Process

Steps

Note: time, etc.

Preparation for learners to participate in the activities

1. Group work set up
2. Check learning materials

1. Learners in groups with about 5-6 members each group
2. Choose leader of group
3. Checking your materials mentioned above + activity worksheet + evaluation sheet

1. In classroom or  laboratory 
2. 10 minutes

Activities:
Step by step guidance for learners (incl. questions, and expected answers)
-    Group work to clean oil spills

The tasks : cleaning oil spills

1. Doing experiments as given in the following pages
2. Observations and Inferences
3. Answering questions  
4. Generalization

1. in laboratory
2. 25 minutes

Expected Results
-    The results of experiment
-    Presentation

Present the result of experiments

1. in classroom
2. or laboratory
3. 20 minutes

Subject Matter area

Science

Time duration

Topic

Water Pollution

Grade Level

3

Specific concepts covered in the lesson

• How Pollutants Alter the Properties of Water

Human values addressed

• Protecting oneself and the environment
• Consciousness on water pollution

Lesson objectives

By end of the lesson, learners should be able:

• To identify the different compounds that alter the properties of water
• To describe how water reacts when mixed with these compounds
• To identify the chemical properties of water through the chemical changes it undergoes.

Materials needed

• Activity materials: 8 small clear bottles, water, 8 plastic tablespoons, waste cooking oil, marker pen, vinegar, table salt, food coloring, ashes, baking soda, leaves or wood chips.                             
• pictures of polluted and unpolluted water source

Teaching-Learning Steps:

 120 min

Introductory or Motivational activities

• What are the properties of a water resource that make it uniquely suited to support life? Show pictures of non-polluted water resource/s.(See Attachment 6.F.2.I)
• Compare a non-polluted water resource with a polluted water resource/s.  Show pictures of polluted water resource/s.(See Attachment 6.F.2.2)

10 mins

Pre-activity

• Divide the class into groups and prepare all the materials to be used in the activity.  If there are not enough equal-sized bottles available, you may use transparent drinking glass instead.
• Set standards to be employed during the activity proper.
• Briefly review on the precautions and laboratory techniques.

15 mins

Lesson proper

Step 1: Activity Proper

• Perform the activity entitled “Water Mix-Mix”. (See Attachment 6.F.2.3

• Make sure you remind the learners to answer the questions followed.

35 mins

Step 2: Post Activity Proper

• Which observations showed that materials can
• change the color of water?

Answer:  food coloring, ashes, and used cooking oil change the color  of water, vinegar, table slat, and baking soda make the water less clear or cloudy depending on the amount added; oil forms a layer on water. 

• change the smell of water?

Answer: The change in smell of water is very distinct in vinegar.

• make the taste of water better? bad?

Answer: Vinegar and salt drastically change the taste of water.  Food coloring, if flavored will change the taste of water too.

• change the way water feels?

Answer: Oil can make water feel slippery and sticky.  Ashes and leaves can make water feel gritty because of the presence of very tiny solid particles.

• produce new materials with water?

Answer: Water reacts with baking soda to form bubbles of carbon  dioxide gas.  Some components of ashes like potassium oxide and sodium oxide react with water to form bases such as potassium hydroxide and sodium hydroxide.

• Name some other materials that can
• change the color of water.

        (Answers may vary)

• make the smell of water better, awful, or repulsive.

        (Answers may vary)

• make the taste of water better; bad.

        (Answers may vary)

• change the way water feels.

        (Answers may vary)

• produce new materials with water.

         (Answers may vary)

20 mins

Additional Information:

• Water when pure is colorless, transparent, odorless, tasteless.
• Water is a chemical, it reacts with other substances producing new materials.
• Water is called the “universal solvent” because it can dissolve more substances than any other liquid.

5 mins

Generalization

• Some materials like salts, acids, and bases are soluble in water, thus changing the properties of water.
• Some materials not only dissolve but also react with water producing new materials.

