SCIENCE 5 SSES

Quarter 1 – Week 3
I. OBJECTIVES
A. Content Standard:
The learners demonstrate understanding of materials undergo changes at certain conditions
resulting to a new product
B. Performance Standard:
Practice ways that prevent changes which may have harmful effects on the immediate
environment and living organisms.
C. Learning Competency:
Investigate changes that materials undergo
 Specific Objectives:
At the end of the lesson, the learners should be able to:
1. Distinguish between Physical and Chemical Change
2. Describe how materials undergo physical changes.
3. Demonstrate the different ways on how to make materials undergo physical changes.
4. Give examples of physical change that occur in different materials.
CONTENT: LESSON 1: Changes in Matter
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages:
2. Learner’s Material pages:
B. Other Learning Resources: Science Beyond Borders
CYBER SCIENCE pages 27-32
III. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson (ENGAGE)
What is the hardest mineral based on Moh’s scale of Hardness?
Get a piece of paper. Crumple it. Can you return it to its original form? ___________
Is it still a paper? ____________
Now, tear the crumpled paper into pieces. Is it still a paper? ____________________
Are there changes in the paper when you crumpled it? _________________________
B. Establishing the purpose for the lesson
Everything around us undergoes changes at certain conditions-even those that seemingly do not
change.
In this lesson, you will learn how matter undergoes changes physically and chemically.
Look at the pictures. What change do these materials undergo?

Write the name of the material then identify change in

the characteristics or properties of the material?

A. ONION - Change in size

B.
C.
D.
2. Are there new products formed when the materials undergo changes?
______________________________________________________________________________
3. Which material can change by bending? ________________________________________
4. Will there be new product formed if you bend the material? ______________________
5. What change will occur to the material that is bent?______________________________
6. Which material can change by burning? _________________________________________
7. What will be the new product if you burn the material? ___________________________

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 C. Presenting examples/instances of the new lesson
The type of change that occurs in one or more physical properties of materials is called Physical
Change. The identity or composition of the material is always the same whether the material is
small or big.
Some physical changes that occur in materials:
 Change in state or phase
 Change in size and shape
Another change that can occur in materials is change in the chemical composition and properties.
The change that occurs when one or more substances are changed into a new material is called a
chemical change
Identify the type of change that materials undergo
_____________________________1. Clouds fall to earth as rain
_____________________________2. Water is boiling on the stove
_____________________________3. Garlic is burned in cooking oil
_____________________________4. A roll of cloth is made to curtains
_____________________________5. Water vapors condenses to clouds
D. Discussing new concepts and practicing new skills #1(EXPLORE)
Do Activity no. 5 Physical Changes
Activity no. 5 : Physical Changes
Objective: describe changes in materials
Materials: piece of cloth, chalk, mortar and pestle, modelling clay
Procedure:
1. Examine a piece cloth, and then cut it into smaller pieces.
Observe the changes.
2. Examine a piece of chalk, then pound it using mortar and
pestle. Observe.
3. Get a modelling clay and form it into a ball, what happens to
the modelling clay?
4. Record your observations:
Material Changes that happened Property of matter
Piece of cloth
Chalk
Modeling clay
E. Discussing new concepts and practicing new skills #2(EXPLORE)
Do Activity no. 6 Observing Chemical Change
Objectives:
 Define chemical change
 Compare the properties of the original substance to the
new substance formed
Materials: piece of paper, sugar, match, wood, baking soda, cornstarch,
salt, burner, spoon, pair of tongs, container, bottle cap (tansan)
Procedure:
1. Put a spoonful of sugar into a bottle cap. Heat the sugar in the bottle cap using a pair of
tongs. Observe what happens to the grains of sugar. Take note of the color and odor.
2. Repeat step 1 using the following substances, baking soda, cornstarch, and salt.
3. Burn a piece of paper, and then put it in another container. Cover it.
4. Record your observations.
Material Changes that happen Property of matter present

F. Developing Mastery (EXPLAIN)

Answer the Guide Questions:
1. What happens to the original substances?
_____________________________________________________________________________
2. Are there new substances formed?
_____________________________________________________________________________

