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Chapter 1. Solids, Liquids and Gases

Matter is anything that takes up space and has mass. Generally, it may be in the form of a solid, liquid, or gas.

Lesson 1. Characteristics of Solids

Activity 1. What are the characteristics of solids?

Objectives

a. Name different solids

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

Procedure

1. Visit a place in the school.

2. Each group will collect 10 objects in solid form.

3. Observe each object. Record your observations in your

notebook.

a) list the objects you collected based on the

observations,

4. In the chart, name the object under its description.

Small big Other

observation

rough smooth Other

observation

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Round square Other

observations

Black white Other

observations

Questions

What different objects did you see in the _______

( garden, front yard, backyard, other gardens)?

Can you name the objects ?

Can you describe the objects?

What are your observations on the solids?

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

round, square, colored, black, white? How?

Did you touch the solids? Are the solids of the same color?

size? shape? Are they different?

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

What are the characteristics of solids based from your

observations?

Activity2. What are the colors of solids?

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

1. Form a group of 5.

2. Get a box from the teacher.

3. Observe the different solids from the box.

4. Record your observations on your notebook using the chart

below:

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Name of solid Color

5. In Chart B, group the solids according to color.

Group / Color Solids

Group 1

Color_________

Group 2

Color_________

Group 3

Color__________

Questions

Can you name and tell the color of the objects?

What are the objects in the box?

Can you describe the appearance of each solid?

Can you name each object and give its specific color?

Are the solids of the same color? different colors?

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Activity 3. Shapely solids

Objectives

a. Name solids of different shapes

b. Group different solids based on their shapes

c. Describe the shapes of different solids

Materials

Empty boxes, real solids

Procedure

1. Observe the solids given to your group. Tell something

about the solids. Record your observations.

2. Make a list of the solids. Name each solid.

3. Share your observations with the members of your group.

Make agreements on the shape of the solids.

4. Each group will show the solid to the class before putting

each solid in its proper box.

BOX A

ROUND

BOX B

OVAL

BOX B

RECTANGLE

BOX D

SQUARE

BOX E

TRIANGLE

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Questions

1. Can you name the different solids?

What are these solids?

2. What different shapes of solids did you observe?

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

Activity 4. Do solids have same or different sizes?

Objectives

a. Name solids of different sizes

b. Group different solids based on their size

c. Measure accurately the size of a solid

Materials

2 solids of the same kind, ruler

Procedure

1. Bring out and name the solids you brought.

2. Tell something about them. Record your observations.

Share observations among your classmates.

3. Group the solids according to size and put them in their

proper places on the table.

4. Describe the size of the different solids. Record in your

notebook.

5. Get your ruler and measure the length and the width of

the 2 solids you brought to class. Record your

measurements.

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Questions

Can you tell if the solid is big or small, long or short, fat or

thin? How can you tell?

Did you put the solids on the correct table? What are your

bases in grouping the solids?

How did you measure the solids? What is the length of your

solid? the width/

Activity 5. Texture Hunt

Objectives

a. Name solids of different textures

b. Group different solids based on their texture

c. Describe different solids based on texture

Materials

Different solids (sponge, wooden stick, sandpaper,

cardboard, plastic cup, others)

Checklist of different solids inside the room

Procedure

1. As a group, walk around the room. Look for different

solids.

2. Touch each solid. Observe safety measures.

In your notebook:

a. name the solids correctly

b. tell something about the solids

c. share your hunt to the class

3. Copy the checklist in your notebook. Put a check mark on

the correct texture of each solid.

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Checklist of Solids inside the Room

Name Texture

smooth rough soft hard Other

observations

Sand

sandpaper

Stone

cardboard

Plastic cup

Drinking glass

Rock

Pebbles

Shell

Marble

Cotton

Questions

What solids in the room are smooth, rough, soft, hard?

Will you name them?

How many solids did you hunt? Can you describe

the solids?

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

How can you tell?

