DLL Science 5 Quarter 1

School: CALAWAAN E/S Grade Level: V
DAILY LESSON LOG Teacher: WILBERT R. QUINTUA Learning Area: SCIENCE

Teaching Dates and Time: JUNE 3-7, 2019 Quarter: 1ST QUARTER
Checked by: ROMEL T. GALLARDO
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. Objectives
A. Content Standards Properties of materials to determine whether they are useful or harmful.
B. Performance Standards The learner uses local, recyclable solid and/ or liquid materials in making useful products.
C. Learning Competencies Uses the properties of materials whether they are useful or harmful First Summative Test
II. Content Properties of Matter
III. Learning Resources
A. References
1. Teacher’s Guide Pages K to 12 Curriculum Guide in Science (Grade 3 to Grade 10)
Larisma Evelyn T. et. Al. Science Links 5. Copyright 2010 by Rex Book Store, Inc.
2. Learner’s Materials Pages S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4

3. Textbook Pages
4. Additional Materials from Learning S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4
Resources (LR) Portal)
B. Other Learning Resources Curriculum Guide 5
Evelyn Enriquez-Arcano et al. Breaking Through Science 5
C & E Publishing Inc.
Norma Abracia et. Al Science in Our World 5
Vibal Publishing Inc.
IV. Procedures
A. Review Previous Lessons What is Matter? What is Matter? What are the Physical properties of What are the Physical properties of
matter? matter?
Give examples showing each Give examples showing each
property. property.
B. Establishing purpose for the Identify the physical properties Identify the physical properties of matter. Show the following pictures. Show the following pictures.
Lesson of matter. Describe the physical properties of matter.
Describe the physical
properties of matter.
C. Presenting examples /instances of Show the pupils a piece of Show the pupils a piece of wooden stick and a
the new lessons wooden stick and a rubber rubber band.
band. Stretch the rubber band to double its regular
Stretch the rubber band to size. Try stretching the stick in the same
double its regular size. Try manner. Ask: “ Why you can stretch the rubber
stretching the stick in the bandbut not the stick?” ( Answers vary) ( The
same manner. Ask: “ Why you rubber band is elastic but the stick is not.)
can stretch the rubber bandbut Bend the stick so that it breaks into two. Try
not the stick?” ( Answers vary) bending the rubber bandin the same manner.
Describe each picture. Describe each picture.
( The rubber band is elastic but Ask: “ Why the stick breaks but not the rubber What properties do you think each What properties do you think each
the stick is not.) band? ( Answers vary) material possess? material possess?
Bend the stick so that it breaks Explain the elasticity and brittleness are two of
into two. Try bending the the physical propertiesof matter.
rubber bandin the same
manner. Ask: “ Why the stick
breaks but not the rubber
band? ( Answers vary)
Explain the elasticity and
brittleness are two of the
physical properties of matter.
D. Discussing new concepts and Ask each group to present the Ask each group to present the results of their For today, we are going to analyze For today, we are going to analye
practicing new skills #1. results of their activity and activity and answer to the how are the different kinds of how are the different kinds of
answer to the guide questions. materials were made and what materials were made and what
guide questions. What are the physical properties of matter? happens to them when they undergo happens to them when they
What are the physical changes in their chemical undergo changes in their chemical
properties of matter? composition. composition.
E. Discussing new concepts & The properties of matter can The properties of matter can be classified as A chemical property is a A chemical property is a
practicing new slills #2 be classified as physical physical properties and chemical properties. characteristic or behavior of a characteristic or behavior of a
properties and chemical Physical Properties substance that may be observed substance that may be observed
properties. A characteristic of a material that can be when it undergoes chemical change. when it undergoes chemical
readily observed without changing its change.
Physical Properties composition is known as physical property. Chemical Properties are seen either
A characteristic of a material Hardness – is the ability of a material to be during or following a reaction since Chemical Properties are seen either
that can be readily observed rigid and resist pressure that may cause a the arrangement of atoms within a during or following a reaction since
without changing its change in its shape. sample must be disrupted for the the arrangement of atoms within a
composition is known as Brittleness – is the ability of the material to property to be investigated. sample must be disrupted for the
physical property. break easily. property to be investigated.
Hardness – is the ability of a Flexibility – is the ability of a material to be This is different from a physical
material to be rigid and resist bent without breaking. property, which is a characteristic that This is different from a physical
pressure that may cause a Elasticity – is the ability of a material to be may be observed and measured property, which is a characteristic
change in its shape. stretched and then return to its original shape without changing the chemical that may be observed and
Brittleness – is the ability of after. identity of a material. measured without changing the
the material to break easily. Conductivity- is the ability to let heat and chemical identity of a material.
Flexibility – is the ability of a electricity to pass through.
material to be bent without Malleability – is the ability of materials to be
breaking. hammered into flat sheets.
Elasticity – is the ability of a Ductility – is the ability to be drawn into thin
material to be stretched and wires.
then return to its original
shape after.
Conductivity- is the ability to
let heat and electricity to pass
through.
Malleability – is the ability of
materials to be hammered into
flat sheets.
Ductility – is the ability to be
drawn into thin wires.
F. Developing Mastery (Leads to
Formative Assesment 3) What are the physical What are the physical changes of matter? What are the chemical properties of What are the chemical properties of
changes of matter? matter? matter?
G. Finding Practical Applications of Identify what physical Identify what physical property is in the Identify what chemical property of Identify what chemical property of
concepts and skills in daily living property is in the picture. picture. matter is shown by the following: matter is shown by the following:
H. Making Generalizations & Under Physical properties we Under Physical properties we Hardness,
Abstractions about the lessons Hardness, Brittleness Brittleness Flexibility Elasticity Conductivity When do we say that a material When do we say that a material
Flexibility Elasticity Malleability Ductility. possesses chemical property? possesses chemical property?
Conductivity Malleability
Ductility.
I. Evaluating Learning Identifying the property of the Identifying the property of the pictures given. Give or list down five examples of Give or list down five examples of
pictures given. materials in each chemical property. materials in each chemical
property.
J. Additional activities for application Watch videos Watch videos Cut outs pictures of materials in each Cut outs pictures of materials in
or remediation property. each property.
V. Remarks
VI. Reflection
A. No. of learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
in the evaluation 80% above ___ of Learners who earned 80% above above above above
B. No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
remediation who scored below remediation
80%
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
up with the lesson up the lesson lesson lesson lesson
D. No. of learners who continue to ___ of Learners who ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation continue to require remediation require remediation require remediation require remediation
remediation
E. Which of my teaching strategies Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these well: ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
work? ___ Group collaboration ___ Games ___ Games ___ Games ___ Games
___ Games ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Power Point Presentation ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Answering preliminary activities/exercises activities/exercises activities/exercises activities/exercises
activities/exercises ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Discussion ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Case Method ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Rereading of Poems/Stories Poems/Stories Poems/Stories Poems/Stories
Paragraphs/ ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
Poems/Stories ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Differentiated Instruction ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Role Playing/Drama ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Discovery Method Why? Why? Why? Why?
___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
Why? ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Complete IMs ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
___ Pupils’ eagerness to Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
learn
___ Group member’s
Cooperation in doing their
tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used
used as Instructional Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials
Materials __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical composition __Fashcards __Fashcards __Fashcards __Fashcards
__Fashcards __Pictures __Pictures __Pictures __Pictures
__Pictures
I. Objectives First Summative Test
A. Content Standards Demonstrate understanding of properties of materials whether they are useful or harmful.
B. Performance Standards Uses local, recyclable solid and/or liquid materials in making useful products.
C. Learning Competencies Describe the properties of materials Classify materials according to Relate the properties of materials to
as to chemical reactivity. properties. their uses.
II. Content Useful and harmful materials.
III. Learning Resources
A. References Curriculum Guide for Grade 5 Curriculum Guide S5MT-Ia-b-1 Curriculum Guide S5MT-Ia-b-1 Quiz notebook
S5MT-Ia-b-1 Cyber Science Work text in Science Science and Health in Today’s
Cyber Science Work Text in and Technology 5, Nicetas Environment 5, Carol A. Cruz,et.al., pp.
Science 5, Nicetas G. Valencia G. Valencia et.al., pp. 6-8 203-
et.al., p.8 Science Works 5, Myla Corazon S. 205
Casinillo, pp. 167, 171-172 Science Works Grade 5, Myla Corazon
S. Casinillo, pp.165-167
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B. Other Learning Resources activity sheet, capsule guide chart, envelope, meta cards which Strips of papers with words written on
metacards, kalburo, indicates the different materials them
20 mL of water, basin, vinegar, according to properties, glue, pentel Power point presentation
baking soda, beaker or glass pen, manila paper or cartolina Meta cards
IV. Procedures
A. Review Previous Lessons/ Mix and Match “What’s the Word? That’s the Let’s Play “Are You My Leader? Giving reminders
ENGAGE 1 Word!” wherein teacher can a. Have three volunteers to act as the
present it through PowerPoint Mothers: Mother Solubility, Mother
Presentation or through jumbled Viscosity and Mother Chemical
letters inside the pocket chart. Reactivity.
B. Establishing purpose for the Classify the following household Gather the materials needed for the Prepare another group of player for
Lesson/ ENGAGE2 materials according to its use: activity. Divide the materials another activity entitled, Back to-Back;
e.g. For home maintenance etc. equally to each group. 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.
C. Presenting examples /instances of Describe the property of materials Group the pupils into small groups. Test proper
the new lessons/ EXPLORE as to
how they react and produce new Set norms to follow during the
material. group work.
D. Discussing new concepts and Activity Proper (Group Activity) Activity Proper (Group Activity) Activity Proper (Group Activity)
practicing new skills #1.
E. Discussing new concepts & Group reporting and presentation. Group reporting and presentation. Group reporting and presentation.
practicing new slills #2
F. Developing Mastery (Leads to 1. What are the two Based on the activity what are the Why is it important for you to be familiar
Formative Assesment 3)/EXPLAIN materials/substances involved in materials which can be classified as with the different properties of
this activity? hard and brittle etc. soluble? How materials?
2. How did kalburo react to water? about materials as viscosity? and
properties of materials that showed
chemical reactivity?
G. Finding Practical Applications of How do you describe the chemical The teacher will show a picture of a
concepts and skills in daily living/ reactivity of materials? mother and child cooking.
ELABORATE
What are the effects of chemical
reaction in the environment?
Test your talents.

Group 1 – Young
actors/actresses. Present a short
role play What can you see in the picture?
about the useful effect of chemical What food do you usually eat using
reaction in syrup or combined syrup to make it
materials. delicious?
H. Making Generalizations & Describe the chemical reactivity of How can we classify different
Abstractions about the lessons materials by giving the product properties? What property of material does each
that will be produced when two What are the different properties of object show?
materials were combined. the materials?
1. Iron with oxygen and moisture in
the air. (rust)
I. Evaluating Learning/ Gather information about chemical Classify the following materials into Relate the property and uses of the
EVALUTE reactivity of materials. its property. Write the correct materials by completing the table
answer. below.
List down five (5) products brought 1.conditioner Name of Property Uses
by chemical reactions. 2.fish sauce material
3.pop-cola
4.muriatic acid Sponge
5.rubbing alcohol Stone
Raincoat
Capiz
bagoong
J. Additional activities for Enumerate five examples of the 1. Look for five materials found at
application or remediation/ different properties by writing it on home.
ELABORATE the table below. 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
V. Remarks
VI. Reflection
A. No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above ___ of Learners who earned 80% above above above
above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
additional activities for additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for remediation
remediation who scored below
80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the
have caught up with the lesson the lesson the lesson the lesson lesson lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
to require remediation require remediation require remediation require remediation require remediation require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
which I wish to share with __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used
as Instructional Materials as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
I.OBJECTIVES
A.Content Standards Materials undergo changes due to oxygen and heat
A. Performance Standards The learner uses local, recyclable solid and/ or liquid materials in making useful products.
B. Learning Competencies/Objectives 1. Describe changes in materials 1. Describe changes in materials 2. Cite the conditions/factors that bring 2. Cite the conditions/factors that Diagnostic Test
Write the LC code for each under different conditions. under different conditions. about changes in materials. bring about changes in materials.
S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4
Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo
II.CONTENT (Chemical Change) (Chemical Change) Chemical Change) (Observing Chemical Change)
III.LEARNING RESOURCES Science for daily Use 5,TM and Textbook
Into The Future: Science and Health 5, TM and
Teacher’s Guide, Developing Science Concepts Through Learning Activities 6,
Science Links, Rex bookstore by Evelyn Larisma, Jan Jason
A. References Science for daily Use 5,TM and Science for daily Use 5,TM and Science for daily Use 5,TM and Science in Our World 5, Vibal
Textbook Textbook Textbook Pub. , Norma Abracia,Evelyn
Into The Future: Science and Health Into The Future: Science and Health Into The Future: Science and Health 5, Sarte
5, TM and 5, TM and TM and Science and Health
Teacher’s Guide, Developing Science Teacher’s Guide, Developing Science Teacher’s Guide, Developing Science 5,SD Pub.,Carmelita Coronel
Concepts Through Learning Activities Concepts Through Learning Activities Concepts Through Learning Activities
6, 6, 6,
Science Links, Rex bookstore by Science Links, Rex bookstore by Science Links, Rex bookstore by
Evelyn Larisma, Jan Jason Evelyn Larisma, Jan Jason Evelyn Larisma, Jan Jason
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4
Learning Resource (LR) portal
B. Other Learning Resources
I. PROCEDURES
A. Reviewing previous lesson or Play a game. Question and answer What is chemical change? What is chemical change? 1.Arrange jumbled words,
presenting the new lesson portion meaning of physical and chemical
(ENGAGE) 1. Each group has its own color flag change
to raise
2. Raise the flag if they know the 2. The first group to arrange it
answer correctly, wins the game
3. the first group to make 3 points
wins the game
Questions:
1.change form from solid to liquid.
2. change form from solid togas.
3.change form from liquid to solid
B. Establishing a purpose for the What changes took place in each of a.Showthat chemical change may a.Show that chemical change may take 1.Observe that new material is
lesson the following picture?. take place in materials. place in materials. formed in chemical change
b.Observe that new material is b.Observe that new material is formed 2. Investigate changes that
formed in chemical change. in chemical change. happen in materials in the
presence or lack of
c.Investigate changes that happen in c.Investigate changes that happen in Oxygen.
materials upon application of heat. materials upon application of heat.
C. Presenting examples/instances of Divide the class into groups. Tell Divide the class into groups. Tell Divide the class into groups. Tell them 1. Divide the class into group.
the new lesson them to do lesson 3, them to do lesson 3, to do lesson 3, Tell the to do lesson 4, Observing
Activity 1 Observing chemical change Activity 1, Observing chemical Activity 1, Observing chemical change Chemical change.
1. Let each group answer all the change 1. .Let each group answer all the 2.Let each group answer all the
questions in their assigned activity 1. .Let each group answer all the questions in their assigned activity questions in their assigned tasks
2.Guide the pupils as they perform questions in their assigned activity 2.Guide the pupils as they perform the 3.guide the pupils as they
the activity. 2.Guide the pupils as they perform activity. perform their activity
Activity 1- Observing Chemical the activity. Activity 1- Observing Chemical Change What to do:
Change Activity 1- Observing Chemical What to do: 1.Place nails and steel wool on
What to do: Change 1.Burn a piece of paper in an empty the table.sprinkle some water on
What to do: can them,
1.Burn a piece of paper in an empty 1.Observe what changes are taking 2.Pound an empty eggshell into small Observe them for 1
can. place with the banana. pieces.Place the pieces on a saucer. week.
Add a teaspoonful of vinegar into them, 2.Get an empty can and burn
2.Pound an empty eggshell into small 3.Put a spoonful of white sugar in some pieces of paper in it.
pieces. Place the pieces on a saucer. another empty can. Burn the sugar Observe.
Add a teaspoonful of vinegar into using a alcohol lamp,
them,
3.Put a spoonful of white sugar in

another empty can. Burn the sugar
using a alcohol lamp,
D. Discussing new concepts and Questions and suggested answers: Questions and suggested answers: Questions and suggested answers: Questions and expected answers:
practicing new skills #1 1 .What changes took place when 1 .What changes are taking place 1 .What changes took place when you 1.Do you see rust forming on
(EXPLORE) you burned the paper?(it formed in each picture? burned the paper?(it formed ashes) them?(yes)
ashes) 2. Did it form a new substance? 2. Did it form a new substance? (yes) 2,What made them rusty?(air and
2. Did it form a new substance? (yes) 3. What was formed when you added water)
(yes) 3. What was formed as shown in vinegar to the broken pieces eggshells? 3.what changes happened to the
each picture? ) (bubbles) paper?(it turned ash)
3. What was formed when you 4.what does this indicate?( a 4.what does this indicate?( a carbon 4.what are the product or new
added vinegar to the broken pieces carbon dioxide was released in the dioxide was released in the air) substance formed in this activity?
eggshells? air) 5.describe the color, appearance and
(bubbles) 5.describe the color, appearance smell of burnt sugar.(it’s black, taste
4.what does this indicate?( a and smell of burnt sugar.(it’s black, bitter
carbon dioxide was released in the taste bitter It has distinct smell)
air) It has distinct smell) 6.Did white sugar change into
5.describe the color, appearance 6.Did they change into something something else? What was it?(yes,
and smell of burnt sugar.(it’s black, else? What was it?(yes, carbon) carbon)
taste bitter
It has distinct smell)
6.Did white sugar change into
something else? What was it?(yes,
carbon)
E. Discussing new concepts and A chemical change differs from When a material undergoes a The application of heat and the The nails and steel wool are
practicing new skills #2 physical change. In a chemical chemical change, the new material presence of oxygen cause some made of iron.when wet iron reacts
change, new and different materials formed cannot be brought back to its materials to undergo chemical change. with
are formed. The new materials original form. Chemical change is an They undergo changes in their Oxygen in the air, rust is
formed have properties different from irreversible process. chemical composition causing them to produced. Rust is a new
the original properties. Acids and Examples of chemical form a new substance. substance.
absorption of heat are two factors change are rotting mouse,ripening of Rust is an oxide that forms when
needed for chemical change to occur. mango, burning of chop iron reacts to oxygen in the
When the materials burned, they woods,production ofelectricity, presence of water.
turned black, unlike the original photosynthesis,decaying vagetables. When a nail is exposed to oxygen
substance. Burning requires and water, rust starts to form on
application of heat. It may or may its
not be applied for a change to Surface. This situation shows
happen. the presence of bubbles, OXIDATION, a chemical reaction
change in color and release of heat that is aide by oxygen. Once a
indicate a chemical change. new product is formed, the
original material is Unidentifiable.
When paper burns, the paper
reacts with the oxygen in the air.
Its moisture and its changes its
color,size, texture and shape.
Carbon dioxide, moisture and
ashes are the new substance that
form.
F. Developing mastery How does matter undergo chemical How does matter undergo chemical How does matter undergo chemical What does oxygen brought to in
(Leads to Formative Assessment 3) change? change? change? chemical change?
(EXPLAIN)
G. Finding practical applications of Ask some household activities that Ask some household activities that Ask some household activities that the Do some experiments
concepts and skills in daily living the observed under chemical change. the observed under chemical change. observed under chemical change.
(ELABORATE)
H. Making generalizations and What are chemical change? How are What are chemical change? What are What are chemical change? How are Elaborate how oxygen affects
abstractions about the lesson the factors that affect chemical the factors that affect chemical the factors that affect chemical change? chemical change.
change? change?
I. Evaluating learning Put a check before the number that Describe the changes that took place Identify what factor brought chemical Encircle the things that rust.
(EVALUATE) shows a chemical change. in each material under different change on the following.
______1.Leaves are decaying conditions. ____1.burning paper Metal spoon pad paper straw
______2.Water is boiled 1. ____2. Rusting of iron screw coin pencil play money
______3.Garbage is burned ____3. Decaying of leaves
______4.Sewing the socks ____4. Smoking a cigarette Hammer keys broom curtain
______5.rotting tomatoes ____5. Frying an egg thumbtacks rock ring
2
3.
J. Additional activities for application

or remediation Read something about the compost Cite and list down other examples of Read something about the compost pit. Experimentation
pit. Find out the chemical change that chemical change. Find out the chemical change that
garbage undergoes. garbage undergoes.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
the evaluation above ___ of Learners who earned 80% above above above
above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for additional activities for
who scored below 80% remediation remediation
C. Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
of learners who have caught up with ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
the lesson lesson lesson lesson the lesson the lesson
D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be
as Instructional Materials as Instructional Materials Instructional Materials used as Instructional Materials used as Instructional Materials

I.OBJECTIVES
A.Content Standards Materials undergo changes due Materials undergo changes due to oxygen Materials undergo changes due to Materials undergo changes Materials undergo changes
to oxygen and heat and heat oxygen and heat due to oxygen and heat due to oxygen and heat
B.Performance Standards Uses local, recyclable sold Uses local, recyclable solid and/or liquid Uses local, recyclable solod and/or Uses local, recyclable solod Uses local, recyclable solod
and/or liquid materials in making materials in making useful products liquid materials in making useful and/or liquid materials in and/or liquid materials in
useful products products making useful products making useful products
C.Learning Competencies/Objectives Investigate changes that happen Enumerate signs when material undergo Enumerate signs when materials Classify changes that occur as Explain specific changes that
in materials due to application of physical and chemical change undergo physical and chemical to physical and chemical occur as to physical and
heat due to presence/lack of oxygen. change due to application of heat. changes chemical
change
II.CONTENT Changes that materials undergo Changes that materials undergo Changes that materials undergo Changes that materials Changes that materials
undergo undergo
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide S5MT-Ic-d-2 Curriculum Guide S5MT-Ic-d-2 Curriculum Guide: S5MT-Ic-d-2 Curriculum Guide for Grade 5 Curriculum Guide S5MT–Ic-d-2
S5MT-Ic-d-2
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource matchstick clay pot candle, candle holder, matchstick, glass, Pictures. Flashcards, Worksheet, table, activity sheet metacards activity sheet
scratch paper bond paper apple matchstick iron nail with rust, video clip
2 tablespoons of white or refined candles, an empty tin can, ice,
sugar light bulb graphic organizer
Stove calamansi juice
IV.PROCEDURES
A.Reviewing previous lesson or Review Let pupils sing the song: Review Review Review
presenting the new lesson Distribute the pieces of scratch Let pupils give examples of changes that Signs of physical and chemical Jumbled words. Write “P” for Physical or a “C”
(ENGAGE) paper to the class. Ask them to happen in materials change due to presence and (Teacher will distribute the for Chemical, to indicate the
manipulate it to show physical due to application of heat. absence of oxygen envelope containing type of change that is taking
change through metacards) place.
Arrange the jumbled phrase to 1. ___ digestion of food
form the science ideas. Paste 2. ___ cutting of wood
your work on the manila 3. ___ melting of butter
paper. 4. ___ ripening of fruits
5. ___ water evaporating
B.Establishing a purpose for the lesson The teacher will perform a simple What chemical changes do you always eat? Activity: Word Wizard! FACT or BLUFF. What physical or chemical
demonstration of Say: I have here words 5 sets of Say: I am going to give change do you like most?
burning paper. jumbled letters. Arrange the statements about properties of
jumbled letters to form the words materials.
which we will be using in
out activity later. The meaning of the Direction: Raise the word
words serves as your FACT if the statement is
clue. correct and
OUBTSINCOIN – igniting or fire BLUFF if it is not.
ERETUTMEPRA – hotness or FACT 1. Liquid freezes into
coldness solid such that you can hold
OOTS- dirt water.
PERISPIATTE – to become BLUFF 2. Due to physical
separated from a liquid change, the sweet sugar may
EVERRISLEB – able to be changed turn sour or bitter.
back to original form 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.
C.Presenting Examples/ instances of the Predict what will happen if we 1. Divide the class into four groups. Exploration: Present the new lesson: 1. Divide the class into five
new lesson heat white sugar in a pot. 2. Recall the standards in doing the activity. 1. Preparation Say: Today, we are going to groups.
3. Let the pupils do the activity. a. Setting of standards. categorize changes that occur 2. Have the group
4. Instruct them to answer the guide b. Group the pupils into 5 and in materials. representative present the
questions after the activity distribute the activity sheets. result of the activity.
5. Activity Proper c. Check for the completeness of the 3. Let the pupils explain and
materials brought by the pupils for understand the specific
the activity. changes occur in physical and
d. Explain the directions in doing the chemical change.
activity. 4. Clarify misconceptions when
2. Introduce the lesson: signs when needed
materials undergo physical and
chemical change due to application
of heat.
3. Activity Proper (Group Activity)
a. Supervise the pupils while they
are doing the activity
D.Discussing new concepts and 1. Ask the group to share some Presentation of group outputs. Let each Group activity A. Preparation 1. Let the learners report their
practicing new skills #1 of their predictions and group present their work in Class 1. Gather the materials output
(EXPLORE) observations regarding the needed for the activity.
activity 2. Distribute the materials to
the group.
B. Group Activity
1. Setting activity standards.
2. Performing the activity.
E. Discussing new concepts and 2. Answer the follow up a. What have you observed from the burning Have the group representative A. Group reporting and How does physical and
practicing new skills #2 questions: candle when it is present the results of the presentation chemical change differ?
a. uncovered?
a. Did the sugar change its b. covered? activity. Two (2) minutes may be b. From the activity what
color? Describe it. b. What helps the candle continue burning? given to each group materials underwent physical
b. Did its phase change? Explain presentation. change? Chemical change
c. What are the indications that c. What changes took place in the candle?
the sugar really underwent d. What happened to the sliced apple
chemical change? exposed to the air and soaked
d. Is there a new product in water?
formed? e. What changes took place in both of the
e. What were the changes that halves of the sliced apple?
occur in sugar due to application f. What physical change(s) occur?
of heat? g. What chemical change(s) occur?
f. Are your predictions correct? h. What condition contribute 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
F.Developing Mastery Performing the activity Can you enumerate signs when materials What caused the materials to What changes took place in What are the specific changes
(EXPLAIN) undergo physical change? the materials during physical manifested by the materials
and chemical change due presence of What happened to the matchstick change? during physical and chemical
oxygen? when rubbed on a rough How will you describe change?
How about the signs when materials undergo surface? materials in chemical change?
changes What made the material continue What are the evidences that
due to lack of oxygen? burning? chemical change takes place?
Was there an energy released How do you differentiate
while the matchstick is physical from chemical
burning? change?
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?
Materials
What causes the materials to
change?
What is produced?
What are the signs that the materials
undergo change?
Can it be brought back to its original
form?
Matchstick
Burning candle and tin can
Ice
Can it be brought back to its
original form?
How would you describe the ice
before placing outside?
What happened to the after placing
outside?
Was there a change in taste and
color?
What change took place? Can it be
brought back to its original form?
G.Finding Practical application of 1. Is formation of bubbles an a. How will you prevent the rusting of iron Ask: What are the signs of physical For five minutes, observe Draw Changes in materials.
concepts and skills in daily living indication of chemical change? grills? Explain and chemical change when heat is some changes that take place Identify the type of change and
(ELABORATE) 2. When burning a paper, what b. You are planning to grill tilapia and pusit applied? in our school ground. Record the properties that changed
are the new products formed? what will you do to speed Say: Let us summarize the things it then classify as to physical based on your drawing.
the burning of charcoal? Why? that you learned by completing this change and
graphic organizer. chemical change.
H.Making generalization and abstraction A chemical change occurs to Background Information for What are the two types of What are the specific changes
about the lesson materials when heat is applied. How do materials undergo chemical change? Teachers: changes that materials that happen to physical and
Change in color, taste and odor, When a matchstick is rubbed against undergo? chemical change?
production of smoke, ash, a rough surface, friction is produced.
bubbles, fire, new products and The matchstick is kindled. Its color
even heat are the indications of SIGNS OF CHANGES IN
chemical change. MATERIALS
PHYSICAL
CHEMICAL
What is the importance of burning
charcoal to a barbeque vendor?
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.
I.Evaluating learning Encircle the letter of the correct Identify the sign when materials undergo Identify the signs of change that are Classify the following changes Below is a list of changes in
(EVALUATE) answer change in each of the following evident in each picture. in materials as to chemical or matter. Under the Physical
situation below: physical. Change or Chemical Change,
1. Fruit juice becomes write PC if the material
alcoholic drinks. underwent Physical Change
2. A liquid turns into gas when and CC if Chemical Change in
it is heated. each of the item listed. Identify
Changes in Materials the specific change and write it
Chemical Change in column under Specific
Physical Change Change
3. Banana turns sweet.
4. Mother bakes your favorite
cookies.
5. Plastics and nylon
stockings are made from
organic materials
J.additional activities for application or Home Connection: Answer the following questions: Draw pictures that exhibit signs of Observe ten (10) changes that Answer the following questions
remediation Materials: cotton, calamansi 1. Aside from camote, what other foods turns physical and chemical change took place in your community. G. What benefit can
(ELABORATE) juice, bond paper, light bulb/ brown when exposed to air? Record people get from the
fluorescent 2. What will you do to leftover foods to avoid them, then classify as to following situations?
bulb/emergency light spoilage? physical or chemical change. evaporation of water
What to do: burning of wood
1. Use calamansi juice and swab Etc.
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?
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
the evaluation above ___ of Learners who earned 80% above above 80% above 80% above
B. No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for activities for remediation additional activities for remediation additional activities for additional activities for
who scored below 80% remediation remediation remediation
No. of learners who have caught ____ of Learners who caught up ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught
up with the lesson the lesson lesson up the lesson up the lesson
D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue
require remediation require remediation remediation require remediation to require remediation to require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their Cooperation in doing their
tasks tasks tasks
__ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional Materials
Teaching Dates and Time: JULY 1-5, 2019 Quarter: 1ST QUARTER
I.OBJECTIVES
A.Content Standards Changes that materials undergo Changes that materials undergo Changes that materials undergo Changes that materials undergo Changes that materials undergo
B.Performance Standards The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable solid The learner uses local, recyclable
solid and /or liquid materials in solid and /or liquid materials in solid and /or liquid materials in and /or liquid materials in making useful solid and /or liquid materials in
making useful products making useful products making useful products products making useful products
C.Learning Observe when materials become Describe the harmful effects of Differentiate biodegradable from Determine the practices on waste Cite ways to solve waste disposal
Competencies/Objectives harmful to the environment materials to the environment non-biodegradable materials disposal observed in the environment problem
S5MT-Ie-g-3 S5MT-Ie-g-3 S5MT-Ie-g-3 S5MT-Ie-g-3 S5MT-Ie-g-3
II.CONTENT Useful and harmful materials Useful and harmful materials Useful and harmful materials Useful and harmful materials Useful and harmful materials
A.References
1.Teacher’s Guide pages CG p. 30 CG p. 30 CG p. 30 CG p. 30 CG p. 30
3.Textbook pages Science Spectrum Work Text in Science Spectrum, Rebecca R. Science Spectrum Work Text in Science Spectrum 6, Rebecca R. Fallaria Science Spectrum Worktext in
Science and Health for Elementary Fallaria, et.al., pp.168-173. Science 6, Rebecca R. Fallaria et.al., pp. 133-138 Science 6 by Rebecca R. Fallaria
6 Rebecca R. Fallaria et.al., p.137 et al., pp. 131 - 137 et al., p. 136
B.Other Learning Resource video clip pictures trash bin, metacards, activity sheets video clip on waste disposal activities trash bin, metacards, activity sheets
illustration/Pictures of School, video clip Powerpoint presentation
Market, and Hospital powerpoint presentation activity sheets, marking pen, manila
Meta cards paper
IV.PROCEDURES
A.Reviewing previous lesson or The learners will watch a video clip Let the learners watch a video Game: Fall-in-line please. Let’s Play: Give some waste materials starting
presenting the new lesson of El Gamma Penumbra’s clip about the positive and Say: Here are some situations about Raise the word fact if the statement is with the following letters and tell how
(ENGAGE) Touching Tribute to Mother Nature negative effects of chemical the effects of materials to the correct and bluff if it is wrong. these materials be disposed.
change to the environment. environment. Two pupils will hold Fact or Bluff
https://www.youtube.com/watch? the metacards where ‘Good Effect’ 1. Left over peelings of fruits and
v=1ReuOnKSi0s and ‘Bad Effect’ of materials are vegetables are biodegradable.
https://www.youtube.com/watc written. You are going to fall in line 2. Plastics and styrofoam are non-
h?v=gDQ9NnGNqpo to the answer of your choice biodegradable.
whether it is Good or Bad Effect.. 3. Diapers and sanitary napkins are
a. Rubber when burned produces biodegradable materials.
Based on the video, what are the toxic fumes and acid rain. 4. Waste produced by animals are
positive effects of the different b. Improper waste disposal causes biodegradable.
changes in the environment? diseases and pollution that pose 5. Leaves and twigs of plants are
danger to our health. biodegradable.
What about the negative effects? 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.
B.Establishing a purpose for the What did you feel after watching the Use power point presentation to Picture Analysis. Let pupils listen to the song of Smokey The teacher will read the situation.
lesson video clip presentation? show the following : Let the learners look at the picture Mountain “Anak ng Pasig” Proper waste disposal
ozone layer and tell something about it Erwin, Raymond and Greg are grade
Where can we find those trashes? acid five learners. They went to
chloroflourocarbons (CFCs) https://www.youtube.com/watch?v=2d Mangahan Market. They had noticed
pollution LquFHjye0 that there lot of garbage in the place.
Global Warming People just throw their garbage
everywhere. If you were one of the
three boys, what will you do?
C.Presenting Examples/ instances Activity Proper Engage Ask: How do you dispose your What is the message of the song? Why Do you practice waste segregation?
of the new lesson a. Groupings of the class Picture Analysis garbage or waste material? do we need to dispose Why it is important to segregate our
b. Setting of Standards Teacher will show at least five A. Advance Preparation our waste materials properly? waste?
pictures of materials found in the 1. Gather the materials needed for
community. The pupils will the activity.
analyze the pictures as to the 2. Distribute the materials to the
benefits group.
that they give to the people. B. Group Activity/ Activity Proper
1. Setting activity standards.
2. Performing the activity.
Ask: What benefits can we get

from each of the
Pictures?
power plant
pile of used tire
junk Shop
repair Shop
different vehicles
D.Discussing new concepts and Group Reporting Inform: Did you know that even A. Group reporting and presentation 1. Divide the class into four groups Ask: Improper waste disposal led to
practicing new skills #1 how useful the materials are, 2. Set standards to follow in doing group different pollutions. How can we
(EXPLORE) they may also be harmful? activity. contribute to lessen the problem?
A. Group Activity
Ask: In what ways do you think 3. Provide pupils with activity sheets and 1. Setting activity standards.
they can be harmful? other materials needed. 2. Gather the materials needed for
Solicit ideas from the children. 4. Let them do the activity: the activity.
Have them record their answers 3. Distribute the materials to the
under the K column of the KWL group.
chart. 4. Performing the activity.
Ask:
What other things do you want to
know as we go on with our
lesson? Write your answers on
the (W) column
E. Discussing new concepts and Analysis and Discussion 1. Group the pupils into five. Answering the guided questions: 1. Discuss group outputs. 1. Group reporting and presentation
practicing new skills #2 1. Based on the activity, what 2. Recall the standards to follow What are the materials that you put .
materials are seen in the pictures during group activity. in the bins?
from the different stations. 3. Distribute the metacards How did you classify or group
2. Are all materials found in each containing research of information them?
station safe to use? Why or why (prepared by the teacher two What materials decay easily? What
not? days before the lesson) about the do you call them?
3. What materials found in each harmful effects of materials to the What is non-biodegradable
station can be considered useful? environment. material?
How about harmful materials? Group I – Ozone Depletion What are the characteristics of
4. Why did you consider that these Group II – Global Warming biodegradable materials?
materials are useful and harmful? Group III – Air Pollution What materials do not decay
5. What are these materials made Group IV-Acid Rain easily? What do you call them?
of? Group V- Water Pollution What are the characteristics of non
4. List down the materials that – biodegradable materials?
contribute to the environmental How do you differentiate
problem assigned. biodegradable materials from non-
biodegradable materials?
F.Developing Mastery 1. There are lots of harmful Answer the following questions: Group the class into two the first will Ask: Answering the guided questions:
(EXPLAIN) materials found in the community a. What are the different harmful name materials and the second Based on the activity done, what are the a. What are the materials that belong
like in school, market, hospital, materials that affect the group will tell whether it is different waste disposal to dry garbage? Wet garbage?
church and malls environment? biodegradable or not practices usually observed in our b. What do you do with the garbage
Below are examples of the harmful b. How will you describe each of environment? at home?
materials the harmful effect of materials to Which among these practices are very c. How do you dispose your wet
Community the environment? common? garbage?
Tubes/bottles of shampoo and Depletion of the ozone layer Despite of various ordinance on waste d. What do you do with the dry
conditioner, for laundry and Global Warming management being garbage?
cleaning, for home maintenance Air pollution implemented, what are the factors that e. What materials do you commonly
Plastic container Land Pollution affect people attitude and recycle?
Styrofoam Water Pollution ways of waste disposal?
Medicine bottles Acid rain Which of the practices given are proper?
Disposable syringed Why? Improper? Why?
Dextrose What do you think would happen if
2. Harmful materials should be people continue practicing the
properly disposed improper waste disposal? Why?
G.Finding Parctical application of Make a slogan or poster about Ask the pupils to fill up the Let the pupils list biodegradable and How do you feel when pupils like you do Describe how your family manages
concepts and skills in daily living proper disposal/storage of materials information needed to complete non- biodegradable materials not mind if someone throws garbage disposal.
(ELABORATE) that are harmful to the environment waste anywhere? Why?
their KWL chart about what they As a learner, what proper waste disposal What are the reasons why some
learned on the L column. strategy do you think is cannot practice proper waste
Do you think we are also effective to implement? Why? disposal?
affected by these harmful effects
of the different materials? If yes,
what are some possible effects? If
not, explain
H.Making generalization and When do materials become harmful Materials in the environment are Let the pupils read the bits of Have the pupils generalized by asking: Let the pupils read the bits of
abstraction about the lesson to the environment? mostly useful. However, they may information What different practices on waste information
become harmful to the disposal are observed in the
environment depending on the environment?
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.
I.Evaluating learning Encircle the best answer. List down possible effects of the Directions: Choose the letter of the best Identify the waste disposal practice in each Directions: Choose the letter of the best
(EVALUATE) 1. Leziel used to bring cooked rice for following to the environment: answer. situation below.Choose your answer.
her lunch in school. Which do you think 1. Thinning of the ozone 1. Empty cans, bottles, boots and answer from the given options below: 1. Your classmate throws a candy
is the safest container to store it? layer scratched paper are examples of wastes 1. Joy is living near Bantok River. Early in the wrapper outside the room. What
A. Wrapped it with aluminum foil material. Your mother told you to morning, she disposes will you do?
B. Wrapped it with banana leaf
2. Acid rain segregate it. Which of these materials their garbage into the river without thinking a. Talk to him not to throw anywhere.
C. Put it inside a plastic bag 3. Water Pollution would you place to a biodegradable the effects it may bring to b. Tell it to your teacher.
2. Aling Jessica is fond of buying air 4. Soil erosion waste bin? them and to the environment. c. Never mind him.
freshener. Which will be good for the 5. Global warming A. empty cans C. empty bottles 2. Mrs. Rizo is working in Municipal 2. There are many used plastic-bottles in
environment and best alternative to B. boots D. scratched paper Environment Natural Resources your community. You have learned that
use? 2. In his class, Mr. Lumbres asked his Office in their town. At home, she has labeled these must be disposed properly. What
A. peelings of calamansi students to differentiate biodegradable trash cans for plastic, will you do?
B. cologne from non-biodegradable materials. If you paper, and other biodegradable wastes. She a. Collect them then burn.
C. mothballs were to answer the question asked by also supervises her b. Collect them then sell to junkshop.
3. Dr. Gregorio De Chavez gave Mr. Lumbers, what will be your answer? children and neighbor. c. Ask the barangay official to clean the
vaccines to pet dogs at Barangay A. Biodegradable materials decayed 3. One of the projects of School Pupil mess.
Berinayan; Laurel, Batangas. Which is while non - biodegradable do not. Government is the installation of 3. Dried leaves, twigs and paper which
the proper way to dispose the used B. Biodegradable materials decayed container for empty plastic bottles near the are normally useful become harmful
syringe? while non-biodegradable do not. school canteen. Pupils are disciplined in when not properly disposed. What will
A. Burn them. C. Both biodegradable materials and throwing the empty bottles into container. you do to lessen its volume?
B. Throw them in a trash can. non - biodegradable can be recycled. 4. After being hit by a passenger jeepney, a. Recycle it.
C. Put it in an empty bottle of mineral D. Non-Biodegradable materials are Bingo, Raul pet dog died. b. Make a compost pit in a backyard.
water, label it with toxic material before composed of empty bottles, plastics and Raul immediately dumped the remains of the c. Burn it.
disposing. cans while non - biodegradable dead animal into the 4. Aling Paolah, a carenderia owner
4. Niña is fond of cleaning the toilet. materials are composed of dried leaves, dugged land at their backyard. always has left-over and spoiled food.
What should she use to clean it? left-over foods and the like. 5. Julius, a buko vendor places the buko How can you help her dispose these
A. Use soap detergent and water. 3. Some materials which are normally shells in a sack. He brings properly?
B. Use muriatic acid. useful become harmful when not these at home and tries to arrange them in a a. Give the left-over and spoiled food to
C. Use baking soda. properly disposed. Examples are those way that it will be street children.
5. Mario is cleaning his room. He found which are made of plastic and rubber. exposed to sunlight. He has been doing this b. Throw it into canal near the carenderia.
lots of plastic bags. What What will you do to lessen its volume? since he knew that the c. Feed it to the animals
will he do with these? A. Make clothes made of plastics dried buko shell still be used for cooking? 5. The most effective way to lessen the
A. Burned the plastic bag. B. Burned it. IV. Assignment: problem in waste disposal is______.
B. Keep them for future use. C. Just pile it up. Make a poster showing proper waste disposal a. burn it
C. Keep them under the bed. D. Make a trash bin out of it. practices that should be b. have a dump site
4. Materials made of paper are harmless Observed at home, school and community. c. segregation
but they become sources of carbon A. by burning
dioxide when burned. How will you B. by segregating
dispose your used paper? C. by dumping anywhere
A. Put it in the box for recycling. D. by throwing waste into the body of water
B. Throw it outside the room.
C. Burned it.
D. Put it inside your bag and use for
cooking.
5. The following materials are examples
of biodegradable waste, EXCEPT:
A. woods C. aluminum cans
B. used paper D. dried twigs
J.additional activities for application Read the given situation. Write 2-3 Gather some materials at home List down ten (10) examples of non - Make a poster showing proper waste
or remediation sentences to express your insight that have harmful effects to biodegradable materials and ten disposal practices that should be
(ELABORATE) about it. the environment. What will be (10) Observed at home, school and
1. Cathy is helping her mother step to lessen the chance of biodegradable materials. community
sweeping their backyard every harming the environment due to
Saturday. She noticed that trashes these materials?
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?
V.REMARKS
VI.REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80%
80% in the evaluation above ___ of Learners who earned above above
80% above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
additional activities for additional activities for remediation additional activities for additional activities for remediation activities for remediation additional activities for remediation
remediation who scored below remediation
80%
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
caught up with the lesson lesson the lesson lesson lesson lesson
D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to
require remediation require remediation require remediation require remediation remediation require remediation
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
which I wish to share with __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used
as Instructional Materials used as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials
I.OBJECTIVES
B.Performance Standards The learner uses local, recyclable solid and /or liquid materials in making useful products
C.Learning Identify recyclable materials Enumerate ways of recycling waste Enumerate ways of reducing waste Enumerate ways of reusing Enumerate ways of
Competencies/Objectives S5MT-Ie-g-3 materials. S5MT-Ie-g-3 materials S5MT-Ie-g-3 materials. S5MT-Ie-g-3 recovering useful materials
from waste S5MT-Ie-g-3
II.CONTENT Changes that materials undergo Changes that materials undergo Changes that materials undergo Changes that materials undergo Changes that materials
undergo
A.References
3.Textbook pages Science Spectrum 6, Rebecca R. Science and Health 5, Natividad Alegre- Science Spectrum 6 by Rebecca R. Science Spectrum Work Text in
Fallaria et.al pp. 135-136 Del Prado, pp.150-152 Fallaria, et.al., pp.133-135 Science 6, Rebecca R. Fallaria,
Nenita A. Apolonario and Jesse D.
Ronquillo, p. 134
B.Other Learning Resource real objects that can be recycled puzzle, worksheet, flashcards, activity pictures trash bin, metacards, activity sack or sako
cut – out pictures of materials from old sheet power point presentation sheets, table trash can
magazines/ newspapers 1 big empty bottle of
powerpoint presentation mineral water
activity sheets, marking pen, manila 1 big Pail pots
paper 5 pcs of Small bamboo
IV.PROCEDURES
A.Reviewing previous lesson or What are the ways of recycling waste Game: Let’s Clean
presenting the new lesson Ask: What are the different ways to materials State the situation. Erwin,
(ENGAGE) solve waste disposal problem? Let the pupils give examples of Raymond and Julius were given a
recyclable materials 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.
B.Establishing a purpose for the lesson Have a game: Bring Me Say: Today, we are going to play a Show pictures of things that pupils Buy me, Reuse Me! (Three The teacher will present a
Ask pupils to observe different game. We will call it, “Name, Please!” usually use such as Groups video clip about a house
materials inside the classroom and You are going to draw a line from each paper, plastic bottle, pile of clothes, burning
instruct them to determine what object recycle guy to their name. plastic bag. Ask:
should be brought in front. Ask: How do you feel after
How often do you use them? watching the video clip?
What do you think will happen if you Why do you think it
use them once and happened?
dispose? If you were Nina, what will
you do?
C.Presenting Examples/ instances of 1. Group pupils into 4 groups. 1. Setting of standards. 1. Group the class into four. Say: Class, today we are going to Activity Proper
the new lesson 2. Set the standards in doing the group 2. Introduce the lesson by revealing the 2. Distribute the pictures previously play “tinda-tindahanan”. Suppose 1. Group the pupils into five
activity. secret code shown. that I am the owner of the store, so 2. Set standards to follow
3. Give pupils the activity sheets to be 3. Ask each group to brainstorm on the we will call it, “Mam/Sir Ukay, Ukay during group activity
used. uses of each material and then solicit Store!” I am going to distribute Php especially when it is
4. Set the time for pupils to do the ideas on how to reduce the production 1000.00 play - money to each held outside the classroom.
activity. of these waste materials? group. Be sure that each group will 3. Check the learners
4. Encourage them to suggest use the money wisely material that they are going
alternative instead of the given What did you buy? Why did you to use in the activity
material. buy that?
5. Tell them to be creative in Do you practice the same with
presenting their group output what you did in our activity?
Have you experience buying
something to ukay-ukay store?
How do you spend your money
D. Discussing new concepts and Let pupils answer the following Let the pupils do the activity 1. Group Presentation. A. Group Activity How did you feel after the
practicing new skills #1 questions based on the activity 2. Guide Questions: 1. Setting activity standards. activity?
(EXPLORE) they did: a. What other waste materials in the 2. Gather the materials needed for What are the steps in
What is the use of the original bottle of environment that can be lessen? the activity. making the compost pit?
water in the picture? b. In what way can we reduce the use 3. Distribute the materials to the What materials did you use
How is the empty bottle of water be of gasoline in vehicles? group. in the activity?
used for another purpose? c. Why do you think food chains now a 4. Performing the activity. What did you do with those
Aside from flower vase, pen holder days are using durable plastic 5. Filling Up data table materials?
and lantern, in what other way plates/glasses and stainless What is the purpose of
can you use it? spoons/forks to serve customers? using different kinds of
What is the use of the rubber tire in the material
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 kinds of
materials?
What do you call the process of using
discarded materials into another useful
purpose? Can you give other
examples of recyclable materials
E. Discussing new concepts and 1. Have the group representative to A. Group reporting and
practicing new skills #2 present the results of the activity. Guide Questions: presentation
Three (3) minutes may be given per a. What other waste materials in the B. Answering the guide questions:
group presentation. environment that can be lessen? What are some materials that we
2. Discuss the activity. Check the pupils’ b. In what way can we reduce the use can reuse?
responses to the activity questions. of gasoline in vehicles? What are the characteristics of
3. Clarify misconceptions when needed. c. Why do you think food chains now a materials that we can reuse?
Guide Questions: days are using durable plastic How do we reuse materials?
4. How can you make an old pickle jar plates/glasses and stainless Why is it important to reuse
useful? spoons/forks to serve costumers? materials?
5. What will you do with the pile of old
newspaper in your
6. living room?
7. When the milk bottle is empty, what
will you do?
F.Developing Mastery (EXPLAIN)
G.Finding Parctical application of Why is recycling of materials very List down some ways of recycling the Why is it important to plan the food Test your cooperation. Challenge If you are member of SPG,
concepts and skills in daily living important? following materials and utensils if there is an occasion like your creativity what activity would you
(ELABORATE) birthday? What is its implication to Show reuse of materials through conduct to raise funds for
environmental issues? drawing your project?
H.Making generalization and What are the examples of recyclable Lead the class to realize that: Reduce simply means lessen the use Let the pupils read the bits of Let the pupils read the bits
abstraction about the lesson materials? Instead of buying things that we need, we of unnecessary materials. The information. of information.
What is recycling? should try to create useful things that we following are some ways to reduce the
need from waste materials. In this way use of materials:
we can save money and preserve the
environment.
I.Evaluating learning Draw a ____ if the material is 1. Enumerate 3 ways on how large Read the following situations. Draw a Directions: Choose the letter of the Read and analyze each
(EVALUATE) recyclable and______ if not. plastic water containers can be recycled. happy face on the blank best answer. sentence. Write True if the
1. tire 2. Cite 2 possible recycling procedures if the action shows ways of reducing waste 1. Plastic is commonly used as soft concept is correct and False if
2. plastic container that can be applied to tin cans materials and a drinks container, what material can it is wrong.
sad face if not. you use as a substitute for plastic? _______1. Food scraps and
3. used aluminum foil
______1. Rebecca wrapped the slice of A. empty cans fruit peelings are
4. candy wrapper cake in an B. empty plastic bottles biodegradable waste.
5 used diaper aluminum foil and kept it in the fridge. C. old shoes _______2. You recover waste
______2. Mother wrote a short note for D. scratch paper when you refuse to buy a
Paolah in a whole 2. In his class, Mr. Lumbres told his product that you do not need.
sheet of bond paper before going to the students to reuse paper instead of _______3. The best way to get
office. throwing it in the bin. How will they do rid of trash and save energy is
______3. Mrs. De Chavez brings shopping it? recovering.
bag every time she shops. A. Make an origami. _______4. Decomposable
______4. Kayla refuses to buy a new B. Use it as a scratch paper in wastes can be buried in the
school bag because her bag is still usable. computing mathematical equation. soil and change to compost.
______5. Chito cut his old pants with holes C. Give it to your classmate. _______5. Recovery change
and made it into short pants. D. Never mind the advice of your the old discarded waste into a
teacher. new product.
3. Some materials are normally useful
even after serving its original purpose.
What will you do to an empty canister
at home?
A. Place it inside the cabinet.
B. Burn it.
C. Use it instead of plastic to place
your meal for lunch.
D. Make a trash bin out of it.
4. 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?
A. Yes, because he is my friend.
B. Yes, instead of storing the dress it
will be useful one.
C. No, it is a gift from my parents.
D. No, I will burn it.
5. The following materials can be
reused, EXCEPT:
A. woods C. aluminum cans
B. paper D. paint brush
J.Additional activities for application or Think of any useful products that can There are some types of waste that Gather information about other ways How do you reuse the following From an old newspaper cut
remediation be made out of the following should never be put in the trash can. on how to reduce the waste materials materials: an article about ways on
recyclable materials. List as many as These waste maybe dangerous or they produced. Write you answers in your 1. empty sack recovering materials. Paste
you can may require a special type of disposal. Science Notebook. 2. empty plastic bottle it on your Science notebook
1. old calendar They should be kept out of the landfills. 3. cartoon
2. scratch paper Cite some examples of harmful wastes. 4. plastic wares
3. plastic spoon List three (3) possible ways to recycle
4. coconut leaves them.
5. empty milk box
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
the evaluation above ___ of Learners who earned 80% above above above earned 80% above
B.No.of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who
activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation require additional activities
for remediation
C.Did the remedial work? No.of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who
lesson lesson lesson lesson the lesson caught up the lesson
D.No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
require remediation require remediation remediation require remediation require remediation continue to require
remediation
E.Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration well:
___ Games ___ Games ___ Games ___ Games ___ Group collaboration
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Power Point
activities/exercises activities/exercises activities/exercises activities/exercises Presentation
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Answering preliminary
___ Case Method ___ Case Method ___ Case Method ___ Case Method activities/exercises
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Discussion
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Case Method
Poems/Stories Poems/Stories Poems/Stories Poems/Stories ___ Think-Pair-Share (TPS)
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Rereading of
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Paragraphs/
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method Poems/Stories
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Differentiated
Why? Why? Why? Why? Instruction
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s Why?
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks ___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing their
tasks
F.What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
helpme solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I used/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books
views of the locality views of the locality views of the locality views of the locality from
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be views of the locality
Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials __ Recycling of plastics to
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition be used as Instructional
__Fashcards __Fashcards __Fashcards __Fashcards Materials
__Pictures __Pictures __Pictures __Pictures __ local poetical
composition
__Fashcards
__Pictures
I.OBJECTIVES
A.Content Standards Materials undergo changes due to Materials undergo changes due to Materials undergo changes due to Materials undergo changes due to Materials undergo changes due
oxygen and heat oxygen and heat oxygen and heat oxygen and heat to oxygen and heat
B.Performance Standards The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable solid The learner uses local, recyclable The learner uses local, recyclable
solid and /or liquid materials in solid and /or liquid materials in and /or liquid materials in making solid and /or liquid materials in solid and /or liquid materials in
making useful products making useful products useful products making useful products making useful products
C.Learning Competencies/Objectives Enumerate ways of repairing waste Recognize the importance of Explain the importance of recycle, Practice proper waste disposal Identify local, recyclable materials
materials S5MT-Ie-g-3 recycle, reduce, reuse, recover and reduce, reuse, recover and S5MT-Ie-g-3 found in the community
repair of waste management repair of waste management S5MT-Ie-g-3
S5MT-Ie-g-3 S5MT-Ie-g-3
II.CONTENT Changes that materials undergo Changes that materials undergo Changes that materials undergo Changes that materials undergo Changes that materials undergo
A.References
3.Textbook pages Science Spectrum Work Text in Science Spectrum Work Text in Science Spectrum Work Text in
Science and Health for Elementary Science and Health for Elementary Science and Health for
6 Rebecca R. Fallaria pp. 133-135 6, Rebecca R. Fallaria, pp. 133-135 Elementary
6, Rebecca R. Fallaria, pp. 133-
135
B.Other Learning Resource activity sheets, marking pen, manila activity Sheet pictures garbage or waste products activity sheets, shoe or cereal
paper video clip produced in the school box, glue, paper towel roll,
powerpoint presentation canteen/ garden/classrooms scissors
trashes ( both wet and dry)
unlabelled ash cans
gloves ( local plastic will do if
gloves are not available)
powerpoint presentation, marking
pen, manila paper
IV.PROCEDURES
A.Reviewing previous lesson or presenting What are the ways of recovering Review about repairing waste. Review Review
the new lesson materials? What are the different ways of Have the learners read the waste Name materials that can be:
(ENGAGE) repairing destroyed materials? management system through a recycled
powerpoint presentation. Show two reduced
thumbs up if the practice is right and reused
two thumbs down if it is wrong recovered
repaired
B.Establishing a purpose for the lesson Motivation The teacher will present a song Prepare the class for a video clip Show this picture to the class The pupils will play Minute to Win
Have you experienced wearing a about the 5Rs viewing. It
torn blouse or t-shirt? Can you still Set the purpose for viewing.
fix it? Why do we repair torn https://www.youtube.com/watch? The video clip is all about how we Divide the class into five groups.
clothes? v=wtoeZ9Nkeqk could Provide each group with set of
lessen or prevent the harmful effects of jumbled letters of recyclable
waste material. Give one minute to
materials in the environment through arrange the jumbled letters. The
5Rs. Your task is to jot down the group who can form the letters of
importance of 5Rs in waste recyclable materials will be
management and then discuss it with declared as the winner.
your group.
https://www.youtube.com/watch?v=
ouciXfyt5BU
C.Presenting Examples/ instances of the 1. Preparation According to the song what should Ask: What do you see in the
new lesson a. Group the pupils into five. be done with our waste picture? Describe the water.
b. Recall the norms to be followed in or garbage? Is it polluted ? What do you think
performing the activity. Say: is the kind of
c. Every group will be given an Today, you will perform an activity waste disposal being practiced in
envelope. about 5Rs (recycle, the place? Why?
reduce, reuse, recover and repair)
Awareness on taking care of the
environment
What do you want to know in this
activity?
Say: The importance of recycle,
reduce, reuse, recover and
repair
D.Discussing new concepts and practicing 1. Discuss group outputs. Let each a. Group the pupils into five 1. Group the class into five. 1. Divide the pupils into 4 groups. Preparation
new skills #1 group present their work in class. b. Recall the norms to be followed in 2. Each group will discuss the 2. Set the standards for doing the a. Group the pupils into five.
(EXPLORE) 2. Give feedback on the results of performing the activity importance of each waste activity. b. Recall the norms to be
the activity. management. 3. Let pupils go out of the room. followed in performing the
3. Give additional input whenever Say: Today we will visit the school activity.
necessary canteen. c. Say: The materials you brought
Let’s find out if proper waste are needed for the activity we will
disposal is observed be performing today.
d. Remind the pupils to take
necessary precaution in handling
the materials
e. Go around and inspect what
the pupils are doing. Ask or
answer question if necessary
E. Discussing new concepts and practicing Ask: 1. Presentation of group outputs. Let 1. Presentation of output. Discuss the activity done 1. Discuss group outputs. Let
new skills #2 What are the different ways of each group present their work in 2. Guide Questions: each group present their work in
repairing material? class. a. Why do we need to recycle, reduce, class.
What other materials can be 2. Give feedback on the results of reuse, recover and repair waste 2. Give feedback on the results of
repaired? the activity. materials? the activity.
Why do we need to repair things? 3. Give additional input whenever b. In what ways these 5Rs could help How did you feel in doing the
necessary lessen the harmful effects of waste activity?
materials in the environment? What are the materials did you
used to come up with an output?
What did you do to have an
output?
How did you follow the
procedures?
What is the importance of
recycling in the community?
F.Developing Mastery
(EXPLAIN)
G.Finding Parctical application of concepts After passing a flooded street, you Make a slogan on the importance of Awareness of the importance of 5Rs of Ask: The pupils will go outside the
and skills in daily living have noticed that the sole of your recycle, reduce, reuse, recover and Waste How can you help practice proper classroom and look for materials
(ELABORATE) school shoes is apart or detached? repair Management is everybody’s waste disposal here in school? that can be recycled.
What will you do to restore the responsibility. How will at home? in the community? Identify materials that can be
material and be useful again? you extend what you learned today at 2. What will you do to help other found inside the school premise.
Is repairing of waste material home? pupils be aware of the importance Complete the chart below and
important? Why? of proper waste disposal? write what could you do out of
those mater
H.Making generalization and abstraction What are the different ways of You can save the planet Earth from What are the ways of waste How can you manage your Have pupils generalized by
about the lesson repairing waste materials? piles of garbage that causes management? waste? answering :
pollution if you know how to manage What are the local recyclable
different waste materials. You can materials that can be found in the
apply the techniques of managing community?
the wastes using 5Rs (Recycle, What other materials can we
Reduce, Reuse, Recover and used in order to recycle?
Repair).
The importance of 5Rs (recycle,
reduce, reuse, recover and repair)
It saves energy and money
Preserves new materials
Reduces air and water pollution
Saves the environment
I.Evaluating learning Identify the way of fixing the given Check (/) the statement that tells Write the concept of 5Rs as described Teacher will evaluate pupils’ Directions: Complete the table
(EVALUATE) items below. about the 5Rs of waste by each importance performance tasks on practicing below. Put a check mark ( / ) if
management and cross (x) the proper waste disposal in school the material is common in the
statement that does not tell about through close monitoring of the community and ( x ) if not. Write
the 5Rs. Indicate which R is classroom- based waste the possible product if it will be
described segregation scheme being recycled.
_______ 1. Use a cloth bag when implemented.
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.
J.Additional activities for application or Observe the materials at home. List Make a collage out of recyclable Look for some waste materials at List down ways on how you can Observe the materials at your
remediation down at least three items that materials depicting the 5Rs of waste home that could be recycled, reduced, help practice proper waste home. List down at least five (5)
need to be repaired. Opposite the management recovered, repaired and reused. Give disposal in your home, school and items that
item, write the way how you could 2 examples. community. need to be recycle. Opposite the
repair it. Tabulate your answer item, write the way how you could
recycle it.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
evaluation above ___ of Learners who earned 80% above above above
above
B.No.of learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for additional activities for
remediation remediation
C.Did the remedial work? No.of learners ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
who have caught up with the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson lesson lesson the lesson the lesson
D.No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
remediation require remediation require remediation require remediation require remediation require remediation
E.Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
F.What difficulties did I encounter which my __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principal or supervisor can helpme solve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
G.What innovation or localized materials did Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
used/discover which I wish to share with __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be
as Instructional Materials as Instructional Materials Instructional Materials used as Instructional Materials used as Instructional Materials
I.OBJECTIVES
B.Performance Standards The learner uses local, recyclable solid and /or liquid materials in making useful products
C.Learning Competencies/Objectives Identify local, recyclable materials found in the community
S5MT-Ih-i-4
II.CONTENT Changes that materials undergo
A.References
1.Teacher’s Guide pages CG p.30 CG p.30 CG p.30 CG p.30 CG p.30
3.Textbook pages Science Spectrum Work Text in Science Epectrum 6, Rebecca R.
Science and Health for Elementary Fallaria et.al pages 135-136
6, Rebecca R. Fallaria, pp. 133-135
B.Other Learning Resource activity sheets, shoe or cereal box, Real /pictures of products out of Cut-out of pictures copy of the project template and
glue, paper towel roll, scissors recyclable materials. Real Objects the steps
marking pen, manila paper powerpoint presentation powerpoint presentation
powerpoint presentation
IV.PROCEDURES
A.Reviewing previous lesson or Review about recyclable liquid material Name examples of recyclable materials Prior Knowledge(APK)/Review Review about the past lesson
presenting the new lesson that can be found in school and Distribute a cut out of trash can to
(ENGAGE) community each learner.
Say: In two minutes, write, as many
as you can,
examples of solid/liquid recyclable
materials
B.Establishing a purpose for the lesson Show samples of product out of local, Prepare the class for a trip within the Providing Situation
The pupils will play Minute to Win It recyclable solid materials school premises Let the pupils think of something
Divide the class into five groups. or a situation wherein they need
Provide each group with set of jumbled something to use or to have.
letters of recyclable material. Give one Say: I have a problem in
minute to arrange the jumbled letters. organizing my school supplies like
The group who can form the letters of pencils, ball pens, scissors and
recyclable materials will be declared pins. Some of my things are
as the winner. misplaced whenever I need them.
Can you help me with my
problem? What would be your
suggestions to keep my things in
order?
https://www.youtube.com/watch?v=ed
XimuzIVhk
C.Presenting Examples/ instances of Preparation Preparation Activity Guide the pupils to select a good
the new lesson a. Group the pupils into five. a. Group pupils into 4 groups. 1. Materials: local waste materials in project based on their objective
b. Recall the norms to be followed in b. Set the standard in doing a group school (what they need)
performing the activity. activity. 2. What to do: What materials are you
c. Say: The materials you brought are c. Give pupils the activity sheets to be a. Collect waste materials found in interested to collect?
needed for the activity we will be used. school. What do you want to create?
performing today. b. Classify the collected materials and What can you do?
d. Remind the pupils to take necessary show their abundance by making a
precaution in handling the materials pictograph
e. Go around and inspect what the
pupils are doing. Ask or answer
question if necessary.
D.Discussing new concepts and Let the pupils do the activity Learners will show the waste 1. Setting of standards. Now that you already know how
practicing new skills #1 Activity Proper products that they have gathered Time management and to organize the steps or
(EXPLORE) Trash to Cash Guide questions: resourcefulness procedures in designing a
1. Talk about the common local a. Do you need them? 2. Tell the pupils to listen product, it’s about time for you
recyclable solid materials that are b. Are they useful? attentively to the PowerPoint to design your own product out
common in your community. Then think c. Can you reuse them? presentation. of recyclable materials in
of other products that can be made out d. Can you recycle them? 3. Give them guide questions to making useful products.
of these materials. e. Can you recover them? be answered while having the 1. Let the pupils bring out the
2. Record these on the table. f. Are these materials also available powerpoint presentation copy of their template with
in your community? a. What are the steps/procedures answers A-E.
in designing a product?
b. Describe the content of each
step.
4. 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.
5. Using the sample template,
discuss the content of each
procedure through brainstorming,
question and answer and show
and tell.
E. Discussing new concepts and 1. Discuss group outputs. Let each 1. What local recyclable materials did Planning 1. Let the pupils explain their
practicing new skills #2 group present their work in class. you consider on your list? The pupils should do the planning designed product
2. Why are these material common to with the teacher as guide. 2. Let them enumerate the
your place? steps/procedure in making their
3. Can these materials be turned or Discuss the steps and procedure designed product as written in
made to other useful products? in designing a product by showing the template.
How? the sample template 3. Make revisions if necessary.
4. Do you think is it possible to turn 4. Teachers will check the
these trash to cash? How? content of the template
F.Developing Mastery 2. Give feedback on the results of the 1. Report the output by group. Presentation of group output
(EXPLAIN) activity. 2. Guided Questions:
What local recyclable materials did you
How did you feel while doing the consider on your list?
activity? Why are these material common to your
What are the materials did you used to place?
come up with an output? Can these materials be turned or made
What did you do to have an output? to other useful products?
How did you follow the procedures? How?
What is the importance of recycling in What other useful products can be
the community? 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?
G.Finding Parctical application of The pupils will go outside the Application
concepts and skills in daily living classroom and look for materials that Your family’s business is bakery. You
(ELABORATE) can be recycled. have observed that many flour sacks
Identify materials that can be found and lard containers are used. How are
inside the school premise. these materials can be recycled?
Complete the chart below and write Why is recycling very important?
what could you do out of those 3. Pinoy Henyo
materials. Play a game by guessing the recycle
Recyclable What could material
Materials You Do?
H.Making generalization and abstraction What are the local recyclable materials Have pupils generalized by asking: To get 100% involvement in waste Ask the pupils to conclude the Ask the pupils to complete the
about the lesson that can be found in the community? management we should include the day’s lesson by saying: phrases below:
What other materials can we used in What did you learn from the activity? learners’ participation. We may ask The steps in designing a product 1. My product
order to recycle? them to collect the materials and are: is________________________
identify if they can use the 5Rs to 1. Project Objective ______.
manage them. 2. Title of the Product 2. I feel ______________ while
3. Materials Needed designing the product.
4. Time Needed to Finish the 3. I felt ______________ after
Product finishing the designed product
5.Methodology/Procedure
6. Results and Discussion
7. Conclusion and
Recommendation
I.Evaluating learning Directions: Complete the table below. Identify useful products that can be Use your pictograph to answer the Directions: Read each item and
(EVALUATE) Put a check mark ( / ) if the material is made out of the given questions: choose the correct step in
common in the community and ( x ) if recyclable materials. Write you answer designing a product being
not. Write the possible product if it will opposite each. 1. What are the kinds of waste described by each statement.
be recycled 1. empty milk box materials that you have collected? Choose the answer from the word
2 . old junk food canister 2. What is the most numbered bank.
3. lotion/shampoo bottle materials have you collected?
4. old newspaper/magazine 3. What is the least numbered
5. disposable plastic glass 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?
J.additional activities for application or Observe the materials at your home. 1. Observe common recyclable Think of useful product that you can 1. Think of something you need
remediation List down at least five (5) items that materials you have at home/community. make out of local recyclable for a project. Collect the materials
need to be recycle. Opposite the item, Infer other products that can be formed materials. Draw your design, write the you need.
write the way how you could out of these. Record them. steps and the materials to be used 2. Copy the template and fill up A-
recycle it. 2. Write a three to five sentence even the expenses. E.
paragraph about the topic- cash for State your product objective
every trash. Give your own title of the
paragraph
V.REMARKS
VI.REFLECTION
No. of learners who earned 80% in the ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
evaluation above above 80% above 80% above
No. of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation who scored activities for remediation activities for remediation activities for remediation additional activities for additional activities for
below 80% remediation remediation
Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
lesson lesson lesson lesson the lesson up the lesson
No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
remediation require remediation require remediation require remediation require remediation to require remediation
Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their Cooperation in doing their
tasks tasks
What difficulties did I encounter which __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
my principal or supervisor can help me __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be
Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials used as Instructional Materials
Teaching Dates and Time: JULY 29-AUGUST 2, 2019 Quarter: 1ST QUARTER
I.OBJECTIVES
A.Content Standards The learner uses local, recyclable solid The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable
and /or liquid materials in making useful solid and /or liquid materials in solid and /or liquid materials in solid and /or liquid materials in
products making useful products making useful products making useful products
B.Performance Standards Identify local, recyclable materials found Infer useful products that can be Collect local, recyclable solid/or Organize the steps/procedures in
in the community formed out of local, recyclable liquid materials designing a product
S5MT-Ih-i-4 solid/liquid materials. S5MT-Ih-i-4 S5MT-Ih-i4
S5MT-Ih-i-4
C.Learning Competencies/Objectives Construct the designed project out of Construct the designed project out Evaluate the finished product out of Evaluate the finished product out Summative Test
local, recyclable solid and/ liquid of local, recyclable solid and/ liquid local, recyclable solid and/or liquid of local, recyclable solid and/or
materials in making useful products materials in making useful products materials in making useful products liquid
SMT-Ih-i-4 SMT-Ih-i-4 S5MT-Ih-i-4 materials in making useful
products
S5MT-Ih-i-4
II.CONTENT Changes that materials undergo
A.References CG p.30 CG p.30 CG p.30 CG p.30
1.Teacher’s Guide pages
3.Textbook pages Science Spectrum 6, Rebecca R. Fallaria Science Spectrum 6, Rebecca R. Science Spectrum 6, Rebecca R. Science Spectrum 6, Rebecca R.
et.al pages 133-138 Fallaria et.al pages 133-138 Fallaria et.al pages 133-138 Fallaria et.al pages 133-138
B.Other Learning Resource powerpoint presentation powerpoint presentation finished products out of local, finished products out of local,
activity sheets activity sheets recyclable solid recyclable solid
recyclable materials and tools/ other recyclable materials and tools/ other materials in making useful products, materials in making useful
materials needed in materials needed in rubrics products, rubrics
constructing the project constructing the project
IV.PROCEDURES
A.Reviewing previous lesson or What are some of the finished What are some of the finished
presenting the new lesson Talk about the designed product they did Talk about the designed product products that you made out of local, products that you made out of
(ENGAGE) out of the local recyclable they did out of the local recyclable recyclable solid materials in making local, recyclable solid materials in
Materials. Materials. useful products? making useful products?
Ask: Ask:
Why did you prefer such project? Why did you prefer such project?
B.Establishing a purpose for the lesson Have you experienced constructing Have you experienced constructing Let me see you finished products. Let me see you finished products.
projects in your EPP class? projects in your EPP class? We are going to We are going to
evaluate all you outputs. evaluate all you outputs.
What kind of projects did you make? How What kind of projects did you make? Ask: How did you find doing the Ask: How did you find doing the
did you find the activity? How did you find the activity? activity? Why? activity? Why?
Why? Why?
What learning did you gain in doing such What learning did you gain in doing
kind of project? such kind of project?
Show powerpoint presentation of sample Show powerpoint presentation of
products out of sample products out of
recyclable materials. What can you say recyclable materials. What can you
about the product? Can you make your say about the product? Can you
own? make your own?
C.Presenting Examples/ instances of the
new lesson
D.Discussing new concepts and 1. Tell pupils to get all the materials they 1. Tell pupils to get all the materials 1. Let pupils present their finished 1. Let pupils present their finished
practicing new skills #1 need/prepare for constructing they need/prepare for constructing products. products.
(EXPLORE) the project out of recyclable materials. the project out of recyclable 2. Using the rubrics below try to
2. Set standards to follow in doing the materials. 2. Using the rubrics below try to evaluate each finished product.
individual project. 2. Set standards to follow in doing evaluate each finished product.
3. Let pupils construct his/her designed the individual project.
project out of the local 3. Let pupils construct his/her
recyclable materials. designed project out of the local
(Beforehand, decide whether this will be recyclable materials.
an individual or group (Beforehand, decide whether this
project) will be an individual or group
project)
E. Discussing new concepts and 1. The teacher supervises the pupils 1. The teacher supervises the pupils 1. How did you evaluate the finished 1. How did you evaluate the
practicing new skills #2 while they are constructing the while they are constructing the products? finished products?
project. project. 2. What characteristics should these 2. What characteristics should
2. Ask: 2. Ask: projects possess? these projects possess?
How did you find doing your project? How did you find doing your project? 3. When can we consider your 3. When can we consider your
What common problems did you What common problems did you project outstanding? very project outstanding? very
encounter? encounter? satisfactory? satisfactory? poor? satisfactory? satisfactory? poor?
What did you do to solve these? What did you do to solve these? 4. What factors contribute to the 4. What factors contribute to the
success of your project? Why? success of your project? Why?
F.Developing Mastery
(EXPLAIN)
G.Finding Parctical application of What are your plans with your outputs? What are your plans with your If you will be given another chance If you will be given another
concepts and skills in daily living Do you think it is possible to make outputs? to make project output out of chance to make project output out
(ELABORATE) earnings out of your products? Do you think it is possible to make recyclable materials what another of recyclable materials what
How? earnings out of your products? project idea will you prefer? Why? another project idea will you
Do you appreciate what you did? Why? How? Should you submit your project on prefer? Why?
Why not? Do you appreciate what you did? time? Why? Should you submit your project on
After this activity, what are you going do Why? Why not? time? Why?
to with the other recyclable materials at After this activity, what are you
home? going do to with the other recyclable
materials at home?
H.Making generalization and abstraction What useful outputs did you construct out What useful outputs did you What did you learn in making your What did you learn in making your
about the lesson of recyclable construct out of recyclable project? project?
materials? materials?
I.Evaluating learning Check whether pupils have Check whether pupils have Evaluate and record the rating of the Evaluate and record the rating of
(EVALUATE) finished/completed the projects on finished/completed the projects on project. Use the rubrics. the project. Use the rubrics.
time. Presentation of outputs will be done time. Presentation of outputs will be Scoring Rubrics to Evaluate the Scoring Rubrics to Evaluate the
on the following day done on the following day Finished Products out Finished Products out
of Recyclable Materials of Recyclable Materials
J.additional activities for application or Bring your outputs. Be ready for the List down outstanding Filipino List down outstanding Filipino
remediation checking/evaluation. inventions out of local recyclable inventions out of local recyclable
materials. Report this in class. materials. Report this in class.
V.REMARKS
VI.REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
80% in the evaluation above above 80% above 80% above
B. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
additional activities for remediation activities for remediation activities for remediation activities for remediation additional activities for additional activities for
who scored below 80% remediation remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
caught up with the lesson lesson lesson lesson the lesson up the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
to require remediation require remediation require remediation require remediation require remediation to require remediation
strategies worked well? Why did ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
these work? ___ Games ___ Games ___ Games ___ Games ___ Games
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their Cooperation in doing their
tasks tasks
encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be
Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials used as Instructional Materials
Teaching Dates and Time: AUGUST 5-9, 2019 Quarter: 1ST QUARTER
I.OBJECTIVES
A.Content Standards The learners demonstrate understanding of creating new products out of recyclable materials to reduce waste materials
B.Performance Standards The learners should be able to make different materials / projects out of recyclable materials that are still useful
C.Learning Competencies/ 1. Create a product out of recyclable materials in making useful products. FIRST QUARTERLY TEST
Objectives 2. Demonstrate how this product is used.
III.CONTENT Changes that Materials Undergo
Lesson : Useful Product from Recyclable Material
(3Days)
III. LEARNING RESOURCES
A.References Peralta, Carrie Ann Q., et. Al Real – Life Science 5 by Abiva Publishing Home, Inc.
Larisma Evelyn T, et. Al The New Science Links 5 by Rex Book Store
Abracia, Norma A., et. Al
Science in Our World 5 by Vibal Group, Inc.
1.Teacher’s Guide pages TG..Science 5 TG Science 5 TG Science 5
2.Learner’s Materials pages LM Science LM Science LM Science

3.Textbook pages
4.Additional Materials from Video presentation, Video presentation Video presentation
Learning Resource(LR)portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
(ENGAGE)
B. Establishing a purpose for the Ask: What recyclable materials are mostly found in
lesson your community?
C. Presenting examples/ instances 1. Prepare the materials needed for the activity
of the new lesson 2. See to it that materials will be distributed
equally to each group
D. Discussion new concepts and 1.Group the pupils into four.
practicing new skills #1 2. Provide each group of all the materials needed.
(EXPLORE) 3. Set norms to follow during group activity.
4. Have each group perform the activity.
E. Discussing new concepts and Group 1 & 3 - Activity 1: “How to make a pencil
practicing new skill # 2 holder of monster with shampoo bottle -
(shampoo)”
Group 2 & 4 - Activity 2: “Papermaking”
F. Developing mastery 1. Ask the pupils to present their output. Continue the activity on the 3rd day continuation of doing the
(Leads to Formative Assessment 2. Have the group representative present the second day activity of Group 3 and 4
3) answer to the guide questions.
(EXPLAIN) 1. What recyclable materials did you use in the
activity?
2. What product did you produce out of these
recyclable materials?
3. How do this product is used?
4. What are the importance of making recyclable
materials into a new product?
3. Ask the pupils to bring out the materials that
was assigned to them yesterday.
Ask them to design a product out of recyclable
materials that they brought in making useful
products.
4. Tell the pupils to present their output with their
classmates.
G. Finding practical applications of 4. What are the importance of making recyclable What other materials can you More examples
concepts and skills in daily living materials into a new product? create out of these recyclable
(ELABORATE) materials?
H. Making generalizations and 1. What recyclable materials did you use in the What product did you produce What are the importance of
abstractions about the lesson activity? out of these recyclable making recyclable materials into
2. How do this product is used? materials? a new product
I.Evaluating learning Match the items in column A with a product to Submission of finish project for Submission of finish project for
(EVALUATE) which they can be transformed in column B. Write assessment evaluation
only the letter of the answer on the line.
Refer to LM,TG in Science
J. Additional learning At home, you notice that most of the trashes your Review in preparation for the first Review in preparation for the
family throws away are made of plastic. What can quarter test first quarter test
you suggest to your parents to recycle them?
V.REMARKS
VI REFLECTION
A. No. of learners who ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80%
earned 80% in the evaluation above 80% above above above
B. No. of learners who ___ of Learners who require additional activities for ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require additional activities for remediation additional activities for additional activities for additional activities for additional activities for remediation
remediation who scored below remediation remediation remediation
80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No. of learners ____ of Learners who caught up the lesson
who have caught up with the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
lesson the lesson the lesson the lesson the lesson
D. No. of learners who ___ of Learners who continue to require remediation ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require remediation require remediation require remediation require remediation require remediation
strategies worked well? Why did ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Group member’s Cooperation in doing their ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
tasks Cooperation in doing their tasks Cooperation in doing their Cooperation in doing their tasks Cooperation in doing their tasks
tasks
encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish to __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
share with other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as Instructional __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used
Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials

DLL Science 5 Quarter 1

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School: CALAWAAN E/S Grade Level: V

DAILY LESSON LOG Teacher: WILBERT R. QUINTUA Learning Area: SCIENCE

2. Learner’s Materials Pages S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4

Test your talents.

3.Put a spoonful of white sugar in

J. Additional activities for application

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Ask: What benefits can we get

2.Learner’s Materials pages LM Science LM Science LM Science

B.Other Learning Resources

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