Science in our daily life

Science 3 – Quarter 2
Week 1-Day 1
Teacher X
 OBJECTIVE
At the end of the lesson,
the learners should be
able to describe various
objects, like leaves, in
the environment using
shape, color, and
texture.
 ACTIVITY 1:
JUMBLED LETTERS
Direction: Unscramble the letters and say what each
word means.
VEOERBS
ANSWER: OBSERVE
SELA
ANSWER: LEAF
ROLOC
ANSWER: COLOR
REUTTXE
ANSWER: TEXTURE
PHASE
ANSWER: SHAPE
 Establishing the Purpose of the
Lesson
The teacher says:

Today we will describe the leaves we see around us.

You’ll explore their shape, color, and how they feel!
 Activity 2

Part 1: Look and Say!

Instruction to Students:

Look at the object I am holding. I will say the word,

and then you repeat after me!
 Activity 2

This is the color

green.

Say: green!

(Students repeat:
Green!)
 Activity 2

Part 2: Look and Say!

This feels rough.

Say: rough!

(Students repeat:
“Rough!”)
 Activity 2

Part 2: Show It with Your Hands!

Instruction to Students:

Now let’s show the shapes using our hands and

bodies!
 Activity 2

Make a circle with

your arms to show

 Activity 2

Make a heart shape using

your hands for ‘heart-
shaped’!
 Activity 2

Stretch your hands like an

egg shape for ‘oval’!
 Activity 2

Part 3: Feel and Tell!

Instruction to Students:

Now touch the objects I prepared for you.

Tell me how it feels. Is it smooth, bumpy, or
rough?
 Activity 2

This paper is...?” →

(Students say: “Smooth!)

 Activity 2
This sponge is...?

→ (Students say: “Bumpy!”)

 Activity 2

Part 4: Color Show-and-Tell

Instruction to Students:

Look around the room. Find something that is

red, green, or yellow. When you find one, point
to it and say the color!
 Activity 2

I see a red
book!
 Activity 2

My bag is
yellow!
 Reading Together:
We can describe leaves by their
color, shape, and texture.
 Activity 3: Leaf Detective
Game
Each group gets a bag with assorted
leaves.

Direction:

- Observe each leaf’s shape, color, and

texture.
- Record observations in a simple table.
- Share your findings with the class.
Activity 4: Riddle Me a Leaf!

Instruction:

Listen carefully to each riddle. Guess

the leaf being described based on the
clues!
Activity 4: Riddle Me a Leaf!
I am red and heart-shaped. I feel
smooth. What am I?

ANSWER: Red Gumamela

leaf
 Activity 4: Riddle Me a Leaf!
. I am long and green. My edges are
rough, and I feel bumpy. What am
I?

ANSWER: Corn leaf

 Activity 4: Riddle Me a Leaf!
I am small and oval. I am dark
green and very smooth. What am I?

ANSWER: Calamansi leaf

Activity 4: Riddle Me a Leaf!
I have jagged edges and a rough
texture. I’m shaped like a star.
What am I?

ANSWER: Star apple (kaimito)

leaf
 Activity 4: Riddle Me a Leaf!
I am big and round with veins you
can feel. I feel soft to touch. What
am I?

ANSWER: Taro (Gabi) leaf

 Let’s Generalize….
Leaves have different shapes,
colors, and textures. We use our
senses to observe them.
 Evaluating Learning…
MULTIPLE CHOICE: Read each item
carefully and select the letter that
corresponds to the correct answer.
1. What sense do we use to know if a leaf is rough?
A. Taste
B. Sight
C. Touch
D. Smell

Answer: C
2. A round, green, smooth object is most likely:
A. A stone
B. A leaf
C. A stick
D. A piece of chalk

Answer: B
 3. What does “texture” mean?
A. The smell of something
B. The size of something
C. How something feels when touched
D. The color of something

Answer: C
 4. Which leaf is heart-shaped?
A. The long and thin one
B. The one shaped like a triangle
C. The one with a wide top and pointed bottom
D. The one with sharp edges

Answer: C
5. If a leaf is green, rough, and oval-shaped, what are
we describing?
A. Its age
B. Its parts
C. Its color, texture, and shape
D. Its location

Answer: C
Science in our daily life
Science 3 – Quarter 2
Week 1-Day 2
Teacher X
 OBJECTIVE
At the end of the lesson,
the learners should be
able to compare and
estimate the size and
weight (heaviness) of
objects using
observations from sight
and touch.
 ACTIVITY 1: Show and
Tell
Given the objects, coin and
bag:

Which is bigger?

Which looks heavier?

Establishing the Purpose of the
Lesson
The teacher says:

Today, we’ll compare how big or heavy

things are using our eyes and hands!
 Activity 2: Which One Is It?

To the teacher:
Hold up a basketball and a tennis ball.

Which one is bigger?

(Answer: The basketball is bigger.)

 Activity 2: Which One Is It?

To the Teacher:
Place a book and a feather on the table.

Which one is heavier?

(Answer: The book is heavier.)
 Activity 2: Which One Is It?

