SCIENCE 3

TERM 1: WEEK 4: DAY 1

Science Process Skills

Activity: How is observing done?

Materials Needed: small candle, match, jar, a bottle of fruit juice, 5
slices of different fruits, bell, a container with hot or cold water

Safety precautions:
o Keep the work area clean before, during, and after the activity.
o Never taste anything unless told to do so by the teacher.

Activity 1: How is observing done?

Materials Needed: small candle, match, jar, a bottle of fruit juice, 5 slices
of different fruits, bell, a container with hot or cold water

Safety precautions:
o Keep the work area clean before, during, and after the activity.
o Never taste anything unless told to do so by the teacher.
o Ask when in doubt.
o Report any accident to the teacher.

What to Do:
1. Pay close attention to what your teacher
demonstrates in Station 1. Then, answer the
following questions.
a. What happened to the lit candle when
covered with a jar?
b. Which sense/s did you use to answer
question a?
2. Go to your respective stations and do the assigned task. The following
are the station setups and guide questions.

Station 2: Hold the bottle close to your nose. Then,

cup your hand over the container opening and
fan towards your face, as shown below.
How do you describe the smell?

Station 3: Press the button.

How do you describe the sound?

Station 4: Get a piece of the fruit.

How does it taste?

Station 5: Hold the container.

Is it hot or cold?

3. Within the time allotted by your teacher, answer the questions at each
station. Write your answers in the table below. Note: Station 1 will be
answered as a class.
4. Complete the table by checking (✔) the senses used in answering the
questions per station.

5. To answer the questions at each station, you must use one of the basic
science process skills— observing. Based on this activity, how would you
describe observing?
Formative Assessment:

Directions: Fill in the blanks using the following terms:

information, observe, observing, senses, and sight.

The most basic science process skill is . We use it in

our daily lives, and it is important in applying more complex science

process skills. When we , we use our

. Among these are the sense of hearing, touch, smell,

, and taste. Through this skill, we can gather

from around us.

Assignment:

With the help of your parent or guardian, observe three (3) objects found at home.

Complete the table below.

Object What I Observed Sense/s Used

Example: Flower It is red and smells sweet. Sight and Smell
1. ______________________________ _____________________
_________________
2. ______________________________ _____________________
_________________
3. ______________________________ _____________________
_________________

SCIENCE 3
 TERM 1: WEEK 4: DAY 2

Science Process Skills

Activity: How can you tell what will happen next?
Materials Needed: small candle, match, four different sizes of glass jars,
stopwatch, small and large sizes of the following: rubber erasers, marbles,
crayons, blocks of wood, pencils, and coins; 1 piece basin with water
Safety precautions:
o Keep the work area clean before, during, and after the activity.
o Never taste anything unless told to do so by the teacher.
o Ask when in doubt.
o Report any accident to the teacher.
What to Do:
Part A. What happens next? (As a class)
Read each scenario and guess what will happen next.
Scenario 1
One afternoon, Pio, Caloy, and Zon are playing outside
when they notice the surroundings darkening and the
sky becoming gloomy. Some of the kids start running
home. (Gloomy means dark or poorly lighted).
What do you think will happen next?

Scenario 2
In her Science class, Rosario observes that the
balloon gets bigger and bigger as air is pumped inside.
What would happen if air were continuously pumped
inside the balloon?

Part B. How long will the candle keep on burning? (Per group)
1. Observe as your teacher performs the demonstration.
2. Complete the table by writing the burning time of the candle. (Burning
time is the time observed when the candle is burning until the flame goes
out. Use a stopwatch to determine the time.)

Size of Burning Time of the candle

Jar

Small

Medium

Large

a. What happens to the candle's burning time as the jar’s size increases?
b. What will happen to the candle’s burning time if an extra-large jar is
used to cover the lighted candle? How do you say so?

Part C. Will it sink or float? (Per group)

1. Observe as your teacher performs the demonstration.
2. Complete the table below by answering the question, “Did it float or
sink?”

Objects Did it float or Objects Did it float or

sink? sink?

Small marble Large marble

Small Large
crayons crayons

Small pencil Large pencil

3. Observe as your teacher places a small coin into the basin with water.
a. What happened to the small coin?
b. What will happen if a large coin is placed into the basin with water?
Explain your answer.
4. In answering the question about ‘What will happen next?’ you must use
one of the basic science process skills—predicting. Based on this activity,
how would you describe predicting?

Formative Assessment:
Directions: Read each situation carefully. Encircle the letter of the best
prediction.
1. Dark clouds are gathering and strong winds begin to blow.
a. It will snow. c. The sun will shine brightly.
b. It will likely rain.
2. A plant has not been watered for many days.
a. It will grow taller. c. It will produce more flowers.
b. It will wilt and dry up.
3. A glass is slowly filled with water until it reaches the top.
a. The water will overflow. c. The glass will become smaller.
b. The water will disappear.

4. A child continuously blows air into a balloon.

a. The balloon will become smaller.
b. The balloon will turn into water.
c. The balloon will burst.
5. A small stone is dropped into a basin of water.
a. It will sink. b. It will float. c. It will melt.

Assignment:

Refer to the image of a lit candle.

Suppose we keep the candle lit without covering it.

1. What could happen next?

2. Which skill did you use in telling what could happen next in the lit
candle?
3. What is predicting?

SCIENCE 3
 TERM 1: WEEK 4: DAY 3

Science Process Skills

Activity: How to Measure Using Millimeters, Centimeters, and

Meters

Materials Needed: (per learner) ruler, pencil, science textbook; (per

group) meterstick; (whole class) other science tools available in the
classroom (e.g., beaker, thermometer, graduated cylinder)
Safety precautions:
o Keep the work area clean before, during, and after the activity.
o Never taste anything unless told to do so by the teacher.
o Ask when in doubt.
o Report any accident to the teacher.
What to Do:
Part A. Exploring tools used in the Science classroom
1. As a class, study the following tools shown by
your teacher:
a. Which do you think are the tools that can be
used in determining the length of objects?
b. How do you say so?
Part B. Determining the length of objects
1. As a class, observe how your teacher gets the
length of a left hand using a ruler.
2. Write the length of the hand in millimeters (mm)
and centimeters (cm) in the table.
3. Using a ruler, measure the length of a pencil and a
science textbook in your group.
In doing this, the “0” mark on the ruler corresponds to
the object's edge. Refer to the sample illustration .
Note: Ruler has two scales. The smaller scale is the centimeter, and the
larger scale is the inch. In one centimeter, there are 10 millimeters.
On a standard ruler, one millimeter is the smallest measurement unit.
Write your answers in the table below.

Object Length in millimeter Length in centimeter

 (mm) (cm)

Left
hand

pencil

textbook

4. This time, as a class, arrange yourselves from tallest to shortest.

5. Determine the height of the shortest and tallest members of the class
using a ruler and meterstick. Complete the following table:

Tool Height of shortest Height of tallest member

member (cm) (cm)

ruler

meterstic
k

a. Which is easier to use in measuring the height of your classmate, the

ruler or the meterstick?
b. How do you say so?
6. As a class, determine the height of your teacher.
a. What is the height of your teacher in meters (m)?
b. Which tool did you use?

Formative Assessment:
Directions: Find the following objects inside or outside the classroom.
Measure them using the correct tool and write the best unit of
measurement.
Object Estimated Actual Unit
Measurement Measurement (mm,
cm, or
m)
Pencil
Book

Assignment:
Look around your home and find an object with:
1. a length longer than 15 mm; 3. a height longer than 1 m
2. a width shorter than 80 cm;
 SCIENCE 3
TERM 1: WEEK 4: DAY 4

Science Process Skills

Activity: What are science process skills?

Material Needed: (per group) ruler

Safety precautions:
o Keep the work area clean before, during, and after the activity.
o Never taste anything unless told to do so by the teacher.
o Ask when in doubt.
o Report any accident to the teacher.

What to Do: (Per group)

1. Within the given time by your teacher, arrange yourselves from

shortest to tallest per group.
a. Was your arrangement correct?
b. What was your basis for arranging yourselves that way?

2. Repeat step 1 by following each arrangement in Column 1 of the

succeeding table. This time, you may use a ruler. Listen to your teacher
for additional instructions.
3. Then, complete the table below by answering the questions in Columns
2 and 3.
(2) (3)
(1) Was your arrangement What was your basis for
Arrangement correct? (Yes or No) arranging yourselves
that way?
Longest to shortest
hair
Shortest to longest
right index finger
Smallest to biggest
shoe size

4. Refer to your group’s arrangement of the one

with the longest to shortest hair.
a. Suppose your groupmate with the longest hair will cut her hair to
shoulder level, what will be your group’s new arrangement? Specify this
by writing the names of your group members in order of the one with the
longest to shortest hair.
b. How did you say so?
5. Refer to steps 1 to 4.
a. What are the skills that you used in performing these steps?
b. How will you define science process skills in your own words?

Formative Assessment:
Directions: Write TRUE if the given statement is correct and FALSE if not.

1. Measuring helps improve accuracy when making

observations.
2. The most basic science process skill is predicting.
3. Science process skills are important and used in daily life.
4. When measuring using a ruler, align the object’s edge with
the edge of the ruler.
5. Observing can be done using a single sense.