3

Lesson Exemplar Quarter 3

Week

For Science 1
Lesson Exemplar for Science Grade 3
Quarter 3: Week 1

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in
delivering the curriculum content, standards, and lesson competencies.

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Published by the Department of

Education Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonong

Development Team

Writer: May R. Chavez and Beatrice Faye M. Mataac

Content Reviewers: Jerome N. Manansala, John Mark Marasigan, and Cerilina M.
Language Reviewer: Maramag
Consultant: Darcy Rio G. Lopez
Illustrators: Sheryl Lyn C. Monterola
Layout Artist: John Jerry A. Maramag
Patrick Lyndon Genar A. Rodriguez
Management Team
MATATAG School SAN ISIDRO ELEMENTARY SCHOOL Grade Level 3
K to 10 Curriculum Name of Teacher HELEN R. ROMERO Learning Area Science
Weekly Lesson Log Teaching Dates and Time NOVEMBER 3-7,2025 Quarter 3

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners learn that:
A. Content Standards 1. Objects that change position encounter a push or a pull.
2. Using science processes and curiosity is important in understanding how objects move.

By the end of the Quarter, learners use everyday language to explore, describe, and make suggestions about
B. Performance simple movements of objects. They identify and explore sources of light and sound in their local environment
Standards and suggest how to use them safely in their lives. Learners apply their curiosity in the world around them and
their creativity to propose solutions to simple challenges.

C. Learning The learners explore and demonstrate different ways to make objects move by natural causes, such as wind and
Competencies water, or by people, such as pushing, pulling, rolling, and carrying.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learners should be the learners should be the learners should be the learners should be
able to: able to: able to: able to construct simple
1. describe how 1. describe how wind 1. describe how water toys that can be moved by
objects move by can make objects can make objects wind, water, or any other
pushing, pulling, move; and move; and objects.
D. Learning Objectives rolling, or 2. demonstrate how 2. demonstrate how
carrying; and wind can make water can make
2. demonstrate how objects move. objects move.
objects can be
moved by pushing,
pulling, rolling,
and carrying.
Moving objects by Moving objects by wind Moving objects by water Moving objects with wind,
II. CONTENT pushing, pulling, rolling water, push, and pull
and carrying

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 DAY 1 DAY 2 DAY 3 DAY 4
III. LEARNING RESOURCES

A. References Department of Education. (2023). MATATAG curriculum: Science grades 3-10. Department of Education.

2
 1. Vanstone, E. (2024,
February 19). Easy
push and pull puppets.
Science Experiments
for Kids.
[Link]
[Link]/easy-
push-and-pull-
puppets/
2. Emily. (2020, April
29). Make a pinwheel:
B. Other Learning Steam activity for kids.
Resources Engineering Emily.
[Link]
[Link]/make-a-
pinwheel-steam-
activity-for-kids/
3. Community, S. (2024,
August 31). Build a
water wheel: A fun
and educational stem
activity for kids.
[Link]
[Link]/build-a-water-
wheel-a-fun-and-
educational-stem-
activity-for-kids/

DAY 1 DAY 2 DAY 3 DAY 4

IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper

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 (Time: 5 minutes) (Time: 2 minutes) (Time: 2 minutes) (Time: 2 minutes)
1. Show a ball to the Ask the learners to each Show a picture of a Show a picture of a
learners. Then, ask move an object inside the waving flag. Ask the sailboat moving. Ask the
them "How can we classroom (a chair, door, learners, “What causes learners, “What causes
make this ball move?" or table) and describe the flag to move?” the sailboat to move?”
2. Allow the learners to how they moved it.
share their ideas. You Answer: Answer:
may write their [A flag is moving [A sailboat moves
answers on the board because it is being because it is being pushed
for everyone to see. pushed by the wind.] by the water and the
3. Let the learners test wind.]
Activating Prior Knowledge their ideas.
Possible answers:
[bouncing the ball,
kicking the ball,
pushing the ball with
their hand, throwing
the ball]

