Science 3 tg draft 4.10.2014 yes

3
3
DRAFT
April 10, 2014
i

Date received by school:
DRAFT
Book Record
School:
District:
Division:
Region:
Issued to
(Name of Pupil)
April
To the Teacher
Date
Issued
Condition
Date
Returned
Condition

Write the pupil’s name clearly under the column “Issued to.”
Use the following letters in recording the condition of the book:
1. (New Book)
2. (Used Book in Good Condition)
3. (Used Book in Fair Condition)
4. (Used Book in Poor Condition)
i

Encourage and assist the pupil in repairing damaged textbooks.
Take Care of Your Book
1. Cover your book with plastic or manila paper.
Old newspapers and magazines will do.
2. Be sure your hands are clean when you handle or turn the
DRAFT
Dos:
pages.
3. When using a new book for the first time, lay it on its back.
Open only a few pages at a time. Press lightly along the bound
edge as you turn the pages. This will keep the cover in good
condition.
April 4. Use a piece of paper or cardboard for bookmarks.
5. Paste or tape immediately 10, any torn pages.
2014
6. Handle the book with care when passing from one person
to another.
7. Always keep your book in a clean, dry place.
8. When your book is lost, report it to your teacher right away.
Don’ts:
1. Do not fold the pages.
2. Do not write on the cover or pages.
3. Do not cut out any picture.
4. Never tear or detach any page.
ii

For inquiries or feedback, please write or call:
DepEd-Bureau of Elementary Education
Curriculum Development Division
DRAFT
2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)
April Meralco Avenue, 10, Pasig City, Philippines 2014
1600
Telefax: (632) 638-4799 or 637-4347
E-mail Address: bee-deped@pldtdsl.net
bee_director@yahoo.com
INTRODUCTION
iii

INTRODUCTION
This Teacher’s Guide for Grade 3, was writ ten in response to the
basic goal of educat ion under the K to12 Enhanced Basic Educat ion
Program- “t o prepare learners to become product ive, worthy and
compet it ive young scient ist s of the count ry.”
This is divided into four unit s with illust rations describing each unit ,
represent ing the whole school year. Each unit has chapter with lessons
and act ivities prepared which are aligned to the t eacher’s guide.
DRAFT
Dear Teachers:
Learning to develop, keen and accurate observat ion skills through
experiment , knowing more about mat ter, sense, living things, non-living
things around you discovering more about your environment , climate
change and other topics about the surroundings, earth and space are all
given focus in this l learner’s material.
April 10, 2014
Explore Science and make it useful in your daily life. Teaching
Science is having more fun.
The Writers/Conceptualizers
iv

ACKNOWLEDGEMENT
Recognition is given to the following supervisors, administrators,
teachers, BEE Staff and experts in Science for their enthusiastic commitment
in the development, revision and finalization of the teaching guides and
learning materials for Grade 3 under K to 12 Basic Education Program.
Arthur DC. Sacatropes Luz E. Osmena, Ed.D.
Education Prog. Supervisor Education Prog. Supervisor
Region I II Region IV-A
Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz
Education Program Supervisor Science Coordinator
Div ision Office, Sorsogon Prov. Div ision of Tarlac City
Region V Region I II
Jennifer M. Rojo Jennifer A. Tinaja
Master Teacher II MasterTeacher I
Neogen Elementary School Nueve de Febrero E.S.
Districtof Tagaytay City Mandaluyong City
DRAFT
Job S. Zape, Jr. John Fitzgerald Secondes
Education Program Supervisor Master Teacher I
Region IV-A Don Felix Serra Nat’l. Hi-sch
April 10, San Jaoquin, 2014
Iloilo Province
Leni S. Solutan Neolita S. Sarabia
Master Teacher Principal II
Sta. Barbara Elementary School STRIVE Coordinator
Div ision of Iloilo Province Div ision of Tagbilaran City
Romeo C. Ordoňez
Master Teacher II/Illustrator
Div isoria E.S. Mexico South District
Div ision of Pampanga
Susana D. Mota
Jemmalyn N. Malabanan
Encoders
v

Appreciation is extended to the following consultants/reviewers for their
untiring efforts in sharing their expertise:
Evelyn L. Josue
Science Educ. Specialist IV
UP-NISMED
Diliman, Quezon City
Pia Campo May R. Chavez
Science Educ. Specialist Science Educ. Specialist
UP-NISMED UP-NISMED
Diliman, Quezon City Diliman, Quezon City
DRAFT
Trinidad M. Lagarto, Ed.D.
Senior Educ. Prog. Specialist , Anchorperson
Curriculum Development Division
Bureau of Elementary Educat ion
April Marilet 10, te R. Almayda
2014
Director I II
Marilyn D. Dimaano
Director IV
vi

TABLE OF CONTENTS
Page
Title Page i
Book Record for the Teacher ii
Copyright Page iii
How to take care of your Book iv
DRAFT
Introduction v
Acknowledgement vi
April 10, UNIT I : Matter
2014
Overview
Chapter 1 – Solids 1-9
-Characteristics of Solids
-Naming /Classifying Different Solids
- Describing Solids according to Color
- Describing Solids according to Shape
- Describing Solids according to Size
vii

- Describing Solids according to Texture
Chapter 2 – Liquids 9-14
- Characteristics of Liquids
-Naming /Classifying Different Liquids
- Describing Liquids according on how they flow
- Describing Liquids on how they take the Shape
of the container
- Describing Liquids on how they occupy Space
- Describing Liquids according to Smell
DRAFT
Chapter 3 – Gases 15-18
1. Describing that Gases take the Shape of the Container
2. Describing that Gases occupy Space
3. Describing that Gases are Odorless and Tasteless
April 10, 2014
Chapter 4 – Proper Use and Handling of Common Solids,
Liquids, and Gases at Home and in School 18-22
-List of Common Products Found at Home and in School
4. Harmful Effects of Common Materials Found
at Home and in School
5. Safety Measures in handling Harmful Materials
Chapter 5 - Changes in Materials 23-39
- Measuring the Temperature of Materials
6. Measuring the Temperature
of Hot/Warm Materials
viii

7. Measuring the Temperature
of a Cold Material
8. Changes in Materials as affected
by Temperature
9. What happens to Water when Heated?
10. What happens to Water Vapor when Cooled?
11. What happens to Napthalene Ball when Heated?
12. What happens to the Air inside the Bottle/Balloon when Heated or
Cooled?
UNIT 2: Living Things and their Environment
Chapter 1 - Sense Organs 40-50
DRAFT
13. Identifying the Parts of the Eyes
14. Proper Ways of Caring the Eyes
15. Identifying the Parts of the Ears
16. How the different Parts of the Ear Work?
17. Proper Ways of Caring the Ears
18. Identifying Parts of the Nose and its Functions
19. Proper Ways of Caring the Nose
April - Identifying the Uses 10, of Tongue
2014
20. Identifying the Parts and Functions of the Tongue
21. Identifying the parts of the Skin and its Function
22. Proper Ways of Caring the Skin
Chapter 2 – Animals 50-61
23. Naming Animals around you
24. Parts of an Animal
25. Body Parts Animals Use to Move
26. Classifying Animals according to how they move
27. Body Parts of Animals that they use in getting foods
28. Classifying Animals according to what they Eat
29. Classifying Animals according to their Body Covering
30. Classifying Animals according to their Habitat
31. Useful Animals
32. Importance of Animals according to Use
33. Animals that can Harm People
34. Proper Ways of Caring Pets
ix

Chapter 3 – Plants 61-76
- Naming and Describing Plant Parts
- Same Plant Parts, different Plants
- Different Plant Parts have different Works
- Things that come from or made of Plants
- Different Uses of Plants
- Harmful Plants
- Proper Was of Caring Plants
- Characteristics of Living and non-living Things
DRAFT
Chapter 4 : Heredity: Inheritance and Variation 76-84
- Animals Produce Animals of the same Kind
- Physical Traits of People from Different Ethnicity
April - Physical Traits of Animals 10, of the same Kind
2014
- Plants Produce Plants of the same Kind
- Growing Plants from other Plant Parts
- Basic Needs Humans, Animals and Plants
- Things We Need from the Environment
- conservation and Protection of the Environment
Chapter 5: Ecosystem 85-91
UNIT 3: Force, Motion and Energy
x

Chapter 1: Moving Objects 103-121
- Describing the Position of an Object
relative to another Object
-Describing the Location of Objects After it is Moved
Chapter 2: Electricity 121 - 129
- Sources of Electricity
-Uses of Electricity
Chapter 3 – Sounds 130- 135
DRAFT
- Sounds
Chapter 4- Electricity 135-148
UNIT 4: Earth and Space
April Chapter 1: The Surroundings 10, 2014
149-159
- The Surroundings
Chapter 2: Weather 159-186
- The Weather
Chapter 3: Objects Seen in the Sky 187-210
-Different Objects seen in the Sky
xi

UNIT 1: Matter
Chapter 1: Solids
There are three states of matter. One of which are solids. Solids have
different characteristics which enable us to describe one from the other. Solids
maybe described in terms of color, size, shape, texture , weight and volume.
Lesson 1 - Characteristics of Solids
Durat ion: 1- 2 days
Background Information
Solids maybe described in terms of color, size, shape, texture and weight.
We use our senses in identifying objects based on their characteristics. We can
find various solids in our environment. Let us collect some solids in the garden
and be able to identify each object.
DRAFT
Objectives
At the end of each lesson, the pupils should be able to:
1. name different object s around us; and
2. classify the object s based on their characteristics.
April Procedure
10, 2014
Motivation / Presentation
Look around you .
Ask :Look around you. Name the solid objects that you see? What can
you say about the solid objects around you?
B. Lesson Proper
1. Div ide the class into five groups.
Say: Today, we will visit the garden. While in the garden, collect 10 objects.
2. List down the objects based on their characteristics inside the chart below.
Copy the chart in your notebook.
1

Color Size Shape Texture Weight
Black White Other Small Big Round Square Other Smooth Rough Heavy Light
color shape
Note: Give precautionary measures in collecting objects specially things which
can cause wounds. Let the pupils fill up the table below:
1. Ask the following questions:
a. What objects did you collected in the garden?
b. How did you identify the objects?
c. Are they the same? Why?
DRAFT
2. Prepare activity cards similar to those shown below?
Discuss the things you listed and be able to describe them.
Group A Group B
April List down 5 objects you see 10, List down 5 2014
objects found
in the library and describe the inside the room and describe the
objects. Present them in class. objects. Present them in class.
Group C
List down 5 objects found inside your
bags and describe the objects. Present
them in class.
2

