Science Grade 3

Chapter 4: Heredity: Inheritance and Variation In this Chapter, it deals with animals and plantsproduce of the same kind. Some physical traits are commonor shared among a certain group of humans.Lesson 1: Animal Reproduction and HeredityActivity 1: “Mother, Father and Babies”Objective Infer that animals produce animals of the same kindMaterial pictures of animals with their babies /video clips of animalsDRAFTwith their babies Procedure 1.Name the animals shown below. a. 2.Match the animal on the left with its young .April 10, 20143, On your paper, write the letter of your answer.____ 1.____ 2. b____ 3. c. 99

______ 4. d.Look at the drawing of animals below. Identify eachanimal and write the name on your paper. DRAFTApril 10, 2014AnimalA Animal BQuestionIs animal A, the young of animal B? Why?Lesson 2: Human Reproduction and HeredityActivity 1: Physical Traits of People from Different EthnicityObjective Infer that some physical traits are common or shared among a certain group of people (i.e., ethnicity).Material picture of ethnic group 100

Procedure 1. The picture below shows several Filipino kids. DRAFT a. What similarities in physical traits does this group of kids have?April 10, 20142. Look at the drawing below. b. What similarities in physical traits does this group of children have? c. Which physical traits are different in each kid in the drawing? 101

d. Can you give example of other group of people having the same physical traits? Activity 2: Physical Traits of Animals of the Same Kind Objective Infer that some physical traits are shared within the same group of animals. Material Illustrations of different breed of dogs Procedure Look at the drawings of different kinds of dogs below. DRAFTApril 10, 2014 a. What physical characteristics/traits are similar to them? Give three. 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ Question On your paper, write three physical characteristics/traits of animal 102

Lesson 2: Plants Reproduction and Heredity Activity 1: Growing plants from seeds Objective Infer that plants produce plants of the same kind. Material Mongo seeds, 3 wooden boxes/3 cans Procedure Part A What will happen if you plant a mongo seed in soil? Draw your prediction in Box A. 1. Place four mongo seeds in a small container containing soil.DRAFT2. Water the seeds. 3. Observe the seeds on the following day. Part B Observe the mongo seeds that you planted in the previous day.April 10, 2014a. What happened to the mongo seeds? Draw what you observed in Box B. b. What would happen to the mongo seeds after one month? Draw your prediction in Box C.Box A Box B Box C 103

Activity 2: Growing plants from other plant parts Objective Infer that plants produce plants of the same kind. Material katakataka plant Procedure 1. Observe a mature leaf in the katakataka plant. Take note of the leaf margin/edge. DRAFTApril 10, 2014 Katakataka plant a. What is growing out from the edge of the leaf? b. Is this still part of the plant or is it a new plant? Why do you say so? 2. Look at the small plant growing from the margins. 104

c. Does it look similar to the “parent” katakataka plant? Why do you say so? 3. Look at the drawing of an Agave plant. d. What are the pointed leaves for? DRAFTe.Does it look similar to the “parent” agave plant? Why do you say so? Question Are there any plants other than katakataka which grow fromApril 10, 2014otherplant parts? Activity 1: CThheaBapsitceNree5d:s ofEHcumoasnys, sAtneimmals and Plants Activity 1: Basic Needs of Humans, Animals and Plants In this Chapter, activities on the combined physical and biological components of an environment are discussed and that is Ecosystem. The basic needs of humans, animals and plants are identified, the relationship of living things in an ecosystem, things we need from the environment and the protection and conservation of our environment. Lesson 1: Basic Needs of Humans, Animals and Plants Activity 1: “What do we need for survival?” 105

Objective Identify the basic needs of humans, animals and plants.Material pictures/video clips of the basic needs of humans,animals and plantsProcedure 1. Put a [] if people, animals, and plants needs thefollowing in the table below: Needs People Animals Plants Activity eatingFood drinking breathingWater Place where theyAir live MovementDRAFTHabitatClothing/covering 2. Perform the activity listed in the first column. Write your answers on a piece of paper.April 10, 20142. Answer the questions below. a. What activities are common to people, animals and plants? b. Do people, animals and plants breathe the same air? Where do they get the air they breathe? c. Do people, animals and plants eat the same food? Where do they get the food they eat? d. Do people, animals and plants drink the same water? Where do they get the water they drink? 106

e. Do humans, animals and plants live in the same or different habitats? Can we find these habitats in the same environment? Question Are there other things human needs? Activity 2: Things We Need from the Environment Objectives 1. Identify the needs of living things that are provided by the environment. 2. Explain how living things depend on the environment to meet their basic needs.DRAFTMaterials Sun headband, Rain headband, Plant headbands Rice plant, Animal headbands, Caterpillar, Bird (rice bird and chicken), Colored strips of construction paperApril 10, 2014Procedure 1. Your teacher to give you a printout. 2. Color your printout. After you have colored your printout, cut out your picture and attach it to colored strips of construction paper. 3. Your teacher will help you cut the strips to fit your head and staple the two ends together. 4. Put on your headband and sit together in groups according to your organism. 5. The rice group will stay in front, followed by caterpillar and bird. 6. Listen to the instructions of your teacher. 107

6.1 Your teacher is the sun. The teacher will face the pupils with the rice plant headbands and will say “I am the sun. I help the plants grow.” 6.2 The pupils with the rain headbands will stand and water the rice plants by making rain movement through their hands and fingers. They will face the pupils with the rice plant headbands and say “We are the rain. We bring water to plants. Water helps the plants grow.” 6.3 The pupils with the rice headband will imagine that they are growing and will stand. They will wave their cut outs of palay grains. They will say “We need the sun and we need the water from the rain. Sun and water help us grow.” 6.4 The pupils with the caterpillar headband will stand and DRAFTsay “We are very hungry. We need to eat. We will eat the rice plants.” They will approach the rice plants and will make eating movements. 6.5 The pupils with the bird headbands will stand and say “We are very hungry. We need to eat. We will eat theApril 10, 2014rice plants. We will eat the caterpillars.” They will approach the rice plants and caterpillars and will make eating movements. 6.6 The pupils representing people will stand and say “We are very hungry. We need to eat. We will eat the rice plants. We will eat the chicken.” They will approach the rice plants and chicken and will make eating movements. 7. Answer the following questions: a. What things does the environment give to people, animals and plants? 108

b. What will happen to humans, animals and plants if there is no sunlight? c. What would happen to people, animals and plants if there is no water? d. What would happen to people, animals and plants if there were no plants? e. What would happen if the environment could no longer give the needs of people, animals and plants? Activity 3: Conservation and Protection of the Environment Objective Explain why there is a need to protect andDRAFTconserve the environment. Material picture of environment Procedure 1. Look at the picture below.April 10, 20142. List down things that could cause harm to animals and plants. 3. Answer the following questions on your paper. a. What are the things that people do that harm animals and plants? b. What will happen if we continue to cut a lot of trees? c. What will happen if we will not take care of the air we breathe? d. What will happen if we will not take care of the soil? e. What will happen if we will not take care of our water supply and other bodies of water? 109

DRAFTApril 10, 2014Questions a. What are the things that humans do that harm animals and plants? b. What will happen if we continue to cut a lot of trees? c. What will happen if we will not take care of the air we breathe? 110

UNIT 3: Force, Motion and Energy DRAFTApril 10, 2014 Chapter 1: Moving Objects 111

Chapter 1: Moving Objects This Chapter deals with different ways in which we describe ways of moving objects. Two ways to make objects move can be by pushing, pulling, using a reference point or a reference object is emphasized to give the accurate or precise location of the object. Water moves object. Magnet has two poles of which unlike poles attract each other while like poles repel each other. When a force is applied to an object, the object can move fast or slow, forward or backward, and stretched or compressed. Lesson 1: Describing the Position of an Object relative to another Object Activity 1: What is my position?DRAFTObjective Describe the position of an object relative to another object. MaterialApril 10, 2014Real objects such as table, cabinet, ball, door, balloonsProcedure1. Write the correct word that describes the position of the object or animal or person in each picture. Choose from the list of words in the box. Do this in your notebook.top behind right table cabinetunder in front left boy 112

a. The book is on _____________ of the ___________. b. The ball is _____________ of the _____________. c. The door is _____________ DRAFTthe _____________.April 10, 2014 d. The cat is_____________ the _____________.e. The balloons are in the girl’s _____________ hand. 113

