GRADE 1 to 12 School LIMOS-TURKO ELEMENTARY SCHOOL Grade Level 3

DAILY LESSON LOG Teacher VIRGILIO A. GALARIO JR. Subject: SCIENCE

Date SEPTEMBER 12-16, 2022 Quarter 1 – WEEK 4

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Demonstrate understanding of ways of
Standard sorting materials and describing them as
solid,liquid,or gas based on their
observable properties.
B. Performance Be able to group common objects found
Standard at home and in school according to
solids,liquids,and gas.
C. Learning Describing the changes in
Competency/ materials based on the effects of
Objectives
temperature, (S3MT-lh-j-4)
Write the LC code
for each.  describe how objects flow
from one container to the
other;
and
 describe objects
according to the shape of
the container
and the space it occupies.
Demonstrate understanding of ways
of sorting materials and describing
them as solid,liquid,or gas based on
their observable properties.
Be able to group common objects
found at home and in school
according to solids,liquids,and gas.
Describing the changes in
materials based on the effects
of temperature, (S3MT-lh-j-4)
 describe how objects
flow from one container
to the other;
and
 describe objects
according to the shape of
the container
and the space it occupies.
Demonstrate understanding of ways Demonstrate understanding of ways
of sorting materials and describing of sorting materials and describing
them as solid,liquid,or gas based on them as solid,liquid,or gas based on
their observable properties. their observable properties.
Be able to group common objects Be able to group common objects
found at home and in school found at home and in school
according to solids,liquids,and gas. according to solids,liquids,and gas.
Describing the changes in  Describing the changes in
materials based on the effects materials based on the
of temperature, (S3MT-lh-j-4) effects of temperature,
(S3MT-lh-j-4)
 describe how objects
flow from one container
to the other;  describe how objects
and flow from one
 describe objects container to the other;
according to the shape of and
the container  describe objects
and the space it according to the shape
occupies. of the container
and the space it
occupies.
Demonstrate understanding of ways of
sorting materials and describing them as
solid,liquid,or gas based on their
observable properties.
Be able to group common objects found
at home and in school according to
solids,liquids,and gas.
Describing the changes in
materials based on the effects
of temperature, (S3MT-lh-j-4)
 describe how objects flow
from one container to the
other;
and
 describe objects according
to the shape of the container
and the space it occupies.

II. CONTENT
Properties of Liquid Properties of Liquid Properties of Liquid Properties of Liquid Properties of Liquid
Materials Materials Materials Materials Materials
III. LEARNING
RESOURCES
A. References K-12 MELC- C.G p 376 K-12 MELC- C.G p 370 K-12 MELC- C.G p 376 K-12 MELC- C.G p 376
1. Teacher’s Guide
Pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
 Resource
III.
PROCEDURES
A. Reviewing What changes in materials have you How does water and syrup differ? When can liquids have shape? What is the shape of the Give examples of liquids that flow slowly
previous lesson or learned in our previous lesson? liquid in an oval container? and fast.
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting Can you still remember how to Prepare different water containers, it Have you tried pouring Prepare a jar on your demonstration
examples/ classify materials according to can be bottles, tumblers, glass, etc. soft drinks and spilled in your table.
instances of the size and weight? Let's test your Ask the pupils:
new lesson glass? What did you notice on
memory by answering the activity Look at the jar on my table
the floor? Why?
below. what is inside it? What
occupies the space in the jar?
D. Discussing new Activity 1: Classify Me! Shape-it-up! Let the pupils observe the activity. Let the pupils observe the activity.
concepts and Directions: Classify the objects 1. Fill a glass with water. Then, do Ask random pupils to perform the Ask random pupils to perform the
practicing new according to their size and weight. the same with the other activity since group activity is not yet activity since group activity is not
skills #1 Write the name of the object in the containers. advisable. yet advisable.
proper column. 2. Observe the shape of the water. a. Fill one tablespoon
Guide Questions: 1.Prepare the materials ahead.
1. What was the shape of the water with water and the other with
syrup. (Pitcher with water, stones,
when it was poured into
the glass? b. Hold one spoon in rugs)
2. What was the shape of the water your right hand and the other
when it was poured into a. Get your materials.
in the left hand.
the other containers? b. Fill a glass with water.
c. Tip both spoons at the
same time. See what happens. c. Put some more water in
the glass.
d. Observe what happens
What can liquids do? Do
while adding some more
liquids flow at the same time?
water in the glass.
How does water flow? Does
the syrup flow fast like the
What happened to the water
water? Why?
as you add more and more in
the glass? Why?