List down 2 objects inside the box below which can be classified
according to size, shape, color, texture and weight.
Things Around Us
Objects at home
Objects according to
shape
1. (round object)
2. ( Triangle obj.)
Objects according to
color
1. (black color)
2. ( white color)
DRAFT
Assessment
1. ( big size)
2. ( round)
Assignment
Draw 5 objects with different colors.
Lesson 2 : Characteristics of Solids according to their color
Duration: 1 day
April Solid is a state of matter 10, with different colors.
2014
Objective
At the end of the lesson, the pupils should be able to describe solids
according to their color.
Materials
pictures or real objects
Procedure
1. Review
Ask the pupils to name the solids that they can see inside/outside the
classroom
2. Motivation / Presentation
1. Let the pupils play a game(???)
Pupils group themselves according to the colors of their shirt, shoes,
slippers, socks, and bags.
3

C. Lesson Proper
1. Activ ity
a. The teacher asks some pupils to get an object from the box. Each pupil
name the object and identify the color.
2. Discussion/Analysis
a. What are the objects found inside the box?
b. What are the colors of the objects inside the box?
c. What characteristics of solid did you observe?
3.Generalization
What are the colors of solids? ( red, blue, white, black etc.)
What can we say about the colors of solids? (Solids have different colors)
Form a dyad:
Let the pupils choose three (3) objects inside their bag and exchange it
with his/her partner. Have them identify the object and its color. Fill the table
below.
DRAFT
Application
April Assessment
10, 2014
Look at your own things and tell their color.
Ass
ign
me
nt
Solids Color
Look for different objects in your kitchen. Make a chart of these objects and
their color. Write them in your notebook.
Lesson 3: Characteristics of Solids According to Shape
Duration: 1 day
4
Bag
Ball pen
Shoes
Skirt/Pants
Shirt/Blouse
Objects Colors
1.
2.
3.

Solids have shapes too. The particles of solids are close together. They
move back and forth but the particles do not change places. This is why solids
do not change shapes.
Objective
At the end of the lesson, the pupils should be able to identify solids based on
their shapes.
Materials
pictures or real objects with different shape
A.Review
Describe solids based on their color.
B.Motivation
Have the class sing the song “I Hav e” to the tune of “Where is Thumb
DRAFT
Procedure
Man.”
I have ballpens*,
I have notebooks*,
I have books*, I have chalk*
These things are called solids. (2x)
In our room. (2x)
April (* Use the names 10, of other objects found 2014
on your table.)
Say: Now, get some objects from your bags. Repeat the song “I Hav e” by
naming the objects you are holding.
Ask:
1. What do we call those objects you are holding? (They are all
solids.)
2. Do they have a definite/exact shape? (Yes)
C .Lesson Proper
1. a. Show pictures of different basic shapes such as a triangle, circle, square,
and rectangle.
b. Ask the pupils if they know objects with these shapes.
c. Let them identify objects with these shapes.
2.Ask the following:
a. Were you able to place the objects in their proper boxes?
b. How did you group or classify the objects?
c. Do they have definite characteristics ? What are these characteristics of
the objects you classified?
5

d. What are the ways of classifying solids?
3. Have the class describe the characteristics of the following objects:
Assessment
MATERIALS RECTANGLE TRIANGLE ROUND
Have the class do the following activity.
Study the pictures of different objects. Choose the correct shape in the
parentheses.
(rectangle, round, triangle) DRAFT
3.
April 2014
Assignment
Let the pupils collect pictures of different objects and make an album of
their shapes.
Lesson 4: Characteristic of Solids According to Size
Duration: 1 day
6
1.
bag
(rectangle, round, triangle)
2.
ball
coin
4. pineapple
5.
onion
1. ball
2. CD
3. tomato
4. cotton
5. atis

Ruler and meter stick are some of the measuring devices used in
determining the size of solids. These devices help us to measure the length, width
and height of solids.
Objective
At the end of the lesson, the pupils should be able to :
1. compare solids according to size;
2. classify solids according to size; and
3. use measuring devices in determining the size of solids.
A. Presentation
Show and post pictures of different objects on the board.
Ask: What are the objects posted on the board?
How do these objects different from each other?
DRAFT
Procedure
April Add two more boxes to include 10, photos showing 2014
the length like photos of a
pencil and a broomstick.
B.Lesson Proper
1. a. Show a ruler and a meter stick. Ask the class to compare
the two measuring devices.
Emphasize that a ruler is used to measure short objects while
a meter stick is used to 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 the unit.
7

b. In groups , allow the class to work on the activ ity. Guide them in
accomplishing LM No. 4.
Discussion/Analysis
a. What are the solids found in your list?
b. How are they similar or different?
c. How did you classify the solids?
Generalization
What characteristics of solids did you learn today?
Application
Draw objects showing different size.
Name objects found in the room. Tell the size of the objects using a ruler
or meter stick. Get the exact measurement of each object.
DRAFT
Assessment
Assignment
List down objects found at home and in school. Describe their sizes.
Lesson 5 : Characteristics of Solids According to Texture
Duration: 1day
April Background Information
Solids have different textures. 10, They can be categorized 2014
as smooth, rough,
hard and soft.
Objective
At the end of the lesson the pupils should be able to classify solids according to
texture.
Materials
The objects to be observed will depend on the contents of the pupils’
bags. You can include objects like pad paper, sand, pebbles, sandpaper,
pineapple peelings, wooden stick, sponge, drinking glass and others.
Procedure
A. Motivation / Presentation
TEXTURE HUNT
Ask the pupils to go on a walk around their classroom and let them
touch various objects. Ask the pupils to describe the texture. (The descriptions
could be : hard, soft, rough, smooth.)
8

B. Lesson Proper
1. Prepare all the necessary materials beforehand. (handout and different
solids).
2. Distribute the handout. Give the pupils 10 minutes to read and discuss the
procedure.
3. Remind the class to observe at all times the precautionary measures
relevant to the activ ity. ( Hint: The teacher examines the objects before
letting the pupils touch them)
4. Tell the pupils to copy the chart below in their notebooks.
5. Let the pupils observe the different solids. Tell them to write their
observations in the appropriate columns in the data table.
Name of
Solid
Texture
smooth rough Soft Hard
act ivity,
ask
the
following
quest ions:
a.
After
th
e
characterist ics of solids did you specifically
What DRAFTobserved?
1.
2.
3.
4.
5.
April 10, 2014
b.How did you classify solids?
c.How can classifying object s help you in your daily life act ivities?
Assessment
Ask the pupils to group the materials according to their texture. Write the
name of the solid in the proper box.
plastic cup drinking glass ice
pencil eraser leaf stone wood metal spoon
HARD SOFT ROUGH SOFT
Assignment
Ask the pupils to bring to class at least ten solids from a place outside their
homes. (backyard garden, sidewalk) and identify the solids based on their

Chapter 2 : Liquids
Liquid is another state of matter. I t has no definite shape but it follows the
shape of the container. The particles of liquids move freely than those of solids.
The particles slide or roll over each other; this is why liquids have no shape of
their own. I t has the ability to flow. Liquids occupy space. Some liquids have
taste and odor/smell.
Lesson 1: Characteristics of Liquids
Duration : 1 day
Liquids have the ability to flow. The particles of liquids are far apart. They
can move, slide or roll around each other. They can be poured from one
container to another. This is what makes liquids flow. Some liquids flow faster
while some do not.
DRAFT
Overview
Objective
At the end of the lesson, the pupils should be able to describe different liquids
based on their different characteristics.
Materials
pictures or real liquids
April Procedure
10, 2014
1. Review
Ask: What are the different characteristics of solids?
Show pictures of different liquids. Say: Here are various samples of liquids.
Look at them. Can you name them?
Ask: What is common among these things? What do we call them?
(They are all liquids.)
10

1. Teacher should tell the students to go to the canteen and ask the
canteen staff to show the different liquids available. (Give some
precautionary measures in dealing with liquids which may not be familiar
to pupils). Demonstrate the activ ity first before letting the pupils do it.
Have this table be filled up by the pupils.
NAME OF LIQUID How objects Shape of the Taste Odor/ Space it
flow
container
smell occupies
DRAFT
3. Lesson Proper
Soy sauce
Condensed milk
Water in a plastic
bottle
Perfume
April a. How did you describe 10, the different liquids ?
2014
b. Do liquids have the same or different characteristics? How do they differ
or similar from each other ?
3. Prepare activ ity cards similar to those shown here. Group the class into
three and give each group a card. Say: Study your activ ity card. Discuss the
liquids that you listed and be ready to report them in class.
Group A
List down two liquids you see in the
school canteen and write down
possible ways of describing them in
a piece of cartolina. Present them in
class similar below:
Name of Objects Ways of describing
Liquids
Group B
List down two objects found in your
kitchen and write down possible
ways of describing them in a piece
of cartolina. Present them in class
similar below.
Objects
Example:
Juice
(ability to flow,
shape,size,volume,
taste, odor)
Sweet taste, it can
flow, takes the
shape of the
11
(ability to flow,
shape,size,volume,
taste, odor)

Group C
List down two objects found in your
bathroom and write down possible
ways of describing them in a piece of
cartolina. Present them in class similar
below.
DRAFT
Assessment Objects
Say: List down two (2) liquids found in different places below. Write your
(ability to flow,
your notebook.
answers in the graphic organizer . Do this onshape,size,volume,
taste, odor
April 10, 2014
Things Around Us
Liquids found in
the kitchen
1.
2.
Liquids found in the
bathroom
1.
2.
Liquids found in the
school canteen
1.
2.
Assignment
Have the pupils cut out three (3) pictures of liquids that can be poured
from one container to another. Paste them on their notebook.
12

