3

Lesson Quarter 1
Week

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

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Writer: Michael Siemens P. Uy

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

MATATAG School Grade Level 3
K to 10 Curriculum Name of Teacher Learning Area Science
Weekly Lesson Log Teaching Dates and Time Quarter 1st

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners learn that science is important in understanding how the natural world works.
Standards
B. Performance The learners should be able to demonstrate simple science processes to explore common local materials.
Standards
C. Learning Identify objects, activities, or natural events observed in their local environment that can be explained by science
Competencies
 By the end of this lesson, By the end of this lesson, By the end of this lesson, By the end of this lesson,
learners should be able to use learners should be able to: learners should be able to: learners should be able to:
the senses to describe objects 1. describe objects in their 1. describe activities in 1. describe natural events
in the classroom. surroundings (home, their surroundings in their surroundings
school, or community); (home, school, or (home, school, or
and community); and community) that can be
2. ask questions about the 2. ask questions about the explained by science;
objects around them. activities around them. and
2. identify the senses that
were used for describing
the activity/natural
D. Learning
event.
Objectives

DAY 1 DAY 2 DAY 3 DAY 4

II. CONTENT Science in our daily life
III. LEARNING RESOURCES
● American Chemical Society. (n.d.). Classifying objects based on their observable properties. American Chemical Society.
[Link] objects-based-on-
[Link]
● American Museum of Natural History. (n.d.). Our senses: An immersive experience. American Museum of Natural
A. References
History. [Link]
● Better Kid Care. (n.d.). My five senses. Penn State Extension.
[Link]
 activities/my-five-senses
● Department of Education. (2023). MATATAG curriculum: Science grades 3-10. Department of Education.

● Selmar Institute of Education. (2017, November 16). Exploring the five senses with children. Selmar Institute of
Education. [Link]
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
[3 minutes] [2 minutes] [3 minutes] [5 minutes]
Why Can I See, Hear, Feel, What Body Parts Do I What Do I See, Hear, Feel, What Natural Events
Smell, and Taste? Use for My Senses? Smell, and Taste? Have I Observed?
1. In this activity the learners 1. In this activity, the 1. In this activity, the 1. In this activity the
will review what body learners will review the learners will review the learners will have a
parts do they use to matching senses and skill of describing in preview of the day’s
observe. body parts. This is a preparation for the day’s lesson.
2. The learners will recite repeat of the Lesson lesson. 2. Ask the learners the
Activating Prior and complete the Language Practice from 2. Have the learners answer following Encourage
Knowledge sentences below the previous day. the following questions: answers from the class:
(underlined are the 2. Have the learners [Link] you wake up in [Link] you know what
missing words). Have the answer the following the morning, what are natural events are?
sentences up front on the matching-type exercise. the first things you: see? [Link] you experienced
board, a screen, or a large Write the table on the hear? smell? touch? natural events?
piece of paper. board or a large piece of taste? 3. Show pictures or videos
paper. of natural events like,
i. I can see my teacher in but not limited to, the
front of me. I can see my following:

DAY 1 DAY 2 DAY 3 DAY 4

classmates beside me. I You may also display ●rain
can see them because I them on the screen or ●day and night
use my eyes. via a projector if ●thunder and lightning
ii. I can hear my teacher in available: 4. Ask the learners if they
front of me. I can hear my have experienced the
classmates beside me. I Body
natural events you have
 can hear them because I Sense Part shown.
use my ears. 5. Ask them to describe what
1. ears a. smell
iii. I can touch the chair I they have experienced.
2. eyes b. taste
am sitting on. I can feel Observe the behavior of
3. skin c. sight
the clothes I am the learners while sharing
wearing. I can touch and 4. nose d. touch their experience
feel because of my skin. 5. tongue e. hear especially if they
iv. I can smell the flowers experienced thunder,
in the garden. I can Answer Key: 1. e., 2. c., 3. lightning, or earthquake,
smell the soap when I d., 4. a., 5. b. as it may be traumatic to
wash my hands. I can them.
smell because of my 6. Discuss that in the
nose. previous lessons, the
v. I can taste the food I am class was asked to use
eating. I can taste the their senses when they

DAY 1 DAY 2 DAY 3 DAY 4

i. they will use their 2. Tell the learners that they 2. Tell the learners that they 2. Tell the learners that they
senses to describe will use their senses to will use their senses to will use their senses to
objects in the describe objects around the describe activities they do describe natural events
classroom; and school premises. and that they can observe. that they can observe.
ii. the lesson explores the
importance of the five
senses.
 [2 minutes] [5 minutes] [3 minutes] [1 minute]
To reinforce word 1. Have learners quietly 1. Have learners describe Explain the meaning of
association between senses read the LAS up to the and demonstrate natural event as follows:
and body parts, have instructions and list breathing and dancing ● A natural event is a
learners complete a unfamiliar words. with a partner. happening caused by
matching exercise. Display 2. Explain the words they 2. Explain the meaning of nature and not by
the words on the board, wrote down that they do activity in the context of humans.
screen, or large paper. not understand. the day’s discussion: ● Examples of natural
● An activity is events were the ones we
Lesson Language
have described earlier.
Practice something that a person
or group does or has
done.
● Examples of
activities were the
ones we have
Answer Key: 1. c., 2. e., 3. described earlier.
d., 4. a., 5. b.

During/Lesson Proper
[20 minutes] [20 minutes] [15 minutes] [15 minutes]
Activity 1: How Do We Activity 2: How Do I Use My What Can I Describe What Can I Describe
Use Our Senses Every Senses to Describe Objects About Activities Around About Natural Events
Day? Around Me? Me? Around Me?
Reading the Key Idea/Stem
1. Make sure to prepare the 1. Ask the learners if they 1. Have the class in five (5) 1. Have the class in five (5)
following in advance. have other questions or groups. groups.
Have five classroom objects clarifications about the 2. Assign each group with an 2. Have each group identify
and/or pictures. activity. Use activities a natural event/s that
Body
Part
1. eyes
2. ears
3. skin
4. nose
5. tongue
Sense
a. smell
b. taste
c. sight
d. touch
e. hear
DAY 1 DAY 2 DAY 3 DAY 4
 Each object/picture activity. Answer all before that are relevant in the have happened in the
corresponds to the senses. continuing. immediate community locality and preferably
Have each object/picture 2. Have the learners copy the such as: harvesting rice, experienced by the
in table on the activity sheet riding a jeepney, buying in learners. This can include
‘stations’ placed around on a piece of paper. This the market, catching fish, rains, summer days,
the classroom. The copy will be referred to as and attending a typhoons, flooding,
following classroom the answer sheet below. fiesta/celebration. earthquake, etc. Learners
objects are 3. Tell the learners that the 3. Give the class one to two may also be assigned with
recommended: class will roam around minutes to plan on how specific natural event.
a. Sight station – colored the school compound or they can act the activities 3. Give the class one to two
ruler garden. out. Tell them that they minutes to plan on how
b. Touch station – board 4. Tell them to do as the can use objects in the they can act the natural
eraser Learning Activity Sheet classroom as props. Tell events out. Tell them that
c. Hearing station – (LAS) requires. This them to be careful on they can use objects in the
small bag of coins includes the following: acting and with the prop classroom as props. Tell
d. Smell station – [Link] three (3) objects objects. them that some in the
soap or picture of it that they can see, hear, 4. Have each group perform group can act as a ‘natural
e. Taste station – picture or touch as they walk for a 10-15 seconds in force’ like wind, water,
of common fruit in your around. Remind them front of the class. ground, etc. Tell them that
area not to smell or taste 5. For each group, have the some in the group can do
anything for safety. rest of the class answer activities that is usually
2. Have the learners read Remind them not to questions in the next done to stay safe and
the learning activity touch anything without section. healthy during natural
sheet (LAS) quietly until asking permission from event such as the
the Instructions part. the teacher first. following:
3. Have learners read the b. They will describe each i. rain/typhoon/flood
LAS out loud until the object using their senses. can have the following
Instructions part. They will also write activities: avoiding
4. Ask the learners if they down questions they getting wet, moving to
have questions or have about the object. higher ground,
clarifications. Answer all They can refer to the listening/watching the
before continuing. guide questions found in news, evacuating from
5. Have the learners copy the the LAS to describe their homes
table on the activity sheet objects better. ii. summer days can have
on a piece of paper. This [Link] an example the following activities:
copy will be referred with an object in the drinking lots of water,
 DAY 1 DAY 2 DAY 3 DAY 4
to as the answering classroom. An example taking a bath, wearing
sheet below. is provided: loose clothing.
6. Move around each station 4. Have each group perform
with the learners seated for 15-20 seconds in front
and listening first. of the class.
a. For each station, ask 5. For each group, have the
the learners the name rest of the class answer
of the object, and have questions in the next
them write this on the section.
correct part of the
answering sheet.
b. For each station, read
the related questions.
The learners will not d. Remind the learners to
answer the questions not cause damage to the
yet. environment by doing
c. Demonstrate what acts such as:
must be done for each i. tearing flowers,
station to answer the stems, or leaves
questions properly. ii. chipping off paint
7. Have the learners in five iii. tearing posters
(5) groups. e. Remind the learners to
8. Have the groups in each stay in the group and to
station for a minute or always listen to the
two to do the activity. teacher.
Rotate them in stations f. Remind the learners that
until everyone has gone they must work
over the five stations and individually and must not
have done their talk to their classmates.
answering sheets. 5. Conduct the activity.
 [10 minutes] [5 minutes] [20 minutes] [20 minutes]
Developing 1. Discuss the questions in 1. After exploring, have 2–3 1. Ask the learners of the 1. Ask the learners of the
Understanding of the the activity sheet. Have learners share their findings following questions for following questions for
Key Idea/Stem the objects on-hand to with the class. each performance: each performance:
show in front. Provide a demonstration
Object
Chalk
Description
yellow, white,
short powdery,
hard, no sound
when tapped
Question
Why is chalk
powdery when
we
crush it?
DAY 1 DAY 2 DAY 3 DAY 4
A. Sight station if needed, using the i. What is the activity i. What is the natural
a. What was the object at example below. called? event called?
the Sight station? (ruler) ● I found a small piece of ii. Can you describe the ii. Can you describe the
b. How do you describe chalk. It was white and activity? What can you natural event? What can
what you see with this yellow, hard, and felt see, hear, feel, smell, you see, hear, feel, or
object? (Expected powdery. It made no and/or taste? smell?
answers are visual sound when I tapped it. My iii. What sense did you use
properties, like color, question is: Why does it to describe what you
size, length, etc.) turn to powder when have observed?
crushed?
B. Touch station 2. (Notes for Facilitators) 2. Ask the learners the
a. What was the object at Follow the instructions to following: 2. Proceed to the deepening
the Touch station? conduct the activity. You i. Do our senses help us task after all the
(board eraser) can have it in any place describe objects and performance and
b. Using your sense of convenient to you such as everyday activities in questions.
touch, how would you your backyard or our community?
describe the board neighborhood. An example ii. Explain why or how.
eraser? (Expected of the output is provided 3. Discuss with the learners
answers are properties below to help you guide that there is another term
sensed by touch/feel, the learners. that means the same for
like roughness, i. Name of Object #: Bird describing objects and
temperature, wetness, ii. Describe Object #: Cute, activities using the senses
etc.) brown, small, moving, and the term for it is
C. Hearing station makes a loud sound, observing.
a. What was the object in makes a sound that goes 4. Discuss also that
the Hearing Station? (a like this “chirp chirp.” "observing" is a basic
small bag of coins) iii. Question about Object #: skill in science, that
b. Using your sense of Why can birds fly but I when we describe the
hearing, how would you can’t? world around us using
describe the bag of 3. (Extension or our senses, we observe
coins? (Expected answers Differentiation) This our world.
are sound properties, like activity is doable for 5. Discuss that science
if it is loud or silent, learners with special activities like
sounds tinny or airy, etc.) needs. For challenged experiments help us
learners, the affected answer questions.
senses may be omitted. 6. Proceed to the deepening
task after all the
 DAY 1 DAY 2 DAY 3 DAY 4
D. Smell station Examples are listed performances and
a. What was the object in below: questions.
the Smell Station? i. Skip the describing
(soap) using sight for visually
b. Can you describe the challenged learners.
object’s smell? (Expected ii. Skip the describing
answers are properties using hearing for the
smelled, good or bad hearing challenged
smell, fruity smell, flowery learners.
smell, etc.) iii. Focus on the applicable
E. Taste station senses. If available, use
a. What was the object in the sense of taste and
the Taste Station? smell while intentionally
([name of fruit]) introducing applicable
b. Can you describe the objects (see examples
taste of this fruit? below). Guide them
(Expected answers are carefully for this:
the properties tasted,
a. Sense of smell:
like sweet, sour, bitter,
flowers, fruit, food
salty, etc.)
2. (Notes for Facilitators) b. Sense of taste: fruit,
Each station should vegetables, food
contain objects that 4. Proceed to the deepening
correspond to the task after.
assigned sense for
observation and
description. Below are
good objects for each.
Learners don't need to
smell or taste objects.
Beware of sharp edges
and hazards.
a. Sight Station - ruler,
string, towel
 b. Touch Station -
spoon, coin, paper

DAY 1 DAY 2 DAY 3 DAY 4

c. Hearing Station -
small bag of coins or
small objects
d. Smell Station - soap,
shampoo, perfume
e. Taste Station - fruit,
vegetables, other
available food
3. (Extension or
Differentiation) This
activity is doable for
learners with special
needs. For challenged
learners, the affected
stations and questions
may be omitted. For
example, you may skip
the sight station for
visually challenged
learners or skip the
hearing station for the
hearing challenged
learners.
4. Proceed to the deepening
task after.
[3 minutes] [5 minutes] [5 minutes] [5 minutes]
Ask the learners: Ask the learners and lead 1. Show the list of activities Ask the learners and lead
1. How are the senses them to the expected performed. For each them to the expected
important in describing answers: activity, ask the following: answers:
Deepening
objects? 1. What other objects have i. Why do we do the 1. Was it easy or difficult to
Understanding of the
i. Emphasize that senses you found around the activity? describe the natural
Key Idea/Stem
 allow us to see, hear, school? ii. What are questions you events and their
smell, touch, and taste 2. Was it easy or difficult to have about the activity activities?
objects to describe. describe the objects you 2. How did Science help you
found? in describing natural

DAY 1 DAY 2 DAY 3 DAY 4

2. Which sense is more 3. What did you use to that you don’t know the events? (Expected answer;
important? describe the objects answer to? When we identify and
i. Emphasize that all senses around the school? 2. Ask the learners and describe natural events, we
are important. The (senses) lead them to the observe them. When we
questions seek to engage 4. How can we answer the expected answers: observe, we do Science.)
the learners’ critical questions that you have i. Was it easy or difficult 3. We used the senses in
thinking. about the objects you to describe the describing natural events.
3. Sometimes, people can't found? (Since yesterday, activities? How important are the
see as well, hear as well, we have used our senses to ii. How did Science help senses in science?
or smell things like identify and describe you in describing the (Expected answer:
others. They are people objects. When we identify activities? Observation is something
with disabilities or PWDs. and describe objects, we (When we identify and we do with science. The
i. How can they still learn observe them. When we describe activities, we senses allow us to
about the world around observe, we do science! observe them. When we observe.)
them? (Emphasize that Science will also help us observe, we do Science.)
the other senses can still answer your questions by iii. How can Science help in
be used. Some forms of doing science activities answering the questions
technology can also be like experiments. you have about the
used, e.g. hearing aid for Hopefully, you might even activity? (Science will
those with hearing become scientists one help us answer your
challenges.) day!) questions by doing science
activities like
experiments.)
After/Post-Lesson Proper
 [3 minutes] [3 minutes] [3 minutes] [3 minutes]
1. Ask the question: what Lead the learners to have Lead the learners to have Lead the learners to have
can my senses describe? the following realizations the following realizations the following realizations
2. Lead the learners to the using the questions and using the questions and using the questions and
realization that: the senses expected answers: expected answers: expected answers:
Making Generalizations can describe many things 1. What are objects in your 1. Why is it important to use 1. Why is it important to
and Abstractions that I can see, hear, feel, surroundings like? our senses in describing use our senses in
smell, and taste. (There are many objects objects or activities describing natural
3. If the question is unable in my surroundings, and around us? (It is events around us? (It is
to elicit the expected they can be described in important to use our important to use our
many ways.) senses because they help senses because they
identify and compare help us understand and

DAY 1 DAY 2 DAY 3 DAY 4

statement above, you can 2. How is Science present in objects and activities respond to what is
have the learners: identifying and around us.) happening around)
● read the full statement describing objects? [Link] is Science present in 2. How is Science present in
written/shown on the (When we identify and identifying and identifying and
board; or describe objects, we describing activities? describing natural
● read and complete the observe them. When we (When we identify and events? (When we
statements in a fill-in- observe, we do Science.) describe activities, we identify and describe
the-blanks format. 3. How can Science help in observe them. When we natural events, we
answering the questions observe, we do Science.) observe them. When we
we have about objects? 4. How can Science help in observe, we do Science.)
(Science activities like answering the questions 3. How important are the
experiments can help we have about activities? senses in science?
answer questions.) (Science activities like (Expected answer:
experiments can help Observation something
answer questions.) we do with science. The
senses allow us to
observe.)
 [3 minutes] [4 minutes] [5 minutes] [5 minutes]
1. Ask the learners to 1. Ask the learners to 1. Show the learners a 1. Show the learners a
describe the pencil/pen describe an object picture or a video of an picture or a video of a
that they are using with available on-hand and not activity not described natural event not
their sense of sight, described before. (For before. described before.
hearing, and touch. Have example, a meter stick). 2. Ask the learners to write 2. Ask the learners to write
them answer the following Hold the object for three (3) sentences three (3) sentences
questions on a piece of everyone to see. Have describing an activity that describing a natural
paper for submission: them write as many was not covered earlier. event that was not
Evaluating Learning i. What color is the descriptions as they can You may use pictures or covered earlier (rain,
pencil’s body? on a piece of paper for videos if available. Tell summer heat, typhoons,
ii. Does the pencil make a submission. them that each sentence floods, earthquakes,
loud or soft sound when 2. Collect all learner includes at least one landslides, droughts,
you tap it on your desk? outputs after the sensory detail (sight, strong winds, thunder
iii. Does the pencil feel activity. sound, touch, smell, or and lightning, storm
smooth or rough when taste). Have the learners surges, monsoons,
you touch it? write their answers on a tornadoes, volcanic
piece eruptions, red tide, etc.).
of paper. You may use pictures or

DAY 1 DAY 2 DAY 3 DAY 4

2. Collect all learner outputs 3. Collect all learner outputs videos if available. Tell them
after the activity. after the activity. that each sentence includes
at least one sensory detail
(sight, sound, touch, smell,
or taste). Have the learners
write their answers on a
piece of paper.
3. Collect all learner outputs
after the activity.

Additional Activities for

Application or
Remediation (if
applicable)
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head