Chapter 5-Grade 5 Dlp3rdq

School Lucena East II Elementary School Grade Level FIVE
GRADE 5 Teacher Rayland L. Malbog Learning Area SCIENCE

DETAILED Teaching Date Quarter THIRD
LESSON and Time
PLAN
MONDAY
I. OBJECTIVES 1. Classify sources of light into natural, combustion-based and electric-based.

2. Perform experiment about sources of light.
3. Appreciate the sources of light.
The learner demonstrates understanding of………

A. Content Standard How different objects interact with light and sound, heat and electricity
B. Performance Standard The learner……
Involve oneself in the awareness campaign among pupils.
C. Learning Competency/ Relate the ability of light to block, absorb or transmit light to its use.
Objectives S5FE-IIIe-5
Write the LC code for each.
Light and Sound, Heat and Electricity

II. CONTENT
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Coloma, Antonio V., et. Al., Science Works Grade 3 (2012), DIWA Learning System, Inc.
4. Additional Materials from

Learning Resource (LR)
portal
Light-Digital-SamplerWEBv2
http://www.electricalfacts.com/neca/science/light/sources.shtml
B. Other Learning Resource
http://www.zephyrus.co.uk/lightsources.html
Projector, laptop, speaker, manila paper, activity card, pentel pen

IV. PROCEDURES
Review
What is light?
A. Engagement How is light produced?
Motivation
When there is power interruption/brownout, what will you do?

(Flashlight, kerosene lamp, candle)
Note: Use the K-W-L chart in recording the pupil’s answer.
What do you know about light?
What you Know? What you Want to know? What you Learn?
The teacher will show a chart showing a puzzle maze.

Say: Help Carla find her way from Lucena West III Elementary School to her house
located in Landing, Ibabang Iyam. Write on the blank the two words you will form as you
go through the maze.
a. What word have you formed as Carla reaches her home in the maze?
b. What is Solar Energy?
c. From what source did it come from?
d. What did it produce?
1. Group the pupils.

2. Set standards in performing the activities.
3. Group the class into 4 groups.
4. Group 1 and 2 will perform activity 1 while Group 3 and 4 will do activity 2.
5. Perform LM – Lesson 1, Activity 1and 2: “Sources of Light”
B. Exploration 6. Supervise the pupils while performing the activity.
7. Perform a yell as you finish doing the activity.
1. Let the pupils report their output by group.
2. Ask each group to explain their output.
3. Discuss the activity using the following questions:
C. Explanation What are the three sources of light?
(Natural, Combustion-based and electric-based sources)
What are the differences between the three?
(Natural sources are objects that can produce their own light, Combustion-based sources
are materials which produce light when burned or lit while electric-based are source of
light that are powered by electricity)
Give examples for each sources of light?
Sum up the lesson by completing the sentence below:
Source of light are objects that _____________________.
Study the situation below:

Nena bought Bangus/Milk Fish in Dalahican Port as her pledge for their batch
reunion. She indulge herself in Bulungan System in buying to have discount. After such,
she intend to grill the milk fish. But, the problem is, she didn’t know what to use to grill the
fish in a fastest manner. Will you help Nena by answering the following questions?
D. Elaboration
What do you think will Nena use to be able for her to grill the fish?
How are you going to classify it according to what we’ve discussed?
Identify the following sources of light. Write N for natural source, C for combustion-based,
and E for electric-based.
_________1. Sun _________6. Christmas light

E. Evaluation _________2. Charcoal _________7. Stars
_________3. Firefly _________8. Fluorescent lamp
_________4. Flashlight _________9. Kerosene Lamp (gasera)
_________5. Candle _________10. Cell phone
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%

in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies

worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

LESSON and Time
PLAN
TUESDAY
I. OBJECTIVES 1. Infer how light travels in a straight line and outward in all direction.
2. Show evidence that light travels in a straight line and outward in all direction
3. Value the use of light to our lives.


II. CONTENT

A. References
1. Teacher’s Guide pages Teacher’s Guide in Science 5, pp. / Curriculum Guide: S4FE-IIIf-4

4. Additional Materials from Light-Digital-SamplerWEBv2

Learning Resource (LR) http://www.electricalfacts.com/neca/science/light/sources.shtml
portal http://www.zephyrus.co.uk/lightsources.html
B. Other Learning Resource Cups, milk, water, flashlights. Laser, meter stick
IV. PROCEDURES
1 Review
What are the sources of light?
What objects in your house give off light?
A. Engagement How will you classify them?
2. Motivation
Study the picture above
What are the materials used in the simple experimental set-up?

Did the light travel in a curved path or in a straight path from the illustration?
What does this denote?
Presentation
Say: Let us do an activity which will help you shows evidence that light travels in a straight
line.
Does light from different sources always look the same?

How does light from different sources look different?
(Entertain all the answer)
Say: We will find out whose answers are correct in our succeeding activities. Let us do an
activity which will help you understand how light travels.
1.Divide the class into ten groups of five members
2. The first five groups will perform activity 1 while the last five groups will perform activity
3. For each group, the first three members will hold the materials as indicated in the
procedure, the fourth pupil will observe and the fifth member of the group will record the
observations.
B. Exploration 4. All members of the group should take part in the reporting phase of the activity.
Perform LM – Lesson 2, Activity 1 (Modelling a beam of Light), Activity 2 (Observing Light)
6. Supervise the pupils while performing the activity.
1. Let the pupils report their output by group.
2. Ask each group to explain their output.
C. Explanation What did you observe when you shined the flashlight into the side of the cup?
What happened to the light when you tilted the flashlight?
Did you notice light traveling in a curved path or in a straight path?
Was this true even when you tilted the flashlight?
Lit a candle and a flashlight.

What happens when light travels in more than one direction?
Compare the path the light beams travel from candle and flashlight.
(The light beams still travel in straight paths, but they travel in all directions from the
burning candle, and are focused in one direction by the flashlight.)
Have volunteers use straws to model how light beams travel from a flashlight and how
they travel from a burning candle.
How does light travel in this situation?

(The light beams from the burning candle travel outward in all directions, while the
flashlight’s bulb has material surrounding it that makes light travel directionally.)
When you look at the mirror you can see your reflection, in
this case what do you think is the direction or path of the
light as it reflect.
D. Elaboration
Explain your answer in 5-8 sentences.
How does light travel?
E. Evaluation
Describe how light travels in the following illustration.

CRITERIA 5 POINTS 3 POINTS 1 POINT
Content and Concept presented are very Concepts are Concepts are
organization of substantive, well organized, moderately not well
ideas and conveyed clear message organize organized
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% in the evaluation
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
which I wish to share with
other teachers?

LESSON and Time
PLAN
WEDNESDAY
I. OBJECTIVES 1. Infer how reaction of light occurs.

2. Demonstrate how reaction of light occurs.
3. Shows cooperation in doing the activities.


II. CONTENT

A. References
1. Teacher’s Guide pages Teacher’s Guide in Science 5, pp.
Payawal, Pacifico F., et.al. Discover Science (1992), Academe Publishing House, Inc.,
p.194
portal
Clear basin, shot glass, marbles, water, flashlight, mirror, 2 white cards, piece of
aluminium foil the same size as the cards , protractor, ruler, small piece of clay,
IV. PROCEDURES
Review
How do light travels?
Motivation
A. Engagement Hold the piece of paper with printed letters in front of a mirror to decode the word below.
The word above tells that light can bounce back. What is the word? _____
Look at the pictures below. What is the word listed on the paper?
1. What is reflection?
2. What is refraction?
3. How does light results to this phenomenon?
4. What are these two concepts denote?
Presentation
Say: Let us do an activity which will help you demonstrate how reaction of light occurs.
What type of surfaces can reflect?

b. How does light reflect in a smooth surface and rough surface respectively?
c. What happened to an object when refracted?
activity which will help you understand how reaction of light occurs.
1. Divide the class into ten groups of five members
2. The first five groups will perform activity 1 while the last five groups will perform activity
3. For each group, the five members will work together with the activities.
All members of the group should take part in the reporting phase of the activity.
B. Exploration 3. Perform LM – Lesson 3, Activity 1 (Light Refraction), Activity 2 (Light Reflect in a non-
shiny surface)
Supervise the pupils while performing the activity.
1. Call anyone from the class to describe and demonstrate in front of the class the
activities done.
C. Explanation 3. What are the kinds of surface area where reflection is possible?
4. What is Reflection? How does it occur?
5.What is Refraction? How does it occur?
D. Elaboration Have volunteers from the class to explain how light reacts to the tiles/flooring area of
Pacific Mall and that of Old Lucena City Hall. Let them also explain how these phenomena
occur.
Explain into 5-sentences the illustration based from the discussion.
Note: (The teacher will use rubrics in scoring the essay type assessment)
E. Evaluation
ideas and conveyed clear organize organized
message
V. REMARKS
VI. REFLECTION

below 80%
lesson
did these work?
solve?
other teachers?

LESSON and Time
PLAN
THURSDAY
I. OBJECTIVES 1. Infer that when light strikes an object it is either absorbed, reflected or may pass
through or a combination of the three may take place.
2. Perform experiment about what happened when light strikes an object.
3. Appreciate the importance and uses of light.

II. CONTENT

A. References
Payawal, Pacifico F., et.al. Discover Science (1992), Academe Publishing House, Inc.,
p.194
portal
Notebook, ballpen
IV. PROCEDURES
Review
Complete the PROBEX table by answering the following questions.

A. Engagement Note: Observations should be based on the previous class activities
What do you think will happen to the light as it strikes a rough plane surface?
What do you think will be the reaction of light as it strikes a smooth plane surface?
What will happen when light is refracted?
Motivation
The teacher shows three objects: wrapping paper, glass candle holder, and coconut husk
1. Study and observe the real objects shown by the teacher.

2. Pair yourselves and brainstorm on how those items are different to each other.
3. What type of materials is they, based on how light interacts with each other?
4. What are the three types of materials in terms of their ability to absorb light?
Presentation
The teacher will show a video presentation (http:/www.teachertube.com/view_video.php)
a. What is translucent, transparent and opaque?
b. Give examples of materials that are translucent, transparent and opaque?
activity which will help you infer that when light strikes an object it is either absorbed,
reflected or may pass through or a combination of the three
1.Set standards in performing the activities.
2. The pupils will work individually
B. Exploration 3. Walk the pupils into the canteen.
4. Perform LM – Lesson 4, Activity 1 (Let’s Walk and Observe)
1. Call a pupil to report his/her findings in front of the class.
2. Have pupils discuss the results of their activity.
C. Explanation What are transparent, translucent and opaque materials?
What kind of material absorbs light as it strikes material?
What kind of material reflects light? Material where light can pass through?
What other materials can you give as examples of transparent, translucent and
opaque?
1. Let the pupils do another activity to intensify their understanding on the
concept learned.
2. The pupils will look at different materials as the teacher passes a bag of
materials.
(Glass, sunglasses, art paper, plastic cover, bamboo sticks, block of wood, stone,
D. Elaboration
mirror)
3. Each of them should identify the type of materials as to how light interact to
them.
4. After such, let the pupils compare and contrast the materials they were able
to see in the bag.
5. Let them review the meaning of the word transparent, translucent and
opaque.
-Group the pupils into 5 and let them make any of the following activities
including a poem, song, cheer, rap, comic strip, or poster.
-Pupils should include the words transparent, translucent, and opaque, as well
as their meaning and examples.
E. Evaluation
Note: (The teacher will use a rubric in grading the pupils)

message
V. REMARKS
VI. REFLECTION

below 80%
lesson
did these work?
solve?
other teachers?

LESSON and Time
PLAN
FRIDAY
I. OBJECTIVES 1. Identify the different colors of white light.
2. Show that white light consist of different colors.
3. Appreciate the importance and uses of light.


II. CONTENT

A. References
3. Textbook pages
4. Additional Materials from Light: Its Secrets Revealed,
Learning Resource (LR) http://www.amnh.org/education/resources/rfl/pdf/du_x01_light.p
portal http://www.rainbow_spinners_v2.pdf
Rainbow Glasses (made up of card board and colored cellophane), Flashlight,

String of clear Christmas lights
Color wheel, Scissors, Flat toothpicks, Index cards or other heavy
paper, Liquid glue
IV. PROCEDURES
Review
1. Review
A. Engagement
Light Source
Strike an object
1. What is the source of light based on the graphic organizer above?

2. What do you think will happen to the light as it strikes an object?
3. What is translucent, transparent and opaque?
Motivation
What can you see in the picture?
What can you say about it?
Presentation
a. Where do you think the colors you see in the rainbows, in bubbles, on CDs, oil, etc.
come from?
What are the rainbow colors?
If we switch off the light can we see colors? Why or why not?

activity which will help you show that white light consist of different colors.
2. Group the class into 10 with 5 members each.
B. Exploration 3. Have a representative for each group to demonstrate the activity within the group.
4. Choose 1 representative for each group to report the group’s findings in front of the
class.
5. Perform LM – Lesson 5, Activity 1 (Separating White Light into Colors)
C. Explanation Does white light consist of different colors?
What are the different spectrums of white light?
How does spectrum come out from a white light?
What is refraction?
How does refraction related to the splitting of white light into different spectrum?
D. Elaboration How does light produce different colors? (Explain the concept)
Group the pupils into 5 and let them make any of the following activities: Rap Song,
Poem, comic strip.
Pupils should include the words/concept about white light into spectrum.
E. Evaluation
V. REMARKS
VI. REFLECTION

below 80%
lesson
did these work?
solve?
other teachers?

LESSON and Time
PLAN
MONDAY
I. OBJECTIVES 1. Define shadow

2. Explain how shadows are formed
3. Show Cooperation in group activities.


II. CONTENT

A. References
3. Textbook pages
4. Additional Materials from Shadow-time-lesson plan.pdf
Learning Resource (LR) portal K2_LightandShadow.pdf
17_light_materials_shadows.pdf
www.sciencekids.co.nz/gamesactivities/lightshadows.html
B. Other Learning Resource Flashlight, ruler, masking tape, white cartolina
IV. PROCEDURES
Review
1. How does light travel?

A. Engagement 2. Give an instance where in light travels in a straight line?
3. Does light also scattered?
Motivation
What do you think will happen when an object is placed in the path of light?
Study the jumbled letters above

What word have you formed?
AHOWD
3. Presentation
What is a shadow?
S
Where and when have you seen shadows before?
What do you think might cause a shadow to form?
activity which will help you explain how shadows are formed.
2. Group the class into 5 with 10 members.
B. Exploration 3. Let some of the members to perform the activity while the others observe.
4. All the members should take part in the reporting phase.
5. Perform LM – Lesson 6, Activity 1 (Introducing Shadow)
C. Explanation How shadows are formed?
Based on the observations, what have you notice about the size of the shadow?
What are the two variables should be present to form a shadow
D. Elaboration
How shadows are formed? (Explain the concept)
-Conduct your own shadow show.
-Group the class into 8 groups.
-Project a flashlight onto a wall or screen in the classroom and make shapes, patterns,
animals, “shadow monsters,” etc. with your own fingers. You can move your hands closer
E. Evaluation to and away from the light source to see how your creations change in size. You can also
make voices for your shadow monsters, animals, etc.

Shows proper Shows discipline in Shows improper way
Discipline in discipline in demonstrating the of demonstrating the
performing the organizing how to activity activity properly.
activity demonstrate the
activity properly
V. REMARKS
VI. REFLECTION
below 80%
lesson
did these work?
solve?
other teachers?
LESSON and Time
PLAN
TUESDAY
I. OBJECTIVES 1. Identify materials that can block or absorb light.

2. Relate the ability of the materials to block or absorb light to its use.
3. Show tactfulness in doing activities.


II. CONTENT

A. References
3. Textbook pages
4. Additional Materials from Sound and Light: Lesson 6, Light Scavengers Activity – Light Scavengers Worksheet
Learning Resource (LR) portal https://www.boundless.com/biology/textbooks/boundless-biology-textbook/photosynthesis-
8/the-light-dependent-reactions-of-photosynthesis-81/absorption-of-light-375-11601/
Boundless. “Absorption of Light.” Boundless Biology
http://www.state.tn.us/education/cte/
B. Other Learning Resource Flashlight, ruler, marker, Manila paper , different object (refer to LM)
IV. PROCEDURES
Review
1. What is a shadow?
2. Where and when have you seen shadows before?
A. Engagement 3. What do you think might cause a shadow to form?
Motivation
Call a volunteer from the class to light a flashlight in front. Ask another volunteer to walk
forward to it.
What happened to the light emitted by the flashlight as the second volunteer walk in front
of it?
Why do you think it happened?
Presentation
How important light is to people?

How does light being absorbed by a material?
How does light being blocked by a material?
What do you think will happen to people if light is being absorbed or blocked?
activity which will help you explain how shadows are formed.
B. Exploration 3. Let the first 7 members to hold the materials and let the other one to light the flashlight
4. into the materials/object.
4. The two remaining member of the group will be the one to report the findings in front.
5. Perform LM – Lesson 7, Activity 1 (Relate Me)
1. Let each group to report their findings in front of the class.
2. Have them discuss the results of their activity.
C. Explanation -How important light is to people?
-What are the uses of light to people?
-How does light being absorbed by a material?
-How does light being blocked by a material?
-What do you think will happen to people if light is being absorbed or blocked?
-How will you differentiate those materials?
-How will you relate the ability of materials to block or absorb in its use?
D. Elaboration Explain the relationship of the use of light to its ability to block or absorb light
Essay: What are the possible uses of an opaque material to our daily life?
(Explain your answer in a comprehensive manner)

E. Evaluation Content and Concept presented are very Concepts are Concepts are
message
V. REMARKS
VI. REFLECTION
below 80%
lesson
did these work?
solve?
other teachers?
LESSON and Time
PLAN
WEDNESDAY
I. OBJECTIVES 1. Identify materials that transmit light.

2. Relate the ability of the materials to transmit light to its use.


II. CONTENT

A. References
3. Textbook pages
4. Additional Materials from http://www.education.com/activity/article/Flashlight_Science_Transparent/
Learning Resource (LR) portal
B. Other Learning Resource Flashlight, ruler, marker, Manila paper
IV. PROCEDURES
Review
1. What are the uses of light to people?

2. How does light being absorbed by a material?
A. Engagement 3. How does light being blocked by a material?
Motivation
How do we able to see things around us? Why?
Presentation
How does light transmitted to materials?

How does light travel to materials when transmitted?
What are the materials that allows light to pass through?
activity which will help you relate the uses of light to its ability to transmit.

B. Exploration 3. Let the first 7 members to hold the materials and let the other one to light the flashlight
into the materials/object.
4.The two remaining member of the group will be the one to report the findings in front.
5. Perform LM – Lesson 8, Activity 1 (Relate Me)

C. Explanation 3. Discuss the activity using the following questions:
-How important light is to people?
-What are the uses of light to people?
-How does light being transmitted by a material?
-What do you think will happen to the light that passes through the materials?
-Where and when would you use transparent materials?
-How will you relate the ability of materials to block or absorb in its use?
D. Elaboration Construct Ray Diagrams to show how transparent materials transmit light. Describe and
justify your diagram.
Explain the relationship of the use of light to its ability to transmit light.
Essay: What are the possible uses of a transparent material to our daily life?
(Explain your answer in a comprehensive manner)
E. Evaluation CRITERIA 5 POINTS 3 POINTS 1 POINT

V. REMARKS
VI. REFLECTION
below 80%
lesson
did these work?
solve?
other teachers?

LESSON and Time
PLAN
THURSDAY
I. OBJECTIVES 1. Identify materials according to its ability to block, absorb or transmit light.
2. Perform experiment about the ability of materials to block, absorb and transmit light..


II. CONTENT

A. References
3. Textbook pages
Learning Resource (LR) portal www.primaryconnections.org.au [Opens new Window]).
Flashlight, ruler, marker, Manila paper, water glass, bond paper, rubber mat, plastic cover
B. Other Learning Resource etc.
IV. PROCEDURES
Review
1. How does light being transmitted by a material?

2. What do you think will happen to the light that passes through the materials?
A. Engagement 3. Where and when would you use transparent materials?
Motivation
Say: I have here different materials such as: Banana leaves, bond paper,
mat/banig and plastic cover.
Identify the following whether they block, absorb or transmit light.
Can you think of other materials that let light through?
Can you think of other materials that don’t let light
pass through?
Presentation
How does light being absorbed by a material?

How does light being blocked by a material?
How does light being transmitted by a material?
What are the different materials that block absorb and transmit light?
activity which will help identify materials that block, absorb and transmit light.
2. Work individually.
B. Exploration 3. Perform LM – Lesson 9, Activity 1 (Identify Me)
C. Explanation -How can we identify materials to whether they block, absorb and transmit light?
-How is light affected by different materials?
D. Elaboration Wood, Humans, Leaves are just some of the materials that can block or absorb light
Plastic cover, glass and other transparent materials can transmit light.
Identify the following whether they block, absorb and transmit light
E. Evaluation ______1. Candle holder ______4. Glass jar

______2. Wallet ______5. wood
______3. Towel
V. REMARKS
VI. REFLECTION
below 80%
lesson
did these work?
solve?
other teachers?

LESSON and Time
PLAN
FRIDAY
I. OBJECTIVES 1. Infer how materials block, absorb or transmit light.

2. Demonstrate the ability of the material to block, absorb or transmit light.


II. CONTENT

A. References
3. Textbook pages
Learning Resource (LR) portal www.primaryconnections.org.au [Opens new Window]).
http://www.tes.co.uk/teaching-resource/Full-Scheme-of-Work-Light-KS2-KS3-6162648/
B. Other Learning Resource Flashlight, ruler, marker, Manila paper
IV. PROCEDURES
Review
1. Where does light come from?

2. What is light used for?
A. Engagement 3. How does light travel?
4. How does light help us to see?
Motivation
How is light affected by different materials?
Presentation
How can we show that a material has the ability to block, absorb or transmit light?
activity

2. Perform LM – Lesson 10, Activity 1 (Light Scavengers Activity)
B. Exploration 3. Supervise the pupils while performing the activity.

C. Explanation 2. Let each group to report their findings in front of the class.
-What has been the reaction of light to the different material?
-How is light affected by different materials?
When light strikes an object, it can be reflected, absorbed or transmitted
D. Elaboration Materials like air, water, and clear glass are called transparent. When light encounters
transparent materials, almost all of it passes directly through them.
When light strikes translucent materials, only some of the light passes through them. The
light does not pass directly through the materials. It changes direction many times and is
scattered as it passes through.
When light strikes an opaque object none of it passes through. Most of the light is either
reflected by the object or absorbed and converted to heat
Using the following materials make a simple experimental set-up. Draw your set-up in a
short bond paper.
-Flashlight
-Pencil
E. Evaluation -Water
-Glass
V. REMARKS
VI. REFLECTION
below 80%
lesson
did these work?
solve?
other teachers?

Chapter 5-Grade 5 Dlp3rdq

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School Lucena East II Elementary School Grade Level FIVE

GRADE 5 Teacher Rayland L. Malbog Learning Area SCIENCE

I. OBJECTIVES 1. Classify sources of light into natural, combustion-based and electric-based.

The learner demonstrates understanding of………

Light and Sound, Heat and Electricity

III. LEARNING RESOURCES

4. Additional Materials from

Projector, laptop, speaker, manila paper, activity card, pentel pen

When there is power interruption/brownout, what will you do?

Note: Use the K-W-L chart in recording the pupil’s answer.

What do you know about light?

The teacher will show a chart showing a puzzle maze.

1. Group the pupils.

Study the situation below:

_________1. Sun _________6. Christmas light

A. No. of learners who earned 80%

E. Which of my teaching strategies

School Lucena East II Elementary School Grade Level FIVE

The learner demonstrates understanding of………

Light and Sound, Heat and Electricity

III. LEARNING RESOURCES

2. Learner’s Materials pages

4. Additional Materials from Light-Digital-SamplerWEBv2

Study the picture above

What are the materials used in the simple experimental set-up?

Does light from different sources always look the same?

Lit a candle and a flashlight.

How does light travel in this situation?

Describe how light travels in the following illustration.

A. No. of learners who earned

School Lucena East II Elementary School Grade Level FIVE

I. OBJECTIVES 1. Infer how reaction of light occurs.

The learner demonstrates understanding of………

Light and Sound, Heat and Electricity

III. LEARNING RESOURCES

What type of surfaces can reflect?

Explain into 5-sentences the illustration based from the discussion.

A. No. of learners who earned

School Lucena East II Elementary School Grade Level FIVE

Light and Sound, Heat and Electricity

III. LEARNING RESOURCES

Complete the PROBEX table by answering the following questions.

1. Study and observe the real objects shown by the teacher.

Note: (The teacher will use a rubric in grading the pupils)

CRITERIA 5 POINTS 3 POINTS 1 POINT

A. No. of learners who earned

School Lucena East II Elementary School Grade Level FIVE

The learner demonstrates understanding of………

Light and Sound, Heat and Electricity

III. LEARNING RESOURCES

Rainbow Glasses (made up of card board and colored cellophane), Flashlight,

1. What is the source of light based on the graphic organizer above?

(Entertain all the answer)

A. No. of learners who earned

School Lucena East II Elementary School Grade Level FIVE

I. OBJECTIVES 1. Define shadow

The learner demonstrates understanding of………

Light and Sound, Heat and Electricity

III. LEARNING RESOURCES

B. Other Learning Resource Flashlight, ruler, masking tape, white cartolina

1. How does light travel?

Study the jumbled letters above

Note: (The teacher will use a rubric in grading the pupils)

_1. Sun _6. Christmas light

E. Evaluation 1. Candle holder 4. Glass jar