MATTER MODULE

Phases of Matter and Its Properties 6

❖ OVERVIEW/ INTRODUCTION

Our surroundings are composed of many different things. We see people, trees, chairs, cups,
books, bottles, laptops, cellphones and an endless number of objects. These objects may have
their own unique shape, color, size, identity and use but they have two things in common: objects
have mass and they take up space. All these things are forms of matter.

Matter occurs in three major phases and also exists in many different forms. When learners
observe different objects around them, they become aware of their characteristics, using these
features, they can be able to group this objects as solid, liquid or gas. Moreover, because of the
distinct characteristics of objects learners can also classify materials according to their unique
abilities like its capacity to absorb water, float or sink. They can also determine whether objects
can decay or not which is also essential in taking care of our environment.

Knowledge of the different properties of materials may be able to further help learners make
useful materials and products out of raw materials. In the process, they can investigate and
observe the changes materials undergo such as when mixing a solid in a liquid or a liquid in
another liquid.

This module contains four (4) lessons: (1) Characteristics of Solid, Liquid and Gas; (2)
Grouping of Materials Based on Properties; (3) Physical and Chemical Properties of Matter and
(4) Mixtures and their Characteristics.

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Answer the assessment task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.
❖ LEARNING OUTCOMES/ OBJECTIVES

At the end of this module, the learner should be able to

Observe, describe and classify materials based on their noticeable physical characteristics;
Group materials according to their properties;
Differentiate physical and chemical properties of matter;
Describe mixtures and their characteristics; and
Reflect on how different lessons on Matter are introduced and trace how the ideas are presented to the
elementary learners.

1
❖ LEARNING CONTENT / TOPIC

Lesson 1.1 Characteristics of Solid, Liquid and Gas

➢ Lesson Outcomes:
At the end of Lesson 1, the learners should be able to gain techniques on how to
effectively teach the pupils in:
✓ Describing the characteristics of different objects based on the shape and the
space they occupy; and
✓ Classifying objects and materials as solid, liquid and gas according to some
observable characteristics.
✓ Describing changes in the materials due to the effect temperature such as solid
to liquid, liquid to gas and solid to gas and vice versa.

Waking up Curiosity

Look closely at the picture below and read the guide questions below. Do you think the
learner will be able to predict the correct answer to the questions?

Guide Questions:
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 period of time? Why
or why not?
________________________________
________________________________
Source: http://coolscienceexperimentshq.com/how-to-keep-a-paper-towel-dry-under-water/

Try to do the activity

You will need the following:
✓ Large Container
✓ Enough water to fill the container high enough that you can completely submerge the
glass in it
✓ Glass
✓ Paper Towel
Instructions:
1. Begin by filling a large container full of water. There must be enough water in the container
for you to completely submerge the glass.
2. Next tear off a section of paper towel and stuff it into the bottom of the glass.
3. Carefully turn the glass upside down. Helpful tip: Make sure the paper towel stays at the
bottom of the glass. If it slips down, push it back in.
4. Slowly lower the glass into straight down into the water. Ensure that the glass does not tip to
the side. Lower the glass until it is completely submerged.
5. Pull the glass straight out of the water. Ensure that the glass does not tip to the side. Then
carefully remove the paper towel from the glass.
6. Once you remove the paper towel you will find that it is still dry even though you just
submerged it in water
2
 When the glass is lowered in the container, air is trapped inside of the glass because of the
water pushing up from below. Air occupies a certain space inside the glass. The paper towel will
not get wet as long as the air stays in the glass. Furthermore, air is less dense than water so it is
able to stay on top of the water. If you slightly tip the glass, the air trapped in the glass will rush
out in the form of bubbles. Water will then rush in and the paper towel will get wet.
What you just did od one way of explaining the concept of solid, liquid and gas through
keen observation . To make you understand more, here are some important information for you
who will be teaching subject in the future.

All the things around us including air is an example of matter. Matter is anything that takes
up space and has mass. The amount of space an object takes up is called volume. On the other
hand, mass is the measure of how much a material makes up the object.
Matter exists in three primary phases: solid, liquid and gases. Each phase is made up of
atoms. Atoms are defined as the smallest units of matter that have properties of an individual
element. When atoms are connected by chemical bonds, they are called molecules.

Solid
Solids are objects that have:

✓ definite shape
✓ definite mass
✓ definite volume
✓ particles that are packed tightly together and contain the
Fig.1.Particles of Solids
least amount of kinetic energy since its particles can only Source:https://commons.wikimedia.or
move through minute vibrations g/wiki/File:Molecular_Dynamics_Simul
ation_of_Solid_Argon.webm
✓ Very limited compressibility or no compressibility at all

Solids can be stone hard, cotton soft, huge like an asteroid, or tiny specks like grains of
sand. Its key feature is that, solids have rigid shape and they don't flow. Solids can hold
their shape because their molecules are tightly packed together.
Your pupil might ask, “Is baby powder solid? It is soft and powdery but is not that
rigid like a rock.” The answer is yes. Baby powder is also an example of a solid object. It
is just ground into its powder form, but when you look at it under the microscope, its
particles are rigid and still won’t flow.
Liquid
Liquids are objects that have:
✓ definite mass
✓ definite volume
✓ particles of solid have more space between them so they
are not in fixed position and is free to move ( flow) Fig.2.Particles of Liquid
✓ The movement of the particles causes the liquid to be
variable in shape taking the shape of the container but not changing in volume
✓ Liquids can be compressed but only in a limited manner.

Liquids are made up of particles that are in constant motion and roll on top of each
other. There are cohesive forces that hold the particles together, but they are not rigidly
stuck together like in a solid. The particles are touching but can slide past one another
hence the ability to flow and follow the shape of the container.

3
 Gas
Gases are objects that have:
✓ definite mass
✓ no definite volume
✓ no definite shape
✓ a great deal of empty space between particles
✓ particles move very past and collide into one
another causing them to diffuse, or spread out, Fig.3. Particles of Gas
until evenly distributed throughout the volume of the container
✓ Compressible

Gases are everywhere. Our atmosphere is a mixture of gases that envelopes the Earth. It
can fill a container of any size or shape. It doesn't matter how big the container is. The
molecules spread out to fill the whole space equally. Say for example, when a clown changes
a shape of a balloon, the amount of gas inside the balloon will not change but it will be evenly
filled with molecules. Even if shape the balloon into an animal or a flower, the molecules are
spread equally throughout the entire shape.

❖ LEARNING ACTIVITY 1

Suggested learning activity for your learners:

You will further understand about the states of matter, by doing these.
1. Make a list of objects or materials that you see at home, in school or in your
present environment.
2. From the list identify at least 10 solids, 10 liquids, 10 gases and 10 objects
which you are in doubt of classification.
3. Write your reasons for grouping the objects that way.

Answer the following questions:

Future 1. What do you think is the best what to teach the concept – state
Teacher of matter to let the pupils have a first- hand experience on the
IT’S TIME topic and make them grasp the idea better?
TO PONDER 2. What state of matter do you consider difficult to teach? Why?
Write your answers on a clean sheet of paper or send it via email to:
___________________________________________________________

Lesson 1.2 Changes that Materials Undergo

There are changes that can occur in materials. Some liquid materials can be changed
into solid and several can even return back to liquid. There are liquid and solid materials which
can be changed too to liquids. Solids can be changed also to gases without even passing the
liquid state. How is this possible?

Imagine this, Matter exists as solid, liquid, or gas. The

what will happen to change in state can be brought about by the effect of
an ice cube left in an
heat or a change in temperature. The changes could
empty drinking glass
in a hot summer
be explained by using the particle model.
Fig.4. Ice cubes in a day?
Drinking glass

4
 The particle
model shows that
solid, liquid and gas
are made up of small
particles which is in
constant motion. The
behavior of these
particles differ in the
three states.
An increase
in heat energy also
increases the
temperature of a
certain material
Fig. 5. Particle model of matter
hence, its particles
which is in constant motion will move faster.
If the particles gained enough energy, they
will have enough room to slide past each
other. They break free from their positions
hence the change in phase.
➢ MELTING is the change of state from solid to liquid.
➢ FREEZING is the change of state from liquid to solid.
➢ EVAPORATION is the change of state from liquid to
gas.
➢ CONDENSATION is the change of state from gas to
liquid.
➢ DEPOSITION is the change of state from gas to solid.
➢ SUBLIMATION is the change of state from solid to gas.

Fig. 6. Chart on the change on the change of state

Changes in Matter
A. From Solid to Liquid
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 the heat energy. They change it to energy of motion and begin to
move and vibrate so fast. As the particles in the solid speeds up, consequently they also move
further apart. If the particles gained energy, they will have enough room to slide past each other.
They break free from their fixed positions. Consequently the solid matters begin to melt. (ex:
ice, ice candy or wax)

B. From Liquid to Gas

Increasing the temperature further of a liquid state like water which resulted from
melting, will cause water particles to move faster and more rapidly farther apart. This allows
the particles to escape. The liquid water begins to change to gas –called water vapor. This can
continue as long as heat s added or the temperature increases, 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 above the boiling temperature.
Vaporization takes place when particles in 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 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 water vapor or steam that changed into
5
 liquid. When water vapor comes in contact with 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 liquid. Condensation is the change of state from gas to liquid.

C. From Liquid to Solid

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 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.

D. From Solid to Gas

In some cases, solid particles present in solid state like naphthalene balls are directly
converted to gaseous state. This is only possible when the surface of the particles of solid gain
enough energy that they form gas. During sublimation, particles of solid do not pass through
the liquid state as they form gas. As a solid material sublimates into a gas, the 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.

LESSON CHECK -UP

Look at the pictures below. Identify the resulting state in each situation and explain your
answer on the space provided below each picture.
1. Ice cream held by a child 3. Bottled water in a refrigerator

________________________ ________________________
________________________ ________________________
2. Boiling water in the kettle 4. Toilet cake found in a restroom

________________________ ________________________
________________________ ________________________

5. Hot and humid day, forming heavy clouds

____________________________
____________________________

6
Lesson 2. Grouping Materials Based on Properties
Classifying materials that absorb water, float, sink and undergo decay
Lesson Outcomes:
At the end of Lesson 2, the learners should be able to gain techniques on how
to effectively teach the pupils in:
✓ Classifying materials based on their ability to absorb water, float, sink
and undergo decay; and
✓ Identifying the effects of decaying materials on one’s health and safety
Imagine a world where there is NO air to breathe, 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 mobile phones to let us communicate? Do you wonder why water when placed in
freezer turn into ice or becomes steam when boiled? All living and nonliving things around us
are made up of matter. Matter is classified in many ways according to their properties.

Waking up Curiosity
Look at the picture shown below and answer the guide questions on the box.

Guide Questions:

1.What five objects can you

identify floating in the
water?
2.What five objects can you
infer that sank in the
bottom of the water?
3.Why do you think some
objects are found on the
surface and some are at
the bottom?

FiG 7.. Source: https://web.facebook.com/PhilippineSTAR/photos/pcb.1331045970382414/1331045510382460/?type=3&theater

Properties of Matter

• 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 a given volume
of liquid. To get the density of an object, the mass of the object is divided by its volume (D=
m/v). For example the mass of metal washer is 10 grams and its volume is 20 cubic
centimeters. Its density therefore is 10g / 20 cm3 or 0.5g/cm3.

➢ If the density of an object is less than the density of the liquid, the object will
float. An object will sink if its density is greater than that of the liquid.

• Porosity is a property of material 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 include cotton balls, gauze, blankets and pillows. Non- absorbent or non-porous
materials are those that do not absorb water like plastic bags, canisters, cans and ceramic
mugs. They are useful for storing food items therefore they should be kept dry. Umbrellas
and raincoats are non- absorbents.

7
 • Decomposition is a property of materials to break down into simpler or smaller forms of
matter. Take the case of ripe fruits like banana which easily decays after a few days. The
organic matter in these parts of the plant are returned to the ground and becomes part of the
soil. All living things decay are also referred to as biodegradable. All living things decay
but not the same manner. Decaying process is important in returning organic substances to
the soil so that other living things will also have source of nutrients for their needs. Humus
in soil is rich in organic substances produced by action of decomposers. There are several
stages of decomposition. Using leaves and fruits are examples discusses that the stages of
decomposition.

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 clog drainage and
may cause floods and pollution. There are town or city ordinances that prohibit the use of
plastic bags to hold goods sold to stores and market since it takes a long time for these to
decompose. It has been observed that landfills are full and become homes for rats and other
disease carrying organisms.

Factors affecting decomposition:

1. Presence of organism or decomposers that cause decay –Decomposers can be

detritivores, fungi and bacteria. Detritivores like earthworm breakdown plant and animal
materials and feed on these. Fungi like mushroom and ear mushroom 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. Spoiled food has foul odor because of decay that is going on.

2. Temperature - The warmer the temperature, the faster the decaying process. So when
the days are very warm, leaving spaghetti on the table and other carbohydrate rich food
will easily spoil. Placing food in the refrigerator slows down the growth of decomposers.

3. Moisture – have you noticed a pile of leaves during summer in the school yard but during
the rainy season, the leaves disappear fast and blend with the soil? With water available,
the plant parts easily crumble and decompose. Decomposers are also present in 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 a 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 is because
decomposers cannot grow well in salty environment. Have you noticed that fish, squid
and meat do not decay immediately when salted? Salting is a way of delaying or stopping
decomposition, thus preserving food from sometime.

Effects of decay in our health

How does decay affect our health? Have you been to dentist because of tooth decay? What
causes tooth decay? Food particles left in mouth and teeth are food for bacteria when you don’t brush
your teeth regularly. The action of bacteria release acids that can dissolve the enamel of your teeth
creating tooth cavities. Eating left over food that has started to decay may cause loose bowel movement.
It is not advisable to eat the food that has started to emit foul odor.
8
❖ LEARNING ACTIVITY 2

LESSON CHECK- UP
It’s QUIZ TIME!!!
Multiple Choice: Choose the correct answer by writing the letter of your choice on your answer sheet.

1. Which of the following is derived from action of decomposers?

a. Pellets b. Animal Manure c. Humus d. Plastics
2. Why is cotton used in first aid in case of open wounds?
a. It absorbs blood. b. It allows decay of flesh. c. It increases bleeding. d. It is always available.
3. Bamboo pole in sea water will ________________________.
a. Sink because it is denser than sea water c. Absorb lots of water because it is a good absorbent material
b. Float because it is less dense than sea water d. Decay because it is made of organize material
4. Which of the following is food for decomposers?
a. Mushroom b. Clay pot c. One week old bread 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 c. The noodles decay fast
b. The food was not properly stored d. The food was left exposed to dirt
6. The density of cork is 0.2g/cm3. What will happen to a cork when placed in a glass of water which has a density of
1g/cm3?
a. The cork will absorb water b. The cork will float c. The cork will sink d. The cork will decay
7. Which property of matter refers to its ability to suck up liquid?
a. Buoyancy b. Decomposition c. Absorbency d. Mass
8. Which trash is biodegradable?
a. Juice tetrapack b. Paper bag c. Plastic candy wrapper d. Toothpaste sachet
9. Earthworms, millipedes, centipedes, beetles and other larvae are living organisms that aid in decomposition by
feeding on the decaying substance. These organisms are called _________.
a. Decomposer b. Detrivores c. Fungi d. Bacteria
10. Which of the following materials will have a longer shelf life?
a. Dried fish b. Fresh fruits c. Iced tea d. all of these

Discuss or explain the following:

1. How does decomposition help in the recycling of nutrients among
Future living things and their environment
Teacher 2. Why do plastics take longer time to decompose compared with a
IT’S TIME box made of cartolina?
TO PONDER 3. Why do we float easily in sea water but not in a freshwater
swimming pool?
Write your answers on a clean sheet of paper or send it via email to:
______________________________________________________
_____

Lesson 3. Physical and Chemical Properties of Matter

3.1 Useful and Harmful Materials
➢ Lesson Outcome(s):
At the end of Lesson 3.1, the learners should be able to gain techniques on how
to effectively teach the pupils in:
✓ Examining 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 school. However, accompanying these positive transformations are harmful effects
9
 as well. You will encounter in this lesson some commonly used products and learn their uses
another details through their labels.

Waking up Curiosity
Group the following household materials given below according to their respective use. Give
an appropriate heading for your groupings. Be sure to make you groupings on the box provided
and answer the guide questions below after grouping the hose hold materials.

