SCIENCE 3

Quarter 1 – Week
DAY
Describe the following.
What parts of your body did you use to
see or feel things?”
“What other parts of your body do you
use to describe objects or things around
you?”
A hand span is measured from
the tip of the thumb to the tip of
the small finger with the hand
opened as wide as possible.

A ruler is used to measure

length. It is also used to draw
a straight line.
A scissor is used to cut
cloth, paper, cardboard
and other thin
materials.

A hand lens is a piece of curved

glass that makes objects look
larger than they are.
• “Which part of your body do you think
makes you unique?
• “Look at your hands, your fingers, and
your thumbs.”
• “Did you know that your fingers have
patterns that are uniquely yours?”
Three kinds of fingerprint patterns: loop, whorl, and arch
Part A. My Fingerprint
● Do you see any pattern in your
fingerprint?
● Which fingerprint pattern do you
have?
Part B. My Hand Span
● How many hand spans is your arm
length?
● How many hand spans is the length
[Link] of the materials we
used in the activity helped
you observe your
fingerprint more closely?
[Link] did the hand lens help
you in observing your
thumbmark?
3. “What other materials
4. “How did these materials help you with
the task?”

5. What tools can be used to measure

length?”

6. “Why is a ruler a better option in

measuring length than a handspan?”
1. Which of the following can be used to
observe closely tiny creatures like ants and
plant parts like pollen or flower petals?
[Link] lens
[Link] span
[Link] tongs
[Link]
2. You want to find out how tall your chair is.
Which of the following will help you best?
[Link]
[Link] span
[Link] clips
[Link]
3. You want to find out how far the teacher’s
table is from the door. Which of the following
will help you best?
[Link]
[Link]
[Link]
[Link]
4. Which of the following can you do
with a ruler?
[Link] a string
[Link] a hand
[Link] a straight line
[Link] a thumb mark
5. Which of the following parts of your
body is unique?
[Link] arm length
[Link] of your leg
[Link] thumbprint
[Link] hand span
DAY
“What objects can you use to check how
long or how far an object is?”
“You have a good idea on how to find
out an object’s length. How about its
size? What object can you use to see
tiny things?”
To “expand” means to make the object
bigger in size. To “inflate” means to fill
it with air.
A “characteristic” of an object is a
quality that makes the object different
from others and serves to identify it.
Have you ever played with a balloon before? Where,
when or how?
How does air make things move?

Balloons come in many sizes, colors, and

shapes. They are made of different materials
like rubber or plastic, and are filled with air.
In this lesson, you will use a balloon, some
modeling clay, a pingpong ball, and a marble
in performing a simple science activity.
Part A. Clay or Ping pong Ball
• Make a ball of clay the size of a ping
pong ball.
• With a ruler, draw a straight line across
a smooth surface (table top). This will
be the starting line. Place two long
umbrellas (or line up books) between
the starting line to create a track.
• Place the ball of clay and the ping pong
ball side-by-side on the starting line.
• Blow up two rubber balloons
to about the same size. Pinch
the mouth of the balloons to
keep the air inside.
• Hold one inflated balloon
with its mouth directly on the
side of the ping pong ball.
• Release the air and observe how it
pushes the ping pong ball across the
floor. Mark the spot where the ping
pong ball stopped with a chalk.
• Do steps 3 to 6, this time using the ball
of clay and the other balloon.
• Do several trials. Share your
observations with your classmates.
Work together to answer the
following questions.
Guide Questions:
●Which ball rolled farther
from the starting line?
●Why do you think this
happened?
Part B. Clay or Marble
• Pinch off from the clay ball in Part A
and make a smaller clay ball the size
of a marble.
• Do steps 3 to 6 in Part A, comparing
the smaller ball of clay and the
marble.
• Share your observations with your
classmates. Work together to
answer the following questions.
Guide Questions:
1. Which ball rolled farther from the
starting line?
2. Why do you think this happened?
3. How does air from a balloon make
things like clay, ping pong ball, and
marble move across the floor?
You have performed a very simple science
experiment to explore how air from a balloon can
make objects like ping pong balls, marble, and balls
of clay move or roll across the floor. You may have
felt the air rush out from the balloon and saw how it
pushed the balls across the floor. You also learned
that while two balls may have the same size, the
lighter one will roll much farther than the heavier
one.
1. In Part A, one ball moved farther from the
starting line than the other. What could have
caused one ball to roll farther?
[Link] was lighter.
[Link] was heavier.
[Link] surface was rough.
[Link] surface was smooth.
2. In Part B, the two balls (clay and marble) rolled
about the same distance from the starting line. What
characteristic is the same for these two balls to make
this happen?
a. The marble is as rough as the clay.
b. The marble is as heavy as the clay.
c. The marble has the same shape as the clay.
d. The marble has the same smooth surface as the
clay.
3. What if you arranged the four balls used in
Parts A and B side-by-side and blew air on them.
Which do you think will move the farthest
distance from the starting line?
a. marble
b. big clay ball
c. small clay ball
d. ping pong ball
4. Think about the ping pong ball and the
marble. Which characteristic is the same
for both balls?
a. color
b. hardness
c. shape
d. size
5. Think about the two clay balls used in
the activity. Which characteristic makes
the two balls different?
a. color
b. roughness
c. shape
d. size
DAY
The past tense of spin is
“spun”.

