SCIENCE &
HEALTH
Q2-Gr.3-Week1
Day 1
Objectives:
At the end of the lesson,
the learners should be able
to describe various objects,
like leaves, in the
environment using shape,
color, and texture.
solve a
puzzle.
1. What does the
puzzle show?
2. What do you
notice the boy is
doing?
3. Why do you
think he is using a
What do you
remember about
observing?
This is one of science
process skills they have
learned in the first
quarter.
Complete the sentence:
“I remember
that when we
observe, we
_______.”
Read the following sentences.
1. Rosario carefully studied her
surroundings before crossing the
road.
2. Mang Pio waters the plants in the
school garden regularly. He does
it to ensure that the plants
receive enough water for them to
grow healthy.
3. Cai, the main character in the story,
made a spear, which he used to catch
fish. The spear could easily pierce fish
1. What words help
us understand what
'surroundings'
means?
2. What do you think
'surroundings'
means based on the
Activity 1:
Leaf Detectives -
Investigating the
Shape, Color, and
Texture of Leaves
What parts of your body
do you use to describe
objects or things around
you?
‘eyes to see, hands
to touch, tongue to
taste, ears to hear,
and nose to smell.’
Today, we will use some of
these senses to describe
objects in nature. In this
activity, Detectives’ to
observe leaves carefully
and describe them using
their shape, color, and
Pre-activity:
1. Before starting the activity, prepare the
necessary materials. If any suggested materials
are unavailable, use suitable alternatives.
2. Prepare 10 different fresh leaves that are
readily available in your community. Each group
must receive two leaves, labeled Leaf 1 and
Leaf
3. The five groups may have the same or different
arrangements of leaves.
4. Distribute the activity sheets to each learner.
5. Divide the class into five groups.
6. Conduct a pre- activity discussion focusing
on the objectives of the activity and safety
Safety precautions:
1. Keep the work area clean
before, during, and after the
activity.
2. Never taste anything unless
told to do so by the teacher.
3. If in doubt, ask the teacher for
clarification.
4. Report any accident to the
Notes for Facilitators:
1. Double-check that all
materials are ready
before the activity.
2. Ensure that learners feel
comfortable asking
questions before they
begin.
3. Remind the learners to make
Activity Proper
1. Have the learners perform
Activity 1: Leaf
Detectives -
2. Investigating the Shape,
Color, and Texture of
Leaves
3. Make sure learners’
Post-Activity
1. Discuss the answers to the activity guide questions.
PowerPoint presentations can be used to facilitate the
discussion when possible.
2. Discussion of answers can be done through the Thinking
Hat strategy:
a. Let the learners arrange themselves in a big circle.
b. Assign one learner to wear the hat.
c. Play the music and instruct learners that while the
music plays, they must wear and pass the hat to the
next learner. The hat should be passed
counterclockwise.
3. Once the music stops, the learner who wears the hat will
answer one pre- selected question. After answering the
question, ask the learner which skill is used to answer
the question. Let the learners explain their answers.
Guide questions:
Q1. What is the shape of leaf 1?
Q2. What is the color of leaf 1?
Q3. How does leaf 1 feel when
you touch it? Is it smooth
or rough?
Q4. What is the shape of leaf 2?
Q5. What is the color of leaf 2?
Q6. How does leaf 2 feel when
you touch it? Is it smooth
Look at your
surroundings. What
are the things in
the surroundings?
Can you describe
the color, shape,
and texture of
Complete the following sentences:
“In observing something,
I have learned that we
can use _______.”
“I have observed that
leaves have different
_______and _______.”
1. How do we
observe things
around us?
2. What did you
notice about the
leaves in our
activity?
1. Before the assessment, prepare an actual plant that is
familiar to all the learners.
2. Give the assessment to the learners. Make sure that:
a. The plant’s position is visible to all the learners.
b. Learners have the opportunity to touch the leaves (if
safe and practical).
c. If an actual plant is unavailable, project a high-quality
image on the board. Ensure the leaf color is clear
and its texture is visibly smooth or rough.
3. Give the assessment to the learners. You may use a
PowerPoint slide to pose the questions.
4. Give learners time to write their observations based on
what they see and feel.
5. Collect learners’ answers and inform them:
Day 2
Objectives:
At the end of the lesson, the
learners should be able to
compare and estimate the
size and weight (heaviness)
of objects using observations
from sight and touch.
Multiple
Choice. Choose
the letter of
the correct
1. Which of the following best
describes leaf A?
A. It is round.
B. It is heart-shaped.
C. It is long and thin.
2. Which leaf is long, narrow, and
pointed?
a. Leaf A
b. Leaf B
c. Leaf C
3. Which leaf looks like the one
circled in the drawing below?
a. Leaf A
b. Leaf B
c. Leaf C
What is
the color
of the
Is the leaf
smooth or
rough?
Have you ever
picked up a big
bag and felt it
was very light?
