Taguig City University

Gen. Santos Avenue, Central Bicutan, Taguig City

COLLEGE OF EDUCATION

SAMPLE LESSON PLAN FOR 5E’s IN TEACHING SCIENCE

GRADE LEVEL GRADE 4

The learners should be able to
• classify materials based on the ability to
absorb water, float, sink, undergo decay
(S4MT- Ia-1);
• identify the effects of decaying materials
on one’s health and safety (S4MT- Ia-2);
OBJECTIVES
and
• describe changes in properties of
materials when exposed to certain
conditions such as temperature or when
mixed with other materials (S4MT- Ig-h-
6).
TOPIC: PROPERTIES OF MATTER
MATERIALS:
§ Science notebooks
§ Pencils
§ Hand specimen of quartz
§ Hand specimen of calcite
§ Aluminum can
§ Steel can (can be full so no sharp edges)
SUBJECT MATTER
§ Magnet
§ Three sealable zipper bags
§ Ice
§ Water
§ Salt
§ Oil
§ Two clear plastic cups
§ Two plastic spoons
Show students a photo (or real jewelry if you
wear it) of a diamond, cubic zirconia, or
other gem commonly mistaken for a
diamond.
§ Explain to students that this may be a
real diamond that is worth thousands of
ENGAGE
dollars, or it may be a fake—how can we
tell?
§ Explain to students that properties of
matter help us identify different materials
and help us choose the right type of
material for a desired use.
§ Divide students into four groups. Allow
the groups to rotate through the stations,
EXPLORE
using their science notebooks to record
their observations. (Please note, station
 4 will require dumping and rinsing
materials for each group rotation.)
§ Explain to students that they will be
observing and attempting to identify
some matter based on its properties. Set
up the following stations around the
room:

STATION 1
Place a piece of quartz labeled A and a piece of
calcite labeled B that look similar.

This station contains two solid materials. One is

the mineral calcite, and the other is the mineral
quartz. One property of calcite is that it is soft—
soft enough to be scratched with a fingernail.
Quartz is hard. Which material is calcite? Which
is quartz

STATION 2
Place both the aluminum and steel cans.

Before you are two cans—one is made from the

material aluminum, the other from steel—and a
magnet. What evidence can you observe that
indicates which can is which? Also, write down
why you think each material was used to make
each can (what are the properties of the
material that make it useful for that type of
can?).

STATION 3
Use three zipper bags here. One should contain
ice. The second should contain about a cup of
water. The third should be inflated with a warm
breath (some condensation might help them
identify it as water vapor) and sealed.

Which of these three bags contains matter?

Explain your reasoning. Describe properties of
the matter you observe.

STATION 4
Place a cup or container of salt (labeled C), a
cup or container of oil (labeled D), and a cup of
water, as well as two clear plastic cups and
spoons for mixing.

Pour some water into each of the two cups. Mix

a spoonful of material C into the first cup. Using
the other spoon, mix a spoonful of material D
into the second cup. Which of the materials
dissolves in water? What do you think material
C is? What do you think material D is? What
properties informed your guess?
 § After all groups have completed all four
stations, gather all the students and
facilitate a discussion about the
properties of matter and how they can be
used to identify mystery substances.
§ Discuss that Station 1 required
observing the hardness of solid matter
and Station 2 required observing
response to magnetic forces as evidence
of type of solid matter. Station 3 provided
examples of three types of matter—solid,
liquid, and gas (students may not
EXPLAIN
recognize air/gas as matter).
§ Discuss common uses of ice, water, and
water vapor.
§ Discuss that matter takes up space and
has weight. Station 4 uses solubility as a
property to differentiate two types of
matter.

AS A CLASS, WATCH THE GENERATION

GENIUS PROPERTIES OF MATTER VIDEO.
Then facilitate a conversation using the
discussion questions.
Students can use the DIY Activity to make
slime like Zoe and Charlotte from the video.
§ They should be able to describe
properties of the ingredients as well as
EXTEND properties of the finished slime.
§ They can also experiment with adding
different ingredients and seeing how the
properties of the resulting material
compare to the original slime.
Return to the discussion about the diamond
from the Engage portion of the activity.

§ Students have learned a lot about how to

identify materials based on their
properties.
§ Ask students which properties might be
able to be used to determine whether a
diamond is real or not (hardness is an
EVALUATION identifying property of diamonds as they
are one of the hardest minerals).
Diamonds scratch almost all other
minerals, but other minerals are not hard
enough to scratch diamonds.

Create one or more scenarios involving mystery

substances and have students write in their
science notebooks about how they might use
properties of matter to identify them.
REFERENCES:
APA FORMAT

PREPARED BY:

Mr. JUAN DELA CRUZ

Teaching Intern