Professional Documents
Culture Documents
Department of Education
Region IV-A CALABARZON
DIVISION OF RIZAL
Learning Tasks:
A. Engagement:
Magic Box
Inside the magic box are pictures of useful materials found at home. The teacher
will get the picture one at a time and let the pupils identify the material in the
picture and ask them the uses of these materials.
Activity 1
MATERIAL
1. Paracetamol
2.
3.
4.
5.
Vinegar
Dishwashing liquid
Rubbing Alcohol
Floor wax
6. Computer
7. Cooking oil
8. Insecticide
9. Paint
10. Muriatic Acid
USES
For headache and
fever
flavoring
Grease cutter
Antiseptic
To make the floor
shiny
For researching
Frying food
Kills insects like
mosquitos
Used in walls
To clean the tiles in
the bathroom or
kitchen
Activity 2
TV commercial
Make a TV commercial about the useful materials. Choose 2 from the list.
Activity 3
Picture Puzzle
Arrange the puzzle to see what is in the picture. In the manila paper, list down the
useful materials that you can find in the picture and be able to discuss it in front
the uses of these materials.
Activity 4
Compose a jingle with a tune of LeronLeronSinta about useful materials.
C. Explanation
1. How did you find the activity?
2. What did you do to come up with your answer?
3. What are the useful materials that are found at home?
4. Where do you use these materials?
5. How are they useful to us?
6. What are the characteristics of those useful materials?
1. cooking oil
a. used in frying
2. rubbing alcohol
b. antiseptic
3. pencil
c. for writing
4. insecticide
d. kills insect
5. bleach
e. whitens clothes
6. dishwashing liquid
7. cellphone
8. computer
h, programmable machine
9. detergent powder
10. vinegar
j. cooking ingredient
F. Assignment:
Bring pictures materials that are useful but can also be harmful.
Call some pupils to group the materials found in bathroom, kitchen and store room.
Paste them in the proper column.Fill out the table below. (Teacher should prepare this
template in advance and post on the board.)
Bathroom
Kitchen
Store Room
Ask: What are the materials that can be found in the bathroom? kitchen? store room?
Why?
Why these materials should be kept in proper places? (because they are harmful)
HARMFUL
Group II
Look for the meaning of the characteristics of harmful materials by
following the line.
Group III
How are these materials become harmful to human and environment? Write your
answer on the column provided.
Materials
Harmful Effects
1.
2.
3.
Group IV
From the previous grade, you have learned how to read and interpret product labels.
How can we identify the material if harmful through product labels?
Look at the sample product label.
Toxic/Poisonous
Flammable
Corrosive
Reactive
IV. Assignment:
Write on your notebookfive (5) useful materials but harmful when not properly use.
Prepared by:
MARJURY S. TAGUDANDO
Teacher 1
Exodus Elementary School
B. Exploration
A. Advance preparation of charts needed for the activity.
B. During Science Class:
1. Group the pupils into four.
2. Provide the materials to each group.
3. Set norm to follow during group activity.
What to do:
Group I
Write at least 3 materials or substances found at home and school for each
column.
Used as Food
1.
2.
3.
Group II
Identify the materials listed below if useful or harmful by citing their effects to
human, animals and environment.
Materials or Chemical
Substances
1. soaps and detergents
2. pesticides
3. medicines
Useful Effects
Harmful Effects
Group III
Study the pictures below. In 3-4 sentences, explain how fertilizers become useful
and harmful to people and other living things.
Group IV
Work with your group and create a five-to-ten minute skit about how different
materials with different properties become useful or harmful to the community.
C. Explanation
1. Ask the pupils to report/perform their output in class.
2. Ask:
1. How did you find the activity?
2. How did you come up with your answers?
3. Name some materials or chemicals that are useful to people.
4. How are soaps and detergents helpful to us?
5. What chemical substances help people and animals fight diseases?
6. Name some materials or chemical substances that are useful but have
Harmful effects on living things.
7. What should we do to avoid the harmful effects of these harmful
materials?
Additional Information:
Some substances are useful because they are used for food, for cooking, and
cleaning purposes, for destroying harmful insects and for keeping us healthy.
Certain substances or materials have harmful effects on people, animals and
plants when not used properly.
Chemicals are very useful to people. We use them daily. Soaps and detergents
are good cleaning agents and antiseptics. They kill germs and bacteria that can cause
diseases.
Chemical substances like medicines, vitamins, and minerals are very helpful.
Medicines help people fight diseases. Vitamins and minerals help people and animals
get strong and healthy. Fertilizers make soil rich for the plants so they will grow well.
Helpful chemical substances can have harmful effects on living things too.
Medicines not taken in proper dosage can have harmful effects. Some drugs like cough
syrup and sleeping pills can cause dependency or addiction.
Some other drugs that have harmful effects on people are nicotine in cigarettes,
wine or alcohol, and coffee. They cause addiction. Addiction leads to bad behavior,
mental disorder, and oftentimes death.
Fertilizers are helpful but could kill if too much of them is applied to plants.
Pesticides help us rid of harmful insects. However, they can poison plants and animals
that are also helpful.
D. Elaboration
Collage Making:
Make a collage about useful and harmful materials using pictures from old
magazines and newspaper. Write 2-3 sentences to describe your output.
E. Evaluation
Rubrics for the Collage Making: (Maybe revised by the teacher.)
Excellent
Good
Fair
Prepared by :
MARJURY S. TAGUDANDO
Teacher I
Exodus Elementary School
DIVISION OF RIZAL
IV.
Learning objective:
V.
Subject Matter:
F. Concepts:
Harmful materials should be managed properly to avoid things
that we do not like to happen. Correct selection, proper use and take caution
when using harmful materials should be followed.
G. Materials:
pictures of harmful materials
H. References: K-12 Curriculum Guide S5MT-Ia-b-1
Science for Better Health and Environment Gr 6 pp 115121
I. Process Skills:observing, classifying, describing, inferring
J. Value Integration: Awareness of ways in handling harmful materials.
VI.
Learning Tasks:
G. Engagement:
Show a video clip proper way of handling harmful materials
https://www.youtube.com/watch?v=Oe8TV_FuZQ0
https://www.youtube.com/watch?v=Vx6n2HLJ9eU
Ask: What are the harmful materials that you saw in the video? Where should
they be stored to avoid harmful effects to humans and environment?
H. Exploration
In the following group activity, you will identify the physical properties and uses of
various materials in your house.
Activity 1
Dramatization
Activity 2
Using the venn diagram, compare the following materials on how can they be
useful and harmful.
USEFULNESS
HARMFUL EFFECTS
knives
table
muriatic acid
LPG
Activity 3
Pupils will interview their parents on ways how to handle harmful materials and
then present to the class.(pre assigned)
Activity 4
Choose one harmful material and make a news report about this.
I.
Explanation
7. How did you find the activity?
8. What did you do to come up with your answer?
9. What are the harmful materials that are found at home?
10. Where do you use these materials?
11. Where should we store them to avoid untoward incidences?
12. How do you handle harmful materials?
(For teachers information)
Materials that we use for cleaning and painting contain ingredients that maybe be
hazardous to living things and environment. Use, store, and handle potentially
hazardous materials properly. There are safety precautions to follow in the
proper use, handling, and storage of possibly hazardous materials.
J. Elaborate
Let the pupils watch a video on how to handle harmful materials.
https://www.youtube.com/watch?v=Pk2oggAsh_4
Discuss Room policies in Handling Harmful Materials
K. Evaluation:
What safety precautions are applicable in the following situations? Give your reason/s.
The first one has been done for you.
1. The garbage collector is in the neighborhood. Your mom tells you to bring the
garbage bags outside for disposal.
Answer: You should wash your hands thoroughly after handling the garbage bags.
Reason: You handled a contaminated material.
2. You were hungry, you wanted to eat the canned sausage stocked in the cabinet for a
long time.
5. You noticed that the expiry date of the analgesic in the medicine cabinet was
05/08/2012.
VII.
Assignment:
Make a journal about the useful and harmful materials and how to handle these
products.
A. Concepts: Materials have characteristics that make them suitable for specific
purposes.
B. Materials: bath soap, laundry soap, tooth paste
C. References: CG S5MT-Ia-b-1
Into the Future: Science and Health 6 pp. 112-117
Into the Future: Science and Health 6 Teachers Manual pp.67-72
D. Process Skills: Observing, Identifying, Describing
E. Value Integration: Appreciation
III. Learning Tasks
A. Engage
1. Song
2. Health Inspection
3. Science News
4. Review
Tell what state of matter the following pictures are.
*evaporated milk
*bath soap
*detergent soap
*cooking oil
*LPG
Note: The teacher can used other materials aside from the given example.
5. Motivation
Using K W L
What do you know about the different materials?
What do you want to know about the materials?
B. Explore
Activity I Gallery Walk (Using Magical Box)
Each group will go to each station. They will list down all the materials and write if it is
useful
and where they can used it.
Note : The teacher will used pictures or real object in every station.
Station I(Cleaning
Agent)
Bath Soap
DetergentStation
Soap II (C0ndiments)
Tooth Paste
Tooth brush Leaves of oregano
Bay leaves
Pepper
Paprika
StationIV(Preservatives
Station III (Additives)
Monosodium )
Sodium benzoate
glutamate(vetsin)
Citric acid Sodium nitrite
Food color
Sodium chloride (salt)
C. Explain
1. What are the materials in each station?
2. Where do we use these materials in each station?
3. Are these materials useful?
4. Why they are useful?
D. Elaborate
Group Activity
Each group will be given real materials. Let each group used the materials.
Group I Bath soap (ex. washing face)
Group II Detergent Soap (washing clothes)
Group III Dishwashing soup (cleaning the dishes)
Group IV Tooth paste and Tooth brush (brushing teeth)
E. Evaluate:
Direction: Choose the letter of the correct answer.
1. Your mother is cooking sinigang. Why do you think she added some salt in her dishes?
a. To enhance the flavour of food.
b. To retard food spoilage
c. To add flavour to food
2. Clean bodies, are important to healthful and comfortable living. What do we used to clean
our body?
a. bar soap
b. bath soap
c. laundry soap
3. Condiments are ingredients used in cooking. They contain substances that add flavour to
food.
Condiments are preserved by________.
a. fermentation
b. drying
c. boiling
4. Another popular synthetic materials used to produce kitchen items and can easily be
moulded.
a. wood
b. steel
c. plastic
5. It help preserve the quality of the food, and slow down spoilage to make food last longer.
a. preservatives
b. additives
c. condiments
Prepared by:
MISS MYRNA C. RAMOS
KARANGALAN ELEMENTARY SCHOOL
CAINTA II DISTRICT
Background Information:
Materials that Clean
Cleaning is an activity we do everyday. We clean are bodies when we take a bath,
brushes are teeth, and wash are hands before and after eating. We also make sure that are
environment and the things that we use are clean.
Clean bodies, clean things and clean surroundings are important to healthful and
comfortable living. Thanks to our detergents, cleaning is not such as hard task to do. The word
detergent means something which cleans.It is any substance which helps removed dirt and
stains from any surface or materials.
There are basically two types of soaps: bathe soaps and laundry soaps. Bath soaps are
intended to clean the body skin, while laundry soaps are intended to clean clothes and other
things and surfaces.
REACTIVE
Activity 2
Mix pictures of household products in a bag or container. Instruct pupils to take a picture out of
the container and look at it. Have the student describe the product they have picked, how it is
used, what kind of hazard it brings, and why it is hazardous. If they dont recognize the product,
have the class discuss what it is and how it is used.
C. Explanation:
1. In what ways will you consider a substance or material harmful?
2. What makes each substance hazardous?
3. What are the characteristics of harmful/ hazardous materials?
D. Elaborate:
Show a video about hidden household dangers
https://www.youtube.com/watch?v=T-GGiziJvFI
How do harmful materials affect us and the environment?
What are the things we have to do in order to minimize the use of these harmful substances?
E. Evaluation:
Matching Type: Match column A with column B by writing the letter of the correct answer before
the number.
A
1. Toxic substances
B
a. chemicals that react readily with other chemicals
2. Reactive
3. Explosive / flammable
4. Corrosive
5. Hazardous waste
IV. Assignment:
Research on some hazardous products found at home. Make a list of the information you find.
Prepared by:
Salvacion D. Cardillo
Grade 5 Teacher
Karangalan Elementary School
Cainta II
II.
Subject Matter :
A. Concept : Household hazardous wastes (HHW) are materials that, if not
managed correctly, can harm people, animals and the environment.
B. Materials : Pictures, real objects , manila paper
C. References : CG-S5 MT Ia-b-1 ,Science for Daily Use IV
D. Process skills: Identifying, Observing and Classifying
E. Value Integration: Careful use of harmful substances.
III.
Learning Tasks :
A. Engagement :
1. Pre-activities ;
1.1 Health Inspection
1.2 Science News / Science update
1.3 Review
2 .Developmental Activities
Motivation :
Present pictures of burning tires , granule of chlorine , petroleum gas , gasoline
, insecticide, pesticide , vinegar , cooking oil , fruit juice , salt
( Let the pupils identify the pictures which are useful and w/c are harmful )
Write it inside the circle below.
Useful
Materials
Harmful
B. Exploration :
Activity l. Paragraph Reading
Read the paragraph and be able to identify the harmful materials that affect our health
and environment.
1. What are the harmful materials that make the soil, water and air unclean?
2. What are sources of these harmful materials?
3. Why are these considered as harmful materials?
Activity II. Picture analysis
Materials ; manila paper, crayon , pencil and assorted pictures
Direction: Pick up all useful materials and paste it on the manila paper.
C. Explanation:
1. What is your idea while doing those activities?
2. What are the harmful and useful materials observed from the activities?
3. What are you going to do with the harmful materials that you can see at home? And
why?
4. What will you do with the useful materials?
D. Elaborate:
Guessing game:
Directions: Fill in the blanks with the correct corresponding letters to form new word.
1. S_gar C_ne
2. _uriatic _cid
3. R_t K_ller
4. C_lor_ne
5. Co_king _il
E. Evaluate:
Direction: Choose the letter of the correct answer.
1. Farmers use chemical fertilizer to increase their harvest. What are the harmful
effects of this when improperly used?
A.
B.
C.
D.
2. Chemical substances that are left over from making products such as soap,
detergent, hair spray and canned good. What are you going to do with these harmful
materials?
A.
B.
C.
D.
3. Oil spill from ships, barge pollute the ocean too. What are the most harmful affected
by these materials?
A.
B.
C.
D.
4. Muriatic acid, zonrox, chlorine is substances used as stain remover. When are these
become harmful?
A.
B.
C.
D.
5. LPG, Kerosene, dishwashing liquid, stain remover are useful substances. How can
you prevent the harmful effect of it?
A.
B.
C.
D.
Keep it properly
Do not use it
Leave where can reach these
None of the above
IV. Assignment:
Make a clipping about useful and harmful materials.
Prepared by:
MORENA V. PATANGUI
Grade 5 Science Teacher
Saint Anthony Elementary School
Cainta II - A
Paragraph Reading
How Chemical Substances Make the Soil, Water and Air Unclean
There are many things that can affect the soil, water, and air. What are these chemical
substances that pollute or make the soil, water, and air unclean?
The soil, water, and air can be polluted by products of a community. Observe motor vehicles
such as automobiles, jeepneys, trucks, and tricycles. They give off fumes from their exhaust
pipes. The fumes contain soot and gases.
They give off a number of waste products that do not burn completely. These include soot or
ash and carbon monoxide.
They also emit particles of lead that comes from gasoline. Airplanes also release large
amounts of pollutants into the air. Have you seen the long trail or white smoke left behind by a
flying airplane?
Exhaust from trains and ships also pollute the air. Oil spill from ships barges pollute the ocean,
too.
Some people burn their garbage. Burning gives off a harmful gas called methane and other
particles that can make the air dirty.
Factories are sources of soil, water, and air pollutants. Chemical substances that are leftovers
from making products such as soap, detergent, hair sprays, and canned food may be buried or
dumped in soil. They may leak and may be carried into the bodies of water. They pollute the
water.
Farmers use chemical fertilizers to increase their harvest. When it rains, the fertilizers from
the soil are washed away. They eventually flow into streams and rivers wherethey nourish the
algae. The algae multiply. When algae die, bacteria break them down. Bacteria use oxygen to
do this process. Fishes and other aquatic organisms need oxygen to live. Without this gas they
will die.
Learning Objective: Classify the changes of materials according to its effects in the
environment (e.g. good and harmful effects)
II.
Solid Materials
Liquid Materials
Subject Matter:
A. Concepts: Changes are useful to us in many ways. Changes have good and harmful
effects to people and environment.
B. Materials:
Balls
Charcoal, Bath Soap, Detergent Soap, Wood, Rat bait, Chlorine, Moth
C. References: Science for Better Living 5,pp. 141-149, Into the Future: Science and
Health 6, pp. 126-130
D. Process Skills: Observing, describing, identifying
E. Value Integration: Awareness of the good and harmful effects of changes in materials
III.
Learning Tasks
A. Engagement:
1. Preliminary Activities
1.1 Health Inspection
1.2 Science News
1.3 Review How does Saint Anthony look like 8 years ago?
2. Developmental Activities
2.1 Motivation/Presentation - Realia
Present the following: Charcoal, Bath Soap, Detergent Soap, Wood, Rat
bait, Chlorine
Ask: What is this material? What state of matter it is? Does it have good
effect? Or has a harmful effect? What is the good effect of this material?
B. Exploration
Activity 1 Picture Analysis
Identify which picture gives good and harmful effect.
Useful
Harmful
C. Explanation
1. How do you feel while doing the activity?
2. What are the changes you have observed?
3. Give their good and harmful effect.
4. Name a material, give its state of matter and give its good and harmful effect.
D. Elaborate
Strategy:
Heads Together
(The teacher will show an object and ask the state of matter and good and
harmful effect of the material.)
Object to Show: fertilizer, monosodium glutamate (vetsin), moth balls
E. Evaluation
Read the situation and write G on the blank if it tells good effect and H if not.
1. ___ Mother is washing clothes and she asked Miguel to buy detergent soap because
when it is added to water it washed away dirt.
2. ___ After cleaning the house, Nicole collected a box of paper and she burn it into
ashes.
3. ___ In cleaning the toilet bowl Khael used chlorine.
4. ___ Father asked Jose to feed the cat and he gave a rat bait.
5. ___ A logger burned the pieces of wood to make charcoal in a residential area.
IV.
Assignment
Make a list of materials which have good and harmful effect to people and
environment.
Prepared by:
MICHELLE ANN R. QUINAN
Grade 5 Science Teacher
Saint Anthony Elementary School
Cainta II - A
Learning Objective: Classify the changes of materials according to its effects in the
environment (e.g. good and harmful effects)
II.
Solid Materials
Liquid Materials
Subject Matter:
A. Concepts: Materials have good and harmful effects. Not all the material; have
beneficial effects on other materials.
B. Materials:
Learning Tasks
A. Engagement:
1. Preliminary Activities
1.1 Health Inspection
1.2 Science News
1.3 Review Give some changes and give its good effect. (Pass the ball)
2. Developmental Activities
2.1 Motivation/Presentation
Have you heard an oil spill happened in the Philippines? What is
an oil spill? What is the effect of it in the environment?
( Video Clip )
B. Exploration
Activity 1 Bring Me Back Home!
Direction: Choose and paste the picture in their corresponding home.
TOXIC
Flammable
Corrosive
Reactive
Good
Harmful
Paint remover
Hydrogen peroxide
Stain remover
Gasoline
Kerosene
Activity 3 Act it out!
Direction: Act out on how you will show awareness and carefulness in
handling or using some harmful materials at home and in school.
(Rubrics)
C. Explanation
1. Group presentation
2. How do you feel after doing your activity?
3. What are the liquid materials based from your conducted activity?
D. Elaborate
Strategy: Giant Step (Name a liquid material and give its god and harmful effect.)
Follow up Questions:
1. What are the changes in the materials that bring good and harmful effects?
2. As a grade 5 pupil, how can you help reduce the harmful effects in the
environment of changes in the materials?
E. Evaluation
Make an essay about the changes in the materials and give their good and
harmful effects. (Rubrics)
IV.
Assignment
Make an album of solid and liquid materials and give their good and harmful
effects.
Prepared by:
MICHELLE ANN R. QUINAN
Grade 5 Science Teacher
Saint Anthony Elementary School
Cainta II - A
RUBRICS FOR ROLE PLAY
CRITERIA
Works
cooperativel
y with group
Excellent
4
Always willing
and focused
during tasks
and
presentation.
Good
3
Usually willing
and focused
during
assigned tasks
and
presentation.
Competent
communicatio
n of
characters
role, feelings,
and motives.
Adequate
2
Sometimes
willing and
focused during
assigned tasks
and
presentation.
Adequate
communicatio
n of
characters
role, feelings,
and motives.
Basic
1
Rarely willing
and focused
during
assigned tasks
and
presentation.
Limited
communicatio
n of
characters
role, feelings,
and motives.
Presentation
and
perspective
Convincing
communicatio
n of
characters
role, feelings,
and motives.
Use of
nonverbal
cues (voice,
eye and
body
movements,
props,
costumes)
An impressive
variety of
nonverbal
cues were
used in an
excellent way.
Good variety
(3 or more) of
non- verbal
cues were
used in a
competent
way.
An acceptable
variety of
nonverbal
cues were
used in an
adequate way.
Limited variety
of non-verbal
cues were
used in a
developing
way.
Information
accuracy
Information
appears to be
always
accurate.
Information
appears to be
usually
accurate.
Information
appears to be
sometimes
accurate.
Information
appears to be
rarely accurate
Advanced
(5pts)
Proficient
(4pts)
Approaching
Proficiency
Developing
(2pts)
Beginning
(1pt)
Content
Content
surmount
expectation.
Treatment
of details is
advanced
and in
detail.
Content
reaches
expected
result.
Treatment
of details is
proficient
and of good
quality
Organizatio
n and Style
The
structure of
the essay is
highly
organized
and shows
consistency.
There is
variety in
style which
makes the
essay very
impressive.
Grammar
There are
no
grammatica
l errors in
the essay.
The
structure of
the essay is
organized
and
consistency
is obvious.
There is
multiplicity
in style
which
makes the
essay
impressive.
There are
minimal
grammatica
l errors in
the essay.
(3pts)
Content is
near the
expected
result.
Treatment of
details
approaches
proficiency
with some
shallow
lines.
The
structure of
the essay is
somewhat
organized
and
coherent.
There is
somehow a
multiplicity
in style
which
makes the
essay good.
There are
some
grammatical
errors found
in the essay.
Spelling
There are
no errors in
spelling.
Content is
beyond the
expected
outcome.
Details are
in the
developing
phase and
very
shallow.
Content is
very basic
and lacks
in-depth
analysis.
The
structure of
the essay is
not too
organized
and
coherent.
There is
little variety
in structure
and
subject.
Structure is
unorganized
and not
coherent
with the
topic. There
is no variety
in structure
and subject
matter.
There are
many
errors
found in
grammar.
Editing is
suggested.
Grammar
lacks order
and
neatness.
There are
numerous
errors.
Major
renovation
is
suggested.
There are
more than
10 errors in
spelling.
There are
7-10 errors
in spelling.
I.Learning Objectives:
II. Subject Matter:
A. Concept:
B. Materials:
C. References:
D. Process Skills:
Questions:
1. What are the warnings shown in the product label?
2. How will you use flammable materials?
3. How do you use poisonous substances?
Activity 2
Group Discussion:
Assign the different topics to the group. They will discuss and demonstrate the
different ways of using products safely.
Group 1. Proper Use of Medicines
Group 2. Proper Use of Personal Care Products
Group 3. Proper Use of Household Cleaning Materials
Group 4. Proper Use of Pesticides
Question:
Why do we need to use materials properly?
C. Explanation:
1. Give ways on how to use medicines properly?
2. Why is there a need to read the prescription at the back of each bottle?
3. What are the ways of using personal care products properly?
4. How do you use household cleaning products?
5. Are children allowed to use chemicals?
D. Elaboration:
What are the common ways of using and handling household products?
E. Evaluation:
Write True if the statement is correct, if not, write False
_____ 1. All materials have harmful effects.
_____ 2. Before using any product, you must read the label.
_____ 3. Flammable materials should be used away from fire.
_____ 4. Precautions and warning signs could be ignored when using materials.
_____ 5. All household materials are useful when handled properly.
IV. Assignment
What materials have warning signs like: Give at least two (2) examples for each.
a. poison symbol _____________
b. for external use only _________________
c. avoid contact with skin and eyes ______________
Day 2
III. Learning Tasks
A. Engagement:
Let the pupils classify the following materials.
coffee
lacquer
bath soap
mothballs
sardines
bleach
paint
lotion
shampoo
pesticides
face powder instant noodles
How do you classify the household materials?
Where do you usually store these materials?
B. Exploration
Group Activity:
Group 1:
should be stored
correct column.
shampoo
paints
soy sauce
bath soap
thinner
vinegar
deodorant
laundry soap hair dryer
face
powder
Bedroom
Bathroom
Group 2:
Stockroom
Kitchen
Laundry area
Place inside the correct box the different pictures of the household
materials
Medicine
Kitchen
Bathroom
Cabinet
shampoo
disinfectants
neozep
Lactacid
knife
bath soap
preservatives
toothpaste
Group 3:
Stockroom
food
canned goods
rust remover margarine
Bathroom
motor oil
cleansers
Bedroom
toilet cleaners
body lotion
IV. Assignment
What materials at home are poisonous. Paste on your notebook at least 5 examples.
Day 3
III. Learning Tasks
A. Engagement:
wood
B. Exploration:
Assign two pupils to act out: One pupil showing the proper way of disposing
empty containers of
hazardous products the other one throwing them away in the
garbage can.
hazardous
Which do you think is showing the right practice of disposing empty containers of
products?
Group Activity:
household
have in the group.
Let the pupils form 3 groups. The groups will be given empty containers of
materials. They will list down steps in disposing the materials they
Group 1:
Group 2:
Group 3:
bottles
acid
C. Explanation:
1. What do you do with the waste materials at home?
2. How will you dispose different hazardous materials?
3. Why do we follow the proper disposal of hazardous materials?
4. What will be the effect if a person doesnt know how to dispose his waste
properly?
D. Elaboration:
What ways should be employed to ensure proper disposal of waste materials?
E. Evaluation:
Identiy where to store the following products:
1. mothball or naphthaline balls
2. canned goods
3. alcohol
4. bleach
5. shampoo and soap
IV. Assignment
Design a poster how to dispose product safely. Choose one product only.
Prepared by:
MS. VICTORIA J. VITO
PILAPILA ELEMENTARY SCHOOL
DISTRICT 1, BINANGONAN
ACTIVITY # 1
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
DIVISION OF RIZAL
LESSON PLAN IN SCIENCE V
First Quarter
Week 3, Day 4 and 5
Contents: PROPERTIES: USEFUL AND HARMFUL MATERIALS
I.
B. Materials:
C. Reference:
D. Process Skills:
E. Value Integration:
precautionary measure in handling, storing, and disposing harmful materials and sad
face if not.
2. Review the pupils understanding about the safety precautions in handling, storing and
disposing of harmful materials by presenting the role playing activity (pre-assigned).
3. Based on your presentations, will you please give the safety precautions in handling,
storing and disposing of harmful materials?Write your answers on the strips of
cartolina and put it on the column provided in the chart.
HANDLING
STORING
DISPOSING
4. For our next activity, we will have a film viewing about handling harmful materials.
(Film Viewing)
B. Exploration
GROUP 1Based on the film, list down the materials at home which are considered
harmful or hazardous.
GROUP 2 Through role playing, show to the class what will happen to us if we will be
exposed in a wrong way to harmful materials.
GROUP 3 Given the concrete harmful materials (improvised) e.g. soap, toilet cleaner,
etc., the group will give and show ways on how to use them properly and safely.
GROUP 4 Make a slogan about how we will be careful in handling harmful materials.
GROUP 5 Through a jingle, suggest other ways or precautionary measures in handling
harmful materials.
C. Explanation
1. Have the group representative present the result of the activity given.
2. Discuss the activity, check the pupils responses and clarify misconceptions when
needed.
3. Ask the following questions:
a. How do we handle the materials at home?
b. What can we do to prevent conflict with those harmful materials?
c. What are the other ways of handling harmful materials can you give to the class?
D. Elaboration
1. Find out more about safety precautions by accomplishing the checklist below.
Always
Sometime
s
Never
Prepared by:
FELICITAS D. MAGLALANG
Darangan ES
Binangonan I District
Discuss with your group the properties of the observed materials and answer the
following questions:
1. What kind of materials are listed products on the table above made of?
2. How are they being used? Are they useful or harmful?
3. How can these materials become harmful? ( if they are not used, handled and
disposed properly)
B. Exploration
Group Activity
Materials needed:
Plastic bottle
metal screw
Drinking glass
plastic bag
Metal spoon
rubber band
Rubber slippers
wooden spoon
pencil
bottle made of glass
plastic cup
mirror
nail
rubber toy
wooden stick
A. Advance preparation
1. Prepare the materials needed in the activity
2. See to it that the materials are distributed properly to each group
3. Set norms to follow during the group activity
4. Remind the pupils on how to handle the materials properly
5. Go around and oversee the work of the pupils
7. Remind each group to present their work after 10 minutes
B. What to do:
1. Gather all the products you have on your table.
2. Group the products based on the materials they are made of.
3. Analyze the properties of the materials used in each group of product and determine
the uses of these materials in daily life.
4. Show to class how to use the materials.(role playing/ dramatization)
5. Have the pupils fill out the table below
Kinds of
Examples of Materials
Properties of
Materials
Materials
Metals
Nail, metal spoon, metal screw
Hard, solid, sink in water
Plastics
Plastic cup, bag and plastic bottle
Can be moulded, rust resistant,
water proof
Rubber
Rubber band, slippers, toy
Elastic, float in water
Glass
Drinking glass, bottle and mirror
Shiny, transparent, brittle
wood
Wooden stick, spoon and pencil
Flexible,, can be carved
C. Explanation
1. How did you find the activity? Did you enjoy the activity?
1. What materials did you use in the activity?
2. Did you group the materials? How did you did you do it?
( Yes, based on the materials they are made of)
3. How many groups were you able to come up with? Specify the groups.
( five groups- metals, plastics, rubber, glass and wood)
4. How do materials become useful?
(Materials can be useful if we use the materials in our daily life.
5. How do materials become harmful?
(Materials can be harmful both to our health and the environment if not properly
used, handled and disposed of.).
D. Elaboration
A. Group Presentation (Dramatization/ Role Playing on using the properties of
materials whether they are harmful or useful)
Group 1- Use of metals
Group 2- use of plastics
Group 3- use of rubber
Group4- use of glass
Group 5- use of wood
The rubric may be used to assess the group work
Criteria
Creativity and
innovativeness
Content and
organization
5 points
The performance
demonstrates creative
thinking, has
innovative and
unique
qualities/concepts
Concepts presented
are very substantive
and well-organized,
conveyed very clear
message
3 points
The performance
demonstrates
moderate creative
thinking, has some
innovative and unique
qualities/ concepts
Concepts presented
are moderately
substantive and
organized, conveyed
ambiguous message
1 point
The performance
lacks imaginative
thinking, has no
innovative and unique
qualities/ concepts
Both the concepts
presented and the
message conveyed
are not well organized
and ambiguous
Teamwork
Cooperation among
the group members is
very evident: 75%100% of the members
of the group work
collaboratively
Cooperation among
the group members is
moderately evident,
50% to 74%of the
members of the group
work collaboratively
Cooperation among
the group members is
not evident; less than
50% of the members
of the group work
collaboratively
B. 1. Why would some people prefer to use plastic bag than a paper bag?
(Paper bags easily get wet than plastic
2. During rainy days, what kind of materials are you going to use to prevent you from
getting wet? Why? ( We need to use plastic raincoats to prevent us from getting wet. Plastic
does not absorb water; it does not allow water to pass through.
3. Why do some people use rubber floaters (salbabida) in swimming pools?
(to keep them afloat in water)
4. Plastics, rubber and glasses are non-biodegradable materials. What should you do
to lessen the harmful effects of these materials in the environment?
(Through waste management- use 5rs, reuse, reduce, recycle, recover and
repair
Day 2
Have the pupils bring different materials like old newspaper, popsicle stick,
barbeque stick, candy wrapper, drinking straw, seeds and other materials
Let them apply their understanding on the use of the properties of materials
whether they are useful of harmful
Poster making /collage making
E. Evaluation
The rubric may be used to assess the individual work
Criteria
Creativity and
innovativeness
Content and
organization
Total
5 points
Demonstrates
creative thinking, has
innovative and
unique
qualities/concepts
Concepts presented
are very substantive
and well-organized,
conveyed very clear
message
10
3 points
Demonstrates
moderate creative
thinking, has some
innovative and unique
qualities/ concepts
Concepts presented
are moderately
substantive and
organized, conveyed
ambiguous message
6
1 point
Lacks imaginative
thinking, has no
innovative and unique
qualities/ concepts
Both the concepts
presented and the
message conveyed
are not well organized
and ambiguous
2
IV. Assignment
Write a journal about the use of property of materials whether they use useful or
harmful. Use the sample journal provided.
My Journal
I learned that ___________________________________________________________
____________________________________________________________________________.
I realized that ___________________________________________________________
____________________________________________________________________________
I promise ______________________________________________________________
____________________________________________________________________________.
B. Exploration
Activity 1
Materials: small piece of candle, matches, ceramic saucer, big candle, spoon and thick cloth
Observe and describe the candle wax when it is heated and when it is cooled.
Observation
Explanation
Note: Before the activity, let the pupils answer the first column (prediction). After the activity they
will answer the second and third column (observation, explanation).
Activity 2: Film Viewing/ Video Clips(http://www.youtube.com/watch?v=O1b8SMjeDLA)
Materials: ice cube/water, candle, egg, firewood
Watching video to be able to understand and identify the difference between chemical and
physical changes.
Questions:
1. How can an ice cube turned into liquid?
2. Can a liquid turn into a gas? In what form?
3. What happened to the ice cube when it melts?
4. What happened to the shape of an ice cube?Is it reversible or not?
5. What happened to the candle after cuttinga portion of it?
6. When heat is applied to an egg, is it reversible or not reversible?
C. Explanation:
1. How do you feel with the activity?
2. What are the two changes that occur in thematerials in our activity?
3. What is physical change?
4.What is chemical change?
5. Can you give me some example of chemical change?
6. How about physical change?
7. Is it true that the product of chemical change cannot be brought back to its original form?
Why?
8. Can you differentiate physical change from chemical change?
D. Elaborate:
Class, did you follow the precautionary measures in doing the activity? Why?
Now, that you know already.
What should you do with the materials you
used every day?
E. Evaluation
Direction: Identify what is physical or chemical change. Put your answers on the blank space
provided before the number.
Prepared by:
PINKY F. JALANDO-ON
Teacher RODRIGUEZ II DISTRICT
Learning Objective :
Describe the changes happen in materials in the presence or absence of oxygen
II.
Subject Matter
A. Concept :. Certain conditions needed for a chemical change to happen. These
are the application of heat or with a change in temperature and the presence of
oxygen. Paper, wood, candle or any fuel can decompose to ash , carbon dioxide
or water as one combines with oxygen in burning. Oxygen may also combine
with iron to form rust; this is the start of metal decay.
B. Materials :2 pcs. used paper, 2 pcs. banana cue stick, matchstick, 2 pcs. of
drinking glass
C. References :BEAM 5 DLP 27 Chemical Change, Curriculum Guide S5MT-Ic-d-2,
The New Science Link 5 p. 49-52
D. Process Skills : describing, observing
E. Value Integration: Be cautious. (Take reasonable care to avoid risks).
III.
Learning Tasks :
A. Engagement : (5 mins.)
Present the following pictures. (Ask questions about the pictures)
1.
2.
Materials
Explanation : ( 10 mins.)
1. How did you find the activity?
2. What materials did you use in the activity?
3. In set A ,What conditions helped in burning the stick and paper faster?
( There is the presence of oxygen.)
4. What happened to the stick and paper after it was burned? (The stick
and paper were turned into ashes.)
5. In set B , What happened to the fire in the burning stick and paper when
it was covered by a drinking glass? ( The fire stopped.)
6. Why did the fire stop? ( There is no presence of oxygen.)
7. What is the importance of oxygen in the activity? ( It helps in the burning
of the paper and stick.)
8. What kind of change does the activity show? (chemical change)
Elaboration ( 5 mins.)
When you place an iron nail ina basin of water and leave it for two days, what is
formed in the iron nail? ( rust)
After eating an apple and left it on top of a table. What will happen to the color of
the inner core of the apple? ( The color will turned brown.)
If you put the peeled banana inside a vacuum sealed zip plastic bag. What do
you think will happen to its color? (The color will remain the same due to the
absence of oxygen.)
DAY 5
Have the pupils bring different materials like old burned newspaper, picture of a rusted
car , picture of a log burning , toy car , log , old newspaper
Let them apply their understanding in describing the changes that happen tomaterials in
the presence or absence of oxygen
Diorama
IV. Evaluation
The rubric may be used to assess the group work
Criteria
Creativity and
innovativeness
Content and
organization
Teamwork
5 points
Demonstrates
creative thinking, has
innovative and
unique
qualities/concepts
Concepts presented
are very substantive
and well-organized,
conveyed very clear
message
Cooperation among
the group members is
very evident: 75%100% of the members
of the group work
collaboratively
3 points
Demonstrates
moderate creative
thinking, has some
innovative and unique
qualities/ concepts
Concepts presented
are moderately
substantive and
organized, conveyed
ambiguous message
Cooperation among
the group members is
moderately evident,
50% to 74%of the
members of the group
work collaboratively
1 point
Lacks imaginative
thinking, has no
innovative and unique
qualities/ concepts
Both the concepts
presented and the
message conveyed
are not well organized
and ambiguous
Cooperation among
the group members is
not evident; less than
50% of the members
of the group work
collaboratively
V. Assignment
Bring the following :a piece of steel wool , 1/3 cup of vinegar , thermometer,
water , and basin.
Prepared and submitted by :
Learning Objective: Describe the changes that happen when materials are exposed
to heat
Subject Matter :
A. Concept :Changing Phases
When heat is applied to materials they undergo changes. They may
change into different states- solid, liquid, or gas.
B. Materials : candle, match, test tube, tong, test tube holder, sugar, candle/alcohol
lamp, wood, matchstick, frying pan, hotcake, mixing bowl, spoon, water,
measuring cup, ice tray, water, alcohol lamp, tripod, glass, small beaker, match
C. Reference: Science and Health for Daily Use 5
D. Process Skills : Observing, describing, comparing
Value Integration : Appreciate the changes in phases of matter
III.
Learning Tasks:
A. Engagement:
(Show an ice cream on a cone to the children.)
1. What change did you observe on the ice cream?
2. What might have caused the melting of the ice cream?
3. Where did the heat that melted the ice cream come from?
4. What is the effect?
B. Exploration
Day 1
Activity 1The Candle Wax
What You Need:
candle, match
What to Do:
1. Light a candle and closely observe what happens to the candle wax.
Guide Questions:
a. Why did the wax melt?
b. Whendid the melted wax turn solid again?
Activity 2
Caramelizing Sugar
1 spoonful
1 pc
small pc
1 pc
sugar
candle/alcohol lamp
wood
matchstick
C. Explanation:
1. What were the materials used in the different activities?
2. What changes were observed in the materials when exposed to heat?
3. What can heat do to materials/matter?
D. Elaborate:
Show a video clip on Food Making of Plant.
Ask: 1. What is the important role of heat on the food making of plants?
2. Can we survive without heat? Why?
E. Evaluation:
Directions: Describe the changes that happen in the following materials when
heat is
applied. Choose the letter of the correct answer from the
box.
IV.
a. food-making
process
b. turns to gas
c. material becomes
soft
d. chemical change
e. solidifies
Learning Objective: Describe the changes that happen when materials are exposed
to heat
Subject Matter :
A. Concept :The Product of Chemical Changes
In chemical change, new products are formed. The characteristics of the
new products are entirely differently from the original materials. When a chemical
change takes place, the product cannot be brought back to its original form. A
chemical change is irreversible.
B. Materials :Stove/burner, ripe fruit, unripe fruit, decomposed wood, wood, rice,
water, kettle
C. Reference: Science and Health for Daily Use 5
D. Process Skills : Observing, identifying, experimenting
E. Value Integration : Appreciation of the environment
III.
Learning Tasks:
A. Engagement:
Perform Activity 1 Taste Me (Pre-assigned)
1. Wash the rice.
2. Place the rice with water inside the kettle.
3. Set it on the stove until the rice is cooked.
4. Observe what happened to the rice. Taste it.
Ask: What changes happened to the rice? Can we bring it back to its original form?
Why?
(The children should be able to tell that the rice was cooked. It can no longer be
brought back
to its original form because the substance underwent chemical change
through the application
of heat.)
B. Exploration
Group the class in three
Introduce the activity as Working in Stations
Procedure:
a. The 1st group will proceed to station 1 and do the activity posted and record
their observation on the sheet provided in the stations.
b. The 2nd group will proceed to station 2 and do the activity posted and record
their observations.
c. The 3rd group will proceed to station 3 and do the activity posted and record
their observations.
d. After answering the questions provided for each station, the groups proceed to
the next station moving clockwise.
e. The leader of each group will report on the activity undertaken in the last
station they went through.
1. Remind them the precautionary measures before conducting the activity.
Tell: In chemical change, new products are formed. The characteristics of the
new products are entirely different from the original form. A chemical change is
irreversible.
D. Elaborate:
Can we change a ripe banana to unripe banana? Why?
Can we change cooked rice to uncooked rice? Why?
Directions; Read a paragraph about one of your favorite fruit then tell what
what kind of
temperature is best for storing them.
Bananas
Store bananas at room temperature away from direct sunlight and heat. Bananas
become yellow, soft, and sweet as they ripen. If you want to speed the ripening
process, put bananas in a paper bag with an apple overnight. The natural ethylene
gas released by the apple will help ripen your bananas. Bananas are very delicate
and can be easily damaged by extreme temperatures, hot or cold. Refrigerating
bananas will turn their skins black. Black skinned bananas were most likely
exposed to extreme cold temperatures. The flesh inside will continue to ripen,
even refrigerated, and can still be eaten, or if too ripe, used for baking.
Reference:http://fruitguys.com/almanac/2012/07/02/fresh-fruit-storage-andripening-tips
E. Evaluation:
Choose the letter of the correct answer.
1. In which place will rusting of iron occur easily?
a. humid place
c. dry place
b. dusty place
d. shady place
2. When metal rusts, the material that is rusting becomes ___________.
a. Hard
c. strong
b. Soft
d. sturdy
3. Which is true about chemical change?
a. A new material is formed.
b. The product cannot be changed to its original form.
c. The product is improved and becomes durable.
d. Both a and b are correct.
4. Which of the following materials can resist the harmful effects of water and
oxygen?
a. galvanized iron
c. stainless steel
b. ordinary iron
d. both a and c
5. Which of the following is NOT an example of change brought about by heat
exposure on a material?
a. electricity produced by a solar panel
b. charged of batteries used to run a toy
c. charged cellphones
d. rusting of a steel wool
IV.
Assignment:
List down at least 10 chemical changes that you noticed around you.
II.
III.
Learning Tasks:
A. Engagement:
(Teacher slices a piece of apple in front of the class.)
1. Im going to slice this apple. Describe the flesh of the apple after slicing.
Record your observations.
2. After a few minutes, take note of any changes that occur on the flesh. Describe
it.
B. Exploration
Let the pupils investigate changes that happen in materials under the following
conditions:
* presence of oxygen
* lack of oxygen
Group I Rusting of Metals Viewing a video clip from the internet( Pre- assinged
Reference: https://www.youtube.com/watch?v=cn_Vom...
Directions : After viewing the video from the internet, be able to answer the following
questions:
1. Why do iron/metal rusts?
2. What does rust look like?
3. How can rust be prevented?
4. What are the bad effects of rusting?
(Oxygen affects chemical change in some materials. Just like the apple, rust on metals
form when
exposed to oxygen. This is because metals react when exposed to it. Bridges
and vehicles are made
of metal and they are always exposed to oxygen. Since rust
makes materials break easily, these structures are coated with paint to keep oxygen from
reacting directly with it.)
Group II Fire it Up(Combustion)
Directions:
1. Strike a matchstick on the matchbox.
2. Place the burning matchstick inside a glass jar and cover it tight.
3. Observe and record your observations
Questions :
1. Why did the matchstick burn?
2. What is needed to start fire/ combustion?
3. What is the role of oxyen in the process of combustion?
4. What part in your activity proved that oxygen is needed in combustion?
(Oxygen also plays an important role in the burning process called combustion.
It supports
combustion, so without oxygen, burning will not take place.)
Group III Food Spoilage( Pre-assigned )
Reference: https://www.youtube.com/watch?v=63OEbUg_eF
Directions: Watch a video about food spoilage in the internet.
Questions:
1. What common organism causes food spoilage?
2. How can we prevent food spoilage?
3. What hastens the spoilage of foods? What should be done to foods that are
spoiled? Why?
(Spoiling of food is also affected by the amount of oxygen that reacts with it. More
exposure to oxygen can cause the food to spoil quickly. In order to lessen its exposure to
oxygen, food must be
covered tightly or preserved to prevent it from spoiling easily. It
also contributes to the decaying
process of dead organisms.)
C. Explanation:
Can you give other examples on how oxygen can affect the changes in
materials?
Oxygen plays an important role in our lives. It is necessary to sustain life. It also plays a
role in chemical change, because materials that are exposed to oxygen reacts to it. Exposure
or lack of
oxygen can make metals rust, make food spoiled, and contribute to the decaying
process of
organisms. It is also important in combustion because without it, burning will not
take place.
However, you can limit the exposure of certain materials to oxygen so that it will
not react with it.
D. Elaborate:
Why does a stainless steel not rust even when exposed to water?
(Present a video clip about stainless steel.)
E. Evaluation:
1. What will happen to slice pieces of potato when exposed to the air?
a. It will taste salty.
b. ice
c. molds
d. rust
3. A house is burning and the wind blows hard. Fire increases rapidly. This is due to
_______
a. lack of oxygen
b. presence of oxygen
4. Which of the following situations show the effect of lack of oxygen on material?
a. spoiling of food
b. rusting of iron
closed jar
5. This is also known as the burning process, and it is supported by oxygen.
a. combustion
b. chemical change
c. decomposition
d. physical
change
6. By keeping the food cooled the growth of microorganisms are ___________.
a. increased
b. minimized
c. not changed
IV. Assignment:
What are the changes that happen in materials due to application and/or exposure to
heat?
Reference: http://www.cookingforengineers.com/article/315/Fruit-Ripening/print
Day 1
III.
When you heat water, tiny droplets of water leave the container and enter the
air. These tiny droplets are called water vapor. This process is called
evaporation and is part of the water cycle.
B. Materials:see Activity 2
C. References:S5MT-Ic- d-2 ,Chem4Kids,https://www.youtube.com/watch?
v=MqyWndtRvfQ
D. Process Skills: Observing, , Identifying, Describing
E. Value Integration: Carefulness in handling hot objects
Learning Tasks:
A. Engagement:
Show picture of an ice cream stick.
Ask: What state of matter is it? When expose to heat what do you
think will happen?
B. Exploration:
Activity 1: Video Presentation:
Changes that happen in a material when exposed to heat
https://www.youtube.com/watch?v=MqyWndtRvfQ
Activity 2: Make me Hot
Describe what happens to materials when heated.
What you need:
Group 1:1 piece of clean discarded tin can, any small
stick,candle,alcohol lamp(gasera) 2 chocolate bar
What to do:
a. Put 2 pieces of chocolate bar in a tin can.
b. Light a candle, and hit the tin can for 2-3 minutes.
c. Observe what happen.
What you need:
Group 2: Box of matches,burner , tripod or metal stand,1 pc.oftong,
gloves, any thick cloth to handle hot materials, 2 pieces of crayon
What to do:
a. Put pieces of crayon in the tin can.
b. Place the tin can in a tripodover the flame
c. Observe what happen to the crayons when heated
d. Record your observations
What you need:
Group 3: ice in a glass.
What to do:
a. Place the glass with ice under the sun.
b. Observe what happen to the ice after 10 minutes.
c. Record your observations
What you need:
Group 4: butter or margarine, gasera or alcohol lamp
What to Do:
a. Using a pair of tong (or gloves made of thick cloth),
hold the tin can with butter or margarine) over the flame.
Questions:
1. What happen to each material when heated? Why?
2. Is there a change in the appearance of the material?
3. What change took place?
4. Describe the changes in the properties of the materials
that took place when heated.
C.Explanation:
1. How do you feel with the activity?
2. What happen to the chocolates when heated?
3. What happen to the butter when heated?
4. What happen to the crayon when heated?
5. What do you call the changes that took place in the materials
Whenheated?
D. Elaborate:
Motherwants to make sweet banana cue for a snack, what do you think will she do with
the sugar for it to stick to bananas?Why?
E. Evaluation:
True or False
1. Size and shapes of pieces ofwood changes when heated. -False
2. Water cools when placed under the sun.-False
3. Evaporation occur when water is heated.-True
4. Marshmallow melts as you exposed it to sunlight.True
5. Change takes place when chocolate is heated.-True
IV. Assignment:
Think of other materials which when heated changes. Do the activity at home and report
your observation in the class the tomorrow
Prepared by:
NIDA S. MILLARE
Muzon Elementary School
Taytay II District
Day 2
B. Exploration:
Activity 1: Watching a videoclip on waste management
https://www.youtube.com/watch?v=Kr_DGf77OhM
Activity 2
After watching the videoclip, pupils will talk with a classmate about what they learned on
the different ways of waste management .
Leader to summarize and report the groups answer.
Activity 3:How to Manage Your Home Waste
To teachers: Pls. see attached sheet
Visit this site:http://www.wikihow.com/Manage-Your-Home-Waste#/Image:Manage-YourHome-Waste-Step-1-Version-2.j
C.Explanation:
1. What are the ways of reducing waste?
2. Where will you put pieces of paper collected inside the
classroom?
3. Can it be a source of income? How?
4. What will you do with the wet garbage?
5. How does it help plants?
6. Why is recycling important?
7. What is incinerator?
D. Elaborate:
You are assigned to pick up garbage in the playground everyday,
You picked papers, plastic, wood, tincans and dry leaves, will you just place it in one garbage
can?how will you segregate those waste materials? Why?
F. Evaluation:
Draw
1._____________
3.____________
if not.
4._____________
5._______________
IV.Assignment:
Make your own poster on how you can help reducewaste .Be sure to share the ideaof
your poster.
Prepared by:
NIDA S. MILLARE
Muzon Elementary School
Taytay II District
Reminder to the Teacheryou may use this page but be sure to modify the content depending
on the ability level of your pupils
You can do it in form of a Powerpoint Presentation
How to Manage Your Home Waste
Having trouble keeping up with your family's garbage output? Putting a bit more thought into the
way you manage your household waste can help you get more organized. With careful
planning, you'll be able to save money and have less of an impact on the environment. See
Step 1 to find out how to deal with garbage, food scraps, and recyclables.
Part 1
Reducing Your Garbage
1.
Use cloth bags instead of plastic. This small measure will greatly reduce the amount
of waste you bring into your house. No matter where you're shopping, you can bring your
own reusable cloth bags instead of accepting plastic bags from the store. Plan ahead by
purchasing several reusable bags and storing them where you won't forget to bring them
along next time you go shopping, like in your kitchen or in the trunk of your car.
If you forget to bring your cloth bags to the store, you can still reduce waste! Ask
the person bagging your groceries not to use double bags. Most stores now sell
cloth bags, so you could spring for those instead of accepting plastic or paper you can never have enough around the house.
Using cloth bags isn't limited to grocery shopping. Take one along when you go
shopping for clothes, tools, or any other items you may need.
2.
Buy food that has less packaging. If you tend to buy food that comes in boxes
wrapped in plastic with individually-wrapped serving sizes inside, you're probably
producing more waste than you want to. Look for ways to buy food with minimal
packaging, especially plastic packaging, and you'll see your daily mound of garbage turn
into a tiny hill. Here are a few tricks to try:
o
Use the bulk food section. You can buy rice, beans, cereals, teas, spices, and
other dry foods in the bulk food section of your grocery store. Store the foods in
airtight glass or plastic containers when you get home.
3.
Do vermicomposting. You can make your own worm composting system.
o
Make dinner instead of heating it up. Take-out food and microwaveable dinners
require a lot of packaging, and it all just goes in the trash. It definitely takes more
time, but consider replacing some of your instant meals with homemade
creations. Your waistline will thank you, too.
Buy dairy items in containers you can return. An increasing amount of dairy
companies offer a return system in which you buy a glass jug of milk, cream or
buttermilk and return the jug for a deposit. This is a great way to cut down on
using plastic.
Buy from farmer's markets. They offer mounds of fresh produce that have never
touched plastic. Bring along cloth bags to carry your purchases home.
4.
Don't use bottled drinks unless you have to. Bottled water - and other bottled drinks are a major source of waste in many places. In some places bottled water is safer to
drink than tap water, but if that's not the case in your area, consider using tap water
instead. You can always filter the water if you don't like the way it tastes. This is more
economical and much better for the environment.
o
If you really want to go the distance, you can nix other bottled and canned drinks,
too. For example, instead of buying a case of ginger ale, why not make your
own? Homemade lemonade and limeade are also great choices.
If you do choose to buy drinks by the bottle, choose large containers, rather than
small ones. Get a 5 gallon (18.9 L) container of water with a dispenser instead of
buying an 18-pack of small bottles.
5.
Reduce your paper usage. If you like using computers, there are very few reasons you
still need to have a lot of paper waste in your house. Taking measures to reduce the
amount of paper you buy, as well as the amount of paper that gets sent to you in the
mail, can save you the headache of having to sort through piles of papers.
o
6.
Consider making your own household cleaners and detergents. Many of the
containers used for cleaners and detergents aren't recyclable, so they end up going in
the garbage. If you have the time and inclination, making your own formulas and storing
them in glass containers will end up saving tons of money and significantly reduce your
garbage output.
Part 2
Reusing and Recycling
1.
Donate items when possible. If you have old clothing, electronics, or other items you
don't want but are still in decent shape, donate them instead of throwing them out in the
trash. Better they end up in a classroom or someone's closet than the landfill.
o
Old clothes and fabric scraps can be donated to a fabric recycling facility.
2.
Reuse containers. Durable containers can be reused a number of times before they
need to go out with the garbage or recycling. Bottles, boxes and bags can all serve a
second purpose if you know how to use them.
o
Use paper bags to hold recyclables, if you don't have a bin. You can also use
them to fashion book protectors - a flashback to grade school days.
Reuse paper by printing on both sides, or letting your children draw on the back
of used paper.
Use food-grade glass containers (that didn't previously contain anything toxic) to
store dry goods and leftovers.
Plastic containers are fine to use for storage, but be careful about reusing them
too many times to store food. Plastic, even if it's food-grade plastic, can
eventually break down and start leaching chemicals into the food.
3.
Follow your city's recycling policies. In some places you need to sort plastic, glass,
and paper recyclables and and turn them in separately, while other cities allow you to
place all recyclables in the same bin and be done with it. Some cities provide recycling
pickup, while other places have a recycling center where you can drop everything off.
Check your city's website and follow its policy regarding proper recycling.
o
Glass containers
4.
Dispose of trash and hazardous waste properly. There are some household items
that just can't be recycled or reused. These items have to be thrown out with the trash or
disposed of at a hazardous waste facility. Try to reduce your consumption of the
following items, and when you do use them, dispose of them according to your city's
laws:
o
Batteries
Paint
Light bulbs
Part 3
Composting
1.
Save your food scraps and yard cuttings from the trash. Food scraps and yard
cuttings don't need to be thrown out. Instead, you can compost them and turn them into
rich, nutritious soil that can be used to nourish your garden - or donated to someone else
who will be able to use it for theirs. There are many ways to compost; some compost
mixtures allow for items like meat and dairy to be included, while others are strictly for
fruit and vegetable scraps. To start a basic compost pile, save these items:
o
Green items, which break down quickly, like raw vegetable peelings, coffee
grounds, tea bags, grass cuttings, leaves
Brown items, which break down slowly, like sticks and branches, paper,
cardboard, eggshells, sawdust
2.
Create a compost site. Select an area in a sunny or partially shaded spot in your yard
for your compost site. Ideally, you'll compost directly over dirt or grass, but if you don't
have a large yard area, you can compost on a concrete patio. Here are a few different
ways you can structure your compost site:
o
Make a compost pile. This is the simplest way to compost. All you have to do is
make a pile in your yard. It should be located well away from your house, since
composting sometimes attracts mice and insects.
Make a compost box. You can construct a box made to the exact dimensions that
suit your needs.
Buy a compost bin. They're available at most home and garden stores, and come
in a variety of different shapes and sizes.
3.
Choose to make either a cold or hot compost heap. Making a cold heap requires less
effort, but it takes longer for the compost to be ready. Making a hot heap requires a little
work, but you'll have compost in as little as 6 - 8 weeks. Here's the difference:
o
To make a cool compost heap, fill your bin with a few inches of both green and
brown materials. Keep piling more in whenever you need to get rid of food scraps
or toilet paper rolls. When the bin is full, leave it to compost. It may take up to a
year to full compost, but you can use the compost forming at the bottom of the
bin as needed.
To make a hot compost heap, mix your green and brown materials well, and fill
your bin all the way up (or heap up a big pile). It will warm up and get hot to the
touch; when this happens, stir it up, and it will cool. When it heats up again a few
days or weeks later, stir it up again. Keep doing this until it stops heating up after
you stir, then let it rest to finish composting.
4.
Maintain your compost site. If it seems to be rotting too fast and turning slimy, add
more brown items to slow it down. If it seems to be too dry to work its magic, add some
water or more green items. The more effort you put into tending to your compost site, the
faster you'll have usable compost.
5.
Use your compost when it's ready. You'll know your compost is ready when it turns a
rich brown or black color and takes on an earthy smell. Your compost can be used to
fertilize your vegetable or flower garden, or you can simply spread it around your yard to
give your grass and other plants a nutrition boost.
Day 3
When a material can no longer be used after it has served its purpose it
is considered as waste.
There are five ways of waste management. This is called the
Reuse means to find other uses for materials that are already
5Rs technique.
used.
the environment
C.Explanation:
1.
2.
3.
4.
What is waste?
What are the 5Rs of waste management?
What do you mean by Reuse? Reduce, Recycle, Repair and Recover?
Give examples of each of the 5 Rs
D. Elaborate:
With the 5 Rs that we have studied.Do the following.
Group 1 : Make a Jingle on how to reuse waste materials.
Group 2 : Using whole cartolina make a poster on how
to reduce waste materials.
Group 3: Compose a song on how to recycle waste materials
Group 4: Role play a repair and recoversituation of discarded materials.
You can get a broken chair to repair .
E. Evaluation:
Directions: Read the following statement carefully. Arrange the jumbled letters
that best described the sentence.
1. _______________ means to find other uses for material that are already
used. (URESE)
2.________________ means to lessen the amount of trash that will add to
the environment. (DCEREU)
3.________________ means creating a new product out of a material that
already served its purpose. (CYEERLC)
4.________________ is to return or regain. (VCOREER)
5.________________ is the action of fixing or mending something. (PERARI)
IV.Assignment:
Bring scrap materials that can be recycled.
Prepared by:
NIDA S. MILLARE
Muzon Elementary School
Taytay II District
II.
Subject Matter :
A. Concept: Some materials can be recycled into useful products.
The materials that can be recycled are papers, plastics,
etc.
B. Materials: real objects, picture, activity cards
C. References: Curriculum Guide in K-12 Curriculum S5MT. 1e-g-3
www.buffalo.edu/recycling
D. Processes Skills: Observing, Classifying, Comparing, Identifying
E. Value Integration: Conservation of Environment
III.
Learning Tasks:
A. Engagement (Passing A Ball)
The teacher is going to play music while the pupils are passing a ball.
When the music stops, the pupil who holds the ball will give example of
materials that they can see inside the classroom.
Based on the materials that you have given, which of the following
can be recycled?
B. Exploration
Group I
Study the following materials. Identify them whether they are recyclable
or non-recyclable. Put the following pictures to the correct bin.
Group II
Put a check (/) on the materials that can be recycled and materials that
cant be recycled.
Materials
Plastic Bottles
Styrofoam
Magazine
Tissue paper
Ceramics
Can be Recycled
Cant be Recycled
Group III
What can I recycle?
Draw any materials that can be recycled in the column Yes Please and
materials that cannot be recycled in the column No Thanks
YES PLEASE!
NO THANKS!
Group IV
Using Real Object
Materials:
paper board
candy wrapper
mirror glass
newspaper
paint can
plastic bottle
styrofoam
light bulb
Do:
1. Get the materials.
2. Classify the following materials as to recyclable and non-recyclable.
3. Answer the following questions.
Which materials can be recycled?
Which materials cannot be recycled?
What do you think is the useful product of the materials that can be
recycled?
C. Explanation
1. What are the materials that can be recycled?
2. What do you think is the possible useful products of plastic bottles?
newspapers?
3. Can you give other materials that can be recycled?
4. Why do you think some materials cannot be recycled?
E. Evaluation
Exhibit
CRITERIA
Usefulness of the product
Pupils creativeness
Availability of materials/resourcefulness
Time conservation
IV.
Assignment
Write 5 other example of materials that can be recycled.
Prepared by:
LAARNI A. VILLAMONTE
Dolores Elementary School
Taytay II
II.
Subject Matter :
A. Concept : The importance of recycling waste product are:
helps in decreasing garbage to make environment
clean
preserves our natural environment
reduces financial expenditure in the economy
reduces pollution
saves energy
B. Materials: bin, activity cards, drawing materials
C. References: Curriculum Guide in K-12 Curriculum S5MT. 1e-g-3
www.conserve energy.future.com
D. Processes Skills: Observing, Classifying, Inferring
E. Value Integration : Love of Nature
III.
Learning Tasks:
A. Engagement (Guessing game)
Inside a two bin labeled recyclable and non-recyclable materials contain
different words (recycle, reduce, reuse, plastic, paper etc). Representative
of each group will get one word inside a bin and try to write it using his/her
body/hip. The members of the group will guess the word. The group who
guessed many correct words will win.
B. Exploration
Group I
Paragraph Reading
Do:
1. Read the paragraph
2. Answer the following questions.
What is recycling?
How are recycling waste materials important to us?
What do you think will happen to our environment if we
did not start recycling today?
Group II
Make a journal on the self/group made project on recycling
Group III
Poster Making
Materials:
cartolina
pencil
ruler
coloring materials
Do:
Make a poster showing the importance of recycling waste materials
in our environment.
C. Explanation
1. In what way does recycling of waste materials help in conserving
energy?
2. How are recycling waste materials important to us? to our country?
to the environment?
3. What are you going to do to disseminate information on the
importance of recycling waste materials to the community you
belong?
4. What do you think will happen to our environment if everybody
recognizes the significance of recycling waste materials?
D. Elaborate
Make a portfolio on the importance of recycling waste materials.
E. Evaluation
Rubrics
5- The pupils made a portfolio with creativity and resourcefulness with 5 or
more importance of recycling materials.
4- The pupils made a portfolio with 5 or more importance of recycling
materials.
3- The pupils made a portfolio with 3 or 4 importance on recycling waste
materials
2- The pupils made a portfolio with 2 importance of recycling waste
materials
1- The pupils made a portfolio
IV.
Assignment
Make a simple jazz chant on the importance of recycling waste materials.
Prepared by:
LAARNI A. VILLAMONTE
Dolores Elementary School
Taytay II
Paragraph:
Recycling is the process of converting waste materials into reusable objects to
prevent waste of potentially useful materials. It is one of the best ways to have a
positive impact in our environment today. Recycling is important to us and to our natural
environment where we live.
With recycling, a substantial portion of our waste can be broken down into their
original elements and be used to produce new materials. In that way, we can reduce the
harmful waste we discard into the environment, pollution, and even conserve raw
materials. Recycling contributes to the economy because it conserves resources and
saves money, creates jobs and even generates revenue.
If we do not recycle now and conserve our resources, Time will come; nothing
will be left for our future generations. And they would also have to pay the price for the
damage we did to the environment.
Republic of the Philippines
Department of Education
Region IV A CALABARZON
Division of Rizal
INSTRUCTIONAL PLAN IN SCIENCE 5
5 Es
Week:
Day : 1
II.
Subject Matter :
A. Concepts : We can eliminate or reduce the use of some harmful materials.
B. Materials :
plastic bag
dry leaves
styrofoam
vegetable peelings
coconut husk
decaying fruits
plastic bottle
cardboard
pesticides
Activity Card
pictures
C. Reference: S5MT la-b-1
https://youtu.be/QHw1P0OO6OY
https://www.epa.gov/recycle/composting-home
https://en.wikipedia.org/wiki/Hazardous_waste
YouTube 3C- Material Song
D. Process Skills:
Observing, Analyzing, Classifying
E. Values Integration :
III.
Learning Task :
A. Engagement
present a song (You Tube 3C-Material Song)
( Ask : what materials did you see from the song)
(Teacher writes the answer on the board)
Activity 1
B. Exploration
Picture PUZZLE
Work on the picture puzzle and analyze if each material is useful or not.
Questions:
1. What are the materials formed from the puzzle?
Questions:
1. Which of the materials on the pictures presented are useful? harmful?
2. Can we avoid using these harmful materials?
3. What will you do to the household materials that have chemicals?
4. If you will be asked to dispose fruits and vegetable peelings, what will you
do?
Activity 3
SLOGAN MAKING
Make a slogan on how to reduce the use of harmful materials.
Rubrics:
Standards
3
1. The slogan tells the importance of reducing
the use of harmful materials
2. Shows creativity
3. Finished the activity within the allotted time
4. The slogan indicates the love for nature
5. Shows maximum group participation
C. Explanation :
1. How did you find the activity?
2. Why should we reduce the use of harmful materials?
3. How will you use these materials in our daily living?
D. Elaborate:
(Jollibee video clips) https://youtu.be/QHw1P0OO6OY
Do you agree on a strawless Friday policy of Jollibee?
Why do you think they implement such policy?
E. Evaluation:
Directions: Below is a list of materials. Determine whether each material can be
reduced or not. Write R if it can be reduced and N if cannot. Write your answer
on the space before each number.
_____1. Commercial fertilizers
_____2. Decaying fruits and vegetables
_____3. Insecticides
_____4. Dry leaves
_____5. Hair spray
IV.
Assignment:
Write a journal on why we should reduce the use of some materials.
Prepared by :
IRENE F. CABALLES
T - lll
District of Morong
Tomas Claudio Mem. Elem. School
Day:
B. Materials:
Video clip
Strips of cartolina
Art materials (cartolina, scissors, crayon, pencil)
Activity Card
metacards
C. References : S5MT-Ia-b-1
Google.com.ph
www,you tube.com One Minute Life in a Slum
D. Process Skills: observing , describing, identifying, analyzing
E. Value Integration:
III. Learning Tasks:
A. Engagement :
1. Review:
Awareness
2. Motivation:
( Present a video clip (You Tube One Minute Life in a SLUM.)
Ask : Where do the people live?
How do the people in the area live?
If they are scavengers, what kind of materials do they see every day?
What do they do with those materials in the dumpsite?
Have you been to that kind of place?
B. Exploration:
Activity 1
DEBATE (Pre-assigned topic: REDUCE vs RECYCLE)
Choose a partner from the group and make a simple debate about a
certain topic about reducing waste materials.
Rubrics:
Standards:
5 4 3 2
1. Important information on harmful and useful materials were
cited during the debate.
2. Topics discussed were delivered very well.
3. Shows respect on others opinion.
C. Explanation:
1. How did you find the debate?
2. What are the importance of reducing waste materials?
3. What are the benefits of reducing waste material to the people, environment
and community?
D. Elaborate
Why is it important to follow or reduce waste materials? If we reduce using
harmful materials, what value do we show?
E. Evaluation:
Using sheet of cartolina and other art materials, make a slogan or streamer
about reducing waste materials.
(All outputs will be posted on pathways or near on YES-O Garden)
Rubrics in checking the slogan:
STANDARDS
1. Shows clear ideas about the topic/theme.
2. Value awareness on environment was interpreted.
3. Cooperation among the group was visible.
IV. Assignment:
Using the slogan or streamer, go around the school campus and make an
Advocacy Campaign on Reducing the Use of Toxic Materials.
Prepared by:
IRENE F. CABALLES
T III District of Morong
Tomas Claudio Memorial Elementary School
Questions :
1. What are the different waste materials used in your activity?
2. Were you able to identify which materials can be reused?
Activity 3
Materials :
(zesto box, broken pails, old clothes)
Through a pantomime, show to the class what you could do with these old materials.
Questions :
1. What did you do with the zesto boxes? Broken pails, old clothes?
2. Were you able to show to class what you could do with the old materials?
C. Explanation
1. How do you feel with the activities ?
2. What are the different materials that can be reused ?
3. Why do you think we need to reuse these materials ?
4. What are the benefits we could get from thesepractices ?
D. Elaborate
(Off the wall)
Pick out the name of the materials that you think can be reused?
E. Evaluation
Identify these materials. Put a check (/) to the pictures that can be reused and a cross mark (x)
if
Not.
_____1. Old clothes
_____2. Slipper with no pair
_____3. Newspapers
_____4. Broken glass
_____5.Old wooden furniture
IV. Assignment
Make your own collage using old/waste materials found at home.
Prepared by :
NILDA R.CELESTINO
Teacher II
San Guillermo Elementary School
Morong District
Prepared by :
NILDA R. CELESTINO
Teacher II
San Guillermo Elementary School
Morong District
Facility
WASTE SEGREGATION
VIDEO PRESENTATION
https://youtu.be/sDO2vqq1gWE
C. Explanation:
1. How do you feel with the activity?
2. What are the materials that can be recovered from wastes and can be turned into
useful products?
D. Elaborate:
Recovering useful waste materials and turning them into useful products is
one of the best ways in preserving the environment. As a pupil and as a
member of the community, what help can you give to recover and use waste
materials?
E. Evaluation:
(Choose 1)
A. Poster Making
(The Teacher will make rubrics on the importance of recovering materials)
B. List down at least 5 materials that can be recovered and the product
that can be made out of the listed materials.
IV. Assignment:
Make a research about the different processes done in MRF (Material Recovery
Facility) in your locality. List down the products or output made from the collected materials and
the benefits that we can get from the project.
Prepared by:
EDERLINDA B. ESQUIBEL Ph.D.
MT 1, TCMES, Morong, Rizal
Originality
3
Preservation of the
environment is very
evident in the poster.
Poster is exceptionally
2
Preservation of the
environment is slightly
evident in the poster
Poster is attractive in
1
Preservation of the
environment is not
evident in the poster.
Poster is acceptably
attractive in terms of
design layout and
neatness
attractive though it
may be a bit messy
V. Assignment :
List down five (5) other waste materials that can be recovered.
Prepared by:
LYNETTE F. LONGA
Grade V Science Teacher
Baras Elementary School
LYNETTE F. LONGA
Grade V Science Teacher
Baras Elementary School
Baras District
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A (CALABARZON)
Division of Rizal
District of Baras
B.Exploration:
Activities
The class will be divided into two. Each group will have their leader to report.
Look around the waste materials. Are these materials useful or harmful?
Activity 1-Group 1
a. Look at the waste materials. Identify whether it needs repair or not. .
b. Record your observation.
Kinds of Materials
1. Radio
2. Burned Electric Fan
3. Destroyed TV fuse
4. Broken Window Glasses
5. Tear shoes
Need to Repair
No Need to Repair
Respons
e
Yes No
Reporting
Each group will have their report about the activities.
1. How do you feel the activity?
2. Why do we need to repair waste materials?
3. Do you think it is important? Why? Why not?
C. Elaboration
What are we going to do with the waste materials?
Why should we repair materials?
D. Evaluation
Direction: Write NR if the materials need to be repair and NN if not. Write your answer
before the number.
III.
Criterias
1. Student exhibit positive behaviour while
performing the activity.
2. Student met the necessary output.
3. Student demonstrates his output properly.
4. Student performs the task honestly and
Very
Good(4)
Good(3)
Fair(2)
Poor(1)
accurately.
5. The student able to finished in time given.
IV.
Assignment
Make a slogan showing support for recycling materials?
Activity 1-Group 1
Prepare the materials needed.
Create a design from the bottles.
Record your observation
Present your output.
a.
b.
c.
d.
Activity 2- Group 2
Prepare the materials needed.
Create a design from different used papers
Record your observation
Present your output.
a.
b.
c.
d.
Activity 3-Group 3
Prepare the materials need.
Create a design from the straws.
Record your observations.
Present your output to the class.
Excellent
(5)
Very
Good (4)
Good(3)
Fair(2)
Poor(1
)
VI.
Subject Matter :
E. Concepts :
Liquid waste can be defined as such fluid as waste water, fats, oils or
grease (FOG), used oil and hazardous household liquids.
Liquid waste is divided into three main stream: sewage, trade waste and
hazardous liquid waste
Making new products out of recycled materials reduces the need to
consume precious resources. So recycling helps protect raw materials
and protect natural habitats for future generations.
F. Materials : local and recyclable liquid materials, video clip
G. References:
Curriculum Guide S5MT-Ih-i-4
https://en.wikipedia.org/wiki/
http://www.environment.gov.au/topics/environmentprotection/nwp/reporting/national-waste-stream
https://www.environment.gov.au/system/files/resources/fd8e59bd.../liquidwaste.pdf
http://scienceprojectideasforkids.com/2010/science-project-judging-rubric/
http://www.oocities.org/egf94/2ndlongtest/ip.html
www.slwp.org.uk/what-we-do/recycling.../why-it-is-important-to-recycle-andcompost/
www.scienceclarified.com
www.wipo.int/edocs/mdocs/mdocs/en/wipo_ip_mnl_15/wipo_ip_mnl_15_t4
.pdf
H. Process Skills : experimenting, identifying, brainstorming
I.
VII.
Learning Tasks:
F. Engagement:
Present a video clip to the class about recycling of water.
What liquid waste material is shown from the video?
What did the character do to the water after washing her clothes?
DOH - formulate guidelines and standards for the collection, treatment and
disposal of sewage including guidelines for the establishment and operation of
centralized sewage treatment system.
LGUs - appropriate the necessary land for the construction of the sewage and/or
septage treatment facilities in accordance with the Local Government Code. It shall
also submit to DPWH a priority listing of their projects
LGUs shall share the responsibility in the management and improvement of water
quality within their territorial jurisdictions. (Sec. 20) Local Government Units are the
key players in the Water Quality Management Areas designated by DENR in
accordance with Sec. 5 of the Clean Water Act.
References:
https://en.wikipedia.org/wiki/
http://www.environment.gov.au/topics/environment-protection/nwp/reporting/national-waste-stream
https://www.environment.gov.au/system/files/resources/fd8e59bd.../ liquid-waste.pdf
http://scienceprojectideasforkids.com/2010/science-project-judging-rubric/
http://www.oocities.org/egf94/2ndlongtest/ip.html
www.slwp.org.uk/what-we-do/recycling.../why-it-is-important-to-recycle-and-compost/
www.scienceclarified.com
www.wipo.int/edocs/mdocs/mdocs/en/wipo_ip_mnl_15/wipo_ip_mnl_15_t4.pdf
http://study.com/academy/lesson/what-is-hazardous-waste-definition-and-types.html
Questions:
1. What useful material did you make out of the local, recyclable liquid
waste materials?
2. How does this product help you?
3. What will be the effect of your product to the environment?
H. Explanation:
1.
2.
3.
4.
5.
6.
I.
Elaborate:
Anas mother is selling banana cue, she noticed that the cooking oil used in
frying the bananas is disposed afterwards. If you were Ana, what will you do with
the used cooking oil?
J. Evaluation:
Each group will present their work through exhibit.
Rubrics for the Exhibit
4 points
3 points
2 points
Title-top of center
panel. Data is shown in
clear tables, charts,
and/or pictures with
titles and labels. The
display is neat, easy to
read and observers can
find the problem and
learn the answer from
the material on the
display. Visually
attractiveness.
Board has
headings, using
information
stated.
Board has
headings and
limited
information.
2. Display has
these steps of
the Scientific
Method clearly
displayed:
Problem,
Hypothesis,
Experiment,
Data, Analysis,
Conclusion.
3. Student
demonstrates
knowledge of
these steps of
the Scientific
Method:
Problem,
Hypothesis,
Experiment,
Data, Analysis,
Conclusion.
Explains at least 5
steps easily,
shows
understanding.
Explains most
steps with
encouragement.
Tries to answer
questions asked
by the judge.
1 point
s
4. Student shows
enthusiasm and
interest in the
project:
Student is excited
about the project and
eagerly explains it.
Student is
pleasant and
shares
information.
Student gives
answers when
asked.
Student answers
some questions
about the
project.
5. Student speaks
knowledgeably
about the
project:
Student eagerly
describes many details
of the experiment.
Student shows
understanding of
the project.
Student knows
what the project
is, giving
minimal
explanation.
Student can
answer
questions when
prompted.
VIII.
Assignment:
Make a research on the other output/ product of product out of local, recyclable
liquid materials in making useful products.