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Grade 5 Science Lesson Plan Compilation
Grade 5 Science Lesson Plan Compilation
Grade 5 Science Lesson Plan Compilation
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.
B. Exploration
In the following group activity, you will identify the uses of various materials in
your house.
Activity 1
Pupils are given meta cards.
Complete the table by giving the uses of the materials given on the first
column.
MATERIAL USES
1. Paracetamol For headache and
fever
2. Vinegar flavoring
3. Dishwashing liquid Grease cutter
4. Rubbing Alcohol Antiseptic
5. Floor wax To make the floor
shiny
6. Computer For researching
7. Cooking oil Frying food
8. Insecticide Kills insects like
mosquitos
9. Paint Used in walls
10. Muriatic Acid 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?
(For teacher’s information)
Useful materials can be found at home to improve your health, destroy harmful
organisms, make life more comfortable, make work faster and easier and help
protect and conserve the environment.
D. Elaborate
Let the pupils watch a video showing how to cook spaghetti.
https://www.youtube.com/watch?v=kzsAHTsTybE
E. Evlauation
Match the materials listed in column A with its uses in column B. Write your
answer on the space provided in each number.
A B
F. Assignment:
Bring pictures materials that are useful but can also be harmful.
A. Concepts: Harmful materials can be solid, liquid and gas. Some materials may cause
fire hazards, toxic or poisonous, may cause burns or react dangerously
when combined with other materials. Reading the product labelsis very
important to identify if it is harmful or not. They warn possible dangers.
B. Materials: pictures of different harmful materials; pictures of hazardous materials;
charts for activity; OHP
C. References: K-12 Curriculum Guide S5MT-Ia-b-1
Title: Chemical Handling Safety (The Basics) http://youtu.be/h51c16zv-mg
Time: from 1:57-2:40 only
Title: Identifying Hazardous Materials by Symbol https://youtu.be/QKCxYuYoWZM
D. Process Skills: Observing, Classifying, Describing, Inferring
E. Value Integration: Awareness of harmful materials
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.)
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
What to do:
Group I
These are the warning symbols used for harmful materials. Pair the symbol with
its name.(Place these materials inside an envelope and let the pupils paste their work in
a chart.)
toxic/poisonous
corrosive
flammable
reactive
biological hazardous
compressed gases
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.
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.
Let the pupils watch a video about hazardous materials.(May choose any of the
following URL.
Title: Chemical Handling Safety (The Basics) http://youtu.be/h51c16zv-mg
Time: from 1:57-2:40 only
Title: Identifying Hazardous Materials by Symbol https://youtu.be/QKCxYuYoWZM
E. Evaluation (5 min.)
Using the table below, group the materials based on the harmful effect/s in humans and
other living things. Write the name of the pictures in proper column.
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
A. Concepts: Some substances are useful because they are used for food, for cooking
And cleaning purposes, for destroying harmful insects and for keeping as
healthy. Improper use of substances or materials may cause harm.
B. Materials: pictures of useful and harmful materials, charts, old magazines/newspaper,
paste or glue, scissor
C. References: K-12 Curriculum Guide S5MT-Ia-b-1
Into the Future: Science and Health 5 and 6,
Growing with Science and Health 3 by Marilyn U. Balagtas et.al
Science for Better Health and Environment
D. Process Skills: Observing, Classifying, Describing, Inferring
E. Value Integration: Awareness of useful and harmful materials
Say: Name substances or materials that are useful to us but can be harmful if we do not
use them properly. Write your answers on the board.
Ask: From your answers on the board, what do you mean by “useful materials”?
How about “harmful materials”?
3. Motivation
Show the pictures below. Which of these chemical substances are you familiar
with? Do you know that some of them are useful to living things?
B. Exploration
Group I
Write at least 3 materials or substances found at home and school for each
column.
Group II
Identify the materials listed below if useful or harmful by citing their effects to
human, animals and environment.
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
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
IV. ASSIGNMENT
Insect spray labels have warnings on them that say “HARMFUL WHEN
SWALLOWED.” Why do you think manufacturers put this warning?
Prepared by :
MARJURY S. TAGUDANDO
Teacher I
Exodus Elementary School
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.
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 teacher’s 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
K. Evaluation:
What safety precautions are applicable in the following situations? Give your reason/s.
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.
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) Station II (C0ndiments)
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
Prepared by:
MISS MYRNA C. RAMOS
Background Information:
Week 2 Day 2
A. Concepts: A product is harmful/ hazardous if it has at least one of the following properties:
Toxic — Poison or causes long-term illness (such as cancer). Pesticides, paint thinners,
many auto products and some cleaners are toxic.
Flammable — Burns easily. Paint, thinners and other solvents, and auto products are the
most flammable home products.
Corrosive — Eats through materials (acid, for example). Oven cleaners, drain cleaners, toilet
bowl cleaners, and auto batteries are common corrosive products.
Reactive — Can spontaneously ignite or create poisonous vapors when mixed with other
products (therefore NEVER mix household products). Can also explode when expose to
heat, air, water, or shock. Ex. Firecrackers, bleach and ammonia
E. Value Integration: Awareness of the characteristics of harmful materials and how it affects
the environment.
A. Engagement:
1. Preliminary Activities
1.3 Review – What are the characteristics of useful materials? Give example.
2. Developmental Activities
2.1 Motivation/Presentation
Let them watch a video about hazardous substances and allow them to collect data or
information.
https://www.youtube.com/watch?v=rpf2xeCgX1Q
Questions:
Introduce to the students the chemical properties that make a product hazardous. Using slide
presentation or picture go over each of the four properties of hazardous materials, their
definitions and examples.
B. Exploration:
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 don’t recognize the product,
have the class discuss what it is and how it is used.
C. Explanation:
D. Elaborate:
https://www.youtube.com/watch?v=T-GGiziJvFI
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 B
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
2 .Developmental Activities
Motivation :
B. Exploration :
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?
Direction: Pick up all useful materials and paste it on the manila paper.
C. Explanation:
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?
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:
1. Farmers use chemical fertilizer to increase their harvest. What are the harmful
effects of this when improperly used?
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?
3. Oil spill from ships, barge pollute the ocean too. What are the most harmful affected
by these materials?
4. Muriatic acid, zonrox, chlorine is substances used as stain remover. When are these
become harmful?
5. LPG, Kerosene, dishwashing liquid, stain remover are useful substances. How can
you prevent the harmful effect of it?
A. Keep it properly
B. Do not use it
C. Leave where can reach these
D. None of the above
IV. Assignment:
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.
I. Learning Objective: Classify the changes of materials according to its effects in the
environment (e.g. good and harmful effects)
Solid Materials
Liquid Materials
A. Concepts: Changes are useful to us in many ways. Changes have good and harmful
effects to people and environment.
B. Materials: Charcoal, Bath Soap, Detergent Soap, Wood, Rat bait, Chlorine, Moth
Balls
C. References: Science for Better Living 5,pp. 141-149, Into the Future: Science and
Health 6, pp. 126-130
E. Value Integration: Awareness of the good and harmful effects of changes in materials
A. Engagement:
1. Preliminary Activities
1.3 Review – How does Saint Anthony look like 8 years ago?
2. Developmental Activities
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
C. Explanation
4. Name a material, give its state of matter and give its good and harmful effect.
D. Elaborate
(The teacher will show an object and ask the state of matter and good and
harmful effect of the material.)
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.
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:
I. Learning Objective: Classify the changes of materials according to its effects in the
environment (e.g. good and harmful effects)
Solid Materials
Liquid Materials
A. Concepts: Materials have good and harmful effects. Not all the material; have
beneficial effects on other materials.
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
( Video Clip )
B. Exploration
Study the pictures in the first column and write its good and harmful effect
on its corresponding column.
Paint remover
Hydrogen peroxide
Stain remover
Gasoline
Kerosene
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
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:
Day 1
A. Engagement:
Activity 1
Give selected pupils some household products like alcohol and toothpaste. Let
them demonstrate how to use them. Ask the class if they are using the products properly or
correctly.
B. Exploration:
Let the pupils perform Activity 1.” Using Household Materials Safely” (see
attached activity sheet)
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.
Question:
Why do we need to use materials properly?
C. Explanation:
What are the common ways of using and handling household products?
E. Evaluation:
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
A. Engagement:
B. Exploration
Group Activity:
Group 1: On the chart below, identify where each of the given materials
should be stored by writing down the names under the
correct column.
