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?
___________________________________________________________________________
_______________________________________________________________
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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?
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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)
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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