MATATAG
K to 10 Curriculum
Weekly Lesson Log
School
Name of Teacher
Teaching Dates and Time WEEK 1
DAY 1
Grade Level 3
Learning Area SCIENCE
Quarter I
DAY 2
DAY 3
DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
The learners learn that science is important in understanding how the natural world works.
Standards
B. Performance
The learners should be able to demonstrate simple science processes to explore common local materials.
Standards
C. Learning
Identify objects, activities, or natural events observed in their local environment that can be explained
Competencies by science
By the end of this
By the end of this
By the end of this
By the end of this lesson,
lesson, learners should
lesson, learners should
lesson, learners should
learners should be able
be able to use the
be able to:
be able to:
to:
senses to describe
1. describe objects in
1. describe
1. describe natural
objects in the
their surroundings
activities in
events in their
classroom.
(home, school, or
their
surroundings (home,
D. Learning
community); and
surroundings
school, or
Objectives
ask questions about
(home, school,
community) that can
the objects around
or community);
be explained by
them.
and
science; and
ask questions about
identify the senses that
the activities around
were used for describing
them.
the activity/natural
event.
- answering the question:
-answering the question: -answering the question:
-answering the question:
“Why can I see, hear, feel,
“What are objects in my
“How do I use my senses
“What do I observe from
smell, and taste?”
surroundings like?”
to describe activities in my natural events?”
-Using the senses to
-using their senses to
community?”
-use your senses to describe
II. CONTENT
describe objects in the
describe objects around -using their senses to
natural events that they can
classroom
the school premises.
describe activities they do
observe.
-exploring the importance
and that they can observe.
of the five senses
III. LEARNING RESOURCES
1
DAY 5
CATCH-UP
FRIDAY
•
American Chemical Society. (n.d.). Classifying objects based on their observable properties. American
Chemical Society. https://www.acs.org/education/resources/k-8/inquiryinaction/second-grade/chapter1/classifying- objects-based-on-observable-properties.html
•
American Museum of Natural History. (n.d.). Our senses: An immersive experience. American Museum of
Natural History. https://www.amnh.org/content/download/199795/2997886/file/grades-3-5.pdf
A. References
•
Better Kid Care. (n.d.). My five senses. Penn State Extension.
https://extension.psu.edu/programs/betterkidcare/content-areas/environment-curriculum/activities/allactivities/my-five-senses
•
Department of Education. (2023). MATATAG curriculum: Science grades 3-10. Department of Education.
•
Selmar Institute of Education. (2017, November 16). Exploring the five senses with children. Selmar Institute
of Education. https://selmar.edu.au/exploring-five-senses-children/
Television, powerpoint
Television, powerpoint
Television, powerpoint
Television, powerpoint
B. Other
presentations, different
presentations, different
presentations, pictures
presentations, pictures
Learning
objects for activities for
objects for activities for
learning activity sheets
learning activity sheets
Resources
sense, learning activity
sense, learning activity
sheets
sheets
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
[3 minutes]
Why Can I See,
Hear, Feel, Smell,
and Taste?
1. In this activity the
learners will review
what body parts do
they use to observe.
2. Instruction:
Activating Prior
1. Review the body
Knowledge
parts used for
observing.
2. Recite and complete
the sentences below
by filling in the
missing words
(underlined).
[2 minutes]
What Body Parts Do
I Use for My
Senses?
1. In this activity, the
learners will review
the matching
senses and body
parts. This is a
repeat of the
Lesson Language
Practice from the
previous day.
2. Have the learners
answer the
following matchingtype exercise. Write
the table on the
board or a large
[3 minutes]
What Do I See,
Hear, Feel, Smell,
and Taste?
1. In this activity, the
learners will review
the skill of
describing in
preparation for the
day’s lesson.
2. Have the learners
answer the following
questions:
“When you wake up
in the morning,
what are the first
things you: see?
hear? smell? touc
h? taste?”
2
[5 minutes]
What Natural Events
Have I Observed?
1. In this activity the
learners will have
a preview of the
day’s lesson.
2. Ask the learners the
following Encourage
answers from the
class: i.Do you know
what
natural events are?
ii.Have you experienced
natural events?
