SCHOOL: Grade: 3
DAIL
Y TEACHER: Learning SCIENCE
LESS Areas:
ON DATE: Quarter: 4th
PLAN CHECKED BY: ROWENA LAGUNOY
I. OBJECTIVES Annotation
s
A. Content The learner demonstrates understanding of light, heat
Standard and
sound travel using various objects.
B. The learner should be able to demonstrate conceptual
Performance understanding of properties/characteristics of light, heat
Standard and sound.
C. Learning The learners should be able to describe how light,
Competency/ sound and heat travel.
s: (MELCS)
D. Objectives At the end of 50 minutes, the pupils can;
a. Describe how heat is transferred through the air,
b. label the convection diagram; and
c. display willingness to participate in class.
II. CONTENT How does Heat Travel through the Air
A.
References
1. Textbook Science Learner’s Material Grade 4, p. 186-188
Pages
2. Worktext
3. Additional PowerPoint Presentation
Materials from
Learning
Resources
4. Subject Math and English
Integration
5. Strategy 5E’s
6. Value Focus Cleanliness in Nature
B. Other Exploration
Learning [Link]
Resources
III. Teacher’s Activity Pupils’
PROCEDUR Activity
ES
A. 1. Greetings Indicator 9
Preparatory Plans,
Activities Good morning class! manages, and
Are you ready to have fun implements
and explore the wonders of developmental
science? Yes, teacher! l y sequenced
teaching and
2. Review learning
Can you still remember what process to
was our previous lesson? meet
What experiment did we curriculum
do last meeting or yesterday? requirements
and varied
Now, we will continue our teaching
lesson about Heat transfer contexts.
through Liquid Materials. MOV’
s
3. Engagement The teacher
implements
lesson with
appropriate
elements of
development
all y
sequenced
teaching and
learning
process.
B. 1. Presentation
Developme a. Setting of standards
nt al
Activities Before we begin our lesson, l
know you are all familiar to
what is our classroom rules. A good student
What are those rules? must participate in
the class.
A good student
must listen to the
teacher.
A good student
must raise his/her
hand whenever
they want to
answer.
Okay, very good! And A good student
also a good student must must respect one
give a chance to other another.
classmates especially when
they already had their turn.
Can I expect that to all of
you, children?
And also remember, that I Yes,
will give a star to every
groups who can value our teacher Amabelle.
classroom rules and to those
groups or individual that will
follow my instructions
especially during groupings
and in our experiments.
2. Exploration
Okay!! Wonderful! Now we
will have another
experiment. Are now ready?
Yes,
Can I ask each one of you to
lend me your ear, eyes, teacher Amabelle.
mind, and hearts in our
class for today?
Okay! Thank you. Now let’s
have an experiment.
What you need:
• Food coloring (2
different colors)
• Ice
• Transparent container
• Dropper
• mug
What to do:
1. Place the cups upside
down on the table.
2. Place the transparent
container on the inverted
cups.
3. Fill the container with water.
4. Using the dropper, make 3
drops of food coloring (red)
into the water on the right
side of the container, and
make 3 drops of food
coloring (red) on the other
side of the container.
5. Fill the mug with hot water
and place it in the container.
Fill another mug with iced
water and place it on the left
side of the container.
6. Observe what will happen.
Record your observations in
your science notebook.
Guide Questions:
1. What happened to
the to the food colors
when it was dropped
in the water?
2. What happened to
the red food color
after placing the hot
mug under it?
3. What happened to
the blue food color
after placing the cold
mug under it?
4. What
general statement
can you formulate?
3. Explanation
(The pupils will present
their answers in the
experiment to the class.)
4. Elaboration
Convection is the transfer
of heat by the actual
movement of fluids such as
liquid (like water) or gases
(like air) from one place to
another.
The heated molecules move
and rise pushing the top
molecules, which are cold to
the bottom. The colder
molecules, get heated at the
bottom, and move up. Warm
fluid rises and cold fluid sinks
forming currents.
This is also true with winds
and
breezes. Warm air rises,
expands and cools. Cool air
sinks. Convection is the
reason why we have wind
movements and local
breezes. During daytime, air
over the land is heated. It
rises and expands. Cool air
over the sea moves toward
the land. That’s why you
feel refreshing breeze by the
seaside during daytime.
5. Valuing
The teacher will elicit
the importance of
Marine life.
C. 1. Generalization
Concluding Convection is the transfer of
Activities heat through liquid and
gases. A convection current
is the current movement of
water and gas when there is
a source of heat.
2. Application
IV.
Evaluation
V. What to bring:
Assignmen a. 2 different food coloring
t b. Transparent container
c. Dropper (2 pieces)
d. ice
VI.
REMARKS
VII.
REFLECTIO
N
A. No. of
learners who
earned 80
% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the Yes No
remedial
lesson work?
No. of
learners
who have
caught up
with the
lesson.
D. No. of
learners who
continue to
require
remediation
E. My
teaching
strategies
F. What
difficulties
did I
encounter
that my
principal or
supervisor
can
help me
solve?
G. What
innovation or
localized
materials did
I use/discover
which I wish
to share with
other
teachers?
Prepared by: