3

Learners Material
Unit 1







Department of Education
Republic of the Philippines
This instructional material was collaboratively
developed and reviewed by educators from public
and private schools, colleges, and/or universities. We
encourage teachers and other education
stakeholders to email their feedback, comments,
and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and
recommendations.

Lets Explore Science for Daily Life - Grade 3
Learners Material - Unit 1
First Edition, 2014



Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
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impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
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use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.



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(DepEd-IMCS)
Office Address: 5
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Table of Contents
Unit 1: Matter
Chapter 1 - Solids ....................................................................... 2
Lesson 1: Naming Different Objects .......................................... 2
Lesson 2: Characteristics of Solids according to Color .......... 3
Lesson 3: Characteristics of Solids according to Shape ........ 5
Lesson 4: Characteristics of Solids according to Size ............. 6
Lesson 5: Characteristics of Solids according to Texture ...... 7
Chapter 2 - Liquids ..................................................................... 8
Lesson 1: Characteristics of Liquids ........................................... 8
Lesson 2: Describing Liquids according on
how they Flow ............................................................................... 8
Lesson 3: Describing Liquids on how they
take the Shape of the container ............................................. 10
Lesson 4: Describing Liquids on how they
occupy Space ............................................................................ 11
Lesson 5: Describing Liquids according to Taste .................. 11
Lesson 6: Describing Liquids according to Smell .................. 12
Chapter 3 - Gases .................................................................... 13
Lesson 1: Describing that Gases take the
shape of the container ............................................................. 13
Lesson 2: Describing that Gases occupy Space .................. 14
Lesson 3: Describing that Gases are Odorless
and Tasteless ............................................................................... 15
Chapter 4 Proper use and Handling of Common
Solids, Liquids, and Gases at Home and in School ............. 16
Lesson 1: Common Solids, Liquids, and Gases
Found at Home and in School ................................................. 16
Lesson 2: Harmful Effects of Common Materials
Found at Home and in School ................................................. 17
Lesson 3: Safety Measures in Handling
Harmful Materials ........................................................................ 19


Chapter 5 Changes in Materials ........................................... 20
Lesson 1: Measuring the Temperature of Materials .............. 20
Lesson 2: Measuring the Temperature of
Hot/Warm Material .................................................................... 22
Lesson 3: Measuring the Temperature of
Cold Materials ............................................................................. 25
Lesson 4: Changes in Materials as affected
by Temperature .......................................................................... 28
Lesson 5: What Happens to Water when Heated? .............. 30
Lesson 6: What Happens to Water Vapor
when Cooled? ............................................................................ 31
Lesson 7: What Happens to a Naphthalene Ball
when Heated? ............................................................................ 32
Lesson 8: What Happens to the Air inside the
Bottle/Balloon when Heated or Cooled? .............................. 34


INTRODUCTION

Dear Boys and Girls:

This Learners Material for Grade 3, was written in response to
the basic goal of education under the K to12 Enhanced Basic
Education Program- to prepare learners to become productive,
worthy and competitive young scientists of the country.

This is divided into four units with illustrations describing each
unit, representing the whole school year. Each unit has chapter
with lessons and activities prepared which are aligned to the
teachers guide.

Learning to develop, keen and accurate observation skills
through experiment, knowing more about matter, sense, living
things, non-living things around you discovering more about your
environment , climate change and other topics about the
surroundings, earth and space are all given focus in this l learners
material.

Explore Science and make it useful in your daily life. Learning
Science is having more fun.


The Writers/Conceptualizers


ACKNOWLEDGEMENT

Recognition is given to the following supervisors, administrators,
teachers, BEE Staff and experts in Science for their enthusiastic
commitment in the development, revision and finalization of the teaching
guides and learning materials for Grade 3 under K to 12 Basic Education
Program.

