Learner''s Material - let''s Explore Science For Daily Use

DRAFT April 10, 2014 TABLE OF CONTENTS Page UNIT I: Matter Overview - Characteristics of Solids - Naming /Classifying Different Solids - Describing Solids according to Color - Des

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3

3

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Date Issued Condition

Date Returned Condition

To the Teacher

Write the pupil’s name clearly under the column “Issued to.”

Use the following letters in recording the condition of the book:

A (New Book)

B (Used Book in Good Condition)

C (Used Book in Fair Condition)

D (Used Book in Poor Condition)

Encourage and assist the pupil in repairing damaged textbooks

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Take Care of Your Book

Dos:

1 Cover your book with plastic or manila paper

Old newspapers and magazines will do

2 Be sure your hands are clean when you handle or turn the

pages

3 When using a new book for the first time, lay it on its back

Open only a few pages at a time Press lightly along the bound edge as you turn the pages This will keep the cover

in good condition

4 Use a piece of paper or cardboard for bookmarks

5 Paste or tape immediately any torn pages

6 Handle the book with care when passing from one person

to another

7 Always keep your book in a clean, dry place

8 When your book is lost, report it to your teacher right away

Don’ts:

1 Do not fold the pages

2 Do not write on the cover or pages

3 Do not cut out any picture

4 Never tear or detach any page

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For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education Curriculum Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA) Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 638-4799 or 637-4347 E-mail Address: bee-deped@pldtdsl.net bee_director@yahoo.com

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INTRODUCTION

Dear Boys and Girls:

This Learner’s Material for Grade 3, was written in

response to the basic goal of education under the K to12

Enhanced Basic Education Program- “to prepare learners to become productive, worthy and competitive young

scientists of the country.”

This is divided into four units with illustrations describing each unit, representing the whole school year Each unit has chapter with lessons and activities prepared which are

aligned to the teacher’s guide

Learning to develop, keen and accurate observation skills through experiment, knowing more about matter, sense, living things, non-living things around you discovering more about your environment , climate change and other topics about the surroundings, earth and space are all given focus

in this l learner’s material

Explore Science and make it useful in your daily life

Learning Science is having more fun

The Writers/Conceptualizers

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ACKNOWLEDGEMENT

Recognition is given to the following supervisors, administrators, teachers, BEE Staff and experts in Science for their enthusiastic commitment in the development, revision and finalization of the teaching guides and learning materials for Grade

3 under K to 12 Basic Education Program

Arthur DC Sacatropes Dr Luz E Osmena

Education Prog Supervisor Education Prog Supervisor Region III Region IV-A

Michelle G Hatid-Guadamor, Ph.D Aiisa C Corpuz

Education Program Supervisor Science Coordinator

Division Office, Sorsogon Prov Division of Tarlac City

Region V Region III

Jennifer M Rojo Jennifer A Tinaja

Master Teacher II MasterTeacher I

Neogen Elementary School Nueve de Febrero E.S

Districtof Tagaytay City Mandaluyong City

Job S Zape (Ret.) John Fitzgerald Secondes Education Program Supervisor Master Teacher I

Division Office, Mandaluyong City Don Felix Serra Nat’l Hi-sch

San Jaoquin, Iloilo Province

Leni S Solutan Neolita S Sarabia

Master Teacher Principal II

Sta Barbara Elementary School STRIVE Coordinator

Division of Iloilo Province Division of Tagbilaran City

Romeo C Ordoňez Master Teacher II/Illustrator Divisoria E.S Mexico South District Division of Pampanga

Susana D Mota Jemmalyn N Malabanan

Encoders

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Appreciation is extended to the following consultants/reviewers for their untiring efforts in sharing their expertise:

Evelyn L Josue Science Educ Specialist IV (Ret.) UP-NISMED

Diliman, Quezon City

Pia Campo May R Chavez

Science Educ Specialist Science Educ Specialist UP-NISMED UP-NISMED

Diliman, Quezon City Diliman, Quezon City

Trinidad M Lagarto Senior Educ Prog Specialist, Anchorperson Curriculum Development Division Bureau of Elementary Education

Marilette R Almayda Director III Bureau of Elementary Education

Marilyn D Dimaano Director IV Bureau of Elementary Education

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TABLE OF CONTENTS

Page

UNIT I: Matter Overview

- Characteristics of Solids

- Naming /Classifying Different Solids

- Describing Solids according to Color

- Describing Solids according to Shape

- Describing Solids according to Size

- Describing Solids according to Texture

- Characteristics of Liquids

- Naming /Classifying Different Liquids

- Describing Liquids according on how they flow

- Describing Liquids on how they take the

Shape of the container

- Describing Liquids on how they occupy Space

- Describing Liquids according to Smell

- Describing that Gases take the Shape of the Container

- Describing that Gases occupy Space

- Describing that Gases are Odorless and Tasteless

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Chapter 4 – Proper Use and Handling of Common Solids, 26-31

Liquids, and Gases at Home and in School

- List of Common Products Found at Home and in School

- Harmful Effects of Common Materials Found

at Home and in School

- Safety Measures in handling Harmful Materials

- Measuring the Temperature of Materials

- Measuring the Temperature of Hot/Warm Materials

- Measuring the Temperature of a Cold Material

- Changes in Materials as affected by Temperature

- What happens to Water when Heated?

- What happens to Water Vapor when Cooled?

- What happens to Napthalene Ball when Heated?

- What happens to the Air inside the Bottle/Balloon when Heated or Cooled?

UNIT 2: Living Things and their Environment

- Identifying the Parts of the Eyes

- Proper Ways of Caring the Eyes

- Identifying the Parts of the Ears

- How the different Parts of the Ear Work?

- Proper Ways of Caring the Ears

- Identifying Parts of the Nose and its Functions

- Proper Ways of Caring the Nose

- Identifying the Uses of Tongue

- Identifying the Parts and Functions of the Tongue

- Identifying the parts of the Skin and its Function

- Proper Ways of Caring the Skin

- Naming Animals around you

- Parts of an Animal

- Body Parts Animals Use to Move

- Classifying Animals according to how they move

- Body Parts of Animals that they use in getting foods

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- Classifying Animals according to what they Eat

- Classifying Animals according to their Body Covering

- Classifying Animals according to their Habitat

- Useful Animals

- Importance of Animals according to Use

- Animals that can Harm People

- Proper Ways of Caring Pets

- Naming and Describing Plant Parts

- Same Plant Parts, different Plants

- Different Plant Parts have different Works

- Things that come from or made of Plants

- Different Uses of Plants

- Harmful Plants

- Proper Was of Caring Plants

- Characteristics of Living and non-living Things

Chapter 4 - Heredity: Inheritance and Variation 101-108

- Animals Produce Animals of the same Kind

- Physical Traits of People from Different Ethnicity

- Physical Traits of Animals of the same Kind

- Plants Produce Plants of the same Kind

- Growing Plants from other Plant Parts

- Basic Needs Humans, Animals and Plants

- Things We Need from the Environment

- Conservation and Protection of the Environment

UNIT 3: Force, Motion and Energy

- Describing the Position of an Object

relative to another Object

- Describing the Location of Objects After it is Moved

- Sounds

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Chapter 3: Objects Seen in the Sky 178-188

- Different Objects seen in the Sky

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UNIT 1: Matter

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Chapter 1: Solids

This Chapter deals with solid as one of the three states

of matter It has specific color, size, shape, and texture The particles of solids are close together They move back and

forth but the particles do not change places

Lesson 1: Characteristics of Solids

Activity 1: What are the characteristics of solids?

Objectives

1 Describe different objects in the school garden

2 Classify the objects based on their characteristics

Materials

Different objects found in the school garden

Procedure

1 Visit the school garden Collect different solids

2 List down 10 solids you have collected

3 Describe the solids based on their characteristics

4 In the chart write the name of solids in their proper column Do this in your notebook

small big rough smooth round square black white

In your notebook or on your paper, answer the following:

1 How did you describe the solids?

2 What are their characteristics?

Guide Question

What are the other properties of matter?

