Prototype and Contextualized Daily Lesson Plans in Grade 5 Science Quarter 1, Weeks 1-9

PROTOTYPE AND CONTEXTUALIZED DAILY LESSON PLANS
IN GRADE 5 SCIENCE
QUARTER 1, WEEKS 1-9
i
DAILY LESSON PLAN (DLP) DEVELOPMENT TEAM
JOSE L. DONCILLO, CESO V

Schools Division Superintendent
FATIMA D. BUEN, CESO VI WILFREDO J. GAVARRA

Asst. Schools Division Superintendent Asst. Schools Division Superintendent
SANCITA B. PEÑARUBIA, EdD LORNA D. DIA, EdD

Chief Education Supervisor Chief Education Supervisor
Curriculum Implementation Division School Governance and Operations Division
JADE O. ALBERTO, EdD EDISON L. MALLAPRE

Education Program Supervisor, Science Education Program Supervisor, LRMDS
A. Writers/ Demonstration Teachers:
ENRILYN N. ARCOS, Teacher II, Camalig North CS, Camalig North

RUTH M. BASQUIÑEZ, Teacher III, Polangui North CS, Polangui North
MARIVIC D. BHO, Master Teacher II, Pioduran West CS, Pioduran West
JOSEPHINE B. BONGADILLO, Teacher III, San Jose ES, Malilipot
VINCENT WILSON L. DE LUMEN, Teacher I, Sinagaran ES, Jovellar
SHALLUM O. LOSANO, Master Teacher I, Baligang ES, Camalig South
MARGARITA M. MELLA, Master Teacher I, Polangui South CS, Polangui South
SHAYNE M. MONILLA, Teacher II, Kilicao ES, Daraga North
ARVIN R. REDILLAS, Teacher III, Bangiawon ES, Oas North
GINA D. RIAN, Teacher III, Libon CS, Libon East
MA. REANA O. VILLAREAL, Teacher III, Guinobatan East CS, Guinobatan East
B. Content Editors:
JAY L. ALBAYTAR, Teacher I, Daraga NHS, Daraga

ROCHELLE P. ARANAS, Teacher III, Ilawod NHS, Camalig
BONNAVIE D. BUENO, Master Teacher II, San Francisco NHS, Malilipot
CATHERINE L. MUYNA, Teacher III, Ilawod NHS, Camalig
C. Language Editors/ Facilitators:
SHIELA P. ALBERTO, Master Teacher I/ TIC, Maipon ES, Guinobatan East

MARICEL P. NARVAEZ, Master Teacher II/ TIC, Bubulusan ES, Guinobatan
East
ii
TABLE OF CONTENTS
Page
TITLE PAGE i
ACKNOWLEDGMENTS ii
TABLE OF CONTENTS iv
QUARTER
1 WEEK 1 1
Day 1: Useful and Harmful Materials 1
WEEK 2 22
Days 1-2: Useful and Harmful Materials 22
WEEK 3 34
Day 1: Changes that Materials Undergo 34
FIRST SUMMATIVE TEST 59
WEEK 4 61
Days 3-4: Changes that Materials Undergo 79
WEEK 5 88
WEEK 6 109
WEEK 7 126
SECOND SUMMATIVE TEST 141
WEEK 8 143
WEEK 9 154
THIRD SUMMATIVE TEST 158
FIRST QUARTERLY ASSESSMENT 163
iii
DAILY LESSON PLAN
SCHOOL GRADE LEVEL 5
TEACHER LEARNING Science
AREA
TIME & QUARTER Q1W1D1
DATE
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of properties of
materials to determine whether they are useful or
harmful.
B. Performance The learner uses local, recyclable solid and/ or liquid
Standard materials in making useful products.
C. Learning The learner should be able to use the properties of
Competencies/Objectives materials whether they are useful or harmful (S5MTIa-b-
1)
 List down materials found at home
II. CONTENT Useful and Harmful Materials
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
Guide pages
2. Learner’s
Materials pages
3. Textbook pages Science Beyond Borders 5, pp. 3-5
4. Additional
Materials from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURE
A. Engage (Each area in the classroom is labeled as kitchen, dining
area, garage, comfort room, bedroom)
Say:
Imagine that you are at home. Hop from one place to
another and list down the materials found in each area at
home.
Ask:
What are the materials found in the kitchen? garage?
etc.
Why are these materials that you have listed found only
at a certain area at home? (The teacher just accepts the
answers of the pupils. Processing should be done after
the discussion of the activity.)
B. Explore 1. Divide the class into groups.
2. Set norms to follow during group activity.
3. Let the learners perform the activity stated in the
1
activity sheet.
4. Let them answer the guide questions included in the
activity sheet.
(See Activity entitled Where Do They Belong?)
C. Explain 1. Let each group present its output.
2. Correct some misconceptions when needed.
D. Elaborate 1. What are the materials found at home?
(Write the pupils answers in the table shown below.)
Area at home Materials
2. How are materials kept in each area at your home?

3. Why should these materials be kept in its
corresponding places?
4. Why should these materials, not to be mixed up?
5. If you see a certain material at home/school which is
not in its proper place, what will you do? Why?
E. Evaluate Directions: Study the pictures of materials shown below.
Identify at least three materials in each picture and write
their names under appropriate column.
Pictures of different household materials or just names of

household materials.
2
Kitchen Dining Area Comfort Garage
Room
Agreement: Visit the following areas at your home and list down
materials found there. Let an adult assist you with toxic/
hazardous materials.
Area at Home List of Materials/
Product
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No. of
learners who have
Caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
3
principal or supervisor
can help me solve?
G. What innovation or
localized materials/ did I
use/ discover which I
wish to share with other
teachers?
4
Activity: WHERE DO THEY BELONG?
I. Learning Targets:
At the end of the activity, we can identify the materials found at
home.
II. What You Need:

Sample materials (empty shampoo bottles, empty bleaching bottles,
empty sachet/box of bath soap, soy sauce, catsup, thinner, paint, gasoline,
toothpaste, knife, etc.)
(Note: pictures can also be used if actual material/product is not available)
III. What to Do:

1. Examine the sample materials.
2. Identify them according to where it is found at home by checking
the appropriate column.
3. Use the table below. Write it on a big sheet.
Name of Kitchen Comfort Dining Area Garage

Materials Room
IV. Guide Questions:
1. What are the listed materials/products in each area at your home?

2. What made you decide in listing these materials in this area?
3. How are the materials classified?
4. Why should these materials not to be kept in one place? What harm could
it give if they will be mixed up?
5
DAILY LESSON PLAN
TEACHER LEARNING SCIENCE
AREA
DATE & QUARTER Q1W1D2
TIME
I. OBJECTIVES:
materials to determine whether they are useful or harmful
Standard materials in making useful products
C. Learning The learners should be able to use the properties of
Competencies/Objectives materials whether they are useful or harmful; (S5MTIa-b-1)
 Identify the physical characteristics of materials
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage 1. Show actual items used at home (e.g. sponge, rubber
band, glass, spoon, fork, ladle)
Ask:
Where can you see these materials?
Which of these materials can be stretched?
Which material cannot be stretched? Why do you think
so? (Note: Do not explain yet the answers.)
2. Suppose you burn a paper. What is your observation?
Is it still the same as it was before?
2. Have each group put out the materials assigned/ given to
them by the teacher.
3. Let the pupils perform the task in each station.
4. Switch every after 3 minutes until they completed the 5
stations.
(See attached Activity Sheet entitled Characterize Me!)
C. Explain 1. Let each group present the result of the activity.
2. Summarize the outputs of each group afterwards.
6
D. Elaborate 1. What property of a material can be readily observed by
our senses?
2. What are the different physical characteristics of
materials? Which of the materials in the activity possess the
characteristic? Give more examples of materials with such
characteristic.
3. Do all materials possess the different characteristics?
Why?
4. What are the chemical properties of materials? Which
stations dealt with it?
5. Give more examples of materials with such
characteristic.
6. Are the physical characteristics of materials important? In
what way? How about the chemical properties?
E. Evaluate Identify the property of material being described
below.
____1. Plastic strings can be used to tie objects.

____2. Garters are used to fit and hold up socks on the
legs.
____3. Glasses easily break when dropped.
____4. Clay can be molded into different shapes and sizes.
____5. Dried leaves are said to be one of the causes of
forest fires.
Remediation/ Enrichment Classify the following materials based on the

properties they possess. Write your answers on the table
below.
brass tray steel chair garter knife

plastic glass copper wire spoon milk can
wooden ladle soft rock chewing gum
Property Solid Materials
Malleability
Elasticity
Brittleness
Hardness
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in case of
re-teaching or lack of time, transfer of lesson to the
following day, in cases of class suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.

Think about your students’/ pupils’ progress. What works?
What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide
for you, so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
VII. OTHERS
7
earned 80% on the
require additional
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
8
Activity: CHARACTERIZE ME!
I. Learning Target:
At the end of the activity, we can identify the characteristics of materials.
II. What You Need:
paper clip rubber band alcohol lamp plastic hand

gloves stone sponge matchstick
tongs bottle cap electrical wire paper
medicine dropper hammer chalk bread with molds
rotting apple or banana video clip on electricity conductivity
III. What to Do:
1. Assign a leader, recorder, presenter/reporter and resource manager of the

group.
2. Perform the task in each station for 3 minutes and answer the questions for
each task.
3. Write your observation and answers in the table below.
Station Materials Observations Characteristics

1
2
3
4
5
STATION 1
1. Get a paper clip. Try to straighten it. Now form a heart shape.
a.) Were you able to straighten and bend it? Did it break?
b.) What property of matter does the paper clip show?
2. Get a bottle cap and a hammer. Put the bottle cap on the piece of wood and try
hammering it but be careful not to hurt yourself or your classmates.
a.) Observe what happens. Did it break into pieces?
b.) What changes happened to the bottle cap?
c.) What property did the bottle cap exhibit?
STATION 2
1. Get a piece of chalk. Drop it on the floor?

a.) What happened to the chalk?
b.) What property did the chalk possess?
2. Press lightly the rock.
a.) Is it soft or hard?
b.) Is there a change in the rock’s shape when you pressed it?
c.) How will you describe the rock?
d.) What characteristic does it possess which resists force?
9
3. Get the rubber band and stretch it for few seconds then release it.
a.) What happened?
b.) What characteristic is in the rubber band which is absent in chalk and
rock?
STATION 3
1. Get the medicine dropper and fill it with water. Drop five drops of water on the
sponge.
a.) What happened to the water?
b.) What is in the sponge which allows it to happen?
c.) How will you describe the sponge?
2. Get the electrical wire (with metal part exposed).
a.) What is inside an electrical wire? Describe it.
b.) Why do you think some metals can be drawn into such shape?
3. Play the short video about electricity conductivity. Why can electricity pass
through electrical wires?
STATION 4
CAUTION: Be careful in performing the task. Do not play with fire. (The teacher
must closely supervise the pupils while in this station.)
1. Lit the alcohol lamp using the matchstick.

a.) What is in the alcohol lamp which allows it to be lighted easily?
b.) Describe the chemical inside the alcohol lamp.
c.) What characteristic does the chemical possess?
2. Examine closely the matchstick.
a.) What is it made of?
b.) Why do you think such material is the one used to make the product?
c.) What characteristic does it possess?
STATION 5
1. Put on the plastic hand gloves and examine the material (rotting fruit or bread
with molds).
a.) Why do you think such material undergo such process?
b.) What characteristic does it exhibit?
10
DAILY LESSON PLAN
AREA
DATE
I. OBJECTIVES
materials to determine whether they are useful or harmful.
C. Learning The learner should be able to use the properties of
Competencies/Objectives materials whether they are useful or harmful. (S5MTIa-b-1)
 Tell the characteristics of useful and harmful
materials.
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
Guide pages
2. Learner’s
Materials pages
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage Name some materials you use every day at home and in
school.
Ask: What are its characteristics?
Is it useful or harmful?
3. Let the pupils perform the activity stated in the activity
sheet.
4. Let them answer the guide questions in the activity
sheet.
(See Attached Activity Sheet entitled Useful or Harmful?
Let’s Characterize!)
2. Note some misconceptions.
D. Elaborate 1. Correct the identified misconceptions.
2. Facilitate the discussion:
a. When is a material useful?
b. When is it harmful?
11
c. What are the characteristics of useful and harmful
materials?
d. Look around the classroom. Choose a certain
material or product and be able to give its characteristics as
useful or harmful.
5. How should you handle harmful materials?
E. Evaluate Classify the materials in the word pool below as useful or
harmful. In the next column write the characteristics why it
is useful or harmful.
candy wrappers plastic bags drained batteries

newspapers shampoo bottles used paint brush
empty paint cans gel container rubber tires
vegetable peelings
Materials Characteristics
A. Useful
B. Harmful
Agreement Look for at least 5 materials in your home. Identify their

characteristics and determine if it is useful or harmful.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
Caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
12
can help me solve?
teachers?
13
Activity: USEFUL OR HARMFUL? LET’S CHARACTERIZE!
At the end of the activity, we can:
1. identify the characteristics of useful and harmful materials.
2. identify the uses of the materials.
II. What You Need:
Pictures of empty bottles

Wrappers of different products that are useful and harmful such as
newspapers, magazines, soap, shampoo, candy, biscuits, bleach, paint, gasoline,
kerosene, thinner
III. What to Do:
1. Get the materials from your teacher.

2. Examine the materials that you have.
3. Write your observations on the table below. Use your textbook Science Beyond
Borders pp. 4-7 to verify your answers.
Name of Characteristics Uses of Materials Useful/ Harmful

product/
Material
4. What are the characteristics of useful materials? harmful materials?
14
DAILY LESSON PLAN
AREA
DATE
I. OBJECTIVES
B. Performance The learners should be able to use local, recyclable solid
Standard and/ or liquid materials in making useful products.
C. Learning The learner uses the properties of materials whether they
Competencies/Objectives are useful or harmful. (S5MTIa-b-1)
 Classify the materials whether they are useful or
harmful
II. CONTENT Useful and harmful materials
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage Show pictures depicting the characteristics of useful and
harmful materials.
When can we say that a material is useful or harmful?
15
2. Set norms to follow in performing the activity.
sheet.
4. Ask them to answer the guide questions in the activity
sheet.
See attached Activity Sheet entitled Useful or Harmful?
Let’s Classify!)
2. Jot some misconceptions.
D. Elaborate 1. Correct misconceptions.
a. When would you consider a material useful?
b. When does a material become harmful?
c. Where should harmful materials be kept?
d. In storing harmful materials, what should you do
with unlabeled materials? Why?
e. At home and in school how are your waste
materials disposed?
f. What should we do to maximize the use of useful
materials?
E. Evaluate Classify the materials listed below as useful or harmful.
Identify the use and harm it may cause.
used batteries old clothes

broken glasses old jeepney tire
used papers used CDs
empty jars empty boxes
worn out shoes plastic bottles
Materials Uses Harm it may

Cause
a. Useful
b. Harmful
Enrichment Look for a certain useful material at home or in school, list

down ways to maximize its use.
16
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
17
Activity: USEFUL OR HARMFUL? LET’S CLASSIFY!
I. Learning Target:
At the end of the activity, we can classify materials whether useful or

harmful according to its characteristics.
II. What You Need:
Actual samples/ pictures of materials e.g. plastic containers/ bottles, old

magazines, thinner, medicine bottles, newspapers, old notebooks, old batteries,
tires, used clothing
III. What to Do:
1. Study the characteristics of materials that you have in your group.

2. Write their names on the chart below.
3. Give their characteristics and classify it as useful or harmful by putting a
check ( / ) on the last column.
Materials Characteristics Useful Harmful
4. What are the characteristics of useful materials?

5. What are the characteristics of harmful materials?
6. What are the basis for classifying the materials as useful or harmful?
18
DAILY LESSON PLAN
AREA
DATE
I. OBJECTIVES
materials to determine whether they are useful or harmful
C. Learning The learners should be able to use the properties of
Competencies/Objectives materials whether they are useful or harmful. (S5MTIa-b-1)
 Enumerate specific materials that are useful and
harmful (e.g. wood, textile, plastics, metals,
explosives, toxic, hazardous)
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
Guide pages
2. Learner’s
Materials pages
New Science Links 5, pp
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage From the jumbled words, form a sentence that would
answer the questions below:
Set 1: still serve other purpose materials can

already
its and purpose be for used
Set 2: environment properly not used
when
harm to material causes that
human
1. When are materials useful? (Materials already serve its

purpose and can still be used for other purpose)
2. When are materials harmful? (Material that causes
harm to human, environment when not used properly.)
19
3. Distribute the activity sheets to each group.
4. Let students perform the activity and answer the guide
questions.
See attached Activity Sheet entitled Useful or Harmful?
Let’s Enumerate!)
D. Elaborate When does a specific material become useful or harmful?
Cite sample situations.
E. Evaluate Enumerate the specific materials mentioned in the activity.
How does each material become useful or harmful?
Agreement Look for a certain useful material at home or in school. List
down ways to maximize its use.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
20
Activity: USEFUL OR HARMFUL? LET’S ENUMERATE!
I. Learning Target:
At the end of the activity, we can enumerate specific materials which are
useful and harmful.
II. What You Need:
Group 1- Pictures of materials made from wood

Group 2- Pictures of materials made from metal
Group 3- Pictures of materials made from plastic
Group 4- Pictures of materials that are explosives
Group 5- Pictures of materials that are hazardous
III. What to Do:
1. Study the pictures assigned to your group.

