ASE D O N CO NC EP T

LESSON P LAN B
M OD E L (C AM )
ATTAINABLE
GROUP 2 SECTION E
DAYNE CHRISTIAN AQUINO
MYLENE CASTRO ARBAS
ERNESTO BAYABAYA
MARK BUENVIAJE
JOVANNI JOCSON

CHERYL JOY GINGOYON LIM

DIANE CRYSTAL MAE NELMIDA
RONALD C. RELATIVO
SHERYL UBALDO TOLEDO
JOHN MARK ZAPORTIZA
CONCEPT: RECYCLABLE WASTE ITEMS/MATERIALS
TARGET GROUP: GRADE 6
SUBJECT: SCIENCE
MEETINGS: 2 TO 3 MEETINGS
TIMEFRAME: 1 HOUR
Learning Objectives: At the end of the lesson, the students will be able
to:
a. identify the set of examples (recyclable
items/materials) and contrasting instances
(non-recyclable items/materials) according to
the defining characteristics of recycling
correctly.
b. examine recycling availability within their
home, school, and community, by giving at
least 2-3 reasons for the need to recycle.
c. create how to increase recycling awareness
within their community by planning recycling
campaign/drive innovatively.
CONCEPT ANALYSIS:
Definition A Recyclable Item/Material is a waste product, which after
original use, can undergo further treatment: ie. breaking up,
melting, cleaning, or reprocessing, and can be reused again
and again. Most waste products cannot be recycled, so it is
important that students be able to identify which items can be
recycled to keep waste disposal at a minimum.

Examples glass (bottle, jar); paper (newspaper, cardboard, white paper);

aluminum/tin (soda can, food can); plastic (milk containers,
grocery bags)
CONCEPT HIERARCHY CHART:

WASTE PRODUCTS
MATERIALS USED:
Following is the prepared list of initial examples and “non-examples” (contrasting instances),
and “test” examples. Sample materials for this lesson:

Initial Instances YES NO

Clean plastic bottles Chips Wrapper
Paper cup Plastic Cellophane
Coca-cola can (soda can) Styrofoam
Jam jar AA Battery
Newspaper Medicine Bottle
Cord
Foil
Diaper
Ink Pen

Test Instances Milk containers Clothes Hanger

Water bottle Wood
(Second Set) Cardboard Laptop Battery
Tin can Aerosol Spray Paint Can
ADDITIONAL MATERIALS FOR THE GAME
AND LESSON:

A STACK OF NEWSPAPER FOR EACH TEAM,

RECYCLE BINS, BASKETS
Motivation Newspaper Dump Relay
Mechanics: 1.Divide the players into 3 groups and hand them their stack of
newspaper. The teammates have to split the newspaper stack equally
among the team members.

2. Set up a recycling bin at the finish line.

3. As you signal, the first player of the team has to carry his stack of
newspaper to the finish line and deposit it in the container. Now he has
to run back to his team and tap the next player in line.

4. The team that deposits the newspaper first will be the winner.
Introduction - Teacher will explain to the students that
they are going to explore an important
environmental concept by comparing
some examples of the concept with some
contrasting instances. Their task is to
figure out what the examples have in
common, and how the examples differ
from the contrasting instances, or “non-
examples.”
PHASE I PRESENTING EXAMPLES

1.Teacher presents different kinds of waste items, one at a time, to the students by
holding the objects up in front of the class or walking around the room. Students
may touch the objects.

2. Teacher then places each item, as it is shown, on a table next to signs marked
“yes” or “no” (in the demo we use basket). Items which are recyclable are placed in
the “yes” category and those that are not are placed in the “no” category.

3. Students record the items in the appropriate column on the data sheet and try to
determine the concept.

4. Initially, students should work independently (about 5 minutes). Students who

know the concept should remain silent and write the answer on the data sheet and
add their own examples to the “yes” category (Most students will not be sure or will
be incorrect).
 5. Following the analysis and testing for
understanding of the attributes, a team states the
concept. Teacher then shows students the displayed
examples and contrasts, and asks them to study
them carefully. The class will work together to try
to identify the concept.

Initial Instances YES NO

Clean plastic bottles Chips Wrapper
Paper cup Plastic Cellophane
Coca-cola can (soda can) Styrofoam
Jam jar AA Battery
Newspaper Medicine Bottle
Cord
Foil
Diaper
Ink Pen

Test Instances (Second Set) Milk containers Clothes Hanger

Water bottle Wood
Cardboard Laptop Battery
Tin can Aerosol Spray Paint Can
PHASE II ANALYSIS OF HYPOTHESES
Teacher asks:
What are some concepts that differentiate the examples (labeled “YES”) from the
contrasting instances (labeled “NO”), that might possibly be characteristics of
the concept we are trying to identify?

Students will then share their ideas to the questions thrown at them using their
own words as much as possible. Teacher tries to get several alternative ideas.

1.The teacher adds a few more (2 -3) examples to the basket.

2.Students then work with a partner to list and discuss the common attributes of
the “yes” items. They combine their efforts to determine the concept.
3.The attributes of the “yes” items are discussed with the entire class and
contrasted with the “no” items.
4.The teams then place the remaining items in the appropriate category and
suggest additional items that could be placed on the “yes” basket.
Phase III CYCLICAL PROCESS (repeating Phase I and Phase II with new data)

• Add the additional items to the lists (example : milk container, hanger, wood, CD,
battery, water bottle and cardboard).

Teacher asks:
Given this additional information, what characteristics might we add or eliminate as
possibilities from the topic?

Students explain their responses. Teacher accepts their varied opinions.

Teacher puts up list of test examples. Students select examples from list and tell
whether they are examples or contrasts. Teacher tells them whether they are right or
wrong and add the instances to the proper list. Students describe their thought
processes as they were solving the problem.
PHASE IV DISCUSS & APPLICATION

• Teacher asks students to add instances to any of the

categories or sub-categories from their own knowledge or
experience. (eg. students may already recycle at home –
share items they recycle.)

Teacher asks:
What kinds of recyclable items have you used and then
actually recycled? Do you think schools could do more to
encourage students to recycle more? What could be done?
PHASE V DISCLOSURE OF SAMPLES
• When students have isolated the characteristics (criteria attributes) that differentiate examples
from non-examples, teacher reviews with them the remaining characteristics to make sure they
are all supported by the data. Teacher asks if anyone can name or label the concept. If not,
he/she provides the label. If they suggest other terms that represent the sense of “recyclable
items,” he/she accepts them and adds that the term generally used by environmentalists and the
media is “recyclable items.”

• Teacher puts the hierarchy chart up on the board, and asks students to identify instances from
the given data that fall under each category and sub-category. Students give reasons for these
placements.
PHASE VI PRACTICE AND RETEACH
• Have students work in team. They will come up
with a waste segregation project innovatively.
• Recycling Awareness Campaign. Assign students
(groups) to prepare a Creative Recycling
Awareness Campaign/Drive with instructions and
programmes for their community nearby school.
EVALUATION
1. Informal observation: • How logical are students in their use of data to test and
eliminate hypotheses?
• How willing are the students to suggest possible
concepts?
• What experience have students had with recycling?

2. Evaluating understanding • How important do you feel recycling is in our

of the concept, sample community?
measurement question: • Do you feel more should be done?
• How can we, as a class, become more active in
recycling?