FIRST QUARTER

LESSON 1: PROPERTIES OF SOME MATERIALS

DURATION: 5days
I.

Objectives:
1.Identify some properties of materials they use at home.
2. Classify properties of materials as to their uses.
3.. Make your own useful material/product using different materials.

II.

A.

Materials:

Old news papers

Glue or tape
Plastic straw
Different empty bottles
Scissors
Yarn
Plastic
Old t - shirt
B. References:
Curriculum Guide in Science 5
Code : S5MT Ia-b-1
21st Century Science and Health Phoenix publishing house
http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/science/characteristics_of_mater
als.shtml
http://downloads.bbc.co.uk/schools/teachers/ks2worksheets/bbc_teachers_ks2_science_
worksheet_ materials.pdf

C. Process Skills: Observing, identifying, describing, and investigating.

D. Values Integration: Awareness on the different useful properties of materials to use in daily
living.
III. Learning Tasks:
A. Engagement :
Motivation/Review
1. Show pictures of everyday items used at home and ask the children what
material each one is made from.
2. Let them write their answers on a large sheet of paper .
3. Ask: What can you say about the materials used to make those
products?

4. What materials in your list are flexible?

5. Is the color of materials used important?
6. Which of those materials do you think have strength?
7. To recall the previous knowledge, ask: What phases of matter those
materials belong?
8. To introduce the new lesson, say: Look at the materials you have listed.
What if I want to make a model of a bridge, which materials I should use
to make it strong?
9. Introduce some useful properties of some materials. (strength, flexibility,
transparency)
10. Let them watch a video clip about different types of materials used to
make some items/products.
11. Ask them to list some useful materials they learned from video clip on
their notebook.
B. Exploration :
1. Divide the class into 5 (five) groups ,let them think of their group
names related to some properties of materials.
2. Ask the learners about standards in group activities.
3. Provide the class with the materials to be used in the activity.
4. Ask the children to design an umbrella to keep off the rain out of
the materials provided by the teacher.
5. Ask them first to brainstorm a list of possible materials they could
make it from.

6. Explain that they should then go through the list and decide why it
would not be sensible to make an umbrella from some of the
materials.
7. Provide each group with the LM.
8. Instruct each group to perform Lesson1 : LM Activity 1

Properties of some Materials

9. Go around and follow-up the conduct of activity by each group.
10. Remind each group that they will be presenting their finished
product in the class after finishing their activity.

C. Explanation:
1. Ask each group to present their output and answer the guide questions.
What materials you used to make an umbrella?
Why you chose those materials?
Do you think your umbrella can be used during summer and rainy seasons?
Can you give some useful properties of materials you used?
2. Ask each group to exchange their notebooks and check their answers in LM
(Activity 1).

D. Elaboration/Extension/BIT
The term material also refers to the substances from which a product is
made. Manufacturers are familiar with the properties of the materials they use.

Below are some simple Properties of Materials found in products we use at

home.

Materials

Metals

Glass

Properties

Products

Conductors,strong, malleable,and magnetic

Metal

pots,pans,electrical

properties

locks,refrigerator magnetic holders

Transparency

Windowpanes,bottles,

vehicle

wires,bag

windows,

and light bulbs

Ceramics

Insulators and highly durable

Cover the entire exterior of space shuttle,

vases, figurines, cups, and mugs.

Plastics

Rubber

Heat

insulation,durable,lightweight,corrosion

Styrofoam, car parts, synthetic fibers,toys,

resistant, and water proof

and nylon

Flexible, elasticity, and electrical resistance

Belts, hoses, gaskets, shoes, slippers,

clothing, furniture, and toys

wood

Versatile,heat and electrical resistance

Chairs,tables,

cooking

furnitures

E. Evaluation.
Identify the some properties of the following materials. Write your answer inside the
table.

MATERIALS

PROPERTIES

wares,

and

metals

1.

ceramics

2.

rubber

3.

plastics

4.

wood

5.

glass

6.

IV. Assignment:
List ten household products you have at home and write some properties of each
materials.

LESSON 2 : USEFUL AND HARMFUL PROPERTIES OF SOME MATERIALS

DURATION: 5 days
I.

Objectives:
1.Determine whether the material is useful or harmful.
2. Group the materials according to their uses.
3. Practice safety precautions in the use of certain materials.

II.

A.

