Lesson Guide in Earth Science

I. OBJECTIVES

A. Content Standards Waste generation and management.

B. Performance Prepare a plan that the community may implement to minimize waste
Standards when people utilize materials and resources.

At the end of the session, students are expected to:

1. Suggest ways of conserving and protecting water resources.

(S11ES – Ig – 17)
1.1 Enumerate the different ways on how to conserve and
C. Learning
protect water resources;
Competencies/
1.2 Make a poster/slogan/infographics/and graphic
Objectives
organizers depicting ways on conservation and protection of
water resources;
1.3 Appreciate the importance of water resources through an
action plan to be presented to the community.

II. CONTENT Earth Materials and Resources

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s Manual
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources https://www.youtube.com/watch?v=Fvkzjt3b-dU

IV. PROCEDURES

Communicate learning outcomes and state the importance of water to

A. Reviewing previous life on earth. (5 minutes)
lesson or presenting The students will be given freedom to write anything on the board that
new lesson will serve as importance of water to life on earth. The teacher will now
(REVIEW) lead the students to the following questions;
1. Is water essential?
2. Why do we care about water?

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 3. Do you know the importance of conservation and preservation?

(This questions will lead the students to the main topic.)

Why Care About Water? Video Playback - A National Geographic video

that talks about water as a scarce resource and its vital role in sustaining
B. Establishing a purpose life on earth. (3 minutes)
of the lesson
(MOTIVATION) The teacher may allot 5-7 minutes to elicit any reactions on the video -
how important it is as a resource. Round up the discussion by telling the
class that the lessons that they will be learning will highlight how
important water is as a resource.
From the video presentation…
The teacher will group the students into four. They will be given 10-15
C. Presenting minutes for the brainstorming. Each group will be provided with manila
examples/instances of paper and pentel pen for their output. They will list down as many as
the new lesson they can the different ways on how to conserve and protect water
(PRE-ACTIVITY) resources.

 From the PRE- ACTIVITY, each group will be given 5-10

minutes to share what they have listed in the manila paper.
 The teacher will also share some key points regarding they
activity.
 KEY POINTS
You may use the list below to check mark their answers.
Here are some simple ways we can help to conserve and protect water
sources.



1. Use less water. Turn off the water while you brush your teeth and
shave. Take shorter showers. Run the clothes washer and dishwasher
only when they're full. If you wash dishes by hand, fill the sink or dishpan
D. Discussing new with water, rather than running the tap continuously as you scrub. Wash
concepts and your car by hand, and sweep, rather than hose down, your sidewalk and
practicing new skills 1 driveway. 

(ACTIVITY PROPER) 

2. Keep harmful substances out of the water. Don't put hazardous
materials, pesticides, oil, prescription drugs, or personal care products
down the drain or toilet -- they'll wind up in the bay and other local
waterways. Of course, it's better to use nontoxic products when you can.
For examples of safe substitutes for toxic household products. Animal
waste also causes pollution in stormwater runoff, so it's important to clean
up after your pets. Dispose of their waste in the garbage

3. Keep pipes and appliances in good condition. Fix leaks and drips.
Even a small drip can waste hundreds of gallons a month. Maintain your
septic system -- fecal matter from malfunctioning systems can

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 contaminate beaches or groundwater. Have the septic tank cleaned out
every three to five years. 



4. Use water-efficient appliances. If you're stretching the life of an old
toilet, you can save more than a gallon of water per flush if you put a
plastic milk jug filled with water or pebbles in the toilet tank to reduce the
amount of water used. And next time you buy a clothes washer, choose
a highefficiency model, which uses up to 20 gallons less water per load.
Quick but effective fixes include low-flow shower heads (showers
account for 32 percent of home water use) and flow restrictor aerators,
which can save three to four gallons per minute when you turn on the tap
(but still keep the water pressure feeling strong). 



5. Use water efficiently outdoors. Landscape your yard with native and
drought-tolerant plants. And direct water runoff from your roof to
strategic spots of your lawn or garden.
6. Drive less. Yes, even driving affects water quality. That's because
exhaust eventually settles out of the air, often into waterways. By
choosing alternatives to driving (public transit, biking, walking,
carpooling) and bundling your errands, you'll reduce vehicle emissions
and help protect our waters. Keeping your car in good shape helps too: a
well-maintained vehicle is more efficient. And remember: Never pour
used motor oil down the drain -- that's a huge source of water pollution.

E. Discussing new
From the post activity, each group will prepare a slogan,
concepts and
poster,infographics, and graphic organizers showing the different ways
practicing new skills 2
on how to conserve and protect water resources. ( Rubrics for this
(DEEPENING)
activity will be posted) this will also serve as their assessment.
F. Developing mastery
(POST-ACTIVITY) After they finish their activity, they will be ask to post it anywhere inside
the classroom for their “gallery walk” activity.
G. Finding practical Make a plan/ schedule showing the implementation of conserving and
applications of protecting water resources.
concepts and skills in (rubrics will be provided for this activity)
daily living
(APPLICATION)

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 As a student, what will be your contribution for conservation and protection
H. Making generalizations
of water resources?
and abstractions about
the lesson
(GENERALIZATION)

Formative Assessment follows…

During the gallery walk, following the rubrics… The grade of the group
I. Evaluating learning
will come from the other group and teacher. Fifty percent of the group’s
(ASSESSMENT)
grade will come from the other group, and the other fifty will come from
the teacher respectively.
J. Additional activities for Make a plan/ schedule showing the implementation of conserving and
application or protecting water resources.
remediation (rubrics will be provided for this activity)
(REMEDIAL)

Prepared by:

Armie F. Pasco and Lorie Anne A. Overo

(Division of Bulacan/ Division of Tarlac)

Reviewed/ Check by:

Dr. Ricardo A. De Guzman

Facilitator

Noted by:
Dr. Librada M. Rubio
Trainer, Region III