Paaralan SAN ISIDRO
(School) ELEMENTARY SCHOOL
Guro
(Teacher)
GRADE III
Petsa/Oras
DAILY LESSON LOG
(Teaching Date
& Time)
I.LAYUNIN (Objectives)
A.Pamantayang Pangnilalaman
( Content Standards)
B.Pamantayan sa Pagganap
(Performance Standards)
C. Mga Kasanayan sa Pagkatuto
(Learning Competencies)
II.NILALAMAN (Content)
III. KAGAMITANG PANTURO
(Learning Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro
(Teacher’s Guide Pages)
2.Mga Pahina sa Kagamitang Pang-Mag-
aaral (Learner’s Materials Pages)
3.Mga pahina saTeksbuk
(Textbook Pages)
Baitang/Antas III - AMETHYST
(Grade Level)
MAYRIE SA. JULIAN Asignatura Agham 3
(Learning Area)
Agosto 1, 2019 Markahan UnangMarkahan
(Quarter)
12:00 – 12:50
The learners should be able to…
1.Napapangkat ang mga karaniwang bagay
na matatagpuan sa tahanan at sa paaralan
ayon sa solids, liquids at gas
(Group common objects found at home and in school
according to solids, liquids and gas)
2.Nasasaliksik ang iba’tibang pagbabagong
nagaganap sa bagay na apektado ng
temperatura
(investigate the different changes in materials as
affected by temperature)
The learners demonstrate understanding
of…
1.Mga paraan nang pagpapangkat ng mga
bagay o kagamitan at nailalaarawan bilang
solid, liquid o gas
(ways of sorting materials and describing them as
solid, liquid, or gas based on observable properties
2. Epekto ng temperatura sa mga bagay.
(effects of temperature on materials)
4.3 Describe Materials Before and After KRA 3
Heating Objectives 7
MOV”
4.3.1 candles and crayons The teacher applies in the lesson
(solid to liquid) planning objective in order to meet
Nailalarawan ang materyal bago at curriculum requirement based on the
pagkatapos initin. curriculum guide.
S3 MT-Ih-j-4.3.1
Yunit 1: Matter
Kabanata 3
Pagbabagong Nagaganap sa Solid Tungo sa
Pagiging Liquid (Melting)
TM pp. 31-41
KM pp. 33-34
1
4. Karagdagang Kagamitan mula sa portal ng
Learning Resource
(Additional Materials from Learning Resources
(LR) Portal)
5. Internet Info Sites
B.Iba pang KagamitangPanturo
(Other Learning Resources)
IV.PAMAMARAAN (Procedures)
A.ELICIT
Balik-Aral sa nakaraang aralin
at/o pagsisimula ng aralin
(Review Previous Lessons)
B. ENGAGE
Paghahabi sa layunin ng aralin
(Establishing purpose for the
Lesson)
C. ENGAGE
Pag-uugnay ng mga halimbawa sa Panonood ng Video
bagong aralin
(Presenting examples /instances of Mula sa pinanood na video bumuo ng mga
the new lessons)
D. EXPLORE
Pagtatalakay ng bagong konsepto
at paglalahad ng bagong
kasanayan #1
(Discussing new concepts and
practicing new skills #1.
E. EXPLORE
Pagtatalakay ng bagong konsepto
LAMP Science 3
http://www.sciencekids.co.nz/experiments.html
https://www.youtube.com/watch?v=QyYjaa-
krDA
Power Point Presentation/video clips ,
larawan,tsokolate,Krayola ,yelo at kandila ,
kutsara , posporo , hair blower, oven mit/pot
holder.
Science Trivia
Alam nyo ba?
Balik-aral KRA 1:
Objective 2:
Pagbasa ng temperatura sa thermometer. MOV
The teacher applied a range of
(Integrasyon:Math) teaching strategies that enhance
learner achievement in numeracy
skills.
Pagganyak
-Magpakita ng larawan ng krayola.
Ilarawan ang larawan gamit ang mga pang uri. KRA 1:
(Integrasyon:Filipino) Objective 1:
MOV
The teacher applied the learner’s prior
knowledge from Filipino subject.
KRA 3:
Objective 9:
MOV
The teacher used appropriate teaching
resources including ICT to address
tanong tulad ng :
learning goals.
1. Saan natin maaring makita ang ang
halimbawa ng solid na ito? KRA 1:
2. Anu ano ang mga katangian ng krayola na Objective 3:
MOV
sinabi sa video? The teacher applied a range of
3. Paano natin maipapakita ang tamang teaching strategies to develop critical
pagtitipid sa pag gamit ng krayola? and creative thinking, as well as
higher-order thinking skills
Itanong: Sa inyong palagay maari pa bang
magbago ng anyo ang mga krayola?
Ilahad ang mga Pamantayan sa Paggawa
KRA 1:
Integrasyon ESP/Health Objective 1:
 Iwasan ang hawakan ang bahaging MOV
mainit ng kutsara. The teacher applied the learner’s prior
knowledge from ESP and Health
 Mag-ingat sa pag hawak ng mga subjects.
nakakasunog na bagay tulad ng apoy at
posporo.
 Iwasan ang pagkain ng labis na tsokolate
dahil nakasasama ito sa kalusugan.
Pangkatang Gawain KRA 2:
2
at paglalahad ng bagong OBJECTIVE 5:
MOV:
kasanayan #2 Ibigay ang pamantayan sa pangkatang Gawain. Set norms/rules for group activity.
(Discussing new concepts & KRA 2:
practicing new skills #2) Ipamahagi ang activity cards upang maisagawa Objective 4:
ang pangkatang gawain. MOV:
Engaged learners individually or in
groups in meaningful exploration,
Group 1/Ice, Ice Baby! discovery, and hands-on activities
within a range of physical learning
environments.
1. Ilagay sa ilalim ng init ng araw ang yelo. KRA 2:
2. Painitin ang yelo sa pagitan ng dalawang OBJECTIVE 6:
Kamay. MOV:
Used differentiated, developmentally
3. Hipan ito. appropriate learning
4. Ilagay sa kutsara at idarang sa apoy. experiences/activities to address
5. Sagutan ang tsart ayon sa binigay na learners’ needs, strengths, interests
pamantayan ng bilis ng pagbabago. and experiences.