3. Show pictures or
videos of natural
events like, but not
limited to, the
Display the sentences on
the board, screen, or a
large sheet of paper.
piece of paper.
You may also
display them on
the screen or via a
projector if
available:
following:
● rain
● day and night
● thunder and lightning
Answer Key: 1. e., 2.
c., 3.
d., 4. a., 5. b.
4. Ask the learners if
they have experienced
the natural events you
have shown.
5. Ask them to describe
what they have
experienced.
Observe the behavior of
the learners while sharing
their experience especially
if they experienced
thunder, lightning, or
earthquake, as it may be
traumatic to them.
6. Discuss that in the
previous lessons,
the class was asked
to use their senses
when they describe
objects and
activities around
them and learned
that is a science
skill called
observing.
3
Lesson
Purpose/Intention
Lesson Language
Practice
[1 minute]
Tell the learners that
today’s lesson will able
to:
[1 minute]
Tell the learners that
today’s lesson they are
able to:
[1 minute]
Tell the learners that
today’s lesson they are
able to:
[1 minute]
Tell the learners that
today’s lesson you are able
to..
1. answer the
question: “Why can I
see, hear, feel,
smell, and taste?”.
2. describe objects in
the classroom; and
3. explores the
importance of the
five senses.
1. answer the question:
“What are objects in my
surroundings like?”
1. answer the question:
“How do I use my
senses to describe
activities in my
community?”
2. use their senses to
describe activities they
do and that they can
observe.
1. answer the question:
“What do I observe
from natural
events?”
2. use your senses to
describe natural
events that they can
observe.
[2 minutes]
To reinforce word
association between
senses and body
parts, have learners
complete a matching
exercise. Display the
words on the board,
screen, or large
paper.
[5 minutes]
1. Quietly read the
LAS up to the
instructions. List
any unfamiliar
words.
2. will use their senses
to describe objects
around the school
premises.
[3 minutes]
1. Have learners
describe and
demonstrate
breathing and
dancing with a
partner.
2. Explain the
meaning of activity
in the context of the
day’s discussion:
 An activity is
something that a
person or group
does or has done.
Examples of activities
were the ones we have
described earlier.
2. Review the words
you listed.
Underline the ones
you do not
understand.
3. Listen as your
teacher explains
the meaning of
those words.
1.
Answer Key:
1. c., 2. e., 3.
d., 4. a., 5. b.
During/Lesson Proper
4
[1 minute]
Explain the meaning of
natural event as
follows:
● A natural event is
a happening
caused by nature
and not by
humans.
● Examples of
natural events were
the ones we have
described earlier.
[20 minutes]
Activity 1: How Do
We Use Our Senses
Every Day?
Tell to the pupils:
-I will set up five stations
around the classroom.
-At each station, I will
place one object or picture
that represents a sense.
-Later, I will let you visit
each station and identify
which sense they would
use to observe the object or
picture.
Reading the Key
Idea/Stem
NOTE: PRINT THE
ACTIVITY SHEET IN LAS
PAGES 1-4
NOTE: The teacher will
prepare the following.
a. Sight station –
colored ruler
b. Touch station –
board eraser
c. Hearing station –
small bag of coins
d. Smell station –
soap or picture of it
e. Taste
station
–
picture of common
fruit in your area
Tell and Instruct
the pupils.
[20 minutes]
Activity 2: How Do I
Use My Senses to
Describe Objects
Around Me?
Ask the learners if they
have other questions or
clarifications about the
activity. Answer all
before continuing.
15 minutes]
What Can I Describe
About Activities
Around Me?
[15 minutes]
What Can I Describe
About Natural Events
Around Me?

You will be divided
into five (5) groups.
Divide the class into 5
groups.

Your group will be
assigned one activity
(e.g., harvesting rice,
riding a jeepney,
buying in the market,
catching fish, or
attending a fiesta).
Each group will choose or
be given a natural event.
 This can be rain,
summer, typhoon,
flood, or earthquake.
 It must be something
that happened in your
place or something
you have experienced.

You will have 1–2
Give the groups 1–2
minutes to plan how
to act it out. You may minutes to plan.
