Teaching Science in Elementary Grades - Bio and Chem PDF

lOMoARcPSD|19481205 Module-1-Sci-101-Teaching-Sci-in-elem-grades Bio-and-chem Bachelor of Elementary Education (University of Northern Philippines) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or unive...

lOMoARcPSD|19481205 Module-1-Sci-101-Teaching-Sci-in-elem-grades Bio-and-chem Bachelor of Elementary Education (University of Northern Philippines) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 MODULE 1 THE TEACHING OF SCIENCE IN THE ELEMENTARY GRADES Introduction Our life is anchored on science. By the time we are born in this world, we interact with science. In the upper grade levels from Grade 3 to Grade 6, Science as a learning area include essential skills in Scientific Inquiry to include Designing Simple Investigations. Using appropriate Procedure and Tools to gather evidences, observe patterns, determine relationship, 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 and in teaching chemistry and biology. Intended Learning Outcomes (ILO) 1. Demonstrate the different skills in the process approach (AAAs) from basic to integrated. 2. Identify the strategies and teaching methods appropriate in elementary science. 3. Use other strategies and methods in teaching science applying science processes and inquiry-based science. Lesson 1 SCIENCE PROCESSES AND INQUIRY BASED SCIENCE Engage 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 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 hands on together. Explore Teaching of Science in the Elementary Grades A. The Science Process Skills There are two important elements that are needed in learning sciences. The content or body of knowledge (facts, concepts, theories) and the processes of science which are the ways of thinking and doing that scientists used to arrive the body of knowledge. The science processes were first introduced 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 skills. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 1 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 Basic Science Processes The simpler basic process skills provide 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 senses (seeing, touching, tasting, smelling, hearing) to gather information about the object or event. Example: Seeing the leaves as green. 2. Classifying – grouping object 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 observed, 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. Example: Using a “dangaw” or meter stick. 5. Predicting – to state the outcomes of a future event based on a pattern of evidence. First of an observation shall be made, before one can predict Example: Predict that rise will come at a certain of the morning after a series of observation of the time interval or pattern has been recorded. 6. Inferring – making an educational guess about an object based on previously gathered data or information. Inference is also based on observation. Example: Observing that many trees have fallen, one can infer that a strong wind must have knock these trees down. Integrated Science Processes 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 happen in the experiment. To state a hypothesis, it usually begins with the If and continues with then. Example: (1) If the sol 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 variable. 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: 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, SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 2 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 the kind of soil shall be made different, This variable is called manipulated or experimental variable. 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. Example: an operational definition of a pencil is something that can write. So anything that can write, will originally defined as a pencil. 4. Experimenting – Having learned the basic science skills, how to formulate hypothesis and control variables, the experimental manipulated variable will be tested. 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 result of the experiment. Most often it is in terms of quantities or numbers. 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. 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 used of inquiry-based science. Below are some examples. It 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 Es Model in Science Teaching - E-engage – the hook. Motivation, trigger questions - 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 of assessment plus reflection  Q-M-S Strategy - Q – question of problem - M – means of how the plan will be carried out - S- solution  3E-P Exciting Examples of Everyday Phenomena  4As in Science Teaching SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 3 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 >ASK questions >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 SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 4 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 EXPLAIN Name : _________________________ Class Schedule/Date: _________________ Course & Year: __________________ Semester/A.Y: _______________________ Course Title: ____________________ Instructor: Dolores C. Capistrano Which of the strategies in Inquiry-Based Science are you familiar with? Which one would you like to try? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 5 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 ______________________________________________________________________________ ______________________________________________________________________________ EVALUATE Name: __________________________ Date:____________________________ Course & Year: ___________________ Semester/A.Y:_____________________ Course Title: _____________________ Instructor: Dolores C. Capistrano Directions :Answer each item with either YES or NO. Mark X on the space provided that corresponds to your chosen answer. If you answer Yes, explain, why yes. If NO, justify your answer. 1. In teaching science, is it 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 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 levels? 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 science learning in the lower grade also lead to discovery? Yes ______ No _____ Why? ________________________________________________________________ ___________________________________________________________________ 8. Does inquiry-based science approach include always, asking questions? 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? _____________________________________________________________________ _____________________________________________________________________ SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 6 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 Lesson 2 PART 1: CHEMISTRY (MATTER) PROPERTIES OF MATTER INTRODUCTION All materials have properties that can be observed and be used to identify them. When learners observe different objects around them, they become aware of their characteristics. Using these features, Using these features, they can be able to group these objects into solid, liquid or gas. Furthermore, because of these characteristics, learners can also be able to classify materials according to their ability to absorb water, to either float or sink, and even to determine they can decay or not. Knowledge of the different properties of materials may be able further to help learners make useful materials and products out of the raw materials. In the process, they can investigate and observe changes materials undergo such as when mixing a solid in a liquid, or a liquid in another liquid. Intended Learning Outcomes 1. Observe, describe, and classify materials based on their noticeable characteristics; 2. Group materials according to their properties; 3. Differentiate physical and chemical properties of matter; 4. Differentiate mixtures and their characteristics; 5. Reflect on how the different lessons are introduced and came up with an idea on how to present them. SOLID, LIQUID AND GAS (GRADE 3) Intended Learning Outcomes: 1. Describe characteristics of different objects based on the shape and space they occupy; and 2. Classify objects and materials as solid, liquid and gas according to some observable characteristics. Engage 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? SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 7 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 Do this activity: Classify Objects and Materials into Solid, Liquid and Gas Procedure: 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 them together. Oxygen bottled milk bag cotton Block of wood air sweat oil Classification Materials Materials Materials Materials Reason for of matter grouping together Solid Liquid Gas Explain What you just did in the activity is one way of explain 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 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, rock, sponge, bag, pen and many others. Solids have other special properties. Comparing marble and sponge even if both are solids yet different from each other. Some solids are hard and others are soft like sponge. Hardness is the ability of solids to resist breaking and scraping. Other solids have distinctive properties like metals. Pieces of jewelry such as rings, bracelets, etc. are made up of metals, gold, silver or platinum. This metals can be designed and formed into beautiful accessories because of 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, aluminum and steel. 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 but take the shape of its container. A liquid can also low as it is transferred or poured form one container another. Juice, water or body’s sweat , col drinks are common examples. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 8 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205  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 helium inside an inflated balloon, water vapor, oxygen, carbon dioxide, etc. 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 grouped as solid, it has a definite shape and volume. The volume or size of an object or material is the amount of space it occupies.  If a material is in liquid state, it has a definite volume but follows the shape of its container.  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 is a mixture of gases. ELABORATE Name : _______________________ Class Schedule/Date: ____________ Course & Year: ________________ Semester/A.Y: _________________ SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 9 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 Course Title: __________________ Professor: Dolores C. Capistrano TASK 1 1. Make a list of objects or materials that you see at home, in school, and in your environment. From the list identify 10 solids, 10 liquids, 10 gases, and 10 objects which you are in doubt of its classification. Make an explanation for your grouping. 10 solid objects 10 liquid objects 10 gas objects 10 unclassified objects Reason for grouping Reason for grouping Reason for grouping Reason for not including In the solid, liquid, gas TASK 2 Research on the web about QUARKS. State your findings. EVALUATE Name : ____________________ Class Schedule/Date: ______________ Course & Year:______________ Semester/A.Y: ____________________ Course Title: ________________ Professor: Dolores C. Capistrano Answer comprehensively. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 10 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 1. What is the best way to teach the concept – state of matter to let students have a firsthand experience and make them understand better? 2. What state of matter do you consider difficult to teach? Why? 3. As a future teacher, what insights have you learned from Lesson I? You may include science processes that your future learners may need. Lesson 3 GROUPING MATERIALS BASED ON PROPERTIES (GRADE 4) Intended Learning Outcomes 1. Classify materials based on their ability to absorb water, float, sink and undergo decay; and 2. Identify the effects of decaying materials on one’s health and safety. Engage 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? All living and nonliving things around us and in us are made up of matter. Matter is classified in many ways according to their properties. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 11 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 Based on your experience, how do you describe a river? Try to answer the three questions below. 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 at the bottom? Name : ______________________________ Class Schedule/Date: _________ Course & Year: ____________________ Semester/A.Y: _______________ Course Title: ______________________ Professor : Dolores C. Capistrano Task 1: Classifying materials (float or sink, absorbent or non-absorbent) Where you can Materials that sink Absorbent materials Non-absorbent observe materials Task 2: Products of decay and effects on our health Activity 2.1: Materials that decay SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 12 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 Materials: Dumping site of garbage in your place Procedure : 1. Visit a dumping site of garbage in your locality or choose 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 or did not undergo decaying process. 3. If you have a cell phone get a picture of the chosen area. If you have none, make a sketch or drawing. 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 beneficial to us. ___________ _______________________________________________________________ e. What is the role of the decaying process to the environment? ______________ _______________________________________________________________ Explain Properties of Matter >Porosity is a property of materials 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 includes cotton balls, gauze, blanket and pillows. Non absorbent or non- porous materials are those that do not absorb water like plastic bags, canisters, etc. They are useful for storing food items therefore they should be kept dry. >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 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 10 grams and its volume is 20 cubic centimeters. Its density therefore is 10 g/ 20 cubic centimeters. Its density therefore is 10g/20cubic centimeters or D=10 g/20cubic centimeter D=.5 g/cubic centimeter >Decomposition is a property of materials to break down into simpler or smaller forms of matter. Take the case of the ripe fruits lie banana which easily decays after 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 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. Humus in soil is rich in organic substances produced by action of decomposers. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 13 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 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 may cause floods and pollution. 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 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. 2. Temperature – The warmer the temperature, the faster is the decay process. Placing food in the refrigerator slows down the growth of decomposers. 3. Moisture – Decomposers are also present in the 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 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 because decomposers cannot grow well in salty environment. Salting is a way of delaying or stopping decomposition, thus preserving foo for some time. , SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 14 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 ELABORATE Name: ____________________________ Class Schedule/Date_______________ Course & Year : ____________________ Semester/A.Y: ____________________ Course Title: _______________________ Instructor : Dolores C. Capistrano Enhance your learning by writing at least 3 paragraphs essay on the following given topics. Choose only one. 1. Effects of improper disposal of decaying materials on health. 2. From garbage to food or from food to garbage. 3. Survival during typhoons and floods SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 15 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 EVALUATE Name : ___________________________ Class Schedule/Date:: _____________ Course & Year: _____________________ Semester/A.Y: ___________________ Course Title: _______________________ Instructor: Dolores C. Capistrano A. Multiple Choice: Choose the letter that corresponds to the right answer 1. 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. 2. 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 3. Which property of matter refers its ability to suck up liquid? a. Buoyancy c. Absorbency b. Decomposition d. Mass 4. Which of the following is food for decomposers? a. Mushroom c. one week old bread b. Clay pot d. dishwashing sponge 5. 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 B. Let’s reflect! Write a two paragraph story of how materials at home have made your life easier. You may write your answers in the box. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 16 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 LESSON 4 PHYSICAL AND CHEMICAL PROPERTIES OF MATTER: USEFUL AND HARMFUL MATERIALS (GRADE 5) Intended Learning Outcome:  Examine the properties of materials to determine whether useful or harmful. Materials around us have properties that are important for their purpose. These materials undergo changes through technology for various important applications in our everyday lives, at home, and in school. However accompanying these positive transformations are harmful effects as well. Explain A. Useful or Harmful Materials Multiple material products are beneficial to man 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. Herr are important concepts that can help future teachers understand about the topic.  Household materials are consumer products can be grouped as (1) those that are 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 specified 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 approved the quality of products such as detergents, household cleaners, etc.  Materials have beneficial effects at home and in the environment. They can make work life easier and faster. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 17 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205  Materials can sometimes do harm. They may contain 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, etc. always find out if it is the best for the purpose you need. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 18 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 ELABORATE Name: _______________________ Class Schedule/Date: __________ Course & Year: ___________________ Semester/A.Y: __________________ Course Title: _____________________ Professor: Dolores C. Capistrano To further elaborate your knowledge about useful or harmful materials, do the following activities: 1. Complete the table below. List of Useful When and how can the material/product become Materials/Products harmful? Explain 2. Make a survey of your environment and find out what materials or products were converted from useful to harmful materials. Can these harmful materials be converted back to become useful? SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 19 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 ASSESS Answer the questions below. 1. Why is there a need to read and understand product labels before buying or using them? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. How will you teach about the products or materials which the students are doubtful whether these are useful or harmful? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Let Us Reflect! Do you believe that science has two faces? The good and the bad. Like science which actually produced materials or products, these have two faces too: the useful or harmful. As a future science teacher, this reality is a big challenge to you. How will you handle this? ________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ LESSON 4 MIXTURES AND THEIR CHARACTERISTICS (GRADE 6) SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 20 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 Intended Learning Outcomes 1. Define mixtures 2. Describe how mixtures are formed; and 3. Classify mixtures as homogeneous and heterogeneous based on their observable characteristics. Explain A mixture is made up of two or more substances or materials that are put together by physical means. When marbles, paper clips, buttons, sugar and saw dust are combined together they form mixtures. In forming mixtures, no new substances and or materials are formed because mixing materials or substances together does not change the physical properties of substances or materials. All phases of matter can be physically combined to form mixtures. One or more phases of matter are combined in a mixture and one or more phases of matter can be observed in mixtures. Examples of mixtures are listed below: Mixtures Substances Phases combined Number of Phases combined Observed Oil-vinegar Oil and vinegar Liquid and liquid Two (liquid) Salt and pepper Salt and pepper Solid and solid Two (solid) Air Nitrogen, Oxygen, Gas and gas One (gas) Argon, Carbon Dioxide, and other gases The three basic characteristics of mixtures are as follows: 1. The composition of the mixture is variable. For example, the components of the mixtures of marbles, paper clips and buttons can differ or vary. 2. The components retain their original characteristics. Marbles, paper clips, buttons, sugar and saw dust do not lose their appearance, texture, color and shape, after they are mixed together. 3. The components are easily separated by physical methods. Since no chemical reaction has taken place when mixing marbles, paper clips, and buttons, as well as mixing with saw dust, it is possible for these materials to be separated. Mixtures can be classified as homogeneous and heterogeneous. Homogeneous mixtures, or well-mixed mixtures, are those that appear single-phased. Heterogeneous mixtures or evenly-mixed mixtures are those where the particles of one or more Components can still be differentiated from the rest of the mixture by the unaided eye. Two or more phases of matter can be observed. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 21 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 EVALUATE Name: ____________________________ Class Schedule/Date: ___________ Course and Year: ___________________ Semester/A.Y: _________________ Course Title: _______________________ Professor: Dolores C. Capistrano Make a concept map on mixtures and their characteristics. SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 22 Downloaded by Floreann Basco ([email protected])  lOMoARcPSD|19481205 SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES (Bio and Chem) 23 Downloaded by Floreann Basco ([email protected])