I. OBJECTIVES 1. Describe changes in materials under different conditions.
2. Cite the conditions/factors that bring about changes in materials.
A. Content Standards Materials undergo changes due to oxygen and heat
B. Performance Standards The learner uses local, recyclable solid and/ or liquid materials in making useful
products.
C. Learning Competencies/Objectives The learner uses local, recyclable solid and/ or liquid materials in making useful
Write the LC code for each products.
S5MT – Ic – d – 4
II. CONTENT Changes that Materials Undergo
(Chemical Change)
III. LEARNING RESOURCES Science for daily Use 5,TM and Textbook
Into The Future: Science and Health 5, TM and
Teacher’s Guide, Developing Science Concepts Through Learning Activities 6,
Science Links, Rex bookstore by Evelyn Larisma, Jan Jason
A. References Science for daily Use 5,TM and Textbook
Into The Future: Science and Health 5, TM and
Teacher’s Guide, Developing Science Concepts Through Learning Activities 6,
Science Links, Rex bookstore by Evelyn Larisma, Jan Jason
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning S5MT – Ic – d – 4
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Play a game. Question and answer portion
presenting the new lesson 1. Each group has its own color flag to raise
2. Raise the flag if they know the answer
3. the first group to make 3 points wins the game
Question 1. change form from solid to liquid.
2. change form from solid to gas.
3.change form from liquid to solid
B. Establishing a purpose for the lesson a. Show that chemical change may take place in materials.
b. Observe that new material is formed in chemical change.
c. Investigate changes that happen in materials upon application of heat.
C. Presenting examples/instances of Divide the class into groups. Tell them to do lesson 3,
the new lesson Activity 1,
Observing chemical change
1. Let each group answer all the questions in their assigned activity
2.Guide the pupils as they perform the activity.
Activity 1- Observing Chemical Change
What to do:
1.Burn a piece of paper in an empty can
2.Pound an empty eggshell into small pieces. Place the pieces on a saucer. Add a
teaspoonful of vinegar into them,
3.Put a spoonful of white sugar in another empty can. Burn the sugar using a alcohol
lamp.
D. Discussing new concepts and Questions and suggested answers:
practicing new skills #1 1. What changes took place when you burned the paper? (it formed ashes)
2. Did it form a new substance? (yes)
3. What was formed when you added vinegar to the broken piece’s eggshells?
(bubbles)
4.what does this indicate? (a carbon dioxide was released in the air)
5.describe the color, appearance and smell of burnt sugar. (it’s black, taste bitter
It has distinct smell)
6.Did white sugar change into something else? What was it? (yes, carbon)
E. Discussing new concepts and A chemical change differs from physical change. In a chemical change, new and
practicing new skills #2 different materials are formed. The new materials formed have properties different
from the original properties. Acids and absorption of heat are two factors
needed for chemical change to occur.
When the materials burned, they turned black, unlike the original substance.
Burning requires application of heat. It may or may not be applied for a change to
happen. the presence of bubbles, change in color and release of heat
Indicate a chemical change.
When a material undergoes a chemical change, the new material formed cannot
be brought back to its original form. Chemical change is an irreversible process.
Examples of chemical change are rotting mouse,ripening of mango,
Burning of chop woods, production of electricity, photosynthesis, decaying
vegetables.
F. Developing mastery How does matter undergo chemical change?
(Leads to Formative Assessment 3)
G. Finding practical applications of Ask some household activities that the observed under chemical change.
concepts and skills in daily living
H. Making generalizations and What are chemical change? How are the factors that affect chemical
abstractions about the lesson change?
I. Evaluating learning Put a check before the number that shows a chemical change.
______1. Leaves are decaying
______2. Water is boiled
______3. Garbage is burned
______4. Sewing the socks
______5. rotting tomatoes
J. Additional activities for application
or remediation Read something about the compost pit. Find out the chemical change that garbage
undergoes.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