 They will act out the
use classroom objects
natural event.
as props, but be
 They can use things in
careful when using
the classroom as
them.
props.

Your group will
present the activity in
front of the class for
10–15 seconds.
Copy the table from the
LAS provided by your
teacher onto a piece of
paper.
A. Prepare to roam
around the school
compound or garden
with the class.
B. Follow the
instructions in the
LAS:
a. Name three (3)
objects you can see,
hear, or touch as you
walk around.
– Do not smell or
taste anything for
safety.
– Do not touch
anything without the
teacher’s permission.

C. Describe each object
using your senses.
5
After each
presentation, you will
answer questions
about the activity
shown by your
classmates.


Some group members
can act as the natural
force (like wind, water,
or the ground).
Others can show how
people stay safe and
healthy during that
event.
o For example:
 During typhoon: avoid
getting wet, go to higher
-I will give you a
printed activity
sheet. You will read
it quietly until the
part. Then, we will
read it together out
loud.
-If you have any
questions, feel free
to ask.
-After that, you will
copy the table from
the activity sheet
onto a clean sheet of
paper.
ground, listen to the
news.
 During summer: drink
water, take a bath, wear
light clothes.
D. Write questions you
have about each
object. Use the guide
questions in the LAS
to help.
Each group will perform for
15–20 seconds.
Demonstrate an
example with an
object in the
classroom. An
example is provided:
After each performance,
the class will answer
questions about what they
saw.
-This will be your
answering sheet.
I will move around each
station while you are
seated and listening.
a. At each station, I will
show you the object. You
will tell me its name and
write it on your answer
sheet.
b. I will read the
questions for each
station. You will listen
only. Do not answer yet.
c. I will show you what
to do at each station to
answer the questions
correctly.
d. Remind the learners
to not cause damage
to the environment
by doing acts such
as:
i. tearing
flowers,
stems, or
leaves
ii. chipping off paint
iii. tearing posters
6
Next, I will divide you
into five (5) groups.
Each group will go to
one station. You will
have 1–2 minutes to do
the activity at your
station.
Then, you will rotate to
the next station. We will
continue until all groups
have visited all five
stations and finished
their answer sheets.
Developing
Understanding of
the Key Idea/Stem
[10 minutes]
1. Discuss the
questions in the
activity sheet. Have
the objects on-hand
to show in front.
A. Sight station
a. What was the
object at the Sight
station? (ruler)
b. How do you
describe what you
see with this
object? (Expected
answers are
visual properties,
like color, size,
length, etc.)
B. Touch station
a. What was the
object at the
Touch station?
e. Remind the learners
to stay in the group
and to always listen
to the teacher.
f. Remind the learners
that they must work
individually and
must not talk to
their classmates.
5. Conduct the activity.
[5 minutes]
1. After exploring, have
2–3 learners share
their findings with
the class.
Provide a
demonstration if
needed, using the
example below.
[20 minutes]
1. Ask the learners of
the following questions
for each performance:
i. What is the
activity called?
ii. Can you describe
the activity? What
can you see, hear,
feel, smell, and/or
taste?
● I found a small piece
of chalk. It was white
and yellow, hard,
and felt powdery. It
made no sound when
I tapped it. My
question is: Why does
it turn to powder
when crushed?
2. Ask the learners
the following:
i. Do our senses
help us describe
objects and
everyday
activities in our
community?
2. (Notes for
Facilitators) Follow
the instructions to
7
[20 minutes]
1. Ask the learners of the
following questions for
each performance:
i. What is the
natural event
called?
ii. Can you describe the
natural event? What
can you see, hear,
feel, or smell?
iii. What sense did you
use to describe what
you have observed?
2. Proceed to the
deepening task after all
the performance and
questions.
(board eraser)
b. Using your sense
of touch, how
would you
describe the
board eraser?
(Expected
answers are
properties sensed
by touch/feel, like
roughness,
temperature,
wetness, etc.)
C. Hearing station
a. What was the
object in the
Hearing Station?
(a small bag of
coins)
b. Using your sense of
hearing, how would
you describe the
bag of coins?
(Expected answers
are sound
properties, like if it
is loud or silent,
sounds tinny or
airy, etc.)
D. Smell station
a. What was the
object in the Smell
Station? (soap)
b. Can you describe
the
conduct the activity.
You can have it in
any place convenient
to you such as your
backyard or
neighborhood. An
example of the
output is provided
below to help you
guide the learners.
i. Name of Object #:
Bird
ii. Describe Object #:
Cute, brown, small,
moving, makes a
loud sound, makes
a sound that goes
like this “chirp
chirp.”
iii. Question about
Object #: Why can
birds fly but I
can’t?
ii. Explain why or
how.
3. Discuss with the
learners that…
there is another
term that means the
same for describing
objects and
activities using the
senses and the term
for it is observing.
3. (Extension or
Differentiation)
This activity is
doable for learners
with special needs.
For challenged
learners, the
affected
senses may be omitted.
Examples are listed
below:
i. Skip the
describing using
sight for visually
8
4. Discuss also that
"observing" is a
basic skill in
science, that when
we describe the
world around us
using our senses,
we observe our
world.
5. Discuss that
science
activities like
experiments
help us answer
questions.
Proceed to the
deepening task after
all the performances
and questions
object’s smell?
(Expected answers
are properties
smelled, good or
bad smell, fruity
smell, flowery smell,
etc.)
E. Taste station
a. What was the
object in the Taste
Station? ([name of
fruit])
b. Can you describe
the taste of this
fruit? (Expected
answers are the
properties tasted,
like sweet, sour,
bitter, salty, etc.)
Notes for
Teachers:
 Each station
has objects for
one sense to
look at and
describe.
 Learners do not
need to smell or
taste the
objects.
 Make sure
objects are safe
— no sharp or
dangerous
things.
challenged
learners.
ii. Skip the
describing using
hearing for the
hearing
challenged
learners.
iii. Focus on the
applicable senses.
If available, use the
sense of taste and
smell while
intentionally
introducing
applicable objects
(see examples
below). Guide them
carefully for this:
a. Sense of smell:
flowers, fruit,
food
b. Sense of taste:
fruit,
vegetables, food
4. Proceed to the
deepening task after.
Good objects for
9
each station:
 Sight: ruler,
string, towel
 Touch: spoon,
coin, paper
 Hearing: small
bag of coins or
small things
that make
sound
 Smell: soap,
shampoo,
perfume
 Taste: fruit,
vegetables, or
other food you
have
For learners with
special needs:
 You can skip
some stations or
questions if
needed.
 For example,
skip the sight
station for
learners who
cannot see, or
the hearing
station for
learners who
cannot hear.
4. Proceed to the
deepening task after.
10
Deepening
Understanding of
the Key Idea/Stem
[3 minutes]
Ask the learners:
1. How are the senses
important in
describing objects?
i. Emphasize that
senses allow us to see,
hear, smell, touch, and
taste objects to
describe.
2. Which sense is
more important?
i. Emphasize that all
senses are
important. The
questions seek to
engage the learners’
critical thinking.
ii. Sometimes, people
can't see as well,
hear as well, or
smell things like
others. They are
people with
disabilities or
PWDs.
3. How can they still
learn about the
world around them?
(Emphasize that the
other senses can
still be used. Some
forms of technology
can also be used,
e.g. hearing aid for
those with hearing
challenges.)
[5 minutes]
Ask the learners and
lead them to the
expected answers:
1. What other objects
have you found
around the school?
2. Was it easy or
difficult to describe
the objects you
found?
3. What did you
use to describe
the objects
around the
school?
(senses)
4. How can we
answer the
questions that
you have about
the objects you
found?
[5 minutes]
1. Show the list of
activities
performed.
Note: Write the
activities they
performed on the
board.
2. For each activity,
ask the following:
i. Why do we do
the activity?
ii. What are
questions you
have about
the activity
that you don’t
know the
answer to?
2. Ask the learners
and lead them
to the expected
answers:
i. Was it easy or
difficult to
describe the
activities?
ii. How did Science
help
you
in
describing
the
activities?
