Quarter 4-Cause and Effect-English Grade 3

Cause and Effect

1. ENGLISH Informational Text ( Cause and Effect ) QUARTER 3 WEEK 4 DAY 1

2. Directions : Read the paragraph below.   1,888 new COVID-19 cases bring Philippine tally to 561,169   By Ma. Angelica Garcia, GMA News   The Philippines’ coronavirus disease 2019 (COVID-19) tally rose to 561,169 on Sunday after the Department of Health announced 1,888 new infections as two laboratories failed to submit reports on time.

3. The total number of recoveries also climbed to 522,843 after 9,737 more patients recovered from the respiratory illness. The death toll increased to 12,088 with 20 new fatalities.

4. The DOH said seven duplicates were removed from the total case count. Of these, two were recoveries. Moreover, 12 cases that were previously tagged as recoveries were reclassified as deaths after final validation.

5. Upon hearing the news about COVID-19, what comes in your mind? Can you plan some things after hearing the information text ? One of the elements that we can use with the information text that we heard a while ago is the bullet pointed list.

6. Objective: At the end of the lesson, the learners should be able to identify and use the elements of an informational/factual text heard.

7. Informational Texts Informational texts present factual details or information about particular persons, places, things, events, and topics. These texts may also be written using varied purposes, such as to inform, educate, and even persuade . Informational texts may be written in various forms. These include the following:

8. Cause and Effect is an example of informational text.   A cause is something that produces an event or condition; an effect is what results from an event or condition.    

9. Paragraph 1     Look down at your feet. Are you wearing shoes? Why? People wear shoes many reasons. The first and most important reason is to protect their feet. Shoes keep people from hurting their feet while walking on rough surfaces, but this isn’t the only reason why people wear shoes.

10. Some people wear special shoes that are designed to help them play a game, like bowling shoes or soccer cleats. Some people wear expensive designer shoes so that they appear fashionable and feel good about themselves. And a lot of other people like my dad wear shoes so that their feet won’t stink up the room.

11. Cause: People wear shoes for various reasons such as protection, performance enhancement, fashion, and hygiene.

12. Effect: Wearing shoes protect people's feet from getting hurt while walking on rough surfaces. Additionally, specialized shoes like bowling shoes or soccer cleats help individuals perform better in specific activities. Fashionable designer shoes contribute to people's self-esteem and appearance. Moreover, some individuals wear shoes to prevent their feet from emitting unpleasant odors.

13. Paragraph 2 Students are not allowed to chew gum in my class. While some students think that I am just being mean, there are many good reasons for this rule. First, some irresponsible students make messes with their gum. They may leave it on the bottoms of desks, drop it on the floor, or put it on other people’s property.

14. Another reason why I don’t allow students to chew gum is because it is a distraction. When they are allowed to chew gum, students are more worried about having it, popping it, chewing it, and snapping it then they are in listening, writing, reading, and learning. This is why I don’t allow students to chew gum in my class.

15. Cause: The rule prohibiting chewing gum in the class is implemented due to several reasons . Effects: Preventing mess: Some students irresponsibly handle their gum, leading to messes such as sticking it under desks, dropping it on the floor, or placing it on other people's property.

16. Effects : Minimizing distractions: Allowing gum chewing leads to students focusing more on chewing, popping, and snapping gum rather than concentrating on listening, writing, reading, or learning.

17. Directions : Identify the cause and effect in each sentence. Write them in proper column. 1. A tornado blew the roof off the house, and as a result, the family had to find another place to live. CAUSE EFFECT

18. 2 . Because the alarm was not set, we were late for work. 3 . Since school was canceled, we went to the mall. CAUSE EFFECT

19. 4. John made a rude comment, so Elise hit him . 5 . The meal we ordered was cheaper than expected , so we ordered dessert.  CAUSE EFFECT

20. Read the paragraph below.   The Magpie’s Nest Of all the birds in the air, the magpie builds the very best nest. Long ago, all the birds came to Magpie and asked her to teach them how to build nests. So Magpie got them all together and began to show them how to do it.

