3

Lesson Exemplar
Quarter 1
Week

For Science 5
Lesson Exemplar for Science Grade 3
Quarter 1: Week 5

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aim s to assist in delivering the curriculum
content, standards, and lesson competencies.

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Published by the Department of Education

Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonong

Development Team

Writer: Loise Angelica G. Oruga

Content Reviewer: John Mark Marasigan, Julieven Abrea, Dennis L. Danipog, and
Eliza Peralta
Language Reviewer: Feliza P. Muñoz and Cristy Bautista
Consultant: Sheryl Lyn C. Monterola
Illustrator: Aro R. Rara and Mark Lorenz C. Luib
Layout Artist: Rodrigo V. Ignacio, Jr.

Management Team

Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources

MATATAG School Grade Level 3
K to 10 Curriculum
Weekly Lesson Log Name of Teacher Learning Area SCIENCE

Teaching Dates and Time Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that physical properties of materials determine their use.
Standards

B. Performance Learners demonstrate simple science processes to explore common local materials, their physical properties and uses.
Standards

C. Learning The learners explain that changes in materials can be harmful to living and nonliving things in the environment, such as
Competencies trash disposal, and burning household materials

D. Learning Describe the Describe the changes that Explain the harmful effects of Explain the harmful effects of
Objectives changes that happen happen in household materials improper trash disposal and improper trash disposal and
in materials when when they are burned. burning household materials burning household materials
they are thrown on humans. on the environment.
away.

Materials and their Materials and their Uses Materials and their Uses Materials and their Uses
II. CONTENT
Uses

III. LEARNING RESOURCES

Department of Department of Education. Department of Education. Department of Education.

Education. 2015a. 2015a. “Chapter 1: Properties 2015a. “Chapter 1: Properties 2015a. “Chapter 1: Properties
“Chapter 1: of Matter.” In SCIENCE - Grade of Matter.” In SCIENCE - Grade of Matter.” In SCIENCE - Grade
A. References Properties of Matter.” 4 Learner’s Material Quarter 1: 4 Learner’s Material Quarter 1: 4 Learner’s Material Quarter 1:
In SCIENCE - Grade Matter, First Edition, 11-16. Matter, First Edition, 49–53. Matter, First Edition, 49–53.
4 Learner’s Material Pasig City, NCR, Philippines: Pasig City, NCR, Philippines: Pasig City, NCR, Philippines:
Quarter 1: Matter, Department of Education. Department of Education. Department of Education.

1
 DAY 1 DAY 2 DAY 3 DAY 4

First Edition, 11-16.

Department of Education. Department of Education.
Pasig City, NCR,
2015b. “Chapter 1: Properties 2015b. “Chapter 1: Properties
Philippines:
of Matter.” In SCIENCE - Grade of Matter.” In SCIENCE - Grade
Department of
4 Teacher’s Guide, First 4 Teacher’s Guide, First
Education.
Edition, 11–18. Pasig City, Edition, 11–18. Pasig City,
NCR, Philippines: Department NCR, Philippines: Department
of Education. of Education.

Lumawig, Daisy Luna D. and Department of Education.

Department of Education-SDO 2014. GOOD EFFECTS OF
Ifugao. 2020. Changes in CHANGES IN MATERIALS TO
Materials Whether Useful or THE ENVIRONMENT. PDF.
Harmful to One’s Environment. https://lrmds.deped.gov.ph/de
Department of Education- tail/6561.
Learning Resource
B. Other Lumawig, Daisy Luna D. and
Management System.
Learning Department of Education-SDO
https://lrmds.deped.gov.ph/de
Resources Ifugao. 2020. Changes in
tail/22389.
Materials Whether Useful or
Harmful to One’s Environment.
Department of Education-
Learning Resource
Management System.
https://lrmds.deped.gov.ph/de
tail/22389.

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Junk Shop Present the concept map Review: Changes in materials Review: Changes in materials
Knowledge Show a picture of a below. Tell the class that this when disposed of and when that have harmful effects on
(3 mins) junk shop to the presents an overview of the burned people’s health and safety
class. Ask the class lesson of the week. In this Revisit the concept map from Revisit the concept map that
if they have ever session, the learners will fill up the previous session by asking the class accomplished in the
been to a junk shop Box #1. the following question:

2
 DAY 1 DAY 2 DAY 3 DAY 4

before. Explain to ● What are the changes that previous session by asking the
the class that a junk Read the concept map happen to materials when following question:
shop is a place following the directions of the they’re burned? ● What are the harmful
where some old arrows. “When materials are → ● effects of throwing away
materials from the thrown away → they become…” materials and burning them
community are on people’s health and
dumped and sorted. Ask the learners: "Can you safety?
recall what changes usually ●
Ask the learners to happen to things when we
identify objects that throw them away?"
are hard, shiny, and
Answer Key:
stretchable in the
becoming hot, producing
picture of the junk
smoke
shop.
Answer Key:
getting injuries, illnesses,
burns, and having difficulties
Answer Key: in breathing
becoming bent, crumpled, torn,
wet, dirty, spoiled, rotten,
broken, and rusty
Answer Key:
● used glass
bottles - hard
● old tires - hard
● empty tin cans -
shiny
● old utensils -
shiny
● plastic bags -
stretchable

Lesson Kalakal Business Continuing the Concept Map Continuing the Concept Map Continuing the Concept Map
Purpose/Intentio Ask the learners: Ask the learners: Ask the learners: Ask the learners:
n ● Have you ever ● Observe the concept map. ● Why do we throw things ● Look at the concept map.

3
 DAY 1 DAY 2 DAY 3 DAY 4

(2 mins) sold things or What are the other parts away? Besides people, what else is
trash to a junk you see in the concept ● Why do some people burn affected by materials that
shop? (Also map? things? are thrown away or burned?
known as ● Allow learners to identify
“kalakal”) different boxes in the Explain to the learners: Explain to the learners:
● Can all trash be concept map ● There are many reasons ● The changes in materials
sold in 'kalakal'? why we throw away things when they are thrown away
Explain to them that: or burn them, such as we and burned can also affect
Explain to them ● Most learners will be able to don't need it anymore, to animals, plants, and the
that: identify a box for “burned.” keep our homes clean, and surroundings.
● Not everything ● Show a picture of garbage to make space for new
can be sold in being burned. In most things. In this session, learners will be
‘kalakal.’ households, one way to ● Go back to the concept able to answer,
dispose of trash is to burn map. Explain that the map How does throwing trash
Tell them that today it. Like when we throw shows how things change away in the wrong places and
they will learn why them away, materials when we throw them away burning things hurt the
this is so. In this change when we burn or burn them, and these environment?
session, learners will them. changes can have bad
be able to answer effects on people and
What happens to In this session, learners will be animals.
materials when we able to answer
throw them away? What happens to materials In this session, learners will be
when we burn them? able to answer
What are the bad effects of
throwing trash away in the
wrong places and burning
things on people?

Lesson Language “Throw Away” in Prediction: Burning Using the Dictionary: Using the Dictionary:
Practice the Science Since learners might already Harmful Environment
(5 mins) Classroom have experiences with burning Ask the learners: Ask the learners:
Ask the learners: in their households, they may ● Have you heard the term ● Have you heard the word
● Have you heard have some prior knowledge “harmful” before? Where “environment” before?
the term “throw about the topic. have you heard it? Where have you heard it?
away” before? ● Look up the word
Where have you Ask the learners to predict: Explain that the term “environment” in their

4
 DAY 1 DAY 2 DAY 3 DAY 4

heard it? ● "What do you think will “Harmful” comes from the word dictionaries.
● What things have happen to a material when “harm”
you thrown away it is burned?" One dictionary defines the
before? Answer in ● Use the sentence frame Ask the learners: environment as “all the things
complete ● Look up the word “harm” in together that surround animals
sentences and “I think when materials are their dictionaries that and humans in the natural
share it with your burned, the material will translate to their language. world, including the air, the
seatmates. become _________.” For example, in the water, and the soil.”
English-Tagalog dictionary,
Explain that we ● Encourage them to share “harm” translates to Explain to the learners:
often use the their predictions with their “pinsala”, “saktan,” and ● From the definition, the
synonym “dispose classmates. “sirain.” environment includes
of” for throw away. ● Use the word “harmful” in a everything that surrounds
sentence and share it with us including animals,
their classmates. plants and trees, the rivers,
ponds, and oceans, and air
we breathe.

During/Lesson Proper

Reading the Key Present the activity Present the activity to the Present the activity to the Present the activity to the
Idea/Stem to the class. Read class. Read the activity sheet class. class. Give ample time for the
(10 mins) the entire activity together with the class. ● Ask the class to read orally learners to read the procedure
orally to the class. ● Ask the class to read orally the objectives of the activity. and clarify questions.
● Read the steps in the objectives of the ● Ask one group(row) of ● Ask the whole class to read
the procedure. activity. learners to read the steps of orally the objectives of the
● Make sure that ● Present the materials one the procedures. activity.
the class by one to make sure that ● Ask the following questions ● Ask one group (row) of
understands the the learners become to make sure the class learners to read the steps of
activity by asking familiar with the materials. understands the activity: the procedures.
the following ● Read orally the steps in the ○ What materials will we
Activity 3b. What happens if
questions: procedure of the activity in use in the activity?
we throw trash in the wrong
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 DAY 1 DAY 2 DAY 3 DAY 4

○ What chorus. ○ What will we do with places and burn household

materials will ● Ask the following questions these materials? materials? Part 2
we use in the to make sure the class ○ Where should we write In this activity, learners will:
activity? understands the activity: our observations? ● Observe pictures showing
○ What will we ○ What materials will we the effects of improper
Activity 3a. What happens if
do with these use in the activity? trash disposal and burning
we throw trash in the wrong
materials? ○ What will we do with household materials on the
places and burn household
○ Where should these materials? environment
materials? Part 1
we write our ○ Where should we write ● Describe the harmful
observations? our observations? In this activity, learners will: effects of improper trash
● observe pictures showing disposal and burning
Activity 1. What Activity 2. What happens
the effects of improper household materials on the
changes happen to when we burn materials from
trash disposal and burning environment
materials when our home?
household materials on
they are disposed Materials pictures for the
humans; and
of? In this activity, learners will: Gallery Walk
● describe the harmful effects
● describe what happens to
of improper trash disposal Teacher Preparation
In this activity, household materials when
and burning household Divide the class into six
learners will: they are burned.
materials on people’s health groups. Two groups will be
● describe what
Materials sheets of paper, and safety. assigned to the same photo in
happens to
juice carton, leaves, twigs or the Gallery Walk.
different objects Materials pictures for the
small branches, matchsticks or Print the following pictures for
when they are Gallery Walk
lighter, face mask, pail of water the Gallery Walk. The pictures
disposed of. Teacher Preparation
Teacher Demonstration are provided in the Learning
Divide the class into six
Materials notebook Divide the class into four Activity Sheets (LAS):
groups. Assign each group at
paper, piece of groups. 1. A pond or river filled with
one photo in the Gallery Walk.
cardboard, plastic ● Groups 1 and 2 will observe floating trash like dirty
bag, juice cartons, the changes in paper and plastic bottles, crumpled tin
Print the following pictures for
soda can, glass juice cartons. cans, and food wrappers.
the Gallery Walk. The pictures
bottle, banana peel, ● Groups 3 and 4 will observe Fish and ducks are trying to
are provided in the Learning
slice of bread, the changes in leaves and navigate the dirty water,
Activity Sheets (LAS):
sanitary kit (gloves, tree twigs. struggling to swim. A dog is
1. A pedestrian with a
face mask, attempting to drink from
bleeding foot from stepping
soap/alcohol) 1. Perform the demonstration the pond, looking hesitant
on broken glass on a busy
in an open or well- due to the dirty water. The
Teacher sidewalk
ventilated area. plants in the pond or river

6
 DAY 1 DAY 2 DAY 3 DAY 4

Preparation 2. Before starting, ask 2. A person on the beach have trash caught in them.
Prepare two sets of learners to observe and stepping on a bent and 2. A garbage dump site with
each given material. describe the materials in crumpled plastic bottle, scattered plastic bottles,
At least three days their Science notebooks. injuring his foot paper trash, soft drink
before the activity, 3. Ensure learners wear face 3. A person experiences a cans, broken glass bottles,
place one set of the masks before beginning the stomachache after eating in old appliances, and spoiled
given materials in a demonstration. a karinderya where rotten food leftovers. Pests such as
trash bin. Spray 4. Using matchsticks or a food surrounded by rats flies, rats, and cockroaches
little amounts of lighter, burn each material and flies are dumped are everywhere. Trees and
water and cover the one at a time. nearby plants around the site are
trash bin. Ensure 5. Instruct the learners to 4. A child coughing and dried up and dying. A dog
this trash bin is extend their hand near the covering their face near a steps on a broken glass and
isolated from other burning object but pile of burning leaves and hurts its paw
trash bins. emphasize not to touch plastic, with smoke 3. A bonfire burning plastic
them. surrounding the area bottles, newspapers,
On the day of the
5. A lady getting sick after cardboard, and leaves.
activity, instruct the
Refer to the Learning Activity stepping on a rusty nail on Thick dark smoke is rising
learners to wear
Sheet (LAS) for details on the the road from the fire. Nearby,
gloves and face
procedure and guide questions. 6. A man burning his hands animals like cats and dogs
masks for hygiene
when he accidentally are coughing and struggling
and safety reasons. touches trash that are to breathe. Plants near the
Divide the class into
burning bonfire are wilting from the
four groups.
Refer to the Learning Activity heat. The clouds above have
● Group 1 observes
Sheet (LAS) for details on the become darker
any change in
procedure and guide questions.
notebook paper Refer to the Learning Activity
and cardboard. Sheet (LAS) for details on the
● Group 2 observes
procedure and guide questions.
any change in the
plastic bag and
plastic juice
pack.
● Group 3 observes
any change in the
banana peel and
slice of bread.
● Group 4 observes
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 DAY 1 DAY 2 DAY 3 DAY 4

any change in
soda can and a
glass bottle.
Place the fresh set
and the three-day-
old set of each
material side by side
so that learners can
easily compare the
appearances of the
objects.
Refer to the Learning
Activity Sheet (LAS)
for details on the
procedure and guide
questions.

Developing Presenting the Presenting the Outputs Presenting the Outputs Presenting the Outputs
Understanding of Outputs Ask Groups 1 and 2 to present Ask the first group to present Ask one representative from
the Key Ask all groups to their observations in the table their observations for Picture each pair of groups to present
Idea/Stem present their and their answers to the Guide 1, second group for Picture 2, their observations for the
(5 mins) observations to the Questions. Afterwards, ask the and so on. picture they were assigned to.
table and their other groups if they gathered
Expected Answers to Guide Expected Answers to Guide
answers to the similar observations.
Questions: Questions:
Guide Questions.
Picture 1: Picture 1:
Guide Questions
a. broken glass bottle on the a. dirty plastic bottles,
1. What changes are common
sidewalk crumpled plastic bottles,
to all of the materials you
b. Stepping on broken glass crumpled food wrappers
observed in the activity?
bottles caused a foot injury b. Fish and ducks struggle to
on the person in the picture swim, the dog is hesitant to
drink the dirty water
Expected Picture 2:
c. Plants around the pond
Responses to Guide a. bent and crumpled plastic
have trash caught in them
Questions bottle on the beachside
d. The pond became dirty and
1. The changes b. Stepping on bent and the water became dark in
8
 DAY 1 DAY 2 DAY 3 DAY 4

depend on the crumpled plastic bottle color.

materials each caused a foot injury on the
Picture 2:
group was given. person in the picture
a. Plastic bottles, paper trash,
Food leftovers
Picture 3: soft drink cans, broken
and paper waste
a. rotten food near karinderya glass bottles, old
will change a lot.
b. The person eating the food appliances, spoiled food
Plastic and glass
gets a stomachache leftovers
waste won't
b. Pests like flies, rats, and
change as much. Picture 4:
cockroaches are
2. All the materials a. burning leaves and plastic everywhere, a dog hurts its
are expected to bottles in the backyard
paw on broken glass
become dirty and b. The child is having
c. Trees and plants around
smelly. Food difficulty in breathing due
the site are dried up and
leftovers will to the smoke and fumes
dying
likely spoil and from the fire d. The garbage dump site is
smell bad, and Picture 5: very dirty and smelly.
bread might grow a. rusty nail on the road
mold. Paper b. The lady got sick after
Picture 3:
waste might be stepping on the rusty nail
a. Burning plastic bottles,
torn, crumpled,
newspapers, cardboard,
or wet. Plastic Picture 6:
leaves
waste, like juice a. hot charcoal in the kitchen
b. Cats and dogs are coughing
cartons and b. The man got burns on his
and struggling to breathe
plastic bags, hands after touching the
because of the smoke
might get dirty burning trash
c. Plants around the area are
but won't change
wilting and covered in soot
much. Soda cans
d. The air around the bonfire
might get
has become dark. The
crumpled, and
clouds above the bonfire
soda bottles
had also become dark, too.
might break.
3. All the materials
will look dirty
and smell bad.

9
 DAY 1 DAY 2 DAY 3 DAY 4

Deepening Processing the Processing the Activity Processing the Activity Processing the Activity
Understanding of Activity Begin by explaining that it is a Begin by recalling with the Begin by explaining that the
the Key Begin by explaining common practice in many class that materials change changes that happen in
Idea/Stem that we throw things homes to burn things. For when they are disposed of and materials when they are
(10 mins) away when we are example, in many homes, burned. Using the groups’ disposed of or when they are
done using them. people burn fallen leaves and outputs posted on the board, burned can be harmful to
When materials are twigs in their backyard. Some have learners read aloud the animals, plants, and our
not disposed of burn twigs, charcoal, and materials found in each picture surroundings.
properly, they mix paper for cooking. and how they changed.
Discuss these harmful effects
with other garbage.
However, remind the class that Explain to the class that this by asking the following
Explain that, as they this is not really a good activity shows that these questions
have seen in the practice. Burning materials changes can be harmful to
activity, different can be dangerous for humans people’s health and safety. What bad things can happen
things change in and the surroundings, as they to our surroundings when we
different ways when will learn in the next lessons. Discuss these harmful effects throw away trash in the
they are disposed of. Tell the class to look at the by asking the following wrong places and burn
observations all the groups questions: materials from home?
Ask the class to look
have gathered on the burning
at the tables What bad things can happen
of different materials. Tell the class to look at the
presented by all to people when we throw our
answers of all the groups in the
groups. Ask: What change have you garbage in the wrong places?
column about the
observed always happens
Ask: Which surroundings and ask what is
when a material is being Tell the class to look at the
materials changed common among the answers.
burned? observations of all the groups
a lot after they
for Nos. 1,2,3, and 5 and tell Explain that plastic, paper,
were disposed of? Learners should notice from
them what usually happens in metal, and food wastes thrown
the outputs posted on the
Refer to the outputs those kinds of situations. on land and in water cause the
board that the sheets of paper,
presented by the surroundings to become dirty
plastic, juice cartons, leaves, ○ Broken glasses, plastic
groups. As the and smelly.
and twigs all have bottles and containers and
learners have seen,
● become hotter while rusty nails and cans on the What bad things can happen
some materials
burning road can cause injuries to animals when we throw
changed a lot after
● produced smoke while ○ Eating or cooking rotten away trash in the wrong
they were thrown
burning food can cause illnesses places and burn materials
away in the garbage. like stomachache and from home?
Food leftovers such
Tell the class that these two infections.
as banana peel and Explain that animals are

10
 DAY 1 DAY 2 DAY 3 DAY 4

bread slices changed things are not present when What bad things can happen affected, too. Tell the class to
in color and smell. the materials are not burning. to people when we burn look at the answers of all the
Banana peels materials from home? groups in the column about the
became darker, effect on animals and ask what
while bread slices Tell the class to look at the is common among the answers.
got green things on observations of all the groups
Animals can get sick when they
them. These are for Nos. 4 and 6 and tell them
drink dirty water from rivers
called molds. what usually happens in those
and ponds, get injured when
kinds of situations.
they step on broken pieces of
The learners have ○ Burning leaves, plastics, or
trash, and have difficulty
seen that paper charcoal can cause burns
breathing when the air is filled
wastes can change and problems in breathing
with smoke.
too, some become
torn (punit) while
some become
crumpled (gusot). As
Moreover, in dirty places, pests
some learners may
such as rats, cockroaches, and
not be familiar with
flies can grow.
these terms, it is
recommended to
What bad things can happen
show examples of
to plants when we throw
torn and crumpled
away trash in the wrong
paper wastes.
places and burn materials
Which materials from home?
did not change
much after being Plants and trees are affected
disposed of? too. Tell the class to look at the
answers of all the groups in the
Refer again to the
column about the effect on
class outputs. As
animals and ask what is
they have seen,
common among the answers.
things like glass
bottles, soda cans,
Plants on land and in water get
and plastic juice
caught in plastic trash. In a
packs don't change
dirty place, plants get sick, dry
much.
up, and later die. If plants and
11
 DAY 1 DAY 2 DAY 3 DAY 4

trees are near a fire, the smoke

Sometimes,
can cover them in soot.
cardboard can
change a lot,
especially if it's thin,
like the cardboard
used for product
packaging. But the
thick cardboard
used for brown
boxes doesn't change
much.
Explain to the class
that while soda cans
and other objects
made of metal did
not change much
after three days,
they can change
further when they’re
disposed of for a
long time. Ask the
learners if they are
familiar with
“kalawang”, let them
share what it looks
like, and what their
parents tell them of
objects with
kalawang. Tell the
class that having
kalawang or
becoming “rusty” is a
change that usually
happens to some
metal objects.

12
 DAY 1 DAY 2 DAY 3 DAY 4

What change is
common to all the
materials in the
activity?
All of the materials
became dirty and
smelly.

After/Post-Lesson Proper

Making Tell the class that Revisiting the Concept Map Revisiting the Concept Map Revisiting the Concept Map
Generalizations the activity has Return to the concept map Return to the concept map Return to the concept map
and Abstractions shown common from earlier in the session. from earlier in the session. from earlier in the session.
(5 mins) ways materials This time, ask the learners to In the previous sessions, the In the previous sessions, the
change when they fill up the Box #2. learners have filled up Boxes 1 learners have filled up Boxes 1
are disposed of. and 2. Today, have the to 3. Today, have the learners
Read the concept map learners fill up the Box #3 fill up Boxes 4 and 5.
Summarize these following the directions of the
observations: arrows. “When materials are → Read the concept map Read the concept map following
○ Most trash burned → they become…” following the directions of the the directions of the arrows.
materials become arrows. “When materials are → “When materials are → thrown
wet, smelly, and Ask the learners: “What are the thrown away and burned → away and burned → they
dirty. changes that happen to they become… (read the become… (read the answers)→
○ Some materials, materials when they’re answers)→ which have harmful which have harmful effects on
like those made burned?” effects on humans such as…” animals, plants, and the
of paper, get torn surroundings such as…”
and crumpled. Ask the learners: “What are the
○ Some materials, harmful effects of throwing Ask the learners: “What are the
like those made away materials and burning harmful effects of throwing
of plastic, may them on people’s health and away materials and burning
get bent or safety?” them on plants, animals, and
crumpled. our surroundings?”
○ Some materials,
like food Answer Key:
leftovers, get (1) smoke comes out

13
 DAY 1 DAY 2 DAY 3 DAY 4

smelly, have (2) the material becomes hot

molds, and
become spoiled.
○ Some materials,
like metal cans,
get rusty.
○ Some materials, Answer Key:
like those made Answer Key: On plants and animals
of glass, get (1) injuries, (2) illnesses, (3) (1) Both get sick from dirty
broken into burns, (4) difficulties in water and dirty air
smaller pieces. breathing (2) Animals get injured
(3) Plants and trees get caught
up in trash
On the surroundings
(4) becoming dirty
(5) becoming smelly

Evaluating Seatwork: Mina’s Burning Situations Harmful Effects on People Which can hurt the
Learning Trash Below are pictures of things Look at the following pictures. environment?
(5 mins) Mina is collecting you find at home. In the Name the material in each
Look at the following pictures.
the trash from her second column, draw what you picture, describe how it
Name the material in each
household for the think would happen if these changed, and explain how it
picture, describe how it
garbage collection things were burned. Under can be bad for people's health
changed, and explain how it
this weekend. your drawings, describe how and safety. (Note to Teachers:
can be bad for animals, plants,
Describe the each material changed. The pictures are provided in
and/or surroundings.
changes that 1. Katol the LAS).
1. Picture of a horse drinking
occurred in each 1. Picture of a child getting
water from a dark-colored
material after they cut by a sharp piece of
pond filled with plastic
were thrown away. plastic in the yard.
wastes and old appliances

2. newspaper

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 DAY 1 DAY 2 DAY 3 DAY 4

2. Picture of plants whose

2. Picture of a person leaves are covered in soot
coughing near a pile of
burning trash with smoke
coming out.

Answer Key: The illustrations

3. Picture of a street littered
of the learners must show (1)
with garbage
smoke coming out of the
material and (2) a
representation of the material
becoming hot.

Additional Homework Homework

Activities for Go through a trash Ask your parents or guardian
Application or bin in your home about the materials you
Remediation (if and find five (5) usually burn at home. Have
applicable) things your family them describe what happens to
has thrown away. the materials while burning.
Describe what
changes have
happened to the
materials.

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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