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- 1. Form 102 OAL Joseph and Mary Academy Learning Plan Subject: SCIENCE Grade Level: 5 Teacher: Miss. ALYSSA MAE F. DAPADAP Quarter: FIRST Unit Topic: MATTER Date: AUG-OCTOBER EXPLORE This unit will help you identify the properties of materials to decide how they can be useful or harmful. And to understand the processes that various materials undergo. Consider this question How do properties of an object affects its usefulness and purpose? EXPLORE: “UNDER MY UMBRELLA” PROCESS QUESTIONS: 1. What are the materialsusedtocreate the umbrella? 2. Do youthinkthe umbrellacanbe usedduringrainyseasons?Why? 3. Do youthinkthe umbrellacanbe usedduringsummer?Why? LEARNING COMPETENC Y FIRM-UP LC1 Describe the properties of matter S5MTIa- b-1 Learning Targets: I can classify materials according to its observable properties ACTIVITY1: ALTERNATIVE STRAWS Materials: Various type of Straws ( plastic, paper, stainless, steel); mug or Styrofoam cup; cold soda can; hot instant coffee; triple beam balance For further instructions open your science book page 10-11. Table 1: Material Colour Mass Hard or soft Flexible or not flexible Durable or not durable Resistance to Temperature Plastic Paper Stainless steel PROCESS QUESTIONS: 1. Which of the samples is durable? Explain your answer? 2. Which sample is best suited for hot beverages? How about cold beverages? Explain your answer? 3. What are the advantages and disadvantages of using stainless steel straw? 4. Which alternative straw is the most convenient for you? Explain your answer?
- 2. Form 102 OAL SCAFFOLD FOR TRANSFER 1: ACTIVITY 2 : MATERIALS FOUND AT HOME Instructions: Take a picture of at least 10 materials found at home. Material Properties Example REFLECTIVE QUESTIONS: 1. What is the most important thing that you realized about the properties of useful materials? 2. When do we consider that a material is useful? LC2: Determine whether the materials are harmful or useful S5MTIa- b-1 Learning Targets: I can segregate materials as useful or harmful I can identify correct and safe ways of using materials and household items. ACTIVITY 3: HOUSEHOLD PRODUCT LABELS Materials : At least 5 clean and empty container of household product Procedure: 1. Identify the name and use of the household product or item. Record your answer in the data sheet. 2. Read the label on the container of each product. List some of its ingredients and the safety precautions. Table 2 : Data Sheet: Nameof the Product Use Ingredients Label Precaution or Direction for Usage PROCESS QUESTIONS: 1. Do you consider all the household products harmful? Explain your answer. 2. Why is it important to read directions before using the household item? 3. How do you make yourself aware of the harmful ingredients in the product that you use at home or in school? 4. What have you learned about household items from this activity? SCAFFORLD FOR TRANSFER 2: ACTIVITY 4: ALTERNATIVE PRODUCT (VLOG) INSTRUCTIONS: You are a member of nongovernment organization that advocates the use of toxic free substances. The president of the organization has asked you to create a video presentation that features possible substitutions or alternatives to household toxins. The video presentation must contain the product being substituted and the ingredients and preparations needed for the alternative product.
