Department of Education

REGION IV-A CALABARZON

SCHOOLS DIVISION OF IMUS CITY
BUKANDALA ELEMENTARY SCHOOL
BUCANDALA 2 IMUS CITY, CAVITE

Detailed Lesson Plan in Science 5

School BUKANDALA ELEMENTARY Grade FIVE
SCHOOL
Teacher CRISTIAN L. RAMIREZ Learning SCIENCE 5
Area
Week/Teaching AUGUST 29, 2024 Quarter 1st QUARTER
Grade 5 Date
Daily Lesson Plan
Time 11:00-11:40 AM

I. OBJECTIVES
Demonstrate understanding of materials undergo
A. Content Standards changes due to oxygen and heat.

Uses local, recyclable solid and/or liquid materials in

B. Performance Standards making useful products.
Investigate changes that happen in materials under
the following conditions: 1 presence or lack of
C. Learning Competencies
oxygen (MELC 2)

At the end of the lesson, learners are able to…

a. Describe the changes that happen in materials in
the presence or lack of oxygen.
D. Lesson Objectives b. Classify the changes that happen in the presence
or lack of oxygen.
c. Appreciate the role of oxygen in people’s lives.

Changes in Materials Due to Oxygen

II. CONTENT
III. LEARNING RESOURCE
A. References
1. Teacher's Guide pages MELC p. 380
2. Learner's Materials pages
3. Textbook pages Science Experiences pp. 97-102
4. Additional Materials from PowerPoint, Picture puzzles, Candle, Lighter,
Learning Resource portal Transparent Jar, Diner plate or wooden board, Dice
B. Other Learning Resources/ SIM
IV. PROCEDURE
A. Reviewing the previous lesson or Instruction: Encircle which does not belong to the
presenting the new lesson (Introductory group. Explain your answer.
Activity)
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Oxygen, heat, and fuel (Charcoal) are the correct

answers.

Everybody sit straight, relax, and close your eyes. In

the count of 3 all of you will inhale and exhale 10
times.

What is the gas we breathe in and can be found in

air?

Where is it used by our body?

What does it do to materials it comes into contact

with?

(Teacher will present the real apple to the class.)

B. Establishing a purpose for the lesson
Now, let us look at Mang Cristian’s Stall.
(Motivation)
What can you see on his stall?
Do you think fruits are good in our body? Why?
When I call your name, you will choose one fruit and
take a bite.

What do you observe in the apple/pear/banana?

Why do you think is the apple turned brown?

C. Presenting examples/instances of the You will be grouped into four. Each group will be
new lesson given different activity sheets. You have 8 minutes to
(Demonstration / Modeling) do your task. Choose one representative to report
your output. You will be given 2 minutes to present in
front. Listen carefully as I explained your activity per
group.
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Standards of group activity

1. Read the directions of the activity sheets

carefully.
2. Be a responsible member. Help one another.
3. Observe silence in performing the activity.
4. Share your ideas to your member.
5. Clean as you finish your work.

Group 1
Materials Needed:
 Candle
 Match/lighter
 Dinner plate or wooden board
 Glass container

Procedure:
1. Ask for your teacher assistance in lighting the
candle.
2. Secure the candle on the dinner plate or
wooden board.
3. After lighting the candle, observe it in a few
minutes.
4. After a few minutes, carefully cover the lighted
candle with the glass container.
5. Observe it in another minutes.
6. Record the changes that happened to the
candle.

Lighted candle without Lighted candle with

cover cover

Guided Questions:
1. What do you observe with the lighted candle
after it was covered with a jar?

2. Why do you think the flame disappear when

the candle was covered with the jar?

Group 2
Materials Needed:
 2 Candles
 Match/lighter
 Timer
 Dinner plate or wooden board
 2 Glass container with different sizes (small
and large)

Procedure:
1. Ask for your teacher assistance in lighting the
candles.
2. Secure the candles on the dinner plate or
wooden board.
3. Carefully cover the lighted candles with the
glass containers with different sizes.
4. Set the timer and take note/ record of the time
taken for the light to go off after closing the
candles with glass.

5. Record the changes that happened to the

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candles.

Lighted candle in the Lighted candle in the

small cover large cover

Guided Questions:
1. What happened when you put the glass
container over the lighted candle?
2. Which candle light goes off first? Why?
3. Which candle light goes off last? Why?

Group 3
Materials Needed:
 Eggplant
 Knife
 Air tight container

Procedure:

1. Ask for your teacher’s assistance to cut

eggplant into two halves.

2. Put the first half of the potato inside an airtight

container.

3. Leave the other half on the table.

4. After 5 minutes observe what happened to the

eggplant.

5. Record the changes that happened to the

eggplant.

Eggplant inside the Eggplant that was left

container on the table

Guided Questions:
1. What is the color of the freshly cut eggplant
inside the container?
2. What is the color of the freshly cut eggplant
that was left in the table after 5 minutes?
3. What makes the eggplant change in color?
Why?

Group 4
Materials Needed:
 Apple
 Knife
 Air tight container

Procedure:
1. Ask for your teacher’s assistance to cut apple
into two halves.
2. Put the first half of the apple inside an airtight
container.
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3. Leave the other half on the table.
4. After 5 minutes observe what happened to the
apple.
5. Record the changes that happened to the
apple.
Apple inside the Apple that was left on
container the table

Guided Questions:
1. What is the color of the freshly cut apple
inside the container?
2. What is the color of the freshly cut apple that
was left in the table after 5 minutes?
3. What makes the apple change in color? Why?

Rubric for Group Work

1 3 5
All answers are Two answers The answer
incorrect. are correct. are all correct
and complete.
What is the reason of the changes that happened in
each experiment?

D. Discussing new concepts and practicing What is the effect of presence and lack of oxygen in
new skills #1 the fruits and vegetables such as apple and
(Analysis) eggplant?
How will you maintain the quality of food in your
house?
What is the effect of presence and lack of oxygen in
the lighted candle?
E. Discussing new concepts and practicing Chemical Change - is a change when a chemical
new skills #2 reaction forms a new product.
(Analysis)
Types of Chemical Change

1. Combustion – A chemical process in which a

substance reacts with the oxygen of air to
give heat and light.

Examples:
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Give some examples of combustion.

What are the elements of fire?

In the first activity, oxygen, fuel, and heat are the

elements of fire. Without one of them, fire will not
form.

2. Oxidation – is a chemical process in which a

material chemically combines with oxygen.

Examples:

Give some examples of oxidation.

Are these changes in matter beneficial? Why or why

not?
F. Developing mastery Direction. Identify if the picture is the product of
(Independent Practice) combustion or oxidation. Write your answer in your
notebook.

1.

2.

3.
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4.

5.
Why is oxygen important to living organisms like us
G. Finding practical applications of
concepts and skills in daily living humans?
(Application) What should you do if there is an accidental fire in
your kitchen?
H. Making generalizations and abstractions
about the lesson How will you describe the changes in materials in the
(Generalization) presence or lack of oxygen?

I. Evaluating learning Direction. Choose the letter of the BEST correct

(Evaluation) answer. Write the answers in your notebook.

1. What change will happen to the slices of potato if

they will be exposed to oxygen in the air?
A. Color will change from brown to white
B. Color will change from white to brown
C. The color will not change
D. No changes in color

2. What causes the rusting of iron nails iron made

materials in a wet cloth?
A. presence of heat
B. absence of heat
C. presence of oxygen
D. absence of oxygen

3. When the candle was lighted, it melted into liquid

and became solid again after few seconds or in a
minute. What causes these changes?
I. presence of heat
II. presence of oxygen
III. absence of heat
IV. absence of oxygen

A. I, II and III
B. I and IV
C. I and II
D. All of the above

4. The candles melted by the application of heat.

What change took place when solid candles
became liquid?
A. chemical
B. mechanical
C. no change
D. physical

5. Which situation shows the presence of oxygen in

a material?
I. Lighting of a candle
II. burning of fuels
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III. Combustion of engines
IV. putting off a lighted candle

A. I, II and III
B. I and IV
C. I and II
D. All of the above

Direction. Complete the table.

J. Additional activities for application or

remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned at least 80%
on the formative assessment
B. No. of learners who require additional
activities for remediation
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 teacher?

Prepared by:

CRISTIAN L. RAMIREZ
Teacher I

Checked:

RIZALINA P. LOPEZ
Master Teacher II

Approved:

DANILYN G. SIWA
Principal IV