ILAW Modified Lesson Plan

Lesson Title Science in Our Community: Using Science

Process Skills and Attitudes to Address Waste

Learning Area/s Science

Name of Teacher/s [Insert Teacher Name(s)]

Grade Level and Section [Insert Grade Level and Section]

No. of Sessions 4 sessions

References (books, websites, toolkits, etc.) DepEd K to 12 Science Curriculum standards;

Classroom Science Materials Handbook;
Teacher-made picture cards and local
community photos; Simple Experiments for
Young Scientists (teacher resource); Local
barangay sanitation guidelines; HELE teacher
resource on composting and recycling

Declaration of AI use Cite how AI was used in the formulation of the

Cite how AI was used in the formulation of the lesson plan. See DO 3 s.2026 Annex A.
lesson plan.
See DO 3 s.2026 Annex A.

Intentions. Meaningful learning experiences are anchored in how we frame them. Start
by deciding what you want learners to master by the end of the lesson – keep
it clear and simple.
Remember: Understanding your learners' evolving context and designing
around it ensure that your lessons connect with and are relevant to them.

Session 1 Session 2 Session 3 Session 4

Learning Competency: Competency: Use Competency: Competency:

Competency and Identify issues science process Explain scientific Apply science
Curriculum and concerns in skills (observing, attitudes (e.g., process skills and
Standards: the local measuring, curiosity, open- scientific
Write the community and classifying, mindedness, care attitudes to
competency/ies how they could recording) to for environment) propose simple
from the be addressed by gather and show how community
curriculum that science (e.g., information they guide the solutions (e.g.,
we are targeting, treatment of about local use of science composting, basic
and the content waste). issues. process skills in recycling system)
or performance Content/Perform Content/Perform addressing and present
standards ance Standards: ance Standards: community findings.
applicable to the Learners Learners apply problems such as Content/Perform
sessions. demonstrate basic waste treatment. ance Standards:
awareness of measurement Content/Perform Learners plan and
local and classification ance Standards: create a small
environmental to real sample Learners prototype or
 issues; recognize items, record generate testable poster that
how science observations questions, make addresses a local
relates to systematically, simple waste problem,
everyday and work predictions, and explain the steps
problems; begin collaboratively to demonstrate they used
to identify collect simple ethical attitudes (process skills),
science process data related to (responsibility, and reflect on
skills (observing, household waste. respect) when attitudes shown
classifying) and conducting a (responsibility,
attitudes safe, short cooperation).
(curiosity, investigation
responsibility) (e.g., simple
applied to filtration or
community compost
issues. observation).

Learning By the end of By the end of By the end of By the end of

Objectives: Session 1, Session 2, Session 3, Session 4,
Write the smaller learners will be learners will be learners will be learners will be
knowledge, skills, able to: 1) able to: 1) classify able to: 1) state able to: 1) design
or tasks from the describe at least a set of sample at least two and present a
competency that two local waste- waste items into scientific simple
the learners will related issues in at least three attitudes and community-
work on and be their community; categories explain how each focused solution
able to show by 2) name and give (recyclable, supports solving using recycled
the end of the one example compostable, waste-related materials or an
sessions. each of two residual); 2) problems; 2) information
science process measure or make a poster; 2) identify
skills (observing, estimate prediction and the science
classifying) and amounts (count, carry out a short process skills and
two scientific weigh, or volume hands-on attitudes used in
attitudes estimate) of investigation their project and
(curiosity, sample items and (observe results) explain how
responsibility) record results on demonstrating at these helped
used when a simple chart; 3) least two science address the issue;
thinking about work in small process skills 3) give and
waste problems. groups to (predicting, receive
complete a short observing, constructive peer
waste-data sheet. describing). feedback.

Learner Context: Learners are Many learners Learners respond Learners enjoy
Write your curious about help at home well to hands-on creating crafts
observations of their with chores like tasks and and presenting to
your learners, neighborhood sweeping or storytelling about peers; many can
and how they and often notice sorting real problems. collect recyclable
have been litter and smells containers and Some learners materials at
performing or near school. can count and have limited home to use.
responding to Some learners estimate experience with Barriers include
learning have helped at quantities. structured unequal access to
experiences home with simple Barriers include investigations crafting supplies
recently. Include chores (sorting limited access to and will need at home and
strengths, used containers). measuring tools explicit step-by- variability in
interests, and Possible barriers: at home and step guidance. speaking
possible barriers limited differences in Attention spans confidence.
to learning. vocabulary for numeracy vary; movement Mixed-ability
scientific terms confidence. Some breaks and role grouping will help
for some learners require rotation help distribute tasks
learners, varied visual supports engagement. according to
fine motor skills, and scaffolded Safety awareness strengths
and differing sentence frames must be (drawing,
access to safe to record reinforced for all speaking,
outdoor space for findings. learners. organizing).
hands-on
activities.
Strengths: strong
oral storytelling,
familiarity with
local waste sites,
willingness to
work in groups.

