Date:___________________________ Day:______________________

Objective
At the end of the lesson, the pupils should be able to describe the space occupy by
the gases.

Materials
air fresheners

Procedure
A.Review

B.Motivation/ Presentation
Ask: Do you know the content of air freshener?

C. Lesson Proper
Show the illustration of the different air fresheners.
Ask: If more gas is added on these containers, what will happen?
1. Prepare the materials a day before the lesson. Give some precautionary measure
in handling the materials before the activity starts.
2. Ask the following questions:
a. What is inside the empty glass?
b. What happened to the paper towel ? to the Styrofoam?
c. What does the activity shows?
3. Tell your pupils in group to blow air into the plastic bag. Add more air into it.
What happen to the plastic bag?

Assessment
Get a plastic bag. Blow air into it. Add more air.
Ask: What will happen to the plastic bag?

Assignment
Bring objects (solids, liquids etc.) found at home for our next lesson.

Date:_____________________________ Day:________________________

Objectives
At the end of the lesson, the pupils should be able to:
1. Classify the materials found at home as solids, liquids, and gases ; and
2. describe their uses .

Materials
pictures of common materials found at home

Procedure
1. Motivation / Presentation

Ask: What are the common materials found in your home? Name as many as you
can. Where can you find these materials? What are the things that you want to
know about these substances?
Use the KWL chart in this activity.

2. Lesson Proper

1. Divide the class into 5 groups. Let the pupils do activity in the LM.
2. Have the groups write in manila paper their answers. They may use the tabular
form in activity 1 as guide. Post on the board the manila paper of each group.
3. After all groups have done the activity, one representative in each group will
report their findings. Come up with common answers of the pupils.

4. Then, ask the following questions :

1. What can you say about the common materials found in your home?
b. How did you classify them ?Are these materials important? Why?
c.Could people live without these materials? Why?
d.What do you think would life be without these materials?

2. Discuss with the pupils the following concept :

1. Different materials can be found at home. These materials may be solids, liquids,
or gases.
2. Each material has its intended use.
3. Materials found in the home are important to human lives.

Assessment
Match the picture in column A with column B. Connect the letter to its correct
picture using a line inside the box and write down if it is solid, liquid or gas.
A B
1. a. Use as food

It is ______________
2. b. Use for cooking

It is ___________________
3. c. Disinfectant

It is _________________
4. d. Use for washing
 It is ________________
5. e. Use for killing insects/pests
It is __________________

(Note: You may use/ include any picture of materials found at home, if possible
different from those already given/listed by the pupils. The pictures should be
placed in column A.)

Assignment
Remind the pupils to bring empty containers of the following materials:
1. Bleaching liquid
2. Shampoo
3. Pesticide
4. Any toilet freshener
5. Mosquito coil empty box

Date:___________________________ Day:________________________

Objective
At the end of the lesson, the pupils should be able to identify the harmful effects of
the common materials found at home and in school

Materials
Pocket chart
Procedure
1. Review

Call on some pupils to answer these questions:

1. What can you say about the common substances found in your home? Are these
substances important? Why?
2. Could people live without these materials? Why?
3. What do you think would life be without these materials?

2. Motivation / Presentation

A family in a remote barrio made use of empty mineral water bottles as containers
for their washing and drinking water. One day, the father filled in one empty bottle
with kerosene to be used in the farm. While preparing other things, he left the
bottle with kerosene on top of the table. Unknowingly, his little boy who was playing
outside, came in the house, got the bottle and used its content in washing his
hands. Suddenly, the little boy felt itchiness and got his hands irritated.
Why do you think this happened? What was done wrong?

3. Lesson Proper

1. Let the pupils do Activity 2 in the LM (Group activity)

2. They will write on manila paper the materials in the table. (Refer to the tabular
form in activity. Post on the board the manila paper of each group.
3. After the groups have done the activity, one representative in each group will
report their findings. Come up with the common answers of the pupils by posting it
in the pocket chart.
Then ask the following questions :

1. What should you do in order to know if the material is hazardous or not? Why?
Give emphasis on its harmful effects when not stored/ used properly.
2. Discuss some undesirable/deadly effects of some materials and emphasize the
following concepts :
3. Materials maybe flammable, toxic, poisonous and corrosive to skin when not used
properly.
4. Reading product labels is important in order to determine the hazards of
materials to man and other living things.

Assessment
Write the hazards that the following materials may do to people when not used
properly:

1. Disinfectant 4. Insecticides
2. LPG 5. Bleaching liquid
3. Muriatic Acid

Assignment
List down at least 2 reasons on what should you do in order to avoid accident
brought about by the misuse of the materials that are commonly found at home?

Date:_______________________________ Day:_____________________

Objective
At the end of the lesson, the pupils should be able to describe the proper ways in
using and handling harmful materials at home and in school.

Materials
pocket chart, pictures of precautionary measures in handling harmful materials

Procedure
1. Review
Ask: What should you do in order to know if the material is hazardous or not? Why?
2. Motivation / Presentation
Say: If I will give you a liquid material which you do not know , what should you do
first ? Why do you have to read the label first?

3. Lesson Proper
1. Let the pupils do activity 3 in the LM (Individual activity).
2. Tell them to write in their notebook.
3. After the class has done the activity, discuss the lesson then ask the following
questions:
1. What are the proper ways of handling and using harmful materials found at
home?
2. How does a material become harmful to humans and other living things?
3. What should one do in order to avoid accident?
Give emphasis to its harmful effects when not used properly.

4. Discuss with the pupils the following concepts:

1. Precautions are essential for safety in using the materials commonly found at
home and in school.
2. Never use more than the amount listed on the label of the product.

Assessment
Divide the class into 4 groups and let them have a role play on the safety measures
in using and handling harmful materials at home or in school.

Assignment
List down at least 2 materials found in your home and write down the proper way in
handling the material that you listed. Write in your activity notebook.

Date:____________________________ Day:_______________________

Objective
At the end of the lesson, the pupils should be able to tell whether the material is hot
or cold.

Materials
flashcards/ Pictures or real hot and cold objects, manila paper, marker/pentel pen

Procedure
A.Motivation/ Presentation

1. Let the pupils do this simple activity:

Feel your hands by placing them to your cheeks.
What did you feel? (e.g. cold, warm, hot)?
Now, rub your hands together for 15 times. Put them again to your cheeks. What
did you feel? (e.g. cold, warm, hot)? Why did you feel such?
(In this activity, let the pupils understand that in rubbing their hands together, heat
is produced and the heat produced makes their hands warm.)
So, can you now distinguish hot from cold materials.
Today we will consider other materials you are familiar with and tell whether the
material is hot or cold.

B.Lesson Proper
1. Let the pupils do Activity 1. You may ask them to do the activity by group. (This is
a simple activity that aims to activate pupils’ prior knowledge about hot and cold
objects/ materials).
2. Give them the needed materials (manila paper, pentel pen, etc…) and
instructions in doing the activity. Ask them too to present their output after 10
minutes.
3. During the reporter’s presentation of output, take note of their responses
particularly to the questions in the activity.
4. Process pupil’s responses by giving focus to the pupils’ answers to the activity
questions. The teacher should be able to solicit students’ prior knowledge or ideas
about hot and cold materials. Though their ideas are not completely correct, they
must be taken as input to the next lesson/ springboard for the discussion of the
next lesson.

Assessment
Pupils’ activity outputs may be taken as a form of assessing their knowledge
formatively. Take note that such assessment results should not be graded . Its
purpose is just for the teacher to determine pupils’ prior knowledge as a
springboard for the discussion of the next lesson.

Assignment
What could be the temperature of hot objects compared to cold objects?