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IMPROVING THE PROCESS SKILLS ON CHEMICAL CHANGE

OF GRADE V PUPILS THROUGH ACTIVITY CARDS

INTRODUCTION

The demanding cadence of societal challenges today has required the different

sectors of the academic world to evaluate the purposes and effectiveness of the

educational system to find out the importance of developing a kind of education that

would meet the demands ushering the new decade of education (Saquido, 1985 as cited

y !astro, 1998"#

$ith the new trends in the educational system, such methods for instruction had

evolved to enhance and hone the potentials of the learner# %n like manner, education mustserve as a relay &unction that develops the learners' intellectual capacity as well as their

emotional and social welleing# )or this reason, it is indispensale that teachers acquaint

themselves with the unfolding trends of educational instruction to roaden their insights

in developing a wellrounded individual who is capale of thinking intelligently and

making &udgments critically#

%n this regard, educators point out that quality education throughout the learning

process is essential in order to achieve total development# *espectively, the trend of

quality education foresees a righter future for the learners, in as much as new methods in

teaching are applied with utmost sensitivity and vigilance# There is no ostruction that

can hinder learning as it unfolds to its est# +rising in such contet are methods which are

learnercentered, one of which is a method using activity cards fused in cooperative

learning style# !ooperative learning is a method which involves heterogeneous grouping

of the learners to work as one and achieve a common goal (+rends, 1991"# Through its

utili-ation, active participation, interdependence, and cooperation are enhanced# These

lead to the development of process skills like oservation, hypothesi-ing, inferring,

predicting outcomes, reasoning, and classifying#

.iaget stressed that education should e child centered, should develop mentally

appropriate learning materials which make learners interactive (/udoy, 02", 3ased on

this principle it emphasi-es that providing worthwhile activities during class discussion

1



increases the development of the science process skills of the learner and that student

centered instruction provides a foundation in attaining progress in intellectual capacity#

4ne way of providing learners with the consideration they need is through

individuali-ed instruction# This approach to learning includes the preparation of activity

cards, science trails, roleplays, concept maps, consequence maps, etc# (/udoy, 02"#

%ndeed eposures to such approach help sharpen their process skills, the manipulation and

eperience with the use of two or more senses retain what is acquired for the day# +n

activity card is a task card# %t is a written instructional material that guides the learners to

perform a given task# %t descries the steps to e followed to complete the task# %t also

contains guide questions to help the learners gain insights into the principles and concepts

involved (illaflor, 1995"#

+s a result, the use of activity cards as a learning tool can improve the science

process skills of the learners# )urthermore, the activities are not confined to one learner

alone ut it ecomes a large activity giving the other learners equal chance to directly

perform the activities provided#

%n this research, activity cards are eing incorporated to improve the science

processes skills of the grade v pupils using the topic on Chemical Change#

0



Problem Identii!"tion

%n a Science class, /rade pupils' were unale to grasp the concepts on

!hemical !hange as shown in their scores and their participation in classroom

discussion# This was due to their underdeveloped process skills# Therefore, the

researchers dimmed it important to further develop them#

Problem An"l#$i$

The quality of process skills of the grade five pupils on chemical change was

influenced greatly y the strategies used in teaching and the materials used y the teacher,

so the following issues emerged6

1# 7escrie the quality of the process skills of the /rade pupils on

!hemical !hange efore the activity cards were used

0# 7escrie the quality of the process skills of the /rade pupils on !hemical

!hange after the activity cards were used and

# %s there a significant change in the quality of .rocess Skills of the /rade

pupils on !hemical !hange efore and after using activity cards:

Form%l"tion o t&e H#'ot&e$i$

$ith the prolem on hand, this research hypothesis was formulated to improve

the process skills of /rade pupils6

%f activity cards were used in group activities on !hemical !hange then the

process skills of the /rade pupils will improve#



Ment"l El"bor"tion o t&e H#'ot&e$i$

)or etter understanding of the hypothesis, the following statement was made6

%f activity cards were used as the instructional material to present the topic on

!hemical !hange, the process skills of the pupils will develop#

A!tion T"(en

This portion presents the sources of data, research instrument, data gathering

procedure and statistical treatment#

So%r!e$ o D"t"# The data were otained from one section of /rade pupils of

*oque 3# +lan ;lementary School (*3+;S" in <aoag !ity, =agacalan ;lementary

School (=;S" in .aoay, $est !entral ;lementary School ($!;S" in 7ingras , .iddig

South !entral ;lementary School, (.S!;S" in .iddig and .ayas ;lementary School

(.;S" in San =icolas and their respective teachers and the researchers#

T"ble )* So%r!e$ o D"t"

N"me o S!&ool N%mber o P%'il$N%mber o

Te"!&er$

N%mber o

Re$e"r!&er$

*3+;S 0 1 1

=;S 0 1 1

$!;S 00 1 1

.S!;S 05 1 1

.;S 0 1 1

Tot"l )+, - -

>



Re$e"r!& In$tr%ment$* + 8 item teachermade test prepared y the researchers

was used as the tool in measuring the quality of knowledge of 12 /rade pupils from

*oque 3# +lan ;lementary School, =agacalan ;lementary School, $est !entral

;lementary School, .iddig South !entral ;lementary School, and .ayas ;lementary

School# %t was used in evaluating their initial and final knowledge aout the concepts on

chemical change#

+ questionnaire containing checklist items on the four process skills was

constructed y the researchers# There were si (?" checklist items on oservation four on

inferring three (" on predicting outcomes and two (0" on hypothesi-ing using a four

point <ikert scale with the following numerical and descriptive ratings6

N%meri!"l

R"tin.$ De$!ri'ti/e R"tin.$

> ery @uch

@uch

0 =ot @uch

1 =ot at +ll

+ parallel questionnaire was used y the teachers and researchers# This was

administered after each activity#

D"t" G"t&erin. Pro!ed%re# +fter securing permission to undertake the study

from the .rincipal of each school, the researchers focused their attention on the quality of

the process skills of the children and as well as their knowledge on chemical change# The

pre test was administered and its results were recorded and taulated# The different

activity cards containing the o&ectives of each activity, materials needed in each activity,

procedures of what is to e done, guide questions and tales where oservations were

recorded, were given to the children with the cooperating teacher and reseacher closely

5



N

x

X

n

i

i∑== 1

AA

supervising them# 4ne activity was given everyday for five consecutive days# The

checklist on process skills was accomplished y the cooperating teacher, the researchers

and the pupils# +fter a week, the researchers administered the post test aout the concepts

on chemical change# *esults of the pre evaluation and final evaluation using the cognitive

test were compared# *esults of the pre evaluation and post evaluation of the process skills

using the checklist were also taulated and compared#

St"ti$ti!"l Tre"tment# The means of the pre B test and post B test were separately

computed# The mean score of each item of the checklist in the initial and final evaluation

was recorded and taulated# The ranges of mean scores were interpreted in this manner6

Re"l V"l%e$ De$!ri'ti/e R"tin.$

1#1#5 =ot at +ll

1#510#5 =ot @uch

0#51#5 @uch

#51># ery @uch

The following formula were used in getting the total mean score6

where6

X C total mean score

= C total numer of pupils

D C otained scores

?



( )

( )

0

0

1

Dt

D D

n

n n

=

−

−

∑∑

where6

t C t value

D C mean difference

0 D∑ C summation of square of the difference

D∑ C summation of the difference

n C total numer of respondents

2



Pre$ent"tion "nd Inter'ret"tion o Findin.$

The results of the study are presented and discussed in this portion# Tale 0 shows

the results of the pretest and post test scores aout chemical change#

T"ble 0* Prete$t "nd Po$tte$t Me"n S!ore$ o P%'il$

N"me o S!&ool Pre Te$t Po$t Te$t

*3+;S 12#9 19#25

=;S 01#1 05#25

$!;S 10#5 0?#

.S!;S 18#0 0#8

.;S 1>#5 19#8

Me"n )1*23 00*02

<egend6*3+;S *oque 3# +lan ;lementary School

=;S =agacalan ;lementary School

$!;S $est !entral ;lementary School

.S!;S .iddig South !entral ;lementary School

.;S .ayas ;lementary School

The tale clearly shows an improvement in the cognitive ailities of the pupils as

shown in the mean scores from 1?#80 to 00#08# This indicates an improvement in their

understanding aout the concepts on chemical change# The development of these

concepts was improved y their skills in the science processes honed y the different

activities contained in the activity cards# %t is noted that the scores of /rade pupils of

$!;S partly improve from 10#5 to 0?# with the difference of 1#5# the scores of the

/rade pupils from the other schools improved from 1>#5 to 05# 25# the difference in

the mean scores reflect an improvement of their concepts on !hemical !hange# The

improvement could e eplained in the succeeding tales and discussions#

Tale presents the process skills of the pupils in oserving as evaluated y

themselves, y their teachers and the researchers#

8



T"ble 4* Pro!e$$ S(ill$ in Ob$er/in.

N"me

o S!&ool$

P%'il$ E/"l%"tion Te"!&er$ "nd Re$e"r!&er$

Initi"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Fin"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Initi"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Fin"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

*3+;S #0 @ #?1 @ 0#8 @ #25 @

=;S #> @ #5? @ 0#91 @ #8 @

$!;S 0#?8 @ #9? @ #15 @ #?2 @

.S!;S #1 @ #05 @ 0#5 =@ #58 @

.;S #2 @ #08 @ 0#25 @ #8 @

Me"n 4*+3 M 4*-4 VM 0*24 M 4*,4 VM

<egend6

*3+;S *oque 3# +lan ;lementary School =;S =agacalan ;lementary School




The pupils' evaluation of their process skills revealed that there was an

improvement in their skills in oserving from m%!& to /er# m%!& as shown in the mean

scores of #> in the initial evaluation to #5 in the final evaluation# This means that

there was an improvement in the way they intently oserve things, in the way they

accurately recorded their oservations, in the manner they ehave while oserving, in

using their senses keenly in noting down the relevance of the activity to the theme of the

lesson as well as the unusual things that happened#

4n the other hand, the teachers and researchers concurred with the evaluation of

the pupils on their skills in oservation as revealed y the mean scores of m%!& (0#8" to

/er# m%!& (#2"# %nterviews with the teachers corroorated the oservation of the

researchers that there was an improvement in their process skills in oservation# + more

detailed description of their &oint oservations showed that the pupils ecame more keen

and accurate in their oservations ecause the use of their senses in noting down details

was maimi-ed and they saw to it that their oservations were really relevant to the

9



activity# .rocess skills of /rade pupils of $!;S in oserving improved from not much

(0#>?" to very much (#9" while the descriptive proven y ut when the teacher and the

researcher disclosing a descriptive rating of much in oth initial and final evaluations, the

numeral ratings of 0#8 to #5 revealed some improvement# The ratings given y the

teacher and the researcher at .S!;S evaluated the improvement of their pupils from 1#91

(not much" to ># (very much"#

Tale > ares the results on the process skills in inferring as evaluated y


T"ble 3* Pro!e$$ S(ill$ in Inerrin.

N"me

o S!&ool$


Initi"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Fin"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Initi"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Fin"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

*3+;S 0#2 @ #2? @ #10 @ ># @

=;S 0#2? @ #9 @ 0#25 @ #? @

$!;S 0#>2 =@ #82 @ # @ #25 @

.S!;S #15 @ #2 @ 0#8 =@ ># @

.;S # @ #>8 @ #8 @ #25 @

Me"n 0*20 M 4*-, VM 0*54 M 4*24 VM

<egend6

*3+;S *oque 3# +lan ;lementary School

=;S =agacalan ;lementary School$!;S $est !entral ;lementary School



This is a sign that pupils were ale to tell what should e done with the materials

and prolems ased on the activity card, to tell the indicators of chemical change ased

on their oservations, to confer with one another regarding their respective oservations

and inferences and to draw conclusions from the activity#

The teachers and researchers also rated the inferring skills of the pupils from

m%!& (0#9" to /er# m%!& (#8"# The mean ratings show an improvement in inferring

1



aout what they should do with materials ad prolems ased on the activity cards, in

telling the indicators of chemical change ased on oservations, in comparing their

oservations and inferences therey making a conclusion which is a product of their

consensual ideas# The teachers and the researchers gave higher rating that what the pupils

rated themselves# The fact that they know of the indicators that learners can make

inferences is etter than the pupils could eplain this# %n fact, they (teachers and

researchers" can give more o&ective ratings ecause of this maturity and wisdom#

Tale 5 eposes the process skills of the pupils in predicting outcomes y


T"ble -* Pro!e$$ S(ill$ in Predi!tin. O%t!ome$

N"me

o S!&ool$


Initi"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Fin"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Initi"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Fin"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

*3+;S 0#28 @ #?8 @ 0#?2 @ #8> @

=;S # @ # @ 0#5 =@ #8 @

$!;S 0#>? =@ #9 @ 0#8 @ #5 @

.S!;S 0#5? @ #01 @ 1#91 =@ ># @

.;S # @ #5 @ #> @ #5 @

Me"n 0*,, M 4*-4 VM 0*1- M 4*,4 VM

<egend6*3+;S *oque 3# +lan ;lementary School

=;S =agacalan ;lementary School

$!;S $est !entral ;lementary School.S!;S .iddig South !entral ;lementary School


There is an improvement on the skills of predicting outcomes of the pupils from

m%!& to /er# m%!& as indicated y the mean scores of 0#22 in the initial evaluation and

#5 in the final evaluation# This marks that these pupils have skills to predict the things

that would happen, to anticipate the things that would happen net after consulting with

one another regarding their predictions#

11



%n like manner, the teachers and researchers agreed with the evaluation of the

pupils that there was an improvement in making predictions as shown y the mean scores

of 0#?5 (m%!&" to #2 (/er# m%!&"# They oserved that the pupils improved their skills

in making predictions as shown y their aility to predict the things that would happen, to

anticipate what would happen net, and to consult one another so that they would come

up with &ust one prediction# *atings given y the teachers and the researchers on the skills

on predicting outcomes are higher than how the pupils rated themselves# +t this point, the

pupils have not yet developed well the skill in making predictions so that the tendency is

for them to rate themselves low#

Tale ? specifies the process skills of the pupils in hypothesi-ing y themselves,

y their teachers and the researchers#

T"ble 1* Pro!e$$ S(ill$ in H#'ot&e$i6in.

N"me

o S!&ool$


Initi"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Fin"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Initi"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

Fin"l

E/"l%"tion

De$!ri'ti/e

E/"l%"tion

*3+;S #5 @ #? @ #5 @ ># @ =;S #10 @ #?> @ 0#58 @ ># @

$!;S 0#> =@ #22 @ #05 @ #25 @

.S!;S 0#88 @ #5> @ 0#05 =@ ># @

.;S 0#28 @ #>0 @ #5 @ ># @

Me"n

A/er".e0*2- M 4*1+ VM 4*+0 M 4*5- VM

<egend6

*3+;S *oque 3# +lan ;lementary School =;S =agacalan ;lementary School




There is an improvement on the process skills of the pupils in hypothesi-ing from

m%!& to /er# m%!& as revealed y the mean scores of 0#85 in the initial evaluation and

10



#? in the final evaluation# This means that their hypotheses were sound and relevant to

the activity and were tested through the activity# Similarly the teachers and researchers

also rated the hypothesi-ing skills of the pupils from m%!& (#0" to /er# m%!& (#95"

which means that there was an improvement in the way hypotheses were stated# The

hypotheses were sound and relevant to the activity and they were tested through the

activity# +gain, it is oserved that the teachers and researchers rated the process skills in

hypothesi-ing of the /rade pupils higher than the pupils themselves#

Tale 2 discloses the computed tvalues of the process skills of the /rade pupils

in each school#

T"ble ,* t7/"l%e$ o t&e Pro!e$$ S(ill$ o t&e Gr"de V P%'il$

S!&ool n d D D∑ 0 D∑ t7/"l%e

*3+;S 0 19 #225 15#>? 0#0 5#5

=;S 0 19 #>0> ?#85 #81 5#5

$!;S 00 01 1#9 #>9 >5#?> 1?#0

.S!;S 05 0> #990 9#98 19#1 0#>9

.;S 0 19 #021 5#>? >#> #15

<egend6





The tale reveals that the computed tvalues in all the five schools are greater than

the taular value at #5 level of significance which means that the researchers hypothesis

is accepted# +ctivity cards used in group activities on !hemical !hange help improved

the process skills in oserving, inferring, predicting outcomes and hypothesi-ing of