Learning A learning experience is like a thoughtfully designed journey. Each activity and
interaction builds towards meaningful understanding and growth. Identify
Experience. activities and interactions to help learners gain knowledge, skills, or
understanding in a purposeful way.

Session 1 Session 2 Session 3 Session 4

Pre-Lesson: Warm-up (5 Warm-up (3 Warm-up (4 Warm-up (5

Describe how you minutes): minutes): minutes): minutes):
will help the Teacher says, Teacher plays Teacher uses a Teacher prompts
learners get 'Close your eyes 'detective bell' short reflection learners: 'Imagine
ready for the for a moment and says, 'You are prompt: 'Think of you could make
lesson. and imagine waste detectives. a time you fixed one tool or idea
walking to school. Use your eyes or changed to help our
What do you see and hands something at barangay handle
on the road? carefully. What home. How did garbage better.
What do you clues will help us you feel? Sketch one quick
smell? Where understand this Curious? Proud? idea in 2
does that trash trash?' Learners Share with your minutes.'
come from?' respond with one partner.' This Learners sketch
After 30 seconds, word each. primes discussion silently; teacher
ask two learners Teacher reviews about attitudes. collects a few
to share their list from Session examples to
images. Teacher 1 (observe, display.
prompts: 'If you classify).
were a scientist
today, what
would you look
for first?' This
 frames the
session and
activates
imagination.

Flow: Step 1 (5 Step 1 (5 Step 1 (5 Step 1 (5

Describe the minutes) — Set minutes) — minutes) — State minutes) — Set
activities that you learning Clarify objectives objectives and the session
can implement in objectives aloud: aloud and show a link to previous purpose and
1 or more teacher displays simple data chart sessions: 'We will success criteria:
sessions to meet and reads: 'Today template. Step 2 test a small idea 'By the end of
the learning we will: identify (5 minutes) — and notice how today you will:
objectives. local waste Safety and attitudes help us create a simple
Apply the problems and procedures do good science.' proposal or
Learning Design name science briefing: teacher Step 2 (7 prototype,
Principles by skills and models safe minutes) — explain which
thinking about attitudes used to handling (gloves, Prediction science skills you
how to: study them.' Step no sharp items) routine: teacher used, and show
• make the 2 (10 minutes) — and how to use a demonstrates the attitudes that
objectives clear Show five local simple balance making a helped your
for the learners photographs (or scale and prediction for a team.' Step 2 (10
• guide learners picture cards) of counting method. simple filtration minutes) —
before letting common waste Step 3 (20 test: 'If we pour Group planning:
them try the task scenes; guide minutes) — muddy water mixed-ability
on their own learners to Station rotation through a cloth groups choose
• check the state observe details (3 stations, 6 and sand, I one idea from
of the learners' using guided minutes each): predict the water sketches or
well-being, questions: 'What Station A will become create a new one.
understanding, do you see? (Classify) — clearer.' Teacher Teacher provides
and mastery over What materials groups sort a models writing a a planning sheet
the lesson are these? Who different set of one-line with role
• connect today's might be sample waste prediction. Step 3 assignments and
new concepts to affected?' Step 3 into three (20 minutes) — a checklist of
past (10 minutes) — categories and Hands-on required items
competencies Mini modeling: record tally investigation in (purpose,
• encourage teacher marks; Station B small groups: materials, steps,
collaboration demonstrates (Measure/Estima build a simple which skills used,
among learners classifying three te) — groups filter using which attitudes
• invite learners sample items practice weighing layered materials shown). Step 3
to reflect on why (plastic bottle, a set of items (cotton, sand, (25 minutes) —
this matters to banana peel, using a classroom gravel) in a clear Prototype
them broken glass) into balance scale or jar and pour a building or poster
• ensure categories while estimate volumes small amount of making: groups
inclusion for thinking aloud to using measuring prepared muddy use recycled
learners' varied show the process cups and record water through; materials to
abilities, learning skill 'classifying' numbers; Station learners observe, assemble a small
styles, and and the attitude C time flow, collect model (e.g.,
contexts 'care for others.' (Record/Discuss) filtered water in a simple mini-
Step 4 (15 — groups clear container, compost bin,
minutes) — complete simple and record sorting station,
Paired activity: sentence frames observations information
 learners work in recording what (clearer, same, poster). Teacher
pairs to sort a they observed color). Roles circulates, asks
mixed set of 6 and one question assigned (pourer, guiding questions
classroom sample they have. observer, ('How will this
items into two Teacher and recorder, help? Which
groups and label aides rotate to timekeeper) to items will be
them with one- guide and support inclusion. sorted here? How
word reasons; prompt. Step 4 Step 4 (8 will you test it?').
teacher (10 minutes) — minutes) — Step 4 (10
circulates, Collate data: Guided minutes) —
prompts pairs teacher leads reflection: groups Presentations
with sentence synthesis of compare and peer
frames ('I put this tallies on board, predictions and feedback: each
here because...') asking learners to outcomes, group presents
and checks for interpret basic teacher prompts for 2 minutes;
understanding. patterns ('Which with sentence peers ask one
Step 5 (5 item appears starters ('My question or give
minutes) — most? Why might prediction was... one compliment
Whole-class that be?'). Step 5 The result was... using sentence
share: two pairs (5 minutes) — This shows frames. Teacher
present their Reflection: that...'). Step 5 (5 highlights science
groups; teacher learners answer minutes) — process skills and
highlights 'One thing I Discussion about attitudes
examples of learned today' in attitudes: teacher observed and ties
observing and a short oral asks which them back to
classifying and round-robin. attitudes helped objectives. Step 5
names attitudes Teacher checks them (5 minutes) —
seen (e.g., for mastery and (carefulness, Final reflection:
responsibility). adjusts pacing if patience) and learners
Step 6 (5 many learners documents complete an exit
minutes) — struggle with examples on the slip naming one
Closure exit recording. board. Check for skill and one
ticket: learners understanding via attitude they
write or draw thumbs (thumbs used and one
one local waste up = understood, action they will
problem and one sideways = do at home or
science skill or unsure). school.
attitude that
could help solve
it. Throughout,
teacher checks
learners’ well-
being by scanning
for signs of
confusion,
offering a quick
stretch break if
attention drops.

