Review Copy - SAP Education2 1 2 1 ...

iii

Preface

Materials

Around You

UNIT1

In this first unit, students will l

earn the concept

of matter, their characteristic

s, classifications,

and the changes they under

go. By observing

different objects, they will bec

ome aware of the

different characteristics such a

s shape, weight,

definiteness of volume, and ea

se of flow. Using

their characteristics, they will be

able to group the

objects into solids, liquids, and

gases. Also, using

the knowledge of the characte

ristics of the states

of matter, they will investigate wa

ys in which these

states change as affected by te

mperature.

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Unit Opener gives an overview of the topics discussed in the unit. It also establishes connections among the concepts presented in the unit.

Learning Goals states the competencies students must acquire at the end of the lesson.

Teaching Notes presents a summary of science concepts to be discussed in the lesson.

Vocabulary lists important keywords that students encounter in the lesson.

Materials lists the things to be used in the discussions and activities in the lesson.

Power-Up Science Series Teacher’s Manual is designed for science teachers. This series is based on the science curriculum framework in Singapore and is designed to help students understand basic science concepts and develop skills, values, and attitudes through inquiry-based learning.

This Teacher’s Manual will help science teachers guide their students in learning science with the help of the following features:

Weblink lists the Internet links to be used to enhance the presentation of the lesson.

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iv

CHAPTER 2 • Changes that Materials Undergo 37

9 Have the groups answer the questions at the end of the activity.

10 Have some students share their answers in class. Discuss their

answers.

Explanation11 Write the words: melting, freezing, evaporation, condensation, and

sublimation on the board. Ask the students to explain the meaning

of each term. Discuss their explanations. Correct misconceptions if

there are any. 12 Organize the students into pairs. Provide the pairs worksheet

2.2. Have them read pages 41–43 of the textbook, and fill in

their worksheets. Discuss with the students the answers in their

worksheet. Discuss the different changes in matter.

13 Present pictures of the following photos: (a) melting of butter(b) melting of ice cream(c) melting of ice pop(d) freezing of water(e) boiling soup(f) subliming carbon dioxide or dry ice

(g) subliming naphthalene balls(h) formation of dew drops(i) formation of clouds14 Ask students what change of matter is being shown in each photo.

Discuss their answers.15 Write the words: temporary and permanent on the board. Ask

the students explain the meaning of each term. Discuss their

explanations. Correct misconceptions if there are any.

16 Ask the students: Is the change in the state of matter temporary or

permanent?. Discuss their answers.17 Tell the students that matter is made up of particles, and the difference

in states depends on how the particles are far apart from each other.

18 Explain the differences of states of matter using paper plates and

marbles. Describe how near or far the particles are in solid, liquid,

and gas. Using the same set-up—marbles and plates—describe

how heat and temperature affect matter and cause change in state.

Then, have the students draw the particle model of solids, liquids,

and gases in their notebooks.

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38 UNIT 1 • Materials Around You

Elaboration

19 Organize the students into six groups. Assign each group a key

concept in Looking Over on pages 23–24. Ask them to discuss the

concept presented. Have each group share their discussions in

class.

20 Organize the students into groups with three members each. Have

each group create a map of the concepts they have learned in the

lesson (e.g. change in matter, melting, freezing).

21 Have each group compare their concept map to the concept map in

Linking Together on page 47 of the textbook.

22 Ask the students to read Making Connections on page 50 of the

textbook. Discuss with the students the changes that happen during

steam cooking.

Evaluation

23 Test the students’ understanding of the lesson. Have them answer

Enhance Your Skills on page 46 of the textbook. Discuss their

correct answers.

24 Organize the class into pairs. Have each pair answer Everyday

Science on page 24 of the textbook.

25 Have some pairs share their answers in class. Discuss their answers.

26 Test the students understanding of the lessons in the chapter. Have

them answer Chapter Test on pages 48–49 of the textbook. Discuss

the answers with the students.

27 Ask the students to fill in the What I Learned column in worksheet

2.2a.

Suggested Activities

1 Have the students make a model of the particles that make up solids,

liquids, and gases.

(a) As solid, they may link their arms together to create a certain

shape. They may move around the room, but they should stay

together and keep the shape.

(b) As liquids, they may place their hands on each other shoulders

and slowly move around the room. They may move away or

nearer to their classmates, but they should keep their hands on

the shoulders of their classmates.

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Engagement describes the teacher’s role in capturing the students’ interest. This includes questions and activities designed to assess students’ prior knowledge and to awaken curiosity.

Exploration helps the teacher facilitate the investigation by providing materials, guiding students’ focus, and asking questions to ensure understanding of the lesson.

Explanation provides opportunities for the teacher to directly introduce a concept, process, or skill, and for the students to demonstrate their understanding of the said concept, process, or skills.

Elaboration allows the teacher to challenge and extend students’ conceptual understanding and skills. It provides learning opportunities for students to apply their knowledge.

Evaluation enables the teacher to diagnose students’ progress toward achieving the learning goals.


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1 Have the students draw a table with three columns. Tell them to label each column as: solids, liquids, and gases. As homework, tell them to list down ten examples of these classifications of matter that they can find on their way home. Have them share their answers with the class.

2 Organize the students into pairs. Have the students bring cook books or magazines (or they can download recipes from the internet). Tell them to find a recipe, and classify each ingredient as solid, liquid, or gas. Then have them share and explain their findings.

Quiz

Matching Type Test: Match the description column A with the correct term in column B. Write in the line before the number the letter that corresponds to the term.

Column A Column B

_____ 1 It has definite shape and volume. A hardness

B brittleness

C juice

D liquid

E solid

F air

G malleability

H sugar crystal

I texture

J gas

K kerosene

L ductility

_____ 2 It refers to the ability of a solid to resist scratching.

_____ 3 It refers to how the surface of an object feels when touched.

_____ 4 It is a measure of how easily a solid material breaks into several pieces.

_____ 5 It refers to the ability of a solid material to be pulled or stretched into thin wires.

_____ 6 It refers to the ability of a solid material to be flattened or hammered into thin sheets.

_____ 7 It has no definite volume and shape.

_____ 8 It has no definite shape, but has definite volume.

_____ 9 It is an example of a solid.

_____ 10 It is an example of a gas.

CHAPTER 1 • Matter 9

Worksheet 1.1aName: ______________________________________ Date: ____________

Year & Section: ______________________________ Score: ___________K-W-L ChartDirections: Write in the first two columns what you think you already

know (K) and what you want to know (W). After completing the lesson,

write in the third column what you learned (L).What I Know What I Want to Know What I Learned


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Answer Key

Explore!

page 3Matter is anything

that occupies space and has mass

. It can be

characterized by its mass, weight, vo

lume, color, shape, size, and

texture.

page 13

Matter can be classified as solid, liquid,

or gas based on its properties.

Science at Work

page 10

1 The left and right sides of the han

ger was not balanced due to

different masses.

2 The inflated balloon moved down w

hile the “empty” balloon moved

up.

3 The inflated balloon has more mas

s while the “empty” balloon has

less mass.

pages 22–23

Material

Classification

of Matter (Is it a

solid, a liquid,

or a gas? )

Shape

(Does it have a

definite shape? )

Fluidity

(Can it flow? )

Measuring cupsolid y

es no

Sodaliquid y

es yes

Bubbles in sodagas n

o yes

The volume of the soda decreased.

1 They disappeared. They burst and

released gas which mixed with

the surrounding air.

2 Yes. The gas in the soda is called c

arbon dioxide, the same gas we

exhale or breathe out.

3 The gas has been released into the

air. The release of gas caused

the decrease in volume.

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Test Item Bank

Multiple Choice Questions: Circle the letter that corresponds to the correct answer.1 Which of the following refers to the amount of material present in an object?

A massB volumeC textureD shape

2 Which of the following is the amount of space an object occupies?A massB volumeC textureD shape

3 Which of the following materials is round or circular?A laptopB ballC televisionD car

4 Which of the following is a possible mass of a person on Earth?A 66 NB 77 LC 55 kgD 88 mL

5 Which group of materials has no definite shape, but has definite volume?A soy sauce, vinegar, ketchupB plate, spoon, forkC dining table, chair, lampD stove, sink, dishwashing paste

6 Which of the following materials has the ability to flow?A airB bagC notebookD flower

7 Which of the following materials can be drawn into thin wires?A airB copperC ceramicD glass

8 Marco drops a jar, and it breaks into pieces. Which material makes up the jar?A fabricB metalC ceramicD cotton

9 Ran needs to measure how much the bananas weigh. Which of the following should Ran use?A weighing scaleB beakerC graduated cylinderD tape measure


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Suggested Activities consists of tasks other than those present in the textbook. This feature aims to promote deeper understanding and independent learning.