/rade pupils#

Tale 8 presents the computed tvalues of the process skills of the /rade pupils

as rated y the teachers and the researchers#

1



T"ble 2* t7/"l%e$ o Pro!e$$ S(ill$ "$ R"ted b# Te"!&er$ "nd Re$e"r!&er$

S!&ool n d D D∑ 0 D∑ t7/"l%e

*3+;S 0 1 #9 1#8? #8> 1#15

=;S 0 1 1#1> 0#02 0#25 #82

$!;S 0 1 #?2 1#> 1#85 #92.S!;S 0 1 #?> #08 5#2 0#22

.;S 0 1 #>2 #9 #>? 0#22

<egend6





The computed tvalues in the five schools are higher than the taular values at #5

level of significance# This means that the research hypothesis is accepted# +ctivity cards

used in group activities on !hemical !hange help improved process skills on oserving,

inferring, predicting outcomes, and hypothesi-ing of /rade pupils#

1>



Con!l%$ion

The results and findings of the study indicate that the use of activity cards

improved the process skills of the pupils on chemical change# 4n the other hand, their

knowledge skills improved this validates the improvement of the process skills of the

/rade pupils#

Re!ommend"tion

+ctivity cards should e used in activityoriented su&ects such as @athematics,

@+E+3+F+= especially in Social Studies, .hysical ;ducation and ;dukasyong

.antahanan at .angkauhayan to enhance the process skills of pupils in oserving,

inferring, predicting and hypothesi-ing# @ore researches aout process skills should e

conducted#

@ore activity cards on certain units of work in the different su&ect areas should

e developed y teachers who are considered eperts in the different fields of study

15



8I8LIOGRAPHY

+rends, *ichard %# Le"rnin. To Te"!&* )irst ;dition# 1988#

!astro, ;limodes irginia *# Im'ro/in. t&e A!"demi! Perorm"n!e "nd So!i"l

8e&"/ior o Gr"de V P%'il$ in So!i"l St%die$ "t 9e$t Centr"l Element"r#S!&ool t&ro%.& Coo'er"ti/e Le"rnin.* @arch 08#

/udoy, @aricel @# De/elo'ment o P%'il7Dri/en In$tr%!tion"l M"teri"l$ For S!ien!e

"nd He"lt& V* @arch 02#

<larines and .eloello# Into t&e F%t%re S!ien!e "nd He"lt& V: Te;tboo(* 0

Tan, !onchita T# S!ien!e or D"il# U$e V: Te;tboo(* 0#

illaflor, Tomas # Let<$ Em'lo# A!ti/it# C"rd$ in S!ien!e Te"!&in.* @odern Teacher#

ol# D<%, =o#># Septemer 05#

1?



APPENDICES

12



APPENDI= A

Letter o Re>%e$t to t&e Prin!i'"l

@ariano @arcos State GniversityCOLLEGE OF TEACHER EDUCATION

<aoag !ity

Hanuary 1, 08

MRS* GLADYS G* DOMINGO

.rincipal %

*# 3# +lan ;lementary School

<aoag !ity

@adam6

!hristian greetingsI

+s one of the requirements in Student Teaching, we would like to request your

good office to allow us to conduct an action research entitled, ?IMPROVING

PROCESS SKILLS ON CHEMICAL CHANGE OF GRADE V PUPILS

THROUGH ACTIVITY CARDS*@

Thank you very much for your approval on this request# @ay /od less you

always#

ery respectfully yours,

S.d*B ROMELYN V* TUTAAN

3;;d % B ! Student

=oted6

S.d*B ESTRELLA R* CALI=TO: Ed*D

*esearch +dviser

18



@ariano @arcos State Gniversity

COLLEGE OF TEACHER EDUCATION

<aoag !ity

Hanuary 1, 08

MRS* LORNA C* A8UY

.rincipal %

=agacalan ;lementary School

.aoay, %locos =orte

@adam6







always#


S.d*B SHEILAMARIE C* CACHERO

3;;d % B ! Student

=oted6


*esearch +dviser

19





<aoag !ity

Hanuary 1, 08

MS* 8ELLANAIDA S* CASTRO

.rincipal %%, 4%! of the 7istrict

$est !entral ;lementary School

7ingras, %locos =orte

@adam6







always#


S.d*B ERRY M* 8URGOS

3;;d % B ! Student

=oted6


*esearch +dviser

0





<aoag !ity

Hanuary 1, 08

MRS* MODESTA G* DOMINGO

.rincipal %%

.iddig South !entral ;lementary School

.iddig, %locos =orte

@adam6

!hristian greetingsI+s one of the requirements in Student Teaching, we would like to request your





always#


S.d*B FLORA FAEY 8* DOMINGO

3;;d % B ! Student

=oted6


*esearch +dviser

01





<aoag !ity

Hanuary 1, 08

MRS* IMELDA P* SE8ASTIAN

Jead Teacher %%%

.ayas ;lementary School

San =icolas, %locos =orte

@adam6

!hristian greetingsI+s one of the requirements in Student Teaching, we would like to request your





always#


S.d*B MARICEL 8* TUMAMAO

3;;d % B ! Student

=oted6


*esearch +dviser

00



A''endi; 8

A!ti/it# C"rd$


!4<<;/; 4) T;+!J;* ;7G!+T%4=

<aoag !ity

=ame6/rade and Section6

+ctivity =o# 1inegar and 3aking Soda

%# 4&ectives6

1# 7efine what chemical change is#

0# /ive other eamples of chemical change#

%%# @aterials

!up of $hite inegar

3aking Soda

7rinking /lass

%%%# .rocedure

1# .our a teaspoon of aking soda into a cup of vinegar#

%# /uide Kuestions

1# $hat happen when you place a aking soda in the vinegar:

0# $hat does the reaction show:

# %s there a change on the vinegar:

0



># $hat do you call the process that happened:

# /enerali-ation

!hemical change is

0>




!4<<;/; 4) T;+!J;* ;7G!+T%4=

<aoag !ity

=ame6

/rade and Section6

+ctivity =o# 0

Slicing @ango

%%# 4&ectives6



%%# @aterials

@angoEnife

%%%# .rocedure

1# Gsing the cast iron knife slice a piece of mango#

%# /uide Kuestions

1# $hat can you see in the knife after slicing a piece of mango:

0# $hat happened to the edge of the iron cast knife:

05



# $hat could e the cause why there is a stain in the knife:

># $hat kind of reaction happened in the knife:

# /enerali-ation

!hemical change is

0?




