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Module 2
EE105- Teaching Science in the Elementary Grades
Vol.1: Chemistry & Biology

Prepared by: Mrs. Joyce Estrella C. Punay

D-S–P–A-C DESIGN

Module 2: Chemistry (Matter)

Properties of Matter

Contents: -Solid, Liquid and Gas (Grade 3)

-Grouping Materials Based on Properties (Grade 4)
-Physical and Chemical Properties of Matter: Useful & Harmful
Materials (Grade 5)
-Mixtures and their Characteristics (Grade 6)

Name: ___________________________________ Grade: ______________

Date Started: _______________________ Date Submitted: _____________

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 Good afternoon, Class!

Welcome once again future elementary teachers!

Congratulations to those who have submitted the first module this
second semester! We were done for the introduction and overview of Teaching Science
in the Elementary Grades.
Now, you have to study the different parts of each lessons using the 5 Es. You can
compare and contrast how the Science framework and each content are connected to
each grade level in the spiral progression.

❖ Learning Outcomes: This week, we are going to:

-describe the characteristics of different objects based on the shape & the space they
occupy; and
-classify objects & materials as solid, liquid & gas according to some observable
characteristics. (Grade 3)
-classify materials based on their ability to absorb water, float, sink & undergo decay;
and
-identify the effects of decaying materials on one’s health and safety. (Grade 4)
-examine the properties of materials to determine whether useful or harmful (Grade 5)
-describe how mixtures are formed; and
-classifies mixtures as homogeneous and heterogeneous based on their observable
characteristics. (Grade 6)

D- DEVOTIONAL
But before we go to our lesson let’s ponder first this text & a short
story below.
Memory Verse: Hebrews 4:16
“Let us come boldly to the throne of our gracious God. There we
will receive his mercy, and we will find grace to help us when we
need it.”
(Pause and pray)

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 A Drink of New Life

Do you know the story of the Samaritan woman whom Jesus met at Jacob’s well?
You can read this story in your Bible in John 4:4-26

Notes about the story:

*We are redeemed from sin because of the free gift of Christ’s grace.
*Jacob’s well in Samaria where Jesus asked water to drink from the woman
*The gift of “living water” that Jesus offered- The grace He can give is like living water-
it purifies, refreshes, & strengthens the soul.
*God is searching for people who would listen & believe Him.
*The effects of “living water” that Jesus offered- It taught them kindness & respect for
their enemies.
*Prejudice- is the discrimination against another based on difference in race, religion,
status, etc.
*Grace accepts other people unconditionally.
*Jews & Samaritans were bitter enemies. - They avoid each other.
-They wouldn’t receive kindness from or ask a favor of one another.
*Grace is like a dew, rain, & sunshine essential for physical life & for eternal life.
-is like a dew, rain, & sunshine, is given freely to all.
*We can display grace in our lives by: -sharing your experience with Jesus
-accepting people who are different. -showing & receiving kindness without
prejudice.
*We are redeemed from sin because of the free gift of Christ’s grace.
*The Samaritan people listened to the woman to see Jesus for themselves because they
were touched by both her words and the look on her face.

❖ Devotional Questions:
1. What does “grace” mean?
2. Why do you think Jesus called Himself as the “Living
Water”?

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❖ Process Questions:
1. What do you think why did the Jews and the Samaritans bitter enemies?
a. The Jews felt that the Samaritans were unrighteous.
b. The Jews felt they were richer than the Samaritans.
c. The Samaritans were proud of themselves.
d. The Samaritans made wars with the Jews.

2. Which of these actions show grace?

a. You are studying your lessons every day. c. Mother is always preparing our food.
b. May shares her snacks to a poor friend. d. You make a vegetable garden for food.
3. Why did Jesus talk with the Samaritan woman at the well?
a. To make friends with the Samaritans because Jesus is a Jew.
b. To show the truth that salvation is no respecter of men.
c. To show that He is the Messiah to the Samaritans.
d. To fill His thirst with the water at the well.
4.What was the gift of “living water” that Jesus offering the woman at the well?
a. the gift of grace that purifies, refreshes, & strengthen the soul.
b. the gift of grace that gives comfort to the hungry and thirsty.
c. the gift of grace that quenches the thirst of the thirsty person.
d. the gift that cleanses our body & refreshes our minds.
5. After the Samaritan woman met Jesus, which made the difference?
a. She felt discomfort & guilty in talking with Jesus that’s why she ran.
b. She stayed and enjoyed listening intently to Jesus’ teachings & healing.
c. She accepted Jesus as the Messiah & willing to tell others to come to him.
d. She was curious of what living water Jesus could give and ran to tell others.

