Vision L’Altra Montessori School, Inc.

Mission

This institution envisions in becoming

Elementary Department LMSI is committed to provide a unique
an exemplary and indispensable element in S.Y. 2024-2025 and quality education advanced in academic,
changing the lives of young people by physical, emotional, social, and spiritual life,
providing excellent and quality education. geared towards strengthening the child and
prepare him/her for life and a better future.

THIRD QUARTER
LEARNING PLAN IN SCIENCE 3

Content Standards ● demonstrate understanding of motion of objects

● Demonstrate understanding of sources and uses of light, sound, heat and electricity

Performance ● observe, describe, and investigate the position and movement of things around them
Standards ● apply the knowledge of the sources and uses of light, sound, heat, and electricity

Schedule Topic/s Learning Learning Institutional Core Materials &

Competencies/ Experiences/Methodology Values/21st Century Resources
Skills
Objectives
● Describing ● Describe the A. Preliminary Activities Students will be… ● Science Links
Position position of a 3
Using a person or an A.1 Recap/Review Question
● White board
Reference object in • Ask the students: “What do we ● Creative thinker
December 9-13 marker
Point relation to a mean by the word ‘position’? Can anyone ● Critical thinker
reference give an example?” • Review basic terms ● Eraser
point such as like “front,” “back,” “left,” “right,” and “near” ● Collaborative
● Powerpoint
a chair, door, from previous lessons. ● Dependent presentation
or another
person; A.2 Motivation ● Independent
● Identify • Show a toy or object placed
things that somewhere in the classroom. Ask, “Where
can make is the toy?”
objects move
• Then, move the toy and ask the
such as
same question. Discuss how the position
people,
of the toy changed.
water, wind,
and magnets; • Introduce the idea that we describe
a position by comparing it to something
● Describe
else (a reference point).
movements
of objects A.3 Checking of Prior Knowledge
such as fast/ Question
slow forward/
• “What do you think happens when
backward,
we talk about where something is? How do
stretching/
we know where something is located?”
compressing.
• Encourage students to share their
ideas about how to find something, using
simple terms.

B. Lesson Proper
• Explain that the position of an
object can be described in relation to a
reference point (something fixed and easy
to identify, like a wall, a desk, or a person).
• Demonstrate with the toy again: “I
will place this toy near the door. The
position of the toy is near the door. The
door is our reference point.”
C. Synthesis/ Generalization
• Summarize the lesson by
highlighting that the position of an object is
always described in relation to a reference
point.
• Reinforce that we can describe the
position of things using words like “near,”
“next to,” “in front of,” and “behind” by
comparing it to something that doesn’t
move.

D. Assessment/ Evaluation
• Quick Check: Give students 3
different objects and ask them to describe
their positions in the classroom using a
reference point. For example: “Where is
the chair in relation to the desk?”
• Individual Response: Ask students
to draw two objects in the classroom and
label the positions using a reference point.

E. Meaningful Assignment/
Enrichment
• Homework: Ask students to
describe the position of three objects at
home using a reference point. They can
write or draw it on a sheet of paper.
Example: “My book is next to the lamp on
 my desk.”

WEEK 2
● Identifying ● Describe the A. Preliminary Activities Students will be… ● Science Links
Things That position of a 3
January 6-10 A.1 Recap/Review Question
Cause person or an
● White board
Movements object in • Question: “What are some ● Creative thinker
marker
of Objects relation to a things that make an object move?” ● Critical thinker
reference ● Eraser
point such as • Review previous discussions ● Collaborative
on forces and motion. ● Powerpoint
a chair, door,
● Dependent presentation
or another
person; ● Independent
A.2 Motivation
● Identify
things that • Activity: Show a toy car, ball,
can make and a kite. Ask students, “What do you
objects move think makes these things move?” Allow
such as students to share ideas.
people, • Introduce the idea that
water, wind, forces, like pushes and pulls, can make
and magnets; objects move.
● Describe
movements
of objects A.3 Checking of Prior Knowledge Question
such as fast/ • Question: “Can you think of
slow forward/ examples where you have seen something
backward, move because of a push or a pull?”
stretching/
compressing. • Discuss the students’
responses and connect them to the
lesson’s main concepts.
B. Lesson Proper
Introduction to Force and Motion:
• Explain the concept of force
as a push or a pull.
• Describe how forces make
objects move. Give examples like pushing
a door open or pulling a wagon.

Discussion:
• Discuss how a stronger push
or pull makes objects move faster, and
how objects stop when there is no force
acting on them (e.g., friction).

C. Synthesis/Generalization
• Summarize the lesson by
emphasizing that all movements are
caused by a force, which can be a push or
a pull.
• Reinforce that the size of the
force affects how fast or far an object
moves.
• Encourage students to give
more examples from daily life where they
see forces causing movement (e.g.,
opening a book, pushing a shopping cart).
 D. Assessment/Evaluation
Formative Assessment:
• Have students draw two
pictures: one showing a push and another
showing a pull.
• In each picture, they should
label the object being moved and the force
being applied.
• Review their drawings to
check their understanding of pushes and
pulls.

E. Meaningful
Assignment/Enrichment
Assignment:
• Have students find three
objects at home or school that move
because of a push or pull.
• Students should write a short
description of each object and explain
whether a push or pull caused the
movement.

WEEK 3
● Describing ● Describe the A. Preliminary Activities Students will be… ● Science Links
how force position of a 3
affects person or an
 different object in A.1 Recap/Review Question: ● White board
movements relation to a marker
• “What are some ways we ● Creative thinker
of objects reference
can make things move? Can you think of ● Eraser
point such as ● Critical thinker
different ways objects can move?”
a chair, door, ● Powerpoint
January 13-17 ● Collaborative
or another (Review previous lessons on motion or presentation
person; push/pull concepts.) ● Dependent
● Identify ● Independent
things that
A.2 Motivation:
can make
objects move • Show a video or a live
such as demonstration of a ball being pushed and
people, pulled on different surfaces (e.g., smooth
water, wind, vs. rough).
and magnets;
• Ask: “What happens to the
● Describe ball when I push it gently? What if I push it
movements hard?”
of objects
This will create curiosity about how force
such as fast/
affects movement.
slow forward/
backward,
stretching/
A.3 Checking of Prior Knowledge
compressing.
Question:
• “What do you think happens
when you push an object with different
amounts of force?”
• “What is the difference
between a soft push and a hard push?”

B. Lesson Proper
1. Introduction to Force:
• Define force as a push or pull
that makes things move or change
direction.
• Explain that different forces
can make objects move in different ways:
fast, slow, stop, or change direction.

2. Types of Movements:
• Push (force going away from
you): Example - Pushing a toy car.
• Pull (force towards you):
Example - Pulling a sled.
• Friction (force that slows
things down): Example - Rubbing your
hands together, or the ball slowing on a
rough surface.

C. Synthesis/Generalization
• Discuss that a bigger force
(hard push) makes objects move faster or
farther, while a smaller force (soft push)
makes them move slower or shorter
distances.
• Connect the concept to
everyday examples (e.g., a car speeding
up with more gas, a sled slowing down
 due to friction).

D. Assessment/Evaluation
• Activity: Have students draw
two pictures of an object moving—one with
a light push and one with a hard push.
They should label the forces involved and
explain which one makes the object move
faster.

E. Meaningful
Assignment/Enrichment
• Assignment:
• Have students observe their
surroundings at home or on the
playground. Ask them to write or draw how
different objects (e.g., a ball, toy car,
bicycle) move when pushed or pulled.

WEEK 5
● Sources ● Identify the A. Preliminary Activities Students will be… ● Science Links
and uses of sources of 3
light light and their A.1 Recap/Review Question:
● White board
characteristic • Ask students: “What is light?” ● Creative thinker
marker
s; and “Can you think of different things that
January 20-24 ● Critical thinker
give us light?” ● Eraser
● Enumerate
● Collaborative
uses of light; ● Powerpoint
● Explain what ● Dependent presentation
happens
A.2 Motivation: ● Independent
when light
strikes an • Show a flashlight and turn it
object; and on in a dark room. Ask, “What happens
when we turn on the light? How does it
● Practice
help us?”
proper and
safe use of • Tell them that today, we are
light. going to learn about different sources of
light and how we use light in our everyday
lives.

A.3 Checking of Prior Knowledge

Question:
• Ask: “What are some things
that make light?” (e.g., the sun, light bulbs,
candles).

B. Lesson Proper
1. Introduction to Light:
• Explain that light is a form of
energy that helps us see things around us.
• Discuss that light comes
from many sources like the sun, fire, light
bulbs, and flashlights.
2. Sources of Light:
• Natural Sources:
 • Sun (primary source of light
on Earth).
• Fire (like the sun, fire gives
off light and heat).
• Artificial Sources:
• Light bulbs, torches, candles,
etc.
• Discuss that artificial light is
made by people to help us see at night or
in dark places.
3. Uses of Light:
• Light helps us see in the
dark, keeps us safe, helps plants grow,
and allows us to do many activities.
• Examples:
• Sunlight helps plants grow
(photosynthesis).
• We use light bulbs to see
inside our homes at night.
• Flashlights help us see in the
dark during power outages.

C. Synthesis/Generalization
• Light can be natural (from the sun
or fire) or artificial (from light bulbs,
flashlights).
 • We use light to see, stay safe, help
plants grow, and in many other ways.
• Light is essential for life on Earth.

D. Assessment/Evaluation
• Exit Ticket: Ask students to write
down one source of light and one way we
use light in our daily life.
• Worksheet: Match pictures of
light sources (sun, light bulb, candle) with
their uses (e.g., seeing, growing plants,
providing warmth).

E. Meaningful
Assignment/Enrichment
• Home Activity: Ask students
to look around their home and list 3
different sources of light they use and
explain how each helps them.

WEEK 6
● Sources ● Identify the A. Preliminary Activities Students will be… ● Science Links
and uses of sources of 3
sounds sound; A.1 Recap/Review Question
● White board
January 27-31 ● Enumerate • Ask: “Can anyone remind me ● Creative thinker marker
the uses of what sound is?”
● Critical thinker ● Eraser
sound; and
• Follow up with: “What do we
● Collaborative ● Powerpoint
● Practice use sound for every day?”
presentation
proper and ● Dependent
safe use of
● Independent
sound. A.2 Motivation
• Play a sound (e.g., a bell
ringing, a dog barking, a car horn) without
showing the source.
• Ask students: “What do you
think made that sound? What are some
things that can produce sound?”

A.3 Checking of Prior Knowledge Question

• “What happens when you hit
a drum or clap your hands? What do you
hear?”
• Encourage students to talk
about their experiences with sounds
around them.

B. Lesson Proper
1. Introduction to Sound
• Explain that sound is a type
of energy that travels in waves. It is made
when something vibrates (e.g., a guitar
string or a drumskin).
• Describe how sound travels
through air, water, and even solids.

2. Sources of Sound
• Discuss different sources of
sound, such as:
• Human-made (e.g., alarm
clocks, cars, phones)
• Natural (e.g., thunder, birds
singing, wind blowing)
• Show pictures or objects
representing these sources.

3. Uses of Sound
• Explain how sound is used in
various ways, such as:
• Communication (talking,
singing, phones)
• Entertainment (music,
movies, concerts)
• Warning signals (fire alarms,
sirens)
• Navigation (echolocation in
animals like bats)
C. Synthesis/ Generalization
• Summarize the key points:
1. Sound is made when objects
vibrate.
2. Sound travels through air,
water, and solids.
3. Sound has different sources
(both natural and human-made).
4. Sound has various uses like
communication, entertainment, and safety.
• Reinforce that sound is all
around us and serves important purposes
in our daily lives.

D. Assessment/ Evaluation
• Oral Questioning: Ask
students to name a source of sound and
its use.
• Worksheet: Give students a
simple worksheet where they draw lines
connecting sound sources to their uses.
• Quiz: A short multiple-choice
quiz where students identify the source
and use of a particular sound.
 E. Meaningful Assignment/
Enrichment
• Assignment: Ask students to
create a poster of their favorite sounds.
They should include at least three different
sources of sound and how each one is
used.

WEEK 7
● Sources ● Identify A. Preliminary Activities Students will be… ● Science Links
and uses of sources of 3
heat and heat and A.1 Recap/Review Question:
● White board
February 3-7 electricity electricity; • What is heat? ● Creative thinker
marker
● Enumerate • Can you name some things ● Critical thinker
● Eraser
uses of heat that produce heat? ● Collaborative
and ● Powerpoint
electricity; A.2 Motivation: ● Dependent presentation
and • Show a picture of a kettle ● Independent
● Practice boiling water and a light bulb turned on.
proper and Ask: “What do these two objects have in
safe use of common?”
heat and • Explain that both produce
electricity. heat and electricity, and today we will learn
about where they come from and how we
use them.

A.3 Checking of Prior Knowledge

Question:
 • What are some sources of
heat you know? (e.g., the sun, fire)
• Where do we get electricity
from? (e.g., power plants, batteries)

B. Lesson Proper
1. Introduction to Heat Sources
• Define heat and introduce
different sources: Sun, fire, stove, and
electrical appliances.
• Discuss how heat is used in
everyday life (e.g., cooking, warming
homes, etc.).
2. Introduction to Electricity
• Define electricity and
introduce its sources: Batteries, power
plants, and solar panels.
• Discuss how electricity is
used (e.g., lighting, charging devices,
running machines).
3. Connection Between Heat
and Electricity
• Show examples where heat
and electricity are connected (e.g., electric
stoves, heaters, toasters).
• Discuss how we use these
two forms of energy to power our homes
and daily activities.

C. Synthesis/ Generalization
• Heat and electricity are
important forms of energy that come from
various sources.
• Heat is used for warming
things and cooking, while electricity is
used to power machines, lights, and other
devices.
• Both heat and electricity are
vital for making our lives easier and more
comfortable.

D. Assessment/ Evaluation
• Ask the students to match
sources with their uses:
• Source: Sun → Use:
Warming the earth

• Source: Battery → Use:

Powering toys

• Source: Fire → Use:

Cooking food

• Source: Power Plant →

Use: Lighting homes

• Have them draw a picture of

a household appliance (e.g., toaster,
 electric fan) and label where the heat or
electricity comes from.

E. Meaningful Assignment/
Enrichment
• Ask students to observe their
homes and list three sources of heat and
three sources of electricity they can find.
• For homework, they can
create a simple poster showing different
sources and uses of heat and electricity.

WEEK 8
February 10-11 Review for the 3rd quarter examination

Prepared by: Checked by

Ms. Joana Crystal S. Maniacup (Name of administrator/checker)