Science Grade 3

SCIENCETeacher's Guide Grade 3

33 DRAFTApril 10, 2014 i

Book RecordSchool:District:Division:Region:Date received by school: Date IssuedIssued to Condition Date Condition ReturnedDRAFT(Name of Pupil)April 10, 2014To the TeacherWrite the pupil’s name clearly under the column “Issued to.”Use the following letters in recording the condition of the book:1. (New Book)2. (Used Book in Good Condition)3. (Used Book in Fair Condition)4. (Used Book in Poor Condition) i

Encourage and assist the pupil in repairing damaged textbooks. Take Care of Your Book Dos: 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. DRAFTOpen 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.April 10, 20146. 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. 2. Do not write on the cover or pages. 3. Do not cut out any picture. 4. Never tear or detach any page. ii

For inquiries or feedback, please write or call: DepEd-Bureau of Elementary Education DRAFTCurriculum Development Division 2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)April 10, 2014Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 638-4799 or 637-4347 E-mail Address: bee-deped@pldtdsl.net bee_director@yahoo.com INTRODUCTION iii

INTRODUCTIONDear Teachers: This Teacher’s Guide for Grade 3, was written in response to thebasic goal of education under the K to12 Enhanced Basic EducationProgram- “to prepare learners to become productive, worthy andcompetitive 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. DRAFTLearning to develop, keen and accurate observation skills 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 allApril 10, 2014given focus in this l learner’s material. Explore Science and make it useful in your daily life. Teaching Science is having more fun. The Writers/Conceptualizers iv

ACKNOWLEDGEMENT Recognition is given to the following supervisors, administrators,teachers, BEE Staff and experts in Science for their enthusiastic commitmentin the development, revision and finalization of the teaching guides andlearning materials for Grade 3 under K to 12 Basic Education Program.Arthur DC. Sacatropes Luz E. Osmena, Ed.D.Education 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, Jr. Education Program SupervisorApril 10, 2014RegionIV-ALeni 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. Mota Jemmalyn N. Malabanan Encoders v

Appreciation is extended to the following consultants/reviewers for theiruntiring efforts in sharing their expertise: Evelyn L. Josue Science Educ. Specialist IV UP-NISMED Diliman, Quezon City Pia Campo May R. Chavez Science Educ. Specialist Science Educ. Specialist UP-NISMED UP-NISMEDDiliman, Quezon City Diliman, Quezon City DRAFTTrinidad M. Lagarto, Ed.D. 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 vi

TABLE OF CONTENTS PageTitle Page iBook Record for the Teacher iiCopyright Page iiiHow to take care of your Book ivIntroduction v viDRAFTAcknowledgementApril 10, 2014UNITI: MatterOverviewChapter 1 – Solids 1-9 -Characteristics of Solids -Naming /Classifying Different Solids - Describing Solids according to Color - Describing Solids according to Shape - Describing Solids according to Size vii

- Describing Solids according to TextureChapter 2 – Liquids 9-14 - Characteristics of Liquids 15-18 -Naming /Classifying Different Liquids - Describing Liquids according on how they flow - Describing Liquids on how they take the Shape of the container - Describing Liquids on how they occupy Space - Describing Liquids according to SmellDRAFTChapter 3 – Gases 1. Describing that Gases take the Shape of the Container 2. Describing that Gases occupy SpaceApril 10, 20143. Describing that Gases are Odorless and Tasteless Chapter 4 – Proper Use and Handling of Common Solids,Liquids, and Gases at Home and in School 18-22-List of Common Products Found at Home and in School4. Harmful Effects of Common Materials Found at Home and in School5. Safety Measures in handling Harmful MaterialsChapter 5 - Changes in Materials 23-39 - Measuring the Temperature of Materials 6. Measuring the Temperature of Hot/Warm Materialsviii

7. Measuring the Temperature of a Cold Material 8. Changes in Materials as affected by Temperature 9. What happens to Water when Heated? 10. What happens to Water Vapor when Cooled? 11. What happens to Napthalene Ball when Heated? 12. What happens to the Air inside the Bottle/Balloon when Heated or Cooled?UNIT 2: Living Things and their EnvironmentChapter 1 - Sense Organs 40-5013. Identifying the Parts of the Eyes14. Proper Ways of Caring the Eyes15. Identifying the Parts of the EarsDRAFT16. How the different Parts of the Ear Work?17. Proper Ways of Caring the Ears 18. Identifying Parts of the Nose and its Functions 19. Proper Ways of Caring the Nose - Identifying the Uses of TongueApril 10, 201420. Identifying the Parts and Functions of the Tongue21. Identifying the parts of the Skin and its Function22. Proper Ways of Caring the SkinChapter 2 – Animals 50-61 23. Naming Animals around you 24. Parts of an Animal 25. Body Parts Animals Use to Move 26. Classifying Animals according to how they move 27. Body Parts of Animals that they use in getting foods 28. Classifying Animals according to what they Eat 29. Classifying Animals according to their Body Covering 30. Classifying Animals according to their Habitat 31. Useful Animals 32. Importance of Animals according to Use 33. Animals that can Harm People 34. Proper Ways of Caring Pets ix

Chapter 3 – Plants 61-76 - 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 76-84DRAFTChapter 4 : Heredity: Inheritance and Variation - Animals Produce Animals of the same Kind - Physical Traits of People from Different Ethnicity - Physical Traits of Animals of the same KindApril 10, 2014- Plants Produce Plants of the same Kind- Growing Plants from other Plant Parts- Basic Needs Humans, Animals and Plants- Things We Need from the Environment- conservation and Protection of the EnvironmentChapter 5: Ecosystem 85-91UNIT 3: Force, Motion and Energy x

