FIRST YEAR SCIENCE MATTER AND ITS PROPERTIES MODULE 2 - CONSTANT CHANGE LEARNING GUIDE

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

FIRST YEAR SCIENCE

MATTER AND ITS PROPERTIES

MODULE 2 - CONSTANT CHANGE

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COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in

any work of the Government of the Philippines. However, prior approval of the

government agency or office within the work is created shall be necessary for

exploitation of such work for profit.” This material has been developed within the

Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be

given by the author(s) or the BEAM Project Management Unit and the source must

be clearly acknowledged.

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MIND MAP

STAGES OF LEARNING

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

ACTIVATING PRIOR LEARNING

Background or purpose

Students know about matter—its observable characteristics and phases. They also know that things change. This knowledge will help them learn about the changes that matter undergoes.

Activity

Let students find a partner. Give them the following instructions. 1. Look at your partner. Face each other and observe. 2. At the count of three, turn your back from your partner. 3. In a minute, remove/ put something on yourself.

4. Face your partner again and notice something different in him/her.

Strategy

“SPOT THE DIFFERENCE” is a strategy used to let students observe and identify changes in two given situations. In this lesson, a partner's physical features/appearance will be observed and identified.

Setting the Context

Activity

Explain that everything can undergo some change. Such change/s can be easily or hardly noticed. Inform them that in this lesson they will observe some changes in some given materials. Present objectives and terms used in the lesson.

Learning Activity Sequence

Activity

Inform the students about the objective of the “CHANGE ME!” activity.

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Give the necessary laboratory precautionary measures. Distribute the materials and guide them in the performance of the activity. Explain about the role to be played by each group member. Each group member should be given a chance to manipulate the materials and to perform any of the items listed.

Emphasize that predictions, observations and brief explanation will all be recorded in the POE TABLE (refer to SAS attachment 2).

Let them post their group outputs on the board in logical order (based on the number in each sheet).

Strategy: POE strategy

It is an alternative teaching strategy which involves significant processes essential to learning (prediction, reasoning, observation, communication). Students are asked to make predictions, conduct activities, record observations, compare observations and prediction and to give explanation especially when observations differ from their predictions.

Formative Assessment

Rubrics for working skills

Checking of answers to questions in the activity sheet

Check for Understanding of the topic or skill

Activity

Get each group to identify differences in their prediction and observation and therefore their explanation.

Have a lecturette about physical and chemical change. Emphasize that physical change involves changes in physical properties without changing the type of matter. Examples of physical properties include texture, shape, size, volume, mass, weight and state. Chemical change results in the formation of a new substance which involves formation of gas and precipitate, release of energy, changes in temperature and color.

Go over each of the item in the first column of the POE TABLE. Let them identify the change they noticed after they performed each item. Ask them to label each number with the

appropriate indicator of change and the kind of change that each one showed(SAS attachment 3).

The expected group output would be like the one illustrated below.

Group 1 MATERIALS PREDICTION (What will happen?) EXPLANATION (Why do you think it will

happen)

OBSERVATION (What did you

observe)

EXPLANATION (Why do you

think it happened)

1. Cutting a colored paper 2. 2 tbsp baking soda + 90 mL vinegar in a closed ziplock bag

Strategy

Lecturette

A strategy where the teacher engages in a short discussion to provide additional information, clarify ideas and reinforce learning.

“Label Me”

A strategy which makes use of strips of paper printed with the necessary concepts. In this lesson, the kind of change and its indicators. These strips will be used to label each item in the POE table.

CHANGE IN SHAPE PHYSICAL CHANGE GAS PRODUCT ION CHEMICAL CHANGE

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Formative Assessment

Checking of answers- giving points to every correct additional observation/explanation. Predictions and their corresponding explanations will be utilized for discussion and are not given credit or rating.

Roundup

Students should be able to identify the indicators of physical change such as change in shape/size and state/phase of matter; and indicators of chemical change such as bubbling or production of a gas, change in temperature, formation of precipitate and release of energy.

Practice and Application/Closure

Activity

OPTION 1

Post the Consequence and Sequel chart (refer to SAS attachment 4) on the board. Assign one item per group. First, ask them about the change involved in each of the items then let them complete the statements given. Request them to write their responses on the sheet provided. Each group output will be posted next to their assigned item.

Process the results of the activity using their responses. You may refer to TSM ATTACHMENT 1 for suggested answers.

OPTION 2

Ask each group to look for an egg hidden inside their room. When all groups had found all the eggs, request them to open and read the situation written on the piece of paper. Let them identify the indicator of the product which show that a chemical or physical change occurred.

Strategy

OPTION 1: CONSEQUENCE AND SEQUEL

A strategy which crystallizes the process of looking ahead to see the consequences of some action, plan, decision, rule or invention. In this lesson, students will look into possible effects of some physical and chemical changes happening in the environment.

OPTION 2:EGG HUNTING

A teaching strategy which makes use of plastic eggs containing written situations for all groups to answer. These plastic eggs are hidden in different places inside the classroom which will be “hunted” by the learners.

Formative Assessment

Checking their answers from the Egg Hunting activity and the Consequence and Sequel Chart

Roundup

End the lesson by emphasizing the ideas presented in the following paragraphs.

In this rapidly changing world with the fast growth of technology and dynamic environmental condition, we should be aware of scientific facts and principles, its applications and implications. The scientific concepts about changes in matter and their indicators help us to better understand the things around us. Thus, we somehow appreciate those changing conditions that affect us.

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Teacher Evaluation

(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are:

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TEACHER'S RESOURCE SHEET 1

CONSEQUENCE AND SEQUEL SUGGESTED ANSWERS

1. If people continue to cut down trees then (PHYSICAL CHANGE)

a.) the soil gets baked due to lack of canopy leaves to prevent moisture from quickly evaporating into the atmosphere.

b.) soil erosion will be intensified.

c.) there will be a great loss of plants and animal species which could result to scarcity of natural cures for many human diseases.

d.) greenhouse gases (gases that trap heat) like carbon dioxide and chlorofluorocarbons (CFCs) will increase because there will be limited number of trees to utilize such gas. Hence, the earth's temperature will be higher since more heat gets trapped

2. If global warming will happen then (PHYSICAL CHANGE)

a.) great amounts of seawater will be produced when polar ice caps melt. This condition will cause the sea levels to rise. Consequently, this will endanger the life of the earth's inhabitants especially those living in low-lying areas,like the Philippines.

b.) agriculture will be affected which will consequently affect the food supply.

3. If the earth were like a closed ziplock bag or the atmosphere turns into a plastic-like material) then (PHYSICAL CHANGE)

the pressure of the different gases emitted here on Earth will build up. This condition will greatly affect the natural cycle of materials and eventually the existence of the different life forms.

4. If groundwater solidifies then (PHYSICAL CHANGE) there would be no available water to support the existence of life on Earth

5. If more and more people continue to dump detergent powder on bodies of water then

(CHEMICAL CHANGE)

a.) they can have poisonous effects in all types of aquatic animal life. For example, most fish will die when detergent concentration gets higher.

b.) since detergents lower the surface tension of water, organic chemicals such as pesticides will then be easily absorbed by the fish.

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TEACHER'S RESOURCE SHEET 2

SUGGESTED SITUATIONS FOR THE EGG HUNTING ACTIVITY

Let students identify the indicators of change in the preparation of the products below. Ask them to identify the kind of change that happened in each situation.

These items will be written on strips of paper and placed inside empty plastic eggs which will then be hidden in different areas in the classroom. Place only one situation in each plastic egg.

SCIENTISTS' MIX AND MATCH

Some junior scientists are working in a laboratory to identify changes in matter as different substances are mixed and matched. The substances involved are labeled with letters.

1. The junior scientists took 15 mL of liquid A and mixed it with 50 mL of liquid B. The mixture cooled down to 20_{C turned into an elastic substance. They named the new product,}_Elastic C. (Change of temperature - chemical change)

2. The junior scientists cut the chips of solid X into bite-size pieces. (The product changed size – physical change)

3. The junior scientists took 50 mL of liquid X and mixed it with 50 mL of liquid Y. The liquids did not mix well but started to fizz and give off bubbles. They decided to name the new product, BubblyZ. (Gas was given off as two substances were mixed – chemical change.)

4. The junior scientists took a bar of substance M and formed it into triangular pieces. They placed it in a closed container to be stored. (Change in shape – physical change)

5. The junior scientists mixed 10 mL of liquid Q with 10 mL of liquid P. As a result, a solid-like substance was formed. They named the new product, solid R. (Precipitate formation – chemical change)

6. The scientists placed a cube of solid C in a plate which melted after few minutes. They decided to bring it with them on their journey to planet Jupiter.

(Change in phase or state – physical change)

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STUDENT'S ACTIVITY SHEET 1

“CHANGE ME!” ACTIVITY

Objective: To identify indicators of physical and chemical change

Materials per group:

1 pc colored paper 3 tbsp baking soda 1 pair of scissor 120 mL vinegar 1 empty balloon 10 mL tap water 3 ziplock bags 2 tsp detergent powder 1 pc medicine dropper 3-4 drops vanilla extract 1 medicine measuring cup 1 (10cm2)_{2-ply bathroom tissue}

1 sand paper 1 balloon pump (if the balloon is hard to blow) 1 block of wood 1 box of crayons

1 ice cube

Procedure:

Read the procedure carefully. Gather the needed materials and perform the activity with precaution. All observations must be recorded in the POE Table. Explain your observations and write them on the last column of the table.

GROUP 1

1. Using your pair of scissor, cut the colored paper into your desired shape or design. Observe what happens to your piece of colored paper and record your observation/s. 2. Measure 90 mL of vinegar and pour it in a ziplock bag. Carefully add 2 tablespoons baking soda wrapped in a tissue paper into it. Immediately seal the bag and leave it on the table. Note: Stay about 1 meter away! Observe and record observations.

GROUP 2

3. Observe the texture of a block of wood. Using a sand paper, rub its surface for few minutes until you can notice a change on the block of wood. Record your observations. 4. Measure 15 mL of vinegar and pour it into a ziplock bag. Carefully add 2 teaspoons of baking soda into it. Observe. Touch the outer surface of the bag to feel it. Record your observations.

GROUP 3

5. Using a medicine dropper, put 3-4 drops of vanilla extract into the empty balloon. Blow air into the balloon and tie it. Smell the surface of the inflated balloon and record your observation/s.

6. Put 2 teaspoons detergent powder in an empty ziplock bag. Add 10 mL of tap water into it. Close the bag. Touch the outer surface of the bag to feel it. Record observation/s.

GROUP 4

7. Observe an ice cube on a ziplock bag. Leave it for few minutes and observe again. Record your observations.

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STUDENT'S ACTIVITY SHEET 2

POE TABLE

happen)

observe)

1. Cutting a colored paper

2. 2 tbsp baking soda + 90 mL vinegar in a closed ziplock bag

happen)

observe)

3. sanding a block of wood

4. 2 tsp. baking soda +15 mL vinegar in an open ziplock bag

happen)

observe)

5. Vanilla extract in an inflated balloon

6. 2 tsp detergent powder + 10 mL tap water

happen)

observe)

7. Melting of ice

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STUDENT'S ACTIVITY SHEET 2

CONSEQUENCE AND SEQUEL CHART

Objective: To analyze the effect of physical and chemical changes on the environment

Procedure:

Read the statements listed in the chart. Complete the statement assigned to your group and write your answers on the sheets provided. Post your responses below the item. Begin your statements with “then” and should not be capitalized. You may write as many “then”statements that could complete the “if” statement given. Identify the kind of change described in the “if” statement.

1. If people continue to cut down trees... CHANGE:____________________

2. If global warming will happen... CHANGE:_____________________

3. If Earth is like a huge ziplock bag... CHANGE:______________________

4. If groundwater solidifies... CHANGE:______________________

5. If more and more people continue to dump detergents used by factories used to clean grime and by households to clean fabrics into bodies of water...

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STUDENT'S ACTIVITY SHEET 2

LABELS FOR THE POE TABLE

PHYSICAL

CHANGE

CHEMICAL

CHANGE

CHANGE IN

SHAPE

PRODUCTION OF

HEAT

CHANGE IN

SIZE

PRODUCTION OF

GAS/BUBBLES

CHANGE IN

TEXTURE

FORMATION OF

PRECIPITATE

CHANGE IN

PHASE

RELEASE OF

ENERGY

CHANGE IN

COLOR

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ASSESSMENT TOOLS

RUBRIC FOR WORKING SKILLS

CRITERIA 4 3 2 1

Focus on task Consistently stays focused on the task and what needs to be done. Very self-directed

Focuses on the task and what needs to be done most of the time.

Focuses on the task and what needs to be done some of the time.

Rarely focuses on the task and what needs to be done.

Contribution Routinely provides useful ideas when participating in the group and in classroom discussion.

Usually provides useful ideas when participating in the group and in classroom discussion.

Sometimes provides useful ideas when

participating in the group and in classroom discussion.

Rarely provides useful ideas when participating in the group and in classroom discussion.

Working with

others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team

member.

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CLASS PARTICIPATION CHECKLIST

DIRECTIONS: Check the box that corresponds to the observed behavior of the

student. This tool will be used in the entire duration of the class.

Name of

students Attention to task Ability to follow directions

Listens to

others ideas Alertness in responding disrupt the Does not class