E. Discussing new Let the pupils watch video on tv about Explain the concept.
concepts and different liquids (water, vinegar,
practicing new ketchup, oil) that flows in different In the activity, ketchup flows slowly, cooking oil flows fast and
skills #2 container. water flows very fast when the spoon is tipped. Liquid materials
(You can also perform this activity at have this special kind of property. They can flow freely.
school and let random pupils help with
the activity. Let them observe by
group. Observe health protocol.)
 Simple Experiment The flow of the liquids may be described as very fast, fast, and
slow. The diagram above shows that water flows very fast, the
cooking oil flows fast, and ketchup flows slowly. Water, oil, ketchup,
soy sauce, and vinegar are liquid materials.
What happened to the shape of the water when it was
poured into the different containers?
The water changes its shape as it is poured into the different
containers. It takes the shape of the glass and the containers
where it was poured.
Liquid materials can take the shape of the container where
they are poured.
Look at the illustration below. It shows how liquids take the
shape of their container.

Liquids do not have definite shapes, but when they are

poured into containers, they take the shape of the container.
When more water is poured into the glass, the water overflows
because there is no more space in the glass to hold the water.
The amount of liquids does not change when poured into
different containers as long as the container has enough space to
hold all of the liquid.
F. Developing Ask them later: Activity: How do I flow? Activity: What Shape Am I? Write five examples for each of the following.
mastery (leads to 1. What were the materials used in the Directions: Describe the flow of the
Directions: Describe the shape of Liquids that flow fast Liquids that flow slowly
Formative activity? following liquids using the word
SLOW, FAST, or VERY FAST to the liquid by completing the
Assessment 3) 2. Which materials flow slowly?
complete the sentence. Write your sentences below. Choose your 1. 1.
3. Which materials flow fast? answers on a separate sheet of paper. answer from the 2. 2.
4. Which materials flow very fast?
parenthesis. Write your answers 3. 3.
on a separate sheet of
paper. 4. 4.
5. 5.
 G. Finding Myrna is very thirsty. She Annie has a new mug. She poured
practical made calamansi juice to quenche water in it and another in a glass.
application of her. thirst. Beside the juice is the
concepts and skills container for the sweet sago. She What are the shapes of the water
in daily living got some using a big spoon all of a in the two containers?
sudden the saucer with sweet sago
fell on the floor, the syrup of the
sago slowly flowed on the floor.
Why?

H. Making Complete the sentences by filling in the missing words in Do liquids occupy space? Can water take up space?
generalizations the blank found in the box. Write your answer on a
and abstractions separate sheet of paper.
about the lesson

Liquid material does not have its own shape. It takes the
___________ of the container. It is a material or matter that ________
freely. When a liquid is poured to another container, it takes the
shape of its new _____________. Water, vinegar and oil are some
examples of _____________. Ketchup is an example of liquid that
flows __________________.
I. Evaluating Directions: List down five liquid materials found Directions: Read the questions Directions: Describe the flow and shape of liquids based Directions: Describe the shape of the liquids
in your kitchen. on the picture and short story below. Supply the missing when poured into another container. Choose
Directions: Read the questions
learning Copy the table below on a separate sheet of paper
carefully. Choose the letter of the words to complete the sentence. Choose your answer
the answer inside the box. carefully. Choose the letter of the
correct answer. from the parenthesis and write it on a separate sheet of
and complete it.
Name of Describe the flow Describe the
paper. correct answer and write it on a
liquid (Slow, Fast, very
fast)
shape separate sheet of paper.
1.
2.
3.
One morning, the Reyes’ family are having
4. their breakfast. Father transferred some juice in a
5. cylindrical glass. Mother took the kettle and poured
some tea in a round cup. While Ben got a bowl of cereal
and poured some milk on it. They enjoyed their
 delicious breakfast together.

J. Additional
activities for
application or
remediation
IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
who earned 80% ___ of Learners who earned 80% above above
in the evaluation above
B.No. of learners ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
who require activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation
additional
activities for
remediation who
scored below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial lessons
work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
No. of learners lesson lesson lesson lesson lesson
who have caught
up with
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
who continue to require remediation require remediation require remediation require remediation remediation
require
remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
 ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks in doing their tasks
doing their tasks
F. What __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
my principal or __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
supervisor can Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
help me solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
innovation or __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
did I use/discover views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as
share with other Instructional Materials Instructional Materials Instructional Materials as Instructional Materials Instructional Materials
teachers? __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition