Activity Title:

Science Processes Skills:

Instruction:

Activity:

Group members:

3. Once done posting, check and provide positive and constructive comments with the work of the other group for feedback.

4. In providing comments/feedback please follow the format below:

Group No:

Positive comments:

Constructive feedback:

5. The class is given 10 minutes to accomplish this activity which will be graded under written works.

6. This will be the rubric for scoring this activity:

Content - 5 points

Organization - 5 points

Grammar & Mechanics - 5 points

Creativity/Originality - 5 points

Science Processes Skills: Observation, Measuring, Formulating Hypothesis, and Critical Thinking

Instruction: The students will observe how two substances at the same temperature can contain different amounts of heat energy, helping them understand that heat and temperature are not the same.

Activity:

MATERIALS (per group):

•1 metal spoon (or any small metal object)

•1 plastic spoon

•2 cups of hot water (same temperature, measured with thermometer)

•1 thermometer (optional, for confirming temperature)

•Timer or stopwatch

•Tissues or towel for drying

STEPS

1. Heat water to about 60°C. Pour equal amounts into two cups.

2. Put the metal spoon in one cup and the plastic spoon in the other at the same time.

Wait 1–2 Minutes:

3. Let both spoons sit in the hot water.

4. After 2 minutes, remove the spoons and carefully touch the ends (the part that was in the water).

   a. Which one feels hotter?

   b. Why do you think that is?

GUIDE QUESTIONS

Q1. Did both spoons sit in the same temperature water?

Q2. Why does the metal spoon feel hotter than the plastic spoon, even though they were in water of the same temperature?

Q3.What does this tell you about how different materials absorb or transfer heat?

Science Process Skills: Formulating Models, Classifying

Instruction: The students will work together in a group to create 3D model for a cell. Each group will choose from the different types of cell such as plant, animal or bacteria cell.

Materials:

- Recycled Materials (plastic containers, bottle cops, straws, foam packaging, fabric scraps. etc.)

- Glue (glue gun or white glue)

- Scissors

- Acrylic Paints or Colorful Markers

- Toothpick

Activity: At the end of the process, each group will present their model to the class, explaining the significance of each part.

Group Members:

Callao, Melrose

Cayaban, Rio Orwen

Cervito, Mark Louie

Frias, Danniela

Rodriguez, Jerrine

Science Processes Skills: Classifying, Observing, Creative Thinking.

Activity Title: Am I Living or Not?

Instructions:

-The teacher will group the class in 2 groups. then, before the class starts, the teacher will hide pictures of living and non-living things under each student’s chair. Students find and keep their picture.

-Each student shows their picture, says if it’s living or non-living, and explains why with at least two reasons.

-The two groups will pick a student to represent and pick one living and one non-living thing and explain or present how they are connected (through a story, skit, or drawing).

-Groups share their ideas, and the class discusses how living and non-living things interact.

Materials:

-Printed Pictures

-Tape or Adhesive

-Paper and Crayons/Markers

-Whiteboard/Chalkboard and Markers/Chalk

Activity: Pictures that they can find under their chairs.

Living Things

1. Cat

2. doctor

3. sunflower

4. dog

5. student

Non-Living Things

1. desk

2. rice

3. vase

4. door

5. laptop

Science Processes Skills: Observing, Classifying, Communicating, Formulating Hypothesis, Formulating Models, Critical Thinking, Creative Thinking.

Instruction: After the students are divided into groups, each group will go outside the room to search and collect various materials within 10 minutes. Upon returning, groups will categorize their collected items according to what states of matter they fall under and they will also have to answer the following questions. 

Activity:  

Guide Questions:

  1.   What characteristics did you observe to classify an object as solid, liquid or gas?

  2.   What would happen if you heated or cooled one of the materials you collected? Would its state of matter change?

  3.   How can solid, liquid, and gas affect our daily lives? Do they matter to us?

  4. Based on what you have understood, create a simple model that creatively represents the properties of solids, liquids, and gases using materials available with you.

Rubric:

• 10 points (Excellent) - The model creatively and accurately represents the properties of solids, liquids and gases, using available materials in an innovative way, with clear labels and a well-organized design.

• 8 points (Good) - The model effectively represents the properties of solids, liquids and gases, with some creativity and good use of materials, but may lack some clarity of organization.

• 6 points (Fair) - The model partially represents the properties of solids, liquids and gases, with limited creativity and adequate use of materials, but may have some errors or lack of clarity.

• 4 points (Need Improvement) - The model does not accurately represent the properties of solids, liquids and gases, lacks creativity, and/or demonstrates poor use of materials.

Group Members:

Prestoza, Noemi P.

Bautista, Izzy N.

Bitonio, Katrina Mae C.

Raborar, Enrico Gabrielle T.

Activity Title:

Ready, Set, Race!

Science Processes Skills:

• Observing, measuring, predicting, formulating hypothesis, and interpretating data.
  

Instruction:

1. Create and two groups in class and one will be ball and one will be car.

2. Measure a 5-meter straight track

3. Hold the car backwards and release, as well as the car.

4. Use a stopwatch to record how long it takes to travel the straight track.

5. Repeat the activity 3 times and take the average time.

6. Calculate the speed using the formula and list the result in a table.

   
   

Activity:

• Two objects (car and ball) will be racing in a 5-meter straight track. After three times trial, calculate the average time and the speed of car and ball.

Guide Questions:

1. According to the average times and speeds you determined for the car and the ball over the 5-meter track, which object moved quicker on average?

2. What factors do you believe contributed to the difference in their speeds?

3. Why it is important to repeat the experiment 3 times?

4. What tools or materials do we need to measure time accurately?

   
   

   
   

   Group Members:

• Basmayor, Arrianna

• Dioso, Charls

• Escosio, Ann Geline

• Quinto, Julius Kenn

II. Science Processes Skills: Observing, Classifying, Measurement, Inferring, Predicting, Formulating Hypothesis, Critical Thinking.

III. Instruction

The students will be divided into 5 groups. Each group has three glass containers: one contains 50°C water, another one contains 20°C water, and the last container is an empty container. Put the 50°C water and the 20°C water together in the empty container. Observe the temperature using the thermometer.

IV. Activity

GUIDE QUESTIONS:

1. What was your initial observation before you did the experiment?

2. What is the final temperature of the container when you combine the 50°C and 20°C water into an empty container?

3. Did the two systems reach thermal equilibrium? Yes or no, and why?

RUBRICS:

(10 points each item)

5 points-Clarity

5 points-Organization

MEMBERS:

Balanza, Cherry

Placido Kate

Pascual, Yusef

Flamengco, Christine Marie

Activity Title: “Microscope Mastery: Know It, Use It, Keep It Safe”

Science Processes Skills: Observing, Classifying, Measuring, Formulating Model, Critical Thinking, Creativity, Communication

Materials Needed:

Compound microscopes (1 per group or for demo)

Microscope diagram (blank and labeled)

Prepared slides (e.g., onion skin or leaf cross-section)

Lens paper / soft cloth

Microscope dust covers or boxes

Student worksheet or reflection sheet

Flashcards or labels

Steps:

Part A: Know the Parts (Identification + Observation)

1. Present a diagram of the compound microscope to the class.

2. Discuss each part and its function:

Eyepiece – where you look through

Objective lenses – magnifies the specimen

Stage – platform that holds the slide

Coarse/Fine adjustment knobs – focuses the image

Light source or mirror – illuminates the slide

Arm and base – supports and stabilizes the microscope

3. In pairs or groups, students receive a blank diagram and match labels to the correct parts.

4. Students fill out a table describing the function of each part.

Part B: Handle with Care

1. Demonstrate the correct way to carry a microscope:

One hand on the arm, one hand under the base.

Guided Questions:

Section A: Know the Parts

1. What are the primary components of a compound microscope? Are you able to mention at least five?

2. Which component of the microscope allows you to change an image's clarity or focus?

3. Why is it necessary to understand the purpose of each component of the microscope?

4. In what manner does the mirror or light source aid in viewing a specimen?

5. What distinguishes the fine adjustment knob from the coarse adjustment knob?

6. What component, used to transport the microscope, joins the eyepiece to the base?

7. What effect does the placement of the objective lenses have on what you see through the eyepiece?

Section B: Handle with Care

1. What is the significance of transporting the microscope with two hands?

2. What might occur if a microscope is not handled properly?

3. What actions should you perform before and after using a microscope to make sure it is properly stored?

4. Why is it important to refrain from using your fingertips on the lenses?

5. What materials should be used to clean the lenses of the microscope?

6. In what ways does correct microscope storage help increase its accuracy and usability?

Members:

William Carrera

Rainer Michael Caburian

Christian Ungos

Crislyn Aquino

Sunshine Agao

Cayago, Hershey Khave Q.

Zaragoza, Lorraine

Mayrina, Renato Jr.

Paulino, Gleeferd

Activity Title: Mixture Mania

Science Process Skills:

• Observing and Classifying (Basic)

• Formulating Hypothesis (Integrated)

• Critical Thinking (Manipulative)

Instruction:

You are to perform a simple investigation using different household substances to classify them as homogeneous or heterogeneous mixtures.
Observe closely, record your data, and answer the guide questions provided to interpret your findings. Practice safety, cleanliness, and proper handling of materials throughout the activity.

Procedure:

A. Materials (for each group):

• 3 clear cups

• 250 mL of warm water per cup

• 1 tablespoon of salt

• 1 tablespoon of sugar

• 1 tablespoon of mayonnaise

• Stirring spoon

• Timer or stopwatch

B. Steps:

1. Fill each cup with 250 mL of warm water.

2. Add salt to Cup A, sugar to Cup B, and mayonnaise to Cup C.

3. Stir each mixture simultaneously for 1 minute.

4. Observe the behavior of each mixture.

5. Classify each as homogeneous or heterogeneous.

6. Justify your classification based on your observations.

Guide Questions:

1. Which substance dissolved the fastest? How long did the salt, sugar, and mayonnaise take to dissolve (if at all)?

2. How did each substance behave when mixed with water? Did they dissolve, float, or settle?

3. Are these types of mixtures common in everyday life?

   Provide examples and explain.

Rubric for Scoring (Total: 70 points)

Process (30 points)

1. Execution (15 points)

    - Followed procedure correctly

    - Collected data accurately

2. Data Analysis (15 points)

    - Analyzed data correctly

    - Identified patterns and trends

Outcome (40 points)

1. Results (20 points)

    - Results are accurate and reliable

    - Results address the research question

2. Conclusion (20 points)

    - Conclusion is supported by data

Total: 70 points

Group Members:

Buada, Jessica C.

Celestino, Maria Azalea V.

Gorospe, Jhenybabe Anne A.

Pacpaco, Aira Lyn M.

Sudcal, Ellyssa Mae S.

Group No: 8

Positive comments:

Constructive feedback: