Science 5 Lesson Exemplar PDF

PREFACE
Dear Teachers,
We are happy to share with you this Lesson Exemplar for Science Grade V.
The lessons and activities in this material were aligned on the K to 12 Basic Education
Curriculum. They were developed to guide you in helping our learners to become
hands on, minds on and learn the essential science concepts and skills through
learning by doing. The activities are simple yet engaging and will allow them to think
critically.
This Lesson Exemplar also challenges your creativity and wide imagination to
think of parallel activities best suited to your learners.
Together, let us appreciate Science and teach our learners the beauty and
benefits of its applications.
The Science Writing Team

Table of Contents
Preface………………………………………………………………………….
First Quarter – Matter

Lesson 1 Identify the properties of materials used at home…………
Lesson 2 Describe the properties of materials as to hardness and
Brittleness………………………………………………………
Lesson 3 Describe the properties of materials as to malleability, ductility
and flexibility……………………………………………………….
Lesson 4 Describe the properties of materials as to porosity,
and density…………………………………………………………
Lesson 5 Describe the properties of materials as to thermal conductivity
and flammability……………………………………………………
Lesson 6 Describe the properties of materials as to solubility and
viscosity……………………………………………………………..
Lesson 7 Describe the properties of materials as to chemical
Reactivity……………………………………………………………
Lesson 8 Classify materials according to properties……………………….
Lesson 9 Relate properties of materials to their uses………………………
Lesson 10 Use the properties of materials to determine whether they are
useful of harmful…………………………………………………..
Lesson 11 Show that materials may change in size, shape, volume and
Phase……………………………………………………………….
Lesson 12 Observe that no new material is formed when physical
change takes place………………………………………………..
Lesson 13 Show how chemical change takes place in materials…………
Lesson 14 Cite different evidences of chemical change in materials
Lesson 15 Investigate change that happen in materials due to presence/
lack of oxygen
Lesson 16 Investigate changes that happen in materials due to
application of heat
Lesson 17 Enumerate signs when materials undergo physical and
chemical change due to presence/ lack of oxygen
Lesson 18 Enumerate signs when materials undergo physical and
chemical change due to application of heat
Lesson 19 Classify changes that occur as to physical and chemical
change
Lesson 20 Explain change that occur as to physical and chemical
change
Lesson 21 Observe when materials become harmful to environment
Lesson 22 Describe the bad effect of materials to the environment
Lesson 23 Differentiate biodegradable and non-biodegradable
materials
Lesson 24 determine the practices on waste disposal observed in the
environment
Lesson 25 Cite ways to solve waste disposal problem
Lesson 26 Identify recyclable materials
Lesson 27 Enumerate ways of recycling waste materials
Lesson 28 Enumerate ways of reducing waste materials
Lesson 29 Enumerate ways of reusing waste materials
Lesson 30 Enumerate ways of recovering useful materials from waste
Lesson 31 Enumerate ways of repairing waste materials
Lesson 32 Recognize the importance of recycle, reduce, reuse, recover,
and repair of waste management
Lesson 33 Explain the importance of recycle, reduce, reuse, recover,
and repair of waste management
Lesson 34 Practice proper waste disposal
Lesson 35 Identify recyclable materials found in the community
Lesson 36 Infer useful products that can be formed out of local,
recyclable solid and / or liquid materials
Lesson 37 Collect local, recyclable solid and / or liquid material
Lesson 38 Organize the steps / procedures in designing a product
Lesson 39 Design a product out of local, recyclable solid and / or liquid
materials in making useful products
Lesson 40 Construct the designed project out of local, recyclable solid
and / or liquid materials in making useful products
Lesson 41 Evaluate the finished product of local, recyclable solid and / or
liquid materials in making useful products
Unit II –Living Things and Their Environment

Lesson 1 Identify the parts of the female reproductive system
Lesson 2 Describe the functions of each part of the female reproductive
system
Lesson 3 Identify the parts of the male reproductive system
Lesson 4 Describe the functions of each parts of the male reproductive
system
Lesson 5 Compare the functions of each part of the male and
female
Lesson 6 Describe the puberty and adolescence stage
Lesson 7 Identify the physical and socio – emotional
changes that occur during puberty for female
Lesson 8 Identify the changes that occur during puberty for male
Lesson 9 Differentiate the changes that occur during puberty for male
and female
Lesson 10 Present a creative activity showing changes that occur during
puberty
Lesson 11 Define menstrual cycle
Lesson 12 Identify the phases of menstrual cycle
Lesson 13 Explain the phases of menstrual cycle
Lesson 14 Relate the menstrual cycle in females to the ability to
reproduce
Lesson 15 Discuss problem that occur during menstruation
Lesson 16 Give ways of taking care the reproductive organ
Lesson 17 Give ways of taking care of the reproductive organ
Lesson 18 Practice proper ways of taking care of the reproductive
system
Lesson 19 Describe common problems associated with the reproductive
system and available preventive measures
Lesson 20 SUMMATIVE TEST
Lesson 21 Identify the reproduction system of some animals
Lesson 22 Describe the parts of reproductive system of some
animals
Lesson 23 Describe the modes of reproduction in butterflies
Lesson 24 Describe the modes of reproduction in frog
Lesson 25 Describe the modes of reproduction in cats and dogs
Lesson 26 Identify the reproductive part in flowering plants
Lesson 27 Describe the functions of reproductive part in
flowering plants
Lesson 28 Identify the reproductive part in spore-bearing plants
Describe the life cycle of Fern
Lesson 29 Identify the reproductive parts of core-bearing plants
Describe the conifer life cycle
Lesson 30 Illustrate the reproductive parts of flowering and non –
flowering
Lesson 31 Describe the different modes of reproduction of flowering
plants
Lesson 32 Describe the different modes of reproduction of non –
flowering plants
Lesson 33 Describe the different modes of reproduction mosses and
ferns
Lesson 34 Describe the different modes of reproduction mongo and
others
Lesson 35 Showing modes of reproduction in flowering and non –
flowering
Lesson 36 Identify interactions among living things and
non-living things
Lesson 37 Identify interactions among living things and non-living things
in estuaries and intertidal zones
Lesson 38 Describe the interactions among living and non-living things
in estuaries and intertidal zones
Lesson 39 Discuss interactions among living and non-living things in
estuaries and intertidal zones
Lesson 40 Draw a model showing interactions of living and non – living
in estuaries and intertidal zone
Lesson 41 Explain the needs to protect and conserve estuaries and
intertidal zone
Unit III –Force and Motion

Lesson 1 Identify example of motion
Lesson 2 Enumerate factors affecting motion of objects
Lesson 3 Give example of standard units
Lesson 4 Identify appropriate measuring tools
Lesson 5 Use different measuring tools and standard units
Lesson 6 Discuss the importance of using appropriate measuring tools
and standard units
Lesson 7 Describe the motion of an object by tracing and measuring its
change in position (distance travelled) over a period of time
Lesson 8 Explain how to compute for speed of an object
Lesson 9 Illustrate the motion of an object
Lesson 10 Summative Test
Lesson 11 Identify materials which are good conductors of heat and
Electricity
Lesson 12 Enumerate the characteristics of good conductors of heat
and electricity
Lesson 13 Discuss why some materials are good conductors of heat
and Electricity
Lesson 14 Illustrate that some materials are good conductors of heat
and electricity
Lesson 15.Explain the importance of knowing that some materials are
good conductors of heat and electricity
Lesson 16 Describe the characteristics of black and colored objects
Lesson 17 Classify objects as to black and colored
Lesson 18 Infer how black and colored objects affect the ability to
absorbed heat
Lesson 19 Investigate how black and colored objects affect the ability
to absorb heat
Lesson 21 Identify materials that block light
Lesson 22 Identify materials that absorb light
Lesson 23 Identify materials that transmit light
Lesson 24 Relate the ability of the materials to block, absorb or
transmit light to its use
Lesson 25 Explain the importance of the ability of the materials to
block, absorb or transmit light to its use
Lesson 26 Identify the parts of an electric circuit
Lesson 27 Discuss what circuit is and its importance
Lesson 28 Design a simple electric circuit
Lesson 29 Give examples of how a circuit applied in daily life (making a
bulb light up)
Lesson 30 Infer the conditions necessary to make a bulb light up
Lesson 31 Determine the effects of changing the number of
components in a circuit
Lesson 32 Determine the effects of changing the types of components
in a circuit
Lesson 33 Discuss the effects of changing the number and types of
Lesson 34 Illustrate the effects of changing the number and types of
Lesson 36 Identify the characteristics of magnet
Lesson 37 Identify the characteristics of electricity
Lesson 38 Discuss the similarities between magnet and electricity
Lesson 39 Infer that electricity can be used to produce magnets
Lesson 40 Explain what is an electromagnet
Lesson 41 Identify the parts of electromagnet
Lesson 42 Determine the factors that affect the strength of the
electromagnet
Lesson 43 Design an experiment to construct electromagnet
Lesson 44 Design an experiment to determine the factors that affect
the strength of the electro magnet
Lesson 45 Explain the importance of electro magnet in daily life
Unit IV –Earth and Space

Lesson 1 Enumerate the characteristics of rocks
Lesson 2 Describe how different kinds of rocks formed
Lesson 3 Identify the uses of rocks
Lesson 4 Describe the process of weathering
Lesson 5 Enumerate the causes of weathering
Lesson 6 Describe soil erosion
Lesson 7 Enumerate causes of soil erosion
Lesson 8 Investigate extent of soil erosion in the community
Lesson 9 Investigate effects of soil erosion on living things
Lesson 10 Illustrate the extent of soil erosion in the community and its
effects on living things and environment
Lesson 11 Communicate the data collected from the investigation on
soil Erosion
Lesson 12 Enumerate ways to prevent soil erosion
Lesson 14 Differentiate weather from climate
Lesson 15 Describe the different weather disturbance
Lesson 16 Describe the typhoon and how it is formed
Lesson 17 Observe the changes in the weather before, during, and
after a typhoon
Lesson 18 Enumerate precautionary measures before a typhoon
Lesson 19 Enumerate precautionary measures during a typhoon
Lesson 20 Enumerate precautionary measures after a typhoon
Lesson 21 Describe the effects of typhoon on the community
Lesson 22 Enumerate different storm signals
Lesson 23 Describe the effects of winds in a given certain Storm
warning signal
Lesson 24 Explain the importance of knowing storm signal
Lesson 25 Formulate an example of news weather reporting about the
coming of a typhoon
Lesson 26 Describe the phases of the moon
Lesson 27 Infer the patterns in the changes in the appearance of the
moon
Lesson 28 Illustrate the patterns in the changes in the appearance of
the moon
Lesson 29 Explain the reasons why does the moon undergo changes
in Appearance
Lesson 31 Relate the cyclical pattern of the moon to the length of a
month
Lesson 32 Explain the two ways of moon’s revolution around the
earth
Lesson 33 Demonstrate the cyclical pattern of the moon
Lesson 34 Debug local myths and folklore about the phases of the
moon
Lesson 35 Discuss some beliefs and practices that have been
attributed to the moon
Lesson 36 Identify star patterns that can be seen at particular times
of the year
Lesson 37 Describe different star patterns that can be seen in the sky
Lesson 38 Describe constellations and its importance
Lesson 39 Illustrate different constellation
Lesson 40 Fourth Periodical Test
WEEK 1 Day 1
LESSON 1: Properties of Materials

I. Objective:
Identify the properties of materials used at home
II. A. Materials:
worksheets, KWL chart, pictures
B. References:
Curriculum Guide: S5MT-Ia-b-1
Science Works 5, Myla Corazon S. Casinillo, pp. 165-168
Cyber Science 5, Nicetas G. Valencia & Hayda M. Vilona, pp.2-3
C. Process Skills: observing, describing, identifying, communicating
D. Values Integration: Proper ways of handling materials

III. Learning Task:
A. Engagement
KWL Chart
What you What do you What have you
already WANT to LEARNED?
KNOW know
1. Motivation
Say: I have here pictures of things found at home. Name each
picture and drag it according to what are they made from
(PowerPoint Presentation or the picture itself)
GLASS WOOD METAL RUBBER FABRIC
B. Exploration
Say: Now that you are familiar with the materials found at home, let
us
describe each one of them.
1. Group the pupils into 4 and distribute the envelope
containing
the activity sheets and the pictures.
2. Setting of standards.
3. Activity Proper (Group Activity)
Activity
Let’s Describe!
Problem: What are the properties of materials do we use at home?
Materials: pictures of objects made from glass, metal, wood,

rubber
and fabric.
Steps:
1. Study each picture inside the envelope.

2. Write 3 words that describe the object.
3. Answer the guide questions that follow
GROUP 1 GROUP 2 GROUP 3
Hard
Shiny
Waterproof
Hard
Durable
Transparent
Brittle
Shiny
Elastic
Stretchable
Waterproof
Flexible
Absorbent
Soft
Guide Questions:
1. Which materials can absorb water?

2. Which materials can be broken?
3. Which materials are hard? soft?
4. Which materials can be stretched?
5. Which materials allow heat to pass through?
C. Explanation
1. Group reporting and presentation.
2. Ask the pupils the following questions:
a. Why is towel used to dry up our body after bathing?
Towel is used to dry up our body after bathing because it
absorbs water.
b. What do you call materials that do not absorb water?

Materials that do not absorb water are waterproof.
c. Why is glass used to make windows, bottles and eye glasses?
Glass is used to make windows, bottles and eye glasses
because it is transparent.
d. Why do we need to take extra care in handling materials made
of glass?
We need to take extra careful in handling materials made of
glass because they are brittle and might cause us accident.
e. Why are materials made of wood used to make tables, chairs
and doors?
Materials made of wood are used to make tables, chairs and
doors because they are stiff and hard. They can’t be bent
easily.
f. What do you call materials that can be bent easily?
Materials that can be bent easily are elastic and flexible?
g. Why do we use casserole, pan and pots made of metal in
cooking out food?
We use casserole, pan and pots made of metal in cooking out
food because they can allow heat to pass through them. They
conduct heat.
D. Elaboration/Extension
1. What have you learned today? Completing the KWL Chart.
Lead the pupils to form the concept:
Materials have different properties according to their uses.
These properties are hardness, softness, brittleness, absorbent,
waterproof, flexibility, durability, transparent, conductor of heat or
electricity and insulator of heat or electricity.
Elicit:
a. What if rain boots were made of paper?

-If rain boots were made of paper, our feet will get wet
because paper is absorbent.
b. What if pans and pots were made of plastic?
-If pans and pots were made of plastic, we cannot cook
our food because plastic will melt if exposed to heat.
-If pans and pots were made of plastic, its material will
combine with the ingredients and we cannot eat the
food.
E. Evaluation
Identify the property of each material used at home. Choose the
best
answer from the words inside the parenthesis.
1. Fabric (hard, brittle, absorbent)
2. Metal (soft, heat conductor, brittle)
3. Rubber (heat conductor, heat insulator, electric conductor)
4. Wood (brittle, waterproof, hard)
5. Ceramic (absorbent, brittle, soft)
IV. Assignment:
List down 5 materials which you can find on your way home. Identify the
property of each material. Reminder: Do not include examples used in
today’s lesson.
WEEK 1 Day 2
Lesson 2 Hardness and Brittleness of Materials

I. Objectives:
Describe the properties of materials as to Hardness and Brittleness
Classify the materials as to hard and brittle
II. A. Materials:
1 pc each of the following:
Metal Iron nail
Block of Wood Stones
Bamboo stick Ruler
Chalk Crayon
B. References
Curriculum Guide S5MT-Ia-b-1
Cyber Science Work text 5, Nicetas G. Valencia et.al. pp. 5-7
Science Works 5, Myla Corazon S. Casinillo p. 166
Science and Health in Today;s Environment 5, Carol A. Cruz
et.al. pp. 196-200
www.youtube.com
C. Process Skills: observing, describing, recording, classifying

and communicating
D. Values Integration:
Carefulness in handling brittle
and hard
III. Learning Tasks
A. Engagement
Motivation
Let’s Play “Pinoy Henyo”
1. Ask a pair of pupils to play the game
2. One of them will give the clue and the other one will guess the
answer
3. The pair is given one minute to guess the correct word being
described
The following material will be described:
 Pencil
 Chair
 Table
 Drinking glass
 vase
4. The first pair who gets three correct answers will be declared as
the
winner
B. Exploration
A. Preparation
1. Group the pupils into five
2. Divide the materials equally to each group
(Note: materials for experimentation will be provided by the
teacher or shall be assigned to each group ahead of scheduled
time.)
3. Set standards to follow during the group work
4. Provide each group with activity sheets
5. Lead each group with Lesson 2 Properties of materials as to
Hardness or Brittleness
6. Go around and observe the pupils as they perform the activity
7. Remind each group that they will be presenting their output in
class after finishing the activity.
Activity Proper
Want to Touch?
What you need:
1 pc each:
Metal
Iron nail
Block of Wood
Stones
Bamboo stick
Ruler
Chalk
Crayon
What to do:
1. Choose among your group members who will act as

leader, recorder, and presenter.
2. Get from your teacher the materials to be used for the
activity.
3. Listen to the instructions carefully.
4. Follow safety measures in performing the activity
5. Using hammer, break the materials in performing the
activity
6. Identify the materials that break and do not break
easily
7. Record your observation on your activity notebook
Materials which Materials which do
break easily not break easily
C. Explanation
1. Ask each group to present their data.
2. Ask pupils the following questions:
Ask:
a. What did you observe among the materials? (some are hard
some easily break)
b. Based on your activity, which materials break easily?
c. Which of materials do not break easily?
d. Look at the materials that are hard. Compare them.
e. Look at the materials that easily break. What can you say
about them?
f. What is common among them?
g. Discuss with the learners the differences on the hardness and
brittleness of the materials.
h. What did you learn in this activity?
Say:
Hardness is the materials which do not break easily materials

like metal, iron nail, block of wood, and
stones. While Materials that easily break is Brittleness such as
chalk, crayon, bamboo stick, and ruler
D. Extension/Elaboration
The teacher will present a video clip regarding Brittleness
Background Information for the Teachers:
Hardness is the property of an object that makes it withstand pressure.

Metals, wood, and stones are hard. They are used to make things that
need to make things that need to be sturdy like construction materials for
buildings, bridges, and houses.
Brittleness refers to the ability of an object to be easily broken or crushed

into pieces. Most of the fragile objects at home are brittle such as
glassware and mirrors. Once; these objects fall onto the floor, they easily
break into smaller pieces.
Application
Have the pupils filled out the data chart with their observation
based
on the video clip
Hard Brittle
E. Evaluation
Classify the following materials as to hardness or brittleness:
1. Jalouise
2. Mirror
3. Steel Bar
4. Hammer
5. Capis
IV. Assignment
The teacher will group the learners according to their preferences.
Music Smart – Compose a short song about hardness and brittleness
of materials
Picture Smart – Draw objects that you can find inside the classroom
that show hardness and brittleness of materials
Word Smart – Write a short poem about hardness and

brittleness of materials
WEEK 1 Day 3
Lesson 3: Properties of Materials as to Malleability, Ductility,
Flexibility and Elasticity
I. Objective:
Describe the properties of materials as to malleability, ductility, flexibility
and elasticity
II. A. Materials
Short video clip
1 pc each group
balloon, rubber bond, rubber gloves, plastic bag, electrical wire (12 inches
long), paper clip, Block of wood, small stone, 1 pack of chicaron, panutsa,
scissors, saucer (ceramic), chalk, ruler
B. References:
Science and Health in Today’s Environment 5 by Carol A. Cruz,et.al, pp.
194-201
Cyber Science Worktext in Science and Technology by Nicetas G.
Valencia, et. al, pp. 1-7
Science Works Grade 5 by Myla Corazon S. Casinillo, p. 167
C. Process Skills: manipulating, observing, describing,
analyzing, synthesizing, recording, communicating
Appreciation of one’s good deed or work
III. Learning Tasks:

A. Engagement
Option !
Ask the group of pupils to present their output.
 Music Smart Group
 Picture Smart Group
 Word Smart Group
1. Activating Prior Knowledge(APK)/Review
“Mystery Box”
Materials inside the mystery box.
Block of wood small stone
1 pack of chicaron panutsa
scissors Saucer (ceramic)
chalk ruler
Mechanics:
1. Form two groups with equal number of members (preferably 6-
8)
2. Representative from each group will pick an object from the
mystery box and describe its property as to hardness and
brittleness
3. The group that earns the highest score will be the winner.
2. Motivation
Prepare the pupils for a short video clip about the work of a
carpenter or blacksmith.(The teacher may search thru the internet
about this)
After the video clip viewing , discuss their job and the
materials that they use or handle.
Questions:
1. What does a carpenter/blacksmith do?
2. What different materials do they use?
B. Exploration
a. Group the class into 5.
b. Distribute the materials for exploration.
c. Refer to the activity sheet for instructions and procedures
d. Manipulate the objects and describe the property each object
possesses
e. Record the findings on the table
Materials Observation/Description
balloon
Rubber bond
Rubber gloves
Plastic bag
Electrical wire
Paper Clip
C. Explanation
1. Call a representative from each group to report their output.
2. Check the group’s responses to the following questions:
a. What happened to the materials: balloon, rubber band, rubber
gloves, plastic bag, electrical wire, and paper clip?
b. Were there changes among the materials? Describe the changes.
c. Which among the materials have the same characteristics or
descriptions?
d. Which among the materials have different descriptions? Why?
e. What are the properties shown by the manipulated objects?
f. What are the characteristics of the materials that possess
malleability, ductility, elasticity and flexibility
g. What is the importance of these properties to our life and to the
environment?
Ask: How does an object show malleability, ductility, flexibility,
and elasticity?
Background to the Teacher:
There are some materials that have different properties as to

malleability, ductility, flexibility and elasticity.
 Malleability is the ability of a metal to be hammered or beaten flat.

Gold, silver, and copper are malleable that can be formed into
different pieces of jewelries
 Ductility is the ability of a material to be stretched or pulled out and
be formed into fine thin wires.
 Flexibility is the ability of a material to be bent without breaking.
Wires, rubber, cloth and some plastic are flexible materials that can
be folded, pressed or stored.
 Elasticity is the ability of a material to be stretched and returned to
their original form when released.
Ask:
What other materials available at home show malleability, ductility,
flexibility, and elasticity?
How do these materials become useful?
E. Evaluation
Describe by writing the properties of materials at the left column.
Name of Materials Property
1. Paper clip
2. Electrical wire
3. Empty Dextrose bottle
4. Garter
5. Gold earrings
IV. Assignment (Choose one only.)

A. Journal Writing
Gold and silver are metals. Why are these materials not suited for electrical
wires?
B. Sci-Art Portfolio Entry
Rubberized products, like tire, are widely used nowadays but they do not
easily decompose. Design a useful material out of used tire.
WEEK 1 Day 4
Lesson 4: Porosity and Density Properties of Materials
I. Objective
Describe the properties of materials as to porosity and density.
II. A. Materials:
chart, basin, 1.5 L water, 5-peso coin and a piece of wood, 2 basin, 10 mL
water, sponge and plastic cover, activity sheet
B. References:
Curriculum Guide for Grade 5 S5MT-Ia-b-1

Science Works! Grade 5, Diwa Learning System INC, by Myla Corazon
S. Casinillo, pp. 167
C. Process Skills: describing, comparing and contrasting, communicating

ideas
D. Values Integration: Carefulness

III. Learning Task:
A. Engagement:
1. Review:
FACT or BLUFF.
Say: I am going to give statements about properties of materials.
Directions: Raise the word FACT if the statement is correct and BLUFF
if it is not.
1. Malleability refers to the ability of metals to be flattened
into thin sheet. FACT
2. The ability of an object to be drawn into wires or thread
refers to hardness. BLUFF
3. Aluminum, which is used in making flat roofs, is a good
example of malleability. FACT
4. Chalk is hard than stone. BLUFF
5. Most of the fragile objects at home are brittle such as
glassware and mirror. FACT
2. Motivation
Why does the ship float in water while needle sinks?
(iron needles sink in the water because they are more dense than
water.an iron ship floats because it contains air within its hull and therefore the
average density of the ship as a whole including cavities and all the air space
is less than the water hence it floats.)
B. Exploration:
A. Advance Preparation
1. Gather the materials needed for the activity.
2. Distribute the materials to the group.
B. Group Activity
1. Setting activity standards.
2. Performing the activity.
Activity 1 – Density
Objectives: Describe the properties of materials as density
Problem: What materials float and materials sink?
Materials: basin, 1.5 L water, 5-peso coin and a piece of
wood
Procedure:
1. Pour 1.5 L of water into the basin.

2. Try to drop the 5-peso coin and a piece of wood at the same
time.
3. Observe what happen.
Observation:
1. Which is heavier, coin or wood?
2. Why do you think the wood remains floating despite that it
is heavier and bigger?
3. Why did the coin sink?
4. What property of material is being described?
Activity 2 – Porosity
Objectives: Describe the properties of materials as to
porosity
Problem: What materials absorb and does not absorb water?
Materials: 2 basin, 10 mL water, sponge and plastic cover
Procedure:
1. Put the sponge and plastic cover into different basin.

2. Drop the 5 ml of water into the sponge and what happen
to sponge and plastic cover.
3. Record your observations.
Observation:
1. Which materials absorbed water?

2. Why do you think the sponge absorbed water?
3. Why plastic cover did not absorb water?
4. What property of material is being described?
C. Explanation
A. Group reporting and presentation

B. Answering the guided questions:
 How do you describe the density of materials?
 What factors affect the density of materials?
 How do you describe the porosity of materials?
 How do you differentiate porosity from density?
D. Elaboration
1. Generalization
Porosity. Porous objects have tiny pores that allow them to easily
absorb liquids. Examples of porous object are cotton and kitchen
sponge.
Density refers to the amount of mass in a given volume. It is the
property that makes some objects float in water.
2.Application
A. Fill up the chart
Study the chart below. List down some household materials then
classify them as to porosity and density.
Materials
Porosity Density
E. Evaluation
Direction: Describe whether the following materials have a POROSITY
PROPERTY or DENSITY PROPERTY.
1. The stone when dropped in water then sinks. (Porosity)
2. The block of wood when dropped into water then floats. (Porosity)
3. Mother uses rugs to dry the wet floor. (Density)
4. Cotton absorbed liquid. (Density)
5. Your brother used towel to dry his sweat. (Density)
IV. Assignment
A. Test the porosity and the density properties of the following materials:
1. Charcoal
2. Stone
3. Plastic
4. Spoon
5. Paper
B. Bring the following materials for the next activity
 safety matches or lighter, empty can of sardine, clay pot, water, paper,
wood, piece of clay pot, pieces of glass, iron nail
WEEK 2 Day 1
Lesson 6: Solubility and Viscosity of Materials
I. Objectives:
Describe the properties of materials as to solubility and viscosity.
II. A. Materials:
used plastic bottle tamalis syrup or honey
salt water
sand plastic glass
water
B. References:
Science Works Grade 5, Myla Corazon S. Casinillo, p.167
Science and Health 4, Carmelita C. Coronel et. al., p.149
Science and Health Today’s Environment 5, Carol A. Cruz et. al., p.210
C. Process Skills: observing , describing , comparing, analyzing,
communicating
D. Value Integration:
Health consciousness
A. Engagement
1. Unlocking of Difficulties
What’s the word? (The teacher may use localized material or
powerpoint presentation in doing the activity.)
Ask pupils to guess the missing letters to complete the word.
S___ L ___B ___E
(Substance is said to be _________ if it can be dissolved in liquid)
V___S CO ___S
(medicine syrup is ______ since it cannot flow easily into the spoon)
2. Motivation
What local “kakanin” or rice cakes do you usually eat? How are
these “kakanin” being cooked? What is added to kakanin like tamalis
to make it more delicious? Is it good to consider rice cakes for your
snacks? Why?
B. Exploration
1. Organize the class into small groups.
2. Set norms to follow during group activity.
3. Give the pupils 10 minutes to do the tasks.
4. Have each group bring out the materials assigned to them.
5. Provide the pupils activity sheets and other materials such as
manila paper, marking pen.
6. Let pupils do Lesson 2: Activity 1- “Shake it Baby” and Activity 2-
“Pour and Flow”
7. Allow the pupils to discuss their collected data within the group.
Activity 1: “Shake It Baby”
What you need:
salt
sand
used plastic bottle with cover
water
What to do:
1. Fill half of the bottle with water
2. Add a teaspoon of salt and sand.
3. Cover the bottle.
4. Shake the substance of sand and salt in the bottle of water for 20
seconds.
5. Observe what happened to the substances inside the bottle.
Guide Questions:
1. What materials did you shake in the bottle of water?
2. What happened to salt after shaking?
3. What happened to sand after shaking it in a bottle of water?
4. Which substance dissolved in water?
5. What property of substance/material does salt possess?
6. What other substance can be dissolved in water?
Activity 2: “Pour and Flow”
What you need:
tamalis syrup or honey spoon
water plastic glass
What to do:
1. Get an empty plastic glass.
2. Pour three spoonful of water. Observe how the water flows as you
pour
water into the glass.
3. Pour three spoonful of tamalis syrup or honey into the glass.

Observe
how the liquid flow as you pour it into the glass.
Guide Questions:
1. What liquids did you pour into the glass?
2. Which of the liquids can easily flow into the glass?
3. Which of the liquids resist flowing or cannot flow easily? Why?
4. What properties of liquid does syrup have?
5. What other liquids are viscous?
C. Explanation
1. Ask a representative for each group to present the results.
of the different activities.
2. Ask: How did you feel with the activity?
Based on the activities ask the following questions:
 What materials did you shake in the bottle of water?
 What happened to salt after shaking?
 What happened to sand after shaking it in a bottle of water?
 Which substance dissolved in water?
 What property of substance/material does salt possess?
 What other substances can be dissolved in water?
 What liquid materials did you pour into the glass?
 Which of the liquids can easily flow into the glass?
 Which of the liquids resist flowing or cannot flow easily? Why?
 What property of liquid does syrup have?
 What other liquids are viscous or have viscosity?
D. Elaboration/ Extension
1. Have the pupils formulate generalization by asking:
When does material have solubility? viscosity?
2. Have the pupils understand the following concepts:
* Solubility refers to the ability of a substance to be dissolved in
another substance.
* Viscosity refers to the property of liquids that resist flowing.
3. Guessing Game
Ask pupils to guess the substance being described below.
(present related picture while giving the clue that may guide
pupils in giving their guesses.)
1. It gives taste to your food, soluble in water but too much intake of
this may harm our kidneys?(picture of junk food)
(answer- salt)
2. A kind of viscous substance that is added to calamansi extract to
cure cough.(picture of beehive)
(answer- honey bee)
3. It makes your hair soft and manageable. It is viscous and have
different scents. (a girl with longhair)
(answer- shampoo or conditioner)
E. Evaluation
Identify the property of material described in every situation
Write your answer opposite each phrase below.
1. honey on top of hotcake
2. sugar in hot water
3. coffee granules placed in a cup
4. pancake syrup being poured
5. lotion on skin
IV. Assignment:
Observe the materials you have at home.
List down 5 examples of soluble substances and 3 liquid substances
that have viscosity.
WEEK 2 Day 2
Lesson 7: Chemical Reactivity Properties of Materials
I. Objective:
Describe the properties of materials as to chemical reactivity.
II. A. Materials:
activity sheet, capsule guide chart, metacards, kalburo,
20 mL of water, basin, vinegar, baking soda, beaker or glass
B. References:
Cyber Science Work Text in Science 5, Nicetas G. Valencia et.al., p.8
C. Process Skills: describing, comparing and constructing, communicating
ideas, classifying
D. Values Integration: Proper handling of materials
III. Learning Task:

A. Engagement
1. Review:
Mix and Match
Say: I have two capsules here but they were already divided into
halves. Help me find the other half. If you are done, paste it
on the capsule guide by finding the description of the
following property. Written on the green half of each
capsule the property of matter while on the other half their
respective is there description.
Viscosity easily flow
solubility ability to dissolve
Brittleness easily break
Porosity absorbs liquid

2. Motivation
Classify the following household materials into:
For home For personal hygiene For laundry and
maintenance cleaning
colgate insecticide Leaching Tide bar detergent

solution
Hair gel Sunsilk Mouth Bleaching lubricant
shampoo wash powder
Metal Floor wax Body Leather Muriatic
polisher lotion polish acid
Say: These materials are products of chemical reaction.

Ask: How do we handle these materials?
Present the new lesson:
Say: Today, we are going to describe the property of materials as to
how they react and produce new material.
B. Exploration
A. Preparation
B. Group Activity
1. Setting of standards
2. Performing the activity
Activity 1
Problem: What materials react with other materials?
Materials: Kalburo, 20 mL of water, basin
Procedure:
1. Put the piece of kalburo into the metal basin.

2. Pour 20 mL of water.
3. Observe what happen.
Observation:
1. What are the two materials/substances involved in this

activity?
2. How did kalburo react to water?
Conclusion:
Activity 2
Problem: What materials react with other materials?
Materials: Vinegar, baking soda, beaker or glass
Procedure:
1. Pour the 10 ml of baking soda into the beaker or glass.

2. Put 20 mL of vinegar to the baking soda. Observe what
happen.
Observation:
1. What are the two materials/substances involved in this

activity?
2. How did baking soda react to vinegar?
Conclusion:
C. Explanation
 What happened to the materials in the activity?
 What property did they exhibit?
 How do you describe the chemical reactivity of materials?
 What are the evidences of chemical reactivity of materials?
 What materials can be combined to produce new product?
 What are the effects of chemical reaction in the environment?
1. Generalization
Chemical Reactivity is the ability of a material to react and

produce new materials when combined with oxygen, acid and
water. Tools made of iron get rusty due to the chemical reaction
Iron oxide
of iron withoroxygen
rust is and
formed as a sign
moisture of air.
in the chemical reaction. Some
household materials are products of chemical reactions. They
have useful effects but they also have harmful effects to people
and environment.
2. Application
Test your talents.
Group 1 – Young actors/actresses. Present a short role play
about the useful effect of chemical reaction in
materials.
Group 2 – The Singers. Make a song about the harmful
effect of chemical reaction in materials.
Group 3 – The Artists. Make a collage about the useful effect
of chemical reaction in materials.
Group 4 – The Journalists. Make a 2 to 3 minute radio
broadcast about the useful effects of chemical
reaction in materials.
E. Evaluation
Describe the chemical reactivity of materials by giving the product
that will be produced when two materials were combined.
1. Iron with oxygen and moisture in the air. (rust)
2. Peeled apple and oxygen. (turning green apple into brown)
3. Mixed vinegar and chlorine. (cleaning agent)
4. Kalburo and water (cloudy apperance)
5. Hydrogen peroxide and food color. (hair colour)
IV. Assignment:
Gather information about chemical reactivity of materials. List down
some products brought by chemical reactions.
WEEK 2 Day 3
Lesson 3: Classification of Materials According to Properties
I. Objective:
Classify materials according to properties
II. A. Materials:
envelope, meta crds which indicates the different materials according to
properties, glue, pentel pen, manila paper or cartolina
B. References:
Cyber Science Work text in Science and Technology 5, Nicetas
G. Valencia et.al., pp. 6-8
Science Works 5, Myla Corazon S. Casinillo, pp. 167, 171-172
C. Process Skills: recording, classifying and communicating
D. Values Integration: Health Consciousness

A. Engagement
Review: Learners will answer the following questions through game
entitled “What’s the Word? That’s the Word!” wherein teacher can
present it through PowerPoint Presentation or through jumbled
letters inside the pocket chart.
1. ISLOBULTIY – the ability of a substance to dissolve in liquid and
spread evenly
2. AHECIMCL ARECTIVIYT – the ability of material to react and produce
new materials
3. SIVSICOYT – these are liquids that easily flow
B. Exploration
B. Preparation
9. Divide the materials equally to each group.
C.
1. Group the pupils into small groups.
2. Set norms to follow during the group work.
3. Provide each group with activity sheets.
4. Instruct each group with Lesson 2 Classification of Materials
According to Properties.
5. Go around and observe the pupils as they perform the activity.
6. Remind each group that they will be presenting their output in class
after finishing the activity.
Activity
Where Do I Belong?
What you need:
envelope, metacard which indicates the different materials according

to properties, glue, pentel pen, manila paper or cartolina
What to do:
1. Form 5 groups and choose one among your group members who
will act as presenter.
2. Get from your teacher the materials to be used in the activity.
3. Listen to the instructions to be given by your teacher.
4. The leader will get the materials.
5. Classify each material according to properties such as hardness,
brittleness, malleability, ductility, flexibility, porosity, density,
thermal conductivity, Solubility, Viscosity and Chemical Reactivity
(The different substances are written on a strip of paper placed
inside the envelope)
6. Report the prepared output to the class.
Hardness Brittleness Malleability Ductility
Flexibility Porosity Density Thermal
conductivity
Flammability Solubility Viscosity Chemical

reactivity
Note: these are the words written in the meta cards

 kalboro and wate sponge
 salt mop rags
 pinindot or bilo-bilo glass
 cooking oil vase
 peeled apple and oxygen wood
 vinegar and baking soda copper
 mayonnaise silver
 crude oil wire
 chlorox and creep paper rubber
 coffee powder cloth
 powdered juice iron
 sugar brass
 bagoong picture frame
 coconut oil stainless cooking pan
 metal ceramics
C. Explanation
1. Allow pupils to share their answers and results of the activity
Ask:
a. Based on the activity what are the materials which can be
classified as hard and brittle etc. soluble? How about materials as
viscosity? and properties of materials that showed chemical
reactivity? (Answers may vary from the activity)
b. From the given activity, how did you come up that these materials
are soluble? Viscosity? and chemical reactivity?
(Answers based from their understanding of the lesson)
c. Aside from the given examples can you give other materials that
can be classified as solubility, viscosity and chemical reactivity.
1. Generalization
Ask:
How can we classify different properties?
What are the different properties of the materials?
Background Information for Teachers:
Classification of Materials According to Properties are:
 Hardness
 Brittleness
 Porosity
 Elasticity
 Flexibility
 Malleability
 Ductility
 Solubility
 Thermal conductivity
 Flammability
 Chemical reactivity
Application
The teacher will show a picture of a mother and child cooking a
www.google.com.ph
Ask:
What can you see from the picture?
What food do you usually eat using syrup or combined syrup to
make it delicious?
E. Evaluation
Classify the following materials into its property. Write the correct
answer.
Material Property
1. Conditioner
2. Rusting of Metal
3. Cement
4. Ripening of fruit
5. Flour
IV. Assignment
Enumerate five examples of the different properties by writing it on the
table below.
SOLUBILITY VISCOSITY CHEMICAL REACTIVITY
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
HARDNESS BRITTLENESS MALLEABILITY
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
FLAMMABILITY THERMAL FLEXIBILITY

CONDUCTIVITY
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
WEEK 2 Day 4
Lesson 9: Properties of Materials and their Uses
V. Objective:
Relate the properties of materials to their uses
VI. A. Materials:
Strips of papers with words written on them
Power point presentation
Meta cards
B. References:
Science and Health in Today’s Environment 5, Carol A. Cruz,et.al., pp. 203-
205
Science Works Grade 5, Myla Corazon S. Casinillo, pp.165-167
C. Process Skills: relating, observing, describing, analyzing, synthesizing,
recording, communicating, comparing, reasoning
Awareness on the importance of properties of
materials and their uses in everyday life.
VII. Learning Tasks:

F. Engagement
3. Review
Let’s Play “Are You My Leader?
a. Have three volunteers to act as the Mothers: Mother Solubility, Mother
Viscosity and Mother Chemical Reactivity.
b. The players (maximum of nine) will pick a strip of paper and have a quick
thought of who her mother is.
c. The player will approach the mother by asking, “Are you my Leader? “ If
the player is correct, the mother will answer, “Yes, I am.” The player will
stay at the back of her leader.
d. However, if the player is wrong, he/she will go back to the starting point
and look for her another leader until he/she finds his correct leader.
The following words are written on the strip:
sugar vinegar and baking soda
chlorox and vinegar powdered juice
cooking oil kalburo and water
flour conditioner
mayonnaise
Note to the Teacher: After the game, the teacher should pay
attention to the player/s who got a mistake in approaching his
leader. The player should evaluate why his/her first attempt is
wrong.
4. Motivation
Prepare another group of player for another activity entitled, Back to-Back;
Face-to-Face.
a. The pupils will look for their partners.
b. Through a PowerPoint presentation, the teacher will flash five
situations/statements.
c. Before the teacher reads each question, she will instruct the pair to do
Back-to-Back.
d. After reading the question, the teacher will ask the pair to do Face-to-
Face.
e. If the statement is true, the pupil will show letter T through their hand
and cross their arms if it is false.
f. Whoever gets the highest score, wins.
Here are the possible statements:
1. Mother boils water in a teapot.
2. In a Science class, Group A used sand and water to test the solubility
of a material.
3. Mang Pedring placed his newly harvested bananas in a sack with
kalburo.
4. The vendor tied the leafy vegetable using a thin wire.
5. My grandmother fries the fish using cooking oil.
G. Exploration
a. Group the pupils into five.
Say: Let us go back to the statements previously presented.
Justify why the statement is correct or wrong.
Group I – Sentence # 1
Guide Question: Why it is better to use teapot rather than plastic
material in boiling water?
Group II – Sentence # 2
Guide Question: Do you think the sand will mix with water? Why or
Why not?
Group III – Sentence # 3
Guide Question: Why do you think Mang Pedring placed the
bananas in a sack with kalburo?
Group IV – Sentence # 4
Guide Question: Do you think thin wire is better to use in tying
leafy Vegetables than a rubber band?
Group V – Sentence # 5
Guide Question: What other cooking materials can be used in
frying?
1. Distribute the metacards.
2. Have them read the text written in the metacards.
3. Discuss and record their answers.
H. Explanation
1. Ask each group to present their work.
2. Answer the follow-up questions:
a. What property of material does each object show?
b. Why is it important for you to be familiar with the different properties of
materials?
Background Information for the Teacher:
It is very important to be familiar with the different properties of materials

so we could relate how we can use them.
Examples:
Name of Materials Properties Uses
Cooking Materials Thermal Conductor of Heat-

Conductivity used to cook our food
Rubber band Elasticity For tying objects
kalburo and banana Chemical Reactivity kalburo-water solution

is used for ripening
fruits
E. Evaluation
Relate the property and uses of the materials by completing the table below.
Name of Materials Property Uses
4. sponge
5. stone
6. raincoat
4. capiz
5. bagoong
VIII. Assignment
1. Look for five materials found at home.
2. Draw the material on the first column, write their properties on the second column
and their uses on the third column. Use the following template below
Name and Drawing of Property Uses
Materials
WEEK 2 Day 5
LESSON 10: Useful and Harmful Materials
I. Objective:
Use the properties of materials to determine whether they are useful or
harmful
II. A. Materials
real objects such as face towel, tissue paper, window, wires,
casserole, firewood, sponge, sugar, kerosene, mirror
B. References:
Curriculum Guide: S5MT-Ia-b-1
Cyber Science 5, Nicetas G. Valencia & Hayda M. Vilona, pp. 5-8
C. Process Skills: observing, describing, comparing, analyzing,
communicating, applying
I. Values Integration: Proper Handling of Materials
III. Learning Task:

F. Engagement
2. Checking of Assignment
3. Motivation
Say: We can see materials everywhere. Let us find out if you
already know the properties of materials you see around.
Let’s Play Riddles!
1. Group the learners into 5.
2. Distribute the placards with group numbers 1-5.
Say: Let us try to answer each riddle by guessing the material
being described. If you can answer the 1st clue you’ll get 5
points, 2nd clue- 3 points and 3rd clue -1 point. If you like to
answer right away, just raise the group placard.
1. I am made of metal. You can find me in the kitchen. People
use me to fry their food. What am I? Frying pan
2. I am made of ceramic. You can find me in the dining area.
People use me if they want to drink coffee or tea.
What am I? Cup or Mug
3. I am made of fabric. You can find me in the closet. You use me
after you take a bath. What am I? Towel
4. I am waterproof. I am made of plastic. Your baby brother or
sister play with me all the time. What am I?
5. I was made from trees. My partner is pencil. Teachers and
pupils use me in school. What am I? Paper
Say: Based from the activity we did earlier, what are the materials
described in the riddle?
 From what are they made of?
 Give the property of each material.
 How do we use those materials?
Say: Now that you already know the properties of materials and
their uses, let us find out which property of material is
useful or harmful to us.
G. Exploration
5. Group the pupils into 5 and distribute the activity sheets.
Activity
Problem: Which materials are useful and harmful?
What do you need?
real objects such as face towel, tissue paper, glass
wires, casserole, firewood, sponge, sugar, kerosene,
window
What to do:
1. Observe the materials.

2. Write the property and uses of each material.
3. If these is harmful effect of each material, write their on
the appropriate column.
4. Based on the given uses, tell whether each material is
useful or harmful.
Material Property Usefulness Harmful Useful or

Effect Harmful?
1. Face absorbent Use to dry None Useful

towel wet body
2. Tissue absorbent Use to wipe None Useful

paper the dirt and to
dry liquid
3. Electric Conductivity Use to Get Useful/Ha

wire conduct electrocuted rmful
electricity if touched
with bare
hands
4. Firewood Flammability Use to cook Produce fire Useful/Ha
food when left rmful
unattended
Create
blister when
touched
with fire
Can cause
skin injury
when
handling
improperly
5. Sponge Absorbent Use to wipe or None Useful

dry liquid
6. Sugar Solubility Use to None Useful

sweeten
drinks or food
7. Kerosene Flammability Use to Can cause Useful/Ha

produce fire explosion rmful
8. Glass Transparency Use to absorb Can cause Useful/Ha

Window light from wound rmful
outside when some
touches
broken
pieces of it
9. Ceramic Brittleness Use to make Can cause Useful/Ha
vase, plates wound rmful
and cups when some
touches
broken
pieces of it
10. Casserole Conductivity Use to cook None Useful

food
H. Explanation
3. Group reporting and presentation.
4. Answer the questions.
a. Describe the materials and identify its property.
b. How do we use these materials?
c. Do they have harmful effect to us?
d. Are they harmful or useful?
3. Lead the class in saying this:
 Properties of materials are used to determine the usefulness of the
materials.
 Hard materials such as rocks are used in constructing buildings,
roads and bridges.
 Woods are used to build houses and fence.
 Metals which are good conductors of heat are used in cooking.
Rubbers which are elastic are used in making shoes and bags and
stretchable bags.
 Towel, sponge, and tissue paper are porous materials which we use
in wiping or drying liquids.
 Window and eye glasses are transparent materials used in making
windows which allow light to pass through them.
 Raincoat and umbrella are used during rainy days to protect us from
the rain. These materials are waterproof.
 Flammable materials like firewood, paper and fuel are used in
burning or cooking because they can be burned easily.
 Using these materials without extra care will make them harmful to
us.
I. Elaboration
Let’s Apply
Let us analyze these situations and tell whether the materials are
useful or harmful.
a. Mr. Marasigan, the PTA president made a trellis out of
bamboos for gulayan sa paaralan.
b. Carlos left the bottle of soft drink in the table. His 3-year old
brother climb the chair to get the bottle on the table. After a
minute, the bottle fell on the floor.
Ask: When can we say that the property of a material is useful or
harmful?
J. Evaluation
Analyze each of the statement and tell whether the use of each
material is useful or harmful.
1. A man is using lusong to grind balinghoy to make nilupak.
2. A child is sucking plastic toys.
3. Mother is cooking bibingka through firewood.
4. Mang Isko, a blacksmith (asero) is curving stainless bars to make
window grills.
5. There is a fire in a crowded community.
IV. Assignment:
Cite one (1) situation that shows usefulness and 1 situation that shows
harmfulness of materials.
WEEK 3 Day 1
Lesson 11: Changes that Materials Undergo
I. Objective:
Show that materials may change in size, shape, volume and phase.
II. A. Materials:
pictures, charts, activity sheet, balloon, pencil, water, ice cubes
B. References:
Curriculum Guide for Grade 5 S5MT-Ic-d-2
Science Spectrum Work Text in Science and Health Grade 5,
Rebecca R. Fallaria, Nenita A. Apolinario et.al., pp. 155 - 158
Cyber Science Worktext in Science 5, by Nicetas G. Valencia et.al., pp.
24- 26
C. Process Skills: describing, comparing and contrasting, communicating
ideas, demonstrating
D. Values Integration: Right decision making
III. Learning Task:

A. Engagement
3. Review
FINDING THE WORD. Rearrange the jumbled letter to form a new
word based on the given statements.
Y T I S O C S I V
a. The property of liquid that is present in pancake syrup or water.

T Y L I B I L U S O
b. This refers to the ability of a substance to be dissolved in another

substance.
T Y E L I S T A C I
c. Object with this kind of property can be very flexible.

H R D N S S A E
d. The ability of an object to resist from being scratched.
T Y L D U C T I I
e. The examples of objects with this property are gold and silver, which can
be made into jewelries.
2. Motivation
Game: “CHANGE or NO CHANGE”
Say: Today, we are going to play “Deal or No Deal” but instead
of using that phrase we are going to use “Change or No
Change. I am going to call one student to answer the question,
then he/she will answer it using Change or No Change. If your
answer is correct you will receive a star.
1. Liquid water left in the freezer becomes solid. Is it a “Change or No
change”?
2. The ice cube is taken out of the freezer and melts. Is it a “Change or
No change”?
3. When you leave cup of cooked rice on the table for a day, it turns
sour. Is it a “Change or No change”?
4. Sweet sugar may turn bitter when mixed to coffee. Is it a “Change
or No change”?
5. Sour mango becomes sweet when it ripens, Is it a “Change or No
change”?
Say: Things undergo changes. These changes happen because all
materials interact with other materials. Present the new lesson:
Say: Today, we are going to show that materials may undergo
different changes.
B. Exploration
Ask: What will happen to materials that undergo physical changes?
A. Preparation
a. Gather the materials needed for the activity.
b. Distribute the materials to the group.
B. Group Activity
Activity 1 Let’s Change
Problem: How do materials undergo changes?
Materials: pictures of balloon, pencil, water, ice cubes
Procedures:
A. Balloon
1. Observe the shape of the balloon.
2. Blow the balloon, and then observe what happens.
3. Record your answer in the table.
B. Pencil
1. Observe the size of the pencil.
2. Sharpen it for one minute, and then observe what happen.
3. Record your answer in the table.
C. Drop of Water
1. Drop 2 mL of water into the teaspoon. Observe the amount of water.
2. Boil the water for 2 minutes. Observe what happens.
3. Record your observation.
D. Ice cubes
1. Observe the ice cubes for a minute.
2. Record your observation.
Name of Material Change in Condition

that cause
Size Shape Volume Phase
the change
balloon
pencil
Drop of water
Ice cubes
Guide Questions:
3. What changes do these materials undergo?

4. Can you describe these changes?
5. What properties have changed?
Conclusion:
C. Explanation
A. Group reporting and presentation of output
B. Analysis and Discussion
 What changes do these materials undergo?
 Can you describe these changes?
 What process occurs that makes the materials change?
 How do you describe physical change?
 What conditions brought about these changes?
 Was there a new material formed after doing each task?
 How do you describe physical change?
1. Generalization
Materials may undergo changes in their size, shape, volume and
phase/state. Below are some of the changes you can observe in
the materials.
1. The liquid freezes into solid such that you can hold water.
2. Situation which shows change in size of materials.
3. Situation change in shape/volume.
4. Application
Challenge your creativity
Group 1 – Young actors/actresses. Present a short skit changes that
occurs in materials to help you live a comfortable way of
life.
Group 2 – The Future Singers. Through a song, describe the
disadvantages you get from changes of materials.
Group 3 – The Artists. Through a collage, describe the advantages
you get from physical change of materials.
E. Evaluation
Identify the change in the material being described in the following
situation. Write A - if it is change in shape; B - if it is change in size;
and C – if it is change in phase/state.
1. The lumber is cut into three equal parts.
2. Water is placed in a bottle.
3. Grinding of meat.
4. Pound a teaspoon of peanuts.
5. Ice removed from freezer then melted.
IV. Assignment:
Give examples of changes that materials undergo. Identify the type of
changes as to size, shape or phase/state.
WEEK 3 Day 2
Lesson 12: Physical Change in Materials
I. Objective:
Observe that no new material is formed when physical change takes
place
II. A. Materials:
old magazines/newspapers, scissor, rubber band, copper wire, wooden
stick, stone, hammer, piece of c ice cubes, plastic jars, water
B. References:
Curriculum Guide for Grade 5 S5MT-Ic-d-2
Science Works 5, Myla Corazon S. Casinillo et.al., pp. 172-175
C. Process Skills: observing, describing analyzing, inferring, explaining,
communicating
D. Value Integration: Cooperation
A. Engagement
1. Let pupils sing the song:
Cooking is Fun
(To the tune of Planting Rice)
Cooking task is really fun
When your heart is filled with joy.
Slicing, cutting, and pounding are some of the works involved
Observe now,observe now, what changes may happen?
When you chop your meat into pieces.
Cooking, cooking is really, really fun.
Try now, try now and it is indeed fun!
2. Review
Pass a ball while the music is playing. Whoever holds the ball as
the music stops will be the one to tell whether the object is solid,
liquid, or gas.(words may be written on a piece of strip colored
paper or teacher may use pictures instead of written words)
1. chalk
2. air inside the balloon
3. soy sauce
4. stone
5. oxygen
3. Motivation
Ask pupils to get a piece of paper. Instruct them to tear it to make a
heart shape. Observe the formed shape
Ask:
How is the heart shape formed? What did you do with the
paper?
What changes happened to the piece of paper after tearing it?
4. Present the topic
Today you will do an activity that will help you understand physical
change in matter.
B. Exploration
1. Divide the class into four groups.
2. Recall the standards in doing the activity.
3. Let the pupils do the activity.
4. Instruct them to answer the guide questions after the activity.
(groupings may be done according to birth month, interest or hobby etc)
Activity “Let’s See What Happen?
What you need:
old magazines/newspaper, scissors, rubber band, copper wire
wooden stick, stone, hammer, piece of cloth, ice cubes, glass
What to do:
A. collaborate with your group in doing the activity

B. Instruct each member to perform the following tasks one by one.
1.Cut the old magazine or newspaper into pieces.
2.Stretch the rubber band.
3.Wind the copper wire around the wooden stick.
4.Pound the stone using a hammer. Do not forget to wrap the
stone in a piece of cloth before pounding.
5.Put the ice cubes inside the glass. After a minute, observe
what happened to the ice cubes.
6.What changes did you notice? Write your observations in
the table.
Material Observation
Before After
1. bond paper
2. rubber band
3. copper wire
4. stone
5. ice cube
C. Explanation
1. Let the pupils report their output by groups (Teacher may encourage
the pupils to report their work in varied ways.)
Ask:
What did you do with the bond paper?
What changes took place after cutting the bond paper into
pieces?
What did you do with the rubber band?
What changes took place after stretching the rubber band?
What did you do with the wire?
What changes took place after winding the copper wire around
the wooden stick?
What did you do with the stone?
What change took place after pounding the stone using
hammer?
What did you do with the ice cubes?
What change took place after putting the ice cubes in a glass?
What changes did you notice with the materials?
Are there new products formed?
How do we call the changes that took place?
When does matter undergo physical change?
2. Have the pupils understand the following concepts:
, Background Information to Teacher
When matter changes its structure but not its composition,

it undergoes physical change. In physical change, an object
changes only its phase or state and structure size, shape, width,
length, and height. No new product is formed. Some of the
processes that cause physical change in matter are cutting,
grinding, breaking, pounding, powdering, and stretching. The
phase changes that matter undergoes are melting(solid to
liquid), freezing (liquid to solid), evaporation (liquid to gas),
condensation (gas to liquid), sublimation(solid to gas), and
deposition (gas to solid) .
3. Ask :
What is the importance of physical changes in the materials
What benefits people can get from the following examples of
Physical changes:
1. water into ice _______________________
2. stretching of rubber band _______________
3. cutting of wood ____________________
4. evaporation of water __________________
E. Evaluation
Describe the physical changes that take place in each picture below .
Write your answer on the blank after the picture.
1. ____________________
https://www.google.com.ph/search?hl=en&site=imghp&tbm (pencil changes in size)
2.
___________________
https://www.google.com.ph/search?hl=en&site=imghp&tbm
(change in color)s
3. ____________________
(change in state)
4. _______________________
(Change in size and shape
5. ________________
(Change in state)
IV. Assignment:
Observe the work , activity or people in your own community. List down
the activities that involve physical changes.
Ex. washing of clothes and drying them under the sun.
WEEK 3 Day 3
LESSON 13: CHANGES THAT MATERIALS UNDERGO
I. Objective:
Show how chemical change takes place in materials
II. A. Materials:
pictures, paper, sugar, spoon, safety matches, worksheets, Science
courseware module
B. References:
Curriculum Guide: S5MT-Ic-d-2
Cyber Science 5, Nicetas G. Valencia & Hayda M. Vilona, pp. 30-32
Science and Health 5 Work Text, Jessie A. Villegas, p.141
www.dost.gov.ph/courseware
C. Process Skills: observing, inferring, describing, viewing,
communicating
Practice self-control
III.Learning Task:
A. Engagement:
1. Review
Activity: 4 PICS – 1 WORD
Let the pupils guess the hidden word by studying the pictures
shown.
cut mel
https://www.google.com.ph/search?hl=en&site=imghp&tbm https://www.google.com.ph/search?hl=en&site=imghp&tbm
pound stre
https://www.google.com.ph/search?hl=en&site=imghp&tbm https://www.google.com.ph/s earch?hl=en&site=imghp&tbm
tch
Say: The game that we had, has something to do with the

physical change that materials undergo. Again, what is
physical change?
2. Motivation
Based on the activity you learned yesterday, complete the song with
concepts learned yesterday.
Sing A Song: Tune: Are you sleeping?
Changes in materials 2x
_________ changes 2x
_________, _________, __________
_________, _________, __________
Physical_______ 2x
B. Exploration:
Say: Today, we are going to do another activity which will show
another kind of change. So, let’s investigate the change that
will happen in the activity and let us try to compare it with the
previous one which was discussed yesterday.
7. Group the pupil into 4.
9. Activity Proper
Let’s Investigate!
Activity 1
Showing How Chemical Change Takes Place in Materials
(Burning of Paper)
Problem: What change takes place in burning paper and
heating sugar
Materials: paper, sugar, spoon, safety matches, worksheet
Procedure:
1. Describe the characteristics before doing the activity.
2. Burn a paper using a match and describe what change
took place.
3. Heat a table spoonful of sugar and describe what
change also took place.
4. Answer these:
What change took place as you burn the paper? as
you heat the sugar?
What was formed after burning the paper? Heating the
sugar?
Observations and Inferences:
BURNING OF PAPER
Materials Describe the Changes that New

material before took place material
burning/heating after formed?
1. paper
2. sugar
Conclusion:
C. Explanation
5. Answering the guide questions during observation.
 What change took place as you burn the paper?
 What material was formed?
 What change took place after heating the sugar?
 What is formed when sugar was heated?
 How will you describe the materials before and after
burning/heating?
 What happens to the composition of the materials
burned/heated?
Science Interactive Courseware: Chemical CHANGE
What are the properties of iron and

rust? Do they have the same
properties?
Iron easily combines with oxygen to

form rust. Rust is soft and powdery.
It is weak.
Iron is one material that is very

hard. Because of its hardness and
strength. It is used to build cars,
bicycles, window, grills and other
machines
Is there a new material formed

during chemical changed?
Sometimes when a material

changes, it doesn’t look like the
original material. Its composition
becomes different. This kind of
change is called chemical change
Water increases the rate at which

iron rusts. Water acts as a catalyst
in the process of rusting. A
catalyst is a material that speeds
up chemical change. However, it
itself does not change
What acts as a catalyst in rusting?
Can it be brought back to original

form?
The properties of the new

materials are different from the
original ones.
When a material undergoes a

chemical change, the new
material formed cannot be
brought back to its original form
Burning is an example of
chemical change. It produces
new materials
What happens to charcoal after
burning?
What new material will be formed

if you burn fire woods?
Some chemical reactions take place

rapidly. Others take place slowly
Background Information for the Teacher
Materials undergo other changes aside from physical change.

Materials when exposed to heat like cooking/heating or burning can
change. The material is now different from its original form because
the substance of it changes.
E. Evaluation
Read each item carefully. Choose the letter of the best answer.
1. When iron rusts, it produces a material that is ___________.
A. Hard B. Strong C. Weak D. Light
2. Which of the following is a product of combining iron and oxygen?
A. Wood B. Nail C. Diamond D. Rust
3. Which of the following situation shows that materials change in
composition?
A. Freezing of ice C. rusting of a steel wool
B. Cutting a piece of wood D. melting ice cream under
the sun
4. In which condition will rust occur?
A. Near the shore C. away from the shore
B. Under the heat of the sun D. in a cool dry place
5. Which is true about change in materials when burned?
A. A new material is formed.
B. The product can be restored to its original form.
C. The new product becomes smooth and shiny.
D. The new material is lost.
IV. Assignment:
Match the original materials with its product after the change.
1. burned wood A. vinegar
2. leftover food for a week B. rust
3. coconut water in a bottle C. sugar & oxygen
left for a week
4. wet iron nails D. spoiled food
5. photosynthesis in plants E. charcoal
WEEK 3 Day 4
Lesson 4: Chemical Change in Materials
I. Objective:
Cite different evidences of chemical change in materials
II. A. Materials:
small water bottle, baking soda, vinegar, plastic spoon, funnel o
embudo, water, plastic cups, small balloon, spoon
B. References:
Curriculum Guide S5MT-Ic-d-2
Science and Health Work Text 5, Jessie A. Villegas, p. 138
Cyber Science Work Text in Science and Technology 5, Necitas
G. Valencia et.al., p. 32
https://www.youtube.com/watch?v=FofPjj7v414
C. Process Skills: observing, following instructions
Carefulness
III. Learning Task:

A. Engagement
Motivation
The learners will drag the pieces of picture to form the correct
image through the use of PowerPoint Presentation
Ask
What image is formed? (Burning wood)
B. Exploration
7. Divide the class into small group
8. Introduce the Lesson 14 “Chemical Change in Materials”
9. Check for the completeness of the materials brought by the pupils for
the activity. Distribute the activity sheet, manila paper and marking
pen
10. Give other necessary instructions in doing the activity (i.e. allotted
time for the activity, the data table to be accomplished, group
presenter/member’s role/ responsibility, precautionary measures to
take etc.)
11. Let the pupils do the activity “Let’s Do It”
12. Supervise the pupils while they are doing the activity
Activity
Let’s Do It!!
What you need:
small water bottle, baking soda, vinegar, plastic spoon,
funnel o embudo, water, plastic cups, small balloon, spoon
What to do:
1. Add ½ cup of water into a water bottle.
2. Put two tablespoonful of baking soda into the water.
3. Put one tablespoon of vinegar into the balloon.
4. Secure the mount of the balloon over the bottle. Be sure
that no vinegar flows into the bottle.
5. After fitting tightly the balloon to the bottle, raise the
balloon slowly to allow vinegar to flow into the bottle.
Observe what happens.
Guide Questions
1. What did you observe when the vinegar dropped slowly
to the baking soda in the bottle?
2. What are the changes in the materials have you
observed? Is there a change in temperature?
3. What change happened to the baking soda and vinegar
that combined together?
C. Explanation
1. Have the group representative present the results of the activity.
Two minutes may be given per group presentation
2. Discuss the activity. Check the pupils’ responses to the activity
questions.
3. Clarify misconceptions when needed.
4. Help the pupils formulate their own ideas/concepts by asking:
1. What are the materials that you used in the activity?
2. How will you describe the materials before performing the
activity?
3. What other changes can be observed from the reaction?
What can you infer from these observations?
4. How did you know that there was chemical reaction taking place
between the baking soda and vinegar?
5. What can you infer from the observation?
6. What new material was released when baking soda was
combined with the vinegar in the bottle?
7. Now, what can you say about the materials you used after the
activity?
8. Will the vinegar still go back to its original form? How about the
baking soda?
9. What do you call the change in the activity?
1. Have the learners construct and express their own understanding.
They should be able to say/ understand that:
Chemical change is a change in which the composition of the
material is altered and a new substance is formed.
2. Ask the learners to cite or identify from other observable situations
or experiences the presence of Chemical Change
Chemical change is to determine whether or not a new substance is

formed. When the intrinsic properties of the original substance or
substances are lost and are replaced by new ones, then a chemical
change takes place. There are, however, certain clues that indicate
the occurrence of a chemical change.
These are:
change in color – tarnishing, rushing, and bleaching are examples

of changes in color that are indicative of chemical changes.
change in odor – putrefaction or decay of organic matter, a

chemical change, is often accompanied by the formation of foul
smell. Any change in odor is almost always an indication of
chemical change
change in taste – the souring of milk and other edible substances

are also an indication of chemical change.
effervescence or the formation of bubbles – the formation of

bubbles from leaves of water plants is an indication of
photosynthesis, a chemical change. The action of acids on metals
and carbonates is also a chemical change that is characterized by
effervescence
precipitation –the formation of insoluble particles of solid may

result from a chemical change. The cloudy suspension that results
from the action or carbon dioxide on limewater is a chemical
change
exothermic and endothermic reactions – the loss or gain of heat

in most changes is often an indication of a chemical change.
E. Evaluation
The teacher will present a video presentation about the Chemical
Change (https://www.youtube.com/watch?v=FofPjj7v414)
Learners will answer the following questions.
1. What are the evidences that should be observed in order to say that
chemical change took place? Give at least two (2) answers.
2. What other examples can you cite that involves chemical change?
Give at least two (2) answers.
3. Why is chemical change important to people and to the
environment?
IV. Assignment:
List down at least 5 chemical changes that happened in your
community.
WEEK 3 Day 5
Lesson 15: Changes that Happen in Materials due to
Presence/Lack of Oxygen
I. Objective:
Investigate changes that happen in materials due to presence/lack
of oxygen
II. A. Materials:
2 medium-sized eggplants
two recyclable plastic containers with cover
knife
materials made of iron
B. References:
Curriculum Guide S5MT-Ic-d-2
Cyber Science Work Text in Science and Technology 5,
Nicetas G. Valencia et. al, pp.30-36
Science Works 5, Myla Corazon S. Casinillo, p. 172
C. Process Skills: inferring, observing, describing, analyzing,
synthesizing, recording, communicating,
comparing, reasoning, investigating, predicting
Awareness on the importance of properties of
materials and their uses in everyday life.

I. Engagement
1. Review
Pass the Message.
Message: Chemical change is a change in materials that
produce another material.
Mechanics:
1. Needs 10 participants.
2. Start passing the message.
3. The last player will say aloud the message.
2. Motivation
Lights, Camera, Action!
1. Ask 4 volunteers to pantomime the following actions:
a. cutting a fruit
b. eating
c. making of fire
d. burning something
Ask: What clue gives you the hint for the correct answer?
A. Exploration
Say: Predict what will happen when 2 sliced eggplants are placed
in two containers: one is covered and the other one is
uncovered.
(Note: Materials to be used in the activity may vary.)
Activity
1. Check the materials needed: 2 medium-sized eggplants,
knife, 2 recyclable plastic containers.
2. Recall the standards to be followed when performing a
simple experiment
3. Ask the leader to slice the eggplants.
4. Then place each part of the eggplant in the plastic
containers.
5. Label the containers A and B
6. Cover container A tightly and leave container B without
cover
7. Record your findings.
8. Compare it with your predictions.
Container A Container B
B. Explanation
3. Presentation of Output.
4. Guide Questions:
c. What have you noticed to the flesh of the eggplant that is
placed in the plastic container and covered? to the flesh of
eggplant and left uncovered?
d. What makes the flesh of the apple that is exposed to air
change its color?
e. What indications that the materials changed chemically due
to presence of oxygen? due to lack of oxygen?
C. Elaboration/Extension
Materials around us undergo chemical change. These changes

happen when some chemical components react due to
presence/lack of oxygen in the air. Thus, they may change in color
and odor. It also entails formation of new products.
Examples:
An eggplant which is sliced/cut and exposed in the air turned
brown. It gradually leads to decomposition.
Iron forms rust when its component reacts with oxygen in the
air. Rust is also called iron oxide.
Ask:
1. What do you think is the effect of decayed materials to
people, to the community and to the environment?
2. How does rust affect the materials made of iron?
D. Evaluation
Based on the results of the activities, answer the following
questions:
1. What changes happened to the sliced eggplants placed in the plastic
container and left uncovered? the one that is covered?
2. What speeds up the change in color to the eggplant that is left
uncovered than the one that is covered?
3. What substance in the air combines with iron to form rust?
4. What do you think will happen to the materials as they continue reacting
with oxygen?
5. Why recyclable plastic containers is better to reuse as storage rather
than the used cans?
6. How do materials change chemically with the presence of oxygen?
IV. Assignment:
1. Gather information using internet or other reference books to find more
about rust or iron oxide. Answer the following questions:
a. What are the effects of rust on materials to other materials?
b. How does rust affect the people in the community?
c. How could the occurrence of rust be prevented?
2. Perform Extension Activity
Extension Activity
Let’s find out:
What changes will happen in the materials due to presence or
lack of oxygen?
What you need:
Four (4) pieces of nails, 2 recyclable glass jars with cover, salt
and sand paper
What to do:
1. Clean the nail with sand paper and then ash them with warm
water. Clean the glass jars and rinse them with warm water.
2. Label the jars A and B. fill jar B with tap water and a teaspoonful
of salt.
3. Put two (2) nails in each jar. Cover jar A tightly and leave jar B
without cover.
4. Place the jars outside where there is enough air two days.
5. Observe what happens to the nails in both jars. Do not open jar
A yet.
Guide Questions:
1. What did you observe with the nails in jar A?

2. What did you observe with the nails in jar B?
3. What new material was formed in the nails in jar B?
4. What substance in jar B speeds up the formation of rust?
5. What substance in the air is needed to combine with iron in the
nail and from rust?
6. Do the rust and iron nail have the same chemical composition?
Reference: Cyber Science Worktest pp. 31-32
WEEK 4 Day 1
Lesson 16: Investigating Changes That Happen in Materials due to

Application of Heat
I. Objective:
Investigate changes that happen in materials due to application of heat
II. A. Materials:
matchstick clay pot
scratch paper bond paper
2 tablespoons of white or refined sugar light bulb
stove calamansi juice
B. References:
S5MT-Ia-b-1
Cyber Science Worktext in Science and Technology, Nicetas G.
Valencia, et. al, pp.30-36
Science Works 5, Myla Corazon S. Casinillo, p. 174
Scott Foresman Science Teacher’s Edition, pp. B37-B39.
C. Process Skills: inferring, observing, describing, recording, analyzing,
synthesizing, communicating, comparing, reasoning,
investigating
Carefulness

E. Engagement
1. Review
Distribute the pieces of scratch paper to the class. Ask them to
manipulate it to show physical change through:
 Folding
 Cutting
 Crumpling
 Tearing
2. Motivation
The teacher will perform a simple demonstration of burning paper.
Note: Collect the papers after the activity.
Ask:
What happened to the scratch paper?
What changes did you observe?
Can you return the ash into a scratch paper? Why or
Why not?
Record pupils’ answers as basis for assessment.
F. Exploration
Predict what will happen if we heat white sugar in a pot. Fill up
the chart below.
Problem Prediction 1 Prediction 2 Prediction 3
What will happen to

sugar inside the pot
when
heated?
Activity
What you need:
2 tablespoons of white/refined sugar
pot
stove
What to do:
9. Pour 2 tablespoons of sugar in a pot.
10. Turn on the stove and heat the sugar in low fire.
Caution: Be very careful when heating the sugar. The
teacher may assist on this part. Do not taste it.
11. Observe what happened.
12. Turn off the stove when the sugar is about to melt.
13. Record your observations on the chart below.
Characteristics Before Heating After Heating
Color
State/Phase
Odor
G. Explanation
5. Ask the group to share some of their predictions and observations
regarding the activity
6. Answer the follow up questions:
f. Did the sugar change its color? Describe it.
g. Did its phase change?
h. What are the indications that the sugar really underwent
chemical change?
i. Is there a new product formed?
j. What were the changes that occur in sugar due to application of
heat?
k. Are your predictions correct?
F. Elaboration/Extension
Background to the Teacher
A chemical change occurs to materials when heat is applied. Change in

color, taste and odor, production of smoke, ash, bubbles, fire, new products and
even heat are the indications of chemical change.
Application:
3. Is formation of bubbles an indication of chemical change?

4. When burning a paper, what are the new products formed?
G. Evaluation
Encircle the letter of the correct answer
1. Aling Maring burns leaves early in the morning in their backyard. Which of the
following is the indication that material formed into new form when heat is applied
on it?
A. ash B. fire C. heat D. smoke
2. Which of the following procedures in cooking banana cue involves
chemical change?
A. peeling the bananas
B. melting the sugar
C. putting the bananas on the sticks
D. selling the banana cue
3. Ash is a new substance formed when ____________.
A. pyrite comes into contact with acid.
B. food is digested.
C. a fruit turns moldy.
D. wood is formed.
4. Which of the following activities showed chemical change
due to application of heat?
A. pancake making
B. cutting of wood
C. straightening of hair
D. rusting of nail
5. Which of the following is NOT an indication of chemical
change due to application of heat?
A. change in color
B. change in odor
C. change in taste
D. change in size
IV. Assignment
Home Connection:
Materials: cotton, calamansi juice, bond paper, light bulb/fluorescent
bulb/emergency light
What to do:
1. Use calamansi juice and swab of cotton to write words or draw pictures on a
bond paper.
2. Hold the paper near a light bulb for 3-5 minutes.
Safety Note: Be sure not to hold the paper too near the heat source (light bulb),
as the paper may burn.
Question: What changes happen to the materials?

WEEK 4 Day 2
Lesson 17: Signs When Materials Undergo Physical and
Chemical Change Due to Presence/Lack of Oxygen
I. Objective:
Enumerate signs when material undergo physical and chemical change
due to presence/lack of oxygen.
II. A. Materials:
candle, candle holder, matchstick, glass, apple
B. References:
S5MT-Ic-d-2
Cyber Science Worktext in Science and Technology. Nicetas G.
Valencia et al, pp. 24-42
communicating
D. Value Integration: Cooperation
A. Engagement
Let pupils sing the song:
Science Time
(Tune: This Old Man)
Science time, let’s have fun
We will learn as we have fun.

Observation, thinking and sharing of thoughts,
Science time for everyone.
1. Review
Let pupils give examples of changes that happen in materials
due to application of heat.
Examples: garlic is burned if cooked
a cake is baked in the oven
water is boiled on the stove
B. Exploration
2. Recall the standards in doing the activity.
4. Instruct them to answer the guide questions after the activity
5. Activity Proper
Activity Give Me the Signs
What you need:
candle, candle holder, matchstick, glass, apple, bowl of
water
What to do:
1. Put the candle in a candle holder.
2. Light up the candle. After a minute, observe the
physical and chemical changes that happen to the

candle when air is present.
3. Cover the lighted candle with a glass.
4. Observe what happened to the candle after covering
it with a glass.
5. Slice the apple into halves.
6. Expose the first half of the apple into the air for few
minutes
7. Soak the other first half in a bowl o water
8. Record your observations in the table below
Material Change that Happen Change Happen

to Material When to Material When
Oxygen is Present Oxygen is absent
(lighted candle (lighted candle

uncovered; sliced covered; sliced
apple exposed to air) apple soaked in
water)
lighted candle
sliced apple
C. Explanation
1. Presentation of group outputs. Let each group present their work in
Class
2. Guide Questions:
a. What have you observed from the burning candle when it is
uncovered and covered?
b. What helped the candle continue burning? Explain your answer
c. What changes took place in the candle?
d. What happened to the sliced apple exposed to the air and soaked
in water?
e. What changes took place in both of the halves of the sliced apple?
f. What physical change(s) occurred?
g. What chemical change(s) occurred?
h. What condition contributed to these changes?
i. Have you observed rusting of iron window grills, why do you think
this change occur?
j. To what elements are iron window grills exposed to?
k. What do you think are the reasons of rusting?
Ask pupils their knowledge on the following
a. camote turns brown after peeling and exposing it to air.

b. Plants wilted when left inside the room
c. milk sours after a period of times
Can you enumerate signs when materials undergo physical and
chemical change due presence of oxygen?
How about the signs when materials undergo changes due to lack of
oxygen?
2. Have the pupils understand the following concepts.
Some of the processes that cause physical change in matter are cutting,
grinding, breaking, pounding, powdering, and stretching. The phase
changes that matter undergoes are melting(solid to liquid), freezing(liquid to
solid), evaporation ( liquid to gas), condensation (gas to liquid),
sublimation(solid to gas), and deposition (gas to solid)
Materials undergo chemical change in different ways. During the change

process, one or more new materials with different compositions can be
formed. For the chemical reaction to happen heat energy or other
substances are needed to break the bonds of molecules. The speed rate of
chemical reaction in different materials depend on temperature, presence of
light, pressure, and presence of catalyst, and electricity.
3. Ask:
a. How will you prevent the rusting of iron grills? Explain
b. You are planning to grill tilapia and pusit what will you do to
speed the burning of charcoal? Why?
E. Evaluation
Identify the sign when materials undergo change in each of the
following situation below:
1. Aling Juana is a banana cue vendor. One time, she asked her
daughter to help her peel the banana. It took them an hour to
finish the task. She found out that all the peeled banana on the
plastic tray turned into brown.

2. Father found a dead rat inside the stock room. The
decomposed body of the rat produced unpleasant odor. He
disposed it by burying the remains into the soil.
3. Yaya Meling left the glass of bottle of milk on the table. The
next morning she found out that there were bubbles formed.
4. Gelyn went to Baguio for a vacation. She forgot to place her
plants outside the garden. When she came back the plants
were wilted.
5. Leftover soup was placed on a container for two days on the
table. Bubbles formed because it is already spoiled.
IV. Assignment
Answer the following questions:
1. Aside from camote, what other foods turns brown when exposed to air?
2. What will you do to leftover foods to avoid spoilage?
WEEK 4 Day 3
Lesson 18: Signs when Material Undergo Physical and Chemical

Change due to Application of Heat
V. Objective:
Enumerate signs when materials undergo physical and chemical
change due to application of heat.
VI. A. Materials:
pictures. flashcards, Worksheet, matchstick iron nail with rust,
candles, an empty tin can, ice, graphic organizer

B. References:
S5MT-Ie-g-3
Science and Health 5, Natividad Alegre-Del Prado, pp.150-152
www.merriamwebster.com
C. Process Skills: observing, analyzing, describing, identifying,

communicating
Importance of chemical change in the day to day
activities
III. Learning Task:
F. Engagement
4. Review
Signs of physical and chemical change due to presence and absence
of oxygen
Say: In the previous lesson, you learned that in physical

Change no new material is formed and in chemical
change a new material is formed.
The teacher will show some pictures showing materials
that undergo physical and chemical change due to
presence/absence of oxygen.
Picture Analysis: CHEMICAL or PHYSICAL?

Say: Analyze each picture. Tell whether the change shown is
physical or chemical change then enumerate the signs of
change.
https://www.google.com.ph/search?q=toasted+bread&source
https://www.google.com.ph/search?q=balloon&source
https://www.google.com.ph/search?q=deadrat&source https://www.google.com.ph/search?q=photosynthesis&source
Say: These changes may either be change in physical or chemical

Ask: What factor affects the changes that happened to the
materials in the picture? (Presence of air / oxygen)
5. Motivation
Activity: Word Wizard!
Say: I have here 5 sets of jumbled letters. Arrange the jumbled
letters to form the words which we will use in out activity
later. The meaning of the words serves as your clue
OUBTSINCOIN - igniting or fire
ERETUTMEPRA - hotness or coldness
OOTS- dirt
PERISPIATTE - to become separated from a liquid
EVERRISLEB – able to be changed back to original form
G. Exploration:
10. Preparation
a. Setting of standards.
b. Group the pupils into 5 and distribute the activity sheets.
c. Check for the completeness of the materials brought by the pupils for the
activity.
d. Explain the directions in doing the activity.
11. Introduce the lesson: signs when materials undergo physical and
chemical change due to application of heat.
Supervise the pupils while they are doing the activity
Activity
Materials undergo change due to application of heat
Problem: What are the signs of physical and chemical
change due to application of heat?
Materials: worksheet, matchstick, candles, empty tin
can, ice, holder
Procedure:
1. Light a matchstick until the half of the stick is burned.

2. Light a candle. Using a holder, place an empty tin can
over the flame of the candle. Notice what is formed at the
bottom of the can.
3. Go outside. Put an ice anywhere. Leave it for 5 minutes.
A. Observation and Inference:
Materials What causes What is What are Can it be

the materials produced? the signs brought
to change? that the back to its
materials original
undergo
form?
change?
Matchstick
Burning
candle and
tin can
Ice
H. Explanation
1. Have the group representative to present the results of the
activity. Two minutes may be given to each group presentation.
2. Guide questions:
 What caused the materials to change?
 What happened to the matchstick when rubbed on a rough
surface?
 What made the material continue burning?
 Was there an energy released while the matchstick is
burning?
 What energy was released?
 Is there a new material formed? Can it be brought back to
its original form?
 What was formed at the bottom of the can?
 What changes happened to the candle?
 Can it be brought back to its original form?
 How would you describe the ice before placing outside?
 What happened to the ice after placing outside?
 Was there a change in taste and color?
 What change took place? Can it be brought back to its
original form?
I. Elaboration
Ask: What are the signs of physical and chemical change when heat is
applied?
Say: Let us summarize the things that you learned by completing this
graphic organizer.
SIGNS OF CHANGES IN MATERIALS
PHYSICAL CHEMICAL
Background Information for Teachers:
When a matchstick is rubbed against a rough surface, friction is

produced. The matchstick is kindled. Its color changes into black.
Smoke, heat and ashes are produced. These are new substances
formed during combustion. They become irreversible. Soot or dirt is
formed under the can when it is placed over the lighted candle. Heat
is also transferred through conduction. Both the burned matchstick
and ash on the heated tin can are products of chemical change.
In placing the ice outside, its solid phase and shape becomes
liquid. But no new material is formed. It is physical change.
When heat is applied to materials that undergo physical change,

they change in shape, texture, phase and temperature. On the other
hand, when heat is applied to materials that undergo chemical
change, color, odor and temperature also change.
Application
What is the importance of burning charcoal to a barbeque vendor?
J. Evaluation
Identify the signs of change that are evident in each picture.
1. Rough wood 2. Finished wood

https://www.google.com.ph/search?q=toasted+bread&source https://www.google.com.ph/search?q=woodfloo&source
3. Painting a car 4 Hot pan
https://www.google.com.ph/search?q=paint&source https://www.google.com.ph/search?q=hotpan&source
5. Lighting a firework 6. Burning gasoline
https://www.google.com.ph/search?q=fireworks&source https://www.google.com.ph/search?q=smoke&source
IV. Assignment
Draw pictures that exhibits signs of physical and chemical change.

WEEK 4 Day 4
Lesson 19: Classification of Changes in Materials
I. Objective:
Classify changes that occur as to physical and chemical changes
II. A. Materials:
table, activity sheet, metacards
B. References:
Science Works! Grade 5, Diwa Learning System INC, Myla
Corazon S. Casinillo, p. 167
Cyber Science Worktext in Science 5, Nicetas G. Valencia and Dr.
Hayda M. Villona, p. 8
C. Process Skills: classifying, comparing and constructing,
communicating ideas
Carefulness
III. Learning Task:

A. Engagement
3. Review
Jumbled words.
(Teacher will distribute the envelope containing metacard)
Arrange the jumbled phrase to form the science ideas. Paste your
work on the manila paper.
Group 1
is a change and where a Chemical may be
in the characteristic new Change formed.
composition of matter substance
Group 2
is a change no new state of Physical is formed.

only in the material matter and Change
2. Motivation
FACT or BLUFF.
Say: I am going to give statements about properties of
materials.
Direction: Raise the word FACT if the statement is correct
and BLUFF if it is not.
FACT 1. Liquid freezes into solid such that you
can hold water.
BLUFF 2. Due to physical change, the sweet
sugar may turn sour or bitter.
FACT 3. To dry clothes, liquid evaporates into

gas called water vapor.
BLUFF 4. There is no new substance formed
when carbon dioxide and water
become food in the leaves of a
plant.
FACT 5. Melting of candle is a change from
solid to liquid.
Present the new lesson:
Say: Today, we are going to categorize changes
that occur in materials.
B. Exploration
A. Preparation
B. Group Activity

Activity
Where do I belong?
Problem: Which situations show chemical change and physical
change?
Materials: table, chart
Procedure:
4. Study the following situations.

a. stretching a rubber band without breaking it.
b. vegetable infected with pests.
c. tissue paper being burned.
d. breaking barbecue stick into 3 pieces.
e. cutting a sheet of cardboard into 4.
f. combining ammonia and vinegar.
g. smoke produced while heating the sugar.
h. food left outside the refrigerator gets spoiled.
i. pounding a teaspoon of peanuts.
j. bending a piece of wire to form a circle.
5. Classify changes that occur as to physical and chemical changes.
6. Record your answers in the table or chart below
Physical Change Chemical Change
Observation:
5. Based on the table, what situations shows physical change?

chemical change?
6. What conditions can be produced from chemical change?
physical change?
Conclusion:
C. Explanation
 What changes took place in the materials during physical change?

 How will you describe materials in chemical change?
 What are the evidences that chemical change takes place?
 How do you differentiate physical from chemical change?
1. Generalization
What are the two types of changes that materials
undergo?
2. Application
For five minutes, observe some changes that take
place in our school ground. Record it then classify as
to physical change chemical change.
Changes in Materials
Physical Change Chemical Change
E. Evaluation
Classify the following changes in materials as to chemical
Or physical.
6. Fruit juice becomes alcoholic drinks.

7. A liquid turns into gas when it is heated.
8. Banana turns sweet.
9. Mother bakes your favorite cookies.
10. Plastics and nylon stockings are made from organic materials
IV. Assignment:
Observe ten (10) changes that took place in your community.
Record them, then classify as to physical or chemical change.

WEEK 4 Day 5
Lesson 20: Specific Changes that Occur as to Physical and

Chemical Change
I. Objective:
Explain specific changes that occur as to physical and chemical change
II. A. Materials:
activity sheet
video clip
B. References
Curriculum Guide S5MT – Ic-d-2
Science Worker 5, Myla Corazon S. Casinillo, pp. 172 – 173
Science and Health Work Text 5, Jessie A. Villega, p. 138
https://en.m.wikipedia.org
C. Process Skills: observation, classifying, inferring, explaining
Awareness on the usefulness of
materials in

A. Engagement
Review
Write “P” for Physical or a “C” for Chemical, to indicate the type of
change that is taking place.
________ 1. digestion of food
________ 2. cutting of wood
________ 3. melting of butter
________ 4. ripening of fruits
________ 5. water evaporating

B. Exploration
1. Divide the class into five groups.
2. Have the group representative present the result of the activity.
3. Let the pupils explain and understand the specific changes that occur in
physical and chemical change.
Activity
A. Tell which signs show the following chemical changes

Check (/) from the column below. (Video Presentation)
Name of Change Release Formation Production Release Condition

of heat of New of of gas that
Material Substance Mechanical cause the
Energy change
size shape color state
Wood
becomes
charcoal
Firecracker
display
Dynamite
bombing
Milk + vinegar
= cheese
Photosynthesis
Decaying of
mango
Iron+oxygen+
water = rust
Burning of
fuels and
gasoline
Stretching a
rubber band
Breaking a
barbecue stick
Pounding
peanuts
Bending a
piece of wire
B. Explain the evidences of specific change when no new materials are

formed. Complete the graphic organizer.
Change in __________________
Change in __________________
Evidences of
Specific Change in
materials that
undergo physical Change in __________________
and chemical
change
Production of __________________
Production of __________________
C. Explanation
1. Let the learners report their output
2. Analysis and Discussion
a. How does physical and chemical change differ?
b. From the activity what materials underwent physical change?
Chemical change?
3. What are the specific changes manifested by the materials during physical and
chemical change?
Physical Change
Melting (solid to liquid)
Freezing (liquid to solid)
Evaporation (liquid to gas)
Condensation (gas to liquid)
Sublimation (solid to gas)
Deposition (gas to solid)
Chemical Change
Change in taste
Change in color
Change in odor
Precipitation
Effervescence or the formation of bubbles
Exothermic and endothermic reactions
D. Elaboration
Physical Change
 Melting (solid to liquid) is a physical process that results in the phase
transition of a substance from a solid to liquid
 Freezing (liquid to solid) is a phase transition in which a liquid turns
into a solid when its temperature is lowered below its freezing point
 Evaporation (liquid to gas) is a type of vaporization of liquid into a
gaseous phase that is not saturated with the evaporating substance.
The other type of vaporization is boiling, which is characterized by
bubbles of saturated vapor forming in the liquid phase
 Condensation (gas to liquid) is the change of water from its gaseous
form (water vapor) into liquid water. Generally occurs in the
atmosphere when warm air rises, cools and looses its capacity to hold
water vapor.
 Sublimation (solid to gas) is the transition of a substance directly from
the solid to the gas phase without passing through the intermediate
liquid phase.
 Deposition (gas to solid) is the process in which gas transforms into
solid
Chemical Change
 Change in color – is tarnishing, rushing, and bleaching are example of

changes in color that are indicative of chemical changes.
 Change in odor – is putrefaction or decay of organic matter, a chemical
change, is often accompanied by the formation of foul smell. Any
changes in odor is almost always an indication of chemical change
 Change in taste – is the souring of milk and other edible substances
are also an indication of chemical change.
 Effervescence or the formation of bubbles – is the formation of bubbles
from leaves of water plants is an indication of photosynthesis, a
chemical change. The action of acids on metals and carbonates is also
a chemical change that is characterized by effervescence
 Precipitation – is the formation of insoluble particles of solid may result
from a chemical change. The cloudy suspension that results from the
action or carbon dioxide on limewater is a chemical change
 Exothermic and endothermic reaction – is the loss or gain of heat in
most changes is often an indication of a chemical change.
Application
Draw Changes in materials. Identify the type of change and the
properties that changed based on your drawing. Write the procedure or
process on how change occur.
E. Evaluation
Below is a list of changes in matter. Under the Physical Change or
Chemical Change. Identify the specific change column write PC if the
material underwent Physical Change and CC if Chemical Change the
occurs in each of the items listed.
Example:
Photosynthesis: CC: synthesis
Process/Changes Physical Specific Change

Change/Chemical
Change
1. Cloud Formation
2. Make food flavors
3. Drying Clothes
4. Making ice cream
5. Rusting of roof
IV. Assignment:
Answer the following questions
1. What benefit can people can from the following situations?

a. Evaporation of water
b. Burning of wood
c. Water into ice
d. Solidified ice cream
2. Identify the new product that will be formed in each situation and explain its
importance.
 fermentation of fruit juice
 decaying of dead animals
 combination of carbon dioxide and light
 mixture of vinegar and chlorox
WEEK 5 Day 1
Lesson 21: When materials become harmful to the environment
V. Objective:
Observe when materials become harmful to the environment
VI. A. Materials:
video clip
illustration/pictures of School, Market, and Hospital
B. References:
Curriculum Guide S5MT-Ie-g-3
Science Spectrum Work Text in Science and Health for Elementary
6 Rebecca R. Fallaria et.al., p.137
https://www.youtube.com/watch?v=1ReuOnKSi0s
C. Process Skills: observing, classifying, predicting
Love of nature
VII. Learning Tasks

F. Engagement
Motivation
The learners will watch a video clip of El Gamma Penumbra’s
Touching Tribute to Mother Nature
https://www.youtube.com/watch?v=1ReuOnKSi0s
Ask:
What did you feel after watching the video clip presentation?
Where can we find those trashes?
G. Exploration
1. Activity Proper
a. Groupings of the class
b. Setting of Standards
Activity
Gallery Walk
What you need:
Illustrations of the different stations
Advance Preparation (To be done by the teacher a day before
the lesson)
1. Prepare three learning stations inside the classroom
 Station 1 – Hospital
(Pictures of dextrose, medicine bottles, used
syringed)
 Station 2 – Market
(Pictures of plastic bag, Styrofoam, vinyl, can,
home maintenance, for laundry and cleaning)
 Station 3 – School
(Pictures of plastic bag, Styrofoam, can, plastic
bottles)
What to do:
1. Each group will be assigned to a respective station

2. After 3 minutes of analyzing the pictures in the
station assigned to your group, move to the next
station until you complete the cycle.
3. Complete the table below by listing down the
materials seen in the station. Then, identify whether
each material is useful or harmful by putting a check
mark (/) on the appropriate column.
Material Useful Harmful
H. Explanation
A. Group Reporting
1. Based on the activity, what are materials seen on the pictures in the
different stations?
2. Are all materials found in each station are safe to use? Why or why
not?
3. What materials can you consider useful that can be found in each
station? How about harmful materials?
4. Why did you consider that these materials are useful and harmful?
5. What are these materials made of?
I. Elaboration/Extension
1. There are lots of harmful materials found in the community like
in school, market, hospital, church and malls
Below are examples of the harmful materials
community
 tubes/bottles of shampoo and conditioner, for laundry
and cleaning, for home maintenance
 plastic container
 styrofoam
 medicine bottles
 disposable syringed
 dextrose
2. Harmful materials should be properly disposed
Application
Make a slogan or poster about proper disposal/storage of materials that
are harmful to the environment.
J. Evaluation
A. Encircle the best answer.
1. Leziel used to bring cooked rice for her lunch in t school. Which do you
think is the safest container to store it?
A. Wrap it with aluminum foil
B. Wrap it with banana leaf
C. Put it inside a plastic bag
2. Aling Jessica is fond of buying air freshener. Which will be good for the
environment and best alternative to use?
A. peelings of calamansi
B. cologne
C. mothballs
3. Dr. Gregorio De Chavez gave vaccines to pet dogs at Barangay
Berinayan; Laurel, Batangas. Which is the proper way to dispose the
used syringe?
A. Burn them.
B. Throw them in a trash can.
C. Put it in an empty bottle of mineral water, label it with toxic
material before disposing.
4. Niña is fond of cleaning the toilet. What is the best way she can use to
clean it?
A. Using soap detergent and water.
B. Using muriatic acid.
C. sing baking soda.
5. Mario is cleaning his room. He found lots of plastic bags. What
do will he do with it?
A. Burned the plastic bag.
B. Keep them for future use.
C. Keep them under the bed.
VIII. Assignment:
Read the given situation. Write 2-3 sentences to express your insight about
it. (Use the given rubrics in checking pupils’ work)
1. Cathy is helping her mother sweeping their backyard every Saturday.
She noticed that trashes are made up of different materials like twigs,
dried leaves, plastic bags and the like. If you were Cathy what are you
going to do to reduce the possible harmful effects of these materials to
the environment?
Criteria YES NO
Learners followed the given instructions.
Learners have a substantial idea about the topic.
Learners emphasized the importance of taking

care of the environment.
Learners included detailed information.

WEEK 5 Day 2
Lesson 22: Harmful Effects of Materials to the Environment
V. Objective:
Describe the harmful effects of materials to the environment
VI. A. Materials:
pictures
video clip
PowerPoint Presentation
Metacards
B. References:
S5MT-Ie-g-3
Science Works 5, Myla Corazon S. Casinillo, pp. 178-179.
Science Spectrum, Rebecca R. Fallaria, et.al., pp.168-173.
Science Spectrum 6, Rebecca R. Fallaria, et.al., pp.137-138
synthesizing, comparing, reasoning
Awareness on Safety Precautions

A. Engagement
1. Review
A. Checking of Assignment.
B. New Words to Learn
Use PowerPoint presentation or strips of cartolina for the new words which
will be tackled during the lesson
 ozone layer
 acid
 chloroflourocarbons (CFCs)
 pollution
 Global Warming
The teacher may conduct a pre-assessment by asking if the pupils know
the meaning of the words. Record their answers and check it during the
lesson.
2. Motivation
Picture Analysis
Teacher will show at least five pictures of materials found in the
community. The pupils will analyze the pictures as to the benefits
that they give to the people.
Suggested pictures:
 power plant
 pile of used tire
 junk Shop
 repair Shop
 different vehicles
B. Exploration
Inform: Did you know that even how useful the materials are, they may also
be harmful?
Ask: In what ways do you think they can be harmful?
Solicit ideas from the children. Have them record their answers
under the K column of the KWL chart.
Ask:
What other things do you want to know as we go on with our lesson?
Write your answers on the (W) Column
I Know I Want to Know I Have Learned
A. Prepare the class for a short video clip viewing. (log in to

www.scientificamerican.com)
Ask: Do you use plastic materials at home?
Say: Today you are going to watch a short video clip, entitled,
“Plastic Not-So-Fantastic”
Give the purpose for viewing.
Say: After viewing, you are expected to answer the following
questions:
1. What are the plastic materials presented in the video?
2. How could these materials harm the environment?
 Teacher will have a quick flashback of the questions.
 The pupils will give their answers.
B. Group activity
1. Group the pupils into five.
2. Recall the standards to follow during group activity.
3. Distribute the metacards containing research of information
(prepared by the teacher two days before the lesson) about the
harmful effects of materials to the environment.
 Group I – Depletion of the Ozone Layer
 Group II – Global Warming
 Group III – Air Pollution
 Group IV-Acid Rain
 Group V- Water Pollution
4. List down the materials that contribute to each the
environmental problem assigned.
C. Explanation
7. Ask a volunteer from each group to present their work.
8. Answer the follow up questions:
a. What are the different harmful materials that affect the environment?
b. How will you describe each of the harmful effect of materials to the
environment?
 Depletion of the ozone layer
 Global Warming
 Air pollution
 Land Pollution
 Water Pollution
 Acid rain
Materials in the environment are mostly useful. However, they may become
harmful to the environment depending on the way we use or handle them. Some of
these harmful effects are depletion of the ozone layer, global warming, acid rain,
land pollution, air pollution and water pollution.
a. Depletion of the Ozone Layer – this is a natural way of destroying the ozone
layer of the atmosphere due to chloroflourocarbons which are found in the
materials like refrigerants, plastic, styrofoam, propellant for spray cans,
perfumes and insecticides.
b. Global Warming – is the higher global temperature that causes the sea level
to rise. This results to extreme weather conditions like super typhoons,
tornadoes, El Niño, and La Niña. This is caused by overusing of energy and too
much production of fuel products from power plants.
c. Acid Rain – this is the state of rain water containing very high acid. This
happens when gaseous chemical wastes from industries turn into acids and
combine in the atmosphere during the evaporation process.
d. Land Pollution – this is the condition of land that is contaminated due to
harmful substances known as pollutants. This is due to improper disposal of
waste materials containing substances the harm the soil.
e. Air Pollution –is the condition of air that is contaminated brought by smoke
released by different vehicles and fumes emitted by power plants and factories.
f. Water Pollution – is the condition of water that is contaminated due to waste
products which directly disposed to the bodies of water by some factories and
even by people.
 Ask the pupils to fill up the information needed to complete their

KWL chart about what they learned on the L column.
 Do you think we are also affected by these harmful effects of the
different materials? If yes, what are some possible effects? If not,
explain your answer.
E. Evaluate
Match the description from column A with the effects of materials to the
environment in column B. Write the letter of the correct answer on the blank
provided.
Column A Column B
____1. higher global temperature that causes A. acid rain
rain extreme weather condition due to B. air pollution
burning fuels from power plants C. depletion of
____2. rain water containing very high acid the ozone layer
ozone layer caused by gaseous D. global warming
chemical wastes from industries and E. land pollution
combine with the air F. water pollution
____3. water is contaminated due to waste products
directly disposed to the bodies water by
some factories and the trashes thrown by
people
____4. destruation of the ozone layer due to chloro-
fluorocarbons present in materials like
styrofoam, plastic, propellant for spray
cans, etc
____5. air is contaminated due to smoke released
by different vehicles and fumes emitted by
power plants and factories
VIII. Assignment
Gather some materials at home that have harmful effects to the environment.
What will be step to lessen the chance of harming the environment due to these
materials?
Week 5 - Day 3
Lesson 23: Biodegradable and Non-Biodegradable Materials
I. Objective:
Differentiate biodegradable from non-biodegradable materials.
II. A. Materials:
trash bin, metacards, activity sheets
B. References:
Curriculum Guide for Grade 5 S5MT-Ie-g-1
Science Spectrum Work Text in Science 6, Rebecca R. Fallaria
et al., pp. 131 - 137
C. Process Skills: classifying, recording, comparing and constructing,
communicating ideas
Proper waste segregation
III. Learning Task:
A. Engagement
4. Review:
Game: Fall-in-line please.
Say: I am going to give some situations about the effects of
materials to the environment. I wil call two students to handle the
metacards. Written on it are ‘Good Effect’ and ‘Bad Effect’ of
materials. What you are going to do is to fall in line to the answer
of your choice.
a. Rubber when burned produces toxic fumes and acid rain.
b. Improper waste disposal causes diseases and pollution that
pose danger to our health.
c. Some synthetic materials are used to produce medicine.
d. Materials are used in building houses and other
infrastructures.
e. Air conditioners help to cool our house and workplaces.
5. Motivation
Picture Analysis.
Let the learners look at the picture and tell something about it.
https://www.google.com.ph/search?q=payatas&source
Do you practice waste segregation?

Why is it important to segregate our waste?
B. Exploration:
Ask: How do you dispose your garbage or waste material?
A. Advance Preparation
B. Group Activity/ Activity Proper

1. Setting activity standards
2. Performing the activity
Activity
Help me to waste material
Problem: How do we classify your waste material?
What you need: table/chart/trash bin

What to do:
1. Read the words written in the metacards.

2. Classify the following materials according to their
similarities by pasting the metacards in either A or B.
3. Give the characteristics of materials in trash bins A and B
as to materials that decay or do not decay easily
A B
rubber tire Left – over Empty cans Old clothes

(wheel) foods and shoes
Empty bottles Scratch paper Pieces of Plastics

woods
Broken Aluminum Rotten fruits Dried leaves

blades of cans and grasses
electric fan
Characteristics
Materials that decay easily Materials that do not decay easily

What do I observe:
1. What are the materials falls in trash bin A?

2. What are the materials falls in trash bin B?
3. How do you classify materials?
4. What are the characteristics of materials in trash bin A?
5. What are the characteristics of materials in trash bin B?
C. Explanation

 What are the materials that you put in the bins?
 How did you classify or group them?
 What materials decay easily? What do you call them?
 What is non-biodegradable material?
 What are the characteristics of biodegradable materials?
 What materials do not decay easily? What do you call them?
 What are the characteristics of non–biodegradable
materials?
 How do you differentiate biodegradable materials from non-
biodegradable materials?
D. Elaboration
1. Generalization
Background information for the Teacher
Non-biodegradable wastes are those that will not decay even

for a long period of time. They cannot be decomposed nor can be
recycled by nature. As consumers use modern products, they also
discharge non-biodegradable detergents into sewers or septic tanks.
Furthermore, they generate millions of tons of solid plastic wastes
which cannot decay. This results in the piling up of millions of tons of
plastic garbage all over the world.
Biodegradable waste include any organic matter in waste

which can be broken down into carbon dioxide, water methane or
simple organic molecules by microorganisms and other living things
using composting. Biodegradable substances include food scraps,
cotton, wool, wood, human and animal waste, manufactured
products based on natural materials.
2. Application
Challenge your creativity
 Group 1 – Sci-actors. Present a short skit that shows the

difference of biodegradable from non-
biodegradable materials.
 Group 2 – Sci-singer. Through a song/yell, differentiate
biodegradable from non-biodegradable
materials.
 Group 3 – Sci-collage. Through a collage, differentiate
materials.
 Group 4 – Scibiz. Present a talk show about the difference
of
materials.
E. Evaluation
Directions: Differentiate biodegradable from non-biodegradable.

Choose the letter of the best answer.
11. Empty cans, bottles, boots and scratched paper
are
examples of waste materials. Your mother told you to
segregate them. Which of these materials would you
place to a biodegradable waste bin?
A. empty cans C. empty bottles
B. boots D. scratched paper
12. In his class, Mr. Lumbres asked his students to
differentiate biodegradable from non-biodegradable
materials. If you were to answer the question asked
by Mr. Lumbers, what will be your answer?
A. Biodegradable materials decayed while non
–
biodegradable do not.
B. Non-biodegradable materials decayed while
biodegradable do not.
C. Both biodegradable materials and non –
biodegradable can be recycled.
D. Biodegradable materials are composed of
empty
bottles, plastics and cans while non -
biodegradable
materials are composed of dried leaves, left-over
foods and the like.
13. Some materials which are normally useful become
harmful when not properly disposed. Examples are
those which are made of plastic and rubber. What
will
you do to lessen its volume?
A. Make clothes made of plastics.
B. Burn it.
C. Just pile it up.
D. Make a trash bin out of it.
14. Materials made of paper are harmless but they
become sources of carbon dioxide when burned.
How
will you dispose your used paper?
A. Put it in the box for recycling.
B. Throw it outside the room.
C. Burned it.
D. Put it inside your bag and use for cooking.
15. The following materials are examples of

biodegradable waste, EXCEPT:
A. woods C. aluminum cans
B. used paper D. dried twigs
IV. Assignment:
List down ten (10) examples of non-biodegradable materials and ten (10)
biodegradable materials.
WEEK 5 Day 4
Lesson 24: Determining the Practices on Waste Disposal Observed
in the Environment
I. Objective:
Determine the practices on waste disposal observed in the environment
II. A. Materials:
video clip on waste disposal activities
PowerPoint presentation
activity sheets, marking pen, manila paper
B. References:
Science Spectrum 6, Rebecca R. Fallaria et.al., pp. 133-138
communicating
Proper waste disposal, health and sanitation, caring
for the environment
A. Engagement
1. Review
Let’s Play:
Raise the word Fact if the statement is correct and Bluff if it is wrong.
Fact or Bluff
1. Left over peelings of fruits and vegetables are biodegradable.
2. Plastics and styrofoam are non-biodegradable.
3. Diapers and sanitary napkins are biodegradable materials.
4. Wastes produced by animals are biodegradable.
5. Leaves and twigs of plants are biodegradable.
2. Motivation
Let pupils listen to the song of Smokey Mountain “Anak ng Pasig”
Ask:
What is the message of the song? Why do we need to dispose
our waste materials properly?
B. Exploration
2. Set standards to follow in doing group activity.
3. Provide pupils with activity sheets and other materials needed.
4. Let the do the activity.
Activity Proper
“Oh What A Mess”
What you need:
marking pen, manila paper, activity sheet
What to do:
1. Talk about the waste disposal practices observed in your home,
school and community.
2. Make an inventory of the common practices observed on waste
disposal. Count the number of members who experience such
practice of disposing waste listed on the table.
3. Record your data on the table below:
(design the table suited to the number of group’s members)
4. Analyze the data presented in the tab
Waste Disposal Practices

Pupil By By By By By Other
Burning Throwing Dumping Segra-
Making Practi-
into the gating
Compost Anywhere ces
Body of
Pit
Water
TOTAL
Guide Questions:
1. What are the different waste disposal practices observed in

home, school and community?
2. What waste disposal practice(s) is/are very common?
3. Aside from the waste disposal practices given, what other
ways are being practiced?

C.
4. Based on the given data, what conclusion can you give?
Explanation
1. Discuss group outputs.
2. Let each group present their work in class.
Ask:
Based on the activity done, what are the different waste disposal
practices usually observed in our environment?
Which among these practices are very common?
Inspite of various ordinance on waste management being
implemented, what are the factors that affect people attitude and
ways of waste disposal?
Which of the practices given are proper? Why?
improper? Why?
What do you think would happen if people continue practicing the
improper waste disposal? Why?
D. Extension/ Elaboration
1. Have the pupils generalized by asking:
What different practices on waste disposal are observed in the
environment?
2. Ask:
How do you feel when pupils like you do not mind if someone throws
waste anywhere? Why?
As a learner, what proper waste disposal strategy do you think is
effective to implement? Why?
E. Evaluation
Identify the waste disposal practice in each situation below.Choose your
answer from the given options below:
1. Joy is living near Bantok River. Early in the morning, she disposes
their garbage into the river without thinking the effects it may bring to
them and to the environment.
2. Mrs. Rizo is working in Municipal Environment Natural Resources
Office in their town. At home, she has labels trash cans for plastic,
paper, and other biodegradable wastes. She also supervises her
children and neighbor.
3. One of the projects of School Pupil Government Is the installation of
container for empty plastic bottles near the school
canteen. Pupils are disciplined in throwing the empty bottles into
container.
4. After being hit by a passenger jeepney, Bingo, Raul’s pet dog died.
Raul immediately dumped the remains of the dead animal into the
dugged land at their backyard.
5. Julius, a buko vendor places the buko shells in a sack. He brings
these at home and tries to arrange them in a way that it will be
exposed to sunlight. He has been doing this since he knew that the
dried buko shell can still be used for cooking?
A. by burning
B. by segragating
C. by dumping anywhere
D. by throwing waste into the body of water
IV. Assignment:
Make a poster showing proper waste disposal practices that should be
Observed at home, school and community.
WEEK 5 Day 5
Lesson 25: Solving waste disposal problem
I. Objective:
Cite ways to solve waste disposal problem
II. A. Materials:
trash bin, metacards, activity sheets,
B. References:
Science Spectrum Worktext in Science 6 by Rebecca R. Fallaria et al.,
p. 136
communicating ideas
D. Values Integration: Proper waste disposal
III. Learning Task:

A. Engagement
1. Review
Tell some waste materials starting with the following letters and how
the materials disposed.
D
2. Motivation
The teacher will read the situation.
Erwin, Raymond and Greg are grade five learners. They
went to Mangahan Market. They had noticed that there lot of
garbage in the place. People just throw their garbage everywhere. If
you were one of the three boys, what will you do?
Ask: Do you practice waste segregation?
Why it is important to segregate our waste?
B. Exploration
Ask: Improper waste disposal led to different pollutions. How can we
contribute to lessen the problem?
A. Group Activity
Activity
Evaluating for Proper Waste Disposal
What you need: list of discarded materials at home
What to do:
4. Make a quick inventory of the discarded materials in

your home.
5. Classify the materials using the table.
Dry Garbage Wet Garbage
6. Answer the following questions:
a. Are there trash cans/boxes/containers in your home?
b. Are the trashes/garbages at home segregated?
c. Are wet and dry garbages placed in separate
containers? Why or why not?
d. Do you dispose your wet garbage properly?
Conclusion:
C. Explanation
1. Group reporting and presentation
2. Answering the guided questions:
a. What are the materials that belong to dry garbage? Wet garbage?
b. What do you do with the garbage at home?
c. How do you dispose your wet garbage?
d. What do you do with the dry garbage?
e. What materials do you commonly recycle?
1. Generalization
Waste segregation. The most effective way of managing

domestic wastes is to separate or segregate materials according to
their kind, before they become part of the waste stream. This system
is time-and-effort consuming. However, families in localities should
be willing to spend little more time and effort to segregate garbage if
we want to improve our environment.
Classify garbage as to wet and dry. If possible, make a mini -
recycling center in your backyard. Place similar item in one container.
Then share your recycling interest and experience with neighbors,
and barangay officials. You can consult with the DENR personnel
about this. Wet garbage includes animal feed and organic matter.
2. Application
Describe how your family manages garbage disposal.
What are the reasons why some cannot practice proper waste
disposal?
E. Evaluation
Directions: Choose the letter of the best answer.
1. Your classmate throws a candy wrapper outside the room. What
will you do?
A. Talk to him not to throw anywhere.
B. Tell it to your teacher.
C. Never mind him.
2. There are many used plastic bottles in your community. You have
learned that it must be disposed properly. What will you do?
A. Collect them then burn.
B. Collect them then sell to junkshop.
C. Ask the barangay official to clean the mess.
3. Dried leaves, twigs and paper which are normally useful become harmful
when not properly disposed. What will you do to lessen its volume?
A. Recycle them.
B. Make a compost pit in a backyard.
C. Burned them
4. Aling Paolah, a carenderia owner always has left-over and spoiled food.
How can you help her dispose it properly?
A. Give the left-over and spoiled food to street children.
B. Throw them into canal near the carenderia
C. Feed them to the animals.
5. The most effective way to lessen the problem in waste disposal is to
_________.
A. Burn waste
B. Have a dump site
C. Segregate
IV. Assignment:
List down five (5) ways to solve waste disposal problem.
WEEK 6 Day 1
Lesson 26: Identifying Recyclable Materials
I. Objective:
Identify recyclable materials
II. A. Materials:
real objects that can be recycled
cut – out pictures of materials from old magazines/newspapers
powerpoint presentation
B. References:
S5MT-le-g3
Science Spectrum 6, Rebecca R. Fallaria et.al pp. 135-136
C. Process Skills: observing, describing, analyzing, inferring, explaining,
communicating, demonstrating
Importance of recycling, caring for the environment
III. Learning Tasks: being resourceful
A. Engagement
1. Review
Ask: What are the different ways to solve waste disposal problem?
2. Motivation
Have a game: Bring Me
Ask pupils to observe different materials inside the classroom and
carefully instruction them to determine what object should be bought
in font.
Say: “ Bring me a thing that can be used again as pen holder.”( old
plastic glass or empty plastic bottle)
“ Bring me an object that can be used again as flower décor”.
(scratch paper, candy wrapper)
Recognize pupils who were able to bring the correct objects
according to the given instruction
B. Exploration
1. Group pupils into 4 teams..
2. Set the standards in doing the group activity.
3. Give pupils the activity sheets to be used.
4. Set the time for pupils to do the activity.
Activity
“Total Make Over”
What you need:
cut-out pictures of materials from old magazines or newspapers
(bottled water, paper, notebook, rubber tire, leaves, leftover food,
bread, glass, metals, plastics etc.)
marking pen, paste, manila paper.
What to do:
1. Get the cut out pictures inside the envelope.
2. Paste them in a vertical manner on the manila paper.
3. Opposite each picture write down the purpose of the product/
material then on the next column write other product(s) that can
be produced out of the given material. Follow the format below.
Picture of the Use or Purpose Other Product that

material or product can be produced
Guide Questions:
1. What is the original purpose or use end of the cut-out picture of

a
material?
2. What other products can be produced out of each of the given

material in the pictures?
3. Based on this activity, what can you do to different existing
materials?
4. What do you call the manner of using the material again in

another way or another purpose?
5. How do you call these materials?
C. Explanation
1. Let pupils answer the following questions based on the activity
they did:
What is the use of the original bottle of water in the picture?
How is the empty bottle of water be used for another purpose?
Aside from flower vase, pen holder and lantern, in what other way
can you use it?
What is the use of the rubber tire in the picture?
How can the old rubber tire be used for another purpose?
Aside from plant pot, in what other way or purpose can you use it
again?(use the same pattern of questions for the remaining
pictures)
Based on this activity, what can you say about the different
products or materials that we are usually using?
How do you call these kind of materials?
What do you call the process of using discarded materials into
another useful purpose?
Can you give other examples of recyclable materials?
1. Have pupils generalized by asking:
What are the examples of recyclable materials?
What is recycling?
2. Have pupils understand the following concept:
Background Information for Teacher
To recycle means to use the material again in another

way or for another purpose.
Many of the products generally thrown away are

recyclable. Yard wastes( about 20 %) and food wastes (about 9%)
are usually biodegradable, and can be converted into organic
fertilizers.
Discarded materials contain large quantities of potentially

reusable materials such as paper, glass, metals, plastics, and
organic materials.
3. Application
Why is recycling of materials very important?
E. Elaboration
Draw a if the material is recyclable and if not.
1. tire
2. plastic container
3. used aluminumC foil
4. candy wrapper
5 used diaper
IV. Assignment
Think of any useful products that can be made out of the following
recyclable materials. List as many as you can.
1. old calendar
2. scratch paper
3. plastic spoon
4. coconut leaves
5. empty milk box
WEEK 6 Day 2
Lesson 27: Ways of Recycling Waste Materials
VII. Objective:
Enumerate ways of recycling waste materials.
VIII. A. Materials:
puzzle, worksheet, flashcards, activity sheet
B. References:
Curriculum Guide: S5MT-Ie-g-3
Science and Health 5, Natividad Alegre-Del Prado, pp.150-152
Recycling Activity Book pp. 1, 5, and 8
https://www.pinellascounty.org/solidwaste/documents/recycling_activity_bo
ok.pdf
https://www.pinellascounty.org/solidwaste/documents/recycling_activity_bo
ok.pdf
C. Process Skills: identifying, analyzing, communicating
D. Values Integration: Thriftiness and preserving the environment
IX. Learning Task:

K. Engagement
7. Motivation
Say: Today, we are going to play a game. We will call it, “Name,
Please!” You are going to draw a line from each recycle guy
to their name.
https://www.pinellascounty.org/solidwaste/documents/recycling_activity_book.pdf
L. Exploration:
14. Introduce the lesson by revealing the secret code.
15. Explaining the directions in doing the activity.

16. Group the pupils into 5 and distribute the 3 activity sheet.
18. Supervise the pupils while they are doing the activity
Activity 1: Ways of Recycling Used Jar.
Problem: What are the ways of recycling used jar?
Material: picture of a used jar
Procedure: List down 5 ways to recycle used jar.
__________________________
__________________________
__________________________
__________________________
_________________________
Activity 2: Ways of Recycling Old Newspaper.
Problem: What are the ways of recycling old newspaper?
Material: picture of old newspaper
Procedure: List down 5 ways to recycle newspaper.
__________________________
__________________________
__________________________
__________________________
_________________________
Activity 3: Ways of Recycling Empty Milk Bottle.
Problem: What are the ways of recycling empty milk bottle?
Material: picture of empty milk bottle.

Procedure: List down 5 ways to recycle empty milk bottle.
__________________
________
__________________
________
__________________
________
__________________
________
__________________
_______
M. Explanation
3. Have the group representative to present the results of the activity.
Three (3) minutes may be given per group presentation.
4. Discuss the activity. Check the pupils’ responses to the
activity questions.
6. Guide Questions:
How can you make an old pickle jar useful?
What will you do will the pile of old newspaper in your living
room?
When the milk bottle is empty, what will you do?
N. Elaboration
1. Generalization
Lead the class to realize that:
Instead of buying things that we need, we should try to
create useful things that we need from waste materials. In this way
we can save money and preserve the environment.
2. Application
List down some ways of recycling the following materials.
O. Evaluation
1. Enumerate 3 ways on how large plastic water containers can be
recycled.
2. Cite 2 possible recycling procedures that can be applied to tin cans
X. Assignment:
There are some types of waste that should never be put in the
trash can. These waste maybe dangerous or they may require a
special type of disposal. They should be kept out of the landfills.
Cite some examples of harmful wastes. List three (3)
possible ways to recycle them.
WEEK 6Day 3
Lesson 28: Ways of Reducing Materials
IX.Objective:
Enumerate ways of reducing waste materials
X. A. Materials
pictures
power point presentation
B. References:
S5MT-Ie-g-3
Scott Foresman Science 5 Teacher’s Edition, pp. C48-C71
Science Works 5 by Myla Corazon S. Casinillo, pp. 179-180
Science Spectrum 6 by Rebecca R. Fallaria, et.al., pp.133-135
Cyber Science Work Text in Science and Technology 5, Necitas G.
Valencia, pp. 12-13
C. Process Skills: inferring, observing, describing, recording,
analyzing, synthesizing, comparing, reasoning,
communicating
D. Values Integration: Observe proper ways of reducing the use of
materials
XI. Learning Tasks:
A. Engagement
Motivation
Show pictures of things that pupils usually use such as paper, plastic
bottle, pile of clothes, plastic bag.
Ask:
How often do you use them?
What do you think will happen if you use them once and
dispose?
B. Exploration
1. Group the class into four.
2. Distribute the pictures previously shown.
3. Ask each group to brainstorm on the uses of each material and then
solicit ideas on how to reduce the production of these waste materials?
4. Encourage them to suggest other materials instead of the given material.
5. Tell them to be creative in presenting their group output.
C. Explanation
1. Group Presentation.
2. Guide Questions:
a. What other waste materials in the environment that can be
lessened?
b. In what way can we reduce the use of gasoline in vehicles?
c. Why do you think food chains nowadays are using durable
plastic plates/glasses and stainless spoons/forks to serve
costumers?
Reduce simply means lessen the use of unnecessary materials.

The following are some ways to reduce the use of materials:
1. Use reusable and durable containers instead of those that are
made of styrofoam.
2. Buy only what you need, pick products that will last and
choose those with less packaging.
3. Avoid disposable or single-use products.
4. If you have vehicles at home, keep it well-tuned so that it
will use gas efficiently and produce fewer pollutants.
5. Use cloth bag or shopping bag when buying goods.
6. If possible, cook food that is enough for everyone’s
consumption.
7. Set the time in using electric fan or air condition. You may
use fan or natural air if weather permits to refresh yourself.
8. Use a small piece of paper for short note. Use small
wrapper if you will wrap a small gift.
Application
Ask:
Why is it important to plan the food and utensils to be used if
there is an occasion like birthday?
What is its implication to environmental issues?
E. Evaluation
Read the following situations. Draw a  happy face on the blank
if the action shows ways of reducing waste materials and a 

sad face if not.
______1. Rebecca wrapped the slice of cake in an
aluminum foil and kept it in the fridge.
______2. Mother wrote a short note for Paolah in a whole
sheet of bond paper before going to the office.
______3. Mrs. De Chavez brings shopping bag
everytime she shops.
______4. Kayla refuses to buy a new school bag because
her bag is still usable.
______5. Chito cut his old pants with holes and made it into
short pants.
XII. Assignment:
Gather information about other ways on how to reduce the waste
materials produced. Write you answers in your Science Notebook.
WEEK 6 Day 4
Lesson 29: Reusing Materials
I. Objective:
Enumerate ways of reusing materials
II. A. Materials:
trash bin, metacards, activity sheets, table
B. References:
Science Spectrum Work Text in Science 6, Rebecca R. Fallaria,
Nenita A. Apolonario and Jesse D. Ronquillo, p. 134
Cyber Science 5, Nicetas G. Valencia and Dr. Hayda M. Villona,
p. 13
communicating ideas, enumerating
D. Values Integration: Spending money wisely
III. Learning Task:

A. Engagement
6. Review:
Game: Let’s Clean
State the situation. Erwin, Raymond and Julius were given a task
to clean their bedroom and take out all the things that they do not
need anymore. Here are the things they found in their bedroom.
Help them to classify these things in the proper boxes. Get the
metacards then paste it on the box.
old plastic tin can old stroller old books
clothes envelope bag
broken old newspaper dirty rubber shoes shoulder bag

radio pencil
case
For donation For recycling

2. Motivation
Buy me, Reuse Me! (Three Groups)
Say: Class, today we are going to play “tinda-tindahanan”.
Suppose that I am the owner of the store, so we will call it,
“Mam/Sir Ukay, Ukay Store!” I am going to distribute Php
1000.00 play - money to each group. Be sure that each
group will use the money wisely.
PRICE LIST
Products Price Products Price
leather jacket 120.00 saw 120.00
t-shirt 80.00 hammer 40.00
ceramics wares 150.00 pliers 30.00
socks 30.00 screw 20.00

baby dress 75.00 boots 150.00
electric oven 200.00 comforter 500.00
cellphone 500.00 bag 200.00
camera 800.00 pants 300.00
calculator 70.00 towels 100.00
Ask: What did you buy? Why did you buy that?
Do you practice the same with what you did in our activity?
Have you experience buying something to ukay-ukay store?
How do you spend your money?
.B. Exploration
Ask: Have you experienced to reuse the clothes of you older sibling
or cousins?
A. Group Activity
5. Filling Up data table
Materials Ways of Reusing
clothes
canister/bottle
plastic bags
paper
Activity 1 – Please, use me
Problem: What are the ways of reusing clothes?
Materials: table/chart
Procedure:
7. Enumerate ways of reusing clothes

8. Record your answer.
Observation/Conclusion
What are the ways of reusing clothes?
Problem: What are the ways of reusing canisters/bottles?
Procedure:
1. Enumerate ways of reusing canisters/bottles.

What are the ways of reusing canisters/bottles?
Problem: What are the ways of reusing plastic bags and paper?
Procedure:
1. Enumerate ways of reusing plastic bags and paper.

What are the ways of reusing plastic bags and paper?
C. Explanation
B. Answering the guide questions:
 What are some materials that we can reuse?
 What are the characteristics of materials that we can reuse?
 How do we reuse materials?
 Why is it important to reuse materials?
D. Elaboration
1. Generalization
Reuse means to use again, if not by you, than, by others. Clothes,

cooking wares, bags, shoes, and other clothes are some reusable
materials. Donate reusable items in your house that you do not need
so that others can use them again. Buy household items that are made
of materials that can be repaired and reused. Papers, cardboards,
glass jars, plastic boxes, and bags are reusable items. Print or write
on both sides of paper or use them as scratch papers. Reuse boxes
as organizer of toys and other materials. Use reusable containers for
storing food and other items instead of foil, plastic wrap, and
Styrofoam. Choose food items packed in nice containers like box,
bottles, or jars instead of disposable plastic wrappers. You can use the
empty containers as flower vase and storage of other things.
2. Application
Test your cooperation. Challenge your creativity
Show reuse of materials through drawing.
Materials before Materials After
E. Evaluation
Directions: Choose the letter of the best answer.
16. Plastic is commonly used as soft drinks container, what material can
you use as a substitute for plastic?
D. empty cans
E. empty plastic bottles
F. old shoes
G. scratch paper
17. In his class, Mr. Lumbres told his students to reuse paper instead of throwing
it in the bin. How will they do it?
E. Make an origami.
F. Use it as a scratch paper in computing mathematical equation.
G. Give it to your classmate.
H. Never mind the advice of your teacher.
18. Some materials are normally useful even after serving its original purpose.
What will you do to an empty canister at home?
E. Place it inside the cabinet.
F. Burn it.
G. Use it instead of plastic to place your meal for lunch.
H. Make a trash bin out of it.
19. You have a lot of small dresses in your cabinet. You have noticed that your
playmate used old clothing. Is it right to share the clothes that you are not
using?
E. Yes, because he is my friend.
F. Yes, instead of storing the dress it will be useful one.
G. No, it is a gift from my parents.
H. No, I will burn it.
20. The following materials can be reused, EXCEPT:
C. woods C. aluminum cans
D. paper D. paint brush
IV. Assignment
How do you reuse the following materials:
1. empty sack
2. empty plastic bottle
3. cartoon
4. plastic wares
WEEK 6 Day 5
Lesson 30: Ways of recovering useful materials from waste
I. Objective:
Enumerate ways of recovering useful materials from waste
II. A. Materials:
sack or Sako
trash can
1 big Empty bottle of mineral water
1 big Pail
pots
5 pcs of Small bamboo
B. References:
S5MT – Ie-g-3
Science Spectrum Work Text in Science and Health for
Elementary 6, Rebecca R. Fallaria, pp. 134
6, Rebecca R. Fallaria, pp.136-137
Umunlad sa Paggawa Batayang Aklat sa Edukasyong Pantahanan
at Pangkabuhayan sa Ikalimang Baitang Caridad A. Miranda
pp. 129 – 130
Makabuluhang Gawaing Pantahanan at Pangkabuhayan
Batayan/Sanayang Aklat sa Edukasyong Pantahanan at
Pangkabuhayan Evelyn Deloso – Deliarte et.al.,pp. 137 - 138
www.youtube.com – house burning
C. Process Skills: observation, classifying, analyzing
D. Values Integration: Taking care of the environment

E. Engagement
Motivation
The teacher will present a video clip about a house burning
Ask:
How do you feel after watching the video clip?
Why do you think it happened?
If you were Nina, what will you do?
F. Exploration
Activity Proper
1. Group the pupils into five
2. Set norms to follow during group activity especially when it is
held outside the classroom.
3. Check the learners’ materials that they are going to use in the
activity
Activity Proper
Save the Environment!
What you need:
sack or Sako
trash can
1 big empty bottle of mineral water
1 big pail
pots
5 pcs of Small bamboo
What to do:
1. Form a line to start the activity.
2. Collect waste materials that are biodegradable
found inside the school.
3. Put them inside the trash can, sack or sako.
4. Make an improvised compost pit out of a big
empty bottle of mineral water and pot.
5. Follow steps in making compost
 Fill in the container with different biodegradable
materials like dry leaves, branches of the tree, left
over foods in the canteen and used papers.
 Make an airway by placing small bamboo to easily
decay the biodegradable materials.
 Water the basket composting to keep it moist.
 Cover it with banana leaf or place it a shaded area.
 After a month remove the small bamboo and mix the
compost together with the biodegradable materials
and soil.
Note: It will take one month for the materials to decompose.
G. Explanation
How did you feel after the activity?
What are the steps in making the compost pit?
What materials did you use in the activity?
What did you do with those materials?
What is the purpose of using different kinds of material?
H. Elaboration
Background Information of the Teacher
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
 Classify the garbage as wet and dry.
 Place similar items in one container.
 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. Place animal feeds in plastic or metal containers which
do not leak and with tight covers. Use them or give them away
on the same day.
 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.
 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.
 If the community produces more than 25 kilograms of wet
garbage, initiate the installation of a biogas digester with help
from DOST or DILG.
Do you know that…
Resource recovery is the process in which a great bulk of solid wastes

in the community such as reusable metals, papers, plastics, and glass
are brought back to the manufacturing companies for reusing or
recycling. It usually requires less energy and causes less pollution.
Resource recovery of recyclable materials occurs in high – technology

resource recovery plants in which machines shred and automatically
separate the mixed wastes and change to raw materials for
manufacturers use. The remaining wastes are burned in incinerators
to produce steam or electricity and the ash is buried in landfills.
Another approach for resource recovery is low – technology resource

recovery. The garbage truck collects wastes from homes and offices
ten separate the recyclable wastes before throwing them into the
sanitary landfills. The segregated wastes are sold delievered to scrap
dealers, compost plants and manufacturers. Some communities have
already built Material Recovery Facility (MRF) in which recyclable
wastes bought or donated from homes are collected and placed in
separate containers or compartments before they are hauled by trucks
to the manufacturers.
Application
If you are member of SPG or Supreme Pupil Government what
activity would you conduct to raise funds for your project?
I. Evaluation
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.
IV. Assignment:
From an old newspaper cut an article about ways on recovering materials.
Paste it on your Science notebook.
Week 7 Day 1
Lesson 31: Ways of Repairing Waste Material
V. Objective
Enumerate ways of repairing waste materials
VI. A. Material
B. References
S5MT-Ie-g-3
Cyber Science Work Text in Science and Technology 5 Nicetas G.
Valencia et.al. Page 15-16
6 Rebecca R. Fallaria pp. 133-135
C. Process Skills: observating, classifying, analyzing
Resourcefulness
VII. Learning Tasks

J. Engagement
Motivation
Have you experienced to wear a torn blouse or t-shirt? Can you still fix
it? Why do we mend torn clothes?
K. Exploration
1. Preparation
b. Recall the norms to be followed in performing the activity.
c. Every group will be given an envelope.
Activity Proper
Patch things Up
What you need:
Activity sheet, marking pen
What to do:
You need to help Mrs. De Chavez to patch things up with her
things at home. What are you going to do?
Fill up the chart below:
Material to be What we will do to fix the material?

repaired
broken legged chair
Broken sole shoes
Torn blouse
unglued toy part
Torn pages books
L. Explanation
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
Ask:
What did you do to help Mrs. De Chavez with her problem?
What are the different ways of repairing material?
What other materials can be repaired?
Why do we need to repair things?
M. Elaboration/Extension
1. Let the pupils generaliz by answering :
What are the different ways of repairing waste materials?
2. Application
After passing a flooded street, you have noticed that the sole of
your school shoes is broken? What will you do to restore the material
and be useful again?
Is repairing of waste material important? Why?
Repair is fixing or restoring broken items to be used again.
 The importance of 5Rs (recycle, reduce, reuse, recover and
repair)
 It saves energy, time and money
 Preserving new materials
 Reducing air and water pollution
 Saves the environment
N. Evaluation
Identify the way of fixing the given items below. Write the letter of the
best answer: Choose your answer from the given choices below
1. detached ribbon of a hair band
2. broken legged of a wooden table
3. torn walking short
4. damaged electric fan cord
5. torn school uniform
A. by sewing/mending
B. by nailing
C. by gluing
D. by changing the damaged part
IV. Assignment
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.
Items that need to be repaired Ways of repairing
WEEK 7 Day 2
Lesson 32: Importance of Recycle, Reduce, Reuse, Recover and
Repair of Waste Management
I. Objective
Recognize the importance of recycle, reduce, reuse, recover and repair of
waste management
II. A. Material
activity Sheet
B. References
Valencia et.al., pp. 15-16
6, Rebecca R. Fallaria, pp. 133-135
C. Process Skills: observation, classifying, analyzing
D. Values Integration: Awareness on taking care of the environment
III. Learning Tasks

A. Engagement
Motivation
The teacher will present a song about the 5Rs (www.youtube.com-5rs
song)
Ask:
According to the song what should be done with our waste or
garbage?
Say:
Today, you will find out the importance of 5Rs (recycle,reduce,
reuse, recover and repair) through the activity
What do you want to know in this activity?
Say: The Importance of recycle, reduce, reuse, recover and repair
B. Exploration
1. Preparation
b. Recall the norms to be followed in performing the activity.
Activity Proper
Let’s Go with 5Rs
What you need:
Activity sheet
What to do:
1. Your group will work like a family who will go shopping at the
supermarket. You will decide on the type of materials to be
bought
2. Make a list of the materials that you are going to buy from the
supermarket.
3. Opposite each material, write the waste product that can be
produced. Apply the proper technique from the 5Rs on how to
minimize waste
4. Complete the list of materials in the table below.
Name of Product Type of Waste 5Rs (Waste
Management
Technique)
C. Explanation
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
Ask:
Based from the activity how did you come up with your
answers?
What product is most commonly used by each family?
Do you think those materials are useful or harmful?
What will you do to avoid using the harmful products?
How about the useful one?
From the activity showed how are you going to identify the
importance of 5Rs?
D. Elaboration
1. Generalization
You can save the planet Earth from piles of garbage that causes
pollution if you know how to manage the waste of useful materials.
You can apply the techniques of managing the wastes using 5Rs
(Recycle, Reduce, Reuse, Recover and Repair).
 The importance of 5Rs (recycle, reduce, reuse, recover and
repair)
 It saves energy and money
 Preserving new materials
 Reducing air and water pollution
 Saves the environment
Application
Make a slogan on the importance of recycle, reduce, reuse, recover
and repair
E. Evaluation
Check (/) the statement that tells about the 5Rs of waste management
and cross (x) the statement that does not tell about the 5Rs. Indicate
which R is described.
_______ 1. Use a cloth bag when you go shopping for groceries
_______ 2. Print on both sides of paper or reuse it as scratch paper.
_______ 3. Use foil, plastic bags, or wrap to store food.
_______ 4. Have appliances repaired instead of buying new ones.
_______ 5. Use paper bags and throw them away after using them
only once.
IV. Assignment
Make a collage out of recyclable materials depicting the 5Rs of waste
management
WEEK 7 Day 3
Lesson 33: Importance of Recycle, Reduce, Reuse,
Recover, and Repair of Waste Management
I. Objective:
Explain the importance of recycle, reduce, reuse, recover and repair of waste
management
II. A. Materials
pictures
video clip
B. References:
S5MT-Ic-g3
Cyber Science Work Text in Science and Technology 5, Necitas G. Valencia pp.
16 and 19
synthesizing, comparing, reasoning, communicating
Practice 5Rs everywhere you go

C. Engagement
1. Activating Prior Knowledge(APK)/Review
Have the learners read the waste management system through a power point
presentation. Show two thumbs up if the practice is right and and two thumbs down
if it is wrong.
a. Use the empty jars of mayonnaise as candy jars or food storage jars.
b. Bury aluminum cans and broken glasses underground.
c. Put all food residues together with the trash of the day
d. Segregate glass wastes from plastic, papers, and rubber.
e. Burn old tires and broken plastic toys at the backyard.
2. Motivation
Prepare the class for a video clip viewing. Set the purpose for viewing
The video clip is all about how we could lessen or prevent the harmful
effects of waste materials in the environment through 5Rs. Your task is to jot
down the importance of 5Rs in waste management and then discuss it with
your group.
D. Exploration
6. Group the class into 5.
7. Each group will discuss the importance of each waste management.
Group I
Waste Management Importance
Recycle
Group II
Reduce
Group III
Recover
Group IV
Recover
Group V
Recover
8. What are
the importance of 5Rs of waste management?
C. Explanation
1. Presentation of output.
2. Guide Questions:
a. Why do we need to recycle, reduce, reuse, recover and repair waste materials?
b. In what ways these 5Rs could help lessen the harmful effects of waste
materials in the environment?
1. Generalization
Background information for the Teacher:
Recycle, Reduce, Reuse, Recover and Repair are ways of Waste

Management. They will help lessen the production of waste materials that will
cause harmful effects in the environment because instead of throwing and
disposing the waste products, people were able to find ways to make another
product, lessen the use of unnecessary materials, use again materials in
different purpose, take energy from waste materials and use into more
beneficial use and learn how to fix and restore broken items to be used again.
If people will really follow the 5Rs of Waste Management, harmful

effects of waste materials to the environment will be prevented.
2. Application:
Awareness of the importance of 5Rs of Waste Management is everybody’s
responsibility. How will you extend what you learned today at home?
E. Evaluation
Write the concept of 5Rs as described by each importance.
5 Rs of Waste Management
Take the Fix the Make the
Use again the energy from Lessen the
broken waste
material for waste use of
materials material to
other product for unnecessary
for a a new
purpose a new materials
purpose product
product.
IV. Assignment
Look for some waste materials at home that could be recycled, reduced, recovered,
repaired and reused. Give 2 examples.
Waste Management Examples
Recycle
Reduce
Recover
Repair
Reuse
WEEK 7 Day 4-5
Lesson 34: Practicing Proper Waste Disposal
I. Objective:
Practice proper waste disposal
II. A. Materials
garbage or waste products produced in the school
canteen/ garden/classrooms
trashes ( both wet and dry)
unlabelled ash cans
gloves ( local plastic will do if gloves are not available)
PowerPoint presentation, marking pen, manila paper
B.References:
S5MT-Ic-g3
Science Expectrum 6, Rebecca R. Fallaria et.al., pp. 134-136
C. Process Skills: observing, describing, analyzing, inferring,
communicating demonstrating
Caring for the environment

A. Engagement
1. Review
Name materials that can be:
 recycle
 reduce
 reuse
 recover
 repair
2. Motivation
Show this picture to the class.
Ask:
What do you see in the picture? Describe the water.
Is it polluted ? What do you think is the kind of waste disposal being
practiced in the place? Why?
B. Exploration
1. Divide the pupils into 4 groups.
2. Set the standard for doing the activity
3. Let pupils go out of the room.
Say: Today we will visit the school canteen.
Let’s find out if proper waste disposal is observed.
Activity Proper
Ooops! Your Trash
What You Need:
trash cans with waste materials manila paper
sheet of paper marking pen
ballpen
What To Do
1. Form a line by group.
2. Visit the school canteen.
3. Observe how are the waste segregated.
a) observing how the waste products produce are being
disposed.
b) check whether there is a provision for waste
segregation (check if labeled trash cans are available)
c) check the contents of the labeled trash cans to
determine if proper wastes disposal is observed .
4. Go back to the classroom and write your observation by
answering the following guide questions .
a. What kind of waste disposal system does the school

have? Why?
b. Is there any provision for waste segregation? How?
c. Is proper segregation of waste observed? Why? Why
not?
d. Does the school has implementing rule regarding
proper waste disposal? If yes, what do you think is

the level of awareness of pupils on the school-
based waste management system? Why?
5. How do you find this activity? Why?

Activity -2
( Second day activity)
Mix and Match
What You Need
trashes ( not segregated yet; both wet and dry)
Unlabeled trash cans, marking pen, strip of paper
(use recyclable containers)
gloves ( local plastic bags will do if gloves are not available)
What To Do
1. Identify the kind of trash.
( trashes from school bodega and MRF can be utilized)
2. Label the trash cans. Use the marking pen or piece of
paper.
3. Assort the trash. Supervise the pupils in doing so.
( Be sure pupils have gloves or plastic on their hands for
sanitary purposes)
Guide Questions:
1. How did you assort the trash?

2. What is your basis of assorting?
3. What is the importance of proper waste segregation.
4. How do you find this activity? Why?
C. Explanation
1. Discuss the activity done:
What kind of waste disposal system does our school have?
Why?
Is there any provision for waste segregation? How?
Is proper segregation of waste observed? Why? Why not?
Does the school have implementing rule regarding proper waste
disposal? If yes, what do you think is the level of awareness of
pupils on the school- based waste management system? Why?
How do you find this activity? Why?
How about the segregation of waste?
What are the advantages of waste segra gation?
Ask:
How can you help practice proper waste disposal here in school?
at home? in the community?
What will you do to help other pupils be aware of the importance of
proper waste disposal .
E. Evaluation
Teacher will evaluate pupils’ performance tasks on practicing proper
waste disposal in school through close monitoring of the classroom-
based waste segragation scheme being implented.
Use the rubric below:
Pupil’s Level of Participation on Practicing Proper Waste Disposal
Score Description
5 The pupil always observes and practices the proper
waste disposal.
4 The pupil usually observes and practices the proper
waste disposal.
3 The pupil often observes and practices the proper
waste disposal.
2 The pupil sometimes observes and practices the

proper
waste disposal.
1 The pupil seldom observes and practices the proper
waste disposal seldom.
Legend:
Always- 100% of the time
Usually-90-99% of the time
Often-75-90% of the time
Sometimes-25-75% of the time
Seldom-10-25% of the time
IV. Assignment
List down ways on how you can help practice proper waste disposal in
your home, school and community.
WEEK 8 Day 1
Lesson 35: Local Recyclable Materials found in the Community
VIII. Objective:
Identify local, recyclable materials found in the community
IX. A. Materials:
activity sheets, shoe or cereal box, glue, paper towel roll, scissors
B. References:
S5MT-Ie-g-3
Valencia et.al., pp. 15-16
6, Rebecca R. Fallaria, pp. 133-135
http://www.rethinkrecycling.com/kids/fun-and-games/monthly-
recycling- activites/make-your-own-recycled-toy-house
http://www.buffalo.edu/recycling/recyclable.html
http://www.englishexercises.org/makeagame/viewgame.asp?id=#a
C. Process Skills: observing, classifying, analyzing
Resourcefulness
X. Learning Tasks:
O. Engagement
Motivation
The pupils will play Minute to Win It
Divide the class into five groups. Provide each group with set of jumbled
letters of recyclable material. Give one minute to arrange the jumbled
letters. The group who can form the letters of recyclable materials will be
declared as the winner.
P. Exploration
2. Preparation
d. Group the pupils into five.
e. Recall the norms to be followed in performing the activity.
f. Say: The materials you brought are needed for the activity we
will be performing today.
g. Remind the pupils to take necessary precaution in handling the
materials
h. Go around and inspect what the pupils are doing. Ask or answer
question if necessary.
Activity
Let’s Pick and Build!
What you need:
1 shoebox
1 paper towel roll
1 piece of cardboard as long as the shoebox and
wider than the shoebox is deep (a good idea is to
use the front panel of a cereal box)
Scissors
Glue
What to do:
1. Turn the shoebox on its side and put it on top of
its lid.
2. Cut a long horizontal slit in the middle of the back
of the shoebox.
3. Put your piece of cardboard through the slit so
that one edge of it extends as far as the sides of
the box, while the rest sticks out the back.

Q. Explanation
4. Discuss group outputs. Let each group present their work in class.
5. Give feedback on the results of the activity.
How did you feel in doing the activity?
What are the materials did you used to come up with an output?
What did you do have an output?
How did you follow the procedures?
What is the importance of recycling in the community?
R. Elaboration/Extension
3. Have pupils generalized by answering :
What are the local recyclable materials that can be found in the
community?
What other materials can we used in order to recycle?
Recycling is the process of converting waste materials into

reusable objects to prevent waste of potentially useful materials,
reduce the consumption of fresh raw materials, energy usage, air
pollution (from incineration) and water pollution (from land filling)
by decreasing the need for "conventional" waste disposal and
lowering greenhouse gas emissions compared to plastic
production.[1][2] Recycling is a key component of modern waste
reduction and is the third component of the "reduce, reuse, repair,
recover and Recycle" waste hierarchy.
List of Recyclable materials that can be found in the community
Paper:
 all office paper

 white paper
 colored paper
 newspaper (bags and strings removed)
 magazines (all types)
 catalogs (all types)
 phonebooks (all types)
 junk mail
 paperboard
 tissue boxes
 heavy weight folders
 paper towel and toilet paper rolls
 food packaging (unwaxed only please)
 shredded paper (in plastic bag to minimize blow-
away potential)
 paper milk, juice and soy milk cartons (should be
empty)
 books: all soft cover, hard covers should be ripped
off
 empty paper coffee cups (plastic lids removed)
Plastic
 All plastics numbers 1-7 (NO styrofoam, which is

sometimes labeled #5)
 food and beverage containers
 screw top jars
 deli-style containers
 clam-shell take-out containers
 plastic cups (lids and straws removed)
 milk jugs
 soap bottles
 clean grocery and retail plastic bags (no other type
accepted)
 plastic jugs/bottles: soda bottles, laundry detergent
jugs
Metal
 metal and tin beverage containers

 metal and tin food containers
 aluminum foil
 aluminum take-out containers
 aluminum pie plates and trays
 kitchen cookware: metal pots, pans, tins and
utensils
Glass
 All colors glass bottles and jars

 clear glass
 green glass
 brown glass
 blue glass
 glass food containers
 beer and wine bottles
4. Application:
The pupils will go outside the classroom and look for materials that
can be recycled.
Identify materials that can be found inside the school premise by
Competing the chart below and tell what could you do out of those
materials.
Materials collected Possible Output
S. Evaluation
Supply the missing word to complete the thought of the sentence.
Choose your answer inside the box.
Less expensive than decreases post-consumer
Internal and external recycling
1. Using recycled material to make new products is

_______________ using new materials.
2. Recycling __________________ pollution.
3. Nowadays, there are two ways of recycling: ___________,
______________
4. Materials used by the consumer and returned to process into
new products are called _____________ waste.
5. _____________ is the process of converting waste materials
into reusable objects.
IV. Assignment
Observe the materials at your home. List down at least five (5) items that
need to be recycle. Opposite the item, write the way how you could
recycle it.
WEEK 8 - Day 2
Lesson 36: Inferring Useful Products that Can Be Formed Out of
Local, Recyclable Solid/or Liquid Materials
I. Objective:
Infer useful products that can be formed out of local, recyclable solid/liquid
materials.
II. A. Materials
Real /pictures of products out of recyclable materials.
marking pen, manila paper
powerpoint presentation
B. References:
Science Epectrum 6, Rebecca R. Fallaria et.al pages 135-136
www.mentalfloss.com/article
D. Process Skills: observing, describing analyzing, inferring, explaining,
communicating,
E. Value Integration: Importance of recycling, resourcefulness
A. Engagement:
1. Review
Name examples of recyclable materials that can be found in school and
community.
2. Motivation
Show a sample product out of local, recyclable solid/liquid materials.
Example: plant pot/ trash container out of big distilled water bottle
(Try to show real object)
Ask:
What material is used to make the finished product in the picture?
Aside from plant pot, what other product can be made out of
empty water container/bottle?
Do you believe in the saying ” There is cash in every trash”?
Why?
( “May pera sa basura.”)
B. Exploration
1. Preparation
a. Group pupils into 4 groups.
b. Set the standard in doing a group activity.
c. Give pupils the activity sheets to be used.
2. Activity Proper
Activity Proper
Trash to Cash
1. Talk about the common local recyclable solid materials that are
common in your community. Then think of other products
that can be made out of these materials.
2. Record these on the table.
Recyclable Materials Useful Products that Can be

Made out of the Material
Ex. coconut rib tray, broom, basket
Observation
1. What local recyclable materials did you consider on your list?
2. Why are these material common to your place?
3. Can these materials be turned or made to other useful
products? How?
4. Do you think is it possible to turn these trash to cash? How?
C. Explanation
1. Report the output by group.
2. Guided Questions:
What local recyclable materials did you consider on your list?
Why are these material common to your place?
Can these materials be turned or made to other useful products?
How?
What other useful products can be made out of those materials
aside from
the one given or inferred
Do you think is it possible to turn these trash to cash? How?
Is recycling important/ Why?
D. Exploration/Extension
1. Have pupils generalized by asking:
What did you learn from the activity?
2. Application
You family’s business is bakery. You have observed that many flour
sacks and lard containers are used. How are these materials be
used?
Why is recycling very important?
3. Pinoy Henyo
Play a game by guessing the recycle material
E. Evaluation
Identify useful products that can be made out of the given recyclable
materials. Write you answer opposite each.
1. empty milk box
2 . old junk food canister
3. lotion/shampoo bottle
4. old newspaper/magazine
5. disposable plastic glass
IV. Assignment:
1. Observe common recyclable materials you have at home/
community. Infer other products that can be formed out of these. Record
them.
2. Write a three to five sentence paragraph about the topic- cash for
every trash. Give your own title of the paragraph.
WEEK 8 Day 3
Lesson 37: Local, Recyclable Solid/or Liquid Materials
V. Objective:
Collect local, recyclable solid/or liquid materials
VI. A. Materials:
Cut-out of pictures
Real Objects
B. References:
CG S5MT-Ic-g3
Cyber Science Worktext in Science and Technology 5, Necitas
G.Valencia pp. 16 and 19
C. Process Skills: observing, describing, recording, analyzing, comparing,
reasoning, communicating
D. Values Integration: Creativity

E. Engagement
3. Review
Distribute a cut out of trash can to each learner.
Say:
In two minutes, write, as many as you can, examples of solid/liquid
recyclable materials.Out of your list, encircle all that can be found in your
community.
2. Motivation
Prepare the class for a walk through within the school premises.
F. Exploration
Activity
Materials: local waste materials in school
What to do:
a. Collect waste materials found in school.

b. From the waste materials that you have
collected, make a pictograph graph to show how
many of each kind did you gather.
Example:
Name of
Waster Material No. of Material
Gathered
Empty Bottled
Water
Soft drinks crown
C. Explanation
1. Learners will show the waste products that they have gathered.
2.Guide questions:
a. Do you need them?
b. Can you use less of them?
c. Can you reuse them?
d. Can you recycle them?
e. Can you recover them?
f. Are these materials also available in your community?
E. Elaboration/Extension
1.Generalization
To get 100% involvement in waste management we should
include the learners’ participation.We may ask them to collect the
materials and identify if they can use the 5Rs to manage them.
F. Evaluation
Use your pictograph to answer the questions:
1. What are the kinds of waste materials that you have collected?
2. What is the most numbered materials have you collected?
3. What is the least numbered materials have you collected?
4. Which of these materials are not found in your community?
5. What do you usually do with the materials that you have collected?
VIII. Assignment
Think of useful product that you make out of local recyclable materials. Draw
your design, write the steps and the materials to be used even the expenses.
WEEK 8 Day 4
LESSON 38: Steps/procedures in designing a product
XI. Objective:
Organize the steps/procedures in designing a product
XII. A. Materials:
copy of the project template and the steps
B. References:
S5MT-Ih-i4
http://www.slideshare.net/chinnuviju/project-method-39233116
C. Process Skills: organizing, designing, creating
Time management and resourcefulness
XIII. Learning Task: (Project Method)

P. Engagement:
1. Providing Situation
Let the pupils think of something or a situation wherein they need
something to use or to have.
Say: I have a problem in organizing my school supplies like pencils,
ball pens, scissors and pins. Some of my things are misplaced
whenever I need them.
2. Selecting and Purposing
Guide the pupils to select a good project based on their objective
(what they need)
 What materials are you interested to collect?
 What do you want to create?
 What can you do?
Q. Exploration:
21. Tell the pupils to listen attentively to the PowerPoint presentation.
22. Give them guide questions to be answered while having the
a. What are the steps/procedures in designing a product?
b. Describe the content of each step.
23. Let the pupils jot down important details and be able to ask
questions regarding the slides presented so that the teacher can tell
whether the pupils are listening attentively of not.
24. Using the sample template, discuss the content of each
procedure through brainstorming, question and answer and show and
tell.
R. Explanation
1. Planning
The pupils should do the planning with the teacher as guide.
Discuss the steps and procedure in designing a product by
showing the sample template.
A. Product Objective: To be able to design and create a product out of
recyclable materials.
B. Title of the Product: Milk Jug School-Supply Container
C. Materials Needed: used milk jug, washi tape (masking tape with
color), scrap ribbons, glue stick and glue gun
D. Drawing:
E. Time Needed to Finish the Product: 60 minutes

F. Methodology/Procedure:
1. Clean the used milk jug inside and outside.
2. Using a knife, cut the top portion of the milk jug leaving the handle
intact and attached to the bottom of the half of the jug. Cut
remaining two sides (those without handle) to 5 inches in height.
Discard top. Cover cut edge with washi tape.
3. Write Supplies on a chalkboard label and affix it to container.
4. Using a glue gun and glue stick, attatch ribbons to the handle
or in any part of the container to make your product colorful and
attractive.
5. Put the school supplies (pencils, ballpens, scissors, and pins)
in the milk jug school supply organizer.
G. Result and Discussion:
The need to have a school supply organizer is the
purpose of this product.
The product Milk Jug School Supply Container is made
out of recyclable materials collected such as used milk jug,
scrap ribbons, sticky tape, glue gun & stick
H. Summary and Conclusion:
Creating a school supplier organizer out of used milk jug
really helped the designer in organizing school supplies and
lessen the possibility of the school supplies from being misplaced
the milk jug school supply container was found very helpful and
purposeful.
I. Recommendation:
This kind of project must also be used in organizing
kitchen utensils such as knives, can opener and spoon & fork.
Think of a product that you need.
Collect recyclable materials found in the community.
S. Elaboration/Extension
1. Generalization
Ask the pupils to conclude the day’s lesson by saying:
The steps in designing a product are:
1. Project Objective
2. Title of the Product
3. Materials Needed
4. Time Needed to Finish the Product
5. Methodology/Procedure
6. Results and Discussion
7. Conclusion and Recommendation
Background information for the Teachers:
STEPS IN DESIGNING A PRODUCT OUT OF
RECYCLABLE MATERIALS
A. Product Objective
A statement in which the need for the product or the
reason for making such product is stated.
B. Title of the Product:
Name of the Product
C. Materials Needed:
Things to be used
D. Drawing
Illustration of the product
T. Time Needed to Finish the Product

Time allotment
F. Procedure:
Step by step procedure to follow in making the designed
product.
G. Results and Discussion
It shows the findings and the outcome of the product
H. Summary and Conclusion
The Conclusion is the direct statement based on findings

or results. It should answer your problem objective.
J. Recommendation
The Recommendation is given based on your conclusion.
You may give few recommendations which you think can
help the fellow designer (pupils) or the entire community
where people live in.
E.Evaluation
Directions: Read each item and choose the correct step in designing a
product being described by each statement. Choose the
answer from the word bank.
A. Product objective
B. Recommendation
C. Conclusion
D. Results & discussion
E. Procedure
F. Materials
1. A statement that gives the advantage to fellow designer (pupils) or

the entire community where people live in.
2. Step by step procedure to follow in making the designed product.
3. The direct statement based on findings or results. It should answer
your problem objective
4. It shows the findings and the outcome of the product
5. A statement in which the need for the product or the reason for
making such product is stated.
XIV. Assignment
1. Think of something you need for a project. Collect the materials you need.
2. Copy the template and fill up A-E.
State your product objective
A. Write the title of the Product
B. Enumerate the materials needed
C. Draw the product
D. Write the time to needed to finish the product
WEEK 8 - Day 5
Lesson 39: Designing a Product out of Local, Recyclable
Solid and/Liquid Materials in Making Useful Product
I. Objectives
Design a product out of local, recyclable solid and /or liquid materials in making
useful products
II. A. Materials:
flashcards, pictures of recyclable products, copy of the template
B. References:
S5MT-Ih-i4
http://www.slideshare.net/chinnuviju/project-method-39233116
https://www.google.com.ph/search?q=sample+recyclable+product&biw=729&
bih=350&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjN_YDP1u_MA
hVEOJQKHZX7AYEQsAQIJQ#tbm=isch&q=recyclable+products&imgrc=_
C. Process Skills: organizing, designing, creating
Creativity and Patience
III.Learning Task:
A. Engagement:
2. Review
Arrange the steps in designing a product. Drag them from top to
bottom.
MATERIALS NEEDED
PRODUCT OBJECTIVE
RECCOMMENDATION
TIME NEEDED TO FINISH THE PRODUCT
CONCLUSION
RESULTS & DISCUSSION
DRAWING
PROCEDURE
TITLE OF THE PRODUCT
3. Motivation
Show pictures of products made out of recyclable materials.
Ask: What recyclable materials are used to produce these

products?
B. Exploration:
Say: Now that you already know how to organize the steps/procedure in
designing a product, it’s about time for you to design your own
product out of recyclable materials in making useful products.
1. Let the pupils bring out the copy of your template with answers A-E.
2. Ask them to share and talk about it with their seatmate.
3. Ask the pupils to answer letters F-I of the template.
C. Explanation
1. Let the pupils explain their designed product
2. Let them enumerate the steps/procedure in making their
designed product as written in the template.
3. Make revisions if necessary.
4. Teachers will check the content of the template.
Generalization/Valuing
Ask the pupils to complete the phrases below:
1. My product is______________________________.
2. I felt ______________ while designing the product.
3. I felt ______________ after finishing the designed product.
D. Elaboration
Group Activity:
List down atleast 5 products that can be made out of the following
recyclable materials:
E. Evaluation
Write 2 products that can be made out of recyclable solid materials such
as plastic, paper, metal, glass, metals and cartons.
PLASTIC PAPER METALS GLASS CARTONS
1 1 1 1 1
2 2 2 2 2
XI. Assignment
Collect and bring the materials you will be needing in constructing
your designed product.
WEEK 9 Day 1-2
Lesson 40: Construct the Designed Project Out of Local,
Recyclable Solid and/ Liquid Materials in Making Useful Products
I. Objective:
Construct the designed project out of local, recyclable solid and/ liquid
materials in making useful products
II. A. Materials:
Powerpoint presentation
activity sheets
recyclable materials and tools/ other materials needed in
constructing the project
B.References:
Science Epectrum 6, Rebecca R. Fallaria et.al pages 133-138
beautyharmonylife.com/25-diy-ideas-to recycle-your potential-garbage/
C. Process Skills: observing, measuring, designing, constructing
communicating
D. Value Integration: Resourcefulness, creativeness, time management
patience
A. Engagement
1. Review
Talk about the designed product they did out of the local recyclable
materials?
Ask:
Why do prefer such project?
2. Motivation
Have you experience to construct projects in your EPP subject?
What kind of projects did you make? How did you find the activity?
Why?
What learnings did you gain in doing such kind of projects?
Show pupils powerpoint presentation of sample products out of
recyclable materials. Talk about these products.
B. Exploration
1. Tell pupils to get all the materials they need/prepare for constructing
the project out of recyclable materials.
2. Set standards to follow in doing the individual project.
3. Let the each pupil construct his/her designed project out of the local
recyclable materials.
(Beforehand, decide whether this will be an individual or group
project)
Activity
Do it Yourself
What You need:
recyclable materials, project design, materials for constructing the
designed project
What to do:
1. Prepare the materials you needed in constructing your
desired project.
2. Follow the steps in constructing your project.
3. Make sure to consider your time table.
4. Evaluate every stage/ process to ensure the desired output.
5. Consult your teacher assistance and advices if needed.
C. Explanation
1. The teacher supervises the pupils while they are constructing the
project.
Ask:
How do you find doing your project?
What common problems do you encounter?
What do you do to solve these?
D. Extension/ Elaboration
Ask:
What useful outputs did you construct out of recyclable materials?
Application
What are you planning to do with your outputs?
Do you think it is possible to make earnings out of your outputs?
How?
Do you appreciate what you did? Why? Why not?
What are you going do to with the other recyclable materials you
have since you know that these can be made again to other
products?
E. Evaluation
Check whether pupils have finished/completed the projects on time. Tell
them to get ready for the evaluation.
IV. Assignment
Bring your outputs. Be ready for the checking/evaluation.
. WEEK 9 Day 3-5
Lesson 41: Evaluate the finished product out of local, recyclable
solid and materials in making useful products
I. Objectives:
Evaluate the finished product out of local, recyclable solid and/or liquid
materials in making useful products.
II. A. Materials
finished products out of local, recyclable solid
materials in making useful products, rubrics
B.References:
Curriculum Guide
C. Process Skills: observing , analyzing, evaluating
Resourcefulness

A. Engagement
1. Review
What are some of the finished products you made out of local,
recyclable solid materials in making useful products?
2. Motivation
Let me see you finished products. We are going to evaluate all you
outputs.
Ask: How did you find doing the activity? Why?
B. Exploration
1. Let pupils present their finished products.
2. Using the rubrics below try to evaluate each finished product.
Scoring Rubrics to Evaluate the Finished Products

Score
Description
4 The project manifests an outstanding

characteristics as to creativity, usefulness,
resourcefulness, less expensive and time
bounded.
3 The project manifests very satisfactory

bounded.
2 The project manifests satisfactory characteristics

as to creativity, usefulness, resourcefulness,
less expensive and time bounded
1 The project manifests poor characteristics as to

creativity, usefulness, resourcefulness, less
expensive and time bounded.
C. Explanation
How did you evaluate the finished products?
What characteristics should these projects possess?
When will the project consider outstanding? very satisfactory?
satisfactory? poor?
What factors contribute to the success of your project? Why?
D. Exploration? Extension
1. What did you learn when you are making your project?
2. Application
If you will be given another chance to make project output
out of recyclable materials what another project idea do you
have? Why?
Should you submit one’s project on time? Why?
E. Evaluation
Evaluate and record the rating of the project. Use the rubrics.
Scoring Rubrics to Evaluate the Finished Products out
of Recyclable Materials
Score
Description
4 The project manifests an outstanding

bounded.
3 The project manifests very satisfactory

bounded.
2 The project manifests satisfactory characteristics

as to creativity, usefulness, resourcefulness, less
expensive and time bounded
1 The project manifests poor characteristics as to

creativity, usefulness, resourcefulness, less
expensive and time bounded.
IV. Assignment
Research about outstanding Filipino inventions out of local recyclable
materials. Report this on class.
WEEK 1 Day 1
Lesson 1: Identifying and Describing the Parts of the Female
Reproductive System
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding on how the parts of the human
reproductive system work
B. Performance Standard
The learners should be able to practice proper hygiene to care of the
reproductive system
C. Learning Competency/Objective
The learner should be able to identify the parts of the female reproductive
system.
S5LT-IIa-1
II. CONTENT
Parts and Functions of the Human Reproductive System
III. LEARNING RESOURCES

A. References:
1. Textbook pages
a. Science for Daily Use , pp. 2-4
b. Science Spectrum 5, pp. 1-4
c. Science for Daily Use, pp. 2-4
d. Science and Health 5 by Natividad Alegre-Del Prado, pp. 1-5
e. Science and Health 5 by Emma s. Zablan, pp. 19-20
f. Cyber Science 5, pp 54-63
g. The New Science Links 5 by Evelyn T. Larisma & Jan Jason Madriaga-
Mariano, pp. 96-98
2. Additional Materials from Learning Resource (LR)
B. Other Learning Resources:

http://kidshealth.org/misc/movie/bodybasics/female_repro.html
www.pppst.com5
https://www.youtube.com/watch?v=5xfa9IK-UX8&spfreload=10
http://www.eschooltoday.com/human-reproduction/the-female-reproductive-organ.html
http://patient.info/health/the-female-reproductive-system
Teaching Support Materials for Elementary Science, pages. 103-113
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Which comes first? Direction: Arrange the following words from
smallest to biggest.
TISSUE CELL
SYSTEM ORGAN
B. Establishing a purpose for the lesson

Activity: Word Hunt
Try to find all 5 words from the letter board. They may go downward,
upward, or from left to right.
C R V I I X U Y R T E S W
Cervix U J H J G V O Q A N O O G
Fallopian tube
R H F U F D V A G I N A G
Vagina
Ovary A U I C
E T S I D S Y A S
Uterus
T E D U T E R U S O R E E
U D E P C W Y D T T D Y R
These are organs S F K L V Q R C F I E T V

found in our body.
To which body system S T K K F A H G D A W I I
do you think these organs
belong? D Y R W G Y O J A E H K X
Answer: Female
Reproductive System F A L L O P I A N T U B E
Let us study these diagrams and identify which belongs to a female

reproductive system.
A B
C. Presenting examples/ instances of the lesson

Activity Proper: Group Activity
Group the class with 6 members each.
Objective: Identify the parts of the female reproductive system
I. Problem: What are the parts of the female reproductive system?
II. Materials: chart/ illustration of the female reproductive system
III. Procedure
1. Study the illustration of the female reproductive system.
2. Discuss with your group members the different parts of the female
3. List down the part of each reproductive system below.
IV. Data and Observation:

1. Enter you observation here.
Parts Of The Female Reproductive System
1.
2.
3.
4.
5.
2. Label the parts of the reproductive system

V: Conclusion:
 I learned that….
 I therefore conclude that…
D. Discussing new concepts and practicing new skills #1

1. Group reporting
2. Sharing of results of the activity.
E. Discussing new concepts and practicing new skills #2

1. Teacher’s Input:
Interactive discussion through animation showing the parts of the
female reproductive system {Female Reproductive System Animation}
2. Answer these questions:

Which parts are oblong-shaped and located on the left and right side
of the uterus? OVARIES
Which part is a hallow, pear-shaped organ with a muscular wall and a
lining? UTERUS
Which are the thin, soft tubes extending from the uterus to the ovaries?
FALLOPIAN TUBE
What part is located in the lower portion of the uterus that opens into
the vagina? CERVIX
Which part is the outside passage way of the baby? VAGINA
F. Developing mastery (Leads to formative assessment)
Study the diagram of the female

reproductive system describe
each part by completing the table
below.
G. Finding practical applications of concepts and skills in daily living

You’ve just learned the different parts of the female reproductive system.
You should not make fun of the terms that refer to your reproductive
system.
PART OF THE DESCRIPTION

REPRODUCTIVE SYSTEM
1. Ovaries
2. Fallopian tube
3. Uterus
4. Cervix
5. Vagina
Why do you think it is important to use the right terms in referring to the
female reproductive parts?
H. Making generalizations and abstractions about the lesson

1. What did you learn today?
What are the parts of the human female reproductive system?
I leaned that…
 The female reproductive system is composed of the following organs:
ovaries, fallopian tube, uterus, cervix and vagina.
 The ovaries are the female reproductive organs.
 Fallopian tubes are the thin, soft tubes extending from the uterus to the
ovaries.
 Uterus is a hallow, pear-shaped organ with a muscular wall and a lining.
 Cervix is located in the lower portion of the uterus that opens into the
vagina.
 Vagina is the outside passage way of the baby which is called as the “birth
canal.’
2. Self-Check
What have you learned? Put a check (/) under the proper column.
I can Yes No
Describe the part of the
human female
reproductive system
Let see if you really understood the lesson by answering the questions.
I. Evaluating learning
Directions: Read each item carefully. Choose the letter of the correct
answer.
1. What are the female reproductive organs?
A. egg cells B. ovaries C. sperms D. testes
2. Why is the vagina called the birth canal?

A. It is pyramid in shape. C. It is where the urine passes
B. It receives the sperm D. The new born baby passes
out from it.
3. Which is not a part of the female reproductive system?

A. cervix B. epididymis C. fallopian tube D. uterus
4. Which best describe the ovaries?

A. oblong-shaped and located on the left and right side of the
uterus
B. the outside passage way of the baby
C. located in lower portion of the uterus that opens into the
vagina
D. hallow, pear-shaped organ with a muscular wall and a lining
5. What do ovaries produce?

A. sperm cells B. egg cells C. zygote D. fertilized egg
J. Additional activities for application or remediation

Create a three-dimensional foldable graphic organizer that will contain
important concepts about the female reproductive system using colored
paper, coloring materials, marker and scissors.
Note: The teacher will demonstrate first how to make the foldable
organizer.
WEEK1 Day 2
Lesson 2: Describing the Function of Each Part of the Female
Reproductive System
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of how the parts of the human
The learners should be able to practice proper hygiene to care of the
reproductive system
The learner should be able to describe function of each parts of the
female reproductive system.
S5LT-IIa-1
II. CONTENT

A. References
1. Textbook pages
c. Science for Daily Use , pages. 2-4
f. Cyber Science 5, pp. 54-63
g. The New Science Links 5 by Evelyn T. Larisma & Jan Jason
Madriaga Mariano, pp 96-98

http://www.eschooltoday.com/human-reproduction/the-female-reproductive-
organ.html
http://kidshealth.org/en/teens/female-repro.html#
http://patient.info/health/the-female-reproductive-system
Teaching Support Materials for Elementary Science, pp. 103-113
IV. PROCEDURE
Activity: YES or NO.
Say YES if the statement is correct and NO if it is incorrect and change the
underlined word to make it correct.
 Ovaries are oblong-shaped and located on the left and right side of the
uterus.
 Vagina is a hallow, pear-shaped organ with a muscular wall and a lining.
 Fallopian tubes are thick, hard tubes extending from the uterus to the
ovaries
 Cervix is located in the lower portion of the uterus that opens into the
vagina.
 Vagina is called as the” birth canal”.

You have already learned the parts of the female reproductive
system. Now, we will be describing the function of each part as we will
be viewing the video.
But before that, what are the standards to follow in viewing
activity?
1. Setting standards in viewing.
a. Listen and watch attentively.
b. Write down important details from the video.
c. Answer the given questions correctly.
2. Distribute the worksheets.

Playing of the video- The Female Reproductive System
Note: Play only the part that pertains to the functions of each external
part of the female reproductive system
Activity Proper: Video Viewing with Interactive Activity

Objective: Describe the function of each part of the female reproductive system
I. Problem: What are the functions of each part of the female reproductive
system?
II. Materials: video of the female reproductive system, worksheets,
chart/ illustration of the female reproductive system
III. Procedure:
1. Watch and listen to the video – The Reproductive System.
2. Take down notes or important details from the video presentation.
3. Answer the following guide questions while viewing the video.
a. Why is vagina called as the birth canal?
b. What is the function of the uterus?
c. What are produced in the ovaries of the female reproductive system?
d. How many egg does a woman releases every month?
e. What is the role of the fallopian tube in the female reproductive system?
f. What organ is located at the lower portion of the uterus that expands
to allow the baby to pass through the vagina?
Based on the discussion, complete the table below.
Parts Of The Female Function
Reproductive
System
1. Vagina
2. Uterus
3. Ovaries
4. Fallopian tube
5. Cervix
V. Conclusion:

Checking of individual worksheets by answering the guide questions.
1. Why is vagina called as the birth canal?
Vagina is called as birth canal because it is the passage way for
childbirth.
2. What is the function of the uterus?
The uterus holds fertilized egg and nurtures until the baby is fully
developed.
3. What are produced in the ovaries in the female reproductive system?
Egg cells and hormones
4. How many eggs does a woman release every month?
A woman releases an egg every month.
5. What is the role of the fallopian tube in the female reproductive system?
The fallopian tube connects the ovaries to the uterus.
6. What organ is located at the lower portion of the uterus that expands to
allow the baby to pass through the vagina?

1. Verifying and explaining the answers for each question by replaying
the female reproductive animation
2. Teacher’s Input through Power Point Presentation

Match each part of the female reproductive organ its function.
Ovaries Uterus
Fallopian tubes Cervix
Vagina
The area between the lower part of the cervix

and the outside of the body. It receives the
penis during sexual intercourse and is a
passageway for childbirth.
Muscular organ that holds fertilized egg and

nurtures until the baby is fully developed
An organ located at the lower portion of the

uterus that expands to allow the baby to pass through
the vagina
These two egg-shaped like organs release egg

cells and hormones.
Ducts that connect the ovaries to the uterus.

Activity: Body Songfest: (Group Activity)
Pupils need to work with respective members.
Each group chooses a familiar tune such as:
‘Mary Had A Little Lamb”
“The Farmer in the Dell”
Twinkle, Twinkle Little Star”
“The wheels on the Bus”
“Bah, bah, Black Sheep”
Each group writes a song about the parts and functions of

The reproductive system. The group members will present the song in
class.
Note: After finishing the activity, cooperative learning template must

be completed by each group.

How does each part of the female reproductive system work?
 Vagina serves as the birth canal or the passageway of the baby about to be
born.
 Ovaries release the egg cell and the hormones, estrogen and progesterone.
 Cervix expands and allow the baby to pass through the vagina.
 Fallopian tubes connect the ovaries to the uterus.
 The uterus holds the fertilized egg and nurtures until the baby is fully
developed.
Directions: Match the part of the female reproductive system in column A
with its function in column B. Write the letter before the number.
A B
1. Cervix a. holds the fertilized egg and nurtures until
the baby is fully developed
2. Vagina b. release the egg cell and the hormones
estrogen and progesterone
3. Fallopian tube c. serves as the birth canal or the
passageway of the baby about to be born
4. Uterus d. connect the ovaries to the uterus
5. Ovaries e. expands and allow the baby to pass
through the vagina

Output Making:
Make a foldable with written parts and functions of the female reproductive
system.
Note: Worksheets to be given as guide in doing the activity at home.
FOLDABLE FEMALE REPRODUCTIVE SYSTEM OUTPUT
I. Objective: Make a foldable with written parts and functions of the female
II. Materials: bond paper, crayons/color pens, pencil, scissors, pentel pen/marker
III. Procedure:
1. On a bond paper, make a foldable sheet like this.
2. Fold the paper 3 inches from the edge. The fold the remaining portion into two
equal parts.
3. On the right side, draw the diagram of a female reproductive system. Follow
the corresponding color indicated below. This will be your inside page.
4. On the other half (left page), fold it again into 2 equal parts. Write the name of
the parts on the outside portion and the functions on the inside portion.
5. Lastly, write the title “The Reproductive System on the outside portion of the
edge of the paper.
6. Post your output in the bulletin board.
7.
Ovaries Function
REPRODUCTIVE SYSTEM
Fallopian tube
Function
Uterus Function
(Inside content)
Note: See attached output rubric for assessment.
WEEK 1 Day 3
Lesson 3: Identifying and Describing the Parts of the Male
Reproductive System
I. OBJECTIVES
A. Content Standard
The learners should be able to practice proper hygiene to take care of the
reproductive system
The learner should be able to identify the parts of the male reproductive system.
S5LT-IIa-1
II. CONTENT

A. References:
1. Textbook pages
b. Science Spectrum 5, pp1-4
c. Science for Daily Use , pp. 2-4
g. The New Science Links 5 by Evelyn T. Larisma & Jan Jason Madriaga-
Mariano, pp. 96-98

PowerPoint presentation, activity sheet, chart, pictures
IV. PROCEDURE
Activity: Fish Bowl
Fish a word related to the parts of the female reproductive system from
the bowl.
The words left in the fish bowl are organs of the male reproductive system
. Let us identify them in the diagram and be able to describe each part.

Show diagram of a female and male reproductive system.
Activity: Think Pair Share:

Question: What difference do you notice between the female and male
reproductive system?
 Give students at least 30 seconds to think prior to responding to

a question or prompt you give them.
 Then have students turn to a partner and share their responses.
 Teacher leads the class sharing of thoughts.

Activity Proper: Let’s Investigate!
Form groups with 6 members each.
TDAR Activity (Think Discuss Act Reflect)
Objective: Identify and describe the parts of the male reproductive

system through a research work.
I. Problem: What do you know about the male reproductive system?
II. Materials: Science books for research, manila paper, pencil,
coloring materials, pentel pen/marker, timer
III. Procedure:
1. Organize your group and choose a leader.
2. The leader will assign roles of each group according to
members preference and assigns other members for their
specific roles.
The Leader The Recorder

The Summarizer The Presenter
The Time-Keeper The errand Monitor
The Artist
3. Assign the Artist to draw the male reproductive system.

4. Assign the Recorder with the help of other members to label
the parts of the male reproductive system
5. Have other members note down and describe each part.

6. Share ideas on how to answer the problem/question.
Talk about your research work to come up with a
presentation.
7. Prepare for a group presentation.
IV. Data and Analysis:

1. List down and describe the organs of the male reproductive system.
2. Enter your data by completing the table
PARTS OF THE DESCRIPTION

MALE
REPRODUCTIVE
SYSTEM
V. Conclusion:
I learned that….
I therefore conclude that…

1. Group presentation and reporting
2. Sharing of results of the activity
3. Completion of the cooperative learning template

Interactive discussion through animation showing the parts of the
male reproductive system {Male Reproductive System Animation}
a. How many sperm cells does a human male have? Billions
b. What are the organs of the male reproductive system?
The organs are scrotum, testes and penis, vas deferens, urethra,
prostate gland and seminal vesicles
c. What are the oval-shaped organs contained in the scrotum? Testes
d. How does the scrotum look like?
The scrotum looks like a sac that hangs behind the penis.
e. Which part is the elongated muscular organ full of blood vessels and
sensitive nerves? Penis
f. Which connects the testes and the vas deferens? Epididymis
g. What is semen? Semen is the whitish fluid that nourishes the sperm.
3. Developing mastery (Leads to formative assessment)

Complete the graphic organizers.
Activity 1 Activity 2
D. Finding practical applications of concepts and skills in daily living

Now that you are very familiar with the parts of the male reproductive system,
let us now expand our knowledge by sharing ideas regarding some misconceptions
that involve the male reproductive system.
Activity: React on These!

Tell whether you agree or disagree and justify you answer.
1. Circumcision increases the sexual power of a man.
2. If a man is not circumcised, he is a gay or worst he will have a child who will
suffer with rheum (a watery discharge from the eye or muta).
3. The size of the penis symbolizes the masculinity of a male.
E. Making generalizations and abstractions about the lesson

1. What have you learned today?
What are the parts of the human male reproductive system?
 The male reproductive system is composed of the following organs:
scrotum, testes and penis, vas deferens, urethra, prostate gland and
seminal vesicles
 Males have billions of sperm cells in their testes.
 The oval-shaped organs contained in the scrotum are testes.
 The scrotum looks like a sac that hangs behind the penis.
 Penis is an elongated muscular organ full of blood vessels and
sensitive nerves.
 Epididymis connects the testes and the vas deferens
 Semen is the whitish fluid that nourishes the sperm.
2. Group Reflection
Make a group reflection by answering the “Group Evaluation
Checklist”.
Directions: Study the diagram. Answer the questions below by writing the
word or letter of the correct answer
1. What organ is represented by letter A? _____________
2. _________ is an elongated muscular organ full of blood vessels and
sensitive nerves.
3. The scrotum looks like a sac that hangs behind the penis. What letter
represents the scrotum? ____________
4. Organ A, B, C and F are ____________parts of the male reproductive
system.
5. Semen and urine are released from the urethra. Which letter represents the
urethra?_________

Output: Flashcard Making:
Objective: Make flashcards of the parts of the male reproductive system
Materials: used cigarette cardboard or old folder, scissors, ruler, pentel
pen, coloring materials
Directions:
1. Measure and cut 4x6 inches flashcards. Make sure that both sides of the cards
are clean and free from any marks.
2. Write the organs of the male reproductive system on each card.
3. Write the description of each organ on the other side of the card like this.
Front side Back side

4. Make your work creative by adding graphics, colors and designs.
5. Post your work on the bulletin board.
Note: The teacher will show sample flashcards.

GROUP EVALUATION CHECKLIST
Name:______________________________________ Date:_________________
Topic of Study:_______________________________ Class Period:___________
Group Members’ Names:
1.
2.
3.
4.
5.
6.
Direction: As a team, decide which answer best suits the way your team
worked together. Check the appropriate box. Then, complete the
remaining sentences.
YES NO
1. We finisged our task on time, and we did a good job!
2. We encouraged each other and we cooperated with
one another.
3. We used soft voices in our communication.
4. We shared our ideas, then listened and valued each
other’s ideas.
5. We did our best at ____________________________________________
6. Next time we could improve at
___________________________________________
WEEK 1 Day 4
Lesson 4: Describing the Function of Each Part of the Male
Reproductive System
I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learners should be able to practice proper hygiene to take care of
the reproductive system
C. Learning Competencies
The learner should be able to describe function of each parts of the male
reproductive system. S5LT-IIa-1
II. CONTENT
Parts and Functions of the Human Male Reproductive System

A. References
1. Textbook pages
a. Science for Daily Use , pp.2-4
e. Science and Health 5 by Emma s. Zablan, pages 19-20
g. The New Science Links 5 by Evelyn T. Larisma & Jan Jason Madriaga
Mariano, pp. 96-98
B. Other Learning Resources

http://www.eschooltoday.com/human-reproduction/the-male-reproductive-
organ.html
http://kidshealth.org/en/teens/male-repro.html#
http://patient.info/health/the-male-reproductive-system
https://www.youtube.com/watch?v=zF1oXOitedE&spfreload=10
https://www.youtube.com/watch?v=Nq_rYGxKG3c&spfreload=10
Teaching Support Materials for Elementary Science, pp. 103-113
IV. PROCEDURE
Activity: Picture Perfect!
Direction: Describe the male reproductive organ presented in each
picture.

Group Activity
1. Distribute the envelopes containing picture pieces of the male reproductive
organs.
2. Connect the parts of the jigsaw puzzle by connecting the parts.
3. Label each organ to illustrate the male reproductive system.
Note: Checking of group work by presenting the correct diagram

with label.
Activity Proper: Video-Based Instruction
https://www.youtube.com/watch?v=zF1oXOitedE&spfreload=10
https://www.youtube.com/watch?v=Nq_rYGxKG3c&spfreload=10
Objective: Describe the function of each part of the male reproductive system
I. Problem: How do organs of the male reproductive system work?
II. Materials: video of the sperms’ journey from the testes and out of
the penis, storyboard template, worksheets, chart/
illustration of the male reproductive system
III. Procedure:
1. Watch and listen to the video presentation.
2. Write down important details about the topic presented in the
video.
3. Recall important shots and complete the storyboard template by
writing the details of what happened in each indicated episode.

Complete the storyboard template below. the blanks can be
used in order for the pupils to be guided in completing the
template.
Note: In lower section, f
V. Conclusion:

1. Peer sharing of answers
2. Checking of worksheets
3. Verifying the results by replaying the video and pause in each shot
(episode)

The teacher leads the pupils to summarize their answers in the table.
EPISODES ORGAN HOW DOES IT WORK?

INVOLVE
Shot #1 Testes Produce the sperm cells
Shot #2 Epididymis Storage for the sperm cells
Shot #3 Scrotum Protects the testes
Shot #4 Prostate Secretes fluid that nourishes the

gland sperms
Shot #5 Penis Transports the sperm cells out of the

body
Shot #6 Urethra Carries urine and semen out of the

body

Activity: Riddle
Analyze each riddle stating the function of each organ of the
male reproductive system and be able to answer each item.
Answers:
1. Testes 4. Penis
2. Scrotum 5. Prostate gland
3. Vas deferens 6. Urethra
F. Finding practical applications of concepts and skills in daily living

Circumcision is a Filipino family tradition wherein the foreskin of the
male’s penis is removed.
Why do males need to undergo circumcision?
(Males undergo circumcision for personal hygiene and preventive health
care.)
G. Making generalizations and abstractions about the lesson

How does each part of the female reproductive system work?
 Testes produce the sperm and the male hormone called

testosterone.
 Scrotum protects the testes.
 Epididymis serves as the storage organ for sperm cells
 Vas deferens connects the testes to the prostate gland
 Urethra is the passage way of urine and semen to pass out
of the body
 Penis is the male external organ that transport sperm cells
into the female’s vagina.
Directions: Study the illustration below to answer the following
questions:
1. What are produced in structure A? Sperm cells

2. Which organ transport sperm cells into the female’s vagina?
Penis
3. What organ is protected by structure F? Testes or organ E
4. If sperm duct or vas deferens is cut, can sperm cell be
transported to females? No
5. Organ B carries _______and sperm cells to the outside of the
body. Urine

Direction: Draw and label the parts of the male reproductive system
WEEK 1 Day 5
Lesson 5: Comparing the Function of Each Part of the Male
Reproductive System
I. OBJECTIVES
A. Content Standard
the reproductive system
The learner should be able to compare the function of each parts of the
human female and male reproductive system. S5LT-IIa-1
II. CONTENT
Parts and Functions of the Human Female and Male Reproductive System

A. References
1. Textbook pages
g. The New Science Links 5 by Evelyn T. Larisma & Jan Jason Madriaga
Mariano, pp. 96-98

PowerPoint presentation, activity sheet, pictures
IV. PROCEDURE
Direction: Arrange the jumbled letters to form the organs of the male
and female reproductive system.
TERUSU INAVAG PESNI

SCTUMRO
SVA DEFNSERE CIXERV VAORY
EPYMISIDID
LLOPFAIAN TBEU STATPROE GANDL
Answer:
UTERUS VAGINA PENIS SCROTUM
VAS DEFERENS CERVIX OVARY EPIDIDYMIS
FALLOPIAN TUBE PROSTATE GLAND

Activity: Reproductive Organ Game
Direction: Tell whether the reproductive organ mentioned in the activity is for
a male or female. Or list them down on the boxes provided.
Activity: What’s the Difference? Group Activity
Objective: Compare the function of each part of the male and female
I. Problem: Which organs of the male and female reproductive system

are similar in function?
II. Materials: chart/ illustrations of the male and female reproductive
system
III. Procedure:
1. Work with your group.
2. Study the illustrations of the male and female reproductive
system.
3. Discuss with your group members the different parts of the
reproductive systems.
4. Complete the table below about the structures and functions of
the Human Reproductive System.
IV. Data and Analysis

Enter your data here.
Function Male Reproductive Female
System Reproductive
System
Type of sex cell Sperm Egg

Organs that produce the Ovaries
Testes
sex cell and hormones
Hormones produced which
determine the secondary Testosterone Estrogen
sex characteristics
Tube through which sex Fallopian tube

Vas deferens
cells travel once produced
Structures where fertilized
egg will grow and Uterus
Prostate gland
developed/sperm cells are
nourished
External sex organs Penis Vagina
V. Conclusion
I have learned that…

1. Group presentation and reporting
Completion of the cooperative learning template.

Discuss the similarities of the functions of male and female
reproductive organs using the illustrations/diagrams.
a. Which organs both produce the sex cells? Testes and Ovaries
b. Which are both external organs of male and female? Penis and
Vagina
c. These organs are tubes wherein the sex cells travel once
produced. Sperm duct or vas deferens and oviduct or fallopian
tube
d. Both males and females have this organ that carry urine. Urethra
e. Aside from sex cells, what other components are produced in the
testes and ovaries? Sex hormones

Draw a line to connect the organs of the male and female with similar
functions.
Drag the organs with similar functions in each end of the line to show its
counterpart in male and female reproductive system.

Compare the function of male and female reproductive organs.
Which reproductive organs have similar functions?
Testes and ovaries both produce the sex cells.
Penis and vagina are both external organs of the male and female
Prostate gland and uterus both nourish and fertilize egg and
sperm cells
Both males and females have urethra that serves as passageway of
urine to the outside part of the body.
Analogy: Analyze each pair of words and supply the missing word.
Study the illustration below to answer the following questions
1. Penis: Male 3. Female sex cell: Egg

________: Female Male sex cell: ________
2. Progesterone: Female hormone 4. External male organ: Testes

__________: Male hormone External female organ:________
5. ____________: Sperm duct

Fallopian tube: Oviduct

a. Study lesson 1-5 Parts and Functions of the Male and female
Reproductive System.
b. Be ready for a short quiz next meeting.
WEEK 2 Day 1
Lesson 6: Puberty and Adolescence Stage
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of how the parts of the
human reproductive system work.
the reproductive organs
The learners should be able to describe the changes that occur
during Puberty
S5LT-IIb-2
II. CONTENT
Puberty and Adolescence Stage

A. References
1. Textbook pages
a. Sci-Bytes Worktext in Science 5 pp 106 – 108
b. Science A Closer Look Philippines; Dr. Jay K. Hackett et.al.,pp 110 –
114
c. Science Works Grade 5; Myla Corazon S. Casinillo, p 9

Pictures, activity sheet, chart, PowerPoint presentation
IV. PROCEDURES
Label the following numbered parts of the male and female reproductive
systems.
Presentation of a picture
www.google.com.ph/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1024&bih=504&q=filipina+facing+on+the
+mirror+with+pimple&oq=filipina+facing+on+the+mirror+with+pimple&gs_
What have you observed in the picture?

Why do you think the girl is conscious on her face?
When do you think pimples occur?

Group Activity: “The Beginning”
I. Problem: What are the physical changes that happen during
childhood to adolescence?
II. Materials: Activity sheet, chart
III. Procedure:
1. Make a timeline of important events in your life. Begin with the day you
were born. Include other events which were told to you or that took
place in your life.
2. Data and Observation

Ages Events
1–3
4–8
9 – 12
IV. Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
Group Reporting / Presentation of the Output
Sharing of results

a. What are the important events that took place when you were a child
up to this date?
b. Which of those things are you still doing?
c. What changes in your physical appearance have you noticed as you
grow?
d. In what stage of human development do these changes occur?

Direction: Draw a happy face  if the statement is correct and sad face
 if it is incorrect.
1. Mood swing is due to the production of estrogen or testosterone levels.
2. Puberty is not considered as a confusing event.
3. Do not accept the changes in your body.
4. Respect your body.
5. Talk to someone you can trust about your personal feelings and the
changes you are going through.

Now that you have reached the puberty and adolescence stage what are the
things that you have to consider?
1. ______________
2. ______________
3. ______________

a. What is the difference between puberty and adolescence stage?
b. What are the characteristics of puberty? Adolescence stage?

 Puberty (pyoo-ber-tee) - refers to the time when your body begins
process of growth and change.
 Puberty is derived from the latin word pubertas, which means
adulthood.
 Puberty is the process of physical changes by which a child’s body
becomes adult body capable of reproduction
 Puberty is initiated by hormone signals from the brain to the gonads
(the ovaries and testes).
 The onset of puberty differs from boys and girls
o Boys it usually occurs between ages of 11 – 13
o Girls at ages between 9 – 13, two years later in boys
 Adolescence begins after about 13th year and continues through the
teenage years.
o Estrogen (Es-truh-jun) – a hormone that is released by the
ovaries. Estogen causes the breast and female reproductive
organs to develop.it also helps begin a process of the female
reproductive system called the menstrual (MEN-sroo-ul)
cycle.
o Testosterone (tes-TAHS-tuh-rohn) – this hormone deepens
the voice and causes male reproductive organs to develop.
What triggers Puberty in Male and Female

 The hypothalamus gland located in the brain produces a
hormone called gonadotrophin. This hormone stimulates the
pituitary gland (situated also in the brain) to emit the growth
hormones, Follicle Stimulating Hormone (FSH) and Luteinizing
Hormone (LH). When this hormones reach the boy’s testes, they
trigger the production of the sex hormone, testosterone, which
initiates puberty.
 In girls, the same things happen. When FSH and LH reach the
ovaries, they trigger the release of the female sex hormones,
estrogen and progesterone. Estrogen initiates puberty while
progesterone prepares the body for reproduction.
 Boys and girls are characterized to undergo several changes:
physical, emotional, mental and social.
Direction: Identify the word/s that are described in the following statements.
Choose the answer inside the box below.
_____________1. It causes both physical and emotional changes

_____________ 2. It is the male hormone that triggers the
development of male secondary sexual traits.
_____________ 3. It is the puberty which is initiated by ____ that
signals from brain to the gonads.
_____________ 4. The first menstruation is called ______.
_____________ 5. It is a stage when the body grows taller and
begins to develop the traits of an adult.

Pupils will be grouped ahead of time
Make a skit that shows activities related to puberty.
(Rubrics will be used to assess performance)
Rubrics
Skit or Role Play
Criteria 4 3 2 1
weight
Understanding 40%  Factual  Factual  Factual  Information

of Topic information information is information is is inaccurate
is accurate mostly somewhat  Presentation
 Indicates a accurate accurate is off topic
clear  Good  Fair
understanding understanding understanding
of topic of topic of topic
Cooperation 30%  Accepts  Accepts most  Unwilling to  Group does

ideas of ideas without compromise not work
others; able negative  Few members together
to compromise comments; contribute  One person
 All members able to does all the
contribute compromise work
 Some
members
contribute
Presentation 30%  Shows  Shows some  Unsure of  Portrayal
confidence confidence responsibility stalls
 Informative  Presents  Somewhat  Lacks
 Entertaining; some informative information
engages information  Engages  Audience
audience  Engages audience bored
intermittently
 Speaks audience  Mumbles
loudly and  Can be heard  Hard to hear  Body
clearly  Some use of  Some language is
 Appropriate body movement lacking;
use of body language inappropriate
language
WEEK 2 Day 2
Lesson 7: Changes that occur during Puberty for Female
I. OBJECTIVES
A. Content Standard
The Learners demonstrate understanding of how the parts of the
C. Learning Competency/ Objective

The learner should be able to identify the changes that occur during
puberty for female
S5LT-IIb-2
II. CONTENT
Changes that occur during Puberty for Female

A. References
1. Textbook pages:
a. Cyber Science 5, Nicetas G. Valencia et. al., pp. 23 – 24;
b. Cyber Science Worktext in Science and Technology 5, Nicetas G.
Valencia et. al., pp. 65 – 67
2. Additional Materials from Learning Resource (LR) Portal

Chart, activity sheet, pictures, PowerPoint presentation, laptop
IV. PROCEDURES
Directions: Write the word FACT if the statement is correct and word
BLUFF if it incorrect.
1. Puberty is the process through which a child’s body matures in adult body
capable of sexual reproduction. (FACT)
2. Adolescence is the period between puberty and adulthood. (FACT)
3. Growth decreases in the first half of puberty and stops at the completion of
puberty. (BLUFF)
4. Boys typically enter puberty about 2 years after girls do. (FACT)
5. Estrogen triggered by changes in hormones from the endocrine system.
(BLUFF)

Pictures of the male and female
www.google.com.ph/search?hl=en&site=imghp&tbm=isch&source=hp&biw=
Is there a difference between how the boy and girl look today and how
they looked when they were much younger?

Group Activity: “See Change”
I. Problem: What are the changes in female?
II. Materials: picture of female showing the growth and development or
stages, childhood and adolescence
III. Procedures:
1. Use the pictures provided to observe the physical appearance of
female during childhood and adolescence.
2. Infer the different changes that take place from childhood to
adolescence.
3. Record your observations by filling out the table below.
IV. Data and Observation

Features during childhood Features during adolescence
Questions:
1. Did you notice some changes in female? What are these
changes?
2. If you were the girl in the picture, what will you feel on the
changes that happened? Why or why not?
V. Conclusion:
___________________________________________________________
_________________________________________________

Sharing of results

Answer these questions:
a. What are the changes that occur during childhood and adolescence in
female?
b. Which of the following change is physical, emotional and intellectual?

Direction: Identify whether the following statements are physical,
emotional and intellectual changes.
1. the hips become wider and breasts develop
2. develop a curvy waistline
3. admiration towards opposite sex
4. consciousness on how body changes
5. associate with friends

a. How are you going to appreciate the change that occurs in your body
during the puberty stage?
b. You have noticed some bodily changes happening to you during puberty.
How would you react to this?

a. Based on the activity conducted, what changes occur during the puberty
stage of female?
b. What age does puberty occur in female?

Physical change that happen in all teenagers as they reach puberty. Most
teenagers may feel confused, uncomfortable, and awkward with these
changes in their body.
 Change that occurs in female
 Grows taller fast
 Widening of the hips
 Enlarging of the breast
 Body becomes more rounded
 Growth of hair in the armpits and around the sex organ
 Develop’s a high – pitched voice
 Develop's a fine skin
 Ovaries release mature eggs
 Start producing vaginal discharge
 Menstruation may start in some girls
 Have a growth spurt between 11 to 15 years old
Direction: Write the word TRUE if the statement is correct and FALSE
if the statement is incorrect.
1. puberty of girls took place at the age between 9 – 11
2. testes produce sperm
3. enlargement of the breast
4. onset of menstruation
5. larger and stronger muscles develop

Interview at least three (3) females who are about 9 – 11 years of age by
asking the following questions:
a. What changes have you observed in your body?
b. How did you feel with these changes? Why?
c. Are you comfortable with these changes? Why or why not?
WEEK 2 Day 3
Lesson 8: Changes that occur during Puberty for Male
I. OBJECTIVES
A. Content Standard
The learner should be able to identify the changes that occur during
puberty for male
S5LT-IIb-2
II. CONTENT
Changes that occur during Puberty for Male

A. References
1. Textbook pages:
a. Cyber Science 5, Nicetas G. Valencia et. al., pp. 23 – 24
b. Cyber Science Worktext in Science and Technology 5, Nicetas
G. Valencia et. al., pp. 65 – 67
c. Sci-Bytes Worktext in Science 5, Janneth C. Basa et.al., pp.106-
108

Video presentation, activity sheet, chart, PowerPoint presentation, laptop
IV. PROCEDURES
Cite the changes that occur during the puberty of female?

A video presentation https://www.youtube.com/watch?v=QFx6GIpsZNI
What have you noticed with the sounds you’ve heard?

Group Activity: “Let’s Talk and Observe”
I. Problem: What are the physical changes that occur during puberty of
male?
II. Materials: Chart , activity sheet
III. Procedure:
1. Describe what happens to each body part of male listed below
during puberty. Write your answers on the table below.

Body Parts Changes Observed in Male
Chest and shoulder
Neck
Face
Height and weight
Armpit
Voice
Sex organ
Questions:
a. How do you feel about the changes?
b. If you were a male what changes do you like most/least?
Why?
V. Conclusion:
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________

Sharing of results

a. What are the changes that occur during puberty in male?
b. Which of the changes are physical, emotional and intellectual?

Let the pupils share personal experiences about the changes that
happen to them during puberty.
A short reporting/ presentation of output will follow
Adam’s Apple Group

How should you cope with the changes occurring during the
puberty?

a. Enumerate the changes that occur during puberty for male
b. What can you say about the changes that male experience during
puberty?
Background Information for Teachers

Physical changes happen in all teenagers as they reach puberty. Most
teenagers may feel confused, uncomfortable, and awkward with these
changes in their body.
 Changes that Occur in Male
 Experiences growth spurt between 12-16 years old
 Develops “Adam’s Apple”
 Deepening and breaking of voice
 Experiences more frequent erections
 Develops larger muscles and broader shoulder
 Growth of hair in the armpit and below the abdomen
 Developing a mustache and beard
 Grows fast in height
 Experiences ejaculations and wet dreams
 Grows larger ears, hands and feet
 Grow larger penis and scrotum
Direction: Choose inside the box the changes in male during puberty.
Write the correct letter in your notebook.
a. Menstrual flow f. Adam’s apple appear

b. Deeper voice g. Mustache appear
c. Bigger breast h. Testes produce sperm
d. Voice becomes high pitched i. Widening of hips
e. Broader shoulder j. Develops a fine skin
1. ________________
2. ________________
3. ________________
4. ________________
5. ________________
.
What is the importance of circumcision for male? You may conduct an
interview or have a research
WEEK 2 Day 4
Lesson 9: Changes that occur during Puberty for Male and Female
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of how the parts of the
The learners should be able to differentiate the changes that occur
during puberty for male and female
S5LT-IIb-2
II. CONTENT
Changes that occur during Puberty for Male and Female

A. References:
1. Textbook pages:
a. The Wonderful World of Science 5, Jesus Q. Javier et.al, pp. 12 – 15;
Valencia et. al., pp. 65 – 67;
c. Sci-Bytes Worktext in Science 5, Janneth C. Basa et.al., pp.106-108

Activity sheet, video presentation, PowerPoint presentation, laptop
IV. PROCEDURES
Pick a strip of paper from the mystery box. Read the word and post it in the
blank to complete the statement.
1. They experience squeaking _______. (voices)
2. Their bodies take ______. (shapes)
3. They increase in ______. (height

Video presentation https://www.youtube.com/watch?v=JjmVurLWECA
What have you observed in the video presented?
Is there any difference that occured?
Why do you think it happened?

Group Activity: “Are You Going Through Puberty?”
I. Problem: What are the changes in female and male during puberty?
II. Materials: pictures of female and male ages 5, 7, 10 years old and
now, chart
III. Procedure:
1. Work in groups with five to six members. Observe the pictures of male
and female with ages 5, 7, and 10 years old and the most recent picture.
List down some changes that you notice in each picture. Discuss them
among your group members.
2. Observe each picture of male and female in your group. Examine the
change that are unique to a male and female and that are common to
both at present.
3. Study the list of changes that happen during puberty given to you.
Compare them with your observation.
4. Indicate whether the specific changes only happen to male, female, or
to both female and female.
5. Tabulate your answer

Male Female Both
Questions:
a. What changes occur only in male?
b. Which changes occur only in female?
c. Which changes are common to both male and female?
V. Conclusion:
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________

Sharing of results

What can you say about the physical changes that male and female
experience during puberty?

Direction: Based on the result of the activity complete the Venn
diagram regarding the physical change in male and female
How should you cope with the changes occurring during this stage in
your life?

a. Enumerate the changes that occur during puberty for male and female
b. What can you say about the changes that male experience during
puberty?
I. Evaluating Learning
Direction: Draw if the change refers to a physical change that
occurs among female, if it occurs among male, and
. if it occurs for both male and female. Write your answer
on the blanks before each number.
_______ 1. Experiencing growth spurts
_______ 2. Getting hair on the arms, legs, armpit, and
genitals area
_______ 3. Widening of hips
_______ 4. Development of muscles
_______ 5. Having nocturnal emissions or wet dreams

Direction: Put a check (/) before the description that refers to an
emotional change experienced during puberty and a cross
(x) if it does not.
______ 1. Shows maturity in making a decision.
______ 2. Doesn’t want to have fun and socialize.
______ 3. Lack of interest or concern about the
opposite sex.
______ 4. Seems unmindful of their physical appearance.
______ 5. Feels anxious about the way he/she looks.
WEEK 2 Day 5
Lesson 10: Show Changes that occur during Puberty through
creative activities
I. OBJECTIVES
A. Content Standard

The learner should be able to present a creative activity showing
changes that occur during puberty
S5LT-IIb-2
II. CONTENT
Show changes that occur during puberty through creative activities

A. References
1. Textbook pages:
a. Cyber Science 5, Nicetas G. Valencia et. al., pp. 23 – 24;

Rubric, activity sheet, PowerPoint presentation, video clip
IV. PROCEDURES
Describe some physical changes that occur in male and female during puberty.

Video presentation
https://www.youtube.com/watch?v=urdeS_olcJ0
https://www.youtube.com/watch?v=iJvpGC-Dg_w
What can you say about the video presented?
Why do females/girls use sanitary napkins?
Why may males/boys need to use deodorant?
1. Setting Standards
3. Distribute activity sheets and materials to be used.
4. Let the pupils perform the activity.
I have here some situations of the different activities that depict
the changes that occur during puberty.
Group I – The Actor/Actress
Show the different changes that occur in male and female
during puberty through acting.
Group II – The Reporters
Perform a 2 minute radio broadcast about the
changes that occur in puberty
Group III – The Painter
Illustrate the changes that occur during puberty for female and
male
Group IV – The Poet
Write a poem or a verse about the changes that occur during
puberty for female and male

Group Reporting / Presentation of the Outputs
Sharing of results

What can you say about the physical changes that male and
female experience during puberty?

Direction: Write TRUE if the sentence is correct about changes
experienced by female and male during puberty and
FALSE if it is not. Then underline the word that makes
It incorrect. Write your answer on the blank before each
number.
_________ 1. The hormones produced by female and
male cause their bodies to change in
appearance.
__________ 2. Female and male experience only
external changes during puberty.
__________ 3. Before puberty, female and male are
capable of reproduction.
__________ 4. During puberty female and male do not
develop attraction to the opposite sex.
__________ 5. Menstrual period starts at 5 years of age
for all female.
How should you cope with the changes occurring during this stage in
your life?

a. Enumerate the changes that occur during puberty for male and female
b. What can you say about the changes that the male experiences during
puberty?
Direction: Read each question carefully. Write the letter of the
correct answer on the blank before each number.
______ 1. Its occurrence among females signals the start
of their reproductive maturity. Which one is it?
a. Appearance of pimples
b. Onset of menstruation
c. Growth of hair in armpits
d. Developing a high – pitched voice
______ 2. In Which age bracket does puberty set in?

a. Between the ages of 6 – 10
b. Between the ages of 9 -13
c. Between the ages of 11 – 16
d. Between the ages of 18 – 21
______ 3. Which of the following happens among female

during puberty?
a. Appearance of facial hair
b. Broadening of hips and shoulders
c. Thickening of vocal cords
d. Widening of hips
______ 4. Which of the following changes do males

experience during puberty?
a. The muscles become smaller
b. The breasts are enlarged
c. The hips become wider
d. The voice becomes deeper
______ 5. Which of the following do male and female

experience when they reach the age of puberty?
a. There is a rapid growth in height
b. Several physical changes occur in the body
c. They become more excited and curious to
discover new things
d. All of the above

Choose an advertisement with the presence male or female. Analyze
and discuss how changes in adolescents take place
WEEK 3 Day 1
Lesson 11: Define Menstrual Cycle
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of how parts of the human

The learner should be able to define menstrual cycle
S5LT-IIb-2
II. CONTENT
The Menstrual Cycle

A. References
1. Textbook pages
a. The New Science Links Worktext in Science and Technology by
Evelyn T. Larisma,et.al p. 109
b. Cyber Science Worktext and Technology by Nicetas G.
Valencia,et.al pp.71-72
c. Science Works Grade 5 by Myla Corazon S. Casinillo, pp. 14-15

PowerPoint presentation, illustration, word puzzle
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lessons
What are the changes that occur during puberty in females?

Ask female pupils who among them are already menstruating.

Activity
I. Problem: What is menstrual cycle?
II. Materials: word text, group of pupils
III. Procedures:
2. Distribute the word text and give them 3-5 minutes to read.
3. Let them answer the questions:
a. What is menstruation?
b. What is menarche?
c. Why is menstrual cycle called a cycle?
d. What are the body parts involved in it?
e. Why does menstruation happen to girls during puberty?
One of the signs of puberty in females is the on set of

menstruation. Menstruation is referred to as a woman’s monthly
bleeding. A girl’s first menstrual flow called menarche, signals that
she is growing up and she is ready of reproduction. The menstrual
cycle is occurs monthly. It usually begins at the age of 10 or 13 and
continues until they reach their forties or fifties. The reproductive
parts involved are ovary, fallopian tube, endometrium or uterine wall,
cervix and the vagina.
On the average, it takes about 28 days to complete one
menstrual cycle. For others,the cycle may range from 22 to 36 days.
IV. Conclusion
I found out that …

1. Group reporting/sharing about the activity

1. Teacher will use a power point presentation to further discuss the
lesson.
2. Teacher may entertain questions from the pupils.
F. Developing mastery
Direction: Write the missing letters in the boxes to complete the
words. Use the given clues as your guide.
1. The shedding of the
m e t a i n blood from the lining of the
uterus
2. e d t r m Lining of the uterus
m r c h 3. First menstrual period

1. What are the things that a female should do or prepare when
menstruation begins?
2. Teacher will demonstrate how to put sanitary napkin on female’s
underwear.
H. Making generalizations and abstractions about the lesson.

The menstrual cycle is the process that prepares a woman for
pregnancy. This cycle repeats itself every 28 days (on the average) during
the reproductive years of most women.
Menstruation is referred to as woman’s monthly bleeding. When
you menstruate, your body sheds the lining of the uterus called
endometrium. Menstrual blood flows from the uterus through the small
opening in the cervix and passes out of the body through the vagina. Most
menstrual periods last from 3 to 5 days
Direction: Read each statement below. Write Yes if it is correct or No if it is
not.
1. Both male and female experience menstruation when they reach
puberty.
2. Menstruation is the shedding of endometrium that causes blood flow in
female.
3. When a female menstruates it signals that she is capable of
reproduction.
4. Menarche is the period when female stops menstruating.
5. Female should observe proper hygiene during menstruation because
the body is more susceptible to infection.

Why males should understand all about menstruation that occur to female?
WEEK 3 Day 2
Lesson 12: Identify the Phases of Menstrual Cycle
I. OBJECTIVES
A. Content Standard

The learners should be able to identify the phases of the menstrual
cycle
S5LT-IIb-2
II. CONTENT
The Menstrual Cycle

A. References
1. Textbook pages:
Evelyn T. Larisma,et.al p. 110
b. Cyber Science Worktext and Technology by Nicetas G.
Valencia,et.al pp.68-69
c. Science and Health Today’s Environment by Carol A. Cruz, et.al.
pp. 11-12
d. Science for Daily Use by Conchita T. Tan, p. 17

PowerPoint presentation, diagram of menstrual cycle, worksheet
IV. PROCEDURES
Have 3-5 volunteers to share their assignment why males should
understand all about menstruation that occur to females.
Present the diagram of the menstrual cycle.
What can you infer from the diagram?

Record pupils’ responses.
C. Presenting examples/ instances of the lessons
Activity
I. Problem: Identify the phases menstrual cycle
II. Materials: diagram of the phases of the menstrual cycle, group of
pupils, worksheets
Sample Diagram:
Note: Picture for each phase should be separately illustrated.

III. Procedures:
1. Group the pupils into four.
2. Distribute the diagram for each phase.
3. Each group will identify the phases of the menstrual cycle.
*They may use the following questions as their guide for their
output.
a. How do you call each phase of menstrual cycle?
b. From the diagram, identify the things that happen in each
phase.
IV. Conclusion
I know that …….
.
Group presentation about the activity

1. Teacher will show an animation of menstrual cycle to further discuss
the lesson.
https://www.youtube.com/watch?v=pNe43KGZTl8
Into how many days does menstruation occur?

1. What are the beliefs that mothers follow during the first on set of
menstruation of their daughter?
2. Do you think it is appropriate to follow those beliefs? Why or Why not?

The menstrual cycle has four phases. Namely the menstruation
phase, follicular phase, ovulation phase, and luteal phase. Different
things happen in each phase like shedding of the uterine lining,
releasing of mature egg cell, travelling of the egg in the fallopian tube
and thickening of the uterine lining.
Direction: Identify the menstrual phase referred to in each statement.
Choose the answer from the box and write after the
statement.
1. bleeding occurs.
2. mature egg cell is released in the ovary.
3. egg cell travels in the fallopian tube.
4. lining of the uterus becomes thicker.
5. uterine lining is shedding.

Make a diagram of the menstrual cycle when first day of
menstruation is April 5. Use the following color codes:
Phase 1 – red
Phase 2 – yellow
Phase 3 – pink
Phase 4 – black
WEEK 3 Day 3
Lesson 13: Explain the Phases of Menstrual Cycle
I. OBJECTIVES
A. Content Standard

The learners should be able to explain the phases of the menstrual
cycle
S5LT-IIb-2
II. CONTENT
The Menstrual Cycle

A. References:
1. Textbook pages
Evelyn T. Larisma,et.al p. 110-111
b. Science Spectrum by Rebecca R. Fallaria, et.al, p 5
c. Science for Daily Use by Conchita T. Tan, p. 18

PowerPoint presentation, diagram of menstrual cycle, worksheet
IV. PROCEDURES
Show a diagram of a menstrual cycle when the first day of
menstruation is June 2. Have them mark the fertile dates.

1. Prepare the class for viewing a short video clip.
2. Flash some new words that they will encounter from the video clip.

1. Set the objectives of watching the video clip.
* Pupils are expected to explain the phases of menstrual cycle
2. Pupils will be divided in small groups of 4 or 5 members
Pupils will share information they learned from the video clip (3
minutes).

Group presentation

Teacher will use power point presentation explaining each phase of
menstrual cycle.
Explain the phases of menstrual cycle through group activities.
Group I - Compose a song explaining the menstruation phase
Group II - Make a script for broadcasting explaining follicular phase
Group III - Write a poem (1-2 stanza) explaining the ovulation phase
Group IV - Illustrate the luteal phase of menstrual cycle

In which phase of the menstrual cycle is pregnancy possible? Why?

Menstrual Phase- This is a woman’s monthly bleeding. During this
period, some eggs begin to mature in the ovaries.
As the eggs develop, the surrounding cells release
the estrogen hormone into bloodstream.
Follicular Phase- The lining of the uterus starts to grow due to the
Hormone estrogen. The endometrium starts to
develop to receive the fertilized egg. The follicle-
stimulating hormone (FSH), increases and in turn
stimulates the growth of the ovarian follicles.
Ovulation Phase- When a mature egg (ovum) is released from the

ovarian follicle to the nearest fallopian tube during
the menstrual cycle, ovulation occurs. As the egg
moves down the fallopian tube over several
days, the lining of the uterus continues to grow
thicker and thicker. It takes 3 to 4 days for the
egg to travel toward the uterus. In this stage,
fertilization may take place thus,pregnancy is
possible.
Luteal Phase- After ovulation occurs, the follicle develops into a

hormone-producing structure called corpus luteum, a
yellow structure in the ovary that produces estrogen
and large amounts of progesterone. This hormone
signals the uterus to thicken to provide nutrients for
the coming baby if in case a sperm fertilizes the
egg. If fertilization did not take place, the thickening
of the uterus breaks down and comes out of the
body through menstruation. The menstrual cycle
repeats, after approximately 28 days
Direction: Which phase of the menstrual cycle is being referred to? Write
the phase before the number.
Menstrual Phase Description

1. The mature egg moves to the surface of the
ovary just before the mid-cycle.
2. Uterine linings begin to break down and
bleeding results.
3. The mature egg travels from the ovary to the
uterus.
4. The endometrium becomes thicker in
preparation for the implantation of the fertilized
egg.
5. A new egg cell starts to mature within the ovary.
6. The next menstrual cycle is then about to begin.

7. The lining of the uterus becomes thin after
bleeding.
8. An egg in the ovary continues to mature.
9. The mature egg is released.
10. Pregnancy may be possible.

Direction: Draw the phases of menstrual cycle. Write a brief explanation for
each.
WEEK 3 Day 4
Lesson 14: Relate Menstrual Cycle to the Ability to Get Pregnant
I. OBJECTIVES
A. Content Standard

The learners should be able to relate menstrual cycle to the ability to get
pregnant
S5LT-IIb-2
II. CONTENT
The Menstrual Cycle

A. References
1. Textbook pages
a. The New Science Links Worktext in Science and Health by Evelyn
T. Larisma,et.al p.18
b. Exploring and Protecting Our World by Carmelita C. Coronel,et.al.
p. 13

power point presentation, diagram of menstrual cycle, worksheet or
paper strips
IV. PROCEDURES
Show the four phases of menstrual cycle.
In which phase is pregnancy possible? Why?

Through a power point presentation, present a slide of
ultrasound result with a developing baby.
Ask the pupils to tell something about the slide.

1. Show a video clip about relating menstrual cycle to the ability of
getting pregnant.
https://www.youtube.com/watch?v=nLmg4wSHdxQ
2. Pupils will be asked to write the sequence of the events of
ovulation phase up to the ability of getting pregnant.
Pupils will post their paper strips on the board showing the sequence.

Teacher will use powerpoint presentation to discuss the topic.
Direction: Use the diagram to write the sequence of the ability to get
pregnant.
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
G. Finding practical applications of concepts and skills in daily

living
If sperm cell meets with the egg cell what will happen?

In the ovulation phase, there’s a possibility that the adult female
may get pregnant. As the mature egg cell leaves the ovary, it is
swept up to the fallopian tube. In this phase, if sperm cell meets the
egg cell fertilization will take place or pregnancy starts.
Direction: Fill in the blank with the correct word to complete the
paragraph. Choose your answer from the box.
In the ___________ phase of the menstrual cycle, the _________
releases a mature egg cell. It is swept up to the ______________.
In this phase, sperm cells may enter the female reproductive system
and ___________ with the egg cell. Fertilization will take place and
the female adult will be___________.

Encourage the pupils to visit the link below as their home connection
activity.
https://www.youtube.com/watch?v=vFfqLs94iHc
Week 3 Day 5
LESSON 15: Discuss the Problems that Occur During Menstruation
I. OBJECTIVES
A. Content Standard
The learners should be able to discuss the problems that occur during
menstruation
S5LT-IIb-2
II. CONTENT
The Menstrual Cycle

A. References
1. Textbook pages
a. Science Spectrum by Rebecca R. Fallaria, et.al, pp. 5-6.
b. The New Science Links Worktext in Science and Tecnology by
Evelyn T. Larisma, et.al, p.112.

PowerPoint presentation, diagram of menstrual cycle, worksheet or
strips of paper
IV. PROCEDURES
Ask if pupils were able to visit the link assigned yesterday.
Encourage volunteers to share in class what they have learned.

Show a short skit performed by female pupils about problems
that occur during menstruation.

Children will be asked on their prior knowledge about the topic
by completing the word web.
From the pupils’ answer in the word web, let them further
explain their answer.

The teacher will present the different problems that occur during
menstruation.
Have the class play the game “What Am I”?
1. Women experience headache, irritability and depression with no
apparent cause. What am I?
2. Females experience severe menstrual cramps. What am I?
3. Some women have irregular menstruation but they are not
pregnant. What am I?
Suppose a 10-year old female pupil is already menstruating.
What should she do if she missed her monthly period?

Many women experience different problems during
menstruation These include menstrual pain and discomfort, tenderness
of the breasts, headache, irritability, and depression with no apparent
cause. All of these refer to premenstrual stress or PMS.
A few women experience severe menstrual cramps called
dysmenorrhea. There are some women who experience irregular
menstruation or lack of a menstrual period, unless pregnant. If they
suffer from this, they have amenorrhea.
Direction: Draw a happy face  if the phrase/word tells problem during
menstruation and a sad face  if it is not.
1. abdominal cramps
2. hypertension
3. missing of menstrual period
4. morning sickness
5. emotional stress

Direction: Conduct an interview to females who are already
menstruating. Ask them to share their experiences during
their menstruation period.
WEEK 4 Day 1
Lesson 16: Identify Ways of Taking Care the Reproductive Organ
I. OBJECTIVES
A. Content Standard
Demonstrate understanding of how the parts of the human reproductive system
work.
Practice proper hygiene in caring of the reproductive organs

The learner should be able to give ways of taking care the reproductive organs
S5LT-IId-4
II. CONTENT
The reproductive system

A. References
1. Textbook pages
a. Science and Health Today’s Environment, Carol A. Cruz et. al. pp. 12 – 14
2. Additional Materials from Learning Resource Portal

file:///C:/Users/User/AppData/Local/Temp/Temp2_SCIENCE%20LRMDS.zip/
Care%20of%20Reproductive%20System.pdf

metacards, activity sheet, chart, checklist
IV. PROCEDURES
Direction: Supply the correct word to complete the following sentences.
1. An egg matures once in every __________.
2. The mature egg is released from the ovary down to the ___________.
3. The egg cells are present in a girl’s body at _________.
4. The release of a mature ovum into the fallopian tube is called ____________.
5. The inner lining of the uterus slow down and passed out through a flow of blood
called ___________.
Answer: 1. month 2. fallopian tube 3. birth
4. ovulation 5. menstruation

Pick and Act.
Class, I have here some word inside the box. I am going to call one
student to pick and then act out the word/s. If you know the answer just
raise your hand.
eating Exercising
sleeping bathing
Let us see how these words are related to our lesson today.

Let’s play - Yes, I did it.
Today each of you will write on the piece of metacard some ways of
Taking care your reproductive organs that you have already practice.
Then, paste it on the chart.
Ways of taking care of reproductive organ
BOYS GIRLS

1. Setting standards
3. Distribution of activity sheet and materials to be used.
Activity
Practice makes perfect
I. Problem: How do we take good care of care of our
reproductive organ?
II. Materials: chart
III. Procedure:
Check (√) the practices that show care for the reproductive
organs.
_______ 1. Wear clean underwear.
_______ 2. Engage in risky and dangerous games such as
jumping over high fences.
_______ 3. Use the underwear of your brother or sister.
_______ 4. Wash the genitals with soap and water daily.
_______ 5. Eat plenty of fruits and vegetables.
IV. Observation:
1. What are the practices that show caring for the
reproductive organs?
2. What practices should we avoid?

1. Group Reporting and Presentation of Output
What practices show care for the reproductive organ?
What practices should we avoid?
Personal hygiene should be observed at all times to keep the
reproductive organs healthy. Why do you think so?

Put check (√) on the proper column to show how often you do the
activities always, sometimes, or rarely. Remember, there is no
right or wrong answer in this activity.
Activity Always Sometimes Never
I take a bath.
I wear clean underwear.
I change my underwear.
I wash my underwear well.
I wash my genitals (sex organ)
with mild soap and water.

What are the ways of taking care the reproductive organ?

Here are some ways you could take care of your reproductive system.
 Take a bath every day and wash your external reproductive organs
with soap and water.
 Wear clean underwear and change them as often as necessary.
 Eat a balanced diet. The right kind and amount of food is of vital
importance to one’s health.
 Exercise regularly.
 Keep your comfort room clean. See to it that the toilet bowls are
clean before using them.
 Be extra careful in the use of public toilets.
 Girls may take a quick shower but should not go swimming during
their period. It is unsanitary to do so.
 Use sanitary pads during your period. Change sanitary pads as
often as necessary.
 Dispose your used sanitary napkins properly. Do not flush them in
the toilet bowl.
 Do not get involve in premarital sex. It may lead to unwanted
pregnancy or sexually transmitted disease.
 Don’t hesitate to visit or consult a physician when problems arise.
 Boys should undergo circumcision.
Direction: Draw a star ( ) on the practices that show care for the
reproductive organs and ( ) if not.
________ 1. Have enough rest and sleep.
________ 2. Flush the sanitary napkin in the toilet.
________ 3. Wash dirty underwear every after change
________ 4. Just wipe your external organ with clean cloth when you
change your underwear.
________ 5. Boys should undergo circumcision

Good health comes from proper hygiene and care for the different body
parts. Based on the discussion, write your reflection on this saying,
“Cleanliness is next to Godliness.” Write it in your notebook.
WEEK 4 Day 2
Lesson 17: Reasons Why We Need to Take Care of the
Reproductive Organs
I. OBJECTIVES
A. Content Standard
Demonstrate understanding of how the parts of the human reproductive
system work.

The learner should be able to give reasons why we need to take care of the
reproductive organs.
S5LT-IId-4
II. CONTENT
The Reproductive System

A. References
1. Textbook pages
a. Science and Health Today’s Environment by: Carol A. Cruz et. al. pp. 12 –
14

IV. PROCEDURES
Yesterday, we learned the reason why we taking care our reproductive
organ. Let me see if you can still recall what we have studied yesterday.
Game. FACT or BLUFF.
Direction: Show the word FACT if the statement tells ways of taking care
the reproductive system while BLUFF if it is not.
1. Allow other persons to touch your genitals.
2. Wash your genitals with soap and water daily.
3. Exercise regularly and avoid risky games.
4. The right kind and amount of food is of vital importance to
one’s overall health good condition.
5. Become hesitant to visit or consult a physician when
problems arise.
B. Establishing a purpose for the lesson (Inquiry-Based)

Class, look at the picture.
What can you say about it?

How often you do it?
What benefits can we get from this kind activity?

Group the class into five.
Teacher will present some situations that show proper care of the
reproductive organ. Each group will tell the reasons why these practices are
important.
Group I – Young illustrators
Edgar joins his friends who exercise regularly. Draw your answers.
Group II – Young actors/actresses
Glenda makes sure that the toilet bowl is clean before using it. Present
your answer through role play.
Group III – Young newscasters
Nancy uses sanitary napkins and dispose them properly. Make a 2
minutes broadcasting.
Group IV – Young rapper
Sydney eats a proper diet with low salt and fat and high in fiber. Present
your answer through a rap.
Group V – Young singers
Manny keeps his clean underwear in a place free from dirt or germs.
Present your reason though a song.
Activity 17
Yes or No: Decide now
I. Problem: Find out if the person show characteristics of having
a healthy reproductive system.
III. Procedure:
Put check (√) on the proper column. If you agree
check the column for Yes and if you do not agree
check the column for NO.
A person with a healthy reproductive Yes No
system
1. Looks energetic
2. Enjoys school and home
activity.
3. Often feels bodily discomfort.
4. Is safe from illness.
5. Does not join outdoor games.
6. Is prone of getting sick always.
7. Will avoid catching sexually-
transmitted diseases.
8. Engages in lively discussions.
9. Does not eat a balanced-diet.
10. Makes friends.
IV. Observation:
What did you discover?
Enumerate those which you possess or regularly practiced.

What are the characteristics of a person with a healthy reproductive
system?
Do you practice these activities?
What practices should we avoid?
1. Teacher will give additional information about the importance of proper
ways of taking care of the reproductive organ.
2. Let the pupils share their experiences about the importance of proper
ways of taking care of the reproductive organ.

Class, I have a statement here. You have to complete this statement. I
will keep my reproductive organ clean at all times because
________________________________________________.

Why is it important to take good care of our reproductive system?

Our reproductive organs should be taken care of properly to avoid
discomfort and infection.
Take a bath every day. Wash the reproductive organs with soap and
water. Have a clean towel to dry yourself thoroughly. Having clean reproductive
organs are not prone to infection. You feel fresh when these organs are clean.
Wearing clean underwear is also a must. Dirty underwear can cause
infections in our reproductive organs.
Wear only your own underwear to protect reproductive organs from
infections.
Directions:Encircle the letter of the correct answer.
1. Which of the following practices should be AVOIDED?
A. eating nutritious food
B. engaging in premarital sex
C. breathing clean and fresh air
D. using public toilet with extra care
2. Alice likes salty snacks. What would you advise her if

you were her friend? Advice her to _____________.
A. exercise often
B. eat fruits instead
C. consult a physician
D. take a bath everyday.
3. Which of the following is the proper way to prevent a

disease in the reproductive system?
A. eat delicious and expensive meals everyday
B. enroll in an aerobics class to keep oneself fit
C. practice personal hygiene all the time
D. consult a family doctor every week
4. Which is a good personal hygiene practice?

A. wash your reproductive organs with soap and water
B. change underwear as often as necessary
C. use your own underwear
D. all of the above
5. You notice that your older sister appears pale and weak.
She has an excessive menstrual. What would you tell
her to do?
A. tell her its normal
B. tell her to take medicines
C. tell her to consult a doctor
D. tell her to exercise at once

Cut out some pictures of products from magazines that advertises about
taking care the reproductive system. Make a collage on how one can take care
one’s reproductive organ using the pictures.
WEEK 4 Day 3
Lesson 18: Proper ways of Taking Care of the Reproductive System
I. OBJECTIVES
A. Content Standard
Demonstrate understanding of how the parts of the human reproductive system
work.

Practice proper ways of taking care of the reproductive system.
S5LT-IId-4
II. CONTENT

A. References
1. Textbook pages
a. Science and Health Today’s Environment by: Carol A. Cruz et. al. pp. 12 – 14

file:///C:/Users/User/AppData/Local/Temp/Temp2_SCIENCE%20LRMDS.zip/
Care%20of%20Reproductive%20System.pdf
https://www.youtube.com/watch?v=w252QWxQ67g

IV. PROCEDURES
Check the column that tells how often you practice good health habits to protect
your sex organs.
Health habit Always Sometimes Never
I take a bath.
I wear clean underwear.

I change my underwear regularly.
I wash my underwear well.
I wash my genitals (sex organ) with
mild soap and water regularly

Let the pupils watch the video entitled, “Tamang Paglinis ng Puwerta
(Vaginal Hygiene)”.
https://www.youtube.com/watch?v=w252QWxQ67g
How often did you do it?

Group the class into five.
I have here questions to evaluate your personal hygiene practices. Answer
these questions honestly and accurately. The leader of each group will count and
tally the result. You can use graph or table in presenting your output.
1. How often do you take a bath?
(twice a day, every day, every other day, twice a week)
2. How often do you wash your reproductive organ?
(twice a day, everyday, every other day, twice a week)
3. How often do you change your underwear?
4. How often do you eat green leafy vegetables?
5. How often do you clean your comfort room?

I have here some situation of the activities that displays the proper care
of the reproductive organ. You are going to show the reason why these
practices are important.
Group I – Young illustrators
Illustrate the proper ways of taking a bath.
Group II – Young actors/actresses
Suppose that you are going to use the comfort room but you find it
dirty. What will you do?
Present your answer through a role play.
Group III – Young newscasters
Girls, at the right age experience menstruation. How do they care
their organs? Make a 2 minutes broadcasting.
Group IV – Young rapper
Boys need to be circumcised. How do you take good care that
part? Present your answer through a rap.

What practices show care for the reproductive organ?
Why should we practice these proper hygiene?
1. Teacher will give additional information about the importance of proper ways
of taking care of the reproductive organ.
2. Let the pupils share their experience about proper ways of taking care of the
reproductive organ.
Why is it important to take good care the reproductive organ?

List down some do’s and don’ts which a boy or girl should practice
to take care of his/her reproductive organs.
Dos Don’ts
How do we take care of the reproductive system?
Directions: The following practices don’t show proper care for
the reproductive organs. Underline the words that
make the statement FALSE.
1. Erwin likes to wear tight underwear and clothing.
2. Paolah who is 12 years old already weighs 90
kilograms.
3. Lezil stays up late playing online games and get
only 4 hours of sleep.
4. Just wipe your external organ with cloth when you
change your underwear.
3. Boys engages himself in strenuous and risky games.

In journal, write why should a boy or a girl does not allow other people
to touch his/her genitals.
WEEK 4 Day 4
Lesson 19: Common Problems Associated with the Reproductive
System and Available Preventive Measures
I. OBJECTIVES
A. Content Standard
Demonstrate understanding of how the parts of the human
reproductive system work.

Describe common problems associated with the reproductive system
and available preventive measures.
S5LT-IId-4
II. CONTENT
A. References
1. Textbook pages
a. The New Science Links Worktext in Science and Technology by Evelyn T.
Larisma et. al. pp 115 – 116
b. Cyber Science Worktext in Science and Technology by Nicetas G.
Valencia et. al. pp 115 – 116

DLP, metacards, activity sheet, chart, checklist
IV. PROCEDURES
Complete the concept map on the care of the reproductive system. Make use
of the terms and phrases.
Human Reproductive System
Male Reproductive Organ Female Reproductive

Purpose Organ
Needs Needs

Sci-tionary. Form the words by replacing the numbers with the correct letter.
Write the correct words on the metacard.
5 14 4 o 13 5 t 18 i 15 s 9 19
______________________________
21 20 12 21 15 v a 7 i 14 i 19 1 19
_______________________________
E 16 i 4 i 4 y 13 i 19 i S
_______________________________
3 18 y 16 t 15 r 3 8 i d i s m
_______________________________
A–1 I–9 Q – 17
B–2 J – 10 R – 18
C–3 K – 11 S – 19
D–4 L – 12 T – 19
E–5 M – 13 U – 20
F–6 N – 14 V – 21
G–7 O – 15 W – 22
H–8 P – 16 X – 23

Most of the ailments of the reproductive system are caused by infection,
hormonal imbalance, and poor hygienic practices.

Activity
Diseases, Causes and Signs/Symptoms
I. Problem: What are the ailments that affect the reproductive
system?
III. Procedure:
1. Study the chart below. It is composed of ailments of the
reproductive system, causes and the signs and symptoms.
Genital warts Cervical cancer

Viral infection lifestyle factors such as tobacco
Small lumps in the genital areas, use, diet, and physical activity
usually flesh colored Abnormal vaginal bleeding,
Itching of the penis, scrotum, and such as bleeding after sex,
anal area bleeding after menopause,
bleeding and spotting between
Increased vaginal discharge
periods
Vulvovaginitis Prostate disorders

Irritating substances (e.g., laundry Malfunctioning or swelling of the
soap and bubble baths) and poor prostate gland due to old age,
personal hygiene prolong period sitting, infection,
Redness and itching in the vulvar and unhealthy lifestyle
and vaginal areas Frequent urination
Sometimes vaginal discharge Difficulty in urinating
Lower back Pain
Ovarian cancer Endometriosis

Abnormal cells in the ovary begin The blood flows out of the
to multiply out of control and form vagina, but also backwards
a tumor along the fallopian tubes into the
 abdominal bloating, pressure, and pelvis
pain Heavy bleeding, with or without
 abnormal fullness after eating clots
 difficulty eating Irregular bleeding, with or
 an increase in urination without a regular cycle
 an increased urge to urinate Bleeding longer than normal
Tiredness or lack of energy,
especially around the time of
your period.
Epididymitis Cryptorchidism
Bacterial infection or a sexually Severely premature infants can
transmitted infection be born before descent of testes
 a low-grade fever environmental chemicals called
 chills endocrine disruptors
 pain in the pelvic area In a baby affected by
 pressure in the testicles undescended testicles, one or
 pain and tenderness in the both of his testicles either appear
testicles to be missing, or cannot be felt in
the scrotum.
 redness and warmth in the
scrotum If both testicles are
 pain during urination or bowel undescended, the scrotum will
movements look unusually small and flat. If
only one testicle is affected, the
scrotum may look lopsided.
2. Fill the necessary information based on the chart.
Ailment Cause Signs and Symptoms
IV. Observation:
1. What are the diseases of the reproductive organ?
2. How do you described each diseases?
3. What are the causes of the diseases in the reproductive
system?
4. How can we prevent these diseases?

How can you describe a person suffering from sexually transmitted disease?
Why do some humans suffer from STD?
How do we prevent this disease?
Note: Use the same pattern of questions in the other diseases.
1. Teacher will give additional information about the common problems
associated with the reproductive system and available preventive
measures.
2. Let the pupils share their experiences about the common problems
associated with the reproductive system and available preventive
measures.
DYAD. The teacher will call two pupils. Let the first pupil pick a piece of paper
from the magic box. Written on the paper is common ailments of the
reproductive system. The second pupil will tell the causes of the ailment.

What are the common diseases of reproductive system?

Most of the ailments of the reproductive system are caused by
infection, hormonal imbalance, and poor hygienic practices. The
following are some ailments of the Male and Female Reproductive
System.
Ailment Cause Signs and Symptoms
cryptorchidism Severely premature In a baby affected by

infants can be born undescended testicles, one
before descent of or both of his testicles
testes either appear to be
environmental missing, or cannot be felt in
chemicals called the scrotum.
endocrine disruptors If both testicles are
undescended, the scrotum
will look unusually small
and flat. If only one testicle
is affected, the scrotum
may look lopsided.
Vulvovaginitis Irritating substances  Redness and itching in the

(e.g., laundry soap and vulvar and vaginal areas
bubble baths) and poor  Sometimes vaginal
personal hygiene discharge
Epididymitis bacterial infection or a a low-grade fever

 sexually transmitted chills
infection
pain in the pelvic area
pressure in the testicles
pain and tenderness in the
testicles
redness and warmth in the
scrotum
pain during urination or
bowel movements
Endometriosis the blood flows out of Heavy bleeding, with or

the vagina, but also without clots
backwards along the Irregular bleeding, with or
fallopian tubes into the without a regular cycle
pelvis
Bleeding longer than
normal
Tiredness or lack of energy,
especially around the time
of your period.
Ovarian cancer abnormal cells in the  abdominal bloating,

ovary begin to multiply pressure, and pain

out of control and form abnormal fullness after
 eating
a tumor
 difficulty eating
 an increase in urination
an increased urge to urinate
Cervical cancer lifestyle factors such as Abnormal vaginal bleeding,

tobacco use, diet, and such as bleeding after sex,
physical activity bleeding after menopause,
bleeding and spotting
between periods
Prostate Malfunctioning or  Frequent urination

disorders swelling of the prostate  Difficulty in urinating
gland due to old age,  Lower back Pain
prolong period sitting,
infection, and
unhealthy lifestyle
Genital warts Viral infection  Small lumps in the

genital areas, usually
flesh colored
 Itching of the penis,
scrotum, and anal area
 Increased vaginal
discharge
Directions: Identify the ailment that is being described in each
statement.Write the letter of the best answer.
1. Your teacher talked about the advanced stage of HIV
infection. What term is being referred to by your teacher?
A. Testicular cancer C. Gonorrhea
B. AIDS D. Prostate cancer
2. Diana is suffering from ovarian cancer, an abnormal cells in the

ovary begin to multiply out of control and form a tumor. The
following are signs and symptoms of ovarian cancer, EXCEPT.
A. redness and itching in the vaginal areas
B. abdominal bloating, pressure, and pain
C. abnormal fullness after eating
D. an increase in urination
3. Your cousin Erwin experienced frequent urination, difficulty in

urinating, and lower back pain due to due to old age, prolong
period sitting, infection, and unhealthy lifestyle. What ailment
of the reproductive system does he suffered from?
A. Prostate cancer
B. Cryptorchidism
C. Epididymitis
D. Ovarian cyst
4. Percia got irritated from laundry soap and bubble baths. She
noticed redness and itching in the vulvar and vaginal areas.
What ailment of the reproductive system does she suffered
from?
A. vulvovaginitis C. genital warts
B. Ovarian cyst D. Amenorrhea
5. This is characterized by small, flesh colored lumps in the

genital areas.
A. Genital wart C. Prostate cancer
B. Ovarian cyst D. Polycystic ovary syndrome

Read about the Acquired Immune Deficiency Syndrome (AIDS). Then, design
an advertisement showing AIDS as an enemy.
Second Quarter
Summative Test Number 1
Direction: Read each statement carefully. Choose the letter of the correct
answer.
1. The female reproductive system produces and stores the egg cells or ova.
Which of the following is a female reproductive organ has a function mentioned
above
A. Ovariy C. Testes
B. Egg cell D. Sperm
2. In the class of Mr. Lumbres, he asked his students to describe the uterus. If you
were to be asked, what will be your answer?
A. It serves as a door that keeps the fetus intact.
B. A muscular organ where the fetus is nurtured.
C. It allows the egg cell to travel from the ovary to the uterus.
D. It produces egg cells and secretes hormones.
3. Which of the following are the parts of female reproductive organ?

I. Ovary IV. Penis
II. Uterus V. Vagina
III. Fallopian tube VI. Vas deferens
A. I, II, IV and VI C. I, II, III and V
B. I, II, III and VI D. II, III, IV and V
4. It is the lower part of the uterus that serves as a door that keeps the fetus intact
until the end of pregnancy. What part of the system is being described?
A. Cervix C. Uterus
B. Vagina D. Fallopian tube
5. In your Science book, you found out this statement. The __________ is
composed of small coiled tubes attached to the upper part of the testes. What
part of male reproductive organ are you going to write?
A. Testes C. Epididymis
B. Vas deferens D. Seminal vesicle
6. The following are the parts of male reproductive organ, EXCEPT:

I. Penis IV. Penis
II. Epididymis V. Vagina
III. Fallopian tube VI. Vas deferens
A. III and V C. I, III and V
B. I, II, IV and VI D. IV, V and VI
7. The male parent produces the sperm cell. What do you call the male sex
hormones?
A. Progesterone C. Estrogen
B. Testosterone D. Insulin
8. Which male reproductive organ is responsible for secreting the semen?

A. Prostate gland C. Foreskin
B. Penis D. Testes
9. Based on the illustration, this part is an elongated tube that contains a spongy
tissue that extends to its length.
A. 1 B. 6 C. 7 D. 11
10. Which part of male reproductive system serves as passageway for both urine
and sperm?
A. 8 B. 9 C. 10 D. 11
11. The female reproductive organ consists of structures within the female body.
The cervix is a muscular ring that connects the uterus to the vagina. Using the
illustration, which is the cervix?
A. b B. d C. f D. d
12. Which female reproductive organ receives and holds the fertilized ovum?
A. a B. b C. c D. d
13. Which of the following do boys and girls experience when they reach the age
of puberty?
A. There is a rapid growth in height.
B. Several changes occur in the body.
C. They become more excited and curious to discover new things.
D. All of the above
14. Paolah, a 12-year old girl faced a mirror one morning. She noticed some
physical changes on her body. Which of the following changes did Paolah
notice?
A. Appearance of facial hair
B. Voice becomes deeper and lower
C. Larger and stronger muscles
D. Breasts are enlarged
15. The onset of puberty signals the beginning of the adolescence period. In what
age bracket does puberty set in?
A. Between the ages of 6-10
B. Between the ages of 9-13
C. Between the ages of 11-16
D. Between the ages of 18-21
16. Puberty refers to the time when your body begins a process of growth and
changes. Which of the following changes do boys experience during puberty?
A. The muscles become smaller.
B. The breasts are enlarged.
C. The hips become wider.
D. The voice becomes deeper.
17. Aside from physical changes, boys and girls also undergo emotional changes.
Which of the following situation DOES NOT describe emotional changes
experienced during puberty?
A. Doesn’t want to have fun and socialize.
B. Experiences mood swings unpredictably.
C. Feel anxious about the way he looks.
D. Thinks that the people around him are a bit unfair.
18. During puberty period, boys and girls are characterized to undergo several
changes such as physical, emotional, mental and social. Which of the following
situations describe social changes experienced during puberty?
A. Experiences mood swings unpredictably.
B. Feel anxious about the way he looks.
C. Likes to work independently.
D. Thinks that adult are mean and inconsiderate.
19. Erwin, a 13-year old boy noticed some physical changes on his body. Which of
the following physical changes did he notice?
A. Enlargement of breasts
B. Hips get bigger
C. Onset menstruation
D. Larger and stronger muscles develop
20. Raymond noticed the appearance of Adam’s apple on his neck. What changes
during puberty is being described?
A. Physical change
B. Social change
C. Intellectual change
D. Emotional change
Second Quarter
Direction: Read each statement carefully. Choose the letter of the correct answer.
1. Which of the following practices should be AVOIDED?
A. eating nutritious food
B. breathing clean and fresh air
C. using public toilet with extra care
D. engaging in premarital sex
2. Alice likes salty snacks. What would you advise her if you were her friend?
A. eat fruits instead C. consult a physician
B. exercise often D.take a bath everyday.
3. Which of the following is the proper way to prevent a disease of the reproductive
system?
A. eat delicious and expensive meals everyday
B. enroll in an aerobics class to keep oneself fit
C. practice personal hygiene all the time
D. consult a family doctor every week
4. Which is a good personal hygiene practice?

A. change underwear as often as necessary
B. use your own underwear
C. wash your reproductive organ with soap and water
D. all of the above
5. You noticed that your older sister appears pale and weak. She has an
excessive menstrual flow. What would you tell her to do?
A. tell her its normal
B. tell her to take medicines
C. tell her to consult a doctor
D. tell her to exercise at once
6. Your teacher talked about the advanced stage of HIV infection. What term is
being referred to by your teacher?
A. Testicular cancer C. Gonorrhea
B. AIDS D. Prostate cancer
7. Diana is suffering from ovarian cancer, an abnormal cells in the ovary begin to
multiply out of control and form a tumor. The following are signs and symptoms
of ovarian cancer, EXCEPT.
A. Redness and itching in the vaginal areas
B. abdominal bloating, pressure, and pain
C. abnormal fullness after eating
D. an increase in urination
8. Your cousin Erwin experienced frequent urination, difficulty in urinating, and

lower back pain due to due to old age, prolong period sitting, infection, and
unhealthy lifestyle. What ailment of the reproductive system does he suffered
from?
A. Prostate cancer
B. Cryptorchidism
C. Epididymitis
D. Ovarian cyst
9. Percia got irritated from laundry soap and bubble baths. She noticed redness
and itching in the vulvar and vaginal areas. What ailment of the reproductive
system does she suffered from?
A. vulvovaginitis C. genital warts
B. Ovarian cyst D. Amenorrhea
10. This is characterized by small, flesh colored lumps in the genital areas.
A. Genital wart C. Prostate cancer
B. Ovarian cyst D. Polycystic ovary syndrome
11. Its occurrence among females signals the start of their reproductive maturity.
Which one is it?
A. Appearance of pimples
B. Onset of menstruation
C. Growth of hair in armpits
D. Developing a high-pitched voice
12. Menstruation is a sign that a girl is ______________________.

A. already pregnant.
B. capable of producing offspring
C. no longer capable of becoming pregnant
D. already menopausal.
13. How will you describe menstruation?

A. It is the discharge of blood from the uterine wall.
B. It is the discharge of blood from the ovary.
C. It is the discharge of blood from the fallopian tube.
D. It is the discharge of blood from the vagina.
14. When will there be menstruation?

A. When the egg meets the sperm
B. When the egg reaches the uterus
C. When the egg is released from the ovary
D. When the egg is not fertilized by a sperm.
15. During the menstrual cycle, an egg may be released. This process is called
______________________.
A. Fertilization C. Ovulation
B. Dilation D. Gestation
16. The “period” which occurs in females if no fertilization takes place.
A. Puberty C. Menopause
B. Menstruation D. Ovulation
Directions: From the diagram, choose the correct menstrual phase being described in
the following statement.
__________17. The lining of the uterus becomes thin after menstruation. An egg in
the ovary continues to mature. Just before the mid-cycle, the mature
egg moves to the surface of the ovary.
__________ 18. The lining of the uterus called endometrium becomes thicker in
preparation for implantation of the fertilized egg. If fertilization does
not take place, menstruation happens. The next cycle is then about
to begin.
__________ 19. This happens when fertilization does not occur. The uterine lining
begins to break down and bleeding results. This is called the
menstrual flow. The flow lasts from 3 to 7 days.
__________ 20. The mature egg is released. This period is called ovulation. The
mature egg then travels from the ovary to the uterus.
WEEK 5 Day 1
Lesson 21: Identifying the Parts of the Reproductive System of
Some Animals
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of how animals reproduce
The learners should be able to illustrate reproductive organs of animals

The learners should be able to identify the parts of the reproductive
system of some animals.
S5LT-IIe-5
II. CONTENT
Parts of the Reproductive System of Some Animals

A. References
1. Textbook pages
a. The New Science Links, pp. 124-132

pictures, powerpoint presentation, activity sheet
IV. PROCEDURES
What are the parts of the human male reproductive system? Female
reproductive system?

You have just studied the human reproductive system. Do you know
the parts of the reproductive system of some animals? Look at the
picture, do you know how this animal reproduce?

1. Group pupils into four.
2. Setting up standard.
3. Activity Proper
Activity
Animals’ Reproductive System
I. Problem: What are the parts of the reproductive system of male
and female cat and dog?
II. Materials: Diagram of male and female reproductive system of a cat
and dog.
III.Procedures:
1. Study the diagram of male and female reproductive system of a
cat and dog.
Female Cat Male Cat
Female Dog Male Dog

List down the different parts of the reproductive system of the
animals presented. Fill in the table below.
Animal Parts of the Reproductive System

Male Female
2. What are the parts of the male cat? male dog? female cat?
female dog?
3. Are the parts of the dogs and cats male and female reproductive
system the same?
4. Are these parts similar to human?
IV. Conclusion:
_____________________________________________________
_____________________________________________________
_____________________________________________________

1. Group reporting of outputs
2. Answering guide questions:
a. What are the parts of the male cat? male dog? female cat? female
dog?
b. Are the parts of the dogs and cats male and female reproductive
system the same?
c. Are they similar to human? Why?

1. The teacher gives additional information about the topic.
2. The pupils may ask questions about the topic.
Mix and Match
Provide pupils strip of papers where parts of the male and female
reproductive system of cats and dogs are written. Call individual pupil to
Identify which one should be placed under the proper column below:
MALE FEMALE
Which of the animals’ reproductive systems interest you the most?
Why?

I learned that _________________________________________
Background Information
Different animals possess complicated reproductive systems,
and they also differ in the way they reproduce.
Direction: Check if the reproductive part of animal belongs to a female,
male, or both.
Parts Female Male Both
ovary
testicles
oviduct
vagina
cervix
penis

Prepare a report or essay on the reproductive system of an animal of
your choice. Explain why you choose that particular animal.
WEEK 5 Day 2
Lesson 22: Describing the Parts of the Reproductive Systems of
Some Animals
I.OBJECTIVES
A. Content Standard

The learners should be able to describe the parts of the reproductive
system of some animals.
S5LT-IIe-5
II.CONTENT
Describing the Parts of the Reproductive System of Animals
A. References
1. Textbook pages

picture of animals, activity sheet powerpoint presentation
IV. PROCEDURES
Direction: Write the word FACT if the statement is correct and BLUFF if
it is not.
FACT or BLUFF
1. The reproductive system of female dogs and humans are very
similar.
2. The reproductive tract of a female cat consists of the female genital
organs.
3. The male dogs have ovaries.
4. The male reproductive system of a dog is composed of
ovaries, oviducts, uterus, cervix and vagina.

Observe the picture of the animals? How do these animals
reproduce? What parts of their reproductive system work for the
continued existence of their own kind? Let’s find out.

1. Group pupils into four.
Group I- Discuss and describe the parts of the male dog reproductive
system
Group II- Discuss and describe the parts of the female dog
reproductive system
Group III- Discuss and describe the parts of the male cat reproductive
system
Group IV- Discuss and describe the parts of the female cat reproductive
System
2. Setting up standard.
3. Activity Proper
Activity
Let’s Describe the Parts!
I. Problem: Can you describe the parts of the reproductive system

of the male and female cats and dogs?
II. Materials:
1. Pupils researched clippings/ information about the description of
the parts of the reproductive system of male and female dogs
and cats.(The topic is pre- assigned already)
2. Enlarged diagrams of the reproductive system of male and
female dog and cat.(diagrams used during the previous lesson)
III. Procedures:
1. Group yourselves according to the assigned topic.
2. Share the information you gathered about the topic.
3. Discuss with your group members the parts and description
of the animal reproductive system assigned to you.
PARTS OF THE DESCRIPTION

REPRODUCTIVE SYSTEM
OF_________________
4. Report your group outputs in class.

1. Group reporting of outputs.
Answering guide questions:
a. What are the parts of the male cat? male dog? female cat? female
dog?
b. Can you describe each part?
c. Are they similar to human? Why?

Have the pupils answer the following by completing the letter of the
word inside the box:
1. It is the opening of the vagina of the female cat.
V L V
2. The kitten embryos are implanted and developed in the horn

of_______.
U E S
3. Sperm mature and are stored in the _________ of the male cat.
E I M S
4.In the male dog, the sperm production and storage occurs
within the________________.
S I E S
T
4. The sperm is transported to the prostate gland by the______
V S E R S
1. Play a game .
2. Form two groups of five pupils.
3. Give the descriptions of the parts of the male and female animals.
4. Let the member from each group give the answer by writing it on the
board,
5. The group with the most number of correct answers wins.
Why are the reproductive systems of dogs and humans very similar ?

I learned that _________________________________________.
Direction: Read the following description. Choose the letter of the best
answer.
1. The external opening of the reproductive tract of a female cat
that protects the opening of the vagina
A. oviduct B. vulva C. cervix D. uterus
2. The following are all parts of the male cat reproductive

system, which is NOT?
A. testicles B. vas deferens C. penis D. ovaries
3. These are small finger-like tubes of the female dog

reproductive system that serve as the site for fertilization by
the sperm.
A. ovaries B. oviducts C. vagina D. uterus
4. The part of the male dog reproductive system which is a

pouch divided by a thin wall into two cavities, each of which
is occupied by a testicles.
A. penis B. vas deferens C. prostate glands D. scrotum
5. The following are all true about the reproductive system of

animals EXCEPT.
A. Male and female puppies are born with their reproductive
organs present.
B. The reproductive systems of female dogs and humans are
very similar.
C. Different animals possess complicated reproductive
systems.
D. Male and female animals have the same parts of the
reproductive systems.

Direction: Make a slogan about the parts of the reproductive systems of
animals.
WEEK 5 Day 3
Lesson 23: Describing the Mode of Reproduction in Butterflies and
Mosquitoes
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of how animals reproduce.

The learners should be able to describe the mode of reproduction in
butterflies and mosquitoes.
S5LT-IIe-5
II. CONTENT
Mode of Reproduction in Butterflies and Mosquitoes

A. References
1. Textbook pages

puzzle of butterfly and mosquito,
video clips
IV. PROCEDURES
The teacher will ask pupils to read the slogan previously assigned
about the reproductive system of an animal they made.

Let pupils assemble the puzzles. The teacher may use localized
materials in producing butterfly and mosquito puzzles such as old
cartoon, magazine or used cardboard.
What kind of insects are formed? Can you give their physical
characteristics? Do you think they can reproduce their own kind?
Let’s find out about the butterflies and mosquitoes mode of
reproduction.
1. Group pupils into 4.
2. Setting up standards.
3. Activity proper
Activity
How Life Begins?
I. Problem: How do butterfly and mosquito reproduce?
II. Materials: video of butterfly and mosquito reproduction
https://www.youtube.com/watch?v=mddykmQBCBM
III. Procedures:
1. Watch the videos of the mode of reproduction of butterflies and
mosquitoes.
2. Take note of the way how butterflies and mosquitoes reproduce.
Answer the following questons:
1. How does reproduction in butterflies begin?
2. What produces the sperm that fertilized the egg of the female
butterfly?
3. What happens to the fertilized egg?
4. In what place does a butterfly usually lay eggs?
5. What provides food for the eggs when they become butterfly?
6. Does mosquito reproduce?
7. Do male and female mosquitoes mate?
8. Where does a female mosquito lay its eggs?
9. What happen to the fertilized eggs?

Answering the guide questions:
1. How does reproduction in butterflies begin?
2. What produces the sperm that fertilized the egg of the female
butterfly?
3. What happens to the fertilized egg?
4. In what place does a butterfly usually lay eggs?
5. What provide food for the eggs when they become butterfly?
6. What stages does a butterfly undergo as it develops and grow?
7. Do male and female mosquitoes mate?
8. Where does a female mosquito lay its eggs?
9. When does female mosquito lay its eggs? Why?

Direction: Sequence the following stages in correct order to show
the reproduction of a butterfly. Number it from 1-5.
_______A. Then the male and female butterflies are
ready to mate.
_______B. Once the female’s eggs are fertilized, she
lays eggs on different plants.
_______C. The male butterfly deposits sperm into the
female butterfly.
_______D. Reproduction in butterflies begins with
courtship.
_______E. The plants will provide food for the eggs
when they become caterpillars.

living
Why are mosquitoes considered the deadliest animals on earth?
Since all mosquitoes need water to complete each cycle, what
should you do with the stagnant water like canals near your
house to avoid breeding place of disease carrier mosquitoes.

I learned that ______________________________________
Direction: Read each situation. Choose the letter of the correct
answer.
1. Where do mosquitoes lay their eggs?
A. leaves C. garbage
B. stagnant D. dark place
2. What does the female mosquito do with the fully

developed eggs?
A. lays them C. keep them
B .fertilize them D. both A and B
3. What happens during the mating process of male and

female butterfly?
A. The eggs of the female butterfly are developed.
B. The eggs of the female butterfly are fertilized.
C. The male butterfly provide food for the female
butterfly,
D. The male butterfly deposit sperms into the female
butterfly.
4. The following are all true about reproduction of

mosquitoes. EXCEPT____.
A. Adult mosquitoes usually mate within few days after
emerging from the pupal stage.
B. The female mosquitoes fly into the swarm to mate.
C. Mosquitoes reproduce asexually or where cells from
only one parent are used.
D. Once the eggs are fully developed, the female mosquito
lays them.
5. Why do animals reproduce?

A. to make new animals
B. obligation to the species
C. to get rid of unhealthy animals
D. to get food from its young

Direction: Write a two- stanza poem about the mode of reproduction
of butterflies and mosquitoes.
WEEK 5 Day 4
Lesson 24: Describing the Mode of Reproduction in Frogs
I. OBJECTIVES
A. Content Standard

The learners should be able to describe the mode of reproduction in
frogs.
S5LT-IIe-5
II. CONTENT
Mode of Reproduction in Frogs

A. References
1. Textbook pages:

video clip of frog reproduction
IV. PROCEDURES
Direction: Tell whether the statement is true or false. If FALSE, give the
right word to make the statement correct.
1. In few insects such as butterflies and mosquitoes, eggs hatch
directly into miniature adults.
2. The male butterfly sperm fertilizes the female butterfly
eggs.
3. Mosquitoes reproduce asexually.
4. Insects undergo distinct changes as they develop from
an egg to an adult.
5. Two main modes of reproduction are sexual and asexual.
Tell something about the animal on the picture. Where do frogs live?
. Describe their body coverings. How do frogs reproduce?
Let’s find out!

2. Setting up standards.
3. Activity proper
Activity
Watch and Learn!
I. Problem: How do frogs reproduce?
II. Materials: video of frogs reproduction
https://www.youtube.com/watch?v=q50Yphp1gzI
III. Procedures:
1. Watch the video of the mode of reproduction in frogs.
2. Take note how frogs reproduce.
Guide Questions
a. How does reproduction in frogs begin?
b. When does a female frog ready to mate?
c. What stimulates the female frog to release her eggs?
d. During mating, what are discharged from the male through the
cloaca?
e. Why does sperm of a male frog reaches many eggs?
f. How do gametes of frogs brought together?
g. How does external fertilization take place in frogs?

2. Answering the guide questions:
a. How does reproduction in frogs begin?
b. When does a female frog ready to mate with a male frog?
c. What stimulates the female frog to release her eggs?
d. During mating, what are discharged from the male through the
cloaca?
e. Why does sperm of a male frog reach many eggs?
f. How do gametes of frogs brought together?
g. How does external fertilization take place?

Form a dyad. Ask somebody about the mode of reproduction in frog.
Pupil 1- Where does a frog lay eggs?
Pupil 2- Frog lays eggs in water.
(Call more pairs of learners)

In what ways do frogs become helpful?

I learned that _________________________________________.

Frogs are amphibians. Their bodies are covered with thin
moist slippery skin. Just like other animals, their youngs are
hatched from eggs . Frogs reproduce sexually.In frogs, when a
female is full of eggs and ready to mate, she approaches a male.
The male embraces the female with his front legs in a process
called amplexus. This stimulates the female to release
her eggs the same time the male releases his sperm. Because they
are in close contact and the gametes are released at the same
time, the sperm reaches many eggs.
Direction: Describe the mode of reproduction in frogs by sequencing the
following events according to correct order. Write 1-5 in the
blank.
__________A. With his front legs, the male frog embraces
the female
__________B. The gametes are released at the same time,
the sperm reaches many eggs.
__________C The female frog approaches a male when it is
full of eggs and ready to mate.
__________D. Frogs gametes are released at the same
time.
__________E. When the female frog is stimulated to release
her eggs, the male releases his sperm

Direction: Write a short essay on how frogs reproduce.
WEEK 5 Day 5
Lesson 25: Describing the Mode of Reproduction in Cats and Dogs
I.OBJECTIVES
C. Learning Competencies/ Objectives.

The learners should be able to describe the mode of reproduction in cats and
dogs.
S5LT-IIe-5
II. CONTENT
Mode of Reproduction in Cats and Dogs

A. References:
1. Textbook pages

video clip of frog reproduction
https://www.youtube.com/watch?v=q50Yphp1gzI
http://www.infoplease.com/encyclopedia/science/dog-reproduction.html
http://cats.about.com/od/reproduction/ss/Cat-Sex-and-Reproduction.htm
IV. PROCEDURES
Why are dogs reproductive system similar to human?
What does the female reproductive system of a cat consist of?

Study the pictures of animals. What are common to them? Have you
wonder how they reproduce?

2. Setting –up standards.
3. Activity proper
Activity
How Animals Reproduce
I. Problem: How do cats and dogs reproduce?
II. Materials: Comic strips
III. Procedures:
1. Read and understand the comic strips.
One Saturday morning, Jed visited her uncle who is a
veterinary medicine. He conducts an interview about how cats
and dogs reproduce as part of his assignment in Science. Go
over with their conversation:
2. Answer the questions about it
Guide Questions
1. How do dogs and cats reproduce?
2. What is sexual reproduction?
3. How do these animals produce their youngs?

2. Answering the guide questions:
1. How do dogs and cats reproduce?
2. What is sexual reproduction?
3. How do these animals produce their youngs?

FACT or BLUFF
1. Dogs and cats reproduce asexually.
2. The reproductive system of female dogs and humans are very
similar.
3. At birth , the kitten leave the vagina.
4. Female dogs mate only with male dogs when they are in heat.
5. Giving birth to puppies occur after gestation period of about nine
weeks

living
How should we take good care of our pet dogs and cats?

I learned that _________________________________________.
Direction: Write true if the statement is correct and false if the s
tatement
is wrong. Underline the word that makes the statement
wrong.
1. Female dog produces the egg cells.
2. Female dog mates anytime.
3. Cats and dogs reproduce sexually.
4. Cats mate loudly.
5. Female cat gives birth to only one kitten

Direction: Create a jingle about cats and dogs reproduction.
WEEK 6 Day 1
Lesson 26: Reproductive Parts in Flowering Plants
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding on how plants reproduce
The learners should be able to illustrate the reproductive parts of a
flowering plants

Identify the reproductive parts in a flowering plants
S5LT-IIf-6
II. CONTENT
Reproductive Parts in Flowering Plants

A. References
1. Textbook pages
a. Sci-Bytes Worktext in Science 5pp.175-176
b. Cyber Science Worktext in Science and Technology 5 pp.119-
127

LRMDS – Project EASE Biology pp.11-14
http;/leavingbio.net/thestructureandfunctionsofflowers

powerpoint presentation, pictures, charts, real flower, razor blade,
magnifying glass
IV. PROCEDURES
Through power point presentation:
Look at these vertebrates and find out how they reproduce .Write A on
the blank if the baby animal is born alive and write E if it is hatched from eggs
_________1. horse
_________2. pigeon
_________3. frog
_________4. crocodile
_________5. carabao

In your grade 4 Science you have learned the different kinds of plants.
Now we will study more about plants. Look at the flower you
brought.
What is the most attractive part that you see? What do you call
this part? Well, generally speaking these are petals that are most
attractive of all floral parts, purposely to attract insects. The flower is
the reproductive organ of a plant that produces the egg and sperm.
Let us now examine the floral part and find out the different
reproductive organs of the flower.
C. Presenting examples/ instances of the lesson:

A. Grouping of the pupils
B. Setting the norms/standards of the activity
C. Activity Proper
“ Its Blooming to Make More !”
I. Problem: What are the parts of the reproductive organs of
the flower
II. Materials: gumamela flower, magnifying glass, cutter or blade
III. Procedures:
1. Bring out the materials assigned to you.
2. Observe the gumamela flower carefully. Identify the
external parts. Gently pull out the petals to expose the
male and female parts of the flower.
3. Locate the female and male parts of the flower.
4. Observe the stamen that consists of the filament and the
anther. Use a magnifying glass to look for pollen grains.
5. Observe the pistil that consists of the stigma, the style,
and the ovary.
6.Look closely at the ovary located at the base of the
pistil. With a blade or knife, cut the ovary horizontally.
Observe what are found inside it.
IV. Use the illustration as your guide in answering the following

Questions
1.What are the external parts of the flower?___________
2.What flower part is labeled B? ____________________.
3.What flower part is labeled C? ___________________
4.Which are the reproductive parts of the flower? ______

A. Group reporting and presentation of outputs.
B. Analysis and Discussion.
a. What are the parts of the flower?
b. What are the female reproductive parts?
c. What are the male reproductive parts?

What is the most important role of the flower to the plant?
Explainyour answer.

(Female and male reproductive organs of a flower)
Written on the metacards are the different reproductive parts of the
flower. Paste the word according to where it is belong.
Examples:
Male Reproductive parts Female reproductive parts

G. Finding practical applications of concepts and skills in daily living.
Read the situation below then answer the question that follow.
You saw a group of boys and girls picking flowers in the park. They made
fun of these by removing the petals one by one. What would you tell them?
Why are flowers important to plants?

Guide the pupils in constructing the main idea or concept of the
lesson
What are the necessary parts of the flower?
What are the reproductive parts of the flower?
Direction: Write the reproductive parts of the flower corresponding to
the indicated number.

What are the reproductive organs of the flower? Complete the
organizer below.
___________.
WEEK 6 Day 2
Lesson 27: Functions of the Reproductive parts of the Flowering
Plants
I. OBJECTIVES
A. Content Standard
flowering plants
Describe the function of the reproductive parts of a flowering plants.
S5LT-IIf-6
II. CONTENT
Reproductive Parts of the Flowering Plants

A. References
1. Textbook pages
a. Sci-Bytes Worktext in Science pp.175-176
b. Cyber Science Worktext in Science and Technology 5
pp.119-127

LRMDS – Project EASE Biology pp.11-14
http;/leavingbio.net/thestructureandfunctionsofflowers
http://www.youtube.com/watch?V=7G9Jozhr

Video clippings, pictures, charts, activity cards
IV. PROCEDURES
Game:
Group the class into four.
Give the activity sheet with picture of flowers. Write the name of the parts
of the flower on the space provided for. The first group to finish will be
the winner.
Complete flowers are made up of the same basic parts. What do you
know about the basic parts of a flower? What do you want to know more about
them?
Fill up the KWL chart.

What you already KNOW What do you WANT What you have
to Know LEARNED

B. Setting the standards of the activity
C. Activity Proper
“How it Works“
I. Problem: What are the functions of the different parts of a
flower?
II. Materials: illustration of the flower parts
III. Procedures:
1. Examine the illustration of the parts of the flower
.
B. Using the illustration, fill up the table with the necessary data.
Describe the functions of the reproductive parts of the flower.
Reproductive parts of the flower Functions
(Male)
Example: 1. Anther
.
Reproductive parts of a flower Functions
(Female)
Guided Questions:
1. Which are the reproductive parts of the flower?___________
2. Where are the pollen grains found?____________________
3. What is the function of pollen grains?___________________
5. Which part of the flower becomes seed?_________________
6. Which part receives the pollen during fertilization? _________
7. What holds the anther?___________________

a. What are the reproductive parts of the flower?
b. What is the role of each reproductive part?

Presenting video clip about the functions of the reproductive
parts of flowering plants
Based from the video you’ve watched, what is the function of
the filament? anther? stigma? style? ovary? (follow up questions by
teacher)

Think – Pair Share (Look for your partner)
Pupils will be group into two. They will be given two sets of
metacards.
Group A will hold the cards with parts of the plants written on it
while Group B will hold the cards with functions written on it. When the
teacher say “GO” look for your partner.
Example:

How important are flowers to plants? to human? Explain briefly
your answer.

Fill up the KWL chart for the concept that pupils learned.
Now I learned that_______________________________
Directions: What part of the flower has the following function or use?.
Write your answer on the space provided for. Choose
your answer from the word bank that follows.
_____1. Holds the anther
_____2. Catches the pollen grains dropped by the insects
_____3. Connects the stigma to the ovary.
_____4. Contains the ovules
_____5. Produces pollen grains
ovary
stigma anther
pollen grains
style filament

Direction: Read the sentences carefully. Choose the letter of the best
answer
1. What is the male reproductive part of the flower?
A. sepal C. pistil
B. petal D. stamen
2. What is the female reproductive part of the flower?

A. stamen C. petal
B. sepal D. pistil
3. Which of the following is not found in the pistil?

A. filament C. ovary
B. style D. stigma
4. Which part holds and catches the pollen grains?

A. anther C. ovary
B. stigma D. style
5. What part of the flower connects the stigma and the

ovary?
A. filament C. pistil
B. stamen D. style
WEEK 6 Day 3
Lesson 28: Reproductive Parts in Spore-bearing Plants
I. OBJECTIVES
A. Content Standard
The learners should be able to illustrate the reproductive parts of spore-
bearing plants
Identify the reproductive parts of a spore bearing plants.
Describe the life cycle of a fern
S5LT-IIf-6
II. CONTENT
Reproductive Parts in Spore – bearing Plants

A. References
1. Textbook pages
a. Science and Works pp.165-166
b. Science in the World pp.147-149
c. Cyber Science Worktext in Science and Technology 5 pp.119-127


Video clippings, pictures, charts, activity, cards,real plants
IV. PROCEDURES
Game: “Passing the Box”
Pupils will pass the box as they sing “ Bubuka ang Bulaklak”.
when the music stops the one who is holding the box will get a
cartolina strip reads and answers what is described there.
Example:
B. Establishing a purpose for the lesson;

Many plants have flowers that help them to make seeds in order to
reproduce. However, some plants do not use flowers to reproduce. These
plants are called non-flowering plants. What do you think is their reproductive
part? Let’s find out.

B. Setting the norms/standards of the activity
Teacher leads discussion about appropriate behaviors and
safety precautions
a. Personal safety
b. Safety of others
c. Care and respect for the environment.
C. Activity Proper
“ A Trip to the Garden “
I. Problem: What is the reproductive part of spore-bearing
plants?
II. Materials: live fern plant, pen and paper
III. Procedures:
1. Bring pupils to the school garden.
2. Instruct them to go in pairs.
3. Look for a non-flowering plant like fern.
4. Observe the appearance and body parts. Examine
closely the leaves of the plants. Note down the
structures observed from the plants. (They can even
bring camera with them and take photos of the plants.)
5. Teacher can introduce the word spores and further
explain about it. Life cycle of the fern can also be
tackled during the field observation.
6. Throughout the field observation, observe and give
specific feedback relevant to what the pupils are
expected to do.
7. When the pupils are finished tell them to leave the
area without picking any specie or live plants.
Guide questions:
1. What non- flowering plants did you observe in the
garden?______
2. What structure did you see in ferns?____________
3. Where did you find them? ____________________
4. How will you describe spores? ________________
5. Why is life cycle of ferns different from most of the
plants?______

A. Group reporting and presentation of output.
a. What is the reproductive part of a spore- bearing plant?
b. How does it look like?
c. What happens during the life cycle of fern? Explain briefly.

Look at the diagram, how will you describe the ferns’ life cycle
Why are spores important to ferns?

Unscramble the words to identify the word/term describe
__________1. Reproductive cell of fern ( SEPSOR)
__________2. A female sex organ of a fern (MUINOGEHCRA)
__________3. Leaves grow from rhizomes ( RODNF )
__________4. Plants with feather-like leaves. ( ERNF)
__________5. Small brown dots or patches found undersides of
fern leaves ( IROS)

living.
Nina took a walk in the garden and saw a small plant with feather-
like arrangements of leaves. She was amazed upon looking at the
undersides of the leaves and immediately gathered the blackish brown
spots found in it. Did Nina show the right behavior? Why?

Now I learned that ____________________________________

Spore bearing plants have slightly different life cycles
from most plants. They produce spores from one parent plant.
The spores fertilized themselves and develop into plants
identical to their parents.
Stages of Fern Life Cycle

1. Frond Stage-formation of leaves that grow from
rhizomes called fronds
2. Sorus Stage-development of small brown dots or

patches called sori
3. Sporangium Stage-Mature sporangium shrinks, breaks

and release the spores in air. When fall in moist
place, germinate and develop a vegetative cell
4. Prothallus stage- continued cell divisions results in the

formation of a heart-shaped prothallus
5. Archegonium and Antheridium Stage- development

of the female sex organ called archegonium and
male sex organ antheridium
6. Fertilization Stage- Sperm and egg mature ;

antheridium breaks causing the sperm to swim in
water archegonia opens and sperms enter. One
sperm fertilizes each egg that result the formation of
zygotes.
7. Embryo Fern Stage- zygote undergoes cell division

afterfertilization. The development produces the
embryo fern which consists of a foot anchored in the
tissue of the prothalllus: a root and a leaf
Direction: Read the sentences carefully. Write TRUE if the
statement is correct and FALSE if it is not.
1. Spores are the reproductive cells of all non- flowering
plants.
2. Spore-bearing plants have slightly different life cycles
from most of the plants.
3. Spores are produced in structures called sori.
4. In a spore –bearing plants, both parents contribute to

the formation of spores.
5. Ferns reproduce by means of producing spores the

blackish brown spots underside of the leaves.
J. Additional activities for application or remediation.

1. Aside from ferns what other plants are spore-bearing?
2. Read other books or search through an internet. Write your
answer in your Science Journal.
WEEK 6 Day 4
Lesson 29: Reproductive Parts in Cone-bearing Plants
I. OBJECTIVES
A. Content Standard
The learners should be able to illustrate the reproductive parts of cone-
bearing plants

Identify the reproductive parts of cone-bearing plants.
Describe the life cycle of conifer.
S5LT-IIf-6
II. CONTENT
Reproductive Parts in Cone-bearing Plants

A. References
1. Textbook pages:
a. Science in the World 6 pp.148-149
b. Cyber Science Worktext in Science and Technology 5 p.14
c. Exploring and Protecting Our World p.149

Video clippings, pictures, charts, activity, cards
IV. PROCEDURES
SCI-CIONARY
Form the words by replacing the numbers with the correct
letters.Write the correct words on the blanks. Use the given clue as
your guide.
s 15 18 i
19 p 0 18 e 19
f r 15 14 4 19
6 5 r 14 19
g a 13 5 20 o 16 8 Y 20 5 s
.
Code:
a b c d e f g h i j k l m
1 2 3 4 5 6 7 8 9 10 11 12 13
n o p q r s t u v w x y z
14 15 16 17 18 19 20 21 22 23 24 25 26
1. _______________________ Small brown dots or patches
found undersides of fern leaves
2. _______________________ reproductive structures
3. _______________________ Leaves grow from rhizomes
4. _______________________ Plants with feather-like leaves
5. _______________________ heart-shaped plants formed
from spores germination
B. Establishing a purpose for the lesson;

(Show a picture of a pine tree)
What comes out on your mind when you see this tree?
Can you see any flowers in the tree?
This is another example of non-flowering plant.
It has no spores also. Can you imagine how this plant reproduces?
What are the reproductive parts /organs of this kind of plant? We will find
out from the video that we are going to watch today
C. Presenting examples/ instances of the lesson:

1. Set the objectives in the watching the video.
* Pupils will discover the reproductive parts of cone- bearing plants
And the life cycle of conifer.
https://www.youtube.com/watch?v=2gWEgrMwMe0
2. Setting the norms/standards of the activity
(Standards when viewing )
3. Pupils will be divided into small groups (4 or 5) to answer the guide
questions ( COLLABORATIVE WORK )
Guide questions:
1. What non-flowering plant did you see in the video?______
2. How is this plant called? _____________________
3. What are conifers?___________________
4. Where can female cone be found? _______________
5. Where can male cone be found? __________________
6. What are the stages in the life cycle of conifer? ____________
a. What are the reproductive parts of a pine tree?
b. What happen during the pollination process?
c. What happen during the fertilization process?
(More questions to be asked by the teacher for further
clarification of the lesson. Diagram of conifer life cycle can also
be used)

Life Cycle of Conifer.
Pupils will be given metacards in which different stages of life cycle of

conifers ( pine tree) are written . Paste them to the corresponding part when
they happen.

Arrange the life cycle of conifer (Pine tree) according to the stages. Paste
the strips on the board
A few cells including the sperm cells are haploid and form the pollen.
The male gametophyte is reduced to these few haploid cells
Pollination occurs when the pollen enters the female cone where the
egg cells are embedded
Two egg cells and a couple of hundred haploid cells are formed and
feed the embryo. The female gametophyte is reduced to the cells
including the cells for food storage
FERTILIZATION occurs. Pollen that entered the female cone the last
year finally reaches the egg cells and fertilizes one of them. The fertilized
egg (ZYGOTE) is diploid again
The seed that contains the diploid embryo and the haploid nutritive
tissue is ripe and released from the cone. A new plant can grow.

How can dried mature cones of pine tree be useful to us?

Lead the class to generalize,
Now I learned that ____________________________________

Plants that bear seeds within a cone are called conifers.
Conifers are woody trees with needle-like leaves that reduce
water loss during dry or cold climates. They develop many
cones and one tree can produce both male and female cones.
Male cones produce the pollen grains with sperm cells while
female cones contain the ovule with two to three egg cells.
(Refer to leading mastery for the Life Cycle of Conifer)
Directions: Supply the missing words to complete the sentences.
Plants that bear seeds within a cone are called ____1.

Conifers are woody trees with _____2_______ leaves. They
develop many __3___ and one tree can produce both ____4
and female cones. Male cones produce the ___5______ with
sperm cells while female cones contain the __6___ with two to
three egg cells.

1. Aside from pine tree what other plants are spore-bearing?
2. Read other books or search through an internet. Write your answer
in your Science Journal.
WEEK 6 Day 5
Lesson 30: Illustration of Different Reproductive Parts
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of how plants reproduce
flowering and non- flowering plants

Illustrate the reproductive parts in flowering and non-flowering plants
S5LT-IIf-6
II. CONTENT
Different Parts of Reproductive Parts
III.LEARNING RESOURCES
A. References
1. Textbook pages
a. Sci-Bytes Worktext in Science pp.175-176
b. Cyber Science Worktext in Science and Technology 5 pp.126, 147
c. Science in our World pp.147-149

pictures, illustration of flowering and non-flowering plants, pencil crayon,
bond paper and other art materials
IV. PROCEDURES
Group Activity
Pupils will be grouped into three. Each group will be given
pictures of flowering and non-flowering plants. They are going to
label the different reproduction parts
Group 1- label the reproductive parts of a gumamela flower
Group 2. Label the parts of Life Cycle of fern
Group 3. Label the parts of Life cycle of Conifer

Look closely at the details of different pictures/illustrations of
flowering and non-flowering plants. Can you draw it?

A. Setting the standards of the activity
(Illustration will be done individually, but the leader will pick
among the three pictures which diagram to be drawn )
Remind the pupils of the cleanliness while doing their work.
B. Activity Proper

A. Presentation of output.
What can you say about the activity?
How did you feel while doing this?

What can you say about your drawing?
Did you illustrate all the details needed to make your drawing a
realistic one?

How would you evaluate your finished work?

living.
If you will be given a chance to illustrate using a real plant
as your model what will you draw? Why?

What should be remembered when you have to illustrate or draw
something? Should you submit your work on time?
Use Rubrics in scoring the finished illustration
Description
Score
4 The illustration manifests an outstanding characteristics as to

creativity, color blending, concept understanding and
completeness of details
3 The illustration manifests very satisfactory characteristics as to

2 The illustration manifests satisfactory characteristics as to

1 The illustration manifests poor characteristics as to creativity,
color blending, concept understanding and completeness of

details

Direction: Draw your favorite flower in your notebook. Label the parts.
WEEK 7 Day 1
Lesson 31: Modes of Reproduction of Flowering Plants
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of how plants reproduce.
The learners should be able to illustrate the reproductive organs of
plants

The learners should be able to describe the different modes of
reproduction of flowering plants.
S5LT-IIg-7
II. CONTENT
Modes of Reproduction in Plants

A. References
1. Textbook pages
a. The Wonderful World of Science 4, Natividad A. del Prado,
pp. 96 – 113

pictures, activity sheet, powerpoint presentation
IV. PROCEDURES
A. Reviewing previous lesson
Game: “Pair Me Up”. Match the words in the metacards with their
descriptions. Five male pupils will be called to hold the metacards
with words and another five female pupils will hold the metacards
with descriptions.

“Who among you love flowers? Why do you love them?
Can you name some of them?
Today, we are going to describe the different modes of reproduction in
flowering plants.

I.GROUP the class into six.
II.Setting of Activity Standards
III.Distribute the activity sheets and materials to be used.
IV.Instruct the pupils to perform the activity on flowering plants.
Activity 1: “Guess How I Become Many”

I. Problem: How do flowering plants reproduce?
II. Materials: pictures of flowering plants
III. Procedure:
1. Identify the flowering plants in the pictures.
2. Think and identify how they reproduce.
3. Classify them under the proper column by putting a check
in the box.
1. 2. 3. 4.
. 5 .6 78
9. 10.
4. 5.
Flowering Plant Through Through Through Through

Seeds Stem Leaf Suckers/
Cutting Cutting Underground
shoots
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Questions:
1. Which of the flowering plants grow from seeds?
________________________________________________
2. Which of the flowering plants do not grow from seeds?
________________________________________________
3. How do flowering plants reproduce?
________________________________________________

a. Group Reporting and Presentation
b. Answering the Guide Questions
1. Which of the flowering plants grow from seeds?
2. Which of the flowering plants do not grow from seeds?
3. How do flowering plants reproduce?

Direction: Arrange the jumbled letters to answer the questions.
1. What type of reproduction do flowering plants have if they
produce new plants through seeds from flowers?
Answer: EXSULA RPEROUDCITON
2. What type of reproduction do flowering plants have if
they produce new plants through other plant parts?
Answer: SAEXALU ERPORCDUITNO

Describe the modes of reproduction of flowering plants.
Try to sing the song Bahay Kubo. List some of the plants mentioned
in the song that reproduce sexually and asexually.
Sexual Reproduction Asexual Reproduction

How do sexual and asexual reproduction take place in flowering
plants?

Why is reproduction in flowering plants important to humans?
What might happen to humans if flowering plants do not reproduce
anymore?

I learned that _____________________________________.
 Flowering plants reproduce sexually and asexually.

 Sexual reproduction starts in the flower which produce seeds.
 Sexual reproduction in plants takes place when flowers produce
seeds after pollination and fertilization.
 Pollination is the transfer of pollen grains from the anther to the
stigma of the same or of another flower of the same kind.
 Fertilization takes place in the ovary when the sperm cell unites with
the egg cell.
 The ovary becomes the fruit.
 The ovules becomes the seeds.
 Asexual reproduction is producing new plants wherein no sex cells,
no seeds are involved. Flowering plants reproduce through other
plant parts like stem, leaves and suckers.
Directions: Write the letter of the best answer.
1. Which of the following plants are propagated by leaves?
A. banana C. katakataka
B. rose D. malunggay
2. Which of these plants is not grown from seeds?

A. tomato C. beans
B. potato D. tamarind
3. How do avocado, eggplants, squash and ampalaya reproduce?

A. sexually C. both sexually and asexually
B. asexually D. neither A or B
4. Which of the following does NOT describe sexual reproduction

in flowering plants?
A. Flowering plants reproduce through seeds.
B. Flowering plants reproduce through other plant parts.
C. Sexual reproduction takes place when there is fertilization.
D. Sexual reproduction takes place when flowers produce seeds.
5. Which of the following statements is TRUE about asexual

reproduction in flowering plants?
A. Asexual reproduction is producing new plants through other
plant parts and no sex cells are involved.
B. Asexual reproduction takes place when flowers produce
seeds.
C. Fertilization takes place in asexual reproduction in plants.
D. Asexual reproduction requires pollination in flowers.

Direction: Identify how the following flowering plants reproduce.
Write sexually or asexually on the blank.
1. Mango 6. Papaya
2. San Francisco 7. Welcome Plant
3. Rambutan 8. Fortune Plant
4. Katakataka 9. Atis
5. Pomelo 10. String Beans

WEEK 7 Day 2
Lesson 32: Modes of Reproduction of Flowering Plants
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of how plants reproduce
The learners should be able to illustrate the reproductive organs of plants

The learners should be able to describe the different modes of reproduction of
flowering plants.
S5LT-IIg-7
II. CONTENT
A. References
1. Textbook pages:
a. The Wonderful World of Science 4, Natividad A. del Prado, pp.108-115
IV. PROCEDURES
“Help Me Bloom”. The teacher will make a big cut out of a flower with 5 petals.
This flower is still a bud. Each petal will be opened by a pupil who answered
the question correctly to help the flower bloom. Every petal will have a
congratulatory/complimentary message.
Questions:
1. To what classification of plants do papaya, ampalaya, santol, rose, santan
and eggplants belong, flowering or non-flowering plants? (flowering
plants)
2. What type of reproduction happens in rambutan and squash plants?
(sexual reproduction)
3. When plants reproduce through other plant parts like stems and leaves,
_________ takes place. (asexual reproduction)
4. Sexual reproduction in plants takes place when _________ are planted.
(seeds)
5. From what part of the plants do seeds come from? (flowers)
Congratulations! You helped the flower bloom today! Now, it’s time for you
to bloom in the class, too.

“Most plants grow from seeds. But look at the plants in the
pictures. Will you identify them?”
Do they have seeds? If they don’t have seeds, how do they reproduce?
Some plants reproduce or produce other plants like themselves in other
ways. Today, we are going to describe the different modes of reproduction in
other flowering plants.

I. Group the class into six.
II. Setting of Activity Standards
III. Distribute the activity sheets and prepare the materials to be used.
IV. Instruct the pupils to perform the differentiated
activities.
Activity 1: “What If We Don’t Have Flowers and Seeds?”
Group 1: Activity 1: 1 “I with an Eye”
I. Problem: How does a sweet potato or a camote
grow?
II. Materials: a camote with an “eye”, a glass, a
toothpick or matchstick, water
III. Procedure:
1. Set a camote in a glass half-filled with
water by using the toothpick. Make sure that
the “eye” touches the water.
2. Display the set up in the room. Observe the
camote for some days.
3. Observe the part of camote plant used for
growing.
IV. Questions (To be answered on Day 5 of the
week)
1. What appears from the camote’s “eye” after
some days?
2. Will these become another camote plant?
Why?
V. Conclusion
How does a sweet potato reproduce?
Group 2: Activity 1: 2 “Bulb-like Me”

I. Problem: How does an onion grow?
II. Materials: an onion with roots, a glass, water, a
toothpick or matchstick
III. Procedure:
1. Get an onion and insert a toothpick near its
top. Put the onion with its roots below in a
glass filled with water.
2. Display the set-up in the room. Observe the
bulb each day.
Questions: (To be answered on the Day 5 of
the Week)
a. What appears on the onion after few days?
b. If you plant this onion in good soil, what will happen?
IV.Conclusion
How does an onion reproduce?
Group 3: Activity 1: 3 “Cut Me Please”

I. Problem: How does a San Francisco reproduce?
II. Materials: cut stem of San Francisco
III. Procedure:
1. Cut a stem of a San Francisco plant.
2. Put this cut off stem in a glass of water.
3. Display the set-up in the room. Observe it
daily.
Questions: (To be answered on Day 5 of the
Week)
1. After some days, do you see some roots
2. starting to grow from the stems of the plant?
3. If you plant this stem in good soil, what will
happen?
IV. Conclusion
How does a San Francisco plant reproduce?
Group 4: Activity 1: 4 “Run After Me”

I. Problem: How does a grass reproduce?
II. Materials: uprooted grass, transparent disposable
container with soil
III. Procedure:
1. Uproot a grass from your school ground.
2. Put this on the soil you prepared.
daily.
Questions: (To be answered on Day 5 of the
week)
1. After some days, do you see some roots
2. starting to grow from the slender stems of the plant?
3. What will happen if you plant it back to the
school ground?
IV. Conclusion
How does a grass plant reproduce?
Group 5: Activity 1:5 “Creep Like Me”

I. Problem: How does a ginger reproduce?
II. Materials: mature ginger rhizome, transparent
container with soil
III. Procedure:
1.Plant the mature ginger rhizome in the
transparent container with soil.
after some days.
Questions: (To be answered on Day 5 of the Week)
1. After some days, do you see some roots starting to grow
from the creeping underground stems of the plant?
2. What will happen if you plant it in your vegetable
garden?
IV. Conclusion
How does a ginger plant reproduce?
Group 6: Activity 1:6 “I Wonder How”

I. Problem: How do katakataka and welcome plants
reproduce?
II. Materials: mature leaves of katakataka and
welcome plants
III. Procedure:
1. Plant each mature leaf of katakataka and
welcome plants in a transparent glass jar with soil.
Water them.
2. Display the set-up in the room. Observe
them after some days.
Questions: (To be answered on Day 5 of the week)
1. After some days, do you see some roots starting to grow
from the edge of the leaves?
2. What will happen if you plant them in your garden?
IV. Conclusion
How do katakataka and welcome plants
reproduce?

What parts of the plants did you use in your experimental set ups?
Will those non-flowering plants be able to produce another of their
kind?
Since you are still investigating how non-flowering plants
become many, now, you have a chance to watch a videoclip on
their modes of reproduction.

The teacher lets the class watch a video on modes of reproduction
for non-flowering plants specifically asexually reproduction. (2.52
minutes)
(https://www.youtube.com/watch?v=drcnTg7ZCoc)
What plants in the video reproduce asexually?
How do they reproduce?

Describe how some plants reproduce asexually. Illustrate them in a
frame.
“SKETCH US in a FRAME”
Aling Marta cuts some mature stems of San Francisco, santan, rose
and malunggay in their garden. Shane, her neighbor, saw her that she just
threw them away in their backyard. What might Shane do?

I learned that ______________________________

1. Asexual reproduction is producing new plants with no sex cells involved.
Non-flowering plants do not have flowers, so they do not produce seeds.
2. New plants can be reproduced asexually through the following kinds of

plants with examples.
a. Rhizomes – creeping underground stems –ginger
b. Tuber-enlarged root – camote, ube, potato,gabi, potato
c. Bulb – enlarged leaves -onion
d. Runners – long slender stems- grass and strawberries
e. Suckers-underground shoots –banana
f. Leaf Cutting – katakataka, welcome, begonia
g. Stem Cutting – San Francisco,etc.
How do these plants reproduce? Group them by writing the name
of each plant under their proper group
katakataka ginger camote rose
onion grass potato strawberries
santan tulip
Directions: Write AGREE if the statement is correct and
DISAGREE if otherwise.
__________1. All plants grow from seeds.
_________ 2. Non-flowering plants reproduce asexually

in many ways.
_________ 3. Strawberries reproduce through runners.
___________4. Ginger is grown from tubers.
___________5. An onion grows from a bulb.

WEEK 7 Day 3
Lesson 33: Modes of Reproduction of Mongo and Other Plants
I. OBJECTIVES
A. Content Standard
plants

reproduction of mongo and other flowering plants.
S5LT-IIg-7
II. CONTENT

A. References:
1. Textbook pages:
a. The Wonderful World of Science by Natividad A. del Prado, pp. 123-139
b. Cyber Science 5, Nicetas G. Valencia and AHyda M. Villona, Ph.D., pp.
134-143
IV. PROCEDURES
Game: “Pop Me Up”. Seven questions written on the strips of paper are rolled
and will be placed in a bottle. The interested pupil will pop the bottle up and
pick one rolled paper. For every correct answer, the class will show two
thumbs up.
1. How do onions multiply?

2. What examples of runners can you give?
3. How do ginger plants reproduce?
4. How do katakataka and welcome plants grow?
5. How are santan, San Francisco, rose plants planted?
6. How do camote, potato, gabi and ube grow?
7. What type of reproduction do some flowering plants have if they do not
have seeds?

“Last Monday, I told you to soak 10 mung bean seeds (mongo seeds)
in a transparent container with wet cotton and another 10 planted in can with
soil.
Today, we are going to describe the different modes of reproduction of
mongo and other flowering plants.

A. Group the class into six.
B. Setting of Activity Standards
C. Distribute the activity sheets and materials to be used.
D. Instruct the pupils to perform the activity on flowering plants.
Activity 1: “Watch Me Grow”

I. Problem: How do mung bean plants reproduce?
II. Materials: soaked mongo seeds in disposable container,
mongo seeds planted in can with soil, hand
lenses
III. Procedure:
1. Soak the seeds ahead of time. (Day 1 of the week)
2. Describe the seeds before soaking.
3. Describe the mung beans after soaking for two days.
Questions
1. Describe the seeds before soaking them.
2. What happened to the seeds after soaking them for two days?
3. Illustrate your observations in the box below.

A. Group Reporting and Presentation
B. Answering the Guide Questions
1. Describe the seeds before soaking them.
2. What happened to the seeds after soaking them for two days?
3. How do mung bean (mongo) plants reproduce?
4. Show your drawings of their mode of reproduction.

The teacher will let the class watch video clips about the modes
of reproduction of mongo seeds and other seed plants.
https://www.youtube.com/watch?v=pB4ASdELBbQ&spfreload=1 (Mung
Bean Germination)
https://www.youtube.com/watch?v=eu_l80m7K2o (Climbing Beans)
https://www.youtube.com/watch?v=2ycl2E9r-_o (Sexual
Reproduction in Plants)
How do mongo bean (mongo) and other seed plants reproduce?
F. Developing Mastery (Leads to Formative Assessment)

Help the bee navigate the reproductive process in flowering plants.
Arrange the events in the correct order by writing letters A to F in the correct
box, A being the starting point.
________ Plant grows and eventually bears flowers.

________ The bee visits another flower and the pollen transfer to
the stigma.
________ A bee visits the flower and its body rubs off on pollen.
________ Seed is dispersed to a new location.
________ Enough moisture, air and water are available. The
seed germinates.
________ The flower dies and seedpod develops. Some plants
develop a fruit with seeds.

What must we do to the seeds after eating the fruits? Should
You just throw them away? Why or why not?
H. Making generalizations and abstractions about the lessonI learned that

_____________________________________.

Flowering and seed-bearing plants through:
 Pollination- the first step in the sexual reproduction of
flowering plants. It is the transfer of pollen from the
stamen to the pistil of the flower.
 Seed dispersal - the process by which seeds are
brought to new places where they could grow and
develop. Animals, winds, and water are some agents
of seed dispersal.
 Fertilization – takes place when the pollen tube
reaches an ovule and the sperm unites with the egg.
After fertilization, seeds and fruits begin to form.
Seeds develop from ovules inside the ovaries of the
flowers.
 Seed Germination- the last part of reproduction in
flowering plants. When the conditions are favorable
such as good soil, warmth, and enough water, the
seed will germinate.
Directions: Write the letter of the best answer.
1. Which is the first step in the sexual reproduction in
flowering/seed-bearing plants?
A. fertilization C. seed dispersal
B. seed germination D. pollination
2. Which of the following describes fertilization in plants?

A. It is the process where the sperm cell unites with
the egg cell.
B. It is the transfer of pollen from one flower to
another.
C. It is the last part in the reproduction of flowering
plants.
D. It is the first step in the sexual reproduction of
flowering plants.
3. How do you know the seed is germinating?

A. The seed dries up.
B. The cotyledons dry off.
A. A tiny root and stem appears.
B. The petal and the sepal fall off.
4. Omar planted some santol seeds. After some

days, he saw a tiny stem beginning to grow in one of
the seeds. What is happening to the seed?
A. The seed was wilting.
B. The seed was germinating.
C. The seed was getting fertilized.
D. The seed was making its own seed
5. Which shows the correct sequence how seed-

bearing plants reproduce?
A. Pollination – fertilization –seed dispersal –
seed germination
B. Fertilization – pollination – seed dispersal –
seed germination
C. Seed germination – seed dispersal – pollination-
fertilization
D. Seed dispersal – pollination – seed germination-
fertilization

Draw in your science notebook the process of seed germination
in plants. Then, describe the mode of reproduction of seed-bearing
plants.
WEEK 7 Day 4
Lesson 34: Modes of Reproduction of Moss and Ferns
I. OBJECTIVES
A. Content Standard
plants

reproduction of moss and ferns.
S5LT-IIg-7
II. CONTENT

A. References
1. Textbook pages:
a. Cyber Science 5, by Nicetas G. Valencia and Hayda M. Villona, Ph.
D.,pp. 148-150

Activity sheet, powerpoint presentation, chart, puzzle, pictures
IV. PROCEDURES
“Word Hunt”. Look for the words associated with sexual
reproduction in flowering plants.
F S E E D S E A D S F L U
F E R T I L I Z A T I O N
L A E T S O C E G G B O I
O D F G P H I A F R U I T
W S A R E W O L F K L O E
P O N O R T A N I L L O P
R U S O S I S P E R M N M
E F L O A E R S E R Y A O
S A P O L L I N A T I O N
FERTILIZATION POLLINATION FLOWER

SEED SEED DISPERSAL FRUIT
EGG SPERM UNITE

Most of the plants on earth are flowering plants which are called
ANGIOSPERMS. You have learned that they reproduce with seeds that are
contained in fruits. Will you name some of them?
What about the non-flowering plants? How do they reproduce? There
are some simple plants that don’t bear seeds. They reproduce in other
ways. Will you guess which are they?
The teacher will show a simple terrarium with many moss and ferns.
Today, we are going to describe the different modes of reproduction
in flowering plants.
a. Group the class into six.
b. Setting of Activity Standards
c. Distribute the activity sheets and materials to be used.
d. Instruct the pupils to perform the activity on non-flowering
plants- the mosses and ferns.
For Groups 1-3:

Activity 1.1: “Life Cycle of Moss”
I. Problem: How do moss plants reproduce?
II. Materials: picture of the life cycle of moss.
III. Procedure:
1. Study the picture of the life cycle of a moss.
2. Identify their parts.
3. Think and analyze how they reproduce.
Questions:
1. What part of the moss plants helps them to reproduce?
________________________________________
2. Describe the mode of reproduction in moss plant. Is it sexual or
asexual? Why?
________________________________________
IV. Conclusion
How do moss plants reproduce?
Activity 1.2: “Life Cycle of Ferns”

I. Problem: How do fern plants reproduce?
II. Materials: picture of the life cycle of fern.
III.Procedure:
1. Study the picture of the life cycle of a fern.
2. Identify their parts.
3. Think and analyze how they reproduce.
Questions:
1. What part of the fern plants helps them to reproduce?
_________________________________________
2. Describe the mode of reproduction in fern plant. Is it sexual

or asexual? Why?
__________________________________________
IV. Conclusion
How do fern plants reproduce?

A. Group Reporting and Presentation
B. Answering the Guide Questions
1. What part of the moss and fern helps them in reproduction?
2. How do they reproduce?

https://www.youtube.com/watch?v=jcWYAnmm-QE
(Moss reproduction)
https://www.youtube.com/watch?v=bpYshQ7Ym_I
(Life Cycle of Fern)
What reproductive part of moss and ferns is shown in the video clips?
How does reproduction in moss and fern plants happen?

Interactive Discussion: Describe the modes of reproduction in moss
and fern plants.

Moss and fern plants have economic importance. In what way
can make them beneficial to you? What must you do?

I learned that _____________________________________.

 Some plants reproduce without seeds. Sexual
reproduction happens in spore-bearing plants such as mosses and
ferns.
 In mosses, the leafy plants produce two branches, male
and female. The female branches produce egg cells while the male
branches produce egg cells while the male branches produce sperm
cells.
 When a sperm reaches an egg in the sac, the two cells

join into a single cell in a process called fertilization. This is called
sexual fertilization.
 Mosses undergo both sexual and asexual reproduction.

In asexual reproduction, spores are produced and when released
and land on damp ground can grow into leafy moss plants.
 Ferns like mosses, are spore-producing plants. Mature

ferns produce fertile fronds with spore casing called sori on the
underside of their leaves.
 When it rains, sperms released from the male organs

swim towards the female organs leading to the growing of young
fern plants. Sexual reproduction takes place when the sperm cells
unite with egg cells in the female organs. The fertilized eggs grow
into new leafy fern plants.
Direction: Sequence the steps in the life cycle of moss plant and
fern plant. Write 1 - 5 on the blank.
a. Moss Plant
____Spore grows into a moss plant.
____Fertilized egg cell grows into a ball of spores.
____Spore case opens.
____Fertilization takes place.
____Sperms swim to egg cells.
b. Fern Plant
____ New plant part grows into fern.
____ Spore begins to grow into young fern plant.
____ Spore cases open.
____ Fertilized egg cell grows into new plant part.
____ Sperms swim to egg cells of young fern plant.

Direction: Draw the life cycle of moss and ferns in short bond paper.
WEEK 7 Day 5
Lesson 35: Modes of Reproduction of Flowering and Non-
Flowering Plants
I. OBJECTIVES
A. Content Standard
The learners should be able to illustrate the reproductive organs of plants

The learners should be able to show the different modes of
reproduction of flowering and non - flowering plants.
S5LT-IIg-7
II. CONTENT
Modes of Reproduction in Flowering and Non-flowering Plants

A. References
1. Textbook pages
a. The Wonderful World of Science 4, Natividad A. del Prado, pp.108-
115
b. Cyber Science 5, NIcetas G. Valencia and Hayda M. Villona, Ph. D.,
pp.148-50

Activity sheet, chart, PowerPoint presentation, pictures of flowering and non-
flowering plants
IV. PROCEDURES
“Guess How”. The pupils will arrange the steps that refer to the
different modes of moss and fern reproduction inside the speech
balloons. Write numbers 1-4 for moss and 1-5 for fern.
I am moss. I am fern.
Answer: Moss: 1-3-2-5-4 Fern: 5-2-1-4-3

“No living thing will live forever. Plants, like people and animals
are living things. We don’t expect them to live forever. How will
they perpetuate or continue their species? What characteristic of
plants enables them to grow and multiply? (Through reproduction)
Plants carry out reproduction in different ways. Today, you are

going to show the different modes of reproduction of flowering and
non-flowering plants.

A. Group the class into six.
B. Setting of Activity Standards
C. Distribute the activity sheets and prepare the materials to be used.
D. Instruct the pupils to discuss within the group the results of the
experimental set ups they prepared in day 2 of the week. Then,
presentation of results follows.
Activity 1: “What’s Up Now?”

Group 1: Activity 1: 1 “I with an Eye”
I. Problem: How does a sweet potato or a camote grow?
II. Materials: a camote with an “eye”, a glass, a toothpick or
matchstick, water
III. Procedure:
a. Observe what happens in the potato after 3 days.
b. Discuss within the group the results of the experiment.
c. Assign a reporter for the presentation of results.
d. Show your experimental set up to the class.
Questions
1. What appears from the camote “eye” after some days?
___________________________________________
2. Will this become another camote plant? Why?
___________________________________________
IV. Conclusion
How does a sweet potato reproduce?
Group 2: Activity 1: 2 “Bulb-like Me”

I. Problem: How does an onion grow?
II. Materials: an onion with roots, a glass, water, a toothpick
or matchstick
III. Procedure:
A. Observe what happens in the onion after 3 days.
B. Discuss within the group the results of the experiment.
C. Assign a reporter for the presentation of results.
D. Show your experimental set up to the class.
Questions:
a. What appears on the onion after few days?
___________________________________________
b. If you plant this onion in good soil, what will happen?
__________________________________________
IV.Conclusion
How does an onion reproduce?
Group 3: Activity 1: 3 “Cut Me Please”

I. Problem: How does a San Francisco reproduce?
II. Materials: cut stem of San Francisco
III.Procedure:
1. Observe what happens in the San Francisco stem after some
days.
2. Discuss within the group the results of the experiment.
3. Assign a reporter for the presentation of results.
4. Show your experimental set up to the class.
Questions:
1. After some days, do you see some roots starting to
grow from the stems of the plant?
______________________________________________
2. If you plant this stem in good soil, what will happen?
______________________________________________
IV. Conclusion
How does a San Francisco plant reproduce?
Group 4: Activity 1: 4 “Run After Me”

I. Problem: How does a grass reproduce?
II. Materials: uprooted grass, transparent disposable container
with soil
III. Procedure:
Questions:
1. After some days, do you see some roots starting to grow from the
slender stems of the plant? Describe them.
______________________________________________
2. What will happen if you plant it back to the school ground?
______________________________________________
IV.Conclusion
How does a grass plant reproduce?
Group 5: Activity 1:5 “Creep Like Me”

I. Problem: How does a ginger reproduce?
II. Materials: mature ginger rhizome, transparent container
with soil
III. Procedure:
1. Observe what happens in the ginger after some days.
Questions:
1. After some times, do you see some roots starting to grow from
the creeping underground stems of the plant?
______________________________________________
2. What will happen if you plant it in your vegetable
garden?
______________________________________________
IV. Conclusion
How does a ginger plant reproduce?
Group 6: Activity 1:6 “I Wonder How”

I. Problem: How do katakataka and welcome plants
reproduce?
II. Materials: mature leaves of katakataka and welcome plants
III. Procedures:
1. Observe what happens in the katakataka after some times.
Questions:
1. After some times, do you see some roots starting to grow
from the edge of the leaves?
______________________________________________
2. What will happen if you plant them in your garden?
______________________________________________
IV.Conclusion
How do katakataka and welcome plants reproduce?

Group Reporting of Results/Findings
How do flowering plants without seeds reproduce?

The teacher will give 3 picture puzzles wherein pupils will
describe each on how the flowering plant and non-flowering plant
grow and reproduce.
How do flowering and non-flowering plants reproduce?
Differentiate the mode of reproduction that takes place in
flowering and non-flowering plants.

Identify how flowering and non-flowering plants reproduce
sexually and asexually. Write them under the proper column.
Plant Reproduction
Sexual Reproduction Asexual Reproduction

At present, we can feel how high the prices of food commodities in
the markets are. Foods like fruits and vegetables can become very costly
day by day. Based from your learning on plants reproduce, how can you
help your family in lessening your food expenses everyday?

I learned that ______________________________.
Background for the Teacher:

1. Plants carry out reproduction in different ways, such as from
seeds, spores, and other plant parts.
2. Asexual reproduction is producing new plants with no sex cells

involved. Non-flowering plants do not have flowers, so they
do not produce seeds. Asexual reproduction in plants occurs
as new plants grow from vegetative structures such as stems,
leaves, bulbs and roots.
3. New plants can be reproduced asexually through the following

kinds of plants with examples.
a. Rhizomes – creeping underground stems –ginger
b. Tuber-enlarged root – camote, ube, potato,gabi, potato
c. Bulb – enlarged leaves –onion, garlic
d. Runners – long slender stems- grass and strawberries
e. Suckers-underground shoots –banana
f. Leaf Cutting – katakataka, welcome, begonia
g. Stem Cutting – San Francisco,etc.
4. Sexual reproduction in plants occurs through pollination and

fertilization that leads to the production of seeds.
5. Other plants reproduce through the formation of spores

instead of seeds. They are mosses, ferns, gymnosperms or
conifers and liverworts.
Direction: Identify how the following plants reproduce sexually.
Write seeds or spores on the blank.
1. tomato ______________
2. mosses ______________
3. pomelo ______________
4. ferns ______________
5. lanzones ______________
Direction: Identify how the following plants reproduce asexually.

1. onion and garlic __________________
2. grass and strawberry __________________
3. rose and fortune plant __________________
4. ginger __________________
5. gabi and sweet potato __________________

Sci-Art: Identify a plant in your place. Show its mode or way of
reproduction through an illustration. Color your work. Then, write
a short description about it.
WEEK 8 Day 1
Lesson 35: Describing an Estuary
I. OBJECTIVES
A. Content Standard
The interactions for survival among living and non-living things that
take place in estuaries and intertidal zones.
2. Performance Standard
The learners should be able to create a hypothetical community to
show how organisms interact and reproduce to survive.
3. Learning Competency/ Objective

The learners should be able to describe an estuary
S5LT-IIh8
II. CONTENT
Interactions among Living Things

A. References
1. Textbook pages
Cyber Science Work text in Science and Technology 5 pp. 171 –
183

Manila paper, Metacards, DLP
IV. PROCEDURES
Ask: Give an example of plants found in water? animals?

What do you see in the picture?
How would you describe this kind of environment?
Can we see it here in the Philippines?
Can you cite place like this?

Activity: “Take a look”
https://youtu.be/w9Kqy-6bZbQ
Based on the video presented complete the table below

Name of Living Things found in Name of objects/ non-living things
estuary found in estuary
Questions:
1. What is an estuary?
2. How can you describe an estuary?
3. How is it formed?
4. What living and non-living things can be found in it?
5. Group report and presentation

What kind of habitat is an estuary?
How is it similar or different from the other habitat which you
have known or seen?
E. Developing mastery (Leads to formative assessment)

Group Activity
Activity 1.a
By using metacards complete the concept map about estuary
Is an area where
has function such as
What are estuaries?

What animals found in estuaries?
What plants found in estuaries?

Situation: Based from the video what benefits can we get from
estuaries? As a grade 5 pupil how can you help in the
protection of estuaries?

What is estuary?
What are the living and non-living things found in estuary?
H. Evaluating learning
Directions: Read each question carefully. Choose the letter of the
correct answer.
1. An estuary is another kind of habitat. Which of the following
describes an estuary?
A. Land area that drains water into a lake, river or
pond.
B. Large body of saltwater that covers most of the Earth’s
surface.
C. Underground system that provides drinking water to an
area.
D. Area where a river meets the ocean, where in mixing of
freshwater and saltwater happens
2. Why are estuaries important to our environment?

A. Provide homes for many species of wildlife.
B. Are important nursery areas for a variety of marine
organisms.
C. Help filter pollutants in the water.
D. All of the above
3. Water is brought to an estuary from a variety of sources.

Which of the following would contribute to an increase in the
salinity of the estuary?
A. Rivers B. streams C. urban runoff D. tides
4. Based on how estuaries are formed, which of the following

best describes the salinity (saltiness) of estuary water?
A. Equal to the salinity of river water
B. Less than the salinity of river water
C. Less than the salinity of ocean water
D. Greater than the salinity of ocean water
5. Water in most estuaries is brackish because of the mixing of

freshwater from rivers and saltwater from incoming tides. What
would happen to the water in the bay if there is lack of watr in
the bay water shed?
A. Increase salinity
B. River meets the sea
C. River becomes dammed
D. Wet land becomes filled in
I. Additional activities for application or remediation

Direction: Draw living things and non – living things found in estuary.
Name those things.
WEEK 8 Day 2
Lesson 36: Interactions among Living and Non-Living Things in
Estuary
I. OBJECTIVES
A. Content Standard
take place in estuaries and intertidal zones
show how organisms interact and reproduce to survive

The learners should be able to discuss the interactions among living
and non-living things in estuary
S5LT-IIh8
II. CONTENT
Interactions Among Living Things and Non – Living Things in
Estuary

A. References
1. Textbook pages
a. Cyber Science Work text in Science and Technology 5 pp. 171 – 194

activity sheets, metacards, DLP
IV. PROCEDURES
What is an estuary?
What are the living things found in estuary?
What are the non-living things found in estuary?

KWL Chart Living and Non-Living Things Interaction
What you What do you What have you
already KNOW WANT to know LEARNED

Presentation of video clip
Show a video about estuaries
https://youtu.be/w9Kqy-6bZbQ
Group Activity
From the video make a classification chart like the one below. Fill up the
data
Classification Chart
Group report and presentation

What environmental conditions present in estuaries make them
favorable habitats for plants and animals?
What factors would contribute to the changes in salinity with changes in
water depth?
What would be the effect of salinity levels on plants and animals living in
the estuary?
How do organisms adopt with the environment?
How do plants and animals respond and cope with the harsh condition
in estuaries?

Direction: Complete the chart by writing the adaptation and interaction
of living things and non-living things in estuary.

What are some of the benefits on living in the estuary?
What are some of the difficulties?

How do living and non-living things interact in estuary?
Directions: Read each question carefully. Encircle the letter of the
correct answer.
1.One of the fastest swimming crabs in the world is the blue
crab. Which of the following is an adaptation of the crab
for this?
A. jointed legs C. body shape
B. large claws D. paddle-like rear feet
2.If the planktons are removed from the estuary, what may
happen to the estuarine food web?
A. Planktons are producers so their removal may not have an
effect.
B. The other animals in the estuary will have to find other food
sources.
C. Removal of any organism like the plankton will greatly
affect the ecosystem.
D. Filter feeders like oysters and clams don’t depend on the
presence of plankton.
3.Many shore birds feed on the mud flats of estuaries. When would
be the best time for the birds to catch stranded fish and
invertebrates?
A. low tide C. daytime
B. high tide D. nighttime
4. Estuaries that are permanently open for long periods by

heavy rains tend to have _________.
A. higher diversity
B. lower diversity
C. same diversity
D. equal diversity
5.Which of the following best describes the salinity of

Estuary water?
A. Equal to the salinity of river water
B. Less than the salinity of river water
C. Less than the salinity of ocean water
D. Greater than the salinity of ocean water

Do a Research
Choose an estuary animal and plant in which you are interested to know
more about. Create a poster that shows the interesting facts you’ll find out about
it. You may include the adaptations and interactions to inhabit in estuary.
WEEK 8 Day 3
Lesson 37: Describing Intertidal Zones
I. OBJECTIVES
A. Content Standard
take place in estuaries and intertidal zones.
show how organisms interact and
reproduce to survive

The learners should be able to describe intertidal zones
S5LT-IIh8
II. CONTENT
Interactions among Living Things

A. References
1. Textbook pages
a. Cyber Science Worktext in Science and Technology 5 pp. 184 – 194

activity sheets, metacards
IV. PROCEDURES
What is estuary?
Give an example of living things found in estuary. How about
non-living things?
Take a closer look at the picture. It is a representation of another habitat.

What do you see in the picture?
How would you describe this kind of environment?
Can we see it in the Philippines?

Activity:
https://youtu.be/DR1gP5S6Bsk
Based on the video presented complete the table below
Intertidal Zones Name of Living Name of
Things found in objects/non-
intertidal zone living things
found in
intertidal zone
Lower Intertidal
Zone
Middle intertidal
zone
Upper intertidal
zone
Splash (spray)
zone
Questions:
1. What is intertidal zone?
2. How can you describe an intertidal zone?
3. What are the four zones in intertidal zone?
4. What living and non-living things can be found in it?
Group report and presentation

What kind of habitat is an intertidal zone?
How is it similar or different from the other habitat?
What benefits do we get from intertidal zone?
Why is the intertidal zone a difficult habitat to live in?
Activity 1. B “Guess What”
Decode the hidden word by filling the blank with the correct letters as indicated by
the following numbers
A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26
1.____ ____ ____ ____ ____ ____ _____ _____ ____ ____
9 14 20 5 18 20 9 4 1 12
2.____ ____ ____ ____ ____ ____

19 16 12 1 19 8
3.____ ____ ____ ____ ____ ____

13 9 4 4 12 5
4.____ _____ ____ ____ _____ ____ ____ ____ ____

21 16 16 5 18 26 17 14 5
5. _____ ____ ____ ____ ____ _____ ____ _____ ____

12 15 23 5 18 26 17 14 5
Discuss the meaning of the words that are formed.

Work in Pair
Based from the video what benefits can we get from intertidal
zone?
As a grade 5 pupil how can you help in the protection of
intertidal zone?

What is intertidal zone?
What living and non-living things can be found in intertidal
zone?
Directions: Read each question carefully and encircle the letter of the
correct answer.
1.What kind of habitat is the ocean covered and
uncovered as the tide goes in and out?
A. Food chain C. estuaries
B. Intertidal zone D. food web
2.Which of the following describes the splash zone?

A. Located above the high tide mark
B. Covered by water during high tide only
C. Regularly covered by water
D. Is being exposed only when tide is at its lowest.
3.Why do you think there are organisms that can be

found in more than one zone?
A. They are able to reproduce more of their kind
B. They are more adaptive to the conditions in the zone
C. They cannot adjust to harsh environments
D. They require little amount of oxygen
4.The upper intertidal zone is only covered by water
during high tide. Which of the following is most likely to
result from this condition?
A. The water has a high salinity.
B. Algal growth is usually plentiful.
C. It is usually submerged in water.
D. It experiences extreme cold temperature.
5.What factors may affect the salinity of water across the

intertidal zone?
A. Amount of rainfall and evaporation
B. Kind of organisms living in the area
C. Availability of space and food
D. Run off from the people living along the shoreline
Study the illustration about Intertidal Zone organisms.

Complete the table below
Intertidal Zone Organisms
Splash or spray zone
Upper intertidal zone
Middle intertidal zone
Lower intertidal zone
WEEK 8 Day 4
Lesson 38: Interactions among Living and Non-Living Things in
Intertidal Zone
I. OBJECTIVES
A. Content Standard
take place in estuaries and intertidal zones
Create a hypothetical community to show how organisms interact and
reproduce to survive

Discuss the interactions among living and non-living things in intertidal zone
S5LT-IIh8
II. CONTENT
Interactions among Living and Non-Living Things in Intertidal Zone

A. References
1. Textbook pages
a. Cyber Science Work Text in Science and Technology 5 pp. 171 – 194

activity sheets, metacards, DLP
IV.PROCEDURES
What is intertidal zone?
What are the living things found in the intertidal zone?
What are the non-living things found in intertidal zone

I have here images of high tide and low tide.
Questions:
What do you think is the water level in high tide?
How about the water level in low tide?
How would you describe the differences between the two?

1.Group Activity
Activity: “Home Sweet Home”
Materials: critter cards (living things found in intertidal zone)
What to do:
Using the cards fill in the table below.
Name of Food Shelter Water Adaptation Interaction
living (What (How
organis does it does the
Intertidal ms eat) animal
Zones protect
itself)
2. Group report and presentation

Why is it difficult to live in intertidal zone?
Give organisms that can live in an intertidal zone?
In each intertidal zone how do organisms interact?
How do organisms interact with one another?
How do organisms adapt with the environment?

Complete the Classification Chart by writing the adaptation and
interaction of living things and non-living things in intertidal zones.
What are some of the benefits from living in the intertidal zone?
What are some of the difficulties?

How do living and non-living things interact in intertidal zone?
Directions: Read each question carefully and encircle the letter of the
correct answer.
1.Organisms that live in the intertidal zone are adapted to
crashing waves and tidal changes. How do barnacles
prevent being washed away?
A. They cling tightly to rocks
B. Barnacles go with the waves
C. They open their shells
D. They store much salt in their bodies
2.How do organisms exposed to air be able to prevent

Drying out?
A. They seal completely their shells
B. They move up to zones that have plenty of water
C. Organism feed on other organisms that are watery
D. Organism store much water in their bodies
3.Why do you think there are organisms that can be

found in more than one zone?
A. They are able to reproduce more of their kind
B. They are more adapted to the conditions in the zone
C. They cannot adjust to harsh environment
D. They require little amount of water
4.What factors may affect the salinity of water across the

Intertidal zone?
A. Amount of rainfall and evaporation
B. Kinds of organisms living in the area
C. Availability of space and food
D. Runoff from the people living along the shoreline
5.In many desert regions, water is diverted from streams
and rivers to people in cities. How does this affect the
animals in the area?
A. The animals become more active in daylight hours
B. The animals migrate to tropical rainforests
C. The animals move closer to others to get food
D. The animals stop searching for food and water

Direction: Identify your favorite intertidal organism
1.Name ___________________
2. Draw it’s picture
3. Where is this organism’s habitat?
4. What adaptation/interaction does it have?
WEEK 8 Day 5
Lesson 39: Discuss Interaction of Living and Non-Living in an
Estuary and Intertidal Zone
I. OBJECTIVES
A. Content Standard
take place in estuaries and intertidal zones .
The learners should be able to create a hypothetical community to show how
organisms interact and reproduce to survive

The learners should ne able to discuss the interactions among living and non-
living things in estuaries and intertidal zones
S5LT-IIh8
II. CONTENT
Interaction of Living and Non-Living in an Estuary and Intertidal Zone

A. References
1. Textbook pages
a. Cyber Science Work text in Science and Technology 5 pp.195 – 202

Activity Sheets
IV.PROCEDURES
Directions: Identify the following.
_______1.It is the boundary where a freshwater
ecosystem meets a saltwater ecosystem
_______2. It is the shallowest part of the ocean
ecosystem, where it is covered out
and uncovered as the tide goes in and out.
_______3. It is formed through the interaction of a
community of organisms with their
environment.
_______4. It is referred to as “desert” zone of the
ocean.
_______5. It is the zone that is regularly covered by water.

The world we live in is very rich in natural resources whether it
may be terrestrial or aquatic. Why are there so many living organisms
on Earth? so many different species? How do the characteristics of
the non-living environment help determine which organisms thrive in
particular areas? How do they interact in a certain habitat?

1. Presentation of the lesson through video presentation
https://youtu.be/MGODmyXkkPU
Group Activity
Use the information in the video presented. Fill in
the table below.
Habitat Interaction Interaction Adaptation
(Ecosystem) among among
Living and living
Non-Living Things
Things
Estuaries
Intertidal
Zones
What are the interactions among living and non-living

things in an estuaries and intertidal zones?
Group presentation
How do plants and animals respond when environmental conditions in
an estuary change? in an intertidal zone?
How do environmental changes in both ecosystems affect the organisms
inhabiting there?
How are producers able to feed the organisms as shown in the video?
Why are decomposers important in an ecosystem?

Direction: Complete the Venn Diagram by giving the interactions
among living and non-living things in estuary and intertidal
zone.

What might happen if the estuary is being damaged by pollution?
How can you help protect the estuary and intertidal zone?

Estuaries and intertidal zones make up an ecosystem. Living things in
these environments interact with each other. They exhibit feeding relationships
that enable the nutrients and energy to cycle through them.
How do living and non-living things interact in estuaries and intertidal
zones. Complete the graphic organizer below.
Conduct an interview with an organism
Review the animals that inhabit in any of the two habitats, estuary or
intertidal zone. Conduct an interview with the organism you have chosen.
Gather from the organism the following information:
1. Are you a plant or animal?
2. How do you adapt to the environmental conditions around you?
> temperature changes
> salinity of the water
> high or low tides
3.How do you interact with other organisms in the area where you live?
WEEK 9 Day 1
Lesson 41: Reasons Why We Need to Protect and Conserve
Estuaries and Intertidal Zones
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of the interactions for survival
among living and non-living things that take place in estuaries and intertidal
zones
The learners should be able to create a hypothetical community to show how
organisms interact and reproduce to survive

The learners should be able to explain the reasons why we need to
protect and conserve estuaries and intertidal zones.
II. CONTENT
Reasons why we need to protect and conserve estuaries and intertidal zones
.
III.LEARNING RESOURCES
A. Reference
1. Textbook Pages:
a. Cyber Science Worktext in Science and Technology, Nicetas G.
Valencia et.al., pp. 184-190, 195 – 201, 204 – 208
b. Breaking through Science 5, Evelyn Enriquez-Arcaño et.al., pp. 162 –
165, 173 – 176
IV. PROCEDURES
Answer the riddle:
I am a habitat where salty water and fresh water meet. What am I?
I am a kind of habitat where four zones meet. What am I?
B. Establishing a purpose for the lesson.

Puzzle Building of Pictures of damaged estuaries and intertidal zone
The group who could finish the earliest time is the winner
C. Presenting examples/instances of the lesson

Group Activity: “The Day After Tomorrow”
I. Problem: What are the reasons why we need to protect and
conserve estuaries and intertidal zones?
II. Materials: Pictures of damaged estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to complete the table below.
2. Infer the reasons why we need to protect and conserve the
estuaries and intertidal zones.
3. Record your answers in the table below.
Ecosystem Causes of Effects of
Destruction Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we need to protect and
conserve estuaries and intertidal zones?
IV. Conclusion
______________________________________________
______________________________________________
______________________________________________
______________________________________________
D. Discussing new concepts and practicing new skill # 1.

Group Reporting/ Presentation of the Output
Sharing the results
E. Discussing new concepts and practicing new skill # 2

Answer the following question:
a. What are the causes of environmental destruction in estuaries
and intertidal zone?
b. What are the effects of damaged estuaries and intertidal zone?
c. What are the reasons why we need to protect and conserve
estuaries and intertidal zone?

Direction: Complete the Venn diagram by giving the reasons why we
need to protect and conserve estuaries and intertidal zones.

As a Grade V pupil, how could you help in protecting and
conserving estuaries and intertidal zone?

Based on the activity conducted, what are the reasons why we
need to protect and conserve estuaries and intertidal zone?

Human lives depend to some extent on the abundant resources
of estuaries. Humans, therefore, need to live in harmony with every
component of an ecosystem like estuary and intertidal zone. Every
individual has a duty to use wisely and preserve the resources that we
find and enjoy on every part of our planet. We must realize that we do
not own it.
The time for action to protect and restore the estuary and intertidal
zone is now for tomorrow might be too late every individual should take
active role in the implementation of conservation programs to identify
and address water quality, pollution, and habitat problems within
estuaries. It is the responsibility of the people to examine their everyday
activities and think about how they might be contributing to the pollution
problem.
Here are some suggestions oh how the people, including you, can
make a difference in the protection of the habitat of organisms:
 Be informed and get involved
o The people should be aware that estuaries are
sensitive habitat areas
o They should get involved in dealing with habitat
issues that affect the community in which they live
or work
o For pupils they can join tree – planting programs,
clean – up drive in school and community
 Take full responsibility for one’s own backyard
o Minimize the application of fertilizers, herbicides,
or pesticides in your yard
o Use environment – friendly products such as
organic fertilizers and biocontrols in place of
pesticides to safeguard the entry of harmful
substances into the waters and end up in
estuaries
o Conserve water in your daily life to reduce runoff
that may find its way into the estuaries
o Preserve existing trees and plant new trees and
shrubs to help prevent erosion
o Dispose your yard wastes and chemicals properly
 Practice good housekeeping at all times
o In every household, each person is encouraged to
keep all forms of garbage out of street gutters and
storm drains
o Install water-saving devices in shower heads and
toilet bowls
o Replace any dripping faucets of leaky pipes
o Don’t dispose toxic wastes and chemicals down
your toilet bowl
o Buy and use non-toxic household products
o Practice 5Rs: REDUCE, REUSE, RECYCLE,
REPAIR, and RECOVER
o Always follow label instructions for the use and
disposal of household
 Give due respect and great concern to estuary
o When you enter an estuary riding a hired boat, be
careful not to touch or hurt the organisms there.
Better still, avoid entering sensitive habitat areas
such as estuaries
o Make sure you keep all waste produced during
picnics in a safe bag and disposed properly when
you’re back on land
o Avoid dumping any chemicals like gasoline and oil
products, or heavy metal into the waters of the
estuary
Direction: Write TRUE if the statement is correct and FALSE if the
statement is incorrect.
1. The wild animals will no longer have shelter.
2. The wild animals will be in extinct.
3. The ecosystem will be affected.
4. The reproduction of wild animals will be affected.
5. The ecosystem will be the same.

Interview your parents about their opinion in protecting natural
resources.
WEEK 1 Day 1
Lesson 1: Identifying the types of motion
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of motion in terms of distance
And time
The learners should be able to propose an unusual tool an or device
using electromagnet that is useful for home school or community

Identify types of motion
S5FE-IIIb-2
II. CONTENT
Motion

A. References:
1.Teacher’s guide
Curriculum Guide p. 32

https://youtu.be/DqksorBxSKM

Video presentation, pictures, worksheet, marker
IV. PROCEDURES
Approach: Collaborative
Strategy: Jigsaw
Suggested Activity: TDAR
Encourage volunteers to share their assignment.
What is energy? What are the two types of energy?

Balance a ball on the table.
Is the ball moving?
How could we be able to move the ball? What do we need to do?

I. Problem: What are the different types of motion?

II. Materials: video about the types of motion
III. Procedure:
video.
IV. Data Presentation
Types of Motion Description
V. Conclusion
I learned that ___________________________________

2. Checking of worksheets
3. Verifying the results by replaying the video and pause in each type
of motion

The teacher leads the pupils to summarize their answers in the table
Types of Motion Description
1. rectilinear motion Movement of an object along a
straight line
2. circular motion Object moves around a fixed point
such that its distance from the center
remains the same
3. periodic motion Motion that repeats itself alter
definite time intervals
4. Rolling motion Combination of rectilinear motion
and circular motion

Have students demonstrate indoor activities. Let them identify the type of
motion present in each activity

What are the types of motion?
Children will enumerate their output.
Expected answers:
1. Rectilinear Motion – the movement of the object along a straight line.
2. Circular Motion – object moves around a fixed point such that its distance
from the center remains the same
3. Periodic Motion – motion that repeats itself alter definite time intervals
4. Rolling Motion – combination of rectilinear motion and circular motion.
Identify the types of motion in each activity.
1. walking
2. writing on the blackboard
3. earth moving around the sun
4. ball moving on a ground
5. players playing on a football ground

Make a design of an amusement park with at least four different rides.
For each ride include the different types of motion. Write a reflection on
how the amusement park highlights the material discussed in the
lesson.
WEEK 1 Day 2
Lesson 2: Enumerating Factors Affecting Motion of Objects
I. OBJECTIVES
A. Content Standard
and time
The learners should be able to propose an unusual tool or device using
electromagnet that is useful for home school or
community
Enumerate factors affecting motion of objects.
S5FE-IIIb-2
II. CONTENT
Motion

A. References:
1.Teacher’s Guide pages:
CG p32
2.Learner’s Materials pages
Sci-Bytes, Worktext in Science 5 pp. 242 – 243
Science for Active Minds 5 p. 205
3.Additional Materials from Learning Resource (LR) Portal

manila paper, metacards, DLP, strips of paper
IV. PROCEDURES
Activity: Let us Act!
Inside the mystery box the pupil will act what is written in a strip of
paper.
1 kick a ball
2. hit a marble with a ruler
3. blow the paper
4. flick a coin with your finger
5. pull the chair
What did pupil 1 do? What did he/she apply to the ball?
How about pupil #2, what did he/she do? What did he/she apply
to the marble? to the paper? to the coin? to the chair?

Activity: Let’s Compare!
Procedure:
1. Call a small boy and a big boy in class.
2. Ask them to push the teacher’s table one at a time in 10 seconds
Ask:
Who do you think was able to push the table farther?
Who exerted less effort/force to pull?
Does the size of the body affect the force to be exerted to push
the table? Prove your answer.

Group Activity: “Just for Fun?”
I. Problem: What are the factors affecting motion of objects?
II. Materials: three identical small toy cars
III. Procedure:
1. Do this activity with five groups.
2. Follow the rules.
3. Play the game fairly. Have fun!
IV. Observation
Questions:
How did you find the activity?
Was it easy to blow the car up to the finish line?
What strategies did your group apply in order to win?
Did the body built of the group members help the group to win?
V. Conclusion:
I learned that _______________________________
I therefore conclude that_______________________
1. Group reporting/Presentation of the output

Teacher’s input through PowerPoint Presentation

Activity: Let’s Investigate!
I. Problem: How do forces affect motion?
II. Materials: coin, feather, meter stick
III. Procedure:
1. Get a coin. Throw the coin upward and let it fall to the ground.
2. Slide the coin on the floor. Infer why the coin slows down and
stops.
3. Prepare a feather and a coin. Hold the feather and the coin 2
meters
above the floor or ground. Observe which one will reach the
ground first if you drop the feather and the coin at the same
time.
IV. Observation:
1. Which object reached the ground first?
2. What kind of force causes the coin to fall to the ground?
Describe it.
3. Why did the coin rolling on the floor slow down and stop?
4. What kind of force opposes the motion of the feather.
V. Conclusion:
________________________________________
________________________________________.

living
Friction is useful and sometimes harmful. In human, friction in
Relationship means disagreements, quarrels, or misunderstanding.
Can you reduce friction among family members and friends?
What are the factors affecting motion of objects?
A force is a push or a pull. Gravity and friction are the factors
affecting motion. Kinds of friction are rolling, sliding and static.
Directions: Write T if the sentence is True and F if the statement is
False.
1. You can tell if an object moved even without a reference point.
2. An object is said to have moved if it changed its position.
3. Motion takes place over time.
4. Position and motion can make sense even without a frame of
reference.
5. The actual position of an object from a reference point is changed.

Make a journal about factors affecting motion.
WEEK 1 Day 3
Lesson 3: Giving Examples of Standard Units in Measuring
Time and Distance of Objects in Motion
I. OBJECTIVES
A. Content Standard
and time.
electromagnet that is useful for home school or community.
Give example of standard units in measuring time and distance of objects
in motion.
S5FE-IIIb-2
II. CONTENT
Motion

A. References:
1. Teacher’s Guide pages: CG p32
2. Learner’s Materials pages
3. Textbook pages
Cyber Science Worktext in Science and Technology 5 pp. 215 – 219
Journey to Science 5 pp. 148 – 152
The New science Links 5 pp. 201 - 206
manila paper, metacards, DLP
IV. PROCEDURES
Write the word TRUE if the statement correct and FALSE if it is not.
1. Force is pull only
2. Rolling, sliding and static are kinds of friction
3. Motion is the change in an object’s position

Activity: Word Hunt!
Look for the word about measuring units. Encircle each one.
A V B S F G H O U R K L M B N
F S E C O N D L H J U K O N M
A D R E Q W Y T G H N K T L W
Q W F G T Y U I R S S T I B M
S F H G C M E T E R B Q O C A
P V D I S T A N C E S S N F T
E F S G K Q L G R E D S G N I
E G F F Q M I L E C B N T S M
D T K I L O G R A M L P A S E

Approach: Inquiry-Based
Activity: AICDR (Ask, Investigate, Create, Discuss, Reflect)
Activity Proper: Let’s Investigate! How Fast can It Go!
Form groups with 6 members each.
I. Problem: What are the standard units in measuring time and distance of
objects in motion?
II. Materials: Science books for research, manila paper, pencil,
two thick books, pentel pen/marker, stopwatch, meter stick,
ruler
III.Procedure:
2. The leader will assign roles of each group according to members
preference and assigns other members for their specific roles.

The Time-Keeper The Errand Monitor
3. Assign the Recorder with the help of other members to fill out the data
table.
Length Time Speed

(cm) (distance/time)
4. Have other
members note down.
5. Share ideas on how to answer the problem/question. Talk
about your research work to come up with a presentation.


Teacher’s input through PowerPoint presentation

Brain Buster!
Directions: Answer the questions quickly.
1. A change in position with relevance to a reference point is called
2. To find the speed of an object, you need to know _______
and time.
3. The length of time that passes from one event to another is
_____________.
4. When the speed of an object does not change, the speed
Is said to be ___________
5. To determine the distance travelled by an object, the speed
Is ___________ by the time.

Study the diagram below .Answer the guide questions.
Guide
Questions:
1. If you were
to go to
your
friend’s
house,
draw an
arrow to
show which route or
way you’ll take that route? Why will you take that route?
2. If you follow the streets, is there more than one route that would be the same?
3. Could you go from A to B by shorter route and do not follow the streets?

What did you learn today?
What are the examples of standard units in measuring time and distance
of objects in motion?
Directions: Encircle the letter of the correct answer.
1. Which of the following is a measure of speed?
A. km B. min C. m/s D. cm
2. Which is an ideal reference point?

A. a colored object
B. a nonmoving landmark
C. a person running
D. a cloud in the sky
3. Riza is walking along a sidewalk. Which of the following sentences is

true.
A. Riza is moving with respect to the building at the corner?
B. Riza is moving with respect to another person who is walking beside
her.
C. Riza is not moving with respect to the sidewalk.
D. Riza is not moving with respect to the sun.
4. What is elapsed time?

A. It is the time from sun up to sun down.
B. It is the time between two specific events.
C. It is the final recorded time.
D. It is the initial recorded time.
5. A biker covers a distance of 150 km in five hours. What is the biker’s

speed?
A. 15km/h
B. 30 km/h
C. 45 km/h
D. 60 km/h

From the school gate, create two paths between two points going to our
room.
Measure the length of one of your steps, and then walk these paths.
Count the number of steps you take and record the time it takes you to
walk each path.
1. Which path is shorter? How long is this path in meters?

2. Calculate your speed for the shorter path in m/s.
3. Draw the distance-time graph of your motion for this path.
WEEK 1 Day 4
Lesson 4: Identifying Appropriate Measuring Tools in Measuring
Time and Distance of Objects in Motion
I. OBJECTIVES
A. Content Standard
and time.
electromagnet that is useful for home school or community.
Identify appropriate measuring tools in measuring time and distance of
objects in motion.
S5FE-IIIb-2
II. CONTENT
Motion

A. References:
1. Teacher’s Guide pages: CG p32
2. Learner’s Materials pages
3. Textbook pages
Cyber Science Worktext in Science and Technology 5 pp. 215 – 219
The New science Links 5 pp. 207 - 212

manila paper, metacards. DLP
IV. PROCEDURES
Directions: Supply the missing word to complete the following
sentences.
1. The unit for measuring distance is _________ or ________.
2. The unit for measuring time is _________ or ___________.
3. The rate of motion or the rate of change in position is called
________

Activity: Gallery Walk!
List some locations that are about 1km from our school. How long do
you think it would take you to walk a km? Go around and compare
your answers with your classmates.

Let us do some measurements to see what exactly we need to do
when we need measure distances or lengths.
Approach: Inquiry-Based
Activity: AICDR (Ask, Investigate, Create, Discuss, Reflect)
Objective: Measure the distance, the time and the speed of a marble.
I. Problem: What is needed to get an accurate measurement of
distance?
II. Materials: table or desk in the classroom
string
III. Procedure:
Part I
1. Form groups with 6 members each.
2. Using your foot as a unit of length, measure the length and the
width of the classroom. It is possible that while measuring these,
you may find some remaining unmeasured because they are
smaller than your foot.
3. Use a string to measure the length of a part of your foot as you
did before. Record your observation in Table 1
Part II
1. This time use your hand span as a unit to measure the width of
a table or a desk in the classroom.
2. You may also find that you need a string with the length equal to
your hand span and fractions of this string’s length to make the
measurement. Record your observation in Table 2.
IV. What have you found out?
Table 1: Length and Width of the Classroom
Name of Pupil Length of the Classroom Width of the Classroom

Table 2: Width of a Table or Desk
Name of Pupil Number of Hand Spans
Questions:
1. Are all the measurements for the room recorded in Tables 1 and 2
using a human’s foot as a unit of measurement equal? Explain your
answer.
2. Is everybody’s measurement by hand span the same? Explain
your answer.
V. Conclusion
What is needed so that the measurement does not change from
person to person?____________________________________


Teacher’s input through powerpoint presentation

Answer the following questions briefly.
1. Why can’t a pace or a footstep be used as a standard unit of length?
2. Why can’t you use an elastic measuring tape to measure the distance?

When did you take the trip? Where did you go? How long did the trip take?
What interesting or unusual things did you see or do? How far did you
travel?

What are the measuring tools in measuring time and distance of the
motion of an object?
Directions: Write T if the statement is True and F if it is False.
1. Acceleration can’t take place without a force.
2. The acceleration is less when the mass of the object is greater.
3. The acceleration is greater when the force is greater.
4. The acceleration is lesser when the force is greater.
5. When the force is applied to an object, the object accelerates in the
Applied force.

Interview someone at home about the longest trip he/she has taken. Write
a report about the person’s trip. Use the sample questions below:
When you take the trip?
Where did you go?
How long did the trip take?
What interesting or unusual things did you see or do?
How far did you travel?
WEEK 1 Day 5
Lesson 5: Using the different measuring tools and standard units in
measuring time and distance of objects in motion
I. OBJECTIVES
A. Content Standard
and time.
The learners should be able to propose an unusual tool an or device
using electromagnet that is useful for home school or community.

Use different measuring tools and standard units in measuring time and
Distance of objects in motion
S5FE-IIIb-2
II. CONTENT
Motion

A. References
1.Teacher’s guide

Video presentation, pictures, worksheet, marker
IV. PROCEDURES
Strategy: Jigsaw
.Identify each picture and tell in what way each one is used.

Group Activity
Strategy: Jigsaw
Activity: TDAR
Activity Proper: Let us Travel!
I. Problem: How is the speed of objects in motion measured?

II. Materials: Manila paper, meter stick, two bottle filled with water, timer, three
Model pupils
III. Procedure:
1. Look for a place outside the classroom where you can walk for more
than 10 meters from one point to another.
2. Mark the empty bottles as A and B to be used as your reference
points. Assign three pupils who can walk from starting point to the 10 –
meter point, a time keeper, and as an observer.
3. Put bottle A at the starting point and measure up to 10 meters. Put
bottle B at the 10-meter point. Observe reference points that you can use to
observe that
the model pupil is in motion.
4. Let the model pupil #1 walk in normal pace from bottle A towards bottle
B while the timekeeper takes note of the time in seconds. Record the number
of seconds that the model has walked from bottle A to bottle B.
5. Let the model pupil # 2 do step 4 and record the number of seconds.
6. Let the model pupil # 3 do step 4 and record the number of seconds.
IV. Observations
Fill up the table below to show your observations
Look at the formula below
Speed = distance Average speed = Ave. distance
Time Ave. time
Model Pupils Distance (meters) Time (seconds) Speed (m/s) meter

per second
1
2
3
Ave. Distance Ave. Time Ave. Speed
V. Questions:
Who among the pupils walked the fastest?
Who among the model pupils walked the slowest?
What is the average distance walked by the models?
What is the average time spent in walking?
What is the average speed of the motion?
How did you determine the average speed?
V. Conclusion
I learned that ______________________________________
I therefore conclude that _____________________________

2. Group reporting

Paired Activity
Vehicle Distance Time Direction Speed (k/h)

Jeepney 80km 4 hrs North
Fairview
Van 140 km 2 hrs North Luzon
Expressway
Car 180 km 3 hrs South
Luzon
Expressway Which
vehicle
traveled the fastest? _______ What is the speed? _____
Which vehicle traveled the slowest? ______ What is the speed? _____
What do you think might happen if the speed the car is very fast? very
slow?

How is the speed of objects in motion measured?
What units are used to express the speed of an object in motion?

The speed of any object in motion is the rate at which the object
moves. In order to find the speed, you have to answer two basic
question: “How far does the object move?” and “How long does the
object move?’”
Speed depends on the distance traveled and the length of time
traveled. A meter or a kilometer is used to measure the distance. More
often, the meter is used for measuring short distances while a kilometer
is used for measuring long distances like those on the roads.
Directions: Read and analyze each sentence. Circle the letter of the
correct answer.
1. Which of the following shows a fast speed?
A. 5m/s B. 4 m/s C. 2 k/h D. 1km/h
2. What is the speed of a ball that moves to about 10 meters in 2 seconds?

A. 20 m/s B. 5 m/s C. 1 m/s D. 50 m/s
3. Which of the following shows the slowest velocity?

A. 20 km/h north C. 10 km/h south
B. 5 km/h north D. 50 km/h south
4. What is the basic unit for measuring time

A. hour B. minute C. second D. month
5. What is the basic unit for measuring distance?

A. hour B. minute C. second D. month

Choose a vacation spot that you would like to visit on a road trip. Use a
road map to plot your route. Determine the distance and driving time based
on traveling with an average speed of 90 km/h. Prepare a poster with
pictures and route information.
WEEK 2 Day 1
Lesson 6: Importance of Using Appropriate Tools and Standard
Units
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of motion in terms of distance and
time
electromagnet that is useful for home school or community
The learners should be able to discuss the importance of using appropriate
tools and standard unit
S5FE-IIIa-1
II. CONTENT
Measuring time and distance using standard units

C. References:
3. Textbook pages:
d. The New Science Links 5 pp. 207 – 220
e. Cyber Science 5 pp. 223 – 225
D. Other Learning Resources

activity sheet, chart, powerpoint presentation
IV. PROCEDURES
K. Reviewing previous lesson or presenting the new lesson
Complete the table by writing the appropriate measuring tools and unit of
measures to measure the following objects
Instrument Unit of measures
1. Length of a pencil
2. Length of the classroom
3. School to your house
4. Earth to Mars
L. Establishing a purpose for the lesson
The teacher will call the shortest and the tallest pupils in the class and will let
them to measure the length of a piece of wood using their body parts. The
teacher will record the measurement on the board.
Shortest pupil Tallest pupil

Measurement
How will you describe the measurement of the two pupils?

Why do you think their measurements vary?
What shall we do to obtain accurate measurement?
M. Presenting examples/ instances of the lesson

Collaborative approach
Group Activity: Explain me!

I. Problem: Discuss the importance of using appropriate measuring tools and
standard units
V. Materials: Activity sheet
VI. Procedure:
3. List down on the table the advantages of using appropriate measuring
tools and unit of measures
Advantages of Using Appropriate Measuring Instrument and Unit of
Measures
VII. Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
N. Discussing new concepts and practicing new skills #1

Sharing of results
O. Discussing new concepts and practicing new skills #2
2. Answer these questions: (Think – Pair – Share)
e. Why do you think there is standard unit for measuring the length?
distance? speed? time?
f. What are the disadvantages of using non-standard unit of measures in
getting the length, speed or distance travelled by an object?
g. Why do you think elastic measuring tape cannot be used to measure
the distance?
P. Developing mastery (Leads to formative assessment)

Direction: Write FACT if the statement is correct and BLUFF
if it is incorrect.
6. Using measuring devices gives precise and exact measurement.
7. Using non-standard measuring instrument will give inaccurate
measurement.
8. Standards of measurement help people process their data accurately.
9. The International System of Unit (SI Unit) is accepted only in the
Philippines.
10. Kilometers is use to measure long distances.
Q. Finding practical applications of concepts and skills in daily living

Your teacher ask you to measure the distance of your classroom to the
school canteen. What will you do? Why? What measuring tools and
unit of measure will you use?
R. Making generalizations and abstractions about the lesson

Why is it important to use appropriate measuring instrument and
standard unit of measurement?

 Standards of measurement help people process their data accurately.
 A uniform system of measurement known as International System of Unit
(SI unit) is accepted all over the world.
 Meter is the standard unit of length in SI units.
 Using appropriate measuring tools give accurate and exact measurement.
S. Evaluating learning
Why is it important to use the right measuring devices and unit of
measures? Explain your answer.
(The pupils answer will be rated based on the rubrics below)
Scoring Rubrics
Score Description
4 Students understanding of concept is clearly
evident
3 Student understanding of the concept is evident
2 Student has limited understanding of the concept
1 Student has a lack understanding of the concept
T. Additional activities for application or remediation

Compose a song that will explain the importance of using appropriate
measuring devices and unit of measures.
WEEK 2 Day 2
Lesson 7: Describing the Motion of an Object by Tracing Change in
Position (distance travelled) Over a
Period of Time
I. OBJECTIVES
A. Content Standard
time
The learners should be able to describe the motion of an object by tracing and
measuring its change in position (distance travelled) over a period of time
S5FE-IIIa-1
II. CONTENT
Motion: Measuring time and distance using standards units

C. References
3. Textbook pages:
c. The New Science Links 5 by Evelyn Larisma et al pp. 204 – 205;
d. Cyber Science Worktext in Science and Technology 5, Nicetas G.

https://www.youtube.com/watch?v=rfeVlNL7d9U

Chart, activity sheet, pictures, PowerPoint presentation, laptop
IV. PROCEDURES
Write the word FACT if the statement is correct and word BLUFF if it is
incorrect.
6. Kilogram is the standard of unit for weight.
7. Using the proper measuring instruments give exact measurement.
8. Centimeter is used for measuring short distances.
9. The SI unit is accepted all over the word.

A video presentation: https://www.youtube.com/watch?v=rfeVlNL7d9U
What have you seen in the video presented?
What is motion?

Collaborative Approach (TDAR)
Group Activity: Let’s Move It

VI. Problem: Describe the motion of an object
VII. Materials: Stop watch, bag, Toy car
VIII. Procedures:
1. From the starting point, push the car so that it travels certain
distance.
2. Measure and record the distance it travels.
3. From the reference position, push your bag to the right. Record the
distance it travelled for 10 seconds.
4. Drop the books for at least one meter. Record the time it reaches the
floor
5. Pull your chair sideward. Observe what happens?
IX. Data and Observation

Questions:
1. What happened to the car? bag?
2. How long does it take the book to reach the floor?
3. What is the distance travelled by the bag for 10 seconds?
4. What did you apply to make the objects move?
5. When do we say that the object is moving?
6. What is motion?
X. Conclusion:
___________________________________________________________
_________________________________________________

Sharing of results
Study the pictures carefully. How do you know that the girl has already
moved? Answer the following questions below
1. What
objects in the
surrounding can
you use as
reference point
to tell that the
girl has moved?
2. What
made you think
that the girl has moved?
3. Can you describe how the girl has changed her position from the gate of
the house?
4. Using the vehicle as your reference point, where will the position of the girl
be if she walked a few more steps?
5. What happens to the position of an object when there is motion?

How do you describe motion? Complete the graphic organizer
An object moves if there is _________ that is exerted on

the object.
A __________ is any stationary object that can be used

Describing to describe the change of position of the object.
Motion of
Objects
The change of position of an object over time with a
reference point is called ________.
The motion of an object is described in how fast or how

far it moves through its ___________;

Why is the movement of an object important?
Cite instances that show the importance of motion in our daily life.
How will you describe the motion of an object?

 When you apply force on any object, the object will move and change its
position.
 Motion is a change in position measured by distance and time. Motion
depends on the distance travelled and the length of time.
 When an object changes position over time when compared with a
reference point we say that the object is in motion.
 All movement are compared with a background that is assumed
stationary. This background is called a point or frame of reference.
 Motion can be classified into linear or straight line motion and non – linear
or curvilinear motion.
S. Evaluating learning
Direction: Put check (/) if the objects are in motion and cross(x) if not
6. Pulling a cart
7. Picture frame hanging on the wall
8. A boy running
9. Pushing a tree
10. A rolling ball

How do you know that you are in motion?
Imagine that you are a member of the cycling team of your barangay.
Show yourself in motion. Draw your reference points. Describe how
you set yourself in motion.
WEEK 2 Day 3
Lesson 8: Explaining How to Compute for Speed of an Object
I. OBJECTIVES
A. Content Standard
time.
The learners should be able to explain how to compute for speed of an object
S5FE-IIIa-1
II. CONTENT

C. References
3. Textbook pages:
a. Cyber Science Worktext in Science and Technology 5, Nicetas
b. The New Science Links by Evelyn Larisma et. Al pp. 213 – 217

https://www.youtube.com/watch?v=_nAKwhZyXnw

Video presentation, activity sheet, chart, PowerPoint presentation, laptop
IV. PROCEDURES
D. Reviewing previous lesson or presenting the new lesson
Write True if the concept is correct and False if it is wrong.
1. Objects need force to be in motion.
2. Objects in motion always change in position.
3. Anything that stays stationary can be used as reference point.
4. A reference point can tell if an object moves.
5. A reference point must move along with the object in motion.
6. Motion refers to the changing position of an object.
E. Establishing a purpose for the lesson

A video presentation
What can you say about the video?
What is speed?
How do we calculate the speed of an object?
F. Presenting examples/ instances of the lesson

Group Activity (Inquiry based): “Let’s Measure and Compute”
VI. Problem: How is the speed of an objects in motion measured?
VII. Materials: meter stick, two bottle filled with water, timer,3 model
pupils
VIII. Procedure:
2. Look for a place outside the classroom where you can walk for
more than 10 meters from one point to another.
3. Mark the empty bottles as A and B to be used as your reference
points.
4. Assign three pupils who can walk from starting point to the 10 –
meter point.
5. Put bottle A at the starting point and measure up to 10 meters.
Put bottle B at the 10 – meter point. Observe reference points
that you can use to observe the model pupil is in motion.
6. Let the model pupil # 1 walk in normal pace from bottle A
towards bottle B while the timekeeper take note of the time in
seconds. Record the number of seconds that the model has
walked from bottle A to bottle B.
7. Let the model pupil # 2 and 3 do step 5 and record the number
of seconds.

Model Pupils Distance Time Speed (m/s) meter
(meters) (seconds) per second
1
2
3
Ave. Ave. Time: Ave. Speed: _____
distance:___ ____
Questions:
c. Who among the pupils walked the fastest? Slowest?
d. What is the average distance walked by the models?
e. What is the average time spent un walking?
f. What is the average speed of the motion?
g. How did you determine the speed? Average speed?
h. What units are used to express the speed of an object in motion?
X. Conclusion:
I have learned that ____________________________
DI. Discussing new concepts and practicing new skills #1

Sharing of results
K. Discussing new concepts and practicing new skills #2

Direct instruction
Study the table below and fill in the missing data. Round your answer to the
nearest hundreds.
Vehicle Distance Time Speed (k/h)

Jeepney 80 km 4 hrs
Van 140km 2 hrs
Car 180km 3 hrs
L. Developing mastery (Leads to formative assessment)

Think – Pair – Share
Answer the following:
1. What is the speed of the delivery man who travels on his bicycle on a
straight flat road in a subdivision for 100 meters in 20 seconds?
2. If a total distance of 750 m is covered in a time interval of 25 s,the average
speed is ______?
M. Finding practical applications of concepts and skills in daily living

Many accidents are happening on the streets like collision of vehicles
with one another, why do you think this happen?
How can we prevent this?
Why is it important to drive safely and slowly?
N. Making generalizations and abstractions about the lesson

c. How is the speed of objects in motion measured?
d. What units are used to express the speed of an object?
Background Information for the Teachers

The speed of any object in motion is the rate at which the object
moves.
Speed depends on distance travelled and the length of time travelled.
A meter or kilometer is used to measure the distance. The meter is used for
measuring short distances while kilometer is used for measuring long
distances. Time is measured in seconds or hours. Seconds is used for short
length while hour is for long length of time in long distances.
To find the speed, you will divide the distance travelled by the length
of time. Speed is expressed in meter per second (m/s) or kilometer per
hour (k/h). You can simply compute for the speed if you know the distance
and the time travelled. You can use the formula:
Distance
Speed = Time
When there is a change in time or distances, the average speed

is calculated by using the formula
Average Distance
Average Speed = AverageTime
Since speed, distance and time are related, we can calculate

distances and times by the simple arrangement of the formula.
Distance = speed x time
distance
Time = speed
Velocity is the speed of the object in a particular direction
O. Evaluating learning
Choose the letter of the correct answer. Write the answer on your answer
sheet.
1. What is the speed of the ball that moves to about 10 meters in 2 seconds?
A. 5 m/s B. 20 m/s C. 1 m/s D. 50 m/s
2. Which is a unit of speed?

A. m/s B. s C. kg D. hr
3. If you travel 80km in 2 hours, what was your average speed?

A. 10 km/h B. 40 km/h C. 20 km/h D. 4 km/ h
4. Which of the following shows a fast speed?

A. 5 m/s B. 4 m/s C. 2 km/h D. 1 km/h
5. If a person walked at 2 m/s for 12 s he/she would travel a distance of

______________.
A. 6 m B. 3 m C.4 m D. 24 m
P. Additional activities for application or remediation

Answer the question briefly
1. If sound travels at a speed of 330m/s and you hear a thunder 3 seconds
after you see a lightning, what is the distance of the lightning?
2. Danny runs 8 kilometers in 1. 25 hours. What is Danny’s average speed?
WEEK 2 Day 4
Lesson 9: Illustrating the Motion of an Object
I. OBJECTIVES
A. Content Standard
time.
The learners should be able to illustrate the motion of an object
S5FE-IIIa-1
II. CONTENT

C. References:
3. Textbook pages:
d. Cyber Science Worktext in Science and Technology 5, Nicetas G.
Valencia et. al., pp. 218 - 220
e. The New Science Links 5, Evelyn Larisma et. Al pp. 203 – 206

https://www.youtube.com/watch?v=HcmL4RVAi1I

activity sheet, video presentation, PowerPoint presentation, laptop
IV. PROCEDURES
Inside the mystery box are problems about speed .Pupil will pick one and they
will solve it on the board.
4. A car can travel 50 meters in 10 seconds. What is its average speed.
5. If a cyclist travels 30 kilometers in two hours, the average speed is
6. A car travels 240 kilometers for 6 hours. What is the speed?
7. A bird flies towards North Luzon at 72 meters for 8 seconds. What is the
speed of the bird?
What have you observed in the video presented?
What are the kinds of motion?
How do they differ?
How will you illustrate each kind of motion?

Group Activity: “Let’s Draw it”

VI. Problem: Draw the motion of objects
VII. Materials: manila paper, pencil, crayon
VIII. Procedure:
6. Work in groups with five to six members. Observe the pictures and
illustrate the motion of the objects shown in each picture.
Questions:
a. How will you describe the object?
b. What are the types of motions?
c. How will you describe each one of motion?
X. Conclusion:
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________

Sharing of results

Watch the video and illustrate the motion of the objects shown on it.

Complete the table below
Moving object Illustration of Motion of the Object

Pushing a table on a straight path
Revolution of the Earth around the
sun
Movement of the swing in the plaza

Reflective approach
What do you think life would be if the objects that tend to move stop moving?
What will you do?

Motion can be classified into linear or straight – line motion and nonlinear or
curvilinear motion. Curvilinear motion can be projectile, wave, circular or
elliptical.
S. Evaluating Learning
Illustrate the motion of each of the following;
1. Car in a curved path
2. Rotating electric fan
3. Running cheetah
4. Pendulum of the clock
Score Description
4 The illustration manifests an outstanding characteristics as
to creativity, color blending, concept understanding and
3 The illustration manifests very satisfactory characteristics as
1 The illustration manifests poor characteristics as to
creativity,
details

List down some materials at home that are moving then draw the motion of
these materials.
WEEK 2 Day 5
Lesson 10: Summative Test
Direction: Read each item carefully then choose the letter of the correct answer.
1. A duck flies 60 meters in 10 seconds. What is the duck’s speed?
A. 600 m/s C. 6 m/s
B. 50 m/s D. 70 m/s
2. A beetle crawls 2 cm/minute for ten minutes. How far did it crawl?
A. 8 centimeters C. 20 centimeters
B. 5 centimeters D. 30 centimeters
3. A force is described as...
A. A push only C. A push or a pull
B. A pull only D. none of the above
4. The basic SI unit of length is the ______.
A. Meter C. inch
B. Foot D. mile
5. A bicycle has an average speed of 2 m/s. This means ____.
A. It can travel 4 meters in 2 seconds
B. In 1 second, it travel 1 meter
C. It takes 2 seconds to travel 1 meter
D. It can travel 2 kilometers in one hour
6. A cyclist travels 40 km in 2 hours, what is his average speed?
A. 80 km/h C. 20 km/h
B. 60 km/h D. 10 km/h
7. What is the basic unit for measuring time?
A. Hour C. second
B. Minute D. month
8. Which of the following affects the motion of an object?
A. Gravity C. force
B. Friction D. all of the above
9. You want to measure how far is the distance of your school to the Brgy hall,
what unit of measure is appropriate to us?
A. cm B. km C. m D. mm
10. What causes the object that moves along a surface to slow down and
eventually stop?
A. friction C. gravity
B. energy D. force
11. Which illustration does not shows object in motion
A. C.
B. D.
12. What is the basic unit for measuring distance?

A. hour B . kilometer C. second D. milimeter
13. Which illustration shows the movement of the hula hoop around your body?
A. C.
B. D.
14. What is the formula for finding the speed of an object?

A. Speed = distance/time C. speed = force /time
B. Speed = work/ time D. speed = time/distance
15. You are racing a cart down the hallway. If you go 10 meters in 5 seconds,
what is your speed? (Remember speed equals distance divided by time.)
A. 2 meters per second C. 50 meters per second
B. 2 miles per hour D. 5 meters per second
16. Why is it important to use appropriate instrument in measuring?
A. It gives exact measurement.
B. The measurements vary.
C. Using nonstandard measuring instrument will give inaccurate
measurement.
D. Both a and c
17. What instrument will you use if you want to measure the length of your
pencil?
A. tape measure C. ruler
B. meter stick D. zigzag rule
18. Force is measured in which units?
A. degrees B. meter C. gram D. newton
19. Speed is the rate of motion and expresses as a measurement of

distance moved during a period of time. Which of the following shows
the correct unit of speed?
A. meter C. meter per second
B. kilometers per hour D. both B and c
20. Which of the following is the disadvantage/s of using nonstandard
measuring instrument like body parts?
A. Using measuring devices give precise and exact measurement.
B. Using nonstandard measuring instrument will give inaccurate
measurement.
C. Standards of measurement help people process their data
accurately.
D. all of the above
21. Which of the following drawings are example of motion?
A. C.
B. D. all of the above
22. A car is sailing from the port. Compared to which reference point is
the ship in motion?
A. the sea C. the captain of the ship
B. the port D. the cargo the ship carries
23. Riza is walking along a sidewalk. Which of the following sentence is
true?
A. Riza is moving with respect to the building at the corner
B. Riza is moving with respect to another person who is walking
beside her.
C. Riza is not moving with respect to the sidewalk
D. Riza is not moving with respect to the sun
24. A biker covers a distance of 150 km in five hours. What is the
biker’s speed?
A. 15 km/h B. 30 km/h C. 45 km/h D. 60 km/h
25. Which is an ideal reference point?
A. a colored object
B. a non moving landmark
C. a person running
D. a cloud in the sky
WEEK 3 Day 1
Lesson 11: Materials which are Good Conductors of Heat and
Electricity
I. OBJECTIVES
A. Content Standard
The Learners demonstrate understanding of how different objects
Interact with light and sound, heat and electricity
The learners should be able to perform the activity sensibly.
The learners should be able to identify materials which are good
conductors of heat and electricity
S5FE-IIIc-3
II. CONTENT
Conductors of Heat and Electricity

E. References:
5. Textbook pages:
f. Sci-Bytes Worktext in Science 5 pp 265
g. Cyber Science Worktext by Valencia pp233-238
h. Science Links by Larisma pp.237

LRMDS Module 32
F. Other Learning Resources

Activity sheet, chart, PowerPoint presentation, real objects
https://www.youtube.com/watch?v=QFx6GIpsZNI
IV. PROCEDURES
U. Reviewing previous lesson or presenting the new lesson
Through Power point presentation
Form four groups. Have a contest in solving these problems.
1. A bird flies toward North Luzon at 72 meters for 8 seconds. What is the
speed and velocity of the bird?
Speed = _______________________ Velocity = _________________
2. A car travels South Luzon at 240 kilometers for 6 hours. What is the speed
and velocity of the car?
Speed =_______________________ Velocity =__________________
V. Establishing a purpose for the lesson

You have learned from our previous lesson that there some materials that can
transfer or conduct heat and electricity to another material. Different materials
differ in the way they conduct heat. Do you know of materials that are good
conductors of heat and electricity?. Lets find out, but before that, do this
activity first.
Think- Pair- Share

Write as many words as you can that can associate with heat and electricity.
Heat and Electricity
W. Presenting examples/ instances of the lesson

Group Activity: “Which is Which?”
J. Problem: What are the materials that are good conductors of heat
and electricity?
VIII. Materials: ceramic mug with hot tap water, metal spoon, plastic
spoon , paper clip, barbeque stick, wooden ladle,
aluminum foil
(Teacher may add other materials to be used in the
activity)
IX. Procedure:
5. Arrange the container in one place.
6. Half fill the ceramic mug with hot tap water. Be careful in handling hot
objects.
7. Dip the metal spoon, then touch the handle. What do you feel?
8. Do the same with other materials.
9. What materials conduct heat? Which do not?
6 .Record your observation on the data below
Materials that conduct heat Materials that do not conduct

(Conductor) heat
(Insulator )
1.
2.
3.
6. Guide Questions:
1. Based from the activity, do all materials conduct heat?
2. How do you call materials/ objects that conduct heat?
3. Can materials that conduct heat also be a good conductor
of electricity? Why?
X. Conclusion:
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________
X. Discussing new concepts and practicing new skills #1

Sharing of results
Y. Discussing new concepts and practicing new skills #2

Watch video about Conductors and Insulators
h. Not all materials conduct heat and electricity, but if they can what do
we call these materials? ( conductors )
Give other examples of good conductors of heat and electricity not
mentioned or used in the activity.
i. What about materials that do not conduct or transfer heat and
electricity, what do we call them? ( insulators )
Z. Developing mastery (Leads to formative assessment)

Complete the concept map/web by writing an example of conductor in the
circle.
.
AA. Finding practical applications of concepts and skills in daily living

Your younger brother and sister are playing near the electric socket. They
have lots of toys that made up of metal and iron. You knew that these are
good conductors of electricity. What should you do to avoid accident that
involve electric shock?
BB. Making generalizations and abstractions about the lesson

c. What materials conduct heat and electricity?
d. What is conductor? Insulator?

Heat can be transferred from one object to another, or from one molecule
to another through the process of conduction.
Conductors are materials that transmit heat and electricity while
insulators are materials that do not transmit heat and electricity.
Metal, iron, copper, gold and silver are examples of conductors
CC. Evaluating learning

Direction: Identify the materials which are good conductors of heat and
electricity. Put a check before the number.
_______1. copper wire
_______2. plastic
_______3. iron
_______4. glass
_______5. aluminum
DD. Additional activities for application or remediation

Compile a list of materials that are conductors found in the kitchen. Have
them create a flyer for the local community that describes which of these
items are safe to use around electrical appliances and which are not.
WEEK 3 Day 2
Lesson 12: Characteristics of Good conductors of Heat and
Electricity
I. OBJECTIVES
A. Content Standard
The learners should be able to perform the activity sensibly
G. Learning Competency/Objective
The learners should be able enumerate the characteristics of good
S5FE-IIIc-3
II. CONTENT

A. References:
1 Textbook pages:
a. Sci-Bytes Worktext in Science 5 pp 265
b.Cyber Science Worktext by Valencia pp.233-238
c.Science Links by Larisma pp.240

LRMDS Module 32

activity sheet, chart, powerpoint presentation, real objects , pictures
IV. PROCEDURES
Direction: Identify the materials which are good conductors of heat and
electricity. Write them in their proper column.
gold , cement , nylon cord , steel , copper

silver , cotton , leather , glass
book, block of wood
aluminum
Materials
Conductor Insulators
Present a toy robot.
What is this toy made up of? Suppose you connect some parts of this toy in a
electric socket, what would happen?
What makes this object a conductor of electricity and even heat? Let’s find
out.

Collaborative
Strategy: Jigsaw Approach
Activity : TDAR
Group Activity: “What Made Me?”

XI. Problem: What are the characteristics of good conductors?
XII. Materials: pictures of metal chains, iron rod, carpet, steel gate
activity sheet
XIII. Procedures:
4. Look close at the picture of some materials.
5. Identify each one of them.
6. What materials are they made of?
7. Enumerate the characteristics of good conductors by answering
the following questions.
Pictures
A B
C D.
XIV. Data and Observation

Questions:
3. What is the object in picture A made of?_____________
4. What is the object in picture B. made of?_____________
5. What is the object in picture C made of?______________
6. What is the object in picture D made of?______________
7. To what phase of matter do the objects belong?________
8. How do the objects differ?_________________________
9. Which objects have similar characteristics?___________
8. What are the characteristics of matter in each object?
Write the corresponding letter of the picture on the
property that describes the object.
_______a. hard and can be drawn into fine wires
_______b. hard and can be hammered into a flat thin sheet
_______c. can be heated without burning
_______d. can develop rust after exposure to rain
_______e. can burn and produce heat
9. Which objects can allow heat and electricity to flow without
burning? ____________________________________
10. What are the characteristics of materials that conduct
heat and electricity?
XV. Conclusion:
________________________________________________________
______________________________________________

Sharing of results

1. What common properties of chain metal, iron rod and steel
gate a good conductor of heat and electricity?

Watch video about conductors and insulators
What characteristic of some materials make them good conductor of
heat and electricity

To choose the best materials for use in electrical applications, some
engineers specialize in understanding the conducting and insulating
characteristics of materials. To carry electricity through building, electrical
engineers use copper wire. Why?

c. Based on the activity conducted, what common characteristics do good
conductors have?

Heat and electricity are forms of energy that flow from molecules to
molecules in materials. Some materials have the ability to allow heat and
electricity to flow through them because they possess the property of
thermal conductivity. Most materials that possess these characteristics
are made up of metals. Metals are solid with compact molecules that are
hard, ductile and malleable. They can react with other substances and
form new materials.
Not only metals are good conductors of electricity. Many liquids that contain
ions are good conductors.
CC. Evaluating learning

Direction: Write the characteristics of materials that make them good
Choose your answer from the box below.
Porosity , thermal conductivity , ductility ,
Malleability , brittleness
Characteristics
1.
2.
3.
Compile a list of conductor materials found in school. Opposite each material,
write the characteristics that make them good conductors of heat and
electricity.
WEEK 3 Day 3
Lesson 13: Why are Some Materials Good Conductors of Heat and
Electricity
I. OBJECTIVES
A. Content Standard
The learners should be able to discuss why some materials are good
S5FE-IIIc-3
II. CONTENT

A. References:
1 Textbook pages:
a. Sci-Bytes Worktext in Science 5 pp 265
b.Cyber Science Worktext by Valencia pp.233-238
c.Science Links by Larisma pp.240

LRMDS Module 32

Activity sheet, chart, PowerPoint presentation, real objects, pictures
https://www.youtube.com/watch?v=QZPURSF5iH4
IV. PROCEDURES
G. Reviewing previous lesson or presenting the new lesson
Let the pupils enumerate the characteristics of materials of good conductor of
heat and electricity by completing the organizer below.
Good
Conductor
H. Establishing a purpose for the lesson

We have learned that some materials have characteristics that make them
good conductors of heat and electricity. Let us now discuss the reason why by
performing the activity.
I. Presenting examples/ instances of the lesson

Brainstorming
In a small group , let the pupils engage in an open discussion. Remind them
that no idea is “silly”. All ideas should be respectfully heard.
(Pupils can refer to the activity done in the previous lesson)
Group I
“Let’s Talk and Discuss”
Based from yesterday’s activity, why are some
materials good conductors of heat and electricity?
Group II
“ Read and Discuss”
Read the topic about” Characteristics of Good Conductors”

(Cyber Science pages 236- 237)
Discuss briefly how heat and electricity flow through

Metals.
Note: Refer to Background Information for Teacher
Group III
“ Observe and Discuss”
Look at the objects in the pictures.
( kitchen utensil) ( metal chain )
1. How are these materials alike?

2. Why are metals good conductors of heat and electricity?
DII. Discussing new concepts and practicing new skills #1

Sharing of results
Q. Discussing new concepts and practicing new skills #2

What makes metal a good conductor of heat and electricity?
R. Developing mastery (Leads to formative assessment)

Learn more about the characteristics of good conductor of electricity
by arranging the scrambled letters in each sentence
1. Metals are good conductor of electricity because of its
(YTIVITCUDNOC LAMREHT )
2. Electrons flow easily through (DUCTORSCON)
3. Commonly used metal in electrical wires because of its high
conductivity (REPCOP)
4.-5 Our body is also a good conductor of electricity because of the
presence of ( WTERA and LARENIM ).
S. Finding practical applications of concepts and skills in daily living

a. Why are most of the cooking utensils made of metals?
b. Why should you not use an iron rod to push a live wire?
T. Making generalizations and abstractions about the lesson

Now I learned that _________________________________________

It is difficult to observe directly how heat and electricity move through
materials because they move through tiny particles of matter called
molecules. The molecules are made up of tiniest particles of matter called
atoms.. Metals are made up of atoms
with free moving electrons. Electrons are the negatively charged particles
of atoms that can combine with other electrons. The electrons are loosely
arranged, that they can collide and move
freely back and forth conducting heat and electricity.
Metals make good conductors of heat and electricity because of their

electronic particles and also because they tend to be denser so that
heat transferred by neighboring atoms in close contact is more efficient.
Copper is a metal that is commonly used in electrical wires because of
its high conductivity. It is the most common electrical wire that can easily
be connected by soldering and clamping.
Your body and other non- metallic materials can be conductors of
electricity because of the presence of water and minerals.
U. Evaluating learning
Direction: Write TRUE is the statement discus the characteristics of
good conductor and FALSE if not.
1. All solid materials can transfer heat and electricity easily.
2. Metals are good conductors of electricity
3. Ductile materials like aluminum and gold are conductors of heat
and electricity.
4. Liquid with ions allow heat and electricity to transfer to other
materials.
5. Copper is good conductor of electricity because of its high thermal
conductivity.
V. Additional activities for application or remediation

Explain briefly.
1.Why cooking pots and baking ovens are made of metals ?
2.Why non-metallic materials like silicon and water are also
conductors of electricity?
WEEK 3 Day 4
Lesson 14: Illustrating some materials are Good
I. OBJECTIVES
A. Content Standard
The learners should be able to perform the activity sensibly
The learners should be able to illustrate that some materials are good
S5FE-IIIc-3
II. CONTENT

A. References:
1Textbook pages:
a. Sci-Bytes Worktext in Science 5 pp.265
b. Cyber Science Worktext by Valencia pp.233-238
c. Science Links by Larisma pp.237

LRMDS Module 32
B.Other Learning Resources

activity sheets, bond paper, crayon , pictures.
IV. PROCEDURES
Get one strip of paper from the box. Tell whether the object written is a
conductor of an insulator.
1. plastic glass 6. rubber
2. spoon made of metal 7. paper plate
3. golden fork 8. coins
4. wooden ladle 9. pencil eraser
5. needle 10.plastic spoon

We have learned already that there are materials that allow heat and
electricity be transferred to other materials. Can you illustrate now these
materials? Let’s try.

a. Setting the Standards for doing the activity
b. Preparation of Materials
c. Activity Proper
“Let’s Make It”

1. In a bond paper draw a picture of household appliance.
2. Color your work to make it realistic
3. Label the parts of the appliances that are conductors of electricity
d. Prepare a Scoring Rubric for the Activity

Sharing of results

1. What can you say about the activity?
2. Did you follow the instruction given to you in doing the
activity?
3. What lesson did you learn from the activity?

Group Activity
1. Form three groups.
2. Provide the materials like pencil, pentel pen, crayon and manila
paper
3. Do the following activity
“My Own Design”
In a manila paper illustrate/draw a new bathroom appliance.

How would you take electrical safety into consideration?
What part of the appliance would you design using materials that are
conductors?

Why should you take into consideration some electrical safety
using conductors?

What should be remembered when you have to illustrate or draw
something?
Should you submit your work on time?
CC. Evaluating Learning

Use Scoring Rubrics for students output
Description
Score
4 The illustration manifests an outstanding
characteristics as to creativity, color blending,
concept understanding and completeness of details
3 The illustration manifests very satisfactory
characteristics as to creativity, color blending,
concept understanding and completeness of details
2 The illustration manifests satisfactory characteristics
as to creativity, color blending, concept
understanding and completeness of details

creativity,
color blending, concept understanding and

Make a design of your own toy “Robot”. Apply the knowledge you
learned about conductors and insulators in designing.
WEEK 3 Day 5
Lesson 15: Importance of Knowing that Some Materials are Good
Conductors of Heat and
I. OBJECTIVES
A. Content Standard
The learners should be able to explain the importance of knowing that
some materials are good conductors of heat and electricity
S5FE-IIIc-3
II. CONTENT

A. References:
1. Textbook pages:
a.Sci-Bytes Worktext in Science 5 pp 265
b.Cyber Science Worktext by Valencia pp233-238

LRMDS Module 32
B.Other Learning Resources

activity sheets, powerpoint presentation, pictures, real objects, charts,
realia
IV. PROCEDURES
Look at the different materials and appliances found inside the classroom.
Which among these are conductors of heat and electricity?
(Let the pupils point the conductor on the part in the appliance/s)

What do you think would happen to the materials around us if there will be no
conductors or insulators?.
M.Presenting examples/ instances of the lesson

Approach : Collaborative
Strategy: Jigsaw
Activity: TDAR
Group Activity “My Importance”
I. Problem: Why are good conductors of heat and electricity
important?
II. Materials: pictures of different materials, activity sheets
III. Procedure:
1. Look at the pictures of different conductors of heat and
electricity.
2. Write the importance of these materials as a good
conductor of heat and electricity?
3. Record your observations on the table below.
IV. Data and Observation.

Name of Materials Importance/ Uses in
(Good Conductors) Hospital At school Factories At home
Questions.
1. What materials are good conductors of heat and electricity?
2. How is it useful in the hospital? At School?
In different factories? At home?
XI. Conclusion
________________________________________________
________________________________________________

Sharing of results

1. What materials are useful in conducting heat and electricity?
2. In what way are conductors of heat and electricity important?

Present the following pictures through power point presentation.
Briefly explain the use or importance of these materials as conductor of
heat and electricity.
Example

What is the importance of copper, silver and other metals in our ways of
living?
Why are electrical tools often have rubber handles and many electrical
wire have a plastic coating?

What is the importance of good conductors of heat and electricity?
S. Evaluating Learning
______1. Which among the following materials is useful in cooking
food?.
A. metal spoon B. plastic cup
B. aluminum casserole D. ceramic mug
______ 2. Why is electrical wiring usually made from copper?

A. Because copper is shiny.
B. Because copper conducts electricity.
C. Because copper is not magnetic.
D. Because copper is strong.
_____3. Why is electrical wiring usually covered with a layer of

plastic?
A. To make it look pretty
B. To help electricity flow along the wire
C. To make it safe
D. To make it strong
______4. The following materials use conductor of heat and

electricity to function EXCEPT one. Which is it?
A. lighted candle B. lighted electric bulb
C. water heater D. washing machine.
______5. The main reason of using aluminum in cooking pans is

because
A. It is a good conductor of heat.
B. It is a good conductor of electricity.
C. It has a very high density.
D. It is strong.

Write down some important uses of metal as conductor of heat and
electricity in your own home.
Week 4 Day 1
Lesson 16: Describing the Characteristics of Black and Colored
Objects
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding on how black and colored objects
affect the ability to absorb heat.
The learners should be able to perform the activities sensibly.
The learner should be able to describe the characteristics of black and colored
objects.
S5FE-IIId-4
II. CONTENT
Effects of Light and Sound, Heat and Electricity

C. References:
3. Textbook pages

https://www.reference.com/science/list-black-things
http://www.slideshare.net/lhoralight/k-to-12-grade-4-learners-material- in-
science-q1q4
www.teachengineering.org
IV. PROCEDURE
Direction: Give an example of a good conductor. For every correct answer,
the pupil may open a covered letter to reveal and guess the mystery word.
C O N D U C T O R S
Then, ask the class. “Why are conductors important?”

Group yourselves according to your favorite color. Why is that your favorite
color?
Approach: Inquiry-Based Approach
Strategy: Cyclic Inquiry Model and the Practical Inquiry Model
Suggested Activity: The AIDR Activity
(Ask, Investigate, Create, Discuss, Reflect)
Group Activity: “How Do I Get My Color?”

V. Problem: What are the characteristics of colored objects?
VI. Materials: 3 pieces of colored cellophane (red, blue, green)
3 flashlights,4 pieces of construction paper (white, red, blue, green
VII. Procedures
4. Cover the head of each flashlight with cellophane.
5. Turn on the flashlights and point them at the white paper.
3. Then point the flashlight with the other paper.
Red light – green paper
Green light – blue paper
Blue light – red paper
4. Repeat step 2 and use the 3 different colors together.
VIII. Data and Observation
Questions
1. What colors do you see?__________________
2. What happens when you looked at the papers through the
different colored cellophane?______________________
3. What color is formed when you combined all the three colors?
________________________________________________
4. What color of light beams did you combine to produce a white
light?____________________________________________
V. Conclusion:
I therefore conclude that ________________________________.
F. Discussing new concepts and practicing new skills #1

4. Group reporting

Who among you have been to a Safari? Would you like to go on a Safari?
Come on and watch this interactive song video and identify the black and
colored objects found in there.
(https://www.youtube.com/watch?v=8mLRmZmR3vM)
“Color Songs - Let's Spell Black”
J. Developing mastery (Leads to formative assessment)
What black objects are found in a Safari?
What are their characteristics?
K. Finding practical applications of concepts and skills in daily living

What insight have you learned about the importance of colors in our
environment?
L. Making generalizations and abstractions about the lesson

What are the characteristics of black and colored objects?
Background for the Teacher

Objects that are black or other dark colors are more absorbent and white
and light objects are more reflective.
A black object, like a t-shirt, looks black because it absorbs all the
wavelengths in white light and reflects none. As the shirt absorbs all the light
coming from sun and, say, a desk lamp, the energy carried by that light doesn't
just disappear into the shirt, never to be seen again. Instead, as the light is
absorbed, it gets converted to other forms of energy, usually heat, and then
emitted by the shirt. The darker the object, the better it emits heat, because it’s
a better absorber of light.
The observable color of an object has to do with the light wavelengths

that are reflected from that object. This reflection, in turn, depends the atomic
and molecular properties of the object, its surface structure and the angles at
which the light hits it and at which someone observes it, among other things.
An apple is red because when white light, which is made up of all visible
wavelengths mixed together, hits it, its atomic innards reflect all the red
wavelengths more than the other colors and bounce them at our eyes.
Directions: Fill in the blanks with the correct words that will complete the
thought of the paragraph.
A __________ object looks black because it ____________ all the wavelengths

in white and reflects ___________. The observable color of an object has to do
with the light ____________ that are reflected from that object. A leaf is green
because when white light hits it, its atomic innards reflect all the __________
wavelengths more than the other colors and bounce them at our eyes.
Answers: (black – absorbs – none –wavelengths – green)
Make a concept map on characteristics and examples of black and
colored objects.
Week 4 Day 2
Lesson 17: Classifying Objects as to Black and Colored Objects
I. OBJECTIVES
A. Content Standard
The learner should be able to classify objects as to black and colored objects.
S5FE-IIId-4
II. CONTENT

D. References:
1. Textbook pages

http://mentalfloss.com/article/50506/why-do-black-shirts-get-hot-sun
IV. PROCEDURE
Fact or Bluff
Direction: Write Fact if the statement if correct and Bluff if not.
_________1. A black object looks black because it absorbs all the
wavelengths in white light. (Fact)
_________2. Colors are all equally heat absorbent. (Bluff)
_________3. Color is a result of the wavelength of light reflected by
that object. (Fact)
_________4. A black fabric absorbs all colors of light. (Fact)
_________5. Lighter colors are more absorbent than darker ones.
(Bluff)
What makes an object appear more attractive than the rest?
(Its color…)
Today, you are going to brainstorm on the colors of objects and
classify them as to black or colored.

Strategy: Jigsaw Method
(Think, Discuss, Act, Reflect)
Group Activity: “Imagine My Color”
M. Problem: What objects are black and colored?

II. Materials: Chart, Activity sheet
III. Procedure
1. Study the list of objects in the chart.
2. Discuss with your group members their usual or common color.
3. Record your answer on the table.
crows flower star magnet charcoal

orange ash roof banana blueberries
tires squash eggplant iron fruit bats
bulls blood carabao leaf duhat

Black Objects Colored Objects
1. 5.
6. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
Questions
1. Which objects are black?__________________________________
2. Which objects are colored?________________________________
V. Conclusion:
I therefore conclude that ________________________________.

1. Group reporting

Why do objects appear black?

Why do objects appear colored?

Complete the color wheel with examples of objects represented by each
color in the color wheel and black wheel.

living
You’ve just classified the black objects from colored objects.
During summer or hot days, what color of shirt is more advisable to
use?
Which makes you feel better? Why?
E. Making generalizations and abstractions about the lesson

What are the common black and colored objects that we usually
encounter?
 The color of an object depends on the wavelengths of colors

reflected by that object. When the black is illuminated by white
light all wavelengths are absorbed. Dark objects appear dark
because they absorb light instead of reflecting. The light absorbed
by dark objects does not disappear.
Examples of black objects:
crows magnet charcoal Tazmanian devil

ash sea urchin carbon paper ants
tires iron fruit bats penguins
bulls hair carabao duhat
 The observable color of an object has to do with the light
wavelengths that are reflected from that object. This reflection, in
turn, depends the atomic and molecular properties of the object, its
surface structure and the angles at which the light hits it and at
which someone observes it, among other things. An apple is red
because when white light, which is made up of all visible
wavelengths mixed together, hits it, its atomic innards reflect all the
red wavelengths more than the other colors and bounce them at
our eyes.
Examples of colored objects.
flower star apple grapes

orange ash banana blueberries
squash eggplant blood leaf
Directions: Write C if the object is colored and B if black.
_______1. Penguin
_______2. Sun
_______3. Plant
_______4. Charcoal
_______5. Lemon

Make an inventory list of black and colored materials found in the community.
Week4 Day 3
Lesson 18: Inferring How Black and Colored Objects Affect the
Ability to Absorb Heat
I. OBJECTIVES
A. Content Standard
The learners should be able to perform activities sensibly.
The learner should be able to infer how black and colored objects affect the
ability to absorb heat.
S5FE-IIId-4
II. CONTENT

A. References:
1. Textbook pages

http://www.slideshare.net/lhoralight/k-to-12-grade-4-learners-material-in-
science-q1q4
https://www.youtube.com/watch?v=u3ttUCeKL9k
IV. PROCEDURE
Word Splash:
Let the pupils write words related to black objects and colored objects.
Use the graphic organizer below.
Black Colored
Objects
Objects

Imagine that it is 100 degrees Celsius outside.
How do you stay cool? What kinds of clothing do you wear?
Any thought to color? (Listen to pupils’ ideas.)

Group Activity: “Team Black and Colored vs Team White”

I. Problem: How do black and colored objects affect the ability to absorb
heat?
II. Materials: 2 identical glasses, water, black construction paper, white
construction paper, tape, thermometer, a sunny day
III. Procedure
1. Find two identical glasses.
2. Cut black construction paper to the same height as one of the glasses.
3. Wrap the black construction paper around the glass so it covers the
entire outside surface as well as the top.
4. Tape the paper in place around the glass to hold the paper in place.
5. Repeat steps 2-4 with the second glass with the white construction
paper.
6. Fill both glasses with water. Make sure they have the same amount of
water in them, and make sure you use the same temperature of water in
both glasses.
7. Take the temperature of the water in each glass and write down the
starting or initial temperature.
8. Place both glasses outside in the sun.
9. Use the thermometer to take each glass’s temperature every 15 minutes.
Carefully make a small hole in the paper at the edge of the glass to insert
your thermometer.
10. Record your observations as you go.
Data and Observation

Enter you observation here.
Glass Initial Temperature Temperature
(Second 15
Temperature (First 15 minutes) minutes)
Black or
colored
White
Questions
1. Which glass has higher temperature readings?
2. Which glass has lower temperature readings?
3. Which color of the glass absorbs more heat?
V. Conclusion:
I therefore conclude that _______________________________.

1. Group reporting

Watch this video clip to find out how black and colored objects absorb
heat (https://www.youtube.com/watch?v=u3ttUCeKL9k)

1. What is the effect of black and colored objects to heat absorption?
2. What is the effect of white objects to heat absorption?

What might be the influence of color and its relationship to heat?
Can you think of any instances in which the color of something makes a
difference in how hot it gets in the sun?
Listen to student ideas.
Possibilities: Wearing white vs. black clothing on superhot days.

Flat rooftops sealed in black tar vs. white polymer
material.

You’ve just found out how black and colored objects affect the absorption of
heat.
If you live where it is sunny and hot all the time, what car will you use, a white
one or a black one? Why?

How does black or colored object affect the ability to absorb it?
 The sun emits energy in the form of electromagnetic

waves.
 We see part of the electromagnetic wave as light and we
feel part of it as warmth.
 Absorb means to take in.
 Heat means to become warm or hot.
 Black or colored objects absorb more heat than white
objects.
 Dark objects appear dark because they absorb light
instead of reflecting it. The light absorbed by dark objects
does not disappear. The absorbed light energy is
transformed into heat energy. Since darker colors absorb
light better they also emit heat better.
 The glass wrapped in black paper ended up with hotter
water than the glass with white paper. This is because
black absorbs more heat than white. Black and white are
on opposite ends of the color spectrum.
 Wearing a white T-shirt rather than wearing a black T-
shirt on a hot day keeps you cooler. A white T-shirt
reflects more sunlight, so it absorbs less heat.
Directions: Write AGREE if the statement is true and DISAGREE if false.
_______1. A white car absorbs more heat than a black car.
_______2. Lighter colors reflect more of the sun’s radiant energy.
_______3. Darker colors absorb more sunlight than lighter colors.
_______4. A black T-shirt gets cooler than a colored one.
_______5. Water in a colored glass will have a lower temperature.

Draw at least 5 black objects that absorb more heat and 5 colored objects that
absorb less heat.
Week 4 Day 4
Lesson 19: Investigating How Black and Colored Objects Affect the
Ability to Absorb Heat
I. OBJECTIVES
A. Content Standard
The learners should be able to perform activities sensibly
The learner should be able to investigate how black and colored objects affect
the ability to absorb heat.
S5FE-IIId-4
II. CONTENT

A. References:
1. Textbook pages

http://www.slideshare.net/lhoralight/k-to-12-grade-4-learners-material-in-
science-q1q4
https://www.youtube.com/watch?v=2KX8-7EFiiM
IV. PROCEDURE
Game: Write examples of common black and colored objects
to complete the meaning of the acronym for BLACK and COLORED
words.
B- C-
L- O-
A- L-
C- O-
K- R-
E-
D-
(bulls, lice, ash, charcoal, kitten)

(can, owl, leaf, orange, roof, eggplant, dress)
Look at the picture and describe it. (They are the workers that install
the roof of the building.) What is the color of the roof do they use?
Why do you think they prefer to use a white roof? (They use white
color to reduce the amount of heat energy required to keep the inside
building temperature...To prevent the building get hot.)

Group Activity: “Melting Race Under the Heat of the Sun”

I. Problem: How do black and colored objects affect the ability to absorb
heat?
II. Materials: Colored paper 4 sheets per group (white, yellow, red, black),
Newspaper, Scissors, Clear tape, 4 ice cubes per group, Sunny day or a
heat lamp/alcohol lamp
III.Procedure
1. Prepare four sheets of colored paper (white, yellow, red, black), cut and
fold the sheets into boxes.
2. Hand out newspaper and spread the newspaper in an exposed, sunny
place outside, or under a heat lamp.
3. On the newspaper, place the boxes side by side with the opening facing
away from the sunlight so pupils can see inside.
4. Get four ice cubes and place one ice cube in the center of each colored
box.
5. Let the ice cubes sit in the sun until they have melted. Check them every
few minutes and record which ice cubes melted first, second, third and
fourth.
6. Record your data in the worksheet chart.

Enter you observation here.
Box Ice Melted
(first, second, third or fourth)
White
Red
Yellow
Black
Questions
1. What happened to the ice cubes after being exposed to sun’s
heat? _________________________________________
2. On which color did the ice cube completely melt?
______________________________________________
3. Which color absorbs heat the quickest in the sun?
______________________________________________
4. Which color absorbs heat the slowest in the sun?
______________________________________________
5. Which color of the glass absorbs more heat?
______________________________________________
V. Conclusion:
I therefore conclude that _______________________________.

1. Group reporting

Watch this video clip to find out how black and colored objects absorb
and lose heat.
(https://www.youtube.com/watch?v=_SiSDcN9TBE)
“Thermoscope - Experiment to prove that black substances absorb
heat faster – Science”

1. Which tin can has higher temperature? Why?
2. Which tin can has lower temperature? Why?

How does the color of an object affect the ability to absorb heat?
Debate on the reason why ice chest or Styrofoam are always in color
white and not in black.

You’ve just investigated how black and colored objects affect the absorption
of heat.
Which color would be the best help to keep the ice cubes from melting too
quickly in the sun?

How does black or colored object affect the ability to absorb heat?
 Heat is a form of energy that causes substances to rise in temperature or

to go through associated phases as melting, evaporation, or expansion.
 Absorb – means to take in or to transform radiant energy into a different
form usually with resulting rise in temperature.
 Reflect – means to bounce waves of light, sound, or heat off a surface
 The sun emits energy in the form of electromagnetic waves. We see part
of the electromagnetic wave as light and we feel part of it as warmth.
 Darker colors absorb more sunlight than lighter colors, which is why
darker colors get warmer more quickly in the sunlight than lighter colors.
 Lighter colors reflect more of the sun's radiant energy, so they remain
cooler to touch in the sunlight.
Directions: Group the following phrases related to heat absorption ability
of black and colored objects or of white objects.
Phrases:
 Remain cooler to touch in the sunlight
 Get warmer more quickly in the sunlight
 Absorb more heat
 Absorb less heat
 Dry slower under the sun
 Dry faster under the sun
Black and Colored objects White Objects

Illustrate the effect of walking barefooted across a black asphalt roadway
versus walking across a lighter concrete roadway.
Week 4 Day 5
Lesson 20: Summative Test Number 2
I. Directions: Read each question carefully. Write only the letter of the
correct answer.
1. Which of the following DOES NOT belong to the group?

A. aluminum C. copper
B. plastic D. iron
2. Some materials which allow an electric current to flow through them are
called ____________ of electricity.
A. insulators C. conductors
B. convectors D. radiators
3. Materials that block an electric current from flowing are called
____________.
A. insulators C. conductors
B. convectors D. radiators
4. Why are electric wire usually made up of copper?
A. Because copper is a good insulator.
B. Because copper is a good conductor.
C. Because copper is a poor insulator.
D. Because copper is a poor conductor.
5. Which is the best conductor of electricity?
A. aluminum C. gold
B. copper D. silver
6. Which of the following is an insulator?
A. iron C. water
B. rubber D. aluminum
7. The main reason for using aluminum to make cooking pans is because:
A. It is a good conductor of heat.
B. It is a good conductor of electricity.
C. It has a very high density.
D. It is very strong.
8. You can protect yourself from the harmful effects of conductors by using
___________.
A. conductors C. convectors
B. insulators D. radiators
9. Which of the following materials are good conductors of heat?
A. ceramic cups, disposable glass, silver
B. iron nail, silver, copper
C. glass, cloth, paper
D. aluminum, plastic, rubber
10. Which among the following materials is useful in cooking food?
A. ceramic mug C. aluminum casserole
B. metal spoon D. plastic cup
11. Why is electrical wiring usually covered with a layer of plastic?
A. To help electricity flow along the wire
B. To make it look better
C. To save electricity
D. To make it safe
12. What colors are reflected when an object appears black?
A. none C. red and blue
B. all colors D. black
13. Which object would absorb the most light and heat?
A. black shirt C. green leaf
B. red apple D. white car
14. Which object would reflect the most light?
A. black shirt C. green leaf
B. red apple D. white car
15. If red and green lights are shining on a red apple, what happens to the red
and green lights?
A. Both are absorbed.
B. Both are reflected.
C. Red is reflected and green is absorbed.
D. Green is reflected and red is absorbed.
16. When objects absorb light, the energy that was once travelling through the
wave is absorbed into the object and converted to heat, causing the
temperature of the object to __________.
A. fall C. stay the same
B. rise D. keep still
17. White absorbs all colors while black reflects all colors.
A. True C. False
B. Maybe D. Not at all
18. Black and colored objects absorb ___________ than white ones.
A. less heat C. the same amount of heat
B. more heat D. no heat
19. During hot or summer days, people must wear _____________.
A. white or light-colored clothes C. black clothes
B. dark-colored clothes D. any color of clothes
20. Which set of objects are usually black and are more absorbent of heat?
A. carbon paper, roof, bag C. coal, tires, iron, magnet
B. hair, laptop, clothes D. flower, paper, vase
II. Write BCO if the phrases pertain to the ability and effects of black and
colored objects in heat absorption and WO for those of white objects.
_________21. Absorb more heat

_________22. Absorb less heat
_________23. Get warmer more quickly in the sunlight
_________24. Remain cooler to touch in the sunlight
_________25. Dry slower under the sun
_________26. Dry faster under the sun
_________27. Tend to have higher temperature
_________28. Tend to have lower temperature
_________29. Keep the ice from melting
_________30. Make melting process faster
God Bless You!!!

Key to Correction
Part I
1. B
2. C
3. A
4. B
5. D
6. B
7. B
8. B
9. B
10. C
11. D
12. B
13. A
14. D
15. C
16. B
17. C
18. B
19. A
20. C
Part II
21. BCO
22. WO
23. BCO
24. WO
25. WO
26. BCO
27. BCO
28. WO
29. WO
30. BCO
Week 5 Day 1
Lesson 21: Identifying materials that block light
V. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of the effects of heat and electricity,
light, and sound on people and objects.
Identify materials that block light.
S5FE-IIIe-5
VI. CONTENT
Light and Sound, Heat and Electricity
VII. LEARNING RESOURCES

A. References:
1. Textbook pages
Cyber Science Worktext in Science and Technology 5 by: Nicetas G.
Valencia et. al. pp. 245 – 251

metacards, activity sheet, chart, checklist, table, woods, basketball ball, tin can,
vase, chalk, flashlight
VIII. PROCEDURES
Classify the following materials into black or colored object. Place your answer on
the chart.
magnet flower black shoes black ink
leaf wires tires colored roof

Object
Colored objects Black objects

Let the learners look at the picture.

Where do we usually stay during noon time? Why?
Can you imagine how people enjoy the shade of the trees if the trees do not
block the sunlight?
What benefits can we get from this activity?

Mystery box. The box contains block of woods, basketball ball, tin can,
vase, chalk.
Riddle:
a. I am round and orange in color. You used me in playing. You can dribbled and
shoot me on the ring. What am I?
b. I am usually found on the table. You can put flower to me. You must handle me
carefully so that I won’t broke. What am I?
c. I came into different color. You can used me in writing on the board. What am
I?
d. Sardines and milk are placed inside me. Never throw me because you can
recycle me. What am I?
e. I came from trees. I am not a flower, a root or a leaf. What am I?
Let us see how these objects are related to our lesson today.

Activity
Blocking of light
I. Problem: What materials do block light?
II. Materials: woods, basketball ball, tin can, vase, chalk, chart
flashlight
III. Procedures:
1. Turn on the flashlight. Test if the following material
block or absorbed the light.
2. Record your answer on the table. Put check (√) on the proper
column.
Materials Blocked the Do not block the
light light
11. woods
12. ball
13. tin can
14. vase
15. chalk
IV. Observation:
4. What materials blocked the light?
5. What happens to the light that strikes on these materials?

What can you say about the materials we used in the activity?
What evidence shows that light was blocked by materials?
Shows that light was blocked by materials. Illustrate your answer.

One afternoon, you and classmates are walking to go to school. The sun is too hot.
What materials can you use to block the sun rays?

How do you describe the materials that block the light?

 Some materials do not transmit light. They do not allow the light to pass
through them. These materials are called opaque materials. When light falls
on opaque materials, light is blocked and cannot pass through the materials.
The blocking of light of opaque materials creates a black image of the object
called shadow. The shadow formed depends on the distance and the direction
where the light source came from. In the opaque materials, some light is
transmitted but most of the light waves are absorbed and then changed to
heat.
Read the following situation carefully. Draw a star ( ) on the situations that
show blocking of light of materials.
________ 1. People wear jackets during cold weather.
________ 2. Erwin, who are playing under the sun form a shadow.
________ 3. Raymond is looking to fish in the aquarium
________ 4. Dan enjoys the shade of the tree during summer.
________ 5. Jeffrey looks to the glass of water to test if it is clear.

How would your internal organs look if your body is not opaque?
Week 5 Day 2
Lesson 22: Identifying materials that absorb light
I. OBJECTIVES
A. Content Standard
Identify materials that absorb light.
S5FE-IIIe-5
II. CONTENT

A. References:
1. Textbook pages
Cyber Science Worktext in Science and Technology 5 by: Nicetas G. Valencia
et. al. p. 245-251

https://www.boundless.com/biology/textbooks/boundless-biology-
textbook/photosynthesis-8/the-light-dependent-reactions-of-photosynthesis-
81/absorption-of-light-375-11601/

Metacards, Activity sheet, chart, checklist, table, woods, basketball ball, tin can,
vase, chalk, flashlight
IV. PROCEDURES
In a metacard, list down some materials that blocked lights. Paste it on the chart.
Block the lights

How do you describe the materials that block the light?

Teacher will show a mirror. Have you ever wondered why you can see your
face in a mirror? This occurs because mirrors are very smooth and shiny. Light
bounces, or reflects, off of the smooth and shiny surface of mirrors. When you see
your face in a mirror you are seeing light from your face reflecting off of the mirror.

Activity
Absorb of light
I. Problem: What materials do absorb light?
II. Materials: plastic ball, cellophane, jelly, prism, plastic lunch box,
chart, flashlight
III. Procedure:
1. Turn on the flashlight. Test if the following material absorb the
light.
column.
Materials blocked light Do not blocked
light
1. Plastic ball
2. cellophane
3. jelly
4. prism
5. plastic lunch box
IV. Observation:
1. What materials blocked the light?


Plants make their own foods through the process of photosynthesis.
Study the picture below.
Teacher will give additional information about how light is being absorbed
by the leaf.
https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rj
a&uact=8&ved=0ahUKEwje1b66oJrQAhUFNrwKHUGjB2QQjRwIBw&url=http://ww
w.mstworkbooks.co.za/natural-sciences/gr8/gr8-ec-04.html&psig=AFQjCNG-
4mHf9BnE3fpMhfGirESXbKPySw&ust=1478732035398945
Shows that light was absorbed by materials. Illustrate your answer.

Your group is preparing for a trip to Baguio. You help one another to pack your
clothing for the trip?

How do you describe the materials that absorb the light?

 Light that strikes opaque materials can be reflected or absorbed. Light is
reflected when it strikes on smooth and shiny surface like the mirror. It is also
reflected when it falls on the light colored and shiny materials. When light is
reflected, the materials do not increase in temperature and they do not become
hot.
 Light is absorbed when it strikes on materials with dark colors and rough
surfaces. Materials with dark colors absorb light that changes to heat. These
materials are called heat absorbers. You can observe heat absorber clothing
that people wear during winter or cold weather.
Directions:Read the following situation carefully. Write TRUE if the situation states
that light is being absorbed and FALSE if it not.
________ 1. Erwin wears dark-colored dress during cold weather.
________ 2. Leaves absorb light during the process of photosynthesis.
________ 3. While resting, Paola enjoys looking to fish in the aquarium
________ 4. In an activity, the light reflect in different colors when it strikes to the
prism.
________ 5. Jeffrey looks to the glass of water to test if it is clear.

How would your internal organs look if your body is not opaque?
Week 5 Day 3
Lesson 23: Identifying materials that transmit light
I. OBJECTIVES
A. Content Standard
C. Learning Competenciy/Objective
Identify materials that transmit light.
S5FE-IIIe-5
II. CONTENT

A. References:
1. Textbook pages
Valencia et. al. p. 245-251

metacards, activity sheet, chart, checklist plastic ball, cellophane, jelly, prism,
plastic lunch box, flashlight
IV. PROCEDURES
FACT or BLUFF. Listen to the teacher as he/she reads the following situation.
Directions: Raise the word FACT if the situation states that light is being absorbed
and BLUFF if it is not.
1. Erwin wears dark-colored dress during cold weather.
2. Leaves absorb light during the process of photosynthesis.
3. While resting, Paola enjoys looking to fish in the aquarium
4. In an activity, the light reflects in different colors when it strikes to the
prism.
5. Jeffrey looks to the glass of water to test if it is clear.

Class, look at the picture.
What kind of material use in making aquarium? Why?
Can you see the fish inside the aquarium if is not made of glass?
What benefits can we get from this activity?
C. Presenting
examples/ instances
of the lesson
1. Setting
Standards
2. Group the class
into four.
3. Distribution of
activity sheet and materials to be used.
Activity
Transmit of light
I. Problem: What materials absorb light?
II. Materials: plastic ball, cellophane, jelly, prism, plastic lunch box,
chart, flashlight
III. Procedures:
1. Turn on the flashlight. Test if the following material absorb the
light.
column.
Materials transmit light Do not transmit
light
1. plastic ball
2. cellophane
3. jelly
4. prism
5. plastic lunch box
3. Observation:
1. What materials transmit the light?

1. Group Reporting and Presentation of Outputs

Group Activity.
On metacards, list down some examples of materials that transmit
light. Paste them on the chart.
Shows that light was transmit by materials. Illustrate your answer.

Mr. Lumbres a hotel owner wanted to decrease his electric
consumption. You have noticed that windows of the hotel are too small
and only few light entered to the windows of the hotel. If you were
asked by Mr. Lumbres to help him, what advise can you give?

How do you describe the materials that transmit the light?

 Transparent materials transmit light when they allow all the visible light
waves to passes through them. We can see the objects when light passes
through a transparent materials, falls of the object, and then reflects to our
eyes. .
Directions: Tell if the following materials can transmit light. Write the word
TRANSMIT if it can transmit and leave blank if it cannot.
1. Plastic bottle of mineral water
2. Lens of the camera
3. Eye glasses of your grandmother
4. Magnifying glass used in an investigation
5. Clear water

Photojournalism. Using a mobile phone, get a picture of some
examples of materials that transmit light. Print your output. Paste it on
a white paper. Make a caption.
Week 5 Day 4
Lesson 24: Ability of the materials to block, absorb or transmit light
to its use
I. OBJECTIVES
A. Content Standard

Relate the ability of the materials to block, absorb or transmit light to its use.
S5FE-IIIe-5
II. CONTENT

A. References:
1. Textbook pages
Valencia et. al. pp. 245-251

IV. PROCEDURES
Describe the characteristics of materials based from their behavior to light
Ability of
materials
block transmit
to lights
_________________
______________
_________________
______________
_________________
______________ absorb _________________
______________
_________________
______________ ____________________________
____
______________
B. Establishing a____________________________
purpose for the lesson
______________ ____________________________
Directions: Classify the following materials based on their reaction to
_____ light.
____________________________
flower ____________________________
plastic bottle eye glasses
_
green apple paint booth
plastic ball clear water tree
shampoo white sock umbrella

jacket center table glass book

2. Group the class into three.
Activity I
Reaction of light
I. Problem: How does light react?
II. Materials: flashlight, rubber band, cellophane
III. Procedure:
1. Cover the flashlight with cellophane.
2. Turn on the flashlight.
3. Point it into the wall and look through it and describe
what happens to the light.
IV. Observation:
1. What happened to the light of the flashlight covered
with the given materials?
2. Does the light able to pass through?
3. Does the appearance of light the same with the
light without cover? Why?
4. Based from the activity, how is the reaction of
materials to light shown?
Activity II
Reaction of light
I. Problem: How does light react?
II. Materials: flashlight, rubber band, wax paper
III. Procedure:
1. Cover the flashlight with wax paper.
3. Point it into the wall and focus on it and describe what
happen to the light.
IV. Observation:
1. What happened to the light of the flashlight covered with the
given materials?
3. Does the appearance of light is still the same with the light
without cover? Why?
4. Based from the activity, where is the react of materials to light
used?
Activity III
Reaction of light
I. Problem: How do light behave?
II. Materials: flashlight, rubber band, aluminum foil
III.Procedure:
1. Cover the flashlight with aluminum foil.
3. Point it into the wall and focus on it and describe what happen
to the light.
IV. Observation:
1. What happened to the light of the flashlight covered with the
given materials?
3. Does the appearance of light is still the same with the light
without the cover? Why?
4. Based from the activity, how is the reaction of materials to light
shown?

What can you say about the materials used in the activity?
What evidence showed that light was block/transmit/absorb by materials?
What are the uses of ability of material to block/transmit/absorb light?

Group Activity.
Group 1 - On metacards, list down some examples of materials that
transmitlight. Paste it on the chart. How do we use these
materials?
Group 2 - On metacards, list down some examples of materials that
absorb light. Paste it on the chart. How do we use these
materials?
Group 3 - On metacards, list down some examples of materials that block
light. Paste them on the chart. How do we use these materials?
Materials
Absorb light Block light Transmit light
Cite some examples and activities where you transmit, absorb or block
lights.

How does the ability of light can be used to improve the hotel?
Most of us wear light-colored dress during summer time. How does
the ability of material to block/transmit/absorb light applied?
We need to cover our head with hat or umbrella during summer time more
especially at noon. Why? How does the ability of material to block/transmit/absorb
light applied shown?

How do we classify materials based on its ability/reaction to light?

Transparent materials transmit light when they allow all the visible light waves to
passes through them. We can see the objects when light passes through a
transparent materials, falls of the object, and then reflects to our eyes.
Some materials do not transmit light. They do not allow the light to pass through
them. These materials are called opaque materials. When light falls on opaque
materials, light is blocked and cannot pass through the materials. The blocking of light
of opaque materials create a black image of the object called shadow. The shadow
formed depends on the distance and the direction where the light source came from.
In the opaque materials, some lights are transmitted but most of the light waves are
absorbed and then changed to heat.
Light that strikes opaque materials can be reflected or absorbed. Light is reflected
when it strikes on smooth and shiny surface like the mirror. It is also reflected when
it falls on the light colored and shiny materials. When light is reflected, the materials
do not increase in temperature and they do not become hot.
Light is absorbed when it strikes on materials with dark colors and rough surfaces.
Materials with dark colors absorb light that changes to heat. These materials are
called heat absorbers. You can observe heat absorber clothing that people wear
during winter or cold weather.
Directions: Read the following situation. Tell what happen on the different
materials when light falls.
1. Plastic bottle of mineral water
2. Child sitting in the shade
3. Eye glasses of your grandfather
4. Magnifying glass used in an investigation
5. Use jacket during cold weather

Is there an invisible light? Give some examples of invisible light.
Week 5 Day 5
Lesson 25: Ability of the materials to block, absorb or transmit light
to its use
I. OBJECTIVES

Explain the importance of ability of the materials to block, absorb or transmit light
to its use.
S5FE-IIIe-5
II. CONTENT

A. References:
1. Textbook pages
Valencia et. al. pp. 245-251

IV. PROCEDURES
Check the columns that describe what happens to light.
Name of materials Transmitted Blocked Absorbed
1. clear glass
2. ceramic coffee mug
3. black sack
4. metal spoon
5. mirror

Directions: Tell what happen when light falls on different materials. Complete
the graphic organizer.
___________ is the bouncing back of light when

it strikes a smooth and shiny surface.
Reflection, Transmission and
Light is transmitted in a ___________ materials

Absorption of Light
that allows light to pass through it.
Light is transmitted in a _________ materials that

scatters or diffuses light that passes through
them, creating a blurred image of the object.
Light is blocked in an __________ materials that

does not allow light to pass through them,
creating a shadow of the material.
Light is absorbed and changed to heat in ______

and ______________ materials.

3. Distribution of activity sheet.
Group I – Young illustrators. Explain the importance of ability of
the materials to block light to its use. Draw your
answers.
Group II – Young actors/actresses. Explain the importance of
ability of the materials to absorb light to its use.
Present your answer through role play.
Group III – Young newscasters. Explain the importance of ability
of the materials to transmit light to its use. Make a 2
- minute broadcasting.
D. Discussing new concepts and practicing new skills #

Group Reporting and Presentation of Output
Analysis and Discussion
Why is blocking of light important?
Why is absorbing of light important?
Why is transmitting of light important?
What evidence shows that light was transmitted by materials?
What evidence shows that light was absorbed by materials?

Think of other ways on how transparent, translucent and opaque
materials are used by people.

What is the importance of ability of the materials to block, absorb or
transmit light to its use?

Transparent materials transmit light when they allow all the visible light
waves to passes through them. We can see the objects when light passes
through a transparent materials, falls of the object, and then reflects to our eyes.
Some materials do not transmit light. They do not allow the light to pass
through them. These materials are called opaque materials. When light falls on
opaque materials, light is blocked and cannot pass through the materials. The
blocking of light of opaque materials creates a black image of the object called
shadow. The shadow formed depends on the distance and the direction where
the light source came from. In the opaque materials, some light is transmitted
but most of the light waves are absorbed and then changed to heat.
Light that strikes opaque materials can be reflected or absorbed. Light is
reflected when it strikes on smooth and shiny surface like the mirror. It is also
reflected when it falls on the light colored and shiny materials. When light is
reflected, the materials do not increase in temperature and they do not become
hot.
Light is absorbed when it strikes on materials with dark colors and rough
surfaces. Materials with dark colors absorb light that changes to heat. These
materials are called heat absorbers. You can observe heat absorber clothing
that people wear during winter or cold weather.
Direction: Read the following situation. Write the letter of the correct answer.
1. You are walking one afternoon to go to your uncle’s house. You are aware
that exposure to sunlight can lead to certain diseases. What material can you
use in order to block the sun that damages your skin?
A. umbrella B. books
C. bag D. rain coat
2. The following are examples of materials that transmit light. Which one is not
useful?
A. picture frames
B. windows of houses
C. glass doors covered with designed plastic
D. display cabinet door
3. Why do most people in tropical countries use white paint for their homes?
A. to shade their house
B. to absorb heat
C. to make feel cool and comfortable
D. to decrease the temperature
4. Why is light absorbed by the plants useful?

A. It makes the plants green.
B. Over exposure of plant to light make plants die.
C. Light is reflected and increase its temperature.
D. It makes the environment cool.
5. Why do people enjoy the shade of the tree during summer?

A. It reflects light.
B. It absorbs light.
C. It blocks light.
D. It transmit ligh.t

Describe the harmful effects of sunlight to people.
Week 6 Day 1
Lesson 26: Identifying the parts of an electric circuit
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of a simple DC circuit and the
relationship between electricity and magnetism in electromagnets
electromagnet that is useful for home, school or community hygiene

Identify the parts of an electric circuit
S5FE-IIIf-6
II. CONTENT
Electricity and Magnetism

A. References
1.Textbook pages
Science for Active Minds 5by Rea Marie M. Hebron, pp.255-257
Science Works Grade 5 by Myla Corazon S. Casinillo, pp. 204-205.

powerpoint presentation, illustration, word puzzle
IV. PROCEDURES
D. Reviewing previous lesson or presenting the new lessons
Approach: Collaboration
Suggested Activity: Think, Discuss, Act, Reflect
Form five groups. (Learners pick shapes prepared by the teacher which will
be used for the group activities).Let them loop the words.
c c a a v v s s
c i r c u i t m
w b r d a d f g
l o a d s d h n
m a e t w c f o
n t o s t b g p
c a a i e e u Q
p n w x r e r r
s s o u r c e y
E. Establishing a purpose for the lesson

Give them 2-3 minutes to discuss their answers.

Activity
I. Problem: What are the parts of an electric circuit?
II. Materials: tray, battery, wire, switch, bulb, strips of words, group of pupils
III. Procedures:
2. Distribute the materials in the tray.
3. Let them work together by matching the materials with their names.
4. Answer the questions:
What are the parts of an electric circuit?
1. Which serves as the load, energy source, connector of electric current?
2. Which controls the flow of current in a circuit?
IV. Conclusion
We found out that ______________________________________

1. Group reporting/sharing
a. Give 2 minutes to change their groupings for them to share their output
to other groups.
b. They will go back to their original groupings to share what they got from
the other group.
c. Group presentation in class.
1. Teacher will use a power point presentation to further discuss the lesson.
Write the missing letters in the boxes to complete the words. Use the given
clues as
your guide.
1. It controls the flow of current in a circuit.
s c h
o d 2. An object like a bulb powered by electricity
3. s c e It is where the electrons come from.
i s 4. They connect one component of

the
circuit to another so that electric
current flows.

Create a table showing the symbols of the parts of electric circuit.
Example:
Parts of an Electric Circuit Symbol
1. Energy Source

The path through which electric current flows is called electric circuit. It has
four main parts like the:
a. switch which opens and closes the circuit;
b. energy source where the electrons come from like the battery;
c. wire/s through which the electrons flow;
d. load part operated by the electricity such as a light bulb.
Label the electric circuit with its parts. Choose your answer from the box.
load source switch wire

Draw an electric circuit and label its parts.
Week 6 Day 2
Lesson 27: Discussing what circuit is and its importance
I. OBJECTIVES
A. Content Standard
relationship between electricity and magnetism in electromagnet
F. Learning Competency/ Objective

Discuss what circuit is and its importance
S5FE-IIIf-6
II. CONTENT

A. References:
1. Textbook pages
Science Works Grade 5 by Myla Corazon S. Casinillo, pp. 204-205

https://www.google.com/search?q=pictures+using+electricity&source=lnm
s&tbm=isch&sa=X&ved=0ahUKEwjZ35TOwJrQAhUHMY8KHYvJDEwQ_
AUICCgB&biw=1024&bih=499#imgrc=_
https://www.google.com/search?q=pictures+not+using+electricity&source
=lnms&tbm=isch&sa=X&ved=0ahUKEwi-
2_maxJrQAhULs48KHcaAAVoQ_AUICCgB&biw=1024&bih=499
https://www.youtube.com/watch?v=QCBSlGS2kFk

video clip, powerpoint presentation, worksheet, marker
IV. PROCEDURES
Have 3-5 volunteers to share their assignment.
Prepare the pupils for a short video clip.
Activity
I. Problem: What an electric circuit is and its importance?
II. Materials: manila paper, marker, group of pupils
III. Procedures:
2. Have them brainstorm on the video clip that they watched.
3. Let them collate their thoughts and come up on the following
output.
a. What is electric circuit?
b. What are the importance of electric circuit?
IV. Conclusion
We learned that _________________________________________

Group presentation

1. Teacher will show a power point presentation about importance of
electric circuit.
Why is electric circuit important?

How does electric circuit affect your daily activities?

An electric circuit is a path where electric current flows. When
electric current flows, electricity is produced. This is the reason why we
can use different appliances at home. These appliances help us to make
our task simpler, easier and faster. The electric current that flows from a
circuit makes the bulbs light.
Draw a  if the picture shows importance of electric circuit and a  if
not.
1. 2.
3.
4. 5.

Write a short paragraph composed of 3-5 sentences, showing the
Importance of electric circuit.
Week 6 Day 3
Lesson 28: Designing a simple circuit
I. OBJECTIVES
A. Content Standard
Design a simple circuit
S5FE-IIIf-6
II. CONTENT

A. References
1. Textbook pages

powerpoint presentation, flashlight battery 1.5 v, bulb 1.5 v, electrical
wire, scissors, electrical tape, switch, illustration board, worksheet, marker
IV. PROCEDURES
C. Reviewing previous lesson or presenting the new lessons
Approach: Constructivist
Strategy: Jigsaw
Ask 3 pupils to read their paragraph on the importance of electric circuit.
G. Establishing a purpose for the lesson
1. Tell the pupils that they will design an electric circuit.
3. Set the standards to follow.
H. Presenting examples/ instances of the lesson
Activity
Constructing a model of an electric circuit.
What you need: 2 batteries 1.5 v, electrical tape, socket, 1 flashlight bulb
1.5 v, two 25 cm. insulated wire with end scrapped, 1/8
size illustration board, scissors
What to do:
1. On the illustration board, arrange a circuit to light a bulb.
2. Screw the bulb into a socket. Connect a copper wire to each of the
socket terminals.
3. Connect a piece of copper wire to the switch. Connect the loose end
of the wire to the negative end of the battery.
4. Connect one end of the copper wire by winding it (which is attached to the
socket) to the positive end of the battery. Connect the other end of the
socket to the switch. Did the bulb light? Why?
5. Fasten the wires, batteries, and bulb into the illustration using the
electrical to secure the circuit and connections.
6. Close the open parts of the switch. What happened to the bulb?
Why?
7. Switch it off. What happened to the bulb?
Answer briefly:
a. Describe the connections that made the bulb light up.
b. What components are needed to make an electric circuit that works?
c. How does a switch function?

Group reporting/sharing

What do you think might happen if you will remove one battery from the
circuit?

Why do you think the wire to be used should be insulated?

There are different parts and devices needed to make a simple
electric circuit. In the case of a simple circuit board, the battery in the
source of electricity or charges moving through the wire. The device is
connected to the bulb which becomes lighted when the charges passes
through it. The switch controls the flow of charges. When it is “ON” the
path becomes completed and we have a closed circuit. When the switch is
“OFF” there is a break in the path and this opens the circuit.
Draw the design of your circuit. Label its parts

Write your journal on how to construct a simple circuit
Week 6 Day 4
Lesson 29: Giving examples of how a circuit applied in daily life
(making a bulb light up)
I. OBJECTIVES
A. Content Standard

Give examples of how a circuit is applied in daily life (making a bulb light
up)
S5FE-IIIf-6
II. CONTENT

A. References
1.Textbook pages

https://www.google.com/search?q=pictures+using+electricity&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwjHnMqf1prQAhWDs48KHSE7BpUQ_AUI
CCgB&biw=1024&bih=455#imgrc=GcW3Sinr8Kt2zM%3A

powerpoint presentation, pictures, worksheet, marker
IV. PROCEDURES
Approach: Constructivists
Strategy: Activity Based
Suggested Activity: 3 A’s
How do we construct a simple electric circuit?

In what way does an electric circuit applied in our daily life?
Use a semantic web for the learners’ answers.

Tell in what way does an electric circuit is used in the following pictures?
1. Group the pupils into 4.

2. Give them three minutes to brainstorm activities on how circuit is
applied.
3. Choose the best activity and be ready to share in class.


Solicit more ideas from the pupils on other practical life activities that they
need to apply circuit.

What do we use when there’s a sudden brown-out?
Which uses electric circuit?

What are the examples of activities where electric circuit is applied?
Work as a group to illustrate an activity where the electric circuit is applied.
Write an explanation about your work.
Rubrics:
Score
Description
4 The illustration shows an activity where an electric

circuit is applied and has an excellent explanation.
3 The illustration shows an activity where an electric circuit

is applied and has a very good explanation.

is applied and has a good explanation.

is applied and has a fair explanation.

List down 3 activities that you do at home where electric circuit is applied.
Week 6 Day 5
Lesson 30: Inferring the conditions necessary to make a bulb light
up
I. OBJECTIVES
A. Content Standard

Infer the conditions necessary to make a bulb light up
S5FE-IIIf-6
II. CONTENT

A. References
1. Textbook pages

https://www.google.com/search?q=pictures+of+the+different+parts+of+a+si
mple+circuit&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjcjILHhZvQAh
UHupQKHT1IDeUQ_AUICCgB&biw=1024&bih=499#imgrc=BlkMnhx-
jPubQM%3A
https://www.aapt.org/Publications/pips_samples/2_ELECTRICITY/STUDEN
T/001_e1.pdf
https://www.youtube.com/watch?v=INBYuA6KoLA

IV. PROCEDURES
Strategy: Jigsaw

What are the things needed to make an electric circuit?

Show pictures of the parts of the electric circuit.
Activity
What conditions do you think enable the bulb to light?
1. Group the pupils into 5.
2. Give the situation based from the pictures given.
Situation: Imagine that you have a single battery, a single bulb, and
pieces
wires.
3. Infer the necessary conditions to make a bulb light?


Show a short video clip to justify the group’s inferences.
Have the group compare their inferences with what they have watched and
make a consensus on their output. Encourage volunteer

What do you think might happen if you will add a battery in your circuit?
Why?
G. Making generalizations and abstractions about the lesson.

What are the necessary conditions to make a bulb light?
Expected answers:
6. Necessary materials should be available.
7. Wires should be attached to the battery.
8. The bulb should be attached to the positive charge of the battery.
H. Evaluating Learning
Put a  if the given condition is necessary to make the bulb light up and
if not.
1. Attach the wire to the negative and positive charges of the battery.
2. Use busted battery in the circuit.
3. If wire is not available you may replace it with a rubber band.
4. The bulb should be attached to the positive charge of the battery.
5. One wire is disconnected to the other charge.
I. Additional activities for application or remediation.

Find a flashlight at home and take it apart, but don't destroy it.
Figure out where all the parts of the circuit are enable the flashlight to light
up when turned on. Make a sketch of what you have found and write a
short essay with diagrams that explain your findings in the space below.
Reassemble the flashlight and bring it to school with you. (If you cannot
find a flashlight, contact your teacher.) Be prepared to share your
explanation with a small group of your classmates.
WEEK 7 Day 1
Lesson 31: Determining the Effects of Changing the Number of
Components in a Circuit
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of a simple DC circuit
Electricity that is useful for home school or community
The learner should be able to determine the effects of changing the
number of components in a circuit
II. CONTENT
Electricity - Circuits

A. References:
Textbook pages
Science Spectrum 5, pp. 191-196
Science and Health 5 by Natividad Alegre-Del Prado, pp. 177-182
,
http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html
https://www.superteacherworksheets.com/electricity.html
http://www.bbc.co.uk/bitesize/quiz/q80633759
IV. PROCEDURE
What are the parts / components of an electric circuit?
Describe each part.

Study the diagram below. Complete it by dragging the parts to form a
Simple electrical circuit.

Now that you have learned from our previous lesson how to make a
simple circuit, let us now study more about circuits as we investigate
with batteries, voltages and light bulbs. Let us find out the effects of
changing the number of components/ parts in the circuit.
Activity Proper: Light It Up!

I. Objective: Determining the effects of changing the number of
II. Problem: What are the effects of changing the number of components in
a circuit?
III. Materials:
4 bulbs
Electric wires – long (coiled) and short
Batteries – 2 pcs.1.5V, 2 pcs. 3V
IV. Procedure:
1. See what happens to the bulb by replacing / adding the battery in each
circuit.
a. Replace the 1.5 V battery with 3V battery. What happens?

The bulb glows brighter.
b. Add 1 more 3V battery to the circuit. What happens?
The bulb was busted/ didn’t work. Why?
c. Using a 1.5 V battery, make a circuit with three bulbs. Can the bulb
glow? Why? No, because the battery has small amount of voltage to lit
the 3 bulbs.
d. Make a circuit with 2 bulbs and 3V battery that can be turn on and off.
What happens? The bulbs glow dimly
e. Make a circuit with one very bright lit bulb that can be turn on and off.
What did you used? Two 3V batteries and a bulb.
f. Swap the wire for a longer (coiled) wire. What effect does this have on
the bulb’s brightness? The bulb’s brightness becomes dimmer.
V. Data and Observation:

Activity Change in Result
Component
1. Replacing the
battery
2. Adding more
battery
3. Making a circuit
with 2 bulbs using
3V battery
4. Making a circuit
with 2 bulbs and 3V
battery
5. Making a circuit
with one very bright
bulb
6. Swapping the wire
VI: Conclusion:
Changing number of components in a circuit greatly affects the
circuit.
G. Discussing new concepts and practicing new skills #1 (TDAR

Activity)
6. Group reporting
Explain the results of the activity. Presenting the data and observation
table.
. Change in Result
Activity Component
1. Replacing the Adding number Brighter bulb
battery of volts
2. Adding more Adding number Busted bulb
battery of batteries
3. Making a circuit Adding number Bulb did not glow
with 2 bulbs using of bulb and
1.5 V battery lessening
number of volts
4. Making a circuit Adding number Bulbs glow dimly
with 2 bulbs and 3V of bulbs and
battery number of
batteries
5. Making a circuit Adding number Bulb glows very
with one very bright of batteries and bright
bulb lessening the
number of bulb
6. Swapping the wire Adding length Bulb glows dimmer
of wire
H. Discussing new concepts and practicing new skills #2’
* If the activity is not enough to draw the concepts, do the Interactive
activity for simulation.
I. Developing mastery (Leads to formative assessment)

Which bulbs will light just enough, brighter, dimmer or not work?
1.5 3V
Dimmer Just enough
3V 3V
Brighter
Not work
J. Finding practical applications of concepts and skills in daily

living
Electricity does a lot of work for us. We use it many times each day. It lights
our homes, warms and cools our rooms, and helps us keep them clean. It
cooks our food and washes the dishes. It really help us at home and most
specially in the kitchen.
Activity: Danger In the Kitchen

Here is the picture involving the use of electricity at home.
Spot the dangers in the picture. Put a cross mark if you find them.
Source:
https://www.google.com.ph/search?q=ELECTRICITY+WORKSHEET&biw=1242&bi
h=557&source=lnms&tbm=isch&sa=X&ved=0ahUKEwilkOiSj5vQAhXHNo8KHRKy
DpEQ_AUIBigB#tbm=isch&q=danger+in+the+kitchen+worksheet&imgdii=yPraUN
3JuZx3_M%3A%3ByPraUN3JuZx3_M%3A%3B0C64oJnPxSs1aM%3A&imgrc=yPra
UN3JuZx3_M%3A
Answer:
x x
x x
x
What are the effects of changing the number of components in a circuit?
More batteries/voltage (power source) makes the bulb glow brightly but
too much batteries/voltage (power source) can make the bulb busted.
Adding more bulbs (load) can make the glow dimmer but lessening the
bulb (load) will make it glow brighter.
Longer wire makes it hard for the current to flow that is why the bulb glow
dimmer.
Let see if you really understood the lesson by answering the

questions.
Directions: Read each item carefully. Choose the letter of the correct
answer.
1. In a simple circuit with long (coiled) wire, 1.5 V and a bulb, why does
the bulb gets dimmer?
A. Because the power supply is not enough to light the bulb
brighter.
B. Because the load is too many.
C. Because the wire is too long.
D. Because the wire is too short.
2. Imagine a simple circuit with one 1.5V battery and one bulb. When
the 1.5V battery is replaced with a 3V battery ...
A. The bulb gets brighter.
B. The bulb gets dimmer.
C. The bulb stays at the same level of brightness.
D. Nothing has changed.
3. Imagine a circuit with a 1.5V battery and one bulb and similar circuit
with a 3V battery and two bulbs. Which has the brighter glow?
A. The circuit with 1.5 V battery and one bulb.
B. The circuit with 3V battery and two bulbs.
C. The bulbs in both circuits are of similar brightness levels.
D. The bulbs in both circuits won’t lit.
4. Why might a bulb busted when 3 pieces 3V batteries are both

connected across in a simple series circuit?
A. There is not enough electricity flowing in the circuit.
B. Too much electricity flows through the bulb’s filament and the
bulb blows.
C. The batteries are not connected properly.
D. The batteries are used up or uncharged.
5. What is the effect of changing the wire in a circuit from a straight

short wire to a longer (coiled) thick wire?
A. The bulbs become dimmer.
B. The bulbs become brighter.
C. The bulbs stays at the same level of brightness.
D. Nothing has changed.

Draw the symbols for the following circuit components.
1. Cell/Battery
2. Bulb
3. Wire
4. Switch
WEEK 7 Day 2
Lesson 32: Determining the Effects of Changing the Type of
Components in a Circuit
I. OBJECTIVES
A. Content Standard
The learner should be able to determine the effects of changing the
type of components in a circuit
II. CONTENT

A. References:
Textbook pages
Science Spectrum 5, pages 191-196
Science and Health 5 by Natividad Alegre-Del Prado, pages 177-182
,
https://www.scribd.com/doc/10519133/Electronic-Components-Symbols-Functions
http://www.safekidscalifornia.org/wp-content/uploads/2015/05/Home-Safety-Challenge.png
IV. PROCEDURE
1. Review
What are the effects of changing the number of components in an
electric circuit?
Increasing the number of the batteries, increases the brightness of a
bulb.
Increasing the number of bulbs, decreases the brightness.
Connect the circuit components with their symbols.
SWITCH
BULB
BATTERY
WIRE
BUZZER
MOTOR
Say:
Circuit symbols are used in circuit diagrams, which show how a
circuit is connected together. Circuit diagrams represent the actual layout of the
components in an electric circuit. Understanding the symbols of an electric
circuit give you a better understanding of how to find faults in an electric circuit.

Show an illustration of a simple electric circuit.
Demonstrate:
Making a diagram by replacing the components with their symbols.
Activity Proper:
I. Objective: Determining the effects of changing the type of components in a circuit
II. Problem: What are the effects of changing the type of components in a circuit?
III. Materials:
Load- lamp/bulb, motor, buzzer, bell
Electric wires – joined wires, unjointed wires
Power supply – battery, main
Switch – turned on, turned off
IV. Procedure:
2. Show a simple circuit with lit bulb.
3. See what happens to the circuit by doing the following activities:

a. Change/replace the bulb with a motor, a buzzer or a bell.
What happens?
Bell motor buzzer
b. Replace the jointed wire with an unjointed wires. What happens?
c. Turn off the switch. What happens to the circuit?

d. Remove the switch and connect the two wires. Does the circuit still
work?
VI. Data and Observation:

4. Enter you observation in the table below.
Component
A. Change/replace the
bulb with a motor, a
buzzer or a bell.
B. Replace the jointed
wire with an unjointed
wires.
C. Turning off the switch
D. Removing the switch

and connecting the two
wires
VI: Conclusion:
Changing type of components in a circuit greatly affects the circuit.
K. Discussing new concepts and practicing new skills #1
8. Group reporting
Explain the results of the activity. Presenting the data and observation
table.
Component
A. Change/replace the type of load The circuit works.
bulb with a motor, a The buzzer and the
buzzer or a bell. bell work.
B. Replace the jointed type of wire The circuit did not
wire with an unjointed work.
wires.
C. Turning off the switch opening the The circuit did not
circuit work.
D. Removing the switch closing the The circuit still
and connecting the two circuit works.
wires
L. Discussing new concepts and practicing new skills #2
Based on the activities we did, answer the following questions:

1. Does changing the load of a circuit affects the circuit? No, it doesn’t.
2. Can unjointed wires make the circuit work? Why? No, because the
electric current won’t flow in an unjointed wires.
3. What is the function of the switch in a circuit? The switch opens and
closes the circuit.
4. Can a circuit work even without a switch? Why? Yes. Because the
current can still flow through the wires even without switch.
M. Developing mastery (Leads to formative assessment)

Complete the following sentences by choosing the correct word from the
box below.
1. If the switch is on, the circuit is ____________. Therefore, the circuit
will work.
2. When the switch is ____________, the circuit is open. Therefore, the
circuit won’t work.
3. In a circuit with unjointed wires, the motor _______ work.
4. A _________controls the circuit y opening and closing it.
5. An open circuit is a ____________circuit.
Switch Closed Off Broken Will not

living
Electricity is very useful for us. But improper use of it will be dangerous.
Activity: Is it SAFE or NOT?

Tell whether each activity in using electricity SAFE or NOT SAFE.
Use happy or sad emoji’s for your answers.
1. Replacing broken wires or busted bulbs.
2. Turning off the switch when not in use.
3. Check your electrical connection twice a year.
4. Asking your 3 year old brother to turn on or off the switch.
5. Using octopus connection in running your appliances.

What are the effects of changing the type of components in a circuit?
 Changing the type load with the same power supply does not affect the
circuit. It still works.
 Unjointed wires does not allow the current to flow that is why the circuit
will not work.
 Switch opens and closes the circuit but it can still work even without it.
questions.
Directions: Read each item carefully. Choose the letter of the correct answer.
1. Which statement is correct about electric current powered by a battery?
A. It always flow clockwise.
B. It gets used up as it goes around the circuit.
C. It does not get used up as it goes around the circuit.
D. All of the above.
2. What needs to be done to this circuit so that the lamp lights up?
a. Close the switch

b. Add another bulb/lamp
c. Add another wire
d. Add a cell /battery and close the switch
3. Which switch must be closed to make the lamps light?
a. Only switch 1
b. Only switch 2
c. Switch 1 and 2
d. The lamp can still light up even the switches are open.
4. If lamp 1 is removed from its holder, what will happen to lamp 2?
a. It will stay lit.

b. It will be busted.
c. It will get dimmer.
d. It won’t work.
5. Which components do these symbols represent?
a. bulb, motor, buzzer, switch

b. buzzer, motor, bulb, power supply
c. switch, buzzer, bulb, motor
d. wire, switch, power supply, bulb
Make a circuit diagram for each set of circuit components.

1. A circuit with a battery, a buzzer and a switch.
2. A circuit with 2 batteries, a bulb, a motor and a switch.
3. A circuit with 2 batteries, a buzzer, a bulb and 2 switches (one for each
load)
Answer:
1 2 3
WEEK 7 Day 3
Lesson 33: Discussing the Effects of Changing the Number and
Type of Components in a Circuit
I. OBJECTIVES
A. Content Standard
The learner should be able to discuss the effects of changing the number and
type of components in a circuit
II. CONTENT
ELECTRICITY - Circuits

A. References:
Textbook pages
Science Spectrum 5, pages 191-196
Science and Health 5 by Natividad Alegre-Del Prado, pp 177-182
,
http://www.bbc.co.uk/schools/podsmission/electricity/annie03.shtml#
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/electrical_circuits/read/1/
https://www.scribd.com/doc/10519133/Electronic-Components- Symbols-Functions
IV. PROCEDURE
Look at the following circuit diagram. Can you count how many of each
component is in each circuit?
A B
There is 1 battery, 1 bulb and a There is 1 battery and 2 bulbs.

motor.

Based on the, activity what can you infer with given circuit diagrams?
Circuit A:
The bulb glows dimmer and the motor spins slower because of the
divided power supply.
Circuit B:
The 2 bulbs won’t glow or the circuit will not work because the switch
is off or circuit is open.

You have already determined from the previous lessons that changing
the number and type of the components affects the circuit.
I. Objective: Discuss the effects of changing the number and type of components
in a circuit
II. Problem: Why does changing the number and type of components affect
the circuit?
III. Materials: results/tables used in data and observation in Lesson 31
& 32.
IV. Procedure:
1. Review the results given in lessons 31 & 32.
Table 1: Lesson 31
. Change in Result
Activity Component
A. Replacing the Adding number of Brighter bulb
battery volts
B. Adding more Adding number of Busted bulb
battery batteries
C. Making a circuit Adding number of Bulb did not glow
with 2 bulbs using bulb and
1.5 V battery lessening
number of volts
D. Making a circuit Adding number of Bulbs glow dimly
with 2 bulbs and 3V bulbs and number
battery of batteries
E. Making a circuit Adding number of Bulb glows very
with one very bright batteries and bright
bulb lessening the
number of bulb
F. Swapping the wire Adding length of Bulb glows dimmer
wire
Table 2: Lesson 32
Component
A. Change/replace the Type of load The circuit works.
bulb with a motor, a The buzzer and the
buzzer or a bell. bell work.
B. Replace the jointed Type of wire The circuit did not
wire with an unjointed work.
wires.
C. Turning off the switch Opening the The circuit did not
circuit work.
D. Removing the switch Closing the The circuit still
and connecting the two circuit works.
wires
Data and Observation:
Study the data and complete the table by discussing / explaining the
reasons of the results of tables 1 and 2.
Conclusion:
I learned that in an electrical circuit…
 More loads (bulb, motor or buzzer) are connected to a less power
supply make it work dimmer, slower or not at all work because the
power supply is easily used up.
 More power supply makes the load (bulb, motor or buzzer) works
brighter, faster or louder because there is enough power supply to
be used.

1. Group reporting
Explain the reasons the results of the activity.
Present the data and observation table 1 & 2
Table 1:
Activity Change in Result Reason
Component
a. Replacing Adding number of Brighter bulb Increase in power
the battery volts supply
b. Adding Adding number of Busted bulb Too much amount
more batteries power supply with
battery less load resulted
to over voltage
which makes the
bulb busted.
c. Making a Adding number of Bulb did not Too much loads,
circuit with bulb and glow small amount of
2 bulbs lessening power supply
using 1.5 V number of volts
battery
d. Making a Adding number of Bulbs glow Too much loads,
circuit with bulbs and number dimly small amount of
2 bulbs and of batteries power supply
3V battery
e. Making a Adding number of Bulb glows Just right amount
circuit with batteries and very bright of power supply
one very lessening the and enough
bright bulb number of bulb number of load
f. Swapping Adding length of Bulb glows
the wire wire dimmer
Table 2:
Activity Change in Result Reason
Component
A. Change/replace Type of The circuit The voltage of the battery
the bulb with a load works. The is enough to supply the
motor, a buzzer or buzzer and needed current to make
a bell. the bell the load work.
work.
B. Replace the Type of The circuit The unjointed wires makes
jointed wire with wire did not the circuit open and
work. current cannot flow freely
an unjointed wires.
in the circuit.
C. Turning off the Opening The circuit Switching the switch off
switch the circuit did not makes the circuit open and
work. break the flow of current.
D. Removing the Closing the The circuit Even without a switch, the
switch and circuit still works. circuit will still work as long
as the wires are
connecting the two
connected. It is just a
wires device designed to open or
close the circuit under
controlled conditions.

Analyze each diagram and answer each question.
Diagram 1: Can a bulb added in a circuit with twisted wires light up?
Explain your answer.
Answer: Yes, the bulb will still light up because the circuit
has complete parts/components-the power
supply, the bulb and wires.
Diagram 2: Will the bulb light if you turn on any of the switches?
Justify your answer.
Answer: Yes, because turning any of the switch
closes the circuit where the bulb is
connected.
Switch 1
Switch 2
Diagram 3: Can bulbs A & B still work if you turn off the switch?
Defend your answer.
Answer: Yes, because even is bulb C will not
light, still bulbs A & B is connected in a
closed circuit.
4.5 V
Look at each circuit diagram below. If you think the bulb or bulbs
will light, put a check in the box. If you do not think the bulb or bulbs
will light, put a cross in it.
1. 2.
3. 4.
5. 6.
Answers:
1. x
2. /
3. /
4. X
5. /
6. /

living
Give your answer to each situation:
1. How can a motor spin faster?
- Increase the voltage of the battery or add more battery.
2. How can a bulb be made dimmer?
- Use a battery with smaller voltage or add more bulb.

What have you learned?
I learned that…
 Adding more batteries to a simple circuit will increase the
electrical energy, which will make a bulb brighter.
 Adding more bulbs to a simple circuit will reduce the electrical
energy and make the bulbs dimmer.
 Lengthening or twisting the wires in a simple circuit will reduce the
electrical energy, as it has further to travel. The extra distance will
make the bulb dimmer.
 But too much batteries or too much load will make the circuit
unusable.
Let see if you really understood the lesson.
How bright do you think the bulb will be in these circuits?
Choose the answer from the box.
Bulb break Very dim Medium

Short circuit Bulb off
1. 2.
3. 4.
5.
G. Additional activities for application or
remediation
Creative Writing: Write a reflection.
What if electricity did not exist?
How would you do ordinary things?
What would you do for fun?
Write how having an electricity could better your life.
Also, describe how it could affect your life.
Title
WEEK 7 – Day 4
Lesson 34: Illustrating the Effects of Changing the Number and
Type of Components in a Circuit
I. OBJECTIVES
A. Content Standard
The learner should be able to illustrate the effects of changing the number
and type of components in a circuit
II. CONTENT

A. References:
Textbook pages
Science Spectrum 5, pp. 191-196
Science and Health 5 by Natividad Alegre-Del Prado, pp. 177-182
,
http://www.bbc.co.uk/schools/podsmission/electricity/pod.shtml
http://www.learningcircuits.co.uk/flash/flashmain.swf
IV. PROCEDURE
Activity: Game: What’s the Symbol?
Group the pupils with 6 members each.
Ask each member to stand near the board with corresponding area.
Say:
I have here a gift box which contains component cards (picture cards).
Inside the gift box are component cards (picture cards).
As I pick up and raise each card, you have to draw the symbol that
represents each card on the board. The first group who can draw
the symbols correctly will get 1 point. There are 5 items for a total of
5 points.
.
Say: Draw the symbol for a battery?
Repeat this activity with the other cards.
Ask: What is needed to make an electrical circuit complete?

Match the circuit with its diagram.
1.
2.
3.

In our previous lesson, you have already explained the reasons why
changing the number and type of the components affects the circuit.
You have also learned the symbols used to represent each

components of the circuit.

Objective: Illustrate the effects of changing the number and type of
Materials:
Envelope containing circuit illustrations
Pencil, ruler, notebook and black crayon
Procedure:
Draw what will happen to the load (bulb, motor or buzzer) for each given
diagram using the following illustrations.
x
Very bright Medium Bulb off Broken bulb Short circuit
Illustration inside the envelope.
1. 2.
3. 4.
5.
Answer:
x
1 3 4 2 5
g. Discussing new concepts and practicing new skills #1
1. Group reporting.
2. Verifying the results through an interactive activity.
http://www.bbc.co.uk/schools/podsmission/electricity/annie02.shtl

Answer the following questions based on the illustrations below.
1. Which circuit is closed?
2. Which circuit is open?
3. Which of the two circuits will work? Explain your answer.
A B
Answer:
1. Circuit A
2. Circuit B
3. In circuit A because it is closed circuit where the current flows.

Draw the diagram of each circuit layout shown in group activity (1-5).
Answer:
1 2 3
4 5
H. Finding practical applications of concepts and skills in daily living
The quantities voltage (battery), current (electrons) and resistance(bulb) are
linked by the relationship:
Resitance = voltage or R= V
current I
Wherein:
The symbol for resistance is , it is measured in ohms
The symbol for voltage is , it is measured in volts
The symbol for current is , it is measured in amperes
Problem:
A torch (flashlight) takes a current of 0.3 amperes from a 3 volt battery.
Calculate its resistance.
Solve:
Resitance = voltage or R= V
current I
Solution:
R= 3V 10A
0.3A 0.3 3
R= 10 ampere or 10A
I. Making generalizations and abstractions about the lesson

I learned that…
o The two main ways of increasing the current in an electrical circuit are
by increasing the voltage or by decreasing the resistance.
 Too many batteries increases the voltage which makes the
circuit blow
 Too many loads decreases the resistance which makes the
current less and not work at all
J. Evaluating learning
Analyze the following illustrations and encircle the letter of the circuit in
which both bulbs light up?
A. B.
C. D.
E.

Home Project: Dalandan Battery
Objective: Make electricity from dalandan or sinturis.
Materials: copper wire, small Christmas lightbulb, clippers, steel paper
clip, sheet of sandpaper (liha), dalandan or sinturis
Direction:
1. Ask your older friend or an adult to strip five centimeters of insulation off
the copper wire. Clip the five centimeters of bare wire with the clippers
2. Straighten out the paper clip and cut about five centimeter of it.
3. You should now have a piece of copper wire and a piece of steel wire
(from the paper clip)
4. Use the sandpaper to smooth any rough spots on the end of the wire and
paper clip.
5. Squeeze the dalandan or sinturis gently with your
hands but don’t break the lemon’s skin. Rolling it on
a table with a little pressure works fine.
6. Push the pieces of paper clip and the wire into the
dalandan or sinturis so they are as close together
as you get them without touching.
7. Connect the small Christmas bulb to the copper
wire and the paper clip.
8. Describe what you felt.
Result:
You should be able to light up the Christmas light bulb.
Note:
The dalandan battery is a type of battery that changes the chemical energy in
the dalandan into electrical energy. Using the two different wires (the steel
paper clip and the copper wire) makes a circuit and allow a small electric
current to flow.
WEEK 7 Day 5
I. Multiple Choice: Read each item carefully and choose the letter of the
best answer.
1. You are walking one afternoon to go to your uncle’s house. You are aware
that exposure to sun light can lead to certain diseases. What material can
you use in order to block the sun?
A. Umbrella C. Books
B. Bag D. Rain coat
2. The following are examples of materials that transmit light. Which one is not
useful?
E. Picture frames
F. Windows of houses
G. Glass doors covered with designed plastic
H. Display cabinet door
3. Why do most people in tropical countries use white paint for their homes?
E. To shade their house
F. To absorb heat
G. To makes feel cool and comfortable
H. To decrease the temperature
4. Why light absorbed by the plants useful?
E. It makes the plants green
F. Over expose of plant to light makes plants die.
G. Light is reflected and increasing its temperature.
H. It makes the environment cool.
5. Why do people enjoy the shade of the tree during summer?
E. It reflects light
F. It absorbs light
G. It blocks light
H. It transmits light
6. A circuit has power supply, load, switch and a __________.
A. Battery C. Wires
B. Bulb D. Motor
7. What supplies energy in an electric circuit?
A. conductor C. Wire
K. Light bulb D. A battery
8. What needs to be done to this circuit so that the lamp lights up?
A. Close the switch C. Add a cell and close the circuit

B. Add another lamp D. Add a motor and close the switch
9. What component does this circuit symbol represent?
A. Bulb C. Cell/battery
B. Switch D. Motor
10. What is wrong with this circuit diagram?
A. There is no switch
B. There are two bulb
C. There is only one battery
D. There is missing wire
11. What is the function of a power source in a circuit?
A. It provides a steady source of electricity
B. It provides a means through which the circuit can be
broken
C. It opens and closes the circuit
D. It resist the flow of electrons
12. What might happen if wires weren't protected with rubber or plastic?
A. The power source will no longer provide a flow of current
B. We would be harmed from electric shock
C. The circuit would be broken
D. The current will not flow
13. In a simple series circuit, why does the bulb light when you close the
switch?
A. Because the switch produces electricity
B. Because closing the switch completes the circuit
C. Because closing the switch breaks the circuit
D. Because the switch provides enough power supply
14. A battery is used to light a bulb as shown. A second bulb is connected by
closing switch S. What happens to the bulbs?
A. The right bulb goes out; the left bulb lights up.
B. The right bulb gets dimmer; both bulbs have the same
brightness.
C. The right bulb gets brighter; both bulbs have the same
brightness.
D. The right bulb stays the same; the left bulb does not light.
15. A battery is used to light two bulbs as shown. What happens to
bulb B when bulb A is unscrewed from its socket?
A. Bulb B gets off C. Bulb B’s gets lighted still

B. Bulb B gets busted D. Impossible to determine
II. IDENTIFICATION: Name the component represented by each symbol. Write
the answer inside the box.
16
17
18
19
20
III. Illustration: Drawing a circuit diagram for each set of components.

21. Two bulbs connected with a 3 V cell
22. Three bulbs connected with two 3V batteries and a switch
23. A bulb connected with 1.5V cell and a switch
24. A motor and a bulb connected with three 3V batteries
25. A buzzer connected with 3V cell and a switch

WEEK 8 Day 1
Lesson 36: Identifying the Characteristics of Magnet
I. OBJECTIVES
A. Content Standard
The Learners demonstrate understanding of a simple DC circuit and
the relationship between electricity and magnetism in electromagnets

The learners should be able to infer that electricity can be used to
Produce magnets
S5FE-IIIh-8
II. CONTENT
Characteristics of Magnet

H. References:
7. Textbook pages:
i. Science for Active Minds 5; Rea Marie M. Hebron pp. 266 – 269
j. Science A Closer Look Philippines; Dr. Jay K. Hackett et.al.,pp. 110 –
114
k. Science Works Grade 5; Myla Corazon S. Casinillo, p. 9
I. Other Learning Resources

Pictures, activity sheet, chart, PowerPoint presentation
IV. PROCEDURES
EE. Reviewing previous lesson or presenting the new lesson
Game: What’s the Word, that’s the Word
Direction: Arrange the jumbled letter to form the word
1. It is where the electrons come from like the battery – ENERGY SOURCE
2. It is a part operated by the electricity such as a light bulb – LOAD
3. It is where the electron/s flow – WIRE/S
FF.Establishing a purpose for the lesson

Presentation of a picture (different shapes of magnet)
What can
you see on the screen?
What can you say about the magnet?
What else can you observe on the magnet?
Why do you think is the purpose of the two poles or end?
GG. Presenting examples/ instances of the lesson

Strategy: Direct Instruction
Suggested Activity: TGA (Tell, Guide, Act)
Group Activity: “Making a Magnet”

K. Problem: What are the characteristics of magnet?
XII. Materials: Activity sheet, chart, magnets, iron wires, iron nails, coin,
plastic paper clip, rubber band, safety pin, copper wire, a piece of glass
XIII. Procedure:
1. Take an iron wire or iron nail and stroke it with a magnet.
2. Hold on one end of the poles of the magnet at one end of the nail.
Slowly stroke the magnet in one direction, down the length of the nail
3. After four of five strokes, the nail will become a magnet.
4. Try your magnet on different materials. Determine which of the
materials will be attracted by a magnet. Record your data in the data
table.
Material Attracted by a magnet?

(Yes or No)
Coin
Plastic paper clip
Rubber band
Safety pin
Copper wire
Piece of glass
XIV. Guided Questions:

1. What are the materials that attracted by magnet? How about the
materials that do not attracted by magnet?
2. What do you think will happen if you cut your magnetic wire into two
pieces?
3. Can all objects be turned into a magnet, such as the iron wire? Why or
why not?
XV. Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
HH. Discussing new concepts and practicing new skills #1

Sharing of results
II. Discussing new concepts and practicing new skills #2

j. What are the two end points of the magnet?
k. Using a magnet and some iron fillings, did you feel the force coming
from the two magnets that are close together?
l. Have you ever wondered how they can attract other magnets or some
materials at a distance?
JJ. Developing mastery (Leads to formative assessment)

Direction: Draw a happy face  if the statement is correct and sad face
 it is incorrect.
11. Magnets have two poles – north poles and west poles.
12. Opposite poles attract, and like poles repel.
13. Not all metals are magnetic.
14. Magnets come in different shape and size.
15. If you cut a magnet into two you cannot produce a new magnet.
KK. Finding practical applications of concepts and skills in daily living

How are you going to help the lad to separate the iron nail from the marbles
which do you think will he use? Why?
LL.Making generalizations and abstractions about the lesson

e. What is a magnet?
f. What are the two poles?
g. What are the characteristics of a magnet?

 Magnet is a material or object that produces a magnetic field. Magnets have
different shapes and size. The most common are bars and thick disks,
squares, or rectangle. A magnet that is bent into a U shaped is called
horseshoe magnet
 Magnet usually has two poles, called north pole and south pole. The end of
the magnet, which points north when the magnet is free to turn on a vertical
axis, is the north-seeking, simply the N pole. The opposite end, which points
south, is the south-seeking pole or S pole.
 If you cut a magnet into pieces, every piece will still have at least two poles.
 When two unlike electrical charges are placed near each other they will be
attracted to each other while if the two same electrical charges are placed
near each other they will repel each
 Magnetic field is a region in space around a magnet in which magnetic force
acts
The magnetic field around the magnet The magnetic field between unlike poles
The magnetic field between the poles
 Characteristics of Magnetic Lines of Force

 Magnetic lines of force start from the North Pole and end at the South
Pole.
 They are continuous through the body of magnet.
 Magnetic lines of force can pass through iron more easily than air.
 Two magnetic lines of force cannot intersect each other.
 They tend to contract longitudinally.
 They tend to expand laterally.
MM. Evaluating learning

Direction: Draw a star ( ) on the objects that can be attracted by a magnet
and a circle ( ) if it does not attract by magnet.
_____________ 1. slipper
_____________ 2. staple wire
_____________ 3. paper
_____________ 4. t-shirt
_____________ 5. thumbtacks
_____________ 6. metal key chain
_____________ 7. plastic cup
_____________ 8. nail cutter
_____________ 9. styrofoam
_____________ 10. iron bar
NN. Additional activities for application or remediation
List down at least 5 materials that uses magnet
WEEK 8 Day 2
Lesson 37: Identifying the Characteristics of Electricity
I. OBJECTIVES
A. Content Standard
Electromagnet that is useful for home school or community
Produce magnets
S5FE-IIIh-8
II. CONTENT
Characteristics of Electricity

E. References
5. Textbook pages:
e. Developing Science Power 5, Clemence U. Abadilla, p.142;
f. Sci – Bytes Worktext in Science 5, Janneth C. Baa et. al., p. 261
g. The New Science Links Worktext in Science and Technology 5, Evelyn
T. Larisma et.al.,pp.266 - 267

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powerpoint presentation, chart, activity sheet
IV. PROCEDURES
Drag the images on its proper column whether the following are materials that
are attracted by magnets or not.
Attracted by Magnet Do not Attract by Magnet

Presentation of a picture
What have you noticed with the picture?

What do you think the girl is doing?
What are the differences ?

Approach: Inquiry - Based
Strategy: Knowledge – Building
Suggested Activity: EIBU (Experience, Inform, Build Knowledge,
Understand)
Group Activity: “Group Me”

I. Problem: What are the materials run by electricity?
II. Materials: activity sheet, chart, pictures
III. Procedure:
1. Let us group the following pictures whether they are ran by electricity or
not.
Run by Electricity Not run by Electricity

Sharing of results

c. What is electricity?
d. Cite the characteristics of electricity?

The teacher will let the learners to solve the Decipher codes
5 12 5 3 20 18 15 14 19
3 1 18 18 9 5 19
5 14 5 18 7 25 26 7 9 22 5 14 26 2 25
5 10 5 3 20 18 9 3 9 20 25
Key Code
1 2 3 4 5 6 7 8 9 10 11 12
A B C D E F G H I J K L
13 14 15 16 17 18 19 20 21 22 23 24
M N O P Q R S T U V W X
25 26 27
Y - Z

What characteristic of electricity is usually used at home? Give concrete
example.

I have learned that __________________________________

 Electricity carries electrons of energy that come from a source that flows to
a wire to receiving device where it will be used.
 Electricity can be transformed to magnetism, heat and light.
 Electricity can be saved when it is used wisely and properly.
 Static Electricity occurs when there is an imbalance of positively and
negatively charged atoms. Electrons then jump from atom to atom, releasing
energy. Two examples of static electricity are lightning and rubbing your feet
on the carpet and then touching a doorknob.
 Electric current is a flow of electric charge. In electric circuits this charge is
often carried by moving electrons in a wire. It can also be carried by ions in
an electrolyte, or by both ions and electrons such as in a plasma.

Direction: Write the word TRUE if the statement is correct and FALSE
if the statement is incorrect.
6. Electricity is a form of energy that is normally visible.
7. An electricity cannot make appliances work.
8. The movement of the electrons is the speed of light.
9. Electricity consist only of hundreds of electrons.
10. Static Electricity is a flow of the electric charge.
List down 5 examples of static and current electricity that you can see in your
community.
WEEK 8 Day 3
Lesson 38: Discussing the Similarities between Magnet and
Electricity
I. OBJECTIVES
A. Content Standard
Produce magnets
S5FE-IIIh-8
II. CONTENT
Similarities between Magnet and Electricity

E. References
5. Textbook pages:
a. Cyber Science 5, Nicetas G. Valencia et. al., pp. 23 – 24
c. Sci-Bytes Worktext in Science 5, Janneth C. Basa et.al., pp.106-
108
d. The New Science Links Worktext in Science and Technology 5,
Evelyn T. Larisma et.al, p.265

Video presentation, powerpoint presentation, laptop
IV. PROCEDURES
J. Reviewing previous lesson or presenting the new lesson
Direction: Write whether the following materials are static or current electricity.
_________ 1. Rubbing your feet on a carpet.
_________ 2. Swimming pool
_________ 3. Lightning
_________ 4. Touching a doorknob
_________ 5. Microwave oven
K. Establishing a purpose for the lesson

A video presentation https://www.youtube.com/watch?v=UY7LT3gNHXI
What have you noticed with the sounds you’ve heard?
L. Presenting examples/ instances of the lesson

Suggested Activity: TDAR (Think, Discuss, Act, Reflect)

XI. Problem: What are the similarities between Magnet and Electricity?
XII. Materials: Chart, activity sheet, video clip
XIII. Procedure:
10. Let them collate their thoughts and come up to the following
Output.
11. What are the similarities between an electricity and magnet?
XIV. Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
DIII. Discussing new concepts and practicing new skills #1

Sharing of results
W. Discussing new concepts and practicing new skills #2

The teacher will show a powerpoint presentation regarding the similarities
between electricity and magnet
X. Developing mastery (Leads to formative assessment)

Direction: Fill in the Venn diagram on the similarities between electricity
and magnet.
Electricity Magnet
Y. Finding practical applications of concepts and skills in daily living

How does electricity and magnet affect your daily activities/ living
Z. Making generalizations and abstractions about the lesson

What are the similarities of electricity and magnet?

 Both can alter the velocity of a charged particle moving through the field.
Both exert forces directly proportional to the charge of the particle feeling
the force. Positive and negative charges feel forces in opposite directions
Electricity Magnet
Cause electric charge Magnetic or electric

currents
Effects charges Magnetic or electric

currents
Types of Charge Positive and negative North and south

poles
Force rule Like charges repel, Like poles repel,

unlike charges repel unlike poles attract
AA. Evaluating learning

Direction: Draw a happy face  if the statement is correct and  if it is
not.
_________ 1. Electricity and Magnet can alter the velocity of a charged
particle moving through the field.
_________ 2. The types of charge for electricity are north and south
Poles.
_________ 3. The force that occur in magnet is that the two like poles
repel and the two unlike poles attract.
_________ 4. Positive and negative charge attract.
_________ 5. Both exert forces directly proportional to the charge of
the particle feeling the force.
.
BB. Additional activities for application or remediation
List down at least 5 materials that you can find at home or in the community
that use electricity and magnet.
Week 8 Day 4
Lesson 39: Inferring that Electricity can be used to produce
Magnets
I. OBJECTIVES
A. Content Standard
Produce magnets
S5FE-IIIh-8
II. CONTENT
Electricity Can be Used to produce Magnets

E. References:
5. Textbook pages:
f. Science for Active Minds 5; Rea Marie M. Hebron pp 269 – 270;
g. Cyber Science Worktext in Science and Technology 5, Nicetas G.
h. Sci-Bytes Worktext in Science 5, Janneth C. Basa et.al., pp.106-108

http://www.solarschools.net/resources/stuff/magnets_and_electricity.aspx

Activity sheet, PowerPoint presentation, laptop, remote car
IV. PROCEDURES
Form six groups. (Learners picked shapes prepared by the teacher which will
be used for the group activities).
C T H J K L D Q P S
A S D R Y C E L L I
L O I S H J M A S L
B I F M A G N E T L
S R O N Z G U I E G
E I I C R T C E L E
U W X A O L P S D U

The teacher will use the realia object of a remote car.
What have you observed?
Why do you think it is moving?

Approach: Constructivism
Activity: TGA (Tell, Guide, Act)
Group Activity: “Investigating Electromagnet Power”

I. Problem: How is electricity can be used to produce magnets?
II. Materials: long iron nail, iron filling, pair of scissors, a piece of
electrical wire (100 cm long), pliers, two – three dry cells,
cardboard, masking tape, electric tape
III.Procedure:
1. Get a long nail and a piece of wire about 100 cm long.
2. Wrap the wire around the nail ten times, starting at the flat end.
3. Attach the ends of the wire to the positive and negative ends of the battery
(dry cell), thus making a complete circuit.
4. Place some paper clips near the nail. Observe what happens. Count the
number of paper clips picked up by the electromagnet.
5. Remove one end of the wire from the battery. Observe again what
happens.
6. This time attach the ends of the wire to two dry cells. Place the nail near
some paper clips. Observe what happens.
7. Make a battery holder for the three dry cells. Connect the wires to the
battery. Repeat step 4. Take note of any changes in the way the iron
fillings behave.
8. Collect data with one dry cell, with two dry cells, and with three dry cells.
Make three trails each time. Count the number of paper clips attracted by
the electromagnet each time.
Number of Paper Clips Picked Up

Number of Trial 1 Trial 2 Trial 3
Batteries
1
2
3
IV. Guided Questions:

1. When did the nail becomes a temporary magnet?
2. What happened to the nail when one end of the wire was detached?
3. What did you observe when only one dry cell was used?
4. What happened when two dry cells were used?
5. When did your electromagnet become able to attract more iron fillings?
6. What is the difference of using 1, 2, and 3 dry cells?
V. Conclusion:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________

Sharing of results

How does electricity generate magnetism?
How do magnets produce electricity?
Direction: Write T on the blank if the statement is correct. If it is false,
change the underlined word/s to make the statement correct
_________ 1. A magnet attracts object made of iron and plastic.
_________ 2. An electromagnet uses electricity to attract objects.
_________ 3. An electromagnet cannot be turned off and on.
_________ 4. The strength of an electromagnet depends on the kind of
wire used.
_________ 5. Examples of devices that use electromagnets include
telephone, radio, television, and tape records.

Iron filings and bar magnets were placed on a sheet of paper, showing a
pattern. At which locations are the magnetic field the strongest? Why?

How does electricity can be used to produce magnet?

 In most objects, all the atoms are in balance with half of the electrons
spinning in one direction and half spinning in the other direction.
 Magnets are quite different with the atoms at one end having electrons
spinning in one direction while those at the other end spin in the opposite
direction. We call one end of the magnet the North (N) pole and the other
end the South (S) pole.
 The force of the magnetic field flows from the North pole to the South pole.
If you have ever held two magnets close to each other you would have found
that if you try to push the two North poles (N) or the two South poles (S)
together, they repel each other. If you put the North pole (N) near the South
pole (S) however they pull together, they attract each other.
 Just as we can make magnets from electricity we can also use magnets to
make electricity. A magnetic field pulls and pushes electrons in some
objects near them to make them move. Metals, like copper, have electrons
that are moved easily and can be readily moved from their orbits. If a magnet
is moved quickly through a coil of copper wire, electrons move and electricity
is made.
MM. Evaluating Learning

Direction: Match the description in Column A with the correct word in
column B
A B
1. Instrument that senses the A. attract
magnetic north
2. Two ends of a magnet B. compass
3. Space in which the force of a C. electromagnet
magnet can act in
4. Happens when magnets with D. Magnetic field
opposite poles are placed
side by side
5. Magnet that has coils of E. Poles
current – carrying wire F. repel
around an iron core

Research on other examples of household appliances that are run by the use
of magnet.
Week 8 Day 5
Lesson 40: Explaining What is Electromagnet
I. OBJECTIVES
A. Content Standard
Produce magnets
S5FE-IIIh-8
II. CONTENT
Electromagnet

C. References
3. Textbook pages:
d. Science and Health in today’s Environment, Carol A. Cruz et. al., p.
258
e. Cyber Science Worktext in Science and Technology 5, Nicetas G.
f. Sci-Bytes Worktext in Science 5, Janneth C. Basa et.al., pp.106-108

https://www.youtube.com/watch?v=c9q17pSpYRU

powerpoint presentation, activity sheet
IV. PROCEDURES
E. Reviewing previous lesson or presenting the new lesson
The pupils will share their assignment to the class.
F. Establishing a purpose for the lesson

Suppose you have wires, magnet and battery what can you construct out of it?
G. Presenting examples/ instances of the lesson


I. Problem: How electromagnet works?
II. Materials: chart, activity sheet, video clip
III. Procedure:
3. Let them collate their thoughts and come up to the following
Output.
4. How n electromagnet works?
XV. Conclusion:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________
H. Discussing new concepts and practicing new skills #1

Sharing of results
I. Discussing new concepts and practicing new skills #2

What are electromagnets?
What are some uses of electromagnets?
What are some household items that contain electromagnets?
Other than using more batteries, how does electromagnet takes
place
J. Developing mastery (Leads to formative assessment)

Direction: Encircle the letter of the correct answer
1. Which material can be a conductor for an electromagnet
A. rubber C. plastic
B. copper D. cotton
2. Which object is not used in making an electromagnet?

A. electricity C. magnet
B. wire D. core
3. Which activity can be done with the use of an electromagnet?

A. keeping a room well – lighted C. Lifting the refrigerator
B. sweeping the floor D. Sewing a dress
4. How does an electromagnet work?

A. When an insulated wire is wrapped around an iron rod, the
rod becomes magnetized
U. When electric current flows through the wire wrapped around an
iron core
V. An electromagnet behaves like magnet only when the wire is
wrapped around an iron core
W. An electromagnet maintains its magnetic properties even
without the source of electricity
5. David wants to construct an electromagnet. Has a long piece of

iron wire and two dry cells.
A. iron screw C. glass tube
B. plastic tube D. aluminum screw
X. Finding practical applications of concepts and skills in daily living

How can you make an electromagnet stronger?
Y. Making generalizations and abstractions about the lesson

I have learned that __________________________

 Electromagnet is a piece of metal that acts like a magnet when electric
current flows through it.
 The strength of an electromagnet can be made stronger by increasing
the number of turns in the coil or by increasing te number of dry cells.
 Electromagnet is the most useful kind of temporary magnet. Here are
some of its uses:
 It is used in motors of electrical appliances such as telephone,
doorbells, buzzers, electric fans, blowers, washing machines, and
tape recorders
 It is attached to cranes to pick up and move heavy loads of scrap
iron, damaged cars, and steal bars in a junkshop
 In the medical field, it is used to remove foreign bodies such as iron
nails and other magnetic substances from patient’s body
 It is used in telecommunications and transportation.
Z. Evaluating Learning
______ 1. Why is the wire used in an electromagnet
coiled?
e. It has more force
f. It makes the electromagnet stronger
g. It controls the field of attraction
h. It controls the flow of electricity
______ 2. Which of the following can make an electromagnet
stronger?
e. Adding more dry cells
f. Using a core with a bigger diameter
g. Increasing the number of turns in the coil of wire
h. All of the above
______ 3. Which of the following devices makes use of
electromagnet?
e. Electric bell
f. Electric buzzer
g. telephone
h. all of the given options
______ 4. Which one of the following is not a part of an
electromagnet?
e. The wire coil
f. The nail as the core
g. The dry cell as the source of electricity
h. Pins, clips, and needles attracted by the
electromagnet
______ 5. What happens when a part of an electromagnet is
disconnected?
e. It loses its magnetism
f. Electricity continues to flow through it
g. The electromagnet becomes a permanent magnet
h. There is an increase in the number of materials
attracted
AA. Additional activities for application or remediation

Make a song about electromagnet
WEEK 9 Day 1
Lesson 41: Identifying the Parts of an Electromagnet
I. OBJECTIVES
A. Content Standard
the relationship between electricity and magnetism in electromagnets.
The learners should be able tell the main parts of an electromagnet.
The learners should be able to identify the parts of an electromagnet.
S5FE-IIIi-j9
II. CONTENT

J. References:
9. Textbook pages:
l. Sci-Bytes Worktext in Science 5 pp. 285-293
m. Science and Me; Dr. Jay K. Hackett et.al.,pp. 110 – 114
n. Cyber Science 5; Nicetas C. Valencia et al, pp. 229-233
K. Other Learning Resources

pictures, activity sheet, powerpoint presentation
IV. PROCEDURES
OO. Reviewing previous lesson or presenting the new lesson
FACT or BLUFF
1. Magnets usually have two poles.
2. A magnet has energy, and can attract some objects like nails, pins and
other objects that are made of contain iron.
3. In magnetism, unlike poles repel.
4. A magnet can attract most at its magnetic poles.
5. Like poles attract.
PP. Establishing a purpose for the lesson
Presentation of a picture of boy using a doorbell
What is the boy in the picture doing?

If you will get inside a building or a house with a gate closed, you need to look
for a doorbell to have somebody open the gate for you.
What happens when the button of a doorbell is pressed?
QQ. Presenting examples/ instances of the lesson

Approach: Integrative
Strategy: Scaffold- Knowledge Integration
Activity: 4 A’s
Group Activity: “Tell My Parts”

L. Problem: What are the parts of an electromagnet?
XVI. Materials: illustration of a constructed electromagnet.
XVII. Procedure
10. Study the given illustration.
11. Answer the given guide questions.
Guide Questions:
1. What is the source of electricity in the illustration?
2. What is wound around the long iron nail?
3. Which is the conductor of electricity?
4. Which material becomes a magnet? Why?
5. What happened to the pins? Why?
6. What does the illustration show?
XVIII. Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
RR. Discussing new concepts and practicing new skills #1

Sharing of results
SS. Discussing new concepts and practicing new skills #2

Let each group make their own illustration of an electromagnet.
Ask them to label the parts
TT.Developing mastery (Leads to formative assessment)

Direction: Clap your hands once if the statement is correct and twice if it is
incorrect.
16. An electromagnet works only when there is a flow of electricity.
17. Without core or magnetic material, electromagnet cannot be produced.
18. Coil of wire serves as the conductor of electricity.
19. Even without source of the electricity from the battery, electromagnet
can still be produced.
20. When the current is broken the nail is no longer a magnet.
UU. Finding practical applications of concepts and skills in daily living

Are you aware that many of the many of the modern electrical
appliances that we use today whether in school or home would not
work without the electromagnet? Can you name them?
VV. Making generalizations and abstractions about the lesson

h. What are the main parts of an electromagnet?

 A simple electromagnet consists of 3 main parts;
1. Core- magnetic material
2. Coil of wire- conductor of electricity.
3. Dry cell- source of electricity
An electromagnet is only a temporary magnet. Without electricity
its loses its magnetism. The nail becomes a temporary magnet as
the current flows through it. When the current is broken, the nail is
no longer a magnet.
WW. Evaluating learning

Direction: Read the situation below. Answer the question. Choose the letter
of the best answer
1. You are going to construct an electromagnet, which of the following
materials will you need.
A. dry cell C. wire
B. iron nail D. all of these
2. The following are all needed in constructing a simple electromagnet, which

is NOT?
A. thread C. wire
B. nail D. battery
3. In an electromagnet, which of the following serves as the conductor of

electricity?
A. battery B. coil of wire C. core D. both A and B
4. Which one of the following is NOT a part of an electromagnet?

A. the wire coil
B. the nail as the core
C. the dry cell cell as the source of electricity
D. pins, clips, and needles attracted by an electromagnet
5. What happens when a part of an electromagnet is disconnected?

A. It loses its magnetism.
B. Electricity continues to flow through it.
C. The electromagnet becomes a permanent magnet.
D. There is an increase in the number of materials attracted.
XX. Additional activities for application or remediation
Compose a short poem about the parts of an electromagnet.
WEEK 9 Day 2
Lesson 42: Constructing an Electromagnet
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of a simple DC circuit and
the relationship between electricity and magnetism in electromagnets.
The learners should be able to construct an electromagnet.

Construct an electromagnet.
S5FE-IIIi-j9
II. CONTENT

G. References
7. Textbook pages:
h. Cyber Science 5, Nicetas G. Valencia et. al., pp. 279 – 284
i. Science and Health 5, Natividad Alegre, p. 190
H. Other Learning Resources

activity sheet, 1.5V battery, electric wires, an iron bar or a big nail, paper
clips, thumbtacks and other small metallic objects, PowerPoint presentation,
laptop
IV. PROCEDURES
Inside the mystery box the pupil will guess the correct answer written in a strip
of paper about the important or ideal material in producing a good
electromagnet.
8. It is the core around which the wire is coiled _______. (nail)
9. It supplies electric current ______. (dry cell)
10. It is the conductor where the current flow ______. (wire)

Do you have toy car at home? Have you experienced to play Tamiya toy car?
What makes it move?
(The teacher may also show a Tamiya toy car and let pupils see the motor
that makes Tamiya move)

Group Activity: “Constructing an Electromagnet”
Approach: Inquiry-based
Strategy: Knowledge-Building community model
Activity: EIBU
XVI. Problem: How will you construct an electromagnet?

XVII. Materials: 1.5V battery, electric wires, an iron bar or a big nail, paper
clips, thumbtacks and other small metallic objects
XVIII. Procedures:
8. Wind the electric wire 10-15 times around the iron bar or nail.
Attach one end of the wire to the positive terminal of the battery
and the other end to the negative terminal to complete the
circuit.
9. See how your electromagnet works! Put it near some paper
clips, thumbstacks and other metallic objects. Observe what
happens.
10. Disconnect the wire at one end. Observe again the metallic
objects.
Guide Questions:
1. What are needed in constructing an electromagnet?
2. Where does the strength of an electromagnet come from?
3. What happened if you put the electromagnet near the paper
clips, thumbstacks and other metallic objects?
4. What happened after you disconnect the wire?
5. What did you construct?
XIX. Conclusion:
________________________________________________________
______________________________________________
Sharing of results

e. When does an electromagnet behave like a magnet?
f. Why does an electromagnet can attract pins if there is an electricity?

Direction: Identify whether the statement is TRUE or FALSE.
If false, identify the word that makes it false.
11. An electromagnet is a magnet mode formed when an electric current is
passed thru wire coiled around it.
12. The ability to attract metallic objects can be switched on and off because
of nail.
13. Electricity flows through the wire with an iron bar (nail) inside it when
connected to the battery.
14. The iron bar turns into a magnet and picks any object.
15. When the wires are disconnected, the iron bar loses its magnetic ability.

c. Why are electromagnets very important?
d. How are electromagnets used in communication?

d. What is an electromagnet?
e. How can you construct an electromagnet?

 An electromagnet is a type of magnet in which the magnetic field is
produced by an electric current. The magnetic field disappears when
the current is turned off. Electromagnets usually consist of a large
number of closely spaced turns of wire that create the magnetic field.
 You have just made a magnet by using electricity. When you

disconnected one end of the wire from the battery, the current did not
flow anymore. The nail could no longer attract the pins. Its magnetic
force was gone. An electromagnet can have magnetic force only when
electric current is flowing through it.
WW. Evaluating learning

Direction: The following are the steps in constructing an electromagnet.
Arrange them in correct order by numbering 1-5.
________A. Bring the electromagnet near the pins. Count the number of pins
attracted to it.
________B. Using a cutter, uncoat the electrical wires and get the copper
inside it.
________C. Make ten turns of the copper wire around the nail.
________D. Disconnect one end of the copper wire to the source of
electricity. Then bring the magnet near the pins.
________E. Connect both ends of the copper wire to the negative and
positive terminals of the dry cell.

Draw a diagram of an electromagnet. Below,write the steps on how to
construct it.
WEEK 9 Day 3
Lesson 43: Designing an Experiment to Determine the Factors that
Affect the Strength of the Electromagnet
I. OBJECTIVES
A. Content Standard
relationship between electricity and magnetism in electromagnets.
.B. Performance Standard

The learners design an experiment to determine the factors that affect
the strength of the electromagnet.
Design an experiment to determine the factors that affect the strength
of the electromagnet.
S5FE-IIIi-j9
II. CONTENT

G. References
7. Textbook pages:
a. Sci-Bytes Worktext in Science 5, Janneth C. Basa et. al., pp. 285-289
G. Valencia et. al., pp.279- 284

https://www.youtube.com/watch?v=XKUs7Dc9pKI

ball, strip of papers, Video presentation, activity sheet, constructed
electromagnet,powerpoint presentation, laptop
IV. PROCEDURES
M. Reviewing previous lesson or presenting the new lesson
Play the music then pass the ball, when the music stops whoever holds the
ball will answer the question written on a strip of paper.
Questions:
What materials are used in constructing an electromagnet?
What does electromagnet usually consist of?
What serves as the conductor of electricity?
When do magnetic fields disappear?
N. Establishing a purpose for the lesson
Watch the video clip
https://www.youtube.com/watch?v=XKUs7Dc9pKI
What does the video imply?
Can electromagnet be made stronger?
O. Presenting examples/ instances of the lesson

Group Activity: “Making Me Stronger”
Approach: Inquiry – based
Strategy; Cyclic-Inquiry Model and Practical Inquiry Model
Activity: AICDR (Ask, Investigate,Create, Discuss, Reflect)
XVI. Problem: Can you design an experiment to determine the factors that
affect the strength of an electromagnet?
XVII. Materials: constructed electromagnet used in previous activity
XVIII. Procedure:
12. Group yourself into three.
13. Brainstorm on how can you make electromagnet stronger.
14. Design your own experiment to determine the factors that affect
the strength of the electromagnet.
Group I- Type of Core
Group II- Number of Coils
Group III- Number of Batteries
P. Discussing new concepts and practicing new skills #1

Sharing of results
CC. Discussing new concepts and practicing new skills #2

c. What does each group presented?
d. What materials will be added/ manipulated in your designed experiment
to determine the strength of an electromagnet?
DD. Developing mastery (Leads to formative assessment)

Draw a ☼ if the statement is correct and × if not.
1. Magnet is not used in making an electromagnet.
2. An electromagnet behaves like magnet only when the wire is wrapped
around an iron core.
3. Number of batteries may affect the strength of an electromagnet.
4. Number of coils may not affect the strength of an electromagnet.
EE. Finding practical applications of concepts and skills in daily living

Francis, the operator of a machine has to increase the strength of the
electromagnet of his machine, what should he do?
FF.Making generalizations and abstractions about the lesson

What factors can affect the strength of an electromagnet?
GG. Evaluating learning

Direction: Read the statement then write True if the statement is correct and
False if it is wrong.
1. Electromagnet is made up of an iron core, copper wire and source of
electricity.
2. Electromagnet is a permanent magnet.
3. Large number of closely spaced turns of wire creates the magnetic field.
4. The number of batteries may affect the strength of electromagnet.
5. Electromagnet can be made stronger.
HH. Additional activities for application or remediation

Design your own experiment to determine the factors that affect the strength
of an electromagnet. Write this on a piece of short coupon bond.
WEEK 9 Day 4
Lesson 44: Determining the Factors that Affect the Strength of the
Electromagnet
I. OBJECTIVES
A. Content Standard
Perform an experiment to determine the factors that affect the strength
of the electromagnet.

Determine the factors that affect the strength of the electromagnet.
S5FE-IIIi-j9
II. CONTENT

G. References:
7. Textbook pages:
i. Sci- Bytes- worktext in Science 5, Janneth C. Basa et al pp.291-293
j. The New Science Links 5,Evelyn T. Larisma et al pp.291-295
k. Exploring and Protecting our World 5,Carmelita C. Coronel etal,pp.
215-216
l.
http://www.ehow.com/how_4461184_increase-strength-
electromagnet.html

strips of cartolina,picture, Activity sheet, PowerPoint presentation,
laptop, 2 dry cells, 50 cm copper wire, large iron nail, 50 staple wire, 6’
10mm iron rod , paper clips
IV. PROCEDURES
LET’S PLAY
Make two groups consisting of five members. Give them strips of cartolina
where steps on how to construct electromagnet are written. Simultaneously, let
them arrange the strips of cartolina by pasting them on the board in correct
sequence. The first group to finish correctly will be the winner.

Study the picture of a constructed electromagnet.
Look how is the wire coiled.
How is the picture different from the electromagnet that you had constructed
in our previous activity?

Group Activity: “Am I Stronger ?”
Approach: Inquiry-based
Strategy: Experiment
Activity: EIBU
XI. Problem: What factors affect the strength of an electromagnet?

XII. Materials: 2 dry cells 50 cm copper wire
1 large iron nail 50 staple wire
6’ 10mm iron rod paper clips
III. Procedures:
7. Get the iron nail and touch it to the paper clips and pins.Observe what
happens.
8. Get the wire and wrap it tightly around the nail once. Then connect the
wire ends to one of the batteries. Then touch the staples with it.
9. Experiment with different number with coil turns ( 10, 20, and 30) and
observe what happens. See how many staples it can pick up.
10. Do the same process ( numbers 2 and 3 above) using two batteries
and the rod.
11. Record your observation in the table below.
Type of Core Number of Number of Number of

Coils Batteries Clips Picked
12. Disconnect the wire from the battery. Observe what happens.
Observation:
d. What is the magnetic power of a single coil wrapped around a
nail?________________________________
e. Of 10 turns of wire?_________________________
f. Of 20 turns of wire?_________________________
g. What affects the strength of an electromagnet?
IV. Conclusion
_________________________________________________
_________________________________________________
_________________________________________________

Sharing of results

If you add coils to an electromagnet, does the magnet get stronger or
weaker? Why?
What happens if the current increases?
Does the type of core affect the strength of electromagnet? Why? Why not?

Complete the concept map below.
The ____ the number of

batteries is, the stronger the
electromagnet is.
Factors Affecting
the Strength of The ____ the number of turns
an the coil has, the stronger the
Electromagnet electromagnet is.
The ____ the size of the soft-
iron core is, the stronger the
electromagnet is.

You are playing with your Tamiya toy car, you noticed that it runs so
slowly. You have found out that it is running out of battery. What should
you do to increase the strength of the rechargeable battery?

What factors affect the strength of an electromagnet?
WW. Evaluating Learning
Direction: Read the situation below. Answer the question. Choose the letter of
the correct answer.
1. Which is an example of a temporary magnet?
A. bar magnet C. horseshoe magnet
B. electromagnet D. magnetite
2. Which can increase the strength of an electromagnet?

A. increasing the number of batteries and coils around the nail
B. Increasing the number of batteries or coils around the nail
C. decreasing the number of batteries or coils around the nail
D. Decreasing the number of batteries or coils around the nail
3. The following statements are not true about electromagnet, EXCEPTone.

A. The smaller the size of the battery, the stronger is the
electromagnet is.
B. The bigger the size of the soft-iron core is, the weaker the
electromagnet is.
C. The greater the number of batteries, the weaker the
electromagnet is.
D. The greater the number of batteries, the stronger the
electromagnet is.
4. Which is TRUE about electromagnets?

A. They are permanent.
B. They don’t need a battery.
C. Increasing the battery makes the electromagnet weaker.
D. Increasing the number of coils makes the electromagnet stronger.
5, Manny wants to increase the strength of an electromagnet. What
should Manny do?
A. Decrease the amount of electric current.
B. Remove the iron core.
C. Stop the flow of electricity.
D. Increase the turns of the wire.

Compose a simple jingle focusing on the factors that affect the strength
of an electromagnet.
WEEK 9 Day 5
Lesson 45: Explaining the Importance of Electromagnet in Daily
Life
I. OBJECTIVE
A. Content Standard
The pupils tell the importance of electromagnet in daily life
Explain the importance of electromagnet in daily life.
S5FE-IIIi-j9
II. CONTENT

K. References
5. Textbook pages:
g. Cyber Science 5, Nicetas G. Valencia et. al., pp. 282-283
h. Sci-Bytes Worktext in Science 5, Janneth C. Basa et.al., p.286

https://www.youtube.com/watch?v=P1H4b25BCo4)
L. Other Learning Resources

videoclip, powerpoint presentation, chart, laptop
IV. PROCEDURES
BB. Reviewing previous lesson or presenting the new lesson
Answer It!
Let each pupil check whether there is a strip of paper with question written
under his/ her chair. Whoever gets it will answer the question written on it.
1. What makes the electromagnet stronger?
2. What happens when you increase the number of batteries of an
electromagnet?
3. How is the number of coil of wire affect the strength of an electromagnet?
CC. Establishing a purpose for the lesson

Have you ever stopped to think how you are able to hear music and
other sounds from stereo speakers? You may have an iPod, iPhone or cell
phone which you carry anywhere you go? How do these help you?
The speakers in these devices all depend on electromagnets.
DD. Presenting examples/ instances of the lesson

Group Activity: “ Know My Usefulness”
Activity: 3’A’s
I. Problem: What are the importance of electromagnet in our daily

lives?
II. Materials: video clip of the importance of the electromagnet in our
daily life ( https://www.youtube.com/watch?v=P1H4b25BCo4)
III. Procedures
1. Watch the video clip.
2. Jot down the 4 situations that show how life is possible with
and without electromagnet.
3. Fill in the table below.
The difference of the human daily lives

Situation With electromagnet Without electromagnet
1.
2.
3.
4.
Quide Questions:
1. How is the life of the student becomes easier using the modern
technology?
2. What examples of household appliances are used to make work easier?
3. Aside from the given examples, what else are the importance of
electromagnet in our daily lives?
4. Cite examples of its importance in:
A. Health
B. Industry
C. Communication
IV.Conclusion:
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________

Sharing of results

Electromagnets are used to a great extent in communication or
in sending signals as in telephone, telegraph, radio and
television.
How do these help us?

Tell whether the statement is TRUE or FALSE.
1. Many of our modern electrical appliances would not work
without electromagnet.
2. An electromagnet can be shown in simple electric motors.
Speakers of cellphone, radio and others depend on
electromagnet.
3. Even without electromagnetic devices, communication is easier
and faster.
4. All of the things we used in school, home and work depend on
electromagnet.

As a student, can you cite a specific example that shows the
importance of electromagnet in your life?

What are the importance of electromagnet in our daily lives?
Direction: Select the sentences that show the importance of
electromagnet in our daily lives
A. Electromagnets are used in generators, electric motors and
transformers.
B. These are also used in lifting and dropping heavy objects like
cars in junkyards, and lifting magnets levitation trains to enable
them to move extremely fast and energy efficient.
C. We should always conserve electricity.
D. MRI or magnetic resonance imaging uses magnetic fields to
create an image inside the body.
E. Wire is used in making an electromagnet.
F. Additional activities for application or remediation

Research on the other importance of electromagnet in our daily
lives. List down specific examples.
WEEK 1 Day 1
Lesson 1: Enumerating the Characteristics of Rocks
I. OBJECTIVES
The Learners demonstrate understanding weathering and soil erosion
shape the Earth’s surface and affect living things and the environment
The learners should be able to participate in projects that reduce soil
erosion in the community
The learners should be able to describe how rocks turn into soil
S5FE-IVa-1
II. CONTENT
Characteristics of Rocks

L. References:
11. Textbook pages:
a. Science for Acti The New Science Links Worktext in Science and
Technology 5, Evelyn T. Larisma et.al.,pp.307 - 308

https://www.google.com.ph/search?q=characteristics+of+rocks&biw=1024
&bih=494&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjDzLnjhJ3
QAhWIK48KHUSsASIQ_AUIBigB&dpr=1#tbm=isch&q=river+with+rocks&i
mgrc=yjXe8zVv-r_aFM%3A
QAhWIK48KHUSsASIQ_AUIBigB&dpr=1#tbm=isch&q=mountains&imgrc=
Pxs3cl4SmaDO2M%3A
QAhWIK48KHUSsASIQ_AUIBigB&dpr=1#tbm=isch&q=mayon+volcano&i
mgrc=VARTCaUJZoXFgM%3A
M. Other Learning Resources

pictures, activity sheet, chart, powerpoint presentation
IV. PROCEDURES
YY. Reviewing previous lesson or presenting the new lesson
The teacher will present a trivia about rocks
 Sandstone is used to build buildings.
 Marble is used for monuments, buildings floor, counter tops, and kitchen
items.
 Limestone is used to decorative trims, buildings, monuments park bench.
 Granite is used for monuments, buildings, grave markers.
ZZ.Establishing a purpose for the lesson

The teacher will present pictures where rocks are found.
AAA.
BBB.
CCC.
DDD.
EEE.
FFF.
What are these places?

What do you see in these places?
Where else can you find rocks?
N. Presenting examples/ instances of the lesson

Suggested Activity: TGA (Tell, Guide, Act)
Group Activity: “Classifying Rocks”

M. Problem: How are rocks classified?
XIX. Materials: sample of rocks, magnifying glass, coin, glass, fingernail
XX. Procedure:
1. Put all rock samples in a container.
2. Examine the rocks. Use the magnifying lens to observe the
physical properties of rocks such as color, contents, and texture
of each sample.
3. Rub the rocks against each other. Scratch the rock using the
glass and your fingernail.
4. Look for some features that are similar with the sample.
Determine if they have the same color, crystal or mineral
contents, and hardness
5. Group similar samples
XXI. Guided Questions:

4. In what ways are rocks similar?
5. In what ways are rocks differ? What do you think is the cause for all
these differences?
6. Into how many groups have you classified your rock samples?
7. What are the criteria you used in grouping them?
XXII. Conclusion:
______________________________________________________
______________________________________________________

Sharing of results
P. Discussing new concepts and practicing new skills #2

5. Describe the colors of the rocks. Are they different?
6. Do they have different size, shape and texture?
7. How do we know that they absorb much water?
8. Were the rocks that did not break when you scratch them?
9. How do you describe these rocks?
10. How were you able to classify the rocks?
11. What did we use to determine the hardness of rocks?
Q. Developing mastery (Leads to formative assessment)

Directions: Identify the property of the mineral described. The first letter given
will serve as your clue.
1. What R refers to the solid materials that make up most of Earth’s crust?
________
2. What H refers to the way a mineral resists being scratched? _____
3. What S is used to test the hardness of a mineral? _______
4. What L refers to the way a mineral reflects light? ________
5. What C refers to the property of minerals to break along one or more
smooth, flat surface?_________
R. Finding practical applications of concepts and skills in daily living

In building a house which do you think are you going to use? Why do you say
so?
S. Making generalizations and abstractions about the lesson

i. What is a rock?
j. What are the characteristics of rocks?
k. What are the minerals present in rocks?

 Rocks are combination of one or more minerals that are
naturally formed and found on the surface or beneath the
surface of earth.
 Rocks and minerals may be classified according to their
characteristics such as, texture, color, luster, streak, hardness,
specific gravity, cleavage, and shape
 Characteristics of Rocks
 Color: it is the most observable characteristic of work. However,
some mineral have different colors due to impurities and chemical
reactions. For example: pure quartz, or silicon dioxide, is a colorless
mineral. Amethyst is violet. A trace of other elements makes it green,
pink, blue, or some other color.
 Luster: it describes the way light reflects off a surface of a mineral.
Silver nd gold possess a metallic luster that makes these very shiny,
while non – metallic are dull. Some kinds of non – metallic luster are
pearly, greasy or dull like pyroxene and muscovite.
 Streaks: it refers to the color of a thin layer powdered mineral. It is
obtained by rubbing a mineral against a hard surface such as
porcelain or unglazed tile. The mineral “streak off” into powder.
Hematite can be red, black, or brown; but if you rub it against a rough
surface, it will produce a reddish – brown streak.
 Cleavage: it is the property of minerals that refers to how they break.
A mineral has good cleavage if it breaks along irregular surface.
 Hardness: the hardness of a mineral is measured by how it scratches
a softer object or how a harder object scratches it. Hardness can be
measured by scratching one mineral with another mineral, a steel
knife blade, your fingernail or a shiny copper coin. Diamond is the
hardest mineral because it can scratch all other minerals. Talc is the
softest mineral because it can be easily scratched by all other
minerals as well as by a fingernail
T. Evaluating learning
Direction: Choose the letter of the correct answer.
1. Which of the following best describes a rock?
A. Solid and organic material
B. Solid and inorganic material
C. Solid and liquid organic material
D. Liquid and inorganic material
2. In your science activity, you observed that some rock samples are big
while others ara small. Your observation clearly shows that the rocks may
differ in ______.
A. Color
B. Hardness
C. Shape
D. Size
3. Your teacher asked you to use a hand lens to observe the rock samples.
You noticed that some rocks have coarse grains while others have fine
grains in them. This shows that rocks differ in ________.
A. Size
B. Texture
C. Shape
D. Color
4. While doing the activity, you observed that some rocks can be scratched
by other rocks. This shows that rocks differ in _________.
A. Size
B. Color
C. Hardness
D. Shape
5. In your science class, you were able to observe that rocks differ in size,
color, shape texture and hardness. This observation shows that rocks
________.
A. Maybe soft or hard
B. Maybe light or dark – colored
C. Maybe big or small
D. Have different characteristics
U. Additional activities for application or remediation

Collect different rocks then tell its characteristics
WEEK 1 Day 2
Lesson 2: Identifying different kinds of rock
I. OBJECTIVES
A. Content Standard
The Learners demonstrate understanding weathering and soil erosion
C. Learning Competency/Objevtive
The learners should be able to describe how rocks turn into soil
S5FE-IVa-1
II. CONTENT
Different kinds of rocks

I. References
9. Textbook pages:
j. Science Works 5, Myla Corazon S. Casinillo, pp.246 -251;
k. The New Science Links Worktext in Science and Technology 5, Evelyn
T. Larisma et.al.,pp.309 – 315
l. UP NISMED Activity sheet
J. Other Learning Resources

powerpoint presentation, chart, activity sheet
IV. PROCEDURES
Game: Relay
Tell something about the characteristic of rocks
The teacher will prepare a strip of paper with a message characteristics of
rocks” the first pupil will be the one to tell the message and pass it to his/her
members then the last pupil will be the one to construct the message on the
board.

Present a picture (A mother taking a bath using pumice “Panghilod”)
What do you think is the mother doing?

Do you do it also?
What material do you think the mother is using while taking a bath?
AAA. Presenting examples/ instances of the lesson

Approach: Inquiry - Based
Strategy: Knowledge – Building
Suggested Activity: EIBU (Experience, Inform, Build Knowledge,
Understand)
Group Activity: “Group Me”

J. Problem: What types of rocks are in our rock collection?
IV. Materials: Activity sheet, chart, rocks, magnifying lens, masking tape,
markers, goggles, rock hammer, small towel
V. Procedure:
1. Go outside the classroom and collect at least four rocks. Label each
rock by assigning a number. Write this number on the masking tape,
and include the date and the location where you found the rock before
placing them in your collecting tray. This will serves your rock
collection. Go back to the classroom.
2. Wrap one rock in a small towel. Assign a group member to strike the
rock with a hammer to break the rock into at least two parts. Do this for
all the rocks collected by your group.
3. Describe the color and texture of each rock in your group’s rock
collection. Record all observations on Table 1.
4. Using magnifying lens, observe each rock along its fracture (where the
rock broke into at least two parts) for grains, crystals, and for layers
along the fracture. Record all observations on Table 1.
Table 1. Description of the rocks in our collection

Rock 1 Rock 2 Rock 3 Rock 4
Rock
Observations
sketch
Shape
Size
Color
Texture
5. Sort your rocks according to their appearance as described below
Table 2.
Group Rock Number
A – layered appearance with a gritty texture
and breaks easily
B – looks like crystals and no layering
C – very hard, appears more crystal – like,
and lined up in bands or layers
6. Is/ are there rock/rocks in your collection which you cannot classify into
Group A, B, and C? ______________ Why was it difficult to classify
these rocks?_________________________
__________________________________________________
7. Listen to the teacher as she discusses the rock classification key

Based on your teacher’s input
A. What kind of rocks is in Group A? ________
B. What kind of rocks is in Group B? ________
C. What kind of rocks is in Group C? ________
8. This time, using the rock classification key, re – classify your

rocks. Write the number of your rock in the table below.
Table 3. Classification of rocks in our rocks collection
Type of rock Rock number
Igneous
Sedimentary
Metamorphic
a. For the rock/s that you were unable to classify earlier, were you
able to classify them now using the rock classification key?
_________________________________________
b. What is the value of having guide for classifying rocks?
_____________________________________________
9. Publish Table 3 on ½ Manila Paper. Be ready to answer questions from
the teacher and from your classmates during the reporting.

Sharing of results

g. What are the different kinds of rocks?
h. Cite the examples that you know on the kinds of rocks.
i. What have you noticed with igneous rock? Sedimentary? metamorphic
rocks?
j. How are you going to differentiate the three?

Directions: Classify the following rocks. Write I on the blank for igneous, S for
sedimentary, and M for metamorphic rocks.
1. Basalt _________
2. Limestone __________
3. Granite ____________
4. Marble ____________
5. Gneiss ____________

Pupils will be grouped according to their preferences
The Musician – Compose a song or jingle about the kinds of rocks.
The Artist – Sketch or draw the kinds of rocks.
The Poets – Create a 3 stanza about the kinds of rocks.
The Solver – Solve the following words/ phrases that are attributed to the
different types of rocks. Write the word/phrase in the correct column of the
given table
Have pores Easily reacts with acid

Limestone made up of two or more minerals
Slate with layers of crystals
Coarse grained may be made up of one mineral
Igneous Rock Sedimentary Rock Metamorphic Rock

I have learned that __________________________________

 Minerals are substances that occur naturally and have an exact chemical
composition or structure.
 Igneous rocks are formed from the cooling of volcanic materials such as
magma or lava.
 Sedimentary rocks are formed from sediments or fragments of rocks,
minerals, and plant and animal materials.
 Metamorphic rocks are formed due to changes in temperature, pressure,
and chemical composition that happen to either igneous or sedimentary
rocks.
 Crystallization is the process by which a substance assumes the form and
structure of a crystal, or becomes crystallized, as it solidifies. There are
also minerals that can be formed through evaporation of seawater. As the
water slowly evaporates, it leaves mineral deposits in the form of crystals.
Direction: Write the word ROCKS if the statement is correct and MINERALS if
it is incorrect.
___________ 1. Sedimentary rocks are formed from the cooling of
volcanic materials.
___________ 2. The rock cycle is the continuous process of
transforming rocks from one type to another.
___________ 3. There are three types of rocks – igneous,
sedimentary, and metamorphic.
___________ 4. A mineral occurs naturally and has an exact chemical
composition or structure.
___________ 5. Metamorphic rocks are formed due to changes in
temperature, pressure and chemical composition that
happen to either igneous or sedimentary rocks.

Directions: Look for the given words in the puzzle. Encircle each word that
you will find.
rocks mineral igneous
metamorphic sedimentary
S E D I M E N T A R Y I
E A B R O C K S Y L M G
A N O U S A T S K A R N
L R Y M O P H I C G N E
G M I N E R A L S D L O
L O T K S C M T A R Y U
M E T A M O R P H I C S
WEEK 1 Day 3
Lesson 3: Identifying the uses of rocks
V. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of weathering and soil erosion shape
the Earth’s surface and affect living things and the environment
The learners should be able to participate in projects that reduce soil erosion in
the community

Identify the use of rocks
S5FE-IVa-1
VI. CONTENT
Weathering and Soil Erosion
VII. LEARNING RESOURCES

A. References:
1. Textbook pages
Real-life Science 6 by: Marianne A. Bada et. al. p. 214 – 218
Cyberscience Worktext in Science and Health for Grade Five by
Nicetas G. Valencia, pp. 294 - 297

http://www.slideshare.net/vlcallaw/rocks-and-how-we-use-them

metacards, Activity sheet, chart, checklist, sponge, sink with a faucet, bar of soap
tray, hydrochloric acid, rock sample, plastic plate/dish
VIII. PROCEDURES
Rock Definition. Fill in the necessary information about the rocks.
ROCK DEFINITION
Word Definition Pictures
Sedimentary rocks ____________________

____________________
____________________
____________________
____________________
Metamorphic rocks _____________________

_____________________
_____________________
_____________________
________________
Igneous rocks _____________________
_____________________
_____________________
_____________________
________________
Teacher will prepare the following pictures.
sedimentary rock metamorphic rock
igneous rock

KWL Chart.
Based from the pictures, fill in the chart about the uses of rocks.
I Know I Want to know I Learned
(Expected answer) (Expected answer)

- House is made up of - What are the others
rocks. uses of rocks?

Activity
Arrange Me
I. Problem: Why are rocks important?
II. Materials: metacards, charts, pentel pen, glue
III. Procedure
1. Group the metacards and pictures according to:
Name of Rocks
Pumice Granite Slate
Sandstone Marble Clay
Types of Rocks
Igneous Sedimentary Metamorphic
Uses of Rock
Building materials Snooker Tables Statues
Kitchen Worktops Ceramics Beautifying product
Picture of Rocks
Product from rocks

Is rock useful?
What are the product made from rocks?
Can you give another uses of rocks

1. To give the students additional information about the uses of rocks, present
the powerpoint presentation.
http://www.slideshare.net/vlcallaw/rocks-and-how-we-use-them
2. Guide Questions
What are some uses of rocks?
Directions: Match the rock or mineral on the right with its use on the left.
Column A Column B
1. Used in roofing and ceramics; helps plant A. Pyrolusite
to grow; a family of rock B. talc
2. Used in fireworks, matches, and stink C. Malachite
bombs; found naturally in eggs, D. Dolomite
yellow color E. Feldspar
3. Contains manganese that used in railroad F. Coal
tracks and purple glass; named for fire G. Marble
4. Ore of aluminum; the aluminum is used in H. Bauxite
cans and airplanes; forms in round I. Sulfur
shapes called concretions J. Graphite
5. Ore of zinc; the zinc is used in pennies; K. Halite
look like other rocks
6. Used in pencils and to unstick locks;
related to diamond
7. Used to make statues and in grand
Buildings; India’s Taj Mahal I made
From it.
8. Used as a food preservative and melt ice on roads; it’s salt

Personally, did you used rock daily? In what way? Cite evidences.

Why is rock important?

Rocks are considered important to humans. Sedimentary rocks are known to
contain fossils. Geologist and archeologist use these fossils to identify and learn
about the characteristics and structure of plants and animals that existed in the
past.
Rocks are sources of metals such as gold, silver, aluminum, and copper. These
metals are used in making equipment, tools, utensils, wires, and other materials
used in homes and offices.
Sedimentary rocks can be sources of crude oil when heat, pressure, and other
organisms act on them. This oil provides gasoline, diesel, petroleum, and
kerosene that are used to operate machines and industries.
Some minerals in rocks are sources of precious and semi-precious gems.
Gems are used for aesthetic purposes. People sometimes use earrings, rings,
and bracelets with gems as jewelry and fashion accessories.
Some rocks are used as building materials. Others are used in making
monuments or statues. In primitive times, rocks were used as tools in hunting
animals and in making fires.
Direction: Read each statement carefully. Choose the letter of the correct answer.
1. Why does sedimentary rocks are important to geologist and archeologist?
A. It serves as decoration
B. They used it to make a jewel
C. They used it to study the structure of things that existed in the
past.
D. It serves as collections.
2. Which of the following would not be used from rocks and minerals?
A. Jewelry
B. Building
C. Electrical device
D. Ceramics
3. Chalk is used to write on blackboards because ...

A. It wears away easily
B. It is permeable
C. It doesn’t float
D. It has graphite
4. Marble is often used for statues or grand buildings because ...

A. it has attractive textures and colours
B. it splits easily into thin sheets
C. it wears away easily
D. All of the above
5. What could be a problem with a monument made from chalk?

A. It wouldn't float
B. It couldn't be shaped
C. It could crumble over time
D. All of the above

Make a useful materials made up of rocks.
WEEK 1 Day 4
Lesson 4: Describe the process of weathering
I. OBJECTIVES
The learners demonstrate understanding of weathering and soil erosion
shape the Earth’s surface and affect living things and the environment.
erosion in the community.
C. Learning Competencies/ Objectives
Describe the process of weathering.
S5FE-IVa-1
II. CONTENT

A. References:
1. Textbook pages Real-life Science 6 by: Marianne A. Bada et. al. p.
214 – 218
2. Cyberscience Worktext in Science and Health for Grdae Five by
Nicetas G. Valencia, pp. 294 - 297

https://www.youtube.com/watch?v=LFob6BY_W_E
metacards, Activity sheet, chart, checklist, sponge, sink with a faucet, bar of soap
tray, hydrochloric acid, rock sample, plastic plate/dish
IV. PROCEDURES
Classify whether the following rocks are igneous, sedimentary or metamorphic.
Paste it into chart.
slate shale basalt limestone gneiss
gabbro marble granite sandstone quartzite
Igneous Sedimentary Metamorphic

Game: 4pic1word
Direction: Guess the hidden word based from the pictures.
Activity I
Water vs. rocks
V. Problem: How does water weather rocks?
VI. Materials: sponge, sink with a faucet, bar of soap tray
VII. Procedure:
4. Place the sponge in the tray.
5. Put the bar of soap on the top of the sponge.
6. Position the tray under the faucet. It will serve as the waterfall.
7. Open a faucet and let the water hit the center of the soap for a
few minutes.
VIII. Observation:
5. What happen to the soap after allowing the water to hit its
surface?
6. What is most likely to happen if we let the water hit the bar of
soap continuously?
Activity II
Acid versus rock
I. Problem: How do the acid and acid rain break rocks?
II. Materials: hydrochloric acid, rock sample, plastic plate/dish
III. Procedure:
1. You will be given a dilute solution of hydrochloric acid. Although
the acid is safe to handle, it irritates the skin after prolonged
contact. Wash your hands after handling the acid.
2. Place a rock sample on a plastic plate or enameled dish. Pour
the acid to the rock sample.
3. Immerse the rock in the acid for a few minutes.
IV. Observation:
1. What happens the acid gets in contact with the rock?
2. What will happen to the rock after prolonged exposure to the
acid?
3. What can you infer from this observation?

What happen to the rocks at the bottom of waterfalls?
How does water weather rocks?

1. To give the students additional information about the process of weathering,
let them watch a short video clip.
https://www.youtube.com/watch?v=LFob6BY_W_E
2. Guide Questions
What is weathering?
What are the types of weathering?
How do you differ chemical from mechanical weathering?
Lets Practice.
FACT or BLUFF. Listen to the teacher as he/she reads the following
situation.
Directions: Raise the word FACT if the situation tells about weathering and BLUFF
if it not.
1. In the process of mechanical weathering the physical characteristic of
the rocks are changed but their chemical compositions remain the same.
2. When rocks are worn down by water, wind, or other means, they
undergo weathering.
3. Rocks and minerals that are exposed to heat, water, and different
gasses in the air are transformed into new chemical compounds.
4. Tree roots can grow into cracks and break rocks apart.
5. Weathering is the process that wears away surface materials and moves
them from one location to another.

How does the water that falls down from a high place break down the rocks below?

How do you describe the weathering?

Weathering is the process of breaking down rocks into sediments.
Mechanical weathering occurs when rocks break down into smaller pieces due
to physical forces, such as water and temperature, without changing the mineral
compositions of the rocks. Rocks exposed to the intense heat of the sun crack
and crumble when rain falls and soak into the ground. In temperate regions, the
water that accumulates in the cracks or crevices of rocks alternately contract
and expands as the temperature in the air changes. The expansion is brought
about by the freezing temperature. As the rocks expand, the cracks become
deeper and new cracks are produced as well.
Chemical weathering happens when rocks break down due to reaction
with water, carbon dioxide, oxygen, and organic acids. This process
forms new substances from the minerals of rocks.
Direction: Identify the change happening in each situation. Write PW for physical
weathering and CW for chemical weathering.
1. A boulder of shore is slowly broken apart by the force of water.
2. Earthworm make tunnels in the ground which may lead to the breakdown of
stones and rocks.
3. Some plants release chemicals which loosen the rocks and cause them to
break.
4. Water inside the rocks freezes and melts again.
5. The chemical composition of rocks changes when acid is produced by the
roots of some plants.

Reflect on this saying, “The only permanent thing in the world is change.”
WEEK 1 Day5
Lesson 5: Enumerate the causes of weathering
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of weathering and soil erosion shape
the Earth’s surface and affect living things and the environment
The learners should be able to participate in projects that reduce soil erosion in
the community

Enumerate the causes of weathering
S5FE-IVa-1
II. CONTENT

A. References:
1. Textbook pages
Real-life Science 6 by: Marianne A. Bada et. al. p. 214 – 218
Cyberscience Worktext in Science and Health for Grdae Five by
Nicetas G. Valenci, pp. 294 - 297

metacards, activity sheet, chart, checklist, Limestone or marble, old
newspaper, hammer two small glass jar
IV. PROCEDURES
Direction: Classify the following situation as to physical weathering or chemical
weathering.
1. The boulder along the shore of Barangay Berinayan is slowly broken apart
by the force of water.
2. The squirrels make tunnels in the ground which may lead to the breakdown
of stones and rocks.
3. Some plants releases chemicals which loosen the rocks and cause them to
break.
4. Water inside the rocks freezes and melts again.
5. The chemical composition of rocks changes when acid is produced by the
roots of some plants.

Read the sentences below. Find the missing words then write them in
the empty spaces and find these hidden word in the puzzle. Words might
be hidden horizontally, vertically and perhaps even back to front.
1. Rain is mildly __________ and it slowly eats away rocks. Rain slowly
dissolves __________, it turns the feldspars in __________ into soft clay.
2. In the __________, rocks expands during the heat of the day and contract at
night when temperature cool.
3. ____________ weathering occurs when a chemical, such as acid rai, breaks
down rocks.
4. Sheets of rocks slowly __________ away.
5. __________weathering is the process of weathering through external forces,
such as freeze thaw cycles.
6. The __________ of the Earth is constantly being changed due to weathering
process.
7. When plants or microbes breakdown rocks, the process is known as
__________ weathering.
8. All living things need elements, such as __________, potassium and iron,
as nutrients. These minerals are found within rocks.
9. Plants and __________ also attack rocks.
10. __________ grow on rocks and release acid to dissolve the minerals in
them.
Activity
Break the Rocks
I. Problem: How does rock change?
II. Materials: Limestone or marble, old newspaper, hammer two
small glass jar
III. Procedure:
1. Get a piece of limestone or marble. Wrap in it an old newspaper.
2. Strikes it with a hammer 10-15 minutes. Observe what will
happen.
3. Continue to pound on the rock pieces more than ten times.
4. Drop some pieces into a glass jar half filled with water.
5. Put the rest of the broken pieces of limestone or marble in
another glass jar half filled with vinegar. Observe what
happens.
IV. Observation:
1. What changes did you notice to the limestone when you
hammered it?
2. Were these changes due to physical or chemical means?
3. How did the continued hammered of the limestone/ marble
cause the change in appearance of the rock sample?
4. What reason did you give for changes you observed?
5. What can you infer from this observation?
In nature, what happens to the rocks at the bottom of the waterfalls?
How does water weather rocks?
What are some agents of weathering that may cause Earth’s surface to
crumble?
How does weathering help shape the surface of Earth?

Read each statement carefully, then tell what agent of weathering being
described. Pick your answer on the word bank.
Temperature Water Plants Abrasive agents
animals oxygen marble Carbon dioxide
1. The sun rays heat up the rocks and rain cools them down. The exposure
to changing temperatures causes stress on the outer surfaces of the
rocks and eventually breaks the rocks into pieces.
____________________________
2. Water seeps in through some opening or fissures in rocks. When water
freezes, it expands and enlarges these opening. The continued expansion
eventually breaks the rocks into fragments. This process is called frost wedging.
________________________
3. As roots of plants grow, they may enter fractures in rocks and exert
pressure on these spaces. Continues pressure eventually causes the rocks to
break apart. This process is called root wedging.
____________________
4. Wind, running water, or ice sometimes carries rock fragments or sand
grains that act like sandpaper whenever they strike the surfaces of rocks. This
process of wearing away rocks due to the scouring action of particles is called
abrasion.
_______________________
5. Animals that burrow in the ground, such as moles and rabbits, move
deeply buried rocks to the surface where they can be affected by physical and
chemical processes. Buried rock layers may also be exposed and left
vulnerable to water and acid intrusion.
___________________________
6. Oxygen combine with iron to produce iron oxide or rust. This type of
chemical reaction is called oxidation. Rocks with iron-rich minerals are easily
oxidized, thus producing rusty colors on their surfaces. Rust softens the rocks.
_____________________________
7. In addition to oxygen, carbon dioxide also plays a role in chemical
weathering. When carbon dioxide from the atmosphere dissolves in rainwater,
carbonic acid is formed. Precipitation that contains carbonic acid reacts with the
minerals in rocks in a process called carbonation. Carbonic acid can easily
weather marble and limestone.
___________________________
8. Water weathers rocks either by dissolving their minerals to form a
solution or by combining directly with some minerals to form new minerals. Both
processes occur as a result of chemical reaction called hydration.
___________________________
9. A number of plants and animals may create chemical weathering
through the release of acidic compounds. The most common form is the release
of acids by plants which break aluminum- and iron-rich compounds in soils
beneath them. Decaying remains of dead plants and animals in soil may also
form organic acids, which, when dissolved in water, affect surrounding rocks
and soil.
(NOTE: After the activity, teacher will elaborate through discussion)
Classify the following agents of weathering into mechanical or chemical
weathering. Place your answer on the chart.
oxygen Carbon dioxide water plants
Temperature water animals Abrasive agents
Agent of Weathering
Mechanical Chemical

Now that you have learned about the agents of weathering. Where can you
see the change happen in nature?
What are the agents of weathering?

Mechanical weathering occurs when rocks break down into smaller pieces
due to physical forces without changing the mineral compositions of the rocks.
Temperature, water, plants, abrasive agents, and animals contribute to the
mechanical weathering of rocks.
1. Temperature. The sun rays heat up the rocks and rain cools them down.
The exposure to changing temperatures causes stress on the outer
surfaces of the rocks and eventually breaks the rocks into pieces.
2. Water. Water seeps in through some opening or fissures in

rocks. When water freezes, it expands and enlarges these
opening. The continued expansion eventually breaks the rocks
into fragments. This process is called frost wedging.
3. Plants. As roots of plants grow, they may enter fractures in rocks

and exert pressure on these spaces. Continues pressure
eventually causes the rocks to break apart. This process is
called root wedging.
4. Abrasive agents. Wind, running water, or ice sometimes carries

rock fragments or sand grains that act like sandpaper whenever
they strike the surfaces of rocks. This process of wearing away
rocks due to the scouring action of particles is called abrasion.
5. Animals. Animals that burrow in the ground, such as moles and

rabbits, move deeply buried rocks to the surface where they can
be affected by physical and chemical processes. Buried rock
layers may also be exposed and left vulnerable to water and
acid intrusion.
Chemical weathering happens when rocks break down

due to reaction with water, carbon dioxide, oxygen, and organic
acids. This process forms new substances from the minerals of
rocks.
1. Oxygen. Oxygen combine with iron to produce iron oxide or rust.

This type of chemical reaction is called oxidation. Rocks with
iron-rich minerals are easily oxidized, thus producing rusty
colors on their surfaces. Rust softens the rocks.
2. Carbon dioxide. In addition to oxygen, carbon dioxide also plays a role
in chemical weathering. When carbon dioxide from the atmosphere
dissolves in rainwater, carbonic acid is formed. Precipitation that
contains carbonic acid reacts with the minerals in rocks in a process
called carbonation. Carbonic acid can easily weather marble and
limestone.
3. Water. Water weathers rocks either by dissolving their minerals to form

a solution or by combining directly with some minerals to form new
minerals. Both processes occur as a result of chemical reaction called
hydration.
4. Plants and animals. A number of plants and animals may create

chemical weathering through the release of acidic compounds. The most
common form is the release of acids by plants which break aluminum-
and iron-rich compounds in soils beneath them. Decaying remains of
dead plants and animals in soil may also form organic acids, which,
when dissolved in water, affect surrounding rocks and soil.
Direction: Read the following question carefully. Choose the letter of the correct
answer.
1. Which of the following tends to cause physical or mechanical weathering?
A. Animal that burrow in the ground
B. Root of plants growing into the cracks in the rocks
C. Water that seeps into the pores and cracks of rocks
D. All of these
2. Which of the following occurs when acidic water caused the rocks to break
producing clay and soluble salts?
A. Carbonation
B. Oxidation
C. Hydrolysis
D. Erosion
3. The following human activities are caused of physical weathering, EXCEPT.

A. Quarrying of rocks
B. Mining ores
C. Building roads and tunnels
D. Boating and fishing
4. How does temperature weather rocks?

A. Rocks are heated and cooled continuously.
B. Rocks are cooled tremendously all the time.
C. Rocks are heated greatly all the time.
D. Rocks are at different temperature.
5. Plant serves as agents of weathering. Which of the following statements

support this ideas?
A. Falling of leaves cause rocks to break.
B. Decaying trunks of plants cause the rocks to break
C. Root of plants that grow in rocks and cause them to break.
D. Branches of plants cause the rocks to break when blown by the
winds.

Photojournalism. Using a mobile phone, get a picture of some agent of mechanical
and chemical weathering. Print your output. Paste it on a white paper. Make a
caption.
WEEK 2 DAY 1
Lesson 6: Describing Soil Erosion
I. OBJECTIVES
The Learners demonstrate understanding of weathering and soil
erosion, shape the Earth’s surface and affect living things and the
environment
The learner should be able to investigate extent of soil erosion in the
community and its effect on living things and it environment
II. CONTENT
Earth’s Surface - Soil Erosion

A. References:
Textbook pages
Enjoying the Wonders of Science 4, pages 204-207
Light in Science 4, pages 252

http://sciencenetlinks.com/interactives/shapeitup_final.swf
http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES
08/ES08.html
http://www.scholastic.com/teachers/activity/rocks-minerals-and-
landforms-12-studyjams-interactive-science-activities
http://studyjams.scholastic.com/studyjams/jams/science/rocks-
minerals-landforms/weathering-and-erosion.htm
IV. PROCEDURE
Unscramble the letters to identify the words being described which are
associated with the Earth’s surface.
1. RSOCK ROCKS
A natural solid material which is usually made up of one or more
minerals
2. ALSMINER MIINERALS
These are what rocks made up of
3. WTEAHRENGI WEATHERING
Breaking down of rocks into smaller pieces
4. OILS SOIL
Tiny pieces of rocks which are combined with water and remains of
animals
and plants.
5. EODER ERODE
Move away or carry away

Show pictures of soil erosion.
Ask the pupils to say something about each item.
(Erosion by human activities) (Erosion by wind)

Erosion by plants) (Erosion by water)
Questions:
1. What does the man doing? The man is mining.
2. What does the wind do to the soil? The wind blew or carried away the
soil.
3. Why do you think the roots of the trees are already exposed? The roots of
the trees are already exposed because the roots are growing roots as
the time passes by.
4. Where will the sand/soil go during floods? The sand/soil will be
transferred by the water to other places.
5. What are similar with the pictures 1,2, 3 & 4? All the pictures show how
soil/sand wears away (carried or moved away).
You have learned from the previous lessons that rocks changes as
they break slowly into smaller pieces and that is called weathering.
But have you ever wondered what are produced after weathering or
what happens after rocks are broken into smaller pieces?
Let’s find out by doing an activity.

I. Objective: Describe soil erosion
II. Problem: What happens after rocks are broken into smaller
pieces?
III. Materials: rock salt, hand lens, sand, small jar with lid,
tablespoon, water, shallow dish, paper
IV. Procedure:
1. Place few pieces of rock salt on a sheet of paper.
2. Look at the rock salt through a hand lens. Draw what you
observed.
3. Describe the size and shape of the pieces of rock salt.

____________________________________________________
4. Put enough rock salt into a jar to cover the bottom.
5. Add a spoonful of sand.
6. Pour sufficient water into the jar to cover the salt and sand.
7. Cover the jar with its lid and shake the jar for two minutes.
What do you think is happening to the rock salt as you were
shaking the jar?
______________________________________________________
______________________________________________________
____________________________________
8. Open the jar and pour the water into the shallow dish.
9. Place the pieces of rock salt on the sheet of paper.
10. Examine the rock through the hand lens. How has the
size and shape of the pieces of rock salt changed?
VII. Data and Observation:

1. What does each material represents?
WHAT DOES EACH MATERIAL

MATERIALS REPRESENTS?
rock salt
jar
shaking of the jar
2. Describe what happened to the rock salt before & after the activity?
IN TERMS OF BEFORE AFTER

size
color
visibility
VI: Conclusion:
I therefore conclude that…
When rocks weathered, smaller pieces become part of the soil and
as water carry other pieces to different places SOIL EROSION
happens.
9. Group reporting
Present the table with answers and results.
What does each material represents?

MATERIALS WHAT DOES EACH MATERIAL REPRESENTS?
Rock salt Pieces of weathered rocks

Jar Earth/surface
Shaking of the jar Process of wearing away rocks
Describe what happened to the rock salt before & after the activity?
IN TERMS OF BEFORE AFTER
Size Small pieces Smaller or tinier pieces
Color White Brown
Visibility Can be distinguished Cannot be distinguished
from the sand from the sand
P. Discussing new concepts and practicing new skills #2’

1. Answering follow up questions about the pictures presented in the
previous activity.
a. What does mining do to rocks? Mining breaks the rocks into small
pieces.
b. Where does the soil /sand go when blown by the wind? The
soil/sand will be blown by the wind to another places.
c. When the roots grow over the years, what do you think will happen
to the soil where it is planted? The soil will be disintegrated or
split.
d. How would you describe the soil when mixed with water? The soil
will be muddy and becomes dark.
2. Interactive activity
* If the activity is not enough to draw the concepts, do the Interactive
activity for simulation.
http://studyjams.scholastic.com/studyjams/jams/science/rocks-
minerals-landforms/weathering-and-erosion.htm
Q. Developing mastery (Leads to formative assessment)
What’s the difference between weathering and erosion? Draw it.

Weathering Erosion
R. Finding practical applications of concepts and skills in daily

living
You have some potted plants at home. Every morning you water the plants
using a sprinkler with big holes. After few days, you noticed that the soil in
the pot has been eroded. What do you think is the reason behind this? Will
you continue using the same sprinkler in watering your plants?

What is soil erosion?
Soil erosion…
 is the moving or carrying away of soil from one place to
another.
 is a continuous process that gradually change the natural
environment overtime.

questions.
Directions: Identify the word being described by each item.
1. The process that moves sediments
a) Erosion
b) Weathering
c) Dissolution
d) Fracture
2-5. Tell whether each picture shows weathering or

erosion.
2.. 3.
4. 5.

Why is flood water dark in color?
WEEK 2 Day 2
Lesson 7: Enumerating Causes of Soil Erosion
I. OBJECTIVES
A. Content Standard
environment
II. CONTENT

A. References:
Textbook pages
Enjoying the Wonders of Science 4, pp. 204-207
Light in Science 4, pp. 255-265-220
Science Links 5, pp.324-330
IV. PROCEDURE
1. Checking of assignments
Why is flood water dark in color?
Because flood water carries away sand, soil and gravel which has
dark color.
2. Review
What’s the difference between weathering and erosion?
Weathering is the breaking down of rocks into smaller pieces while
soil erosion is the moving a way of soil from one place to another.

Brainstorming:
On your way from home to school, you see rocks and soil around
everywhere.
Cite some signs of weathering and erosion in the neighborhood.
Possible answer: breaking of road and wall, water in the river

carrying soil, walking people carrying soil and
sand
Activity Proper: Demonstration Activity

I. Objective: Enumerate the causes of soil erosion
II. Problem: What causes soil erosion?
III. Materials: activity sheets
Station 1
basin full of sand
sprinkler ( tin can which is opened at one end with tiny holes
in the other end)
container of water
1. Get a basin of sand and make a mound.

2. Hold the sprinkler with one hand on top of the
mound.
3. Pour the water through the sprinkler.
4. Observe what happens to the soil as water runs
through.
Questions:
1. What happens to the water when it fell to the

mound?
2. What happened to the sand when water moved
down the mound?
3. Where did the sand go?
Station 2:
wooden box
desk fan
can of dry sand
can of wet sand
1. Get a wooden box and fill one side with dry sand
and the other side with wet sand.
2. Get a desk fan and face it in front of the box of soil.
3. Make two mounds in the two containers of soil.
4. Turn on the fan and switch it to the strongest.
5. Put your hand for a while in front of the fan and
observe what you feel.
6. Observe what happens to the sand as the air
moves through it.
Questions:
1. How did you feel the air in front of the fan?

2. What happened to the dry sand as the air moved
through it?
3. What happened to the wet sand as the air move
through it?
4. What type of soil is easily blown by the wind?

A. Q and A: Answering questions in the demonstration activities for Station
1 & 2.
Station 1 - Questions:
1. What happens to the water when it fell to the mound?
The water moved down the mound.
2. What happened to the sand when water moved down the mound?
The sand fall down and mixed with water and flowed together with it.
3. Where did the sand go?
The sand go to different directions where the water
flowed.
4. What causes the erosion of soil?
Water causes soil erosion.
Station 2 - Questions:
1. How did you feel the air in front of the fan?
The air in front of the fan is blowing.
2. What happened to the dry sand as the air moved through
it?
The dry sand was easily blown away by the blowing air.
3. What happened to the wet sand as the air move through it?
The wet sand was not easily blown away by the
blowing air.
4. What type of soil is easily blown by the wind?
Dry sand/soil is easily blown by the wind than wet
sand/soil.
5. What causes the erosion of soil?
Wind causes soil erosion.

Aside from water and wind, there are also other things that cause
soil erosion.
1. Study the pictures and identify the cause of soil erosion in each
picture?
Answer:
1. Construction workers- People
2. Carabao - Animal
3. Rabits - Animals
4. Miners - People
5. Horses – Animals
6. Gravity
7. Hen - Animal
Directions: Describe how the following activities can erode soil or
sand.
1. a girl sweeping the ground
2. a farmer pulling up his crops
3. a dog digging on the ground
4. a carabao plowing the field
5. a car running on the street

living
Can you also cause soil erosion? How? Draw it.

What are the causes of soil erosion?
Soil erosion is caused by water, wind, people, plants, gravity and
slope of land.
1. When is wind an agent of soil erosion?
A. When it breaks rocks into pieces
B. When it blows rock pieces to other places
C. When it stops picking up rocks
D. When it presses down rocks
2. Landslides on mountain slopes show the force of____________.

A. gravity
B. wind
C. runoff
D. running water
3. What makes the water muddy after a heavy rain?

A. The pebbles picked up by water.
B. The soil and sand are mixed with water and carried by it.
C. The goddess of rain make muddy rain fall on the ground.
4. Which of the following shows that soil erosion is caused by animals?
A. Construction workers are building a housing project.
B. Hen is digging the soil.
C. Root of pants are growing.
D. Sandstorm
5. All of these are causes of soil erosion except one.

A. Water
B. People
C. Sun
D. Wind

Write sentences that tell how each of these words are related to soil
erosion.
1. Strong winds
2. Particles of rock and soil
3. Landslide
4. Shallowing of nearby rivers
WEEK 2 Day 3
Lesson 8: Investigating the Extent of Soil Erosion in the Community
I. OBJECTIVES
A. Content Standard
environment

II. CONTENT

A. References:

https://www.youtube.com/watch?v=iAc6yrdmAbw&list=RDiAc6yrdmAbw#t=21
IV. PROCEDURE
Sing the landform song.
https://www.youtube.com/watch?v=iAc6yrdmAbw&list=RDiAc6yrdmAbw#t=21
Landform Song
Hmmm. Hmmm. Hmmm. Hmmm 2x
A waterfall, a waterfall
River, lake, valley and a waterfall
A glacier, a glacier
River, lake, valley and the waterfall
A volcano, a volcano
Cliff, plains, island, and a volcano
A mountain, a mountain
Cliff, plains, island, and a volcano
What are the landforms and water forms around the world?

Game: Watch and Guess
Show a PowerPoint or a video of Philippine landforms.
https://www.youtube.com/watch?v=IEG1ovoAx_s
Let the pupils name each and give a reward or extra point if they can
tell where to find those landforms. Pause and play if necessary.

You have learned yesterday causes and forces of nature that
causes soil erosion.
Today, we will try to find out how soil erosion affect the shape of the
Earth. Also, we will predict how long or how many years these changes
occur.
Activity Proper: Shape It Up!

Group the pupils into 5.
Distribute the materials.
Objective: Investigate extent of soil erosion in the community and its

effect
Problem: How does erosion change the shape of the land?
Materials: worksheets and activity kit in envelopes, interactive
activity downloaded from the internet,
Note: If interactive activity through the Internet is to be used, play

and pause it.
If there is no Internet access, use the pictures below and
placed them inside the envelope.
Predict a FORCE of nature that causes each soil erosion and the
LENGTH OF TIME that took the effect.
Change this To this
Answer:
Wind
100 years
Change this To this
Answer:
Water
10, 000
years
Change this to this To this
Answer:
Glacier
100 years
Answer:
Wind
2, 000,000
years
Answer:
Water
10, 000
years
1. Group Reporting
2. Sharing of results
3. Verifying the results through video presentation or by playing the
interactive activity with the help of the Internet.

1. Answering the guided questions.
a. What force bring about each landform? Wind, water & glaciers
b. How long does each change took place? Hundred, thousands and
million years
c. What changes took place? Shape of mounds, formation of
volcano, Water runoff
d. How do wind, water, and glaciers affect the shape of the Earth’s
surface? Water, wind and glaciers changes the shape of the
Earth’s surface

How do these activities lead to the effect of soil erosion in the community?
A. Cutting down of trees
Trees and plants in the soil lessen the amount soil being eroded
during rainy days. When trees are cut down, Soil will be loosen and
can easily be moved by water.
B. Landslide
Loose soil in a hilly or mountainous area when moved by strong
and fast water can lead to landslide.
C. Rivers and streams get wider
Some riverbanks disappear after a heavy rain because running
water carries the soil along the river.

Plants grow healthy in loam soil because it contain humus and it does not
erode easily. But not all areas in our community has loam soil.
How would you make plants grow healthy in sandy soil?
Answer: Add humus in the top soil and use organic fertilizer.

How does erosion change the shape of the land?
Erosion changes the shape of the land when soil coming from the
mountains and hills are brought down to a lower area.
Background Information:
The surface of the land that we see today are different compared to how
they were millions years ago. Steep mountains and hills change because
of the erosion. The soil coming from mountains and hills are brought down
to the lower areas by water. Thus, the surfaces of low areas also change
because of erosion.
If you live near a river, you might have seen how some parts of the
riverbanks disappear after a heavy rain. Running water carries the
soil along the river. When this happens, the river gets wider.
Match each landform will look like after soil erosion.
BEFORE AFTER
1.
2.
3.
4.

Look at the drawing below. Which of the two pictures has the
greater amount of the soil carried away if the same amount of rain fall
on them? Why?
Explain your answer.
Answer:
Picture A has the greater amount of soil carried away because it
is more slope or hilly than picture B. The force of gravity is
greater in a slope. So, the effect of gravity makes the movement
of water faster and stronger. The greater force of the water, the
more soil it can carry away.
WEEK 2 Day 4
Lesson 9: Investigating Effects of Soil Erosion on Living Things
I. OBJECTIVES
The Learners demonstrate understanding of weathering and soil erosion,
C. Learning Competency//Objective
The learner should be able to investigate effects of soil on living things
II. CONTENT

A. References:
Enjoying the Wonder of Science 4, pp. 226-229
Life in Science 4, pp. 269-271
https://www.youtube.com/watch?v=gaRGp99uAho
https://www.youtube.com/watch?v=oLio4Roz5tU
IV. PROCEDURE
How does soil erosion changes the shape of the land?
Answer:
Erosion changes the shape of the land when soil coming from the
mountains and hills are brought down to a lower area.

Show a picture of Mt. Pinatubo before the eruption
Let the pupils describe.
 High
 Green
 Full of trees
Show a picture of Mt. Pinatubo after the eruption

Let the pupils describe.
 Full of ashes
 Change its size
 White
 Full of ashes

Mt. Pinatubo is believed to be a mountain but further studies
proved hat it is a volcano. Mt. Pinatubo erupted in June 15, 1991.
According to the US Geological Survey or USGS that it was the 2 nd
largest eruption in the history for the last 100 years.
Show a video of Mt. Pinatubo eruption and relate it to soil

erosion.Play and pause to discuss important details.
https://www.youtube.com/watch?v=gaRGp99uAho (English
version)
https://www.youtube.com/watch?v=oLio4Roz5tU (Filipino version)
Activity Proper: Video-Based Activity

I. Objective: Investigate effects of soil erosion living things
II. Problem: How does erosion affect living things?
III. Materials: video of Mt. Pinatubo eruption, guide questions
IV. Procedure:
1. Listen carefully and watch the video attentively.
2. Write down important details from the video.
3. Distribute the guide questions.
4. Answer the guide questions:
a. Where is Mt. Pinatubo located?
b. What provinces in the region surround it?
c. Why did the government ask the people to evacuate?
d. When did it erupted? What was thrown in the atmosphere after it
has erupted?
e. What other natural calamity worsened the scenario?
f. How was it worsen the scenario?
g. How are people affected by the eruption and erosion?
h. Are the livelihood of the people also affected by the erosion?
How?

Answering the guide questions
a. Where is Mt. Pinatubo located?
In Region III, 55 miles north of Manila along the Kabusilan
mountains
b. What provinces in the region surround it?

Zambales, Tarlac & Pampanga
c. Why the government was asked the people to evacuate?

Because it is dangerous to nearby areas.
d. When was it erupted? June 15, 1991 at 1.42 pm
e. What was thrown in the atmosphere after it has erupted?

Thousands of tons of sulfuric ash, steam, molten rocks and
other pyroclastic debris
f. What other natural calamity worsened the scenario?

Typhoon Diding
g. How was it worsen the scenario?

Typhoon wind mixes the sulfuric ashes and eroded to nearby
provinces.
Lahar flow plunge in to the provinces
h. How are people affected by the eruption?

People were burned by the heat from the volcano.
People were also displaced or relocated because of the
eruption.
Houses of people were destroyed.
i. How are living things affected by the erosion of pyroclastic debris

and lahar?
Some people were suffocated with ashes in the air.
Others were buried alive by lahar flow.
Animals, plants and crops were covered by ashes and
destroyed by lahar flow.
j. Are the livelihood of the people also affected by the erosion? How?
Yes, livelihood were also affected especially the fishermen and
farmer. Lahar flows through the fields and seas. Ashes and
other pyroclastic debris were mixed into the water and soil.
This resulted to less mineral content and fertility of the soil
where crops grow and the habitat of marine life.

a. Does erosion affect the livelihood in the nearby provinces of
Zambales? How?
Yes, because of the wind and rain brought by typhoon carried
away pyroclastic debris and lahar to the nearby provinces.
These mixed with their top soil and made their soil unfertile
which destroyed their crops.
b. Why are there few plants on eroded soil like lahar?

Because plants grow healthy only in fertile soil (top soil with
humus).
c. How does soil erosion affect the supply of food?

If farmlands and soil are not fertile, plants will not grow healthy and
production of crops will be lessen.

Explain the chain reaction effect of soil erosion to the relationship of …
Plants to People
Too much soil erosion makes the farmland useless. When farmland
become useless in an area, production of crops will be lessen. Less
crop production means less supply of food in the market. And less
supply means high prices of food in the market.
Plants to Animals
If grasses and plants will be uprooted, it will be hard for the animals
like carabao, goats and horses to find food.
Animals to People
If animals can’t find food, they will die. People eat animals to survive. If
animals will die, people will be hungry.

Valuing:
Before, livelihood of the people in Zambales depended on soil for their
crops. Mt. Pinatubo eruption greatly affect the livelihood of the. Lahar
brought about by it were mixed with their soil. Now, their living does not
depend on soil and crops anymore. Lahar now is Pampanga’s biggest
source of revenue. Zambales now is one of the biggest supplier of
construction materials and they were able to rise again from the catastrophe
they have encountered.
What values do Pampangenos and Zambalenos have shown despite of

their bad experience?
1. Faith in God
-They never lose faith in God instead they continue their lives
2. Positive outlook in life.
-They never stop their lives instead they believed that they can bring back
what was taken from them.
3. Creativity and resourcefulness
-They were able to produce construction materials from pyroclastic debris
and lahar residues
Note: Stress out that Filipinos are naturally happy and determined people.
Whatever trials and problems they have encounter, they still find ways to
resolve it and get up from where they have fallen.

How does soil erosion affect living things?
 Soil erosion made farmlands poorer and useless.
 Water forms become shallow
 Crops and plants grow unhealthy
 Animals loss their habitat because of eroded pollutants
 People loss their livelihood because of landslide
Give at least 5 effects of soil erosion on living things.

What should the government do to prevent landslide during the
occurrence of natural calamities?
WEEK 2 Day 5
Lesson 9: Illustrating the Extent of Soil Erosion in the Community and
its Effects on Living things and Environment
I. OBJECTIVES
environment
The learner should be able to illustrate the extent of soil erosion in the
community and its effects on living things and environment
II. CONTENT

A. References:
Enjoying the Wonder of Science 4, pp. 225-228
Life in Science 4, pp. 266-271
IV. PROCEDURE
What are effects of soil erosion on living things?
What are the effects of soil erosion on the Earth’s surface?
B. Presenting examples/ instances of the lesson

Tell whether the given effects are harmful or useful.
The effect of soil erosion on living things are harmful while but on the Earth’s surface, it is useful.
Aside from the formation of volcanoes, hills and glaciers, there are other useful effects of soil
erosion.
Activity Proper: Trip to Pinas

Let the pupils have a short trip to some of the best tourist spots in
the Philippines like Underground River and Chocolate Hills,
through a video presentation.
Note: You can use make your own video by using video maker
apps downloaded from the internet or a video downloaded
from Youtube.
I. Objective: Illustrate the extent of soil erosion in the community and

its effects on living things and environment
II. Problem: What are other useful effects of soil erosion to the Earth’s
surface?
III. Materials: video of Underground River and Chocolate Hills
IV. Procedure:
1. Watch the a video presenting the features of the Underground
River and Chocolate Hills.
2. Listen attentively to the narrator to be able to learn about the
features of Underground River.
3. Write down important details to be able to answer the guide
questions.
a. Where is the Underground River located?
b. What are inside the underground river?
c. What do you call the rock formation on the roof of the cave?
d. How are rock formation on the ground of the cave called?
e. What do stalactites and stalagmites made up of?
f. How are stalactites and stalagmites formed?
C. Discussing new concepts and practicing new skills #1
Answering the guide questions:

a. Where is the Underground River located? In Palawan
b. What are inside the underground river? Cave, bats, rock formation
c. What do you call the rock formation on the roof of the cave?
Stalactites
d. How are rock formation on the ground of the cave called?
Stalagmites
e. What do stalactites and stalagmites made up of?
Limestones or calcite drips
f. How are stalactites and stalagmites formed?
When water containing limestones or calcite drips from the
roofs of the caves, stalactites are formed. When they reach the
ground due of gravity and harden, stalagmites are formed.

Draw the name effect of soil erosion based on the presented video
.
vCV
Stalactite Stalagmite Hills

Give other effects of soil erosion to the Earth’s surface and draw
them.
1. Mountain 4. Volcano
2. Rough roads 5. Mounds
3. Widening of river

1. This is the map of Calaca in the province of Batangas.
Study the map and its profile below.
Legend:
High Density Commercial Zone
Agricultural zone
Forrest zone
Industrial zone
Low Density Commercial Zone
Source: http://calaca.gov.ph/j15/images/stories/common/calaca_map.jpg
By looking at its profile, do you think the town is a landslide

prone?
Why or why not? Justify your answer.
Answer: Most of the land area in Calaca, Batangas are agricultural. The
town can prevent the occurrence of landslides because of the plants and
trees that can hold up the soil. Also, it has less constructed buildings
and commercial establishments. Industrial zones are in the riverbanks
which make the land areas protected from constructions and soil erosion
made by people and animals.

What are the useful and harmful effects of soil erosion?
Give your answer through a mind map.
Direction: Encircle the correct answer.
1. Which causes the limestone formation that make Palawan a popular
tourist destination?
a. Glaciers
b. Eruption
c. Water
d. Win
2. How are Chocolate Hills formed?

a. Sediments deposited by water
b. Soil blown by the winds
c. Pyroclastic debris moved away by lahar flow
d. Soil and sand carried away by animals
3. Why are sandy beaches prone to erosion?

a. Because of the wind
b. Because of the waves and tides
c. Because of mining
d. Because of the marine animals
4-5. Which two effects of soil erosion are useful?
a. Farmlands become useless.
b. Formation of caves, stalactites and stalagmites
c. Formation of volcanoes and hills
d. Landslides in deforested areas
e. Shallowing and widening of the rivers

In what ways can soil erosion be disadvantageous to people, plants
and animals. Draw it.
WEEK 3 Day 1
Lesson 12: Data Collected from the Investigation on Soil Erosion
I. OBJECTIVES

Communicate the data collected from the investigation on soil erosion.
S5FE-IVc-3
II. CONTENT

A. References
1. Textbook pages:
The New Science Links 5; Evelyn T. Larisma et al pp 331-335
Sci- Bytes ; Janneth C. Basa et.al.,pp 323-325
c. Cyber Science 5; Nicetas G. Valencia et al pp. 303-320

http://www.shutterstock.com/pic-433561657/stock-photo-slide-soil-
erosion-caused-by-groundwater-into-the-river-with-a-tree-growing-
on-the-ground.html?src=-fVOfYzieabATM_NRG4D3w-1-7

chart, activity sheet, pictures, powerpoint presentation, laptop
IV. PROCEDURES
Write the word FACT if the statement is correct and word BLUFF if it is
incorrect.
10. Soil erosion affects the shape of our land. (FACT)
11. Soil erosion has harmful effects on plants, animals, and people. (FACT)
12. When topsoil is removed by erosion, soil nutrients remain. (BLUFF)
13. Soil may also cover coral reefs and endanger or kill marine life. (FACT)
14. The construction of roads, irrigation and other related activities doesn’t
contribute much to soil erosion. (BLUFF)
Study the picture.
What have you observed?
What covers the surface of the Earth?

What is soil made of?
Why do you think soil particles are eroded from the mound of soil ?

Group Activity: “Let’s Investigate”
Approach: Inquiry- based
Strategy: Experiment
Activity: 3 A’s
XX. Problem: What are the causes of soil erosion?
XXI. Materials: three plastic cups, one peso coin, dipper of water, water,
small basin, newspaper, electric fan, soil
XXII. Procedures:
11. Fill one of the plastic cups with dry soil.
12. Bury the coin in the soil in the plastic cup. Punch small holes in
it.
3. Get the other plastic cup. Punch small holes in it.
4. Put the plastic cup with the soil and the coin in the middle of a
small plastic basin. Do not put water on the basin.
5. Hold the plastic cup with holes about six inches above the plastic
cup with coin and pour water from the dipper to represent the
falling rain. Observe what happens.
6. Get two cups of dry soil and construct a little mound on top of a
cardboard on the floor. Beside the cardboard with a mound of
soil.
7. Get a desk electric fan and put it two meters away from the
cardboard with dry soil. Turn on the electric fan in one direction
facing the mound of soil. Observe what happens.
Guide Questions:
10. What did you observe when water started to fall on the soil?
11. Where did some of the soil particles go?
12. What happened to the coin when you continuously pour water to
the soil?
13. What did you observe with the amount of soil particles in the
basis as you continuously poured water on the soil?
14. What did you observe with the soil particles on the cardboard
when the fan is turned on?
15. Where did the soil particles go when they were blown by the
electric fan?
16. How does rain cause soil erosion?
17. How does wind cause soil erosion?
XXIII. Conclusion:
________________________________________________________
______________________________________________

Sharing of results

From the data that you have collected from the investigation on soil erosion,
can you describe what would happen to the soil after heavy rains?
What would happen to the soil particles if a strong wind blows on the place?
How does soil erosion affect us?

Tell what you have learned on soil erosion.

Based on the activity conducted, what have you learned about soil erosion?

Soil does not stay in one place for a very long period. It is moved from one
place to another by natural forces like running water and wind. The
process by which wind and water transport soil particles and sediment
from one place to another is called soil erosion.
Natural Forces that Cause Soil Erosion

 Water
 Wind
 Glaciers
Other Causes of Soil Erosion
 Overgrazing of animals
 Deforestation
 Bad farming or agricultural practices
 Activities of people and moving vehicles
Direction: Fill in the blank with the correct word to complete
the sentence that tells about soil erosion. Choose your answer from the word
inside the box.
land soil erosion water soil particles wind
1-2. The process by which wind and ______ transport soil particles and
sediment from one place to another is called ________.
3-4.________ is moved from one place to another by natural forces like
running water and _________.
5. When a strong wind blows on__________ without plants or vegetation,
the dry soil breaks apart, making the lighter particles to be blown to other
places.

How does soil erosion affect the people of the Phillipines?
Make a poster showing the effects.
WEEK 3 Day 2
Lesson 16: Enumerating Ways to Prevent Soil Erosion
I. OBJECTIVES
Enumerate ways to prevent soil erosion
S5FE-IVc-3
II. CONTENT

A. References:
1. Textbook pages:
o. The New Science Links 5; Evelyn T. Larisma et al pp 331-335
p. Sci- Bytes ; Janneth C. Basa et.al.,pp 323-325
q. Cyber Science 5; Nicetas G.. Valencia pp. 316-319
http://www.wikihow.com/Prevent-Soil-Erosion#/Image:Prevent-Soil-
Erosion-Step-9-Version-2.jpg

pictures, video clip, activity sheet, chart, powerpoint presentation
IV. PROCEDURES
Clap your hand once if the statement describes causes of soil erosion and
stamp your feet if it is its effect.
1. When the topsoil is lost, fields become unsuitable for farming.
2. Loggers cut a good numbers of trees that hold the soil and much water.
3. When eroded, soil carries pollution-causing chemicals into lakes and
rivers.
4. Much soil coming from barren hills and mountains is carried away into
rivers, thus occupying some water parts.
5. Mining operations loosen the rocks in the mountains.

Study the picture.
What is the girl doing?
Uploaded by: Wikivisual
Have you ever engaged in a tree planting activity?

What is its importance?
How can trees help prevent soil erosion?

Group Activity: “Ways of Preventing Soil Erosion”
Activity: 3A’s
N. Problem: What are the ways of preventing soil erosion?

II. Materials: video clips
https://www.youtube.com/watch?v=Lyad6qVg6N0
III. Procedure:
2. Jot down the different ways of preventing the soil erosion.
Guide Questions;
1. What is the major environmental problem discussed in the video
clip?
2. How do the following help prevent soil erosion?
A. Growing more tress
B. Controlling over grassing of the land by animals
C. Building dams
D. Modern technique of farming
Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________

Sharing of results

m. How do trees protect soil?
n. Why is contour flowing or farming by following the shape of the slope of
the hill and soil tilling help prevent soil erosion?
o. How is reforestation help in preventing soil erosion?
p. What else help prevent soil erosion?
q. The farmers plow and plant around the hillside or slopes.
r. The farmers till the land once or twice a year only to make soil more
fertile and good for planting.
s. Uncontrolled grazing of too many animals removes the grass cover and
packs of the soil more.
t. The land developers convert farmlands, hills and mountainsides into
subdivision.
u. Covering the soil with plants helps prevent erosion by wind and running
water.

Select ways of preventing soil erosion from the given
sentences/statement below:
A. Planting trees in the forest and non-forest areas.
B. Prevent the waterflows by breaking them with logs, stone packs, or old
tires.

Is ilegal logging bad for the forests? Why?
Why massive campaign against illegal logging and deforestation be imposed?
As student, how can you help prevent soil erosion?
What are the ways to prevent soil erosion?

Ways of preventing soil erosion:
1. Contour Plowing- it is the process done by farmers in making furrows,
following the shape of the slope of the hill.
2. Soil Tilling- the farmers till the land once or twice a year only to make
the soil more fertile and good for planting.
3. Terracing- one of the most famous terraces in the world is the
Banaue rice Terraces. It is one of the eight wonders of the world.
4. Strip cropping- it is a process of growing tall and short crops in
alternate strips to break the wind.
5. Crop Rotation- is a farming practice where crops planted are different
every planting season. In this way, the soil nutrients are being
replenished.
6. Planting Vegetation
7. Reforestation
Direction: Write PE if the statement describes way of preventing soil
erosion NT if not.
1. Growing more trees.
2. Controlling over grassing of the land by animals.
3. Planting different types of crops at the same land.
4. Raindrops falling on the soil exert pressure with their
weight.
5. Massive campaign against illegal logging and
deforestation.

Conduct a survey on how people in your community help prevent soil erosion.
WEEK 3 Day 2
1. Which of the following best describes a rock?

A. Solid and organic material
B. Solid and inorganic material
C. Solid and liquid organic material
D. Liquid and inorganic material
2. In your science activity, you observed that some rock samples are big while
others are small. Your observation clearly shows that the rocks may differ in
________.
A. Color
B. Hardness
C. Shape
D. Size
3. While doing the activity, you observed that some rocks can be scratched by
other rocks. This shows that rocks differ in ________.
A. Size
B. Color
C. Hardness
D. Shape
4. In your science class, you were able to observe that rocks differ in size, color,
shape, texture and hardness. This observation shows that rocks _______.
A. Maybe soft or hard
B. Maybe light or dark – colored
C. Maybe big or small
D. Have different characteristics
5. Which of the following tends to cause physical or mechanical weathering?

A. Animal that burrow in the ground
B. Root of plants growing into the cracks in the rocks
C. Water that sleeps into the pores and cracks of rock
D. All of these
6. Which of the following occurs when acidic water caused the rocks to break
producing clay and soluble salts?
A. Carbonation
B. Oxidation
C. Hydrolysis
D. Erosion
7. How does temperature weather rocks?

A. Rocks are heated and cooled continuously
B. Rocks are cooled tremendously all the time
C. Rocks are heated greatly all the time
D. Rocks are at different temperature

support this idea/
A. Falling of leaves cause rocks to break
B. Decaying trunks of plants cause the rocks to break
C. Root of plants that grow in rocks and cause them to break
D. Branches of plant cause the rocks to break when blown by the winds
9. Why do sedimentary rocks are important to geologist and archeologist?

A. They serve as decoration
C. They used it to study the structure of things that existed in the past
D. They serve as collection
A. Jewelry
B. Building
D. Ceramics

A. It wouldn’t float.
B. It couldn’t be shaped.
D. All of the above
12. When is a wind an agent of erosion?
A. When is breaks rocks into pieces.
B. When it carries rock pieces to other places.
C. When it stops picking up rocks.
D. When it presses down on rocks.
13. Landslides on mountain slopes show the force of

A. Gravity
B. Wind
C. Runoff
D. Running water

A. The pebbles picked up by water
B. The rainwater turned brown in color.
C. The gravel and sand carried by the water.
D. The fine dust particles dissolved in water.
15. How can trees help prevent erosion?

A. The roots hold the soil firmly together.
B. The trees block the way of running water.
C. The roots absorb the water at once.
D. The roots secrete acid, attacking the rocks.
B. Make predictions on what each landform will like after years, decades, or
centuries. Match lines period of time.
WEEK 3 Day 4
Lesson 18: Differentiating Weather from Climate
I. OBJECTIVES
The learners demonstrate understanding of weather disturbances and
their effects on the environment .
.
The learners should be able tell the differences of weather from
climate.
C. Learning Competencies/Objectives
Differentiate weather from climate.
S5FE-IVc-3
II. CONTENT
Weather Disturbances
I. References
9. Textbook pages:
a. Cyber Science 5, Nicetas G. Valencia et. al., pp. 304
d. Science and Health, Natividad a. Del prado;pp. 274

https://www.youtube.com/watch?v=rGWLT8_89m8

video presentation, activity sheet, chart, powerpoint presentation, laptop
IV. PROCEDURES
Q. Reviewing previous lesson or presenting the new lesson
Write True if the statement is correct. If False, change the underlined word or
phrase to make the statement true.
______ 1. Evaporation results when water absorbs heat from the sun.
______ 2. Water condenses when water vapor releases heat.
______ 3. When air becomes colder clouds form.
______ 4. Rain that falls to the ground may sink into the ground or
flow on the surface as runoff.
R. Establishing a purpose for the lesson

Let pupils read this:
“ Whether the weather be fine,
Whether the weather be not,
Whether the weather be cold,
Whether the weather be hot,
We will weather the weather
Whether we like it or not.”
What does the rhyme imply?

What is the weather today?
How about the climate in your place?
Are they different? Let’s find out.
S. Presenting examples/ instances of the lesson

Group Activity: “Weather vs. Climate”
Approach: Integrative
Strategy: Scaffold- knowledge Integration
Activity: 4 A’s
XIX. Problem: Can you differentiate climate from weather?

XX. Materials: video clip, activity sheet
https://www.youtube.com/watch?v=rGWLT8_89m8
XXI. Procedure:
16. List down the differences between weather and climate.
Guide Questions:
i. What are the factors that affect the weather?
j. What are the elements that make up the weather?
k. Why do we need to know the weather for the day?
l. How do you call the weather for a long period of time?
m. What factors decide the climate?
n. What are the earth three climate zones?
o. Why is weather more complicated than climate?
p. How is climate different from weather?
XXII. Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
DIV. Discussing new concepts and practicing new skills #1

Sharing of results

(Teacher may give additional information about the differences between
climate and weather)
e. Is weather changing?
f. Can you differentiate the elements of weather from one another?
( temperature, precipitation, winds, clouds, moisture, and air pressure)
g. Why are differences in climate from place to place?
h. Philippines is located at the Southern Asia which has two kinds of
climate? Can you name these? ( amihan and habagat)

Tell whether the statement describes the weather or climate.
1. It is the temporary condition of the atmosphere in a given place at a
particular time.
2. It is what the forecaster on the TV news predict each day.
3. Is the combination of temperature, moisture, wind and sunshine at a place
over a period of years.
4. It is how the atmosphere “behaves” over a period of time.
5. It varies from day to day

c. Why do we have to know the weather for the day?
d. Life is like weather. Sometimes it is bright and shiny, and sometimes it is
dark and gloomy. There are always storms and misunderstandings from
time to time. To weather the storms mean overcome some difficulties or
problems in our lives. How do you find solutions or weather the storms in
your life?

What are the differences between weather and climate?

 Weather is the day to day or time to time condition of the atmosphere
in certain area. Weather affects our daily activities. The weather is fine
when the sky is bright, sunny, with few clouds, and no rain; it is fair
when there are clouds and rain may occur in isolated patches, but the
greater portion of the day is sunny rainy weather refers to a condition
of heavy rains and strong winds.
 Through the use of modern weather equipments, meteorologists are
able to predict weather conditions at any given time. Knowing weather
changes help us plan worthwhile activities. We can also prepare better
during harsh weather conditions. In this way we can save lives and
prevent damage to properties.
 Climate is the total weather conditions in a region over a longer period
of time. The weather at a certain place such a Manila may be cold and
have a warm, dry, sunny climate. Climate is the combination of
temperature, moisture, wind and sunshine at place over a period of
years. The study of climate is called climatology and scientist is known
as a climatologist.

Write W if the statement describes the weather and C if it describes the
climate.
1. It happens at a very short period of time-even only for a day.
2. It occurs for a long period of time.
3. It is the average weather in a place over many years.
4. It varies from day to day and from one place to another.
5. Is the combination of temperature, moisture, wind and sunshine at a place
over a period of years.

Observe the weather conditions for one week.
Record your observation in a table.
Week 3 Day 5
Lesson 19: Describing the Different Weather Disturbances
I. OBJECTIVE
their effects on the environment
The learners should be able to give the characteristics of the different
weather disturbances.

Describe the different weather disturbances.
II. CONTENT
Weather Disturbances

I. References:
9. Textbook pages:
m. The New Science Links 5, Evelyn t. Larisma et.al, pp. 344-346
n. Cyber Science Worktext in Science and Technology 5, Nicetas G.
Valencia et. al., pp. 323-327

https://www.youtube.com/watch?v=2F1RrGwp_go

activity sheet, video presentation, powerpoint presentation, laptop
IV. PROCEDURES
Can you differentiate weather from climate?
How does weather affect our lives?

Recall what happened when you saw a flash of lightning from a
distance. You heard thunder, wind blew , and it rained hard. That was
an experienced of just one weather disturbance. What do you call it?
AAA. Presenting examples/ instances of the lesson

Group Activity: “Types of Weather Disturbance”
Strategy: Peer Teaching
Activity: AFA
(The teacher pre- assigned the group and the topic to be discussed by each
group. Teacher should check first the output of the group)
XIII. Problem: What are the types of weather disturbances?
XIV. Materials: chart or Powerpoint presentation or video presentation can
be used by the reporter of each group
XV. Procedure:
a. Listen to each group report.
b. Understand and jot down important facts about the different
weather disturbances.
Group I- Storm
Group II- Thunderstorms
Group III- Hurricane and Tornadoes
Group IV- Tropical Cyclone
BBB. Discussing new concepts and practicing new skills #1

Sharing of results
CCC. Discussing new concepts and practicing new skills #2

What are the characteristics of storm?
What are the most common types of weather disturbance?
Where does a hurricane form?
Why it is considered the most violent storms on Earth?
What is it several names?
How does it rotate?
How are tropical cyclone classified?
How do tropical depression, tropical storm and typhoon differ?
How will you describe a tornado?
Why it is considered incredibly destructive?
DDD. Developing mastery (Leads to formative assessment

Direction: Complete the concept map below
____
___ Weather
Disturbances ___
___
EEE. Finding practical applications of concepts and skills in daily living

What type of weather disturbance have you experienced?
How did it affect you and your family?
FFF. Making generalizations and abstractions about the lesson

What are the types of weather disturbance?
What are their differences?

 Storm is a violent disturbance in atmosphere marked by sudden
changes in air pressure and rapid air movements.
 Thunderstormis a localized storm cloud that produces thunder and
lightning.It is one of the most common types of weather disturbances
that is experienced in the country.
 Hurricane is a tropical storm with sustained winds of at least
120km/hr. Hurricanes, considered the most violent storms
on Earth, have several names depending on the location
where they are formed.When winds in a tropical cyclone
occurs in the Atlantic or central Pacific Ocean, it is called a
hurricane. In western Pacific Ocean in some parts of asia
like Phillipines, weather disturbances that occur are referred
to as typoons. In the Indian Ocean, they are called
cyclones.Hurricanes rotate in a counterclockwise direction
around an “eye.” The center of the storm or “eye” is the
calmest part. It has only light winds and fair weather.
 Tropical cyclones are area of low pressure that contains rising
warm air.
 Tropical cyclones are classified into three according to the
maximum speed of the wind blowing near the center.
A. Tropical depression- has maximum sustained wind speed of
less than 63 kph. When it gains speed, it becomes a storm
and eventually a typoon.
B. Tropical storm- has maximum sustained wind speed which
ranges from 63 to 118 kph.
C. Typhoon- has a wind speed greater than 118 kph
GGG. Evaluating Learning

Direction: Identify the type of weather disturbance being described below:
Choose your answer from the word inside the box.
tornado tropical cyclone
storm hurricane thunderstorm
1. It rotates in a counterclockwise direction around an” eye “.

2. It is localized storm cloud that produces thunder and lightning.
3. A violent disturbance in atmosphere marked by sudden changes in air
pressure and rapid air movements.
4. These are classified into three according to the maximum speed of the
wind near the center..
5. A whirling, funnel-shaped windstorm, which often develops from a
thunderstorm.
HHH. Additional activities for application or remediation

Research on the effects of weather disturbances to people.
Write your report on a piece of short coupon bond.
WEEK 4 Day 1
Lesson 16: Describing Typhoon and How It Is Formed
I. OBJECTIVES
A. Content Standard
The Learners demonstrate understanding on weather disturbances and
The learners should be able to prepare individual emergency kit
The learners should be able to describe typhoon and how it is formed
S5FE-IVd-4
II. CONTENT
Types of Weather Disturbances

A. References:
1. Textbook pages:
a. Sci-Bytes Worktext in Science 5 pp 354-358
b. Cyber Science Worktext by Valencia pp. 323-326
d. Science Works 5 pp.268-267, 272-273

LRMDS –Typhoon in the Philippines p.128

Activity sheet, chart, PowerPoint presentation, pictures
IV. PROCEDURES
Through Powerpoint Presentation
Sci-cionary.
Write the missing letters in the boxes to complete the words. Use the given
clues as your guide
1. W A H R
The condition of the atmosphere at a certain time and place
2. A G T
Wind that comes from the Southwest area
3. A M S P E E
. It includes all the gases on earth

4. A H N
Wind that comes from the northeast area

KWLH
Fill in the KWLH chart
What do you know about typhoon?
What I KNOW What I Want What I HOW can I

to KNOW LEARNED Learn More

Approach: Inquiry Based
Strategy: Practical Inquiry Model
Activity: AICDR
Group Activity: “Formation of Typhoon: A simulation”

I. Problem: How is a typhoon formed?
II. Materials: sturdy shoe or wooden box, 2 transparent plastic tubes,
Ice cubes
III. Procedure:
1. Cut both ends of the plastic bottle.
( Note: No need to do this if you are using a plastic tube)
2. Make two holes on one side of the box just enough to fit the glass
tube or plastic bottle.
3. Place the bottle and ice cubes under each hole then light the
candle.
4. Observe the direction of the smoke.
Questions
1. How will you differentiate the temperature of air over each
hole?
2. Which part of the convection box is most likely to have the
same condition of a place where typhoon is formed?
3. How does the convection box help you understand the concept
of typhoon formation?
IV. Conclusion:
________________________________________________________
______________________________________________

Sharing of results
E. Discussing new concepts and practicing new skills # 2

a. What is a typhoon? There are two different parts of the typhoon,
How will you describe each?
b. What can you say about the winds surrounding the center of the
c. What behavior of the air explain how the typhoon is developed.

Read the comic strips, then answer the questions that follow.
.
Answer the following
1. What did Alex learn from Mang Luis?
2. In your own words, explain how typhoons are formed?
3. What are the two different parts of the typhoon?
4. What happens when the eye of the typhoon reaches your
place?
5. Describe the wind and rain inside the eye wall?

Typhoons in the Philippines are formed in the tropic part over the Pacific
Ocean and in South China Sea usually from June to November.
Why do you think typhoons usually develop and occur during these months?
(During these months our country receives a high amount of heat from the
sun. The warm moist air is formed above the ocean water due to the rapid
evaporation that occurs. These lead to the formation of typhoon)

a. What is a typhoon?
b. How does a typhoon formed and developed?
c. Fill in the KWLH chart.
Typhoon- is a weather disturbance. It is a very large mass of whirling

moist air formed in warm seas. It brings heavy rains, strong winds, coastal
flooding and dangerous waves.
 It may be called differently depending on its location. It is known as
hurricane in the northern hemisphere , cyclone in the western part of
the southern hemisphere, while in the eastern part in the southern
hemisphere it is known as typhoon.
 A typhoon has two parts: the eye and the eye wall
How a typhoon is formed
It is important to recall the behavior of a moving air to understand how a
typhoon is formed.
 When warm air rises , it produces an area of low pressure, while the
cooler and denser air produces an area of high pressure
 Since warm air is lighter, it rises into the atmosphere while the cold air
sinks
 Once there is a greater difference in air pressure and temperature
between a mass of cold air (front), strong winds occur. The wind blows
from a higher pressure are (HPA) to a low pressure area(APA)
 A low pressure area then develops into a typhoon when the air moves
in a large tightening spiral around the calm center or eye of the storm
and forms a giant whirlwind
Direction.: Write TRUE if the statement describes a typhoon and
typhoon formation and FALSE if not. Write your answer
before the number. .
_____1. A typhoon can also be called storm, hurricane and cyclone
depending on its location.
_____2.Typhoon is one of the most destructive calamities that
brings heavy rain and strong winds.
_____3.Typhoon are formed in warm seas when the wind picks up
heat and moisture.
_____4. A high pressure area develops into a typhoon.
_____5. The behavior of a moving air affects the development of
typhoon.

Cut topic or article about typhoon that hits the Philippines. Paste it on your
notebook. Write a simple explanation how this typhoon formed.
WEEK 4 Day 2
Lesson 17: Observing Changes in Weather Before, During and After
a Typhoon
I. OBJECTIVES
A. Content Standard
The learners should be able to observe the changes in the weather
before, during, after a typhoon
S5FE-IVd-4
II. CONTENT

A. References:
1.Textbook pages:
a. Sci-Bytes Worktext in Science 5 pp 354-358
d.Science Works 5 pp.268-267, 272-273

LRMDS –Typhoon in the Philippines pp.128
C. Other Learning Resources

Activity sheet, chart, PowerPoint presentation, pictures
https:/www.youtube.com/watch?v=hXx8w)r6FsM
https:/www.youtube.com/watch?v=pNh=SXaUgA
https:/www.youtube.com/watch?v=hXX8wOr6FsM
IV. PROCEDURES
Power point presentation
Direction: Read the following sentences. Give the correct answer
1. Where are typhoons mostly formed?
A. high pressure areas B. areas with low altitudes
C. rain forest D. tropical areas
2. Which part of the typhoon is calm?

A. head B. tail
C. eye wall D. eye
3. Which of the following occur when there is a typhoon?

A. big rising waves B. dangerous winds
C. flashfloods D. All of the above

Look at the picture.
What can you say about the picture?

Observe the weather condition, What can you say about it?

Watching Video
A. Before Typhoon
TACLOBAN CITY BEFORE TYPHOON YOLANDA HAIYAN,
PHILIPPINES
https:/www.youtube.com/watch?v=hXx8w)r6FsM
B. During Typhoon
ACTUAL VIDEO OF STORM SURGE OF TYPHOON
HAIYAN”YOLANDA” LEYTE, PHILIPPINES
https:/www.youtube.com/watch?v=pNh=SXaUgA
C. After Typhoon
TACLOBAN CITY AFTER TYPHOON
YOLANDA: Maharlika Highway to Tacloban DZR Airport
Group I
Before the typhoon

1. How will you describe the weather of the place?
2. Write your observation about the following
a. clouds
b. sky
c. wind
d. temperature
e. sun
Group II
During the typhoon
a. clouds
b. sky
c. wind
d. temperature
e. sun
Group III
After the typhoon

a. clouds
b. sky
c. wind
d. temperature
e. sun

Sharing of results

1. What can you say about the weather of Tacloban City before
Typhoon Yolanda hits the place? during the typhoon? After
the typhoon?

Game:
Observe pictures showing before, during and after a typhoon.
Paste the picture in BLUE paper if it happens before, in RED if it happens
during and in GREEN if it happens after.
Approach: Reflective Approach
Strategy: Self-Reflection
Activity : TTRA
After viewing what happened in Tacloban City before, during and after
typhoon, what lesson in life have you learned from it?
What are you going to do if the same scenario would happen in your own
place?

What are the changes in weather before, during and after a typhoon?

BEFORE A TYPHOON
 There are formation of dark clouds
 Air is colder and dry
 Reddish clouds at sunrise and sunset
 Humidity is high
DURING A TYPHOON
 Strong winds and heavy rains
 Sky is cloudy
 Big waves in the sea
 Surging of winds in counterclockwise direction
AFTER A TYPHOON
 Speed of wind decreases
 Sun is starting to shine
 Sky is clear
 Little rain but not as much as during typhoon
 Environment are flooded
 Damaged plants and structures
Direction: Write Before, During or After to indicate when each weather
condition happen.
__________ 1. There are heavy rains and strong winds.
__________ 2. The sky becomes clear.
__________ 3.There are formation of dark clouds.
__________ 4. The air is dry and cold.
__________ 5.Big waves are observed in the sea.

Based from your experienced, what weather changes happened in your place
before, during and after a typhoon. Write it in your notebook
WEEK 4 Day 3
Lesson 18: Enumerating Precautionary Measures Before a Typhoon
I. OBJECTIVES
A. Content Standard
The learners should be able to enumerate precautionary measures
before a typhoon
S5FE-IVd-4
II. CONTENT

A. References:
1.Textbook pages:
a. Sci-Bytes Worktext in Science 5 page 359
b. Cyber Science Worktext by Valencia pp. 341-
d.Science Works 5 pp.275-276

LRMDS –Module 51

activity sheet, chart, powerPoint presentation, pictures, real objects
IV. PROCEDURES
Write B if the statement describes a place before a typhoon, D if during and A
if it is after.
1. Many trees are uprooted and fallen.
2. Water level in rivers and seas increases
3. The sky is covered with dark clouds and heavy rains start to pour.
4. The sun is shining and the wind is blowing gently.
5. Heavy rain falls and strong winds are blowing.

People need to be safe at all times during a weather disturbance such as
typhoon. To be safe, there should be enough preparation before the weather
disturbance. What preparation should we do for us to be safe?
Let’s find out.

Activity: 3 A’s Activity
Group the pupils according to their field of interest.
(Note: As much as possible, there must be an equal number of pupils.)
Group I – The Actor/Actress

Create a short presentation in the form of drama or role
play to show steps of preparing for the coming of typhoon.
Group II – The Reporters
Perform a 2 minute radio broadcast about the steps in
preparing for the coming of typhoon.
Group III – The Choral
Create a jingle or a song showing ways in preparing for a
typhoon
Group IV – The Poet
Write a poem or a verse about safety precautions before a
typhoon

Sharing of results

a. What should you do when you hear a typhoon warning in a
weather forecast?
b. What safety precautions before a typhoon are seen by each
group’s performance?

Put a check on the statement that tells whether the precaution is before a
typhoon and cross if not.
___1. Repair leaking roofs and broken windows.
___2. Avoid playing in the flood.
___3. Stay away from falling trees and falling debris.
___4. Know where to evacuate in times of emergency.
___5. Store candles, flashlights, extra supply and food and water.

To avoid destruction caused by the unforeseen events it is always
wise to prepare in order to be ready to face danger and to feel secure
and safe. There is a weather report that there will be a typhoon
coming, how will help your family prepare before a typhoon strikes?

Enumerate the precautionary measures before a typhoon.

Warning signals and forecasts enable the people to prepare accordingly in
order to ensure safety for the incoming of the weather disturbance
Safety Precautions Before a Typhoon

 During the rainy season, always be prepared for the coming of the
typhoon
 Tune in to radio/television programs for the latest PAGASA bulletins
about the typhoon.
 Know where to evacuate in times of emergency
 Make a repair and strengthen some house posts. Check the eves and
roofs if they are safe and secure.
 Prepare a disaster supplies kit. Include canned food and a can opener,
bottled water , battery operated radio , candles, matches, flashlight,
protective clothing and written instructions on how to turn off electricity ,
gas and water.
 Is case there is an injury, always be ready with first aid kit.
 Stay away from low- lying areas
 If a typhoon is coming, contact all family members and remind them to
go home early as soon as possible to avoid accidents
 Keep a list of emergency phone numbers on display
Direction: Encircle the letter of the correct answer.
1. Before a typhoon comes what kind of foods should we store?
A. Fresh meat, vegetable and fruits
B. Foods that do not need cooking
C. Canned good and liquor
D. foods that are easy to prepare
2. Which one does not show precautionary measure before a

typhoon?
A. Boil drinking water
B. Check electrical appliances before using.
C. Be ready with your first -aid kit in case there is an injury.
D. Keep a list of emergency phone numbers on display.
3. Which of these precautionary measure is recommended before a

typhoon happens?
A. listen to radio or news for updates from PAGASA
B. Help typhoon victims by donating foods and clothing
C. Evacuate to a higher and safer area.
D. Check electrical appliances before using them.
4. Why do we need to follow safety measures before a typhoon?
A. To solve lives and properties
B. To pleas the authorities
C. To prevent typhoon from coming.
D. To stop typhoon when it happens
5. Which picture shows preparing safety measure before typhoon?

I II III
A. I only B. II only C. I and II only D. I, II and III

Create a poster to help the people in the community become aware of
ensuring safety for their family before severe weather disturbances. Use a
cartolina (half size) for your poster. Make your message clear and your
illustrations colorful
Week 4 Day 4
Lesson 19: Enumerating Precautionary Measures During a
Typhoon
. OBJECTIVES
.
during a typhoon
S5FE-IVd-4
II. CONTENT

A. References:
1.Textbook pages:
a. Sci-Bytes Worktext in Science 5 p. 360
c. Science Works 5 pp.276
d. Exploring and Protecting Our World by Coronel et.al. p. 300

LRMDS –Module 51

activity sheet, chart, powerpoint presentation, pictures, metacards
IV. PROCEDURES
a. What are the safety measures before a typhoon?
Here are some tips to avoid accidents when there are weather
disturbances
b. Combine the syllables in each number to form a word. Write your
answer on the blank.
1. di ness rea =_________________________
2. ness pared pre =_________________________

3. tions pre cau =__________________________

A typhoon is a natural disaster that cannot be prevented. Its effect on people
and nature can be very destructive and fatal. This is why it is important to
know the different precautionary measures that one should do during typhoon.
Let’s find out what are these ways so that we can share these to our own
family.

Approach : Constructivism
Strategy : Activity Based
Activity : 3A’s
Group I
“Let’s Make It”
1. Create a poster where safety measures during typhoon is depicted.
2. Make your message clear and your illustration colorful to make it
realistic.
Group II.
“ Jot ‘em Down “
1. Discuss with your group the precautionary measures to be done
during typhoon.
2. Summarized them and write on a Manila paper
3. Be ready with your reporting
Group III
“ Let Everybody Know”
1. Prepare a 2-minute broadcasting activity about safety precautions
during a typhoon.

Sharing of results

1. What precautionary measures can you do during typhoon?
2. Why is it important to know the different precautionary measure during
typhoon?
Written on metacards are different precautionary measures.
Read and tell if it is to be done during a typhoon or not
Listen to the latest news about the typhoon.
Stay away from dangling electrical wires on the street.
Make necessary repairs in the house.
Listen to the latest news about the typhoon
If outside your home, stay away from electrical posts.
Stock up an adequate supply of rice and canned goods

Why it is not advisable to go outside and make outdoor activities during
typhoon?

What should one do when there is already a typhoon?
Enumerate some precautionary measure during typhoon?

What to do during typhoon
 Do not panic. Stay calm and keep your radio and television open to get
latest weather updates
 Be alert. Watch out for water leaks around the door and windows of your
house.
 Stay in safe place at home. Avoid staying near glass windows and
electrical outlets.
 Do not attempt to cross flooded area. It can be very dangerous because
of the heavy rains and strong winds.
 Keep yourself warm by putting on thick clothing to avoid catching cold
 If you are advised by emergency by emergency mangers to evacuate,
do so immediately.
Put a check before a number on the statement which shows preparation
during a typhoon and cross if not.
______1.Transfer or keep all home appliances to a dry and safer
place.
______2. Do not attempt to cross on a flooded area.
______3. Stay in a safe place at home, avoid staying near glass
windows and electrical outlets.
______4. Check for injured or trapped people, without putting yourself
in danger.
______5. Do not panic stay calm and keep your radio and television
open to get latest weather updates.

Write a short essay about the experiences that you had with your family
during a strong typhoon. Write your essay in your science journal.
Week 4 Day 5
Lesson 20: Enumerating Precautionary Measures After a Typhoon
. OBJECTIVES
A. Content Standard
The learners should be able to prepare individual emergency kit.
after a typhoon
S5FE-IVd-4
II. CONTENT

A. References:
1.Textbook pages:
a. Sci-Bytes Worktext in Science 5 page 360
c. Science Works 5 pp.277
d. Exploring and Protecting Our Worldby Coronel et.al. p.300

LRMDS –Module 51

activity sheet, chart, PowerPoint presentation, pictures, metacards
https://www.youtube.com/watch?v=vNSFrrtoQSU
https://www.youtube.com/watch?v=WRpixj_mb30
IV. PROCEDURES
FACT or BLUFF
Here are some safety measure to follow during typhoon. Write FACT if it
correct and BLUFF if not.
___1. Prepare first aid kit with ready medicines.
___2. Stay calm, don’t panic.
___3. Stay inside your house.
___4. Check your house for damages and make repair at once.
___5. Always listen to radio or news for updates
Compare the two pictures. What can you say about them?.
What damages does typhoon brought in the place?
Can we lessen the destructions brought by this calamity?

Video Viewing
a. Set the standards for viewing
b. Present a video of typhoon that hits the country.
c. With your group, discuss, then enumerate the ways that people do
after the typhoon. Write your answer on a manila paper.
d. Post your work

Sharing of results

1. What are precautionary measures after a typhoon?
2. Why is it important to know and follow the different precautionary
measures during typhoon?

“ Pass the Ball:
As the music plays the pupils will pass the ball. When it stops one who’s
holding it will give one precautionary measures after a typhoon.

Think of the strongest typhoon that has ever hit your locality. Try recalling the
typhoon’s name and the damages it brought. Give precautionary measures
that should have done to avoid the said damages.
What should one do after a typhoon?
Enumerate some precautionary measures after a typhoon?

What to do after a typhoon
 Stay indoors until it is safe to come out.
 Keep away from broken electric posts.
 Stay away from still water. It maybe electrically charged from drowned
power lines
 Check for injured or trapped people. without putting yourself in danger.
 Avoid passing along mountainsides for possible landslides.
 Avoid crossing rivers where there are still strong current.
 Don’t drink tap water until officially say it is safe to do so.
 Boil your drinking water if mineral water is not available.
 Eat only foods that are thoroughly washed and cooked well to avoid
diseases like cholera, dysentery, and typhoid fever.
Put a check before a number on the statement which shows preparation after
a typhoon. and cross if not.
______1. Clean your surroundings. They must kept from objects blown
by the winds.
______2. Avoid passing along the mountainsides for possible
landslides.
______3. Stay away from broken posts and electrical posts.
______4. Keep away from manholes in the street.
______5. If you are at the evacuation area, make sure that it is safe to
return home.

How can you be safe from the effects of typhoon?
Complete the concept map.
Precautionary Measures After a Typhoon

What should I do after a typhoon?
I will _________________________________________________
_____________________________________________________
WEEK 5 Day 1
Lesson 21: Describing the Effects of Typhoon on the Community
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of weather disturbances and their
effects on the environment
The learners should be able to prepares individual emergency kit
The learners should be able to describe the effects of a typhoon on the
community
S5FE-IVe-5
II. CONTENT
Effects of weather disturbances on living things and the environment

A. References:
1. Textbook pages:
a. The New Science Links 5, pp. 207 – 220
b. Cyber Science 5, Nicetas Valencia et. al pp. 329 - 336
c. The New Science Links, Evelyn Larisma et al pp. 355 – 356
d. Science @ Work pp. 294 – 295

http://4.bp.blogspot.com/-
QzQIXwiawtI/UL91STgw43I/AAAAAAAABHQ/ftgoCU3qfi8/s1600/374528_
531328553546601_262585512_n.jpg
https://www.youtube.com/watch?v=KYY5Vh-fCr4

activity sheet, chart, pictures, powerpoint presentation
IV. PROCEDURES
Brainstorming
You heard from the news that there is a typhoon coming in your place. What
will you do?
How will you prepare for the coming typhoon?

Study the pictures
What do the pictures show?

When does it happen?
Collaborative approach(TDAR)
Group Activity: Explain me!
I. Problem: Identify the effects of typhoons

II. Materials: Video presentation, Activity sheet
III. Procedure:
1. Watch the video presentation.
https://www.youtube.com/watch?v=KYY5Vh-fCr4
2. List down some damages brought about by typhoon to living and
nonliving things
3. Enter your observations in a table like this.
EFFECTS OF TYPHOON ON THE COMMUNITY
Living things Nonliving thins

1. How do typhoons affect people, plants and animals?
2. What are the positive effects of typhoons?
XVI. Conclusion:
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________

Sharing of results

Different activities will be given to the group (Collaborative Approach)
Group 1 – Let’s act
Act out the effect of typhoon
Group 2 – Let’s Draw
Draw the effects of typhoon
Group 3 – Let’s Sing
Compose a song about the effect of typhoon
Group 4 – Let’s Recite
Create a poem about the effects of typhoon

Answer the following questions:
1. What health hazards do typhoons bring to people in the community?
2. How may storm surges affect the people near the bodies of water?
3. How do landslides and flooding affect the people in the community?

A strong typhoon hits your nearby barangay. Many people were
homeless and stayed in the evacuation center. How can you help them? What
will you do?

What are the effects of typhoon in the community?

Typhoon cause so much damage in a place because it brings with it
strong winds, heavy rains, storm surges and tornadoes. Typhoons usually
cause floods, which greatly cause a lot of danger and damage such as
destroying crops, destroying buildings, killing people and other living things.
Oil spills can result when strong waves and winds brought about by
typhoons damage the oil platforms. Oil spill can cause death in marine life
such as fish kill.
Storm surge may occur along the coastal similar to what happened in
Tacloban, Leyte during Typhoon Yolanda in 2013.
Fish farms or cages in some parts of the country are also by the storm.
Boats capsize and ships may overturn and sink when huge waves hit them.
Fish farms or cages in some part are also affected affected when there
is a typhoon. Millions of pesos are lost as strong typhoons can destroy
facilities, equipment and products from fish farms.
The lives of fishermen who happen to go out to sea to catch fish are
endangered when caught.
Typhoon, however, have positive outcomes too. Typhoons bring
abundant fresh water, though this may mean floods. Dams are easily filled
up by heavy rains that accompany a typhoon, which replenishes most of the
country’s water supply.
Choose the letter that describes the effects of typhoon.
a. The farmers crop get destroyed when there are heavy rains which
result to flooding.
b. Loss of lives and damage to properties happen due to flooding and
landslides
c. Thousands of families become homeless.
d. Fisherman can go fishing and abundant catch awaits them.
e. Power supply is cut off for several days as falling trees destroy the
electric posts and power lines
f. People lose their homes and means of livelihood.
g. Prices of basic commodities become cheaper.

The Philippines is often visited by typhoons. Use your imagination and creativity
to design something which you can use during or after a typhoon. Then write
few sentences to discuss your purpose for inventing such thing and what your
thing can do.
WEEK 5 Day 2
Lesson 22: Enumerating Different Storm Signals
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of weather disturbances and their
effects on the environment
The learners should be able to enumerate different storm signals
S5FE-IVe-5
II. CONTENT
A. References
1. Textbook pages:
a. Science and Me 5, Efrain E. Abracia pp. 242 – 243

https://www.youtube.com/watch?v=Y9wrw9Q5ZAE
https://www.youtube.com/watch?v=RLI4pspeWQ8

chart, activity sheet, pictures, powerpoint presentation, laptop
IV. PROCEDURES
Complete the concept map below
Effects of typhoon

Listening to weather report:
https://www.youtube.com/watch?v=Y9wrw9Q5ZAE
What is the weather report all about?
What are the storm signals mention on the report?
What are the places under storm signal number 1? 2?
Why are weather reports important?

Group Activity: Let’s Move It
I. Problem: Identify different storm signal
II. Materials: video presentation, manila paper
III. Procedures:
1. Watch the video presentation:
https://www.youtube.com/watch?v=RLI4pspeWQ8
2. Enumerate the different storm signals and describe it.
3. Record your observation on the table below.
Storm Signals Description

Questions:
7. What are public storm signals?
8. How do they differ from one another?
9. Why are public storm signals raised in places that might be
affected by a typhoon?
10. What will you do when you hear typhoon signals 1, 2 or 3?
XXIV. Conclusion:
I therefore conclude that _______________________

Sharing of results

Constructivism (Direct Instruction)
Encircle the letter that has the correct answer.
1.The government agency that warns the people of an approaching

typhoon.
A. PHIVOLCS B. PAGASA C. DENR D. DEPED
2. Typhoon signals are raised according to ________.

A. strength of the wind C. strength and speed of the wind
B. speed of the wind D. none of the above
3. Weather bulletin are posted and warnings are issued by PAGASA

on what purpose?
A. to give people time to prepare
B. to give people to go and a movie
C. to give people time for swimming
D. to give people time to party
11. When classes in all levels are suspended and work in government
offices are likewise suspended, typhoon signals is raised to _____.
A. Signal No. 1 B. Signal No. 2 C. Signal No. 3 D. Signal No. 4
5.) Strong winds of 60-100 kph is expected within 24 hours and

classes in the elementary and secondary levels are suspended. It
describes ___________.
A. Signal No. 1 B. Signal No. 2 C. Signal No. 3 D. Signal No. 4

You heard from the news that there is a typhoon that will enter the
Philippine Area of Responsibility and Public storm Signal Number 3 is
raised on your barangay. What will you do? Why? How will you
prepare for it?

What are the different storm signals?

Typhoon signals are raised when wind speed is very strong. Wind
strength determines typhoon signals. Philippines Atmospheric, Geophysical
and Astronomical Services Administration (PAGASA) is a government
agency that issue warnings to people. Typhoon signals to warn people of
the coming typhoon through their regular weather bulletins.
Wind speed is expressed in kilometers per hour (Kph) and wind speed
is measured by the use of an anemometer.
The following are different typhoon signals and their descriptions.
Typhoon Signal Meaning

Number 1 Weather disturbance is within the
Philippine Area of Responsibility. Winds
are up to 60 km per hour may be
expected in the locality within the next
36 hours.
Classes are suspended in the
nursery, kindergarten and pre – school
levels.
Number 2 Weather disturbance is affecting the

locality. Winds of 60 to 100 km per hour
are expected within the next 24 hours.
Houses of light materials should be
strengthened.
Classes in elementary and
secondary levels are automatically
suspended.
Number 3 Weather disturbances are

dangerous to the locality. Winds of more
than 100 km per hour are expected
within the next 12 to 18 hours.
Classes are suspended in all levels
and people are advised to stay indoors.
Seas will be very rough
Number 4 A super typhoon is expected in the
locality with wind speeds of 200 km per
hour or more
Direction: Label the description below to enumerate the different
storm signal.
______ 1.Winds of 60 to 100 km per hour are expected within the next
24 hours.
______ 2. A super typhoon is expected in the locality with wind speeds
of 200 km per hour or more
_____ 3. Winds is up to 60 km per hour may be expected in the
locality within the next 36 hours.
______ 4. Winds of more than 100 km per hour are expected within the
next 12 to 18 hours. Classes are suspended in all levels and people
are advised to stay indoors

Describe and classify two or more powerful storms that occurred in
the area where you live. Include the storm signals of these
typhoons. How much damage did they cause?
WEEK 5 Day 3
Lesson 23: Describing the Effects of Winds in a Given Certain
Storm Warning Signal
I. OBJECTIVES
A. Content Standard
The learners should be able to describe the effects of winds in a given
certain storm warning signal
S5FE-IVe-5
II. CONTENT

A. References
1. Textbook pages:
Cyber Science Worktext in Science and Technology 5, Nicetas G.

activity sheet, chart, powerpoint presentation,
IV. PROCEDURES
Read each item carefully then choose the letter of the correct answer.
1. If Storm Signal No. 4 is raised, the speed of the wind is at least:

A. 85 kph C. 120 kph
B. 100 kph D. 186 kph
2. Which government agency gives weather reports?

A. PHIVOLCS
B. PAGASA
C. DSWD
D. Disaster Coordinating Council
3. Look at the picture. What storm signal corresponds to thetyphoon

shown below?
A. Storm Signal Number 1
B. Storm Signal Number 3
C. Storm Signal Number 2
D. Storm Signal Number 4
4. PAGASA has just raised typhoon signal number three in Metro

Manila and neighboring Northern Luzon provinces. What does
this?
A. Winds up to 60 kph may be expected in the locality
B. Winds from 60 – 100 kph may be expected within the next 24
hours
C. Winds with a speed of 100 – 185 kph are expected in the area
in at least 18 hours
D. Winds with a speed greater than 185kph are expected to hit
the area in at least 12 hours

Observe the pictures.
How will you describe the pictures?

What does the picture show?
How do they differ?
Group Activity:
I. Problem: Describe the effects of winds in a given certain storm
warning signal
II. Materials: books, manila paper, pentel pen
III. Procedure:
Form group of five members. Conduct a research in the internet
or read books about the effects of winds in a given certain
storm warning signal.
Questions:
1. What are the effects of winds in different storm signal?
2. How does the strength of the wind differ in each storm signal?
V. Conclusion:
I have learned that ____________________________

Sharing of results

Make a poster showing the effect of wind for different storm signal
Group 1 – Storm signal number 1

Study the pictures below. Tell the typhoon signals that cause that
damage
Your house is made of light materials. Then you heard from the news
that typhoon storm signal number will hit your place. What will you do?
Why?

e. What are the effects of winds on different storm warning?
Storm Signal Number 1

Meteorological Conditions
- A tropical cyclone will affect the locality. Winds of 30 –
60 kilometers per hour (kph) may be expected in at least 36
hours or intermittent rains may be expected within 36 hours.
(When the tropical cyclone develops very close to the locality - a
shorter lead time of the occurrence of the winds will be
specified in the warning bulletin)
Impact of the Winds
 Twigs and branches of small trees may be broken.

 Some banana plants may be tilted or downed.
 Some houses of very light materials (nipa and cogon)
may be partially unroofed.
 Unless this warning signal is upgraded during the
entire existence of the tropical cyclone, only very light
or no damage at all may be sustained by the exposed
communities.
 Rice crop, however, may suffer significant damage
when it is in its flowering stage.

A tropical cyclone will affect the locality. Winds of greater
than 60 kph and up to 100 kph may be expected in at least
24 hours.
Impact of the Winds
 Some coconut trees may be tilted with few others broken.

 Few big trees may be uprooted.
 Many banana plants may be downed.
 Rice and corn may be adversely affected.
 Large number of nipa and cogon houses may be partially
or totally unroofed.
 Some old galvanized iron roofings may be peeled off.
 In general, the winds may bring light to moderate
damage to the exposed communities.
A tropical cyclone will affect the locality. Winds greater
than 100 kph up to 185 kph may be expected in at least 18
hours.
Impact of the Winds
 Many coconut trees may be broken or destroyed.

 Almost all banana plants may be downed and a large
number of trees may be uprooted.
 Rice and corn crops may suffer heavy losses.
 Majority of all nipa and cogon houses may be unroofed
or destroyed and there may be considerable damage to
structures of light to medium construction.
 There may be widespread disruption of electrical power
and communication services (including the Internet).
 In general, moderate to heavy damage may be
expected, practically in the agricultural and industrial
sectors.
Meteorological Condition
A very intense typhoon will affect the locality. Very
strong winds of more than 185 kph may be expected in at least
12 hours.
Impact of the Winds
 Coconut plantation may suffer extensive damage.

 Many large trees may be uprooted.
 Rice and corn plantation may suffer severe losses.
 Most residential and institutional buildings of mixed
construction may be severely damaged.
 Electrical power distribution and communication services
(including Internet) may be severely disrupted.
In the overall, damage to affected communities can be
very heavy
Direction: Write 1 if the effect of the wind describe storm signal 1, 2
for signal number 2, 3 for signal number 3 and 4 for signal
number 4.
1. Twigs and branches of small trees were broken

2. Many houses are destroyed
3. Great loss of lives and properties
4. Few big trees were uprooted
5. Houses of light materials like nipa and cogon were
partially unroofed.
.
Write 4 – 5 sentences explaining the importance of having knowledge
about the effect of wind on different storm signal.
Week 5 Day 4
Lesson 24: Explaining the Importance of Knowing Storm Signal
I. OBJECTIVE
A. Content Standard

The learners should be able to explain the importance of knowing storm
signal
S5FE-IVe-5
II. CONTENT

A. References:
1. Textbook pages:
Science and Me 5 pp. 246

metacards, activity sheet
IV. PROCEDURES
Written on the metacards are the impacts of the wind under different storm
signals. Place then on their proper column
Twigs and branches of small trees may be broken (1)
Electrical power distribution and communication services

(including Internet) may be severely disrupted.(4)
Classes in all levels are suspended and children should stay in the
safety (3)
Many coconut trees may be broken or destroyed.(3)
Few big trees may be uprooted (2)
Some houses of very light materials (nipa and cogon) may be

partially unroofed (1)
Many large trees may be uprooted (3)
Signal # 1 Signal # 2 Signal # 3 Signal # 4

Brainstorming
Why do you think PAGASA gives advance weather forecast
especially when there is a typhoon that will enter the Philippine Area of
Responsibility?

Group Activity:
I. Problem: Explain the importance of knowing storm signal
II. Materials: manila paper
III. Procedure:
Work in groups with five to six members. Discuss with your
group the importance of having knowledge about storm signal.
Be ready to discuss it in class.
Questions:
h. Why is it important to have knowledge about the
weather?
i. What do you think will happen if PAGASA didn’t inform
the public about the coming typhoon and its storm
signal?
j. Why is it important to be prepared especially if a typhoon
will hit your area?
V. Conclusion:
________________________________________________________
________________________________________________________
_________________________________________
Sharing of results

Think – Pair – Share
What actions do the air and water transportation services take when the
weather is stormy? Why?

The class will be grouped into three
Create presentation to show the importance of knowing the storm signal.
Group 1 – skit
Group 2 – choral recitation
Group 3 - jingle

You and your family plan to have an outing on Laiya Beach Resort
in San Juan, Batangas. A night before your trip you heard from the
news that there is a typhoon coming and that area is under storm
signal number 2. What will you? Why?

Why is it important to know storm signals?

 PAGASA reports public storm signal to warn people of the coming
dangers.
 Storm warning signals are essential because it makes the people
aware of what a certain typhoon can bring them.
 Some people also used the storm warning signals to indicate the
class suspension.
 Storm warning signals are also used to know how great or intense a
certain typhoon is
Explain:
Why is it important to know storm signal?
(The teacher will use the rubric below to rate the answer of the pupil.)
Scoring Rubrics
Score Description
4 Students understanding of the concept is clearly
evident
3 Student understanding of the concept is evident
2 Student has limited understanding of the concept
1 Student has a lack understanding of the concept

Explain the importance of taking weather warnings seriously
Week 5 Day 5
Lesson 25: Formulating Example of News Weather Reporting
About the Coming of Typhoon
I. OBJECTIVE
The learners should be able to formulate an example of news weather
reporting about the coming of a typhoon
S5FE-IVe-5
II. CONTENT

M. References
7. Textbook pages:
a. Science for Active Minds 5, p. 316

https://www.youtube.com/watch?v=UhJ30xCDFqA
https://en.wikipedia.org/wiki/Weather_and_climate
N. Other Learning Resources

activity sheet, video presentation
IV. PROCEDURES
Write FACT if the statement is correct and BLUFF if it is not correct
1. DSWD is the agency that gives weather reports.
2. Having knowledge about the weather is important for making
decision
3. PAGASA reports public storm signal to warn people of the
coming dangers of typhoon.
4. Storm warning signals are also used to know how great or
intense a certain typhoon is.
5. Storm signal raise in a certain area is the basis for
suspending classes on that place.
FF. Establishing a purpose for the lesson

https://www.youtube.com/watch?v=UhJ30xCDFqA
What is the video presented all about?

What area affected by typhoon?
What are the elements of weather that are mentioned in the weather
forecast?
What kind of weather forecast is shown?
What are the important data that must be included in the report?
Why is weather reporting important?

2. Group the class into five.
3. Let the group formulate their own weather report about the coming
typhoon
Sharing of results

Direct instruction
What are the elements of weather that are mention in your weather
report?
What are the areas affected by typhoon?

Direction: Read the weather report then identify the element of weather
mentioned on the report.
Forecast: Partly cloudy to cloudy skies with light rains will be experienced
over the provinces of Batanes, Ilocos Norte, Apayao, Cagayan and Quezon.
Partly cloudy to cloudy skies with isolated rainshowers or thunderstorms is
expected over Metro Manila and the rest of the country.
Moderate to strong winds blowing from the northeast will prevail over Luzon
and Eastern Visayas and the coastal waters along these areas will be
moderate to rough. Elsewhere, winds will be light to moderate coming from
the northeast to north with slight to moderate seas.
G. Finding practical applications of concepts and skills in

daily living
Your community is located near coastal areas. You heard from the
news report that a strong typhoon will hit your place? What will you do?
Why?

What are the elements of weather that are included in making
weather report?

There are several elements that make up the weather and
climate of a place. The major of these elements are FIVE: temperature,
pressure, wind, humidity, and precipitation. Analysis of these elements
can provide the basis for forecasting weather and defining its climate.
These same elements make also the basis of climatology study, of
course, within a longer time scale rather than it does in meteorology.
 Temperature is how hot or cold the atmosphere is, how
many degrees it is above or below freezing. Temperature
is a very important factor in determining the weather
because it influences or controls other elements of the
weather, such as precipitation, humidity, clouds and
atmospheric pressure.
 Humidity is the amount of water vapor in the atmosphere.
 Precipitation is the product of a rapid condensation process (if this
process is slow, it only causes cloudy skies). It may include snow,
hail, sleet, drizzle and rain.
 Atmospheric pressure (or air pressure) is the weight of air
resting on the earth's surface. Pressure is shown on a
weather map, often with lines called isobars.
 Wind is the movement of air masses, especially on the
Earth's surface.
Direction: Study the fact sheet below then create a weather report
from it.
Tropical Cyclone Update
Max winds / Gustiness: 65 kph / 80 kph
Forecast Movement: West at 6 kph
Tropical Storm (Maning)
Location: At 4:00 AM, 3,310 km east of Northern Luzon (18.3°N,
153.0°E) Outside PAR

1. Read newspaper articles on typhoon Ondoy, Yolanda and Ruby.
2. Compare and contrast the three typhoons based on the following: a)
how they formed b) wind speed c) amount of rainfall d) how long they
stayed in the Philippine Area of Responsibility (PAR) and 5) extent of
the damage caused by each typhoon.
3. Fill in the table below

Typhoon How it Wind Amount Length of Extent of
formed Speed of Stay in Damage
Rainfall PAR
Week 6 Day 1
Lesson 26: Describe the phases of the moon
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of the phases of the Moon and
the beliefs and practices associated with it
The learners should be able to debug local myths and folklore about the
moon and the Stars by presenting pieces of evidence to convince the
community folks

Describe the phases of the moon
S5FE-IVg-h-7
II. CONTENT
A. References
1. Textbook pages
2. Additional Materials from Learning Resources (LR) Portal

https://www.youtube.com/watch?v=7El4nxvG57k

powerpoint presentation, illustration
IV. PROCEDURES
I. Reviewing previous lesson or presenting the new lessons
Approach: Collaboration
Suggested Activity: Think, Discuss, Act, Reflect
What is the most noticeable thing you probably see at night when you look up the
sky?
J. Establishing a purpose for the lesson

Create a semantic web for the word Moon
K. Presenting examples/ instances of the lesson

Activity
Earth and the Moon Interact
Materials: pictures, worksheet, marker, group of pupils
What to do:
2. Recall group work standards.
3. Distribute the picture of moon’s orbit.
4. Let the pupils brainstorm ideas based from the questions below:
a. What do the arrows tell?
b. What happens to the moon as it orbits around the earth?
1. Describe the changes that happen to the moon’s phases.
L. Discussing new concepts and practicing new skills #1


1. Teacher will use a power point presentation to further discuss the
lesson.
Match the illustration of the phases of the moon with its name. Write
the letter of the correct answer.
A B
.
1. a. New moon
2. b. Crescent moon
3.
c. Half moon
4.
d. Gibbous moon
e. Full moon
5

During the olden days, the phases of the moon were used as basis of
people in doing their daily activities like full moon offers big catch to
fishermen.
Do you think fishermen now a days are still following that belief?

Moon is the nearest earth’s neighbor in space. As it orbits the earth, the
Moon seems to change shape and disappear. It is due to the part that is lit
by the sun as it goes around. The lighted part of the moon is called the
moon’s phase.
Phases of the Moon

a. New Moon – the unlighted side of the moon faces the earth that
makes it invisible when viewed from the earth. The
moon and the sun are aligned on the same side of
the earth.
b. Crescent Moon – after one or two days, small edge of the moon is
lighted.
c. First Quarter Moon – after a week, half of the moon is lighted.
d. Gibbous Moon - After a few days, we see more than half of the
moon lighted.
e. Full Moon - After one week, the whole side of the moon facing th
earth becomes lighted. This happens when the earth is
between the sun and the moon.
From the full moon until a new moon, the amount of lighted surface
visible from the earth decreases. This period when the moon appears to be
decreasing in size is called a waning moon. That’s why as the moon
continues the second half of its orbit, you see another gibbous, quarter,
crescent phases before the new moon.
The moon completes one revolution around earth in about 28 days or
almost a month.
Use a yellow crayon to color the circle to show the phases of the moon.
1. full moon
2. new moon
3. first quarter
4. last quarter
5. gibbous moon
6. crescent

Ask the pupils to watch a short video clip about Legend of the Moon on
the given link: https://www.youtube.com/watch?v=7El4nxvG57k
Be ready to retell it in class.
Week 6 Day 2
Lesson 27: Infer the patterns in the changes in the appearance of
the moon
I. OBJECTIVES
A. Content Standard
community folks

Infer the patterns in the changes in the appearance of the moon
S5FE-IVg-h-7
II. CONTENT
The Moon-Phases of the Moon

A. References
1. Textbook pages
http://ps.uci.edu/~observat/sites/default/files/ELEM_Activity_MoonPhases.p
df
http://google.com/moon
LRMDS

powerpoint presentation, pictures, model of phases of the moon
IV. PROCEDURES
Strategy: Think Pair Share
Suggested Activity: 2D-2M
Describe the moon.
Why the moon changes its appearance?

Activity
Can You Guess?
Materials: Worksheet, marker, group of pupils
What to do:
2. Recall standards.
3. Ask the group of pupils to brainstorm and make inferences on the patterns
in the changes in the appearance of the moon.
4. Allot 5 minutes for this activity.

Ensure mastery of the topic through video clip viewing.
http://google.com/moon

If you want to check on how a crescent moon looks like, what object at
home will you use to best represent the sun, moon, earth?

The patterns in the changes in the appearance of the moon is due to the
relative position of the sun, earth and the moon.
Write T if the inference is possibly correct, and F if it is not.
_______1. It is full moon when the moon is between the sun and the earth.
_______2. New moon occurs when the earth is between sun and moon.
_______3. Gibbous moon occurs when we see more than half of the moon is
lighted.
_______4. After the gibbous moon, half of the moon’s face is seen.
_______5. After the crescent moon, half of the moon is lighted.

Interview an old member in the family about a myth that he/she knew
about the moon. Share it in class.
Week 6 Day 3
Lesson 28: Illustrate the patterns in the appearance of the moon
I. OBJECTIVES
The learners demonstrate understanding of the phases of the Moon
and the beliefs and practices associated with it
community folks

Illustrate the patterns in the appearance of the moon
S5FE-IVg-h-7
II. CONTENT

A. References
1. Textbook pages

powerpoint presentation, boxes of colorful clay, worksheet, marker, tie
wire
IV. PROCEDURES
Approach: Constructivists
Strategy: 3 A’s
Suggested Activity:
How does a moon look like?

Why does moon change its appearance?

Activity
Make Me
Materials: boxes of colorful clay, worksheet, marker, group of pupils,
tie wire
What to do:
2. Recall group work standards.
3. Tell the pupils of what the activity all about.
a. Use the clay to illustrate the phases of the moon.
b. Each group may use a tie wire to fasten the positions of the molded
clay
4. Allot 8-10 minutes to do the activity .
M. Discussing new concepts and practicing new skills #1

1. Group sharing
* A representative from each group will go from one group to another to
compare and have a short sharing of their output for 3 minutes

1. The representatives will go back to their home group for their final
output
2. Group Reporting
Have a quick check regarding the activity through questions.
1. What did you do first to carry out the activity?
2. How did you represent the model of each phase of the moon?
3. What did you do to keep the moon, earth and sun in their position?
What is importance of our activity in your learning?
1. Giving a scale of 1-10, how do you rate yourself in performing your task
as a member of the group?
3. As a group, what did you do to achieve the expected output?
Draw the model of each phase of the moon assigned to your group.
a. New moon c. Half moon d. Full moon
b. Crescent moon b. gibbous moon

Write a personal narrative regarding your experience for today’s activity.
Week 6 Day 4
Lesson 29: Explain the reasons why does the moon undergo
changes in appearance
I. OBJECTIVES
community folks

Explain the reasons why does the moon undergo changes in appearance
S5FE-IVg-h-7
II. CONTENT

A. References
1. Textbook pages

https://www.youtube.com/watch?v=NCweccNOaqo

powerpoint presentation, pictures, model of phases of the moon
IV. PROCEDURES
Strategy: Think Pair Share
Suggested Activity: 2D-2M
Sharing of personal narrative, 1-3 volunteers.

Prepare the class for a gallery walk.
D. Presenting examples/ instances of the lesson

Activity
Stop, Look and Listen!
Materials: Model of Phases of the moon, select pupil
Note: The teacher should set up the classroom ahead like a gallery
and a pupil who will act as a tour guide.
What to do:
2. Recall standards.
3. Tell the pupils that their task is to stop in each post, look at the pictures
and listen to the tour guide as he/she explains the reasons why does
moon undergo changes its appearance.
4. Encourage pupils to take down important details.
5. This activity will last for 15 minutes.

1. Pupils will be given 3 minutes to finalize the details their gathered from
the gallery walk.
2. Give one minute to exchange paper with his/her seatmate to proofread
the write ups.
1. Individual sharing
Ensure mastery of the topic through video clip viewing.
https://www.youtube.com/watch?v=NCweccNOaqo

What conclusion can you make if you can’t see the image of the moon on
a starry night?

Explain the reasons why the moon undergo changes in appearance.
Write T if the statement explains the reasons why the moon undergo changes in
appearance and F if it does not.
_______1. It is full moon when the moon is between the sun and the earth.
_______2. New moon occurs when the earth is between sun and moon.
_______3. Gibbous moon occurs when we see more than half of the moon
lighted
_______4. After the gibbous moon, half of the moon’s face is seen. We see last
quarter.
_______5. After the crescent moon, half of the moon is lighted. We see the first
quarter.

Do the activity below. This serves as your two-week activity.
Observing the Moon

1. Observe the shape of the moon every night for two weeks.
2. Draw the moon and its shape each night in a chart similar to one
shown below.
Week Night
1 2 3 4 5 6 7
week 1
week 2
3. Compare the moon’s shape from night to night.

• Did you notice any changes in the moon’s shape? Why do you
think the shape changes?
Summative Test
A. Directions: Read each sentence carefully. Write T if the statement is
correct and F If it is incorrect.
1. A lightning is a discharge of electricity builtb up during a storm.

2. The Philippines rarely experiences typhoon.
3. Storms, cyclones, hurricanes, and typhoons are the same.
4. Hurricane is a tropical storms with sustained winds of at least 120 kph.
5. Monssons are seasonal winds usually associated with warm temperature
and heavy rains.
6. Flashfloods occur within a few hours of heavy rains.
7. The moon makes its own light.
8. The moon orbits the Earth.
9. The moon changes its shape.
10. The gravity on the is less than that on earth.
B. Write the letter of the correct answer.

11. Which best describes a storm surge?
A. expansion of the hurricane’scharacterized eye
B. sudden and rapid increase of theintensity of a storm
C. windstorm characterized by twisting, funnel-shaped cloud
D. onshore rush of water associated with a low-pressure weather system.
12. What causes the monsoon winds in the Philippines?

A. trade winds B. prevailing westerlies
C. polar westerlies D. tilting of earth’s axis
13. What is a squall?

A. abnormal rise of water level B. rapid upward mvement of air
C. sudden drop in air pressure D. increase in surfacdee wind
magnitude
14. Which is the only positive outcome of typhoons?

A. remove pollutants from the air B. remove trash from rivers
C. cause flooding D. fill up dams and replenish
water supply
15. What should you do during a typhoon?

A. Seek shelter in a basement or low ground.
B. Stay at home and be updated about the typhoon.
C. Seek high ground due to flooding.
D. Seek shelter in a basement or low ground
16. Which can be greatly damaged by typhoons?

A. forests B. agricultural lands
C. fish farms D. all of the above
17. Which of the following is responsible for issuing public storm warning
Signals (PSWS) regarding the typhoons that enter the Philippine Area of
Responsibility (PAR)?.
A. DSWD B. NDRRMC C. PAGASA D. DepEd
18. Storms need three things to form. Which of the following is NOT
included?
A. warm air B. altitude C. high winds D. moisture
19. If the te storm warning signal is number 3, which of the following is the
Impact of the wind?
A. Very heavy to widespread damage B. Moderate to heavy
damage
C. Heavy to very heavy damage D. Light to moderate
damage
20. What is the weather condition in the eye of a typhoon?
A. fair B. fine C. rainy D. windy
21. Which public storm warning signal is characterized by winds of greater

than 100-185 kph?
A. 1 B. 2 C. 3 D. 4
22. What do you call the area in the center of a typhoon?

A. current B. depression C. epicenter D. eye
23. Which of the following is the best thing to do before a typhoon.

A. Transfer or keep all home appliances to dry and safer place.
B. Stay in a safe place at home.
C. Do not attempt to cross a flooded area.
D. Do not attempt to use home appliances that were wet by the
rain or flood.
24. Why is the moon considered a satellite of Earth?

A. It orbits Earth. C.It keeps Earth on its orbit.
B. It pulls Earth toward it. D. It affects the tides on Earth.
25. Where does the moon get its life?

A. earth B. produces light on its own C. stars D. sun
26. How long does it take the moon to complete its orbit around the
earth?
A. one day B. one week C. one month D. one year
27. When Earth is between the moon and the sun, the moon’s phase
is most likely a ___________.
A. new moon B. half moon C. quarter moon D. full moon
28. Why does the moon have different phases?

A. It moves around the sun. C. It follows the sun.
B. It moves around Earth. D. Its surface experiences
seasons.
29. Wich shows the correct sequence of the moon phases?
A. new moon-full moon-half moon, gibbous moon-crescent
moon
B. new moon-gibbous moon-full moon-crescent moon, half
moon
C. gibbous moon-crescent moon-new moon-full moon, half
moon
D. new moon-crescent moon-half moon-quarter moon-full moon
30. Which period describes when the moon appears to be dcreasing

in size?
A. waning moon B. waxing moon
C. lunar eclipse D. none of these
Week 7 Day 1
Lesson 31: Relating the Cyclical Pattern of the Moon to the Length
of Month
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding on the phases of the moon and the
beliefs and practices associated with it.
The learner should be able to relate the cyclical pattern of the moon to the length
of month.
S5FE-IVg-h-7
II. CONTENT
The Moon: Cyclical Patterns of the Moon

E. References:
5. Textbook pages
h. The New Science Links 5 by Evelyn T. Larisma & Jan Jason Madriaga-
Mariano, pp. 369-370

LRMDS – The Moon: Phases of the Moon
http://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-
material-in-science-q1q4
https://www.youtube.com/watch?v=dOy5T6hRhpk
https://www.google.com.ph

activity sheets, pictures, powerpoint, calendar of the month
IV. PROCEDURE
What are the different phases of the moon? Paste the strip of paper
with name of the phase of the moon on the proper position in the
picture.
Who among you play outside your house during nighttime?
What games do you play?
How do you enjoy playing it?
Do you do it every night? Why or why not?

Group Activity: “Calendar Month”
IX. Problem: What is the total cyclical pattern of the moon in a month?
X. Materials: calendar of the current year that shows the dates of the phases of
the moon, manila paper/activity sheet, pentel pen
XI. Procedure
6. Choose a month from the current calendar year that shows the dates
of the phases of the moon.
7. Work with a group and count the number of day/s it takes the moon
to go through its different phases.
3. Fill up the table below.
Movement of the Moon Number of Days
New moon to First quarter

First Quarter to New moon
Full moon to Last quarter
Last quarter to new moon
TOTAL
4. Compare your answer with the other group.
XII. Data and Observation:

1. How many days does it take new moon to reach the first quarter
moon phase? _______________________________________
From first quarter moon to full moon? _____________________
From full moon to last quarter? _________________________
2. Does each change phase have the same number of days?
____________________________________________________
3. When you compare your answer with the other group, do you have
the same answer?_______________________________________
4. What change of phase has the longest duration? ____________
What change of phase has the shortest? ______________
5. What is the total cyclical pattern of the month you chose?
_______________________________________________
6. Do all the groups have the same total number of days for each
month?
V. Conclusion:
 I therefore conclude that ___________________________.
S. Discussing new concepts and practicing new skills #1

10. Group reporting

Interactive discussion on a video clip showing the phases of the moon
(https://www.youtube.com/watch?v=dOy5T6hRhpk)
“Phases of the Moon”

a. What are the four main phases of the moon?
b. What is the difference between a gibbous moon and crescent
moon?
c. What is meant by waning and waxing moon?
N. Developing mastery (Leads to formative assessment)

How many days does it take for the moon complete one phase?
How many weeks does it take for the moon to complete its phases in a
month?
How many days does it take for the moon to complete its four main
phases?
O. Finding practical applications of concepts and skills in daily living

Our grandparents say that people are more crazy/lunatic during full
moon? Is that true? Why is it important to study the phases of the moon?
P. Making generalizations and abstractions about the lesson

How is the cyclical pattern of the moon’s phases related to the length
of the month?
Directions: Fill in the blanks with the correct answer. Choose your
answer from the box.
last quarter moon full moon

27 ½ days 29 ½ days
week day
1. If the motion started its orbit around the Earth from a spot in line with a
certain star, it will return to that same spot in about ______________.
2. If the moon started its orbit from a spot exactly between Earth and the
Sun, it would return to almost the same spot in _______________.
3. A _____________ after the new moon, we see a thin slice of light at
the edge of the moon. This is called the crescent moon.
4. A _____________ after the new moon, we see half of the lighted side
of the moon. This is called the first quarter moon.
5. About a week after the first quarter moon, the Earth is between the
moon and the sun. We see the whole lighted side of the moon which
is called _____________.

Create your own calendar month showing the different phases of the moon.
Week 7 Day 2
Lesson 32: Explaining the 2 Ways of Moon’s Revolution Around
the Earth
I. OBJECTIVES
A. Content Standard
beliefs and practices associated with it
The learners should be able to perform the activities sensibly
The learner should be able to relate the cyclical pattern of the moon to the length
of month.
S5FE-IVg-h-7
II. CONTENT

A. References:
1. Textbook pages
a. The New Science Links 5 by Evelyn T. Larisma & Jan Jason
Madriaga- Mariano, p. 371

LRMDS- The Moon: Phases of the Moon
https://www.youtube.com/watch?v=92YhBWb5Z-M
activity sheets, pictures, powerpoint, calendar of the year, chart
IV. PROCEDURE
Look at this calendar of the year.

Using your mathematical skills, answer the following questions.
1. How many main phases of the moon are there in a month? Which are
they?
2. How long does it take for the moon to complete its phases?
In days _______________________
In weeks_______________________

Does each month in the given calendar have the same number of days?
I want you to recite this poem.
30 days of September, April, June and November

All the rest have 31, except February which has 28
And one day more every year in four.

Group Activity: “Calendar for the YEAR”
I. Problem: What are two ways of moon’s revolution around the Earth?
II. Materials: calendar of the current year that shows the phases of the
moon each month, manila paper/activity sheet, pentel pen
III. Procedure
1. Get your calendar of the year that shows the dates of the phases of
the moon.
2. Work with your group and count the number of day/s it takes the
moon to go through its different phases each month.
3. Fill up the table below.
Movement January February March April

of the
Moon
New Moon
to First
Quarter
First
Quarter to
Full Moon
Full Moon
to Last
Quarter
Last
Quarter to
New Moon
TOTAL

1. How many days are the cyclical pattern of the moon in January?
February? March? April?
______________________________________________________
2. What months have the same number of days in the cyclical
pattern?________________________________________________
3. How many days do these have? ____________________________
4. How about the other months? How many days do they have?
______________________________________________________
V. Conclusion:

1. Group reporting

Interactive discussion through a video clip showing the two ways of
moon’s revolution around the Earth
(https://www.youtube.com/watch?v=92YhBWb5Z-M)
“Astronomy Sidereal VS Synodic Month”
1. What are the two ways of the moon’s cyclical pattern?

2. What is the difference between sidereal and synodic months?
What do you call the months with 27 ½ days moon cyclic pattern?
S D M H
What
do you call the months with 29 ½ days moon cyclic pattern?
S D M T

You’ve just learned about the moon’s ways of revolving around the
Earth.
Why do you think it is important to us to know when the moon’s phases

change as they revolve around the Earth?
How will this knowledge help us in our daily activities during daytime
and nighttime?

What are the two ways of moon’s revolution around the Earth?
 Scientists measure the time the moon completes one revolution

around the Earth in two ways. One is in relation to the SUN and the
other in relation to a STAR.
 If the moon started its orbit from a spot exactly between Earth and
Sun, it would return to almost the same spot in 29 ½ days. During
this period, the moon has changed from one new moon phase to the
next new moon phase. This period is called a SYNODIC MONTH.
 If the moon started its orbit around the Earth from a spot in line with
a certain star, it will return to that same spot in about 27 ½ days.
This is called a SIDEREAL MONTH.
 The term “MONTH” came from the length of time it takes the moon
(one month) to complete one revolution around the Earth.
Let see how well you understood the lesson by answering the
questions.
Directions: Answer the following questions correctly. Write your answer
on the blank before the number
____________1. What are the two ways of scientists in measuring the
time the moon completes one revolution around the
Earth?
____________2.
____________3. What term came from the length of time it takes the
moon to complete one revolution around the Earth?
____________4. What month is referred to if the moon started its orbit
around the Earth from a spot in line with a certain
star and will return to that same spot in about 27 ½
days?
____________5. What month has 29 ½ days cyclic pattern?

Choose a month in the year 2016. Research for its different phases of
the moon. Then, illustrate the cyclical pattern of the moon.
Week 7 Day 3
Lesson 33: Demonstrating the Cyclical Pattern of the Moon
I. OBJECTIVES
A. Content Standard
The learner should be able to demonstrate the cyclical pattern of the moon
S5FE-IVg-h-7
II. CONTENT

A. References:
1. Textbook pages
Madriaga- Mariano, p. 369

LRMDS – Phases of the Moon

activity sheets, pictures, powerpoint, calendar of the year, chart
IV. PROCEDURE
Look at the picture.

Rearrange the strips of paper containing the words to formulate a
statement that describes the picture.
Statement 1:
is a of the Earth is a natural satellite The moon
(The moon is a natural satellite of the Earth.)
Statement 2:
in counterclockwise direction revolves around
The moon the Earth
(The moon revolves around the Earth in counterclockwise

direction.)

Who among you would like to travel in space? Would you like to
experience traveling around the Earth?
Today, you are going to demonstrate and experience how the moon
revolves around the Earth. In our activity, you will also identify its cyclical
pattern.

Activity: 3 A’s (Act, Analyze, Apply)
Group Activity: “Trip to the Moon”
I. Problem: What is the cyclical pattern of the moon as it revolves around

the Earth?
II. Materials: globe, ball and flashlight
III. Procedure
1. Get a globe, a ball and flashlight.
2. Work with your group. Tell that the ball represents the moon, globe
represents the Earth and flashlight represents the sun.
3. Demonstrate how the moon revolves around the Earth and rotates
once on its axis.
4.Take note of the lighted part of the ball as it turns around the globe
while the flashlight shines on it.
5. Tell how many days it takes for each phase to go to another phase.
6. Answer the questions that follow.

1. What do the three materials represent?
_____________________________________________________
2. What are the different phases of the moon as it revolves around the
Earth?
_____________________________________________________
3. Draw each phase of the moon and at the bottom write the number of
days of the transition of each phase.
V: Conclusion:

1. Group reporting

1. What do you call the phase of the moon when we cannot see the
moon? Why does this happen?
2. After new moon, how many days will it turn to first quarter moon?
3. What do you call the phase of the moon when more than half of it is
lighted?

Here is a picture of different phases of the moon. Write below the
day/s of transition of the moon from a phase to another.
_______ ________ ________ ________ ________ ________ _______ _______

You’ve just learned about the number of days of the transition of the
moon’s phase from one to another.
How would this knowledge help people in doing their nighttime

activities? Say for example, the fishermen.
 The moon appears to move completely around the celestial sphere

once in about 27.3 days as observed from the Earth. This is called
a sidereal month, and reflects the corresponding orbital period of
27.3 days.
 The moon takes 29.5 days to return to the same point on the
celestial sphere as referenced to the Sun because of the motion of
the Earth around the Sun. This is called s synodic month. (Lunar
phases as observed from the Earth are correlated with the synodic
month.
 The cyclical pattern of the moon as it revolves around the Earth.

What is the cyclical pattern of the moon?
Directions: Arrange the correct cyclical pattern of the moon and the write
how long each phase takes to go to another phase.
Write a jingle on the cyclical pattern of the month.
Week 7 Day 4
Lesson 34: Debugging Local Myths and Folklore About Phases of
the Moon
I. OBJECTIVES
A. Content Standard
The learner should be able to debug the local myths and folklore about the
phases of the moon
S5FE-IVg-h-7
II. CONTENT
The Moon: Beliefs and Practices

A. References:
1.Textbook pages
Madriaga-Mariano, pp. 379-384
2.Additional Materials from Learning Resource (LR)

LRMDS – Moon: Beliefs and Practices
http://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-material-
in-science-q1q4
http://jarsandsaddlebags-summer.blogspot.com/2011/08/philippine-
folklore-engkanto-beliefs.html
https://www.youtube.com/watch?v=goLgDpSStmc

activity sheets, pictures, powerpoint/charts, fact sheets, moon phases
cards
IV. PROCEDURE
Ask pupils to hold the moon cookie cards (moon phases cards). Assign one
cookie to each pupil in random order. Then, instruct them to arrange
themselves in the order of the moon’s cyclical pattern in 30 seconds.
Ask the pupils if they are familiar with this picture.
Who is she? Where did she get her power?

Do you believe that sailor moon really has a power coming from the
moon? Is that really true?

Group Activity: “Tell A Story”

I. Problem: What are the different local myths and folklore stories about
the phases of the moon?
II. Materials:Fact sheets for the myths about the moon, pentel pen, pencil,
coloring materials, manila paper, bondpaper
III. Procedure
1. Assign a myth or folklore story for each group.
2. Read, study, and discuss the assigned myth with the group
members.
3. Try to act it out in front of the class.
4. You will be given 10 minutes to practice and 2 minutes to act it out
in front of the class.
6. Write your answers on the manila paper and report it in the class.

1. What is the title of the story assigned to you?
______________________________________________________
2. Do you believe in that story? _______________________________
Why yes? Why no?______________________________________
3. Is there proof that this tale or story is true?____________________
4. Why do we have to know this kind of story even if it is not true?
______________________________________________________
V. Conclusion:

1. Group reporting

Interactive discussion through animation showing another Philippine folklore
story about the moon.
(https://www.youtube.com/watch?v=goLgDpSStmc)
“Aswang Folklore”

What does the story tell us about the moon?
Does it have a scientific basis?
Should Filipinos continue to believe in local myths although they do not
have scientific basis?
F.
.
 Philippine folklore is a treasure trove of strange mythical creatures
that have stood the test of time. Just mention the names aswang,
encanto, kapre, tikbalang or tiyanak and you will get most Filipinos
especially the young ones. Many years ago, Filipino people create
stories about the origin of the moo, its phases, stars and the sun
that enriched our literature. Those who do no not study or research
believe these stories but for us who have studied and do our own
research do not. It is important to know stories like these because it
is part of our culture but it doesn’t necessarily mean we will follow
and believe those stories.
Developing mastery (Leads to formative assessment)
What do the following statements tell us?

Directions: Write MYTH if the statement tells a folklore story about the
moon and a FACT if is a truth.
__________1. People are more crazy/lunatic during full moon.
__________2. There are two cyclical patterns of the moon.
__________3. The moon does not change its shape, we just see the
lighted part of it.
__________4. Werewolves come out and find food only during full
moon.
__________5. Aswang, the evil god, will eat people during full moon..

You’ve just learned the different local myths and folklore stories about
the moon.
Why do we have to know these kinds of stories even if they are not
true? Should you be afraid of these stories? Should we frighten our
children about these stories on the moon?

What local myths and folklore stories did you learn today?
Directions: Draw a full moon before each number if the statement is
correct and draw a new moon if otherwise.
_______1. There is a shadow of a man in the moon because there is a
man in the moon.
_______2. The moon was a silver crescent comb and the stars were
necklaces of diamonds.
_______3. The moon is a big ball of rocks with many craters.
_______4. Couples should marry during the full moon because more
blessings will be given to them.
_______5. The light of the moon affects the fertility of women.

Invent some superstition about the moon. Create a fiction story where you
can include the superstitions that you have invented.
NOTE: For Assignment:

Conduct interviews about the different superstitions, beliefs and
practices of Filipinos about the moon.
Story Sheet for Groups 1 and 4
Philippine Myth: Origin of the Moon and Stars
A long, long time ago, some Filipinos thought the moon was a silver crescent comb and the
stars were necklaces of diamonds. The sky was said to be a mere arm-stretch away overhead. The
Philippine myth goes this way.
The myth says that once, a small community lived in the middle of a rice field. They focused
on rice and corn agriculture and they brought in abundant harvest each year. One of the families in
the community was Maria’s family. The myth continues that people in the community were so close
that they knew each other well. Maria was know there as a pretty girl.
Particularly, she was known for caring too much for her long, silky hair. The myth says it was
her pride, and lots of other girls in the neighborhood envied her for it. And Maria loved it. She
fancied herself the star of her village. So, the myth goes that she worked double time on her beauty,
especially her long, jet black hair.
Maria cared so much for her hair. The myth says, aside from daily comprehensive herbal
rituals, she regularly brushed her hair with a special silver crescent-shape comb. The myth says she
let nothing touch her hair except the best material around. Even as she went about her daily chore
she wore a coiled string of jewels and diamonds (supposedly common as ordinary rocks that time) to
crown her hair—that’s aside from the jeweled necklace she wore.
One day, according to the myth, as she was pounding grains of corn and palay (rice stalks) in
a native wooden pestle with a wooden mortar, her mother noticed the jeweled string around her
head , the silver comb stuck in her hair, and the jeweled lace round her neck. She scolded her and
told her to lay aside everything while working. So, continues the myth, Maria hanged the comb and
jewelry on the sky above her. Wanting to finish her work in a hurry, she pounded the grains hard by
raising the mortar really high. She didn’t notice hitting the sky which went up higher as she hit it with
her pounding. Soon the sky went all the way up, along with her comb and jewelry. And they became
the moon and the stars, according to his Philippine myth.
The myth’s lesson?
Don’t be too preoccupied with vain personal beauty. Work always comes first. Too much
self-indulgence is bound to compromise on things that really count.
THE WELL-KNOWN ENGKANTOS
MARIA MAKILING
Descriptions of Maria Makiling are fairly consistent. She is a breathtakingly beautiful young
woman who never ages. Lanuza describes her as having "light olive skin, long shining black hair, and
twinkling eyes." It is said that the abundance and serenity of the enchanted mountain complements
Maria's own persona. She is also closely associated with the white mist that often surrounds the
mountain. While in just a few stories either her skin or hair is white, in most tales, it is her radiant
clothing which makes people who have seen her think that perhaps they just saw a wisp of cloud
through the trees and mistook it for Maria.
Unlike Maria Sinukuan and Maria Cacao who live in caves in their respective mountains, Makiling is
often described as living in a humble hut. In some stories, this hut is situated in the village, amongst
the people, where Maria Makiling lived before she fled to the mountains after having been offended
for some reason. In other stories, the hut is up in the mountain, and can only be found if one is
allowed by Maria to find it.
Because stories about Maria Makiling were part of oral tradition long before they were documented,
there are numerous versions of the Maria Makiling legend. Some of these are not stories per se, but
superstitions. One superstition is that every so often, men would disappear into the forests of the
mountain. It is said that Makiling has fallen in love with that particular man, and has taken him to
her house to be her husband, there to spend his days in matrimonial bliss.
Another superstition says that one can go into the forests and pick and eat any fruits one might like,
but never carry any of them home. In doing so, one runs the risk of angering Maria Makiling. One
would get lost, and be beset by insect stings and thorn pricks. The only solution is to throw away the
fruit, and then to reverse one's clothing as evidence to Maria that one is no longer carrying any of
her fruit.
As far as I am concerned she is the only Engkantada that I have known and heard about. She is very
famous because she is often a subject of Philippine fairytale books and even Engkanto tales in the
Philippine movies. I admire her for her great love and dedication for the earth. We consider her not
only as the guardian of the forest but even more as the Mother Earth herself.
http://jarsandsaddlebags-summer.blogspot.com/2011/08/philippine-folklore-engkanto-beliefs.html
THE WELL-KNOWN ENGKANTOS
KAPRE
Kapre is a filthy, dark giant who likes to smoke huge rolls of cigars, and
hide within and atop large trees, particularly the balete and old acacia or mango trees. A Filipino
Bigfoot, it scares away little children who play at night. If you're stuck in a place and you keep going
around in circles, you're said to be played around by a Kapre. To escape its control, you must remove
your t-shirt, and wear it inside-out.
I remember of a story about my father as a young boy. He and his friends used to play hide and seek
at night during the full moon. My father decided to climb unto a coconut tree beside their house
because it was the most convenient place to hide and at the same time a favorable look out for the
“it” of their game. He was so amazed with his idea only to realize that the tree he is holding into
does not seem to be a coconut tree because it was so hairy. Then, he realized that the only coconut
tree they had beside their house is no longer one but three. With this realization, he ran for his life
and told his friends and mother about what had happened. After that incident, my father was no
longer allowed by my grandmother to play outside even during full moon. As an aftermath, I and my
brother and sister was also forbidden to play outside in the night. Was it really true or only a make-
believe story made by my father in order to explain his restrictions? I don’t know the
answer. However, I understand that my father want us to be away from all the dangers and
uncertainties that the darkness bring.
http://jarsandsaddlebags-summer.blogspot.com/2011/08/philippine-folklore-
engkanto-beliefs.html
Week 7 Day 5
Lesson 35: Discussing Some Beliefs and Practices That Have Been
Attributed to the Moon
I. OBJECTIVES
A. Content Standard
The learner should be able to discuss some beliefs and practices that have been
attributed to the moon
S5FE-IVg-h-7
II. CONTENT
The Moon: Beliefs and Practices

A. References:
1.Textbook pages
Madriaga-Mariano, pp. 379 -387
2.Additional Materials from Learning Resource (LR)

LRMDS – Moon: Beliefs and Practices
http://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-material-
in-science-q1q4

activity sheets, pictures, powerpoint/charts, metacards, box
IV. PROCEDURE
Ask the pupils to join the charade game. The players will guess a
word or a phrase about the pantomimed clues on the Philippine myths
and folklore about the moon.
 Aswang
 Kapre
 Maria Makiling
 Engkantada
 Engkanto

For the Filipino farmers, in what specific phase of the moon are
planting and harvesting of crops often prescribed? Why do you think they
believe in it?
Today, you will find out many superstitions related to the moon and its
phases as part of Filipinos’ beliefs and practices.

Group Activity: “Paint a Picture”
I. Problem: What are the different beliefs and practices during new moon
and full moon?
II. Materials:
III. Procedure
1. Provide each group with an activity card.
2. Each group will pick two metacards with superstitions as part of
Filipinos’ beliefs and practices.
3. Analyze and discuss with the members how the group will show the
superstitions using the “Paint a Picture” way.
4. You will be given 10 minutes to do act it out in front of the class.

1. What beliefs of the people are shown in the activity?
_____________________________________________________
2. Do they have scientific explanation or any evidence that they are
true?
_____________________________________________________
3. Do you believe in these superstitions? Why yes? Why no?
_____________________________________________________
4. What other superstitions do you know?
_____________________________________________________
V: Conclusion:

1. Group reporting

What other superstitions did you get from your interviews in the family?
In the community?

THINK-PAIR-SHARE
Let the pupils share what he/she got from the conducted interviews.

A lot of beliefs and practices have been linked around the moon.
Should people believe on them? Why or why not?
Should we reinforce on those beliefs and practices to influence
ourselves and others?

What are the common beliefs and practices that are attributed to the
moon

 Through the ages, a lot of superstitions and practices have always
been linked around the moon. Some of this beliefs originated from
different observations of the land, the environment, and the nighttime
sky.
 Many people who live thousands of miles from any ocean also
associate the lunar cycles to the tides, and since the moon affects
the ocean tides, it must be very powerful that it affects the human
body as well. The full moon has also been associated to the mental
illness, disasters, crimes, accidents, and fertility among other things.
Some are related to finances, livelihood, nutrition, health, and
marriage. The following are among the many superstitions or
beliefs:
 1. The new moon is the time to plant crops.
 2. A ring around the moon means that the rain will come in
three days.
 3. Crimes and accidents usually happen during the full moon.
 4. The full moon is associated with human madness.
 5. The phases of the moon is associated with suicide deaths.
 6. The moon can cause earthquakes.
 7. The light of the moon affects the fertility of women.
 8. New projects should be started at the time of the new
moon.
 9. It is wrong to point to the new moon for it will bring bad
luck.
 10.The weather will be good if the new moon is on a Monday.
 Many of the beliefs about the moon originated during the time
when there were no logical or scientific explanations for events that
happened. Many studies have been done to investigate on the
lunar effects. So far, several studies on lunar effects have failed to
show a significant relationship between the phases of the moon on
crimes, traffic accidents, domestic violence, births of babies,
suicide, major disasters, aggression, madness, psychiatric
admission, alcoholism, sleepwalking, epilepsy, vampirism, and
many others.
 A lot of superstitions and practices have always been linked
around the moon. People should not believe on them because
they do not have any scientific basis.
Directions: Read the following statements on superstitions/ beliefs about
the moon. Choose four by drawing a full moon on the blank.
________1. Evil creatures appear during full moon.
________2. It is difficult to catch fish during full moon.
________3. It is good to start a business during new moon.
________4. The moon revolves around the Earth in counterclockwise
direction.
________5. It is wrong to point to the moon because it will bring bad
luck.
________6. The phases of the moon is associated with suicide
deaths.
(Answers: 1- 3-5-6)

Recall the different beliefs and practices of Filipinos. Design an object
that you can imagine when you look at the moon. Then, describe it.
WEEK 8 Day 1
Lesson 36: Identify star patterns that can be seen at particular
times of the year
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of constellations and the information
derived from their location in the sky
The learners should be able to debug local myths and folklore about the stars
by presenting pieces of evidence to convince the community folks
C. Learning Competency/ Objectives

Identify star patterns that can be seen at particular times of the year.
S5FE-IVij-1
II. CONTENT
The Stars
A. References
1.Textbook pages
Sci-Bytes, Worktest in Science 5 pp.395 – 403


video presentation, pictures, worksheet, marker
IV. PROCEDURES
Strategy: Jigsaw
Encourage volunteers to share their assignments about the different beliefs
and practices during new moon and full moon..

Activity: FACT or BLUFF
Directions: Say FACT if the statement is correct and BLUFF if it not
correct.
1. Stars are huge balls of glowing gases in space. FACT
2. Stars look the same. BLUFF
3. Hot stars have low temperature. BLUFF
4. The sun is the most important star of Earth. FACT
5. Stars have the same brightness. BLUFF
.
Objective: Identify star patterns that can be seen at particular times of the
year
I. Problem: What are the different star patterns that can be seen at
particular times of the year?
II. Materials: video about the sky patterns
III. Procedure:
video
Sky Patterns Month
V. Conclusion
I have learned that….
I therefore conclude that …….

2. Group reporting
3. Verifying the results by replaying the video and pause in each sky pattern

Sky Patterns Month

Orion January to March
Orion, Big Dipper April
Big Dipper May
Big Dipper, Scorpio June to July
Scorpio August
Scorpio, Pegasus September to October
Pegasus November to December

What did people do when they look up to the stars? Why did they make a
wish?
What are the different sky patterns that can be seen at particular times of
the year?
Expected answers:
1. Orion – January to March
2. Orion, Big Dipper – April
3. Big Dipper – May
4. Big Dipper, Scorpio – June to July
5. Scorpio – August
6. Scorpio, Pegasus – September to October
7. Pegasus – November to December
Directions: Match the sky patterns in column A to column B.
Column A Column B
1. Big Dipper A. August
2. Pegasus B. November to December
3. Scorpio C. May
4. Scorpio and Pegasus D. April
5. Orion and Big Dipper E. September to October
Answers:
1. C 2. B 3. A 4. E 5. D.

Choose one sky pattern and write a short description of it
WEEK 8 Day 2
Lesson 37: Describe different star patterns that can be seen
in the sky
I. OBJECTIVES
The learners demonstrate understanding of constellations and the
information derived from their location in the sky
stars by presenting pieces of evidence to convince the community folks

Describe different star patterns that can be seen in the sky..
S5FE-IVij-1
II. CONTENT
The Stars

A. References
1.Textbook pages

IV. PROCEDURES
What are the sky patterns that can be seen at particular times of the
year?
. Activity: Word Hunt!
How many star patterns do you know? Find them in the puzzle. The
words can be seen either horizontally, vertically or diagonally.
L A H E R C U L E P U S D M V
I J I M H A G C P L U T O O I
T K L M M N O A P Q R S T N R
T W V O R I O N G A L A X O G
L X M N Y M F E T S A R E C P
P E G A S U S Y O C J I P E A
I F K C W J H A E K P R P R D
P G C Y G N U S C L S Q I U E
P H W R R O L I D E M D U S O
A N D R O M E D A G H T W R T

Strategy: Jigsaw
I. Problem: Describe different star patterns that can be seen in the sky
II. Materials: Manila paper, red marker, blue marker, book in science
III. Procedure:
5. The leader will assign roles of each group according to members
preference and assigns other members for their specific roles.

The Time-Keeper The errand Monitor
3. Assign the Recorder with the help of other members to fill out the data
table.
Sky Patterns Description
(Connect the dots to form star patterns. Identify and describe each
one.)
4. Have other members note down.
6. Share ideas on how to answer the problem/question. Talk
about your research work to come up with a presentation.
V. Conclusion
I learned that….
I therefore conclude that …….

2. Group reporting

G. Sky Patterns Description
1. Orion Looked like a giant hunter with a
sword attached to his belt.
2. Polaris It is the North Star, visible
throughout the year
3. Sirius Visible in Northern Hemisphere
4. Crux Smallest constellation

5. Great Bear One of the famous constellations in
the Northern Sky
Finding practical applications of concepts and skills in daily living
How do star patterns affect your daily life?

What are the known sky patterns that can be seen in the sky?
Directions; Read each item carefully. Circle the letter of the correct
answer.
1. What is the Latin name given to the constellation of twins?
A. Aries B. Gemini C. Libra D. Scorpio
2. What is the smallest constellation?

A. Crux C. Cygnus
B. Sagittarius D. Cancer
3. The Big Dipper is a part of which constellation?

A. Aquarius C. Ursa Minor
B. Canis Major D. Ursa Major
4. What is the largest constellation?

A. Andrmeda C. Orion
B. Cygnus D. The Crux
5. Which constellation has Polaris, the North Star?

A. Libra B. Capricorn C. Ursa Major D. Ursa Minor
What can you say about star patterns? Describe each inside the stars.
WEEK 8 Day 3
Lesson 38: Describe constellations and its importance
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of constellations and the
information derived from their location in the sky

Describe constellations and its importance.
S5FE-IVij-1
II. CONTENT
The Stars

A. References
1.Textbook pages

IV. PROCEDURES
Direction: Complete the missing letters in blank to identify the name of
sky patterns.
1. O__ I O ___, the Hunter
2. D ___ A ___ O, the Dragon
3. HY___R___, the Water Monster
4. TA ___R ___ S, the Bull
5. C ___ N ____ ____ R, the Crab

You have already learned about the different star patterns and
its meaning. Now we will be describing the star patterns or the
constellation and its importance by viewing the video. But before that,
what are the standards to follow in viewing?
1. setting standards
> Listen and watch attentively
> write down important details from the video
> answer the give questions correctly.
2. Distribute the worksheets

Objective: Describe constellations and its importance

I. Problem: What are constellations? Why are constellations Important?
II. Materials: video about constellations
III. Procedure:
video
Meaning of Constellation Importance of Constellations

V.
Conclusion
I learned that….
I therefore conclude that …

2. Group reporting

Meaning of Constellation Importance of Constellation
G.  Star patterns shaped like  Help form a map of the
persons, animals, and sky
inanimate objects  Guide of seafarers as
 Groups of stars that form they travel across the sea
a shape or pattern
Finding practical applications of concepts and skills in daily living
Constellations are one of the beautiful bodies. Let us appreciate the
ingenuity of these beautiful and magnificent creations.

What are constellations?
Constellations are star patterns shaped like persons, animals, and
inanimate objects. There are 88 officially recognized constellations
Constellations are unique star groups because the stars that make
them up are usually not close together at all.
Why are constellations important?
Constellations are important in the study of space because they help
form a map of the sky. Any location in the sky is described in relation to a
constellation.
Since ancient times, people have always looked to the sky to find their
way. Sailors of long ago used the constellations to guide them as they
travel across the sea.
Directions: Read and analyze each sentence. Circle the letter of the best
answer.
1. What is the imaginary line where the sky and Earth appear to meet?
A. Polaris B. Horizon C. Sphere D. Poles
2. Which part of the celestial sphere is the sun located?

A. North Celestial Pole C. Celestial Equator
B. South Celestial Pole D. Celestial Sphere
3. How do astronomers use the constellations in the sky?

A. for star gazing C. for mapping regions in the sky
B. for signs of meteorites D. for drawing stick figures
4. How do constellations help navigators?
A. for lights at sea C. for recording dates
B. for finding directions D. for viewing pleasure
5. Which constellation can help a traveler find the south sky at

nightmare.
A. Andromeda C. Crux
B. Cassiopeia D. orion

Which of the constellations do you like most? Why? Write an essay about
it?
Week 8 Day 4
Lesson 39: Illustrate different constellation
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of constellations and the information
derived from their location in the sky

Illustrate different constellation.
S5FE-IVij-1
II. CONTENT
The Stars

A. References
1.Textbook pages
Sci-Bytes, Worktext in Science 5 pp.395 – 403
Science for Active Minds 5 pp.364 – 368

IV. PROCEDURES
Strategy: Jigsaw
Encourage volunteers to share their assignments about constellation.

Show a picture of constellation.

Activity: Draw Me!
I. Objective: Illustrate different constellation.
II. Materials: Manila paper, pentel pen
III. Procedure:
1. Draw any number of dots on the manila paper using the red
marker.
2. Connect the dots to form constellation

2. Group reporting
Teacher’s input through powerpoint presentation

Activity: Make your own Constellation
Objective: Demonstrate how patters create constellation
Materials: bondpaper, red marker, pentel pen
Procedure:
1. Draw four to five dots on the bondpaper using the red marker.
2. Connect the dots to form an imaginary animal, person, Come up
with a story on how the imaginary figure ended up in the night sky.
3. Write your story below. Share it with the class.

What are the different constellations? Name 5 and tell its description
Directions: Here are the list of constellations. Choose one and
illustrate it
Orion, Lepus, Andromeda, Leo, Big Dipper, Pegasus

Score Description
4 The illustration manifests an outstanding characteristics as
3 The illustration manifests very satisfactory characteristics as
creativity,
details

Write a reflection about constellation
I have learned that…..
PERIODICAL TEST
TABLE OF SPECIFICATION
SCIENCE 5
Content SKILLS TOTAL

Knowledge Comprehe Application Analysis Synthesis Evaluation
nsion
60% 30% 10%
1. Describe how rocks 5
turn to soil
2. Investigate extent of 5
soil erosion in the
community and its
effects on living things
and the environment
3. Communicate the data 5
collected from the
investigation on soil
4. Observe the changes 5
in the weather before,
during and after a
typhoon.
5. Describe the effects of 5
the winds, given a certain
storm warning signal
6. Describe the effects of 5
a typhoon on the
community.
7. Infer the pattern in the 5
changes in the
appearance of the Moon.
8. Relate the cyclical 5
pattern to the length of a
month
9. Identify star patterns 5
that can be seen at
particular times of the
year
Total 45
Directions: Read each item carefully. Encircle the letter of the correct answer.
1. What occurs along very steep slopes when saturation by water and loss of friction with underlying
rock cause loose soil to slip downhill in one huge piece?
A. a slump C. a mudflow
B. a rock fall D. a landslide
2. Which is the most effective agent of erosion?

A. a glaciers C. water
B. a gravity D. wind
3. How do plants break large rocks into smaller pieces?

A. Plant leaves insulate surrounding rocks from extreme temperatures
B. Seeds from plants fall onto and release acidic compounds
C. Stems of plants surround and squeeze rocks.
D. Plant roots grow into cracks in rocks
4. Which of the following factors can affect soil erosion?

I. amount of vegetation in the area
II. speed and amount of running water
III. dryness and size and soil particles
IV. slope of the land
A. I and II only C. I, II and IV only
B. I and III only D. I, II, III and IV

C. They used it to study the structure of things that existed in the
past.
E. Jewelry
F. Building
G. Electrical device
H. Ceramics
7. Chalk is used to write on blackboards because ...

E. It wears away easily.
F. It is permeable.
G. It doesn’t float.
H. It has graphite.
8. Marble is often used for statues or grand buildings because ...
E. It has attractive textures and colors.
F. It splits easily into thin sheets.
G. It wears away easily.
H. All of the above

E. It wouldn't float
F. It couldn't be shaped
G. It could crumble over time
H. All of the above
10. The government agency that warns the people of an approaching

typhoon.
A. PHIVOLCS B. PAGASA C. DENR D. DEPED
11. Typhoon signals are raised according to ________.

a. strength of the wind c. strength and speed of the wind
b. speed of the wind d. none of the above
12. Why are weather bulletin posted and warnings issued by PAGASA?
a. to give people time to prepare
b. to give people to go and a movie
c. to give people time for swimming
d. to give people time to party
13. When classes in all levels are suspended and work in government
offices are likewise suspended, typhoon signals is raised to _____.
a. Signal No. 1 b. Signal No. 2 c. Signal No. 3 d. Signal No. 4
14. Strong winds of 60-100 kph is expected within 24 hours and classes in the
elementary and secondary levels are suspended. It describes ___________.
A. Signal No. 1 b. Signal No. 2 c. Signal No. 3 d. Signal No. 4
15. If Storm Signal No. 4 is raised, the speed of the wind is at least:
a. 85 kph c. 120 kph
b. 100 kph d. 186 kph
16. Look at the picture. What storm signal corresponds to the typhoon shown
below?
A. Storm Signal Number 1

B. Storm Signal Number 3
C. Storm Signal Number 2
D. Storm Signal Number 4
17. PAGASA has just raised typhoon signal number three in Metro Manila
and neighboring Northern Luzon provinces. What does this mean?
E. Winds up to 60 kph may be expected in the locality
F. Winds from 60 – 100 kph may be expected within the next 24 hours
G. Winds with a speed of 100 – 185 kph are expected in the area in at
least 18 hours
H. Winds with a speed greater than 185kph are expected to hit the area in
at least 12 hours
18. Which best describes a storm surge?

E. expansion of the hurricane’scharacterized eye
F. sudden and rapid increase of theintensity of a storm
G. windstorm characterized by twisting, funnel-shaped cloud
H. onshore rush of water associated with a low-pressure weather system.
19. What causes the monsoon winds in the Philippines?

A. trade winds B. prevailing westerlies
C. polar westerlies D. tilting of earth’s axis
20. What is a squall?

A. abnormal rise of water level B. rapid upward mvement of air
C. sudden drop in air pressure D. increase in surfacdee wind
Magnitude
21. Which is the only positive outcome of typhoons?

A. remove pollutants from the air B. remove trash from rivers
C. cause flooding D. fill up dams and replenishwater
supply
22. What should you do during a typhoon?

A. Seek shelter in a basement or low ground.
B. Stay at home and be updated about the typhoon.
C. Seek high ground due to flooding.
D. Seek shelter in a basement or low ground
23. Which can be greatly damaged by typhoons?

A. forests B. agricultural lands
C. fish farms D. all of the above
24. Which of the following is responsible for issuing public storm warning
signals (PSWS) regarding the typhoons that enter the Philippine Area of
Responsibility (PAR)?
A. DSWD B. NDRRMC C. PAGASA D. DepEd
25.Storms need three things to form. Which of the following is NOT included?
A. warm air B. altitude C. high winds D. moisture
26. If the storm warning signal is number 3, which of the following is the
impact of the wind?
A. Very heavy to widespread damage C. Moderate to heavy damage
B. .Heavy to very heavy damage D. Light to moderate damage
27. What is the weather condition in the eye of a typhoon?

A. fair B. fine C. rainy D. windy
28. Which public storm warning signal is characterized by winds of greater

than 100-185 kph?
A. 1 B. 2 C. 3 D. 4
29. What do you call the area in the center of a typhoon?

A. current B. depression C. epicenter D. eye
30. Which of the following is the best thing to do before a typhoon.

A. Transfer or keep all home appliances to dry and safer place.
B. Stay in a safe place at home.
C. Do not attempt to cross a flooded area.
D. Do not attempt to use home appliances that were wet by the rain or
flood.
31. Why is the moon considered a satellite of Earth?

A. It orbits Earth. C.It keeps Earth on its orbit.
B. It pulls Earth toward it. D. It affects the tides on Earth.
32. Where does the moon get its life?

A. earth B. produces light on its own C. stars D. sun
33. How long does it take the moon to complete its orbit around the earth?
A. one day B. one week C. one month D. one year
34. When Earth is between the moon and the sun, the moon’s phase is most
likely a ___________.
A. new moon B. half moon C. quarter moon D. full moon
35. Why does the moon have different phases?

A. It moves around the sun. C. It follows the sun.
B. It moves around Earth. D. Its surface experiences seasons.
36. Wich shows the correct sequence of the moon phases?

A. new moon-full moon-half moon, gibbous moon-crescent moon
B. new moon-gibbous moon-full moon-crescent moon, half moon
C. gibbous moon-crescent moon-new moon-full moon, half moon
D. new moon-crescent moon-half moon-quarter moon-full moon
37. Which period describes when the moon appears to be dcreasing in size?
A. waning moon B. waxing moon
C. lunar eclipse D. none of these

support this idea?
A. Falling of leaves cause rocks to break.
B. Decaying trunks of plants cause the rocks to break.
C. Root of plants that grow in rocks and cause them to break.
D. Branches of plants cause the rocks to break when blown by the winds.

C. They used it to study the structure of things that existed in the past.
A. Jewelry
B. Building
D. ceramics

A. It wouldn't float
B. It couldn't be shaped
D. All of the above
42. When a wind an agent of erosion?

B. When it carries rock pieces to other places
D. When it presses down on rocks
43. Landslides on mountain slopes show the force of _______.

A. Gravity
B. Wind
C. Runoff
D. Running water

B. The rainwater turned brown in color
C. The gravel and sand carried by the water
45. How can trees help prevent erosion?

A. The roots hold the soil firmly together
B. The trees block the way of running water
C. The roots absorb the water at once
D. The roots secrete acid, attacking the rocks.
46. When is wind an agent of soil erosion?

B. When it carries rock pieces to other places
D. When it presses down rocks
47. Landslides on mountain slopes show the force of____________.

A. Gravity
B. Wind
C. Runoff
D. Running water

B. The rainwater turned brown in color.
C. The gravel and sand carried by water.
49. Which of the following shows that soil erosion is caused by wind?
A. Sandstorm
B. Muddy water in the field
C. Pile of soil in the river
D. Ashes and dust near Mt. Pinatubo
50. All of these are causes of soil erosion except one.

A. Water
B. Human and animal activities
C. Wind
D. Fire
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Abadilla, Clemence U. 2009. Developing Science Power. St. Mary’s Publishing
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Casinillo, Myla Corazon S. 2012. Science Works 5 Textbook. Diwata Learning

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Cruz, Carol A. et al.2008. Science and Health in Today’s Environment. Abiva

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B2QQ_AUIBigB#hl=en&tbm=isch&q=example+of+static+electricity&imgrc=XUzrwPL
8POd5lM%3A
https://www.youtube.com/watch?v=UY7LT3gNHXI
http://www.solarschools.net/resources/stuff/magnets_and_electricity.aspx
https://www.youtube.com/watch?v=c9q17pSpYRU

Science 5 Lesson Exemplar PDF

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Science 5 Lesson Exemplar PDF

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PREFACE

The Science Writing Team

First Quarter – Matter

Unit II –Living Things and Their Environment

Unit III –Force and Motion

Unit IV –Earth and Space

LESSON 1: Properties of Materials

C. Process Skills: observing, describing, identifying, communicating

D. Values Integration: Proper ways of handling materials

What you What do you What have you

already WANT to LEARNED?

Problem: What are the properties of materials do we use at home?

Materials: pictures of objects made from glass, metal, wood,

1. Study each picture inside the envelope.

GROUP 1 GROUP 2 GROUP 3

1. Which materials can absorb water?

Towel is used to dry up our body after bathing because it

b. What do you call materials that do not absorb water?

Materials have different properties according to their uses.

These properties are hardness, softness, brittleness, absorbent,

waterproof, flexibility, durability, transparent, conductor of heat or

electricity and insulator of heat or electricity.

a. What if rain boots were made of paper?

property of each material. Reminder: Do not include examples used in

Lesson 2 Hardness and Brittleness of Materials

C. Process Skills: observing, describing, recording, classifying

The following material will be described:

What you need:

1. Choose among your group members who will act as

Hardness is the materials which do not break easily materials

Background Information for the Teachers:

Hardness is the property of an object that makes it withstand pressure.

Brittleness refers to the ability of an object to be easily broken or crushed

Classify the following materials as to hardness or brittleness:

Word Smart – Write a short poem about hardness and

III. Learning Tasks:

e. Record the findings on the table

Background to the Teacher:

There are some materials that have different properties as to

 Malleability is the ability of a metal to be hammered or beaten flat.

IV. Assignment (Choose one only.)

Lesson 4: Porosity and Density Properties of Materials

Describe the properties of materials as to porosity and density.

Curriculum Guide for Grade 5 S5MT-Ia-b-1

C. Process Skills: describing, comparing and contrasting, communicating

D. Values Integration: Carefulness

Why does the ship float in water while needle sinks?

Objectives: Describe the properties of materials as density

Problem: What materials float and materials sink?

Materials: basin, 1.5 L water, 5-peso coin and a piece of

1. Pour 1.5 L of water into the basin.

Objectives: Describe the properties of materials as to

Problem: What materials absorb and does not absorb water?

Materials: 2 basin, 10 mL water, sponge and plastic cover

1. Put the sponge and plastic cover into different basin.

1. Which materials absorbed water?

A. Group reporting and presentation

What you need:

1. Fill half of the bottle with water

2. Add a teaspoon of salt and sand.

3. Cover the bottle.

5. Observe what happened to the substances inside the bottle.

2. What happened to salt after shaking?