Science Grade 3

cut out pictures showing different activities of people paste or glue coloring pen/pencils cartolina for each group Procedure A. Motivation/Presentation 1.Post a picture on the board. Ask them to tell the activities seen in pictures A, B and C. DRAFTAprA il 10, 201B 4 C 188

C. Lesson Proper1. Ask the pupils to read the instructions found in LM No. 7 entitled Weather Collage.2. Ask the pupils to complete the table posted on the board by listing the activities done in each of the weather conditions? Activities done in each of the weather conditions DRAFT3. Ask the pupils the following questions;  Are the activities during sunny weather different from theApril 10, 2014activities done during rainy weather?  Are the activities done during rainy weather different from the activities that are done during stormy weather?  How different are the activities during warm or sunny days from the activities during rainy days or stormy days?  What can you say about the activities done by the people in the community during different weather.4. Ask the pupils to write a paragraph or make a table telling or showingactivities one enjoys during sunny or rainy days. Show the table below. Activities I enjoySunny Rainy 189

Assessment Assessment Ask to the class to complete the paragraph by writing their answers in their notebook. Today is a ________. The sky is _________. The wind is ___________. I like to do the following _________, ____________, ________ , and ____________ Assignment Ask your parents the what are the safety measures in dealing different weather conditions. Lesson 8. Let’s Be Careful with What We DoDRAFTDuration: 5 days Objective At the end of each lesson, the pupils should be able to draw the safety and precautionary measures in dealing with the different types of weatherApril 10, 2014condition. Materials clothes and things used in different weather conditions Procedure A. Motivation/Presentation 1. Display pictures on what to wear during different kinds of weather. 190

C. Lesson Proper 1. Introduce the activity by asking the pupils to read the instructions found in LM No. 8 entitled Safety and Precautionary Measures in Dealing with Different Types of Weather. DRAFT2. After the activity, ask the pupils the following questions; a. What are some activities that can be done on good/fine weather? b. What activities cannot be done on bad weather? Why? c. What activities should be done during bad weather? d. What can you say about the food and clothes of people during hot or cold weather? e. Why is it important to have knowledge about the kind of weather every day?April 10, 2014f. What can weather do to people? 3. Guide the pupils in making generalizations about safety measures on what to do in case the weather changes. The fillowing guide questions can be asked to the pupils;  How do people prepare for weather changes?  What safety preparations do you know of in dealing with different types of weather?  How do you prepare yourself for weather changes? 4. Ask the pupils why they should practice safety measures in different weather conditions. 5. In groups, ask the class to present a skit, talk show, song about what valuable lessons they learned about weather. Discuss the rubrics to guide the pupils on what to show in their presentation. 191

AssessmentWrite the kind of weather in each situation.______1. The sun cannot be seen and there are plenty of dark clouds, but the rain is not falling.______2. The sun is shining and the wind is blowing very slightly.______3. There are plenty of dark clouds and rain is falling.______4. The sky is dark, the wind is strong and the rain is falling.______5. The sky is clear and the clouds are so high. Assignment Look up in the sky tonight and draw objects you saw. Chapter 3 : Objects Seen in the SkyDRAFTLesson 1. Objects Seen in the sky Duration : 1 Day Background InformationApril 10, 20141. We can see the sun during the day and the moon at night. Gazing at the sun directly can damage your eyes. 2. Aside from the sun and the moon, stars and other heavenly bodies can be seen in the sky. 3. Stars, along with the brighter planets, can be seen with the unaided human eye in a daytime sky that is, when the sun is above the horizon normally only during a total solar eclipse.ObjectiveAt the end of the lesson, the pupils should be able to describe the objects seenin the sky. 192

Materials blue and white metacards; pictures; Procedure A. Motivation/ Presentation 1. Post the pictures one at a time on the board. Ask your pupils the following questions;  What objects can you see in picture A? picture B? Picture A: sun Picture B: moon, stars  Is it daytime or night time? Picture A: daytime Picture B: night time DRAFTApril 10, 2014 AB B. Lesson Proper 1.Divide the class into four. Distribute the meta-cards to each group. 2.Tell the pupils to write their answers on the metacards, white for objects seen during daytime and blue for objects seen at night. 3.Ask the pupils to refer to LMs No 1. Objects Seen In The Sky to complete the graphic organizers . After the activity, ask the pupils to paste the metacards in the graphic organizers posted on the board. 193

Organizer 1. Objects in the sky during night time Sky at nightDRAFTOrganizer 2. Objects in the sky during daytimeOther?STARS ?SHOOTINGOther?MOON ? STARS ?April 10,Skyat 2014 day SUN ????? ?????? ??????4. After the two graphic organizers are completed, ask your pupils the following questions;  What are the objects seen in the sky at night? during the day?  Are they the same objects?  Why do these objects seen at night not seen during the day? 194

5. Lead the class to come up with a generalization using the following questions ;  Which objects do you see at night time? During the day?  Why do objects seen during the day not seen at night time? Assignment Ask the class to copy the following in their notes; Go out of the house at night time when the sky is clear. Observe. 1. List the objects you see in the sky. Name them. 2. Write your answers in your assignment notebook. 3. On your drawing pads, draw what you will see. Share it to class tomorrow. Lesson 2. Sizes of Objects Seen in the Sky Duration: 2 DaysDRAFTBackground Information Different sizes of objects are seen at night and during the day. Objects may appear smaller than their actual size because of their location at a distance.April 10, 2014Objective At the end of the lesson, the pupils should be able to describe the sizes of objects seen in the sky. Materials big pictures of sunset and sunrise Procedure A. Motivation/Presentation 1. Post the pictures on the board. Ask your class the following questions; 195

AB Are the Pictures A and B the same as what you have actually observed? (Responses may vary. Pupils may have different descriptions of what they saw in the night sky ) Tell something about the objects that you saw in the two pictures?DRAFT(Responses may vary ) C. Lesson Proper 1. Group the class into five groups. Explain the procedure of the activity. Ask pupils to observe the following;  take turns  talk about their observations with members of their groupApril 10, 2014 recordallobservations  make agreements on the results of the activity  write observations on a manila paper for presentation to the class2. Perform the activity found in LM for Unit 4.3. After the activity, ask each group to write their results in the manila paper The rapporteur of the group will do the presentation.4. Ask each group to use the rubrics to assess their performance.Scoring Rubric for the group presentationCategory Scoring Criteria Total Points ScoreOrganization Activity results are presented clearly. 5Content All the expected results were obtained. 10 The questions are answered correctly. A 196

Presentation conclusion summarizing the presentation is 5Score given. 5 The rapporteur maintains good eye 5 contact with the audience and is appropriately animated (e.g., gestures, moving around, etc.). Length of presentation is within the assigned time limits. Information was well communicated. Total Points 30 5. Facilitate the discussion based on the data gathered by each group. Make agreements using the following questions as guides: a. In set-up A, which ball looked bigger as you saw it? b. Describe what you saw in set-up B. Which of the 2 balls appeared bigger? or smaller? c. How did the big ball appear in set-up C? How about the small ball? 6. Guide your pupils to arrive at a generalization using the following DRAFTquestions: d. Based on your observations in the 3 set-ups, why is there a change in the size of the balls? e. Which of the balls in the 3 set-ups looked bigger? smaller? 7. Show the big pictures to guide pupils in applying the concepts to realApril 10, 2014and new situations using the following situations: The flying birds are of the same size. But when John looked up, it appeared that 1 of the birds looked the smallest. Why do you think that the 2nd bird looked smaller and 3rd the smallest?(The1st bird appears biggest since it is at the nearest distance from the viewer. The 3rd bird appears smallest because it is at the farthest distance from the viewer). 197

Why does the sun looks big during sunset? small at noontime? Assessment On a sunny day, Peter looked up the sky. He was wondering why the flying bird looks big while the moving airplane appears very small. What will you tellDRAFTPeter to help him understand the situation?April 10, 2014 Assignment What are the objects seen in the sky which are bright at night? Why? Make a three sentence paragraph for your answer. 198