MODULE WEEK NO.

3
COURSE MODULE

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 MODULE WEEK NO.3
DON CARLOS POLYTECHNIC COLLEGE
Purok 2, Poblacion Norte, Don Carlos, Bukidnon
Contact number: 09778527030
Email: doncals1507@yahoo.com

COLLEGE OF TEACHER EDUCATION

SCI 1: TEACHING SCIENCE IN ELEMENTARY GRADES (BIOLOGY AND CHEMISTRY)
1st Semester of A.Y. 2020-2021

Introduction

Materials around us have properties that are important for their purpose. These
materials undergo changes through technology for various important
applicatiosns in our everyday lives, at home and in school. However
accompanying these positive transformations are harmful effects as well. You will
encounter in this lesson some commonly used products. And learn theirs uses and
other details through their labels.
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Rationale
This lesson gives students an opportunity to examine some materials/ products that
can be useful or harmful. The students will engage into an activity that will be helpful
in future trashing especially that it is a big challenge to the students as they teach
soon. The students will try to engage into real life scenario where in they have to find
product in their home and identify and explain why it is useful or harmful.

Intended Learning Outcomes

A. Examine the properties of materials to determine whether useful or harmful;
B. Elaborate the knowledge about some useful and harmful materials by explaining and
answering some questions that can be used in real life situations
Activity

Activity1. Household Material: Useful or Harmful

List at least ten (10) household materials or consumer products that can be found at
home. (For example: Room Freshener / Shampoo)

Procedure:

Step 1. (Exploring) Study each sample level for the consumers as a product or
material.

Step 2. List and classify the materials as to useful or harmful. Explain,

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Step 3. Record your result I a matrix found below. Write your results in a short
bond paper.

Name of Label whether it is Give reasons for

Household/Consumer useful, harmful or classifying product.
product doubtful
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Answer the following questions.

1. Is it that important to be aware of the labels of the household materials

and consumer products? Why?

2. What is the importance of being knowledgeable about the proper use

of household materials and consumer products?

3. As a student, what can you do to control the hazardous effect =s of the

materials used at home and in the environment.

DO NOT ANSWER THIS ACTIVITY

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Discussion
Physical and Chemical Properties of Matter

A. Useful or Harmful Materials

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Multiple material products are beneficial to man because of technology. Because of

technology, raw materials are transformed to different products that have improved man’s
way of life, however, some products which are useful to man may be harmful to animals
and plants and the environment or the other way around. Sometimes, it is the incorrect use
of the useful materials that makes these harmful. Hence, it is imperative to really identify
characteristics of household and consumer materials. Here are important concepts that
can help future teachers understand about the topic.

 Household materials and consumer products can be grouped as (1) those used for
cleaning; (2) for food preparation; (3) beautification; (4) building construction; and
(5) household products.
 Materials found in products like metal container, ceramic, rubber, glass or plastic
have specific properties. Humans have learned to manipulate the different properties
of matter to create other uses.
 Materials are enhanced or upgraded by technology. Technology has continuously
improved the quality of products such as detergents, household cleaners, food
seasoning, medicine, plastic, paints, stainless metals and many more making human
life convenient. In fact technology has enhanced beauty products and health
products which are Very popular among consumers today.

 Materials have beneficial effects at home and in the environment. They can make
work and life easier like cooking faster, preserving food, keeping homes and clothes
clean, smells good and disinfected.
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 However, materials can sometimes do harm. They may contain hazardous substance,
an ingredient that may cause skin irritation, injury, or illness during or after handling or
use or if accidentally taken.

 Chemicals can contaminate food and when properly disposed of or even used, they
can cause death. Hence, there is a need to exercise care and caution when using
them.
 Before buying or using any consumer products-such as food, clothing, medicine,
cleaning product, so0ap and shampoo, insect repellent or pesticides always find out
if it is the best for the purpose you need.

Caution: Always read the labels or product information leaflets first.

Assessment
A. Answer the following questions. Write it in a one-whole sheet of paper.
I. Are the materials below useful or harmful? Identify and explain
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1. Food preservatives: ______________

Explain:________________________________________________________________________
___________________________________________________________________________
2. Empty Plastic Containers: _________________
Explain:________________________________________________________________________
___________________________________________________________________________
3. Insecticides: __________________
Explain:________________________________________________________________________
___________________________________________________________________________
4. Air Freshener: ___________________
Explain:________________________________________________________________________
___________________________________________________________________________
5. Perfumes/Colognes/Deodorants:_______________
Explain:________________________________________________________________________
___________________________________________________________________________

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II. Answer the following questions
a. Why is there a need to read and understand the product label before
buying or using them?
b. How will you teach about the products/ materials which the students are
doubtful whether these are useful or harmful?

Reflection
Thoroughly answer the question below. Use appropriate academic vocabulary and clear
and complete sentences. Write it in the back portion of the paper in the assessment part.

1. 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
and harmful.

Resources and Additional Resources

Additional Resources:
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Discussion: Bilbao, P., et. Al. (2019) Teaching science in elementary grades. Quezon City:
Lorimar Publishing Co., Inc.

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DON CARLOS POLYTECHNIC COLLEGE
Purok 2, Poblacion Norte, Don Carlos, Bukidnon
Contact number: 09778527030
Email: doncals1507@yahoo.com

COLLEGE OF TEACHER EDUCATION

Sci 1: Teaching Science in Elementary Grades (biology and Chemistry)
1st Semester of A.Y. 2020-2021

Introduction

The ground that you stand on, the air that you breathe and the oceans of the
Earth are all mixtures. For example, air is a mixture of many gases, including
nitrogen, oxygen and carbon dioxide. Ocean water is a mixture of pure water, salt
and many other substances. Even the fresh water in lakes and rivers is not pure and
always contains small amounts of other substances.You are handling mixtures
everyday. Are you aware of it? In the moring you add sugar to a cup of hot coffee
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or milk. You are making mixtures in everyday life

Rationale
This lesson gives give the students an understanding about mixtures and its
characteristics. The students will engage into an activity that they will use in future
teaching. The lesson will help the students to teach the mixtures in a much simpler
way that may involve into real-life application. The students will try to explain how
the mixtures formed.

Intended Learning Outcomes

A. Define mixtures;
B. Describe how mixtures are formed; and
C. Classify mixtures as homogenous and heterogeneous based on their
observable characteristics
Activity

Activity1. Look at the different fruits and vegetables shown in the picture. Is it a
mixture or not? How does this fruits and vegetables can be a mixture? Write your
answer in a short bond paper. (First part)

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Activity 2. Forming Mixtures

(Secon part)
Materials: 10 stones, 10 marbles/beads, 10 buttons
2 small plastic jars labelled A and B with lids
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Sugar
Sand/ Saw dust
Spoon
Let’s explore the activity below.
1. Place an equal number or five stones, 5 marbles/beads and 5 buttons in jar
and B. Then, add a spoonful of sugar and spoonful of sand/sawdust in Jar B
only.
2. Cover eacg jar and shake to mix the contents. Observe each jar. What was
formed? Fill in the table below with your observations.

JAR Items Mixed Together OBSERVATIONS

(How do the different materials in the jars look likeafter they
were mixed?)

A Stones,
Marvles/beads and
buttons

B Stones,
Marvles/beads,
buttons, sugar and
sand/sawdust

DO NOT ANSWER THIS ACTIVITY

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COURSE MODULE Discussion

What is a Mixture?

In chemistry, when two or more substances mix with each other without
participating in a chemical change, the resulting substance is called a Mixture.

A Mixture is made up of two or more substances or materials that are put together
by physical means. When stones, marvles/beads, buttons, sugar and sand/sawdust
are combined together they formed a mixture. In forming mixtures, no new
subtances or materials are formed because because mixing the materials/
substances together does not change the physicalproperties of materials/
substances. All phases of matter can be physcally combined to form mixtures. One
or more phases of matter are cobined in a mixture and One or more phases of
matter can be observed in a mixture.

Mixture Substances Phases Combined Number of phases

Combined observed.

Salt and pepper Salt and pepper Solid and Solid Two (solid)

Oil- Vinegar Oil and Vinegar Liquid and liquid Two (liquid)

Air Nitrogen, Oxygen, Gas and gas One (gas)

Carbon Dioxide
argon and other
gases

Sea Water Salt, water, and Solid, Liquid and One (liquid)

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gases such as Gas
Carbon dioxide
and oxygen

Smoke Air and burnt Solid and Gas Two ( Solid and
debris Gas)

Carbonated Drink Carbon dioxide Solid, Liquid and One (liquid)

gas, water, Gas
concentrate,
sugar

The three basic characteristics of mixtures are as follows:

1. The composition of the mixture is variable. For example, the components of

the mixture of marbles, paper clips and buttons can differ or vary.

2. The components retain their original characteristics. Marbles, paper clips,

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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.

There are two main types of mixtures: homogeneous mixtures and heterogeneous
mixtures

Homogeneous mixtures (well-mixed mixtures)

 A mixture that appear as single-phased.
 A mixture appears transparent or clear.
 Sugar mixed with water is the most common example of a
homogeneous mixture.
 Homogeneous mixtures can
be defined as the mixtures
which possess the same
properties and combination
throughout their mass.
 Examples of Homogeneous
mixtures – alloys, salt, and
water, alcohol in water,

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Heterogeneous mixtures(unevenly-mixed mixtures)
 Particles of one or more components can still be seen or
differentiated from the rest of the mixtures
 Two or more phases of matter can be observed.
 A mixture of sand mixed with salt is an example of a heterogeneous
mixture. Heterogeneous mixtures possess different properties and
compositions in various parts
i.e. the properties are not
uniform throughout the
mixture.
 Examples of Heterogeneous
mixtures – air, oil, and water

Assessment
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A. Make a concept map on mixtures and its characteristics. Give an example of

mixtures and classify it. You can put some pictures on example. Write it in a
short bond paper.
Format can be like this:

B. .

Reflection

Thoroughly answer the question below. Use appropriate academic vocabulary and
clear and complete sentences. Write it in the back portion of the paper in the
assessment part.

As a future teacher, how can you teach mixtures and its properties in your own
simpler way?

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Resources and Additional Resources

Additional Resources:

Discussion: Bilbao, P., et. Al. (2019) Teaching science in elementary grades.
Quezon City: Lorimar Publishing Co., Inc.
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CONCEPT MAP RUBRIC

CATEGORY 10 8 6 3

Concepts
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Organization

Propositions

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ESSAY RUBRIC

CATEGORY 5 4 3 2

Content There is one clear, There is one clear, There is one topic. The topic and main
well focused topic. well focused topic. Main ideas are ideas are not clear.
Main ideas are Main ideas are clear somewhat clear.
clear and are well but are not well
supported by supported by
detailed and detailed information.
accurate
information.
Organization The introduction is The introduction The introduction There is no clear
inviting, states the states the main topic states the main introduction,
main topic, and and provides an topic. A conclusion is structure, or
provides an overview of the included. conclusion.
overview of the paper. A conclusion
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paper. Information is is included.

relevant and
presented in a
logical order. The
conclusion is strong.
Word Choice The author uses vivid The author uses vivid The author uses The writer uses a
words and phrases. words and phrases. words that limited vocabulary.
The choice and The choice and communicate Jargon or clichés
placement of words placement of words clearly, but the may be present and
seems accurate, is inaccurate at writing lacks variety. detract from the
natural, and not times and/or seems meaning.
forced. overdone.
Sentence All sentences are Most sentences are Most sentences are Sentences sound
well constructed well constructed well constructed, but awkward, are
Structure, distractingly
and have varied and have varied they have a similar
Grammar, repetitive,
structure and length. structure and structure and/or
or are difficult to
Mechanics, The author makes length. The author length. The author
understand. The
& no errors in makes a few errors makes several errors author makes
Spelling grammar, in grammar, in grammar, numerous errors in
mechanics, and/or mechanics, and/or mechanics, and/or grammar, mechanics,
spelling. spelling, but they do spelling that interfere and/or spelling
not interfere with with understanding. that interfere with
understanding. understanding.

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DON CARLOS POLYTECHNIC COLLEGE
Purok 2, Poblacion Norte, Don Carlos, Bukidnon
Contact number: 09778527030
Email: doncals1507@yahoo.com

COLLEGE OF TEACHER EDUCATION

SCI 1: TEACHING SCIENCE IN ELEMENTARY GRADES (BIOLOGY AND CHEMISTRY)
1st Semester of A.Y. 2020-2021

Introduction

Materials are capable of changingunder certain conditions. Changes can occur due
to varrying temperature, applying force, mixing materials, presence or lack of oxygen
and applying heat. There are changes that can occur in materials. Some liquid can be
changed into solid and several can even return back to liquid. There are liquid and
solid materials which can be changed into solid. Gases can be changed into liquids
stoo. Solids can be changed also to gases without even passing the liquid state.
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Rationale

This lesson allow the students to experience the changes that materials undergo through
an activity in which phases of matter such as solid can be changed into gas. The students
will gain knowledge in which they will use and help in everyday life especially in teaching.

Intended Learning Outcomes

A. Describe changes in the materials due to the effect of temperature.

B. Explain and discuss the physical change of materials;
C. Discuss the changes from each phase of matter to another
Discussion

Changes in Matter due to changes in Temperature

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M atter exists as solid, liquid or

gas. The change in state can

be brought about by the effect
of heat or a change in
temperature. The changes
could be explained using the
particle model. All matter can
move from one state to
another. It may require extreme
temperatures or extreme
pressures, but it can be done. Sometimes a substance doesn't want to change states.
You have to use all of your tricks when that happens.

STATES OF MATTER
SOLID
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 The particles in a solid are very close to each other.

 There is a very strong force that holds these particles
together. Hence, their movements are limited.
 The particles are vibrating but not spreading apart. This
explains why solid has a rigid and compact appearance.

LIQUID

 The particles in a liquid are arranged far apart from each

other.
 The force holding them is not as strong as that in solid.
 Thus, the particles can glide or slide around one other and
tend to occupy the bottom of the container. This explains why
liquid takes on the shape of the container.

GAS

 Gas particles lie very far from each other.

 The force holding them is very weak. This is the reason why
the particles of gas move faster.

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CHANGES IN MATTER (Physical Change)

A. Solid to Liquid (MELTING)

Heat energy is always present when matter changes state. As

temperature increases as observed when
heat from the hot water is added to solid
like the ice candy and wax, the particles in
these solid materials take in the heat
energy. They change it into energy of
motion and begin to move and vibrate so
fast. As the particles in the solid speed up, consequently they also
move farther apart. If the particles gained enough energy, they will have enough room to
slide past each other. They break free from their fixed positions. Consequently, the solid matters (ice
candy and wax) begin to melt. Melting is the change of state from solid to a liquid.
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B. From Liquid to Gas (BOILING )

Increasing the temperature further of a liquid state

resulted from melting will cause the water particles to
move which more rapidly farther apart. This allows the
particles to escape. The liquid water begins to change to
a gas called water vapor. This can continue as long as
heat is added or the temperature increases, and the
liquid will continue to boil. Bubbles of water vapor will
keep forming and escaping until all the liquid changes to
gas.

Boiling is the rapid change of state from liquid to gas. It occurs at or above the boiling
temperature.

Vaporization takes place when the particles in a liquid gain enough energy to move
independently, forming a gas. Evaporation usually occurs on the surface of the liquid.

The situation can be observed when water in a covered drinking glass which is allowed to
stay undisturbed overnight decreases its volume. This indicates that some of the water
particles evaporated and changed to water vapor. Droplets
of water can also be seen along the side of the closed
drinking glass. These water droplets came from the water
vapor or steam that changed into liquid. When water vapor
comes in contact with a cool surface, it releases heat energy
and the particles that make up the gas begin to slow down
and move closer together. The gas changes again to a
liquid.

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Condensation is the change of state from a gas to a liquid.

C. From Liquid to Solid(FREEZING)

Suppose more energy or heat is taken away from liquid like

when the liquid ice candy or just plain water is placed in the
freezer where the temperature is maybe 0°C or even lower, the
particles in the liquid will slow down. They will begin to move
closer to each other. If the particles lose enough energy the Ice
candy or the water begins to freeze. The change or state from a
liquid to a solid is freezing.

