5

Science
First Grading Period

LEARNING ACTIVITY SHEET

 Republic of the Philippines
Department of Education

COPYRIGHT PAGE
Learning Activity Sheet in Science
Grade 5

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

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Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON, EdD., CESO IV
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
OIC, Schools Division Superintendent : EDUARDO C. ESCORPISO JR, EdD, CESO IV
OIC-Assistant Schools Division Superintendent : GEORGANN G. CARIASO
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Development Team
Writers: VERONA F. AGUDO, T-III (INHS); MA. VICTORIA Y. FACURI, T-III (MES); KATHLEEN E.
CASTILLO, T-II (INHS); WILFREDO C. BATALLONES, T-III (UES); EDWARD C. VALIENTE, SST-I
(BGCHS); CATHLYN B. YBAY, T-I, (IIS); KRISTINE HAZEL W. BIDAYAN, SST-I (BNSHS); MA
HAZEL M. VELAYO, T-III (VIS); CAROL F. DELA CRUZ, T-III (Sumnanga ES); ARMAR C. COVITA,
T-II (SNSF); MA. ESPERANZA D. JOVES, T-III (BCS); KYM CLYDE H. MORO, T-II (BNSHS); AGNES
B. NICO, T-I (ICS); SUZETTE C. CULTURA, T-II; MA. LYZETTE V. RICO, T-I (INAHS)
Content &
Language Editor: FRED V. GIMENEZ, HT-I/Division Science Coordinator; ELENA A. BALDOMAR, SP-I (MNHS);
ANGELIE L. BLANQUERA, T-III (BNSHS), MARY JOY Y. BALDOMAR, HT I (IIS), DELIA G.
GATO, SP-I (INAHS), EDEN P. MALABAG, PSDS, CAGAYAN, CLIFFORD E. ABAD, MT1- SDO
CAGAYAN, LOWELL LAZARO, MT 1, SDO CAUAYAN CITY, LEONARD GELACIO, MT1, SDO
ISABELA, MARA KARLA S. MACALAN, MT1-SDO TUGUEGARAO CITY
Illustrators: KYM CLYDE H. MORO, T-II (BNSHS)
Layout Artists: KYM CLYDE H. MORO, T-II (BNSHS)
Focal Persons: FRED V. GIMENEZ, Head Teacher I, Science Coordinator
EVANGELINE D. CASTILLO, Education Program Supervisor-Learning Resource
ESTER T. GRAMAJE, Education Program Supervisor-Science, CLMD
RIZALINO G. CARONAN, Education Program Supervisor-LR, CLMD

Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City

i
 Table of Contents
Page
Compentency
number
Use the properties of materials whether they are useful
or harmful (S5MT-Ia-b-1) ..................... 1 – 15

Investigate the changes that hapen in materials

under the fllowing conditions: (S5MT-Ic-d-2)

1. Presence or lack of oxygen (S5MT-Ic-d-2.4) ..................... 16 – 23

2. Application of heat (S5MT-Ic-d-2) ..................... 24 – 30

Design a product out of local, recyclable solid and

liquid materials in making useful products. (S5MT-Lh-i-4) ..................... 31 – 47

Practice Personal Hygiene protocols at all times.

ii
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEETS

Properties of Materials

Background Information for Learners

Matter is found everywhere. All the things found in your environment that have mass
and occupy space are examples of matter. Each material is made up of chemical substances.
Matter can be solid, liquid, and gas and it can be found at home. Examples are the common
household materials that we usually use for cleaning, cooking, eating, bathing, and repairing.
They can be useful or harmful if not properly handled. Thus, reading the product label is very
important to identify whether the material is harmful or not. Some materials may cause fire
hazards, toxic or poisonous, may cause burns, and may react dangerously when combined with
other materials.

The usefulness of a certain material depends on its properties. There are materials that
are durable and therefore can be reused many times. Though there are some that are not meant
to be reused but creative and inventive people still find other ways to use them.

Learning Competency with code

Use the properties of materials whether they are useful or harmful (S5MT-Ia-b-1)

Note: Practice Personal Hygiene protocols at all times.

1
Activity 1: Know Me

Direction: Below are pictures of some materials that we usually use at home. Study them and
answer the questions that follow. Write the letter of your answer on the space
provided.

A. Bath Towel B. Plastic Food Container

C. Ceramic Mug D. Stainless Steel Kettle

Guide Questions:

1. Which materials can absorb water?

____________________________________________________________________

2. Which materials can break easily?

____________________________________________________________________

3. Which materials in the pictures are conductors of heat?

____________________________________________________________________

4. Which materials in the pictures are heat insulators?

____________________________________________________________________

5. Which materials in the pictures can melt when exposed to high temperature?
____________________________________________________________________

Note: Practice Personal Hygiene protocols at all times.

2
Activity 2: What could they be made of?

Direction: Complete the table below by giving the material that the finished product is made of

Finished Products Materials

1. Table Examples: wood

2. Comb

3. Fork

4. slippers

5. Plates

6. Bottles

Guide Questions:
1. Why is wood used to make tables and chair?
_____________________________________________________________________
2. Why is plastic used to make containers, bags, and wrappers?
_____________________________________________________________________
3. Why is glass used to make windows, bulbs, bottles, and goblets?
_____________________________________________________________________
4. Why is metal used to make pans and pots?
_____________________________________________________________________
5. Why is ceramic used to make mugs, vases, and cups?
_____________________________________________________________________

Note: Practice Personal Hygiene protocols at all times.

3
Activity 3: Smash it, Bend it, Stretch it and Scratch it

Direction: Study the following properties of materials.

A. Hardness – the ability of a material to resist pressure

B. Malleability - the ability of a material to be pounded into thin sheets
C. Ductility – the ability of a material to be drawn into thin wires
D. Porosity – the ability of a material to allow water and gases to pass through it
E. Flexibility – the ability of a material to bend or roll without breaking easily
F. Thermal Conductivity – the ability of a material to transfer heat from one area to another
G. Brittleness – the ability of a material to be easily broken when dropped.
H. Solubility – the ability of materials to be dissolved in another form of matter
I. Flammability – is the ability of a material to burn
J. Elasticity – the ability of a material to return to its original size and shape without
breaking
K. Chemical Reactivity – the ability of material to react and produce new materials when
combined with oxygen, acid, or water

Direction: Given the pictures, identify the property of each material by choosing from the
given list of properties above. Write the letter of your choice on the space provided.

1. 6.

________________ ________________

2. 7.

________________ ________________

3. 8.

________________ ________________

4. 9.

________________ ________________

5. 10.

________________ ________________

Note: Practice Personal Hygiene protocols at all times.

4
Activity 4: Sort it out!

Direction: Read about two types of properties in the boxes below. Then write each property in
the appropriate box.

CHEMICAL PROPERTIES PHYSICAL

1. Smell

2. Color
Properties that change the
composition of a substance 3. Reactivity Properties that do not
change the composition of a
4. Boiling point substance, only its
appearance
_______________________ 5. Heat of Combustion _______________________
_______________________ (Breaking Down) _______________________
_______________________ _______________________
_______________________ 6. Size _______________________
_______________________ _______________________
_______________________ 7. Shape _______________________
_______________________ _______________________
_______________________ _______________________

Activity 5: Guess What?

Direction: Give two examples of materials that show the following properties:

1. Porous: _____________________________, ____________________________

2. Flexible: ____________________________, ____________________________

3. Malleable: ___________________________, ____________________________

4. Conductor: ___________________________, ____________________________

5. Hard: _______________________________, ____________________________

Note: Practice Personal Hygiene protocols at all times.

5
Reflection

In this activity, I learned that _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on ______________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I want to learn more on __________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References for Learners

Science 5 Learner’s Textbook

Answer Key

Activity 1: Know Me Activity 2: What could they be made of?

1. A 1. Wood (example)
2. C 2. Plastic
3. D 3. Metal
4. A 4. Rubber
5. B 5. Ceramics
6. Glass

Activity 3: Smash It, Bent It, Stretch It and Scratch It

1. chopping board - hardness

2. bolo/knife - ductility/malleability
3. cloth - porosity
4. necklace - ductility
5. paperclip - flexibility
6. sugar - solubility
7. plastic bottle - brittleness
8. kettle - thermal conductivity
9. kerosene - flammability
10. rubber band - elasticity

Note: Practice Personal Hygiene protocols at all times.

6
Activity 4: Guess What?

CHEMICAL PHYSICAL

Smell

Color Boiling point

Reactivity Size

Heat of Combustion Shape

(Breaking Down)

Activity 5: Guess What?

1. Porous : kitchen sponge, cork

2. Flexible : springy toys (slinky), spring of notebook
3. Malleable : galvanized iron sheets, metallic golds
4. Conductor : copper wire, nail
5. Hard : stone, metal

Prepared by:

Verona F. Agudo
Maria Victoria Y. Facuri
Kathleen E. Castillo

Writers

Note: Practice Personal Hygiene protocols at all times.

7
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEETS

Recognizing Useful and Harmful Materials

Background Information for Learners

Materials found at home are called household materials. They can be solid, liquid or
gas. They can be useful or harmful if not used and stored properly. We should be aware of their
properties and proper uses to avoid hazards like fires, poisons, and dangerous chemical
reactions. Reading the product labels could also help us identify harmful and useful materials.
That could also ensure safety and maximum usage of the materials.

Learning Competency with code

Use the properties of materials whether they are useful or harmful (S5MT-Ia-b-1)

Activity 1: World Loop

Direction: Encircle at least five (5) materials found in the word loop.

Note: Practice Personal Hygiene protocols at all times.

8
Activity 2: Where Do I Belong?

Direction: Classify the different materials found in the word pool below as useful or harmful.
Write your answers in the table below.

Useful Materials Harmful Materials

Candy wrappers Plastic bags Empty disinfectant bottle

Drained batteries Food cartons Empty paint cans
Old newspapers Plastic water bottles Used paint brush
Vegetables scraps Empty hair gel container Worn out rubber tires
Empty shampoo bottle Empty mayonnaise jar (glass)

Note: Practice Personal Hygiene protocols at all times.

9
Activity 3: Am I Useful or Harmful?

Direction: List down 10 materials found at home on the first column. Identify if the materials
you listed is useful or harmful by putting a check (✓). Explain why the material is
useful or harmful in the last column.

Material Useful Harmful Reason

Example:
✓ ► if taken orally it may cause side effects.
Expired medicine
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Note: Practice Personal Hygiene protocols at all times.

10
Activity 4: Analyze Me

Direction: Fill out the table below. Describe how the following materials are useful and
harmful then analyze how these materials can be disposed properly.

Uses/ Good Bad/Harmful Ways on how to

Materials
effects Effects dispose properly
Example: Can be used as Can contribute to Reuse and recycle
eating utensil plastic pollution if totally broken,
Can be recycled throw it in
as a home and designated plastic
school decor garbage
1. Insecticides and pesticides

2. Permanent glues

3. Empty paint cans

4. Batteries

5. Empty glass bottles

Note: Practice Personal Hygiene protocols at all times.

11
Activity 5: Let’s Talk

Direction: Interview your parent on ways how to handle harmful materials by asking them
the following questions. Write the answers of your parent on the space provided.