!4<<;/; 4) T;+!J;* ;7G!+T%4=

<aoag !ity

=ame6

/rade and Section6

+ctivity =o#

3urning of .aper

%%%# 4&ectives6



%%# @aterials

.aper

@atch stick

%%%# .rocedure

1# Gsing a match stick urn the paper#

%# /uide Kuestions

1# $hat happens to the paper as it urns:

0# $hat is eing produced after the paper is urned:

02



# $hat do you call the thing that is produced in urning paper:

># %s there a change in the papers composition:

5# $hat do you call the reaction that occurs on the paper as it urns:

# /enerali-ation

!hemical change is

08



@ariano @arcos State Gniversity!4<<;/; 4) T;+!J;* ;7G!+T%4=

<aoag !ity

=ame6/rade and Section6

+ctivity =o# >@ango

%# 4&ectives6



%%# @aterials

1 *ipe @ango (@ango +"1 /reen @ango (@ango 3"

%%%# .rocedure

1# Show the two mangoes#

0# !ut the two mangoes#

%# /uide Kuestions

1# $hat is the color of the two mangoes:

09



0# $hat is the smell of mango + and mango 3:

# Jow was the taste of mango + and mango 3:

># $hat happens as a mango ripens:

5# $hat are the changes in the mango as it ripes:

# /enerali-ation

!hemical change is




!4<<;/; 4) T;+!J;* ;7G!+T%4=

<aoag !ity

=ame6

/rade and Section6

+ctivity =o# 5Sugar

# 4&ectives6



%%# @aterials

!andle@atch Stick

Talespoons

$hite Sugar

1



%%%# .rocedure

1# <ight the candle using a matchstick#0# .ut two pinch of white sugar in the tale spoon#

# Jeat the spoon in the lighted candle for aout minutes#

># *emove the spoon from fire#

%# /uide Kuestions

1# $hat is the color of the sugar efore heating:

0# 7escrie what happened to the sugar while you are heating the spoon with sugar:

# $hat is the color of the sugar after heating for minutes:

># 7id the sugar changed:

# /enerali-ation

!hemical change is

0



A''endi; C

C&e!(li$t or Re$e"r!&er$ "nd Coo'er"tin. Te"!&er$


!4<<;/; 4) T;+!J;* ;7G!+T%4=<aoag !ity

=ame6

.osition6

7irection6 .lease put a checkmark on the option that corresponds to your answer# Eindly

answer it honestly and sincerely# 3e guided y the following ratings6

> @ ery @uch 0 =@ =ot @uch

@ @uch 1 =+ =ot at +ll

@

>

@

=@

0

=+

1



Ob$er/"tion

The pupils intently oserve the things they should oserve#

They accurately record their oservations#

The pupils are noisy in oserving the activity#

The pupils oserve in an orderly manner while oserving#

The pupils were ale to use their senses to e aware of the unusual thingshappening in the activity#

Their oservations are relevant to the theme of the activity

Inerrin.

3ased on the activity card the pupils are ale to tell what they should do

with the materials and prolems

3ased on their oservations the pupils were ale to tell the indicators of

chemical change

The pupils were ale to draw conclusions from the activity

The pupils conferred with one another regarding their respective

oservations and inferences

Predi!tin.

The pupils were ale to predict the things that would happen#

The pupils were ale to anticipate what would happen net#

The pupils consulted one another in giving their predictions#

H#'ot&e$i6in.

The pupils' hypotheses were sound and relevant to the activity#

The pupils' hypotheses were tested through the activity#

A''endi; D

C&e!(li$t or P%'il$

@ariano @arcos State Gniversity!4<<;/; 4) T;+!J;* ;7G!+T%4=

<aoag !ity

=ame6

/rade and Section6

7irection6 .lease put a checkmark on the option that corresponds to your answer# Eindlyanswer it honestly and sincerely# e guided y the following ratings6

> @ ery @uch 0 =@ =ot @uch @ @uch 1 =+ =ot at +ll

>



@>

@

=

@0

=

+1

Ob$er/"tion

% intently oserve the things % should oserve#

% accurately record my oservations#% am noisy in oserving the activity#

% am in an orderly manner while oserving#

% am ale to use my senses to e aware of the unusual things happening in

the activity#

@y oservations are relevant to the theme of the activity

Inerrin.

3ased on the activity card % am ale to tell what % should do with the

materials and prolems

3ased on my oservations % am ale to tell the indicators of chemical

change

% was ale to draw conclusions from the activity% conferred with one another regarding their respective oservations and

inferences

Predi!tin.

% was ale to predict the things that would happen#

% was ale to anticipate what would happen net#

$e consulted one another in giving their predictions#

H#'ot&e$i6in.

@y hypotheses were sound and relevant to the activity#

@y hypotheses were tested through the activity#

A''endi; E

Te$t %e$tion



<aoag !ity

=ame6 AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA Score6 AAAAAAAAAA /rade and Section6 AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

=ame of School6 AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

%# 7irection6 *ead the following questions carefully# !hoose the letter of the correctanswer#

1# $hich of the following conditions can cause chemical change:a# .ounding # @elting c# 3urning d# !utting

0# $hat is produced when wood is completely urned in open air:

5



a# +sh # Smoke c# !oal d# 3oth a and

# %n which condition will rust of an iron nail occurs:

a# =ail placed in a tool o c# =ail hammered to fi the tale # =ail soaked in water d# =one of the aove

># $hat does change in color indicates:

a# !hemical change c# .hysical change # .hysicochemical change d# =o change

5# $hat is the form of a urnt sugar:

a# 4ygen # !aron c# Sustance d# @iture?# $hich of the following will undergo chemical change:

a# !ooking rice c# !rumpling

# @elting of ice d# 3urning of paper

2# $hich of the following does not show indicator that a material is undergoingchemical change:

a# .resence of ules c# !hange in si-e

# !hange in color d# *elease of heat

8# $hat will happen when yeast is mied with flour, sugar and water:a# The miture will shrink c# The miture will remain the same

# The miture will rise d# *elease of heat9# $hich of the choices shows a chemical change:

%# 7ecaying of fruits

%%# 3urning of paper %%%# @elted sugar

%# 3urned sugar

a# %, %% and % # %, %%, %%%, % c# % and %% d# %, %% and %%%

1# $hat is the change that involves the transformation of a material into a new

sustance:a# !hemical change c# .hysical change

# /eological change d# =one of the aove

11# $hich of the following is not a product of chemical change:a# !hanging color of leaf c# @oving leaf

# $ilting of a leaf d# *ipening fruits

10# $hat happened to the taste of sugar after it is urned:

a# %t ecomes sweeter c# %t ecomes salty # %t ecomes itter d# %t ecomes sour

1# $hat can e formed when caron dioide and water are comined:

a# !aronic acid c# !aron hydroide # !aron dioide d# !aron monoide

1># 7oes aking of dough involve chemical change:

a# Fes # =o c# @aye d# =one of the aove15# $hich of the following materials underwent chemical change:

a# *usting iron c# @elted sugar

# /rated coconut d# !rushed garlic

?



II* Dire!tion P%t " !&e!( m"r( beore t&e '&r"$e t&"t tell$ "n e;"m'le o !&emi!"l

!&"n.e*

AAAA 3urning of wood

AAAA !utting a cake into halves

AAAA /rinding of meat AAAA 3oiling of water

AAAA 7rying of clothes

AAAA /rilling of meat

AAAA Souring of milk

AAAA 3reaking of glass

AAAA !hopping meat into pieces

AAAA Sharpening of a pencil

AAAA *ipening of a mango

AAAA !utting of fingernails

AAAA )olding a piece of paper

AAAA 3urning of candle

AAAA )ree-ing of ice

AAAA 7igestion of food in the stomach

AAAA %roning of clothes

AAAA 7ecaying of ripe anana

AAAA .roducing light in matchstick

AAAA @aking of ice candy

AAAA @elting of ice cream

AAAA )ormation of water from hydrogen and oygen

AAAA Squee-ing calamansi to get its &uice

2



8



APPENDI= G

P%'il$ T"b%l"tion o D"t"

R* 8* Abl"n Element"r# S!&ool

NAME OF PUPILS

CHECKLIST ON PROCESS SKILLS COGNITIVE

TESTO8SERVING INFERRING PREDICTING HYPOTHESIING

PRE POST PRE POST PRE POST PRE POST PRE POST

1# +le&andro, !alvin Elein 0 #5 1#5 #25 0 # > 19 1>

0# +ndres, 3ryan Hay > 0#25 > # > 0#5 > 18 0# +suncion, Han !arlo # > 1#5 > 0# > > 01 00

># 3arit, Hovanny *hein-o 0# #8 0#25 > 0#?2 0#?2 #5 #5 0 1?

5# 7ela !ru-, Hr# *oquito 0#12 #12 1#5 #25 1#?2 #?2 1 > 1> 1?

