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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:
Materials in the
Environment
Unit 1 is about the materials
we have in our
surroundings. In this unit, the
students will learn
to classify materials as useful o
r harmful. They will
also learn about the physical an
d chemical changes
that these materials undergo.
They will describe
the causes of these changes
by doing scientific
investigations. They will learn h
ow to manage the
waste materials that they prod
uce at home or in
school based on their knowled
ge of the properties
of materials and the changes th
ey undergo.
This manual provides a list of
resources that the
teacher can use in his or her le
ssons. Cooperative
learning group activities, enjoy
able science-related
games, and classroom demons
trations will help the
teacher facilitate the students’ lea
rning experiences.
UNIT1
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66 UNIT 2 • Living Things and Their Environment
Learning Goals
At the end of the lesson, the students should be able to:1
describe asexual reproduction in animals;2 cite examples of animals
that undergo asexual reproduction; and3 describe the different
types of asexual reproduction in animals,
such as hydras, corals, starfishes, and bees.
Teaching Notes
Key Concepts1 Asexual reproduction is a mode of reproduction
wherein a single
parent produces offspring. There are different modes of asexual
reproduction, namely, budding, fission, fragmentation, and
parthenogenesis.
2 Budding is a form of asexual reproduction in which a new
organism develops from an outgrowth or bud of an animal’s body.3
Fission, also called binary fission, is a form of asexual
reproduction wherein a parent body divides into two or more
identical offspring.
4 Fragmentation is a form of asexual reproduction wherein an
organism splits into fragments and each of these fragments develops
into a mature and fully grown organism that is identical with the
original organism.
5 Parthenogenesis is a form of asexual reproduction wherein the
offspring develops from unfertilized eggs.
Vocabularyasexual reproduction, budding, fission, fragmentation,
parthenogenesis
Materials
worksheet 4.1, photo of crown-of-thorns starfish, filter papers,
disposable petri dishes, tweezers, dechlorinated water, single-edge
razor blades, live earthworms, small containers
1 Asexual Reproduction in AnimalsTextbook Page Numbers:
69–76Time Allotment: 3 sessions
PUS 5 TM_Chapter 04_PR-Rev4_trish_02152017.indd 66
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.
Preface
Materials lists the things to be used in the discussions and
activities in the lesson.
Review Copy
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Materials
worksheet 11.1, computer with Internet connection, photo of a
tropical
cyclone, alcohol lamps, tripods with wire gauze, beakers, two
identical
chairs, thick books, metal trays, ice cubes, plastic tubs,
matches, thick
oven hot mittens
1 “How do Tropical Cyclones”
https://www.youtube.com/watch?v=4xI1 cqyUf74
2 “How Super Typhoon Yolanda Started”
https://www.youtube.com/watch?v=d_WjITHBA6Q
Learning Instructions
Engagement1 Discuss the chapter overview and lesson overview on
pages 237
and 238 of the textbook.2 Distribute copies of worksheet 11.1 to
the students. Ask the students to fill in the What I Know column in
the worksheet by answering the
following guide questions:(a) What is a tropical cyclone?(b)
What are the characteristics of the eye of a tropical cyclone?(c)
What are the classifications of tropical cyclones in the
Philippines?3 Call on some students and let them share their
answers in class. Discuss
their answers.4 Have the students fill in the What I Want to
Know column in
worksheet 11.1.5 Explain the lesson’s objectives in Learning
Goals on page 238 of
the textbook.
Exploration6 Have the students answer the question in Explore!
on page 238 of
the textbook.7 Have some students share their answers in class.
Discuss their answers.
8 Organize the students into groups with four members each.
Have
each group perform the Science at Work activity on page 242 of
the textbook. Give the groups time to complete the activity.
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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.
9 Have the students answer the questions at the end of the
activity.
10 Call on some students and let them share their answers
in class.
Discuss their answers.
Explanation
11 Show the students a photo of a tropical cyclone. Ask the
students
to describe the photo. Ask them to state or write a
definition
of a
tropical cyclone based on their descriptions.
12 Explain that tropical cyclones are called typhoons in the
Ph
ilippines.
13 Ask the students about their experiences during a typhoon
.
14 Ask the students: How does a tropical cyclone form? H
ave the
students recall their answer to the question in Explore! on
p
age
238 of the textbook. Discuss their answers.