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Lesson 2: Characteristics of Solids according to Color

Activity 2: How do you describe solids according to their

Procedure

1 Study the pictures of different solids

2 Write the color of solid in the chart

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Ripe Papaya

Watermelon

Eggplant

Charcoal

In your notebook, answer the following:

1 How did you describe the materials?

2 Do all solids have specific color?

Lesson 3: Characteristics of Solids according to Shape

Activity 1: Shapely solids

Objective

Identify solids based on their shape

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Materials

ball, eraser, calamansi, plate, guava, notebook,

triangle (musical instrument)

Procedure

1 Get six objects from the box

2 Observe the shape of the objects

3 Write the name of each object below their corresponding shape

In your notebook, answer the following:

1 How did you identify solids based on their shape?

2 What different shapes of solids did you observe?

Lesson 4: Characteristics of Solids according to Size

Activity 1: Identify solids according to size

Objectives

1 Identify solids according to their specific size

2 Measure solids using a ruler

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Materials

bag containing solids Ruler

Procedure

1 Get the materials inside your bag

2 Identify solids according to their sizes

3 Record it in your notebook

1 Measure each solid using a ruler

2 Record your measurement in your notebook

Answer the following:

1 How did you identify the size of solids?

2 What did you use to measure the material?

3 Were you able to get the exact measurement of the solids? How?

Guide Question

Do solids have specific size?

Lesson 5: Characteristics of Solids according to Texture

Activity 1: Classifying solids according to texture

Objective

Classify solids according to texture

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Materials

bag or box containing stone, cotton, sand, banana, cardboard, sandpaper, rambutan, jackfruit peelings

Procedure

1 Get all the contents of your bag

2 In your notebook, write the name of each object and classify according to texture

Answer the following:

1 How did you group the solids?

2 What characteristic of solids did you observe?

3 Were you able to describe the solids correctly based

on your observations? Why?

4 What values did you learn from the activities?

Chapter 2: Liquids

This Chapter deals with liquids having mass, how they flow, how they take the shape of the container, how they

occupy space, the taste and the smell

Lesson 1: Characteristics of Liquids

Activity 1: Naming different liquids

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1 Go to the school canteen

2 Ask the canteen staff to show the different liquids

available

3 Name each liquid

4 Observe each liquid how they flow , shape of the

container, and the space each occupies

5 Taste or smell the liquid but with safety precaution

(Needs teacher’s advice.)

6 Record your observation in your notebook

Lesson 2: Describing Liquids according on How they Flow

Activity1: How do liquids flow?

1 Get two teaspoons

2 Hold each teaspoon with each hand as shown in the

picture below

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3 Scoop a teaspoon of water and a teaspoon of vinegar

4 Hold two teaspoons with liquids at elbow level

5 Tip both hands at the same time as shown in the

picture

6 Record your observation in your notebook

Which flows faster, water or vinegar?

7 Repeat steps 2 to 6 using other liquid and paired it with

water

(Note: Water will serve as your point of reference as to

the flow of liquid.)

Name of

Liquid

Does it flow slowly?

Does it flow fast?

Does it flow very fast?

1 Did the liquids flow at the same time?

2 Which liquids flowed fast?

3 Which liquids flowed slow?

Lesson 3: Describing Liquids on How They Take the Shape of the Container

Activity 1: Do liquids have shape?

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1 Describe the 3 shapes of container

2 Get 3 kinds of liquids

3 Pour each liquid in each container

4 In your notebook, record your observation

Name of Liquid Shape when poured in container

1.What happened to the different liquids after pouring them

2 Do liquids have the same shape?

3 What characteristics of liquids did you observe?

4 What does this activity tell about shape of liquid?

Lesson 4: Describing Liquids on How they Occupy Space

Activity 1: Do liquids occupy space?

1 Prepare the materials

2 Fill the beaker with water

3 Put more water in the beaker

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4 Observe what happens while adding more water in the beaker

5 Put some stones in the beaker with water

6 Again observe what will happen

7 Record /draw your observation in your notebook

In your notebook, answer the following:

1 What happened as you added more and more water

in the beaker? Why?

2 What did you notice when the stones sank to the

bottom of the beaker? Why?

3 What happened to the water? Why?

4 Does water occupy space? Why?

5 Do liquids really occupy space?

Lesson 5: Describing Liquids according to Taste

Activity 1: Do liquids have taste?