1. What are the harmful materials that are found at home?

_____________________________________________________________________

2. Where do you use these materials?

_____________________________________________________________________

3. Where should we store them to avoid untoward incidences?

_____________________________________________________________________

4. How do you handle harmful materials?

_____________________________________________________________________

Rubrics for Scoring:

Set of Criteria Description Points Earned

a. Appropriate answers to the Demonstrate all four 4
questions gathered on the interview criteria
b. Well organized and clear answers Demonstrate all three 3
to the questions criteria
c. Originality of ideas Demonstrate two of the 2
criteria
d. Free from grammatical errors Meets only one of the first 1
three criteria

Reflection

In this activity, I learned that _____________________________________________

___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on ______________________________________________________

___________________________________________________________________________
___________________________________________________________________________

I want to learn more on __________________________________________________

___________________________________________________________________________
___________________________________________________________________________

References for Learners

https://www.scribd.com/document/319405110/Useful-and-Harmful-Materials
https://www.youtube.com/watch?v=EZZ7mZX8KWw

Note: Practice Personal Hygiene protocols at all times.

12
ANSWER KEY:

Activity 1: World Loop

Activity 2: Where do I belong?

Useful Materials Harmful Materials
Candy wrappers Drained batteries
Old newspapers Empty shampoo bottles
Vegetable scraps Empty hair gel container
Plastic bags Empty disinfectant bottle
Food cartons Empty paint brush
Plastic water bottles
Empty mayonnaise jar (glass)
Worn out rubber tires

Activity 3: Am I Useful of Harmful?

Material Useful Harmful Reason

Example: ➢ if taken orally it may cause side
✓
Expired medicine effects.
✓ ➢ used to clean spills and wipe
1. tissue paper
perspirations
2.electric tape ✓ ➢ Used to cover broken/cut wires
3.rusting wires ✓ ➢ May cause tetanus
4.diswashing liquid ✓ ➢ Used in a cleaning agent
5.broken mirror ✓ ➢ Can cause cuts/injuries

Note: Practice Personal Hygiene protocols at all times.

13
Activity 4: Analyze Me

Materials Uses/good effects Bad/Harmful Ways on how to

effects dispose properly
Ex: disposable ➢ Can be used ➢ Can ➢ Reuse and
spoon and fork as eating contribute to recycle
(insert pic.) utensil plastic ➢ If totally
➢ Can be pollution broken,
recycled as a throw it in
home and designated
school decor plastic
garbage
1. Insecticide ➢ Kill insects ➢ If inhaled, it ➢ Throw it in
and and pests may cause the trash
pesticides nausea and with special
dizziness treatment
2. Permanent ➢ Used to paste ➢ If you sniff or ➢ Throw it in
glues or bond inhaled the proper trash
materials chemicals can
from the glue
it may cause
a temporary
dizziness
3. Empty paint ➢ Can be used ➢ If not ➢ Wash it to
cans as a material properly drain the
for décor washed it chemicals
➢ Can be used may cause and you may
as opt for toxins/pose reuse it as
plants danger to live pot for
organisms plants.
4. Batteries ➢ Can be reused ➢ It may pose ➢ Throw it in
as a wheel for danger to proper
the children and garbage bin
construction environment
of toy car in if not
science properly
project disposed.
5. Empty glass ➢ Can be ➢ If broken, it ➢ Reuse and
bottles recycled or may harm recycle
reused as children and ➢ If broken,
home can cause throw it in
décor/display cuts or designated
like flower wounds garbage bin
vase, lantern,
torch, and the
like

Note: Practice Personal Hygiene protocols at all times.

14
Activity 5: Let’s Talk

1. The harmful materials that can be found at home are materials that contains chemicals
or toxins and materials that are broken and cannot be recycled nor reused.
2. The materials that contains chemicals or toxins are like insecticides, pesticides, liquid
sosa and the like that used to kill insects, pesticides and bacteria found at home.
3. We should keep them in a specific place where children has no access and should be
away from food storage to avoid poisoning.
4. Label them properly, keep away from children’s reach and dispose them properly.

Prepared by:

Wilfredo Batallones
Edward C. Valiente
Cathlyn B. Ybay

Writers

Note: Practice Personal Hygiene protocols at all times.

15
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEET

Changes that Materials Undergo

Background Information for Learners:

A chemical change differs from physical change. In a chemical change, new and
different material is formed. The new material formed has properties different from the original
materials. A physical change is a type of change in which the form of matter is altered but one
substance is not transformed into another. The size or shape of matter may be changed, but no
chemical change occurs.
In this activity, you will observe changes through the presence of oxygen in the
properties of materials through experiment and observation.

Learning Competency:
Investigate changes that take place under the following conditions. (S5MT-Ic-d-2)
Investigate changes that happen in the presence of oxygen. (S5 MT-lc-d-2.4)
Investigate changes that happen in the absence of oxygen. (S5MT-lc-d-2.5)
Investigate changes that happen in the presence of oxygen (S5MT-Ic-d-2.7)

Activity 1: What’s my Property?

Directions: Read about the two types of properties – physical and chemical.

PHYSICAL PROPERTY is the characteristic of a matter that can be readily observed

without changing its composition such as the following:
a. Malleability
b. Flexibility
c. Elasticity
d. Conductivity
e. Ductility
f. Porosity

CHEMICAL PROPERTY is observed when the composition of a material must

change first. It is most evident when a certain material chemically reacts with another material.
Below are some chemical properties of materials.
a. Combustibility
b. Flammability
c. Biodegradability
Note: Practice Personal Hygiene protocols at all times.

16
Directions: After reading about physical and chemical properties, identify what property is
possessed by the sample materials listed below.

Sample Material Property

Firewood

Glass bottle

Can

Gasoline

Rubber Band

Note: Practice Personal Hygiene protocols at all times.

17
Directions: Look at the illustrations below. Identify the type of change in matter. (Physical or
Chemical Change) and explain your answer.

Physical Change/
Material Action Why?
Chemical Change?
1.

2.

3.

4.

5.

Note: Practice Personal Hygiene protocols at all times.

18
Activity 2: Investigating Changes (Changes that takes place in the presence of Oxygen)
Directions: Perform the following experiments with the supervision of your parents or
guardians
Materials:

• 1 piece of banana cue stick

• 1 piece of used paper
• 3 pieces Matchstick,
Procedure:
1. Describe the physical characteristics of the banana cue stick and paper.
2. Hold one end of the stick and burn the other end with the use of matchstick. Observe
what will happen
3. Hold one end of the paper and burn the other end with the use of a matchstick. Observe
what will happen
4. Write your observation on the table below.

Appearance before it was Changes in materials after it

Materials
burned was burned
Banana cue stick

Paper

Guide Questions:
1. What condition helped in burning the stick and paper faster?
___________________________________________________________________
2. What kind of change did the stick and paper undergo? Why?
___________________________________________________________________
Scoring rubric for Experiment
Set of Criteria Description Points Earned
Relevance and accuracy of information Demonstrates all four
4
regarding the topic criteria
Demonstrate of the
Logical organization and clarity of message 3
criteria
Demonstrate two of
Originality in the organization of ideas 2
the criteria
Meets only of the first
Grammatical soundness 1
three criteria
Note: Practice Personal Hygiene protocols at all times.

19
ACTIVITY 3: Investigating Changes (Changes that takes place in the absence of oxygen)
Directions: Perform the following experiments with the supervision of your parents or
guardians
Materials:

• 1 piece of short candle

• 1 piece of used paper
• 3 pieces Matchstick,
• 1piece Drinking glass
Procedure:
1. Place the candle on a flat surface
2. Light the candle
2. Cover the burning candle with drinking glass. Observe what will happen.
3. Hold one end of the paper and burn the other end with the use of a matchstick.
4. Cover the burning candle with a drinking glass. Observe what will happen.
5. Write your observations on the table below.
Materials Changes in materials when covered with the drinking glass
Candle
Paper

Guided Question:
1. What happened to the fire in the burning candle and paper when it was covered with
drinking glass?
___________________________________________________________________
2. Why did the flame disappear?
___________________________________________________________________
3. What is the importance of oxygen based on this activity?
___________________________________________________________________

Scoring rubric for Experiment

Points
Set of Criteria Description
Earned
Relevance and accuracy of information regarding Demonstrates all four
4
the topic criteria

Logical organization and clarity of message Demonstrate of the criteria 3

Demonstrate two of the

Originality in the organization of ideas 2
criteria
Meets only of the first
Grammatical soundness 1
three criteria

Note: Practice Personal Hygiene protocols at all times.

20
Activity 4: Cut Me! (2 Days)

Directions: Perform the following experiments with the supervision of your parents or
guardians

Safety Precaution:
1. Avoid experimenting alone.
2. Do not play with knife

Materials:
• An apple/ Eggplant
• Knife
• timer
• camera

Procedure:
1. Using the knife, cut the apple/eggplant in half.
2. Observe the appearance of the apple/eggplant and record your observation every 10
minutes for one hour.
Description of the Description of the
Time Time
apple/eggplant apple/eggplant
After cutting 40 mins
10 mins 50 mins
20 mins 60 mins
30 mins After 1 hr.

Guide Questions:
1. What makes the apple/eggplant change its color after cutting and setting it aside?
_________________________________________________________________
2. What does the discoloration of food mean?
_________________________________________________________________
3. What kind of change is it?
_________________________________________________________________

Scoring rubric for Experiment

Set of Criteria Description Points Earned

Relevance and accuracy of information Demonstrates all four
4
regarding the topic criteria
Demonstrate of the
Logical organization and clarity of message 3
criteria
Demonstrate two of the
Originality in the organization of ideas 2
criteria
Meets only of the first
Grammatical soundness 1
three criteria

Note: Practice Personal Hygiene protocols at all times.

21
Reflection
In this activity, I learned that _____________________________________________
___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on ______________________________________________________

___________________________________________________________________________
___________________________________________________________________________

I want to learn more on __________________________________________________

___________________________________________________________________________
___________________________________________________________________________

References for Learners

Science and You Grade 5 page 24-27
https://www.google.com/search?q=investigate+changes+that+happen+in+presence+and+abse
nce+of+oxygen&oq=investigate+changes+that+happen+in+the+presence+and+absence+of+
oxygen&aqs=chrome..69157.65591j1j7&client=ms-android-oppo-rev1&sourceid=chrome-
mobile&ie=UTF-8

Answer Key:
Activity 1

Sample Material Property

Firewood Combustibility

Glass bottle Brittleness

Can Ductility

Gasoline Flammability/Combustibility

Rubber Band Elasticity

Note: Practice Personal Hygiene protocols at all times.

22
 Physical Change/
Material Action Why?
Chemical Change?
1. Physical Change Tearing

2. Chemical Change Ripening

3. Physical Change Melting

4. Physical Change Breaking

5. Chemical Change Burning

Activity 2

Materials Appearance before it Changes in the materials

was burned after it was burned
Banana cue stick The stick is hard The stick turned into ashes
paper The paper is thin and light The paper turned into ashes
Guide question:
1. There is the presence of oxygen
2. Chemical change. They were turned into new product. (ashes)
Activity 3

Materials Changes in materials when covered with the drinking glass

Candle The flame turned out
Paper The flame turned out; small portion of paper was left
Guide Question:
1. The flame disappeared.
2. Due to lack of oxygen
3. Oxygen enables the candle and paper to be lighted
Activity 4
1. Because of the presence of Oxygen/ exposed to air
2. Reaction of Oxygen to the apple/eggplant
3. Chemical Change

Prepared by:

Carol F. Dela Cruz

Armar C. Covita

Writers

Note: Practice Personal Hygiene protocols at all times.

23
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEET

Application of Heat

Background Information for Learners (Overview of the Lesson)

Change is happening all around us all the time. Changes are either classified as physical
or chemical change. Application of heat may be used to show some of the changes, since not
all changes require the application of heat.

A change in size, shape or state of matter is called Physical change. If you melt a
margarine Its size shape and state of matter changed. However, Physical change do not change
the particles that make up matter.

In a Chemical change, a new substance but with different properties is formed. Some
evidences are changes in color, odor, taste and harder to return into its original form.

In this Activity, you will observe changes through the different methods involved in
application of heat.

Learning Competency with Code

Investigate the changes that happen in materials due to application of heat (SSMT-Ic-d-2)

Note: Practice Personal Hygiene protocols at all times.

24
Activity 1: Let’s Apply Heat - Physical Change

Materials
• Stove/ candle / alcohol lamp
• Ice cubes

Procedure:
1. Get a pan
2. Place ice cubes on the pan and heat over a low fire.

Caution: Be very careful when heating the ice cubes. The parent may assist on this part.

3. Observe what happens.

4. Record your observations.

BEFORE DURING AFTER

CHARACTERISTICS
HEATING HEATING HEATING
Size
Shape
Color
Odor
State of matter

Guide Questions:

1. Did the ice cube change its size and shape? Describe it.
_____________________________________________________________________
2. Did the state of matter change before. during. and after heating?
_____________________________________________________________________
3. Is there a new product formed?
_____________________________________________________________________
4. What were the change that occurred in ice cube due to application of heat?
_____________________________________________________________________

Note: Practice Personal Hygiene protocols at all times.

25
Activity 2: Let’s Apply Heat - Chemical change

Direction: Predict what will happen if we heat white sugar in a pot.

Materials:

• 1 tablespoon of refined white sugar

• 1 pot
• 1 spoon
• Stove/alcohol lamp/candle

Procedure:

1. Put 1 spoonful of refined white sugar in a pot.

2. Turn on the stove and heat the sugar in low fire for 10 minutes.

Caution: Be very careful when heating the sugar. The parent/ teacher may assist on this
part. Do not touch the heated sugar

3. Observe what happened to the sugar.

4. Turn off the stove when the sugar is about to melt.

5. Record your observations below.

Characteristics Before heating During heating After heating

Size
Shape
Color
Odor
State of matter

Guide Questions:

1. Did the sugar change its color? Describe it.

_____________________________________________________________________
2. Did its phase change?
_____________________________________________________________________
3. Is there a new product formed?
_____________________________________________________________________
4. What were the changes that occurred in sugar due to application of heat?
____________________________________________________________________

Note: Practice Personal Hygiene protocols at all times.

26
Activity 3: Simple Question and Answer

Direction: Encircle the letter of the correct answer

1. Aling Ineng burns old newspaper in their farm. Which of the following is the
indication that a new material is formed after heat is applied on it?

A. fire B. smoke C. heat D. ash

2. Which of the following procedures in cooking banana cue involves chemical

change?

A. peeling the bananas C. putting the bananas on sticks

B. melting the sugar D. slicing the bananas

3. Ash is a new substance formed when ________.

A. water is boiled C. a fruit turns moldy

B. food is digested D. wood is burned

4. Which of the following activities showed chemical change due to application of heat?

A. eating the egg C. straightening of hair

B. cuting of wood D. rusting of nail

5. Which of the following is NOT an indication of chemical change due to application of

heat?
A. change in color C. change in taste
B. change in odor D. change in size

Note: Practice Personal Hygiene protocols at all times.

27
Activity 4: What is my kind of change?

Direction: State whether each of the following is a physical or chemical change.

____________1. Cooking pork adobo

____________2. Drying of one day old fish

____________3. Drying of clothes

____________4. Burning dry leaves

____________5. Melting a metal

____________6. Melting butter

____________7. Burning candle wax

____________8. Melting ice cream

____________9. Curling long black hair

____________10. Hair rebonding/ hair straightening

Activity 5: Care to Explain?

Direction: Identify whether the following is Physical or Chemical Change. Explain the
changes that happened in materials due to application of heat.

a) Making a gold earring

b) Sterilizing metal spoons and forks

Reflection:

In this activity, I learned that _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on ______________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I want to learn more on __________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Note: Practice Personal Hygiene protocols at all times.

28
References for Learners

Science Beyond Borders textbook pages 30-33

https://chem.libretexts.org
https://www.factmonster.com/dk/encyclopedia/science-and-technology/changing-materials
https://www.thought.com/examples-of-physical-changes-608336
https://www.thought.com/physical-and-chemical-changes-examples-608338
https://study.com/academy/lesson/what-is-heat-definition-lesson-quiz.html
https//courses.lumenlearning.com/introchem/chapter/physical-and-chemical-changes-to-
matter/

Answer key:

Activity 1: Let’s apply Heat - Physical change

CHARACTERISTICS BEFORE DURING AFTER

HEATING HEATING HEATING
Size Small Small/liquid Smaller liquid
Shape Cube Cube/liquid No definite shape
Color Colorless Colorless Colorless
Odor Odorless Odorless Odorless
State of matter Solid Solid/Liquid Liquid
Guide Questions:

1. Did the ice cube change its size and shape? Describe it.
Yes, there’s change in size and shape. Some of it were evaporated.
2. Did its state of matter change before? during? and after heating?
Before – no, During – slight change, After – yes
3. Is there a new product formed?
No.
4. What were the changes that occurred in ice cube due to application of heat?
State changed from solid to liquid state.
Size and Shape changed.

Activity 2: Let’s Apply Heat - Chemical Change

CHARACTERISTICS BEFORE DURING AFTER
HEATING HEATING HEATING
Size Spoonful Spoonful Spoonful (liquid)
(granules) (granules/liquid)
Shape Cube Cube/liquid No definite shape, it
takes the shape of
the container
Color Crystalline white White turning Caramelized golden
brown brown
Odor Odorless Sweet Sweet
State of matter Solid Solid/liquid Liquid

Note: Practice Personal Hygiene protocols at all times.

29
Guide Questions:

1. Did the sugar change its color? Describe it.

Yes. The sugar changed from white to golden brown. Also the texture/consistency
changed from thin to thick, sweet sauce.
2. Did its state change?
Yes. The state changed from solid to liquid. Thus, I call it chemical change.
3. Is there a new product formed?
Yes, caramel.
4. What were the changes that occurred in sugar due to application of heat?
Chemical Change: Caramelization is a type of non-enzymatic browning reaction. The
reaction involved removal of water (as steam) and breakdown of sugar (caramel)

Activity 3: Simple Question and Answer

1. D
2. B
3. D
4. C
5. D

ACTIVITY 4 What is my kind of change?

1. Chemical
2. Physical
3. Physical
4. Chemical
5. Chemical
6. Physical
7. Physical
8. Physical
9. Physical
10. Chemical
Activity 5

a) Cooking of rice – Chemical change – Change in odor and a new substance is formed.

b) Boiling of potato – Physical change – Change in size and shape

Prepared by:

Kristine Hazel W. Bidayan

Hazel M. Velayo

Writers

Note: Practice Personal Hygiene protocols at all times.

30
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEET

Importance of Practicing the 5Rs

Background Information for Learners (Overview of the Lesson)

When throwing a material away, it is removed from the house, but it does not
completely disappear. Its shape or form may change but it is still present somewhere else. The
more waste materials we discard, the more trash piles up.
The waste that we generate per day is more than what landfills can accommodate.
Therefore, some waste is left uncollected in different places. Uncollected waste causes land,
water, air, and any form of pollution is harmful to organisms.
Practicing the 5Rs (Reduce, Reuse, Recycle, Recover and Repair) to manage waste
and lessen the environmental problems is important. It also provides opportunities for people
to earn money by:
1) selling recyclable materials to junk shops;
2) selling handcrafted products made of recyclable materials; and,
3) Putting up their own junk shop where they by recyclable materials and later sell it
to bigger companies for recycling.
It is everyone’s responsibility to manage waste. We live in a beautiful world and it is
everybody’s duty to protect, preserve, and conserve our environment. We should start
practicing the 5Rs now!

Learning Competency with Code

Design a product out of local, recyclable solid and or liquid materials in making useful
products. (S5MT-Lh-i-4)

Note: Practice Personal Hygiene protocols at all times.

31
Activity 1: Identify and Cross Me!
Directions: Research or Interview someone about 5Rs and use the following clues to
complete the crossword puzzle.

Across:
2. Finding another purpose for materials
3. Producing a new product out of discarded materials
4. Regenerating energy from waste materials
Down:
1. Using less of a certain material or using alternatives
5. Fixing broken things so that they can be used again

Note: Practice Personal Hygiene protocols at all times.

32
Activity 2: Dispose Me!
Direction: List down ways on how to dispose each of the material presented below.

WASTE MATERIALS WAYS OF DISPOSING

Soft drink cans

Medicine bottles

Plastic containers

Leftover foods

Bottle of vinegar

Toothpaste tube

Fruit and vegetable peelings

Piece of paper

Guide Question
1. Based on the activity, why do you think it is important to practice the 5Rs?
____________________________________________________________________
Note: Practice Personal Hygiene protocols at all times.

33
Activity 3: Let us Think and Do
Direction: Think of any useful products that can be made from the following materials:
USEFUL PRODUCTS THAT
ITEM
CAN BE MADE FROM IT
Scratch paper

Empty milk box

Empty plastic bottle (coke, sprite,

orange)

Paper box

Plastic spoon/fork

Guide Questions
1. In what ways or situations can you apply what you have learned about 5Rs?
_________________________________________________________________
2. How do you think does the 5Rs help in managing the waste in the environment?
__________________________________________________________________
Rubric scoring for Activity 2 and 3
Criteria Description Points
a. Correct application of concept Meets all four criteria 4
b. Richness and accuracy of Meets three of the
3
information criteria
c. Clarity of organization and
Meets two of the criteria 2
presentation
Meets only one of the
d. Creativity of application 1
criteria

Note: Practice Personal Hygiene protocols at all times.

34
Activity 4: Happy Face – Sad Face

Direction: Read the following situation. Draw a happy face if the action shows of reducing
waste material products and sad face if not.

1. Mommy Dionisia brings a shopping bag every time she shops or goes to the market.

2. Mae refuses to buy a new school bag because her bag is still usable.

3. Jimmy cuts his old pants and made it into short pants.

4. Lannie left her candy wrappers on top of the table.

5. Josie shares her old used clothes to her playmates.

6. Vico does not want to use his old water tumbler, instead, he buys bottled water daily.

7. Scouts conduct a coastal clean-up every first Friday of the month.

8. Jenny does not bring eco-bag when shopping, so she buys plastic bags to carry the
things she shopped.

9. Vanessa uses old plastic containers as a flowerpot instead of buying a new one.

10. Marvin uses a rechargeable battery to power his flashlight instead of disposable ones.

Note: Practice Personal Hygiene protocols at all times.

35
Activity 5: What is next?
Direction: Think of the best possible solution to the scenario given.

1. Cardo is cleaning his room. He found lots of plastic bags. What will he do with these?
_____________________________________________________________________

2. There are many plastic bottles in your house. Based on the concept of 5Rs, how will
you dispose the plastic bottles?
_____________________________________________________________________

3. Suggest ways on how you can reuse the following materials:

Wood

Paper/Magazine

Jars/Glass bottles

4. You are tasked to dispose rotten vegetable and fruit peelings. What will you do?
_____________________________________________________________________

Rubric for scoring for Activity 5

Criteria Description Points

a. Correct application of concept Meets all four criteria 4
b. Richness and accuracy of Meets three of the
3
information criteria
c. Clarity of organization and
Meets two of the criteria 2
presentation
Meets only one of the
d. Creativity of application 1
criteria

Note: Practice Personal Hygiene protocols at all times.

36
Reflection
In this activity, I learned that _____________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on ______________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I want to learn more on __________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Reference for Learners

Science Beyond Borders Textbook page 8 -17
Answer Key
Activity 1
1. Reducing (DOWN)
2. Reusing (ACROSS)
3. Recycling (ACROSS)
4. Recovering (ACROSS)
5. Repairing (DOWN)
Activity 2
**students’ possible answers

WASTE MATERIALS WAYS OF DISPOSING

Soft drink cans Recycling by bringing them to junk shops,
recycling facility, crafts and arts design,
used as a plant pot / water container, used
as a recycled musical instrument, etc.
Medicine bottles Can be recycled and designed for
containing school supplies like eraser,
coloring materials, glitters, etc.
Can be reused for containing other
medicines
Plastic containers Crafts and arts design, used as a plant pot
/ water container, used as a recycled
musical instrument, etc.
Leftover foods Can be fed to pigs, and/or dogs
Can be disposed for composting

Note: Practice Personal Hygiene protocols at all times.

37
 Bottle of vinegar Used as a recycled musical instrument,
Crafts and arts design
Can be reused to contain other liquid
condiments like soy sauce, patis, honey,
oil, etc.
Toothpaste tube Can be brought to recycling facilities
Fruit and vegetable peelings Can be disposed for composting
Can be fed to pigs
Piece of paper Crafts and arts design
Can be disposed for composting

Guide Question:

Based on the activity, why do you think it is important to practice the 5Rs?
- Answers may vary. Possible answers include:
o 5Rs techniques enable us to use materials effectively and
efficiently.
o Helps the environment in preserving our resources and by
minimizing the waste generated from the materials.
Activity 3

**students possible answers

USEFUL PRODUCTS THAT CAN BE

ITEM
MADE FROM IT
Scratch paper Art designs, scrapbooks, can be compiled
for a standalone notebook
Empty milk box Can be cleaned and used as a coin bank,
can be designed and used as a container
for school/office supplies, organizer
Empty plastic bottle (coke, Flowerpots, container for school/office
sprite, orange) supplies, eco-fence, water container
Paper box Can be cleaned and used as a coin bank,
can be designed and used as a container
for school/office supplies, organizer,
Plastic spoon/fork Decorations, arts and crafts, can be
washed and reused, used for science
experiments
Guide Questions
1. In what ways or situations can you apply what you have learned about 5Rs?
- Reusing of Eco bags, repairing of chairs, and tables, reducing the use of
disposable spoons and forks, using of rechargeable batteries, etc.
2. How do you think does the 5Rs help in managing the waste in the
environment?
- 5Rs teaches people to maximize the use of a material and to minimize the
use of disposable ones which contribute to the amount of waste in the
Note: Practice Personal Hygiene protocols at all times.

38
 environment. For example, instead of using disposable batteries, using a
rechargeable battery is better because you can reuse it by simply charging
when it runs out of power.
Activity 4

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Activity 5

1. Cardo is cleaning his room. He found lots of plastic bags. What will he do with
these?
- Possible answer. Cardo can keep them for future use.
2. There are many plastic bottles in your house. Based on the concept of 5Rs, how
will you dispose the plastic bottles?
- Possible answer. Collect all the plastic bottles and sell it to junkshops.
3. Suggest ways on how you can reuse the following materials:
Wood Arts and crafts, furniture, decorations, etc
Paper/Magazine Paper mache, arts and crafts, decorations
Jars/Glass bottles Container for food, water, arts and crafts
4. You are tasked to dispose rotten vegetable and fruit peelings. What will you do?
- Possible answer. Dispose the peelings through composting.

Prepared by:

Ma. Esperanza D. Joves

Kym Clyde H. Moro

Writers

Note: Practice Personal Hygiene protocols at all times.

39
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEET

“Making Garbage Useful”

Background Information for Learners:

Wastes are present everywhere. Have you seen some on your way to school? What did
you do after seeing the garbage? The right thing to do is to place it in a garbage bin. We need
to make sure to keep our surroundings clean, not only to maintain the upkeep of our
environment, but also, to keep us away from diseases caused by stocked up garbage where we
live in. In this learning activity sheet, you will learn how “Garbage” can be useful.

Learning Competency:

Design a product out of local, recyclable solid and/or liquid materials in making useful
products. (S5MT-Ih-i-4)

Activity 1: Am I RIGHT or Am I Wrong?

Directions: Write RIGHT if the sentence shows a right decision, write WRONG if the
sentence shows a wrong decision. Write your answer in the space provided.

__________ 1. I should put my garbage in a trash bin.

__________ 2. I can leave the banana peel wherever I want to, anyway it is not plastic.

__________ 3. Nena came to my house with some biscuits, we ate a few and kept its plastic
cover on the table.

__________ 4. Vance kept his juice in his drinking bottle, he forgot it might get spoiled. The
next morning, he threw it over the window.

__________ 5. Anna was preparing vegetables for breakfast. After cooking, she put the
leftovers in their compost pit.

Note: Practice Personal Hygiene protocols at all times.

40
Activity 2: Name My Trash!

Direction: Name some garbage that you know. List them down according to classification.
Write solid wastes in the first column and liquid wastes in the second column.

Solid Wastes Liquid Wastes

Ex. Candy wrapper Ex. Rice water (when washed)

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10

Aside from doing the right thing in keeping our environment clean, there are other ways to
manage our garbage. Are you familiar with recycling? The next activities will show you how
to be creative.

Note: Practice Personal Hygiene protocols at all times.

41
Activity 3: My Self-Watering Plant

Materials:

• Empty 1.5L plastic bottle

• Cotton cloth
• Scissors

Directions:

1. Take a clean and dry 1.5-liter bottle and poke small holes on the upper half.
2. Cut the bottle in half, making sure all the holes are in the upper portion of the bottle.
(Be careful in using scissors. You can also seek help from adults)
3. Poke a hole in the bottle top and thread a piece of felt or cotton fabric through the bottle
top. (Observe safety and seek help from adults)
4. Turn the top of the bottle upside down and place it to the bottom of the bottle. The
fabric should be long enough to touch the bottom of the bottle and long enough to have
some sticking up into the top.
5. Add enough water to the bottom of the bottle for the fabric to get wet.
6. Fill the top with soil, making sure the fabric is in the soil. This will help set up the self-
watering plant.

Note: Practice Personal Hygiene protocols at all times.

42
Activity 4: Seeing a Rainbow in a Tube

What is Spectroscope?

It is an instrument that is used to split light into different wavelengths, which we see
as different colors of the rainbow.

Materials:

• Empty tissue roll/Cardboard tube

• Pencil
• Tape
• Old CD
• Scissors
• Paint (Optional)
• Small Piece of Cardboard

Procedure:

1. Get your Cardboard Tube or any similar material that can be used as tube.

2. Using a scissor or a craft knife, cut a thin slit at the bottom of your cardboard tube.
(Seek help from adults. Be careful in using the knife.) Please refer to illustration 1
below.

3. Directly across the slit, make a small peephole or viewing hole using your scissor.
Please refer to illustration 3.
4. (You can also ask help from adults to this procedure. Observe proper use of the
scissors)

5. Trace one end of your paper towel roll onto your small scrap of cardboard and cut
it out.

6. Cut a wide straight slit across the center of your cardboard circle.

7. Tape the circle to the top of your spectroscope (Please refer to illustration 2) and
keep the bottom part open.

8. Insert your CD into your slit with the shiny side facing up. (Please see illustration
4)

9. If you are done, using your homemade spectroscope, take it at a place where there
is enough light and point the top slit up at the sky (Do NOT position the CD
directly under the sun as it may damage your eyesight).

10. Start looking through the peephole and you will see a rainbow inside.

11. Try your spectroscope with other light sources like fluorescent light, candlelight or
flashlight and compare what you can see.
Note: Practice Personal Hygiene protocols at all times.

43
 Illustration 1 Illustration 2

Illustration 3 Illustration 4

Illustration 5

Guide Questions:

1. What did you see through the spectroscope?

_____________________________________________________________________
2. What did you realize about the importance of 5Rs after doing this activity?
___________________________________________________________________________

Rubric Scoring:
1 2 3 4
Creativity The pupil’s The pupil’s work The pupil The pupil
showed little or lacked sincere demonstrated demonstrated a
no work creativity. creativity. unique level of
evidence of creativity.
creativity.
Effort The pupil did The pupil finished the The pupil The pupil gave
not finish the project, but it lacked completed the an effort beyond
work in a finishing touches or project in an the requirements
satisfactory can be improved with above average of this project.
manner a little more effort. manner.
Skill The pupil The pupil showed The pupil showed The pupil
showed poor average above average showed
craftsmanship craftsmanship. craftsmanship. outstanding
craftsmanship.
Note: Practice Personal Hygiene protocols at all times.

44
Activity 5: Let’s Decide!

Directions: Each item has a picture showing a situation that you as a pupil may encounter,
what will you do if you ever come across the situation below? Write at least 1 sentence in each
line provided.

Example:

I put the trash in the right garbage bin.

1. ________________________ 2. __________________________

3. ________________________ 4. __________________________

5. ___________________________

Note: Practice Personal Hygiene protocols at all times.

45
Reflection

In this activity, I learned that _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on ______________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I want to learn more on __________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Reference for Learners

Chelsey. (January 26, 2016). Rainbow Science for Kids: Homemade Spectroscope
https://buggyandbuddy.com/homemade-spectroscope/

Answer Key:

Activity 1
1. Right
2. Wrong
3. Wrong
4. Wrong
5. Right

Activity 2

Solid Wastes Liquid Wastes

1. Empty plastic bottles 1. Urine

2. Broken glasses 2. Laundry water

3. Used face masks 3. used oil

4. Dirty diapers 4. cooking oils (fats/grease)

5. paper/ used plastic bags 5. oil spills

6. empty boxes 6. chemical liquid wastes

Note: Practice Personal Hygiene protocols at all times.

46
 7. straws 7. wastewater from ponds

8. tetra packs 8. waste detergents

9. domestic wastewater
9. cigarette butts
(from residential area)
10. used tires 10. used condiments

Activity 4

Answers to guide questions may vary

1. Different kinds of rainbows
2. It is used to help people remember to be responsible with our wastes or have a
proper knowledge on waste management

Activity 5

Answers to guide questions may vary

1. I will segregate the garbage and put them into the right bin
2. I will call the person who throw the garbage and tell her/him to pick it up and
throw it in the right place
3. I will pick up the trash and segregate it to keep the park
4. I will stop the boy from throwing away the garbage in the river
5. I will call some friends to help me pick up all the trash to keep the park clean

Prepared by:

Agnes S. Nico
Maria Lyzette V. Rico
Maria Suzette C. Cultura

Writers

Note: Practice Personal Hygiene protocols at all times.

47