4

Quarter
Quarter 1
Lesson 1 1
Lesson Exemplar Lesson

for Science 3
for Science

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science 4
Quarter 1: Lesson 3 (Week 3)
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. describe the chemical properties of materials, such as they can be burnt, react with other materials, or are
and Objectives degradable or biodegradable;
2. Learning objectives:
a. Identify flammable materials and explain their properties.
b. Recognize the importance of fire safety precautions and responsible behavior around flammable materials.
c. Define chemical reactions and their significance in material interactions.
d. Analyze the factors that influence material reactivity and predict outcomes of common reactions.
e. Differentiate between degradable and biodegradable materials.
f. Evaluate the environmental implications of using degradable and biodegradable materials versus non-
degradable materials.

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.

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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.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 The teacher may emphasize to

Knowledge the class that in their
SHORT REVIEW household and even in school,
they will often see different
The students will classify materials at home and in school. materials like food, canned
goods, and books that are
Instructions: arranged properly. There are
● Let the students observe the books in the library. many ways to arrange these
● Let the students observe goods/food products at home. materials for easier
classification.
Guide Questions:

1. How are books arranged in the library?

2. How are the goods/food products arranged inside your food cabinet or
refrigerator?
3. How does it help when things are grouped properly at home?

B. Establishing 1. Lesson Purpose

Lesson Purpose
The teacher may say:

Matter has different physical and chemical properties, and these properties
determine how it is classified, changed, and used. In the next phase of the lesson,
you will learn more about other properties of matter and how to classify these
materials according to these properties.

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 2. Unlocking Content Area Vocabulary

Unscramble Word Game

● Introduce to the class the concept of unscramble word game.

● Present the unscrambled words to the class and ask the students to re- The teacher will post
arrange the letters to create a word corresponding to the word given by the scrambled words on the board.
teacher. The teacher will give the
meaning of the word then the
Meaning: It is a measure of how quickly a specific material is capable of students will arrange the
letters to form the word.
catching fire and burning.
Unscrambled word #1: LITYMABIMALF
Answer: FLAMMABILITY

Meaning: These are waste products, such as packaging materials, that can
be slowly broken down into simple parts by chemical reactions or physical
force.
Unscrambled word #2: ABLEGRADED
Answer: DEGRADABLE

Meaning: Waste materials that can be broken down into simpler, non-toxic
substances by microorganisms.
Unscrambled word #3: IOBEDGABLERAD
Answer: BIODEGRADABLE

C. Developing and SUB-TOPIC 1: “Flammability”

Deepening 1. Explicitation The teacher may emphasize
Understanding ● Introduce the concept of flammability to the students, explaining how easily that Paper is made from wood
a material can catch fire and burn. pulp and is used for writing,
● Conduct a simple demonstration to enhance understanding. Show the printing, and packaging. Paper
students how a certain material, like paper, can easily burn. is highly flammable and burns
● The teacher may ask the following questions during the sharing: quickly when ignited. It usually
1. Did the material (paper) catch fire and burn? Why or why not? burns with a bright flame and
can be consumed rapidly.
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 2. What did you notice about how the material reacted to the flame? Recognizing the flammability of
3. How can we tell if a material is flammable or non-flammable? paper is important for fire
prevention measures, especially
2. Worked Example in offices, schools, and homes.

Example: A piece of wood from a tree.

● Wood is a natural material commonly used in construction and furniture- These examples illustrate how
making. Wood is flammable and can easily catch fire when exposed to heat different materials exhibit
or flame. It burns relatively slowly, producing heat and light. Understanding varying levels of flammability
and highlight the importance of
the flammability of wood is crucial for fire safety in buildings and forests.
understanding flammability
Example: A plastic drinking straw. used in various products, including
properties for safety and
packaging, utensils, and toys.
practical purposes in everyday
● Some types of plastic are flammable and can burn when exposed to fire or
life.
high temperatures. The flammability of plastic varies depending on its
composition and additives. Awareness of the flammability of plastic is
essential for fire safety in buildings, transportation, and waste management.
Example: A cotton ball.
● Cotton is a natural fiber obtained from the cotton plant and is used in
textiles, clothing, and medical supplies. Cotton is highly flammable and
burns easily when ignited. It burns quickly and can produce a hot flame.
Understanding the flammability of cotton is important for safety in clothing
manufacturing, bedding materials, and medical applications.
Example: A metal paperclip.
● A metal paperclip. Metals are solid materials characterized by their shiny
appearance, conductivity, and strength. They include iron, aluminum,
copper, and gold. Most metals are non-flammable and do not catch fire under
normal conditions. They have high melting points and are not easily oxidized.
Recognizing the non-flammability of metals is important for fire-resistant
building materials, electrical wiring, and industrial applications.

3. Lesson Activity

● Divide the class into four (4) groups. Each member of every group will The roles in the “Team Jobs”
decide on the specific role that they will play within their group (Team may be introduced earlier to

4
 Jobs). Along with each role are color-coded visors with their corresponding facilitate classroom
meaning (Manager-Red; Speaker-Blue; Director-Green; Reports management during group
Coordinator-Yellow). activities. The roles may be
● Provide each group with a copy of the activity titled “Flame Test” Remind assigned to other team mates
the teammates of their roles. on the succeeding activities.
● Students perform the activity as directed and answer the questions
provided in the worksheet.
Summarize the activity by
● Ask the students to present their output in class. emphasizing the importance of
fire safety and understanding
Discuss the observations with the students. the properties of flammable
Ask questions like: materials. Remind students to
● What did you notice about how each material burned? never play with fire and to
● Did all materials burn in the same way? always seek adult supervision
● Why do you think some materials burned while others did not? when handling potentially
● Why is it important to be cautious around flammable materials? dangerous materials.

DAY 2
SUB-TOPIC 2: “How Materials React with Other Materials”
1. Explicitation
● Introduce to the students that materials can react with each other when
they come into contact. This reaction can cause changes in the materials The teacher may emphasize
involved. that vinegar is a weak acid
● To enhance understanding, conduct a simple demonstration. Show how a commonly used in cooking and
baking soda reacts with vinegar. cleaning, while baking soda is a
● The teacher may ask the following questions during the sharing: base commonly used in baking
and household cleaning. When
1. Did you observe any bubbles or other reactions?
vinegar (acetic acid) is mixed
2. How did the baking soda and vinegar react with each other when with baking soda (sodium
combined? bicarbonate), a chemical
reaction occurs, producing
carbon dioxide gas, water, and
sodium acetate. This reaction is
commonly used to create a
foaming eruption, resembling a

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 volcano. Understanding the
reaction between vinegar and
baking soda demonstrates the
concept of acid-base reactions
and is commonly used in
educational demonstrations
and science experiments.
2. Worked Example

Example: Rusting of iron.

● Iron is a metal commonly used in construction and manufacturing. When
iron comes into contact with oxygen and moisture in the air, it undergoes a These examples illustrate how
chemical reaction known as oxidation. This results in the formation of iron materials can interact and
oxide, also known as rust. Understanding the reaction between iron and undergo chemical reactions
oxygen is crucial for preventing corrosion in metal structures and with other substances, leading
equipment. Protective coatings and proper maintenance can help mitigate to the formation of new
rusting. products and properties. These
Example: Foam production in a hydrogen peroxide and yeast experiment. examples demonstrate how
● Hydrogen peroxide is a chemical compound often used as a disinfectant, chemical reactions between
while yeast is a microorganism used in baking and brewing. When hydrogen materials occur in real-life
peroxide is mixed with yeast, the enzyme catalase in yeast catalyzes situations, affecting industries,
hydrogen peroxide's decomposition into water and oxygen gas. This reaction environments, and everyday
objects. Understanding these
produces foam as a result of the release of oxygen gas bubbles.
reactions is essential for
Understanding the reaction between hydrogen peroxide and yeast
various practical applications,
demonstrates the role of enzymes in catalyzing chemical reactions and is ranging from corrosion
commonly used in educational experiments. prevention to environmental
conservation and product
Example: Aluminum foil reacting with air. maintenance.
● Aluminum is a lightweight metal commonly used in packaging, construction,
and transportation. When aluminum comes into contact with oxygen in the
air, it forms a thin layer of aluminum oxide on its surface. This layer acts as
a protective barrier, preventing further oxidation. Understanding the
reaction between aluminum and oxygen helps prevent corrosion and

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 maintain the integrity of aluminum-based products, such as aluminum foil
and aluminum alloys used in aircraft construction.
Example: Weathering of limestone by acid rain.
● Limestone is a sedimentary rock composed primarily of calcium carbonate.
When limestone is exposed to acid rain, which contains sulfuric and nitric
acids, it undergoes a chemical reaction called acid erosion. The acid reacts
with the calcium carbonate in limestone, dissolving it and causing the rock
to deteriorate over time. Understanding the reaction between acid rain and
limestone highlights the environmental impact of air pollution on natural
rock formations, historical monuments, and building materials. The reaction
between acid rain and limestone highlights the environmental impact of air
pollution on natural landscapes and architectural heritage. It contributes to
the degradation of limestone buildings, statues, and monuments, such as
the limestone facades of historic buildings and sculptures in urban
environments.
Example: Tarnishing of silver jewelry.
● When silver comes into contact with sulfur compounds present in the air,
water, or certain materials, it undergoes a chemical reaction called
tarnishing. Understanding the reaction between silver and sulfur
compounds helps explain the tarnishing process and guides the proper care
and maintenance of silver objects and jewelry.

3. Lesson Activity

● Divide the class into five (5) groups. Each member of every group will
decide on the specific role that they will play within their group (Team
Jobs). Along with each role are color-coded visors with their corresponding
meaning (Manager-Red; Speaker-Blue; Director-Green; Reports
Coordinator-Yellow).
● Ask the students to go over Worksheet number 2 titled “Chemical Reactions
Exploration"
● Remind the teammates of their role.

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 ● Students need to perform the activity as directed and answer the questions
provided in the worksheet.
● Allow the students to present their output to the class. Summarize the activity by
reinforcing the concept of
After conducting the experiments, discuss with the students their observations. reactivity and chemical
Ask questions like: reactions. Emphasize the
● What happened when you mixed certain materials? importance of understanding
● Did you observe any bubbles, color changes, or other reactions? how materials interact with
each other and how these
● How did the materials behave differently when combined?
reactions can be used in
● Can you identify any patterns or similarities in the reactions you observed? various applications.
● How might these reactions be useful in everyday life or science?

DAY 3
SUB-TOPIC 3:

1. Explicitation: “Degradable or Biodegradable” The teacher may emphasize

that the apple core is
● Introduce that degradable materials can break down into smaller pieces biodegradable, meaning it can
over time by chemical reactions or physical force, while biodegradable be broken down by living
materials can be broken down by living organisms into simpler substances. organisms, such as bacteria
● Conduct a simple demonstration to enhance understanding. Show the and fungi, into simpler
students how a certain material, like an apple core, can be decomposed. substances over time. When
● Ask guiding questions to prompt discussions, such as: discarded in a natural
1. Describe the appearance of the apple core. environment, microbes in the
2. Why is the apple core considered biodegradable? soil break down the apple core
3. How do living organisms, such as bacteria and fungi, contribute to the through the process of
decomposition. The organic
biodegradation of such material?
matter in the apple core
4. How does composting apple cores contribute to sustainable waste
provides nutrients for soil
management? organisms, contributing to soil
5. What environmental benefits result from returning nutrients to the soil health and fertility.
through composting? Biodegradable materials like
● Facilitate a class discussion based on their observations, introducing key apple cores can be composted,
concepts related to the topic. returning nutrients to the soil
●

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 and reducing waste sent to
2. Worked Example landfills.

DEGRADABLE
Example 1: Plastic Straw
● A plastic straw is a cylindrical tube made from plastic polymers, commonly
used for drinking beverages. The plastic straw is degradable, meaning it can
break down into smaller pieces over time when exposed to environmental These examples demonstrate
factors such as sunlight, heat, and moisture. However, it does not break the distinction between
down into simpler substances through biological processes. Over time, degradable and biodegradable
materials, highlighting their
exposure to sunlight (UV radiation) and environmental stressors can cause
different behaviors and
the plastic straw to degrade physically, resulting in fragmentation into
environmental implications.
smaller plastic particles known as microplastics. These microplastics can Understanding these concepts
persist in the environment for extended periods, posing risks to wildlife and is essential for promoting
ecosystems. Understanding the degradability of plastic straws highlights the sustainable practices and
environmental challenges associated with plastic pollution and the minimizing the environmental
importance of reducing single-use plastic consumption. impact of waste materials.
Example 2: Polystyrene Foam (Styrofoam):
● Polystyrene foam is a lightweight plastic material commonly used for
packaging and food containers. Polystyrene foam is degradable, meaning it
can break down into smaller pieces over time when exposed to environmental
factors such as sunlight, heat, and mechanical stress. Exposure to sunlight
(UV radiation) and physical abrasion can cause polystyrene foam to degrade
into smaller particles known as microplastics. These microplastics can
persist in the environment and pose risks to wildlife and ecosystems.
Understanding the degradability of polystyrene foam highlights the
environmental challenges associated with plastic pollution and the
importance of reducing single-use plastic consumption.
Example 3: Nylon Fishing Line
● Nylon fishing line is a synthetic polymer material used for fishing and other
recreational activities. Nylon fishing line is degradable, meaning it can break
down into smaller pieces over time under environmental conditions.
Exposure to sunlight (UV radiation) and mechanical stress can cause nylon
fishing lines to degrade into smaller fragments. These fragments can persist

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 in the environment and pose risks to aquatic life, such as entanglement and
ingestion. Recognizing the degradability of nylon fishing lines underscores
the importance of proper disposal practices and the use of eco-friendly
alternatives to reduce environmental harm.

BIODEGRADABLE
Example 1: Paper Towel
● A paper towel is an absorbent sheet made from paper pulp, commonly used
for cleaning and wiping surfaces. The paper towel is biodegradable, meaning
it can be broken down by microorganisms into simpler organic compounds
over time. When discarded in a compost pile or natural environment,
microorganisms, such as bacteria and fungi, feed on the paper towel's
cellulose fibers through the process of microbial decomposition. This process
converts the paper towel into humus, a nutrient-rich organic material that
enriches soil fertility. Biodegradable materials like paper towels can be
composted, diverting organic waste from landfills and contributing to soil
health and sustainable waste management practices.
Example 2: Banana Peel
● A banana peel is the outer protective covering of a banana fruit. It is
biodegradable, meaning microorganisms can break down the peel into
simpler organic compounds over time. When discarded in a natural
environment, microbes in the soil decompose the peel through microbial
degradation. The organic matter in the banana peel provides nutrients for
soil organisms, contributing to soil health and fertility. Biodegradable
materials like banana peels can be composted, returning nutrients to the
soil and reducing waste sent to landfills.
Example 3: Cotton Fabric
Cotton fabric is a natural textile material made from the fibers of the cotton
plant. Cotton fabric is biodegradable, meaning it can be broken down by
microorganisms into simpler organic compounds over time. When discarded
in a natural environment, microbes in the soil decompose the cotton fabric
through microbial degradation. The organic matter in the cotton fabric
provides nutrients for soil organisms, contributing to soil health and fertility.
Biodegradable materials like cotton fabric can be composted or naturally

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 degraded, minimizing environmental impact and promoting sustainable
waste management practices.

3. Lesson Activity
After the observation period,
● Provide each group with a copy of the activity titled “Exploring Degradable gather the participants to
and Biodegradable Materials”. discuss their observations.
● Again, remind the teammates of their role. Summarize the key points of
● Ask the students to perform the activity as directed and answer the the activity, emphasizing the
differences between degradable
questions provided in the worksheet.
and biodegradable materials.
● Ask the students to present their output to the class. Discuss the environmental
implications of using
degradable and biodegradable
materials.
Encourage participants to
consider the importance of
choosing eco-friendly materials
in their daily lives.