Learning Photographs or Simple balance Clear jars or Recycled boxes,

Resources: printed picture scale or plastic bottles, plastic bottles,
List down the cards of local homemade scale, small funnel or tape, glue,
learning waste scenes; a standard weights cut bottle tops, scissors (adult
resources that tray with safe or coins for cotton balls or supervision),
will help you sample items comparison, cloth, sand, small markers, chart
reach your (plastic bottle, measuring cups gravel, prepared paper, planning
objectives. paper, banana (250 ml), sets of muddy water sheets, role
Ensure that they peel, aluminum sample waste (teacher- cards, camera (to
are available and foil, broken items (clean and prepared), timers document
inclusive. pottery - safe), printed or stopwatches, prototypes).
Include options simulated with data recording observation Alternatives: If
and alternatives cardboard), sheets with recording cards materials are
in case of sorting labels pictorial prompts, with pictorial limited, students
emergencies. (recyclable/comp gloves, hand scales (clear, a produce a
ost/residual), sanitizer, chart little cloudy, very detailed poster or
index cards, paper for cloudy). story board; for
markers, chart combined tallies. Alternatives: If learners with
paper for Alternatives: If no materials limited, limited fine
objectives. scale, use use a short video motor skills,
Alternatives: If counting and demonstration assign verbal
outdoor items volume and have learners roles such as
unavailable, use estimation (how predict and spokesperson or
printed photos or many bottle caps observe the video planner.
a slideshow; for equal one cup). outcome; provide
learners with For sensory tactile versions
visual sensitivities, for visually
impairment, provide photo impaired learners
tactile labeled sets and digital (feeling different
containers and recording on textures).
large-print cards. tablet.

Opportunities for Integrate HELE by Integrate Integrate Integrate English

integration: discussing simple Mathematics by Mathematics (presentation
Write down any composting counting and (measuring time, skills, sentence
possibilities to methods and comparing simple frames), Values
meaningfully household roles; quantities; comparison), Education
integrate another integrate Values integrate ICT by HELE (materials (community
learning area, Education by using a camera or sourcing and stewardship),
special topic, or highlighting tablet to safety), and HELE (crafting
technology. Write responsibility and photograph Values (honesty and safe use of
N/A if none. care for samples for later in recording, tools), and Social
community; analysis; respect for Studies
integrate English integrate Values materials). Use (discussing local
by using sentence Education by English language community
frames and discussing skills to write practices).
vocabulary fairness in simple Suggest showing
building (observe, sharing station predictions and selected
classify, attitude). roles. results. prototypes or
posters in a
school exhibit.
Assessment Assessments reveal what learners have gained and what they still need help
with. These are helpful in providing you with information to guide your future
. instruction throughout the entire session.

Session 1 Session 2 Session 3 Session 4

Formative Teacher gathers During station Teacher reviews Teacher assesses

Assessment: evidence through rotations, teacher group prediction group
Create a task, observation uses a short sheets and presentations
activity or during pair observation observation using a brief
questions to sorting: use a rubric to record cards, noting rubric focusing
evaluate learning simple checklist each group's whether on: clarity of
and provide noting each classification predictions were problem
feedback every learner's ability accuracy and stated and statement, use of
now and then. to identify a local recording whether at least two
Include ways for waste issue, use completeness. observations science process
learners to ask of observing Ask one learner were recorded. skills,
for guidance or language, and per group to Use a behavior demonstration of
support participation. explain their tally checklist to at least one
throughout each Collect exit results aloud to record scientific attitude,
session. tickets (drawing check demonstration of and teamwork.
Remember to or one-sentence understanding. scientific Collect planning
provide response) and Collect attitudes sheets and exit
appropriate review for completed group (carefulness, slips as additional
accommodations understanding. data sheets as patience, evidence. For
so all learners can Accommodations evidence. cooperation) learners with
demonstrate : allow drawing or Accommodations during the speech anxiety,
their oral response : oral recording activity. Gather accept recorded
understanding recorded by a or scribe support photographic audio or a poster
(e.g., varied peer or aide for for learners who evidence of the plus a one-line
response learners with struggle with investigation for caption as
formats, small limited writing; writing; learners who alternate
group options, provide pictorial simplified cannot produce demonstration of
visual or auditory prompts for counting tasks for written records. understanding.
supports). those with learners needing Accommodations
limited numeracy : allow learners
vocabulary. support; use of to respond with
Teacher notes calculators or images or verbal
learners needing counters if summaries;
vocabulary needed. extend time for
support. learners who
process more
slowly.

Ways Meaningful learning can also happen beyond the classroom – for both the
learners and the teacher.
Forward. Pause and reflect on what happened today.

Session 1 Session 2 Session 3 Session 4

Extended Home activity: Home activity: Home activity: Home activity:
learning Learners Learners keep a Families can try a Encourage
opportunities: interview a family 3-day simple small jar compost families to
Suggest other member about waste log with or kitchen scraps discuss feasibility
learning how household family, recording observation at of group designs
experiences waste is handled one item each home for a week and involve
outside the and bring one day and its and take one children in a
classroom/class photo or a short category (draw or photo to share. small home
hours that note next class. check boxes). Parent guide: project (e.g.,
learners may Parent guide: ask Parent guide: supervise setting up a
want to access to parents to help demonstrate children when labeled bin for
reinforce what children name weighing or handling compost recyclables).
they have three items at counting small materials and Parent guide:
learned, to spark home and discuss items and talking discuss safety help the child
their curiosities where each item about frequency. and hygiene. prepare a short
further, or that goes. Encourage Encourage use of Suggest simple 1-minute family
may provide families to kitchen scales if daily demonstration to
them support in practice sorting available or observations bring to school or
their areas of one small bag of counting bottle (smell, texture, record on phone.
difficulty. household waste caps as an color). Suggest families
together. estimate. visit the local
collection or
barangay
sanitation worker
and ask one
question.

Reflections: Teacher notes: Teacher notes: Teacher notes: Teacher notes:

Think about what allow more some groups safety must be note unequal
you need to vocabulary needed more emphasized; plan access to
change for the practice next time at to provide gloves materials; for
next session session for measuring and clear hygiene future projects
based on what learners who station; schedule steps next time. provide a low-
happened today. struggled with extra practice for Some learners materials option
Is there terms like students with showed strong and gather
something the 'recyclable' and numeracy curiosity and may community
learners are 'compostable.' difficulties. lead small donations.
interested in Share Consider pairing investigations; Collect feedback
exploring? observations with stronger identify from learners
Are there some co-teachers and numeracy candidates for a about which
things you would request HELE learners with 'science helper' presentation
like to share with teacher to bring a peers next role in school format helped
your co-teachers, compost sample. rotation. Inform activities. Share them best and
parents, or Communicate math teacher of evidence and share successful
school leaders with parents via linking suggestions with ideas with school
about your short note about opportunities to school health leader to
classroom upcoming hands- reinforce officer for safe organize a small
experience? on activities and measurement practices. community
What would you request safe skills. exhibit or sharing
like your materials session.
instructional donations.
coach to help you
with?

RUBRIC FOR LESSON PLANNING SELF-CHECK AND/OR PEER COACHING

I can say that in my Yes Not Yet Why? / What will make
lesson plan... it better?

Intentions are clearly

stated, with appropriate
learning competencies
articulated.

Intentions are evident

across all sections, there
is coherence.

Learning experience is
clear — another teacher
can implement this
lesson without
additional explanation.

Learning experience is
well-designed, with
intentionally embedded
Learning Design
Principles.

Learning experience
maximizes available
opportunities for
integration.

Learning experience is
inclusive, provides
opportunities to support
learners with
disabilities, barriers, and
unique contexts.

Assessment strategies
are integrated
throughout the session
to see learners' progress
or if they need support.

Assessment strategies
generate evidence if
learning is successful.

The following
interventions are
actionable, providing
ways to extend or adjust
learning based on
reflections.

Notes for my instructional coaching session: