June 11, 2018

Tuesday
Content: Properties of Useful and Harmful Materials
Content Standard: Properties of materials to determine whether they are useful or harmful.
Performance Standard: Uses local, recyclable solid and or liquid materials in making useful product.
Learning Competency: Use the properties of materials whether they are useful or harmful.
Code: S5MT – Ia-b - 1

I. Objective: Identify the different properties of liquid materials.

II. Subject Matter: Properties of Liquid

A. Science Concept/Ideas
Conductivity the degree to which a specified material conducts electricity.

B. Materials:
vinegar, kamias/calamasi juice, sea water/ salt water, conducting materials (bulb, wire,
battery), improvised hour glass.
C. Reference:
Elementary Science Explorer pp. 121-125
D. Process Skills:
Observing, experimenting, communicating, inferring, measuring, recording, classifying,
comparing, predicting, experimenting, concept mapping, and hypothesizing.

E. Values:
Cooperation, working harmoniously with others

III. Learning Tasks:

A. Engagement:
1. Preliminary Activities
2. Review
The teacher will pass a box containing questions about the past lesson. As the box
goes around with the class a song will be played. When the song stops the pupil who
is holding the box will get one strip and answer the question.
Questions
a. What is the ability of liquid materials that makes it resist from flowing?
b. What do you call the liquid materials that are thick and sticky?
c. What effect does temperature have with the viscosity of the liquid?
3. Motivation
Video clip. https://www.youtube.com/watch?v=D23JH30ZMK0
Have the children watch a video.
Let them tell something about what they have watched.
B. Exploration:
a. What to do.
1. Show an electric circuit to the class. Ask someone to connect the two uncovered
wires. Have them observe what will happen. What makes the bulb light? If we
remove the battery would the bulb light?
Write all the hypotheses of the class.
2. Have them prepare for the activity to test their hypotheses.
3. Set standard to be followed while performing the activity.
b. Activity Proper
1. The class will be grouped into five. They will be given two minutes to perform their
activity and another two minutes to discuss their observation with their group.
2. Please see LM Activity 6, Conductivity of Liquid
3. Teacher supervision.

1
 C. Explanation:
1. Presentation of output
a. Ask the pupils to present the output of their activity.
2. Finding out
a. Questions
What happened to the bulb when you place the wire in a glass with liquid? Why?
What do the liquids used in the activity have in common that made the bulb lit?
Why does this characteristic of liquid can make the bulb light?

D. Elaboration:
1. Deepening
Situational Analysis:
There is no supply of electricity in your place but your town is abundant with kamias.
What can you do to make this abundant blessing be an answer to your problem?
2. Generalization
What property of liquid allows it to move electricity from one place to another?
3. Application
Group the class into two, boys vs. girls. Let them make the bulb light using the
materials in the box that the teacher will give.
4. Valuing

E. Evaluation:
Directions: Identify whether the bulb will light up using the following liquid. Draw happy
face if it will light up and a sad face if it will not.
__________1. Vinegar
__________2. Salt water
__________3. Tap water
__________4. Urine
__________5. Calamansi
__________6. lucban
__________7. Distilled water
__________8. sinturis
__________9. Rice wash
__________10. fresh water

IV. Assignment
Look for another material inside your kitchen that can light a small bulb. Make a research
about it and be ready to present it to the class.