Alternative activity:
Tell your learners to look
outside. Ask them to list
things they see that are
moving and things that
are not moving. Ask them
how they know what is
moving and what is not
moving.
(Time: 1 minute) (Time: 1 minute) (Time: 1 minute) (Time: 1 minute)
Tell the learners, “Today, Tell the learners, “Today, Tell the learners, “Today, Tell the learners,
Lesson Purpose/Intention
you are going to learn how you will see how the you will look at pictures/ “Today, you will make
objects move.” wind can make a toy car watch a video that shows toys that can be moved
move. how water can move by our
This will help you objects. This will help you hands, the wind, and
understand that wind can water. This will help you

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 DAY 1 DAY 2 DAY 3 DAY 4
push objects to make understand that flowing better understand that
them move.” water can push objects to people, wind, and water
make them move.” can make objects move.”

(Time: 7 minutes) (Time: 2 minutes) (Time: 2 minutes) (Time: 3 minutes)

1. Ask the learners to 1. Ask the learners, Explain that “flowing Using a dictionary, ask
match the pictures “Have you ever felt water” is water that the learners to identify
with the correct action air on your face when moves. the meaning of the
words from the list the electric fan is following:
provided. on?”. Show pictures that 1. Puppet
a. Stretch f. Pull 2. Then, prompt them to portray moving water 2. Pinwheel
b. Press g. Flip recall: “What happens (e.g., a river, turning on a 3. Wheel
c. Pluck h. Kick to your hair or paper faucet).
d. Tear i. Roll when the wind blows?”
e. Push j. Carry 3. Explain that air is all
around us and it is
moving. Moving air is
called wind. Wind can
make things move.
Lesson Language Practice

(Sample picture of river)

5
 DAY 1 DAY 2 DAY 3 DAY 4
5.

6.

7.
1.

8.
2.

3.
9.

4.

6
10.

DAY 1 DAY 2 DAY 3 DAY 4

7
Answers:
1. E 6. C
2. G 7. H
3. F 8. J
4. I 9. B
5. D 10. A

2. Ask the learners if

there are any words or
terms in the choices
that they do not
understand. Make
sure to clarify any
terms that may not be
clear to them.
3. Following the
clarification of
unfamiliar words,
provide a definition of
the following terms:
 Pushing - moving
an object away
from you
 Pulling – moving an
object close to you
 Rolling - moving an
object by turning it
over and over
 Carrying- holding
an object while
moving

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 DAY 1 DAY 2 DAY 3 DAY 4
During/Lesson Proper
(Time: 2 minutes) (Time: 7 minutes) (Time: 2 minutes) (Time: 3 minutes)
Call one learner to read 1. Option 1: Project the Call one learner to read Call one learner to read
aloud the activity title and video on the board for aloud the inquiry question aloud the activity title and
objectives: the learners to watch: they have to answer at the objectives:
end of the lesson:
Activity 1: What are the Who Has Seen the Activity 2.1: Making a
different ways to make Wind? | Christina “How can water move push-and-pull puppet
an object move? Rossetti Poem for Kids objects?”
& Nature Lovers Objectives:
Objectives: (from Pure Star Kids In this activity, the
In this activity, the Channel): learners will:
learners will: [Link]/XDB9x4t7tI8 - create push-and-pull
- describe different ways puppets using the
to make objects move; Option 2: Prepare materials and tools
Reading the Key and visual aids showing the provided; and
Idea/Stem - demonstrate how wind moving the - demonstrate how the
pushing, pulling, objects mentioned in puppets can be
carrying, and rolling this poem: moved by pushing
cause objects to move. and pulling.
Who Has Seen the
Wind? by Christina Activity 2.2: Making a
Rossetti pinwheel
Who has seen the Objectives:
wind? Neither I nor In this activity, the
you: learners will:
But when the leaves - create a pinwheel
hang trembling, using the tools and
The wind is passing materials provided;
through. and
- demonstrate how the
Who has seen the
wind makes the
wind? Neither you nor

9
 I: But when the trees pinwheel move.
bow down their heads,

DAY 1 DAY 2 DAY 3 DAY 4

The wind is passing by. Activity 2.3: Making a
Source: The Golden water wheel
Book of Poetry (1947)
Objectives:
2. After reading the poem, In this activity, the
ask the learners: “What learners will:
are the objects - create a water wheel
mentioned in the poem using the tools and
that moved when the materials provided; and
wind passed by?” - demonstrate how a
water wheel can be
moved by water.

10
 (Time: 10 minutes) (Time: 15 minutes) (Time: 15 minutes) (Time: 20 minutes)
Activity 1: What are the 1. Divide the class into 1. Option 1: Show the Activity 2.1: Making a
different ways to make five or six groups. learners images push-and-pull puppet
an object move? 2. Ask the learners to demonstrating how (Groups 1 and 2)
1. Divide the class into take out their toy car. water can move
five or six groups. (Ensure you have objects. Activity 2.2: Making a
Distribute the activity mentioned during the pinwheel (Groups 3 and
sheets and explain the previous meeting that 4)
procedure of the each group should
activity. bring a light toy car for Activity 2.3: Making a
Developing Understanding 2. During the activity, today's activity.) water wheel (Groups 5
of the Key Idea/Stem encourage learners to and 6)
think creatively and 1. Divide the class into
explore different ways six (6) groups: Groups
to make objects move. 1 and 2 will perform
After learners finish Activity 2.1; Groups 3
the activity, facilitate and 4 will perform
the discussion by Activity 2.2; and
asking the guide (Sample picture of the Groups 5 and 6 will
questions. river moving things) perform Activity 2.3.
2. Tell the learners that
Guide questions: Option 2: Show the today, they will make a
(Sample picture of a learners a video puppet, a pinwheel,
light toy car) demonstrating how and a water wheel.

DAY 1 DAY 2 DAY 3 DAY 4

● What objects did you 3. Organize a car race water can 3. Distribute the
choose to draw? where each group uses move objects: activity sheets.
[Answers may vary] a fan to move their Watching Water Move Explain the
● How can you make car. Things (from Peep and procedure of the
the object move? Guide questions: the Big Wide World activity.
[Answers may vary] ● What causes the toy Channel): 4. Notes to facilitators of
car to move forward? [Link]/UZvK9L5pSS the activity:
Answer: [wind] k For Activity 2.1:
● How did the wind 2. After showing the - Assist the learners

11
 make the toy car images/video, facilitate with handling
move? the discussion by sharp things, such
Answer: [The asking the guide as piercing a hole
wind pushes the questions to the through the cup
car.] learners. and using scissors
● What are some other to cut their
objects that can be Guide questions: drawings.
moved by wind? ● Look at the video or - Make sure that the
picture. Can you learners are
Possible answers: identify what is following the steps
[The flag on the pole making the other in the correct
is moving due to the objects move? order.
wind.] [Answers may vary]
● What happened to For Activity 2.2
[The branches and the objects when - To ensure that
leaves are swaying the water touched their pinwheel is
because of the wind.] them? working, prepare
Answer: [The water square-cut paper
[The dried leaves or made the objects and assist the
papers on the street move.] learners when
move because of the ● What are some using sharp objects
wind.] other objects that like pins and
can be moved by scissors. Guide
water? learners to handle
Possible answers: the paper gently to
[The boats are prevent creasing
moving because of and to follow the
steps in order. You
may let the

DAY 1 DAY 2 DAY 3 DAY 4

12
 flowing water.] learners use a fan
to gently blow on
[The leaves that the pinwheels to
fall on rivers are make it spin.
carried by flowing
water.] For Activity 2.3
- Make sure that the
learners are
following the steps
in the correct
order.
- If the water wheel
doesn't rotate
smoothly, check
that:
○ The cups are
evenly spaced
and attached at
the same angle.
○ The stick is in
the exact center
of the plates.
○ The cups are
securely
attached to the
plates.
5. After performing the
activity, each group
sets up a station for
the Movement Gallery
Walk:
 Each group will set
up a station
showcasing their
toy.

