Lesson Plan in Science 5 Content standards: The Learners demonstrate understanding of...properties of materials to determine whether they are useful or harmful. Performance Standard: The Learner...uses local, recyclable solid and/or liquid materials in making useful Products. Learning Competency and code: The Learner....uses the properties of materials whether they are useful or harmful; S5MT-Ia-b-1 Quarter: I Week : 1 Day: 1 I. Objective: At the end of 50 minutes, 100% of the learners are expected to: 1. List useful and harmful solid and/or liquid materials found at home and in school II. Content: Subject Matter: Integration: Strategies: Reference: Useful and Harmful Materials Health (safety precautionary measures in handling materials) Game, Gallery Walk Science Beyond Borders pp : 4-6, LRMDS Portal TG 5 & LM 5 III. Learning Tasks Elicit (5 mins. ) Materials Game : Pinoy Henyo Glass book Two pupils will play the game. One of them will give the clue and the other one will guess the answer. The pair is given one minute to guess the correct word being described. The following materials will be described. Engage (5 mins) Instruct the pupils to look around the classroom. Let them name at least three materials. Are these materials useful or harmful? Why? Real object Inside the classroom Explore (15 mins) Gallery walk: 1. Group the pupils into four. Manila paper Pentel 2. Create four stations. In every station the group will list what is asked for. Once the teacher say move the group will move to the next station. 1 4. Teacher go around and observe the pupils as they perform the activity First Station – Second Station – Third Station Fourth Station – Useful materials found at home Harmful materials found at home Useful materials found in school Harmful materials found in school Explain ( 8 mins) Ask the following guide questions: 1. Based on the activity, what useful materials are found at home? in school? 2. What harmful materials are found at home? in school? 3. Are there useful and harmful materials at home and in school not identified? What are those? 4. Why it is important to have knowledge about useful and harmful solid and liquid materials at home? and in school? Elaborate ( 8 mins ) Teacher ask: How do you know that the materials are useful and harmful? Pupils output Chart/ powerpoint Materials are considered useful if it serves its purpose or it can be served for other purposes. Harmful materials may also bring hazards. These materials may bring harm to your health and in the environment if not used or handled properly. There are solid and liquid materials found at home and in school which are useful and harmful. We should follow safety precautions in handling these materials to avoid harm to our health and environment. Evaluate (5mins) Inside the box are useful and harmful materials. List on the appropriate column below. Plastic bag Empty bottles of mineral water Broken glass Food cartoon Empty bottle of Insect Spray Empty bottle of bleach 2 Manila paper Pentel pen Formative notebook Useful Material Harmful Material 1. 1. 2. 2. 3. 3. Extend : (4 mins) At home, make an inventory of useful and harmful solid and liquid materials. notebook Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? ______________ 3 Lesson Plan in Science 5 Content standards: The Learners demonstrate understanding of...properties of materials to determine whether they are useful or harmful Performance Standard: The Learner...uses local, recyclable solid and/or liquid materials in making useful products Learning Competency and code: The Learner....uses the properties of materials whether they are useful or harmful; S5MT-Ia-b-1 Quarter I Week: 1 Day: 2 I. Objective: At the end of 50 minutes, 100% of the learners are expected to: 1. Classify solid and/or liquid materials found at home and in the school into useful and harmful. II. Content: Subject Matter: Integration: Strategies : Reference: Classifying Useful / Harmful Solid and Liquid materials Health (Proper handling of harmful materials), English (grammar) Collaborative Approach Science Beyond Borders 5 pp: 4-6, LRMDS Portal TG 5 & LM 5 III. Learning Tasks Materials Elicit ( 3 mins. ) Mystery Box: Chalk, One learner will represent in each row. Representative in each row water in a bottle, will pick an object from the mystery box and identify if the material is empty bottle of useful or harmful. The group with the highest score wins. bleach, used batteries, face towel, electric wires, glass Engage (5 mins) Ask: Real object Can you classify the materials? inside the Which are useful? Why? classroom Which are harmful? Why? Explore (15mins) Group activity: Collaborative Approach 1. Group the pupils with five to six members. 2. Give instructions on what they are going to do 3. Distribute the activity sheet. 4. Use rubrics in giving score. Strategy : Collaborative Approach 4 Manila paper Pentel Activity sheet rubrics Activity : “Where I belong” I. Problem: Classify useful and harmful solid and/or liquid materials found at home and in school II. Materials : activity sheet III. Procedure: . 1. Classify the materials given and, 2. Fill out the table. plastic bag sharp tools gasoline eraser milk insecticides metal polisher old news paper empty paint can buko juice kerosene laboratory chemicals *Suggestion: Teacher can add other samples of materials. Useful Solid Materials At Home In School Harmful Liquid Materials At Home In School Explain ( 10 mins) Sharing of findings/Reporting Guide question: Activity sheet 1. Based on the activity, how did you classify the materials? 2. What are the useful solid and or liquid materials that you have classified? 5 3. What are the harmful solid and or liquid materials that you have classified? 4. What are you going to do with harmful solid and or liquid materials found at home and in school? 5. How are they kept at home and in school? 6. Is it necessary to have a designated place for harmful materials at home and in school? Elaborate (10 mins) From the learners output of the activity. Ask: 1. How did you know that the material is useful? 2. How did you know that the material is harmful? Teacher inputs: Useful materials are those which can be used for its purpose because of its characteristics. Example : plastics Harmful materials are those that contains toxic substances, can bring hazards which can harm living things and the environment . These materials should be handled and disposed properly. Example: empty bottles of insect spray How are the materials stored and disposed? Teacher further discuss the proper Storage and Disposal of Household Materials 1. Store all poisonous chemicals in safe containers and places. 2. Keep flammable materials out of the reach of children 3.Clearly label all containers of chemicals to make sure they are easily and correctly recognized 4. Keep petroleum products in safe containers 6 Manila paper Pentel pen or Powerpoint / chart 5. Dispose of all empty cans, glasses, and plastic and Styrofoam products properly. 6. Thoroughly clean kitchen utensils and similar materials and keep them in a safe place, away from cockroaches and ants. 7. Dispose of fruit peelings, food scraps, and spoiled fruit and vegetables together with other biodegradable materials in a compost pit in the backyard. Evaluate: (5 mins ) Write (/) check for useful materials and (x) for harmful on the blank before the number. ___1. insect killer ___2. empty plastic bottle ___3. candy wrapper ___4. sugar ___5. kerosene Extend ( 2 mins) Make a list of 5 useful and 5 harmful materials found inside and outside your home. Formative notebook notebook Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? ______________________ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? ______________ 7 Activity: “Where I belong” I. Problem: Classify useful and harmful solid and/or liquid materials found at home and in school II. Materials: activity sheet III. Procedure: 1. Classify the materials given and, 2. Fill out the table. plastic bag eraser sharp tools insecticides metal polisher old news paper empty paint can gasoline milk buko juice kerosene laboratory chemicals *Suggestion: Teacher can add other samples of materials. Useful Solid Materials At Home Harmful Liquid Materials In School At Home In School Observation: 1. Based on the activity, how did you classify the materials? _____________________ 2. What are the useful solid and or liquid materials that you have classified? _____________________________________________________________________ 3. What are the harmful solid and or liquid materials that you have classified? _____________________________________________________________________ 4. What are you going to do with harmful solid and or liquid materials found at home and in school? _____________________________________________________________________ 5. How are they kept at home and in school? _____________________________________________________________________ 6. Is it necessary to have a designated place for harmful materials at home and in school? __________________________________________________________________________ 8 Group number: __________________________ Score: __________________ Members : ____________________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 9 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science 5 Content standards: The Learners demonstrate understanding of...properties of materials to determine whether they are useful or harmful Performance Standard: The Learner...uses local, recyclable solid and/or liquid materials in making useful products Learning Competency and code: The Learner....use the properties of materials whether they are useful or harmful; S5MT-Ia-b-1 Quarter I Week: 1 Day: 3 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: 1. Identify properties of useful solid and or/ liquid materials found at home and in the school II. Content: Subject Matter: Identifying Properties of Useful Solid and Liquid Materials Integration: Health (Proper handling of harmful materials) English (grammar) Strategies: Collaborative / Discovery Approach Reference: Science Beyond Borders pp: 4-7, LRMDS Portal TG 5 & LM 5 III. Learning Tasks Elicit ( 3 mins ) Show images of everyday items used at home and ask the children what each material is made from. Post it on the board. Image of a casserole Image of slipper Image of towel Image of glass Engage (3 mins) Ask: 1. What can you say about the materials? 2. What materials are made from aluminum? Rubber? Fabric? Glass? 3. What characteristics do each material have? Materials Images/ pictures of Casserole slipper Towel glass Images of Casserole slipper Towel glass Explore (17 mins ) Group Activity 1. The whole group will listen to the instructions. 2. Group the pupils into four and choose who will act as leader, secretary, and presenter. 3. Each group will be given set of materials to observe. 4. Distribute the activity sheet. 10 Real objects: Rubber band Glass Face towel Slipper Can 5. Record your observations on the table based on the characteristic. 6. Remind them of the proper handling of harmful materials. 7. Introduce the rubrics in the activity GROUP ACTIVITY hard soft rough shiny elastic Bend easily conducts heat/ electricity can be flattened Electric wire Stone Wood nail Paper clip Activity sheet Manila paper Pentel pen Rubrics Breaks easily Explain: (10 mins) Sharing of Output / Reporting Manila paper pentel pen Guide questions: 1. How did you find the activity? 2. Which of those materials are hard? soft? rough? shiny? elastic? bend easily? conducts heat/electricity? can be flattened? breaks easily? 3. How did you group the materials? 4. Do they have the same property? Why? Elaborate (10 mins) Activity sheet Aside from the given examples of learner’s output, let the pupils give other materials that can be found at home that are classified as hard, soft, rough, shiny, elastic, brittle, can be flattened, conductor of heat and so on. Is there any other useful solid or liquid materials that you have seen but the property is not in the table? What are those? *Teacher inputs: Materials have different properties according to their uses. The usefulness of the materials depends on its characteristics. *Teacher may add other properties of materials not mentioned above. Evaluate: (5 mins) Identify the property of each material used at home. Choose the best answer inside the parentheses. 11 Manila paper Pentel pen Formative notebook 1. Rubber - ( elastic, soft , brittle ) 2. Stone - ( hard, soft , brittle ) 3. Rain Coat – ( hard, waterproof , smooth) 4. Sponge _ ( soft, waterproof, brittle) 5. Casserole – ( conductor of heat, heat insulator, nonconductor of heat) Extend: ( 2 mins) 1. Look for five useful solid and or liquid materials found at home. Notebook Pencil 2. Complete the table below. On the first column name the material, second column write the property and on the third column its uses. Name of Materials 1. ____________ 2. ____________ 3. ____________ Property ___________________ ___________________ ___________________ Uses ____________ ____________ ____________ Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? ______________________ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? _______________ 12 Activity Sheet Fill out the table based on the characteristic. GROUP ACTIVITY hard soft rough shiny elastic Bend easily conducts heat/ electricity can be flattened Breaks easily Observation: 1. How did you find the activity? _____________________________________ 2. Which of those materials are hard? soft? rough? shiny? elastic? bend easily? conducts heat/electricity? can be flattened? breaks easily? ____________________ 3.How did you group the materials? _____________________________________ 4.Do they have the same property? ______________________________________ ___________________________________________________________________ 13 Group Number: __________________________ Score: __________________ Members : ____________________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 14 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science 5 Content standards: The Learners demonstrate understanding of...properties of materials to determine whether they are useful or harmful. Performance Standard: The Learner...uses local, recyclable solid and/or liquid materials in making useful products Learning Competency and code: The Learner....uses the properties of materials whether they are useful or harmful S5MT-Ia-b-1 Quarter I Week: 1 Day: 4 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: 1. Describe the properties of useful solid and or liquid materials found at home and in the school II. Content: Subject Matter: Describing Properties of Useful Solid and Liquid Materials Integration: English (writing sentences and composition) Health, (Proper handling of materials) Strategies: Discovery Approach, Collaborative Activity, Think-Pair- Share, Game Reference: Science beyond Borders 5pp: 4-6, LRMDS Portal TG 5 & LM 5 III. Learning Tasks Elicit ( 3 mins ) Find me. Paste picture under the chair (one picture each to five chairs). Let the pupils paste it on the board. Engage: (3mins) Group the pictures according to properties. Ask: Which are hard materials? elastic? transparent? brittle? conductor? flexible? absorbent? 15 Materials printed images rubber band glass face towel slipper can electric wire stone wood nail paper clip Explore: (15mins) Group Activity: Think-Pair Share 1. Group the learners into 4 and distribute the activity sheet to each member of the group. 2. After the activity is done, let them find a pair within the group where they can discuss their observations. 3. Have them share the result to the group. 4. Write their observations on the manila paper. Post it on the board 5. Introduce the rubrics. 6. Activity Proper (Group Activity) Activity I. Problem: Describe the property each material has II. What do you need? Rubber band Glass Face towel Slipper Can Electric wire Stone Wood nail Paper clip *Suggestion: Teacher have the option to use another materials III. What to do: 1. Observe the materials. 2. Write your observations on the table. 3. Complete the table below. * Remind them of proper handling of materials 16 Activity sheet manila paper pentel pen real Objects rubrics Material Uses material it is made of property has a material Explain: (10 mins) Pupils output Group reporting and presentation. Answer the questions. a. What are the uses of each material? b. What are these materials made of? c. What are the properties of each material? d. What other properties of materials were not mentioned? e. Why is it important to know the properties of materials? *Teacher may give examples of materials for further discussion Example: metals These can be hammered and flattened. Materials which can be drawn into thin sheets. Elaborate (10 mins) Analyze the given situation and describe the property of materials used, why this material is a good choice. 1. The Grade 5 pupils used recycled empty bottles of mineral for the fence of their garden. 2. Rosa used cellophane in covering her books. 3. The girls used garter in playing Chinese garter during recess time. 17 Power point/chart Ask: What are the properties of materials? Lead the class by saying this: Materials have different properties that make them useful at home or in school. Hard materials are used in constructing buildings, roads and bridges. Example: rocks and stones Rubbers are elastic and are used in making shoes, slippers, boots tires Woods are used to build houses, fence and furniture Metals which are good conductors of heat are best used in cooking. Glass are transparent which allow light to pass through Towel, sponge, and tissue paper are soft, absorbent and porous materials which we use in wiping or drying liquids. Raincoat and umbrella are waterproof which is used during rainy days to protect us from the rain. Wires are flexible materials Brittle materials easily break. Example: twigs, eggshell Evaluate( 5 mins) Read and understand the following questions. Write the letter of the correct answer on your paper. Read and understand the following questions. Write the letter of the correct answer in your paper. 1. Which material easily breaks? a. sunglass b. door c. table d. kettle 2. Which of the following materials is hard? a. chalk, twig, wood b. tables, bed, chalk c. door, rocks, tables d. flower vase, crayon, bamboo 3. Why are tables, chairs and doors are made of wood? a. because it is thick and hard b. because it has color c. because it can be cut d. because it is big 4. Rita accidentally dropped the egg on the floor and breaks. Why do you think this happens? a. because the eggshell is hard b. because the eggshell is oblong c. because the eggshell is white d. because the eggshell is brittle 18 manila paper pentel pen formative notebook 5. The Grade V EPP class is making trellis of their garden. Among the materials which are best to use? a. bamboos b. twigs c. branches of trees d. wires Extend (4 mins) Make a list of five useful household products you have at home. Write the properties of each material. notebook Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? ______________________ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? _______________ 19 Activity Sheet I. Problem: Describe the property each material has II. What do you need? Rubber band Glass Face towel Slipper Can Electric wire Stone Wood nail Paper clip *Suggestion: Teacher have the option to use another materials III. What to do: 1. Observe the materials. 2. Write your observations on the table. 3. Complete the table below. * Remind them of proper handling of materials 20 Material Uses material it is made of property has a material Answer the questions. a. What are the uses of each material? ______________________________________________________________ b. What are these materials made of? _______________________________________________________ c. What are the properties of each material? d. What other properties of materials were not mentioned? e. Why is it important to know the properties of materials? 21 Group Number: __________________________ Score: __________________ Members: ____________________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 22 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science 5 Content standards: The Learners demonstrate understanding of...properties of materials to determine whether they are useful or harmful Performance Standard: The Learner...uses local, recyclable solid and/or liquid materials in making useful products Learning Competency and code: The Learner....uses the properties of materials whether they are useful or harmful; S5MT-Ia-b-1 Quarter I Week: 1 Day: 5 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: 1. Identify the properties of harmful solid and/or liquid materials found at home and in the school II. Content: Subject Matter: Properties of Harmful Solid and Liquid Materials Integration: English (sentence construction) Health (Proper handling of harmful materials Strategies: Game, Cooperative Learning Reference: Science Beyond Borders 5 pp: 4-6 , LRMDS Portal TG 5 & LM 5 III. Learning Tasks Elicit ( 3 min ) Let’s Play: “Fact or Bluff” Raise the word Fact if the statement is correct and Bluff if it is wrong. 1. Materials which are brittle easily breaks. 2. Aluminum like casserole and kettle are used in cooking because it absorbs heat. 3. The properties of material will determine its uses. 4. Flammable materials when not properly handled can cause fire. 5. All solid materials are conductors of heat. Engage: (5 mins) Show images of the following materials. image of a kerosene in a bottle image of a chemicals image of a busted light bulb lightbulb 23 image of a knife Materials Flashcard Images of Kerosene Chemicals Busted light bulb knife Ask: 1. What are these materials made of? 2. How do we use these materials? 4. Are these materials useful or harmful? Explore (15mins) Group Activity 1. Group the learners into 4 and distribute the activity sheets. 2. Give instruction on what they are going to do. 3. Activity Proper (Group Activity) 4. Introduce rubrics before the activity. Activity I. Problem: Identify the properties of harmful solid or liquid materials at home or in school. II. What do you need? Activity sheet List of materials: gasoline firewood kerosene laboratory chemicals medicine rubbing alcohol bleach busted light bulb rugby insecticides knife insect chalk Activity sheet Gasoline Firewood Zonrox Insecticides Kerosene Chemicals Blusted bulb Knife Medicine Rubbing alcohol Rugby Insect chalk rubrics III. What to do: Identify the harmful solid and or liquid materials that can be found at home and in school from the given list of materials. *Suggestion: Teacher have the option to use other materials for the activity. Solid Liquid Observation: 1. Which solid materials are harmful? 2. Which liquid materials are harmful? 3. Why are these materials harmful? Explain ( 10 mins) What can you say about the materials which you have identified? Are they useful sometimes? Are they also harmful? How? Why? What made them harmful? 24 Powerpoint /chart What characteristics each material have? Which material has the ability to burn? Which one catches fire easily? Which material contain toxic chemicals? Which material is sharp and pointed? How these materials are used at home and in school? How do we handle these materials? Elaborate (10 mins) What materials you usually use at home? Why it is important to observe Safety precautions in using household material? What household materials have been improved by technology? How will you know if household material is harmful? Powerpoint/ chart Teacher discuss how household materials are grouped according to uses: Household materials can be grouped as follows: those used for cleaning and food preparation, beautification, building construction, and household product. Materials (found in products) like metal, wood, ceramic, rubber, glass, or plastic have specific properties. Materials are improved by technology. Improvements on products like soaps, detergents, plastics, paints, and stainless metals make life more comfortable. Technology has improved our household tasks through the use of machines, like grinders, washers, and cooking and cleaning machines. Outside our homes, we benefit from materials that technology has made possible, electronics for communication, and advanced machines for medical examinations. Materials have beneficial effects in the home and the environment. They can make cooking faster. They can keep our homes and clothing clean and safe from insects. Materials can sometimes do harm. They cause sickness. As a Grade 5 pupil, what will you do to control hazardous effects of some household materials at home and in the environment? Evaluate (5 mins) Choose the letter of the correct answer. 