D. From Solid to Gas(SUBLIMATION)

In some cases, solid particles present in solid state like

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naphthalene balls are directly converted to gaseous state.

This is only possible when the surface e particles of a solid
gain enough energy that they form a gas. During
sublimation, particles of a solid do not pass through freedom of motion of
its particles increases. In the case of naphthalene balls, the material solid
disappears, however, its odor can be smelled in the air.

(Continuation/ additional information is in the reference book/in the following resources given below)

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Assessment

A. Identify the changes that take place in matter by matching column A with

Column A Column B

1) Drying of drops of acetone on your A. solid to gas

fingernails
2) Margarine heated in a pan B. solid to liquid
3) Gelatine mixed with hot water and C. liquid to gas
placed inside the refrigerator
4) Perfume sprayed on you D. gas to liquid
5) Air freshener in a can becomes
E. liquid to solid
lesser in volume as the can is
opened
6) Dry ice
7) Cold soda on a hot day
8) Ironing clothes
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9) Specialized Printers
10) Ice on summer

Column B. Write it in a one whole sheet of paper.

Reflection

Thoroughly answer the question below. Use appropriate academic vocabulary and clear
and complete sentences. Write it in the back portion of the paper in the assessment part.

1. What have you learned from this lesson? Is it that important to teach this lesson?
Why?
2. How does knowledge of change of matter help you in your everyday life?

Resources and Additional Resources

Additional Resources:

Discussion: Bilbao, P., et. Al. (2019) Teaching science in elementary grades. Quezon
City: Lorimar Publishing Co., Inc.

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DON CARLOS POLYTECHNIC COLLEGE
Purok 2, Poblacion Norte, Don Carlos, Bukidnon
Contact number: 09778527030
Email: doncals1507@yahoo.com

COLLEGE OF TEACHER EDUCATION

SCI 1: TEACHING SCIENCE IN ELEMENTARY GRADES (BIOLOGY AND CHEMISTRY)
1st Semester of A.Y. 2020-2021

Introduction

Materials change when exposed to certain conditions. You have observed and
learned that leftover food or rejected pans of vegetables, will decay due to action of
bacteria. The vegetables were exposed to the action of bacteria which are found in
your kitchen table. If there were no bacteria, the vegetables will just dry up because of
warm temperature. "Only change is permanent on earth!" as we always would hear
from our elders. This lesson will introduce you to changes that materials undergo when
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exposed to certain conditions that are useful and harmful to us.

Rationale

This lesson will introduce to the changes that materials undergo that affects the
environment whether it is useful and harmful. The students will cite a real-life scenarios
that changes of materials brought to the environment. The students will have to
understand the effect of changes so that in future teaching they will have to explain it
clearly specifically in grade level.

Intended Learning Outcomes

A. Describe changes in solid materials when bent, pressed, hammered, or cut;

B. Explain changes in properties of materials when exposed to certain conditions such

as temperature or when mixed with other materials; and

C. Identify changes in materials whether useful or harmful to one's environment.

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Discussion

Changes in Materials whether Useful Or Harmful

Furniture making is one source of income for people. Wood, bamboo, rattan, wire any
more could be used as raw materials. Take bamboo chair making. The long pole is cut
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into desired dimension by a carpenter. The bamboo pieces are cleaned, and arranged
to make a chair. Nails are hammered in several places to make the chair sturdy. Varnish
or shellac 1s applied to the surface to make the chair attractive. The bamboo chair is
made of the same bamboo that was cut as a pole with additional nail and varnish.

Materials change when exposed to different temperatures. Our daily life is made easy
because of the changes that matter undergoes. For example, some of you prefer to eat
radish prepared with vinegar, sliced onions, and ripe tomatoes. The taste of the dish is
enhanced when you mix all the ingredients. Fried fish for breakfast has a different taste.
Similarly, boiled egg has a different appearance, texture and taste from scrambled egg.
These changes are useful to our environment and to us. Other useful products are
fertilizer, vitamins, food-milk products, cleansing agents, lotion, shampoo, medicines and
many more. Remember that raw materials are plenty in our environment that could be
turned into useful products that make our life easy and comfortable.

Water when it undergoes change from one state to another is useful to life on earth. We
use water Tor drinking, washing clothes, and for many household, industrial or agricultural
uses. Aquatic forms of life also need water as their habitat. However, when monsoon rains
come in June to December, many provinces in Luzon remain flooded. This is a negative
effect of heavy rainfall.

Materials can also change resulting in the formation of one or more new materials or
different substance.

Physical change involves only a change in state, size, shape or form, a chemical change
involves a change in the composition of matter.

Most chemical changes are not reversible, except through another chemical reaction.
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For example the case of mixing baking soda and vinegar caused the balloon to blow up.
The reaction between the two materials resulted to the formation of water and gas as
indicated by the bubbles. The gas formed is carbon dioxide which could not escape but
into the balloon causing it to be inflated.

There are also changes of matter that are harmful. Rusting of iron, leaching from
decomposing matter, and domestic wastes thrown into bodies of water releasing odor
are harmful. Fossil fuels converted to petroleum products, kerosene, diesel oil and
gasoline enable us to travel fast. However such conversion of fuel to energy produce
smoke or exhaust from motor that are detrimental to our health.

It is important to be careful in mixing substances like those that may cause explosion or
fire. We need to be aware too and cautiously read product labels. We need take note of
precautionary measures in handling products. Technology and industry is made new
products that are useful and harmful or both.

(Continuation/ additional information is in the reference book/in the following resources given below)
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Assessment

Answer the following questions. Write it in a short bond paper (portrait).

1. A famer says that he makes charcoal for daily needs.

a. What changes have occurred from the source of charcoal until it reached a
kitchen?
b. Describe the changes that are useful and harmful in the process of charcoal
making.

2. Water undergoes evaporation, condensation and freezing.

a. How important are these processes of life on earth?

Reflection

Thoroughly answer the question below. Use appropriate academic vocabulary and clear
and complete sentences. Write it in the back portion of the paper in the assessment part.

Reflect on this: "In a leadership seminar, a facilitator displayed a crisp one piece of a
Php500.00 bill and asked who wanted the money. Everyone in the audience raised
hands. Then she crumpled the bill and asked the same question. A few raised their hands.
Then she rolled and stepped on the bill several times making the bill dirty and asked the
same question. Only two hands were raised." If you were one of those left who raised the
hand, why do you still like to get the bill? Relate this to yourself and to the lesson on
physical change of matter.

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Resources and Additional Resources

Additional Resources:

Discussion: Bilbao, P., et. Al. (2019) Teaching science in elementary grades. Quezon
City: Lorimar Publishing Co., Inc.
COURSE MODULE

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ESSAY RUBRIC

CATEGORY 5 4 3 2

Content There is one clear, There is one clear, There is one topic. The topic and main
well focused topic. well focused topic. Main ideas are ideas are not clear.
Main ideas are Main ideas are clear somewhat clear.
clear and are well but are not well
supported by supported by
detailed and detailed information.
accurate
information.
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Organization The introduction is The introduction The introduction There is no clear

inviting, states the states the main topic states the main introduction,
main topic, and and provides an topic. A conclusion is structure, or
provides an overview of the included. conclusion.
overview of the paper. A conclusion
paper. Information is is included.
relevant and
presented in a
logical order. The
conclusion is strong.
Word Choice The author uses vivid The author uses vivid The author uses The writer uses a
words and phrases. words and phrases. words that limited vocabulary.
The choice and The choice and communicate Jargon or clichés
placement of words placement of words clearly, but the may be present and
seems accurate, is inaccurate at writing lacks variety. detract from the
natural, and not times and/or seems meaning.
forced. overdone.
Sentence All sentences are Most sentences are Most sentences are Sentences sound
well constructed well constructed well constructed, but awkward, are
Structure, distractingly
and have varied and have varied they have a similar
Grammar, structure and length. structure and structure and/or
repetitive,
or are difficult to
Mechanics, The author makes length. The author length. The author
understand. The
& no errors in makes a few errors makes several errors author makes
Spelling grammar, in grammar, in grammar, numerous errors in
mechanics, and/or mechanics, and/or mechanics, and/or grammar, mechanics,
spelling. spelling, but they do spelling that interfere and/or spelling
not interfere with with understanding. that interfere with
understanding. understanding.

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