To “pluck” means to hold and

pull upward quickly,
like the string of a guitar

To “vibrate” means to move

back and forth rapidly.
Activity 3: What happens when an object spins or
vibrates?

Asking questions is important when doing science

activities. Like scientists, you observe the things
around you and think of questions about a
phenomenon. In this way, you begin your quest with
things that you already know, and work on questions
that still need to be answered.
In this activity, you will explore some
characteristics of eggs and rulers. As you perform
the activity in each station, think about what you
already know about these objects, then write
questions to know more about how or why they
behave the way they do as you work with them.
Remember, in this activity, you should pay more
attention to asking the right questions, than finding
the correct answers.
Station 1: Crazy Eggs
Materials: one fresh egg, one hardboiled egg, small
deep bowl

Procedure:
[Link] egg in the bowl one at a time. Observe.
[Link] how the two eggs move.

What questions do you have in mind? Write two.

● Do you see any pattern in your
fingerprint?
● Which fingerprint pattern do you
have?
Part B. My Hand Span
● How many hand spans is your arm
length?
● How many hand spans is the length
of your leg?
Station 2: Bending Ruler
Materials: ruler made of hard plastic or steel, table
Procedure:
1. Place a ruler on a tabletop so that about 10 cm
(4 in) hangs or extends over the edge of the
table (see picture on the right).
2. Position one hand on top of the portion of the
ruler on the table to hold the ruler firmly in
place.
3. With your other hand, pluck the end of the ruler
hanging over the edge. Plucking is what you do to
the strings when you play a guitar or other string
instruments. Observe how the ruler vibrates or
moves up and down very quickly.
4. Listen carefully to the sound it makes.
5. Shorten or lengthen the part that hangs over the
edge.
6. Observe any change in the sound the ruler makes.
[Link] made the hard-boiled egg spin
longer compared to the fresh egg?
[Link] eggshell is harder.
[Link] contents are solid.
[Link] was cooked longer.
[Link] yolk is at the center.
What do you think will happen if you
used salted egg instead of hard-
boiled egg?
A. It will not spin at all.
B. It will spin like a fresh egg.
C. It will spin like a hard boiled egg
D. It will spin more slowly than the fresh
egg.
What do you think will happen if you used a
small balloon filled with water instead of a
fresh egg?
[Link] will spin like a fresh egg.
[Link] will spin like a salted egg.
[Link] will spin like a hard-boiled egg.
[Link] will spin faster than the hard-boiled egg.
Which characteristic of the ruler hanging
over the edge produced a higher pitch?
A. longer
B. shorter
C. thicker
D. wider
If you used a long pencil instead of a
ruler, how would it behave when
plucked?
A. It will not vibrate.
B. It will produce a sound.
C. It will make a very loud sound.
D. It will make a very high-pitched
sound.
DAY
What do you think will happen if we put the following objects in
water.
The heavier the object the more
chance to sink on water.

The lighter the object the more

chance to float in water.

Let the pupils try the experiment.

Activity 4: How can I make a floating clay?

Have you noticed some dried leaves floating on

water? What makes these leaves float? In this activity,
you will use a modeling clay and a basin with water to find
out how things like leaves, insects, paddle boards, and
boats float.

Materials: modeling clay about the size of a ping pong

ball, basin with water, paper clips
Procedure:
Part A. Creating My Floating Clay
Think about how you can make a sample of clay float in water.
Recall your past experiences seeing objects, insects, plants, boats,
and ships floating on water. Work with your clay and change its
shape. Try putting it into the water and observe if it floats or
sinks. Do this several times using different shapes.

Guide Questions:
[Link] does your floating clay look like? Describe it.
[Link] does this shape allow it to float on water?
Part B. Testing My Floating Clay
• Put in the paper clips one at a time into your floating clay.
• Count the number of paper clips that it can hold before it
sinks.

Guide Questions:
Why do you think this shape of clay can hold so many
paper clips?
If you put in marbles instead of paper clips, will the
floating clay hold just as many marbles as paper clips?
Why?
Fill the graphic organizer with the things that float
and sinks.

THINGS
THAT SINK
Fill the graphic organizer with the things that float
and sinks.

THINGS
THAT
FLOAT
GENERALIZATION
Why is it helpful to ask questions when designing and
testing floating clays?

Why is it necessary to manipulate the modeling clay in

this activity?
[Link] characteristic is most important when
making a sample of clay float in water?
[Link]
[Link]
[Link]
[Link]
Which of the following has a similar shape
to your floating clay?
A. volleyball
B. dinner plate
C. coffee mug
D. flower vase
In this activity, which floating clay design is
considered the best?
A. can stay afloat the longest
B. the widest clay that can hold many paper clips
C. the most colorful and can hold at least one
paper clip
D. can hold the most number of paper clips
without sinking
Why is it important to try different shapes in
creating your floating clay?
A. to practice handling a modeling clay
B. to create the best shape that stays afloat
C. to make sure that it can hold one paper clip
D. to know which shapes of clay will sink
immediately
Instead of modeling clay, what other material
can you use to make different shapes and create
a floating object that can hold paper clips
without sinking?
A. bond paper
B. glass jar cover
C. rubber balloon
D. plastic bottle cap