1. The following materials are harmful except one. What is it? A. empty bottle of insecticides B. empty plastic bottle of mineral water C. busted light bulb D. empty bottle of varnish 2. Before using household materials, what will you do first? A. Read the name of the product 25 Formative notebook Manila paper Pentel pen B. Look for the expiration date C. Read the safety precautions in handling the material D. Smell first if it has bad odor 3. Mang Cardo has a vulcanizing shop near the market. His costumers sometimes leave the worn-out tires in the shop. Instead of burning it he made them into flower pots. What waste management method did he use? A. Recycling B. Reusing C. Repair D. Reduce 4. Materials contain toxic or hazardous chemicals are harmful. How are these materials be disposed? A. Bury in an area far from the houses B. burn them at night C. Throw it in the canal D. Dump in an open field 5. Waste materials can be classified as biodegradable and nonbiodegradable. Plastics, cans, glasses and Styrofoam are examples of what kind of waste materials? A. Materials that decay easily B. Materials that do not decay easily C. Materials that are breakable D. Materials that are flammable Extend ( 2mins) As a Grade 5 pupil, what will you do to control hazardous effects of some household materials at home and in the environment? Write 2 to 3 sentences. notebook Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? ______________________ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? _______________ 26 Activity Sheet I. Problem: Identify properties harmful solid or liquid materials at home or in school. II. What do you need? Activity sheet gasoline firewood bleach insecticides kerosene laboratory chemicals busted light bulb knife medicine rubbing alcohol rugby insect chalk III. What to do: Identify harmful solid and or liquid materials that can be found inside at home or in the classroom. *Suggestion: Teacher have the option to use other materials for the activity. Solid Liquid Observation: 1. What are harmful solid materials? ________________________________________ _____________________________________________________________________ 2. What are harmful liquid materials? _______________________________________ _____________________________________________________________________ 3. Why are they harmful? ________________________________________________ _____________________________________________________________________ 27 Group Number: __________________________ Score: __________________ Members : ____________________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 28 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science 5 Content standards: The Learners demonstrate understanding of...properties of materials to determine whether they are useful or harmful Performance Standard: The Learner...uses local, recyclable solid and/or liquid materials in making useful products Learning Competency and code: The Learner....uses the properties of materials whether they are useful or harmful; S5MT-Ia-b-1 Quarter I Week: 2 Day: 1 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: Describe the properties of harmful solid and or liquid materials found at home and in the school II. Content: Subject Matter: Describing Properties of Harmful Solid and Liquid Materials Integration: English (writing sentences and composition) Health, (Proper handling of harmful materials) Strategies: Collaborative Approach, Think-Pair-Share, Reference: Science Beyond Borders 5 pages :4-6, LRMDS Portal TG 5 & LM 5 III. Learning Tasks Elicit ( 3 mins ) Find me: Teacher places pictures under the chair or desk (one picture in every chair or desk). Look for the hidden picture and then let the pupils post it on the board. Materials Pictures of materials gasoline firewood bleach insecticides busted light bulb knife Engage ( 5 mins) Let the pupils arrange the pictures whether it is flammable, combustible, hazardous. Pictures of: gasoline firewood bleach insecticides busted light bulb knife Ask: What characteristic each material has? 29 Explore (13 mins) Think-Pair -Share 1. Pre-activity discussion. Guidelines in doing the activity. 2. Introduce the rubrics to be used. Group Activity A. Each group of six pupils are given activity sheet. B. Images are posted on the board. C. Let each pupil do the activity individually. Then, after 3 minutes D. let them look for a partner to share their observations. E. Give them time to share their observations to the group. F. Write it on a manila paper and post it on the board. Name of materials Property Images of empty paint cans empty bottles of insecticides used paint brush empty bottles of varnish worn-out rubber tires empty disinfectant Uses *Suggestion: Teacher can have other examples of materials. Explain (10mins) Group presentation of output. The teacher will ask follow-up questions and provide inputs. Which materials have the ability to burn? What do you call them? Which materials easily catch fire? What do you call them? Which materials can be recycled? 30 bottle Gasoline Kerosene wood empty jar of thinner manila paper pentel pen activity sheet masking tape rubrics How do you properly dispose the harmful materials that you have identified? Assessment will be the groups outputs Elaborate ( 10 mins) From the learner’s output let them describe the characteristic of each group of materials. Teacher provides input. Guide questions What is a combustible material? What is a flammable material? From the learners’ output let demonstrate the proper handling of useful and harmful solid/liquid materials? Guide Questions: 1. What is the proper way of storage and disposal of useful and harmful solid/liquid materials? Storage and Disposal of Household Materials: 1. Store all poisonous chemicals in safe containers and places. 2. Keep flammable materials out of the reach of children 3. Clearly label all containers of chemicals to make sure they are easily and correctly recognized 4. Keep petroleum products in safe containers 5. Dispose of all empty cans, glasses, and plastic and Styrofoam products properly. 6. Thoroughly clean kitchen utensils and similar materials and keep them in a safe place, away from cockroaches and ants. 7. Dispose of fruit peelings, food scraps, and spoiled fruit and vegetables together with other biodegradable materials in a compost pit in the backyard. 8. Use gloves and protective mask in handling odorous and toxic chemicals. *Flammable materials are materials that can be burned easily. Example: paper, wood *Combustible materials are materials that easily catch fire Example: gasoline Are these materials useful to us? What makes them harmful to living things and in our environment? What are the safety precautions before using these materials? Some materials contain toxic chemicals which can harm the living things and environment. Extra care in using and handling these materials. 31 Powerpoint / chart Evaluate (5 mins) Choose the letter of the correct answer. 1. Which group of materials are harmful? A. used battery, worn-out tires, busted light bulbs B. paper, empty water bottle, popsicle stick C. empty jar, empty bottle of thinner, cartoons D. empty bottles of muriatic acid, kerosene, soy sauce 2. Flammable material has the ability to ignite or catch fire. Which of the following example of flammable material? A. wood B. gasoline C. thinner D. varnish 3. Non-biodegradable materials do not decay easily and if not dispose properly can harm the environment. What can we do to lessen to effect on the living things and environment? A. recycle them B. burn them C bury them D. throw in the canal 4. Materials which contain toxic substance may bring harm to our health and environment. What are going to do before using it? A. leave it open so that the bad odor will be lessened B. use it directly without using gloves or mask C. read the safety precautions before using it D. put it in the kitchen unattended 5. There are waste materials which are not poisonous or toxic. The following are the best thing to do to lessen the waste in the landfill. Which one does not belong to the group? A. Plastics, bottles and cans made into flower vase. B. Food leftovers, plant parts and paper place in the compost pit C. Rubber tires, empty cans and plastics utilized as flower pot D. Used batteries, empty cans of paint, empty bottles thrown in the canal. Extend ( 4 mins) Interview any of the barangay official about the waste management program of the barangay. Ask the following questions: 1. What is the system of collecting waste in the barangay? 2. Where the collected waste be brought? 3. Do they encourage the community to recycle waste? Is there an organization who will buy recycled materials? 4. Was the waste management program effective? If Yes, How do you sustain it? 32 Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? ______________________ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? ____________ 33 GROUP ACTIVITY 1. Each group of six pupils are given an activity sheet. 2. Images are posted on the board. 3. Let each pupil do the activity individually and then have them find a partner to share the findings. 4. Give them time to share it to the group their findings for discussion. Write it in a manila paper and post it on the board. Name of materials Property Uses Observation: .1. What are the materials that you have grouped? __________________________________ __________________________________________________________________________ 2. What are their common properties? ___________________________________________________________________ 3. What are its uses? _________________________________________________________ 34 Group Number: __________________________ Score: __________________ Members: ____________________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 35 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science Grade 5 Content Standards: The learner demonstrates the understanding of properties of materials to determine whether they are useful or harmful. Performance Standards: The learner uses local, recyclable solid and/ or liquid materials in making useful products. Learning Competency and Code: The learner uses the properties of materials whether they are useful or harmful. (S5LT – Ia-b-1) Quarter:1 Week: 2 Day: 2 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: Classify useful and harmful solid and/or liquid materials found at home and in the school according to its properties. II. Content: Subject Matter: Classifying Useful and Harmful Materials according to its properties Integration: English (Oral language and grammar), Health (Proper handling of Harmful materials) Strategies: Game, Inquiry approach References: Science Beyond Borders pp. 4 – 5, LRMDS Portal TG &LM 5 III. Learning Tasks: Elicit (5 mins) Arrange me. Teacher place pictures under the learner’s chairs (1 picture each in 5 each learner’s chair). Let learners look for the hidden pictures and post the pictures on the board. Engage (5 mins ) Let the learners classify the pictures of different harmful solid and liquid materials found in the home and school. Materials Pictures of harmful solid and liquid materials found at home and in school Gasoline, food scraps, bleach , gasoline , used empty bottles of insecticides Gasoline, food scraps, bleach , gasoline , used empty bottles of insecticides Guide Questions: Which are the useful and harmful materials of those pictures? Explore (10 mins ) Pre- Activity Discussion: Pictures of different useful and harmful materials such as: Guidelines in conducting the Group Activity. 36 1. Group the pupils into four. 2. Introduce the rubrics. 3. Each group is given set of pictures of useful and harmful materials found in school and at home. 4. Let each group classify and paste the picture in the manila paper. Indicate the property and its usefulness. 5. Introduce the rubrics. can, glass, gasoline, paper clip, garter, fabric, stone, electrical wire, magazine, used clothes, gold, rat killer Manila paper Glue/ Masking Tape Pentel Pens Rubrics Explain (10 mins) (Draw lots) Two groups will present their outputs. Each presenter will present in two to three minutes. Teacher will ask follow-up questions and provide inputs Guide Questions: 1. Which materials are useful? harmful? 2. What is the property of each material? 3. How are they classified? 4. Which among the materials have the same property? 5. Why is it important to know the properties of materials? Elaborate (12 mins) Guide Questions: 1. How did you classify the useful and harmful materials? 2. When can you say that the material is useful or harmful? Chart Key concept: The properties of the materials will determine if it is useful. Material is useful if it can serve its purpose. Example: old newspaper, plastic, empty jar. Harmful materials bring harm to living things and environment if not used or properly. Extra care should be undertaken for harmful materials. Example: worn-out tires, empty chemical bottle, knife Evaluate (5 mins ) 1. Which of the following material is useful? a. used gasoline b. old magazine 37 Chart Paper pen c. broken bottles d. rusty cans 2. What is the best way to classify a harmful material? a. knowing its properties b. asking older individuals if it is harmful c. check the brand of product d. taste and smell the product 3. How can you classify a useful material? a. through its properties b. through tasting c. through smelling d. through checking the brand 4. When can you say that a material still useful? a. can be recycled b. dispose by throwing c. can cause harm d. harmful to humans and animals 5. In what particular way you can classify a useful and harmful material? a. its properties b. its usability c. its durability d. its composition Extend (3mins) Make a list of 8 household materials and classify them as useful and harmful notebook Reflection: A. No. of learners achieve 80%: _________ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _______ D. No. of learners who have caught up the lesson: __________ E. No. of learners who continue to require remediation: ________ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did u used/discover which I wish to share with other teacher? __________ 38 Group Number: __________________________ Score: __________________ Members : ____________________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 39 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science Grade 5 Content Standards: The learner demonstrates the understanding of properties of materials to determine whether they are useful or harmful. Performance Standards: The learner uses local, recyclable solid and/ or liquid materials in making useful products. Learning Competency and Code: The learner uses the properties of materials whether they are useful or harmful. (S5LT – Ia-b-1) Quarter: 1 Week: 2 Day: 3 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: Explain the effects of harmful solid and/or liquid materials found at home and in school II. Content: Subject Matter: Effects of Harmful Materials Integration: English (Oral language and grammar) MAPEH (Health) Strategies: Grouping, Inquiry Approach, games References: Science Beyond Borders pp. 4 – 7, LRMDS Portal TG &LM 5 III. Learning Tasks: Elicit (5mins) Name me. The teacher will post a chart on the board and the learner will put the different name cards of useful and harmful materials on the appropriate column. Useful materials Harmful materials Materials Name cards Candy wrappers plastic bags drained batteries Old newspaper vegetables scraps broken jar Used paintbrush used paint cans plastic bottles Broken umbrella food cartons push pins Empty alcohol bottle empty spray cans broken glasses Chart Masking tape/ glue 40 Engage (5 mins ) Let the learners identify the pictures of different harmful Paper, Food Scraps, Bleach, solid and liquid materials found at home and in school. Gasoline, Tin Can, Plastic Bottles Guide Questions: What are effects of these harmful materials? Explore (15 mins ) Pre- Activity Discussion: Guidelines in conducting the group activity. 1. Group the pupils into four. 2. Each group is given activity sheet. 3. Complete the table by writing the harmful effects. 4. Use rubrics. Activity Materials used detergent paints Harmful Effect/s *Teacher can use other examples. Guide Questions: Explain the effects of harmful solid/liquid materials at school, home and community. Explain (8 mins) Each group will present their output and explain the effects of harmful materials to human and environment. different useful and harmful materials used detergent left over paints old newspapers used car batteries fertilizers used cans rat killer broken glass worn-out tires empty bottles of varnish Manila paper Glue/ Masking Tape Pentel Pens rubrics Pupils output Teacher will ask follow-up questions and provide inputs: 1. What are the effects of harmful solid/liquid materials to human? To environment? 2. What precautionary measures in handling these harmful materials? 3. How can you reduce the harmful effects of solid/liquid materials? Elaborate (10 mins From the learners’ output explain the effects of harmful solid/liquid materials. Guide Questions: 1. Are there harmful effects of materials to human and environment? 41 Chart 1. What are the harmful effects of materials to human and environment? 2. How are these harmful materials be handled? Harmful materials bring harm to living things and environment if not used or properly. Extra care should be undertaken for harmful materials. Example: worn-out tires, empty chemical bottle, knife Precautionary measures in handling harmful materials: 1. Carefully read the label of the product or chemical you use. 2. Use gloves and wear goggles and mask. 3. Follow safe procedures when you handle hazardous material. Don't take shortcuts. 4. Always carry chemicals in approved containers. 5. Always wash your hands using soap after handling harmful materials. Evaluate (5 mins) 1. Improper handling and disposal of harmful material may cause a. hazardous effect to health and environment b. fresh and clean air in the atmosphere c. clean and potable water in the river d. clean and beautiful surroundings 2. Who will be affected of these harmful effects of materials? a. non-living things b. living things c. no harmful effect d. both a and b 3. How can you lessen the harmful effect of materials? a. by throwing it b. by burning it c. by giving it d. by disposing it properly 4. Throwing of harmful waste anywhere can cause harm to living things and environment. How does it affect human and environment? a. it pollutes and harm b. it can help people c. it can save animals d. it gives clean air 5. The local government is strengthening the waste disposal management program to lessen the harmful effect of waste materials. In what way can we help spread awareness of harmful materials? 42 chart a. participates in barangay campaign on waste management b. Post in social media about proper waste management c. attend seminar about waste management program d. house to house campaign on barangay awareness about waste management Extend (2mins) List down 2 solids and 2 liquids harmful materials at home and explain its effect to living things and environment. notebook Reflection: A. No. of learners achieve 80%: _________ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _______ D. No. of learners who have caught up the lesson: __________ E. No. of learners who continue to require remediation: ________ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did u used/discover which I wish to share with other teacher? __________ 43 Activity Sheet Complete the table by writing the harmful effects of the given materials. Harmful effects Materials 1. used detergent 2. left over paints 3. old news paper 4. used car batteries 5. fertilizer 6. used cans 7. rat killer 8. broken glass 9. worn-out tires 10. empty bottles of varnish 44 Group Number: __________________________ Score: __________________ Members: ____________________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 45 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science Grade 5 Content Standards: The learner demonstrates the understanding of properties of materials to determine whether they are useful or harmful. Performance Standards: The learner uses local, recyclable solid and/ or liquid materials in making useful products. Learning Competency and Code: The learner uses the properties of materials whether they are useful or harmful. (S5LT – Ia-b-1) Quarter: 1 Week: 2 Day: 4 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: Demonstrate proper handling of useful and harmful solid and/or liquid materials found at home and in the classroom. II. Content: Subject Matter: Proper useful and harmful materials Integration: English (Oral language and grammar) MAPEH (Arts and Health) Strategies: Game, Demonstration, Role play References: Science Beyond Borders pp. 4 – 5, LRMDS Portal TG &LM 5 III. Learning Tasks: Elicit ( 5mins) Call 2 volunteers to share his assignment. What material have you listed? explain its effect to living things and environment. Engage (5mins) Let the learners identify the pictures of different harmful solid and liquid materials found at home and school. Ask: 1. What are the harmful effects of solid and liquid materials? 2. Do you know how to handle harmful solid or liquid materials? Explore(15mins) Pre- Activity Discussion: Guidelines in conducting the group activity. 1. Introduce the rubrics. 2. Explain the mechanics of the role play activity. Group the pupils into four. 46 Materials Pupils assignment Pictures of Food Scraps Bleach Gasoline Tin Can Plastic Bottles Used alcohol Example: Broken glasses or bottles rusted metals zonrox sharp objects Each group will be given 2 to 3 minutes to present Group 1 – demonstrate proper handling of broken glasses Group 2 – demonstrate proper handling of chemicals Group 3 – demonstrate proper handling of sharp objects Group 4 – demonstrate proper handling of rusted metals Explain (8mins) Teacher will ask follow-up questions and provide inputs: PowerPoint/chart 1. How did you find the activity? 2. What have you learned? 3. Do you handle properly harmful materials at home and in school? Elaborate (10mins) Proper ways of handling harmful materials: 1. Carefully read the label of the product or chemical you use. 2. Use gloves and wear goggles and mask. 3. Follow safe procedures when you handle hazardous material. Don't take shortcuts. 4. Always carry chemicals in approved containers. 5. Always wash your hands using soap after handling harmful materials. Evaluate (5mins) Learners performance will serve as an evaluation Extend (2mins) At home demonstrate proper handling of harmful materials to your siblings. Chart rubrics notebook Reflection: A. No. of learners achieve 80%: _________ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _______ D. No. of learners who have caught up the lesson: __________ E. No. of learners who continue to require remediation: ________ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did u used/discover which I wish to share with other teacher? __________ 47 SCORING RUBRICS Group Number: ____________________________________ Members: Score 4 3 2 1 Score:_______________ _______________________________ _______________________________ _______________________________ _______________________________ Description All members show eagerness and cooperation to do the task. Almost all members show eagerness and cooperation to do the task. Some of the members show eagerness and cooperation to do the task. Only few members show eagerness and cooperation to do the task. 48 LESSON PLAN in SCIENCE 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learners should be able to use local, recyclable solid and or liquid materials in making useful products. Learning Competency: The learners should be able investigate changes that happen in materials under the following conditions: 1. Presence or lack of oxygen and 2. Application of heat S5MT-Ic-d-1 Quarter: First Week: 3 Day: 1 I. Objective: At the end of the lesson the learners should be able to: Describe the changes that happen in materials when exposed to oxygen. II. Content: Subject Matter: Integration: Strategies: References: Changes of materials when exposed to oxygen English (Oral communication, Grammar) Think Pair and Share Science Beyond Borders pages 26-29 III. Learning Tasks: Materials A. Elicit (5 mins) Guessing game, “Pinoy Henyo”. Call a pair of pupils, one pupil will Meta card, act and other will guess the word. The word wind, water or human will handkerchief be placed on a pupil’s forehead. One word is intended for 1 minute. B. Engage: (5 mins) Show a real apple and eggplant Apple, eggplant Guide Question: 1. What are the characteristics of an apple or an eggplant? C. Explore: (20 mins) Group Activity Discuss the procedure of the activity. 1. Setting of standards. 2. Group the pupils into four groups. 3. Distribute the envelope with activity sheets on it. 4. Check materials brought by pupils if they are complete. 49 5. 6. 7. 8. Group the pupils into four groups. Distribute the envelope with activity sheets on it. Check materials brought by pupils if they are complete. Explain the directions in doing the activity and how they will be graded using the rubrics. 9. Monitor the group Rubrics Activity sheet Materials Needed Group I - Apple Group II - Eggplant Group III- Potato Group IV- Santol fruit What to do: 1. 2. 3. 4. Apple, Eggplant, Santol fruit, Potato, knife, chopping board, plate Cut the apple into halves. Observe its color. Recall its color when you have just cut it. Fill out the table below. Then, answer the following questions. Color of the freshly cut Color after it was left aside After 2 minutes After 4 minutes After 5 minutes Questions: 1. Were there changes in color of the fruit after it was cut into halves? 2. What makes the change of color after cutting and setting it aside? 3. What does the discoloration of food mean? 4. What kind of change is it? Explain (10 mins) Each group will report their observations and discuss their Manila paper, interpretations. pentel pen Ask follow-up questions 1. What kind of change was it? 2. Why did the apple, eggplant, santol and potato change in color? 3. How can we stop them from discoloration? E. Elaborate (5 mins) Oxygen is a part of the air that surrounds us. It can cause changes on different materials. Some fruits like apple, mango, eggplant and other root crops like sweet potato have enzymes which when exposed to oxygen gives it brown color. Iron when exposed to oxygen form rust. 50 Guide Question: 1. What is oxygen? 2. What does it cause? 3. How does oxygen change some materials? 4. When this change occurs, what will happen to these materials? 5. What kind of change happened in the example given? F. Evaluate (3 mins) In a ½ sheet of paper. Read carefully the situation below. Alexa peels the sweet potato for snacks. After 3 minutes Alexa observed change in color of the sweet potato. Describe what happen to the sweet potato when exposed to oxygen. Extend ( 2 mins) At home, choose one fruit or vegetable. Do the same activity. Let the pupil explain his/her findings briefly. Observe precautionary measure in handling sharp tools. Reflection: A. No. of learners achieve 80% _________ B. No. of learners who require additional activities for remediation: ________ C. Did the remedial lessons work?________ D. No. of learners who have caught up the lesson:________ E. No. of learners who continue to require remediation:_______ F. Which of my teaching strategies worked well? Why did these work?_______ G. What difficulties did I encounter which my principal or supervisor help me solve?______ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ________ 51 RUBRICS FOR SCORING GROUP ACTIVITY CRITERIA EXCELLENT GOOD FAIR POOR 5 POINTS 4 POINTS 3 POINTS 2 POINTS VERY POOR 1 POINT TEAMWORK 8-9 Members participated in the activity 6-7 members participated in the activity 5-4 members participated in the activity 2-3 members participated in the activity Only 1 member participated in the activity ACCURACY The groups is 91%- 100% accurate in their result The group 86% - 90% accurate in their result The group 80% - 85% accurate in their result The group 70% - 80% accurate in their result The Group 69% and below accurate in their result CONTENT All the answers or information are correct. Almost all the answers or information are correct. Some of the answers or information are correct. Only few of the answers or information are correct. No answer or information is correct. TOTAL SCORE 52 Activity Sheet What to do: 1. 2. 