Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA CITY
Baliwasan Chico, Zamboanga City

INSTRUCTIONAL PLAN IN SCIENCE

Grade Level: Grade 3 Date: March 27, 2023
rd
Quarter 3 Monday
Time Allotment 50 Minutes
Content Standard The learners demonstrate understanding of sources and of light, sound, heat and electricity.

Performance Standard Apply knowledge of the sources and uses of light, sound, heat and electricity

Learning Competency Describe sources of light and sound, heat and electricity: (S3FEIIIg-h-4)

I. Learning Objective 25. describing the different uses of light, sound, heat, and electricity in everyday life (S3LT-IIIa-b-1),
25.1 Enumerate some uses of electricity.
25.2 Show proper ways of using electricity.
II. Subject Matter Uses of Electricity in Everyday Life
A. Concept Electricity have many uses
Ex. It is used to power machine, cooking and operate gadgets.
B. Materials Pictures, meta cards
C. References TG. 129 – 130, 132 – 133, 139 - 140, 142 - 143,
LM. 133, 136-137, 142-143, 146-147
Quintana, Sing, Dela Cruz, Pedernal: Elementary Science Explorer; 2008

D. Process Skills (Identifying, Enumerating, Describing)

E. Values Integration Conserve energy

F. Integration of other English

Learning Areas

III. Learning Task

Engage/Engagement Review:
Review on the sources of electricity.
Direction:
Tell if the following sources produce heat, light, electricity or sound.
1. Power plant 4. Electric stove
2. Sun 5. Whistle
3. Radio

Motivation/presentation
Study the pictures

What can you see in the picture? (sun, windmill, gas stove, radio)
* Do you know the uses of these things in the pictures?

Presentation:

Directions: Read each statement carefully. Select the correct answer from the word box and write your
answer in the blank space provided. (1 point each)
Word Box
Rice cooker flat iron candle sun heat washing machine
The __________ produces heat and light and commonly used in areas where there is no electricity.
 2. ______________ is an important energy for us to cook our food.
3. The _________ uses electricity to produce heat for us to cook food.
4. A __________ is an appliance that uses heat in pressing our clothes.
5. A good way in drying our clothes is to put them under the heat of the__________

Heat, light, and sound are forms of energy that is useful in our everyday life. In this module, we will
be talking about another form of energy which is electricity. Electricity affects all aspects of life, it is used
in transportation, to power machines, in cooking and baking, to power appliances and gadgets, and to light
up our streets and homes. Now you are ready for group activity.
.(Identifying, Inferring)
/ Divide the class into four groups.
Provide each group with the activity card.
Let the children do the activity for their group.
Group 1& 3
Activity
Uses of Electricity
Study the pictures that show how electricity are used in the
different situations. Use the words in the box to complete the sentences.
cook, entertainment, light, communicate,
boil

a. Electricity is used in the electric

stove to ____________ food.

Electricity is used in the electric

b. kettle to _____________ water.

c. Electricity is used in the television

to give us __________.

d. Electricity is used in the cellphone

to _________________

Guide Questions:
1.What are the uses of electricity show in different situations?
2. What are the uses of each source?

Group 2 & 4

Setting of standards
a. Cooperate with your group.
b. Share useful ideas.
c. Follow instruction very well.
d. Be careful in handling the materials.

(Identifying, Describing, observing)

 C. Explain/ Explanation * Let the children present their outputs
* Discuss guide questions to check misconception or wrong answers.

Guide questions:
1.What are the uses of electricity show in different situations?
(for cooking, entertainment and in communicating)
2.What will happen if there is no Electricity?

Additional Questions:
1. Why is electricity very important now a days to human?

(Identifying, Describing, Inferring)

D. Elaborate/ Elaboration *Based from our activity and discussion today, what are the uses of
c. Electricity

What are the other uses of electricity that we did not mention?
Are light, heat, electricity and sound important? Why?
(yes, because they help us in many ways.)
(teacher may write the uses of, electricity, in the board

*Value Integration:
What should be done with, electricity if they are important? (conserve)

(Identifying, Classifying)

E.Evaluate/
Evaluation

IV. Assignment Read about conservation of light and electricity.

Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA CITY
Baliwasan Chico, Zamboanga City

INSTRUCTIONAL PLAN IN SCIENCE

Grade Level: Grade 3 Date: March 28, 2023
Quarter 3rd Tuesday
Time Allotment 50 Minutes
Content Standard The learners demonstrate understanding of sources and of light, sound, heat and electricity.

