5
CATCH-UP FRIDAYS
Lesson Script in
Science 5
Quarter 1
Week 1
Catch-Up Fridays
Lesson Script in Science 5
Quarter 1: Week 1
SY 2024-2025
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the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content,
standards, and lesson competencies.
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Published by the Department of Education
Writer/s:
Content Evaluator:
Language Evaluator:
Illustrator/s:
Lay out Artist:
Development Team
Angilen C. Basan (Pandan-San Miguel Elementary School)
Guzman A. Lambonaol (Lungsodaan National High School)
Josephine T. Maymay (Divisoria National High School)
Dr. Lillian D. Balbon (Southern Leyte State University-Tomas Oppus)
Dr. Clemente H. Cobilla (Southern Leyte State University-Tomas Oppus)
Rex M. Lucino (Southern Leyte State University-Tomas Oppus)
Nadine C. Matondo (Southern Leyte State University-Tomas Oppus)
Salvador A. Artigo Jr., EPS-English
Bonchin P. Anunciado (Marayag National High School)
Jaime O. Berondo (Tambis National High School)
Carlito B. Buctot (Nava National High School)
Justin T. Pimentel (Pintuyan National Vocational High School)
Rey Timogtimog (Himay-angan National High School)
Management Team
Regional Director (Southern Leyte): Evelyn R. Fetalvero CESO IV
Schools Division Superintendent (Southern Leyte): Josilyn S. Solana CESO V
Regional CLMD Chief: Gertrudes C. Mabutin
Division CID Chief: Isabelo D. Orais
Regional LR Supervisor: Joy B. Bihag
Division LRMS: Eduardo E. Legantin
Regional Focal Person – Ryan R. Tiu, EPS- Science
Division Focal Person: Charity M. Nogra, EPS- Science
Regional Librarian: Hydelyn N. Cinco
Division Librarian: Miraluna S. Climaco
Week 1 – Lesson
Day 4
Date:
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I. CURRICULUM CONTENT, STANDARDS, AND LESSON
COMPETENCIES
The learners demonstrate an understanding of the
A. Content
properties of materials to determine whether they are
Standards
useful or harmful
The learners should be able to use local, recyclable
B. Performance
solid and/or liquid materials in making useful
Standards
products.
Use the properties of materials whether they are useful
C. Learning
Competencies or harmful.
At the end of the lesson, learners are expected to:
D. Learning
Objectives
1. classify materials as useful and harmful
according to a specific purpose;
2. label materials as harmful or useful; and,
3. respect the idea of knowing harmful and useful
materials to prevent and control the spread of
diseases.
II. CONTENT
Subject Matter
Recognizing Useful and Harmful Materials
Area for
Integration
Reading, Values, Peace, and Health Education
Theme
Key Concept for
Integration
Reading:
Values & Peace: Personal Awareness
Health: Disease Prevention and Control
Reading: Getting meaning through context clues
Values & Peace: Integrate showing respect for life and
peace on the topic of useful and harmful materials
through story analysis
Health: Integrate preventing and controlling the spread
of diseases in handling useful and harmful materials
through story and picture analysis
III. LEARNING RESOURCES
Books:
Larisma, Evelyn T. et al. 2023. Science Links. Manila:
Rex Bookstore.
Sarte, Evelyn T. et al. 2016. Science Beyond Borders.
Quezon: Vibal Group.
A. References
E-Sources:
Education, Department of. 2020. 1st ed. National
Science Textbook. Papua New Guinea
1
Thompson, Tamzin. 2009. Oxford Primary Skills.
https://books-here.com/oxford-primary-skillsreading-writing-1-2-3-4-5-6/
Education, Department of. 2020. 1st ed. Science 5
ADM Quarter 1-Module 1: Useful and Harmful
Materials. http://lrmds.deped.gov.ph/.
Education, Department of. 2016. K to 12 Science
Curriculum Guide. August.
http://lrmds.deped.gov.ph/.
HuntersWoodsPH.com/worksheets. n.d. Useful and
Harmful Materials.
https://www.liveworksheets.com/.
B. Other
www.deped.gov.ph DepEd Memo No. 1 s. 2024
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(3 minutes)
Good morning, class! How are you today? Is everybody
feeling good? I hope so. I have prepared activities for you
to enjoy while learning. Look at the pictures on the TV
screen. Examine if the given situations are desirable or
undesirable. If desirable, please stand. If undesirable,
remain seated. (Learners will view the pictures
through a PowerPoint presentation flashed on Smart
TV. In the absence of TV, teachers may use
printouts of the picture.)
1. Placing
biodegradable
wastes in the
compost pit
Is this desirable or
undesirable?
It is desirable.
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2. Smelling fumes from
car exhaust
What about this one,
smelling fumes from
car exhaust? Is it
desirable or
undesirable?
It is undesirable.
3. Throwing banana
peelings everywhere
How about this
picture? Is this
desirable or
undesirable?
It is undesirable.
4. Covering textbook with
acetate
Look at this one. Is it
desirable or undesirable?
It is desirable.
5. Burning plastic bottles
“Is burning plastic
desirable or undesirable?”
It is undesirable.