?# @iranda, )rederick 0#8 0 #05 0# 0 15 1?

2# .atricio, Hayvee 0#8 #12 #25 #?2 1#5 19 0

8# .icar, Hr# %nocencio )ederico #?2 #5 1#25 #5 #?2 > 0 18

9# *afin, @ark +nthony #8 #05 #5 > > > > 11 1?

1# *ivera, Hohn @ichael > 0 > > 0 > 1 15

11# illa, !ayle Hustin #5 > #25 > > > >

10# Fu, Stephen *adell #?2 #?2 #5 #25 > #?2 > > 0> 05

1# )elipe, @aria ictoria #12 0#5 #05 #?2 > #5 1 1?

1># /apu-, Sharmaine > > > > > > > > 0 5

15# <oren-o, *odelyn 0#5 > 0 > 0# > 0#5 > 1 1

1?# @adriaga, 7aria anessa #5 #25 # #?2 #5 > 10 1512# *omero, Hoyce # > > 0 > 1 > 0 09

18# *ui-, @aria +ngelica 0#5 # #05 1# # 15 12

19# Santos, !laudine 0#8 #12 #05 #05 #?2 0? 0>

0# illan, Hhovie *o--ele #?2 #5 > #25 0# #?2 > > 10 15

MEAN 4*+0 4*1) 0*,+ 4*,1 0*,2 4*12 4*+- 4*14 ),*5 )5*,-

9



N".b"!"l"n Element"r# S!&ool

NAME OF PUPILS

CHECKLIST ON PROCESS SKILLSCOGNITIVE

TESTO8SERVING INFERRING PREDICTINGHYPOTHESII

NG


1# +nastacio, Je&ian 0#8 #1? #05 #? #?? 0 > 08 ?

0# 3acud, Hohn @ichael 0#8 > #5 > #?? > 00 1# !orpu-, *ussel #8 #5 0#25 #25 0#? > 0 05

># 7ela !ru-, @elior #? #5 0#5 > 0#? # 0 15 18

5# 7omingo, +llien #1? #1? 0#25 #5 0# #?? #5 #5 0 15

?# @iranda, *andell #1? #25 #05 #5 #5 10 12

2# =atividad, !lifford > #2 #05 # #5 #5 > 02 0

8# Saducos, @ark Eevin #? #8 0#25 0#? 0 > 1> 08

9# Segismundo, @ark > #25 0#05 0# #?? 0#5 #5 1? 01

1# Taili, +llen > #5 0#25 0# # 0#5 #5 0 09

11# Taili, incent #8 0#05 #?2 > #5 #5 #1? 18 0

10# 3uduan, Hasmin > > 0#25 #05 0#?? # #25 02 02

1# !augon, .rincess # #25 #05 #25 0#?? # > #25 1

1># 7avalos, @elanie #05 #5 0#?? 0# > 09 08

15# /ladiola, .rincess #25 0#5 #05 #?? > #25 0 05

1?# <ayat, +pril +nn #8 #25 #05 #25 0#?? #5 0 #25 12 0012# @arcos, Hessica 0#8 # 0#25 0#5 > #5 18 0

18# Saducos, *oanne # > #05 #? #?? > 01 08

19# Faras, +raceli #1? 0#05 #05 # 0#?? #5 19 19

0# ;llor-a, !hristian #? #25 #25 # #5 > # 00 08

MEAN 4*34 4*-1 0*,1 4*45 4*+4 4*44 4*)4 4*13 0)*) 0-*,-

>



9e$t Centr"l Element"r# S!&ool

NAME OF PUPILS



NG


1# +guila, Hordan Eevin 1#8 > 1#5 > 0 > 0 8 02

0# +yay, Hamiko #12 > 0#25 > > 0#5 > 10 05# 3areng, !hristopher #12 > 0#25 > #?2 0#5 15 0>

># !astillo, 3rionne 0#8 > #05 > > > #5 > 8 05

5# 7elos *eyes, @ike Eevin 0#8 > 0#25 > # #?2 0 > 2 02

?# 7ulig, %an 0# > 0#25 #05 0 #?2 1#5 11 05

2# .arado, Eevin # > #05 > #?2 #?2 > 1 05

8# .asion, Hohnlei Hufel #1? > 0#05 > 0# > 0 1> 0>

9# illa, @ark +rnold 0#8 > 0#5 > 1 > 0 > 12 08

1# +elinde, 7onaelle 0#8 > 0#5 > 0#?2 > 0 > 11 01

11# 3atoon, Lara )aye 0# > 0#5 > 0#?2 > 0 > 1 08

10# !eredon, /imyla 0#5 > 1#25 > 1 > 0 > 15 02

1# 7elos Santos, 3ernadette 0#8 > 0#5 > 1#2 #?2 #5 > 19 09

1># )rancia, <ie-el Hoy 0#12 #8 1#5 #05 1#?2 > 0 > 1> 09

15# /anal, Hessah +ngelica 0#?2 > 0#5 > 0#?2 > 0#5 > 11 02

1?# Jidalgo, !hloie # > 0#5 > 0# > 0#5 > 11 12# Jidalgo, .rincess 1#?2 > #5 > > > 15 01

18# @ariano, Earina !armela 0#?2 > 0#05 > 0#?2 > #5 > 18 09

19# .acis, Henny 0#5 > 0#5 > 0# > > 12 09

0# .ascua, Eristel Hasmin 0#12 # 0#05 > 0 > 0#5 > 10 02

01# Tadena, @ay *ose > 1#25 0#25 0# > 0 > 1 0>

00# Tapaoan, @arilou 0#8 > 0#5 > 0#?2 > 0 > 8 01

MEAN 0*12 4*51 0*3, 4*2, 0*31 4*54 0*34 4*,, )0*-- 01

>1



Piddi. So%t& Centr"l Element"r# S!&ool

NAME OF PUPILS

CHECKLIST ON PROCESS SKILLS COGNITIVE

TESTO8SERVING INFERRING PREDICTING HYPOTHESIING


1# !hano, Han 7arrel #?2 1#5 1 0# 1 1 12 1

0# !laor, 7ominic > > > 1# > > > 0? 1

# 7ela !ru-, Hustin !easar #5 #8 #25 #25 1#?2 #?2 #5 > 05 05

># Hacinto, Hansen 0# #8 0#5 > 0#?2 > 0#5 > 18 125# Hose, Hasper *yan 0# 0#8 #5 #5 0# #?2 #5 1 12

?# @andac, @ark Hayson #8 > > > > 0#5 > 15 0

2# @arasigan, .eter +drian #8 0#12 > 0 # 0 0 0 00

8# =atividad, =eil Jarvey 0 0#12 0 #5 0#5 # 1#5 0 0 18

9# 4got, Steeven 3ryan 0#8 0#25 #?2 02 1?

1# .uMo, Hay B * 0#8 #5 #05 > 0 > > > 01 11

11# Tagavilla, Han Hared #1? #05 > > > > 0 19

10# +asta, @ae +nn #5 #5 #05 #5 #?2 #5 > 0 0

1# +gustin, ;dnalyn 0#8 0#?2 0# 0#5 0 1?

1># +quino, 7iosha @ae 0#8 0#1? #05 0#25 0#?2 0# 0#5 > 2 02

15# +sis, Jarlene @arie 0#12 > #25 > # #?2 > 18 1

1?# 3aniara, !larissel # #5 > #25 0#?2 > 0#5 > 1 1?

12# 3areng, !laire Hoy > # 0#25 #25 1#?2 #?2 #5 #5 00 05

18# !astillo, !harity )haye #5 > #?2 > > 0 0?

19# !ayaan, <ei +ndrea #?2 > 0#25 #05 0 1# 1 > 05 00

0# !risostomo, !helsea @ae 0 #5 0# # 0#5 > 1> 1>

01# )actor, Henny <eira # #8 #05 > #5 > 0#5 > 1 18

00# <a-o, 7evie Eate #12 #05 0# 0#?2 0#5 1 10

0# @anuel, Eari--a !hian 0#8 0#12 0#25 0#?2 # > 1> 01

0># .ascua, Hulien 3lessa 0# #5 1 0#05 1#?2 1# #5 > 15 18

05# .ilien, Hohanna Heanerette 0#8 #8 #5 > 1# > 0 > 19 0>

MEAN 4*+) 4*0- 4*)- 4*4, 0*-1 4*0) 0*22 4*-3 )2*0 0+*+2

>0



P"#"$ Element"r# S!&ool

NAME OF PUPILS



NG


1# 3unnao, !harles Hordan #?2 0# #05 0# > 0 #5 #5 00 08

0# /aralde, Heremy 0#5 #?2 0#25 0#?2 #?2 0#5 1 0# /on-ale-, ;dmar 0#?2 # 0#25 > #?2 0#25 > 15 0

># @artine-, *ustom Hay 0#8 0#8 # # 0#5 1? 0

5# @artine-, ;dmark Eevin #5 #5 0#5 #05 0#?2 0# 0#5 #5 1 12

?# 4rdiMa, Eenneth 1 #5 #05 0#?2 #?2 > 10 15

2# *ioy, Hohn .aul 0#8 0#5 0#5 #05 0#?2 # 0#5 0 9 10

8# Tumamao, Jarold Hohn 0 0# 0#5 #05 0# 0 1 11 0

9# Fanos, Hoerelle #5 #5 0#5 #5 0#?2 0#5 > 15 0

1# 3alendia, @elissa @ay 0#5 # 0#5 #?2 #5 1 15

11# 3unnao, @aricess 0#8 #5 0#5 # 0#5 0#5 1> 1?

10# !astro, @a# Eristhea /eigeth 0#5 #5 #05 # #?2 0 > 1? 0

1# !orpu-, *ichelle +morea #12 #1? #5 #25 # #?2 0 > 15 19

1># !orpu-, *omelyn 0#5 0#?2 # #5 > 1> 19

15# 7e /u-man, +lyssa @arie #5 # 0#25 #25 #?0 0#?2 #5 1 1?

1?# 4andasan, !hristine #5 0#05 #5 0# #?2 0#5 1> 1812# .acis, <yca )aith # #8 #05 #25 > > #5 #5 19 05

18# .ascual, @aria )aye #?2 #5 > > #?2 #5 19 05

19# Sacuro, 7eceree Hoy #?? #8 #05 #25 0# #?2 #5 > 18 0

0# Gnciano, *ose +nne #5 #12 0 0# 0 1 0 15 19

MEAN 4*+, 4*02 4*+4 4*32 4*++ 4*-) 0*,, 4*30 )3*- )5*2

>



A''endi; H

Te"!&er$ "nd Re$e"r!&er$ T"b%l"tion o D"t"

NAMES

CHECKLIST ON PROCESS SKILLS

O8SERVING INFERRING PREDICTING HYPOTHESIING

PRE POST PRE POST PRE POST PRE POSTR8AES

*omelyn # Tutaan 0 #8 0#05 > 1#?2 > >

;lena <# !oloong #?2 #?2 > > #?2 #?2 > >

NES

Shielamarie !# !achero # #8 #05 #25 0#25 #8 0#21 >

<ilia 3# /alano 0#5 #8 0#05 #5 0#05 #8 0#>5 >

9CES

Herry @# 3urgos 0#5 #?2 0 #25 0# #8 0#5 #5

;rmin <# <uis #8 #?2 > #25 # #?2 > >

PSCES

)lora )aey 3# 7omingo 0#12 #?2 0#05 > 1#5 > 1#5 >

;lena T# )actor 0#8 #5 0#5 > 0# > >

PES

@aricel 3# Tumamao 0#5 #8 #05 #5 #?2 #57ennis .asion #8 #5 > > > >

MEAN 0*24 4*,4 0*54 4*24 0*1- 4*,4 4*+0 4*5-

>>



A''endi; I

Co.niti/e Te$t Re$%lt

ROUE 8* A8LAN ELEMENTARY SCHOOL

NAME OF PUPILSCOGNITIVE TEST

PRE POST1# +le&andro, !alvin Elein 19 1>

0# +ndres, 3ryan Hay 18 0

# +suncion, Han !arlo 01 00

># 3arit, Hovanny *hein-o 0 1?

5# 7ela !ru-, Hr# *oquito 1> 1?

?# @iranda, )rederick 15 1?

2# .atricio, Hayvee 19 0

8# .icar, Hr# %nocencio )ederico 0 18

9# *afin, @ark +nthony 11 1?

1# *ivera, Hohn @ichael 1 15

11# illa, !ayle Hustin

10# Fu, Stephen *adell 0> 05

1# )elipe, @aria ictoria 1 1?

1># /apu-, Sharmaine 0 515# <oren-o, *odelyn 1 1

1?# @adriaga, 7aria anessa 10 15

12# *omero, Hoyce 0 09

18# *ui-, @aria +ngelica 15 12

19# Santos, !laudine 0? 0>

0# illan, Hhovie *o--ele 10 15

MEAN ),*5 )5*,-

>5



N".b"!"l"n Element"r# S!&ool


PRE POST

1# +nastacio, Je&ian 08 ?

0# 3acud, Hohn @ichael 00 1# !orpu-, *ussel 0 05

># 7ela !ru-, @elior 15 18

5# 7omingo, +llien 0 15

?# @iranda, *andell 10 12

2# =atividad, !lifford 02 0

8# Saducos, @ark Eevin 1> 08

9# Segismundo, @ark 1? 01

1# Taili, +llen 0 09

11# Taili, incent 18 0

10# 3uduan, Hasmin 02 02

1# !augon, .rincess 1

1># 7avalos, @elanie 09 08

15# /ladiola, .rincess 0 05

1?# <ayat, +pril +nn 12 0012# @arcos, Hessica 18 0

18# Saducos, *oanne 01 08

19# Faras, +raceli 19 19

0# ;llor-a, !hristian 00 08

MEAN 0)*) 0-*,-

>?



9e$t Centr"l Element"r# S!&ool


PRE POST

1# +guila, Hordan Eevin 8 02

0# +yay, Hamiko 10 05# 3areng, !hristopher 15 0>

># !astillo, 3rionne 8 05

5# 7elos *eyes, @ike Eevin 2 02

?# 7ulig, %an 11 05

2# .arado, Eevin 1 05

8# .asion, Hohnlei Hufel 1> 0>

9# illa, @ark +rnold 12 08

1# +elinde, 7onaelle 11 01

11# 3atoon, Lara )aye 1 08

10# !eredon, /imyla 15 02

1# 7elos Santos, 3ernadette 19 09

1># )rancia, <ie-el Hoy 1> 09

15# /anal, Hessah +ngelica 11 02

1?# Jidalgo, !hloie 11 12# Jidalgo, .rincess 15 01

18# @ariano, Earina !armela 18 09

19# .acis, Henny 12 09

0# .ascua, Eristel Hasmin 10 02

01# Tadena, @ay *ose 1 0>

00# Tapaoan, @arilou 8 01

MEAN )0*-- 01

>2



Piddi. So%t& Centr"l Element"r# S!&ool


PRE POST

1# !hano, Han 7arrel 12 1

0# !laor, 7ominic 0? 1

# 7ela !ru-, Hustin !easar 05 05

># Hacinto, Hansen 18 125# Hose, Hasper *yan 1 12

?# @andac, @ark Hayson 15 0

2# @arasigan, .eter +drian 0 00

8# =atividad, =eil Jarvey 0 18

9# 4got, Steeven 3ryan 02 1?

1# .uMo, Hay B * 01 11

11# Tagavilla, Han Hared 0 19

10# +asta, @ae +nn 0 0

1# +gustin, ;dnalyn 0 1?

1># +quino, 7iosha @ae 2 02

15# +sis, Jarlene @arie 18 1

1?# 3aniara, !larissel 1 1?

12# 3areng, !laire Hoy 00 05

18# !astillo, !harity )haye 0 0?

19# !ayaan, <ei +ndrea 05 00

0# !risostomo, !helsea @ae 1> 1>

01# )actor, Henny <eira 1 18

00# <a-o, 7evie Eate 1 10

0# @anuel, Eari--a !hian 1> 01

0># .ascua, Hulien 3lessa 15 18

05# .ilien, Hohanna Heanerette 19 0>

MEAN )2*0 0+*+2

>8



P"#"$ Element"r# S!&ool


PRE POST

01# 3unnao, !harles Hordan 00 08

00# /aralde, Heremy 1 0

0# /on-ale-, ;dmar 15 00># @artine-, *ustom Hay 1? 0

05# @artine-, ;dmark Eevin 1 12

0?# 4rdiMa, Eenneth 10 15

02# *ioy, Hohn .aul 9 10

08# Tumamao, Jarold Hohn 11 0

09# Fanos, Hoerelle 15 0

# 3alendia, @elissa @ay 1 15

1# 3unnao, @aricess 1> 1?

0# !astro, @a# Eristhea /eigeth 1? 0

# !orpu-, *ichelle +morea 15 19

># !orpu-, *omelyn 1> 19

5# 7e /u-man, +lyssa @arie 1 1?

?# 4andasan, !hristine 1> 18

2# .acis, <yca )aith 19 058# .ascual, @aria )aye 19 05

9# Sacuro, 7eceree Hoy 18 0

># Gnciano, *ose +nne 15 19

MEAN )3*- )5*2

>9



A''endi;

t7 V"l%e

5



A''endi; K

t7/"l%e

51



A''endi; L

Le$$on Pl"n$

A Det"iled Le$$on Pl"n in S!ien!e "nd He"lt& V

I* Obe!ti/e$

/iven varied activities to perform, the /rade pupils should e ale to61# define a chemical change

0# descrie simple chemical change and

# cite eample of chemical change#

II* S%be!t M"tter

%dentifying !hemical !hange

A* Reeren!e$

%nto the )uture6 Science and Jealth , tetook for /rade pages 101

10?

Science for 7aily Gse , tetook for /rade pages 1>11>>

8* M"teri"l$

1 cup white vinegar

1 tale spoon aking soda

1 eaker or drinking glass

C* S!ien!e Ide"$

N + chemical change is a change where new and different materials are

formed# The new materials formed have properties different from the original

materials#

D* S!ien!e Pro!e$$e$ to De/elo'

N 4serving

E* S!ientii! Attit%de$

N 4&ectivity

N !uriosity

50



III* Le"rnin. Pro!ed%re

Te"!&er<$ A!ti/it#

)* Gettin. A!>%"inted it& M"teri"l$

$hat are the things you can see on topof the tale:

$hat do you think are we going to dowith these things:

0* St"tement o t&e Problem

% have here questions on the oard willyou read them:

1# $hat will happen if you put atalespoon of aking soda into a

glass of vinegar:

0# 7oes the aking soda undergo

change when mied with vinegar:

4* Form%l"tion o H#'ot&e$i$

$hat statement can you give to answer

question numer 1:

Jow aout in question numer 0:

<et's try to find out if your answers are

correct while performing this activity#

3* Settin. o St"nd"rd$

3efore performing the activity what are

P%'il$< A!ti/it#

% can see a vinegar, aking powder and a

drinking glass on the top of the tale#

$e are going to perform an activity#

1# $hat will happen if you put atalespoon of aking soda into a

glass of vinegar:

0# 7oes the aking soda undergochange when put in vinegar:

The aking soda powder will comine

with the vinegar#

The aking soda will not undergo any

change when placed in vinegar#

5



the things we should oserve while

performing the activity#

% will divide the class into > groups#

;ach group will choose a leader andsecretary# % will e distriuting activity

cards# Fou will do the activity y group and

answer your activity cards individually#

-* A!ti/it# Pro'er

<eaders come in front and get your

materials and activity cards# ( The teacher will roam around to check if

the pupils are doing and performing the procedure correctly#"

1* Gi/in. Ob$er/"tion$

Time is up# <eaders of each group come

in front and report what you have done in

the activity#

,* Di$!%$$ion

$hat happened to the vinegar when you

added aking soda:

%s there a change in the vinegar:

$hat is formed when you added aking

soda to the vinegar:

$ill you compare the vinegar eforeadding aking soda and after adding:

Eeep quiet while performing the

activity#

3e careful in holding materials#

)ollow procedures carefully and

correctly#

(The leaders of each group will report in

front of the class"

$hen aking soda was added to thevinegar, the vinegar uled#

Fes, ma'am

+ new sustance or a solution is formedwhen aking soda is added t the vinegar#

The vinegar efore adding the aking

soda added is different from the vinegar

after adding it#

5>



$hat is produced that shows that there is

a reaction going for etween the vinegar

and aking soda:

$hat kind of change happened to theactivity:

2* Gener"li6"tion

$hat is chemical change:

5* A''li!"tion

%n your daily life, what other things yousee and use at home that undergoes

chemical change:

3ules are produced showing that thereis a reaction when aking soda is added to

the vinegar#

!hemical change happened in this

activity#

!hemical !hange is change where a new

sustance is formed# The sustance produced is different from the original

sustance#


55



I* Obe!ti/e$

/iven varied activities to perform, the /rade pupils should e ale to6

1# define a chemical change

0# descrie simple chemical change and# cite eample of chemical change#

II* S%be!t M"tter


A* Reeren!e$


10?


8* M"teri"l$

!ast iron knifeFoung @ango

C* S!ien!e Ide"$



materials#


N 4serving

N Jypothesi-ing


N !ritical @indednessN !uriosity

5?




Te"!&er<$ A!ti/it#


$hat are the things you can see on top

of the tale:

$hat do you think are we going to do

with these things:


% have here questions on the oard willyou read them:

1# $hat will happen to the mango

when you peel it using a cast iron

knife:0# $hat will happen to the cast iron

knife when you use it in peeling or

cutting the mango:



question numer 1:

Jow aout in question numer 0:

<et's try to find out if your answers arecorrect while performing this activity#


P%'il$< A!ti/it#

% can see a mango and a knife on top the

tale#


1# $hat will happen to the mangowhen you peel it using a cast iron

knife:

0# $hat will happen to the cast ironknife when you use it in peeling or

cutting the mango:

The mango will e tinged with lackishcolor#

There will e a lackish stain in the edge

of the knife#

52






% will divide the class into > groups#;ach group will choose a leader and

secretary# % will e distriuting activity

cards# Fou will do the activity y group and

answer your activity cards individually#

-* A!ti/it# Pro'er

<eaders come in front and get your materials and activity cards#

( The teacher will roam around to check if the pupils are doing and performing the

procedure correctly#"



in front and report what you have done inthe activity#

,* Di$!%$$ion

$hat can you see in the knife after slicing a piece of mango:

$hat happened to the mango after slicingit using a cast iron knife:

$hat kind of reaction happened to the

knife and the mango:

2* Gener"li6"tion


activity#

3e careful in holding materials# )ollow procedures carefully and

correctly#

(The leaders of each group will report infront of the class"

+fter slicing the mango, the knife has a

dark stain#

+fter slicing a mango with the cast iron

knife, there is also a stain in the knife#

!hemical reaction happened to the knifeand mango#

58




5* A''li!"tion

%n your daily life, what other things yousee and use at home that undergoes

chemical change:

)+* A''li!"tion

% have here a checklist to test whether

you have performed well in the activity or not#

(See +ppendi for the copy of the

checklist#"


sustance is formed# The sustance produced is different from the original

sustance#

4ther materials that undergo a chemical

change are the slicing of calamansi and

darkening of a sliced apple#


I* Obe!ti/e$

59




1# define a chemical change0# descrie simple chemical change and


II* S%be!t M"tter


A* Reeren!e$

%nto the )uture6 Science and Jealth , tetook for /rade pages 10110?


8* M"teri"l$

.iece of .aper

@atchstick

C* S!ien!e Ide"$


formed# The new materials formed have properties different from the originalmaterials#


N .redicting


N 4&ectivity

N !uriosity


?



Te"!&er<$ A!ti/it#



of the tale:



% have here questions on the oard will

you read them:

1# $hat happens to the paper as it

urns:



question:






% divide the class into > groups# ;ach

group should choose a leader and secretary#

% will e distriuting activity cards# Fouwill do the activity y group and answer

your activity cards individually#

-* A!ti/it# Pro'er

P%'il$< A!ti/it#

% can see a paper and matchstick on topof the tale


1# $hat happens to the paper as it urns:

The paper will turn into ash#


activity# 3e careful in holding materials#


correctly#

?1





the pupils are doing and performing the




in front and report what you have done in

the activity#

,* Di$!%$$ion

$hat happens to the paper as it urns:

%s there a change in the paper:

$ill you compare the paper efore

urning and after urning#

$hat is eing produced after the paper is urn:

$hat do you call the thing that is produce in urning paper:

$hat do you call the reaction that occurson the paper as it urns:

2* Gener"li6"tion


5* A''li!"tion

%n your daily life, what other things you


front of the class"

The paper turned into ashes#

Fes, ma'am

The paper efore urning is different

after it has urn#

Smoke is produce while the paper is

urning#

+sh and smoke are the things produced#

The reaction on the paper as it urns is

called chemical change#

!hemical !hange is change where a newsustance is formed# The sustance

produced is different from the original

sustance#

?0




I* Obe!ti/e$


1# define a chemical change

0# descrie simple chemical change and# cite eample of chemical change#

II* S%be!t M"tter


A* Reeren!e$


10?


8* M"teri"l$

?



1 *ipe @ango

1 /reen @ango

C* S!ien!e Ide"$



materials#


N .redicting


N 4&ectivity

N !uriosity


Te"!&er<$ A!ti/it#



of the tale:

$hat do you think are we going to do

with these things:



you read them:

1# $hat is the change that a green

P%'il$< A!ti/it#

% can see a ripe mango and a green

mango on top of the tale


?>



mango undergoes when it turns

into a yellow mango:


$hat statement can you give to answer question:




the things we should oserve while performing the activity#

% divide the class into > groups# ;ach

group should choose a leader and secretary#

% will e distriuting activity cards# Fou

will do the activity y group and answer your activity cards individually#

-* A!ti/it# Pro'er



the pupils are doing and performing the



Time is up# <eaders of each group comein front and report what you have done in

the activity#

,* Di$!%$$ion

$hat change does the green mango

1# $hat is the change that a green

mango undergoes when it turns into

a yellow mango:

The mango will change in color, smell and

teture#




correctly#

(The leaders of each group will report infront of the class"

?5



undergo as it changes into a ripe mango:

$hat is the color of the two mangoes:

$hat is the smell of the two mangoes:

$hat is the taste of the two mangoes:

$hat happens as a mango ripens:

2* Gener"li6"tion


5* A''li!"tion

%n your daily life, what other things you

see and use at home that undergoeschemical change:

)+* A''li!"tion

% have here a checklist to test whether

you have performed well in the activity or

not#

(See +ppendi for the copy of the

checklist#"

4ne is green while the other is yellow#

The green mango smells sour while the

yellow mango smells sweet#

The green mango tastes sour while theyellow mango tastes sweet#

$hen a mango ripens its color, smell andtaste change#

#


sustance is formed# The sustance

produced is different from the original

sustance#

??




I* Obe!ti/e$


1# define a chemical change0# descrie simple chemical change and


II* S%be!t M"tter


A* Reeren!e$

%nto the )uture6 Science and Jealth , tetook for /rade pages 10110?


8* M"teri"l$

SpoonSugar

!andle

@atchstick

?2



C* S!ien!e Ide"$

N + chemical change is a change where new and different materials are formed#The new materials formed have properties different from the original

materials#


N 4servingN .redicting


N !ritical @indedness

N !uriosity


Te"!&er<$ A!ti/it#



of the tale:




you read them:

1# $hat will happen to the sugar after

heating: 0# 7oes the sugar undergo change when

urnt:

P%'il$< A!ti/it#

% can see a spoon, sugar and a candle


1# $hat will happen to the sugar after

heating:

0# 7oes the sugar undergo change when

?8



?9





question 1:

Jow aout in question no#0:

<et's try to find out if your answers are

correct while performing this activity#


3efore performing the activity what arethe things we should oserve while


% divide the class into > groups# ;achgroup should choose a leader and secretary#

% will e distriuting activity cards# Fou

will do the activity y group and answer your activity cards individually#

-* A!ti/it# Pro'er


materials and activity cards#

( The teacher will roam around to check if the pupils are doing and performing the



Time is up# <eaders of each group comein front and report what you have done in

the activity#

,* Di$!%$$ion

urnt:

The sugar when urnt turns rown andtastes itter

The sugar undergoes chemical changewhen heated or urnt#




correctly#


front of the class"

2



CURRICULUM VITAE

N"me 6 *omelyn alde- Tutaan

Se; 6 )emale

Addre$$ 6 =o# 112 )#*# !astro St# 3rgy# 0, <aoag !ity

D"te o 8irt& 6 +ugust 12, 1982

Ci/il St"t%$ 6 Single

Citi6en$&i' 6 )ilipino

P"rent$

F"t&er 6 *omulo Sa&unia Tutaan

O!!%'"tion 6 <aorer

Mot&er 6 ;li-aeth Tamayo alde-

O!!%'"tion 6 .rivate ;mployee

Ed%!"tion"l 8"!(.ro%nd

Element"r# 6 *oque 3# +lan ;lementary School

Se!ond"r# 6 %locos =orte !ollege of +rts and Trades

Terti"r# 6 @ariano @arcos State Gniversity

!ollege of Teacher ;ducation

Co%r$e 6 3achelor in ;lementary ;ducation

Con!entr"tion 6 ;lementary Science



CURRICULUM VITAE

N"me 6 Sheilamarie !augon !achero

Se; 6 )emale

Addre$$ 6 3rgy# 05 =agacalan, .aoay, %locos =orte

D"te o 8irt& 6 7ecemer 0, 1982



P"rent$

F"t&er 6 3ernardo 7afun !achero

O!!%'"tion 6 )arming

Mot&er 6 *osa Segundo !augon

O!!%'"tion 6 Jousekeeping

Ed%!"tion"l Att"inment

Element"r# 6 =agaacalan ;lementary School

Se!ond"r# 6 .aoay <ake =ational Jigh School

@ain !ampus







CURRICULUM VITAE

N"me 6 Herry @angoa 3urgos

Se; 6 @ale

Addre$$ 6 3rgy# 7ancel, 7ingras, %locos =orte

D"te o 8irt& 6 )eruary >, 1982



P"rent$

F"t&er 6 Jerminio *ui- 3urgos


Mot&er 6 %melda 7omingo @angoa


Ed%!"tion"l Att"inment

Element"r# 6 $est !entral ;lementary School

Se!ond"r# 6 Saint Hoseph Jigh School







CURRICULUM VITAE

N"me 6 )lora )aey 3artolome 7omingo

Se; 6 )emale

Addre$$ 6 3rgy# <oing, .iddig, %locos =orte

D"te o 8irt& 6 7ecemer 1?, 1982



P"rent$

F"t&er 6 @anuel !achin 7omingo


Mot&er 6 *uth .riscila icente 3artolome



Element"r# 6 .iddig South !entral ;lementary School

Se!ond"r# 6 *oosevelt Jigh School







CURRICULUM VITAE

N"me 6 @aricel 3unnao Tumamao

Se; 6 )emale

Addre$$ 6 3rgy# 1? .ayas, San =icolas, %locos =orte

D"te o 8irt& 6 @arch 12, 1982



P"rent$

F"t&er 6 !esar 3alanay Tumamao


Mot&er 6 @arietta Tumamao 3unnao (O"

O!!%'"tion 6


Element"r# 6 .ayas ;lementary School

Se!ond"r# 6 San =icolas =ational Jigh School

3ingao !ampus




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