Performance Standard Apply knowledge of the sources and uses of light, sound, heat and electricity

Learning Competency Describe sources of light and sound, heat and electricity: (S3FEIIIg-h-4)

I. Learning Objective 25. describing the different uses of light, sound, heat, and electricity in everyday life (S3LT-IIIa-b-1),
25.1 Enumerate some uses of electricity
II. Subject Matter Uses of Electricity in Everyday Life
A. Concept
*Electricity have many uses
Ex. It is used to power machine, cooking and operate gadgets.

B. Materials Pictures, meta cards

C. References TG. 129 – 130, 132 – 133, 139 - 140, 142 - 143,
LM. 133, 136-137, 142-143, 146-147
Quintana, Sing, Dela Cruz, Pedernal: Elementary Science Explorer; 2008

D. Process Skills (Identifying, Enumerating, Describing)

E. Values Conserve energy
Integration
F. Integration of English
other Learning Areas

III. Learning Task

Engage/Engagement Review:
What was our lesson yesterday?
Can you name some uses of electricity that we have learned ?

Motivation/presentation
Sing a song:

. (Identifying, Inferring)
/ Divide the class into four groups.
Provide each group with the activity card.
Let the children do the activity for their group.

Guide Questions:
1.What are the uses of electricity show in different situations?
2. What are the uses of each source?
Group 1,2,3,&4
 Setting of standards
a. Cooperate with your group.
b. Share useful ideas.
c. Follow instruction very well.
d. Work harmoniously.
e. Be careful in handling the materials.
(Identifying, Describing, observing)
C. Explain/ * Let the children present their outputs
Explanation * Discuss guide questions to check misconception or wrong answers.

Guide questions:

1.What are the uses of electricity show in different situations?

(for cooking, entertainment and in communicating)
2.What will happen if there is no Electricity?

Additional Questions:
Why is electricity very important now a days to human?
(Identifying, Describing, Inferring)
D. Elaborate/ *Based from our activity and discussion today, what are the uses of
Elaboration c. Electricity

What are the other uses of electricity that we did not mention?
Are light, heat, electricity and sound important? Why?
(yes, because they help us in many ways.)
(teacher may write the uses of, electricity, in the board

*Value Integration:
What should be done with, electricity if they are important? (conserve)

Activity:

Directions: Each objects use electricity to function. Tell if the objects produce light,
heat or sound by putting a check mark ( / ) in the correct columns.

(Identifying, Classifying)
Direction:
E.Evaluate/ Direction: Encircle the letter of the best answer.
Evaluation 1. Which of these materials does not produce sound when powered by electricity?
A. radio
B. flat iron
C. refrigerator
D. electric fan
2. What energy are being produced when you turn on a flat iron?
 A. sound - light
B. light - heat
C. heat - air
D. wind - heat
3. This appliance uses electricity that allows us to store and cool our food?
A. scanner
B. refrigerator
C. television
D. light bulb
4. Which of the following explains why humans need electricity? Electricity can
__________.
A. power most of our machines and appliances.
B. be very dangerous and must not be used at all.
C. cause fire and must be avoided.
D. cause problems with the environment.
5. Which of the following does not talk about electrical safety?
A. Do not touch electrical sockets with bare hands
B. Never use electrical appliances when taking a bath
C. Broken wires should be fixed immediately

IV. Assignment Read about conservation of light and electricity.

Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Zamboanga City Division

INSTRUCTIONAL PLAN IN SCIENCE

Grade Level Three (3) Date: March 29, 2023
Quarter Third Quarter Wednesday
Time Allotment 50 minutes

Content Standard
Performance Standard
Learning Competency
The learners demonstrate understanding of Sources and uses of light,
sound, heat and electricity.
Apply the knowledge of the sources and uses of light, sound, heat and
electricity.
Describe sources of light and sound, heat and electricity;(S3FEIIIg-h-4)

I. Learning Objectives 26. Infer what happens without, electricity

26.1 Describe what happens without electricity,
26.2 Show importance of electricity to our lives.
II. Subject Matter Importance of heat and electricity.
A. Concept Importance of electricity

Electricity
We use electricity constantly in our daily lives. It is one of the most
important types of power and energy that we use in our homes we power
 lights, air conditioning, televisions, ovens, and more from electricity.
Without it, we’d be bored, hot and sitting in the dark.
B. Materials Pictures, activity cards
C. References https://educationwithfun,com/course/view.php?id=15&section=7
https://www.quora.com/Wat-is-the-importance-ofsound-in-communication
https://sciencing.com/important-heat-energy-physical-science-46466.html
https://www.duckster.com/science/electricity use.php
Science for active learning,2014 Rosalyn R. Mariano, Teresita F. Religioso
D. Process Skills Describing, inferring, observing
E. Values Integration Consume/wisely use of light, sound, heat and electricity
F. Integration of Other MAPEH (music)
Learning Areas
III. Learning Tasks
A. Engage Review of the past lesson.
Ask: Look at your surroundings. List 5 objects that use electricity. Tell
whether the object produces light, sound or heat.
Motivation:
Let us play a game called “Find your partner”
Every pair will be blind folded just make sound so that your partner can
hear it. The first pair who can find his/her partner wins the game.
Ask:
Is the game difficult? Why?
In the absence of light how did you able to find your partner?
Today we will learn about the importance of light, sound, heat and
electricity
B. Explore Divide the class into 4.
Group Activity
Group 2&4 Electricity- Tick it!
Group 1&3 Heat-color it!
(see attached activity)
Group 1&3

Activity
GROUP ELECTRICITY

ELECTRICITY IN THE HOME

Look at these pictures. Tick the things that are powered

by electricity.

Television Table
 Lamp vacuum Cleaner

Electric fan
Guide Questions:
1. Why is electricity is important?
______________________________________
2. What do you think will happen if there is no electricity?
______________________________________

Group 2&4
Activity
GROUP HEAT

Sources of Heat
Color the objects that produce heat

Guide questions:

1. Which of the object produces heat?

2. Which of the heat use by plants?
3. What will happen if there is no heat?

Setting of standards
e. Cooperate with your group.
Share useful ideas.
g. Follow instruction very well.
h. Work harmoniously.
 Be careful in handling the materials
(observing, describing, inferring, identifying)
C. Explain Let the different groups present their output. Check incorrect answers.

Answer again the guide questions in the activity.

Additional questions:
What do you think will happen if there is no light?
How does it affect our lives?
Why is electric is important?
What will happen if there is no electricity?
(describing, inferring, identifying)
D. Elaboration Based from our activity and discussion, What are the possible things that
can happen in the absence of light?
(there will be complete darkness/plants and animals and even human will
die as we need sunlight to live)

What if there is no heat? (we cannot cook our food, we will feel cold. We
cannot survive without heat)

How about when there is no electricity? (we cannot use our appliances,
our work will become slow, we will be bored)
Are light, sound, heat and electricity important? Why?
What should be done with these things? (conserve/wisely use of light,
sound, heat and electricity)
Oral activity:
What do you think will happen if those objects will not be able to produce
heat?
__________________________________________________________
______________________________________
(describing, inferring, identifying)
E. Evaluate Below are some observations, give your inferences as what will happen
in the absence of electricity, sound, heat and light.

Observation Inferences
1. The toy moves.
2. Water is boiling.
3. The sun is bright.
4. The bulb is bright.
5. There is a chirping sound from
the garden.
(describing, inferring)

Assignment Too much use of heat, light, sound and electricity can harm the
environment. Written letter to the head of a factory or a company that
uses energy. Inform him/her the effects of using these forms of energy to
the environment.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA CITY
SINUNUC ELEMENTARY SCHOOL
ZAMBOANGA CITY
March 30, 2023, Thursday
Time: 8:35-9:25

I = Objectives:
1. To identify which basic science process skills is described in the give situation.
2. To demonstrate the skills of making correct Interpretation.
II = Subject Matter: Six Basic Process Skills: Interpreting
Reference: Project Skills for Learning Recovery Intervention Question # 26
III = Teaching – Learning Strategy: Interpreting
A. Teacher Led Discussion:
26. The graph below shows how the rate of photosynthesis changes with the intensity of light. What does
segment AB indicate?

A. As intensity of light decreases, photosynthesis

increases.
B. As intensity of light increases, photosynthesis
increases.*
C. As intensity of light decreases, photosynthesis
decreases
D. As intensity of light remains the same,
photosynthesis decreases
EXPANDING # 26. Q AND A “Let’s do the process of elimination.”
1.In the statement “The graph below shows how the rate of photosynthesis changes with the intensity of light.
What does segment AB indicate? Option A As intensity of light decreases, photosynthesis increases.
No (Option A)Because wronged interpretation given
Possible answer: Line segment AB do not show decrease of light, the rate of PS And
Intensity of light increased.

2.In the statement “The graph below shows how the rate of photosynthesis changes with the intensity of light.
What does segment AB indicate? Option B “As intensity of light increases, photosynthesis increases.

Yes (Option B.) Because if we try to looked at the Line segment AB, the rate of PS And
Intensity of light increased. Correct interpretation given.

3.In the statement “The graph below shows how the rate of photosynthesis changes with the intensity of
light. What does segment AB indicate? Option C, As intensity of light decreases, photosynthesis
decreases.
NO. (Option C)-because the interpretation given was wronged. The line segment AB shows
it is going up not going down.
Possible answer: Based from the graph, The intensity of light increases, and the
photosynthesis increases too .

4.In the statement “The graph below shows how the rate of photosynthesis changes with the
intensity of light. What does segment AB indicate? Option D, As intensity of light remains the
same, photosynthesis decreases

NO. (Option D)- Because based the graph given the intensity of light increases the rate of
photosynthesis also is increases.

5.How can we define interpreting based on the picture?

Interpretating are neither absolute truth nor opinion. Based from the graph given, we
did answer for absolute truth.
Organizing data and drawing conclusion from it.

6.What thinking skill does this item teach you? Answer: Interpreting
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA CITY
SINUNUC ELEMENTARY SCHOOL
ZAMBOANGA CITY
March 31, 2023 Friday
Time: 8:35-9:25

I = Objectives:
3. To identify which basic science process skills is described in the give situation.
4. To demonstrate the skills of making correct interpretation.
II = Subject Matter: Six Basic Process Skills: Interpreting
Reference: Project Skills for Learning Recovery Intervention Question # 27
III = Teaching – Learning Strategy: Interpreting
B. Teacher Led Discussion:

1.Julie did a study on the pollution of rivers. The graph drawn by her after her study is shown
below. Which of the following conclusions may we draw from Julie’s graph.

1.River A is not
polluted.
2.River B is more polluted than River C.
3.River D is the most polluted among the 4 rivers.
4.River C contains the same number of fish.
A. 1 and 2 B. 1 and 3 C. 1 , 3 , 4 D. 1,2,3

EXPANDING # 24. Q AND A “Let’s do the process of elimination.”

1. In the statement “Julie did a study on the pollution of rivers. The graph drawn by her after her study is
shown below. Which of the following conclusions may we draw from Julie’s graph.in option A 1 and 2
which is
1. River A is not polluted.
2.River B is more polluted than River C

First we need to read the graph. In order to figure out the graph clearly.

River Number of fishes No. of Fishes

in the river left during the week
River A------ 10------ 4 weeks 100
River B------ 80---- 7 80
River C----- 30------ 5 1/2 90
River D----- 110---- 7 40

No (Option A) Because incorrect conclusion was made in choice no. 2 River B is more polluted
than river C.
Possible Answer: As shown in the graph that in river B has 80 fishes and after 7 weeks the no. of
fishes remained the same 80 fishes . It only shows that River b isn’t more polluted .River B & C
both rivers are not polluted.

2. In the statement “Julie did a study on the pollution of rivers. The graph drawn by her after her study
is shown below. Which of the following conclusions may we draw from Julie’s graph? In option
B. 1 and 3 which is:
1.River A is not polluted.
3.River D is the most polluted among the 4 rivers.

Yes (Option B.) Because It gives correct conclusions. The River A isn’t polluted and River D is
the most polluted among the 4 rivers. By just looking at the graph there is concrete evidence is
the no. of fishes living in river the declined from 110 to 40.

3. In the statement “In the statement “Julie did a study on the pollution of rivers. The graph drawn by her
after her study is shown below. Which of the following conclusions may we draw from Julie’s
graph.in option C. 1, 3 , 4 Which is
1.River A is not polluted.
3.River D is the most polluted among the 4 rivers.
4.River C contains the same number of fish.
NO. (Option C)-. because it gave us wronged observation and conclusion about river C it doesn’t
contains the same number of fishes in fact it rises of 50 fishes.

Possible answer: It is river b who has the same no of fishes in the river.
If we take a look in the graph, it is clearly shown that the concluded statement about the river A
and D a true.

4. In the statement “In the statement “Julie did a study on the pollution of rivers. The graph drawn by her
after her study is shown below. Which of the following conclusions may we draw from Julie’s graph.in
option D which is D. 1,2,3
1.River A is not polluted.
2.River B is more polluted than River C.
3.River D is the most polluted among the 4 rivers.
 NO. (Option D)-. because it gave us wronged observation and conclusion. 2. River B is more
polluted than River C. wrong conclusion made because of this choice it made no to option D.
What make it NO to option D is the choice in no.2 the river B.

Possible answer: If we take a look in the graph, it is clearly shown that it gave correct statement
on this option in river A & D.

5. How can we define interpreting based on the picture?

Interpretating are neither absolute truth nor opinion. Based from the experiment, we did
answer for absolute truth.
Organizing data and drawing conclusion from it.

6.What thinking skill does this item teach you? Answer: Interpreting

Prepared: Checked by: Noted By:

IRISH A. CADAVEDO EDENCITA B. ZAMORA EVELYN S. CABANIERO

Class Adviser MT-II ESP-II