Activity 2: How do you know that an object has moved?Objective Describe the location of an object after it has movedMaterials meter stick toy carProcedure1. Using a chalk, draw a line on one side of the table. Label this line as “start.”2. Put the toy car behind the line as shown below. startDRAFT3. Slightly push the toy car.4. Mark the location of the car once it stops.April 10, 2014startstop5. Using a meter stick, measure the distance from “start” to the position where the car stopped. In your notebook answer the following questions start stopmeter stick 114

a. What is the location of the car before it was pushed? b. How far did the toy car move? c. What is the location of your toy car after pushing it? d. What is the reference point/object that tells you that the toy car moved?QuestionCan you move an object without pushing it?Activity 3: How can you make objects move? Objective Describe the different ways to move objects Materials DRAFTAssorted objects (examples: eraser, pencil, notebook, key, coin) Procedure 1. Get five small objects from your bag. Put them on theApril 10, 2014table. 2. Make each object move. Try different ways, of moving the object.Table 1: Different ways of moving different objectsObject How did I make the object move?Example: By pushing with my fingers eraser By lifting with my hand1. 115

2. 3. 4. 5. Question What are the different ways of moving objects? Activity 4: Making a Wind Wheel Objectives 1. Describe how wind moves objects 2. Make a wind wheel Materials DRAFTpencil with eraser, paper, paperclip,tape Procedure 1. Make a wind wheel. Look at the procedure below on howApril 10, 2014to make a wind wheel. -Holding only the handle, make your wind wheel spin. Try different ways. - What are the different ways of making your wind wheel spin? a. What made the wind wheel spin? 116

2. Look around your room. b. What other objects can be moved by the wind? Question What are the different ways of making wind wheel? Activity 5: Making a Paper Boat Objectives 1. Describe how water move objects 2. Make a paper boat Materials basin with water , Paper, Tape Procedure 1. Make a paper boat. Look at the procedure below on DRAFThow to make a paper boat.April 10, 2014 117

2. Holding your paper boat, make it float and move in a big basin of water. Try different ways and write them on your notebook. a. What are the different ways of making your paper boat move on water? b. What makes the paper boat move? Lesson 2: Describing the Location of Objects after it has moved Activity 1: Make It Move! Objectives DRAFT1. Describe how a magnet can move objects 2. Identify objects that can be moved by a magnet Materials Paperclip (metal), magnet, cardboard (about 15 cm x 15 cm) assorted objects (hair pin, small nails, roundApril 10, 2014fastener, eraser, crayon, bottle caps) Procedure 1. Place a paperclip on top of a cardboard. 2. Hold a magnet under the cardboard. Move the magnet. a. What happens to the paper clip? 3. Try placing other objects on top of the cardboard. Make each object move. 118

4. On your notebook, copy the table and write the objects you placed on the cardboard in column A and answer the question in column B. A B Object Did the object move?paperclip Yes DRAFTb. What objects were moved by the magnet? c. For the objects moved by the magnet, what kind of material are they made of?April 10, 2014Activity 2: Attract or Repel! Objectives 1. Identify the poles of a magnet 2. Infer that a magnet has two poles 3. State that like poles repel; unlike poles attract 4. Infer that the strength of the magnet is stronger at the poles Materials Paperclips (metal) magnets 119

Procedure Place a bar magnet on a box filled with paperclips. 1. Lift the bar magnet. In your notebook, write your answers. a. Did paperclips “stick” to the bar magnet? b. Which part of the magnet did the paperclips “stuck?” c. What does this tell you about the strength of the magnet? 2. Get two bar magnets. Place them together in different ways. DRAFTd. Did the two magnets attracts each other? Draw their position below. e. When did the two magnets repel each other? Draw their position below.April 10, 2014Activity 3: Ready, Set, Go! Objectives 1. Describe different ways of moving a toy car. 2. Identify objects or materials that can move a toy car. Materials Toy cars Magnets Fan Procedure 1. Each group will have one car for each race. (The cars were prepared beforehand.) 120