What characteristic of solids was shown in the activity?

Are the solids of the same texture? different textures? Can

you give examples?

Lesson 2. Characteristics of Liquids

Activity 1. Liquids around us

Objectives

a. Name different liquids

b. Describe the liquids based on their observable

characteristics

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Materials

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

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

Big pictures of liquids

Procedure

1. Examine the materials that your teacher gave you.

2. In your notebook, write the name of the materials. Tell

whether they are solids or liquids.

Questions

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

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

Which are liquids? Where did you see the liquids?

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

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

community?

Can you describe the liquids?

Activity 2. Do liquids take the shape of their containers?

Objective

Describe the shapes of liquids in different containers

Materials

Empty containers of different shapes

Different liquids in different containers

Procedure

1. Given the materials, examine each, then

a. describe the shapes of the different containers

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b. describe the shapes of liquids in their containers

c. Record your observations

2. Pour a liquid into an empty container. Do it again with the

other liquids. Observe the container of the liquid and the

container where it is being poured into. Record your

observations.

Questions

Do the liquids take the shape of their containers?

Do liquids take the space in the containers? Why?

Did you observe the shapes of liquids in the different

containers? What did you notice?

What characteristic of liquids did you learn from the

activity?

Activity3. Smell and Taste Tests

Objective

Describe the taste and smell or odor of different liquids.

Materials

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

sauce, water, baby oil

Procedure

1. Given the materials,

a. name the materials. Make a list

b. group the liquids for tasting, another group for smelling

CAUTION: Some liquids are NOT FOR TASTING

2. Taste each liquid for tasting by scooping few drops from

their containers using your own clean teaspoon. Record

your observations.

3. Smell each liquid for smelling by bringing the open

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container near your nose. Record your observations.

CAUTION. DO NOT smell the liquid too close to your

nose.

4. Prepare Charts A and B in your notebook. Describe each

liquid by putting a check mark of the taste , smell or odor.

CHART A. TASTE TEST CHART

Liquids Taste

sour sweet bitter salty

Catsup

Fruit juice

Vinegar

Soy sauce

Water

Tamarind

Sugar

Ampalaya

Other liquids. . .

. (can be )

CHART B. SMELL / ODOR CHART

Liquids Smell / Odor

Good Bad

Rubbing alcohol

Perfume

Glue

Baby Oil

Questions

Did the liquids have the same taste? Different taste?

Can you group the liquids based on their taste? How?

Which liquids are sour, sweet, bitter, salty?

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How were you able to describe the different liquids?

Can we say that another characteristic of a liquid is its

taste?

How were you able to describe the smell or odor of

the liquids?

Can you group the liquids based on their smell or odor?

Which liquids have good smell? Bad smell?

What other liquids have same good smell? Bad smell?

Can you say that a characteristic of a liquid is its smell/

odor? Make a statement.

Activity 4. How do liquids flow?

Objective

Describe how liquids flow from one container to another

Materials

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

spoons, empty cups/ containers, manila papers, pentel

pens

Procedure

1. Given the materials,

a. name each liquid. Make a list

b. Using your own clean teaspoon, scoop a teaspoon half-

full of the liquid from one container.

c. Incline your teaspoon over an empty container, then

pour

d. Make observations on the movement of the liquid from

the teaspoon to the container. Record your

observations

e. Repeat procedures b, c and d with the other liquids in

different containers. Record your observations.

f. Share observations among members of the group. Make

agreements.

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2. Be ready for the group Chart presentation using the

format below:

Name of

Liquid

Did the liquid flow?

Flow of the liquid when

poured from 1 container to

another container

YES NO FAST SLOW

Questions

What did you observe while pouring the liquid in the

empty container?

Can you describe the flow of the different liquids ?

Did the liquids flow fast? Slow?

What liquids flowed fast? Slow?

What characteristic of liquids was shown in the activity?

Lesson 3. Characteristics of Gases

Activity 1. What is the shape of gas in balloons?

