MATATAG K to 10 School: Grade Level: IV

Curriculum –
Weekly Lesson Log Teacher: Learning Area: SCIENCE
Teaching Dates and
Time: Quarter: 1st QUARTER Week 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learners learn that:

1. Chemical properties of materials determine their uses.

B. Performance By the end of the Quarter, learners describe chemical properties of materials and changes to
Standards them. They demonstrate an understanding that science processes can solve everyday problems SUMMATIVE
and use creativity and determination to provide examples. They exhibit objectivity and open- ASSESSMENT
mindedness in gathering information related to environmental issues and concerns in the
community

C. Learning Learning Competencies

Competencies 1. describe changes in properties of materials when exposed to certain changes in
temperature, such as changes when wood or coal is burned;

Learning objectives:

a. Describe changes in matter that involved physical change and chemical change
b. Investigate to show how changes in properties of materials occur when exposed to
very high or very low temperatures.
c. Cite situations wherein phase change is beneficial.

D. Content Materials and their uses

E. Integration ● Creativity and innovation

● Environmental awareness (Environmental Literacy)
● Collaboration
II.LEARNING RESOURCES
Delos Reyes, R. L. (2022). Science Links. Quezon City: REX Publication.
Campbell, C., & Tytler, R. (2007). Views of student learning. In V. Dawson & G. Venville (Eds.), The Art of Teaching Primary Science (pp. 23-41). Australia: Griffin Press.
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior The students will What is a physical change? Recall previous lesson. Directions: Give at least three
Knowledge recall their prior examples of physical and
1. Short Review: knowledge of the chemical change that you’ve
characteristics of the seen or experienced at home.
three states of
matter - solid, liquid,
and gas
Instructions:
● Let the students
complete the table
below by describing
the characteristics of
solids, liquids, and
gases.
● Let the students give
examples for each state.

● Solids hold their

shape. They do not
flow and do not take
the shape of their
containers.
Examples of solids
are paper, coins,
books, and pencils.
● Liquids are objects
that flow. They take
the shape of the
containers that hold
them and fill the
container starting
from the bottom.
 They do not float,
and they can be held
in a container even
with an open lid.
Examples of liquids
are water, oil, and
alcohol.
● Gases take the
shape of their
containers. When
placed in a container
with an open lid, gas
particles will go out
or escape the
container. Gases are
usually light and can
float around in
space. Many gases
cannot be seen. The
air that we breathe
is an example of a
gas.

B. Establishing Lesson Purpose

1. Lesson Purpose: Say: Rearrange the jumbled Directions: Identify the Directions: Identify
Matter undergoes letter to form a new word changes in matter. Write C for whether the given change
chemical change and P for in matter is PHYSICAL or
various changes based on a given physical change. CHEMICAL. Write your
when exposed to statement. ________1. Cutting the logs answer on the space
changes in into halves. provided. (1 point each)
temperature, which ________2. Mold growing on
cheese _______1. Sugar dissolves
can be classified as
________3. Burning of leaves in warm water.
either physical or ________4. Melting the sugar _______2. A glass breaks.
chemical. In the next ________5. Baking a cake _______3. A piece of paper
phase of the lesson, burns.
you will be able to ________4. Water boils at
100 degrees Celsius.
know and ________5. Vinegar reacts
understand how when mixed with baking
these changes in soda.
matter happened. It
could be a change in
 its internal structure
or physical
appearance. It may
also result in the
formation of new
materials when they
are mixed.

2. Unlocking Content ● Introduce to the class the concept of unscramble word game.
Vocabulary ● Present the unscrambled words to the class and ask the students to re-arrange the letters to
create a word corresponding to the word given by the teacher.

Meaning: It is to make or become different.

Unscrambled word #1: EGNAHC
Answer: CHANGE
Meaning: It is a measure of how hot or cold something is.
Unscrambled word #2: TURETEMAREP
Answer: TEMPERATURE
Meaning: It is a type of food with a limited shelf life if it's not refrigerated.
Unscrambled word #3: ELBAHSIREP
Answer: PERISHABLE
Meaning: It is a process in which one or more substances, the reactants, are converted to one or
more different substances, the products.
Unscrambled word #3: IONTCAER LACIMEHC
Answer: CHEMICAL REACTION
Meaning: It is the chemical reaction that occurs between substances when materials burn.
Unscrambled word #3: NOIBUSTMOC
Answer: COMBUSTION

C. Developing and Deepening Understanding

SUB-TOPIC 1: Physical Changes: Real-Life “Chemical Change” Benefits of
 Explicitatio Physical changes are Applications/Uses: Chemical Changes:
n alterations in the Cooking: Melting is What do you think Cooking Food:
appearance or state used in cooking to happens when wood Chemical changes
of a substance transform solid burns? occur when we cook
without changing its ingredients into liquids. food, turning raw
chemical For example, butter is ingredients into tasty
composition. In melted before adding it When wood burns, it meals. For example,
other words, the to cake batter or undergoes a chemical when we bake
substance remains melted cheese is used change, meaning new cookies or grill
the same at the as a topping for substances with burgers, the heat
molecular level nachos. different properties are causes chemical
before and after the Making Popsicles: formed. The process reactions that make
change. Physical Melting is involved in begins when wood is the food taste
changes can involve making popsicles. You heated to a specific delicious and safe to
changes in state pour liquid juice or temperature, causing it eat.
(solid, liquid, gas), flavored water into to decompose. This Making New
shape, size, or molds and then freeze decomposition releases Materials:
phase. them. When you take volatile gases, which Chemical changes
● Melting (Solid to them out of the freezer react with oxygen in the help us create new
Liquid): and let them sit, the air to produce flames. materials with useful
popsicles start to melt, The main reactions properties. For
Melting is a physical turning back into involve carbon in the instance, baking soda
change in which a liquid. wood combining with and vinegar react to
solid substance Recycling: Melting is oxygen to form carbon produce carbon
changes into a liquid used to recycle metals dioxide and water dioxide gas, which
state when heated like aluminum and vapour. Additionally, the makes baked goods
to its melting point. steel. Scrap metal is burning wood produces rise and become
During melting, the melted down at high ash, which is composed fluffy.
intermolecular temperatures to make of the inorganic minerals Producing Energy:
forces holding the new products, like originally present in the Chemical changes are
particles of the solid aluminum cans or steel wood that do not essential for producing
together weaken, beams, instead of combust. This entire energy. When we burn
allowing the throwing it away. transformation results wood or fossil fuels like
particles to move Art and Crafts: Melting from the breaking and coal or natural gas,
more freely and flow can be used in art and forming of chemical chemical reactions release
past each other. This crafts projects. For bonds, illustrating a heat and light energy that
results in the solid example, crayons can be classic example of a we use for heating our
substance melted and poured into chemical change where
homes, cooking food, and
transforming into a molds to make new energy in the form of
generating electricity.
liquid while crayons with different heat and light is also
shapes or colors. Harmful Effects of
maintaining its released.
Chemical Changes:
chemical Pollution:
composition. Evaporation:
Real-Life Some chemical
Common examples To enhance changes can pollute
of melting include Applications/Uses: understanding, conduct
Swimming Pool the air, water, and
ice melting into a simple demonstration. soil. For example,
water and wax Evaporation: Have Show the students the burning fossil fuels for
melting into a liquid you ever noticed that a wood pieces and discuss energy releases
state when heated. swimming pool gets their properties. Ask pollutants like carbon
● Evaporation lower over time, even if them to describe what dioxide and sulfur
(Liquid to Gas): nobody takes water the wood looks like, dioxide, which
out? This is because feels like, and smells contribute to climate
Evaporation is a water evaporates from like. Light one end of a change and air
physical change in the surface of the pool, wood piece using pollution.