3. 4. Cut the apple into halves. Observe its color. Recall its color when you have just cut it. Fill out the table below. Then, answer the following questions. Color of the freshly cut Color after it was left aside After 2 minutes After 4 minutes After 5 minutes Questions: 1. Were there changes in color of the fruit after it was cut into halves? ___________________________________________________________________ 2. What makes the change of color after cutting and setting it aside? ___________________________________________________________________ 3. What does the discoloration of food mean? ___________________________________________________________________ 4. What kind of change is it? ___________________________________________________________________ 53 LESSON PLAN in SCIENCE 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learners should be able to use local, recyclable solid and or liquid materials in making useful products. Learning Competency: The learners should be able investigate changes that happen in materials under the following conditions: 3. Presence or lack of oxygen and 4. Application of heat S5MT-Ic-d-2 Quarter: First Week: 3 Day 2 I. Objective: At the end of 50 minutes’ lesson 100% of the learners should be able to: Explain the changes that happen in materials when exposed to oxygen. II. Content: Subject Matter: Changes of materials exposed to oxygen Integration: English: (Oral communication, Grammar) Strategies: Differentiated Instruction, Think Pair and Share References: Science Beyond Borders pages 26-29 III. Learning Tasks: Elicit (5 mins) Show real object like apple and eggplant. Let the pupils answer the following questions. What did you observe this object when expose to oxygen? Materials Apple and eggplant Engage: (5 mins) Show a real object of a new chain and a rusting chain Guide Question: 2. What can you say about the picture? 3. Why this happened? 54 New chain and a rusting chain Explore: ( 5 mins) Provide students with a common experience Group Activity Discuss the procedure of the activity. 10. Group the pupils into 4 groups. 11. Distribute the envelope with activity sheets on it. 12. Check materials brought by pupils if they are complete. 13. Explain the directions in doing the activity and how they will be graded using the rubrics. 14. Monitor the group 15. Present their output in class after all of the groups are done. Materials Needed Group 1 New chain and rusting chain Group II New nails and rusting nails Group III New pipes and rusting pipes Group IV Picture of a new galvanized iron and a rusting galvanized iron What to do: 5. Observe and explain the new and rusting object assigned to New object Rusting object your group. 6. Compare the colors. 7. Fill out the table below. Then, answer the following questions. Questions: 5. Is the present color of the chain, nails, pipes and galvanized iron different from its color when it was new? 6. What makes it change its color? 7. What kind of change is it? 55 New chain and a rusting chain, new nails and a rusting nails, new pipes and a rusting pipes, picture of a new and a rusting galvanized iron Explain (10 mins) Each group will report their observations and discuss their interpretations. Ask follow-up questions 5. What kind of change is it? 6. Why did the objects change in color? 7. How can we stop them from discoloration? Elaborate (5 mins) • Oxygen is a part of the air that surrounds us. It can cause changes on different materials. • Some fruits like apple, eggplant, mango and other root crops like sweet potato have enzymes which when exposed to oxygen gives it brown color. • Iron when exposed to oxygen form rust. This is the start of the decay of a metal. Guide Question: 1. What is oxygen? 2. What does it cause? 3. How does oxygen change some materials? 4. When this change occurs, what will happen to these materials? 5. What kind of change happened in the example given? Evaluate (3 mins) One day Marco found a scrap iron in their backyard. He noticed that the scrap iron has rust on it. Explain why there is rust in it? Extend (2 mins) List other materials found at home that will undergo changes due to the presence of oxygen. Reflection: I. No. of learners achieve 80% _________ J. No. of learners who require additional activities for remediation: ________ K. Did the remedial lessons work? ________ L. No. of learners who have caught up the lesson: ________ M. No. of learners who continue to require remediation: _______ N. Which of my teaching strategies worked well? Why did these work? _______ O. What difficulties did I encounter which my principal or supervisor help me solve? ______ P. What innovation or localized materials did I used/discover which I wish to share with other teacher? _________ 56 RUBRICS FOR SCORING GROUP ACTIVITY CRITERIA EXCELLENT GOOD FAIR POOR 5 POINTS 4 POINTS 3 POINTS 2 POINTS VERY POOR 1 POINT TEAMWORK 8-9 Members participated in the activity 6-7 members participated in the activity 5-4 members participated in the activity 2-3 members participated in the activity Only 1 member participated in the activity ACCURACY The groups is 91%- 100% accurate in their result The group 86% - 90% accurate in their result The group 80% - 85% accurate in their result The group 70% - 80% accurate in their result The Group 69% and below accurate in their result CONTENT All the answers or information are correct. Almost all the answers or information are correct. Some of the answers or information are correct. Only few of the answers or information are correct. No answer or information is correct. TOTAL SCORE 57 Activity Sheet Group Name: __________________________________ Objective: Explain the changes that happen in materials when exposed to oxygen. Materials: New chain and a rusting chain New pipes and a rusting pipe New nails and a rusting nails Picture of a new galvanized iron and a rusting galvanized iron Procedure: 1. Observe and explain the new and rusting object assigned to your group. 2. Compare the color. 3. Fill out the table. Then, answer the following questions. New Object Rusting Object Questions: 1. Is the present color of the chain, nails, pipes, and galvanized iron really different from its color when it was new? ______________________________________ 2. What makes it change its color after sometime? _______________________________ 3. What kind of change is it? ___________________________________________ 4. Present your observation to the class. 58 Lesson Plan in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: The learner investigates changes that happen in materials under the conditions: 2.1 presence or lack of oxygen S5MT-c-d-2 Quarter: First Week: 3 Day: 3 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: Illustrate how exposure to oxygen changes certain materials. II. Content: Subject Matter: Changes That Materials Undergo Integration: English: Following Directions EPP: Proper handling of tools Math: Fraction Strategies: Inquiry Based Approach Differentiated Instruction References: Science Beyond Boarders pp. 28 Teachers Manual, Learners Materials III. Learning Tasks: Elicit (2 mins) Materials What are the changes that happen to the following materials when exposed to oxygen? Picture 1. new iron chain new iron chain new iron nail 2. new iron nail new galvanized iron 3. new galvanized iron Engage (3 mins) Teacher slices a piece of potato in halves in front of the class. 59 Real object Let the pupils take note of the color of the potato the moment it potato was sliced. Observe it for a few minutes. Ask: 1. What have you noticed on the potato? 2. Are there any changes compared to when it was sliced just a few moments ago? 3. What do you think might have caused the changes? Explore (20 mins) Group Activity Manila paper 1. Divide the class into four groups. Pentel pen 2. Recall the standard in doing the activity. Rubrics 3. Check the materials brought by the pupils if they are complete. Envelope with 4. Distribute the envelope with activity sheets on it. pictures and 5. Explain the directions in doing the activity and how they activity sheets will be graded using the rubrics. Real objects: 6. Give some precautionary measures in handling sharp tools. Eggplant 7.Go around and observe the pupils as they perform the activity. Sweet potato 8.Let the pupils write their observation in the activity sheet. Knife Materials needed for each Group Group 1- new iron chain and rusting iron chain Group 2- new iron nails and rusting iron nails Group 3- piece of eggplant Group 4- piece of sweet potato 60 Explain (12 mins) Let each group present their output in class. Ask the following questions: 1.Why did the iron chain, iron nail, eggplant and sweet potato change in color? 2. Illustrate how exposure to oxygen change iron chain, iron nail, eggplant and sweet potato turn into brown. 3. How can we stop from discoloration? Elaborate (8 mins) • Oxygen is a part of the air that surrounds us. It can cause changes on different materials. Power point • Some fruits like apple, eggplant, mango and other root crops like sweet potato have enzymes which when exposed to oxygen gives it brown color. • Iron when exposed to oxygen form rust. This is the start of the decay of a metal. Guide Question: 1. What is oxygen? 2. What does it cause? 3. How does oxygen change some materials? 4. When this change occurs, what will happen to these materials? 5. What kind of change happened in the example given? Evaluate (3 mins) Power point Read carefully the situation below. 1. What will happen to slice pieces of potato when exposed to oxygen? a. It will turn into brown b. It will become ripe c. It will taste sour d. It will taste sweet 2. What will be formed on metal chain when exposed to oxygen? a. Bubbles b. water 61 Formative notebook c. Molds d. rust 3. Which of the following situation show the effect of presence of oxygen on materials? a. Drying of clothes b. Rusting of iron nails c. Breaking of a glass d. Freezing of ice Extend (2 mins) List other materials found at home that will undergo changes due to the presence of oxygen. Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 62 ACTIVITY SHEET GROUP 1 Why does the iron chain turn yellowish brown? Objectives: Illustrate how exposure to oxygen changes the iron chain yellowish brown. What you need: Real object of new and rusting iron chain What to do: 1. Observe the new and rusting iron chain 2. Compare the colors. Guide Questions: 1. Is the present color of the iron chain different from the color when it was new? _______________________________________________________________ 2. What makes the iron chain change its color ? _______________________________________________________________ 3. Illustrate how exposure to oxygen changes iron chain to yellowish brown. _______________________________________________________________ GROUP 2 Why does the iron nail turn brown? Objectives: Illustrate how exposure to oxygen changes the iron nail turn brown. What you need: Real object of new and rusting iron nail What to do: 1. Observe the new and rusting iron nail 2. compare the colors. Guide Questions: 1. Is the present color of the iron nail different from the color when it was new? ___________________________________________________________________ 2. What makes the iron nail change its color? ___________________________________________________________________ 3. Illustrate how exposure to oxygen changes the iron nail to turn brown. ___________________________________________________________________ 63 GROUP 3 What makes the eggplant turn brown? Objectives: Illustrate how exposure to oxygen changes the eggplant turn brown. What you need: a piece of eggplant What to do: 1. Get a piece of eggplant 2. Cut it into halves Guide Questions: 1. Is the present color of the eggplant different from the color when it was freshly cut? ___________________________________________________________________ 2. What makes the eggplant change its color? ___________________________________________________________________ 3. What does the discoloration of eggplant mean? ___________________________________________________________________ 4. Illustrate how exposure to oxygen changes the eggplant to turn brown. ___________________________________________________________________ GROUP 4 What makes the sweet potato turn brown? Objectives: Illustrate how exposure to oxygen changes the sweet potato turn brown. What you need: a piece of sweet potato What to do: 1. Get a piece of sweet potato 2. Cut it into halves Guide Questions: 1. Is the present color of the sweet potato different from the color when it was freshly cut? ___________________________________________________________________ 2. What makes the sweet potato change its color? ___________________________________________________________________ 3. What does the discoloration of sweet potato mean? ___________________________________________________________________ 4. Illustrate how exposure to oxygen changes the sweet potato to turn brown. ___________________________________________________________________ 64 Group Number: ________ Score: ________________ Leader: __________________________________ Reporter: __________________________________ Secretary: __________________________________ Members : 1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 4. ____________________________________ 5. ____________________________________ RUBRICS FOR SCORING Criteria Excellent Good Fair Poor 5 points 4 points 3 points 2 points Teamwork 7-8 members participated in the activity 5-6 members participated in the activity 3-4 members participated in the activity 1-2 members participated in the activity Accuracy The group is The group is The group is The group is 91 - 100% accurate in their result 86 - 90% accurate in their result 80 - 85% accurate in their result 70 - 79% accurate in their result All the answers or information are correct Almost all the answers or information are correct Some of the answers or information are correct Only few answers or information are correct Content 65 Lesson Plan in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful Product Learning Competency and Code: The learner investigates changes that happen in materials under the conditions: 2.1 presence or lack of oxygen S5MT-Ic-d-2 Quarter: First Week: 3 Day: 4 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: Describe the changes that happen to materials when not exposed to oxygen. II. Content: Subject Matter: Changes That Materials Undergo Integration: MAPEH: Art Math: Fraction EPP: Proper handling of tools English: Following Directions Strategies: Inquiry Based Approached Differentiated Instruction References: Teachers Guide, Learners Materials III. Learning Tasks: Elicit (2 mins) (Picture of a man chopping wood) Ask: 1.What can you say about the picture? 2. What is the man doing? 3. What change do you think will happen to the wood after chopping? Engage (3 mins) The teacher shows a piece of paper to the class. She cuts the paper to make a heart shape. Let the pupils observed the formed shape. Ask: 1.What shape is formed? 66 Materials Power point Picture of a man chopping wood Real object: a piece of paper 2. How is the heart shape formed? 3. What change happened to a piece of paper after cutting it? Explore (20 mins) Group Activity 1. Divide the class into four groups 2. Check the materials brought by the pupils if they are complete. 3. Distribute the envelope with activity sheets on it. 4. Explain the directions in doing the activity and how they will be graded using rubrics. 5. Give precautionary measures in handling tools. 6. Go around and observe the pupils as they perform the activity. 7. Let the pupils write their observations in the activity sheet. Materials needed for each Group Group 1- Old Magazine What to do: 1. Fold a piece of old magazine 2. Crumple it. 3. Cut it into halves. Activity sheet, rubrics Real objects: Old magazine, Rubber band Stick chalk Group 2- Rubber Band What to do: 1. Stretched the rubber band. 2. Cut it into pieces. Group 3- Stick What to do: 1. Cut it into pieces Group 4- Chalk What to do: 1. Pound a piece of chalk Explain (12 mins) Each group present their output in the class. Process all the group answers. Ask: 1. What did you do with the old magazine, rubber band, stick and chalk? 2. What changes did you notice with the materials used? 3. Are there new products formed? 4. Did the materials change? 5. What do we call the changes that took place? Elaborate (8 mins) When the old magazine is fold, crumpled, and cut it changed its size, shape, appearance and number of pieces but it is still the 67 Power point same material. When the rubber band is stretched and cut, it changes in size, shape and number of pieces but it is still remains the same material. When the stick is cut into pieces, it changed in size and number Of pieces but it is still remains the same material. When the piece of chalk is pound, it changes in size and number of pieces but it is still remains the same material. Materials change even under the condition of lack of oxygen. Matter can be changed physically. In physical change, only the appearance of the matter changes and no new material is formed. Ask: 1. What properties of materials changed after exerting some force on them? 2. Do we always need oxygen for change in materials to occur? 3. How can we determine that the material changed physically? Evaluate (3 mins) Describe the changes that happen in the materials under the given condition. (Shape, size, texture, color) 1. breaking of a glass __________________ 2. The sharpening a pencil __________________ 3. cutting of paper __________________ 4. pounding of peanuts __________________ 5. bending of tie wire __________________ Power point Formative notebook Extend (2 mins) List down the physical changes observed at home. Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 68 ACTIVITY SHEET GROUP 1 Is the Old Magazine Still the Same? Objectives: Describe the changes that happen in old magazine. Carefulness in doing the activity. What you need: Piece of old magazine What to do: 1. Fold a piece of old magazine 2. Crumple it. 3. Cut it into halves. Guide Questions: 1. What material did you use? _______________________________________ 2. What did you do? _______________________________________________ 3. Is it still the same material? ________________________________________ 4. Describe the changes that happen in old magazine. _____________________ GROUP 2 Is the Rubber Band Still the Same? Objectives: Describe the changes that happen in rubber band. Carefulness in doing the activity. What you need: Rubber Band What to do: 1. Stretched the rubber band. 2. Cut it into pieces. Guide Questions: 1. What material did you use? _______________________________________ 2. What did you do? _______________________________________________ 3. Is it still the same material? ________________________________________ 4. Describe the changes that happen in rubber band. _____________________ 69 GROUP 3 Is the Stick Still the Same? Objectives: Describe the changes that happen in the stick. Carefulness in doing the activity. What you need: Stick What to do: 1. Cut it into pieces. Guide Questions: 1. What material did you use? _______________________________________ 2. What did you do? _______________________________________________ 3. Is it still the same material? ________________________________________ 4. Describe the changes that happen in stick. _____________________ GROUP 4 Is the Piece of Chalk Still the Same? Objectives: Describe the changes that happen in chalk. Carefulness in doing the activity. What you need: Piece of chalk What to do: Pound a piece of chalk Guide Questions: 1. What material did you use? _______________________________________ 2. What did you do? _______________________________________________ 3. Is it still the same material? ________________________________________ 4. Describe the changes that happen in chalk. _____________________ 70 Group ________ Leader: Reporter: Secretary: Members : Score ________________ ____________________________________ ____________________________________ ____________________________________ 1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 4. ____________________________________ 5. ____________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent 5 points 7-8 members participated in the activity The group is 91 - 100% accurate in their result All the answers or information are correct Good 4 points 5-6 members participated in the activity The group is 86 - 90% accurate in their result Almost all the answers or information are correct 71 Fair 3 points 3-4 members participated in the activity The group is 80 - 85% accurate in their result Some of the answers or information are correct Poor 2 points 1-2 members participated in the activity The group is 70 - 79% accurate in their result Only few answers or information are correct Lesson Plan in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learners use local, recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: Investigate changes that happen in materials under the following condition: 2.1 presence or lack of oxygen; and 2.2 application of heat; S5MTc-d-2 Quarter: First Week: 3 Day: 5 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: Differentiate the changes that happen to materials in the presence and absence of oxygen. II. Content: Subject Matter: Changes That Materials Undergo Integration: English: Following Directions Strategies: Inquiry Based Approached References: Science Beyond Borders 5 pp.26-28 III. Learning Tasks: Elicit (2 mins) Who can give some activities that involve physical change at home? Engage (3 mins) Present the following pictures to the class. Ask: 1.What happen when you tear a piece of paper? 2.What happen when you burn a piece of paper? Explore (22 mins) Group Activity 1. Divide the class into four groups. 2. Check the materials brought by the pupils if its complete. 3. Distribute the envelope with activity sheets. 4. Give some precautionary measures in handling tools. 5. Go around and observe the pupils as they perform the activity. 72 Materials Powerpoint Pictures: Piece of paper Burned paper Problem: Differentiate the changes that happen to materials in the presence and absence of oxygen. What you need: 4 jars in different sizes 4 small candles with same size match timer ruler What to do: 1.Light one of the candle. 2.Cover it with the smallest jar. 3. Using a timer, measure how many seconds it takes for the flame of the candle to be put out. 4. Measure the length of the candle after it burn out. 5. Repeat the procedure using the next size of jar up to the Largest jar. 6.Find out in which jar has the longest and shortest time of Putting out the flame of the candle. 7. Find out also the longest and shortest candle after burning. 8. Record your findings on the chart. Jars Time of the flame was put out Real objects 4 jars in different Sizes 4 small candles With same size Match Timer ruler Length of the candle After burning 1. 2. 3. 4. In the experiment, the candle needs oxygen from the air to continue burning. If there is absence of oxygen, the candle will not continue to burn. Explain (15 mins) Each group present their output in the class Ask 1. What do candle need in order to continue burning? 2. Why do you think when you cover the jar, the candle stops burning? 3. Why do you think when the jar is left uncovered, the candle keeps on burning? Elaborate (3 mins) A certain fish pond owner reported that there has been a fish kill in a pond that he owns. The fisheries bureau investigated the incident, only to find out that the fish pond was overly populated. Ask: What do you think is the connection of the overpopulation of the fish pond to the fish kill that occurred? 73 Power point Evaluation (3 mins) Learners performance and output serves as an evaluation using rubrics. Extend (2 mins) When we grill fish, why do we need to fan the charcoal to keep it burning? Power point Formative notebook Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 74 ACTIVITY SHEET Problem: Differentiate the changes that happen to materials in the presence and absence of oxygen. What you need: 4 jars in different sizes 4 small candles with same size match timer ruler What to do: 1.Light one of the candles. 2.Cover it with the smallest jar. 3. Using a timer, measure how many seconds it takes for the flame of the candle to be put out. 4. Measure the length of the candle after it burn out. 5. Repeat the procedure using the next size of jar up to the Largest jar. 6.Find out in which jar has the longest and shortest time of Putting out the flame of the candle. 7. Find out also the longest and shortest candle after burning. 8. Record your findings on the chart. Jars Time of the flame was put out 1. 2. 3. 4. 75 Length of the candle After burning RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent 5 points 7-8 members participated in the activity The group is 91 - 100% accurate in their result All the answers or information are correct Good 4 points 5-6 members participated in the activity The group is 86 - 90% accurate in their result Almost all the answers or information are correct 76 Fair 3 points 3-4 members participated in the activity The group is 80 - 85% accurate in their result Some of the answers or information are correct Poor 2 points 1-2 members participated in the activity The group is 70 - 79% accurate in their result Only few answers or information are correct Lesson Plan in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat Performance Standards: The learners uses local, recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: Investigate changes that happen in materials under the following condition: 2.1 presence or lack of oxygen; and 2.2 application of heat; S5MTc-d-2 Quarter: First Week: 4 Day: 1 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: Describe and explain the changes that happen to materials when exposed to heat. II. Content: Subject Matter: Changes That Materials Undergo Integration: English: Following Directions MAPEH: Arts Strategies: Inquiry Based Approached References: Science Beyond Borders 5 pp.30-33 III. Learning Tasks: Elicit (3mins) (Picture of a mother hangs wet laundry under the sun) Ask: 1.What do you think will happen to the clothes after three hours? 2.Where do you think the water goes? 3.What makes the clothes dry? Engage (5 mins) (Show an ice drop to the children) 1.What changes have you observed with the ice drop after a few minutes? 2. What might have caused the melting of the ice drop? 3. Why does the ice drop melts? Explore (15 mins) Group Activity 1.Divide the class into small groups. 2.Instruct the pupils in doing the activity. 