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 16-20, 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 The chemical properties of materials determine their uses.

Standards

By the end of the quarter, learners will describe the chemical properties of materials and changes in them. They
B. Performance will demonstrate an understanding that scientific processes can solve everyday problems and use 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 The learners shall be able The learners shall be able to The learners shall be able The learners shall be
Competencies to demonstrate ways to demonstrate ways to to demonstrate ways to able to demonstrate
minimize harmful changes minimize harmful changes in minimize harmful ways to minimize
1
 in materials, such as materials, such as restrictions changes in materials, harmful changes in
restrictions on the on the burning of waste such as restrictions on materials, such as
burning of waste materials and care in the burning of waste restrictions on the
materials and care in handling reactive materials. materials and care in burning of waste
handling reactive handling reactive materials and care in
materials. 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

identify the non-

1. make an inventory of biodegradable waste 1.identify biodegradable 1. describe their
the hazardous materials generated at home and wastes commonly immediate surroundings
at home and in school. school. generated at home, in or community in terms
school and in the of location, waste
2.describe the harmful group the non-biodegradable
community. segregation practices,
effects of hazardous materials into plastic, glass,
garbage collection, and
materials. metal, textile, paper, and 2.suggest methods to
D. Learning barangay environmental
cardboard. convert biodegradable
Objectives 3. identify ways to avoid advocacies
wastes into fertilizer
the harmful effects of
(School and Household 2.represent the
hazardous materials.
suggest ways to reduce the setting). observations in their
amount of non-biodegradable immediate communities
materials in the garbage or surroundings
4. suggest alternatives for through drawings,
using the 5Rs" 3.participate in the waste
the hazardous materials statements, spoken
segregation practices in
and burning of waste poetry, and others based
school and community to
materials on talents and abilities
minimize harmful
changes in materials.

E. Instructional Connection (Linking to Ideational (Conceptual Ideational (Conceptual Ideational (Conceptual

Design practical applications), Understanding), Connection Understanding), Understanding),
framework Engage (Capturing (Linking to practical Connection (Linking to Connection Linking to
2
 Learners’ Interest), applications), Engage practical applications), practical applications),
Explore (Gathering (Capturing Learners’ Interest), Engage (Capturing Engage (Capturing
feature (s) Information) Explore (Gathering Learners’ Interest), Learners’ Interest)
Information)

Information, Media and Information, Media and Information, Media and Information, Media and
Technology Skill (Visual Technology Skill (Visual Technology Skill (Visual Technology Skill (Visual
Literacy Information) Literacy Information) information literacy) information literacy)
Learning and Innovation Learning and Innovation Learning and Innovation Learning and Innovation
Skills (Reflective Thinking Skills (Critical Thinking and Skills (Critical Thinking) Skills (Critical Thinking)
F. 21st Century Creativity)
Skills Critical Thinking) Communication Skills Life and Career Skill
Communication Skill (Teamwork & (Resilience and
(Collaboration) Collaboration) Adversity management)
Life and Career Skill
(Resilience and Adversity
management)

Gathering Scientific
II. CONTENT Materials and Their Uses Materials and Their Uses Materials and Their Uses
Information

A. References

B. Other Oregon State University. GeeksforGeeks. (2004). Bernardo, E. (2002). Gamao, R., & Caelan, M.
Learning (2020). Hazardous Biodegradable and non- Solid-waste management (2023). Implementation
Resources products in the home biodegradable. Retrieved from practices of households in and challenges of solid
(Chapter 6). Retrieved https://www.geeksforgeeks.or Manila, Philippines. waste management in
from g/biodegradable-and-non- https://doi.org/10.1196/ communities of a
https://fa.oregonstate.ed biodegradable annals.1454.016 component city in the
u/sites/fa.oregonstate.ed Philippines. Technium
u/files/recycling/ Social Science Journal.
resources/MR_Class/
3
 chapter_6_hazardous_pro
ducts_in_the_home.pdf

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior The teacher will perform The teacher will prompt the The teacher will do this
Knowledge this activity. learners to: The teacher will provide activity:
balls with words written
on them that correspond
Show bottles or containers to names of wastes. There Strategy: Stop, look,
of products with ‘Danger’, will be two waste bins, and Tell
‘Warning’, and ‘Caution’ ‘biodegradable’ and ‘non-
labels, such as pesticides, biodegradable’, and the
toilet bowl cleaners, and learners with the ball will The teacher will group
air fresheners, and ask if shoot it to the appropriate the learners into 5 and
the learners have similar waste bin. will tell a story about
items at home. the pictures below:
The teacher can ask the Biodegradable Non-biodegradable
Waste Waste
learners on how these
items are handled and Group 1
stored in their homes.
Study the picture below and
answer the guide questions."

