This is the Science 4 Quarter 1 Module 4 self-learning module, “Changes in Materials that are Useful and Harmful to one’s Environment,” prepared by DepEd Region V (First Edition, 2020). It is written for Grade 4 learners studying at home or in class. After working through its two lessons, learners can tell which changes in materials help the environment, explain how harmful changes pollute land, water, and air, and suggest ways to prevent or reduce that harm.
What learners will learn
After going through this module, learners are expected to:
- identify changes in materials that are useful and harmful to the environment;
- describe the harmful effects of changes in materials on the environment; and
- suggest ways of preventing or minimizing the harmful effects of changes in materials on the environment.
Lessons in this module
- Lesson 1: Changes in the Materials that are Useful or Harmful to the Environment. Learners sort everyday changes, such as burning tires or turning cloth into handkerchiefs, into useful and harmful ones. They also learn how pollution affects land, water, and air.
- Lesson 2: Harmful Effects of the Changes in the Materials to the Environment. Learners look closely at harmful changes, such as smoke-belching vehicles, factory smoke, and garbage in rivers. They learn the 5R’s of Responsible Waste Management as a way to prevent harm.
Useful and harmful changes in materials
Materials in the environment change to suit people’s needs. Some changes are useful, and some are harmful. The module explains that a change is harmful when it causes pollution of water, land, or air.
| Useful changes (module examples) | Harmful changes (module examples) |
|---|---|
| Cutting a piece of cloth into a handkerchief | Burning old tires and plastics |
| Cutting fabric into clothes | Throwing kerosene and detergents into the sewage |
| Cutting and shaping wood into a chair or table | Throwing toxic waste into rivers and on land |
| Changing wood into charcoal for cooking | Cutting down trees |
| Using old tires as flower pots | Dumping garbage on a vacant lot |
How pollution affects land, water, and air
- Land: Soil dumped with bottles, plastics, toxic waste, and factory chemicals becomes polluted. It becomes a breeding place for flies, cockroaches, and rats that carry disease germs, and plants cannot grow well in it.
- Water: Rivers dumped with garbage and household, industrial, and chemical waste become polluted. Drinking contaminated water can make people sick, and polluted water kills fish and water plants.
- Air: Smoke from factories and vehicles, ashes, and dust pollute the air. This can cause skin itchiness, lung infections, cancer, and other respiratory diseases.
Burning garbage such as plastic and rubber releases dangerous toxic chemicals. The module recommends waste segregation and the 5R’s to reduce this harm.
Cutting down trees (deforestation) lowers air quality, makes temperatures rise, affects rainfall and weather patterns, and causes soil erosion. The module links it to the loss of wildlife, floods, drought, and global warming. Its solution is reforestation, or planting trees.
The 5R’s of Responsible Waste Management
Lesson 2 gives practical examples for each of the 5R’s:
- Reduce: buy items in refillable containers, use an eco bag, cloth bag, or native basket instead of plastic bags, and avoid disposable or single-use products.
- Reuse: donate or sell reusable items, use both sides of paper, and buy durable food containers instead of foil and plastic wrap.
- Recycle: sell used newspapers and writing pads or bring them to paper mills, and turn used bottles, tin cans, and rubber tires into useful things.
- Repair: have appliances, equipment, and furniture repaired or refurbished instead of buying new ones.
- Rot: set up a compost pile or compost pit for yard trimmings and biodegradable waste such as fruit and vegetable peelings.
How to use this module
The module follows the usual self-learning module parts: What I Know (pretest), What’s In, What’s New, What is It, What’s More, What I Have Learned, What I Can Do, Assessment, and Additional Activities. Answer keys for the activities and tests are at the end.
- Learners: Start with the pretest, then go through each part in order. Write all answers in your Science notebook, not on the module, and copy the tables as shown. Check your work honestly with the answer key after you finish.
- Parents: Help your child with the real-life tasks, such as making a poster about caring for the environment or making a new product from recycled materials (the learner chooses one of these two additional activities).
- Teachers: Many items, like Activity 2 “I Can Do Something” and the What I Can Do questions, have open answers (“pupils’ answers may vary”), so plan time to review them. Some parts of the answer key do not match the questions, so check the key before using it for grading.
Frequently asked questions
What grade and quarter is this Science module for?
It is for Grade 4 Science, Quarter 1, Module 4. It was published by DepEd Region V as a First Edition in 2020.