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 DAY 1 DAY 2 DAY 3 DAY 4
 Groups will prepare
a simple
explanation and a
short
demonstration of
how their toy
works.
6. After each group is
done setting up their
Movement Gallery
Walk stations, the
class participates in a
gallery walk, moving
from station to station
to observe, listen, and
ask questions.
Time: (10 minutes) Time: (8 minutes) (Time: 8 minutes) (Time: 10 minutes)
1. Show an image or 1. Show the learners 1. Show the learners 1. Ask the learners what
Deepening Understanding video of the following pictures of typhoon pictures of floods and they learned from the
of the Key Idea/Stem actions. Ask the class damage, such as tsunamis that moved Movement Gallery
to identify the actions uprooted trees and vehicles, trees, and Walk.
and categorize them as destroyed houses. buildings. Then, ask
pushing, pulling, 2. Then, ask the learners the learners to Guide questions:
carrying, or rolling. to describe what they describe what they 1. How did the other
see in the pictures. see in the pictures. group’s toy move?
1.

14
 3. Ask these scaffolding 2. Ask these scaffolding Answers:
questions to questions to [ The puppet
facilitate discussions: facilitate discussions: moved by pushing
 Have you ever  Have you ever the sticks at the
experienced a experienced a bottom. ]
typhoon? flood or tsunami?
 What do you  What do you [ The pinwheel
notice about the notice about the moved because we
wind during a water during a blew air on it.]
typhoon? flood or a
tsunami?

DAY 1 DAY 2 DAY 3 DAY 4

2.  Can strong winds  Can strong [ The water wheel
move or break flowing water moved by pouring
things around us? move or water on it, and
4. Discuss how strong break things the water pushed
winds from typhoons around us? the little cups.]
can be dangerous: 3. Discuss how floods
Explain that typhoons and tsunamis can be 2. How similar or
can create very dangerous different are they
3. strong winds.  Strong flows of from your
 Strong winds can water, like group’s
move large and those created by constructed toy?
heavy objects. It floods and
can also cause tsunamis, can Answers:
harm to people move very large The puppets moved
and property. and heavy objects. because of our
4. 5. Discuss the safety It can also cause hands. The
precautions during a harm to people and pinwheel moved
typhoon. You may ask property. because of the
these questions to 4. Discuss the safety wind. The water
facilitate discussion: precautions during a wheel moved
 Why do you think flood or a tsunami. because of the
we need to stay You may ask these water. All toys

15
5. indoors or evacuate questions to needed some type
during a strong facilitate discussion: of push or pull to
typhoon?  Why do you think make it move.
 What can we do to we need to stay
stay safe when indoors or evacuate 2. During the discussion,
there is strong during floods? emphasize the
wind outside?  What can we do following:
6.
to stay safe when ● Push/Pull Puppets
there is a flood Our hands pulling
outside? or pushing the
straws makes the
puppet move.
● Pinwheel
The wind pushes
the pinwheel’s
blades, making it
DAY 1 DAY 2 DAY 3 DAY 4

16
Correct answers: spin.
[1. Pulling ● Water wheel
2. Pushing Water pushes the
3. Rolling cups/paddles of
4. Carrying the wheel, making
5. Pushing it turn.
6. Rolling]

2. Ask the learners: "

How are pushing,
pulling, rolling, and
carrying actions
similar and different?”

Possible answers:
[All four actions can
make an object move.
Pushing moves an
object away from you.
Pulling moves an
object closer to you.
Rolling moves an
object by turning it
over and over.
Carrying uses lifting to
move objects.]

3. Emphasize that
pushing, pulling,
carrying, and rolling
can cause an object to
move.

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 DAY 1 DAY 2 DAY 3 DAY 4
After/Post-Lesson Proper

18
 (Time: 7 minutes) (Time: 7 minutes) (Time: 7 minutes) (Time: 3 minutes)
Magic Movement Box Be the Wind! Concept Map: How Ask the learners,
1. Prepare a box filled 1. Start with a simple Water Moves Objects “How can you make
with small, safe role-play question: 1. Go back to the start by the toys move?”
classroom objects (e.g., “Imagine you are the drawing a large
toy car, ball, ruler, wind. What can you do central circle labeled Answer:
book, stuffed toy). to make things move?” “How Water Moves [ - by pushing and
2. Present the box to the 2. Let learners pretend to Objects”. Around this pulling
learners as the “Magic be the wind by blowing central circle, create - by using water
Movement Box.” air through straws space for smaller - by using wind
3. Ask volunteers from onto light objects (e.g., circles to hold - by other people]
the class to choose an paper, tissue, toy cars examples.
Making Generalizations object and with sails). 2. Ask the learners for
and Abstractions demonstrate how to 3. After the hands-on examples of water
make it move (push, activity, ask the key moving objects. Write
pull, carry, roll, or question: their answers on the
combinations). “How can wind make smaller circles around
4. After each objects move?” the central circle.
demonstration, ask: 4. Encourage the class to 3. After writing down
 "What did you do to answer together, with their answers, ask
make it move? Did action: them: “How can water
you push it, pull it, “Wind can move things move objects?”
carry it, roll it, or use by pushing them!” (Let 4. Guide the class to
a combination?" them stretch out their collectively answer:
5. After several rounds, arms as if they're "Flowing water moves
ask the class: “What blowing like the wind) objects by pushing
do we now know 5. Wrap it up with a them."
about how we can movement rhyme:
make objects move?” “I am the wind, I
6. Encourage the class to whoosh and blow,
answer together: I push things fast; I
“We can make objects push things slow!”
move by pushing,
pulling, carrying, and
rolling.”

19
 DAY 1 DAY 2 DAY 3 DAY 4
7. End with a movement
chant:
"Push it here, pull it
there,
Carry it close, roll it
with care!
Push and pull,
carry and roll,
Now we know—
That’s how moving
objects go!"

20
 (Time: 5 minutes) (Time: 5 minutes) (Time: 7 minutes) (Time: 3 minutes)
Directions: Read each Directions: Read each You are at the beach and The learner’s performance
item carefully. Choose the item carefully. Write "T" if notice there are small on Activity 2 will be
letter of the correct it's true, or "F" if it's false. waves. You place the assessed based on the
answer. 1. The wind helps paper paper boat in the water. following rubric:
1. Which action will airplanes fly in the air. Do you think the paper
move a toy car away 2. Strong winds from boat will move? How will
from you? typhoons cannot move the water make it move?
a. pulling it backward heavy objects like cars. Scoring guide:
b. pushing it forward 3. You can show how 2 points: Explains that
c. lifting it up
wind makes objects the paper boat will move
Evaluating Learning d. dropping it
move by using your because the water will
mouth to blow small make it move. (e.g., "The
2. What happens when
pieces of paper paper boat will move
you pull a cart?
across the table. because the waves will
a. It moves toward you.
push it.”).
b. It moves away from
Correct answers:
you. 1 point: Provides a vague
[ 1. T
c. It stays in place. or incomplete answer.
2. F
d. It jumps up. (e.g., "The paper boat will
3. T]
move.").

0 points: Provides no
answer or an irrelevant

DAY 1 DAY 2 DAY 3 DAY 4

21
 3. Which object moves response (e.g., "The boat
best by rolling? will sink." or "I don't
a. A rock know.")
b. A book
c. A ball
d. Chair

Correct answers:
[ 1. B
2. A
3. A ]

Additional Activities for

Application or
Remediation (if applicable)

Remarks
Reflection

Prepared by:

HELEN R. ROMERO
Subject Teacher

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