MATATAG School GABRIELA SILANG ES Grade Level 4

K to 10 Curriculum Name of Teacher MELINDA G. LLUISMA Learning Area Science

Weekly Lesson Log Teaching Dates and Time September 9 - 13, 2024 Quarter I

FACE TO FACE
8:50-9:30- IV-IPIL-IPIL
9:30-10:10-IV-TALISAY

(BLENDED LEARNING)
10:10-10:50- IV-MOLAVE
10:50-1030 IV-ACACIA

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Chemical properties of materials determine their uses.

Standards

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

C. Learning Describe changes in the Describe changes in the The learners shall be able The learners shall be
Competencies properties of materials properties of materials when to demonstrate ways to able to demonstrate
when exposed to certain exposed to certain changes in minimize harmful ways to minimize
1
 changes in temperature, temperature, such as the changes in materials, harmful changes in
such as the changes that changes that occur when such as restricting the materials, such as
occur when wood or coal wood or coal is burned burning of waste restricting the burning
is burned materials and taking care of waste materials and
when handling reactive taking care when
materials. handling reactive
materials.

At the end of the lesson, At the end of the lesson, the At the end of the lesson, At the end of the lesson,
the learners should be learners should be able to: the learners should be the learners should be
able to able to: able to:
1. make a simple
1. cite community practices,
representation of the effect
cultures, or traditions that 1. identify human 1. cite examples of
of increase in temperature
involve changes in the activities that alter the reactive materials found
on the properties of
properties of materials due to properties of materials at home.
materials.
an increase in temperature. which harm the
2. classify reactive
D. Learning 2. communicate a environment.
materials into
Objectives reflection on the problems
2. describe human pesticides, paints and
caused by the burning of
activities that are harmful solvents, household
fossil fuels.
to the environment cleaners; polishes and
related to burning of fossil waxes; automotive
fuel and improper waste products; and
disposal. miscellaneous.
3. discuss the 3. practice safety
consequences of burning precautions in handling
waste materials. reactive materials

Ideational, (Conceptual Context (Cultural and Social Creativity (Designing Ideational, (Conceptual
E. Instructional Understanding) Context Factors), Inclusive (Culturally Engaging Activities) Understanding), Engage
Design (Acquired Prior Responsive) (Collaboration) Interaction (Capturing Learners
framework Knowledge), and among Learners Interest)
feature (s) (Simulation and
Interaction)

2
 Visual Literacy (Life and Career Skills) Collaboration, Collaboration, (Learning
(Information, Media, and Intercultural Understanding Interpersonal and Innovation Skills)
Technology Skills), (Communication skills) Reflective Thinking
(Learning and Innovation
(Learning and Innovation Creative Thinking
Skills) Reflective Thinking
F. 21st Century Skills) Reflective Thinking, (Learning and Innovation
Skills Critical Thinking Skills, Visual Literacy
(Information, Media, and
Technology Skills),
(Learning and Innovation
Skills) Critical Thinking

Materials and Their Uses Materials and Their Uses Materials and Their Uses Materials and Their
II. CONTENT
Uses

A. References

B. Other National Geographic. Netflix. (2020, April 20). The Allen, R. W., Leckie, S., Master Recycler
Learning (n.d.). Natural gas. Social Dilemma | Official Millar, G., & Brauer, M. Program. (2020).
Resources National Geographic. Trailer | Netflix [Video]. (2009). The impact of Chapter 6: Hazardous
Retrieved June 26, 2024, YouTube. wood stove technology products in the home.
from https://youtu.be/fWkaxSw3t upgrades on indoor Retrieved from
https://www.nationalgeog eg residential air quality. https://fa.oregonstate.e
raphic.org/article/natural Atmospheric du/sites/fa.oregonstate.
-gas/ Environment, 43(37), edu/files/recycling/
5908–5915. resources/MR_Class/
chapter_6_hazardous_pr
National Geographic.
oducts_in_the_home.pdf
Pollution. National
Geographic Education.
Retrieved June 27, 2024,
from
https://education.nation
algeographic.org/resource
/pollution/

3
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Look at the pictures The teacher will ask the
Knowledge below. Describe what you learners to watch this video to
see in each one. learn more about how
different materials are
affected by temperature."

https://youtu.be/
fWkaxSw3teg

Use these guide questions to

help you think about the
video

1. What was shown in the

video?
2. In what other celebrations,
events and other community
practices do you observe the
effects of increase in
temperature on the materials?

4
 Use these guide questions The teacher will ask the
to help you think about learners the following
the picture: guide questions:

1. What is shown in the 1. Are you familiar with

picture above? these materials? Where
do you usually see
them?
2. Which among these
human activities involve
changes in the properties 2. When do you observe
Questions of materials? Explain your any member of the
answer. family use these
products or materials?
1. On the scale of 1-5,
with 5 being the highest,
how useful are these 3. Are these materials
materials to our daily safe to use? Explain.
lives?
2. In what ways are these
items useful at home, in
transportation and in
various industries?

Lesson The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
Purpose/Intention learners: learners: learners: learners:
Are you familiar with the How do these human Have you used charcoal
different traditions, practices, activities harm the in cooking?
1. What happens when
and events at home and in environment?
fuel oil is placed in the
your community that are
5
 tank of a motor vehicle? related to the effects of
increased temperature on the
properties of materials?
2. What happens when
coal is burned?

3. Do you use charcoal in

cooking? What do you
observe?

Lesson Language The teacher will ask the The teacher will ask the The teacher will ask the
Practice learners to: learners to: learners to describe each
picture below.

Match the items in Describe the following words:

column A with those in
column B
Fireworks

A B _____________________________
Dazzling display
1. Coal A. burning _____________________________
2.Exposed B. Pop Symbolize
3.Crackle C.Showing up
_____________________________
4.Combustion D.Inexhaustible
Roast
5.Renewable E. Petroleum
_____________________________

6
During/Lesson Proper

Reading the Key The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
Idea/Stem learners to read the story. learners to read the story. learners to read the learners to read the
article. story.

Title:“ The Title: The Hazards of

Consequences of Mixing Cleaning
Improper Waste Disposal Products

7
 New Year celebrations vary
greatly across cultures and
regions, but they generally
involve a combination of
festivities, traditions, and
customs to welcome the new
year. One of the most iconic
moments of New Year's Eve is
the countdown to midnight.
As the final seconds of the
current year tick away, people
Lily loved playing
gather, often in public
outdoors, exploring
squares, city centers, or at It was a sunny Saturday
In a Grade 4 classroom, nature, and learning
private parties, eagerly afternoon, and the
there were three curious about the environment in
awaiting the stroke of Reyes family had
friends named Lily, Ethan, school. One sunny
midnight. decided to tackle their
and Olivia. One afternoon, afternoon, as she walked
home from school, she cleaning chores
their science teacher, Mrs. Countdowns are typically
noticed thick, black together. Mrs. Reyes,
Reyes had an intriguing accompanied by cheers, hugs,
smoke rising from a having assorted cleaning
experiment planned to and the singing of traditional
nearby vacant lot. Lily, supplies, set out to
show them how materials songs. In many parts of the
curious and concerned, scrub the bathrooms,
change when exposed to world, fireworks are a
decided to carefully while Mr. Reyes and
changes in temperature. hallmark of New Year
investigate. As she got their teenage daughter,
celebrations.
closer, she saw that a Emily, took on the task
Mrs. Reyes gathered the
group of older kids were of cleaning the kitchen.
class around a model
fireplace. "Today, we are As the clock strikes midnight, burning piles of garbage As Mrs. Reyes sprayed
going to discover the the night sky lights up with in the lot. They were the shower tiles with a
secrets of fire and how it colorful explosions as laughing and chatting, commercial bathroom
changes materials like fireworks are launched into seemingly unaware of the cleaner containing
wood and coal," she the air. These dazzling harm they were causing bleach, Mr. Reyes
announced with a sparkle displays symbolize the to the environment and reached for a bottle of
in her eyes. excitement and joy of the their health. ammonia-based cleaner
occasion, creating a magical Lily remembered her to remove the grease on
First, Mrs. Reyes placed a atmosphere for revelers to the stove. Meanwhile,
lessons in school about
small piece of wood in the enjoy. Emily grabbed a bottle
8
fireplace and lit a match. New Year's Eve often involves the dangers of burning of window cleaner to
As the wood caught fire, feasting on delicious food garbage. She knew that spray on the glass table.
the students watched as it where families and friends burning trash released
crackled and turned into come together to share meals harmful materials and
glowing embers. "When we that often include special pollutants into the air, Unaware of the potential
burn wood, it undergoes a dishes and traditional foods soil, and water. These dangers, they are
chemical change called associated with the holiday, pollutants could harm working diligently,
combustion," Mrs. Reyes like roasted pig, barbeque, plants, animals, and even spraying, and wiping
explained. "The heat from and kakanin. people who breathed in surfaces with their
the fire causes the wood the toxic fumes. Lily, respective cleaners.
to break down and release worried about the
energy in the form of heat consequences, However, as they
and light." approached the older kids continued their cleaning
and informed them of the tasks, a dangerous
Next, Mrs. Reyes hazards of burning situation began to
demonstrated how coal garbage. She explained happen.
reacts to heat. She added how it could pollute the They are not aware that
a lump of coal to the fire air they breathe, the combination of
and watched as it started contaminate the soil bleach and ammonia
to burn, releasing a dark where they grow food, and produces a toxic gas
smoke. "Coal is a fossil harm nearby animals. known as chloramine,
fuel, and when we burn it,
which can cause
it releases carbon dioxide
respiratory irritation,
and other gases into the At first, the older kids coughing, and even
air," Mrs. Reyes said. didn't take Lily seriously. difficulty of breathing.
"This is why it's important They ignored her As Mrs. Reyes sprayed
to use alternative energy concerns and continued the bleach-based
sources like solar and to toss more trash into cleaner in the bathroom,
wind power." the fire. But Lily was the fumes drifted into
determined to make a the kitchen, where Mr.
As the students observed
difference. She ran home Reyes was using the
the fire, they noticed how
and grabbed some ammonia-based cleaner.
the wood and coal
pamphlets she had Emily's window cleaner,
changed color and shape
received in school about which contained
as they burned. "It's like
recycling and proper ammonia as well, only
magic!" exclaimed Lily, her
9
eyes wide with wonder. waste disposal. Returning worsened the problem.
to the lot, Lily handed out
After the experiment, Mrs. Suddenly, Emily began
the pamphlets to the older
Reyes led a discussion to cough and gasp,
kids and explained why it
about the importance of struggling to catch her
was important to recycle
using energy wisely and breath. Mr. Reyes,
and dispose of trash
protecting the noticing her distress,
responsibly. She told
environment. The Grade 4 also started to feel
them about the benefits of
students learned that lightheaded and dizzy.
recycling, such as
even simple actions, like Mrs. Reyes rushed to
conserving natural
choosing renewable their aid but also
resources, reducing
energy sources, can make experienced too much
pollution, and protecting
a big difference in harmful chemical
wildlife habitats. To Lily's
preserving the Earth for exposure."
surprise, the older kids
future generations. started to listen. They Realizing the danger, the
began to realize the Reyes family quickly
As the class said goodbye impact their actions were evacuated the house
to the crackling fire, they having on the and called for
left with a newfound environment and their emergency services.
appreciation for the community. Together,
wonders of science. they decided to put out Paramedics arrived
the fire and clean up the promptly, assessed their
mess left behind. They condition, and
vowed to spread the word determined their
about the importance of exposure to toxic fumes
proper waste disposal and from the mixed cleaning
recycling to their friends products.
and families. From that Fortunately, the Reyes
day on, Lily became family received prompt
famous as a little medical attention and
environmentalist. She recovered from their
inspired her peers to act ordeal. However, their
and make a positive disturbing experience
difference in the world served as a reminder of
around them. And the importance of
10
 together, they worked to understanding the
create a cleaner, hazards associated with
healthier, and more household products and
sustainable future for using them safely.
everyone.
As a result of the
incident, the Reyes
family made a
commitment to educate
themselves about proper
cleaning product usage
and storage.
They vowed to never mix
cleaning products again.
As they returned home,
grateful for their safety
and newfound
knowledge, the Reyes
family shared their story
with friends and
neighbors, hoping to
raise awareness and
prevent others from
encountering the
hazards of household
cleaning products.

Developing The teacher will ask the The teacher will ask the The teacher will ask the Guide Questions:
Understanding of the learners to answer the learners to: learners the guide
1. What are the cleaning
Key Idea/Stem guide questions below questions:
materials used by the
based on the story.
Reyes family?
1. Based on the article, what
New Year’s Eve practices 1. What did Lily notice 2. What caused Emily to
1. What changes took involve changes in the while walking home? cough and struggle to
place with the small piece properties of material brought
11
of wood when heated? about by the increase in catch her breath?
temperature?
2. What did she discover? 3. How can we prevent
hazards from happening
2. What are the materials
when using cleaning
released when coal is 2. Write down 3 observations
3. What are the materials?
heated? where change in the
consequences of burning
properties of materials is
garbage?
observed during New Year’s
Eve celebration?
The teacher will ask the
learners on the different
occasions celebrated by the
household and community. Using the diagram below,
list down the causes and
effects of the human
Guide Question: activities in the story.
What significant observations
do you realize that changes in
the properties of materials
occur during the celebrated
occasions listed below?

Events Observations
related to the
effects of
increase in
temperature on
the properties of
materials

1.Fiesta

2.All soul’s
day

12
 3.new
year’s eve
celebration

4.birthday
celebration

5. Lenten
Season

*Note different beliefs have

different occasions, the
teacher may add more
occasions based on the
learners’ profile on religion or
ethnicity. What is important is
for the learners to see science
during their community
celebration.

Learners will make a The teacher will ask the The teacher will ask the The teacher will ask the
simple representation learners to: learners to: learners to:
(illustration, diagram, or
model) of the effect of heat
on materials such as coal, Describe the changes in The learners will be a. Give examples of
natural gas and fuel oil. materials that happen in the grouped into 5 and each reactive materials found
Deepening events, traditions, and group will prepare a 3- at home.
Understanding of the community practices. minute presentation (role
Key Idea/Stem Predict and explain what play, debate, panel
will happen if you heat discussion) on the b. Classify reactive
these materials. Please refer to the worksheet consequences of burning materials into
waste materials. pesticides, paints and
solvents, household
Materials Simple cleaners, polishes and
Representat waxes, automotive
products, and
13
 ion miscellaneous.
(illustration,
diagram, or
model) c. Examine product
labels.
1.Coal

2.Natural
gas d. Enumerate practices
in handling and using
3.Fuel oil
reactive materials.

Based on your prediction, The teacher will discuss

what could be the possible the kinds of reactive
products if these materials materials as:
are heated?
a. pesticides.
b. paints and solvents.
1.coal + heat
c. household cleaners.
d. polishes and waxes.
2.natural gas + heat
e. automotive products;
and
3.fuel oil + heat f. miscellaneous

Reactive materials at
home are hazardous
products with the
following labels:
a. “DANGER” highly
toxic

14
 b. “WARNING” moderate
toxicity
c. “CAUTION” low

Complete the table

below using the symbol
in the label of the
following products.
Product Classif Warning
ication Label

1.
Mosquito
killer

2. thinner

3. bleach

4. Liquid
Sosa

5. lithium
battery

After/Post-Lesson Proper

Have the learners Have the learners complete Have the learners identify Have the learners
complete the graphic the graphic organizer below. the human activities that complete the prompt to
organizer below. cause change in the conclude the lesson for
properties of materials the day.
Making and cause harm to the
Generalizations and environment and health.
Abstractions Materials are considered
reactive because they
____________. Reactive
materials at home can
be grouped into:

15
 Possible answers: Group Examples
Possible answers: Increase in temperature 1.
causes materials to:
The increase in 2.
temperature causes a 1.change in the composition
3.
change in the properties of
2. produce new materials like
materials such as coal, 4.
ash
natural gas, and fuel oil.
Possible answers: 5.
3. generate smoke and light;
and The human activities that 6.
Heating coal releases cause a change in the
4. change in color and odor. In using such materials,
gases like carbon dioxide properties of materials
and methane and we need to remember
and harm to the
produces ash or soot. the following:
environment and health of
human beings are ________________________
Heating natural gas
industrial emission, ________________________
changes the liquid into
transportation, and ________________________
gaseous materials which
improper waste disposal. ________________________
are used for energy
production. ________________________
Burning garbage releases
________________________
harmful materials and
pollutants into the air, soil,
and water. These
pollutants could harm Possible answers:
plants, animals, and even
people who breathed in
the toxic fumes. 1. Reactive materials at
home are:
a. Pesticides such as
weed killer,
insecticides, slug
bait, flea collars,
mothballs, wood

16
 preservatives.
b. Paints and Solvents
examples are latex
or oil-based paints,
paint thinner,
furniture stripper,
varnish, stains.
c. Household Cleaners
- drain, oven, and
toilet bowl cleaners;
general purpose
cleaners, spot
removers,
disinfectants, and
deodorizers
d. Polishes and Waxes
-floor wax, furniture
polish, shoe polish,
auto wax, metal
polish, nail polish
e. Automotive Products
– examples are
waste motor oil,
antifreeze, brake
fluid, solvents, car
batteries.
f. Miscellaneous –
examples are
batteries, glues,
aerosols,
photographic
supplies, inks,

17
 markers, other
hobby supplies.

2. Reactive materials at
home include hazardous
products labelled:
a. “DANGER” highly
toxic
b. “WARNING”
moderate toxicity
c. “CAUTION” low
toxicity

3. Reading product
labels will guide us in
the proper use, handling,
and storage of reactive
materials.

4. Using a face mask,

gloves, and goggles
while handling reactive
materials at home will
protect us from potential
hazards

Evaluating Learning The teacher will ask The teacher will ask learners Read the scenario and True or False: Write T if
learners to answer the to answer the following answer the questions. the statement is True, F
following questions. questions. if the statement is false.

18
 In a crowded urban area,
overloaded landfills
1. What causes the paper 1. Which best describes the 1. Products labelled
prompt residents to resort
to burn? change in the properties of “CAUTION” are highly
to burning garbage in
charcoal when grilling fish toxic.
a. low temperature their backyards. Dark
over an open flame?
smoke billows into the
b. very high a. melting of fats in the sky, carrying toxic fumes
fish like carbon monoxide and 2. Product labels guide
temperature
dioxins. Nearby, children the consumers in the
c. dryness of the paper b. ashes are produced proper handling and
cough as they play, and
elders struggle to breathe. storage of hazardous
d. dryness of the c. fish become soft
The bad smell fills homes, materials.
surroundings d. there are salts in the fish schools, and parks,
causing respiratory
2. Which represents the 3. Household Cleaners
problems and
changes in burning of 2. When the clock strikes 12 includes drain, oven,
environmental damage.
wood? o’clock midnight firecracker and toilet bowl cleaners;
Despite immediate relief
a.wood +water= wet explodes upon ignition during from overflowing trash, general purpose
wood the New Year’s Eve the long-term cleaners, spot removers,
celebration. What change in consequences in health disinfectants, and
b.wood + wind= ashes the properties of materials problems increases, soil deodorizers.
occurs upon ignition? and water become
c.wood + heat = smoke
a. there are vapors contaminated, and the
d.wood + heat= ashes produced cycle of pollution 4. Handle reactive
+smoke continues to happen. materials with bare
b. the solid components in hands.
3. Which represents the the firecracker turn gas
changes in the properties
of paper when it is heated c. the firecrackers produce 1. What prompted the
5. Products with
until it burns? smoke and colored flame residents of the urban city
“DANGER” labels are
to burn their garbage?
a. paper + heat d. materials are dissolved highly toxic.
in the firecracker's casing a. crowded urban area
hot paper
b. overloaded landfills
b. paper + heat
3. During the All-Soul’s Day, c. the city ordinance

19
 brown paper people light candles and pray d. the urban area
for the souls of the departed practices
c. paper + heat loved ones, when lighting a
candle, which change in the 2. What changes in the
smoke
properties of materials takes properties of materials
d. paper + heat place as the candle is lighted? happen as garbage is
being burned?
ashes and smoke a) the candle wax turn to
liquid a. as garbage is being
4. What is the effect of burned, they produce
burning materials in the b) the candle’s scent liquid materials
air? evaporates
b. as garbage is being
a. clean air c) candle's wick turn black burned it stays the
b. polluted air d) condensation of wax same
vapor on the candle's c. as garbage is being
c. air will be the same
surface burned it produces
d. air will be smoke and ashes
4. Fireworks in celebration of
exhausted
the town fiesta were observed d. as the garbage is
as the City Officials ignited being burned it
the wick connected to the produce fire
5. Write 1-2 sentences fireworks. What are the
about your thoughts on observed changes in the
the problems caused by properties of materials?
burning. 3. What are the
I. change in color consequences of burning
garbage?
II. light is produced
I. health problems
III. change in phase
II. water contamination
IV. formation of ashes, smoke,
and light III. air pollution
a. I & II IV. soil contamination
b. I,II, & III

20
 c. I, II, & IV a. I & II
d. I,III, & IV b. III & IV
5. As we celebrate the c. I, II, & III
birthday of a loved one, we
usually prepare pork d. I, II, III, & IV
barbeque. The pork meat is
being grilled over the
smoldering coals. What 4. If you were one of the
change in the properties of households living in that
meat will take place while urban area, what would
grilling? you do to start a change
and lessen the problem of
I. the meat will be cooked waste?
II. the meat will change in I. segregate waste
color
II. use eco-bag
III. the meat will change in
odor III. refuse the use of
plastic straw
IV. the meat will change in
taste IV. reuse plastic bottles
a. I & II a. I & II
c. III & IV b. III & IV
d. I, II, & III c. I, II, & III
d. II, III, &IV d. I, II, III, & IV

Additional Activities Write a short reflection on Using the GRASPS model,

for Application or the effects of increasing make an action plan or
Remediation (if temperature related to the policy on burning of
applicable) use of coal, fuel oil and waste.
natural gas.
G-Goal

21
 R-Role

A-Audience

S-Situation

P-Product

S-Standards

Remarks

Reflection

ANSWER KEY
DAY 1 DAY 2 DAY 3 DAY 4

22
Activity 1.1 Activity 2.1 Activity 3.1 Activity 4.1
1. What change took place with 1. Based on the article, what New 1. What are the cleaning
1.What did Lily notice while
the small piece of wood when Year’s Eve practices involve materials used by the Reyes
walking home?
heated? changes in the properties of family?
material brought about by the
Ans: When the small piece of Ans. Lily noticed thick black The cleaning materials used
increase in temperature?
wood was heated, it underwent a smoke rising from a nearby by the Reyes family were:
chemical change called vacant lot.
Fireworks: Fireworks involve the a. commercial bathroom
combustion, breaking down and
combustion of materials that cleaner containing bleach
releasing energy in the form of 2.What did she discover?
release heat and light energy, (used by Mrs. Reyes)
heat and light, eventually turning
causing colorful explosions in the
into glowing embers. Ans.Lily discovered that burning b. an ammonia-based cleaner
sky.
garbage releases harmful (used by Mr. Reyes)
2. What are the materials materials and pollutants into the
released when coal is heated? 2.Write down 3 observations of c. a window cleaner containing
air, soil, and water. These
changes in the properties of ammonia (used by Emily)
Ans. When coal is heated, it pollutants can harm plants,
materials during New Year’s Eve
releases carbon dioxide and other animals, and people who breathe
celebrations
gases into the air. in the toxic fumes.

Activity 1.2 Predict and explain a.Fireworks: Explosive materials

3.What are the consequences of
what will happen if you heat undergo combustion, producing 2. What caused Emily to
burning garbage?
these materials. light, heat, and colors in the sky. cough and struggle to catch
her breath?
b. Food preparation: Cooking Ans. Burning garbage releases
and roasting of dishes like harmful materials and pollutants Emily began to cough and
Materials Simple roasted pig and barbecue involve into the air, soil, and water. These struggled to catch her breath
Representation heating and changing the texture pollutants can harm plants, due to the toxic gas produced
(diagram, and flavor of the food. animals, and people who breathe when Mrs. Reyes’s bleach-
illustration or in the toxic fumes. based cleaner mixed with Mr.
model) c. Bonfires: In some traditions,
Reyes’s ammonia-based
bonfires are lit, which involve
cleaner. The window cleaner
burning wood or other materials,
Emily was using, which also
releasing heat and light. Activity 3.2 Prepare a 3-minute
contained ammonia,
presentation (role play, debate,
exacerbated the problem.
panel discussion) on the
Activity 2.2 Rubric is provided consequences of burning waste 3. How can we prevent
hazards from happening when
23
 1.Coal in the learning activity sheet. materials. using cleaning materials?
Excel
Satisf
Needs 3.To prevent hazards when
Crite Good Improv
lent
actory
ement using cleaning materials,
Assessment ria (3)
(4)
(2) follow these safety guidelines:
(1)
1.b
You use You You You did a.Read labels carefully:
your use use not use
2.c own your some your Understand the labels on
ideas own of your own
3.c cleaning products to know
2.Natural Creati
and ideas own ideas
imagina and ideas and their ingredients and potential
gas 4.c
vity
tion all imagin and imagina
the ation imagin tion
hazards.
time most ation
5. d of the
time b.Avoid mixing products:
Never mix different cleaning
You use You You You did
the use use not use products, especially those
correct the the the
Key
key correct correct correct
containing bleach and
ideas/
ideas key key key ammonia, as they can produce
3.Fuel oil Conte
all the ideas ideas ideas
nt
time. most someti
toxic gases.
of the mes.
time.
c.Use products in well-
Present Presen Speak Lack ventilated areas: Ensure
with t with softly confiden
confide confid and ce, do proper ventilation to prevent
nce, ence, unclea not
speak speak rly, speak
fume buildup.
clearly, well, difficul clearly,
Presen and and t to and do
tation maintai are engage not
d.Wear protective gear: Use
Style n engage the engage gloves, masks, and eye
excellen d with audien the
t the ce. audienc protection to minimize
Based on your prediction, what engage audien e. exposure when handling
ment ce
could be the possible products if hazardous cleaning products.
these materials are heated?
e.Store products properly:
1.coal + heat → When coal is
Keep cleaning products in
burned, it makes heat, light,
Activity 3.3 List the causes and their original containers,
smoke, ash, and gases like
effects of the human activities stored securely away from
carbon dioxide.
mentioned in the story. children, pets, food items, and

24
 heat sources.
2.natural gas + heat → When
natural gas is burned, it makes
Possible answers: f.Dispose of products safely:
heat, light, carbon dioxide, and
Follow local guidelines for
water vapor. It burns cleaner
Causes: disposing of unused or expired
than coal.
cleaning products and avoid
3.fuel oil + heat → When fuel oil a. Improper Waste Disposal: The pouring them down the drain
is burned, it makes heat, light, older kids burned piles of garbage or mixing them with other
smoke, and gases like carbon in a vacant lot instead of substances.
dioxide and sulfur dioxide. disposing of it properly.
Activity 4.2 Reactive
b. Lack of Awareness: The older Materials
kids were unaware of the
environmental and health Direction: List down 5 reactive
consequences of burning garbage. materials found at home and
classify them into paints and
Assessment
c. Disregard for Environmental solvents, household cleaners,
1.b Impact: Initially, the older kids polishes and waxes,
did not consider how their actions automotive products and
2.d
could harm the environment. miscellaneous. Write your
3.d answer on the table below.
Effects:
4.b Reactive Classify reactive
a.Air Pollution: Burning garbage Materials materials into
5. Possible answer
releases thick black smoke and found at pesticides, paints
Burning things like coal, natural harmful pollutants such as Home and solvents,
gas, and fuel oil creates smoke household
carbon dioxide, sulfur dioxide,
cleaners, polishes
and gases that can make the air and particulate matter into the
dirty and hurt our planet. That's air. and waxes,
why it's important to use cleaner automotive
b.Soil Contamination: The ashes products, and
energy sources like wind and
and residue from burning garbage miscellaneous.
solar power to protect the Earth.
can contaminate the soil, affecting
its fertility and ability to support

25
 Paints and Paint thinner,
plant growth. Solvents spray paint

household Bleach, ammonia

c. Water Pollution: Pollutants cleaners
from burning garbage can leach
into nearby water sources, polishes Furniture polish,
contaminating them and and waxes car wax
potentially harming aquatic life. automotiv Engine degreaser,
e products grease remover
d. Health Risks: Inhaling toxic
fumes from burning garbage can miscellane Lighter fluid
ous
lead to respiratory problems and
other health issues for people
living nearby.

e.Impact on Wildlife: Pollution B. Choose 1 reactive materials

from burning garbage can harm at home. Examine the product
plants and animals in the label and enumerate practices
surrounding ecosystem, in handling and using this
disrupting their habitats and food reactive material.
sources.
(Possible answers)
Assessment
Product Uses Proper
1.b Handling
2.c Bleach a.Bleach is a.Use
commonly bleach in
3.d used as a a well-
disinfectant ventilated
4.d to kill germs area to
and avoid
bacteria. inhaling
fumes.
b.It is used Open
for windows
whitening and
fabrics and doors if
removing possible
26
 stains.
b. Wear
c.Bleach is gloves
also used and eye
for protectio
sanitizing n when
and handling
cleaning bleach to
surfaces in prevent
kitchens skin and
and eye
bathrooms. irritation

c. Keep it
tightly
closed in
its
original
container
.

Assessment

1.False
2.True
3.True
4.False
5. True

27