Have you ever
held a small
object that
was
surprisingly
Heaviness
Show a picture of a
heavy object (ex. a
big rock).
Heaviness means
something weighs a
lot, like this rock. It
is not easy to lift.
Identical
Show two
matching objects
(ex. two bananas).
Identical means
two things look
exactly the same,
like these
Balanced
How a picture of a
seesaw with equal
weights on both sides.
Balanced means
something is steady
and equal on both
sides, like this seesaw.
The weight on both
sides is the same, so it
Estimate
Estimate means
makinga good
guess about
something, like
how many
candies are in
Compare
Compare means to
look at two things
and see how they
are the same or
different, like a
kalamansi and a
guava.
Activity 2:
Which object
is bigger and
heavier?
How can we tell if
something is big or
small, or heavy or
light?
Can we use our
eyes, hands, or how
it feels when we
Pre-activity:
1. Before starting the activity, prepare the necessary materials. If
any suggested materials are unavailable, use suitable
alternatives.
2. Present two objects with the following characteristics: a smaller
but heavier object (e.g., small rock) and a bigger but lighter
object (e.g., large, dried leaf). Then, ask the learners, Does bigger
always mean heavier? Call on a volunteer to answer this question
by making a guess (using bare hands and/or eyes only). This will
imply ESTIMATION.
Based on this, the learners may say, Bigger does not always mean
heavier. For example, the large, dried leaf is bigger, but lighter
than the rock.
3. For the hands-on activity, introduce the idea that heaviness can be
measured manually (for small objects) but more accurately using
measuring tools like a balance.
4. Prepare the materials needed. If any suggested materials are
unavailable, use alternative materials. Note that for Part B, it is
suggested to prepare in advance one setup of two identical water
Activity Proper
1. Have the learners
perform Activity 2: Which
object is bigger and
heavier?
2. Make sure learners’
observations are written in
Post-Activity
1. Discuss the answers to the activity
guide questions. When possible,
use PowerPoint presentations to
facilitate the discussion.
Call on one to two groups to share their
explanations with the class. Volunteers
may also be called to share their
answers.
2. Give opportunities for the learners to
justify their answers. Encourage the
Part A.
Q1. What is the arrangement from
smallest to largest? Write
only the labels.
Q2. What is the arrangement from
smallest to largest? Write
only the labels.
Q3. What is the arrangement from
heaviest to lightest? Write
only the labels.
Part B.
Q4. Which bottle is heavier?
Q5. Why do you think so?
Q6. Which bottle is heavier?
Q7. Why do you think so?
Q8. Which bottle is heavier?
Q9. Why do you think so?
Q10. Which science process skill did
you use?
Q11. How did you use it?
How did you
decide on the
order of the
objects?
What steps did
Can we
always say
that bigger
objects are
heavier? Why
Using the same
materials from
Activity.
Can you arrange
these objects from
the smallest and
lightest to the
largest and
1. How did you
decide on the order
of the objects?
I used my eyes to
compare their sizes
and my hands to feel
which ones were
heavier or lighter.
What steps did
you follow?
I first looked at the objects to
see which were bigger or
smaller. Then, I picked them up
to feel which were heavier or
lighter. After that, I arranged
them from the smallest and
lightest to the largest and
heaviest.
How do we
estimate an
object’s
size and
Complete the sentence:
We can estimate an
object’s size and
weight by using our
_______, particularly the
sense of sight and
______.
1. Our eyes help us
compare the size
Rememb of objects.
er 2. Our hands help us feel
if something is
heavy or light.
3. Estimation is useful
when measuring tools
are not available.
1. Before giving the assessment, prepare the “Misteryosong
Bayong.” This basket contains five objects with different sizes
and weights. These objects can be vegetables and fruits that
are readily available in your
community.
2. Instruct the learners that they will perform the assessment as
a class.
3. Ask for five volunteers to reach the objects inside the
“mystery” basket without looking. They can be blindfolded. Let
them describe the estimated size and weight by comparing
each one. They must arrange the objects from smallest and
lightest to largest and heaviest. Ask them to place their
arrangements on a table. This serves as the assessment of the
five volunteers.
4. The learners who are not blindfolded can write their answers in
their notebooks based on the descriptions given by their
classmates. Briefly review the activity and ask, Was it easy or
difficult to estimate without seeing? Did the biggest object feel
Day 3
Objectives:
At the end of the lesson,
the learners should be
able to describe objects
based on their color,
shape, and texture.
Ang Misteryosong
Bayong. Find out
what objects are
inside the mystery
basket.
smallest and lightest to largest and
heaviest.
How did you
estimate the
size and
weight of the
objects
Yesterday, we used
this basket to
compare the size and
weight of objects. But
today, we will look at
them in a different
Pick one fruit
or vegetable
from the
basket without
looking, then
hold it to feel
1. What do you think
the object feels
like? (Is it smooth,
rough, soft, or hard
2. Can you guess its
shape just by
touching it?
1. What color is it?
2. How would you
describe its shape
and texture now
that you can see
it?
1. What color is it?
2. How would you
describe its shape
and texture now
that you can see
it?
Read the words.
texture
triangula
r
rectangul
texture
How something
feels (smooth,
rough, soft, or
hard).
triangula
r
shaped like a
triangle (with
three sides).
rectangul
ar
shaped like a
rectangle (with
four sides).
Activity 3:
Scavenger Hunt -
Where are these
objects?
How can you
describe the
object’s color,
shape, and
texture?
“I can describe
the color, shape,
and texture of an
object using my
___________.”
Pre-activity:
1. Before starting the activity, prepare the
necessary materials. If any suggested
materials are unavailable, use suitable
alternatives.
2. Distribute the activity sheets to each
learner.
3. Keep the same five groupings as before.
Instruct them that they will only do Parts A
and B today.
4. They will perform Part A- individually and
Part
B-per pair (they may select their partner).
Activity Proper
1. Have the learners perform Activity
3: Scavenger Hunt - Where are these
objects?
2. Explain to the learners the activity:
- Learners will search for objects
around the classroom.
- They will observe and describe each
object based on its color, shape, and
texture.
- They will write their observations in
Post-Activity: (Part A and B)
1. If time permits, discuss the answers to the
activity guide questions for Q1-Q6. If not, this
can be facilitated on Day 4. When possible,
use PowerPoint presentations to facilitate the
discussion.
2. Call on one to two groups to share their
explanations with the class. Volunteers may
also be called to share their answers.
3. Give opportunities for the learners to justify
their answers.
4. Encourage the learners to ask questions
and clarify their ideas throughout the lesson.
The guide questions:
Q1. What is the object?
Q2. What is its color?
Q3. What is the object?
Q4. Describe its color and
shape.
Q5. What is that object?
Q6. What is that object?
Fill out the boxes.
Fruits Texture Shape Color
1.
2.
3.
Day 4
Objectives:
At the end of the lesson,
the learners should be able
to describe objects based
on their color, shape,
texture, and hardness.
Today, we will describe
objects based on their
color, shape, texture, and
hardness.
Before we begin, let us
think about what we
already know and what we
Have you ever
touched
something
that looks soft
but feels
Have you seen
something
that looks
hard but is
actually light?
Context Clues
(Ex. A rock is
hard, but a
pillow is soft.)
Synonyms
(ex. "Rigid"
means "stiff" or
"not bendable.")
Actions/
Demonstration
(ex. a desk) or
feel a rough
surface (e.g., a
Activity 3:
Scavenger Hunt
Where are these
objects?
How can you
describe the
object’s color,
shape, texture,
and hardness?
Pre-activity:
1. Before starting the activity, prepare
the necessary materials. If any
suggested materials are unavailable, use
suitable alternatives.
2. Distribute the activity sheets to each
learner.
3. Retain the five groupings.
4. Conduct a pre-activity discussion
focusing on the objectives of the activity
and safety precautions.
Activity Proper
[Link] the learners continue performing
Activity 3: Scavenger Hunt - Where are
these objects?
[Link] may say, Today, you will continue
Activity 3, focusing on Parts C and D.
This time, you will work in groups to
complete the observations.
[Link] sure learners' observations are
written in their notebooks.
Post-Activity
1. Discuss the answers to the activity guide
questions. 2. When possible, use PowerPoint
presentations to facilitate the discussion.
3. In the interest of time, call on one to two
groups to share their explanations with the
class. Volunteers may also be called to share
their answers.
4. Give opportunities for the learners to justify
their answers.
5. Encourage the learners to ask questions and
clarify their ideas throughout the lesson.
Guide questions:
Q1. What is that object?
Q2. What is that object?
Q3. What is that object?
Q4. Describe the color, shape,
texture, and hardness
of the object.
Describe the color,
shape, texture,
and hardness of
these fruits.
shape
color
tecture
hardne
ss
shape
color
tecture
hardne
ss
shape
color
tecture
hardne
ss
shape
color
tecture
hardne
ss
How were you able
to describe the
color, shape,
texture, and
hardness of the
objects that we
used in the
Answers to the key idea:
L (What I Learned) –
What new things did you learn
from today’s lesson?
A (How I Can Apply What I
Learned) –
How can you use this
knowledge in real life?
K W L A
What I What I What I How I can
know want to learned Apply
know what I
learned
Before the assessment, print a
colored copy of a marble.
Alternatively, you can prepare an
actual marble or any object that
your learners are familiar with (e.g.,
bitter gourd [ampalaya], bottle
gourd [upo]).
Show the object to the learners as
you give the assessment.
Discuss the answers.
s h a v e
Le t '
g re a t
a g you
!
tin
r
m ee
a
ely
e
lov
y
It w as
all!