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

Generalizations individual or group work.
1. Learners’ Takeaways
Allow the students to
demonstrate their learning by
● Ask the students to outline in the concept map what they have learned in creating a graphic organizer.
the lesson. Utilize the given concept map below: The teacher will provide the BIG
WORDS, while the students will
CHEMICAL
provide the rest of the
PROPERTIES OF
concepts/ideas. Students may
MATERIALS
also use connecting words as
needed.
Reactivity with Degradable and
Flammability
other Materials Biodegradable

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The students should be able to emphasize the following:

● Flammability (Burnability): Some materials can catch fire and burn

when exposed to heat or flame. For example, wood, paper, and certain
types of plastics can burn. This burning process is a chemical reaction
where the material combines with oxygen in the air to produce heat and
light. It's important to be cautious around flammable materials and to
never play with fire.
● Reactivity with Other Materials: Materials can react with each other
when they come into contact. This reaction can cause changes in the
materials involved. For instance, when iron (a metal) reacts with oxygen
and moisture in the air, it forms rust. Similarly, when vinegar (an acid)
is mixed with baking soda (a base), it produces bubbles of carbon dioxide
gas. Understanding these reactions helps us predict how materials will
behave when combined.
● Degradability and Biodegradability: Materials can break down or
decompose over time due to various factors such as exposure to sunlight,
air, water, or microorganisms like bacteria and fungi. Degradable
materials eventually break down into smaller pieces, while living
organisms can break down biodegradable materials into simpler
substances. For example, food scraps, paper, and certain types of
plastics are biodegradable, meaning they can be broken down naturally
by bacteria and other organisms in the environment.

These properties help us understand how different materials interact with their
surroundings and with each other, which is important for various everyday
activities and environmental considerations.

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2. Reflection on Learning This activity is designed to
encourage Grade 4 students to
Materials: reflect on the chemical
Chart paper or whiteboard properties of materials,
Markers including flammability,
Index cards or sticky notes reactivity with other materials,
Pens or pencils for each student and
degradability/biodegradability.
Procedure: Through guided reflection,
Introduction: students will deepen their
● Begin by reviewing the chemical properties of materials discussed in understanding of these
previous lessons, including flammability, reactivity, and concepts and consider their
degradability/biodegradability. implications for the
● Explain that today's activity will focus on reflecting on these properties and environment and everyday life.
their importance.
Reflection Activity:
● Divide the students into small groups of 3-4 members. Throughout the activity,
provide support and guidance
● Distribute index cards or sticky notes and pens/pencils to each student.
as needed, ensuring that all
● Assign each group one of the following topics: flammability, reactivity with students have the opportunity
other materials, or degradability/biodegradability. to participate and contribute
● Ask each group to brainstorm examples of materials or substances related their ideas. Encourage a
to their assigned topic. Encourage them to think about everyday items, positive and respectful
materials found in nature, and any relevant experiences they may have had. atmosphere where students feel
Provide prompts such as: comfortable sharing their
● "Think about materials that can catch fire easily." thoughts and reflections.
● "Consider substances that react with other materials to produce new
substances."
● "Reflect on items that break down over time, either naturally or with the help
of microorganisms."
● Have each group write their examples on the index cards or sticky notes.
Group Sharing:
● After brainstorming, invite each group to share their examples with the class.
● As each group presents, write their examples on the chart paper or
whiteboard under the corresponding topics.

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 ● Encourage students to explain why they chose each example and how it
relates to the chemical properties being discussed.
Reflection and Discussion:
● Facilitate a class discussion based on the examples shared.
● Ask guiding questions such as:
✔ "What did you learn about the chemical properties of materials from the
examples shared?"
✔ "How do these properties affect the way we use and interact with
materials in our daily lives?"
✔ "Why is it important to understand the flammability, reactivity, and
degradability of materials?"
✔ "How can we make more informed choices about the materials we use
based on their chemical properties?"
● Encourage students to share their thoughts and reflections, and prompt
them to consider real-life applications and environmental implications.
Individual Reflection:
● Have each student take a few moments to reflect individually on the
discussion.
● Provide prompts for reflection, such as:
✔ "What surprised you the most about today's discussion on chemical
properties?"
✔ "How do you think understanding chemical properties can help us
protect the environment?"
✔ What actions can you take to promote responsible use of materials
based on their chemical properties?"
Sharing and Closing:
● Invite students to share their reflections with the class, either by speaking
out or writing on the chart paper or whiteboard.
● Summarize the key points of the discussion and emphasize the importance
of understanding chemical properties in making informed decisions and
promoting environmental stewardship.
● Encourage students to apply their understanding of chemical properties to
their daily lives and continue exploring the fascinating world of science.

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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
Direction: Read each question carefully. Identify the letter of the correct answer. the form of discussions and
written responses to the
1. Which of the following best describes flammability? various activities.
A. The ability of a material to dissolve in water
B. The ease with which a material can catch fire and burn Answer Key:
C. The tendency of a material to react with oxygen in the air
D. The ability of a material to conduct electricity 1. B
2. What is an example of a flammable material? 2. C
A. Glass 3. B
B. Metal 4. C
C. Paper 5. B
D. Rock 6. D
3. When iron reacts with oxygen and moisture in the air, what does it form?
7. D
A. Aluminum oxide
8. A
B. Rust
C. Carbon dioxide 9. C
D. Hydrogen gas 10. C
4. Which of the following materials is biodegradable?
A. Plastic drinking straw
B. Nylon fishing line
C. Banana peel
D. Styrofoam packaging
5. What happens to a banana peel when it is discarded in a natural
environment?
A. It remains unchanged indefinitely
B. It decomposes into simpler organic compounds
C. It reacts with other materials to form new substances
D. It breaks down into smaller pieces over time

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6. Sarah wants to dispose of her plastic water bottle. Plastic is harmful to the
environment, so she wants to choose a more eco-friendly option. Which of
the following materials should Sarah choose if she wants a biodegradable
option?
A. Plastic water bottle
B. Glass bottle
C. Aluminum can
D. Biodegradable paper cup
7. Tom is conducting an experiment in his science class. He wants to observe
how different materials react with vinegar. Which of the following materials
is most likely to produce bubbles when mixed with vinegar?
A. Metal paperclip
B. Plastic drinking straw
C. Glass marble
D. Cotton ball
8. Emily is decorating her room and wants to hang up some pictures using
metal nails. She is worried about the nails rusting over time. What can
Emily do to prevent the nails from rusting?
A. Paint the nails with a waterproof sealant
B. Keep the room temperature low to slow down the rusting process
C. Use plastic nails instead of metal nails
D. Nothing, as rusting is inevitable for metal nails
9. David is helping his mom in the kitchen. She accidentally spills some lemon
juice on the marble countertop. What is likely to happen to the marble over
time?
A. The marble will remain unchanged
B. The marble will dissolve and disappear
C. The marble will develop stains and discoloration
D. The marble will react with the lemon juice to form a new substance
10. Anna is packing her lunch for school. She wants to use a material for her
sandwich wrapper that will break down easily when discarded. Which of the
following materials should Anna choose?
A. Plastic cling film
B. Aluminum foil
C. Biodegradable wax paper
D. Styrofoam container

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 2. Homework (Optional)

Eco-Discovery Quest:
● Embark on a quest to find two items in your home that hold secrets of
nature's recycling magic.
● For each item, decide whether it possesses the power to break down over
time (degradable), transform with the help of nature's living creatures
(biodegradable), or stand resilient against the forces of time (non-
degradable). Write down your findings in your adventurer's journal.
● Imagine the story behind each item's magical abilities and share a tale of
their adventures in your journal.

Submission:
● Craft your responses on parchment paper or type them on a mystical device.
● Present your enchanted findings with sketches, spells, and tales of wonder.
● Share your completed quest with your teacher by [insert due date].

A. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

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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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