3.Check the materials brought by the pupils if its complete. 4. Introduce the rubrics. 77 Materials Power point Picture Real object: Ice drop 5. Give Precautionary measures in handling tools. 6. Go around and observe the pupils as they perform the activity. Problem: Describe and explain the changes that happen to materials when exposed to heat. What you need: Ice Alcohol lamp or improvised heater What to do: 1.Put ice on the aluminum saucer. 2.Place it on the alcohol lamp or improvised heater. 3. Continue heating until ice melts. Before heating the ice Real objects: Alcohol lamp or Improvised heater Ice match After heating the ice Guide question: 1. What did you observe? 2. Describe and explain the changes that happen to the ice when exposed to heat. Explain (12 mins) Each group will present their data and discuss about their observations. Ask: 1. How do you find the activity? 2.Can application of heat change materials? How? Why? The teacher explains more about the topic. When ice heated, it turns to water Application of heat can cause physical change. Elaborate (8 mins) Materials like water, ice, egg and vegetables undergo physical change when needed. When water boils and bubbles appear on the sides, steam or water vapor goes up. Water, when applied with heat, turns to water vapor. Application of heat can cause physical change. Evaluate (5 mins) 78 Power point Pictures After washing, Mother hanged wet clothes under the heat of the sun, after a few hours, the clothes turned dry. Describe and explain the changes that happen to materials when exposed to heat. Extend (2 mins) When you take ice cubes out from the freezer and leave it on the table, what will likely happen? What causes the ice cubes to change from solid to liquid? Power point Formative notebook Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 79 ACTIVITY SHEET Problem: Describe and explain the changes that happen to materials When exposed to heat. What you need: Ice Alcohol lamp or improvised heater What to do: 1.Put ice on the aluminum saucer. 2.Place it on the alcohol lamp or improvised heater. 3. Continue heating until ice melts. What did you observe? Before heating the ice After heating the ice 80 Lesson in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due oxygen and heat Performance Standards: The learner uses local recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: The learner investigate changes that happen in materials under the following conditions S5LT-lc-d-2 2.1. Presence or lack of oxygen; and 2.2. application of heat Quarter: First Week: 4 Day: 2 I. Objectives: At the end of 50 minutes, 100 % of the learners are expected to: 1. Describe and explain the changes that happen to materials when exposed to heat. (Ash) II. Content: Subject Matter: Properties: Changes that Materials Undergo Integration: English (Oral language and Grammar) MAPEH (Art)(creativeness in performing their activity) Strategies: Differentiated Instruction, Pick & Share References: Into the Future 5 p. 124-126, Science for Daily Use 5 p. 141-144, Science Beyond Border 5 p. 26-33 III. Learning Tasks: Elicit (5 mins) Show to the class a jumbled letter. Let the learner arrange it. The first one to have the correct word will have a chance to pick a prize. ERWTA NVAOPATEIRO Question: 1. When do we observe water evaporation? 2. Can evaporation happen when it is a rainy day? Why? Engage (5 mins) 81 Materials Jumbled letters ERWTA NVAOPATEIRO The teacher shows a matchstick and a paper to the class. Let learners guess about the material presented. Encourage some volunteer to raise some questions to the class. Expected Question: What will happen when you burn the paper using matchstick? Explore (20 mins) Pre- activity discussion: Rules in doing the experiment 1. Respect each other’s idea 2. Every member should participate 3. Every member should an assignment/rule 4. Work Quietly 5. Leave your work station clean. 6. Be happy in doing your activity Group Activity: The teacher uses materials that are found in the surroundings. Group I - paper Group II- dry leaves Group III- coconut husk Group IV- small piece of cloth Explain (5 mins) Group Reports: Describe and explain the changes occur in materials when it is exposed to heat. A follow up question will be given after all groups are done presenting their observations. Give feedback and inputs. Guide the learners construct simple correct sentence in answering the guide questions. 1. What happen to the material when exposed to heat? 2. What is the result when material is exposed to heat? Elaborate (8 mins) “Pick and Share” In a box, there are questions written in a strip of paper. Let learners pick one strip. Learners who pick a strip with question must share their answer to the class. Questions: 1. What have you observe after burning the material? 2. Is there new material observed after burning? 3. How can you describe the changes in material after burning? 4. What do you think the cause materials to change? Evaluate (5 mins) Activity Sheet Direction: Choose the letter of the best answer. l. When a piece of paper is burned, it turns into ashes. The change of material is due to. a. application of water c. application of heat b. b. absence of oxygen d. absence of heat 2. The following materials turned into ashes when exposed to heat EXCEPT 82 Chart Strips of paper ONE. a. pencil b. old magazine c. manila paper d. cartolina 3. What do you observed when dry leaves are burned? It turns into _______ a. firewood b. charcoal c. ash d. paper 4. Ayishah and Jace burned materials and turned into ashes. Which of the following materials turns into ash? a. ice candy wrapper, barbeque stick, lumber b. coconut husk, old book, dry leaves c. pen, glass, firewood d. coconut shell, plastic bottle, firewood 5. When paper, dry leaves, and coconut husk is exposed to heat and turns into ash. Which of the following statement explain the changes in the materials? a. When paper, dry leaves, and coconut husk is exposed to heat it forms new material. b. When paper, dry leaves, and coconut husk is exposed to heat nothing is change. c. When paper, dry leaves, and coconut husk is exposed to heat it will still go back to its original composition d. When paper, dry leaves, and coconut husk is exposed to heat it will become charcoal. Extend (2 mins) Look and list some waste materials at home and identify which waste materials can turn to ash when applied with heat. Reflection: A. No. of learners achieve 80% _____ B. No. of learners who require additional activities for remediation: ____ C. Did the remedial lesson work? _____ D. No. of learner who have caught up the lesson: _____ E. No. of learner who continue to require remediation: ______ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which principal or supervisor help me solve? __ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? _ 83 Appendix A Activity Sheet Topic: Ecosystem: Materials undergo changes due to oxygen and heat Group Name: _____________________ Procedure: 1. Arrange the jumbled letter ERWTA – NVAOPATEIRO2. Name the materials given in your group. _________________________________________________________________ _________________________________________________________________ _________________ 3. What happen to the material when exposed to heat? _________________________________________________________________ _________________________________________________________________ 4. What is the result when material is exposed to heat? _________________________________________________________________ _________________________________________________________________ 5. Answer the following questions: 1. What have you observe after burning the material? ______________________ 2. Is there new material formed? What is it? _____________________________ 3. How can you describe the changes in material after burning? _______________________________________________________________ 4. What do you think the cause materials to change? _______________________________________________________________ 6. Presentation of output 84 Group:_____________ Score:______________ Members: ________ __________ __________ __________________ ________ ________ _________ _________ Rubrics for Scoring Criteria Excellent Good Fair Poor 5 point 4 points 3 points 2 point Teamwork 7-9 members participated in the activity. 5-6 members participated in the activity. 3-4 1-2 members members participated in participated the activity. in the activity. Accuracy The group is 95-100% accurate in their result The group is 89-94% accurate in their result The group is 80-88% accurate in their result The group is 75-79% accurate in their result Content All the answers or information are correct Almost all answers or information are correct Some of the answers or information are correct Only few answers or information are correct 85 Lesson in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat Performance Standards: The learner uses local recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: The learner investigates changes that happen in materials under the following conditions S5LT-lc-d-2 2.1. Presence or lack of oxygen; and 2.2. application of heat Quarter: First Week: 4 Day: 3 I. Objectives: At the end of 50 minutes, 100 % of the learners are expected to: Describe and explain the changes that happen to materials when exposed to heat. (Charcoal) II. Content: Subject Matter: Properties: Changes that Materials Undergo Integration: English (Oral language and Grammar) MAPEH (Art) Strategies: Differentiated Instruction, Pandora References: Into the Future 5 p. 124-126, Science for Daily Use 5 p. 141-144, Science Beyond Border 5 p. 26-33 III. Learning Tasks: Elicit (5 mins) Teacher presents a “magical box” with pictures. Let learners pick one picture and paste in the columns of YES and No. Yes if it turns into ash and No if it does not. Engage (5 mins) Teacher show real charcoal to the class. Ask learner to construct/create as many questions as they can about the charcoal. Let some volunteer to read their question, encourage learners to share/answer the question. Expected Question: Where does charcoal came from? 86 Materials small cloth, bond paper, dry leaf, piece of wood, small piece of plywood Charcoal How can material turns into charcoal? Explore (20 mins) Pre-activity discussion: Rules in conducting the activity 1. Respect each other’s idea 2. Every member should participate 3. Every member should an assignment/rule 4. Work Quietly 5. Leave your work station clean. 6. Be happy in doing your activity Group activity: Teacher uses materials that are easy to find in the surroundings. Each group is given materials and allows them to write their observation in the activity sheet. Group I - small twigs Group II- coconut shell Group III- small piece of wood Group IV- small piece of plywood Explain (5 mins) Each group are given 3 minutes to present/report their observations. Describe and explain the changes that happen to materials when applied/exposed to heat. Teacher ask follow up questions after each group are done with their report for more inputs and feedback Guide learners to construct simple sentences in answering the guide questions. 1. What happens to materials when applied with heat? 2. What factors cause the materials to change? Elaborate (7 mins) Let learners pick a small twig, attached to it is a strip of paper with Chart questions. Learners may write their answers in it. Let the learners place their Small twigs twigs in the box. Call 5 learners to select a twig and let the owner read to the class. Guide Questions: 1. What have you observed after burning the materials? 2. Is there any changes observed? 3. Can you describe the changes in materials? 4. What causes the material to change? 5. Is there new material observed after burning? 6. How can you describe the changes in material after burning? 7. What do you think the cause materials to change? Evaluate (5 mins) 87 Activity Sheet Direction: Choose the letter of the best answer. 1. Which of the following is the product of burning wood? a. ash b. charcoal c. water d. gas 2. Which of the group of materials turns into charcoal when exposed to heat? a. paper, lumber. Plastic bottle b. firewood, coconut shell, small twigs c. cartolina, pen, candy wrapper d. cloth, slippers, can 3. How do change in coconut shell described when it is burned? It turns into _________. a. cotton b. gas c. charcoal d. ash 4-5. Write a sentence that explains the changes of material when exposed with heat. If a piece of pencil is exposed to heat, what do you think will happen? ________________________________________________ ________________________________________________ Extend (3 mins) Write 5 waste materials found in your kitchen that can turn into charcoal when applied/ exposed to heat. Reflection: A. No. of learners achieve 80% _____ B. No. of learners who require additional activities for remediation: ____ C. Did the remedial lesson work? _____ D. No. of learner who have caught up the lesson:_____ E. No. of learner who continue to require remediation: ______ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which principal or supervisor help me solve? __ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? _ 88 Appendix A Activity Sheet Topic: Ecosystem: Materials undergo changes due to oxygen and heat Group Name: _____________________ Procedure: 1. Which Materials turns into ash? ________________________________________ Which Materials Does not turn into ash? _________________________________ 2. Name the materials given in your group. _________________________________________________________________ _________________________________________________________________ _________________ 3. What happens to materials when applied with heat? _________________________________________________________________ _________________________________________________________________ 4. What factors cause the materials change into charcoal? _________________________________________________________________ _________________________________________________________________ 5. Answer the following questions: 5. What have you observed after burning the material? _____________________ 6. Is there any changes observed after doing the activity? ___________________ _______________________________________________________________ 7. Can you describe the changes in material after burning? _______________________________________________________________ 8. What do you think the cause materials to change? _______________________________________________________________ 6. Presentation of output 89 Group:_____________ Score:______________ Members: ________ __________ ________ __________ ________ ________ _________ _________ _________ Rubrics for Scoring Criteria Teamwork Accuracy Content Excellent Good Fair Poor 5 point 4 points 3 points 2 point 7-9 members participated in the activity. 5-6 members participated in the activity. 3-4 1-2 members members participated in participated the activity. in the activity. The group is 95- The group is The group is 100% accurate 89-94% 80-88% in their result accurate in accurate in their result their result The group is 75-79% accurate in their result All the answers or information are correct Only few answers or information are correct Almost all answers or information are correct 90 Some of the answers or information are correct Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: Investigate changes that happen in materials under the following conditions: 2.1 presence or lack of oxygen; and 2.2 application of heat (S5MT-Ic-d-2) Quarter: 1 Week: 4 Day: 4 I. Objectives: At the end of 50 minutes,100% the learners are expected to: 1. Compare the changes that happen to materials that are exposed to heat. II. Content: Subject Matter: Integration: Strategies: References: Changes that Materials Undergo ESP: Appreciating the importance of heat in our daily lives. Inquiry Based Approached III. Learning Tasks: Elicit (3 mins) Activity: Picture Match Match the pictures of the materials BEFORE it was exposed to heat and AFTER it was exposed to heat. BEFORE picture of paper picture of a glass of water picture of wood AFTER picture of charcoal Materials Pictures of: Wood Charcoal Paper Ash Water Water Vapor picture of ash picture of boiling water Engage (5 mins) Activity: Guessing Game 1. What made the paper turn into ash? 2. What made the water evaporates? 3. What made the wood turn into charcoal? 91 Power Point Presentation Explore (12 mins) Activity: 1. Group the pupils into six groups. 2. Distribute the envelope with activity sheets on it. 3. Check materials brought by pupils if its complete. 4. Explain the directions in doing the activity and how they will be graded using the rubrics. Materials Needed: Worksheet tin can match stick holder ice candle dried leaves Materials Needed: worksheet, ice, tin can, candle, match stick, dried leaves, holder Power Point Presentation Activity sheet What to do: 1. Get the ice and put it inside the tin can. Exposed the ice in the sun. Observe what happen. 2. Light the candle using match stick. 3. Using a holder, get the tin can with melted ice that was previously exposed to the sun. Place it above the lighted candle. Wait for 3 minutes and observe what happen. 4. Get the dried leaves. Place it on the flame until most its part is burned. Observe what happen. 5. Fill out the table and answer the questions based on your observation. Materials What happen to the material before it was exposed to heat? Is there any change in the material after exposing to heat? What happen to the material after exposing to heat? Specify its product. What change happen to the material? Physical Change or Chemical change Ice Water Dried Leaf Guide Questions: Observe and compare Questions: 1. Do the 3 materials have the same product when exposed to heat? Why? __________________________ Ice becomes ____________________ Water becomes ____________________ Dried Leaf becomes ____________________ 92 2. Is heat from the sun useful to us and the things around us? Why? _______________________________ 3. Is heat from flame useful to us and the things around us? Why? ______________________________________ 4. How are we going to handle a lighted candle? Why? ___________________________________________ Explain (8 mins) Pupils do the talking with the guide of the teacher Questions: 1. Do the 3 materials have the same product when exposed to heat? Why? __________________________ Ice becomes ____________________ Water becomes ____________________ Dried Leaf becomes ____________________ 2. Is heat from the sun useful to us and the things around us? Why? _______________________________ 3. Is heat from flame useful to us and the things around us? Why? ______________________________________ 4. How are we going to handle a lighted candle? Why?___________________________________________ Elaborate (8 mins) Key concept: In exposing the ice under the heat of the sun, the ice melts, its solid phase and shape become liquid. But no new material is formed. It is a physical change. When heat is applied to the water, it evaporates, its liquid phase changes into water vapor (gaseous phase). It undergoes a physical change; it changes in shape, texture, phase, and temperature. On the other hand, when the heat is applied to materials that undergo a chemical change, color, odor, and temperature also change. Just like what happened to the wood that turns into charcoal, and paper and dried leaves that turn into ash. Evaluate (2 mins) 1. What happens to the water when it is placed on the flame after 5 minutes? a. it evaporates b. it melts c. it changes into sugar d. it freezes 2. Materials undergo certain changes when it is exposed to heat. Which of the following is an example of physical change due to exposure to heat? a. Burning of candle b. Water turns to ice c. Melting of an ice cream d. Bending a piece of wire 3. Heat is important to the things around us. Which of the following states the importance of heat on cooking? 93 Power Point Presentation Rubrics Activity sheet Power Point Presentation Worksheet a. It cooks the fish and meat so that it can be eaten. b. It cooks the fish and meat so that it cannot be eaten. c. It rotted the fish and meat so that it can be eaten. d. It spoils the fish and meat so that it can be eaten. 4. We watch fireworks display during the new year as they light up the sky. Fireworks lighting up the sky is an example of _________. a. Evaporation b. Chemical change c. Melting d. Physical Change 5. Wood, paper, and dried leaves, when exposed to heat, turns into ash. Is it safe to play with candles and match stick besides these materials at home? a. No, these materials are not easily burned b. No, these materials are easily burned c. Yes, these materials are not easily burned d. Yes, these materials are easily burned Extend (2 mins) List at least five activities in the kitchen and classify them as physical or chemical change. Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 94 A. B. C. D. ACTIVITY SHEET Group the pupils into six groups. Distribute the envelope with activity sheets on it. Check materials brought by pupils if its complete. Explain the directions in doing the activity and how they will be graded using the rubrics. Materials Needed: Worksheet tin can match stick holder ice candle dried leaves What to do: 1) Get the ice and put it inside the tin can. Exposed the ice in the sun. Observe what happen. 2) Light the candle using match stick. 3) Using a holder, get the tin can with melted ice that was previously exposed to the sun. Place it above the lighted candle. Wait for 3 minutes and observe what happen. 4) Get the dried leaves. Place it on the flame until most its part is burned. Observe what happen. 5) Fill out the table and answer the questions based on your observation. Materials What happen to the material before it was exposed to heat? Is there any change in the material after exposing to heat? What happen to the material after exposing to heat? Specify its product. What change happen to the material? Physical Change or Chemical change Ice Water Dried Leaf Guide Questions: Observe and compare Questions: 1. Do the 3 materials have the same product when exposed to heat? Why? __________________________ Ice becomes ____________________ Water becomes ____________________ Dried Leaf becomes ____________________ 2. Is heat from the sun useful to us and the things around us? Why? _______________________________ 3. Is heat from flame useful to us and the things around us? Why? ______________________________________ 4. How are we going to handle a lighted candle? Why? ___________________________________________ 95 96 Lesson Plan in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: Recognize the importance of recycle, reduce, reuse, recover and repair in waste management; S5MT-1e-g3 Quarter: First Week: 5 Day: 1 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: 1. Identify recyclable materials found in the community. II. Content: Subject Matter: Identifying Recyclable Materials in The Community Integration: (Learning Area): ESP Importance of recycling, caring for the environment. Strategies: Cooperative Learning Materials: real objects, pictures References: S5MT-1e-g3 Science Spectrum 6 Rebecca R. Fallaria et al pp. 135-136 Science for Active Minds 4 p.79-80 Science for Active Minds 5 p.49- 55 III. Learning Tasks: Elicit (5 minutes) Look around you. Are there trashes? What are you going to do with it? Do you see trash cans in our room? How are trashes being grouped? Which of the trash bin were the materials that can be recycled? Engage (5minutes) Ask the pupils to observe the different materials inside the classroom and carefully instruct them to determine what object should be brought in front. Say “Bring me an object that can be used as a pen holder. Bring me an object that can be used as flower decor. Explore (10 minutes) 1. Group the pupils into 5 groups. 2. Set a standard in doing the field trip within the school campus. 3. Observe precautionary measure in doing the activity. 4. Give the pupils activity sheets to be used. 5. Set the time for pupils to do the activity. 97 Materials PowerPoint Presentation Real object, materials (Example old plastic glass or empty plastic bottle) (Example scratch paper, candy wrapper, straw) Activity Sheet, rubrics 6. Introduce rubrics to be used. Field Trip: (inside the school campus) Group 1: Canteen Group 2: Instructional Garden Group 3: In front of the Gate Group 4: MRF What to do: 1. Observe the surroundings. 2. Identify the available recyclable waste materials found within the assigned area. 3. List down the recyclable materials. How do you find the activity? What is your basis of grouping the materials? Why do you think that they are group as recyclable materials? Explain (10 minutes) Ask the pupils to present their work/output. Why is it important to identify recyclable materials and non- recyclable materials? How can it help improve the waste segregation program in school? community? Elaborate (10 minutes) To recycle means to use the material again in another way or for another purpose. Many of the products that we have thrown away are recyclable. There is waste found in the yard and food waste that usually biodegradable and can be converted into organic fertilizers. There are non – biodegradable materials contain large quantities of potentially reusable materials. Integration: Values/ESP: Why is the recycling of materials very important? Evaluation (6 minutes) Write R if the material is recyclable, and NR if not. _______ 1. paper _______2. plastic container _______3. used napkin _______4. candy wrapper _______5. used diaper PowerPoint Presentation/ Chart Contextualized example: Materials like paper, glass, metals, plastics bottles, and inorganic materials Extend (4 minutes) As a grade 5 pupil, how can you help improve the waste segregation program in school? Community? Why? Write in 2 to 3 sentences. 98 Science notebook Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 99 ACTIVITY SHEET Objective: to be able to identify Recyclable materials found in school and in the community. Field Trip: Group 1: Canteen Group 2: Instructional Garden Group 3: In front of the Gate Group 4: MRF What to do: 1. Observe the surroundings. 2. Identify the available recyclable waste materials found within the assigned area. 3. List down the recyclable materials. How do you find the activity? ___________________________________________________________________________ _______________________________________________________________ What is your basis of grouping the materials? ___________________________________________________________________________ _______________________________________________________________ Why do you think that they are group as recyclable materials? ___________________________________________________________________________ _______________________________________________________________ RUBRICS FOR GROUP ACTIVITY Criteria Teamwork Accuracy Content Excellent 5 points 7-9 members participated in the activity The group is 95100% accurate in their result All the answers or information are correct Good 4 points 4-6 members participated in the activity The group is 89-94 % accurate in their result Almost all answers or information are correct 100 Fair 3 points 1-3 members participated in the activity The group is 80-88 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: Recognize the importance of recycle, reduce, reuse, recover and repair in waste management; S5MT-1e-g3 Quarter: 1 Week: 5 Day: 2 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: 1. Describe recyclable materials found in the community. II. Content: Subject Matter: Describing Recyclable Materials in the Community Integration: Thriftiness and Preserving Environment (Learning Area) ESP& AP Strategies: Cooperative Learning References: Science in Action 5 p 49-52 III. Learning Tasks: Elicit(5 minutes) Sharing of reflection. As a grade 5 pupil, how can you help improve the waste segregation program in school? Community? Why? Materials Engage(5minutes) Game: 1. Group activity 2. Give a box with jigsaw puzzle let the pupil arrange the picture in order. 3. What have you formed out of the given puzzle? Explore (10 minutes) 1. Group the children into 4 2. Create 4 stations. 3. In Every station the group will describe the characteristics of materials. 4. Once the teacher says “move” learners move to the next station. 5. The teacher go around to monitor the learners as they perform the activity. Gallery Walk: Station 1: Empty plastic bottles Station 2: Tin Can 101 picture of flower made of straw, water bottled with planted plant, flower made of stocking, bottled glass used as decoration Activity Sheet Empty plastic bottles Tin Can Tetra Packs of Juice Candy Wrappers Activity sheet Station 3: Tetra Packs of Juice Station 4: Candy Wrappers Recyclable material Characteristics 1. Empty plastic bottles 2. Tin Can 3. Tetra Packs of Juice 4. Candy Wrappers Explain (10 minutes) Let the group report on their work. Guide Questions: 1. What are the characteristics of empty plastic bottles? tin cans? tetra packs of juice? candy wrappers? 2. Do they have the same characteristics? Why? Elaborate (10 minutes) Lead the pupils to realize that: Instead of buying things, we should create something out of recyclable materials found in the community into useful things. In this way we can help, save, earn money and minimize waste in the landfill. Values Integration: Thriftiness and Preserving Environment (Learning Area) ESP& AP Evaluate (6 minutes) Choose the letter of the correct answer. 1. Which of the following materials can be used in making a flower? A. shoebox B. bottled jar C. plastic straw D. metal 2. Marta likes to buy bottled chocolate drinks. How can Marta make use the empty bottle? A. Throw it anywhere. B. Make it a colorful flower vase. C. Keep it in the garbage can. D. Leave it somewhere. 3. Rosita uses both sides of her pad paper. What good deeds did Rosita show? A. She recycles the paper. B. She reuses the paper. C. She repairs the paper. D. She reduces the paper. 4. The following are ways of recycling empty cans, except one. A. Use it as a food container B. Use it as a water container 102 Contextualized example: Materials like tire, empty bottle, empty mayonnaise container & other materials that can be recycled that can be found in the community. C. Use it as decoration D. Use it as flower pots. 5. The Grade 5 pupils want to make useful material out of plastic bottle. If you are one of them, what useful material you can make? A. Food container B. Water bottle C. Ball pen and pencil organizer D. used in cooking Extend (4 minutes) Give at least 5 recyclable materials that can be found at home & describe how it can be recycled. Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 103 ACTIVITY SHEET Gallery Walk: Station 1: Empty plastic bottles Station 2: Tin Can Station 3: Tetra Packs of Juice Station 4: Candy Wrappers Recyclable material Characteristics a. Empty plastic bottles b. Tin Can c. Tetra Packs of Juice d. Candy Wrappers Guide Questions: 1. What are the characteristics of empty plastic bottles? tin cans? tetra packs of juice? candy wrappers? _________________________________________________________________________ ________________________________ 2. Do they have the same characteristics? Why? __________________________________________________ __________________________________________________ 104 Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: The Learners should be able to recognize the importance of recycle, reduce, reuse, recover and repair in waste management; S5MT-Ie-g-34 Quarter: 1st Quarter Week: 5 Day: 3 I. Objective: At the end of 50 minutes, 100% of the learners are expected to: 1. Identify materials found in the community that can be reduced. II. Content: Subject Matter: Materials in the community that can be reduced. Integration: ESP- Learners will practice being thrifty and love nature. EPP- Utilize materials found in their locality in making projects given by EPP teachers. MAPEH: Learners present their outputs through singing, jazz chant, dancing, and awareness of lesser garbage in the community Strategies: Cooperative Learning, Differentiated Instruction References: Science Beyond Boarders 5, page 8 III. Learning Tasks: Elicit 5 Minutes Who can give some examples of recyclable materials found in the community? Show cutouts of pictures of water bottles, old magazines, cans. What can you say about the pictures on the board? Engage 5 Minutes The teacher will show video clip about segregation of garbage. Guide questions: What can you say about the video presented? What did you do with the garbage materials in your home? Explore 15 Minutes Group activity: 1. Group the children into 4 2. Create 4 stations. 3. In Every station the group will describe the characteristics of materials. 105 Materials Show cut out pictures of recyclable materials. e.g. water bottles, old magazines, cans Show video about segregation of garbage. Work sheets picture of market, school, store, and plaza 4. Once the teacher says “move” learners move to the next station. 5. The teacher go around to monitor the learners as they perform the activity. Gallery Walk: Station 1: picture of market Station 2: picture of school Station 3: picture of store Station 4: picture of plaza Place a. b. c. d. Materials that can be reduced picture of market picture of school picture of store picture of plaza Guide question: What materials that can be found in the market? School? Store? Plaza? Market - __________________________ School - __________________________ Store - __________________________ Plaza - __________________________ Which of the materials can be reduced? Market - __________________________ School - __________________________ Store - __________________________ Plaza - __________________________ Explain 10 Minutes Each group will present their output. Work sheets Guide questions: How did you identify the materials found in the community that can be reduced? Why do you think buying in bulk can reduce garbage? Elaborate 5 minutes Reduce make less garbage. For example, instead of buying juice boxes for lunch, buy a large container of juice and use a washable single serving container to take it to school. buy items in refillable containers Use cloth bag/eco bag/paper bag/native baskets instead of plastic bag, when you buy groceries. Avoid buying disposable items or single use products such as batteries, razors, utensils, plates, cups etc. Reducing is important because they decrease the amount of waste on the planet and preserve natural 106 resources by maintaining space and cutting down on landfills. Reduce consumption of new material and save energy Evaluate 7 minutes Write √ on the blank if the materials below can reduce waste in the community and X if not. _____1. Rechargeable batteries _____2. 1000 g Powdered Milk _____3. Disposable batteries _____4. 1 sachet of shampoo _____5. Paper plate _____6. 500 g hand body lotion _____7. 2 sachets soy sauce _____8. 300 g hair conditioner _____9. 35 g of chocolate drink _____10. Disposable diapers Extend 2 minutes List materials found at home that can lessen the amount of waste in our environment. Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 107 ACTIVITY SHEET Objective: To be able to identify materials found in the community that can be reduced. Gallery Walk: Station 1: picture of market Station 2: picture of school Station 3: picture of store Station 4: picture of plaza Materials that can be reduced Place e. f. g. h. picture of market picture of school picture of store picture of plaza Guide question: What materials that can be found in the market? School? Store? Plaza? Market - __________________________ School - __________________________ Store - __________________________ Plaza - __________________________ Which of the materials can be reduced? Market - __________________________ School - __________________________ Store - __________________________ Plaza - __________________________ 108 Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products Learning Competency and Code: The Learners should be able to recognize the importance of recycle, reduce, reuse, recover and repair in waste management; S5MT-Ie-g-34 Quarter: 1st Quarter Week: 5 Day: 4 I. Objectives: At the end of the lesson, 100% are expected to: Explain the difference between materials that are recyclable and reducible. II. Content: Subject Matter: Reducible and Recyclable Materials Integration: ESP- Learners will utilize recyclable and reusable materials. EPP- Utilize materials found in their locality in making projects given by teachers. Strategies: Cooperative Learning References: Science Beyond Boarders 5, page 8-9 III. Learning Tasks: Elicit (6 Minutes) Every day Rose take a bath and use sachet of shampoo. If Rose would take a bath daily how many sachets of shampoo will she consume in a week? How can Rose save money and lessen garbage? Engage (7 Minutes) Teacher will present real objects of waste materials including recyclable and reducible materials. What are these materials? What can you make out of the materials presented? Explore (15 Minutes) Group activity: Collaborative Approach 1. Group the pupils with five to six members. 2. Distribute activity sheet. 3. Explain the mechanics of the activity. 4. Use rubrics in giving score. 109 Materials , chart, real object or sachet of shampoo Real objects of waste materials. e.g. cans, bottles, cardboards, boxes Activity sheets Rubrics EPP What to do: 1. Write at least 2 similarities and 2 differences between recyclable and reducible material. Materials: Plastic bottle Sando bag Recyclable Similarities Reducible Materials (plastic bottle and Materials (Plastic bottle) sando bag) (sando bag) Guide question: 1. What are the similarities between recyclable and reducible materials? 2. What are the differences between recyclable and reducible materials? Explain (10 Minutes) Work sheets Each group will present their output. What are the similarities between recyclable and reducible materials? What are the differences between recyclable and reducible materials? Is there a need to differentiate between recyclable and reducible materials? Why? Recyclable materials similar Reducible materials Elaborate (10 minutes) Reduce make less garbage. For example, instead of buying juice boxes for lunch, buy a large container of juice and use a washable single serving container to take it to school. buy items in refillable containers Use cloth bag/eco bag/paper bag/native baskets instead of plastic bag, when you buy groceries. Avoid buying disposable items or single use products such as batteries, razors, utensils, plates, cups etc. 110 Present real objects of reusable and recyclable materials. e.g. cans, water bottles, jars, magazines, newspapers, etc. Reducing is important because they decrease the amount of waste on the planet and preserve natural resources by maintaining space and cutting down on landfills. Reduce consumption of new material and save energy. Recycle turn an item into another useful item. For example, scrap paper from the classroom might be turned into newspaper or paper bags when sent to the recycling plant. Do not throw away used newspapers or used writing pads. Sell them or bring them into usable paper again. Use bottles, tin cans rubber tires can be recycled into useful materials. Evaluate (3 minutes) Result from worksheets and rubrics serves as their evaluation for the lesson. Extend (2 minutes) Write at least 2 sentences on how to recycle and reduce waste materials at home. Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 111 ACTIVITY SHEET Group activity: 1. 2. 3. 4. Group the pupils with five to six members. Distribute activity sheet. Explain the mechanics of the activity. Use rubrics in giving score. What to do: Write at least 2 similarities and 2 differences between recyclable and reducible material. Materials: Plastic bottle Sando bag Recyclable Materials ____________________ ____________________ ____________________ ____________________ __________ Similarities ______________ ______________ ______________ ______________ ______________ ______________ ______ Reducible Materials ____________________ ____________________ ____________________ ____________________ __________ Guide question: 1. What are the similarities between recyclable and reducible materials? ___________________________________________________________________________ ___________________________________________________ 2. What are the differences between recyclable and reducible materials? ___________________________________________________________________________ ___________________________________________________ 112 RUBRICS FOR THE ACTIVITY Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 113 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products Learning Competency and Code: The Learners should be able to recognize the importance of recycle, reduce, reuse, recover and repair in waste management; S5MT-Ie-g-34 Quarter: 1st Quarter Week: 5 Day: 5 I. Objectives: At the end of the lesson, 100% are expected to: 1. Explain the importance of recycling and reducing in waste management. II. Content: Subject Matter: Importance of recycling and reducing in waste management. Integration: ESP- Learners will utilize recyclable and reducible materials. EPP- Utilize materials found in their locality in making projects given by teachers. Strategies: Cooperative Learning, Learning stations/science stations References: Science Beyond Boarders 5, page 8-9 EPP III. Learning Tasks: Elicit 6 Minutes Materials Pictures of reducible and Teacher will post pictures of recyclable recyclable materials will and reducible materials. be posted. Teacher will ask learners to name e.g. bottles, cans, materials that could be reducible and recycled. Which of the materials on the pictures could be cartons/boxes etc. recycled and reduced? Engage 5 Minutes Learners brought different kinds of waste materials for the Real objects of waste lesson. materials. Guide questions: e.g. food jars, water Which of the waste materials can be reduced? bottles, any natural or How about materials that can be recycled? clear plastic containers, any product in sachets, shampoo containers, any small and big containers, rechargeable batteries, Explore 10 minutes Group activity: Work sheets 1. Group the class into 4. Rubrics 114 2. Each group will discuss the importance of waste management. Waste Management Recycling Reducing Importance Guide Questions: 1. What are the importance of Recycling? Why? 2. What are the importance of Reducing? Why? Explain 10 Minutes chart Guide Questions: 1. What are the importance of Recycling? Why? 2. What are the importance of Reducing? Why? 3. Is there a need to apply reducing and recycling in our day to day activities at home and in the community? Elaborate 10 minutes Reduce make less garbage. For example, instead of buying juice boxes for lunch, buy a large container of juice and use a washable single serving container to take it to school. • buy items in refillable containers • Use cloth bag/eco bag/paper bag/native baskets instead of plastic bag, when you buy groceries. • Avoid buying disposable items or single use products such as batteries, razors, utensils, plates, cups etc. • Reducing is important because they decrease the amount of waste on the planet and preserve natural resources by maintaining space and cutting down on landfills. • Reduce consumption of new material and save energy. Recycle turn an item into another useful item. For example, scrap paper from the classroom might be turned into newspaper or paper bags when sent to the recycling plant. • Do not throw away used newspapers or used writing pads. Sell them or bring them into usable paper again. • Use bottles, tin cans rubber tires can be recycled into useful materials. 115 PowerPoint presentation, chart Evaluate 7 Minutes Choose the letter of the correct answer. 1. To reduce is to ___________________________. A. Lessen the amount of food supply B. Lessen the amount of sunlight in the environment C. Lessen the amount of waste in the environment D. Lessen the amount of water in the environment 2. To recycle is to__________________________. A. Create a new product using a material that has already served its purpose B. Create a new product from a newly purchased product C. Throw materials in the garbage bin D. Separate materials in its container 3. How important is recycling waste materials? A. It prevents wastage of a material that can actually be useful for a different purpose. B. It prevents us from using it again. C. It prevents us to produce another usable material. D. It prevents us from different diseases from waste materials. 4. Liza’s flashlight was broken and she will buy a new one for emergency purposes. Which of the following flashlight will Liza choose to buy in the store that is environmentally friendly? A. Flashlight with rechargeable batteries B. Flashlight with disposable batteries C. A flashlight that will last for 1 month only D. A flashlight that is handy 5. Aling Marina will go to the supermarket to buy groceries. Which of the following products will she buy if she thinks to reduce waste materials in their home? A. Buy products in bigger packs B. Buy products in sachets C. Buy products in smaller packs D. Buy products in breakable bottles Extend (2 mins) As a grade 5 learner, in what way can you apply to reduce and to recycle in our day to day activities at home and in the community? 116 Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 117 ACTIVITY SHEET Group activity: 1. Group the class into 4. 2. Each group will discuss the importance of waste management. Waste Management Importance Recycling ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ Reducing ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ Guide Questions: 1. What are the importance of Recycling? Why? ___________________________________________________________________________ _______________________________________________________________ 2. What are the importance of Reducing? Why? ___________________________________________________________________________ _______________________________________________________________ 118 RUBRICS FOR THE ACTIVITY Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 119 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products Learning Competency: Recognize the importance of recycle, reduce, reuse, recover and repair in waste management. (S5MT-Ie-g-3) Quarter 1 Week 6 Day 1 I. Objective: At the end of 50 minutes, 80% of the learners were able to identify reusable materials in waste management found in the community. II. Content: Subject Matter: Identify Reusable Materials Integration: MAPEH (Health) AP, English( grammar) Strategies: Field Trip, Cooperative Learning References: Science Beyond Borders 5 LM p.9, TG p. III. Learning Tasks: Elicit (3 mins) Present empty mineral water bottles. where they can find these materials? Do you have these at home? in school? Are these bottles waste in the community? How? Engage (3 mins) Present other materials like cellophane, shoe boxes, bottles, cans. Have the class identify which of materials are reusable. Are these materials considered waste in the community? How? Materials Real objects: Empty mineral water bottle Real objects: Cellophane, shoe boxes, bottles and cans Explore (20 mins) Collaborative Activity: Field Trip to the School Garbage Disposal Area Pre-activity Instruction 1. Group the learners into 4 groups. 120 Field trip (School Garbage disposal area) Activity sheet 2. Set standards in having a field trip to the garbage disposal area of the school. 3. Remind the pupils of the safety precautions in handling the waste materials. 4. Distribute the activity sheet. 5. Discuss what they are going to do in doing the activity. 6. Introduce the rubrics to be used. Group Activity I. Problem: Identify reusable materials in waste management found in the school. II. Materials: Activity sheet III. Procedure: Identify reusable materials found in the school garbage disposal area. Classify them by checking the appropriate column. Name of Material Reusable material YES NO 1. 2. 3. 4. 5. 1. How did you find the activity? __________________ 2. What are the materials that you have identified? _________ 3. Are all the waste materials that you have identified can be reused? ____________________________ 4. What are the materials can be reused? ___________________ Explain (8 mins) Presentation of pupils outputs: powerpoint/chart 1. How did you find the activity? __________________ 2. What are the materials that you have identified? _________ 3. Are all waste materials that you have identified can be reused? ____________________________ 4. What are the materials can be reused? ____________________ 5. Is there a need to identify reusable materials at home? In school and in community? Why? 121 Elaborate (8mins) REUSE: Chart/ powerpoint Donate or sell re-usable items. Use both sides of paper and printing and re-use as scratch paper, gift wrapper, etc. Consider the potential life span or durability when buying new products. Buy durable food/storage containers and reuse them instead of using foil, plastic bags/wrap. Materials that can be reuse are empty cans, bottle of all sizes, cups plates, glasses, broken iron grills, wood parts of furniture, medicine vials, cosmetic bottle, and trays. The importance of reuse is to prevent solid waste from entering the landfill, improve our communities, and increase the materials. *There are waste materials in the community identified as reusable. 1. Why we need to use the materials again? 2. In reusing the materials, are we helping to save the environment? *Using again the material is one of the practices in 5R’s. It helps save the environment through minimizing waste and of course adds more savings. Evaluate (5 mins) A. Write R if material is reusable and NR if not reusable. _______ 1. Tissue paper_______2. Mineral bottle_______3. Shoe box_______4. Face mask (cloth)_______5. Paint container _______6. Bottles of 1.5 l drinks_______7. Surgical gloves_______8. Bottle of poisonous Chemical _______9. Cans _______10. Cartoons Extend (3 mins) Visit the nearest MRF in school or in community and list at least 5 reusable materials. 122 Formative notebook notebook Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? ______________________ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? _______________ 123 ACTIVITY SHEET Group Activity I. Problem: Identify reusable materials in waste management found in the school. II. Materials : Activity sheet III. Procedure: Identify reusable materials found in the school garbage disposal area. Classify them by checking the appropriate column. Reusable material YES NO Name of Material 1. 2. 3. 4. 5. 1. How did you find the activity? ______________________________________________________________________ ______________________________________________________________________ __ 2. What are the materials that you have identified? ______________________________________________________________________ ______________________________________________________________________ __ 3. Are all the waste materials that you have identified can be reused? 4. What are the materials can be reused? ______________________________________________________________________ ______________________________________________________________________ __ 124 Group Number: __________________________ Score: __________________ Members : ____________________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 125 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products Learning Competency and Code: Recognize the importance of recycle, reduce, reuse, recover and repair in waste management. (S5MT-Ie-g-3) Quarter 1 Week 6 Day 2 I. Objective: At the end of 50 minutes, 100% of the learners were able to describe reusable materials in waste management found in the community. II. Content: Subject Matter: Describing Reusable Waste Materials Integration: ESP( Good values in conducting interview) AP, English(grammar) MAPEH ( Health) Strategies: Brainstorming, Interview, video viewing References: Science Beyond Borders 5 p.9/ TG p.9 III. Learning Tasks: Elicit (3 mins) Situation: Ana’s mother was so thirsty, she bought 1 liter of mineral water in a grocery store and bring the empty bottle to their house. Ana uses the empty bottle as her water container in school. Materials Bottle of 1liter mineral water, chart Ask: What did Ana do with the empty bottle? How? Engage (2 mins) When Ana reused the mineral bottle, do you think she is helping the environment? In what way? flashcard Explore (20 mins) Activity: Interview 1. Group the pupils into 5 groups. Activity sheet for the 2. Give instruction on what they are going in the interview. interview 3. Distribute the activity sheet to be used during the pen interview. 4. Introduce the rubrics to be used. 5. Have the class conduct interview to the vendors in the school canteen. Let them ask for some information 126 regarding garbage segregation. Follow the guide questions in the activity sheet. Preliminary activities prior to the interview: 1. Show respect by simple greetings. 2. Develop a rapport with the vendors. 3. Introduce yourself as the leader and the group members. 4. Inform the vendor that you are going to conduct an interview and its purpose. Assure them that their answers will be kept confidentially. 5. Interview proper. Guide questions: 1. Do you practice proper waste disposal here in school? 2. How many garbage compartments do you have? 3. Are you aware of the 5R’s in waste management? 4. What common waste materials can we apply the 5R’s technique? 5. In what ways do the 5R’s techniques help the environment? Explain (8 mins) Sharing / reporting of outputs: Ask two volunteers to report the result of their interview. Ask guide questions: 1. Do they practice reusing of waste materials at home? in the community? 2. Do they have awareness about 5 R’s in waste management? Elaborate (10 mins) Read the situation: video on proper Your mother is segregating your old clothes and put them waste segregation inside the sack ready for the garbage. As a responsible student chart/ powerpoint and environment-friendly what idea that you can suggest to your mother instead of putting the old clothes into the garbage? As additional information, show a video on proper waste (3mins) *Before reusing a certain material see to it that it does not contain toxic substances especially if it is used as a food container. Consider also if it is safe for our health due to contamination like surgical gloves and face mask. *To describe the waste materials is one way of familiarizing its quality that will serve as a guide in maximizing the use of 127 such. Examining its prior use will give an idea to the safety and security in reusing especially to our health. Ask: Why we need to describe and know the prior use of waste material before reusing it? REUSE: • Donate or sell re-usable items. • Use both sides of paper and printing and re-use as scratch paper, gift wrapper, etc. • Consider the potential life span or durability when buying new products. • Buy durable food/storage containers and reuse them instead of using foil, plastic bags/wrap. • Materials that can be reuse are empty cans, bottle of all sizes, cups plates, glasses, broken iron grills, wood parts of furniture, medicine vials, cosmetic bottle, and trays. • The importance of reuse is to prevent solid waste from entering the landfill, improve our communities, and increase the materials. Evaluate (5mins) Write R for reuse and NR for no to reuse in the given situation. 1. Ana is examining an empty plastic container. She found out that there’s a picture of a skull in between the X sign and it emits a bad odor. _______ 2. Lito went to the market to buy rice. When he opened his backpack he found an empty Gaisano plastic bag inside. He checks it and it was still durable and clean.______ 3. Mother is cleaning the house. She saw empty boxes of shoes made of thick and durable materials. _______ 4. Rhea is looking for the water container. She found an empty plastic bottle on a dish tray. It smells bad and produces a gaseous substance that causes tears._____ 5. Baby Ghea wants to color the pictures in her coloring book. She found used crayons inside the cabinet.______ Extend: (2mins) How will you reuse the following materials? 1. Empty sack ______________________________ 2. Used Cartoon _____________________________ 128 Formative notebook notebook Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? ______________________ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? _______________ 129 ACTIVITY SHEET Preliminary activities prior to the interview: 1. Show respect by simple greetings. 2. Develop rapport with the vendors. 3. Introduce yourself as the leader and the group members. 4. Inform the vendor that you are going to conduct an interview and its purpose. Assure them that their answers will be kept confidentially. 5. Interview proper. Guide questions: 1. Do you practice proper waste disposal here in school ? ___________________________________________________________________________ ___ 2. How many garbage compartments do you have? ___________________________________________________________________________ 3. Are you aware about the 5R’s in waste management? ___________________________________________________________________________ 4. What common waste materials can we apply the 5R’s technique? ___________________________________________________________________________ 5. In what ways do the 5R’s techniques help the environment? ___________________________________________________________________________ 130 Number: __________________________ Score: __________________ Members : ____________________________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 131 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products Learning Competency: Recognize the importance of recycle, reduce, reuse, recover and repair in waste management. (S5MT-Ie-g-3) Quarter 1 Week 6 Day 3 I. Objective: At the end of 50 minutes, 100 % of the learners were able to: Explain the importance of reuse in waste management. II. Content: Subject Matter: Integration : Strategies: References: Importance of Reusing Waste Materials ESP, MAPEH, AP, English Brainstorming, Video viewing Science Beyond Borders 5 LM p.9, TG p. 9 III. Learning Tasks: Elicit (3mins) Elbert bought the latest model of Samsung cellphone. He observed that the package were so durable and looks expensive. He put it inside the cabinet for safekeeping. Materials Picture: Package of latest model of Samsung cellphone What do you think was Elbert’s plan for it? Engage (5mins) Ask: Who among you practice the proper garbage disposal in their respective homes. Are you practicing the 5R’s? Let them share their ideas regarding the practices of garbage disposal in their home. Explore (15mins) Present a video clip about the importance of REUSE in waste management. Pre activity instruction: 1. Group learners into 4. 2. Each group will write 1-2 sentences about the importance of reusing waste materials. 3. Each group will present in 3 minutes only. 4. Introduce the rubrics to be used 132 video clip about the importance of REUSE in waste management. Metacard Rubrics Guide Question: 1. What is the video all about? 2. What is the importance of reusing the waste materials in school? At home? in the community? Explain (8 mins) After the presentation Result of the interview chart Ask guide questions: What is the importance of reusing the waste materials in school? At home? in the community? Let the pupils share their insights about the importance of reusing waste management. First is one way of maximizing the use of materials and therefore it provides greater opportunity for additional savings. Second, it is minimizing waste in the environment thus helping to save mother earth. Elaborate (12mins) REUSE: • Donate or sell re-usable items. • Use both sides of paper and printing and re-use as scratch paper, gift wrapper, etc. • Consider the potential life span or durability when buying new products. • Buy durable food/storage containers and reuse them instead of using foil, plastic bags/wrap. • Materials that can be reuse are empty cans, bottle of all sizes, cups plates, glasses, broken iron grills, wood parts of furniture, medicine vials, cosmetic bottle, and trays. • The importance of reuse is to prevent solid waste from entering the landfill, improve our communities, and increase the materials. Evaluate (5mins) Pupils performance using the rubrics serves as an assessment Extend (2mins) Suggested activity at home: Have them gather scratch bond paper with only one side that has writings. Cut the paper into the desired length and width keeping the paper with writings only on one side. Bind the cut papers with glue or fastener to make sure that the side with writings is on the underside. Set aside and let it dry. You may now use the side without writing as your notepad. What do you think is the implication of this activity? Reflection: 133 Scratch bond papers with no writings on the other side. Scissors Glue/fastener Rubrics Notebook A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? ______________________ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? _______________ 134 RUBRICS Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 135 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products Learning Competency Code: Recognize the importance of recycle, reduce, reuse, recover and repair in waste management. (S5MT-Ie-g-3) Quarter: 1 Week: 6 Day: 4 I. Objectives: by the end of the 50 minutes session 100% of the pupils will be able to 1. Identify materials that can be recovered found in the community II. Content: Subject Matter: 5 R’s: Waste Materials that can be recovered and useful Integration: English (sentence construction) Strategy: Groupings, Cooperative Learning References: Science Beyond Boarders 5, LM III. Learning Tasks: Elicit (5 mins) Find me. Paste 5 pictures under the chair. Let them show to the class. What is the picture all about? Do you think there are waste materials in the following places? Show the Following words to the class and ask for the meaning. (Reuse, Recycle, Reduce, Repair? Engage (5 minutes) The learners may identify waste materials in the picture that can be found in the following places. Guide Question: 1. What waste materials that can be found in the kitchen? Park? Market? Backyard? School? 2. Which of the following waste materials can be recovered? 3. Do you know what is recover in waste management? Explore (20 mins) Pre- activity discussion: Rules in making the activity. 1. Group the learners into 5 2. Follow given directions 3. Be quiet Field Trip: List down materials that can be recovered. 136 Materials Picture of park, market, kitchen, backyard, school Flashcards Picture of park, market, kitchen, backyard, school Fieldtrip around the campus Explain (5 mins) Group Report/Sharing of outputs- What are the materials found that can be recovered? A follow-up question will be given after all groups are done presenting their observations. Give feedback and inputs Guide Question: 1. What are the waste materials that can be recovered that you have identified? 2. Are these materials biodegradable? 3. Can these materials useful if it will be put in the compost pit? 4. How can these recovered materials be used? Elaborate (5 mins) Is it important to recover? Why? Chart Chart Recover means any waste that can’t be reused, recycled or avoided in the first place (i.e. reduced) can be used to make heat and power using incineration, anaerobic digestion or other techniques. By recovering the energy left in our rubbish we extract maximum value whilst landfill Evaluate (3 mins) Pupils performance using the rubrics serves as an assessment Extend (2 mins) Take picture in your backyard. Paste in your activity notebook and list down materials found that can be recovered. Rubrics notebook Reflection: A. B. C. D. E. F. G. No. of learners achieve 80% _______ No. of learners who require additional activities for remediation ______ Did the remedial lesson work? _____ No. of learners who caught up the lesson: ________ No. of learners who continue to require remediation _______ Which of my teaching strategies worked well? Why did these work? ________ What difficulties did I encounter which my principals or supervisor help me to solve? _____________________ H. What innovation or localized materials did I used discover which I wish to share with other teacher? 137 RUBRICS Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 138 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Daily Lesson Plan for Science Grade 5 Content Standards: Materials undergo changes due to oxygen and heat Performance Standard: The learner uses local, recyclable solid and /or liquid materials in making useful products Learning Competency and code: Recognize the Importance of recycle, reduce, reuse, recover and repair in waste management; and S5MT-Ie-g-3 Quarter I Week 6 day 5 I. Objectives: At the end of 50 minutes, 100 % of the learners are expected to: Identify materials that can be repair found in the community II. Content: Subject Matter: Identifying materials that can be repaired Integration: English, ESP Strategies: Video, Cooperative Learning References: Teachers Guide Grade 5 Curriculum Guide Grade Five S5MT-Ie-g3 III. Learning Tasks: Elicit -3 min Present a video clip of a house devastated by a typhoon. Guide question? 1. Why do you think it happened? 2. If you were a victim of a typhoon, what will you do? Engage – 5 min Show a picture of a torn blouse or t-shirt. Observe each picture. What does it show? Materials Look for a video clip. picture of a torn pants picture of a repaired bicycle Have you experienced to wear a torn blouse or t-shirt? Can you still fix it? Why do we mend torn clothes? Explore - 15 min Pre- activity discussion: Rules in making the activity. 1. Group the learners into 5 2. Follow given directions 3. Be quiet Activity sheet, marking pen “Patch things Up” 139 What to do: You need to help Mrs. Cruz to patch things up with her things at home. What are you going to do? Fill up the chart below Guide Questions: 1. What did you do to help Mrs. De Chavez with her problem? 2. What other materials can be repaired? 3. Why do we need to repair things? Material to be repaired What we will do to fix the material? 1. broken legged chair 2. Broken sole shoes 3. Torn blouse Explain – (15 min) Ask each group to present their answers/observations about the activity. Discussion on the result of each activity 1. Discuss group outputs. Let each group present their work in class. 2. Give feedback on the results of the activity. 3. Give additional input whenever necessary What did you do to help Mrs. De Chavez with her problem? What other materials can be repaired? Why do we need to repair things? Elaborate- (5min) PowerPoint Presentation about ways of repairing materials Powerpoint Repair have appliances, office equipment, lighting fixtures, and automotive parts repaired instead of buying new ones. Have an old furniture reupholstered or refurbished instead of buying ones. What are the different ways of repairing material? Repair is fixing or restoring broken items to be used again. * It saves energy, time and money. * Preserving new materials. * Saves the environment. Evaluate –(5 mins) Identify the ways of fixing the given items below. Write the letter of the best answer. A. by sewing/mending B. by nailing C. by gluing D. by changing the damaged part. ______1. detached ribbon of a hair band ______2. broken legged of a wooden table 140 ______3. torn walking short ______4. damaged electric fan cord ______5. torn school uniform Extend (2 mins) • Observe the materials at your home. List down at least three items that need to be repaired. Opposite the item, write the way how you could repair it. Reflection: A. No. of Learners achieve 80% __________ B. No. of Learners who require additional activities for remediation: ____ C. Did the remedial lessons work? ______ D. No. of learners who have caught up the lesson: ___ E. No. of Learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? ___ 141 Pre- activity discussion: Rules in making the activity. 1. Group the learners into 5 2. Follow given directions 3. Be quiet “Patch things Up” What to do: You need to help Mrs. Cruz to patch things up with her things at home. What are you going to do? Fill up the chart below Material to be repaired What we will do to fix the material? 4. broken legged chair 5. Broken sole shoes 6. Torn blouse Guide Questions: 1. What did you do to help Mrs. De Chavez with her problem? _______________________________________________________________ _______________________________________________________________ 2. What other materials can be repaired? ________________________________________________________________ ________________________________________________________________ 3. Why do we need to repair things? ______________________________________________________________ ______________________________________________________________ 142 Daily Lesson Plan for Science Grade 5 Content Standards: Materials undergo changes due to oxygen and heat Performance Standard: The learner uses local, recyclable solid and /or liquid materials in making useful products Learning Competency and code: Recognize the Importance of recycle, reduce, reuse, recover and repair in waste management; and S5MT-Ie-g-3 Quarter I Week 7 Day 1 Objective: At the end of 50 minutes, 100 % of the learners are expected to: Differentiate between recover and repair found in the community II. Content: Subject Matter: Differentiating Recover and Repair Integration: ESP Strategies: Video, Gallery Walk Materials: Recyclable appliances, office equipment, furniture, and automotive parts References: Teachers Guide Grade 5 Curriculum Guide Grade Five S5MT-Ie-g3 III. Learning Tasks: Elicit -5 mins Look inside the classroom for furniture or school materials that need Chart, to be fixed. How will you repair it? What do you need in order to repair it? Engage – 3 mins Cardo is a habal-habal driver who happens to pass by in a rough chart road and suddenly the tire hits a scattered nail which results in a flat tire. He brought the motorcycle to the nearest vulcanizing shop. Guide question: Do you know what is a vulcanizing shop? Do we have a vulcanizing shop here in our place? Why do you think Cardo brought his motorcycle to the vulcanizing shop? Explore- 15 mins Prepare three working station at the corner of the classroom. i. Station 1 – Home ii. Station 2 – Market iii. Station 3 – School What to do: 1. Group the pupils into four. 2. Set standards to follow during the group work 143 3. Create three stations. In every station there is a list of materials posted. Choose and list down materials that can be recovered and repaired. Write it in the activity sheet provided. 4. Once the teacher says move the group will move to the next station. 5. Teacher go around and observe the pupils as they perform the activity. Station 1: At Home Can be recovered Can be repaired Station 2: At School Can be recovered Can be repaired Station 3: At Market Can be recovered Can be repaired Guide Question: 1. What materials that can be recovered at home, in school and in the market? 2. What materials that can be repaired at home, in school and in the market? 3. What are the differences between materials that can be repaired and recovered? Explain – 10 mins Presentation of Output: Guide Question: 1. What materials that can be recovered at home, in school and in the market? 144 2. What materials that can be repaired at home, in school and in the market? 3. What are the differences between materials that can be repaired and recovered? 1. Elaborate- 10min Is it important to recover and repair materials at home? In school? and in the market? Recover means taking energy or material from wastes that cannot be used anymore. Composting is an example of recovery. The following are some ways to recover the use materials 1. Classify the garbage as wet and dry. 2. Place similar items in one container. 3. Wet garbage includes animal feeds and organic matter. Animal feeds are left-over foods, vegetables, fruit peelings, and others that can be used as feeds for animals like pigs, chickens, and dogs. 4. Organic matter actually includes unused animal feeds, rotting fruit and vegetables, leaves and grasses, twigs, and others that rot or decay. These materials can be composted and used as organic fertilizers. 5. Compost organic materials right away. Build backyard compost pit or install a home-composter. if possible, talk with the barangay leaders about putting up a composter. 6. If the community produces more than 25 kilograms of wet garbage, initiate the installation of a biogas digester with help from DOST or DILG. . While Repair is fixing or restoring broken items to be used again. Examples are appliances, office equipment, lighting fixtures, and automotive parts repaired instead of buying new ones. Have an old furniture reupholstered or refurbished instead of buying new ones. Evaluate (5 mins) Read and analyze each sentence. Write True if the concept is correct and False if it is wrong. __1. Food scraps and fruit peelings are biodegradable waste. __2. You recover waste when you refuse to buy a product that you do not need. ___3. The best way to get rid of trash and save energy is recovering. ____4. Decomposable wastes can be buried in the soil and change to compost. ____5. Recovery change the old discarded waste into a new product. Extend ( 2 mins) From an old newspaper cut an article about ways on recovering materials. Paste it on your Science notebook. 145 Powerpoint Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ 146 ACTIVITY SHEET Prepare three working station at the corner of the classroom. iv. Station 1 – Home v. Station 2 – Market vi. Station 3 – School What to do: 1) Group the pupils into four. 2) Set standards to follow during the group work 3) Create three stations. In every station there is a list of materials posted. Choose and list down materials that can be recovered and repaired. Write it in the activity sheet provided. 4) Once the teacher says move the group will move to the next station. 5) Teacher go around and observe the pupils as they perform the activity. Station 1: At Home Can be recovered Can be repaired Can be recovered Can be repaired Can be recovered Can be repaired Station 2: At School Station 3: At Market Guide Question: 1) What materials that can be recovered at home, in school and in the market? 2) What materials that can be repaired at home, in school and in the market? 3) What are the differences between materials that can be repaired and recovered? 147 Home Public Market School Plastic bottle Plastic container Medicine vials Tires Old clothes Old toys Plastic Wrapper Plastic bottle Plastic Empty cans Vegetables Fruits peelings Candy wrappers Plastic wrapper Cardboard Paper Plastic bottle Leaves Juice wrappers Candy wrappers 148 Daily Lesson Plan for Science Grade 5 Content Standards: Materials undergo changes due to oxygen and heat Performance Standard: The learner uses local, recyclable solid and /or liquid materials in making useful products Learning Competency and code: Recognize the Importance of recycle, reduce, reuse, recover and repair in waste management; and S5MT-Ie-g-3 Quarter I Week 7 Day 2 I. Objectives: At the end of 50 minutes, 100 % of the learners are expected to: Discuss the importance of recover and repair in waste community II. Content: Subject Matter: Matter: Importance of Recover and Repair Integration: MAPEH Strategies: Game, Song Materials: Recyclable appliances, office equipment, furniture, and automotive parts References: Teachers Guide Grade 5 Curriculum Guide Grade Five S5MT-Ie-g3 III. Learning Tasks: Elicit -2 min Materials Show THUMBS UP if the practice is right and THUMBS DOWN if it is wrong. Powerpoint 1. Use the empty jars of mayonnaise as candy or food storage jars. 2. Bury aluminum cans and broken glasses underground 3. Put all food residues together with the trash of the day. 4. Segregate glass from plastic, papers, and rubber. 5. Burn old tires and broken plastic toys at the backyard. Engage – 3 min The teacher will present a song about the 5Rs (www.youtube.com-5rs song) Ask: 1. What should be done with our waste or garbage 2. What is the importance of recovery and repair according to the song? Explore- 15 mins. What to do: 1. Group the pupils into four. 2. Set standards to follow during the group work. 3. Distribute the Activity sheet. 149 Picture of materials that can be repair and recover Left over materials Fruit peelings 4. Introduce the rubrics. Broken toys Broken appliances Fill out the table. Can be repaired? Can be recovered What is the importance? Activity Sheet Left over materials Fruit peelings Broken appliances Broken toys Explain – 10 mins Presentation of output. Learners’ output Guide Questions Why do we need to recover and repair waste materials? In what ways this 2Rs could help lessen the waste in the environment? After the activity, each group will present their answers. Based on the activity how did you come up with your answers? Do you think those materials are important to our home? Elaborate- 13mins Repair and recover can save the planet Earth from piles of garbage that cause pollution if you know how to manage the waste of useful materials. You can apply the techniques of managing the wastes Powerpoint take energy from waste materials and use into more beneficial use. Learn how to fix and restore broken items to be used again. What will you do to help other pupils be aware of the importance of recovery and repair in the waste found in the community? Recovery is when most of the material thrown as garbage is used and processed in ways other than being destroyed. When it is not possible to reuse or recycle objects - such as mobile phones, computers, televisions, and other electronic gadgets, all of which may contain toxic elements, recovery is the last option Repairing is important because it can save money, energy. Do not immediately throw your defective products at home. You must find ways to fix them. Fixing or repairing defective products enables you to reuse them, thus saving you from buying new ones and reducing wastes. - Repair anything as much as you can! 150 Evaluate-5 min Read and analyze each sentence. Write True if the concept is correct and False if it is wrong. ___ 1. Food scraps and fruit peelings are biodegradable waste. ___2. You recover waste when you refuse to buy a product that you do not need. ___3. The best way to get rid of the trash and save energy is recovering. ___4. Decomposable wastes can be buried in the soil and change to compost. ___5. Recovery changes the old discarded waste into a new product. Extend - 2 mins Write 2 to 3 sentences about the importance of Recovery and repair. Chart, PowerPoint Presentation Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ 151 Science notebook ACTIVITY SHEET Fill out the table. Check the column of what are you going to do with the material and give its importance. Material Can be repaired? Can be recovered Left over materials Fruit peelings Broken appliances Broken toys 152 What is the importance? Group Number: __________________________ Score: __________________ Members : ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 153 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct Lesson Plan in Science 5 Content Standards: Materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/ or liquid materials in making useful products. Learning Competency and Code: Recognize the importance of recycle, reduce, reuse, recover and repair in waste management. S5MT-Ie-g-3 Quarter: 1 Week: 7 Day: 3 I. Objectives: At the end of 50 minutes, 100% of learners are expected to: Produce new and useful product out of recyclable materials. II. Content: Subject Matter: Useful Product out of recyclable materials Integration: MAPEH( Health) : Safety measures in doing the activity EPP Strategies: Video Viewing References: Teachers Guide Grade 5 Curriculum Guide Grade 5 III. Learning Tasks: Elicit- (5 min) Materials What are the materials that can be found at home that can be recycled? Engage- (3min) Show sample of products made out of recyclable materials. What recyclable material is used to produce this prodct? Sample of output of recycled material Flower vase out of empty plastic bottle Explore – (20 min) Video Viewing on how to make a recycled product out of plastic Remind the discuss safety precautionary measures in doing the activity and in handling sharp tools. Present the rubrics. 154 https://youtu.be/V1EotL iaFOw?t=6 Power point presentation Video, rubrics What to do: 1. Clean the used empty plastic bottle. 2. Using a knife, cut the top portion of the plastic bottle and attached to the bottom of the half of the plastic bottle, 3. Using a glue gun and glue stick, attach zipper to the mouth of each portion of a bottle and decorate in any part of the container to make your product colorful and attractive. Materials: Empty plastic bottle Scissors Zipper Glue gun , stick glue Explain -(10 min) The pupils will present their output to the class with the following pattern: 1. Project objective. 2. Title of the product. 3. Materials needed 4. Time needed to finish the product 5. Procedure 6. Results and Recommendation Elaborate-(6 min) The teacher will discuss the importance of recycling Power Point Presentation Key Concepts: - Recycling is very important as waste has a huge negative impact on the natural environment. Harmful chemicals and greenhouse gasses are released from rubbish in landfill sites. Recycling helps to reduce the pollution caused by waste. ... Recycling reduces the need for raw materials so that the rainforests can be preserved. - The teacher will discuss reuse, reduce, recycle Evaluate-(6min) Pupils’ output will be rated with this rubrics: 155 Rubrics in Project Making Points 5 4 3 2 1 Indicators Submitted on time, clean and attractive Submitted on time ready made Submitted but not on time, not clean, not attractive Late, not complete Not Submitted Extend Think of other output you can make out of plastic bottles. List as many as you can. Reflection: A. B. C. D. E. F. G. H. No. of Learners achieve 80%: ____ No. of learners who require additional activities for remediation: ___ Did the remedial lessons work?___ No. of learners who have caught up the lesson:__ No. of learners who continue to require remediation:__ Which of my teaching strategies worked well? Why did these work?__ What difficulties did I encounter which my principal or supervisor help me solve?__ What innovation or localized materials did I used / discover which I wish to share with other teacher?__ 156 ACTIVICITY SHEET Name: _________________________________________________________________________ Grade and Section: __________________________ A. Project objective: ______________________________________________ B. Title of the product: ______________________________________________ C. Materials needed: ______________________________________________ D. Time needed to finish the product: _______________________________________ E. Procedure: 1) _________________________________________________ 2) _________________________________________________ 3) _________________________________________________ 4) _________________________________________________ 5) _________________________________________________ F. Results and Recommendation: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 157 RUBRICS OF THE ACTIVITY Points Indicators 5 Submitted on time, clean and attractive 4 Submitted on time ready made 3 2 Submitted but not on time, not clean, not attractive Late, not complete 1 Not Submitted 158 Lesson Plan in Science Grade 5 Content Standard: The learners demonstrate understanding of materials undergo due to oxygen and heat. Performance Standard: The learner uses local recyclable solid and /or liquid materials in making useful products. Learning Competencies: Recognize the importance of recycle reduce, reuse, recover, and repair in waste management. S5MT-Ie-g-3 Quarter: ____1______ Week: _____7___ Day: _4____ I- Objectives At the end of 50 minutes, 100% of the learners are expected to: Apply the 5Rs in waste management at home and in the school II- Content: Subject Matter: 5Rs: Apply the 5Rs in waste management Integration: English (Oral Language), MAPEH (Arts ) ESP (Good manners in disposing waste materials ) EPP (entrepreneurship) English (Speaking,Writing) , Aral.Pan ( taking care of natural resources) Strategies: differentiated learning Activity, Video Viewing, role playing Reference: https://www.youtube.com/watch?v=37uk-ZffJ10 Website: youtube.com/google.com IIILearning Task Elicit (3mins) Matching type. Match the word in column A with its corresponding meaning in column B and write the letter of the correct answer on the blank provided before the number. ______1. Reduce ______2. Reuse ______3. Repair ______4. Recycle ______5. Recover a. turn an item into another useful item b. b. recovery of waste without any preprocessing 159 MATERIALS Chart, PowerPoint Presentation c. to fix d. make less garbage e. use it again Engage (3mins) Showing of video/pictures Guide questions: 1. What can you say about the video/pictures? 2. Why do you think they are making useful products out of recyclable materials? Explore (20mins) GROUP ACTIVITY Divide the class into five groups Recall the standards in doing the activities. Present the rubrics. Remind the safety precautionary measure in performing the activity. Group 1: - Reduce Role Playing: Scenario in going to the market. “How can you reduce waste?” Group 2: - Reuse Role Playing: Scenario Back to school. “How can you re use school materials?” Group 3: - Recycle Role Playing: Scenario gardening. “How can you recycle materials?” Group 4: - Repair Role Playing: Scenario repairing broken armchair/desk and old books. “How can you repair materials?” Explain (10mins) Ask : Which among the group depicts repair? Reuse? Reduce? Recover? And recycled? Why is it important to apply 5R’s in waste management? 160 https://www.youtube.com/watch?v=37ukZffJ10 (video presentation for 3 minutes only) Meta card indicating the scenario in every group How can we be benefited of applying 5R’s in waste management in school and in the community? Elaborate(10 mins) Video Presentation/ Guide Questions Remember these: Reduce: Limit the amount of time you drive, if possible walk Use high efficiency light bulbs to conserve energy Do not waste paper and things to reduce trash Save water & energy Eat at home Avoid printing in Schools Reuse: Bring your own shopping bags to the store Donate used clothing Reuse bottles/containers as flower vases or pen holders Write & photocopy on 2 sides of paper Use rechargeable batteries Recycle: Car Parts Printer Ink Computers Cell Phones Paper Cans Plastic Bottles Recover means taking energy or material from wastes that cannot be used anymore. Composting is an example of recovery. The following are some ways to recover the use materials 1. Classify the garbage as wet and dry. 2. Place similar items in one container. 3. Wet garbage includes animal feeds and organic matter. Animal feeds are leftover foods, vegetables, fruit peelings, 161 and others that can be used as feeds for animals like pigs, chickens, and dogs. 4. Organic matter actually includes unused animal feeds, rotting fruit and vegetables, leaves and grasses, twigs, and others that rot or decay. These materials can be composted and used as organic fertilizers. 5. Compost organic materials right away. Build backyard compost pit or install a home-composter. if possible, talk with the barangay leaders about putting up a composter. 6. If the community produces more than 25 kilograms of wet garbage, initiate the installation of a biogas digester with help from DOST or DILG. . While Repair is fixing or restoring broken items to be used again. Examples are appliances, office equipment, lighting fixtures, and automotive parts repaired instead of buying new ones. Have an old furniture reupholstered or refurbished instead of buying new ones. Guide Questions: 1. If people doesn’t cooperate the 5Rs? What do you think our environment happen? 2. In order to save our environment, do you think 5Rs are the perfect ways to save? Evaluate ( 4 mins) Pupil’s performance will be graded based on rubrics. Extend Using recyclable materials, make any craft design that can be found at home.. Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? ______________ 162 RUBRICS 5 4 3 Process skills Members always demonstrate targeted process skills Members do not demonstrate targeted skills Time Management Members finished ahead of time with finish product Members occasionally demonstrate Targeted process skills Members finished on time with unfinished product Cooperation and Teamwork Members are on task & have defined responsibilities at all time. Group conflicts are cooperatively manage at all times Members have defined responsibilities most of the time. Group conflicts are cooperatively managed at all times. Members do not know their task and have no defined responsibilities. Group conflicts have to be settled by their teacher. 163 Members do not finish on time without finish product Lesson Plan in Science 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products. Learning Competency: The learners recognize the importance of recycle, reduce, reuse, recover, and repair in waste management (S5MT-le-g-3) Quarter: First Quarter Week: 7 Day: 5 I. Objectives: At the end of the 50 minutes, 100% of the learners are expected to: Design a slogan/poster about the importance of 5Rs in waste management II. Content: Subject Matter: Importance of 5Rs in Waste Management Integration: MAPEH-Art Strategies: Mentoring Materials: pictures, cartolina, crayons, pencil, bond paper Reference: Teachers Guide, Learners Materials III. Learning Task: Elicit ( 5 minutes) Let the class share their application of the waste management in home and in school. Engage ( 5 minutes) The pupils are going to observe the slogans/posters made by the teacher. Explore (15 minutes) Group the pupils Set the standards in doing the activity Distribute the marker and cartolina. Let each group provide their own crayons and pencil/s. The group will be making a colourful and useful slogan about the importance of 5Rs in waste management. Materials Pictures of home and school Slogan/poster Marker Cartolina Crayons pencil Explain (8 minutes) 164 Group reporting/sharing of ideas Let each group explain their output. The teacher will ask follow-up question: Does your slogan depict the importance of 5R’s of waste management? Why do you say so? Elaborate ( 8 minutes) Ask each group: 1. In what way your slogan shows awareness of the importance of 5R’s? Evaluation 7 minutes Pupils output serves as evaluation using the rubrics. Extend ( 2 minutes) Make your own slogan depicting the importance of 5R’s in short bond paper. Write your explanation on your science journal. Pupils’ slogan Pupils’ slogan Science journal Coupon bond Coloring materials Reflection: A. No. of learners achieve 80% ______ B. No. of learners who require additional activities for remediation______ C. Did the remedial lessons work? ____ D. No. of learners who have caught up the lesson_____ E. No. of learners who continue to require remediation_____ F. Which of my teaching strategies worked well? Why did these work? ______ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I used / discover which I wish to share with other teacher? ______________ 165 Rubrics Criteria Teamwork Accuracy Content Excellent 5 points 7-9 members participated in the activity The group is 95100% accurate in their result Depicts all the importance of 5R’s Good 4 points 4-6 members participated in the activity The group is 8994 % accurate in their result Depicts almost all the importance of 5R’s Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Depicts some of the importance of 5R’s Rubrics for Extend: The Slogan will be judged according to the following criteria: creativity and presentation (40%), originality (30%) and relevance to the theme (30%). 166 Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Depicts only one of the importance of 5R’s Lesson Plan for Science Grade 5 Merlita B. Puerto Dabongdabong Elementary School Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standard: The learner uses local, recyclable solid and /or liquid materials in making useful products. Learning Competency and code: Recognize the Importance of recycle, reduce, reuse, recover and repair in waste management; and S5MT-Ie-g-3 Quarter I Week 8 Day 1 Objectives: At the end of 50 minutes, 100 % of the learners are expected to: Identify the local recyclable solid materials that can be used in making useful product. II. Content: Subject Matter: Local Recyclable Solid Materials in Making Useful Products Integration: ESP (Health) Strategies: Gallery Walk Materials: Real Objects References: Teachers Guide Grade 5 Curriculum Guide Grade Five S5MT-Ie-g3 III. Learning Tasks: Elicit -5 min Bring me. Learner will find materials inside the Real object that can be found inside the classroom asked by the teacher. classroom. Example: Empty plastic bottle Tin can Candy wrappers Engage – 3 min Guide Questions; Chart, PowerPoint presentation 1. Which among the materials can be recycled and made into useful product? 2. Why is it important to know how to recycle solid materials? Explore- 20 min 167 Prepare three working station at the corner of the classroom. Station 1 - Home Station 2- School Station 3- Community In every station there are meta cards of recyclable solid materials and non-recyclable materials. Learners will post meta cards of recyclable solid materials on the chart. Name cards Home School Plastic bottle Wrapper Bottle Plastic bottle Candy wrappers container Paper Empty cans Straw Shoe box Empty Pouch Paper Empty can Cardboard tire Explain – 10 min Guide Question: Which local recyclable materials can be useful in making useful products at home? In school? Community? When can you say recyclable materials are useful? Are these materials safe? Why? Elaborate- 10min Materials are considered useful when it serve a purpose. For example, a container for any solid or liquid materials. When it is already empty it can be used for other purposes as flower vase, a coin bank, or a house décor. Whether a bottle is made of plastic /glass it has a property that makes it reusable. Evaluate (5 mins) Choose the letter of the correct answer. 1. Which of the following solid materials that can be made into a useful product? A. used Aluminum foil B. twigs C. broken bottle D. Straw 2. The following can be made into useful materials out of an empty pack of juice, except one______. A. Make bags out of it B. water container C. pencil holder D. organizer 3. How can you make use of empty plastic bottle in your science garden? A. Make an organizer B. make it as fertilizer C. use it in landscaping 168 PowerPoint Community wrapper Cardboard Paper Plastic bottle Cartoon Bottle D. make it as pesticide 4. Maria gathered straw, out of these materials she makes hanging curtains. She shows that______ A. out of the waste, useful materials created B. she hates doing it because its waste of time C. realize that waste materials are useless D. making useful materials out of useful material is not interesting 5. Why making useful materials out of the waste is important? A. in order to add more wastes B. in order to make the surrounding untidy C. in order to minimize waste D. in order to make people lazy Extend ( 2 mins) Make a list of local recyclable solid materials that can be found in the kitchen at home. Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ 169 Daily Lesson Plan for Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standard: The learner uses local, recyclable solid and /or liquid materials in making useful products. Learning Competency and code: Recognize the Importance of recycle, reduce, reuse, recover and repair in waste management; and S5MT-Ie-g-3 Quarter I Week 8 Day 2 Objectives: At the end of 50 minutes, 100 % of the learners are expected to: Give importance of local recyclable solid materials in making useful product. II. Content: Subject Matter: Importance of Local Recyclable Solid Materials Integration: English Strategies: Group Activity Materials: Real Objects References: Teachers Guide Grade 5 Curriculum Guide Grade Five S5MT-Ie-g3 III. Learning Tasks: Elicit -5 min Show to the class pictures of tin can, empty bottles, shampoo sachet and Pictures of Tin can, empty old newspaper. Post it on the board. bottles, shampoo sachet and old newspaper, used batteries, broken glass, busted light bulb Engage – 3 min Which materials can be recycled? Pictures of Tin can, empty Group the materials into recyclable or non-recyclable. bottles, shampoo sachet, old newspaper, used batteries, broken glass, busted light bulb Explore- 20 min By pair, fill out the table below and give its importance. Recyclable Solid Other uses of recyclable Importance Materials materials Tin can 170 Activity sheet empty bottles shampoo sachet old newspaper Explain – 10 min Call 3 pairs to share their output. What recyclable materials can be made into useful product? What is the importance of recycling solid materials? How can we be benefited from recycling? Elaborate- 10min 1. How can we manage waste materials? 2. Why is it important to recycle? Practicing the5 R’s helps make our surroundings clean and beautiful. It also provides opportunities for people to earn money by selling recyclable materials to junk shop. Evaluate (5 mins) Choose the letter of the correct answer. 1. Candy wrapper, old newspaper, old magazines are made into hanging curtains. What waste management is being practiced? A. Reuse B. Recycle C. Reduce D. Repair 2. In the class of Mr. Cruz, he told to recycle the empty plastic bottle of mineral water instead of throwing it into the trash bin. What are they going to do with it? A. Make as a fence in the garden B. Burn it in the open field C. Throw it in the canal D. Never mind it 3. Recycling is using the material again in another purpose. The following are the importance of recycling except one. What is it? A. To lessen the waste materials in the landfill B. To minimize pollution of the environment C. To generate income through recycling D. To be recognized in the community 4. Alba family decided to do a general cleaning of their house in preparation for the coming fiesta. They started cleaning outside the house. The family collected empty bottles of soft drinks. What is the best thing to do with it? A. Recycle them B. Sell the bottle junk shop C. Throw it in the garbage D. Set it on the other side 5. As a Grade 5 pupil, how can you show the importance of recycling useful material? A. Throw it into the canal B. Burn plastics to eliminates waste 171 C. Recycle to make it into useful new product D. Bury it into open compost pit Extend ( 2 mins) Why do you think 5 R’s help in managing waste in the environment? Make a reflection? Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ 172 Activity Sheet Recyclable Solid Materials Other uses of recyclable materials Tin can empty bottles shampoo sachet old newspaper 173 Importance Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learners use local, recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: The learner designs a product of local recyclable solid and/or liquid materials in making useful products (SSMT-Ie-j-4). Quarter: 1 Week: 8 Day: 3 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: 2. Design a work plan in making useful products out of local recyclable solid materials. II. Content: Subject Matter: Useful products out of local recyclable solid materials Integration: (Learning Area): English Strategies: Brainstorming, Cooperative learning References: III. Learning Tasks: Elicit (5 mins) Call two pupils to share their reflections about the importance of local recyclable solid materials in making useful products. Engage (5 mins) Teacher places samples of solid materials that can be recycled. Have them visualize it. 1. Ask the pupils to dream up a product out of the recyclable materials. 2. What possible product can you make out of this recyclable material? 3. How will you make this new product? Explore (15 mins) Pre –activity discussion: 1. Group the pupils into 5 groups. 2. Explain the mechanics in making work plan using a unified template. 3. Introduce the rubrics 4. Distribute the activity sheets using a unified work plan template. Explain (12 minutes) 174 Materials Pupils journal Real object of recyclable materials Work plan Template Rubrics Presentation of pupils’ work plan output. Guide Question: What can you say about the work plan that you have designed? Did you follow the steps? Do you think you can make a useful product out the work plan that you have made? Do you think you can carry out your plan? Elaborate (10 minutes) From the learners’ output the teacher will input about the activity. Evaluate (2 minutes) Pupils’ output will serve as an evaluation. Extend (2 minutes) Bring the necessary materials based on the designed work plan. Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 175 SAMPLE WORK PLAN TEMPLATE Name of Project : _______________________________________ Name of Group: ________________________________________ Steps in Making the Project Materials Needed Timeline 176 Expected output Remarks Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate the understanding of… materials undergo changes due to oxygen and heat Performance Standards: The learner… uses local recyclable solid or/ and liquid materials in making useful products. Learning Competency and Code: Perform the work plan in making useful product out of local recyclable solid materials. S5MT-Ih-i-4 Quarter: 1 Week: 8 Day: 4 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: 3. Perform a work plan in making useful products out of local recyclable solid materials. II. Content: Subject Matter: Useful products out of local recyclable solid materials Integration: (Learning Area): English Strategies: Brainstorming, Cooperative learning References: III. Learning Tasks: Elicit (3 mins) Guessing game. Show pictures of the different pictures of waste or garbage. Where can we find this waste material? Engage ( 5 mins) The pupils are going to identify local recyclable solid materials that can be used in making useful product. Explore (15 mins) Activity: 1. Divide the pupils into five groups. Distribute the envelope with activity sheets on it. 2. Set standards in doing the activity. 3. Have them begin by brainstorming ideas and draw detailed diagrams of the product. 4. Make your own product out of the local materials that you have 5. Remind each group that they will be presenting their output in class after the activity. 177 Materials Pictures of different materials present at home and community Rubrics Explain (10 mins) Group reporting/ sharing of ideas. Ask the following guide questions: Chart Guide questions: Let them answer the guide questions : 1. Which among different materials can be recycled? 2. What new product can be produce out recyclable materials? 3. Explain how creating new product out of recyclable materials helps waste management at home and in the community? 4. What are the benefits in recycling this waste material to your family and community? Elaborate (10 mins) Have the pupils construct and express their own understanding. Pupils should be able to understand that: Recycle is to make something new from something that has been used before. Recyclable solid local materials can be made into useful products. Example: plastic drinking bottles can be made into flower vase or pots Juice wrappers can be made into bags Old newspaper and magazines can be made into pencil holder. chart Evaluate (4 mins) Learners output will be rated using the rubrics. Extend (3 mins) Identify one material at home that can be recycled and make your own product. rubrics Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 178 RUBRICS 179 Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of materials undergo changes due to oxygen and heat. Performance Standards: The learner uses local, recyclable solid and/or liquid materials in making useful products. Learning Competency and Code: Product out of local recyclable solid materials. S5MT-Ih-i-4 Quarter: 1 Week: 8 Day: 5 I. Objectives: At the end of 50 minutes, the learners are expected to: Perform the work plan in making useful product out of local recyclable solid materials. II. Content: Subject Matter: Changes that Materials Undergo Integration: Art: Create useful product out of recyclable materials. ESP: Working cooperatively with the group Strategies: Inquiry base Materials: Pupils ‘Work Plan, Power point Presentation, Shampoo bottle, Activity Sheet References: III. Learning Tasks: Elicit (3 Minutes) Activity: Picture Match 1. Show to the pupils the following recyclable materials and the possible product; BEFORE Materials Plastic shampoo bottle Coin Purse AFTER any recyclable material Output/finished product Ex. Shampoo bottle Ex. Wallet/Coin purse Note: The teacher has an option what recyclable material she/he would bring and what will be the finished product. Engage (5 Minutes) Activity: Guessing Game 1. What would be the possible product out of straw? 180 Power Point Presentation 2. What would be the possible product out of mineral bottle? 3. What would be the possible product out of old magazine? Note: Pupils have lots of ideas in mind. Accept all the possible product and make suggestions. Explore (15 Minutes) Activity : 1. 2. 3. 4. 5. Work Plan Setting of standards. Group the pupils into six groups. Distribute the work plan previously created by the pupils. Check materials brought by pupils if they are complete. Explain the directions in doing the activity and how they will be graded using the rubrics. Power Point Presentation Materials Needed: Pupils’ previously created work plan. What to do: 1. Follow the Work Plan 2. Make sure all the materials are bought by each member of the group. 3. Perform the Work Plan. 4. The leader should note and make sure that everyone in the group is participating in performing what was planned. Explain (10 Minutes) Presentation of output 1. Present the recyclable materials used. 2. Present the product. 3. Observe and compare 4. Used the attached Activity Sheet. 5. Use the attached Rubrics for Scoring the Group Activity. Activity Sheets Rubrics Questions: 1. What are the recyclable materials are used? 2. What are the materials used that are not recyclable? 3. What is/are the product out of your recyclable materials? 4. What would be the other possible product out of the recyclable materials you just use? 5. Is your finished product useful to you and to the community? Why? 6. How important is it to work cooperatively with the groups? ELABORATE (10 minutes) Why do we need to recycle materials? Power Point Presentation 181 Recycle is to make something new from something that has been used before. Recyclable solid local materials can be made into useful products. Example: -old magazine can be made into basket/tray, pencil holder -plastic drinking bottles can be made into pencil case. -Juice wrappers can be made into flower vase -Old newspaper can be made into tray/basket -plastic shampoo bottles can be made into coin Purse -straw can be made into cellphone cover and slipper Evaluate (5 minutes) Learners output will be rated using the rubrics. Extend (2 minutes) List five recyclable materials and its possible products. Recyclable Materials Worksheet Possible Products Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 182 Rubrics for Scoring Group Activity/ Finished Product Criteria Points Points Obtain Activity Sheet completely filled up 5 Most of the materials used are recyclable materials 5 Fished product is neat and clean 5 Finished product is useful 5 Total Points 20 183 Lesson Plan in Science Grade 5 Content Standards: The learners demonstrate understanding of parts and functions of materials undergo changes due to oxygen and heat. Performance Standards: Design a useful out of local, recyclable solid/or liquid materials. Learning Competency and Code: Design a product of local, recyclable solid and/or liquid materials in making useful products (S5MT-jh-i-4) Quarter: 1 Week: 9 Day: 1 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: 2. Identify local recyclable liquid materials that can be used in making useful product II. Content: Subject Matter: Changes that Material Undergo Integration: MAPEH – Artistic and creativity in designing new products. ESP: Love and appreciate recyclable liquid materials at home Strategies: Materials: References: III. Learning Tasks: Elicit (3 Minutes) Materials Flash cards with solid, liquid Which are solid? Liquid? Engage (5 Minutes) Activity: Picture puzzle (Group Activity) 1. Let them form the given picture and paste it in a manila paper. What did you form out of the puzzle? Explore (15 Minutes) 1. Divide the pupils into 3 groups. 2. Provide the materials equally to every group. 3. Set the standards to be followed while doing the activity using a rubric. Group Activity I: 184 Picture of: Soap Toilet Cleaner Engine oil Manila paper, glue Science Notebook Manila Paper, Pentel Pen Pupils will list down all local liquid recyclable material found at home in activity sheets. Group Activity II. The pupils will classify the given lists of local liquid recyclable materials found at home into RECYCALBLE and NON - RECYCLABLE. Group Activity III. From the list of recyclable liquid materials what useful product can be made. Explain (10 Minutes) Reporting. Manila paper should be posted in the front board for group sharing and to be reported by the group member. Guide Questions 1. What recyclable liquid materials that you have identified? 2. How can we recycle these liquid materials useful? 3. Can we make useful products out of the liquid recyclable materials? Elaborate (10 minutes) Discussion and pupils interactions using pictures: -Used cooking oil- can be used to make soap -Used engine oil- lubricating equipment’s to avoid rusting -Left Coca-Cola drinks- can be used in toilet cleaner and rust remover -Used liquid detergent- can be an insect spray to plants. Evaluate (5 minutes) The pupils will answer the given exercise. Direction: In the blank provided please put R if it is recyclable and NR if it’s not. Please write your answer in a ¼ sheet of paper. ______1. Used paint ______2. Used cooking oil ______3. Used engine oil ______4. Left liquid insecticide from the sprayer ______5. Used liquid soda *Only number 4 is NR. Extend 2 minutes 185 Activity Sheet Rubrics The pupils will consult their parents on the different liquid recyclable materials that commonly recycled at home. Answers should be listed in Science notebook. Science notebook Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 186 Activity Sheet 1 (Group # 1) From the recyclable materials listed within the box. Make a list of liquid recyclable materials below. Used Cooking oil plastics Used Brake fluid Empty cans Used water with detergent Used cartoons 1. 2. 3. 4. 5. Activity Sheet 2 (Group # 2) Check the on the appropriate column whether it is Recyclable and Non-Recyclable liquid materials List of Liquid Materials 1. 2. 3. 4. 5. Recyclable Liquid Materials Used Cooking oil Liquid detergent soap Pesticide Expired Liquid Medicine Used water with detergent soap 187 Non-Recyclable Liquid Materials Activity Sheet 3 (Group # 3) From the List of Recyclable Liquid materials, write on the opposite column what other useful product you can make out of it. List of Recyclable Liquid Materials 1. Used Cooking oil 2. Liquid detergent soap 3. Pesticide 4. Expired Liquid Medicine 5. Used water with detergent soap Other useful product 188 Lesson Plan in Science 5 Content Standards: The Learners demonstrate understanding of materials undergo changes due to oxygen and heat Performance Standards: The learner uses local, recyclable solid and/ or liquid materials in making useful products. Learning Competency and Code: Design a product out of local recyclable solid/ or liquid materials in making useful products (S5MT-Ih-i-4) Quarter: I Week: 9 Day: 2 I. Objectives: At the end of 50 minutes, 100% of the learners are expected to: Give the importance of local recyclable liquid materials in making useful product. II. Content: Subject Matter: Changes that Materials Undergo: Importance of local recyclable liquid materials Integration: English: Oral language and Grammar MAPEH: Health ESP: Awareness Strategies: Group Activity, Brainstorming, Puzzle Materials: Pictures, puzzled pictures, Manila paper, Pentel Pen, Power point Presentation References: MISOSA6. Module 17.pp.7.8 III. Learning Tasks: Elicit (5 Minutes) Search me: The teacher places pictures and letter word R E C Y C L E under the learners table. Let the learners post the pictures and the letters found in the pocket chart. Guided Question: 1. What word can you create from the letters you found? 2. Define the meaning of the word “recycle”. 3. Describe what you can say about the pictures. Engage (5 minutes) (Puzzled Pictures/Grouping) Arrange the puzzled pictures Let the learners group the pictures from recyclable and nonrecyclable. Guide Questions: Which of these pictures can be recycled and why? 189 Materials Power point Presentation of different pictures of liquid materials Pocket chart Letter Word RECYCLE Puzzled Pictures Explore (16 minutes) Pre-Activity Discussion: The Teacher will show different pictures of local recyclable liquid materials. Group Activity Every group will be given/assigned pictures of local recyclable liquid materials. Let them complete the activity sheet. Activity sheet: Instruction: Discuss with your group the assigned pictures of local recyclable liquid materials and complete the table. Table Other uses of Recyclable Liquid recyclable Liquid Importance Materials Materials Example: Water used in cleaning Cleaning, save with detergent garage ,slipper water ,shoes and etc. A. Used oil B. Motor oil C. Paints D. others Power point presentation of different pictures of local recyclable liquid materials (used cooking oil, used motor oil, paints, Coolant for vehicle engine, used water with detergent, vinegar etc.) Activity sheet Masking tape Pentel Pen Manila Paper Guide Questions: What are the importance and uses of the given materials? Explain (10 Minutes) (Draw Lots) Pentel Pen, Manila Each group will be given time to present their observation and Paper, Construction explain the importance and uses given local recyclable liquid Paper materials. Teacher will ask follow up questions and provide inputs. Guide Question: What are the importance of recycling local liquid materials? Elaborate (8 minutes) From the learners output let them give the importance and uses of local recyclable liquid materials. Guide Questions: 1. Suppose you finished washing clothes, what will you do with the used water to make it useful? 2. What are the other uses of used water? 3. How many liters of water where you able to recycle? 4. What is the effect to our health if liquid materials will not properly disposed? 190 5. Why do you think local recyclable liquid materials is important in our daily lives? Evaluate (4 minutes) Direction: Mark check (/) if the statement shows/ tells on the importance of recycling liquid materials and mark (X) if not. Paper Ball Pen 1. Recycle any liquid materials as much as possible to help save our mother earth. 2. Liquids such as pesticides, paints, motor oils are toxic if not disposed of properly. 3. Recycling liquid materials can contribute to global warming. 4. Recycling liquid materials can help us save money. 5. As a pupil, I can help my community to practice recycling liquid materials by using used water with detergent in cleaning toilet slippers and garage. Extend (2 minutes) Notebook Ball pen To help save our mother earth, we need to recycle not only the solid materials but also liquid materials particularly the local materials present at home. In your community, conduct an interview of your elders how they practice recycling liquid materials. Reflection: A. No. of learners achieve 80%: ____ B. No. of learners who require additional activities for remediation: ___ C. Did the remedial lessons work? ___ D. No. of learners who have caught up the lesson: ___ E. No. of learners who continue to require remediation: ___ F. Which of my teaching strategies worked well? Why did these work? ___ G. What difficulties did I encounter which my principal or supervisor help me solve? ___ H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___ 191 Group Number: __________________________ Score: __________________ Members : ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 192 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct ACTIVITY SHEET Instruction: Discuss with your group the assigned pictures of local recyclable liquid materials and complete the table below. RECYCLABLE LIQUID MATERIALS Example: Water with detergent OTHER USES OF RECYCLABLE LIQUID MATERIALS used in cleaning garage, slipper ,shoes and etc. A. Used oil B. Motor oil C. Paints D. etc. 193 IMPORTANCE Cleaning, save water Lesson Plan in Science 5 Content Standard: Materials undergo changes due to oxygen and heat Performance Standard: Uses local, recyclable solid and/or liquid materials in making useful products Learning Competency: Design a product out of local, recyclable solid and/or liquid useful products. S5MT-Ih-1-4 Quarter : 1 Week :9 Day: 3 I. OBJECTIVES: At the end of the lesson, 100% of the learners are expected to: Design a work plan in making useful product out of recyclable liquid materials. II CONTENT Subject Matter: recyclable solid and/or liquid Products. Integration: MAPEH, EPP Strategies: GAMES,PEER ASSESSMENT,BRAINSTORMING Reference: SCIENCE BEYOND BORDERS 5 III. Learning Task Elicit (5 mins) Call pupils to share the result of recently conducted interview with the elders in the community about the importance of recycling liquid materials. Engage (5 mins) From the interview that you have conducted, what local liquid recyclable materials found at home and in the community? Can you name some? Are these materials can be made into useful products? Explore ( 15 mins) 2. Divide the pupils into five groups. 3. Provide the materials equally to every group. 4. Set the standards to be followed while doing the activity using a rubric. 5. Ask each group to dream up a product that consist only of liquid recyclable materials. 6. Have them begin by brainstorming ideas and draw detailed diagrams of the product. 7. Make a work plan following a prescribe unified template. 8. Remind each group that they will be presenting their output in class after the activity. Guide question: a. What recyclable liquid materials are you planning to use? b. Where can you find these liquid materials? 194 Materials Pictures of liquid recyclable materials Picture of recyclable materials Sample work plan template Manila paper, pentel pen, rubrics c. What materials did you add to make a useful product? d. How would you realize your work plan? Explain ( 8 mins) Group reporting/sharing of ideas. Ask the following guide questions: Guide questions: 1. How do you find the activity? 2. Can these recyclable liquid materials be turned or made to other useful products? How? 3. What recyclable liquid materials are you planning to use? 4. Where can you find these liquid materials? 5. What materials did you add to make a useful product? 6. How would you realize your work plan? Elaboration (8 mins) Guide questions: 1. What other useful products can be made out of those materials? 2. Do you think is it possible to turn these recyclable liquid materials into cash? Is recycling liquid material important? Why? The recycling liquid materials are common in your place because we use it every day. Evaluation (5mins) The activity output of the pupils will be use in assessing them formatively. Extend (4mins) At home, make your own work plan utilizing available recyclable liquid materials that can be recycled into useful product. Reflection A. No. of learners who earned 80% in the evaluation________________________ B. No. of learners who require additional activities for remediation __________________ C. Did the remedial lessons work? _________ D. No. of learners who have caught up the lesson._________________ E. No. of learners who continue to require remediation.______________ F. Which of my teaching strategies would worked well ?why did these work?_____________ G. What difficulties did I encounter which my principal or supervisor can help me solve?______________________ H. What innovation or localized materials did I use/discover which I wish to share with other teachers?________________________ 195 SAMPLE WORK PLAN TEMPLATE Name of Project : _______________________________________ Name of Group: ________________________________________ Objective: ________________________________________ Steps in Making the Project Materials Needed Timeline 196 Expected output Remarks 197 Lesson Plan in Science 5 Content standards: The learners demonstrate understanding of properties of materials to determine whether they are useful or harmful. Performance standards: The learner uses local, recyclable solid and/or liquid materials in making useful products Learning competency: Design a product out of local, recyclable solid and/ or liquid materials in making useful products S5MT-Ih-i-4 Quarter: 1 Week 9 Day 4 I-Objective: At the end of the lesson, 100% of the learners are expected to: Perform the work plan in making useful product out of local recyclable liquid materials II-Content: Subject Matter: Local Recyclable Liquid Material Integration: English: Literacy Math: Numeracy EsP: Conservation of Resources Strategies: Explicit Method References: Curriculum Guide in Science 5 III-Learning Tasks: Elicit: (3 minutes) Materials and Assessment tools Can you recall the work plan that you made yesterday? Were you able to design your design your own work plan of liquid materials? Engage:(3 minutes) Have you experienced cooking, bathing, washing the dishes, watering the plants with just only one pail of water because there is water interruption for one day? How did you do it? Have the pupil bring out the work plan. Explore:(15 minutes) 1. Group the pupils into 4 and distribute the envelope containing the activity sheets. 2. Inside the envelope are the picture containing the different containers with used water. 3. Setting of Standards/Rubrics 4. Activity Proper (Group Activity) 198 Picture, activity sheet “LET’S CONSERVE; LET’S RECYCLE” Problem: How are we going to recycle water at home especially during summer time wherein it’s very hot and sources of water becomes small? Steps: 1. Study the picture inside the envelope. 2. Think of ways on how to reuse the used water in the container. 3. Why do we need to conserve/recycle water at home? Envelope A Used water from washing clothes Envelope B Used water from washed fruits and vegetables wa Envelope C Envelope D Used water from bathing pets Used water from washing the dishes Explain: (13 minutes) 1. Group reporting and presentation. 2. Ask the pupils the following questions: 1. How did you recycle water in different containers that you have? ____________________________________________________________ 2. Why are we going to recycle liquid materials? Elaborate:(8 minutes) Background Information for the Teachers: With more and more areas struggling with droughts, conserving water is more important than ever. Even if you’re not living in a droughtstricken region, cutting back on water use also means a lower utility bill and helps conserve a precious resource. Here are some ways to conserve and recycle water at home. 1. Shower Bucket. Instead of letting the water pour down the drain, stick a bucket under the faucet. You can use the water for flushing the toilet or watering your plants. 199 2. Turn off the tap while brushing your teeth. Don’t let all that water go down the drain while you brush! Turn off the faucet after you wet your brush, and leave it off until it’s time to rinse. 3. Turn off the tap while washing your hands. Turn the faucet off after you wet your hands until you need to rinse. 4. Water outdoor plants in the early morning. You’ll need less water, since cooler morning temperatures mean losing less water to evaporation. 5. Hand-washing a lot of dishes? Fill up your sink with water instead of letting it run the whole time that you’re scrubbing. Evaluate:(5 minutes) Answer the following questions correctly. Paper,ballpen 1. Valencia Water District announced that there will be a water interruption on the next day. It happened that it rained hard that night, what are you going to do? a. Feel the tapping sounds of the rain and sleep soundly. b. Feel the cool weather brought by the rain. c. Get water containers and store water from the rain. d. Wait for the rain to stop and watch your favorite show. 2, You only have one pail of water left. You need to take a bath and water your potted plants. What are you going to do to make it enough for bathing and watering the plants? a. Take a bath with a big basin to catch and save the water. b. Take a bath using a big dipper and catch the water. c. Take a bath and never mind watering the plants. d. Take a bath until the water lasts. 3. On your way home, you happened to see a leaking faucet in the plaza, where are you going to report the problem? a. Tell your mother about the leaking faucet. b. Tell your friends to fix the faucet. c. Call the authorized plumber to fix the leakage. d. Just let the water flow any way you are not going to pay for it. 4. During lunchtime, you saw your classmates play water inside the classroom. How are you going tell your classmates the importance of water conservation? a. Fight with your classmates. b. Tell your classmates to go home and play the water. c. Tell your classmates that wasting water is like wasting money. d. Leave them play water until they’re tired. 5. Your father bathe his pet dog in a pail of water mixed with insecticides to kill the fleas and ticks in his dog. How are you going to reuse the water? a. Spray it to your plants infected with ants and aphids. b. Throw it directly in the canal. c. Save it for your pets to drink. d. Leave it in the pail. EXTEND: (3 minutes) When you were young, your father made a little pool in your yard for you to swim and play with your brother. As you grow older you feel awkward to swim and play there because the water is already until your knees. How 200 are you going to make use of the little pool so that it won’t serve as a home and breeding place of mosquitoes? V. Reflection A. No. of learners achieved 80%__________________ B. No. of learners who require additional activities for remediation.________ C. Did the remedial lessons work? __________________________________ D. No. of learners who have caught up the lesson._______________________ E. No. of learners who continue to require remediation._______________ F. Which of my teaching strategies worked well? Why did these work? ____ F. What difficulties did I encounter which my principal or supervisor can help me solve? ___________________________________________________ G. What innovation or localized materials did I used. /discover which I wish to share with other teacher? ________________________________________ 201 ACTIVITY SHEET Name of Group: ________________________________________ “LET’S CONSERVE; LET’S RECYCLE” Problem: How are we going to recycle water at home especially during summer time wherein it’s very hot and sources of water becomes small? Steps: 1. Study the picture inside the envelope. 2. Think of ways on how to reuse the used water in the container. 3. Why do we need to conserve/recycle water at home? Envelope A Used water from washing clothes Envelope B Used water from washed fruits and vegetables _______________________ _____________________________ wa _______________________ _____________________________ Envelope C Envelope D Used water from bathing pets Used water from washing the dishes _______________________ _____________________________ _______________________ _____________________________ 202 Group Number: __________________________ Score: __________________ Members : ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 203 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct LESSON PLAN IN SCIENCE GRADE 5 Content standards: The learners demonstrate undestanding of materials undergo changes due to oxygen and heat Performance Stadards Uses local, recyclable solid or liquid materials in making useful products Learning Competency and Code: Design a product out of local, recyclable solid and or liquid materials in making useful products. (S5MT-Ih-i-4) Quarter: I Week: 9 Day: 5 I. Objective: At the end of 50 minutes, 100% of the learners are expected to:Perform the work plan in making useful product out of local recyclable liquid materials. II. Content: Subject Matter: RECYCLING of local recyclable liquid materials. Integration: English (Oral language and grammar) MAPEH (Arts) Strategies: Materials: References: III. Learning Tasks: Elicit (5 minutes) Materials Name examples of recyclable liquid materials that can be found in school, home and community Pictures of recyclable liquid materials found in school, home and community. (Used engine oils, Old gasoline, water with detergents, used cooking oils, used braked fluids) Engage (5 minutes) Here are samples of product out of local, recyclable liquid materials. What liquid material is used to loosen this chain? What other product can we used to clean floors and wallings? Do you believed in the saying “There is cash in every trash”? Why? 204 Explore (16 minutes) GROUP ACTIVITY Divide the class into 4 groups Recall the standards in doing the activities. Present the rubrics. Remind the safety precautionary measure in performing the activity. Group 1: - using used water with detergent Role Playing: Scenario in the garden. “How can you recycle used water with detergent?” Group 2: -Used engine oil Role Playing: Scenario rusting bicycle chain “How can you recycle used engine oil?” Group 3: - using used water with detergent Role Playing: Scenario in comfort room “How can you recycle used water with detergent?” Group 4: - Used engine oil Role Playing: Scenario rusting gate hinge “How can you recycle used engine oil?” Explain (10 minutes) Guide Questions: How did you find the activity? What liquid recyclable material did you used in your role play? In what way did you recycle liquid materials during your play? Is recycling liquid material important? Why? Elaborate (8 minutes) Background Information for the Teachers: With more and more areas struggling with droughts, conserving water is more important than ever. Even if you’re not living in a drought-stricken region, cutting back on water use also means a lower utility bill and helps conserve a precious resource. Here are some ways to conserve and recycle water at home. 6. Shower Bucket. Instead of letting the water pour down the drain, stick a bucket under the faucet. You can use the water for flushing the toilet or watering your plants. 7. Turn off the tap while brushing your teeth. Don’t let all that water go down the drain while you brush! Turn off the faucet after you wet your brush, and leave it off until it’s time to rinse. 205 Activity sheets Manila paper Pentel pens Masking tape 8. Turn off the tap while washing your hands. Turn the faucet off after you wet your hands until you need to rinse. 9. Water outdoor plants in the early morning. You’ll need less water, since cooler morning temperatures mean losing less water to evaporation. Hand-washing a lot of dishes? Fill up your sink with water instead of letting it run the whole time that you’re scrubbing. Evaluate (2 minutes) Learners performance will be graded based on the rubrics. Extend (2 minutes) Write the learning that you have gained from the role playing activity that you have. Reflection: A. No. Of learners achieve 80%__________ B. No. Of learners who require additional activities for remediation_________ C. Did the remedial lessons work?__________ D. No. Of learners who have caught up the lesson__________ E. No. Of learners who continue to require remidiation_________ F. Which of my teaching strategies worked well? Why did this work?__________ G. What difficulties did I encounter which my principal or supervisor help me solve?__________ H. What innovation or localized materials did I used or discover which I wish to share with other teacher. 206 Group Number: __________________________ Score: __________________ Members : ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ RUBRICS FOR SCORING Criteria Teamwork Accuracy Content Excellent Good 5 points 4 points 7-9 members 4-6 members participated in the participated in the activity activity The group is 95The group is 89100% accurate in 94 % accurate in their result their result All the answers or Almost all information are answers or correct information are correct 207 Fair 3 points 1-3 members participated in the activity The group is 8088 % accurate in their result Some of the answers or information are correct Poor 2 point 1-2 members participated in the activity The group is 75-79 % accurate in their result Only few answers or information are correct