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Subject: General Science
Semester: 2
Period: 5
Week: 25
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 3
Date: Week 25
Lesson Duration: 45 minutes
Week & Period: Week 25, Period 5
Topic: Introduction to Matter
Sub-topic: Understanding What Matter Is
Learning Objectives
By the end of the lesson, students should be able to:
state what matter is.
give examples of matter from daily life.
Previous Knowledge
Students already know:
Objects around them have weight, occupy space, and can be seen or touched.
Instructional Materials
Everyday objects (book, water, air in balloon), charts showing examples of matter, worksheets.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Ask learners to name things they see around them and discuss whether they think these are made of matter.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Learners classify everyday objects into matter and non-matter, using items from the classroom or home (e.g., books, water, air, sunlight).
- Students give examples of solids, liquids, and gases they encounter daily, such as:
- Solids: stone, chair, pencil
- Liquids: water, juice, oil
- Gases: air, helium in balloons, steam from boiling water
- Learners discuss in pairs or groups why these examples are considered matter, emphasizing that matter has mass and occupies space.
- Optional activity: learners inflate balloons to observe that air, though invisible, takes up space.
- Hands-on activity: learners sort classroom items into solid, liquid, or gas categories.
Assessment Checks (Expanded):
- Ask learners to name three examples of matter from their daily life.
- Ask learners to explain why air in a balloon is considered matter.
- Observe participation during classification and sorting activities to ensure learners understand that all matter occupies space and has mass.
Notes (Expanded & Detailed):
- Matter is anything that has mass and occupies space.
- States of matter include:
- Solids – definite shape and volume (e.g., books, stones)
- Liquids – definite volume but no fixed shape (e.g., water, juice)
- Gases – no fixed shape or volume; fill the container they occupy (e.g., air, helium)
- Even invisible substances like air are matter because they have mass and occupy space.
- Using familiar, everyday examples helps learners relate the concept to their environment.
- Encourage learners to observe matter around them and identify its state in daily life.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
Recap the definition of matter and give examples from solids, liquids, and gases.
Evaluation Method (Expanded)
Exit slip/quiz: Learners list two examples of matter from daily life.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded)
Observe and list five items at home that are matter and classify them as solid, liquid, or gas.
Follow-up Activity
Create a chart in class showing examples of matter in each state.
Differentiation / Inclusive Strategies
Provide visual aids for learners who need support. Pair learners for discussion. Offer simplified explanations and guided examples for learners struggling with the concept.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low