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3

3

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Book Record

School:

District:

Division:

Region:

Date received by school:

Issued to

(Name of Pupil)

Date

Issued

ConditionDate

ReturnedCondition

To the Teacher

Write the pupils 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)

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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 thepages.

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.

6. Handle the book with care when passing from one personto another.

7. Always keep your book in a clean, dry place.8. When your book is lost, report it to your teacher right away.

Donts:

1. Do not fold the pages.2. Do not write on the cover or pages.3. Do not cut out an icture.

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INTRODUCTION

For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education

Curriculum Development Division

2ndFloor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

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INTRODUCTION

Dear Teachers:

This Teachers Guide 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 teachers guide.

Learning 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 all

given focus in this l learners material.

Explore Science and make it useful in your daily life. Teaching

Science is having more fun.

The Writers/Conceptualizers

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ACKNOWLEDGEMENT

Recognition is given to the following supervisors, administrators,

teachers, BEE Staff and experts in Science for their enthusiastic commitment

in 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. Supervisor

Region III Region IV-A

Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz

Education Program Supervisor Science Coordinator

Division Office, Sorsogon Prov. Division of Tarlac City

Region V Region III

Jennifer M. Rojo Jennifer A. Tinaja

Master Teacher II MasterTeacher I

Neogen Elementary School Nueve de Febrero E.S.

Districtof Tagaytay City Mandaluyong City

Job S. Zape, Jr. John Fitzgerald Secondes

Education Program Supervisor Master Teacher I

Region IV-A Don Felix Serra Natl. Hi-sch

San Jaoquin, Iloilo Province

Leni S. Solutan Neolita S. Sarabia

Master Teacher Principal II

Sta. Barbara Elementary School STRIVE Coordinator

Division of Iloilo Province Division of Tagbilaran City

Romeo C. OrdoezMaster Teacher II/Illustrator

Divisoria E.S. Mexico South District

Division of Pampanga

Susana D. Mota

Jemmalyn N. Malabanan

Encoders

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Appreciation is extended to the following consultants/reviewers for their

untiring efforts in sharing their expertise:

Evelyn L. Josue

Science Educ. Specialist IVUP-NISMED

Diliman, Quezon City

Pia Campo May R. Chavez

Science Educ. Specialist Science Educ. Specialist

UP-NISMED UP-NISMED

Diliman, Quezon City Diliman, Quezon City

Trinidad M. Lagarto, Ed.D.

Senior Educ. Prog. Specialist, Anchorperson

Curriculum Development Division

Bureau of Elementary Education

Marilette R. Almayda

Director IIIBureau of Elementary Education

Marilyn D. Dimaano

Director IV

Bureau of Elementary Education

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TABLE OF CONTENTS

Page

Title Page i

Book Record for the Teacher ii

Copyright Page iii

How to take care of your Book iv

Introduction v

Acknowledgement vi

UNIT I : Matter

Overview

Chapter 1Solids 1-9

-Characteristics of Solids

-Naming /Classifying Different Solids

- Describing Solids according to Color

- Describing Solids according to Shape

- Describing Solids according to Size

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- Describing Solids according to Texture

Chapter 2Liquids 9-14

- Characteristics of Liquids

-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 Smell

Chapter 3Gases 15-18

1. Describing that Gases take the Shape of the Container

2. Describing that Gases occupy Space

3. Describing that Gases are Odorless and Tasteless

Chapter 4Proper 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 School

4.Harmful Effects of Common Materials Found

at Home and in School

5.Safety Measures in handling Harmful Materials

Chapter 5 - Changes in Materials 23-39

- Measuring the Temperature of Materials

6.Measuring the Temperature

of Hot/Warm Materials

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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 Environment

Chapter 1 - Sense Organs 40-50

13.Identifying the Parts of the Eyes

14.Proper Ways of Caring the Eyes

15.Identifying the Parts of the Ears

16.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 Tongue

20.Identifying the Parts and Functions of the Tongue

21.Identifying the parts of the Skin and its Function

22.Proper Ways of Caring the Skin

Chapter 2Animals 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 foods28.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

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Chapter 3Plants 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