Chapter 1: Moving Objects 103-121- Describing the Position of an Objectrelative to another Object-Describing the Location of Objects After it is Moved- SoundsChapter 2: Electricity 121 - 129- Sources of Electricity-Uses of ElectricityChapter 3 – Sounds 130- 135DRAFTChapter 4- Electricity 135-148 UNIT 4: Earth and SpaceApril 10, 2014Chapter1: TheSurroundings 149-159- The SurroundingsChapter 2: Weather 159-186 - The WeatherChapter 3: Objects Seen in the Sky 187-210 -Different Objects seen in the Sky xi

UNIT 1: Matter Chapter 1: Solids There are three states of matter. One of which are solids. Solids have different characteristics which enable us to describe one from the other. Solids maybe described in terms of color, size, shape, texture , weight and volume. Lesson 1 - Characteristics of Solids Duration: 1- 2 days Background Information Solids maybe described in terms of color, size, shape, texture and weight. We use our senses in identifying objects based on their characteristics. We can find various solids in our environment. Let us collect some solids in the garden and be able to identify each object.DRAFTObjectives At the end of each lesson, the pupils should be able to: 1. name different objects around us; and 2. classify the objects based on their characteristics.April 10, 2014Procedure Motivation / Presentation Look around you . Ask :Look around you. Name the solid objects that you see? What can you say about the solid objects around you? B. Lesson Proper 1. Divide the class into five groups. Say: Today, we will visit the garden. While in the garden, collect 10 objects. 2. List down the objects based on their characteristics inside the chart below. Copy the chart in your notebook. 1

Color Size Shape Texture WeightBlack White Other Small Big Round Square Other Smooth Rough Heavy Light color shapeNote: Give precautionary measures in collecting objects specially things which can cause wounds. Let the pupils fill up the table below:1. Ask the following questions: a. What objects did you collected in the garden? b. How did you identify the objects? c. Are they the same? Why?2. Prepare activity cards similar to those shown below? DRAFTDiscuss the things you listed and be able to describe them. Group A List down 5 objects you seeApril 10, 2014in the library and describe the Group B List down 5 objects found inside the room and describe theobjects. Present them in class. objects. Present them in class. Group C List down 5 objects found inside your bags and describe the objects. Present them in class. 2

Assessment List down 2 objects inside the box below which can be classifiedaccording to size, shape, color, texture and weight. Things Around Us Objects at home Objects according to Objects according to shape color1. ( big size)2. ( round) 1. (round object) 1. (black color) 2. ( Triangle obj.) 2. ( white color) Assignment Draw 5 objects with different colors.DRAFTLesson 2 : Characteristics of Solids according to their color Duration: 1 day Background Information Solid is a state of matter with different colors.April 10, 2014Objective At the end of the lesson, the pupils should be able to describe solids according to their color. Materials pictures or real objects Procedure 1. Review Ask the pupils to name the solids that they can see inside/outside the classroom 2. Motivation / Presentation 1. Let the pupils play a game(???) Pupils group themselves according to the colors of their shirt, shoes, slippers, socks, and bags. 3

C. Lesson Proper 1. Activity a. The teacher asks some pupils to get an object from the box. Each pupilname the object and identify the color.2. Discussion/Analysisa. What are the objects found inside the box?b. What are the colors of the objects inside the box?c. What characteristics of solid did you observe?3.GeneralizationWhat are the colors of solids? ( red, blue, white, black etc.)What can we say about the colors of solids? (Solids have different colors)ApplicationForm a dyad:Let the pupils choose three (3) objects inside their bag and exchange it DRAFTObjectswith his/her partner. Have them identify the object and its color. Fill the tablebelow. Colors1.2. 3. AssessmentApril 10, 2014Look at your own things and tell their color. Solids ColorBagBall penShoesSkirt/PantsShirt/BlouseAssignment Look for different objects in your kitchen. Make a chart of these objects and their color. Write them in your notebook.Lesson 3: Characteristics of Solids According to ShapeDuration: 1 day 4

Background Information Solids have shapes too. The particles of solids are close together. They move back and forth but the particles do not change places. This is why solids do not change shapes. Objective At the end of the lesson, the pupils should be able to identify solids based on their shapes. Materials pictures or real objects with different shape Procedure A.Review Describe solids based on their color. B.Motivation Have the class sing the song “I Have” to the tune of “Where is Thumb Man.” I have ballpens*, DRAFTI have notebooks*, I have books*, I have chalk* These things are called solids. (2x) In our room. (2x)April 10, 2014(* Use the names of other objects found on your table.) Say: Now, get some objects from your bags. Repeat the song “I Have” by naming the objects you are holding. Ask: 1. What do we call those objects you are holding? (They are all solids.) 2. Do they have a definite/exact shape? (Yes) C .Lesson Proper 1. a. Show pictures of different basic shapes such as a triangle, circle, square, and rectangle. b. Ask the pupils if they know objects with these shapes. c. Let them identify objects with these shapes. 2.Ask the following: a. Were you able to place the objects in their proper boxes? b. How did you group or classify the objects? c. Do they have definite characteristics ? What are these characteristics of the objects you classified? 5

d. What are the ways of classifying solids?3. Have the class describe the characteristics of the following objects: MATERIALS RECTANGLE TRIANGLE ROUND1. ball2. CD3. tomato4. cotton5. atisAssessment Have the class do the following activity. Study the pictures of different objects. Choose the correct shape in the parentheses. (rectangle, round, triangle) 1.DRAFTbag2. (rectangle, round, triangle) ball 3.April 10, 2014coin (rectangle, round, triangle)4. pineapple (rectangle, round, triangle) 5. (rectangle, round, triangle) onionAssignment Let the pupils collect pictures of different objects and make an album of their shapes.Lesson 4: Characteristic of Solids According to SizeDuration: 1 dayBackground Information 6

Ruler and meter stick are some of the measuring devices used in determining the size of solids. These devices help us to measure the length, width and height of solids. Objective At the end of the lesson, the pupils should be able to : 1. compare solids according to size; 2. classify solids according to size; and 3. use measuring devices in determining the size of solids. Procedure A. Presentation Show and post pictures of different objects on the board. Ask: What are the objects posted on the board? How do these objects different from each other? DRAFTApril 10, 2014Add two more boxes to include photos showing the length like photos of a pencil and a broomstick. B.Lesson Proper 1. a. Show a ruler and a meter stick. Ask the class to compare the two measuring devices. Emphasize that a ruler is used to measure short objects while a meter stick is used to measure long objects. Introduce the units of length, width and height. Give example. (e.g. length -2 inches; width 3 meters,: height -3 feet) A good measurement must have the value and the unit. 7

b. In groups , allow the class to work on the activity. Guide them in accomplishing LM No. 4. Discussion/Analysis a. What are the solids found in your list? b. How are they similar or different? c. How did you classify the solids? Generalization What characteristics of solids did you learn today? Application Draw objects showing different size. Assessment Name objects found in the room. Tell the size of the objects using a ruler or meter stick. Get the exact measurement of each object. Assignment DRAFTList down objects found at home and in school. Describe their sizes. Lesson 5 : Characteristics of Solids According to Texture Duration: 1day Background Information Solids have different textures. They can be categorized as smooth, rough,April 10, 2014hardandsoft. Objective At the end of the lesson the pupils should be able to classify solids according to texture. Materials The objects to be observed will depend on the contents of the pupils’ bags. You can include objects like pad paper, sand, pebbles, sandpaper, pineapple peelings, wooden stick, sponge, drinking glass and others. Procedure A. Motivation / Presentation TEXTURE HUNT Ask the pupils to go on a walk around their classroom and let them touch various objects. Ask the pupils to describe the texture. (The descriptions could be : hard, soft, rough, smooth.) 8

B. Lesson Proper1. Prepare all the necessary materials beforehand. (handout and different solids). 2. Distribute the handout. Give the pupils 10 minutes to read and discuss the procedure. 3. Remind the class to observe at all times the precautionary measures relevant to the activity. ( Hint: The teacher examines the objects before letting the pupils touch them) 4. Tell the pupils to copy the chart below in their notebooks. 5. Let the pupils observe the different solids. Tell them to write their observations in the appropriate columns in the data table.Name of TextureSolid smooth rough Soft hard1.2.3.4.5.DRAFTAfter the activity, ask the following questions: a.What characteristics of solids did you specifically observed? b.How did you classify solids? c.How can classifying objects help you in your daily life activities?April 10, 2014Assessment Ask the pupils to group the materials according to their texture. Write thename of the solid in the proper box. plastic cup drinking glass ice pencil eraser leaf stone wood metal spoon HARD SOFT ROUGH SOFTAssignment Ask the pupils to bring to class at least ten solids from a place outside theirhomes. (backyard garden, sidewalk) and identify the solids based on theirtexture. 9

Chapter 2 : Liquids Overview Liquid is another state of matter. It has no definite shape but it follows the shape of the container. The particles of liquids move freely than those of solids. The particles slide or roll over each other; this is why liquids have no shape of their own. It has the ability to flow. Liquids occupy space. Some liquids have taste and odor/smell. Lesson 1: Characteristics of Liquids Duration : 1 day Background Information Liquids have the ability to flow. The particles of liquids are far apart. They can move, slide or roll around each other. They can be poured from one container to another. This is what makes liquids flow. Some liquids flow faster while some do not. Objective At the end of the lesson, the pupils should be able to describe different liquidsDRAFTbased on their different characteristics. Materials pictures or real liquidsApril 10, 2014Procedure 1. Review Ask: What are the different characteristics of solids? 2. Motivation / Presentation Show pictures of different liquids. Say: Here are various samples of liquids. Look at them. Can you name them? Ask: What is common among these things? What do we call them? (They are all liquids.) 10

3. Lesson Proper1. Teacher should tell the students to go to the canteen and ask the canteen staff to show the different liquids available. (Give some precautionary measures in dealing with liquids which may not be familiar to pupils). Demonstrate the activity first before letting the pupils do it. Have this table be filled up by the pupils.NAME OF LIQUID How objects Shape of the Taste Odor/ Space it smell occupies flow containerSoy sauceCondensed milkWater in a plasticbottleDRAFTPerfume2. Ask the following questions: a. How did you describe the different liquids ?April 10, 2014b. Do liquids have the same or different characteristics? How do they differ or similar from each other ? 3. Prepare activity cards similar to those shown here. Group the class into three and give each group a card. Say: Study your activity card. Discuss the liquids that you listed and be ready to report them in class. Group A Group BList down two liquids you see in the List down two objects found in your school canteen and write down kitchen and write down possiblepossible ways of describing them in ways of describing them in a piece a piece of cartolina. Present them in of cartolina. Present them in class class similar below: similar below.Name of Objects Ways of describing Name of Objects Ways of describing Liquids Objects (ability to flow, 11 (ability to flow, shape,size,volume, shape,size,volume, taste, odor) taste, odor)Example: Sweet taste, it can Juice flow, takes the shape of the

