Unit 1:

Teaching Science in Elementary Grades: An Overview

Introduction

Our life is anchored in Science. By the time we are born in this world, we interact with science.
In schools, science in the early years (K to 12) is incorporated in other subject areas to develop
Healthy Habits, Curiosity about Self and Environment, Use of Basic Process Skills and Develop
Basic Scientific Knowledge or Concepts. In the upper grade levels from Grade 3 to grade 6,
Science as a learning are include essentials skills in Scientific Inquiry to include Designing
Simple Investigations, Using Appropriate Procedure and Tools to gather evidence, observe
patterns, determine relationship and draw conclusion and communicate ideas. Further, to develop
essential skills for scientific inquiry, the learners will apply content and skills to maintain good
health, ensure protection of the environment and practice safety measures.

Your role as future science teachers will revolve around these key standards for Science in the
Elementary Grades. You should be prepared to motivate, inspire and guide learners in the
wonderful world of science.

This is a preliminary module that informs all the elementary grade teachers, What to Teach,
How to Teach and Why Teach Science in the Elementary level.

Module 1 and all other succeeding Modules are basically anchored on the K to 12 Curricula of
the Department of Education.
 Topic 1: The Science Framework in the K to 12

Learning Objectives

After successful completion of this module, the students must have

 Described the science framework in the K to 12.
 Discussed the framework relative to each grade level.

Activating Learning

What do you expect to teach in science? What first come to your mind when you are to teach
science? In K to 12 enhanced curricula, what is the national framework for Science in all levels?

Have you ever across an acronym in Science which is STL? It means, Science and Technology
Literacy. It includes the ability to apply scientific and technologic concepts, use the process skills
and embrace science, attitudes and values in life.

This lesson will engage you to all these as the Science Framework from Kindergarten to Grade 6
and beyond.

Presentation of Contents

The Science Framework in the K to 12

Science as a whole, as provided by the national framework of the DepEd responds to the 21 st
Century Literacy which is the Science and Technological Literacy. It involves three important
components.
1. Understanding and Applying Scientific Knowledge
2. Developing and Demonstrating Scientific Attitude and Values
3. Performing Scientific Inquiry Skills
Based on these phases, all science learners who aim to be scientifically and technologically
literate should be:
 Critical and Creative Problem Solver
 Responsible steward of nature
 Informed decision maker, and
 Effective communicator

As a future teacher, you should bear in mind, that you will be assisting or guiding your learners
to acquire these scientific and technological skills.

How are these skills developed? Based on the framework, the foundations of scientific and
technological literacy are characterized by the following models, approaches and practices which
are fully anchored on several learning theories:
1. Multidisciplinary-Interdisciplinary Approach – Interrelationships and interaction of
different disciplines like science and mathematics, science and social studies, science
and history and many more.
2. Science-Technology Society (STS) Approach – One way to appreciate science is to
link it with technology and how it influence people, and their ways of life.
3. Problem/Issue Based Learning – Making use of the identified problem or issues
surrounding the environment will more meaning in science.
4. Inquiry-based Approach – The basic principle of inquiry-based approach the learners’
take ownership of a problem or a need and the desire to solve it.
5. Constructivism – constructivist teaching is based on the belief that learning occurs as
learners are involved in the process of meaning and knowledge construction. Learners
are the makers of meaning and knowledge.
6. Social Cognition Learning Model – Learning can be directed to observing others
while interacting and experiencing.
7. Learning Style Theory -The VARK model identifies Visual, Auditory,
Reading/Writing and Kinaesthetic learners who respond to different kinds of learning.
There are also many other types of learning style.
This means that to teach science for learners to learn, a future teacher like you, will use the above
theories, principle and models in teaching.
Science and Technological Literacy is the ultimate goal of science learning. Its development
starts early and formally begins in K to a completion of a degree and throughout life. A country
whose citizens are science and technologically literate would be educationally and scientifically
advanced.
To achieve this scores there are three intervening skills that need to be addressed.

Understanding and Applying Scientific Knowledge . Science literacy starts with acquisition of
knowledge (ideas, concepts, generalizations, theories). However, such knowledge should be
understood and applied. Thus, in teaching science, teachers should remember that memorization
of facts are important, however, these facts, knowledge, generalization and theories should be
understood and used in daily lives.

Performing Scientific and inquiry Skills . Other than understanding and applying science
knowledge, it is also the foundation of scientific and technological literacy to perform inquiry
skills. Scientific inquiry skills can be seen as a set of skills to be learned by the students to
include the science processes of the AAAs, the performance of the science investigations and the
cognitive outcomes the students will achieve. What students will be able to do is the performance
of inquiry and based on what the students know about inquiry. In short, scientific inquiry is a
systematic approach used by scientific in order to answer the mind boggling questions.
Developing and Demonstrating Scientific Attitudes and Values . The development and
demonstration of scientific attitudes and values is a very important component of scientific
literacy. What are scientific attitudes and values?
All the explanations will be further elaborated in the next section.
Further Elaboration of the Framework
A. The Components of the Scientific and Technological Literacy

 Understanding and Applying Scientific Knowledge

To understand better scientific knowledge, it is best to understand first what

science is. Science consist of two things: a body of knowledge and the process by
which the knowledge is produced. More often, science is defined only as a body
of knowledge. However, science processes is the other components that describes
the way of thinking and knowing about the world. Scientific knowledge is not
absolute or certain. Knowledge, including facts, theories, and laws, is all tentative
and subject to change due to new evidence brought about by advances in theory
and technology. Science knowledge is also socially and culturally embedded.

 Developing and Demonstrating Scientific Attitude and Values

What is scientific attitude? It can be defined as way of viewing things, a curiosity

to know how and why things happen with an open mind on govern facts. It is
a way of thin king, feeling, acting, and a disposition towards science. Attitude
can be positive or negative.

Science attitude is oftentimes attributed to characteristics of scientist, but learners can also
develop scientific attitudes. Here are some of the scientific attitudes.
1. A scientist must be curious about the world. (CURIOSITY)
2. A scientist admits failures and recognize that there are better ideas. (HUMILITY)
3. A scientist listen and respects ideas of others. (OPEN-MINDEDNESS)
4. A scientist is intellectually honest. (INTELLECTUAL HONEST)
5. A scientist works hard and is persistent. (PERSEVERANCE)
6. A scientist does not jump to conclusions. (SKEPTICISM)
7. A scientist is creative and critical thinker (CREATIVE AND INNOVATIVE)
8. A scientist uses reason or logical thinking before giving answers (RATIONAL)
9. A scientist is willing to suspend judgement until he is sure of his results. (OBJECTIVELY)
10. A scientist tries new approaches to arrive at solutions. (INNOVATIVE)
 Performing Scientific and Inquiry Skills

A science oriented mind is a questioning mind. To inquire is to ask a series of questions and find
answers to the questions asked. The series of questioning and finding answers to the questions
refers to science inquiry.
Students’ abilities that are needed to enable them to be science inquirer presented for K to 4 and
G 5 to 8 learners. These are found in the matrix below:
Kindergarten to Grade 4 Learners Grade 5 to Grade 8 Learners
Ask questions about objects, organism Identify questions that can be
and events in the environment. answered through scientific
investigations.
Plan and conduct a simple Design and conduct simple
investigation. and scientific investigations
Employ simple equipment and tools to Use appropriate tools and
gather data and extend the senses. techniques to gather, analyze
and interpret data.
Use data to construct reasonable Develop descriptions,
explanation. explanations, predictions and
models using evidence.
Communicate investigations and Think critically and logically
explanations. to make the relationship
between the evidence and
explanations.

B. Approaches, Models and Practices Used in the Framework

Based on the framework, there are dominant approaches, models and practices that can be
utilized in teaching and learning science in the elementary grades. Being a future science teacher,
you must be able to understand the processes or the pedagogy of each.

1. Multidisciplinary – Interdisciplinary Approach is the use of two or more subject areas in

one lesson or activity. For example Science and History can go together when the topic is about
discoveries and inventions.

2. Science - Technology Society (STS) Approach is an interdisciplinary field that examines

how science and technology shape societies, culture and environments and how social, cultural
and environmental factors that shape the development of science and technology.
3. Problem/Issue Based Learning. Problem Based Learning (PBL) is a method of and
teaching which allows students to focus on how and what they will learn. An unfamiliar
problem, situation or task is are presented to the students and students are encourage to
determined for themselves how they will go about solving the problem. This usually occurs
through small group work and allows students to utilize their prior knowledge in the topic area
and identify the gaps in their knowledge as they attempt to solve the problem. PBL is a student –
centered approach to learning that encourages students to be self – directed, interdependent and
independent as they attempt to solve the set problem.

4. Inquiry – Based Approach is anchored on the idea of seeking for truth, information or
knowledge. Memorizing facts and information is not as useful as asking questions that will lead
to the understanding of such data and information. It is not looking for the right answer but
seeking the appropriate solution. No one can learn everything, but everyone can learn the skills
of an inquiring attitudes. Skills and ability and habits of the mind to continue learning through
inquiry – based approach teaching – learning.

5. Constructivism is a theory that explains about how people learn by constructing their own
understanding and knowledge of the world throughout prior experiences and reflecting on those
experiences. When something new is learned, this has to be compared with the previous
experiences, perhaps discarding the old if the new information is relevant. Thus in
constructivism, there is a continuous asking of questions, exploration and assessment. In the
teaching-learning it means encouraging to use active learning as experimenting and real world
problem solving to create more knowledge. Discussing about what the student are doing
themselves, will allow them to realize that their understanding may also be changing, thus
constructing their own knowledge.

6. Social Cognition Learning Model has been introduced by Lev Vygotsky where he asserts
that culture is the primary factor of individual development. First through culture, children
acquire much of the content of their thinking which is their knowledge and second, the
surrounding culture provides the learners the means or process of thinking. In short in social
cognition learning model, culture teaches the learners both what to think and how to think. Thus,
since children learn much through interactions, lessons should be designed to emphasize
interaction between learners and learning ask. Further appropriate adult help or scaffolding is
needed for independent problem solvers.

7. Learning Style Theory. “All learners are created equally but learn differently.’’ This is the
premise of the learning style theory. That each individual has a preference on how they learn.
Individual learning style depends on cognitive, emotional, environmental factors and one’s
previous knowledge. Individualized teaching and learning or differentiated instructions are
likewise anchored on learning styles of the learners. The most accepted understanding of the
learning style fall into three categories: Visual, Auditory (Oral- Aural) and Tactile or
Kinesthetic.
 Visual learners prefer to use images, maps and graphic organizers to access and
understand new information.
 Auditory (Oral- Aural) learners best understand new concept through speaking and
listening. Mnemonic devices, use o repletion, music, discussion, lectures are some of the
strategies learners prefer.
 Kinesthetic (Tactile) learners prefer to touch, move o manipulate. They learn best through hands
on activities.