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

1. Take 1 balloon from the box. Each member of the group

will have a balloon.

2. Describe the shape of the balloons in the group. Record

your observations.

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3. Take turns in blowing up your balloon. One member blows

up the balloon while the other members observe

4. Share observations among the members of the group.

Make agreements on the shapes of gas in different

balloons

Questions

What happened to the balloon as you blew them up?

How do you describe the size and shape of the

balloon after blowing it up?

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

Will you say that the size of the gas in the balloon is the size

shown by the balloon? Why?

What characteristics of gas are shown in the activity?

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Chapter 2: Proper Handling and Use of

Common Solids, Liquids, and Gases at

Home and in School

There are common materials at home and in school. It is

important to know their uses and how to handle them properly.

Lesson: Common Solids, Liquids, and Gases Found at Home and

in School

Activity: List of Common Products Found at Home and in School

Objectives:

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

in school; and

2. Classify materials as solid, liquid or gas

Materials

paper, pen, manila paper, pictures or realia

Procedure

1. Make a list of common materials found at home and in

school. Do this in your notebook.

Materials at Home Materials in School

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2. Group the materials using the table below.

Materials found at: Solid Liquid Gas

home

school

Questions

1. What are the materials at home and in school that are

common in your list?

2. What are the examples of solids found at home? in school?

3. What are the examples of liquids found at home? in school?

4. What are the examples of gases found at home? in school?

Lesson 2: Uses of Materials Found at Home and In School

Activity: Materials at Home and In School and Their Uses

Objective

Describe the uses of materials found at home and in school.

Materials

toothpaste, soap, alcohol, personal care products,

detergent, cleaning agents, disinfectants, medicine, or labels of

these products

Procedure

1. Study the following materials. Describe the use of this

material. Write your answer in your notebook.

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Questions:

1. Which material is used for cleaning floor tiles, walls, lavatories

and bathrooms?

______________, ____________, _______________

2. Which material is used for cooking?

______________, ____________, _______________

3. Which material is used for cleaning the body?

______________, ____________, _______________

4. Which material is used for getting rid of insects and pests?

______________, ____________, _______________

5. Which material is used for beautifying homes?

______________, ____________, _______________

Lesson 3: Safety Measures in handling Harmful Materials

Activity: Proper Handling of Materials

Objective

Describe the proper ways of handling materials.

Materials

Pictures of proper ways of handling materials

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Procedure

1. Study the following hazard symbols.

2. Look at each picture. Write the name of each picture in

your notebook.

toxic flammable poison

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3. Group these materials as poisonous, toxic or flammable

using the guide. Write your answers in your activity

notebook.

poisonous: destructive, harmful

toxic: can cause death when it is swallowed

flammable: can cause fire or can burn rapidly

Materials Poisonous Toxic Flammable

4. Study the pictures. Put a þ on the box if it shows the

proper ways of handling materials and an ý if it doesn’t.

a. b.

Labelling bottles and

other containers

Using hand gloves and

gas masks when using

pesticides.

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c. d.

Questions

1. What are the proper ways of handling and using solid, liquid

and gas at home and in school?

__________________________________________________

__________________________________________________

__________________________________________________

2. Why do we need to handle and use properly these

materials?

__________________________________________________

__________________________________________________

__________________________________________________

Playing with matches Keeping flammable

materials near the

stove.

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Chapter 3: Changes in Solids, Liquids, and

Gas

Solids, liquids, or gas may change in form when heat is

applied or when there is a change in temperature. A laboratory

thermometer is used to measure temperature.

Lesson 1: Hot and Cold Solids, Liquids and Gas

Activity 1: Is it Hot? Is it Cold?

Objective

Tell whether a material solid, liquid, or gas is hot or cold.

Materials

Pictures or real hot and cold solids and liquids,

Manila paper marker pen

Procedure

1. Examine the materials that your teacher gave you. Tell

whether each material is hot or cold. Put a check (√) in

column (3) if it is hot or in column (4) if it is cold. Write your

answers in your notebook.

(1) (2)

Material

(3)

Is it Hot?

(4)

Is it Cold?

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1

Candle Flame

2

Ice Cream/ice

candy

3

Boiling Water

4

Boiling Soup

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5

Ice cubes

2. Give other examples of hot and cold solids, liquids, and gas.

Write them in the appropriate column using the table below.

Write your answers in your notebook.

Hot materials Cold materials

Solid Liquid Gas Solid Liquid Gas

Questions

1. What materials are hot?

2. What materials are cold?

3. When do you say that a material is hot? Cold?

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Activity 2: Measuring the Temperatures of Hot and Tap Water

Objectives

1. Measure the temperature of tap water and hot water using a

thermometer.

2. Compare the temperatures of tap water and hot water.

Materials

2 beakers or identical glass containers

Laboratory thermometer

Equal amounts of hot water and tap water

Procedure

1. Examine closely a laboratory thermometer.

2. Observe the markings on the thermometer.

a. What is the smallest number on the thermometer? Where

is it located?

b. What is the largest number? Where is it located?

c. What unit of measurement is used?

d. What symbol is used to express a measurement of

temperature?

3. Half- fill the container with tap water.

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4. Place the thermometer in the container with tap water. Hold it

in upright position.

-___ Laboratory

thermometer

__beaker half-filled

with tap water

5. Observe the level of the liquid inside the thermometer.

6. Measure the temperature of tap water. Read the markings

nearest the level of the liquid inside the thermometer. Record

this temperature in Table 1.

e. What is the temperature of tap water?

Note: When reading the thermometer, position your

eyes at the same level as the liquid in the

thermometer.

Caution: Do not touch the bulb of the thermometer

and do not let it touch the bottom of the container.

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7. Half-fill also the other container with hot water.

7. Place the thermometer in the

container with hot water.

8. Observe what happens to

the level of the liquid in the

thermometer.

Sample

temperature

reading

Caution: Be careful when pouring hot/warm water

into the container. You might get burned. You may

ask your teacher to do this.

230C

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9. Read the temperature of hot water after 5 minutes. Record

the temperature in the table below.

f. What is the temperature of the hot water?

Table 1. Temperature of Tap Water and Hot Water

Material Temperature (0C)

Tap water

Hot water

10. Compare the temperature of the tap water with that of the

hot water.

g. What does heating do to the temperature of water?

Question

You only have tap water at home. How will you change one cup

of it into hot water?

Activity 3: Measuring the Temperature of Cold Water

Objectives

1. Measure the temperatures of tap water and cold water using

a thermometer.

2. Read the temperature on the thermometer correctly.

3. Compare the temperatures of tap water and cold water.

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Materials

2 beakers/ identical glass containers

Laboratory thermometer

Equal amount of cold water and tap water

Ice cubes

Procedure

1. Half- fill the container with tap water.

2. Place the thermometer in the container with tap water. Hold it

in upright position.

3. Observe the level of the liquid inside the thermometer.

4. Measure the temperature of the tap water. Read the

markings nearest the level of the liquid in the thermometer.

Record the temperature in table 2.

a. What is the temperature of tap water?

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23 o C

5. Half-fill also the other container with tap water. Add some ice

cubes to the container. Feel the

container after a few minutes.

b. Describe what happens to the ice

cubes and tap water.

c. Does the tap water feel cold now?

6. Place the thermometer in the

container with cold water.

7. Observe what happens to the

level of the liquid in the

thermometer.

Note: When reading the thermometer, position your eyes

at the same level as the liquid in the thermometer.

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8. Read the temperature of cold water after 5 minutes. Record

the temperature in table 2 below.

a. What is the temperature of the cold water?

Table 2. Temperature of Tap Water and Cold Water

Liquid Temperature (0C)

Tap water

Cold water

9. Compare the temperatures of the tap water and the cold

water.

b. Is there a difference between the temperature of tap

water and that of cold water?

c. Which has a higher temperature, the tap water or the

cold water?

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

Activity 1: What Happens When a Solid (Candle Wax) Is Heated

or Cooled?

Objective

Describe what happens to a candle wax when it is heated

and when it is cooled.

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Materials

small pieces of candle wax big spoon

matches thick cloth

candle ceramic saucer

Procedure

1. Put a small piece of candle wax on the spoon. Wrap the

handle of the spoon with a thick cloth.

2. In what form (solid, liquid, gas) is the candle wax?

3. Light the candle. Let it stand firmly on a

ceramic saucer.

4. Hold the spoon with candle wax over the

flame.

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5. Heat the spoon with candle wax for 5 minutes. Observe what

happens to the candle wax.

a. Is there a change in the appearance of the wax? If so,

describe the change.

b. Infer why this change happened.

c. What is the effect of heat on the candle wax?

6. Remove the hot spoon with candle wax from the lighted

candle.

7. Wait for a few minutes for the spoon and candle wax to cool

off. Observe what happens.

d. Is there a change in the appearance of the candle wax?

If so, describe the change.

e. Infer why this change happened.

f. What is the effect of removing the spoon and the wax

from the flame?

Activity 2: What Happens to Liquid Water When Heated?

Objective

Describe what happens to water when it is heated or when

its temperature is increased.

Caution: The spoon will become hot.

Handle it with care.

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Materials

Transparent drinking glass water marker

Procedure

1. Fill the glass with some water. Mark the level of water.

2. Place the glass with water under the

sun for about 15 minutes. Observe

what happens to the water.

3. Mark again the level of the water.

a. Was there a change in the level

of the water?

b. What happened to the amount

of water?

c. What does this observation show?

d. What is the effect of sun’s heat on water?

Questions

Have you tried placing a basin of water under the sun the whole

morning? What happened to the amount of water?

Activity 3: What Happens to a Solid (Naphthalene) when Heated?

Objective

Describe what happens to 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

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Procedure

1. Get a piece of naphthalene ball. Place it on a piece of cloth.

Naphthalene ball

2. Wrap it with the cloth and tie the corners together with a

piece of thread.

3. Grind/Crush the naphthalene ball into smaller pieces using the

stone.

4. Divide the ground naphthalene into two halves. Put one half

in saucer 1, the other part in saucer 2.

a. In what form is the naphthalene ball (solid, liquid, gas)?

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5. Place saucer 1 inside the room. Place saucer 2 outside the

room, preferably under the sun.

`

8. Observe the ground naphthalene in saucer 1 and saucer

2 for 10 minutes. Note down your observations.

a. What have you observed?

b. Is the appearance of naphthalene in saucer 1 the

same as that in saucer 2? If not, what is the

difference?

c. What is the effect of the sun’s heat on naphthalene?

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

Objective

Describe what happens to liquid water when it is cooled.

Materials

clear plastic bag tap water

laboratory thermometer freezer

drinking glass

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Procedure

1. Half-fill a drinking plastic cup with tap water.

2. Measure the temperature of the water in the cup with a

thermometer.

3. Copy the data table below in your notebook. Write your

results in this table.

4. Measure the temperature of the freezer.

a. what is the temperature in the freezer?

b. which has a lower temperature, tap water or freezer?

4. Put the plastic cup overnight in a freezer.

5. Remove the plastic cup from the freezer. Measure the

temperature of the water in the cup.

c. What is the temperature of the freezer?

d. Which has a lower temperature, tap water (liquid water)

or ice (solid water)? Why?

e. How can liquid water be changed to solid? Can it be

returned to its original form?

Data Table

Name

of Liquid

Description Temper

ature

before

putting

in the

freezer

Temper -

ature in

freezer

Temper-

ature after

removing

from the

freezer

Liquid

(water)

ISBN: 978-971-0468-21-8