which a liquid especially on hot days. matches or a lighter. Toxic Substances:
substance changes That's why sometimes Use metal tongs or a Certain chemical
into a gas state at we need to add more stick to hold the burning changes can produce
temperatures below water to keep the pool wood for safety. Place a toxic substances that
its boiling point. full. metal can or fire-safe harm living things.
During evaporation, Drying Wet container underneath to For instance, when
molecules at the Surfaces: If you spill catch any ashes or plastic is burned,
surface of the liquid water on the kitchen embers. harmful chemicals are
gain enough kinetic counter or the released into the air
energy to overcome bathroom floor, you that can cause health
the intermolecular can wipe it up with a problems if inhaled.
forces holding them towel. But what Damage to the
together and escape happens if you leave it Environment: Chemical
into the surrounding there? Eventually, the changes can cause damage
space as vapor. This water evaporates, and to the environment and
process occurs the surface becomes ecosystems. For example,
spontaneously and dry again. chemicals from factories or
continues until an Water Cycle: Evaporation farms that get into rivers
equilibrium is is a crucial part of the and oceans can harm fish
reached between water cycle. When the sun
and other aquatic life,
the rate of heats up bodies of water
disrupting the balance of
evaporation and the like oceans, rivers, and
lakes, water evaporates ecosystems.
rate of
condensation. into the air. This water
Common examples vapor rises, cools down,
of evaporation and forms clouds. Later,
include water when the clouds get heavy
evaporating from with water, it falls back to
puddles, drying the ground as rain, snow,
clothes on a or hail.
clothesline, and the Making Salt: Ever
gradual heard of sea salt? It's
disappearance of made by evaporating
liquid perfume from seawater. When
a container. seawater is left out in
● Freezing (Liquid to the sun, the water
Solid): evaporates, leaving
behind salt crystals.
Freezing is a These crystals are
physical change in collected and cleaned
which a liquid to make the salt we
substance changes use in cooking.
into a solid state
when cooled to its Freezing:
freezing point. Real-Life
During freezing, the Applications/Uses:
kinetic energy of the Preserving Food:
molecules Freezing is a great way
decreases, causing to keep food fresh for
them to slow down longer. You can freeze
and form orderly fruits, vegetables,
arrangements meat, and leftovers to
known as crystals. prevent them from
As a result, the spoiling. This way, you
liquid substance can enjoy your favorite
transforms into a foods even if you can't
solid with a fixed eat them right away.
shape and volume Keeping Cool: Ice and
while retaining its frozen treats are
chemical perfect for keeping
composition. cool on a hot day.
Common examples Whether you're
of freezing include drinking a cold glass of
water freezing lemonade with ice
appears as reddish- cubes or enjoying a
brown rust. frozen dessert like ice
Example: You might cream or popsicles,
have seen rusty freezing helps us stay
nails or metal refreshed when it's hot
objects that have outside.
turned reddish- Transporting
brown after being Perishable Goods: In
exposed to air and places where it's hard
moisture for a while. to keep food fresh, like
This is because the during long journeys or
metal has in remote areas,
undergone a freezing is used to
chemical change preserve perishable
and turned into rust. goods. Foods like meat,
4. Formation of fish, and vegetables
Bubbles: Bubbles are frozen before being
form when a gas is transported to keep
produced during a them from spoiling.
chemical reaction. Making Frozen
This happens when Treats: Freezing is
two or more essential for making all
substances react kinds of delicious
chemically, frozen treats, such as
producing a gas as ice cream, sorbet,
one of the products. frozen yogurt, and
The gas forms gelato. These treats
bubbles that rise to are enjoyed by people
the surface. all over the world,
Example: When you especially on hot
mix baking soda and summer days.
vinegar together,
bubbles form
because a chemical
reaction occurs
between the two
substances,
producing carbon
dioxide gas.
5. Production of
Smoke: Smoke is
produced when
materials burn
incompletely,
leading to the
release of tiny
particles and gases
into the air. It occurs
during the
combustion of
organic materials,
such as wood,
paper, or fossil fuels.
Example: When you
light a campfire or a
candle, smoke rises
from the flames.
This is because the
materials are
undergoing
combustion, and
smoke is produced
as a result.

To enhance
understanding,
conduct a simple
demonstration.
Demonstrate to the
students how a
certain material like
ice can easily melt
into water when
exposed to high
temperatures. Begin
the demonstration
by placing a few ice
cubes into the pot or
kettle. Ask the
students to observe
and describe the ice
cubes. Discuss their
properties as a solid
(e.g., cold, rigid).
Then, heat the pot
on the stove or hot
plate, allowing the
 ice cubes to melt
into liquid water.
Encourage students
to observe the
changes in the ice
cubes as they melt
and discuss the
process of melting.

 Worked 1. What is the What is Melting? Toasting Bread:

Example current state of the The teacher may ask When bread is
ice cubes? ( In the demonstration, the the following toasted, it undergoes
2. Can you describe ice cubes melted when questions during the a chemical change.
the properties of the exposed to high The heat causes the
sharing:
ice cubes? (e.g., temperatures and turned bread to turn golden
1. What changes do
solid, cold to touch) into liquid (water). Melting brown and crispy.
you see when we
3. What changes do is a process where a solid Explain that the high
light the wood on
you observe as the turns into a liquid when it temperature of the
fire?
ice cubes are gets warm enough. When toaster or oven
2. Describe the color of
heated? something melts, it changes the bread's
becomes soft and turns the flames. Are they the
4. What is color and texture,
into a liquid. For example, same throughout the
happening to the ice creating new flavors.
when ice cream melts, it burning process?
cubes as they start Roasting
becomes 3. Do you notice any
to melt? Marshmallows:
liquid instead of being smoke? What do you
5. Can you describe When marshmallows
hard like ice.) think is causing it?
any changes in the are roasted over a
4. How does the wood
appearance or campfire, they
Examples of Melting: change as it burns?
texture of the ice undergo a chemical
Ice Melting: One Does it look or feel
cubes? change. The heat
common example of different?
makes them melt and
melting is when ice 5. What do you see left
turn brown on the
cubes are left outside behind after the wood
outside. Describe how
on a warm day. As the has burned completely?
the heat from the fire
sun shines on them or 6. Can you describe
transforms the
the temperature gets the ashes? What do
marshmallow's
warmer, the ice cubes you think they are
texture and taste,
start to melt and turn made of?
making it gooey and
into water. 7. Based on what you
delicious.
observed, do you think
Chocolate Melting: burning wood is a Baking Cookies:
Another example is chemical change or a When cookie dough is
when you heat physical change? Why? placed in the oven, it
chocolate in a 8. What do you think undergoes a chemical
microwave or over a happens to the wood change. The heat
stove. The solid molecules during the causes the dough to
chocolate turns into a burning process? rise and turn into
liquid, making it easier 9. Can you name any cookies. Discuss how
to spread or use for other examples of the high temperature
making desserts like chemical changes that of the oven changes
chocolate-covered you have seen or heard the dough's
strawberries. about? composition, turning
Candle Wax Melting: it into a tasty treat.
When you light a candle, Caramelizing
the heat from the flame Sugar:
melts the wax. The melted When sugar is heated in a
wax then drips down the pan, it undergoes a
candle, creating a pool of chemical change called
liquid wax that fuels the caramelization. The sugar
flame. melts and turns into a
golden-brown liquid with a
What is
rich flavor. Describe how
evaporation?
the sugar changes color
( In the demonstration
and taste as it is heated,
earlier, if the melted ice
cubes, which have turned creating a sweet caramel
into liquid, are continually sauce for desserts like
exposed to high caramel apples or caramel
temperatures, the liquid popcorn.
will eventually turn into
gas. Evaporation is when Popcorn Popping:
the liquid turns into a gas. When popcorn kernels
This happens when the are heated on the
liquid gets warm enough, stove or in a
and its molecules move so microwave, they
fast that they escape into undergo a chemical
the air as vapor. You can change. The heat
think of it like tiny invisible causes the moisture
water particles flying away inside the kernels to
from a puddle, a cup of turn into steam,
water, or even wet clothes which builds up
when they're left out to pressure and
dry. ) eventually makes the
Examples of kernels pop. Explain
Evaporation: how the high
Drying Clothes: After temperature
washing your clothes, transforms the hard
you hang them outside kernels into fluffy
to dry. As the sun popcorn, ready to eat
shines on them and the as a tasty snack.
air around them gets Frying an Egg:
warm, the water on the When an egg is
clothes evaporates, cracked into a hot
and they become dry. frying pan, it
Puddles undergoes a chemical
Disappearing: After it change. The heat
rains, you might notice causes the proteins in
that puddles on the the egg white and
ground disappear even yolk to denature and
if it's not sunny. This coagulate, turning
happens because the from a liquid to a
water in the puddles solid. Describe how
slowly evaporates into the egg changes
the air. texture and color as it
Steam from Boiling cooks, becoming a
Water: When you heat delicious breakfast
water on a stove to make food that can be
tea or cook pasta, steam enjoyed sunny-side
rises from the pot. This up, scrambled, or
steam is water vapor, fried.
formed because the water These examples help
is evaporating. demonstrate how high
temperatures can lead to
What is Freezing? chemical changes in
Freezing occurs when different substances,
a liquid turns into a resulting in new
solid when it gets cold materials or products
enough. Imagine water with altered properties.
turning into ice when
it's left in the freezer or
outside on a cold
 winter day. The cold
slows down the
molecules in the liquid,
making them stick
together and form a
solid.
Examples of
Freezing:
Making Ice Cubes:
One common example
of freezing is making
ice cubes. You pour
water into an ice cube
tray and put it in the
freezer. The water
freezes and turns into
solid ice cubes as the
water gets cold.
Freezing Popsicles:
When you make
popsicles at home, you
pour juice or flavored
water into molds and
put them in the
freezer. Over time, the
liquid freezes, turning
into tasty frozen treats.
Ice Cream: Have you ever
seen an ice cream
machine at an ice cream
shop? It works by freezing
a mixture of cream, sugar,
and flavors while stirring it.
This makes creamy ice
cream that you can enjoy
on a hot day.

 Lesson Complete the table below Ask questions like:

Activity ● Divide the class based on your ● Divide the class into
into five (5) groups. observations in the activity four (4) groups. Each
Each member of yesterday. member of every group ● What happened
every group will will decide on the when the materials
decide on the specific role that they were exposed to high
specific role that will play within their temperatures?
they will play within group (Team Jobs). ● Did you observe any
their group (Team Present your findings to Along with each role are color changes or
Jobs). Along with the class. color-coded visors with other reactions?
each role are color- their corresponding ● How did the
coded visors with meaning (Manager-Red; materials behave
their corresponding Speaker-Blue; Director- differently when
meaning (Manager- Green; Reports burnt?
Red; Speaker-Blue; Coordinator-Yellow). ● Were there new
Director-Green; ● Ask the students to go substances formed?
Reports Coordinator- over Worksheet number What are these?
Yellow). 2, titled “Unveiling ● How might these
● Provide each Chemical reactions be useful in
group with a copy of Transformations with everyday life or
the activity titled Heat” science?
“Changing State ● Remind the
of Water” Remind teammates of their
the teammates of roles.
their roles. ● Students need to
● Students perform perform the activity as
the activity as directed and answer the
directed and answer questions provided in
the questions the worksheet.
provided in the ● Allow the students to
worksheet. present their output to
● Ask the students the class.
to present their After conducting the
output in class. experiments, discuss
with the students their
observations.
I Materials
Needed:
● ice cubes I Materials
● saucer Needed:
● handkerchief ● Table sugar
● small basin ● Test tubes
● Strips of aluminum
● glass foil
● sheet of paper ● Alcohol lamp
● water ● Vinegar (500-
● small plastic bag 1000ml)
(ice candy bag) ● Baking soda
● Matches
Instructions: ● Piece of wood
Procedures: ● Beaker
PART A ● Liquid milk
● Tongs
● Work in group. ● Steel wool
● Together with ● Medicine dropper
your teammates, ● Pieces of recyclable
perform the paper
activity.
1. Take three ice PART A
cubes. Place them
in a saucer. I Instructions:
2. Put the saucer Safety First: Ensure all
with ice cubes participants are
directly under the wearing safety
sun. goggles and
3. Wait for 10 understand the
minutes. Observe importance of safety
what happens to when handling
the ice cube. chemicals. Adult
4. Based on your supervision is
observations, necessary throughout
answer the the activity.
following ● Work in group.
questions: a. What ● Together with your
happened to the teammates, perform
ice cubes when the activity.
placed directly ● Procedures:
under the sun? a. Put a
teaspoon of table
b. What process sugar into a test tube.
was observed in b. Carefully light
this part the alcohol lamp.
Using a pair of tongs,
hold the test tube and
place it over the flame
of the alcohol lamp
while swirling it.
Observe.
PART B
a. Pour vinegar
into a beaker until it is
halfway full.
b. Place the
steel wool or
aluminum foil strips in
the vinegar.
c. Feel the
temperature of the
beaker by feeling it.
Then, let it sit for 15
minutes.
d. After 15
minutes, hold and feel
the temperature of
the beaker again.

PART C
a. Pour vinegar
into a beaker until it is
halfway full.
b. Add a
spoonful of baking
soda to the vinegar.
Observe.

PART D
a. Pour vinegar
 into a beaker until it is
one-fourth full.
b. Add 10 drops
of liquid milk to the
vinegar. Let it sit for at
least five minutes.

PART E
a. Get a piece of
wood.
b. Carefully light
the alcohol lamp.
Using a pair of tongs,
hold the wood over
the flame of the
alcohol lamp.
Observe.

PART F
a. Get a piece of
recyclable paper.
b. Using
matches, carefully
light the paper.
Observe.

D. Making Reflection Questions: Sharing and Conclusion:

Generalization ● Distribute paper ● Once the students ● Give students the Ask the students to
and pencils or have filled out their opportunity to share outline in the graphic
 Learners’ markers to each circles, lead a their reflections with the organizer what they
Takeaways student. discussion about their class, either by have learned in the
● Ask the students observations. presenting their lesson. Utilize the
to draw two large drawings or discussing graphic organizer
 circles on their ● Ask questions such their examples. below:
paper, labeling one as: ● Summarize the key
circle "Physical 1. What examples did points of the discussion,
Changes" and the you include in each emphasizing the
other "Chemical circle? importance of
 Reflection Changes." 2. How are physical understanding physical
on Learning ● Encourage changes different from and chemical changes in
students to think of chemical changes? our everyday lives.
examples of physical 3. Can you think of any ● Encourage students to The students should
and chemical examples that show continue exploring and be able to emphasize
changes they have both physical and observing examples of the following:
observed or learned chemical changes physical and chemical
about. They can happening together? changes both inside and
write or draw these 4. Why is it important outside the classroom.
examples in the to understand the
appropriate circle. difference between
● Alternatively, physical and chemical
provide a list of changes?
examples for
students to choose
from if they need
assistance.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning
PART B Answer the following. Direction: Read each
Formative 1. Put water in a small ● What happened to the ice Based on your question carefully.
Assessment basin. cubes when placed directly observations, complete the Identify the letter of
2. Soak the handkerchief under the sun? table and answer the the correct answer.
in water until it is totally ● What do you call this questions below: 1. Which of the
wet. process? following is an
3. Place the wet ● What happened to the example of a physical
handkerchief directly wet handkerchief when change?
under the sun for one A) Burning wood
placed directly under the
hour. Observe what B) Rusting iron
sun?
happens to the 1. What evidence of C) Melting ice cream
handkerchief. ● What do you call this chemical change is D) Baking a cake
4. Based on your process? present? 2. What happens
observations, answer the ● What happened to
when you tear a piece
following questions: the water inside the
of paper into small
plastic bag after
 a. What leaving it in the 2. When does chemical pieces?
happened to the freezer overnight? change occur? Explain A) A chemical change
handkerchief when ● What do you call this your answer. occurs.
placed directly under the process? B) The paper
sun? undergoes
Based on this activity, what evaporation.
b. What process are the pieces of evidence C) The paper
was observed in this of chemical change in undergoes a physical
part materials or substances? change.
D) The paper
undergoes
sublimation.
3. Which of the
following is an
example of a
chemical change?
A) Cutting vegetables
B) Melting butter
C) Mixing baking soda
and vinegar
D) Freezing water
4. Sarah was cooking
scrambled eggs for
breakfast. She
cracked some eggs
into a hot frying pan
and stirred them until
they were cooked.
What type of change
did the eggs undergo
during cooking?
A) Physical change
B) Chemical change
C) No change
occurred
D) Both physical and
chemical changes
5. Timmy mixed some
sugar into his glass of
water until it
dissolved completely.
What type of change
occurred when the
sugar dissolved in the
water?
A) Physical change
B) Chemical change
C) No change
occurred
D) Both physical and
chemical changes
6. Which of the
following is an
example of a physical
change involving a
change of state?
A) Rust forming on an
iron nail
B) Paper burning and
turning into ashes
C) Ice melting into
water
D) Milk spoiling and
curdling
7. Maria was baking
cookies in the oven.
As the cookies were
baked, they turned
golden brown and
became firm. What
type of change
occurred to the
cookies during
baking?
A) Physical change
B) Chemical change
C) No change
occurred
D) Both physical and
chemical changes
8. Alex lit a candle
and observed as the
wax melted and
formed a pool of
liquid around the
wick. What type of
change occurred to
the wax during
burning?
A) Physical change
B) Chemical change
C) No change
occurred
D) Both physical and
chemical changes
These multiple-choice
test items cover
various aspects of
physical and chemical
changes, including
examples and
situational problems
to assess
understanding.
9. Jason was cleaning
his bicycle after a
ride. He noticed that
the metal parts were
starting to rust. Why
is it important for
Jason to prevent rust
from forming on his
bicycle?
A) To make his
bicycle look shiny and
new
B) To avoid damaging
the metal parts of his
bicycle
C) To impress his
 friends with his well-
maintained bicycle
D) To win a prize for
the best-looking
bicycle
10. Anna was
planning to cook
dinner for her family.
She needed to know
whether cooking
chicken in the oven
would result in a
physical or chemical
change. Why is this
important for Anna to
consider?
A) So she can impress
her family with her
cooking skills
B) So she can choose
the best cooking
method for the
chicken
C) So she can avoid
making a mess in the
kitchen
D) So she can win a
cooking competition
Homework PART C (This will be Instructions:
an assignment) ● Take a walk around your home,
1. Fill half of a backyard, or neighborhood
small plastic bag with
water. ● Look for examples of
2. Place in the physical and chemical
freezer overnight. changes.
3. After one day, ● Write down at least three
remove the small examples of each type of
plastic bag from the change.
freezer and observe ● For each example, describe
what happens to the what happened and whether
 water inside. it was a physical or chemical
4. Based on change.
your observations, ● Draw a picture or take a
answer the following photo of one of the examples
questions: a. What you found (optional).
happened to the ● Bring your findings to class
handkerchief when to share with your
placed directly under classmates.
the sun?

b. What
process was
observed in this part

Note observations on Effective Practices Problems Encountered

any of the following
areas:
B. Teacher’s strategies
explored
Remarks:
materials used

learner
engagement/
interaction
 Reflection guide or prompt can be on:
• • principles behind the teaching

What principles and beliefs informed my lesson?

C. Why did I teach the lesson the way I did?
Teacher’s • • students
Reflection
What roles did my students play in my lesson?
What did my students learn? How did they learn?
• • ways forward

What could I have done differently?

What can I explore in the next lesson?

PREPARED BY: