Republic of the Philippines

Department of Education
Region III Central Luzon
Schools Division of Bulacan
District of Calumpit South

NORTHVILLE 9 ELEMENTARY SCHOOL

Iba O Este, Calumpit, Bulacan

EDDIS 1
SCIENCE ACTIVITIES FOR
GRADE FIVE
FIRST QUARTER: MATTER

Prepared by:

MARLYN C. ENRIQUEZ
Teacher II

SCIENCE ACTIVITIES FOR GRADE FIVE

FISRT QUARTER: MATTER

Properties:

Learning Competency

Activity
Activity 1: State of Matter

The Learner

Activity 2: Special Properties of Matter

1. use the properties of materials whether they are useful

Activity 3: Different properties of some

or harmful;

materials

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Activity 4 Forming Mixture and Separating Their

Components
Activity 5: Factors Affecting Solubility
Activity 6: Helpful vs. Hazardous Materials

The Learner

2. investigate changes that happen in materials

under the following conditions:
2.1 presence or lack of oxygen; and
2.2 application of heat;
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Activity 7. Temperatures affect Physical Change

Activity 8. Physical Properties of matter
Activity 9Observing the Products of Chemical
Change
Activity 10. Changing Iron to Rust
Activity 11. Materials under the condition of
presence of oxygen
Activity 12. Materials under the Application of
Heat
Activity 13. Materials under the Application of
Heat

The Learner

Activity 14: What are the Importance of Reuse

3. recognize the importance of recycle, reduce,

Waste Management.

reuse, recover and repair in waste management;

Activity 15. The Importance of Recycle and

and

Reduce Waste Management

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Activity 16. Importance of recover and

repair in waste management
Activity 17: Classify local materials that can be
reuse, reduce and recycle?

The Learner

4. Design a product out of local, recyclable solid

Activity 18: Useful product can be made out of

recycled materials

and/ or liquid materials in making useful products.

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Activity 1: State of Matter

I objectives
State that the states of matter are solid, liquid and gas.
Describe the characteristics of solid, liquid and gas.
II. Topics
States of Matter
III. Materials
Pictures or actual objects
Water in glass
Piece of nail
Smoke from chimney
Air in ballon
Block of wood
Soy sauce in bottle
IV. Procedure
1. Group the materials into three. Write your answer as shown in the table below.
Solids

Liquids

Gases

2. Observe the shape of the block of wood and the piece of nail if moved from place to place.
3. Observe the shapes of water if placed in a bottle and take note if the volume of the soy sauce
changes if placed in a saucer.
4. Described the balloon and deduce what happen to its shape and volume if it were deflated.
V. Question:
1. Do the shapes and volumes of the block of wood and a piece of nail change when moved?
2. How would you describe solids in terms of shape and volume?
3. Do the shape and volume of the water and soy sauce change when placed in another container?
4. What happen to the shape of a liquid when transferred to another container?
5. How would you describe liquids in terms of shape and volume?
6. What happened to the shape and volume of air when the balloon was deflated?
7. How would you describe gases in term of shape and volume?
VI. Answer
_____________________________________________________________________________________
_____________________________________________________________________________________
Activity 2: Special Properties of Matter

I objectives
Identify the special properties of matter
II. Topics: Properties of Matter
III. Materials
Bottle of water
Paper cup
Spoon
Garter
Sponge
Candle
Matches
Used cloth or towel
Piece of chalk
Magnet
Nail
Electric wire
IV. Procedure
Observe what happened to each object as you perform each step. Then fill out the table for your
observation and results.
1.
2.
3.
4.
5.
6.

Drop a piece of chalk.

Get a paper cup and fill it with water. Dip the sponge into the water.
Stretch a garter.
Bend the rubber tubing.
Observe the electric wire. Describe it.
Carefully light a candle. Wrap the pointed (handle) end of the spoon using a piece of cloth or
towel. Place the oval end of the spoon over the fire of the candle for five seconds. Carefully and
quickly feel the oval end of the spoon.
7. Get a piece of nail and place it near a magnet.
V. Question:
What have you found out?
Substance

Observation

Property

VI. Answer/ Observation;

______________________________________________________________________________
______________________________________________________________________________

Activity 3: Different Properties of some Materials

I. objectives:

1. Identify some properties of materials they use at home.

2. Classify properties of materials as to their uses.
II. Topics: Properties of matter
III. Materials:
Different objects
Pencil
Ruler
Crayons
IV. Procedure
1

The whole group will listen to the instructions given by the teacher.

Form a group of 5 members each and choose among your group the person who will act as,

leader, secretary, and presenter.

Each group will be given ample time to walk around the school to look for different objects

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5

with different properties.

Record the list of objects in the chart (activity 1.1)
Write the information needed to complete the chart. The first object has been done as an

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7
8

example.
Do the activity 1.2. Draw the materials and objects you gathered inside the boxes accordingly.
Discuss your answers to your group mates.
Present your data chart in class.
Activity 1.1
The material is

Why this material is

Object

What it is for

made from

a good choice

Sauce pan

To heat food

metal

Because it conducts
heat well

Activity 1.2
Hard

Rough

Shiny

Soft

Smooth

Dull

V. Question
1
2
3
4
5
6
7

What can you say about the objects you gathered?

Are they still usable?
Which of those materials are soft?
Which of those materials are hard?
Do all the objects have the same characteristics?
How did you classify the materials?
What did you learn in this activity?

VI. Answer/ Observation

______________________________________________________________________________
______________________________________________________________________________

Activity 4 Forming Mixture and Separating Their Components

I .Objectives
Identify how to form and separate mixtures.
II. Topics:
Forming Mixture and Separating Their Components
III. Materials
sand
iron filings
cooking oil

two test tube

magnet
sheet of paper

teaspoon
salt

water
evaporating dish

IV. Procedure
1. On a sheet of paper, mix well a teaspoon of sand and a teaspoon of iron fillings. Place a
magnet into the mixture. Observe what happens.
2. Put 10 ml of water and 10 ml of cooking oil into a test tube. Place the mixture in the cooler.
Separate the water from oil by pouring out the water.
3. Add a teaspoon of salt to a cup of water and stir.
4. Put the salt solution into a evaporating dish or a can. Heat the solution until the water
evaporates.
V. Question
Describe the mixtures during the observation.
Mixture
Sand and iron fillings
Water and cooking oil
Water and salt

Observation

1. Can you still recognize the iron fillings in the mixture? How did you separate the components of
the mixtures?
______________________________________________________________________________
______________________________________________________________________________
2. What happened when you mixed water and oil? What liquid is in the upper part of the test tube?
How can you separate the components of the mixtures?
______________________________________________________________________________
______________________________________________________________________________
3. What happened to the salt crystals when you mixed it with water? How can you separate salt
from water?
______________________________________________________________________________
______________________________________________________________________________
VI. Answer/ Observation
How do you form mixtures and separate their components?
____________________________________________________________________________________

Activity 5: Factors Affecting Solubility

I .Objectives
Identify the factors that affect the solubility of solutes to solvents.
II. Topics:
Factors Affecting Solubility
III. Materials
3 alcohol lamps
1 L of water
Iodized salt

5 small cubes of bath soap

stirring rod
3 tripods and 3 wire gauze

regular salt
3 250-ml beaker
mortar and pestle

IV. Procedure
1. Add at least 100 ml of water to each 250-ml beaker. Label each of them as 1, 2, and 3.
2. Get the mortar and pestle and pulverize 5 small cubes of bath soap until it is powdery fine.
3. Add 5 pinches of regular salt beaker 1, add 5 pinches of iodized salt to beaker 2, and place the
powdered bath to beaker 3.
4. Observe each mixture for 5 minutes.
5. Prepare the heating set-up (tripod, wire gauze, and alcohol lamp) and place each beaker
above each wire gauze.
6. Stir the mixture with the stirring rod. Observe.
V. Question:
What have you found out?
How did stirring and heat affect the solubility of each mixture? Prove your answer.
______________________________________________________________________________
______________________________________________________________________________
VI. Answer/ Observation

What are the factors that affected the solubility of solutes?

