LP in Science and Health III 2nd Rating

SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
Identify the main parts of a plant
Values:
Love and appreciate plants as one of the natural resources given by God
II. Subject Matter:

Parts of a Plant
A. Science Concept:
The main parts of plants are roots, stems and leaves.
B. Science Processes:
Observing and describing
C. Materials:
Live plants (weeds, grass), drawings
References:
BEC Handbook in Science and Health p. 13 Science and Health for Better Life -Teacher's Manual
pp. 33-34
Science and Health 3 Teacher's Manual pp. 69-70
Science and Health 3 pp. 76-78 -Carmelita Coronet
Manual of Enhancement Activities and Experiments by Jessie A. Villegas pp. 46-47
III. Procedure:
A. Preparatory Activities
1. Ask the pupils about the body parts of animals. Do all animals have the same body parts?
2. Motivation:
Let them sing the song, "MY TOES, MY KNEES"
My toes, my knees
My shoulder, my head
My toes, my knees
My toes, my knees
We clap our hands together.
What other parts of the body were not mentioned in the song?
Do other' living things have the same parts, too?
B. Presentation:
Show a picture: What makes the surroundings beautiful? Describe the plants. What parts of the
plants can you see?
Activities:
A. 1. Look at the drawings of the plants. Their parts are labeled A, B, and C.
B. 1.
2.
3.
4.
Conduct a garden trip.

Recall the standards in having a garden trip.
Observe real plants.
Pull out some plants from the ground. Be careful to pull out only those plants that are not
wanted like, weeds and grass.
Do all of them have roots?
C. 1. Observe some water plants and aerial plants.

Do they also have roots?
Discussion:
1. What parts of the plants can be seer above the ground?
2. Do all plants have stems? Leaves?
3. Where do the leaves grow from?
C. Concept Formation:
What are the three main parts of plants?
D. Application:
Macmac was in the school garden. He pulled one plant, removed the roots, leaves and divided
the stem into two parts. Worst of all, he threw it. Is there love and appreciation for what he did?
Why?
IV. Evaluation:
Draw a plant and label its parts.
V. Assignment:
Find out what parts do the following plants have.
1. Moss
2. Mushroom
3. Algae
Remarks:
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Date: ____________
I.
Objective:
Identify similarities and differences of roots
Values:
Taking care of plants in the surroundings
II. Subject Matter:

Comparing Roots
A. Science Concept:
Roots of different plants vary. They differ in size and texture.
Describing, observing, comparing
C. Materials:
Live plants, pictures
References:
BEC Handbook in Science and Health p. 13 Teacher's Manual Grade III pp. 72-73
Science and Health p. 117
Science and Health 3 Emilio S. Jacinto, Jr. et. al. pp. 75-76
III. Procedure:
1. Ask a pupil to draw a plant on the chalkboard and label each part. Ask the pupils what plants
have stems that cannot be seen easily.
2. Motivation:
Are there trees and plants around? Do you want to know more how they differ with each
other?
B. Presentation:
Show pictures of trees and plants pike mango, narra and acacia trees, rose, cosmos, carrot and
ube. Ask the pupils to describe and compare the different roots.
Activity:
1. Conduct a garden trip.
2. Recall the standards in having a garden trip.
3. Touch the roots of these plants:
gabi
acacia
kangkong
okra
orchid
Discussion:
1. Which roots are soft? Hard?
2. Which are smooth?rough?
3. Which roots are big and small?
How do roots differ?
D. Application:
Ana and Dolly were in the garden. Ana saw a camantigue plant and easily pulled it from the
soil. Dolly also pulled a small gumamela plant. Ana easily crashed the roots of the camantigue
while Dolly had a hard time in crashing the gumamela roots. Why?
IV. Evaluation:
Choose the letter of the correct answer.
1. Which of the following plants have big thick roots?
a. camote and ube
b. narra and acasia
c. gumamela and rose
d. orchids and camantigue
2. Which among these plants have shorter and smaller roots?
a. guava and star apple
b. camote and gabi
c. mayana and zinnia
d. orchid plants
V. Assignment:
Draw three kinds of plants. Show their roots.
Remarks:
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Date: ____________
I.
Objective:
Infer the functions of the roots
Values:
A void being destructive to plants
II. Subject Matter:

Functions of the Roots
A. Science Concept:
The roots hold the plants to the soil; absorb water minerals from the soil.
Observing, describing, comparing
C. Materials:
Two young plants of the same kind planted in similar pots labeled with roots, without roots,
picture of a plant
References:
BEC Handbook in Science and Health p. 14
Science and Health p. 117 - Carmelita C. Coronel
Science and Health for Better Life p. 69
III. Procedure:
1. Ask the pupils if all roots are the same. Let them draw' on the chalkboard the kinds of roots
they have studied.
2. Motivation:
Why can pants stand on soil?
B. Presentation:
Show picture of a tree. Where is it planted? What part of the tree do you think gets water and
nutrients from the soil?
Activity:
1. Get the two young plants that were prepared last week.
2. Describe the plant in the pot labeled: WITH ROOTS.
3. Observe and describe the plants in another pot labeled: WITHOUT ROOTS.
4. Compare the plants.
5. Group 1 draw the plant labeled WITH ROOTS.
6. Group 2 draw the plant labeled WITHOUT ROOTS.
Discussion:
Which plant is growing? Why?
What happened to the plant labeled without roots? Why?
What is the functions of the roots?
D. Application:
Julia panted tamarind seedling but she removed the roots. What do you think will happen to
the pant? Why?
IV. Evaluation:
Write two functions of the roots.
V. Assignment:
Bring plants for your activity tomorrow.
Remarks:
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Date: ____________
I.
Objective:
Identify the functions of the stem
Values:
Take good care of plants
II. Subject Matter:

Functions of the Stem
A. Science Concept:
The stem holds the leaves. It also carries the water from the roots to the leaves. The stem also
brings food from the leaves to the other parts of the pant.
Science processes: Observing, describing
C. Materials:
Mayana plant, pictures
References:
Teacher's Manual for Grade III pp. 39-40 Science and Health p. 121
III. Procedure:
1. Ask the pupils about the parts of a plant.
2. Motivation
Have you seen plants without stem? How do they look?
B. Presentation:
Look at the picture carefully. Describe it. Is there any part missing? Do you want to know
why' ".
Activity:
1. Get the mayana plant.
2. Cut its stem.
3. Press the stem. What comes out?
4. Cut the stem lengthwise. Do you see tiny tubes inside?
5. Read p. 121 of the textbook.
Discussion:
1. What do stems do to plants?
2. Why can stems carry water to the different parts of a plant?
What are the functions of the stems of plants?
D. Application:
The children are playing in the garden. They pulled the stem of the oregano plant. What will
happen to the plant? Why?
IV. Evaluation:
Pick out the letter with the correct answer.
1. Which of the following supported the plant?
a. leaves
c. stems
b. roots
d. flowers
2. What does the stem bring from the leaves to the other Darts of the plant?
a. sunlight
c. food
b. air
d. shade
V. Assignment:
Draw a plant. Use small arrows showing one of the functions of the stem.
Remarks:
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Date: ____________
I.
Objective:
Describe the functions of the leaves
Values:
Curiosity
II. Subject Matter:

The Works of the Parts of Plants
A. Science Concept:
The leaves make food for the plants.
Observing and describing
C. Materials:
Pechay leaf, red ink, grass, water, picture of plant without leaves and another picture of plant with
leaves
References:
Teacher's Manual - Science and Health for Better Life pp. 39-40
III. Procedure:
1. Show pictures of plants. Let the pupils identify the differences and similarities of plant's
stems.
2. Motivation
How do leaves help plants?
B. Presentation:
Can the leaves of plants do something to let it survive? Let's find the answer in the following
activity.
Activity:
1. Get the pechay leaf.
2. Put water in the glass. Add little amount of red ink then stir.
3. Put the stem in the colored water.
4. Observe what happens after one or two hours.
Discussion:
Do you see the colored spots all over the stem and the leaf?
What is in the leaf of plants?
How did the water move up?
Where does the food of the plant go?
What will happen when the plant losses its leaves? Why?
D. Application:
Macmac was on the farm together with his uncle. He saw tomato plants. Macmac went near
the tomato plants then removed all the leaves of one of the plants. What will happen to the plant?
Why?
IV. Evaluation:
Answer with true or false.
_____ 1. Leaves make food for the plants.
_____ 2. Plants without leaves will survive.
_____ 3. Each leaf has food for the plant.
V. Assignment:
Leaf-rub the following in your notebook.
Leaf of:
1. mango
2. guava
3. santol
Remarks:
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Date: ____________
I.
Objective:
Identify similarities and differences of plan sterns
Values:
Protection and practicality
II. Subject Matter:

Comparing Stems
A. Science Concept:
Stems differ in shape, size and texture.
Observing, comparing
C. Materials:
Stems of different plants, flash cards
References:
BEC Handbook in Science and Health p. 14 Teacher's Manual for Grade III p. 50
Science and Health 3 pp. 122-123
Manual of Enhancement Activities and Experiments -Jessie A. Villegas, p. 51
III. Procedure:
1. Ask the pupils what stems can do to plants.
2. Motivation
How many plants are in the room? Do they have the same stems?
B. Presentation:
Ask the pupils what they can see in the picture. Let them describe the plants and take a look
at the different stems. Tell them that in this new lesson, they will observe real trees and pants.
Activity:
3. Observe the stems of different plants.
4. Have the pupils identify the similarities and differences of plant stems.
Discussion:
Which have small stems? Big stems?
Are there stems which are shaped like cylinders?
Which plants have smooth and rough stems?
What are the similarities and differences of plant stems?
D. Application:
Susan brought some red roses for her teacher. The red roses have very long stems. She tried
cutting them with her fingers to shorten the stems. She wasn't able to do it. Why? When she
passed by the school garden she saw that the sun drop plant has many flowers. She asked some to
their school janitor and quickly cut with her fingers. What can you say about the stems of the sun
drop plant?
IV. Evaluation:
Underline the letter of the correct answer.
1. Which plants have hard stems?
a. acasia
c. tomato
b. upo
d. cosmos
2. Which of these plants have soft stems?
a. talinum
c. alugbati
b. ampalaya
d. patani
3. Which plants have thin stem?
a. sweet potato
c. tamarind
b. guava
d. santol
V. Assignment:
Bring to class different plants to be observed in class.
Remarks:
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Date: ____________
I.
Objective:
Classify stems according to size and texture
Values:
Resourcefulness and creativity
II. Subject Matter:

Comparing Stems
A. Science Concept:
Stems can be classified according to their size and texture.
Observing, comparing, classifying
C. Materials:
Stems of different plants
References:
BEC Hanbook in Science and health p. 14
Teacher's Manual for Grade III pp. 50-51 Science and Health p. 124
III. Procedure:
a. Answering the following riddles:
1. Without me there will be no one to hold the leaves of plants. Who am I?
2. I get water and nutrients from the soil. Can you guess who am I?
b. Ask the pupils what they can say about the stems of plants.
Motivation
Do you want to know more about the stems of plants?
B. Presentation:
Look outside the room and look for two stems of two different plants. Describe them. Can
you tell their texture?
Activity:
1. Recall the standards in performing an activity.
2. Place the stems you brought on the table. Observe, compare them.
3. How would you classify the stems?
4. Pick out one stem and draw.
Discussion
What did you do with the different stems of plants?
How are stems classified?
D. Application:
If Stems of plants are hard, what will you use in cutting them?
IV. Evaluation:
Write the names of the following plants in the box where they belo~
Plants with long and hard
Plants with short and soft
tomato
narra
rosal
tamarind
eggplant
bean
celery
okra
peanut
V. Assignment:
Draw ten different stems of plants. Classify them into long, short, hard and soft.
Remarks:
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Date: ____________
I.
Objective:
Compare different leaves
Values:
Care and appreciation, resourcefulness
II. Subject Matter:

Comparing Leaves
A. Science Concept:
Leaves differ in size and shape
C. Materials:
Different leaves
References:
Science and Health - Teacher's Manual for Grade III p. 51;Science and Health pp. 125-127
III. Procedure:
1. Ask the pupils what leaves can do to plants.
2. Motivation
Do you want to know how leaves differ?
B. Presentation:
Look at this leaf, what can you say about it? If there are plenty of leaves around you, what
will you do to find out their similarities and differences?
Activity:
1. Observe the leaves you brought.
2. Compare the leaves carefully.
3. Leaf-rub the leaf you like most in your notebook.
Discussion:
What did you observe?
How are leaves different?
D. Application:
It was raining. Jocelyn forgot to bring her umbrella. Which of the leaves that she brought in
class will serve as an umbrella? Why?
IV. Evaluation:
1. Which leaves are small?
a. guava
c. makahiya
b. macopa
d.San Francisco
2. Which of the following leaves is similar to the shape of a heart?
a. ikmo
c. guava
b. lily
d.oregano
3. Which plant has simple leaves?
a. okra
c. banana
b. eggplant
d. cadena de amor
V. Assignment:
Do another activity about leaves, Activity Card Letter H.
Remarks:
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Date: ____________
I.
Objective:
Compare different leaves according to texture and edges
Values:
Thrift and economy
II. Subject Matter:

Comparing Leaves
A. Science Concept:
Leaves differ in texture and edges
C. Materials:
Different leaves
References:
Science and Health - Teacher's Manual for Grade III p. 51-52; Science and Health p. 126
III. Procedure:
1. Ask the pupils how leaves differ 'c yesterday's activity.
2. Motivation
Show the guava and mayana leaf. What do you notice with these leaves? Do they have
the same texture and edges?
B. Presentation:
Would you like to compare the leaves -presented from yesterday's lesson? How do they
differ?
Activity:
1. Recall the standards in doing an activity.
2. Observe the first set of leaves.
a. pakiling
b. squash
1. Touch a squash leaf.
2. Touch the leaf of pakiling plant.
3. Observe the second set of leaves
a. banana
b. caimito
4. Bring out the third set of leaves. Notice the edges of the gumamela leaf, the ampalaya leaf,
the mango leaf. What differences do you notice?
Discussion:
1. Is the pakiling leaf rough or smooth? Does it have the same texture as the squash leaf?
2. What kind of edges do the gumamela and ampalaya leaf have?
3. Does the mango leaf have smooth edge or a toothed edge?
How do leaves differ?
IV. Evaluation:
1. What kind of texture do the leaves of banana, gabi and ubi plants have?
a. rough
c. hard
b. smooth
d. strong
2. Which of the following is lobed edged?
a. ampalaya
c. mango
b. bean
d. caimito
3. The pakiling and squash leaves are
a. soft
c. rough
b. shiny
d. smooth
V. Assignment:
Draw five leaves that have toothed edge.
Remarks:
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Date: ____________
I.
Objective:
Identify similarities and differences among flowering and non-flowering plants
Values:
Appreciation of nature's wonders through flowers
II. Subject Matter:

Flowering and Non-flowering Plants
A. Science Concept:
Flowering and non-flowering plants have similarities and differences.
Observing, comparing, identifying
C. Materials:
Flowering and non-flowering plants, pictures
References:
Science and Health - Teacher's Manual for Grade III p. 52; Science and Health p. 128
III. Procedure:
1. What are the kinds of leaves? Do they have the same edges?
2. Motivation
What can plants do to l' our surroundings? What part of the plant gives attraction to
people?
B. Presentation:
Show two pictures of plants:
How are they similar? How are they different?
Do both plants bear flowers?
Activity:
3. Find out the similarities and differences among flowering and non-flowering plants.
4. Lists down the flowering and non flowering plants in your notebook.
5. Write your observations.
Discussion:
1. What plants bear flowers?
2. Did you see fern plants in the garden?
3. Do all flowering and non-flowering plants have roots, leaves, and stem? How do they differ
with each other?
What made the flowering and non flowering plants similar?
What made them different?

IV. Evaluation:
Write five similarities and differences among flowering and non-flowering plants.
V. Assignment:
A. Draw three plants bearing flowers and two non-flowering plants. Color them.
B. Bring different plants.
Remarks:
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Date: ____________
I.
Objective:
Classify plants as flowering and non-flowering plants
Values:
Express your admiration to your love ones through flowers
II. Subject Matter:

Flowering and Non-flowering Plants
A. Science Concept:
Some plants bear flowers.
Some plants do not bear flowers.
C. Materials:
Different plants, picture
References:
Science and Health -Teacher's Manual for Grade III p. 52
Science and Health p. 128 by Carmelita C. Coronel
Science and Health p. 99 by C. Coronel, et. al.
III. Procedure:
1. Guessing Game: "WHO AM I"
Let the pupils get one strip of paper in the box, read then answer.
I am a small white fragrant flower and your national flower. Who am I?
2. Motivation
What can flowers do to a certain place?
B. Presentation:
Present the picture of a boy. What's the boy doing with the plants?
Activity:
1. Bring out your plants.
2. Observe and describe them.
3. Read p. 99 of your textbook.
4. Think of ways on how to group your plants.
Discussion:
1. Did you bring the same plants?
2. What did you notice with the fern plant?
3. Do all your plants bear flowers?
4. What did you do with your plants?
How did you classify the plants?

D. Application:
The school aide was told by the Principal to arrange the plants in the mini garden so it will be
pleasing for everybody to see. What must he do with the plants? Why?
IV. Evaluation:
Below are list of flowering and non flowering plants. Write them in the box where they belong.
gumamela
moss
squash
fern
cypress
cogon grass
rose
santan
caimito
Flowering Plants
Non-flowering Plants
V. Assignment:
Make a list of non-flowering plants.
Remarks:
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Date: ____________
I.
Objective:
Identify similarities/differences among flowers
Values:
Protection and admiration
II. Subject Matter:

Comparing Flowers
A. Science Concept:
Flowers are of different colors, petals, smell and size.
C. Materials:
Different flowers
References:
III. Procedure:
1. Ask the pupils to give examples of flowering and non-flowering plants. Ask them how are
they similar and different.
2. Motivation
Song: Sampaguita
Ask the pupils, "What is the song about? What is its color? Does the sampaguita have
small or big petals?
B. Presentation:
What do you call these flowers? Are they the same?
Activity:
a. Observe your flowers.
b. Find the similarities and differences.
c. Record your observations in this table:
Flower
No. of Petals
Size
Color
gumamela
5
big
Discussion:
1. What are the colors of the flowers?
2. How many petals do they have?
3. What are their shapes? Size? The smell?
4. Which flowers have many petals?
red
Smell
No smell
How are flowers alike? How are they different?
D. Application:
Marivic always bring orchid flowers for her teacher. Why?
IV. Evaluation:
Write the letter of the correct answer.
1. Which of these flowers is fragrant?
a. sampaguita
c. cosmos
b. santan
d. gumamela
2. Which of these flowers have the same color and fragrance?
a. lily and orchid
c. gumamela and santan
b. sampaguita and campupot
d. calachuchi and chichirica
3. Which of these flowers have small petals?
a. sampaguita
c. yellow bell
b. champaca
d. campupot
V. Assignment:
Make an album of flowers.
Remarks:
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Date: ____________
I.
Objective:
Classify flowers according to color, petals and size
Values:
Admiration and care
II. Subject Matter:

Classifying flowers
A. Science Concept:
Flowers can be classified according to colors, petals and size.
C. Materials:
Different flowers
References:
III. Procedure:
1. Ask the pupils how do roses and zinnia smell.
2. Motivation:
What are flowers for?
B. Presentation:
Do you want to classify flowers according to their characteristics?
Activity:
2. Observe the flowers you brought.
3. Think of ways you can group them.
4. Record your observations in the boxes.
Flowers
Red Orange Yellow Violet Blue White Pink
Discussion:
1. Which flowers have petals of different colors?
2. Which flowers have big and small petals?
3. Which flowers are big and small?
How did you classify the flowers?
D. Application:
Mr. Reyes has a flower shop. He told his flower arranger to arrange the flowers by color and
place them in baskets. Why?
IV. Evaluation:
Group the following flowers in the column provided for.
rose
zinnia
orchid
camia
bougainvilla
sampaguita
lily
gumamela
sundrop
Flower
Color
Petals
Size
V. Assignment:
Continue collecting flowers. Press them and make an album of your collection.
Remarks:
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Date: ____________
I.
Objective:
Identify the uses of plants
Values:
Thrift and economy
II. Subject Matter:

Uses of Plants
A. Science Concept:
Plants are sources of food.
Plants are sources of building and clothing materials.
Plants are sources of medicine.
Plants are used for decorations.
Plants give off oxygen needed by human beings and animals.
Plants help conserve soil.
C. Materials:
Pictures, real objects made from plants
References:
Science and Health - Teacher's Manual for Grade III pp. 54-55
Science and Health pp. 135-139
III. Procedure:
1. Ask the pupils how flowers differ.
2. Motivation:
Are plants useful to man?
B. Presentation:
Show a picture of a house. What is it made of?
Do you want to know more of the uses of plants?
Activity:
1. What are the parts of a plant?
Ask the pupils what parts they eat.
2. Ask if they know other uses of plants.
3. Let them read pp. 135-138. Discuss the different ways human beings make use of plants.
Discussion:
What do plants give us?
What are the uses of plants?
D. Application:
Antonio has a wound. He asked his mother to buy hydrogen peroxide to be used in washing
his wound but mother has no money. What plant's leaves can he boil to wash his wound?
IV. Evaluation:
Pick out and write the letter of the correct answer.
1. Which of these plants' parts are used to cure tinea flava?
a. ampalaya leaves
c. banaba leaves
b. guava leaves
d. patani leaves
2. What provides us with lumber?
a. leaves of trees
c. flowers of trees
b. trunk of trees
d. fruit of trees
3. Which of these plants' parts are used in building houses?
a. trunks
c. leaves
b, roots
d. flowers
V. Assignment:
Write two more uses of plants.
Remarks:
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Date: ____________
I.
Objective:
States that plant parts have many uses
Values:
Creativeness, resourcefulness and conservation
II. Subject Matter:

Uses of Plant Parts
A. Science Concept:
Plants have many uses. They may be used as food, lumber and medicine.
Observing, describing, classifying
C. Materials:
Examples of food that comes from plants such as vegetables, flowers, roots and fruits; examples
of things that come from plants such as paper, silk, rubber and broom
References:
Science and Health for Better Life - Teacher's Manual pp. 47-48
III. Procedure:
1. Ask the pupils what do plants give us.
2. Motivation:
What did you eat before coming to school? Which of the food you ate came from plants?
B. Presentation:
Show to the pupils the materials on the table like paper, silk and broom. Ask them if they
know where these things came from.
Activity:
1. Observe the following fruits on the tray.
2. Flower of plants: caturay, squash
3. Leaves of plants: pechay, camote, malunggay, ampalaya and alugbati.
4. Roots of plants: gabi, camote, carrot, potato, turnip, cassava and ubi. Describe them carefully.
Discussion:
What parts of the plant did you observe?
Of what use are these plant's parts?
What can you say about parts of plants?
D. Application:
Mang Berto is constructing a fence around their house. What plant's part is best to cook for
his snacks? Why?
IV. Evaluation:
Draw a coconut tree. Label the parts that are used for food, for broom, for shell bank and wall
decor.
V. Assignment:
Write five examples of plants. Write the parts that are used for food.
Remarks:
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Date: ____________
I.
Objective:
Observe how plants grow
Values:
Awareness of the importance of nurturing living things for proper growth
II. Subject Matter:

Propagating Plants
A. Science Concept:
Most plants grow from seeds with proper conditions. They develop into seedlings until they
become mature plants.
Roots will first come out and stem will be developed, soon leaves will break out into the
stem.
Observing, describing, identifying
C. Materials:
Previously germinated plant
References:
Science and Health Textbook - Carmelita Coronel p. 102
Lesson Plans in Science and Health for Grade 3
Manual of Enhancement Activities and Experiments -Jessie A. Villegas p. 57 BEC 5.1
III. Procedure:
1. Plants are very useful. Give uses of plants.
2. Motivation:
Have you ever planted or seen someone do it?
What did you do?
Have you observed what you planted?
B. Presentation:
Let's find out in our activity if your observations were right.
Activity:
Group pupils into 5 and give one sample each of previously germinated plant.
Group I - Observe how the seed was planted.
What were the things done in planting the seed?
Draw your observations.
Group 2 - Observe what happen to the seed after a day.
Carefully pull out one seed. What did you see?
Group 3 - What is coming out of the seed? Can you see stem extending cut of the seed?
Group 4 - Are there leaves coming out

Group 5 - Can you see roots, stem and leaves?
Let one representative from each group report or show through drawings their observations.
1. What are the things needed by a seed to grow into a new plant?
2. What happened to the seed as it grows?
D. Application:
Plants are living things that have basic needs. Can you identify the needs of a plant in order to
live and grow?
IV. Evaluation:
Pick out the letter of the correct answer:
1. Most plants grow from
a. leaves
c. seeds
b. stems
d. roots
2. The first thing to sprout or come out from the seed is the
a. root
c. leaves
b. stem
d. flower
3. The seed is lifted from where it is planted by what part?
a. roots
c. leaves
b. stems
d. flowers
V. Assignment:
In a short bond paper, draw how a plant grows.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Identify ways of propagating plants
Values:
Planting is great fun. You can earn a living, beautify a place and save mother earth
II. Subject Matter:

Propagating Plants
A. Science Concept:
Stem cuttings, leaves, roots and bulbs are used in propagating plants aside from seeds.
Observing, identifying, inferring
C. Materials:
Parts of real plant that can be used for propagation and parts previously propagated
References:
Science and Health T.M. Grade 3 - Carmelita Coronel p. 48
Science and Health Txt Grade 3 - Carmelita Coronel p. 103-104
Lesson Plans in Science and Health Grade 3 Manual of Enhancement Activities and
Experiments - Jessie A. Villegas p. 58 BEC 5.2
III. Procedure:
1. Review how plants grow, and ask:
Other than seeds, what other parts of a plant can grow into new plants? Let pupils give
their guesses.
2. Motivation:
Show material such as gumamela stem, kataka-taka plant, onion bulb and camote root.
Ask them to identify.
Can these be used to grow a new plant?
B. Presentation:
Let pupils give their answers and say: We'll find out in our activity.
Activity:
Give one sample of previously propagated plant to each group for them to observe.
Grp. 1 - Observe the stem previously placed in water for a week or two.
Are there roots growing from the stem?
Are there new leaves growing from the stem?
What part of the plant was used in propagation?
Grp. 2 - Observe kataka-taka plant
What do you see on the big leaves of the plant?
What part of the plant can be used in propagation?
Grp. 3 - Observe the camote root previously dip on one end in a glass of water.
Do root and new leaves grow from the camote root?
What part of the plant was propagated?

Grp. 4 - Observe the onion bulb previously dip on one end in a glass of water.
Do root and new leaves grow from the onion bulb?
What part of the plant was used in propagation?
Can stems, leaves, roots and bulbs be used to grow a new plant?
D. Generalization
What are the ways of propagating plants aside from seeds?
E. Application:
If someone gave you 3 stems of roses with beautiful flowers and you want to have a plant of
its kind, what are you going to do with it?
IV. Evaluation:
Write the letter of the best answer.
1. Which plant propagates itself through leaves?
a. kataka-taka
c. gumamela
b. fern
d. tomato
2. Which plant can be propagated through bulb?
a. eggplant
c. onion
b. tomato
d. potato
3. Which plant can be propagated through stem?
a. bean
c. rise
b. rose
d. onion
V. Assignment:
Name three plants that can be propagated through stems, roots, bulbs and seeds.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Describe the different ways of propagating plants
Values:
Being resourceful
II. Subject Matter:

Propagating Plants
A. Science Concept:
Seeds most plants grow from seeds, roots and stems first sprout from seed then leaves start
to grow from stem until it will continue growing to become a young plant.
Stem stem from mature plant is cut and planted on soil or can be place in water until they
grow roots and then planted in soil where they continue to grow.
Leaves roots will grow along the leaf edge then tiny young leaves will also appear. This
leaf will grow into a new plant.
Roots some plants grow from roots. They are roots like underground stem that can grow
into a new plant.
Bulbs it is a cluster of thick scale like leaves that grow underground.
Observing, describing, classifying
C. Materials:
Parts of real plants previously propagated
References:
Science and Health Txt Gr. 3 Carmelita Coronel pp. 103-105
Lesson Plans in Science and Health Gr. 3 Manual of Enhancement Activities and Experiments Jessie A. Villegas p. 58
BEC 5.3
III. Procedure:
1. Give examples of plants that grow from seeds, leaves, stem-cuttings, roots and bulbs.
2. Motivation:
How do such parts of these plants grow into new plants?
B. Presentation:
Get pupils' inferences.
We will find out what will happen to the part as it grows into a new plant.
Activity:
Present different ways of previously propagated plants (properly labeled)
Ask pupils/group to observe and describe each propagation with the following guide
questions:
A. Seeds
B.
C.
D.
E.
What was planted in the soil?

Do most plant grow from seeds? Draw the new plant and label its parts.
Stem
Is the "stem-cuttings" from a young or mature plant?
_
Where was it placed?
When planted in soil, can it grow into a new plant?
Leaves
What are found at the edges of the big leaves?
When planted in soil, can this grow into a new plant?
Roots
What can you see at the surface of the potato?
What came out of the small holes or eye of the potato?
When planted in soil can this grow into a new plant?
Bulb
Does the bulb looks like a leaf bud?
What came out of the bulb?
When planted in soil, can this grow into a new plant?
How stems, leaves, roots and bulbs are growing into new plant?
D. Generalization:
Describe the different ways of propagating plants.
E. Application
You wanted your garden planted with red roses but you can only afford to buy a pot. What
will you do to produce more rose plant?
IV. Evaluation:
Match column A with B.
A
1. Cut form a mature plant
2. The first thing to sprout is the root and stem
3. Roots grow along the eye
B
a. seeds
b. stems
c. bulb
V. Assignment:
Bring stem of a bougainvilla plant for us to propagate in our garden
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Demonstrate how to care for plants
Values:
Care and concern for plants
II. Subject Matter:

Caring for Plants
A. Science Concept:
Plants will grow healthy if you take care of them.
Observing, describing, and generalizing
C. Materials:
Pictures of healthy plants
References:
2002 BEC Handbook in Science and Health p. 13
Science and Health - C. Coronel p. 140
III. Procedure:
1. Ask the pupils on how plants can be propagated. What should people do to have healthy and
fruitful plants?
2. Motivation
Call one pupil in front of the class; ask him, how did your parents care for you especially
when you were younger?
B. Presentation:
Show pictures of a plant being taken cared of by a farmer. Ask what is he doing on his plants?
Activity
With a plant; study it carefully in your group. Do you think that the plant specimen was well
taken cared of? Why?
Discussion:
1. How do people take care of plants? What are the basic needs of plants to grow healthy?
2. What will happen to plants if they will not taken cared of?
How will you take care of your plants to grow big and healthy?
D. Application:
Mang Tony's vegetable garden has many weeds or unwanted plants that grow around the
main plants. Is he taking good care of his plants?
IV. Evaluation:
List five ways that you can do to show that you care for plants.
V. Assignment:
Examine a plant in your garden. List down tiny animals/insects and weeds that you notice around
the plants. Make a drawing of each and color them.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Describe ways of conserving plants
Values:
Appreciation of the concept of thriftiness
II. Subject Matter:

Conserving Plants
A. Science Concept:
There are ways of conserving plants.
Observing, describing
C. Materials:
Pictures of healthy plants
References:
Teacher's Manual in Science - pp. 140-141 Science and Health - C. Coronel p. 107
III. Procedure:
1. Ask the pupils about us uses of plants especially to human beings and animals
2. Motivation
Plants are useful to human beings and animals. What should you do to show you must
conserve them?
B. Presentation:
Trees and other wild plants grow in the forests. Forests trees provide the lumber that we use.
What other uses do forest trees provide?
Activity:
Study the picture on page 141 of textbook. Tell what the lumbermen are doing.
Discussion:
1. How do people conserve plants?
2. What will happen to our forest is young trees were not allowed to grow and mature?
1. Forest denudation will likely happen if we do not practice correct measures in logging.
2. Plants help balance our environmental condition.
Conservation is necessary to maintain their existence.
D. Application:
Lumbermen that cut trees do not follow correct measures of logging in the forest. They don't
allow trees to grow and mature very well before cutting them. And some don't even provide
replacement to young plants they'd cut. Are they conserving the trees in the forest? Why?
IV. Evaluation:
Give four ways necessary to conserve forest plants.
V. Assignment:
Cut some pictures and news items depicting conservation of plants.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Practice precautionary measures in handling plants
Values:
Carefulness
II. Subject Matter:

Safety Measures in Handling Plants
A. Science Concept:
To prevent injury, one should practice safety measures in handling plants such as using
scissors to cut stem, washing hands after handling plants, etc.
C. Materials:
Pictures of plants showing how they are safely handled
References:
2002 BEC Handbook in Science & Health p. 16
Science and Health - C. Coronel p. 108
Science and Health by E. Jacinto, Jr. and Shiela Vicenta D. Tagbo pp. 118-119
III. Procedure:
1. You see some very attractive and fragrant flowers. Ask the pupils how they should smell them
without being harmed.
2. Motivation
Show a picture of a boy attending to a plant with gloves and scissors.
What can you say about the picture?
Why does the boy wear gloves?
What are they for?
Are these materials of help to handle plants with thorns without hurting one's hands?
B. Presentation:
Ask the pupils whether they do the same in handling plants with thorny stems.
Activity:
1. Observe some plants. Focus pupil's attention on structures of plants that can harm such as
thorns, tiny pollen grains, etc.
2. Show pictures illustrating how to properly handle plants.
Discussion:
1. Why is there a need to use gloves when handling thorny stems of plants?
2. Why do you need scissors to cut the stems of plants?
What will you do so that you can handle plants with thorny stems?
D. Application:
Mother is in the flower garden. She removes worms on the leaves of the rose plant. She pulls
the weeds that grow around the plant. She cuts the dried stems of the plant with her bare hands.
Do you think she is handling the plants properly?
IV. Evaluation:
Pick out the letter of the correct answer.
1. What should you do after handling plants?
a. Clap your hands
b. Wash your hands thoroughly
c. Wear gloves and use scissors
d. Shake your hands
2. Which of the following tools are you going to use to cut the thorny stem of plants?
a. blade
b. scissors
c. saw
d. bolo
3. Why should you not put the flowers too close to your nose?
a. There maybe tiny insects in the flowers.
b. They may hurt your nose.
c. There maybe thorns in the flowers.
d. There maybe hairs in the flower.
V. Assignment:
Enumerate at least five safety measures in handling plants.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Demonstrate how to treat for allergies/skin irritation caused by plants.
Values:
Health consciousness
II. Subject Matter:

Lesson 8: First Aid
A. Science Concept:
Some plants can cause allergies and skin irritation.
Observing, inferring
C. Materials:
Pictures of plants that caused allergies and skin irritation
References:
Teacher's Manual; Science & Health by Carmelita C. Coronel;
Norma M. Abracia pp. 108; Science & Health by C. C. Coronel p. 142
III. Procedure:
1. Ask the pupils whether flowers are attracting them due to its color and fragrance.
2. Motivation:
Some people develop allergy when they handle plants.
B. Presentation:
Ask the pupils whether they exhibit the same symptoms upon handling flowers.
Activity
1. Observe some plants. Pay attention on the tiny pollen grains.
2. Observe pictures illustrating how to properly smell flowers. Discuss the following:
a. Why you must not put flowers too close to your nose?
b. Why some persons develop allergy when they come in contact with tiny pollen grains?
Discussion:
How do you lessen some itching and irritation when you touch some plants?
Some people carelessly handle some plants until they notice some redness on their skin. Why
do you think those irritations happened?
D. Application:
Luisa picks a very attractive sunflower. She smells it too close to her nose. Eventually she
sneezes and develops cold. What do you think is the cause of sudden sickly feelings of Luisa? Is
it safe to smell flowers too close to your nose?
IV. Evaluation:
List three safety measures in preventing allergies on plants.
V. Assignment:
Use the following vocabulary words in sentences.
a. irritation
b. allergies
c. itching
d. reddening
e. flowers
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Identify matter/object around
Values:
Curiosity and Care
II. Subject Matter:

Chapter 6: Matter
A. Science Concept:
Everything around us is matter.
C. Materials:
Objects in the room, objects inside the school bag
References:
BEC Handbook in Science & Health p. 17;
Science & Health 3 Emilio S. Jacinto Jr., et al pp. 106-107; Science & Health p. 45
III. Procedure:
1. Ask the pupils abut the uses of plants.
2. Motivation:
What things can you see around us
B. Presentation:
What am I holding? Does it have color? Is it big? Are you ready to have another activity
today?
Activity
1. a. Get one object from your bag.
b. Draw the object in your notebook.
c. Describe its color and shape.
2. a. Look at the objects in the room? What are they? Can you find these at home?
Describe them.
b. How about the objects on the table? Look at the trees, why are the leaves moving?
c. Describe each.
Discussion:
1. What is the shape of the object you have drawn? Can you hold the object?
2. Do objects on the table have shape, color and size?
3. Do they differ with each other?
What do you call the different objects around us? What is matter?
D. Application:
Jose has many toys. They have different sizes and colors. Can he play with his toys? Why?
IV. Evaluation:
Write the name of the following objects.
V. Assignment:
Draw five objects. Color them.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Demonstrates that objects have weight using a balance.
Values:
Cooperation and Self-discipline
II. Subject Matter:

Chapter 6: Matter
A. Science Concept:
Objects differ in weight.
C. Materials:
Real objects, equal arm beam balance
References:
BEC Handbook in Science & Health p. 17
Teacher's Manual: Science & Health for Better Life pp. 56-57; Science & Health p. 98;
Manual of Enhancement Activities & Experiments-Jessie Villegas p. 64
III. Procedure:
1. Ask the pupils what a matter is.
2. Motivation:
How many boxes are there? Describe each. Are they of the same kind?
B. Presentation:
Look at this object. (Equal arm beam balance) where can we use it? Lets have an activity
using this balance in finding the weight of objects.
Activity
1. Place an equal arm beam balance on the table and balance its beam by moving the rider
(bulldog clip) to the left or to the right.
2. Place one object on one weighing pan and another object on the other weighing pan?
Discussion:
1. What happens to the beam?
2. Which object is heavier?
3. Which object has more weight?
What can you say about objects?
D. Application:
Marissa was told by her teacher to carry the books and some objects for her. She thought of
weighing them in an equal arm beam balance before carrying. The objects on the left of the
weighing pan went down. What does this show? Why?
IV. Evaluation:
Weigh the following objects using the equal beam balance. Record their weight on table below.
1. two books
three notebooks
2. four stones
ten marbles
3. fifteen flowers
fifteen small leaves
Objects
Heavy
Heavier
Ex. 6 nails
6 nails
2 hammer
2 hammer
V. Assignment:
Weigh and record 6 objects in your home.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Demonstrate that matter/objects occupy space
Values:
Carefulness and Neatness
II. Subject Matter:

Chapter 6: Matter
Lesson 1.3: Property of Matter
A. Science Concept:
Matter/objects occupy space.
C. Materials:
Objects in the room
References:
BEC Handbook in Science p. 17
Science and Health for Better Life p. 97; Science and Health p. 150
III. Procedure:
1. Ask the pupil who is heavier a big box with things inside or a small box with two books.
2. Motivation:
Look at the flower.
What color does it have?
What are in the flower vase?
What occupies the space in the flower vase?
B. Presentation:
Here is a cup. I will fill it with marbles. Can I still place some pebbles? Let's find out in the
following activity:
Activity
1. Group yourselves into three groups.
3. Group A - Get the Popsicle sticks. Place them in the box. Observe and describe the objects in
the box.
4. Group B - Get a one chair. Let one of your members sit down. Observe. Call another
classmate. Let him sit down on the chair occupied by your group mate? What happens?
5. Group C - Get a pencil case. Put as many pencils as you can in the case. Put stones. What
happens?
Discussion:
1. What are in the box of Group A? What occupies the space in the box?
2. Lito was on the chair. What happened to the other group mate who sits on the same chair?
Why?
3. What occupies the space in the pencil case? Is there still space for the stones in the pencil
case? Why?
What can matter/objects occupy?
D. Application:
It is recess time. The table in the school canteen is occupied by the children eating their
snacks. There is no more vacant space. Can Theresa and Ana join the children in eating their
snacks? Why?
IV. Evaluation:
What occupies the space in each container?
V. Assignment:
Draw a school bag. Show what occupies the space inside.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Describe the different characteristics of solid.
Values:
Patience, Appreciation
II. Subject Matter:

Chapter 6: Matter
Lesson 2.1: Characteristics of Solid
A. Science Concept:
Solids have definite shape, they occupy space and they have weight/mass.
C. Materials:
Real objects
References:
BEC Handbook in Science and Health p. 17;
Science and Health for Better Life - Teacher's Manual pp. 56-57;
Science and Health for Better Life p. 96; Science and Health p. 150
III. Procedure:
1. Ask the children about the three states of matter.
2. Motivation:
What am I holding? Does it have shape? Color? Is it light or heavy?
B. Presentation:
What do the objects on the table have? Find out in your activity?
Activity
2. Observe the objects on the table.
3. Pick out one and describe. Tell if it is heavy or light.
4. Draw one solid you like most.
5. Record your observations in the chart like this:
Solid
Color
Shape
Mass
Can occupy space
Heavy
Light
Yes
No
What are the characteristics of solids?
D. Application:
Aurora has a new school bag. She can't carry it alone. Why?
IV. Evaluation:
1. What is the shape of an egg?
a. triangle
c.
b. oval
d.
2. Which flower is white?
a. camia
c.
b. gumamela
d.
3. Mang Lito's baggage are placed in a
baggage. Why?
a. they are light
c.
b. they are heavy
d.
square
cylinder
ilang-ilang
fire tree
pushcart. His son is pushing it, instead of carrying the
they are flowing
they cannot hold them
V. Assignment:
Make a list of solids in your notebook.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Describe solid according to harness
Values:
Cooperation
II. Subject Matter:

Chapter 6: Matter
Lesson 2.1.3: Properties of solid materials
A. Science Concept:
Solids have different degrees of hardness.
Hard solids do not break easily.
C. Materials:
A small rock, nail, wood, hammer, rubber ball, file
References:
ELC p. 20; Teachers' Manual for Grade III pp. 6162; Science and Health pp. 152-153
Manual of Enhancement Activities and Experiments: Jessie A. Villegas p. 71
Lesson Plan pp. 119-120
III. Procedure:
1. What can you do with solids?
2. Motivation:
Show a block, ask the pupils to describe its size, shape, color and texture.
What properties of the block can you observe?
B. Presentation:
Do you want to use other materials in testing the hardness of solids?
Activity:
2. Divide yourselves into two groups.
3. Group One pound the rock, nail and wood with a hammer and what happens.
4. Ask Group Two to scratch the rock, nail and wood with a file and observe what happens.
Discussion:
1. Were you able to break the rock, nail, and wood easily? What does this show?
2. Did you easily scratch the objects with a file? What does this show?
3. What other objects do not break easily?
What are the properties of solids that cannot be easily scratch or pounded?
D. Application:
Marites has a boil. She picked some gumamela buds to cure her boil. She pounded them
easily. Why?
IV. Evaluation:
Encircle the names of solids that are much harder than the rest.
1. chopping board
2. cheese
3. pentel pen
4. bolo
5. rubber sleeper
V. Assignment:
Make a list of objects that are made of hard materials.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Describe solids according to brittleness
Values:
Carefulness in handling delicate materials/solids
II. Subject Matter:

Chapter 6: Matter
Lesson 2.1.4: Properties of Solid Materials
A. Science Concept:
Solids that easily break are brittle.
Observing, testing, comparing
C. Materials:
Broken glass, old cup, soda cracker
References:
BEC Handbook in Science and Health p. 17; Teachers' Manual for Grade III pp. 61-62
Science and Health p. 153; Lesson Plan p. 121
III. Procedure:
1. Ask the pupils if hard solids break easily? Why?
2. Motivation:
Have you experienced breaking a plate unintentionally?
B. Presentation:
What can you say about this soda cracker?
Activity
1. Show the piece of broken glass and old cup. What will happen if these will be dropped on the
floor?
2. Call two pupils and ask them to drop the piece of glass and old cup and observe what
happens.
Discussion:
Why did the objects break?
What kind of materials are they made of?
Why do some solids easily break?
D. Application:
Krisshie Jane has a "biscocho bread". She shared it to her brother, Sheen for his merienda. He
could easily break the biscocho into pieces. Why?
IV. Evaluation:
Which of the following solid materials are brittle? Write only the letter of the correct answer.
_____ 1. a. kutsinta
c. banana
b. peanut brittle
d. cassava
_____ 2. a. plate
c. fork
b. can
d. spoon
_____ 3. a. rubber pot
c. clay pot
b. plastic glass
d. concrete nail
V. Assignment:
Draw five solids that can easily break because of brittleness.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Describe solid according to malleability
Values:
Treasure the things that have value
II. Subject Matter:

Chapter 6: Matter
Lesson : Properties of Solid Materials
A. Science Concept:
Solids that are pounded flat and then shaped are malleable.
Serving, comparing
C. Materials:
Real horse shoe, picture of a blacksmith
References:
BEC Handbook in Science and Health p. 17; ELC p. 20
Teachers' Manual for Grade III pp. 61-62; Science and Health p. 154, Lesson Plan p. 122
III. Procedure:
1. Have the pupils choose and pick out the objects from the imaginary mart made of brittle
materials. Let them name the objects.
2. Motivation:
Who made your earrings?
B. Presentation:
Look at the picture of a blacksmith. What is he doing?
Activity:
1. Ask one girl to come up front. Let the pupils identify and describe the jewelry she is wearing.
Ask the pupils about the design and shapes of the jewelries the pupil wears.
2. Let the pupils look at the earrings, necklaces, rings or bangles worn by their classmates.
Discussion:
1. What materials are the rings made of? The bangles? The necklaces?
2. Why are they shaped differently? Can you make gold glow hot? Who can do that? These
jewelries are hammered and shaped into beautiful designs. Can all materials be flattened,
hammered and shaped?
3. What other materials are hammered and shaped? (Define "malleable" operationally)
What do you call the property of solids that can be pounded flat and then shaped?
D. Application:
In making a horse shoe what kind of material does the blacksmith need? Why?
IV. Evaluation:
Which of the following objects are made of malleable materials? Encircle them.
beaded necklace
wall clock
white gold bangle
silver bracelet
plastic ankle bracelet
dollar coins
dollar bills
pair of earrings
V. Assignment:
Write five objects that contain malleable materials.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Describe solids according to strength
Values:
Appreciate structures made of strong materials
II. Subject Matter:

Chapter 6: Matter
Lesson: Properties of Solid Materials
A. Science Concept:
Sold materials differ in strength.
Observing, describing, comparing
C. Materials:
Pictures of buildings, bridges, roads, real small nipa hut
References:
ELC p. 20, Teachers' Manual for Grade III pp. 61-62; Science and Health p. 118
(Carmelita C. Coronel, Norma M. abracia, Ed. D.) Lesson Plan p. 23
III. Procedure:
1. Ask the pupils to get strips of cartolina from the basket, read then answer the question,
"Who Am I?" I can be flattened and shaped, Who Am I?
2. Motivation:
What is your house made of?
Can it be easily blown by a strong typhoon?
B. Presentation:
Look at the mini Nipa hut. Will it remain like this forever? Why?
Activity
a. Show a picture of a bridge. Have the pupils infer why the bridge remains intact although it is
being used by the different vehicles by passing.
b. Show the picture of a Mall. Have the pupils inferred why so many shoppers have come in and
go out of the Mall but it remains there erected.
Discussion:
What kind of materials were used in constructing the bridge? The Mall?
What will happen if the materials they used are not strong?
Why do the bridge and the Mall remain usable and durable?
What properties have the materials that are used to build bridges and buildings?
D. Application:
The University of Sto. Tomas in Manila is the oldest university in the Philippines yet it is still
there being used by thousands of students in the entire Philippines. Why?
IV. Evaluation:
Which of the following materials possess strength?
concrete fence
hanging bridge
plastic table
bench
steel thrust of the hall
V. Assignment:
Bring to class pictures of schools, houses, buildings that are made of strong materials.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Show evidences that liquids have the ability to flow
Values:
Awareness and self confidence
II. Subject Matter:

Chapter 6 - Matter
Lesson 2.2.1: Property of Liquids
A. Science Concept/Idea:
Liquids flow. Some liquids do not flow fast.
Observing, Describing
C. Materials:
Water, syrup spoons, small basins
References:
BEC Handbook in Science and Health p. 17; Teachers' Manual for Grade III p. 62;
III. Procedure:
1. Ask the pupils about the other form of matter. Let them give examples of liquid.
2. Motivation:
When you have a cough what medicine does your mother give you. It is a tablet or
syrup?
B. Presentation:
Have you tried pouring soft drinks and spilled in your glass? What did you notice on the
floor? Why?
Activity:
2. Leaders of the four groups get their materials and Activity cards. Leaders read the directions
in the Activity Cards, group mates perform the activity.
a. Fill one tablespoon with water and the other with syrup.
b. Hold one spoon in your right hand and the other in the left hand.
c. Tip both spoons at the same time. See what happens.
Discussion:
What can liquids do? Do liquids flow at the same time?
C. Concept Formation
How does water flow? Does the syrup flow fast like the water? Why?
D. Application:
Myrna is very thirsty. She made calamansi juice to quenche her. thirst. Beside the juice is the
container for the sweet sago. She got some using a big spoon all of a sudden the saucer with
sweet sago fell on the floor, the syrup of the sago slowly flowed on the floor. Why?
IV. Evaluation:
Write five examples for each of the following.
Liquids that flow fast
Liquids that flow slowly
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
V. Assignment:
Make flash cards of different liquids.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
SCIENCE AND HEALTH 3

Date: ____________
I.
Objective:
Show evidences that liquids take the shape of their containers
Values:
Economy
II. Subject Matter:

Chapter 6 - Matter
Liquids have no definite shape. They take the shape of the containers.
C. Materials:
Water, coke, milo, orange juice, different containers
References:
BEC Handbook in Science and Health p. 17; Teachers Manual for Grade III p. 62;
III. Procedure:
1. Ask the pupils how water and syrup differ.
2. Motivation:
Are you drinking juices? What do you notice when your pour it in a container?
B. Presentation:
What materials are on the table?
Will the liquids follow the shapes of the containers. Find out in the next activity.
2. Group yourselves into four. Choose your leader.
3. Leaders get the materials.
4. Follow the directions in the activity card.
a. Describe your containers.
b. Pour the liquids in your group's container.
c. Observe what happens.
Discussion:
What happened to the water, coke, orange juice and milo when you poured them in your
containers?
C. Concept Formation
What does the activity show about liquids?
D. Application:
Annie has a new mug. She poured water in it and another in a glass. What are the shapes of
the water in the two containers?
IV. Evaluation:
Draw five containers half-filled with strawberry juice/Color the shape of the juice in each
container.
V. Assignment:
Find out three different containers. Pour any liquid in each then draw the shape of the liquids. Use
your notebook in doing your assignment.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Show evidences that liquids occupy space
Values:
Patience the habit of drinking liquids needed by the body.
II. Subject Matter:

Chapter 6 - Matter
Liquids have the ability to occupy space.
C. Materials:
Pitcher with water, stones, rugs
References:
BEC Handbook in Science and Health p. 17; Teachers' Manual for Grade III p. 62;
Science and Health for Better Life p. 100
III. Procedure:
1. When can liquids have shape? What is the shape of the liquid in an oval container?
2. Motivation:
Look at the jar on my table what is inside it? What occupies the space in the jar?
B. Presentation:
Let us find out if liquids can take up space.
Activity: A
1. Get your materials.
2. Fill a glass with water.
3. Put some more water in the glass.
4. Observe what happens while adding some more water in the glass.
Discussion:
What happened to the water as you add more and more in the glass? Why?
Do liquids occupy space? Can water take up space?
D. Application:
There are three glasses on the table. The blue glass is filled with Coca-Cola. The Yellow glass
is filled with Sprite. The orange glass is filled with tomato juice. What occupies the space in the
glasses?
IV. Evaluation:
Draw five containers showing that liquid occupy space.
V. Assignment:
Cut out pictures of containers with liquids occupying the space in them.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
State that gases take the shape of containers, occupy space and have mass
Values:
Cleanliness
II. Subject Matter:

Chapter 6 - Matter
Lesson 2.3.1: Properties of Air
1. Gas has mass/weight and occupies space.
2. Gas takes the shapes of their containers.
Observing, describing, comparing, inferring
C. Materials:
2 baloons, strings, bottle
References:
BEC Handbook in Science p. 17; Teachers' Manual for Grade III p. 63; Teachers' Manual for
Grade III E. S. Jacinto, et al pp. 104-105; Science and Health - E.5. Jacinto, et al p. 114
III. Procedure:
1. Besides solids and liquids what else is the state of matter?
2. Motivation:
Can we see air? What can we do with air?
B. Presentation:
Show an empty box. What is inside the box? Is there something occupying the space in the
box?
Activity:
A
1. Get your balloons. (not inflated)
2. Describe its shapes and size.
3. Puff air into the balloon and tie it with a string. Label it balloon A.
B. 1. Get your two bottles. Label A and B. Observe. Describe its shape and size then compare.
Discussion:
What happened to balloons A and Bas you puffed air inside them? What occupies the space
in the balloons? Did the air follow the shapes of the balloons? Which of the two balloons has
more mass? Why?
What can you say about air?
D. Application:
The balloon seller is selling different shapes and sizes of balloons. Ana had chosen a red big
balloon? Why?
IV. Evaluation:
Show the mass of the following balloons by means of drawings:
1. small balloon
2. medium balloon
3. large balloon
4. mother balloon
V. Assignment:
Bring five different containers in class. Discuss about their shapes, colors and compare the mass
of the containers.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Show that air can be squeezed and compressed
Values:
Air is needed by our bodies, let us not pollute Air.
II. Subject Matter:

Chapter 6 - Matter
Gases are colorless and tasteless.
C. Materials:
Electric fan, baloons, plants and trees
References:
BEC in Science and Health p. 17
Science and Health - Emilio Jacinto, Jr. et. al pp. 114-115
III. Procedure:
1. What are the characteristics of gases?
2. Motivation:
Have you seen your mother cook food using gas stove? What do you think is inside the
gas tank? Do you think gases have colors? Let's find out.
B. Presentation:
1. Blow your hands? What did you feel?
2. What comes out from your mouth? Is there color as you blow air into your hands?
3. Blow enough air into a balloon. Can you taste it? Hold the end tightly. Release the air inside
the balloon. Is there color as air comes out from the balloon? Can you taste it?
4. Put on an electric fan. Observe and feel the air that the electric fan gives. Is there color as the
electric fan turns? Is it tasteless?
5. Go outside the room. Look at the leaves of trees as they sway to and fro. Do you see different
colors as the wind blows? Can you taste it?
What kind of matter is air? What characteristics of gases are shown in the activities?
D. Application:
Your mother sprayed air freshener in the sala. As you enter the sala you smelled the fragrance
of the air freshener. What can you infer?
IV. Evaluation:
Answer the questions with yes or no.
1. Gases are blue and white yes or no.
2. Gases are yellowish.
3. Gases are tasteless.
4. Gases are colorless
5. Gases are sour.
V. Assignment:
Bring soap, shampoo and air freshener.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
State that gases are colorless and tasteless
Values:
Air is needed by our bodies; let us not pollute air
II. Subject Matter:

Chapter 6: Matter
A. Science Concept:
Gases are colorless and tasteless.
C. Materials:
Electric fan, balloons, plants and trees
References:
BEC in Science and Health p. 17
Science and Health - Emilio Jacinto, Jr. et. al pp. 114-115
III. Procedure:
1. What are the characteristics of gases?
2. Motivation:
Have you seen your mother cook food using gas stove?
What do you think is inside the gas tank?
Do you think gases have colors? Let's find out.
B. Presentation:
Activity
1. Blow your hands? What did you feel? What comes out from your mouth? Is there color as
you blow air into your hands?
2. Blow enough air into a balloon. Can you taste it? Hold the end tightly. Release the air inside
the balloon. Is there color as air comes out from the balloon? Can you taste it?
3. Put on an electric fan, Observe and feel the air that the electric fan gives. Is there color as the
electric fan turns? Is it tasteless?
4. Go outside the room. Look at the leaves of trees as they sway to and fro. Do you see different
colors as the wind blows? Can you taste it?
What kind of matter is air?
What characteristics of gases are shown in the activities?
D. Application:
Your mother sprayed air freshener in the sala. As you enter the sala you smelled the fragrance
of the air freshener. What can you infer?
IV. Evaluation:
Answer the questions with yes or no.
_____ 1. Gases are blue and white in color.
_____ 2. Gases are yellowish.
_____ 3. Gases are tasteless.
V. Assignment:
Bring soap, shampoo and air freshener.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Identify materials that have useful effects on living things.
Values:
Appreciation of the importance and usefulness of certain chemical substances.
II. Subject Matter:

Chapter 6: Matter and Materials
Lesson 3.1: Substances
A. Science Concept:
1. Some materials are useful to us.
2. Some materials are used for housekeeping, for medical purposes, for killing house pests and
for the kitchen
Observing, describing, inferring
C. Materials:
Pictures or real objects of certain substances like soap, insect repellant, etc.
References:
Science and Health by Coronel, Abracia pp. 124-126
III. Procedure:
1. Let the pupils identify things they use at home and let them describe their uses.
2. Allow them to tell stories on how they properly used certain useful substances, if ever they
had experienced it.
B. Presentation:
Name one object that you usually use at home. e.g. mosquito spray. Ask the pupils:
1. In what way is it useful?
2. Why is it necessary to kill mosquitoes at home.
Activity
Let the pupils cut 5 pictures of different materials and let them write their useful effects. Have
them study the pictures on page 125. Let them discuss on how those materials are used.
Discussion:
1. How do people control the production of mosquitoes at home?
2. What will happen if mosquitoes become rampant at home?
Besides the proper cleaning of home and surroundings to control mosquito infestation, what
other measures are useful to prevent them? Why?
D. Application:
Mother buys groceries in the market. She includes several items like soap, shampoos, and
bleaching materials. Do mothers always think of substances that will help us and our houses
clean? Why?
IV. Evaluation:
Give the uses of the following materials:
1. Laundry soap
2. Water
3. Bath soap
4. Insect repellant
5. Salt
V. Assignment:
List 5 other substances that may affect living things. In a paragraph form, describe their
usefulness to people and to some plants and animals.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Identify certain chemical substances and their good effects on living things.
Values:
Accuracy in using the right amount of chemical substances.
II. Subject Matter:

A. Science Concept:
1. Many things we use everyday are made up of chemical substances.
2. Some chemical substances have good effects on living things.
C. Materials:
Examples of chemical substances commonly used at homes
(e.g. soap, shampoo, detergent, hydrogen peroxide, oil, etc.)
References:
2002 BEC Handbook in Science & Health p. 18 Teacher's Manual in Science & Health;
Lesson Plan in Science & Health Science and Health by C.C. Coronel & Abracia pp. 124-125
III. Procedure:
1. Review:
Let the pupils enumerate certain useful chemical substances that they commonly use at
home.
2. Present the different substances to the pupils. Let them identify which particular substance
they use for taking a bath, washing clothes, cleaning the house, cleaning cuts and wounds
B. Presentation:
Ask the children if they use the same substances at their homes.
Activity
Bring to class a magazine and cut out pictures of different materials. Classify the pictures
according to their proper uses.
Discussion:
1. What substances are helpful for our personal cleanliness? Enumerate them.
2. What will happen to our body if we do not use substances like soap and shampoo when we
take a bath?
If you want your skin to stay smooth, soft and clean, what will you apply on it?
D. Application:
Your teachers always told you to take a bath before going to school, In this manner, you will
grow healthy and clean. What do you think are the important chemical substances that you will
need in taking a bath to help you stay clean and smell good also?
IV. Evaluation:
Find out from Column B the chemical substance that is described or defined in each number in
Column A.
Column B
1. It keeps hair soft and shiny and easy to comb.
a. insecticides
2. It helps eliminate cockroaches and mosquitoes.
b. shampoo
3. It freshens the homes, offices and even cars.
c. air freshener
V. Assignment:
Fill out how useful
use.
1. Acetone
2. Naphthalene balls
3. Paint thinner
are these chemical substances and in what proper quantity is appropriate to

__________________________________________
__________________________________________
__________________________________________
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
State that certain substances have harmful' effects on man, animals and plants if not properly
used.
Values:
Avoidance of accidents by using certain substances properly
II. Subject Matter:

A. Science Concept:
1. Some chemical substances have harmful effects on living things.
2. Some useful chemical substances have harmful effects if not properly used.
C. Materials:
Chemical substances like air freshener and pesticides; a picture showing a school of ,, fish
swimming together.
References:
Teachers' Manual in Science and Health in Grade III
Science and Health by Carmelita C. Coronel p.161
III. Procedure:
1. Present some chemical substances in class. Ask the pupils which of them are harmful to
living things. Let them give inferences as to the extent of damage they can cause in case they
were not properly used.
2. Motivation:
Show the picture of a school of fish. Ask whether all the fishes will mature or grow into
normal sizes. Let them infer why.
B. Presentation:
Show a picture of a farmer spraying his crops. Did he use proper amount of chemicals?
Activity:
Review the harmful effects of some chemical substances if not properly used. Cite evidence
of people being harmed by chemical substances. Show news clippings about animals being killed
by harmful chemical substances. Ask how these can be prevented.
Discussion:
What may happen if a farmer does not cover his mouth and nose while spraying pesticides?
What substances have harmful effects on man?

D. Application:
A fisherman uses dynamite to catch plenty of fishes.
Will it affect the fish and other living things in the sea? How?
IV. Evaluation:
Find out from Column B the chemical substance that is described or defined in each number in
Column A. Write only the letter of your answer on the blank provided.
Column A
Column B
1. It may cause or trigger fire
a. oil spill
2. It kills harmful insects in crops
b. gasoline
3. It pollutes bodies of waters
c. insecticides
V. Assignment:
Make an album of the pictures of common chemical substances affecting people, plants and
animals and write their useful and harmful effects.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Identify some chemical substances that could have harmful effect if not used properly
II. Subject Matter:

Chapter 6: Matter and
Lesson 3.2.1: Substances
A. Science Concept:
1. Many things we use everyday are made up of chemical substances.
2. Some substances have harmful effects on human beings if not properly handled.
C. Materials:
Pictures and real objects of some substances used at home
References:
Science and Health by C.C Coronel p. 161
III. Procedure:
1. Have the pupils tell what chemical substances are defined or described on the blackboard
2. Motivation
Show examples of chemical substances that are useful to man, plants or animals. Discuss
why some of these substances can also be considered harmful not properly used.
B. Presentation:
Present the different substances to the pupils. Let them identify which ones they use for
taking a bath, washing the clothes and dishes, cleaning the house.
Activity:
1. Introduce the tem chemical substances. Inform them that these things they use in their homes
are chemical substances because they are from certain chemicals.
2. Let them read pages 159-160. Then discuss why chemical substances are useful.
3. Let them read p. 160 and discuss why some of the useful substances can also be considered
harmful.
Discussion:
1. Can some chemical substances cause poisoning or even death to some? How?
2. Can some factories contribute to water pollution? Elaborate.
What substances have residual effects if not properly used?
D. Application:
A farmer is smoking a cigar while spraying pesticide on his farm. Suddenly, her felt dizzy.
What causes his sickly feeling?

IV. Evaluation:
Read each questions. Put a check () when it is correct and a cross (x) if not correct.
_____ 1. Kerosene can be harmful if not properly use.
_____ 2. A farmer can also eat while spraying insecticide on his field.
_____ 3. Vinegar is a substance that is not poisonous.
V. Assignment:
Write 5 substances and tell how each one can be harmful when not properly applied.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

Date: ____________
I.
Objective:
Practice precautionary measures in handling certain substances.
Values:
Industriousness and development of keen observation
II. Subject Matter:

Lesson 4.1: Precautionary measures in Handling Harmful Substances
A. Science Concept:
1. Certain substances would be handled carefully because they have harmful effects.
2. Safety measures must be practiced in handling there materials.
Observing, describing, inferring
C. Materials:
Pictures illustrating ways to keep sage from harmful substances
References:
2002 BEC Handbook in Science and Health p. 19; Teachers' Manual or Grade III pp. 64-65
Science and Health by Carmelita Coronel pp. 163-164
III. Procedure:
1. Review the harmful effects and useful effects of substances. Cite evidences of people being
harmed by chemical substances. Show news clippings about animals being killed by harmful
chemical substances. Ask how these can be prevented.
2. Motivation:
Let them read page 163. Discuss the different precautionary measures and how each can
help prevent accidents/injuries.
Do you know how to handle harmful substances?
B. Presentation:
Let the pupils study the pictures on page 163.
Activity:
1. Let them interpret the drawings through a skit which they will present to the class.
2. Guide the pupils to state the safety measures in handling materials.
Discussion:
How do we properly dispose empty cans or bottles of harmful substances?
What will likely happen if we let those containers improperly thrown or disposed?
1. Certain chemical substances may cause harmful effects on living things if not properly used.
2. Residual effects of chemical substances may cause damaging effects if containers of
chemicals are not properly disposed.
D. Application:
Mang Luis sprayed Solignum on his surroundings to kill termites. Afterwards, he sprayed his
plants with insecticides. After half an hour, the plants wilted and subsequently, died. Mang Luis
remembered that he did not wash the sprayer after using Solignum. Did Mang Luis practice
proper handling of chemical substances? Why?
IV. Evaluation:
Write what you should do in each of the following situations.
1. A bottle of insecticide is already empty.
2. A bottle of medicine in the cabinet has no label.
3. You will spray insecticide/mosquito killer in a room.
V. Assignment:
Look for a news item about accidental sickness or death which resulted from mishandling of
chemical substances?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

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SCIENCE AND HEALTH III

II. Subject Matter:

Conduct a garden trip.

C. 1. Observe some water plants and aerial plants.

SCIENCE AND HEALTH III

Taking care of plants in the surroundings

II. Subject Matter:

SCIENCE AND HEALTH III

A void being destructive to plants

II. Subject Matter:

SCIENCE AND HEALTH III

Take good care of plants

II. Subject Matter:

SCIENCE AND HEALTH III

II. Subject Matter:

SCIENCE AND HEALTH III

Protection and practicality

II. Subject Matter:

SCIENCE AND HEALTH III

Resourcefulness and creativity

II. Subject Matter:

SCIENCE AND HEALTH III

Care and appreciation, resourcefulness

II. Subject Matter:

SCIENCE AND HEALTH III

Thrift and economy

II. Subject Matter:

SCIENCE AND HEALTH III

Appreciation of nature's wonders through flowers

II. Subject Matter:

What made them different?

SCIENCE AND HEALTH III

Express your admiration to your love ones through flowers

II. Subject Matter:

How did you classify the plants?

SCIENCE AND HEALTH III

Protection and admiration

II. Subject Matter:

SCIENCE AND HEALTH III

Admiration and care

II. Subject Matter:

SCIENCE AND HEALTH III

Thrift and economy

II. Subject Matter:

SCIENCE AND HEALTH III

Creativeness, resourcefulness and conservation

II. Subject Matter:

SCIENCE AND HEALTH III

Awareness of the importance of nurturing living things for proper growth

II. Subject Matter:

Draw your observations.

SCIENCE AND HEALTH III

II. Subject Matter:

What part of the plant was propagated?

SCIENCE AND HEALTH III

II. Subject Matter:

What was planted in the soil?

SCIENCE AND HEALTH III

Care and concern for plants

II. Subject Matter:

SCIENCE AND HEALTH III

Appreciation of the concept of thriftiness

II. Subject Matter:

SCIENCE AND HEALTH III