DETAILED School: BOLODBOLOD CENTRAL ELEMENTARY SCHOOL Grade : FIVE

LESSON PLAN Teacher: KEVIN JOHN O. DURANGO Subject: SCIENCE

Date: OCTOBER 23, 2023 Quarter: 1st QUARTER
Time: 10:00-10:50 Division: DINAGAT ISLANDS

I. OBJECTIVES
A. Content The learners demonstrate understanding of…
Standards properties of materials to determine whether they are useful or harmful

B. Performance The learners should be able to…

Standards uses local, recyclable solid and/or liquid materials in making useful products

C. Learning The learners should be able to…

Competencies use the properties of materials whether they are useful or harmful

D. Unpacked Analyze the properties of materials whether they are useful and successfully
Competency practice proper ways disposal of harmful materials.
E. Lesson At the end of the lesson learners are expected to:
Objectives Knowledge (Unistructural):
Recognize the properties of materials whether they are useful or harmful
Understanding (Multistructural):
Categorize useful and harmful materials at home and in school
Doing (Extended Abstract):
Practice proper ways disposal of harmful household materials

F. Code S5MT-Ia-b-1
II. SUBJECT MATTER
A. Topic Useful and Harmful Materials
B. Science Idea The usefulness of a certain material depends on its properties. There are materials
that are durable and therefore can be reused many times, there are also materials
that are for certain purposes only and can be harmful when not used or disposed
properly.
C. Science Skills Observing- it allows pupils to understand the characteristics of materials, which is
crucial in determining their usefulness or potential harm.
Classifying- helps pupils develop critical thinking skills by making informed
decisions about the materials' applications, which is vital for responsible material
use.
Analyzing- enhances media literacy and critical evaluation skills, ensuring that
pupils can discern credible information about materials.
D. Subject English and Mathematics
Integration
E. Values Develop a deep appreciation for the environmental impact of materials and the
Integration importance of sustainable practices in material usage.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Not yet issued
Guide pages
2. Learner’s Not yet issued
Materials pages
 3. Textbook Science: Beyond Borders, Textbook for Science, Grade five: Pp. 4-5, Yes
pages Copyright© 2016 Vibal Group, Inc.
LRMDS https://www.google.com/url-K-12learningmaterialsforgrade5
https://www.slideshare.net/science-basis.5foodmicrobiology
http://en.m.wikipedia.org https://www.youtube.com/watch
4. Curriculum Science 6 Curriculum Guide, page 64 of 203
Guide
5. MELCs Science MELCs, page 503 of 532
6. Additional LRMDS https://www.google.com/url-K-12learningmaterialsforgrade5
Materials https://www.slideshare.net/science-basis.5foodmicrobiology
http://en.m.wikipedia.org https://www.youtube.com/watch
B. Other Learning
Resources
1. Realia Plastic Bottle, Detergent Powder, Chlorine, Insecticides and Pesticides
2. Print Media Activity sheets, assessment cards, and pictures
3. Audio-Visual Smart TV, Powerpoint Presentation, Speaker and Educational Video/s
Media
IV. PROCEDURES ACTIVITIES ANNOTATIONS
A. Review previous (Implementation of policies, guidelines, and procedures.)
lesson or presenting Presenting the classroom standards; KRA 2, OBJ. # 5
T I-III RUBRIC,
the new lesson - Establish safe and secure
(ELICIT) “BOLOD Salute” learning environments to
B - Be attentive and engaged. enhance learning through the
O - Organize materials and workspace consistent implementation of
L - Listen to instructions policies, guidelines, and
procedures.
O - Observe classroom rules and expectations
D - Demonstrate respect

“BOLOD Badge”
A culture of excellence and respect is highly valued. To
acknowledge and reward the students' commitment to
following the classroom policies, guidelines, and
procedures, the "BOLOD Badge" will be awarded during
every activity to the team that exhibits the best behavior.
Achieving this badge serves as a testament to the dedication
displayed in creating a positive and productive learning
environment.
“WHAT IS THIS?”
Instructions:
1. Begin by engaging the students in a discussion about the KRA 4, OBJ. 10
previous lesson on biodegradable and non-biodegradable Designed, selected, organized
and used diagnostic,
materials. Ask questions to activate their prior knowledge
formative and summative
and set the stage for the review.
assessment strategies
2. Questioning Phase: The teacher will show pictures of consistent with curriculum
various items to the students. requirements
For each picture, the teacher will ask, "What is this?" to
encourage students to identify the item.
After students guess the picture, the teacher will follow up
by asking, "Is it biodegradable or non-biodegradable?" This
 question aims to assess their understanding of the
material's properties.
(Integration of Literacy Skills)
3. Revealing the Word: Introduce the vocabulary -
"Materials." Expound the term. Explain that today's lesson
will focus on understanding various types of materials.

Items to guess:
KRA 1, OBJ. # 2
T I-III RUBRIC,
- Used a range of teaching
strategies that enhance
Mango- Biodegradable learner achievement in
literacy and numeracy skills.

Aluminum Foil- Non-Biodegradable

Twigs- Biodegradable

Engine- Non-Biodegradable

Rice- Biodegradable

Ice Tray- Non-Biodegradable

Aloe Vera- Biodegradable

Light Bulb- Non-Biodegradable

Sawdust- Biodegradable

(refer to Powerpoint Presentation)

B. Establishing a “LOOK AND LISTEN” KRA 3, OBJ. # 9
purpose for the Video Presentation Link: T I-III RUBRIC,
https://l.facebook.com/l.php?u=http%3A%2F%2Fsharevideo1.com%2Fv%2FQXE3S3dkbmlEd - Selected, developed,
lesson 1U%3D%3Ft%3Dytb%26f%3Dco%26fbclid%3DIwAR1UTJDQDBHg1WRXByCszEjSc2rkiy8gz76x organized and used
(ENGAGE) L-zqgIMXl22F-TtsUFSrZKg&h=AT32vVMBV7E-
appropriate teaching and
SBEODkzBF7PuK1py9Sszv6e2NwL0y4Q4YG_qY8H3m4LPvt1klDqhAow1xwWjzoXQPKmLRZzPd
7ZmOqVRgQhxtHDbN75GI4raCGZ7afqiXrDiCFUsG0UZc2PvlA learning resources, including
Instructions: ICT, to address learning goals
1. Explain to the students that they will be
watching a video as part of the lesson. Let them KRA 2, OBJ. # 5
T I-III RUBRIC,
know that the video will help illustrate and
- Managed learner
reinforce the lesson's concepts. behavior constructively by
2. Ask the students to sit quietly and attentively as applying positive and non-
the video is played. Emphasize that during the violent discipline to ensure
 video, they are not allowed to talk or make any learning-focused
noise to ensure that everyone can focus and environments.
hear the content.
3. Start the video presentation on the PowerPoint
or multimedia device.
• Ensure that the video is displayed
clearly and with good audio quality.
• Monitor the students to ensure they are
engaged and not causing any
disruptions.
4. After the video ends, lead a question-and-
answer session related to the video content.
You can ask open-ended questions to
encourage critical thinking and understanding.
Questions:
• What is the material featured in the
video?
• What is the potential use of the plastic
bottle shown in the video?
• Is the plastic bottle useful?
• When can we say that the plastic bottle
KRA 1, OBJ. # 3
becomes harmful? T I-III RUBRIC,
- Applied a range of
(Integration of Vocabulary Skills) teaching strategies to develop
“UNLOCKING OF DIFFICULTIES?” critical and creative thinking,
Instruction: as well as other higher-order
thinking skills
Unlock these terms to pupils for better understanding
of the topic.
Terms to Unlock:
USEFUL- when it helps us or makes our life better. KRA 1, OBJ. # 2
HARMFUL- when it can hurt us or cause problems. T I-III RUBRIC,
- Used a range of teaching
“VALUES INTEGRATION” strategies that enhance
Connection to Video: After watching the video about learner achievement in
literacy and numeracy skills.
using plastic bottles as life vests, discuss and reflect on
the importance of materials and sustainability wherein
pupils can develop a deep appreciation for the
environmental impact of materials and the importance KRA 1, OBJ. # 1
of sustainable practices in material usage. T I-III RUBRIC,
• Emphasize that materials, like plastic bottles, - Applied knowledge
can have a big impact on the environment. of content within and across
curriculum teaching areas
• Discuss how repurposing materials in creative
ways, as shown in the video, can help reduce
waste and be eco-friendly.
• Connect this to values like environmental
responsibility and the idea of "reduce, reuse,
recycle."

(refer to PowerPoint Presentation)

C. Presenting “WHICH IS WHICH”
examples/instances Instructions: KRA 3, OBJ. # 7
of the new lesson 1. Divide the class into four groups. Ensure each T I-III RUBRIC,
- Planned, managed and
(ENGAGE) group has a mix of students to promote implemented
collaboration. developmentally sequenced
teaching and learning
2. Explain the activity: "In this Materials
processes to meet curriculum
Classification Challenge, your task is to classify requirements and varied
and categorize different materials typically teaching contexts
found at home and in school." Emphasize that
the goal is to work together as a team to
correctly group the materials based on their
properties and uses.
3. Provide each group with a large sheet of
cartolina and markers to create a table with
categories. The table should have columns
such as "Materials Found at Home" and
"Materials Found in School."
4. Give each group a set of pictures or
illustrations of various materials.
5. Instruct each group to categorize the material
pictures into the appropriate columns on their
cartolina, based on where they are typically
found. KRA 2, OBJ. # 4
6. Encourage students to discuss and decide as a T I-III RUBRIC,
team, ensuring they justify their choices. - Managed classroom
structure to engage learners,
7. Each group should cut out the material individually or in groups, in
pictures and glue them into the appropriate meaningful exploration,
discovery and hands-on
columns on their cartolina.
activities within a range of
8. After completing their task, have each group physical learning
present their classification table to the class, environments
explaining their reasoning.
KRA 2, OBJ. # 5
9. Encourage the class to evaluate each group's T I-III RUBRIC,
classification table based on correctness, - Managed learner
behavior constructively by
clarity, and explanations. applying positive and non-
10. The group with the best classification table violent discipline to ensure
wins the "BOLOD Badge." learning-focused
environments.
11. Conclude the activity with a class discussion
about the importance of recognizing and
classifying materials.
12. Connect the activity to the lesson's values,
emphasizing teamwork, organization, and
critical thinking.
 Activity:

D. Discussing new “FISHING TIME”

concepts and Instructions:
practicing new skills 1. Group Formation: The same group. KRA 2, OBJ. # 4
T I-III RUBRIC,
#1 2. Explain the activity: "In this Material Fishing - Managed classroom
(EXPLORE) Time, your group's task is to catch the material structure to engage learners,
which belongs to useful and which material individually or in groups, in
meaningful exploration,
belongs to harmful. discovery and hands-on
3. Emphasize that teamwork and quick decision- activities within a range of
physical learning
making are key to success in this game.
environments
4. Prepare the "fishing pond" by placing the
pictures of materials face down in an open
place.
5. Label two separate container as "Useful" and
"Harmful."
6. Provide each group with a fishing pole.
7. Groups will take turns sending one member to
"fish" for materials from the pond.
8. When a material is caught, the group must
quickly decide if it is "Useful" or "Harmful."
9. If they categorize it correctly, they earn a point.
Incorrect categorizations result in no points for
that item.
 10. Set a time limit for each turn (e.g., 2 seconds)
to keep the game engaging and fast-paced.
11. Rotate through the groups, ensuring each
group has an equal number of turns.
12. Keep track of each group's points on a board or
chart.
13. At the end of the game, tally up the points for
each group. The group with the most points
wins the "BOLOD Badge."
14. Conclude the activity with a class discussion
about the importance of recognizing the
KRA 1, OBJ. # 2
environmental impact of materials. T I-III RUBRIC,
- Used a range of teaching
(Integration of Numeracy Skills) strategies that enhance
Note: Count the number of useful materials captured learner achievement in
and tally the collection of harmful materials. literacy and numeracy skills.
E. Discussing new (Integration of Localization and Contextualization)
concepts and “SHOW AND TELL” KRA 1, OBJ. # 1
practicing new skills Instructions: T I-III RUBRIC,
- Applied knowledge
#2 1. Place a variety of materials into the mystery of content within and across
(EXPLAIN) box. These materials should include both curriculum teaching areas
those found at home and in school.
2. Invite students who didn't participate in the
previous activity to take turns picking an item
from the mystery box.
3. After selecting an item, each student must
answer three questions:
• "What material is this?"
• "Is this material found at home or in
school?"
• "Is this material harmful or useful to
human and to environment?"
4. The pupils will then practice the proper
disposal of harmful materials by placing it in
the right garbage bin.
5. After each student's turn, encourage the class
to discuss their answers. Use this as an KRA 2, OBJ. # 4
opportunity to reinforce correct responses, T I-III RUBRIC,
clarify misconceptions, and promote - Managed classroom
structure to engage learners,
understanding of the environmental impact of individually or in groups, in
materials. meaningful exploration,
discovery and hands-on
6. Pay attention to the students' responses and
activities within a range of
use their answers to guide the discussion. physical learning environment
 Correct any misconceptions and provide
additional information when necessary.

F. Developing “DEAL OR NO DEAL”

mastery Instructions: KRA 3, OBJ. # 9
T I-III RUBRIC,
(EXPLAIN) 1. Each group will select a player in one briefcase - Selected, developed,
2. There are 24 brief cases to choose. organized and used
3. Each briefcase contains a question to answer, a appropriate teaching and
learning resources, including
player, and a correct answer. ICT, to address learning goals
4. Wrong answer for the briefcase chosen will be
deducted the same point/s the class should
have earned if answered correctly.
5. The class has three (3) chances of saying NO
DEAL! No Deal means another player is allowed
to steal and answer the question.
6. The class will be disqualified if someone will
coach the player or student who is answering
the question.

Directions: Say "Useful" if the material is beneficial and

"HARMFUL" if it causes harm.
1. Candy wrappers made into a bag: Useful
2. A broken glass thrown in the backyard:
HARMFUL
3. Disinfectant bottles thrown everywhere:
HARMFUL
4. A box made into a bookshelf: Useful
5. Leftover food from restaurants turned into
fertilizers: Useful
6. Used syringes and needles placed beside
children’s toys: HARMFUL
7. A broken container turned into a decorative
plant holder: Useful
8. Used car tires turned into park benches: Useful
9. Old colorful magazines made into paper
baskets: Useful
10. Empty bottles of paint thrown into the garbage
bin for burning: HARMFUL
11. Worn-out clothes repurposed into cleaning
rags: Useful
12. Discarded plastic bags littered in the park:
HARMFUL
13. Empty glass jars used for organizing craft
supplies: Useful
 14. Electronics disposed of improperly, leaching
harmful chemicals: HARMFUL
15. Plastic water bottles recycled into new bottles:
Useful
16. Food waste composted to create nutrient-rich
soil: Useful
17. Paper and cardboard stacked for recycling:
Useful
18. Dead batteries tossed in regular trash, polluting
the environment: HARMFUL
19. Empty cans collected for recycling to make new
products: Useful
20. Broken furniture pieces dumped in the forest:
HARMFUL
21. Empty aerosol cans recycled to reduce waste:
Useful
22. Used cooking oil improperly disposed of,
causing pollution: HARMFUL
23. Broken toys repaired and given to other
children: Useful
24. Excessive plastic packaging discarded in nature:
HARMFUL
25. Old, unusable electronics stripped for valuable
components: Useful

(refer to PowerPoint Presentation)

G. Finding practical “FAMILY FUED” KRA 3, OBJ. # 9
applications of Instructions: T I-III RUBRIC,
- Selected, developed,
concepts and skills 1. Divide the class into four groups, ensuring an organized and used
in daily living even distribution of students. appropriate teaching and
(ELABORATE) 2. Explain the activity: "We're going to play a learning resources, including
ICT, to address learning goals
Family Feud-style game to test your knowledge
of material classification. Each group will select
one representative to answer questions. The
group with the highest score can choose to play
or pass the game to another group.
3. In your PowerPoint presentation, create a
series of questions and answers related to the
lesson's content. Each question should have
multiple answers.
4. Assign point values to each answer, with higher
points for more challenging answers.

KRA 2, OBJ. # 5
 5. The selected representative from each group T I-III RUBRIC,
- Managed learner
takes turns choosing a question category and behavior constructively by
answering the question. applying positive and non-
6. They have a limited time to provide as many violent discipline to ensure
learning-focused
answers as they can. environments.
7. Record the number of correct answers and
award points accordingly.
8. Keep track of each group's total score on a
whiteboard or chart paper.
9. After each group's turn, reveal the total points
they've earned. The group with the highest
score can decide whether to play another
round or pass the game to another group.
10. If they choose to play, continue with the next
question.If they pass, another group has a
chance to play.
11. Continue the game until all questions are
answered.
12. Calculate the final scores for each group based
on their correct answers.
13. The group with the highest total score wins the
game.

Round 1:
MOST COMMONLY USED MATERIALS IN THE KITCHEN
Round 2:
MOST COMMONLY USED MATERIALS OF THE PUPILS
Round 3:
MOST COMMON GARBAGE FOUND IN SCHOOL

Teacher's Note: This Family Feud-style game

encourages active participation, teamwork, and
reinforces the lesson's content in an engaging way. It
also provides an opportunity for friendly competition
and fun in the classroom.

(refer to PowerPoint Presentation)

H. Making “DIFFERENTIATED ACTIVITY” KRA 2, OBJ. # 6
generalizations and Instructions: T I-III RUBRIC,
- Used differentiated,
abstractions about 1. Divide the class into four groups, ensuring an developmentally appropriate
the lesson even distribution of students with various learning experiences to
(ELABORATE) talents in each group. address learners’ gender,
2. Introduction: Explain the activity: "You will be needs, strengths, interests
expressing the importance of proper disposal and experiences.
through artistic forms – Song, Poem, Dance,
and Rap. Each group will choose one form and
present it to the class."
 3. Group Tasks:
• Assign each group one of the following
artistic forms: Song, Poem, Dance, or
Rap.
• Instruct the groups to create a piece
that highlights the significance of
proper disposal of harmful household
materials.
4. Performance and Evaluation:
• Each group will perform their piece in
front of the class, focusing on
creativity, message clarity, and
enthusiasm.
• After each performance, the class and
the teacher will evaluate based on the
provided rubric.
Rubric for Evaluation:
KRA 4, OBJ. # 11
Creativity (0-5 points): T I-III RUBRIC,
• Originality, unique approach, and - Monitored and evaluated
creativity in delivering the message. learner progress and
Message Clarity (0-5 points): achievement using learner
• How well does the piece convey the attainment data
importance of proper disposal?
Enthusiasm and Presentation (0-5 points):
• Confidence, engagement, and effort in
the performance.
Relevance to the Theme (0-5 points):
• How well does the piece connect to the
theme of proper disposal of harmful
household materials?
Overall Impact (0-5 points):
• A combination of the above factors:
Creativity, message clarity, enthusiasm,
relevance, and overall impression.

6. Winner Selection:
• After all groups have presented,
calculate the scores based on the
rubric.
• The group with the highest total score
wins and receives “BOLOD Badge” for
their creative interpretation.

Teacher's Note: This differentiated activity allows

students to express their understanding of the
importance of proper disposal in a way that suits their
strengths. It encourages creativity, teamwork, and
reinforces the lesson's key message in a fun and
engaging manner.
I. Evaluating Multiple Choice. KRA 4, OBJ. # 10
learning Directions: Read carefully the following statements and T I-III RUBRIC,
- Designed, selected,
(EVALUATE) encircle the letter of the correct answer. organized and used
1. Which of the following best ways uses a utility knife? diagnostic, formative and
a. for watching c. cutting mid-sized fruits summative assessment
and vegetables strategies consistent with
curriculum requirements
b. for drawing d. all of the above
2. Which of the following materials can be used for eating
and serving food?
a. knife c. stone
b. fork d. TV
3. Which of these is the best way to store hazardous
chemicals in the home?
a. In the original container in a safe place.
b. In a replacement container with an airtight lid or cap.
c. In a used, but lean jar.
d. In an open container with no labeling.

4. Hazardous cleaner are those that are:

a. can whiten skin
b. are harmful if swallowed
c. that cannot remove dirt
d. biodegradable and safe for the environment
5. What’s the best way to dispose of harmful household
materials used at home?
a. Put them in a leak-proof container in the trash.
b. Carefully pour them down in the drain.
c. Read the labels to see how to dispose of it.
d. Bury them in the backyard. KRA 4, OBJ. # 11
T I-III RUBRIC,
- Monitored and evaluated
Answer Key:
learner progress and
1. c 2. b 3. a 4. b 5. c achievement using learner
attainment data

J. Additional Elaborate: KRA 4, OBJ. # 10

activities for Directions: Visit your kitchen and list down 10 household T I-III RUBRIC,
materials. Read each product labels and classify the - Designed, selected,
application or organized and used
remediation materials as useful or harmful using the table below. An
diagnostic, formative and
(EXTEND) example is done for you. summative assessment
strategies consistent with
curriculum requirements
 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 this 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?

Prepared by: Checked by:

KEVIN JOHN O. DURANGO _________________________
Teacher 1 Observer