The document outlines a science curriculum focused on the chemical properties of materials, including their combustibility, flammability, degradability, and biodegradability. It provides structured lessons and activities to help students classify materials based on their chemical properties and understand their reactions with other materials. Key learning objectives include describing chemical changes, identifying materials that decay easily, and emphasizing the safety and environmental implications of handling combustible and biodegradable materials.

1. SCIENCE
4
QUARTER 1 WEEK
2
• Describe the chemical properties of
materials, such as they can be burnt,
react with other materials, or are
degradable or biodegradable.

2. DAY 1
Learning
Objectives:
At the end of the lesson, the
learners should be able to
describe the chemical properties
of materials such as they can be
burnt.

3. Directions: Draw a happy face if the following pictures show
chemical change and a sad face if it is not.

4. Describe the chemical properties of materials
such as they can be burnt.

5. Divide the class into 5 and let them do the activity
provided in the Worksheet Day 1 Task 1.

7. A chemical property of a material is observed
when one material reacts with other material
chemically.

8. Combustibility is the ability of a
materials to be burned.

9. Flammability is the ability of a
material to ignite or catch fire easily.

10. Examples of combustible materials:
paper, cloth, dried leaves, wax, saw dust,
rubber band.

11. Alcohol and kerosene are combustible
materials. They are also flammable
because they catch fire easily which
make them burn so fast. Emphasize
that not all combustible materials are
flammable.

12. Combustible and flammable materials
should be properly handled when
using them because they are highly
reactive when exposed to heat or fire.

13. Describe the properties of the following materials. In your Science notebook,
write COM if it burns, FLA if it catches fire easily and BOT if both.

16. Describe the chemical
properties of materials such
as they can be burnt.

17. Classify the following materials according to
their chemical properties. Write your answer
on your science notebook.
EVALUATION:

18. DAY 2
Learning
Objectives:
At the end of the lesson, the
learners should be able to
describe the chemical properties
of materials as they react with
other materials.

19. Why iron nails form rust?

20. The lesson today is all about the
chemical properties of materials
as they react with other
materials.

21. Divide the class into 5 and let them do the activity
provided in the Worksheet Day 2 Task 1.

22. Chemical property is a property of materials
wherein the composition has to change first
before a certain property can be observed.

23. Chemical Properties of Materials
1. Formation of a new product. When an iron nail is
exposed to air (oxygen and water), rust will form.
2. Formation of gas. When baking soda is mixed
with vinegar, bubbles are formed that indicate gas
formation.

24. 3. Formation of precipitate. When milk spoils,
precipitate formed. Precipitate is the solid
particles that settle in the spoiled milk.

25. Observe the different materials stated below. Check the box that
corresponds to the chemical property of each materials. Write
your answer in your science notebook.

26. The teacher will highlight the
different chemical properties of
materials.

27. Assessment: 5 minutes
Answer the following questions. Write your
answer in your science notebook.
Why is it important to know the chemical
properties of materials?

28. DAY 3
Learning
Objectives:
At the end of the lesson, the
learners should be able to
describe the chemical properties
of materials as degradable or
biodegradable.

29. Classify them as to materials that decay
easily and materials that do not decay
easily.
paper
Banana peeling
malunggay leaves
plastic bottles
disposable spoon
twigs

30. Task/Question 1. Complete the graphic organizer.
Identify materials that decays easily at home and at
school. Write your answer in your science notebook.

31. Degradability is the property of a
material to decompose chemically or
biologically.

32. Biodegradability is a chemical property of
materials that easily decompose or decay through
the actions of bacteria or other living organisms in
the soil. When materials decay their materials
return to the soil.

34. Materials like plastics and cellophanes are also
biodegradable since their chemical composition
allows them to decay but it will take them years
to decay or decompose fully.

35. Carefully observe the following materials. Check the box that
corresponds to the chemical property of each material.

36. The teacher will highlight the importance of
describing the chemical properties of materials as
to biodegradability and nonbiodegradability.

37. Reflection:
Complete the following sentences based on your
experiences while doing the activities.
1. The part of the activity that I enjoyed doing was
_________________________________.
2. The part of the activity that I find challenging was
______________________________
3. I believe I need more activities because
_____________________________.
5. I am now confident to describe the biodegradable and
nonbiodegradable because ___________.

38. DAY 4
Learning
Objectives:
At the end of the lesson, the
learners should be able to
describe the chemical properties
of materials, such as they can be
burnt, react with other materials,
or are degradable or
biodegradable.

39. Give the word formed from the following
jumbled words.
BUSBITILITYCOM
MAFLAMTYLIBI
DAGRADEBIOLIBITY
GRANONBIOLIDEDALITY

40. Divide the class into. Conduct a school environment
scanning. List the materials that are commonly disposed
inside and outside the classrooms. Classify them as
combustible, flammable, biodegradable and
nonbiodegradable. Write the list in your notebook.

41. Describe the chemical properties of
materials.
Combustibility
Flammability
Biodegradability
Nonbiodegradability

42. Carefully examine the materials given below. Identify
whether they are combustible, flammable,
biodegradable and nonbiodegradable by putting a
checkmark (√) on the proper column. Do this in your
Science notebook.

43. Reflection:
Read the statements carefully. Rate the
knowledge and skills you acquired and
developed after going through the different
tasks. Check the appropriate column that
best describes the level of your knowledge
and skill. Write your score at the last
column, then give your total score. Reflect on
the interpretation of your score.