15 Let the students watch a video from BBC News in this link
: “How do
tropical cyclones”,
https://www.youtube.com/watch?v=4xI1cqyUf7
4
Have the students answer the following guide questions
after
watching the video:
(a) What are the requirements for a tropical cyclone to
happe
n?
(b) How does Earth’s rotation affect the formation of tro
pical
cyclones?
16 Call on some students and let them share their answers
in class.
Discuss their answers.
17 Discuss the types of tropical cyclones.
18 Ask the students what happens during a super typhoon.
Discuss
their answers.
19 Explain that the Philippines has experienced a destructi
ve super
typhoon in 2013.
20 Let the students watch a video about a super typhoon in
this link:
“How Super Typhoon Yolanda Started”, https://www.youtube.
com/
watch?v=d_WjITHBA6Q
Have the students answer the following questions after watc
hing
the video:
(a) What is climate changes?
(b) How is climate change related to the formation of a s
uper
typhoon?
(c) What causes climate changes?
(d) What is a 3D mapping program?
21 Call on some students and let them share their answers
in class.
Discuss their answers.
22 Organize the students into four groups. Assign each grou
p a type
of tropical cyclone:
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Group 1: Tropical depressionGroup 2: Tropical stormGroup 3:
TyphoonGroup 4: Super typhoon23 Let the students perform a news
report skit. 24 Encourage everyone in the group to participate in
the skit. Some
will act as newscasters while some will act as people in the
area
experiencing the tropical cyclone. 25 Have each group present
their skit. Discuss their presentations.Elaboration26 Discuss the
information in Science Bank on pages 239 and 240 of
the textbook.27 Organize the students into 11 groups. Assign to
each group a key
concept in Looking Over on page 243 of the textbook.28 Ask each
group to explain the key concept assigned to them through
a short video.29 Let the groups present their outputs in class.
Discuss their outputs.Evaluation
30 Test the students’ understanding of the lesson. Ask them to
do the
Enhance Your Skills exercise on page 244 of the textbook.
Discuss their outputs.
31 Ask the students to answer the question in Everyday Science
on
page 244 of the textbook.32 Organize the students into pairs.
Let the pairs discuss their answers to Everyday Science.
33 Call on some pairs and let them share their answers in
class.34 Ask the students to fill in the What I Learned column in
worksheet
11.1.35 Call on some students and let them share their outputs
in class.
Discuss their outputs.
Suggested ActivityAsk the students to read the book “When Strong
Winds Blow” written
by Luke Thomly. You may also ask them to read the Filipino
version
“Nang Humagupit ang Malakas na Hangin.”Ask: How should adults
and
children prepare before, during, and after a major storm?
Discuss their
answers.
CHAPTER 11 • eather ist r an es 229PUS 5 TM_Chapter
11_PR-Rev4_trish_02172017.indd 229
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.
Weblink lists Internet links to be used to enhance the
presentation of the lesson.
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20 UNIT 1 • ateria s in the Envir
onment
Suggested Activities
1 As homework, ask the studen
ts to write down five examples e
ach
of physical changes and chemic
al changes that they observe on
their way home. Let them share
their output in class. Discuss the
ir
output.
2 Let the students watch a vid
eo on making lasagna in this l
ink:
“Maya Adam Easy Gluten-free H
omemade Lasagna”, https://www
.
youtube.com/watch?v=DqqTtRpF
gpE. Ask them to write the steps
in making lasagna. Then have the
m classify each step as one that
involves a physical or chemical ch
ange.
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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 presented in the
lesson.
CHAPTER 2 • hanges in atter 21
Quiz
Name: __________________________________ Date:
______________Grade & Section: ________________________ Score:
_____________
Write T on the space before the number if the statement is
correct. Otherwise, change the underlined word to make the sentence
correct. Write the correct word on the space provided.
_______ 1 Physical change happens when matter is transformed,
and a new material is produced._______ 2 Phase changes such as
melting and freezing are physical changes._______ 3 Melting occurs
when heat is removed from a liquid._______ 4 Freezing happens when
a liquid changes into a solid._______ 5 Evaporation is the change
from the liquid to the gaseous state._______ 6 Burning of wood and
spoiling of food are examples of chemical changes._______ 7
Condensation and sublimation are chemical changes._______ 8 A
material burns in the presence of oxygen._______ 9 Rusting is the
reaction between aluminum and oxygen in air.______ 10 Deposition is
the change of gas directly into a solid without passing through the
liquid state.
