Unit-1 Chemistry (Matter)

Lesson 1-A Properties of Matter- Solid, Liquid, and Gas (Grade 3)

Objectives:
In this lesson, you are expected to meet the following learning outcomes.
 Described characteristics of different objects based on the shape and the space they
occupy.
 Classified objects and materials as solid, liquid, and gas according to some
observable characteristics.

Content of the Lesson

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,
and 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 lesson.
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?

https://simpleplayideas.com/science-magic-keep-paper-dry-in-water
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?

Perform 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. Ping-Pong ball,
marble, dice or coin)
 3 small transparent plastic containers of different shapes labelled 1, 2, 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

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 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
(C2). Observe and draw the shape of the colored water inside 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 changed when placed in
the different containers?
Q5. From your observations of liquid colored after, what can you infer about the
shape and volume of 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 balloon with your hand. Observe what
happens.
3.2 Do the same step suing 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 and elongated
balloon.
Q7. What happened to the air inside the balloons when these were untied?
Q8. Air is mixture of gases. From your observations in Step3, what can you conclude
about the shape and volume of a gas?

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 and
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 of Materials Reason of Grouping
Matter Together
Solid

Liquid

Gas

To make your understand more, here are some important information for you who
will be teaching the subject in the future.
A. States of Matter: Solid, Liquid, Gas
All objects on Earth can be classified in one of three physical forms or states 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 scarping.
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 be also formed into strips or shavings.
Other solids are brittle like chalk, concrete and glass. Brittleness is the
property that makes solids easy to break when 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.
  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 the helium inside an inflated birthday
balloon, water vapor, perfume in the air, fumes from cars and factories,
oxygen gas that we breather in, and carbon dioxide that we expel out.

B. Descriptions of the States 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 solid, 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 when 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 definite volume but follows the shape of the
container. The colored water in 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 is 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 shapes was a mixture of gases. The shape and volume of air
once inside the balloons also follow the shape and volume of the container.

Guide Questions: Answer the following questions.

1. 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. Write your
findings/results/analysis of the activities you performed.
2. What is the best way to teach the concept- state of matter to let students have a
first0hand experience and make them understand better?
3. What state of matter, do you consider difficult to teach? Why?
4. Surf in the internet/ research on the web about quarks. Write your findings.
 Let’s Write a Journal:

Journal Entry #1A. Characteristics of Solid, Liquid, and Gas!

Integrate in your writing what you learned in this lesson and write your reflection.

Self-Learning Activities

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 and explanation for your grouping. You may follow the table
format below.

Part A
10 solid objects 10 liquid objects 10 gas objects 10 unclassified
objects

Reason for Grouping Reason for Grouping Reason for Grouping Reason for not
including in the
solid, liquid, gas:
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
 Lesson 1-B:
Grouping Materials Based on Properties (Grade 4)

Objectives:
In this lesson, you are expected to meet the following learning outcomes.
 Classified materials based on their ability to absorb water, float, sink and undergo
decay, and
 Identified the effects of decaying materials on one’s health and safety.
Content of the Lesson
Imagine the world where there is NO air to breathe, 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 become steam when boiled? All living and
nonliving things around us and in us are made up of matter. Matter is classified in many
ways according to their properties.
Look at the picture shown below.

https://www.greenpeace.org/philippines/press/1149/greenpeace-prrc-track-plastic-pollution-in-pasig-
river-kicks-off-clean-up-project-along-manila-bay/

1. What five objects can you identify floating above the water?
2. What five objects can you infer that sank at the bottom of the water?
3. Why do you think some objects are found on the surface and some are at the bottom?

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 materials 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.
Results:

Object Prediction Actual result (check appropriate

box)
float sink
Stone
Plastic spoon
Silver
teaspoon
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), and plastic bottle with
contents.
Procedure:
1. Use the same basin in 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 for those that did not absorb.
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?
Prepare a summary table, for the results of the activity.
Problem 1: The table will look like this:

Object Prediction Actual result (check appropriate

box)
b. Do the same for Problem Float Sink
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
2. Stone
Plastic spoon

Make sure that the results presented are analyzed to draw out a summary of what
have learned.

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 cellphone 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
decayed?
______________________________________________________________________________
b. What are the characteristics of 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?
______________________________________________________________________________
______________________________________________________________________________

