Some things move up and down. Other things move back and forth.
Some things zigzag.

When she lets go, the arrow goes in a straight line.

The horses on the merry-go round travel in a circle.

The girl moves up and down.

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The tennis ball moves back and forth.

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The car zigzags.

www.googlesearch.com

Activity 1: Sci-Warm Up!

Draw an X on a piece of paper. This is your starting point. Draw arrows to show your path.
1. Move in a straight line toward the top of the paper.
2. Turn to the right.
3. Zigzag four times.
4. Move in a complete circle.
5. Move in a straight line back to the X.

Activity 2: Sci-Activity

Materials:

Writing material

Construction paper

How to Conduct:

A. Have a big chart with the names of the different types of movement at the top. It can be
put up in the class at a level where entries can be made. Name a type of movement, E.g.
Round and round.

Examples
 Round and round – Fan, washing machine, mixer, hand waxing or polishing a surface,
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water in toilet bowl.

 Back and forth – Vacuum cleaner on carpet or furniture, fish in bowl, handsaw, hand
grating, hand with knife buttering a toast, hand holding an iron on a dress on ironing
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board, shower curtain.

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 Up and down – Hand with pestle pounding with a mortar, hand with knife chopping
vegetables, light switch, seesaw, window blinds, car/bus windows.

B. Ask the pupils what things around the house or school move in this particular way. Also, ask
the pupils about the different hand movements used to do a particular task—e.g. using your
hand and a fork to beat an egg. Encourage pupils to give other examples of objects that move
in this way.

C. To help pupils to come up with examples, take the class around the school for a
“movement scavenger hunt”; ask the students to record how objects and animals move.

D. As the pupils share their ideas, record each object or activity named under the respective
heading in the chart. Ask the students to watch for examples of objects that move in different
ways over the next few days. Provide time for pupils to share their observations. Add these
new examples to the chart.

Activity 3: Did you Know?

What do you know?

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Activity 4: Sci-Art

Cut and paste the different movements.

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Evaluation

Sort the pictures into the different movement of objects.

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Activity 6: Sci-Travel

Directions on a Map

Find a road map of the area where you live. The map should be fairly detailed and
complicated enough that alternate routes for getting from one point to another present
themselves. One-way streets, freeways, and interchanges are good features. The map may be
of streets as long as you are familiar with some landmarks that you will point out.

Show the two points on the map, and draw a line that represents the best route from
the first point to the second point. Try to find points that are relevant to your child’s everyday
life, like home and school. After picking a route, you should describe the type of motion,
including any changes in speed, along the route. Compare alternate routes. Progress from
simple routes to more complicated ones.

Here are some questions to discuss:

1. Which parts of the map are places where cars travel fast?
2. What kind of motion lets you travel the shortest distance between two places?
3. Where on the map do you travel in a zigzag path?

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References:

K12 Science 3 Learner’s Material

K12 Science3 Teacher’s Guide
The New Science Links Worktext, Apolinario, Nenita A. et al. 2017, pg. 62 – 65
Growing with Science and Health Text book –Marilyn U. Balagtas
https://lrmds.deped.gov.ph
VectorStock.com
WebstockReview.com
https://www.sc.edu/ehs/training/Fire/01_triangle.htm#:~:text=Oxygen%2C%20heat%2C%20a
nd%20fuel%20are,the%20fire%20will%20be%20extinguished.
https://pslc.ws/fire/howwhy/howtri.htm
https://en.wikipedia.org20
https://www.webmd.com/children/fire-safety-measures#1
meriam-webster.com
https://www.youtube.com
https://www.ck12.org/book/ck-12-physical-science-for-middle-school/section/18.1/
https://lrmds.deped.gov.ph/detail/6537
https://studyres.com/doc/10159947/conduction--convection--and-radiation-worksheet
https://www.pinterest.ph/pin/48484133471574918/
https://www.google.com/search?q=worksheet
https://www.youtube.com/watch?v=SYnP4TGOGRY
https://www.youtube.com/watch?v=54omR6h1WXY
https://www.youtube.com/watch?v=HpCvWuvCUoA
https://www.youtube.com/watch?v=kNZi12OV9Xc
https://www.merriam-webster.com/dictionary
https://www.googlesearch.com
https://www.youtube.com/watch?v=yicNSSc2S4Q
https://www.youtube.com/watch?v=dipJir9ZpFU
https://www.youtube.com/watch?v=4JH-ki-uq3U
https://www.youtube.com/watch?v=C0Rugzrpgv8
https://www.youtube.com/watch?v=cRzyHskrQb4
https://www.bbc.co.uk/bitesize/guides/zgprjty/revision/1
https://www.google.com/search?q=force+can+change+the+shape+of+an+object+drawing&t
bm=isch&rlz=1C1AWFC_enPH868PH868&hl=en-GB&ved=2ahUKEwiNzaTP66XqAhV
https://www.bbc.co.uk/bitesize/guides/zgprjty/revision/1
https://www.youtube.com/watch?v=8qh--3X6E5w,
https://en.m.wikipedia.org
https://www.pineterest.com
https://www.teacherspayteachers.com
www.edusmart.com
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www.googlesearch.com
123rf.com/photo
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