What are the two lessons in this module?
Lesson 1 covers changes in materials that are useful or harmful to the environment. Lesson 2 focuses on the harmful effects of those changes and how to prevent them with the 5R’s.
What makes a change in materials harmful?
According to the module, a change is harmful when it causes pollution of water, land, or air. Examples are burning old tires and plastics, cutting down trees, and throwing waste into rivers.
What are the 5R’s taught in the module?
The 5R’s of Responsible Waste Management are Reduce, Reuse, Recycle, Repair, and Rot. The module gives examples for each, such as using eco bags and making a compost pit.
Does the module have an answer key?
Yes, answer keys for both lessons are at the end of the module. Some activities have open answers, and teachers should double-check parts of the key that do not match the questions.
Full text of the module
The text below is a transcription of the PDF above, as printed.
CO_Q1_Science 4_ Module 4
Science
Quarter 1 – Module 4: “Changes in Materials that are Useful and Harmful to one’s Environment”
[illustration: students and a teacher studying outdoors and at a table, with a globe and a lamp]
CO_Q1_Science 4_ Module 4
Science – Grade 4
Alternative Delivery Mode Quarter 1 – Module 4: “Changes in Materials that are Useful and Harmful to one’s Environment” First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – Region V
Office Address: Regional Center Site, Rawis, Legazpi City 4500 Telefax: 0917 178 1288 E-mail Address: region5@deped.gov.ph
Development Team of the Module
Author: Eleanor C. Caparros Editors: Noel V. Ibis, Christian M. Espiritu Reviewer: Chozara P. Duroy Illustrator: Jotham D. Balonzo Layout Artists: Jogene Alilly C. San Juan, Sharon Rose S. Boguen Management Team: Gilbert T. Sadsad, Francisco B. Bulalacao Jr., Grace U. Rabelas, Ma. Leilani R. Lorico, Emma T. Soriano, Amy B. Dumail
Science
Quarter 1 – Module 4: “Changes in Materials that are Useful and Harmful to one’s Environment”
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
What I Need to Know
[illustration: target with arrow icon]
Different materials in the environment change. The consequences or effects of such changes may either be beneficial or harmful to the environment. This lesson is designed to help you better understand the changes in different materials and their effects to the environment. The activities will help you use the process skills for you to become more aware of the things that are happening in your surroundings.
This module will focus on:
- Lesson 1 – changes in the materials that are useful or harmful to the environment; and
- Lesson 2 – the harmful effects of the changes in the materials to the environment.
After going through this module, you are expected to:
- identify changes in the materials that are useful and harmful to the environment;
- describe the harmful effects of the changes in the materials to the environment; and
- suggest some ways of preventing/minimizing the harmful effects of the changes in the materials to the environment.
What I Know
[illustration: pencil icon]
A. Directions: Draw a happy face ( [illustration: happy face] ) if the following statements show useful changes in the materials in the environment, and a sad face ( [illustration: sad face] ) if the changes brought in the materials are harmful to one’s environment.
______1. burning of tires ______2. growing of new trees ______3. increase in soil fertility ______4. increase in food production ______5. cutting fabric made into clothes ______6. cutting of cloth made into handkerchief ______7. empty plastic bottles dumped into rivers ______8. changing wood into charcoal for cooking ______9. increasing supply of water to towns and cities ______10. cutting and shaping of pieces of wood into chair
B. Directions: Write YES if the statement is correct and NO if it is not. Write your answer in your notebook.
______1. Avoid buying disposable items. ______2. Donate or sell reusable items. ______3. Buy items in refillable containers. ______4. Cutting down of trees brings good effects to the environment. ______5. Do not throw away newspaper or used writing pads. Sell them or bring them to paper mills which can turn them into usable paper again.
What a good try!
Lesson 1
“Changes in the Materials that are Useful or Harmful to the Environment”
Different materials are found in the environment. They undergo changes in their properties to suit the needs of the people. Some of its changes may be harmful or useful.
How do materials undergo changes? How do these changes affect us? In this module you will learn the possible changes on different materials, whether they will be useful or harmful.
What’s In
[illustration: puzzle-piece icon]
A. Directions: Analyze the statement carefully. Write TRUE if the statement is correct, and FALSE if it is not. Write your answers on your science notebook.
- Some solid materials completely dissolve in liquid materials.