21. First , she took some mud and patted it into the shape of a pancake. “Ah ha!” said Thrush, and away she flew. So Thrush still builds her nest out of mud. Then Magpie arranged some twigs around in the mud. “Well of course,” said

22. Owl, and away she flew. Owls have never made better nests than that. Magpie turned the edges of the pancake up into a bowl shape, and put more twigs around the outside. “What a good idea!” said Sparrow, and Sparrow makes messy nests to this day.

23. And so it went on. Each bird took away some knowledge of how to build nests , but none of them waited to the end. Finally, only silly Turtle-dove was left , and she hadn’t been paying any attention all along. She had just been sitting there saying her silly cry. “Take two, take two-o-o-o. Take two, take two-o-o.”

24. Magpie was adding the last twig to her lovely nest. “Take two, take two-o-o ” cried Turtle-dove. Magpie looked at Turtle-dove. “One’s enough,” she said. But the Turtle-dove kept on saying, “Take two, take two-o-o.”

25. Then Magpie got angry. “One’s enough, I tell you.” Still Turtle-dove repeated, “Take two, take two-o-o. Take two, take two-o-o.” At last, Magpie got even angrier. No one but silly Turtle-dove was left to see her lovely nest that she had worked so long to build. She flew away to find some worms , and refused to show the birds how to build a nest again. And that is why different birds build their nests differently.  

26. In this story, what is the effect of each cause? Choose the correct answer.

27. 4. Here is a cause: Each bird took away some knowledge of how to build nests, but none of them except silly Turtle-dove waited until the end. What was the effect? 5 . Here is a cause: No one but silly Turtle-dove was left to see the lovely nest that Magpie had worked so hard to build. What was the effect?

28. Read the paragraph below.   The Camel and the Pig Camel walked along the street, thinking aloud, “There’s nothing like being tall! Look how tall I am!” Pig , hearing Camel’s bragging, said, “There’s nothing like being short! Look how short I am!”

29. “And if I fail to prove that it is better to be short, I shall give up my curly tail,” said Pig. “Agreed!” said Camel . “ Agreed!” said Pig. They came to a garden, surrounded by a low wall, with no gate. Camel stood outside the garden, reaching over the wall with his long neck to have a nice breakfast of the tender plants inside.

30. He turned to Pig, who could not even see over the wall to get a look at all the good things in the garden. “Now, would you rather be tall or short?” Camel said to Pig. Pig did not reply.

31. Next they came to another garden , surrounded by a high wall, with a small covered gate on one end. Pig went through the gate, and feasted on the vegetables. When he came out, he laughed at Camel, who had had to stay outside because he was too tall to enter the garden through the small gate.

32. “Now, would you rather be tall or short? Pig said to Camel. Camel did not reply. Then they thought the matter over and came to the conclusion that Camel should keep his hump and Pig should keep his curly tail. For, as Pig observed, “Tall is good when tall is needed; of short, the same is true.”

33. Directions: Choose the most likely cause of each of these things that happened.  

34. 4. Here is an effect: Camel and Pig decided that Camel could keep his hump, and Pig could keep his curly tail. What might have been the cause?

35. Directions: Choose the most likely effect of each cause.  

36. REMEMBER:   Informational texts present factual details or information about particular persons, places, things, events, and topics. These texts may also be written using varied purposes, such as to inform, educate, and even persuade. Informational texts may be written in various forms.

37. Cause and Effect is an example of informational text.   A cause is something that produces an event or condition; an effect is what results from an event or condition.

38. Directions: Read each paragraph below. Fill in the missing boxes with the appropriate info.

39. Some flamingos are pink. Not all flamingos are pink. The pink color comes from their diet. Flamingos that eat a lot of shrimp will be pink. Flamingos that eat a lot of algae will be pale or white.  

40. Directions: Read each paragraph below. Fill in the missing boxes with the appropriate info.   Cotton candy is made from sugar. Its natural color is white. The color is added. “Boo Blue” is used to make blue cotton candy. “Silly Nilly ” is added to make pink cotton candy, which has a vanilla flavor.  

41. ENGLISH Informational Text (Sequence; Comparison and Contrast) QUARTER 3 WEEK 4 DAY 2

42. Directions: Read about lightning and thunder, pay attention to the sequence of events , from first to last. Lightning and Thunder Long ago, people made up myths and legends to explain what causes lightning and thunder. Having an explanation for something can make it less frightening. Lightning and thunder can be very frightening especially because they often happen just before a big rainstorm.

43. We now know what causes lightning and thunder. Have you ever noticed that you often hear thunder just a few seconds after you see lightning? This is because it is lightning that causes thunder. If the storm is far away from you, there are a few seconds between the lightning and the thunder. If the storm is close to you, you hear the thunder almost at the same time that you see the lightning.

44. Lightning is caused by electricity building up inside a cloud. When a large mass of warm air and a large mass of cold air come together high above the earth, it causes a lot of movement in the air. The cold air moves down while the warm air moves up, which creates something like friction.

45. An electric charge builds up in the clouds. The charge gets stronger and stronger until it explodes—and the LIGHTNING flashes. When the lightning flashes, the air around it becomes unbelievably hot—five times hotter than the surface of the sun!

46. The heated air expands into the cooler air around it, causing the shockwave that we call thunder. Even though we usually see lightning before we hear the thunder that it causes, the two events happen just a fraction of a second apart. In addition, both light and sound travel through the air in waves.

47. However , light waves travel faster than sound waves, so the light waves from the explosion get to us first. A tiny version of an event similar to lightning and thunder can happen when you brush your feet along a carpet and then touch a doorknob. You can sometimes hear the little sizzle of mini-thunder, and see the flash of mini-lightning.

48. What did people long ago do to explain the causes of lightning and thunder ? 2. Why can lightning and thunder be frightening, especially before a big rainstorm ? 3. What is the relationship between lightning and thunder in terms of timing ? 4. How does the distance of a storm from your location affect the timing between lightning and thunder ? 5. What causes lightning to occur inside a cloud?

49. 6. What happens when warm and cold air masses come together high above the earth ? 7. What effect does the movement of air due to the interaction of warm and cold air masses have ? 8. How does the electric charge build up in the clouds ? 9. What triggers the explosion of the electric charge, resulting in lightning flashes ? 10. What happens to the air surrounding the lightning when it flashes?

50. Directions: Write the numbers 1 through 6 in the boxes beside the events to show the sequence of what happens to cause lightning and thunder, from first to last.

51. Here are two stories. As you read, think about how the stories are alike, and how they are different.  

52. Informational Texts Informational texts present factual details or information about particular persons, places, things, events, and topics. These texts may also be written using varied purposes, such as to inform, educate, and even persuade . Informational texts may be written in various forms. These include the following:

53. Sequencing is the process of combining things in a particular order, or discovering the order in which they are combined:  

54. Comparison and Contrast is another example of informational text.

55. Read the story below.   The Soda Habit     Damian loved soda. He loved soda so much that he drank it for breakfast, lunch, and dinner. He drank so much soda that his family had to get three recycling bins, just to get all of the empty bottles out to the curb once a week. Damian thought soda was great, and nobody could tell him any different.

56. One day a nutritionist came to visit Damian’s class. She talked to the students about the kinds of foods they should be eating. She also talked to them about the kinds of foods – and drinks – they should consume in moderation. Soda was at the top of her list. Damian raised his hand. “There is nothing wrong with soda,” he said.

57. “ Soda contains a lot of sugar,” the nutritionist said. “If you consume too much sugar, your body doesn’t know what to do with it. Drinking too many sodas, for too long, will eventually make you sick. It can cause a disease called diabetes.” Damian’s father had this disease. Damian knew all about diabetes. His father could not eat any sweets. He had to get a shot every day. He had to be careful not to stub his toes or cut his fingers, since it would take any wound a very long time to heal.

58. I do not want to have to have a shot every day, Damian thought to himself. I do not want to have to stop eating sweets. That night at dinner, instead of a soda, Damian filled a glass of water at the sink. “ Are you okay?” his father asked “Yes,” Damian said. “A nutritionist came to my class to day, and I have decided that I will stop drinking so much soda.”

