A Supplementary Material in Elementary Science Grade Four. Air Pollution

Transcription

1 A Supplementary Material in Elementary Science Grade Four Air Pollution

2 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 Copyright 2011 by LRMDS COPYRIGHT NOTICE Section 9 of Presidential Decree No. 49 provides: No copyright shall subsist in any work of the Government of the Republic of the Philippines. However, prior approval of the government agency of office wherein the work is created shall be necessary for exploitation of such work for profit. This material has been developed within the Project in the Development and Production of Science Supplementary Material implemented by Curriculum and Learning Management Division (CLMD) of the Department of Education Region VII (DepED RO7) in collaboration with the Visayan Electric Company (VECO). Prior approval must be given by the LRMDS at DepED Regional Office VII and the source must be clearly acknowledged. CHARITIE S. TAPAO Naga City Division Writer This supplementary material has been edited, enhanced and produced by the DepED RO VII LRMDS for maximum utilization. This edition has been reproduced for print and online distribution through the Learning Resource Management Development System (LRMDS) Portal by Region VII under Project STRIVE for BESRA, a project supported by AusAID.

3 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. 1

4 C. References: PELC IV, 4.1, p. 19 Science Plus More 4, Salvacion Lindio-Dorado, et. al, pp Science and Health 4, Carmelita C. Coronel, pp Science Spectrum, Work text in Science and Health for Elementary, Rebecca R. Fallaria, et.al, pp Growing with Science and Health, Marilyn U. Balagtas, pp Exploring and Protecting Our World, Carmelita C. Coronel,et.al., pp Journey into the World of Science, Jingjing Martin Pascual, pp Science for Young Minds, Lozano Amasol Mayari,pp Science for Daily Use 4 Worktext, Buena A. Lozada,et.al., pp Moving Ahead with Science, Daryl A. del Prado,et.al., pp 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? 2

5 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: Publishing: Reporting: 6 minutes 2 minutes (for all the assigned groups) 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.) 3

6 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.) 4

7 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.) 5

8 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

9 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. 7

10 ACTIVITY HANG ME IN Time Allotment: 6 minutes Objective Materials needed Describe how chemical substances can pollute air. 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? 8

11 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

12 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 vehicles List and industry. Activity Sheet Read Answer more: Key What Are the Main Causes of Air Pollution? ehow.com Background Information for Teacher Resource List 10

13 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