Lesson Plan in Science 5

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: Useful and Harmful Materials
Integration: Health (safety precautionary measures in handling materials)
Strategies: Game, Gallery Walk
Reference: 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 Real object
least three materials. Inside the
Are these materials useful or harmful? Why? classroom
Explore (15 mins)

Gallery walk: Manila paper
1. Group the pupils into four. 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 – Useful materials found at home

Second Station – Harmful materials found at home
Third Station - Useful materials found in school
Fourth Station – 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: Pupils output
Chart/
How do you know that the materials are useful and harmful? 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)
Manila paper
Inside the box are useful and harmful materials. List on the appropriate Pentel pen
column below. Formative
notebook
Plastic bag Food cartoon

Empty bottles of mineral water Empty bottle of Insect Spray
Broken glass Empty bottle of bleach
2
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 notebook
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? ______________
3
Content standards:
whether they are useful or harmful
products
S5MT-Ia-b-1
Quarter I Week: 1 Day: 2
I. Objective:
1. Classify solid and/or liquid materials found at home and in the school into useful
and harmful.
II. Content:
Subject Matter: Classifying Useful / Harmful Solid and Liquid materials
Integration: Health (Proper handling of harmful materials), English (grammar)
Strategies : Collaborative Approach
Reference: Science Beyond Borders 5 pp: 4-6, LRMDS Portal TG 5 & LM 5
III. Learning Tasks
Elicit ( 3 mins. ) Materials

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 Manila paper
Pentel
1. Group the pupils with five to six members. Activity sheet
2. Give instructions on what they are going to do rubrics
3. Distribute the activity sheet.
4. Use rubrics in giving score.
Strategy : Collaborative Approach
4
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 milk buko juice
sharp tools insecticides metal polisher kerosene
gasoline old news paper empty paint can
laboratory chemicals
*Suggestion: Teacher can add other samples of materials.
Useful Solid Materials Harmful Liquid Materials
At Home In School At Home In School
Explain ( 10 mins)
Sharing of findings/Reporting Activity sheet
Guide question:
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. Manila paper
Pentel pen or
Ask: Powerpoint /
chart
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
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 Formative
before the number. notebook
___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 notebook
your home.
Reflection:
G. What difficulties did I encounter which my principal or supervisor help me solve?
______________________
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 milk buko juice
sharp tools insecticides metal polisher kerosene
gasoline old news paper empty paint can laboratory chemicals
*Suggestion: Teacher can add other samples of materials.
Useful Solid Materials Harmful Liquid Materials
At Home 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 Excellent Good Fair Poor

5 points 4 points 3 points 2 point
Teamwork 7-9 members 4-6 members 1-3 members 1-2 members
participated in the participated in the participated in the participated in the
activity activity activity activity
Accuracy The group is 95- The group is 89- The group is 80- The group is 75-79
100% accurate in 94 % accurate in 88 % accurate in % accurate in their
their result their result their result result
Content All the answers or Almost all Some of the Only few answers or
information are answers or answers or information are
correct information are information are correct
correct correct
9
Content standards:
products
The Learner....use the properties of materials whether they are useful or harmful;
S5MT-Ia-b-1
I. Objectives:
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 ) Materials

Show images of everyday items used at home and ask the children what Images/ pictures
each material is made from. Post it on the board. of
Casserole
Image of a Image of Image of Image of slipper
casserole slipper towel glass Towel
glass
Engage (3 mins)
Ask: Images of
1. What can you say about the materials? Casserole
2. What materials are made from aluminum? Rubber? Fabric? slipper
Glass? Towel
3. What characteristics do each material have? glass
Explore (17 mins )
Group Activity Real objects:

1. The whole group will listen to the instructions. Rubber band
2. Group the pupils into four and choose who will act as leader, Glass
secretary, and presenter. Face towel
3. Each group will be given set of materials to observe. Slipper
4. Distribute the activity sheet. Can
10
5. Record your observations on the table based on the characteristic. Electric wire
6. Remind them of the proper handling of harmful materials. Stone
7. Introduce the rubrics in the activity Wood
nail
GROUP ACTIVITY Paper clip
hard soft rough Activity sheet

Manila paper
Pentel pen
shiny elastic Bend easily Rubrics
conducts heat/ can be flattened Breaks easily

electricity
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 Manila paper
answer inside the parentheses. Pentel pen
Formative
notebook
11
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, non-

conductor 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 Property Uses
1. ____________ ___________________ ____________

2. ____________ ___________________ ____________
3. ____________ ___________________ ____________
Reflection:
______________________
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

correct correct
14
Content standards:
products
The Learner....uses the properties of materials whether they are useful or harmful
S5MT-Ia-b-1
I. Objectives:
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

Find me. printed images
Paste picture under the chair (one picture each to five chairs). rubber band
Let the pupils paste it on the board. glass
face towel
slipper
can
electric wire
stone
wood
nail
paper clip
Engage: (3mins)
Group the pictures according to properties.
Ask:
Which are hard materials? elastic? transparent? brittle? conductor?
flexible? absorbent?
15
Explore: (15mins)
Group Activity: Think-Pair Share Activity sheet
manila paper
1. Group the learners into 4 and distribute the activity sheet to each pentel pen
member of the group. real Objects
2. After the activity is done, let them find a pair within the group rubrics
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
Material Uses material it is property has a
made of material
Explain: (10 mins)
Group reporting and presentation. Pupils output
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 Power point/chart
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
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 manila paper
correct answer on your paper. pentel pen
formative
Read and understand the following questions. Write the letter of the notebook
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
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 notebook
the properties of each material.
Reflection:
______________________
19
Activity Sheet
I. Problem: Describe the property each material has
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 property has a
made of 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
Members: ____________________________________________
RUBRICS FOR SCORING

correct correct
22
Content standards:
products
S5MT-Ia-b-1
I. Objectives:
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 ) Materials

Let’s Play: “Fact or Bluff” Flashcard
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 image of a image of a image of a

kerosene in a bottle chemicals busted light knife
bulb
lightbulb
23
Ask: Images of
Kerosene
1. What are these materials made of? Chemicals
Busted light bulb
2. How do we use these materials? knife
4. Are these materials useful or harmful?
Explore (15mins)
Group Activity Activity sheet
1. Group the learners into 4 and distribute the activity sheets. Gasoline
2. Give instruction on what they are going to do. Firewood
3. Activity Proper (Group Activity) Zonrox
4. Introduce rubrics before the activity. Insecticides
Kerosene
Activity Chemicals
I. Problem: Identify the properties of harmful solid or liquid materials at Blusted bulb
home or in school. Knife
II. What do you need? Medicine
Rubbing alcohol
Activity sheet Rugby
List of materials: Insect chalk
gasoline firewood bleach insecticides rubrics
kerosene laboratory chemicals busted light bulb knife
medicine rubbing alcohol rugby insect chalk
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? Powerpoint /chart
Are they useful sometimes?
Are they also harmful? How? Why?
What made them harmful?
24
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? Powerpoint/ chart

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?
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. Formative

notebook
1. The following materials are harmful except one. What is it? Manila paper
A. empty bottle of insecticides Pentel pen
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
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 non-
biodegradable. 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 notebook
some household materials at home and in the environment? Write 2 to 3
sentences.
Reflection:
______________________
26
Activity Sheet
I. Problem: Identify properties harmful solid or liquid materials at home or in school.

