Science Grade 3

3SCIENCE

33 DRAFTApril 10, 2014 0

Book RecordSchool:District:Division:Region:Date received by school: Issued to Date Condition Date Condition(Name of Pupil) Issued ReturnedDRAFTApril 10, 2014 To the Teacher Write the pupil’s name clearly under the column “Issued to.” Use the following letters in recording the condition of the book: A. (New Book) B. (Used Book in Good Condition) C. (Used Book in Fair Condition) D. (Used Book in Poor Condition) Encourage and assist the pupil in repairing damaged textbooks. 1

Take Care of Your BookDos:1. Cover your book with plastic or manila paper. Old newspapers and magazines will do.2. Be sure your hands are clean when you handle or turn the pages.3. When using a new book for the first time, lay it on its back. Open only a few pages at a time. Press lightly along the bound edge as you turn the pages. This will keep the cover in good condition.4. Use a piece of paper or cardboard for bookmarks.5. Paste or tape immediately any torn pages.DRAFT6. Handle the book with care when passing from one person to another.7. Always keep your book in a clean, dry place.8. When your book is lost, report it to your teacher right away.Don’ts: 1. Do not fold the pages. 2014April 10,2. Do not write on the cover or pages. 3. Do not cut out any picture. 4. Never tear or detach any page. 2

For inquiries or feedback, please write or call: DepEd-Bureau of Elementary Education DRAFTCurriculum Development Division 2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA) Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 638-4799 or 637-4347 E-mail Address: [email protected] 10, [email protected] 3

INTRODUCTION Dear Boys and Girls: This Learner’s Material for Grade 3, was written in response to the basic goal of education under the K to12 Enhanced Basic Education Program- “to prepare learners to become productive, worthy and competitive young scientists of the country.” This is divided into four units with illustrations describing each unit, representing the whole school year. Each unit has chapter with lessons and activities prepared which are aligned to the teacher’s guide. Learning to develop, keen and accurate observationDRAFTskills through experiment, knowing more about matter, sense, living things, non-living things around you discovering more about your environment , climate change and other topics about the surroundings, earth and space are all given focusApril 10, 2014in this l learner’s material. Explore Science and make it useful in your daily life. Learning Science is having more fun. The Writers/Conceptualizers 4

ACKNOWLEDGEMENT Recognition is given to the following supervisors,administrators, teachers, BEE Staff and experts in Science for theirenthusiastic commitment in the development, revision andfinalization of the teaching guides and learning materials for Grade3 under K to 12 Basic Education Program.Arthur DC. Sacatropes Dr. Luz E. OsmenaEducation Prog. Supervisor Education Prog. SupervisorRegion III Region IV-AMichelle G. Hatid-Guadamor, Ph.D. Aiisa C. CorpuzEducation Program Supervisor Science CoordinatorDivision Office, Sorsogon Prov. Division of Tarlac CityRegion V Region IIIJennifer M. RojoMaster Teacher IINeogen Elementary SchoolDRAFTDistrictof Tagaytay City Jennifer A. Tinaja MasterTeacher I Nueve de Febrero E.S. Mandaluyong City John Fitzgerald Secondes Master Teacher I Don Felix Serra Nat’l. Hi-sch San Jaoquin, Iloilo Province Job S. Zape (Ret.) Education Program SupervisorApril 10, 2014Division Office, Mandaluyong CityLeni S. Solutan Neolita S. SarabiaMaster Teacher Principal IISta. Barbara Elementary School STRIVE CoordinatorDivision of Iloilo Province Division of Tagbilaran City Romeo C. Ordoňez Master Teacher II/IllustratorDivisoria E.S. Mexico South District Division of Pampanga Susana D. MotaJemmalyn N. Malabanan Encoders 5

Appreciation is extended to the following consultants/reviewers for their untiring efforts in sharing their expertise:Evelyn L. JosueScience Educ. Specialist IV (Ret.)UP-NISMEDDiliman, Quezon CityPia Campo May R. ChavezScience Educ. Specialist Science Educ. SpecialistUP-NISMED UP-NISMEDDiliman, Quezon City Diliman, Quezon City DRAFTTrinidad M. Lagarto Senior Educ. Prog. Specialist, Anchorperson Curriculum Development Division Bureau of Elementary EducationApril 10, 2014MariletteR.Almayda Director III Bureau of Elementary Education Marilyn D. Dimaano Director IVBureau of Elementary Education 6