1 Taste each liquid

2 Describe the taste

3 Check the corresponding taste of liquid in the chart

Liquid sweet salty sour bitter spicy tasteless

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In your notebook, answer the following:

1 How did you describe the different taste of liquids?

2 What are the different tastes of liquids?

3 Do all liquids have the same taste?

4 What should we do to avoid being poisened when tasting

liquids?

Lesson 6: Describing Liquid according to Smell

Activity 1: Do liquids have smell?

Objective

Describe the smell of different liquids

Materials

fish sauce, perfume, alcohol, catsup, coke, hand

sanitizer, shampoo, liquid soap

Procedure

1 Prepare the materials Name the different liquids

2 Describe the smell of the different liquids (Do not put the samples near your nose because some may cause irritation)

3 Record your observation

Liquid Bad Smell Good / Fragrant Smell

In your notebook, answer the following:

1 What characteristics of liquid did you observed?

2 How were you able to group them?

3 Do all liquids have the same smell?

4 Do you frown when you smell liquids that have bad odor?

Do you smile when you smell liquids that have fragrant odor? Why?

5.Do liquids have smell?

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Chapter 3: Gases

This Chapter, deals with gases that do not have their own shape but take the shape of the container; occupy space, tasteless and odorless Air is gas We cannot see it by our eye but we can feel it The molecules are far apart from each other

Lesson 1: Describing that Gases take the Shape of the

1 Get different shapes of balloons

2 Blow air into it Tie it with string

3 Describe the shape of air in the balloon

4 Record your observation

5 Draw the shape of gas in each balloon

Questions

In your notebook, answer the following:

1 What happened to the balloon as you blew air into it?

2 Did the gas follow the shape of the balloon? Do gases have shape?

3 What characteristic of gas did the activity show?

4 What is the shape of air container?

5 When can air have a shape?

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Lesson 2: Describing that Gases Occupy Space

Activity 1: Does gas occupy space?

1 Prepare a drinking glass

2 Place a paper towel at the bottom of a drinking glass

so that it will not fall out when the glass is inverted

3 Fill a big bowl with water

4 Hold the glass upside down and quickly plunge it into

the water

5 Count one to ten while holding the glass underwater

6 Slowly lift the glass up and out of the water Be sure to

hold the glass straight upside down

7 Observe What happened to the tissue?

8 Do this with a piece of Styrofoam Place the Styrofoam

in the water Place your glass upside down over the styrofoam and push straight down into the water

In your notebook, answer the following:

1 What is inside the glass?

2 What happened to the paper towel? To the styrofoam?

3 What does the activity show?

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Lesson 3: Describing that Gases are Odorless and Tasteless Activity 1:Air is odorless and tasteless

1 Blow your hands Describe what you feel

2 Now, blow into the mirror Describe the air in the mirror

3 Blow air in the balloon Describe the air inside

4 Get a partner, fan each other Describe the air as to odor and taste

Questions

1 What did you feel after blowing your hand? Did you see the air from your mouth?

2 In three sentences, describe how you felt while fanning

yourself and your partner

3 Did you see the air inside the balloon? Why?

4 What characteristic of gas were presented in the activity?

Chapter 4: Proper Use In Handling Common Solids, Liquids, and Gases

at Home and in School

This Chapter, deals with many things we have in common at home and in school such as solids, liquids and

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gases We should keep everything in its place Label all bottles correctly such as chemicals, and other materials

Lesson 1: Common Solids, Liquids, and Gases Found at

Home and in School Activity 1: List of Common Products Found at Home and in School

Objectives

1 Identify common solids, liquids and gases found at

home and in school

2 Describe the uses of materials found at home

2 Group the materials listed in number 1 using the table

homes

Use as beauty produc

t

Use for cleaning the house

Use for cleaning the body/

self

Use for killing insects/ pest

Questions

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1 What are the common materials at home and in

school ?

2.What are the uses of materials at home and in school

Activity 2: Harmful Effects of Common Materials Found at

Home and in School Objective

Identify the harmful effects of materials found at home and in school

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Here are some examples:

2 Using the table below, group the materials based on the harmful effect/s on humans and other living things

3 Write your answers in your activity notebook

Activity 3: Safety Measures in handling Harmful Materials

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1 Look at the pictures

2 Put a  on the box if it is a proper ways of handling materials and put a  if it is not

a b

Label poisonous

Substances and keep

out of childen’s reach

Using hand gloves and gas masks when using

pesticides

Inspecting regularly if the

cooking gas tank is tightly

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Question

Will you follow the safety measures in handling harmful chemicals? Why?