S-START OFF

❖ Pre-Assessment
Can you remember these in your science subject:

1. What is matter?
2. What are the properties of matter?
3. What is mixture?

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❖ Essential Questions:
These questions will help you to understand well your lessons this week.

1. What is the best way to teach the concept -state of matter to let students have a first-
hand experience and make them understand better?
2. Why does decomposition help in the recycling of nutrients among living things &
their environment?
3. How will you teach about the products or materials which the students are
doubtful whether these are useful or harmful?
4. In which mixture can you distinguish the components? In which mixture can you
not distinguish the components?

Integration of Faith Learning and Life/IFL

Remember, Jesus is the living water which can refresh & revive our lives with His
mercy and grace that whatever experience we will have, others will be able
understand better of his love.

P-PURSUE
❖ Content
All materials have properties that can be observed and be used to identify them. When
learners observe different objects around them, they become aware of their characteristics.
Using these features, they can be able to group these objects as solid, liquid or gas.
Furthermore, because of these distinct characteristics, learners can also be able to classify
materials according to their ability to absorb water, to either float or sink, and even to
determine they can decay or not.
Knowledge of the different properties of materials may be able further to help learners
make useful materials and products out of the raw materials. In the process, they can
investigate and observe changes materials undergo such as when mixing a solid in a liquid or a
liquid in another liquid. These ideas are introduced in this module.

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 Lesson 1 Solid, Liquid and Gas (Grade 3)

Engage

Look closely at the picture below and read the information. Do you think science learners
will be able to predict the answers to the questions given below?

1. What will happen to the paper towel inside the glass when it will be submerged upside
down in the basin of water?

2. Will the paper towel inside the glass stay dry for a long time? Why?

Explore
Let us try the following activities.
Activity 1: Describe the Object’s Shape and Space Occupied
Materials needed:
• 3 objects of different shapes and sizes labelled A,B, and C (ex. Pingpong ball,
marble, dice, or coin)
• 3 small transparent plastics containers of different shapes labelled 1, 2, 3 and 3 (ex.
Square or rectangle, round container, a jar)
• Plastic soda bottle filled with colored water (food coloring can be mixed with
water)
• Empty round and elongated balloon
• Record notebook

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Procedure:
Step 1.
1.1 Place each object A, B, and C one at a time, into each of the containers- 1, 2 and 3.
1.2 Gently shake the container with its content. Observe and record any changes in the
objects. Remove the objects from the container.
Q1. Press each objects A, B, and C. Did the shape of objects A,B, and C change?

Q2. Did the size of the objects A, B, and C change in the three different
containers after shaking?

Q3. The Objects in step 1 are all solids. Based on your observations, what can
you infer about the shape and volume of a solid?
Step 2.
2.1 Pour colored water from the soda bottle into the first plastic container (C1) used
in Part A to fill it. Observe and draw the shape of the colored water in your
notebook.
2.2 Next pour the colored water from the first container (C1) into the second
container (2). Observe and draw the shape of the colored water in the container.
2.3 Pour the colored water from the second container (C2) into the third container
(C3). Again, observe and draw the shape of the colored water.

Q4. Did the shape and space occupied by the colored water change when placed
in the different containers?

Q5. From your observations of liquid colored water, what can you infer about the
shape and volume os a liquid?
Step 3.
3.1 Blow air into the round balloon. Tie the opening and observe what happens to the
shape of the air inside the balloon. Press gently the balloon with your hand.
Observe what happens.
3.2 Do the same step using the elongated balloon.
3.3 Predict what will happen to the air inside the 2 balloons when you untie them.
Record your predictions.
3.4 Hold each of the balloon and carefully undo their twisted tie on the neck. Observe
and record your data.

Q6. Describe and explain the shape of the air inside the round the round and
elongated balloon.

Q7. What happened to the air inside the balloons when these were untied?

Q8. Air is a mixture of gases. From your observations in step 3, what can you
conclude about the shape and volume of a gas?

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Activity 2: Classify Objects and Materials into Solid, Liquid and Gas
Procedure:
1. Classify the materials listed below into solid, liquid, or gas. List the names of the
objects or materials where they appropriately belong. Give reasons for grouping
them together.
Oxygen bottled milk bag cotton
Block of wood air sweat oil

Classification Materials Reason for

of Matter Grouping
Solid
Liquid
Gas

Explain

What you just did in the activities is one way of explaining the concept on the
characteristics of liquid, solid, and gas through keen observation. To make you
understand more here are some important information for you who will be teaching the
subject in the future.

