Lesson Plan in Science 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid or gas based on their observable properties.
Performance Standard:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
learning competency and code:
Describe different objects based on their characteristics (e. g. shape, weight, volume,
ease of flow) S3MT-1a-b-1
Quarter: First__ Week: 1__ Day: 1___

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify different solids found at home and in school

II. Content:
Subject Matter: Identify Different Solids Found at Home and in School
Integration:
MAPEH- (Music) singing with correct tone.
ESP- value group teamwork.
Strategies: Cooperative Learning/Pair and Share/Guessing Game
Materials: Pictures of Different solids found at home and in school/manila paper/pentel
pen, enlarge pictures, real objects
References: Science LM p.2,
Mathematics LM p 27
Curriculum Guide in Science 3

III. Learning Tasks:

Elicit(Access prior knowledge) 3 minutes Materials

To elicit prior knowledge, the teacher will introduce a Song copied in manila paper
song about matter to the tune of “are you sleeping” or in power point
“ Every matter, every matter
Occupy space, occupy space
Solid, liquid and gas 2x
Everywhere, anywhere”
(Bisayan Version)
“ Matag matter,matag matter
Anaay lugar,anaay lugar
Solid,liquid and gas2x
Bisag asa makit-an”
(Music integration-singing with correct tone)

Engage (Get the pupils’ minds focus on the topics) 5

minutes
1
Activity 1 : Teacher will ask question
1. What different materials you see in our classroom? Pictures of different materials
At home? found at home and in school
(Accept all answers given by the pupils.)
2. Show pictures and let the pupils identify solid
materials.
-The pictures you mentioned is matter. Matter is all the Chart or pictures of different
things around us and it could be solids, liquids or gases. materials
(Emphasize to the class that they are going to study about
solids)
Explore ( Provide pupils with common experience ) 15
min.
Activity 2: manila paper,pentel pen,
Divide the class into small groups. Let them create activity card , enlarged
their group name.(Pupils’ grouping can be their permanent pictures
group for the week to avoid waste of time in grouping) of different solid materials
Give necessary instruction in doing their task. Agree found at home and in school
with the time to finish their group work. like:
Rubric will be used to assess the learning cup, dining table, tea pot
development of pupils. stove, pupils’ chair
Guide questions: blackboard, bed , umbrella
book , bag , pencil ,spoon
ACTIVITY CARD kettle , cotton
Procedure:
Read: “Solid materials are objects that can be seen
as big or small, things that can be touched or
carry, it has its shape, color or weight.
1. Write solid materials found at home and in school.
( It maybe inside or outside)
2. Name its object and tell where you find it.
(at home, in school or both)
Questions:
1. Are the materials you had listed can be touched?
2. Are they different from each other? Why?
3. Can you identify solid materials around us?

ACTIVITY SHEET
Solid materials At In It can be
home school touched

Are they different from each other? Why?

Can you identify solid materials around us?

RUBRICS
Group Name___________

2
 Criteria 10 8 6 4
Solid name 9-10 solid name 7-8 solid name 5-6 solid name 3-4
identified materials materials materials solid materials
Time finish the task finish the task finish the finish the
2 min before 1 min before task on the task after the
the time the time given time given time
Teamwork 100% 90% 80% 70%
participated participated participated participated
actively actively actively actively
Correct 100-90% got 80-70 % got 60-50% got 40-30% got
Answer the expected the expected the expected the expected
results results results results

(ESP Integration-value group teamwork)

Explain (Teach the concept. Should include interaction
between teacher and pupils) 8 minutes.
Group presentation ( select member of the group to
show their group work)
Pupils do the talking with the guidance of the teacher.
Check the answer of the pupils from the questions in
the explore.
Process pupils’ answers to correct misconception in
order to attain correct ideas or concept.
Guide Questions:
1. Use the questions in the activity card.
2. Are the materials be found at home and in school
have different observable characteristics?
Elaborate (Pupils apply the information learned in the
explanation. The teacher will give inputs to deepen the
understanding of the pupils) 12 minutes.
Discuss that there are materials found at home and in
school that are called solids.
Activity 3 : Pair-share
Questions:
1. What property of matter are those objects
found at home and in school?
2. What solid materials usually found in our
kitchen? (add other portion of the house like
bathroom, living room, etc.)
3. In school or in our classroom, what solid
materials can you find?
4. Can you touch or feel solid materials with your
hands? Can you see it with your eyes? Can you
carry it?

Key Concept:( for teachers consumption)

Solid materials can be found at home, in school or
everywhere. Solid material is one properties of matter that
can be seen either big or small, can hard or soft. Solid
materials are matter that has definite characteristics.
Note: Teacher will explain to the learners that there are
other properties of solids that will be discussed in the next

3
lesson.
Evaluate 5 minutes
Directions: Read the questions carefully and encircle the
letter of the correct answer.
1. What solid material can be found in the
library? ( classroom or shelves)
A. book B. paper C. pencil D. crayon
2. If you are ask to buy in the store and the weather is
so hot, what solid material will are you going to use
for protection from the heat?
A. long sleeves C. sock and shoes
B. plate and platter D. umbrella or hat
3. What solid material be found at home that is used to
cook our food?
A. firewood C. wood cutter
B. wood dicer D. wood chopper
4. Solid materials can be found at home and in school
except one_________
A. bag B. kettle C. tree D. rocks
5. How can you tell that the solid is hard or soft?
A. by way of touching the object
B. by way of seeing the object
C. by way of throwing the objet
D. by way of smelling the object

Extend (Deepen conceptual undertaking through use in - The teacher check the
new context). 2 minutes answer
Guessing game (Pinoy Henyo style)
1.Ask two pupils to come in front,
2. One pupil will place enlarge picture at the
top of his classmate’s head then describe the picture as
solid found at home or in school
3. The pupil with picture above his head will guess the
object in the picture.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___
Lesson Plan in Science 3

Content Standards:

4
 Demonstrate understanding ways of sorting solid materials and describing them as
solid, liquid, or gas based on their observable properties.
Performance Standard:
Be able to group solid objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Describe different objects based on their characteristics (e.g. shape, weight, volume,
ease of flow) S3MT-la-b-1
Quarter: First Week: 1 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Group solids according to shapes

II. Content:
Subject Matter: Group Solids According to Shapes
Integration:
MAPEH- Health: Eat healthy foods like vegetables and fruits
ESP: Cleaning and returning the materials in the working area.
Math: Different shapes
Strategies: Cooperative Learning, Pair and share, Game Treasure Hunting
Materials: Pictures of Different solids /manila paper/pentel pen
Enlarge pictures, Real object
References: Science LM p.2
Science Teachers Guide 3, page 6-7

III. Learning Tasks:

Elicit(Access prior knowledge) 3 minutes Materials
To elicit prior knowledge, ask the pupils: Show pictures of material
1. What are solid materials found at home? found at home and in school
2. What are solid materials found in school?

Engage(Get the students’ minds focused on the topic) 5

Minutes
*Show pictures of materials found at home and in school with Different common pictures
different shapes with different shapes
Examples: guava, egg,
*(Game Treasure Hunting) Let the pupils find the objects with eraser, tv
different shapes inside the classroom.

*Check the materials found by the pupils.

Explore (Provide students with a common experience) 12
Materials
Minutes
*Manila paper/pentel pen or
*Divide the class into small groups. Each group will be given 1 whole illustration board
a basket full of real or pictures of (10 pieces) solids with and chalk.
different shapes. *Basket full of real or
*Each group will put the solid in its proper box labeled as pictures of solid with a
round, oblong, rectangles, square, and triangle. maximum of 10.
*5 boxes labeled as round,
5
Questions to answer by group: oblong, rectangle, square,
1. What different shapes of solids did you observe? and triangle.
2. What characteristic of solid is shown in the activity (Solid
have different/various shapes)

Explain (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
*Representative from each group will show the object put *Manila paper/pentel pen or
inside each box, and the class will have to agree if it is 1 whole illustration board
correct or not. and chalk.
*After the reporting ask the pupils the following questions: *Basket full of real or
1. Can you name the different solids? (yes) pictures of solid with a
2. What are these solids? (according to the pictures and real maximum of 10.
objects used in the activity in the explore) *5 boxes labeled as round,
3 What different shapes of solids did you observe? oblong, rectangle, square,
4. What characteristic of solid is shown in the activity? (Solid and triangle.
have shapes)
Integrate in MAPEH- Health Eat healthy foods like
vegetables and fruits

Elaborate (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
*Discuss the solid materials according to shape using the real Pictures and real object with
objects and enlarge pictures. different shapes
Note: Emphasize that the shape of the object may related to
things that they are familiar (e.g. egg-like pebble) a brief
discussion on the different shapes may follow with
illustrative examples.
Questions:
1. Are there solids of different shapes around us?
2. Can we group solids based on their shapes?
3. What are the shapes of solids?
4. Do you think shapes of solid can be change?
5. Why do you think these materials are called solid?

Key concept: for teacher’s consumption)

There are solids of different shapes around us, at home,
in school, in the community. Solids are grouped if they have
the same shape: round, oblong, rectangular, square and
triangle.
Integrate in ESP: Cleaning and returning the materials in the
working area.
Evaluate (How will you know the students have learned
the concept) 8 minutes
Choose the letter of the correct answer. Power point /Laptop
1. What is the shape of an egg? /TV/LED
A. oblong B. square C. round D. Manila paper
rectangle
2. The shape of the tomato is ______

6
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 A. square B. oblong C. round D.
rectangle
3. Which of the following describe a television
set?
A. square B. round C . rectangle D.
oblong
4. Roy has a “square bag” How does the
adjective describe the
bag?
A. By telling its color
B. By telling its shape
C. By telling its odor
D. By telling its weight
5. Why does mother select the big round water
melon in the
fruit stand?
A. big round water melon is sweeter than the
small one
B. big round water melon is cheaper than the
small one
C. big round water melon has heavier weight
D. all of the above
Extend (Deepen conceptual understanding through use in
new context). 2 minutes
Using real object.
Show the real object in front of the class then call pupil to Pictures
pick one object. Show it to the class and describe the shape of
that object.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

7
 Lesson Plan in Science 3

Content Standards:
Demonstrate understanding of ways of sorting materials and describing them as solid,
liquid or gas based on their observable properties.
Performance Standard:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency and Code:
Describe different objects based on their characteristics (e. g. shape, weight, volume,
ease of flow) S3MT-1a-b-1
Quarter: 1 Week: 1 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Compare solids according to weight and volume.
.
II. Content:
Subject Matter: Compare Solid Materials According to Weight and Volume
Integration:
ENGLISH: Follow simple direction.
Strategies: Cooperative Learning (small group activity)
Materials: Pictures of Different solids, manila paper, pentel pen
real objects, 2 boxes of the shape
References: Science LM, Science TG, Curriculum Guide

III. Learning Tasks:

ELICIT(Access prior knowledge) 3 minutes Materials

To elicit prior knowledge, the teacher will ask the Pictures of different solid
pupils: materials grouped according to
1. What is the shape of these solid materials grouped its shape
together? ( answers can be round ,oblong, square,
rectangular or triangular)
2. Are there other solids of different shapes around us?
ENGAGE (Get the pupils’ minds focus on the topics) 5
minutes
Activity 1 :
The teacher will provide 2 boxes of the same shape
but of different sizes.
Ask questions:
1. What can you say about these boxes?( possible
answer will be big or small but other answers should be
accepted)
2. Do you think these boxes may be different on their
heaviness? To be sure about your idea let us explore.
EXPLORE ( Provide pupils with common
experience ) 15 min.
Activity 2: Group activity
8
 Teacher can use previous groupings to avoid waste
of time in grouping pupils. 2 boxes of different sizes and
Let the pupils go to their group mates. Since they heaviness(label Box A, Box B)
have their group name already, this time they will have objects to be placed inside
to make a yell. As they finish their task they will have to the boxes like chalks ,pebbles,
buzz their group yell to tell that they are done. nails or any objects that will fit
The teacher will give necessary instruction in doing to the lesson.
their task. Agree with the time to finish their group
work. Rubric will be used to assess the learning provide other objects to be
development of pupils. compared like stone,cotton or
Guide questions: any objects for grouping solids

ACTIVITY CARD
Procedure:
1. The group leader gets the group materials.
2. Each member will hold the 2 boxes (objects
inside) with their hands.
3. Observe and compare its heaviness with
your hands.
4. Record your observation.
5. Try to open the boxes and get what’s inside.
6. Count it.Record your observation.
Questions:
1. Which of the two boxes is heavy?
2. Which box is light?
3. Why do you think box A has different weight
compared to box B?
4. Do you agree that solid materials have
different weight? Why?
5. Do you think the objects inside each box
made its weight?
6. Compare another object( stone and cotton)

Integration (English) Follow simple direction

EXPLAIN (Teach the concept. Should include

interaction between teacher and pupils) 8 minutes.
Activity 3: Group presentation (first to say their yell
will be the first one to represent group output.)
Check the answer of the pupils from the questions in
explore.
Process pupils’ answers to correct misconception in
order to attain correct ideas or concept.
Guide Questions:
3. Use questions in explore.
4. What makes you consider that solids are
different in its heaviness when carry? (because
of its weight)
5. How did you know that solids have different
weight? (because of its volume or capacity

9
 within)
ELABORATE (Pupils apply the information learned
in the explanation. The teacher will give inputs to
deepen the understanding of the pupils) 12 minutes.
Discuss that solid materials have no definite weight
and volume.
Give some applications or situation showing that solid
materials can be lighter or heavier?
Questions:
1. Do you agree that solid materials can be
compared according to its heaviness? How?
2. Are solid materials with the same shape have
the same weight? Why?
Key concept:( for teachers consumption)
Solid materials have different weight. It can be
compared by its weight based on the heaviness of the
object and the capacity contained inside it.

EVALUATE
Directions: Read the questions carefully and encircle the
letter of the correct answer.
1. Mia have mangoes inside the two baskets. How
will she gets a basket with most mangoes inside?
A. count the mangoes inside the basket
B. choice the big basket
C. compare its weight by carrying 2 baskets
2. Mother wants to buy a box of cookies before
going home. She finds boxes with the same
sizes but she is uncertain about how many cookies
are in its box. What is mother’s best thing to do?
A. choice the best packaging
B. choice the expensive one
C. choice its weight and content
3. Are bag of sand and a bag of rice can be of the
same weight?
A. Yes, because they are put in the same kind of
bag.
B. Yes, because they are both heavy.
C. Yes, if sand and rice have the same bulk when
weighted.
4. How can you compare solid materials in its
heaviness and content?
A. by comparing their weight and volume
B. by way of moving it in its packaging
C. by just looking its appearance
5. What characteristic of solid materials shown in
our activity?
A. Solids can be compared based on its weight
and volume.
B. All solid materials can be of the same weight

10
 and volume.
C. Solid materials can be compared on its
appearance.
EXTEND (Deepen conceptual undertaking through use
in new context). 2 minutes
Make a hand signal (approved) when object presented
is heavy or light.
1. table
2. cotton
3. kettle
4. bed
5. broom

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understandings of ways of sorting materials and describing them as
11
solid, liquid, or gas based on their observable properties.
Performance Standard:
be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency:
Describe different objects on their characteristics (e.g. shape, weight, volume, ease of
flow) S3MT - I a - b – 1
Quarter: First Week: 1 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify different liquids found at home and in school.

II. Content:
Subject Matter: Identify Different Liquids Found at Home and in School
Integration:
MTB – MLE – mass nouns (mga butang nga di maihap)
English – Count and mass nouns
Health – Importance of water to the body
Strategies: Group activity
Materials: real objects , picture, activity sheets and charts
References:
Dep Ed Grade 3 Science Learners Materials page 8
Dep Ed Grade 3 Science Teachers Guide pages 13-14
Dep Ed Grade 3 Science Curriculum Guide page

III. Learning Tasks

Elicit(Access prior knowledge) 3 minutes Materials
Ask the following questions:
1. What is a solid material?
2. How do you know that the material is solid? (Answer should
be on the characteristics of solid)
3. What are some solid materials found at home? In school?
Engage (Get the students’ minds focused on the topic) 3 Minutes
Show the pictures of different liquids and study it. Picture of paint,
Ask question: milk, water and
1. Who can name the following picture? perfume
(let the pupil name each)
2. Where can you find each picture?

Explore (Provide students with a common experience) 17 Minutes

Directions: Real object such
Group the pupils into 4. Set precautionary measures in handling as glass of soy
the materials and parameters of group work. sauce, bottle of
Each group will be given different liquid materials and they are catsup, can of
going to name the materials for the activity and determine whether milk ,cup of tea,
they are solids or liquids. glass of water, soda
Group 1 activity is given as your guide. in a bottle, shampoo
Group 1. Complete the table and answer the guided question that sachet, soup in
12
follows. ( Materials: Found at home – used in cooking such as cup of bowl, bottle of
vinegar, bottle of oil, sachet of catsup and cup of soy sauce) alcohol, perfume
Name of materials Solid Liquid spray, plastic bottle
cup of baby oil, sachet
vinegar of vinegar, can of
bottle softdrinks, cup of
oil coffee, gel,
Group 2. Materials found at home used in cleaning: shampoo sachet, medicine syrup
bottle of liquid bath soap, hand sanitizer, dipper of water
Group 3 materials used as refreshment : bottle of fruit juice, can of
soda, glass of water, cup of coffee
Group 4 School materials: paste, bottle of glue, can of paint, bottle of
ink
(The teacher may change the materials according to the availability of
the materials.)

Explain (Teach the concept. Should include interaction between

teacher and students). 15 Minutes
Presentation of outputs based on the data provided and let the pupils charts
explained their works using the guided questions.
Guide Question:
1. What are the materials that your group have?
2. Which materials are solid?
3. Which are liquids?
4. What have you observed with liquid materials?
5. Why do you think liquid materials are placed inside the
containers?
6. When can you tell that the material is liquid?
Integration of MTB – MLE and English – every group will identify if
the materials they’re holding are a count or mass noun.

Elaborate (Students apply the information learned in the Explain. The

teacher will give inputs to deepen the understanding of the students) 5
minutes
Question:
1. What is a liquid?
2. How can you describe liquid materials?
3. Can you find liquids around us? In school, at home, in the
community?
Key concepts:
Liquid is a fluid that conforms to the shape of its
container. It is a substance such as water that is not solid or a gas and
that can be poured easily.
Evaluate (How will you know the students have learned the
concept) 5 minutes
Directions: Answer the following questions. Encircle your answer. Activity sheets
1. What is a liquid?
A. It has its own container.
B. It flows.
C. Cannot be seen by our naked eye.
13
 2. Which of the following situations shows that the materials used
is a liquid.
A. Arvin played his ball in his classroom.
B. Arvic loves to smell the odor of his mother perfume.
C. Arvil tastes his cake with a good smile.
3. Which of the liquid materials were liquid found at home?
A. glass B. water C. spoon
4. Which of the following liquid materials that can be used in our
homes used for cooking?
A. coloring pen B. soy sauce C. paint
5. Ink, bond paper, notebooks are some materials can be found in
the school. Which of the material is liquid?
A. Ink B. bond paper C. notebooks
6 – 7. Name at least 2 liquid materials found at home and in
school.
8. Why is water is considered a liquid?
A. It has its own container.
B. It easily flows.
C. It doesn’t show a liquid form.
9. Water is the best example of a liquid. It is important to people.
Why?
A. Yes, because we cannot live without water in our life.
B. Yes, because we can live long without water.
C. No, because it can be easily seen.
10. Why liquid do belongs to mass nouns?
A. because it can be counted
B. because it cannot be counted but may be countable when it
refers to units or types
C. because it is nature
Extend (Deepen conceptual understanding through use in new
context). 2 minutes
Instructions: At home, find different liquids in a container. (Ask your
parents or guardian for assistance)
Answer these: (a) What are the shape of the containers? (b) What is in
each container?
Fill out the chart.
Container Liquid in the container

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___

14
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 3

Content Standards:
Demonstrate understandings of ways of sorting materials and describing them as
solid, liquid, or gas based on their observable properties.
15
Performance Standard:
Be able to group common objects found at home and in school according to solids,
liquids, and gas.
Learning Competency:
Describe different objects on their characteristics (e.g. shape, weight, volume, ease of
flow) S3MT - I a - b – 1
Quarter: First Week: 1 Day: 5

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the shapes of liquids based on different containers.

II. Content:
Subject Matter: Describe the Shapes of Liquids based on Different Containers
Integration:
Math – Geometry
Arts – shapes
Strategies: Group activity, small group, experiment, game, carousel
Materials: real objects, charts, activity sheets
References:
Dep Ed Grade 3 Science Learners Materials page 8
Dep Ed Grade 3 Science Teachers Guide pages 13-14
Dep Ed Grade 3 Science Curriculum Guide page

III. Learning Tasks

Elicit(Access prior knowledge) 3 minutes Materials
Show a chart of pupils assignment yesterday . Chart
(a) What kind of material found inside all the different containers?
Kind of Container Liquid in the container
e.g. bottle water

Engage(Get the students’ minds focused on the topic) 3 Minutes

Show an empty clear bottle, empty clear drinking glass and a clear empty bottle, empty
cup. drinking glass and
Let the pupils examine the glass, bottle and the cup. cup of water
Ask question:
1. What can you say about the different containers?
2. Are they all of the same shape?
3. Can you change the shape of these different containers? Why?
Ask question:
1. Do you see an empty space in the glass?
2. Can you describe the shape of the water in the glass?
3. Do they have same shapes?
4. Did the liquid occupy the same space in the glass?

Explore (Provide students with a common experience) 17 Minutes

Perform the activity on pouring out the colored water on the 3 Empty bottles,

16
different kinds of container. (materials used during engage) glass, cups, bowls,
Group Activity: Experiment. containers, lemon,
Directions: vinegar, soy sauce,
1. Group the pupils into 5. Set precautionary measures in oil
handling the materials and parameters of group work.
2. Each group will be given chance and time to record their
observations in every station prepared by the teacher.
3. The pupils will do the pouring out of colored water in different
containers prepared by the teacher ahead of time in each
station.
4. Each group will move in every station.
5. Pupils will describe what they observed in each station.
a. Shape of the liquids in the containers
b. Shape of the liquids in different containers
c. Space occupied by liquids in different containers.
Station 1: materials such as 2 empty bottles of vinegar with different
shapes and glass of vinegar.
Station 2: materials such as 2 empty glass of soy sauce with different
shapes and glass of soy sauce
Station 3 materials such as 2 empty cup with different shapes and glass
of oil
Station 4 materials such as 2 empty bowls of Lemon juice with
different shapes and glass of lemon.
Station 5 materials such as 2 empty containers of oil with different
shapes and cup of oil.
(The teacher may change the materials according to the availability of
the materials.)
Explain (Teach the concept. Should include interaction between
teacher and students). 15 Minutes
Presentation of outputs based on the data provided and let the pupils charts
explained their works using the guided questions.
Guide Question:
1. What happen to the liquid material when you pour it inside the
container?
2. Does the liquid have shape?
3. How does the liquid take its shape?
4. What do you think will happen if liquids will have no
containers?
5. Are liquid materials needed to have containers? Why?
6. Does the shape of liquid materials can be change? How?
7. Can you till place or pour out liquid materials in a container
even if it is already full? Why or why not?
Elaborate (Students apply the information learned in the Explain. The
teacher will give inputs to deepen the understanding of the students) 5
minutes

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Let the pupils share their understanding based on the given question.
1. What can you say about liquid materials?
Key concepts:
Liquids take the shape of their containers. They fill out
the space (capacity) of their containers.
Evaluate (How will you know the students have learned the
concept) 5 minutes
Directions: Answer the following questions. Encircle your answer. Activity sheets
1. Why do liquids do not have definite shape?
A. because they only take the shape of their containers
B. because it do not like the shape of the containers
C. because it has definite shape
2. Do liquids fill out the space of their containers? How?
A. Yes, it takes the shape of the container.
B. No, it fills the space of the containers.
C. No, it has its own shape.
3. Arch have an empty bottle of soda, he pours his glass of water
into the bottle of soda. Does the shape of the liquid inside the
glass have the same shape of the bottle of soda?
A. Yes, the shape of the glass has the same shape with the
bottle of soda.
B. Yes, it follows the shape of the bottle of soda.
C. No, they have different shapes.
4. Which of the following situations does not shows that liquids
take the shape of the containers?
A. Leah puts pebbles in the circle balloon and it forms a big
circle.
B. Rhona put some juice inside the star balloon and it formed
a star
C. Daphne pours water in a square balloon and forms a square.
5. If L.A. have the square cellophane and put colored juice on it,
will the colored juice forms into a circle? Why?
A. Yes, because it is a colored juice.
B. Yes, because it has already a shape.
C. No, because it is a square balloon
Extend (Deepen conceptual understanding through use in new
context). 2 minutes
Game
Instructions: Everyone will be given a blank sheet of paper. They are
going to write their answer in the blank sheets in every questions raise
for them. Then, they are going to check after each questions given. blank sheets
1. Draw the shape of a cup of sugar. pictures
2. What is the shape of this picture? (picture of box of honey)

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___

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C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 3

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