Quarter 1st

GRADE 3 Learning Area SCIENCE

UNFIED LESSON PLAN Teaching Dates and Time Week 1 - Day 3

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:

sorting materials and describing them as solid, liquid, or gas based on their observable properties.

B. Performance Standards The learners shall be able to:

group common objects found at home and in school according to solids, liquids, and gas

C. Learning Competencies / Objectives Describe different objects based on their characteristics (e.g. Shape, Weight, Volume, Ease of flow);
Write the LC code for each (S3MT-Ia-b-1)

At the end of the session, learners are expected to:

1. Describe solids according to size;
2. Relate the Use measuring devices in determining the size of solids; and
3. Draw solid objects with different sizes
II. CONTENT Characteristics of Solids according to Size
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 6-8
2. Learner’s Materials pages 15-16
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Curriculum Guide S3MT-Ia-b-1

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IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA Objectives/Rubric
Indicators to be Observed
A. Reviewing previous lesson or presenting the Task No.1 INDICATOR 1 Applies knowledge
new lesson Activity Instruction: of content within and across
(ENGAGE)  Let the pupils identify the colors and shapes of the following. curriculum teaching areas.

MOV – Teacher allows the learners

to develop his/her knowledge in
shapes (Mathematics) and colors
(Arts).

Ask: What are the different colors and shapes of Solids?

B. Establishing a purpose for the lesson Task No.1: "Solve the Puzzle "
(ENGAGE) Activity Instruction:
1. The teacher will set the puzzle pieces in the table.
2. The teacher will ask volunteers to solve the puzzle. Two pupils per picture.
Ask: What objects did you formed by solving the puzzle? (apple and ball)

apple (mansanas) ball (bola)

Photo credit: 123RF.com

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C. Presenting examples/ instances of the Show a ruler and a meter stick. Ask the class to compare the two measuring devices. INDICATOR 1 Applies knowledge of
new lesson content within and across
(ENGAGE) Note: Emphasize that a ruler is used to measure short objects while a meter stick is used to curriculum teaching areas.
measure long objects. Introduce the units of length, width and height. Give example. (e.g.
length -2 inches; width 3 meters, height -3 feet) A good measurement must have the value and MOV--- Teacher introduces the
the unit. units of length, width and height and
gives example (Mathematics).

D. Discussing new concepts and Task No. 2: "Identify Solids according to Size" INDICATOR 4 Establish safe and
practicing new skills #1 Divide the class in three to five groups. Set the rules and present the rubrics before starting secure learning environments to
(EXPLORE) the activity. enhance learning through the
Activity Instruction: consistent implementation of
1. Get 5 materials inside your bags. policies, guidelines and procedures.
2. Identify solids according to their sizes.
3. Record it in the first table. MOV – Teacher imposes rubrics as
E. Discussing new concepts and practicing new 4. Measure the solid using the ruler. guidelines/criteria to meet the
skills #2 5. Record your measurement in the second below. quality of group work output and this
(EXPLORE) *Please see attached Activity Sheet No. 1 entitled "Identify Solids according to is to ensures the active participation
Size" of every learner on the given
activity.

F. Developing mastery INDICATOR 5 Maintain supportive

(Leads to Formative Assessment) learning environment that nurture
(EXPLAIN) and inspire learners to participate,
Task No. 3 Presentation of Output
cooperative and collaborate in
Activity Instruction:
continued learning.
1. After filling in the chart, the group will choose one reporter to present their
answers to the following questions;
MOV – The presentation of output
1.How did you identify the sizes of solids?
allow the learners engaged to learn
2.What did you use to measure the objects?
new things out from the activity as
3.Were you able to get the exact measurement of the solids? How?
the product of full cooperation
2. Each group will be scored using the prepared Rubrics.
within the group. Teacher provides
task that assess the learning.
Moreover, teacher provide

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 facilitation of activity to correct
misconception.
G. Finding practical applications of Task No. 4 (Individual Activity)
concepts and skills in daily living The teacher will post pictures of different fruits on the blackboard.
(ELABORATE) Activity Instructions:
1. Pupils will be asked to draw his or her favorite fruits (1 big and 1 small) by
copying the pictures on the board.
2. Pupils will be scored using the rubrics.

INDICATOR 1 Applies knowledge of

content within and across
curriculum teaching areas.

MOV--- Teacher lets the learners

draw objects which develop their
skills in drawing (ARTS) .

Photo credit: Ceklog.kindel.com

*Please see attached Activity Sheet No. 2 entitled “The Fruits I love ”
B. Making generalizations and abstractions Ask:
about the lesson INDICATOR 7 Use strategies for
1.What characteristics of solids did you learn today?
(ELABORATE) providing timely, accurate and
2.How do you measure solid objects? What are the name of the tools?
constructive feedback to improve
3.What are the different units of sizes?
learner performance
* Solids have different characteristics which enable us to describe one from the other. Solids
maybe described in terms size. A ruler is used to measure short objects while a meter stick is

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 used to measure long objects. A good measurement must have the value and the unit, (e.g. MOV – The teacher uses Question
length -2 inches; width 3 meters, height -3 feet). and Answer assessment to let the
learners’ express their ideas. Also
the teacher will correct immediate
corrections for some
misconceptions to improve learning
and to assess their own progress
and that of others.
C. Evaluating learning Task No.6
(EVALUATE) The teacher will put the 5 different solid objects in 3 sets with different sizes on the table.
Activity Instruction:
1. Look at the objects on the table.
2. Ask pupils to take their rulers.
3. Let pupils measure the objects using their rulers on the table. (At least 5
pupils per table.)

Solid objects Exact Measurement in Length INDICATOR 1 Applies knowledge of

(in inches) content within and across
1. curriculum teaching areas.
paper
MOV--- Teacher ask pupils to
2. measure the objects using their
eraser rulers which develop their ability to
measure objects and identify
3. numbers (Mathematics).
pencil

4
book

5.
cup

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 D. Additional activities for application or Let the pupil do the activity at home with the help of parents or member of the family. INDICATOR 5 Maintain supportive
remediation learning environments that nurture
(ELABORATE) Directions: List down 3 solid objects found at home. Measure it. Copy the table. and inspire learners to participate,
cooperative and collaborate in
continued learning.
Solid objects Exact Measurement in Length
(in centimeter) MOV – This allow the learners to
1. have collaboration of work to his/her
family at home setting. The teacher
develops the learning experience of
2.
learners at home to have quality
output.
3

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I use/ discover which I wish to share with
other teachers?

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 ACTIVITY SHEET NO. 1
“Identify Solids according to Size”
Activity Title

Science Skills: Observing and Comparing

NOTE: Do this activity with the supervision of your teacher
Time frame: 15 – 20 minutes
You Will Need:
 Paper
 Pencil
 Ruler
 Meter stick
What to do:
1. Get 5 materials inside your bags.
2. Identify solids according to their sizes.
3. Record it in the table below.

Solid Objects Size

big small
1.

2.

3.

4.

5.

4. Measure the solid using the ruler.

5. Record your measurement in the table below.

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 Solid Objects Exact Measurement in Length (in inches or centimeter)

1.

2.

3.

4.

5.

Guide Questions:
1.How did you identify the sizes of solids?
2.What did you use to measure the objects?
3.Were you able to get the exact measurement of the solids? How?

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 GROUP WORK RUBRIC

Group Name: ____________________

During group we 4 3 2 1
were…
Excellent Good Satisfactory Needs Improvement

Understanding and Apply all the Apply some of the Rarely apply the Did not apply the
Application of Concept concepts in the concepts in the concepts in the concepts in the
lesson. The group lesson. The group lesson. The group got lesson. The group
got a perfect score. got 8 out of 10 5 out of 10 score. got 4 and below out
score. of 10 score.

How well directions are Every direction is Many directions are Some Directions are Directions have not
followed followed to the followed followed been followed
fullest extent

Participation Always participate Sometimes Rarely Do not participate in

in the activity and participate in the participate in the the activity and used
used the time well activity and used activity and used the the time well
the time well time well

Behavior in class You were respectful You behave well for You misbehaved You were not
and well-behaved most of the class during the activity respectful and
behave poorly

Name of teacher: _____________________

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 ACTIVITY SHEET NO. 2
“The Fruits I Love”
Activity Title

Science Skills: Observing

NOTE: Do this activity with the supervision of your teacher
Time frame: 15 – 20 minutes
You Will Need:
 Paper Pencil Crayons

What to do:
1. Pupils will be asked to draw his or her favorite fruits (1 big and 1 small) by copying the pictures on the
board.
2. Pupils will be scored using the rubrics.

Guide Questions:
1. What are the fruits that you drew?
2. Do your favorite fruits have the same size?
3. What are their sizes?

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 INDIVIDUAL WORK RUBRIC

Group Name: ____________________

4 3 2 1

Excellent Good Satisfactory Needs Improvement

Focus on the task Consistently stays Focuses on the task Focuses on the Rarely focuses on the
focused on the task and what need to task and what task and what need to
and what need to be done most of need to be done be done.
be done. the time. some of the time.

Use of Creativity You used your own You used your own You used some You did not use your
idea and idea most of the imagination own ideas and
imagination time imagination

Behavior in class You were respectful You behave well for You misbehaved You were not
and well-behaved most of the class during the activity respectful and behave
poorly

Neatness Completed the Completed the Completed Artwork is incomplete

artwork and artwork is neat artwork is more or extremely messy
exceptionally neat with some parts messy than neat
less neat

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