A Supplementary Material in Elementary Science Grade Four
Air Pollution
Published by the
DEPED-VECO PROJECT IN DEVELOPMENT AND PRODUCTION OF SCIENCE
SUPPLEMENTARY MATERIALS (DPSSM)
LEARNING RESOURCE MATERIALS DEVELOPMENT SYSTEM (LRMDS)
Department of Education
Region VII, Central Visayas
Cebu City
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CHARITIE S. TAPAO
Naga City Division
Writer
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Overview:
Air is a mixture of gases. We cannot see it, but it is all around. People,
animals, and plants need air to survive. However, air in our atmosphere nowadays is
not as safe as it used to be. It contains harmful substances called pollutants which
could affect the lives of people, animals, and plants.
This Supplementary Material is a teaching aid for teachers to improve
their ways in developing the concept on how chemical substances can pollute air.
Grade IV pupils are provided with an activity which will help them
understand how air becomes polluted. Moreover, through the given activity, pupils
develop their communication skills, critical thinking, and their environmental
awareness. This will help them understand real life activities that cause air pollution.
They learn how to work cooperatively and how to respect other’s opinion.
I. Objectives
A. Describe how chemical substances can pollute air;
B. Recycle waste materials; and
C. Share one’s opinion on the importance of some waste materials around us.
II. Subject Matter
A. Topic: Air Pollution
B. Science Concept:
Air pollution refers to the turning of the surrounding air into dirty or
unsafe air. Air is polluted by harmful substances called air pollutants
which are released into the air by natural sources, such as volcanoes and
rotting vegetation as well as human activities, such as burning fossil fuels
and industrialization.
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C. References: PELC IV, 4.1, p. 19
Science Plus More 4, Salvacion Lindio-Dorado, et. al, pp. 182-185
Science and Health 4, Carmelita C. Coronel, pp. 156-158
Science Spectrum, Work text in Science and Health for Elementary,
Rebecca R. Fallaria, [Link], pp. 172-173
Growing with Science and Health, Marilyn U. Balagtas, pp. 152-157
Exploring and Protecting Our World, Carmelita C. Coronel,[Link]., pp. 199-
200
Journey into the World of Science, Jingjing Martin Pascual, pp. 175-179
Science for Young Minds, Lozano Amasol Mayari,pp. 118-122
Science for Daily Use 4 Worktext, Buena A. Lozada,[Link]., pp. 125-126
Moving Ahead with Science, Daryl A. del Prado,[Link]., pp. 183-184
D. Materials:
white face towel/handkerchief
a white t-shirt
clothesline clip
basin with little amount of water
E. Duration: 60 minutes
III. Procedure
A. Motivation
Ask the pupils to get their face towel/handkerchief. Tell them to
wipe their faces and necks.
Ask: What happened to your face towel/handkerchief?
Where do you think this dirt come from?
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B. Activity (Please see the attached activity sheet.)
Teaching Hints
Procedure A must be done three days before the actual discussion of
the lesson.
When grouping the pupils, average and more advanced pupils must
be equally distributed.
Mill around to monitor the participation of each member of the group.
Inform pupils to strictly follow the time allotment indicated in the
activity sheet.
Pre-Lab Discussion
1. Let the pupils recall the norms /standards in doing a group activity.
2. Group the pupils into five or six. Tell each group to choose a leader, a
recorder and a reporter.
3. Tell pupils to work cooperatively on the given activity card.
4. Distribute the activity card to each group.
5. Set the time frame in doing the following:
Performing Procedure B: 6 minutes
Publishing: 2 minutes (for all the assigned groups)
Reporting: 2 minutes (for each group reporter)
C. Analysis/Discussion
(Ask the following questions to deepen pupils’ understanding about the
activity. Background information about the concept is hereto attached for
teacher’s referral.)
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What human practices do you think contribute in making the white cloth
dirty? (The human practices that contribute in making the white cloth dirty
are burning of garbage, rubber tires, plastics and smoke from motor
vehicles, factories, power plants and households.)
What is the effect of these human practices to our environment? (Our
environment will become polluted.)
What are some pollutants found in the atmosphere? (When burning oil
and coal, sulfur dioxide is produced. Pollutants that come from aerosol
sprays (insecticides), fire extinguishers, refrigerators, air conditioners,
and Styrofoam are known as chlorofluorocarbons (CFCs). Motor
vehicles emit a poisonous gas called carbon monoxide. They also emit
particles of lead that comes from gasoline. Burning gives off a harmful
gas called methane and other particles that can make the air dirty.)
How do these chemical substances pollute the air? (Burning garbage
contaminates the air with the smoke coming from burning materials.
Smoke is air pollutant. It contains soot, ash and carbon monoxide. Power
plants, industry, and households use fuel, burn plastics, paper, and wood
which when burned give off smoke and other chemicals into the air.)
If we keep polluting the air, what will happen to our environment? (Our
environment will become hotter.)
When you feel hot, what do you usually do? (We will turn on the electric
fan and other air conditioning units.)
If you keep on using your air conditioning units, what will happen to your
electric consumption? (Our electric consumption will increase.)
What should you do to decrease your energy consumption? (We will not
use our air conditioning units frequently.)
What should you do to help keep our environment cooler? (We will not
burn our wastes and other materials that pollute the air.)
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D. Generalization/Abstraction
Ask: How can chemicals such as fuel, insecticides, plastic, paper, wood
and garbage pollute our air?
What will happen when chemicals are burned? (When chemicals
are burned, air becomes polluted.)
E. Application
Each member in a group will make either of the following: a
paper fan, flower or wall decor using the following materials: old
newspapers/magazines, candy wrappers, mineral water plastic
bottles, and drinking straws. (This is good for 10 minutes; unfinished
output will be continued at home and will serve as their assignment.)
Ask: What have you created or made out of the given waste
materials? (We created a fan, paper flower, and wall decor.)
Is it useful to you? (Yes)
What have you realized about the waste materials around you?
(Some waste materials around us are can be recycled into
something useful.)
Therefore, what will you do with your waste materials? Is it good to
burn them? Why? (We will not throw it anywhere. No, it is not good
to burn them because they pollute the air.)
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IV. Assessment
Directions: Draw a on the numbered blank spaces below the pictures
of human practices/activities that describe how chemical substances pollute
the air.
1. _________________________ 2. _________________________
3. _________________________ 4. _________________________
5. _________________________ 6. _________________________
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7. _________________________ 8. _________________________
9. _________________________ 10. ________________________
V. Assignment
A. Continue making your unfinished activity and pass it tomorrow.
B. Choose a few lines of a song that you like best. Rewrite or replace its
lyrics with chemical substances that pollute the air. Present it by group
tomorrow.
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ACTIVITY
HANG ME IN
Time Allotment: 6 minutes
Objective
Describe how chemical substances can pollute air.
Materials needed
a white shirt
clothesline clip
small basin with little amount of water
manila paper
pentel pen
scotch tape
Procedure
A. 1. Bring a clean white shirt.
2. Moisten it with water.
3. Hang it inside the classroom.
4. Leave it there for three days.
B. 1. Examine the shirt and try to smell it. Write your individual observations.
2. Answer the following questions and write your answers on a Manila
paper.
a. What happened to the white cloth?
__________________________________________
b. What makes the white cloth dirty?
___________________________________________
c. Where do you think these come from?
___________________________________________
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Answer Key
Activity
1. The white cloth becomes dirty.
2. Smoke, dust, and dirt make the white cloth dirty.
3. These came from vehicles and factories, and burning of dried leaves and
garbage.
IV. Assessment
1. 2.
3. ___________________ 4.
5. 6. ___________________
7. 8.
9. ____________________ 10.
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Background Information
The Environmental Protection Agency (EPA) targets six pollutants thought to
be the main contributors to air pollution. The agency calls them "criteria pollutants"
and in compliance with the Clean Air Act sets the National Ambient Air Quality
Standards for them. These air pollutants cause cancer and lung disease. The
destruction of the protective ozone layer in the upper atmosphere is caused by
these and other pollutants. The pollutants create greenhouse gases that contribute
to global warming.
Carbon Dioxide naturally occurring in the environment, carbon
dioxide (CO) is, in excess, the most famous of the criteria pollutants. Motor
vehicle exhaust is the main delivery system for CO, accounting for 56
percent of CO emissions nationwide. Another 22 percent comes from other
kinds of engines. Metals processing and chemical manufacturing contribute
to polluting CO emissions as do wood and gas stoves and cigarettes.
Oxides dioxide (SO2) and nitrogen dioxide (NO2), are two
kinds of reactive gasses that cause air pollution. Seventy-three percent of
SO2 comes from the combustion of fossil fuels at power plants and the rest
from industrial facilities, and petroleum products used by heavy equipment.
Nitrogen dioxide is created by emissions from vehicles, heavy equipment
and power plants. NO2 contributes to dangerous ozone at ground level.
Lead emissions, too, come from vehicle emissions and
industry. Regulation of fuel containing lead has decreased lead in the air.
By 2010 lead smelters were the largest contributor, along with waste
incinerators, utilities and lead-acid battery manufacturing.
Ozone (O3) in the upper atmosphere is desirable, but at
ground level is problematic. Nitrogen (NOx) and "volatile organic
compounds" (VOC) combined with sunlight create ground-level ozone.
Vehicle and industrial emissions, chemical solvents and fumes are the
contributors. Smog is primarily ground-level ozone. The combination of NOx
and VOC with heat and sunlight promote harmful ozone in the air.
Particulates pollution (PM) is made up of tiny particles and
droplets of acids, metals, soil, organic chemicals and dust. Two kinds of
particles, inhalable “coarse," and "fine," pollute the air. They come from
dust, smoke and haze as in forest fires or gases from power plants,
Resource List
vehicles and industry.
Activity Sheet
Read more:
Answer KeyWhat Are the Main Causes of Air Pollution? | [Link]
[Link]
Background Information for Teacher
[Link]#ixzz19YHypsfQ
Resource List
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Resource List
Activity Sheet
Answer Key
Background Information for Teacher
2002 Basic Education Curriculum Handbook in Science and Health Grade
IV, Teodora Limphan Amparado, pp. 124-126
[Link]
[Link]
[Link]
[Link]
[Link]
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