Lesson 1 Properties of Matter
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Worktext Pages: 4–35
Suggested Number of Meetings: 10 |
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Lesson Objectives
At the end of the lesson, the students are expected to
1. describe matter; 2. name the three states of matter; 3. identify the special properties of matter; 4. group the materials according to their special properties; 5. identify the effects of decaying materials on one’s health; and 6. show the proper ways of disposing garbage. |
Corresponding K to 12 Curriculum Learning Competencies
The learners should be able to
1. classify materials based on the ability to absorb water, float, sink, and undergo decay; 2. identify the effects of decaying materials on one’s health and safety; and 3. demonstrate disposal of waste according to the properties of its materials. |
ESSENTIAL QUESTIONS
• How does understanding the properties of matter become beneficial?
• How does the knowledge about the properties of matter help one to become aware of the changes in the environment?
• How does one responsibly apply the understanding of the properties of matter to his/her daily living?
• How does reading the labels of the materials help people?
• How does proper disposal improve waste management?
• How does the knowledge about the properties of matter help one to become aware of the changes in the environment?
• How does one responsibly apply the understanding of the properties of matter to his/her daily living?
• How does reading the labels of the materials help people?
• How does proper disposal improve waste management?
TECHNOLOGY AND RESOURCES
• Real-Life Science 4 worktext, pages 4–35
• http://www.makemegenius.com
• http://www.sciencekids.co.nz/gamesactivities/materialproperties.html
• http://www.makemegenius.com
• http://www.sciencekids.co.nz/gamesactivities/materialproperties.html
MATERIALS
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• box
• objects such as ball, bell, marble, and orange fruit • handkerchief • apple • job card • coin • basin • tin can • pieces of paper • matchsticks • transparent containers • alcohol • acetone • water • manila paper • slide show presentation • LCD projector • computer |
• block of wood
• science book • glass of water • cube • marble • cork • objects with different physical and chemical properties • flash cards • empty containers of flammable, poisonous, and expired materials • breakable/brittle materials • documentary clip of “Signos: Banta ng Nagbabagong Klima” • cartolina, old magazines, glue, scissors • plastic bottles/container • biodegradable materials • soil |
LEARNING PLAN
Introduction
1. Have the students read the chapter opener on page 2 of the worktext. Ask them, “What are the things that you can find around your home? How about in school? What do you call these materials?”
2. Fill a mystery box with different materials such as marble, ball, bell, and orange fruit. Choose a student and blindfold him/her with a handkerchief. Tell the student to pick one object from the box, and let him/her guess the object by touching and smelling it. Do the same for the rest of the materials. Show the pupils the materials they guessed and then ask, ”What are these materials called?” Introduce to them the word matter. Let the students write on the board their idea about it.
3. Post on the board the question: “How does one responsibly apply the understanding of the properties of matter to his/her daily living?” You may also show it through a slide show presentation. Elicit answers from the students. Use their answers as springboard as you introduce to them the lesson. Let them read the text in Investigate on page 4 of the worktext. Have a brief discussion about the performance task that they will submit at the end of the chapter.
2. Fill a mystery box with different materials such as marble, ball, bell, and orange fruit. Choose a student and blindfold him/her with a handkerchief. Tell the student to pick one object from the box, and let him/her guess the object by touching and smelling it. Do the same for the rest of the materials. Show the pupils the materials they guessed and then ask, ”What are these materials called?” Introduce to them the word matter. Let the students write on the board their idea about it.
3. Post on the board the question: “How does one responsibly apply the understanding of the properties of matter to his/her daily living?” You may also show it through a slide show presentation. Elicit answers from the students. Use their answers as springboard as you introduce to them the lesson. Let them read the text in Investigate on page 4 of the worktext. Have a brief discussion about the performance task that they will submit at the end of the chapter.
Learning Experiences/Lesson Development
General Properties
1. Using round table approach, let the students list down the things that can be found inside the classroom. Ask them to give the characteristics of each object. Tell them also to group the materials into solid, liquid, and gas. Instruct them to share their answers to the class. Then ask them the following questions:
• What do you call the objects you listed?
• What are their characteristics?
• How are they different from one another?
• How does the knowledge about the properties of matter help one to become aware of the changes in the environment? Introduce the words atoms and molecules as well as the concepts of molecular arrangement and molecular movement of the different states of matter.
2. Tell the class, “In order to form a new material, molecules need to be bonded together.”
To integrate values in the discussion, have the students answer this question: “Members are needed to form a community. What are the characteristics of a good member of the community?
