learning plan

1. Form 102 OAL
Joseph and Mary Academy
Learning Plan
Subject: SCIENCE Grade Level: 5
Teacher: Miss. ALYSSA MAE F. DAPADAP Quarter: FIRST
Unit Topic: MATTER Date: AUG-OCTOBER
EXPLORE
This unit will help you identify the properties of materials to decide how they can be useful or
harmful. And to understand the processes that various materials undergo.
Consider this question How do properties of an object affects its usefulness and purpose?
EXPLORE: “UNDER MY UMBRELLA”
PROCESS QUESTIONS:
1. What are the materialsusedtocreate the umbrella?
2. Do youthinkthe umbrellacanbe usedduringrainyseasons?Why?
3. Do youthinkthe umbrellacanbe usedduringsummer?Why?
LEARNING
COMPETENC
Y
FIRM-UP
LC1
Describe the
properties of
matter
S5MTIa-
b-1
Learning
Targets:
I can
classify
materials
according to
its
observable
properties
ACTIVITY1: ALTERNATIVE STRAWS
Materials:
Various type of Straws ( plastic, paper, stainless, steel); mug or Styrofoam cup; cold soda can;
hot instant coffee; triple beam balance
For further instructions open your science book page 10-11.
Table 1:
Material Colour Mass Hard or
soft
Flexible
or not
flexible
Durable
or not
durable
Resistance
to
Temperature
Plastic
Paper
Stainless
steel
PROCESS QUESTIONS:
1. Which of the samples is durable? Explain your answer?
2. Which sample is best suited for hot beverages? How about cold beverages? Explain
your answer?
3. What are the advantages and disadvantages of using stainless steel straw?
4. Which alternative straw is the most convenient for you? Explain your answer?

2. Form 102 OAL
SCAFFOLD FOR TRANSFER 1:
ACTIVITY 2 : MATERIALS FOUND AT HOME
Instructions: Take a picture of at least 10 materials found at home.
Material Properties Example
REFLECTIVE QUESTIONS:
1. What is the most important thing that you realized about the properties of useful
materials?
2. When do we consider that a material is useful?
LC2:
Determine
whether the
materials are
harmful or
useful
S5MTIa-
b-1
Learning
Targets:
I can
segregate
materials as
useful or
harmful
I can
identify
correct and
safe ways
of using
materials
and
household
items.
ACTIVITY 3: HOUSEHOLD PRODUCT LABELS
Materials : At least 5 clean and empty container of household product
Procedure:
1. Identify the name and use of the household product or item. Record your answer in the
data sheet.
2. Read the label on the container of each product. List some of its ingredients and the
safety precautions.
Table 2 : Data Sheet:
Nameof the Product Use Ingredients Label Precaution or
Direction for Usage
PROCESS QUESTIONS:
1. Do you consider all the household products harmful? Explain your answer.
2. Why is it important to read directions before using the household item?
3. How do you make yourself aware of the harmful ingredients in the product that you
use at home or in school?
4. What have you learned about household items from this activity?
SCAFFORLD FOR TRANSFER 2:
ACTIVITY 4: ALTERNATIVE PRODUCT (VLOG)
INSTRUCTIONS:
You are a member of nongovernment organization that advocates the use of toxic free
substances. The president of the organization has asked you to create a video presentation
that features possible substitutions or alternatives to household toxins.
The video presentation must contain the product being substituted and the ingredients and
preparations needed for the alternative product.

3. Form 102 OAL
RUBRIC FOR VIDEO PRESENTATION
Category Score of 5 Score of 4 Score of 3 Score of 2
Require
d
Element
s Score:
Goes over and
above all the
required
elements
stated in the
directions &
instructions
Includes all of the
required elements as
stated in the
directions/instructio
ns
Missing one or more
of the required
elements as stated in
the
directions/instruction
s
Several required
elements are
missing from the
project
Creativity
Score:
Exceptionally
clever and
unique in
showing
deep
understandin
g
Thoughtfully and
uniquely presented;
clever at times in
showing
understanding of the
material
A few original
touches enhance the
project to show
some understanding
of the material
Shows little
creativity,
originality and/or
effort in
understanding the
material
Neatness and
Attractiveness
Score:
Exceptionally
attractive and
particularly
neat in design
and layout
Attractive and neat
in design and
layout
Acceptably attractive
but may be messy at
times and/or show
lack of organization
Distractingly
messy or very
poorly designed.
Does not show
pride in work.
Grammar
Score:
No
grammatical or
mechanical
mistakes in the
project
A few
grammatical/mechanica
l mistakes which are not
distracting
Several
grammatical/mechan
ic al mistakes which
are distracting
Many
grammatical or
mechanical
mistakes
throughout the
project. Clearly
not proofread.
Understanding
of Content
Score:
Shows a
sophisticated
understanding
of the themes
in the work
Shows an
understanding of
the major themes
of the book
Displays a somewhat
limited
understanding of the
book. May have a
few
misinterpretations.
Does not show an
understanding of
the text. Misses
plot points and
has quite a few
misinterpretation
s.
Overall
Effectiveness
and
Completion
Score:
Project is
engagingly
organized and
presents
material that
is captivating
for the
viewer.
Project is somewhat
organized, complete
and holds the
attention of the
viewer
Project is
disorganized and
incomplete at times
and is somewhat able
to hold the attention
of the viewer
Project is
incomplete and
not easy to follow
LEARNING
COMPETENC
Y
DEEPEN
LC 3:
investigate
changes that
happen in
materials
under the
following
conditions:
1. presence
or lack of
oxygen
2. application
of heat
S5MTIc-
d-2
SCAFFOLD FOR TRANSFER 3:
ACTIVITY 5 :District Lab: Physical and Chemical Changes
Content Objective: Students will differentiate between chemical and physical changes by
conducting a series of experiments.
MATERIALS:
Safetygoggles Play-doh
Graduatedcylinders Bakingsoda
Small plasticcups Lemonjuice
Small plasticjars Vinegar
Ice Milk
Antacidtablets Kool-Aidpowder
Purpose:
Upon completion, the learner will be able to differentiate between physical and chemical
changes. Physical changes occur when objects undergo a change that does not change their
chemical nature. A physical change involves a change in physical properties. Physical

4. Form 102 OAL
Learning
Targets:
I can
Recognize
materials
that reacts
with oxygen
and heat
properties can be observed without changing the type of matter. Examples of physical
properties include: texture, shape, size, color, odor, volume, mass, weight, pH and density.
Chemical changes are changes substances undergo when they become new or different
substances. For example, the fireworks we see on the 4th of July are actually metals such as
magnesium and copper that change chemically as they light up the night skies with their
fantastic colors. To identify a chemical change look for observable signs such as color change,
bubbling and fizzing, light production, smoke, and presence of heat.
Physical and Chemical Change Experiments
Directions: Record all observations on the investigation table. Talk about the
“Discussion Question(s)” with your group.
Experiment A: Antacid tablet
1. Observe and describe the antacid tablet at your table.
2. Break the tablet into small pieces.
a. Is this a physical or chemical change?
3. Using a graduated cylinder, measure 50 ml of water and add it to a cup. Drop the tablet
pieces into the cup.
4. Observe what happens.
a. Is this a physical or chemical change?
5. When you are finished, empty the cup, rinse the cup with water and save the cup for
experiment B.
Discussion Question - A doctor might tell someone to use an antacid if their stomach
produces too much acid. Based on what you observed, how do you think antacids
work?
Experiment B: Ice
1. In the empty cleaned cup from experiment A, place 1 ice cube in the cup.
2. Observe and record how the ice looks and feels.
3. Set the cup and ice cube aside until you are finished with the other experiments.
Experiment C: Baking soda and lemon juice
1. With a graduated cylinder, measure 40 ml of lemon juice and add it to a larger
container. Rinse the graduated cylinder.
2. Add 1 teaspoon of baking soda to the lemon juice in the larger container.
3. Observe and record the changes.
a. Is this a physical or chemical change?
4. Empty the container, rinse it, and save it for experiment E.
Experiment D: Play-doh
1. Remove the Play-doh from its container and describe how it looks, feels, and smells.
2. Break the Play-doh up into many small pieces.
3. Observe and record the change.
a. Is this a physical or chemical change?
Experiment E: Baking soda and vinegar
1. Add 1 teaspoon of baking soda to the cleaned container from Experiment C
2. Using the graduated cylinder, measure 10 ml of vinegar. Add the vinegar to the baking
soda container.
3. Observe and record the change.
a. Is this a physical or chemical change?
4. Empty the container, rinse the container and graduated cylinder and save them for
experiment F.

5. Form 102 OAL
Experiment F: milk and vinegar
1. Using the graduated cylinder, measure 50 ml of milk and add it to the container saved
from experiment F.
2. Using the graduated cylinder, measure 30 ml of vinegar and add it to the same
container.
3. Observe and record the change.
a. Is this a physical or chemical change?
4. Rinse the equipment (graduated cylinder and container).
Experiment G: Kool-Aid and water
1. Add 1 teaspoon of Kool-Aid powder to a jar.
2. Using the graduated cylinder, add 60 ml of water to the same jar.
3. Close the lid of the jar and gently mix by swirling it.
4. Observe and record the change.
a. Is this a physical or chemical change?
b.
Back to Experiment B: Ice
1. Look at the cup that held the ice cube from experiment B.
2. Observe and record the change.
a. Is this a physical or chemical change?
Experiment
Original
Substance(s)
Description
Before
Change
(Use at
least 3
adjectives)
Description
During
Change
Description
After
Change
(Use at
least 3
adjectives)
Is it a
physical or
chemical
change?
A Antacid in
Water
B Ice
C Baking Soda
& Lemon
Juice
D Play-doh
broken into
bits
E Baking Soda
& Vinegar
F Milk &
Vinegar
G Kool-aid &
Water

6. Form 102 OAL
Learning
Competency
TRANSFER
LC 4: Design
a product out
of local,
recyclable
solid and/ or
liquid
materials in
making
useful
products.
S5MTIh-
i-4
Learning
Targets:
I can create
products
that are
made from
recyclable
materials
Transfer Goal: The studentson their own in the long run will be able create a usefulproductthatcan
be shared to the community
ESSENTIAL QUESTION: Whatare the materialsneeded to create a usefulproducts?
G R A S P
GOAL Create a videowithseriesof episodesforstudentsandteachers
featuringthe innovative use of commonhouseholdmaterials.
ROLE You are a contributorto a science-themedwebpage asa freelance
vlogger.( video-blogger)
AUDIENCE Studentsandteachers
SITUATION You wishto come up withseriesof episodesforstudentsand
teachersfeaturingthe innovativeuse of commonhousehold
materials.Youhave decidedtocreate a videopresentation
demonstratingado-it-yourself projectora life hackof your chosen
materialsorobjects.
PRODUCT A videopresentation includesstepbystepprocessof atleasttwo life
hacks andmust not exceed3minutes.
RUBRIC FOR PERFORMANCE TASK
CRITERIA
Outstanding
4
Satisfactory
3
Developing
2
Beginning
1
Shows
student’s deep
and thorough
understanding
of scientific
concepts
learned; able
to apply
knowledge to
novel and
relevant
situations
Shows student’s
correct
understanding
of concepts
learned; able to
apply
knowledge to
relevant
situations
Shows student’s
inadequate
understanding
of concepts;
able to apply
knowledge but
to an already
known situation
Shows
student’s lack
of
understanding
of concepts;
not able to
apply
knowledge to
new situations
Content
The material
reflects
deliberate,
careful and
thorough
planning. It
has a strong
educational
value. The
information is
presented in
an interesting
and logical
fashion.
The material
reflects
adequate
planning. It is
educational and
the information
is presented in a
logical order.
The material
reflects minimal
planning. It has
weak
educational
value and some
information
is presented
illogically.
The material
reflects
insufficient
planning. It is
hard to follow
and lacks
educational
value.
Planning
&Organization

7. Form 102 OAL
Creativity Shows
originalityand
innovationin
activitiesand
Materialsdone.
Shows
resourcefulness
inactivitiesand
Materialsdone.
Shows
resourcefulness
insome
activitiesand
materialsdone;
A lotof the
work is
borrowedfrom
other
Resources.
Showsno
originalityand
lack of
creativityin
activitiesand
Materials.
Work isentirely
copied
withoutany
Acknowledgmentof
the original source.
Impact Material is
highly
stimulatingand
immediately
mobilizesthe
readeror
audience to
Initiate action.
Impact ishigh.
Material
providesreader
or audience
with
substantial
Reasonto take
action.Impact
issufficient.
Some parts of
the material
are
confusingthus
weakeningthe
impactof the
message onthe
Reader.
Material is
vague about
the proper
course of actionto
take.Impact islow.
VALUES INTEGRATION:
We needtoknowwhatmaterialsare useful andharmful forusto avoidaccidentor harm. ...Materials
are considereduseful whenitservesapurpose .Effective segregation of wastes means that less
waste goes to landfill which makes it cheaper and better for people and the environment. It is
also important to segregate for public health.