PUS 5 TM_Chapter 02_PR-Rev4_trish_02152017.indd 21
78 UNIT 2 • Living Things and T
heir Environment
Worksheet 4.2
Name: ______________________
_______ Grade & Section: ____
______
Topic: ______________________
_______ Date: _______________
______
K-W-L Chart
Directions: Write in the first tw
o 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 yo
u learned (L).
What I KnowWhat I Want to
KnowWhat I Learned
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CHAPTER 2 • hanges in atter 31
Answer Key
A Textbook Explore!
page 20Answers may vary. Cutting wood, breaking a piece of
glass, and chopping onions are examples of physical changes.
Burning paper, rusting nail, and spoiling food are examples of
chemical changes.page 29Biodegradable wastes must be placed in a
compost. Nonbiodegradable wastes must be recycled, reused,
repaired, reduced, or recovered.
Science at Workpage 25–27
Test tube Description ObservationsSet A test tube 1
Iron and galvanized nails under the sun
No significant changes
Set A test tube 2
Iron and galvanized nails with water under the sun
Rusting of iron nails
Set A test tube 3
Iron and galvanized nails with cover under the sun
No significant changes
Set A test tube 4
Iron and galvanized nails with water and cover under the sun
No significant changes
Set B test tube 1
Iron and galvanized nails in the dark
No significant changes
Set B test tube 2
Iron and galvanized nails with water in the dark
rusting of iron nails
Set B test tube 3
Iron and galvanized nails with cover in the dark
No significant changes
Set B test tube 4
Iron and galvanized nails with water and cover in the dark
No significant changes
1 When a material rusts, a yellow brown substance forms on its
surface. 2 The nail submerged in water and exposed in air develops
rust. 3 The cap is placed on some test tubes to prevent further
entry of oxygen.
PUS 5 TM_Chapter 02_PR-Rev4_trish_02152017.indd 31
CHAPTER 6 • E os stems
123
Test Item Bank
Circle the letter that corres
ponds to the correct answ
er.
1 Which of the following
refers
to the field of science t
hat
deals with the relations
of
organisms to one another
and
their physical surrounding
s?
A ecology
B microbiology
C taxonomy
D zoology
2 How would you descr
ibe the
biosphere?
A A group of same organis
ms
B A group of nonliving thi
ngs
C The sum of all organis
ms
on Earth
D The sum of all ecosyste
ms
on Earth
3 Which group is compri
sed of
abiotic factors?
A air, animals, nutrients
B minerals, nutrients, soi
l
C sunlight, water, bacteria
D humans, plants, animal
s
4 What are zooplankton?
A They are plants that live
in
an estuary.
B They are animals that fe
ed
on detritus.
C They are microsco
pic
animals that feed on
phytoplankton.
D They are microsco
pic
plants that make food
through photosynthesis.
5 Which plant can be fo
und in
an estuary ecosystem?
A bougainvillea
B coconut
C cogon
D mangrove
6 Which animal can be f
ound in
an intertidal zone ecosyste
m?
A shark
B lizard
C whale
D sea anemone
7 How do dispersants wo
rk?
A They hasten evapora
tion
of oil in air.
B They cause decomposit
ion
of oil molecules.
C They break down oil a
nd
allow it to mix with water.
D They mix with oil and s
ink
in the bottom of the ocean
.
8 Which of the following
can be
used as organic fertilizer?
A chicken manure
B plastic waste
C saline water
D used fabrics
9 What makes a herm
it crab
survive in a high tide zone
?
A Its ability to move
fast
keeps it away from
predators.
B Its shell shelters it fr
om
high temperature.
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Lesson 1 Asexual Reproduction in Plants
............................86
Lesson 2 Sexual Reproduction in Plants
..............................92
Answer Key
...........................................................................100
Test Item Bank
......................................................................103
Lesson 1 Ecosystems in Estuaries and Intertidal Zones
....106
Lesson 2 Protecting and Conserving Ecosystems ..............
113
Answer Key
...........................................................................
