School GUALSIC INTEGRATED SCHOOL Grade Level THREE

DAILY LESSON Teacher ROMAILYN A. CAMPOS Learning Area SCIENCE

LOG Teaching Dates and Time WEEK 1 (August 25-29, 2025) Quarter SECOND

Monday Tuesday Wednesday Thursday Friday

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Learners learn that using science process skills, simple pieces of science equipment, and participating in guided activities leads to a better
Standards understanding of science
Learners describe the basic needs of living things. They explain how the body parts allow them to carry out their daily activities. They recognize
B. Performance
the need to protect the environment to ensure that the basic needs of living things can be met. They observe and measure living and nonliving
Standards things in their local environment. They make models and collages of living things and their basic needs.
The learners use the skills of observing, predicting, and measuring in performing simple guided science activities.
C. Learning
Competencies
and Objectives
HOLIDAY At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the Weekly Assessment
learners should be able to learners should be able to learners should be able to
compare and estimate the describe objects based on describe objects based on
size and weight (heaviness) their color, shape, and their color, shape, texture,
of objects using texture. and hardness.
observations from sight and
touch.

Science in our daily life Science in our daily life Science in our daily life Science in our daily life Science in our daily
D. CONTENT life
II. LEARNING RESOURCES
MATATAG K TO 10 MATATAG K TO 10 MATATAG K TO 10 MATATAG K TO 10 MATATAG K TO 10
CURRICULUM OF THE K CURRICULUM OF THE K CURRICULUM OF THE K TO CURRICULUM OF THE K CURRICULUM OF
A. References TO 12 PROGRAM TO 12 PROGRAM 12 PROGRAM TO 12 PROGRAM THE K TO 12
Lesson Exemplar Lesson Exemplar Lesson Exemplar Lesson Exemplar PROGRAM
Lesson Exemplar
B. Other Department of Education. (2023). MATATAG Curriculum: Science Grades 3-10. Pasig City: Author
Learning Junio, M. M. V. (2017). Use of Importance-Performance Analysis of Learning Competencies and Science Process Skills in Predicting
Materials Chemistry Achievement. Master’s thesis. University of the Philippines College of Education, Diliman, Quezon City.
Padilla, M.J. (1990). The Science Process Skills. Retrieved from [Link] on October 14,
2015.
University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED). (2002). Practical
Work in Elementary School Science Grade 2 Sourcebook for Teachers. Diliman, Quezon City: Author
Cambridge University Press. (n.d.). Learner. In Cambridge dictionary. Retrieved on September 19, 2024 from
[Link]
Other online links:
 [Link] [Link]
[Link]
Background music: [Link]

III. TEACHING AND LEARNING PROCEDURE

Jigsaw Puzzle Let the Discuss Day 1 Quiz. Discuss Discuss Day 2 Quiz. Review K-W-L-A Chart Weekly Assessment
learners solve a jigsaw the answers to the previous the previous lesson by Display a K-W-L-A chart on
puzzle featuring an quiz to help learners discussing the quiz answers. the board or use a large
illustration of observation. remember what they have Ang Misteryosong Bayong. sheet of paper.
A. Activating You may call on learned. Display the Find out what objects are Tell the class: Today, we will
Prior Knowledge volunteers. Refer to the illustrations of leaves A, B, inside the mystery basket. describe objects based on
ELICIT sample illustration showing and C on the board or a Present the five objects (can their color, shape, texture,
a child observing a PowerPoint slide. be vegetables and fruits) from and hardness. Before we
dragonfly using a hand the mystery basket. begin, let us think about
lens through this link: what we already know and
[Link]/ScienceLRs what we want to learn.
Ask the class what things Ask the learners engaging Reintroduce the Tell the learners, In this
they see on their way to questions to spark curiosity: "Misteryosong Bayong" from lesson, you will continue
school. Elicit three to four • Have you ever picked up a the previous activity. Say, performing Activity 3 and
responses (Possible big bag and felt it was very Yesterday, we used this describe the color, shape,
B. Lesson answers: trees, flowers, light? basket to compare the size texture, and hardness of
Purpose/Intentio leaves, rocks, animals, and weight of objects. But different objects. This will
n buildings). Then, show a today, we will look at them in help you become better at
ENGAGE real plant or a photo of a a different way. Call on a observing things around
plant commonly found in volunteer to pick one fruit or you.
your area. vegetable from the basket
without looking, then hold it
to feel its texture.
C. Lesson Display or read the 1. Heaviness - Show a Explain each term to learners Then, for each unfamiliar
Language following sentences. picture of a heavy object in simple words: word, help learners
Include pictures if (e.g. a big rock). Say, • Texture – how something determine its meaning by
Practice available to support Heaviness means something feels (smooth, rough, soft, or using one of the following
ENGAGE understanding. You may weighs a lot, like this rock. It hard). simple activities:
refer to [Link] is not easy to lift. • Triangular – shaped like a • Context Clues – Use the
for free pictures. 2. Identical - Show two triangle (with three sides). word in a sentence. (e.g., A
1. Rosario carefully studied matching objects (e.g., two • Rectangular – shaped like a rock is hard, but a pillow is
her surroundings before bananas). Say, Identical rectangle (with four sides). soft.)
crossing the road. means two things look • Synonyms – Provide a
2. Mang Pio waters the exactly the same, like these simple word with the same
plants in the school garden bananas. meaning. (e.g., "Rigid"
regularly. He does it to 3. Balanced - Show a picture means "stiff" or "not
ensure that the plants of a seesaw with equal bendable.")
receive enough water for weights on both sides. Say, • Actions/Demonstration -
them to grow healthy. Balanced means something Ask learners to tap on a
is steady and equal on both hard object (e.g., a desk) or
sides, like this seesaw. The feel
weight on both sides is the
 same, so it stays straight
Activity 1: Leaf Detectives Activity 2: Which object is Activity 3: Scavenger Hunt – Activity 3: Scavenger Hunt
- Investigating the Shape, bigger and heavier?
Color, and Texture of Where are these objects? - Where are these objects?
Leaves Pose these questions on the Pose this question on the Pose this question on the
board or use a PowerPoint board or use a PowerPoint board or use a PowerPoint
Pose this question on the presentation slide: How can presentation slide: How can presentation slide: How can
board or use a PowerPoint we tell if something is big or you describe the object’s you describe the object’s
D. Reading the presentation slide: What small, or heavy or light? Can color, shape, and texture? color, shape, texture, and
Key Idea/Stem parts of your body do you we use our eyes, hands, or hardness?
EXPLORE use to describe objects or how it feels when we hold Ask the learners to read the
things around you? Then, it? Make sure that the question. Give them time to Ask the learners to read the
allow learners to answer. question is visible to the think of their own answers, question. Give them time to
Possible responses include, whole class. and then elicit one or two think of their own answers,
‘eyes to see, hands to responses from them. and then elicit one or two
touch, tongue to taste, responses from them
ears to hear, and nose to
smell.’
Activity Proper Activity Proper Activity Proper Activity Proper
1. Have the learners 1. Have the learners 1. Have the learners perform 1. Have the learners
perform Activity 1: Leaf perform Activity 2: Which Activity 3: Scavenger Hunt - continue performing Activity
Detectives - Investigating object is bigger and Where are these objects? 3: Scavenger Hunt - Where
E. Developing the Shape, Color, and heavier? 2. Explain to the learners the are these objects?
Understanding Texture of Leaves 2. Make sure learners' activity: 2. You may say, Today, you
2. Make sure learners' observations are written in - Learners will search for will continue Activity 3,
of the Key observations are written in their notebooks. objects around the classroom. focusing on Parts C and D.
Idea/Stem their notebooks. - They will observe and This time, you will work in
EXPLORE describe each object based on groups to complete the
its color, shape, and texture. observations.
- They will write their 3. Make sure learners'
observations in their observations are written in
notebooks. their notebooks.
Let the learners look at Estimation Challenge: Ask the learners, Which Show actual fruits or
their surroundings. Ask Remind learners of their activities at home do you use pictures of common fruits in
them, What are the things observations in Activity 2, your sense of sight and touch your locality. Hold up the
in the surroundings? Can where they compared to describe objects’ color, fruits one by one or display
you describe the color, objects based on size and shape, and texture? them on a PowerPoint slide.
F. Deepening shape, and texture of weight. Ask: Can we always
Understanding those things? You may call say that bigger objects are Encourage learners to think of
on three volunteers to heavier? Why or why not? everyday tasks. Call on a few
of the Key
share their answers. Let the learners think about volunteers to share their
Idea/Stem Lead them to understand their previous findings in the answers. Possible answer:
EXPLAIN that there are many things activity When I organize my school
around them, and they can bag, I look at the color of my
describe each one when notebooks and feel if they are
they carefully observe thick or thin.
their surroundings.
 sentences: “In observing We can estimate an object’s Note: This can be facilitated Through the Think-Aloud
something, I have learned size and weight by using our on Day 4 strategy, ask the learners to
G. Making that we can use _________.” ________, particularly the explain their answer to this
Generalizations “I have observed that sense of sight and ________. question: How were you
and Abstractions leaves have different able to describe the color,
ELABORATE _________ and _________.” shape, texture, and
hardness of the objects that
we used in the activities?
● Before the assessment, Before giving the *Note: This can be facilitated • Before the assessment,
prepare an actual plant assessment, prepare the on Day 4. print a colored copy of a
that is familiar to all the “Misteryosong Bayong.” This marble. Alternatively, you
H. Evaluating learners. basket contains five objects can prepare an actual
learning ● Give the assessment to with different sizes and marble or any object that
EVALUATE the learners. weights. These objects can your learners are familiar
● Make sure that: be vegetables and fruits with (e.g., bitter gourd
- The plant’s position is that are readily available in [ampalaya], bottle gourd
visible to all the learners. your community. [upo]).
I. Additional Extension/ Differentiation: Extension/ Differentiation: Extension/ Differentiation:
activities for Let the learners describe More varied stations can be More stations can be
other parts of a plant, such prepared. prepared using objects that
application or as the flower and stem. the learners are familiar
remediation with.
EXTEND

A. REMARKS

[Link]

Prepared by: Reviewed by: Approved by:

ROMAILYN A. CAMPOS RONNEL EXEQUEL L. JACALNE MARK RYAN S.

CATUBAY, EdD
Teacher II Master Teacher I Principal I