2. Answer the questions below:
a. What are the materials / product in the picture?
b. What are they made of?
c. Is it useful or harmful?
d. If it is harmful, how should these be kept? Disposed? Why?
Background Information:
Materials are considered useful when it serves a purpose. Some materials

can be reused. The three main groups of useful materials are metals, polymers
and ceramics. Metals are one of the strongest materials in the universe. Metals
can be in their weak or pure forms or strong forms. Weak forms are made of pure
metals. Strong forms are made from the combination of pure metals and other
materials. Polymers are very big molecules made of smaller molecules linked
together into long and repeated chains. Plastics and rubbers are made of
polymers, and so are the paints. Ceramics are the nonmetallic materials including
clay and glass. Other useful materials are wood and fiber.
Some useful materials may also bring hazards like broken glasses. Toxic
substances may also be present in the things we commonly used such as paints,
cleaners, fumes, gels, or powders. These materials may bring harm to our health,
environment, and other organisms when not used properly.
21
DAILY LESSON PLAN
AREA
TIME & QUARTER Q1W2D1-2
DATE
I. OBJECTIVES
 Cite conditions when materials are useful or
harmful
 Compare conditions when materials are said to be
useful or harmful
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
Guide pages
2. Learner’s
Materials pages
3. Textbook pages Science Beyond Borders 5 pp. 4-7
The New Science Links 5 pp. 29-35
4. Additional
B. Other Learning Video: https://www.youtube.com/watch?v=oObwLINbU74
Resources
IV. PROCEDURE
A. Engage 1. Loop a Word: Look for words related to our topic about
materials.
C G S O E A R T B R
M L T R G W O O D U
E A O E P A Y U Y B
T S T H A Z A R D B
A S O T P I L P T E
L M X M E F I B E R
N R I E R R W A Q S
C J C L O W S X C E
2. What words have you looped? (metals, rubbers, glass,
paper, fiber)
3. What do these words imply? (materials)
22
3. Perform the activity stated in the activity sheets and
answer the guide questions.
4. Choose a representative to present your output.
See attached Activity Sheet entitled How Do We Know?
D. Elaborate What are the groups of material that you have?
What are the uses of material?
When is a material useful? When is it harmful?
Use the table below in answering these questions:
Different conditions when materials are useful and

harmful
Conditions when Conditions when materials
materials are useful are harmful
5. Compare the conditions listed on how materials are

said to be useful and harmful.
6. What should be done with useful materials? with
harmful materials?
7. Present a video clip of the different usefulness of
materials and harmfulness that it may bring. (optional)
Video Link:
https://www.youtube.com/watch?v=oObwLINbU74
8. Let the learners perform the following by citing how a

certain material is useful or harmful.
Group 1 - debate
Group 2 - jingle
Group 3 - song
Group 4 - poster
Group 5 – broadcasting
E. Evaluate Cite conditions when the materials listed below become
useful or harmful.
1. wood
a.
b.
c.
2. plastics
a.
b.
23
c.
3. metals
a.
b.
c.
Agreement Read and analyze each statement carefully. If the
statement is correct, write TRUE. If the statement is
incorrect, revise the entire statement stating your
reasons to make it correct. Write your answer on the
space provided.
1. Your father is in a gasoline station and is lighting his
cigarette.
__________________________________________
2. Henry chose piña fibers for his barong because they
are made of natural fibers.
__________________________________________
3. Laura read the signage, “Metals are the best
insulators of heat and electricity.”
___________________________________________
4. Bobby included the wood scraps in his compose
because it can easily decompose.
___________________________________________
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
Caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
24
teachers?
25
Activity: HOW DO WE KNOW!

1. cite specific conditions to consider when material is useful or
harmful.
2. compare the conditions when materials are said to be useful or
harmful.
II. What You Need:
metal spoon wooden ladle eye glasses raincoat

drinking glass clock cotton shirt kerosene
plastic bottle insecticides tires
III. What to Do:
1. Gather all the materials on your table.

2. Group the products based on the materials they are made from.
3. Observe the properties of materials in each group and determine their
uses and harmfulness if they have.
4. Use the table below in presenting your outputs.
Specific Product Uses Harm Conditions that Makes the

Group of Derived Material Useful/ Harmful
Materials from the
Material
a.
b.
c.
5. How many groups have you come up with? What are these?
_________________________________________________________________
_________________________________________________________________
6. What are the uses of each material?
_________________________________________________________________
_________________________________________________________________
7. What harm do these materials may bring?
_________________________________________________________________
_________________________________________________________________
26
DAILY LESSON PLAN
AREA
DATE
I. OBJECTIVES
 Practice precautionary measures in handling
materials
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
Guide pages
2. Learner’s
Materials pages
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage Present a video clip/ real objects/ pictures of useful and
harmful materials.
Ask:
Can useful materials be harmful to us? How?
How can we be safe in handling materials?
3. Perform the activity stated in the activity sheets and
answer the guide question.
See attached Activity Sheet entitled Better Be Safe Than
Being Sorry!
D. Elaborate What are the safety precautions in handling and using
27
materials?
Why is it important to store all poisonous chemicals in

safe containers and places?
If you see your younger brother or sister playing a product

that you know may cause harm to him/her, what will you
do?
Let each group make a poster or reminder in proper

handling/storing harmful materials.
E. Evaluate Examine the materials/product listed below. Write beside
each item how you should handle it for you to be safe.
1. broken glass-
2. insecticides-
3. gasoline-
4. sharp tools-
5. blender-
Agreement Give at least 5 household materials and give ways to
properly handle or dispose them.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
28
teachers?
29
Activity: BETTER BE SAFE THAN BEING SORRY!
I. Learning Target:
At the end of the activity, we can identify precautionary measures in

handling household materials
II. What You Need:

pictures/actual samples of household materials
III. What to Do:
1. Form a group and choose among your group who will act as recorder,
leader, and presenter.
2. Study the picture/list/actual samples of household materials in your
group.
Group 1 – bath soap, shampoo, conditioners
Group 2 – kitchen knife, ice pick, can opener
Group 3 - kerosene, gasoline, insecticide
Group 4 - detergent soap, cleansers, bleaching products
Group 5 - matches, lighters, fire starters
3. Identify its uses and list down ways on how you are going to handle it for
you to be safe.
4. Present it to the class using the table below.
List of Precautions in Handling, Using or

Household Uses Disposing
Materials
1. What are the list of household materials that you have?

2. How should you handle, use or dispose them?
3. Why is there a need for us to know its uses and ways to dispose
them?
30
DAILY LESSON PLAN
AREA
DATE
I. OBJECTIVES
Compile pictures showing how materials are useful and
harmful
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
Guide pages
2. Learner’s
Materials pages
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage Present a video clip/ real objects/ pictures of useful and
harmful materials.
Ask:
How do these materials become useful to us?
How do they become harmful?
3. Present to class the criteria/ rubric in rating their
outputs.
4. Perform the activity stated in the activity sheets and let
them answer the guide questions in the activity sheet.
See attached Activity Sheet entitled Let’s be Artistic!
2. Take down some misconceptions.
D. Elaborate 1. Correct misconceptions.
31
a. How were you able to classify the materials?
b. What makes it useful?
c. What makes it harmful?
d. How should we handle harmful products or
materials?
E. Evaluate Give rating to the pupils’ output using the criteria below.
Group Criteria
No.
Contents Craftmanship Creativity Neatness Total
(30%) (30%) (30%) (10%) (100%)
Agreement Create a poster showing how to maximize the use of

useful materials and how to lessen the effect of harmful
product to the environment.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have caught
up with the lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
32
Activity: LET’S BE ARTISTIC!
I. Learning Target:
At the end of the activity, we can make a scrap book of pictures of
materials showing how they are useful or harmful.
II. What You Need:

pictures showing how a certain product is useful or harmful
III. What to Do:
1. Examine the pictures of products that you have.

2. Group them accordingly e.g. metal. wood etc.
3. Below the pictures or around it, write the uses or harm that we might
get from it.
4. Be guided with the criteria that the teacher will present to you in rating
your finished output.
33
DAILY LESSON PLAN
AREA
TIME & QUARTER
DATE Q1W3D1
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of materials
undergo changes due to oxygen and heat.
C. Learning The learner investigates changes that happen in materials
Competencies/Objectives under the following conditions; presence or lack of oxygen
and application of heat (S5MTIc-d-2)
 Define physical change
II. CONTENT Changes that Materials Undergo
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
Guide pages Science Beyond Borders 5 TM,pp.12-13
2. Learner’s
Materials pages
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage What are the properties of matter?
Can these properties of certain material change?
Let the pupils get a piece of paper. Let them describe its
characteristics. Let them crumple it.
a. Is there a change in the paper?
b. How will you describe the change in the paper?
sheet.
Activities:
What You Need: What to Do:
34
Group 1 - balloon, Blow air into the balloon. Tie
rubber band the end to keep the balloon in
shape. Observe the size of the
balloon before and after
blowing. Stretched the rubber
band. Observe the changes
that took place. Write your
observations on the data table
found at the end of the task.
Answer the ff. questions:
1. What do you noticed with the
size and shape of the balloon
after blowing? The rubber band
after stretching?
2. What changes took place
when you blow air into the
balloon and when you
stretched the rubber band?
Group 2 – pieces of Cut, tear and crumple one
bond paper or colored piece of bond paper into
paper, scissors several parts and shapes.
Compare the sizes of the paper
after cutting, tearing and
crumpling.
Write your observations on the
data table found at the end of
the task.
Answer the following
questions:
1. What changes took place to
the band paper after cutting,
tearing and crumpling?
2. Compare the characteristic
to the original one.
3.What
properties/characteristics of
paper change?
Group 3 – chalk or Pound the chalk or limestone.
limestone, hammer Observe the changes that took
place before and after
pounding. Write your
questions:
1. What happens to chalk after
pounding?
2. What are the changes that
took place?
35
Group 4- wood of Cut the piece of wood using a
different sizes, saw, saw or knife. Observe the
knife changes that took place. Write
questions:
1. After cutting the wood is it
still wood?
2. What changes took place?
3. Is the composition of wood
the same as it was before
cutting?
Group 5- ice cubes, Heat the ice cube over a fire.
alcohol lamp or Observe and record the
candle, tin can changes that happen to the ice
before and after heating. Write
Answer the following questions:
1. What happens to ice after
heating?
2. What change took place in
ice?
3. Can we still return the water
to ice? How?
4. Is change in state a change
in material composition? Why?
3. Write your answer on the table below.

Material Condition or Change
Factor that Observed
Results to the
Change
See attached Activity Sheet entitled What a Physical

Change!
C. Explain 1. Let each group present the result of the activity and let
them answer the guide questions in each activity.
36
2. Give feedback after each group has presented.
3. Clarify misconceptions when needed.
4. Process the activity.
How did you find the activity?
Were you able to finish the activity? Why? Why not?
What problems did you encounter?
How could we do away with it? (if there are any)
D. Elaborate Synthesize the pupils’ concepts or ideas by answering the
questions below.
1. What are the materials that you have tested?
2. What factors or conditions brought the change to the
materials?
3. What kind of change is being shown in the activity?
4. What is physical change?
5. How does physical change happen to materials?
E. Evaluate Read the short paragraph below. Underline the activities
in the paragraph that show physical change in materials.
Ana is preparing the ingredients in her vegetable

salad. She slices the carrots & cucumber, tear the lettuce,
pound a bit of pepper, mix them and add olive oil.
What kind of change took place as you slice, tear and

pound the ingredients?
Why do you say so?
What is physical change?
Agreement Look for pictures of a community or structures that

undergo physical changes. Paste it on a bond paper and
cite the changes that you observed.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
Caught up with the
lesson.
continue to require
remediation.
37
Why did it work?
encounter which my
can help me solve?
teachers?
38
Activity: WHAT A PHYSICAL CHANGE!
1. identify the physical changes that happen to materials.
2. describe what physical change is.
II. What You Need: III. What to Do:

Group 1 - balloon, rubber band Blow air into the balloon. Tie the end to
keep the balloon in shape. Observe the
size of the balloon before and after
blowing. Stretched the rubber band.
Observe the changes that took place.
Write your observations on the data
table found at the end of the tasks.

1. What do you noticed with the size and
shape of the balloon after blowing? the
rubber band after stretching?
2. What changes have taken place
when you blow air into the balloon and
when you stretched the rubber band?
Group 2 – pieces of bond paper or Cut, tear and crumple one piece of bond
colored paper, scissors paper into several parts and shapes.
Compare the sizes of the paper after
cutting, tearing and crumpling. Write
your observations on the data table
found at the end of the tasks.

1. What changes took place to the bond
paper after cutting, tearing and
crumpling?
2. Compare the characteristic to the
original one.
3. What properties/characteristics of
paper change?
Group 3 – chalk or limestone, hammer Pound the chalk or limestone. Observe
the changes that took place before and
after pounding. Write your observations
on the data table found at the end of the
task.

1. What happens to the chalk after
pounding?
2. What are the changes that took
place?
39
Group 4- wood of different sizes, saw, Cut the piece of wood using a saw or
knife knife. Observe the changes that took
place. Write observations on the table
1. After cutting the wood is it still wood?
2. What changes took place?
3. Is the composition of wood the same
as it was before cutting?
Group 5- ice cubes, alcohol lamp or Heat the ice cube over a fire. Observe
candle, tin can and record the changes that happen to
the ice before and after heating. Write
observations on the table found at the
end of the task.

1. What happens to ice after heating?
2. What change took place in ice?
3. Can we still return the water to ice?
How?
4. Is change in state a change in
material composition? Why?
3. Write your answer on the table below.

Material Condition or Factor that Change Observed
Results to the Change
40
DAILY LESSON PLAN
AREA
TIME & QUARTER
DATE Q1W3D2
I. OBJECTIVES
C. Learning The learners should be able to investigate changes that
Competencies/Objectives happen in materials under the following conditions;
presence or lack of oxygen and application of heat.
(S5MTIc-d-2)
 demonstrate how physical change takes place
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
2. Learner’s
Materials pages
The new Science Links 5 pp. 45-47
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage Recall:
What is a physical change?
Under what conditions can physical change happen? (some
conditions may already be given by the pupils due to their
previous learning)
sheet.
See attached Activity Sheet entitled Is It Physical Change?
Ask: How did you find the activity?
41
Were you able to finish the activity? Why? Why
not?
How could we do away with it? (if there is any)
D. Elaborate Go over the groups’ responses and synthesize the ideas or
concepts.
1. What are the activities that resulted to the change in

materials in the activity?
2. After the activity, what change occurs to the materials?
3. What causes these changes in materials?
4. What kind of change took place to the materials?
5. Give other situations or activities wherein physical
change happens to materials.
Physical change occurs when materials undergo

change in size, shape, texture without changing the
composition of a substance. The application of heat, force
and pressure can cause a material to undergo physical
change.
Materials can change from one state to another. Solid to
liquid, liquid to solid and solid to gas are physical change
that may be brought about by the absorption or release of
heat. In physical change, no new material is formed.
E. Evaluate Using the materials below, state in your own sentences
what you will do to change them physically.
1. paper clip – ___________________________________
2. colored paper – _______________________________
3. coffee and milk- _______________________________
Agreement What activities do you perform at home that shows physical

change? List them down.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
caught up with the
42
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
43
Activity: IS IT PHYSICAL CHANGE?
1. observe some physical change in materials
2. identify conditions/factors needed for physical change to
happen.
II. What You Need:
naphthalene ball drinking straw

ice cubes or candle wax piece of cloth
sugar or milk sweet potato
III. What to Do:

1. Read the instructions given in each item. Answer the questions.
2. Summarized it by answering the table below.
A. Piece of cloth
1. Get the piece of cloth and scissors. Cut it into pieces using the
desired shape and size.
Paste it on the big sheet and answer the questions below.
a. What happens as you cut the piece of cloth?
_____________________________________
b. What change took place?
_____________________________________
B. Naphthalene ball
1. Get the naphthalene ball and leave it in one place. Observe.
a. What have you observed with the naphthalene ball after
exposing it on air?
________________________________________
b. Why did you smell it even if you are far?
________________________________________
C. Drinking straw
1. Cut the plastic straw into desired size. Make a flower out of the
straw by folding.
a. What happens after cutting and folding the drinking straw?
__________________________________________
b. What are the changes that happened?
__________________________________________
D. Ice cubes
1. Place ice cubes on a surface for a few minutes. Observe.
a. Is the composition of ice different from water? Why?
__________________________________________
b. What change took place with the ice?
__________________________________________
E. Watermelon
44
1. Slice the watermelon into strips or desired shape.
a. What change took place with the watermelon after slicing it?
___________________________________________
b. Is it physical change? Why?
___________________________________________
F. Milk and Sugar