Chapter 4 : Heredity: Inheritance and Variation 76-84

- Animals Produce Animals of the same Kind

- 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 Parts

- Basic Needs Humans, Animals and Plants

- Things We Need from the Environment

- conservation and Protection of the Environment

Chapter 5: Ecosystem 85-91

UNIT 3: Force, Motion and Energy

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Chapter 1: Moving Objects 103-121

- Describing the Position of an Object

relative to another Object

-Describing the Location of Objects After it is Moved

- Sounds

Chapter 2: Electricity 121 - 129

- Sources of Electricity

-Uses of Electricity

Chapter 3Sounds 130- 135

Chapter 4- Electricity 135-148

UNIT 4: Earth and Space

Chapter 1: The Surroundings 149-159

-The Surroundings

Chapter 2: Weather 159-186

- The Weather

Chapter 3: Objects Seen in the Sky 187-210

-Different Objects seen in the Sky

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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.

Objectives

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.

Procedure

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.

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Color Size Shape Texture Weight

Black White Other

color

Small Big Round Square Other

shape

Smooth Rough Heavy Light

Note: 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?

Discuss the things you listed and be able to describe them.

Group A

List down 5 objects you see

in the library and describe theobjects. Present them in class.

Group B

List down 5 objects found

inside the room and describe theobjects. Present them in class.

Group C

List down 5 objects found inside yourbags and describe the objects. Present

them in class.

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Assessment

List down 2 objects inside the box below which can be classified

according to size, shape, color, texture and weight.

Things Around Us

Assignment

Draw 5 objects with different colors.

Lesson 2 : Characteristics of Solids according to their color

Duration: 1 day


Solid is a state of matter with different colors.

ObjectiveAt 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.

Objects at home

1. ( big size)2. ( round)

Objects according toshape

1. (round object)2. ( Triangle obj.)

Objects according tocolor

1. (black color)2. ( white color)

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C. Lesson Proper

1. Activity

a. The teacher asks some pupils to get an object from the box. Each pupil

name the object and identify the color.

2. Discussion/Analysis

a. 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.Generalization

What are the colors of solids? ( red, blue, white, black etc.)

What can we say about the colors of solids? (Solids have different colors)

Application

Form a dyad:

Let the pupils choose three (3) objects inside their bag and exchange it

with his/her partner. Have them identify the object and its color. Fill the table

below.

Objects Colors

1.

2.

3.

Assessment

Look at your own things and tell their color.

Solids Color

Bag

Ball pen

Shoes

Skirt/Pants

Shirt/Blouse

Assignment

Look for different objects in your kitchen. Make a chart of these objects andtheir color. Write them in your notebook.

Lesson 3: Characteristics of Solids According to Shape

Duration: 1 day

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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 ThumbMan.

I have ballpens*,

I have notebooks*,

I have books*, I have chalk*

These things are called solids. (2x)

In our room. (2x)

(* Use the names of other objects found on your table.)

Say: Now, get some objects from your bags. Repeat the song I Have bynaming 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?

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d. What are the ways of classifying solids?

3. Have the class describe the characteristics of the following objects:

Assessment

Have the class do the following activity.

Study the pictures of different objects. Choose the correct shape in the

parentheses.

1.

bag

(rectangle, round, triangle)

2.

ball


3.

coin (rectangle, round, triangle)

4. pineapple


5.

onion


Assignment

Let the pupils collect pictures of different objects and make an album of

their shapes.

Lesson 4: Characteristic of Solids According to Size

Duration: 1 day


MATERIALS RECTANGLE TRIANGLE ROUND

1. ball2. CD

3. tomato

4. cotton

5. atis

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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.

ObjectiveAt 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?

Add two more boxes to include photos showing the length like photos of apencil 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 goodmeasurement must have the value and the unit.

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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

List down objects found at home and in school. Describe their sizes.

Lesson 5 : Characteristics of Solids According to Texture

Duration: 1day


Solids have different textures. They can be categorized as smooth, rough,

hard and soft.

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 pupilsbags. 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.)

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B. Lesson Proper

1. 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

Solid

Texture

smooth rough Soft hard

1.

2.

3.

4.

5.

After 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?

AssessmentAsk the pupils to group the materials according to their texture. Write the

name of the solid in the proper box.

plastic cup drinking glass ice

pencil eraser leaf stone wood metal spoon

HARD SOFT ROUGH SOFT

Assignment

Ask the pupils to bring to class at least ten solids from a place outside their

homes. (backyard garden, sidewalk) and identify the solids based on their

texture.

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Chapter 2 : Liquids

Overview

Liquid is another state of matter. It has no definite shape but it follows theshape 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


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 liquids

based on their different characteristics.

Materials

pictures or real liquids

Procedure

1. Review

Ask: What are the different characteristics of solids?


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.)

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3. Lesson Proper

1. 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 familiarto 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

flow

Shape of the

container

Taste Odor/

smell

Space it

occupies

Soy sauce

Condensed milk

Water in a plastic

bottle

Perfume


a. How did you describe the different liquids ?

b. Do liquids have the same or different characteristics? How do they differor 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

List down two liquids you see in the

school canteen and write down

possible ways of describing them in

a piece of cartolina. Present them in

class similar below:

Name of Objects Ways of describing

Liquids

(ability to flow,

shape,size,volume,

taste, odor)

Example:

Juice

Sweet taste, it can

flow, takes theshape of the

Group B

List down two objects found in your

kitchen and write down possible

ways of describing them in a piece

of cartolina. Present them in classsimilar below.


Objects

(ability to flow,

shape,size,volume,

taste, odor)

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Assessment

Say: List down two (2) liquids found in different places below. Write your

answers in the graphic organizer . Do this on your notebook.

Things Around Us

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.

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 similarbelow.


Objects

(ability to flow,

shape,size,volume,

taste, odor

Liquids found inthe kitchen

1.2.

Liquids found in thebathroom

1.2.

Liquids found in theschool canteen

1.2.

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Session 2: Characteristics of Liquids according to how they flow

Duration : 1 day


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

A. Review

Let the pupils show their cut out pictures.

Ask: Have you experienced pouring them from one container to another?

B.. 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 17 in their LMs.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 LMs.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?

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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 one

container to another. Put a check (/) mark in the box if it correctly describes the

liquid and (X) mark if not.

Name of Liquid Does it flow

slowly?

Does it flow fast? Does it flow very

fast?

1. water

2. soy sauce

3. vinegar

4. shampoo

5. oil

6. Condensed

milk

Assignment

Cut out pictures 3 different liquids from old magazines and describe how

they flow.

Lesson 3: Characteristics of Liquids on how they take the shape of the container

Duration: 1 day


Liquids do not have their own shape . They take the shape of their

container. It also occupies space . The space it occupies depends on the

shape of its container thus, it has no definite volume.

Objective

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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.

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

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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 be

identified according to shape.

Lesson 4: Characteristics of Liquids according to their taste and odor or smell of

liquids

Duration: 1 day


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

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C. Lesson Proper

1. Prepare the set-up of liquids and let the pupils observe them.

2. Have the pupils describe their characteristics according to taste andsmell.

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

bad)

Taste ( sour,salty,bitter,

sweet)

1. alcohol

2. catsup

3. juice

4. vinegar

5. perfume

6. soy sauce

7. water

8.glue

9.baby oil

Note : The teacher should provide precautionary measures before letting the

pupils taste any liquid.

Caution : Never taste poisonous objects.

Assessment

Underline 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

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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


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 shapes

Procedure

1. Review

Ask: What are the different characteristics of liquids?

B. Motivation / Presentation

Show 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

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List down 5 different gases found in the environment.

Lesson 2: Characteristics of gases according to spacethey occupy

Duration: 1 day


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

Ask: 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 precautionary

measure in handling the materials before the activity starts.


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

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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, differentprocess 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


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 ; and

2. describe their uses .

Materials

pictures of common materials found at home

Procedure


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?

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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.