B. Characters of a Scientific and Technologically Literate Person

If the learners are able to model, theories, and practices that are imbibed based the framework,
how then should every learners be characterized? It is expected that science teacher should be
able to develop learners who have characteristics exemplified below. Read for further
explanations.

 Critical and Creative Problem Solver. Learners have developed skill that enable them to
analyse and find solutions to any perplexing questions of problems. They have other
ways of solving problems.
 Responsible steward of nature. Learners, demonstrate concern in keeping the
environment sae for themselves and for everybody. They become citizens who take
responsibility of their action in protecting and preserving the environment.
 Innovative and Inventive thinker. Science as discipline will enable learners to create and
innovate something simple for humanity. They will become scientists and inventors of
the future.
 Informed decision maker. As the science learners are growing up, they should be able to
develop the ability to make informed decision. Most especially if they become
independent learners.
 Effective communicator. Science literacy also develops the ability of the learners to
convey correct massage to others, whether written or oral, from their fund of knowledge,
results of inquiry, investigation and many more. There is a need for science learners to
share their findings.

Monitoring and Assessment

All throughout the process of science teaching and learning, and based on the framework, there
is a continuous monitoring and assessment of learning. These are very important elements that
need to be addressed in all educational endeavour including science and learning.

Application

B. Self-Check. Choose the correct answer from the options given.

1. In the basic components of the framework, all imply that science involves action or doing.
Which is not emphasized in the learning of science?
A. Memorizing facts, concepts, principles and theories.
B. Understanding and Applying scientific Knowledge.
C. Developing and Demonstrating Scientific Attitude and Values
D. Performing Scientific Inquiry Skills.
2. As future science teacher, what is the ultimate goal of science in the framework that each
learner should achieve?
A. 21st Century Literacy
B. Science and Technology Literacy
C. Science, Technology and Society
D. Develop innovators and inventors

3. Science as a subject in the elementary grades should stand alone. This statement is
A. Supportive of the approaches in science teaching
B. Contrary to science as multi-disciplinary and integrated
C. Advocated in the theories that support science learning
D. Acceptable based on the science framework
4. There is no single way of learning science, hence there is no angle method that would fit every
learner. This belief supports the theory of
A. Constructivism C. Learning Style
B. Social Cognition D. Hands-On, Minds On
5. Creative, critical thinker, innovative, informed decision maker. These are the characteristics of
A. Pure and applied scientist C. Digital natives
B. Science and Technology Literates D. None of the A, B, C
 Feedback

I bet you are clarified about the Science Framework for K to 12. As framework, it sets the
parameters upon which a solid ground for science in the elementary level is anchored. Now let us
check what you have learned.
A. Let’s find out!
Answer the following questions based on Lesson 1.
1. What are the most important knowledge, skill and valued that learned?
2. What else do I need to learn to understand the Science Framework for K to 12?
3. As a future teacher, what will I do with what I know?

Topic 2: Contents of Elementary Science in a Spiral Progression

Learning Objectives

At the end of the topic, the learners shall be able to:

 Determine the contents of elementary science
 Illustrate the spiraling of topics from grade 3 to 6.

Activating Learning

Is Science easy or difficult to teach? What areas in Science should I study in order to teach well,
Will the topics on living things be taught only in grade 4 and 5? What about force and motion?

Presentation of Contents
Science in a spiral curriculum design is one in which “key concepts are presented repeatedly
throughout the curriculum but with deepening layers of complexity.” The learner tries to spiral
upwards learning as the new knowledge is introduced as well as the new process skills are
developed. This will increase the breadth and the depth of knowledge achieved. This is the
curriculum design for science in the basic education to start with the Grade 3 to Grade 6.

The content of Science in the K to 12 Curriculum is made up of the four major field or
disciplines.

A. Chemistry ( Matter: Diversity of Materials, Properties and Structures, Changes and

Interactions.
B. Biology (Living Things and Their Environment)
C. Physics (Force, Motion and Energy); and
D. Earth and Space (Surroundings and Land, Water and Air, Weather, Climate and Solar
System)

The subject area contents are not labelled by the major science discipline, instead these are
given titles that are understandable by the learners from Grade 3 to Grade 6 and even up to
Grade 10.

 Diversity of Materials  Properties

 Properties and  Structure and
structure Function
 Changes  Processed
 Interaction  Interactions

Matter Living things

and their
Environment
 Earth and Space Force and Motion

 Surroundings: Land,  Movement

Water, Air  Effects of Force
 Weather and Climate  Form of Energy
 Solar System  Transformation
The four quadrant
represent
the total coverage of Science in the elementary level. As
noted. There is a continuous flow of topics in every quadrant. This implies integration,
interdisciplinarity and Multidisciplinarity of Science.

For every grade level, there are four science areas to be covered. Each area is taken up in every
quarter since there are four quarters in every school year level.

Grade 3 Grade 4 Grade 5 Grade 6

Quarter 1 Matter Matter Matter Matter
Quarter 2 Living Things Living Things Living Things Living Things
Quarter 3 Force, Motion, Force, Motion, Force, Motion, Force, Motion,
Energy Energy Energy Energy
Quarter 4 Earth & Space Earth & Space Earth & Space Earth & Space

Although science as a subject starts in Grade 3, yet the components of science such as content
and processes, inquiry and science attitudes are also taken up starting in kindergarten, Grade 1
and Grade 2. These are incorporated in specific areas of learning as Social Studies, Mother
Tongue Multi-Lingual Education (MTBMLE) or in communication Arts. This is one of the
characteristics of the K to 12 Curricula in the Philippines basic Education where formal Science
Subject begins in Grade 3.