Session 2: Characteristics of Liquids according to how they flow
Duration : 1 day
Liquids have the ability to flow. Some flow slowly and others flow fast when
poured from one container to another. They have no definite shape. They just
follow the shape of their containers.
Objective
At the end of the lesson, the pupils should be able to describe how liquids flow
from one container to another.
condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons,
DRAFT
Materials
transparent bowl
Procedure
A. Review
Let the pupils show their cut out pictures.
Ask: Have you experienced pouring them from one container to another?
April B.. Motivation / Presentation
10, 2014
Ask: I f
you will pour those
liquids in the containers shown on
the picture, what will happen to the shape of liquids ?
C. Lesson Proper
1. Div ide the class into 5 groups.
2. Tell the class to do procedure 1 – 7 in their LM’s.
3. Let the class repeat the procedure using other liquids and tell them to
record their observation on the chart following the table in their LM’s.
4. Let the group leader report their observation in class
5. Discuss the activ ity using the following questions:
a. What happened to the different liquids when poured from one
container to another container? Do they flow in the same way ? Why?
Are the shapes the same as the original container? Why?
b. What characteristics of liquids did you observe?
13

c. What does the activ ity tells about liquids?
6. Read the situation and let the pupils analyze.
Rita poured a small can of condense milk and an evaporated milk
from one container to another . Which one will flows fast and slow? Why?
Assessment
Describe the liquids below on how each one flows when poured from one
container to another. Put a check (/) mark in the box if it correctly describes the
liquid and (X) mark if not.
April 10, 2014
Assignment
Cut out pictures 3 different liquids from old magazines and describe how
they flow.
Lesson 3: Characteristics of Liquids on how they take the shape of the container
Duration: 1 day
Liquids do not have their own shape . They take the shape of their
container. I t also occupies space . The space it occupies depends on the
shape of its container thus, it has no definite volume.
Objective
14
Name of Liquid Does it flow
slowly?
Does it flow fast? Does it flow very
fast?
1. water
2. soy sauce
3. vinegar
4. shampoo
5. oil
6. Condensed
milk

At the end of the lesson, the pupils should be able to describe the liquid
according to the shape of the container and the space it occupies.
Materials
Glass, water
Procedure
1. Review
Ask: Bring out your cut out pictures. How do these liquids flow?
2. Motivation
Say: Look at the glass on the table. What is inside it? What occupies the
space in the glass? I f i will transfer the liquid into a glass with different shape,
will the shape and space occupied by the liquid still looks the same? Why?
3. Lesson Proper
Have the class study the following illustration. Ask: I f you add more water
in the glass, what will happen? Let us find out if liquids can take up space.
1. Set the standards in performing the activ ity. Remind pupils on cleaning the
area after each activity.
2. What happened to the water in a glass when you add more and more
water in it ? Why?
3. Ask: Do liquids occupy space? Why ?
4. Read the following situation aloud and have a discussion about it.
There are three glasses on the table. The blue glass is filled with milk. The
yellow glass is filled with water. The orange is filled with buko juice. What
occupies the space in the glasses? Do liquids occupy the same space? Why?
Assessment
15

Given two liquids in each container. Liquids A and B drawn below.
Describe the two liquids according to shape and the space it occupies.
Liquid A Liquid B
Shape of liquid A ______________ Shape of Liquid B ____________
Space occupied by liquid A ____________ Space occupied by liquid B __________
Assignment
Cut out 3 different liquids from old newspaper which can be
ident ified according to shape.
Lesson 4: Characteristics of Liquids according to their taste and odor or smell of
liquids
Duration: 1 day
Some liquids have taste and odor. The taste of liquids maybe sweet,
sour, salty and bitter. I ts odor or smell maybe good or bad.
Objective
At the end of the lesson, the pupils should be able to describe the taste and
odor or smell of liquids.
Materials
rubbing alcohol, catsup, juice, vinegar, perfume, soy sauce, water, glue
baby oil
Procedure
A. Review
Ask: Do liquids occupy space? Why.
B.Motivation / Presentation
Ask: What can you say about these liquids?
Vinegar, soy sauce, catsup, milk
16

C. Lesson Proper
1. Prepare the set-up of liquids and let the pupils observe them.
2. Have the pupils describe their characteristics according to taste and
smell.
3. Have them record their observations in an activ ity sheet.
2.
a. How did you describe the liquids?
b. What is your basis in describing the liquids?
c. What characteristic of liquids is observed in the samples provided?
3. Have the class study the following liquids. Let them fill in the column with
the characteristics of liquids in the following table.
Materials Smell or odor ( good or
Note
:
The
teacher
should
provide
precautionary
measures
before
letting
the
pup
ils taste any liquid.
Caution : Never taste poisonous objects.
Assessment
Underline the correct word/s inside the parenthesis.
1. Perfume has a (good smell, bad smell).
2. The taste of orange juice is (sweet, salty).
3. Vinegar is ( sour, bitter).
4. Honey has (sweet, salty, ) taste.
5. Candies have ( sweet, bitter) taste.
Assignment
Let the pupils make an album of 10 pictures of different liquids cut out
from old magazines. Have them describe the characteristics of each liquid.
Chapter 3 : Characteristics of Gas
17
bad)
Taste ( sour,salty,bitter,
sweet)
1. alcohol
2. catsup
3. juice
4. vinegar
5. perfume
6. soy sauce
7. water
8.glue
9.baby oil

A gas is another state of matter. I t has no definite shape, thus it takes the
shape of the container. We cannot see them but we can feel them. In this
lesson, you will find the different characteristics of gas.
Lesson 1: Characteristics of Gas according to the shape of the container
Duration : 1 day
Gases have no definite shape. They take the shape of the container.
Objective
At the end of the lesson, the pupils should be able to describe
the characteristic of gases according to its shape.
Materials
3 Balloons of different sizes and shapes
Procedure
1. Review
Ask: What are the different characteristics of liquids?
B. Motivation / Presentation
Show an inflated balloon to the pupils. Tell one of the pupils to blow air in it.
Ask : I f you will release the balloon from your hand, what will happen to it?
Why?
C.Lesson Proper
1. Div ide the class into 4 groups. Get different shapes of balloons. Blow air
into it. Observe what happens to the balloons.
2. Ask:
a. What happen to the balloon as you blow air into it?
b. What characteristic is shown by the balloon?
c. What can you say about the shapes of the balloon ?
Assessment
Draw 5 balloons with different colors. Describe their shapes.
Assignment
18

List down 5 different gases found in the environment.
Lesson 2: Characteristics of gases according to space they occupy
Duration: 1 day
Gas has no definite shape and volume. I t takes the shape and volume of
Objective
At the end of the lesson, the pupils should be able to describe the space
occupy by the gases.
air fresheners
DRAFT
its container.
Materials
Procedure
A.Review
B.Motivation/ Presentation
Ask: Do you know the content of air freshener?
C. Lesson Proper
Show the illustration of the different air fresheners.
Ask: I f more gas is added on these containers, what will happen?
April 1. Prepare the materials a day 10, before the lesson. 2014
Give some precautionary
measure in handling the materials before the activity starts.
a. What is inside the empty glass?
b. What happened to the paper towel ? to the Styrofoam?
c. What does the activ ity shows?
3. Tell your pupils in group to blow air into the plastic bag. Add more air into it.
What happen to the plastic bag?
Assessment
Get a plastic bag. Blow air into it. Add more air.
Ask: What will happen to the plastic bag?
Assignment
Bring objects (solids, liquids etc.) found at home for our next lesson.
Chapter 4. PROPER USE IN HANDLING COMMON SOLIDs, LIQUIDs,
AND GASES FOUND AT HOME AND IN SCHOOL
19

This chapter presents proper use in handling common solids, liquids, and
gases found in school and at home. Classifying materials as hazardous and non-hazardous
are included in this chapter. By performing the activ ities, different
process skills of the pupils like identifying, describing ways on the proper use and
handling of hazardous materials are given emphasis in the lessons presented.
Lesson 1: Common Solids, Liquids, and Gases Found at Home
Different materials can be found at home. These maybe solids, liquids or
gases. Each material has its intended use. Substances found in the home are
important to humans.
Objectives
At the end of the lesson, the pupils should be able to:
1. Classify the materials found at home as solids, liquids, and gases ; and
2. describe their uses .
DRAFT
Overview
Duration: 2 days
Materials
pictures of common materials found at home
April Procedure
10, 2014
Ask: What are the common materials found in your home? Name as
many as you can. Where can you find these materials? What are the things
that you want to know about these substances?
Use the KWL chart in this activ ity.
2. Lesson Proper
1. Div ide the class into 5 groups. Let the pupils do activ ity in the LM.
2. Have the groups write in manila paper their answers. They may use the
tabular form in activ ity 1 as guide. Post on the board the manila paper of
each group.
3. After all groups have done the activ ity, one representative in each group
will report their findings. Come up with common answers of the pupils.
4. Then, ask the following questions :
1. What can you say about the common materials found in your
home?
b. How did you classify them ?Are these materials important? Why?
20

c.Could people live without these materials? Why?
d.What do you think would life be without these materials?
2. Discuss with the pupils the following concept :
1. Different materials can be found at home. These materials may be
solids, liquids, or gases.
2. Each material has its intended use.
3. Materials found in the home are important to human lives.
Assessment
Match the picture in column A with column B. Connect the letter to its
correct picture using a line inside the box and write down if it is solid, liquid
or gas.
A B
1. a. Use as food
I t is ______________
2. b. Use for cooking
I t is ___________________
3. c. Disinfectant
I t is _________________
4. d. Use for washing
I t is ________________
5. e. Use for killing insects/pests
21

I t is __________________
(Note: You may use/ include any picture of materials found at home, if
possible different f rom those already given/listed by the pupils. The
pictures should be placed in column A.)
Remind the pupils to bring empty containers of the following materials:
1. Bleaching liquid
2. Shampoo
3. Pesticide
4. Any toilet freshener
5. Mosquito coil empty box
DRAFT
Assignment
Lesson 2. Harmful Effects of Common Materials Found at Home
Duration: 1 day
I t is important to encourage 10, pupils to read 2014
the labels on products they
use to become more “chemically literate” or aware of the hazards to avoid
any accident. Keep in mind that most household cleaning products and
pesticides are reasonably safe when used as directed, and that the level of
toxicity of a product is dependent on the dose of the product used (never use
more than the amount listed on the label) and the length of exposure to the
product.
Objective
At the end of the lesson, the pupils should be able to identify the harmful effects
of the common materials found at home and in school
Materials
Pocket chart
Procedure
1. Review
Call on some pupils to answer these questions:
1. What can you say about the common substances found in your home?
Are these substances important? Why?
22

1. Could people live without these materials? Why?
2. What do you think would life be without these materials?
A family in a remote barrio made use of empty mineral water bottles as
containers for their washing and drinking water. One day, the father filled in
one empty bottle with kerosene to be used in the farm. While preparing other
things, he left the bottle with kerosene on top of the table. Unknowingly, his
little boy who was playing outside, came in the house, got the bottle and
used its content in washing his hands. Suddenly, the little boy felt itchiness and
got his hands irritated.
Why do you think this happened? What was done wrong?
1. Let the pupils do Activ ity 2 in the LM (Group activ ity)
2. They will write on manila paper the materials in the table. (Refer to the
DRAFT
3. Lesson Proper
tabular form in activ ity. Post on the board the manila paper of each
group.
3. After the groups have done the activity, one representative in each group
will report their findings. Come up with the common answers of the pupils
by posting it in the pocket chart. Then ask the following questions :
1. What should you do in order to know if the material is hazardous or not?
April Why?
Give emphasis on its harmful 10, effects when not 2014
stored/ used properly.
2. Discuss some undesirable/deadly effects of some materials and
emphasize the following concepts :
3. Materials maybe flammable, toxic, poisonous and corrosive to skin
when not used properly.
4. Reading product labels is important in order to determine the hazards
of materials to man and other liv ing things.
Assessment
Write the hazards that the following materials may do to people when not
used properly:
1. Disinfectant 2. Insecticides
1. LPG 4. Bleaching liquid
1. Muriatic Acid
Assignment
23

List down at least 2 reasons on what should you do in order to avoid accident
brought about by the misuse of the materials that are commonly found at
home?
Lesson 3. Safety Measures in Using and Handling Harmful Materials
Duration: 1 day
Precautions are essential for safety in using the materials commonly found
at home and in school. Never use more than the amount listed on the label of
the product.
Objective
At the end of the lesson, the pupils should be able to describe the proper ways
in using and handling harmful materials at home and in school.
Materials
pocket chart, pictures of precautionary measures in handling harmful
materials
Procedure
1. Review
Ask: What should you do in order to know if the material is hazardous or
not? Why?
April Say: I f I will give you 10, a liquid material which 2014
you do not know , what
should you do first ? Why do you have to read the label first?
3. Lesson Proper
1. Let the pupils do activ ity 3 in the LM (Individual activity).
2. Tell them to write in their notebook.
3. After the class has done the activ ity, discuss the lesson then ask the
following questions:
1. What are the proper ways of handling and using harmful materials found
at home?
2. How does a material become harmful to humans and other liv ing things?
3. What should one do in order to avoid accident?
Give emphasis to its harmful effects when not used properly.
4. Discuss with the pupils the following concepts:
1. Precautions are essential for safety in using the materials commonly found
at home and in school.
2. Never use more than the amount listed on the label of the product.
Assessment
24

Div ide the class into 4 groups and let them have a role play on the safety
measures in using and handling harmful materials at home or in school.
List down at least 2 materials found in your home and write down the
proper way in handling the material that you listed. Write in your activ ity
notebook.
Chapter 5: Changes in Materials
Matter exists in different forms: I t maybe solid, liquid, and gas. These
different materials (solids, liquids, and gases) change when heated or cooled.
In this chapter, the pupils will learn about the changes that may happen
to materials when they are heated or cooled or when there is a change in
temperature.
DRAFT
Assignment
Overview
Activ ity 1 provides a simple activ ity that activates pupils’ prior knowledge
and ideas about hot and cold materials.
Activ ities 2 and 3 develop pupils’ skills in using, measuring and reading
temperature of materials using laboratory thermometer and help them compare
materials of different temperature.
April Activ ity 3 gives general 10, ideas/concepts to 2014
pupils that when heat is
added, the temperature of the material increases; but, when heat is removed,
the temperature of the material decreases. These are basic ideas from where
the concepts in the succeeding activities will be based and understood.
Activ ities 4 to 8 develop the pupils’ understanding about the effects of the
change in temperature on the material. I t focuses on the idea that when
materials are heated or cooled, they may change their forms: from solid to
liquid, liquid to solid, liquid to gas, or gas to liquid, and solid to gas. Other
materials expand or contract when heated or cooled.
Lesson 1: Is it Hot or Cold?
Duration: 1 day
Objective
At the end of the lesson, the pupils should be able to tell whether the material is
hot or cold.
Materials
25

flashcards/ Pictures or real hot and cold objects, manila paper,
marker/pentel pen
A.Motivation/ Presentation
1. Let the pupils do this simple activ ity:
Feel your hands by placing them to your cheeks.
What did you feel? (e.g. cold, warm, hot)?
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?
(In this activ ity, let the pupils understand that in rubbing their hands
together, heat is produced and the heat produced makes their
hands warm.)
DRAFT
Procedure
So, can you now distinguish hot from cold materials.
Today we will consider other materials you are familiar with and tell
whether the material is hot or cold.
April B.Lesson Proper
10, 2014
1. Let the pupils do Activ ity 1. You may ask them to do the activ ity by
group. (This is a simple activ ity that aims to activate pupils’ prior
knowledge about hot and cold objects/ materials).
2. Give them the needed materials (manila paper, pentel pen, etc…)
and instructions in doing the activ ity. Ask them too to present their
output after 10 minutes.
3. During the reporter’s presentation of output, take note of their
responses particularly to the questions in the activ ity.
4. Process pupil’s responses by giv ing focus to the pupils’ answers to
the activ ity questions. The teacher should be able to solicit
students’ prior knowledge or ideas about hot and cold materials.
Though their ideas are not completely correct, they must be taken
as input to the next lesson/ springboard for the discussion of the
next lesson.
Assessment
26

Pupils’ activ ity outputs may be taken as a form of assessing their
knowledge formatively. Take note that such assessment results
should not be graded . I ts purpose is just for the teacher to
determine pupils’ prior knowledge as a springboard for the
discussion of the next lesson.
What could be the temperature of hot objects compared to cold
objects?
Lesson 2: Measuring the Temperature of Hot/ Warm Material
DRAFT
Assignment
Duration: 2 days
A thermometer is used to measure the temperature of a material. The
commonly used laboratory thermometer uses fluid, usually alcohol or mercury
that rises up or expands when heated.
The temperature of the material
April 10, tells whether the material is hot or cold.
I t is usually measured 2014
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.
2. I f the laboratory thermometer
is not set to normal temperature
reading, shake it until it turns to normal
temperature reading.
3. Try to use it by getting the
temperature reading of tap water.
4. Keep the thermometer in an upright (not tilted) position when taking a
reading.
27

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 water is higher than the temperature of
tap water (room temperature).
1. measure the temperature of tap water and hot/warm water using a
thermometer;
2. read the temperature from the thermometer correctly; and
3. compare the temperature of tap water and hot/warm water.
2 beakers/ identical glass containers
laboratory thermometer
equal amounts of hot/warm water and tap water
DRAFT
Objectives
Materials
Procedure
1. Review
Yesterday, we identified some materials that are hot and cold. Cite
2 examples of hot materials you found at home.
April 10, 2014
2. Motivation/ Presentation
1. Show the class 2 containers filled with water. Place them on the
table. Label each container as container 1, and container 2.
(Note: Container 1 contains warm water and container 2 contains
tap water. But you don’t have to tell the class that they contain
such.)
2. Call some pupils. Tell them to do this activ ity:
1. Dip your right hand fingers into container 1 and your left
hand fingers into container 2, at the same time. Then ask: What did
you feel when you dip your finger in container 1?
What did you feel when you dip your finger in container 2?
(Pupils answers may vary. Pupils would say that the water in container
1 is hot or warm. But, they might describe what they feel in container 2
differently. Pupils’ descriptions for water in container 2 could be cold,
less hot, normal, etc….)
28

Hence, the teacher should let the pupils realize that their sense of
touch would not give accurate measure of how hot or cold the
material is, and that a certain device is needed to measure how hot or
cold the material is.
Then, ask: What is the instrument that measures the hotness or
coldness of the material ? (Thermometer)
Today, we will investigate and understand more about heat and
temperature. We will perform an activ ity that will help us understand
how to use the thermometer and how to measure the temperature of
materials using thermometer. We will also compare the temperature of
tap water and hot/warm water, and describe the effect of heat on
the material.
2. Lesson Proper
DRAFT
3. Orient first the pupils with the parts and kinds of thermometer, the
scale used, the proper way of using it, and some precautionary
measures in using laboratory thermometer. (Please refer to
background information section).
4. In this activ ity, glass container will be used for warm water. Be
April reminded that an 10, ordinary bottle cannot 2014
be used for boiling water.
5. Briefly, discuss with the pupils the procedure of the activity.
6. Div ide the pupils into 5 small groups. Give them the materials
needed, and other necessary instructions in accomplishing the task
(i.e. time limit in doing the activ ity, group output reporting/ output
presentation, etc…)
7. Solicit some questions from the pupils to clarify some activ ity
concerns before asking them to perform the activ ity.
8. Let the pupils perform Activ ity 2. Supervise/ guide them as they do
the activ ity.
9. Let each group report their activ ity results.
10. Discuss and process their answers to the questions. The following
important ideas should be emphasized and understood by the
pupils:
29

1. Thermometer is a device used to measure the hotness or
coldness of an object.
2. The normal room temperature ranges from 20
0C - 25
0C. The average
room temperature is 23
0C.
3. The temperature of hot/warm water is higher than the temperature of tap
water (room temperature) and vice-versa.
4. Heat added to the material increases the temperature of the material.
DRAFT
Assessment
(Note: Tell the pupils that the diagram is just a portion of the whole
thermometer
1. What is the temperature indicated in the thermometer below?
1.
April 10, 2014
2. 3.
4. 5.
30

2. Complete the statement below.
6. The temperature of hot water is ___________________ than the
temperature of tap water.
Compare the temperature of ice to the temperature of boiling
water? Write your answer on your notebook.
Lesson 3: Measuring the Temperature of Cold Material
Duration: 2 days
Objectives
DRAFT
Assignment
1. measure the temperature of tap water and cold water using a
thermometer;
2. compare the temperature of tap water and cold water ; and
3. read the temperature from the thermometer correctly.
April Materials
2 beakers/ identical glass 10, containers
2014
laboratory thermometer
equal amounts of cold water and tap water
Procedure
A.Review
Ask: What can you say about the temperature of ice as
compared to the temperature of boiling water?
B.Motivation/ Presentation
Today, we will be doing an activ ity that will help you compare the
temperature of tap water and cold water, and describe the effect
of removing heat from the material.
C.Lesson Proper
31

1. Div ide the pupils into small groups.
2. Give them the materials needed. Remind them of the proper way
of using laboratory thermometer.
3. Give other necessary instructions in accomplishing the task (i.e.
time limit in doing the activ ity, group output reporting/ output
4. Let the pupils perform Activ ity 3. Supervise/ guide them as they do
the activ ity.
5. Let the group presenter/reporter presents the activity results.
DRAFT
6. Discuss and process their answers to the questions in the activ ity.
The following important ideas should be emphasized and
understood by the pupils:
1. The temperature of cold water is lower than the
temperature of tap water (room temperature) and vice-versa.
April 2. Heat when 10, removed from 2014
the material lowers the
temperature of the material.
Assessment
The activ ity output of the pupils may be considered in assessing them
formatively.
Assignment
1. .What is the temperature of tap water? What is the temperature of cold
water?
2. How will you compare the temperature of tap water with that of cold
water? (The temperature of tap water is higher than the temperature of
cold water, or the temperature of cold water is lower than the
temperature of tap water).
3. What is the effect of removing heat from the water? (Heat removed f rom
the water decreases the temperature of the water.)
32

Lesson 4: What Happens when a Candle Wax is heated or Cooled?
At the end of the lesson, the pupils should be able to describe the candle wax
when heated and cooled.
Materials
small piece of candle wax, big spoon, thick cloth, candle
small piece of wood, match
Ask the pupils the following questions to recall the idea/concept
that heat affects the temperature of the material:
1. What can you say about the temperature of the material when
DRAFT
Duration: 2 days
Objective
Procedure
1. Review
heat is added to it? (Increases)
2. What can you say about the temperature of the material when heat
is removed from it? (Decreases)
April Now, what do 10, you think will be the 2014
effect of the increase or
decrease in temperature on the material?........................... I f the
candle wax is heated or cooled, what do you think will happen to
it?......... This is what we will investigate today.
4. Lesson Proper
2. Orient them with the materials that will be used in this activ ity.
3. Give some precautionary measures, i.e. do not touch any hot
material because you might get burned, etc…
4. Let the pupils do the act ivity.
5. Discuss answers to the activ ity questions. Process pupils’ responses
to arrive at the correct ideas/concepts.
33

6. Help the pupils formulate generalization by asking these questions:
(a) What happens to the candle wax when heated or when heat is
added? and (b) What happens to the melted candle wax when
cooled ?
Let the pupils understand that:
Heat causes a change in the appearance of the material. Initially,
the candle wax is solid in form, but when heat is added, it melts. I t
changes from solid to liquid.
However, when heat is removed or when the material is cooled,
the melted candle wax becomes solid again. I t changes from
liquid to solid.
7. The teacher may ask the pupils to cite other examples of materials
that change from solid to liquid when heated, or from liquid to solid
when cooled.
DRAFT
Assessment
1. A butter/ margarine is put in a frying pan over the stove for few minutes.
What do you think will happen to the butter/margarine? Why?
April 10, 2014
Assignment
None
Lesson 5: What Happens to Water When Heated?
Duration: 2 days
Objective
At the end of the lesson, the pupils should be able to describe what happens to
water when heated.
Materials
water, iron stand/ring with clamp, tripod, wire gauze
bunsen burner/ alcohol lamp, small plastic transparent container,
marker
34

Have you observed your mother heating/ boiling water in the
kettle? What did you observe while the water is boiling? What does
it show?
Today, we will do an activ ity that will help us describe what
happens to water when heated.
2. Lesson Proper
3. Div ide the pupils into 5 small groups. Give them the materials
needed, and other necessary instructions in accomplishing the task
(i.e. time limit in doing the activ ity, group output reporting/ output
DRAFT
Procedure
4. Let the pupils do activ ity 5.
5. Let the group reporter presents the group output.
April 6. Check pupils’ answers 10, to the activ 2014
ity questions. Process their
responses to correct misconceptions if there are and to arrive at
the correct ideas/concepts.
7. Help the pupils formulate generalization by asking: What is the
effect of heat on the water? What happens to the water when
heated?
Water when heated increases its temperature. I t makes water
change its form from liquid to gas (vapor) when it starts to boil.
Hence, you observed that the amount or level of water is
decreased after heating, because some water evaporates as
vapor (steam). Water vapor is formed when liquid (water) is
changed to gas.
8. Ask the pupils to give other examples of materials that change
from liquid to gas when heated.
35

9. To apply the concept learned, ask: I f you want your wet clothes to
dry quickly, where should you hang them? Why?
Your mother is boiling water in a kettle for your coffee. What do you think
will happen if she leaves the water boiling for a long time? Why?
Lesson 6: What Happens to Water Vapor when Cooled?
Duration: 2 days
Water vapour is a gaseous form water. I t is formed when water starts
to boil . When water vapor (gas) is cooled, it is changed to liquid.
This can be shown in this simple experiment , when you put ice cubes
and salt in the jar, the salted ice in the jar quickly makes the sides of the jar very
cold. When water vapor is cooled, it changed to liquid (water droplets). The
water droplets that you saw in the outside surface of the jar came from the
water vapor in the air that touches the jar.
DRAFT
Assessment
Objective
water vapor when cooled.
April 10, 2014
Materials
ice cubes, glass jar with lid, tablespoon, table salt (rock salt)
Procedure
1. Review
Recall: What happens to water when heated? Why?
(The teacher should help the pupils recall the idea that when water
is heated, it changes its form from liquid to solid.)
B.Mot ivation/ Presentation
36

When water is heated, it changes its form from liquid to gas. How
about when water is cooled, what do you think will happen?..... This
is the focus of our lesson today.
2. Lesson Proper
3. Div ide the pupils into 5 small groups.
4. Orient them with the materials that they will use in the activ ity. Tell
them to make sure that the bottle is clean and dry.
5. Give them necessary instructions in accomplishing the task (i.e.
7. Let the group reporter presents their output.
DRAFT
8. Check pupils’ answers to the activ ity questions. Process their
9. Help the pupils formulate generalization by asking: What happens
to the water vapor when cooled?
April Let the pupils understand 10, that:
2014
When water vapor is cooled, it changes to liquid (water droplets).
10. Give some applications or situations showing that gas is changed
to liquid, i.e. the water droplets that collect on a shower door
following a hot bath or shower, the moisture that appears on the
outside of a cold water bottle or glass, or the droplets and fog that
appear on a window during a rain shower.
Assignment
Bring naphthalene ball if you have at home for our next lesson.
Lesson 7: What Happens to Naphthalene Ball when Heated?
Duration: 2 days
Objective
naphthalene ball when heated.
37

small piece of camphor crystal or naphthalene ball l, 2 identical colored
saucers,piece of stone, piece of cloth
1. Review/ Motivation
We learned from our previous activ ities/ lessons that when heat is
added, a solid material can be changed to liquid, and a liquid
material can be changed to gas.
Can a solid material be changed to gas when heat is added to
it?... Let’s find this out as we perform the activ ity.
2. Lesson Proper
DRAFT
Materials
Procedure
4. Give them the materials needed.
Naphthalene ball crystal is available at the drug store. I t is safer to
use a camphor crystal than mothball. However, if camphor crystal is not
available, a mothball can be used.
April 10, 2014
Use colored saucers instead of white saucer to be able to see the
pounded camphor crystal clearly, and get a good observation of
the activ ity.
5. Give some precautionary measures in using naphthalene ball or
mothball, i.e. Do not eat the crystal, avoid contact to skin/eyes, use
handkerchief to cover your mouth/nose, etc…
6. Let the pupils do the activ ity. Teacher supervision is much needed.
7. Give them necessary instructions in accomplishing the task (i.e.
9. Let the group reporter presents the activity output.
38

11. Help the pupils formulate generalization by asking: What
happens to naphthalene ball when cooled?
When naphthalene ball is heated, it changes from solid (camphor
crystal) to gas (vapor) without passing the liquid form/state.
12. Give some applications or situations showing that solid is
changed to gas when heated, i.e. solid toilet deodorizer solid air
freshener, incense, naphthalene balls, dry ice (solid carbon
dioxide)
DRAFT
Assessment
Answer the following questions :
1. Did you notice any change in the appearance of the naphthalene in
saucer 1 and saucer 2? Why?
2. What does this observation tell you?
3. What is the effect of heat on the naphthalene ball?
April Assignment
None
10, 2014
Lesson 8: What Happens to the Air Inside the Bottle/Balloon when Heated or
Cooled?
Duration: 2 days
Objective
At the end of the lesson, the pupils should be able to describe what
happens to the air inside the bottle/balloon when it is heated or cooled.
Materials
glass bottle (with narrow mouth), balloon, 2 small basins, hot water, cold water
Procedure
39

Have you noticed some vendors selling beautiful and big
balloons during fiesta?..... To attract customers, some vendors stand
under the heat of the sun for a long time. Can you guess what may
happen to some balloons? .... Some balloons may burst. Why did this
happen?
Today, we will do an activ ity that would help us describe what
happens to the air inside the balloon when it is heated or cooled.
2. Lesson Proper
3. Div ide the pupils into 5 small groups.
4. Give them the materials needed, and other necessary instructions
in accomplishing the task (i.e. time limit in doing the activ ity, group
output reporting/ output presentation, etc…)
DRAFT
5. With the guidance/supervision of the teacher, let the pupils do the
activ ity.
6. Let the group reporter presents the activity output.
April responses to arrive 10, at the correct ideas/concepts. Clarify
misconceptions if there are.
2014
8. Help the pupils formulate generalization by asking these questions:
(a) What happens to the air inside the bottle/balloon when it is
heated?, and (b) What happens to the air inside the
bottle/balloon when it is cooled?
As the air inside the bottle/ balloon heats up, air starts to expand
making also the balloon to expand.
But, when the air is cooled, it causes the balloon to contract/shrink.
So here, we could say that addition of heat (increase in
temperature) makes the balloon expand, and removal of heat
(decrease in temperature) makes the balloon contract/shrink.
40

9. Ask the pupils to cite other examples of materials that expand
when heated or contract when cooled.
10. Applying the concept we learned from the activ ity, why does the
balloon get burst when placed under the heat of the sun for a long
time?
As shown in the drawing, what
happen to the air balloon when
heated? Why?
(When air is heated, it expands
causing the balloon to rise)
DRAFT
Assessment
Assignment
Draw on a bond paper 5 liv ing things found in the environment.
Unit Test
(Sample Only)
April 10, 2014
A. Direction: Write True if the statement is correct and False if the statement is
wrong.
_______ 1. A ripe papaya is yellow.
_______ 2. Cotton is white.
_______ 3. A basketball is brown.
_______ 4. A ripe mango is green.
_______ 5. Solid is a state of matter that has no definite shape.
B. Read each sentence carefully. Choose the correct texture of solid in the
parenthesis and write your answer in your notebook.
1. The rambutan’s peeling is (rough, smooth, soft, hard).
2. The cotton is (rough, smooth, soft, hard).
3. The pillow is (rough, smooth, soft, hard).
4. The baby’s skin is (rough, smooth, soft, hard).
5. The surface of the rocks have (hard, soft, smooth, rough. )
41

C. Study the solids in column A. Match the size of solid in column B. Write the
correct size in your notebook.
A B
Solid Long Short
D. Draw a happy face if the liquid has a good
smell and a sad face I f the liquid has a bad smell.
_______1. fish sauce
_______2. perfume
_______3. alcohol
_______4. soy sauce
_______5. cologne
DRAFT
11. Write down how the following liquids flow. Choose the letter of the
correct answer and write it on your notebook.
_______6. water
April a. slow 10, b. fast 2014
c. very fast
_______7. softdrinks
a. slow b. fast c. very fast
_______8. catsup
_______9. syrup
______10. shampoo
F. Study the liquids in column A. Write the correct taste of liquid in your
notebook. Choose your answer in column B.
A B
___1. pineapple juice a. bitter
___2. fish sauce b. salty
___ 3. wine c. sweet
42
1. Ampalaya
2. Okra
3. Tape Measure
4. Ruler
5. Paper Clip

__ 4. vinegar d. sour
__ 5. water e. tasteless
G.Look at the pictures below. In your notebook, copy the name of the materials
and classify them as solid, liquid or gas.
object Solid liquid Gas
April 2014
H.
Write
T if the
state
ment i
s true
or corr
ect an
d F if t
he sta
temen
t is fal
se or
ot corr
ect.
_____
__1.
When
you bl
ow yo
ur han
d air
evapo
rates.
_______2. Air takes the shape of the balloon.
43
1. milk
2. rambutan
3. rain
4. smoke
5. papaya

_______3. LPG is a kind of gas.
_______4. Deodorizer may change its size.
______ 5. Gas occupies space.
______ 6. Smoke is in a solid state.
______ 7. Wind is moving air.
______ 8. When water vapor is cooled it condensed and turns to liquid.
______ 9. Air freshener takes the shape of the container.
______ 10. Mothballs will dissapear if its in a dry place.
DRAFT
1. Study the pictures/symbols on the left. Match them with their
characteristics or description on the right. Write the letter of your
answer on your paper.
1. a. toxic
April 10, 2014
2. b. poisonous
3. c. flammable
4. d. harmful mate
5. e. radioactive material
44

J. Read each sentence carefully. Draw a happy face  if it is a proper way of
using and handling common harmful substances, and a sad face  if it is NOT.
1. Keep flammable substances like gasoline and alcohol near the fire.
2. See to it that LPG tank is properly closed after use.
3. Do not play with insecticides /pesticides.
4. Be careful in using kerosene, insecticides, pesticides, and fertilizer.
5. Always wash your hands after using them.
6. Avoid tasting or playing with unknown liquid.
7. Always read labels of chemicals before using them.
8. Unplug electric appliances with wet hands.
9. Unplug electric iron and stove after using them.
10. Keep poisonous chemicals safe in a separate cabinet away from reach
of children.
DRAFT
1. Study the pictures below. Describe the temperature of the materials in
pictures 1 and 2? (Teacher will provide)
Picture 1 Picture 2
April 10, 2014
Answer ____________________________________________________
1. I f you put a cup of water in a kettle, and place it over the flame in few
minutes, what will happen to the water? Why?
The water gets ________________ because its temperature
____________________.
2. After few minutes of heating the cup of water in the kettle, what will
happen to the water when you remove it from the flame/fire? Why?
45

The water gets ________________ because its temperature
____________________.
3. What will happen to the water inside the plastic bag when placed inside
the freezer of the refrigerator?
Answer: ____________________________________________________
4. What will happen to the mothballs/naphthalene balls when placed in a
closet/cabinet for 2 weeks?
Answer: ____________________________________________________
5. What will happen to the balloon when placed in a very cold place?
Answer: ____________________________________________________
DRAFT
6. What will happen to the ice cubes when placed under the heat of the
sun?
April 10, 2014
7. What will happen to the water when placed under the heat of the sun for
30 minutes?
8. What will happen to the soy
sauce in the pan when
heated?
46

9.What will happen to the wet clothes after hanging them outside (under the
heat of the sun) for 1 day?
DRAFT
UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT
OVERVIEW
The world of liv ing things is made up of humans, animals and plants. Liv ing
things are alike and different in many ways. You will learn in this unit that liv ing
things help or harm one another. Eyes, ears, nose, tongue and skin are the sense
organs. Eyes for sight, ears for hearing, nose for smell, tongue for taste and skin
for feeling.
April 10, 2014
Plants in the surroundings help make air fresh, clean and healthy. Plants
are useful to humans. Plants have parts and have functions. Animals are found
in different habitats. Some animals live on land, some in water, while others live
both on land and water. Body part s of animals are adapted to their habitats.
Some animals are useful to humans. They give food like meat and eggs. Some
animals provide substances that are used in making medicine.
Healthy parents are more likely to have healthy children. A mother who
becomes sick before the baby is born may pass the sickness to the unborn baby.
This shows that heredity is one of the causes of poor health. Heredity means the
passing of a certain characteristics from the parents to their children.
Chapter 1: Sense Organs
Lesson 1: The Eyes
Duration: 2 days
47

Our eyes help us to see. I t has different parts that work together so we can
see things around us namely cornea, iris, pupil, lens, retina and optic nerve.
Each has specific function.
We should take care of our eyes in many ways. Read and work under
good light. When reading, raise your eyes from the page once in a while. Do not
read in a moving car or vehicle. Do not rub your eyes with dirty fingers or dirty
handkerchief. Wash the eyes by opening and closing them in the water. The use
of sharp or pointed objects may harm the eyes. Be careful when using pair of
scissors, knives, and sticks.
Objectives
1. identify the parts of the eyes; and
2. identify proper ways of caring the eyes.
a big poster of the parts of the eyes
DRAFT
Materials
Procedure
A.Motivation / Presentation
Let the pupils stand and get a partner and say:
 Look at the eyes of your partner. Draw the parts that you see.
Give the pupils 10 min to do it.
April  Compare your drawing with your partner.
 What do you want 10, to know about your 2014
eyes?
B. Lesson Proper
1. Let the pupils do Activ ity 1. Give them 10 minutes to do the activ ity.
2. Using the enlarged picture of the human eye posted on the
board, ask the following questions :
 Compare your labelled parts of the eyes which you did in
the activ ity and the labelled parts in the enlarged picture.( The
pupils are expected to have the same labelled parts which
they did in the activ ity compared to the enlarged picture of
the human eyes)
 What are the parts of the eyes that we can see? (The parts of
the eyes are the cornea, pupil and the iris.)
 What are the inner parts of the eyes that you cannot see in a
mirror? (Lens, retina, and optic nerve.)
 What is the work of each part of the eye?
 The cornea serves as the transparent covering of the
eye.
 The pupil serves as the opening where light enters.
48

 The lens focuses light and projects the image on the
retina.
 The retina is where the image that is seen is focused.
 The optic nerve sends messages to the brain.
 How do we able to see objects? (We can see objects
whenever there is light. Light is needed in order to see things.
The light from a source falls into the object and then reflected
to our eyes. Thus, we are able to see the object.)
 How would you feel if you have your poor eyesight? ( I would
feel difficulty in seeing all things around me)
3. Let the pupils do activ ity 2. Give them 5 minutes to do the activ ity.
4. After doing activ ity 2, ask the following questions :
 Which pictures do not show proper ways of caring the eyes? (The pictures
showing reading in a dark room and watching very near the television)
 Why do we have to avoid these practices? (These practices can harm our
eyes. Reading in the dark makes the eyes work harder and become
tired.)
 Which pictures show proper way of caring the eyes? (The pictures
showing wearing sunglasses on a sunny day and using goggles when
swimming.)
DRAFT
 Why are these practices good to do? (Wearing sunglasses protects the
eyes from too much light. Wearing goggles gives protection from particles
in water that may cause irritation of our eyes.)
 Why should we need to take care of our eyes? (Our eyes help us see
things around us. I t helps us to learn about the things around us. Our eyes
need to be taken cared of to maintain good eyesight until old age.)
April  What are other ways of 10, taking care of our eyes?
2014
 Avoid placing pointed objects near the eyes.
 Read with sufficient light.
 Eat foods rich in vitamin A such as green and yellow vegetables.
 Do not read while riding in a moving vehicle.
 Rest your eyes after reading for a long period.
 Avoid rubbing the eyes. When dirt gets in or when it is itchy, use clean
running water to rinse the eyes.
 What should you do if you notice any problem with your eyes?
(Consult a doctor who is an eye specialist, if you have problem with your
eyes.)
Assessment
I . Match column A with column B. Write the letter before each number.
A B
_____1. Cornea a. Focuses light and projects the image
on the retina
_____2. Pupil b. Sends messages to the brain
49

_____3. Lens c. The transparent covering of the eye
_____4. Retina d. Where the image that is seen is
DRAFT
Lesson 2: The Ears
focused
_____5. Optic nerve e. The opening where light enters
I I . Put a [] on the box if it shows a proper way of caring the eyes and put a [x]
if it is not.
 1. Reading with sufficient light
 2. Rubbing eyes with hands when itchy
 3. Resting eyes after reading for a long period
 4. Looking at the Sun directly
 5. Consult a doctor when having eye problem
Assignment
1. Find out who wears eyeglasses in your family. Ask the reasons why they
are using eyeglasses.
2. I s playing computer games for a long period good to your eyes?
What should you do to take care of your eyes?
April 10, 2014
Duration: 3 days
None
Objectives
1. identify the parts of the ears and its function, and
2. identify proper ways of caring the ears
Materials
a big poster of the parts of the ears
Procedure
A. Review
Ask:
50

