School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA. RONAVIE M. TERNIDA Quarter III Week 4 D1

Teaching Date MARCH 9, 2023

Teaching Time V- Rose - 7:15-8:05

V- Jasmine – 8:05- 8:55
V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40

A. CONTENT STANDARDS
The learners demonstrate understanding on how black and colored objects affect the ability to absorb heat.

B. PERFORMANCE STANDARDS
The learners should be able to perform the activity sensibly.

C. MELC
The learner should be able to describe the characteristics of black and colored objects. (S5FE-IIId-4)

I. Objective
1. Discuss the characteristic of color black.
2. Perform experiment about characteristic of colors.

3. Classify the different colors.

II. Subject Matter

A. Subject: Effects of Lights and Sound, Heat and Electricity.
B. Reference:
https://www.reference.com/science/list-black-things
http://www.slideshare.net/lhoralight/k-to-12-grade-4-learners-material- inscience-q1q4
www.teachengineering.org
C. Materials: Video presentation, pictures, worksheet, marker, PowerPoint
D. Values: Appreciation of the color in the environment.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH, TLE, English
G. Concept:
Objects that are black or other dark colors are more absorbent and whiter and light objects are more
reflective. A black object, like a t-shirt, looks black because it absorbs all the wavelengths in white light
and reflects none. As the shirt absorbs all the light coming from sun and, say, a desk lamp, the energy
carried by that light doesn't just disappear into the shirt, never to be seen again. Instead, as the light is
absorbed, it gets converted to other forms of energy, usually heat, and then emitted by the shirt. The
darker the object, the better it emits heat, because it’s a better absorber of light.
III. Content Standards
A. Elicit
1. Review:

B. Engage
Group yourselves according to your favorite color. Why is that your favorite color?

C. Explore

Approach: Inquiry-Based Approach

Strategy: Cyclic Inquiry Model and the Practical Inquiry Model

Suggested Activity: The AIDR Activity (Ask, Investigate, Create, Discuss, Reflect)

Group Activity: “How Do I Get My Color?”

I. Problem: What are the characteristics of colored objects?

II. Materials: 3 pieces of colored cellophane (red, blue, green) 3 flashlights,4 pieces of construction paper (white,
red, blue, green

III. Procedures

1. Cover the head of each flashlight with cellophane.

2. Turn on the flashlights and point them at the white paper.

3. Then point the flashlight with the other paper.

Red light – green paper

Green light – blue paper

Blue light – red paper

4. Repeat step 2 and use the 3 different colors together.

IV. Data and Observation

Questions

1. What colors do you see? __________________

2. What happens when you looked at the papers through the different colored cellophane? _________

3. What color is formed when you combined all the three colors? ______________________________

4. What color of light beams did you combine to produce a white light? _________________________

V. Conclusion:

I therefore conclude that ________________________________.

D. Explain
 Reporting of group activity.
 Process of the group presentation
1. What colors did you see if cellophane put on the flashlight?
2. Why did this happen?
3. What do you think if all objects do not have a color?

E. Elaborate
What is color black?
What is the importance of color in human in everyday lives?

F. Evaluate:
G. Extend

What do you feel in this

picture? Are the color of the
picture makes you feel
relax?
IV. Assignment:
Draw 5 objects that has colored black.

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.

School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 4 D2

Teaching Date March 7, 2023

Teaching Time V- Rose - 7:15-8:05

V- Jasmine – 8:05- 8:55
V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40

A. CONTENT STANDARDS
The learners demonstrate understanding on how black and colored objects affect the ability to absorb heat.

B. PERFORMANCE STANDARDS
The learners should be able to perform the activity sensibly.

D. MELC
The learner should be able to describe the characteristics of black and colored objects. (S5FE-IIId-4)

I. Objective
1. Discuss the characteristic of colors.
2. Perform experiment about characteristic of colors.

3. Classify the different colors.

II. Subject Matter

A. Subject: Effects of Lights and Sound, Heat and Electricity.
B. Reference:
https://www.reference.com/science/list-black-things
http://mentalfloss.com/article/50506/why-do-black-shirts-get-hot-sun
C. Materials: Video presentation, pictures, worksheet, marker, PowerPoint
D. Values: Appreciation of the color in the environment.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH, TLE, English
G. Concept:
The observable color of an object has to do with the light wavelengths that are reflected from that object. This
reflection, in turn, depends on the atomic and molecular properties of the object, its surface structure and the
angles at which the light hits it and at which someone observes it, among other things. An apple is red because
when white light, which is made up of all visible wavelengths mixed, hits it, its atomic innards reflect all the red
wavelengths more than the other colors and bounce them at our eyes.
III. Content Standards
A. Elicit
1. Review:
Direction: Write Fact if the statement if correct and Bluff if not.
_________1. A black object looks black because it absorbs all the wavelengths in white light.
_________2. Colors are all equally heat absorbent.
_________3. Color is a result of the wavelength of light reflected by that object.
_________4. A black fabric absorbs all colors of light.
_________5. Lighter colors are more absorbent than darker ones.

2. Engage
 Look at the picture.

1. What are the colors can you see?

2. What are the primary colors?
3. What are the secondary colors?
4. What are the tertiary colors?

B. Explore

1. Group Work Standard

2. Group Activity

Approach: Collaborative
Strategy: Jigsaw Method
Suggested Activity: TDAR (Think, Discuss, Act, Reflect)
Group Activity: “Imagine My Color”
I. Problem: What objects are black and colored?
II. Materials: Chart, Activity sheet
III. Procedure
1. Study the list of objects in the chart.
2. Discuss with your group members their usual or common color.
3. Record your answer on the table.
4. Data and Observation

Questions
1. Which objects are black? __________________________________
2. Which objects are colored? ________________________________
V. Conclusion:
I therefore conclude that ________________________________.

D. Explain
 Reporting of group activity.
 Process of the group presentation
 Sharing of results of the activity.

E. Elaborate
 You’ve just classified the black objects from colored objects.
During summer or hot days, what color of shirt is more advisable to use?
Which makes you feel better? Why?

F. Evaluate
Directions: Write C if the object is colored and B if black.
_______1. Penguin
_______2. Sun
_______3. Plant
_______4. Charcoal
_______5. Lemon

G. Extend

What do you feel in this picture? Are the color of the picture makes you feel relax?

IV. Assignment:
Make an inventory list of black and colored materials found in your community.
.
V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.

Prepared by:

MA. RONAVIE M. TERNIDA

Teacher III

Checked by:

ANALIZA H. YEPES
Master Teacher II
Noted by:

NANCY M. ECLARINAL
Principal IV

School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 4 D3

Teaching Date March 8, 2023

Teaching Time V- Rose - 7:15-8:05

V- Jasmine – 8:05- 8:55
V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40
A. CONTENT STANDARDS
The learners demonstrate understanding on how black and colored objects affect the ability to absorb heat.

B. PERFORMANCE STANDARDS
The learners should be able to perform the activity sensibly.

C. MELC
The learner should be able to describe the characteristics of black and colored objects. (S5FE-IIId-4)

I. Objective
1. Discuss the characteristic of colors.
2. Perform experiment about characteristic of colors.

3. Classify the different colors.

II. Subject Matter

A. Subject: Effects of Lights and Sound, Heat and Electricity.
B. Reference:
https://www.reference.com/science/list-black-things
http://mentalfloss.com/article/50506/why-do-black-shirts-get-hot-sun
C. Materials: Video presentation, pictures, worksheet, marker, PowerPoint
D. Values: Appreciation of the color in the environment.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH, TLE, English
G. Concept:
The observable color of an object has to do with the light wavelengths that are reflected from that object. This
reflection, in turn, depends on the atomic and molecular properties of the object, its surface structure and the
angles at which the light hits it and at which someone observes it, among other things. An apple is red because
when white light, which is made up of all visible wavelengths mixed, hits it, its atomic innards reflect all the red
wavelengths more than the other colors and bounce them at our eyes.
III. Content Standards
A. Elicit
Word Splash: Let the pupil write words related to black objects and colored objects. Use the graphic organizer
below.
 B. Engage

Imagine that it is 100 degrees Celsius outside. How do you stay cool? What kinds of clothing do you wear?
Any thought to color? (Listen to pupils’ ideas.)

C. Explore
Approach: Inquiry-Based Approach
Strategy: Cyclic Inquiry Model and the Practical Inquiry Model
Suggested Activity: The AIDR Activity
(Ask, Investigate, Create, Discuss, Reflect)

Group Activity: “Team Black and Colored vs Team White”

I. Problem: How do black and colored objects affect the ability to absorb heat?
II. Materials: 2 identical glasses, water, black construction paper, white construction paper, tape,
thermometer, a sunny day
III. Procedure
1. Find two identical glasses.
2. Cut black construction paper to the same height as one of the glasses.
3. Wrap the black construction paper around the glass so it covers the entire outside surface as well as
the top.
4. Tape the paper in place around the glass to hold the paper in place.
5. Repeat steps 2-4 with the second glass with the white construction paper.
6. Fill both glasses with water. Make sure they have the same amount of water in them, and make sure
you use the same temperature of water in both glasses.
7. Take the temperature of the water in each glass and write down the starting or initial temperature.
8. Place both glasses outside in the sun.

D. Explain
 Reporting of activity.
 Process of the answer
 Have pupils explain and present their group activities to the class.

E. Elaborate
Watch this video clip to find out how black and colored objects absorb
heat (https://www.youtube.com/watch?v=u3ttUCeKL9k)
Answer these questions:
1. What is the effect of black and colored objects to heat absorption?
2. What is the effect of white objects to heat absorption?

F. Evaluate
Directions: Write AGREE if the statement is true and DISAGREE if false.
_______1. A white car absorbs more heat than a black car.
_______2. Lighter colors reflect more of the sun’s radiant energy.
_______3. Darker colors absorb more sunlight than lighter colors.
_______4. A black T-shirt gets cooler than a colored one.
_______5. Water in a colored glass will have a lower temperature.
.

G. Extend
You’ve just found out how black and colored objects affect the absorption of heat.
If you live where it is sunny and hot all the time, what car will you use, a white one or a black one? Why?

IV. Assignment:

Draw at least 5 black objects that absorb more heat and 5 colored objects that absorb less heat.

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.

School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 4 D4

Teaching Date March 9, 2023

Teaching Time V- Rose - 7:15-8:05

V- Jasmine – 8:05- 8:55
V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40

A. CONTENT STANDARDS
The learners demonstrate understanding on how black and colored objects affect the ability to absorb heat.

B. PERFORMANCE STANDARDS
The learners should be able to perform the activity sensibly.

C. MELC
The learner should be able to describe the characteristics of black and colored objects. (S5FE-IIId-4)

I. Objective
1. Discuss the characteristic of colors.
2. Perform experiment about characteristic of colors.

3. Classify the different colors.

II. Subject Matter

A. Subject: Effects of Lights and Sound, Heat and Electricity.
B. Reference:
https://www.reference.com/science/list-black-things
http://mentalfloss.com/article/50506/why-do-black-shirts-get-hot-sun
C. Materials: Video presentation, pictures, worksheet, marker, PowerPoint
D. Values: Appreciation of the color in the environment.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH, TLE, English
G. Concept:
The observable color of an object has to do with the light wavelengths that are reflected from that object. This
reflection, in turn, depends on the atomic and molecular properties of the object, its surface structure and the
angles at which the light hits it and at which someone observes it, among other things. An apple is red because
when white light, which is made up of all visible wavelengths mixed, hits it, its atomic innards reflect all the red
wavelengths more than the other colors and bounce them at our eyes.
III. Content Standards

A. Elicit
Game: Write examples of common black and colored objects
to complete the meaning of the acronym for BLACK and COLORED
words.
B- C-
L- O-
A- L-
 C- O-
K- R-
E-
D-

B. Engage

Look at the picture and describe it. (They are the workers that install the roof of the building.) What is the
color of the roof do they use? Why do you think they prefer to use a white roof? (They use white color to
reduce the amount of heat energy required to keep the inside building temperature...To prevent the
building get hot.)

C. Explore

1. Group Work Standard

2. Group Activity

3. Approach: Inquiry-Based Approach

Strategy: Cyclic Inquiry Model and the Practical Inquiry Model
Suggested Activity: The AIDR Activity
(Ask, Investigate, Create, Discuss, Reflect)
Group Activity: “Melting Race Under the Heat of the Sun”
I. Problem: How do black and colored objects affect the ability to absorb heat?
II. Materials: Colored paper 4 sheets per group (white, yellow, red, black), Newspaper, Scissors, Clear
tape, 4 ice cubes per group, Sunny day, or a heat lamp/alcohol lamp
III. Procedure
1. Prepare four sheets of colored paper (white, yellow, red, black), cut, and fold the sheets into boxes.
2. Hand out newspaper and spread the newspaper in an exposed, sunny place outside, or under a heat
lamp.
3. On the newspaper, place the boxes side by side with the opening facing away from the sunlight so
pupils can see inside.
4. Get four ice cubes and place one ice cube in the center of each colored box.
5. Let the ice cubes sit in the sun until they have melted. Check them every few minutes and record
which ice cubes melted first, second, third and fourth.
6. Record your data in the worksheet chart.

D. Explain

 Reporting of group activity.

 Process of the group presentation
1. Did you find the activity fun?
2. What is your observation in the experiment?

E. Elaborate
Watch this video clip to find out how black and colored objects absorb
and lose heat.
(https://www.youtube.com/watch?v=_SiSDcN9TBE) “Thermoscope - Experiment to prove that black
substances absorb heat faster – Science”
Answer these questions:
1. Which tin can have higher temperature? Why?
2. Which tin can have lower temperature? Why?
3. How does the color of an object affect the ability to absorb heat?
Debate on the reason why ice chest or Styrofoam are always in color
white and not in black.
 F. Evaluate
Directions: Group the following phrases related to heat absorption ability
of black and colored objects or of white objects.
Phrases:
· Remain cooler to touch in the sunlight
· Get warmer more quickly in the sunlight
· Absorb more heat
· Absorb less heat
· Dry slower under the sun
· Dry faster under the sun.

G. Extend
Illustrate the effect of walking barefooted across a black asphalt roadway versus walking across a lighter concrete
roadway.

IV. Assignment:
Get ready for 2nd summative test.

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.
 School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 4 D5

Teaching Date March 10, 2023

Teaching Time V- Rose - 7:15-8:05

V- Jasmine – 8:05- 8:55
V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40

A. CONTENT STANDARDS
The learners demonstrate understanding on how black and colored objects affect the ability to absorb heat.

B. PERFORMANCE STANDARDS
The learners should be able to perform the activity sensibly.

C. MELC
The learner should be able to describe the characteristics of black and colored objects. (S5FE-IIId-4)

I. Objective
1. Answer the questions correctly.
2. Show the honesty and fun in answering test questions.

3. Follow instructions in answering questions.

II. Subject Matter

A. Subject: 2nd Summative Test
B. Reference: TG page 32,
Cyber Science Worktext in Science and Technology 5 pp. 215 – 219
Journey to Science 5 pp. 148 – 152
The New science Links 5 pp. 201 - 206
C. Materials: answer sheet, printed copy of test paper and ballpen.
D. Values: Show the honesty and fun in answering test questions, follow instructions in answering questions.
III. Content Standards

A. Elicit
1. Review:
Discuss the last topic before answering test.
2. Checking of Assignment.

B. Engage

1. Prepare all the materials needed such as ballpen and test paper.
2. Check the test paper.
3. Discuss the instruction in the test.
4. Give standard in taking test.
5. Answer the test questions.

C. Final Task:
 See attached test paper at the back.

School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 4 D5

Teaching Date March 10, 2023

Teaching Time V- Rose - 7:15-8:05

V- Jasmine – 8:05- 8:55
V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40
A. CONTENT STANDARDS
The learners demonstrate understanding on how black and colored objects affect the ability to absorb heat.

B. PERFORMANCE STANDARDS
The learners should be able to perform the activity sensibly.

C. MELC
The learner should be able to describe the characteristics of black and colored objects. (S5FE-IIId-4)

I. Objective
1. Discuss how light interact to the object.
2. Perform experiment about interaction of light in the objects.

3. Demonstrate how colored object affects the light

II. Subject Matter

A. Subject: Effects of Lights and Sound, Heat and Electricity.
B. Reference:
https://www.reference.com/science/list-black-things
http://mentalfloss.com/article/50506/why-do-black-shirts-get-hot-sun
C. Materials: Video presentation, pictures, worksheet, marker, PowerPoint
D. Values: Appreciation of the color in the environment.
E. Science Processes: observing, inferring, comparing, describing.
F. Integration: MAPEH, TLE, English
G. Concept:
The observable color of an object has to do with the light wavelengths that are reflected from that object. This
reflection, in turn, depends on the atomic and molecular properties of the object, its surface structure and the
angles at which the light hits it and at which someone observes it, among other things. An apple is red because
when white light, which is made up of all visible wavelengths mixed, hits it, its atomic innards reflect all the red
wavelengths more than the other colors and bounce them at our eyes.
III. Content Standards

A. Elicit
Game: Write examples of common black and colored objects
to complete the meaning of the acronym for BLACK and COLORED
words.
B- C-
L- O-
 A- L-
C- O-
K- R-
E-
D-

B. Engage

Look at the picture and describe it. (They are the workers that install the roof of the building.) What is the
color of the roof do they use? Why do you think they prefer to use a white roof? (They use white color to
reduce the amount of heat energy required to keep the inside building temperature...To prevent the
building get hot.)

C. Explore

1. Group Work Standard

2. Group Activity

D. Explain

 Reporting of group activity.

 Process of the group presentation
1. Did you find the activity fun?
2. What is your observation in the experiment?

E. Elaborate
Watch this video clip to find out how black and colored objects absorb
and lose heat.
(https://www.youtube.com/watch?v=_SiSDcN9TBE) “Thermoscope - Experiment to prove that black
substances absorb heat faster – Science”
Answer these questions:
1. Which tin can have higher temperature? Why?
2. Which tin can have lower temperature? Why?
3. How does the color of an object affect the ability to absorb heat?
Debate on the reason why ice chest or Styrofoam are always in color
white and not in black.

F. Evaluate
Directions: Group the following phrases related to heat absorption ability
of black and colored objects or of white objects.
Phrases:
 · Remain cooler to touch in the sunlight
· Get warmer more quickly in the sunlight
· Absorb more heat
· Absorb less heat
· Dry slower under the sun
· Dry faster under the sun.

G. Extend
Illustrate the effect of walking barefooted across a black asphalt roadway versus walking across a lighter concrete
roadway.

IV. Assignment:
Get ready for 2nd summative test.

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.