 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
Members : ____________________________________________
RUBRICS FOR SCORING

correct correct
28
Content standards:
products
S5MT-Ia-b-1
I. Objectives:
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

Find me: Pictures of
materials
Teacher places pictures under the chair or desk (one picture in gasoline
every chair or desk). Look for the hidden picture and then let the pupils firewood
post it on the board. bleach
insecticides
busted light bulb
knife
Engage ( 5 mins)
Let the pupils arrange the pictures whether it is flammable, combustible, Pictures of:
hazardous.
gasoline
Ask: What characteristic each material has? firewood
bleach
insecticides
busted light bulb
knife
29
Explore (13 mins)
Think-Pair -Share Images of

empty paint
1. Pre-activity discussion. Guidelines in doing the activity.
cans
2. Introduce the rubrics to be used.
empty bottles of
insecticides
Group Activity used paint brush
empty bottles of
A. Each group of six pupils are given activity sheet.
varnish
B. Images are posted on the board.
worn-out rubber
C. Let each pupil do the activity individually. Then, after 3
tires
minutes
empty
D. let them look for a partner to share their observations.
disinfectant
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 Uses
bottle
Gasoline
*Suggestion: Teacher can have other examples of materials. Kerosene
wood
empty jar of
thinner
manila paper
pentel pen
activity sheet
masking tape
rubrics
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
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 Powerpoint /
group of materials. Teacher provides input. chart
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
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:
______________________
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
Members: ____________________________________________
RUBRICS FOR SCORING

correct correct
35
Lesson Plan in Science Grade 5
Content Standards:
The learner demonstrates the understanding of properties of materials to determine
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:
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) Materials
Arrange me. Pictures of harmful solid and
Teacher place pictures under the learner’s chairs (1 liquid materials found at home
picture each in 5 each learner’s chair). Let learners look and in school
for the hidden pictures and post the pictures on the Gasoline, food scraps, bleach ,
board. gasoline , used empty bottles of
insecticides
Engage (5 mins )
Let the learners classify the pictures of different harmful Gasoline, food scraps, bleach ,
solid and liquid materials found in the home and school. 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. can, glass, gasoline, paper clip,
2. Introduce the rubrics. garter, fabric, stone, electrical
3. Each group is given set of pictures of useful and wire, magazine, used clothes,
harmful materials found in school and at home. gold, rat killer
4. Let each group classify and paste the picture in the
manila paper. Indicate the property and its Manila paper
usefulness. Glue/ Masking Tape
5. Introduce the rubrics. 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 Chart
materials?
2. When can you say that the material is useful or
harmful?
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? Chart
a. used gasoline Paper
b. old magazine pen
37
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) notebook

Make a list of 8 household materials and classify them
as useful and harmful
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: ________
H. What innovation or localized materials did u used/discover which I wish to share with
other teacher? __________
38
Members : ____________________________________________
RUBRICS FOR SCORING

correct correct
39
Content Standards:
The learner demonstrates the understanding of properties of materials to determine
products.
(S5LT – Ia-b-1)
Quarter: 1 Week: 2 Day: 3
I. Objectives:
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

Elicit (5mins) Materials
Name me. Name cards
The teacher will post a chart on the board and the Candy wrappers
learner will put the different name cards of useful and plastic bags
harmful materials on the appropriate column. drained batteries
Old newspaper
Useful materials Harmful materials 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: different useful and harmful
Guidelines in conducting the group activity. materials
1. Group the pupils into four. used detergent
2. Each group is given activity sheet. left over paints
3. Complete the table by writing the harmful effects. old newspapers
4. Use rubrics. used car batteries
fertilizers
Activity used cans
Materials Harmful Effect/s rat killer
used detergent broken glass
paints worn-out tires
empty bottles of varnish
Manila paper
*Teacher can use other examples. Glue/ Masking Tape
Pentel Pens
Guide Questions: rubrics
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 Pupils output
effects of harmful materials to human and environment.
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 Chart
solid/liquid materials.
Guide Questions:
1. Are there harmful effects of materials to human
and environment?
41
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 chart
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
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) notebook

List down 2 solids and 2 liquids harmful materials at
home and explain its effect to living things and
environment.
Reflection:
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
Members: ____________________________________________
RUBRICS FOR SCORING

correct correct
45
Content Standards:
The learner demonstrates the understanding of properties of materials to
determine whether they are useful or harmful.
The learner uses local, recyclable solid and/ or liquid materials in making
useful products.
(S5LT – Ia-b-1)
I. Objectives:
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

Elicit ( 5mins) Materials
Call 2 volunteers to share his assignment. Pupils 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 Pictures of
solid and liquid materials found at home and school. Food Scraps
Bleach
Ask: Gasoline
1. What are the harmful effects of solid and liquid materials? Tin Can
2. Do you know how to handle harmful solid or liquid Plastic Bottles
materials? Used alcohol
Explore(15mins)
Pre- Activity Discussion: Example:
Guidelines in conducting the group activity. Broken glasses or bottles
1. Introduce the rubrics. rusted metals
2. Explain the mechanics of the role play activity. zonrox
 Group the pupils into four. sharp objects
46
 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

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: Chart
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 rubrics
Extend (2mins)
At home demonstrate proper handling of harmful materials to notebook
your siblings.
Reflection:
47
SCORING RUBRICS
Group Number: ____________________________________ Score:_______________
Members: _______________________________
_______________________________
_______________________________
_______________________________
Score Description
4 All members show eagerness and cooperation to do the task.
3 Almost all members show eagerness and cooperation to do the task.
2 Some of the members show eagerness and cooperation to do the task.
1 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.
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: Changes of materials when exposed to oxygen
Integration: English (Oral communication, Grammar)
Strategies: Think Pair and Share
References: Science Beyond Borders pages 26-29

A. Elicit (5 mins) Materials
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.Group the pupils into four groups. Apple, Eggplant,
6.Distribute the envelope with activity sheets on it. Santol fruit, Potato,
7.Check materials brought by pupils if they are complete. knife, chopping
8.Explain the directions in doing the activity and how they will be board, plate
graded using the rubrics.
9. Monitor the group Rubrics
Materials Needed Activity sheet

Group I - Apple
Group II - Eggplant
Group III- Potato
Group IV- Santol fruit
What to do:
1. Cut the apple into halves.
2. Observe its color.
3. Recall its color when you have just cut it.
4. Fill out the table below. Then, answer the following questions.
Color of the Color after it was left aside

freshly cut
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 VERY

POOR 1
5 POINTS 4 POINTS 3 POINTS 2 POINTS POINT
TEAMWORK 8-9 Members 6-7 5-4 2-3 Only 1

participated in members members members member
the activity participated participated participated participated
in the in the in the in the
ACCURACY The groups is The group The group The group The Group
91%- 100% 86% - 90% 80% - 85% 70% - 80% 69% and
accurate in accurate in accurate in accurate in below
their result their result their result their result accurate in
their result
CONTENT All the Almost all Some of the Only few of No answer
answers or the answers answers or the answers or
information or information or information
are correct. information are correct. information is correct.
are correct. are correct.
TOTAL SCORE
52
Activity Sheet
What to do:
1. Cut the apple into halves.

2. Observe its color.
3. Recall its color when you have just cut it.
4. Fill out the table below. Then, answer the following questions.
Color of the Color after it was left aside

freshly cut
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?
___________________________________________________________________

___________________________________________________________________
53
LESSON PLAN in SCIENCE 5
Content Standards:
and heat.
The learners should be able to use local, recyclable solid and or liquid materials in
making useful products.
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

Show real object like apple and eggplant. Let the pupils answer the Apple and
following questions. eggplant
What did you observe this object when expose to oxygen?
Engage: (5 mins)
Show a real object of a new chain and a rusting chain New chain and a
Guide Question: rusting chain
2. What can you say about the picture?
3. Why this happened?
54
Explore: ( 5 mins) Provide students with a common experience
New chain and a
Group Activity rusting chain, new
Discuss the procedure of the activity. nails and a rusting
10. Group the pupils into 4 groups. nails, new pipes
11. Distribute the envelope with activity sheets on it. and a rusting
12. Check materials brought by pupils if they are complete. pipes, picture of a
13. Explain the directions in doing the activity and how they will new and a rusting
be graded using the rubrics. galvanized iron
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?
55
Explain (10 mins)
Each group will report their observations and discuss their
interpretations.
Ask follow-up questions
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?
4. When this change occurs, what will happen to these materials?
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 VERY

POOR 1
5 POINTS 4 POINTS 3 POINTS 2 POINTS POINT
TEAMWORK 8-9 Members 6-7 5-4 2-3 Only 1

participated in members members members member
the activity participated participated participated participated
in the in the in the in the
ACCURACY The groups is The group The group The group The Group
91%- 100% 86% - 90% 80% - 85% 70% - 80% 69% and
accurate in accurate in accurate in accurate in below
their result their result their result their result accurate in
their result
CONTENT All the Almost all Some of the Only few of No answer
answers or the answers answers or the answers or
information or information or information
are correct. information are correct. information is correct.
are correct. are 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
Content Standards:
The learners demonstrate understanding of materials undergo changes due to
oxygen and heat.
The learner uses local, recyclable solid and/or liquid materials in making useful
products.
The learner investigates changes that happen in materials under the conditions:
2.1 presence or lack of oxygen S5MT-c-d-2
I. Objectives:
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

What are the changes that happen to the following materials when Picture
exposed to oxygen?
new iron chain
1. 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. Real object
59
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 Power point
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?
4. When this change occurs, what will happen to these

materials?
Evaluate (3 mins)
Read carefully the situation below. Power point
1. What will happen to slice pieces of potato when exposed to Formative notebook
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
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? ___
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
5 points 4 points 3 points 2 points

participated in participated in participated in participated in
the activity the activity the activity the activity
Accuracy The group is The group is The group is The group is
91 - 100% 86 - 90% 80 - 85% 70 - 79%

accurate in their accurate in their accurate in their accurate in their
result result result result
Content All the answers Almost all the Some of the Only few
or information answers or answers or answers or
are correct information are information are information are
correct correct correct
65
Content Standards:
oxygen and heat
Product

The learner investigates changes that happen in materials
under the conditions:
2.1 presence or lack of oxygen S5MT-Ic-d-2
I. Objectives:
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
Strategies: Inquiry Based Approached
Differentiated Instruction
References: Teachers Guide, Learners Materials

(Picture of a man chopping wood) Power point
Ask: Picture of a man
1.What can you say about the picture? chopping wood
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. Real object:
She cuts the paper to make a heart shape. a piece of paper
Let the pupils observed the formed shape.
Ask:
1.What shape is formed?
66
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. Activity sheet,
5. Give precautionary measures in handling tools. rubrics
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 Real objects:
What to do: Old magazine,
1. Fold a piece of old magazine Rubber band
2. Crumple it. Stick
3. Cut it into halves. 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 Power point
its size, shape, appearance and number of pieces but it is still the
67
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 Power point
condition. (Shape, size, texture, color) Formative notebook
1. breaking of a glass __________________
2. The sharpening a pencil __________________
3. cutting of paper __________________
4. pounding of peanuts __________________
5. bending of tie wire __________________
Extend (2 mins)
List down the physical changes observed at home.
Reflection:
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.
What you need:

Rubber Band
What to do:
1. Stretched the rubber band.
Guide Questions:
2. What did you do? _______________________________________________
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.
What you need:

Stick
What to do:
Guide Questions:
2. What did you do? _______________________________________________
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.
What you need:

Piece of chalk
What to do:
Pound a piece of chalk
Guide Questions:
2. What did you do? _______________________________________________
4. Describe the changes that happen in chalk. _____________________
70
Group ________ Score ________________
Leader: ____________________________________
Reporter: ____________________________________
Secretary: ____________________________________
Members :
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
RUBRICS FOR SCORING

91 - 100% 86 - 90% 80 - 85% 70 - 79%
accurate in accurate in accurate in accurate in
their result their result their result their result
71
Content Standards:
and heat.
The learners use local, recyclable solid and/or liquid materials in making useful
products.
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
I. Objectives:
Differentiate the changes that happen to materials in the presence and absence of
oxygen.
II. Content:
Subject Matter:
Integration:
Strategies:
Inquiry Based Approached
References:
Science Beyond Borders 5 pp.26-28

Who can give some activities that involve physical change at
home?
Engage (3 mins)
Present the following pictures to the class. Powerpoint
Pictures:
Ask:  Piece of paper
1.What happen when you tear a piece of paper?  Burned 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.
activity.
72
Problem:
Differentiate the changes that happen to materials in the
presence and absence of oxygen.
What you need: Real objects

4 jars in different sizes 4 jars in different
4 small candles with same size Sizes
match 4 small candles
timer With same size
ruler Match
Timer
What to do: ruler
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 Length of the candle

was put out 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 Power point
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
Evaluation (3 mins)
Learners performance and output serves as an evaluation using Power point
rubrics. Formative notebook
Extend (2 mins)
When we grill fish, why do we need to fan the charcoal to keep it
burning?
Reflection:
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 Length of the candle

was put out After burning
1.
2.
3.
4.
75
RUBRICS FOR SCORING

91 - 100% 86 - 90% 80 - 85% 70 - 79%
accurate in accurate in accurate in accurate in
their result their result their result their result
76
Content Standards:
and heat
The learners uses local, recyclable solid and/or liquid materials in making useful
products.
Investigate changes that happen in materials under the following condition:
2.2 application of heat; S5MTc-d-2
I. Objectives:
Describe and explain the changes that happen to materials when exposed to heat.
II. Content:
Subject Matter:
Integration:
MAPEH: Arts
Strategies:
Inquiry Based Approached
References: Science Beyond Borders 5 pp.30-33

(Picture of a mother hangs wet laundry under the sun) Power point
Ask: Picture
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) Real object:
1.What changes have you observed with the ice drop after a Ice drop
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
5. Give Precautionary measures in handling tools.
activity.
Problem: Describe and explain the changes that happen to

materials when exposed to heat.
What you need: Real objects:

Ice Alcohol lamp or
Alcohol lamp or improvised heater Improvised heater
Ice
What to do: match
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 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)
Power point
 Materials like water, ice, egg and vegetables undergo Pictures
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
After washing, Mother hanged wet clothes under the heat of the Power point
sun, after a few hours, the clothes turned dry. Formative notebook
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?
Reflection:
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
The learner uses local recyclable solid and/or liquid materials in making useful
products.
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
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

Show to the class a jumbled letter. Let the learner arrange it. The first one Jumbled letters
to have the correct word will have a chance to pick a prize.
ERWTA NVAOPATEIRO ERWTA
Question: 1. When do we observe water evaporation? NVAOPATEIRO

2. Can evaporation happen when it is a rainy day? Why?
Engage (5 mins)
81
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” Chart
In a box, there are questions written in a strip of paper. Let learners pick one Strips of paper
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
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: ______
G. What difficulties did I encounter which principal or supervisor help me solve? __
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 –
NVAOPATEIRO-
2. 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? _____________________________
_______________________________________________________________
_______________________________________________________________
6. Presentation of output
84
Group:_____________
Score:______________
Members: ________ __________ ________ _________
__________ __________________ ________ _________
Rubrics for Scoring

5 point 4 points 3 points 2 point
Teamwork 7-9 members 5-6 3-4 1-2 members
participated in members members participated in
the activity. participated participated the activity.
in the in the
activity. activity.
Accuracy The group is The group The group The group is

95-100% is 89-94% is 80-88% 75-79%
accurate in their accurate in accurate in accurate in
result their result their result their result
Content All the answers Almost all Some of the Only few
are correct information information information
are correct are correct are correct
85
Lesson in Science 5
Content Standards:
oxygen and heat
The learner uses local recyclable solid and/or liquid materials in making useful
products.
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
I. Objectives:
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

Teacher presents a “magical box” with pictures. Let learners pick one small cloth,
picture and paste in the columns of YES and No. Yes if it turns into ash and bond paper, dry leaf,
No if it does not. piece of wood, small
piece of plywood
Engage (5 mins)
Teacher show real charcoal to the class. Ask learner to construct/create Charcoal
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
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?
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: ____
D. No. of learner who have caught up the lesson:_____
E. No. of learner who continue to require remediation: ______
G. What difficulties did I encounter which principal or supervisor help me solve? __
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?
_______________________________________________________________
_______________________________________________________________
6. Presentation of output
89
Group:_____________
Score:______________
Members: ________ __________ ________ _________ _________
________ __________ ________ _________
Rubrics for Scoring

5 point 4 points 3 points 2 point
Teamwork 7-9 members 5-6 3-4 1-2 members
participated in members members participated in
the activity. participated participated the activity.
in the in the
activity. activity.
Accuracy The group is 95- The group is The group is The group is
100% accurate 89-94% 80-88% 75-79%
in their result accurate in accurate in accurate in
their result their result their result
Content All the answers Almost all Some of the Only few
are correct information information information
are correct are correct are correct
90
Content Standards:
oxygen and heat.
products.
Investigate changes that happen in materials under the following conditions:
2.2 application of heat (S5MT-Ic-d-2)
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: Changes that Materials Undergo
Integration: ESP: Appreciating the importance of heat in our daily lives.
Strategies: Inquiry Based Approached
References:

Activity: Picture Match Pictures of:
Match the pictures of the materials BEFORE it was Wood
exposed to heat and AFTER it was exposed to heat. Charcoal
Paper
BEFORE AFTER Ash
Water
picture of paper picture of charcoal Water Vapor
picture of a glass of water picture of ash
picture of wood picture of boiling water
Engage (5 mins)
Activity: Guessing Game Power Point
1. What made the paper turn into ash? Presentation
2. What made the water evaporates?
3. What made the wood turn into charcoal?
91
Explore (12 mins)
Activity: Materials Needed:
1. Group the pupils into six groups. worksheet, ice, tin
2. Distribute the envelope with activity sheets on it. can, candle, match
3. Check materials brought by pupils if its complete. stick, dried leaves,
4. Explain the directions in doing the activity and how they holder
will be graded using the rubrics.
Materials Needed:
Worksheet ice
tin can candle Power Point
match stick dried leaves Presentation
holder
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.
What Is there What What

happen to any happen to change
the change in the happen to
material the material the
Materials before it material after material?
was after exposing Physical
exposed to exposing to heat? Change or
heat? to heat? Specify its Chemical
product. 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 Power Point
Questions: Presentation
1. Do the 3 materials have the same product when exposed to
heat? Why? __________________________
Ice becomes ____________________ Rubrics
Water becomes ____________________
Dried Leaf becomes ____________________ Activity sheet
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: Power Point
In exposing the ice under the heat of the sun, the ice melts, its Presentation
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 Worksheet
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
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:
other teacher? ___
94
ACTIVITY SHEET
A. Group the pupils into six groups.
B. Distribute the envelope with activity sheets on it.
C. Check materials brought by pupils if its complete.
D. Explain the directions in doing the activity and how they will be graded using the rubrics.
Materials Needed:
Worksheet ice
tin can candle
match stick dried leaves
holder
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.
What Is there any What happen to the What change happen

happen to change in the material after to the material?
the material material after exposing to heat? Physical Change or
Materials before it exposing to Specify its product. Chemical change
was heat?
exposed to
heat?
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
Content Standards:
The learners demonstrate understanding of materials undergo changes due to oxygen and
heat.
The learner uses local, recyclable solid and/or liquid materials in making useful products.

Recognize the importance of recycle, reduce, reuse, recover and repair in waste
management; S5MT-1e-g3
I. Objectives:
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

Elicit (5 minutes) Materials
Look around you. Are there trashes? What are you going PowerPoint Presentation
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 Real object, materials
the classroom and carefully instruct them to determine (Example old plastic glass or
what object should be brought in front. empty plastic bottle)
Say “Bring me an object that can be used as a pen holder. (Example scratch paper, candy
Bring me an object that can be used as flower decor. wrapper, straw)
Explore (10 minutes)
1. Group the pupils into 5 groups. Activity Sheet,
2. Set a standard in doing the field trip within the rubrics
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
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. PowerPoint Presentation/
Why is it important to identify recyclable materials and Chart
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 Contextualized example:
or for another purpose. Many of the products that we have Materials like paper, glass,
thrown away are recyclable. There is waste found in the metals, plastics bottles, and
yard and food waste that usually biodegradable and can inorganic materials
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
Extend (4 minutes)
As a grade 5 pupil, how can you help improve the waste Science notebook
segregation program in school? Community? Why? Write
in 2 to 3 sentences.
98
Reflection:
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

