2018 October. Use of Recyclable Materials
2018 October. Use of Recyclable Materials
2018 October. Use of Recyclable Materials
The 21st-century education requires that learners must be able to make their
own meaning of learning. The 21st-century learners must possess both self-direction
and an ability to collaborate with individuals, groups, and machines (Boholano, 2017;
McCoog, 2008). The ability of learners to perform inside and outside the classroom
obtained a mean percentage score (MPS) of 40.53%. In 2006, the MPS was 44.33%
while in 2005, the MPS was 46.80%. Even in international tests, the country falls
behind the average. The Philippines participated in the 1999 and 2003 Mathematics
and Science tests for Grade 4 and Grade 8. The report of Trends in Mathematics and
Science Study (TIMSS) in 2003 shows that the Philippines’ 8 th-grade students’ skills
and competencies ranked 42nd out of 46 participating countries while the Philippine
Science. Among these factors, the teaching technique is one of those that extremely
affect the way learners perform. Memorization and lecture method are obsolete forms
through lecture. One cannot deny the fact that the class size in the country exceeds
the ideal ratio. The result is a lecture delivered in a larger classroom set-up.
Consequently, the ability to think critically and solve problems both inside and outside
the academe becomes less efficient. Hence, it can be deduced that there is a need
for reforms.
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differences and how these differences can contribute towards a meaningful learning
of the group. It involves the use of various materials such as papers, illustration
boards, colored papers, and art materials. The use of these materials is usually
expensive. More so, the wastes of these materials contribute to the large volume of
Solid waste remains one of the major problems in the Philippines. The
improvement of living standards, and rapid growth of economy. In fact, the National
Solid Waste Management Commission (NSWMC) reported that the country produced
a total of 40, 087.45 tons of waste in 2016. The biggest contributor to this was the
National Capital Region with a total of 9, 212.92 tons of waste. Region IV-A
CALABARZON followed Metro Manila with a total waste generation of 4, 400.15 tons.
Region 3 was on third position whose waste generation has a total of 3,890.12 tons
Senzige, et. al. (2014) added that socioeconomic status is a factor for solid
between solid waste generation rates and composition. The volume of waste
These factors also determine the kind of solid waste that the places produce.
Solid waste is not limited to wastes that are physically solid. Other solid
wastes are liquid, semi – solid, or contained gaseous materials. According to the data
residential wastes (56.7%) are the biggest source of solid waste from 2008 – 2013.
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industrial wastes (4.1%). Out of the solid wastes, biodegradable wastes comprise the
biggest percentage. This is equal to 52.31%. Recyclable wastes follow with 27.78%.
Recyclable wastes include paper and cardboard, plastics, metals, glass, textile, and
leather and rubber. Residual waste is only 17.98% while special wastes account for
1.93% only.
usable ones. Due to persistent problems on solid wastes, most industries resort to
recycling. Sectors such as academe and local government units are advocates of
recycling. While residential areas produce the biggest amount of waste, academe
Integrated in the course Earth and Life Science is the effect of human
activities in the natural ecosystem. The course Earth and Life Science is one of the
core subjects for learners who pursue Technical Vocational Livelihood (TVL) track in
Senior High School. This learning area is designed to provide a general background
for the understanding of the Earth on a planetary scale. It presents the history of
Earth through geologic time. It discusses the Earth’s structure and composition, the
processes that occur beneath and on the Earth’s surface, as well as issues,
the senior high school level is subject to numerous challenge with mastery to deliver
the necessary content and develop skills and attitudes in the learners, being foremost
In order to reduce the amount of wastes in Laiya National High School and to
materials for collaborative activities in Earth and Life Science. Through this
innovation, the researcher hopes to achieve mastery of the lesson because learners
learn best when they are able to experience their learning; that is, when learners
4
work with recyclable materials and create output from these. It is hoped that the use
of recyclable materials will allow them to collaborate with peers given the time
pressure and showcase their creative skills in creating outputs and learning.
in activity-based learning in Earth and Life Science. Specifically, it aims to answer the
following questions:
1. How do learners accept the use of recyclable materials for their activities
a. learner;
c. environment?
The use of recyclable materials in creating output in Earth and Life Science
of activity sheet was distributed to learners prior to the start of the activity. Most of the
time, it is integrated in the Explore stage of the lesson. This stage is where the
learners create their own output based on the video clip, slide presentation or prior
a. Details of the learners. This includes the grade and section, date the
activity is done, a space for the groups’ score, group name and group
members.
b. Subject, activity number and title of activity. The activity is based on the
standard. These are taken from the curriculum guide of Earth and Life
areas.
purchase special papers for the group’s output. Used manila papers, used
cups, bananacue sticks and water bottles are among the commonly used
After the daily routine such as prayers and greetings, the learners are
given five minutes to roam around the campus to pick up litters. These
litters will be used for their activity. In some cases, learners are allowed to
ahead of time.
e. Time Allotment. The learners are usually given twenty minutes to finish
their activity sheet. In some cases, fifteen minutes are allotted depending
given using Rubrics. The highest possible score per activity is twenty
delivery (4points).
The study followed the rigor of mixed approach. Qualitative research gave
than general opinions or occurrence. More so, it is largely inductive than deductive
(Mayring, 2014; Williams, 2007; Cropley, 2015). To answer the level of acceptability
of learners in using recyclable materials, a 5-item rating was used. The second
question was answered using narratology. The field of narratology is concerned with
the study and analysis of narrative texts. It sketches the main issues concerning
quantitative research was utilized. Quantitative research deals with numbers, logic,
and an objective stance. Researchers using the quantitative method identify one or a
few variables in their research work and proceed with data collection related to those
variables (Sabarwal & White, 2014). Scores of learners on the performance tasks
were analyzed using mean and composite mean. Mean is the sum of all data entries
divided by the number of entries. It is a value that represents a data set (Watier et.al,
2011).
The Grade 12 learners under the Technical Vocational Livelihood track during
the first semester of school year 2018-2019 served as the participants to the study.
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There were four sections of learners. In all, there were 120 participants in the study.
Scores of learners were recorded in the performance task column of the class
The activity sheets were given to learners. The researcher asked the learners
to use recyclable materials in creating their output. It was done during the first
learners, questionnaire (See Appendix C) was included in the test paper of learners.
The questionnaire was composed of rating the use of recyclable materials in the
subject and advantages of using recyclable materials to the learner, group and their
scores on Performance Task (See Appendix D) were analyzed and compared to the
proficiency level found in DepEd Order No. 73, s.2012 – Guidelines on the
Table 1.
Proficiency Level and Its Interpretation
Proficiency Level Interpretation
Above 90% Advanced
85-89% Proficient
80-84% Approaching proficiency
75-79% Developing
Below 70% Struggling
knowledge, skills and core understanding; can transfer them automatically and
flexibly through authentic performance tasks. Proficiency level which is between 85-
knowledge, skills and core understanding, and learners can transfer them
learner possesses the minimum knowledge and skills but needs help throughout the
performance of an authentic task. Proficiency level which is 70% and below indicates
After careful analysis of the responses, the following results were obtained.
104
9 3 0 0
le le le le le
tab tab tab tab tab
p p p p p
ce ce ce ce ce
ac ac Ac Ac Ac
gly ely w
No
t
Hi r at Lo
e
od
M
Figure 1. Learners’ level of acceptability of using recyclable materials.
Based on the graph, 90% of the learners highly accept recyclable materials
for their activities. Eight percent moderately accepts the innovation while the
A similar study was conducted by De Lara in 2019. His study is called OpPa
sa Basura. In the study, he found out that there is no significant difference between
the extent of implementation of OpPa sa Basura Worksheet and the aspect on the
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allowed them to save money, construct their own learning, and express their ideas
freely. To the group, the strategy helped the members to contribute to the progress of
their task. More so, it helped them come up with better ideas. To the environment,
most of the respondents agreed that the use of recyclable materials minimized the
The scores of learners in the performance task were analyzed. Table 1 shows
Table 2
Summary of Performance Tasks’ Scores
Scores (%) per Section
No. K Plus 1 K Plus 2 K Plus 3 K Plus 4
1 89.33 94.78 75.71 88.57
2 88 96.52 85.71 87.14
3 88 80 95.71 87.86
4 86.67 80.87 84.29 92.14
5 96 67.83 80 65.71
6 84 84.35 75 90
7 80 93.91 87.14 93.57
8 96 99.13 65.71 87.14
9 82.67 80.87 63.57 62.14
10 77.33 98.26 80.71 90
11 98.67 97.39 77.14 66.43
12 97.33 82.61 81.43 66.43
13 89.33 73.04 87.86 88.57
14 96 99.13 90 87.14
15 77.33 96.52 82.86 90
16 78.67 96.52 58.57 87.86
17 80 94.78 85.71 89.29
18 93.33 100.00 92.14 90.71
19 96 99.13 85.71 89.29
20 56 95.65 85.71 86.43
21 86.67 96.52 84.29 90.71
22 61.33 98.26 85.71 89.29
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From the section of K Plus 1, the highest score is 98.67% while the lowest
score is 56%. In K Plu 2, the highest is 100% while the lowest is 67.83%. In K Plus 3,
the highest is 92.14% while the lowest is 58.57%. Lastly, the highest in K Plus 4 is
93.57% while the lowest is 62.14%. On the other hand, the low scores are associated
The average score of each section was computed. The results were
summarized in Table 2.
Table 3.
Average scores and its interpretation.
Section Average Interpretation
K Plus 1 84.691 Proficient
K Plus 2 92.753 Highly Proficient
K Plus 3 81.934 Proficient
K Plus 4 85.111 Highly Proficient
General Average 86.122 Highly Proficient
The section of K Plus has the highest proficiency level on performance task
which is 93%. This is interpreted as Highly Proficient. On the other hand, K Plus 3 got
the lowest proficiency level which is 82%. This means that the class is Proficient. In
all, the four sections got a composite mean of 86% which is interpreted as Highly
application of critical thinking and problem-solving skills (Bartholomew, et. al, 2005).
ACTION PLAN
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Activities for Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar
SY 2019-2020
Dissemination
of results
Crafting
complete
activity sheets
for first quarter
and second
quarter
Validation by
experts
Submission of
proposed
activity sheets
to DepEd
Sharing of
output through
LAC
REFERENCES
Amerian, M. (2015). Key concepts and basic notes on narratology and narrative.
Research Gate. Retrieved from
https://www.researchgate.net/publication/320172355_Key_concepts_and_ba
sic_notes_on_narratology_and_narrative
Bartholomew, C. et. al (2005). Doing the 4Rs: A Classroom Guide to Teach Reduce,
Reuse, Recycle and Rot. Retrieved from
http://www.stopwaste.org/sites/default/files/Doing-the-4Rs-complete-
english2_0.pdf
K to 12 Senior High School Curriculum – Earth and Life Science. December 2013.
12
Senzige, J. P. et. al. (2018). Factors influencing solid waste generation and
composition in urban areas of Tanzania: The case of Dar-es-Salaam.
American Journal of Environmental Protection. Retrieved from
http://article.sciencepublishinggroup.com/pdf/10.11648.j.ajep.20140304.11.pd
f
APPENDICES
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Group Name:_____________
Members: (alphabetically
arranged, boys first, last name first)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Appendix A _________________________
Activity Sheets _________________________
_________________________
_________________________
Section: _________________ Score: _____________ _________________________
Date: ___________________ _________________________
Earth and Life Science
Activity No.___
A Recall of Plant and Animal Cell
Introduction
Cell is the basic unit of life. Cell forms tissues. Tissues form organs. Organs
form organ systems. Systems form organisms.
Objectives
At the end of the activity, the learners should be able to:
a. describe a cell;
b. differentiate animal and plant cell; and
c. identify the function of the cell.
Materials
Recyclable materials, glue, scissors
Time Allotment: 20 minutes
Procedure
A. Cell Model
1. Using recyclable materials, create a model of the cell.
Analysis:
a. How will you describe a cell?
b. What is the shape of the cell?
c. What organelles are found inside the cell?
B. Functions
Match the function and description to its organelle
Description and Function Organelle
It is a membrane that encloses the nucleus.
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Plant Cell
Animal Cell
15
Group Name:_____________
Members: (alphabetically
arranged, boys first, last name first)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Introduction
Plant cells can make their own food through the process called photosynthesis.
Plants convert light energy into sugar molecules. Sugar molecules are stored in the
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Analysis:
a. How are the two stages different from each other?
b. What are the raw materials and products needed and produced in the first
stage? In the second stage?
c. What structures are responsible for photosynthesis?
d. What is the role of oxygen in the process?
e. In one sentence, how do plants capture light energy to form sugar
molecules?
Introduction
Flower is the reproductive organ of plants. It is composed of different parts.
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Group Name:____________
Objectives Members: (alphabetically
a) identify the male and female parts of the flower; arranged, boys first, last name first)
b) identify the function of the parts of the flower; and _________________________
c) make a model of the parts of the flower _________________________
_________________________
Materials
_________________________
Recyclable materials, coloring materials, used
folders, fasteners, ruler _________________________
Time Allotment: 20 minutes _________________________
_________________________
Procedure _________________________
1.Dissect a flower and identify the male and female parts. _________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Analysis
1) What is the female part of the flower? What are the parts?
2) What is the male part of the flower? What are the parts?
3) Which part functions for the following:
a. produces the pollen?
b. supports the anther?
c. where pollen lands and germinates?
d. connects stigma to the ovary?
e. develops into fruit?
g. where egg develops and eventually develops into seed?
2. Using recyclable materials, create a model of a flower and label its parts.
Analysis:
f. How do animals reproduce?
g. Which reproduces externally? Describe.
h. Which reproduces internally? Describe
i. How do the following reproduce?
Organism Type of Fertilization Structures involve in
reproduction
Seahorse
Iguana
Penguin
Humans
Snakes
Section: _________________ Score: _____________
Date: ___________________
Activity No.______
Body Systems
Introduction
Cells are the basic unit of life. Without cells, body will not exist. Cells make
up tissues. Tissues make up organs. Different organs form together to make organ
system or body system. Several body systems include digestive system, reproductive
system, circulatory systems, and excretory systems. Each organ in the systems works
together to sustain body functions.
Objectives
At the end of the activity, the learners should be able to identify and explain
the metabolic processes involved in the various organ systems.
Materials
Recyclable materials, coloring materials, used folders, fasteners, ruler
Time Allotment: 20 minutes
Procedure
4. Each group will be given an organ system.
Group I – Respiratory System
Group II - Muscular System
Group III – Skeletal System
Group IV - Digestive System
Group V – Excretory System
Group VI - Nervous System
Group VII – Reproductive System
Group VIII - Circulatory System
Group IX – Endocrine System
Group X - Lymphatic System
5. Using recyclable materials such as used folders and cardboards, make a
jointed model of the system assigned to your group. Use fastener to
connect joints of model.
6. Identify the organs making up the system and explain how these organs
work together to sustain body functions.
7. After 20 minutes, the group will exhibit their work on the wall. A
representative will stay to present the work. Other members of the group
will tour around to watch the presentation of other groups.
Analysis:
j. What is the role of the system assigned to you?
____________________________________________________________
____________________________________________________________
k. What metabolic processes are carried out by the system?
____________________________________________________________
___________________________________________________________
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21
Group Name:_____________
Jointed Figure Template Members: (alphabetically
arranged, boys first, last name first)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Section: _________________ Score: _____________ _________________________
Date: ___________________ _________________________
_________________________
Earth and Life Science _________________________
Activity No. ______
Human Body System and Animal Body System
Introduction
Cells are the basic unit of life. Without cells, body will not exist. Cells make
up tissues. Tissues make up organs. Different organs form together to make organ
system or body system. Several body systems include digestive system, reproductive
system, circulatory systems, and excretory systems. Each organ in the systems works
together to sustain body functions.
Objectives
At the end of the activity, the learners compare and contrast the different organ
systems in representative animals and humans.
Materials
Recyclable materials for visual aids, coloring materials, used folders, ruler
Time Allotment: 20 minutes
Procedure
1. Each group will be given an organ system.
Group I & II – Frog and Humans
Group III & IV - Bird and Humans
Group V & VI – Dolphin and Humans
Group VII & VIII – Earthworms and Humans
Group IX & X – Fish and Humans
2. Using recyclable materials such as used folders and cardboards, make a
model of the system assigned to your group.
3. Identify the organs making up the system of the animal and compare and
contrast the different organ systems in representative animals and humans.
4. After 30 minutes, the group will exhibit their work on the wall. A
representative will stay to present the work. Other members of the group
will tour around to watch the presentation of other groups.
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Analysis: Using Venn Diagram, compare and contrast the human and animal body
systems.
Appendix B
Rubrics for Grading
ACTIVITY TITLE:__________________________________
Group Members
Does a full share of work or more Does an equal share of work Does almost as much work as Does less work than other group
Assigns a clearly defined role; Assigns roles, but roles are others members
Participation &Involvement
group members perform roles not clearly defined or Assigns roles, but roles are not No effort made to assign roles to
effectively consistently adhered to adhered to group members
Always considers all views and Usually considers all views Often sides with friends instead Acts as cliques or individuals
25%
helps team to reach fair decision and helps team to reach fair of considering all views rather than group
Never argues with teammates decision Sometimes argues Arguments within group
Group tries to solve its problems by Rarely argues Group settles problems and Little attempt to solve problems;
itself without seeking outside help Group seldom solves its gives up easily gives up easily
problems as a team and asks
classmates or teacher for help
Finished the task on or before the Finished the task one to two Finished the task three to four Finished the task five minutes
Timeliness
given time. minutes after the given time minutes after the given time after the given time
15%
Exhibit superb creativity in Exhibit good level of creativity Exhibit creativity in executing the Executed the task without
executing the assigned task in executing the assigned assigned task showing creativity
Maximized the use of recyclable task The use of recyclable materials Used of recyclable materials to
Creativity
10% materials to do the output. Maximized the use of to do the output is less. do the output.
Output does not show any sign of recyclable materials to do the Output shows little sign of using
using recyclable materials output. recyclable materials
Output shows some sign of
using recyclable materials
Excellent evidence of background Good evidence of background Some evidence of background Little evidence of background
work and critical thinking work and critical thinking work and critical thinking work and critical thinking
All facts accurately stated Most facts are accurately Some facts are accurately Few facts are accurately stated
Content
30% All major concepts and ideas stated stated Few major concepts and
explained in depth Most major concepts and Some major concepts and explained in depth
explained in depth explained in depth
Presentation is clever and original Presentation is thoughtful Presentation is at times clearly Little creativity used; bland
Engaging; captures interest of Presentation is well done; presented Presentation is hard to follow;
audience interesting to audience Presentation is at times poorly organized
Appropriate variety of visual aids Some use of visual aids interesting to audience No use of visual aids
Presentation/Delivery
Visual aids add to or clarify Visual aids somewhat add to Limited use of visual aids Presenter cannot be heard; no
presentation or clarify presentation Visual aids do not clarify or add eye contact; poor body
20%
Each presenter speaks clearly and Most of the time, presenter the presentation language
loudly; good eye contact; speaks clearly and loudly; Presenter is hard to hear; little Some members did not
appropriate body language some eye contact; some use eye contact; poor body contribute to the presentation
Members contribute equally to the of appropriate body language language
presentation Most of the members Some members did not
contributed equally to the contribute equally to the
presentation presentation
23
ang kagrupo)
Teachers’ pick
(Pagpili ng guro
ng
tagapagpaliwanag
ng gawain)
Feedback after
the presentation
(Pagbibigay ng
komento at grado
ukol sa resulta ng
presentasyon
pagkatapos ng
gawain)
Use of rubrics
(Paggamit ng
batayan sa
pagmamarka)
Use of activity
sheets
(Paggamit ng
activity sheets)
Appendix D
Scores on Performance Tasks of Participants
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27
28
29
30
Analysis:
What is solar system?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________
What are the features of the planet assigned to you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________
Earth system is essentially a closed system. It receives energy from the sun
and returns some of this energy to space.
Objectives
At the end of the activity, the learners should be able to:
a. define the concept of a system;
b. recognize the Earth as a system composed of subsystems; and
c. discuss the historical development of the concept of Earth system
Materials: recyclable materials for visual aid
Time Allotment: 15 minutes
Procedure
A. Using a pencil and a piece of paper, draw or illustrate Laiya National High
School. Take note of the presence of vegetation, soil cover, wildlife (if there is
any), crops, and other components of the system.
Analysis:
How will you describe Laiya NHS as a system?
_______________________________________________________________
_______________________________________________________________
_________________________________________.
Present output after 15 minutes.
B. Draw or illustrate Figure 1 on a recycled visual aid.
Afterwards, label and define (using your own words)
the different processes and phases of water involved
in the water cycle.
CONDENSATION PRECIPITATION
EVAPORATION TRANSPIRATION
INFILTRATION SURFACE RUN-OFF Figure 1. Water cycle
Analysis:
How do cycles like water cycle affect the Earth?
_______________________________________________________________
How does energy flow in Earth?
_______________________________________________________________
Present output after 15 minutes.
C. Draw or illustrate Figure 2 on a recycled visual aid.
Analysis:
Which of the subsystems is being described?
1. ____________Thin gaseous layer that envelopes
the lithosphere.
2. ____________Includes the rocks of the crust and
mantle, the metallic liquid outer core, and the solid
metallic inner core. Figure 2. Subsystems of the Earth
3. ____________Sphere of life on Earth
4. ____________Covers about 70% of the Earth and much of it is in the form
of ocean water
33
Analysis:
How is El Nino different from La Nina?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________
Analysis:
1. Which layer is solid? Which is liquid?
2. Describe the temperature and pressure as you travel deeper down the core.
3. Differentiate continental crust and oceanic crust.
4. Why is inner core solid?
5. Differentiate inner core and outer core.
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Analysis:
1. How do you define the following:
a. Weathering and erosion
____________________________________________________________
____________________________________________________________
b. Melting
____________________________________________________________
____________________________________________________________
c. Cooling and solidification
____________________________________________________________
____________________________________________________________
d. Heat and pressure
____________________________________________________________
____________________________________________________________
e. Cementation and compaction
____________________________________________________________
____________________________________________________________
Procedure
The class will be divided into six groups. Each group will be given a task based on the video
clip that they have watched.
Analysis:
1. What is weathering?____________________________
2. What are the two types of weathering? Discuss each.
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________.
3. Compare and contrast the two types of weathering?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________.
Sample Output
Others collaborate to
Some members collaborate
create an output from
to accomplish the activity
recyclable materials.
sheet.
Body Systems
The output
The output
Cellular Respiration
The output
Learners in action
43
Flower
The output
Photosynthesis
The output
Learners present their output after 20 minutes. Presenters were randomly picked to
make sure that everybody understands their output.
45
Other Photos of Learners in Action Utilizing Recyclable Materials for their Output