1- Pinakamabilis ang pagbabago

2- Mas mabilis ang pagbabago
3- Katamtamang bilis ng
pagbabago
4- Mabagal na pagbabago

Group 2 / Art Attack!

1.Itapat ang blower sa krayola at

pagmasdan kung ano ang mangyayari
dito.
2. Ipakita sa klase ang nabuong design.
3. Ipaliwanag kung ano ang nangyari sa mga
Krayola.

- Matapos maging liquid ang krayola, ano

naman ang nangyari ng lumamig na ito?

Group 3/Idol sa Kusina

1.Maglagay ng maliit na bahagi ng tsokolate

Sa kaserola at haluin ng bahagya.
2. Ipakita ito sa klase at ipaliwanag kung ano
ang nangyari sa niluto ninyong tsokolate.
4. Magsagawa ng dula- dulaan tungkol dito.

- kung ayaw mong kumain ng tunaw na

tsokolate, ano ang dapat mong gawin para
tumigas ito uli?

3

F. EXPLAIN
Paglinang sa Kabihasaan
(Tungo sa Formative Assesment 3)
Developing Mastery
(Leads to Formative Assesment 3)
G. ELABORATE
Paglalapat ng aralin sa pang araw-
araw na buhay
(Finding Practical Applications of
concepts and skills in daily living)
Group 4 / The Voice Pilipinas
1.Maglagay ng maliit na piraso ng kandila sa
Kutsara.
2. Isalang ito sa apoy at tingnan kung ano
ang mangyayari sa piraso ng kandila.
3. Punuan ng nawawalang salita ang awit,at
awitin ito sa harap ng klase sa tonong
Paruparong Bukid.
Ang kandila ay ______ dahil sa __________
Solid na naging _________!
Natunaw ang kandila
Solid na naging __________!
Dahil sa init ng apoy!
- Kung naging Liquid ang kandila,ano kaya ang
nakatulong dito para ito magbagong anyo?
Pag-uulat ng bawat pangkat at talakayan
KRA 4:
*Gamitin ang rubrics sa pagbibigay ng puntos sa OBJECTIVE 6:
MOV:
output ng mga bata. Developed performance tasks with
rubrics.
1.Sabihin kung alin ang tamang
pagkakasunod- sunod ng mga larawan ayon sa
napakinggang kuwento.
KRA 1:
Nais ni Ana na mag bake ng masarap na cake. Objective 3:
MOV
Pinaghalo niya ang harina, gatas at itlog sa isang The teacher applied a range of
lagayan ,subalit ang mantekilya na gagamitin teaching strategies to develop critical
niya ay matigas pa . ano kaya ang dapat niyang and creative thinking, as well as
higher-order thinking skills
gawin upang maihalo niya agad ang mantekilya
sa kanyang gagawing cake? KRA 1:
Alin sa grupo ng mga larawan ang tamang Objective 1:
pagkakasunod sunod ng dapat na ginawa ni Ana? MOV
The teacher applied the learner’s prior
knowledge from MTB subject.
A.
B.
C.
D.
4

H. ELABORATE
Paglalahat ng Aralin
(Making Generalizations &
Abstractions about the lessons)
I. EVALUATE
Pagtataya ng Aralin
(Evaluating Learning)
J. EXTEND
Karagdagang gawain para sa
takdang-aralin at remediation
(Additional activities for
application or remediation)
V.MGA TALA (Remarks)
Prepared by:
MAYRIE SA. JULIAN
Teacher I
Observer:
ROSELIA A. LIBRAMONTE
Master Teacher
2.Araw ng mga patay at marami kang nakuhang
mga natunaw na kandila.Ano ang dapat mong
gawin upang muling mapakinabangan ang mga
kandila iyon?
Anong pagbabagong anyo ang nangyari sa mga
solid na ginamit ninyo?
Ipakilala ang salitang MELTING o pagbabagong
anyo ng solid tungo sa pagiging liquid sa tulong
ng init.
Sa pagbaba ng temperatura, ang solid na
naging liquid ay muling babalik sa dating anyo
nito na solid.
Isulat kung Tama o Mali ang bawat pangungusap KRA 4:
Objective 10:
sa mga materyal. MOV:
______1. Sa pagbaba ng temperatura, ang solid Appropriate use of formative
na naging liquid ay muling babalik sa assessment strategies.
dating anyo nito na solid.
______2. Nalusaw ang krayola sa init ng apoy.
______3. Ang temperatura ay nakakaapekto sa
solid.
______4. Nagiging liquid ang krayola at
tsokolate kapag pinainitan sa apoy.
______5.Melting ang tawag sa pagbabago ng
solid tungo sa pagiging liquid.
Magtala ng iba pang halimbawa ng mga solid o KRA 2:
OBJECTIVE 5:
bagay na natutunaw. MOV:
Encouraging learners to develop study
habits.
5
Science Trivia
Since their invention in 1903 by cousins Edwin Binney and C. Harold Smith,
crayons have become an essential component in every school. No other
commercial product can match the versatility of crayons. They are not sharp
or messy like other painting tools. The best part is that they are nontoxic
and available in more than 120 colors. In fact, you will find them available in
any drawing color.
The basic ingredients in crayons are paraffin wax and pigments that impart
their specific colors to them. In the commercial crayon making process, the
paraffin wax is heated first until it melts. Following this, specific amounts of
the coloring agent and hardening powder are added to the hot liquid wax.
After testing the density and viscosity of the liquid mixture, it is poured into
a mold that consists of numerous crayon-shaped holes.

Mga kulay ng krayola sa Wikang Filipino… ayon sa FILIPI Know

Green – Lungti
Violet – Morado
Blue – Bilo - maguindanao
Red - Mabaya- batanes
Pink – Kalimbahin- suggested by UP dictionary
Yellow – Kunig - ilokano

6
Gray – Malamaya – early tagalong term
White – Puraw - ilokano
Black- Dagtum- cebuano
Gree

Panuntunan sa Pagbibigay ng Marka sa Pangkatang Gawain54321NilalamanNasagot ng mahusay ang lahat ng mga katanungan Nasagot ng mahusay ang
halos lahat ng katanunganNasagot ang lahat ng katanunganNasagot ang halos lahat ng katanunganNasagot ang iilang katanunganPresentasyonBuong
husay na naipapaliwag ang kasagutan sa klaseNaiipapaliwanag ang mga kasagutan ng mabutiNaipapaliwanag ang kasagutan sa klaseNaipapaliwanag ang
halos lahat ng kasagutan sa klaseNaiipapaliwanag ang iilang kasagutan sa klaseKooperasyonNaipapamalas ng buong miyembro ang pagkakaisa
Naipapmalas ng halos lahat ng miyembro ang pagkakaisaNaipapamalas ang pagkakaisa ng mga miyembro Naipapamalas ang pagkakaisa ng iilang
miiyembroMay pagkanya-kanya ang bawat isang miyembroTakdang OrasNatapos ang Gawain ng buong husay sa loob ng itinakdang orasNatapos ang
Gawain ng buong husay ngunit lumagpas ng 2 minuto sa itinakdang oras Natapos ang Gawain sa loob ng itinakdang orasNatapos ang Gawain ngunit
lumagpas ng 5 minutoHindi natapos ang GawainPreparasyonLaging alisto at laging handa ang mga kagamitan sa pangkatang gawainLaging nakahanda ang
mga kagamitan sa pangkatang gawainNakahanda sa pangkatang Gawain Kailangang lumabas sa klase dahil walang handang kagamitanWalang
kahandaanDagdag na puntos : Makakatanggap ng smiley na katumbas ng 2 ang may pinaka nagkakaisang grupo at may pinaka-responsableng
grupo.Criteria for Group Activity54321ContentThe group has answered all the given questions excellentlyThe group has answered most of the given questions
excellentlyThe group has answered all the given questions The group has answered most of the given questionsThe group has answered some of the given
questions PresentationThe group can explain all the answers they have in the activity with clarityThe group can explain most of the answers they have in the
activity with clarityThe group can explain some the answers they have in the activity with clarityThe group explain the answers they have in the activity but with
some confusionsThe group cannot explain the answers they have in the activityCooperationAll members participate in the group activity with enthusiasmMost
of the members participate in the group activity with enthusiasmMost of the members participate in the group activity but need to be called by the
leadersSome members participate in the group activity No cooperation shown within the groupTimelinessThe group is done with great output within the
allotted timeThe group is done with great output but exceed 2 minutes in the allotted timeThe group is done within the allotted timeThe group is done but
exceed 5 minutes in the allotted timeThe group doesnt finish the activityPreparednessThe group is alert and always prepared for the activityThe group is
always prepared for the activityThe group is prepared in the activityThe group needs to go out of the classroom for the materials to be usedThe group is not
preparedBonus points: Whoever the group received a smiley face will get additional points (2 points). This is an award given to group/groups who has/have
shown great responsibility and cooperation.

KRA 1:
Objective 2:

7
MOV
The teacher applied a range of teaching strategies that enhance learner achievement in numeracy skills.
KRA 1:
Objective 1:
MOV
The teacher applied the learner’s prior knowledge from Filipino and EsP subjects.

KRA 1:
Objective 3:
MOV
The teacher applied a range of teaching strategies to develop critical and creative thinking, as well as higher-order thinking skills

KRA 1:
Objective 2:
MOV
The teacher applied a range of teaching strategies that enhance learner achievement in literacy skills.

KRA 3:
Objective 9:
MOV
The teacher used appropriate teaching resources including ICT to address learning goals.
KRA 1:
Objective 3:
MOV
The teacher applied a range of teaching strategies to develop critical and creative thinking, as well as higher-order thinking skills
(Compare and Contrast)
KRA 2:
Objective 4:
MOV:
Engaged learners individually or in groups in meaningful exploration, discovery, and hands-on activities withinn a range of physical learning
environments.

KRA 2:
OBJECTIVE 5:
MOV:
Set norms/rulesfor group activity.
KRA 2:
Objective 4:
MOV:
Engaged learners individually or in groups in meaningful exploration, discovery, and hands-on activities withinn a range of physical learning
environments.
KRA 2:
OBJECTIVE 6:
MOV:
Used differentiated,developmentally appropraite learning expereinces/activitiesm to address learners’ needs, strenghts, interests and experiences.

KRA 4:
OBJECTIVE 6:
MOV:
Developed performance tasks with rubrics.

KRA 4:
Objective 10:
MOV:
Appropriate use of formative assessment strategies.

8
KRA 2:
OBJECTIVE 5:
MOV:
Encouraging learners to develop study habits.

In 1593, Galileo Galilei invented a rudimentary water thermoscope, which for the first time, allowed temperature variations to be measured."

"In 1612, the Italian inventor Santorio Santorio became the first inventor to put a numerical scale on his thermoscope."

Unfortunately, "both Galilei's and Santorio's instruments were not very accurate."

"In 1654, the first enclosed liquid-in-a-glass thermometer was invented by the Grand Duke of Tuscany, Ferdinand II."

Yet again, this invention was not accurate and "used no standardized scale".

"What can be considered the first modern thermometer, the mercury thermometer with a standardized scale, was invented by Daniel Gabriel
Fahrenheit in 1714."

To summarize: Galileo Galilei invented the first thermometer, but it didn't work very well. Daniel Gabriel Fahrenheit invented the first
accurate thermometer.