Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS

LESSON PLAN IN SCIENCE 3

I. Objective:
Classify objects and materials of liquid, based on some observable characteristics.
(S3MT-Ic-d-2)
II. Subject Matter
A. Topic: Liquid Objects or Materials and their Characteristics
B. Reference: 1st Quarter Self- Learning Module, K-12 MELC
C. Materials: Pictures, Laptop/TV/Projector, Chart, Activity Sheets, Strips
III. Values Integration: Be cautious (Take reasonable care to avoid risks)
IV. Learning Procedures
Ind. 7: Planned, managed, and implemented developmentally sequenced teaching and learning processes to meet curriculum
requirements and varied teaching contexts.
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
3. Classroom Rules
4. Recall/ Review
 Ask a question: What have you learned yesterday?
 Name the picture shown in the presentation. Arrange the rumble letters to
form a word that corresponds to the pictures to recall previous lesson.
5. Unlocking of Word
Liquid, is an object that occupies space and takes the shape of the
container.
6. Motivation
Mystery Box
Instructional Materials: Box, various liquid objects or materials (water,
dishwashing liquid, ketchup, vinegar, perfume)
 Fill a box with different liquid objects or materials.
 Ask students to guess the contents of the box based on their
characteristics.
Ind. 1: Applied knowledge of content within and across curriculum teaching areas.

Ind. 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
B. Lesson Proper
Ind. 5: Managed learner behavior constructively by applying positive and non- violent discipline to ensure learner- focused
environments.
1. Activity
 Learning by doing. Show the flow of water and banana ketchup.
  Let the learners identify liquids according to taste and smell/odor and flow
 Then they will paste the liquid into its appropriate characteristics.
 They will read their answers.
2. Analysis
Ask these following questions.
 Do liquids have colors?
 Do they have taste?
 What is the different taste of liquids?
 What part of our body do we use in order to describe the taste of a
liquid?
 Do they have smell?
 What are those smells?
 What part of our body do we use in order to describe the odor of a
liquid?
 What have you observed when I poured the water in a glass and the
ketchup in a saucer?
 Do they flow the same?
 How do they flow?
 What part of our body do we use in order to describe the flow of a
liquid?
 Why is it important to know the taste and smell/ odor of liquids?

Ind. 3: Applied a range teaching strategy to develop critical and creative thinking as well as other higher- order thinking skills.

3. Abstraction
What are the different characteristics of liquid objects in taste, smell and flow?
4. Application
Let’s have a group activity, but before that I will present to you first our class
standard in doing an activity.

RUBRICS FOR GROUP ACTIVITY

CRITERIA 5 4 3
ACCURACY All answers Most of the Some of the
are correct answers are answers are
correct correct
TEAM WORK All Most Some
members members members
performed the performed the performed the
activity activity activity
PROMPTNESS The group The group The group
activity activity activity
finished finished on finished after
before the the time the time
time allotted allotted allotted
 Remember our standard in doing the activity. Each group has an activity
to be done.
 I will give you 5 minutes to do the activity. After answering, kindly post
and report your work on the board.
 Group the class into 3.
  Setting Rules.
 Give each group an envelope that shows their activity that need to be
done.
 Facilitate the groups in doing their specific task.

Group 1: WHAT’S THAT TASTE?

Direction: Taste each liquid and put a check mark on its appropriate taste.

LIQUIDS TASTE
Sweet Sour Bitter Salty Spicy
1. Chocolate Drink
2. Coffee
3. Yogurt
4. Sinamak
5. Soy sauce
Group 2: SMELL ME!
Direction: Smell each liquid and put a check mark on its appropriate smell/odor.

LIQUIDS SMELL/ODOR
Good Bad
1. Cologne
2. Bleaching liquid
3. Lotion
4. Shampoo
5. Gas

Group 3: OBSERVE MY FLOW!

Direction: Observe the flow of each liquid and put a check mark on its appropriate flow.

LIQUIDS FLOW
Fast Slow
1. Toothpaste
2. Orange Juice
3. Medicine (syrup)
4. Glue
5. Alcohol
Ind. 1: Applied knowledge of content within and across curriculum teaching areas.

Ind. 4: Managed classroom structure to engage learners individually or in groups, in meaningful exploration, discovery and
hands- on activities within a range of physical learning environments.
Ind. 5: Managed learner behavior constructively by applying positive and non- violent discipline to ensure learner- focused
environments.
Ind. 6: Used differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths,
interest, and experiences.
V. Evaluation
Ind. 9: Designed, selected, organized, and used diagnostic, formative, and summative assessment strategies consistent with
curriculum requirements.
A. Classify the following liquids according to its taste. Write the letters only.

A. Sweet (matam-is) C. Bitter (mapait)

B. Sour (maaslom) D. Salty (maasin)
E. Spicy (makahang)

________1.

________2.

B. Classify the following liquids according to Smell/odor.

E. Good Smell/ Odor (mahamot)

F. Bad Smell/Odor (mabaho)

________3.

________4.

C. Classify the flow of the liquid.

G. Fast (madasig) H. Slow (mahinay)

________5.

VI. Assignment
Identify 5 liquid materials found at home and list them all down in the table
below. Describe their observable characteristics (taste, smell/odor and flow).
 Liquid materials Characteristics
Taste Smell/Odor Flow
1.
2.
3.
4.
5.

Prepared and demonstrated by: Observed by:

BENLY CHUA LINA C. BUENAFLOR

Teacher I Master Teacher I