3. Let the students group themselves into seven with five members in each group. Assign each group a certain part of the house. Instruct them to identify the different objects that are found on the part of the house assigned to their group. Tell them to classify the objects into the three states of matter. Call on one representative from each group to share his/her group’s output to the class.
4. Instruct the students to read the States of Matter on pages 6 to 8 of the worktext. Briefly discuss the characteristics of each state. Call on students to give examples of each state of matter.
5. Ask each student to identify an object that is found inside the classroom. Let the students classify the object they selected according to their characteristics. Write three columns on the board, with one column each for solid, liquid, and gas. Have the students classify the objects by writing the name of the object they selected in the correct column on the board. Call on some students to explain the similarities and differences of the three groups.
6. Introduce to the students the physical characteristics of matter by showing them an apple and asking them to describe it. Then slice the apple into two and let them observe what happens with the fruit after several minutes. Introduce to them the chemical properties of matter.
7. Ask the students to read the text on pages 8 to 11 of the worktext. Explain how the physical properties (mass, volume, and density) of matter are determined. Discuss also the chemical properties of matter like flammability and corrosion.
8. Divide the class into eight groups. Give each group a job card that contains the procedures to follow and the questions that they should answer after performing the activity. Provide them with the materials needed for their respective activity described below. Instruct them to conduct a group investigation about the physical and chemical properties of matter previously discussed in the lesson.
Groups 1 and 2
Procedure: Get the weight of the block of wood, science book, and glass of water.
Questions: Do all materials have weight? Do you agree that air has weight too? Why do you say so?
Groups 3 and 4
Procedure: Get the volume of a cube and a piece of marble.
Questions: How did you get the volume of a cube? How about the irregular solid?
Groups 5 and 6
Procedure: Put a piece of cork and a coin in a basin with water.
Questions: Which of the materials floated in the water? What characteristic does it show?
Groups 7 and 8
Procedure: Prepare a tin can, paper, and matchsticks. Carefully burn the piece of paper with the matchstick and then put the burning paper in the tin can.
Questions: Which object burned fast? What do you call this object? What property does it possess?
Lead the groups in discussing the results of their respective activities with the class. Ask them the following questions:
• What are the general characteristics of matter?
• Do all the materials possess those characteristics? Why do you say so?
Special Properties
9. Prepare three transparent containers without labels. Put alcohol on the first container, acetone in the second, and water in the third. Demonstrate to the students the proper way of smelling the fumes of liquids. Put your hand over the container with palms facing you and then by gently swishing your hand, “push” the fumes of the liquid toward you. Do not let the students put their noses near the liquids when smelling them. Ask the students to describe each liquid and identify which one is alcohol, acetone, and water. Ask them, “How were you able to identify the liquids? On what distinguishing characteristic did you base your answer?” Discuss their answers.
10. Have the students read the text on pages 11 to 16 of the worktext. Discuss the special properties of matter.
11. Have the students perform Examine activity 1 on pages 31 and 32 of the worktext. Let them discuss the result of the activity in front of the class. Additional activities may also be given to them to enhance their skill in identifying the special properties of matter.
12. Instruct the students to do a round table and quinto talk. Have the students form groups with five members then discuss the possible results of the following activities:
• pounding a chalk
• breaking a rock
• dissolving sugar in a glass of water
• bending a paper clip
• stretching a rubber band
• preparing a fruit juice
• placing a piece of cloth in a glass of water
Lead the class in discussing the special properties of matter shown in the activities listed above. Ask them the following questions:
• What is the special property possessed by the rubber band? chalk? paper clip? piece of cloth?
• Do all the materials possess those characteristics? Why?
• What do you call these characteristics?
• Why do we need to study the properties of matter?
• How can we use this knowledge in our daily living?
13. To integrate values in the discussion, ask the students the following questions:
• What makes you special as a person?
• How do you deal with people with special needs?
• How do you respect them?
14. Prepare the materials listed in the table that follows and set them on a desk in front of the class. Prepare also the table in a manila paper or in a slide show. Show it to the class and tell the students to copy it in their science notebook. Instruct the students to examine the objects on the desk. Lead them to identify the properties of each object. Ask them to complete the table with their descriptions. Then have them compare their answers with those of their classmates. Call on a student and ask him/her to choose one object and discuss in front of the class his/her descriptions of that object.
1. Using round table approach, let the students list down the things that can be found inside the classroom. Ask them to give the characteristics of each object. Tell them also to group the materials into solid, liquid, and gas. Instruct them to share their answers to the class. Then ask them the following questions:
• What do you call the objects you listed?
• What are their characteristics?
• How are they different from one another?
• How does the knowledge about the properties of matter help one to become aware of the changes in the environment? Introduce the words atoms and molecules as well as the concepts of molecular arrangement and molecular movement of the different states of matter.
2. Tell the class, “In order to form a new material, molecules need to be bonded together.”
To integrate values in the discussion, have the students answer this question: “Members are needed to form a community. What are the characteristics of a good member of the community?
3. Let the students group themselves into seven with five members in each group. Assign each group a certain part of the house. Instruct them to identify the different objects that are found on the part of the house assigned to their group. Tell them to classify the objects into the three states of matter. Call on one representative from each group to share his/her group’s output to the class.
4. Instruct the students to read the States of Matter on pages 6 to 8 of the worktext. Briefly discuss the characteristics of each state. Call on students to give examples of each state of matter.
5. Ask each student to identify an object that is found inside the classroom. Let the students classify the object they selected according to their characteristics. Write three columns on the board, with one column each for solid, liquid, and gas. Have the students classify the objects by writing the name of the object they selected in the correct column on the board. Call on some students to explain the similarities and differences of the three groups.
6. Introduce to the students the physical characteristics of matter by showing them an apple and asking them to describe it. Then slice the apple into two and let them observe what happens with the fruit after several minutes. Introduce to them the chemical properties of matter.
7. Ask the students to read the text on pages 8 to 11 of the worktext. Explain how the physical properties (mass, volume, and density) of matter are determined. Discuss also the chemical properties of matter like flammability and corrosion.
8. Divide the class into eight groups. Give each group a job card that contains the procedures to follow and the questions that they should answer after performing the activity. Provide them with the materials needed for their respective activity described below. Instruct them to conduct a group investigation about the physical and chemical properties of matter previously discussed in the lesson.
Groups 1 and 2
Procedure: Get the weight of the block of wood, science book, and glass of water.
Questions: Do all materials have weight? Do you agree that air has weight too? Why do you say so?
Groups 3 and 4
Procedure: Get the volume of a cube and a piece of marble.
Questions: How did you get the volume of a cube? How about the irregular solid?
Groups 5 and 6
Procedure: Put a piece of cork and a coin in a basin with water.
Questions: Which of the materials floated in the water? What characteristic does it show?
Groups 7 and 8
Procedure: Prepare a tin can, paper, and matchsticks. Carefully burn the piece of paper with the matchstick and then put the burning paper in the tin can.
Questions: Which object burned fast? What do you call this object? What property does it possess?
Lead the groups in discussing the results of their respective activities with the class. Ask them the following questions:
• What are the general characteristics of matter?
• Do all the materials possess those characteristics? Why do you say so?
Special Properties
9. Prepare three transparent containers without labels. Put alcohol on the first container, acetone in the second, and water in the third. Demonstrate to the students the proper way of smelling the fumes of liquids. Put your hand over the container with palms facing you and then by gently swishing your hand, “push” the fumes of the liquid toward you. Do not let the students put their noses near the liquids when smelling them. Ask the students to describe each liquid and identify which one is alcohol, acetone, and water. Ask them, “How were you able to identify the liquids? On what distinguishing characteristic did you base your answer?” Discuss their answers.
10. Have the students read the text on pages 11 to 16 of the worktext. Discuss the special properties of matter.
11. Have the students perform Examine activity 1 on pages 31 and 32 of the worktext. Let them discuss the result of the activity in front of the class. Additional activities may also be given to them to enhance their skill in identifying the special properties of matter.
12. Instruct the students to do a round table and quinto talk. Have the students form groups with five members then discuss the possible results of the following activities:
• pounding a chalk
• breaking a rock
• dissolving sugar in a glass of water
• bending a paper clip
• stretching a rubber band
• preparing a fruit juice
• placing a piece of cloth in a glass of water
Lead the class in discussing the special properties of matter shown in the activities listed above. Ask them the following questions:
• What is the special property possessed by the rubber band? chalk? paper clip? piece of cloth?
• Do all the materials possess those characteristics? Why?
• What do you call these characteristics?
• Why do we need to study the properties of matter?
• How can we use this knowledge in our daily living?
13. To integrate values in the discussion, ask the students the following questions:
• What makes you special as a person?
• How do you deal with people with special needs?
• How do you respect them?
14. Prepare the materials listed in the table that follows and set them on a desk in front of the class. Prepare also the table in a manila paper or in a slide show. Show it to the class and tell the students to copy it in their science notebook. Instruct the students to examine the objects on the desk. Lead them to identify the properties of each object. Ask them to complete the table with their descriptions. Then have them compare their answers with those of their classmates. Call on a student and ask him/her to choose one object and discuss in front of the class his/her descriptions of that object.
15. Lead the students in creating a concept map using the words given below. Show them the different ways of presenting the concepts that they learned from the discussion.
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matter
general properties weight hardness flexibility solubility malleability density |
volume
mass special properties impenetrability porosity brittleness elasticity ductility |
16. To provide the students with additional information about the properties of matter, let them log on to the website given in Technology Today on page 30 of the worktext and play the interactive game in the website.
Handling Different Materials
17. Do the next activity using Team Game Tournament where each member of a group competes against the members of the other groups. The scores are then combined with those of their group mates to obtain the total team score. One by one, show the students flash cards with pictures of different materials. Let one member from each group identify the special property of each material shown. Each correct answer earns a point. The group that gets the highest score at the end of the activity is declared the winner.
18. Show the students the different signs/symbols that can be found on the labels of different materials. Let them identify the different signs/symbols that they are familiar with. Ask them the following questions:
• Where do we usually see these signs?
• What do these signs/symbols mean?
• Why do we have to be aware of these signs?
Tell them to look at the symbols and their corresponding descriptions on page 18 of the worktext to check their answers. Then ask them to read the text on pages 17 to 19. Discuss the proper ways of handling materials.
19. Instruct the students to do a group investigation. Put empty containers of flammable, poisonous, and expired materials on the table in front of the class. Include also some breakable materials. Allow the students to examine the materials carefully. Make sure that the students do not play with the materials shown. Let them answer the following questions:
• Why do we need to keep these materials in a safe place?
• What will happen if these materials are not properly handled?
• What are the ways to keep these materials safe?
Let the students discuss their answers with their group mates, and then ask one representative from each group to share their answers to the class.
20. Have the students demonstrate the proper ways of handling materials through a short skit. Emphasize to them that every material has to be handled properly according to their property. Assign each group to tackle a specific property of material that requires proper handling, for example, flammable, sharp and pointed, and poisonous materials.
Proper Disposal of Waste Materials
21. Let the students watch a short documentary clip about the environment. You may use the documentary entitled ”Signos: Banta ng Nagbabagong Klima.” After watching, ask them the following questions:
• What is the documentary about?
• What is happening with our environment right now?
• What do you think causes the deterioration of our environment?
• What should we do to solve this problem?
Lead the students in realizing that a huge part of the environmental problems people face today is caused by improper waste disposal.
22. Instruct the students to make a collage using cartolina, old magazines, glue, and scissors. Tell them to put pictures of different waste products that people usually dispose of every day. They have to group the materials based on where they are usually found. Ask the students to show their output in front of the class and then post them in an area in the classroom.
23. Introduce the terms biodegradable and nonbiodegradable. Show them a list of common waste materials. Let the students classify the wastes into biodegradable or nonbiodegradable. Instruct them to make a Venn diagram to show the similarities and differences between the two types of waste products.
24. Introduce to the students the 3Rs of solid waste management: reduce, reuse, and recycle. Through quinto talk, encourage them to discuss possible ways to minimize the disposal of nonbiodegradable materials. Let them read the text on pages 20 to 27 of the worktext.
25. Instruct the students to create a useful material out of nonbiodegradable materials that are already considered as waste. You may ask them to create a pen holder out of a tin can or home decorations using plastic bottles, dried leaves, and plastic container.
26. Ask the students to collect biodegradable materials and boxes or plastic containers. Also, instruct them to prepare soil. Explain to them that the materials they will prepare will be used for making compost. Have them refer to pages 21 to 23 of the worktext for the steps in making the compost. Instruct them to observe their containers with biodegradable materials for two weeks and share to the class the result of their activity.
27. Instruct the students to perform Examine activity 2 on pages 33 and 34 of the worktext. Guide them in doing the activity. Discuss their observation and answers to the guide questions.
28. Browse the website http://makemegenius.com for instructional materials that can be used for teaching the topics.
Handling Different Materials
17. Do the next activity using Team Game Tournament where each member of a group competes against the members of the other groups. The scores are then combined with those of their group mates to obtain the total team score. One by one, show the students flash cards with pictures of different materials. Let one member from each group identify the special property of each material shown. Each correct answer earns a point. The group that gets the highest score at the end of the activity is declared the winner.
18. Show the students the different signs/symbols that can be found on the labels of different materials. Let them identify the different signs/symbols that they are familiar with. Ask them the following questions:
• Where do we usually see these signs?
• What do these signs/symbols mean?
• Why do we have to be aware of these signs?
Tell them to look at the symbols and their corresponding descriptions on page 18 of the worktext to check their answers. Then ask them to read the text on pages 17 to 19. Discuss the proper ways of handling materials.
19. Instruct the students to do a group investigation. Put empty containers of flammable, poisonous, and expired materials on the table in front of the class. Include also some breakable materials. Allow the students to examine the materials carefully. Make sure that the students do not play with the materials shown. Let them answer the following questions:
• Why do we need to keep these materials in a safe place?
• What will happen if these materials are not properly handled?
• What are the ways to keep these materials safe?
Let the students discuss their answers with their group mates, and then ask one representative from each group to share their answers to the class.
20. Have the students demonstrate the proper ways of handling materials through a short skit. Emphasize to them that every material has to be handled properly according to their property. Assign each group to tackle a specific property of material that requires proper handling, for example, flammable, sharp and pointed, and poisonous materials.
Proper Disposal of Waste Materials
21. Let the students watch a short documentary clip about the environment. You may use the documentary entitled ”Signos: Banta ng Nagbabagong Klima.” After watching, ask them the following questions:
• What is the documentary about?
• What is happening with our environment right now?
• What do you think causes the deterioration of our environment?
• What should we do to solve this problem?
Lead the students in realizing that a huge part of the environmental problems people face today is caused by improper waste disposal.
22. Instruct the students to make a collage using cartolina, old magazines, glue, and scissors. Tell them to put pictures of different waste products that people usually dispose of every day. They have to group the materials based on where they are usually found. Ask the students to show their output in front of the class and then post them in an area in the classroom.
23. Introduce the terms biodegradable and nonbiodegradable. Show them a list of common waste materials. Let the students classify the wastes into biodegradable or nonbiodegradable. Instruct them to make a Venn diagram to show the similarities and differences between the two types of waste products.
24. Introduce to the students the 3Rs of solid waste management: reduce, reuse, and recycle. Through quinto talk, encourage them to discuss possible ways to minimize the disposal of nonbiodegradable materials. Let them read the text on pages 20 to 27 of the worktext.
25. Instruct the students to create a useful material out of nonbiodegradable materials that are already considered as waste. You may ask them to create a pen holder out of a tin can or home decorations using plastic bottles, dried leaves, and plastic container.
26. Ask the students to collect biodegradable materials and boxes or plastic containers. Also, instruct them to prepare soil. Explain to them that the materials they will prepare will be used for making compost. Have them refer to pages 21 to 23 of the worktext for the steps in making the compost. Instruct them to observe their containers with biodegradable materials for two weeks and share to the class the result of their activity.
27. Instruct the students to perform Examine activity 2 on pages 33 and 34 of the worktext. Guide them in doing the activity. Discuss their observation and answers to the guide questions.
28. Browse the website http://makemegenius.com for instructional materials that can be used for teaching the topics.
Generalization and Assessment
1. Write the essential questions on pieces of paper. Roam around and randomly choose a student to draw a piece of paper from the box and let her/him answer the question quickly.
2. Integrate in the discussion the value of saving and conserving the natural resources. Let each student make a covenant in preserving the environment.
3. Have the students answer the exercises in Sharpen Your Skills on pages 27 to 29 of the worktext.
4. Post the words in Use These Words on page 34 of the worktext on the board. Through drawing of lots, call on a student and let him/her choose a word from the board. Ask him/her to tell something about the word he/she chose.
5. Using the concept map in Wrap Up on page 35 of the worktext, let the students write one or two paragraphs about the concepts that they learned from the discussion.
6. Have the students do the Journal Writing activity under Link Up with Science on page 30 of the worktext. Encourage them to share to the class what they have written.
2. Integrate in the discussion the value of saving and conserving the natural resources. Let each student make a covenant in preserving the environment.
3. Have the students answer the exercises in Sharpen Your Skills on pages 27 to 29 of the worktext.
4. Post the words in Use These Words on page 34 of the worktext on the board. Through drawing of lots, call on a student and let him/her choose a word from the board. Ask him/her to tell something about the word he/she chose.
5. Using the concept map in Wrap Up on page 35 of the worktext, let the students write one or two paragraphs about the concepts that they learned from the discussion.
6. Have the students do the Journal Writing activity under Link Up with Science on page 30 of the worktext. Encourage them to share to the class what they have written.
Performance Task
1. Discuss to the students how they should go about the performance task on page 30 of the worktext.
2. Evaluate the performance task according to content (4 points), clarity (2 points), time management (2 points), and creativity (2 points).
2. Evaluate the performance task according to content (4 points), clarity (2 points), time management (2 points), and creativity (2 points).
Answer Key
Sharpen Your Skills (pages 27–29)
A.
B.
1. Corrosive materials must be kept out of reach of children.
2. Flammable materials should be kept away from children and sources of fire.
3. Take medicines with doctor’s prescription; always check the expiration date.
4. Check the expiration date when purchasing food; never consume expired canned goods.
5. Poisonous substances must be kept away from the reach of children.
C.
1. biodegradable – Use in composting. Throw in a bin for biodegradable materials.
2. biodegradable – Sell to junk shops that bring biodegradable materials to recycling facilities. Recycle into containers like pen holder or bag.
3. biodegradable – Dispose of in a compost. Put in a bin for biodegradable materials.
4. biodegradable – Dispose of in a compost. Put in a bin for biodegradable materials.
5. nonbiodegradable – Dispose of properly in a bin for nonbiodegradable materials.
6. nonbiodegradable – Sell to junk shops or throw them in a bin for nonbiodegradable materials.
7. biodegradable – Dispose of in a compost. Put in a bin for biodegradable materials. Give as food for some farm animals.
8. nonbiodegradable – Sell to junk shops that bring nonbiodegradable materials to recycling facilities. Recycle into plant pots or other containers.
9. nonbiodegradable – Dispose of properly in a bin for nonbiodegradable materials.
10. biodegradable – Dispose of in a compost.
1. Corrosive materials must be kept out of reach of children.
2. Flammable materials should be kept away from children and sources of fire.
3. Take medicines with doctor’s prescription; always check the expiration date.
4. Check the expiration date when purchasing food; never consume expired canned goods.
5. Poisonous substances must be kept away from the reach of children.
C.
1. biodegradable – Use in composting. Throw in a bin for biodegradable materials.
2. biodegradable – Sell to junk shops that bring biodegradable materials to recycling facilities. Recycle into containers like pen holder or bag.
3. biodegradable – Dispose of in a compost. Put in a bin for biodegradable materials.
4. biodegradable – Dispose of in a compost. Put in a bin for biodegradable materials.
5. nonbiodegradable – Dispose of properly in a bin for nonbiodegradable materials.
6. nonbiodegradable – Sell to junk shops or throw them in a bin for nonbiodegradable materials.
7. biodegradable – Dispose of in a compost. Put in a bin for biodegradable materials. Give as food for some farm animals.
8. nonbiodegradable – Sell to junk shops that bring nonbiodegradable materials to recycling facilities. Recycle into plant pots or other containers.
9. nonbiodegradable – Dispose of properly in a bin for nonbiodegradable materials.
10. biodegradable – Dispose of in a compost.
Examine (pages 31–34)
Activity 1
1. The objects demonstrated different special properties like porosity, flexibility, elasticity, solubility, and buoyancy. These properties were shown by the materials when we wiped the water with the piece of cloth (porosity), bent the paper clip (flexibility), stretched the rubber band (elasticity), dissolved the powdered juice in water (solubility), and placed the cork in water (buoyancy).
2. I determined the biodegradable materials by examining the material of which the object is made.
Conclusion
I learned that matter has special properties that make them different from one another.
2. I determined the biodegradable materials by examining the material of which the object is made.
Conclusion
I learned that matter has special properties that make them different from one another.
Activity 2
1. Answers may vary depending on the pictures that the students will show. Check if the materials they showed correspond to the properties they provide for that material.
2. Biodegradable materials are materials that decay easily.
Conclusion
I learned that materials can be grouped into biodegradable and nonbiodegradable. It is necessary that we know how to group the trash that we throw.
2. Biodegradable materials are materials that decay easily.
Conclusion
I learned that materials can be grouped into biodegradable and nonbiodegradable. It is necessary that we know how to group the trash that we throw.