WENDY A.
ADEZA | CPE
Technology-Integrated Lesson Plan
Subject: Science
Grade Level: Grade 10
Topic: Microplastics and Their Impact on Ecosystems
A. Learning Outcomes (OBE-Aligned)
● Knowledge: Students will describe what microplastics are, explain how they enter
ecosystems, and identify their effects on organisms.
● Skills: Students will analyze case studies, interpret data on pollution, and create
digital outputs to propose solutions.
● Attitude: Students will develop environmental awareness and demonstrate
responsible digital citizenship when using technology for advocacy.
B. Subject Matter
● Topic: Microplastics – Sources, Pathways, and Ecological Impact
● References:
○ DepEd MATATAG Curriculum Guide (Environmental Science strand)
○ UNEP articles on plastic pollution
○ Scientific journals on microplastics in food chains
● Learning Resources: Teacher-prepared notes, online articles, short video clips
● Digital Technology/ICT Tools:
○ YouTube – for short explainer videos on microplastics
○ Padlet – for collaborative brainstorming and reflection posts
○ Canva – for infographic creation (assignment)
C. Procedure (4A’s Instructional Model)
1. Activity
● Teacher plays a short YouTube video showing how microplastics enter
oceans and food chains.
● Students answer a quick poll: “Where do you think microplastics come
from?”
● Padlet board is opened for students to post initial ideas about sources of
microplastics in their community.
2. Analysis
● Students examine a case study: fish samples contaminated with
microplastics.
● Teacher guides discussion: “How might this affect humans who eat
seafood?”
● Students compare their Padlet posts with scientific findings.
3. Abstraction
● Teacher summarizes the principle: Microplastics are persistent pollutants
that accumulate in ecosystems and organisms, posing risks to biodiversity
and human health.
● Students create a digital mind map (Padlet or Nearpod) linking sources,
pathways, and impacts.
4. Application
● Students propose solutions (e.g., reducing single-use plastics, recycling
campaigns).
● Teacher facilitates a Padlet “solution wall” where students post and vote on
the most practical ideas.
● Students reflect on how their personal actions can reduce microplastic
pollution.
D. Assessment
● Formative Assessment:
○ Participation in Padlet brainstorming and solution wall
○ Responses to YouTube video prompts and polls
● Summative Assessment:
○ Short quiz via Google Forms on microplastics (definition, sources, impacts)
○ Reflection essay: “How can youth contribute to solving the microplastic
problem?”
E. Assignment
● Students will design a digital infographic (using Canva) explaining microplastics,
their sources, and solutions.
● Infographics will be uploaded to Google Classroom for peer review and teacher
feedback.
Integration of Technology Tools
● YouTube: Provides engaging visual context with real-world examples, making abstract
pollution concepts concrete.
● Padlet: Encourages collaboration, peer learning, and collective problem-solving.
● Canva (Assignment): Promotes creativity and digital literacy by allowing students to
design advocacy materials.