119
Test Item Bank
......................................................................123
Unit 3 Force, Motion, and Energy
Lesson 1 Distance, Time, and Speed
.................................127
Answer Key
...........................................................................135
Test Item Bank
......................................................................137
Lesson 1 Light
.....................................................................141
Lesson 2 Sound
..................................................................147
Lesson 3 Heat
.....................................................................154
Lesson 4 Electricity
.............................................................160
Answer Key
...........................................................................168
Test Item Bank
......................................................................173
Chapter 5 Plant Reproduction
Chapter 6 Ecosystems
Chapter 7 Objects in Motion
Chapter 8 Light, Sound, Heat, and Electricity
Unit 1 Materials in the Environment
Lesson 1 Useful and Harmful Materials
.............................................3
Answer Key
........................................................................................10
Test Item Bank
...................................................................................13
Lesson 1 Physical and Chemical Changes
......................................16
Lesson 2 Waste Management
.........................................................25
Answer Key
........................................................................................31
Test Item Bank
...................................................................................35
Unit 2 Living Things and Their Environment
Lesson 1 The Male Reproductive System
.......................................39
Lesson 2 The Female Reproductive System
...................................49
Answer Key
........................................................................................59
Test Item Bank
...................................................................................63
Lesson 1 Asexual Reproduction in Animals
.....................................65
Lesson 2 Sexual Reproduction in Animals
......................................72
Answer Key
........................................................................................79
Test Item Bank
...................................................................................83
Chapter 1 Properties of Matter
Chapter 2 Changes in Matter
Chapter 3 The Human Reproductive System
Chapter 4 Animal Reproduction
Table of ContentsReview Copy
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Lesson 1 Asexual Reproduction in Plants
............................86
Lesson 2 Sexual Reproduction in Plants
..............................92
Answer Key
...........................................................................100
Test Item Bank
......................................................................103
Lesson 1 Ecosystems in Estuaries and Intertidal Zones
....106
Lesson 2 Protecting and Conserving Ecosystems ..............
113
Answer Key
...........................................................................
119
Test Item Bank
......................................................................123
Unit 3 Force, Motion, and Energy
Lesson 1 Distance, Time, and Speed
.................................127
Answer Key
...........................................................................135
Test Item Bank
......................................................................137
Lesson 1 Light
.....................................................................141
Lesson 2 Sound
..................................................................147
Lesson 3 Heat
.....................................................................154
Lesson 4 Electricity
.............................................................160
Answer Key
...........................................................................168
Test Item Bank
......................................................................173
Chapter 5 Plant Reproduction
Chapter 6 Ecosystems
Chapter 7 Objects in Motion
Chapter 8 Light, Sound, Heat, and Electricity
Unit 1 Materials in the Environment
Lesson 1 Useful and Harmful Materials
.............................................3
Answer Key
........................................................................................10
Test Item Bank
...................................................................................13
Lesson 1 Physical and Chemical Changes
......................................16
Lesson 2 Waste Management
.........................................................25
Answer Key
........................................................................................31
Test Item Bank
...................................................................................35
Unit 2 Living Things and Their Environment
Lesson 1 The Male Reproductive System
.......................................39
Lesson 2 The Female Reproductive System
...................................49
Answer Key
........................................................................................59
Test Item Bank
...................................................................................63
Lesson 1 Asexual Reproduction in Animals
.....................................65
Lesson 2 Sexual Reproduction in Animals
......................................72
Answer Key
........................................................................................79
Test Item Bank
...................................................................................83
Chapter 1 Properties of Matter
Chapter 2 Changes in Matter
Chapter 3 The Human Reproductive System
Chapter 4 Animal Reproduction
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Lesson 1 Electric Circuits
....................................................176
Lesson 2 Magnets
...............................................................182
Lesson 3 Electromagnets
...................................................190
Answer Key
...........................................................................196
Test Item Bank
......................................................................201
Unit 4 Earth and Space
Lesson 1 Weathering
..........................................................205
Lesson 2 Soil Erosion
.........................................................213
Answer Key
...........................................................................220
Test Item Bank
......................................................................223
Lesson 1 Types of Weather Disturbances
..........................226
Lesson 2 Effects of Weather Disturbances
.........................232
Answer Key
...........................................................................238
Test Item Bank
......................................................................241
Lesson 1 Phases of the Moon
............................................244
Lesson 2 Beliefs Associated with the Moon
........................252
Answer Key
...........................................................................258
Test Item Bank
......................................................................261
Lesson 1 Formation of a Star
..............................................264
Lesson 2 Patterns of Stars
..................................................272
Answer Key
...........................................................................280
Test Item Bank
......................................................................283
Chapter 9 Electricity and Magnetism
Chapter 10 Shaping Earth’s Surface
Chapter 11 Weather Disturbances
Chapter 12 The Moon
Chapter 13 The Stars
Review Copy
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Materials in the Environment
Unit 1 is about the materials we have in our surroundings. In
this unit, the students will learn to classify materials as useful
or harmful. They will also learn about the physical and chemical
changes that these materials undergo. They will describe the causes
of these changes by doing scientific investigations. They will
learn how to manage the waste materials that they produce at home
or in school based on their knowledge of the properties of
materials and the changes they undergo.
This manual provides a list of resources that the teacher can
use in his or her lessons. Cooperative learning group activities,
enjoyable science-related games, and classroom demonstrations will
help the teacher facilitate the students’ learning experiences.
UNIT1Review Copy
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CHAPTER 1 Properties of Matter
Overview
Chapter 1 discusses the different properties of matter such as
its ability to rust, biodegradability, melting point,
corrosiveness, brittleness, ductility, flammability, freezing
point, malleability, boiling point, and toxicity. In this chapter,
the students will classify the materials in their environment as
harmful or useful using those properties. They will participate in
cooperative learning group discussions, hands-on activities, and
enjoyable science-related games.
Lessons
1 Useful Materials and Harmful Materials
Learning Goals
1 Describe the different properties of matter.2 Determine
whether a material is useful or harmful based on
its properties.
2 UNIT 1 • ateria s in the Environment
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CHAPTER 1 • ro erties o atter 3
1
Learning Goals
At the end of the lesson, the students should be able to:
1 describe the different properties of matter; and2 determine
whether a material is useful or harmful based on its
properties.
Teaching Notes
Key Concepts
1 Rust is the reddish brown material that forms on the surface
of iron-containing metals. Materials that contain iron have the
ability to rust.
2 Biodegradability is the property that allows a material to be
broken down into smaller and simpler substances by natural
processes.
3 The boiling point of a liquid is the temperature at which it
changes into gas.
4 Brittleness is the property that causes a material to break
easily.5 Corrosiveness is the property that makes a material wear
out or
dissolve easily. 6 Ductility is the property that makes a
material capable of being drawn
into thin wires.7 Flammability is the property that allows a
material to burn easily.8 The freezing point is the temperature at
which a liquid turns into
solid.9 Malleability is the property that makes a material
capable of being
flattened or reshaped when hammered.10 The melting point is the
temperature at which a material turns into
liquid.11 Toxicity describes the degree to which a material can
harm a living
thing.
Useful Materials and Harmful MaterialsTextbook Page Numbers:
1–18Time Allotment: 3 sessions
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4 UNIT 1 • ateria s in the Environment
12 Useful materials are beneficial to living things and to the
environment.13 Harmful materials may cause damage or harm to living
things and
the environment.Vocabulary
biodegradability, boiling point, brittleness, corrosiveness,
ductility, flammability, freezing point, malleability, melting
point, rust, toxicity
Materials
worksheet 1.1, flipchart paper, markers, timers, pictures that
show different properties of materials, hammers, copper wires,
magnesium ribbons, paper fasteners, toothpicks, matches, candles,
water, beakers, hydrochloric acid, pictures of each event in
letters a–k (see page 6 of teacher’s manual)
Learning Instructions
Engagement
1 Discuss with the students the unit overview and chapter
overview on pages 1 and 2 of the textbook.
2 Distribute copies of worksheets 1.1 to the students. Have the
students fill in the What I Know column in the worksheet by
answering the following questions:(a) What are the different
properties of matter?(b) What makes a material useful?(c) What
makes a material harmful?
3 Have some students share their answers in class. Discuss their
answers.
4 Organize the students into two groups. Have them play the
Pictionary game.(a) Tell each group to assign players who will draw
the picture from
the flipchart paper.(b) Give the assigned players markers to
write the names of the
items they will draw. (c) Start the timer and tell the players
to start drawing the items.(d) Have their group mates guess the
item they have drawn. The
first group to guess correctly the item gets a point. If after
30
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CHAPTER 1 • ro erties o atter 5
seconds, the item was not guessed correctly, then move on to the
next item. You can use the list of items below:
(a) iron nail(b) newspaper(c) plate(d) liquid sosa(e)
gasoline
(f) perfume(g) tin can(h) insecticide(i) towel(j) eyeglass
(k) paper bag(l) battery(m) detergent(n) kerosene(o)
pesticide
5 Have the students fill in the What I Want to Know column in
worksheet 1.1.
6 Explain the lesson objectives in Learning Goals on page 3 of
the textbook.
Exploration
7 Ask the students to answer the question in Explore! on page 3
of the textbook.
8 Organize the students into groups with four members each. Have
the groups do the Science at Work activity on pages 13–14 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 Organize the students into 15 groups. Assign each group an
item used in the pictionary game. Ask them the following
questions:(a) Is the material harmful or useful?(b) How is it
useful?(c) How is it harmful?(d) What properties make it useful?(e)
What properties make it harmful?
12 Have each group share their answers in class. Discuss their
answers.13 Introduce the following properties of materials.
(a) ability to form rust(b) biodegradability(c) melting point(d)
brittleness(e) corrosiveness(f) ductility
(g) flammability(h) freezing point(i) malleability(j) melting
point(k) toxicity
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6 UNIT 1 • ateria s in the Environment
14 Organize the students into groups with three members each.
Provide each group with pictures of the following:
(a) decaying plant material(b) boiling water(c) breaking
glass(d) rusting roof(e) dissolution of metal in
hydrochloric acid(f) copper being drawn into
wires
(g) burning gasoline(h) freezing nitrogen(i) flattening of
jewelry(j) melting ice cream(k) dead cockroach due to
pesticide application
15 Tell the students to match the photos they have been given to
the properties you have written on the board. Have them write the
property at the back of each photo.
16 Discuss each photo and property. Ask the students to provide
more examples.
17 Present the list of items used in the pictionary game. Ask
the students the following questions:
(a) Which of these items are able to form rust?(b) Which are
biodegradable?(c) Which items have high boiling, melting, or
freezing points?(d) Which are toxic and/or corrosive?(e) Which are
ductile, brittle, flammable, or malleable?
18 Have some students share their answers in class. Discuss
their answers.
19 Introduce the terms ceramic, glass, fabric, metal, paper, and
plastic to the students.
20 Ask the students the following questions: How are these
materials useful? When do they become harmful? Discuss their
answers.
Elaboration
21 Discuss the information in Science Bank on pages 4, 8, and 12
of the textbook.
22 Ask the students to review the concepts summarized in Looking
Over on page 14 of the textbook.
23 Ask the students to write a paragraph summarizing the concept
map in Linking Together on page 16 of the textbook.
24 As homework, ask the students to read the article in Making
Connections on page 18 of the textbook. Discuss the article with
the students.
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CHAPTER 1 • ro erties o atter 7
Evaluation
25 Test the students’ understanding of the lesson. Have them do
the Enhance Your Skills exercise on page 15 of the textbook.
Discuss their outputs.
26 Ask the students to answer the question in Everyday Science
on page 15 of the textbook. Tell them to write their answers in
their notebooks.
27 Organize the students into pairs. Have the students discuss
with their partners their answers to Everyday Science. Give them
time to discuss their answers.
28 Have some pairs share their answers in class. Discuss their
answers.29 Have the students answer Chapter Test on page 17 of the
textbook.
Discuss their answers.30 Ask the students to fill in the What I
Learned column in worksheet.
1.1.
Suggested Activities
1 As homework, have the students write down seven items that
they can find at home. Tell them to group the items as useful or
harmful, along with an explanation. Let some students share their
outputs in class. Discuss their outputs.
2 Give each student three cutout squares. In each cutout, have
them write one vocabulary word related to the concepts discussed
(e.g., corrosiveness, flammability, rust, boiling point, etc.).
After everyone has filled out their cards, have each student
discuss each vocabulary word with a classmate, and have that
classmate sign on the card. A student finishes the activity when he
or she can already explain each of the signed vocabulary words.
(Note: The same person cannot sign on a student’s cards twice.)
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8 UNIT 1 • ateria s in the Environment
Quiz
Name: __________________________________ Date:
______________Grade & Section: ________________________ Score:
_____________
Directions: Match the description in column A with the 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 is a substance that combines with oxygen and water to
form rust.
A flammable
B biodegradable
C malleability
D metal
E mercury
F toxic
G melting point
H boiling point
I iron
J fabric
K paper
L plastic
_____ 2 It is the temperature at which a solid turns into
liquid.
_____ 3 It describes a substance that easily burns.
_____ 4 It is a property of a material that allows it to be
flattened or reshaped when hammered.
_____ 5 It describes a material that can be broken down into
smaller and simpler forms through natural processes.
_____ 6 It describes a material that is harmful to a living
thing.
_____ 7 It is a useful material used in cookware because of its
ductility, malleability, and high melting and boiling points.
_____ 8 It is a useful material used to make towels and clothing
because it is durable and biodegradable.
_____ 9 It is a useful material used to make disposable plates
and cups because it is biodegradable.
_____ 10 It is a harmful substance found in batteries.
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CHAPTER 1 • ro erties o atter 9
Worksheet 1.1
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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10 UNIT 1 • ateria s in the Environment
Answer Key
A Textbook
Explore!
page 3Matter can be classified as useful or harmful by studying
its properties. For example, metals are considered useful because
of their malleability, ductility, high melting and boiling points,
and durability. Hence, they are used in building structures,
cookwares, and electrical wirings. However, some metals can also be
considered harmful to health because of their toxicity upon
ingestion. They may also be harmful to the environment because they
are not biodegradable.
Science at Work
pages 13–14
Material Forms Rust Brittle Ductile Flammable Malleable
Copper wire
Magnesium ribbon
Paper fastener*
Toothpick
*It is assumed that the paper fastener is made up of tempered
steel.1 Most malleable—copper; Most ductile—copper; Most
brittle—
toothpick; Most flammable—magnesium ribbon2 Materials containing
iron have the ability to form rust. The paper
fastener made up of steel may rust in the presence of water and
oxygen.
3 Yes. Hydrochloric acid can dissolve metals such as
magnesium.
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CHAPTER 1 • ro erties o atter 11
Enhance Your Skills
page 15
Answers may vary.Sample answers:
Would you make…
Why not? What property does it need?
What would be a good material?
plastic frying pan?
Plastic will melt at high temperatures.
high melting point
metal
paper window? Paper is brittle and translucent.
strong, durable, and transparent
glass
glass clothing? Glass is rigid and inflexible.
soft and flexible fabric
metal newspaper?
Metal is heavy and costly.
lightweight paper
fabric bottle? Fabric is flexible and absorbent.
strong and rigid glass or plastic
Everyday Science
page 15Roofs of houses and buildings are painted to protect them
from corrosion. Paint prevents oxygen from the air and rain water
to come in contact with iron, which the roof is made up of.
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12 UNIT 1 • ateria s in the Environment
Chapter Test
page 171 D2 C3 D4 C5 B6 D7 A8 D9 B10 D
B Teacher’s Manual
Quiz
Lesson 1
1 I2 G3 A4 C5 B6 F7 D8 J9 K10 E
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CHAPTER 1 • ro erties o atter 13
Test Item Bank
Circle the letter that corresponds to the correct answer.
1 Which of the following refers to the reddish brown material
that forms on the surface of iron-made materials?A oxygenB rustC
steelD tin oxide
2 Which of the following refers to the temperature at which a
liquid changes to gas?A boiling pointB melting pointC freezing
pointD condensation point
3 What property of the material causes it to break easily?A
boiling pointB brittlenessC corrosivenessD flammability
4 What property of the material allows it to be drawn into thin
wires?A ductilityB malleabilityC melting pointD corrosiveness
5 Which material can be used as material for spoons and forks?A
fabricB liquidC metalD paper
6 Which of the following is considered biodegradable?A rubber
tiresB glass bottlesC metal chainsD dried flowers
7 Which material is considered corrosive?A ceramicB gasolineC
copper wireD hydrochloric acid
8 Why is pesticide considered a harmful material?A Because it
can kill every
organism it gets in contact with.
B Because it is toxic to many organisms.
C Because it kills pests in fields.
D Because it burns easily.9 Why are iron and aluminum
used for making cook wares?A Because they have high
melting and boiling points.B Because they have low
melting and boiling points.C Because they are durable
and biodegradable.D Because they are brittle and
corrosive.
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14 UNIT 1 • ateria s in the Environment
10 A certain material is soft, durable, and biodegradable. It is
used to make bed sheets and towels. Which of the following is the
possible identity of the material?A ceramicB fabricC glassD
metal
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