5 mins

Linkage with human values:

Pollutants such as organic wastes, garbage, oil, chemicals, and other toxic substances makes the water unfit for its intended purpose.  Due to man’s carelessness and improper waste management, our bodies of water have become polluted.  Just like the wrong virtues and values that most people acquire from outside sources, it will also pollute one’s personality and makes someone useless and worthless. Do not let these wrong virtues be added and absorbed by our life.

Closure

End the session by asking learners to give their insights on the following statement made by Rene Dubois, a world renowned biologist.
“We will destroy our lives by producing more useless, destructive energy to make more and more needless things that do not increase the happiness of people.”

15 mins.

Assessment / Evaluation

List down chemical substances that can alter the properties of water.

• home
• markets
• hospitals
• factories
• farms

15 mins

Process

Steps

Note: time, etc.

Preparation for learners to participate in the activities

• Group work set up
• Check learning materials

• Learners get into groups
• Choose leader of group
• Checking your materials mentioned above + activity worksheet + evaluation sheet

• In class­room or  laboratory 
• 15 minutes

Activities:
Step by step guidance for learners (incl. questions, and expected answers)
-   Group work to study some pollutants that can change the properties of water

• The tasks : investigating which pollutants that can change the properties of water.
• Doing experiments as following procedures.
• Observations and Inferences
• Answering questions  
• Generalization

• in laboratory
• 35 minutes

Expected Results

• The results of experiment
• Presentation

Present the result of experiments

• in classroom
• or laboratory
• 20 minutes

Properties

Observations

water

vinegar

cooking oil

table salt

baking soda

food coloring

ashes

leaves

Color

Smell

Taste

Feel

Properties

Observations

water

vinegar

cooking oil

table salt

baking soda

food coloring

ashes

Leaves

Color

Smell

Taste

Feel

Subject Matter area

Makabayan

Time duration

Topic

Water as a Basic Need of Man

Grade Level

3

Specific concepts covered in the lesson

• Water is one of the basic needs of man. We should learn to use it wisely.
• Water from the rivers, lakes, and seas gives us many things. The food that we eat like fish, crab, shells and shrimps come from these water sources.
• We use water for cooking, drinking, washing, and even taking a bath.
• Waterways are used to transport people and goods from one place to another.
• We need to conserve water to continually enjoy the benefits that it gives.
• We should keep water sources clean.
• Planting more trees help maintain the water cycle and preserve water sources.

Human values addressed
Human values addressed

• Water is one of the basic needs of man without which we will not survive. As such, we need to conserve it and always ensure that it is clean.
• Learn about the different ways of using water wisely and practice these in our daily lives.
• Whatever we take away, we should give back. We use water everyday; in return we should conserve it to fully enjoy the bounty of nature.

Lesson objectives

• Cognitive:

To explain the importance of water as one of the basic needs of man. Enumerate the different ways by which we can conserve water.

• Affective:

To appreciate the value of water and put into practice the different ways of conserving water.

• Psychomotor:

To make a poster or slogan on conserving water.

Materials needed

• Jumbled letters for the puzzle games
• A composition about water (maybe sang to the tune of “Paruparo’ng Bukid” or read as a poem; written in Filipino and English)
• Pictures on the uses of water

Teaching-Learning Steps:

120 min

Introductory or Motivational activities

• Preparatory activities: prayer, greetings, checking of Assignments

5 mins

Review

• Form a word from the jumbled letters. The words formed are taken up from the last lesson.

ODOF – the most important basic need of man. Without it, man will die.
IOLNAMARTINUT – cause by lack of nutritious food to eat.

• Why do we need food?
• What kind of food should we eat?
• What should we do so that we will always have fruits and vegetables?

5 mins

Motivation
The learners will be asked to study the composition, entitled “Tubig ay Tipirin” (Conserve Water as on Attachment 6.F.3.1). This maybe sang to the tune of “Paruparo’ng Bukid”, a Philippine folksong, or be read as a poem. The teacher may also use any song related to water.

15 mins

Lesson proper

• Develop the lesson/ concepts through the use of pictures (See Attachment 6.F.3.2) that show the different uses of water in our daily lives.
• Let the learners discuss the pictures. Ask them how we can conserve water based on the pictures.
• Group the learners. Let the learners discuss the reasons why there is a scarcity of water and the ways to solve this. Place the answers using the matrix below.

35 mins

Table 6.F.3.1.  Ways to solve water scarcity

• Group the learners again. Ask them to discuss the importance of water in our daily lives and other ways by which we can conserve it. Use the matrix below to present their answers.

Table 6.F.3.2.  Water problems and ways to conserve

• Let the learners present their work through reporting.

Closure

Learners in their respective groups should do the following:

• Ask the learners to work in groups and make a poster or a slogan with these themes:
• Water conservation
• Planting trees help maintain the water cycle and preserve water sources.
• Ask the learners to write an essay individually about the importance of water in our daily lives.

30 mins.

25 mins.

Assessment / Evaluation

Observation and test (See Attachment 3)

5 mins

Subject Matter area

Science and Health

Time duration

Topic

Using Physical Change

Sub-Topic

Distillation

Grade Level

5

Specific concepts covered in the lesson

• Distillation involves reversible stages of phase change. Distilled water, for example, is made by vaporizing water into steam and then condensing the steam back to water. The distillation of only one substance is called simple distillation.
• Distillation is a method of retrieving a pure substance from a mixture. It is one way of extracting, for instance, the essence of flowers in the production of perfumes and colognes.
• Distillation is a method of retrieving a pure substance from a mixture. It is one way of extracting, for instance, the essence of flowers in the production of perfumes and colognes.
• Simple distillation of water is nature’s way of maintaining balance in the environment. This is called the water cycle. Liquid water is vaporized through the combined action of evaporation and transpiration. Water vapor forms clouds. When the clouds are cooled, these condense back to water and fall as rain.
• Distillation is also used to separate a mixture of different liquid substances. Since liquid substances have different boiling points, these can be separated from their mixtures through distillation at different temperatures. This is called fractional distillation. 

Human values addressed

• Right Conduct
• Maturity
• Raising our Standard of living
• Truth and Honesty
• Self-discipline and Cleanliness
• Fear of God
• Thriftiness and Economy
• Awareness in water conservation

Lesson objectives

• Cognitive:

To describe how water is purified using physical change to improve the environment.

• Psychomotor:

To use physical change to protect and improve the environment.

• Affective:

To relate distillation of water to purification of oneself as a sign of maturity. As we mature, we learn many things and we change for the better.  

Materials needed

• Activity materials: simple distillation apparatus, colored water, salt, alcohol burner
• Reading materials
• Activity Worksheet
• Evaluation sheets

Teaching-Learning Procedures:

90 min

Introductory or Motivational activities

• Greetings

            Checking of Attendance
Checking of Assignments

5 mins

Pre-activity

• Review

  By asking:
-    What is the boiling point of pure water?
-    How does a solute affect the boiling point of water?

• Set standards to be employed during the activity proper.
• Briefly review on the precautions and laboratory techniques.

5 mins

• Motivation:

There was a time when men drink from the rivers and lakes. When population increased, so did pollution. The rivers and lakes became the catch basins of water. Then the water pump was invented. (Demonstrate a lift pump or force pump.) Water from the pumps was more potable because it was filtered through layers of clean soil. But these advances in science and technology caused more pollution until water from the pumps became less and less potable. New methods of water purification were invented until someone thought of bottling mineral and distilled water. Today, more and more people are drinking bottled water.
By asking:

• How many of you are drinking bottled water?
• How many glass of water do you drink daily?
• Is it safe to drink water from the rivers and lakes?
• How can you help maintain the cleanliness and purity of water to improve the environment?

Through modern technology, mineral and distilled water are now available everywhere to supply our need for potable water

10 mins

Lesson proper

• Distribute to the learners the reading material about “Using Physical Change.” (Attachment 6.F.4.1)
• Let the learners read the material silently before starting the discussion about it.  Remind them the Standard for Silent Reading.
• Sit well.
• Hold the reading material with both hands.
• Read with your eyes and do not move your lips.
• Do not point to the word.
• Do not move your head.
• Understand what you read.
• Explain that distillation involves reversible stages of phase change. Ask: How is water distilled?
• Say that this type of distillation is called simple distillation because it involves the distillation of only one substance.
• Simple distillation of water is nature’s way of maintaining balance in the environment. This is called water cycle. Describe the water cycle.

(Answer: Water cycle is a physical process involving a number of phase changes. It is the process by which water in the oceans or land evaporates into the air, is transported by winds, condenses as rain and the other forms of precipitation, nourishes the land, and eventually returns to the sea, in the rivers and groundwater.)

• Distillation is also used to separate a mixture of different liquid substances. Since liquid substances have different boiling points, these can be separated from their mixtures by distilling them at different temperatures.

             Ask: What is this distillation called?
(Answer: Fractional Distillation)

• In your activity, you will distill water with the use of a simple distillation apparatus.

10 mins

Enhancement Activity:

• Distribute the activity worksheets. (See Learners Activity Worksheet - Attachment 6.F.4.2)
• Perform the activity for enrichment.

45 mins

Linkage with human values:

• A person learns to use water wisely in order to practice thriftiness and economy. This is a sign of maturity. When the proper use of clean water becomes a habit, it may raise our standard of living.
• In our lives, we also undergo purification as we change from one state to another. This is the maturing process. We learn as we grow and we change for the better. We try to be God-fearing, by practicing truth and honesty just like paying our monthly water bills wisely and religiously. By doing so, we raise our standard of living.
• Water is pure. Let us maintain the purity of water .Have a pure mind, so that we can share and sustain the purity of water.
• By asking:
• How do you show your concern to water?
• How can you help conserve water?
• As a matured individual, how can you relate distillation of water in your daily living?

10 mins

Closure

Teacher emphasize about the use of  distillation for purifying water

2 mins.

Assessment / Evaluation

Evaluation:
Every learner is provided with a separate evaluation sheet of the test to be given. This will measure their achievement level of the day’s lesson. (Attachment 6.F.4.3)
Assignment
Read the lesson about Purification of drinking water.(Attachment 6.F.4.4)  

8 mins

Steps

Note: time, etc.

Preparation for learners to participate in the activities

1. Group work set up
2. Check learning materials

1. Learners in groups with about 5-6 members each group
2. Choose leader of group
3. Checking your materials as below:
4. Simple Distillation Apparatus
5. Colored Water
6. Salt
7. Alcohol burner
8. Reading materials
9. Activity Worksheet
10. Evaluation sheets

1. in classroom or laboratory 
2. 5 minutes

Activities:
Step by step guidance for learners (incl. questions, and expected answers)
-    Group work to purify water by distillation

The tasks : Purify water using the distillation method:

1. Fill one-third of the test tube boiler with colored salt water. Immerse the condenser test tube in a plastic cup of cold water. Plug the rubber stopper of the delivery tube into the boiler and insert the glass tubing into the condenser.
2. Heat the colored salt water to boiling
3. Observations and Inferences:
4. What is the color and taste of the water that drips from the glass delivery tube?  
5. What can you infer from these observations?
6. What phase changes take place in distillation?
7. Why is distillation a physical change?  
8. Generalization

1. in laboratory
2. 25 minutes

Expected Results
- The results of experiment
- Presentation

Present the result of experiments and answer the questions

1. in classroom or laboratory
2. 15 minutes