- Solid materials cannot be mixed/combined with liquid materials.
- All solid materials spread out evenly in the liquid materials, but some do not.
- Some solid materials settle at the bottom of the container, while others stay within the liquid.
- When mixed with liquid, some solid materials changed their size, shape and color but some do not.
B. Directions: Describe what will happen if you combine the following mixtures. In your Science notebook, write CM for completely mixed and NCM for not completely mixed.
flour and oil – __________
water and salt – __________
sugar and alcohol – __________
vetsin and vinegar – __________
detergent powder and water – __________
That’s good! Keep on Trying! I knew you could do it!
What’s New
[illustration: seedling icon]
To proceed to the other activities, you have to perform the different exercises below. Record your answers in your Science notebook in table form as shown in this module.
Activity 1: “Changes in Materials: Useful or Harmful”
Directions: Identify whether such changes in the materials listed in column 1 in the given table are useful or harmful to the environment by putting a check mark (√) on the proper column.
| Changes in the Materials | Effect of the changes of the materials to the environment: Useful | Effect of the changes of the materials to the environment: Harmful |
|---|---|---|
| cutting of trees | ||
| burning of old tires | ||
| burning of plastics | ||
| shaping of woods into tables | ||
| throwing of toxic waste into rivers and land | ||
| cutting of piece of cloth into handkerchief |
Activity 2. “I CAN…”
Set A
What to Do:
- Examine the pictures below.
- Copy the table in your notebook as shown in this module.
- Identify each material whether it is harmful or useful to the environment.
[illustration: empty container of milk, crumpled] empty container of milk
[illustration: broken bulb] broken bulb
[illustration: empty container of shampoo] empty container of shampoo
[illustration: three empty containers of pesticide/insecticide] empty container of pesticide/insecticide
[illustration: used batteries] used batteries
Illustrated by: Jotham D. Balonzo
| Useful Materials | Harmful Materials |
|---|---|
Based on the activities, answer the following questions briefly. Write your answers in your Science notebook.
Guide Questions:
From the activity 1 and 2, what are the materials that are useful and harmful?
What are the changes in the materials that are useful to the environment? What made them useful to the environment?
What are the changes in the materials that are harmful to the environment? What made them harmful to the environment?
Superb! Good remembering!
I like that!
What is It
Points to Remember:
Some changes in the materials are useful or harmful to the environment. Changes are harmful if they cause pollution to the water, land, and air. Large forest areas have been carelessly destroyed through deforestation. Deforestation causes the downgrading of our natural environment. This downgrading of our environment leads to the destruction of wildlife, occurrence of destructive floods, massive soil erosion, incidence of devastating drought, and global warming.
Some of the useful changes in materials are as follows: cutting of piece of cloth to be made into handkerchief, cutting of fabric to be made into clothes, cutting and shaping pieces of wood/lumber into chair, changing wood into charcoal for cooking. On the other hand, some of the harmful changes include burning of old tires and other plastic materials/ trash, throwing of kerosene and detergents into the sewage, etc.
When the material (soil/land) is dumped with garbage of any kind such as empty bottles, plastics, toxic wastes, chemicals from factories, and others, the soil/land becomes polluted. Polluted land serves as breeding places for flies, cockroaches and rats. These pests carry germs that cause diseases, hence hazardous to one’s health. Growing plants is not also possible in polluted land.
When the material (i.e. water in the river) is dumped with garbage of any kind such as empty bottles, plastics, waste materials from houses, and other industrial and chemical wastes from factories, the river becomes polluted. If we drink water contaminated with germs, we are likely to get sick/diseases. Polluted water also kills living organisms, i.e. fish, water plants, etc.
When the surrounding air is blanketed with smoke from factories and motorized vehicles, ashes and other dust particles, the air becomes polluted. Polluted air causes skin itchiness, lung infections, cancer and other respiratory diseases.
Some changes in the materials are harmful to the environment. It may pollute land, water and air. To keep our surroundings clean and to prevent or minimize pollution in our environment, people are encouraged to do the 5R’s (Reduce, Re-use, and Recycle, Repair and Rot)
Burning of garbage such as plastic materials, rubber, and other waste are harmful also to the environment. Many items in household garbage when burned release dangerous toxic chemicals. To prevent/minimize the effect of burning of garbage/wastes, waste segregation should be done, and the 5R’s should be practiced.
Cutting down trees is also harmful to the environment. It affects the quality of air that we breathe. It causes a rapid change in temperature (the temperature rises to a sometimes uncomfortable level). In addition, when trees are cut down, rain level is severely affected (since moisture in the air could not be retained by the trees). This, in turn, changes weather patterns, which leads to other environmental concerns. Cutting down of trees also causes soil erosion. To solve the problem on deforestation, planting of trees (reforestation) should be done.
What’s More
Activity 1: “I Can Tell”
Directions. Identify the following pictures whether they are useful or harmful to the environment. Write your answer in your Science notebook.
- [illustration: plant growing in an old tire used as a planter]
- [illustration: smoke rising from a pile of garbage]
- [illustration: plastic bottle beside a vase of flowers]
- [illustration: person walking and dropping litter]
Illustrated by: Jotham D. Balonzo
Great! You almost got it!
For better understanding of the lesson, please work on the next activity.
Activity 2. “I Can Do Something”
What to Do:
Given are the pictures of different materials present in the community.
Make a table in your notebook similar to the table shown in this module.
Based on the pictures in column 1, think of the change you can make out of the given materials.
Describe whether such changes in the materials are useful or harmful to the environment by putting a checkmark (√) on the proper column.
| Pictures of the Materials | Can be changed into… | Harmful to the environment: Y | Harmful to the environment: N |
|---|---|---|---|
| [illustration: several empty bottles of insecticides] empty bottles of insecticides | |||
| [illustration: open box] Box | |||
| [illustration: three empty bottles] empty bottles |
transcriber’s note: table continued from the previous page
| Pictures of the Materials | Can be changed into… | Harmful to the environment: Y | Harmful to the environment: N |
|---|---|---|---|
| [illustration: tin cans] tin cans | |||
| [illustration: rubber tires] rubber tires |
Illustrated by: Jotham D. Balonzo
What I Have Learned
Directions: Choose the right word that would fit to the given statement. Answers can be repeated. Write your answers on your Science notebook.
reduce re-use recycle repair useful harmful pollution rot
I learned that:
- Changes in the materials can be ________ or _____.
- Changes will be harmful if they cause ________ to water, air and land.
- To keep our environment clean, people are encouraged to apply the 5R’s of Waste Management: _________, _________, ___________, ___________ and __________.
What I Can Do
Directions: Choose any one in the given questions or statements. Answer the questions briefly in one or two sentences. Write your answers in your Science notebook.
a. As a child, how can you help prevent pollution of water and air in your community?
b. lf you are you going to dispose harmful waste materials found at home, what safety measures are you going to do to spare you from harm?
c. You have some pigs. Mother asks you to clean the pig pen. How will you clean it to avoid pollution?
GREAT! I knew you could do it!
Assessment
Directions: Carefully examine the statement of the changes in the materials. Identify whether such changes in the materials are useful or harmful to the environment by putting a checkmark (√) on the proper column. Do this in your Science notebook.
| Changes in the materials | Useful to the environment | Harmful to the environment |
|---|---|---|
| 1. Cutting a piece of cloth to be made into handkerchief |
transcriber’s note: table continued from the previous page
| Changes in the materials | Useful to the environment | Harmful to the environment |
|---|---|---|
| 2. Burning of old tires and other plastic materials. | ||
| 3. Growing plants in the backyard | ||
| 4. Dumping of wastes at the vacant lot | ||
| 5. Cutting of lumber into chairs and tables | ||
| 6. Selling of bottles, paper and cardboard materials | ||
| 7. Using eco bag or native baskets instead of plastic bags at grocery store | ||
| 8. Making a compost pit/bin in the yard for your biodegradable materials | ||
| 9. Recycling of old notebooks | ||
| 10. Repairing of furniture | ||
| 11. Using old tires as flower Pots | ||
| 12. Cutting down trees | ||
| 13. Throwing of detergents into the river | ||
| 14. Spraying of spray net/ aerosol | ||
| 15. Turning waste plastic into different cases |
CONGRATULATIONS! You outdid yourself today!
Additional Activities
Directions: Choose only one activity. Do this in your Science notebook.
- Make a poster on how you will be able to help inform people in your community about the preservation of the environment.
- Collect any materials found in your community and try to make new product out of it, applying the knowledge of recycling.
Lesson 2: “Harmful Effects of the Changes in the Materials to the Environment”
There are so many changes in the materials that we use every day but we don’t know the result of such changes to our environment. Have you ever tried buying grocery items in the market? What did you do to the plastic bags after you unpacked all items you bought?
In the previous lesson, you have learned that there are some changes in the materials that are useful and harmful to the environment. In this lesson you will be focusing more on the harmful effects of the changes of the materials to the environment. Get ready to activate your science process skills and have fun.
What’s In
Directions: Identify if the following changes in the materials are useful or harmful. Do this in your notebook.
_____1. burning of old tires
_____2. shaping pieces of wood into chair
_____3. throwing of kerosene and detergents into the sewage
_____4. turning empty plastic bottles into beautiful flower vase
_____5. cutting piece of cloth to be made into handkerchief
You are doing a good job! Keep working on to reach the top.
What’s New
Directions: Perform the different activities indicated in this module. Write your answers on your Science notebook.
Activity 1: “What are the Harmful Effects of the Changes in the Materials to the Environment?”
What you Need: 1 piece long size bond paper
What to Do:
- Study the pictures on the table shown below.
- Describe what is shown in each of the given pictures. Write your answers on column 2.
- Describe also its harmful effect to the environment by filling up column 3.
- Enumerate some ways of preventing/minimizing its effect to the environment by filling up column 4.
| Picture showing changes in the material | What does the picture show | What is its effect to the environment? | What can people do to prevent/ minimize its harmful effect to the environment? |
|---|---|---|---|
| 1. [illustration: a tire and debris on a riverbank] |
[transcriber’s note: table continued from the previous page]
| Picture showing changes in the material | What does the picture show | What is its effect to the environment? | What can people do to prevent/ minimize its harmful effect to the environment? |
|---|---|---|---|
| 2. [illustration: old tires burning with smoke and flames] | |||
| 3. [illustration: a person cutting logs with a chainsaw] | |||
| 4. [illustration: a polluted river with floating debris] | |||
| 5. [illustration: a jeepney emitting exhaust smoke] | |||
| 6. [illustration: a factory with smokestacks releasing smoke] |
Illustrated by: Jotham D. Balonzo
Guide Questions:
- What does each picture show?
- What is its effect to the environment?
- What can people do to prevent/minimize its effect to the environment?
Activity 2: “Describe the Harm it Brings”
Directions: Describe the harmful effects of change in the materials to the environment. Write your answers in your science notebook.
- burning of old tires- ________________________________________
- cutting of trees- ___________________________________________
- throwing of garbage into the river- _____________________________
- throwing of factory wastes into bodies of water- __________________
- burning of plastic wastes- ___________________________________
Activity 3: “Good suggestions”
Directions: What changes in the following materials can you make to prevent their harmful effects to the environment? Write your answers in your Science notebook.
[illustration: three open tin cans]
[illustration: crumpled candy wrappers]
[illustration: several plastic bottles standing together]
Illustrated by: Jotham D. Balonzo
Fantastic activity! You are doing well. Keep it up.
What is It
Points to Remember:
5R’s of Responsible Waste Management
- Reduce
- Buy items in refillable containers
- Use cloth bag/eco bag/paper bag/native baskets instead of plastic bag, when you buy groceries.
- Avoid buying disposable items or single use products such as batteries, razors, utensils, plates, cups, etc.
- Reuse
- Donate or sell re-usable items.
- Use both sides of paper when printing and re-use as scratch paper, gift wrapper, etc.
- Consider the potential life span or durability when buying new products.
- Buy durable food/storage containers and reuse them instead of using foil and plastic bags/wrap.
- Recycle
- Do not throw away used newspaper or used writing pads. Sell them or bring them to paper mills which can turn them into usable paper again.
- Used bottles, tin cans, and rubber tiles can be recycled into useful materials.
- Repair
- Have appliances, office equipment, lighting fixtures, and automotive parts repaired instead of buying new ones.
- Have an old furniture reupholstered or refurbished instead of buying new ones.
- Rot
- Set up a compost pile to compost your yard trimmings.
- Make a compost pit/bin in the yard for your biodegradable materials such as fruits, vegetables, coffee grinds etc.
Spectacular! You have just about mastered it.
What’s More
Directions: Match the following pictures to their corresponding effects. Write the letter of the correct answers in your notebook.
Activity 1: “Match My Effects”
___1. [illustration: overflowing garbage bin with scattered trash]
___2. [illustration: pipes discharging wastewater into water]
___3. [illustration: factory smokestacks emitting smoke]
___4. [illustration: polluted river with trash and smoke]
___5. [illustration: a man cutting down a tree with a saw]
Illustrated by: Jotham D. Balonzo
a. It affects the quality of the air that we breathe. It causes rapid change in temperature. b. Polluted land serves as breeding places for flies, cockroaches, rats which carry germs that cause diseases. c. The smoke and toxins from the household garbage that enter the air also contribute to the greenhouse effect and global warming. d. When the surrounding air is blanketed with smoke from factories and motorized vehicles, the air becomes polluted and
can cause skin itchiness, lung infections, cancer, and other respiratory diseases. e. The river becomes polluted and can cause diseases to fish, water plants and even humans.
Activity 2: “What can be done?”
Directions: Choose from the box some ways to be done to prevent/minimize the harmful effects to the environment.
a. waste segregation b. buy items in refillable containers c. recycle items that can be used again d. plant trees e. make a compost pit
_____1. burning plastics _____2. cutting down of trees _____3. buying disposable items _____4. dumping of garbage on a vacant lot _____5. throwing of fruit and vegetable peelings
What I Have Learned
Directions: Choose the right word that would fit to the given statement. Write your answers on your Science notebook.
harmful throwing cutting down burning 5R’s pollution
I learned that:
Changes in the materials can bring 1. _________ effects to the environment. Some of these changes are 2. _______________ of
trees, 3. _________of plastics, 4. ___________ of garbage and factory wastes into the river, etc. To minimize/prevent the harmful effects of these changes 5. The ______ of Responsible Waste Management is highly encouraged to apply.
What I Can Do
Directions: Answer the question briefly. Write your answer in your Science notebook.
You and your friend are drinking bottled water while walking home one day. You noticed that after your friend drank the water, he threw the bottle to the sidewalk. What will you say to your friend and what will you suggest to avoid harmful effects of throwing garbage like that in the sidewalk?
YES! You did it!
Assessment
A. Directions: Identify two harmful effects that the following pictures might have to the environment. Write your answers in your notebook.
a. [illustration: a fence with hands gripping it, showing fence-like structures] Illustrated by: Jotham D. Balonzo
b. [illustration: a person using a chainsaw on a tree trunk]
c. [illustration: a person dumping waste into a river]
d. [illustration: a landfill with scattered garbage and a fence]
e. [illustration: burning tires emitting smoke]
Illustrated by: Jotham D. Balonzo
B. Directions: Choose the correct answer from the box and write it in your notebook.
reduce reuse recycle repair rot
_____1. Buy items in refillable items. _____2. Donate or sell re-usable items. _____3. Used bottles, tin cans, rubber tires can be recycled into useful materials. _____4. Have an appliance, office equipment, lighting fixtures, and automotive parts repaired instead of buying new ones. _____5. Make a compost pit/bin in the yard for your biodegradable materials such as fruits, vegetables, coffee grinds, etc.
You’re a winner! You are on top of it.
Answer Key
LESSON 1
What I Know
transcriber’s note: the faces in this section are small pictures; the smiling and frowning faces below are my best reading and are not certain.
- ☺
- ☹ [?]
- ☹ [?]
- ☺ [?]
- ☺ [?]
- ☺ [?]
- ☹ [?]
- ☹ [?]
- ☹ [?]
- ☹ [?]
- ☹ [?]
- ☹ [?]
- ☹ [?]
- ☹ [?]
- ☹ [?]
What’s In
FALSE
TRUE
TRUE
TRUE
TRUE
CM
CM
CM
NCM
CM
What’s New
ACTIVITY 1: “Changes in Materials: Useful or Harmful”
| Changes in the material | Effect of the changes of the materials to the environment: Useful | Effect of the changes of the materials to the environment: Harmful |
|---|---|---|
| shaping of woods into tables | ✓ | |
| burning of plastics | ✓ | |
| cutting of piece of cloth into handkerchief | ✓ | |
| burning of old tires | ✓ | |
| throwing of toxic waste into rivers and land | ✓ | |
| cutting of trees | ✓ |
ACTIVITY 2: “I Can [illegible]”
| Useful Materials | Harmful Materials |
|---|---|
| empty container of milk | broken bulb |
| empty container of shampoo | used battery |
| empty container of pesticides/insecticides |
What is It
Answers to Guide Questions:
Useful materials: empty containers of milk and shampoo
Harmful materials: broken bulb, used battery, empty containers of pesticides/insecticidesUseful changes in materials: shaping of woods into tables and cutting a piece of cloth into handkerchief
These changes in materials are useful to the environment because they are changed into another useable form instead of throwing them.Harmful changes in materials: burning of plastics, burning of old tires, throwing of toxic waste into rivers and land, and cutting of trees
These changes in materials are harmful to the environment because they can harm people’s lives as well as other wildlife.
What’s More
ACTIVITY 1: “I Can Tell”
- useful
- harmful
- useful
- harmful
ACTIVITY 2: “I Can Do Something”
Pupils’ answers may vary.
What I Have Learned
- useful, harmful
- pollution
- reduce, reuse, recycle, repair, rot
What I Can Do
Pupils’ answers may vary.
Assessment
- useful
- harmful
- useful
- harmful
- useful
- useful
- useful
- useful
- useful
- useful
- useful
- harmful
- harmful
- harmful
- useful
Additional Activities
Pupils’ answers may vary.
LESSON 2
What I Know
transcriber’s note: the yes/no answers are small and rotated in the source; the readings below are my best reading, and the ones I am least sure of are marked [?].
- YES
- NO [?]
- YES [?]
- YES [?]
- YES
- YES
- NO
- YES
- NO [?]
- YES
- YES
- NO [?]
- NO
- YES
- YES
What’s In
- useful
- harmful
- useful
- harmful
- useful
What’s New
ACTIVITY 1: “What are the Harmful Effects of the Changes in the Materials to the Environment?”
| Picture showing changes in the material | What does the picture show? | What is its effect to the environment? | What can people do to prevent/minimize its harmful effect to the environment? |
|---|---|---|---|
| Picture 1 | dumping of waste materials | harmful | answers may vary |
| Picture 2 | burning of old tires | harmful | answers may vary |
| Picture 3 | cutting of trees | harmful | answers may vary |
| Picture 4 | throwing waste materials into the river | harmful | answers may vary |
| Picture 5 | smoke belching vehicles | harmful | answers may vary |
| Picture 6 | black smoke from factories | harmful | answers may vary |
Answers to Guide Questions:
- changes in the materials
- harmful
- Be responsible and practice proper waste management
ACTIVITY 2: “Describe the Harm it Brings”
- air pollution, people become sick
- temperature rises, soil erosion, flooding
- water pollution, living organisms in the water will be affected, etc.
- water pollution, living organisms in the water will be affected, etc.
- air pollution, people will get sick
ACTIVITY 3: “Good Suggestions”
Pupils’ answers may vary.
What is It
Answers to Guide Questions:
- flood, landslide, soil erosion, land, water and air pollution, etc.
- Pupils’ answers may vary
- practice 5R’s of Waste Management, clean-up drive, tree planting activity
What’s More
ACTIVITY 1: “Match My Effects”
- b
- e
- d
- c
- a
ACTIVITY 2: “What can be done?”
- a
- d
- e
- c
- b
What I Have Learned
- harmful
- cutting down
- burning
- Throwing
- 5 Rs
What I Can Do
Pupils’ answers may vary.
Assessment
A.
a:
- The river becomes polluted
- Polluted water also kills living organisms, such as fish and water plants.
b: 3. It affects the quality of the air we breathe. 4. soil erosion, flooding, etc.
c: 5. water pollution 6. people become sick, living organisms in the water will be affected and might die, etc.
d: 7. water pollution 8. dangerous to living organisms, etc.
e: 9. greenhouse effect and global warming 10. pose health risk for people with asthma, etc.
B.
- reduce
- reuse
- recycle
- repair
- rot
Additional Activities
Pupils’ answers may vary.
References
Department of Education. (2015) Science 4, Learner’s Materials. Pasig City: Instructional Materials Secretariat (DepEd-IMCS): 5th Floor Mabini Building.,DepEd Complex Meralco Avenue, Pasig City Philippines 1600.
Department of Education. (2015) Science 4, Teacher’s Guide. Pasig City: Instructional Materials Secretariat (DepEd-IMCS): 5th Floor Mabini Building.,DepEd Complex Meralco Avenue, Pasig City Philippines1600.
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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