Lesson Plan — ILAW · Science 3
Term 1 · Week 3 · Domain: Materials · CG Quarter 1, competency 4
This is the English copy of a Filipino document. Grade 3 is taught in the mother tongue under MTB-MLE.
lesson-plan-ilaw.mdis the version a teacher files. Lines the teacher says aloud are preserved here in Filipino, verbatim, and are not translated. Teaching from this copy would break MTB-MLE.
⚠️ The field list is reported, not read. The four section names are consistent across sources; the sub-fields a given division expects may differ. See
source-catalogue.md§8.
This is the whole week. For Day 1 at teaching depth — every question, every anticipated wrong answer, every minute — see
lesson-plan.en.md.
| Learning Area | Science |
| Grade Level | Grade 3 |
| Term and Week | Term 1, Week 3 |
| CG source | Quarter 1, competency 4 (p. 29) |
| Sessions | 5 × 45 minutes |
| Medium of instruction | Filipino (first language) |
| Resources | slides.html · game.html · worksheet.html · worksheet-remediation.html · wall-chart.html · offline-activities.en.md |
| Format | ILAW — DO No. 009, s. 2026 |
I — INTENTIONS
The competency for this week
CG Quarter 1, competency 4: describe different science process skills used in performing simple science activities, such as observing, predicting, and measuring using units such as millimeter, centimeter, and meter.
Why it sits in Week 3
Weeks 1 and 2 cover what science is and what equipment it uses. Week 4 covers describing the physical properties of solid materials — hard, shiny, stretchable.
A child cannot describe the property of a thing before learning to observe one properly. A learner who says "maganda ang bato" in Week 4 is not describing a property; they are giving an opinion. That is why this week comes first, and why separating opinion from observation is the most important part of it.
Success criteria for the week
By the end of the week, the learner:
- says whether a statement is observed or predicted, and explains how they know
- puts a unit on every measurement without being reminded
- chooses millimetre, centimetre or metre to suit the size of the object
- recognises an opinion and says why it is not an observation
These four are also the tick boxes on observation-card.html.
II — LEARNING EXPERIENCES
| Day | Focus | What happens | Resources |
|---|---|---|---|
| 1 | Observed, predicted, measured | A stone on the table. Each learner writes one sentence, then the class sorts them all. The stone is measured; the question "anim na ano?" arrives. Opinion is introduced. | lesson-plan.en.md · slides 1–9 · worksheet.html |
| 2 | Measuring with a unit | Ten objects in the room, measured by groups. Every answer carries a number and a unit. A group that forgot the unit is not wrong — it is not finished. | Ruler or marked paper strip · Activity 1 in offline-activities.en.md |
| 3 | Opinion | The whole session on the trap. Twenty sentences on the board, sorted one at a time. The question that settles every argument: may kaklase ka bang maaaring hindi sumang-ayon? | slides 6–7 · game.html Round 3 |
| 4 | Two boxes | One object per learner. Write what you saw in one box and what you think it means in the other. Papers are swapped: can a classmate find a belief that got into the wrong box? | worksheet.html Part D · Activity 4 in offline-activities.en.md |
| 5 | Consolidation and check | The game in full, three rounds. The weekly check, ten items. Worksheets are returned and ★ is discussed. | game.html · assessment.en.md §4 |
The shape of each day
| Part | Minutes | What happens |
|---|---|---|
| Review | 5 | One sentence on the board; sort it by holding up fingers |
| Main activity | 25 | The day's focus |
| Into practice | 10 | Worksheet, game, or offline activity |
| Close | 5 | Exit ticket — one sentence to classify, written and handed in |
III — ASSESSMENT
What is looked at, and when
| Instrument | Day | Component it feeds |
|---|---|---|
| Observation card — the learner's exact words | 1–5, continuous | Formative only, no mark |
| Worksheet, Parts A and B | 1 | Written Works |
| Group measurement record | 2 | Written Works |
| Game record, Round 3 | 3 and 5 | Formative only, no mark |
| Weekly check, 10 items | 5 | Written Works |
| Quarter 1 performance task | Week 8 | Performance Tasks |
Grade 3 carries a numerical mark this year. It is Key Stage 1, but descriptive grading reaches Grade 3 only in SY 2028–2029 under DO No. 015, s. 2026. This repository does not hold the Key Stage 1 weights, so
class-record.htmlasks the teacher for them and refuses to produce a grade until the three sum to 100.
The item that reads
On the weekly check, item 7 is the one that matters:
Write one sentence about your pencil that nobody could argue with.
Items 1 to 6 can be answered mechanically. Item 7 says whether the child has understood that an observation is something everyone can agree on and an opinion is not.
IV — WAYS FORWARD
Remediation
For learners still giving a number with no unit on Day 3.
Use worksheet-remediation.html. It starts by placing the ruler
rather than by writing — a different route, not a shorter one. One new thing per task, with a
worked example above each so a stuck learner can copy the method and never the answer.
For learners not yet seeing opinion on Day 5.
This is not a Science problem; it is a language one, and it catches up. Leave the wall chart up for the whole quarter and return to the fourth box each time an opinion surfaces in class. Most learners get it in Week 5 or 6.
Enrichment
For learners who finish Day 2 early.
Have them measure something that is not straight — the edge of a leaf, the rim of a glass — using a string, then the string against the ruler. That is a new question, not more exercises.
For learners who have opinion by Day 3.
Have them pick a radio advertisement or a roadside sign. How much of it is observation and how much is opinion? That is the first step towards evaluating evidence, and it is used every year to Grade 10.
Teacher reflection
Answer at the end of Friday:
- How many put a unit on without being reminded on Day 5? If fewer than half, do not move on to properties of materials — add two days.
- Who first separated an opinion unprompted? That is the child who will teach it to the others in Week 4.
- Did the class argue on Day 3? If not, the question was answered too soon.
Next week
Week 4 assumes a learner can describe a thing without giving an opinion about it. The whole Week 4 competency is describe the physical properties of solid materials, such as hard, shiny, or stretchable — and each of those three words is an observation, not an opinion.
If the class does not have it, open Week 4 by sorting ten words on the board: which are properties and which are opinions? Matigas against maganda. Makintab against malinis. Half an hour, and it puts the whole week back on track.
Part of the E-turo MATATAG artifact set. Companion files:
syllabus.en.md · lesson-plan.en.md ·
assessment.en.md · offline-activities.en.md