TABLE OF CONTENTS PageTitle Page iBook Record for the Teacher iiCopyright Page iiiHow to take care of your Book ivIntroduction vAcknowledgement vi UNIT I: MatterOverviewChapter 1 – Solids 11-17 - Characteristics of Solids - Naming /Classifying Different Solids DRAFT- Describing Solids according to Color- Describing Solids according to Shape - Describing Solids according to Size 17-23 - Describing Solids according to TextureApril 10, 2014Chapter2–Liquids- Characteristics of Liquids- Naming /Classifying Different Liquids- Describing Liquids according on how they flow- Describing Liquids on how they take theShape of the container- Describing Liquids on how they occupy Space- Describing Liquids according to SmellChapter 2 – Gases 23-26- Describing that Gases take the Shape of the Container- Describing that Gases occupy Space- Describing that Gases are Odorless and Tasteless 7

Chapter 4 – Proper Use and Handling of Common Solids, 26-31 Liquids, and Gases at Home and in School - List of Common Products Found at Home and in School - Harmful Effects of Common Materials Found at Home and in School - Safety Measures in handling Harmful MaterialsChapter 5 - Changes in Materials 31-49- Measuring the Temperature of Materials- Measuring the Temperature of Hot/Warm Materials- Measuring the Temperature of a Cold Material- Changes in Materials as affected by Temperature- What happens to Water when Heated?- What happens to Water Vapor when Cooled?- What happens to Napthalene Ball when Heated?- What happens to the Air inside the Bottle/Balloon whenDRAFTHeated or Cooled? UNIT 2: Living Things and their EnvironmentChapter 1 - Sense Organs 51-66 - Identifying the Parts of the Eyes - Proper Ways of Caring the Eyes - Identifying the Parts of the EarsApril 10, 2014- How the different Parts of the Ear Work? - Proper Ways of Caring the Ears- Identifying Parts of the Nose and its Functions- Proper Ways of Caring the Nose- Identifying the Uses of Tongue- Identifying the Parts and Functions of the Tongue- Identifying the parts of the Skin and its Function- Proper Ways of Caring the SkinChapter 2 – Animals 67-86- Naming Animals around you- Parts of an Animal- Body Parts Animals Use to Move- Classifying Animals according to how they move- Body Parts of Animals that they use in getting foods 8

- Classifying Animals according to what they Eat- Classifying Animals according to their Body Covering- Classifying Animals according to their Habitat- Useful Animals- Importance of Animals according to Use- Animals that can Harm People- Proper Ways of Caring PetsChapter 3 – Plants 87-101- Naming and Describing Plant Parts- Same Plant Parts, different Plants- Different Plant Parts have different Works- Things that come from or made of Plants- Different Uses of Plants- Harmful Plants- Proper Was of Caring Plants - Characteristics of Living and non-living Things 101-108Chapter 4 - Heredity: Inheritance and Variation - Animals Produce Animals of the same Kind DRAFT- Physical Traits of People from Different Ethnicity- Physical Traits of Animals of the same Kind - Plants Produce Plants of the same Kind - Growing Plants from other Plant PartsApril 10, 2014Chapter5-Ecosystem 109-115- Basic Needs Humans, Animals and Plants- Things We Need from the Environment- Conservation and Protection of the Environment UNIT 3: Force, Motion and EnergyChapter 1 - Moving Objects 116-130- Describing the Position of an Objectrelative to another Object- Describing the Location of Objects After it is Moved- Sounds 9

Chapter 2 - Electricity 145-151 - Sources of Electricity - Uses of Electricity UNIT 4: Earth and Space 151-162 162-178Chapter 1 - Surroundings - The Surroundings 178-188Chapter 2: Weather - The WeatherChapter 3: Objects Seen in the Sky - Different Objects seen in the SkyDRAFTApril 10, 2014 10

UNIT 1: Matter DRAFTApril 10, 2014 11

Chapter 1: Solids This Chapter deals with solid as one of the three states of matter. It has specific color, size, shape, and texture. The particles of solids are close together. They move back and forth but the particles do not change places. Lesson 1: Characteristics of Solids Activity 1: What are the characteristics of solids? Objectives 1. Describe different objects in the school garden 2. Classify the objects based on their characteristics Materials DRAFTDifferent objects found in the school garden Procedure 1. Visit the school garden. Collect different solids. 2. List down 10 solids you have collected.April 10, 20143. Describe the solids based on their characteristics 4. In the chart write the name of solids in their proper column. Do this in your notebook. small big rough smooth round square black white In your notebook or on your paper, answer the following: 1. How did you describe the solids? 2. What are their characteristics? Guide Question What are the other properties of matter? 12

Lesson 2: Characteristics of Solids according to ColorActivity 2: How do you describe solids according to their colors?Objective Describe solids according to their colorMaterials Pictures and if possible concrete ripe papaya, unripepapaya, ripe mango, unripe mango, ripe tomato, unripetomato, eggplant and charcoalProcedure 1. Study the pictures of different solids.DRAFT2. Write the color of solid in the chart.Solids ColorApril 10, 2014RipeMango Unripe Tomato Ripe Tomato Unripe Papaya 13

Ripe Papaya Watermelon DRAFTEggplantApril 10,Charcoal 2014 In your notebook, answer the following: 1. How did you describe the materials? 2. Do all solids have specific color? Lesson 3: Characteristics of Solids according to Shape Activity 1: Shapely solids Objective Identify solids based on their shape 14

Materials ball, eraser, calamansi, plate, guava, notebook, triangle (musical instrument)Procedure 1. Get six objects from the box. 2. Observe the shape of the objects. 3. Write the name of each object below their corresponding shape.Round Rectangle TriangleDRAFTApril 10, 2014In your notebook, answer the following: 1. How did you identify solids based on their shape? 2. What different shapes of solids did you observe?Lesson 4: Characteristics of Solids according to SizeActivity 1: Identify solids according to sizeObjectives 1. Identify solids according to their specific size 2. Measure solids using a ruler 15

Materials Ruler bag containing solidsProcedure1. Get the materials inside your bag.2. Identify solids according to their sizes.3. Record it in your notebook.Materials/Solid Size big small1. Measure each solid using a ruler.2. Record your measurement in your notebook. DRAFTSolids Size (exact measurement) Answer the following: 1. How did you identify the size of solids?April 10, 20142. What did you use to measure the material? 3. Were you able to get the exact measurement of the solids? How? Guide Question Do solids have specific size?Lesson 5: Characteristics of Solids according to TextureActivity 1: Classifying solids according to textureObjective Classify solids according to texture. 16

Materials bag or box containing stone, cotton, sand, banana, cardboard, sandpaper, rambutan, jackfruit peelingsProcedure 1. Get all the contents of your bag. 2. In your notebook, write the name of each object and classify according to texture.Objects smooth rough soft hard DRAFTAnswer the following: 1. How did you group the solids? 2. What characteristic of solids did you observe? 3. Were you able to describe the solids correctly based on your observations? Why?April 10, 20144. What values did you learn from the activities? Chapter 2: Liquids This Chapter deals with liquids having mass, how they flow, how they take the shape of the container, how they occupy space, the taste and the smell. Lesson 1: Characteristics of Liquids Activity 1: Naming different liquids 17

Objective Naming different liquids Materials different liquids, containers with different shapes Procedure 1. Go to the school canteen. 2. Ask the canteen staff to show the different liquids available. 3. Name each liquid. 4. Observe each liquid how they flow , shape of the container, and the space each occupies. 5. Taste or smell the liquid but with safety precaution. (Needs teacher’s advice.)DRAFT6. Record your observation in your notebook. Lesson 2: Describing Liquids according on How they Flow Activity1: How do liquids flow? ObjectiveApril 10, 2014Describe how liquids flow Materials condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons, transparent bowl Procedure 1. Get two teaspoons. 2. Hold each teaspoon with each hand as shown in the picture below. 18

3. Scoop a teaspoon of water and a teaspoon of vinegar.4. Hold two teaspoons with liquids at elbow level.5. Tip both hands at the same time as shown in the picture.6. Record your observation in your notebook. Which flows faster, water or vinegar?7. Repeat steps 2 to 6 using other liquid and paired it with water.(Note: Water will serve as your point of reference as to the flow of liquid.)DRAFTName of Liquid Does it flow Does it flow Does it flow slowly? fast? very fast?1. water 2. soy sauce 3. vinegar 4. shampooApril 10, 20145.oil6. CondensedmilkGuide Questions1. Did the liquids flow at the same time?2. Which liquids flowed fast?3. Which liquids flowed slow?Lesson 3: Describing Liquids on How They Take the Shape ofthe ContainerActivity 1: Do liquids have shape? 19

Objective Describe how liquids take the shape of the containerMaterials different shapes of container, waterProcedure 1. Describe the 3 shapes of container. 2. Get 3 kinds of liquids. 3. Pour each liquid in each container. 4. In your notebook, record your observation.Name of Liquid Shape when poured in containerDRAFT1.What happened to the different liquids after pouring them 2. Do liquids have the same shape? 3. What characteristics of liquids did you observe? 4. What does this activity tell about shape of liquid?April 10, 2014Lesson 4: Describing Liquids on How they Occupy Space Activity 1: Do liquids occupy space?Objective Describe how liquids occupy space.Materials stones, water, beaker, rugsProcedure 1. Prepare the materials. 2. Fill the beaker with water. 3. Put more water in the beaker. 20

4. Observe what happens while adding more water in the beaker.5. Put some stones in the beaker with water.6. Again observe what will happen.7. Record /draw your observation in your notebook. In your notebook, answer the following: 1. What happened as you added more and more water in the beaker? Why? 2. What did you notice when the stones sank to the bottom of the beaker? Why? 3. What happened to the water? Why? 4. Does water occupy space? Why? 5. Do liquids really occupy space? Lesson 5: Describing Liquids according to TasteDRAFTActivity 1: Do liquids have taste? Objective Describe the taste of liquids.April 10, 2014Materials milk, juice, water, vinegar, hot sauce, softdrinks, wine, catsup, fish sauceProcedure 1. Taste each liquid. 2. Describe the taste. 3. Check the corresponding taste of liquid in the chart.Liquid sweet salty sour bitter spicy tasteless 21

In your notebook, answer the following:1. How did you describe the different taste of liquids?2. What are the different tastes of liquids?3. Do all liquids have the same taste?4. What should we do to avoid being poisened when tasting liquids?Lesson 6: Describing Liquid according to SmellActivity 1: Do liquids have smell?Objective Describe the smell of different liquidsMaterials fish sauce, perfume, alcohol, catsup, coke, handsanitizer, shampoo, liquid soapDRAFTProcedure1. Prepare the materials. Name the different liquids.2. Describe the smell of the different liquids. (Do not put theApril 10, 2014Liquidsamples near your nose because some may cause irritation) 3. Record your observation. Bad Smell Good / Fragrant SmellIn your notebook, answer the following:1. What characteristics of liquid did you observed?2. How were you able to group them?3. Do all liquids have the same smell?4. Do you frown when you smell liquids that have bad odor?Do you smile when you smell liquids that have fragrantodor? Why?5.Do liquids have smell? 22

Chapter 3: Gases This Chapter, deals with gases that do not have their own shape but take the shape of the container; occupy space, tasteless and odorless. Air is gas. We cannot see it by our eye but we can feel it. The molecules are far apart from each other. Lesson 1: Describing that Gases take the Shape of the Container Activity 1: Do gases have shape? Objective Describe that gases take the shape of the container Materials DRAFTdifferent shapes of balloons (deflated), string Procedure 1. Get different shapes of balloons. 2. Blow air into it. Tie it with string. 3. Describe the shape of air in the balloon.April 10, 20144. Record your observation. 5. Draw the shape of gas in each balloon. Questions In your notebook, answer the following: 1. What happened to the balloon as you blew air into it? 2. Did the gas follow the shape of the balloon? Do gases have shape? 3. What characteristic of gas did the activity show? 4. What is the shape of air container? 5. When can air have a shape? 23

Lesson 2: Describing that Gases Occupy Space Activity 1: Does gas occupy space? Objective Describe that gases occupy space Materials tissue, drinking glass, Styrofoam, big bowl filled with full of water Procedure 1. Prepare a drinking glass. 2. Place a paper towel at the bottom of a drinking glass so that it will not fall out when the glass is inverted. 3. Fill a big bowl with water.DRAFT4. Hold the glass upside down and quickly plunge it into the water. 5. Count one to ten while holding the glass underwater. 6. Slowly lift the glass up and out of the water. Be sure toApril 10, 2014hold the glass straight upside down. 7. Observe. What happened to the tissue? 8. Do this with a piece of Styrofoam. Place the Styrofoam in the water. Place your glass upside down over the styrofoam and push straight down into the water. In your notebook, answer the following: 1. What is inside the glass? 2. What happened to the paper towel? To the styrofoam? 3. What does the activity show? 24

Lesson 3: Describing that Gases are Odorless and Tasteless Activity 1:Air is odorless and tasteless Objective Infer that air is odorless and tasteless. Materials paper fan, balloon, mirror Procedure 1. Blow your hands. Describe what you feel. 2. Now, blow into the mirror. Describe the air in the mirror. 3. Blow air in the balloon. Describe the air inside. 4. Get a partner, fan each other. Describe the air as to odor and taste.DRAFTQuestions 1. What did you feel after blowing your hand? Did you see the air from your mouth? 2. In three sentences, describe how you felt while fanningApril 10, 2014yourself and your partner. 3. Did you see the air inside the balloon? Why? 4. What characteristic of gas were presented in the activity? Chapter 4: Proper Use In Handling Common Solids, Liquids, and Gases at Home and in School This Chapter, deals with many things we have in common at home and in school such as solids, liquids and 25

gases. We should keep everything in its place. Label allbottles correctly such as chemicals, and other materials.Lesson 1: Common Solids, Liquids, and Gases Found at Home and in SchoolActivity 1: List of Common Products Found at Home and inSchoolObjectives1. Identify common solids, liquids and gases found at home and in school2. Describe the uses of materials found at homeMaterials paper, pen, Manila paperDRAFTProcedure1. Make a list of common products found in school and athome. Group them in the table below.April 10, 2014Solid Liquid Gas2. Group the materials listed in number 1 using the table below.Use Use for Use to Use as Use for Use for Use for as cooking beautify beauty cleaning cleaning killingfood homes produc insects/ the the t house body/ pest selfQuestions 26

1. What are the common materials at home and inschool ?2.What are the uses of materials at home and in school.Activity 2: Harmful Effects of Common Materials Found at Home and in SchoolObjective Identify the harmful effects of materials found at home and in school.Materials packaging of materials/product labels of materialsProcedure 1. Read the product labels of the common household products /materials found at home and look at the DRAFTsymbols in each label below : [April 10, 2014flammable toxicpoison corrosive 27

Here are some examples:DRAFTApril 10, 20142. Using the table below, group the materials based on the harmful effect/s on humans and other living things.3. Write your answers in your activity notebook.Poisonous Toxic Flammable CorrosiveActivity 3: Safety Measures in handling Harmful Materials 28

Objective Describe the proper use and handling of harmful materials.Materials Pictures of proper ways of handling materialsProcedure1. Look at the pictures.2. Put a  on the box if it is a proper ways of handlingmaterials and put a  if it is not.DRAFTa. b.April 10, 2014LabelpoisonousSubstances and keep Using hand gloves andout of childen’s reach gas masks when using pesticides. c. d.Inspecting regularly if thecooking gas tank is tightly closed. 29

Keeping flammable materials near the stove.QuestionWill you follow the safety measures in handling harmfulchemicals? Why? Chapter 5: Changes in Materials This chapter deals with the changes that solids, liquids, and gases undergo when heat is applied or removed from them. It also deals with the techniques in measuring temperature with a laboratory thermometer.DRAFTLesson 1: Measuring the Temperature of Materials Activity 1: Is it Hot? Is it Cold? ObjectiveApril 10, 2014Tell whether a material is hot or cold.Materials marker pen, paper, pen Manila paperProcedure1. Look at the pictures below. Tell whether the materialis hot or cold. Put a check (√) in column (3) if it is hot orin column (4) if it is cold.(1) (2) (3) (4) Is it Cold?Material/Object Is it Hot? 30

1 Candle Flame2 Ice Cream3 Boiling Water DRAFT4 Boiling SoupApril 10, 20145 Iced Tea2. Give other examples of hot and cold materials. Write them down in the appropriate column in the table below. Hot materials Cold materials 31

Questions 1. When do you say that a material is hot? 2. When do you say that a material is cold? Activity 2: Measuring the Temperature of Hot/Warm Material Objectives 1. Measure the temperature of tap water and hot/warm water using a thermometer. 2. Read the temperature from the thermometer correctly. DRAFT3. Compare the temperature of tap water and hot/warm water.April 10, 2014 Materials 2 beakers or identical glass containers Laboratory thermometer Equal amounts of hot/warm water and tap water Procedure 1. Look at the laboratory thermometer closely. 2. Observe the markings on the thermometer. 3. What is the smallest number? Where is it located? 32

4. What is the largest number? Where is it located?5. What unit of measurement is used?6. What symbol is used to express a measurement oftemperature?7. Half- fill the container with tapwater. 8. Place the thermometer in the container with tap water.DRAFTHold it in upright position.April 10, 2014 -___ Laboratory thermometer __beaker half-filled with tap water Caution: Do not touch the bulb of the thermometer and do not let it touch the bottom of the container. 33

9. Observe the level of the liquid in the thermometer. 10. Measure the temperature of tap water. (Read the markings nearest the level of the liquid in the thermometer). Record the temperature in table 1. 11. What is the temperature of tap water? (This is the temperature of tap water at room temperature). Note: When reading the thermometer, position your DRAFTeyes at the same level as the liquid in the thermometer.April 10, 2014230C Sample temperature reading 34

12. Half-fill also the other container with hot/warm water. Caution: Be careful when pouring hot/warm DRAFTwater into the container. You might get burned. You may ask your teacher to do this.April 10, 2014 1. Place the thermometer in the container with hot/warm water. 2. Observe what happens to the level of the liquid in the thermometer. 3. Read the temperature of hot/warm water after 5 minutes. Record the temperature in table 1 below. 35

a. What is the temperature of the hot/warm water?Table1. Temperature of Tap Water and Hot/Warm WaterMaterial Temperature (0C)Tap waterHot/warm water 1. Compare the temperature of tap water and hot/ warm water. DRAFT-How will you compare the temperature of tap water with that of hot/warm water? 2. Describe the effect of heat on the water. - What is the effect of heat on water?April 10, 2014 Question What will you do if you need hot or cold water at home?Lesson 3: Measuring the Temperature of Cold MaterialObjectives 1. Measure the temperature of tap water and cold water using a thermometer. 2. Read the temperature from the thermometer correctly. 36

3. Compare the temperature of tap water and cold water. 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. DRAFT2. Place the thermometer in the container with tap water. Hold it in upright position.April 10, 2014Caution: Do not touch the bulb of the thermometer and do not let it 3. Observe the level of the liquid intotuhcehthtehremobmotetotemr. of the container. 4. Measure the temperature of tap water. (Read the markings nearest the level of the liquid in the thermometer). Record the temperature in table 2. - What is the temperature of tap water? (This is the temperature of tap water at room temperature). Note: When reading the thermometer, position your eyes at the same level as the liquid in the thermometer. 37

23 o C Sample thermometer reading DRAFTApril 10, 20145. Half-fill also the other container with cold water. (Some ice cubes may be added to make the water cold and to remove some heat from the water.) 6. Place the thermometer in the container with cold water. 7. Observe what happens to the level of the liquid in the thermometer. 38

8. Read the temperature of cold water after 5 minutes.Record the temperature in table 2 below. - What is the temperature of cold water?Table 2. Temperature of Tap Water and Cold WaterMaterial Temperature (0C)Tap waterCold water9. Compare the temperature of tap water and cold water. - How will you compare the temperature of tap water with that of cold water?10. Describe the effect of removing heat from the material. DRAFTa. What is the effect of removing heat from the water? QuestionsApril 10, 2014Did you notice that as the water becomes hotter, the bubbles rise? Why do the bubbles rise?Lesson 4: Changes in Materials as affected by TemperatureActivity 1: What Happens When a Candle Wax Is Heated and Cooled?Objective Describe what happens to a candle wax when it is heated and when it is cooled. 39

Materials big spoon small piece of candle wax thick cloth matches ceramic saucer candleProcedure 1. Put a small piece of candle wax in the spoon. Wrap the handle of the spoon with a thick cloth. DRAFT2. In what form (solid, liquid, gas) is the candle wax? 3. Light the candle. Let it stand on a ceramic saucer . 4. Hold the spoon with candleApril 10, 2014wax overtheflame. 40

Caution: The spoon will become hot. Handle it with care. 5. Heat the spoon with candle wax for 5 minutes. Observe what happens to the candle wax. - What happens to the candle wax? - Is there a change in the appearance of the wax? In what form is it now? - Why does this change happen? - What is the effect of applying heat on the candle wax? DRAFT6. Remove the spoon with candle wax from the lighted candle. 7. Wait for a few minutes until the candle wax cools off. Observe what happens. - What happens to the candle wax?April 10, 20148. Is there a change in the appearance of the candle wax? In what form does the candle wax changed? - Why does this change happen? 9. What is the effect of removing heat from the candle wax? Question Is there any change when the candle wax was lighted? Lesson 5: What Happens to Water when Heated? Activity 1: What Happens to Water when Heated? 41

Objective Describe what happens to the water when the temperature increases or when it absorbs heat.Materials water marker beaker Procedure1. Fill the beaker with 10 ml ofwater. Mark the level of water.DRAFT2. Place the beaker with water outside under the heat of the sun for 15 minutes. Observe what happens to the water. 3. Mark again the level of theApril 10, 2014water. a. Did you notice a change in the amount or level of the water? b. What does this observation show? c. What is the effect of sun’s heat on the water? Questions Have you tried placing water in the basin under the heat of the sun? What happened to the amount of water? 42

Lesson 6: What Happens to Water Vapour when cooled?Activity1: What Happens to Water Vapor when Cooled?ObjectiveDescribe what happens to water vapor when it is cooled.Materialsice cubes glass jar with lidtablespoon orange juice Procedure 1. Hold an empty glass jar with both hands. - What do you feel? 2. Pour orange juice (more thanDRAFThalf) in the glass jar as shown in the figure below.April 10, 20143. Put some ice cubes .Then, using the lid close the jar tightly.4. Shake the jar vigorously for a few seconds.5. Hold the outside surface of the jar for few minutes. 43

- What do you feel? - Is there air surrounding the jar? - Is there water vapor surrounding the jar? - Where did this water vapor come from? 7. Leave the jar on the table for 2 minutes. DRAFT8. After 2 minutes, look closely at the jar. Feel the outside surface of the jar again for a few minutes. - What do you feel and see on the outside surface of the jar?April 10, 2014- What do your observations show? Lesson 7: What Happens to Naphthalene Ball when Heated? Activity 1: What Happens to Naphthalene Ball when Heated? Objective Describe what happens to the water when the temperature increases or when it absorbs heat Materials Small piece of naphthalene ball 2 identical colored saucers Piece of stone 44

Piece of cloth Procedure 1. Get one piece of naphthalene ball. Place it on a piece of cloth. Naphthalene ball 2. Wrap it with a piece of cloth. DRAFT 3. Grind it into smaller pieces using a stone. 4. Divide the ground naphthalene into 2 parts.April 10, 20145. Put 1 part of the ground naphthalene in saucer 1, and the other part in saucer 2. - In what form is the naphthalene ball (solid, liquid, gas)? 45

6. Place saucer 1 inside the room. 7. Place saucer 2 outside the room under the heat of the sun. DRAFT ` 8. Observe the naphthalene in saucer 1 and saucer 2 after 10 minutes. Describe what you observed. - What did you observe? - Did you notice any change in the appearance of the naphthalene in saucer 1 and saucer 2?April 10, 2014- What does this observation tell you? - What is the effect of heat on the naphthalene ball? Lesson 8 : What Happens to the Air inside the Bottle/ Balloon when Heated or Cooled? Activity 1: What Happens to the Air inside the Bottle/ Balloon when Heated or Cooled? Objective Describe what happens to the air inside the bottle/balloon when it is heated or cooled. 46

Materials Glass bottle (with narrow mouth) Balloon 2 small basins Hot water Cold water Procedure 1. Take a balloon. Stretch its opening and place over the top of the bottle as shown in the figure below. - Is there air inside the bottle? - Is there air inside the balloon?DRAFT2. Place the bottle in a basin with hot water. Observe it after 3 minutes.April 10, 2014 - What happens to the balloon? - What does your observation on the balloon show? - What is the effect of hot water on the air inside the bottle? 47

4.Transfer the bottle to the basin with cold water. Observe it again after 3 minutes. - What happens to the balloon? - What does your observation on the balloon show? - What is the effect of cold water on the air inside DRAFTthe bottle/balloon?April 10, 2014 48