Arthur DC. Sacatropes Dr. Luz E. Osmena
Education Prog. Supervisor Education Prog. Supervisor
Region III Region IV-A

Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz
Education Program Supervisor Science Coordinator
Division Office, Sorsogon Prov. Division of Tarlac City
Region V Region III

Jennifer M. Rojo Jennifer A. Tinaja
Master Teacher II MasterTeacher I
Neogen Elementary School Nueve de Febrero E.S.
Districtof Tagaytay City Mandaluyong City

Job S. Zape (Ret.) John Fitzgerald Secondes
Education Program Supervisor Master Teacher I
Division Office, Mandaluyong City Don Felix Serra Natl. Hi-sch
San Jaoquin, Iloilo Province

Leni S. Solutan Neolita S. Sarabia
Master Teacher Principal II
Sta. Barbara Elementary School STRIVE Coordinator
Division of Iloilo Province Division of Tagbilaran City

Romeo C. Ordoez
Master Teacher II/Illustrator
Divisoria E.S. Mexico South District
Division of Pampanga

Susana D. Mota
Jemmalyn N. Malabanan
Encoders
Trinidad M. Lagarto
Senior Education Program Specialist, Anchorperson
Curriculum Development Division
Bureau of Elementary Education


Appreciation is extended to the following consultants/reviewers for their
untiring efforts in sharing their expertise:

Evelyn L. Josue May R. Chavez
Science Educ. Specialist IV (Ret.) Science Educ. Specialist I
UP-NISMED UP-NISMED
Diliman, Quezon City Diliman, Quezon City


Pia Campo
Science Education Specialist I
UP-NISMED
Diliman, Quezon City

Marilette R. Almayda
Director III
Bureau of Elementary Education

Marilyn D. Dimaano
Director IV
Bureau of Elementary Education


1
UNIT 1: Matter


2
Chapter 1: Solids
This Chapter deals with solid is one of the three states of
matter. It has specific color, size, shape, and texture. The
molecules of solids are close together. They move back and forth
but the particles do not change places.

Lesson 1: Naming Different Objects

Activity 1: A walk to remember

Objectives
1. Describe different objects in the school garden.
2. Classify the objects based on their characteristics.

Materials
Different objects found in the school garden

Procedure
1. Visit the school garden. Collect different solids.
2. List down 10 solids you have collected.
3. Describe the solids based on their characteristics
4. In the chart write the name of solids in their proper column.
Do this in your notebook.

small big rough smooth round square black white


In your notebook or on your paper, answer the following:
1. How did you describe the solids?
2. What are their characteristics?

Guide Question
What are the other properties of matter?

3
Lesson 2: Characteristics of Solids according to Color

Activity 2: How do you describe solids according to their colors?

Objective
Describe solids according on their color.

Materials
Pictures and if possible concrete ripe papaya, unripe papaya, ripe
mango, unripe mango, ripe tomato, unripe tomato, eggplant and
charcoal

Procedure
1. Study the pictures of different solids.
2. Write the color of solid in the chart.

Solids Color
Ripe Mango

Unripe Tomato

Ripe Tomato


4
Solids Color
Unripe Papaya

Ripe Papaya

Watermelon

Eggplant

Charcoal


In your notebook, answer the following:
1. How did you describe the materials?
2. Do all solids have specific color?

5
Lesson 3: Characteristics of Solids according to Shape

Activity 1: Shapely solids

Objective
Identify solids based on their shapes.

Materials
Ball, eraser, calamansi, plate, guava, notebook, triangle (musical
instrument)

Procedure
1. Get six objects from the box.
2. Observe the shape of the objects.
3. Write the name of each object below their corresponding
shape.

Round Rectangle Triangle






In your notebook, answer the following:
1. How did you identify solids based on their shape?
2. What different shapes of solids did you observe?

6
Lesson 4: Characteristics of Solids according to Size

Activity 1: Identify solids according to size

Objectives
1. Identify solids according to their specific size.
2. Measure solids using a ruler.

Materials
Bag containing solids Ruler

Procedure
1. Get the materials inside your bag.
2. Identify solids according to their sizes.
3. Record it in your notebook.

Materials/Solid
Size
short Long


4. Measure each solid using a ruler.
5. Record your measurement in your notebook.

Solids Size (exact measurement)


Answer the following:
1. How did you identify the size of solids?
2. What did you use to measure the material?
3. Were you able to get the exact measurement of the solids?
How?

Guide Question
Do solids have specific size?

7
Lesson 5: Characteristics of Solids according to Texture

Activity 1: Classifying solids according to texture

Objective
Classify solids according to texture.

Materials
Bag or box containing stone, cotton, sand, banana, cardboard,
sandpaper, rambutan, jackfruit peelings

Procedure
1. Get all the contents of your bag.
2. In your notebook, write the name of each object and classify
according to texture.

Objects smooth rough soft hard






Answer the following:
1. How did you group the solids?
2. What characteristic of solids did you observe?
3. Were you able to describe the solids correctly based on your
observations? Why?
4. What values did you learn from the activities?

8
Chapter 2: Liquids
This Chapter deals with liquids having mass, how they flow, how
they take the shape of the container, how they occupy space,
the taste and the smell.

Lesson 1: Characteristics of Liquids

Activity 1: Naming different liquids

Objective
Naming different objects

Materials
Different liquids, containers with different shapes

Procedure
1. Go to the school canteen.
2. Ask the canteen staff to show the different liquids available.
3. Name each liquid.
4. Observe each liquid how they flow , shape of the container,
and the space each occupies.
5. Taste or smell the liquid but with safety precaution. (Needs
teachers advice.)
6. Record your observation in your notebook.


Lesson 2: Describing Liquids according on How they Flow

Activity1: How do liquids flow?

Objective
Describe how liquids flow

Materials
Condensed milk, soy sauce, vinegar, shampoo, water oil, 2
spoons, transparent bowl

9
Procedure
1. Get two teaspoons.
2. Hold each teaspoon with each hand as shown in the picture
below.



3. Scoop a teaspoon of water and a teaspoon of vinegar.
4. Hold two teaspoons with liquids at elbow level.
5. Tip both hands at the same time as shown in the picture.



6. Record your observation in your notebook.
Which flows faster, water or vinegar?
7. Repeat steps 2 to 6 using other liquid and paired it with
water.
(Note: Water will serve as your point of reference as to the
flow of liquid.)
Name of
Liquid
Does it flow
slowly?
Does it flow
fast?
Does it flow
very fast?
1. water
2. soy sauce
3. vinegar
4. shampoo
5. oil
6. Condensed
milk


10
Guide Questions
1. Did the liquids flow at the same time?
2. Which liquids flowed fast?
3. Which liquids flowed slow?


Lesson 3: Describing Liquids on How They Take the Shape
of the Container

Activity 1: Do liquids have shape?

Objective
Describe how liquids take the shape of the container.

Materials
Different shapes of container, water

Procedure
1. Describe the 3 shapes of container.
2. Get 3 kinds of liquids.
3. Pour each liquid in each container.
4. In your notebook, record your observation.

Name of Liquid Shape when poured in container





1. What happened to the different liquids after pouring them?
2. Do liquids have the same shape?
3. What characteristics of liquids did you observe?
4. What does this activity tell about shape of liquid?

11
Lesson 4: Describing Liquids on How they Occupy Space

Activity 1: Do liquids occupy space?

Objective
Describe how liquids occupy space.

Materials
Stones, water, beaker, rugs

Procedure
1. Prepare the materials.
2. Fill the beaker with water.
3. Put more water in the beaker.
4. Observe what happens while adding more water in the
beaker.
5. Put some stones in the beaker with water.
6. Again observe what will happen.
7. Record /draw your observation in your notebook.

In your notebook, answer the following:
1. What happened as you added more and more water in the
beaker? Why?
2. What did you notice when the stones sank to the bottom of
the beaker? Why?
3. What happened to the water? Why?
4. Does water occupy space? Why?
5. Do liquids really occupy space?


Lesson 5: Describing Liquids according to Taste

Activity 1: Do liquids have taste?

Objective
Describe the taste of liquids.

12
Materials
milk, juice, water, vinegar, hot sauce, softdrinks, wine, catsup, fish
sauce

Procedure
1. Taste each liquid.
2. Describe the taste.
3. Check the corresponding taste of liquid in the chart.

Liquid sweet salty sour bitter spicy tasteless



In your notebook, answer the following:
1. How did you describe the different taste of liquids?
2. What are the different tastes of liquids?
3. Do all liquids have the same taste?
4. What should we do to avoid being poisoned when tasting
liquids?


Lesson 6: Describing Liquids according to Smell

Activity 1: Do liquids have smell?

Objective
Describe the smell of different liquids

Materials
Fish sauce, perfume, alcohol, catsup, coke, hand sanitizer,
shampoo, liquid soap

Procedure
1. Prepare the materials. Name the different liquids.
2. Describe the smell of the different liquids. (Do not put the
samples near your nose because some may cause irritation)
3. Record your observation.


13
Liquid Bad Smell Good / Fragrant Smell



In your notebook, answer the following:
1. What characteristics of liquid did you observed?
2. How were you able to group them?
3. Do all liquids have the same smell?
4. Do you frown when you smell liquids that have bad odor? Do
you smile when you smell liquids that have fragrant odor?
Why?
5. Do liquids have smell?


Chapter 3: Gases
This Chapter deals with gases that do not have their own
shape but take the shape of the container, occupy space,
tasteless and odorless. Air is gas. We cannot see it by our eye but
we can feel it. The molecules are far apart from each other.

Lesson 1: Describing that Gases take the Shape of the
Container

Activity 1: Do gases have shape?

Objective
Describe that gases take the shape of the container.

Materials
Different shapes of balloons (deflated), string

Procedure
1. Get different shapes of balloons.
2. Blow air into it. Tie it with string.
3. Describe the shape of air in the balloon.
4. Record your observation.
5. Draw the shape of gas in each balloon.

14
Questions
In your notebook, answer the following:
1. What happened to the balloon as you blew air into it?
2. Did the gas follow the shape of the balloon? Do gases have
shape?
3. What characteristic of gas did the activity show?
4. What is the shape of air container?
5. When can air have a shape?


Lesson 2: Describing that Gases Occupy Space

Activity 1: Does gas occupy space?

Objective
Describe that gases occupy space

Materials
Tissue, drinking glass, Styrofoam, big bowl filled with water

Procedure
1. Prepare a drinking glass.
2. Place a paper towel at the bottom of the drinking glass so
that it will not fall out when the glass is inverted.
3. Fill a big bowl with water.
4. Hold the glass upside down and quickly plunge it into the
water.
5. Count one to ten while holding the glass underwater.
6. Slowly lift the glass up and out of the water. Be sure to hold
the glass straight upside down.
7. Observe. What happened to the tissue?
8. Do this with a piece of Styrofoam. Place the Styrofoam in the
water. Place your glass upside down over the styrofoam and
push straight down into the water.

15
In your notebook, answer the following:
1. What is inside the glass?
2. What happened to the paper towel? To the styrofoam?
3. What does the activity show?

Lesson 3: Describing that Gases are Odorless and
Tasteless

Activity 1: Air is odorless and tasteless

Objective
Infer that air is odorless and tasteless.

Materials
Paper fan, balloon, mirror

Procedure
1. Prepare the set up.
2. Blow your hands. Describe what you feel.
3. Now, blow into the mirror. Describe the air in the mirror.
4. Blow air in the balloon. Describe the air inside.
5. Get a partner, fan each other. Describe the air as to odor
and taste.

Instruction
1. Draw how you blow your hand and prove that air is odorless
and tasteless.
2. Illustrate the air that transfers in the mirror and inside the
balloon.
3. In three sentences, describe how you felt while fanning
yourself and your partner.
4. What did you feel after blowing your hand? Did you see the
air from your mouth?
5. Did you see the air inside the balloon? Why?

16
6. How did you feel when your partner was fanning you? Did
you taste the air while your partner was doing it?
7. What characteristic of gas were presented in the activity?


Chapter 4: Proper Use in Handling Common Solids,
Liquids, and Gases at Home and in School
This Chapter deals with many things we have in common at
home and in school such as solids, liquids and gases. We should
keep everything in its place. Label all bottles correctly such as
chemicals, and other materials.

Lesson 1: Common Solids, Liquids, and Gases Found at
Home and in School

Activity 1: List of Common Products Found at Home and in School

Objectives
1. Identify common solids, liquids and gases found at home
and in school.
2. Describe the uses of materials found at home.

Materials
paper, pen, Manila paper

Procedure
1. Make a list of common products found in school and at
home. Group them in the table below.

Solid Liquid Gas





17
2. Group the materials listed in number 1 using the table below.


Use
as
food
Use for
cooking
Use to
beautify
homes
Use as
beauty
product
Use for
cleaning
the house
Use for
cleaning
the
body/
self
Use for
killing
insects/
pest







3. What are the common materials at home and in school?
4. What are the uses of materials at home and in school?


Lesson 2: Harmful Effects of Common Materials Found at
Home and in School

Activity 1: Harmful Effects of Common Materials Found at Home
and in School

Objective
Identify the harmful effects of materials found at home and in
school.

Materials
packaging of materials/product labels of materials

18
Procedure
1. Read the product labels of the common household
products /materials found at home and look at the symbols
in each label below:


flammable toxic

poison danger acid

Here are some examples:


19
2. Using the table below, group the materials based on the
harmful effect/s on humans and other living things.
3. Write your answers in your activity notebook.

Poisonous Toxic Flammable Corrosive




Lesson 3: Safety Measures in Handling Harmful Materials

Activity 1: Safety Measures in Handling Harmful Materials

Objective
Describe the proper use and handling of harmful materials.

Materials
Pictures of proper ways of handling materials

Procedure
1. Look at the pictures.
2. Put a on the box if it is a proper way of handling materials
and put a if it is not.

a. b.


Label poisonous
Substances and keep
out of childrens reach

Using hand gloves and
gas masks when using
pesticides.

20

c. d.


Inspecting regularly if the
cooking gas tank is tightly
closed.

Keeping flammable
materials near the stove.


Guide Question
Will you follow the safety measures in handling harmful chemicals?
Why?


Chapter 5: Changes in Materials
This chapter deals with the changes that solids, liquids, and
gases undergo when heat is applied or removed from them. It
also deals with the techniques in measuring temperature with a
laboratory thermometer.

Lesson 1: Measuring the Temperature of Materials

Activity 1: Is it Hot? Is it Cold?

Objective
Tell whether a material is hot or cold.

Materials
Manila paper marker pen paper pen

21
Procedure
1. Look at the pictures below. Tell whether the material is hot or
cold. Put a check () in column (3) if it is hot or in column (4)
if it is cold.

(1)
(2)
Material/Object
(3)
Is it Hot?
(4)
Is it Cold?
1

Candle Flame






2

Ice Cream

3

Boiling Water

4

Boiling Soup

5

Iced Tea



22
2. Give other examples of hot and cold materials. Write them
down in the appropriate column in the table below.

Hot materials Cold materials




Guide Questions
1. When do you say that a material is hot?
2. When do you say that a material is cold?


Lesson 2: Measuring the Temperature of Hot/Warm
Material

Activity 1: Measuring the Temperature of Hot/Warm Material

Objectives
1. Measure the temperature of tap water and hot/warm water
using a thermometer.
2. Read the temperature from the thermometer correctly.
3. Compare the temperature of tap water and hot/warm
water.

Materials
2 beakers or identical glass containers
Laboratory thermometer
Equal amounts of hot/warm water and tap water

Procedure
1. Look at the laboratory thermometer closely.
2. Observe the markings on the thermometer.

23
3. What is the smallest number? Where is it located?
4. What is the largest number? Where is it located?
5. What unit of measurement is used?
6. What symbol is used to express a measurement of
temperature?
7. Half-fill the container with tap water.



8. Place the thermometer in the container with tap water. Hold
it in upright position.




9. Observe the level of the liquid in the thermometer.
10. Measure the temperature of tap water. (Read the markings
nearest the level of the liquid in the thermometer). Record
the temperature in table 1.
11. What is the temperature of tap water?
(This is the temperature of tap water at room temperature).


beaker/container half-filled
with tap water
Laboratory
thermometer
Beaker half-filled with
tap water
Caution: Do not touch the bulb of the thermometer
and do not let it touch the bottom of the container.
Note: When reading the thermometer, position your
eyes at the same level as the liquid in the
thermometer.

24


12. Half-fill also the other container with hot/warm water.






13. Place the thermometer
in the container with
hot/warm water.
14. Observe what
happens to the level of
the liquid in the
thermometer.
15. Read the temperature of hot/warm water after 5 minutes.
Record the temperature in table 1 below.

What is the temperature of the hot/warm water?
Sample
temperature
reading
23C
Caution: Be careful when pouring hot/warm
water into the container. You might get burned.
You may ask your teacher to do this.
beaker/container half-filled
with hot/warm water
Laboratory
thermometer
Beaker half-filled with
hot/warm water

25
Table1. Temperature of Tap Water and Hot/Warm Water

Material Temperature (
0
C)
Tap water
Hot/warm water

1. Compare the temperature of tap water and hot/warm
water.
- How will you compare the temperature of tap water
with that of hot/warm water?
2. Describe the effect of heat on the water.
- What is the effect of heat on water?

Question
What will you do if you need hot or cold water at home?


Lesson 3: Measuring the Temperature of Cold Materials

Activity 1: Measuring the Temperature of a Cold Materials

Objectives
1. Measure the temperature of tap water and cold water using
a thermometer.
2. Read the temperature from the thermometer correctly.
3. Compare the temperature of tap water and cold water.

Materials
2 beakers/ identical glass containers
Laboratory thermometer
Equal amount of cold water and tap water
Ice cubes

26
Procedure
1. Half- fill the container with tap water.



2. Place the thermometer in the container with tap water. Hold
it in upright position.




3. Observe the level of the liquid in the thermometer.
4. Measure the temperature of tap water. (Read the markings
nearest the level of the liquid in the thermometer). Record
the temperature in table 2.
- What is the temperature of tap water?
(This is the temperature of tap water at room
temperature).



Note: When reading the thermometer, position your
eyes at the same level as the liquid in the
thermometer.
beaker/container half-filled
with tap water
Caution: Do not
touch the bulb of the
thermometer and do
not let it touch the
bottom of the
container.

27


5. Half-fill also the other container
with cold water. (Some ice
cubes may be added to make
the water cold and to remove
some heat from the water.)
6. Place the thermometer in the
container with cold water.
7. Observe what happens to the
level of the liquid in the
thermometer.
8. Read the temperature of cold
water after 5 minutes. Record
the temperature in table 2
below.
- What is the temperature of
cold water?


Table 2. Temperature of Tap Water and Cold Water
Material Temperature (
0
C)
Tap water
Cold water

9. Compare the temperature of tap water and cold water.
- How will you compare the temperature of tap water
with that of cold water?
Sample
thermometer
reading
23C
beaker/container
half-filled with
cold water

28
10. Describe the effect of removing heat from the material.

What is the effect of removing heat from the water?

Guide Questions
Did you notice that as the water becomes hotter, the bubbles
rise? Why do the bubbles rise?


Lesson 4: Changes in Materials as affected by
Temperature

Activity 1: What Happens When a Candle Wax Is Heated and
Cooled?

Objective
Describe what happens to a candle wax when it is heated and
when it is cooled.

Materials
small piece of candle wax big spoon
matches thick cloth
candle ceramic saucer

Procedure
1. Put a small piece of candle wax in the spoon. Wrap the
handle of the spoon with a thick cloth.


2. In what form (solid, liquid, gas) is the candle wax?
3. Light the candle. Let it stand on a ceramic saucer.

29

4. Hold the spoon with candle wax over the flame.




5. Heat the spoon with candle wax for 5 minutes. Observe what
happens to the candle wax.
- What happens to the candle wax?
- Is there a change in the appearance of the wax? In
what form is it now?
- Why does this change happen?
- What is the effect of applying heat on the candle wax?
6. Remove the spoon with candle wax from the lighted candle.
7. Wait for a few minutes until the candle wax cools off.
Observe what happens.
- What happens to the candle wax?
8. Is there a change in the appearance of the candle wax? In
what form does the candle wax changed?
- Why does this change happen?
9. What is the effect of removing heat from the candle wax?

Question
Is there any change when the candle wax was lighted?
Caution: The spoon will become hot. Handle
it with care.

30
Lesson 5: What Happens to Water when Heated?

Activity 1: What Happens to Water when Heated?

Objective
Describe what happens to the water when the temperature
increases or when it absorbs heat.

Materials
beaker water marker

Procedure
Fill the beaker with 10 ml of water. Mark the level of water.



1. Place the beaker with water outside under the heat of the
sun for 15 minutes. Observe what happens to the water.



2. Mark again the level of the water.
a. Did you notice a change in the amount or level of the
water?
b. What does this observation show?
c. What is the effect of suns heat on the water?

31
Questions
Have you tried placing water in the basin under the heat of the
sun? What happened to the amount of water?


Lesson 6: What Happens to Water Vapor when Cooled?

Activity 1: What Happens to Water Vapor when Cooled?

Objective
Describe what happens to water vapor when it is cooled.

Materials
ice cubes glass jar with lid
tablespoon orange juice

Procedure
1. Hold an empty glass jar with both hands.
- What do you feel?



2. Pour orange juice (more than half) in the glass jar as shown in
the figure below.



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3. Put some ice cubes .Then, using the lid close the jar tightly.



4. Shake the jar vigorously for a few seconds.
5. Hold the outside surface of the jar for few minutes.
- What do you feel?
- Is there air surrounding the jar?
- Is there water vapor surrounding the jar?
- Where did this water vapor come from?
6. Leave the jar on the table for 2 minutes.
7. After 2 minutes, look closely at the jar. Feel the outside
surface of the jar again for a few minutes.
- What do you feel and see on the outside surface of the
jar?
- What do your observations show?


Lesson 7: What Happens to Naphthalene Ball when
Heated?

Activity 1: What Happens to Naphthalene Ball when Heated?

Objective
Describe what happens to the water when the temperature
increases or when it absorbs heat

Materials
Small piece of naphthalene ball Piece of stone
2 identical colored saucers Piece of cloth

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Procedure
1. Get one piece of naphthalene ball. Place it on a piece of
cloth.



2. Wrap it with a piece of cloth.


3. Grind it into smaller pieces using a stone.
4. Divide the ground naphthalene into 2 parts.
5. Put 1 part of the ground naphthalene in saucer 1, and the
other part in saucer 2.



- In what form is the naphthalene ball (solid, liquid, gas)?
6. Place saucer 1 inside the room.
naphthalene
Colored
saucer
Saucer 2
naphthalene ball
naphthalene
Colored
saucer
saucer 1

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7. Place saucer 2 outside the room under the heat of the sun.



8. Observe the naphthalene in saucer 1 and saucer 2 after 10
minutes. Describe what you observed.
- What did you observe?
- Did you notice any change in the appearance of the
naphthalene in saucer 1 and saucer 2?
- What does this observation tell you?
- What is the effect of heat on the camphor crystal?


Lesson 8: What Happens to the Air inside the Bottle/
Balloon when Heated or Cooled?

Activity 1: What Happens to the Air inside the Bottle/ Balloon when
Heated or Cooled?

Objective
Describe what happens to the air inside the bottle/balloon when it
is heated or cooled.

Materials
Glass bottle (with narrow mouth) Balloon
2 small basins Hot water
Cold water
naphthalene
Colored
saucer
Saucer 2

35
Procedure
1. Take a balloon. Stretch its opening and place over the top of
the bottle as shown in the figure below.



- Is there air inside the bottle?
- Is there air inside the balloon?

2. Place the bottle in a basin with hot water. Observe it after 3
minutes.



- What happens to the balloon?
- What does your observation on the balloon show?
- What is the effect of hot water on the air inside the
bottle?

3. Transfer the bottle to the basin with cold water. Observe it
again after 3 minutes.

bottle
balloon
Basin with
hot water
bottle
balloon

36


- What happens to the balloon?
- What does your observation on the balloon show?
- What is the effect of cold water on the air inside the
bottle/balloon?
bottle
balloon
Basin with
cold water