To the Teacher:
Show two crayons – one long and one short.

Which one is smaller?

(Answer: The short crayon is smaller.)
 Activity 2: Which One Is It?

To the Teacher:
Weigh a banana and an apple using a simple
balance scale.
Which one is lighter?
(Answer: The banana is lighter.)
(Or whichever weighs less in actual demo.)
 Activity 2: Which One Is It?

To the Teacher:

Use two cups with the same amount of water.

Are they equal?

(Answer: Yes, they are equal.)

 Activity 3: Compare and Sort!
The teacher says:

We can compare how big or heavy objects are using our senses.

Get ready, class! In your group, you will receive five different
objects from our classroom. Your task is to observe, touch, and
compare these items using your senses of sight and touch.
 Activity 3: Compare and Sort!
Direction for Students:

1. Look closely at each object. Feel them carefully.

2. Talk with your group and describe each item based on:

Size (big, small)

Weight (heavy, light)
Texture (smooth, rough, soft, hard)
Shape (round, oval, square, etc.)
Color (red, green, yellow, etc.)
 Activity 3: Compare and Sort!
3. Use comparison words like bigger, smaller,
heavier, or lighter when describing.
4. Sort or group the objects based on their
similarities and differences.
5. Be ready to share what you discovered with the
class!
 Activity 4: Find My Pair

Instructions:
Teacher calls an object. Students must
quickly find something either similar or
different in size or weight and explain their
answer.
 Activity 4: Find My Pair

Teacher calls: “Pencil Case”

Find something heavier.
Possible answer: A book
Student explains: The book is heavier than
the pencil case.
 Activity 4: Find My Pair

Teacher calls: “Eraser”

Find something smaller.
Possible answer: A paper clip
Student explains: “The paper clip is smaller
than the eraser.”
 Activity 4: Find My Pair

Teacher calls: “School Bag”

Find something lighter.
Possible answer: A ruler
Student explains: “The ruler is lighter than
the school bag.”
 Activity 4: Find My Pair

Teacher calls: “Notebook”

Find something of the same size.
Possible answer: Another notebook
Student explains: “This notebook is the
same size.”
 Activity 4: Find My Pair

Teacher calls: “Plastic bottle”

Find something heavier and harder.
Possible answer: A wooden block
Student explains: “The wooden block is
heavier and harder than the bottle.”
 Let’s Generalize….
We can use our sight and touch to
tell which object is bigger or
heavier.
 Evaluating Learning…
MULTIPLE CHOICE: Read each item
carefully and select the letter that
corresponds to the correct answer.
1. Which of the following objects is likely heavier
based on your observation?
A. A balloon
B. A feather
C. A rock
D. A sheet of paper

Answer: C
2. When you hold an apple and a watermelon, how
can you tell which is heavier?
A. By looking only at their colors
B. By tasting both fruits
C. By observing and feeling their weight
D. By guessing based on their names

Answer: C
3. You see a pillow and a chair. Which object is bigger
in size?
A. Pillow
B. Chair
C. Both are the same
D. You can’t compare them

Answer: B
4. If you carry a box and a book, and the box feels
heavier, what did you just do?
A. Cooked them
B. Watched them
C. Measured with a ruler
D. Compared their weight

Answer: D
5. Why do we use our hands to compare the weight
of two objects?
A. To paint them
B. To feel which one is heavier
C. To throw them
D. To make them soft

Answer: B
Science in our daily life
Science 3 – Quarter 2
Week 1-Day 3
Teacher X
 OBJECTIVE
At the end of the lesson,
the learners should be
able to describe objects
based on their color,
shape, and texture.
 Activity 1: Texture Hunt
Instructions for Learners:
Go around the classroom and touch each item listed.

1. Chalkboard/Whiteboard
2. Chalk
3. Eraser
4. Wooden Chair/Table
5. Notebook Cover
 Activity 1: Texture Hunt
2. Describe the texture using words like smooth,
rough, soft, bumpy, hard.

3. Write your answers or share them aloud.

 Establishing the Purpose of the
Lesson
The teacher says:

We will describe things using their color,

shape, and how they feel.
 Activity 2: Show and Sense!

1. Look around the classroom and find an object

that matches the description I will give.

2. It may be based on color, shape, or texture.

For example:
a. Find something rough…
b. Find something red and round…
Activity 3: Gallery Walk Stations and
Objects
Instructions for Students:

1. Rotate from one station to another.

2. Gently touch the objects.
3. Write or say how they feel (texture), look
(color and shape), and whether they are soft or
hard.
Activity 3: Gallery Walk Stations and
Objects
Station 1: Nature Station

Dried leaf – brittle, rough, brown, heart-shaped

Stone/pebble – hard, smooth or rough, gray or

black
Activity 3: Gallery Walk Stations and
Objects
Station 2: School Tools Station

Plastic ruler – hard, smooth, transparent

Rubber eraser – soft, smooth, rectangular

Activity 3: Gallery Walk Stations and
Objects
Station 3: Art Supplies Station

Crayon – smooth, round, colored

Paintbrush – soft bristles, wooden handle

(smooth/hard)
Activity 3: Gallery Walk Stations and
Objects
Station 4: Fabric Station

Cotton cloth – soft, white, light

Rug or doormat sample – rough, thick, bumpy

Activity 3: Gallery Walk Stations and
Objects
Station 5: Kitchen Items Station (for
pretend play or real items)

Plastic spoon – smooth, hard, shiny

Sponge – soft, bumpy, absorbs water

Activity 3: Gallery Walk Stations and
Objects
Station 6: Toy Station

Rubber ball – smooth, bouncy, colored

Wooden block – hard, square, rough or

smooth edges
 Let’s Generalize….
We describe objects by color,
shape, and texture.
 Evaluating Learning…
MULTIPLE CHOICE: Read each item
carefully and select the letter that
corresponds to the correct answer.
1. Which object is most likely to feel soft and fluffy?
A. A stone
B. A cotton ball
C. A metal spoon
D. A wooden block

✅ Answer: B
2. What is the texture of a tree bark?
A. Smooth
B. Rough
C. Soft
D. Slippery

Answer: B
3. Which of the following is round, smooth, and red?
A. A book
B. A spoon
C. An apple
D. A rock

Answer: C
4. What word best describes the texture of
sandpaper?
A. Rough
B. Soft
C. Hard
D. Wet

Answer: A
5. Which object is usually hard and square-shaped?
A. Pillow
B. Crayon
C. Wooden block
D. Ball

Answer: C
Science in our daily life
Science 3 – Quarter 2
Week 1-Day 4
Teacher X
 OBJECTIVE
At the end of the lesson,
the learners should be
able to describe objects
based on their color,
shape, texture, and
hardness.
 Activity 1: What’s
Missing?
Instructions:

The teacher describes an object using 3 qualities.

Learners will guess the missing fourth quality.

 Activity 1: What’s
Missing?
This object is red, round, and smooth. What quality is
missing?

Answer: Hardness (e.g., hard like an apple)

 Activity 1: What’s
Missing?
This object is green, bumpy, and heavy. What’s
missing?

Answer: Shape (e.g., oval like a watermelon)

 Activity 1: What’s
Missing?
This object is heart-shaped, rough, and green. What
quality is missing?

Answer: Texture (e.g., rough or smooth)

 Activity 1: What’s
Missing?
This object is soft, flat, and brown. What’s the missing
quality?

Answer: Shape (e.g., leaf-shaped)

 Activity 1: What’s
Missing?
This object is smooth, light, and square.
What’s the missing quality?

Answer: Color (e.g., yellow like a sticky note)

 Establishing the Purpose of the
Lesson
The teacher says:

Today we’ll add one more way to describe—

by how hard or soft something is!
 Activity 2: Touch and Tell

1. Look around the classroom and find

objects that match the words I will say.

2. When I say "hard", touch something

that feels hard.
 Activity 2: Touch and Tell

3. When I say "soft", find something

soft and gently touch it.
4. When I say "flat", point to or touch
something that has a flat surface.
 Activity 2: Touch and Tell

5. When I say "curved", find an object that has a

curve or round shape.
6. After each word, be ready to show and tell your
object to the class.
7. We will take turns sharing what we found and
describe it using the right word.
 Group Activity 3: Feel It Out –
Mystery Bags
Instructions for Students:

1. Look with your hands, not with your eyes!

2. One by one, reach into the mystery bag

without peeking.

3. Use your sense of touch to feel the object

inside.
 Group Activity 3: Feel It Out –
Mystery Bags
4. Describe it to your group using words like:
hard, soft, rough, smooth, bumpy, light, heavy,
round, square, etc.

5. Then, make a guess — What do you think the

object is?

6. Listen to your classmates’ guesses too. After

everyone has tried, the teacher will reveal the
object!
 Activity 4: Sorting Game: Hard or
Soft?
Direction for Learners:

1. Look at the objects or pictures provided. Your

task is to sort them into two groups:

Hard objects

Soft objects
 Activity 4: Sorting Game: Hard or
Soft?
2. Work with your partner or group to decide
which group each item belongs to.
3. Place the object or picture under the correct
label.
4. Be ready to explain your choices!
 Let’s Generalize….
We can describe objects better by
observing their color, shape,
texture, and hardness.
 Evaluating Learning…
MULTIPLE CHOICE: Read each item
carefully and select the letter that
corresponds to the correct answer.
1. Which object is usually hard?
A. Pillow
B. Rock
C. Cotton
D. Sponge

✅ Answer: B
2. What color is a ripe banana?
A. Green
B. Yellow
C. Red
D. Blue

Answer: B
3. Which of these has a rough texture?
A. Sandpaper
B. Glass
C. Plastic bottle
D. Plate

Answer: A
4. What shape is a coin?
A. Triangle
B. Square
C. Circle
D. Rectangle

Answer: C
5. Which item is soft and smooth?
A. Towel
B. Teddy bear
C. Blanket
D. All of the above

Answer: D
Thank You for
Listening!