Grade 5 Science: Useful and Harmful Materials

Quarter: 1 | Duration: 50 Minutes

Content Standard:  The learners demonstrate an understanding of properties of

materials to determine whether they are useful or harmful.

Performance  The learners use local, recyclable materials to make useful

Standard: products.

Learning Competency:  Use the properties of materials whether they are useful or harmful
(S5MT-Ia-b-1).

I. OBJECTIVES  Learners will be able to analyze and classify common household PPST Indicators Applied:
materials as useful or harmful based on their properties (toxicity,
flammability, biodegradability) Indicator 1.1.2: Apply knowledge
 Demonstrate awareness and responsibility in handling useful and of content within and across
harmful materials by expressing safety practices during class curriculum teaching areas.
discussion and group activities.
 Construct a simple useful product (e.g., recycled container or (Learners applied knowledge of
poster) using local recyclable materials, demonstrating proper material properties within Science
handling and safe practices. and across other subjects (Health
and EPP) to analyze and classify
materials as useful or harmful.)

Indicator 1.4.2: Use a range of

teaching strategies that enhance
literacy and numeracy.
(Scientific terms related to material
properties were explicitly taught and
used in discussions, quizzes, and
activities to enhance learners’
literacy and comprehension.)
II. CONTENT  Topic: Properties of Useful and Harmful Materials.

 Integration: Health (Sanitation) and EPP (Waste Management).

III. LEARNING  References: DepEd Science 5 Learner’s Material.
RESOURCES
 Materials: Real objects (empty bottles, fruit peelings), ICT (Slide
presentation).

IV. PROCEDURES (4A's  Activity (The "Hook"): Students sort pictures of household items Annotation: PPST 3.1.2 –
Approach) into "Useful" or "Harmful" boxes. Responding to learners' backgrounds
and interests.

(Activities like sorting and reflective

questioning were designed to
connect with learners’ prior
knowledge, interests, and home
experiences with materials.)

 Analysis: Facilitated discussion on why certain materials are Annotation: PPST 1.1.2 – Enhancing
classified as such. critical thinking through teacher-
facilitated questioning.

(Integration was made by using

guided questioning during
discussions to help learners analyze,
compare, and evaluate materials,
promoting higher-order thinking
across Science, Health, and EPP
concepts.)

 Abstraction: Brief lecture on the properties of matter (toxicity, Annotation: PPST 1.4.2 –
flammability, biodegradability). Integrating literacy by defining
scientific terms in context.

(Integration was made by explicitly

teaching and using scientific
vocabulary (toxicity, flammability,
biodegradability) during discussions
and activities to improve
comprehension and accurate
 usage.)

 Application: Differentiated Group Activity. Group 1: Poster making; Annotation: PPST 3.2.2 –
Group 2: Role-play; Group 3: Sorting. Differentiated instruction to address
diverse learner abilities.

(Group activities (poster-making,

role-play, sorting) were structured to
address diverse learner abilities and
learning preferences.)

V. EVALUATION  A 5-item quiz or game-based assessment (e.g., Quizizz or Plickers). Annotation: PPST 5.1.2 – Design
and utilization of assessment
strategies.

(Formative quizzes and

performance-based assessments
(e.g., group products) were used to
monitor learner understanding and
provide timely feedback.)

VI. ASSIGNMENT  Identify at least five (5) materials found in their household, PPST 1.1.2 – Application of Science
(Reinforcement Task): classify them as useful or harmful, and explain the property that concepts in real-life context.
makes them so. Learners will also describe one safe way to dispose PPST 1.4.2 – Strengthening literacy
of or reuse each material. through written explanation.
PPST 5.1.2 – Assessment for
learning beyond classroom setting.
VII. Reflection  The percentage of learners who achieved the 4/5 mastery level. PPST 7.4.2 – Professional reflection
 The effectiveness of differentiated group activities. and learning to improve practice.
 Challenges encountered in explaining scientific terms. (Teacher reflection on student
 Adjustments needed for future instruction. performance and engagement
guided instructional adjustments to
improve teaching effectiveness.)

PPST 5.2.2 – Monitoring and

evaluation of learner progress.
(Evaluation of quiz results and group
outputs allowed ongoing tracking of
learner mastery of the lesson
objectives.)

PPST 3.4.2 – Reflective practice to

enhance teaching effectiveness.
(Teacher considered what strategies
were effective or challenging to
inform future lesson planning and
instructional improvements.)

Prepared by:

ANTONIO D. SANCHEZ, MAED, LPT

Instructor II