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PHYSICAL SCIENCE Module

Topic: Household Chemicals and Personal Care Products (Chap 5,


Lesson 20)

Content Standard
The learners demonstrate an understanding on the properties and mode of action
of the following consumer products:
1. Cleaning materials
2. Cosmetics

Performance Standard
The learners shall be able to make either a poster, a flyer, or a brochure of a
product indicating its uses, properties, mode of action and precautions.

Learning Competencies
The learners shall be able to:
1. Give common examples of cleaning materials for the house and for personal care
(S11/12PSIIIi-j-30)
2. From product labels, identify the active ingredient(s) of cleaning products used
at home (S11/12PS-IIIi-j-31)
3. Give the use of other ingredients in cleaning agents (S11/12PS-IIIi-j-32)
4. Give common examples of personal care products used to enhance the
appearance of the human body (S11/12PS-IIIi-j-33)
5. Identify the major ingredients of cosmetics such as body lotion, skin whitener,
deodorants, and perfume (S11/12PS-IIIi-j-34)
6. Explain the precautionary measures indicated in various cleaning products and
cosmetics (S11/12PS-IIIi-j-35)

Introduction
Overview of the objectives and key terms.
1. Learning objectives- Read-ALOUD the Learning Competencies!

2. Introduce the list of important terms that learners will encounter:


a. Biodegradable e. Emulsifier
b. Non-biodegradable f. Buffer
c. Oxo-biodegradable g. Emollient
d. Surfactants h. Oxidizer

Product exploration
The learners will fill the table below using the products they brought to class. The
“Mode of Action” in the last column will be filled out AFTER the learners have
conducted independent research. During the activity, remind them to observe the
products with caution, particularly in smelling and touching as they may have
harmful effects upon contact.
DISCUSSION/ DELIVERY

Point #1:
Inform the learners that they will have to conduct independent research to
determine the mode of action of the different ingredients that they have seen.
Before they proceed with their independent research, give them an overview of
the terms that they will encounter. Possible terms are:

a. Biodegradable- capable of being decayed by the action of living organisms. The


number of years depends on many factors such as the kind of waste, environmental
temperature and type of microorganism.
b. Non-biodegradable - incapable of being decayed by the action of living
organisms
c. Oxo-biodegradable- capable of being decayed by living organisms only after
the help of metal salts added in the material’s composition. The metal salts speeds
up the initial decay process after which the process is left to microorganisms to
finish.
d. Surfactants- a surface active agent, capable of reducing the surface tension
of liquids. For example, in washing oil off plates, surfactants help the oil and water
come together by weakening the surface tension of oil.
e. Emulsifier- encourages the suspension of one liquid in another (e.g. margarine is
a mixture of oil and water). It is also called a stabilizer. It extends storage life
and prevents separation of ingredients.
f. Buffer - a solution of acid and base or salt that helps maintain the pH of a
solution constant.
g. Emollient- any substance that softens the skin by slowing the evaporation of
water.
h. Oxidizer- a substance that oxidizes another substance. Oxidizing a substance
may mean supporting combustion, helping a substance breakdown, etc.

Point #2: Fact Sheet Guidelines


1. Data on active/ major ingredient:
a. Chemical formula (and structure if available)
b. Mode of action
c. Where the ingredient comes from
d. How the ingredient should be handled, what are its precautionary
measures?
e. Other uses of the chemical
f. How does the chemical affect the environment? (if available)
g. Is the chemical biodegradable or not? (if available)
h. Is the chemical natural or synthetically derived? (if available)
i. Are there alternatives for this chemical? What are the alternatives? (if
available)

*a to e are mandatory information that the learners must look for.

2. Check multiple sources and make sure to cite them. Learners may use MSDS
sheets (Material Safety Data Sheet) which should be available online.
3. Learners will use mostly internet sources so guide them in selecting good
websites. Helpful websites are:
Chemicals of Concern
http://www.safecosmetics.org/get-the-facts/chemicals-of-concern/ (last
accessed March 27, 2016)
Bleach
http://www.madehow.com/Volume-2/Bleach.html (last accessed March 27, 2016)
Household Products Database
https://householdproducts.nlm.nih.gov/(last accessed March 27, 2016)
Soaps and Detergents: Products and Ingredients
http://www.cleaninginstitute.org/clean_living/
soaps__detergents_products__ingredients.aspx(last accessed March 27, 2016)

Household Chemicals Chart: Whats in my House


http://my.clevelandclinic.org/health/healthy_living/hic_Steps_to_Staying_Well/
hic_Household_Chemicals_Chart_Whats_in_my_House (last accessed March 27,
2016)
‘Dirty Dozen’ cosmetic chemicals to avoid
http://davidsuzuki.org/issues/health/science/toxics/dirty-dozen-cosmetic-
chemicals/ (last accessed
March 27, 2016)
The “Dirty Dozen” Ingredients Investigated in the Suzuki Foundation Survey of
Chemicals in Cosmetics(October 2010)
http://www.davidsuzuki.org/issues/downloads/Dirty-dozen-backgrounder.pdf

3. The fact sheet should be creative, inviting, and informative.

Point #3: SHARING


When the groups are done with their fact sheets, have them share their work in to
their classmates.
Each learner should read the work of others to try and find similarities and
differences in the ingredients.
Having read the fact sheets and after conducting their own research, ask the
learners to create their own guidelines in choosing a safer, healthier and
environmentally friendlier product. Answers can be:

I will:
1. be proactive and will research on the products that I am using
2. choose products that have a short ingredient list (10 or less ingredients)
3. buy products that are biodegradable
4. read the proper disposal of products and make sure to follow them

For # 2. This is often prescribed as a general rule of thumb, this is not necessarily
true for all but is a good guide.

Point #4: Note


At the end of the topic, give learners alternatives and tips on selecting healthier
and environmentally friendlier products by directing them to the following
websites:
Campaign for Safe Cosmetics
http://www.safecosmetics.org/ (last accessed March 27, 2016)

Personal Care Recipes with Coconut Oil


by Mike Chapman (October 25, 2015)
http://www.organiclifestylemagazine.com/personal-care-recipes-with-coconut-oil
(last accessed March 27, 2016)

Healthier Hygiene by Matthew Hoffman, MD


http://www.webmd.com/health-ehome-9/healthier-hygiene (last accessed March
27, 2016)

Non-Toxic Home Cleaning


http://eartheasy.com/live_nontoxic_solutions.htm (last accessed
March 27, 2016)

9 Cleaners You Can Make Yourself


http://www.goodhousekeeping.com/home/cleaning/tips/a24885/make-at-
homecleaners/ (last accessed March 27, 2016)

27 Chemical-Free Recipes for DIY Spring Cleaning


http://greatist.com/health/27-chemical-freeproducts-diy-spring-cleaning (last
accessed March 27, 2016)

ENRICHMENT
Healthy Options Activity (75 minutes, depending on the number of learners)
Healthy Options
Divide the class in groups of 3-4 members and have them explore homemade
alternative products for their personal hygiene and their household cleaning use.
Have them research to create/replicate the alternative product. Each group will
have to demonstrate the process to the class, describe the creation, use, mode of
action and disposal of the homemade product.
The demonstration can span 5-6 minutes, including a short question and answer
portion.

EVALUATION
Fact sheet, Classroom Demonstration
Evaluate learners’ understanding form their fact sheet and
demonstration.
Fact Sheet Rubrics