Science Grade 5 PDF

ELEMENTARY SCIENCE
LEVEL ENDSTATES
GRADE 6
GRADE 5
GRADE 4
GRADE 3
Young
Environmentalist
Young
Conservationist
Creative learner
Curious learner
Prepared by: NOVELYN L. AGBAYANI – Salpad Integrated School – Vintar II RAMON G. ESPEDIDO – Pasuquin Central ES -Pasuquin
EMELYN A. DUMLAO – Paoay Central ES – Paoay HAZEL G. DACANAY – Buyon ES – Bacarra I
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SDOIN IDEAL GRADUATE (GRADE 6)
VISION: Value Laden, Creative, Socially Aware, Young Environmentalist
Subject: SCIENCE Level: 4-6
DepEd Content Standards: At the end of Grade 6, the learners should have develop the essential skills of scientific inquiry- designing
simple investigations, using appropriate, materials and to gather evidence of serving patterns,
determining relationships, drawing conclusion based on evidence, and communicating ideas in varied ways to
make meaning of the observations and/or changes that occur in the environment. The content and skills
learned will be applied to maintain good health ensure protection and improvement of the environment and
practice safety measures.
LEARNING THINK DO FEEL COMMUNICATE INTUIT LEAD BE

ENDSTATES
Understands Demonstrates Upholds the Express the Reflects how Encourages Honest learner
VALUE LADEN the concept of honesty and importance of importance of man’s values honesty and
(ETHICAL) honesty in the accuracy in being honest being honest and and attitudes objectivity in
conduct of recording, and accurate accurate affect relational assessing
scientific organizing, in one’s work patterns simple
inquiry analyzing and between man situations
interpreting and
data environment
2
Masters basic Conducts Values Expresses the Predicts changes Models basic Accurate Learner
scientific simple scientific importance of based on scientific skills
CREATIVE processes and research using approaches in science in solving patterns and
(ACADEMICALLY skills as they essential skills understanding life’s problems relationship of
COMPETENT) apply to of scientific and solving variables
simple inquiry in simple life
experiments, making simple problems
investigations projects and
and projects. experiments
Understands Uses scientific Appreciates Explains proper Foresees the ii- Encourages Young
SOCIALLY basic concept findings to the way of preserving effects of preservation Environmentalist
RESPONSIBLE of understand importance of and conserving environmental and
(Young environmental and manage scientific resources at home, abuse and conservation
Environmentalist) protection basic inquiry in school and degradation of natural
and environmental promoting community resources
conservation. issues health, safety
and
environmental
protection
Prepared by: HAZEL G. DACANAY – Buyon Elementary School

EMELYN A. DUMLAO – Paoay Central Elementary School
RAMON G. ESPEDIDO – Gabaldon Elementary School
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QUARTER PLAN
1st QUARTER
SUBJECT: SCIENCE LEVEL: GRADE 5

UNIT TITLE: MATTER TOTAL NUMBER OF SESSIONS: 45
I. TOPIC COVERAGE:
1. Properties of Materials Used to Minimize Waste
2. Changes that Matter Undergoes
II. CONTENT STANDARDS:
The learner demonstrates understanding of the following:
1. properties of materials to determine whether they are useful or harmful; and
2. materials undergo changes due to oxygen and heat.
III. LEARNING ENDSTATES FOR THIS UNIT

A. ACADEMIC
1. Learning to THINK: Understands the properties of materials to determine whether they are useful or harmful
2. Learning to Do: Observes and describes the different changes in the environment
3. Learning to FEEL: Values the importance of a safe and healthy environment
4. Learning to COMMUNICATE: Explains the benefits of using the 5Rs of waste management
5. Learning to INTUIT: Foresees the ill-effects of improper disposal of waste materials
6. Learning to LEAD: Encourages others to make the environment free from any garbage or waste material
7. Learning to BE: Environment-Friendly
B. HOW WILL THE LEARNING PROMOTE:

1. MORAL/ETHICAL FORMATION
The learner loves and cares nature.
2. SOCIAL RESPONSIVENESS
The learner is encouraged to implement the “zero waste” management.
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IV. ACHIEVING THE ENDSTATES FOR THIS UNIT
A. Essential Questions for this Unit

1. What are the different properties of matter that can make it harmful or useful to minimize waste?
2. Why is it important to know which materials are useful?
3. How can we manage waste materials?
4. Why should we practice 5Rs?
5. How can changes in materials help us in waste management?
B. Materials, Methods and Activities to Achieve the ENDSTATES

Materials Methods Activities
Videoclip Cooperative Learning Laboratory Work/Activity
PowerPoint Presentation Mini-lecture Diagram
Activity Sheets Direct teaching Poster Making
Simulation Games SWF Files Graphic Organizer
Learning Materials in Science 5 Journal Writing
C. Performance/Product Outputs
1. Making Poster
2. Role Playing
3. Making Journal
4. Making Diagram
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V. CHUNKING/OUTLINING THE UNIT
Chapter I- How Are Properties of Materials Used to Minimize Waste?

Weeks 1- 2 Recognizing Useful and Harmful materials
Weeks 3- 5 5Rs Techniques
Weeks 6- 7 Importance of Practicing the 5Rs
Chapter II- What Are the Changes that Matter Undergoes?

Week 8 Physical and Chemical Properties of Matter
Week 8 Changes in Matter in the Presence or Absence of Oxygen
Week 9 Changes in Matter Through Application of Heat
Week 9 Changes in Matter and Waste Reduction
VI. ASSESSMENT DESIGN/TOOL
1. Pre-Assessment: Diagnostic Test

2. Formative Assessment: Think- Pair-Share, Teacher Made Test
3. Summative Assessment: Journal, Graphic Organizer
4. Performance: Role Play, Poster Making
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Salpad Integrated SchooI
Vintar II
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WHOLE-BRAIN LESSON PLAN
1st QUARTER
SUBJECT: Science LEVEL: GRADE 5

UNIT TITLE: Matter WEEKS: 1-2
LESSON TITLE: Recognizing Useful and Harmful Materials NUMBER OF SESSIONS: 10
I. LEARNING ENDSTATES
What other self-mastery skills, values and attitudes are being developed?
Learning to THINK: Understands how to determine whether a material is useful or harmful
Learning to DO: Classifies materials as useful and harmful
Learning to FEEL: Appreciates the importance of recognizing useful and harmful materials
Learning to COMMUNICATE: Explains how different materials with different properties become useful or harmful to the community
Learning to INTUIT: Reflects on the effects of harmful materials
Learning to LEAD: Encourages everyone to dispose properly harmful materials
Learning to BE: Cooperative Learner
II. ESSENTIAL QUESTIONS

1. What materials in our surroundings are useful and harmful?
2. Why do we need to know which materials are useful and harmful?
3. How can we determine if a material is useful or harmful?
4. How do we properly dispose harmful materials?
III. MATERIALS, METHODS, AND ACTIVITIES

PowerPoint Cooperative Learning Brochure Making
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Presentation
Video clip Lecture Role Play
Learning Materials Simple Activity
in Science 5
Journal
IV. RUBRICS FOR ASSESSMENT
1. Rubric for Role Playing
2. Rubric for Brochure Making
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

 Let the learners get five items from their bags and five more items inside the classroom. Let
1) ACTIVATE them identify and describe each item. Ask them the following questions: What is the object
made of? Are these safe or harmful? Why?
2) ACQUIRE  Through PowerPoint show learners pictures of common materials such as newspaper, car
battery, glass, bottle, and plastic containers.
 Let the learners watch a video about “Materials Song”.
https://www.youtube.com/watch?v=phFKBg51eNM
 Lecture
 Describe the materials shown.
 What are the similarities and differences of the materials shown?
 What materials in your home are useful and harmful? Why do you consider them as
useful and harmful materials?
 How do you properly dispose harmful materials?
 Group Activity - A Safer Home and School

Science Skills: Observing, Classifying
Time Frame: 10 minutes
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You Will Need: paper ball pen
What to Do: 1. Look around your house or your school. List down 20 materials
that you see in those places.
2. Classify the following materials as safe or harmful. Cross out the
harmful waste materials.
 Presentation of Group outputs

(Teacher will process their outputs)
 Let the learners answer the following questions:
How did you classify the materials?
Why do we need to know which materials are useful and harmful?
 Allow the learners to read about “Recognizing Useful and Harmful Materials” on Textbook pages 4-5.
Guide Questions: Aside from the materials given in the text, what other materials in your home can
you consider as harmful? Why do you consider them as harmful materials?
How do you properly dispose of the materials you have listed above?
 Classify the different materials found in the word pool below as useful or harmful. Write your
answers in a similar table below.
Useful Materials Harmful Materials
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candy wrappers plastic bags empty disinfectant bottle
drained batteries food cartons empty pain cans
old newspapers plastic water bottles used paint cans
vegetable scraps empty hair gel container worn out rubber tires
empty shampoo bottle empty mayonnaise jar (glass)
 Write down at least five differences between useful and harmful materials in tabular form.
Useful Materials Harmful Materials
 The teacher will process their outputs.
3) APPLY, PRACTICE, FORMATIVE  Fill out the table below. Enumerate some useful and harmful materials that you can find at home or
ASSESSMENT in school. If it is useful, give examples by which you can use it. If it is harmful, explain how can you
dispose it properly.
Materials Ways to Use/Ways to Dispose Properly

A. Useful Materials
B. Harmful Materials
 Look at the materials that have been found in your house or those which are about to be disposed of.
Make a similar table on a piece of paper. List down all the materials on the first column of the table.
Then, put a check (/) on the second column if you find material useful, and (x) if you consider it as
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waste.
For those materials which are considered as waste, which among them must be disposed of
with extra care? Highlight them with colored marker.
Material Useful or Harmful
Answer the questions below.

1. How do you properly dispose of the harmful materials that you have highlighted?
2. List down ways on how you can maximize the use of useful materials that you have identified.
 Group Activity - Role Play

Perform a role play about the uses of products and their properties.
(See attached Rubric A)
4) SUMMATIVE ASSESSMENT, a. Make a journal of what you have learned today.

CLOSURE AND REFLECTION  What I’ve learned today is about _________________.
 First, I’ve learned that __________________________.
 Second, I’ve learned that _______________________.
 Furthermore, I’ve learned that ___________________.
 Now, you know what I’ve learned today.
b. How do you identify the properties of materials whether they are useful or harmful?
c. Make a brochure explaining how different materials with different properties become useful or harmful to
the community by using the computer.
(See attached Rubric B)
Prepared by:
JACKSON M. ACOSTA
Teacher III
Pasil Elementary School
Paoay
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RUBRIC A Scoring Rubric for Role Playing
Criteria Points
4 3 2 1
Understanding of Indicates a clear Good understanding Fair understanding Poor understanding of
the Topic understanding of the of the topic of the topic the topic
topic
Expression and Always expresses Usually expresses Often expresses Rarely expresses
Body Language emotions through facial emotions through emotions through emotions through
expressions and gestures facial expressions and facial expressions facial expressions and
gestures and gestures gestures
Clarity of speech Speech is always clear Speech is usually clear Speech is often clear Speech is rarely clear
and easy to understand and easy to and easy to and easy to understand
understand understand
RUBRIC B Scoring Rubric for Brochure Making
Set of Criteria Rating Description Points Earned

Correct Application of concept Excellent Meets all four criteria 4
Richness and accuracy of information Very Satisfactory Meets three of the criteria 3
Clarity of organization and Satisfactory Meets two of the criteria 2
presentation
Creativity/Novelty of presentation Needs improvement Meets only one of the criteria 1
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1st QUARTER

UNIT TITLE: Matter WEEKS: 3-5
LESSON TITLE: 5RS Techniques NUMBER OF SESSIONS: 15
Learning to THINK: Understands the importance of practicing waste segregation and waste management using the 5Rs
Learning to DO: Participates in waste segregation
Learning to FEEL: Appreciates the importance of practicing 5Rs techniques
Learning to COMMUNICATE: Explains how different materials with different properties become useful or harmful to the community
Learning to INTUIT: Predicts probable outcomes of promoting 5rs techniques
Learning to LEAD: Encourages others to practice the 5rs techniques
Learning to BE: Cooperative Learner

1. How can we manage waste materials?
2. What are the beneficial effects of practicing proper waste management?

Real objects Cooperative Learning Laboratory Work/Activity
Video clip Lecture Role Play
IV. RUBRIC FOR ASSESSMENT
1. Rubric in making a finished product out of waste materials

2.Rubric for Role Playing
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1) ACTIVATE Let the learners listen to “5R’s Song”

https://www.youtube.com/watch?v=AOvcW8l3RzE
Activity 1 A.: Small Group Activity: “Managing our waste or garbage”

1. How do we manage our waste properly?
2. Do you recycle? What else?
Choose which bin of waste products shown below should you work into.
 Presentation of the activity

1.Show other materials to the class like shampoo sachet, old newspaper.
2. Have the pupils identify which of these materials can be reduced, reused, and recycled. And ask
them to explain their answers.
3. Tell the learners that some materials can be managed using two or three “R” methods in one.
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 Show a photo of an area/place of a dumpsite or barangay waste collection area.
 Allow the learners to identify the different wastes they can see in the photo. Let them classify waste
material which can be recycled, reduced, reused, repaired and recovered.
 Ask them the following questions:
 Suppose you have come across on this area on your way home, what will you do?
 How can you help make your community clean and better place to live in?
2) ACQUIRE  Individual Activity
ACTIVITY 1 - ENVIRONMENT-FRIENDLY NOTEPAD
Science Skills: Observing, Classifying, Measuring

You Will Need: - used paper - scissors
- Ruler - glue or fastener
What to Do:
1.Gather used pad paper, bond paper, or even colored paper. Check if only one side has
writings. Keep those with writings on both sides for other purposes.
2.Cut into your desired length and width those papers with writings only on one side. (Tip cut
your paper into equal sizes so you won’t have to throw excess cut-outs.)
3.Bind the cut pieces of paper using glue or fastener. Make sure that the side with writings is
on the underside as you bind each piece of paper.
4.Set it aside and let it dry.
5.You may now use the side without writings as your notepad!
This is only one way to reuse waste materials. Can you think of other ways to do so? You may look
it up on the internet or ask your parents/guardians.
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ACTIVITY 2 - RECYCLED CHIME
Science Skills: Observing, Measuring, Ordering

Time Frame: 15-20 minutes
You Will Need:
- 36 pieces metallic bottle caps or crowns
- clean tin can without jagged edges (medium size)
- yarn
- duct tape
- ruler
- scissors
- coloring materials
What to Do:
1. Cut nine pieces of yarn measuring 20 cm each.
2. Using sticky tape, attach four metallic bottle caps or crowns along the length of each yarn,
with a distance interval of 5 cm.
3. Tape the free ends (the ends without bottle caps) of the pieces of yarn on the inside of the tin
can, space them evenly along the inner side.
4. With glue or duct tape, attach a single loop of yarn on the closed bottom of the can. You can
now hang your bottle cap chime
ACTIVITY 3 - PLASTIC BOTTLE PLANTER
(See Attach Rubric A)
Science Skills: Observing, Measuring, Ordering

You Will Need:
- plastic bottle - paint (any color) - scissors
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-paint brush -seeds
1. Cut the bottom third of a 2-liter bottle.

2. Paint the bottle white or the color of your choice.
3. Use parts of the rest of the bottle to cut out ears.
4. Draw a face and other features on the bottle.
5. Fill the bottle with seed and soil.
 Discussion
A. 1. What are common household materials can we apply the 5r techniques?
(paper, tin cans and plastic bottles eco-bags and plastic bags can be recycled and reused.)
2.In what ways do 5R techniques help the environment?
(The 5R techniques is an effective and efficient way to reduce the amount of waste in the
environment. These techniques teach the people to maximize the use of materials and avoid disposed
materials as much as possible.)
B. Tell the learners that different environmental laws have been passed to promote love and care for the
environment.
Using any books, newspaper, magazines or the internet ask the learners to enumerate some
implemented laws in the Philippines that promote protection and conservation of the environment.
 Allow learners to read the waste management using the 5Rs techniques on pages 8-12.
 Ask the following Guide Questions:
 What other common household materials can we apply the 5Rs techniques? Give
examples and the appropriate technique to be used.
 In what ways do the 5Rs techniques help the environment?
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 Let the learners do Let’s Go Beyond on their textbooks on page 10.
 Encourage the learners to list five things found in their home that they can replace
with other materials to reduce garbage disposal.
Example: paper/plastic cup- washable glass or mug
 Let the learners do Let’s Go Beyond on page 11.

 Tell the learners that there are two types of recycling, the upcycling and
downcycling.
 Encourage the learners to give examples of upcycling and downcycling.
3) APPLY, PRACTICE, FORMATIVE  Small Group Activity

ASSESSMENT Tell the learners to make a table with 2 columns. On the first column, write 3-5 effects of pollution to
humans and the environment. On the second column, write 5 ways on how you can minimize pollution in
their community using 5Rs.
 Individual Activity
Inspect the Defect
Science Skills: Describing, Communicating

You Will Need:
 Paper and pencil
What to Do:
1.With your teacher or guardian, look for things in your house that are already considered defective
(like a chair with wobbly or missing leg) or not working anymore (like a busted electric fan).
2. List the items down, then write beside each why it is defective.
3. Go over your list, then think of how the items can be repaired to make them useful again. Discuss this
with your parents.
 Ask: Energy from garbage can be harvested through a process called pyrolysis. How is this process
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done and what kind of energy does it generate? They will visit the library or browse the internet for
answers.
4) SUMMATIVE ASSESSMENT,  Make a diagram of the 5Rs. Show what they mean, and how they are done.
CLOSURE AND REFLECTION  Make a Role Play (See attach Rubric B)
Create a 5 to 10 minute role play about 5Rs technique. Perform it in class.
Individual Activity
A. Stretching your imagination!

Make a complete new and different product by using the waste materials you have at home. Think
of the most unique way you can use your chosen materials. Draw a sketch of the created product by using
the computer and discuss the waste materials that you used, explaining what you used them for. Share this
with your classmate and find out who among you was able to think of the most unique product.
B. Let’s Live It!
Reflect on a good way of figuring out how best to minimize the waste you throw away is by learning to
look at your things in more than one way.
Prepared by:
MILA B. ADINA
Teacher II
Eladio V. Barangan Memorial Elementary School
San Nicolas District
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Rubric A SCORING RUBRIC IN MAKING A FINISHED PRODUCT OUT OF WASTE MATERIALS

Accuracy of Information Excellent Meets all four criteria 4
Clarity of Message Very Satisfactory Meets all the three criteria 3

Creativity/Novelty Satisfactory Meets two of the first three 2
criteria
Neatness Needs much Meets only one of the first 1
improvement three criteria
Rubric B
SCORING RUBRIC FOR ROLE PLAYING
Criteria Points
4 3 2 1
Understanding of Indicates a clear Good Fair understanding of Poor understanding of
the Topic understanding of understanding of the topic the topic
the topic the topic
Expression and Always expresses Usually expresses Often expresses Rarely expresses
Body Language emotions through emotions through emotions through emotions through facial
facial expressions facial expressions facial expressions expressions and
and gestures and gestures and gestures gestures
Clarity of speech Speech is always Speech is usually Speech is often clear Speech is rarely clear
clear and easy to clear and easy to and easy to and easy to understand
understand understand understand
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1st QUARTER
UNIT TITLE: Matter WEEK: 6
LESSON TITLE: Importance of Practicing the 5Rs NUMBER OF SESSIONS: 1
Learning to THINK: Understands the concept of the importance of practicing the 5R’s
Learning to DO: Conducts simple research using essential skills of scientific inquiry in making simple projects and
experiments for waste management
Learning to FEEL: Appreciates the importance of practicing the 5R’s
Learning to COMMUNICATE: Explains proper ways of preserving and conserving resources at home, school and community
Learning to INTUIT: Foresees the good effect of waste management
Learning to LEAD: Encourages others for the preservation and conservation of our environment
Learning to BE: Young environmentalist

1. Why should we practice the 5R’s?
2. What is the importance of practicing 5R’s?
3. How should we lessen the environmental problem?
4. What are the effects of garbage on human and in the environment?
III. MATERIALS, METHODS AND ACTIVITIES

PowerPoint Presentation Cooperative Learning Laboratory work/activity
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Video clip Lecture Work Plan Making
Activity Sheets Journal

1. Rubric for Slogan Making
2. Rubric for Group Activity
1. ACTIVATE Ask: Do you ever donate your old toys or clothes to a charity?
Do you ever use an old glass to hold your pencils, pen or paint brush?
Tell: When throwing away materials, you just remove it from the house but does not disappear.
Therefore, you should practice 5R’s to manage and lessen the environmental problems.
 Video Presentation: http://www.kidzon.ws/plans/view.aps?I=150

http://www.d/tk_teach.com.t.asp?b=m&t=
http://www.kidzon.ws/images/3rs-news.gif
2. ACQUIRE I- Group Activity - (Cooperative Learning)
 The teacher will give instruction on what to do.

Activity sheets will be distributed to the group
5R EXPLORERS
Science Skills: Classifying, Communicating
You will need:
-Notebook -Pen
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What to do:
A. 1. Go over the Eco Savers Program or any other similar program of the school. Interview the
adviser of the said program or read about their action plan.
2. List down ways on how to dispose of each material below. Write your answer on your
notebook/answer sheet.
B. List down ways on how to dispose of each material below. Write your answer on your
notebook/answer sheet.
WASTE MATERIALS WAYS OF DISPOSING
Soft drink cans
Medicine bottles
Plastic container
Leftover foods
Bottle of vinegar
Toothpaste tube
Vegetable peelings
Piece of paper
Question: based on the activities above, why do you think it is important to practice the 5R’s?
 Presentation of Outputs
II- Individual Activity

Write 3-5 effects of pollution on humans and the environment, also include ways on how you can help
minimize the pollution in your community using 5R’s. Use the table below.
Effects of Pollution to Humans and Ways to Minimize Pollution

the Environment
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> Allow the group rapporteur to report their output
III. Lecture
Discuss/ Elaborate background information

Reducing means using less of a certain material and using alternatives.
Recycling means producing a new product out of discarded materials.
Reusing means finding another purpose for materials that they have already been used.
Recovering means making the most out of the waste be regenerating energy from it.
Repairing means fixing broken things so that they can be used again.
Based on the activities above, why do you think it is important to practice the 5r’s?
IV. Group Activity

Different environmental laws have been passed to promote love and care for the environment.
Using any books, newspaper, magazines or the internet enumerate some implemented laws in the Philippines
that promote protection and conservation of the environment.
Discuss: The different environmental laws that passed to promote love and care for the environment.
Enumerate some implemented laws in the Philippines that promote protection and
conservation of the environment.
> How can you help minimize the population in your community using 5R’s?
 Answer the following.
3. APPLY, PRACTICE, FORMATIVE 1. If you are the class/school president, what would you do to address the overflowing garbage in
ASSESSMENT your classroom’s garbage can at the end of the day. Following the format below, make a work plan.
I. Oplan Bawas Basura

II. Participants
III. Materials Needed
IV. Rules or procedures
V. Expected results or outcome
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2. Make a slogan about the importance of practicing the 5Rs.
In a long bond paper write a slogan about the importance of practicing the 5r’s. You may design
it to make it more attractive. Place your slogan on your classroom’s bulletin board.
4. SUMMATIVE ASSESSMENT, a. Make a journal of what you have learned today.

CLOSURE AND REFLECTION  What I’ve learned today is about _________________.
b. Share your practices at home/barangay/school on proper waste management. Use your knowledge on the
different properties of useful and harmful materials and the 5Rs. Present it creatively. Share your work in class.
Check how well you have done the activity by reflecting on the following statements:
1. I can now identify which materials are useful and which are waste.
2. I can now describe the characteristics of useful and harmful materials.
3. I can now enumerate the importance of practicing the 5Rs in waste management.
Prepared by:
AURORA C. SERENO
Master Teacher I
Caestebanan Elementary School
Banna District
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RUBRIC A SCORING RUBRIC FOR SLOGAN MAKING
Points
Sets of Criteria Rating Description
Earned
Accuracy of information Excellent Meets all four criteria 4
Very
Clarity of Message Meets all of the three criteria 3
Satisfactory
Creativity Satisfactory Meets two of the first three criteria 2
Needs much Meets only one of the first three
Neatness 1
improvement criteria
RUBRIC B SCORING RUBRIC FOR GROUP ACTIVITY
POINTS INDICATORS
5 Show eagerness and cooperation to do the tasks, participate actively and do great
help in the group.
4 Show eagerness and cooperation to do the tasks, good followers only.
3 Participated but late, with teacher’s supervision.
2 Activity was done but does not show eagerness to participate or cooperate.
1 No interest in participating the activity.
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WHOLE- BRAIN LESSON PLAN
1st QUARTER
LESSON TITLE: Physical and Chemical Properties of Matter NUMBER OF SESSIONS: 2
Learning to THINK: Differentiates physical properties from chemical properties
Learning to DO: Identifies characteristics of biodegradable and non-biodegradable materials
Learning to FEEL: Appreciates the importance of biodegradable materials
Learning to COMMUNICATE: Enumerates the physical and chemical properties of matter
Learning to INTUIT: Reflects on the effects of the overuse of plastic bags to the environment and living things
Learning to LEAD: Encourages others to promote proper waste disposal
Learning to BE: Young Environmentalist

1. What are the useful effects and harmful effects of the physical and chemical properties of matter?
2. What is the effect of overusing plastic bags to the environment?
3. What should we do with non-biodegradable materials in order to protect the environment?
4. How do changes in matter affect people and the environment?
MATERIALS METHODS ACTIVITIES

Video Clip Cooperative Learning Simple Activity
Real Objects Lecture Poster Making
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Learning Materials in Science 5
1. Rubric for Poster Making
2. Rubric for Essay Writing
1. ACTIVATE  Start the lesson by letting the pupils crumple a piece of paper. Tear the crumpled paper into pieces.
Then ask: Can you return the paper to its original form? Is it still a paper?
And finally, the teacher will burn the piece of paper. What have you observed? Describe what happened to the
paper after burning?
2. ACQUIRE  Video – Based Instruction

Let the pupils watch the video: https://www.youtube.com/watch?v=C4pQQQNwy30
 Ask them the following questions:
1. What happened to the materials shown?
2. What changes happened to the materials?
 Individual Activity:
 Ask the learners to enumerate the safety precautions they need to follow in doing the activity.
CHANGES IN MATERIALS
Science Skills: Observing, Describing
You Will Need: - paper clip
- bottle cap
- hammer
What to Do:
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1. Get a paper clip. Try to straighten it. Can you do it? Now, try forming a heart with
it and later on the first letter of your name. Did it break? What property of matter
does the paper clip show?
2. Get a bottle cap and hammer. Ask the help of the teacher to hammer the bottle
cap for you. Observe what will happen. Did it break into pieces? What property
did the bottle cap exhibit?
 Let the pupils watch the video explaining Physical Properties VS Chemical Properties
https://www.youtube.com/watch?v=Z5L2NOMEWT0
 Lecture:
 What material can be burn and ignite fire easily?
 What are some examples of biodegradable materials?
 What should we do with non-biodegradable materials in order to protect the environment?
 Let the pupils accomplish the activity.

3. APPLY, PRACTICE, FORMATIVE
ASSESSMENT A. Identify the property of each material that allows them to be reused.
1. steel wire 5. tin can
2. glass bottle 6. rubber tire
3. aluminium pan 7. metal rod
4. plastic container
B. Answer the questions based on the pictures.
1a. What are the raw materials used in building this bridge?
1b. What physical properties do the raw materials of the bridge possess?
2a. What are the different ways by which you can reuse this can of milk?
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2b. What properties of matter does this can possess that makes it reusable?
3a. Does the rubber band’s flexibility contribute to its usefulness? Explain.
 Group Activity:
LETS SEGREGATE!
Science Skills: Observing, Predicting, Classifying
Time Frame: 10- 15 minutes
You Will Need:
Dried leaves small piece of wood
alcohol rubber band
plastic Styrofoam
metal spoon cotton cloth
What to do:
1. From the materials that you have gathered, identify which is biodegradable and non- biodegradable
2. Determine which among these biodegradable materials can burn or decay easily. Note the method
that you used to come up with such answer or conclusion.
Question:
1. What do the non-biodegradable materials have in common?
2. What do the biodegradable materials have in common?
3. Why do you think biodegradable materials burn and decay easily compared to non- biodegradable?
4. SUMMATIVE ASSESSMENT, A. Make a journal of what you have learned today
CLOSURE AND REFLECTION  What I’ve learned today is _____________.
 First, I’ve learned that ________________.
 Second, I’ve learned that ________________.
 Furthermore, I’ve learned that _______________.
 Now you know what I’ve learned today.
B. The overuse of plastic bags adds to the garbage problem of our country. Do you think that using paper bags
instead of plastic is more environment friendly? Why?
30
C. Create a poster on how changes in matter affect our daily lives.
Prepared by:
ROMANA S. BUENCONSEJO
Master Teacher I
Binaratan Elementary School
Sarrat
31
Rubric A SCORING RUBRIC FOR POSTER MAKING
CRITERIA RATING DESCRIPTION POINTS EARNED
Clarity of Message Very Satisfactory Meets all of the three criteria 3
Meets two of the first three

Creativity/Novelty Satisfactory 2
criteria
Needs Much Meets only one of the first

Neatness 1
Improvement three criteria
Rubric B SCORING RUBRIC FOR ESSAY

Relevance and accuracy of Excellent Demonstrates all four criteria 4
information regarding the topic
Logical organization and clarity of Very Satisfactory Demonstrates three of the criteria 3
message
Originality in the organization of ideas Satisfactory Demonstrates two of the criteria 2
Grammatical soundness Needs improvement Meets only one of the first three criteria 1
32
1st QUARTER

LESSON TITLE: Changes in Matter in the Presence or Absence of Oxygen NUMBER OF SESSIONS: 3
Learning to THINK: Understands the concepts of the changes in matter in the presence or absence of oxygen
Learning to DO: Observes and describes the effects of the presence or absence of oxygen on matter
Learning to FEEL: Appreciates the importance of oxygen in everyday life
Learning to COMMUNICATE: Expresses how changes in matter affect our daily life
Learning to INTUIT: Foretells the good and bad effects of oxygen to preserve matter
Learning to LEAD: Encourages others to apply practical ways to prevent the bad effects of the presence or absence of oxygen on matter
Learning to BE: Young Conservationist

1. How does oxygen change some materials?
2. What are the effects of the presence or absence of oxygen on matter?
3. How should we lessen the effects of the presence and absence of oxygen on matter?

PowerPoint Presentation Cooperative Learning Simple Activity
Activity Sheets Lecture Graphic Organizer
33
Learning Materials in Science 5 Role Play
2. Rubric for Role Playing
1. ACTIVATE  Slice a sweet potato in front of the class. Show the sliced potato to the class. Instruct them to observe
and remember the appearance after cutting it.
 Guess, what will happen to the potato in a few minutes?
 After a few minutes, what changes have you observed?
2. ACQUIRE  Video – Based Instruction
 Let the pupils watch the video about the story of a nail:
https://www.youtube.com/watch?v=qd2B9yCKzc0
 Ask them the following questions:
 What happened to Robo Jr. in the story?
 What changes happened to him?
 Group Activity:
 Ask the learners to enumerate the safety precautions they need to follow in doing the activity.
FIRE OUT!
Science Skills: Observing
Note: Do this activity with the supervision of your teacher.
Time Frame: 15-20
You Will Need: - 4 jars in different sizes,
- 4 small candles with same size
- Match
- Timer
34
- Ruler
What to Do: 1. Light one of the candles.
2. Cover it with a smaller jar.
3. Using a timer, measure how many seconds it takes for the flame of the candle to be put out.
4. Measure the length of the candle after it burns out.
5. Repeat the procedure using the next size of jar up to the largest jar.
6. Find out in which jar has the longest and shortest time of putting out flame of the candle.
7. Find out also the longest and shortest candle after burning.
8. Record your findings on the chart below.
Jars Time of the flame was Length of the candle after

put out burning
1
2
3
4
 Presentation of Group outputs.

The teacher will process their outputs.
(See Attach Rubric A)
 Lecture:
 What are the three things needed for combustion to occur?
 What will happen if oxygen is not present?
 In a small group, have the pupils read about the fish kill on their textbooks page 28 and have them
3. APPLY, PRACTICE, FORMATIVE answer the following questions:
ASSESSMENT 4. What do you think is the cause of the fish kill?
5. Do you think the owner could have prevented the incident? How? (Perform a Role Play about it)
(See Attach Rubric B)
 List down the effects of presence and absence of oxygen in the exposed fruit flesh by completing the
35
diagram below.
OXYGEN
PRESENT ABSENT
4. SUMMATIVE ASSESSMENT, A. Make a journal of what you have learned today

CLOSURE AND REFLECTION  What I’ve learned today is _____________.
 First, I’ve learned that ________________.
 Second, I’ve learned that ________________.
 Furthermore, I’ve learned that _______________.
 Now you know what I’ve learned today.
B. How do we prevent the bad effects of the presence of oxygen on matter to preserve/conserve matter?
C. Find out ways on how you can prevent rusting of materials made of iron in your home. You may surf in the
internet or go to the school library about this. Then, make a list of it just like the one shown below.
WAYS TO PREVENT RUSTING
Prepared by:
ROMANA S. BUENCONSEJO
Master Teacher I
Binaratan Elementary School
Sarrat
36
Rubric A SCORING RUBRIC FOR GROUP ACTIVITY
POINTS INDICATOR
5 Show eagerness and cooperation to do the tasks, participate actively and do great help in the group.
4 Show eagerness and cooperation to do the tasks, good followers only.
3 Participated but late, with teacher’s supervision.
2 Activity was done but does not show eagerness to participate or cooperate.
1 No interest in participating the activity.
Rubric B ROLE PLAY SCORING RUBRIC
CRITERIA POINTS
4 3 2 1
Understanding of Indicates a clear Good understanding of the Fair understanding of the Poor understanding of the topic
the topic understanding of the topic. topic topic
Expression and Body Always expresses emotions Usually Expresses emotions Often expresses emotions Rarely expresses emotions
Language through facial expressions through facial expressions and through facial expressions through facial expressions and
and gestures gestures and gestures. gestures
Clarity of speech Speech is always clear and Speech is usually clear and easy Speech is often clear and Speech is rarely clear and easy
easy to understand to understand easy to understand to understand
37
1st QUARTER

LESSON TITLE: Changes in Matter through Application of heat NUMBER OF SESSIONS: 3
What other self- mastery skills, values and attitudes are being developed?
Learning to Think: Understands how heat aides in changes of matter
Learning to Do: Observes and describes how heat help in the changes of matter
Learning to Feel: Values the importance of heat in our daily lifestyle
Learning to Communicate: Expresses the importance of heat in the environment.
Learning to Intuit: Reflects how sources of heat energy are utilized in our everyday living
Learning to Lead: Influences others to value the importance of heat and its proper usage
Learning to Be: Curious learner

1. What is heat energy?
2. What are the sources of heat energy in the environment?
3. Can you give some instances where heat energy in the community is being used?
4. Cite examples of situation where heat applies in the changes of matter?
5. How heat energy helps in our life, in the community and in the next generation?
38

PowerPoint Presentation Cooperative Learning Laboratory Work
Video Clip Expository Team Presentation
Real objects Teamwork, Laboratory Work Brochure Making
Experiential Learning Environmental exploration

1. ACTIVATE  Using PowerPoint presentation, start the lesson by showing pictures of:
1. heating of food
2. drying of clothes
 What should you use in cooking food?
 How clothes become dry?
 Have a short environmental exploration outside the classroom, particularly a minute exposure from the
sun. Then after that ask the ff.
 Did you like the activity?
 What did you feel while exposing for a minute under the sun?
 Is heat energy important?
2. ACQUIRE  Using the video clip let the pupils watch the video presentation but before doing so set the standards of
doing the said activity. Standards in Watching Video Presentation
1.Note details 2. Watch silently 3. Seat Properly
39
 The teacher will ask the pupils about the presentation.
 The teacher will present a video clip showing how changes in matter through application of
heat.
https://www.youtube.com/watch?v=HAPc6JH85pM&list=PLdox5xEcbqh8ZdXi478IjheRuNuNvWStZ
 Each group will present their outputs based on their observations.
Guide questions:
1. How does changes of matter takes place?
2. Explain the changes of matter through application of heat.
 Perform the experiment. But start the activity by giving safety precautionary measures.
Hot Pans
Science Skills: Observing and Describing
Time Frame: 15-20 Minutes
Note: Your Teacher will demonstrate the activity to the class. Do not play with fire.
You will need:

- Alcohol lamp
- 2 pans
- Butter
- Ice cubes
What to do:
1. Get to pans
2. Place a pat of butter in one pan and an ice on the other pan.
3. Heat both pans over low fire
4. observe what happens
5. Record your observations.
Answer the question:
1. What change took place when the ice cubes and butter are heated? Explain.
 Presentation of Group Outputs.
40
 Expository Method
Using PowerPoint Presentation
 Guide Questions
1. How changes in matter occur?
2. What are the similarities of physical and chemical changes?
3. How do you differentiate physical and chemical change?
4. At home, when do you use heat?
5. Is Heat very important? Why
6. What are the different sources of heat in the society?
3. APPLY, PRACTICE,  Group Work with different task (See attach rubric A)
FORMATIVE a. Boiling lemon grass to make a juice c. Burning of wood to produce charcoal
ASSESSMENT b. Make an artwork using used crayons d. Cooking an egg as a snack
Answer the following questions:
1. What is heat?
2. Differentiate physical and chemical change?
3. List examples of sources of heat energy in the community.
4. Why heat is important in our everyday life?
4. SUMMATIVE a. Make a journal of what you have learned today.
ASSESSMENT, What I’ve learned today is about .
CLOSURE AND First, I’ve learned that .
REFLECTION Second, I’ve learned that .
Furthermore, I’ve learned that .
Now, you know what I’ve learned today.
b. Create a brochure on sun safety guide. (See attach rubric B)
Prepared by:
CHRISTOPHER I. CALANO
Teacher III
Crispina Elementary School
Banna, Ilocos Norte
41
RUBRIC A Rubric for Assessment in the Group Activity
Accuracy of Information Rating Description Points Earned

Clarity of Presentation Excellent Meets all five of the criteria 5
Cooperation from the group Very Satisfactory Meets only four of the criteria 4
Correct Procedure Satisfactory Meets only three of criteria 3

Neatness of the Output Good Meets two of the criteria 2
Maintains Cleanliness and Fair Meets only one of the criteria 1
Orderliness of the group
RUBRIC B Rubric for Constructing a Brochure

Correct application of concept Excellent Meets all four of the criteria 4
Richness and accuracy of Very Satisfactory Meets only three of the criteria 3
information
Clarity of organization and Satisfactory Meets only two of the criteria 2
presentation
Creativity/Novelty of Needs Meets only one of the criteria 1
presentation Improvement
42
1st QUARTER
LESSON TITLE: Changes in Matter and Waste Reduction NUMBER OF SESSIONS: 2
Learning to THINK: Understands the importance of waste management
Learning to DO: Practices proper waste management
Learning to FEEL: Appreciates changes in matter help us in waste management
Learning to COMMUNICATE: Explains how changes in matter can help in waste management
Learning to INTUIT: Reflects on how can changes in materials affect the environment
Learning to LEAD: Encourages others to prevent environmental problems
II. ESSENTIAL QUESTIONS FOR THIS PORTION OF THE UNIT
1. What are the physical and chemical changes that materials undergo?
2. How changes in matter help us in waste management?
3.Cite examples on the different ways in managing waste.

PowerPoint Cooperative Learning Laboratory Work
Presentation
Video clip Lecture Field Trip
1. Rubric in Brochure Making
43
VI. INSTRUCTIONAL LEARNING ACTIVITIES
PHASES  Start the lesson by letting learners describe some changes in matter that occur in household or school that
can be harmful or dangerous, such as breaking glass, burning material.
1) ACTIVATE  Through PowerPoint presentation show pictures of changes in materials (corroded statues/metals, polluted
rivers, food spoilage.
Ask the learners: How do these changes affect us?
https://www.google.com/search?q=polluted+river+in+the+philippines
https://www.google.com/search?q=corroded+materials&source
https://www.google.com/search?tbm=isch
2) ACQUIRE  Group Activity

1. Instruct the learners to bring out and prepare the following materials: big can of cooking oil or similar
container, soil, and kitchen waste.
2. Ask the learners to enumerate the safety precautions they need to follow in doing the activity.
Activity - “Kitchen Waste Fertilizer”
Science Skills: Observing, Communicating
Time Frame: 15-30 minutes (preparation time)
44
3-6 months (observation time)
You Will Need:
 Big can of cooking oil or similar container
 Soil
 Kitchen waste
You Will:
1.Form a group with three members. You will make a compost bin either in the backyard of your
house or
in school.
2. Secure your large container. Put a small amount of soil until it fills 1/8 of the can.
3. Add kitchen waste in the can and cover it with more soil. Make sure the kitchen waste you
put in the
can are biodegradable.
4. Repeat the procedure until the can is almost full.
5. Set aside the compost bin and let it decay completely. You may stir the mixture every now
and then.
6. Record your findings on which waste decays the fastest and which decays the slowest.
 Allow learners to read about changes in materials and waste reduction on Science Beyond Borders Textbook
page 34.
 Lecture
 What kind of kitchen wastes should be included in compost?
 How does making compost help in waste reduction?
 How can you manage non-biodegradable kitchen waste?
 How do physical and chemical changes in matter can help us in waste management?
 How can the changes in materials affect the environment?
 What is Vermicomposting?
 How worms play an important role in this process?
3) APPLY, PRACTICE,  Describe how chemical change can significantly reduce the following waste materials.
FORMATIVE 1. Soft drink cans
ASSESSMENT 2. Spoiled or rotten food
45
3. Fruit and vegetable peelings
 Below are examples of waste materials that can be found at home. Think of ways on how these materials can be
managed.
Waste Materials Ways to Manage
1. Trimmed grass
2. Broken pots
3. Rotten fruits
4. Expired canned goods
5. Metal bottle cap
6. Torn cloth/retaso
7. Plastic bottles
8. Broken glass
9. Vegetable peelings
10. Old newspaper
4) SUMMATIVE a. Make a journal of what you have learned today.
ASSESSMENT,  What I’ve learned today is about _________________.
CLOSURE AND  First, I’ve learned that __________________________.
REFLECTION  Second, I’ve learned that _______________________.
b. How you can help your household minimizes the waste that you are producing every day?
c. Create a brochure/flyer informing the community on waste management.
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Salpad Integrated School
Vintar District II
46
Accuracy of Information Rating Description Points

Earned
Clarity of Presentation Excellent Meets all five of the criteria 5
Cooperation from the group Very Satisfactory Meets only four of the criteria 4
Correct Procedure Satisfactory Meets only three of criteria 3

Neatness of the Output Good Meets two of the criteria 2
Maintains Cleanliness and Fair Meets only one of the criteria 1
Orderliness of the group
Rubric B SCORING RUBRIC FOR BROCHURE MAKING
Set of Criteria Rating Description Points

Earned
Correct application of concept Excellent Meets all four criteria 4
Richness and accuracy of Very Satisfactory Meets all of the three criteria 3
information
Clarity of organization and Satisfactory Meets two of the first three 2
presentation criteria
Creativity/ Novelty of Needs much Meets only one of the first 1
presentation improvement three criteria
47
QUARTER PLAN
2nd QUARTER

UNIT TITLE: LIVING THINGS AND THEIR ENVIRONMENT TOTAL NUMBER OF SESSIONS: 50
I. TOPIC COVERAGE:
1. Parts and Functions of the Human Reproductive System, Animals and Plants
2. Ecosystems
The learners demonstrate understanding of the following:
1. how the parts of the human reproductive system work;
2. how animals reproduce;
3. how plants reproduce; and
4. interactions for survival among living and non-living things that take place in estuaries and intertidal zones.

A. ACADEMIC
1. Learning to THINK: Understands how the parts of the human reproductive system work
2. Learning to Do: Practices proper hygiene in taking care of the reproductive organs to prevent diseases
3. Learning to FEEL: Appreciates the different ways on how plants and animals reproduce
4. Learning to COMMUNICATE: Expresses the need to protect and conserve estuaries and intertidal zones
5. Learning to INTUIT: Foresees the effect about how man’s activities harm the ecosystem
6. Learning to LEAD: Encourages others to develop a sense of awareness and concern about our environment
7. Learning to BE: Young Conservationist

The learner loves and cares for self, plants and animals.
48
The learner is encouraged to join in the preservation of plant and animal species.
1. How do living things reproduce?
2. How does the structure of animals and plants enable them to survive and reproduce?
3. Why is the study of reproduction important for the conservation and preservation of some ecosystems?
4. How does one take care of the reproductive system?
B. Materials, Methods and Activities to Achieve the ENDSTATES

Videoclip Cooperative Learning Laboratory Work/Activity
PowerPoint Presentation Mini-lecture Venn Diagram
Activity Sheets Direct teaching Role Play
Pictures Picture Puzzle
Song composing
C. Performance/Product Outputs
1. Poster Making
2. Composing a Song
3. Bookmark Making
Chapter 3- What Are the Parts and Functions of the Human Reproductive System?
Week 10 The Male Reproductive System
Week 10 The Female Reproductive System
Week 11 Development of Secondary Sex Characteristics
Week 12 The Menstrual Cycle
49
Week 13 Care of the Reproductive Organs
Chapter 4- How Do Animals Reproduce?

Week 14 Sexual Reproduction in Animals
Week 14 Asexual Reproduction in Animals
Week 14 Types of Reproduction in Animals
Chapter 5- How Do Plants Reproduce?

Week 15 Sexual Reproduction in Plants
Week 16 Asexual Reproduction in Plants
Chapter 6- What Are Some Interactions Among Living and Nonliving Things in an Intertidal Zone and Estuarine
Ecosystem?
Week 17 Abiotic Factors in an Intertidal Zone and Estuarine Ecosystem
Week 17 Biotic Factors
Week 17 Feeding Relationships in an Intertidal and Estuarine Ecosystems
Weeks 18 & 19 Protecting and Conserving Our Estuaries and Intertidal Zones

2. Formative Assessment: Think- Pair-Share, Profiling
3. Summative Assessment: Journal, Graphic Organizer
4. Performance: Composing a Song
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Vintar II
50
2ND QUARTER

UNIT TITLE: Living Things and Their Environment WEEK: 10
LESSON TITLE: The Male Reproductive System NUMBER OF SESSIONS: 3
Learning to THINK: Understands the parts and functions of the male reproductive system
Learning to DO: Describes the parts and the functions of male reproductive system
Learning to FEEL: Appreciates the importance of male reproductive system
Learning to COMMUNICATE: Expresses the importance of male reproductive system
Learning to INTUIT: Reflects on the importance of taking care of their reproductive system
Learning to LEAD: Encourages others to be aware and to take good care of their reproductive system
Learning to BE: Self-awareness

1. What are the parts and functions of the male reproductive system?
2. Why is the male reproductive system important?
3. How do the male reproductive system works?
4. How do you keep your reproductive system healthy?

PowerPoint Presentation
Cooperative Learning Picture puzzle
Video clip Lecture Model making
51
Diagram labeling &
Pictures
definitions activity
Worksheets
1. Rubric for making model of male reproductive system

1. ACTIVATE Activity: Picture Puzzle
a. Give pupils some cut-out parts of the male reproductive system.
b. Let them put the cut-out parts on the abdominal parts of the picture on the board.
Ask them:
 Can you identify the picture as female or male? Yes or no? How?
 What picture was formed from the assembled parts?
2. ACQUIRE  Group Activity

 Present the picture/illustration of the male reproductive system and let them identify
the parts.
 Let them discuss with their group members the different parts.
After the discussion in its group:

List the part of the male reproductive system.
Label the parts of the male reproductive system.
Group Reporting
Lecture:
Questions:
1. How many sperm cells does human male have?
52
2. What are the organs of the male reproductive system?
3. What are the oval-shaped organs contained in the scrotum?
4. How does the scrotum look like?
5. Which part is elongated muscular organ full of blood vessels and sensitive nerves?
6. Which connects the testes and the vas deferens?
7. What is semen?
Video-Based Instruction. http://www.youtube.com/watch?v=zF1oXOitedE&spfreload=10

 Present the video of the sperm’s journey from the testes and out of the penis.
 Let them describe functions of the male reproductive system.
 Let them write down important details about the topic presented in the video and
recall the important shots of what happened in each indicated episode.
 Group Reporting
Questions: (The teacher will process their outputs)
How do organs of the male reproductive system work?
- How does testes work? Produce the sperm cells
 Epididymis- storage of the sperm cells
 Scrotum – protects the testes
 Prostate gland – secretes fluid that nourishes the sperms
 Penis – transports the sperm cells out of the body
 Urethra – carries urine and semen out of the body.
Lecture:
 Why is the male reproductive system important?
 Why is the testes considered to be the most important part of the male reproductive system?
 Why do testes need to have lower temperature than the rest of the day?
 What is circumcision and why do males need to undergo circumcision?
53
3. APPLY, PRACTICE, A. Diagram labeling & definitions activity
FORMATIVE https://phecanada.ca/programs/always-changing/always-changing-grades-5-6
ASSESSMENT
54
B. Profiling
Direction: Answer the following questions and create your own profile.
a. What are the different parts of the male reproductive system?
b. How do male reproductive system work?
c. What is the important role of testes in the male reproductive system?
d. Is it important for males to undergo circumcision? Why?
4. SUMMATIVE, a. Make a journal of what you have learned today.

ASSESSMENT,  What I’ve learned today is about_______________.
CLOSURE AND  First, I’ve learned that _______________________.
REFLECTION  Second, I’ve learned that _____________________.
 Furthermore, I’ve learned that _________________.
 Now, you know that I’ve learned today.
b. How will you show or do to have healthy reproductive system?
c. Make a model of the male reproductive system using recyclable materials. Label the parts and include
the function of each.
Prepared by:
MELODY C. AGBAYANI
Teacher III
Visaya Elementary School
Vintar District I
55
SCORING RUBRIC FOR MAKING MODEL OF MALE REPRODUCTIVE SYSTEM
Points
Earned
Very
Satisfactory
Neatness 1
56
2nd QUARTER

UNIT TITLE: Living Things and Their Environment WEEK: 10
LESSON TITLE: The Female Reproductive System NUMBER OF SESSIONS: 3
Learning to THINK: Understands the parts and functions of the female reproductive system
Learning to DO: Describes the parts and the functions of female reproductive system
Learning to FEEL: Appreciates the importance of female reproductive system
Learning to COMMUNICATE: Expresses the importance of female reproductive system
Learning to INTUIT: Reflects on the importance of taking care of their reproductive system
Learning to LEAD: Encourages others to be aware and to take good care of their reproductive system
Learning to BE: Self-aware, self-love and self-care

1. What are the parts and functions of the female reproductive system?
2. Why is the female reproductive system important?
3. How does the female reproductive system work?
4. How do you keep your reproductive system healthy?
57

PowerPoint Presentation
Cooperative Learning Fish Bowl
Video clip Lecture Song Composing
Pictures
TDAR Activity
Worksheets
Think-Pair-Share
1. Rubric for composing/performing a song
I. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

5. ACTIVATE
Activity: FISH BOWL
Fish a word related to the parts of the male reproductive system from the bowl.
 The words left in the fish bowl are the organs of the female reproductive
system.
 Let them identify in the diagram and be able to describe each part.
Activity: THINK PAIR SHARE
 Show the diagram of a female and male reproductive system.
Question: What difference do you notice between the female and male reproductive system?
 Give the pupils at least 1 minute to think prior responding to a question.
 Let the pupils turn to their partner and share their responses.
6. ACQUIRE  Group Activity
TDAR Activity (Think, Discuss, Act, Reflect)
 Let them identify and describe the parts of female reproductive system.
 Let them organize their group and assign roles in each group. (Leader,
Recorder, Summarizer, Presenter and Artist)
58
 Assign the artist to draw the female reproductive system.
 Assign the recorder and other member to label the parts of the female
reproductive system
 Have other members to note down and describe each part.
 Share ideas based on the question.
- What do you know about the female reproductive system?
 Talk about their research work to come up with a presentation. (You can
research through science books and most preferably through internet.
Group presentation/reporting
Questions: ( Teacher will process their outputs)
8. Which parts are oblong-shaped and located on the left and right side of the uterus?
9. Which part is hallow, pear-shaped organ with a muscular wall and a lining?
10. Which are thin, soft tubes extending from the uterus to the ovaries?
11. What part is located in the lower portion of the uterus that opens into the vagina?
12. Which part is the outside passage way of the baby?
Video-Based Instruction. http://www.youtube.com/watch?v=5xfa9IK-UX8&spfreload=10

Let them watch the video. Take down notes or important details on the functions of
female reproductive system.
Guide Questions: ( Individual Worksheets)
a. Why is vagina called as the birth canal?
b. What is the function of the uterus?
c. What are produced in the ovaries of the female reproductive system?
d. How many eggs does a woman releases every month?
e. What is the role of the fallopian tube in the female reproductive system?
f. What organ is located at the portion of the uterus that expands to allow the baby to pass
through the vagina?
59
A. Diagram labeling & definitions activity
7. APPLY, PRACTICE, FORMATIVE https://phecanada.ca/programs/always-changing/always-changing-grades-5-6
ASSESSMENT
60
B. Profiling
e. What are the different parts of the female reproductive system?
f. How does each part female reproductive system work?
g. What is the important role of ovaries, fallopian tube and uterus in the female
reproductive system?
8. SUMMATIVE, ASSESSMENT, d. Worksheet/Quiz on the parts and functions of the female reproductive system.
CLOSURE AND REFLECTION e. How will you show or do to have healthy reproductive system?
f. Body Songfest: (Group Activity)
Each group writes a song about the parts and functions of the female reproductive
system. Choose a familiar tune like “Twinkle, twinkle Little Star” etc. Present in the class.
Prepared by:
MELODY C. AGBAYANI
Teacher III
Visaya Elementary School
Vintar District I
61
RUBRIC FOR COMPOSING/PERFORMING A SONG
Points
Earned
Originality of the song Excellent Meets all four criteria 4
Clarity of the song Very Satisfactory Meets all of the three criteria 3
Meets only one of the first three
Delivery/Presentation of the song Needs much improvement 1
criteria
62
WHOLE BRAIN LESSON PLAN
2nd QUARTER

UNIT TITLE: Living Things and their Environment WEEK: 11
LESSON TITLE: Development of Secondary Sex Characteristics NUMBER OF SESSIONS: 5
Learning to THINK: Understands the concepts on the development of secondary sex characteristics
Learning to DO: Conducts a simple activity on observing pictures of humans {male and female} in the different stages of their life
Learning to FEEL: Appreciates the importance on the development of secondary sex characteristics
Learning to COMMUNICATE: Expresses the importance of knowing the different changes in the body of boy and girl during puberty
Learning to INTUIT: Foresees the changes that happen to boys and girls during puberty
Learning to LEAD: Encourages learners to value the different changes in their body during puberty
Learning to Be: Healthy and Responsible Teenager
1. What changes occur as boys and girls grow and why are these changes important in their growth and development?
2. What are the most common physical changes among the boys and girls?
3. Compare the development in the body of boys and girls?
Materials Methods ACTIVITIES

PowerPoint Presentation Cooperative Learning Simple Activity
Pictures Lecture Venn Diagram
Brochure Making
63
1. Rubric for Recitation
V. INSTRUCTIONAL PHASE LEARNING ACTIVITIES

1. ACTIVATE  Start the lesson by showing a PowerPoint prepared by the teacher showing the different development
stages from a baby to an old man or woman.
What changes occur as you grow and why are these changes important in your growth and
development?
2. ACQUIRE  Picture analysis. What are the different secondary sexual characteristics that are observable during
puberty?
 Video-based Instruction
https://kidshealth.org/en/kids/boys-puberty.html?WT.ac=k-ra
https://kidshealth.org/en/kids/puberty-normal-video.html?ref=search
3. APPLY, PRACTICE  Individual Activity
FORMATIVE CHANGES IN PUBERTY
ASSESSMENT
Science Skills: Observing, Inferring, Communicating
You Will Need: - pen
 notebook
What to do:
1. Look at the picture of young boy and girl that your teacher will show you.
2. Compare it to the picture of a boy and a girl similar to your age.
3. Using the table below, describe some physical changes.
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Changes among the Boys:
YOUNG BOY BOY AT PUBERTY
Changes among Girls:

YOUNG GIRL GIRL AT PUBERTY
Questions:
1. What are the most common physical changes among the boys during puberty?
2. What are the most common physical changes among the girls during puberty?
 Group Activity
Compare and contrast the changes that happen to boys and girls during puberty using a Venn Diagram.
65
4. SUMMATIVE A. Read the information below.
ASSESSMENT, If you experience the change at your age now, put a check (/) under the appropriate column.
Then, identify which among these changes may happen to both male and female.
CLOSURE AND
REFLECTION.
CHANGES BEING EXPERIENCED MALE FEMALE
1. Broadening of hips
2. Enlargement of breast
3. Growth of Adam’s apple
4. Growth of pubic and underarm hair
5. Change in voice quality
6. Bodies become more curvy
7. Weight gain
8. Muscles grow bigger and stronger
9. Developing breasts
10. Mix up feelings and mood changes
Are these changes important to your growth and development?

Why are these changes important? If not Why?
B. Make a brochure with information using scientific words to explain the secondary sex characteristics.
Prepared by:
MELISCENT B. GALIZA
Master Teacher I
Pulangi Elementary School
Bacarra 1
66
Rubric A
SCORING RUBRIC FOR RECITATION
POINTS INDICATORS
5 Give and state answer correctly.
4 State answer only
3 Answer abruptly
2 Try to give the answer even it is not correct.
1 Refuse to participate /answer.
Rubric B SCORING RUBRIC FOR BROCHURE MAKING

Earned
Correct application of concept Excellent Meets all four criteria 4
Richness and accuracy of Very Satisfactory Meets all of the three criteria 3
information
Clarity of organization and Satisfactory Meets two of the first three 2
Creativity/ Novelty of Needs much Meets only one of the first 1
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2nd QUARTER

LESSON TITLE: The Menstrual Cycle NUMBER OF SESSIONS: 5
Learning to THINK: Understands how menstrual cycle is related to pregnancy
Learning to DO: Takes precautionary/safety measures to keep the reproductive organs healthy
Learning to FEEL: Appreciates the changes in one’s body
Learning to COMMUNICATE: Expresses the ways of taking care of the reproductive system
Learning to INTUIT: Reflects how cleanliness, personal hygiene affects the reproductive organs
Learning to LEAD: Encourages others to be more aware on taking care of reproductive organs
Learning to BE: Self-aware, Self – care, Self – love

1. What happens during a menstrual cycle and why is it important for reproduction?
2. When does menstrual cycle begin?
3. In what phase of the menstrual cycle will pregnancy most likely happen? Why?

Power Point Presentation Lecture Diagram Making
Video clip Cooperative learning Think-Pair-Share
Semantic Map
68
1. Rubric for Diagram Making
2. Rubric for Poem and Letter Writing
1.ACTIVATE Activity: THINK – PAIR – SHARE

Divide the learners into groups. Let each group list down as many as they can on the
changes observed among boys and girls during puberty.
2.ACQUIRE Activity: VIDEO CLIP PRESENTATION (Text to Teach Video Library) ESB9512 Growing up.
 Let every learner to take down notes as they watch the video clip.
Facilitate the discussion by asking the following questions:
1. Why is it that only girls have menstrual flow?
2. How many eggs mature in the ovary each month?
3. What happens to the matured egg cell when fertilized? /not fertilized?
4. What flow out of the body during menstruation?
5. What can the start of menstruation mean?
 Diagram Making
3.APPLY, PRACTICE, FORMATIVE  Make a diagram of the menstruation phases. First day of
ASSESSMENT menstruation is April 5.
 Color phase 1-red, phase2 – yellow, phase 3-pink and phase 4 – black.
 Assess the output through rubrics.
 Semantic Map Making

 For girls: How do you observe personal hygiene during your menstrual periods?
69
 For boys: How should you treat girls when you know they have their periods?
4.SUMMATIVE, ASSESSMENT, a. List some ways on how girls can maintain cleanliness and observe proper hygiene during their
CLOSURE AND REFLECTION menstruation period.
b. Why do you need to take care of yourself as soon as you start menstruating? To answer, choose one
from the options below.
1. Compose a poem
2. Write a letter to a friend
Prepared by:
RAMON G. ESPEDIDO
Master Teacher II
Gabaldon Elementary School
Pasuquin District
70
Rubric A SCORING RUBRIC FOR DIAGRAM MAKING

Richness and accuracy Excellent Meets all four criteria 4
of information
Clarity and accuracy of Very Satisfactory Meets all of the three criteria 3
visuals
Creativity/novelty Satisfactory Meets two of the first three 2
Mastery of content and Needs Meets only one of the first three 1
clarity presentation improvement criteria
Rubric B SCORING RUBRIC FOR POEM/LETTER WRITING

Logical organization and clarity Very Satisfactory Demonstrates three of the 3
of message criteria
Originality in the organization of Satisfactory Demonstrates two of the criteria 2
ideas
Grammatical soundness Needs Demonstrates only one of the 1
improvement first three criteria
71
2nd QUARTER
LESSON TITLE: Care of the Reproductive Organs NUMBER OF SESSIONS: 5
Learning to THINK: Understands the importance of health habits to keep the reproductive organs healthy
Learning to DO: Takes precautionary/safety measures to keep the reproductive organs healthy
Learning to FEEL: Appreciates the importance of taking care of the reproductive system
Learning to COMMUNICATE: Expresses the ways of taking care of the reproductive system
Learning to INTUIT: Reflects how cleanliness, personal hygiene affects the reproductive organs
Learning to LEAD: Encourages others to be more aware on taking care of reproductive organs
Learning to BE: Healthy Individual

1. Why is it important to take care of the reproductive organs?
2. What are the practices you observe regularly in taking care of the reproductive organs healthy?
3. Cite precautionary/safety measures in keeping the reproductive organs healthy.
4. How will you maintain your body to be healthy, particularly your reproductive organs?

Power Point Presentation Cooperative learning Scrapbook Making
Videoclip Lecture Group Activity
Diagram Making
72
1. Rubric for scrapbook making

1. ACTIVATE  Start the lesson by showing video clips of reproductive organs of male and female
 Video clips of child taking a bath, changing underwear etc. using Power Point then ask:
How do we keep our reproductive organs healthy?
2. ACQUIRE  Group Activity
The teacher will present a video clip showing how to take care of reproductive organs
. htpps:// www.you tube.com/watch?v=OHsg3cKpdzs
1. Each group will present their outputs based in their observations .
htpps:// www.you tube.com/watch?v=OHsg3cKpdzs
Guide Questions:
1. Identify the ways of proper care for reproductive organs
2. Explain why is it important to take care of our reproductive organs.
 Presentation of Group outputs
 Lecture
→What are the importance of health habits to keep the reproductive organs healthy?
→What are the precautionary /safety measures in keeping reproductive organs healthy?
→What are the ways of taking care of reproductive organs?
→Which of these health habits do you practice?
→As a Grade 5 pupil, how can you let your friends to be aware of the proper care of
reproductive organs?
3. APPLY, PRACTICE, FORMATIVE  Profiling
ASSESSMENT Direction: Answer the following questions and create your own profile
1. How do we take care of our reproductive organs?
2. What is the importance of practicing proper health habits?
3. How will your knowledge about proper care of the reproductive organs helps you?
73
 Diagram making
 How can you avoid infection in the external parts of your reproductive system?
 Use the diagram below to answer this question.
How to Avoid
infection?
4. SUMMATIVE, ASSESS, CLOSURE AND a. Make a journal of what you have learned today
REFLECTION  What I’ve learned today is about__________________________.
 First, I’ve learned that __________________________________.
 Second, I’ve learned that_________________________________.
 Furthermore, I’ve learned that____________________________.
b. How will you show your care for your reproductive organs?
c. Make a scrapbook showing how to take care for the reproductive organs?
Prepared by:
JACKYLOU D. DOMINGO
Teacher I
Ab-abut Elementary School
Piddig District
74
SCORING RUBRIC FOR SCRAPBOOK MAKING

Accuracy of Excellent Meets all four criteria 4
information
Clarity of Very Satisfactory Meets all of the three criteria 3
Message
Creativity/Novelty Satisfactory Meets two of the first three criteria 2
Neatness Needs much Meets only one of the first three 1
75
2ND QUARTER

LESSON TITLE: Sexual Reproduction in Animals NUMBER OF SESSIONS: 2
Learning to THINK: Understands how animals reproduce sexually
Learning to DO: Observes and describes different modes of reproduction in animals
Learning to FEEL: Appreciates the importance of animal breeding
Learning to COMMUNICATE: Expresses the importance of protecting and caring for animals
Learning to INTUIT: Reflects how man’s activities affect the reproduction of animals
Learning to LEAD: Encourages others to show love and care for all animals
Learning to BE: Animal lover
1. How does sexual reproduction in animals take place?
2. What are the advantages of external fertilization?
3. Cite man’s activities that will affect the reproduction of animals.
4. How will you show your love and care for animals?

PowerPoint Cooperative Learning Scrapbook Making
Presentation
Video clip Lecture Group Activity
Pictures Venn Diagram
76
1. Rubric for Scrapbook Making
V. INSTRUCTIONAL LEARNING ACTIVITIES
PHASES  Start the lesson by showing pictures of frogs with their eggs, hen with its eggs, and two dogs and their
1) ACTIVATE puppies using PowerPoint then ask: How are these animals similar? How are they different?
1. The teacher will present a video clip showing how animals reproduce.
2. Each group will present their outputs based on their observations.
https://www.youtube.com/watch?v=Mkvof36Kp_Q
Guide Questions:
1. Identify how the animals reproduce?
(internal or external fertilization)
2. Explain the growth and development of each animal.
(Teacher will process their outputs).
 Lecture
 What are the similarities of animal and human reproduction?
 At home, what animals came from eggs? born alive?
 How does sexual reproduction in animals take place?
 What are the advantages of external fertilization?
 As a Grade 5 pupil, how can you help in protecting animals?
3) APPLY, PRACTICE,  Profiling

FORMATIVE Direction: Answer the following questions and create your own profile.
ASSESSMENT 1. How do animals reproduce?
2. What is fertilization?
3. How do you differentiate internal fertilization and external fertilization?
Compare and contrast the reproductive organs of humans, frogs, and chickens by completing the Venn
77
Diagram below.
Human Chicken
Frog

b. How will you show your love and care for animals?
c. Make an animal scrapbook showing how animals reproduce.
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Vintar District II
78
SCORING RUBRIC FOR SCRAPBOOK MAKING

Earned
a. Accuracy of information Excellent Meets all four criteria 4
b. Clarity of Message Very Satisfactory Meets all of the three criteria 3
c. Creativity/Novelty Satisfactory Meets two of the first three 2
criteria
d. Neatness Needs much Meets only one of the first 1
79
2nd QUARTER

LESSON TITLE: Asexual Reproduction in Animals NUMBER OF SESSIONS: 2
What other self-mastery skills, values, and attitudes are being developed?
Learning to THINK: Understands how some animals reproduce with only one parent
Learning to DO: Observes and describes other animals that undergo asexual reproduction
Learning to FEEL: Appreciates the importance on the role of the animals that reproduce asexually in maintaining the balance in nature
Learning to COMMUNICATE: Explains how animals reproduce asexually
Learning to INTUIT: Foresees the importance of animals that undergoes asexual reproduction
Learning to LEAD: Encourages preservation of sea creatures and other animals that undergoes asexual reproduction

1. In asexual reproduction, what can you say about the appearance of the parent and the young?
2. What are the different forms of asexual reproduction?
3. What are the advantages and disadvantages of asexual reproduction?
4. Explain how animals reproduce asexually.

PowerPoint Presentation Cooperative Learning Composing a Jingle
Videoclip Lecture Venn Diagram, Graphic
Organizer
80
Pictures
1. Rubric in Composing a Jingle
2. Rubric for Making a Diagram

PHASES  The teacher will show pictures of sea creatures using PowerPoint then ask.:
a. How does these sea creatures reproduce?
1) ACTIVATE b. What can you say about the appearance of the parent and young?
a. The teacher will let the pupils watch an underwater video. https://www.youtube.com/watch?v=Hu432IlT_bI
b. Allow them to identify as many as sea creatures as they can and let them draw these animals.
c. Each group will present their outputs based on the video clip being shown.
d. Presentation of group outputs.
 Lecture:
1. What are the sea creatures that undergoes asexual reproduction?
2. What are the different forms of asexual reproduction?
3. What are the advantages and disadvantages of asexual reproduction in animals?
4. how does these animals help in maintaining the balance in nature?
81
3) APPLY, PRACTICE, a. Enumerate the advantages and disadvantages of asexual reproduction in animals.
FORMATIVE
ASSESSMENT ADVANTAGES DISADVANTAGES
b. Make a Venn Diagram comparing how fish and hydra reproduce?
FISH HYDRA
SIMILARITIES
C. Complete the concept map about Asexual Reproduction. Make sure to describe the methods of asexual reproduction. You
may use other reference books to provide other examples of animals that reproduce asexually.
82
ASEXUAL REPRODUCTION
BUDDING
BINARY FISSION
Example 1 Example 2 Example 1 Example 2
4) SUMMATIVE  With your groupmates compose a jingle about asexual reproduction of animals. Be ready to present it in class.
ASSESSMENT,
CLOSURE AND
REFLECTION
Prepared by:
ERNITA A. GACES
Teacher I
Dupitac Elementary School,
Piddig District
83
Rubric A SCORING RUBRIC FOR COMPOSING A JINGLE
SCORE CRITERIA
4- Excellent Entire group involved in composition and performance equally. All group
members ideas are always valued-group demonstrates respect at all times.
3-Very Entire group involved in composition and performance, but not at all equally. All
Satisfactory group members ideas are usually valued-respect is shown most of the time.
2- All group members are involved in composition and performance at times in
Satisfactory every class. Teacher must mediate occasionally. Respect often shown.
1-Needs Group does not work well together, not everyone involved in composition and/or
Improvement performance . Group members undervalue each other’s idea.
Respect not shown. Group falls apart, requires much teacher or does not finish
the output.
Rubric B SCORING RUBRIC FOR DIAGRAM MAKING

Earned
Richness and accuracy of Excellent Meets all four criteria 4
information
Creativity/Novelty of Satisfactory Meets two of the first three 2
Mastery of content and clarity Needs much Meets only one of the first 1
84
2nd QUARTER

LESSON TITLE: Types of Reproduction in Animals NUMBER OF SESSION: 1
Learning to THINK: Understands the different modes of reproduction in animals
Learning to DO: Observes and describes animals in the different stages of their life
Learning to FEEL: Appreciates the role of these animals in the environment
Learning to COMMUNICATE: Explains the different mode of reproduction of animals
Learning to INTUIT: Foresees the advantages of protecting and conserving of animals
Learning to LEAD: Encourages others to produce more animals
Learning to Be: Animal Lover
1. How do animals reproduce?
2. What are the different ways animals are born?
3. How do some animals reproduce with only one parent?
4. Do animals and plants have the same type of reproduction?
Videoclip Cooperative Learning Think-Pair-Share
Worksheets Lecture Individual Activity
Interactive Quiz
1. Rubric for Flyer Making
85
1. ACTIVATE  THINK - PAIR - SHARE
 Divide the learners into groups. Let each group list down as many as they can on the
differences observed.
1. Animals that born alive.
. 2. Animals that reproduce from eggs.
2. ACQUIRE  Video clip presentation https://study.com/academy/lesson/asexual-sexual-reproduction-in-
animals.html
1. What are the different animals that born alive?
2. What are the different egg-laying animals?
3. APPLY, PRACTICE FORMATIVE  Individual Activity
ASSESSMENT  The teacher will distribute worksheets to accomplish by the learners on the different
modes of reproduction of animals.
Animals that born alive Egg laying animals
 Interactive Quiz https://study.com/academy/practice/quiz-worksheet-types-of-animal-

reproduction.html
4. SUMMATIVE ASSESSMENT, CLOSURE 1. Make a journal of what you have learned today.
AND REFLECTION  What I’ve learned today is about _________________.
2. Create a flyer on how to take care of your pet animals.
Prepared by:
MELISCENT B. GALIZA
Master Teacher I
Pulangi Elementary School
Bacarra I
86
RUBRIC FOR FLYER MAKING
Points
Set of Criteria Rating Description
Earned
Very
b. Clarity of Message Meets all of the three criteria 3
Satisfactory
c. Creativity Satisfactory Meets two of the first three criteria 2
d. Neatness 1
87
2nd QUARTER

LESSON TITLE: Sexual Reproduction in Plants NUMBER OF SESSIONS: 5
Learning to THINK: Understands how plants reproduce sexually
Learning to DO: Observes and describes plants which reproduce sexually
Learning to FEEL: Appreciates the importance of flowers which are used for reproduction
Learning to COMMUNICATE: Expresses the importance of propagating plants
Learning to INTUIT: Reflects on the importance of sexual reproduction in plants
Learning to LEAD: Encourages others to propagate plants
Learning to BE: Young Gardener

1. What are the reproductive parts of the plants and their functions?
2. How do plants reproduce sexually?
3. Differentiate self-pollination from cross-pollination.
4. What is the importance of flower in sexual reproduction of plants?
Video clip Cooperative Learning Laboratory work/Activity
PowerPoint Presentation Lecture Think-Pair Share
SWF Interactive game
Wallpaper design making
88
1. Rubric for Essay
2. Rubric for Wallpaper design making
PHASES  Show to the class actual samples of flowers and let them identify the plant from which each flower came.
Ask: 1. How are the flowers different from one another?
1) ACTIVATE 2. Why do you think they have different features?
3. In what way are the flowers similar from one another?

 Grouping of the pupils
 Setting standards of the activity
 Activity Proper
GROUP ACTIVITY
“IT’S BLOOMING TO MAKE MORE”
I- Problem: What are the parts of the reproductive organs of the flower?
II- Materials: Gumamela flower, magnifying glass, cutter
III- Procedures:
1. Bring out the materials.
2. Observe the Gumamela flower carefully. Identify the external parts. Gently pull out the petals to
expose the male and female parts of the flower.
3. Locate the female and male parts of the flower.
4. Observe the stamen that consists of the filament and the anther. Use a magnifying glass to look
for pollen grains.
5. Observe the pistil that consists of the stigma, the style, and the ovary.
6. Look closely at the ovary located at the base of the pistil. With a cutter, cut the ovary horizontally.
89
Questions: 1. What are the external parts of the flower?
2.What flower part are brightly colored?
3. What are the reproductive parts of the flower?
 Group reporting and presentation of outputs.

(The teacher will process their outputs)
 What are the parts of the flower?
 What are the reproductive parts?
 What is the most important role of the flower to the plants?
 Video-Based Instruction
Presenting video clip about the functions of the reproductive parts of flowering plants
https://www.youtube.com/watch?v=oVzTO0GZbH4 or https://www.youtube.com/watch?v=hZdbJFmEFtY
Ask: 1. What is the function of the filament? anther? stigma? style? ovary?
(follow up questions by the teacher)
 Think-Pair Share (Look for your partner)
Pupils will be group into two: They will be given two sets of metacards.
Group A will hold the cards with parts of the plants written on it. While Group B will hold the cards with
functions written on it. When the teacher will say “GO” look for your partner.
 How important are flowers to plants? to humans?
 PowerPoint presentation
Through a PowerPoint presentation show the pupils different varieties of flowers to compare and allow
them to read about sexual reproduction in plants.
 Ask: 1. Do all flowers have stigma?
2. Do all flowers have anther? and a filament?
3. What do you call flowers that do not have either of the main parts?
4. Differentiate complete flower from incomplete flower?
5. How do you think flowers with incomplete parts reproduce?
90
6. What role do bees play in the life of plants?
7. Differentiate self-pollination from cross-pollination.
3) APPLY, PRACTICE,  Interactive Game https://msu.edu/~chenhaom/inter/JLo.swf

FORMATIVE
ASSESSMENT
JLo.swf
 Profiling
 Direction: Answer the following questions and create your own profile.
1. What are the different parts and functions of flower?
2. How do plants reproduce sexually?
3. How is self-pollination differ from cross-pollination?
b. How will you help propagate plants?
c. Using any medium, make a painting or drawing of flowers, fruits, vegetables and seeds. Set up your painting
or drawing as wallpaper in your computer or cellphone.
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Vintar District II
91
Rubric A SCORING RUBRIC FOR ESSAY
Earned
Relevance and accuracy of information Excellent Demonstrates all four 4
regarding the topic criteria
Logical organization and clarity of Very Satisfactory Demonstrates three of 3
message the criteria
Originality in the organization of ideas Satisfactory Demonstrates two of the 2
criteria
Grammatical soundness Needs improvement Meets only one of the 1
first three criteria
Rubric B SCORING RUBRIC FOR WALLPAPER DESIGN

Earned
b. Clarity of message Very Satisfactory Meets all of the three 3
criteria
c. Creativity/novelty Satisfactory Meets two of the first 2
three criteria
d. Neatness Needs much improvement Meets only one of the 1
first three criteria
92
2ND QUARTER

LESSON TITLE: Asexual Reproduction in Plants NUMBER OF SESSIONS: 5
Learning to THINK: Understands how plants reproduce asexually
Learning to DO: Practices proper care in taking care of plants
Learning to FEEL: Appreciates the different ways on how plants reproduce asexually
Learning to COMMUNICATE: Expresses the importance of asexual reproduction in plants
Learning to INTUIT: Foresees the advantages of the different techniques of asexual reproduction.
Learning to LEAD: Encourages learners to develop a sense of awareness and concern about plants
Learning to BE: Young Agriculturist

1. How do plants reproduce asexually?
2. What do you think are the advantages of asexual reproduction in plants?
3. Is it possible for a plant to reproduce sexually and asexually. Give examples

Video clip Cooperative Learning Field trip
93
Pictures Lecture Bookmark Making
Module of asexual reproduction of Group Activity
plants.
Actual plants that reproduce
asexually.

1. Rubric for Recitation
2. Rubric for Bookmark Making
1. ACTIVATE  Fieldtrip
 The teacher will allow the pupils to go outside for a mini fieldtrip. Let them observe the different plants
around the school by group. Show them the parts of a banana plant, malunggay, ginger etc. Ask: Do these
plants have seeds? How do you think these plants propagate?
2. ACQUIRE  Video-Based Instruction
Let the pupils watch a video clip about asexual reproduction. https://www.youtube.com/watch?v=hc8I8aRJPJc
 Lecture
 In which plant part does the new plant grow?
 Why do you think some plants do not need seeds in order to reproduce?
 What are the ways of producing plants without using seeds?
 Group Activity
POTATO SPROUTS
Science Skills: Observing. Measuring, Communicating
Time Frame: 1 week
You will Need: - plastic cup - water
- potato with many eyes - toothpick
What to Do: 1. Select a potato with many eyes (dormant shoot buds)
2. Fill the cup with tap water. Then, using toothpicks, suspend the half of the potato in the cup. Make
that the most but not all of the potato is below the water.
94
3. Label the cup with date.
4. Place it in a well -lit shelf in a room with proper ventilation. Check daily for molds (changes in smell,
water color, or decay of plant). If signs of molds are present, discard the plant.
5. Make sure that half of the potato is always submerged in water. Change the water in the cup
regularly.
6. Observe the setup daily and record any changes. Illustrate what you have seen on the potato every
2 days.
Questions: 1. What happened to the potato after one week?
2. Why do you think some plants do not need seeds in order to reproduce?
3. APPLY,  Individual Activity
PRACTICE, FORMATIVE  Design a bookmark, draw plants that reproduce asexually. Then at the back of it, list down ways on how we
ASSESSMENT can conserve and protect plants.
4. SUMMATIVE, a. Choose at least 5 plants from the list, write their name on the first column. On the second column, write how does the
ASSESSMENT, CLOSURE plant reproduce asexually.
AND REFLECTION
Banana Ginger Potato
Bougainvillea Begonia Strawberry
Gabi Onion Sugar cane
Rose Moss Sweet Potato
Plant Method of Asexual Reproduction
b. As a pupil, how can you help the school community in producing plants through asexual reproduction?
Prepared by:
AMELIA A. GAMPONIA
Teacher II
Liliputen Elementary School
Pinili District
95
Rubric A RUBRIC FOR RECITATION
Points Indicators
5 Give and state answer in sentences correctly.
4 State answer in phrases correctly.
3 State answer in words correctly.
2 Try to give answer but wrong
1 Refuse to participate.
Rubric B RUBRIC FOR BOOKMARK MAKING

Information
Clarity of Message Very Satisfactory Meets all of the three 3
criteria
Creativity Satisfactory Meets two of the first 2
three criteria
Neatness Needs much Meets only one of the 1
improvement first three criteria
96
2nd QUARTER

LESSON TITLE: Abiotic Factors in an Intertidal Zone and Estuarine Ecosystem NUMBER OF SESSION: 1
Learning to THINK: Knows and understands the abiotic factors affecting an intertidal zone and estuarine ecosystem
Learning to DO: Conducts simple activity on Salt Levels and Ecosystem
Learning to FEEL: Appreciates the importance of an uncontaminated and unpolluted estuaries and intertidal zones in our daily lives
Learning to COMMUNICATE: Expresses the need to protect and conserve the estuaries and intertidal zones
Learning to INTUIT: Predicts probable outcomes of promoting awareness on the protection and conservation of estuaries and intertidal
zones
Learning to LEAD: Encourages others to practice proper ways and means to protect and conserve the estuaries and intertidal zones
Learning to BE: Cautious learner

1. What are the abiotic factors affecting intertidal zones and estuaries ecosystem?
2. How the abiotic factors affect intertidal zones and estuaries?
3. Why is there a need to protect and conserve the estuaries and intertidal zones?
III. Materials, Methods and Activities

Pictures Cooperative Learning Laboratory work/activity
Video clip https://youtube/XLumSN4G5P4 Lecture Poster Making
IV- RUBRICS FOR ASSESSMENT
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2. Rubric for Poster making
Unlocking difficulties through pictures/ What’s the word?
1) ACTIVATE (Creating Focus and 1. Pulpaointo – Population
Purpose) 2. Mmcoinytu – Community
3. Metsysoce – Ecosystem
4. Ticbio – Biotic
5. Acitbio – Abiotic
6. Laditretni Enoz – Intertidal Zone
7. Riesestua – Estuaries
2) ACQUIRE  Whole Class
Watch and Learn!
 What’s an estuary?
https://youtu.be/XLumSN4G5P4. https://youtu.be/emVVYG7dSaA
 What’s an intertidal zone? https://youtu.be/u64ppKBY3cM
Lecture/Discussion: Abiotic factors affecting an intertidal zone and estuarine ecosystem

 Waves
 Salinity
 Temperature
 Amount of Sunlight
 Types of Soil
 Group Activity
Salt Levels and Ecosystem
Group Activity
Salt Levels and Ecosystem
Time Frame: 10 – 15 minutes
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You Will Need:
 2 small screw top jars
 food coloring
 salt
 ¼ measuring spoon
 dropper
What to Do:
1. Half fill one of the small jars with water.
2. Add ¼ teaspoon of salt and three drops of food coloring. Shake to mix well.
3. Half fill another jar with freshwater.
4. Fill a dropper with freshwater from the container.
5. Open the cap of the container with the saltwater and tilt the container at an angle.
6. Let the open end of the dropper touch the inside of the jar with the saltwater. Observe while the
freshwater trickles down the jar.
7. Continue adding freshwater in that manner until there is a 2 cm layer on top of the saltwater.
8. Put down the saltwater jar and observe what will happen.
Questions
1. What happened when freshwater was added to saltwater in the experiment?
2. What will be the effects of salinity on living things in intertidal zones and estuaries?
Discuss the findings presented by groups.
 Why is there a need to protect and conserve the estuaries and intertidal zones?
3)APPLY, PRACTICE, FORMATIVE  Profiling

ASSESSMENT Direction: Answer the following questions and create your own profile.
1. What are abiotic factors?
2. What are the nonliving factors in an intertidal zone and estuarine ecosystem?
3. How do the abiotic factors affect the intertidal and estuarine ecosystems?
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4) SUMMATIVE ASSESSMENT, Individual Activity
CLOSURE AND REFLECTION
 Make a poster that will promote protection, conservation, or rehabilitation of the estuaries in the
Philippines.
Prepared by:
GRACE SHELLE G. GARALDE

Teacher III
Bobon Elementary School
Burgos District
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Criteria 3 2 1
On Task Pupils were partly on task Pupils were on task most of the time Pupils were on task the whole time
Volume Pupils were very loud and Pupils were a little too loud Pupils used six-inch voices
distracted others
Attention Pupils partly listened to Pupils listened to each other most of the Pupils listened to everything each
each other time other said
Participation Pupils did not talk about Only one pupil shared answers All pupils shared answers
their answer
Notes Note Card is filled out with Note Card is filled out but some Note Card is filled out with as much
almost no information that information is not relevant to the topic. relevant information as possible.
is relevant to the topic.
Rubric B SCORING RUBRIC FOR POSTER MAKING
Clarity of message Very Satisfactory Meets all of the three criteria 3
Creativity/novelty Satisfactory Meets two of the first three criteria 2

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2nd QUARTER
LESSON TITLE: Biotic Factors in an Intertidal Zone and Estuarine Ecosystem. NUMBER OF SESSIONS: 1
Learning to THINK: Understands the importance of biotic factors in an intertidal zone and estuarine ecosystem
Learning to DO: Describes different ways on how to take care of our intertidal zones and estuaries
Learning to FEEL: Appreciates the importance of scientific inquiry in promoting conservation and environmental protection of the biotic
factors
Learning COMMUNICATE: Explains the need to protect and conserve the biotic factors in estuaries
Learning to INTUIT: Predicts probable outcomes of promoting conservation and environmental protection of the biotic factors
Learning to LEAD: Encourages others to protect and conserve the biotic factors in an intertidal zone and estuarine ecosystem
Learning to BE: Promising Young Environmentalist
1. What are the threats to biotic factors in estuaries and how do you conserve them?
2. Why are biotic factors in an Intertidal Zone important, and how can we protect them?
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III. MATERIAS, METHODS, AND ACTIVITIES

pictures Cooperative Learning Group Activity
Lecture Think-Pair-Share
Poster Making
1. Rubric for essay

Activity 1: Small Group Activity: “What is the Difference”
1) ACTIVATE and Purpose) 8. Let the pupils tell about plants and animals found in water.
9. Ask:
Give an example of plants and animals found in water?
(fish, shrimp, oysters, clams, snails, seaweeds, algae, plankton)
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3. Let the pupils accomplish the following activity by group named Saltwater vs. Freshwater
4.Fill a container with tap water and another one with salt and water then stir. Label each container with
saltwater and freshwater.
5.Place plants in each container, examine each plants after two hours.
6.Allow each group to work on the activity in the designated station.
7.Give each group at least 1 whole sheet of manila paper where they can write their observations
and answer to the different guide questions.
8.Ask a representative of each group to post their observations and answers to the different questions
on the board.
2) ACQUIRE Activity 2: Discussion

1. What happen to the plant when you put in salt water? fresh water?
(the plant in salt water withered, the plant in fresh water stays the same)
2. Why does the plant in salt water withered?
(the plant withered because of the reaction of the salt in the water)
3. Why does the plant in fresh water stays the same?
(the plant stays the same because there’s no chemical in water)
4. What is the explanation behind this?
(plants can survive in fresh water while only marine plants can survive in salt water)
Activity 3: Think, Pair and Share Activity

Are you in or out?
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1. What can you see in the picture?
(Bodies of water with living things)
1. What are the living things found in the picture?
(fish, shrimp, oysters, clams, snails, seaweeds, algae, plankton, starfish, octopus, sea cucumber,
sea anemone)
2. What did you notice with the salt water?
(it has three levels: the upper intertidal zone, the mid-intertidal zone, and lower intertidal zone)
3. Why does the ocean floor is covered and uncovered as the tide goes in and out?
(it affects the current of water during daytime and night time)
3) APPLY, PRACTICE, Activity 4: Small Group Activity

FORMATIVE ASSESSMENT Let the pupils accomplish the following activity.
Decode the hidden word by filling the blank with the correct letters as indicated by the following numbers.
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A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26
1. ____ ____ ____ ____ ____ ____ ____ ____ ____

5 3 15 19 25 19 20 5 13
2. ____ ____ ____ ____ ____ ____ ____ ____ ____
6 15 15 4 3 8 1 9 14
3. ____ ____ ____ ____ ____ ____ ____ ____ ____
5 19 20 21 1 18 9 5 19
4. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
9 14 20 5 18 20 9 4 1 12 26 15 14 5
5. ____ ____ ____ ____ ____ ____ ____
6 15 15 4 23 5 2
(Discuss the meaning of the words that are formed.)

Note: Have this written on a manila paper.
B. Make a report about the animals live in estuaries and intertidal zone.
4) SUMMATIVE Activity 5: Individual Activity

ASSESSMENT, CLOSURE A. Work on any of the following activities
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AND REFLECTION 1. Quickly write about how to protect our estuaries.
2. Quickly draw about how to protect our estuaries.
B. Make a self-reflection about making one’s decisions in life.
Estuaries are often called “nurseries of the ocean”. Many fish species lay their eggs in estuaries. The abundant life in
estuaries provides a safe place for young fish to live.
Write a short paragraph about plant and animal life in connection to their interaction.
Prepared by:
CHITA LHAARNIE U. GARCIA

Teacher III
Santiago Elementary School
Solsona District
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Rubric A SCORING RUBRIC FOR ESSAY

Logical organization and clarity of Very Satisfactory Demonstrates three of the criteria 3
message
Originality in the organization of Satisfactory Demonstrates two of the criteria 2
ideas
Grammatical soundness Needs Meets only one of the first three 1
Improvement criteria
Clarity of message Very Satisfactory Meets all of the three criteria 3
Creativity/novelty Satisfactory Meets two of the first three criteria 2

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2nd QUARTER

LESSON TITLE: Feeding Relationships in an Intertidal Zone and Estuarine NUMBER OF SESSIONS: 3
Learning to THINK: Understands the role of organisms in an intertidal zone & estuarine ecosystem and the different feeding relationships
Learning to DO: Observes and describes role of organisms in an intertidal zone & estuarine ecosystem and the different feeding relationships
Learning to FEEL: Appreciates the importance of organisms and feeding relationships in an intertidal zone & estuarine ecosystem
Learning to COMMUNICATE: Expresses the importance of protecting and conserving intertidal zones and estuaries
Learning to INTUIT: Reflects how man’s activities affect the feeding relationships in an intertidal zone & estuarine ecosystem
Learning to LEAD: Encourages others to show love and care for all organisms in the ecosystem
Learning to BE: Nature Lover/Environmentalist
1.What are the roles of organisms in the feeding relationships?
2.What are the different feeding relationships in an ecosystem?
3.Cite man’s activities that will affect the organisms in the feeding relationships in an intertidal zone & estuarine ecosystem.
4.How will you protect and conserve intertidal zones and estuaries?
PowerPoint Cooperative Learning Graphic Organizer (Semantic Web/
Presentation
Video clip Lecture
SCIENCE - Food Chain Game - interactive.swf
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Pictures
SCIENCE - Food Chain-Web - interactive.swf

1. Rubric for graphic organizer making
PHASES
 Start the lesson by showing pictures of grass, grasshopper, toad, snake and hawk using PowerPoint then ask:
1) ACTIVATE Arrange the pictures on which should come first, second, third, and fourth. Explain your answer.
3. The teacher will present a video clip https://www.youtube.com/watch?v=kQG-5PSdM3g showing different
animals and organisms.
4. Each group will present their outputs based on their observations.
Guide Questions:
3. Classify the following organisms or animals according to where they live.
4. Classify the following organisms or animals according to their roles.
 Lecture
 What are the roles of organisms in an ecosystem?
 What are the organisms that live in an intertidal zone and estuary?
 What are the difference between food chain and food web?
 What will happen to the living things if the producers will be removed in a particular ecosystem?
 As a Grade 5 pupil, how can you help in protecting the intertidal zone and estuary?
3) APPLY, PRACTICE, 4. Interactive Games

FORMATIVE
ASSESSMENT
SCIENCE - Food Chain Game - interactive.swf
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SCIENCE - Food Chain-Web - interactive.swf
SCIENCE - Food Web Line - interactive.swf

5. Profiling
1. What are the feeding relationships in an intertidal zone and estuarine ecosystem?
2.What is food chain?
3.What is food web?
4.How do they differ?
5.How does energy flow in an ecosystem?
6.How do the nutrients go from the organisms back to the environment?
b. How will you protect and conserve intertidal zones and estuaries?
c. Using a graphic organizer (semantic web/concept map) construct a food chain and food web living in an intertidal zone or
estuaries in your own community.
Prepared by:
PERLITA B. GUIAO
Teacher III
Sto. Tomas Elementary School
Pinili District
111
RUBRIC FOR GRAPHIC ORGANIZER MAKING

Earned
criteria
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2nd QUARTER

UNIT TITLE: Living Things and their Environment WEEKS: 18-19
LESSON TITLE: Protecting and Conserving Estuaries and Intertidal Zones NUMBER OF SESSIONS: 10
Learning to THINK: Understands ways on how to protect and conserve estuaries and intertidal ecosystem
Learning to DO: Explains the need to protect and conserve estuaries and intertidal ecosystem
Learning to FEEL: Appreciates the importance of protecting and conserving estuaries and intertidal ecosystem
Learning to COMMUNICATE: Expresses ideas about the importance of protecting and conserving estuaries and intertidal ecosystem
Learning to INTUIT: Reflects how man’s activities affect estuaries and intertidal ecosystem
Learning to LEAD: Encourages others to show love and care for the ecosystem
Learning to BE: Nature Lover/Environmentalist
1. Why are intertidal zones important?
2. Why do we need to protect the estuaries and intertidal environment?
3. How do we save the environment?
4. How can we conserve our estuaries and intertidal environment?

PowerPoint Presentation Cooperative Learning Poster Slogan Making
Video clip Lecture Composing a Song
Pictures Group Activity
113
1. Rubric for Composing a Song
2. Rubric for Poster Slogan Making
1) ACTIVATE  Start the lesson by showing video clip about Pasig River before and its present situation. Then, tell
something about the video. https://www.youtube.com/watch?v=wd5qRsv0b1U
2) ACQUIRE  Group Activity 1

1. The teacher will show pictures of the ff.
 River
 Lakes and Ponds
 Swamps
 Bogs
 Marshes
 Freshwater wetlands
2. Examine the picture assigned to your group.

Grp. 1. River
Grp. 2. Lakes and Ponds
Grp. 3. Swamps and Bogs
Grp. 4. Marshes
Grp. 5. Freshwater wetlands
3. Brainstorm in your group and list down activities on how are you going to protect and conserve
those ecosystems.
4. Present your work in the most creative way. You will be given 5 minutes each group.
 Guide Questions:
1. Why we need to protect the estuaries and intertidal environment?
2. What are the importance of these environment?
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 Presentation of Group outputs. (Teacher will process their outputs).
 Lecture
 Why we need to protect the estuaries and intertidal environment?
 What is the importance of this environment?
 List down 5 ways on how to protect the estuaries as well as the intertidal environment
 How can we conserve our estuaries and intertidal environment?
 As grade 5 pupils how can you help in the protection and conservation of the environment?
 Group Activity 2
A VOW TO THE ENVIRONMENT
Science Skills: Communicating
You Will Need: - manila paper - coloring materials
- marker - band-aid shaped paper
What to Do: 1. Write on a paper (band-aid shaped) a promise to save and protect the intertidal zones and
estuaries.
2. Paste the band-aid shaped papers containing your promises onto a big drawing of the earth on
whole sheet of manila paper.
Questions: 1. Why are intertidal zones and estuaries important?
2. What can you do to protect the ecosystem?
3) APPLY, PRACTICE, 6. Compose a Song (Group Activity)
FORMATIVE ASSESSMENT Compose a simple song with the tone of your favorite song. The lyrics should depict the importance of intertidal
zone and the ways to protect them. Present this in class.
7. Profiling
1. Why is it important to conserve water?
2. What are the different ways in conserving water?
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4. What is the significant of this activity in your life?
5. At your age, how can you promote water conservation, especially the estuaries in
your community?
ASSESSMENT, CLOSURE  What I’ve learned today is about_______________.
AND REFLECTION  First, I’ve learned that _______________________.
 Second, I’ve learned that _____________________.
b. Make a poster enumerating the different ways of protecting and conserving the intertidal zones and estuaries. Make it
catchy and colorful.
Prepared by:
GERRY P. JACINTO
Teacher I
Piddig South Central Elementary School
Piddig District
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Rubric A SCORING RUBRIC FOR COMPOSING A SONG
Set of Criteria Rating Score

a. Entire group involved in composition and performance equally. All group members ideas are Excellent 4
always valued-group demonstrates respect at all times.
b. Entire group involved in composition and performance, but not all equally. All group members Very 3
ideas are usually valued-respect is shown most of the time. Satisfactory
c. All group members are involved in composition and performance at times in every class. Satisfactory 2
Teacher must mediate occasionally. Respect often shown.
d. Group does not work well together, not everyone involved in composition and/or Needs 1
performance. Group members undervalue each other’s idea. Respect not shown. Group falls Improvement
apart, requires much teacher or does not finish the output.
Rubric B SCORING RUBRIC FOR POSTER SLOGAN

b. Clarity of Message Very Satisfactory Meets all of the three criteria 3
c. Creativity/Novelty Satisfactory Meets two of the first three criteria 2
d. Neatness Needs much improvement Meets only one of the first three criteria 1
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QUARTER PLAN
3rd QUARTER

UNIT TITLE: ENERGY, FORCE, AND MOTION TOTAL NUMBER OF SESSIONS: 40
I. TOPIC COVERAGE:
1. How Motion is Measured in Terms of Distance and Time
2. Light, Heat, and Sound
3. Electricity
The learners demonstrate understanding of:
1. motion in terms of distance and time;
2. how different objects interact with light and sound, heat and electricity;
3. the effects of heat and electricity, light and sound on people and objects; and
4. a simple DC circuit and the relationship between electricity and magnetism in electromagnets.

C. ACADEMIC
1. Learning to THINK: Understands how motion is measured in terms of distance and time
2. Learning to Do: Practices safety precautions when dealing with electricity
3. Learning to FEEL: Appreciates the advantages of heat and electricity to people and objects
4. Learning to COMMUNICATE: Explains how light, heat, and sound affect our daily life
5. Learning to INTUIT: Foresees the effects of heat and electricity on man’s daily activities
6. Learning to LEAD: Encourages others to help conserve electricity
7. Learning to BE: Young Conservationist
The learner loves and appreciates the importance and effects of light, heat and sound in our daily life.
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.
The learner is encouraged to join in the conservation of electricity.
1. How do different forms of energy interact with the objects around us?
2. How do light, heat, and sound affect our daily life?
2. In what ways can an individual show safety precautions when using electricity?
D. Materials, Methods and Activities to Achieve the ENDSTATES

Videoclip Cooperative Learning Interactive Activities using SWF
PowerPoint Presentation Mini-lecture Graphic Organizer
Activity Sheets Direct teaching Profiling
Pictures Hands on Picture Puzzle
Learning Materials in Science 5 Circuit Construction
D. Performance/Product Outputs
1. Constructing a Circuit Model
2. Create Art – Creating a Dance Step
3. Sketch Drawing
Chapter 7- How Do We Measure Motion in Terms of Distance and Time?

Week 20 Motion
Week 21 Distance
Chapter 8 – How Do Light, Heat, and Sound Affect Our Daily Life?
Week 22 How Light Interacts with Different Materials
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Weeks 22-23 Colors and Heat Absorption
Week 23 Properties of Sound
Week 23 Pleasant and Unpleasant Sound
Chapter 9 - How Do We Produce Electricity?

Week 24 Conductors of Heat and Electricity
Week 25 Open and Closed Circuit
Week 26 Series and Parallel Circuits
Weeks 27-28 Electromagnetism

2. Formative Assessment: Graphic Organizer
3. Summative Assessment: Profiling
4. Performance: Create a Dance Step, Circuit Construction
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Vintar II
120
WHOLE - BRAIN LESSON PLAN
3rd QUARTER

UNIT TITLE: Energy, Force and Motion WEEK: 20
LESSON TITLE: Motion NUMBER OF SESSIONS: 5
I.LEARNING ENDSTATES
Learning to THINK: Understands the importance of reference point in understanding motion
Learning to DO: Conducts simple activity using ball, toy car and ruler to describe motion
Learning to FEEL: Appreciates the importance of motion in everyday life
Learning to COMMUNICATE: Expresses the importance of motion in life’s daily activities
Learning to INTUIT: Foresees the effect of motion on man’s activities
Learning to LEAD: Encourages others to be careful when doing activities involving motion

1. Why is it important to have a reference point when understanding motion?
2. How can you tell if someone/ something is in motion?
3. Name/ List at least 5 daily activities involving motion.

PowerPoint presentation Cooperative Learning/discussion Creative art
121
1. Rubric for Dance Assessment

1. ACTIVATE a. What happen when force is applied to an object?
b. Viewing short video clip about motion https://www.youtube.com/watch?v=rfeVlNL7d9U
2. ACQUIRE Allow pupils to do the activity. (Movement and Motion)
MOVEMENT AND MOTION
Science Skills: Observing, Measuring, Inferring
You Will Need:
1. small ball
2. toy car
3. ruler [cm]
4. large hardbound book (use as a ramp)
5. marker pen
6. masking tape
What to Do:
1. Mark a spot on the floor with a masking tape. Label it as point A.
2. Place the small ball on point A, then blow on it.
3. Using a ruler, record the distance in centimeters if the ball moved away from point A or did not move at
all.
4. Place a toy car on point A, then blow on it. As much as possible, apply the same amount of force applied
on the ball.
5. Using a ruler, record the distance in centimeters if the toy car moved away from point A or did not
move at all.
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Repeat steps 1 to 5, but this time, push the ball and the toy car with your fingers. Record your observations
6. Repeat steps 1 to 5, but this time, use one side of the hardbound book as a ramp (45 degrees
inclination). Label its highest point as A. Put the ball and toy car one at a time without applying force.
Observe what will happen to the ball and toy car. Record your observations.
7. Make a table like the one below to record your observations. Put a check (/) if there was movement
after force was applied.
Objects to be Blowing Pushing Placing on a ramp
moved
Ball
Toy car
Questions:
1. Which action causes all the objects move?
2. Why do you think this action causes movement?
3. What is the importance of point A in determining the movement of the objects?
3. APPLY, PRACTICE, FORMATIVE  Draw an object that shows motion and reference point.
ASSESSMENT  Name at least of your daily activities and identify how motion take place.
Activities Involving Motion Activities Not Involving Motion

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
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4. SUMMATIVE ASSESSMENT, 1. Essay Writing – How would you be able to help those people who cannot move due to paralysis?
CLOSURE AND REFLECTION 2. Creative Art – Given a song, create your own dance steps.
Prepared by:
FELY ANN V. LACUESTA

Teacher I
Madupayas Elementary School
Badoc District
124
SCORING RUBRIC FOR DANCE ASSESSMENT
CREATING BEGINNING DEVELOPING ACHIEVING EXCELLING
Elements of dance created body created body shapes with created body shapes created body shapes with
shapes with movement through space with movement movement through space
movement through space using and time with energy using
relationships relationships
Music and followed created movement to a tempo choreographed choreographed movement
Movement movement to and rhythm. movement to music to music interpreting the
various interpreting the feeling and expressed it.
tempos feeling
Choreography created one designed a dance-phrase with a designed a dance performed an original
movement or beginning, middle and ending with a beginning, dance with a beginning,
extended a middle and ending. middle and ending.
dance-phrase
with
additional
movements
Performance Shared the Shared the dance with an Practiced and Practiced and performed
dance with a audience performed the dance the dance with confidence
partner with confidence conveying the purpose of
the choreography
Group Work and Participated Work cooperatively to create Worked to develop Analyzed and integrated
Creative Process by following dance, taking an active part in the ideas of others the reflections of others
the ideas of the creative process during the creative into the creative process
others within process when evaluating and
my group improving the dance
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3rd QUARTER

UNIT TITLE: Energy Force and Motion WEEK: 21
LESSON TITLE: Distance NUMBER OF SESSIONS: 5
Learning to THINK: Understands the effect of speed and time on distance
Learning to DO: Measures distance using appropriate measuring tools and express measurement through standard units, and
compute the speed of an object
Learning to FEEL: Enjoys the essence of being fair to everyone in measuring distance and appreciate the importance of following
speed limit for the safety of everyone
Learning to COMMUNICATE: Tells the importance of using standard unit of measurement globally, and explain the effect of speed
and time on distance
Learning to INTUIT: Reflects the importance of safety to everyone in following speed limit in a road
Learning to LEAD: Acts as role model of being fair and honest in measuring distance etc
Learning to BE: Safe, Fair and honest always

1. Why is it important to have standard unit of measurement in determining distance?
2. What are the measuring tools and standard units that we use in measuring distance?
3. How do we compute the speed of a certain object?
4. How does speed, time and distance affect each other and vice versa?
5. Give situations in which speed, time and distance affect our daily life.
6. Cite instances in our daily life situations in which accurate measurement and standard units is strictly applied.
7. How will you show or practice safety, fairness and honesty?
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PowerPoint Lecture
Presentation
Video clip Lecture
Objects with Cooperative Learning Sketch Map Drawing
different sizes
Different Hands on
Measuring tools
1. Rubric for drawing a sketch map

PHASES  Start the lesson by showing Videos (https://www.youtube.com/watch?v=SnSULQ322VA) then ask: What
is distance? What is displacement? What is the difference between distance and displacement?
1) ACTIVATE
Activity 1
1. The teacher will present the different measuring tools in measuring distance, including the different
materials such as books and pieces of woods.
2. Each group will measure the length and width of the given materials, then record it with correct
standard unit of measurement.
3. Each group will present their outputs based on their observation.
Guide Questions:
1. What are the measuring tools?
2. What are the standard units in measuring distance?
3. How do we convert smaller units into bigger units?
Activity 2
 The teacher will give marbles and a piece of wood for the set up.
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(Set A, the marble will be rolled into a piece of wood in a less steep ramp.)
(Set B, the marble will be rolled into the piece of wood with highest elevation from the ground.)
 Each group will record the result and give the speed of the marbles
 Each group will present their outputs based on their observations.
Guide Questions:
1. What set up resulted in the shortest distance travelled by the marble? Why?
2. What set up resulted in the longest distance travelled by the marble? Why?
3. What is the effect of height on the distance a marble travels from a ramp?
4. Give the speed of the marble in the two set up.
 Lecture
 What is the difference between distance and displacement?
 What are the measuring tools and their standard units?
 Why is it important to have a standard unit of measurement in finding the distance?
 How do we convert bigger units into smaller units and vice versa?
 How can measuring distance help us in comparing things in motion?
 What is the importance of measuring distance in our daily living?
 How do you compute the speed of a moving object?
 How does speed, time and distance affect each other?
 As a grade pupil, cite situations on how you will show honesty and fairness in measurement?
 How will you practice safety first all the time especially when you are using bicycle, etc?
3) APPLY, PRACTICE,  Profiling

FORMATIVE Direction: Answer the following questions and create your own profile.
ASSESSMENT 8. What are the standard units of measurement in the metric system?
9. What is the effect of speed and time on distance?
10. What is the formula in finding speed?
128
 Third, I’ve learned that _______________________.
 Fourth, I’ve learned that _______________________.
 Fifth, I’ve learned that _______________________.
 Finally, I’ve learned that ___________________.
b. How will you show and practice safety first, fairness and honesty?
c. Make a sketch map/drawing of our school to our municipality. Use the correct standard units in measuring the distance
and do not forget to put direction and legend.
Prepared by:
MARVIN F. MACALOS
Teacher III
Subec, Elementary School
Pagudpud District
129
SCORING RUBRIC FOR DRAWING A SKETCH MAP

Earned
Accuracy of measurement and Excellent Meets all four criteria 4
use of correct standard units of
measurement
Accurate Measurement Very Satisfactory Meets all of the three criteria 3
Used Correct Standard Units of Satisfactory Meets two of the first three 2
Measurement criteria
130
3RD QUARTER

UNIT TITLE: How do Light, Heat and Sound affect our daily life WEEK: 22
LESSON TITLE: How Light Interacts with different materials NUMBER OF SESSIONS: 3
Learning to THINK: Understands how light interacts with different materials
Learning to FEEL: Appreciates the importance of materials to be used when dealing with light
Learning to DO: Observes and infers how materials interacts with light
Learning to COMMUNICATE: Expresses the importance of being honest and accurate
Learning to LEAD: Encourages others to use materials that can absorb light
Learning to INTUIT: Foresees the ill-effects of light to materials that can reflect
Learning to BE: Honest and accurate learner
1. What happened to the light when it hit different materials?
2. What materials can reflect, refract, absorb and transmit light?
3. Which materials allowed light to pass through them? Which will not?
4. Which allowed light to only partially pass through them?

PowerPoint Cooperative Learning Laboratory work/Activity
presentation
Lecture Venn Diagram
131
1. Rubric for Venn Diagram Making

PHASES
1) ACTIVATE Observe the materials on the table.
Using a flashlight, focus the beam of light through each object.
What happens? Which materials allow light to pass through them? Which didn’t? Which allow light to only partially pass
through them?
2) ACQUIRE  Through power point presentation, let the pupils understand the meaning of reflection, refraction,
transmission and absorption
 Lecture
Ask the learners the following questions:
 What is reflection? Refraction? Transmission? Absorption?
 Can you give examples of materials that can reflect, refract, transmit and absorb light?
 Group Activity
GROUP ACTIVITY
REFRACTION OF LIGHT
Science Skills: Observing, Communicating, Inferring

You will Need:
 Glass of water (3/4 full) pencil

 Crayons sunlight
 White bond paper
What to do:
1. Take the glass of water and paper to a part of the room with enough sunlight (near a window)
132
2. Hold the glass of water above the paper and watch as sunlight passes through it, it refracts (bends), and forms a
rainbow of colors on your sheet of paper.
3. Try holding the glass of water at different heights and angles to see if it has a different effect.
4. Draw and color your observations.
Questions:
1. What do you see on the paper when the glass of water was exposed to light?
2. What do you think caused the sunlight to refract or bend?
3. What was the effect when the glass of water was held at different heights and angles? What does this show?
4. What may happen when light passes through a glass of water?

3) APPLY, PRACTICE, 1. Ask the learners to use a Venn Diagram to compare and contrast the following:
FORMATIVE a. reflection and refraction
ASSESSMENT b. absorption and transmission
4) SUMMATIVE a. Define opaque, translucent and transparent materials. Give at least three materials for each.
ASSESSMENT, b. Many Bible verses about light remind us that God is light who provides direction and eliminates darkness. How then can you
CLOSURE AND also serve as light to other people?
REFLECTION c. How does light affect other objects and people?
Prepared by:
CHONA S. MACANLALAY
Teacher III
Dingras Central Elementary School
Dingras District
133
RUBRIC FOR VENN DIAGRAM MAKING

Earned
Clarity and accuracy of visuals Very Satisfactory Meets all of the three criteria 3
Mastery of content and clarity Needs much Meets only one of the first 1
134
3rd QUARTER

UNIT TITLE: Energy, Force and Motion WEEKS: 22-23
LESSON TITLE: Colors and Heat Absorption NUMBER OF SESSIONS: 3
Learning to THINK: Understands how colors affect the heat absorption of an object
Learning to DO: Observes and describes how heat absorbed by dark-colored and light-colored object
Learning to FEEL: Appreciates the importance of knowing the appropriate clothes for a certain weather
Learning to COMMUNICATE: Explains how we are able to see the visible light
Learning to INTUIT: Infers on how black and colored objects affect the ability to absorb heat
Learning to LEAD: Encourages others to choose clothes appropriate in such kind of weather
Learning to BE: Curious learner

1. How we see the visible colors?
2. How colors affect heat absorption?
3. How do we see colors and how do colors affect the heat absorption of an object?

TV Lecture Pocket Chart Making
Laptop Game (Bring Me)
LM Science Beyond Borders Grade 5
135
1. Rubric for making a pocket chart

PHASES
 Show to the class an illustration of a boy and a girl who are about to go outside and play and selection of
1)ACTIVATE clothes that will fit in the illustration.
Ask: 1. What is the appropriate clothes for the children?
 Allow the class to play the “Bring Me” game.
The teacher will state a color and the learners will bring you objects having that color. (The learner who will
be able to bring the object first will be the winner.)

 Grouping of the pupils
 Setting standards of the activity
 Activity Proper
“Testing Heat Absorption of Colors”

Time Frame: 2o minutes
You Will Need:
4 empty aluminum or tin cans dark red paper pair of scissors
4 thermometers light red paper water
White paper dark blue paper measuring cup
Black paper light blue paper notebook
What to Do: 1. Fill each can with one cup of water.
2.Place a thermometer in each can. To correctly measure the temperature of the
water from the can, the thermometer should be suspended not touching the
bottom of the can. Thermometers are sensitive instruments. Place the
thermometer only after the tin can have been covered.
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3.Cover the first can with white paper, the second with the black paper, the third
with dark red paper, the fourth with light red paper, the fifth with dark blue
paper, and the sixth with light blue paper.
4.Place all the cans under the sunlight and leave them for at least 10 minutes.
5.Record in the table below the temperature of the water in each can every five
minutes, for thirty minutes. You can create a table like the one below.
Temperatu
Temperatu
Temperatu
Temperatu
Temperatu
Temperatu
re Reading
re Reading
re Reading
re Reading
re Reading
re Reading
Light Blue
Dark Blue
Light Red
Dark Red
Minutes
White
Black
(°C)
(°C)
(°C)
(°C)
(°C)
(°C)
5
10
15
20
25
30
Questions: 1. Based on your data, which color got hotter the fastest? Why did it turn out that
way?
2.For the colors dark red and light red, and dark blue and light blue, which got hotter
faster? Why do you think there was a difference in their temperature?
3.What do the results of your experiment with red and blue show about the effect of
the intensity of color on heat absorption?
4.In what way can you apply the findings on this experiment?
 Group reporting and presentation of outputs.

(The teacher will process their outputs)
 Based on your data, which color had the highest temperature of time? Why did it turn
that way?
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 For the colors dark red and light red, and dark blue and light blue, which got hottest in
the shortest amount of tie? Why do you think there was a difference in their
temperature?
Presenting video clip about the different colors absorb heat
https://www.youtube.com/watch?v=61JT9SYBk4A
Ask: 1. Which cube do you think will melt the fastest? Why?
2.Which cube do you think will melt the slowest? Why?
 Allow the learners to read pages 122-123 about colors.
Ask: 1. Why do you see the green leaf as green?
2. How do we see different colors?
3.Why is it necessary or advisable to wear light colored shirts in hot days?
4. Why it is good to use black during cold days?
3) APPLY, PRACTICE,  Make a pocket chart determining the kind of clothes we should wear during sunny day, rainy day, windy
FORMATIVE day, and stormy day.
ASSESSMENT 1. Instruct the learners to create a chart that contains 4 x 4 pockets. Each pocket should have a size of a ¼
intermediate paper.
2. On the first column, let them place a cutout or drawing of the following weather symbols: sunny day, rainy day,
windy day, and stormy day.
3. Ask the learners to cut or draw some pictures showing the right kind of clothes for each of the weather. Match
them accordingly.
4. Let them cut or draw some pictures that are best done during those kids of weathers. Match them accordingly.
5. And finally, list some safety precautions that they should observe when we are experiencing those kinds of
weather. Let them explain their work in class.

138
b. How will you show your care for your body during cold and hot days?
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Vintar District II
139
SCORING RUBRIC FOR MAKING A POCKET CHART

Clarity of Message Very Satisfactory Meets all the three criteria 3

criteria
140
3rd QUARTER

LESSON TITLE: Properties of Sound NUMBER OF SESSIONS: 2
Learning to THINK: Understands the properties of sound
Learning to DO: Describes the different properties of sound
Learning to FEEL: Appreciates the importance of sound
Learning to COMMUNICATE: Expresses the importance of sound
Learning to INTUIT: Foresees how the properties of sound affects the way we hear sound
Learning to LEAD: Encourages others to value sound

1.How sound is produce?
2.What are the properties of sound?
3.How do the properties of sound affect the way we hear sound?
4.How will you show you value sound?

PowerPoint Presentation Cooperative Learning Group activity
Activity Sheet Lecture Drawing
141
1. Rubric for drawing
1. ACTIVATE  Start the lesson by showing different musical instruments (using a PowerPoint presentation)
Can you name the instruments?
Which among the instruments can you play?
5. Organize the class into small groups.
6. Give them the activity sheet, manila paper and marking pen.
7. Give the necessary instructions in doing the activity (allotted time for the activity, the data to be
accomplished, group presenter/member’s role/ responsibility, precautionary measures, etc.)
8. Let the pupils perform the activity.
9. Supervise the students while doing the activity.
10.Activity for all Group
Activity
SOUND OF GUITAR
What you need: a guitar with finely tuned strings

(strings are numbered 1-6
What to do:
A. Have the pupils pluck each string and take note of the pitch each string produces.
Questions:
1. Which string produced the highest note?
2. Which string produced the lowest note?
3. Why does one string produces a high note while the other string produces a low
note?
142
B. Familiarize yourself with the note/pitch produced by string number 6.
Loosen it. Pluck the strings.
Question:
1. Did the pitch go higher/lower?
C. Familiarize yourself with the sound produced by plucking the string number 1.
Tighten the string. Pluck it again.
Questions:
1. What happened to the sound produced when the string was tightened?
2. What is the effect of the length, tension and thickness of the string on the sound it
produces?

 Lecture
 How sounds are produce?
 What are the properties of sound?
 Which property of sound refers to the highness and lowness of notes?
 When are high/low notes heard?
 How do the length, tension, and thickness of a string instruments affect the pitch of sound they
produce?
 Which property of sound refers to the shape of the sound waves an object produces?
 When qualities are sounds/pleasant sounds produce?
 When are unpleasant sounds produce, too?
 Which property of sound refers to the volume or sound pressure produced by vibrations of an
object?
 When do we have loud sounds? Soft sounds?
3. APPLY,PRACTICE,  Profiling
FORMATIVE ASSESSMENT Direction: Answer the following questions and create your own profile.
11. How sounds are produce?
12. Differentiate pitch, quality, and loudness of sound.
143
CLOSURE AND REFLECTION  What I’ve learned today is about ____________.
 First, I’ve learned that _____________________.
 Second, I’ve learned that __________________.
 Furthermore, I’ve learned that ______________.
b. Give at least 5 importance of sound in your daily routine.
c. Make a drawing showing how you value sound.
Prepared by:
CATALINA S. PADILLA
Teacher III
Paninaan Elementary School
Bacarra District II
144
SCORING RUBRIC FOR DRAWING

Neatness Needs much improvement Meets only one of the first three criteria 1
145
3rd QUARTER

LESSON: Pleasant and Unpleasant Sound NUMBER OF SESSIONS: 2
Learning to THINK: Understands how pleasant and unpleasant sounds produce
Learning to DO: Observes, compares and classifies factors that produce pleasant sound and unpleasant sounds
Learning to FEEL: Cares a peaceful environment
Learning to COMMUNICATE: Explains how sounds become pleasant and unpleasant sound
Learning to INTUIT: Foresees the negative effects of unpleasant sounds in the environment
Learning to LEAD: Encourages others to improvise musical instruments that produce sounds by exercising the 5r’s
Learning to BE: Environment-Friendly

1. What are the two kinds of sound in the environment?
2. How do pleasant and unpleasant sound produce?
3. What are the causes and effects of pleasant and unpleasant sounds?

Video clip Collaborative Learning Improvising musical
instruments
146
Pictures Lecture Talent Show
Poster Making
1. Rubric for Talent Show-Musical Band

1. ACTIVATE  Let the pupils observe and find difference of the sounds on video clip 1 and 2.
https://www.youtube.com/watch?v=fH6SikL0iNU
https://www.youtube.com/watch?v=4T2C_ZnrxTg
Which video clip has the pleasing sound?
Improvising Musical Instruments
 Group the pupils into three. Let each group make at least three improvised musical instruments
out of
the recyclable materials (cans, containers, sticks, unusable porcelain plates, etc.) Let them present their
output afterwards.
 Inject the importance of 5rs in the environment. How can it be useful in the environment?
 Musical Play
 Each group performs as a band using the improvised musical instruments they made. They can sing
any song that they know with the accompaniment of the improvised musical instruments.
Let them observe the sound of their performance.
 Lecture/Discussion
 What sound did you produce when you play the instruments?
 If you failed to produce good music without coordination, does the sound good?
 What are the effects of an unpleasant sound?
3. APPLY, PRACTICE,  Classifying

FORMATIVE Let the pupils classify the 10 pictures given in each group using the layout of the chart.
147
ASSESSMENT Pleasant Sound Unpleasant Sound
Each group has a representative to discuss their ideas about their answers.
4. SUMMATIVE A. Create a poster that encourages people to reduce noise in your community.
ASSESSMENT, B. Essay/Reflection
CLOSURE AND In your everyday life, how do you use things such as musical instruments, radio, and television properly to avoid the
REFLECTION negative effects of noise in the environment?
Prepared by:
LORIE ANN P. PAGUD

Teacher I
Saoit Elementary School
Burgos District
148
Rubric A TALENT SHOW-MUSICAL BAND
Excellent Good Fair Poor

Tone The ensemble plays with The ensemble plays with The ensemble plays with The ensemble plays with
consistently high quality tone, good tone, and exhibits acceptable tone, and exhibits unrefined tone, and exhibits
and exhibits outstanding clarity, control and blend at some clarity, control and little or no clarity, control or
clarity, control and blend at most dynamic levels. blend. blend.
all dynamic level.
Rhythmic Confidently performs all Most of the rhythms are Some basic rhythms are Some basic rhythms are
Accuracy rhythms correctly. performed correctly, with few performed incorrectly; performed correctly;
errors. however, has the challenges however, has challenges with
with some rhythms in specific some rhythms in specific
measures. measures.
Style/Interpret The performance of the piece Most of the piece is Some parts of the piece are Some parts of the piece is not
ation is beautifully executed with performed using correct style performed using both style executed during
both appropriate style and and interpretation. and interpretation. performance.
interpretation.
Balance Appropriate balance among Appropriate balance among Balance is sometimes uneven. Balance and melodic material
sections is evident sections/instruments is Melody is usually, but not is often uneven and not clear.
throughout. Melody is clearly evident at most times. always, clearly heard. Support Support material has many
heard. Melody and Melody is almost always material is not always clear inaccuracies, causing
accompaniment are accurate. clearly heard. Harmony and and proportioned, sometimes significant detractions from
accompaniment are detracting from the overall the overall performance.
proportioned, deficiencies are performance.
minor.
Discipline/App All pupils in the ensemble Most pupils in the ensemble Some pupils in the ensemble Few pupils in the ensemble
earance appear fully engaged, appear fuly engaged, appear engaged, sometimes appear engaged, and rarely
consistently following the consistently following the following the direction of the follow the direction of the
direction of the conductor. direction of the conductor. conductor. conductor.
149

criteria
150
3rd QUARTER
SUBJECT: Science LEVEL: Grade 5

LESSON TITLE: Conductors of Heat and Electricity NUMBER OF SESSIONS: 5
Learning to THINK: Understands the concept of good conductors
Learning to DO: Observes and describes materials that are good conductors of heat and electricity
Learning to FEEL: Appreciates the importance of electricity in our daily activities
Learning to COMMUNICATE: Expresses the importance of heat and electricity
Learning to INTUIT: Foresees the ill effects of light and heat
Learning to LEAD: Encourages others to conserve electricity
Learning to BE: Young environmentalist

1. What materials are good conductors of heat and electricity?
2. How do light and heat affect our daily life?
3. How do we produce electricity?
151
III. Materials, Methods, And Activities

PowerPoint Presentation Cooperative Experiment/Activity
learning
Videoclip Lecture Graphic organizer

1. Rubric for Flyer Making
1. ACTIVATE  Start the lesson by asking the pupils to name some objects at home and school which are run by
electricity and heat.
Have them answer the following questions:
 How does electricity reach your homes?
 How is heat produced in some of the objects in your home?
Let the pupils watch a videoclip.
https://www.youtube.com/watch?v=vfx8rVbWwmw
 What material absorb and transfer heat?
 Group Activity
1. The teacher will present the activity through power point presentation.
2. Instruct the learners to prepare a small flashlight bulb LED, one 1.5 V AA battery, aluminium foil, self-
adhesive tape, hot water and mug, coin, comb, pencil, eraser, paper, paper clip, toothpick, metal
spoon, and tongs for the activity.
3. Ask the learners to enumerate the safety precautions need they need to follow in doing the activity.
4. Let them record their observations.
5. Allow the learners to read pages 135-136 to learn more about conductors of heat and electricity.
(Science Beyond Borders Textbook)
Presentation of group outputs.
152
(Teacher will process their outputs.
 Lecture
 Which among the materials are good conductors of heat and electricity?
 What does this show?
 Which among the materials are insulators of electricity and heat?
 What does this show or prove?
 As a Grade 5 pupil, how can you help conserve electricity?
3. APPLY, PRACTICE,  Graphic Organizer

FORMATIVE Complete the diagram by filling out the missing information in the circles.
ASSESSMENT
Conductors
of Heat &
Insulators
Electricity
4. SUMMATIVE a. Make a journal of what you have learned today.

ASSESSMENT, CLOSURE  What I’ve learned today is about_______________.
AND REFLECTION  First, I’ve learned that____________________.
 Second, I’ve learned that___________________.
 Furthermore, I’ve learned that________________.
b. Make a flyer on how you will conserve electricity.
Prepared by:
JONALYN D. PIMENTEL
Teacher III
Monte Elementary School
Paoay District
153
SCORING RUBRIC FOR FLYER MAKING
Set of Criteria Rating Description Point Earned

information
Clarity of Message Very satisfactory Meets all of the three 3
criteria
Creativity/ Novelty Satisfactory Meets two of the first 2
three criteria
154
3rd Quarter

LESSON TITLE: Open and Closed Circuit NUMBER OF SESSIONS: 5
LESSON
What TITLE:
other CIRCUITS skills, values and attitudes are being developed?
self-mastery
Learning to THINK: Understands the difference between open and closed circuits
Learning to FEEL: Shows appreciation on the importance of electricity in our daily living
Learning to DO: Constructs simple model on electric circuit
Learning to COMMUNICATE: Explains the importance of proper use of electricity
Learning to LEAD: Encourages others to practice safety measures in handling and conserving electricity
Learning to INTUIT: Predicts the probable outcome of being aware on the safe use and conservation of electricity
Learning to BE: Young conservationist
1. What are the differences between open and closed circuit?
2. What are the advantages and disadvantages of open or closed circuit?
3. How can you use electricity safely?
4. What are some ways on how you can save electricity?
III. MATERIALS METHODS, AND ACTIVITIES
Video clip Cooperative Learning Interactive
SCIENCE - Electric Circuits - interactive.swf

Activity Card Lecture Activity/Experiment
155
1. Rubric for Constructing a Circuit Model
2. Rubric for Circuit Diagram
3. Rubric for Essay/journal
 Start the lesson by having an interactive learning. (SWF Files Downloaded: Electric
1) ACTIVATE
Circuit)
Have the pupils answer the following questions:
1. How many appliances do you have at home?
2. How many are currently plugged into your wall outlets?
3. How does electricity flow into your appliances?
2) ACQUIRE  Show an example of electric circuit model.

(https://www.youtube.com/watch?v=VnpLaKsqGU)
 Group Activity
Lesson: Types of Electric Circuit
Lesson: Open and Closed Circuit
Activity 1: Simple Electric Circuit

Objective: To construct a simple electric circuit model
 Problem: How does electricity works?
 What you need:
o One 1.5 V AA battery
o 1 piece small bulb
o Two 20 cm copper wire
 What to do and what have you found out:
Note: Handle the materials with care especially the bulb.
156
1.Connect the materials as shown in the diagram below. Observe what happens.
2.Remove connection. Observe what happen.
Questions:
In your setup, the switch and the wires connect the light to the battery.
1. What happened to the bulb after you connect the switch to the wire? Why?
2. What happened to the bulb after you detach the switch to the wire? Why?
3. What are the components of electric circuit?
Study the diagram below. Draw arrows on the wire to trace the flow of the current circuit.
IV. Conclusion:
1. Differentiate open and closed circuit.
2. Why do we need to switch off appliances that are not in use?
3. How can we conserve electricity?
 Ask the learners to enumerate the safety precautions they need to follow during the
activity.
3) APPLY, PRACTICE, FORMATIVE  Group Activity
ASSESSMENT  Using the constructed electric circuit model in the previous activity, try the activity
again. This time, introduce the following changes.
1. Add more batteries. What happens to the light of the bulb? Why?
2. Add more light bulb. What happens to the light of the bulb? Why?
157
3. Double the length of the wire. What happens to the light of the bulb? Why?
 Interactive Game
SCIENCE - Electricity - interactive.swf

4) SUMMATIVE ASSESSMENT, CLOSURE AND  Individual Activity
REFLECTION A. Match the concept in column B with its description in column A.
A B
1. circuit where electricity can not flow a. battery
2. a complete path of electricity b. circuit
3. a source of energy c. closed
4. circuit where electricity flows freely d. lightbulb
5. connect the light bulb and the battery e. open
f. wires
B. Draw a closed circuit. Label its components.
C. Write a brief essay with at least 5 sentences on why it is important to switch off
appliances when they are not in use.
Prepared by:
ARACELI G. RAYOAN
Teacher III
Paoay Central Elementary School
Paoay District
158
Rubric A SCORING RUBRIC FOR CONSTRUCTING A CIRCUIT MODEL

Pupils have complete materials Excellent Demonstrates all four criteria 4
Design contains labels Very Satisfactory Demonstrates three of the criteria 3
Wiring is complete and working Satisfactory Demonstrates two of the criteria 2
Contains simple circuit Needs Improvement Meets only one of the first three criteria 1
Rubric B SCORING RUBRIC FOR CIRCUIT DIAGRAM

All parts are represented in Excellent Demonstrates all four criteria 4
the diagram
Accuracy of information. Very Satisfactory Demonstrates three of the criteria 3
Creativity Satisfactory Demonstrates two of the criteria 2
Clarity presentation Needs Improvement Meets only one of the criteria 1
Rubric C SCORING RUBRIC FOR ESSAY/JOURNAL

Relevance and accuracy of information Excellent Meets all four criteria 4
regarding the topic
Logical organization Very Satisfactory Meets three of the criteria 3
Is clear (reader does not have to guess Satisfactory Meets two of the criteria 2
writer’s intent)
Has precise and varied vocabulary Needs Improvement Meets only one of the criteria 1
159
3rd QUARTER

UNIT TITLE: ENERGY, FORCE AND MOTION WEEK: 26
LESSON TITLE: SERIES AND PARALLEL CIRCUITS NUMBER OF SESSIONS: 5
Learning to THINK: Knows and understands the types of electric circuit
Learning to FEEL: Appreciates the importance of electricity in our daily lives
Learning to DO: Conducts simple activity on constructing a model of a series circuit
Learning to COMMUNICATE: Expresses the advantages and disadvantages in using parallel/series circuit
Learning to LEAD: Encourages others to practice safety measures in handling electricity
Learning to INTUIT: Predicts probable outcomes of promoting awareness on the safe use of electricity
1. What are the differences between a parallel circuit and a series circuit?
2. What are the advantages and disadvantages of series/parallel circuit?
III. MATERIALS METHODS, AND ACTIVITIES

Pictures Cooperative Learning Laboratory work/Activity
Video clip Lecture Interactive Activity using SWF
SWF Interactive Learning using SWF
160
V- RUBRICS FOR ASSESSMENT
1. Rubric for Constructing a Circuit Model
2. Rubric for Circuit Diagram

PHASES
1) ACTIVATE 1. Show pupils some cut outs of parts of a circuit - battery, bulb and wires
(Creating Focus 2. Ask pupils to identify the parts and arrange the following to make a circuit.
and Purpose)
3. Introduce the new lesson:

a. Ask pupils about their observations when they switch off the light in the kitchen. Are other light bulbs affected?
Why?
4. Draw a diagram of an electrical circuit and label its parts.
2) ACQUIRE 1. Show an example of electric circuit model and let them manipulate it.
2. Group Activity
BUILD A CIRCUIT
You Will Need: - 1/8 illustration boards - aluminum foil or pieces of electrical wires
161
- electric tape - two 1.5 V AA
- batteries - 4 small light bulbs
What to Do: Note: Be Careful in handling materials especially the bulb.
Set Up A 1. Design a series circuit. Lay the circuit out on the illustration board.
2. Try removing one of the bulbs. Did the other bulb still light up?
Set Up B 1. Design a parallel circuit. Lay the circuit out on the illustration board.
2. Try removing one of the bulbs. Did the other bulb still light up?
Questions: 1. What may happen if you add another bulb to both of your setups? Why?
2. What may happen if the filament of one of the bulbs in your first setup melts? Why?
3. What may happen if the filament of one of the bulbs in your second setup melts? Why?
3. Presentation of Group outputs.

4. (Teacher will process their outputs).
3)APPLY,PRACTICE, 1. Group Activity: Interactive activities using SWF

FORMATIVE
ASSESSMENT
Group 1: www.learningcircuits.co.uk/flash/flashmain.swf
Group 2: http://simbucket.com/circuitbuilder/
Group 3: www.hyperstaffs.info/work/physics/child/circuits.swf
4) SUMMATIVE Individual Activity
162
ASSESSMENT, a. Make a journal of what you have learned today.
CLOSURE AND b. Direction: Check all the sentences which are true.
REFLECTION _____1. A series connection is more convenient to use since it only has one circuit.
_____2. The bulbs are brighter in a parallel circuit than in the series circuit.
_____3. Our household appliances are in parallel connection.
_____4. In a parallel circuit, the number of complete circuit is the same as the number of devices.
_____5. A circuit in a series connection has only one switch.
c. Cite 5 advantages and disadvantages of a series and a parallel circuit.
Circuit Advantage/s Disadvantage/s
Prepared by:
AILEEN VIDA H. RIGONAN

Teacher III
Sarrat North Central School
Sarrat District
163
Rubric A SCORING RUBRIC FOR CONSTRUCTING A CIRCUIT MODEL

Earned
Student's design contained some Excellent Demonstrates all four criteria 4
labels and different views of the
device.
Wiring is complete and working. Very Satisfactory Demonstrates three of the 3
criteria
Device contains a simple circuit. Satisfactory Demonstrates two of the criteria 2
The device looks like it was well Needs Improvement Meets only one of the first three 1
planned and is constructed well. criteria
Rubric B RUBRIC FOR CIRCUIT DIAGRAM

All required items are represented on Excellent Demonstrates all four 4
diagram criteria
Follows lesson requirements Very Demonstrates three 3
Satisfactory of the criteria
All labels are present and stoles and Satisfactory Demonstrates two of 2
effects are applied the criteria
Diagram appearance meets lesson Needs Meets only one of the 1
requirements planned and is constructed Improvement first three criteria
well.
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WHOLE - BRAIN LESSON PLAN
3rd QUARTER

UNIT TITLE: Energy, Force and Motion WEEKS: 27-28
LESSON TITLE: Electromagnetism NUMBER OF SESSIONS: 10
I.LEARNING ENDSTATES
Learning to THINK: Understands electromagnet and how it is used in our society
Learning to DO: Observes and describes the importance of electromagnets in our daily living
Learning to FEEL: Appreciates the advantages of how electromagnet works in the different modern devices
Learning to COMMUNICATE: Explains how magnetism produce electricity and vice versa
Learning to INTUIT: Foresees the importance of electromagnetism in today’s technology
Learning to LEAD: Encourages others to help conserve electricity

1. What is an electromagnet and how is it used in our society?
2. Why is electromagnet important in today’s technology?
3. What are the different ways on how to help conserve electricity?

PowerPoint presentation Cooperative Learning Simple Activity
Videoclip Lecture Poster Making
Pictures
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2. Rubric for Electromagnet Model Making
1. ACTIVATE
 Warm up Activity
 Show the pupils a bar magnet.
Ask them: Have you heard about any magnet which has been formed by using
electricity? Announce that they will study how electricity can be used to make an
electromagnet.

 Let the pupils watch a videoclip https://www.youtube.com/watch?v=_ygmHnjNYNo
 Lecture
 When an ordinary iron nail is placed inside a current carrying coil, will it become a
temporary magnet or a permanent magnet?
 Which material can be magnetized permanently with the help of electric current?
 Can we say that magnet compass is an electromagnetic device?
 How can an iron nail be made a magnet by electric current?
 Where are electromagnets used?
 Group Activity 1
ELECTROMAGNET MODEL
Science Skills: Observing, Inferring

You Will Need: - 1 battery 3 volts - electrical wire (300 cm long) - thumbtacks
- large iron nails - pins
What To Do: Note: Make sure that the iron nail does not have any rust. Be careful in handling
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materials.
1. Make an electromagnet by winding the electrical wire around the large nail.
2. Connect both ends of the wire to a dry cell.
3. Test the electromagnet by placing some pins and thumbtacks near the nail. Does the nail attract
the pins and thumbtacks?
4. Loosen the coil of wire in the electromagnet and find out how many metals are attracted to the
nail. Now wind more coils of wire. Which set up attract more metals?
5. Add more dry cells to the electromagnet. Make sure you connect the dry cells properly. Which
setup attract more metals?
6. Change the nail into a smaller one. Which set up attract more metals?
Questions: What is the effect of the following variables on the strength of an electromagnet?
1. tightness of the wire coiled around the nail
2. number of coils of wire around the nail
3. number of dry cells used
4. size of nail
 Presentation of group outputs
3. APPLY, PRACTICE, FORMATIVE
ASSESSMENT  Group Activity 2
 Make a diagram of an electromagnet. Label and explain how each component work.
 Write five ways on how you can help conserve electricity.
 Make an inventory of your home and list down all the appliances that you have. Put a check (/)
on the appliances where electromagnetism is applied. Choose one appliance from your list and
explain how electromagnetism is applied.
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CLOSURE AND REFLECTION  What I’ve learned today is about_______________.
 First, I’ve learned that _______________________.
 Second, I’ve learned that _____________________.
b. Design a magnet that promotes Science at home. What lesson in Science would you like to share with your
family? Design and color your magnet.
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Vintar District II
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Rubric A SCORING RUBRIC FOR ELECTROMAGNET MODEL MAKING
Points
Earned
Student's design contained some Demonstrates all four criteria
labels and different views of the Excellent 4
device.
Wiring is complete and working. Very Demonstrates three of the criteria
3
Satisfactory
Device contains a simple circuit. Satisfactory Demonstrates two of the criteria 2
The device looks like it was well Needs much Meets only one of the first three
1
planned and is constructed well. improvement criteria
Points
Earned
Very
Satisfactory
Neatness 1
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QUARTER PLAN
4th QUARTER

UNIT TITLE: EARTH AND SPACE TOTAL NUMBER OF SESSIONS: 45
I. TOPIC COVERAGE:
1. Processes Shape the Earth’s Surface
2. Weather Disturbances
3. The Moon
4. The Stars

The learners demonstrate understanding of:
1.weathering and soil erosion shape the Earth’s surface and affect living things and the environment;
2.weather disturbances and their effects on the environment;
3.the phases of the Moon and the beliefs and practices associated with it; and
4. constellations and the information derived from their location in the sky.

ACADEMIC
1.Learning to THINK: Understands the processes that shape the earth’s surface
2.Learning to Do: Designs and make an emergency kit to be used at home in case of a strong typhoon
3.Learning to FEEL: Values scientific approaches on the effect of soil erosion and weather disturbances
4.Learning to COMMUNICATE: Expresses how weather disturbances affect the community
5.Learning to INTUIT: Foresees the ill-effects of soil erosion
6.Learning to LEAD: Encourages others in preventing soil erosion
7.Learning to BE: Young Environmentalist
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The learner shows love and concern to Mother Earth by taking care of its landforms.
The learner is encouraged to join in the preservation and conservation of natural resources in the community.

1.How can you help in promoting, caring and saving mother earth?
2.How can you lessen the harmful effects of soil erosion?
3.Cite effects of weather disturbances to living and non-living things.
4.Explain the causes of weather disturbances in the environment.
5.How does moon affect our everyday lives?
E. Materials, Methods and Activities to Achieve the ENDSTATES

Videoclip Cooperative Learning Interactive Activities using SWF
PowerPoint Presentation Mini-lecture Poster Slogan
Activity Sheets Direct teaching Profiling
Pictures Hands on Moon Model Making
Learning Materials in Science 5 Role Play
F. Performance/Product Outputs
1. Poster Slogan Making
2. Role Playing
3. Moon Model Making
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Chapter 10 – What Processes Shape the Earth’s Surface?

Week 29 Weathering
Week 30 Soil Erosion
Week 31 Effects of Soil Erosion
Week 31 Ways to Control Soil Erosion
Chapter 11 – What Causes Weather Disturbances?

Week 32 Weather Disturbances
Week 33 Conditions of the Environment Before, During, and After a Typhoon
Week 34 Dealing with the Weather Disturbances
Chapter 12 – How Does the Moon Affect Us?
Week 35 Phases of the Moon
Week 36 Beliefs and Practices Associated with the Moon
Chapter 13 – What Are Some Characteristics and Patterns of Stars?
Week 37 Different Characteristics of Stars
Week 37 Constellation
1.Pre-Assessment: Diagnostic Test
2.Formative Assessment: Graphic Organizer, Oral Questioning
3.Summative Assessment: Profiling, Teacher Made Test, Poster Making
4.Performance: Role Playing, Moon Model Making
Prepared by:
EMELYN DUMLAO
Master Teacher II
Paoay Central ES
Paoay District
172
4th QUARTER

UNIT TITLE: Earth and Space WEEK: 29
LESSON TITLE: Weathering NUMBER OF SESSIONS: 5
Learning to THINK: Understands the concept how weathering takes place
Learning to DO: Conducts simple activity showing how weathering takes place
Learning to FEEL: Upholds the importance of weathering in our lives
Learning to COMMUNICATE: Explains how weathering takes place
Learning to INTUIT: Predicts changes when abrupt weathering takes place
Learning to LEAD: Encourages others for the preservation and conservation of our natural resources

1. How does weathering takes?
2. In what ways can weathering affects us?
3. State the positive and negative effect of weathering in our lives.

Picture Lecture
173
Rubric for Diagram Making

PHASES
Start the lesson by showing pictures such as animals, water, plants in a power point presentation.
1) ACTIVATE Then ask: How the pictures related to the new lesson?
2) ACQUIRE  Through video clip let the pupils observe the agents of weathering
https://m.youtube.com/watch?v=LF0b6BY_W_E_A_T_H_E_R_I_N_G
https://m.youtube.com/watch?v=BxmAJMjJ5Nk
 Group Activity
You will Need:
 Textbook
 Manila paper
 Pentel pen
1. Proceed by asking them and show pictures/or real rocks and rock fragments. How are these rocks broken into
pieces? Using the same illustration in the powerpoint, let us learn more on the following activity.
2. I will group you into two, Group A and Group B. But before that, here are your materials and list of procedures.
3. Ask the learners to do the activities. Give the procedure in doing the activity.
A. Exploration
Group A
Procedure:
1. Get one chalk and pound it using a hammer.
2. Get another chalk and pour the vinegar.
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3. Compare the changes that happened to the two chalks.
4. Allow time for the learners to organize their observation and answer questions.
a. What kind of weathering happened to the first chalk? Second chalk?

_________________________________________________________________________________
b. Based on the activity, how will you compare the two types of weathering?
_________________________________________________________________________________
Group B
1. Put some dry sand in a wooden box.
2. Put the box on the floor beside an electric fan.
3. Stand behind the electric fan. Turn it on then observe
4. Answer the questions below.
a. What happened to the particles?

_________________________________________________________________________________
b. What agent of weathering caused the fine sand to roll along?
________________________________________________________________________________
3) APPLY, PRACTICE, A. Graphic organizer using Radial Diagram

FORMATIVE
ASSESSMENT
175
animals
water wind
Weathering
plants people
The Lesson
Part I: Day One - Introductory Activity
Have students log on to the interactive game “Shape It Up!” (available at Kinetic City). Explain that this game will challenge
them to identify the forces that shape the earth’s surface and the relative speed with which they act. After explaining that
“erosion” is generally a process whereby the earth’s surface is worn down, provide students with a focus for media
interaction by asking them to determine which of the game’s four earth-shaping forces (wind, water, glacial and volcanic
activity) is NOT a force of erosion. Allow students to play the game for approximately 5 minutes—enough time for everyone
to have played every scenario in the game.
Review the focus question by asking which of the four earth-shaping forces in the game is NOT a force of erosion. (If
students don’t answer “volcanoes,” explain that while erosion is generally a process whereby the earth’s surface is worn
down, volcanic activity generally raises up the earth’s surface.) Have students click on the “Learn More” button and ask for
four volunteers to each read one of the paragraphs describing the geological process in the game. Explain that water, wind,
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and glaciers are all forces of erosion. Erosion describes the process by which small particles of rock (or sediment) are
washed, blown, or scraped away, wearing down the surface of the earth.
Explain that large rocks first need to be broken down into smaller pieces in order to be worn away by erosion, and that this
is accomplished by weathering—the breaking down of rock by chemical or mechanical processes. Explain that the
remainder of this lesson will explore and explain the phenomenon of weathering and erosion in greater detail, beginning
with weathering.
Learning Activity 1 - Mechanical Weathering

Explain that weathering involves two processes that generally work together to decompose rocks at or near the earth’s
surface: mechanical weathering and chemical weathering.
Place an effervescent antacid tablet on a table and break it with a hammer. Explain that this is a form of mechanical
weathering—the physically breakdown of rocks into smaller fragments without changing their chemical composition. Ask:
What are some things that might cause mechanical weathering? (Answers will vary but may include: extreme heat, extreme
cold, exfoliation, crystal growth, the growth of lichens and plant roots—also called biological weathering—and human and
animal traffic.)
Have students log onto the Types of Mechanical Weathering Web site and click “Next” twice, which should take them to the
“Mechanical Weathering – Exfoliation” page. For this and the next four pages of the Web site, provide students with a focus
for media interaction by asking them to complete the Mechanical Weathering Student Organizer Allow ten minutes for
completion of the organizers.
Review the students’ answers to the organizer questions, correcting and explaining as necessary. (An answer key is
provided.) Ask if they can think of any other types of mechanical weathering. (Answers will vary.) Tell them that in
temperate climates like our own, frost wedging is one of the most common types of mechanical weathering. Explain that
this is a different process than the thermal expansion and contraction they just learned about. Tell students that they will
now be conducting a demonstration that will illustrate how frost wedging works.
Ask two student volunteers to come to the front of the class. Have one student fill a balloon with water until it is the size of
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a ping-pong ball, and then tie a knot at the end. Have another mix water with plaster of Paris; once the mixture is as thick as
yogurt, have him or her pour half of the plaster in one milk carton and the other half in the other. Have the student with the
balloon push it down into the plaster in one carton until the balloon is about 1/4 inch under the surface. Have him or her
hold the balloon there until the plaster sets enough so that the balloon doesn't rise to the surface. Let the plaster harden
for about 1 hour. Put both milk cartons in the freezer overnight.
Ask students to predict what they think will happen when the milk cartons are frozen? (Accept all answers.) Tell students
that they will see tomorrow what happened. Explain that in the meantime they will be looking at the other primary type of
weathering: chemical weathering.
Learning Activity 2 - Chemical Weathering

Explain that chemical weathering describes a process in which rock is broken down through a change in its chemical
composition—most commonly through the dissolution of minerals in the rock by water. One common form of chemical
weathering is oxidation of iron in rocks—otherwise known as rust. Another is when carbon dioxide from air combines with
water to form carbonic acid, which dissolves rock—especially rock containing high amounts of the mineral calcium
carbonate (e.g. marble or limestone).
Illustrate this last point by dropping an effervescent antacid tablet into a beaker of water. Explain as it dissolves that these
tablets contain sodium bicarbonate which dissolves in water in much the same way that carbonate rocks dissolve in
carbonic acid. Ask students if they think that temperature is a factor in chemical weathering? (Accept all answers.) Tell
students that they will now be conducting an experiment to determine how the rate of chemical weathering might be
affected in different climates around the world. Divide the class into groups of 4-5 students. Distribute to each group an
empty 250ml beaker, a 1000ml beaker filled with hot tap water, a tray of ice, a thermometer, a stopwatch, and the
Chemical Weathering Student Organizer.
Have each group combine some ice and hot water in their empty beaker until the temperature reaches the 40-50° C range,
at which point any remaining ice in the beaker should be removed. Ideally, the total volume in the beaker should be about
200ml, although a little less or more won’t matter. Record the temperature of the water on the organizer.
Have one member of each group start timing with a stopwatch at the moment another group member drops an antacid
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tablet into the beaker. Stop the stopwatch when the tablet has completely dissolved and no traces of the tablet are visible.
(Don’t wait for the bubbling to stop.) Record the dissolving time in the organizer. Also record the water temperature again;
calculate the average temperature during the experiment (i.e. add the starting and final temperatures and divide by 2) and
enter that into the organizer.
Empty the beaker (rinsing well to get rid of any antacid remnants) and repeat the experiment four more times, lowering the
temperature range each time by 10 degrees (i.e. round two of the experiment should be 30-40° C, round three should be
20-30° C, and so on.) NOTE – if you are short on time, assign different temperatures to different groups of students rather
than having all the groups repeat the experiment four times.
Direct students to the Graphing Tutorial Web site, providing a focus for media interaction by asking students which types of
graph would be best suited to easily and effectively plot the data they’ve just collected. (A bar or line graph would be
simplest and best.) Which would be least suitable? (A pie chart would be unsuitable as it does not reflect changes over
time.) Have each group graph their tablet dissolution time answers in a bar or line graph on their graph paper (where the X
axis is the Average Water Temp and the Y axis is Dissolving Time).
Have students answer the questions at the bottom of the organizer.
Ask students what else might accelerate the chemical weathering process they just modeled? Offer the hint that they
learned about it earlier in the lesson. (Mechanical weathering.) Pull out another antacid tablet and crush it with a hammer.
Drop the crushed bits into water—they will dissolve almost instantly. Explain that this shows how mechanical weathering
facilitates the chemical weathering of rocks.
Ask students if they think the opposite is true (i.e. that chemical weathering facilitates mechanical weathering)? (Yes.) Have
each group drip a few drops of water on antacid tablets—just enough to start its fizzing reaction. After a few seconds, have
them rub the dissolving tablet between their fingers. Explain that the antacid residue coming off on their fingers shows how
chemical weathering (i.e. the water dissolving the tablet) can facilitate mechanical weathering (i.e. the fingers rubbing—or
abrading—the tablet).
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Learning Activity 1: Mechanical Weathering
Review the previous activity’s experiment with the milk cartons. What were students’ predictions about what would happen
when they froze? (The plaster containing the balloon should have cracked as the water in the balloon froze and expanded.)
Remove the plaster-filled milk containers from the freezer. Ask students: what happened to the plaster that contained the
balloon? (It cracked.) What happened to the plaster that had no balloon? (It did not crack.) Why the difference? (The water
in the balloon expanded as it froze.) Explain that this is the same process which occurs when water seeps into cracks in
rocks and freezes—a process called frost wedging.
Have students log on to Types of Mechanical Weathering and have them click “next” until they get to the “Frost Wedging”
page. Provide students with a focus for media interaction by asking them to find the name of the process that describes
how small frost wedging cracks can become larger over time? (The freeze-thaw cycle.) Ask a student volunteer to describe
this process. (As water frozen in rock cracks thaws, it seeps deeper into the cracks it made when it froze before; when it
freezes again, it widens the crack.)
3 Part Skittles Weathering and Erosion Lab Activity
Teacher:
Two or three days in advance, ask volunteers to bring in a few bags of Skittles. One Skittle (piece) per student will suffice.
I put students into groups of 3 for this activity. However, each student has his/her own Skittle to manipulate.
The opening part of this lesson is inquiry-based. Do not tell your students anything about the activity. (not even the name
of the activity)
Closing Answers:
When did mechanical weathering occur during this lab activity?

When the precipitation from the water dropper hit the Skittle and pieces of the shell were worn away or broken off
(including the letter S)
When did chemical weathering occur during this lab activity?
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When the Skittle sat in the water that accumulated on the surface of the Earth (tin pan) and the color (minerals, rock
fragments, sediment) dissolved off of the bottom of the Skittle
When did erosion take place during this lab activity?

When the colored water flowed away from the Skittle-the water was carrying away the color (minerals, rock fragments,
sediment)
What did the water represent in this lab activity?

Precipitation/rain that weathered the Skittle
What did the Skittle represent in this lab activity?

A rock
What did the color on the Skittle represent in this lab activity?
Minerals, rock fragments, sediment
What did the tin pan represent in this lab activity?

The surface of the Earth
From where we left off, could your group demonstrate deposition? How?
Possible answer: Pour the water from each tin pan through a stack of paper towels. The water will soak through and leave
behind anything that was carried away by the water including the color (minerals, rock fragments, sediment)
***I have not attempted this part of the activity. I will try it next year.***
Students:
1. Make a close inspection of the materials that we will use during today’s lab activity.
a. colored pencils or crayons
b. graduated cylinder with 50-100 mL of water
c. pipette (water dropper)
d. skittles (1 per student is sufficient)
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e. tin pan (shallow container of any kind will suffice)
Students:
2. After a brief collaborative discussion with your group, answer the following question in step or sequence format.
a. How are we going to use the materials listed above?
1.
2.
3.
4.
5.
b. What concepts are we trying to demonstrate/master?
Students:
1. Use the pipette (water dropper) to squeeze 10 drops of water onto your skittle from a distance of roughly 6 inches.
2. Record your results in visual format. (draw what it looks like in the box below using colored pencils or crayons)
3. Record your results in written format (describe what is happening).
4. Repeat steps 2 and 3 after 20, 30, 40, and 50 drops.
10 Drops 20 Drops 30 Drops 40 Drops 50 Drops
Visuals
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Written
Closing:
All 3 students will discuss and answer the following questions at the conclusion of the lab activity. Each student should be
prepared to explain his/her answer(s) to the class during a brief presentation period.
Student #1:
When did mechanical weathering occur during this lab activity?
When did chemical weathering occur during this lab activity?
Student #2:
When did erosion take place during this lab activity?
Student #3:
What did the water represent in this lab activity?
What did the Skittle represent in this lab activity?
What did the color on the Skittle represent in this lab activity?
183
What did the tin pan represent in this lab activity?
Extension:
From where we left off, could your group demonstrate deposition? How?

B. Summative test
Prepared by:
AURORA C. SERENO
Master Teacher I
Banna District
184
SCORING RUBRIC FOR DIAGRAM MAKING

Earned
of information
visuals
Mastery of content and Needs much Meets only one of the first 1
clarity presentation improvement three criteria
185
4th QUARTER

LESSON TITLE: Soil Erosion NUMBER OF SESSIONS: 5
1. What other self-mastery skills, values and attitudes are being developed?
Learning to THINK: Understands the concepts of the different agents of soil erosion
Learning to DO: Conducts simple activity using wind breakers to control soil erosion
Learning to FEEL: Appreciates the importance of trees to prevent soil erosion
Learning to COMMUNICATE: Explains how trees help in preventing soil erosion
Learning to INTUIT: Foresees the ill-effects of soil erosion in the community
Learning to LEAD: Encourages people to plant trees

1. How will you help others prevent soil erosion in your community?
2. Cite ways on how to prevent soil erosion.
3. Explain the effects of soil erosion in your community?

Activity Sheet Cooperative Learning Laboratory work/Activity
Lecture Graphic Organizer
186
Rubric for Essay Writing

PHASES
Based on the activity yesterday, what happens after the rocks break?
2) ACTIVATE
2) ACQUIRE
Allow pupils to do the activity. (Erosion by Wind)
SHOWING WIND EROSION
Science Skills: Observing, Comparing, Inferring

You will need:
 1 cup of fine sand

 Hard cardboard
 Paper plate
What to Do:
1. Pour one cup of fine sand on a paper plate.
187
2. Slowly fan the sand on the paper plate using the hard cardboard. What do you observe?
3. Next, fan the sand a bit faster. What happens?
4. Try different speeds of fanning. Draw what shape forms each time you change the speed.
5. Answer the questions below.
a. How does the speed of fanning affect the shape of sand formed?
______________________________________________________________________
_______________________________________________________________________.
b. How can you relate this with the shape of sand dunes formed in Paoay, Ilocos Norte?
______________________________________________________________________
_______________________________________________________________________.
3) APPLY, PRACTICE, Graphic Organizer

FORMATIVE Complete the diagram by filling out the missing information in the circles
ASSESSMENT
1
Agents
of Soil
Erosion
188
4) SUMMATIVE A. Essay Writing --- As a Grade five pupil, how can you help prevent soil erosion in your community?
ASSESSMENT,
CLOSURE AND
REFLECTION
Prepared by:
AURORA C. SERENO
Master Teacher I
Banna District
189
Points
Earned
of information
visuals
190
4th QUARTER

LESSON TITLE: Effects of Soil Erosion NUMBER OF SESSIONS: 3
Learning to THINK: Understands effects of soil erosion to landforms and living things
Learning to FEEL: Appreciates that soil erosion can form earth’s surface (large masses of land will become wonders of
nature)
Learning to DO: Investigates extent of soil erosion in the community and its effects on living things and the environment
Learning to COMMUNICATE: Describes how soil erosion can affect landforms and living things
Learning to LEAD: Encourages others to participate in preventing the effects of soil erosion
Learning to INTUIT: Foresees the bad effects of soil erosion in your community
Learning to BE: Become responsible nature lover (environmentalist)
What is soil erosion?
What are the different effects of soil erosion to landforms and living things?
How does soil erosion affect landforms and living things?
If you were in a community where landslide/flood is frequently happening, what would you do?
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*Pictures Collaborative Learning Laboratory work/Activity
*Video Clip
*Powerpoint Presentation Lecture Complete the diagram
*SWF
*Worksheet
Rubric for group activity: Erosion Survey
PHASES
2) ACTIVATE
Observe the two pictures, what are the similarities or differences?

What is soil erosion?
What do you think are the different effects of soil erosion?
Does soil erosion affect landforms? Living things? How?
2) ACQUIRE  Through video clip, let the pupils understand the meaning of soil erosion and effects of soil erosion to
landforms and living things. (Take down notes the important details)
www.youtube.com/watch?v=0modsclbcd4
-Let the pupils watch the video clip without a pause.
-Let the pupils watch the video clip then pause for clarification and discussion
 Lecture
 What is soil erosion?
 What are the different effects of soil erosion to landforms and living things?
192
 How does soil erosion affect landforms and living things?
 Group Activity
List down the effects of soil erosion in table form.
Landforms Plants Humans and Animals

(Teacher will process the output of the learners.)
 Present another activity SWF: Effects of soil erosion around the world.
Effects of Soil erosion around the world.swf

3) APPLY, PRACTICE, A. How do the following can increase the effects of soil erosion?
FORMATIVE Human Activity How it contributes to soil erosion?
ASSESSMENT Overgrazing
Overcropping
Deforestation
Working on a slop
A. Using a “HOT POTATO CHALLENGE: J-CROSS”
B. Explain
How do humans increase the effects of soil erosion?
(What are the activities of man that contribute soil erosion?)
C. Make a poster on how soil erosion can be beneficial and harmful at the same time.
193
4) SUMMATIVE A. Write ( / ) if the situation shows a good effect of soil erosion and ( x ) if not.
ASSESSMENT,
CLOSURE AND ____1. Shaping of landforms ____6. Decrease in food production
REFLECTION ____2. Deposition mine tailings ____7. Pollution of water
____3. Formation of soil ____8. Inability of soil to hold water
____4. Removal of top soil ____9. Change in appearance of mountains
____5. Clogging of irrigation canals ____10. Large masses of land becoming wonders of nature
B. Erosion Survey
Science Skills: Observing, communicating, inferring
Time frame: 15 minutes
You will need: paper and pen
What to do:
1. Observe the landforms or rock formations in your community. Take note of possible signs of erosion. If there are no
landforms or rock formations in your community, you may use other books or references to observe some land forms
or rock formations in other places.
2. Ask old people in your community about some landforms or rock formations that may be the result of erosion. Let
them describe how does looked like before. Based on their description, compare with how they look like now.
Questions:
1. What are the signs of erosions that you have observed around your community? In other places?
2. Based on the accounts of the old people that you have talked to. Do the landforms or rock formations that you see
in your community today look the same as they were many years ago?
Prepared by:
RENATO A. TUTOP JR
Teacher III
Mabino Elementary School
Dingras District I
194
SCORING RUBRIC FOR GROUP ACTIVITY: Erosion Survey
Points
Set of Criteria Rating
Earned
a. Overall Presentation of output with accuracy of
4 Excellent
information and mastery of the content
b. Present output with accurate information but least
3 Very Satisfactory
mastered the content
c. Present output with not enough information and
2 Satisfactory
mastery of the content
d. Present output with irrelevant information 1 Needs improvement
195
4th QUARTER

LESSON TITLE: Ways to Control Soil Erosion NUMBER OF SESSIONS: 3
1.What other self-mastery skills, values and attitudes are being developed?
Learning to THINK: Understands ways on how to control soil erosion
Learning to DO: Participates ways on how to control soil erosion like tree planting activity
Learning to FEEL: Appreciates the importance of planting trees and grasses
Learning to COMMUNICATE: Expresses the importance of agricultural practices in preventing soil erosion
Learning to INTUIT: Recognizes the importance of planting and preserving our environment
Learning to LEAD: Encourages others to join in activities which are related to the protection and preservation of our
environment
4. How can you lessen the harmful effects of soil erosion?

5. How forests help in controlling soil erosion?
6. Cite ways on how you can help in restoring denuded mountains so as to help control soil erosion?
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PowerPoint Lecture Poster Making
presentation
Pictures
module11swf.swf

Rubric for Poster Making

 Start the lesson by showing pictures through PowerPoint presentation about overgrazing,
3) ACTIVATE quarrying, deforestation.
 Ask: What are the bad effects of these activities?
 Sharing of ideas about the pictures.
PREVENTING SOIL EROSION
Science Skills: Observing, Comparing, Inferring, Communicating
You Will Need: - shoebox - dried leaves
-soil/sand -grasses
What to Do:
A. 1. From the earlier discussions, plan your own model to show one way of minimizing the harmful effects of soil
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erosion.
2.You are free to use materials found around you other than those indicated above.
3.Explain how your model works.
B. 1. Visit a garden. Look for an area with and without plants.
2. Pour slowly 1 liter of water over each soil area with plants and without plants.
3. Observe the movement of the soil.
4. Answer the following questions.
a. Which soil area was easily carried away by running water?
b. What prevented the soil from being easily carried away by running water?
Presentation of Group Outputs. (Teacher will process their outputs)
https://www.youtube.com/watch?v=G5M22qqTvdw
 What is the simplest natural way of controlling soil erosion? How?
 What are the agricultural practices that can help control soil erosion?
 How can forests help in controlling soil erosion?
 Are trees and grasses important in the preservation of soil erosion? Why?
 What other activities or ways to prevent or control soil erosion?
 As a Grade 5 pupil, how can you help in preserving and maintaining our environment?
3) APPLY, PRACTICE,
FORMATIVE ASSESSMENT  COMPUTER GAME
198
module11swf.swf
1. Using computers, pupils play the game on soil erosion through the SWF files.
ASSESSMENT, CLOSURE  What I’ve learned today is about _________________.
AND REFLECTION  First, I’ve learned that __________________________.
b. Make a poster to which raises awareness on the importance of forest and ways to conserve it.
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Vintar District II
199
SCORING RUBRIC FOR POSTER MAKING

information
Clarity of message Very Satisfactory Meets all of the three 3
criteria
criteria
200
4th QUARTER

LESSON TITLE: Weather Disturbances NUMBER OF SESSIONS: 5
Learning to THINK: Understands why weather disturbances occur
Learning to DO: Applies knowledge towards environmental conservation
Learning to FEEL: Appreciates the importance of caring for the environment
Learning to COMMUNICATE: Expresses the importance of caring for the environment
Learning to INTUIT: Reflects on how human activities contribute to environmental degradation/conservation
Learning to LEAD: Encourages others to promote environmental conservation
Learning to BE: A steward of the Environment

1. What are the different kinds of weather disturbances?
2. How do weather disturbances occur?
3. What happens when the condition of the atmosphere changes?

Tarsia Puzzle Laboratory Activity Convection Current Experiment
Laboratory Acivity Collaborative Learning Think-Pair-Share Activity
Worksheet Discussion/Learning
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Video Clip
Powerpoint Presentation

Rubric for Think-Pair-Share Scoring
Rubric for Poster Making
Rubric for Group Activity
V. INSTRUCTIONAL
PHASES LEARNING ACTIVITIES
 Group Activity: Let the pupils form the Tarsia Puzzle about the different kinds of weather and weather
1) ACTIVATE elements.
2) ACQUIRE  Watching Video Clip

Let the pupils watch the video clip about a tropical cyclone and let them infer about the topic to be
discussed.
https://m.youtube.com/watch?v=UKL9NlxLIIE
https://m.youtube.com/watch?v=oO-U4nEqLO8
-Let the pupils watch the video clip without a pause.

-Let the pupils watch the video clip then pause for clarification and discussion
 Laboratory Activity 1: Convection Current Experiment

Through the laboratory activity (Convection Current Experiment), let the pupils relate how the process of
convection creates weather disturbances?
Presentation of outputs
(The teacher will process the pupils’ output)
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 Laboratory Activity 2: Air Movement
Air Movement
You will need:

One clear plastic container (shoebox size) ice cube
Two tablespoon red food coloring Blue and red colored pencils
Two tablespoon blue food coloring
What to Do:
1. Fill the plastic rectangular food container with 2/3 full of tap water. Let it stay for 30 seconds to make it still
2. While waiting for the water to be still, put two drops of blue food coloring to the ice cubes. Make sure it will color
the ice cube.
3. Slowly place the blue ice cubes at one end of the container.
4. Add two drops of red food coloring to the water at the opposite end of the container. Be careful not to disturb the
water.
5. Observe how the blue and red food coloring move.
6. Now, using the red and blue colored pencils, draw what you have observed.
Questions:
1. What does the activity imply?
2. What did you observe in the movement of the red and blue food coloring in the water?
Presentation of outputs
(The teacher will process the pupils’ output)
 Lecture/Discussion
Ask the learners with the following questions:
What are the different kinds of weather disturbances? Characterize each.
How do weather disturbances occur?
203
What are the different factors affecting the weather?
What happens when the condition of the atmosphere changes
3) APPLY, PRACTICE, Activity 1: Think-Pair-Share

FORMATIVE ASSESSMENT  Assign each pupil a word related to weather disturbances. Give them 3-5 minutes thinking time.
 Let the pupils find their pair. Let them exchange their ideas about the assigned word to them.
 Let each pair share their ideas in class.
Activity 2: Fill the table below with the different weather disturbances.
Weather Disturbances Changes Result of the Changes
 Answer the following questions briefly

1. How will you differentiate High Pressure Area and Low Pressure Area?
2. What is the importance of knowing the causes of weather disturbances?
Activity 3: Comparing Temperatures

1. Using a wall thermometer, get the temperature of air in your classroom at 10 o’clock in the morning for three
days. Record and compare the temperature
Day Temperature at 10 am
1
2
3
Does the temperature change from day to day?
2. Get the temperature in three different places in your school at 10 o’clock in the morning. Do this for three days.
Record and compare the temperature.
Day Place Temperature at 10 am
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1
2
3
Does the temperature changes from place to place?
What can you infer from the two sets of investigations or conditions?
4) SUMMATIVE  Worksheet/Quiz on Weather Disturbances
ASSESSMENT, CLOSURE  Create an infographic poster with attractive pictures and important about dangers posed by weather
AND REFLECTION disturbances.
Prepared by:
NOEMI C. SERRANO
Teacher I
Malaguip Integrated School
Paoay District
205
SCORING RUBRIC FOR THINK-PAIR-SHARE
Criteria 3 2 1
On Task Pupils were partly on task Pupils were on task most of the time Pupils were on task the whole time
Pupils were very loud and
Volume Pupils were a little too loud Pupils used six-inch voices
distracted others
Pupils listened to each other most of Pupils listened to everything each
Attention Pupils partly listened to each other the time other said
Pupils did not talk about their Only one pupil shared answers Both pupils shared answers
Participation
answer
Note Card is filled out with almost Note Card is filled out but some Note Card is filled out with as much
Notes no information that is relevant to information is not relevant to the topic. relevant information as possible.
the topic.
SCORING RUBRIC FOR POSTER MAKING

Accuracy Excellent Meets all the criteria 4
Clarity of message Very satisfactory Meets all the three criteria 3
Neatness Needs much improvement Meets only one of the first three criteria 1
206
SCORING RUBRIC FOR GROUP ACTIVITY
Set of Criteria Points Earned Rating

Overall Presentation of output with accuracy of information and
4 Excellent
mastery of the content
Present output with accurate information but least mastered the
3 Very Satisfactory
content
Present output with not enough information and mastery of the content 2 Satisfactory
Present output with irrelevant information 1 Needs improvement
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4th QUARTER
LESSON TITLE: Conditions of the Environment Before, During, and After a Typhoon NUMBER OF SESSIONS: 5
Learning to THINK: Understands the concept of environmental protection and conservation
Learning to DO: Observes precautionary measures in times of disaster
Learning to FEEL: Appreciates the importance of scientific inquiry in promoting environmental protection
Learning to COMMUNICATE: Explains proper ways of preserving and conserving resources at home, school, and community
Learning to INTUIT: Predicts changes in the environment based on basic natural pattern
Learning to LEAD: Encourages preservation and conservation of natural resources
Learning to BE: Young conservationists

1. What are the changes in the environment before typhoon?
2. Why is weather important in our daily life?
3. How could you help in promoting, caring, and saving the natural resources?
4. What are the important ways to do and tools to use to attain an effective understanding of the concepts of knowledge?

Picture Lecture Poster Making
208
PowerPoint Presentation Role Play
LM Science Beyond Research from the internet
Borders Grade 5

Rubric for Role Play
PHASES  Start the lesson by giving the class an activity.
1) ACTIVATE  Divide your class into four equal groups. Then, pose for a situation that you commonly see or you
have experienced whenever there is a typhoon. You will be given 1 minute to decide for a pose,
then afterwards everyone will freeze. One representative of the group will then explain their
group’s pose to the clas.
2) ACQUIRE  Video-Based Instruction
 Present a video clip on environmental condition before, during, and after typhoon.
Before Tropical Cyclone-https://www.google.com/search? qyoutube+before-tropical+cyclone
 Safety Precautions-https://ru-clip.net>rev>CJYBEAE
 Lecture
 How do weather disturbances affect living things and the environment?
 What are some of the precautionary measures before, during and after the typhoon?
4)APPLY, PRACTICE,  Role playing on what to do during and after typhoon.

FORMATIVE  Make a bookmark showing different ways that people should do during calamities like typhoons.
ASSESSMENT
5) SUMMATIVE a. WHAT I HAVE LEARNED TODAY (Journal)

ASSESSMENT,
CLOSURE AND  What I’ve learned today is about _______.
209
REFLECTION  First, I’ve learned that _______.
 Second, I’ve learned that _______.
 Furthermore, I’ve learned that _______.
a. How can you prevent or minimize the harmful effects brought about by typhoon?
b. Make a disaster preparedness flow, a list on what to include in a disaster list.
Prepared by:
RAMON G. ESPEDIDO
Master Teacher II
Pasuquin District
210
Rubric A SCORING RUBRIC FOR ROLE PLAY

a. Richness and Excellent Meets all four criteria 4
accuracy of
information
b. Clarity and accuracy Very Satisfactory Meets all of the three criteria 3
of visuals
c. Creativity/Novelty of Satisfactory Meets two of the first three criteria 2
presentation
d. Mastery of content Needs much Meets only one of the first three criteria 1
and clarity improvement
presentation
Rubric B SCORING RUBRIC FOR BOOKMARK MAKING

1. Accuracy of Information Excellent Meets all four criteria 4
2. Clarity of Message Very Satisfactory Meets all of the three criteria 3
3. Creativity/Novelty Satisfactory Meets two of the first three criteria 2
4. Neatness Needs much Meets only one of the first three criteria 1
Improvement
211
4th QUARTER

LESSON TITLE: Dealing with Weather Disturbances NUMBER OF SESSIONS: 5
I. LEARNING ENDSTATE
What other self-mastery skills, values, and attitudes are being developed?
Learning to THINK: Understands the concept of environmental protection and conservation
Learning to DO: Uses scientific findings to understand and manage basic environmental issues
Learning to FEEL: Values scientific approaches in understanding and solving simple life problems.
Learning to COMMUNICATE: Explains proper ways of preserving and conserving resources at home, school, and community
Learning to INTUIT: Foresees the ill-effects of environmental abuse and degradation
Learning to LEAD: Encourages preservation and conservation of natural resources
Learning to BE: Young conservationists

1. How could you help in promoting, caring, and saving mother earth?
2. How do weather disturbances affect living things and environment?

Video clip Concept Map Laboratory Activity
LM Science Beyond Borders Grade 5 Lecture Role Play
Concept Map Making
212
Rubric for Role Play
PHASES  Present a video clip on the effect of winds given a storm signal warning.
1) ACTIVATE www.youtube.com/watch?v=e72XOdaJD_0
2) ACQUIRE  Video-Based Instruction

 https://wayph.com/what-to-do-before-during-and-after-typhoon/ or
https://www.youtube.com/watch?v=IPjyCzkD8L8
 How do weather disturbances affect the living things and the environment?
 Group Activity
MY EMERGENCY KIT
Science Skills: Inferring, Communicating
You Will Need: - pad paper
- ballpen
What To Do: 1. Form a group of four.
2. Pretend that there is an upcoming Signal No. 4 typhoon that will affect your locality.
3. List down the top five important items that you will prepare in order to survive the hazards
that the typhoon might bring.
4. After finalizing your list, write down why you chose such items.
Items to Prepare Reason

1.
2.
3.
5. Imagine that the typhoon has ended. How can you describe the surroundings? What can the
government do to address the situation?
213
3) APPLY, PRACTICE,  Make a concept map about the effects of typhoon.
FORMATIVE  Role playing on what to do before, during and after typhoon.
ASSESSMENT
4) SUMMATIVE a. Bookmark making
ASSESSMENT,
CLOSURE AND Create a book mark out of a used carton and add illustrations related to promoting, caring, and
REFLECTION saving mother earth.
b. Why is it necessary for us to know the meaning of storm signal?
_______________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.
Prepared by:
RAMON G. ESPEDIDO
Master Teacher II
Pasuquin District
214
SCORING RUBRIC FOR ROLE PLAY
Points
Earned
of information
visuals
215
4th QUARTER

LESSON TITLE: Phases of the Moon NUMBER OF SESSIONS: 5
Learning to THINK: Understands why the appearance of the moon changes from time to time
Learning to DO: Observes and describes the phases of the moon
Learning to FEEL: Appreciates the different phases of the moon
Learning to COMMUNICATE: Expresses why the moon has phases
Learning to INTUIT: Predicts changes on the phases of the moon based on patterns
Learning to LEAD: Encourages others to observe why the moon appears differently at different times
Learning to BE: Young Explorer

1. Does the moon shine on its own light?
2. What causes a new moon phase?
3. Why does the appearance of the moon change from time to time?
III. MATERIALS, METHODS,

AND ACTIVITIES
216
LM Science Beyond Borders Lecture Computer Game
Grade 5
planets.swf
MoonPhases.swf

Rubric for Diagram Making

PHASES  Complete the puzzle by answering facts about the moon.
1 2
4) ACTIVATE
3
217
Across
4 the phase of the moon when it is a complete circle
6 large round pits on the moon’s surface
7 dark flat areas on the moon’s surface
Down
1 mountains on the room
2 the phase of the moon when the moon is partially or not seen in the sky
3 Earth’s natural satellite
5 changes in the moon’s appearance
2) ACQUIRE  Through video clip let the pupils observe the phases of the moon
https://www.youtube.com/watch?v=NCweccNOaqo
MoonPhases.swf

 Lecture
 Does the moon shine on its own light? Why did you say so?
 What causes a new moon phase?
 Why does the moon’s lighted part seem to be crescent, half and full in different times of the month?
 Group Activity
MOON MODEL
218
You will Need:
 Globe
 Flashlight
 Small ball
What to do:
1. Place the globe at the center of the table.
2. Turn off the lights in the room. Make sure that the room is dark enough so as to enhance the light coming
from the flashlight.
3. Turn on the flashlight. Be sure to focus its light on the globe.
4. Hold the small ball in between the globe and the flashlight.
5. Turn the ball slowly around the globe. DO NOT MOVE THE FLASHLIGHT.
6. Observe what portion of the ball reflects light. Does the ball change its shape? Please explain.
Questions:
1. Observe what portion of the ball reflects the light. Does it change its shape? Please explain.
2. On a cartolina, draw the lighted portion of the ball in the different positions.
Earth/Globe
3. Present and report it in class.

3) APPLY, PRACTICE,  COMPUTER GAME
219
FORMATIVE
ASSESSMENT 1. Using computers pupils play the game Our Solar System Prepare for your mission Moon Phase Mission Moon Mystery
planets.swf
Mission through the SWF files
4. Draw and label the phases of the moon and write a brief description about it. Use the diagram below.
Phases of the Moon Image Description

b. Make a photo chart using any paper medium, complete with pertinent information about and images of the features of
the moon .
Prepared by:
NOVELYN L. AGBAYANI
Master Teacher II
Vintar District II
220

Earned
of information
visuals
221
4th QUARTER
SUBJECT: Science LEVEL GRADE: 5

UNIT TITLE: Earth and Space WEEKS: 36
LESSON TITLE: Beliefs and Practices Associated with the Moon NUMBER OF SESSIONS: 5
Learning to THINK: Understands the concepts about beliefs and practices associated with the moon
Learning to DO: Uses scientific findings to understand and manage the beliefs and practices associated with the moon
Learning to FEEL: Upholds or values the said beliefs and practices associated with the moon
Learning to COMMUNICATE: Expresses the importance of some beliefs and practices associated with the moon to as associated in life
Learning to INTUIT: Foresees the effects and reflects how man values and attitude towards belief and practices associated with the moon
Learning to LEAD: Encourages honesty and objectivity in assessing beliefs and practices associated with the moon
Learning to BE: Curious learner
1.What are some of the beliefs and practices that are associated with the moon?
2.What are superstitious beliefs?
3.How these beliefs and practices affect human lives?

PowerPoint Cooperative Learning Group Activity
Presentation
Video clip Lecture Activity (Phases of the
Moon )
222
1. Rubric for Making Illustration on the Phases of the Moon
 Start the lesson by showing pictures of Phases of the Moon.
1) ACTIVATE
https://www.google.com/search?q=phases+of+the+moon
https://www.google.com/search?q=phases+of+the+moon
 Phases of the moon are often associated with the superstitious beliefs because
they have great impact on Earth and in turn affect our lives.
 Sharing of ideas about the pictures
2) ACQUIRE  Present the video clip to the pupils. https://www.youtube.com/watch?v=sy5EMH236_8
https://www.youtube.com/watch?v=hCHGXBlW3eU
223
 Group Activity
The teacher will distribute activity sheets to the different groups
Each group will make theirr own analysis on the activity.
Each group will present their outputs based on their observations.
LET’S EXPLORE
Fact or Opinion
Science skills: Inferring, communicating

You will need: journal , pen
What to Do:
Form a group with 5-8 members.
Interview some older people about superstitious beliefs associated with the moon which
they believe in.
Discuss with your groupmates the answer to the following questions:
How do beliefs about the moon affect their lives?
 Share your answer with the class.

 Lecture
 What is superstitious belief?
 What are the beliefs and practices associated with the moon?
 What is the significance of the beliefs and practices associated with the moon in
our lives?
 As a Grade 5 pupil, how can you show/ relate to others about the importance of
following some of the beliefs and tradition associated with the moon?
 How do these beliefs and practices associated with the moon affect our lives?
3) APPLY, PRACTICE,  On a 1/8 size illustration board, illustrate how the moon affects your daily life.
224
FORMATIVE ASSESSMENT  Give at least 2 beliefs and practices in connection with the phases of the moon.
 Do you believe in these beliefs and practices? Why or why not?
4) SUMMATIVE ASSESSMENT, A. Choose the correct answer inside the box to complete or identify what is being describe in each sentence.
CLOSURE AND REFLECTION
1. _____ are beliefs based on opinions, observation and experiences but
have no scientific explanation.
2. This is to believe that planting when moon is in specific phases may
bring good harvest.
3. When the sun, moon and earth line up and the moon is at its perigee
you can expect lower temperature.
4. This is said to be the rising and falling of sea levels with respect to land.
5. During the waxing phases of the moon-from new moon to full moon,
the moisture of the soil is at a higher level.
Tides superstitious
Moon and planting moon and weather Full moon
B. Use any available recyclable materials to show the different phases of the moon. Be sure to label each phase
properly. Hold a class exhibit to showcase your works.
C. Reflect on how beliefs and practices affect one’s life or an individual?
Prepared by:
AURORA C. SERENO
Master Teacher I
Banna District
225
SCORING RUBRIC FOR MAKING ILLUSTRATION ON THE PHASES OF THE MOON

Richness and accuracy of Excellent Meets all four criteria 4
Information
Clarity and accuracy of visuals Very Satisfactory Meets only three of the criteria 3
Creativity/novelty of presentation Satisfactory Meets only two of the criteria 2
Mastery of content and clarity Needs much Meets only one of the criteria 1
presentation improvement
226
4th QUARTER
SUBJECT: Science LEVEL: Grade 5

LESSON TITLE: Different Characteristics of Stars NUMBER OF SESSIONS: 3
Learning to THINK: Understands the concepts about the characteristics of stars
Learning to DO: Performs activities to describe the different characteristics of stars
Learning to FEEL: Appreciates the importance of stars in our daily activities
Learning to COMMUNICATE: Applies scientific knowledge to debunk local myths and folklore about stars by presenting pieces of
evidence to convince the community folks
Learning to INTUIT: Reflects how man’s activities are being affected by stars
Learning to LEAD: Encourages others to think rationally and not to depend on stars in making decisions in life
Learning to BE: Keen Observer/Accurate Learners
1.In what ways stars differ from one another?

2.What affects the apparent magnitude of stars?
3.Why do scientists measure the distance of stars in light years instead of kilometers?
4.How does the color of the star affect its temperature?
5.Do stars change in size?
PowerPoint Lecture Making a star-lit light box
Presentation
Video clip Cooperative Learning Group Activity
227
Manipulative
materials
Rubric for Product Output
PHASES
 Start the lesson by asking the pupils to choose anything from their bag and place them randomly on
1) ACTIVATE their table. Have them describe their things in tabular form (table 1), and share their work in the class.
Table 1.
Size Color Distance from One
Another
 Based from the table, what can you say about the objects that you brought out from your bag?
Activity 1 STARS AND THEIR SIZES
I. Problem
Do stars have the same sizes?
II. Objectives
Observe stars as to size.
III. Material/s
Short video clip about stars
IV. Procedure:
1. Allow the pupils to watch a video clip about sizes of stars.
SCIENCE - STARS 3.swf SCIENCE - STARS LIFE CYCLE.swf
228
2. Based from the video, describe the stars as dwarfs and giant stars.
3. Each group will present their outputs.
V. Guide Questions:
1. Do stars vary in size?
2. How are they classified as to size?
3. What are giant stars? Supergiant stars? dwarf stars?
Activity 2 BRIGHTNESS OF STARS/ DISTANCE OF STARS

 The teacher will provide tables showing a list of stars and their apparent magnitude and
distance of stars in light years.
 The pupils will study the tables.
Table 2: BRIGHTNESS OF STARS

STAR Apparent Magnitude
Aldebran .85
Rigel .12
Capella .08
Sirius -1.46
Pollux 1.14
Dubhe 1.79
Shaula 1.62
Sun -26.74
Polaris 1.97
 Lecture
1. What affects the apparent magnitude of stars?
2. What describes the apparent brightness of stars as seen from the earth?
3. What do you call the brightness of the star as seen from the earth?
229
Table 3: DISTANCE OF STARS
STAR DISTANCE (Light year)

Proxima Centauri 4.3
Sirius 8.8
Vega 26
Betelgeuse 300
Deneb 1600
1. In what unit is distance of stars measured?

2. Why is light year used to measure distance of stars from the earth?
3. Which star is closest to Earth?
Activity 3 COLOR AND TEMPERATURE OF STARS

“STAR SURPRISES”
Science Skills: Observing, Comparing,Communicating
Materials:
Candle erlenmeyer flask timer
Bunsen burner matchbox wire gauze
2 beakers water tripod
Procedures:
Note: Be careful in using the flammable materials. Handle the fragile materials with care.
1. Light the candle and Bunsen burner.
2. Note the color of the flame.
3. Put 20 ml of water on each beaker or erlenmeyer flask.
4. Heat one beaker or erlenmeyer flask using the bunsen burner and another one using the candle.
5. Start the timer and wait until the water boils.
6. Record the time the water boils on each flame.
230
QUESTIONS:
1. Which boiled faster?
2. How does the color of the flame affect the results?
3) APPLY, PRACTICE,  Individual Activity
FORMATIVE Read and React
ASSESSMENT Read the following situation and explain briefly your answer.
It is said that stars do shine the whole day but we only see them at night. Why do you think we only see
stars at night time?

 Third, I’ve learned that _______________________.
 Fourth, I’ve learned that _______________________
 Finally, I’ve learned that ___________________.
b. Make a star- light box.
Prepared by:
FELY ANN V. LACUESTA

Teacher I
Madupayas Elementary School
Badoc District
231
SCORING RUBRIC FOR PRODUCT OUTPUT

Earned
The team Excellent Meets all four criteria 4
independently
demonstrates the
ability
Accurate Measurement Very Satisfactory Meets all of the three criteria 3
Used Correct Standard Satisfactory Meets two of the first three 2
Units of Measurement criteria
232
4th QUARTER

LESSON TITLE: Constellation NUMBER OF SESSIONS: 3
Learning to THINK: Identifies star patterns that can be seen at particular times of the year
Learning to DO: Observes and describes different star patterns
Learning to FEEL: Appreciates the importance of star patterns
Learning to COMMUNICATE: Expresses the importance of star patterns
Learning to INTUIT: Reflects on how man’s beliefs in constellations affect their daily activities in life
Learning to LEAD: Shows others the importance of star patterns
Learning to BE: Star Gazer Lover

4. What are constellations?
5. From where are they named before?
6. Cite example about man’s beliefs in constellation that affect their daily activities.
7. How will you show others about the importance of star patterns?

PowerPoint Cooperative Learning Man-made constellations
Presentation making
233
Lecture
SCIENCE - STAR SEARCH.swf
IV. RUBRIC FOR ASSESSMENT
1. Rubric for Man-Made Constellations Making

PHASES
 Start the lesson by showing stars and the universe through SWF
1) ACTIVATE
SCIENCE - STARS AND THE UNIVERSE.swf

The teacher will present a video clip showing the different star patterns in sky.
https://www.youtube.com/watch?v=MZffhapfOgg
Each group will make their own man-made constellations.
Each group will present their outputs based on their observations.
Guide Questions:
1.What have you observed about the groups of stars?
2.What shapes did you see?
3.Were there familiar patterns that you noticed?
4.Describe the stars as you saw with your naked eyes.
 Lecture
 What is constellation?
 Why are constellations important?
 What is the significance of constellations in our lives?
 As a Grade 5 pupil, how can you show others about the importance of constellations?
234
3) APPLY, PRACTICE,  Interactive Game
FORMATIVE
ASSESSMENT
SCIENCE - STAR SEARCH.swf
 Profiling
1. What is constellation?
2. What are the different kinds of stars?
3. How constellations are formed?
b. How will you show the importance of constellation to others?
c. Look at the night sky. Use Polaris as your reference point as you connect the other stars you have observed to make
your own constellation. Draw your own constellation and name it.
Prepared by:
EVELYN D. RUIZ
Teacher III
San Antonio Elementary School
Sarrat District
235
SCORING RUBRIC FOR MAN-MADE CONSTELLATIONS MAKING

Earned
criteria
236

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ELEMENTARY SCIENCE

LEARNING THINK DO FEEL COMMUNICATE INTUIT LEAD BE

Prepared by: HAZEL G. DACANAY – Buyon Elementary School

SUBJECT: SCIENCE LEVEL: GRADE 5

III. LEARNING ENDSTATES FOR THIS UNIT

B. HOW WILL THE LEARNING PROMOTE:

A. Essential Questions for this Unit

B. Materials, Methods and Activities to Achieve the ENDSTATES

Chapter I- How Are Properties of Materials Used to Minimize Waste?

Chapter II- What Are the Changes that Matter Undergoes?

VI. ASSESSMENT DESIGN/TOOL

1. Pre-Assessment: Diagnostic Test

SUBJECT: Science LEVEL: GRADE 5

II. ESSENTIAL QUESTIONS

III. MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

 Group Activity - A Safer Home and School

 Presentation of Group outputs

Useful Materials Harmful Materials

 The teacher will process their outputs.

Materials Ways to Use/Ways to Dispose Properly

Material Useful or Harmful

Answer the questions below.

 Group Activity - Role Play

4) SUMMATIVE ASSESSMENT, a. Make a journal of what you have learned today.

RUBRIC B Scoring Rubric for Brochure Making

Set of Criteria Rating Description Points Earned

SUBJECT: Science LEVEL: GRADE 5

II. ESSENTIAL QUESTIONS

III. MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities

1. Rubric in making a finished product out of waste materials

1) ACTIVATE Let the learners listen to “5R’s Song”

Activity 1 A.: Small Group Activity: “Managing our waste or garbage”

 Presentation of the activity

ACTIVITY 1 - ENVIRONMENT-FRIENDLY NOTEPAD

Science Skills: Observing, Classifying, Measuring

Science Skills: Observing, Measuring, Ordering

(Teacher will process their outputs)

ACTIVITY 3 - PLASTIC BOTTLE PLANTER

(See Attach Rubric A)

Science Skills: Observing, Measuring, Ordering

1. Cut the bottom third of a 2-liter bottle.

 Let the learners do Let’s Go Beyond on page 11.

3) APPLY, PRACTICE, FORMATIVE  Small Group Activity

Science Skills: Describing, Communicating

A. Stretching your imagination!

Set of Criteria Rating Description Points Earned

Clarity of Message Very Satisfactory Meets all the three criteria 3

II. ESSENTIAL QUESTIONS

III. MATERIALS, METHODS AND ACTIVITIES

Materials Methods Activities

IV. RUBRICS FOR ASSESSMENT

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

 Video Presentation: http://www.kidzon.ws/plans/view.aps?I=150

2. ACQUIRE I- Group Activity - (Cooperative Learning)

 The teacher will give instruction on what to do.

II- Individual Activity

Effects of Pollution to Humans and Ways to Minimize Pollution

Discuss/ Elaborate background information

IV. Group Activity

I. Oplan Bawas Basura