Guide questions:

1.What are the things you see

in the picture?
2. What kind of materials are
these? Explain your answer.

4
 Group 2

Group 3

5
 Group 4

Group 5

6
Lesson The teacher will confirm that
Purpose/Intention The teacher will ask the these wastes are non-
learners: biodegradable materials. The
teacher will then ask the
learners:
What do you think are the
dangers of these materials
that you have at home? What are non-biodegradable
materials? What can we do
with them?
Hazardous materials that
are found at home can be
replaced by alternative
materials that cannot
harm people. The teacher will ask:
What is the message you
get from the picture?
Can you think of
alternative materials that
serve the same purpose? The teacher will process
the learners’ answers in
the manner that the
lesson purpose will be
communicated to the
7
 learners.

Lesson Language The learners will do the The learners will answer the The teacher will conduct
Practice activity below. activity which is which. the activity: Match and
Tell."

Activity: Fill in the Match the pictures with

Blank the words and give your
idea about the word and
the picture.
Fill in each blank with the
______1. Materials which
correct word to complete
undergo decay and
the statement. Choose the
decomposition.
answer from the box.
a. impact ______2. Materials cannot be
b. pollution decomposed or broken down
c. biodegrade by microorganisms and other
d. contaminate living organisms.

1.Throwing trash on the

ground causes _________,
which makes our air and
water dirty and harms
animals.

2. When you bury leaves

and fruit peels in the
ground, it will _________
and turn into soil.

3. Throwing trash on the

ground causes _________,

8
which makes our air and
water dirty and can harm
animals.

4. Pollution from factories

can have a big _________
on the environment,
making the air dirty and
harming plants and
animals.

9
 ● scavengers

● respondents

● composting

● household

● recyclable

During/Lesson Proper

10
Reading the Key The teacher will prompt
Idea/Stem the learners to read the
The teacher will prompt the The teacher will prompt The teacher will prompt
story.
learners to read the story. the learners to read the the learners to read the
Title: Impact of Hazardous article/story. article/story.
Materials on the
Environment
Title: Solid-Waste Title: The Highly
Title: Maya’s Journey of the
Management Practices of Urbanized Region
Five Rs
Households in Manila,
Philippines

The experiences and According to the

When we use materials practices of household National Capital Region
like pesticides, paints and waste management of
Once upon a time, there lived (NCR) Population Clock,
solvents, household people in
a young girl named Maya. the estimated
cleaners, polishes and a barangay (village) in
Maya loved exploring the population as of
waxes, and automotive Manila, Philippines are
natural wonders around her January 31, 2024, 8:00
products, it's important to documented. The data
home, but she couldn't help AM is 13,978,060.
consider their impact on were gathered through an
the environment and our but notice the growing
interview with household The area, with this
health. Some ingredients presence of litter hindering
members using open- population, is a busy
the beauty of her
11
in these products can surroundings. Maya, ended questions. place with a high
release harmful chemicals determined to make a Interviews were also volume of vehicles,
into the air, affecting the difference, embarked on a conducted with garbage houses, buildings, and
atmosphere. Similarly, journey to learn about the 5 collectors as well as cemented grounds.
these products can Rs of non-biodegradable scavengers. Results
contaminate water materials." showed that the
sources like rivers and households generated an The region is overfilled
Non-biodegradable materials
oceans, harming plants, average of 3.2 kg of solid with households,
can be recycled, reduced,
animals, and humans. waste per day. The types buildings and concrete
recovered, reused, and
of wastes commonly pavements with barely
Additionally, the refused.
generated are any open space for
production, use, and
food/kitchen wastes, planting or vegetation.
disposal of certain
papers, plastic bottles,
products can contribute to Reduce: As Maya wandered Daily human activities
metals, and cans,
land pollution, leading to through the town's market, generate waste.
boxes/cartons, glass
habitat loss and soil she noticed vendors selling Approximately
bottles,
contamination. fruits and vegetables wrapped 13,978,060 individuals
cellophane/plastics, and
in layers of plastic. yard/garden wastes. The produce almost one (1)
Determined to reduce waste, respondents segregate kilogram of waste
Moreover, some Maya approached the vendors their waste into plastic materials while
ingredients in these and suggested using bottles, glass bottles, and transport vehicles emit
products can pose risks to biodegradable packaging or other waste (mixed waste). gaseous pollutants. With
human health, especially selling produce without any these occurrences,
if they accumulate in our wrapping at all. With Maya's environmental issues
bodies or the environment encouragement, the vendors and concerns arise.
No respondents perform
over time. It's important to embraced the idea of reducing
composting. Burning of Campaigns for
understand whether a unnecessary packaging,
waste is not done by the environmental actions
product is biodegradable setting a positive example for
respondents. The through advocacies are
or if it persists in the others in the community.
households rely on being conducted such as
environment.
Reuse: On her way home, garbage collection by the proper waste
Since everything we do Maya stumbled upon an government. segregation, urban
impacts the world around abandoned warehouse filled gardening, clean-up
us, it's essential to be with discarded items. Instead drive, estero-watch, and
mindful of the products of seeing them as trash, Maya Collection is done twice Pasig River
we use and how we use saw potential. She gathered daily, except Sundays, rehabilitation to name a
12
them, striving to minimize broken furniture, old jars, and household members few. These practices will
our negative impact on and scraps of fabric, bring their garbage when help reduce the effects
the environment and envisioning ways to breathe the garbage truck arrives. of rapid urbanization
maintain a balanced new life into them. With a However, there are those and the amount of waste
environment. little creativity and a lot of who dump their garbage and improve air quality.
determination, Maya in the non-designated Each barangay in the
transformed the forgotten pick-up points, usually in city within the National
objects into beautiful a corner of the street. The Capital Region is taking
decorations and useful dumped garbage becomes steps to address the
household items, a breeding ground for environmental issues
demonstrating the power of disease-causing and concerns.
reuse to her neighbors. organisms. Some
household respondents
Recycle: As Maya continued
said that it is possible Questions:
her journey, she encountered
that the dumping in
a group of children playing 1.Cite examples of
certain areas caused the
near a recycling center. practices in your
dengue fever suffered by
Curious, Maya joined them as community to address
some of their family
they sorted through bins of environmental issues
members. Mothers and
glass, plastic, and paper, and concerns.
household helpers are
learning about the importance
responsible for household
of recycling. Inspired by their
waste management.
enthusiasm, Maya organized
Scavengers generally look
a recycling drive in her
for recyclable items in the
community, encouraging 2.Based on the general
dumped garbage. All of
everyone to collect and recycle description of the
them said that it is their
their waste. Together, they National Capital Region,
only source of income,
turned trash into treasure, what similar issues does
which is generally not
paving the way for a cleaner, your place/location
enough for their meals.
greener future. experience?
They are also aware that
Recover: One day, while their work affects their
exploring the forest, Maya health. Most respondents
stumbled upon an old tire said that garbage
abandoned in a clearing. collection and disposal
Determined to find a use for are the government’s

13
it, Maya enlisted the help of responsibility.
her friends to brainstorm
The results of the study
ideas. After much
showed that RA 9003,
deliberation, they decided to
also known as the
repurpose the tire into a
Ecological Solid Waste
colorful flower planter, filling
Management Act of 2000,
it with soil and seeds. As the
is not fully implemented
flowers bloomed, the tire
in Metro Manila.
became a symbol of creativity
and ingenuity, inspiring
others to look at waste in a
new light.
Refuse: Finally, Maya realized Sources: Bernardo, E.
that the most powerful way to 2002 Solid-Waste
combat non-biodegradable Management Practices of
materials was to refuse them Households in Manila,
altogether. Philippines.
https://doi.org/10.1196/
annals.1454.016Citations
: 16
Maya encouraged her
community to say no to
single-use plastics.
And so, armed with the
knowledge of the 5 Rs, Maya
and her community worked
together to protect the
environment they cherished.
Through their actions, they
proved that even the smallest
individual efforts could make
a big difference in the fight
against non-biodegradable
materials. Together, they
embarked on a journey of
14
 sustainability, leaving behind
a legacy of stewardship and
responsibility for generations
to come

Developing
Understanding of the
The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
Key Idea/Stem
learners: learners: learners: learners to do the
activity.

15
1. What are some 1. How did Maya promote Guide Questions:
examples of hazardous the concept of "Reduce" in her
1.What are the potential How can proper waste
materials that are community, and what impact
health risks associated segregation practices
mentioned in the article? did it have?
with improper waste help in reducing the
disposal, such as amount of waste
dumping garbage in non- produced in the National
2.What are the possible 2. What did Maya and her
designated areas, as Capital Region?
negative effects of these friends do with the old tire
observed in the barangay
hazardous materials to they found in the forest, and
in Manila?
the environment and to how did it contribute to their
In what ways can urban
humans?” mission?
gardening contribute to
2.How can the reusing materials and
implementation of RA improving the
3. What might happen if 3.How will you segregate
9003, the Ecological Solid environment in the
we will not be conscious of these non-biodegradable
Waste Management Act of densely populated areas
the ingredients of the materials using 5Rs?
2000, be improved to of the National Capital
products we are using?
ensure better waste Region?
management practices in
The teacher will ask the Metro Manila
learners to bring pictures of households? From the assignment
the materials listed in the
The teacher will mention given in the previous
box.
that since these materials meeting, the teacher will
can be hazardous, we can To keep the attention of facilitate the sharing of
use their alternatives the learners, the teacher learners on the
instead. The teacher will will ask the learners to description of their
then show demonstration look for a partner and immediate surroundings
on: they will do the “fast talk”. or community in terms
of location, waste
● removing stain in segregation practices,
The learners will choose garbage collection, and
clothes using
who will be the barangay environmental
calamansi or
interviewer and the advocacies. Write Yes in
kamias extract A. Make a collage and group
interviewee before they the row to describe the
them as: location of the
● removing coffee start the “Fast Talk”

16
 stain using moist a. paper and cardboard community you live in
salt or baking soda or reside in.
b.plastics Items for the “Fast Talk”:
Community Yes/No
● Using toothpaste in c.glass Location
removing crayon
d.metals 1. Most “yucky” waste ___
mark Near a busy
e.textile 2. Attractive waste ______ road
● using vinegar as
3. Recyclable waste ______ Near the
disinfectant
4. Biodegradable or non- estero
1. biodegradable? Why? Near the
material
recovery
After the fun-filled activity facility
the teacher will ask the
following: Within the
heavily
populated
1. What is the so-called community
“yucky waste?” Why is Near a body
it that it is of water
undesirable? (river, sea)
2. What are the
attractive wastes?
Why is it attractive to Put a check mark in the
you? row that corresponds to
the schedule of garbage
3. Give examples of collection in your place.
recyclable waste.
4. Why are they called
recyclable? Garbage
Collection
5. Which one is easier to
manage, everyday

17
 biodegradable waste Every other day
or non-biodegradable
waste? Explain. Twice a week

Weekly

Others, please
specify

Put a check mark in the

row that tells the place
where you observe and
practice waste
segregation.

Waste
Segregation

House

School

Community

Put a check mark in the

row that shows the
environmental
advocacy/ies or
activities being
implemented/done in
your barangay.

18
 Environmental
Advocacy

Urban
Gardening

Clear-Up Drive

Waste
Segregation

Estero Clean
Up

River Watch
/Rehabilitation

Others, please
specify
_______________

19
Deepening The teacher will continue The teacher will ask the At this point, the teacher The teacher will process
Understanding of the the discussion leading to learners to group the will focus on the the answers in the
Key Idea/Stem the checklist that the materials below using a table importance of previous activity:
learners will accomplish to with the following headings.
handling materials
identify the number of
properly, specifically, the
hazardous materials a. To be Recycled Guide questions:
waste materials which
present in their homes.
b. To be Reduced may undergo burning and 1. Examine the answers
reactions with other in the table. What do
Hazardous Materials c. To be Recovered
materials to minimize the you notice about your
Checklist
d. To be Reused harmful changes they immediate environment
Put a check mark on the may undergo. and your classmate’s
materials present in the e. To be Refused
immediate environment?
household. Give the similarities and
The teacher will ask the differences.
following questions.
1.____ Liquid Bleach -
20
DANGER! - Causes severe 1. Where do you dispose
eye injuries. Can damage of or throw used
2. Using the information
the mouth, throat, and batteries?
from what you have
stomach. Vapor irritates
previously read,
the nose, throat, and
estimate the amount of
lungs. 2. What do you think will
waste generated per day
happen if the batteries are
in your house.
disposed of or thrown in
2.__ Toilet Bowl Cleaner - the waste bin together
DANGER! - Contains with the other wastes?
3. Compare the
hydrochloric acid which is
frequency of garbage
highly corrosive. Burns
collection in your group
the skin, mouth, and 3. Have you observed a
with the other groups.
throat. Causes blindness. bad smell from a pile of
What barangay has the
waste materials? What
3.____ Furniture Polish - regular garbage
causes the bad smell?
DANGER! - Contact with collection?
skin can dissolve vital
skin oils and cause severe
dermatitis (skin burns). 4. How can we prevent
4. Why do you practice
Can permanently injure this from happening?
waste segregation at
eyes. home?

5. What can you do to

4.____ Stainless Steel make the biodegradable
5. Where do most of you
Cleaner - DANGER! - waste useful?
practice waste
segregation? Explain
why.
It can burn the eyes and
skin. Its vapor can cause
headaches, dizziness, 6. Based on your
and stupor observations in your
place, what
environmental advocacy
5.____ Aerosol Dusting is most supported in
21
Spray - DANGER! - your area? Explain its
Flammable. Irritates the effect on your
eyes, lungs. 5,000 people neighborhood.
visit emergency rooms
each year with an aerosol
can-related injury. Note to the Teacher:
A Google drive sheet
may be created if the
6.____ Disinfectant
school has strong
Cleaner - WARNING! -
internet connectivity,
Contains flammable
and the learners have
propellants. Can burn
gadgets.
skin and cause permanent
corneal damage. Fumes
can strongly irritate the
nose, throat and lungs. For schools with low
bandwidth access, the
Powdered Bleach - teacher may use sheets
WARNING! - Breathing the or any material to
dust can produce asthma- facilitate a visual
like symptoms. Damages presentation of the
eyes and skin. Mixing it immediate environment.
with ammonia can Teachers’ creativity and
produce deadly fumes. innovativeness in
presenting the lesson are
encouraged.
7.____ Aerosol Air
Freshener - WARNING! -
Contains highly
flammable propellants.
Can cause moderate
irritation to the eyes. Can
cause mild to moderate
lung irritation, including
asthma-like symptoms.

22
8.____ Window Cleaner -
WARNING! - Can cause
moderate irritation and
damage to eyes. Fumes
can be moderately to
highly irritating to the
lungs. Can irritate the
skin.

9.____ All-Purpose Cleaner

- WARNING! - Strong lung
irritant. Can cause mild to
moderate damage to the
eyes. Fumes can cause
weakness and dizziness.

10._____Pesticides-
Warning: Exposure can
occur through inhalation,
skin contact, or ingestion,
leading to symptoms such
as headaches, dizziness,
nausea, and respiratory
issues.

11._____Motor Oil
Danger/Warning: Used
motor oil contains
hazardous substances
23
 such as heavy metals
(lead, zinc, cadmium)

The teacher will discuss

the tips to protect the
health of families and the
environment from the
harm caused by
hazardous materials.

1. Avoid household
products marked
“DANGER”.
2. Reduce the need for
pesticides.
3. Recycle motor oil.
4. Use less toxic cleaners.
5. Dispose of leftover
hazardous products
correctly

After/Post-Lesson Proper

Making The teacher will lead the The teacher will lead the The teacher will lead the The teacher will lead the
Generalizations and learners to state the learners to state the following learners to state the learners in realizing the
Abstractions following ideas by asking ideas by asking the following following ideas: following ideas:
the following questions. questions.
Highly populated areas
1. Why is it important to generate more waste
24
have an inventory of 1.Unsegregated waste than the low populated
hazardous materials at materials produce gases areas.
1.Describe non-biodegradable
home? with foul odors."
materials.
Ans. Inventory of
Ans. Non-biodegradable Waste segregation is not
hazardous materials at
materials are substances 2.Improperly disposed practiced regularly in
home helps us become
that do not break down or used batteries react with the household and
aware of the potential
decompose naturally over other materials, causing community.
harm they may cause.
time through the action of soil, water, and air
2. What are the microorganisms, bacteria, contamination.
benefits/disadvantages of fungi, or other biological The quality of air
having an alternative processes depends on many
product to a certain 3.Waste segregation factors, and one is
hazardous material? minimizes harmful location. If the area is
2. How can you group the changes in materials. near a busy road with a
Ans.
non-biodegradable materials? high population, the air
The use of alternative quality is affected.
Ans. Non-biodegradable
materials instead of 4. Composting makes
materials can be grouped
hazardous materials biodegradable waste
into plastic, glass, metal,
safeguards our health useful. During
textile, paper, and
and protects the composting,
cardboard. The environmental
environment while biodegradable waste
achieving the desired advocacy that is most
3.What can we do with non- reacts with air and water
results. supported has the
biodegradable materials? in the presence of
greatest impact in
microorganisms to
3. What are the simple Ans. Non-biodegradable reducing environmental
produce fertilizer.
ways to avoid the harmful materials can be recycled, degradation."
effects of hazardous reduced, recovered, reused
materials? and refused.
Ans. There are simple Note to Teachers:
ways to avoid the The learners’
harmful effects of generalization may vary
hazardous materials, based on their
such as avoiding immediate environment.
household products
25
 marked 'DANGER';
reducing the need for
pesticides; recycling
motor oil; using less
toxic cleaners; and
disposing of leftover
hazardous products
properly."

List one hazardous Read the following passage Put a check mark (/) in The teacher will
material, two alternatives, and answer the questions the box if the statement is motivate the learners to
and three tips to protect that follow. Choose the letter correct and X mark if the represent the
your family from the harm of the correct answer from the statement is incorrect. observations in their
of the hazardous material. options provided. immediate communities
or surroundings
 1. Improper disposal of through drawings,
Hazardous Altern Tips to In a busy city, non- used batteries is good statements, spoken
Material/ atives protect poetry, and others based
biodegradable materials for the environment.
your family
Product and overwhelm waste  2. Composting makes on talents and abilities.
environme management systems, the biodegradable waste
nt from the useful. Note: Please see the
worsening the burden on
harm of
 3. Waste segregation rubrics on the Answer
the landfills. Despite awareness
Evaluating Learning hazardous minimizes the harmful key
campaigns, many residents
material changes in materials.
continue to rely heavily on  4. During composting,
single-use plastics and the reaction among the Note to Teacher:
disposable items. biodegradable waste,
air, and water in the Let the learners choose
Recycling efforts fade due to
presence of the strategy or ways on
inadequate infrastructure and
microorganisms cause how they will present
indifference, leading to soil contamination. their output. This can be
widespread littering and  5. Properly segregated done per group.
pollution. waste produces foul
odor.
Local authorities struggle to
cope with the crisis, resorting Use the appropriate
to costly measures like rubric based on the

26
incineration, which further manner the learners
contribute to air pollution and present their output.
greenhouse gas emissions.
The once clean environment
becomes full of plastic waste, Please give more weight
clogging waterways and on the lesson objectives
endangering wildlife. and the process the
learners underwent in
Efforts to reduce non-
making their outputs.
biodegradable waste face
numerous obstacles, from
resistance to behavioral
change to economic The groups’ output
constraints. Without urgent should be preserved for
intervention and collective the next day’s class.
action, the city faces a big Note: The activity will be
challenge to decrease the done by group
proliferation of harmful
materials and lessen the
environmental consequences.

1. Based on the story, what

increases the problem of
wastes?
a. landfills full of
biodegradable materials
b. landfills full of non-
biodegradable
c. residents heavily rely on
the use of single-use
plastics and disposable
items

27
 d. residents are using
recyclable materials

2. Why do the city recycling

efforts fade?
a. due to inadequate
infrastructure
b. due to costly measures
like incineration
c. due to obstacles and
resistance
d. due to the proliferation
of harmful materials
3. What immediate
environmental problem is
caused by non-biodegradable
materials such as plastics
wastes?
I. air pollution
II. water pollution
III. land pollution
IV. clogging waterways
V. endangering wildlife
a. I & II
b. II & III
c. III & IV

28
 d. IV & V
4. What simple change can
bring a positive impact on
their problem on non-
biodegradable materials?
a. clean-up drive
b. refusal of single-use
plastics and disposable
items
c. reusing plastic bottles
d. use of eco bag
5.What is one of the main
challenges faced by the city in
managing non-biodegradable
waste?
a. Lack of public
awareness campaigns
b. Insufficient recycling
infrastructure
c. Overdependence on
composting
d. Excessive use of
renewable materials

Additional Activities The teacher can ask the Document your Interview members of
for Application or students what they will participation in waste the family about their
Remediation (if change in their lifestyle or segregation at home and ideas and/or opinion on
applicable) what measures they will in school. It can be as a the different barangay
observe to minimize their journal entry or photo environmental
non-biodegradable waste. advocacies in your
29
 documentation. community.

Note: The learner may

present this in video,
written form, or in any
ways the learner can
express to communicate
the results of the
interview.

Remarks

Reflection

ANSWER KEY

30
 DAY 1 DAY 2 DAY 3 DAY 4
Activity 1.1 Activity 2.1 Activity 3.1 Activity 4.1
1.What are some examples of 1. How did Maya promote the 1.What are the potential health 1.Cite examples of practices in
hazardous materials that are concept of "Reduce" in her risks associated with improper your community to address
mentioned in the article? community, and what impact did waste disposal, such as dumping environmental issues and
it have? garbage in non-designated areas, concerns.
Answers:
as observed in the barangay in
Maya advocated for reducing a.Proper Waste Segregation:
Pesticides Manila?
waste by encouraging vendors in Households and schools
Paints and solvents the market to use biodegradable a. Dumping garbage in non- separate their waste into
packaging or sell produce designated areas can lead to the biodegradable and non-
Household cleaners spread of diseases like dengue biodegradable bins to facilitate
without wrapping.
Polishes and waxes fever. recycling and proper disposal.

Automotive products b. Waste piles attract pests such b.Urban Gardening:

2. What did Maya and her as rats and insects, which can Community members
friends do with the old tire they carry diseases. participate in urban gardening
found in the forest, and how did projects, planting vegetables
2.What are the possible negative it contribute to their mission? c. Improper waste disposal can
and flowers in small spaces,
effects of these hazardous contaminate water sources, such as balconies and
materials to the environment and affecting health rooftops, to promote greenery
to humans?
Maya and her friends repurposed 2.How can the implementation of and improve air quality.
Environment: the old tire into a colorful flower RA 9003, the Ecological Solid
planter, symbolizing creativity c.Clean-Up Drives: Regular
Waste Management Act of 2000, community clean-up drives
Air Pollution: Harmful chemicals
be improved to ensure better are organized to pick up litter
released into the air can degrade
waste management practices in from streets, parks, and
air quality and contribute to
3.How will you segregate these Metro Manila households?
atmospheric pollution. public spaces, helping to keep
non-biodegradable materials
a. Teach people about proper the environment clean.
Water Pollution: Contaminants using 5Rs?
waste segregation and disposal. d.Estero-Watch: Local groups
from these products can enter
Reduce:
water sources, such as rivers and b. Ensure strict rules and monitor waterways (esteros) to
oceans, harming aquatic plants a. Avoid purchasing products penalties for illegal dumping. ensure they remain clean and
and animals, and potentially with excessive plastic packaging. free of pollutants, preventing
disrupting entire ecosystems. b. Encourage vendors and c. Provide more recycling centers water contamination and
and composting options.
manufacturers to use
31
Land Pollution: Improper biodegradable or minimal d. Ensure consistent and reliable flooding.
disposal or spillage can lead to packaging. garbage collection services.
e. Pasig River
soil contamination, habitat loss,
Reuse: Rehabilitation: Involvement
and adverse effects on land-
in the Pasig River
dwelling organisms. a.Repurpose old jars as storage Activity 3.2
rehabilitation projects, such
containers, convert broken
Humans: Question: Where do you dispose as tree planting along the
furniture into creative home riverbanks and removing
of or throw used batteries?
Health Risks: Exposure to decor, or use fabric scraps for debris from the river, to
harmful chemicals can cause DIY projects. Used batteries should be disposed
restore its natural state.
immediate health issues like of at designated battery recycling
respiratory problems, skin Recycle:
centers or drop-off locations.
irritation, and long-term effects a.Sort and process non-
Question: What do you think will 2.Based on the general
such as chronic illnesses or biodegradable waste materials so happen if the batteries are description of the National
cancers. they can be remade into new disposed of or thrown in the waste Capital Region, what similar
Bioaccumulation: Certain products. bin together with the other issues does your
chemicals can accumulate in the b.Collect and separate glass, wastes? place/location experience?
human body over time, plastic, and paper, then take a. Like the NCR, our
potentially leading to serious
these items to a recycling center community generates a
health conditions. Answer: If batteries are disposed
or participate in community significant amount of waste
Indirect Effects: Contamination recycling drives. of in regular waste bins, they can daily, leading to challenges in
of food and water sources can end up in landfills where they waste management.
Recover: may leak harmful chemicals into
lead to ingestion of harmful
a.Extract useful substances or the soil and groundwater. b. With many buildings and
substances.
cemented areas, there is a
energy from non-biodegradable Question: Have you observed a lack of open spaces for
waste. bad smell from a pile of waste planting and vegetation,
3. What might happen if we will materials? What causes the bad
b. Turn an old tire into a flower impacting air quality and
not be conscious of the
planter, use waste-to-energy smell? extreme heat.
ingredients of the products we
processes to convert plastic Yes, the bad smell from a pile of
are using? c. The high number of vehicles
waste into fuel, or create art waste materials is caused by the on the roads contributes to air
pieces from discarded materials. decomposition of organic matter pollution, affecting the health
a. Lack of awareness and proper Refuse: such as food waste. This process of residents.
management can lead to higher produces gases like methane and
d. Waterway Pollution: Local
levels of pollution in air, water, hydrogen sulfide, which
32
and soil, exacerbating a.Avoid using non-biodegradable contribute to the foul odor. rivers and streams often suffer
environmental degradation. materials altogether. from pollution due to improper
Question: How can we prevent
waste disposal and industrial
b. Continuous exposure to b.Say no to single-use plastics, this from happening?
activities, like the issues faced
harmful chemicals without such as straws, bags, and
To prevent bad smells from waste by the Pasig River.
knowledge can lead to chronic utensils.
materials, proper waste
health issues and reduced
quality c. Persistent and non- c.Choose products made from management practices should be
sustainable materials, and implemented. This includes Activity 4.2
biodegradable chemicals can
disrupt ecosystems, leading to support businesses that prioritize separating organic waste for Answers may vary
loss of biodiversity and ecological environmentally friendly composting.
imbalances. practices.
Question: What can you do to
d. Greater environmental make the biodegradable waste
contamination can result in useful?
Activity 2.2
increased regulatory measures Answer: Biodegradable waste can
and cleanup costs, burdening Collage will be rated by the
be composted to produce
society and the economy teacher using the rubrics below
nutrient-rich soil conditioner for
gardening and agriculture.

✔
Activity 1.2
1. 1.What is the so-called “yucky

2. ✔ waste?” Why is it that it is

✔
undesirable?
3.

✔
"Yucky waste" is food/kitchen
4. waste. It is undesirable because it

5. ✔ can rot, smell bad, and attract

pests.

✔
a. Paper and Cardboard
6. Newspapers

7. ✔ Magazines 2.What are the attractive wastes?

8. ✔ Cardboard
Why is it attractive to you?

9. ✔ Boxes
Attractive wastes are glass
bottles. They are attractive

33
10. ✔ Junk mail

✔
because they can be shiny and
colorful.
11. Packaging materials (if made of
paper)
Food containers (if made of paper 3.Give examples of recyclable
or cardboard) waste.
b. Plastics Examples of recyclable waste
Plastic bottles include plastic bottles, paper,
glass bottles, and metal cans
Containers (if made of plastic)
Bags (plastic)
Packaging materials (if made of
plastic) 4.Why are they called recyclable?
Disposable utensils They are called recyclable because
they can be processed and turned
Food containers (if made of
into new products instead of being
plastic)
thrown away.
c. Glass
5.Which one is easier to manage,
Glass containers
biodegradable waste or non-
Bottle jars biodegradable waste? Explain.

d. Metals Biodegradable waste is easier to

Aluminum cans manage because it breaks down
naturally over time, reducing the
Tin cans
amount of waste in landfills. Non-
Steel biodegradable waste, like plastics,
takes a long time to decompose
Metal packaging materials
and can harm the environment.
Food containers (if made of
metal)
Computers (metal components)

34
Televisions (metal components)
Cell phones (metal components)
Kitchen appliances (metal
components)
e. Textile
Old clothing
Linens
Towels
Other textile products

Activity 2.3
Recyclable
Newspapers
Magazines
Cardboard
Boxes
Packaging materials (if they are
made of paper, plastic, or metal)
Junk mail
Plastic bottles
Containers (plastic, glass, or
metal)
Aluminum cans
Tin cans

35
Steel
Glass containers
Bottle jars
Food containers (if they are made
of recyclable materials)
Metal packaging materials
Computers
Televisions
Cell phones
Kitchen appliances

Reduced
Packaging materials (minimize
the use of excessive packaging)
Disposable utensils (reduce use
by opting for reusable options)
Junk mail (opt out of
unnecessary subscriptions)
Old clothing and other textile
products (reduce purchasing by
reusing or repurposing)

Recovered
Metal packaging materials (can
be processed to extract valuable

36
metals)
Food containers (if they contain
certain types of recyclable plastic
or metals)
Electronics (computers,
televisions, cell phones, and
kitchen appliances can be
processed to recover valuable
components and materials)

Reused
Cardboard (reuse for storage or
crafts)
Boxes (reuse for storage or
moving)
Containers (reuse for storage,
planting, or crafts)
Bags (reuse for shopping or
storage)
Bottle jars (reuse for storage or
crafts)
Old clothing, linens, and towels
(reuse as rags, crafts, or donate
to charity)

Refused
Disposable utensils (opt for
reusable utensils instead)

37
 Single-use packaging materials
(choose products with minimal or
no packaging)
Junk mail (opt out of
unnecessary subscriptions)

Rubrics for the assessment on Activity 2.2

Criteria 4 3 2 1

Content Content is clear, detailed Content is clear and Content is somewhat Content is unclear or
and highly relevant relevant with some clear and relevant but irrelevant
details lacks details

Creativity Demonstrated Demonstrates good Demonstrates some Lacks creativity and

exceptional creativity and creativity and originality creativity and originality originality
originality

Presentation Presentation is highly Presentation is engaging Presentation is somewhat Presentation is not

engaging and well- and organized engaging and organized engaging and
organized disorganized

38
Participation Shows outstanding effort Shows good effort and Shows some effort and Shows minimal effort
and participation participation participation and participation

39