TAGOLOAN COMMUNITY COLLEGE

BACHELOR OF ELEMENTARY EDUCATION

DETAILED LESSON PLAN IN ELEMENTARY SCIENCE

School Baluarte Elementary School Grade Level 3

Teacher Jessa Mae Z. Alcain Learning Area Science
Time and Date 8:00 am- 9:00 am 10/25/24 Quarter/Week Quarter 1 Week 1-4

I. OBJECTIVES At the end of the lesson, the students will be able to:
a. Understand the concept of solids, liquids, and gas based on
their properties;
b.Perform a simple experiments to demonstrate the properties of
solids, liquids, and gases; and
c. Valuing the importance of understanding the properties of
different states of matter in our daily lives.

A. Content Standards The learner demonstrates an understanding of the different

states of matter: solid, liquid, and gas, and their properties.
1. Performance Standards The learner is able to identify and describe the properties of
solids, liquids, and gases, and differentiate them through hands-
on activities.

2. Learning The learners will be able to understand and demonstrate the

Competencies/Objectives: properties of each state of matter, including their ability to
identify, classify, and explain the behavior of different
substances in these forms.
.
II. SUBJECT MATTER Solid, Liquid, and Gas
Integration to other Discipline Science, Physics, Chemistry
Learning Resources/References
1. Teacher’s Guide Pages K-12 Curriculum Guide Science (Grade 3)pp. 1-20
2. Learner’s Materials Pages Let’s Explore Science for Daily Use pp. 2-20
3. Textbook Pages Science for Active Learning pp. 10-15
4. Additional Materials Book, Cellphone, oil, water, paper bag, pictures, worksheets,
reward bags, and speaker.
5. Other Learning Resources Laptop, LCD projector, PPT of the lesson, and Google images
III. PROCEDURES Preliminaries
 Approach: Inquiry-based learning Prayer / Greetings
 Method: Cooperative Learning and
Hands-on activities Before the lesson start the teacher will great their students
 Strategy: Demonstration and
Experimentation in a good way like such as like good morning children.
 Technique: Art of Questioning, and
Guided Discovery After the greetings, the teacher will ask their students to

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 lead the prayer.

The teacher introduce her name teacher Jessa after that the

teacher ask their one student such as what is your name the

student response and the teacher ask again such as can you

spell your name the student also response. And then that

student ask their classmates or seatmate about the same

question like to their teacher.

Checking of attendance

The teacher will be checking first the attendance of

students so she knows if someone is absent or not.

Setting of Class Standards

The teacher will discuss the rules of their classroom, and

question them what are those rules.

1.Sit nicely/properly

2.Be quite

3.Listen to the teacher

4.Raise your hand

5.Respect

A. PREPARATORY ACTIVITIES

DRILL (3 minutes)
Before will begin the teacher will give an activity 1 and activity
ELICIT
2 about the 5 senses and the matter. After answering the teacher
will collect the worksheets.
Activity 1 Activity 2

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 REVIEW (3 minutes)
The teacher will ask their students about their previous topic and
the learners will answer about the senses of human. The teacher
will ask them about the examples of the 5 senses of human. Also
the students there are raising their hands to answer.
MOTIVATION: (2 minutes)
The teacher presents a short an action song for their energizer
and after that, the students will have an activity, the teacher also
use a spin wheel by choosing their names randomly, if that
students will choose, they will receive a reward. This activity is
we called busy bags or sorting that it means inside of the bags it
have a given word that the students need to identify what does it
means; they need to find a pictures on the table, and they can
paste it in the bags.
B. DEVELOPMENTAL ACTIVITIES
Unlocking the difficulties. (3 minutes)
The teacher will have an activity this we call a 4 pics in 1 word
ENGAGE
or guess the word, and let the students identify or guessing the

word correctly, after that the teacher first demonstrate on how

to be going on in this activity, after that the teacher will choose

from their students to answer in this activity, and they will

finally get a reward.

SOLID

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 LIQUID

GAS

Present the learning objectives. (2 minutes)

The teacher will present the learning objectives to their learners
that at the end of that lesson they will able to know regardless
the competencies of the lesson.
In the activity 1: Observing Solids, Liquids, and Gases. The
teacher will Divide students into groups and provide each group
EXPLORE with a set of objects (e.g., ice cube, water, balloon, rock, sand,
cotton). Ask them to observe the objects carefully and note their
properties (e.g., shape, volume, compressible). And Encourage
them to discuss their observations and share their findings with
the class.

In the Activity 2: Investigating the Properties of Solids, Liquids,

and Gases. The teacher will conduct simple experiments to
demonstrate the properties of each state of matter.

For example:
Solids: Show how a solid retains its shape and volume.
Liquids: Demonstrate how a liquid takes the shape of its
container but has a fixed volume.
Gases: Show how a gas expands to fill its container and is easily
compressed.
EXPLAIN
The teacher will explain their topic about the Solid, Liquid, and
Gas. By what they did those activity is related to the topic and
the teacher will elaborate first what is matter, and after that the
teacher will explain the differences in the arrangement of
particles in each state of matter using visual aids. Also,
Facilitate a discussion about the changes in the arrangement of
particles during phase changes (e.g., melting, freezing, boiling,
condensation).
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C.CONCLUDING ACTIVITIES
ELABORATE The teacher will show some picture about the 3 matters and
1.Generalizations summarize the key concepts learned about solids, liquids, and
gases. By Emphasize the importance of understanding the
properties of different states of matter. The teacher will do an
enrichment activity that we call a Scavenger Hunt that they all
need to do is just write it down the space below. The
teacher also assisting their students, and after that activity the
students will pass the worksheet to their teacher.

2. Applications The teacher will have a kind of basket on the board that let the
students will put a pictures inside of the basket and the top will
indicate the solid, liquid, and gas.

3. Valuing The teacher will ask their students regarding their answers if it’s
correct or not and encourage them to share their ideas and ask
their students that Why is Important to learn about the states of
matter?
And the teacher will give a reward for their students.
IV . EVALUATION Multiple Choice. 10-Items (15 minutes)
Instructions: Choose the best answer for each question.

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 1. How does a gas differ from a liquid?
a) A gas has a fixed shape, while a liquid takes the shape of its
container.
b) A gas has a fixed volume, while a liquid takes the shape of its
container.
c) A gas is easily compressed, while a liquid is not.
d) A gas is not easily compressed, while a liquid is.

2. Why does an ice cube melt when left out in the sun?
a) The ice cube absorbs heat energy, causing its particles to
move faster and spread apart.
b) The ice cube loses heat energy, causing its particles to move
slower and pack closer together.
c) The sun's rays break down the ice cube into smaller pieces.
d) The sun's rays cause the ice cube to evaporate.

3. What happens to the particles of a liquid when it freezes

into a solid?
a) The particles move faster and spread apart.
b) The particles move slower and pack closer together.
c) The particles change their shape.
d) The particles disappear.

4. How does a balloon filled with air expand when heated?

a) The air inside the balloon becomes heavier.
b) The air particles inside the balloon move faster and spread
out.
c) The balloon material stretches when heated.
d) The air inside the balloon reacts with the heat.

5. Why is it difficult to compress a solid?

a) The particles in a solid are too small to be compressed.
b) The particles in a solid are tightly packed and vibrate in fixed
positions.
c) The particles in a solid are constantly moving and changing
positions.
d) The particles in a solid are attracted to each other by strong
forces.

6. What happens to the volume of a gas when it is cooled?

a) The volume increases.
b) The volume decreases.
c) The volume remains the same.
d) The volume cannot be determined.

7. How does a liquid take the shape of its container?

a) The particles in a liquid are tightly packed and vibrate in fixed
positions.
b) The particles in a liquid are constantly moving and changing
positions.
c) The particles in a liquid are attracted to each other by strong

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 forces.
d) The particles in a liquid are attracted to the container by weak
forces.

8. Why is it easier to pour a liquid than a solid?

a) The particles in a liquid are tightly packed and vibrate in fixed
positions.
b) The particles in a liquid are constantly moving and changing
positions.
c) The particles in a liquid are attracted to each other by strong
forces.
d) The particles in a liquid are attracted to the container by weak
forces.

9. What state of matter is water vapor?

a) Solid
b) Liquid
c) Gas
d)Liquid and Gas

10. Why does a balloon filled with helium float?

a) Helium is a heavier gas than air.
b) Helium is a lighter gas than air.
c) Helium is a more dense gas than air.
d) Helium is a less dense gas than air.

Answers:
1. c
2. a
3. b
4. b
5. b
6. b
7. b
8. b
9. c
10. D

Assignment:

The teacher will give an assignment which is drawing and

labeling. Have students draw pictures of common objects that
are solids, liquids, and gases. They should label each object and
describe its properties and they will pass it by tomorrow.

V . EXTEND Survey Questions:

Do you have a smoke detector in your house? (Yes/No)
Is your smoke detector working properly? (Yes/No)
Do you have a fire extinguisher in your house? (Yes/No)
Do you know how to use a fire extinguisher? (Yes/No)
Do you have a fire escape plan? (Yes/No)
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 Do you practice your fire escape plan regularly? (Yes/No)
Do you keep flammable liquids away from heat sources?
(Yes/No)
Do you unplug electrical appliances when not in use? (Yes/No)
Do you keep matches and lighters out of reach of children?
(Yes/No)
Do you have a carbon monoxide detector in your house?
(Yes/No)
Is your carbon monoxide detector working properly? (Yes/No)
Do you have a first aid kit in your house? (Yes/No)
Evaluation:
0-4 points: Your house is at high risk for fire or other safety
hazards.
5-8 points: Your house is at moderate risk for fire or other
safety hazards.
9-12 points: Your house is relatively safe.

VI.REMARKS: ACHIEVED RETEACH NOT ACHIEVED

___/_ __ Time Pacing __No Class

Reason________
VII.REFLECTIONS From the 10 items evaluation

State the percentage of the learners earned 80% of

the evaluation. Is there a remediation need, etc ,

Prepared by: Checked and reviewed by: Noted by:

Jessa Mae Z. Alcain Maria Euleen Pastor Michael Vincent Casiño

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