A. STATE OF MATTER: SOLID, LIQUID, GAS

All objects on earth can be classified in one of the three physical forms or state such
as solid, liquid, and gas.
• Solid is a state of matter that has definite shape and definite volume. It keeps its
own size. Some common examples are marbles, ping-pong ball, sponge, rock,
empty bottle, bag, pen, book, jewelries, and many others.
Solids have other special properties. Comparing marble and sponge even if both
are solids yet is different from each other. Some solids are hard like the marble and
others are soft like sponge. Hardness is the ability of solids to resist breaking and
scraping.
Other solids have distinctive properties like metals. Jewelries such as rings,
bracelets and necklaces are made up of metals, gold, silver or platinum. These
metals can be designed and formed into beautiful accessories because they are
malleable. The ability of metals to be hammered into different shapes is called
malleability.
Another unique property of metallic solid is ductility, the ability to be drawn
into wire like copper, aluminum and steel. Copper is the metal used for electrical
wiring. It can also be solids easy to break when a force is applied to it.
Other solids are brittle like chalk, concrete and glass. Brittleness is the property
that makes solids easy to break when a force is applied to it.
• Liquid is a state of matter that keeps its size but takes the shape of its container. A
liquid can also flow as it is transferred or poured from one container to another.
Juice, water, our body’s sweat, milk, rubbing alcohol, and cola drinks are common
examples of a liquid.

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 • Gas is a state of matter that can freely change its shape and size. It spreads out to
fill its container. Gases flow like liquids. They are very light and often they cannot
be seen. A very common gaseous material is air, which is a mixture of gases. Other
examples are helium inside the inflated birthday balloon, water vapor, perfume in
the air, fumes from cars and factories, oxygen gas that we breathe in, and carbon
dioxide that we expel out.

B. DESCRIPTIONS OF THE STATE OF MATTER ACCORDING TO

SHAPE AND SPACE THEY OCCUPY
• The “state” of matter refers to the group of matter with the same properties.
Materials are grouped together according to their properties.

• If a material is grouped as said, it has a definite shape and volume. The volume or
size of an object or material is the amount of space it occupies.

Consider the different materials in Activity 1. Materials retain their shape and
volume even they are transferred from one container to another or no matter where
they are placed. Hence, they are grouped as solid.

• If a material is in a liquid state, it has a definite volume but follow the shape of its
container. The colored water in the Activity 1 was transferred from one container to
another. The volume of water or its amount or size remained the same in the
process of pouring from one container to another. However, the water ‘s shape
varies since it occupies whatever space is allowed by its containing vessel. Thus, it
is classified as liquid. It is important to note that beyond the capacity of its
container, liquid will spill.

• A material in a gaseous state has no definite shape and volume. It has the ability to
spread filling out any available space of its container. The air blown into the
balloons of different shape was a mixture of gases. The shape and volume of air
once inside the balloons also follow the shape and volume of the container.

Elaborate

You will further understand about the states of matter, by doing these two activities:
1. Make a list of objects or materials that you see at home, in school, in your
environment.
From the list identify 10 solids, 10 liquids, 10 gases, and 10 objects which you
are in doubt of its classification. Make an explanation for your grouping. You
may follow the table format below.

10 solid objects 10 liquid objects 10 gas objects 10 unclassified

objects

Reason for grouping Reason for grouping Reason for grouping Reason for grouping

2. With your partner, research on the web about QUARKS. Share your findings.

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 Evaluate

• For Pre-service Teachers

1. What is the best way to teach the concept -state of matter to let students have a first-
hand experience and make them understand better?
2. What state of matter, do you consider difficult to teach? Why

• For Grade 3 Learners

Part A. Choose the letter of the correct answer.

1. Which is true about solids?
a. Solids can’t be seen c. Solids do not have definite shape.
b. Solids occupy space. D. Solids follow the volume of its container.

2. Which among the given statements is NOT correct?

a. Solids have different colors. C. Solids, liquids, and gases occupy space.
b. Gases cannot be compressed. d. Liquids take the shape of their containers.

Part B. Look at the pictures that represent the objects identified. Then complete the
information needed in each box.
Material/Object Mass Shape Volume State of Matter

definite indefinite definite liquid

Ex. Cough syrup

Cow’s milk

Inflated tire

Sugar crystals

Inflated balloon

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 Lesson 2 GROUPING MATERIALS BASED ON
PROPERTIES (Grade 4)

Engage

Imagine a world without air to breath, water to drink, and other materials to make
us alive. Will there be humans like us living? Will there be fishes that swim in our seas?
Will there be cellular phones to let us communicate? Do you wonder why water when
placed in freezer turn to ice or becomes steam when boiled? All living and nonliving
things around us and in us are made of matter. Matter is classified in many ways
according to their properties.

Explore

There are two activities in this lesson. Let us do the following activity by group:
Activity 1. Classifying materials (float or sink, absorbent or non-absorbent)

Materials: pail half-full of water, small objects such as stone, plastic spoon, silver
teaspoon, one peso-coin, rubber ball, plastic toy, aluminum can, drinking water bottle cap,
wood, pencil, eraser, metal washer.

Problem 1: What material can float or sink?

Procedure:
1. Place the pail half-filled with water on top of your laboratory table.
2. Predict what happens to the object when dropped into the pail. Write your
answers on the second column on the table below.
3. Now drop one by one the object according to the list. Record the result on the
third column by marking a check (/) on the appropriate box.

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Results:
Object Prediction Actual result (check
appropriate box(check
float sink
Stone
Plastic spoon
Silver spoon
Can
Rubber ball
Plastic toy
Aluminum can
Drinking water
bottle cap
Wood
Pencil eraser
Metal washer

Answer the following questions:

a. What materials float; sink?
b. What are the characteristics of materials that float; that sink?
c. Give ten more materials found in your home that float or sink.
Problem 2: What materials can absorb and not absorb water?
Materials:
Cotton balls, facial towel, dish washing sponge, paper, aluminum foil, plastic cup,
red bean seed, cork cover of bottle, rubber slipper (portion only), plastic bottle with
contents

Procedure:
1. Use the same basin in the Problem 1.
2. Place all the objects you brought to class at the same time. Wait for two minutes.
Observe what happens to the different objects.
3. List all objects that absorbed water. Do the same those did not absorbed water.
Record your data in a table with three columns.
4. Answer the following questions:
a. What characteristics made some materials absorb or not absorb water?
b. What is the importance of having materials in the house that can absorb water?
c. What is the use of materials that do not absorb water?

To the teacher: Prepare a summary table on the chalk board for the results of the activity,
Problem 1. The table will look this this:
Prediction (by group) Actual Result (check appropriate box)
Object Float (by group) Sink (by group)
1 2 3 4 5 1 3 4 5 1 2 3 4 5
Stone
Plastic spoon
Cotton balls

Do the same for Problem 2. Make sure that the results presented by the students are
analyzed and discussed to draw out a summary of what they have learned.

(Note: Activity 1 can be done in one class meeting)

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Activity 2- Products of decay and effects on our health
Activity 2.1: Materials that decay

This is an out of the class activity

Materials: Dumping site of garbage in your place

Procedure:
1. Visit a dumping site of garbage in your locality or choose a place in
your vicinity where you can observe materials which are trashed.
Observe the different materials in the garbage.
2. Identify materials which are partially decayed or did not undergo
decaying process.
3. If you have a cell phone get a picture of the chosen study area. If you
have none, make a sketch or drawing of only four materials in
different stages of decay or decomposition.
4. Create a table to record your result.
5. Answer the following questions:

a. Which materials did not show sign of decay? Which materials are
partially decay? _______________________________________
_____________________________________________________
b. What are the characteristics of the materials that decay, that do not
decay? _______________________________________________
_____________________________________________________

c. Is decaying process beneficial or harmful to us? Explain your

answer. _______________________________________________
______________________________________________________

d. List down products of decay that are harmful and useful to us.
______________________________________________________
______________________________________________________

e. What is the role of the decaying process to the environment? To the

people? _______________________________________________
______________________________________________________

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Explain

To make your understanding more, here are some important information for future
teachers.

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Lesson 4 MIXTURES AND THEIR CHARACTERISTICS
(Grade 6)

You are handling mixtures every day. Are you aware of it? In the morning you
add sugar to a cup of hot chocolate. Or add powdered milk to a glass of water. You are
making mixtures! Do you know what mixtures are? After studying this lesson, you will
acquire a deeper understanding of mixtures and their characteristics.

Engage

Look at the different vegetables and fruits shown in the picture. Can you name them?
Suppose you slice up the real vegetables and fruits into pieces. Place them in a bowl
and mix together. What would we call the sliced fruits and vegetables which are mixed
together? You might call it salad. Scientists would probably call it a mixture.

In tis lesson you will find out what mixtures are. Specifically, you will answer the
question: How are mixtures formed? Does mixing different materials cause a physical
change?

Explore

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 Explain

A mixture is made up of two or more substances or materials that are put together by
physical means. When marbles, paper clips, buttons, sugar and saw dust are combined
together they form mixtures. In forming mixtures, no new substances and or materials are
formed because mixing materials or substances together does not change the physical
properties of substances or materials. All phases of matter are combined in a mixture and
one or more phases of matter can be observed in mixtures.

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Evaluate

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 A- APPLY / C-CREATE
If you have read and understood thoroughly each lesson, it is very easy to answer the
given questions in the Google form. This will be opened on Thursday -Saturday until
7:30 p.m. Just visit the link in our group chat on Thursday @ 2:30 p.m.

You answer evaluations both Pre-service Teachers & Graders in the multiple choice only.

May God bless you in your studies!

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