3

Lesson Exemplar Quarter 3

Week

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

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. Maramag
Language Reviewer: Darcy Rio G. Lopez
Consultant: Sheryl Lyn C. Monterola
Illustrators: John Jerry A. Maramag
Layout Artist: Patrick Lyndon Genar A. Rodriguez

Management Team

Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources

MATATAG School Grade Level 3
K to 10 Curriculum
Weekly Lesson Log Name of Teacher Learning Area Science

Teaching Dates and Time 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 measure and describe changes in the position of people or objects in relation to their original
Competencies position, such as moving closer, farther, left, or right.
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 describe changes in able to describe the able to describe the able to describe how the
the position of an object change in the position of change in the position of strength of push and pull
in relation to its original an object using non- an object using simple affects the size or amount
D. Learning Objectives measuring tools, such as of the change in position.
position, to other standard units (hand
rulers and measuring
stationary objects, or span, foot span).
tapes.
themselves using written
language, drawings, or
diagrams.

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 DAY 1 DAY 2 DAY 3 DAY 4

Measuring the change in Measuring change in the Describing the

Describing changes in
II. CONTENT the position of an object position of an object using relationship between
position using reference
using non-standard units standard measuring tools push/pull and distance
points
(hand span, foot span) (ruler, measuring tapes) traveled

III. LEARNING RESOURCES

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

B. Other Learning
Resources

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

(Time: 2 minutes) (Time: 4 minutes) (Time: 5 minutes) (Time: 5 minutes)

Place a book on a table in 1. Place a ball on the floor 1. Begin by asking the 1. Draw a fishbone
front of the class. or the top of a long learners: “Yesterday, organizer on the board
Ask learners to describe table. Gently push the we explored one way to
the position of the book ball across the floor or measure the change in
relative to another object table. an object's position.
as a reference point. 2. Ask the learners, “How What did we do to
Activating Prior Write their responses on far did the ball move?” measure the change in
Knowledge the board. an object's position?”
Possible answers: 2. Ask the learners: “Can
Possible answers: - [It moves very far.] Answer: you list ways to make
- [The book is on the - [It moves a short [By using our hand objects move?”.
table.] distance.] spans and foot spans.] 3. Let them write their
- [The book is to the - [It reaches the end answers on the
right of the door.] of the room.] 2. Then, ask the learners fishbone organizer.
- The book is under the - [It reaches the edge to bring out their hand 4. Discuss their answers
board.] of the table.] spans and foot span and emphasize that:
measurements from ● A push or a pull on
the previous meeting. an object can make

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DAY 1 DAY 2 DAY 3 DAY 4

3. Highlight the variation Instruct half of the it move. When you

in their answers. Then, class to measure their push or pull
ask the learners the hand spans and the something, it can
following questions: other half to measure start moving, stop,
• “What can we do to their foot spans using or change direction.
ensure that a ruler or another ● Heavy objects need
everyone agrees on measuring tool. a stronger push or
the same answer? 3. Once they have their pull to move, while
Is there a way or a new measurements, lighter objects are
tool we can use to have them compare easier to move with
know exactly how their results with those just a small push or
far it went?" of their seatmates. pull.

Possible answers: Then, ask the learners:

[ - by using “Are all your hand
measuring tools spans or foot spans the
like a ruler, same?”
meter stick, tape
measure.] Answer:
[ - by using our [Not all hand spans
hands and feet to and foot spans are the
measure how far same. Some are a little
it moved.] bit longer; some are a
little bit shorter.]
• “So how can we all
agree on how far
the ball moved?”

Answer:
By measuring how
far the ball moved
from its original
position.