Chapter 5: Changes in Materials

This chapter deals with the changes that solids, liquids, and gases undergo when heat is applied or removed from them It also deals with the techniques in measuring temperature with a laboratory thermometer

Lesson 1: Measuring the Temperature of Materials

Activity 1: Is it Hot? Is it Cold?

1 Look at the pictures below Tell whether the material

is hot or cold Put a check (√) in column (3) if it is hot or

stove

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2 Give other examples of hot and cold materials Write them down in the appropriate column in the table below

Hot materials Cold materials

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Questions

1 When do you say that a material is hot?

2 When do you say that a material is cold?

Activity 2: Measuring the Temperature of Hot/Warm Material Objectives

1 Measure the temperature of tap water and

hot/warm water using a thermometer

2 Read the temperature from the thermometer

1 Look at the laboratory thermometer closely

2 Observe the markings on the thermometer

3 What is the smallest number? Where is it located?

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4 What is the largest number? Where is it located?

5 What unit of measurement is used?

6 What symbol is used to express a measurement of

temperature?

water

8 Place the thermometer in the container with tap water

Hold it in upright position

- _ Laboratory thermometer

beaker half-filled

with tap water

Caution: Do not touch the bulb of the thermometer and do not let it touch the bottom of the container

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9 Observe the level of the liquid in the thermometer

10 Measure the temperature of tap water (Read the

markings nearest the level of the liquid in the thermometer) Record the temperature in table 1

11 What is the temperature of tap water?

(This is the temperature of tap water at room

temperature)

Sample temperature reading

Note: When reading the thermometer, position your

eyes at the same level as the liquid in the thermometer

23 0 C

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12 Half-fill also the other container with hot/warm water

1 Place the thermometer

in the container with

hot/warm water

2 Observe what happens

to the level of the liquid in

the thermometer

3 Read the temperature of

hot/warm water after 5 minutes Record the temperature in table 1 below

Caution: Be careful when pouring hot/warm

water into the container You might get burned

You may ask your teacher to do this

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a What is the temperature of the hot/warm water?

Table1 Temperature of Tap Water and Hot/Warm Water

Tap water Hot/warm water

1 Compare the temperature of tap water and hot/

warm water

-How will you compare the temperature of tap water with that of hot/warm water?

2 Describe the effect of heat on the water

- What is the effect of heat on water?

Question

What will you do if you need hot or cold water at home?

Lesson 3: Measuring the Temperature of Cold Material

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3 Compare the temperature of tap water and cold water

Materials

2 beakers/ identical glass containers

Laboratory thermometer Equal amount of cold water and tap water

Ice cubes

Procedure

1 Half- fill the container with tap water

2 Place the thermometer in the container with tap

water Hold it in upright position

3 Observe the level of the liquid in the thermometer

4 Measure the temperature of tap water (Read the

markings nearest the level of the liquid in the

thermometer) Record the temperature in table 2

- What is the temperature of tap water?

(This is the temperature of tap water at room

temperature)

Note: When reading the thermometer, position your

eyes at the same level as the liquid in the thermometer

Caution: Do not touch the bulb of the thermometer and do not let it touch the bottom

of the container

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23 o C

Sample thermometer reading

5 Half-fill also the other container with cold water (Some ice cubes may be added to make the

water cold and to remove some

heat from the water.)

6 Place the thermometer in the

container with cold water

7 Observe what happens to the

level of the liquid in the

thermometer

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8 Read the temperature of cold water after 5 minutes

Record the temperature in table 2 below

- What is the temperature of cold water?

Table 2 Temperature of Tap Water and Cold Water

Tap water Cold water

9 Compare the temperature of tap water and cold water

- How will you compare the temperature of tap water with that of cold water?

10 Describe the effect of removing heat from the material

a What is the effect of removing heat from the water?

Describe what happens to a candle wax when it is

heated and when it is cooled