- 3. Form 102 OAL RUBRIC FOR VIDEO PRESENTATION Category Score of 5 Score of 4 Score of 3 Score of 2 Require d Element s Score: Goes over and above all the required elements stated in the directions & instructions Includes all of the required elements as stated in the directions/instructio ns Missing one or more of the required elements as stated in the directions/instruction s Several required elements are missing from the project Creativity Score: Exceptionally clever and unique in showing deep understandin g Thoughtfully and uniquely presented; clever at times in showing understanding of the material A few original touches enhance the project to show some understanding of the material Shows little creativity, originality and/or effort in understanding the material Neatness and Attractiveness Score: Exceptionally attractive and particularly neat in design and layout Attractive and neat in design and layout Acceptably attractive but may be messy at times and/or show lack of organization Distractingly messy or very poorly designed. Does not show pride in work. Grammar Score: No grammatical or mechanical mistakes in the project A few grammatical/mechanica l mistakes which are not distracting Several grammatical/mechan ic al mistakes which are distracting Many grammatical or mechanical mistakes throughout the project. Clearly not proofread. Understanding of Content Score: Shows a sophisticated understanding of the themes in the work Shows an understanding of the major themes of the book Displays a somewhat limited understanding of the book. May have a few misinterpretations. Does not show an understanding of the text. Misses plot points and has quite a few misinterpretation s. Overall Effectiveness and Completion Score: Project is engagingly organized and presents material that is captivating for the viewer. Project is somewhat organized, complete and holds the attention of the viewer Project is disorganized and incomplete at times and is somewhat able to hold the attention of the viewer Project is incomplete and not easy to follow LEARNING COMPETENC Y DEEPEN LC 3: investigate changes that happen in materials under the following conditions: 1. presence or lack of oxygen 2. application of heat S5MTIc- d-2 SCAFFOLD FOR TRANSFER 3: ACTIVITY 5 :District Lab: Physical and Chemical Changes Content Objective: Students will differentiate between chemical and physical changes by conducting a series of experiments. MATERIALS: Safetygoggles Play-doh Graduatedcylinders Bakingsoda Small plasticcups Lemonjuice Small plasticjars Vinegar Ice Milk Antacidtablets Kool-Aidpowder Purpose: Upon completion, the learner will be able to differentiate between physical and chemical changes. Physical changes occur when objects undergo a change that does not change their chemical nature. A physical change involves a change in physical properties. Physical
- 4. Form 102 OAL Learning Targets: I can Recognize materials that reacts with oxygen and heat properties can be observed without changing the type of matter. Examples of physical properties include: texture, shape, size, color, odor, volume, mass, weight, pH and density. Chemical changes are changes substances undergo when they become new or different substances. For example, the fireworks we see on the 4th of July are actually metals such as magnesium and copper that change chemically as they light up the night skies with their fantastic colors. To identify a chemical change look for observable signs such as color change, bubbling and fizzing, light production, smoke, and presence of heat. Physical and Chemical Change Experiments Directions: Record all observations on the investigation table. Talk about the “Discussion Question(s)” with your group. Experiment A: Antacid tablet 1. Observe and describe the antacid tablet at your table. 2. Break the tablet into small pieces. a. Is this a physical or chemical change? 3. Using a graduated cylinder, measure 50 ml of water and add it to a cup. Drop the tablet pieces into the cup. 4. Observe what happens. a. Is this a physical or chemical change? 5. When you are finished, empty the cup, rinse the cup with water and save the cup for experiment B. Discussion Question - A doctor might tell someone to use an antacid if their stomach produces too much acid. Based on what you observed, how do you think antacids work? Experiment B: Ice 1. In the empty cleaned cup from experiment A, place 1 ice cube in the cup. 2. Observe and record how the ice looks and feels. 3. Set the cup and ice cube aside until you are finished with the other experiments. Experiment C: Baking soda and lemon juice 1. With a graduated cylinder, measure 40 ml of lemon juice and add it to a larger container. Rinse the graduated cylinder. 2. Add 1 teaspoon of baking soda to the lemon juice in the larger container. 3. Observe and record the changes. a. Is this a physical or chemical change? 4. Empty the container, rinse it, and save it for experiment E. Experiment D: Play-doh 1. Remove the Play-doh from its container and describe how it looks, feels, and smells. 2. Break the Play-doh up into many small pieces. 3. Observe and record the change. a. Is this a physical or chemical change? Experiment E: Baking soda and vinegar 1. Add 1 teaspoon of baking soda to the cleaned container from Experiment C 2. Using the graduated cylinder, measure 10 ml of vinegar. Add the vinegar to the baking soda container. 3. Observe and record the change. a. Is this a physical or chemical change? 4. Empty the container, rinse the container and graduated cylinder and save them for experiment F.