Test Item Bank enables the teachers to further evaluate the students’ understanding of concepts discussed in the lesson.

Quiz consists of multiple choice and structured questions that enables the teacher to evaluate the students’ understanding of concepts presented in the lesson.

Answer Key provides answers to questions presented in the following textbook and teacher’s manual sections: Science at Work, Enhance Your Skills, Everyday Science, Chapter Test, and Quiz.

Worksheet provides exercises to enrich the students understanding and mastery of the concepts discussed in the lesson.


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Unit 1 Materials Around You

Lesson 1 Properties of Matter ............................................................3

Lesson 2 Classification of Matter .....................................................13

Answer Key ........................................................................................22

Test Item Bank ...................................................................................25

Lesson 1 Heat and Temperature .....................................................28

Lesson 2 Changes That Materials Undergo ....................................35

Answer Key ........................................................................................43

Test Item Bank ...................................................................................47

Unit 2 Living Things and Their Environment

Lesson 1 Your Sense Organs ..........................................................51

Lesson 2 Animal Body Parts ............................................................61

Lesson 3 Plant Body Parts ...............................................................67

Answer Key ........................................................................................74

Test Item Bank ...................................................................................78

Lesson 1 Living Things Reproduce ..................................................80

Lesson 2 Inherited Physical Characteristics ....................................86

Answer Key ........................................................................................92

Test Item Bank ��95

Chapter 1 Matter

Chapter 2 Changes that Materials Undergo

Chapter 3 People, Animals, and Plants

Chapter 4 Heredity: Inheritance and Variation

Table of Contents

Lesson 1 Needs of People, Animals, and Plants ............................98

Lesson 2 Changes in Our Environment .........................................105

Lesson 3 Pollution ..........................................................................110

Answer Key ......................................................................................115

Test Item Bank .................................................................................119

Unit 3 Force, Motion, and Energy

Lesson 1 Objects in Motion ............................................................123

Lesson 2 Force Affects Motion ......................................................128

Answer Key ......................................................................................134

Test Item Bank .................................................................................137

Lesson 1 Forms of Energy: Kinetic Energy and Potential Energy .....140

Lesson 2 Light and Sound .............................................................146

Lesson 3 Heat and Electricity ........................................................153

Answer Key ......................................................................................159

Test Item Bank .................................................................................163

Chapter 5 Ecosystem

Chapter 6 Force and Motion

Chapter 7 Energy: Light, Sound, Heat, and Electricity


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Unit 1 Materials Around You

Lesson 1 Properties of Matter ............................................................3

Lesson 2 Classification of Matter .....................................................13

Answer Key ........................................................................................22

Test Item Bank ...................................................................................25

Lesson 1 Heat and Temperature .....................................................28

Lesson 2 Changes That Materials Undergo ....................................35

Answer Key ........................................................................................43

Test Item Bank ...................................................................................47

Unit 2 Living Things and Their Environment

Lesson 1 Your Sense Organs ..........................................................51

Lesson 2 Animal Body Parts ............................................................61

Lesson 3 Plant Body Parts ...............................................................67

Answer Key ........................................................................................74

Test Item Bank ...................................................................................78

Lesson 1 Living Things Reproduce ..................................................80

Lesson 2 Inherited Physical Characteristics ....................................86

Answer Key ........................................................................................92

Test Item Bank ��95

Chapter 1 Matter

Chapter 2 Changes that Materials Undergo

Chapter 3 People, Animals, and Plants

Chapter 4 Heredity: Inheritance and Variation

Lesson 1 Needs of People, Animals, and Plants ............................98

Lesson 2 Changes in Our Environment .........................................105

Lesson 3 Pollution ..........................................................................110

Answer Key ......................................................................................115

Test Item Bank .................................................................................119

Unit 3 Force, Motion, and Energy

Lesson 1 Objects in Motion ............................................................123

Lesson 2 Force Affects Motion ......................................................128

Answer Key ......................................................................................134

Test Item Bank .................................................................................137

Lesson 1 Forms of Energy: Kinetic Energy and Potential Energy .....140

Lesson 2 Light and Sound .............................................................146

Lesson 3 Heat and Electricity ........................................................153

Answer Key ......................................................................................159

Test Item Bank .................................................................................163

Chapter 5 Ecosystem

Chapter 6 Force and Motion

Chapter 7 Energy: Light, Sound, Heat, and Electricity


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Unit 4 Earth and Space

Lesson 1 The Earth’s Water Forms ...............................................167

Lesson 2 The Earth’s Landforms ...................................................174

Lesson 3 The Earth’s Natural Resources ......................................180

Answer Key ......................................................................................187

Test Item Bank .................................................................................191

Lesson 1 Describing the Weather ..................................................194

Lesson 2 Weather Safety ...............................................................200

Answer Key ......................................................................................206

Test Item Bank .................................................................................209

Lesson 1 The Earth ........................................................................212

Lesson 2 The Moon .......................................................................218

Lesson 3 The Sun ..........................................................................224

Answer Key ......................................................................................230

Test Item Bank .................................................................................234

Chapter 8 The Earth’s Water Forms and Landforms

Chapter 9 Weather

Chapter 10 The Earth, Moon, and Sun


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Materials Around You

UNIT1

In this unit, students will learn the concept of matter, their characteristics, classification, and the changes they undergo. By observing different materials, students will become aware of the different material characteristics such as shape, weight, definiteness of volume, and ease of flow. Using these characteristics, they will be able to group matter into solids, liquids, and gases. Knowing the characteristics of the states of matter will enable students to understand better how state changes due to change in temperature.

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CHAPTER 1 Matter

Overview

The lessons in this chapter introduce the concept of matter. The first lesson focuses on describing matter as anything that occupies space and has mass. It also discusses some of the properties of matter, namely, mass, volume, weight, color, shape, size, and texture. The second lesson discusses the three classifications of matter—solid, liquid, and gas. In this chapter, students will learn by participating in group discussions, hands-on exploration activities, and games.

Lessons

1 Properties of Matter2 Classification of Matter

Learning Goals

1 Describe matter and its properties.2 Differentiate mass, weight and volume from one another.3 Classify matter into solid, liquid, or gas based on its

properties.4 Describe the proper ways of handling solids, liquids, and

gases.


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1 Properties of MatterTextbook Page Numbers: 1–12Time Allotment: 3 sessions

Learning Goals

At the end of the lesson, the students should be able to:1 describe matter and its properties; and2 differentiate mass, weight, and volume from one another.

Teaching Notes

Key Concepts

1 Matter is anything that occupies space and has mass.2 Mass is the amount of material present in an object.3 Mass is commonly measured and expressed in grams (g) or

kilograms (kg).4 Weight is the amount of force that Earth’s gravity applies on an object.5 Gravity is the force that pulls an object toward the center of Earth.6 A spring scale is an instrument used to measure weight. A spring

scale is also known as a force meter.7 Weight is expressed in Newton (N).8 Volume is the amount of space that an object occupies.9 Volume is expressed as cubic centimeter (cm3), milliliter (mL), or liter

(L).10 Matter has observable properties such as color, shape, size, and

texture.11 Matter comes in different colors, shapes, sizes, and textures.

Vocabulary

color, length, mass, matter, shape, size, texture, volume, weight


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Materials

worksheets 1.1a, 1.1b and 1.1c, balloons, hanger, cards with the following labels: basketball, mango, strawberry, pencil, egg, television, Sun, table, blackboard, watermelon

Learning Instructions

Engagement

1 Discuss with the students the unit overview on page 1 of the textbook.2 Distribute copies of worksheet 1.1a to the students. Have the students

fill in the What I Know column in the worksheet by answering the questions in the chapter overview on page 2 of the textbook.

3 Have some students share their answers in class. Discuss their answers.

4 Organize the students into pairs. Have the students observe their surroundings, name three objects they see, and share their observations with their partner.

5 Have the students fill in the What I Want to Know column in worksheet 1.1a.

6 Explain the lesson objectives in Learning Goals on page 3 of the textbook.

Exploration

7 Have the students answer the question in Explore! on page 3 of the textbook. Discuss their answers.

8 Organize the students into groups with three members each. Have the groups do the Science at Work activity on page 10 of the textbook. Give the groups time to complete the activity.

9 Have the groups answer the questions at the end of the activity.10 Have each group share their answers in class. Discuss their answers.

Explanation

11 Write the word matter on the board. Define matter as anything that takes up space and has mass. Compare your definition of matter to the definitions the students wrote in worksheet 1.1a. Ask some students to give examples of matter.

12 Explain that matter has measurable and observable properties. Write the words measurable and observable on the board.


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13 Under the word measurable, write down mass, weight, and volume. Explain that mass, weight, and volume are measurable.