To make your understand more, here are some important information for you who will be
teaching the subject in the future.
Properties of Matter
 Buoyancy is the ability of materials to float in water. Some materials that can float
or sink exhibit the property of buoyancy and density. These enables boats and ships
to float. Meanwhile, an anchor of a boat will sink when thrown into water. An object
will float or sink depending on its density. Density is a measure of the amount of
matter in a given volume of liquid. To get the density of an object, the mass of that
object is divided by its volume (D=m/v). For example the mass of a metal washer is
10 grams and its volume is 20 cubic centimeters. Its density therefore is 10 g/20cm 3
or
D=10 g/20cm3
D=.5 g/cm3
If the density of an object is less than the density of the liquid, the object will
float. An object will sink if its density is greater than that of the liquid.
 Porosity is a property of material that allows it to absorb water and other liquids. A
material that is porous like dishwashing sponge is an example of an absorbent
material. Other porous materials include cotton balls, gauze, blankets and pillows.
Non-absorbent or non-porous materials are those that do not absorb water like
plastic bags, canisters, cans and ceramic mugs. They are useful for storing food
items therefore they should kept dry. Umbrellas and rain coats are also non-
absorbent.
 What other materials in your home can be listed as porous or absorbent and
non- porous or non-absorbent?
Decomposition is a property of materials to break down into simpler or smaller forms of
matter. Take case of ripe fruits like banana which easily decays after a few days. The
organic matter in these parts of the plant are returned to the ground and becomes part of
the soil. All materials that decay are also referred to as biodegradable. All living things
decay, but not in the same manner. Decaying process is important in returning organic
substances to the soil so that other living things will also have source of nutrients for their
needs. Humus in soil is rich in organic substances produced by action of decomposers.
There are several stages of decomposition. Using leaves and fruit as examples discusses the
stages of decomposition.
Not all materials decay as fast as plant or animal parts. Those that do not decay are
called non-biodegradable. When thrown into canals and other bodies of water they clog
drainage and may cause floods and pollution. There are town or city ordinances that
prohibit the use of plastic bags to hold goods sold in the market since it takes a long time
for these to decompose. It has been observed that garbage landfills are full and become
homes for rats and other diseases carrying organisms. At home or at school what shall we
do with garbage that do not decay?
Factors affecting decomposition:
1. Presence of organism or decomposers that cause decay. Decomposer can be
detritivores, fungi and bacteria. Detritivores like earthworms’ breakdown plant and
animal materials and feed on these. Fungi, like mushroom and ear fungi breakdown plant
materials and cause decay at the same time feeding on the decayed materials. Bacteria are
microorganisms that we cannot see but their action can be observed on dead animal bodies
when these are undergoing decay. Usually, the process is accompanied by foul or bad smell.
Spoiled food has foul odor because of decay that is going on.
2. Temperature. The warmer the temperature, the faster is the decay process. SO when the
days are very warm leaving spaghetti on the table and other carbohydrate rich food will
easily spoil. Placing food in the refrigerator slows down the growth of decomposers.
3. Moisture. Have you noticed a pile of leaves during summer in the school yard but during
rainy season, the leaves disappear fast and blend with the soil? With water available, the
plant parts easily crumble and decompose. Decomposers are also present in moist places,
so the decay process is fast. Dry materials like leaves are not good habitats for
decomposers. Drying fish prevents bacteria from feeding on the flesh of the fish.
4. Exposure to elements. Our mother would remind us to cover the food left after every
meal. Air may contain bacteria and will hit the food. Covering the food prevents bacteria
from growing on the food and start the decay process.
5. Salt content of the material. A salty food usually decays slowly. This is because
decomposers cannot grow well in salty environment. Have you noticed that fish, squid and
meat do not decay immediately when salted? Salting is a way of delaying or stopping
decomposition, thus preserving food for some time.
Effects of Decay on Our Health
How does decay affect our health? Have you been to a dentist because of tooth
decay? What causes tooth decay? Food particles left in the mouth and teeth are food for
bacteria when you don’t brush your teeth regularly. The action of bacteria releases acids
that can dissolve the enamel of your teeth creating tooth cavities. Eating left over food that
has started to decay may cause loose bowel movement. It is advisable not to eat food that
has started to emit foul odor.

Guide Questions
Discuss or explain the following.
1. Write your findings/results/analysis of the activities your performed.
2. How does decomposition help in the recycling of nutrients among living things and their
environment?
3. Why do plastics take longer time to decompose compared with a box made of cartolina?
4. Why do we float easily in sea but not in fresh water swimming pool?

Let’s Write a Journal

Write your Journal Entry #1B: From Garbages to Food or Food to Garbages!
Your entry should contain your understanding and reflection on the given concepts.

Self-Learning Activities

A. Classify the following by checking the column that describes the material. Example:
Leather shoes-check (sinker, absorbent)
Material Floater Sinker Non- Absorbent
Absorbent
Example: Leather
shoes
1. Charcoal
2. Empty soda
3. Empty basin
4. Gold ring

B. Choose the correct answer.

1. Which of the following is food for decomposers?
a. mushroom c. one week old bread
b. clay pot d. dishwashing sponge
2. Which trash is biodegradable?
a. juice tetrapack c. plastic candy wrapper
b. paper bag d. toothpaste sachet
3. Why would we get sick of eating noodles long exposed to warm temperature?
a. there are disease-causing bacteria in the food
b. the food was not properly stored
c. the noodles decay fast
d. the food was left exposed to dirt
4. The density of cork is 0.2gm/cm2. What will happen to a cork when placed in a glass of
water which has a density of 1g/cm2?
a. the cork will absorb water
b. the cork will float
c. the cork will sink
d. the cork will decay
5. Which property of matter refers its ability to suck up liquid?
a. buoyancy c. absorbency
d. decomposition d. mass
C. From our activities, reflect on the following
 Why should we separate wastes that decay from those that do not? Make a poster in
a piece of recycled page of a calendar or carton to show which waste can be allowed
to decay, reused or recycled. You may have three columns and use crayons for your
drawing.
 Write a two paragraph story of how materials at home have made your life easier.