2. There are four races. Race 1: One pupil from each group will push the car from the starting line to the finish line. The first car to cross the finish line wins. Race 2: One pupil from each group will pull the car from the starting line to the finish line. The first car to cross the finish line wins. Race 3: One pupil from each group will fan the car to move it from the starting line to the finish line. The first car to cross the finish line wins. Race 4: A magnet will be attached to the toy car. One student from each group will use a magnet to push the car by placing the magnet attached on the car. The magnets should not stick together. The first car to cross the finish line wins. a. How were you able to make the toy car move? List DRAFTthem all below. b. Do you have toy car at home? Did you try playing with it? How did you find it?April 10, 2014Lesson 3: Describing Different Ways of Moving Objects Activity 1: Fast or slow; Forward or Backward Objectives 1. Describe the movement of an object as fast or slow 2. Describe the movement of an object as forward or backward. Materials 2 toy cars Procedure 1. Label the toy cars as “1” and “2”. 2. Mark a starting line on the floor. 121

3. Put the two cars behind the starting line.4. Measure 1 meter from the starting line. Draw a line.starting line 1-m line 5. At the same time, lightly push one toy car and the other toy car harder. Observe them. In your notebook, write your observations. DRAFT6. Which toy car reached the 1 meter line first? a. Which of the two toy cars moved faster? Why b. What did you do to make the toy car roll fast? c. What did you do to make the toy car roll slowly? d. When you pushed the toy car, did it move forward orApril 10, 2014backward? e. What would you do to make the toy car move backward? f. Did you try playing toy car racing? How did you measure the distance when you reach the finish line? Activity 2: Can it be stretched or compressed? Objectives 1. Describe the act of stretching and compressing objects 2. Name objects that can be stretched or compressed 122

Materials garter rubber bands Procedure 1. Each member of the group should have one rubber band. Each should have a different color. 2. The group should position themselves behind a marked line. DRAFT 3. Stretch the rubber band using your fingers. Release the rubber bands at the same time. In your notebook record your answers.April 10, 2014a. What happened to the rubber band when you released it? b. Whose rubber band moved the farthest from the marked line? c. Whose rubber band was nearest to the line after release? d. What other objects can be stretched like the rubber band? Name two. 4. This time, use the garter. Make the garter longer. a. How did you make the garter longer? 123

5. Make the garter shorter. a. How did you make the garter shorter? b. What other objects can be compressed? Name two. c. Do you play Chinese garter? How do you make it longer and shorter? Chapter 2: Light and Heat This Chapter deals with the different sources of light, whether natural or artificial, their importance in our daily lives, and the proper ways of using them. Lesson 1: Sources of LightDRAFTActivity 1: The Wonderful Light Objectives Identify sources of lightApril 10, 2014Classify sources of light into natural and artificial Materials flash light, candle, bulb, pictures of lighted charcoal, sun, moon Procedure 1. The pictures below show different things that give off light. 2. Write the name of these things that give off light in your notebook. 124

a. b. c. d. DRAFTe. f. 3. Name other things that give off light aside from theApril 10, 2014things presented. Write them down in your notebook. Group your answers and write in the table below. Light can come from natural or artificial sources. Natural sources are those found in nature. Artificial sources are those made by people. Do this in your notebook. Natural sources of light Artificial sources of light Question What is the difference between natural light from artificial light? 125

Activity 2: Uses of Light Objective Identify uses of light Materials Tennis racket, shuttlecock, net Procedure 1. Look at the pictures and answer the questions in your notebook DRAFTApril 10, 2014a. What is the boy doing? b. Why is he able to hit the shuttlecock? c. What is the source of light that let him see the shuttlecock? 126

d. What is the boy doing? e. Why is he able to read the book? f. What is the source of light that let him see the book? Question Is there any other source of light? Activity 3: Other Uses of Light Objective Identify other uses of light Materials DRAFTDifferent plants, pictures of traffic light, light house Procedure 1. Look at the pictures and answer the questions in yourApril 10, 2014notebook. a. Why is sunlight important to plant? b. Why is traffic light important? 127

c. Why is a lighthouse important? Activity 4: Safety in Using Light Objective DRAFTIdentify the proper ways of using light Material Sunglass, umbrella Procedure 1. Look at the pictures below.April 10, 20142. Put a  on the box if it is a good practice and put a if it is not. Do this in your notebook.Looking directly at the Using sunglasses Sun 128

Reading in the dark Using umbrella Question How do you feel wearing sunglass during summertime? What is the use of this?DRAFTActivity 5: Sources of Heat Objective Identify things that give off heatApril 10, 2014Materials sun, boiling kettle under the gas burner, electric toaster, lighted charcoal, etc. Procedure 1. The pictures below show different things that give off heat. 2.Write the name of these things that give off heat in your notebook.a. b. 129

c. d. e. f.Question DRAFTDo you have appliances at home? Name them. Activity 6: Uses of Heat 2014April 10,Objective Describe uses of heat. Material Pictures of uses of heatProcedureLook at the pictures. Describe how heat is used in eachpicture. Write your answer in your notebook. 130

Activity Source of heat How is heata. used b. DRAFTApril 10, 2014 c. 131

d. e. DRAFTsolar panel QuestionApril 10, 2014What are the other uses of heat? Activity 7: Safety in Using Heat Objective Identify the proper ways of handling hot objects. Materials Gloves, pictures of hot food, gas flame, kettle with boiling water 132

ProcedureLook at the pictures below.1. Put a  on the box if it is a good practice and put a if it is not. Do this in your notebook. a. b.Using gloves to handle Turning off the flame ofDRAFThot food the gas after usec. d.April 10, 2014Staying un Touching hot objectsder the sun 133

Chapter 3: Sounds This Chapter deals with the sources of sounds, ways ofproducing sounds, and appreciating the importance ofsounds.Lesson : Sources of SoundsActivity 1: Sounds around MeObjective Identify sources of sounds. Materials DRAFTpictures of objects having various sounds Procedure Sit quietly and listen to the sounds around you. In the table below, list all the sounds you hear. Write the sounds heardApril 10, 2014and objects that produce the sound in your notebook.Sounds heard What object produces the sounds? Example:Ark! Ark! Ark! dog 134

QuestionHave you experience hearing different sounds like music,blowing of horn, voice of your classmates and sounds ofdifferent animals?Activity 2: Different ways of producing soundObjectiveDescribe ways of producing sound.Materialsmaracas guitar drum/box whistleProcedure1. Make the drum, guitar, maracas and whistle produceDRAFTsound.2. Write on the table below what you did to make themproduce sound. Do this in your notebook.April 10, 2014Object What I did to make it produce sound maracas drum 135

guitarQuestionCan you play other musical instrument aside from the onepresented? How?Activity 3: Make your own kazoo!Objectives 1. Make an improvised kazoo; and 2. Describe how sound is produced using a kazooMaterials DRAFTcardboard or tube from tissue paperpaper waxed paper a sharp pointed object rubber bandApril 10, 2014Procedure1. Place a small square piece of waxed paper on the end of the cardboard tube. Secure it tightly with a rubber band. Poke a hole through the tube with a sharp object.2. Hum through the kazoo. Feel the end of the kazoo with your fingertips.3. Discover what happens when you cover the end of the tube with your hand. Then, cover the little hole in the tube. Have fun with your kazoo! 136

Question Did you find fun blowing your Kazoo? Why? Activity 4: Uses of Sounds Objectives 1. Describe uses of sounds; and DRAFT2. Appreciate the importance of sound. Materials Pictures of ambulance vehicle, fire truck, church with bell,April 10, 2014Real alarm clock, doorbell. Procedure 1. Look at the pictures. Describe the use of sound in each picture. Do this in your notebook.a. What is the use of the b. What is the use of the sound of an ambulance? sounds produced by the two girls? 137

c. What is the use of the d. What is the use of the sound of the radio? sound of a whistle?DRAFTe. What is the use of the f. What is the use ofsound of the alarm clock? the sound of the fire truck?April 10, 2014g. What is the use of the h. What is the use of sound of the bell in the sound of the church? doorbell?Question Do you know of other things aside from the activity presented having sounds with importance? 138

Chapter 4: Electricity This Chapter deals with the sources of electricity, uses or importance in our lives and the safety measures on how to use electricity. Lesson 1: Sources of Electricity Activity 1: “Our appliances at home” Objective Classify objects that operate using battery or when plugged in electrical outlet. Materials DRAFTcomputer, electric fan, television set in school cellphone, toy car, flashlight, radio Procedure 1. Look at the pictures. Classify them into objects thatApril 10, 2014operate using battery, when plugged in an electrical socket or both. Do this in your notebook.computer mobile phone electric fan 139

flashlighttoy car televisionDRAFTelectric oven radio2. Group the objects in the table below. Plug in electrical Battery & Plug inApril 10, 2014Battery outlet electrical outletQuestion Do you have appliances at home which are operated both with battery and electricity? How do you use them?Activity 2: Uses of ElectricityObjective Describe the uses of electricity. 140

Materials electric stove, electric kettle, electric fan, television, cellphone, toy carProcedure1.The pictures show some objects that use electricity. Use thewords in the box to complete the sentences. Do this in yournotebook.cook boil coollightentertainment move sound communication DRAFTa. Electricity is used in an electric stove to ________ food. b. Electricity is used in anApril 10, 2014electric kettle to ________ water. c. Electricity is used in an electric fan to ________ us. d. Electricity is used in a television to give us ______. 141

e. Electricity is used in mobile phones for ___________. f. Electricity is used in refrigerator to _____ food. g. Electricity is used in a bulb to _______ a house. DRAFT h. Electricity is used in a toyApril 10, 2014car to make it _______. i. Electricity is used in radio to make _________. 142

Question What are the other household appliances you have at home? Name their uses. Activity 3: Using Electricity Safely Objective Identify the proper use of electricity and other electrical devices. Material Actual Electrical outlet and electric fan in school Procedure 1.Look at the pictures below.DRAFT2.Put a  on the box if it is a proper use of electricity or electrical devices and put a if it is not. Do this in yourApril 10, 2014notebook.Inserting other objects in Touching a switch an electrical outlet with a wet hand 143

Removing plug of Inserting too many deviceselectrical devices when into one extension cord not in useDRAFTQuestions Do you have extension outlet at home or in school?How do you use it?April 10, 2014 144

UNIT 4-Earth and Space DRAFTApril 10, 2014 145

Chapter 1 This Chapter deals with the study of the surroundings and the things that make it up: living things, different bodies of water and landforms. Lesson 1: The Surroundings Activity 1: Different things around you Objective Naming different things around you. Material DRAFTMagic square chart Procedure 1. Study the Magic Square Chart. 2. Think about your surroundings.April 10, 20143.Write your ideas inside each square. 146

SURROUNDINGSPEOPLE AROUND SUNSHINE and FRESH AIR YOU PlaceWhere You LiveDRAFTFOODRIVER, LAKES , HILLS , Plants and animals MOUNTAINSApril 10, 2014SURROUNDINGS Then, write them in your notebook.a. What makes your surroundings a nice place to live in?b. Why should you keep your surroundings clean and orderly?c. How can you keep your community a safeplace to live in?d. Where do you live? Can you namethings around your house? 147

Activity 2: Take a Tour AroundObjective Describe things in the surroundings.Material None (just go around, in and out of the classroom)Procedure 1. Fall in line and go outside the room quietly.2. Follow your teacher as she walks you around theDRAFTschool.3.Observe the places carefully as you go through them. Describe the place you observed. Write your answersin your notebook following the table below:April 10, 2014PlaceVisited School’s surroundings DescriptionPlace #1.Place #2.Place #3Place #4.Questions 1. What were the places you visited? 148