Group C List down two objects found in your bathroom and write down possible ways of describing them in a piece of cartolina. Present them in class similar below. DRAFTName of ObjectsAssessment Ways of describing Objects Say: List down two (2) liquids found in(adbiiflfiteyretonftlopwl,aces below. Write your answers in the graphic organizer . Do this onsyhoapuer,snizoet,evobluomoek,.April 10, 2014taste,odor Things Around Us Liquids found in Liquids found in the Liquids found in the the kitchen bathroom school canteen1. 1. 1.2. 2. 2.Assignment Have the pupils cut out three (3) pictures of liquids that can be poured from one container to another. Paste them on their notebook. 12

Session 2: Characteristics of Liquids according to how they flow Duration : 1 day Background Information Liquids have the ability to flow. Some flow slowly and others flow fast when poured from one container to another. They have no definite shape. They just follow the shape of their containers. Objective At the end of the lesson, the pupils should be able to describe how liquids flow from one container to another. Materials condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons, transparent bowl Procedure DRAFTA. Review Let the pupils show their cut out pictures. Ask: Have you experienced pouring them from one container to another?April 10, 2014B..Motivation / Presentation Ask: If you will pour those liquids in the containers shown on the picture, what will happen to the shape of liquids ? C. Lesson Proper 1. Divide the class into 5 groups. 2. Tell the class to do procedure 1 – 7 in their LM’s. 3. Let the class repeat the procedure using other liquids and tell them to record their observation on the chart following the table in their LM’s. 4. Let the group leader report their observation in class 5. Discuss the activity using the following questions: a. What happened to the different liquids when poured from one container to another container? Do they flow in the same way ? Why? Are the shapes the same as the original container? Why? b. What characteristics of liquids did you observe? 13

c. What does the activity tells about liquids?6. Read the situation and let the pupils analyze. Rita poured a small can of condense milk and an evaporated milk from one container to another . Which one will flows fast and slow? Why?Assessment Describe the liquids below on how each one flows when poured from onecontainer to another. Put a check (/) mark in the box if it correctly describes theliquid and (X) mark if not.Name of Liquid Does it flow Does it flow fast? Does it flow very slowly? fast?1. water2. soy sauce3. vinegarDRAFT4. shampoo5. oil 6. CondensedApril 10, 2014milkAssignment Cut out pictures 3 different liquids from old magazines and describe howthey flow.Lesson 3: Characteristics of Liquids on how they take the shape of the containerDuration: 1 dayBackground Information Liquids do not have their own shape . They take the shape of theircontainer. It also occupies space . The space it occupies depends on theshape of its container thus, it has no definite volume.Objective 14

At the end of the lesson, the pupils should be able to describe the liquid according to the shape of the container and the space it occupies. Materials Glass, water Procedure 1. Review Ask: Bring out your cut out pictures. How do these liquids flow? 2. Motivation Say: Look at the glass on the table. What is inside it? What occupies the space in the glass? If i will transfer the liquid into a glass with different shape, will the shape and space occupied by the liquid still looks the same? Why? 3. Lesson Proper Have the class study the following illustration. Ask: If you add more water in the glass, what will happen? Let us find out if liquids can take up space. DRAFTApril 10, 2014 1. Set the standards in performing the activity. Remind pupils on cleaning the area after each activity. 2. What happened to the water in a glass when you add more and more water in it ? Why? 3. Ask: Do liquids occupy space? Why ? 4. Read the following situation aloud and have a discussion about it. There are three glasses on the table. The blue glass is filled with milk. The yellow glass is filled with water. The orange is filled with buko juice. What occupies the space in the glasses? Do liquids occupy the same space? Why? Assessment 15

Given two liquids in each container. Liquids A and B drawn below.Describe the two liquids according to shape and the space it occupies.Liquid A Liquid B Shape of liquid A ______________ Shape of Liquid B ____________ Space occupied by liquid A ____________ Space occupied by liquid B __________ Assignment Cut out 3 different liquids from old newspaper which can beDRAFTidentified according to shape. Lesson 4: Characteristics of Liquids according to their taste and odor or smell of liquids Duration: 1 dayApril 10, 2014BackgroundInformation Some liquids have taste and odor. The taste of liquids maybe sweet, sour, salty and bitter. Its odor or smell maybe good or bad. Objective At the end of the lesson, the pupils should be able to describe the taste and odor or smell of liquids. Materials rubbing alcohol, catsup, juice, vinegar, perfume, soy sauce, water, glue baby oil Procedure A. Review Ask: Do liquids occupy space? Why. B.Motivation / Presentation Ask: What can you say about these liquids? Vinegar, soy sauce, catsup, milk 16

C. Lesson Proper1. Prepare the set-up of liquids and let the pupils observe them.2. Have the pupils describe their characteristics according to taste and smell.3. Have them record their observations in an activity sheet.2. a. How did you describe the liquids? b. What is your basis in describing the liquids? c. What characteristic of liquids is observed in the samples provided?3. Have the class study the following liquids. Let them fill in the column with the characteristics of liquids in the following table.Materials Smell or odor ( good or Taste ( sour,salty,bitter, bad) sweet)1. alcohol2. catsup3. juiceDRAFT4. vinegar5. perfume 6. soy sauce 7. water 8.glueApril 10, 20149.babyoilNote : The teacher should provide precautionary measures before letting thepupils taste any liquid.Caution : Never taste poisonous objects.AssessmentUnderline the correct word/s inside the parenthesis. 1. Perfume has a (good smell, bad smell). 2. The taste of orange juice is (sweet, salty). 3. Vinegar is ( sour, bitter). 4. Honey has (sweet, salty, ) taste. 5. Candies have ( sweet, bitter) taste.Assignment Let the pupils make an album of 10 pictures of different liquids cut out from old magazines. Have them describe the characteristics of each liquid. Chapter 3 : Characteristics of Gas 17

A gas is another state of matter. It has no definite shape, thus it takes the shape of the container. We cannot see them but we can feel them. In this lesson, you will find the different characteristics of gas. Lesson 1: Characteristics of Gas according to the shape of the container Duration : 1 day Background Information Gases have no definite shape. They take the shape of the container. Objective At the end of the lesson, the pupils should be able to describe the characteristic of gases according to its shape. Materials 3 Balloons of different sizes and shapesDRAFTProcedure 1. Review Ask: What are the different characteristics of liquids? B. Motivation / PresentationApril 10, 2014Show an inflated balloon to the pupils. Tell one of the pupils to blow air in it. Ask : If you will release the balloon from your hand, what will happen to it? Why? C.Lesson Proper 1. Divide the class into 4 groups. Get different shapes of balloons. Blow air into it. Observe what happens to the balloons. 2. Ask: a. What happen to the balloon as you blow air into it? b. What characteristic is shown by the balloon? c. What can you say about the shapes of the balloon ? Assessment Draw 5 balloons with different colors. Describe their shapes. Assignment 18

List down 5 different gases found in the environment. Lesson 2: Characteristics of gases according to space they occupy Duration: 1 day Background Information Gas has no definite shape and volume. It takes the shape and volume of its container. Objective At the end of the lesson, the pupils should be able to describe the space occupy by the gases. Materials air fresheners Procedure A.Review B.Motivation/ Presentation DRAFTAsk: Do you know the content of air freshener? C. Lesson Proper Show the illustration of the different air fresheners. Ask: If more gas is added on these containers, what will happen? 1. Prepare the materials a day before the lesson. Give some precautionaryApril 10, 2014measure in handling the materials before the activity starts. 2. Ask the following questions: a. What is inside the empty glass? b. What happened to the paper towel ? to the Styrofoam? c. What does the activity shows? 3. Tell your pupils in group to blow air into the plastic bag. Add more air into it. What happen to the plastic bag? Assessment Get a plastic bag. Blow air into it. Add more air. Ask: What will happen to the plastic bag? Assignment Bring objects (solids, liquids etc.) found at home for our next lesson. Chapter 4. PROPER USE IN HANDLING COMMON SOLIDs, LIQUIDs, AND GASES FOUND AT HOME AND IN SCHOOL 19

Overview This chapter presents proper use in handling common solids, liquids, and gases found in school and at home. Classifying materials as hazardous and non- hazardous are included in this chapter. By performing the activities, different process skills of the pupils like identifying, describing ways on the proper use and handling of hazardous materials are given emphasis in the lessons presented. Lesson 1: Common Solids, Liquids, and Gases Found at Home Duration: 2 days Background Information Different materials can be found at home. These maybe solids, liquids or gases. Each material has its intended use. Substances found in the home are important to humans. Objectives At the end of the lesson, the pupils should be able to: 1. Classify the materials found at home as solids, liquids, and gases ; andDRAFT2. describe their uses . Materials pictures of common materials found at homeApril 10, 2014Procedure 1. Motivation / Presentation Ask: What are the common materials found in your home? Name as many as you can. Where can you find these materials? What are the things that you want to know about these substances? Use the KWL chart in this activity. 2. Lesson Proper 1. Divide the class into 5 groups. Let the pupils do activity in the LM. 2. Have the groups write in manila paper their answers. They may use the tabular form in activity 1 as guide. Post on the board the manila paper of each group. 3. After all groups have done the activity, one representative in each group will report their findings. Come up with common answers of the pupils. 4. Then, ask the following questions : 1. What can you say about the common materials found in your home? b. How did you classify them ?Are these materials important? Why? 20

c.Could people live without these materials? Why? d.What do you think would life be without these materials? 2. Discuss with the pupils the following concept : 1. Different materials can be found at home. These materials may be solids, liquids, or gases. 2. Each material has its intended use. 3. Materials found in the home are important to human lives. Assessment Match the picture in column A with column B. Connect the letter to its correct picture using a line inside the box and write down if it is solid, liquid or gas. AB 1. a. Use as food DRAFTIt is ______________ 2. b. Use for cookingApril 10, 2014Itis ___________________ 3. c. Disinfectant It is _________________4. d. Use for washing 5. It is ________________ e. Use for killing insects/pests 21

It is __________________ (Note: You may use/ include any picture of materials found at home, if possible different from those already given/listed by the pupils. The pictures should be placed in column A.) Assignment Remind the pupils to bring empty containers of the following materials: 1. Bleaching liquid 2. Shampoo 3. Pesticide 4. Any toilet freshener DRAFT5. Mosquito coil empty box Lesson 2. Harmful Effects of Common Materials Found at Home Duration: 1 day Background InformationApril 10, 2014It is important to encourage pupils to read the labels on products they use to become more “chemically literate” or aware of the hazards to avoid any accident. Keep in mind that most household cleaning products and pesticides are reasonably safe when used as directed, and that the level of toxicity of a product is dependent on the dose of the product used (never use more than the amount listed on the label) and the length of exposure to the product. Objective At the end of the lesson, the pupils should be able to identify the harmful effects of the common materials found at home and in school Materials Pocket chart Procedure 1. Review Call on some pupils to answer these questions: 1. What can you say about the common substances found in your home? Are these substances important? Why? 22

1. Could people live without these materials? Why?2. What do you think would life be without these materials?2. Motivation / Presentation A family in a remote barrio made use of empty mineral water bottles ascontainers for their washing and drinking water. One day, the father filled inone empty bottle with kerosene to be used in the farm. While preparing otherthings, he left the bottle with kerosene on top of the table. Unknowingly, hislittle boy who was playing outside, came in the house, got the bottle andused its content in washing his hands. Suddenly, the little boy felt itchiness andgot his hands irritated.Why do you think this happened? What was done wrong?3. Lesson Proper 1. Let the pupils do Activity 2 in the LM (Group activity) 2. They will write on manila paper the materials in the table. (Refer to the tabular form in activity. Post on the board the manila paper of each group.DRAFT3. After the groups have done the activity, one representative in each group will report their findings. Come up with the common answers of the pupils by posting it in the pocket chart. Then ask the following questions : 1. What should you do in order to know if the material is hazardous or not? Why?April 10, 2014Give emphasis on its harmful effects when not stored/ used properly. 2. Discuss some undesirable/deadly effects of some materials and emphasize the following concepts : 3. Materials maybe flammable, toxic, poisonous and corrosive to skin when not used properly. 4. Reading product labels is important in order to determine the hazards of materials to man and other living things.AssessmentWrite the hazards that the following materials may do to people when notused properly:1. Disinfectant 2. Insecticides1. LPG 4. Bleaching liquid1. Muriatic AcidAssignment 23

List down at least 2 reasons on what should you do in order to avoid accident brought about by the misuse of the materials that are commonly found at home? Lesson 3. Safety Measures in Using and Handling Harmful Materials Duration: 1 day Background Information Precautions are essential for safety in using the materials commonly found at home and in school. Never use more than the amount listed on the label of the product. Objective At the end of the lesson, the pupils should be able to describe the proper ways in using and handling harmful materials at home and in school. Materials pocket chart, pictures of precautionary measures in handling harmful materials Procedure 1. Review DRAFTAsk: What should you do in order to know if the material is hazardous or not? Why? 2. Motivation / Presentation Say: If I will give you a liquid material which you do not know , whatApril 10, 2014should you do first ? Why do you have to read the label first? 3. Lesson Proper 1. Let the pupils do activity 3 in the LM (Individual activity). 2. Tell them to write in their notebook. 3. After the class has done the activity, discuss the lesson then ask the following questions: 1. What are the proper ways of handling and using harmful materials found at home? 2. How does a material become harmful to humans and other living things? 3. What should one do in order to avoid accident? Give emphasis to its harmful effects when not used properly. 4. Discuss with the pupils the following concepts: 1. Precautions are essential for safety in using the materials commonly found at home and in school. 2. Never use more than the amount listed on the label of the product. Assessment 24

Divide the class into 4 groups and let them have a role play on the safety measures in using and handling harmful materials at home or in school. Assignment List down at least 2 materials found in your home and write down the proper way in handling the material that you listed. Write in your activity notebook. Chapter 5: Changes in Materials Overview Matter exists in different forms: It maybe solid, liquid, and gas. These different materials (solids, liquids, and gases) change when heated or cooled. In this chapter, the pupils will learn about the changes that may happen to materials when they are heated or cooled or when there is a change in temperature. Activity 1 provides a simple activity that activates pupils’ prior knowledgeDRAFTand ideas about hot and cold materials. Activities 2 and 3 develop pupils’ skills in using, measuring and reading temperature of materials using laboratory thermometer and help them compare materials of different temperature. Activity 3 gives general ideas/concepts to pupils that when heat is added, the temperature of the material increases; but, when heat is removed,April 10, 2014the temperature of the material decreases. These are basic ideas from where the concepts in the succeeding activities will be based and understood. Activities 4 to 8 develop the pupils’ understanding about the effects of the change in temperature on the material. It focuses on the idea that when materials are heated or cooled, they may change their forms: from solid to liquid, liquid to solid, liquid to gas, or gas to liquid, and solid to gas. Other materials expand or contract when heated or cooled. Lesson 1: Is it Hot or Cold? Duration: 1 day Objective At the end of the lesson, the pupils should be able to tell whether the material is hot or cold. Materials 25

flashcards/ Pictures or real hot and cold objects, manila paper, marker/pentel pen Procedure A.Motivation/ Presentation 1. Let the pupils do this simple activity: Feel your hands by placing them to your cheeks. What did you feel? (e.g. cold, warm, hot)? Now, rub your hands together for 15 times. Put them again to your cheeks. What did you feel? (e.g. cold, warm, hot)? Why did you feel such? DRAFT(In this activity, let the pupils understand that in rubbing their hands together, heat is produced and the heat produced makes their hands warm.) So, can you now distinguish hot from cold materials. Today we will consider other materials you are familiar with and tell whether the material is hot or cold. B.Lesson ProperApril 10, 20141. Let the pupils do Activity 1. You may ask them to do the activity by group. (This is a simple activity that aims to activate pupils’ prior knowledge about hot and cold objects/ materials). 2. Give them the needed materials (manila paper, pentel pen, etc…) and instructions in doing the activity. Ask them too to present their output after 10 minutes. 3. During the reporter’s presentation of output, take note of their responses particularly to the questions in the activity. 4. Process pupil’s responses by giving focus to the pupils’ answers to the activity questions. The teacher should be able to solicit students’ prior knowledge or ideas about hot and cold materials. Though their ideas are not completely correct, they must be taken as input to the next lesson/ springboard for the discussion of the next lesson. Assessment 26

Pupils’ activity outputs may be taken as a form of assessing their knowledge formatively. Take note that such assessment results should not be graded . Its purpose is just for the teacher to determine pupils’ prior knowledge as a springboard for the discussion of the next lesson.Assignment What could be the temperature of hot objects compared to cold objects?Lesson 2: Measuring the Temperature of Hot/ Warm Material Duration: 2 days Background Information DRAFTA thermometer is used to measure the temperature of a material. Thecommonly used laboratory thermometer uses fluid, usually alcohol or mercurythat rises up or expands when heated.April 10, 2014The temperature of the material tells whether the material is hot or cold. It is usually measured in degrees Celsius (0C). Below are some precautionary measures to be observed in using a laboratory thermometer: 1. Level the alcohol (alcohol thermometer) to set it to normal temperature reading. 2. If the laboratory thermometer is not set to normal temperature reading, shake it until it turns to normal temperature reading. 3. Try to use it by getting the temperature reading of tap water.4. Keep the thermometer in an upright (not tilted) position when taking a reading. 27

5. The bulb of the thermometer should be surrounded from all sides by the substance of which the temperature is to be measured. 6. The bulb should not touch the surface/ bottom of the container. The temperature of hot/warm water is higher than the temperature of tap water (room temperature). Objectives At the end of the lesson, the pupils should be able to: 1. measure the temperature of tap water and hot/warm water using a thermometer; 2. read the temperature from the thermometer correctly; and 3. compare the temperature of tap water and hot/warm water. Materials 2 beakers/ identical glass containers laboratory thermometer equal amounts of hot/warm water and tap waterDRAFTProcedure 1. Review Yesterday, we identified some materials that are hot and cold. Cite 2 examples of hot materials you found at home.April 10, 20142. Motivation/Presentation 1. Show the class 2 containers filled with water. Place them on the table. Label each container as container 1, and container 2. (Note: Container 1 contains warm water and container 2 contains tap water. But you don’t have to tell the class that they contain such.) 2. Call some pupils. Tell them to do this activity: 1. Dip your right hand fingers into container 1 and your left hand fingers into container 2, at the same time. Then ask: What did you feel when you dip your finger in container 1? What did you feel when you dip your finger in container 2? (Pupils answers may vary. Pupils would say that the water in container 1 is hot or warm. But, they might describe what they feel in container 2 differently. Pupils’ descriptions for water in container 2 could be cold, less hot, normal, etc….) 28

Hence, the teacher should let the pupils realize that their sense of touch would not give accurate measure of how hot or cold the material is, and that a certain device is needed to measure how hot or cold the material is. Then, ask: What is the instrument that measures the hotness or coldness of the material ? (Thermometer) Today, we will investigate and understand more about heat and temperature. We will perform an activity that will help us understand how to use the thermometer and how to measure the temperature of materials using thermometer. We will also compare the temperature of tap water and hot/warm water, and describe the effect of heat on the material. 2. Lesson Proper DRAFT3. Orient first the pupils with the parts and kinds of thermometer, the scale used, the proper way of using it, and some precautionary measures in using laboratory thermometer. (Please refer to background information section). 4. In this activity, glass container will be used for warm water. Be reminded that an ordinary bottle cannot be used for boiling water.April 10, 20145. Briefly, discuss with the pupils the procedure of the activity. 6. Divide the pupils into 5 small groups. Give them the materials needed, and other necessary instructions in accomplishing the task (i.e. time limit in doing the activity, group output reporting/ output presentation, etc…) 7. Solicit some questions from the pupils to clarify some activity concerns before asking them to perform the activity. 8. Let the pupils perform Activity 2. Supervise/ guide them as they do the activity. 9. Let each group report their activity results. 10. Discuss and process their answers to the questions. The following important ideas should be emphasized and understood by the pupils: 29

1. Thermometer is a device used to measure the hotness or coldness of an object.2. The normal room temperature ranges from 20 0C - 25 0C. The average room temperature is 23 0C.3. The temperature of hot/warm water is higher than the temperature of tap water (room temperature) and vice-versa.4. Heat added to the material increases the temperature of the material. Assessment (Note: Tell the pupils that the diagram is just a portion of the whole DRAFTthermometer 1. What is the temperature indicated in the thermometer below?April 11. 0, 2014 2. 3.4. 5. 30

2. Complete the statement below. 6. The temperature of hot water is ___________________ than the temperature of tap water. Assignment Compare the temperature of ice to the temperature of boiling water? Write your answer on your notebook. Lesson 3: Measuring the Temperature of Cold Material Duration: 2 days Objectives At the end of the lesson, the pupils should be able to: 1. measure the temperature of tap water and cold water using a DRAFTthermometer; 2. compare the temperature of tap water and cold water ; and 3. read the temperature from the thermometer correctly. Materials 2 beakers/ identical glass containersApril 10, 2014laboratorythermometer equal amounts of cold water and tap water Procedure A.Review Ask: What can you say about the temperature of ice as compared to the temperature of boiling water? B.Motivation/ Presentation Today, we will be doing an activity that will help you compare the temperature of tap water and cold water, and describe the effect of removing heat from the material. C.Lesson Proper 31

1. Divide the pupils into small groups. 2. Give them the materials needed. Remind them of the proper way of using laboratory thermometer. 3. Give other necessary instructions in accomplishing the task (i.e. time limit in doing the activity, group output reporting/ output presentation, etc…) 4. Let the pupils perform Activity 3. Supervise/ guide them as they do the activity. 5. Let the group presenter/reporter presents the activity results. DRAFT6. Discuss and process their answers to the questions in the activity. The following important ideas should be emphasized and understood by the pupils: 1. The temperature of cold water is lower than the temperature of tap water (room temperature) and vice- versa. 2. Heat when removed from the material lowers theApril 10, 2014temperatureofthematerial. Assessment The activity output of the pupils may be considered in assessing them formatively. Assignment 1. .What is the temperature of tap water? What is the temperature of cold water? 2. How will you compare the temperature of tap water with that of cold water? (The temperature of tap water is higher than the temperature of cold water, or the temperature of cold water is lower than the temperature of tap water). 3. What is the effect of removing heat from the water? (Heat removed from the water decreases the temperature of the water.) 32

Lesson 4: What Happens when a Candle Wax is heated or Cooled? Duration: 2 days Objective At the end of the lesson, the pupils should be able to describe the candle wax when heated and cooled. Materials small piece of candle wax, big spoon, thick cloth, candle small piece of wood, match Procedure 1. Review Ask the pupils the following questions to recall the idea/concept that heat affects the temperature of the material: DRAFT1. What can you say about the temperature of the material when heat is added to it? (Increases) 2. What can you say about the temperature of the material when heat is removed from it? (Decreases) 3. Motivation/ Presentation Now, what do you think will be the effect of the increase or decrease in temperature on the material?............................ If theApril 10, 2014candle wax is heated or cooled, what do you think will happen to it?.......... This is what we will investigate today. 4. Lesson Proper 1. Divide the pupils into small groups. 2. Orient them with the materials that will be used in this activity. 3. Give some precautionary measures, i.e. do not touch any hot material because you might get burned, etc… 4. Let the pupils do the activity. 5. Discuss answers to the activity questions. Process pupils’ responses to arrive at the correct ideas/concepts. 33

6. Help the pupils formulate generalization by asking these questions: (a) What happens to the candle wax when heated or when heat is added? and (b) What happens to the melted candle wax when cooled ? Let the pupils understand that: Heat causes a change in the appearance of the material. Initially, the candle wax is solid in form, but when heat is added, it melts. It changes from solid to liquid. However, when heat is removed or when the material is cooled, the melted candle wax becomes solid again. It changes from liquid to solid. 7. The teacher may ask the pupils to cite other examples of materials that change from solid to liquid when heated, or from liquid to solid when cooled. Assessment 1. A butter/ margarine is put in a frying pan over the stove for few minutes. DRAFTWhat do you think will happen to the butter/margarine? Why?April 10, 2014 Assignment None Lesson 5: What Happens to Water When Heated? Duration: 2 days Objective At the end of the lesson, the pupils should be able to describe what happens to water when heated. Materials water, iron stand/ring with clamp, tripod, wire gauze bunsen burner/ alcohol lamp, small plastic transparent container, marker 34

Procedure 1. Motivation/ Presentation Have you observed your mother heating/ boiling water in the kettle? What did you observe while the water is boiling? What does it show? Today, we will do an activity that will help us describe what happens to water when heated. 2. Lesson Proper 3. Divide the pupils into 5 small groups. Give them the materials needed, and other necessary instructions in accomplishing the task DRAFT(i.e. time limit in doing the activity, group output reporting/ output presentation, etc…) 4. Let the pupils do activity 5. 5. Let the group reporter presents the group output. 6. Check pupils’ answers to the activity questions. Process their responses to correct misconceptions if there are and to arrive atApril 10, 2014thecorrectideas/concepts. 7. Help the pupils formulate generalization by asking: What is the effect of heat on the water? What happens to the water when heated? Let the pupils understand that: Water when heated increases its temperature. It makes water change its form from liquid to gas (vapor) when it starts to boil. Hence, you observed that the amount or level of water is decreased after heating, because some water evaporates as vapor (steam). Water vapor is formed when liquid (water) is changed to gas. 8. Ask the pupils to give other examples of materials that change from liquid to gas when heated. 35

9. To apply the concept learned, ask: If you want your wet clothes to dry quickly, where should you hang them? Why? Assessment Your mother is boiling water in a kettle for your coffee. What do you think will happen if she leaves the water boiling for a long time? Why? Lesson 6: What Happens to Water Vapor when Cooled? Duration: 2 days Background Information Water vapour is a gaseous form water. It is formed when water starts to boil . When water vapor (gas) is cooled, it is changed to liquid. This can be shown in this simple experiment , when you put ice cubes and salt in the jar, the salted ice in the jar quickly makes the sides of the jar very cold. When water vapor is cooled, it changed to liquid (water droplets). The water droplets that you saw in the outside surface of the jar came from theDRAFTwater vapor in the air that touches the jar. Objective At the end of the lesson, the pupils should be able to describe what happens toApril 10, 2014watervaporwhencooled. Materials ice cubes, glass jar with lid, tablespoon, table salt (rock salt) Procedure 1. Review Recall: What happens to water when heated? Why? (The teacher should help the pupils recall the idea that when water is heated, it changes its form from liquid to solid.) B.Motivation/ Presentation 36

When water is heated, it changes its form from liquid to gas. How about when water is cooled, what do you think will happen?..... This is the focus of our lesson today. 2. Lesson Proper 3. Divide the pupils into 5 small groups. 4. Orient them with the materials that they will use in the activity. Tell them to make sure that the bottle is clean and dry. 5. Give them necessary instructions in accomplishing the task (i.e. time limit in doing the activity, group output reporting/ output presentation, etc…) 6. Let the pupils do activity 6. 7. Let the group reporter presents their output. DRAFT8. Check pupils’ answers to the activity questions. Process their responses to correct misconceptions if there are and to arrive at the correct ideas/concepts. 9. Help the pupils formulate generalization by asking: What happens to the water vapor when cooled?April 10, 2014Let the pupils understand that: When water vapor is cooled, it changes to liquid (water droplets). 10. Give some applications or situations showing that gas is changed to liquid, i.e. the water droplets that collect on a shower door following a hot bath or shower, the moisture that appears on the outside of a cold water bottle or glass, or the droplets and fog that appear on a window during a rain shower. Assignment Bring naphthalene ball if you have at home for our next lesson. Lesson 7: What Happens to Naphthalene Ball when Heated? Duration: 2 days Objective At the end of the lesson, the pupils should be able to describe what happens to naphthalene ball when heated. 37