Accuracy The group is 95- The group is 89-94 The group is 80-88 The group is 75-79 %
100% accurate in % accurate in their % accurate in their accurate in their result
their result result result
Content All the answers or Almost all answers Some of the Only few answers or
information are or information are answers or information are correct
correct correct information are
correct
100
Content Standards:
heat.
The learner uses local, recyclable solid and/or liquid materials in making useful products.
Recognize the importance of recycle, reduce, reuse, recover and repair in waste management;
S5MT-1e-g3
I. Objectives:
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
References: Science in Action 5 p 49-52

Elicit(5 minutes) Materials
Sharing of reflection.
As a grade 5 pupil, how can you help improve the waste
segregation program in school? Community? Why?
Engage(5minutes)
Game: picture of flower made of
1. Group activity straw, water bottled with
2. Give a box with jigsaw puzzle let the pupil planted plant, flower made
arrange the picture in order. of stocking, bottled glass
3. What have you formed out of the given puzzle? used as decoration
Explore (10 minutes) Activity Sheet
1. Group the children into 4 Empty plastic bottles
2. Create 4 stations. Tin Can
3. In Every station the group will describe the Tetra Packs of Juice
characteristics of materials. Candy Wrappers
4. Once the teacher says “move” learners move
to the next station. Activity sheet
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
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
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?
Lead the pupils to realize that: Contextualized example:
Instead of buying things, we should create something out of Materials like tire, empty
recyclable materials found in the community into useful bottle, empty mayonnaise
things. In this way we can help, save, earn money and container & other materials
minimize waste in the landfill. that can be recycled that can
be found in the community.
Values Integration: Thriftiness and Preserving Environment
(Learning Area) ESP& AP
Evaluate (6 minutes)
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
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:
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
Content Standards:
oxygen and heat
products.

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:
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

Elicit 5 Minutes Materials
Who can give some examples of recyclable materials found in Show cut out pictures of
the community? recyclable materials.
Show cutouts of pictures of water bottles, old magazines, e.g. water bottles, old
cans. magazines, cans
What can you say about the pictures on the board?
Engage 5 Minutes
The teacher will show video clip about segregation of Show video about
garbage. 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: Work sheets
1. Group the children into 4 picture of market,
2. Create 4 stations. school,
3. In Every station the group will describe the store,
characteristics of materials. and plaza
105
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
Materials that can be

Place
reduced
a. picture of market
b. picture of school
c. picture of store
d. 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:
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

Place
reduced
e. picture of market
f. picture of school
g. picture of store
h. 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
Content Standards:
oxygen and heat
products

The Learners should be able to recognize the importance of recycle, reduce,
reuse, recover and repair in waste management; S5MT-Ie-g-34
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.
teachers.

References: Science Beyond Boarders 5, page 8-9

Elicit (6 Minutes) Materials
Every day Rose take a bath and use sachet of shampoo. If Rose , chart, real object or
would take a bath daily how many sachets of shampoo will she sachet of shampoo
consume in a week?
How can Rose save money and lessen garbage?
Engage (7 Minutes)
Teacher will present real objects of waste materials including Real objects of waste
recyclable and reducible materials. materials.
What are these materials? e.g. cans, bottles,
What can you make out of the materials presented? cardboards, boxes
Explore (15 Minutes)
Group activity: Activity sheets
Collaborative Approach Rubrics
1. Group the pupils with five to six members.
2. Distribute activity sheet.
3. Explain the mechanics of the activity.
109
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 Reducible
similar materials
materials

Reduce make less garbage. For example, instead of buying Present real objects of
juice boxes for lunch, buy a large container of juice and use a reusable and recyclable
washable single serving container to take it to school. materials.
e.g. cans, water bottles,
 buy items in refillable containers
jars, magazines,
 Use cloth bag/eco bag/paper bag/native baskets instead newspapers, etc.
of plastic bag, when you buy groceries.
 Avoid buying disposable items or single use products
110
 Reducing is important because they decrease the
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.
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:
other teacher? ___
111
ACTIVITY SHEET
Group activity:
1. Group the pupils with five to six members.

2. Distribute activity sheet.
3. Explain the mechanics of the activity.
What to do:
Write at least 2 similarities and 2 differences between recyclable and reducible material.
Materials:
Plastic bottle
Sando bag
Recyclable Reducible
Similarities
Materials
____________________ ______________ 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

correct correct
113
Content Standards:
and heat
products

The Learners should be able to recognize the importance of recycle, reduce, reuse,
recover and repair in waste management; S5MT-Ie-g-34
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.
teachers.
Strategies: Cooperative Learning, Learning stations/science stations
References: Science Beyond Boarders 5, page 8-9

Elicit 6 Minutes Materials
 Teacher will post pictures of recyclable Pictures of reducible and
and reducible materials. recyclable materials will
 Teacher will ask learners to name be posted.
materials that could be reducible and recycled. e.g. bottles, cans,
 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 Importance

Recycling
Reducing
Guide Questions:
1. What are the importance of Recycling? Why?
2. What are the importance of Reducing? Why?
Explain 10 Minutes
chart
Guide Questions:
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 PowerPoint presentation,
juice boxes for lunch, buy a large container of juice and use a chart
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

• Reducing is important because they decrease the

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
Evaluate 7 Minutes
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:
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:

___________________________________________________________________________
_______________________________________________________________

___________________________________________________________________________
_______________________________________________________________
118
RUBRICS FOR THE ACTIVITY

correct correct
119
Content Standards:
oxygen and heat.
products
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.

Present empty mineral water bottles. Real objects:
where they can find these materials? Empty mineral water
Do you have these at home? in school? bottle
Are these bottles waste in the community? How?
Engage (3 mins)
Real objects:
Present other materials like cellophane, shoe boxes, bottles, Cellophane, shoe
cans. Have the class identify which of materials are reusable. boxes, bottles and
Are these materials considered waste in the community? cans
How?
Explore (20 mins)

Collaborative Activity: Field trip (School
Field Trip to the School Garbage Disposal Area Garbage disposal area)
Pre-activity Instruction Activity sheet
1. Group the learners into 4 groups.
120
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.
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
Name of 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? __________________

_________
3. Are all waste materials that you have identified 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 Formative notebook
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 notebook
least 5 reusable materials.
122
Reflection:
______________________
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
Name of Material
YES NO
1.
2.
3.
4.
5.

______________________________________________________________________
______________________________________________________________________
__
______________________________________________________________________
______________________________________________________________________
__
3. Are all the waste materials that you have identified can be reused?

______________________________________________________________________
______________________________________________________________________
__
124
Members : ____________________________________________
RUBRICS FOR SCORING

correct correct
125
Content Standards:
heat.
products
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

Situation: Bottle of 1liter
Ana’s mother was so thirsty, she bought 1 liter of mineral mineral water, chart
water in a grocery store and bring the empty bottle to their
house. Ana uses the empty bottle as her water container in
school.
Ask:
What did Ana do with the empty bottle? How?
Engage (2 mins)
When Ana reused the mineral bottle, do you think she is flashcard
helping the environment? In what way?
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.
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
• 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
Evaluate (5mins)
Write R for reuse and NR for no to reuse in the given Formative notebook
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? notebook
1. Empty sack ______________________________
2. Used Cartoon _____________________________
128
Reflection:
______________________
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

correct correct
131
Content Standards:
oxygen and
heat.
products
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: Importance of Reusing Waste Materials
Integration : ESP, MAPEH, AP, English
Strategies: Brainstorming, Video viewing
References: Science Beyond Borders 5 LM p.9, TG p. 9

Elbert bought the latest model of Samsung cellphone. He Picture:
observed that the package were so durable and looks expensive. Package of latest
He put it inside the cabinet for safekeeping. 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) video clip about the
Present a video clip about the importance of REUSE in waste importance of REUSE
management. in waste management.
Pre activity instruction: Metacard

1. Group learners into 4. Rubrics
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
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: Scratch bond papers
• Donate or sell re-usable items. with no writings on
• Use both sides of paper and printing and re-use as scratch the other side.
paper, gift wrapper, etc. Scissors
• Consider the potential life span or durability when buying Glue/fastener
new products.
• Buy durable food/storage containers and reuse them
• 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
Evaluate (5mins)
Pupils performance using the rubrics serves as an assessment Rubrics
Extend (2mins)
Suggested activity at home: Notebook
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
______________________
134
RUBRICS

correct correct
135
Content Standards:
and heat.
products
Learning Competency Code:
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

Find me. Paste 5 pictures under the chair. Let them show to the class. Picture of park,
What is the picture all about? market, kitchen,
Do you think there are waste materials in the following places? backyard, school
Show the Following words to the class and ask for the meaning.
(Reuse, Recycle, Reduce, Repair? Flashcards
Engage (5 minutes)
The learners may identify waste materials in the picture that can be Picture of park,
found in the following places. market, kitchen,
backyard, school
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: Fieldtrip around the
Rules in making the activity. campus
1. Group the learners into 5
2. Follow given directions
3. Be quiet
Field Trip:
List down materials that can be recovered.
136
Explain (5 mins)
Group Report/Sharing of outputs- What are the materials found that Chart
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
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 Rubrics
Extend (2 mins)
Take picture in your backyard. Paste in your activity notebook and notebook
list down materials found that can be recovered.
Reflection:
A. No. of learners achieve 80% _______

B. No. of learners who require additional activities for remediation ______
D. No. of learners who 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 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

correct correct
138
Daily Lesson Plan for Science Grade 5
Content Standards:
Materials undergo changes due to oxygen and heat
The learner uses local, recyclable solid and /or liquid materials in making
useful products
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:
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
Elicit -3 min Materials

Present a video clip of a house devastated by a typhoon. Look for a video clip.
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. picture of a torn pants
Observe each picture. What does it show? 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: Activity sheet, marking
Rules in making the activity. pen
3. Be quiet
“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? ______
E. No. of Learners who continue to require remediation: _____
141
Pre- activity discussion:
Rules in making the activity.
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
Content 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; and S5MT-Ie-g-3
Quarter I Week 7 Day 1
Objective:
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

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
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?
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 Powerpoint
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
Reflection:

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
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 Wrapper Plastic wrapper
Plastic container Plastic bottle Cardboard
Medicine vials Plastic Paper
Tires Empty cans Plastic bottle
Old clothes Vegetables Leaves
Old toys Fruits peelings Juice wrappers
Plastic Candy wrappers Candy wrappers
148
Content 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; and S5MT-Ie-g-3
I. Objectives:

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

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: Picture of materials that can be
1. Group the pupils into four. repair and recover
2. Set standards to follow during the group work.  Left over materials
3. Distribute the Activity sheet.  Fruit peelings
149
4. Introduce the rubrics.  Broken toys
 Broken appliances
Fill out the table.
Can be Can be What is the Activity Sheet
repaired? recovered importance?
 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 Chart, PowerPoint Presentation
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 Science notebook
and repair.
Reflection:

151
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 What is the importance?
 Left over
materials
 Fruit peelings
 Broken appliances
 Broken toys
152
Members : ___________________________ ___________________________

___________________________ ___________________________
___________________________ ___________________________
RUBRICS FOR SCORING

correct correct
153
Content Standards:
Materials undergo changes due to oxygen and heat.
The learner uses local, recyclable solid and/ or liquid materials in making
useful products.
management. S5MT-Ie-g-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
Curriculum Guide Grade 5

Elicit- (5 min) Materials
What are the materials that can be found at home that can be
recycled?
Engage- (3min)
Sample of output of
Show sample of products made out of recyclable materials. recycled material
 Flower vase out
What recyclable material is used to produce this prodct? of empty plastic
bottle
Explore – (20 min)
 Video Viewing on how to make a recycled product out of https://youtu.be/V1EotL

plastic iaFOw?t=6
 Remind the discuss safety precautionary measures in doing
the activity and in handling sharp tools. Power point
 Present the rubrics. presentation
154
Video, rubrics
What to do:
1. Clean the used empty plastic bottle. Materials:
2. Using a knife, cut the top portion of the plastic bottle and  Empty plastic bottle
attached to the bottom of the half of the plastic bottle,  Scissors
3. Using a glue gun and glue stick, attach zipper to the mouth  Zipper
of each portion of a bottle and decorate in any part of the  Glue gun , stick
container to make your product colorful and attractive. 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
 Key Concepts: Presentation
- 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 Indicators
5 Submitted on time, clean and attractive
4 Submitted on time ready made
3 Submitted but not on time, not clean, not
attractive
2 Late, not complete
1 Not Submitted
Extend
 Think of other output you can make out of plastic bottles.
List as many as you can.
Reflection:
A. No. of Learners achieve 80%: ____

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?__
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 Submitted but not on time, not clean, not

attractive
2 Late, not complete
1 Not Submitted
158
Content Standard:
The learners demonstrate understanding of materials undergo due to oxygen and heat.
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
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
III- Learning Task

Elicit (3mins) MATERIALS
Matching type. Match the word in column A Chart, PowerPoint Presentation
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 pre-
processing
159
c. to fix
d. make less garbage
e. use it again
Engage (3mins)
Showing of video/pictures https://www.youtube.com/watch?v=37uk-
Guide questions: ZffJ10
1. What can you say about the (video presentation for 3 minutes only)
video/pictures?
2. Why do you think they are making useful
products out of recyclable materials?
Explore (20mins)
GROUP ACTIVITY Meta card indicating the scenario in every
 Divide the class into five groups group
 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
 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 left-
over 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:
162
RUBRICS
5 4 3
Process skills Members always Members Members do not

demonstrate targeted occasionally demonstrate targeted
process skills demonstrate skills
Targeted process
skills
Time Management Members finished Members finished on Members do not
ahead of time with time with unfinished finish on time
finish product product without finish
product
Cooperation and Members are on task Members have Members do not

Teamwork & have defined defined know their task and
responsibilities at all responsibilities most have no defined
time. Group of the time. Group responsibilities.
conflicts are conflicts are Group conflicts have
cooperatively cooperatively to be settled by their
manage at all times managed at all times. teacher.
163
Content Standards:
oxygen and heat
products.
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) Materials

Let the class share their application of the Pictures of home and school
waste management in home and in school.
Engage ( 5 minutes)
The pupils are going to observe the Slogan/poster
slogans/posters made by the teacher.
 Group the pupils Marker
 Set the standards in doing the Cartolina
activity Crayons
 Distribute the marker and cartolina. pencil
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.
Explain (8 minutes)
164
 Group reporting/sharing of ideas Pupils’ slogan
 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: Pupils’ slogan
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 Science journal
importance of 5R’s in short bond paper. Coupon bond
Write your explanation on your science Coloring materials
journal.
Reflection:
165
Rubrics
Content Depicts all the Depicts almost all Depicts some of Depicts only one of
importance of the importance of the importance of the importance of
5R’s 5R’s 5R’s 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
Lesson Plan for Science Grade 5
Merlita B. Puerto
Dabongdabong Elementary School
Content Standards:
oxygen and heat.
useful products.
Recognize the Importance of recycle, reduce, reuse, recover and repair in waste
management; and S5MT-Ie-g-3
Objectives:

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
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 Name cards
classroom.
Home School Community
Station 1 - Home
Plastic bottle Wrapper wrapper
Station 2- School
Bottle Plastic bottle Cardboard
Station 3- Community Candy wrappers
container Paper
In every station there are meta cards of recyclable solid Paper
Empty cans Straw
Plastic bottle
materials and non-recyclable materials. Learners will
Shoe box Empty Pouch Cartoon
post meta cards of recyclable solid materials on the
Empty can Paper Bottle
chart. 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 PowerPoint
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)
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
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:
169
Content Standards:
oxygen and heat.
useful products.
Recognize the Importance of recycle, reduce, reuse, recover and repair in waste
management; and S5MT-Ie-g-3
Objectives:
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
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
Activity sheet
By pair, fill out the table below and give its importance.
Recyclable Solid Other uses of recyclable Importance
Materials materials
Tin can
170
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)
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:
172
Activity Sheet
Other uses of
Recyclable Solid Materials Importance
recyclable materials
Tin can
empty bottles
shampoo sachet
old newspaper
173
Content Standards:
and heat.
The learners use local, recyclable solid and/or liquid materials in making useful
products.
The learner designs a product of local recyclable solid and/or liquid materials in
making useful products (SSMT-Ie-j-4).
I. Objectives:
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:

Call two pupils to share their reflections about the Pupils journal
importance of local recyclable solid materials in making
useful products.
Engage (5 mins)
Teacher places samples of solid materials that can be Real object of recyclable
recycled. Have them visualize it. materials
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: Work plan Template
1. Group the pupils into 5 groups. Rubrics
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.
174
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?
From the learners’ output the teacher will input about the
activity.
Pupils’ output will serve as an evaluation.
Extend (2 minutes)
Bring the necessary materials based on the designed work
plan.
Reflection:
other teacher? ___
175
SAMPLE WORK PLAN TEMPLATE
Name of Project : _______________________________________

Name of Group: ________________________________________
Steps in Making the Materials Expected

Timeline Remarks
Project Needed output
176
Content Standards:
The learners demonstrate the understanding of… materials undergo changes
due to oxygen and heat
The learner… uses local recyclable solid or/ and liquid materials in making
useful products.
Perform the work plan in making useful product out of local recyclable solid
materials. S5MT-Ih-i-4
I. Objectives:
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:

Guessing game. Pictures of different materials
Show pictures of the different pictures of waste or present at home and
garbage. community
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: Rubrics
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
Explain (10 mins)
Group reporting/ sharing of ideas. 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 chart
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.
Evaluate (4 mins)
Learners output will be rated using the rubrics. rubrics
Extend (3 mins)
Identify one material at home that can be recycled and make
your own product.
Reflection:
other teacher? ___
178
RUBRICS
179
Content Standards:
The learners demonstrate understanding of materials
undergo changes due to oxygen and heat.
The learner uses local, recyclable solid and/or liquid
materials in making useful products.
Product out of local recyclable solid materials. S5MT-Ih-i-4
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:

Activity: Picture Match Plastic shampoo bottle
1. Show to the pupils the following recyclable materials and the Coin Purse
possible product;
BEFORE AFTER
any recyclable Output/finished

material 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 Power Point
1. What would be the possible product out of straw? Presentation
180
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.

Activity : Work Plan
1. Setting of standards.
2. Group the pupils into six groups.
3. Distribute the work plan previously created by the pupils. Power Point
4. Check materials brought by pupils if they are complete. Presentation
5. Explain the directions in doing the activity and how they
will be graded using the rubrics.
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.

Presentation of output Activity Sheets
1. Present the recyclable materials used.
2. Present the product.
3. Observe and compare Rubrics
4. Used the attached Activity Sheet.
5. Use the attached Rubrics for Scoring the Group Activity.
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
Learners output will be rated using the rubrics. Worksheet
Extend (2 minutes)
List five recyclable materials and its possible products.
Recyclable Materials Possible Products
Reflection:
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
Content Standards:
The learners demonstrate understanding of parts and functions of
materials undergo changes due to oxygen and heat.
Design a useful out of local, recyclable solid/or liquid materials.
Design a product of local, recyclable solid and/or liquid materials in
making useful products (S5MT-jh-i-4)
I. Objectives:
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:

Flash cards with solid,
Which are solid? Liquid? liquid
Engage (5 Minutes)
Activity: Picture puzzle (Group Activity) Picture of:
1. Let them form the given picture and paste it in a manila
paper. Soap
Toilet Cleaner
What did you form out of the puzzle? Engine oil
Manila paper, glue

1. Divide the pupils into 3 groups. Science Notebook
2. Provide the materials equally to every group.
3. Set the standards to be followed while doing the
activity using a rubric. Manila Paper, Pentel Pen
Group Activity I:
184
Pupils will list down all local liquid recyclable material Activity Sheet
found at home in activity sheets.
Rubrics
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.
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?

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.
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
The pupils will consult their parents on the different liquid Science notebook
recyclable materials that commonly recycled at home.
Answers should be listed in Science notebook.
Reflection:
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 Used Brake fluid Used water with detergent
plastics Empty cans Used cartoons
1.
2.
3.
4.
5.
Check the on the appropriate column whether it is Recyclable and Non-Recyclable

liquid materials
List of Liquid Materials Recyclable Liquid Non-Recyclable Liquid

Materials Materials
1. Used Cooking oil
2. Liquid detergent soap
3. Pesticide
4. Expired Liquid Medicine
5. Used water with detergent
soap
187
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 Other useful product

1. Used Cooking oil
2. Liquid detergent soap
3. Pesticide
4. Expired Liquid Medicine
5. Used water with detergent soap
188
Content Standards:
The Learners demonstrate understanding of materials undergo changes due to oxygen
and heat
products.
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:
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

Search me: The teacher places pictures and letter word R E C Y C Power point
L E under the learners table. Let the learners post the pictures and Presentation of
the letters found in the pocket chart. different pictures of
Guided Question: liquid materials
1. What word can you create from the letters you found? Pocket chart
2. Define the meaning of the word “recycle”. Letter Word
3. Describe what you can say about the pictures. RECYCLE
Engage (5 minutes)
(Puzzled Pictures/Grouping) Puzzled Pictures
Arrange the puzzled pictures
Let the learners group the pictures from recyclable and non-
recyclable.
Guide Questions:
Which of these pictures can be recycled and why?
189
Pre-Activity Discussion: The Teacher will show different pictures Power point
of local recyclable liquid materials. presentation of
different pictures of
Group Activity local recyclable
Every group will be given/assigned pictures of local recyclable liquid materials
liquid materials. Let them complete the activity sheet. (used cooking oil,
used motor oil,
Activity sheet: paints,
Instruction: Discuss with your group the assigned pictures of local Coolant for vehicle
recyclable liquid materials and complete the table. engine, used water
Table with detergent,
Other uses of vinegar etc.)
Recyclable Liquid
recyclable Liquid Importance Activity sheet
Materials
Materials Masking tape
Example: Water used in cleaning Cleaning, save Pentel Pen Manila
with detergent garage ,slipper water Paper
,shoes and etc.
A. Used oil
B. Motor oil
C. Paints
D. others
Guide Questions:
What are the importance and uses of the given materials?

(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?
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?
Paper
Direction: Mark check (/) if the statement shows/ tells on the Ball Pen
importance of recycling liquid materials and mark (X) if not.
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:
other teacher? ___
191
Members : ___________________________ ___________________________

___________________________ ___________________________
___________________________ ___________________________
RUBRICS FOR SCORING

correct correct
192
ACTIVITY SHEET
Instruction: Discuss with your group the assigned pictures of local recyclable liquid
materials and complete the table below.
OTHER USES OF
RECYCLABLE LIQUID
RECYCLABLE LIQUID IMPORTANCE
MATERIALS
MATERIALS
Example: Water with detergent used in cleaning garage,
Cleaning, save water
slipper ,shoes and etc.
A. Used oil
B. Motor oil
C. Paints
D. etc.
193
Content Standard:
Uses local, recyclable solid and/or liquid materials in making useful products
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

Call pupils to share the result of recently conducted interview with the elders in Pictures of
the community about the importance of recycling liquid materials. liquid
recyclable
materials
Engage (5 mins)
From the interview that you have conducted, what local liquid recyclable Picture of
materials found at home and in the community? Can you name some? recyclable
Are these materials can be made into useful products? materials
Explore ( 15 mins)
2. Divide the pupils into five groups. Sample work
3. Provide the materials equally to every group. plan template
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 Manila paper,
materials. pentel pen,
6. Have them begin by brainstorming ideas and draw detailed diagrams of the
product. rubrics
7. Make a work plan following a prescribe unified template.
8. Remind each group that they will be presenting their output in class after the
activity.
Guide question:
a. What recyclable liquid materials are you planning to use?
b. Where can you find these liquid materials?
194
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.
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 Materials Expected

Timeline Remarks
Project Needed output
196
197
Content standards:
The learners demonstrate understanding of properties of materials to determine
Performance standards:
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 Picture,
activity sheets. activity sheet
2. Inside the envelope are the picture containing the different containers
with used water.
3. Setting of Standards/Rubrics
4. Activity Proper (Group Activity)
198
“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 Envelope B
Used water from Used water from washed

washing clothes fruits and vegetables
wa
Envelope C Envelope D
Used water from Used water from

washing the dishes bathing pets
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 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.
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 Envelope B
Used water from Used water from washed

washing clothes fruits and vegetables
_______________________ _____________________________
wa
_______________________ _____________________________
Envelope C Envelope D
Used water from Used water from

washing the dishes bathing pets
_______________________ _____________________________
_______________________ _____________________________
202
Members : ___________________________ ___________________________

___________________________ ___________________________
___________________________ ___________________________
RUBRICS FOR SCORING

correct correct
203
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

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:
Elicit (5 minutes) Materials

Name examples of recyclable liquid materials that can be found Pictures of recyclable
in school, home and community 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
GROUP ACTIVITY Activity sheets
 Divide the class into 4 groups Manila paper
 Recall the standards in doing the activities. Pentel pens
Masking tape
 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?”

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?
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
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.
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
Members : ___________________________ ___________________________

___________________________ ___________________________
___________________________ ___________________________
RUBRICS FOR SCORING

correct correct
207

Lesson Plan in Science 5 - Final

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Lesson Plan in Science 5 - Final

Загружено:

Авторское право:

Доступные форматы

Quarter: I Week : 1 Day: 1

III. Learning Tasks

Elicit (5 mins. ) Materials

Explore (15 mins)

First Station – Useful materials found at home

Ask the following guide questions:

1. Based on the activity, what useful materials are found at home?

2. What harmful materials are found at home? in school?

4. Why it is important to have knowledge about useful and harmful

Materials are considered useful if it serves its purpose or it can be

Plastic bag Food cartoon

III. Learning Tasks

Elicit ( 3 mins. ) Materials

I. Problem: Classify useful and harmful solid and/or liquid materials

plastic bag eraser milk buko juice

sharp tools insecticides metal polisher kerosene

gasoline old news paper empty paint can

*Suggestion: Teacher can add other samples of materials.

Useful Solid Materials Harmful Liquid Materials

At Home In School At Home In School

1. Based on the activity, how did you classify the materials?

4. What are you going to do with harmful solid and or liquid

5. How are they kept at home and in school?

6. Is it necessary to have a designated place for harmful materials

Elaborate (10 mins)

2. How did you know that the material is harmful?

Example: empty bottles of insect spray

How are the materials stored and disposed?

Teacher further discuss the proper Storage and Disposal of Household

1. Classify the materials given and,

2. Fill out the table.

plastic bag eraser milk buko juice

sharp tools insecticides metal polisher kerosene

gasoline old news paper empty paint can laboratory chemicals

*Suggestion: Teacher can add other samples of materials.

Useful Solid Materials Harmful Liquid Materials

At Home In School At Home In School

RUBRICS FOR SCORING

Criteria Excellent Good Fair Poor

III. Learning Tasks

Elicit ( 3 mins ) Materials

Explore (17 mins )

Group Activity Real objects:

hard soft rough Activity sheet

conducts heat/ can be flattened Breaks easily

Explain: (10 mins)

Elaborate (10 mins)

*Teacher may add other properties of materials not mentioned above.

2. Stone - ( hard, soft , brittle )

3. Rain Coat – ( hard, waterproof , smooth)

4. Sponge _ ( soft, waterproof, brittle)

5. Casserole – ( conductor of heat, heat insulator, non-

Name of Materials Property Uses

1. ____________ ___________________ ____________

Fill out the table based on the characteristic.

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? ______________________________________

RUBRICS FOR SCORING

Criteria Excellent Good Fair Poor

Quarter I Week: 1 Day: 4

1. __ _ ____