Thus starting in Grade three up to Grade 6 in the elementary level, future teachers should learn
how to teach the science as subject and not merely to embed science in other subjects.

Let us look at the two major topics in science which will be discussed in Book 1. The remaining
two topics Physics and Earth Science will be included in Book 2.

The Science Curriculum Guide of the Department of Education begins with the Topic on
Chemistry: Matter. How is the big concept of Matter presented in the curriculum in its spiral
progression. Find out in this section.

Let us have a closer look at each Major area and how each increases in complexity as learning
moves from level to a higher level.

Major Area: Chemistry

Description in the Elementary Curriculum: Matter
The chart below shows the different topics that are taken in progression in Chemistry from one
lower grade level to another higher grade level. All the topics are anchored on one bigger topic
as Properties and Structure.

Grade 3 Properties and Structure of Matter

 Characteristics of solids, liquids, and gases
Matter  Changes in Solids, Liquids and Gases
Grade 4 Properties and Structure of Matter
 Properties used to group and store materials (ability to
Matter absorb water; float or sink; decaying or non-decaying)
regrouping materials: recycle, reduce, reuse, recover,
repair.
Changes that materials undergo.
 Changes that are useful
 Changes that are harmful.
Grade 5 Properties and Structure of Matter
 Properties used to minimize waste.
 Importance of reading product label
Matter Changes that matter undergoes.
 Evidence of change.
 Appropriate ways of strong materials
Grade 6 Properties and Structure of Matter
 Mixture and their Characteristics
- Heterogeneous mixture: solution, and suspensions
Matter - Colloids
Separating mixture

Major Area: Living Things and Their Environment

The next major topic is Biology which is described as Living Things and Their Environment. Let
us see the different topics and how these progress in the different grade level

Grade 3 Characteristic of Living Things

Parts and Function of Living Things
Living Things  Humans
and their  Animals
Environment  Plants
Traits Passed on From Parents
 Humans
 Animals
 Plants
Interactions of Living Things with the Environment
 Basic needs
 Feeding relationships
Grade 4 Parts and Function
 Humans
Living Things -Major organs of the body
and their - Caring for the major organs
Environment - Diseases that affect the major organs
 Animals
- Terrestrial plants
- Aquatic plants
Life Cycle
 Humans, Animals and Plants
Interactions
 Beneficial interactions
 Harmful interactions
Grade 5 Parts and Function
 Humans
Living Things - Stages of growth
and their - Parts of the reproductive system
Environment - Development of secondary sex characteristics
- Menstrual cycle
 Animals
- Parts of the reproductive system of
representative groups of animals and their
functions
- Differences in the modes of reproduction:
external fertilization, internal fertilization.
 Birds (ducks)
 Fishes (tilapia)
 Toads/Frogs
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
 Plants
- Flowering plants (rice/corn, pechay, mongo)
- Non-flowering plants ( conebearing, ferns,
liverworts)
- Protecting habitats of plants
Interactions among Living Things

Grade 6 Parts and Function

 Human Body System
Living Things - Musculoskeletal
and their - Digestive system
Environment - Respiratory System
- Circulatory System
- Nervous System
  Animals
- Characteristic of Vertebrates and
invertebrates
- Economic importance of vertebrates and
invertebrates in the community
- Rare animals in the community
- Protecting and caring for animals
 Plants
- Parts of spore-bearing plants
- Life cycles of ferns and mosses
- Vegetative plant propagation
 Interactions
- Physical condition of tropical rainforest,
coral reefs and mangrove swamps
- Plants and animals living in this ecosystems
- Feeding relationships in these ecosystems
- Protecting and conserving tropical forest
ecosystems
Separating mixture

After having seen the coverage of the two science components, what have you observed in the
content outline for each topic: Matter and Living Things and Their Environment? Let us
understand the framework by answering the following questions that refer to the two areas of
discipline and how they move along in progression from lower to higher grade level.

Let us make a comparison of the similarities of the two. Agree or disagree to the observations
and explain or elaborate further:

Statements about (1) Matter and

(2) Living Things in their Agree Disagree Explanation
Environment
1. In both topics, the concepts in
grade 3 are simpler then grade 4.
2. There is a consistent title of the
major topic from Grade 3 to Grade
6.
3. The area on Living Things and
Their Environment focused on
three kids of living things: Human,
Animals and Plants.
4. The Chemistry component of
Elementary Science resolve around
Matter that progressively advance
in complexity from Grade 3 Grade
 6
5. In the elementary science
framework, Chemistry which is
considered by many as difficult
subject is taught in Grade 3.
6. Elementary Science should lead
learners to scientific literacy

In summary, what do you understand of a spiral progression curriculum in science for the
elementary grades?

Application

Test your Understanding about the Science Framework from Grades 3 to Grades 6 specific to
Chemistry (Matter) and Biology (Living Things and their Environment)
1. Science in the elementary level in the K to 12 curriculum include
A. Chemistry and Biology
B. Chemistry, Biology and Physics
C. Chemistry, Biology, Physics and Earth Science
D. None of the A, B. C, D
2. As the content of science progress in a spiral, the difficulty of topics
A. decrease C. maintains
B. increase D. static
3. In order to teach science effectively in the elementary level, a teacher should do one of the
following.
A. Must have comprehensive knowledge of only one discipline of science in the
curriculum
B. Must have comprehensive knowledge of at least two discipline of science in the
curriculum
C. Must have comprehensive knowledge of the four discipline of science in the
curriculum
D. Must have comprehensive knowledge of all branches of science.
4. Spiral progression in science means that grade three pupils learn simpler content than grade
four.
A. This statement is true.
B. This statement is false.
C. This statement is partly true.
D. This statement is doubtful.
5. Which statement is TRUE about teaching science in the elementary grade level for K to 12?
 A. All elementary grades teachers should be equipped with contents and process of
science.
B. Only those who will teach science should learn the different branches of science in
college
C. Learning what to teach and not how to teach science is a universal principle.
D. None above

Topic 3: The Teaching of Science in The

Elementary Grades

Learning Objectives

At the end of the topic, the learners shall be able to:

1. Demonstrate the different skills in the process approach (AAAs) from basic to
integrated.
2. Identify the appropriate pedagogy to use for science contents in the elementary level
3. Utilize other strategies and methods in teaching science

Activating Learning

Teaching science is one of the most interesting tasks of an elementary teacher. With the science
contents that you know, how will you teach these to children in the elementary level? Science
learning should be fun and challenging. There are strategies and methods that are appropriate for
the subject matter you will teach. You will make the children have their minds on and hands on
together.
Do you think you can make your learner be excited to learn science? Let’s explore first.

Presentation of Contents
Teaching of Science in the Elementary Grades

A. The Science Process Skills

There are two important elements that are needed in learning science. The content or
body of knowledge (facts, concept, theories) and the processes of science which are the
ways of thinking and doing that scientist used to arrive at the body of knowledge.

Any science learner, even in the elementary level should develop the processes skill too.
The science processes were first introduce by the American Association for the
Advancement of Science (AAAS). With the speed of global development, the need to
enhance the original processes came into fore. Thus in addition to the Basic Science
Processes and the Integrated Science Processes, another layer above the two are
processes described as higher order thinking skill

Higher order Thinking

Skills
Critical thinking
Integrated Processes Creative thinking
Skills Problem Solving
Formulating Hypothesis (In Real life context)
Basic Processes Skills Controlling variables
Observing Defining operationally
Classifying Experimenting
Communicating Interpreting data
Measuring Formulating Models
Inferring
Predicting

Science Processes and Higher Order Thinking Skills

Basic Science Process Skills
The simpler basic process skill provides the foundation for science learning.

As future teachers, you have to see to it that these processes are enhanced as they progress in the
grade levels. They are repeatedly used as a way of thinking and doing. Mastery of these skills
will make science learning more meaningful and enjoyable.

1. Observing- it is using the sense (seeing, touching, tasting, smelling, hearing) to gather
information about the object or event. Example: Seeing the leaves as green.
 2. Classifying- grouping objects or objects into categories based on the properties or
criteria. To classify is based on what has been observed. Example: Placing Objects as to
Plants or Animals.

3. Communicating- Using words or graphic symbols to describe an action, object or

event. This process is dependent on what was observe, or classified. Communicating can
be done in either oral or written form. It is describing what has been observed in either
qualitative or quantitative ways. Examples: (1) Describing the change in height of the
plant over time as tall or short as A is short and B is tall (2) Plant A is 2 feet tall while
Plant B is 3 feet tall.

4. Measuring- using both non-standard or standard measures or estimates to describe the

dimensions of an object or event. In measurement, there are always two objects being
compared. The one being measured and the measuring device, either non-standard or
standard. Example: (1) Using a “dangaw” (non-standard to measure the side of the table.
(2) Using a Mater stick (standard) to measure the length of a piece of cloth.

5. Predicting- to state the outcomes of a future event based on a pattern of evidence, First
an observation shall be made, before one can predict. Example: (1) Predicting that the
height of the plant in two weeks time based on the graph of its growth during the
previous four weeks. (2) Predict that rise will come at a certain time of the morning after
series of observation of the time interval or pattern has been recorded.

6.Inferring- making an educated guess about an object or event based on previously

gathered data or information. Inference is also based on observation. Example: (1)
Observing that many trees have fallen, one can infer that a strong wind must have knock
these trees down. (2) Observing that there are many people lining up to buy food for
lunch in a food stall, one can infer that maybe the food taste good.

Integrated Science Process

Take note that the Basic Science Processes are Fundamental. These basic science skills need to
be mastered ahead of the integrated science processes.

1. Formulating hypothesis – stating the expected outcome of an experiment. It is an

intelligent guess of what will happened in an experiment. To state a hypothesis, it usually
begins with the If and continues with Then. Example:
(1) If the soil is fertilized, then mongo seeds will grow with leaves greener.
(2) If the water is salty, then the paper boat will not float.

2. Controlling variables – being able to identify variables that can effect an experimental
outcomes, keeping most constant while manipulating only the independent variables.
Variables are conditions, factors or elements that are varied that may influence or affect
the experiment. Hence, all the conditions shall be controlled or made the same, except the
one being tested Example: (1) To test whether the organic matter or soil will affect the
growth of plants, then two other variables should be made the same or controlled. These
 are amount of water and the amount of sunlight. While the two are controlled, the kind of
soil shall be made different. This variable is called manipulated or experimental variable.
(2) If you want to find out if the weight of a steel ball affects its speed when rolled on a
plane surface, the variable that will be controlled will be the distance, the kind of surface
and the force of the push to move the steel ball. The manipulated variable will be the
difference in the weight of the balls.

3. Defining operationally – making a definition that is specifically applicable to the

activity or how it shall be done. It is a description of what will happen or how it will
affect the operation. It is not a definition that is stated in dictionaries or as a result of a
previous experiments. Sometimes it describes what an object can do or what could be
done to the object. Example: An operational definition of a pencil is something that can
write. So anything that can write, will be operationally defined as a pencil. (2) Solids can
be defined operationally as anything that has mass, form and can be held by the hand.

