Science 3 Tg Unit i Finalized May 14, 2014

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UNIT I: MATTER

All around us is matter. Matter is anything that has mass and occupies

space.

The unit starts with the characteristics of objects. Objects are classified into

three – solid, liquid and gas.

Chapter 1: Solids, Liquids and Gases

This Chapter deals with the three states of matter. Matter has solid, liquid,

and gas forms. Forms of matter have different observable characteristics.

Objects that have definite color, shape, size, and texture are solids. Liquids have

no definite shape but follow the shape of the container, have the ability to flow,

have taste and smell. Gases have no size and shape and also take the shape of

the container, colorless and tasteless, cannot be seen but can be felt.

Lessons are developed using hands-on and minds-on activities which aim

to facilitate: firm-up the knowledge, develop the process skills, add

understanding of the concepts, and improve the performance of pupils.

The Teacher is expected to craft additional / varied activities to meet the

interests of the learners. Activities in the different lessons must achieve the

Content Standards and same learning competency in the Curriculum Guide.

Different forms of assessment are embedded in the processing questions

during discussions, in the group/individual performance of the pupils. Rubrics will

be very useful to assess the learning and skills development of the pupils. The

teacher can always use the forms of assessment that best fit the lessons/

activities.

Lesson 1. Characteristics of Solids

Duration: 6 days

Day 1-2

Objectives

At the end of the lesson, the pupils should be able to:

a. Name different solids around us

b. Group the solids according to their observable

characteristics

c. Describe the different solids based on their characteristics:

color, shape, size and texture.

Materials: different objects around us

Lesson proper

A. Motivation/ Presentation

http://physics.about.com/od/glossary/g/mass.htm

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Ask: What do you see around you? Will you name which objects

around that are in solid form? Will you tell something about these

objects?

( It’s a school environment: a) inside the classroom, pupils will see

tables, chairs, blackboards, bags, umbrella, drinking glasses, trash

can , and many more; b) outside the classroom, they will see

trees, stones, flowering plants, bicycle, rocks, and many others.)

Pupils may tell something about how big or small the stones are,

the colors of different bags in the classroom, how tall the trees

are, colors of different flowers in the gardens, and other

descriptions of what they see around them)

B. Activity 1

(refer to LM Lesson 1- Activity: What are the characteristics of

solids?)

Divide the class into small groups

Say: Class, today we will visit a place in our school ( Suggestion:

science garden, other gardens, back of the school, school park).

Each group will collect 10 objects in solid form.

Note: Explain safety measures in collecting different objects to

prevent accidents and not to get hurt.

( The pupils may collect: stones of different sizes and shapes, rock,

various leaves, stick, branch of a tree, others)

Ask each group to: a) list the collected objects based on the

observed characteristics. b) Copy the charts below in your

notebooks and use the charts by naming and describing each

object in the proper column.

Small big Other

Observation

rough smooth Other

observation

Round square Other

observations

Black white Other

observations

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Day 2

Discussions

Use the charts of each group to process the activity results.

a. What different objects did you see in the __________( science

garden, front yard, backyard, other gardens)?

( Science Garden: stones, flowering plants, insects, trees,

mini fence, wind vane, fountain, aquarium, others

Front school yard: flagpole, stones, flowering plants, trees, others

Back school yard: pieces of papers, fence, stones, plants, cans,

others)

b. Can you name the objects?

( Answers may vary . These will help as springboard to describing

the objects )

c. Can you descrbe the objects?

( Answers may vary: Ex. The stone is small, rock is big, the leaf has

yellow color, the stick is long )

d. What are your observations on the solids?

( Answers may vary: Ex. The objects have sizes, of different shapes )

e. Can you tell if these solids are hard, soft, rough, smooth, round,

square, colored, black, white? How can you tell?

( No. when we touch the objects, then we can tell if they are hard

or soft, rough or smooth.

Yes. By looking at the objects, we can tell if the objects are

round or square, colored yellow or red, black or white )

f. Did you touch the solids? Are these solids of the same color? size?

shape? Are they different ? Will you give examples?

( No, we did not touch the solids. Some stones have green color,

others are yellow. There are big and small stones. We saw round

and oblong stones ).

NOTE: Responses of pupils will be used by the teacher to briefly

review: colors, sizes, shapes.

Emphasize that texture is also one of the characteristics of

solids. They will have to touch the solids to be able to tell whether

they are rough or smooth.

g. How will you group the different solids? What are your bases ?(

Answers may vary: Ex. All solids that are small belong to 1 group, big

solids into another group; solids that are rough into another group,

smooth solids into another group )

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h. What are the characteristics of solids based from your

observations?

Assessment

The teacher distributes activity cards for use in the different

learning stations inside the classroom.

Pupils are asked to:

a. List 5 different solids they see in the assigned learning stations

b. Observe the solids and tell something about them

c. Present the activity cards to the class

Day 3

Objectives


a. name solids of different colors

b. group different solids based on their colors

c. describe different solids based on their colors

Materials

Boxes of solids ( real solids )

Procedure

A. Review

Ask the pupils to name some objects seen inside the classroom and

tell something about them.

Table 1

Learning Station A

Solids inside a pupil’s

bag

( pencil, eraser, paper,

ballpen, notebook,

others )

Table 2

Learning Station B

Solids inside a

teacher’s table

(book, lesson plan,

paperweight, clips)

Table 3

Learning Station C

Solids inside the

canteen

(teaspoon, bread,

plates, glasses)

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B. Activity 2

( refer to LM Activity 2: What are the colors of solids?

Divide the class into small groups.

Give each group a box of different solids

Let the groups do the activity.

In the Chart name each solid and write its color.

C. Discussions

1. Can you name and tell the color of the objects ?

( answers vary )

2. What are the objects in the box?

( pencil, flower, stone, coin purse, eraser, others)

3. Can you describe the appearance of each solid?

4. Can you name each object and give its specific color?

( the pencil is yellow, the flower is red, the stone is brown,

the coin purse is green, the eraser is black )

Emphasize: an object that is black has no color. )

5. Are the solids of the same color? Different colors?

( Some solids have the same color, others have different

colors )

NOTE: Emphasize the color of the objects. Some objects have different

colors , but some have definite colors.

Familiarize pupils on the specific color of objects through

illustrative examples

Generalization

1. What are the colors of solids?

2. Is the color specific to a solid?

3. Are solids of the same color or different colors?

( Solids are colored brown, yellow, green, red, orange, blue ,

other colors. Some solids show specific color based on

appearance. Some solids have the same color while other

have different colors. Each solid has its own color. )

Assessment

The teacher draws a table on the board and let the pupils copy on

their notebooks.

Ask the pupils to bring out things in their bags.

They will fill up the table by naming and giving the color of the objects

from their bags, and describing their colors in the proper column.

“ My Bag “

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Solids in my bag Color

Examples:

1. pencil sharpener

blue

2. pencil red

3. notebook green

Others . . . . . . . . . .

Assignment

In your assignment notebook,

a. List and name 5 solids you find at home.

b. Answer the questions:

1. Do you find solids with different colors? What are these colors?

c. Draw these solids and color each correctly.

Background information

There are different colors of solids. Solid has its own color based on

appearance

Day 4

Objectives


a. name solids of different shapes

b. group different solids based on their shapes

c. describe the shapes of different different solids

Materials

Empty boxes labeled with different shapes

Real solids

Procedure

A. Review of assignment

Call pupils to relate to the class their assignments. All the pupils’

drawings will be posted on the bulletin board.

B. Motivation

Lead the class in singing the song “ I have “ to the tune of “ Where is

Thumb Man”, or a local song that the pupils can sing.

“ Where is Thumb Man”

I have ballpens*

I have notebooks*

I have books*

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I have chalk*

These objects are called solids (2x)

In our room (2x)

( *Give names of other objects found in the room)

Ask the pupils to get some objects from their bags. Each will stand

and show the object while singing.

C. Activity 3

( refer to LM, Activity 3: Shapely Solids )

1. Divide the class into small groups. Each group will be given a

basketful of real ( 10 pieces )solids with different colors. Give enough

time for each group to observe the solids and be able to tell

something about their shapes.

2. Ask each group to put each solid in its proper box labeled as

round, oblong, rectangle, square, triangle.

Representatives from each group will take turns to show the object

put in each box and the class will have to agree if it is correct or not.

3. Scoring will be on the blackboard. A scoring rubrics will be useful

D. Discussions

1. Can you name the different solids ?

What are these solids?

( Yes. Ball, plate, funnel, shoebox, others )

2. What different shapes of solids did you observe?

( triangle, oblong, star-shaped, sausage-like, others)

NOTE: Emphasize that the shape of the object may be related to

things that they are familiar with, ex. Egg-like pebble )

A brief discussion on the different shapes may follow with

illustrative examples.

3. What characteristic of solids is shown in the activity?

( Solids have shapes)

Generalization

1. Are there solids of different shapes around us?

2. Can we group solids based on their shapes?

3. What are the shapes of solids?

( There are solids of different shapes around us, at home, in school , in

the community. Solids are grouped if they have the same shape:

round solids, oblong solids, rectangular solids. )

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Assessment

( Processing questions may serve as assessment tool on the knowledge of

different shapes observed in solids and the understanding that solids have

shapes). A rubric on class participation and group activity performance will be

useful.

Assignment

Each pupil will bring to class two (2) solids of the same kind, big and

small, long and short, fat and thin which are not heavy to carry in their

bags and a ruler.

Background Information

Solids have shapes, too. The molecules of solids are close together.

They move back and forth but the particles do not change places. That is

why solids do not change shapes.

Day 5

Objectives


a. name solids of different sizes

b. group different solids based on their size

c. measure accurately the size of a solid

Materials

For each pupil: 1 solid, ruler

For the teacher: A rubric on individual performance of an

activity.

Procedure

A. Checking of Assignment. Let the pupils display the

solids brought to class on their tables. Ask if each has a ruler.

B. Activity

( refer to LM, Activity No. 4 Do solids have same or different sizes ?)

Ask each pupil to

a. name the solids brought to class.

b. tell something about the color and the shape

c. Compare the solids and describe as big and small, long and

short, fat and thin ).

Provide display tables with labels of different sizes where each pupil

can put their solids on.

Ask the pupils to group the solids according to the sizes.

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Demonstrate the use of the ruler in measuring the size of the solid

Illustrate the calibrations of the ruler on the board and give enough time

to the pupils to practice how to measure. ( material can be ¼ or ½ pieces

of paper and unit of measure is centimeters )

NOTE: Tell the pupils that :

a. a ruler is used to measure small objects. A meter stick is

used to measure long objects.

b. some objects can be measured without the use of the

ruler and that they can compare and contrast objects

instead.

In demonstrating, measure the length and the width of

the paper.

Form a dyad.

Ask the pupils to:

a. observe then describe the solids based on their sizes

b. measure the length and the width of the solids.

c. describe the solids as big and small, long and short or fat and

thin.

Check the accuracy of the measurement. Emphasize that a good

measurement must have the value and the unit.

C. Discussions

1. Can you tell if the solid is big or small, long or short, fat or thin? How

can you tell ? Will you show your solids to your classmates?

( Answers vary depending on the kind and sizes of solids

brought to class.

Example: Yes. I have two balls. This ball is big, the other

is small.

Yes. I have two pencils. This one is long, the

other one is short. )

Note: emphasize that another way of describing the size of the

solids is by comparing.

2. Did you put the solids on the correct table? What are your bases in

grouping the solids??

( Yes. We based the grouping on the sizes of the solids. Long

solids are grouped into 1 group, short solids are grouped into

another group, big solids are grouped into another group. )

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3. How did you measure the solids? What is the length your solids? the

width ? ( Answers vary )

Generalization

1. How did you group the solids?

2. Do solids have their own size? similar or different from other

solids?

2. How did measurement help you in describing the size of the

solid?

( Solids can be grouped according to their sizes. Each solid has its

own size. By looking at two solids of the same kind, we can tell if one

is big and the other is small, short or long, fat or thin. Solids may

have similar or different sizes with other solids. Measuring their sizes

with a ruler will tell if the solids have the same or different sizes. )

Assessment

Forms are used in the conduct of the activity, eg. Individual / team

performance assessment ( measurement), giving responses to processing

questions. A performance rubric will be useful.

Assignment

For the pupils: At home, get hold of another 2 solids. Use your ruler to

measure accurately the length and the width of the solids. Draw the solids

on a bond paper. You may color then show the measurements in

centimeters. Describe each solid.

For the Teacher. In addition to solids found in the classroom, gather

other solids and place them within reach and safety of the pupils in

different parts of the classroom.


Different measuring devices can be used in determining the size of

objects. Comparing is another way of knowing the size of the objects.

Day 6

Objectives


a. name solids of different textures

b. group different solids based on their texture

c. describe different solids based on texture

Materials

To be prepared by the teacher:

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Different solids ( sponge, wooden stick, sandpaper,

cardboard, plastic cup, others )

Checklist of different solids inside the room

Procedure

A. Call some pupils to show and relate to the class their assignments.

Name the solids. What parts of the solid were measured?

( Answers vary, Parts measured were the length and width .)

What are the measurements?

( Answers vary )

Describe the solids based on the measurements.

( big or small, long or short, fat or thin )

B. Activity

( refer to LM No. 5, Texture Hunt )

Let the pupils do the activity “ Texture Hunt”. Explain briefly some

precautionary measures in hunting and touching the solids.

Ask the pupils to walk around the room and let them touch

different solids. They also have to hunt for solids which are different

from the others.

In their notebooks, the pupils will:

a. Name the solids correctly

b. Tell something about the solids after touching them

Call for pupils to relate and show their hunts to the class.

Note: Based on what the pupils will tell about the solids, describe

the solids briefly with illustrative examples ( hard, soft, rough,

smooth)

Provide the pupils with a checklist of solids for hunting:

Checklist of Solids inside the Room

Name Texture

smooth rough soft hard Other

observations

Sand / /

sandpaper / /

stone / /

cardboard / /

Plastic cup / /

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Drinking glass / /

rock / /

pebbles / /

shell / /

marble / /

cotton / /

The class will have to agree on the descriptions.

Checklist of pupils will be posted on the bulletin board.

NOTE: Emphasize that the textures of the different solids were based on

touch/ feeling.

C. Discussions

1. What solids in the room are smooth, rough, soft, hard? Will you

name them?

( Answers vary )

2. How many solids did you hunt? Will you describe the solids?

( Answers vary )

3. Can you describe the solids as hard or soft, rough or smooth?

How can you tell ?

( by touching, we were able to describe the texture of the solids

such as rough or smooth, hard or soft ) )

4. What characteristic of solids is shown in the activity?

( Solids have textures: rough, smooth, hard, soft. . . . )

5. Are the solids of the same texture? Different textures? Can you

give examples?

( some solids have the same texture, others have different

textures )

Generalization

1. Can you describe the solids by touching/ feeling?

2. Are solids of the same texture? different textures?

3. What characteristic of solids was shown in the activity?

( Textures of solids are determined by touching/ feeling them. Solids

have the same or different textures )

Assessment

The checklist may serve as a form to assess the understanding of the

pupils about the lesson, and the performance of the activity.

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Lesson 2. Characteristics of Liquids

Duration: 4 days

Day 1

Objectives

At the end of the lesson, the pupils should be able to

a. name different liquids around us

b. Describe the liquids based on their observable

characteristics.

Materials

glass of water, soda in a bottle, condensed milk in can, shampoo

sachet, soup in a bowl, milk in a cup.

Big Pictures of liquids

Procedure

A. Motivation

Show pictures of different liquids. Say: Here are samples of different.

Study each picture. Will you name them?

A B C D

B. Activity (refer to LM, Activity 1, Liquids around Us )

Show the pupils the materials and explain briefly what is expected

of them to accomplish in doing the activity.

Divide the class into small groups. Materials are divided into sets

for each group.

Let the pupils do the Activity. Set precautionary measures in

handling the materials and parameters of group work. Pupils may do

the activity inside the classroom on the work tables.

Procedure

Ask the pupils to:

a. name the materials for the activity. Tell whether they are

solids or liquids.

b. What are the characteristics of the solids and liquids?

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C. Discussions

Can you name the materials for the activity? What are they?

( glass of water, soda in a bottle, condensed milk in can,

shampoo sachet, soup in a bowl, milk in a cup)

Which are solids? Liquids? Can you describe the solids?

( can , bottle, sachet containing shampoo, bowl, cup )

The solids have different shapes and sizes.

Other descriptions on the color and texture )

Which are liquids? Where did you see the liquids?

( water, shampoo, milk, soup) The liquids are in the

containers.

How were you able to tell that liquids are in the containers?

( Solid containers contain liquids, ex. Soda in can )

What are other liquids around us? in school, at home, in the

community?

Show big pictures of liquids around us:

a. in school

b. at home

c. in the community

Ask the pupils to describe the liquids.

Generalization

Can you find liquids around us? in school, at home, in the

community?

Assignment

At home, find different liquids in a container. Ask your Mom for

assistance.

What is the shape of the containers? What is in each container?

Fill up the Chart

Container Liquid in the container

1

2

3

Others. . . .

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Day 2

Objective


describe the shapes of liquids in different containers.

Materials

Empty containers of different shapes

Different liquids in different containers

Procedure

A. Review of Assignment

Call for pupils to present their charts in front of the class.

The charts of the pupils will be posted on the Bulletin Board.

B. Motivation

Examine the glass with water on the table. Which is the

solid? the liquid?

Pour the water into an empty container.

Ask: Do you see an empty space in the glass? Can you describe

the shape of the water in the glass? Do they have the same

shapes? Did the liquid occupy the same space in the glass?

C. Activity

( refer to LM, Activity No.2 : Do Liquids take the shape of their

containers? )

Divide the class into small groups.

Let the pupils do the activity.

Ask the pupils to record their observations:

a. Shape of the liquids in the containers

b. Shape of the liquids in different containers

c. Space occupied by liquids in different containers

D. Discussions

Observations of the different groups will be used to process the

following questions:

1. Did the liquids take the shape of their containers?

( Yes)

2. Did the liquids take the space in their containers? Why?

( Yes. The liquid filled up the space in the container. )

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3. Will you describe shapes of liquids in different shapes of

containers?

( Yes. Liquids have no shapes. They take the shape of

their containers )

4. What characteristic of liquids did you learn from the

activity?

( Liquids have no shapes and they take the shape of

their containers)

Generalization

1. Do liquids take the shape of the containers?

2. Do liquids fill up the spaces in the containers?

3. Will you say that liquids take up spaces( capacity) and shape of

the containers ?

( Liquids take the shape of their containers. They fill up the

space ( capacity ) of their containers. )/

Assessment

Forms of assessment are imbedded in the discussions. These are

the responses of the pupils based on their observations and agreements

on the results of the activity. Assessment rubrics for group work and class

participation in the discussions will be useful.


Liquids have the ability to flow. They do not have definite shape but

when they are poured in containers, they take the shape of the

container

Day 3

Objective

At the end of the lesson, the students should be able to describe

the taste and smell or odor of different liquids.

Materials ( prepared by the Teacher )

Rubbing alcohol, catsup, fruit juice, vinegar, perfume, soy sauce,

water, glue, baby oil

Procedure

A. Recall

Give illustrative examples of the following:

a. liquids take the shape of their containers

b. liquids take up spaces in containers

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B. Activity

( refer to LM , Activity 3: Smell and Taste Tests

Set an observation table. The materials for the taste tests will be

placed in clean containers. Materials in smelling will be separately

placed on the table. Set of materials must be properly labeled.

Review the precautionary/ safety measures in tasting and smelling

the liquids.

Divide the class into small groups. Members of each group will

take turns in tasting and smelling the liquids. Record observations,

then share among the members of the group for agreements.

NOTE: Some liquids are NOT FOR TASTING. Tell the pupils to follow

strictly the precaution/ safety measure

Additional sample liquids can be added in each Chart. In Chart

A, Liquids that are safe to taste. In Chart B, liquids which can be

smelled and will not hurt the sense of smell.

Each group will prepare charts A and B, similar to that in the LM:

CHART A. SMELL / ODOR CHART

Liquids Smell / Odor

Good Bad

Rubbing alcohol Smell can be good or bad depending on

how the pupils describe it Perfume

Vinegar

Baby Oil

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CHART B. TASTE TEST CHART

Liquids Taste

sour sweet bitter salty

Catsup / /

Fruit juice / /

vinegar /

Soy sauce /

water No taste

Tamarind / / /

Sugar /

Ampalaya /

Other liquids. . . .

(can be )

/ / / /

C. Discussions

1. Did the liquids have the same taste? Different taste?

( Some liquids have the same taste, others are

different)

2. Did you group the liquids based on their taste? How?

( Liquids that are sweet can be grouped together , sour

liquids in another group. . . . . . ., )

3. Which liquids were sour, sweet, bitter, salty?

( Answers are based on the Charts presented )

4. What characteristic of liquids is shown in the activity?

( Liquids have taste )

6. How were you able to describe the smell or odor of

the liquids?

( by smelling we were able to describe the smell/odor of the

liquids)

7. Did you group the liquids based on their smell or odor? How?

(Either smell or odor is good or bad )

8. Which liquids have good smell? Bad smell?

( Answers vary depending on how each pupil describes the

smell/odor of each liquid)

9. What other liquids have same good smell? Bad smell ?

( Answers vary. Let the pupils name liquids they are

familiar with )

10. What characteristic of liquids is shown in the activity?

( smell or odor )

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Generalization

Will you say that liquids are described by their taste and smell?

different liquids have different taste and smell?

Did you group the liquids based on their taste and smell? How?

( Liquids are described by their smell/ odor. Liquids have

the same or different taste. We group the liquids based on

their taste)

Assessment

Correct responses of the pupils in processing questions in the discussions,

and their performance in the group activity. Assessment rubrics will be

useful.

Day 4

Objective


a. Describe how liquids flow from one container to another

Materials ( prepared by the teacher)

Condensed milk, soy sauce, vinegar, shampoo, water,oil, spoons,

empty cups/ containers, manila papers, pentel pens

Procedure

A. Motivation

Pour milk into the empty containers a, b, c. What do you observe?

a.

b. c.

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B. Activity

( refer to LM, Activity 4 How do liquids flow ?)

Divide the class into small groups. Let the pupils do the activity.

Tell the groups to record their observations in a Chart similar to that

in the LM.

Ask the pupils to repeat the activity with other liquids.

Give enough time to the pupils to share the activity results

among the members of their group. Group charts will be posted on

the board.

C. Discussions

Chart presentations of each group will be used in the discussions:

1. What did you observe while pouring the liquid in the empty

container?

( The liquid flowed from the teaspoon to the empty container )

2. Can you describe the flow of the different liquids?

3. Did the liquids flow fast? Slow? What liquids flowed fast? Slow?

( Liquids in A, C and D flowed fast. Liquid in B flowed slow )

4. What characteristic of liquids was shown in the activity?

( Liquids flow)

Generalization

What characteristic of liquids was shown in the activity? Do liquids

flow fast? Slow?

( Liquids have the ability to flow. The flow of liquids is either

fast or slow )

Assessment

Relate situations at home and in school where the pupils observe

liquids that flow, then ask their understanding of the situations.


Liquids flow. The particles of liquids are far apart. They slide past one

another. This is what makes liquids flow. Some liquids flow fast while other

liquids flow slowly

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Lesson 3. Characteristics of Gases

Duration : 2 days

Day 1-2

Objective

At the end of the lesson, the pupils should be able to describe

the shape and size taken by gas

Materials

Balloons of different shapes and sizes

Procedure

A. Motivation

Call 5 pupils to blow up balloons as much as they can – a long

sausage-shaped balloon is best but any shape will do. Do not tie

the end, but hold it tightly to stop the air from getting out. Hold it

above your head – and let go.

What happened to the balloon? Where did it go?

B. Recall

Solids are described by their shapes and sizes.

C. Activity proper

( refer to LM, Activity 1: What is the shape of gas in balloons? )

Divide the class into small groups. Let the group do the

activity. Record observations. Tell the group that each member will

have to blow up a balloon, and share observations.

D. Discussions

1. What happened to the balloon as you blew them up?

( The balloon got big and bigger)

How do you describe the size and shape of the

balloon?

( The size of the balloon got bigger, the balloon showed

its shape )

2. What is the shape of gas in different shapes of balloons?

( The gas took the same shape of the balloons)

3. Will you say that the size of the gas in the balloon is the size shown

by the balloon? Why?

( Yes. The amount of gas that fills the balloon increases the size of

the balloon. The size of the balloon is the size of the gas).

4. What characteristics of gas are shown in the activity?

( gas takes the shape and size of the container )

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Day 2

Lecturette through illustrative examples;

1) other balloons of different sizes and shapes,

2) big pictures of containers with gas , that:

a. when you blow up the balloon, you are pushing

gas in.

b. you fill up other containers by also pushing gas in

b. gas always fills the capacity of its container

c. the gas that fills the capacity of its container

determines the size and shape of the container

Generalization

What happens to the shape and size of the balloons as you blew

them up? Why?

( As we blow up the balloon, its size gets bigger and the shape is

shown. The gas that fills up the balloon determines the size of the

balloon and. The gas takes the space in the balloon which shows the

shape of the balloon )

Assessment

Forms of assessment are the correct responses to the

questions on discussions and the performance of the activity. Assessment

rubrics will be useful.

CHAPTER ASSESSMENT

NOTE: These are samples of levels of assessments ( KPUP ).

Construct additional KPUP assessments for the Chapter

A. ( Knowledge )

Which one of these best describes a

_____1) solid? ______2) liquid? ______ 3) gas?

a. it keeps its shape

b. it takes the shape of the container

c. it spreads out in every direction

B. (Understanding )

Maria was awakened from sleep. Her room is very dark. She moved

around touching objects around her bed trying to find her cellphone. She

touched something hard and rough. It must be…

a. gas b. solid c. liquid

23

C. ( Process )

John loves Science. He was given 3 kinds of objects. He wished to

know what these objects are. What should he do first to answer his

question?

a. Name, describe each object and group them based

on his observations

b. Ask his teacher what the objects are

c. Look for the answer in a Science Book

D . ( Product/ Performance)

Make an album containing pictures of

1. solids of different colors, size, shape and texture

2. liquids around us

3. gases in containers, and news articles about gases

24

Chapter 2. PROPER HANDLING AND USE OF COMMON SOLIDs, LIQUIDs,

AND GASES FOUND AT HOME AND IN SCHOOL

Overview

This chapter contains three lessons that introduce learners to common

solids, liquids and gases found at home and in school. At the end of the lesson,

they are expected to describe ways on how to handle solids, liquids and gases

properly for their safety and to appreciate the uses of these materials in every

day living. Most of the activities utilize different process skills like identifying,

describing and communicating in strengthening the habits of inquiry of

learners.

Lesson 1: Common Solids, Liquids, and Gases Found at Home and in School

Duration: 1 day

Background Information:

Different materials can be found at home and in school. These materials

can be solids, liquids or gases.

Objectives


1. Name common solids, liquids, and gases found at home and in school

2. Describe common materials found at home and in school as solid, liquid

and gas

Materials

Pictures or realia of different materials like glass, wood, styrofoam

containers, plastics, water and cleaning agents found in school and at

home

Procedure

A. Motivation / Presentation

What are the materials you see in the chart? Name these materials.

B. Lesson Proper

1. Divide the class into 5 groups. Let the pupils do the activity in the LM.

2. Ask each group to copy the table found in the LM . Answer and complete

the table in their notebook.

25

3. After all the groups are done with the activity, assign a leader in each

group to report their answers.

4. After the report, ask them to answer the following questions;

a. What are the common materials found at home?

b. What are the common materials found in school?

c. What materials found at home and at school are solids?

d. What materials found at home and at school are liquids?

e. What materials found at home and at school are gases?

5. Discuss the following concepts using different examples of solid, liquid

and gas.

· Different materials can be found at home and at school.

· These materials can be solids, liquids, or gases.

Assessment

Part I. Match the picture in column A with the description in column B.

Connect the picture to its correct

using a line . Identify if it is solid, liquid or gas.

A B

1. a. Alcohol. It is ______________

2. b. Cooking Oil. It is ___________________

26

3. c. LPG. It is _________________

4. d. Detergent . It is ________________

5. e. Insecticide /pesticide. It is_____________

(Note: You may use/ include other pictures of materials found at

home/school different from those already given by the pupils. )

Assignment

Look for the following materials at home. In your notebook, draw and

describe them as solid, liquid or gas.

1. bleaching liquid

2. shampoo

3. alcohol

4. mosquito coil

5. soap/ detergent

27

Lesson 2. Uses of Common Materials Found at Home and in School

Duration: 2 days


Different materials can be found at home and in school. These can be

solids, liquids or gases. Each material has its own use. Some are used as fuels for

vehicles or cooking, as cleaning agents and as tools in doing work. Some are

used for construction and for the manufacture of different food products and

medicine.

Objective

At the end of the lesson, the pupils should be able to describe the uses of

common materials found at home and in school

Materials

Picture chart of different materials found at home and in school like

toothpaste, soap, alcohol, personal care products, detergent, cleaning

agents, disinfectants, medicine, or labels of these products

Procedure

A. Review

Call on some pupils to answer these questions:

· What are the materials you see in the picture chart. Name them.

· Which of these materials are found at home?

· Which of these materials are found in school?

B. Motivation / Presentation

Show the following materials to the class:

28

C. Lesson Proper

1. In groups, let the pupils do the Activity in the LM.

2. After the groups are done with the activity, ask the leader in each group

to report their findings.

3. Ask the class the following questions :

· What are the useful materials found at home and in school?

· Which of these materials are common to you?

· Give examples of materials that are used for cooking, for beautifying

homes, for cleaning, and for killing insects or pests.

4. Draw a table on the board for pupils to write their answers.

Materials Used for

cooking

Used for

beautifying

homes

Used for

cleaning

Used for

killing insects

or pests

Assessment

Identify the uses of the following materials:

1. bath soap

____________________________

2. vinegar

____________________________

29

3. insect spray

____________________________

4. alcohol

____________________________

5. fertilizer

____________________________

6. paint

____________________________

Assignment

Give two examples of materials found at home and in school used in:

a. cleaning bathroom, floor tiles and lavatory:

__________________________________________

__________________________________________

b. preparing and cooking food:

__________________________________________

__________________________________________

c. getting rid of insects and pests:

__________________________________________

__________________________________________

30

Lesson 3. Safety Measures in Handling Solid, Liquid and Gas

Duration: 1 day


Materials found in school and at home have many uses but they can be

harmful and dangerous if not used properly. To avoid dangers and hazards ,

one should practice precautionary measures in handling and using these

materials .

Objective

At the end of the lesson, the pupils should be able to describe the proper ways

in handling and using materials at home and in school.

Materials

picture chart of precautionary measures in handling materials; photos

showing a boy and a girl playing a match near an LPG and a farmer

spraying insecticide in a farm

Procedure

A. Motivation / Presentation

· Post the two photos on the board.

· Ask the class to describe the two photos.

B. Lesson Proper

1. Let the pupils do the activity in the LM .

2. After the activity, ask the following questions:

· Which material/s in the list is/are useful ?

· Which material/s in the list is / are harmful?

· Which of these materials should be properly handled?

Why?

31

· How do we handle and use these materials properly?

· Why do we need to handle and use them properly ? Give emphasis

to its harmful effects when not used properly.

3. Discuss with the pupils the following concepts:

· Precautions are essential for safety in using the materials commonly

found at home and in school.

· The following are the safety measures in handling and using

materials found at home and in school:

· Label all containers properly. Avoid taking , smelling

or using materials without label.

· Check the expiry date of any food item.

· Keep flammable materials like kerosene, alcohol,

cloth, wood, paper and candle away from the

source of heat

· Keep all flammable, poisonous and hazardous

materials out of reach of the children

· Look for danger signs or hazard symbols in the

labels of bottles , cans or boxes.

· Never use more than the amount written on the label

of the product.

Assessment

Describe the following illustrations. Tell whether each picture shows

proper handling and use of solids, liquids and gases.

1.

_________________________________

__________________________________

32

___________________________________

____________________________________

Assignment

In your notebook, copy the table by naming two (2) materials found in

your kitchen. Describe the proper way of handling and using these materials.

Materials Proper way of handling and using the

material

33

Chapter 3: Changes in Solids, Liquids, and Gas

Matter exists in different forms: It maybe solid, liquid, and gas. These

different materials (solids, liquids, and gases) change when heated or cooled.

In this chapter, the pupils will learn about the changes that may happen

to solids, liquids, and gas when they are heated or cooled or when there is a

change in temperature.

Lesson 1 Activity 1 helps teachers determine pupils’ prior knowledge and

ideas about hot and cold materials.

Activities 2 and 3 of the same lesson develop pupils’ skills in using,

measuring and reading temperature of materials using the laboratory

thermometer and help them compare the characterists of materials that have

different temperatures.

Lesson 2 Activities 1 to 4 give general ideas/concepts to pupils that when

heat is added, the temperature of the material increases; but, when heat is

decreased or reduced, the temperature of the material decreases. These are

basic ideas from where the concepts in the succeeding activities will be based

and understood.

In addition, the activities develop the pupils’ understanding that when

materials undergo large changes in temperature, their forms may change: from

solid to liquid, lliquid to gas, solid to gas, and liquid to solid.

Lesson 1: Hot and Cold Solids, Liquids and Gas

Activity 1: Is it Hot or Cold?

Duration: 1 day

Objective

At the end of the lesson, the pupils should be able to tell whether a solid, a

liquid, or gas is hot or cold

Materials

Pictures or real hot and cold solids and liquids, Manila paper marker,

pen. See examples of materials that are provided in the LM of Lesson 1,

Activity 1.

34

Procedure

A. Motivation/ Presentation

1. Let the pupils do this simple activity:

Feel your hands by placing them on your cheeks.

What did you feel? (e.g. cold, warm, hot)?

Now, rub your hands together for 15 times. Put them again on your cheeks.

What did you feel? (e.g. cold, warm, hot)? Why did you feel such?

(In this activity, let the pupils understand that in rubbing their hands

together, heat is produced and the heat produced makes their hands

warm.)

So, now your pupils can distinguish hot from cold materials.

They wil also consider other materials that are familiar to them and tell

whether each material is hot or cold.

B. Lesson Proper

1. Let the pupils do Activity 1. You may ask them to do the activity by

group.

2. Give them the needed materials (manila paper, pentel pen, etc…)

and instructions in doing the activity. Ask them to present their output

after 10 minutes.

3. During the reporter’s presentation of output, take note of their

responses particularly to the questions in the activity.

4. Process pupil’s responses by giving focus to the pupils’ answers to the

activity questions. The teacher should be able to solicit pupils’ prior

knowledge or ideas about hot and cold materials. Though their ideas

are not completely correct, they must be taken as input to the next

lesson/ springboard for the discussion of the next lesson.

Assessment

Pupils’ outputs and their answers to questions may be taken as a form of

assessing their knowledge formatively. Take note that such assessment

results should not be graded . Its purpose is just for the teacher to determine

35

pupils’ prior knowledge as a springboard for the discussion of the next

lesson.

Assignment

What could be the temperature of hot objects as compared to cold

objects?

Activity 2: Measuring the Temperatures of Hot and Tap Water

Duration: 1 day

Objectives


1. measure the temperature of tap water and hot water using a thermometer;

2. read the temperature of water on the thermometer;

3. compare the temperatures of tap water and hot water.

Materials

2 beakers/ identical glass containers

laboratory thermometer

equal amounts of hot water and tap water

Procedure

1. Review

Ask the pupils to describe the hot and cold materials they identified the

previous day.

Ask them to cite some more examples they have in their homes.

2. Motivation/ Presentation

a. Show the class 2 containers filled with water. Place them on the

table. Label each container as container 1, and container 2.

(Note: Container 1 contains warm water and container 2 contains

tap water. But you don’t have to tell the class that they contain

such.)

b. Call some pupils to do this activity:

1. Dip your right hand fingers into container 1 and your left hand

fingers into container 2, at the same time.

36

Then ask: What did you feel when you dip your finger in container

1? What did you feel when you dip your finger in container 2?

(Pupils answers may vary. Pupils would say that the water in

container 1 is hot or warm. But, they might describe what they feel

in container 2 differently. Pupils’ descriptions for water in container

2 could be cold, less hot, normal, etc….)

Hence, the teacher should let the pupils realize that their sense of

touch would not give accurate measure of how hot or cold the

material is, and that a certain device is needed to measure how

hot or cold the material is.

Then, ask: What is the instrument that measures the hotness or

coldness of the material ? (Thermometer)

c. Tell pupils that they will learn more about heat and temperature. They

will perform an activity that will help them learn how to measure the

temperature of materials using the thermometer. They will also

compare the temperatures of tap water and hot water, and describe

the effects of heat on materials.

2. Lesson Proper

1. Orient pupils with the kinds and parts of a thermometer, the proper

way of using it, and some precautionary measures. (Please refer to the

additional information provided in this section).

2. In this activity, a beaker or glass container that can withstand high

temperature will be used for hot or warm water. An ordinary glass

bottle or plastic bottle cannot be used for boiling water.

3. Discuss step-by-step the procedure of the activity with the pupils.

4. Divide the pupils into small groups. Give them the materials and other

necessary instructions in accomplishing the task (i.e. time limit in doing

the activity, group output reporting/ output presentation, etc…)

5. Solicit some questions from the pupils to clarify some activity concerns

before asking them to perform the activity.

6. Let the pupils perform Activity 2. Supervise/ guide them as they do the

activity.

7. Let each group report their activity results.

37

8. Discuss and process their answers to the questions. The following

important ideas should be emphasized and understood by the pupils:

a. Thermometer is a device used to measure the hotness or coldness

of an object.

b. The temperature of hot/warm water is higher than the

temperature of tap water (room temperature) and vice-versa.

c. Heat added to the material increases the temperature of the

material.

Additional Information

A thermometer is used to measure the temperature of a material. The

commonly used laboratory thermometer uses fluid, usually alcohol or mercury

that rises up or expands when heated.

The temperature of the material tells

whether the material is hot or cold. It is

usually measured in degrees Celsius (0C).

Below are some precautionary

measures to be observed in using a

laboratory thermometer: Level the alcohol

(alcohol thermometer) to set it to normal

temperature reading.

1. If the laboratory thermometer is not set

to normal temperature reading,

shake it until it turns to normal

temperature reading.

2. Try to use it by getting the

temperature reading of tap water.

3. Keep the thermometer in an upright (not tilted) position when taking a

reading.

4. The bulb of the thermometer should be surrounded from all sides by the

substance of which the temperature is to be measured.

5. The bulb should not touch the surface/ bottom of the container.

The temperature of hot/warm water is higher than the temperature of

tap water (room temperature).

38

Assessment

(Note: Tell the pupils that the diagram is just a portion of the whole

thermometer

1. What is the temperature in degrees Celsius

indicated in the thermometer below?

A. 21 C. 21.5

B. 22 D. 23

2. Complete the statement below:

The temperature of hot water is _______________ than the temperature of

tap water.

Assignment

Compare the temperature of ice to the temperature of boiling water?

Write your answer on your notebook.

Activity 3: Measuring the Temperature of Cold Water

Duration: 2 days

Objectives


1. measure the temperatures of tap water and cold water using a

thermometer;

2. read the temperature on the thermometer;

3. compare the temperature of tap water and cold water ; and

Materials

2 beakers/ identical glass containers

laboratory thermometer

equal amounts of cold water and tap water

ice cubes

Procedure

A. Review

Ask pupils what they can say about the temperature of tap water as

compared to the temperature of hot water?

39

B. Motivation/ Presentation

Today, we will do an activity that will help you compare the

temperatures of tap water and cold water, and describe the effect of

removing heat from the these materials.

C. Lesson Proper

1. Divide the pupils into small groups.

2. Give them the materials needed. Remind them of the proper way

of using a laboratory thermometer.

3. Give other necessary instructions in accomplishing the task (i.e. time

limit in doing the activity, group output reporting/ output

presentation, etc…)

4. Let the pupils perform Activity 3. Supervise/ guide them as they do

the activity.

5. Let the group presenter/reporter presents the activity results.

6. Discuss and process their answers to the questions in the activity.

The following important ideas should be emphasized and

understood by the pupils:

1. The temperature of cold water is lower than the temperature of

tap water (room temperature) and vice-versa.

2. Heat when removed from the material lowers the temperature

of the material (tap water).

Assessment

The activity output of the pupils may be considered in assessing them

formatively.

Lesson 2: Changing Forms of Solids, Liquids, and Gas

Activity 1: What Happens When a Solid (Candle Wax) is Heated or Cooled?

Duration: 2 days

Objective

At the end of the lesson, the pupils should be able to describe the candle

wax when it is heated and when it is cooled.

Materials

small piece of candle wax, big spoon, thick cloth, candle

ceramic saucer, matches

40

Procedure

1. Review

Ask the pupils the following questions to recall the idea/concept that heat

affects the temperature of the material:

1. What can you say about the temperature of a material when heat is

added to it? (Increases)

2. What can you say about the temperature of a material when heat is

removed from it? (Decreases)

3. What can you say about the difference in temperatures of tap water

and cold water.


Now, what do you think will be the effect of the increase or decrease in

temperature on the material?............................ If the candle wax is heated

or cooled, what do you think will happen to it?.......... This is what we will

investigate today.

3. Lesson Proper


2. Orient them with the materials that will be used in this activity.

3. Give some precautionary measures, i.e. do not touch any hot

material because you might get burned, etc…

4. Let the pupils do the activity.

5. Discuss answers to the activity questions. Process pupils’ responses to

arrive at the correct ideas/concepts.

6. Help the pupils formulate generalization by asking these questions:

(a) What happens to the candle wax when heated or when heat is

added? and (b) What happens to the melted candle wax when it is

cooled ?

Let the pupils understand that:

Heat causes a change in the appearance of the material. Initially,

the candle wax is solid in form, but when heat is added, it melts. It

changes from solid to liquid.

41

However, when heat is removed or when the material is cooled, the

melted candle wax becomes solid again. It changes from liquid to

solid.

7. The teacher may ask the pupils to cite other examples of materials

that change from solid to liquid when heated, or from liquid to solid

when cooled.

Assessment

1. A butter/ margarine is put in a frying pan over the stove for few minutes.

What do you think will happen to the butter/margarine? Why?

Activity 2: What Happens to Liquid Water When Heated?

Duration: 2 days

Objective

At the end of the lesson, the pupils should be able to describe what happens to

water when heated or when its temperature is increased.

Materials

transparent drinking glass

marker

water

42

Procedure


Have you observed your mother heating/ boiling water in the

kettle? What did you observe while the water is boiling? What does

it show?

Today, we will do an activity that will help us describe what

happens to water when heated.

2. Lesson Proper

3. Divide the pupils into 5 small groups. Give them the materials

needed, and other necessary instructions in accomplishing the task

(i.e. time limit in doing the activity, group output reporting/ output

presentation, etc…)

4. Let the pupils do Activity 2.

5. Let the group reporter present the group output.

6. Check pupils’ answers to the activity questions. Process their

responses to correct misconceptions if there are and to arrive at the

correct ideas/concepts.

7. Help the pupils formulate generalization by asking: What is the

effect of heat on the water? What happens to the water when

heated?


Water when heated increases its temperature. It makes water

change its form from liquid to gas (vapor) when it starts to boil.

Hence, you observed that the amount or level of water is

decreased after heating, because some water evaporates as

vapor (steam). Water vapor is formed when liquid (water) is

changed to gas.

8. Ask the pupils to give other examples of materials that change from

liquid to gas when heated.

9. To apply the concept learned, ask: If you want your wet clothes to

dry quickly, where should you hang them? Why?

43

Assessment

Your mother is boiling water in a kettle for your coffee. What do you think

will happen if she leaves the water boiling for a long time? Why?

Assignment

Bring naphthalene ball if you have at home for our next lesson.

Activity 3: What Happens to Naphthalene When Heated?

Duration: 2 days

Objective


naphthalene when it is heated?

Materials

a piece of naphthalene ball, a piece of stone, 2 identical colored saucers,

a piece of cloth, thread, plastic spoon

Procedure

1. Review/ Motivation

We learned from our previous activities that when heat is added, a solid

material can be changed to liquid, and a liquid material can be changed

to gas.

Can a solid material be changed to gas when heat is added to it?... Let’s

find this out as we perform the activity.

2. Lesson Proper


2. Give them the materials they need.

Naphthalene ball crystal is available at the drug store or in the market.

You may use a camphor crystal if naphrhalene ball is not available.

Use colored saucers instead of white saucers to clearly see the ground

naphthalene.

44

3. Give some precautionary measures in using naphthalene ball or

mothball, i.e. do not eat the crystal, avoid contact to skin/eyes, use

handkerchief to cover your mouth/nose, wash your hands with soap

and water after use, use hand gloves.

4. Let the pupils start the activity. Your close supervision is necessary.

5. Give them necessary instructions in accomplishing the task (i.e. time

limit in doing the activity, group output reporting/ output presentation,

and others)

6. Let the group reporter present the output.

7. Check pupils’ answers to the activity questions. Process their responses

to correct misconceptions if there are and to arrive at the correct

ideas/concepts.

8. Help the pupils formulate generalization by asking: What happens to

naphthalene ball when heated?


When naphthalene ball is heated, it changes from solid

(naphthalene) to gas (vapor) without passing the liquid form.

9. Give some applications or situations showing that solid is changed to

gas when heated, i.e. solid toilet deodorizer solid air freshener, dry ice

(solid carbon dioxide), iodine crystals.

Assessment

Answer the following questions :

1. Did you notice any change in the appearance of the naphthalene in

saucer 1 and saucer 2? Why?

2. What does this observation tell you?

3. What is the effect of heat on naphthalene?

Activity 4: What Happens to a Liquid (Water) When Cooled?

Duration: 2 days

Objective


liquid (water) when it is cooled?

Materials

clear plastic bag, tap water, laboratory thermometer,

freezer, drinking glass

45

Procedure

1. Review/ Motivation

We learned from our previous activities that when heat is added, a solid

material can be changed to liquid, and a liquid material can be changed

to gas.

What happens to a liquid when it is sufficiently cooled? Will it be also

changed to gas or go the other way, that is, becomes a solid? .... Let’s find

this out as we perform the activity.

4. Lesson Proper


2. Give them the materials they need.

3. Use a transparent plastic drinking cup if available so the pupils can

easily see the result of the activity.

4. Give some laboratory instructions like proper handling and use of the

laboratory thermometer, and observe the usual laboratory rules.

5. Give additional instructions in accomplishing the task (i.e. time limit in

doing the activity, group output reporting/ output presentation, and

others)

6. Let the pupils start the activity. Your close supervision is necessary.

7. After the activity, let the group reporter present the group’s output.

8. Check the pupils’ answers to the activity questions. Process their

responses to correct misconceptions if there are and to arrive at the

correct ideas/concepts.

9. Help the pupils formulate generalization by asking: What happens to

liquid water when sufficiently cooled?


When liquid water is sufficiently cooled in a freezer, it changes from

liquid to solid (ice). Heat is removed from water when placed in the

freezer from the freezer. Its temperature decreased. When ice is left

exposed to air, it changes back to its liquid form because of the heat

from the surroundings.

10. Give some applications or situations showing that liquid is changed to

solid when cooled, i.e. making of ice candy and ice cream in the

freezer.

46

Unit Test

(Sample Only)

A. Direction: Write True if the statement is correct and False if the statement is

wrong.

_______ 1. A ripe papaya is yellow.

_______ 2. Cotton is white.

_______ 3. A basketball is brown.

_______ 4. A ripe mango is green.

_______ 5. Solid is a state of matter that has no definite shape.

B. Read each sentence carefully. Choose the correct texture of solid in the

parenthesis and write your answer in your notebook.

1. The rambutan’s peeling is (rough, smooth, soft, hard).

2. The cotton is (rough, smooth, soft, hard).

3. The pillow is (rough, smooth, soft, hard).

4. The baby’s skin is (rough, smooth, soft, hard).

5. The surface of the rocks have (hard, soft, smooth, rough) texture.

C. Study the solids in column A. Match the size of solid in column B. Write the

correct size in your notebook.

A B

Solid Long Short

1. Ampalaya

2. Okra

3. Tape Measure

4. Ruler

5. Paper Clip

D. Draw a happy face if the liquid has a good smell and

a sad face If the liquid has a bad smell.

_______1. fish sauce

_______2. perfume

_______3. alcohol

_______4. soy sauce

_______5. cologne

47

E. Write down how the following liquids flow. Choose the letter of the correct

answer and write it on your notebook.

_______6. water

a. slow b. fast c. very fast

_______7. softdrinks


_______8. catsup


_______9. syrup


______10. shampoo


F. Study the liquids in column A. Write the correct taste of liquid in your

notebook. Choose your answer in column B.

A B

___ 1. pineapple juice a. bitter

___ 2. fish sauce b. salty

___ 3. wine c. sweet

___ 4. vinegar d. sour

___ 5. water e. tasteless

G. Look at the pictures below. In your notebook, copy the name of the

materials and classify them as solid, liquid or gas.

object solid liquid gas

1. milk

48

2. rambutan

3. rain

4. smoke

5. papaya

H. Write T if the statement is true or correct and F if the statement is false or

not correct.

_______1. When you blow your hand air evaporates.

_______2. Air takes the shape of the balloon.

_______3. LPG is a kind of gas.

_______4. Deodorizer may change its size.

______ 5. Gas occupies space.

______ 6. Smoke is in a solid state.

______ 7. Wind is moving air.

______ 8. When water vapor is cooled it condensed and turns to liquid.

______ 9. Air freshener takes the shape of the container.

______ 10. Mothballs will dissapear if its in a dry place.

49

1. Study the pictures/symbols on the left. Match them with their

characteristics or description on the right. Write the letter of your

answer on your paper.

1. a. toxic

2. b. poisonous

c. flammable

3.

4.

5.

50

J. Read each sentence carefully. Draw a happy face J if it is a proper way of

using and handling common harmful substances, and a sad face L if it is NOT.

1. Keep flammable substances like gasoline and alcohol near the fire.

2. See to it that LPG tank is properly closed after use.

3. Do not play with insecticides /pesticides.

4. Be careful in using kerosene, insecticides, pesticides, and fertilizer.

5. Always wash your hands after using them.

6. Avoid tasting or playing with unknown liquid.

7. Always read labels of chemicals before using them.

8. Unplug electric appliances with wet hands.

9. Unplug electric iron and stove after using them.

10. Keep poisonous chemicals safe in a separate cabinet away from reach

of children.

1. Study the pictures below. Describe the temperature of the materials in

pictures 1 and 2? (Teacher will provide)

Picture 1 Picture 2

Answer ____________________________________________________

1. If you put a cup of water in a kettle, and place it over the flame in few

minutes, what will happen to the water? Why?

The water gets ________________ because its temperature

____________________.

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2. After few minutes of heating the cup of water in the kettle, what will

happen to the water when you remove it from the flame/fire? Why?

The water gets ________________ because its temperature

____________________.

3. What will happen to the water inside the plastic bag when placed inside

the freezer of the refrigerator?

Answer: ____________________________________________________

4. What will happen to the mothballs/naphthalene balls when placed in a

closet/cabinet for 2 weeks?

Answer: ____________________________________________________

5. What will happen to the balloon when placed in a very cold place?

Answer: ____________________________________________________

6. What will happen to the ice cubes when placed under the heat of the

sun?

7. What will happen to the water when placed under the heat of the sun for

30 minutes?

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8. What will happen to the soy sauce in the pan when heated?

9. What will happen to the wet clothes after hanging them outside (under

the heat of the sun) for 1 day?

Science 3 Tg Unit i Finalized May 14, 2014

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Transcript of Science 3 Tg Unit i Finalized May 14, 2014