School: E. BARRETTO SR.

Grade V-
DAILY ELEMENTARY SCHOOL Level/section: OBEDIENCE
LESSON LOVE
LOG FAITH
Teacher: MA ELLEN B AQUINO Learning Area: SCIENCE
Teaching Dates and August 27, 2024
Time: Week 5, Day 1/ Quarter: FIRST
8:30-9:15, 9:30-10:15 QUARTER
1:00-1:45
TUESDAY
1. Objectives
A. Content Standards The learners demonstrate understanding of properties of materials whether they are useful or
harmful.
B. Performance Uses local, recyclable solid and/or liquid materials in making useful products.
Standards
C. Learning Describe the harmful effects of materials to the environment
Competencies/LC S5MT-Ie-g-3
code
D. Enabling Objectives

II. CONTENT

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide CG p. 30
pages
2.Learner’s Material Science beyond borders
pages
3.Textbook pages Science Beyond Borders 5 Quezon City: Vibal Group, Inc., 2016, pp., pages 18-21
Evilyn T. Larisma and Jan Jason M. Mariano,

4.Additional
Materials SCIENCE 5 || QUARTER 1 WEEK 1 - 2 | PROPERTIES OF MATERIALS | MELC-BASED
from Learning (youtube.com)
Resource (LR)
portal
B. Other envelope, meta cards which indicates the different materials according to properties, glue,
Learning pentel pen, manila paper or cartolina
Resources
IV. Learning Tasks
A. Engagement
(Review and Motivation)
Reviewing previous PHYSICAL AND CHEMICAL PROPERTIES OF MATTER.
lesson or presenting the Identify if the following undergoes physical or chemical change.
new lesson Clap once if it is a physical change and twice if it is a chemical change.

1. Burning leaves
2. Melting of butter
3. Ripening of fruits
4. Rusting of iron
5. Spoiling of food
6. Tearing a piece of paper
7. Cutting a fabric
8. Curdling of milk
9. Evaporation of water
10. Freezing of water into ice
Now that you recalled the changes in matter, let us explore further the changes in matter
 in the presence and absence of oxygen.

New Words to Learn

Use power point presentation for the new words which will be tackled during the
lesson
 ozone layer
 acid
 chloroflourocarbons (CFCs)
 pollution
 Global Warming
Awareness on Safety Precautions
The teacher may conduct a pre-assessment by asking if the
pupils know the meaning of the words. Record their answers and
check it during the lesson
Motivation
Picture Analysis
Teacher will show at least five pictures of materials found in the
community. The pupils will analyze the pictures as to the benefits
that they give to the people.
Ask: What benefits can we get from these?
Suggested pictures:
 power plant
 pile of used tire
 junk Shop
 repair Shop
 different vehicles
B. Exploration
(Activity Proper)
 Gather the materials needed for the activity. Divide the materials equally to each group.
 Group the pupils into small groups.
 Set norms to follow during the group work

1. Group the pupils into five.

2. Recall the standards to follow during group activity.
3. Distribute the metacards containing research of information (prepared by the
teacher two days before the lesson) about the harmful effects of materials to the
environment.
Group I – Depletion of the Ozone Layer
Group II – Global Warming
Group III – Air Pollution
Group IV-Acid Rain
Group V- Water Pollution
4. List down the materials that contribute to the
environmental problem assigned.
C. Explain
(Group Reporting, Discussion and Analysis, Generalization)
Based on the activity answer the following questions
a. What are the different harmful materials that affect the environment?
b. How will you describe each of the harmful effect of materials to the environment?
 Depletion of the ozone layer
 Global Warming
 Air pollution
 Land Pollution
 Water Pollution
 Acid rain

 Ask the pupils to fill up the information needed to complete their

KWL chart about what they learned on the L column.
 Do you think we are also affected by these harmful effects of the
 different materials? If yes, what are some possible effects? If not,
explain

IV- ELABORATION
Finding practical How can you contribute to the protection of the environment from these harmful effects of
applications of concepts materials?
and skills in daily living
V- EVALUATION Direction: Read the questions carefully. Encircle the correct answer.
1. It is a Filipino word that means clearing.
A. Kaingin B. Planting C. Weeding D. Watering
2. It includes clearing the land for agriculture or grazing, or using the timber for fuel,
construction or manufacturing.
A. Deforestation B. Kaingin System C. Incineration D. Overpopulation
3. It is also known as a quake, tremor or tembor.
A. Earthquake B. Kaingin System C. Incineration D. Overpopulation
4. Which of the following factors of water pollution?
A. Throwing household garbage in the water
B. Chemical wastes from factories
C. Washing of clothes in the river
D. All of the above
5. The following are factors of water pollution except one.
A. Oil spills
B. Eroded soil from the mountains
C. Excess pesticides and fertilizers from the farm
D. Motor vehicles give off carbon monoxide, sulfur oxide, nitrogen oxide and hydrocarbon.
V. Remarks:

VI. Reflection:

No. of learners who

earned 80% of the _________ number of learners earned 80% of the formative test
formative assessment
No. of learners who
require additional _________ number of learners require additional activities to remediation
activities to remediation
Did the remedial lessons
work? No. of learners _________ number of learners who have caught up with the lesson
who have caught up with
the lesson
No. of learners who
continue to require _________ number of learners who continue to require remediation
remediation
A. Which of my
teaching strategies
worked well?
Why did these
work?

What difficulties did I

encounter which my
principal or supervisor
can help me solve?
What innovation or
localized material did I
use/discover which I
wish to share with other
teachers?

Prepared by: MA ELLEN B AQUINO

Teacher III

Noted/ Checked by: CARMINA S TAIP

Position/Date: Principal III

Observed by:
Position/Date: