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Science 367 388

The lesson plan is about measuring and the scientific method. It aims to teach students to identify measuring tools, measure objects accurately, and understand the basic steps of the scientific method. The lesson involves presenting different measuring tools, conducting group activities to measure objects, discussing concepts, and evaluating students' understanding through questions. It emphasizes proper handling of tools and patience during experiments.

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Zaldrich C. Taplac

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0% found this document useful (0 votes)

402 views388 pages

Science 367 388

Uploaded by

Zaldrich C. Taplac

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon

Date: June 24, 2019 (Araw ng Maynila)

I. Objectives:
a. identify the tools used in measuring
b. measure different objects using appropriate tools; and
c. show proper care in handling tools.

II. Subject Matter

Unit: Process Skills
Topic: Measuring
Concept(s): (1) Measuring is the process of expressing a quantity using a standard called unit. (2)
This skill in measuring helps in the development of a scientific mind.
Processes: observation and measuring
Vocabulary Words: height, length, weight, temperature, width, volume
References: The New Science Links V, Evelyn T. Larisma p. 5, Science for Better Living 5, Ma. Theresa
M. Ballon pp. 10-14
Materials: measuring tools, real objects
Values: Proper handling of measuring tools.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Trivia/ News/ Updates
1. ELICIT
B. Drill
Directions: Identify what is being described. Choose your answer inside the box below.
observing measuring inferring
classifying comparing
1. It is the process of grouping or sorting of objects according to their characteristics
2. It the process that involves the use of the five senses.
3. It is the process of making an intelligence guest.
4. It is the process of discovering the similarities and differences in the properties
of objects.
5. These are the senses used in observation
C. Review
Show an illustration. Make inferences about the picture (Do this orally)
D. Checking Of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Have you experienced to buy some fruits and vegetable in the market? What tool did the
vendor used to measure the fruits and vegetables that you bought?
2.2 Raising a Problem
What are the tools used in measuring?
2.3 Making Inferences
Maybe, measuring requires accuracy.
3. EXPLORE
3.1 Presentation
Show different measuring tools.
Let the pupils identify each measuring tools.
3.2 Science Words
Height – is the measure of vertical distance from top to bottom.
Weight – the amount or quantity of heaviness or mass.
Volume – amount of space occupied by an object or substance.
3.3 Group activity
 Standards in group activity
 Presenting the Rubrics
 Activity
Direction: Measure the following objects assigned for each group.
Group 1 – Height of each member
Group 2 – Weight of each member
Group 3 – Volumes of different liquids
Group 4 – Length and width of books
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learn about measuring?
5. ELABORATE
5.1 Verifying Concept (book reading p.10)
5.2 Accepting and rejecting inferences
5.3 Application
Why is accurate measurement needed in studying science?
5.4 Checking the Rubrics
6. EVALUATE
Directions: What measuring tools will you use in the following?
1. Volume of milk .
2. Your waist line .
3. Weight of a book .
4. Body temperature .
5. Length of a table .
7. EXTEND
Using a ruler, measure the length of the following:
Pencil Notebook Pad paper
Eraser Ball pen
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: June 25, 2019 (Note: Same Lesson plan as of yesterday and of June 18, 2019 for the
follow-up lesson for my three new handled sections.)

I. Objectives:
a. identify the tools used in measuring
b. measure different objects using appropriate tools; and
c. show proper care in handling tools.

II. Subject Matter

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Trivia/ News/ Updates
1. ELICIT
B. Drill
Directions: Identify what is being described. Choose your answer inside the box below.
observing measuring inferring
classifying comparing
1. It is the process of grouping or sorting of objects according to their characteristics
2. It the process that involves the use of the five senses.
3. It is the process of making an intelligence guest.
4. It is the process of discovering the similarities and differences in the properties
of objects.
5. These are the senses used in observation
C. Review
Show an illustration. Make inferences about the picture (Do this orally)
D. Checking Of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Have you experienced to buy some fruits and vegetable in the market? What tool did the
vendor used to measure the fruits and vegetables that you bought?
2.2 Raising a Problem
What are the tools used in measuring?
2.3 Making Inferences
Maybe, measuring requires accuracy.
3. EXPLORE
3.1 Presentation
Show different measuring tools.
Let the pupils identify each measuring tools.
3.2 Science Words
Height – is the measure of vertical distance from top to bottom.
Weight – the amount or quantity of heaviness or mass.
Volume – amount of space occupied by an object or substance.
3.3 Group activity
 Standards in group activity
 Presenting the Rubrics
 Activity
Direction: Measure the following objects assigned for each group.
Group 1 – Height of each member
Group 2 – Weight of each member
Group 3 – Volumes of different liquids
Group 4 – Length and width of books
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learn about measuring?
5. ELABORATE
5.1 Verifying Concept (book reading p.10)
5.2 Accepting and rejecting inferences
5.3 Application
Why is accurate measurement needed in studying science?
5.4 Checking the Rubrics
6. EVALUATE
Directions: What measuring tools will you use in the following?
1. Volume of milk .
2. Your waist line .
3. Weight of a book .
4. Body temperature .
5. Length of a table .
7. EXTEND
Using a ruler, measure the length of the following:
Pencil Notebook Pad paper
Eraser Ball pen
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: June 26, 2019 (Note: Same Lesson Plan as of June 19, 2019 for the follow-up lessons
of my three new handled sections.)

I. Objectives:
a. draw a conclusions based on the activity
b. conduct a simple experiment to show the scientific method
c. show patience while working

II. Subject Matter

Unit: Process Skills
Topic: Scientific Method
Concept(s): (1) The Scientific method has the following basic steps: (a) Stating the Problem, (b)
Gathering Information, (c) Formulating Hypothesis, (d) Experimenting, (e) Recording and Analyzing
Data, (f)Stating a Conclusion, (g)Verifying the Conclusion
Processes: observing, inferring, experimenting and communicating
Vocabulary Word(s): variables, hypothesis, experimenting, communicating
References: Science and Health 5, pp.11-13
Materials: water
Values: Patience

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Trivia/ News/ Updates
1. ELICIT
B. Drill
Direction: Loop a Word.
A M O E C B G N I R A P M O C
M E A S U R I N G P E N U R J
M G N I R R E F N I A O T L A
X A Z E C L A S S I F Y I N G
L O B S E R V I N G S A K I E
C. Review
What will you use to measure the following?
___1. weight of the child
___2. length of the room
___3. level of water in the glass
___4. circumference of a circle
___5. height of the building
D. Checking Of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Do you watch your mother cook in the kitchen ?
What ingredients did she use to make the dish tasty ?
2.2 Raising a Problem
Do all solids dissolved in a liquid?
2.3 Formulating Hypothesis
 If solids have fine particles, then it is easy for it to dissolve.
 If solids are big, then it’s hard for them to dissolve in a liquid.
3. EXPLORE
3.1 Presentation
Identify the state of each materials. Give the characteristics of solids.
3.2 Science Word(s)
Variables – is any factor, trait, condition that can exists in differing amounts or types. It can be
Independent, Dependent or Controlled.
Hypothesis –an idea or theory that is not proven. A wild guess.
3.3 Group Activity
 Standards in group activity
 Presenting the rubrics
 Activity
Direction: Mix the following solids to water.
Solids Observation
sugar
salt
sand
pepper

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learn about the Scientific method?
5. ELABORATE
5.1 Verifying Concept (book reading p.5)
5.2 Accepting and Rejecting Inferences
5.3 Application
Why is it important to investigate before making the conclusion?
5.4 Check the Rubrics
6. EVALUATE
Directions: Enumerate the following basic steps of Scientific Method.
1. _______________________________
2. _______________________________
3. Formulating Hypothesis.
4. _______________________________
5. Recording and Analyzing Data.
6._______________________________
7. ______________________________
7. EXTEND
Make an investigatory project using the basic steps of Scientific Method learned.
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: June 27, 2019 (Note: Continuation of the lesson.)

I. Objectives:
a. draw a conclusions based on the activity
b. conduct a simple experiment to show the scientific method
c. show patience while working

II. Subject Matter

III. Learning Activities

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: June 28, 2019

I. Objectives:
a. identify useful materials
b. create new products from waste materials
c. appreciates the usefulness of waste materials

II. Subject Matter

Unit I: Matter
Topic: Recognizing Useful Materials
Concept(s): (a) Materials are considered useful when it serves its purpose or even beyond. (b) Useful
materials, reduce the consumption of fresh raw materials, energy usage, air pollution (from
incineration) and water pollution (from land filling) by decreasing the need for “conventional” waste
disposal. (c) Empty plastic bottles, clothes, metals, papers, newspaper, tin cans and boxes are
examples of useful materials that can be reduce, reuse, recycle, recover and repair.
Processes: Observing, Inferring, Predicting, Experimenting, Classifying
Science Words: Recycle, Landfill, Reusable, Incineration
Reference Materials: S5MT – Ia –b1, Science in our World, p.5, Norma M. Abracia, et.al.,
https.//en.m.wikipedia.org>wiki>Recycling
Materials: empty tin can, plastic bottles, egg shell, empty box (zesto), decorative materials, scissors,
glue, pictures, rubrics, illustration board, ppt
Values: Appreciating the usefulness of some waste materials.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
1. ELICIT
B. Drill
Identify the following pictures according to their state. Write SOLID, LIQUID, GAS or PLASMA.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Enrichment
Identify all the useful materials.
Old newspaper Empty Box Broken Light Bulb Plastic Cups Bottles Used
Paint Can Empty Tin Can Used Batteries

1. ELICIT
C. Drill
Identify the following as physical or chemical change.
1. Ripening of fruits
2. Decayed teeth
3. Water turn into water vapor
4. Caramelized sugar
5. Water cycle
D. Review
Identify the following materials as to harmful and useful. Use happy face for useful materials
and sad face for harmful materials.
1.paper 4. paint
2.rubber tires 5. Clothing 3.food scrap
E. Checking of Assignment
F. Lesson Proper
2. ENGAGE
2.1 Motivation
What is biodegradable and non-biodegradable?
2.2 Raising a Problem
What is the difference between reusable materials and waste materials?
2.3 Making Inferences
3. EXPLORE
3.1 Presentation
Let the pupils name/ identify the different materials on their table.
3.2 Science Words
3.3 Activity Work
 Setting of standards in group activity.
 Presenting the Rubrics
 Performing the Activity
Each group have their own set of reusable materials and waste materials. Let them classify the
materials into reusable and waste materials.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
How do we recognize reusable to waste materials?
4.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept. Book Reading. p.5
5.2 Application
During Christmas party Kathy and her friends make a Christmas tree made purely of mussel’s
shells and candy wrapper. What can you say about it?
6. EVALUATE
Classify the following materials into reusable materials and waste materials.
Clothe paper bags banana peeling
Vegetables toothbrush animal manure
Used towel paint can decayed fruits
Empty bottles

7. EXTEND
What are the different Physical properties of matter?
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: July 05, 2019

I. Objectives
a. differentiate hardness and brittleness
b. determine the use of properties of materials as to hardness and brittleness whether they
are useful or not
c. perform the activity on hardness and brittleness

II. Subject Matter

Unit I: Properties of Matter
Topic: Identifying the Physical Properties of Matter:
(Hardness and Brittleness)
Concept(s):(a) Hardness is the ability of a material to be rigid and resist pressure that may cause
deformation or change in its shape. (b) Brittleness is the ability of a material to be broken into pieces
Processes: observing, classifying, describing
Vocabulary Words: hardness, brittleness, rigid, property
References: Science in Our World 5 pp.9-11
Materials: glass, rock, chalk, block of wood, piece of metal, nail
Values: Appreciate the importance of knowing the properties of materials.

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1. ELICIT
B. Drill
Identify whether the material is useful or waste.
Write U if it is USEFUL and W if it is a WASTE.
_____1. carton box
_____2. tin canister
_____3. used card battery
_____4. old newspaper
_____5. leftover paints
C. Review
When a material useful? When a material considered waste?
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Show real objects: block of wood, piece of metal and chalk and ask the pupils: Which is the hardest
material among the 3? Which is the softest?
2.2 Raising a Problem
How does hardness differ from brittleness?
2.3 Making Inferences
I think hardness is the ability of a material to resist pressure that may cause deformation while
brittleness is the ability of a material to break easily.
3. EXPLORE
3.1 Presentation
Show video clip
3.2 Science Words: hardness, brittleness
3.3 Activity Work
 Setting of standards in group activity.
 Presenting the Rubrics
 Performing the Activity
The pupils will examine all the materials given. With the use of the nail, try to make a scratch on
each of the materials. Which is easiest to scratch? Which are hard to scratch? Which is the hardest
solid?

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
How do you know that the object is hard? Brittle?
4.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Do our knowledge on the properties of materials help us in segregating our wastes properly? How?

6. EVALUATE
Directions: Write TRUE or FALSE
_____1. Solid materials are known for their hardness.
_____2. All hard materials do not break.
_____3. Porcelain is harder than metal
_____4. Solid materials have different hardness.
_____5. Brittleness is the ability of a material to break easily.

7. EXTEND
Give at least 5 examples of hard materials and 5 examples of brittle materials.
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: July 05, 2019 (Note: Same Lesson Plan because of the Pre-test given to all grade
levels by the Division Office.)

I. Objectives:
a. differentiate reusable materials to waste materials.
b. enumerate some reusable materials and waste material
c. recognize the importance of used and old materials

II. Subject Matter

III. Learning Activities

7. EXTEND
What are the different Physical properties of matter?
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: July 08, 2019 (Note: Same Lesson Plan because last Friday is the second day and
also, the last day of the Pre-test for all the grade levels from the Division office.)

I. Objectives:
a. differentiate reusable materials to waste materials.
b. enumerate some reusable materials and waste material
c. recognize the importance of used and old materials

II. Subject Matter

III. Learning Activities

7. EXTEND
What are the different Physical properties of matter?
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: July 09, 2019

II. Subject Matter

II. Learning Activities

7. EXTEND
Give at least 5 examples of hard materials and 5 examples of brittle materials.
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: July 10, 2019

I. Objectives
a. identify the different Science Processes.
b. classify usable, harmful and waste materials.
c. classify the properties of matter as to Physical and Chemical.
d. Match the properties of matter in Column B to its definition in column A.

II. Subject Matter

Unit I: Matter
Topic: 1. Science Processes
2. Usable, Harmful and Waste Materials
3. Physical Properties of Matter
4. Chemical Properties of Matter
Processes: Identifying, classifying,
References: Science Health Textbook
Materials: Test papers.
Values: Honesty

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update

B. Test Proper
1. Reading the directions.
I. DIRECTION: Identify the different Science processes described below. Choose the letter of the
correct answer inside the box and write it on the space provided.
____1. The process which use the different senses to gather information about things.
____2. It is the process of determining and discovering similarities and differences of some
properties of matter.
____3. It is a way of sorting or grouping objects according to their observable characteristics.
____4. The process of giving a tentative explanation based on actual observation.
____5. It is the way of telling what will happen next based on observable facts.
II. MULTIPLE CHOICE: Read each item carefully and choose the letter of the correct answer then
write it on the space provided.
_____6. A material is considered _______ when it serves its purpose or even beyond. What kind of
material is it?
a. Useful b. Harmful c. Waste d. None of these
_____7. Why do we need to determine if the object is useful or harmful?
a. To determine which is useful or not.
b. Knowing about these properties can help you handle the material correctly.
c. To minimize waste in our household.
d. All of these
_____8. When a material can no longer be used after it served its purpose, it is called a ________.
a. Useful b. Harmful c. Waste d. Toxic
_____9. The following materials are very useful to people EXCEPT one. Which of the following is not
considered useful?
a. metals b. plastics c. wood d. corrosive
_____10. These materials can cause sickness or death when they are swallowed, inhaled, or
absorbed through the skin. Which of the following is this?
a. Useful b. Harmful c. Waste d. All of these
III. COMPLETE THE TABLE.
A. Classify the following materials as USEFUL, HARMFUL and WASTE. Write the materials in their
corresponding group.
Tin Cans Toxic Waste Banana Peeling
Corrosive Wood Plastic Bottles
Broken light bulb Flammable Used Batteries
Metals

Useful Harmful Waste

B. Classify the properties of matter as to Physical and Chemical.

Hardness Flammability Elasticity
Brittleness Combustibility Flexibility
Biodegradability Reactivity Porosity
Malleability

PHYSICAL PROPERTIES CHEMICAL PROPERTIES

IV. MATCHING TYPE. Match the properties of matter in Column B to its definition in column A. Write
the letter of your answer on the space provided.
A B
1. Ability of matter to break easily. A. Flammability
2. Ability of matter to bend without B. Conductivity breaking.
C. Malleability
3. Ability of matter to decompose D. Biodegradability
easily. . Reactivity
4. Ability of matter to stretch and F. Flexibility
back to its original shape. G. Elasticity
5. Ability of matter to be drawn into thin wires. H. Combustibility
I. Ductility
6. Ability of a matter to be burn easily. J. Brittleness
7. Ability of a matter to ignite and catch
fire.
8. Ability of matter to let heat and electricity
pass through.
9. Ability of matter to be hammered into
Thin sheets.
10. Ability of matter to change its composition.
2. Answering the test.

IV. Evaluation
1. Pupil’s behavior
2. Pupil’s result.
V. Assignment
Study how we should minimize our household waste.
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: July 11, 2019

I. Objectives:
a. identify the physical properties of matter as flexibility and elasticity;
b. conduct an experiment about flexibility and elasticity;
c. determine flexibility and elasticity of materials whether they are useful or harmful.

II. Subject Matter

Unit: Properties of Matter
Topic: Flexibility and Elasticity
Concept(s): (1) Flexibility is the ability of materials to bend without breaking. (2) Elasticity is the
ability of material to resume its normal shape after being stretched or compressed.
Processes: Comparing, Observing, Experimenting
Vocabulary word(s): Flexible, Resume, Elastic, Stretched, Bend, Compressed
Reference: S5MT-Ia-b1, The New Science Links 5 by Lance Harvey B. Ponce; pp. 177-178
Materials: Rubber Tubing, Rubber Shoes, Metal Spring, Rubber band, Balloon
Values: Awareness on the uses of the given materials

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1. ELICIT
B. Drill.
Supply the table below. Give some examples for each group.
Solid liquid gas plasma

C. Review
Identify if the materials show hardness or brittleness. Write H if it is hardness and B for
brittleness.
____1. Chalk
____2. Glass
____3. Wood
____4. Rock Salt
____5. Platinum
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Put some objects on the table that shows flexibility and elasticity.
2.2 Raising Problem
a. What are the differences between flexibility and elasticity?
2.3 Making Inferences
 Maybe, flexibility is the ability of an object to bend without breaking while elasticity is the
ability of an object to return to its original shaped after being stretched.
3. EXPLORE
3.1 Presentation
Let the pupils give examples of flexible and elastic matters.
3.2 Science Words
3. 3. Activity Work
Activity: Flexibility and Elasticity
A. Put a check (√) if the materials fit in to the given description or a cross (X)if it is not.
Description
Materials Return to
Bend Stretched Compressed
its shape
B. Based on the table A. Tell whether the
Rubber shoe material is Flexible or Elastic.
Rubber band 4. EXPLAIN
Rubber tubing
Metal spring 4.1 Reporting and Discussion
Balloon 4.2 Concept Formation
4.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Valuing: What are some useful things that material having flexibility and elasticity may help to us?
6. EVALUATE.
Identify the materials that show flexibility and elasticity. Write F if it is Flexible and E if it is
Elastic.
____1. Rubber band
____2. Plastic ruler
____3. Balloons
____4. Garters
____5. Spring

7. EXTEND
What is Conduction?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 12, 2019
I. Objectives
a. identify the different physical properties of solids as to malleability and ductility,
b. classify solids as to malleability and ductility,
c. show awareness on the useful and harmful properties of solids.

II. Subject Matter

Unit: Matter
Topic: Malleability and Ductility
Concept(s): (a) Malleability is the ability of a matter to be hammered into thin sheets. (b)
Ductility is the ability of a matter to deform under tensile stress.
Processes: Observing, Identifying, Describing, Classifying
Science Words: Malleable and Ductile
Reference: The New Science Links page 20-21
Materials: sponge, thin wires, chalk, rubber band, coins, rubber tubes, mirror, magnets,
laptop
Values: Awareness on the usefulness and harmfulness of different kinds of solid

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1.ELICIT
B. Drill.
Directions: Put a check () if the material is reusable and X if it is a waste material.
_______ 1. Battery
_______ 2. Used syringes
_______ 3. Vegetable peelings
_______ 4. Rubber tires
_______ 5. Paper
C. Review
Identify the materials that show flexibility and elasticity. Write F if it is Flexible and E if it is Elastic.
____1. Rubber band ____4. Garters
____2. Plastic ruler ____5. Spring
____3. Balloons
D. Checking of Assignment
E. Lesson Proper

2. ENGAGE

2.1 Motivation
Have the pupils differentiate the materials in the table.
2.2 Raising the Problem
What is malleability and ductility?
2.3 Making Inferences/ Hypothesizing
3. EXPLORE
3.1 Presentation
Put some objects on the table that shows flexibility and elasticity.
3.2 Science Words
3.3 Activity Work
 Setting of standards in group activity.
 Presenting the Rubrics
 Performing the Activity

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
4.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept. Book Reading.p.11
5.2 Application
Valuing: Why is important to know the special properties of solids?
5.3 Check the Rubrics

6. EVALUATE
Write True or False.
_____1. All metals are malleable.
_____2. Ductility is the ability of a matter to deform under tensile stress.
_____3. Candle is a ductile matter.
_____4. Non – metals are malleable.
_____5. Matters tend to deform even without a tensile stress.

7. EXTEND
Bring the following materials for tomorrow’s activity:

Glass, cork, rock, metal spoon, paper clip, chalk, coin and cotton ball

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 15, 2019
I. Objectives
a. identify the chemical properties of matter.
b. describe the chemical properties of matter.

II. Subject Matter

Unit I: Matter
Topic: Chemical Properties of Matter (Flammability and Combustibility)
Concept(s): (a) A chemical property is most evident when a certain material reacts with
another material chemically. (b)Combustibility is the ability of a material to burn while (c)
Flammability is the ability of a material to ignite or catch fire easily.
Process Skill(s): observing, predicting, classifying, describing
Science Word(s): Flammable, Combustible, Biodegradable, reactivity
References: Norma Abraciaet. al Science in Our World, Vibal Publishing Inc., Evelyn
Enriquez-Arcano et al. Breaking Through Science, C & E Publishing Inc., Peralta – Peralta Real
Science 5, Abiva Publishing House Inc.
Materials: dried leaves, plastic, metal spoon, small piece of wood, steel wool, rubber band,
Styrofoam, cloth, nail, apple, alcohol
Values: Sharing the bountiful materials around us with others for greater joy.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1. ELICIT
B. Drill
Identify the following as to Physical and Chemical Properties of Matter.
______1. Burning Wood ______4. Drying clothes
______2. Broken glass ______5. Rusting iron
______3. Decaying leaves

C. Review
Match the items in Column A with the items in Column B. Write the letter of the correct
answer on the blank.
(A) (B)
___1. Ability to let heat and electricity a. Brittleness
to pass through.
___2. Ability to stretched and return b. Ductility
to its original shape.
___3. Ability to break easily. c. Conductivity
___4. Ability to bend without breaking d. Elasticity
___5. Ability to be drawn into thin e. Flexibility
wires. f. Hardness
D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1Motivation
Show a paper and a leaf. Which will burn easily?
Show a plastic and a banana. Which will decay easily?
Give other examples of materials that will burn easily, decay easily.
2.2Raising the Problem
What are the chemical properties of matter?
2.3 Making Inferences/ Hypothesizing

3. EXPLORE
3.1 Presentation
 Let us guess the hidden word.
 What letter comes before the following?
__D__P__N__C__V__T__U__J__C__M__F
 Write the word that you have formed.
 What letter comes after the following?
E__K__Z__L__L__Z__A__K__D__
 Write the word that you have formed.
3.2 Science Words
3.3 Activity Work
 Setting of standards in group activity.
 Presenting the Rubrics
 Performing the Activity
1. Observe carefully the different objects stated below.
2. Check the box that corresponds to the characteristic of each object. You may check two
or more boxes.

Burns Decays Rusts

Object
Easily Easily Easily
Dried leaves
Plastic
Metal spoon
Small piece 4. EXPLAIN
of wood 4.1 Reporting and Discussion
Steel wool 4.2 Concept Formation
Rubber band What are the materials that burn easily?
Styrofoam What are the materials that decay
Cloth easily? What are the materials that rust
Nail easily?
apple 4.3 Accepting and Rejecting
Inferences
alcohol
5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application

6. EVALUATE
Encircle the letter of the best answer.
1. Which of the following is the ability of the material to easily decompose?
a. Combustibility c. Reactivity
b. Biodegradability d. Flammability
2. Which will catch fire easily?
a. Cloth b. Paper c. Wood d. Vegetable peelings
3. A rusty nail is an example of ____________.
a. Combustibility c. Biodegradability
b. Flammability d. Reactivity

7. EXTEND
On your portfolio, paste some pictures of chemical properties of matter.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 16, 2019

I. Objectives:
a. identify biodegradable and non-biodegradable materials
b. classify materials as biodegradable and non-biodegradable
c. appreciate usefulness of used discarded materials at home, in school and in the
community

II. Subject Matter:

Unit I: MATTER
Topic: Biodegradable and Non-biodegradable Materials Concept(s): (A) Biodegradable
materials are easily decomposed and can be buried in a compost pit like kitchen refuse,
dead plants and animal manure. (B) Non-biodegradable materials cannot be added into
compost pit, it would take a much longer time for them to fully decomposed. Thus, these
materials must be reused in another way.
Processes: identifying, describing, comparing, classifying
Science Words: biodegradable, non-biodegradable
References: S5-MT-Ia-b-1, Science in Our World 5 pp.12-13,
Materials: laptop, book, pictures, plastic bag, bottles, newspaper, piece cloth
Values: Appreciating the usefulness of used discarded materials

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1. ELICIT
B. Drill
Write S if the material is solid, L if it is liquid and G if it is gas.
1. kerosene
2. sand
3. water vapor
4. rice grain
5. vinegar

C. Review
What happens when heat is applied on materials?
D. Checking of assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation (picture analysis)
Discarded used materials like rubber tire, papers etc.
What do you see in the picture?
2.2. Raising a Problem
What are biodegradable and non-biodegradable materials?
2.3 Making Inferences

3. EXPLORE
3.1 Presentation
Showing of different materials to the class.

plastic bottle dry leaves glass jar

newspaper piece cloth plastic bag
3.2 Science Words
Biodegradable – materials that can be decomposed by bacteria or other living
things.
Non-biodegradable – materials that cannot be decomposed easily.

3.3. Activity Work

 Setting of standards in group activity.
 Presenting the Rubrics
 Performing the Activity
Group the materials as biodegradable and non-biodegradable.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Describe biodegradable and non- biodegradable materials.
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading. pp. 12-13
5.2 Application
Its weekend and you will do general cleaning in your house. Will you disposed those
old things you gathered after cleaning? Why?
5.3 Checking of Rubrics

6. EVALUATE
Classify the following materials. Draw a if it is biodegradable and an X if it is non-
biodegradable.
1. Styrofoam
2. Carton box
3. Wooden stick
4. Fruit peelings
5. Plastic container

7. EXTEND
In your portfolio, draw or cut 5 pictures of biodegradable and non-biodegradable
materials.
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: July 17, 2019

I. Objectives
a. identify the 5R method in waste management;
b. show environmental concern by using the 5R method in waste management;
c. classify the materials if they show or use any of the 5Rs of waste management.

Ii. Subject Matter

Unit I: Matter
Topic: Importance of 5Rs (Recycle, Reduce, Reuse, Recover, and Repair)
Concept(s): (a) Waste management refers to the practice of proper waste disposal. (b) The
5Rs or recycle, reduce, reuse, recover, and repair is the modern method of waste
management. (c) Garbage or used products and materials must be managed properly by
using the 5Rs of waste management. (d) Practicing the 5Rs strategy to manage waste helps
solve environmental problems. (e) It also makes our environment clean, beautiful, and
provides opportunities for people to earn money.
Processes: identifying, classifying, observing and describing
Science Words: Recycle, Reduce, Reuse, Recover, Repair, Segregation, Waste Management
References: CG S5MT-Ie-g-3, Larisma, Evelyn T., et. al.,The New Science Links 5 (Worktext in
Science and Technology). Rex Bookstore. pp. 68-81.
Abracia, Norma M., Ed. D., et. al., Science in our World 5. Vibal Group. pp. 22-29.
Materials: old notebooks, yarn, plastic bottles, small plant, trowel, fruit peelings, animal
manure, soil, torn clothes, sewing kit, pictures
Values: Environmental Concern

III. Learning Activities

C. Review
Classify the following materials. Draw a if it is biodegradable and an X if it is non-
biodegradable.
_____1. Styrofoam
_____2. Carton box
_____3. Wooden stick
_____4. Fruit peelings
_____5. Plastic container
D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
The teacher will post pictures of different waste materials.
2.2 Raising a Problem
What are the importance of 5r’s?
2.3 Making Inferences
Maybe, we can manage our wastes by reusing, reducing, recycling, recovering and repairing.

3. EXPLORE
3.1 Presentation
The teacher will show different effects of improper waste management.
3.2 Science Words
3.3 Activity Work
 Setting of standards in group activity.
 Presenting the Rubrics
 Performing the Activity
GROUP ACTIVITY
The teacher will instruct each group to make the waste materials be useful again:
Group 1 – old notebooks, yarn
Group 2 – plastic bottles, small plant, trowel
Group 3 – fruit peelings, animal manure, soil
Group 4 – torn clothes, sewing kit

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation

Waste Management

4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading. pp. 22-29
5.2 Application
Margaret found her old dolls inside her cabinet. What will Margaret do with her
dolls? Throw it? Why?

6. EVALUATE
Identify what is being described in the following statements.
____1. It is a method which means to fix slightly broken things to make them useful again.
____2. It is to create a new product out of a material that has already served its purpose.
____3. It means converting waste to energy.
____4. It lessens the amount of trash that will add up to the environment.
_____5. It means to find another use for materials that have already been used.
7. EXTEND
Research for the meaning of 5r’s.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 18, 2019 (Note: Same Lesson Plan because yesterday the class is being
suspended due to Typhoon Falcon.)

Ii. Subject Matter

III. Learning Activities

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation

Waste Management

4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading. pp. 22-29
5.2 Application
Margaret found her old dolls inside her cabinet. What will Margaret do with her
dolls? Throw it? Why?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 19, 2019

I. Objectives
a. Design a product out of local recyclable solid and/ or liquid materials in making
useful products

II. Subject Matter

Unit I: Matter
Topic: Reusable Materials
Concept(s): (a) Recyclable materials are the new materials produced from something that
has been used before. Some examples are plastic bottles, used papers or magazines, tetra
packs, tin cans and straws.
Processes: Identifying, Describing, Comparing, Classifying, Observing
Science Words: Recycle, Reduce, Reuse, Recover, Repair, Segregation, Waste Management
References: Science in Our World, Abracia et.al pp. 24-25
Materials: 2 pcs. of empty plastic bottles, zipper, glue stick, glue gun, ruler and scissor
Values: Patronizing Locally-made Recyclable Products

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/Trivia/News
1. ELICIT
B. Drill
Directions: Put a check (/) if the material is reusable and (X) if it is a waste material.
_______ 1. Battery
_______ 2. Used syringes
_______ 3. Vegetable peelings
_______ 4. Rubber tires
_______ 5. Paper
C. Review
Classify the following materials. Draw a if it is biodegradable and an X if it is non-
biodegradable.
_____1. Styrofoam
_____2. Carton box
_____3. Wooden stick
_____4. Fruit peelings
_____5. Plastic container
D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation: The teacher will post pictures of different waste materials.

2.2 Raising a Problem

What are reusable materials?
2.3 Making Inferences
Maybe, reusable materials are materials that can be used or recycled even beyond its
purpose.

3. EXPLORE
3.1 Presentation
The teacher will show pictures or materials or recycled matter.
3.2 Science Words
3.3 Activity Work
 Setting of standards in group activity.
 Presenting the Rubrics
 Performing the Activity
INDIVIDUAL ACTIVITY
The pupils will design or make a coin purse out of plastic bottles.
Materials: ruler, 2 empty plastic bottles, zipper, glue stick, glue gun, scissor.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation

Reusable

4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading. pp. 24-25
5.2 Application
Lisa found an empty box. What will she do to make it reusable?

6. EVALUATE
CHECKLIST
Check the appropriate column based on your activity.
Yes No
1. Did you create your work neatly?
2. Did you follow the instruction
correctly?
3. Did you make your own coin purse
durable?
4. Did you pass your work on time?
5. Did you make another way on how to
use empty bottles?

7.EXTEND
Research how matter changes when exposed to heat.
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: July 22, 2019

I. Objectives
a. identify the 5R method in waste management;

Ii. Subject Matter

Unit I: Matter
Topic: Importance of 5Rs (Recycle, Reduce, Reuse, Recover, and Repair)
Concept(s): (a) Waste management refers to the practice of proper waste disposal. (b) The
5Rs or recycle, reduce, reuse, recover, and repair is the modern method of waste
management. (c) Garbage or used products and materials must be managed properly by
using the 5Rs of waste management
Processes: identifying, classifying, observing and describing
Science Words: Recycle, Reduce, Reuse, Recover, Repair, Segregation, Waste Management
References: CG S5MT-Ie-g-3, Larisma, Evelyn T., et. al.,The New Science Links 5 (Worktext in
Science and Technology). Rex Bookstore. pp. 68-81.
Abracia, Norma M., Ed. D., et. al., Science in our World 5. Vibal Group. pp. 22-29.
Materials: old notebooks, yarn, plastic bottles, small plant, trowel, fruit peelings, animal
manure, soil, torn clothes, sewing kit, pictures
Values: Environmental Concern

III. Learning Activities

C. Review
Classify the following materials. Draw a if it is biodegradable and an X if it is non-
biodegradable.
_____1. Steel wool
_____2. Animal manure
_____3. Plastic bags
_____4. Dead plants
_____5. Rubber tires

D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
The teacher will post pictures of different waste materials.

2.2 Raising a Problem

What are the 5Rs?
2.3 Making Inferences
Maybe, we can manage our wastes by reusing, reducing, recycling, recovering and repairing.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation

Waste Management

4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading. pp. 22-29
5.2 Application
Margaret found her old dolls inside her cabinet. What will Margaret do with her
dolls? Throw it? Why?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 23, 2019

I. Objectives
a. identify the properties of matter as to conductivity.(insulators and conductors)

Ii. Subject Matter

Unit I: Matter
Topic: Conductivity (Insulators and conductors)
Concept(s): (a) Conductivity is the ability of matter to let heat and electricity pass through.
(b)Insulators are materials that allow heat to pass but do not allow electricity to pass
through, examples are plastics, rubbers, cloth, paper and wood, while (b) Conductors are
materials that allow both heat and electricity to pass through, examples are all kinds of
metal and water.
Processes: identifying, classifying, observing and describing
Science Words: Conductors and Insulators
References: CG S5MT-Ie-g-3, Larisma, Evelyn T., et. al., The New Science Links 5 (Work text
in Science and Technology). Materials: metals, rubber band, plastic, wire, batteries and light
bulb.
Values: Carefulness in handing dangerous materials.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/Trivia/News
1. ELICIT
B. Drill
Identify the following pictures according to their state. Write SOLID, LIQUID, GAS or
PLASMA.

D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
The teacher will show materials. Let the pupils tell whether the material will allow
electricity to pass or not.
2.2 Raising a Problem
What is Conductivity?
2.3 Making Inferences
Maybe, conductivity refers to insulators and conductors.

3. EXPLORE
3.1 Presentation
The teacher will show how electricity pass through a material using a simple circuit.
Then will ask. What are the materials that allow electricity to pass? Not to pass?
3.2 Science Words
3.3 Activity Work
 Setting of standards in group activity.
 Presenting the Rubrics
 Performing the Activity
Classify the following materials according to the description below. Put a check in the box
that best described the materials that follows.
Materials Electricity Electricity not
Flows flows
Rubber tubing
Plastic
wrapper
Metal spoon
Water
Iron nails

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Conductivity

Conductors Insulators

4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Why should we know which materials are conductors or insulators?

6. EVALUATE
Identify the materials below as conductor or insulator. Write C if it’s conductor and I if it’s
insulator.
____1. Rubber band
____2. Stainless steel
____3. Copper wire
____4. Plastic wrapper
____5. Paper bag
7. EXTEND
In your portfolio, Draw or cut out pictures of conductors and insulators.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 24, 2019

I. Objectives

a. identify what changes happens to water when heated or cooled.

Ii. Subject Matter

Unit I: Matter
Topic: Physical Change (Change in State)
Concept(s): (a) Physical Change is the change only in the state of matter. No new material is
formed. It can be identify with the changes in colors, shapes or states. (b) Evaporation is the
process of changing liquid to gas. (c) Condensation is the process of changing gas to liquid.
(d) Melting is the process of changing solid to liquid. (e) Freezing is the process of changing
liquid to solid and (f) Sublimation is the process of changing solid to gas.
Processes: identifying, classifying, observing and describing
Science Words: Evaporation, condensation, sublimation, melting and freezing
References: CG S5MT-Ie-g-3, Larisma, Evelyn T., et. al., The New Science Links 5
Materials: scissors, colored papers, glue
Values: Carefulness in handing dangerous materials.

III. Learning Activities

C. Review
Identify what is being described in the following statements.
____1. It is a method which means to fix slightly broken things to make them useful again.
____2. It is to create a new product out of a material that has already served its purpose.
____3. It means converting waste to energy.
____4. It lessens the amount of trash that will add up to the environment.
____5. It means to find another use for materials that have already been used.
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
What will happen if I boil a water? When I put it in the freezer? When I let it cooled
down?
2.2 Raising a Problem
What happens to water when heated or cooled?
2.3 Making Inferences
Maybe….
I think….
3. EXPLORE
3.1 Presentation
Will this water change when heated? When frozen?
3.2 Science Words
3.3 Activity Work
 Setting of standards.
 Performing the Activity
1. Observe what will happen to the following materials under certain situations.
2. Write your observation inside the table.

Matter Situation Observation

water frozen
heated
cooled

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learned from the lesson?
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Why should we take good care of handling dangerous materials?

6. EVALUATE
Identify what physical changes happens to the following situations.
____1. Water changes to water vapor when heated.
____2. Water vapor changes to liquid when cooled.
____3. Ice turns back to water when heated.
____4. Water became solid when frozen.
____5. Ice turns to gas when heated.

7. EXTEND
In your portfolio, write the meaning of the following:
1. Evaporation
2. Condensation
3. Freezing
4. Melting
5. Sublimation
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: July 25, 2019

I. Objectives
a. Identify changes of matter under chemical change;
b. demonstrate understanding of materials undergo changes due to oxygen and heat.

Ii. Subject Matter

Unit I: Matter
Topic: Chemical Change
Concept(s): (a) Chemical Change is the change in matter where new material is formed.
Processes: identifying, classifying, observing and describing
Science Words: Evaporation, condensation, sublimation, melting and freezing
References: CG S5MT-Ie-g-3, Larisma, Evelyn T., et. al., The New Science Links 5
Materials: pictures, charts
Values: Carefulness in handing dangerous materials.
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/Trivia/News
1. ELICIT
B. Drill
Identify what is being described in the following statements.
____1. It is a method which means to fix slightly broken things to make them useful again.
____2. It is to create a new product out of a material that has already served its purpose.
____3. It means converting waste to energy.
____4. It lessens the amount of trash that will add up to the environment.
____5. It means to find another use for materials that have already been used.

C. Review
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
What will happen if I burn this paper? Can I bring it back from being a paper? What material
is formed?
2.2 Raising a Problem
What happens to matter under chemical change?
2.3 Making Inferences
3. EXPLORE
3.1 Presentation
What do you think are the conditions where matter changes into new material?
3.2 Science Words
3.3 Activity Work
 Setting of standards.
 Performing the Activity
1. Tell what will happen in the materials under the situations stated below.
2. Write your observation inside the table.

Matter Situation Observation

6. EVALUATE
Identify which of the situations below can be classified as chemical change. Put a check if it is a
chemical change and cross if it’s not.
____1. Burning wood
____2. Drying clothes
____3. Rusting iron
____4. Fried fish
____5. Frozen ice.

7. EXTEND
In your portfolio, list down 10 chemical changes you see around you.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 26, 2019

I. Objectives
a. discuss the effect of presence or absence of oxygen in a material;
b. demonstrate understanding materials that undergo changes due to oxygen and heat.

Ii. Subject Matter

Unit I: Matter
Topic: Changes in Matter in the Presence or Absence of Oxygen
Concept(s): (a) Chemical Change is the change in matter where new material is formed. (b) Oxygen,
a colorless, odourless reactive gas and a life-supporting component of the earth.
Processes: identifying, classifying, observing and describing
Science Words: Evaporation, condensation, sublimation, melting and freezing
References: CG S5MT-Ie-g-3, Larisma, Evelyn T., et. al., The New Science Links 5
Materials: pictures, charts, potato, knife, 4 jars, 4 small candles, math, timer, ruler, rusty nail
Values: Carefulness in handing dangerous materials.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/Trivia/News
1. ELICIT
B. Drill
Identify which of the situations below can be classified as chemical change. Put a check if it is a
chemical change and cross if it’s not.
____1. Burning wood
____2. Drying clothes
____3. Rusting iron
____4. Fried fish
____5. Frozen ice.
C. Review
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
What will happen if I will cut the potato into two? What might happen to the potato in a few
minutes?
2.2 Raising a Problem
What happens to matter under chemical change?
2.3 Making Inferences
3. EXPLORE
3.1 Presentation
What do you think are the conditions where matter changes into new material?
3.2 Science Words
3.3 Activity Work
 Setting of standards.
 Performing the Activity
1. Tell what will happen in the materials under the situations stated below.
2. Write your observation inside the table.

Matter Situation Observation

potato Cut into two
Lighted candle Covered with a
small jar
Lighted candle Covered with a
medium jar
Lighted candle Covered with a big
jar
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learned from the lesson?
4.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Why should we take good care of handling dangerous materials?

6. EVALUATE
Identify which of the situations below can be classified as chemical change. Put a check if it is
a chemical change and cross if it’s not.
____1. Burning wood
____2. Drying clothes
____3. Rusting iron
____4. Fried fish
____5. Frozen ice.

7. EXTEND
In your portfolio, list down 10 chemical changes you see around you.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 29, 2019 (Note: Same lesson plan because last Friday- July 26, 2019 is a shorten
periods.)

I. Objectives
a. discuss the effect of presence or absence of oxygen in a material;
b. demonstrate understanding materials that undergo changes due to oxygen and heat.

Ii. Subject Matter

III. Learning Activities

3. EXPLORE
3.1 Presentation
What do you think are the conditions where matter changes into new material?
3.2 Science Words
3.3 Activity Work
 Setting of standards.
 Performing the Activity
1. Tell what will happen in the materials under the situations stated below.
2. Write your observation inside the table.

Material Change that happen to Change that happen to

material when Oxygen is material when Oxygen is
present (lighted candle absent (lighted candle
uncovered; sliced apple covered; sliced apple soaked
exposed to air) in water)
Lighted candle
Sliced apple
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learned from the lesson?
4.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Why should we take good care of handling dangerous materials?

6. EVALUATE
Identify which of the situations below can be classified as chemical change. Put a check if it is
a chemical change and cross if it’s not.
____1. Burning wood
____2. Drying clothes
____3. Rusting iron
____4. Fried fish
____5. Frozen ice.

7. EXTEND
In your portfolio, list down 10 chemical changes you see around you.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 30, 2019

I. Objectives
a. discuss the effect of presence or absence of oxygen in a material;
b. demonstrate understanding materials that undergo changes due to oxygen and heat.

Ii. Subject Matter

Unit I: Matter
Topic: Changes in Matter through application of heat.
Concept(s): (a) Chemical Change is the change in matter where new material is formed.
Processes: identifying, classifying, observing and describing. (b) Heat, is a form of energy. It is
described as how high the temperature is.
Science Words: Evaporation, condensation, sublimation, melting and freezing
References: CG S5MT-Ie-g-3, Larisma, Evelyn T., et. al., The New Science Links 5
Materials: pictures, charts, matchsticks, lamp or candle, tin cans, ice cube
Values: Carefulness in handling dangerous materials.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/Trivia/News
1. ELICIT
B. Drill
Identify which of the situations below can be classified as chemical change. Put a check if it is
a chemical change and cross if it’s not.
____1. Burning wood
____2. Drying clothes
____3. Rusting iron
____4. Fried fish
____5. Frozen ice.
C. Review
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Show to the class a photo of a mother cooking food. Ask them the following questions:
a. How does she cooks?
b. What did she use to cook food?
c. Is it safe to eat raw foods? Why or why not?
2.2 Raising a Problem
What happens to matter under chemical change?
2.3 Making Inferences

Materials What causes the What is What are the Can it be

materials to produced? signs that the brought back to
changed? materials its original form?
undergo
changes?
Matchstick
Burning candle
and tin cans
Ice

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learned from the lesson?
4.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Why should we take good care of handling dangerous materials?

6. EVALUATE
Identify which of the situations below can be classified as chemical change. Put a check if it is
a chemical change and cross if it’s not.
____1. Burning wood
____2. Drying clothes
____3. Rusting iron
____4. Fried fish
____5. Frozen ice.

7. EXTEND
In your portfolio, list down 10 chemical changes you see around you.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: July 31, 2019

I. Objectives
a. discuss the states of matter:
b. Students will be able to differentiate between a solid, liquid, and gas.
c. Students will be able to classify the pictures as solid, liquids or gases.

Ii. Subject Matter

Unit I: Matter
Topic: States of Matter
Concept(s): (a) Matter- is anything that can take up place. (b) Solid – has a definite shape and
volume. (c) Liquids – No definite shape, has a definite volume. (d) Gas –No definite shape and no
definite volume.
Processes: identifying, classifying, observing and describing.
Science Words: Evaporation, condensation, sublimation, melting and freezing
References: CG S5MT-Ie-g-3, Larisma, Evelyn T., et. al., The New Science Links 5
Materials: pictures, charts, water, glass and tablets of alkazeltser.
Values: Carefulness in handling dangerous materials.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/Trivia/News
1. ELICIT
B. Drill
Fact or Bluff
1. Liquid freezes into solid such that you can hold water.
2. Due to physical change, the sweetest sugar may turn sour or bitter.
3. To dry clothes, liquid evaporates into gas called water vapor
4. There is no new substance formed when carbon dioxide and water become food in the plant.
5. Melting of candle is a change from solid to liquid.
C. Review
Arranged the jumbled phrase to form the science ideas. Paste your work on the manila
paper.

Is the And Where a

Chemical
change in characteristic new
Change
the in of matter substance
composition

May be formed.
No new State of matter Physical
Is a change
material and change
only the

Is formed.

D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Show real objects for solid, liquids and gas.
2.2 Raising a Problem
What are the 3 states of matter?
2.3 Making Inferences

3. EXPLORE
3.1 Presentation
What do you think are the movements of the particles in each states of matter?
3.2 Science Words
3.3 Activity Work
 Setting of standards.
 Performing the Activity
The pupils will observe the materials given. With the use and help of the Alkazeltser tablet,
try to demonstrate to the pupil on how will the states of the matter will apply.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learned from the lesson?
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Why should we take good care of handling dangerous materials?

6. EVALUATE
Identify the following pictures according to their state. Write SOLID, LIQUID, GAS or PLASMA.

7. EXTEND
In your portfolio, list down examples of solid, liquid and gas you see inside your home.
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: August 1, 2019

I. Objectives
a. identify what changes happens to water when heated or cooled.

Ii. Subject Matter

Unit I: Matter
Topic: Physical Change (Change in State)
Concept(s): (a) Physical Change is the change only in the state of matter. No new material is formed.
It can be identify with the changes in colors, shapes or states. (b) Evaporation is the process of
changing liquid to gas. (c) Condensation is the process of changing gas to liquid. (d) Melting is the
process of changing solid to liquid. (e) Freezing is the process of changing liquid to solid and (f)
Sublimation is the process of changing solid to gas.
Processes: identifying, classifying, observing and describing
Science Words: Evaporation, condensation, sublimation, melting and freezing
References: CG S5MT-Ie-g-3, Larisma, Evelyn T., et. al.,The New Science Links 5
Materials: scissors, colored papers, glue
Values: Carefulness in handing dangerous materials.
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/Trivia/News
1. ELICIT
B. Drill
Identify the following pictures according to their state. Write SOLID, LIQUID, GAS or PLASMA.

2. ENGAGE
2.1 Motivation
What will happen if I boil a water? When I put it in the freezer? When I let it cooled down?
2.2 Raising a Problem
What happens to water when heated or cooled?
2.3 Making Inferences
Maybe….
I think….
3. EXPLORE
3.1 Presentation
Will this water change when heated? When frozen?
3.2 Science Words
3.3 Activity Work
 Setting of standards.
 Performing the Activity
1. Observe what will happen to the following materials under certain situations.
2. Write your observation inside the table.

Matter Situation Observation

water frozen
heated
cooled
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learned from the lesson?
4.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Why should we take good care of handling dangerous materials?
6. EVALUATE
Identify what physical changes happens to the following situations.
____1. Water changes to water vapor when heated.
____2. Water vapor changes to liquid when cooled.
____3. Ice turns back to water when heated.
____4. Water became solid when frozen.
____5. Ice turns to gas when heated.

7. EXTEND
In your portfolio, write the meaning of the following:
1. Evaporation
2. Condensation
3. Freezing
4. Melting
5. Sublimation

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 2, 2019

I. Objectives
a. Identify changes of matter under chemical change.

Ii. Subject Matter

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/Trivia/News
1. ELICIT
B. Drill

Identify what physical changes happens to the following situations.

____1. Water changes to water vapor when heated.
____2. Water vapor changes to liquid when cooled.
____3. Ice turns back to water when heated.
____4. Water became solid when frozen.
____5. Ice turns to gas when heated.

Matter Situation Observation

paper burned
fish dried
Iron nail rusted
apple decayed
meat cooked
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What did you learned from the lesson?
4.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept. Book Reading.
5.2 Application
Why should we take good care of handling dangerous materials?
6. EVALUATE
Identify which of the situations below can be classified as chemical change. Put a check if it is a
chemical change and cross if it’s not.
____1. Burning wood
____2. Drying clothes
____3. Rusting iron
____4. Fried fish
____5. Frozen ice.

7. EXTEND
In your portfolio, list down 10 chemical changes you see around you.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 5, 2019 (Note: Same lesson plan because last Friday, August 2, 2019, classes
are being suspended due to heavy rainfall.)

I. Objectives
a. Identify changes of matter under chemical change.

II. Subject Matter

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/Trivia/News
1. ELICIT
B. Drill

Identify what physical changes happens to the following situations.

Matter Situation Observation

7. EXTEND
In your portfolio, list down 10 chemical changes you see around you.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 6, 2019

II. Subject Matter

Unit I: Matter
Topic: UNIT TEST
Processes: Identifying, classifying, investigating, describing,
References: Science Health Textbook
Materials: Test papers and answer sheets.
Values Honesty

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update

B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting of Test Papers
5. Checking the pupil’s answer.

III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.

IV. Assignment
Study your previous lesson for the preparation of your first periodical test.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 8, 2019

I. Objectives
a. recognize useful and harmful materials.
b. identify the physical properties of matter,
c. describe physical and chemical change,
d. Investigate changes in materials under the following conditions; Combustibility
and Flammability;
e. Identify activities that need presence of oxygen and lack of oxygen;
f. Describe useful or harmful application of heat on materials
g. identifying biodegradable and non – biodegradable materials;
h. recognizing activities using the 5r’s.
II. Subject Matter
Unit I: Matter
Topic: FIRST PERIODICAL TEST
Processes: Identifying, classifying, investigating, describing,
References: Science Health Textbook
Materials: Test papers and answer sheets.
Values: Honesty
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting of Test Papers
5. Checking the pupil’s answer.
III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.
IV. Assignment
Research for the functions and parts of the following:
1. The Human Reproductive system
2. The Respiratory System
3. The Urinary System

LESSON PLAN IN SCIENCE 5

6. EVALUATE
Identify the different parts of the male reproductive system by labelling each part.

7. EXTEND
Research for the functions of each part of male reproductive system.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 15, 2019

I. Objectives
a. label the parts of Female Reproductive System.

II. Subject Matter

Unit II: The Human Body
Topic: The Female Reproductive System
Concept: The female reproductive system has 5 major parts; the ovaries, the fallopian tubes, the
uterus, the cervix canal and the vagina.
Science Words: egg cells, passageway
References: S5LT-IIa-1, Science Health Textbook pp.22
Materials: pictures, Charts, Diagram of the female reproductive organ.
Values: Taking care of the Female reproductive system.

III. Learning Experiences:

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1. ELICIT
B. Drill
Identify the different parts of the male reproductive system by labelling each part.

C. Review
Match column A with their corresponding function in column B. Write the letter only.
A B
1. Testes a. urine and semen are eliminated.
2. Penis b. duct that transports sperm from the
3. Vas deferens epididymis.
C. Semen c. male sex cell
5. Urethra d. Where sperm cells are produced.
e. mixture of sperm cells and fluids from
the gland.
D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
Show a picture of a pregnant women, ask something about it and then have them
differentiate the diagram of the male and female reproductive system.
2.2 Raising the Problem
What are the parts of the female reproductive system?
2.3 Inferences
Maybe, ovary, uterus, fallopian tubes, cervix canal and the vagina are the parts of female
reproductive system.
3. EXPLORE
3.1 Presentation
Show the pictures of female reproductive system with its parts.
3.2 Science Words
3.3 Activity Work
 Standards in group activity
 Presenting the rubrics
 Performing the activity
Draw and label the parts of the female reproductive system.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What are the parts of the female reproductive system?
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading.p22
5.2 Application
Valuing: What do we need to do in order to prevent our reproductive system healthy?

6. EVALUATE
Label the parts of female reproductive system.

7. EXTEND
Research for the functions of each parts of female reproductive system.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 16, 2019

I. Objectives
a. identify the changes that occur in boys and girls during puberty;
b. understand the importance of the development of secondary sex characteristics.

II. Subject Matter

Unit II: The Human Body
Topic: Development of Secondary Sex Characteristics
Concept: Puberty is a stage characterized by rapid developmental changes. These changes
are caused by the sex hormones from their ovaries and testes. During puberty, changes do
not only happen in your physical appearance. There may also be changes in your mental,
emotional, and social aspects.
Science Words: Puberty, Hormones
Science Processes: Observing, Inferring, Describing, Predicting, Illustrating
References: S5LT-IIa-1, Science Health Textbook pp.10
Materials: pictures, charts, learners photos when they are young.
Values: Appreciating the changes during puberty.

III. Learning Experiences:

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1. ELICIT
B. Drill
Label the parts of female reproductive system.

C. Review
Match column A with their corresponding function in column B.
A B
1. Ovary a. The Sex Cells of the female.
2. Fallopian tube b. also known as the birth canal.
3. Uterus c. Where egg cells are produced.
4. Egg cell d. Where fertilization occurs.
5. Cervix Canal e. Responsible for the development of a child for 9 months.
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
One day before the lesson, assign the learners to bring photos of themselves when they
were young. Let them work in pairs to study each others photo.
2.2 Raising a Problem
How does the secondary sex characteristics develop??
2.3 Giving Inferences
Maybe…..
I think….

3. EXPLORE
3.1 Presentation
Show a video clip on how secondary sex characteristics develop.
3.2 Science Words
3.3 Activity Work
 Standards in group activity
 Presenting the rubrics
 Performing the activity
Group 1: Compare your baby pictures to your present picture. What are the physical
changes that happen to your body?
Group 2: a. What are eostrogen and progesterone? How do they affect the female
during puberty age? b. What is testosterone? How does testosterone affect the male
during the puberty age?
Group 3: What are the nonphysical changes during puberty?
Group 4: Compare and Contrast the changes that happen to boys and girls during
puberty using a Venn diagram.
Group 5: How will you give importance to the changes that occur in your body during
puberty?

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is Puberty?
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading.p10
5.2 Application

6. EVALUATE
If you experience the change at your age now, put a check under the appropriate
column. Then, identify which among these changes may happen to both male and female.

Changes being experienced Male Female

Broadening of hips
Enlargement of breast
Growth of Adams apple
Growth of pubic and
underarm hair
Change in voice quality
Likes particular sports or
activities
Idolizes movie stars or sports
personalities
Emotional
Easily gets excited
Afraid to be alone

7. EXTEND

Research about the menstrual cycle.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 20, 2019

I. Objectives
a. identify the changes that occur in boys and girls during puberty;
b. understand the importance of the development of secondary sex characteristics.

II. Subject Matter

III. Learning Experiences:

I. Objectives
a. identify the changes that occur in boys and girls during puberty;
b. understand the importance of the development of secondary sex characteristics.

II. Subject Matter

III. Learning Experiences:

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1. ELICIT
B. Drill
Label the parts of female reproductive system.

C. Review
Directions: Identify the function of the following female reproductive parts.
1. Ovary
2. Fallopian tube
3. Uterus
4. Egg cell
5. Cervix Canal
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
One day before the lesson, assign the learners to bring photos of themselves when they
were young. Let them work in pairs to study each others photo.
2.2 Raising a Problem
How does the secondary sex characteristics develop??
2.3 Giving Inferences
Maybe…..
I think….
3. EXPLORE
3.1 Presentation
Show a video clip on how secondary sex characteristics develop.
3.2 Science Words
Puberty
Hormones
3.3 Activity Work
 Standards in group activity
 Presenting the rubrics
 Performing the activity
Group 1: Compare your baby picture to your present picture. What are the physical
changes that happen to your body?
Group 2: a. What are eostrogen and progesterone? How do they affect the female
during puberty age? b. What is testosterone? How does testosterone affect the male
during the puberty age?
Group 3: What are the nonphysical changes during puberty?
Group 4: Compare and Contrast the changes that happen to boys and girls during
puberty using a Venn diagram.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is Puberty?
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading.p10
5.2 Application

6. EVALUATE
If you experience the change at your age now, put a check under the appropriate
column. Then, identify which among these changes may happen to both male and female.

Changes being experienced Male Female

7. EXTEND

Research about the menstrual cycle.

Prepared by: Mrs. Aurora-mil T. Bacon

Subject Teacher

Observed by: Mr. Delmar B. Diago

Master Teacher

Noted by: Mrs. Eleodora B. Vergara

Principal
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: August 21, 2019 (Note: Holiday – Ninoy Aquino Day.)

I. Objectives
a. identify the parts of male and female reproductive system,
b. explain the process of fertilization,
c. state the importance of the reproductive system,
d. tell the functions and parts of male and female reproductive system.

II. Subject Matter

Unit I: Living Things and its Environment
Topic: First Summative Test
Processes: Identifying, classifying, explaining, describing, inferring, predicting
References: Science Health Textbook pp 5- 10
Materials: Test papers and answer sheets.
Values: Honesty

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update

B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting of Test Papers
5. Checking the pupil’s answer.

III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.

IV. Assignment
Study the menstrual cycle.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 22, 2019 (Note: Same lesson plan because yesterday was a holiday.)

II. Subject Matter

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update

B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting of Test Papers
5. Checking the pupil’s answer.

III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.

IV. Assignment
Study the menstrual cycle.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 23, 2019

I. Objectives
a. identify the Phases of the Menstrual Cycle and;
b. describe the phases of the menstrual cycle.

II. Subject Matter

Unit I: Living Things and its Environment
Topic: The Female Reproductive System (The Menstrual Cycle)
Concept(s):(a)The menstrual cycle occurs in 28 days. The first phase is what we called THE
MENSTRUATION PHASE next is the FOLLICULAR PHASE, then the OVULATION PHASE and the last one
is the LUTEAL PHASE.
Processes: Describing, Illustrating, Identifying
Science Words: Menstruation, Ovulation
References: BEC Handbook in Science 5 I.1.1, Science Health Textbook pp.4
Materials: pictures, Charts, Diagram THE MENSTRUAL CYCLE
Values: Taking care of the female reproductive system.
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1. ELICIT
B. Drill
Identify the different parts of the female reproductive system by labelling each parts.

C. Review
Match column A with their corresponding function in column B. Write the letter only.
A B
1. Ovary a. The Sex Cells of the female.
2. Fallopian tube b. also known as the birth canal.
3. Uterus c. Where egg cells are produced.
4. Egg cell d. Where fertilization occurs.
5. Cervix Canal e. Responsible for the development of a child for 9 months.

D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
Show a picture of a man and woman growing up. Ask the differences or the changes
happens to both of them then present the topic.
2.2 Raising a Problem
 What is menstruation?
2.3 Giving Inferences

3. EXPLORE
3.1 Presentation
Show a video clip on how menstruation occurs.
3.2 Science Words
Menstruation, ovulation
3.3 Activity Work
o Standards in group activity
o Presenting the rubrics
o Performing the activity
Illustrate the menstrual cycle then describe.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What are the phases of the menstrual cycle? Why does menstruation occur in women?
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept. Book Reading.p4
5.2 Application
Valuing: As a brother or a sister, how can you help in your sister who has menstruation?
6. EVALUATE
Study the description below. What phases of the menstrual cycle are being describe for?
_____1. The uterus lining begin to thickens again.
_____2. The Uterus linings breaks down.
_____3. The Egg is released.
_____4. The Uterus lining continues to thickens.
_____5. The egg is released approximately on the 14 th day.

7. EXTEND
Draw the Menstrual Cycle on your portfolio.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: August 26, 2019 ( Note: Holiday – National Heroes day.)

I. Objectives
a. Describe how human develops from conception until birth.
b. Cooperate in group activity.

II. Subject Matter

Unit II: Living Things and its Environment
Topic: Human Development from Conception until Birth
Concept(s): Conception begins when fertilization occurs. Three days after, a morula is formed, cell
division continuous transforming into a hallow sphere called inner cell mass which will give rise to
the embryo. A thin sac called Amnion filled with a liquid called amniotic fluid encloses the embryo.
From the ninth week of pregnancy until birth, the developing baby is called FETUS. During the
second and third trimesters the organs of the fetus develop and mature. The fetus continue to grow
in size and weight until birth.
Processes: Describing, Illustrating, Inferring
Science Words: Pregnancy, conception
References: S5LT-IIa-1, Science Health Textbook pp.10
Materials: pictures, Charts
Values: Cooperate in group activity.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
1. ELICIT
B. Drill
Fill in the blanks.
Starting from puberty, the female experiences a menstrual flow commonly known as
________or period. Most girls have their first menstrual period between the ages of ______. This is
called ________. While on the other hand mostly men experiencing _________for they are capable
to reproduce _________ during their puberty age.

D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
Show a picture of a pregnant woman. Ask something about it then state the topic.
2.2 Raising a Problem
How does a human develop from conception until birth?
2.3 Giving Inferences

Topic: Development of Secondary Sex Characteristics
Concept: Puberty is a stage characterized by rapid developmental changes. These changes
are caused by the sex hormones from their ovaries and testes. During puberty, changes do
not only happen in your physical appearance. There may also be changes in your mental,
emotional, and social aspects.
Science Words: Puberty, Hormones
Science Processes: Observing, Inferring, Describing, Predicting, Illustrating
References: S5LT-IIa-1, Science Health Textbook pp.10
Materials: pictures, charts, learners photos when they are young.
Values: Appreciating the changes during puberty.

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update

B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting of Test Papers
5. Checking the pupil’s answer.

III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.

IV. Assignment
Study the menstrual cycle.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 2, 2019 (Note: Same Lesson Plan because of shortened period due to the
First quarter parents assembly and issuance of cards.)

I. Objectives
a. identify the changes that occur in boys and girls during puberty;
b. understand the importance of the development of secondary sex characteristics.

Unit II: The Human Body

B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting of Test Papers
5. Checking the pupil’s answer.

III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.

IV. Assignment
Study the menstrual cycle.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 4, 2019

I. Objectives
a. identify the parts of male and female reproductive system,
b. state the importance of the reproductive system,
c. tell the functions and parts of male and female reproductive system.
d. Identify changes in physical, emotional and intellectual traits during puberty.

II. Subject Matter

Unit I: Living Things and its Environment
Topic: Summative Test
Processes: Identifying, classifying, explaining, describing, inferring, predicting
References: Science Health Textbook pp 5- 10
Materials: answer sheets, paper and ballpen
Values: Honesty

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update

B. Test Proper
1. Setting the standards.
2. Reading the directions.
I. Identify and label the parts of female and male reproductive system.
1. ________

2. _________ 3. ________
4. _________

5. _________
6. _________
7. _______
8. _________
9. ________

10. _________

II. Match the body parts in column A with their functions in column B.
A B
11. Ovary a. The Sex Cells of the female.
12. Fallopian tube b. also known as the birth canal.
13. Uterus c. Where egg cells are produced.
14. Egg cell d. Where fertilization occurs.
15. Cervix Canal e. Responsible for the
16. Testes development of a child for 9
17. Penis months.
18. Vas deferens f. urine and semen are
19. Semen eliminated.
20. Urethra g. duct that transports sperm from the epididymis.
h. male sex cell
i. Where sperm cells are
produced.
j. mixture of sperm cells and
fluids from the gland.

III. Write T if the statement is correct and F if it is incorrect.

____ 21. Menstrual cycle prepares the uterus for a possible ovulation and implantation.
____ 22. The menopause stage enables the preparation of the female reproductive System for a
possible reproduction.
____ 23. Ovulation occurs when egg is released from the ovary to the oviduct or fallopian tube.
____ 24. Ovulation happens when an egg cell becomes unfertilized and breaks down as blood that is
discharged from the vagina
____ 25. Male circumcision is the removal of the foreskin from the man’s penis.

IV. Classify the changes happens in the body during puberty.

Larger breast hair grows in face and chest
Deeper voice rounder hip
Broader shoulder menstruation
Ovary produced matured ova
Testes produced matured sperm
Pubic hair under the armpits and genital area

Boys Girls

IV. Assignment
Study the different reproduction of animals.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 3, 2019

I. Objectives:
a. Explain menstrual cycle/menarche and circumcision.

II. Subject Matter:

Unit II: Living Things and Their Environment
Topic: Menstrual Cycle/Menarche and Circumcision
Concepts: (a) Menstrual Cycle is the process by which the egg cell is released. (b) Menstrual
cycle is the process that prepare female for pregnancy. (c)Circumcision is cutting off the skin
at the end of the penis.
Processes: Observing, describing, communicating, inferring
Vocabulary word: Menstrual cycle, circumcision
References: S5LT-IIc-3, Science in our World pp. 58-59
Materials: White board, white board marker, TV/LCD, laptop, HDMI connector
Values: Appreciate the importance of
menstrual cycle and circumcision.
III. Learning Activities:
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
1. ELICIT
B. Drill:
Choose the letter of the correct answer
1. The female reproductive system is composed of the following organs except ___________?
a. Fallopian tubes b. .penis c. ovaries
2. What are the primary sex organs of the male?
a. Fallopian tubes b. scrotum c. testes
3. The male reproductive organ includes the following except ____________?
a. ovary b. testes c. prostate
4. Sperm cells are produced in the ___________?
a. canal b. testes c. prostate
5. Egg cells are produced in the ______________?
a. Fallopian tube b..urethra c. Ovaries
C. Review
Write the correct order of a developing child. Number it from 1-5.
_____1. The amnion is filled with the amniotic sac.
_____2. Fine hair covers the body of the fetus.
_____3. Nervous system develops.
_____4. Fingernails and toenails are fully develop.
_____5. The gender develops.
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Show the illustration of the menstrual cycle and the pictures of circumcision.

2.2 Raising a Problem

What is menstrual cycle/ menarche and circumcision?
2.3 Giving Inferences
3. EXPLORE
3.1 Presentation
Show video of menstrual cycle of female and circumcision for male?
3.2 Activity Work
Divide the class into two groups. One group for the girls and one group for the boys.

Group 1 Group 2 (Boys

(Girls)
They will be given The group will do
pictures of the broadcasting and they
menstrual cycle and will interview their
they will arrange the classmate that already
correct sequence of undergo circumcision on
the cycle. They will what they have
explain each stages experienced before,
consequently. during and after.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is menstrual cycle?

5. ELABORATE
5.1 Verifying Concept. Book Reading.p6
5.2 Application
1. Mila started her menstruation on the 1st day of June, when will her next menstruation
should be?
2. Bryan has a 10 year old brother. He told him that on summer vacation he should be
circumcised but his brother refuses to do so, if you’re Bryan what would you tell your
brother?
6. EVALUATE
Write T if the statement is correct and F if it is incorrect.
____ 1. Menstrual cycle prepares the uterus for a possible ovulation and implantation.
____ 2. The menopause stage enables the preparation of the female reproductive System
for a possible reproduction.
____ 3. Ovulation occurs when egg is released from the ovary to the oviduct or fallopian
tube.
____ 4. Ovulation happens when an egg cell becomes unfertilized and breaks down as blood
that is discharged from the vagina
____ 5. Male circumcision is the removal of the foreskin from the man’s penis.
7. EXTEND
Draw the menstrual cycle in a short bond paper.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 5, 2019

I. Objectives
a. Describe asexual and sexual reproduction of animals.

II. Subject Matter

Unit II: Living Things and Their Environment
Topic: Asexual and Sexual Reproduction of Animal
Science Concepts: (a) Asexual reproduction is the process wherein it does not need one
male and one female parent to produce young. (b) Sexual reproduction in animals takes
place when sex cells of two parent animals unit to form a new organism.
Processes: Observing, Describing, Identifying, Comparing
Vocabulary Words: asexual, sexual reproduction organism
References: Science In Our World pp. 71-79 by Norma M. Abrasia, Ed.D. et.al, S5LT-
IIe-7
Materials: video clip on asexual and sexual reproduction, puzzle, charts video clip on
asexual and sexual reproduction
Values: Appreciation on the importance of asexual and sexual reproduction of
animals.
III. Learning Activities:
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
1. ELICIT
B. Drill:
Write the letter of the correct answer.
1. What do you call the process of the union of the egg cell and the sperm cell?
a. fertilization c. menstruation
b. implantation d. ovulation
2. Where does fertilization take place?
a. cervix c. uterus
b. oviduct d. vagina
3. How many days does it normally take for a menstrual cycle to take place?
a. 7 days c. 21 days
b. 14 days d. 28 days

4. What part of the female reproductive system releases the egg cell and the hormones like
estrogen and progesterone?
a. cervix c. ovary
b. oviduct d. vagina
5. What part of the male reproductive system serves as a passageway for the sperm from
the testes to the seminal vesicle?
a. prostate gland c. urethra
b. vas deferens d. scrotum
C. Checking of Assignment
D. Review
What are some ways of taking care of the reproductive system?
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Show pictures of animals that produce sexually and asexually. Let pupils identify them
according to their reproduction.
2.2 Stating the Problem
What is sexual and asexual reproduction?
2.3 Making Inferences
I think asexual reproduction of animals does not need one male and one female parents
to produce young.
Maybe, sexual reproduction on animals involves fertilization.
3. EXPLORE
3.1 Presentation
Today, we will discuss what IS asexual and sexual reproduction of animals are.
3.2 Science words
Reproduction, asexual reproduction, sexual reproduction
3.3 Activity Work
a. Divide the class into four groups.
b. Each group will be given a puzzle to solve for 15 minutes.(puzzle showing a chart
on the difference between sexual and asexual reproduction)
c. Let the group display their output in front.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Asexual reproduction takes place wherein animals reproduce even without a partner.
Sexual reproduction in animals takes place when sex cells of two parent animals unite to
form a new organism.
5. ELABORATE
5.1 Verifying the concept
Video clip presentation on the difference of asexual and sexual reproduction of animals
5.2 Application
Mara has a pet dog. After a month, she observed that it is pregnant. What type of
reproduction does it have?

6. EVALUATE
Write T if the statement is true and F if the statement is false.
1. Sexual reproduction is making a copy of the organism with a single parent.
2. Reproduction is the ability of living things to make copies of itself.
3. In asexual reproduction, animals can reproduce even without a partner.
4. Sexual reproduction can happen through fertilization.
5. Asexual reproduction does not need one male and one female parent to produce young.

7. EXTEND
List down 5 names of animals that produce sexually and 5 names of animals that
produce asexually.
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: September 6, 2019

I. Objectives
A. Identify the different kinds of asexual reproduction in Animals.

II. Subject Matter

Unit: Living things and their environment
Topic: Asexual Reproduction in Animals
Concept/s: Asexual Reproduction does not need one male and one female parents to
produce young. A single parent organism simply makes identical copies of itself. Some of the
asexual reproduction are the following:
BINARY FISSION – It is also called splitting. It happens when the parent organism divides
itself into two.
BUDDING – It happens when an organism is produced from the outgrowth of the parent
organism.
REGENERATION – It happens when an organism develops from a developed part of a parent
organism.
Process Involved: identifying and comparing
Vocabulary: reproduction, asexual,
References: S5LT-IIe-5, Science in our World 5; Norma M. Abracia et.al,; pages 70-73
Material/s: video clips, picture puzzle, PowerPoint, chart
Value: Love of nature

III. Learning Activities:

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
1. ELICIT
B. Drill:
Fill in the blanks with the correct answer
1. ____________ is the union of egg cells and sperm cells.
2. A fertilized egg cell develops into a/an_________.
3. Fertilization takes place in the ____________ .
4. The umbilical cord attaches the fetus to the __________.
5. The elimination of unfertilized egg is ______________

C. Review
Match the animals in column A with their adaptation in column B.
A B
1. Bird a. An animal which has the ability to
2. Chameleon camouflage by bending its color to
3. Rattle Snake its surrounding.
4. Walking Stick b. An insect that looks like a stick.
5. Butterfly c. It sips the nectar of flowers and
blend its color with the flowers of
the plant.
d. A reptile that looks like the color
of dead leaves.
e. Animals with wings, spotted in
color to blend with the environment
so that it can escape from its enemy.

D. Checking of Assignment
E. Developmental Lesson
2. ENGAGE
2.1. Motivation
Distribute parts of the jigsaw puzzle of animals that undergo asexual reproduction
and let them fix on the board.
2.2 Raising a Problem
What are the different kinds of Asexual Reproduction?
2.3 Inference
(The pupils will give their inferences )
3. EXPLORE
3.1 Presentation
Pupils will watch video clips about Asexual Reproduction in Animals.
3.2 Group Activity
2.2.1Standards in Group Activity
3.3 Activity Work
Kinds of Asexual Reproduction
tapeworm hydra sea anemones
earthworm corals jelly fish
bacteria flatworm

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What are the kinds of asexual reproduction of animals?
5. ELABORATE
a. Verifying concept through reading
b. Application
Mang Andoy, a fisherman, continues to use dynamite fishing.
What do you think will happen to him and his family if he will continue this kind of Activity?
Why?

6. EVALUATE
Write T if the statement is True and F if the statement is false.
____1. Sexual Reproduction is making a copy of the organism with a single parent.
Binary Fission Budding Regeneration ____2. Some tiny animals and marine
animals like sea anemone reproduce by
binary fission.
____3. Reproduction is the ability of a
living organism to make copies of itself.
____4. Hydras reproduce themselves
through the process of budding.
____5. When a worm is cut into different segments, it undergoes budding.
7. EXTEND
Cut or draw 6 pictures of animals that undergo asexual reproduction in a short bond
paper. Put your work in your Science portfolio.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 9, 2019 (Note: Same Lesson Plan because the teacher was absent last
Friday, September 6, 2019.)

I. Objectives
A. Identify the different kinds of asexual reproduction in Animals.

II. Subject Matter

III. Learning Activities:

D. Checking of Assignment
E. Developmental Lesson

2. ENGAGE
2.1. Motivation
Distribute parts of the jigsaw puzzle of animals that undergo asexual reproduction
and let them fix on the board.
2.2 Raising a Problem
What are the different kinds of Asexual Reproduction?
2.3 Inference
(The pupils will give their inferences )
3. EXPLORE
3.1 Presentation
Pupils will watch video clips about Asexual Reproduction in Animals.
3.2 Group Activity
2.2.1Standards in Group Activity
3.3 Activity Work
Kinds of Asexual Reproduction
tapeworm hydra sea anemones
earthworm corals jelly fish
bacteria flatworm

Binary Fission Budding Regeneration 6. EVALUATE

Write T if the statement is True and F if
the statement is false.
____1. Sexual Reproduction is making a
copy of the organism with a single
parent.
____2. Some tiny animals and marine animals like sea anemone reproduce by binary fission.
____3. Reproduction is the ability of a living organism to make copies of itself.
____4. Hydras reproduce themselves through the process of budding.
____5. When a worm is cut into different segments, it undergoes budding.

7. EXTEND
Cut or draw 6 pictures of animals that undergo asexual reproduction in a short bond
paper. Put your work in your Science portfolio.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 10, 2019

I. Objectives

a. Describe the kinds of sexual reproduction in animals.

b. classify animals that undergoes different kind of sexual reproduction.

II. Subject Matter

Unit II: Living Things and Environment
Topic: Kinds of Sexual Reproduction
Concept(s): Animals reproduce sexually through internal and external Fertilization. External
fertilization is a strategy of fertilization in which a sperm cell unites with an egg cell in the
open, rather than inside a specialized organ within the body of a parent. Releasing eggs and
sperm into water is called spawning. In contrast, internal fertilization takes place inside the
female after insemination through copulation
Processes: Classification, Observation
Science Words: Internal, External, Fertilization
Materials: Pictures, Charts,
References: S5LT-IIe-5, Science in our World 5; Norma M. Abracia et.al,; pages 70-73
Values: Appreciate animals around us.

III. Learning Activities:

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
1. ELICIT
B. Drill:
Match the animals in column A with their adaptation in column B.
A B
1. Bird a. An animal which has the ability to
2. Chameleon camouflage by bending its color to
3. Rattle Snake its surrounding.
4. Walking Stick b. An insect that looks like a stick.
5. Butterfly c. It sips the nectar of flowers and
blend its color with the flowers of
the plant.
d. A reptile that looks like the color
of dead leaves.
e. Animals with wings, spotted in
color to blend with the environment
so that it can escape from its enemy.
C. Review
Write T if the statement is True and F if the statement is false.
____1. Sexual Reproduction is making a copy of the organism with a single parent.
____2. Some tiny animals and marine animals like sea anemone reproduce by binary fission.
____3. Reproduction is the ability of a living organism to make copies of itself.
____4. Hydras reproduce themselves through the process of budding.
____5. When a worm is cut into different segments, it undergoes budding.
D. Checking Of Assignment
E. lesson Proper

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia

B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting of Test Papers
5. Checking the pupil’s answer.
III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.

III. Learning Activities:

A. Sharing Period
16. Prayer
17. Attendance
18. Health Inspection
19. Weather Report
20. Science Trivia
1. ELICIT
B. Drill:
Identify weather the following animals undergo internal fertilization or external fertilization.
6. Human
7. Dog
8. Frog
9. Cat
10. Pig
C. Review:
Classify the animals as VIVIPARY or OVIPARY.
1. Tiger
2. Manta Rays
3. Turtle
4. Bearded Dragon
5. Tarantula
D. Checking of Assignment
E. Lesson Proper:

3.2 Group Activity

2.2.1 Standards in Group Activity
2.2.3 Activity Work
I. Draw the life cycle of a fly
II. Draw the life cycle of a butterfly
III. Draw the life cycle of a frog
IV. Draw the life cycle of a mosquito
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is metamorphosis? What animals undergo series of change while growing up?
What is a larvae? How many stages does a complete metamorphosis had? Do you know
other animals that undergo a life cycle?
4.3 Accepting and rejecting hypothesis
5. ELABORATE
5.1 Verifying concept through reading 85.
5.2 Application
Why do we need to appreciate and respect animals around us?

7. EXTEND
Select one animals that undergo metamorphosis and draw their life cycle in a 1/8
illustration board.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 23, 2019

II. Subject Matter

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia

IV. Assignment
Draw and study the parts of a flower.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 24, 2019

I. Objectives
a. identify the parts of a flower and;
b. appreciate the importance of a flower.

II. Subject Matter

Unit II: Living Things and Their Environment
Topic: Sexual Reproduction in Plants (Parts of a Flower)
Science Concept(s): (a) Almost 90% of the species in the plant kingdom are flowering
plants or called ANGIOSPERMS. (b) Flowers are the reproductive structures of plants.
(c)Their most important functions are to ensure fertilization in plants for them to be able to
reproduce their own kind. (d) It is composed of the following parts; the corolla (petals),
calyx (sepal), stamen, carpel, receptacle and peduncle.
Processes: Observing, inferring, describing, labelling,
Vocabulary Words: corolla, carpel, peduncle, receptacle, pistil and stamen.
Reference:S5LT-IIg-6, Science Links pp. 156-157
Materials: Real flowers, enlarged picture of a flower with and without label, charts.
Values: Appreciate the importance of a flower.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
1. ELICIT
B. Drill
Label the parts of a plant.
1
2 3
4
5

Roots Flower Stem Leaf Fruit

C. Review
Tell whether the plants below are Flowering or Non – Flowering Plants.
1. Gumamela 4. Fern
2. Mango Tree 5. Rose
3. Pine Tree

D. Checking of Assignment
(Draw and study the parts of a flower.)
E. Lesson Proper

2. ENGAGE
2.1. Motivation
Show a picture of a flower or a real one. Describe the flower. Do you want to know the parts
of the flower? State the topic.
2.2. Raising a Problem
 What are the parts of a flower?
2.3 Making Inferences
 Maybe, flowers have pistil and stamen.
 I think flowers have ovary.

3. EXPLORE
3.1. Presentation
Show the enlarge picture of a flower with label.
3.2. Activity Work
 Standards in Group Activity
 Activity Work (Game)
1. Each group will be given pictures of a flower.
2. Label it by naming the arrowed parts.
3. The first group to finish the fastest wins the game.

4. EXPLAIN
4.1 Reporting and Discussion
What are the parts of a flower? Did you label it correctly? Can you enumerate the
parts of a flower?
4.2 Concept Formation
Using the illustration below. Tell the parts of the flower.

Parts of the Flower

4.3 Accepting and rejecting hypothesis

5. ELABORATE
5.1 Verifying concept through book reading on page 156.
5.2 Application
One day you have visited a beautiful park. The gardens are very attractive because
they are surrounded by a variety of colorful and sweet smelling flowers. But you cannot pick
them. Why do you think picking flowers on the public places is prohibited?

6. EVALUATION:
Identify the parts of a flower by labelling the arrowed parts. Choose your answer inside the
box below.
1

2
3 5
4

Calyx corolla carpel stamen peduncle

7 EXTEND:
Research the function of each parts of the flower.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 25, 2019

I. Objectives
a. identify the different kinds of plants.
b. appreciate the importance of trees.

II. Subject Matter

Unit II: Living Things and Their Environment
Topic: Kinds of Plants
Science Concept(s): (a) Almost 90% of the species in the plant kingdom are flowering plants or
called ANGIOSPERMS. (b) 10% of their population are non – flowering plants called
GYMNOSPERMS. (c) Angiosperms have seeds that are enclosed in the flowers’ ovary while
gymnosperms have spores.
Processes: Observing, inferring, describing, classifying, comparing
Vocabulary Words: angiosperm, gymnosperm, spores, ovary
Reference: S5LT-IIg-6, Science Links pp. 155
Materials: charts, PowerPoint presentation, pictures
Values: Appreciate the importance of trees.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
1. ELICIT
B. Drill
Write A if the animal below reproduce asexually and S if the animal reproduce sexually.
_____1. Starfish_____4. Bacteria
_____2. Crocodile _____5. Tiger
_____3. Hydra
C. Review
Tell the larva of the following animals.
1. Mosquito
2. Butterfly
3. Fly
4. Frog
5. Cockroach
D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
Show pictures of flowering and non – flowering plants. Let them describe and compare the
pictures then ask what do they want to know about the pictures shown.
2.2 Raising a Problem
What are the different kinds of plants?
2.3 Making Inferences
Maybe some plants bear flowers.
I think plants bear seeds.
Maybe not all plants have flowers.

3. EXPLORE
3.1 Presentation
Present a video clip presentation of different kinds of plants.
3.2 Vocabulary Words
3.3 Activity Work
 Standards in group activity
 Activity work
Classify the following plants as flowering or non – flowering plants.
Ferns Pine Tree Acacia Tree
Mango Tree Gumamela moss
Liverworts tomato potato
rose
Flowering Plants Non – Flowering Plants

4. EXPLAIN
4.1 Reporting and Discussion
What are the different kinds of plants? Can you give examples of a flowering plants? Non –
flowering plants?
How are they differ from each other?
4.2 Concept Formation
What plants bear flowers? Do not bear flowers? Give 3 examples of each plant.
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept though book reading on page 155.
5.1 Application
What would happen if people continue to cut down trees? Why should we know the importance
of trees?

6. EVALUATE
Identify whether the plants below are angiosperm or gymnosperm.
1. Eggplant
2. Liverworts
3. pine tree
4. Mango tree
5. avocado tree

7. EXTEND
Draw a picture of a flower then label its parts.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 26, 2019

I. Objectives
a. describe the process of pollination;
b. identify the agents of pollination and;
c. appreciate the role of pollination
II. Subject Matter
Unit II: Living Things and Their Environment
Topic: Pollination
Concepts: (a) Pollination is the transfer of pollen grains from the stamen to the pistil of
some flower of some plants. (b) Insects, winds, water, some animals and people are agent
of pollination. (c)Self-pollination is the transfer of pollen grains from the stamen to the pistil
of the same flower. (d) Cross-pollination is the transfer of pollen grains from the stamen to
the pistil of the flower of another plants of the same kind. (e) Fertilization is the union of
sperm cells and the egg cells.
Processes: Observing, describing, communicating, inferring
Vocabulary Word(s): Pollination, fertilization, cross-pollination, self-pollination
References: S5LT-IIf6, Science Links pp.156-157, Science in our World pp. 96-97
Materials: Illustration showing the process of pollination and fertilization, TV set, laptop,
flowers
Values: Appreciate the importance of pollination in plants.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia

1. ELICIT
B. Drill
Choose your answer inside the box below.
1

2
3 5
4
Calyx corolla carpel stamen peduncle

C. Review
Identify what is being described below. Choose your answer inside the box.
1. The male reproductive part of the flower.
2. The female reproductive part of the flower.
3. Part of the flower that protects the flower bud
4. Slender, threadlike portion that supports the anther.
5. Pollen sac containing the pollen grains.

Pistil filament anther sepal stamen

D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
Show the illustration of the pollination of plants through the flower.
2.2 Raising a Problem
What is pollination? What are the agents of pollination?
2.3 Making Inferences
3. EXPLORE
3.1 Presentation
Show video about the pollination of flowers?
3.2 Activity Work
 Standards in group activity
 Activity work
Answer the ff.
1. Define the meaning of pollination.
2. What are the kinds of pollination?
3. What are the agents of pollination?

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is pollination? What are the kinds of pollination? What are the agents of pollination?
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept though book reading on page 157-158.
5.1 Application
If you were given the chance to become a flower. What would you like to be? Why?
6. EVALUATE
Identify the concept being described in each item. Choose your answer inside the box
below.
1. When pollen grains transferred from the anther of one flower to the stigma of another
flower of the same kind.
2. Carrying pollen from one flower to another.
3. When the sperm unites with the egg cells inside the ovule.
4. Flowers like sunflowers make large amount of tiny, light pollen grains that are mostly
pollinated by _____________.
5. It is the transfer of pollen grains from the anther to the stigma of the same flower or a
different flower that belongs to the same plant.

a. Fertilization
b. Cross pollination
c. Wind reproduction
d. Pollination
e. Self-pollination

7. EXTEND
In addition to bees and butterflies, what other animals are common pollinators of
flowers?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 27, 2019

I. Objectives
a. Identify different ways on how plants reproduce asexually and;
B. describe how plants reproduce asexually.

II. Subject Matter

Unit II: Living Things and their Environment
Topic: Asexual Reproduction in Plants
Concept(s): Some plants reproduce without fertilization. They do this with their leaves,
roots and stems. This type of reproduction is called asexual reproduction. Asexual
reproduction do not need seeds; therefore there is no union of a sperm cell and egg cell that
takes place. There are two methods in producing new plants asexually; these are natural
vegetative reproduction and artificial vegetative reproduction.
Processes: Observing, describing, communicating, inferring
Vocabulary Word(s): vegetative, artificial, propagation
References: S5LT-IIf6, Science Links pp.166 - 169, Science in our World pp. 96-97
Materials: charts, pictures, plants
Values: Appreciate the importance of plant propagation.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
B. Drill
Identify what is being described below. Choose your answer inside the box.
1. The male reproductive part of the flower.
2. The female reproductive part of the flower.
3. Part of the flower that protects the flower bud
4. Slender, threadlike portion that supports the anther.
5. Pollen sac containing the pollen grains.

Pistil filament anther sepal stamen

C. Review
Identify the concept being described in each item. Choose your answer inside the
box below.
1. When pollen grains transferred from the anther of one flower to the stigma of another
flower of the same kind.
2. Carrying pollen from one flower to another.
3. When the sperm unites with the egg cells inside the ovule.
4. Flowers like sunflowers make large amount of tiny, light pollen grains that are mostly
pollinated by _____________.
5. It is the transfer of pollen grains from the anther to the stigma of the same flower or a
different flower that belongs to the same plant.

a. Fertilization
b. Cross pollination
c. Wind reproduction
d. Pollination
e. Self-pollination

D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
Show pictures of carrots, ube and banana. Ask how do these plants reproduce.
2.2 Raising a Problem
What are the different ways of plants to reproduce asexually?
2.3 Making Inferences
3. EXPLORE
3.1 Presentation
Show some ways on how some plants reproduce asexually.
3.2 Activity Work
 Standards in group activity
 Activity work
Complete the table. List down the different methods of plants that reproduce asexually.
Vegetative Artificial Reproduction
reproduction

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
How do plants reproduce asexually? What are the methods use in reproducing plants that
do not bear flowers?
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept though book reading on page 166
5.1 Application
Why do we need to appreciate ways in plant propagation?

6. EVALUATE
Identify what methods of asexual reproduction is being described below.
1. A process by which structural modification is done on the stem, root and leaves.
2. A process by which improves the quality and production of plants.
3. Enlarged portion of an underground stem that contains stored food.
4. Done by removing a portion of the bark of a healthy stem.
5. Another method which a portion of a plant is covered with a soil.

7. EXTEND
Bring pictures of moss, mongo and ferns.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: September 30, 2019

I. Objectives
a. identify the parts of a flower and;
b. appreciate the importance of a flower.

II. Subject Matter

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
1. ELICIT
B. Drill
Label the parts of a plant.
1
2 3
4
5

Roots Flower Stem Leaf Fruit

C. Review
Tell whether the plants below are Flowering or Non – Flowering Plants.
1. Gumamela 4. Fern
2. Mango Tree 5. Rose
3. Pine Tree

D. Checking of Assignment
(Draw and study the parts of a flower.)
E. Lesson Proper

Parts of the Flower

4.3 Accepting and rejecting hypothesis

6. EVALUATION:
Identify the parts of a flower by labelling the arrowed parts. Choose your answer inside the
box below.
1

2
3 5
4

Calyx corolla carpel stamen peduncle

7 EXTEND:
Research the function of each parts of the flower.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 01, 2019

I. Objectives
a. identify the different kinds of plants.
b. appreciate the importance of trees.

II. Subject Matter

III. Learning Activities

5. ELABORATE
5.1 Verifying Concept though book reading on page 155.
5.1 Application
What would happen if people continue to cut down trees? Why should we know the importance
of trees?

6. EVALUATE
Identify whether the plants below are angiosperm or gymnosperm.
1. Eggplant
2. Liverworts
3. pine tree
4. Mango tree
5. avocado tree

7. EXTEND
Draw a picture of a flower then label its parts.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 02, 2019

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia

1. ELICIT
B. Drill
Choose your answer inside the box below.
1

u. Fertilization
v. Cross pollination
w. Wind reproduction
x. Pollination
y. Self-pollination

D. Checking of Assignment
E. Lesson Proper

5. ELABORATE
5.1 Verifying Concept though book reading on page 166
5.1 Application
Why do we need to appreciate ways in plant propagation?

7. EXTEND
Bring pictures of moss, mongo and ferns.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 09, 2019

I. Objectives
a. identify the different ways of reproduction in plants.
b. describe how plants reproduce.
d. label the reproductive parts of the plants.
II. Subject Matter
Unit II: Living Things and its Environment
Topic: Summative Test in Reproduction in Plants.
Processes: Identifying, classifying, explaining, describing, inferring, predicting
References: Science Health Textbook pp 5- 10
Materials: answer sheets, paper and ballpen
Values: Honesty

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia

IV. Assignment
Study about the ecosystem.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 10, 2019

I. Objectives
a. Describe the parts of the reproductive system and their functions
b. Describe the changes that occur during puberty;
c. Explain the menstrual cycle;
d. Give ways of taking care of the reproductive organs;
e. Identify the modes of reproduction of animals
f. Describe the different modes of reproduction in animals such as butterflies, mosquitoes,
frogs, cats and dogs;
g. Describe the reproductive parts in plants and their functions;
h. Describe the different modes of reproduction in flowering and non-flowering plants; fern,
mongo and others;

II. Subject Matter

Unit II: Living Things and its Environment
Topic: UNIT TEST
Processes: Identifying, classifying, explaining, describing, inferring, predicting
References: Science Health Textbook pp 85- 126
Materials: answer sheets, paper and ball pen
Values: Honesty

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 11, 2019

II. Subject Matter

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 14, 2019

I. Objectives
a. identify the habitat where a food chain exist;
b. describe the feeding relationship in estuarine ecosystem and;
c. illustrate the feeding relationship between the organism through a food chain or
food web.

II. Subject Matter

Unit II: Living Things and their Environment
Topic: Ecosystem
Concept(s Ecosystem consist of different animals surviving in their habitat through hunting
their prey. The feeding relationship between these organisms is called food chain. The
feeding relationship among the organism can be presented by food chain or food web. The
food chain is the passage of food from producers to a series of consumers, while food web
consist of two or more chain
Processes: Observe, identifying, inferring
Vocabulary: ecosystem, estuarine, decomposer, producer, consumer, Food chain, food web
Reference: K to 12 BEC S5LT – IIh-8, 21 st Century Science and Health 6 p. 48-51, Science in
Our World K to 12 5 pp. 116-121
Materials: picture, book, chart
Value: Protection of plants and animals.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia

1. ELICIT
B. Drill
Identify the concept being described in each item. Choose your answer inside the
box below.
1. When pollen grains transferred from the anther of one flower to the stigma of another
flower of the same kind.
2. Carrying pollen from one flower to another.
3. When the sperm unites with the egg cells inside the ovule.

4. Flowers like sunflowers make large amount of tiny, light pollen grains that are mostly
pollinated by _____________.
5. It is the transfer of pollen grains from the anther to the stigma of the same flower or a
different flower that belongs to the same plant.
a. Fertilization
b. Cross pollination
c. Wind reproduction
d. Pollination
e. Self-pollination

C. Review
Answer TRUE or FALSE
______1. Mangrove forests are areas in estuaries that are filled with mangrove trees.
______2. Mud flats or tidal flats are areas in estuaries where solid rocks are found.
______3. The coral reef can support the algae, which produce food for consumer; including
coral animals
______4. Biodiversity refers to the abundance of different living organisms living in an area.
______5. Coral are rocks that serve as shelter and breeding ground for many animals.
D. Checking of Assignments
E. Lesson Proper

2. ENGAGE
2.1 Motivation
Show pictures of animals. Ask how these animals get their food and what animals
serves as their food.
2.2 Raising a Problem
What are the feeding relationship of animals in an estuarine ecosystem?
2.3 Making Inferences
3. EXPLORE
3.1 Presentation
Show pictures of food chain or food web.
3.2 Activity Work
 Standards in group activity
 Activity work
Using the animals below, make your own food chain or food web.
Eagle, rattle snake, rat, grass, human, cow, frog, mosquito, fish, kingfisher
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
How can you described food chain? Food web?
4.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept though book reading on page 116
5.1 Application
Why do we need to protect plants and animals?

6. EVALUATE
Study the given food web. Answer the questions that follows.

eagle snake
chicken

corn worm
mouse man

1. What organism in the food chain is the producer?

2. Which organisms are first in order consumers?
3. What order consumer can man be form the given food chain?
4. What order consumers is the snake in the food chain?
5. What are the last consumers in the food chain?

7. EXTEND
Draw a food chain and label it.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 15, 2019 (Note: Continuation of the lesson.)

II. Subject Matter

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia

4. Flowers like sunflowers make large amount of tiny, light pollen grains that are mostly
pollinated by _____________.
5. It is the transfer of pollen grains from the anther to the stigma of the same flower or a
different flower that belongs to the same plant.
f. Fertilization
g. Cross pollination
h. Wind reproduction
i. Pollination
j. Self-pollination

5. ELABORATE
5.1 Verifying Concept though book reading on page 116
5.1 Application
Why do we need to protect plants and animals?

6. EVALUATE
Study the given food web. Answer the questions that follows.

eagle snake
chicken

corn worm
mouse man

1. What organism in the food chain is the producer?

7. EXTEND
Draw a food chain and label it.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 16, 2019

I. Objectives
a. identify the biotic factors in estuarine ecosystem.
b. describe biotic factors in estuarine ecosystem and;
c. show cooperation in class discussion.

II. Subject Matter

Unit II: Living and their Environment
Topic: Ecosystem
Concept(s): The living or biotic factors in estuaries consist of all plants, animals and
microorganism that are found it. Some habitat are found in estuaries are salt marshes
mangrove forest mud flats rocky stones and coral reefs.
Process Skills: Observing, Communicating, Comparing
Vocabulary Words: Biotic, rocky shores, Coral reef, salt marsh, Mangrove Forest
References: S5Lt-IIH-8, Vibal-Science in our world 5
Materials: book, Led TV, pictures, computer
Values: Caring for our environment.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia

1. ELICIT
B. Drill
Answer TRUE or FALSE
______1. Mangrove forests are areas in estuaries that are filled with mangrove trees.
______2. Mud flats or tidal flats are areas in estuaries where solid rocks are found.
______3. The coral reef can support the algae, which produce food for consumer; including
coral animals
______4. Biodiversity refers to the abundance of different living organisms living in an area.
______5. Coral are rocks that serve as shelter and breeding ground for many animals.

C. Review
Study the given food web. Answer the questions that follows.
1. What organism in the food chain is the producer?
2. Which organisms are first in order consumers?
3. What order consumer can man be form the given food chain?
4. What order consumers is the snake in the food chain?
5. What are the last consumers in the food chain?
D. Checking of Assignments
E. Lesson Proper

2. ENGAGE
2.1 Motivation
Showing slides of different estuaries.
2.2 Raising a Problem
What are some living organisms lived in estuarine ecosystem?
2.3 Making Inferences
I think there are some fish species, plants and animals lives in estuary ecosystem

3. EXPLORE
3.1 Presentation
Video Presentation “Now you know” US environmental protection.
3.2 Activity Work
 Standards in group activity
 Activity work
List the abiotic and biotic factors you can see in the image below.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is an estuarine ecosystem? What factors can we see in the estuarine ecosystem?
5.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept (though book reading on page 114)
5.1 Application
Why do we need to take good care of our environment?

6. EVALUATE
Circle T if the statement is true and F if the statement is false.
T F 1. Salt marshes are areas in estuaries that are filled with seawater during high
tides and drained during low tides.
T F 2. The coral reefs are resilient to change and are not affected by any
organisms.
T F 3. Some animals found in rocky shores are starfish, mollusks, shore crates,
shrimps, hermit crabs and prawns.
T F 4. The living factors in estuaries consist of all the plants animals, and
microorganisms that are found in them.
T F 5. Mangrove trees have adapted to saltwater and play a significant role in the
environment.

7. EXTEND
On your notebook, List down animals and plants commonly found in estuarine ecosystem in
the Philippines.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 17, 2019

II. Subject Matter

1. ELICIT
B. Drill
Write A if it is a producer, B if it is a consumer and C if it is decomposer.
1. Bacteria 4. Eagle
2. Corn 5. Rice palay
3. Lion

C. Review
Differentiate food chain from food web.

D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Show pictures of the following (using PPT)
1. janitor mopping the floor
2. teacher carrying books
3. students writing down notes
4. basketball player shooting ball
5. a girl sitting in the swing playing
What is common with the following activities? What is force? What are the different kinds
of force?
2.2 Raising a Problem
What are the different kinds of forces?
2.3 Making Inferences

3. EXPLORE
3.1 Presentation
Present the different kinds of force (PPT)
3.2 Science Words
3.3 Activity Work
 Standards in group activity
 Activity work
Group Activity
Identify the kind of force in the picture.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is force? What are the different kinds of forces? How can you differentiate them?
3.3 Accepting and Rejecting Inferences

5. ELABORATE
5.1 Verifying Concept Any push or a pull is a force. The different kinds of
forces are tension, friction, magnetic, normal, gravitational and electrical force. Tension - is
the force acting on a stretched string, rope or cable.Friction - is the force that acts opposite
the direction of motion. Normal Force - is the force that acts perpendicular to the common
surface contact. Electrical Force- is produced between two current. Magnetic Force-
produced between two electrically charged moving particles. Gravitational Force- is the
force of attraction that keeps bodies in the universe together.

