Ormoc Sacred Heart Child Development

SCIENCE 3 School: Center Grade Level: III

SEMI-DETAILED LESSON Teacher: PRECIOUS ANN D. COSTORIO Learning Area: SCIENCE 3
Monday -
DATE: July 24-28, 2023 Friday

I. Objectives
At the end of the lesson, the pupils should be able to:
 Identify some objects around and observe their characteristics;
 Describe different objects based on their observable characteristics; and
 Demonstrate that matter has mass and volume.

Appreciation of things
II. Subject Matter

A. Topic: Describing Materials Based on Their Characteristics

B. References: Science links 3, Teacher’s Resource Material, pp. 2 - 4
C. Materials: books, pictures, and power point presentation

III. Procedure

A. Preparatory
1. Drill
Play the song “That’s Matter Song” in the screen.

Let the pupils sing together.

“That’s Matter Song”
(Bad Boys, Bad Boys Tune)

Matter still matters whatever its class

Whether it's solid liquid or gas
It can change but matter is what you call it
Whether it's gas, liquid or solid.

If it has a shape that stays the same

Then solid is its name
A rock or a block or baseball bat
Is a solid - and that's matter.

A liquid can be thick or thin

It takes the shape of whatever it's in
You can pour it, and it lies flat
That's liquid - and that's matter

Gas is as light as it can be

It's all around us but it's hard to see
There in the air and it won't goes splat
Cause it's a gas - and that's matter.

Matter still matters whatever its class

It can be solid liquid or gas
It can change but matter is what you call it
Whether it's gas, liquid or solid
Solid, liquid, gas - and that's matter

Ask:
 What is all about the song?
 Did you enjoy it?

2. Review
Ask:
 Do you remember your last lesson for science in grade - 2?
 What was it all about??
B. Developmental Activities

1. Engagement
 Go around the schoolyard with the learners and have them list five things they see, smell and feel. Let
the learners observe the two characteristics/properties that are common to all the materials they listed.

b. Exploration
Have the learners share their answers about the activity. Introduce the word “matter”. What is matter
What do you know about matter?
c. Explanation
- Objects you may have listed may seem very different but they also all share some similarities.  The
main similarity is that everything is made up of matter. Properties of matter include how something looks (size,
shape, color), feels (texture), smells, tastes, and sounds.  This is information that we gather from our senses.

d. Elaboration
- You have just identified and observed some properties of matter like color, texture and shape. These
properties, though observable, are not measurable using numbers. Meanwhile, Matter has volume and mass.
These two are important physical properties of matter common to all kinds. These properties are observable by
measuring and can be described using numbers. Color, texture, shape, mass, and volume are all physical
properties. Matter can be described by using these properties.

Color- The appearance of objects or light sources described in terms of the individual's perception of them,
involving hue, lightness, and saturation for objects, and hue, brightness, and saturation for light sources.
Texture- The distinctive physical composition or structure of a matter, especially with respect to the size, shape,
and arrangement of its parts.
Shape- Spatial form, contour, or appearance of matter.
Mass- refers to the amount of matter an object contains. It is not affected by gravity.
Volume- refers to the length, width and height of a matter.

IV. Evaluation

Direction A: Enumerate the different physical properties of materials/matter.

Direction B: Determine the physical properties of matter that is being asked.

______1. Spatial form, contour, or appearance of matter.

______2. Refers to the amount of matter an object contains. It is not affected by gravity.
______3. Refers to the length, width and height of a matter.
______4. The distinctive physical composition or structure of a matter, especially with respect to the size,
shape, and arrangement of its parts.
______5. The appearance of objects or light sources described in terms of the individual's perception of them,
involving hue, lightness, and saturation for objects, and hue, brightness, and saturation for light sources.

V. Assignment

Direction: In your home, find any material that is not harmful to the class. Describe its physical properties in
front.

Key Answers

A.
Shape
Texture
Color
Mass
Volume

B.
1. Shape
2. Mass
3. Volume
4. Texture
5. Color
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
GMRC 3
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: GMRC 3
SEMI-DETAILED LESSON
Monday -
DATE: July 24-28, 2023 Friday

I. Objectives
At the end of the lesson, the pupils should be able to:
 Identify the different God-given talents;
 Evaluate oneself critically;
 Demonstrate ways to develop self-esteem based on the result of self-evaluation;
 Write ways on how to value oneself; and
 Perform activities that promote self-esteem.

Confidence is the Key

II. Subject Matter

A. Topic: Self-esteem
B. References: The new Values Unfolding, Teacher’s Resource Material, pp. 2 - 5
C. Materials: books, pictures, and power point presentation

III. Procedure:
A. Preparatory Activity
1. Drill
Let the student spell the word “supercalifragilisticexpealidocious”. Whoever gets the wrong answer will
show their talent in front.
B. Developmental Activity
1. Motivation
Ask and let them ponder:
 Do you often compare yourself with other kids, with your friends, and with your classmates?
 Do you often feel less accomplished or less talented?

Say:
If you do, then you do think negatively of yourself and that is not good.
2. Presentation
Sometimes, people do not realize that they think negatively of themselves. Becoming aware of
your negative thoughts and feelings will help you change the way you think and feel abut
yourself. It is important to realize and recognize that you are talented and capable of doing many
good things. That is what we call self – esteem.
3. Discussion
Self-esteem according to psychology is the person’s evaluation of his/her own worth. It is how a
person value himself/herself. It is how a person feels or judges himself/herself, and it can either
be high or low.
Self-esteem is often equated with self-confidence, but they two different things. Self-esteem is
how you value yourself while self-confidence is the belief in your capacity to do things.
Self-esteem can either be positive or negative, high or low. Positive or high self-esteem helps
people succeed because it helps them see their values as a person. Low self-esteem holds back
and interferes with the person’s relationships, success, and happiness.
People with high self-esteem:
 Have positive thoughts and feelings about themselves;
 Accept and respect themselves even if they commit mistakes;
 See the good qualities in themselves such as being honest, respectful, kind, and generous;
 Take pride in every good thing that they do;
 Believe in themselves even if they sometimes fail;
 Feel valued and accepted by others; and
 Feel worthy of being treated with fairness and respect.
People with high self-esteem:
 Are hard on themselves;
 Think negatively about themselves;
  Feel inferior and insecure; and
 Doubt their ability to do things and succeed.
4. Application
Direction: Think of at least six (6) things you are good at. Write them in the graphic organizer.

Paste your
picture
here!

IV. Evaluation
A.
Directions: On the lines provided, write five (5) ways on how you can show that you value
yourself.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
B.
How will you improve or raise your self-esteem in the following situations?
1. You are always being excluded in class activities because you are too shy and you always stay alone
in one corner. You want to be part of the activities. What will you do?

2. You were given a partner in a class project whom you think is not performing well in class. What will
you do?

3. You are good in singing but you were asked to join the dance group. What will you do?

4. You always feel nervous and could hardly speak whenever you are called during recitation. What will
you do?

5. Your classmates invited you to join their group but you feel ashamed because most of them belong to
wealthy families. What will you do?

V. Assignment

Directions: Cut pictures and make a collage of the different talents a young child like you have and
must develop.
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
MATH 3
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: MATH 3
SEMI-DETAILED LESSON
Monday -
DATE: July 24-28, 2023 Friday

I. Objectives:
At the end of the lesson the students will be able to:
 Identify the Place Value and the Value of a number;
 Differentiate between place value and value of a digit; and
 Care for the things that God has made for us.

II. Learning Content:

a. Topic: Identifying the place Value and the Value of Four-to-Five-digit Whole Numbers
b. Learning References: Number Smart 2
c. Learning Materials: PowerPoint Presentation/ Pictures/ Videos

III. Procedure:
a. Preparatory Activity
1. Drill
https://www.youtube.com/watch?v=a4FXl4zb3E4 Place Value Song

2. Review
Ask:
 Do you remember the blocks, flats, rods, and unit cubes you have used to represent numbers in
your previous grade? Let us recall

You use the blocks to help you picture how small or large a number is. A number is composed of
digits. Each digit in a number has its own value depending on its place value.

Recall what place values you have learned. Try listing them below.

______________ ________________ ______________ _______________

b. Developmental Activity
1. Engagement

Show the pictures of Earth, Mercury, and a caveman on cave walls. Ask them to read the short
description.

2. Exploration
Say:
 Numbers can be found everywhere! Number facts let us know things about the world!

Earth is our home planet. It is the third planet from the Sun. It is the only planet known to
have an atmosphere with free oxygen, ocean’s water, and o course, life. More than ¾ of the
planet’s surface is water, so, it is sometimes called the blue planet. It has a diameter of
about 12 756 km or about 7 927 mi. About 1 300 Earths can fit inside Jupiter, the biggest
planet in the solar system. Earth has one satellite, which is the moon. It takes 8 minutes for
the Sun’s light to reach the Earth.

Say: Let us take a number from what we know now about our planet.
There are 4 digits in the number 7 927. Can you identify these digits?

______________ ________________ ______________ _______________

Each digit has a place value.
Each place value tells the position of a digit in a number.

Earth’s diameter, measured in miles, is about 7 927 mi.

Observe the number 7 927 in the table below.
Place Thousands Hundreds Tens Ones
Digits 7 9 2 7
7 x 1000 9 x 100 2 x 10 7x1
Value 7000 900 20 7
7 927 = 7 thousands, 9 hundreds, 2 tens, and 7 ones
Based on the table above, how do you get the value of a digit in a number?
To get the value of a digit in a number, we multiply the digit by its _______?
Which numeral is used twice in the number 7 927? ________
What values do these numerals have? ________ ________

3. Elaboration

Mercury is the smallest planet in our solar system and is the nearest one to the Sun. Although it
is the nearest to the Sun, it is only the second hottest planet. A mercury is only 88 Earth days
long. It has a diameter of 4 879 km.

Now if you change the order of the digits of the number 4 879, new, different numbers of
different values are formed even if the same numerals are used. Let us try

4 879 7 894 8 497 9 784 4 798

All numerals above used the same set of symbols or digits,8,7, and 9. But each of the digits
above represents a different value or number. It is way easier to count in groups of tens,
hundreds, thousands, and ten, thousands.

This is why our numeration system is also called as the decimal system, where “deci” means a
tenth part. Each place value is ten times bigger than the next on its right.

IV. Evaluation
Direction: Give the digit and its place value in each of the given place values.
Place Digit Value
1. Tens _______________ _________________
2.Ones _______________ _________________
3. Thousands _______________ _________________
4. Hundreds _______________ _________________
5. Ten Thousands _______________ _________________
Direction: Identify the place value and value of the underlined digit.

Place Value Value

1. 72 458

2. 36 505

3. 28 498
4. 21 078

5. 16 544

V. Assignment:
Directions: Answer what is asked.
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
EMGLISH 1
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: ENGLISH 1
SEMI-DETAILED LESSON
Monday -
DATE: July 24-28, 2023 Friday

I. Objectives
At the end of the lesson, the pupils should be able to:
 Name common objects and things in the environment;
 Use words that talk about ‘myself’;
 Use “I am” and “My name is” properly; and
 Demonstrate the correct pencil and crayon grips.

II. Subject Matter

A. Title: Only One Me
B. Topic: Introducing Oneself, Common Objects/Things in the Environment, and Correct Pencil Grip
C. References: Essential English for Active Learners 1, pp. 13 -20
D. Materials: books, pictures, and power point presentation

III. Procedure

A. Preparatory
1. Drill
Spelling (10 items)
2. Review
Ask them about the last lesson they had in the prior level.

B. Developmental Activities
a. Motivation
Let them do the following activity.
Instruction: Trace one hand on a piece of paper using your pencil or crayon. On each finger, write
the following: your name, your age, your birthday, your grade level, ow many members are there in
your family.

b. Presentation
Show them pictures of common objects that can be found in the environment including human beings
ourselves, ask them what they see in the picture and let them write it on the board.

c. Discussion
Explain to them the importance of knowing ourselves better and its connection on how we can
introduce ourselves to others more accurately. Guide them with the correctly way of introducing
oneself. Especially when using “I am” and “my name is”. And the details that should added when
introducing yourself, like the age, address, your grade level, your favorites Emersed them with
the common objects and things that can be found in the environment.

d. Generalization
 Let them name common objects that can be found in the environment.
 Ask them the proper steps of introducing oneself.

e. Application
Let them introduce their selves to the class.
IV. Evaluation
Direction: Answer what is asked.

V. Assignment
Directions: At home, list down and draw as many of your favorite foods.
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
EMGLISH 2
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: ENGLISH 2
SEMI-DETAILED LESSON
Monday -
DATE: July 24-28, 2023 Friday

I. Objectives
At the end of the lesson, the pupils should be able to:
 Tell the characters, setting and events in a story;
 Give the correct sound of all letters in the English alphabet;
 Share information in different ways through, summarizing, reporting, and show-and-tell; and
 Express one’s thought and ideas clearly.

II. Subject Matter

A. Title: A Healthy Breakfast
B. Topic: Important Details pertaining to the characters, settings and events, sharing information: reporting,
summarizing, and showing and telling.
C. References: Essential English for Active Learners 2, pp. 5 -18
D. Materials: books, pictures, and power point presentation

III. Procedure

A. Preparatory
1. Drill
Fast reading via flashcards (10 words)
2. Review
Ask them about the last lesson they had in the prior level.

B. Developmental Activities
a. Motivation
Read the story a loud to the class.

Ask:
 Who are the characters in the story?
 Where did the story happen?
 When did the story happen?
b. Presentation
Say:
To listen actively, you need to focus on the person speaking. When necessary, listen to the sound
around you. Listening will help you think and express yourself well.

c. Discussion
Characters – the people, animals, or objects in the story. Who are the characters in the story you
listened to? What can you say about Joel, his family, and his grandparents?

Settings – tells where and when the story happened. Where did the story happen? Describe the setting of
the story you have just heard. What details in the story helped you know the setting of the story?

Events – tell what happened in the story. What happened at the beginning of the story? What happened
next? What happened last?

d. Generalization
Ask:
 Why is it important to listen attentively?
 What is a character?
 What is a setting?
  What is an event?

e. Application

Divide the class into small group. Read a story aloud and give questions orally after reading the text. Let
each group write their answers to each question.

Questions:
Recall
 Who are the Characters in the story?
 Where did the story happen?
 What events happened in the story?
Think Well
 How will you describe the children in the story?
 What can you say about their parents?
 How did you know that their breakfast was healthy?

IV. Evaluation
Direction: Answer what is asked.

1. What is a character?

2. What is a setting?

3. What is an event in a story?

V. Assignment
Direction: Read and study a brief story at home and retell the details in class.
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
EMGLISH 3
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: ENGLISH 3
SEMI-DETAILED LESSON
Monday -
DATE: July 24-28, 2023 Friday

I. Objectives
At the end of the lesson, the pupils should be able to:
 Tell the characters, setting and events in a story;
 Listen to a story to note important details;
 Write complete sentences; and
 Express ideas using written communication skills.
II. Subject Matter
A. Title: Dare to Fly, Dare to Learn New Things
B. Topic: Identifying Characters of a story, simple sentences and leveled stories, sentences and non-sentences.
C. References: Essential English for Active Learners 3, pp. 4 -14
D. Materials: books, pictures, and power point presentation

III. Procedure

A. Preparatory
1. Drill
Play the Game Popcorn (10 words)
2. Review
Ask them about the last lesson they had in the prior level.

B. Developmental Activities
a. Motivation
Read the story a loud to the class.

Ask:
 Who are the characters in the story?
 What can you say about the hare?
 What can you say about the tortoise?
 Who won? Why?
 Why didn’t the hare ask the tortoise
b. Presentation
Say:
Now that you are in school again, expect to do plenty of listening. Silent reading of a story, while
your teacher reads it aloud with you, prepares you to be more active especially in your listening task. Listening
helps you to remember and understand things.

c. Discussion

Stories have characters. Characters are people, animals, or animated objects in a story. The characters
can be young boys and girls like you, or men and women just like your parents and teachers. Characters
can be animals like dogs, birds, rabbits, or cats. Objects like books, pencils, cups, and saucers can be
used as characters in a story. The most important characters are called main characters.

Settings – tells where and when the story happened. Where did the story happen? Describe the setting of
the story you have just heard. What details in the story helped you know the setting of the story?

Events – tell what happened in the story. What happened at the beginning of the story? What happened
next? What happened last?
 Stories are consists of many sentences. Some sentences are complete and others are not. Complete
sentences express a complete thought or idea. A complete sentence must have one main clause and a
predicate.

A complete sentence must have, at minimum, three things: a subject, verb, and an object. The subject is
typically a noun or a pronoun. And, if there’s a subject, there’s bound to be a verb because all verbs
need a subject. Finally, the object of a sentence is the thing that’s being acted upon by the subject.

Ex. So, you might say, “Claire walks her dog.” In this complete sentence, “Claire” is the subject,
“walks” is the verb, and “dog” is the object. (“Her” is simply a required pronoun in this example.)

d. Generalization
Ask:
 Why is it important to listen attentively?
 What is a character?
 What is a setting?
 What is an event?
 What is a complete sentence?

e. Application

Read the story below and find out who the main character is.

Answer the following questions:

1. Who was Bonito? What made him different?
2. Why was he not a happy bird at the start of the story?
3. How did the other birds treat him?
4. Did he allow himself to be affected by the other birds?
5. What did Bonito do to become a happy bird?
6. Did he succeed in becoming a happy bird?
7. What character trait did Bonito have that made him a happy bird?

IV. Evaluation
A.
Direction: Answer what is asked.

1. What is a character?

2. What is a setting?

3. What is an event in a story?

B.
Direction: Write five (5) simple complete sentences that would describe you as a pupil.

V. Assignment
Direction: Write a 3-paragraph story about your most memorable experience and highlight the simple complete
sentences found in every paragraph.