- 5. Form 102 OAL Experiment F: milk and vinegar 1. Using the graduated cylinder, measure 50 ml of milk and add it to the container saved from experiment F. 2. Using the graduated cylinder, measure 30 ml of vinegar and add it to the same container. 3. Observe and record the change. a. Is this a physical or chemical change? 4. Rinse the equipment (graduated cylinder and container). Experiment G: Kool-Aid and water 1. Add 1 teaspoon of Kool-Aid powder to a jar. 2. Using the graduated cylinder, add 60 ml of water to the same jar. 3. Close the lid of the jar and gently mix by swirling it. 4. Observe and record the change. a. Is this a physical or chemical change? b. Back to Experiment B: Ice 1. Look at the cup that held the ice cube from experiment B. 2. Observe and record the change. a. Is this a physical or chemical change? Experiment Original Substance(s) Description Before Change (Use at least 3 adjectives) Description During Change Description After Change (Use at least 3 adjectives) Is it a physical or chemical change? A Antacid in Water B Ice C Baking Soda & Lemon Juice D Play-doh broken into bits E Baking Soda & Vinegar F Milk & Vinegar G Kool-aid & Water
- 6. Form 102 OAL Learning Competency TRANSFER LC 4: Design a product out of local, recyclable solid and/ or liquid materials in making useful products. S5MTIh- i-4 Learning Targets: I can create products that are made from recyclable materials Transfer Goal: The studentson their own in the long run will be able create a usefulproductthatcan be shared to the community ESSENTIAL QUESTION: Whatare the materialsneeded to create a usefulproducts? G R A S P GOAL Create a videowithseriesof episodesforstudentsandteachers featuringthe innovative use of commonhouseholdmaterials. ROLE You are a contributorto a science-themedwebpage asa freelance vlogger.( video-blogger) AUDIENCE Studentsandteachers SITUATION You wishto come up withseriesof episodesforstudentsand teachersfeaturingthe innovativeuse of commonhousehold materials.Youhave decidedtocreate a videopresentation demonstratingado-it-yourself projectora life hackof your chosen materialsorobjects. PRODUCT A videopresentation includesstepbystepprocessof atleasttwo life hacks andmust not exceed3minutes. RUBRIC FOR PERFORMANCE TASK CRITERIA Outstanding 4 Satisfactory 3 Developing 2 Beginning 1 Shows student’s deep and thorough understanding of scientific concepts learned; able to apply knowledge to novel and relevant situations Shows student’s correct understanding of concepts learned; able to apply knowledge to relevant situations Shows student’s inadequate understanding of concepts; able to apply knowledge but to an already known situation Shows student’s lack of understanding of concepts; not able to apply knowledge to new situations Content The material reflects deliberate, careful and thorough planning. It has a strong educational value. The information is presented in an interesting and logical fashion. The material reflects adequate planning. It is educational and the information is presented in a logical order. The material reflects minimal planning. It has weak educational value and some information is presented illogically. The material reflects insufficient planning. It is hard to follow and lacks educational value. Planning &Organization
- 7. Form 102 OAL Creativity Shows originalityand innovationin activitiesand Materialsdone. Shows resourcefulness inactivitiesand Materialsdone. Shows resourcefulness insome activitiesand materialsdone; A lotof the work is borrowedfrom other Resources. Showsno originalityand lack of creativityin activitiesand Materials. Work isentirely copied withoutany Acknowledgmentof the original source. Impact Material is highly stimulatingand immediately mobilizesthe readeror audience to Initiate action. Impact ishigh. Material providesreader or audience with substantial Reasonto take action.Impact issufficient. Some parts of the material are confusingthus weakeningthe impactof the message onthe Reader. Material is vague about the proper course of actionto take.Impact islow. VALUES INTEGRATION: We needtoknowwhatmaterialsare useful andharmful forusto avoidaccidentor harm. ...Materials are considereduseful whenitservesapurpose .Effective segregation of wastes means that less waste goes to landfill which makes it cheaper and better for people and the environment. It is also important to segregate for public health.