Great job, everyone! You have perfectly recognized each
situation as desirable or undesirable.
Lesson
Purpose/Intention
(2 minutes)
What materials are shown in the:
● First picture?
There is biodegradable waste and compost
pit.
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●
Second picture?
I see a car.
●
Third picture?
There are banana peelings thrown around.
●
Fourth picture?
It shows a book and acetate.
●
Fifth picture?
There is a girl, fire, plastics, and bottles.
Well done! You were able to identify the different
materials correctly. Now, where can we find these
materials?
These materials are found at home, in school, on the
streets, and everywhere.
Yes, indeed. These things are all around us. Today's
lesson will be dealing with different materials with
distinct properties. Some of them are useful, and others
can be harmful.
Before we proceed, take note of these motive questions:
Have you tried eating out with your family in
restaurants? What do you usually do before meals?
(Response will not be solicited at this point but
revisited as part of the peace, values, and health
integration in developing an understanding of the
critical idea.)
Lesson Language
Practice
(5 minutes)
All right! Today, we will read a story about a family
eating together at their favorite restaurant. But before
that, we will unlock some difficult words in the
selection. I will give you an activity sheet to answer.
The first one is done for you.
(Distribute worksheets. Learners will work on the
task in 3 minutes.)
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Activity 1. Where Do I Belong?
Spoon
fork
serving dish Halal
Polite
pray
washing
sing
Directions: Complete the sentences with the words
in the box.
1. Filipino people use spoons and forks to eat.
2. Being Christians, most Filipinos _____ before
eating.
3. Diseases can be controlled and prevented from
spreading by ________ hands before eating.
4. In a restaurant, you look at a ______ to choose
your food.
5. Muslim brothers follow the code of eating only
_____ food options.
Let us check your answers and see if you got the correct
word through context clues.
Learners’ possible answers:
2. pray
3. washing
4. menu
5. Halal
Well done! All of you were able to get the correct
answer. Since you already know the meaning of the
difficult words, let us now proceed to our learning
episode.
During/Lesson Proper
A Day of Joyful Dining
by: Basan, A.C., Lambonao, G.A., & Maymay, J.T.
Reading the Key
Idea/Stem
(Activity/
Demonstration)
(10 minutes)
This is my favorite
restaurant, where the food is
excellent and best for family
dining. I eat here with my
family. Look! I’m using a
spoon and fork, just like at
home. Lhala, my sister, is
eating a bowl of buko salad;
my mom, Josephine, is
slicing a piece of cake using
a pie server with metal serrated edges for her cup of
coffee, and my Dad, Guzman, is enjoying a plate of
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grilled fish cooked from an iron grill grate, his all-time
favorite.
Before meals, we always practice at least 20
seconds thoroughly washing hands to prevent and
control the spread of diseases. Who knows what germs
and bacteria are on our hands?
A server came bearing more of our orders,
carrying a big serving dish full of steaming delicious
food. It pleased me to hear them say, “You’re welcome,”
after my warm thank you. We turn off our mobile
phones to show respect and attentiveness. We also say
a prayer of gratitude for the great meal we are about to
enjoy. My Dad shares stories, gaining our laughter.
While talking, we pay attention and always give time for
each one to finish talking before speaking. Sometimes,
I talk with a full mouth. Mom always reminds me not to
do so; it is not polite. Family dining together with
warmth and happiness is a gift worthy of treasure.
I see two customers at the next table. The lady is
looking at the menu with some bread, a glass of lemon
juice, and a napkin on her table. The man with her is
reaching to take some toasted bread and a bottle of
Guyabano shake. Seeing everyone around the place
enjoying their food made me even happier, as I cherish
and value the moments of sharing food.
This restaurant has become my favorite because
it also provides a range of halal food options that are
permissible and pure for Muslim customers. This
makes everyone feel welcome and respected. I find
myself returning to this place repeatedly for many years
to come.
(Discuss the
questions.)
Developing
Understanding of
the Key
Idea/Stem
(10 minutes)
selection,
including
the
motive
Guide Questions:
1.
Have you tried eating out with your family in
restaurants? Where specifically?
Yes, I have tried eating out in Jollibee,
Crispy King, Crispy Queen and Mang
Inasal. There is also a ‘kainan’ close to
church where we go after the mass.
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No, I haven’t tried eating out in a
restaurant with my family because there is
no ‘kainan’ (restaurant) in our place.
2.
What do you usually do before meals?
We usually wash our hands, pray before
eating, and turn off or set our mobile
phones to silent mode.
3.
What common practices are observed at
home before, during, and after eating?
At home, it is not as different as eating out.
We still handwash, pray, avoid using mobile
phones, and always take turns talking.
4.
What are the materials mentioned in the
selection?
The materials mentioned are a spoon, fork,
napkin, serving dish, table, bowl, cup,
bread, water, and many others.
5.
Which materials from the selection are
useful? When do they become useful?
Spoons and forks are useful when used for
eating. They serve their purpose. Serving
dishes makes putting food together
convenient. Servers will spend less time
getting food from the kitchen to the table if
dishes are distributed all at once. Water is
also essential in keeping our hands clean.
Clean hands help us prevent and control
the spread of diseases.
6.
Which materials from the selection are
harmful? When do they become dangerous?
Serving dishes can be harmful when
accidentally dropped. They will likely fall to
somebody, which is hurtful. They can also
break, resulting in cuts on someone who
steps on them, as with broken glasses.
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Forks have sharp edges that can prick
sensitive parts of the human body.
All right! Your responses show mastery of harmful and
useful materials from the selection. Keep it up!
(The teacher will discuss essential points regarding
useful and harmful materials according to specific
purposes.)
“Materials have properties that make them useful and
harmful. These properties include size, weight, shape,
color, elasticity, magnetism, thermal and electrical
conductivity, malleability, hardness, resistance to heat
and water, brittleness, flexibility, ductility, and porosity.”
“Because of these properties, we could develop cups,
plates, tables, knives, spoons, wires, bridges, drinking
glasses, plastic containers, tires, diamond jewelry,
gasoline, etc. Each of these possess properties which can
be useful or harmful.”
Deepening
Understanding of
the Key
Idea/Stem
(5 minutes)
(The teacher will show examples of different
materials representing distinct properties in tabular
form. Run through the sample materials. No need to
discuss the properties in detail.)
Table 1. Properties of Materials
Property
Description
Color
Ability to reflect
light
Size
It tells how big
or small
Shape
Outline of an
object
Elasticity
Can be
stretched
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Example
containers
Rubber tires
Property
Description
Electrical
Conductivity
Allows the flow
of electrons
Wires
Thermal
conductivity
Allows the
transfer of heat
Spoon
Malleability
It can be
hammered
without
breaking
Tin can
Hardness
Ability to resist
breaking and
scratches
Diamond
Brittleness
It can be
broken into
pieces
Broken bottle
Flexibility
Ability to bend
without
breaking
Rubber hose
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Example
Property
Description
Example
Ductility
Can be drawn
into wires
Electrical wire
Porosity
Ability to
absorb and
hold liquids
Sponge
Durability
Ability to last
long without
getting
damaged easily
Wooden table
Flammability
Ability to ignite
or catch fire
easily
Firewood
“However, the same properties can also make waste
disposal difficult. Proper waste management must be
observed to prevent damage to living things and the
environment. Now, let's check how much you understand
about harmful and useful materials. We will do the Close
or Open game by group.
Activity 2. CLOSE, OPEN
“Classify the following materials according to whether
they are generally useful or harmful. You will be given
meta cards showing different situations. Place the meta
cards under the CLOSED wires if they are useful and
under the OPEN wires if they are harmful. Do this in 2
minutes or less.”
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(Group the learners into 2 groups.)
USEFUL
HARMFUL
1. Copper is used in wires because it carries
electricity.
2. Hardwood trees are ideal for making
furniture since they are durable.
3. Soda caps are often used as a fire starter.
4. Diamonds are highly valued for their shine
and hardness.
5. Batteries, rusty metals, and food wastes are
disposed of together in the garbage bin.
Learner:
1.
2.
3.
4.
5.
After/Post-Lesson Proper
Great job! You all understand today's learning episode
about harmful and useful materials based on their
application.
1. To sum up our learning this morning, how do you
classify materials at home, in school, and
everywhere? What is your basis for grouping the
different materials?
Making
Generalizations
and Abstractions
Materials are classified as harmful and useful.
Its basis will depend on its application.
(5 minutes)
2. Why is it important for us to know the properties
of materials?
It is important so that we will know its proper use
and disposal.
(After eliciting the learners’ responses, the teacher
will present a summary in tabular form.)
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USEFUL MATERIALS
HARMFUL
MATERIALS
Serves its purpose
Can cause injury
It can be used for
other purposes
Can pollute the
environment
Can be easily recycled
To further check whether you understand our lesson, I
have an activity sheet for you to answer.
Direction: Draw a happy face if each material is
useful and a sad face if not.
Evaluating
Learning
(5 minutes)
1. Candy wrappers made into a bag
2. A broken glass was thrown in the backyard
3. Disinfectant bottles thrown everywhere
4. Box made into a bookshelf
5. Leftover food from restaurants turned into
fertilizers
6. Used syringes and needles placed beside
children’s toys
7. A broken container turned into a decorative
plant holder
8. Used car tires turned into park benches
9. Old colorful magazines made into paper baskets
10. Empty bottles of paint thrown into the garbage
bin for burning
Are you done? Now, let us check your answers.
Key Answers: 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(OPTIONAL)
Additional
Activities for
Application or
Remediation (if
applicable)
Now, let us enrich our understanding and apply the
lesson by doing this activity at home.
Draw five examples of useful materials and 5 examples
of harmful materials you can find at home. Do this on a
sheet of A4-size bond paper.
Congratulations! You’ve got the key concepts of our
lesson today. Let us remember that, like materials, we
also have distinct characteristics – colors, height,
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weight, personality, and the like. All we need is TO
RESPECT OUR DISTINCT CHARACTERISTICS AND
DIFFERENCES BECAUSE IT MADE US WHO WE ARE,
AS UNIQUE INDIVIDUALS.
Remarks
Reflection
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