5.1 Application
How important are forces in our daily lives?

6. EVALUATE
Direction: Write the letter of the correct answer.
1. It is the force acting on a stretched string, rope or cable.
a. Tension b. Friction
c. Normal Force d. Magnetic Force
2. It is the force that acts opposite the direction of motion.
a. Electrical Force b. Friction
c. Gravitational Force d. Magnetic Force
3. It is produced between two current.
a. Gravitational Force b. Magnetic Force
c. Electrical Force d. Tension
4. It is produced between two electrically charged moving particles.
a. Electrical Force b. Friction
c. Gravitational Force d. Magnetic Force
5. It is the force of attraction that keeps bodies in the universe together.
a. Gravitational Force b. Magnetic Force
c. Electrical Force d. Tension

7. EXTEND
Cut and paste pictures of different kinds of forces.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 29, 2019 (Note: Continuation of the lesson.)

I. Objectives
a. identify the different kinds of forces;
b. relate the importance of forces in our daily lives and;
c. Participate in the group activity.

II. Subject Matter

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia

1. ELICIT
B. Drill
Write A if it is a producer, B if it is a consumer and C if it is decomposer.
1. Bacteria 4. Eagle
2. Corn 5. Rice palay
3. Lion

C. Review
Differentiate food chain from food web.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is force? What are the different kinds of forces? How can you differentiate them?
3.3 Accepting and Rejecting Inferences
5. ELABORATE
5.1 Verifying Concept Any push or a pull is a force. The different kinds of
forces are tension, friction, magnetic, normal, gravitational and electrical force. Tension - is
the force acting on a stretched string, rope or cable.Friction - is the force that acts opposite
the direction of motion. Normal Force - is the force that acts perpendicular to the common
surface contact. Electrical Force- is produced between two current. Magnetic Force-
produced between two electrically charged moving particles. Gravitational Force- is the
force of attraction that keeps bodies in the universe together.

5.1 Application
How important are forces in our daily lives?

7. EXTEND
Cut and paste pictures of different kinds of forces.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: October 30, 2019

I. Objectives
a. define what motion is
b. Describe when motion takes place.
c. Participate actively in the group.
II. Subject Matter
Unit III: Force and Motion
Topic: Describing Motion
Concept(s): Motion is a change in position with respect to a reference point. A movement of
an object brought about by force.
Processes: Observing, Describing, Experimenting, Recording
Vocabulary Words: Motion, Movement, Reference point, relative
References: S5FE-IIIa-1, Science and Health pp. 171-172
Materials: ball, toy car, notebook, hardbound book (will also be used as a ramp) marker
pen, masking tape
Values: Carefulness
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia
1. ELICIT
B. Drill
Directions: Write the correct answer on the blank provided from the box.
Push mass force
Gravity tension electrical

1. ________is the force that acts opposite the direction of motion.

2. Force commonly known as any kind of _______or pull on an object.
3. ________ is the amount of matter in an object and is usually measured in kilograms.
4. ________ is a force that is present in the ropes that hold a swing.
5. ________ is any kind of push or pull.
C. Review
What are the kinds of forces? What is magnetic force? Electrical force?
D. Checking of Assignment
E. Lesson Proper

2. ENGAGE
2.1 Motivation
What comes into your mind when you see or heard the word motion?Why do you
think object s move?
2.2 Raising the Problem
What is motion? What are the different laws of motion?
2.3 Making Inferences
I think motion is the movement of an object
Perhaps there are several laws of motion

3. EXPLORE
3.1 Presentation
Showing different materials to be used in activity
3.2 Science Words
Motion, Movement reference point, relative
3.3 Activity Work
 Standards in group activity
 Activity work
What to DO
1. Mark a spot on the floor with a masking tape. Label it as point A.
2. Place the ball on point A, then blow it.
3. Record if the ball moved away from point A or did not move at all.
4. Place a toy car on point A, then blow it. As much as possible, apply the same amount of
force applied on the ball
5. Record if the toy car moved away from point A or did not move at all.
6. Place a notebook on point A, then blow it with the same amount of force applied on the
ball and the toy car.
7. Record if the notebook moved away from point A or did not move at all.
8. Repeat steps 1 to 7, but this time, use one side of the hardbound book as ramp.
9. Label its highest point as A. put the ball, toy car and notebook one at a time without
applying any force. Observe what will happen to the ball, toy car, and notebook.
10. Record your observations.
 Complete the chart below put check (/) if there was movement after force was
applied.

Objects to be Blowing Pushing Placing

moved on a
Ramp
BALL
TOY CAR
NOTEBOOK

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Motion may be defined as movement of an object brought about by force. It changes
in position with respect to a reference point.
5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
What do you usually do when you are experiencing motion sickness riding in a car,
train, boat or airplane? You should be careful of yourselves. Some people take medicine first
before riding in a car, train, airplane or boat.
5.3 Accepting and rejecting inferences

6. EVALUATE
Direction: Identify what is being define below.
_____1. It is defined as a movement of an object brought by force.
_____2. Point where changes in position where visible.
_____3. It is given and drive the object to be in motion.
_____4. It is an energy given to an object to remain at rest.
_____5. A force that slows down motion.

7. EXTEND
Name some of your daily activities where motion is present and some activities that do not
involve motion.
Activities Involving Activities Not
Motion Involving Motion

October 31, 2019 – Classes are being suspended.

November 1, 2019 – All Saint’s Day.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 4, 2019

I. Objectives
a. define what motion is
b. Describe when motion takes place.
c. Participate actively in the group.
II. Subject Matter
Unit III: Force and Motion
Topic: Describing Motion
Concept(s): Motion is a change in position with respect to a reference point. A movement of
an object brought about by force.
Processes: Observing, Describing, Experimenting, Recording
Vocabulary Words: Motion, Movement, Reference point, relative
References: S5FE-IIIa-1, Science and Health pp. 171-172
Materials: ball, toy car, notebook, hardbound book (will also be used as a ramp) marker
pen, masking tape
Values: Carefulness
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia
B. Drill
Directions: Write the correct answer on the blank provided from the box.
Push mass force
Gravity tension electrical

1. ________is the force that acts opposite the direction of motion.

What are the kinds of forces? What is magnetic force? Electrical force?
C. Checking of Assignment
D. Lesson Proper
1. ELICIT
` 1.1 Review
Direction: Write the letter of the correct answer.
1. It is the force acting on a stretched string, rope or cable.
a. Tension b. Friction
c. Normal Force d. Magnetic Force
2. It is the force that acts opposite the direction of motion.
a. Electrical Force b. Friction
c. Gravitational Force d. Magnetic Force
3. It is produced between two current.
a. Gravitational Force b. Magnetic Force
c. Electrical Force d. Tension
4. It is produced between two electrically charged moving particles.
a. Electrical Force b. Friction
c. Gravitational Force d. Magnetic Force
5. It is the force of attraction that keeps bodies in the universe together.
a. Gravitational Force b. Magnetic Force
c. Electrical Force d. Tension

2. ENGAGE
2.1 Motivation
What comes into your mind when you see or heard the word motion? Why do you
think objects move?
2.2 Raising the Problem
What is motion? What are the different laws of motion?
2.3 Making Inferences
I think motion is the movement of an object
Perhaps there are several laws of motion

3. EXPLORE
3.1 Science Words
Motion, Movement reference point, relative

3.2 Activity Work

 Standards in group activity
 Activity work
What to DO
1. Mark a spot on the floor with a masking tape. Label it as point A.
2. Place the ball on point A, then blow it.
3. Record if the ball moved away from point A or did not move at all.
4. Place a toy car on point A, then blow it. As much as possible, apply the same amount of
force applied on the ball
5. Record if the toy car moved away from point A or did not move at all.
6. Place a notebook on point A, then blow it with the same amount of force applied on the
ball and the toy car.
7. Record if the notebook moved away from point A or did not move at all.
8. Repeat steps 1 to 7, but this time, use one side of the hardbound book as ramp.
9. Label its highest point as A. put the ball, toy car and notebook one at a time without
applying any force. Observe what will happen to the ball, toy car, and notebook.
10. Record your observations.
 Complete the chart below put check (/) if there was movement after force was
applied.

Objects to be Blowing Pushing Placing

moved on a
Ramp
BALL
TOY CAR
NOTEBOOK

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Motion may be defined as movement of an object brought about by force. It changes
in position with respect to a reference point.

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
What do you usually do when you are experiencing motion sickness riding in a car,
train, boat or airplane? You should be careful of yourselves. Some people take medicine first
before riding in a car, train, airplane or boat.
5.3 Accepting and rejecting inferences

7. EXTEND
Name some of your daily activities where motion is present and some activities that do not
involve motion.
Activities Involving Activities Not
Motion Involving Motion

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 5, 2019

I. Objectives
a. identify appropriate measuring tools and correct standard units;
b. select and use appropriate tools and units for a length/distance being measured and;
c. sharing things with others.

II. Subject matter

Unit III: Force and Motion
Topic: Identifying Appropriate Measuring Tools and Correct Standard Units
Science Concept(s): Distance in Science should always be exact, measured accurately, and
based on a standard unit of measurement.
Processes: observing, identifying, measuring, communicating
Vocabulary Words: measurement, tools, metric system, standard units, distance
References: S5FE-IIIb-2, Science in Our World p. 145-148
Materials: ruler, meter stick, Tape measure
Values: Sharing

III. Learning activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News

B. Drill
Directions: Copy from the box the correct word that would complete the
sentence.

Force reaction magnetic

friction push electrical

1. Force is commonly known as any kind of ______ or pull on an object.

2. _______ is the force of attraction between bodies in the universe.
3. ________ is the force that present between a metal and a magnet.
4. ________ is any kind of push or pull.
5. Lightning is an example of _______ force since it has charges.

C. Checking of Assignments
D. Lesson Proper

1. ELICIT
A. Review
Direction: Identify what is being define below.
_____1. It is defined as a movement of an object brought by force.
_____2. Point where changes in position where visible.
_____3. It is given and drive the object to be in motion.
_____4. It is an energy given to an object to remain at rest.
_____5. A force that slows down motion.

2. ENGAGE
2.1 Motivation
How do we measure objects of different sizes? How do we compare one
measurement to another?
2.2 Raising a Problem
What is needed to get an accurate measurement of distance?

3. EXPLORE
3.1 Science Words
Measurement, metric system, tools, distance, length
3.2 Activity Work
 Standards in group activity
 Activity work
Table 1: Length and Width of the Table
Name of Length of the Width of the
Pupils table table
1.
2.
3.
4.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Based on your observation what will be our generalization? Distance in Science should
always be exact, measured accurately, and based on a standard unit of measurement.

5. ELABORATE
5.1 Verifying Concept (book reading p.145)
5.2 Application
Why is it important to have a standard unit of measure? Why is it the carpenter use a
standard unit in building a house? What will happen if they use the informal unit in building
a house?
5.3 Accepting and Rejecting Hypothesis

6. EVALUATE
Circle T if the statement is true and F if the statement is false. If False, cross out the word/s
that makes/ make the sentence incorrect then write the correct word about it/them.
T F 1. The standard unit of measurement of distance or length in Metric system is miles.
T F 2. Meter stick, tape measure, and sturdy rope are some of the standard tools in
measuring distance.
T F 3. The measure of how far or near two points are from one another is called distance.
T F 4. The Metric System of measurement of distance is use only In the Philippines.
T F 5. In science, distance should always be exact, measured accurately and based on any
unit of measurement.

7. EXTEND
Answer the following questions;
1. Why can’t a footstep be used as a standard unit of length?
2. Why can’t you use an elastic measuring tape to measure the distance?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 6, 2019

I. Objectives
a. describe the motion of an object by tracing and measuring its change in position
over a period of time.
II. Subject Matter
Unit III: Force and Motion
Topic: Describe the motion of an object by tracing and measuring its change in position over
a period of time
Concept: Speed tells how fast or slow an object is moving. It is equal to the distance covered
by the body divided by the total time of travel.
Science Concept(s): Distance in Science should always be exact, measured accurately, and
based on a standard unit of measurement.
Processes: observing, identifying, measuring, communicating
Vocabulary Words: speed, time, distance
References: Science in Our World 5 pp. 140-143, Real-Life Science 6 p.172
Materials: ball, toy car, notebook, picture, computer, ppt
Values: Accuracy

III. Learning activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News

B. Drill
Write whether the following situations with motion or without motion.
____1. Two teams with members who are similar in height and built pull the rope.
____2. You pushed a chair.
____3. Place the ruler on top of the glass. Place equal number of coins on both ends of the
ruler.
____4. You pull a big cabinet with books.
____5. Unequal number of coins were placed on both ends of the ruler.
C. Checking of Assignment
D. Lesson Proper

1. ELICIT
1.1 Review
Identify the appropriate measuring tools and correct standard units.

2. ENGAGE
2.1 Motivation
Show a picture that shows athletes racing against one another to the finish line. Ask the
following questions: Why do they have to run as fast as they could? Which athlete wins the
race?
2.2 Raising a Problem
How can we describe the motion of objects in reference of time?
2.3 Making Inferences

3. EXPLORE
3.1 Science Words
Motion- movement of an object brought about by force
Speed- the distance an object travels per unit time
3.2 Activity Work
 Standards in group activity
 Activity work
Complete the chart below. Put a check ( √ ) if there was movement after force was applied.

Objects Blowing Pushing Placing on a

to be Ramp
Moved
Ball
Toy Car
Notebook

5. ELABORATE
5.1 Verifying Concept (book reading p.172)
5.2 Application
Why do we need to be accurate?

6. EVALUATE
Solve the following problems.
1. If it took you 2 hours to walk the 5km distance from your school to your house, what was
your speed?
2. Arriane jogged on the backyard lawn for 2.5 hours. She covered a distance of 7km. What
was her speed?

7. EXTEND
Name some of your daily activities where motion is present and some activities that
do not involve motion.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 7, 2019
I. Objectives
a. describe the relationship of time to speed;
b. use appropriate measuring tools and express measurements using correct
standard units; measure speed; and
c. participate actively in the group.

II. Subject Matter

Unit III: Force and Motion
Topic: Measuring Time and Speed
Science Concept(s): Speed tells how fast or slow an object is moving. It is equal to the
distance covered by the body divided by the total time of travel. Distance in Science should
always be exact, measured accurately, and based on a standard unit of measurement.
Process Skills: measuring, inferring comparing, estimating,
Vocabulary: distance, speed, time, standard units, tools
Materials: Two or three wind-up toys per group, Stopwatches
References: S5FE-IIIa-1, The New Science Links pp. 213-215,, Science in our World pp. 147-
149
Value Integration: Carefulness

III. Learning activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News
B. Drill
Fill in the blanks. Write the correct conversion of the following measurements.
1. 1 m is _____cm.
2. 5 km is ______m
3. 50 cm is _______m
4. 1 m is_____ mm
5. 100 cm is ______ mm

D. Checking of Assignment
E. Lesson Proper

1. ELICIT
1.1 Review
A. Write True if the statement is true. If the statement is False, change the underlined word
to make the statement correct.
_____1. The measurement of how fast or slow something is traveling is speed.
_____2. The distance an object travels in one unit of time is called acceleration.
_____3. Motion is calculated as distance divided by time.
B. Answer the following questions briefly.
_____4. If sounds travels at a speed of 330 m/s and you hear a thunder 3 seconds after you
see a lightning, what is the distance of the lightning?
_____5. Danny runs 8 kilometers in 1.25 hours. What is Danny’s average speed?
D. Checking of Assignment
E. Lesson Proper
2. ENGAGE
2.1 Motivation
Do you know how to estimate the distance you covered over a period of time?
2.2 Raising a Problem
What is distance? How do we measure distance?
2.3 Making Inferences

3. EXPLORE
3.1 Science Words
3.2 Activity work
 Standards in group activity
 Activity work
Complete the table below by finding the distance covered by each runners.

Runners Distance Time Speed

A 20sec. 5m/s
B 26sec. 8m/s
C 19sec. 3m/s
D 34sec. 9m/s
E 30sec. 2m/s

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
How do we measure distance? What is the equation used in finding the distance travelled
by an object?
5. ELABORATE
5.1 Verifying Concept (book reading p.213 - 215)
5.2 Application
In Life Lesson: Knowing the speed of the car is important for following safety
precautions in road signs.

6. EVALUATE
Find the distance travelled by the following using the equation given by the teacher.
1. Danilo runs at an average speed of 8 kph. If he runs for 6 ½ hours, how far does he travel?
To find the distance, we need to multiply speed by time.
2. A car is travelling with a speed of 5kph and stops at a rate of 5 hours. Find the distance
travelled by the car.

7.EXTEND
Complete the table below. Find the Distance using the equation D = s x t

Runners Distance Time Speed

A 30sec. 9m/s
B 15sec. 4m/s
C 20sec. 8m/s
D 35sec. 3m/s
E 60sec. 2m/s

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 8, 2019

I. Objectives
a. describe the relationship of time to speed;
b. use appropriate measuring tools and express measurements using correct
standard units; measure speed; and
c. participate actively in the group.

II. Subject Matter

III. Learning activities

1. ELICIT
1.1 Review
Directions: Draw a star if the statement is true, If false, draw a circle if the statement is false
on the space before the number.
_______1. The standard unit of measurement of distance or length in metric system.
_______2. Yard, foot and inch are units of measurement used in the metric system of
measurement.
_______3. 10 kilometers is equal to 1000 meters.
_______4. The measure of how far or near two points are from one another is called
distance.
_______5. The metric system of measurement of distance is used only in the Philippines.

2. ENGAGE
2.1 Motivation
Do you know how to estimate the distance you covered over a period of time?
2.2 Raising a Problem
What is speed? How do we measure speed using time and distance?
2.3 Making Inferences
Maybe speed can be calculated by dividing the distance covered by an object in
motion by the amount of time it is used to cover the distance.
Perhaps, speed is measured in meters per second (m/s) or kilometers per hour
(km/h or kph).

3. EXPLORE3.1
3.1 Science Words
3.2 Activity work
 Standards in group activity
 Activity work
 Complete the speed of the following runners.

Runners Distance Time Speed

A 100m 20sec.
B 250m 13sec.
C 150m 14sec.
D 200m 44sec.
E 120m 25sec.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Based on your observation what will be our generalization? Speed tells how fast or slow an
object is moving. It is equal to the distance covered by the body divided by the total time of
travel. Distance in Science should always be exact, measured accurately, and based on a
standard unit of measurement.

5. ELABORATE
5.1 Verifying Concept (book reading p.213 - 215)
5.2 Application
In Life Lesson: Knowing the speed of the car is important for following safety
precautions in road signs.

6. EVALUATE
A. Write True if the statement is true. If the statement is False, change the underlined word
to make the statement correct.
_____1. The measurement of how fast or slow something is travelling is speed.
_____2. The distance an object travels in one unit of time is called acceleration.
_____3. Motion is calculated as distance divided by time.
B. Answer the following questions briefly.
4. If sounds travels at a speed of 330 m/s and you hear a thunder 3 seconds after you see a
lightning, what is the distance of the lightning?
5. Danny runs 8 kilometers in 1.25 hours. What is Danny’s average speed?

7. EXTEND
Make some display cards showing the slowest speed of some things and their fastest
speed. Then display your cards to your class. Compare your display with those of other
pupils.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 11, 2019
I. Objectives
a. describe the relationship of time to speed and distance;
b. use the equation t = d/s in finding the time covered by an object in motion.

II. Subject Matter

Unit III: Force and Motion
Topic: Measuring Time and Speed
Science Concept(s): Using the equation t = d/s, we can find how much time was spent of an
object in motion. Time is measured in a variety of ways, usually with watch or a clock. Time
can be calculated in seconds, minutes or hours.
Process Skills: measuring, inferring, comparing, estimating,
Vocabulary: distance, speed, time, standard units, tools
Materials: Stopwatches, toy car
References: S5FE-IIIa-1, The New Science Links pp. 213-215,, Science in our World pp. 147-
149
Value Integration: Carefulness

III. Learning activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News
B. Drill
A. Write True if the statement is true. If the statement is False, change the underlined word
to make the statement correct.
_____1. The measurement of how fast or slow something is traveling is speed.
_____2. The distance an object travels in one unit of time is called acceleration.
_____3. Motion is calculated as distance divided by time.
B. Answer the following questions briefly.
_____4. If sounds travels at a speed of 330 m/s and you hear a thunder 3 seconds after you
see a lightning, what is the distance of the lightning?
_____5. Danny runs 8 kilometers in 1.25 hours. What is Danny’s average speed?

C. Checking of Assignment
D. Lesson Proper

1. ELICIT
C. Review
Find the distance travelled by the following using the equation given by the teacher.
1. Danilo runs at an average speed of 8 kph. If he runs for 6 ½ hours, how far does he travel?
To find the distance, we need to multiply speed by time.
2. A car is travelling with a speed of 5kph and stops at a rate of 5 hours. Find the distance
travelled by the car.

2. ENGAGE
2.1 Motivation
Do you know how time can be measured? What are the things needed in order to know the
time covered by a moving object? Do you want to know how can we calculated time used
by an object?
2.2 Raising a Problem
What is time? How do we find time?
2.3 Making Inferences

3. EXPLORE
3.1 Science Words
3.2 Activity work
 Standards in group activity
 Activity work
Complete the table below by finding the time covered by each runners. Use the formula t =
d/s

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
How do we measure time? What is the formula in measuring the average time covered by a
moving object? Using the equation t = d/s, we can find how much time was spent of an
object in motion. Time is measured in a variety of ways, usually with watch or a clock. Time
can be calculated in seconds, minutes or hours.

Runners Distance Time Speed

A 400 km 5km/h
B 117 km 9km/h
C 51 m 3m/s
D 128 km 8km/h
E 100 km 2km/h

5. ELABORATE
5.1 Verifying Concept (book reading p.213 - 215)
5.2 Application
How is it important to know exactly the time that will be covered in travelling?
6. EVALUATE
Answer the problem below by using the formula t = d/s
1. Genivieve travels at an average speed of 5kph. How long will she travel at 185km?
2. Jaime used to travel around the world. If he is travelling in a car at an average speed of
2kph. How long does it take him to get in his destination that has 64km long?
3. Maricel runs at an average speed of 3m/s. How long does it takes Maricel to run at 48m?

7. EXTEND
Complete the table below. Use t = d/s

Runners Distance Time Speed

A 198 km 9kph
B 235 km 5kph
C 150m 3m/s
D 244 km 4kph
E 100 m 2m/s

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 12, 2019

I. Objectives
a. identify the appropriate tools for measuring distance;
b. realize the importance of standard unit of measurement in determining distance;

II. Subject Matter

Unit III: Force and Motion
Topic: Standard Unit of Measurement
Process Skills: measuring, inferring, comparing, estimating,
Vocabulary: distance, speed, time, standard units, tools
Materials: 3 books of equal thickness, 2 rulers of the same size, measuring tools
References: S5FE-IIIa-1, The New Science Links pp. 213-215,, Science in our World pp. 147-
149
Value Integration: Carefulness

III. Learning activities

C. Checking of Assignment
D. Lesson Proper

2. ENGAGE
2.1 Motivation
How do you travel to school? Do you ride a vehicle or not? How far do you think is your
house from your school? How will you able to learn how far it is from school? From church?
2.2 Raising a Problem
What is measurement? How do we measure objects and distance?
2.3 Making Inferences

3. EXPLORE
3.1 Science Words
3.2 Activity work
 Standards in group activity
 Activity work
Instruct the learners to prepare 3 books of equal thickness, 2 rulers of the same size,
marble, metric tape measure, graphing paper.
1. Let them position the rulers together on a book with a distance from each other that
would fit a marble. The rulers would serve as a ramp for the marbles.
2. Ask them to release the marble between the rulers.
3. Then, have them measures in centimetres the distance covered by the marble.
4. Allow them to repeat steps 1 and 2 for trial 2.
5. Let them put another book on top of the first book. Then, repeat steps 1 to 3.
6. Have them put another book on top of the two books. Then, repeat steps 1 to 3.
7. Ask them to record their measurements in the graphing paper.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Distance should always be exact, measured accurately, and based on standard unit of
measurement. Scientifically, distance should be measured by using measuring tools such as
the ruler, meterstick, tape measure, measuring wheel, and ultrasonic distance measurer.
Having a standard unit of measures makes it easier for scientists and other people to
understand each other’s data.

5. ELABORATE
5.1 Verifying Concept (book reading p.113 - 115)
5.2 Application
How can you tell how fast or slow you are moving?
6. EVALUATE
Write if it is True or False.

1. The standard unit of measurement of distance or length in metric system is miles.

2. Meterstick, tape measure, and sturdy ropes are some of the standard tools in measuring
distance.
3. Yard, foot and inch are units of measurement used in the metric system of measurement.
4. The measure of how far or near two points are from one another is called distance.
5. The metric system of measurement of distance is used only in the Philippines.

7. EXTEND
Explain the difference between pleasant and unpleasant sound.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 13, 2019 (Note: Continuation of the lesson.)
I. Objectives

a. identify the appropriate tools for measuring distance;

b. realize the importance of standard unit of measurement in determining distance;

II. Subject Matter

III. Learning activities

C. Checking of Assignment
D. Lesson Proper

5. ELABORATE
5.1 Verifying Concept (book reading p.113 - 115)
5.2 Application
How can you tell how fast or slow you are moving?
6. EVALUATE
Write if it is True or False.

1. The standard unit of measurement of distance or length in metric system is miles.

7. EXTEND
Explain the difference between pleasant and unpleasant sound.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 14, 2019
I. Objectives
a. identify appropriate measuring tools and correct standard units;
b. select and use appropriate tools and units for a length/distance being measured and;
c. sharing things with others.

II. Subject matter

III. Learning activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News

B. Drill
Directions: Copy from the box the correct word that would complete the
sentence.

Force reaction magnetic

friction push electrical

1. Force is commonly known as any kind of ______ or pull on an object.

C. Checking of Assignments
D. Lesson Proper

2. ENGAGE
2.1 Motivation
How do we measure objects of different sizes? How do we compare one
measurement to another?
2.2 Raising a Problem
What is needed to get an accurate measurement of distance?

7. EXTEND
Answer the following questions;
1. Why can’t a footstep be used as a standard unit of length?
2. Why can’t you use an elastic measuring tape to measure the distance?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 19, 2019

I. Objectives
a. identify the different kinds of forces;
b. relate the importance of forces in our daily lives
c. define what motion is
d. Describe when motion takes place.
e. describe the motion of an object by tracing and measuring its change in position
over a period of time.
f. describe the relationship of time to speed;
g. use appropriate measuring tools and express measurements using correct
standard units; measure speed.
h. identify appropriate measuring tools and correct standard units;
i. select and use appropriate tools and units for a length/distance being measured.

II. Subject matter Unit I - III

Topic: Force and Motion
Processes: observing, identifying, describing
References: S5FE-IIIb-2, Science in Our World
Materials: test papers, pen and paper
Values: Honesty

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia

B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting answer sheets.
5. Checking the pupil’s answer.

III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.

IV. Assignment
What is Light?
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: November 15, 2019 (Note: Same lesson plan because the teacher was absent
yesterday.)
I. Objectives
a. identify appropriate measuring tools and correct standard units;
b. select and use appropriate tools and units for a length/distance being measured and;
c. sharing things with others.

II. Subject matter

III. Learning activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News

B. Drill
Directions: Copy from the box the correct word that would complete the
sentence.

Force reaction magnetic

friction push electrical

1. Force is commonly known as any kind of ______ or pull on an object.

C. Checking of Assignments
D. Lesson Proper

2. ENGAGE
2.1 Motivation
How do we measure objects of different sizes? How do we compare one
measurement to another?
2.2 Raising a Problem
What is needed to get an accurate measurement of distance?

7. EXTEND
Answer the following questions;
1. Why can’t a footstep be used as a standard unit of length?
2. Why can’t you use an elastic measuring tape to measure the distance?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 18, 2019 (Note: Continuation of the lesson.)

II. Subject matter

III. Learning activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News

B. Drill
Directions: Copy from the box the correct word that would complete the
sentence.

Force reaction magnetic

friction push electrical

1. Force is commonly known as any kind of ______ or pull on an object.

C. Checking of Assignments
D. Lesson Proper

2. ENGAGE
2.1 Motivation
How do we measure objects of different sizes? How do we compare one
measurement to another?
2.2 Raising a Problem
What is needed to get an accurate measurement of distance?

7. EXTEND
Answer the following questions;
1. Why can’t a footstep be used as a standard unit of length?
2. Why can’t you use an elastic measuring tape to measure the distance?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 21, 2019

I. Objectives
a. observe and give examples of light and dark colored objects;
b. analyze how black and colored objects affect the ability to absorb heat;
c. appreciate the importance of wearing light colored dress during summer.
II. Subject Matter
Unit III: Light, Sound and Heat
Topic: Infer how black and colored objects affect the ability to absorb heat
Concepts: (a) Light interacts with different materials in different ways.(b) The more colors
an object absorbs, the more heat is absorbed. The less color it absorbs the less heat is
absorbed. (c) The more colors an objects reflects, the more heat is reflected. (d) Black is the
absence of all color, it does not reflect any of the colors but rather absorbs all of them. Black
absorb the most heat. (e) White is the presence of all colors. It also reflects all the colors and
does not absorb most of it, the less light is absorbed the less heat is absorbed.
Processes: Observing, Inferring, Identifying, Experimenting
Vocabulary Words: Heat, Absorption, Black, Visible colors, Heat Energy, White
Reference: Science in our World, Sarte, Evelyn Ed.D, et al., p. 160-163 S5FM-IIId-4
Materials: 4 empty aluminum or tin cans, 4 thermometers, colored paper, pair of Scissors,
water, measuring cup
Values: Importance of wearing the right colors at a certain season.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Trivia
B. Drill
Choose from the box the correct answer that is being described in a statement.
Write the letter of the correct answer.
a. transparent b. opaque c. translucent
d. refraction d. absorption e. reflection

______1. These are materials that do not allow light to pass through them.
______2. It refers to a material that takes in light and do not reflect back.
______3. When light hits an object, it bounces back.
______4. These are materials that allow all light to pass through them.
______5. These materials allow some light to pass through them.
C. Checking of Assignment
D. Lesson Proper

1. ELICIT
A. Review
Write TP if the object is Transparent, TL if Translucent, and OP if Opaque. Write your
answers on the space before each number.
______1. wax paper
______2. molding clay
______3. reading glass
______4. white plastic bag
______5. brown folder
2. ENGAGE
2.1 Motivation
Show picture of two boys walking under the sun. One boy Wears black shirt and the
other boy wears white shirt.
1. Observe the two boys.2. Describe how they feel while walking under the sun.3. Who do
you think sweat more? Why?
2.2 Raising a Problem
How do black and light colored objects affect the ability to absorb heat?
2.3 Making Inferences
Maybe ___________
Perhaps __________
I think ___________

3. EXPLORE
3.1 Science Words
Observing, Inferring, Identifying, Experimenting

2.3 Activity work

 Standards in group activity
 Activity work
1. Put a water in 3 empty cups. Measure its temperature.
2. Put white, black and red colored paper on top of each cups.
3. Place it under the sun for 5 minutes. Then measure again its temperature.
4. Answer the questions on the board.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Which of the colors absorbed heat faster? Lower? Who reflects light faster? Lower? a) Light
interacts with different materials in different ways.(b) The more colors an object absorbs,
the more heat is absorbed. The less color it absorbs the less heat is absorbed. (c) The more
colors an objects reflects, the more heat is reflected. (d) Black is the absence of all color, it
does not reflect any of the colors but rather absorbs all of them. Black absorb the most
heat. (e) White is the presence of all colors. It also reflects all the colors and does not absorb
most of it, the less light is absorbed the less heat is absorbed.

5. ELABORATE
5.1 Verifying Concept (book reading p160-163)
5.2 Application
If you were to choose, what kind of dress/shirt will you wear during summer, light or
dark colored? Why?
6. EVALUATE
A. Write TRUE if the statement is correct, and FALSE if not.
____1. The more colors an object absorbs, the heat it absorbs.
____2. The less color it absorbs, the less heat is absorbs.
____3. We don’t see colors when they are reflected back by an object.
____4. During warm days, it is wise to wear white because it absorb less heat.
____5. We can see clearly the visible colors of objects during night time.

7. EXTEND
Give 5 examples of objects that can absorb more heat and less heat. Use the table
below.
Objects that absorb more heat Objects that absorb less heat
1.
2
3
4.
5.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 19, 2019

I. Objectives
a. relate the ability of the material to block, absorb or transmit light to its use;
b. enumerate materials that block, absorb or transmit light and;
c. participate actively in group activity.
II. Subject Matter
Unit III: Force and Motion
Topic: Ability of Materials to Block, Absorb or Transmit Light to its Uses
Concept: Light behaves in different ways and strikes different objects. It can pass through
transparent and translucent but not opaque
materials.
Processes: observing, inferring, predicting, classifying
Vocabulary words: block, transmit, ability, transmission, absorption
Reference: CG S5FE-IIIe-5, Science and Health 3, pp. 178-179
Materials: Flashlight, water, projector, mirror, charcoal, foil
Values: COOPERATION IN GROUP ACTIVITY.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News
B. Drill
Write TRUE if the statement is correct and FALSE if the statement is not correct.
1. Opaque materials allow all light to pass through.
2. Translucent materials allow some light to pass through.
3. Absorption refers to a materials taking in of light and not reflecting it back.
4. Reflection refers to the bending of light.
5. Our primary source of light is the sun.
C. Checking of Assignment
D. Lesson Proper

1. ELICIT
A. Review
How do black and colored object affect the ability to absorb heat?
Can you describe this picture?

2. ENGAGE
2.1 Motivation
Can you arrange the jumbled letters to form a sentence?

_ of to _ , _ or _ _ to its ___ .

(tyliabi)(lsteriama) (ckobl) (soabrb) (mitnstra)(thgil) (seu)
2.2 Raising a Problem
Can you relate the ability of the material to block, absorb or transmit light to its use?
2.3 Making Inferences
Maybe ___________
Perhaps __________
I think ___________

3. EXPLORE
3.1 Science words
observing, inferring, predicting, classifying
3.2 Activity work
 Standards in group activity
 Activity work
Put a check whether the light will be absorbed, block or transmitted and write its uses.

1. tissue paper
2. roof
3. notebook
4. illustration board
5. hand

3. EXPLAIN
3.1 Reporting and Discussion
3.2 Concept Formation
Reflective materials, such as aluminum foil and the mirror reflect the light, solid and non-
transparent materials, such as charcoal, black color paper absorb the light. Materials that
have varying degrees of transparency, such as plastic and tissue paper transmit the light
4. ELABORATE
4.1 Verifying Concept (Science and Health 3, pp. 178-179)
4.2 Application
If we shine a light forward and you walk in front of it, it suddenly disappears. What is
happening?

6. EVALUATE
Identify the ability of the following materials to:
a. absorb b. block c. transmit
1. tissue paper
2. roof
3. notebook
4. illustration board
5. hand
7. EXTEND
What is sound?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 19, 2019

I. Learning Objectives
a. describe how sound is produced;
b. state that sound travels as waves produce different sounds and;
c. follow warning signals for one’s safety
II. Subject Matter
Unit: Force and Motion
Topic: How Sound is Produced
Concepts: Sound is produced due to vibrations of objects. Sound travels as waves. It can
travel through solid, liquid and gas
Processes: Observing, Describing, Experimenting
Voc. Words: vibration, sound waves, transmit
References: Science and Health III,pp187-190 TX, Science :Observation and Experiment
,pp161-166 TX, Science in Our World ,pp.164-168 TX
Materials: real objects like whistle, buzzer, transistor radio, small basin of water, two metal
spoons
Values: Obedience to warning signals for one’s safety.

III. Learning Activities

1. ELICIT
A. Review
Identify the ability of the following materials to:
a. absorb b. block c. transmit
1. tissue paper
2. roof
3. notebook
4. illustration board
5. hand
2. ENGAGE
2.1 Motivation
Teacher rings a bell. Ask: What do you hear?
2.2 Raising a Problem
How is sound produced? Where does sound travel?
2.3 Making inferences
Maybe ___________
Perhaps __________
I think ___________

3. EXPLORE
3.1 Science Words
3.2 Activity work
 Standards in group activity
 Activity work
>Activity 1
Blow the whistle. Can you hear the whistle? Why can the sound reach your ears? Where do
the sound waves pass?
>Activity 2
Turn on the radio. Can you hear the sound? Place it in a box. Can you still hear it? Where do
the sound waves pass?
>Activity 3
Get a basin of water and two spoons. Hold the spoons, one in each hand and dip them in
water. Tap the spoons against each other. Do you hear the sounds made by the spoons?
Where do the sound waves pass?
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
How sound is produced and travels through different materials?
5. ELABORATE
5.1 Verifying Concept (Science and Health 3, pp. 178-179)
5.2 Application
How do you know if there is an earthquake or fire drill? If you hear the siren or alarm during
an earthquake drill, what would you do?

6. EVALUATE
Read each question carefully. Then write the letter of the best answer.
1.When does an object make a sound?
A. When it vibrates C. When it is big
B. When it is not moving D. When it is small
2.Why can you hear the sound of a tricycle on the road when you are inside the house?
A. The sound of the engine is soft. C. Sound travels.
B. The sound of the engine is pleasant. D. Light travels.
3.Which of the following material can sound travel fastest?
A. water B. Alcohol C. air D. wall
4. All of these activities produce sound EXCEPT _
A. snapping of fingers C. staring at a picture
B. tapping on the table D. stomping of feet
5. If you were walking along a railroad track and you hear the sound of an approaching train,
what would you do?
A. Run across the railroad. C. Keep on walking.
B. Stop and wait until the D. Play a racing game with
train has passed. the train.

7. EXTEND
What is an echo?
How is echo produced?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 25, 2019

III. Learning Activities

3. EXPLORE
3.1 Science Words
Observing, Inferring, Identifying, Experimenting

2.3 Activity work

7. EXTEND
Give 5 examples of objects that can absorb more heat and less heat. Use the table
below.
Objects that absorb more heat Objects that absorb less heat
1.
2
3
4.
5.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 26, 2019

III. Learning Activities

1. ELICIT
A. Review
How do black and colored object affect the ability to absorb heat?
Can you describe this picture?

2. ENGAGE
2.1 Motivation
Can you arrange the jumbled letters to form a sentence?

_ of to _ , _ or _ _ to its ___ .

1. tissue paper
2. roof
3. notebook
4. illustration board
5. hand

6. EVALUATE
Identify the ability of the following materials to:
a. absorb b. block c. transmit
1. tissue paper
2. roof
3. notebook
4. illustration board
5. hand
7. EXTEND
What is sound?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 27, 2019

III. Learning Activities

7. EXTEND
What is an echo?
How is echo produced?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 28, 2019

I. Objectives
a. identify the properties of sound;
b. describe how they affect the way we hear a sound;
c. construct an improvised stringed instrument to distinguish the properties of
sound.
II. Subject Matter:
Unit: Force and Motion
Topic: Properties of Sound
Concepts: Sound has many properties like pitch, quality, and loudness. Pitch refers to
highness and lowness of notes. Quality refers to the shape of the sound waves an object
produces. Loudness refers to the volume or sound pressure the vibrations that an object
produces.
Processes: Observing, Inferring, Comparing, Experimenting
Vocabulary Words: pitch, quality, volume, decibels (dB), tension, length, thickness
References: Science in Our World V, pp.164-171
Materials: old frame wood frame, six small nails, hammer, three nylon strings of varying
thickness
Value: Appreciation of One’s Talent/ Self-esteem

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News
B. Drill
Write T if the statement is true and if the statement is false, change the underlined word to
make it correct.
1. Light travels as waves in straight lines.
2. Opaque objects allow light to pass through.
3. Sound can be transmitted fastest in liquids.
4. Lightning happens before a thunder.
5. The repetition of a sound caused by reflection of sound waves is called echo.
D. Checking of Assignment
E. Lesson Proper

1. ELICIT
A. Review
1. Show how these materials can produce sound.
* one pot cover and a ladle
* two pieces of small flat bamboo
* five tamarind seed inside an empty water bottle
2. How is sound produced?
B. Checking of Assignment
C. Lesson Proper
2. ENGAGE
2.1 Motivation
Listen and compare these two musical bands.
(Aegis plays “ Halik” , Asin plays “ Masdan ang Kapaligiran”)
2.2 Raising a Problem
What are the properties of sound?
2.3 Make inferences
Perhaps, the properties of sound are loudness, pitch and quality.
3. EXPLORE
3.1 Activity Work
* Set standards for group work
* Perform the experiment: Science Beyond Boarders, p127.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Have a discussion on the effect of length ,thickness and tension on the pitch of sound
produced; Tell what kind of sound the improvised guitar produced
when high pressure is applied on its strings; Using the drawing of the shape of the sound
waves, compare the music of Aegis’ Halik and Asin’sMasdan... Sound has many properties
like pitch, quality, and loudness. Pitch refers to highness and lowness of notes. Quality refers
to the shape of the sound waves an object produces. Loudness refers to the volume or
sound pressure the vibrations that an object produces.

5.ELABORATE
5.1 Verifying Concept: video clip from www.PhysicsEH
5.2 Accepting /Rejecting Inferences
5.3 Application:
Would you like to join our school rondalla? What musical instrument would you like
to play? Why did you choose it?

6. EVALUATE
Choose the letter of the correct answer:
1. It refers to the highness and lowness of sound.
A. Pitch C. Intensity
B. Quality D. Loudness
2. If the shape of the waves are ragged, the sound produced is__.
A. melody C. noise
B. rhythm D. pitch
3. The volume or sound pressure produced by the vibrations of an object is called __
A. tension C. waves
B. quality D. loudness
4. Thicker strings in a guitar produce ___ pitch.
A. lower C. softer
B. higher D. smoother
5. A violin has thinner strings than a guitar. It produces a __pitch.
A. lower C. louder
B. higher D. rage

7. EXTEND
What is Electricity?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 29, 2019 (Note: Continuation of the lesson.)

III. Learning Activities

7. EXTEND
What is Electricity?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: December 2, 2019 (Note: Classes suspended due to Typhoon Tisoy.)

I. Objectives
a. identify the properties of sound;
b. describe how they affect the way we hear a sound;
c. construct an improvised stringed instrument to distinguish the properties of
sound.

II. Subject Matter:

II. Subject Matter

Unit III: Electricity
Topic: Current and Static Electricity
Concept: Electricity – is a kind of energy that gives power to most thing you know. Atom – is
the smallest particles on Earth; composed of a neutron (no – charged particles), proton
(positively – charged particles) and an electron (negatively- charged particles).Kind of
Electricity are; Static Electricity – forms through rubbing and it is not permanent. It is weak
and not continuous. Current Electricity – continuous and flowing. It produced electric
current.
Processes: Observing, Inferring, Comparing, Experimenting
Vocabulary Words: current, electricity, atoms, protons, electrons, neutrons, static
References: Science in Our World V, pp.164-171
Materials: cloth or comb. Simple circuit
Value: Use electricity properly.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News
B. Drill
Which of the following uses electricity?
1. A girl using a fan.
2. A boy watching television.
3. A dog barking.
4. A lady surfing the internet with her laptop.
5. A man in a car.
C. Checking of Assignment
D. Lesson Proper

1. ELICIT
A. Review
What are the uses of electricity?

2. ENGAGE
2.1 Motivation
Show an atom. Ask what it is. Tell that the atom is the smallest unit of matter. Then ask.
How does a light bulb lights? An electric fan? A cellphone?
2.2 Raising a Problem
What is electricity? What are the different kinds of electricity?
2.3. Making Inferences
Maybe….
I think….
3. EXPLORE
3.1 Vocabulary Words
3.2 Activity Work
*Set standards for group work
*Perform the experiment.
1. Rub the comb over your arm chair. Then observe what will happen to the pieces of paper
on your table.
2. Using the simple circuit. Try to connect each part. Observe what happen to the light bulb.
Do you think electricity flows through it? How does it happens? How about the pieces of
paper?
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Let the pupils form their own concepts about the topic with the guidance and supervision of
the teacher. Electricity – is a kind of energy that gives power to most thing you know.
Atom – is the smallest particles on Earth; composed of a neutron (no – charged particles),
proton (positively – charged particles) and an electron (negatively- charged particles).
Kind of Electricity are; Static Electricity – forms through rubbing and it is not permanent. It
is weak and not continuous. Current Electricity – continuous and flowing. It produced
electric current.

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
Why do we need to use electricity properly? What will happen if we never use electricity
properly?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Tell what kind of electricity is being used in the following situations below.
1. Rubbing a balloon in a woolen cloth
2. Turning on the television.
3. Rubbing a pen in a woolen cloth.
4. Rubbing a piece of plastic on a wood.
5. Sleeping while the electric fan is on.

7. EXTEND
Answer the following;
1. What is a simple circuit?
2. What are the parts of a simple circuit?
3. Draw a simple circuit.
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: December 10, 2019 (Note: Continuation of the lesson.)

I. Objectives
a. describe current and static electricity.
b. give situations that include current and static electricity.

II. Subject Matter

III. Learning Activities

1. ELICIT
A. Review
What are the uses of electricity?

I. Objectives
a. identify the properties of sound;
b. describe how they affect the way we hear a sound;
c. construct an improvised stringed instrument to distinguish the properties of
sound.

II. Subject Matter:

III. Learning Activities

7. EXTEND
What is Electricity?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: November 29, 2019 (Note: The Teacher is absent.)

I. Objectives
a. identify the properties of sound;
b. describe how they affect the way we hear a sound;
c. construct an improvised stringed instrument to distinguish the properties of
sound.

II. Subject Matter:

III. Learning Activities

7. EXTEND
What is Electricity?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: December 10, 2019

I. Objectives
a. identify the parts of a simple circuit;
b. illustrate a model of a simple electric circuit through modelling; and
c. know precautionary measures in handling electricity.

II. Subject Matter

Unit III: Electricity
Topic: Simple Circuit
Concept: Electric Circuit – a closed path along which electron flow motion occurred. Simple
Circuit – composed of a path(wire), Load(Bulb), Source(battery) and a switch. Path –
consists of two wires that lets the electricity flows through the circuit. Load – or bulb is the
one that lights when the switch is on and the electricity is flowing. Source – it is the source
of electric energy, the power supply, it can be a battery or a generator. Switch – used to
open or close an electric circuit. It is use to control the flow of electricity.
Processes: Observing, Inferring, Comparing, Experimenting
Vocabulary Words: current, electricity, atoms, protons, electrons, neutrons, static
References: Science in Our World V, pp.164-171
Materials: oslo papers, ruler, pen and pencil, eraser, model of a simple circuit.
Value: Use precautionary measures in handling electricity.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News
B. Drill
Tell what kind of electricity is being used in the following situations below.
1. Rubbing a balloon in a woolen cloth
2. Turning on the television.
3. Rubbing a pen in a woolen cloth.
4. Rubbing a piece of plastic on a wood.
5. Sleeping while the electric fan is on.
C. Checking of Assignment
D. Lesson Proper

1. ELICIT
C. Review
What are the parts of an electric circuit?

2. ENGAGE
2.1 Motivation
Show the model of an electric circuit, ask about it.
2.2 Raising a Problem
What is a simple circuit? What are the parts of the simple circuit?
2.3. Making Inferences
Maybe….
I think….

3. EXPLORE
3.1 Vocabulary Words
3.2 Activity Work
*Set standards for group work
*Perform the experiment.
1. On your oslo paper, draw a simple circuit and label each part. Make sure to make your
own model in different ways.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Let the pupils form their own concepts about the topic with the guidance and supervision of
the teacher. Electric Circuit – a closed path along which electron flow motion occurred.
Simple Circuit – composed of a path(wire), Load(Bulb), Source(battery) and a switch. Path –
consists of two wires that lets the electricity flows through the circuit. Load – or bulb is the
one that lights when the switch is on and the electricity is flowing. Source – it is the source
of electric energy, the power supply, it can be a battery or a generator. Switch – used to
open or close an electric circuit. It is use to control the flow of electricity.

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
Why do we need to take the precautionary measures in handling electricity seriously?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Identify the parts of a simple circuit.

2.
3. 4.

7. EXTEND
What are the different kinds of electric circuit. Give examples.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: December 11, 2019 (Note: Continuation of the lesson.)

I. Objectives
a. identify the parts of a simple circuit;
b. illustrate a model of a simple electric circuit through modelling; and
c. know precautionary measures in handling electricity.

II. Subject Matter

III. Learning Activities

1. ELICIT
C. Review
What are the parts of an electric circuit?

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
Why do we need to take the precautionary measures in handling electricity seriously?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Identify the parts of a simple circuit.

2.
3. 4.

7. EXTEND
What are the different kinds of electric circuit. Give examples.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: December 12, 2019 (Note: Same Lesson plan because yesterday is the presentation
of Christmas Cantata per grade level.)

I. Objectives
a. identify the parts of a simple circuit;
b. illustrate a model of a simple electric circuit through modelling; and
c. know precautionary measures in handling electricity.

II. Subject Matter

III. Learning Activities

1. ELICIT
C. Review
What are the parts of an electric circuit?

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
Why do we need to take the precautionary measures in handling electricity seriously?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Identify the parts of a simple circuit.

1.
2.

3. 4.

7. EXTEND
What are the different kinds of electric circuit. Give examples.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: December 13, 2019 (Note: Same Lesson Plan because yesterday was the student’s
Christmas party.)
I. Objectives
a. identify the parts of a simple circuit;
b. illustrate a model of a simple electric circuit through modelling; and
c. know precautionary measures in handling electricity.

II. Subject Matter

III. Learning Activities

1. ELICIT
C. Review
What are the parts of an electric circuit?

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
Why do we need to take the precautionary measures in handling electricity seriously?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Identify the parts of a simple circuit.

1.
2.

3. 4.

7. EXTEND
What are the different kinds of electric circuit. Give examples.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 6, 2020

I. Objectives
a. identify the parts of a simple circuit;
b. illustrate a model of a simple electric circuit through modelling; and
c. know precautionary measures in handling electricity.

II. Subject Matter

III. Learning Activities

1. ELICIT
C. Review
What are the parts of an electric circuit?

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
Why do we need to take the precautionary measures in handling electricity seriously?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Identify the parts of a simple circuit.

1.
2.

3. 4.

7. EXTEND
What are the different kinds of electric circuit. Give examples.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 7, 2020

I. Objectives
a. describe current and static electricity.
b. give situations that include current and static electricity.

II. Subject Matter

Unit III: Electricity
Topic: Current and Static Electricity
Concept: Electricity – is a kind of energy that gives power to most thing you know. Atom – is
the smallest particles on Earth; composed of a neutron (no – charged particles), proton
(positively – charged particles) and an electron (negatively- charged particles). Kind of
Electricity are; Static Electricity – forms through rubbing and it is not permanent. It is weak
and not continuous. Current Electricity – continuous and flowing. It produced electric
current.
Processes: Observing, Inferring, Comparing, Experimenting
Vocabulary Words: current, electricity, atoms, protons, electrons, neutrons, static
References: Science in Our World V, pp.164-171
Materials: cloth or comb. Simple circuit
Value: Use electricity properly.

III. Learning Activities

1. ELICIT
A. Review
What are the uses of electricity?

2. ENGAGE
2.1 Motivation
Show an atom. Ask what it is. Tell that the atom is the smallest unit of matter. Then ask.
How does a light bulb lights? An electric fan? A cellphone?
2.2 Raising a Problem
What is electricity? What are the different kinds of electricity?
2.3. Making Inferences
Maybe….
I think….
3. EXPLORE
3.1 Vocabulary Words
3.2 Activity Work
*Set standards for group work
*Perform the experiment.
1. Rub the comb over your arm chair. Then observe what will happen to the pieces of paper
on your table.
2. Using the simple circuit. Try to connect each part. Observe what happen to the light bulb.
Do you think electricity flows through it? How does it happens? How about the pieces of
paper? etc.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Let the pupils form their own concepts about the topic with the guidance and
supervision of the teacher.
5.ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
Why do we need to use electricity properly? What will happen if we never use electricity
properly?
5.3 Accepting and Rejecting Inferences

7. EXTEND
Answer the following;
1. What is a simple circuit?
2. What are the parts of a simple circuit?
3. Draw a simple circuit.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 8, 2020
I. Objectives
a. describe different kinds of circuits;
b. conserve electrical energy.

II. Subject Matter

Unit III: Electricity
Topic: Kinds of Electric Circuit
Concept:
1. Series Circuit – the circuit has a one way flow, when
one bulb is taken out, the electricity is cut out
and the other light bulb will not light.
Example: Christmas lights
2. Parallel Circuit – the circuit has two or more switches
and paths, which allows electricity to flow even the
other path is open. Example: Household lights.
Processes: Observing, Inferring, Comparing, Describing, Constructing, Experimenting
Vocabulary Words: series, parallel
References: Science in Our World V, pp.164-171
Materials: charts, illustration of parallel and series circuit
Value: Conservation of energy.
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News
B. Drill
Identify the parts of a simple circuit.

3. 4.

1.ELICIT
A. Review
Match column A with column B.
A B
1. open and closes a circuit a. Path
2. compose of a bulb, wire, load b. load
and a source c. path
3. the power supply d. simple circuit
4. consists 2 wires and let the electricity e. source
Flows.
5. the one where electricity is flowing and is lighted.

2. ENGAGE
2.1 Motivation
Show the model of different kinds of circuit.
2.2 Raising a Problem
What are the different kinds of circuits?
2.3. Making Inferences
Maybe….
I think….

3. EXPLORE
3.1 Vocabulary Words
3.2 Activity Work
*Set standards for group work
*Perform the experiment.
1. Describe a series circuit/parallel circuit.
2. Differentiate the two.
3. Find their similarities.
4. Record your observations about their differences and similarities.
5. give examples of each circuits.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Let the pupils form their own concepts about the topic with the guidance and supervision of
the teacher.
1. Series Circuit – the circuit has a one way flow, when
one bulb is taken out, the electricity is cut out
and the other light bulb will not light.
Example: Christmas lights
2. Parallel Circuit – the circuit has two or more switches
and paths, which allows electricity to flow even the
other path is open. Example: Household lights.

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
Why do we need to use electricity wisely?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Tell what kind of circuit is being described below.
1. Connection used in Christmas Lights.
2. Bulbs are connected side by side.
3. An Electric circuit flows in more than one path.
4. Connection used in household.
5. Bulbs that are connected one after the other.

7. EXTEND
What are Conductors and Insulators?

Date: January 9, 2020 (Note: Classes Suspended due to Feast of the Nazarene.- Traslacion
2020.)

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 10, 2020

I. Objectives
a. describe an electromagnet;
b. appreciate the importance of electromagnet.

II. Subject Matter

Unit III: Electricity
Topic: Electromagnet
Concept: Magnets – attract metallic materials like the paper clips. It has two poles called
North Pole and South Pole. Magnets have different shapes. The most common are bars and
thick disks, squares or rectangles. A magnet that is bent into a U – shape is called a
HORSESHOE magnet. Magnetic Field – the region around a magnet where the force of
magnetism can be felt. Magnetism – is the force between magnetic object. It causes
attraction or repulsion. Causes two different poles to attract and same poles to repel. It can
be due to the motion of electrons in the atoms of the magnets. Electromagnet – is a
temporary magnet formed when an electric current flows through a wire or other
conductor. Electromagnetism – is the study of the relationship of electricity to magnets. It
means transforming electricity to create a magnet is referred to as electromagnet. Examples
are doorbells, TV’s, and other appliances.
Processes: Observing, Inferring, Comparing, Describing, Constructing, Experimenting
Vocabulary Words: electromagnet, magnetism
References: Science in Our World V, pp.164-171
Materials: pictures, charts, electromagnet
Value: appreciation

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science News
B. Drill
Tell what kind of circuit is being described below.
1. Connection used in Christmas Lights.
2. Bulbs are connected side by side.
3. An Electric circuit flows in more than one path.
4. Connection used in household.
5. Bulbs that are connected one after the other.
1. ELICIT
A. Review
Recognize the conductors and insulators by classifying the materials given below. Write your
answer inside the box.
Ruler Key Paper
Eraser Iron Nail broken glass
Hairpin water ballpen
rubberband

CONDUCTORS INSULATORS

2. ENGAGE
2.1 Motivation
Show pictures of a magnet.
2.2 Raising a Problem
What is a magnet? How do magnet works? What will happen if we combine electricity and
magnets?
2.3. Making Inferences
Maybe….
I think….

3. EXPLORE
3.1 Vocabulary Words
3.2 Activity Work
*Set standards for group work
*Perform the experiment.
1. Construct your own electromagnet using the following materials; copper wire, iron nail,
batteries.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Let the pupils form their own concepts about the topic with the guidance and
supervision of the teacher.
5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2 Application
If there are no electromagnets all over the world,, would it be possible for us to have a
television or another appliances that uses electromagnet? How convenient does
electromagnet makes us?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Write TRUE if the statement is correct and FALSE if the statement is wrong.
1. Opposite poles attracts and same poles repel.
2. Appliances such as Television and Radios have electromagnets.
3. Magnets are not useful.
4. Electromagnet is a temporary magnet.
5. Conductors are one of the materials needed to create electromagnets.

7. EXTEND
Study your lesson and prepare for your PERIODIC Test tomorrow.

Prepared by: Mrs. A. Bacon
Date: January 17, 2020

I. Objectives
a. identify the different kinds of forces;
b. relate the importance of forces in our daily lives
c. describe what motion is;
d. explain the effects of forces in our daily lives;
e. identify and apply appropriate measuring tools and correct standard units;
f. describe the motion of an object by tracing and measuring its change of position
over a period of time.
g. practice and respect road safety measures;
h. recognize insulators and good conductor of electricity;
i. determine the effects of changing the number or type of components in a circuit;
j.relate the ability of the material to block, absorb or transmit light to its use;
k.describe circuit and its component;
l. identify the properties of sound.
m. describe electromagnet;
n. distinguish correct principles concerning light, heat and sound.

II. Subject matter

Unit I – III FORCES AND MOTIONS
Topic: THIRD PERIODICAL TEST(Continuation)
Processes: observing, identifying, describing
References: S5FE-IIIb-2, Science in Our World
Materials: test papers, pen and paper
Values: Honesty

II. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia

B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting answer sheets.
5. Checking the pupil’s answer.

III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.

IV. Assignment
Describe the surface of the Earth in 5 sentences.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 20, 2020

I. Objectives
a. discuss the different agents of soil erosion;
b. participate actively during class activities.

II. Subject Matter

Unit: Earth and Space
Topic: Agents of Soil Erosion
Processes: observing, inferring, hypothesizing, communicating
Vocabulary words: soil erosion, wearing away, agents
References: Science, Health and the Environment 5, Science Links
Materials: TV, laptop, chalkboard, pictures of places that undergo soil erosion
Values: Plant more trees in order to prevent soil erosion

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Updates/ Science News/ Trivia
B. Drill
1. How do social animals like the ants help one another?
A. All of them fight their enemies.
B. Each of them has a particular work to do.
C. All of them look for food.
D. Each of them tries to please the queen.
2. Ostrich belongs to flightless birds. It has small wings and strong legs for _________.
A. running and for kicking enemies
B. grasping and holding its prey
C. tearing its prey
D. clasping a branch of a tree
3. Tigers and lions have sharp pointed teeth. They are ________.
A. herbivores B. carnivores C. omnivores D. insectivores
4. Which of the following plants bears seeds?
A. fern B. liverwort C. moss D. pine
tree
5. What special structure do bougainvillea’s have that made people plant them along their
fence?
A. pleasant smell B. sticky juice C. have hooks D. sharp
thorns

1. ELICIT
A. Review
What is soil erosion?
2. ENGAGE
2.1 Motivation
Let the class listen to a news report with regard to a landslide happened in Baguio
City. Ask: What happened in one locality in Baguio City? What caused the landslide?
2.2 Raising a Problem
What are the agents of soil erosion?
2.3. Making Inferences
Maybe….
I think….
3. EXPLORE
3.1 Vocabulary Words
3.2 Activity Work
Set standards for group work
*Perform the activity
-How do the following agents contribute to soil erosion?
GROUP 1: Wind and water
GROUP 2: Animals
GROUP 3: People
GROUP 4: Gravity
GROUP 5: Ice
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Wind, water, animals, people, gravity and ice are the agents of soil erosion.
5. ELABORATE
5.1 Verifying Concept (Video clip)
5.2 Application
1. Are trees important in preventing soil erosion? Why or Why not?
2. What will happen if there are no trees that hold the soil in place?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Directions: Read each situation below and write the agent that causes soil erosion for each
item.
1. Avalanche rolling down from the mountain top
2. Continuous flowing of rain water down the hill side
3. Construction of building foundations using heavy equipments
4. Tornado strinking the natural and man-made structures
5. Raising of cattles and livestock in the farm land

7. EXTEND
Cut at least 3 pictures of places or areas that undergo soil erosion. Beside every
picture, tell the agent of it. Place them in your portfolio.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 21, 2020 (Note: Continuation of the lesson.)

I. Objectives
a. discuss the different agents of soil erosion;
b. participate actively during class activities.

II. Subject Matter

III. Learning Activities

7. EXTEND
Cut at least 3 pictures of places or areas that undergo soil erosion. Beside every
picture, tell the agent of it. Place them in your portfolio.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 22, 2020

II. Subject Matter

UNIT IV: EARTH AND SPACE
Topic: Effects of Soil Erosion
Processes: observing, describing, simulating, comparing, inferring
Science-Words: topsoil, landslide, mine tailings, deposition, humur, runoff
References: S5FE-IVb-2, Science Links VI pp. 327-334, Science In Our World V pp. 216-218
Materials: LCD projector, laptop, pictures of devastating effects of soil erosion, wooden
boxes, soil, grass, water, miniature animals and people, sprinkler
Value: COOPERATION

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Updates/ Science News/ Trivia
B. Drill
Choose the letter of the correct answer.
1. Quarrying, deforestation, mining, illegal logging are just some of the contributory
activities to soil erosion by_____.
A. animals B. humans
C. wind D. water
2. All of the following are agents of erosion EXCEPT ____________.
A. animals B. light
C. water D. wind
3. When is wind an agent of erosion?
A. when it breaks rocks into pieces
B. when it carries soil particles to other places
C. when it stops breaking rocks
D. when it presses down on rocks and soil

4. What agent of erosion can transport rocks and soil particles from one place to another?
A. animals B. humans
C. water D. wind
5. Which of the agents of erosion are responsible for the formation of sand dunes?
A. water B. wind
C. animals D. humans
1. ELICIT
A. Review
How do animals and plants contribute to soil erosion?
2. ENGAGE
2.1 Motivation
Show slide pictures/video clip of environmental damages caused by soil erosion.
“Do you know how damaging soil erosion is to our environment?”
2.2 Raising of Problem
What are the damaging effects of soil erosion to living things and environment?
2.3. Making Inferences
Maybe….
I think….

3. EXPLORE
3.1 Activity Work
*Set standards for group work
*Perform the activity
Role playing on how soil erosion affects the living things.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Let the pupils form their own concepts about the topic with the guidance and
supervision of the teacher. Soil erosion has damaging effects in the community, living things
and environment. Some human activities and natural processes aggravate the effects of soil
erosion on the environment.

5. ELABORATE
5.1 Verifying Concept (Video clip)
5.2 Application
Soil erosion is a damaging environmental concern worldwide. How can you show or
express your willingness to be part of your community’s effort to reduce the harmful impact
of soil erosion?
5.3 Accepting and Rejecting Inferences
6. EVALUATE
Choose the letter of the correct answer.
1. What makes the water muddy after a heavy rain?
A. because of stones picked up by water
B. because the rainwater turned brown in color
C. because of logs in the water
D. because of soil particles that dissolved in water
2. Landslides on mountain slopes show the force of ______.
A. gravity B. wind
B. runoff D. running water
3. All of the following are human activities that aggravate the effects of soil erosion on our
environment EXCEPT for this one.
A. overgrazing B. illegal logging
C. reforestation D. quarrying
4. Based on the experiments, which groups shows devastating effects to the community,
living things, and environment?
A. Groups 1 and 3 B. Groups 2 and 4
C. Groups 1 and 2 D. Groups 3 and
5. Which of the following will likely to happen to the eroded slope of a mountain during
heavy and intense rainfall.
A. landslide B. eruption
C. tsunami D. earthquake
7. EXTEND
Cut out pictures of the different types of erosion damage.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 23, 2020

I. Objectives
a. identify ways to control soil erosion;
b. appreciate the importance of controlling soil erosion and;
c. Participate actively in the Group activity.

II. Subject Matter

UNIT IV: EARTH AND SPACE
Topic: Ways to Control Soil Erosion
Processes: observing, inferring, Identifying, Enumerating,
Science – Words: Natural vegetation, canopy, contour plowing, crop rotation, rip rapping,
strip cropping, terracing, windbreaks
References: CG S5FE-IVb-2, Science in Our World (Vibal), pp. 222-229, Science Blast,
pp.249-251
Materials: pictures, graphic organizers, video clips, ppt
Value: COOPERATION

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Updates/ Science News/ Trivia
B. Drill
Draw a O happy face if the situation shows good effect and O sad face if not
____1. Formation of soil
____2. Pollution of water
____3. Decrease in food production

____4. Large masses becoming wonders of nature

____5. Inability of soil to hold water

1. ELICIT
A. Review
What is soil erosion?
What causes soil erosion?

2. ENGAGE
2.1 Motivation
Show a picture of Banaue Rice Terraces. Why is Banaue Rice Terraces considered
before as one of the 7 Wonders of the World?
After experiencing floods here in Metro Manila, what do you observe happen
on the soil in the streets?
2.2 Raising of Problem
What are the ways to control soil erosion?
2.3. Making Inferences
Maybe….
I think….

3. EXPLORE
3.1 Activity Work
*Set standards for group work
*Perform the activity
Using a graphic organizer, enumerate the ways on how to prevent soil erosion.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Let the pupils form their own concepts about the topic with the guidance and
supervision of the teacher. Erosion is the movement of rocks and soil from one place
to another. Erosion can be controlled by natural vegetation, contour plowing, strip
cropping, crop rotation, terracing and rip rapping. Natural Vegetation- the simplest and
natural way of controlling soil erosion which is allowing plants and trees to grow
naturally without human interference. Contour Plowing - the technique used by
farmers who plant on mountainsides follow the contours or curves of the land instead
of planting the crops up and down the slope so as to slow down the flow of water
and the soil it carries. Strip cropping- This method involves alternately planting different
crops in strips. These crops are planted across the slope, too. Terracing - It involves planting
on terraces or steps built on the slopes of mountain sides. Crop Rotation-refers to
planting of crops, in a different spot each year. Rip Rapping- This is done by building
rip raps or chunks of stones or rocks arranged on the edge of a slope.

5. ELABORATE
5.1 Verifying Concept (Video clip)
5.2 Application
As a grade V pupil, how can you contribute in preventing soil erosion?
5.3 Accepting and Rejecting Inferences

6. EVALUATE
Match the items in Column A with the items in Column B. Write the letter of
the correct answer on the blank before each number.
Column A Column B
1. Allowing plants to grow naturally without a. canopy
human interference
2. Instead of plowing up and down, farmers b. terracing plow across the slope to
form ridges
3.Alternately planting different crops in strips c. windbreaks
4. Involves planting on terraces or steps built
in slopes of mountainside d. rip rapping
5. Chunks of stones or rocks are arranged
on the edge of the slope e. crop rotation
f. strip cropping
g. natural vegetation
h. contour plowing
7. EXTEND
Create a list of possible projects that you can launch or participate in to
reduce soil erosion in your community. Include a short description of each project.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 24, 2020 (Note: Continuation of the lesson.)

I. Objectives
a. identify ways to control soil erosion;
b. appreciate the importance of controlling soil erosion and;
c. Participate actively in the Group activity.

II. Subject Matter

III. Learning Activities

____4. Large masses becoming wonders of nature

____5. Inability of soil to hold water

1. ELICIT
A. Review
What is soil erosion?
What causes soil erosion?

5. ELABORATE
5.1 Verifying Concept (Video clip)
5.2 Application
As a grade V pupil, how can you contribute in preventing soil erosion?
5.3 Accepting and Rejecting Inferences

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 27, 2020

I. Objectives
a. investigate the extent of soil erosion in the community and its effects on living things and
environment;
b. conduct simulation activity to show the damaging effects of soil erosion to living things
and environment and;
c. demonstrate cooperative spirit in the performance of group activity.
d. identify ways on how soils are formed.
e. Identify the different agents of weathering and soil erosion.
f. demonstrate how the slope of land affects the amount of soil/ carried away.
g. identify ways to control soil erosion;
h. appreciate the importance of controlling soil erosion and;

II. Subject Matter

Unit IV: Earth Surface
Topic: SUMMATIVE TEST
Processes: observing, identifying, describing
References: Science in Our World, Text pp. 212 – 213, Norma M. Abracia, Ed. D. Etal., Science for Daily Use 4,
Text pp. 189 – 197, Buena A. Lozada& Augusto T. Mendoza, Science and Health 4, Textpp. 199, Carmelita C.
Coronel & Norma M. Abracia
Materials: test papers, pen and paper
Values: Honesty

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update/News/Trivia

B. Test Proper
1. Setting the standards.
2. Reading the directions.
3. Answering the test.
4. Collecting answer sheets.
5. Checking the pupil’s answer.
III. Evaluation
1. Pupil’s Behavior
2. Pupil’s result.
IV. Assignment
Describe the Earth’s atmosphere. What are the layers of the atmosphere?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 28, 2020

I. Objectives
a. identify what is a monsoon,
b. describe how monsoon affects people, and;
c. appreciate developing safety plan for surviving monsoon.

II. Subject Matter

Unit IV: Earth and Space
Topic: Monsoon (Southwest and Northeast Monsoon)
Concepts: Monsoon is a seasonal change in direction of the prevailing, or strong winds of a
region. Monsoon cause wet and dry season throughout much of the tropics. Monsoon is
often associated with the Indian Ocean. Monsoon always blows from cold region to warm
region.
Processes: Observing, Describing, Inferring, Comparing
Vocabulary Words: Humid, Prevailing winds, Monsoon
References: RBEC-PELC Unit VI 7.3 pp. 25, Into The Future: Science and Health 5 by Jose and
Emily
Materials: Asian map, photo and downloaded videos, graphing paper and marker of
different colors.
Values: Preparedness and safety at all times.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Check if the following are a weather disturbance and cross if not.
1. monsoon 4. cyclone
2. typhoon 5. ITCZ
3. hurricane

1. ELICIT
A. Review
Identify the Layer of the atmosphere that is being described below.
__________1. The layer that is closer to Earth’s surface where the weather systems on Earth
happens.
__________2. The protective layer in the stratosphere that protects us from ultra violet rays
coming from the sun is ____?
__________3. The layer of the atmosphere that is useful for global communication system
on Earth.
__________4. Due of hot atoms, it is called to be the hottest layer of the atmosphere.
__________5. It stretches beyond space where molecules and atoms scape from Earth to
space.

2. ENGAGE
2.1. Motivation
Ask what the weather report today. Do you feel hot air during summer? How about
this month? What air do you feel? Cold or hot?
2.2. Problem
What is monsoon? What happen during monsoon? How should we prepare
ourselves in case of monsoon?
2.3. Inference/s
Probably monsoon is….

3. EXPLORE
3.1. Activity
3.3.1. Standards
3.3.2. Performing the Activity
Group 1: Description of Southwest Monsoon
Group 2: Description of Northeast Monsoon
Group 3: Weather Condition brought by Southwest Monsoon
Group 4: Weather Condition brought by Northeast Monsoon

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is the effect of changing temperature on the formation of a monsoon?

5. ELABORATE
5.1. Verifying Concept (Power Point Presentation)
5.2. Application
If you are living in an area where monsoon always occurs, what will you do?
5.3. Checking of the Rubrics

6. EVALUATE
Directions: Choose the correct answer from the given choices. Write the letter only.
1. It is a continuous change in direction of the prevailing wind.
a. Monsoon b. Moonlight c. Wind soar
2. A prevailing wind also known as the Hanging-Amihan.
a. Southwest monsoon
b. Northeast Monsoon
c. Southeast Monsoon
3. A prevailing wind also known as the Hanging-Habagat.
a. Southwest monsoon
b. Northeast Monsoon
c. Southeast Monsoon
4. Monsoon that we feel during the ber-months.
a. Southwest monsoon
b. Northeast Monsoon
c. Southeast Monsoon
5. Monsoon that causes rain from June to September.
a. Southwest monsoon
b. Northeast Monsoon
c. Southeast Monsoon

7. EXTEND
Give the meaning of the following ACRONYMS
ITCZ PAR PAG-ASA
LPA HPA

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 29, 2020 (Note: Continuation of the lesson.)

I. Objectives
a. identify what is a monsoon,
b. describe how monsoon affects people, and;
c. appreciate developing safety plan for surviving monsoon.

II. Subject Matter

Unit IV: Earth and Space
Topic: Monsoon (Southwest and Northeast Monsoon)
Concepts: Monsoon is a seasonal change in direction of the prevailing, or strong winds of a
region. cause wet and dry season throughout much of the tropics. Monsoon is often
associated with the Indian Ocean. Monsoon always blows from cold region to warm region.
Processes: Observing, Describing, Inferring, Comparing
Vocabulary Words: Humid, Prevailing winds, Monsoon
References: RBEC-PELC Unit VI 7.3 pp. 25, Into The Future: Science and Health 5 by Jose and
Emily
Materials: Asian map, photo and downloaded videos, graphing paper and marker of
different colors.
Values: Preparedness and safety at all times.

III. Learning Activities

3. EXPLORE
3.1. Activity
2.3.1. Standards
2.3.2. Performing the Activity
Group 1: Description of Southwest Monsoon
Group 2: Description of Northeast Monsoon
Group 3: Weather Condition brought by Southwest Monsoon
Group 4: Weather Condition brought by Northeast Monsoon

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is the effect of changing temperature on the formation of a monsoon?

5. ELABORATE
5.1. Verifying Concept (Power Point Presentation)
5.2. Application
If you are living in an area where monsoon always occurs, what will you do?
5.3. Checking of the Rubrics

7. EXTEND
Give the meaning of the following ACRONYMS
ITCZ PAR PAG-ASA
LPA HPA

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 30, 2020

I. Objectives
a. Identify the Earth’s surface by creating their own model;
b. create a model of the Earth’s surface.

II. Subject Matter

Unit IV: Earth and Space
Topic: The earth’s surface composed of rocks or lithosphere, the solid part of the Earth and
the hydrosphere which is the liquid part of the Earth.
Processes: Describing, Inferring, Identifying
Vocabulary Words: lithosphere, hydrosphere
References: RBEC-PELC Unit VI 7.3 pp. 25, Into the Future: Science and Health 5 by Jose and
Emily
Materials: styro balls, paint brush, acrylic or water color
Values: appreciates the beauty of the Earth.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Label the Earth’s Composition.
1. ELICIT
C. Review (Oral Recitation)
Draw a O happy face if the situation shows good effect and O sad face if not
____1. Formation of soil
____2. Pollution of water
____3. Decrease in food production
____4. Large masses becoming wonders of nature
____5. Inability of soil to hold water

2. ENGAGE
2.1. Motivation
Show a globe. Ask something about it.
2.2. Problem
What made the Earth’s surface?

2.3. Inference/s
3. EXPLORE
3.1. Activity
3.3.1. Standards
3.3.2. Performing the Activity
Using the styro balls and paint, create your own model of the earth.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What does Earth made of? What is a lithosphere? Hydrosphere?

5. ELABORATE
5.1. Verifying Concept (Power Point Presentation)
5.2. Application
You have seen how beautiful Earth is, as a pupil, how can you saved the earth from losing its
beauty?
5.3. Checking of the Rubrics

6. EVALUATE
Check the appropriate box which corresponds to how your activity is done. Rate your
own work. 5 being the highest and 1 as the lowest.
Criteria 5 4 3 2 1
Did you have your
materials complete?
Did your output looks the
same as others?
Did you create your work
on time?
Did you make your own
unique?
Did you create your own
model of the Earth neatly?