 What sense organ would you use to see the parts of your ears?
 Would you be able to study the parts of the ears without your eyes?
Why?
Let the pupils stand, get a partner and say:
 Look at the ears of your partner. Draw the parts that you see.
Give the pupils 10 min to do it.
 Compare your drawing with your partner.
 What do you want to know about your ears?
C. Lesson Proper
2. Using the enlarged picture of the ears posted on the board, ask
the following questions:
 Were you able to name correctly the parts of the ear that you
draw.
 What that DRAFT
are the parts of the ears that you see? (The part of the ear
I can see are the pinna, and the opening of the ear canal)
 What are the parts of the ear that you cannot see? (The rest of
the ear canal, ear drum, the three little bones- hammer, anvil and
stirrup, cochlea, and auditory nerve.)
 What is the work of each part of the ears?
April 3. Let the pupils do 10, activ ity 4. Give them 10 2014
minutes to do the activ ity
4. Using the enlarge picture of the ear, let the pupils trace the path of sound
as it enters the pinna.
pinna Ear
canal
Eardrum 3 small
bones
cochlea nerve
5. Explain the path of sound from pinna to the brain. Ask the following
questions:
 Why do you think the pinna and the eardrum are shaped like a
funnel? (The shape of the pinna helps in collecting the sound and
focusing it towards the ear canal.)
 What happens to the eardrum when sound reaches it? (The
eardrum vibrates as sound hits it. From here the sound is amplified.)
 What happens to the amplified sound from the eardrum? (The
amplified sound pass through the three small bones - hammer, anvil
and stirrup. The cochlea detects the vibration and sends the
message to the brain through the auditory nerve.))
51

6. Let the pupils perform activity 5. Give them 10 minutes to do the activ ity.
7. Ask the pupils the following questions :
 What are the proper ways of caring the ears which you marked
DRAFT
Assessment
check in your activ ity? (The proper ways are: using clean cloth in
wiping the outer ear and having a doctor check the ears for any
problem.)
 Why are these ways good to do for our ears? (The ears should only
be cleaned in the outside using a clean cloth. I t is not proper to
insert objects inside the ear to avoid damaging it. Whenever there
is a problem about the ears, it is best to consult a doctor.
 What are ways that you should avoid? (Listening to loud music and
inserting sharp objects in the ear.)
 Why do you have to avoid doing these? (Sharp objects could hurt
the ears especially the inner parts like the eardrum. Listening to very
loud music may affect hearing.)
 What other ways do you do to take good care of your ears?
 Never put anything inside the ear
 Avoid very noisy places.
 Listen to not too loud radio or music, even when watching
television
 Consult a doctor when there is a sudden loss of hearing .
April 10, 2014
I . Match column A with column B. Write the letter before each number.
A B
_____1. Pinna a. Transmit sounds to the auditory nerve
_____2. Ear canal b. Sends message to the brain
_____3. Eardrum c. Collects sounds
_____4. Cochlea d. Where sound travels from pinna to
the ear drum
_____5. Auditory e. Vibrates when sound hits it
nerve
I I . Put a [] on the box if it shows a proper way of caring the ears and put
a [x] if it is not.
 1. Avoiding noisy places
52

 2. Consulting a doctor when there is a problem about the ears and
hearing
 3. Cleaning the inside of the ears with cotton buds
 4. Turning the volume high when listening to music
 5. Using earmuffs when in a place with loud sounds.
1. Why are the ears important?
2. What can happen if the sense of hearing is impaired?
Objectives
1. identify the parts of the nose and its function; and
2. Identify proper ways of caring the nose.
DRAFT
Assignment
Lesson 3: The Nose
Duration : 2 days
Material
big Picture of a nose
Procedure
Review
April Post the enlarge drawing 10, of the ear.
Ask: Why are our ears important? Trace the path 2014
of sound as it enters the
outer ear to the inner ear and then to the brain for interpretation.
Motivation/Presentation
Ask the following questions:
 How can you tell what your mother is cooking?
 What sense organ do you use in smelling?
 Can you tell the parts of your nose? What do you like to study about
your nose?
(Post questions on the pocket chart.
Lesson Proper
2. After doing activ ity 6, ask the following questions:
 Look at the drawing of your classmates. Do you have the same
drawing of the nose?
 What are the parts of the nose that we can see? (The part of the nose
that we see are the two holes of the nose called the nostrils.)
53

 What are the inside parts of the nose? (The nasal cavity and inside it
are the nerve cells.)
 What is the function of each part of the nose?
 The nostrils receive the scents carried by air. Hairs are present on the
nostrils which filter the air that gets through your nose.
 The nasal cavity secretes mucus which further cleans the air.
 The nerves in the nasal cavity send messages to the brain which
interprets what we have smelled.
 What can happen if the sense of smelling is impaired? (You will not be
able to smell the odor or scents of things.)
3. Let the pupils do Activ ity 7. Give them 10 minutes to do the activ ity
4. Ask the pupils the following questions :
 What are the proper ways of caring the nose which you marked check
in your activ ity? (The proper ways are: covering the nose while passing
by a dusty road and using a clean handkerchief or cloth in cleaning
the nose)
 Why do you have to care for your nose?
 Which are NOT the proper ways to do in your nose? (Using sharp
DRAFT
objects to clean the nose and blowing hard.)
 Why do you have to avoid doing these? (It can harm the nose.)
 What are other ways of taking care of your nose?
 Not inserting small objects inside the nose
 Seek doctors help when an object is inserted in the nose
April Assessment
I . Match column A with column 10, B. Write the letter 2014
before each number.
A B
_____1. Nostrils a. Carries the messages to the
brain so the person will
know what he smelled
_____2. Nasal cavity b. Opening of the nose
_____3. Nerves c. Secretes a sticky mucus which
trap dust, dirt and germs
carried by inhaled air
I I . Put a [] on the box if it shows a proper way of caring the nose and put a
[x] if it is not.
 1. Inserting small objects inside the nose
 2. Consulting a doctor when there is discomfort with our nose
 3. Cleaning the inside of the nose with sharp objects
 4. Covering the nose when passing a dusty road
 5. Blowing the nose hard when with colds
54

Answer the questions below:
1. Why is the nose important?
2. What can happen if the sense of smell is impaired or does not
function well?
Lesson 4: The Tongue
None
Objectives
1. describe the uses of the tongue; and
2. identify the parts and function of the tongue.
DRAFT
Assignment
Duration: 3 days
Materials
big picture/ illustration of the tongue, flow chart of how the parts of the
tongue function, real food samples (ex. kalamansi, salt)
Procedure
April A. Review
What 10, are the parts of a nose?
2014
B. Motivation/ Presentation
Call a pupil. Blindfold him/her and let him/her taste the kalamansi juice.
Let the pupil guess what the liquid is. (The class will tell whether the answer is
correct)
Remove the blindfold as soon . Ask the pupil:
 How did you know that it was kalamansi juice? ( I t tastes sour.)
 What did you use to taste it?( My tongue.)
Ask the class:
Do you know how our tongue functions?
C. Lesson Proper
1. Tell the class to bring out their mirrors. Let them do activ ity 8 in their LM
indiv idually first. Remind them to be careful in using and handling a mirror.
2. After answering the activ ity, div ide the class into groups. Let the class
compare and discuss their answers. Tell them to report their answers to the
class.
55

3. Ask 1-2 members of the group to report their work in class. Discuss the
answers to the activ ity. (You may use a big picture / an enlarged
illustration of the parts of a tongue.)
4. Lead the pupils in developing these concepts:
 Tongue is the sense organ that helps us taste all things we place inside
our mouth.
 The tongue has taste buds and nerves.
5. Discuss thoroughly how the tongue functions as stated in the activ ity. (You
may use the pupil’s enlarged flow chart. )
6. Let some pupils taste certain foods to demonstrate how the tongue
7. Let the class check their answers to the activity.
8. Tell the class to do activ ity 9 in their LM. Check the answers to the activ ity.
Let the pupils explain their answers.
9. Discuss with the class the following concepts:
 Eating very hot food can scald the tongue.
 I t is proper to consult a doctor when the tongue has sores.
 Use a tongue scraper to clean the tongue so as not to damage the
taste buds.
DRAFT
functions.
 Brushing teeth is important to avoid infection of the tongue and gums
and prevent tooth decay.
Assessment
Ask: What are the parts of a tongue and their functions?
What’s the importance of caring the tongue?
April Assignment
10, 2014
The tongue needs to be cleaned from time to time. How do members of
your family clean their tongue? Write their responses on your notebook.
Lesson 5: The Skin
Duration: 2 days
None
Objectives
1.describe the uses of the skin;
2. identify the parts and function of the skin; and
3. show proper ways of caring for the skin.
Materials
big picture / Enlarged illustration of the parts of the skin, magnifying glass
56

A. Review
What are the parts of the tongue?
How does the tongue works?
B. Motivation/ Presentation
Place familiar objects with different shape, textures and thickness
inside the pouch.
Let some pupils identify these objects by a: touching using gloves
and b: touching without using gloves)
Ask:
In which situation ( a or b ,can you easily identify the objects? Why?
What sense organ is involved in this activity?
C. Lesson Proper
1. Distribute magnifying glass to the class. Discuss briefly the proper use of a
magnifying glass.
2. Tell the pupils to do activ ity 10 as a group.
3. Tell the class to choose a leader to discuss the parts and function of the
skin found in the LM.
DRAFT
Procedure
4. Check the answers to the activ ity.
5. Discuss the following concepts:
 Using magnifying lens, we can see tiny hairs and openings on our
skin.
 The skin is the outer covering of our body.
 The skin protects the body from losing too much water, injuries and
April infection.
 The skin helps maintain 10, body temperature.
2014
 The skin consists of two layers:
 Epidermis: outer layer of the skin on the surface on which dead
skin cells are found.
 Dermis: inner layer of the skin which contains blood vessels,
nerves, sweat glands and oil glands.
 The sweat glands open to the surface of the skin through the pore.
 The oil glands keep the hair and skin soft and moist.
 The skin has nerve endings that sense touch, pain, pressure, and
temperature.
 The nerves send messages to the brain which interprets the
message and we feel the objects.
6. Discuss also how the skin works.
7. Tell the pupils to do activ ity 11 in their LM indiv idually.
8. Check and discuss the answers to the activ ity. Let the pupils explain their
answers.
9. Tell the class:
 I t is good to take a bath everyday to avoid body odor.
 Walking barefoot can harm the skin of your feet.
 Wear clean clothes for personal hygiene.
57

 Drink plenty of water to make the skin fresher.
Assessment
What are the parts and functions of the skin?
How do we take care of the skin?
Assignment
Name animals found in the community.
DRAFT
April 10, 2014
58

Chapter 2 : Animals
The pupils studied about their sense organs in Chapter 1 of Unit I I. They
described the parts and functions of the sense organs of the human body and
they were encouraged to practice good health habits to take care of their eyes,
ears, nose, tongue and skin. From a lesson on the human body, the pupils will
now move to a lesson on the other liv ing thing in their environment, the animals.
In chapter 2, pupils will learn that they share many things in common with
animals by describing animal body parts and their functions. The pupils will also
be able to classify animals based on some observable characteristics like body
covering, food they eat, how they move, and their habitat.
Furthermore, pupils should also be made to realize the importance of
animals to humans by identifying their usefulness. However, they should also learn
that there are also animals that could bring harm because they carry disease or
they could inflict injuries. Finally, the pupils must be able to describe ways of
proper handling of animals. This is important because it promotes animal welfare
and prevention of injuries and fatal accidents.
DRAFT
Overview
Process skills involved in the activ ities include observing, communicating
(writing), describing and classifying.
Lesson 1: Animals in the Environment
Duration: 1 day
10, 2014
There are different kinds of animals. Different kinds of animals live in
different places. Some animals live in land and some live in water and some live
on both places. Animals such as chicken, goat, sheep, pig, and cow can be
found in a farm. Animals like lion, tiger, elephant, and giraffe can live in the wild
or in the zoo. Animals such as the different fishes, whale, and stingray live in
bodies of water. Some of the animals (cat, dog, and rabbit) live in the house
because they are pets.
Objective
At the end of the lesson, the pupils should be able to identify common animals
found in the environment
Materials
Pictures of animals
Procedure
A. Review
59

Ask the pupils:
 Look around. What do you see? What sense organ do you use to see
things around you?
 Listen. What do you hear? What sense organ do you use to hear?
B. Motivation/Presentation
1. Let the pupils sing the song “Old McDonald had a Farm.”
Old McDonald had a Farm
E – I – E – I – O
And on his farm he had some chicks,
E – I – E – I – O
With a chick, chick here
And a chick, chick there,
here a chick, there a chick,
Everywhere a chick, chick.
Old MacDonald had a farm,
E – I – E – I – O
DRAFT
(Replace the animals with the following:)
Duck – quack, quack
Cat – meow, meow
Pig – oink, oink
Cow – mooo, mooo
Frog – ribbit, ribbit
Bird – chirp, chirp
Horse – neigh, neigh
Bee – bzzz, bzzz
April 10, 2014
2. Ask the pupils to recite the names of the animals mentioned in the song.
3. Explain to the pupils:Many kinds of animals live in the same environment
with humans.
Lesson Proper
1. Let the pupils do Activ ity 1. Give them 10 minutes to answer the activity.
2. After 10 minutes, use pictures a – f of Activ ity 1 to identify the animals.
3. Post the pictures on the board one by one.
4. Ask one pupil to write below the picture the name of the animal.
5. Ask the class to describe the animal in the picture. The following questions
may be asked to help the students in describing the animals.
 Where can you find it?
 I s it big? I s it small?
 Can we keep it as a pet?
6. Post the pictures h – k of Activ ity 1 on the board.
7. Ask question in the activ ity sheet.
8. Write the pupils’ answers on the board.
60

9. The following questions may be asked to help the pupils in describing the
animals they listed as answers to question g.
 Where can you find it?
 I s it big? I s it small?
 Can we keep it as a pet?
10. Ask the class to give other examples of animals and where the animals
can be found.
Ask the class to give a generalization. Examples:
 There are different kinds of animals.
 Different kinds of animals live in different places.
 Some animals can be kept as pets, some help us in the farm, some
provide us with food, some animals are helpful to plants, while
some are pests. Some animals can be dangerous to smaller
animals, plants, and people.
Complete the table by listing different kinds of animals found in different
places.
DRAFT
Assessment
April Assignment
Each group will bring a picture 10, of a frog, horse and 2014
bird for the next activity.
Lesson 2: Body Parts of Animal
Duration: 2 days
There are different kinds of animals. They have body parts which they use
for movement, eating, protection and adaptation to habitat. Some animals
have similar body parts which can be used as bases for classifying them into
groups.
Objectives
1. identify the parts of some animals; and
2. group animals according to their body parts.
61
Animals
found in the
House
Animals
found in the
Farm
Animals found
in the Zoo
Animals found in
the River and
Ocean

Large pictures of frog, horse , bird showing the body parts
A. Review
Relate the lesson on animals in the environment to the lesson on body
parts of an animal. Ask the students: What animals do you have at home?
What animals do you find in your garden?
1. Write on the board the lyrics of the song “My Toes, My Knees.”
My Toes, My Knees
My toes, my knees, my shoulder, my head
Let us clap our hands together.
2. Let the pupils sing the song “My Toes, My Knees.”
3. Ask the pupils to read and encircle parts of your body mentioned in the
DRAFT
Materials
Procedure
song.
4. Ask the class the question:
 I f we have these body parts - toes, knees, shoulder and head, what
about the animals, do they also have these parts? Can you name
animals which have these body parts?
April C. Lesson Proper
10, 2014
1. Let the pupils perform Activity 2 – Parts of an Animal.
2. After the pupils finished answering the activ ity, facilitate the
processing of the activity.
3. Post on the board the large pictures of a frog, a horse and a bird.
Ask the pupils to write on the board answers to the activity.
4. Ask question no. 4, “What body parts are common in a frog, a horse
and a bird?”
5. After the pupils have answered, explain to the class that there are
similarities and differences of body parts of many animals.
6. Ask the class to give a generalization. Generalization can be:
 Animals have body parts which makes them similar or different from
each other.
Assessment
(The pupils may be grouped together to answer the assessment.)
Complete the table below by listing animals described in each column. The
pupils can write as many answers as possible.
62

Group together animals that have the same body parts
dove dog maya
bangus bee fly
cow crocodile eagle
goat tilapia spider
butterfly carabao turtle
Lesson 3: Classifying Animals according to Body Parts and their Uses
Duration: 2 days
DRAFT
Assignment
Different animals use different parts of their body for movement. Having
different body parts make the animals move in different ways.
The horse and giraffe have long legs which they use for walking or running
April fast. Some have legs that are not very long but they can also walk or run very
fast. The cheetah runs the fastest 10, and the pronghorn 2014
follows in speed. Other
animals like rabbits and kangaroos have bigger hind legs which aid in jumping.
The legs of carabaos, dogs, horses and cows make them walk, run,
gallop, or jump. Birds have wings for flying. Birds have a pair of legs and feet with
sharp claws for clinging to branches of trees. Fishes have fins and tail for
swimming. The long and strong legs of frogs enable them to jump while the
webbed feet of ducks help them swim.
Earthworms have pairs of bristles that help them crawl and cling to the
walls of their burrows. Monkeys have long arms, legs, and tails that help them
climb and swing from tree to tree. Millipedes and centipedes have many small
legs to help them crawl. Crabs and lobsters use their legs in crawling and
swimming.
Objectives
1. describe how animals move; and
2. Identify the body parts that enable animals to move;
63
Animals with 2
legs and wings
Animals with 6
legs and wings
Animals with 4
legs and horns
Animals with
gills and fins

picture/ video of animals
Show a picture of an animal and ask the pupils to name its body parts.
Ask the questions “What are these body parts for?”
B.Motivation/Presentation
Guessing Game:
The class will play a guessing game. Tell the class the following
a. One pupil will pick a piece of paper with the name of an animal
written on it.
b. The pupil should not tell the name of the animals instead he or
she will act out how the animal moves.
c. The rest of the class will raise their hands and guess the name of
the animal.
DRAFT
Materials
Procedure
A.Review
instructions:
d. The first pupil to raise hand and guess the correct animal will earn
a prize.
e. Each pupil shall have at least 5 animals to name correctly.
C.Lesson Proper
Day 1
April 1. Let the pupils do Activ ity 3. Give them 10 minutes to do the activ ity.
2. Write the names of 10, the animals on the board 2014
following the format and
sequence of questions 1 and 2 of Activ ity 3.
3. Ask one pupil to identify the movement of each animal in question 1.
4. Do these for animals a – j of question 1.
5. Ask one pupil to identify the body part/s used by the animal for
movement in question 2.
6. Do these for animals a – j of question 2.
7. Discuss to the class that animals have body parts that help them
move.
8. Ask them to relate the body parts of animals to their movement.
Questions for discussion:
 The frog has flexible or springy legs. What movement can it make?
What are other animals that show this movement? Do these animals
have the same kind of legs?
(Animals with flexible or springy legs can jump.}
 Butterflies can fly. What enables them to fly? What other animals have
these body parts and make them fly?
 What kind of movement can an animal without legs make? Example:
snake
64

(Animals without legs like the snake can crawl with their body.)
 What kind of movement can animals with legs make?
Examples: spider, bird, duck
(Animals with legs can walk, run, and crawl with their body.)
9. Ask the class to give a generalization. Examples:
 Animals have body parts that enable their movement.
 Animals move in different ways.
1. Let the pupils do Activ ity 4. Give them 10 minutes to do the activ ity.
2. Write the table on direction number 2.
3. Post the picture of each animal on the board.
4. Ask one student to write the name of the animal posted on the board
on the correct column corresponding to the movement the animals
make.
5. Let the pupils read the group of animals that walk or run, jump or hop,
swim, fly, and crawl.
6. Discuss to the class that animals can be classified based on how they
DRAFT
Day 2
move.
7. Let the pupils make generalizations:
 Animals can be grouped together based on their means of
movement.
Assessment
April Choose an animal without legs and an animal with legs. Observe the
body parts that these animals 10, use to move from 2014
one place to another. Draw
the animals in your notebook. Show the part or parts that they use to move.
Assignment
Ask the pupils to draw their pets in their assignment notebooks. What is the
food of your pet?
Lesson 4: Body Parts of animals for food getting and for eating
Body Covering of Animals
Habitat of different animals
Duration:4 Days
Animals have body parts for food getting. Frogs and lizards use their
long tongues to catch insects for food. Cows, carabaos, and horses have big
and flat teeth to chew grass. Tigers, cats, and dogs have long and sharp teeth to
tear food apart. Some insects like bees have proboscis to suck nectar from
flowers. Chimpanzees and monkeys use their hands in getting food. Ostrich and
65

Science 3 tg draft 4.10.2014 yes

Science 3 tg draft 4.10.2014 yes

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