Group 2: Place inside the correct box the different pictures of the household
materials
Cabinet
Group 3: Using real objects group them according to where they should
be stored
Discussion:
C. Explanation:
D. Elaboration:
E. Evaluation
Directions: Identify the proper storage for the following materials by checking the
correct column
IV. Assignment
What materials at home are poisonous. Paste on your notebook at least 5 examples.
Day 3
A. Engagement:
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.
Which do you think is showing the right practice of disposing empty containers of
hazardous products?
Group Activity:
Let the pupils form 3 groups. The groups will be given empty containers of
household materials. They will list down steps in disposing the materials they
have in the group.
C. Explanation:
D. Elaboration:
E. Evaluation:
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
Problem:
five different empty containers of household materials like alcohol, insect spray, bleach,
mosquito repellant, and clog dissolver
What to do:
2. Read the directions, warnings and special signs in the product labels.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
A. Engagement
1. Present pictures of different situations to the class. Give them sticks with smiling and
sad face. Tell them to raise the stick with smiling face if the picture shows proper
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.
4. For our next activity, we will have a film viewing about handling harmful materials.
(Film Viewing)
B. Exploration
GROUP 1–Based 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.
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.
E. Evaluation
True or False:
_____1. Read carefully the instructions before using the materials.
_____2. Have one container for foods and painting materials.
_____3. Label the containers of every material at home.
_____4. Proper storage of materials should be observed always.
_____5. Pointed objects are safe to play with for children.
IV. Assignment
Interview two to three of your neighbors. Ask them what precautionary measures they do
in handling harmful materials at home.
Prepared by:
FELICITAS D. MAGLALANG
Darangan ES
Binangonan I District
A. Engagement
Group yourselves into five and go around in the classroom. In the chart below,
list down five products that you can find in the classroom. Write down the product/material and
each product’s property in the proper column in the table below. (5 mins.)
PRODUCTS PROPERTY
Plastic cover Transparent, can float in water
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 plastic cup
Drinking glass plastic bag mirror
Metal spoon rubber band nail
Rubber slippers wooden spoon rubber toy
pencil bottle made of glass 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
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 5r’s, 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
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 promise ______________________________________________________________
____________________________________________________________________________.
RAQUEL T. NATE
Teacher III- MgES- Rodriguez 1-A
Week 4
Day 3
Content: Changes that Materials Undergo
I. Learning Objective: Identify changes that happen on materials
A. Engagement:
1. Review pupils’ prior knowledge by asking the following:
Say: Last meeting, we learned about properties of materials whether
they are useful or harmful.
2. Motivation
Say: Class, can you identify the things inside the room?
Pupils answer should be written on the board.
Let them classify the materials as solid, liquid or gas.
Ask: In what way do they differ from one another?
Do you think we can do something to change the characteristics/ properties of this matter?
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.
Questions: What do you think will happen to the candle wax when heated or when heat is
added?
What do you think will happen to the melted candle wax when it is cooled? Is it
reversible or not reversible?
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).
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.
IV. Assignment
Prepared by:
PINKY F. JALANDO-ON
Teacher – RODRIGUEZ II DISTRICT
WEEK 4 ( 2 Days )
DAY 4
I. Learning Objective :
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).
A. Engagement : (5 mins.)
1.
2.
What do you think will happenif there is no presence of oxygen in the air
Exploration ( 30 mins.)
Group Activity
Materials needed
2 pieces of banana cue stick, 2 pieces of used paper ,
5 pcs.matchstick, 1 pc. drinking glass
A. Advance preparation
B. What to do :
Set A
1. Describe the physical characteristics of the banana cue stick and paper.
2. Hold one end of the stick and burn the other end with the use of a
matchstick. Observe what will happen.
3. Next hold one end of the paper and burn the other end with the use of a
matchstick. Observe what will happen.
4. Write your observation on the table below:
Set B
1. Hold one end of the stick and burn the other end with the use of a
matchstick.
2. Cover the burning stick with a drinking glass. Observe what will
happen
3. Next hold one end of the paper and burn the other end with the use of a
matchstick.
4. Cover the burning paper with a drinking glass. Observe what will
happen.
5. Write your observation on the table below:
Explanation : ( 10 mins.)
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
V. Assignment
Bring the following :a piece of steel wool , 1/3 cup of vinegar , thermometer,
water , and basin.
I. Learning Objective: Describe the changes that happen when materials are exposed
to heat
II. 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
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 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?
Guide Questions:
1. What happened to sugar in the test tube when exposed to heat?
2. Is there a change in the appearance of the material? What change took
place?
3. How would you describe the changes that happened to the material when
heated?
Day 2
Activity 3 Preparing Hot Cake( Pre-assigned or let the pupils observe
the cook in the canteen)
What You Need:
1 pc frying pan
1 small box hotcake
1 pc mixing bowl
1 pc spoon
3/4 cup water
1 pc measuring cup
What to Do:
1. Mix the content of hotcake in a mixing bowl, add ¾ cup water, stir until
mixture become liquid.
2. Put ½ cup of liquid mixture in a pan.
3. Put it on top of fire.
4. Heat the frying pan for 2-3 minutes. Observe what happen.
Guide Questions:
1. What happened to the hotcake mix when placed over the fire?
2. Is there a change in the appearance of the material? What change took
place?
3. How would you describe the changes that took place on the hotcake mix?
4. What kind of change in matter was observed?
5. What made the partially liquid mixture to turn into solid?
6. What can heat do in this situation?
Activity 4
Observing Changes of Water (Pre-assigned)
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.
I. Learning Objective: Describe the changes that happen when materials are exposed
to heat
II. 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
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.
“Working in Stations”
Station # 1
What You Need:
1. wood (good lumber) Label it with A
2. decomposed wood, Label it with B.
What To Do
1. Examine the two pieces of wood and note the differences.
2. Note down your observations.
Guide Questions:
a. What was the difference between the two pieces?
b. Which sample of wood is decaying?
c. What is generated during the decaying process of wood?
d. What can heat do to the decaying process of wood?
(Given as assignment before the lesson, to search for the answers in the
internet)
Station # 2
What You Need
New metal spoon, rusty metal spoon
What to Do
1. Observe the new spoon. Examine its characteristics.
2. Get a rusty spoon. Examine.
Guide Questions:
a. Describe the difference between the two spoons.
b. If we try to clean the metal spoon, can we bring it back to its original form?
Why not?
c. What kind of change in matter is observed in this situation?
Station # 3
What You Need
unripe banana, ripe papaya
What to Do
1. Look at the unripe banana fruit in Saucer A. describe the banana as to its
color, texture, smell and taste.
2. Look at the ripe papaya in Saucer B. describe the papaya as to its color,
texture, smell, taste, and its composition.
Guide Questions:
a. Did the ripe banana change in taste? Color? Smell? Texture?
b. What conditions are observed for chemical change?
c. What happened to the papaya as it passed through chemical change?
Day 4
C. Explanation:
Ask: In all the activities performed, what change took place?
When a substance or a material went through chemical change, what will happen
to its product? Why?
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-and-
ripening-tips
E. Evaluation:
Choose the letter of the correct answer.
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
IV. Assignment:
List down at least 10 chemical changes that you noticed around you.
A. Engagement:
(Teacher slices a piece of apple in front of the class.)
1. I’m 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.)
Directions:
1. Strike a matchstick on the matchbox.
2. Place the burning matchstick inside a glass jar and cover it tight.
Questions :
(Oxygen also plays an important role in the burning process called combustion.
It supports combustion, so without oxygen, burning will not take place.)
Reference: https://www.youtube.com/watch?v=63OEbUg_eF
Questions:
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?
3. A house is burning and the wind blows hard. Fire increases rapidly. This is due to
_______
4. Which of the following situations show the effect of lack of oxygen on material?
a. increased b. minimized
IV. Assignment:
What are the changes that happen in materials due to application and/or exposure to
heat?
Kitchen Notes
One question that I keep getting asked (and that I keep asking myself when standing in the
produce section of the market) is whether or not a particular type of fruit will ripen at home. It
turns out there are only a handful of fruits which get sweeter after being picked: apples,
bananas, kiwifruit, mangoes, and pears. There are a dozen additional fruits that continue to
ripen (through aroma or textural changes) and all the rest do not. I put together the following
chart listing the fruits which do ripen after being picked as well as those which do not from a
variety of sources including but not limited to On Food and Cooking, Cookwise, Modernist
Cuisine, and The Science of Good Food.
