Name : Ms. Carpio, Oliva N.

School: Saint Vincent College

of Cabuyao
Course: Topic: Time Frame:
Science 5 Properties of Matter 60 minutes

I. LEARNING OBJECTIVES

At the end of the lesson, the students will be able to:

a) Define the meaning of physical and chemical change;
b) Classify whether a change is a physical or chemical;
c) Work cooperatively with the group by sharing ideas;
d) Show appreciation by writing what they learned from their activity.

II. SUBJECT MATTER

Topic : Properties of Matter
Reference : K to 12 Basic Education Curriculum Guide (August, 2016) p. 64
Empowering Science Learning 5
Materials : Rock salt, Clear drinking glass of water, Cooking oil, Acetone, Aluminum
foil, Syringe, Clay

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Daily Routine Activities

1. Prayer
“Uriel, would you mind to lead the
prayer?”
2. Greetings (Uriel will lead the prayer)
“Good morning class.”
3. Classroom Management
“Ok class, before you take your seats,
kindly pick up all the messes under “Good morning ma’am!”
your chairs. If you’re done, you make
take your seat.”
4. Checking of Attendance
“Michael, would you mind to tell us if (Students will take their seats)
there is any absentees for today?.”
“Very good, since you are all present
kindly tap the dhoulder of your
seatmate and say, “I’m glad you’re
here.”

5. Review “I’m glad to tell you that we are all

“Class, do you still remember our present today, ma’am!”
topic yesterday?”

“Yes, Uriel?” (The students will respond)

 “Good! Uriel. Let us see if how
familiar you are about the state of
matter. Here on board, who wants to
write any objects you think is a kind
(Uriel raises his hand))
of matter?”
BOARD

OBJECTS CHARACTERISTICS
“Our topic yesterday was about states of
1. matter, ma’am.”
2.
3.

“Yes, Anna?”
“Very good, Anna! Who else wants to
answer?”
“Yes Michael?”
“Correct Michael! How about you
Uriel?”

“Ok, very good Uriel”

“Now, class what is the characteristics
of ballpen? Water and air?”

(Anna raises her hand)

Objects Characteristics (Anna writes ballpen)
1.Ballpen Long, weighless, (Michael raises his hand)
hard
2. Water Flows, follow
shape of (Michael writes water)
3. Empty Bootle(air)
container (Uriel writes empty bottle)
Cannot seen,
“ Ma’am, I mean the air inside the empty
follow shape of bottle is an example of gas.”
container

“Ok class, seems you really

understand the states of matter. The
solids has definite shapes, volume and (Zander writes ballpen is long, weighless
mass. The liquid doesn’t have shape and hard.)
of its own, because it follows the
shape of its container. The gas doesn’t
have its own shape, no definite (Uriel writes water flows and takes the
volume but has mass. By the way shape of container)
class, let be reminded you that mass
is the amount of matter in an object (Michael writes gas cannot be seen and
while weight is the force of gravity in follows the shape of container)
an object. Therefore class, give
yourselves a hep-hep hooray for
 knowing the states of matter well.”

6. Motivation
“Class, I have mirror here. What do
you think will happen if you forcible
say “haaahhh” against the surface of
the mirror?”

(All students will listen carefully)

“I need 4 volunteers, please come

forward.”

MECHANICS
One by one students will blow forcible
against the mirror. The student should say
“haaahh” and class should notice what
will happen after doing so.

“What did you notice class?”

“Yes class you are all correct!”

B. Lesson Proper
1. Activity (The students will respond)
“Now class, we need your keen
observation for this activity and later I
will ask questions from it. Let us
bring out our materials for today and
we will do the following:
 (Students will listen carefully)

Procedure:
1. Let us feel a pinch of rock salt.
Put it between your thumb and
index finger. “Ma’am the mirror moistened and dried
2. Put a pinch of rock salt into a half- up.”
filled clear drinking glass of
water.
3. Replace the water in #2 with
cooking oil. Repeat #2
4. Put a small drop of acetone on an
equal amount of water on a piece
of aluminum foil. Should they be
at least two centimeters away
from each other. Gently blow over
the drops.
5. Pull the handle of syringe to allow
air to enter. Plug the small
opening of the syringe with piece
of clay. Push the handle of syringe

2. Analysis
“Okay class, what have you noticed
when you rubbed the salt between
your index finger and thumb? What
about when the salt is immersed to the
water or cooking oil? What happen to
the acetone? And the material inside
the syringe?”

3. Abstraction
“Class physical change occurs in our
activity number 1,3, and 5 while
chemical change happened in number
2 and 4.
“Class, let us define physical change
and chemical change. Physical change
is changes in matter looks, change in
 size, shape and phase while chemical
change are changes when matter is
changed to different kind of matter.

4. Application
“Class, I have here apple, candle,
matches, sugar, vinegar, and baking
soda.” Now let me group you into
two: All girls will be Group #1 while
the boys will be Group #2.
“ Okay, group 1 will be on my right
side while group 2 on my left side.”
“Are you all ready class?”

“Now leader form your groups please

cut the apple into two halves and note
your observation. Next, another
student from your respected group
kindly lighten the candle. Another two
students just strike the match stick
against its box and let it burn. Okay,
another students put me spoonful of
vinegar into cup with sugar . Stir for 1
minute. Next put 4 spoonful of
vinegar into the cup with the baking
soda.”
“Class observe what happens, then
wite your observation on ¼ piece of
paper.”

IV. Assessment/Evaluation
“Now class, for your last activity.”
Direction: Write TRUE if the
statement is correct. If it is false,
change the underlined word/s to make
the statement true.
1. Matter that have same properties
exist in the same state of matter.
2. Physical properties describe a
material’s behavior when made to
react or mixed to another
substance.
3. The molecules that make up a gas
are closely packed together.
4. Plasma is made of very high-
energy particles.
(Students will listen attentively)

5. Liquid molecules are always

moving.

V. Assignment
“Ok class, for your homework. Please
answer letter A and B on page 9 of
 your book.”

VI. Closure
“Class, that’s all for today. Class
dismiss. Goodbye.”

(Class will bhe divided into 2 groups)

“Yes ma’am!”

(Students will follow the instructions)

(Students will answer the quiz for 3

minutes)
 (Students will note the assignment)

“Goodbye, Ma’am Carpio. Thank you.”