3
 DAY 1 DAY 2 DAY 3 DAY 4

(Time: 1 minute) (Time: 1 minute) (Time: 1 minute) (Time: 1 minute)

1. Ask the learners, “If I Tell the learners: “One way 1. Tell the learners: “You After clarifying the
move this book to a to determine how far an have probably noticed learners' answers on the
different position, will object moves is by differences in your fishbone organizer, say:
the descriptions on measuring the change in measurements when "In the previous lesson,
the board still apply? its position. We can do using your hand or foot we learned that an object
If not, how then can this in many ways. In spans. These can be moved by a push
we describe its new today's lesson, you will differences can lead to or a pull. For today’s
position?” measure the distance an confusion or conflict if lesson, we will explore
object travels using your we need to compare how the strength of
Answer: hands and feet." measurements. So, push/pull applied on an
Lesson Purpose/Intention [No. We must change what do you think is object affects the amount
the descriptions of the needed if we want to of change in the position
position of the book.] measure things the of the object.”
same way?"
2. Tell the learners, “For
today’s lesson, we will Answer:
describe the changes [By using a measuring
in position of an tool, like a ruler.]
object in relation to
their original 2. Tell the learners, “For
position.” today’s lesson, we will
describe the change in
the position of an
object using simple
measuring tools.”

(Time: 3 minutes) (Time: 5 minutes) (Time: 3 minutes) (Time: 3 minutes)

1. Have the learners put Instruct the learners to Show the learners a meter Inform the learners that
Lesson Language Practice their pencils on their stretch their hands as stick, tape measure, and a they will use the term
tables. Ask, “Is the wide as possible and place ruler. Then, ask them: “strength” in today's
pencil moving?” them on paper. Ask them “When to use these lesson. Discuss the
Explain that when an to mark on the paper the measuring tools?” meanings of the word
object does not move, tip of their thumb and the strength:
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 DAY 1 DAY 2 DAY 3 DAY 4

it's called a tip of their little finger. Answer: • Strength refers to

stationary object. Then, have them connect [We use these measuring how hard or soft you
Ask them to give other the two marks. Explain tools to find out how long push or pull an
examples of stationary that this represents one or tall something is. A object.
objects inside the hand span. ruler is good for • In today’s lesson,
classroom. measuring short, flat, and strength may be
2. Then, ask the learners Hand span is the distance straight objects. We use a classified as a hard
to do the following: from the tip of the thumb to tape measure to measure push or pull, or a soft
the tip of the little finger objects that are long or push or pull.
Directions: Arrange when your hand is curved. We use meter
the scrambled letters. stretched as wide as sticks to measure long,
Use the picture possible. flat, and straight objects.]
adjacent to it as clues.
Instruct the learners to
place their feet on a piece
of paper. Again, ask them
to mark on the paper the
tip of their heel and the tip
of their longest toe. Let
them connect the two
marks. Explain that this
represents one foot span.

Foot span is the length of

your foot from the heel to
the tip of your longest toe.
Remind the learners to
keep their papers with
Answers:
their hand and foot span
1. LEFT
measurements for future
2. FAR
use.
3. CLOSE
4. RIGHT

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 DAY 1 DAY 2 DAY 3 DAY 4

During/Lesson Proper

(Time: 5 minutes) (Time: 1 minute) (Time: 1 minute) (Time: 5 minutes)

KWL Chart Call a learner to read Call a learner to read 1. Have the learners
1. Draw a KWL chart on aloud the activity title and aloud the activity title and write on the board
the board objectives: objectives: what they think will
2. Tell the learners what happen to the distance
each column of the Activity 2: How Far Did Activity 3: How Far Did traveled by an object
chart is for: It Go? (Measuring It Go? (Measuring when it is pushed
− What I Know: distance using my hands distance using the ruler softly compared to
What they already and feet) and tape measure) when it is pushed
know about the harder.
topic. Objective: Objective: 2. Call a learner to read
− What I Want to In this activity, the In this activity, the aloud what they wrote
Know: What they learners will measure how learners will measure how on the board.
want to learn far objects move using the far objects move using the 3. Inform them that you
about the topic. hand spans and foot ruler and tape measure. will return to what
Reading the Key − What I Learned: spans. they wrote on the
Idea/Stem What they learned board after performing
after the lesson. today's activity.
3. Have the learners
share their ideas for
the "What I Know" and
"What I Want to
Know” columns. Write
down their answers
on the board.
4. After the learners
share their ideas, ask
the class to read them
aloud.

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 DAY 1 DAY 2 DAY 3 DAY 4

(Time: 15 minutes) (Time: 17 minutes) (Time: 17 minutes) (Time: 15 minutes)

Activity 1: Where Is It Activity 2: How Far Did Activity 3: How Far Did Activity 4: How does the
Now? It Go? (Measuring It Go? (Measuring strength of push affect
distance using my hands distance using the ruler the distance traveled by
Objective: In this and feet) and tape measure) an object?
activity, the learners will
describe changes in the 1. Divide the class into 1. Divide the class into Objective: In this activity,
position of an object in five or six groups. five or six groups. the learners will describe
relation to a reference 2. Distribute the activity 2. Distribute the activity the location of an object
point. sheets and explain the sheets and explain the using stationary objects
1. The activity will be procedure of the procedure of the or yourself.
done in pairs. Pair up activity. activity. 1. Divide the class into
the learners before 3. Notes to facilitators of 3. Notes to facilitators of groups of 3-5
starting the activity. the activity: the activity: members.
2. Distribute the activity - Assist the learner - If possible, have 2. Distribute the activity
sheets and explain the in joining two each group use at sheets and explain the
procedure of the manila sheets of least two different procedure of the
Developing Understanding activity. paper. measuring tools activity.
of the Key Idea/Stem 3. Notes to facilitators of - If there is no (e.g., ruler and 3. Notes to facilitators of
the activity: available toy car, meter stick). the activity:
− Guide the learners any object that can - Assist the learner - Depending on the
in using precise be moved will do. in measuring the availability of
language to - Clarify how long a distance the car measuring tools,
describe the hand span and a traveled. you may use rulers
object's position, foot span are. 4. After the learners or tape measures.
such as "to the - Assist the learners finish the activity, - Make sure that
left of," “to the in measuring the process their answers only one member
right of”, “moving distance the car and facilitate the of the group
closer”, “moving traveled, discussion. pushes the car.
farther”, etc. instructing them to Other members of
4. After the learners only consider whole Guide questions: the group should
finish the activity, let hand spans and to Q1. Are the measurements not touch the car.
them share their disregard any taken with the ruler - Assist the learner
insights with the remaining length and tape measure the in measuring the
class. Facilitate the that is less than a same? Why do you distance the car
discussion by full hand span. think so? traveled.
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 DAY 1 DAY 2 DAY 3 DAY 4

answering the guide 4. After the learners Answer: 4. After the learners
questions. finish the activity, [Yes, the finish the activity,
process their answers measurements using process their answers
Guide questions: and facilitate the the ruler and the tape and facilitate the
Q1. When can you tell discussion. measure were the discussion.
that an object has same/were almost the
changed position? Guide questions: same.] Guide questions:
Answer: Q1. Are the hand span Q1. What happens to the
[When it moves to a measurements of all Q2. Are the measurements distance the toy car
different position in members the same? If from each trial the travels when you
relation to a not, why do they same? apply a soft push
reference point.] differ? Possible answers: compared to the
Answer: − [Yes, because we medium push?
Q2. Describe the kind of [No. The hand span tried to measure Answer:
reference point you measurements for them carefully.] [A medium push
used during the each member are − [No, because we makes the toy car
activity? different. Each person might have done travel farther than a
Answer: has a different size of something wrong.] soft push.]
[We used stationary hands, so they may
objects as reference have different hand Q3. Compare the Q2. What happens to the
points.] span measurements.] measurements distance the toy car
obtained using hand travels when you
During discussion, Q2. Are the foot span or foot spans to those apply a medium push
emphasize that: measurements of the taken with a ruler or compared to the hard
● A change in position other members the tape measure. Which push?
indicates movement. same? If not, why do method gives a more Answer:
● We can describe they differ? accurate [A hard push makes
changes in the Answer: measurement? Why the toy car travel
position of an object [No. The foot span do you think so? farther than a
by using a reference measurements for Answer: medium push.]
point. To do so, we each member are [The ruler or tape
can use the words different. Each person measure gives a more Q3. What can you infer
"closer," "farther," has a different size of accurate about the effect of the
"left," and "right" to feet, so they may have measurement. Hand strength of push on
describe the change in different foot span and foot spans are not the distance the
position. measurements.] object travels?
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 DAY 1 DAY 2 DAY 3 DAY 4

● Other than objects, we always the same size Answer:

can use people as for everyone.] [The distance the
reference points too. object travels
For example, you Q4. Are your increases as the
could describe the measurements in strength of push
position of the inches and applied to it
blackboard and say, centimeters the same increases.]
“The blackboard is in or different? Why do
front of me.” you think so? 5. Go back to the
Answer: predictions that the
[No, because the learners wrote on
inches side of the the board. Compare
ruler has bigger the results from the
spaces between the
activity with their
numbers than the
centimeters side.] predictions. Explain
the reasons behind
the difference, if
needed.
(Time: 8 minutes) (Time: 8 minutes) (Time: 10 minutes) (Time: 8 minutes)
1. (Refer to Worksheet: 1. Ask the learners: Why 1. Tell the learners: 1. Ask the learners,
Using Diagrams to do we still use hand “Rulers and measuring “Imagine you're a
Explain Change in and foot spans to tapes are considered basketball player.
Deepening Understanding Position) measure how far an standard measuring You're standing right
of the Key Idea/Stem Distribute the object traveled? tools." under the basket. Do
worksheets and Explain what is meant you throw the ball
explain the directions Possible answers: by standard measuring really hard or softly?"
of the worksheet: [ - Because we don't tools: 2. If possible, show a
have rulers all the ● Standard video clip of a player
Help Anna find her time.] measuring tools doing a free throw and
way home by drawing [ - It's quick and easy are special tools a three-pointer. Ask
arrows on each to use our hands or that everyone uses the learners, "Which
square to guide her feet to measure to measure things shot requires stronger
home. distance.] the same way. They push?"
Remember to write help us know 3. Elicit responses from
down the directions exactly how long, the learners. Guide

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 DAY 1 DAY 2 DAY 3 DAY 4

step-by-step to help 2. Process their answers heavy, or big the discussion and
Anna get home safely. and emphasize that: something is. For emphasize the
● Our hands and feet example, a ruler following:
are always with us. tells us how long “Basketball players
We don't need to something is in need to know where
find a measuring inches or the ball must go to be
tool to measure centimeters, and a able to adjust the
distance. Hand scale tells us how strength of their shots.
spans and foot heavy something is If the basket is far
spans are useful for in kilograms. These from their position,
initial, quick, and tools make it easy they need to push the
accessible for everyone to ball harder.”
quantitative understand and
descriptions of compare
distance. measurements.
3. Ask the learners: Is it 2. Explain the importance
applicable to use the of using a standard
non-standard units of measuring tool.
measurements to ● Using a standard
measure an object's measuring tool—
change in position? like a ruler,
Answer: Why or why not? measuring tape, or
[ Directions for Anna scale—helps
1. Move 2 steps right Possible answers: everyone measure
2. Move 1 step up - [Yes, if you don't things the same
3. Move 3 steps right have a way.
4. Move 1 step up ruler/measuring ● By using a standard
5. Move 2 steps left tape/meter stick.] measuring tool, we
6. Move 1 step up - [Yes, if I use the can be sure that the
7. Move 1 step left same hand (foot) for measurements are
8. Move 1 step up all my accurate and fair. It
9. Move 2 steps right measurements.] helps everyone get
10. Move 1 step down - [No, because my the same answer,
11. Move 1 step right ] hand (foot) is just like using the
different from your same rules in a
hand (foot).] game!
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 DAY 1 DAY 2 DAY 3 DAY 4

2. Ask some volunteers 4. Process their answers: 3. Explain the importance

to share their answers ● Acknowledge the of taking three trials
with the class. validity of both during the discussion.
3. Then, ask if anyone "yes" and "no" ● Doing trials means
has a different answers based on repeating the
answer. Afterward, the context. experiment several
ask the class if ● Guide them times to ensure the
anyone got a different towards results are accurate
answer. If so, have understanding that: and reliable.
them share their Non-standard units ● Trials help make
answer. are convenient for experiments more
4. Facilitate a discussion quick estimates but accurate, catch
to process the lack consistency mistakes, and show
learners’ responses. and accuracy. patterns. Scientists
Encourage them to ● Reinforce the idea repeat experiments
use drawings or that for things to be to be sure their
diagrams to describe the same for answers are correct.
or illustrate how an everyone, we need 4. Explain the following
object changes standard units. about the importance
position. of measuring using the
same unit
● Measurement
techniques must be
consistent and
precise. Even if
we're measuring the
same thing, using
different units of
measurement can
lead to different
results. Always
indicate the unit
you use in your
measurement.
● We measure
distance using
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 DAY 1 DAY 2 DAY 3 DAY 4

units like inches,

feet, meters, or
kilometers. When
everyone uses the
same unit, we can
easily compare the
values.
After/Post-Lesson Proper

(Time: 3 minutes) (Time: 4 minutes) (Time: 3 minutes) (Time: 3 minutes)

1. Ask the learners: Ask the learners the Ask the learners: “What Ask the learners: “How
"How can we describe following questions: tools will you use to can the strength of
the changes in the • How can we describe measure the change in the push/pull affect the
position of an object?" the change in the position of an object? Why distance an object
position of an object? would you use them?” travels?"
Answer: [We can
Making Generalizations describe changes in Answer: Answers: Answer:
and Abstractions the position of an [We can describe the [I will use a ruler or a [The distance an object
object by using a change in the position measuring tape because it travels depends on the
reference point.] of an object by gives a more accurate strength of push/pull
measuring it.] measurement than my applied on an object.]
2. Then, ask: “What are hand or foot span.]
the three ways you • What did we use to
can describe the new determine the amount [I will use a ruler or
position of an object of change in the measuring tape because it
after moving?” position of an object? gives the same
measurement as anyone
Answer: Answer: else.]
− By describing the [Hand span and foot
new position of the span]
book in relation to
another point of • Why is it important to
reference measure the amount of
− By describing the change in the position
new position of the of an object?
book in relation to
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 DAY 1 DAY 2 DAY 3 DAY 4

the previously Answer:

identified point of [Measuring the change
reference (can be a in the position of an
person). object is important
− By describing the because it helps us
new position of the understand how things
book in relation to move.]
its previous
position.
3. Refer back to the KWL
chart on the board.
4. Guide the learners in
completing the “What I
Learned” column.
5. Ask them to reflect on
their learnings and
record their insights
in their notebooks.
(Time: 5 minutes) (Time: 5 minutes) (Time: 5 minutes) (Time: 5 minutes)
Direction: Draw a simple True or False: Read each You rolled a marble across 1. You gently push a toy
diagram showing a ball sentence carefully. Write the floor. How would you car, and then you
rolling from the door to TRUE if the sentence is measure the amount of push it again with a
underneath the table. correct. Write FALSE if the change in its position? stronger push. What
Use arrows to show sentence is incorrect. Name the tool you would difference do you
which way the ball is 1. Hand spans and foot use and describe how you notice in how far the
Evaluating Learning moving. spans are called non- would use it. car moves?
standard units of a. The car moves the
Scoring Guide: measurement. Scoring Guide: same distance both
3 points - The drawing 2. The number of hand 2 points: Mentions using times.
includes all the following spans it takes to a ruler or a tape measure. b. The car moves
elements: measure how far the Clearly describes placing farther with the
• Both the door and the ball rolled will be the the ruler or measuring stronger push
table. same for all your tape at the starting point c. The car stops
• The ball is shown at classmates. towards the ending point. moving completely
the door first and [e.g., I would use a ruler
or measuring tape. I would
13
 DAY 1 DAY 2 DAY 3 DAY 4

under the table at the 3. Your foot span is the place it at the starting 2. For the cart to travel a
end. same as everyone point of the marble and long distance in a
• Arrows showing the else’s. measure it to the ending short time, what kind
direction of the ball’s point to see how far it of pull do you need?
movement. Correct answers: moved.] a. a strong pull
[ 1. T b. a weak pull
2 points: The drawing is 2. F 1 point: Provides an c. a normal pull
mostly complete, but one 3. F ] incomplete description.
element is missing or is [e.g., I will use a 3. How does a stronger
included in a way that is ruler/measuring tape.] push affect the change
incorrect. in position of an
0 points: No answer object?
1 point: The drawing is provided. a. The object moves
missing two of the less distance.
elements or is included in b. The object moves
a way that is incorrect. more distance.
c. The object stops
0 points: The drawing is moving.
missing all key elements.
Correct answers:
[ 1. B
2. A
3. B]
Additional Activities for
Application or
Remediation (if applicable)

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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