______________________________________________________________________________
______________________________________________________________________________

Activity 6: Helpful vs. Hazardous Materials

I. Objectives
1. Determine whether the material is useful or harmful.
2. Group the materials according to their uses.
3. Practice safety precautions in the use of certain materials.
II. Topics
Useful and Harmful Materials
III. Materials

Activity sheets and ballpen

IV. Procedure
1
2
3
4
5

Form a group and choose among your group who will act as recorder, leader, and presenter.
Get from your teacher the materials to be used for the activity.
Listen to the instructions to be given by your teacher.
Instruct the pupils to do activity 1.1 and activity 1.2
In activity 1.1 group the household materials written below according to their uses, then write the

most appropriate heading.

In activity 1.2 studies the objects in the picture and determine whether the material is useful or

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harmful to humans.
Discuss your answers with your group mates.
Copy the data chart in your science notebook.
Present your answer to the class.

Activity 1. 1
Tomato sauce

shampoo

detergent

Lotion

sugar

body soap

Baby powder

fish sauce

bleaching solution

Cologne

cooking oil

vinegar

Floor wax

disinfectant

muriatic acid

___________

_____________

_____________

___________

_____________

_____________

___________

_____________

_____________

___________

_____________

_____________

___________

_____________

_____________

Activity 1.2

V. Question
1
2
3
4
5

What materials you usually use at home?

Why it is important to observe Safety precautions in using household materials?
What household materials have been improved by technology?
How will you know if household material is harmful?
As a Grade 5 pupil, what will you do to control hazardous effects of some household
materials at home and in the environment?

VI. Answer/ Observation;

______________________________________________________________________________
______________________________________________________________________________

Activity 7. Temperatures affect Physical Change

I. Objectives
How does temperature affect physical change?
II. Topics
Physical Change
III. Materials
Ice cubes in petri dish
3 250-ml beakers
IV. Procedure

heating set-up (alcohol lamp, tripod, wire gauze)

freezer in your science laboratory for the ice cubes

Each observation made should be noted in the flowchart below.

1. Assemble the heating set-up then put 250-ml beaker on the wire gauze. Cover the beaker with
the petri dish.
2. Take note of the phase of the ice cube. Place all of it in the beaker. Wait until something
happens. Observe.
3. Do not remove the beaker. Wait until the water completely disappears. Observe carefully.
What have you found out?

Phase of ice
cube:
________________

to

Phase of
_________:
________________
to

Phase of
_________:
V. Question

_________________

1. What is needed to change the ice? Explain your answer.

______________________________________________________________________________
______________________________________________________________________________
2. How will you describe the changes that happened to the ice:
a. While heating?
___________________________________________________________________________
___________________________________________________________________________
b. After boiling?
___________________________________________________________________________
___________________________________________________________________________
3. What was formed on the petri dish cover of the beaker during the heating process of ice? How did
it appear?
______________________________________________________________________________
______________________________________________________________________________
4. What do you think will happen to water when it is placed in a freezer?
______________________________________________________________________________
______________________________________________________________________________
VI. Answer/ Observation
In the box below, create another flowchart to show the changes in the phase of ice.

Activity 8. Physical Properties of matter

I objectives

Observed changes in physical properties of materials

II. Topics
Physical change
III. Materials
Sheet of paper
Pair of scissors
Piece of bread
Chalk
Modeling clay
Ice cube

IV. Procedure
1.
2.
3.
4.
5.

cut a piece of paper

mold a modeling clay
write on the board with a piece of chalk
allow the ice cube to melt
slice a piece of bread

V. Observation:
Observe the changes and be able to fill up the table,
Situation
1. cutting a piece of paper
2. molding of a modeling clay
3. writing with a chalk stick on the
board
4. melting ice
5. slicing a pieces of bread

Observed changes

Substance formed

VI. Question
1.
2.
3.
4.
5.
6.

What change was observed when a sheet of paper was cut?