Materials:
Different

household

materials

(fertilizers,

insecticides,

herbicides,alcohol,

vitamins,etc.)
B. References:
Curriculum Guide in Science 5.
Code : S5MT Ia-b-1
21st Century Science and HealthPhoenix publishing house
C. Process Skills: Observing, identifying, describing, and investigating.
D. Values Integration: Awareness on the importance of proper storage and disposal of
household materials
II.

Learning tasks:

A .Engagement:
Review:
Elicit response from the pupils regarding the activity performed yesterday.
Ask:From the lesson yesterday, name some materials you use in your daily living
Lesson presentation:
Ask: What household materials do you have at home? How would you classify them? Would
you know that there are certain precautions to follow to keep us safe?
B. Exploration:
1.Divide the class into five groups.
2. Set standards to follow during group activity.
3. Provide the learners with the LM and instruct each group to perform Lesson 2 : LM
Activity 1 - Household Materials.(grouping of household materials according to their
uses)
4. Discuss in detail whether a material is useful or harmful.

5. Ask the learners to read some safety precautions in handling household materials.
6. Let the pupils do the Activity. Science Trail.(Each group will do the task ineach base
with different household materials, with emphasis on safety precautions in using
materials)
8. Each group will be given answer sheet for their respective answers.
7. Allot ample time for the pupils to complete their task.
8. Remind the pupils that they will be presenting their observations and answers from
the activity.
C. Explanation
1.Ask each group to present their answers/observations about the activity and the
answer to their guide questions in a form of macro broadcasting.
2. Each group will be given time to brainstorm and prepare for their presentation.
3. Ask:
What are the importance of having knowledge about proper use of some
household materials?
What are the harmful effects of some materials at home?
Why it is important to store all poisonous chemicals in safe containers and
places?
1. Discuss the safety precautions in the use of certain materials.
D. Elaboration/Extension/BIT

Aerosols technically refers to airborne solid particles(also called dust or particulate matter or liquid dropl

In everyday language, aerosol refers to an aerosol spray can or its contents. In the early 1970s, scientis
the U.S. first started to express concern to

the man-made chlorofluorocarbons (or CFCs) used in

conditioning, aerosol, foam blowing, and refrigeration industries were responsible for an apparent thinnin

the ozone layer. The ozone layer absorbs radiation from the sun. The aerosol industry responded by pha
out the use of these CFCs and shifting to non ozone depleting natural hydrocarbons.
Household materials are classified according to their uses such as: Food
Preparation,Cleaning,Beautification,Building construction, and those found in Products.
Other household Materials are pesticides,insecticides,herbicides,fertilizers,and vitamins.
Storage and Disposal of Household Materials
1. Store all poisonous chemicals in safe containers and places.
2. Keep flammable materials out of the reach of children
3. Clearly label all containers of chemicals to make sure they are
easily and correctly recognized
4. Keep petroleum products in safe containers

5. Dispose of all empty cans, glasses, and plastic and Styrofoam

products properly.
6. Thoroughly clean kitchen utensils and similar materials and keep
them in a safe place, away from cockroaches and ants.
7. Dispose of fruit peelings, food scraps, and spoiled fruit and
vegetables together with other biodegradable materials in a
compost pit in the backyard.
E. Evaluation
A. On the blank beside each material, write useful or harmful. Give your reason.
1. Householdmachines____________________________________
2.
3.
4.
5.

_________
Plastics______________________________________________
Preservatives_________________________________________
Insecticides___________________________________________
Sharp
tools_________________________________________________

B. Give at least 5(five) proper ways in using household materials.

III.

Assignment:
Make a sample inventory of household materials present in your home.
Lesson 2: Changes that Materials Undergo

Third Week
Day 1
I.

Objective:
1. Describe the changes that happen in materials inside our body under the
condition of presence of oxygen
2. Awareness of what oxygen can do.
3. Investigate changes that happen in materials inside our body under the
condition of presence of oxygen

II.
A. Materials: jumbled letters ENGYOX
cartolinas with questions
soft music, Tagalog rhyme
rubrics
B. References: Curriculum Guide for Grade 5, 2, 2.1 p. 30
S5MT-Ic-d-2
Science Spectrum 5 p.166
C. Process Skills: Observation, Inference

D. Values Integration: Awareness of what oxygen can do.

III.

Learning Tasks
A. Engagement
a. Review
Carousel
1. Post cartolinas with questions on the different sides of the rooms wall.
Cartolina 1 How does your body feel when its time to eat but theres no
food yet?
Cartolina 2 Can we stop oxygen from entering our body for hours?
Cartolina 3 How does your body feel after eating your meal?
Cartolina 4 What do you think is happening to the food inside our body?
Cartolina 5 How does our body use oxygen we breathe in?
2. Instruct the pupils on what they will do with the cartolinas posted on the
wall. Tell them that each group should give only one-sentence answer.
3. Play a soft music to set the mood.
4. Data process their answer.
b. Motivation
The teacher will lead the pupils to breathe in and out.
Questions:
What gas do we need when breathing in?
Why is it needed by our body?
Do you have any idea about the changes it can do to materials?
c. Present the new lesson
Today, we will do some investigation on the changes that happen in the
materials inside our body in the presence of oxygen.
B. Exploration
1. Ask the pupils to give standards in doing an activity.
2. Divide the class into small groups.
3. Instruct the pupils which group will do the Lesson 2 Activity 1 on the
LM p. __ and Activity 2 on the LM p. __
4. Present the rubrics in grading their work.
5. Go around and observe the pupils as they perform the activity.
6. Remind them that they will present their output in class after all of the
groups are done with their work.
C. Explanation
1. Each group will present their data and discuss about their interpretation.
Ask:
How did you feel after doing the activity?
What happens when food inside our body combines with oxygen?
What happens when materials inside our body combines with oxygen?
What kind of change is it?
D. Elaboration

Background Information
Oxygen is a part of the air that surrounds us. It can cause
changes on different materials and food inside our body.
Digested food is metabolized or used up in the body by combining
with oxygen. This process releases energy from the food so that
the body can use it for biological processes or for work.
People and animals use oxygen in respiration. As oxygen is
inhaled, some materials inside the body combine with it and
undergo a chemical reaction that gives off carbon dioxide, water
and energy.
This example given undergo the process of chemical change.
Ask:
1. What is oxygen?
2. What does it cause?
3. How does oxygen help in using up the food we eat?
4. What is produced when oxygen combine with the materials inside
our body?
5. What kind of change happened in the example given?
E. Evaluation/Assessment:
What happens to the food and materialsinside our body when oxygen is
present?
IV.

Assignment:
Answer this question by making a 4 5 sentenced paragraph on your
notebook.
Why is oxygen important in using up the nutrients of the food we eat?

Day 2
I.

Objective:
1. Describe the changes that happen in materials under the condition of
presence of oxygen
2. Awareness of what oxygen can do.
3. Investigate changes that happen in materials under the condition of presence
of oxygen

II.
A. Materials: question onion
one half of apple
knife (for teachers use only)
new and rusting chains (real object or picture)
rubrics
B. References: Curriculum Guide for Grade 5, 2, 2.1 p. 30
S5MT-Ic-d-2
Science Spectrum 5 p.166
C. Process Skills: Observation, Comparison, Inference
D. Values Integration: Awareness of what oxygen can do.

Preventing the change oxygen does to materials.

III.

Learning Tasks
A. Engagement
a. Review
Pass-the-Onion
1. The pupils will sing the song It is Science Time while each one is passing
the onion to their classmate.
2. When the teacher says Stop, the one who is holding or touch it last will
get a layer and will answer the question about what happens when food and
materials inside our body combined with oxygen.
b. Motivation
Show a real apple.
Ask:
What are the characteristics of an apple? (The teacher may cut the apple
to help pupils recall the color of the freshly cut one.)
d. Present the new lesson
Today, we will do some investigation on the changes that happen in
materials in the presence of oxygen.
B. Exploration
1. Ask the pupils to give standards in doing an activity.
2. Divide the class into small groups.
3. Instruct the pupils which group will doLesson 2 Activity 3 on the LM p.
__ and Activity 4 on the LM p. __.
4. Present the rubrics in grading their work.
5. Go around and observe the pupils as they perform the activity.
6. Remind them that they will present their output in class after all of the
groups are done with their work.
C. Explanation
1. Each group will present their data and answer the guide questions.
Ask:
How did you feel after doing the activity?
Why did the apple and the iron chain change in color?
How can we stop them from discoloring?
D. Elaboration
Background Information
Oxygen is a part of the air that surrounds us. It can cause
changes on different materials.
Some fruits like apple, turnips, mango, etc. and some root crops
like sweet potato, eggplant, etc. have enzymes which when
combined with water gives it brown color, a sign of food spoilage.