A B

1. a. Use as food

It is ______________

2. b. Use for cooking

It is ___________________

3. c. Disinfectant

It is _________________

4. d. Use for washing

It is ________________

5. e. Use for killing insects/pests

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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

5. Mosquito coil empty box

Lesson 2. Harmful Effects of Common Materials Found at Home

Duration: 1 day


It is important to encourage pupils to read the labels on products theyuse to become more chemically literate or aware of the hazards to avoidany 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?

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1. Could people live without these materials? Why?

2. What do you think would life be without these materials?


A family in a remote barrio made use of empty mineral water bottles as

containers for their washing and drinking water. One day, the father filled in

one empty bottle with kerosene to be used in the farm. While preparing other

things, he left the bottle with kerosene on top of the table. Unknowingly, his

little boy who was playing outside, came in the house, got the bottle and

used its content in washing his hands. Suddenly, the little boy felt itchiness and

got 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.

3. 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?

Give 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.

Assessment

Write the hazards that the following materials may do to people when not

used properly:1. Disinfectant 2. Insecticides

1. LPG 4. Bleaching liquid

1. Muriatic Acid

Assignment

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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 MaterialsDuration: 1 day


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

Ask: What should you do in order to know if the material is hazardous or

not? Why?


Say: If I will give you a liquid material which you do not know , what

should 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

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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 knowledgeand ideas about hot and cold materials.

Activities 2 and 3 develop pupils skills in using, measuring and readingtemperature 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,

the 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 thechange 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

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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?

(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 Proper

1. Let the pupils do Activity 1. You may ask them to do the activity bygroup. (This is a simple activity that aims to activate pupils priorknowledge 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 reporters presentation of output, take note of theirresponses particularly to the questions in the activity.

4. Process pupils responses by giving focus to the pupils answers tothe 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

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Pupils activity outputs may be taken as a form of assessing theirknowledge 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 thediscussion 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


A thermometer is used to measure the temperature of a material. The

commonly used laboratory thermometer uses fluid, usually alcohol or mercury

that rises up or expands when heated.

The 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 normaltemperature 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.

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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


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 water

Procedure

1. Review

Yesterday, we identified some materials that are hot and cold. Cite

2 examples of hot materials you found at home.

2. 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 dont have to tell the class that they containsuch.)

2. Call some pupils. Tell them to do this activity:

1. Dip your right hand fingers into container 1 and your lefthand fingers into container 2, at the same time. Then ask: What didyou 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.)

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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

3. 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.

5. 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 dothe 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:

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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

thermometer

1. What is the temperature indicated in the thermometer below?

1.

2. 3.

4. 5.

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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 daysObjectives


1. measure the temperature of tap water and cold water using a

thermometer;

2. compare the temperature of tap water and cold water ; and

3. read the temperature from the thermometer correctly.

Materials

2 beakers/ identical glass containerslaboratory thermometer

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?


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

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1. Divide the pupils into small groups.

2. Give them the materials needed. Remind them of the proper wayof 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.

6. 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 the

temperature of the material.

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 coldwater? (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.)

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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/conceptthat heat affects the temperature of the material:

1. 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)


Now, what do you think will be the effect of the increase or

decrease in temperature on the material?............................ If the

candle 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 responsesto arrive at the correct ideas/concepts.

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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.

What do you think will happen to the butter/margarine? Why?

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

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Procedure


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 materialsneeded, and 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 do activity 5.

5. Let the group reporter presents the group output.

6. Check pupils answers to the activity questions. Process theirresponses to correct misconceptions if there are and to arrive at

the correct ideas/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?


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 asvapor (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.

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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


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 the

water vapor in the air that touches the jar.

Objective


water vapor when cooled.

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.)


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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.



9. Help the pupils formulate generalization by asking: What happens

to the water vapor when cooled?


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 theoutside 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


naphthalene ball when heated.

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Materials

small piece of camphor crystal or naphthalene ball l, 2 identical colored

saucers,piece of stone, piece of cloth

Procedure

1. Review/ Motivation

We learned from our previous activities/ lessons that when heat is

added, a solid material can be changed to liquid, and a liquid

material can be changed to gas.

Can a solid material be changed to gas when heat is added to

it?... Letsfind this out as we perform the activity.

2. Lesson Proper

3.Divide the pupils into small groups.

4.Give them the materials needed.

Naphthalene ball crystal is available at the drug store. It is safer to

use a camphor crystal than mothball. However, if camphor crystal is not

available, a mothball can be used.

Use colored saucers instead of white saucer to be able to see the

pounded camphor crystal clearly, and get a good observation of

the activity.

5.Give some precautionary measures in using naphthalene ball or

mothball, i.e. Do not eat the crystal, avoid contact to skin/eyes, use

handkerchief to cover your mouth/nose, etc

6.Let the pupils do the activity. Teacher supervision is much needed.

7.Give them necessary instructions in accomplishing the task (i.e.time limit in doing the activity, group output reporting/ output

presentation, etc)

8.Let the pupils do activity 7.

9.Let the group reporter presents the activity output.

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11. Help the pupils formulate generalization by asking: Whathappens to naphthalene ball when cooled?


When naphthalene ball is heated, it changes from solid (camphor

crystal) to gas (vapor) without passing the liquid form/state.

12. Give some applications or situations showing that solid is

changed to gas when heated, i.e. solid toilet deodorizer solid air

freshener, incense, naphthalene balls, dry ice (solid carbon

dioxide)

Assessment

Answer the following questions:

1. Did you notice any change in the appearance of the naphthalene in

saucer 1 and saucer 2? Why?

2. What does this observation tell you?

3. What is the effect of heat on the naphthalene ball?

Assignment

None

Lesson 8: What Happens to the Air Inside the Bottle/Balloon when Heated or

Cooled?

Duration: 2 days

Objective

At the end of the lesson, the pupils should be able to describe what

happens to the air inside the bottle/balloon when it is heated or cooled.

Materials

glass bottle (with narrow mouth), balloon, 2 small basins, hot water, cold water

Procedure


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Have you noticed some vendors selling beautiful and big

balloons during fiesta?..... To attract customers, some vendors stand

under the heat of the sun for a long time. Can you guess what may

happen to some balloons? .... Some balloons may burst. Why did thishappen?

Today, we will do an activity that would help us describe what

happens to the air inside the balloon when it is heated or cooled.

2. Lesson Proper

3. Divide the pupils into 5 small groups.

4. 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)5. With the guidance/supervision of the teacher, let the pupils do the

activity.

6. Let the group reporter presents the activity output.

7. Check pupils answers to the activity questions. Process theirresponses to arrive at the correct ideas/concepts. Clarify

misconceptions if there are.

8. Help the pupils formulate generalization by asking these questions:

(a) What happens to the air inside the bottle/balloon when it is

heated?, and (b) What happens to the air inside the

bottle/balloon when it is cooled?


As the air inside the bottle/ balloon heats up, air starts to expand

making also the balloon to expand.

But, when the air is cooled, it causes the balloon to contract/shrink.

So here, we could say that addition of heat (increase in

temperature) makes the balloon expand, and removal of heat

(decrease in temperature) makes the balloon contract/shrink.

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9. Ask the pupils to cite other examples of materials that expand

when heated or contract when cooled.

10. Applying the concept we learned from the activity, why does the

balloon get burst when placed under the heat of the sun for a longtime?

Assessment

As shown in the drawing, what

happen to the air balloon when

heated? Why?

(When air is heated, it expandscausing the balloon to rise)

Assignment

Draw on a bond paper 5 living things found in the environment.

Unit Test

(Sample Only)

A. Direction: Write Trueif the statement is correct and Falseif the statement is

wrong.

_______ 1. A ripe papaya is yellow.

_______ 2. Cotton is white.

_______ 3. A basketball is brown.

_______ 4. A ripe mango is green.

_______ 5. Solid is a state of matter that has no definite shape.

B. Read each sentence carefully. Choose the correct texture of solid in the

parenthesis and write your answer in your notebook.1. The rambutans peeling is (rough, smooth, soft, hard).

2. The cotton is (rough, smooth, soft, hard).

3. The pillow is (rough, smooth, soft, hard).

4. The babys skin is (rough, smooth, soft, hard).

5. The surface of the rocks have (hard, soft, smooth, rough. )

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C. Study the solids in column A. Match the size of solid in column B. Write the

correct size in your notebook.

A B

Solid Long Short

1. Ampalaya2. Okra

3. Tape Measure

4. Ruler

5. Paper Clip

D. Draw a happy face if the liquid has a good

smell and a sad face If the liquid has a bad smell.

_______1. fish sauce

_______2. perfume_______3. alcohol

_______4. soy sauce

_______5. cologne

11. Write down how the following liquids flow. Choose the letter of the

correct answer and write it on your notebook.

_______6. water

a. slow b. fast c. very fast

_______7. softdrinks


_______8. catsup


_______9. syrup


______10. shampoo


F. Study the liquids in column A. Write the correct taste of liquid in your

notebook. Choose your answer in column B.

A B

___1. pineapple juice a. bitter

___2. fish sauce b. salty

___ 3. wine c. sweet

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__ 4. vinegar d. sour

__ 5. water e. tasteless

G.Look at the pictures below. In your notebook, copy the name of the materials

and classify them as solid, liquid or gas.

object solid liquid gas

1. milk

2. rambutan

3. rain

4. smoke

5. papaya

H.Write Tif the statement is true or correct andFif the statement is false or

not correct.

_______1. When you blow your hand air evaporates.

_______2. Air takes the shape of the balloon.

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_______3. LPG is a kind of gas.

_______4. Deodorizer may change its size.

______ 5. Gas occupies space.

______ 6. Smoke is in a solid state.______ 7. Wind is moving air.

______ 8. When water vapor is cooled it condensed and turns to liquid.

______ 9. Air freshener takes the shape of the container.

______ 10. Mothballs will dissapear if its in a dry place.

1. Study the pictures/symbols on the left. Match them with their

characteristics or description on the right. Write the letter of your

answer on your paper.

1. a. toxic

2. b. poisonous

3. c. flammable

4. d. harmful mate

5. e. radioactive material

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J. Read each sentence carefully. Draw a happy face if it is a proper way of

using and handling common harmful substances, and a sad face if it is NOT.

1. Keep flammable substances like gasoline and alcohol near the fire.

2. See to it that LPG tank is properly closed after use.

3. Do not play with insecticides /pesticides.

4. Be careful in using kerosene, insecticides, pesticides, and fertilizer.

5. Always wash your hands after using them.

6. Avoid tasting or playing with unknown liquid.

7. Always read labels of chemicals before using them.

8. Unplug electric appliances with wet hands.

9. Unplug electric iron and stove after using them.

10. Keep poisonous chemicals safe in a separate cabinet away from reach

of children.

1. Study the pictures below. Describe the temperature of the materials in

pictures 1 and 2? (Teacher will provide)

Picture 1 Picture 2

Answer ____________________________________________________

1. If you put a cup of water in a kettle, and place it over the flame in few

minutes, what will happen to the water? Why?

The water gets ________________ because its temperature

____________________.

2. After few minutes of heating the cup of water in the kettle, what will

happen to the water when you remove it from the flame/fire? Why?

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The water gets ________________ because its temperature

____________________.

3. What will happen to the water inside the plastic bag when placed insidethe freezer of the refrigerator?

Answer: ____________________________________________________

4. What will happen to the mothballs/naphthalene balls when placed in a

closet/cabinet for 2 weeks?

Answer: ____________________________________________________

5. What will happen to the balloon when placed in a very cold place?

Answer: ____________________________________________________

6. What will happen to the ice cubes when placed under the heat of the

sun?

7. What will happen to the water when placed under the heat of the sun for

30 minutes?

8. What will happen to the soy

sauce in the pan when

heated?

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9.What will happen to the wet clothes after hanging them outside (under the

heat of the sun) for 1 day?

UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT

OVERVIEW

The world of living things is made up of humans, animals and plants. Living

things are alike and different in many ways. You will learn in this unit that living

things help or harm one another. Eyes, ears, nose, tongue and skin are the sense

organs. Eyes for sight, ears for hearing, nose for smell, tongue for taste and skin

for feeling.Plants in the surroundings help make air fresh, clean and healthy. Plants

are useful to humans. Plants have parts and have functions. Animals are found

in different habitats. Some animals live on land, some in water, while others live

both on land and water. Body part s of animals are adapted to their habitats.

Some animals are useful to humans. They give food like meat and eggs. Some

animals provide substances that are used in making medicine.

Healthy parents are more likely to have healthy children. A mother who

becomes sick before the baby is born may pass the sickness to the unborn baby.

This shows that heredity is one of the causes of poor health. Heredity means the

passing of a certain characteristics from the parents to their children.

Chapter 1: Sense Organs

Lesson 1: The Eyes

Duration: 2 days


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Our eyes help us to see. It has different parts that work together so we can

see things around us namely cornea, iris, pupil, lens, retina and optic nerve.

Each has specific function.

We should take care of our eyes in many ways. Read and work under

good light. When reading, raise your eyes from the page once in a while. Do notread in a moving car or vehicle. Do not rub your eyes with dirty fingers or dirty

handkerchief. Wash the eyes by opening and closing them in the water. The use

of sharp or pointed objects may harm the eyes. Be careful when using pair of

scissors, knives, and sticks.

Objectives


1. identify the parts of the eyes; and

2. identify proper ways of caring the eyes.

Materials

a big poster of the parts of the eyes

Procedure

A.Motivation / Presentation

Let the pupils stand and get a partner and say:

Look at the eyes of your partner. Draw the parts that you see.

Give the pupils 10 min to do it.

Compare your drawing with your partner.

What do you want to know about your eyes?

B. Lesson Proper

1. Let the pupils do Activity 1. Give them 10 minutes to do the activity.

2. Using the enlarged picture of the human eye posted on the

board, ask the following questions :

Compare your labelled parts of the eyes which you did in

the activity and the labelled parts in the enlarged picture.( The

pupils are expected to have the same labelled parts which

they did in the activity compared to the enlarged picture of

the human eyes)

What are the parts of the eyes that we can see? (The parts of

the eyes are the cornea, pupil and the iris.) What are the inner parts of the eyes that you cannot see in a

mirror? (Lens, retina, and optic nerve.)

What is the work of each part of the eye?

The cornea serves as the transparent covering of the

eye.

The pupil serves as the opening where light enters.

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The lens focuses light and projects the image on the

retina.

The retina is where the image that is seen is focused.

The optic nerve sends messages to the brain.

How do we able to see objects? (We can see objectswhenever there is light. Light is needed in order to see things.

The light from a source falls into the object and then reflected

to our eyes. Thus, we are able to see the object.)

How would you feel if you have your poor eyesight? ( I would

feel difficulty in seeing all things around me)

3. Let the pupils do activity 2. Give them 5 minutes to do the activity.

4. After doing activity 2, ask the following questions :

Which pictures do not show proper ways of caring the eyes? (The pictures

showing reading in a dark room and watching very near the television)

Why do we have to avoid these practices? (These practices can harm our

eyes. Reading in the dark makes the eyes work harder and become

tired.)

Which pictures show proper way of caring the eyes? (The pictures

showing wearing sunglasses on a sunny day and using goggles when

swimming.)

Why are these practices good to do? (Wearing sunglasses protects the

eyes from too much light. Wearing goggles gives protection from particles

in water that may cause irritation of our eyes.)

Why should we need to take care of our eyes? (Our eyes help us see

things around us. It helps us to learn about the things around us. Our eyes

need to be taken cared of to maintain good eyesight until old age.)

What are other ways of taking care of our eyes?

Avoid placing pointed objects near the eyes. Read with sufficient light.

Eat foods rich in vitamin A such as green and yellow vegetables.

Do not read while riding in a moving vehicle.

Rest your eyes after reading for a long period.

Avoid rubbing the eyes. When dirt gets in or when it is itchy, use clean

running water to rinse the eyes.

What should you do if you notice any problem with your eyes?

(Consult a doctor who is an eye specialist, if you have problem with your

eyes.)

Assessment

I. Match column A with column B. Write the letter before each number.

A B

_____1. Cornea a. Focuses light and projects the image

on the retina

_____2. Pupil b. Sends messages to the brain

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_____3. Lens c. The transparent covering of the eye

_____4. Retina d. Where the image that is seen is

focused

_____5. Optic nerve e. The opening where light enters

II. Put a [] on the box if it shows a proper way of caring the eyes and put a [x]

if it is not.

1. Reading with sufficient light

2. Rubbing eyes with hands when itchy

3. Resting eyes after reading for a long period

4. Looking at the Sun directly

5. Consult a doctor when having eye problem

Assignment

1. Find out who wears eyeglasses in your family. Ask the reasons why they

are using eyeglasses.

2. Is playing computer games for a long period good to your eyes?

What should you do to take care of your eyes?

Lesson 2: The Ears

Duration: 3 days


None

Objectives


1. identify the parts of the ears and its function, and

2. identify proper ways of caring the ears

Materials

a big poster of the parts of the ears

Procedure

A. Review

Ask:

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What sense organ would you use to see the parts of your ears?

Would you be able to study the parts of the ears without your eyes?

Why?

B. Motivation / PresentationLet the pupils stand, get a partner and say:

Look at the ears of your partner. Draw the parts that you see.

Give the pupils 10 min to do it.

Compare your drawing with your partner.

What do you want to know about your ears?

C. Lesson Proper

1. Let the pupils do activity 3. Give them 10 minutes to do the activity.

2. Using the enlarged picture of the ears posted on the board, ask

the following questions:

Were you able to name correctly the parts of the ear that you

draw.

What are the parts of the ears that you see? (The part of the ear

that I can see are the pinna, and the opening of the ear canal)

What are the parts of the ear that you cannot see? (The rest of

the ear canal, ear drum, the three little bones- hammer, anvil and

stirrup, cochlea, and auditory nerve.)

What is the work of each part of the ears?

3. Let the pupils do activity 4. Give them 10 minutes to do the activity

4. Using the enlarge picture of the ear, let the pupils trace the path of sound

as it enters the pinna.

5. Explain the path of sound from pinna to the brain. Ask the following

questions:

Why do you think the pinna and the eardrum are shaped like a

funnel? (The shape of the pinna helps in collecting the sound and

focusing it towards the ear canal.) What happens to the eardrum when sound reaches it? (The

eardrum vibrates as sound hits it. From here the sound is amplified.)

What happens to the amplified sound from the eardrum? (The

amplified sound pass through the three small bones - hammer, anvil

and stirrup. The cochlea detects the vibration and sends the

message to the brain through the auditory nerve.))

pinna Ear

canal

Eardrum 3 small

bones

cochlea nerve

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6. Let the pupils perform activity 5. Give them 10 minutes to do the activity.

7. Ask the pupils the following questions :

What are the proper ways of caring the ears which you marked

check in your activity? (The proper ways are: using clean cloth inwiping the outer ear and having a doctor check the ears for any

problem.)

Why are these ways good to do for our ears? (The ears should only

be cleaned in the outside using a clean cloth. It is not proper to

insert objects inside the ear to avoid damaging it. Whenever there

is a problem about the ears, it is best to consult a doctor.

What are ways that you should avoid? (Listening to loud music and

inserting sharp objects in the ear.)

Why do you have to avoid doing these? (Sharp objects could hurt

the ears especially the inner parts like the eardrum. Listening to very

loud music may affect hearing.)

What other ways do you do to take good care of your ears?

Never put anything inside the ear

Avoid very noisy places.

Listen to not too loud radio or music, even when watching

television

Consult a doctor when there is a sudden loss of hearing .

Assessment

I. Match column A with column B. Write the letter before each number.

A B

_____1. Pinna a. Transmit sounds to the auditory nerve

_____2. Ear canal b. Sends message to the brain

_____3. Eardrum c. Collects sounds

_____4. Cochlea d. Where sound travels from pinna to

the ear drum

_____5. Auditory

nerve

e. Vibrates when sound hits it

II. Put a [] on the box if it shows a proper way of caring the ears and put

a [x] if it is not.

1. Avoiding noisy places

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