14 Have the students share what they know about mass, weight, and volume. Discuss their ideas.

15 Present the following items to the students: weighing scale, spring scale, and graduated cylinder. Ask the students the following questions: (a) Which do you think is used to measure mass? (b) Which is used to measure weight? (c) Which is used to measure volume?

16 Ask some students to share their answers in class. Discuss their answers.

17 Demonstrate how the weighing scale, spring scale, and graduated cylinder are used.

18 Organize the students into groups with four members each. Provide each group a copy of worksheet 1.1b. Have them find around the classroom things that they can use in measurements involving mass, weight, and volume.

19 Have each group accomplish the worksheet and guide them as they make measurements. Note: You can provide each group a weighing scale, a spring scale, and a graduated cylinder or you can have these instruments in your table and each group will approach you to do the measurements.

20 Have each group share some of their answers in the worksheet. Discuss their answers.

21 Under the word observable, write down color, shape, size, and texture. Discuss the possible colors, shapes, sizes, and textures of matter. Provide examples for better understanding.

22 Organize the students into two teams. Tell the students that they will play Guess-the-object game. Have each group choose one representative for each round. Give the representative an object to describe to his/her teammates. The representative will state the color, size, shape, and texture of the object. The other members of the team have thirty seconds to guess the object. If they have guessed the object correctly, their team will get a point. Otherwise, the other team may steal the point by guessing the object correctly. The game will be played up to ten rounds. The group with the greater number of points wins. You may use the following words:(a) basketball(b) mango

(c) strawberry(d) pencil


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(e) egg(f) television(g) Sun

(h) table(i) blackboard(j) watermelon

Elaboration

23 Organize the students into groups with three members each. Provide the students a copy of worksheet 1.1c. Tell the students to go around the school, and list ten objects they see.

24 Tell each group to describe the color, shape, texture, and size of each object, and write their observations in their worksheet.

25 At the end of the activity, have each group share their observations in class.

26 Use Science Bank on page 5 of the textbook to explain the use of a spring scale.

27 Organize the students into seven groups. Assign one key concept in Looking Over on page 11 of the textbook to each group. Have them discuss in class the key concept assigned to them.

Evaluation

28 Test the students’ understanding of the lesson. Have them do the Enhance Your Skills exercises on pages 11–12 of the textbook. Discuss their outputs.

29 Ask the students to answer the question in Everyday Science on page 12 of the textbook.

30 Organize the students into pairs. Have each pair discuss their answers to the question in Everyday Science.

31 Have some pairs share their answers in class. Discuss their answers.32 Ask the students to fill in the What I Learned column in their worksheet

1.1a.


1 Organize the students into groups with five members each. Give each group Lego pieces. Tell them to create the following pairs of objects using their Lego pieces.(a) small blue square and small red and white rectangle(b) big yellow triangle and small blue triangle(c) green irregular shape and multi-colored square


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2 As homework, have the students list seven objects that can be found in their homes, and tell them to describe the shape, color, size, and texture of each object.


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Quiz

Name: _______________________________ Date: __________________Grade and Section: ___________________ Score: _________________

A Describe the color of each object below.

1

2

3

B Describe the shape of each object below.

4

5

6

C Describe the size of each object below.

7

8


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D Describe the texture of each object below.

9

10


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Worksheet 1.1a

Name: ____________________________ Grade & Section: ___________Topic: ____________________________ Date: _____________________

K-W-L Chart

Directions: Write in the first two columns what you think you already know (K) and what you want to know (W) about the topic. After completing the lesson, write in the third column what you learned (L).

What I Know What I Want to Know

What I Learned


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Worksheet 1.1b

Name: ______________________________________ Date: ____________Grade & Section: _____________________________ Score: ___________

Properties of Matter

Directions: Fill out the tables with the correct information.

A Measuring Mass

Object Mass

Example coin 3.0 g

B Measuring Weight

Object Weight

C Measuring Volume

Object Volume


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Worksheet 1.1c

Name: ______________________________________ Date: ____________Grade & Section: _____________________________ Score: ___________

Matter Scavenger Hunt

Directions: Fill in the columns of the table with the correct information.

Object Description

Example: one-peso coin small, round, gray, smooth


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Classification of MatterTextbook Page Numbers: 13–28Time Allotment: 5 sessions

2

Learning Goals

At the end of the lesson, the students should be able to:1 classify matter into solid, liquid, or gas based on its properties; and2 describe proper ways of handling solids, liquids, and gases.

Teaching Notes

Key Concepts

1 Matter can be classified into solids, liquids, or gases.2 A solid has a definite shape, size, and volume.3 Solids can be circle, rectangle, square, triangle, or irregular. They

can be small or big. They can occupy small or big spaces.4 Solids vary in hardness, texture, brittleness, ductility, and malleability.5 Hardness refers to the ability of a solid to resist scratching.6 Texture refers to how the surface of an object feels when touched.

The texture of a solid is described as smooth or rough.7 Brittleness is a measure of how easily a solid material breaks into

several pieces. 8 Ductility refers to the ability of a solid material to be pulled or stretched

into thin wires.9 Malleability refers to the ability of a solid material to be flattened or

hammered into thin sheets.10 A liquid has no definite shape. However, it has a definite volume.11 The volume of a liquid can be measured using instruments such as

beakers, graduated cylinders, and measuring cups.12 The volume of a liquid is measured or expressed in milliliter (mL) or

liter (L).13 Fluidity refers to the ability of a liquid material to flow.14 Liquids have different smells and tastes.15 A gas has no definite shape and volume.


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16 Gases flow. The particles of gases move freely in any direction.17 Gases are compressible. The particles can be forced to move closer

together through compressing.18 Materials must be handled properly. 19 One must read and understand the packaging labels of materials

before using them.20 Corrosive materials can cause skin irritation.21 Flammable materials can easily burn.22 Materials with hot surfaces must not be touched to avoid skin burn.23 Poisonous or toxic materials must not be ingested or inhaled.24 Materials must be properly stored and labeled. 25 Practice precautionary measures when performing experiments in

school.

Vocabulary

brittleness, compressibility, corrosive, ductility, flammable, fluidity, gas, hardness, liquid, malleability, poisonous, solid, texture, toxic

Materials

worksheet 1.2, gummy worms, baking soda, vinegar, warm water, glasses, fork, paper, beaker, graduated cylinder, measuring cup, food coloring, vinegar, soy sauce, coffee, vanilla flavoring, honey, cardboard, tablespoons, ketchup, oyster sauce, glue, timer, balloons of different sizes and shape, soda, spoon

Learning Instructions

Engagement

1 Discuss with the students the lesson overview on page 13 of the textbook.

2 Distribute copies of worksheet 1.2 to the students. Have the students fill in the What I Know column in the worksheet by answering the following questions:(a) What are examples of solids?(b) What are examples of liquids?(c) What are examples of gases?

3 Have some students share their answers in class. Discuss their answers.


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4 Prepare the following materials, at least fifteen minutes before the class: gummy worms cut in quarters (lengthwise), baking soda, vinegar, warm water, fork, and two glasses. Pour the warm water into one glass. Add three tablespoons of baking soda into the water, and stir well. Then place gummy worms inside the mixture of baking soda and water.

5 Show the students the gummy worms in the glass of water with baking soda. Pour vinegar into an empty glass. Slowly and carefully remove each gummy worm from the glass of water and baking soda using a fork. Place the gummy worms one-by-one into the glass of vinegar. Wait for few seconds. The worms will be covered in bubbles and will start rising from the bottom. Ask the students: What made the worms rise? Discuss their answers.

6 Have the students fill in the What I Want to Know column in worksheet 1.2.

7 Explain the lesson objectives in Learning Goals on page 13 of the textbook.

Exploration

8 Ask the students to answer the question in Explore! on page 13 of the textbook. Discuss their answers.

9 Organize the students into groups with four members each. Have the groups do the Science at Work activity on pages 22–23 of the textbook. Give the groups time to complete the activity.

10 Have the groups answer the questions at the end of the activity.11 Have each group share their answers in class. Discuss their answers.

Explanation

12 Write the words: solid, liquid, and gas on the board. Call on some students and ask them to explain the meaning of each term. Discuss their explanations. Correct misconceptions if there are any.

13 Organize the students into pairs. Ask each pair to write five examples of solids, liquids, and gases. Check their lists.

14 Explain that each classification of matter has its own set of properties. Organize the students into five groups. Give each group a topic for discussion.Group 1: hardnessGroup 2: textureGroup 3: brittleness


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Group 4: ductilityGroup 5: malleability

15 Have each group study the definition of each term and the examples provided on pages 14–16 of the textbook. Give each group a piece of paper and tell them to illustrate their understanding of the terms. Have each group present their illustrations in class. Discuss the properties of solids using the students’ illustrations.

16 Present the following materials: beaker, graduated cylinder, measuring cup, glass, water, and food coloring. Add a drop of food coloring into a glass of water. Ask the students: In which classification of matter does water belong? What happens if water is transferred from one container to another? Discuss their answers.

17 Transfer the water from one container to another (beaker, measuring cup, graduated cylinder) as you explain that liquids have no definite shape. Explain that though liquids have no definite shape, they have definite volumes, and that their volumes remain the same even when they are transferred from one container to another.

18 Blindfold five students, and have them smell and taste the following liquids. Tell them to guess what type of liquid each is.(a) vinegar(b) soy sauce(c) coffee(d) vanilla flavoring(e) honey

19 Tell the students that liquids have different odors and tastes. Then discuss the results of the activity with them.

20 Tell the students that liquids are classified as fluids. They have the ability to flow. Organize the students into groups with four members each. Have them perform the activity that follows:

Race of LiquidsMaterials:cardboard, tablespoons, ketchup, honey, glue, oyster sauce, timerProcedure:1 Divide the cardboard into four equal columns. 2 Label the columns with the following: ketchup, honey,

glue, oyster sauce.


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3 Place a tablespoon of each liquid on the correct column.4 When all liquids have been placed, start the timer and

slowly tilt the cardboard up to 45°.5 Record the time it takes for each liquid to reach the bottom

of the cardboard.Guide Questions:(a) Did the liquids reach the bottom of the cardboard at the

same time?(b) Which liquid reached the bottom first?(c) Which liquid reached the bottom last?(d) Which liquid flowed the fastest?(e) Which liquid flowed the slowest?

21 Have some groups share their answers in class. Discuss their answers.

22 Give each student a piece of balloon (the balloons must be of different shapes and sizes). Tell the students to inflate their balloons by blowing air inside them.

23 Ask the students the following questions: In which classification of matter does air belong? Does air have a definite shape? Does it have a definite volume? Discuss their answers.

24 Explain that there are large spaces between gas particles, and these spaces enable particles to move freely in any direction. Have them gently squeeze their balloons. Ask them what happens. Discuss their answers, and explain the compressibility of gases.

25 Using two inflated balloons, discuss how the fluidity and compressibility of gases enable humans to breathe with their lungs.

26 Refer the students to page 20 of the textbook. Discuss the symbols of the following properties: corrosive, flammable, hot surface, and poisonous.

27 Explain the importance of safety in handling and storing of materials. Organize the class into two groups. Provide each group a topic for discussion:Group 1: Safety in handling and storage of materials in the homeGroup 2: Safety in handling and storage of materials in school

28 Have each group demonstrate the topic assigned to them. Let them prepare a short play to demonstrate their topic. Have each group present their short play in class. Discuss their demonstrations.


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Elaboration

29 Discuss the information in Science Bank on pages 14 and 15 of the textbook.

30 Organize the students into fifteen groups. Assign each group a key concept in Looking Over on pages 23–24 of the textbook. Tell them to illustrate the concept.

31 Have each group present their illustration in class. Discuss their illustrations.

32 Organize the students into groups of three. Have each group make a concept map of the terms they have learned in the lesson (e.g. solid, liquid, gas, brittleness, malleability).

33 Have each group compare their concept map to the concept map in Linking Together on page 25 of the textbook. Discuss their concept maps.

34 Tell the students to read the article in Making Connections on page 28 of the textbook. Discuss with them the properties and uses of steel.

Evaluation

35 Test the students’ understanding of the lesson. Have them do the Enhance Your Skills exercise on page 24 of the textbook. Discuss their answers.

36 Organize the students into pairs. Have each pair answer the question in Everyday Science on page 24 of the textbook.

37 Have some pairs share their answers in class. Discuss their answers38 Test the students’ understanding of the lessons in the chapter. Have

them answer Chapter Test on pages 26–27 of the textbook. Discuss their answers.

39 Ask the students to fill in the What I Learned column in worksheet 1.2.


1 Have the students draw a table with three columns. Tell them to label the columns with the words solids, liquids, and gases, respectively. As homework, tell them to list down ten examples each of solids, liquids, and gases they can find on their way home. Have them share their answers in class.


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2 Organize the students into pairs. Have the students bring cookbooks or magazines (or they can download recipes from the internet). Tell them to find a recipe, and classify each ingredient as solid, liquid, or gas. Then have them share and explain their findings.


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Quiz

Name: _______________________________ Date: __________________Grade and Section: ___________________ Score: _________________

Directions: Match the description in column A with the correct term in column B. Write on the line before the number the letter that corresponds to the correct term.

Column A Column B

_____ 1 It has definite shape and volume. A hardness

B brittleness

C juice

D liquid

E solid

F air

G malleability

H sugar crystal

I texture

J gas

K kerosene

L ductility

_____ 2 It refers to the ability of a solid to resist scratching.

_____ 3 It refers to how the surface of an object feels when touched.

_____ 4 It is a measure of how easily a solid material breaks into several pieces.

_____ 5 It refers to the ability of a solid material to be pulled or stretched into thin wires.

_____ 6 It refers to the ability of a solid material to be flattened or hammered into thin sheets.

_____ 7 It has no definite volume and shape.

_____ 8 It has no definite shape, but has definite volume.

_____ 9 It is an example of a solid.

_____ 10 It is an example of a gas.


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Worksheet 1.2

Name: ____________________________ Grade & Section: ___________Topic: ____________________________ Date: _____________________

K-W-L Chart

Directions: Write in the first two columns what you think you already know (K) and what you want to know (W) about the topic. After completing the lesson, write in the third column what you learned (L).

What I Know What I Want to Know

What I Learned


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Answer Key

A Textbook

Explore!page 3Matter is anything that occupies space and has mass. Some of the properties of matter are mass, weight, volume, color, shape, size, and texture.

page 13Matter can be classified as solid, liquid, or gas based on its properties.

Science at Workpage 101 The left and right sides of the hanger was not balanced due to

different masses.2 The inflated balloon moved down while the “empty” balloon moved

up.3 The inflated balloon has more mass while the “empty” balloon has

less mass.

pages 22–23

Material

Classification of Matter (Is it a solid, a liquid,

or a gas? )

Shape (Does it have a

definite shape? )

Fluidity (Can it flow? )

Measuring cup solid yes no

Soda liquid yes yes

Bubbles in soda gas no yes

1 The volume of the soda decreased.2 They disappeared. They burst and released gas, which mixed with

the surrounding air.3 Yes. The gas in the soda is called carbon dioxide, the same gas we

exhale or breathe out.


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4 The gas was released into the air. The release of gas caused the decrease in volume.

Enhance Your Skillspages 11–121 Hiking bag2 Notebook3 Weighing scale

page 24Answers may vary.Sample answers:

Corrosive Flammable Poisonous

muriatic acidliquid bleachtoilet cleaner

acetonealcoholbutane

insecticideliquid detergent

liquid soap

Everyday Sciencepage 12Bathroom scales are often used to measure one’s body weight.

page 24The atmosphere is a combination of different gases such as oxygen and carbon dioxide. Oxygen is the gas that humans and animals breathe in. These living things need oxygen to live and survive. On the other hand, carbon dioxide is the gas that plants need to make food.

Chapter Testpages 26–271 C2 B3 D4 A5 B6 C


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7 C8 B9 A10 B

B Teacher’s Manual

QuizLesson 11 red2 black3 green and brown4 rectangle5 oval6 round7 small8 big9 smooth10 rough

Lesson 21 E2 A3 I4 B5 L6 G7 J8 D9 H10 F


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Test Item Bank

Circle the letter that corresponds to the correct answer.

1 Which of the following refers to the amount of material present in an object? A massB volumeC textureD shape

2 Which of the following is the amount of space an object occupies?A massB volumeC textureD shape

3 Which of the following materials is round or circular?A laptopB ballC televisionD car

4 Which of the following is a possible mass of a person?A 66 NB 77 LC 55 kgD 88 mL

5 Which group of materials has no definite shape, but has definite volume?A soy sauce, vinegar, ketchupB plate, spoon, forkC dining table, chair, lampD stove, sink, dishwashing

paste

6 Which of the following materials has the ability to flow?A airB bagC notebookD flower

7 Which of the following materials can be drawn into thin wires?A airB copperC ceramicD glass

8 Marco drops a jar, and it breaks into pieces. Which material makes up the jar?A fabricB metalC ceramicD cotton

9 Ran needs to measure the weight of bananas. Which of the following should Ran use?A weighing scaleB beakerC graduated cylinderD tape measure


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10 What should you do when you see the label “hot surface” on an object?A Touch the object, and

confirm if it is really hot.B Ask your classmate to

touch the object for you.C Do not touch the object to

avoid skin burn.D Pour cold water into the

surface, and touch it.


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