Grade Three Science Materials Module 2: Solids, Liquids and Gases have Weight LEARNING GUIDE

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Grade Three Science

Materials

Module 2: Solids, Liquids and Gases have Weight

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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

Assessment

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

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.

1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.

Background or purpose

Pupils are aware that matter is anything that occupies space and has mass.

Strategy

KWL Chart

A chart to ascertain what pupils KNOW about a topic, what they WANT to know and what they have LEARNED about a topic.

This strategy will help identify prior knowledge and experience of the pupils which will serve as a bridge to a new concept, lesson, or unit of work.

Activity

As a Matter of Fact!

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What you Know Want to know What you have Learned

Formative Assessment

Pupils participation in giving ideas can be assessed using a checklist.

Roundup

Pupils may be led to recall that matter is anything that occupies space and has mass. It has three phases: solid, liquid and gas. Solid has definite shape and definite volume. A glass, chalk, bag and many others are examples of solids. Liquids haveindefinite shape but they have definite volume. Examples are water, juice and milk. Gas has neither definite volume nor shape. Air is an example of a gas.

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purpose

Matter has 3 states with different observable characteristics. In addition to what students already know, they will be introduced to another characteristic of matter called weight.

Activity

Introduce the topic, objectives/competencies

Inform them that the succeeding activities will help them demonstrate that solids, liquids and gases have weight.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purpose

Pupils have some idea about the topic and its objectives. They will be engaged in some activities that would enhance their understanding about it.

Strategy

Hands on/Practical Work – a strategy where pupils are engaged in group activities to discover a certain concept. In this lesson, they will perform activities to prove that matter in any state has weight. The data gathered will then be recorded in a table.

Lecturette --- a short discussion to emphasize the key concepts of the lesson. In this case, weight and mass.

Activity

Group the pupils into 5-member teams. Let them assign a role to each member of the group such as:

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Recorder --- will record the data Reporter --- will report the results

ALL will take part in the conduct of the activity and in keeping the materials when the activity is done.

Emphasize that the pupils will be using the same set of materials indicated in the table below. Guide them to use this table to record the data from all activities (A to C) in this stage.

Name of Material

Estimated weight (No. of Marbles)

Actual weight (in grams) Using weighing scale

Using bare hands Using improvised balance

1. Small stones/pebbles

2. Pencil

3. ¼ cup water

4. ½ cup lemonade

A. Amazing Matter

Prior to the activity, prepare set of materials that pupils will use like small

stones/pebbles, pencil, water and lemonade in 2 separate cellophanes. Have the Getter from each group gather all the materials needed. Instruct the pupils to use their bare hands to hold each of the items one at a time. Ask them to estimate each item's weight using the descriptions, light or heavy. Guide them to record their data on the second column of the table under the heading “Estimated weight (light or heavy) using bare hands”.

B. Check Your Balance!

Have each group get the prepared materials found in the activity sheet “Check Your Balance!” page 11 . Show them a picture of a balance to serve as a guide for them to do their task. Get them to construct their own improvised balance. Ask them to use their output to weigh the materials one at a time. In weighing, let them use the marbles to balance the weight of each material placed in the other cup of the improvised balance. Guide them to record their data on the third column of the table under the heading “Estimated weight (No. of marbles) using an improvised balanced”.

C. Weigh Me Up!

Prior to the activity, conduct a lecturette on how to get the actual weight of an object using a weighing scale. The units to be used should be clearly discussed as well. You may refer to Teacher Resource Sheet 1 page 9 for supplementary information.

Have them weigh each of the materials and ask them to record their data in the third column under the heading “Actual weight (in grams) using weighing scale”

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Prepare and distribute the materials to each group. Refer to activity sheet 3 page 13. Have them manipulate these materials to prove that air has weight.

Formative Assessment

Group Participation Checklist

Roundup

Lead the pupils to realize that matter has weight. Weight is actually affected by mass and gravity. Mass is different from weight. It refers to the amount of substance in an object. While the value of weight and mass may be the same on earth, outside the planet Earth, they differ. Weight becomes different from its mass when the pull of gravity becomes smaller or even greater than that of the earth.

4. Check for Understanding of the topic or skill

This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

Background or purpose

Pupils have observed that matter has weight. They may now be assessed on their understanding through a written test.

Strategy

Paper and Pencil Test Cross Word Puzzle

Activity

Option1 Test Yourself

Let the pupils answer the quiz found in activity sheet no 2, page 14.

Option2 Cross Word Puzzle (page 15)

Formative Assessment

Check the pupils work. Pupils understanding about the concept can be summarized based on their responses.

Roundup

Pupil's learning can be determined from their responses to the quiz.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

Background or purpose

Pupils are now aware that matter, in any state, has weight. They will now be asked to apply this knowledge to another situation.

Strategy

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Thinker's Keys — this is a strategy developed by Tony Ryan where he uses Keys to place emphasis upon the development of innovative and creative thinking.

The keys promote students' active participation that creates positive attitude towards the learning process. The simulation of creativity in learning heightens the emotional link that boosts the effectiveness of their memory systems.

e.g. The What If Key

You can ask virtually any “what if” question. They can either be serious or frivolous. In this lesson, ideas are to be displayed in an Ideas Wheel.

Activity 1 Heavy or Not?

Using the handouts given, ask the pupils to compare the weight of the given pair of objects. Let them answer Student Activity Sheet No.3 page 17

Activity 2 Pictograph

Let the pupils make a pictograph out of the data they have gathered in weighing the materials using a weighing scale. Present a sample pictograph to guide them and to aid understanding. Have them use a picture of a weighing scale to serve as a legend. Emphasize that one weighing scale picture would represent one gram.

Activity 3 What If?

Have pupils brainstorm about the situation given. Ask them to record their ideas on the spaces provided in the diagram. Emphasize the time alloted for this activity.

Activity 4 Kilogram Hunt

Have pupils look for 5 objects inside their classroom that weighs less than and more than 5 Kilograms. Have them record their data in a table similar to the one shown below.

Objects

Weight

Less than 5 Kilograms More than 5 Kilograms

1. 2. 3. 4. 5.

Formative Assessment

Pupils output serves as an assessment.

6. Closure

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Background or purpose

Pupils know that matter has weight. They have personally experienced weighing some materials which helped them learn the key concepts of the lesson.

Strategy

KWLchart

A chart which will help identify what pupils know about the topic discussed. Their ideas will be reflected in the last column of the KWL chart.

Activity

What I have Learned...

With the knowledge that the pupils have about weight, they are now ready to revisit the KWL Chart. Ask them to discuss their learning within their group and have them complete the last column of the chart, “have Learned”.

Formative Assessment

Group Participation Checklist

Roundup

Have pupils explain that matter can be solid, liquid or gas. Each state of matter has weight which is one of its physical characteristics. It can be measured directly or indirectly. It is often used interchangeably with mass.

To understand more about how weight and mass differ, there are important points to consider:

1. Mass is a measurement of the amount of matter something contains while Weight is the measurement of the pull of gravity on an object.

2. Mass is measured by using a balance comparing a known amount of matter to an unknown amount of matter. Weight may be measured using a spring scale.

3. The mass of an object doesn't change when an object's location changes. Weight, on the other hand does change with location.

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 RESOURCE SHEET 1

SUPPLEMENTARY INFORMATION

MASS vs. WEIGHT: WHAT'S THE DIFFERENCE?

The short answer is that there is often no difference. A common meaning of

"weight" is "mass."

This is the way the question is often phrased. But it is misleading.

In commercial and everyday use, and especially in common parlance, weight is

usually used as a synonym for mass.

The original meaning of "weight," still in general use today, is equivalent to mass.

But a definition common in physics uses "weight" for a particular kind of force.

Mass and weight are not the same thing. They are different quantities. Mass is the

amount of matter an object contains. The size of an object does not determine its

mass. For example, a big plastic foam block does not contain as much mass as a

small lead block.

Air spaces/gap

Plastic foam Lead block

A bowling ball and a soccer ball are about the same size...

...but the bowling ball has more mass. It contains more matter. The mass of an object remains constant. It does not depend on its surroundings. The mass of an object remains constant. It does not depend on its surroundings.

A 6.1 kg bowling ball on Earth...

Its mass is the same. It does not change when we change its location. On the moon, it still has a mass of 6.1kg.

Weight is related to the force of gravity acting on an object. The weight of an object can change with location. If the force of gravity increases, the weight of an object increases. If the force of gravity decreases, the weight of an object decreases. A bowling ball that weighs 60 Newtons on Earth, only weighs 10 Newtons on the moon. (gravity is less on the moon—1/6 Earth). In Jupiter, it weighs 152 Newtons (the force of gravity on Jupiter is 2.53 times that of gravity on Earth.)

Comparison of mass and weight

Location Mass Weight

Earth 6.1 kg 60 N

Moon 6.1 kg 10 N

Jupiter 6.1 kg 152 N

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Always remember:

• Mass stays the same.

• Weight can change with location.

Sources: http://www.wisc-online.com/objects/index_tj.asp?objid=TP1402

http://ourworld.compuserve.com/homepages/Gene_Nygaard/weight.htm

Tips in handling the weighing scale

a. Place the weighing scale in a flat surface.

b. Make sure that the weighing plates are empty.

c. Slowly put the object on the weighing scale.

d. Remove your hand in the weighing scale.

e. Carefully read the measurement of the weighed object.

f. The units to be used is grams and/or kilograms.

Note: Very precise measurements are achieved by ensuring that the pointer is at

the zero level.

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Activity Sheet 1

Check Your Balance!

Objectives:

1. Construct an improvised balance;

2. Weigh some materials using an improvised balance; and

3. Interpret gathered data from the activity performed

Materials:

Stick string hanger marbles

2 identical plastic cups small stones/pebbles pencil

¼ cup water in a cellophane ¼ cup lemonade in a cellophane

Procedure:

1. Using your materials, construct your own improvised balance.

2. Use your output to weigh the materials one at a time. In weighing, use the

marbles as non-standard weights to balance the weight of each material placed

in the other cup of the improvised balance.

3. Record your data on the third column of the table under the heading “Estimated

weight (No. of marbles) using an improvised balanced”.

Questions:

1. What is the purpose of constructing an improvised balance?

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Student Activity Sheet No. 2

Weigh Me Up!

Objective:

To measure the weight of some solids and liquids using weighing scale.

Materials:

Big stone Pencil ¼ cup water ½ cup lemonade

Weighing scale commonly used in the market

Procedure:

1. Group the pupils into five members each.

2. Let them assign each member of the group to have a role such as:

3. Reader will read the directions of the activity:

• Getter will gather the materials needed

• Recorder will record the data

• Reporter will report the results

4. ALL

will take part in the conduct of the activity and in keeping the materials

when the activity is done.

5. Let each group have their materials. Let them weigh the materials one at a time

using a weighing scale. Record the weights on the corresponding column and

answer the questions below.

Questions:

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Student Activity Sheet No. 3

Weighing Air

Objective:

To perform an activity to show that air has weight

Materials:

2 identical balloons string a long stick

sticky tape two identical cans flattened bamboo stick

Procedure:

1. Mark the middle of your stick.

2. Rest the flattened bamboo stick between the cans and place the middle of the

stick across it so the stick is level.

3. Use a small piece of sticky tape to fix a balloon onto each end of the stick.

Check that the stick remains level –this means that the balloons weigh the same.

4. Unstick one of the balloons and blow as much air into it as you can.

5. Fix it back onto the end of the stick and replace the stick on its center spot.

Your Illustration:

Questions:

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Student Activity Sheet No. 4

Test yourself

Activity in Check for Understanding

A. Choose the correct answer.

1. Which of these will you use to know the mass of a liquid?

a. ruler

b. platform Balance

c. thermometer

2. Which sentence is

not

true about air?

a. Air has a definite shape.

b. Air occupies space.

c. Air has weight.

3. What is mass?

a. It is the shape of an object.

b. It is the shape and weight of a solid.

c. It is the amount of matter in an object.

4. The weight of an object is the ______________.

a. pull of gravity on the object.

b. space occupied by the object.

c. relationship between size and weight.

5. Which of the following animals has the greatest mass?

a. chicken

b. dog

c. elephant

6. Among these given objects, a ____________ has the greatest weight.

a. sack of plastic bag

b. sack of cotton

c. sack of rice

7. Which of these sentences is not true?

a. Water has a definite shape.

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Student Activity Sheet No. 5

Cross Word Puzzle

Down

1. Anything that occupies space and has mass.

2. The force which attracts or pulls bodies to the center of the earth.

3. A material or substance that has weight, definite shape, and definite volume.

Across

4. A material that has weight but it has neither definite volume nor shape. Smoke

is an example of a gas.

5. Pull of attraction of the earth on an object.

6. Amount of matter an object has.

7. Anything that can be seen or touched.

8. A material which has weight and definite volume but no definite shape.

1

4

5 2

6 _³

7

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Teacher Resource Sheet 2

Key answer

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5_W _E _I 2_G _H _T

R E

A R

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6_M _A _S _³S _I

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Student Activity Sheet No.6

Heavy or Not?

Directions:

Estimate the weight of the given object. Color the object

Red

if

it lighter and

Blue

if it is heavier than the other.

1.

2.

3.

4.

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Student Activity Sheet No. 7

PICTOGRAPH

Objectives:

1. To construct a pictograph to show the difference in weight of some objects;and

2. Interpret data by answering some guide questions

Materials:

prepared chart for the pictograph paste/glue cutouts of weighing scale

pictures

Direction:

1. From the data obtained in Activity

B

“Weigh Me Up”, list down the weight of

objects (in grams) on the space provided below.

Example: notebook 6 grams

Big stone

Pencil

¼ cup water

½ cup lemonade

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______________________

Title

Example: notebook

Big stone

Pencil

¼ cup water

½ cup lemonade

Legend:

= 1 gram

Questions:

1. What did you use to represent the weight (no. of grams) of the materials?

2. Look at the number of weighing scales cutouts you had pasted in each row. What

information can you get from them.

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Student Activity Sheet 4

What If ?

Direction:

Read and understand the given situation written in the middle circle. Write down

your ideas on the branching figures provided.

What if weighing

scales were not

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Teacher resource No. 3

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Teacher Resource Sheet 4

Group Participation Checklist

Group Number:_______

Criteria Rarely

2

Sometimes 3

Usually 4

Almost Always 5

All members participated in the group activities.

Group members take turns sharing their ideas and points of view.

Group members support/respect each other while sharing ideas and points of view.