Like most things we try to classify one way or the other, there tend to be some exceptions or
outliers. Apples, for example, ripen after being picked and increase in not just sweetness but
also get softer over time. Most people prefer apples under ripe (since the varieties generally
eaten uncooked tend to be fairly sweet right off the tree) and do not prefer them at full ripeness
due to how soft (and mealy) the flesh becomes. (Because apples do ripen after harvesting and
we don't often allow them to reach full ripeness, if you've got an apple in your house, it's
probably in the process of ripening and therefore outgassing carbon dioxide and ethylene. The
latter gas - for reasons not yet fully understood - will trigger and speed up ripening processes in
other fruits which can be ripened after picking - see chart below). Another example is the
pineapple (a fruit that doesn't ripen after harvest) which does change color after being picked
but does not get sweeter or develop a stronger aroma. For this reason, they should be selected
not by how golden the skin is but by how fragrant it is.
Since fruits which ripen release ethylene gas, they should not be stored with or near vegetables.
The ethylene will cause most vegetables to spoil faster. (Many vegetables can be heat treated -
by blanching in boiling water for a minute or two - which deactivates the enzymes which cause
wilting and spoilage. It is possible that heat treating could prevent spoilage from ethylene
exposure, but I have not found any documentation of this and have not performed the
experiment yet.)
Conventional wisdom states that fruits which are ripened on the plant will be superior to those
picked early (and possibly ripened later if it is one of those lucky fruits that can continue to
ripen). There is much truth in this, but again there are some interesting exceptions. The first is
the avocado which does not ripen on the tree at all. This is one fruit which has to be picked (or
fall off the tree) to begin ripening. I was surprised to learn during my research that Modernist
Cuisine claims pears also do not ripen on the tree. This is not technically true as pears do ripen
on the tree but many varieties do not taste good when tree-ripened with particular complaints
regarding off-flavors. Pears are one of the few fruits which are best ripened off the tree.
Bananas are another interesting case as it is the ultimate example of ripening after harvest -
bananas improve in every aspect (sweetness, color, aroma, and texture) dramatically when
ripened at home and, by all accounts, is as good as when plant-ripened.
Fruits that ripen after being picked can have their ripening processes accelerated easily in two
ways: heat and ethylene. Keeping fruits in a warm environment will ripen the fruit by
accelerating the activity of the ripening enzymes. This process speeds up until the temperature
rises past that at which the enzymes remain intact (which is lower for fruits from colder weather
regions and higher in tropical fruits). This can also increase the rate of spoilage as surface
bacteria and microorganisms will generally thrive in warm temperatures up to the deactivation
temperature of the enzymes. Washing the fruit with a fruit wash is advisable before attempting
to heat ripen it.
Ethylene gas ripening is probably easier since all it takes is an ethylene producer (the fruit itself
will work, but an apple is even better). Simply place the fruits in a paper bag with the top folded
over. This creates an environment which allows some airflow but will increase the concentration
of ethylene gas around the fruit. When fruits which will ripen after harvest are exposed to a high
ethylene concentration, ripening is promoted.
Reference: http://www.cookingforengineers.com/article/315/Fruit-Ripening/print
Week 6 Day 1
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
A. Engagement:
Ask: What state of matter is it? When expose to heat what do you
think will happen?
B. Exploration:
https://www.youtube.com/watch?v=MqyWndtRvfQ
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 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.
b. Heat the tin can for 2-3 minutes
c. Observe and record what happen to the butter
Questions:
C.Explanation:
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
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
Week 6 Day 2
II.Subject Matter:
A.Concepts:
Waste management is the collection, transportation and disposal of
and other waste products. It encompasses management of all
processes and resources for proper handling of waste materials.
B.Materials: Multimedia, pictures of a clean community
C. References:S5MT-Ie-g-3
https://www.youtube.com/watch?v=Kr_DGf77OhM
D. Process Skills: Classifying, Describing,Observing,Viewing
A. Engagement:
Teacher to choose one activity
a. Let the pupils visit every area of the school (Clinic,Canteen,Office,Garden)
Describe what they saw in those places.
b. Group game: Maze
Teacher to prepare 4 copies of the Maze to be given to each group. Each of the
member will help solve the Maze instantly.
B. Exploration:
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 .
C.Explanation:
D. Elaborate:
F. Evaluation:
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 Teacher…you 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
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
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.
o 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.
o 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.
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.
o 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.
o 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.
o 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.
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
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.
o Schools often accept donations of old computers and other electronics.
o Contact a local homeless shelter or donation center to see about donating
furniture, electronics, cars, and any other items you're finished using.
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.
o Reuse paper by printing on both sides, or letting your children draw on the back
of used paper.
o Use food-grade glass containers (that didn't previously contain anything toxic) to
store dry goods and leftovers.
o 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.
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
o Paint
o TVs, computers, and other electronics
o 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
o 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.
o Make a compost box. You can construct a box made to the exact dimensions that
suit your needs.
o 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.
o 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.
Week 6 Day 3
A.Concepts:
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
5R’s technique.
Reuse means to find other uses for materials that are already
used.
Reduce means to lessen the amount of trash that will add to
the environment
Recycle means creating a new product out of a material that
already served its purpose.
C. References:S5MT-Ie-g-3
http://www.slideshare.net/kazekage15/waste-management-
using-the-5rs-techniques
A. Engagement: Game
Pupils to pick atrash inside the bag and put it on the right box.
B. Exploration :
Activity 1- Viewing
http://www.slideshare.net/kazekage15/waste-management-using-the-5rs-
techniques
C.Explanation:
1. What is waste?
2. What are the 5R’s of waste management?
3. What do you mean by Reuse? Reduce, Recycle, Repair and Recover?
4. Give examples of each of the 5 R’s
D. Elaborate:
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:
Prepared by:
NIDA S. MILLARE
Muzon Elementary School
Taytay II District
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
can’t be recycled.
Ceramics
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”
Group IV
Using Real Object
Materials:
paper board paint can
candy wrapper plastic bottle
mirror glass styrofoam
newspaper 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?
5. Why do you think recycling of materials is significant factor in saving
our environment?
D. Elaborate
Create simple materials out of scrap
E. Evaluation
Exhibit
CRITERIA 5 4 3 2 1
Usefulness of the product
Pupil’s creativeness
Availability of materials/resourcefulness
Time conservation
IV. Assignment
Prepared by:
LAARNI A. VILLAMONTE
Dolores Elementary School
Taytay II
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.
IV. Assignment
Prepared by:
LAARNI A. VILLAMONTE
Dolores Elementary School
Taytay II
Paragraph:
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.
Week: 7 Day : 1
D. Process Skills:
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)
B. Exploration
Activity 1 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?
2. Are these materials helpful to the environment? Why?
3. Are they useful or harmful?
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?
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
E. Evaluation:
_____3. Insecticides
IV. Assignment:
Prepared by :
IRENE F. CABALLES
T - lll
District of Morong
Tomas Claudio Mem. Elem. School
Week : 7 Day: 2
A. Concepts : Hazardous, or toxic waste threatens human health and the environment
because it is dangerous chemically reactive, corrosive, or flammable.
Making small changes we make in our everyday lives can make a powerful
difference to the health of all living things and the province and planet we
call home.
REDUCE -
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
A. Engagement :
1. Review:
2. Motivation:
B. Exploration:
C. Explanation:
D. Elaborate
E. Evaluation:
Using ½ sheet of cartolina and other art materials, make a slogan or streamer
about “reducing waste materials”.
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
A. Concepts : There are different materials inside and outside home that can be reused
BMaterials : baby powder container, old clothes, zesto box, broken pail, pictures
E. Value Integration :
A. Engagement
Video viewing(www.youtube.com/watch?v=-llI5ehRKX8)
What other old/waste materials you see at home that you think can be reused or turn
Into new purpose?
B. Exploration
Materials : empty baby powder container, old clothes (provide them cutting tools like
scissors/cutter)
Questions :
1. What are the materials used in your activity?
2. Did you able to make a new product with these wastes?
3. How did you make them useful?
Activity 2
Which among these old/waste materials can be reused? Color them green if you think
they can be reused?
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
D. Elaborate
E. Evaluation
Identify these materials. Put a check (/) to the pictures that can be reused and a cross mark (x)
if
Not.
_____3. Newspapers
IV. Assignment
Prepared by :
NILDA R.CELESTINO
Teacher II
San Guillermo Elementary School
Morong District
I. Learning Objectives
A.Concepts : Reusing prevents pollution and reduces the amount of waste that need to be
recycledor to be sent to landfill/incinerator
B.Materials : pictures, pentel pen, manila paper, cartolina,glue, different waste materials
A. Engagement
B. Exploration
Looking at the pictures, fill out the table of the activities done in the community on how
they recognize the importance of reusing.
