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Science Lesson Plan: Characteristics of Solids

The document outlines a detailed lesson plan for teaching Science to third-grade students, focusing on the characteristics of solids, liquids, and gases. It includes learning objectives, resources, procedures for class activities, and evaluation methods. The plan emphasizes student participation through games, group work, and practical applications of the concepts learned.

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markjoven.canillada
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12 views12 pages

Science Lesson Plan: Characteristics of Solids

The document outlines a detailed lesson plan for teaching Science to third-grade students, focusing on the characteristics of solids, liquids, and gases. It includes learning objectives, resources, procedures for class activities, and evaluation methods. The plan emphasizes student participation through games, group work, and practical applications of the concepts learned.

Uploaded by

markjoven.canillada
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

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DLP- Science- Final-COPY

Education (Lyceum of Aparri)

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A Detailed Lesson Plan in Science 3

A. CONTENT STANDARD:
The learners demonstrate the understanding of ways of sorting materials and
describing them as solid, liquid or gas based on observable properties.
B. PERFORMANCE STANDARD:
The learners should be able to group common objects found at home and in school
according to solids, liquids, and gas.
C. LEARNING COMPETENCIES:
The learners should be able to classify objects and materials as solid, liquid, and gas
based on some observable characteristics. (S3MT Ic-d-2)
I. LEARNING OBJECTIVES
At the end of the lesson, students are expected to:
a. identify the characteristics of solids;
b. describe solids based on their characteristics; and
c. organize solids based on their characteristics.
II. CONTENT
Matter (Characteristics of Solids)
III. LEARNING RESOURCES
A. Reference
Department of Education. (2015). Let’s explore Science for Daily Use Learner’s
Manual 3. 5th Floor, Mabini Bldg., DepED Complex, Meralco Avenue, Pasig City
Philippines 1600, pp. 2-4.

Department of Education. (2015). Let’s explore Science for Daily Use Learner’s
Manual 3. 5th Floor, Mabini Bldg., DepED Complex, Meralco Avenue, Pasig City
Philippines 1600, pp. 2-3.

K to 12 Curriculum Guide Science (2016). Department of Education. DepEd


Complex, Meralco Avenue, Makati City, p. 1-9.

B. Other Learning Resources


Audio-visual(ppt)
Real objects
Worksheet Materials

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IV. PROCEDURE
Teacher’s Activity Students’ Activity
Prayer
Before we start with our session
today, let us first have a short prayer
to acknowledge the presence of our
Lord.
(Pupils will stand for a prayer.)

Greetings
Good morning, dear students!
Good morning, ma’am.

Checking of Attendance
Before we proceed with our first
activity for this day, may I know if
everyone is present today?
Yes, ma’am.

Great!

As we start our today’s session to learn and


acquire new knowledge, I hope you bear
with me along our discussion. Would that be
okay, class?
Yes, ma’am.

Very good!

Permission to start
Now, are you ready to learn and
acquire new knowledge?
Yes, ma’am!

Excellent! It seems that most of you are now


ready to proceed with our discussion and are
eager to learn.

A. Reviewing previous lesson or presenting the new lesson


Teacher’s Activity Students’ Activity

Before moving on to today's main lesson,


we'll play a game called "Guess the Object."

Kindly read the directions for this activity.


Yes, Angel.

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Directions: Ask one student to go in front of


the class. Blindfold the student. Ask another
student to give a solid object to the selected
student. Let the selected student describe the
solid object in terms of its texture, size,
shape, and weight. Let the student also
guess what object it is. After taking the
blindfold, let the selected student describe
the color of the object.

Did you understand the directions, class?


Yes, ma’am!

Very good!

Now, may I call one student to guess the


object in front of the class?
Yes, Marcelina.
(The student will guess and describe the
object that was given to her by her
classmates.)
Okay, very good, Marcelina. Let’s clap our
hands for Marcelina.

Now, can we have another student?


Okay, Ralph.
(The student will guess and describe the
object that was given to him by his
classmates.)
Excellent, Ralph! Class, Let’s give Ralph a
round of applause.

Thank you to our selected students and to all


of you for your cooperation.

B. Establishing a purpose for the lesson


Teacher’s Activity Students' Activity
The activity we did a while ago has
something to do with our lesson for today,
which is on the characteristics of solids.

Before we proceed with the characteristics


of solids, who can define what is solid?
Yes, Chabelita.
Solids have a definite size and shape,
ma'am.

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That’s right.

Based on our activity a while ago, kindly


guess one characteristic of solids and define
it.
Yes, Roselyn.
Color, ma’am. The color of a solid is one of
its observable characteristics, such as red,
yellow, green, blue, etc.
That’s correct!

Now, who can name an object here inside


our classroom and tell me its color?
Yes, Marien.
Curtain, ma’am. Its color is green.

Yes, that’s right. Who else?


Okay, Romar.
Projector, ma’am. It is black.

Very good!

Now that you know what a color is, can you


guess another characteristic of solids?
Yes, Lerma.
Shape, ma’am. Solids can take on many
different shapes. They can be rectangular,
oval, round, square, and so forth.
That’s right. Thank you, Lerma.

Can you name an object here in our


classroom and tell me its shape?
Yes, Jinevie.
Notebook, ma’am. It is rectangle.

Great!

Now, let’s proceed to another characteristic


of solids. Can you guess one?
Yes, Jay.
Texture, ma’am. It identifies how a solid
feel.
Very good!

What are the other characteristics of solids?


Yes, Rachelle.
Size and weight, ma’am. The size and
weight of solids can be determined with the
used of different measuring devices.

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Excellent, Rachelle!

We will be able to know more about this


lesson as we go further.

C. Presenting examples/instances of the new lesson


Teacher’s Activity Students’ Activity
Inside the box are different objects. Describe
each object and state what characteristics of
solids you have noticed.

(The teacher will show the objects one by


one and let the student describe and
characterize them.)
(The students will describe and determine
the object’s characteristics.)

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Okay, very good class. Now you know the


different characteristics of solids.

D. Discussing new concepts and practicing new skills #1


Teacher’s Activity Students' Activity
Now class, I will present to you the
characteristics of solids which are the color,
size, shape, texture, and weight.
Can you please read what is color, class?
Yes, ma’am.

Color is the aspect of any object that may be


described in terms of hue, lightness, and
saturation.
Can you give me 1 example of color?
Yes, Mark.
Blue, ma’am.

That’s right!

Can you give another color, Jessa?


Pink, ma'am.

Very good!

Do you know what is color now?


Yes, ma’am.

Now let’s proceed to size.


Heidy, can you please read it.
Size is the total amount of physical space
that a person or thing occupies. How large
or small someone or something is.

Kate, please read what is stated in the next


slide.
Shape is the appearance of their outside
edges or surfaces. For example, whether
they are round, square, rectangle or oval.

Thank you, Kate!


What about texture?

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Ma'am, texture refers to how something


feels to you when you touch it. Soft,
smooth, rough, bumpy, silky, sticky, and
chalky are some of the textures that objects
can have.

The last characteristics is weight.


Angel, please read it.

Weight is a measure of the heaviness of an


object.

That concludes the five characteristics of


solid. Ok, Heidy can you give one.
Color, ma’am.
Very good!

What else Mark?


Size, ma’am.
Very good!

What else?
Yes, Marcelina
Shape, ma’am.

Very good!

Another one?
Yes, Chabelita.
Texture, ma’am.

Very good!

And the last one is?


Yes, Desserey.
Weight, ma’am.

Very good!

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E. Discussing new concepts and practicing new skills #2


Teacher’s Activity Students' Activity
I will divide your class into five (5) groups.
And then assign your leader, scribe,
timekeeper, resource investigator,
facilitator, and sharer per group.

These are the roles you will play:


Leader – Makes sure the group achieves the
task.
Scribe – Makes sure the group records what
is needed.
Timekeeper – Makes sure the group keeps
to time.
Resource Investigator – Makes sure the
group has the equipment it needs.
Facilitator – Makes sure everybody in the
group has an equal chance to contribute.
Sharer – Makes sure we communicate and
share ideas with other groups.
I will also remind you of the standards for
performing your group activity. The
acronym “GROUPS” will be your guide in
doing this activity, which is to:
Get along
Respect others
On task
Use quiet voices
Participate
Stay in your group

I will distribute to you the worksheet on Material per station:


which you will indicate your answer: groups Station 1 – plate
1, 2, 3, 4, and 5. The flow of stations that Station 2 – table
you will be investigating is already stated on Station 3 – hollow blocks
your work sheet. Then, by completing the Station 4 – notebook
worksheet, you will investigate the solid per Station 5 – leaf
station. After the given time (1 minute), you

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will proceed to the next station. You will do


this until you have passed all five stations.

After finishing or performing the activity,


assign one reporter per group to share with
the class the results of your activity.

Class, do you agree with the presenter's


observation?
Yes, ma’am.
Okay, let’s give 5 claps for them.

F. Developing mastery (Leads to formative assessment)


Teacher’s Activity Students' Activity
For our next activity, I will divide you into
four groups.

Please read the directions, Adrian.


Directions: Organize the objects inside the
box by writing the name of the object
according to its characteristics.
Did you understand the directions, class?

Yes, ma’am.

(Pupils will do the activity)

(Presenting of output)

G. Finding practical applications of concepts and skills in daily living


Teacher’s Activity Student’s Activity
I will group you into three groups.
This will be group one, group two, and
group three.

Please read the directions, Eriz.


Directions: List 10 solids with the same
characteristics. Describe how you use
them in your daily life.

(Students write their answer.)

(Presenting of output)

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H. Making generalization and abstraction about the lesson


Teacher’s Activity Student’s Activity
Now, class, let’s check if you really
understood our discussion for today.

What is solid?
Yes, Berma.
Solid have a definite size and shape.

What are the characteristics of solid?


Yes, Romar.
Size, shape, texture, color, and weight
ma’am.
Ok very good!!

So now, who can give me an example of


solid and give the characteristics of it.
Yes, Marcelina.
A ball, ma’am. It is red in color, small in
size, circular in shape, hard in texture, and
light in weight, ma'am.

Excellent! It seems that you already


understand our topic for today.

V. EVALUATION
Directions: Choose the letter of the correct answer.

[Link] is the color of a ripe mango?


a. green
b. red
c. yellow
d. brown

2. What is the texture of cotton?


a. soft
b. hard
c. smooth
d. rough

3. What is the weight of one sack of rice?


a. light
b. heavy
c. big
d. small

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4. What is the size of a pendant necklace?


a. big
b. small
c. circle
d. triangle

5. What is the shape of the paper?


a. square
b. rectangle
c. circle
d. triangle

6. What is the shape of the ball?


a. square
b. rectangle
c. circle
d. triangle

7. What is the color of a banana?


a. green
b. red
c. yellow
d. brown

8. What is the texture of paper?


a. soft
b. hard
c. smooth
d. rough

9. What is the weight of one sack of sand?


a. light
b. heavy
c. big
d. small

10. What is the size of the earrings?


a. big
b. small
c. rough
d. hard

VI. ASSIGNMENT
Directions: List and record the characteristics of at least five (5) solids found in your home.

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Common questions

Powered by AI

Group activities play a crucial role by allowing students to apply theoretical knowledge of matter classification to real-life scenarios in a collaborative environment. Students are grouped into roles such as leader, scribe, and facilitator, which encourages knowledge sharing and critical analysis of different materials. As they pass through stations with different objects, it assesses their ability to describe and categorize materials effectively, thus providing a practical assessment of their understanding .

The structured activity with assigned roles enhances the learning process by promoting responsibility, cooperation, and effective teamwork. Each role supports different aspects of the learning process: The Leader ensures focus and goal completion, the Sharer facilitates communication of ideas, and other roles support organizational and investigative tasks. This collaborative setup encourages active participation and accountability while providing a diversified approach to learning and reinforcing the classification of materials through peer learning .

Teachers can integrate the concept of texture by using tactile learning experiences where students physically interact with various materials to feel differences in surface qualities. An effective example would be a station-based activity where students handle items like sandpaper, fabric, and metal to identify them as rough, smooth, or hard. By making predictions and observations, students learn to associate specific tactile experiences with conceptual understanding, thus enhancing the learning of material properties .

An innovative method could be a hands-on 'Weight Challenge' station where students use balance scales to compare weights of different solids. By predicting which objects are heavier or lighter before measuring, students engage with the concept of weight experientially. This not only enhances comprehension through trial and error but also introduces fundamental scientific principles of measurement and comparison. Integrating storytelling with these activities, where objects are characters in a narrative about balance, further enriches the learning experience .

The key observable characteristics that help in classifying materials into solids, liquids, and gases include size, shape, texture, color, and weight for solids. Solids have definite size and shape, distinct texture, visible color range like red or green, and measurable weight. These criteria assist learners in identifying and organizing materials into appropriate categories .

Using color as an observable characteristic affects younger learners by helping them quickly and visually categorize solids, making abstract scientific concepts more concrete and understandable. Color recognition is a fundamental skill in young learners, thus associating colors with certain objects facilitates better memory recall and aids in distinguishing between different types of solids, enhancing overall engagement and comprehension in classroom lessons .

Categorizing objects based on observable properties develops critical thinking skills such as analysis, observation, and logical reasoning. Students learn to differentiate and classify based on specific criteria, enhancing their ability to notice details and draw connections between observed characteristics and theoretical concepts. They also apply deductive reasoning to determine the state of matter, fostering a deeper understanding of material properties and scientific inquiry methods .

The 'Guess the Object' activity enhances understanding of the characteristics of solids by engaging students in a hands-on experiential learning process where they use their senses to identify and describe the properties of solids. Students are asked to guess the object by feeling its texture, estimating its size and weight, which promotes a practical understanding of these concepts. It also encourages active participation and critical thinking as students apply knowledge of physical properties to identify common objects .

The 'Learning by Doing' approach benefits include enhancing retention by involving students directly in the learning process, thus catering to various learning styles. It fosters engagement and motivation, improving critical thinking and problem-solving skills due to its interactive nature. However, drawbacks may include the need for significant classroom resources and time, potential classroom management challenges with active activities, and the difficulty of ensuring all students equally participate and understand during the activities .

Formative assessments like worksheets allow teachers to gauge individual understanding of material characteristics by requiring students to apply knowledge independently. Group presentations offer insights into collaborative grasp of concepts and encourage synthesis of ideas. Both methods identify learning gaps, provide feedback opportunities, and help tailor instructions to meet learners' needs. They also cultivate communication and teamwork skills, essential in scientific inquiry and understanding complex topics like matter characteristics .

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