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III. MATERIALS:
Chart, Petri dish,. Wire gauze, alcohol lamp, match, cube of ice,
Iron filings, sulfur, magnet, clear sheet of paper, metal bottle cover, tongs, burner
IV. PROCEDURE:
A. Motivation & Statement of the problem
Everything in our environment is changing. Do you agree, class? (yes)
So, can you cite some changes taking place in our environment? (changes in weather, changes of the
color of the leaves.)
How about in yourself? Now you’re already a grade 5 pupil, I want you to recall those years when you
were just a grade 1 pupil. Have you noticed some changes? (yes)
So, what are those changes? (changed in height, size, and weight)
Aside from those changes in yourself, what else in those world change? (things)
So, can you cite some examples showing that things change (glass that was broken, a wood that was
burned, a piece of paper that was cut)
Do you know class that there are 2 kinds of changes in a thing? (no)
And then what would you want to know now? (What are the 2 kinds of changes?)
So now we will have an activity for you to find out the 2 kinds of changes.
B. PRESENTATION
The teacher groups the class into two. The first group is assign to perform Activity I and the second
group is assign to perform Activity II.
The teacher presents the materials needed and the procedure in each activity.
ACTIVITY I
MATERIALS:
Petri dish alcohol lamp wire gauze match cube of ice
PROCEDURE:
1. Put a cube of ice on a Petri dish.
2. Place it at room temperature for 5 minutes.
3. Observe what happens.
4. Once it turns liquid, heat it up.
5. If you can, hold the cover of Petri dish and catch some stream.
6. Observe what happens to the water while it is being heated.
7. Observe what is formed on the cover.
ACTIVITY II
MATERIALS:
PROCEDURE:
1. On a clean sheet of paper, make a mixture of iron filings and sulfur.
2. Mix them well, and put the mixture in a bottle cover.
3. Using a pair of tongs, hold the bottle cover over a burner.
4. Heat up the mixture.
5. Observe what happens.
6. Try passing a magnet over the substance.
7. Observe the iron filings in relation to the magnet.
C. WORK PERIOD
The teacher asks the group 1 to perform the first activity given and asks the rest of the class to observe.
After the group 1 performs, the teacher then asks the group 2 to perform the second activity assigned to
them and asks the rest of the class to observe. The teacher facilitates and observes each group
especially in handling the materials.
D. DISCUSSION OF RESULTS
The teacher asks the pupils:
In the first activity what have you observed when the ice cube was placed at room temperature for 5
minutes? Was there any changes happen? (yes) (the ice cube was melted)
While the water was being heated, what have you observed? (the water was boiling.)
How about the cover, what have you observed? (a moist was formed)
Now, let’s take a look at your group 2’s activity.
What have you observed when the iron filings and sulfur was being heated? (the sulfur was melted.)
Class, before we perform the second activity, we observed that iron filings sticked to the magnet but
when the mixture was being heated, do the iron filings still stick to the magnet ? (no, it didn’t filings
become a nonmagnetic substance .)
E. CONCLUSION
So now, can you cite the differences between the changes in activity I and activity II ?
(In activity I, there is no changes in composition, even ice cube turns to liquid it still water and even it is
being heated it is still water, while in activity II the composition changed, a new substance was formed
iron filings became nonmagnetic substance.)
So now, do you know the two changes? (yes, physical and chemical change.)
If the pupils cannot answer, the teacher allows the pupil to open their books on page 137-140. The
pupils can already answer: physical change and chemical change.
F. APPLICATION
A. Put a check mark ( ) in the appropriate number if the situation shows a physical change and wrong ( )
if it shows chemical change.
V. EVALUATION
A. Describe the changes that take place in each of the following conditions.
CONDITION
1. pounding of grains of salt
2. pruning of leaves
3. piling of books
4. burning of twigs
5. heating of water
VI. ASSIGNMENT
List down 5 importance of physical change and 5 importance of chemical change.