7. EXTEND
Give the meaning of the following.
Hanging Amihan
Hanging Habagat

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: January 31, 2020

I. Objectives
a. Describe the Earth’s atmosphere;
b. identify the different layers of the atmosphere and;

II. Subject Matter

Unit IV: Earth and Space
Topic: The atmosphere is the gaseous part of the Earth. It has different layers. The
exosphere, Mesosphere, Stratosphere and the Troposphere.
Processes: Describing, Inferring, Identifying
Vocabulary Words: Humid, Prevailing winds, Monsoon
References: RBEC-PELC Unit VI 7.3 pp. 25, Into The Future: Science and Health 5 by Jose and
Emily
Materials: pictures, charts
Values: Appreciates the value of the ozone layer.
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Label the Earth’s Composition.
1.ELICIT
A. Review (Oral Recitation)
Pupils will answer the following question.
1. It is a low pressure area that forms in the tropics overseas and oceans.
2. It is the center of the typhoon.
3. It is considered as the most destructive weather disturbances.

2. ENGAGE
2.1. Motivation
Show the ozone layer.
2.2. Problem
What are the different layers of the atmosphere?
2.3. Inference/s

Unit IV: Earth and Space
Topic: WEATHER DISTURBANCES
Concepts: Weather Disturbances refers to any disruptions of the atmospheres stable
conditions. It can be a Thunderstorm, ITCZ, TYPHOON, LPA and HPA.
Processes: Observing, Describing, Inferring
Vocabulary Words : ITCZ, thunderstorm, LPA, HPA, PAR, PAGASA
References: RBEC-PELC Unit VI 7.3 pp. 25, Into the Future: Science and Health 5 by Jose and
Emily
Materials: video clip, charts, pictures
Values: Preparedness and safety at all times.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Choose the letter of the correct answer.
1. It is the condition of the atmosphere at a particular time.
a. Climate b. weather
c. typhoon d. tropical storm
2. It refers to any disruptions of the atmosphere’s stable conditions.
a. Weather conditionsb. weather disturbances
3. The continuous change in the direction of the prevailing winds.
a. Low pressure b. High pressure
c. Monsoon d. ITCZ
4. An intense tropical cyclone with a maximum speed of 118 kph.
a. Typhoon b. tropical depression c. tropical storm d. ITCZ
5. It is considered as the most destructive weather disturbances in the environment.
a. Earthquake b. typhoon
c. soil erosion d. Tropical storm

1. ELICIT
A. REVIEW
What are the difference between Northeast Monsoon and Southwest monsoon?

2. ENGAGE
2.1 Motivation
What are the disruptions on Earths stable weather conditions?
2.2 Raising a Problem
What are the different weather disturbances in the Philippines?

3. EXPLORE
3.1 Activity Work
 Standards in Group Activity
 Activity
1. Using the PAR, illustrate how ITCZ, LPA, HPA and typhoon occurs.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What are the different weather disturbances on Earth? Weather Disturbances refers
to any disruptions of the atmospheres stable conditions. It can be a Thunderstorm, ITCZ,
TYPHOON, LPA and HPA.

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2. Application
Why do we need to be prepared at all times?

6. EVALUATE
Identify the weather disturbances that is being described below.
______1. It moves counter clockwise in the eastern part of the hemisphere that causes
heavy rains and strong winds.
______2. Weather phenomenon formed when trade winds converge in tropics and rise to
form rain (nimbus) clouds.
______3. It is a region where the atmospheric pressure is lower that brings rainy days.
______4. It is a region where the atmospheric pressure is higher and brings sunny days.
______5. Is a storm characterized by strong winds and short period heavy rains that
generally last for one to two hours, with lightning and thunder.

7. EXTEND
What are the different kinds of Tropical Cyclone on Earth?

Date: February 6, 2020 (Note: The Teacher was absent.)

LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: February 7, 2020 (Note: Continuation of the lesson.)

I. Objectives
a. identify the different kinds of weather disturbances;
b. describe the different kinds of weather disturbances;

II. Subject Matter

Unit IV: Earth and Space
Topic: WEATHER DISTURBANCES
Processes: Observing, Describing, Inferring
Vocabulary Words : ITCZ, thunderstorm, LPA, HPA, PAR, PAGASA
References: RBEC-PELC Unit VI 7.3 pp. 25, Into the Future: Science and Health 5 by Jose and
Emily
Materials: video clip, charts, pictures
Values: Preparedness and safety at all times.

III. Learning Activities

1. ELICIT
A. REVIEW
What are the difference between Northeast Monsoon and Southwest monsoon?

2. ENGAGE
2.1 Motivation
What are the disruptions on Earths stable weather conditions?
2.2 Raising a Problem
What are the different weather disturbances in the Philippines?

3. EXPLORE
3.1 Activity Work
 Standards in Group Activity
 Activity
1. Using the PAR, illustrate how ITCZ, LPA, HPA and typhoon occurs.

5. ELABORATE
5.1 Verifying Concept (Book Reading)
5.2. Application
Why do we need to be prepared at all times?

7. EXTEND
What are the different kinds of Tropical Cyclone on Earth?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: February 10, 2020

I. Objectives
a. identify the stages of tropical cyclones;
b. describe how tropical cyclones form.

II. Subject Matter

Unit IV: Earth and Space
Topic: Tropical Cyclones
Processes: Observing, Describing, Inferring
Vocabulary Words: Tropical Cyclone, Hurricane, Typhoon, Tropical Depression, Tropical
Storm, Tropical Disturbance
Values: Preparedness and safety at all ti
References: S5FE-IVd-4 Science and Health 5 by Jose and Emily
Materials: video clip, charts, pictures
mes.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Using the map of the Philippines, illustrate the direction of Northeast monsoon and
Southwest monsoon.

1. ELICIT
A. Review
Identify the weather disturbances that is being described below.
______1. It moves counter clockwise in the eastern part of the hemisphere that causes
heavy rains and strong winds.
______2. Weather phenomenon formed when trade winds converge in tropics and rise to
form rain (nimbus) clouds.
______3. It is a region where the atmospheric pressure is lower that brings rainy days.
______4. It is a region where the atmospheric pressure is higher and brings sunny days.
______5. Is a storm characterized by strong winds and short period heavy rains that
generally last for one to two hours, with lightning and thunder?

2. ENGAGE
2.1 Motivation
What is the name of the first typhoon that occurs in the Philippines this 2017? Do
you want to know where, how and why do they appear?
2.2 Raising a Problem
How do Tropical cyclones occur? What are the stages of a tropical cyclones?

3. EXPLORE
3.1 Activity Work
 Standards in Group Activity
 Activity
Complete the table below.
Stages Clouds Winds Atmospheric Shape
Pressure
Tropical
Disturbanc
e
Tropical
Depression
Tropical
Storm
Typhoon
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What is a tropical cyclone? How do they occur? What are the stages of the tropical
cyclone? Tropical cyclone is a powerful, swirling storm that begins over warm sea. Tropical
Cyclones are also called typhoon or a hurricane depending on where they occur. They are
called hurricanes over the North Atlantic Ocean, the Caribbean Sea, the Gulf of Mexico or
the Northeast Pacific Ocean. They are also known as typhoon if they occur in the Northwest
Pacific Ocean. Near Australia and in the Indian Ocean, they are referred to as tropical
cyclones. A typhoon form if there are a rich source of warm moist air. It takes more than a
week for a hurricane to form. There are four stages of tropical cyclones. (1) Tropical
Disturbance (2) Tropical Depression (3) Tropical Storm (4) Typhoon.

5. ELABORATE
5.1 Verifying Concept (Book Reading Ppp.274-276)
5.2. Application
There is upcoming typhoon in your area. What will you do in order for your family to
be safe at all times, before, during and after the typhoon?
6. EVALUATE
Identify what is being described below.
______1. The stage of a typhoon where the winds exceed 60 km/h and developed a well-
defined circular shape.
______2. A low pressure area id formed and begin to turn in circular pattern due to Coriolis
effect.
______3. A tropical cyclone that occurs in the western part of the hemisphere.
______4. It is a strong whirling winds accompanied by heavy rains moving in counter
clockwise direction and occurs over the eastern hemisphere of the globe.
______5. A formation of rain clouds occur.

7. EXTEND
What are the storm signals in the Philippines?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: February 11, 2020 (Note: Continuation of the lesson.)

I. Objectives
a. identify the stages of tropical cyclones;
b. describe how tropical cyclones form.

II. Subject Matter

III. Learning Activities

1. ELICIT
A. REVIEW
Identify the weather disturbances that is being described below.
______1. It moves counter clockwise in the eastern part of the hemisphere that causes
heavy rains and strong winds.
______2. Weather phenomenon formed when trade winds converge in tropics and rise to
form rain (nimbus) clouds.
______3. It is a region where the atmospheric pressure is lower that brings rainy days.
______4. It is a region where the atmospheric pressure is higher and brings sunny days.
______5. Is a storm characterized by strong winds and short period heavy rains that
generally last for one to two hours, with lightning and thunder?

6. EVALUATE
Identify what is being described below.
______1. The stage of a typhoon where the winds exceed 60 km/h and developed a well-
defined circular shape.
______2. A low pressure area id formed and begin to turn in circular pattern due to Coriolis
effect.
______3. A tropical cyclone that occurs in the western part of the hemisphere.
______4. It is a strong whirling winds accompanied by heavy rains moving in counter
clockwise direction and occurs over the eastern hemisphere of the globe.
______5. A formation of rain clouds occur.

7. EXTEND
What are the storm signals in the Philippines?
LESSON PLAN IN SCIENCE 5
Prepared by: Mrs. A. Bacon
Date: February 12, 2020

I. Objectives
a. identify the different storm signals;
b. describe the effects of the winds, given in a certain storm warning and;
c. practice preparedness at all times.

II. Subject Matter

Unit IV: Earth and Space
Topic: Storm Signals
Processes: Observing, Describing, Inferring, Classifying
Vocabulary Words: PAGASA, meteorologists
References: S5FE-IVd-4 Science Spectrum pp. 283 – 285, Science for Better Living pp. 250
-251.
Materials: charts, Beaufort Scale,
Values: Preparedness and safety at all times.
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Identify the weather disturbances that is being described below.
______1. It moves counterclockwise in the eastern part of the hemisphere that causes
heavy rains and strong winds.
______2. Weather phenomenon formed when trade winds converge in tropics and rise to
form rain (nimbus) clouds.
______3. It is a region where the atmospheric pressure is lower that brings rainy days.
______4. It is a region where the atmospheric pressure is higher and brings sunny days.
______5. Is a storm characterized by strong winds and short period heavy rains that
generally last for one to two hours, with lightning and thunder?

2. ENGAGE
2.1 Motivation
During typhoon, how will you know if the storm will be in your area? Why do you
think storm signals are raised in every upcoming typhoon?
2.2 Raising a Problem
What are the storm signals in the Philippines? What are their effects?

3. EXPLORE
3.1 Vocabulary Words
3.2 Activity Work
 Standards in Group Activity
 Activity
I – Storm Signal #1
II – Storm Signal #2
III – Storm Signal #3
IV – Storm Signal #4
Each group will be given a table like the one below.
Wind Expected Effects What
Speed Arrival to do.

4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
Who are the one that announces the weather condition? What agency do the
announcement here in the Philippines? What are the storm signals in the Philippines? How
will you characterized each warning signals? Storm Signals are ways to warn people of the
upcoming typhoon. The PAGASA updates weather reports and warns Filipinos by giving the
four typhoon signals as part of the Modified Public Storm Warning System. The
Meteorologists of PAGASA make formal announcements about the weather condition.
Storm Signal #1 has a wind speed of 30 – 60 kph and the storm will be expected in within 36
hours. The storm will affect light materials and partly unroofed houses. It has very slight or
no damage at all. Storm Signal #2 has a wind speed of more than 60 – 100 kph and is
expected within 24 hours. A moderate cyclone which can affect the area and big trees may
be uprooted. Storm Signal #3 has a maximum wind speed of more than 100 – 185 kph and is
expected within the next 18 hours. It is a strong tropical cyclone will affect the area with
disruptions of electrical power and communications. Storm Signal #4 has a wind speed of
more than 185 kph and is expected within the next 12 hours with a very strong winds that
may intensely affect the area. Heavy damage is expected.

5. ELABORATE
5.1 Verifying Concept (Book Reading Ppp.250 -251)
5.2. Application
There is upcoming typhoon in your area. Your family is supposed to go on a beach. Will you
tell them to go or just stay in your house? Why? What will you do in order for your family to
be safe at all times?
6. EVALUATE
Identify what is being described below.
______1. It has a wind speed of more than 60 kph and exceeds to 100 kph.
______2. There is a disruptions of electrical power and communications.
______3. The storm is expected within the next 12 hours and is expected to have heavy and
major damaged.
______4. It will affect light materials and is expected within the next 36 hrs.
______5. The agency that do formal announcements of the weather conditions in the
Philippines.

7. EXTEND
List down precautionary measures before, during and after a typhoon. Follow the
table below.
Before During After

LESSON PLAN IN SCIENCE 5

II. Subject Matter

Unit IV: Earth and Space
Topic: Phases of the Moon.
Processes: Identifying, Describing, Inferring
Vocabulary Words: New Moon, First Quarter Moon, Full Moon, Last Quarter Moon
References: Science and Health Textbook for Grade Five, pp. 235, Science Spectrum Work
Text in Science and Health Elementary Gr. 4, pp. 300-301, Science for Daily Use Textbook
Grade Four, pp. 240 – 242,
Materials: Video, charts and pictures
Values: Appreciate the beauty of the phases of the moon

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Matching Type: Unscramble the letters of the word in Group A, then match items of group A
with the items in Group B. Write the letter of the answer in the blank.
A B
____ 1. sudclo A. condition of the atmosphere
____ 2. nira B. forms at dew point
____ 3. mrotsderthun C. strong wind with rain and
____ 4. Therawe lightning
____ 5. dwin D. will require your raincoat or
umbrella
E. moving air

1. ELICIT
A. Review
Identify the following precautionary measure if done before, during and after the
typhoon. Write B if it is before, D if it is during and A if it is after.
___ 1. If the “eye” of the typhoon is passing, stay indoors.
___ 2. Listen to the latest weather bulletin.
___ 3. Stay away from broken electric posts.
___ 4. Avoid crossing river where the current is strong.
___ 5. Keep food, flashlights, and candles in dry storage.
2. ENGAGE
2.1 Motivation
During the night, what can you see in the sky? Form the picture puzzle.
2.2 Raising a Problem
What are the phases of the moon?
2.3 Making Inferences
Maybe…..
I think…

3. EXPLORE
3.1 Vocabulary Words
3.2 Activity Work
 Standards in Group Activity
 Activity
I – Identify the phases of the moon.
II – Describe the phases of the moon.
III – Draw the phases of the Moon.
IV – Describe the other phases of the moon.
4. EXPLAIN
4.1 Reporting and Discussion
4.2 Concept Formation
What are the phases of the moon? Can you describe each? The different phases of
the moon are full moon, new moon, first moon and quarter moon. Full moon is the time
when the whole lighted part of the moon is seen by the observer on Earth. New moon is the
time when the moon and the sun are on the same side of the Earth and the dark side of the
moon faces the observer on Earth. First quarter moon is the half of the moon’s lighted side
and half of the moon’ dark side. Last quarter moon is the other half of the moon’s lighted
side and the other half of the moon’s dark side.

5. ELABORATE
5.1 Verifying Concept (Book Reading Ppp.253
5.2. Application
What are the superstitious beliefs when there is a new moon and a full moon?

6. EVALUATE
Encircle the letter that corresponds to the correct answer.
1. The part of the moon that faces the earth during new moon.
A. bright side B. dark side
C. half of both sides D. quarter side
2. The moon’s shadow may fall on the Earth’s surface and cause an eclipse during
___________.
A. full moon B. new moon
C. first quarter D. last quarter
3. Why do we see only one side of the moon?
A. The moon rotates once as it makes one turn around the Earth.
B. The moon revolves around the Earth and the sun.
C. The moon rotates twice as it makes one turn around the Earth.
D. The moon does not leave its position in space.
4. In which phase of the moon would a lunar eclipse occur?
A. full moon B. half moon
C. gibbous moon D. new moon
5. Which is the brightest moon?
A. full moon B. half moon
C. new moon D. last quarter

7. EXTEND
Bring the following tomorrow: 1 medium-sized styro ball, 4 small styro ball, glue, styro/box,
yarn, acrylic/poster paint, and cutter.

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: February 19, 2020
I. Objectives
a. identify the phases of the moon;
b. illustrate the phases of the moon through models and;
c. participate in group activity.
II. Subject Matter
Unit IV: Earth and Space
Topic: Phases of the Moon.
Processes: Identifying, Describing, Inferring
Vocabulary Words: New Moon, First Quarter Moon, Full Moon, Last Quarter Moon
References: Science and Health Textbook for Grade Five, pp. 235, Science Spectrum Work
Text in Science and Health Elementary Gr. 4, pp. 300-301, Science for Daily Use Textbook
Grade Four, pp. 240 – 242,
Materials: print outs, cutter, cartolina, glue, scissor, and illustration of the phases of the
moon.
Values: Cooperate in a group activity.
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Identify the following precautionary measure if done before, during and after the
typhoon. Write B if it is before, D if it is during and A if it is after.
___ 1. If the “eye” of the typhoon is passing, stay indoors.
___ 2. Listen to the latest weather bulletin.
___ 3. Stay away from broken electric posts.
___ 4. Avoid crossing river where the current is strong.
___ 5. Keep food, flashlights, and candles in dry storage.

1. ELICIT
A. Review
Encircle the letter that corresponds to the correct answer.
1. The part of the moon that faces the earth during new moon.
A. bright side B. dark side
C. half of both sides D. quarter side
2. The moon’s shadow may fall on the Earth’s surface and cause an eclipse during
___________.
A. full moon B. new moon
C. first quarter D. last quarter
3. Why do we see only one side of the moon?
A. The moon rotates once as it makes one turn around the Earth.
B. The moon revolves around the Earth and the sun.
C. The moon rotates twice as it makes one turn around the Earth.
D. The moon does not leave its position in space.
4. In which phase of the moon would a lunar eclipse occur?
A. full moon B. half moon
C. gibbous moon D. new moon
5. Which is the brightest moon?
A. full moon B. half moon
C. new moon D. last quarter
2. ENGAGE
2.1 Motivation
Do you know why there are different forms of the moon we saw at night?
2.2 Raising a Problem
What are the phases of the moon?
2.3 Making Inferences
Maybe…..
I think…

3. EXPLORE
3.1 Vocabulary Words
New Moon, First Quarter Moon, Full Moon, Last Quarter Moon
3.2 Activity Work
 Standards in Group Activity
 Activity
Objectives: Illustrate the phases of the moon through models.
Materials: styro balls, cutter, illustration board, glue stick, glue gun, glue, scissor, yarn,
acrylic/poster paint, paint brush, Old newspaper and illustration of the phases of the moon.
Procedure:
1. Place the old newspaper on the floor.
2. Slice the styro balls in half. Color them using the paint following the illustration of the
phases of the moon in front.
3. Slice the Earths model in half and paste the other half at the center of the illustration
board.
4. Using the yarn, Make an elongated circle around the Earth Model then paste it.
5. Place the painted styro balls on the yarn following the correct sequence of the phases of
the moon on the illustration board encircling the Earth’s model.
6. Name each painted styro balls as the names of the phases of the moon.
7. Write your group name and members at the back of the illustration board. Then Cover it.

4. EXPLAIN
4.1 Reporting and Discussion

4.2 Concept Formation

What are the phases of the moon? Can you describe each? The different phases of the
moon are full moon, new moon, first moon and quarter moon. Full moon is the time when
the whole lighted part of the moon is seen by the observer on Earth. New moon is the time
when the moon and the sun are on the same side of the Earth and the dark side of the
moon faces the observer on Earth. First quarter moon is the half of the moon’s lighted side
and half of the moon’ dark side. Last quarter moon is the other half of the moon’s lighted
side and the other half of the moon’s dark side.

5. ELABORATE
5.1 Verifying Concept (Book Reading Ppp.253)
5.2. Application
Why do you need to participate in your group activity?
6. EVALUATE
Identify what phases of the moon are the following.
1. 2. 3. 4. 5.

7. EXTEND
What is a Solar and Lunar Eclipse?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: February 20, 2020 ( Note: Continuation of the lesson activities.)
I. Objectives
a. identify the phases of the moon;
b. illustrate the phases of the moon through models and;
c. participate in group activity.
II. Subject Matter
Unit IV: Earth and Space
Topic: Phases of the Moon.
Processes: Identifying, Describing, Inferring
Vocabulary Words: New Moon, First Quarter Moon, Full Moon, Last Quarter Moon
References: Science and Health Textbook for Grade Five, pp. 235, Science Spectrum Work
Text in Science and Health Elementary Gr. 4, pp. 300-301, Science for Daily Use Textbook
Grade Four, pp. 240 – 242,
Materials: styro balls, cutter, illustration board, gluestick, gluegun, glue, scissor, yarn,
acrylic/poster paint, paint brush, Old newspaper and illustration of the phases of the moon.
Values: Cooperate in a group activity.
III. Learning Activities
A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Identify the following precautionary measure if done before, during and after the
typhoon. Write B if it is before, D if it is during and A if it is after.
___ 1. If the “eye” of the typhoon is passing, stay indoors.
___ 2. Listen to the latest weather bulletin.
___ 3. Stay away from broken electric posts.
___ 4. Avoid crossing river where the current is strong.
___ 5. Keep food, flashlights, and candles in dry storage.

3. EXPLORE
3.1 Vocabulary Words
3.2 Activity Work
 Standards in Group Activity
 Activity
Objectives: Illustrate the phases of the moon through models.
Materials: styro balls, cutter, illustration board, glue stick, glue gun, glue, scissor, yarn,
acrylic/poster paint, paint brush, Old newspaper and illustration of the phases of the moon.
Procedure:
1. Place the old newspaper on the floor.
2. Slice the styro balls in half. Color them using the paint following the illustration of the
phases of the moon in front.
3. Slice the Earths model in half and paste the other half at the center of the illustration
board.
4. Using the yarn, Make an elongated circle around the Earth Model then paste it.
5. Place the painted styro balls on the yarn following the correct sequence of the phases of
the moon on the illustration board encircling the Earth’s model.
6. Name each painted styro balls as the names of the phases of the moon.
7. Write your group name and members at the back of the illustration board. Then Cover it.

4. EXPLAIN
4.1 Reporting and Discussion

4.2 Concept Formation

7. EXTEND
What is a Solar and Lunar Eclipse?

LESSON PLAN IN SCIENCE 5

Prepared by: Mrs. A. Bacon
Date: February 21, 2020
I. Objectives
a. enumerate some beliefs and practices that have been attributed to the moon and
weather;
b. participate actively in the activities and;
c. appreciate the beliefs and practices that have been attributed to the moon and
weather.

II. Subject Matter

Unit IV: Earth and Space
Topic: Superstitious Beliefs and Practices Associated with Moon and Weather.
Concepts: Some of superstitions and practices have always been linked with the moon.
People should not believe on the superstitions and practices because they do not have any
scientific basis.
Processes: Identifying, Describing, Inferring, Observing
Vocabulary Words: Superstitious Beliefs, Lunar Cycle
References: Science in our World 5, P. 262
Materials: Cut outs of Phases of moon, Earth and Sun
Values: Awareness on beliefs and practices.

III. Learning Activities

A. Sharing Period
1. Prayer
2. Attendance
3. Health Inspection
4. Weather Report
5. Science Update
B. Drill
Match column A with column B. Write the letters only.
A. B.
1. Earth’s only Natural Satellite _____. A. Month
2. The moon is between the B. Phases
Sun and the earth this phase is. ____. C. Crescent
3. The effects of the rotation of the moon D. First Quarter
and its revolution around the sun is _____. E. Moon
4. The period it takes for the moon to F. New Moon
Complete one cycle is _____.
5. When the moon is getting smaller it is a. _____.

1. ELICIT
A. Review
Identify what phases of the moon are the following.
1. 2. 3. 4. 5.

2. ENGAGE
2.1 Motivation
Have you heard about a superstitious belief involving the moon? Do you believe in
it? Why?
2.2 Raising a Problem
What are the Superstitious Beliefs Associated with Moon and Weather?
2.3 Making Inferences
Maybe…..
I think…

2. EXPLORE
2.1 Presentation
A. Study the different phases of the moon or lunar cycles
B. Read from references the superstations and Practices that attributed to the moon and
weather.
2.2 Vocabulary Words
2.3 Activity Work
 Standards in Group Activity
 Activity
1. List down activities that involves superstitious belief associating the moon and the
weather.
2. Classified the recorded beliefs as where do you believe or not.
3. EXPLAIN
3.1 Reporting and Discussion
3.2 Concept Formation
Some of superstitions and practices have always been linked with the moon. People should
not believe on the superstitions and practices because they do not have any scientific basis.

4. ELABORATE
4.1 Verifying Concept (Book Reading Ppp.262)
4.2. Application
Why are there beliefs that the lunar cycles have effect on weather?

5. EVALUATE
Read the following statements and write Sif the statement is superstation and R if it is a
reality.
1. If the crescent moon hold it’s upward it predicts to dry spell.
2. A single ring around the moon that disappears quickly, it means the weather is good.
3. Evil creatures appear during full moon.
4. It is difficult to catch fish during full moon.
5. The red moon brought water.
6. The moon affects the growth of the plants
7. Small moon, usually bring an easterly winds.
8. A pale moon indicates rain.
9. The moon affects the tides of sea water.
10. If New Moon occurs, it is said that there will be an upcoming disaster.

7. EXTEND
What are some beliefs and practices associated on the moon and fishing?
___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Group 1
– Identify the
phases of the
moon.
Group 2
- Describe the
phases of the
moon.
Group 3
- Draw the
phases of the
moon.
Group 4
- Describe the
other phases
of the moon.

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