Lesson Exemplar — Science 3

Term 1 · Week 3 · Day 1 · Domain: Materials

This is the English copy of a Filipino document. Grade 3 is taught in the mother tongue under MTB-MLE — this is the last year of it. lesson-plan.md is the version a teacher takes into the classroom. Every line the teacher says is preserved here in Filipino, verbatim, and is not translated — a plan that reads correctly and teaches in the wrong language is the one failure this split exists to prevent. Teaching from this copy would break MTB-MLE.

This is one day. For the whole of Week 3 in the format DepEd prescribes for filing, see lesson-plan-ilaw.md (or its English copy).

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards

Quoted from the MATATAG Science Curriculum Guide (DepEd, August 2023, p. 29), Grade 3 Quarter 1, content standard 2:

Using science process skills, simple science equipment, and participating in guided activities leads to better understanding of science.

B. Performance Standards

By the end of the Quarter, learners demonstrate simple science processes to explore common local materials, their physical properties and uses. They participate in guided science activities including simple measurements using units, such as millimeters, centimeters, and meters.

C. Learning Competency

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.

By the end of the session, learners can:

1. say whether a statement is observed or predicted, and explain why;
2. recognise a measurement by two things — it has a number and a unit;
3. choose the right unit — millimetre, centimetre or metre — for an object; and
4. separate an opinion from an observation.

D. Key Vocabulary

The lesson is taught in Filipino, so the words the class learns are Filipino words. They are given here with their meaning, not replaced by English ones.

The class sentence, introduced in §D and said aloud in Filipino: "Ano ang nakita ko? Ano ang palagay ko?" — what did I see, and what do I think it means?

E. Integration Across Learning Areas

II. MATERIALS

Needed — no cost. One stone or coin per group; one ruler per group (or a strip of paper marked in centimetres); chalk and a board; paper and pencil.

Not used: a hand lens or a balance. Neither is needed today, and most classrooms have neither.

In addition. slides.html slides 1–9 · worksheet.html · game.html Round 1 · wall-chart.html — all four are in Filipino only.

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior Knowledge · 5 minutes

Put the stone on the table at the front. Do not introduce it.

Say: "Tingnan ninyo ang bato. Huwag muna itong hawakan. Sumulat kayo ng isang pangungusap tungkol dito." — look at the stone, do not touch it yet, and write one sentence about it.

Give them three minutes. Walk the room. Correct nothing.

Then have four or five learners read theirs aloud. Write each one on the board exactly as it was said. Do not tidy it, do not sort it yet.

Why nothing is corrected. The whole lesson depends on having real examples from this class. A sentence the teacher has tidied is no longer their sentence, and they will not recognise themselves in it.

B. Establishing Lesson Purpose · 4 minutes

Point at the list on the board. Say: "Hindi pare-pareho ang mga ito. May tatlong magkakaibang uri rito, at may isa pa na hindi kabilang sa tatlo. Hahanapin natin ang pagkakaiba ngayong araw." — these are not all the same; there are three different kinds here, and one more that belongs to none of the three.

Show slides 1 to 3.

State the purpose plainly: "Sa katapusan ng oras na ito, masasabi ninyo kung ang isang pangungusap ay namasid, hinulaan, o sinukat — at maipapaliwanag ninyo kung bakit."

C. Developing and Deepening Understanding · 26 minutes

C1 · Observed and predicted · 8 minutes

Go back to the list on the board. Take one sentence that has already been seen and one that has not happened yet. Draw two columns beside the list.

Say: "Alin sa mga ito ang nakita na natin? Alin ang hindi pa nangyayari?"

Have learners move each sentence into the right column. For each one ask: "Paano mo nalaman?" — how do you know? The only acceptable answers are I have already seen it or it has not happened yet — never that one is right or that one is wrong.

Name the two columns: NAMASID and HINULAAN. Slide 3.

C2 · The number and the unit · 10 minutes

Hand out the rulers, one per group.

Say: "Sukatin ninyo ang bato. Isulat ang inyong sagot."

Let them work. After four minutes, take answers from several groups. Somebody will almost certainly say "anim" — six — and nothing more.

Say: "Anim na ano?" — six what?

Wait. Do not answer it. This is the whole lesson, and the silence is what makes it work.

When somebody says sentimetro, write 6 na sentimetro on the board and circle the word sentimetro. Say: "Ang bilang lamang ay hindi pa sukat. Kailangan ng bilang at ng yunit." — a number on its own is not a measurement; you need a number and a unit.

Show slides 4 and 5. Work through the three units:

Have them measure three things, one in each unit. Every answer must carry its unit.

C3 · The trap · 8 minutes

Write on the board: "Maganda ang bato." — the stone is beautiful.

Ask: "Namasid ba ito? Hinulaan ba ito? Sinukat ba ito?"

Let them argue. The argument matters — do not cut it short.

Then ask the question that closes it: "May kaklase ba kayo na maaaring hindi sumang-ayon dito?" — could a classmate of yours disagree with this?

Yes. And that is the answer. Say: "Kapag maaaring hindi tayo magkasundo at pareho pa rin tayong tama, iyon ay opinyon. Hindi iyon obserbasyon."

Contrast it immediately: "May limang talulot ang bulaklak." — the flower has five petals. Could we disagree about that? No — we would just count.

Show slides 6 and 7.

D. Making Generalisations · 6 minutes

Show slides 8 and 9. Say the class sentence together, twice, in Filipino:

"Ano ang nakita ko? Ano ang palagay ko?"

Draw two boxes of equal size on the board. Write an observation about the stone from the class in the first; a belief about the same stone in the second.

Say: "Magkasinlaki ang dalawang kahon. Hindi mas mahalaga ang isa. Ngunit magkaiba sila, at ang siyentipiko ay laging alam kung nasaan siya sa dalawa." — the two boxes are the same size; neither is the more important one; but they are different, and a scientist always knows which of the two they are in.

Hand out worksheet.html.

IV. EVALUATING LEARNING

A. Assessment · 4 minutes

Write these four sentences on the board. The class answers with fingers — one, two, three or four fingers held against the chest so nobody can see anybody else's.

Item 3 is the one that reads. Items 1, 2 and 4 can be hit by pattern. Item 3 says whether it was understood.

B. Teacher Reflection

Answer after the class, not before:

1. How many said a number with no unit in §C2? If more than half, repeat that section on Day 2 before moving on.
2. Who asked "anim na ano?" unprompted? Write that name on the observation card.
3. Did the class argue in §C3? If not, the answer was given too quickly.

C. Enrichment and Remediation

Anticipated Misconceptions

If There Is No Electricity

No part of this lesson needs it. The stone, the ruler and the board are all that is required. The slides are a convenience, not a requirement — §III says what is on each one.

If there is no ruler: cut a strip of paper the length of the teacher's palm and mark it into ten equal parts. These are not centimetres, and say that to the class — but they are a unit, and having a unit is the whole point.

Part of the E-turo MATATAG artifact set. Companion files: syllabus.en.md · lesson-plan-ilaw.en.md · assessment.en.md · offline-activities.en.md