Questions :
1. How do people benefit from reusing waste/old materials?
2. Is it good to practice reusing some waste materials?
Activity 2 – AwitngKabataan
Materials : manila paper, pentel pen (to make melody, use empty mineral bottles with
different amount of water)
Questions :
1. What are the importance of reusing waste that you mention in your own-created jingle?
2. Who would benefit if we practice reusing our wastesinstead of throwing them in the
garbage?
Materials :old clothing (could be made as rugs), plastic bottles (could be made as pots
forhanging plants), old magazines/newspapers (could be made as woven paper basket)
Make a short play showing how your family recognizes the importance of reusing waste
Materials.
Questions :
1. What have you made out of old clothing, plastic bottles and old
newspapers/magazines?
2. Were you able to show how yourfamily practice reusing old and waste materials to
make them useful?
C. Explanation
D. Elaborate
I have here some old materials on my table, who would come afront and tell how they can
be reused.
E. Evaluation
Write R if the statement is correct, if it is wrong, underline the word that make the sentence
wrong.
5. It is better to live in a clean, green place with no too much waste around.
IV. Assignment
Aside from reusing waste materials, what would you suggest ways to eliminate too much
dumping of our waste? Cite three.
Prepared by :
NILDA R. CELESTINO
Teacher II
San Guillermo Elementary School
Morong District
B. Materials:
video clips on MRF (Material Recovery
Facility), strips of cartolina, pictures, chart
A. Engagement:
B. Exploration:
Questions:
1. What are the things that you found in the garbage bag?
2. How did you group the wastes?
3. Is it hard to group them?
4. What is the importance of segregating the wastes?
C. Explanation:
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:
B. Exploration
(Listening to a song “KAPALIGIRAN”)
Activity 1 – Make a poem based on the songs
Activity 2 – Make a slogan based on the songs
Activity 3 – Make a journal on the visit to Municipal Recovery Facilities
C. Explanation
Group Presentation
1. How do you feel with the activity?
2. What are some waste materials that we can recovered?
3.Do you think recovering waste materials are important to us? Why?
D. Elaboration
How can we protect and conserve our environment?
E. Evaluation
Make a poster about the importance of recovering waste materials.
( The teachers may use the rubric to assess the pupils performance.)
Sample Rubric for Poster
Criteria 3 2 1
Content Preservation of Preservation of Preservation of
the environment is the environment is the environment is
very evident in the slightly evident in not evident in the
poster. the poster poster.
Originality Poster is Poster is attractive Poster is
exceptionally in terms of design acceptably
attractive in terms lay out and attractive though it
of design layout neatness may be a bit
and neatness 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
A. Engagement:
Present pictures or real objects
(Pictures of broken appliances and furnitures like chairs, tables, etc.)
What object can you see in the pictures?
What will you do to these materials so that we can use it again?
Let us observe and identify the different waste materials that can be repaired:
B. Exploration:
Film Viewing
(The pupils will watch the video clip about repairing the different broken
furnitures)
C. Explanation :
1. Did you enjoy watching the video?
2. What are the different materials that can be repaired?
3. Is it important to know and identify the different materials that can be
repaired? Why?
D. Elaboration :
One day your classmate was sit on the chair, accidentally the chair was
broke. So what will you do to the broken chair? Why?
E. Evaluation :
Analyze the following materials carefully. Put a check (/) on the number that can
be repaired and cross (x) on the number that cannot.
_____1. Chair
_____2. Table
____3. Paper
____4. Minerals bottle
____5. Broken walls
V. Assignment :
Give the importance of repairing waste materials. (At least 5)
Prepared by:
LYNETTE F. LONGA
Grade V Science Teacher
Baras Elementary School
Baras District
A. Engagement
Show pictures of different waste materials.
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.
Questions Respons
e
1. De we need to repair broken waste Yes No
materials?
Reporting
C. Elaboration
D. Evaluation
Direction: Write NR if the materials need to be repair and NN if not. Write your answer
before the number.
IV. Assignment
1. Identify materials that were repaired in your home. List down at least five.
2. Bring materials that can be recycled.
C. Explanation
D. Elaboration
Why we need to design a product most especially from our waste materials?
E.Evaluation
IV. Assignment
Make a slogan showing support for recycling materials?
Activity 1-Group 1
a. Prepare the materials needed.
b. Create a design from the bottles.
c. Record your observation
d. Present your output.
Activity 2- Group 2
a. Prepare the materials needed.
b. Create a design from different used papers
c. Record your observation
d. Present your output.
Activity 3-Group 3
a. Prepare the materials need.
b. Create a design from the straws.
c. Record your observations.
d. Present your output to the class.
D.Elaboration
E.Evaluation
True or False. Write True if the statement is correct and False if not.
IV. Assignment
Create another output in your home out from recyclable solid materials.
Learning Competency
G. References:
Curriculum Guide S5MT-Ih-i-4
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
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?
What else can we do with the water used in washing clothes?
What are the other liquid waste materials at home?
Let’s findout if we can design a product out of local, recyclable liquid waste
materials.
G. Exploration
Activity 1:”Let me know”
Read the passage given by the teacher and answer the questions below. Write
your answer on Manila paper
-Liquid Waste-
Liquid waste can contaminate land and pollute waters.It can be defined as such
fluids as wastewater, fats, oils or grease (FOG), used oil, and hazardous household liquids,
to name a few. The Territory's landfills and transfer station do not accept liquid waste of
any type.
Liquid waste can be divided into three main streams: sewerage, trade waste and
hazardous liquid waste. Sewage is a water-carried waste, in solution or suspension, that is
intended to be removed from a community. Also known as domestic or municipal
wastewater, it is characterized by volume or rate of flow, physical condition, chemical and
toxic constituents, and its bacteriologic status (which organisms it contains and in what
quantities). It consists mostly of greywater (from sinks, tubs, showers, dishwashers, and
clothes washers), blackwater (the water used to flush toilets, combined with the human
waste that it flushes away); soaps and detergents; and toilet paper (less so in regions
where bidets are widely used instead of paper). Whether it also contains surface runoff
depends on the design of sewer system.Trade waste means the liquid waste generated by
any industry, business, trade or manufacturing process. It also includes wastewater
contaminated with substances like grease, oils, solids and chemicals.Hazardous liquid waste
is a waste with properties that make it potentially dangerous or harmful to human health
or the environment. The universe of hazardous wastes is large and diverse.Hazardous
liquid waste is considered toxic, chemically reactive, flammable or corrosive. In terms of
hazardous waste, something is considered toxic if it is harmful to human health when a
person is exposed to the substance through inhalation, ingestion or touch.
Here in the Philippines, agencies have different roles under the Clean Water Act of
2004 (Republic Act 9275) One of the objectives of the Clean Water Act is to formulate a
holistic national program of water quality management that recognizes that water quality
management issues cannot be separated from concerns about water sources and ecological
protection, water supply, public health and quality of life. (Sec. 2, c)
DENR – provide specific environmental criteria & data for the prioritization of
sanitation, sewerage, septage management and combination of different systems
and projects
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
Format:
A. Phases of Conducting Investigatory Project
B. The proposal
C. The Investigation
D. The Final output
1. Written Report
2. The Exhibit
3. The Oral Defense
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:
I. Elaborate:
Ana’s 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:
1. Display is well- Title-top of center Board is neat and Board has Board has
organized and panel. Data is shown in attractive, limited headings, using headings and
visually clear tables, charts, tables, charts or information limited
appealing. and/or pictures with pictures. stated. information.
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.
2. Display has The five steps of the Each step of the Has each step Has some steps
these steps of scientific method are scientific method on the board, on the board.
the Scientific represented and clearly is clearly but the board Over all the
Method clearly stated. The data charts represented, but does not clearly display board
displayed: have titles and information is represent what does not
Problem, information labeled. brief. Some of the investigation represent what
Hypothesis, data may not be is about. the investigation
Experiment, properly labeled. is about. Much
Data, Analysis, or all of the data
Conclusion. is
lacking titles
and /or labels.
3. Student Explains all steps: Explains at least 5 Explains most Tries to answer
demonstrates steps easily, steps with questions asked
knowledge of shows encouragement. by the judge.
these steps of understanding.
the Scientific
Method:
Problem,
Hypothesis,
Experiment,
Data, Analysis,
Conclusion.
5. Student speaks Student eagerly Student shows Student knows Student can
knowledgeably describes many details understanding of what the project answer
about the of the experiment. the project. is, giving questions when
project: minimal prompted.
explanation.
VIII. Assignment:
Make a research on the other output/ product of product out of local, recyclable
liquid materials in making useful products.