4

Quarter
Quarter 1
Lesson 1 1
Lesson Exemplar Lesson

for Science 5
for Science

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science 4
Quarter 1: Lesson 5 (Week 5)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Dr. Berhana I. Flores (Western Mindanao State University)

Validator:
• PNU RITQ Development Team

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1. Chemical properties of materials determine their uses.

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

C. Learning Learning Competencies

Competencies 1. Demonstrate ways to minimize harmful changes in materials, such as restriction of burning of waste materials, and
and Objectives care in handling reactive materials;
Learning objectives:
a. determine useful and harmful changes in materials;
b. describe the harmful effects of changes in materials on the environment;
c. enumerate ways how to minimize harmful effects in changes in properties of materials.
d. demonstrate proper ways for handling reactive materials to prevent accidents and ensure safety

D. Content Materials and their uses

E. Integration ● Creativity and innovation

● Environmental awareness (Environmental Literacy)
● Collaboration

II. LEARNING RESOURCES

Delos Reyes, R. L. (2022). Science Links. Quezon City: REX Publication.

Campbell, C., & Tytler, R. (2007). Views of student learning. In V. Dawson & G. Venville (Eds.), The Art of Teaching Primary Science (pp. 23-
41). Australia: Griffin Press.

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge
SHORT REVIEW ● The "Change Challenge" game
activates students' prior
● The students will use a game to recall their prior knowledge of physical and knowledge by prompting them
chemical changes. to recall examples, apply
concepts, and engage in
Game: Change Challenge critical thinking related to
Students identify whether a given scenario represents a physical or chemical physical and chemical
change.
changes. It provides an
opportunity for students to
Materials Needed:
● Flashcards or slips of paper with scenarios written on them build upon their existing
● Two containers labeled "Physical Change" and "Chemical Change" understanding and deepen
● Timer (optional) their comprehension through
Instructions: active participation and
● Divide the class into two teams. discussion.
● Place the "Physical Change" and "Chemical Change" containers on opposite
ends of the room.
● Shuffle the flashcards or slips of paper with scenarios written on them.
● Choose a student from the first team to draw a scenario card.
● Read the scenario aloud to the class.
● The team must discuss whether the scenario describes a physical change or
a chemical change and then decide which container to place the card in.
● If the team correctly identifies the type of change, they earn a point. If not,
the other team has a chance to steal the point by correctly identifying the
change.
● Repeat steps 4-7 with students from each team taking turns drawing
scenario cards.

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● Continue playing until all scenario cards have been used or for a set time
limit.
Example Scenario Cards:
1. You tear a piece of paper into small pieces.
2. Water boils on the stove and turns into steam.
3. Iron nails left outside begin to rust.
4. Mixing vinegar and baking soda together causes fizzing and bubbling.
5. Ice cubes melt in a glass of water.
6. A candle burns and produces heat and light.
7. Cutting vegetables into small pieces for a salad.
8. Mixing salt into a glass of water until it dissolves completely.
9. Wood is burned in a campfire and turns into ashes.
10. Milk curdles after adding lemon juice.

Variation: Students can act out the scenarios instead of reading them from cards
for a more interactive variation. This adds a fun and engaging element to the game.

B. Establishing 1. Lesson Purpose

Lesson Purpose
The teacher may say:

Last week you learned that matters undergo various changes when exposed to
changes in temperature, which can be classified as either physical change or
chemical change. In the next phase of the lesson, you will be able to know and
understand how some changes in matters can have harmful effects on us humans
and our environments. You will also be learning how we can minimize the harmful
effects of these changes and how to properly handle reactive materials.

2. Unlocking Content Area Vocabulary

Unscramble Word Game

● Introduce to the class the concept of unscramble word game. The teacher will post scrambled
words on the board. The teacher

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● Present to the class the given unscrambled words and ask the students to will give the meaning of the word
re-arrange the letters to create a word corresponding to the meaning given then the students will arrange
by the teacher. the letters to form the word.

Meaning: It is the natural home or environment of a plant, animal, or other

organism. It provides the organisms that live there with food, water, shelter,
and space to survive.
Unscrambled word #1: TATABHI
Answer: HABITAT

Meaning: It is the introduction of harmful materials into the environment.

Unscrambled word #2: LUTIONLOP
Answer: POLLUTION

Meaning: It is commonly defined as the deterioration of a material (usually

a metal) or its properties because of a reaction with its environment.
Unscrambled word #3: NOISOCORRO
Answer: CORROSION

Meaning: It is a geographic area where plants, animals, and other organisms,

as well as weather and landscape, work together to form a bubble of life.
Unscrambled word #3: COEMETSSY
Answer: ECOSYSTEM

Meaning: It is the chemical reaction that occurs between substances when

materials burn.
Unscrambled word #3: NOIBUSTMOC
Answer: COMBUSTION

C. Developing and SUB-TOPIC 1: “Harmful Effect of Changes in Materials” ● substances, leading to the
Deepening 1. Explicitation production of unpleasant
Understanding ● Ask the students if they can identify if a change in material is useful or odors and the release of
harmful to our environment. greenhouse gases.

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● Let the students complete the table below. This can be done by the teacher ● Ripening of fruits: Unwanted
together with the students or by group. chemical change - fruits
● Instructions: produce ethylene gas,
✔ Given the table are examples of changes in matter. Identify whether causing them to ripen and
they are physical or chemical. Put a ( ) in the column if it refers to a eventually spoil, resulting in
physical or a chemical change and whether it is wanted or unwanted. food waste.
✔ Justify your answers and share them with your classmates. ● Burning of fossil fuels:
Unwanted chemical change -
fossil fuels combust,
Effects of Change Physical Chemical
releasing pollutants such as
Melting ice cream carbon dioxide, sulfur
dioxide, and nitrogen oxides,
Rusting of iron nails contributing to air pollution
and climate change.
Boiling water
● Digestion of food: Chemical
Burning wood in a fireplace change - food is broken down
by enzymes in the digestive
Dissolving sugar in water system, releasing nutrients
for absorption into the body.
Chopping vegetables

Cooking eggs

Mixing baking soda and vinegar

Evaporation of puddles
The teacher may emphasize the
Formation of clouds
following:
Crystallization of sugar solution
● These harmful effects of
Decomposition of organic matter physical changes show why it's
important to take care of our
Ripening of fruits planet and try to prevent too
Burning of fossil fuels much evaporation and the
melting of glaciers by using

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Digestion of food water wisely and reducing
things that make the Earth
warmer, like pollution.
2. Worked Example

Harmful Effects of Physical Change

1. Too Much Evaporation. Evaporation is when water turns into vapor and goes
up into the air, like when a puddle dries up in the sun. Too much evaporation
means a lot of water is disappearing from where it should be, like from lakes, rivers,
or even the soil.
Harmful Effects:
● Drying Up of Water Sources: If too much water evaporates from lakes,
rivers, and reservoirs, they can shrink or even disappear, making it hard for
animals and people to get water to drink or for plants to grow.
● Increase in Droughts: When there's not enough water in the soil or in the
air because of too much evaporation, it can lead to droughts, which means
there's not enough water for crops to grow, causing food shortages and
harming farms and farmers. ● These harmful effects of
chemical changes remind us of
2. Melting of Glaciers: Glaciers are huge masses of ice that are very important the importance of using
because they store a lot of fresh water. When they melt, they turn into water, which chemicals responsibly and
flows into rivers and oceans. taking steps to protect the
Harmful Effects: environment and human
● Rising Sea Levels: When glaciers melt too fast, it adds a lot of water to the health.
oceans, causing them to rise. This can flood coastal areas, where many
people live, and can damage homes and buildings.
● Loss of Habitat: Animals like polar bears and seals rely on glaciers for
hunting and resting. When the ice melts, they lose their homes and places
to find food, making it harder for them to survive.

Harmful Effects of Chemical Change

1. Air Pollution: Chemical changes can release harmful gases into the air, like
when cars burn fuel or factories produce smoke.

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Harmful Effects:
● Respiratory Problems: Breathing in polluted air can cause coughing,
asthma, and other breathing problems, making it hard for people, especially
kids and older adults, to stay healthy.
● Environmental Damage: Polluted air can harm plants and animals, disrupt
ecosystems, and even lead to global warming, which can cause extreme
weather events like hurricanes and droughts.
● 2. Water Contamination: Chemical changes can also happen in water, like
when factories dump waste into rivers or when fertilizers from farms wash
into lakes.
Harmful Effects:
● Health Risks: Contaminated water can make people sick if they drink it or
swim in it. It can cause stomachaches, diarrhea, and even more serious
illnesses.
● Harm to Aquatic Life: Chemicals in water can harm fish, frogs, and other
aquatic animals, disrupting their habitats and causing population declines.
This can affect the balance of ecosystems and reduce biodiversity.

2. Soil Degradation: Chemical changes in the soil can occur when pesticides,
herbicides, or other chemicals are used in farming or gardening.
Harmful Effects:
● Loss of Fertility: Chemicals in the soil can kill helpful organisms like
earthworms and bacteria, making it hard for plants to grow. This leads to
poor crop yields and reduces the amount of food that can be grown.
● Contamination of Food: If plants absorb chemicals from the soil, they can
end up in the food we eat. Eating food contaminated with harmful chemicals
can cause health problems over time.

3. Corrosion: Corrosion is a chemical change that happens when metals react with
substances in the environment, like oxygen or water.
Harmful Effects:
● Damage to Structures: Corrosion can weaken metal structures like bridges,
buildings, and pipelines, leading to collapses, leaks, and other accidents.

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● Costly Repairs: Fixing or replacing corroded metal objects can be expensive
and time-consuming, especially if they're critical infrastructure or
equipment.

4. Acid Rain: Chemical reactions in the atmosphere can produce acids that fall
back to Earth as rain, snow, or fog.
Harmful Effects:
● Damage to Ecosystems: Acid rain can harm plants, trees, and aquatic life
by leaching nutrients from the soil, damaging leaves and needles, and
making bodies of water too acidic for fish and other organisms to survive.
● Deterioration of Buildings and Monuments: Acid rain can erode and
Discuss the observations with the
corrode buildings, statues, and monuments made of stone or metal, leading students.
to their deterioration and loss of cultural heritage. Ask questions like:
a. What changes did you observe
5. Groundwater Contamination: Chemicals from industrial spills, landfills, or in the nails during the
agricultural runoff can seep into the ground and contaminate groundwater sources. activity?
Harmful Effects:
b. Can you describe the
● Health Risks: Contaminated groundwater can pose serious health risks to
differences between the nail
humans and animals if consumed, leading to illnesses such as cancer,
that underwent a physical
neurological disorders, and reproductive problems.
change and the one that
● Long-Term Environmental Damage: Once groundwater is contaminated, it
underwent a chemical
can be difficult and costly to clean up, posing long-term risks to the
change?
environment and public health.
c. How did the appearance of the
nails change after each part of
3. Lesson Activity the activity? Why do you think
it's important to understand
● Divide the class into four (4) groups. Each member of every group will the differences between
decide on the specific role that they will play within their group (Team physical and chemical
Jobs). Along with each role are color-coded visors with their corresponding changes?
meaning (Manager-Red; Speaker-Blue; Director-Green; Reports d. What harmful effects did we
Coordinator-Yellow). discuss regarding physical
● Provide each group with a copy of the activity titled “Exploring the Impact changes, such as scratching
of Changes on Everyday Objects” the nail?

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● Remind the teammates of their roles. e. What harmful effects did we
● Students perform the activity as directed and answer the questions observe regarding chemical
provided in the worksheet. changes, such as rusting in
● Ask the students to present their output in class. vinegar?
f. How can we continue to raise
awareness about
DAY 2 environmental issues and
SUB-TOPIC 2: “Minimizing Harmful Effects in Changes in Properties of encourage action within our
Materials” school or community?
1. Explicitation g. Are there any additional
● Explain the importance of minimizing harmful effects on the environment,
environmental topics or
especially from materials that don't break down easily.
issues you would like to
● Discuss the concept of recycling and how it helps reduce waste and conserve explore in future activities or
resources.
discussions?
● Sorting Activity: Set up a sorting station with different bins labeled for
h. What steps can we take to
different types of recyclable materials (e.g., paper, plastic, metal). ensure that our actions
● Provide students with a variety of everyday materials and ask them to sort contribute to a cleaner,
the items into the appropriate bins based on their recyclability. healthier environment for
● Encourage participants to discuss why each item belongs in a particular bin future generations?
and how recycling helps protect the environment.
● The teacher may ask the following questions during the sharing:
1. Why do you think we're sorting these items into different bins?
2. Can you explain why certain materials are recyclable while others are not?
3. How do you think recycling helps protect the environment?
4. What harmful effects can materials like plastic have on the environment if
they're not properly disposed of? Lead a discussion about the
5. How can recycling help minimize these harmful effects? harmful effects of materials that
6. Besides recycling, what are some other ways we can reduce our impact on don't break down easily in the
the environment? environment, such as plastic
pollution and landfill
2. Worked Example overcrowding.

Ways in Minimizing Harmful Effects in Changes in Properties of Materials Ask students to share their
thoughts on why recycling is

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1. Recycling: important and how it can help
● Benefit to Humans: Recycling reduces the need for raw materials, lowering minimize these harmful effects.
production costs for goods made from recycled materials. It also creates job
opportunities in the recycling industry. Discuss other ways to minimize
● Recycling conserves natural resources, reduces energy consumption, and the environmental impact of
minimizes greenhouse gas emissions associated with resource extraction and materials, such as reducing
manufacturing processes. consumption, reusing items, and
choosing eco-friendly
alternatives.
2. Reducing Consumption:
● By consuming less, individuals can save money, reduce clutter in their
homes, and lead simpler, less stressful lifestyles.
● Reduced consumption decreases the demand for new materials, helping to
conserve natural resources and minimize environmental degradation
associated with resource extraction and production.

3. Reusing Items:

● Reusing items saves money by extending the lifespan of products and

reducing the need for frequent replacements. It also fosters creativity and
innovation in finding new uses for old items.
● Reusing items conserves resources and reduces waste generation, lowering
the burden on landfills and minimizing pollution from disposal.

4. Choosing Eco-friendly Alternatives:

● Eco-friendly alternatives often contain fewer harmful chemicals, making

them safer for human health. Reducing exposure to toxins may also promote
a healthier lifestyle.
● Eco-friendly materials are typically biodegradable, compostable, or
recyclable, reducing their environmental impact and promoting sustainable
resource use.

5. Proper Disposal:

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● Benefit to Humans: Proper disposal practices help prevent pollution and
contamination of air, water, and soil, safeguarding human health and well-
being.
● Proper disposal minimizes the release of hazardous substances into the
environment, preserving ecosystem health and biodiversity.

6. Conservation and Preservation:

● Conservation efforts protect natural habitats and ecosystems, providing

recreational opportunities, clean air and water, and essential ecosystem
services that support human livelihoods.
● Conservation and preservation initiatives safeguard biodiversity, mitigate
climate change, and maintain ecological balance, ensuring natural systems'
long-term health and resilience.

7. Education and Awareness:

● Education and awareness campaigns empower individuals to make informed

choices and take action to reduce their environmental footprint, leading to
healthier and more sustainable lifestyles.
● Benefit to the Environment: Increased awareness fosters a culture of
environmental stewardship and promotes collective efforts to address
environmental challenges, leading to more effective conservation and
sustainability initiatives.

Implementing these strategies can reap numerous benefits for individuals,

communities, and society as a whole, ranging from cost savings and improved
health to environmental protection and sustainable development.
3. Lesson Activity

"Environmental News Reporting: Investigating Pollution and Solutions"

After conducting the activity,
● Ask the group to watch a short news report. They may then use the discuss with the students their
Internet to research news reporting techniques. insights.

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● Students need to perform the activity as directed and answer the questions Ask questions like:
provided in the worksheet. a. What did you learn from
● Allow the students to present their output to the class. participating in this activity?
● Divide the class into five (3) groups: land pollution, water pollution, and air b. How did portraying real-world
pollution. environmental issues through
● Each group will perform a news-reporting skit featuring the assigned topic. a news reporting format
For example, the group assigned to air pollution will report on aerial enhance your understanding
problems in the environment. of the topics?
● The teacher will give the guidelines for the whole activity. c. What insights did you gain
● The members will be designated accordingly: about the importance of
a. Newscaster addressing environmental
b. Field Reporter pollution and implementing
c. Cameramen solutions?
d. Props men (materials assigned by the teacher) d. How can the information
e. Pupils for the commercial presented in the news reports
f. Music and News Director be applied to real-life
● The news reporting will focus on how the pollution started, how it affects situations or environmental
the environment, and how we can prevent it from happening again. advocacy efforts?
● The performance will be recorded in a video, which the teacher and the e. What actions can individuals,
class will review and comment on. communities, or governments
take to address the
environmental issues
discussed in the activity?
b. How do you plan to contribute
to reducing pollution and
promoting environmental
sustainability in your own
life?
DAY 3
SUB-TOPIC 2: “Proper Ways of Handling of Reactive Materials”
1. Explicitation
● Explain to the students that reactive materials are substances that can
Summarize the key points of the
undergo chemical reactions with other substances, often producing heat,
demonstration, emphasizing the
importance of proper handling

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light, gas, or even explosions. These reactions can occur when the reactive and safety when working with
material comes into contact with air, water, or another chemical. reactive materials.
● Conduct a simple demonstration activity using common household
materials, this time showcasing the reaction between hydrogen peroxide and This activity provides an
yeast. engaging way to demonstrate a
✔ Start by pouring the hydrogen peroxide solution into a clear container chemical reaction using
or bowl. household materials while
✔ Next, add the warm water to the hydrogen peroxide and mix well. reinforcing important safety
practices.
✔ Finally, add the dry yeast to the mixture and observe the reaction.
✔ As the yeast mixes with the hydrogen peroxide solution, it catalyzes
the decomposition of hydrogen peroxide into oxygen gas and water.
This produces a foamy, bubbling reaction.
● While the reaction is safe and non-toxic, remind your audience of some
safety tips:
✔ Avoid inhaling the gas produced during the reaction.
✔ Do not taste or ingest the mixture.
✔ Wash hands thoroughly after handling chemicals.
● Have a brief discussion with the students about what they observed during
the demonstration. Ask questions like:

1. What happened when we mixed the yeast with the hydrogen peroxide
solution?
2. Why do you think the mixture foamed and bubbled up?
3. What safety precautions did we take during the demonstration?

2. Worked Example

Examples of reactive materials and how to properly handle these materials:

1. Bleach: Bleach is a common household cleaner that contains sodium

hypochlorite, which can react with acids (like vinegar) to produce chlorine gas, a
toxic substance.

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✔ Always use bleach in a well-ventilated area to prevent the buildup of
chlorine gas.
✔ Never mix bleach with acids (like vinegar) or ammonia-based cleaners to
avoid the production of toxic gases.
✔ Wear gloves and protective eyewear to avoid skin and eye irritation when
handling bleach.
✔ Follow the manufacturer's instructions for dilution and usage carefully.

2. Ammonia: Ammonia is often found in household cleaning products. It can react

with bleach to produce toxic chloramine vapors.

✔ Use ammonia-based cleaners in well-ventilated areas to prevent inhalation

of fumes.
✔ Never mix ammonia with bleach, as this can produce toxic chloramine
vapors.
✔ Wear gloves and protective eyewear to prevent skin and eye irritation when
handling ammonia.
✔ Store ammonia-based cleaners in a cool, dry place away from direct sunlight
and sources of heat.

3. Aluminum Foil: Aluminum foil can react with acidic foods like tomatoes or citrus
fruits, releasing hydrogen gas.
✔ Avoid using aluminum foil with acidic foods to prevent the release of
hydrogen gas.
✔ Store aluminum foil in a cool, dry place away from sources of moisture to
prevent corrosion.

4. Batteries: Household batteries contain reactive materials like lithium, zinc, or

alkaline electrolytes. If batteries are damaged or improperly disposed of, they can
leak corrosive chemicals or even explode.
✔ Handle batteries with care and avoid damaging them to prevent leaks or
explosions.

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✔ Store batteries in a cool, dry place away from direct sunlight and sources of
heat.
✔ Dispose of batteries properly according to local regulations, and never
incinerate them.

5. Drain Cleaners: Drain cleaners often contain highly reactive chemicals like
sodium hydroxide or sulfuric acid, which can cause burns if not handled properly.
✔ Use drain cleaners in a well-ventilated area and avoid inhaling fumes.
✔ Wear gloves and protective eyewear when handling drain cleaners to prevent
skin and eye irritation.
✔ Never mix drain cleaners with other chemicals, as this can produce
hazardous reactions.

6. Oven Cleaners: Oven cleaners may contain strong alkalis like sodium hydroxide,
which can react with organic matter to dissolve grease and grime.
✔ Use oven cleaners according to the manufacturer's instructions and avoid
prolonged skin contact.
✔ Wear gloves and protective eyewear when handling oven cleaners to prevent
skin and eye irritation.
✔ Ensure proper ventilation when using oven cleaners to avoid inhaling
fumes.

7. Hydrogen Peroxide: Hydrogen peroxide, commonly used as a disinfectant, can

react with certain metals (like copper or iron) to produce oxygen gas.
✔ Handle hydrogen peroxide with care and avoid contact with metals to prevent
the production of oxygen gas.
✔ Store hydrogen peroxide in a cool, dark place away from sources of heat and
light.
✔ Do not mix hydrogen peroxide with other chemicals unless directed to do so
by a qualified professional.

8. Matches and Lighters: Matches and lighters contain reactive materials like
phosphorus or flammable gases, which ignite when struck or activated.

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✔ Store matches and lighters in a safe place out of children's reach and away
from heat sources.
✔ Handle matches and lighters with care to prevent accidental ignition.
✔ Never leave matches or lighters unattended, and ensure they are fully Guide Questions:
extinguished after use.
1. What type of reactive material
9. Household Cleaners: Many household cleaners contain reactive chemicals such were you handling?
as acids, bases, or oxidizing agents, which can be hazardous if mixed together or 2. How did you identify its
handled improperly.
properties and potential
✔ Read and follow the manufacturer's instructions for proper usage and storage
hazards?
of household cleaners.
3. What safety precautions did
✔ Avoid mixing different household cleaners together to prevent hazardous you take before handling the
reactions. reactive material?
✔ Wear gloves and protective eyewear to avoid skin and eye irritation when 4. Were there any additional
handling household cleaners. safety measures you could
have implemented?
5. Describe the techniques you
3. Lesson Activity used to safely handle the
reactive material.
● Divide the class into four (4) groups. Assign specific roles to each participant,
6. Were there any challenges or
such as the handler of the reactive material, observers, safety officers, etc.
● Provide each group with guidelines for the role-play activity, including the difficulties encountered
topic "Proper Ways of Handling Reactive Materials." during the process?
● Assign each group a specific reactive household material to focus on for their 7. How did you respond to
role-play (e.g., bleach, ammonia, batteries, etc.). simulated emergencies or
● Allocate sufficient time for groups to research their assigned material and unexpected reactions?
develop their role-play script and performance. 8. What steps did you take to
● Each group will perform a role-play skit demonstrating the proper handling ensure the safety of yourself
of the assigned reactive household material. and others?
● Students enact the handling process, following proper procedures for 9. What lessons did you learn
containment, transportation, and manipulation of the reactive material. about handling reactive
● Include a segment where participants respond to simulated emergencies or materials safely?
unexpected reactions, emphasizing the importance of quick and appropriate
action.

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● Encourage creativity and engagement in the role-play, such as incorporating 10. How can these lessons be
dialogue, demonstrations, and interactive elements to convey the message applied to real-life situations
effectively. involving reactive materials?

Encourage participants to engage in critical thinking and discussion when answering

these guide questions, emphasizing the importance of continuous improvement and
safety awareness in handling reactive materials.

D. Making DAY 4 Note: This may be done as

Generalizations individual or group work.
1. Learners’ Takeaways
Allow the students to
● Ask the students to outline in the graphic organizer what they have learned demonstrate their learning by
in the lesson. Utilize the graphic organizer below: creating a graphic organizer. The
teacher will provide the BIG
WORDS, while the students will
Different Effects in Changes in the Properties of provide the rest of the
Materials and How to Minimize these Effects concepts/ideas. Students may
also use connecting words as
needed.
Ways in Minimizing
Harmful Effects
Harmful Effects
Too Much Evaporation Reduce, Reuse, Recycle

Melting of Glaciers Choosing Eco-friendly

Alternatives
Air Pollution
Soil Degradation Proper Disposal

Corrosion Conservation &

Preservation
Acid Rain
Education Awareness
Ground Water
Contamination
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PROPER WAYS OF HANDLING
REACTIVE MATERIALS

Understand that some materials can react and change quickly. These materials might
fizz, bubble, or even produce heat or smoke.

When handling anything that could be reactive, wear safety gear like goggles and gloves
to protect your eyes and skin.

Keep your workspace neat and tidy. Make sure bottles and containers are labeled
properly so you know what's inside.

If you're not sure about something or if you see something strange happening, ask your
teacher for help. It's better to ask questions than to guess and get hurt.

After you finish your experiment, clean up any spills or messes right away. Dispose of
any leftover materials properly, following your teacher's instructions.

Remember, safety is the most important thing when working with any materials. Always
be responsible and cautious.

2. Reflection on Learning

● Provide each student with a worksheet or journal entry template.

● Prompt students to reflect on what they have learned about minimizing the
harmful effects of changes in materials. Encourage them to think about why
it's important and how they can make a difference.
● Ask students to write a short reflection (1-2 paragraphs) on their
understanding of the topic. They can consider questions such as:

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1. What are some examples of changes in materials that can be harmful to
the environment?
2. Why is it important to minimize these harmful effects?
3. How do you think individuals can contribute to minimizing the harmful
effects of changes in materials?

● Students can share their reflections and action plans with a partner or
small group if time allows. This provides an opportunity for discussion and
feedback.

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

A. Evaluating 1. Formative Assessment Assessment should be carried

Learning out throughout the lesson in
Part I – Multiple Choice the form of discussions and
Direction: Read each question carefully. Identify the letter of the correct answer. written responses to the
various activities.
1. What harmful effects can occur due to too much evaporation of water sources?
A) Increase in rainfall Answer Key:
B) Drying up of water sources
C) Decrease in droughts 1. B
D) Growth of aquatic life 2. B
3. B
2. What harmful effects can result from the melting of glaciers? 4. C
A) Decrease in sea levels 5. B
B) Loss of habitat for aquatic animals 6. C
C) Reduction in coastal flooding
7. B
D) Increase in freshwater availability
8. B
3. What harmful effects are caused by corrosion as a chemical change? 9. B
A) Strengthening of metal structures 10. C
B) Damage to structures like bridges and buildings
C) Decrease in repair costs
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D) Preservation of metal objects

4. What harmful effects can result from acid rain as a chemical change?
A) Preservation of buildings and monuments
B) Promotion of aquatic life
C) Damage to ecosystems and buildings
D) Increase in soil nutrients

5. How can recycling benefit humans in minimizing the harmful effects of changes
in materials?
A) By increasing pollution
B) By reducing the need for raw materials and creating job opportunities
C) By depleting natural resources
D) By increasing energy consumption

6. What is a practical action for minimizing the harmful effects of changes in

materials?
A) Consuming more resources
B) Using disposable items frequently
C) Reducing consumption
D) Increasing waste generation

7. How can choosing eco-friendly alternatives minimize the harmful effects of

changes in materials?
A) By increasing greenhouse gas emissions
B) By promoting a healthier lifestyle and reducing exposure to toxins
C) By degrading natural habitats
D) By increasing pollution

8. What is the benefit of proper disposal in minimizing the harmful effects of

changes in materials?
A) Increase in pollution
B) Preservation of ecosystems
C) Degradation of soil
D) Harm to human health

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9. Sarah lives in a city where there's heavy air pollution due to vehicle emissions
and industrial activities. She often experiences coughing and breathing difficulties.
What could be the cause of her health issues?

A) Increased biodiversity
B) Respiratory problems
C) Environmental preservation
D) Improved respiratory health

10. John's family runs a farm, and they use a lot of pesticides to protect their crops
from pests. Recently, they noticed that some of their vegetables have traces of
harmful chemicals. What could be the consequence of consuming these
contaminated vegetables?

A) Increase in soil fertility

B) Growth of beneficial organisms
C) Contamination of food
D) Improvement in crop yields

Part I – Essay
● Imagine you are working in a science lab, and you need to conduct an experiment
using reactive materials. One of your classmates accidentally spills a reactive
substance on the floor. Describe step-by-step what you would do to ensure
everyone's safety and properly clean up the spill.

2. Homework (Optional)

Poster Creation

● Divide the class into small groups and provide them with poster board and
art supplies.
● Instruct each group to create a poster illustrating ways to minimize the
harmful effects of materials on the environment.

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● Encourage participants to include drawings, slogans, and tips for recycling
and reducing waste.
● Presentation (Optional):

Allow each group to present their posters to the rest of the participants.
● After each presentation, facilitate a brief discussion about the ideas presented
on the poster and how they can be applied in everyday life.

A. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

B. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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