59. DIRECTIONS: Read each story event. What comes next? Write the letter of what comes next on the line. ______ 1. Damian drinks a lot of soda every day. A . Damian doesn’t want to have a shot every day. B. A nutritionist comes to Damian’s school. C. Damian’s father asks him if he is okay.

60. ______ 2. Damian raises his hand and says there is nothing wrong with soda . A . Damian doesn’t want to have a shot every day. B. A nutritionist comes to Damian’s school. C. The nutritionist explains why too much soda is unhealthy.

61. ___ 3. Damian thinks about how his father has diabetes. A . Damian gets himself a glass of water to drink with dinner. B. A nutritionist comes to Damian’s school. C. Damian’s father asks him if he is okay.

62. ______ 4. The nutritionist says soda contains a lot of sugar. Damian tells the nutritionist there is nothing wrong with soda. B . Damian thinks about what the nutritionist has said. C. Damian decides he doesn’t want to have a shot every day

63. Read the story below . The Watsons Mr. Watson liked to tinker with things. He had a workshop in the garage, where he kept a lot of tools, and when he wasn’t building something or fixing something, he was taking something apart and trying to make it “better.” Mrs. Watson hated it when her husband tried to make “improvements” to things around the house that were not broken.

64. When she went into the garage one day and found that he was looking carefully over her hair dryer, she got angry. “Do you remember when you ‘improved’ the dishwasher, and we ended up getting our kitchen walls power-washed?” she demanded. “Do you remember when you ‘improved’ the microwave, and I put a steak in to defrost and it disintegrated?!” “Don’t worry,” Mr. Watson said, waving her away. “This will be great.”

65. The next morning when Mrs. Watson got up to get ready for work, she took a shower. She put on her robe, and she went to do her hair. There was her hair dryer, on its rack, looking the same as it always did. She sighed with relief, picked it up, and turned it on. The hair dryer roared to life , and began to shimmy in her hand. Mrs. Watson screamed, and let go.

66. But the hair dryer had so much power that it didn’t fall. It hovered in the air and began to move forward. Mrs. Watson ran, and the hair dryer began to chase her around the house!

67. Mr. Watson heard the commotion and came running. He saw the hair dryer bearing down on Mrs. Watson, who was getting tired after her fourth lap around the living room. He hurried to the bathroom and yanked the plug from the wall. The hair dryer suddenly stopped, and fell, lifeless, to the ground .

68. Mrs. Watson was so furious she couldn’t speak. That afternoon, she called Goodwill and they came and picked up all of Mr. Watson’s tools from the garage. Mr. Watson sat on the front stoop and watched the truck pull away. But he wasn’t sad. He had a backup toolbox stashed under the porch, and he had an idea for how to improve his electric garage door opener.

69. DIRECTIONS: Read each story event. Then tell what happens next in the story. Mr . Watson looks at his wife’s hair dryer. NEXT : __________________________________________ 2. Mrs. Watson hates that her husband is always trying to “improve” things around the house. NEXT : ________________________________________

70. 3. Mrs. Watson gets up, takes a shower, and puts on her robe. NEXT : __________________________________________ 6. Mr. Watson sees what the hair dryer is doing . NEXT : ________________________________________

71. Directions: Read the passage carefully then write the sentences at the bottom into the right section of the Venn Diagram.  

72. Directions: Read the passage carefully the compare and contrast BMX bike and mountain bike using the Venn Diagram.  

73. REMEMBER:   Informational texts present factual details or information about particular persons, places, things, events, and topics. These texts may also be written using varied purposes, such as to inform, educate, and even persuade. Informational texts may be written in various forms.   Sequencing is the process of combining things in a particular order, or discovering the order in which they are combined:  

74. Group Activity : Compare and Contrast the following topics using the Venn Diagram.   Group 1: Facebook and Instagram Group 2: Cheetah and Lion Group 3 : Jollibee and McDonald’s Group 4: Pizza and Ice Cream

75. Directions: Read each sentence below. Decide whether you'd be more likely to find the sentence at the beginning of a story or the end of a story. On the line next to each sentence, write the word beginning or ending . 1. ___________________ Once upon a time, there was a magical spider. 2. ___________________ Finally, we all went home to rest after our exciting adventure.

76. 3. ___________________ It seemed like there was nothing we could do to solve this problem . 4. ___________________ When I woke up, this morning, I saw that it was snowing. 5 . ___________________ From that day on, Marvin never lied to his parents again.

77. ENGLISH Informational Text (Description and Persuasion) QUARTER 3 WEEK 4 DAY 3

78. Directions: Read the paragraphs below.   Paragraph 1

79. 1 . What is being described in the paragraph? 2. What are the descriptive or describing words used to describe the backpack? 3. Do you have a backpack? How will you describe it?  

80.   Paragraph 2

81. Do you agree that students should not be given a homework? Why or why not?      

82. Informational Texts Informational texts present factual details or information about particular persons, places, things, events, and topics. These texts may also be written using varied purposes, such as to inform, educate, and even persuade . Informational texts may be written in various forms. These include the following:

83. Descriptive and Persuasive paragraph are another example of informational text .

84. Example:  

85. The adjectives big, vast, headrest, backrest , cover from sunlight, weapon, source of inspiration are the words used to describe the backpack.

86. Example : The author of this paragraph convinces the reader that homework should not be given to students because it takes away things like family time, playing etc.  

87. Directions: Read the descriptive paragraph below. List down all the descriptive words used to describe the room.  

88. MY ROOM

89. Directions: Read the descriptive paragraph. Fill out the spider web graphic organizer, by writing the details that describes the beach.  

90. Do you agree or disagree with the statement below? Students should be required to wear uniforms to school. State your opinion and use details to support your point of view. _____________________________________ _____________________________________ _____________________________________

91. Activity:

92. REMEMBER:   Informational texts present factual details or information about particular persons, places, things, events, and topics. These texts may also be written using varied purposes, such as to inform, educate, and even persuade. Informational texts may be written in various forms.  

93. Directions: Read each paragraph. Identify whether it is a descriptive paragraph or persuasive paragraph. 1.

94. 2. Do you sometimes see like you feel your teachers more than your friends and family? Do you wish you just have more time to yourself? Do you have personal goals that you can’t ever get because you’re in school all day? I say we shorten the school week from five to three days. Kids need more time to rest and relieve stress. They also need time with family and friends. A three day week would be a positive change from an academic, social and emotional standpoint.

95. 3.

96. 4. What would you think if you had to put you personal belongings in a crate, and every time you turn something of yours were stolen? That is why I think students should have lockers. To protect their things, keep their things somewhere clean and so they won’t have to complain about carrying everything at once.

97. 5.

98. ACTIVITY:  

99. ENGLISH Informational Text ( Problem and Solution ) QUARTER 3 WEEK 4 DAY 4

100. Directions: Read the paragraphs below . Deforestation is a serious problem because forests and trees aren’t just pretty to look at, they do an important job making the earth’s environment suitable for life. They clean the air, store water, preserve soil, and provide homes for animals. They also supply food, fuel, wood products, and paper products for humans.

101. In the past fifty years, more than half of the world’s rainforests have been destroyed. Today, the forests of the world are being cut down at a rate of fifty acres every minute! Scientists say that if deforestation continues, the world’s climate may change, floods may become more common, and animals will die.

102. Why is deforestation a serious problem?  What are some things forests provide for animals?  How much of the world's rainforests have been destroyed in the past fifty years?  How fast are forests being cut down today?

103.  What do scientists say might happen if deforestation continues?  Name one way forests help humans.  What might become more common if deforestation continues?  Why do forests need to be preserved?  Can you name one thing that forests store?

104. Why is deforestation a serious problem?  What are some things forests provide for animals?  How much of the world's rainforests have been destroyed in the past fifty years?  How fast are forests being cut down today?

105. Informational Texts Informational texts present factual details or information about particular persons, places, things, events, and topics. These texts may also be written using varied purposes, such as to inform, educate, and even persuade . Informational texts may be written in various forms. These include the following:

106. A " problem" can be defined as a situation or issue that presents difficulty or challenge in achieving a desired outcome. It can refer to any obstacle, difficulty, or complexity that needs to be resolved or addressed. A " solution" can be defined as a means of resolving a problem or addressing an issue.

107. Example: PROBLEM   Deforestation is a serious problem because forests and trees aren’t just pretty to look at, they do an important job making the earth’s environment suitable for life. They clean the air, store water, preserve soil, and provide homes for animals. They also supply food, fuel, wood products, and paper products for humans. In the past fifty years, more than half of the world’s rainforests have been destroyed. Today, the forests of the world are being cut down at a rate of fifty acres every minute! Scientists say that if deforestation continues, the world’s climate may change, floods may become more common, and animals will die.

108. SOLUTION   One solution to the problem of deforestation is to use less paper. If you use less paper, fewer trees will be cut for paper making. How can you use less paper? One answer is to reduce your paper use by using both sides of the paper when you photocopy, write a letter, or write an essay. A second answer is to reuse old paper when you can, rather than using a new sheet of paper. The backs of old envelopes are perfect for shopping lists or phone messages, and when you write a rough draft of an essay, write it on the back of something else. A final answer is to recycle used paper products instead of throwing them away. Most schools, offices, and districts have some kind of recycling center. If you follow the three Rs – reduce, reuse, and recycle –, you can help save the world’s forests.

109. Directions: For each passage below, write the problem and solution in the correct column.   PROBLEM SOLUTION 1. 2. 3. 4.

110. 1. John didn’t know what to take to school for Show and Tell . He asked his mother for an idea. She suggested he take the ribbon his dog won at the pet parade.  

111. 2. Emily knew she had to get to school on time, but her mother said she couldn’t drive her. Emily decided to leave early and walk to school. 3. Mrs. Anderson wanted a fresh pineapple for her cake. The store near her did not have any fresh ones, so she went to another store and bought it there.

112. 4. Robert was afraid the flooding river would reach his home. His parents were away , and he was watching with his little sister. He saddled his horse, and he and his sister rode to the top of the hill.    

113. Directions: Read each paragraph. Identify the problem and solution in the paragraph. Fill in the missing boxes with the appropriate info.   1 .

114. 2 .

115. 3.

116. Directions: Match each problem to the best solution.  

117. Directions: Read the problem below.   Students are not eating a healthy lunch.

118. REMEMBER:   Informational texts present factual details or information about particular persons, places, things, events, and topics. These texts may also be written using varied purposes, such as to inform, educate, and even persuade. Informational texts may be written in various forms.   A " problem" can be defined as a situation or issue that presents difficulty or challenge in achieving a desired outcome. It can refer to any obstacle, difficulty, or complexity that needs to be resolved or addressed. A " solution" can be defined as a means of resolving a problem or addressing an issue.  

119. DIRECTIONS: What could you do to solve each problem?

120. Directions: Can you think of a solution for each problem? Write it in the box.

121. Directions: Identify what type of informational text is used in each statement /item. Select your answers from the choices below. Write the letters of your answers on your answer sheet . _____1. In planting flower seeds, get a pot and place soil in it. Then , put the flower seeds in it. Water it regularly and expose it to appropriate amount of sunlight. A. Description D. Cause and Effect B. Problem and Solution E. Sequence C. Comparison and Contrast F. Persuasion

122. _____2 . Many pupils got sick due to the constantly changing weather. To solve this concern, the local health officials had checked the vital signs of the pupils. They also distributed medicines and vitamins. _____3. We must act now. We have to save our environment. Plant trees . Conserve energy and water. We can do something. Save Mother Earth. A. Description D. Cause and Effect B. Problem and Solution E. Sequence C. Comparison and Contrast F. Persuasion

123. _____4 . Mount Taal is considered as the world’s smallest volcano. It is also one of the most active volcanoes in the country. It is known as a volcano island situated at the center of Taal Lake. _____5. Due to heavy rains, streets become flooded. A. Description D. Cause and Effect B. Problem and Solution E. Sequence C. Comparison and Contrast F. Persuasion