Conventional Curriculum Map in Science 3

Grade Level Standard: At the end of Grade 3, learners can describe the functions of the different parts of the body and things that
make up their surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as
solid, liquid or gas. They can describe how objects move and what makes them move. They can also identify sources and describe
uses of light, heat, sound, and electricity. Learners can describe changes in the conditions of their surroundings. These would lead
learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures.
Strand: Earth and Space
Content Content Performa Learning Code Teaching-Learning Assessment Resource Time Reference
Standards nce Competency Activities Material Table
Standards
1. Earth and Space The learners The The learners 1. Motivation 1. Formative • PowerPoint 1. BEAM 3.
1.1. The demonstrate learners should be • Let the students • Observation Slides Unit 6.
Surroundings understanding should be able to sing the song • Question and Learning
of people, able to describe the “Bahay Kubo” answer method • Laptop Guides. Me
animals, express things found while showing • Pre-test and my
plants, lakes, their in the them a picture of • Projector Environment
rivers, concerns surrounding a Bahay Kubo. 2. Summative . January
streams, hills, about s • Ask students the • Pencil and • Photo of 2007.
mountains, their following paper test Bahay Kubo 2. Science
and other surroundi questions: (MCQ)- 5 items and Health 1.
landforms, ngs -What can you • Music of Coronel,
and their through see around the Bahay Kubo Carmelita C.
importance teacher- Bahay Kubo? 1997. pp.
guided -What are the • Art 176-186. *
and self – materials used in materials 3. Moving
directed S3ES Onward with
building the 8
activities -IVa- Science and
Bahay Kubo? • Activity hours
b-1 Health 1.
sheets
2. Activity Dungan-
• Different Things • Speakers
Ramirez,
Around You Cristeta.
• Take a Tour 1997. pp.
Around 175- 187. *
4. Science
3. Analysis and Health
• Different Things Today 1.
Around You Apolinario,
a. What makes Nenita A.
your 1997. pp.
surroundings a 164- 170. *
nice place to live 5. Moving
in? Onward with
 b. Why should Science and
you keep your Health 1
surroundings Teacher’s
clean and Manual.
orderly? Dungan-
c. How can you Ramirez,
keep your Cristeta.
community a 1997. pp. 83-
safe place to live 87. *
in? 6. Growing
d. Where do you with Science
live? Can you and Health 1
name things Teacher’s
around your Manual.
house? Domanais,
• Take a Tour Lucia C.
Around 1997. pp.
a. What were the 169- 171. *
places you visited?
b. What did you
see in these places?
Describe what you
saw.
c. Are these
things important in an
environment of the
school? of the
community? Why?
d. Why should
you keep our
surroundings clean
and orderly?
e. How do you
keep your school
environment a safe
place to study?

4. Abstraction
• Ask students the
following
questions:
-What is
environment?
 -What are the
things that you
find in your
surroundings?
• The
environment
includes
everything plus
the air, sun,
water, weather,
and the Earth
itself.
• Plants are the
primary habitat
for thousands of
other organisms.
Animals live in,
on, or under
plants. They
provide shelter
and safety for
animals. They
also provide a
place for
animals to find
other food. On a
small scale,
plants provide
shade, help
moderate the
temperature, and
protect animals
from the wind.
On a larger
scale, such as in
rainforests,
plants change
the rainfall
patterns over
large areas of the
earth's surface.
 5. Application
• Observation
-Let students
make a list of
things they see
at home and in
school. Place a
check mark if
these things are
important to the
people.
2. Earth and Space The learners The The learners 1. Motivation 1. Formative • Weather 1. BEAM 4.
2.1. Weather demonstrate learners should be • Talk about the • Pre-test Flashcards Unit 8.
understanding should be able to weather outside. • Differentiate Distance
of types and able to describe the • Ask students the weather • Video Learning
effects of express changes in following through Presentation Modules.
weather as ideas the weather S3ES questions: pictures and for the 8 DLP 57.
they relate to about over a -IVe- -What can you song lesson hours 2. Science
daily safety period of f-3 see outside? • Weather Match and Health
activities, measures time -What do you and Draw! • Laptop Today 1.
health and during feel when you Apolinario,
safety different are outside (hot 2. Summative • Projector Nenita A.
weather or cold)? • Pencil and 1997. pp.
condition paper test • Speakers 183- 186. *
s 2. Activity (MCQ)- 10 3. Growing
creatively • Touch the cards items • Activity with Science
(through • What Weather Sheets and Health 1.
artwork, Do You Like? Domanais,
poem, Lucia C., et
• Tape
song) 3. Analysis al. 1997. pp.
• 202-205. *
Touch the cards • Music of
a. What weather 4. Our World
The
when the sun is of Science
Weather
bright? and Health 1.
Song
b. What weather Santiago,
Erlinda M.
when the rain is • Colored
pouring? 1997. pp.
crayons 166- 169. *
c. What weather
when the clouds
are soft as
cotton?
d. What weather
when there are
 rain, thunder,
and lighting?
What weather
when the wind is
strong?
• The Weather
Song
a. What are the
differences
between each
types of
weather?
b. What are the
things that are
visible in each
types of
weather?

4. Abstraction
• Ask students the
following
questions:
-What is
weather?
-What are the
different types
of weather?
• Weather is the
state of the
atmosphere at a
place and time
as regards heat,
dryness,
sunshine, wind,
rain, etc.
• There are five
types of
weather: sunny
(sun is up in the
sky), cloudy
(clouds block
the sun), windy
(wind blew
hard), rainy
 (droplets of
water is pouring
from the sky to
the ground), and
stormy (rain
associated with
thunder and
lightning).

5. Application
• Weather Match
and Draw!
-Give the sheets
to students and
let them match
the weather to its
corresponding
names. Let them
color the
pictures on the
sheets.
3. Earth and Space The learners The The learners 1. Motivation 1. Formative • Printed 1. Pilot
3.1. Natural demonstrate learners should be • Post pictures of • Question and Pictures School
Objects in the understanding should be able to different objects answer method MTBMLE.
Sky of natural able to list describe the in the sky on the • Group and post • Tape Science TG.
objects in the down natural board. me! Quarter 4.
sky affect activities objects that S3ES • Ask students the • Pre-test • Graphic 8 Week 7.
one’s daily which are found in -IVg- following • Draw the Organizer hours 2. Science
activities affect the sky h-6 questions: daytime and and Health
their daily during -What are the nighttime • PowerPoint for Life 2.
activities daytime and objects? skies. Presentation Carale, Dr.
nighttime -When can you Lourdes R.,
see it (daytime 2. Summative • Laptop et al. 1997.,
of nighttime)? • Pencil and pp. 213- 217.
paper test • Projector *
2. Activity (MCQ)- 10 3. Science
• Group and post items • Art
and Health 1.
me! Bañez,
materials
Resurreccion
3. Analysis S., et al.
• Bond
• Group and post papers
1998. pp.
me! 198- 207. *
a. What are the 4. Science
objects seen in and Health 1.
Santiago,
 the sky at night? Ma. Lourdes
During the day? B. 1997. pp.
b. Are there 189-192. *
objects that can 5. Science
be seen in both and Health
the day and Today 1.
night sky? Apolinario,
c. Can the sun Nenita A.
be seen during 1997. pp.
the night, or only 196- 198. *
during the day? 6. Our World
d. Why do these of Science
objects seen at and Health 1.
night not seen Santiago,
during the day? Erlinda M.
1997. pp.
4. Abstraction 182- 186. *
• Ask students the 7. Science
following and Health 1
questions: Teacher’s
-Which objects Manual.
do you see at Bañez,
nighttime? Resurreccion
During the day? S. 1998. pp.
-Why do objects 131- 134. *
seen during the 8. Moving
day not seen at Onward with
nighttime? Science and
• The objects that Health 1
are visible in the Teacher’s
night sky are Manual.
stars, visible DunganRami
planets from the rez, Cristeta,
Solar System, et al. 1997.
and the moon. pp. 94-96. *
While on 9. Our World
daytime, the sun of Science
is visible. and Health 1
• The Sun is not Teacher’s
visible during Manual.
nighttime Santiago,
because of the Erlinda M.
rotation of the 1997. pp. 96-
Earth on its axis 98. *
 around the sun 10.Exploring
and on how the Science 1
Earth rotate Teacher’s
around on its Manual.
own axis. ReynaldoMa
ngubat, ma.
5. Application Carmina.
• Draw the night 1999. pp.
sky and the sky 133-135. *
during daytime.