What change was observed when modeling clay was remolded?
How does the stick of chalk compare with the writing on the board?
What change was observed when ice was allowed to melt?
What change was observed when a piece of bread was sliced?
What could best describe a physical change?

Activity 9. Observing the Products of Chemical Change

I Objectives
Observe that new materials is formed when a chemical change occurs

II. Topics
Chemical change
III. Materials
One-fourth cup vinegar
One-fourth cup milk
Porridge (lugaw)
One match
One piece of paper
One steel wool
One jar with water
Raw and ripe banana
Two transparent plastic cups
IV. Procedure
1. Compare the color, odor and taste of a raw banana and a ripe banana.
2. Deduce what new substance is formed when the banana ripens.
3. Roll and twist a piece of paper, the size of a coupon band. With adult supervision, burn one of the
paper. Cup your palms near the flame and observe.
4. When half of the paper has burned, douse it with water to extinguish the flame. Observe and
guess what new material was formed.
5. Mix vinegar and milk. Observe what happens.
6. Dip steel wool in water then place in a transparent plastic cup. Observe after two days.
7. Place one half cup of porridge in a transparent plastic cup. Observe the next day. Deduce what
new material is formed, if any.
8. Fill up the table below. Place a check on the last column if a new substance was observed to have
formed.
Situations
1. Ripening of the banana
2. Burning a piece of paper
3. Mixing vinegar and milk
4. Dip pining steel wool in
water
5. Spoiling porridge

Changes observed

New substances formed

V. Question
1. What changes can be observed when a banana ripens?
2. What changes can be observed when you burned a piece of paper?
3. What change was observed when vinegar and milk were mixed?
4. What change was observed when steel wool was placed in a jar with water for two days?
5. What change was observed about the porridge?
6. What could the new substance be?
7. What are some of the signs or pieces of evidence for a chemical change?

VI. Answer/ Observation

_____________________________________________________________________________________
_____________________________________________________________________________________

Activity 10. Changing Iron to Rust

I objectives:
Identify chemical change
II. Topics

Chemical Change
III. Materials
a pinch of iron filings

a test tube

red making pen

1 L of water

a flat, transparent basin

IV. Procedure
1. Moisten the test tube by submerging it in water.
2. Get a pinch of iron filings the put it inside the test tube.
3. Cover the opening of the test tube with your thumb, then shake it until all the iron filings inside
are well-dispersed.
4. Pour 1 liter of water into a flat, transparent basin.
5. Turn the test tube upside down (the opening is facing downward). Place the test tube in the basin
until it touches the bottom part. NOTE: Do not submerge the entire test tube in the water.
6. Now, using your red marker, mark the water level on the test tube. Mark the water level of the
basin as well.
7. Leave this set-up for two days.
V. Question
1. What happened to the iron filings after two days?

______________________________________________________________________________
______________________________________________________________________________
What happened to the water level of the basin? How did this happen?
______________________________________________________________________________
______________________________________________________________________________
Can you consider the result of the set-up as chemical change? Why or why not?
______________________________________________________________________________
______________________________________________________________________________

VI. Answer/ Observation

What is chemical change?
_____________________________________________________________________________________
_______________________________________

Activity 11. Materials under the condition of presence of oxygen

I. Objectives:
1.

Describe the changes that happen in materials under the condition of presence of oxygen

2.

Awareness of what oxygen can do.

3.

Investigate changes that happen in materials under the condition of presence of oxygen

II. Topics
Presence or lack of oxygen
III. Materials
One half of apple
knife
IV. Procedure
1
2
3
4

Get the apple and slice it using the knife

Get the one half of the apple.
Observe its color.
Recall its color when you have just cut it.

Color of the freshly cut

Color after it was left aside

V. Question
1.Is the present color of the apple really different from its color when it was freshly cut?
2. What makes the apple change its color after cutting and setting it aside?
3. What does the discoloration of food mean?
4. What kind of change is it?

VI. Answer/ Observation

What Makes the Apple Turn Brown?
_____________________________________________________________________________________
_______________________________________

Activity 12. Materials under the Application of Heat

I. Objectives:

1. Describe what happens to materials under the application of heat

2. Be cautious in using equipment that produce heat.
3. Investigate changes that happen in materials under the following condition:
-Application of heat

II. Topics
Application of Heat
III. Materials
piece of paper
Tin can
matchstick
IV. Procedure
1. Burn a piece of paper inside a tin can.
2. Place it on the lighted candle until the sugar turns brown.
Material

What did you do?

What happened to it?

What was produced?

V. Question
5

What happened to piece of paper when heat is applied?

VI. Answer/ Observation

What happen to materials under the application of heat?
_____________________________________________________________________________________
_______________________________________

Activity 13. Materials under the Application of Heat

I. Objectives:

1. Describe what happens to materials under the application of heat

2. Be cautious in using equipment that produce heat.
3. Investigate changes that happen in materials under the following condition:
- Application of Heat

II. Topics
Application of Heat
III. Materials
Candles
Spoon
White sugar
IV. Procedure
1. Place the sugar on a spoon.
2. Place it on the lighted candle.
3. Continue until the sugar turns brown.
Material

What did you do?

What happened to it?

What was produced?

V. Question
1. What happened to sugar after heat is applied?

VI. Answer/ Observation

What happen to materials under the application of heat?
_____________________________________________________________________________________
_______________________________________

Activity 14: What are the Importance of Reuse Waste Management.

I. Objectives:
1. Explain the importance of reuse in waste management.
2. Understand the meaning of Reuse in waste management
3. Identify the Reuse materials in waste management
II. Topics
Recognized the importance of reuse waste management
III. Materials
Gift wrapper
paper bags
Wrapper
detergent bottle
Plastic bottle
Leaves
Plastic Empty cans
Vegetables
Fruits peeling
Candy wrapper,
Plastic bag
old clothes Tires
Empty boxes of medicine
juice wrapper,

IV. Procedure
Caution: be careful in handling the reusable waste and do not play with these materials.
1
2
3
4
5
6
7

Go to the working base assigned to each group.

Listen to the instruction given by the teacher.
When necessary, use hand gloves in handling materials in your base.
Identify the reusable waste that you found in each bases.
Know the importance of the reusable waste.
Record in your data chart all the reusable waste that you see in your base.
Present your output in class.
Reusable waste

V. Question
1. What are the reusable wastes that found in your home?
2. What are the reusable materials commonly found in the public market?
3. What are the reusable wastes commonly found in the school?

4. Give an example of reusable materials?

5. It is important to reuse waste material? Why?
6. What insights did you gain in this activity?

VI. Answer/ Observation

Why it is important to reuse waste materials?
_____________________________________________________________________________________
_______________________________________

Activity 15. The Importance of Recycle and Reduce Waste Management

I. Objective:

1. Recognize the importance of recycle and Reduce in waste management.

2. Differentiate between the meaning of recycle and reduce in waste management.
II. Topics
Recognized the importance of Recycle and Reduce waste Management
III. Materials

Trash Bin filled with trash

for example scrap paper
tin cans
toilet paper rolls
empty Kleenex boxes
empty milk cartons
empty pop bottles
tin foil and newspaper.
IV. Procedure
1

Divide the class into two groups.

Listen to the instruction given by the teacher

Use hand gloves in handling waste materials.

Each group take a few items out of the garbage can and move to their own area.

Have them jot down some points on how they might use the 2 Rs on the items theyve chosen.

Have them write down their ideas and which of the 2 Rs theyre using.

Identify the importance of recycle and reduce

V. Question
1.

What are the recyclable materials found in the garbage can or trash bin?

2.

What are the materials that can be recycled?

3.

What are the materials that can be reduce?

4.

Differentiate between Recycle and reduce?

5.

Give another example of recyclable materials.

6.

Why is it important to recycle and reduce waste?

VI. Answer/ Observation

Explain the importance of Recycle and Reduce waste Management
______________________________________________________________________________
_____________________________________________________________________________________
Activity 16. Importance of recover and repair in waste management
I. Objectives:
1. Discuss the importance of recover and repair in waste management.

2. Differentiate between recover and repair in waste management.

3. Identify the recover and repair materials
II. Topics
Recognized the importance of recover and repair in waste management
III. Materials
Recyclable
Appliances
office equipment,
furniture
automotive parts.
IV. Procedure
1. Go to the respective station.
2. Provide each group with the materials.
3. Have them work on the activity. The importance of recover and repair waste
management.
4. List down the recover and repair waste materials
5. Remind each group that they will be presenting their output.
V. Question
1.
2.
3.
4.
5.
6.

What are the waste materials commonly found in the hospital?

What are the waste materials commonly found in the market?
Which material can be recover and repair?
Were all the materials are disposable?
Are these wastes materials that can be reused?
Is it important to recover and repair the waste materials?

VI. Answer/ Observation

What are the importance of recover and repair in waste management
_____________________________________________________________________________________
_______________________________________

Activity 17: Classify local materials that can be reuse, reduce and recycle?
I.Objective:
1

Identify local materials that can be recycled.

Classify materials that can be reuse, reduce and recycle

II. Topics
Recyclable materials in making useful products
III. Materials
3 sets of bin (reduce reuse recycle)
Plastic drinking bottle

tissues

Juice wrappers

paper towels

Old newspapers/magazines

Styrofoam

Soft drinks cans

plastic bags

Scrap papers

pesticides

IV. Procedure
1
2
3
4
5
6
7
8
9

Split the class into 2.

Prepare the materials needed for the activity.(3 sets of bins)
Collect all the solid wastes from the pupils into a corner of the room.
Each group will sort the materials according to their properties.
Member of the group will pick one item and put in the proper bin.
Observe and describe the characteristics and properties of the materials.
Identify each of the materials whether they are recyclable or not.
Classify the materials that can be reduce, reuse and recycle.
List down the identified materials in a chart.
reduce

Reuse

recycle

V. Question
1
2
3
4
5

What materials did you use in the activity?

What are the properties of each of the waste materials?
How did you sort the materials?
How did you classify them?
Are these materials can be made into useful products?

VI. Answer/ Observation

Why proper segregation of waste materials is should be observed?
______________________________________________________________________________
______________________________________________

Activity 18: Useful product can be made out of recycled materials

I. Objectives:
1. Identify local recyclable solid materials that can be used in making useful product
2. Explain ways in making useful materials and products
3. Design a product out of local recyclable solid materials
II. Topics
Product out of local recyclable solid materials
III. Materials
Tin cans
Plastic drink bottles
Cardboard/boxes
Old newspapers/magazines
Juice/candy wrappers
IV. Procedure
1
2
3
4
5
6
7
8

Glue
Scissors
Paint
Paint brush

Divide the pupils into five groups.

Provide the materials equally to every group.
Set the standards to be followed while doing the activity.
Sort the materials that can be reduce, reuse and recycle.
Ask each group to dream up a product that consist only of recyclable materials.
Have them begin by brainstorming ideas and draw diagrams of the product.
Make your own product out of the local materials that they have
Remind each group that they will be presenting their output in class after the activity.

V. Question
1
2
3
4
5

What materials did you use in the activity?

What can you say about the materials you gathered?
Which of the materials can be recycled?
How did you classify the materials?
What useful product did you create out of the recyclable solid materials?

VI. Answer/ Observation

1. What is the importance of recycling in waste management?
______________________________________________________________________________
______________________________________________