1. Pour water on the milk or sugar. Mix it using a spoon.
a. What happens after mixing sugar and milk in water?
b. Where does the sugar or milk go?
c. What change occurs?
Situations Changes that Condition or Factor

Happened
Cutting of cloth
Sublimation of
naphthalene ball
Folding of straw
Melting ice
Freezing water
Slicing a watermelon
Mixing sugar and milk
45
DAILY LESSON PLAN
AREA
TIME & QUARTER
DATE Q1W3D3
I. OBJECTIVES
and application of heat. (S5MTIc-d-2)
 define chemical change
II. CONTENT 2. Changes that Materials Undergo
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
2. Learner’s
Materials pages
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage Show pictures/ video clips of ripening fruits, burning of
leaves, souring of milk, frying fish/ cooking, etc.
Ask: What do these pictures/ video clips have in

common?
sheet.
See attached Activity Sheet entitled Is it a Chemical

Change?
46
not?
D. Elaborate Go over the groups’ responses and synthesize the ideas
or concepts by answering the questions below.
1. What activities have you done?
2. What changes happen in each activity?
3. What causes these changes in material to happen?
4. What are the result or product in each activity?
5. What is chemical change?
A chemical change differs from physical change. In

a chemical change, new and different materials are
formed called product. The new materials formed have
properties different from the original material. It cannot be
brought back to its original form, it is an irreversible
process.
E. Evaluate Which of the following situations show chemical change?
Justify your answer.
1. Rotting of fruit
2. Cutting of a piece of wood
Agreement Give other examples of situations/ activities showing

chemical change.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
47
teachers?
48
Activity: IS IT A CHEMICAL CHANGE?
1. We can identify chemical changes that happen to material.
2. We can describe chemical changes that happen to
materials.
II. What You Need: III. What to Do:

Group 1 – stick or twigs, matches, 1. Observe the characteristics of stick or
candle twigs.
2. Using a tongs, burn the stick or twig.
Observe.
a. What was formed after burning?
b. Is it the same as it was before?
c. How will you describe the new
substance formed?
Group 2- liquid milk, vinegar, test tube 1. Mix 1 tablespoon of vinegar and milk,
observe what happens.
a. What was formed after adding
vinegar to milk?
(curd-a thick substance
that forms when milk becomes
sour)
b. How does it smell? Is it the
same as it was before?
Group 3- mixing baking soda and 1. Put 1 tablespoon amount of baking
vinegar soda in a watch glass.
2. Put 20 drops of vinegar on the baking
soda. Observe.
a. What happens when vinegar is
added to the baking soda?
b. What is being formed? Is this
substance same as in the previous
substances present?
c. If so, what do you think is the new
substance?
Group 4- sugar, candle or alcohol lamp 1. Put some sugar on a spoon.
Using a rag, wrap the handle of the
spoon. Place the spoon over a flame for
about 6 minutes. Observe. Record all
the changes you observed in the sugar.
Continue heating the sugar until it
turns black.
2. Did the sugar change into something
else?
3. What is it?
49
Process Product
1. Burning the stick or twigs
2. Mixing vinegar and milk
3. Adding vinegar to baking
Soda
4. Burning sugar
50
DAILY LESSON PLAN
AREA
TIME & QUARTER
DATE FQ1W3D4
I. OBJECTIVES
and application of heat (S5MTIc-d-2)
 demonstrate how a chemical change takes
place
II. CONTENT 2. Changes that Materials Undergo
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
2. Learner’s
Materials pages
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage 1. Answer the jigsaw puzzle until the picture is revealed.
(pictures showing chemical change e. g. decaying

garbage, burning wood)
The following are the questions in the puzzle.

a. What is an activity wherein ash is produced?
b. What is a kind of change wherein new substance
is formed?
c. What is a factor that causes milk to sour?
d. What is a change that produces new substance or
product?
2. Show pictures of chemical change like decaying

garbage, spoiled food, cooked food, burning wood.
51
What happens to materials in the picture shown?
sheet.
Note: For fast learners, the teacher may let the pupils
decide on what activity they will do and let them decide the
kind of material to use. Let them make their own steps.
See attached Activity Sheet entitled It’s a Chemical

Change!
Group 1
a. What do you notice with the steel wool and nails in
set up B?
b. What made them rusty?
c. Is rust a new substance?
Group 2
a. What happens to the paper?
b. Is ash a new substance?
c. While burning, do you see smoke?
d. Is it a new substance? If yes, what substance is it?
Group 3
a. What was formed as you put vinegar in the egg
shell?
b. Is it a new substance?
c. What makes it bubble?

not?
D. Elaborate Go over the groups’ responses and synthesize the ideas
or concepts by answering the questions below.
1. What were the results of the activities that you
performed?
2. What is the formed when chemical change takes place to
a material?
3. Can you still return them to their original form?
4. In the activity, what are the reactants that made the
change to materials?
Nails and steel wool are made of iron. When it was
52
exposed to oxygen and water, rusts start to form on its
surface. This situation shows OXIDATION, a chemical
reaction that is aide by oxygen.
When the paper was burnt, it forms ash. It even
produced heat, gas and carbon dioxide due to the
application of heat.
When vinegar is added to egg shells, bubbles were
formed due to the release of gas. Egg shells contain
carbonate, while vinegar contains acetic acid.
5. Why are photosynthesis and digestion examples of

chemical change?
E. Evaluate Analyze the situation below, then answer the questions.
Given the following materials; matches and dried

leaves, what activity will you do to change it chemically?
What product will you produce? State your answer in a
complete sentence.
Agreement Read about composting. Find out the chemical change that
garbage undergoes.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
53
Activity: IT’S A CHEMICAL CHANGE!
1. demonstrate and observe ways on how a chemical change takes
place.
2. identify factors/ conditions that result to chemical change.
II. What You Need: III. What to Do: (Write results of

observation below)
Group 1 Set up B 1. Observe the 2 set ups.
Set up A steel wool and a. What do you notice with the steel
New steel wool nails left in moist wool and nails in set up B?
and nails place for a week b. What made them rusty?
c. Is rust a new substance?
Group 2 1. Burn the paper. Observe.
Paper and matches a. What happens to the paper?
b. Is ash a new substance?
c. While burning, do you see smoke?
d. Is it a new substance? If yes, what
substance is it?
Group 3 1. Pound the egg shells.
Adding vinegar to egg shells 2. Pour vinegar in it. Observe.
a. What was formed as you put vinegar
in the egg shell?
b. Is it a new substance?
c. What makes it bubble?
Table:
Activities Reactants Evidences of chemical
change
Exposing metal in air and
water
Burning paper
Adding vinegar to egg
shell
54
DAILY LESSON PLAN
AREA
TIME & QUARTER
DATE Q1W3D5
I. OBJECTIVES
and application of heat. (S5MTIc-d-2)
 Compare physical and chemical change
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.64
2. Learner’s
Materials pages
4. Additional
B. Other Learning
Resources
IV. PROCEDURE
A. Engage Show pictures/ video clips of physical and chemical
changes in matter.
Ask: What does the picture or video show?

sheet.
a. What did you do to change the wood
physically? chemically?
b. What made the change to the materials?
c. What products or substance did you produce
after doing the activity?
55
not?
D. Elaborate Synthesize the pupils’ responses or ideas by letting them
answer the questions below:
1. What are the factors that result to physical change in
materials?
2. What are the factors that results to chemical change?
3. Is there new substance or product formed in physical
change? Why?
4. What is produced during chemical change?
5. How does physical change differ from chemical
change?
E. Evaluate Study the following statements. Write chemical change
or physical change on the space provided before each
number.
__1. Ted mixes an amount of lemon juice with an amount
of mayonnaise.
__2. Minnie hangs her washed laundry on the cloth hook.
__3. The shoes of Nathan are well -protected from insects
because of the naphthalene balls in his closet.
__4. Aling Mameng makes yummy ice buko during
summer.
__5. The cake shop bakes the best-selling gelatin in the
city.
Agreement Think of a physical change and chemical change that
occurs to materials in the environment that is beneficial.
Explain why we benefit from it.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
56
Why did it work?
encounter which my
can help me solve?
teachers?
57
Activity: IS IT PHYSICAL OR CHEMICAL CHANGE?
I. Learning Target:
At the end of the activity, we can compare how physical change differ
with chemical change.
II. What You Need:
materials such as wood, paper, limestone, milk, vinegar
III. What to Do:
1. Group yourselves. Assign a leader, recorder and reporter.
2. Go to your designated area in the classroom and perform the activity.
a. Examine the materials.
b. Think of an activity where you can change the materials physically and
chemically.
c. Perform what you have planned and record your observations on the table.
d. Answer the questions below:
1. What did you do to change the wood physically? chemically?
2. What made the change to the materials?
3. What products or substance did you produce after doing the activity?
Kind of Material Activity/Activities Done Product/Result
A. Physical change Folding, tearing, cutting Folded paper/origami
Ex. paper Torn paper, paper of
different sizes and shapes
B. Chemical change burning ash

paper
58
FIRST SUMMATIVE TEST IN SCIENCE 5
First Quarter
Name: _________________ Section: __________ Date: _______ Score:

_______
I. IDENTIFICATION:
A. Below are lists of materials. Choose 3 materials that are found at home and
opposite it write whether they are useful or harmful.
Truck drinking glass bridge wooden ladle

chlorine
stones knife gasoline spoon
shampoo
1. _________________ - ____________________ (4)
2. _________________ - ____________________ (5)
3. _________________ - ____________________ (6)
B. In our daily lives we use different materials for different purposes. From the
options
below, identify where these materials belong. Write your answer on the space
provided.
A. wood B. plastic C. textile
____ 7 . ____ 8 . ____ 9 .
II. MULTIPLE CHOICE: Read the following sentences carefully. Encircle the letter
of the correct answer.
10. Ana spilled her milk on the table and uses a towel rag to clean it. What
property does the towel rag possess if it can absorb liquid?
A. durability B. ductility C. porosity D. magnetic
11. Which of this is a characteristic of a material that attracts material made of

steel or iron?
A. brittleness B. elasticity C. porosity D. magnetic
59
12. When is a material considered useful?
a. When it harms us c. When it serves its purpose
b. When it destroys other material d. When that material is a waste
13. How should we handle harmful materials?

A. It should just be put anywhere.
B. It should be with care and knowledge on how to use it.
C. You let your younger brother or sister play with it.
D. We should put labels and put them in proper places.
14. Which of the following should NOT be done in managing harmful materials at
home?
A. Make an inventory all the products in your home.
B. Don’t store chemicals with food.
C. Store flammable liquids or gasses in the home.
D. Use alternative products.
15. If you must use a harmful product, choose the ________ harmful product for
the job.
A. most
B. worst
C. least
D. lesser
III. ESSAY:
16-20: Explain briefly.

Why is there a need for you to know the characteristics of
materials?
Scoring Rubric:
5 3 1
Expert Accomplished Capable
Concept, The concept is The concept is Has an idea but
Grammar, accurate and close but not not but not very
Usage and clearly stated, clearly stated clearly stated A
Mechanics no spelling, and few spelling, number of
punctuation or and spelling,
grammatical punctuations or punctuations or
errors. grammatical grammatical
errors errors
60
DAILY LESSON PLAN
SCHOOL GRADE 5
LEVEL
AREA
DATE
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
materials that undergo changes due to oxygen and
heat
B. Performance The learner uses local, recyclable solid and/or liquid
C. Learning The learners should be able to investigate changes
Competencies/ that happen in materials under the following
Objectives conditions: presence or lack of oxygen and
application of heat (S5MT-Ic-d-2)
 Analyze that materials change when heat is
applied
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 48-53
pages
2. Learner’s 30-33
Materials’ pages
3. Textbook pages Science and Health for the New Millennium 5, pp.
106 – 109
Science Spectrum 5, pp. 156 – 158
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
61
A. Engage 1.Play a game called “4 pics 1 word.
phys.com
shamcomanagement.com
espn.com thinglink.com
____ ____ ____ ____

(Answer: HEAT)
Flash the word “Heat”.
Ask: What is heat? (Heat is the energy formed when

atoms or molecules move.)
Can you name some sources of heat? (sun, lighted
candle, burning wood, etc.)
2. Show real or pictures of objects below.

-chocolate bar -margarine
-sugar -candle
Ask: What do you think will happen if you apply heat
on these objects? Elicit responses from the pupils.
3. Say: Let us find out in our activity.
B. Explore 1. Organize the class into five groups.

2. Set norms to follow during the group work.
3. Give the group mechanics:
a. Find out what will happen to the given
materials when they are heated.
b. Perform simple experiment by following the
procedure given. (See appendix)
c. Take note of your observations.
d. Be creative in presenting the results of your
activity. You may use a table or illustration to present
your output.
Group 1 – Butter or Margarine, alcohol lamp or

candle, match, metal spoon
Group 2 – Ice Cube, beaker, alcohol lamp or candle,
match, tripod
Group 3 – Sugar, alcohol lamp or candle, metal
spoon
Group 4 – Candle Wax, alcohol lamp, match
Group 5 – Paper, match, tin can or metal saucer
4. Let them perform the activity: “What happens to

materials when heat is applied?” (See appendix)
62
5. Strictly remind the pupils to take necessary
precaution in handling the materials.
6. Discuss how the group work will be rated using

the rubric below.
Criteria Rating
The procedures were followed
strictly. Answered all guide questions
correctly. Full cooperation among 5
members is observed. The group is
well disciplined while performing the
activity.
Some procedures were not followed
well. Some answers to guide
questions are incorrect. Cooperation 3-4
among members is observed, but
some misbehaved.
Most of the procedures were not 1-2
followed. Most of the answers to
guide questions are incorrect. Very
few members cooperated. The group
is noisy.
No output 0
7. Go around and supervise the pupils while they are

performing the activity.
8. Remind each group to assign a representative to
report their output after the activity.
C. Explain 1. Ask each group to present their output.
2. Let them answer the guide questions.
Group 1 – Heating Butter

-What are the characteristics of the butter before
heating it? Describe. (The butter is yellow and solid.)
-What happened when the butter is heated? (When
the butter is heated, it melts.)
-What change took place when the material is
heated? (The butter undergoes physical change
when heated.)
Group 2 – Heating Ice Cube

heating it? Describe. (The ice cube is cold and
solid.)
the ice cube is heated, it melts and becomes liquid.)
heated? (The ice cube undergoes physical change
when heated.)
63
Group 3 – Heating Sugar
heating it? Describe. (The sugar is solid.)
the sugar is heated, it becomes caramel.)
heated? (The sugar undergoes chemical change
when heated.)
Group 4 – Heating Candle Wax

-What are the characteristics of the candle before
heating it? Describe. (The candle is solid.)
-What happened when the candle is heated? (When
the candle is heated, it melts.)
heated? (The candle wax undergoes chemical
change when heated.)
Group 5 – Heating Paper

-What are the characteristics of the paper before
heating it? Describe. (The paper is solid.)
-What happened when the paper is heated? (When
the piece of paper is heated and burned, it turns into
ashes.)
heated? (The piece of paper undergoes chemical
change when heated and burned.)
5. After the presentation of each group, give their

rating using the rubric.

Were you able to finish the activity? Why? Why not?
D. Elaborate 1.Go over the groups’ responses and synthesize the

ideas/concepts.
2. Ask: Can application of heat change materials?
(Yes.)
How do some materials change when heat is
applied? (Some materials changed physically when
heated and some changed chemically.)
How can the application of heat change materials
64
physically? (When it changes the physical properties
of materials like size, shape, texture, etc.)
How can the application of heat change materials

chemically? (When the original properties of
materials are lost and there new substances
formed.)
2.Have the pupils understand the following concepts

using the concept map below:
Application of Heat
can cause
Physical Chemical
Changes Changes
When ice is heated, it When paper is burned,

turns to liquid water. it turns to ashes.
When butter is heated, it

melts into liquid. When sugar is burnt, it
turns into a black
substance
When butter is heated, it
melts into liquid.
3. Have the pupils cite some applications of the

concepts to daily life activities.
4. Ask: What are some precautionary measures that
we need to observe when handling/using hot
materials?
E. Evaluate Read and analyze the situation below. Then answer

the questions that follow.
1. What happens to the wood used by your
mother in cooking?
What change happens to the wood?
___________________________________
2. You are eating popsicle when your mother
called and put your popsicle on a saucer. When you
came back it looks like juice already. What happens
to the popsicle?
_____________________________________
V. REMARKS
VI. REFLECTION
65
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
66
Activity: HEAT IT!
Problem:
What happens to butter when heat is applied?
Materials: Procedure:
butter 1.Put a small amount of butter on a metal

alcohol lamp or candle spoon.
match 2.Light the candle or alcohol lamp using
metal spoon the match.
3. Heat the butter for a few minutes.
4. Observe what happens.
Observations:
1. What are the characteristics of the butter before heating it? Describe.
_________________________________________________________________
_________________________________________________________________
2. What happened when the butter is heated?

_________________________________________________________________
_________________________________________________________________
3. What change took place when the butter is heated?

_________________________________________________________________
_________________________________________________________________
67
Activity: HEAT IT!
Problem:
What happens to ice cube when heat is applied?
ice cube 1. Put an ice cube in a beaker.

alcohol lamp or candle 2. Light the candle or alcohol lamp using the
match match.
beaker 3.Put the beaker on the tripod
tripod 3. Heat the ice cube for a few minutes.
Observations:
1. What are the characteristics of the ice cube before heating it? Describe.
_________________________________________________________________
_________________________________________________________________
2. What happened when the ice cube is heated?

_________________________________________________________________
_________________________________________________________________
3. What change took place when the ice cube is heated?

_________________________________________________________________
_________________________________________________________________
68
Activity: HEAT IT!
Problem:
What happens to sugar when heat is applied?
sugar 1.Put a small amount of sugar on a metal

alcohol lamp or candle spoon.
match 2.Light the candle or alcohol lamp using the
metal spoon match.
3. Heat the sugar for five minutes.
Observations:
1.What are the characteristics of the sugar before heating it? Describe.
_________________________________________________________________
_________________________________________________________________
2.What happened when the sugar is heated?

_________________________________________________________________
_________________________________________________________________
3. What change took place when the sugar is heated?

_________________________________________________________________
_________________________________________________________________
69
Activity: HEAT IT!
Problem:
What happens to candle wax when heat is applied?
candle wax 1.Put a candle wax on a metal spoon.

alcohol lamp 2.Light the alcohol lamp using the
match match.
metal spoon 3. Heat the butter for a few minutes.
Observations:
1.What are the characteristics of the candle wax before heating it? Describe.
_________________________________________________________________
_________________________________________________________________
2.What happened when the candle wax is heated?

_________________________________________________________________
_________________________________________________________________
3. What change took place when the candle wax is heated?

_________________________________________________________________
_________________________________________________________________
70
Activity: HEAT IT!
Problem:
What happens to paper when heat is applied?
paper 1. Get a piece of paper.

match 2. Put the paper in the tin can or metal
meta saucer or tin can saucer.
3. Burn the paper using a match.
Observations:
1.What are the characteristics of the paper before heating it? Describe.
_________________________________________________________________
_________________________________________________________________
2. What happened when the paper is heated?

_________________________________________________________________
_________________________________________________________________
3. What change took place when the paper is heated?

_________________________________________________________________
_________________________________________________________________
71
DAILY LESSON PLAN
SCHOOL GRADE 5
LEVEL
AREA
DATE
I. OBJECTIVES
D. Content The learners demonstrate understanding of materials
Standard undergo changes due to oxygen and heat
E. Performance The learner uses local, recyclable solid and/or liquid
F. Learning The learners should be able to investigate changes that
Competencies/ happen in materials under the following conditions;
Objectives presence or lack of oxygen and application of heat.
(S5MT-Ic-d-2)
 Tell that lack or presence of oxygen would
change the material chemically
III.LEARNING
RESOURCES
C. References
5. Teacher’s
Guide pages
Materials’
pages
7. Textbook - Science and Health for the New Millennium 5, pp. 106
pages – 109
- Science Spectrum 5, pp. 156 – 158
- https://artsedge.kennedycenter.org/educators/lessons/
grade-12/Oxidation_and_Combustion
- http://www.yenka.com/activities/Combustion_-
_Activity/
-
http://www.vafire.com/fire_safety_education/Curriculum/
6-8/6-8%20LessonPlan01.pdf
8. Additional
Materials from
Learning
Resource (LR)
Portal
D. Other Learning
Resources
IV. PROCEDURE A B
A. Engage 1. Giving of Science Trivia. 1. Show a picture of the
(Pre-assigned activity: Assign Earth’s atmosphere.
one pupil to give a trivia
72
about oxygen. He/She should
be the one to give the trivia to
the class. Use the sample
format shown.)
Name:_________________
Section:_______
SCIENCE TRIVIA
Question: What makes up 21% of the
Earth’s
atmosphere?
Answer: Oxygen Ask: What is

atmosphere made of?
Reference: Time Almanac for Kids
2. Give a Science
Trivia.
Note: This may be done daily,
every other day or once a
SCIENCE TRIVIA
week. The information may Question: What gas makes up
be taken from Science 21% of the Earth’s
atmosphere?
magazines, textbooks (except
LM) and other learning Answer: Oxygen
resources. The Science Trivia
Card may be posted on the
Note: This may be done
wall (Science Corner).
daily, every other day or
once a week. The
2. Show a picture of the information may be
Earth’s atmosphere. taken from Science
magazines, textbooks
(except LM) and other
learning resources. The
Science Trivia Card
may be posted on the
wall (Science Corner).
what333.com
3. Let the pupils share

Ask: What is our atmosphere what they know about
made of? (It is made up of oxygen.
different gases.)
What gas makes up to 21% 4. Post these two
of the Earth’s atmosphere? questions on the board.
(Oxygen) Encourage the pupils to
Let the pupils share what give their predictions.
they know about oxygen.
What happen to some
materials when oxygen
3. Post these two questions interacts with them?
on the board. Encourage the
What happen to some
pupils to give their materials when there is lack
predictions. of or no oxygen?
What happen to some materials
when oxygen interacts with them?
4. Say: Let us find out in
What happen to some materials our next activity.
when there is lack of or no oxygen?
73
4. Say: Let us find out in our
next activity.
B. Explore 1. Organize the class into two 1. Instruct the pupils to
groups. copy the table below in
2. Set the standards in doing their Science notebook.
a group activity.
3. Provide each group an Apple Candle
Experiment Experiment
activity sheet. Observations Observations
4. Give the group mechanics.
a. Read and study the Candle A
Candle B
procedure in the activity
sheet.
b. Demonstrate in front of 2. Demonstrate in front
the class the procedure in the of the class the
activity sheet. experiments.
c. Discuss the problem,
procedure and results of the 3. Remind the pupils to
activity. observe carefully and to
5. Give each group enough write their observations
time to prepare for their in the table.
simple experiment
demonstration and 4. Call some pupils to
discussion. share their
(See attached Activity observations.
Sheets)
6. Strictly remind the pupils to
take necessary precautions in
handling the materials.
7. Supervise well while the
pupils are performing the
activity.
C. Explain 1. Instruct those who are 1. Discuss the results of
seated to listen attentively the activity by
and observe carefully while answering the following
the group’s representatives questions using the
are presenting. guide questions in the
2. Discuss the answers to the activity sheet.
guide questions after each
group’s presentation. 2. Based from the
experiment, what can
3. Based from the you say about the
experiment, what can you say effects of the presence
about the effects of the or absence of oxygen
presence or absence of on matter? Allow the
oxygen on matter? Allow the pupils to share their
pupils to share their insights. insights.
D. Elaborate 1. Cite other examples of oxidation. Show the following
pictures.
74
Additional information: In the case of iron, the oxygen
creates a slow burning process, which results in the
brittle brown substance we call rust.
2. Allow the pupils to construct their own understanding.

The pupils should be able to say/understand that:
Apples and other fruits turn brown once the
cut surface is exposed to air due to a reaction with
oxygen in the surrounding air, a chemical reaction called
oxidation.
The chemical reaction that occurs in burning
is also called oxidation. Oxidation may be slow or fast.
The rusting of metal is slow oxidation. Burning is a form
of fast oxidation.
3. Have the pupils work on the activity “Fire Goes Out”

found in their LM.
4. Ask: Do you appreciate that oxygen is present in the

air? Why? Why not? (Answers may vary.)
E. Evaluate 1. Instruct the pupils to summarize their learning for the
day by filling out the journal below.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
75
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
76
Activity: APPLE EXPERIMENT
Group 1
I. Learning Target:
We can observe the changes that take place when there is presence
of oxygen.
II. What You Need:

an apple
knife (should be brought and used by the teacher only)
III. What to Do:

1. Observe an apple.
2. Slice the apple in half using a knife. (Should be done by the
teacher.)
3. Take note of the color of the apple the moment it was sliced.
4. Observe the apple for a few minutes.
1. What did we do with the apple?

2. What have you observed on the cut surface of the apple after
some time?
3. Why do you think the apple turned brown after it was cut?
4. What could have caused this change? Brainstorm ideas why
apple turns brown.
77
Activity: CANDLE EXPERIMENT
Group 2
I. Learning Target:
We can observe the changes that take place when there is lack of
oxygen.
II. What You Need:
2 candles matchstick
2 transparent glass jars
III. What to Do:
1. Light the two candles. Label them A and B.

2. Place the glass jar on top of candle A so that it encloses
the candle completely.
3. Do not put a glass jar over candle B.
4. Observe what happens to candles A and B.

1. What happened to candle A? candle B?
2. Why do you think candle A burned out?
3. Why do you think candle B continue burning?
78
DAILY LESSON PLAN
SCHOOL GRADE V
LEVEL
AREA
DATE
I. OBJECTIVES
undergo changes due to oxygen and heat
C. Learning The learners should be able to investigate changes
Competencies/Obje that happen in materials under the following
ctives conditions; presence or lack of oxygen and application
of heat (S5MT-Ic-d-2)
 Explain the importance of oxygen to living
things
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
Materials’ pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning https://sciencing.com/10-uses-oxygen-8634456.html
Resources https://sciencestruck.com/oxygen-uses
http://www.ch.ic.ac.uk/rzepa/mim/environmental/html/o
xygen.html
https://www.ducksters.com/science/chemistry/oxygen.
php
Ranga.nr
IV. PROCEDURE
A. Engage 1. Show the picture below. Ask: What does the picture
show?
79
2. Let the pupils recall what oxygen can do to
materials from the previous lessons.
3. Instruct the pupils to do the following:

a. Stand.
b. Put your hands on your waist.
c. Breathe in.
d. Breathe out.
Ask: What gas do we need in breathing? (Oxygen)
Why is it needed in our body? (Oxygen provides fuel
that runs our body.)
3. Aside from this, can you think of other important

uses of oxygen? Elicit responses from the pupils.
4. Post this question on the board:

What is the importance of oxygen to living
things?
B. Explore 1. Organize the class into 5 small groups. Assign a
topic to each group. Let the pupils study within the
group about the important uses of oxygen. Provide a
hand-out for each group. (See appendix)
2. Remind them of the standards to be followed during

group activity.
3. Monitor the class while they are doing the activity.
C. Explain 1. Let the representatives of each group report their

output. Give feedback to the explanation of each
group. Clarify misconceptions when needed.
2. Show the following pictures. Ask: How is oxygen

helpful to us? (Oxygen is very helpful to our body,
medicine, industry, transportation and environment.)
3. Discuss thoroughly the important uses of oxygen in:

-body -industry -environment
-medicine -transportation
80
Ask: How did you find the activity? What difficulties did
you encounter in gathering information about our topic
today?
D. Elaborate 1. Encourage the pupils to give additional information

about oxygen.
2. Give some interesting facts about oxygen.

 Oxygen is an important element that is needed
by most life forms on Earth to survive. It is the
third most abundant element in the universe.
 Oxygen also exists as the allotrope ozone (O3).
Ozone exists in the upper region of the Earth's
atmosphere forming the ozone layer which
helps to protect us from the harmful rays of the
sun.
 Oxygen is an important element to life on Earth.
It is the most abundant element in the human
body making up around 65% of the body's
mass.
 Swedish chemist C. W. Scheele first discovered
oxygen in 1772. He called the gas "fire air"
because it was needed for fire to burn. Scheele
did not publish his results right away and the
element was independently discovered by
British scientist Joseph Priestley in 1774.
3. Ask: What is the importance of studying about these

interesting facts about oxygen? Let the pupils share
their opinions.
3. Ask the pupils to state the concepts learned about

the importance of oxygen to living things.
E. Evaluate 1. Answer this question briefly: How do scuba divers

breathe underwater? Explain your answer in 5
sentences.
Criteria Rating
Answers are comprehensive, 5
accurate and complete. Key points
are clearly stated, explained and
81
well supported.
Answers are accurate and complete. 4
Key points are stated and
supported.
Answers are not comprehensive or 3-2
completely stated. Key points are
addressed, but not well supported.
Answers are partial or incomplete. 1
Key points are not clear. Question is
not adequately answered.
No answer 0
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did it work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover which I
wish to share with
other teachers?
82
Activity: NOW I KNOW!
Group 1
I. Learning Target:
We can explain the importance of oxygen in respiration.
II. What You Need:
hand-out manila paper pen
III. What to Do:

1. Read the text in the box.
2. Study the importance of oxygen discussed.
3. Write a summary of your learning in the manila paper.
4. Present your output in front of the class.
IV. Guide Question:
1. Why is oxygen important in respiration? Explain your answer.
83
Group 2
I. Learning Target:
We can explain the importance of oxygen in medical

practices.
II. What You Need:

hand-out manila paper pen
III. What to Do:

IV. Guide Question:
1. Why is oxygen important in medical practices? Explain your

answer.
84
Group 3
I. Learning Target:
We can explain the importance of oxygen in the environment.
II. What you need:

Hand-out Manila Paper Pen
III. What to do:

IV. Guide Question:
1. Why is oxygen important in the environment? Explain your

answer.
85
Group 4
I. Learning Target:
We can explain the importance of oxygen in industries.
II. What you Need:

III. What to do:

IV. Guide Question:
1. Why is oxygen important in industries? Explain your answer.
86
Group 5
I. Learning Target:
We can explain the importance of oxygen in transportation.
II. What You Need:

III. What to Do:

IV. Guide Question:
1. Why is oxygen important in transportation? Explain your answer.
87
DAILY LESSON PLAN
SCHOOL GRADE 5
LEVEL
AREA
DATE
I. OBJECTIVES
undergo changes due to oxygen and heat
C. Learning The learners should be able to recognize the
Competencies/Objec importance of recycle, reduce, reuse, recover and
tives repair in waste management (S5MT-Ie-g-3)
 Identify waste materials in our daily lives
III.LEARNING
RESOURCES
A. References
pages
2.Learner’s
Materials’ pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning https://www.quizalize.com/blog/2018/03/02/classroom
Resources -games/
https://simple.m.wikipedia.org/wiki/Waste
https://www.jstage.jst.go.jp/article/jsmcwm/24/0/24_6
77/_pdf/-char/ja
IV. PROCEDURE
A. Engage 1. Play a game called ‘charade’.
Select a student to stand in front of the room
and act out a word from your list (no speaking
allowed). The rest of the class must then guess what
the student is attempting to portray. Other students
can shout out their guesses or put their hands up –
depending on your teaching preference. Whoever
guesses correctly can act out the next word.
Wastes Trash Can
2. Ask: When you hear the word waste, what comes

in your mind?
88
Allow the pupils to write their ideas using the diagram
below. Accept all pupils’ responses and give
feedback.
WASTE
3. Post these questions: What are the different

wastes that you produce every day? Can you name
them?
B. Explore 1. Let each pupil prepare in advance at least 5

metacards (construction paper--assorted color).
2. Within the allotted time, have the pupils identify

and write down the names of wastes they produce
daily at home, in school and in the community on
their metacards. They can write as many as they can.
Let them post all these metacards on the board or
manila paper by group. Let them remove if there are
any duplicate.
Expected output.
Group 1
Candy wrapper Crumpled paper Dry leaves
Plastic cups Styrofoam Banana peelings
Note: Instruct the pupils that their metacards should

be detachable. They will be used in the next lesson.
And make sure that every pupil or group member has
contributions to this list of wastes.
4. Supervise the pupils while they are doing the

activity.
C. Explain 1. Have the pupils post their outputs on the board or
wall. Let the group’s representative read the name of
wastes on the list.
2. Discuss thoroughly about wastes and their

sources.
89
Ask: What do you call these materials that you have
listed?
When do we say that a certain material is considered
as waste?
Do you produce these wastes daily?
Where do you usually find these wastes?
Are there other wastes that you know that are not
included in the list? Where are they found?
Ask: How did you find the activity? Were you able to
finish the activity on time? Why? Why not?
D. Elaborate 1. Allow the pupils to construct their own
understanding. The pupils should be able to
say/understand that:
Waste (or wastes) is/ are unwanted or
unusable materials. Waste is any substance which is
discarded after primary use, or is worthless, defective
and of no use.
It is unwanted materials and objects that
people have thrown away. It is often also
called trash, garbage, rubbish, or junk. It can
be solid, liquid, or gas.
2. Study the materials below. Ask: Which of the
following do you consider as waste? Why?
123rf.com tvo.org
samaritans-purse.org.uk
90
E. Evaluate Classify all the wastes listed into the categories
below. Write at least five wastes for each.
Home School Community
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative assessment
require additional
activities for remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did it work?
encounter which my
can help me solve?
localized material/s did I
teachers?
91
Activity: WASTES WE PRODUCE!
I. Learning Target:
We can identify the wastes people produce daily at home, in school

and in the community.
II. What You Need:

Metacards made of cut-out construction paper
Manila paper and marker
Tape
III. What to Do:

1. Think of the different wastes people produce daily at home, in
school and in the community.
2. Write down the name of each waste on each metacard. List down
the names of wastes as many as you can.
3. Paste all the metacards on a manila paper
5. Post your output on the board.
1. What do you call these materials that you have listed?

2. When do we say that a certain material is considered as
waste?
3. Do you produce these wastes daily?
4. Where do you usually find these wastes?
5. Are there other wastes that you know that are not included
in the list? Where are they found?
Friendly Reminder: Your metacards should be detachable. They will be

used in the next lesson. And make sure that every group member has
contributions to this list of wastes.
92
DAILY LESSON PLAN
SCHOOL GRADE 5
LEVEL
AREA
DATE
I. OBJECTIVES
A. Content The learners demonstrate understanding of materials
Standard undergo changes due to oxygen and heat
Competencies importance of recycle, reduce, reuse, recover and
/Objectives repair in waste management (S5MT-Ie-g-3)
 Classify materials as biodegradable or non-
biodegradable
III.LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials’
pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
A. Engage 1. Let the pupils recall the activities done yesterday.
2. Show a 3-minute video.
https://www.youtube.com/watch?v=S-GLwfD38Xs
Ask: What is the video all about? What can we do to

minimize the wastes that we produce every day? Allow
the pupils to share their ideas.
B. Explore Activity 1:
1. Have the pupils observe the materials below. Let
them differentiate their color, smell and physical state.
-fresh banana and rotten banana
93
-unused plastic bag and used plastic bag
Biodegradable Non-biodegradable
Activity 2:
1. Have the pupils post again the list of wastes written
on metacards from the previous lesson.
2. Draw a table on the chalkboard.
3. Instruct the pupils to classify the waste materials into

biodegradable and non-biodegradable by posting the
metacards on the proper column.
4. Guide the pupils in classifying the waste materials

into biodegradable and non-biodegradable.
C. Explain 1. Call some volunteers to explain their observations on

the smell, odor, and physical state of the materials
below.
-fresh banana and rotten banana
-unused plastic bag and used plastic bag
Ask: What can you conclude from this activity?
Which is biodegradable? Which is non-biodegradable?
2. Check if the pupils were able to classify correctly the

waste materials into biodegradable and non-
biodegradable.
3. Ask: What is the difference between biodegradable

and non-biodegradable materials?
Which of these two are harmful to the environment?
Why?
D. Elaborate 1. Ask: Why do we have to classify the waste materials

into biodegradable and non-biodegradable? Explain
your answer.
E. Evaluate Tell whether the material is biodegradable or non-

biodegradable.
1. Wet paper
2. Rubber tires
3. Metal scraps
4. Vegetable peelings
5. Broken glass
V. REMARKS
94
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
95
Activity 1: COMPARE IT!
I. Learning Target:
I can observe and differentiate the color, smell and physical state of
two materials being compared.
II. What You Need:

Fresh banana and rotten banana
Unused plastic bag and used plastic bag
III. What to Do:

1. Observe the following materials.
Fresh banana and rotten banana
Unused plastic bag and used plastic bag
2. Differentiate their color, smell and physical state.
3. Take note of your observations.
4. Share what you found out.
96
Activity 2: CLASSIFY IT!
I. Learning Target:
We can classify materials as biodegradable or non-biodegradable.
II. What You Need:
List of waste materials written on metacards used from the previous

lesson
Tape
III. What to Do:

Classify the waste materials by posting the metacards in
the proper column.
Biodegradable Non-biodegradable

1. What is the difference between biodegradable and non-
biodegradable materials?
2. Which of these two are harmful to the environment? Why?
97
DAILY LESSON PLAN
SCHOOL GRADE 5
LEVEL
AREA
DATE
I. OBJECTIVES
A. Content The learners demonstrate understanding of materials undergo
Standard changes due to oxygen and heat.
B. Performance The learner uses local, recyclable solid and/or liquid materials in
Standard making useful products.
C. Learning The learners should be able to recognize the importance of
Competencies/ recycle, reduce, reuse, recover and repair in waste management
Objectives (S5MT-Ie-g-3).
 Identify materials that can be recycled, reduced, reused,
recovered and repaired
III. LEARNING
RESOURCES
A. References
1. Teacher’s 63 – 64
Guide pages
2. Learner’s 8 – 13
Materials’
pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE A
A. Engage 1. Show the following materials to the pupils. (real objects)
- toilet paper rolls - banana peelings
- empty tetra pack of juice - empty plastic bottles
- used paper - wet paper
- old dry cells - empty milk carton
- dry leaves - left-over food
2. Put out two waste bins - abelled biodegradable and non-

biodegradable.
3. Call a volunteer to pick one material and place it in the proper

waste bin. Do this until all the materials are properly placed in the
waste bins.
98
4. Ask: Which of these materials can harm the environment if not
properly disposed?
What can we do with these biodegradable materials?
What can we do with these non-biodegradable materials?
Elicit ideas from the pupils.
Day 1 – Group Discussion, Brainstorming and Planning
1. Organize the class into five groups. Have each group think of
group name related to protecting the environment. Let them assign
each member his/her group role - (Leader, Recorder, Time-
Keeper, Noise Monitor, Reporter/s).
2. Assign a specific topic to each group. Discuss within the group
B. Explore the topic given and create an informative, convincing and creative
campaign on the assigned particular technique on managing waste
materials. They may create a logo for it.
Group 1 – Reuse
Group 2 – Reduce
Group 3 – Recycle
Group 4 – Recover
Group 5 – Repair
3. Provide a hand-out to each group. They may refer to their LM
pages 8 – 13 for information and activities. Explain to the class the
expected output and rubric for this group performance task. (Each
group may be given a copy of this rubric so they are guided
accordingly during the task).
Expected outputs:
 Campaign on:
- what is reduce, reuse, recycle, recover, and repair
- how reducing, reusing, recycling, recovering,
or recovering waste materials is done
 Materials that can be reduced, reused, recycled, recovered
and repaired
Criteria You made Impressive! Just Okay! Try Again! Score

it! 4 pts. 3 pts. 2 pts.
5 pts.
Quality of Knowledge Knowledge Knowledge Attempted
Inputs shared is shared is shared is to share
accurate accurate but somewhat knowledge
and broad limited accurate but
limited
Relevance All ideas are Most ideas Some ideas Few ideas
related to are related are related are related
the topic to the topic to the topic to the topic
Collaboration All members Most Some Few
voluntarily members members members
and actively voluntarily voluntarily voluntarily
cooperated and actively and actively and actively
with the cooperated cooperated cooperated
group with the with the with the
group group group
Creativity Presentation Presentation Presentation Presentation
is very is somewhat is common is very
unique unique common
Sample Used Used and Used and Used and Did not use
99
showed a showed an showed a and show a
good and appropriate sample but sample
appropriate sample not
sample appropriate
Total Points
4. Allot enough time for each group to study and prepare for their
campaign.
5. Supervise the groups while doing the activity and give

assistance whenever needed.
C. Explain Day 2 – Group Presentation

1. Give only 5 minutes for each group to present their campaign.
Remind those who are seated to listen attentively while each group
is presenting.
2. Ask: How can we manage waste materials?

What are the 5Rs techniques in managing waste materials?
What ways can we do to reduce, reuse, recycle, recover and repair
materials?
Can you give other examples of materials that can be reduced,
reused, recycled, recovered and repaired?
3. Process the activity:

Were you able to finish your group task successfully? Why? Why
not? What difficulties did you encounter in doing the group task?
D. Elaborate Day 3 – Individual Task
Advance preparation: cut-out pictures of materials from old

magazines or newspaper --those that can be reduced, reused,
recycled, recovered, and repaired
1. Let the pupils put out the cut-out pictures of materials. Classify
them into materials that can be reduced, reused, recycled,
recovered and repaired.
2. Draw the table below in 1/8 illustration board. Paste the cut-out
pictures of materials under the appropriate category.
Reuse Reduce Recycle Recover Repair
100
E. Evaluate Read the situation and explain your answer briefly.
Last Saturday, the Aguirre family decided to have a general
cleaning of their household. They started inside the house and
discovered the following materials:
a. envelopes of utility bills c. empty ink cartridges
b. perfume bottles d. pile of old newspaper
What is the best thing to do with them?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
101
teachers?
102
Activity: REUSE!
Group 1
I. Learning Target:
We can identify materials that can be reused.
II. What You Need:

Sample of materials that can be reused
Props for your campaign
III. What to Do:
1. Discuss within the group about Reuse in waste management.

2. Create an informative, convincing and creative campaign to
promote reusing waste materials.
3. Refer to your Learner’s Material and other references for
information.
4. Create a logo for Reuse.
5. Present your campaign in front of the class showing sample of
waste materials to be reused.

1. How can we manage waste materials?
2. What ways can we do to reuse waste materials?
3. Can you give examples of waste materials that can be reused?
103
Activity: REDUCE!
Group 2
I. Learning Target:
We can identify materials that can be reduced.
II. What You Need:

Sample of materials that can be reduced
III. What to Do:
1. Discuss within the group about Reduce in waste management.

promote reducing waste materials.
information.
4. Create a logo for Reduce.
waste materials to be reduced.

2. What ways can we do to reduce waste materials?
3. Can you give examples of waste materials that can be
reduced?
104
Activity: RECYCLE!
Group 3
I. Learning Target:
We can identify materials that can be recycled.
II. What You Need:

Sample of materials that can be recycled
III. What to Do:
1. Discuss within the group about Recycle in waste management.

promote recycling waste materials.
information.
4. Create a logo for Recycle.
waste materials to be recycled.

2. What ways can we do to recycle waste materials?
3. Can you give examples of waste materials that can be recycled?
105
Activity: RECOVER!
Group 4
I. Learning Target:
We can identify materials that can be recovered.
II. What You Need:

Sample of materials that can be recovered
III. What to Do:
1. Discuss within the group about Recover in waste management.

promote recovering waste materials.
information.
4. Create a logo for Recover.
waste materials to be recovered.

2. What ways can we do to recover waste materials?
3. Can you give examples of waste materials that can be recovered?
106
Activity: REPAIR!
Group 5
I. Learning Target:
We can identify materials that can be repaired.
II. What You Need:

Sample of materials that can be repaired
III. What to Do:
1. Discuss within the group about Repair in waste management.

promote repairing waste materials.
information.
4. Create a logo for Repair.
waste materials to be repaired.

2. What ways can we do to repair waste materials?
3. Can you give examples of waste materials that can be repaired?
107
Scoring Rubric for 5Rs Waste Management Campaign
Criteria You made it! Impressive! Just Okay! Try Again! Score
5 pts. 4 pts. 3 pts. 2 pts.
Quality of Knowledge Knowledge Knowledge Attempted
Inputs shared is shared is shared is to share
accurate accurate but somewhat knowledge
and broad limited accurate but
limited
Relevance All ideas are Most ideas Some ideas Few ideas
related to are related are related are related
the topic to the topic to the topic to the topic
Collaboration All members Most Some Few
voluntarily members members members
and actively voluntarily voluntarily voluntarily
cooperated and actively and actively and actively
with the cooperated cooperated cooperated
group with the with the with the
group group group
Creativity Presentation Presentation Presentation Presentation
is very is somewhat is common is very
unique unique common
Sample Used and Used and Used and Did not use
Used showed a showed an showed a and show a
good and appropriate sample but sample
appropriate sample not
sample appropriate
Total Score
108
DAILY LESSON PLAN
SCHOOL GRADE 5
LEVEL
AREA
DATE
I. OBJECTIVES
G. Content Standard The learners demonstrate understanding of
materials undergo changes due to oxygen and
heat.
H. Performance Standard The learner uses local, recyclable solid and/or
liquid materials in making useful products.
I. Learning The learners should be able to recognize the
Competencies/Objectiv importance of recycle, reduce, reuse, recover and
es repair in waste management. (S5MT-Ie-g-3)
 State the beneficial effects of 5 R’s
III.LEARNING RESOURCES
E. References
9. Teacher’s Guide pages
10. Learner’s Materials’ 14 – 17
pages
11. Textbook pages
12. Additional Materials
from Learning Resource
(LR) Portal
F. Other Learning http://environmentalprofessionalsnetwork.com/5-
Resources benefits-of-recycling-your-household-trash/
https://www.weareteachers.com/8-fun-ways-to-
help-your-students-collaborate-in-the-classroom/
https://www.epa.gov/recycle/reducing-and-reusing-
basics
IV. PROCEDURE A
A. Engage Day 1
1. Identify what R in waste management is being
described in each situation below.
Selling or donating your used items so they go to

loving homes instead of the landfill. (reuse)
Buying durable materials like metal spoons and

fork instead of buying disposable materials.
(reduce)
Making decorative products out of newspaper or

colored pages of magazines. (recycle)
109
Fixing broken furniture and torn clothes instead of
throwing them into trash bins. (repair)
Heating plastic wastes in the presence of water

and processing them to produce crude oil.
(recover)
2.Show a 5-minute video
https://www.youtube.com/watch?v=1Fo_CDHjSdk
3. Ask: What is the video all about? What do you

feel while watching the video? What part of the
video has great impact on you? Why?
4. Present the lesson by asking: What are the

beneficial effects of 5Rs.
B. Explore 1. Explain about brainwriting. (Brainwriting is idea
generation separate from discussion – students
write first, talk second. Everyone’s ideas get
posted on a wall.)
2. Advance preparation: Let the pupils bring sticky

notes. If sticky notes are not available, they may
use of alternatives like construction paper and
tape.
3. Give the mechanics to the pupils.

 Based from what you have seen in the
video earlier or from your experiences, write
down some beneficial effects of 5Rs on your
sticky notes.
 Think and write other beneficial effects of
5Rs on: waste management, pollution,
environment, natural resources, economy
and others.
 After brainwriting, post your sticky notes on
the wall or chalkboard.
4. Guide the pupils while they are writing and give

assistance when needed.
C. Explain 1. Read and discuss about all the ideas generated
by the pupils.
2. Aside from those given by the pupils, discuss
the information on the beneficial effects of 5Rs in
LM page 14 to 17. (Refer also to the information
below).
110
Background Information for Teacher:
 Prevents pollution caused by reducing the
need to harvest new raw materials
 Reduces greenhouse gas emissions that
contribute to global climate change
 Helps sustain the environment for future
generations
 Saves money and helps create jobs in the
recycling and manufacturing industries
 Reduces the amount of waste that will need
to be recycled or sent to landfills and
incinerators
 Prevents usable goods from going into
landfills
 Helps your community and those in need
(donation).
 Allows products to be used to their fullest
extent.
 Saves Energy: When we recycle, the used
materials are processed and repurposed
into resources we need. Instead of burning
energy manufacturing completely new
products, recycled goods can be put back
out into the marketplace for consumer use.
 Conserves Natural Resources: Our planet
has been overused and resources have
been depleting over time, but this is
something that we as a society are finally
beginning to understand and work to
change.
D. Elaborate Day 2
1. Individual Task: If you are the class/school
president, what would you do to address the
overflowing garbage in your classroom’s garbage
at the end of the day.
Following the format below, make an action plan.
I. Oplan Bawas Basura
II. Participants
III. Materials Needed
IV. Rules or Procedures
V. Expected Results or Outcome
2. Call 2 or 3 volunteers to share their action plan
in front of the class.

Ask: How did you find the activity? Were you able
to finish your action plan? Why? Why not?
E. Evaluate Determine if the statement promotes the 5Rs of
111
waste management. If it does, write Yes and if
does not, write No.
______1. Mother used Eco-bags in buying
groceries instead of plastic bags.
______2. Father piled up broken chairs and
furniture in the backyard.
______3. Mary used empty milk cans as pots for
her ornamental plants.
______4. John bought Styrofoam container for his
packed lunch.
______5. Lolo made compost pit in the backyard
for biodegradable wastes.
V. REMARKS
VI. REFLECTION
VII. OTHERS
H. No. of learners who
earned 80% on the
formative assessment
I. No. of learners who
require additional
activities for remediation
J. Did the remedial
learners who have
caught up with the
lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
Why did it work?
M. What difficulties did I
encounter which my
can help me solve?
N. What innovation or
teachers?
112
Activity: 5RS FOR A GOOD CAUSE
I. Learning Target:
I can write down some beneficial effects of 5Rs.
II. What You Need:

Sticky notes (if not available use alternatives like construction paper
and tape)
III. What to Do:

1. Based from what you have seen in the video earlier or from your
experiences, write down some beneficial effects of 5Rs on your
sticky notes.
2. Think and write other beneficial effects of 5Rs on:
- waste management - pollution
- environment - natural resources
- economy
3. After brainwriting, post your sticky notes on the wall or on the
board.
IV. Guide Question:

3. What are the beneficial effects of 5Rs?
113
DAILY LESSON PLAN
SCHOOL GRADE 5
LEVEL
AREA
DATE
I. OBJECTIVES
A. Content The learners demonstrate understanding of materials
Standard undergo changes due to oxygen and heat.
B. Performanc The learner uses local, recyclable solid and/or liquid
e Standard materials in making useful products.
C. Learning The learners should be able to recognize the importance
Competenci of recycle, reduce, reuse, recover and repair in waste
es/ management. (S5MT-Ie-g-3)
Objectives  Explain the importance of proper waste disposal
III.LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s 14 – 17
Materials’
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other
Learning
Resources
IV. PROCEDURE
A. Engage Day 1
1. Let the pupils recall the concepts learned yesterday.
Ask: Can you state some beneficial effects of 5Rs?
2. Play a song about proper waste disposal.

Ask: What is the message of the song? What is the
importance of following proper waste disposal?
B. Explore 1. Advance Preparation: Organize the class into Multiple
114
Intelligence Group (MI Group) during their Supervised
Study period. Give each pupil the freedom to choose
their own group or the teacher may administer a Multiple
Intelligence Test available in the internet.
Multiple Intelligences: Linguistic, Logic, Musical, Bodily-
Kinesthetic,
Spatial-Visual, Interpersonal, and Intrapersonal
Note: Expect that the number of members may not be
equal to all MI Groups.
2. Explain the activity to each group. Provide each group

with activity card. Give them enough time to prepare their
output.
Linguistic Group
1. Write a poem or short story about proper waste

disposal.
2. Present your output in a creative way.
3. Read your story or poem in front of your
classmates.
Logic Group
1. Make a puzzle or board game about proper

waste disposal.
3. Let your classmates answer your puzzle or play
the board game.
Musical Group
1. Compose a song or a jingle about proper waste

disposal.
3. Perform in front of your classmates.
Spatial-Visual Group
1. Make a pin badge that promotes 5Rs.

2. Use recyclables like lid jars and decorate it with
old magazines to make a statement badge. (You
may use other materials that you can think of).
3. Be creative.
4. Give these badges to your classmates to remind
them to practice 5Rs.
Bodily-Kinesthetic Group
115
1. Create a modern or interpretative dance related
to protecting the environment through proper waste
disposal.
Interpersonal Group
1. Make a role play that promotes about the

importance of proper waste disposal. You may use
costumes and props.
2. Be creative and active.
3. Present in front of your classmates.
Intrapersonal Group
1. Make a “Pledge of Commitment” about following

and practicing proper waste disposal.
2. Present your commitment in a creative way.
3. Explain the importance of following and
practicing proper waste disposal.
3. Give the rubric for the MI Group Task. Include the

following criteria and give corresponding points for each.
- Quality of Output - Originality
- Relevance - Collaboration
- Creativity - Time Duration
4. Supervise each group while doing the activity.

C. Explain Day 2 – MI Groups Presentation
1. Give only 5 minutes for each MI Group to present their
output.
2. Ask: What did you learn from the presentation of each

group? What is the importance of proper waste disposal?

Ask: Were you able to finish your MI task? Why? Why
not?
D. Elaborate 1. Call one pupil to read the article under Current Events
– “Plastic Bottles Used to Build Philippine Classrooms”,
LM page 17.
2. Ask: What is your reaction about the article?

E. Evaluate Answer the question briefly, in two to three sentences.
116
1. Why should we practice the 5Rs?
_____________________________________________
________________
_____________________________________________
________________
_____________________________________________
________________
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners
who earned
80% on the
formative
assessment
B. No. of
learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson
D. No. of
learners
who
continue to
require
remediation
E. Which of
my teaching
strategies
worked
well? Why
did it work?
F. What
difficulties
did I
encounter
117
which my
principal or
supervisor
can help
me solve?
G. What
innovation
or localized
material/s
did I
use/discove
r which I
wish to
share with
other
teachers?
118
Activity: THINK SMART. ACT SMART. GO FOR PROPER WASTE
DISPOSAL
I. Learning Target:
We can express the importance of proper waste disposal through
writing a poem or a short story.
II. What You Need:

Task card
Props needed for the output presentation
III. What to Do:

Please refer to your task card.
Linguistic Group
1. Write a poem or short story about proper waste disposal.

3. Read your story or poem in front of your classmates.
IV. Guide Question:
1. What is the importance of proper waste disposal?
119
DISPOSAL
I. Learning Target:
making a puzzle or board game.
II. What You Need:

Task card
III. What to Do:

Logic Group
1. Make a puzzle or board game about proper waste

disposal.
3. Let your classmates answer your puzzle or play the board
game.
IV. Guide Question:
120
Activity: THINK SMART. ACT SMART. GO FOR PROPER WASTE DISPOSAL
I. Learning Target:
composing a song or a jingle.
II. What You Need:

Task card
III. What to Do:

Musical Group
1. Compose a song or a jingle about proper waste disposal.

IV. Guide Question:
121
DISPOSAL
I. Learning Target:
We can express the importance of proper waste disposal through.
making a pin badge that promotes 5Rs.
II. What You Need:

Task card
III. What to Do:

Spatial-Visual Group
1. Make a pin badge that promotes 5Rs.

2. Use recyclables like lid jars and decorate it with old magazines to
make a statement badge. (You may use other materials that you can
think of).
3. Be creative.
4. Give these badges to your classmates to remind them to practice
5Rs.
IV. Guide Question:
122
DISPOSAL
I. Learning Target:
We can express the importance of proper waste disposal through creating
a modern or interpretative dance related to protecting the environment.
II. What You Need:

Task card
III. What to Do:

Bodily-Kinesthetic Group
1. Create a modern or interpretative dance related to protecting

the environment through proper waste disposal.
2. Use related song accompaniment.
IV. Guide Question:
123
I. Learning Target:
We can express the importance of proper waste disposal through a role
play.
II. What you need:

Task card
III. What to do:

Interpersonal Group
1. Make a role play that promotes about the importance of proper

waste disposal. You may use costumes and props.
3. Present in front of your classmates.
IV. Guide Question:

124
I. Learning Target:
We can express the importance of proper waste disposal through making a
“Pledge of Commitment” about following and practicing proper waste disposal.
II. What you need:

Task card
III. What to do:

Intrapersonal Group
1. Make a “Pledge of Commitment” about following and practicing

proper waste disposal.
2. Present your commitment in a creative way.
3. Explain the importance of following and practicing proper waste
disposal.
IV. Guide Question:
125
DAILY LESSON PLAN
SCHOOL GRADE 5
LEVEL
AREA
DATE
I. OBJECTIVES
J. Content Standard The learners demonstrate understanding of materials
K. Performance The learner uses local, recyclable solid and/or liquid
L. Learning The learners should be able to recognize the
Competencies/ importance of recycle, reduce, reuse, recover and
Objectives repair in waste management. (S5MT-Ie-g-3)
 Choose materials that need to be recycled,
reduced, reused, recovered and repaired.
III.LEARNING
RESOURCES
G. References
pages
14. Learner’s
Materials’ pages
15. Textbook pages Science Borders pp. 34-37
The New Science Links pp. 71-80
Science in our World pp. 16-20
Exploring and Protecting Our World pp. 192-193
16. Additional Youtube Video: Baywalk sa Manila Bay_Dati at
Materials from Ngayon
Learning
Resource (LR)
Portal
H. Other Learning
Resources
IV. PROCEDURE
A. Engage 1. Ask: Have you ever wondered how Manila Bay
looks like years ago?
How is it now after its rehabilitation?
2. Show a 1-minute video (Youtube: Baywalk sa
Manila Bay Dati at Ngayon) and give the following
guide questions:
a. What can you say about Manila Bay before
and after its rehabilitation?
b. If you were one of the residents near Manila
Bay, how can you help keep it clean? (Lead
126
the pupils to the concept of 5Rs.)
c. Give a particular garbage that you saw from
the video and which of the 5Rs strategies can
be applied.
3. Before answering the given questions, the teacher
may ask the pupils what they feel after watching the
video and why.
(In case the video is not available, the teacher may
use pictures.)
B. Explore 1. Divide the class into 5 groups.
2. Give the necessary instructions in doing the
activity (i.e. standards to follow, safety measures,
allotted time, member’s role, etc.)
3. Remind the pupils of the safety measures to be
observed during the activity.
3. Let the group perform the activity: What materials
need to be recycled, reduced, reused, recovered and
repaired?
4. Assign each group a particular task.
Group 1 – Task 1
Group 2 - Task 2
Group 3 - Task 3
Group 4 – Task 4
Group 5 – Task 5
(Please refer to the attached activity sheets.)
4. Monitor the pupils well as they perform the activity
particularly in handling the garbage.
C. Explain 1. Let the representative of each group present the

output to the class.
2. After the presentation of each group, the teacher
and the other groups will give comments and
suggestions.
3. Facilitate the discussion using the following guide
questions.
a. What are the 5Rs of waste management?
b. Based from your presentations, give
examples of wastes under each strategy.
The teacher may summarize pupils’ responses
using a table.
Reduce Reuse Recycle Recover Repair
D. Elaborate 1. What can you say about the materials which can
be reduced? Reused? Recycled? Recovered?
Repaired?
2. Give more examples of garbage and how 5Rs
127
can be applied.
3. Consuming and using different products are parts
of your everyday living, how can you minimize the
trashes that you generate?
4. What must you do with the trashes that you
generate each day?
5. How does your community implement waste
management programs?
6. After learning about 5Rs, can you now consider
yourself as “thinker” when it comes to garbage? Or
still a “thrower”? Why?
E. Evaluate Study each picture. Tell what strategy of 5Rs can be
applied to promote a zero-waste environment.
V. REMARKS
VI. REFLECTION
VII. OTHERS
O. No. of learners
who earned 80%
on the formative
assessment
P. No. of learners
who require
additional
activities for
remediation
Q. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
R. No. of learners
who continue to
require
remediation
S. Which of my
128
teaching
strategies worked
well? Why did it
work?
T. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
U. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
129
Activity 1: LET’S RECYCLE!
I. Learning Target:
We can choose materials that need to be recycled.
II. What You Need:
Plastic hand gloves (should be worn)
Medium-size box/Tray
III. What to Do:

1. Within 3 minutes go around the school campus and collect wastes made
of different materials.
2. Put the trashes collected in the box or tray.
3. Name and examine the wastes one by one.
4. Describe the materials which can be recycled.
5. Identify the wastes your group collected using the table below.
6. Discuss your findings with your group mates.
7. Present your table of result to the class.
Wastes Materials Raw Material the Recyclable

Waste Made of Yes No
1.
2.
3.
4.
5.

1. What are the different wastes your group had collected?
2. What are the raw materials these wastes are made of?
3. Which of these wastes can be recycled? Why?
130
Activity 2: LET’S REDUCE!
I. Learning Target:
We can choose materials that need to be reduced.
II. What You Need:

Plastic hand gloves (should be worn)
Medium-size box/Tray
III. What to Do:

1. Within 3 minutes go around the school campus and collect wastes
made of different materials.
2. Put the trashes collected in the box/tray.
3. Name and examine the wastes one by one.
4. Describe the materials which must be reduced.
5. Identify the trashes which must be reduced or not.
6. Discuss your findings with your group mates.
7. Present your table of result to the class. Put a check mark on the
appropriate column.
Waste Single Use Multiple Use Must be

Materials Reduced
Yes No Yes No Yes No

1. What are the different waste materials your group had collected?
2. Which materials are for single use only? For multiple use?
3. Which of the waste materials must be reduced?
131
Activity 3: LET’S REUSE!
I. Learning Target:
We can choose materials that need to be reused.
II. What You Need:
plastic hand gloves (should be worn)
cartolina eco bag
coloring pens lunch box
trash bin/medium-size box candy wrappers
shoe box biscuit wrappers
III. What to Do:
1. Name and examine the waste materials one by one.
2. Describe the condition of each waste material.
3. Describe the materials which are reusable.
4. Present your table of result to the class. Put a check mark on the
reusable or waste materials.
Waste Materials Condition Can be Reused
Yes No

1. What different waste materials did you examine?
2. What is the condition of each waste material?
3. Which of the waste materials can be reused?
132
Activity 4: LET’S RECOVER!
I. Learning Target:
We can choose materials that need to be recovered.
II. What You Need:
plastic hand gloves (should be worn) medium-size box/tray
used cotton balls diapers
small cut-outs of cardboard papers dry leaves
cotton buds empty bottles
broken glass bottles (use picture) used oil
III. What to Do:
1. Name and examine the waste materials one by one.
2. Describe the different waste materials.
3. Discuss among your group which of these wastes can be used as
fuel.
4. Present your table of result to the class.
Waste Materials Can be Used as Fuel

Yes No

2. Which of these wastes can be used as fuel?
3. Which of the waste materials can be recovered?
133
Activity 5: LET’S REPAIR!
I. Learning Target:
We can choose materials that need to be repaired.
II. What you need:

Plastic hand gloves toys with loose parts
empty box or trash bin ripped clothes
broken cell phone egg shell
broken glass
III. What to do:
1. Name and examine the wastes materials one by one.
2. Describe the condition of each waste material.
3. Identify the waste materials that can still be repaired.
Waste Condition Can be Repaired

Materials Yes No

2. What is the condition of each waste material?
3. Which of the waste materials can still be repaired?
134
DAILY LESSON PLAN
SCHOOL GRADE 5
LEVEL
AREA
DATE
I. OBJECTIVES:
A. Content Standard The learners demonstrate understanding of
materials that undergo changes due to oxygen and
heat.
B. Performance Standard The learners use local, recyclable solid and/or
liquid materials in making useful products
Competencies/Objective importance of recycle, reduce, reuse, recover and
s repair in waste management. (S5MT-Ie-g-3)
Write the LC code for  Maximize the use of materials in the
each environment using 5Rs.
II. CONTENT: Changes that Materials Undergo

III. LEARNING RESOURCES:
A. References
pages
2. Learner’s Materials
pages
3. Textbook pages Science Beyond Borders pp. 34-36
Science in Our World pp. 16-20
The New Science Links pp. 71-80
4. Additional Materials
from Learning Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE: A B
A. Engage 1. Introduce the poem to the pupils. The teacher
reads aloud as the pupils follow along with their
eyes.
The 5Rs Poem
What! It’s a special number. Yes it is. It’s a special
number.
1+5 is 6… and 9+9 is 18
And “R” is the 18th letter of the alphabet
We’re going to talk about it today, the 5Rs
The 5Rs to learn to… Reduce! Reuse! Recycle!

Recover! Repair!
Reduce! Reuse! Recycle! Recover! Repair!
135
If you’re going to a grocery to buy some food,
Take your own bags, and you’ll learn to reduce
your waste.
You need to REDUCE your waste.

If your big brothers or your big sisters got some
clothes,
Try them on before you buy some more of those.
You need to learn to REUSE!
What do you do if the first 2Rs don’t work out?
And if you got to make some trash, will you throw

them out?
NO! You need to RECYCLE!
You got also to learn to… RECOVER!
And REPAIR!
What’s the special number? It’s 5.
It’s FIVE. It’s the special number
2. Have echo reading of the poem where in the

teacher reads one line and the pupils echo what
the teacher says.
3. Ask the pupils to read the poem in unison
observing correct pronunciation and intonation. For
advance learners, the teacher may ask the pupils
to observe pacing and rhythm.
3. What are the 5R’s of waste management?
4. What reminders were mentioned in the poem?
Show pictures to the class. Ask the pupils to tell

what strategy of 5Rs is shown and what material
is/are used.
B. Explore 1. Divide the class into 5 groups.

2. Give the necessary instructions in doing the
activity (i.e. standards to follow, safety measures,
allotted time, member’s role, etc.)
3. Guide the pupils as they perform the activity but
since the pupils will be having separate stations,
136
the teacher must ask permission before the
scheduled time.
Group 1- School Canteen

Group 2 – School Clinic
Group 3- School Library
Group 4- Garden/ Backyard
Group 5- E-classroom
(The stations will depend on the facilities

available in the school.)
C. Explain 1. Presentation of outputs.

2. After the presentations, the teacher will give
comments and allow also the pupils to give their
own comments.
3. The teacher may summarize pupils’ responses
in this format:
Materials Reduce Reuse Recycle Recover Repair
D. Elaborate 1. Facilitate the discussion using the following

guide questions.
a. What are the different materials that you
listed?
b. What can you say about how 5Rs can be
applied to the materials in our environment?
c. Can a particular material be applied with
several 5Rs strategy?
d. Discuss the materials one by one (based
from the tabulated answers) and give
examples on how a particular 5Rs strategy
can be applied.
DAY 2
e. Paper is one of our most common trashes.
How can we apply 5Rs to this type of
material? Enumerate ways on how papers
can be reduced, reused, recycled,
recovered, and repaired.
f. Almost all households use plastic bottles
that’s why it is one of the greatest
contributors of junks in our landfills. How
can we maximize the use of plastic bottles?
In what ways can we reduce, reuse and
137
recycle it?
g. How about the metals and products made of
wood? How can 5Rs be applied?
h. Why is it important that you maximize the
use of materials in the environment before
you consider them as waste?
i. In your opinion, which is the most effective
5Rs strategy? Why?
j. What does 5Rs suggest with every garbage
that you generate?
k. Show a picture of MRF or Materials
Recovery Facility. Do you have this in your
community? What is the main purpose of
this? How can you help raise awareness in
maximizing the use of this facility?
l. How will your barangay be benefited if you
and your neighbours will support the waste
management programs?
m. How would you imagine the Earth if people
will stick to the goal of 5Rs waste
management?
E. Evaluate Study the diagram below. Briefly explain how the
use of the material can be maximized. Write your
answers inside the circles.
Plastic
wrappers
Enrichment Aside from being used as containers, what are the

other ways by which Styrofoam can be reused and
recycled?
V. REMARKS
138
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. learners who continue
to require remediation.
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?
139
Activity: 5RS IN USE!
At the end the activity, we can:
1. identify the materials in the environment.
2. enumerate ways on how to maximize the use of materials in the
environment using 5Rs.
II. What You Need:
Plastic hand gloves
Manila paper
Marker pen
III. What to Do:

1. Form a group and choose among your members who will act as the
recorder, timer, leader and presenter.
2. Get from your teacher the materials to be used for the activity.
3. Listen to the instructions to be given by your teacher.
4. Within five minutes, go to your respective station and ask
permission from the person-in-charge to rummage in the trash can
there.
a.) What can you say about the trashes?
b.) Are the wastes segregated?
5. List the trashes that you see. Classify them into biodegradable and
non-biodegradable.
6. After five minutes go back to your classroom and brainstorm with
your group how you can apply 5Rs to the materials in your list.
7. Present your answers in a table. Check whether the trash is
biodegradable or non-biodegradable. Identify the 5Rs strategy that
can be applied. In the last column, explain briefly how 5rs can be
applied. Specify the possible new products the trash can be made
from.
Materials Biodegradable Non- 5Rs How can the
biodegradable Strategy that 5Rs strategy
Can Be be applied?
Applied
140
SECOND SUMMATIVE TEST IN SCIENCE 5
First Quarter
Name: ______________________ Section: ________ Date: ______ Score: ____
I. KNOWING:
Direction: Tell whether the material in each situation below undergoes physical
change or chemical change. Write your answer on the blank provided.
_________________________1. Shredding of paper into 10 pieces
_________________________2. Hammering of nail into a piece of wood
_________________________3. Baking a bread dough in an oven
_________________________4. Rotting of a chicken egg
_________________________5. Liquid water freezing into ice
_________________________6. Green bananas turning yellow
_________________________7. Melting of a chocolate bar
_________________________8. Heating sugar to form caramel
II. APPLYING
Direction: Read each item carefully. Choose the letter of the BEST answer. Write
it on the space provided.
____________9. Which of the following objects undergoes sublimation?

A. A piece of dry ice gets smaller when exposed to air.
B. A bar of chocolate melts under the heat of the sun.
C. A melted ice cream becomes solid in the freezer.
D. An ice cube floats when placed in a glass of water.
___________10. How does physical change differ from chemical change?

A. Physical change can be observed while chemical change cannot
be observed.
B. Physical change can be reversed while chemical change
cannot be reversed.
C. Chemical change happens very quickly while physical change
happens very slowly.
D. Chemical change retains the physical properties while physical
change produces new substance.
141
____________11. Why do apples turn brown?
A. because of the dust particles accumulated from the air
B. because of the temperature of the surrounding air
C. because of the physical change that happens in fruits
D. because of oxidation process caused by oxygen in the air
____________12. Why is oxygen needed by our body?

A. It gives us energy. C. It produces blood cells.
B. It serves as food. D. It removes dirt.
____________13. Why do industries use oxygen?

A. for welding metals C. for producing steel
B. for making plastic D. all of the above
____________14. How is oxygen used in hospitals?
I. Oxygen therapy is used in case of pneumonia.

II. Oxygen therapy is used in case of heart failure.
III. Oxygen therapy is used in case of poisoning.
A. I only C. I and II
B. II only D. I, II and III
____________15. Which explains why oxygen is important to living things?

A. To power our cars through combustion process
B. To melt and cut metals in industries
C. For respiration in order for us to survive
D. All of the above
III. Reasoning
Direction: Write True if the statement is correct and False if it is wrong. Write
your answer on the blank provided.
____________16. Some solid materials melt when heat is applied.
____________17. Heat may change the chemical properties of matter.
____________18. Condensation takes place when the surrounding air is warm.
____________19. We can produce fire even without oxygen.
____________20. Rust is formed due to the presence of oxygen.
142
DAILY LESSON PLAN
TEACHER LEARNING AREA SCIENCE
TIME & DATE QUARTER Q1W8D1-3
I. OBJECTIVES
D. Content The learners demonstrate understanding of materials that
Standard undergo changes due to oxygen and heat.
E. Performance The learners use local, recyclable solid and/or liquid materials
Standard in making useful products
F. Learning 1.The learners should be able to design a product out of local,
Competencies/ recyclable solid and/or liquid materials in making useful product
Objectives (S5MTIh-i-4)
Write the LC  Plan a product using local, recyclable solid and/or
code for each liquid materials.
II. CONTENT Changes That Materials Undergo

III. LEARNING
RESOURCES
C. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning Resources
(LR)
portal
D. Other Learning The New Science Links pp. 75- 76
Resources
IV. A B
PROCEDURE
A. Engage A. A.
1. Show a picture of a house 1. Show a picture of a house
and furniture made from and furniture made from
recycled materials. recycled materials.
2.
143
What are these made of?
3. What strategy in 5Rs were
2. What are these made of? observed here?
3. What strategy in 5Rs were 4. What do you think was the
observed here? first step done to complete
4. What do you think was the this?
B. Play the game

“ Paper Tower”
1. Divide the class into at least
first step done to complete 5 groups (depending on the
this? size)
2. Each group is given a
single sheet of paper and will
B. Play the game be asked to construct the
“ Paper Tower” tallest free-standing structure
1. Divide the class into at in 30 seconds using no other
least 5 groups (depending on materials.
the size) 3. After declaring the winner, a
2. Each group is given a review of the structures can be
single sheet of paper and will held.
be asked to construct the 4. Ask also the following
tallest free-standing structure questions:
in 30 seconds using no other a.) How important is
materials. planning in activities like this?
3. After declaring the winner, b.) What is a plan?
a review of the structures can c.) When do you need
be held. plans?
4. Ask also the following d.) Do you know how to
questions: make a project plan?
a.) What did you do that
helped in constructing the
tower?
b.) What is a plan?
c.) When do you make
plans?
d.) What do you do when you
make a plan?
e.) Do you know how to
make a project plan?
f.) What information can you
find in a project plan?
g.) The teacher may show a
sample of a project plan to
the class.
144
C. Explain DAY 1:
The pupils are expected to brainstorm and come-up with a
project plan of a product made of local or recyclable solid or
liquid waste.
DAY 2:
1. The pupils will present their plan to the class and the teacher
will give suggestions on the materials and procedures.
2. After each presentation the teacher may ask the pupils the
following questions.
a. Why did your group plan to make the product?
b. How will it benefit our community?
c. What are the materials that your group will use in
making the product? What type of materials are these?
d. In what way does it follow 5Rs of waste management?
DAY 3:
1. The pupils will present their final plan.
2. The teacher may also sign or approve the plan to give pupils
sense of achievement.
D. Elaborate Facilitate the discussion using the following guide questions.

1. What did you feel while planning the product? Why?
2. How can a person or group come up with an achievable
plan?
3. What did you realize about making plans? Is it important?
Why?
4. What would happen if a person doesn’t know how to plan?
5. What do you feel when your plans are realized?
E. Evaluate
145
Criteria 4 3 2 1 Score
Teamwork Cooperation Cooperation Cooperatio No
among group among group n among cooperati
members is members is group on
very evident. moderately members among
75%-100% of evident. 50%- is not group
the members 75% of the evident. member.
of the group members of Less than The
work the group work 50% of the output is
collaboratively collaboratively members a product
of the of
group work one/two
collaborativ members
ely only
Content Very Comprehensiv Realistic Not
and comprehensiv e, realistic, but some compreh
Organizati e, realistic, and well- steps are ensive
on and well- organized ambiguous and
organized unrealisti
c and the
steps are
ambiguo
us
Will utilize Will utilize Will utilize No local
numerous some local too many and
local and and recycled new recycled
Materials recycled materials. materials materials
materials. Very Minimal in vs. local will be
minimal in cost. . and used.
cost. recycled. The
Some materials
materials are
are costly. costly.
Agreement Prepare your own design of the product your group has
planned. Be ready to share it to your groupmates tomorrow.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well?
F. What difficulties did
I encounter which my
146
can help me solve?
localized material/s did
I use/discover which I
wish to share with
other teachers?
147
Activity: 5R’S APPLIED!
I. Learning target:
We can plan a product using local, recyclable solid and/or liquid waste
materials.
I. PROBLEM:
_________________________________________________________
_________________________________________________________
II. PRODUCT:
_________________________________________________________
_________________________________________________________
DESCRIPTION:
_______________________________________________________
_______________________________________________________
III. MATERIALS:
IV. PROCEDURE:
1.
2.
3.
4.
5.
148
DAILY LESSON PLAN
I. OBJECTIVES
G. Content Standard The learners demonstrate understanding of materials that
H. Performance The learners use local, recyclable solid and/or liquid materials
Standard in making useful products.
I. Learning The learners should be able to design a product using local,
Competencies/Object recycle solid and/or liquid materials in making useful products.
ives (S5MTIh-i-4)
Write the LC code for  Design a product using local, recyclable solid
each and/or liquid materials.

III. LEARNING
RESOURCES
E. References
pages
2. Learner’s
Materials pages
3. Textbook pages The New Science Links pp. 75- 76 , p. 87
4. Additional
Resources (LR)
Portal
F. Other Learning
Resources
IV. PROCEDURE A B
A. Conduct a short review.
a. What is a plan?
b. What are the information found in the plan that you
made?
c. How can a plan be successful?
B.
a. Think of a product or furniture that you use every day
A. Engage which you think have unfriendly packaging or have
something uncomfortable to use.
b. Sketch your ideas on how the products’ or furniture’s
design be improved. (Remind the pupils not to worry
about their sketches)
c. Share your sketch to your classmates.
d. What did you do while sketching?
e. So you already made a plan and such plan has already
been presented, revised and approved. This time, you
are going to make a design of the product that you have
149
planned.
f. What does designing mean?
g. What are the things that we must remember when
making designs?
B. Explore 1. Divide the class into 1. Divide the class into groups.
groups. (the groupings when (the groupings when they
they made the plan) made the plan)
2. Set standards to follow. 2. Set standards to follow.
Choose among the members Choose among the members
who will be their artist (the who will be their artist (the one
one who will draw the design) who will draw the design)
3. Check the materials 3. Check the materials needed
needed (pencil, ruler, (pencil, ruler, etc.)
etc. ) 4. Allow the pupils to make
4. Ask the pupils to follow the their own format for the design.
given format under Lesson
26, Activity 1: Making a
design of a product using
local, recyclable solid and/or
liquid materials
3. Supervise the pupils while
doing the activity.
C. Explain DAY 1:
The pupils will be given time to discuss and make the design
within their group.
DAY 2:
The pupils will be asked to present their designs to the class.
After each presentation, the teacher may ask questions to
clarify concepts.
The teacher may ask the following questions after each

presentation.
a. How did your group come up with the design?
b. What inspired your group to have such design?
c. Is it suitable to the materials?
d. Which part of the design will make the product user and
environment-friendly? In what way?
e. If you will sell your product which of its features will
attract the consumers/ users? Why?
D. Elaborate Facilitate the discussion by asking the following
questions:
a. What does word design mean?
b. What are the characteristics of a good project/ product
design?
c. Why it is that product design is an important part of any
project plan?
d. Does design affect durability/ quality of a product? If
yes, how?
e. Do you consider the design of the products that you
150
buy? Why?
Criteria 4 3 2 1 Score
Originality Ideas are Ideas are Ideas show Ideas are both
highly unique but inspiration traditional and
innovative, somewhat from sources predictable.
unusual traditional borrowed
and from others
inventive yet extend
beyond such
E. Evaluate work,
merging
some
original with
borrowed
ideas.
Creativity Creativity Creativity Creativity is Creativity is
is evident. is evident. somehow not evident.
A lot of Some evident. Very little
thought thought Little thought thought and
and effort and effort and effort effort went into
went into went into went into the work.
the work. the work. work.
Neatness Exceptiona Neat and Lines/ Appears
and lly well relatively figures are messy and in
attractive - designed, attractive. neatly drawn a hurry.
ness neat and but appears
attractive. plain.
Colors go
well
together.
Materials Will utilize Will utilize Will utilized No local and
numerous some local too many recycled
local and and new materials will
recycled recycled materials vs. be used. The
materials. materials. local and materials are
Very Minimal in recycled. costly.
minimal in cost. Some
cost. materials are
costly.
Agreement Bring the materials needed for making the product.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional activities
for remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
continue to require
remediation
E. Which of my working
strategies worked well? Why
151
did it work?
encounter which my
principal or supervisor can
help me solve?
localized material/s did I use
/ discover which I wish to
share with other teacher?
152
Activity: LET’S DESIGN!
Learning Target:
We can make a design of a product planned using local, recyclable solid
and/or liquid materials.
GROUP NAME/ NO. _______________________
PRODUCT: _______________________________
MATERIALS: (List the materials and write it’s use in the opposite side)
DESIGN:
153
DAILY LESSON PLAN
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of materials that
B. Performance The learners use local, recyclable solid and/or liquid materials in
Standard making useful products
C. Learning 1. The learner should be able to design a product out of local,
Competencies/O recyclable solid and/or liquid materials in making useful
bjectives products. (S5MTIh-i-4)
Write the LC  Construct a product using local, recyclable solid
code for each and/or liquid materials.

III.LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Resources (LR)
Portal
B. Other Learning The New Science Links pp. 75- 76
Resources
IV. PROCEDURE A B
A. Engage A.
We are close to seeing into reality the plans and designs that
you made. What are the products that we can expect at the end
of this lesson? How did your group arrive with the design of the
product?
B.
Play a game using blocks/ Legos.
Call one representative from each group. Give each a set of
Legos. In one minute, allow the pupils to construct a figure that
the teacher will say. The first one to finish will be declared as
winner. Have at least 3 rounds.
How did you come-up with the figure that I asked you to make?
What would happen if one block/ Lego is loose or missing?
How important is that one block/ Lego to the whole figure?
154
2. Give the necessary instructions in doing the activity. (i.e. set
the standards to follow, safety measures, member’s role, etc.)
3. Return the approved plan and design to the respective
groups. Remind the pupils of the importance of following
directions.
4. Supervise the pupils as they do the activity. The pupils may
not finish the product on the first day so it will be continued the
following day. They must not be allowed to bring the project at
home.
C. Explain 1. Ask the pupils to think of a 1. Ask the pupils to present the
tagline and present the product in a creative and
product in a TV commercial persuasive way.
format.
D. Elaborate 1. Facilitate the discussion 1. Facilitate the discussion using

using the following guide the following guide questions.
questions. a. What did you feel while
a. Were you able to finish doing the activity?
the product on time? If b. When you were in the
no, why? process, were there
b. What did you feel while additional ideas about the
doing the project? steps or design? Were
Why? you able to insert these
c. What were the ideas? Why?
challenges met and c. What were the
how did your group challenges met and how
overcome those did your group overcome
challenges? those challenges?
d. Were you able to d. How important is
follow the steps following directions?
correctly? How e. What will you do so that
important is following the product that your
directions? group has made will also
e. What will you do so be used by other people?
that the product that f. How will the product
your group has made benefit you and your
will also be used by community?
other people? g. If you will sell your
f. How will the product product, how much would
benefit you and your that cost? Why?
community?
g. If you will sell your
product, how much
would that cost? Why?
E. Evaluate Criteria 4 3 2 1 Score
Originality Creativity Creativity Creativity Creativity
and and and and and
Creativity uniqueness uniqueness uniqueness uniqueness
are evident. are evident. are are not
155
A lot of Some somehow evident.
thought and thought and evident. Very little
effort went effort went Little thought and
into work. into work. thought and effort went
effort went into work.
into work.
Materials Utilized Utilized Utilized too No local and
numerous some local many new recycled
local and and materials vs. materials
recycled recycled local and used. Costly
materials. materials. recycled. and
Very Minimal in Some inappropriat
minimal in cost and materials e.
cost and some are are costly
appropriate. appropriate. and
inappropriat
e.
Quality Exceeded Met the Several No expected
the expected expected features
expected features of features of were met
features of the product. the product and poor in
the product. Durable and did not quality
Durable and well- work/ not
well- constructed. met. Some
constructed. parts are
loose.
Enrichment If given the chance, what changes would you like to make with
the product your group has made to make it more durable and
usable? Why?
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. learners who
continue to require
remediation.
encounter which my
can help me solve?
156
teachers?
157
THIRD SUMMATIVE TEST IN SCIENCE 5
First Quarter
Name: _________________ Section: __________ Date: _______ Score:

_______
I. MULTIPLE CHOICE:
Directions: For each question, four options are given. One of them is the
correct answer. Make your choice (A, B, C or D) Write your answer on the blank
before the number.
_______ 1. Which of the following waste materials is a kitchen waste?

A. paper
B. fruit peelings
C. dried leaves
D. needles
_______ 2. During recess time, Mang Luis, the school janitor, observes that the
trash bin for non-biodegradable wastes is always full. What do you think are the
contents of such trash bin?
A. candy and biscuit wrappers and empty bottles
B. papers, plastic folders and empty bottles
C. fruit peelings and wood cuttings
D. used drinking straws and barbecue sticks
_______ 3. The following are examples of waste materials. Which of these will
you generate if you will not use reusable canister?
A. empty can
B. empty bottle
C. cellophane
D. paper
_______ 4. Your group is assigned to clean the garden every morning. What kind
of wastes are found there?
A. non-biodegradable wastes
B. recyclable wastes
C. biodegradable wastes
D. papers
_______ 5. Which of the following does NOT belong to the group?
A. paper bag
B. curtain rod
C. candy wrapper
D. rubber band
_______ 6.Why must hospitals strictly follow and practice proper waste disposal?
A. Because children might play with them
B. To avoid accidents
C. For safety and sanitary reasons
158
D. So that they will not be closed
_______ 7. How will you group and label the following materials?
carton box eggshell
bottle caps old magazine
tin can styrofoam
A. NON-BIODEGRADABLE – carton box, eggshell, old magazine

BIODEGRADABLE- bottle caps, tin can, Styrofoam
B. BIODEGRADABLE – carton box, eggshell, old magazine
NON-BIODEGRADABLE- bottle caps, tin can, Styrofoam
C. BIODEGRADABLE – tin can, eggshell, old magazine
NON-BIODEGRADABLE- bottle caps, carton box, Styrofoam
D. BIODEGRADABLE – carton box, eggshell, old magazine,
Styrofoam
NON-BIODEGRADABLE- bottle caps, tin can
_______ 8. You and your sister sweep the dried leaves in the backyard every
morning. Your mother always instructs you to put the dried leaves in the compost
pit. Why?
A. because dried leaves are non-biodegradable wastes so they must
be buried
B. because dried leaves take longer time to decompose
C. because dried leaves are biodegradable and can be converted
into natural fertilizer
D. because dried leaves can grow into new plants
_______ 9. Which of these materials can be reused?
A. Eco bags
B. broken glass
C. disposable battery
D. banana peelings
_______ 10. Your EPP teacher asked you to bring a material which can be
repaired. Which of the following would you bring?
A. used notebook
B. old newspaper
C. ripped shirt
D. earing with missing pair
_______ 11. Which of these kitchen wastes can be recycled into decorative
products?
A. vegetable cuttings
B. eggshells
C. empty bottles
D. used cooking oil
_______ 12. What type of materials must be reused?
A. biodegradable
B. non-biodegradable
C. all types
D. plastics and metals
159
_______ 13. Cooking oil can be recycled into fuel. What benefit can 5Rs give in
this instance?
A. 5Rs promote a clean environment
B. 5Rs transform garbage into something useful
C. 5Rs give opportunities for people to earn money
D. 5Rs make the Earth free from garbage
_______ 14. How does 5Rs save one’s money?
A. with 5Rs you can hardly buy new products when you recycle,
reuse, and repair
B. with 5Rs, harmful diseases caused by polluted environment will
be reduced
C. A only
D. A and B
_______ 15. How does 5Rs keep resources from running out?
A. environment will be free from any type of pollution
B. biodiversity will continue to flourish
C. we do not need to use Earth’s resources over and over again
D. it helps us save money
_______ 16. The following states that 5Rs give opportunity for people to earn
money through 5Rs, EXCEPT one.
A. putting up own junkshop
B. selling recycled products
C. selling recyclable materials to junkshops
D. burning wastes that may cause pollution
_______ 17. Which of these statements is NOT true about 5Rs?
A. 5Rs help solve environmental problems.
B. It makes our surroundings clean and beautiful.
C. It exploits Earth’s resources.
D. It can give people extra income.
II. Do what is being asked:
A. Draw what is being asked in each item.
18. Material which must be reduced
19. Material which can be converted into biogas
160
20. Material which can be recycled
21. Material which can be reused
22. Material which can still be repaired?
B.
23- 27: Papers is one of the most common trashes that we generate specially in
schools. Cite ways on how can we maximize its uses? Write your answers in the
boxes.
Papers
161
III. ESSAY:
28- 30: Explain briefly the importance of proper waste disposal.
The following scoring rubric will be used to assess your answer.
3 2 1
Expert Accomplished Capable
Concept, The concept is The concept is Has an idea but

Grammar, accurate and close but not not but not very
Usage and clearly stated, clearly stated clearly stated. A
Mechanics no spelling, and few spelling, number of
punctuation or and spelling,
grammatical punctuations or punctuations or
errors. grammatical grammatical
errors errors
162
FIRST QUARTERLY ASSESSMENT IN SCIENCE 5
Name: ___________________ Section: _________ Date: _______ Score: ____
MULTIPLE CHOICES: Choose the letter of the BEST answer. Write it on the
blank provided.
I. KNOWING:
_________1. Which of the following set of materials commonly used in the

kitchen?
A. chalk, paper, crayons C. newspaper, plastic toys, sofa
B. cooking oil, soy sauce, pan D. shampoo, lotion, baby powder
_________ 2. Which refers to the characteristic of a material that can readily be

observed without changing its composition?
A. physical property C. useful property
B. chemical property D. harmful property
_________ 3. Which is a chemical property of matter?

A. elasticity C. biodegradability
B. ductility D. malleability
_________4. Which characteristic of copper makes it a good material for

manufacturing electrical wires?
A. It is a good conductor. C. It is very hard.
B. It is an insulator. D. It is elastic.
_________5. Silver, gold, iron and aluminum are metals that can be bent or rolled
without easily breaking. You can form them into the shape you want.
Which of the following refers to the property possessed by these
materials?
A. elasticity B. flexibility C. brittleness D. malleability
_________6. The pictures below show that waste materials can become useful
again, EXCEPT ONE. Which one is it?
A. C.
B. D.
163
_________7. Which statement is true about physical change?
A. It changes the chemical composition of a material.
B. It does not involve the physical properties of a material.
C. The physical form of a material remains the same.
D. There is no new material that is formed.
_________8. Physical change happens when materials undergo a change in

____.
A. size B. shape C. texture D. all of the above
_________9. Which statement best defines chemical change?

A. It is a change in the form and appearance of a material, with its
composition remaining the same.
B. It is a change when the properties of the original material are
lost,
and new materials are produced.
C. It is a change when the original properties of a material can still
be
identified and reversed.
D. It is a change in the physical state of a material brought about by
a change in temperature.
_________10. We can determine if materials undergo chemical change by

observing some evidences. Which is NOT a valid evidence?
A. production of heat C. release of gases
B. formation of precipitate D. alteration in size
_________11. What will you do to change a piece of paper chemically?

A. burn it C. tear it
B. cut it D. crumple it
_________12. Which of these activities will result to a chemical change?

A. sweeping dust from the floor C. pounding a piece of chalk
B. baking bread in an oven D. mixing salt and water
_________13. What does a fire need to burn?

A. light, heat and sound C. air, water and sunlight
B. carbon dioxide and other gases D. heat, fuel and oxygen
_________14. When does a certain material considered as waste?

A. when it is used already C. when it is thrown away
B. when it is unwanted or usable D. when it is stored
_________15. Which are toxic wastes?

A. plastic bottles, tin cans, broken glass
B. old medicines, paints, used batteries
C. dry leaves, fruits and vegetable peelings
D. old newspaper, shoe box, torn clothes
164
_________16. Which does not decay easily?
A. wet paper C. used diaper
B. dry twigs D. animal manure
_________17. Which used material below can still be repaired?
A. B. C. D.
_________18. What beneficial effects do we get from recycling waste materials?

A. Reduces the amount of waste sent to landfills and incinerators
B. Conserves natural resources such as timber, water and minerals
C. Helps create jobs in the recycling and manufacturing industries
D. All of the above
_________19. What is the importance of following proper waste disposal?

A. It pollutes the environment.
B. It reduces the amount of wastes.
C. It contributes to global warming
D. None of these
_________20. What is the best thing to do with the waste materials made of
plastic, metals and rubbers you have at home?
A. burn them C. keep them in the backyard
B. bury them D. recycle or reuse them
II. APPLYING:
_________ 21. Why is steel used in constructing bridges?

A. It is very affordable. C. It can be stretched.
B. It is always available. D. It is rigid and strong.
_________ 22. Why could we NOT use plastic as material for making a towel?
A. It would be too bendy. C. It would not be absorbent.
B. It would be flexible. D. It would not conduct heat.
_________23. Your mother prepared a very hot macaroni soup for you. She told
you to stir it first before eating. Which spoon is the safest to use?
A. plastic spoon C. metal spoon
B. rubber spoon D. wooden spoon
_________24. Plastic is one of the most in demand materials for domestic and
industrial uses. Why is this so?
A. It is a hard material used for construction.
165
B. It has all the properties of a good matter.
C. It is a good conductor of heat and electricity.
D. It is flexible and can be shaped into many things.
_________25. In what way does burning fuel harm the environment?

A. It increases oxygen in the air.
B. It prevents air pollution.
C. It reduces carbon dioxide in the air.
D. It releases harmful chemicals into the air.
_________26. When do we say that a material is useful?

A. when it serves its purpose properly
B. when it is stored in the cabinet
C. when it is not used
D. when it is expensive
_________27. One morning, Mandy observed water droplets on the leaves of the
plants although it did not rain last night. Condensation took place. How will you
show condensation in matter?
A. using a mug with hot water
B. heating water in a pan
C. putting cold water in a glass
D. keeping water in a freezer
_________28. On a late afternoon, the rain fell. The street was covered with
water. The following morning, the rain water is gone. You knew that evaporation
took place. What will you do to the water below to show evaporation?
A. I will put ice cubes into the
water.
B. I will turn it upside down.
C. I will heat and boil the
water.
D. I will stir the water using
spoon.
_________29. Which is paired correctly?

A. an old car rusting - physical change
B. fireworks exploding - physical change
C. tarnishing of metal spoon - chemical change
D. clothes drying in the dryer - chemical change
_________30. What do the data in the table below tell us?
Materials Changes Observed Kinds of Change

Wood burning Changes to ash Chemical
Baking soda added Creates carbon Chemical
to vinegar dioxide gas
Formation of dew Water vapor turns Physical
into water droplets
166
Dissolving sugar in Water tastes sweet Physical
water
A. In a chemical change, new substance is formed.

B. In a chemical change, the material remains the same.
C. In a physical change, the original properties are lost.
D. In a physical change, there is no change in form.
_________ 31. Why do apples and bananas turn brown when you cut them?
A. because of oxidation process caused by oxygen in the air
B. because of the dust particles accumulated from the air
C. because of the temperature of the surrounding air
D. because of the physical change that happens in fruits
_________32. Biodegradable substances are those that decompose or break

down naturally. Which of the following materials fall under this category?
A. organic wastes C. plastic wastes
B. chemical wastes D. metal wastes
_________33. Recycling is one way of reducing landfill contributions. How is

recycling done?
A. by not creating waste materials as much as possible
B. by converting waste materials to electricity
C. by fixing anything broken as much as possible
D. by remanufacturing or reprocessing used materials
_________34. Who among them practice ‘Reduce’ in managing waste materials?
Mother buys durable materials instead of disposable materials.

Father fixes broken furniture and appliances at home.
Sister donates her old toys, clothes and books to charities.
Brother keeps his used school materials in storage room.
A. Mother B. Father C. Sister D. Brother
_________35. How do 5Rs of waste management help the environment?

A. builds stronger economy C. conserves natural resources
B. creates more jobs D. increases gas emissions
_________36. How should we practice proper waste disposal?

A. by segregating wastes into biodegradable and non-biodegradable
B. by recycling and reusing non-biodegradable waste materials
C. by making compost out of biodegradable waste materials
D. All of these
_________37. Which material is reusable?
Material A is dry and made of plastic.

Material B is wet and organic.
Material C is soft and biodegradable.
167
A. Material A B. Material B C. Material C D. None of
these
_________38. In which trash bin will you put food scraps and garden wastes?
A.
B. C. D.
Green Yellow Blue Red
_________39. How should we maximize the use of materials at home and in

school?
I. Choose products that use less packaging.
II. Take your lunch to school in a disposable container.
III. Save wrapping paper and boxes to use again
IV. Make scratch or memo pads out of waste paper.
A. I and II C. I, II, and III

B. b. III and IV D. I, III and IV
_________40. Who among the following promotes 5Rs waste management?

A. Philip kept empty bottles and soft drink cans in his cabinet.
B. John fixed his old school bag instead of buying a new one.
C. Mary burned her old notebooks, magazines and newspapers.
D. Anne always buys eco-bag every time she goes to groceries.
III. REASONING:
Analyze each question carefully. Do what is being asked.
168
For numbers 41 – 42: Certain substances cause harm when handled improperly.
Precautionary measures should always be practiced in handling them. Put a
check ( ) in the circle before the statement that tells the proper way of handling
substances. Choose two only. (2 points)
Provide designated areas for different household items.
Ignore the product labels of the foods that you eat.
Wash your hands thoroughly after using disinfectants.
Sniff or taste unfamiliar liquids to know their uses.
Keep flammable items like kerosene near the stove.
For numbers 43 – 45: Oxygen is an amazing substance that has different uses in
our every day lives. Can you give at least three important uses of oxygen in our
daily lives?
43. ______________________________________________________________
44. ______________________________________________________________
45. ______________________________________________________________
For numbers 46 – 50: Follow the instructions given below. (5 points).
46. Waste Material

Draw or name one
solid or liquid
waste material you
create at home.
47. Plan
Which of the 5Rs
of waste
management will
you use?
48.- Design
49. Draw the product
that you would like
to construct.
50. Explain the use of

your product in
one sentence only.
169

Prototype and Contextualized Daily Lesson Plans in Grade 5 Science Quarter 1, Weeks 1-9

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Prototype and Contextualized Daily Lesson Plans in Grade 5 Science Quarter 1, Weeks 1-9

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PROTOTYPE AND CONTEXTUALIZED DAILY LESSON PLANS

JOSE L. DONCILLO, CESO V

FATIMA D. BUEN, CESO VI WILFREDO J. GAVARRA

SANCITA B. PEÑARUBIA, EdD LORNA D. DIA, EdD

JADE O. ALBERTO, EdD EDISON L. MALLAPRE

A. Writers/ Demonstration Teachers:

ENRILYN N. ARCOS, Teacher II, Camalig North CS, Camalig North

JAY L. ALBAYTAR, Teacher I, Daraga NHS, Daraga

C. Language Editors/ Facilitators:

SHIELA P. ALBERTO, Master Teacher I/ TIC, Maipon ES, Guinobatan East

Area at home Materials

2. How are materials kept in each area at your home?

Pictures of different household materials or just names of

II. What You Need:

(Note: pictures can also be used if actual material/product is not available)

III. What to Do:

Name of Kitchen Comfort Dining Area Garage

IV. Guide Questions:

1. What are the listed materials/products in each area at your home?

____1. Plastic strings can be used to tie objects.

Remediation/ Enrichment Classify the following materials based on the

brass tray steel chair garter knife

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.

At the end of the activity, we can identify the characteristics of materials.

II. What You Need:

paper clip rubber band alcohol lamp plastic hand

III. What to Do:

1. Assign a leader, recorder, presenter/reporter and resource manager of the

Station Materials Observations Characteristics

1. Get a piece of chalk. Drop it on the floor?

1. Lit the alcohol lamp using the matchstick.

candy wrappers plastic bags drained batteries

Agreement Look for at least 5 materials in your home. Identify their

II. What You Need:

Pictures of empty bottles

III. What to Do:

1. Get the materials from your teacher.

Name of Characteristics Uses of Materials Useful/ Harmful

4. What are the characteristics of useful materials? harmful materials?

When can we say that a material is useful or harmful?

used batteries old clothes

Materials Uses Harm it may

Enrichment Look for a certain useful material at home or in school, list

At the end of the activity, we can classify materials whether useful or

II. What You Need:

Actual samples/ pictures of materials e.g. plastic containers/ bottles, old

III. What to Do:

1. Study the characteristics of materials that you have in your group.

Materials Characteristics Useful Harmful

4. What are the characteristics of useful materials?

Set 1: still serve other purpose materials can

1. When are materials useful? (Materials already serve its

II. What You Need:

Group 1- Pictures of materials made from wood

III. What to Do:

1. Study the pictures assigned to your group.

Materials are considered useful when it serves a purpose. Some materials

Use the table below in answering these questions:

Different conditions when materials are useful and

5. Compare the conditions listed on how materials are

8. Let the learners perform the following by citing how a

At the end of the activity, we can:

Name: _________ Section: Date: _ Score:

1. _ - ____ (4)

2. _ - ____ (5)

3. _ - ____ (6)

7 . 8 . 9 .