Lesson 2 Changes in Matter
Worktext Pages: 36–51
Suggested Number of Meetings: 10 |
Lesson Objectives
At the end of the lesson, the students are expected to
1. identify the changes that take place in matter; 2. classify the changes as physical or chemical; 3. give examples of physical and chemical changes that take place in materials; and 4. explain how the changes in matter affect the lives of people as well as the environment. |
Corresponding K to 12 Curriculum Learning Competencies
The learners should be able to
1. describe changes in solid and liquid materials; 2. describe changes in properties of materials when exposed to certain conditions such as temperature or when mixed with other materials; and 3. identify changes whether useful or harmful to one’s environment. |
ESSENTIAL QUESTIONS
• How does understanding the changes that materials undergo become beneficial?
• How does the knowledge of the changes in materials help one to become aware of the changes in the environment?
• How does one responsibly apply the understanding of the changes in materials to daily living?
• How does the knowledge of the changes in materials help one to become aware of the changes in the environment?
• How does one responsibly apply the understanding of the changes in materials to daily living?
TECHNOLOGY AND RESOURCES
• Real-Life Science 4 worktext, pages 36–51
• http://www.makemegenius.com
• http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm
• http://www.makemegenius.com
• http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm
MATERIALS
• red, blue, and yellow flaglets
• set of pictures • thermometer • ice cubes • glass of water • small piece of butter • saucer • cup of warm water • heating setup for boiling of water |
• cardboard
• bathroom deodorizer • paper • scissors • lighter or match • LCD projector and/or computer with Internet connection • pictures of environment then and now • materials for poster making |
LEARNING PLAN
Introduction
1. Provide the students with red, blue, and yellow flaglets. Instruct the students to use the flaglets in classifying the objects you will mention into solid, liquid, and gas. Tell them to raise the red flaglet if the material you will say is a solid, blue if it is a liquid, or yellow if it is a gas. Ask them, “What is matter? What are the states of matter?”
2. Post words such as flammability, porosity, solubility, and other properties on the board. Call on a student to choose one word and let her/him discuss the meaning of the word. Ask other students to give materials that possess such property.
3. Divide the class into groups then give each group a set of pictures of different objects that undergo changes (e.g., melting ice and butter, boiling water, air freshener, water inside a freezer, etc.). Through a round table discussion, let the students compare the objects in the pictures. Ask them to cite the similarities and differences of the two objects and ask them the following questions:
• What is shown in each picture?
• What changes do you think happened to the material in each picture?
• Do all materials undergo changes? How?
2. Post words such as flammability, porosity, solubility, and other properties on the board. Call on a student to choose one word and let her/him discuss the meaning of the word. Ask other students to give materials that possess such property.
3. Divide the class into groups then give each group a set of pictures of different objects that undergo changes (e.g., melting ice and butter, boiling water, air freshener, water inside a freezer, etc.). Through a round table discussion, let the students compare the objects in the pictures. Ask them to cite the similarities and differences of the two objects and ask them the following questions:
• What is shown in each picture?
• What changes do you think happened to the material in each picture?
• Do all materials undergo changes? How?
Learning Experiences/Lesson Development
Kinds of Changes in Matter
1. Through a group investigation, have the students perform the following activities. Divide the classroom into seven stations. In each station, set up the materials needed and assign an activity that the students need to perform within 10 minutes. Instruct them to answer the questions related to the activity in their science notebook. After the allotted time, ring a bell or similar object to signal the students to go to another station to perform another activity. Use the following activities and guide questions:
• Procedure: Get the temperature of the water in the glass using the thermometer. Put some ice cubes in the glass. Get the temperature of the water with ice. Observe what happens to the ice cubes.
Questions: What happened to the ice cubes? What change took place? What do you call this change?
• Procedure: Put a small piece of butter in a saucer and then put the saucer over a cup of warm water. Observe the changes that happen with the butter.
Questions: What happened to the butter? What change took place? What do you call this change?
• Procedure: Observe as the water boils. Get the temperature of the boiling water. Observe what comes out from the boiling water.
Questions: What caused the water to change? What do you call this change?
• Procedure: Cover the boiling water with a cardboard. Observe what forms on the cardboard.
Questions: What came out from the cardboard? Where did it come from? What changes took place?
• Procedure: Expose a bathroom deodorizer. Observe what happens to the bathroom deodorizer and take note of the smell of the surrounding.
Questions: What happened to the deodorizer after several minutes? What do you call this change?
• Procedure: Fold the sheet of paper. Cut the paper using the pair of scissors. Observe what happens to the sheet of paper.
Questions: What happened to the piece of paper? What do you call this change?
2. Pair up the students. Using the student-buddy system, have them answer the following questions:
• What are the changes that took place in the different materials?
• What do we call these changes?
After the activity lead them in discussing the results during classroom discussion.
3. Allot enough time for the students to perform Examine activity 1 on pages 46 and 47 of the worktext. Discuss the result of the activity immediately after.
4. As an assignment, ask the students to identify the physical changes that they usually experience in their daily living. Tell them to list down their responses in their science notebook.
5. Ask the students to form groups and review the past lesson through a round table discussion. Within the group, each member should have the opportunity to answer two to three questions. She/He will say “Physical” if the given phrase shows a physical change and “Not” if it does not.
• breaking of glass
• boiling of water
• explosion of firecrackers
• burning of wood
Add as many items as the time would permit.
6. Show a piece of paper to the class, then burn it. Call on students to tell the class what they observed. Ask them the following questions as guide during the observation and eventual discussion.
• What changes took place with the paper?
• Did it form a new substance?
• What do you call this change?
7. Have the students perform the following simple activities as group investigation. Instruct each group to do the activities and write down their observations in their notebook.
• burning of matchsticks
• burning of sugar
• mixing of vinegar and milk
Ask the students, “What changes took place with the materials? Did they form new substances? Why do you say so?” Discuss their answers.
8. Let the students perform Examine activity 2 on pages 48 to 50 of the worktext. Lead the students in a follow-up discussion after performing the activity. Ask them, “What are the signs of chemical change? How do they occur?” Discuss their answers.
9. To integrate values in the discussion, encourage the students to share their idea regarding the following questions: “What qualities do you have that you would like to change? Why? How will you do it?”
10. As an assignment, ask the students to log on to the website provided in Technology Today on page 45 of the worktext. Let them do the activity in the website and answer the questions presented in it. On the next meeting, call on students to share to the class what they have learned from the website.
Effects of Changes in Matter
11. Use Numbered Heads Together for the next activity. Have the students choose or assign them a number corresponding to the number of members in the group. As you call a number, let the student assigned with that number classify the following changes as physical or chemical.
• boiling of water
• slicing of meat
• burning of wood
• turning of water into ice
• souring of food
12. Show pictures or slide show presentation of the environment then and now. Let the students examine the pictures. Then ask them the following questions:
• What do you observe with our environment right now?
• What changes did you notice?
• Do these changes help us? How?
13. Use interest grouping for the next activity. In interest grouping, the students are grouped according to their common interest or talent. Instruct the groups to answer the question: “How do changes improve the lives of people?” Then encourage the students to present their answers through a creative presentation such as skit, poem, song, rap, tagline, or dance interpretation. Emphasize to them that changes make the life of people easier.
14. Have the students answer the following questions by quinto talk:
• What are the good effects of changes in the environment?
• How do these changes improve or worsen the condition of the environment?
15. Divide the class into seven groups. Let them engage in a project making activity. Instruct each group to prepare a poster that shows the ways of protecting the environment. The poster should illustrate the importance of protecting and conserving the environment.
1. Through a group investigation, have the students perform the following activities. Divide the classroom into seven stations. In each station, set up the materials needed and assign an activity that the students need to perform within 10 minutes. Instruct them to answer the questions related to the activity in their science notebook. After the allotted time, ring a bell or similar object to signal the students to go to another station to perform another activity. Use the following activities and guide questions:
• Procedure: Get the temperature of the water in the glass using the thermometer. Put some ice cubes in the glass. Get the temperature of the water with ice. Observe what happens to the ice cubes.
Questions: What happened to the ice cubes? What change took place? What do you call this change?
• Procedure: Put a small piece of butter in a saucer and then put the saucer over a cup of warm water. Observe the changes that happen with the butter.
Questions: What happened to the butter? What change took place? What do you call this change?
• Procedure: Observe as the water boils. Get the temperature of the boiling water. Observe what comes out from the boiling water.
Questions: What caused the water to change? What do you call this change?
• Procedure: Cover the boiling water with a cardboard. Observe what forms on the cardboard.
Questions: What came out from the cardboard? Where did it come from? What changes took place?
• Procedure: Expose a bathroom deodorizer. Observe what happens to the bathroom deodorizer and take note of the smell of the surrounding.
Questions: What happened to the deodorizer after several minutes? What do you call this change?
• Procedure: Fold the sheet of paper. Cut the paper using the pair of scissors. Observe what happens to the sheet of paper.
Questions: What happened to the piece of paper? What do you call this change?
2. Pair up the students. Using the student-buddy system, have them answer the following questions:
• What are the changes that took place in the different materials?
• What do we call these changes?
After the activity lead them in discussing the results during classroom discussion.
3. Allot enough time for the students to perform Examine activity 1 on pages 46 and 47 of the worktext. Discuss the result of the activity immediately after.
4. As an assignment, ask the students to identify the physical changes that they usually experience in their daily living. Tell them to list down their responses in their science notebook.
5. Ask the students to form groups and review the past lesson through a round table discussion. Within the group, each member should have the opportunity to answer two to three questions. She/He will say “Physical” if the given phrase shows a physical change and “Not” if it does not.
• breaking of glass
• boiling of water
• explosion of firecrackers
• burning of wood
Add as many items as the time would permit.
6. Show a piece of paper to the class, then burn it. Call on students to tell the class what they observed. Ask them the following questions as guide during the observation and eventual discussion.
• What changes took place with the paper?
• Did it form a new substance?
• What do you call this change?
7. Have the students perform the following simple activities as group investigation. Instruct each group to do the activities and write down their observations in their notebook.
• burning of matchsticks
• burning of sugar
• mixing of vinegar and milk
Ask the students, “What changes took place with the materials? Did they form new substances? Why do you say so?” Discuss their answers.
8. Let the students perform Examine activity 2 on pages 48 to 50 of the worktext. Lead the students in a follow-up discussion after performing the activity. Ask them, “What are the signs of chemical change? How do they occur?” Discuss their answers.
9. To integrate values in the discussion, encourage the students to share their idea regarding the following questions: “What qualities do you have that you would like to change? Why? How will you do it?”
10. As an assignment, ask the students to log on to the website provided in Technology Today on page 45 of the worktext. Let them do the activity in the website and answer the questions presented in it. On the next meeting, call on students to share to the class what they have learned from the website.
Effects of Changes in Matter
11. Use Numbered Heads Together for the next activity. Have the students choose or assign them a number corresponding to the number of members in the group. As you call a number, let the student assigned with that number classify the following changes as physical or chemical.
• boiling of water
• slicing of meat
• burning of wood
• turning of water into ice
• souring of food
12. Show pictures or slide show presentation of the environment then and now. Let the students examine the pictures. Then ask them the following questions:
• What do you observe with our environment right now?
• What changes did you notice?
• Do these changes help us? How?
13. Use interest grouping for the next activity. In interest grouping, the students are grouped according to their common interest or talent. Instruct the groups to answer the question: “How do changes improve the lives of people?” Then encourage the students to present their answers through a creative presentation such as skit, poem, song, rap, tagline, or dance interpretation. Emphasize to them that changes make the life of people easier.
14. Have the students answer the following questions by quinto talk:
• What are the good effects of changes in the environment?
• How do these changes improve or worsen the condition of the environment?
15. Divide the class into seven groups. Let them engage in a project making activity. Instruct each group to prepare a poster that shows the ways of protecting the environment. The poster should illustrate the importance of protecting and conserving the environment.
Generalization and Assessment
1. Integrate the value of stewardship of God’s creations. Emphasize to the students that they need to protect nature because it is our source of food and other basic needs.
2. Ask the students to answer the exercises in Sharpen Your Skills on pages 43 to 45 of the worktext.
3. Call on some students to discuss in their own words the concepts presented in the graphic organizer in Wrap Up on page 51 of the worktext.
4. Let the students choose at least three words from Use These Words on page 50 of the worktext. Ask them to give the meaning of each word.
5. Have the students do the Journal Writing activity on page 45 of the worktext. Encourage them to share to the class what they have written.
2. Ask the students to answer the exercises in Sharpen Your Skills on pages 43 to 45 of the worktext.
3. Call on some students to discuss in their own words the concepts presented in the graphic organizer in Wrap Up on page 51 of the worktext.
4. Let the students choose at least three words from Use These Words on page 50 of the worktext. Ask them to give the meaning of each word.
5. Have the students do the Journal Writing activity on page 45 of the worktext. Encourage them to share to the class what they have written.
Performance Task
1. Orient the students on how they should go about the performance task on page 45 of the worktext.
2. Evaluate the students’ output according to content (4 points), presentation (4 points), and delivery (2 points).
2. Evaluate the students’ output according to content (4 points), presentation (4 points), and delivery (2 points).
Answer Key
Sharpen Your Skills (pages 43–44)
A.
1. c
2. b
3. b
4. b
5. a
B.
1. Physical change – The water underwent changes as the temperature decreased; it froze and turned into solid ice.
2. Physical change – The salt was dissolved in the soup and turned into liquid form but retained its properties.
3. Physical change – The sugar was dissolved in the cup of coffee but retained its properties.
4. Chemical change – New substances (ash and smoke) were formed after burning.
5. Chemical change – A new substance (rust) was formed when the iron in the nail reacted with water.
C.
1. Burning of wood is both useful and harmful because it can be used in cooking food but the smoke is also harmful to the environment.
2. The water cycle is a natural process that occurs in the environment. It is useful because it produces rain that waters plants.
3. Cooling a room with an air conditioner is both useful and harmful because it cools down the air inside a room and makes the people comfortable, but it is also harmful when the air conditioner is not properly maintained and disposed of.
1. c
2. b
3. b
4. b
5. a
B.
1. Physical change – The water underwent changes as the temperature decreased; it froze and turned into solid ice.
2. Physical change – The salt was dissolved in the soup and turned into liquid form but retained its properties.
3. Physical change – The sugar was dissolved in the cup of coffee but retained its properties.
4. Chemical change – New substances (ash and smoke) were formed after burning.
5. Chemical change – A new substance (rust) was formed when the iron in the nail reacted with water.
C.
1. Burning of wood is both useful and harmful because it can be used in cooking food but the smoke is also harmful to the environment.
2. The water cycle is a natural process that occurs in the environment. It is useful because it produces rain that waters plants.
3. Cooling a room with an air conditioner is both useful and harmful because it cools down the air inside a room and makes the people comfortable, but it is also harmful when the air conditioner is not properly maintained and disposed of.
Examine (pages 46–49)
Activity 1
1. The ice started to melt and turned into liquid water.
2. The water started to heat up and part of it evaporated as shown in the produced steam.
3. Moisture droplets appeared on the side of the beaker. The droplets came from the steam produced.
4. The water started to boil after continuous heating.
Conclusion
I learned that physical change happens when no new substance is formed.
2. The water started to heat up and part of it evaporated as shown in the produced steam.
3. Moisture droplets appeared on the side of the beaker. The droplets came from the steam produced.
4. The water started to boil after continuous heating.
Conclusion
I learned that physical change happens when no new substance is formed.
Activity 2
1. Physical changes occurred on the clay and ice cubes. The shape of the clay changed and the ice cubes melted but no new product was formed.
2. Chemical changes were observed in the mint candies, baking soda, matchstick, and piece of paper. When these materials underwent reactions, new substances were formed.
Conclusion
I learned that different kinds of changes transpire in a material. Physical change happens when the object retain its properties after the change while chemical change happens when an object changes and forms a new substance.
2. Chemical changes were observed in the mint candies, baking soda, matchstick, and piece of paper. When these materials underwent reactions, new substances were formed.
Conclusion
I learned that different kinds of changes transpire in a material. Physical change happens when the object retain its properties after the change while chemical change happens when an object changes and forms a new substance.