4. Experimenting – Having learned the basic science skills, how to formulate hypothesis
and control variables, the experimental/manipulated variable will be tested. The variables
are operationally defined and an experimental design is made. It is in experimenting
where the hypothesis is proven to be true or not, thus a conclusion is arrived at.

5. Interpreting data – A data is an information derived from the results of the experiment.
Most often it is in term of quantities or members. To give meaning to the data, a correct
interpretation shall be made. Accurate recording data is very important before an
interpretation is made. Data may be in nominal, ordinal or ratio. It can be converted to
sum, percentages, means, and many more. On the other hand, a quantitative data can be
described qualitatively as high, low, or more or less, effective or nor effective.

6. Formulating models – With the use of the different processes of science, a model can
be made. Models are either mental or physical model of processes or events. For
example, a model of the processes of evaporation and condensation are interrelated in the
water cycle. Formulating models will develop creativity and innovation. It will enhance
higher order thinking skills too.

Inquiry- Based Science

There are many strategies in the use of inquiry-based science. Below are some example. Inquiry-
based science involves learners to do science when given the opportunities to explore possible
solutions, make explanations for the phenomena under study, elaborate explanation on the
concepts and processes and make assessment of how these are understood based on available
evidences.

Here are some strategies that are influenced by inquiry-based science.

 5 E s Model in Science Teaching

 E- engage – the hook, Motivation, Trigger question
 E- explore – science activities of learners as guided by teacher
  E- explain – Learners provide explanation of what they have done
 E- elaborate – Further explanation is made
 E- evaluate – Feedback or assessment plus reflection
 Q-M-S Strategy
 Q – question of problem
 M – means or how the plan will be carried out
 S – Solution
 3E-P Exciting Examples of Everyday Phenomena
 4As in Science Teaching
 ASK question
 Conduct ACTIVITY
 ANALYZE the Data
 APPLY the science concepts in similar/ related situations
 Use of Discrepant Event (POE-E)
 Prediction- What do you think will happen?
 Observe- What did you observe
 Explore – Find solution to the problem
 Explain – Describe what you think happened in words and pictures

Which of the approaches mentioned above are you familiar with? Which one would you like to
try?

Science teaching can be approached in many ways. In fact everything we do everyday has
science in it. Hence, it would be very easy to make learners love science because it is part of our
lives. From the time one wakes up to the time one goes back to sleep, science is influencing 24/7
of our daily life. Science, technology and society are all connected to each other.

To teach effectively science in the elementary grades, it begins with the fundamental process of
Observing. Making observation as a habit provides more meaning to what one see, hear, feel,
touch, taste and smell. As science progresses with time, the processes of science become more
complicated such that learning and loving science require higher order thinking skills.

Teaching science should be fun filled! The different approaches presented are an array of
strategies which you can try out as you learn how to teach children to love and learn.

The choice of the approached would greatly depend on the type of the learners (learner centered )
the subject matter or content (what to teach) the resources available, and your skill in facilitating
the lesson.

You will see varied approaches utilized in this succeeding parts of this material. Lesson
examples are presented in various ways, so that when you go though each one of them, you will
reflect on the processes of science teaching and how these are related to inquiry-bases science.
More elaboration will be found in the specific lessons in Chemistry and Biology which are
included in this instructional material.
 Application

Let us check what you have learned from this lesson. Answer each item with either YES or NO.
Mark X on the space provided that corresponds to your chosen answer. If you answer is Yes,
explain, why yes. If NO, justify your answer. Write in the space provided after the table.

Start here:
1. In teaching science, it is appropriate to make learners master and practice the basic science
processes first? Yes ____________, No ______________ why?
_________________________________________________________

2. Does teaching the basic science processes require sophisticated laboratory equipment? Yes
_____________No ____________ why?
_______________________________________________________________

3. Are all science activities called experimenting? Yes ___________ No ___________ why?
_____________________________________________

4. Will teaching science in the elementary grades provide a good foundation for learning science
in the higher grade level? Yes ________________ No ____________Why?
____________________________________________

5. Is there only one method of teaching science? Yes____________ No ___________Why?

______________________________________________

6. Are higher order thinking skills developed if one teaches the integrated science skills? Yes
_____________ No _____________why?
______________________________________________________________

7. Does inquiry-based science approach include always, asking question? Yes ______ No
___________________why?
_______________________________________________________________

8. Does science learning in the lower grade also lead to discovery? Yes ______ No______ why?
________________________________________
9. Will learning the content and the processes of science make you prepared teachers in the
future? Yes _____________ No _______________ Why?
_______________________________________________________________

10. Do you like to teach learners elementary science? Yes ____________ No ______Why?
______________________________________________________________________________
____________________________________

Topic 3: Solid, Liquid and Gas

Learning Objectives

After successful completion of this module, the students must have

1. Described characteristics of different objects based on the shape and the space they
occupy; and

2. Classified objects and materials as solid, liquid and gas according to some observable
characteristics.

Activating Learning

Look closely the picture below and read the information. Do you think science learners will be
able to predict the answer to the question 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?

Presentation of Contents

Activity 1: 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.

Classificatio Materials Reason for grouping

n of Matter together
Oxygen bottled milk bag cotton

Block of wood air sweat oil

 Solid

Liquid

Gas

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. 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, jewelleries, and many others.

Solid 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 other are soft
like sponge. Hardness is the ability of solids to resist breaking and scraping.

Other solids have distinctive properties like metals, jewelleries such as ring, bracelet 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, aluminium and steel. Copper is the metal used for electrical wiring. It can
also be 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 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.

 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 vapour, 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 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 group as solid, it has a definite shape and volume. The Volume or size of
an object or materials 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 a definite volume but follows the shape of its
container. The colored water in activity 1 was transferred from one container to another.
The volume of water or its amount or size remaining the same in the process of pouring
from container to another. However, the waters 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 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.

You will further understand about the states of matter, by doing these two activities:

1. Make a list of objects or materials that you can see at home and in your environment.

From the list, identify 10 solids, 10 liquid, 10 gases and 10 objects which you are in doubt of its
classification. You may follow the table format below.

10 solid objects 10 liquid objects 10 gas objects 10 unclassified

objects

Reason for Reason for Reason for Reason for not

grouping grouping grouping including in the
solid, liquid, gas
 Application

 For Pre-service Teacher

Answer the questions below.

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 the Learners

Part A. Choose the letter of the correct answer.

1. Which is true about solids?

A. Solids can’t be seen.
B. Solids occupy space
C. Solids do not have a definite shape
D. Solids follow the volume of its container.

2. Which among the given statement is NOT correct?

A. Solids have different colors
B. Gases cannot be compress
C. Solids, liquids, and gases occupy space
D. Liquids take the shape of their containers

Part B. Complete the information needed in each box.

 Materials/objects Mass Shape Volume State of
matter

definite indefinite definite liquid

Ex. Cough syrup

Cow milk

Inflated tire

Sugar Crystals

Inflated Balloon

Feedback

As a future teacher, what insight have you learned from lesson 1? You may include science
processes that your future learners may need.
 Topic 4: Grouping Materials Based on Properties

Activities in this module are designed to help students understand that materials can be
grouped according to different properties. The materials that we see around us exist in different
forms; characteristics, properties such as size, shape, color, odor, texture, and others.
In the succeeding activities, you will do inquiry-based investigations to help you describe
and classify materials based on their properties when exposed to certain condition. You will also
do activities that will help you evaluate whether materials are useful or harmful to one’s
environment. The activities you will do will help you develop different science skills such as
investigating/experimenting, observing, describing, hypothesizing, tabulating or organizing data,
analyzing, interpreting, explaining, generalizing, synthesizing and communicating results.

Learning Objectives

 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;

Activating Learning

Imagine a world where there is NO 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 non-living things around us and
in us are made up of matter. Matter is classified in many ways according to their properties.
 Before you proceed, 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?

Source:https://www.pna.gov.ph/photos/36803
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?
 Presentation of Contents

There are two activities in this lesson. Let us do the following activity by group:
Activity 1: Classifying materials (floats 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. What happens to the object when dropped into the pail. Predict whether it will float or sink
and 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:
Actual result (check appropriate
Box)
Object prediction 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:

1. How many of your predictions were correct? Did your predictions get better, worse, or
stay the same?
2. Look at the pile of objects that sank. Describe them. Do they have anything in common
with one another?
3. Look at the pile of objects that floated. Describe them. Do they have anything in common
with one another?
4. Compare your results to one or two of your friends. Did everybody get the same results?
If any of the results were different, ask students to replicate their trial.
5. Give 10 more materials found in your home that float and 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 problem 1.
2. Place all 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. Compare your results to one or two of your friends. Did everybody get the same results? (If
any of the results were different, ask students to replicate their trial).
5. 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?
A. Summary table for the results of the activity,
Actual (check
result appropriate
Box)
Object Prediction float sink
Cotton balls
Facial towel
Aluminum foil
Plastic cup
Red bean seed (any seed)
Cork cover of bottle
Rubber slipper (just a portion)
Drinking water
bottle cap
b. 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)
Activity 2: Products of decay and effects on our health
Activity 2.1: Materials that decay
This is an outdoor activity
Materials: Dumping site of garbage in your place (just within your locality)
Procedure:
1. Visit dumping site or 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 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 you understand more, here are some important information for future teachers.

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 enable boats and ships to float.
Meanwhile, an anchor of a boat will sink when thrown into the 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 10grams and its volume is
20 cubic centimeters. Its density therefore is 10g/20cm3 or
D= 10g/20cm3
D=.5g/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 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 pillow. 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 be kept
dry. Umbrellas and rain coats are also non-absorbent.
 o 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 the 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 fruits are 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 my cause floods and pollution. There are town or city ordinances that prohibit the use of
plastic bags to hold goods sold in stores and 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 disease carrying organisms. At home or in school, what should 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 earthworm 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 shows 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 a 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 the 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 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 release acids that can dissolve the
enamel of 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.

The following activities shall be assigned as performance tasks. Enhance your learning
by writing a 200 - word essay on the following given topics. Choose only one.

1. From garbage to food or from food to garbage!

2. Effects of improper disposal of decaying materials on health.
3. Survival during typhoons and floods
4. How will you survive flood applying the principle of buoyancy?

Rubrics

Criterion Excellent 4 Good 3 Needs Poor 1 Score

Improvement
2
Content Content is accurate Content is Content is Content is
and all required accurate but questionable. inaccurate.
information is some required Information is Information
presented in a information is not presented is not
logical order missing and/or in a logical presented in
not presented in order, making a logical
a logical order, it difficult to order,
but is still follow making it
generally easy to difficult to
follow follow.
Presentation Presentation is Presentation Presentation is Presentation
logical flows well. Tools unorganized. has no flow.
and it flows well. are used correctly Tools are not Information
Presentation used in a is
 reflects extensive relevant insufficient
use of tools in a manner.
creative way
Mechanics There are no There are few There are some There are
spelling and spelling and spelling and many
grammar errors. grammar errors. grammar error. spellings
Text is in Text is in author’s Most of text is and or
authors’ own words in grammar
words authors’ own authors’ own errors. Text
words words is copied
Total

Application

For Pre-service Teachers

A. Multiple choice: Choose the correct answer.
1. Which of the following is derived from action of decomposers?
A. .Pellets C. Humus
B. Dung of cattle D. Plastics
2.Why is cotton used in first aid in case of open wounds?
A. It absorbs blood C. It increases bleeding
B. It allows decay of flesh D. It is always available
3. Bamboo pole in sea water will _____________________.
A. Sink because it is denser than sea water
B. Float because it is less dense than sea water
C. Absorb lots of water because it is good absorbent material
D. Decay because it is made of organize material
 B. Discuss or explain the following: (five points each)
1. How does decomposition help in the recycling of nutrients among living things and their
environment?
2. Why do plastics take longer time to decompose compared with a box made of cartolina?
3. Why do we float easily in sea water but not in a freshwater swimming pool?

For the Learners

A. Classify the following by checking the column that describes the material.
Example: Leather shoes-check (sinker, Absorbent)

Material Floater Sinke Non Absorbent

r absorbent
Example: Leather
shoes
1. Charcoal
2.Empty plastic bottle
3. Inflated balloon
4. Gold coin

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 tetra pack 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
B. Decomposition D. Mass

Feedback

Let’s Reflect!
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
drawings.

 Write a two-paragraph story of how materials at home have made your life easier.

You may write your answers in the box

 Topic 5: Physical and Chemical Properties of Matter: Useful and
Harmful Materials

Learning Objectives

. Examined the properties of materials to determine whether useful or harmful.

Activating Learning

Group the following household materials given below according to their respective use.
Sugar Candle wax Shampoo

Face powder Lotion Tomato sauce

Vinegar Cologne Fish Sauce

Soap Cooking oil

1. What are your bases for grouping the different samples?

2. Are there certain precautions to follow when using the listed materials to keep us safe?

Presentation of Contents

Perform the next activity. Find at least 5 household materials or consumer products with their
labels intact found in your home.
Activity 1. Household Materials: Useful or Harmful
Suggestion: Label each household materials into useful or harmful
Insect spray Muriatic acid Room freshener
Vetsin Detergent Bleaching solution
Baking soda Food seasoning Rubbing alcohol

Safety precaution: Do not taste or smell the actual sample material

Procedure:
Step 1: Exploring
1.1 Take out the different materials assigned a day before.
1.2 Study each sample label for the consumers as a product or material.
Take note if there are precautions or warnings for the consumers.
1.3 List and classify each material as to useful or harmful. Explain or give reasons.
Step 2: Recording
2.1 Record your results in a matrix found below.
Name of household & Label whether the product Give the reason for
consumer product listed is useful, harmful, or classifying such product.
above doubtful Harmful, or useful or in
doubt.

Step 3: Answer the following questions as follows.

1. Which among the materials or products do you always use at home?
_____________________________________________________________
______________________________________________________________
2. Is it important to be aware of the labels of household materials and consumer products? Why?
_________________________________________________
_______________________________________________________________
3. What is the importance of being knowledgeable about the proper use of household materials
and consumer products?
______________________________________________________________
4. As a student, what can you do to control the hazardous effects of some materials used at home
and in the environment? ________________________
_______________________________________________________________

For more background information, the following will enhance your learning.
Useful or Harmful Materials
Multiple material products are beneficial to man because of technology. Because of technology,
raw materials are transformed to different products that have improved man’s way of life.
However, some products which are useful to man maybe harmful to animals and plants and the
environment or the other way around. Sometimes, it is the incorrect use of the useful materials
that makes these harmful. Hence, it is imperative to really identify characteristics of household
and consumer materials. Here are more important concepts that can help future teachers
understand about the topic.

 Household materials and consumer products can be grouped as (1) those used for
cleaning; (2) for food preparation; (3) beautification; (4) building construction; and (5)
household products.
 Materials found in products like metal container, ceramic, rubber, glass or plastic have
specific properties. Humans have learned to manipulate the different properties of matter
to create other uses.
 Materials are enhanced or upgraded by technology. Technology has continuously
improved the quality of products such as detergents, household cleaners, food seasoning,
medicine, plastic, paints, stainless metals and many more making human life convenient.
In fact, technology has enhanced beauty products and health products which are very
popular among consumers today.
 Materials have beneficial effects at home and in the environment. They can make work
and life easier like cooking faster, preserving foods, keeping homes and clothes clean,
smells good and disinfected.
 However, materials can sometimes do harm. They may contain hazardous substance, an
ingredient that may cause skin irritation, injury, or illness during or after handling or use
or if accidentally taken.
 Chemicals can contaminate food and when properly disposed of or even used, they can
cause death. Hence, there is a need to exercise care and caution when using them.
 Before buying or using any consumer products such as food, clothing, medicine, cleaning
products, soap and shampoo, insect repellent or pesticides always find out if it is best for
the purpose you need.
Caution: Always read the labels or product information leaflets first.
 To further elaborate your knowledge about useful and harmful materials, do the following
activities.

1. In a matrix below, are useful materials/products that are known to be useful to man. How can
these materials become harmful to man? Explain your answer.
List of useful materials/products When and how can the
material/product become
harmful? Explain.

2. Make a survey of your environment and find out what materials or products were converted
from useful to harmful materials. Explain the process how the transformation happened. Can
these harmful materials be converted back to become useful? How? Search your answer from the
world-wide web.