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 3. What do you call this change?
_____________________________________________________________________________
4. What is chemical change?
__________________________________________________________________________
5. How does a chemical change occur in matter?
__________________________________________________________________________
G. Finding practical applications of concepts and skills in daily living(ELABORATE)
Substances like Liquefied Petroleum Gas (LPG), gasoline and kerosene are very flammable. They
easily burn when heated. What chemical changes will take place when they are exposed even to a
very little spark?
H. Making generalizations and abstractions about the lesson
Now that you have studied classification of colloids, remember the science concepts:
There are two changes in matter:
Physical Change -involves change in size, shape and state of matter.
- Its composition does not change and no change and no new substance is
formed.
Chemical Change – involves change not only in size, shape and state
of matter. The composition of matter also changes
and a new substance is formed.
I. Evaluating learning (EVALUATE)
Identify the kind of change the following substances show. Write the
answer on the space before the number.
_______________________1. Melting ice cream
_______________________2. Digestion of food
_______________________3. Rusting of iron nails.
_______________________4. Freezing of ice candy
_______________________5. Cutting of bar of cheese into cubes
_______________________6. Pounding the peanuts for kare kare
_______________________7. Mixing sugar and coffee in a cup
_______________________8. Dissolving salt in warm water
_______________________9. Explosion of firecrackers
_______________________10. Decaying garbage after the flood
J. Additional activities for application or remediation
What advantages would the physical change in materials do to you?

SCIENCE 5 SSES
Quarter 1 – Week 3
I. OBJECTIVES
A. Content Standard:
The learners demonstrate understanding of materials undergo changes at certain conditions
resulting to a new product
B. Performance Standard:
Practice ways that prevent changes which may have harmful effects on the immediate
environment and living organisms.
C. Learning Competency:
Investigate changes that materials undergo
Specific Objectives:
At the end of the lesson, the learners should be able to:
 Discuss the effects of presence or absence of oxygen in a material.
II. CONTENT: LESSON 1: Physical Change
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages:
2.Learner’s Material pages:
B. Other Learning Resources: Science Beyond Borders, CYBER SCIENCE pages 27-32
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson (ENGAGE)
Differentiate Physical change from Chemical Change
______________________________________________________________________________
Classify the following as Physical or Chemical Change
______________________1. Melting chocolate
______________________2. Sweating out during exercise

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 ______________________3. Crumpling of paper
______________________4. Rusting of iron
______________________5. Burning of wood
B. Establishing the purpose for the lesson
From the previous lesson, you have learned that matter has two properties – physical and chemical.
Both properties have effects on matter. However, this lesson will focus on one chemical property of
matter-the presence or absence of oxygen. Draw the fire triangle on page 26 (Science Beyond
Borders)

C. Presenting examples/instances of the new lesson

Is oxygen needed in chemical change? Why? or why not?
_______________________________________________________________________________
Preliminary Activity:
Procedure: Slice a potato in half. Take note of the color the moment it was sliced. Observe it for
a few minutes.
Guide Questions:
a. What have you noticed on the potato?____________________________________
b. Are there any changes compared to when it was sliced just a few moments ago?
____________________________________________________________________
c. What do you think might have caused the changes?
__________________________________________________________________________
D. Discussing new concepts and practicing new skills #1(EXPLORE)
Do Activity no. 7 with the supervision of parents or guardian.
Activity no. 7 Changes in Matter in the Presence and Absence of Oxygen
Materials: 4 jars in different sizes, 4 small candles with the same size, match, timer, ruler
Procedure:
1. Light 1 of the candles. Cover it with the smallest jar.
2. Using a timer, measure how many seconds it takes for the flame of the
candle to be put out.
3. Measure the length of the candle after it burns out.
4. Repeat the procedure using the next size of jar up to the largest jar.
5. Find out in which jar has the longest and shortest time of putting out the
flame of the candle.
6. Find out also the longest and the shortest candle after burning.
7. Record your findings on the chart below.
jars Time of the flame was put out Length of the candle after burning
1
2
3
4

E. Developing Mastery (EXPLAIN)

Guide Questions:
1. What changes in material did you observe when the candle was lit?
2. What did you observe with the lighted candles?
3. Why do you think the flame died when the candle was covered with the jar?
In the experiment above, the candle needs oxygen from the air to continue burning. If there is
absence of oxygen, the candle will not continue to burn.
1. What is combustion? ____________________________________________________
2. What are the three things needed for combustion to occur?
_________________________________________________________________________
3. Where do we get our supply of oxygen? __________________________________
F. Finding practical applications of concepts and skills in daily living (ELABORATE)
Find out ways on how you can prevent rusting of materials made of iron in your home. You can ask
your parents or guardian about this. Then, make a list of it just like the one shown below.
Ways to Prevent Rusting

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G. Making generalizations and abstractions about the lesson
Now that you have studied Changes in Matter in the Presence or absence of oxygen remember the
following science concepts.
 There are three things needed for combustion
 Fuel
 Heat
 Oxygen
 Rusting is caused by the reaction of iron with oxygen present in the air. This kind of
reaction is slower than combustion. The amount of rust formed in an iron depends on the
moisture and humidity of the surroundings
H. Evaluating learning (EVALUATE)
List down the effects of presence and absence of oxygen.
Presence of oxygen Absence of Oxygen
Iron nails
Expose fruit flesh
Burning candle
I. Additional activities for application or remediation
1. Why is it a good practice to wipe spoons and forks before keeping them?

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