(When we identify
and describe
activities, we
observe them. When
we observe, we do
 Since yesterday,
we used our
senses to find
and describe
things.
 When we describe
things, we are
observing them.
 Observing is part
of doing science.
 Science helps us
11
[5 minutes]
Ask the learners and
lead them to the
expected answers:
1. Was it easy or difficult
to describe the natural
events and their
activities?
2. How did Science help
you in describing
natural events?
(Expected answer;
When we identify and
describe natural
events, we observe
them. When we
observe, we do
Science.)
3. We used the senses in
describing natural
events. How important
are the senses in
science? (Expected
answer: Observation is
something we do with
science. The senses allow
us to observe.)
answer questions
through activities
like experiments.
Science.)
iii. How can Science
help in answering
the questions you
have about the
activity? (Science
will help us answer
your questions by
doing science
activities like
experiments.)
 Maybe one day,
you will become
scientists too!
After/Post-Lesson Proper
[3 minutes]
1. Ask the question:
what can my senses
describe?
2. Lead the learners to
the realization that:
the senses can
describe many things
that I can see, hear,
feel, smell, and taste.
If the question is
unable to elicit the
Making
expected statement
Generalizations and
above, you can have
Abstractions
the learners:
● read the full
statement
written/shown on
the board; or
read and complete the
statements in a fill-inthe-blanks format.
[3 minutes]
Lead the learners to
have the following
realizations using the
questions and expected
answers:
What are objects in
your surroundings
like? (There are many
objects in my
surroundings, and they
can be described in
many ways.)
2. How is Science
present in
identifying and
describing objects?
(When we identify
and describe
objects, we observe
them. When we
observe, we do
Science.)
3. How can Science
help in answering the
questions we have
12
[3 minutes]
Lead the learners to
have the following
realizations using the
questions and
expected answers:
1. Why is it important
to use our senses
in describing
objects or activities
around us?
(It is important to use
our senses because
they help
identify and compare
objects and activities
around us.)
2.How is Science
present in
identifying and
describing
activities?
(When we identify
and describe
[3 minutes]
Lead the learners to
have the following
realizations using the
questions and expected
answers:
1. Why is it important to
use our senses in
describing natural
events around us? (It
is important to use
our senses because
they
help us understand
and respond to what is
happening around)
2. How is Science
present in identifying
and describing
natural events?
(When we identify
and describe natural
events, we observe
them. When we
observe, we do
Science.)
about objects? (Science
activities like
experiments can help
answer questions.)
[3 minutes]
[4 minutes]
Note: Examples of
Objects for Each Sense
(These are possible
examples of objects the
teacher may show and
use for class activities.
Evaluating Learning
Collect all learner
outputs after the
activity.





Sight – Picture book
Hearing – Bell
Touch – Cotton ball
Smell – Bar of soap
Taste – Saltine
cracker (only if safe
and allowed)
13
activities, we
observe them. When
we observe, we do
Science.)
3. How important are the
senses in science?
(Expected answer:
Observation something
we do with science. The
senses allow us to
observe.)
3. How can Science
help in answering the
questions we have
about activities?
(Science activities like
experiments can help
answer questions.)
[5 minutes]
1. Show the learners
a picture of an
activity not
described before.
[5 minutes]
1. Show the learners a
picture or a video of
a natural event not
described before.
Instructions:
Look at the picture.
This shows a new
activity we have not
talked about before.
 Write 3 sentences
about the
activity. Each
sentence must
include one
sensory detail.
Instructions:
Look at the picture.
This shows a new activity
we have not talked about
before.
 Write 3 sentences
about the activity.
Each sentence
must include one
sensory detail.
Collect all learner
outputs after the
activity.
 Example: what you
see, hear, feel,
smell, or taste.
 Write your sentences
on a piece of
paper.
 Example: what you see,
hear, feel, smell,
or taste.
 Write your sentences
on a piece of
paper.
Collect all learner
outputs after the
activity.
Collect all learner outputs
after the activity.
Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection
Prepared by:
Reviewed by:
Approved by:
________________________
Subject Teacher
________________________
Master Teacher/Head Teacher
________________________
School Head
14