 Iron when combined with oxygen form rust. This is the start of the
decay of a metal.
This example given undergo the process of chemical change.
Ask:
1. What is oxygen?
2. What does it cause?
3. How does oxygen change some materials?
4. When this change occurs, what will happen to these materials?
5. What kind of change happened in the examples given?
E. Evaluation/Assessment:
What happens when oxygen is present in materials?
IV.

Assignment:
Give at least three other examples of changes that materials undergo in the
presence of oxygen.

Day 3 - 4
I.

Objective:
1. Describe the changes that happen in materials under the condition of lack of
oxygen.
2. Carefulness in doing things.
3. Investigate changes that happen in materials under the condition of lack of
oxygen.

II.
A. Materials: metacards with questions
jumbled letters SIYPHLAC
piece of paper
a rubber band
a stick
piece of chalk
rubrics
B. References: Curriculum Guide for Grade 5, 2, 2.1 p. 30
S5MT-Ic-d-2
Science and Health for the New Millennium 5 pp. 110-111
C. Process Skills: Manipulation, Observation
D. Values Integration: Carefulness in doing things.
III.

Learning Tasks
A. Engagement
a. Review

Give each group a metacard that contains your question about the effect
of oxygen on some fruits, root crops and metal. Paste on the manila
paper.
b. Motivation
Arrange the jumbled letters to give the word being described.
appearance, outer look
SIYPHLAC
c. Present the new lesson
At the end of our lesson, each one of you should learn about physical
change.
B. Exploration
1. Ask the pupils to give standards in doing an activity.
2. Divide the class into small groups.
3. Instruct the pupils which group will do Lesson 2 Activity 5 on the LM p.
__, Activity 6 on the LM p. __, Activity 7 on the LM p. __, and Activity 8
on the LM p. __.
4. Present the rubrics in grading their work.
5. Go around and observe the pupils as they perform the activity.
6. Remind them that they will present their output in class after all of the
groups are done with their work.
C. Explanation
1. Each group will present their data and discuss about their work done.
Ask:
How did you feel after doing the activity?
Can change occur even the condition of lack of oxygen?
How can we know that the change which happened to a material is
physical change?
F. Elaboration
Background Information
When the paper is crumpled, folded or cut, it changes in size,
shape, texture and appearance but it still remains the same
material.
When the rubber band is stretched or cut, it changes in size,
shape, and number of pieces but it still remains the same material.
When the stick is cut into pieces, it changes in size and number of
pieces but it still remains the same material.
When the piece of chalk is pound, it changes in size and number
of pieces but it still remains the same material.
Materials change even under the condition of lack of oxygen.
Matter could be changed physically.
In physical change, only the appearance of the matter changes
and no new material is formed.

1. What properties of materials changed after exerting some

force on them?
2. Do we always need oxygen for change in materials occur?
3. How can we say that the change of a material is only physical?
G. Evaluation/Assessment:
Each group must brainstorm to answer this question.
What are the changes that happen in materials without the effect of oxygen?
IV.

Assignment:
Review on the lesson and be ready for the summative test tomorrow.

Day 5
I.

Objectives:
1. Show understanding on the changes that happen in materials under the
condition of presence and lack of oxygen by answering the questions
correctly.
2. Observe the value of being honest in answering the test.
3. Follow the directions correctly.

II.

Evaluation/Summative Test

III.

A. Setting of standards
B. Giving directions
C. Administering the test
D. Checking
E. Recording of scores
Teacher made Test

IV.

Fourth Week
Day 1 - 2
I.

Objectives:
1. Describe what happens to materials under the application of heat.
2. Be cautious in using equipment that produce heat.
3. Investigate changes that happen in materials under the following condition:
- Application of Heat

II.
A. Materials:

aluminum saucer
ice
beaker
Water
Alcohol lamp or improvised heater
Plastic sheet cover
Egg

Cooking oil
Small pan
Rubrics
B. References:
Curriculum Guide for Grade 5, 2, 2.1 p. 30
S5MT-Ic-d-2
Science for the New Millennium 5 pp. 112
C. Process Skills:

Observing, Experimentation

D. Values Integration: Be responsible enough in doing activities.

III.

Learning Tasks
A. Engagement
a. Review
Bases
1. Prepare different bases with question about the previous weeks
lesson.
2. Data process after doing this activity.
b. Motivation
Game
Four pics One word which will lead to the answer APPLICATION and
HEAT.
c. Present the lesson
We will investigate changes that happen in materials under the condition:
- Application of Heat
B. Exploration
1. Ask the pupils to give standards in doing an activity.
2. Divide the class into small groups.
3. Instruct the pupils which group will do Lesson 2 Activity 9 on the LM p.
__, Activity 10 on the LM p. __, and Activity 11 on the LM p. __.
4. Present the rubrics in grading their work.
5. Go around and observe the pupils as they perform the activity.
6. Remind them that they will present their output in class after all of the
groups are done with their work.
C. Explanation
Each group will present their data and discuss about their work done.
Ask:
How did you feel after doing the activity?
Can application of heat change materials?
How do some materials change when heat is applied?
D. Elaboration

 Materials like water, egg and vegetables undergo physical

change when heated.
When ice is heated, it turns to water.
When water boils and bubbles appear on the sides, steam or
water vapor goes up.
Water, when applied with heat, turns to water vapor.
Egg, when applied with heat, becomes solid.
Application of heat can cause physical change.
E. Evaluation
How can the application of heat change materials physically?
IV.

Assignment
Give other materials which application of heat can change physically?

Day 3 - 4
I.

Objectives:
1. Describe what happens to materials under the application of heat.
2. Be cautious in using equipment that produce heat.
3. Investigate changes that happen in materials under the following
condition:
- Application of Heat

II.
A. Materials:
Jumbled letters PILAPTACNIO FO THEA
Paper
Candles
Spoon
White sugar
Tin can
Matchstick
Saucer
Rubrics
B. References: Curriculum Guide for Grade 5, 2, 2.1 p. 30
S5MT-Ic-d-2
Science for the New Millennium 5 pp.113-114
C. Process Skills:Observing, Experimentation

D. Values Integration: Be responsible enough in doing activities.

III.

Learning Tasks
A. Engagement
a. Review
Pass-the-Ball
1. The pupils will sing the song It is Science Time while each one is
passing the ball to their classmate.
2. When the teacher says Stop, the one who is holding or touch it
last will answer the question about physical change caused by
application of heat.
b. Motivation
Arrange the jumbled letters PILAPTACNIO FO THEA
c. Present the lesson
We will investigate other changes that happen in materials under
the condition:
- Application of Heat

B. Exploration
1. Ask the pupils to give standards in doing an activity.
2. Divide the class into small groups.
3. Instruct the pupils which group will do Lesson 2 Activity 12 on the
LM p. __, Activity 13 on the LM p. __, and Activity 14 on the LM p.
__.
4. Present the rubrics in grading their work.
5. Go around and observe the pupils as they perform the activity.
6. Remind them that they will present their output in class after all of
the groups are done with their work.
C. Explanation
Each group will present their data and discuss about their work done.
Ask:
How did you feel after doing the activity?
Can application of heat change materials?
How do some materials change when heat is applied?
D. Elaboration

 Materials like paper, sugar and matchstick undergo chemical

change when heated.
When paper is burned, it turns to ashes.
When sugar is heated, it turns to syrup.
When matchstick is burned, it turns to charcoal.
Application of heat can cause chemical change.
E. Evaluation
How can the application of heat change materials chemically?
F. Assignment
Give other materials which application of heat can change chemically?

Day 5
I. Objectives:
1.
Show understanding on the changes that happen in materials under the
condition application of heat by answering the questions correctly.
2.
Observe the value of being honest in answering the test.
3.
Follow the directions correctly.
II. Evaluation/Summative Test
III. A. Setting of standards
B. Giving directions
C. Administering the test
D. Checking
E. Recording of scores
IV. Teacher made Test

Lesson:5Recognizedthe importance of Recycle and Reduce in waste Management

Duration: 5 Days
I.Objectives:
1. Recognize the importance of recycle and Reduce in waste management.
2. Differentiate between the meaning of recycle and reduce in waste management.
3. Appreciate the importance of recycle and reduce in waste management.

II. A. Materials:
Trash bin filled with trash. For example:
White board
- scrap paper
- tin cans
- toilet paper rolls
- empty kleenex boxes
- empty milk cartons
- empty plastic
- tinfoil
- newspaper
B. References:
Teachers Guide Grade 4 page 63-64
Curriculum Guide Grade Five S5MT-Ie-g3
http://www.Kidzon.ws/plans/view.aps?i=150
http://www.dltk-teach.com/t.asp?b=m&t=http://www.kidzone.ws/images/3rs-news.gif

C. Process Skills: observing, identifying demonstrating

D. Value Integration: Practice the importance of waste management.
III. Learning Tasks:
A. Engagement

1. Motivation
Ask: What happens to the garbage after they put it in the garbage can.
Write their thoughts on the board.
Say: tell to the children that the garbage goes to a garbage dump(landfill) and that
once one landfill gets full room for another one must be found.
Introduce the concept of the 2 R's (REDUCE AND RECYCLE).
B. Exploration:
1. Divide the class into two groups.
2. Each group take a few items out of the garbage can and move to their own area.
3. Have them jot down some points on how they might use the 3 Rs on the items
theyve chosen.
4. Have them write down their ideasand which of the 2 Rs theyre using.
5. Let the pupils do lesson 5: Activity 1 in the LM
6. Supervise the pupils while they are doing the activity.
C. Explanation
Ask the pupils to present their data and answer the guide question
1. What are the recyclable materials found in the garbage can?
2. Which material can recycle?
3. What are the materials that can reduce?
4. Differentiate between Recycle and reduce?
5. Give another example of recyclable materials.
6. Why is it important to recycle and reduce materials?
D. Elaboration:
Background information for Teachers
Reduce=> make less garbage. For example, instead of buying juice boxes for lunch, buy a
large container of juice and use a washable single serving container to take it to school.

=> buy items in refillable containers

Use cloth bag/eco bag/paper bag/native baskets instead of plastic bag, when you
buy groceries.
Avoid buying disposable items or single use products such as batteries, razors,
utensils, plates, cups etc.
Reducing is important because they decrease the amount of waste on the planet
and preserve natural resources by maintaining space and cutting down on landfills.
Reduce consumption of new material and save energy.
Recycle=>turn an item into another useful item. For example, scrap paper from the classroom
might be turned into newspaper or paper bags when sent to the recycling plant.
Do not throw away used newspapers or used writing pads. Sell them or bring them
into usable paper again.
Use bottles, tin cans rubber tires can be recycled into useful materials.

Ask:
What are the importance in recycling and reducing materials?
E. Evaluation:
Answer briefly the following question
Recycle
How can I recycle things at
home?

IV. Assignment:

Reduce
How can I Reduce the
Things I waste?

Discuss with your parents if/how your family uses the 3 R's. Write down ways you can help your
family do a little bit more.

Lesson: 6Recognized the importance of Reuse in waste Management

Duration: 5 Days
I.Objectives:
1. Explain the importance of reuse in waste management.
2. Understand the meaning of Reuse in waste management
3. Identify the Reuse materials in waste management.
II. A. Materials:
Gift wrapping

paper bags

Wrapper

detergent bottle

Plastic bottle

leaves

Plastic

Empty cans

Vegetables

Fruits peeling

Candy wrapper

Plastic bag

Old clothes

tires

Empty boxes of medicine

juice wrapper

B. References:
Teachers Guide Grade 4 page 64
Curriculum Guide Grade Five S5MT-Ie-g3
http://pbskids.org/eekoworld
21st Century Science and health page 126
C. Process Skills: observing, identifying, observing and understanding.
D. Value Integration: Practice the importance of waste management.
III. Learning Tasks:
1. Engagement
1. Review:

Show the class the empty bottle, plastic, cardboard, paper, tire, native
basket, tin cans, eco/bag and use bottle.
Call two pupils to sort the materials that belong to recycling and reducing.
2. Motivation
Ask:
Did you ever donate your old toys or clothes to a charity?
Did you ever use an old glass jar to hold your pencils, pens o paintbrush?
2. Exploration:
A. Advance Preparation: ( to be done a day before the science class)
1. Prepare the necessary materials needed for the activity.
2. Prepare the following working Base inside the classroom.
Base 1: home
Base 2: Public market
Base 3: School
B.
1. Group the pupils into three
2. Assign each group to the following bases:
Group 1 Base 1 (Home)

Group 2 base 2 (Public market)

Group 3 Base 3 (public School)

3. Provide each group with the LM. Ask them to work on Lesson 6:LM___Activity
What are the reusable materials in waste management?
4. Go around and check the pupils in their work.
5. Answers pupils query if necessary.
6. Remind the pupils that they will be presenting their output after 10minutes.
C. Explanation

Ask the pupils to present their output and the answer to the guide questions.
1. How did you find the activity?
2. What are the reusable wastes that found in your home?
3. What are the reusable materials commonly found in the public market?
4. What are the reusable wastes commonly found in the school?
5. Give an example of reusable materials?

6. It is important to reuse waste material? Why?

D. ELABORATION:
Background information for Teachers:
REUSE=> Donate or sell re-usable items.
Use both sides of paper and printing and re-use as scratch paper, gift wrapper, etc.
Consider the potential life span or durability when buying new products.
Buy durable food/storage containers and reuse them instead of using foil, plastic
bags/wrap.
Materials that can be reuse are empty cans, bottle of all sizes, cups plates, glasses,
broken iron grills, wood parts of furniture, medicine vials, cosmetic bottle, and trays.
The importance of reuse is to prevent solid waste from entering the landfill, improve
our communities, and increase the materials.
There are usable materials found in the home, Public Market and school
Home
Plastic bottle

Public Market
Wrapper

School
Plastic wrapper

Plastic container

Plastic bottle

Cardboard

Medicine vials

Plastic

Paper

Tires

Empty cans

Plastic bottle

Old clothes

Vegetables

Leaves

Old toys

Fruits peelings

Juice wrappers

Plastic

Candy wrappers

Candy wrappers

Ask: what is the importance of reuse materials in waste management?

E. EVALUATION:
Write a short story about the importance of reusable in waste management.
IV. Assignment:
Make a flower vase out of the empty bottles.

Lesson: 7 Recognized the importance of recover and repair in waste management

Duration: 5 Days
I.Objectives:
1. Discuss the importance of recover and repair in waste management.
2. Differentiate between recover and repair in waste management.
3. Identify the recover and repair materials
II. A. Materials:
Recyclable appliances, office equipment, furniture, and automotive parts
B.References:
Teachers Guide Grade 4 page 64
Curriculum Guide Grade Five S5MT-Ie-g3
C.Process Skills: identifying, explaining, communicating
D. Value Integration:
Practice the 5 Rs( Reduce, Re-use, recycle, repair, recover) of waste management
III. Learning task:
A. Engagement:
1. Review:
Give an example of recyclable materials
2. Motivation:
Have you gone to hospitals and markets?
What are the common materials commonly found in hospital?
Say:
Today you will be assigned to perform an activity in the different stations where
wastes materials commonly found and it can be recover and repair.
B. Exploration:
1. Advance preparation (to be done a day before the science class)?
a. Assign the pupils to bring rubber/plastic when handling trash.
b. Prepare three working station outside the classroom.

Station 1 hospital

Station 2 Market

Station 3 School

c. Prepare the needed materials needed for the activity

d. Scatter all the waste materials in every station.
2. During Science Class
a. Group the pupils into three.
b. Go around to your respective station
c. Provide each group with LM__
d. Have them work on lesson 7:LM Activity 1 The importance of recover and repair
waste management.
e. Remind each group that they will be presenting their output.

C. Explanation:
1. What are the waste materials commonly found in the hospital?
2. What are the waste materials commonly found in the market?
3. Which material can be recover and repair?
4. Were all the materials are disposable?
5. Are these wastes materials that can be reused?
6. Is it important to recover and repair the waste materials?

D. Elaboration:

Background information for Teacher:

Recover => Any waste that cant be reused, recycled or avoided in the first place
(i.e. reduced) can be used to make heat and power using incineration, anaerobic
digestion or other tecniques. By recovering the energy left in our rubbish we extract
maximum value whilst landfill.
Repair => have appliances, office equipment, lighting fixtures, and automotive parts
repaired instead of buying new ones.
Have anold furniture reupholstered or refurbished instead of buying new

ones.

What are the importance of recover and repair waste management.

E. Evaluation:
The activity output of the pupils may be considered in assessing them formatively.

Lesson 8: Recyclable materials in making useful products

Duration: 5 days
I. Objectives:
1. Identify local materials that can be recycled.
2. Classify materials that can be reduce, reuse and recycle
II. A. Materials:
Plastic drinking bottle

tissues

Juice wrappers

paper towels

Old newspapers/magazines

Styrofoam

Soft drinks cans

plastic bags

Scrap papers

pesticides

B. References:
Curriculum Guide Grade Five S5MT-Ih-i-4
https://ocrra.org
C. Process Skills: Observing, Identifying, Classifying, Investigating
D. Values Integration: Solid Waste Management
III. Learning Tasks:
A. Engagement:
1. Motivation/Review:
a. Collect solid wastes from the pupils into a corner of a room.
b. Seat the pupils around the pile of solid waste
c. Call 3 pupils to sort the materials from the pile of waste.
d. Which of these materials are still useful to us? Which of these are cannot be
reused?
e. How are you going to dispose these materials?
f. Why do we need to recycle?
g. What are some other things we can do apart from recycling?
2. Present the new lesson
Waste management is an important part of a wider goal to improve the way we
look after our environment.
For todays lesson, you will think of some ways by which we can identify
materials and classify them if it can be reduce, reuse and recycle.
B. Exploration:
1. Split the class into 2 teams.
2. Prepare the materials needed for the activity.
3. Set standards to follow while doing the activity.
4. Provide each group the materials needed.
5. Remind the pupils on how to handle the materials properly.

6. Have each group perform Lesson 8:LM Activity 1-How will you classify materials
that can be reduce, reuse and recycle?
7. Go about the room and oversee the work of the pupils.
C. Explanation
1. When time is up, ask the pupils to answer the following guide questions:
How do you find the activity?
What materials did you use in the activity?
What did you do with the materials?
How did you sort the different items given?
What are their characteristics?
What are the properties of each kind of materials?
Which of the materials can be reduce? Reuse? Recycled?
What are the ways of disposing waste materials?
What did you learn in this activity?
D. Elaboration:
Background information for teachers:
Waste management is the precise name for collection, disposal or
recycling of wastes.
Proper segregation of waste materials should be observed.
Classifying materials is important to know whether the materials is to be
reduce, reuse or recycle in making useful products.
E. Evaluation:
Given are some of the waste materials in our surroundings.
Classify each materials in their proper column.
Plastic bottle

Tissue papers

Candy wrappers

Plastic bags

Old magazines

Styrofoam

Tin cans

Paper plates

Card boards

Insecticides

Aerosol sprays

Glass bottle

Reduce

Reuse

Recycle

IV. Assignment:
Go to public market in your place. Identify some recyclable materials that can be
made into useful products.
Lesson 9: Product out of local recyclable solid materials
Duration: 5 Days

Objectives:
1. Identify local recyclable solid materials that can be used in making useful product
2. Explain ways in making useful materials and products
3. Design a product out of local recyclable solid materials
II. A. Materials:
Tin cans
Plastic drink bottles
Cardboard/boxes
Old newspapers/magazines
Juice wrappers/candy wrappers
Glue
Scissors
Paint
Paint brush
B. References:
Curriculum Guide Grade Five S5MT-Ih-i-4
https://educators.brainpop.com/lesson
C. Process Skills: Observing, Identifying, Inferring, Investigating
D. Values Integration: Proper management of materials to avoid wastage
III. Learning Tasks:
A Engagement:
1. Motivation/Review:
1. Have the pupils go around the classroom.
2. Have them list down at least ten materials they see in the classroom
3. Ask: What materials in your list are solids?
Are these materials can be made into useful products?
2 Presentation of new lesson
For todays lesson you will think of some ways by which you could make a product
out of recyclable solid local materials.
B Exploration:
1 Divide the pupils into five groups.
2 Provide the materials equally to every group.
3 Set the standards to be followed while doing the activity.
4 Ask each group to dream up a product that consist only of recyclable materials.
5 Have them begin by brainstorming ideas and draw detailed diagrams of the
product.
6 Make your own product out of the local materials that you have
7 Remind each group that they will be presenting their output in class after the
activity.
C Explanation:
1 Ask each group to present their data and answer the following guide questions:
Ask:
a What are the recyclable materials did you use?
b What are the materials made up of?

c Where can you find these materials?

d What materials did you add to make a useful product?
e Explain the improvement done on materials.
D Elaboration:
Have the pupils construct and express their own understanding. Pupils should be able
to understand that:
Recycle is to make something new from something that has been used before.
Recyclable solid local materials can be made into useful products.
Example: plastic drinking bottles can be made into flower vase or pots
Juice wrappers can be made into bags
Old newspaper and magazines can be made into pencil holder
E Evaluation:
Recyclable materials can be made into useful products.
Identify some waste materials that can be found at home, classrooms, and offices that
can also be made into useful products.
Home

Classroom

Office

IV. Assignment:
Identify one material at home that can be recycled and make your own product
out of the recycled materials.
F. Exploration:
(Recycling Relay)
1. Set 3 bins and label each bin with reduce, reuse and recycle.
2. Split the class into 2 teams.
3. Scatter the items in front of the start line.
4. Remind the pupils on how to handle the materials properly.
5. One at a time, the team must pick up an item that is in their team and put it in
one of the 3 bins.
6. Only give a certain amount of time.