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Science3 Q1 DLP WK7 D3

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79 views4 pages

Science3 Q1 DLP WK7 D3

n/a

Uploaded by

ivanjerom.napigkit
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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School Grade THREE- SSP

Level
Teacher Learning SCIENCE
Area
Teaching Dates Quarter I
DAILY LESSON and Time Week 7 ( day 3)
PLAN

WEDNESDAY
I. Learning Describe changed in materials based on the effect
of temperature(solid to liquid)
Compentency
1. Differentiate physical change and chemical
Learning Objective
change.
Matter
II. Subject Matter
Observing Changes of Matter
A. Concept
Cartolina, pilot pens
B. Material
The New Science Links 3 pp. 55-56
C. Reference

D. Process Describing, Differentiating n

E. Values Integration Appreciate changes happend

III. LEARNING TASK

Preliminary Activities a. Greetings


b. Action Song
c. Checking of Attendance
d. Presentation of Rules

Direction: Modified True or False. Write True is the sentence is


A. ELICIT true and if it is false, cirle the word or phrase that makes it
wrong, then write the correct answer on the the blank.
______1. A chemical change makes a new substance.
______2. The boiling f water is an example of physical
change.
______3. Toasting a bread is a chemical change.
______4. The breaking of glass is aphysical change.
______5. Demolishing a car is an example of chemical
change.

( Teacher group the class into 3 and give this


B. ENGAGE question. Let them answer the it in five minutes then
share their output to the class)

Physical change and chemical change happen in


our daily life. What physical or chemical changes in
your life have you experienced that you would like
to share with your classmates?

C.EXPLORE Let us have another activity. ( Teacher give the


materials to the group)

Answer the following questions:


1. How do you differentiate physical change from chemical
change?
2. What properties o matter are affected by physical
change?
3. When sugar is heated for a short time. A thick colorless
sticky substance is formed What kind of change took place?
Why?
D. EXPLAIN Presentation of output
( Teacher allows a representative to present and
discuss their work.)
Do you realize that occasionally both chemical
and physical changes coexist? As an illustration,
physical and chemical changes take place when
a person consumes bread and subsequently
digests it.
Physical change occurs as you chew the bread
and tear it into tiny pieces. There hasn't been any
substance created.
The bread undergoes a chemical transformation
when it comes into contact with saliva and other
digestive secretions, breaking down into other,
simpler molecules that the blood may absorb.

F. ELABORATE Direction: Copy each phrase to its corresponding


space.

Chemical change physical change


similarities

PROPELS

burning of wood broken glass crampled paper

crushed can rusting of iron explosion of fire works

ripe banana melting ice cubes painted stick

chalk in small pieces rotting of food

slicing of bread baking a cake boiling water

G. EVALUATE Direction: Draw if the statement is correct and


if the statement is incorrect.

1. Matter can be change from one form to


another.

2. Physical change is defined as a change in


the characteristics of matter that produces a new
substance.

3. Changing the size, shape, form and color


of matter can result to chemical change.

4. Temperature plays an important for


physical and chemical change to happen.
5. Physical change is a change in
appearance while chemical change is a change
in properties that results in the formation of a new
substance.
H. EXTEND Differentiated Activity: (3 groups)
Direction: Differentiate physical and chemical
change based in your experience.
Group 1 – Write a short report about the topic
Group 2- Make a poster about the topic
Group 3 – Conduct a demonstration activity in the
class.
REMARKS/REFLECTION
No. of learners who earned 80% in
the evaluation
No. of learners who require
additional activities for
remediation who scored below
80%
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

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