Sugar Face powder Vinegar Soap Candle wax Shampoo

Lotion Tomato sauce Cologne Fish sauce Cooking oil

Guide Questions:
Q1. What were your bases for grouping the different samples?
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________
Q2. Are there certain precautions to follow when using the listed materials to keep us safe.
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________

Stitching what you know. Perform the next activity. Look for labels or empty containers of the
following household materials:
- Insect spray - Muriatic Acid - Room freshener
- Vetsin - Detergent - Bleaching solution
- Baking soda - Food Seasoning - Rubbing alcohol
Procedure:
Step 1: Exploring
1.1 Study each sample label for the consumers as a product or material. Take note if
there are precautions or warnings for the consumers.
1.2 List and classify each materials as to useful or harmful. Explain or give reasons
why you consider the material useful or harmful.
Step 2. Recording
2.1 Record your results in the matrix found on the next page. You may use another
sheet to record your answer if it is not spacious enough.
Name of Household and Label whether the product Give the reason for classifying such product as
Consumer Product is USEFUL, HARMFUL USEFUL, HARMFUL or DOUBTFUL
or DOUBTFUL

10
 Step 3. Reflecting
3.1 Answer the following questions individually:
Q1. Which among the materials or products do you always use at home?
_______________________________________________________________
Q2. Is it important to be aware of the labels of household materials and consumer
products? Why?
_______________________________________________________________
_______________________________________________________________
Q3. What is the importance of being knowledgeable about proper use of household
materials and consumer products?
_______________________________________________________________
_______________________________________________________________
Q4. As a student, what can you do to control the hazardous effects of some materials
used at home and the environment?
_______________________________________________________________
_______________________________________________________________

Multiple material products are beneficial to man because of technology. Because of technology,
raw materials are transformed into different products that have improved man’s way of life. The
transformation of material from one form to another is possible due to
the physical and chemical properties of mater.

Physical properties are properties that can be measured or observed without changing the
chemical nature of the substance. This property is further divided into intensive and extensive
properties. Intensive properties are the characteristics of matter that does not depend on the amount of
substance present like color, density, boiling point, and melting point. On the other hand, extensive
properties are the characteristics of matter that depend on the amount of matter being measured
examples of which are mass and volume.
(You may teach this song to your kids: https://www.youtube.com/watch?v=e5h5RgiagrU)

Chemical properties are properties that become evident during a chemical reaction; that is,
any quality that can be established only by changing a substance’s chemical identity. These properties
cannot be determined just by viewing or touching the substance; the substance’s internal structure must
be affected for its chemical properties to be investigated.
Interacting with some of the chemical properties of materials may make it useful or harmful to
animals and plants and the environment or the other way around. Sometime, the incorrect use of useful
materials makes it harmful. Hence, it is imperative to really identify the 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) and
household products.
➢ Materials have 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 which are popular among consumers
today.

11
 ➢ Materials have beneficial effects at home and in the environment. They can make work and
life easier like coking faster, preserving food, keeping homes and clothes clean, smells
good and disinfected.
➢ 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 product such as food, clothing medicine, cleaning
product, soap 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 before using it.

LEARNING ACTIVITY 3

Make a survey of your environment and find out what materials or products were converted from
useful to harmful materials. Explain the process how the transformation happened. Can these harmful
materials be converted back to become useful? How? You may use the internet to answer this question.

Discuss or explain the following:

1. Why do we need to know the properties of a certain material
before using it?
Future
Teacher
2. Why is there a need to read and understand product labels
IT’S TIME before buying or using them?
TO PONDER 3. How will you teach about the products or materials which the
pupils are doubtful whether these are useful or harmful?
Write your answers on a clean sheet of paper or send it via email to:
___________________________________________________________

Write your answers

Lesson 3.2 Changes that Materials Undergo: on a Harmful
Useful and clean sheet of paper or send it via email to:
➢ Lesson Outcome(s): ______________________________________________________
At the end of Lesson_____
3.2, the learners should be able to gain techniques on how
to effectively teach the pupils in:
✓ Describing changes in solid materials when bent, pressed, hammered,
or cut.
✓ Describing changes in properties of materials when exposed to certain
conditions such as temperature or when mixed to other materials.
✓ Identifying changes in materials whether useful or harmful to one’s
environment.

You learned in lesson 1.2 that matter exists in three states, solid, liquid and gas. You
also have learned that heat affects some materials changing their states. Water is a typical
example of material that can exist as solid (ex. ice), liquid (ex. water that we drink) and gas
(water vapor).
Materials change when exposed to certain conditions. You have observed and learned
in Lesson 2 that leftover food or rejected parts 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. This lesson will introduce you to changes that materials undergo when exposed
to certain conditions.
In our previous discussion, materials have physical properties which means this
characteristics can be altered without changing its chemical composition. The changes that

12
 occur is called physical change. Therefore, some materials can be bent, pressed hammered
and cut. Bending, pressing, hammering and cutting do not change the state of matter. Only
the form, size, and shape were altered.
The capability of matter that allows it to be hammered, pressed, or rolled into thin
sheets without breaking is called malleability. This characteristic is often observed in metals
which can be deformed under compression and take on a new shape. When the material is
drawn into thin wires, this ability is called ductility. Some metals are also shiny when exposed
to light, this property is called luster. Other materials also possess luster like, diamond and
other gems even glass. Glass also has a property called brittleness which is characterized by
its ability to be broken easily.
Materials can also change resulting in the formation of one or more new materials or
different substance. If physical change involves physical properties, chemical change
involves the change in the composition of matter. Most chemical changes are not reversible,
except through another chemical reaction. A common example is the rusting of iron.
Our daily life is made easy because of the changes that matter undergoes. When matter
is processed, it can be useful to us and to our environment. Metal drawn into thin wires can
conduct electricity in which most our appliances rely. Other useful products such as
fertilizers, vitamins food-milk products, cleansing agents, lotion, shampoo, medicines and
many more. However, there are also changes of matter that are harmful, leeching from
decomposing matter, domestic wastes thrown into bodies of water creating pollution are
some examples.
Therefore it is important to be careful with the products and materials that we use. Let
us be mindful that technology and industry has made new products that are useful and
harmful or both.

LESSON CHECK- UP

Given a list of materials in our surroundings pick out the products created from PHYSICAL
or CHEMICAL change.
Chair bamboo bed dried squid table
Wooden boxes abaka slipper broomstick vitamin cubes
Plastic pails cement wall coconut husk Leche flan
Mirror yogurt toothpaste steamed rice

Due to PHYSICAL Change Due to CHEMICAL Change

13
Lesson 4. Mixtures and their Characteristics (Grade 6)
➢ Lesson Outcome(s):
At the end of Lesson 4, the learners should be able to gain techniques on how
to effectively teach the pupils in:
✓ Defining mixture;
✓ Describing how mixtures are formed; and
✓ Classifying mixtures as homogenous and heterogeneous based on their
observable characteristics.
You are handling mixtures every day. Are you aware of it? In the morning, you add
sugar to a cup of hot chocolate. Or you add powdered milk to a glass of water. You are
making mixtures. Do you know what mixtures are? After studying this lesson, you will
acquire deeper understanding of mixtures and their characteristics.

Waking up Curiosity
Forming Mixtures. Let’s explore the activity below.

What you need:

• marbles, 10 paper clips, 10 buttons
• small plastic jars labeled A and B with lids
• Sugar
• Saw Dust
• Spoon

Procedure:
1. Place equal number of marbles, paperclips and buttons in jar A and jar B. Add a spoonful of
sugar and a spoonful of saw dust only in Jar B.
2. Cover each jar and shake to mix the contents. Observe each jar. What was formed? How do
you compare the appearance of the materials mixed in jar A and jar B?
3. Complete the table below.

Jar Items mixed together How do the different materials in the

jar look after they were mixed?
A Marble, Paper clips, Buttons

B Marble, Paper clips, Buttons,

Sugar, Saw Dust

A mixture is made up to or more substances or materials that are put together by physical
means. When marbles, paperclips, buttons, sugar and saw dusts are combined together they form
mixtures. In forming mixtures, no new substance and or materials are formed because mixing materials
or substances together does not change the chemical properties of substances or material. Example, salt
and its salty taste is perceived in salt water.
There is no specific ratio between the amounts of the constituents of the mixture. They can be
mixed as desired. The melting and boiling points of the mixtures are not constant. Mixtures have no
specific chemical formulas.
Mixtures are formed by physical means and their components are separated by physical means.
If you put sand into a glass of water, it is considered to be a mixture. You can always tell a mixture,
because each of the substances can be separated from the group in different physical ways. You can
always get the sand out of the water by filtering the water away. If you were busy, you could just leave
the sand and water mixture alone for a few minutes. Sometimes mixtures separate on their own. When

14
you come back, you will find that all of the sand has sunk to the bottom. Gravity was helping you with
the separation.

Fig. 8. Physical ways of separating mixtures

What are other examples of mixtures? Some are listed below.

Number of Phases
Mixture Substances Combined 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)
Argon, Carbon
dioxide and other
gases
Sea water Salt, water, gases such Solid, Liquid and gas One (liquid)
as oxygen and carbon
dioxide and other
impurities
Orange juice form Juice powder and Solid and liquid Two (Solid and
powder concentrate water Liquid)
Smoke Air and burnt debris Solid and gas Two (Solid and Gas)
Carbonated drinks Carbon dioxide gas Solid, liquid, gas One (liquid)
water concentrate,
sugar
Source: Project RISE: Elementary Science 3 and 4

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, 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 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.
Can you suggest ways on how to separate these materials from the mixture?

LEARNING ACTIVITY 4

More on Mixtures

What you need:

Table salt, brown sugar, pebbles, white sand, iron filling, starch, water , 5 glasses, stirrer, table
spoon, white paper

What to do:
1. In a clean empty glass, place one teaspoon sugar and one teaspoon pebbles. Shake them
together. Can you still distinguish the sugar of the pebbles?
2. In another glass, put one gram of iron filings and one gram of white sand. Shake them
together. Look at your mixture. Can you distinguish the sand from the iron filings?
15
 3. Half-fill a glass with water. Add one teaspoon of salt. Stir. Look very well inside the glass.
Can you still see the salt? What do you think happened?
4. In another glass, combine water and starch. Cover and shake them together. Describe what
is formed inside the glass.
5. Mix equal amount of water and cooking oil in another glass.
6. Observe.
What have you found out?
Guide Questions

Q1. Which combination made a solid mixture?

___________________________________________________________________________
_________________________________________________________________________
Q2. Which mixture is a liquid mixture?
___________________________________________________________________________
_________________________________________________________________________
Q3. In which mixture can you distinguish the components?
___________________________________________________________________________
_________________________________________________________________________
Q4. In which mixture can you not distinguish the components?
___________________________________________________________________________
_________________________________________________________________________
Q5. Describe the types of mixture that you have observed.
___________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________

Mixtures can be classified are classified based on how uniform they are and on the
particle size of components relative to each other.

Homogeneous mixtures, well-mixed mixtures, are those that appear single-phased. The
particle size of the components is too small to be seen by the unaided eye, and the mixture
usually appears transparent or clear. The prefix “homo” indicates sameness. An example of this
mixture is the air we breathe. Air is composed of oxygen, nitrogen, argon, carbon dioxide, and
other gases.

Heterogeneous mixtures, or unevenly-mixed mixtures are those where the particles of

one or more components that can still be differentiated from the rest of the mixture by the
unaided eye. The prefix “hetero” means many hence, two or more phases of matter can be
observed in this type of mixture.

Can you identify which mixture in the previous activity is heterogeneous and which is
homogeneous?

Future Read more about mixtures and its other classifications such as
Teacher colloids, suspensions, emulsions and the like, then create a
IT’S TIME concept map on mixtures and their characteristics.
TO PONDER

16
LESSON CHECK-UP
Multiple Choice: Choose the correct answer by writing the letter of your choice on your answer sheet.
1. Which of the following statement is true?
a. All mixtures are food.
b. A mixture contains one component.
c. The components of a mixture retain their original properties.
d. A new substance is formed when components of a mixture are combined.
2. Which is an example of a homogeneous mixture?
a. Mixture of sand and sulfur powder c. Mixture of thumbtacks and paper clips
b. Mixture of salt and water d. Mixture of water and flour
3. Which of the following best describes a heterogeneous mixture?
a. They include solutions.
b. They have components distributed throughout evenly.
c. They have components evenly distributed all the way down to the small particles.
d. They have components that could be seen by the naked eye.
4. Which of the following defines a mixture?
a. It is a chemically combined substance.
b. It is a combination of elements to make a new substance.
c. It is a combination of substances in which particles of the substance do not chemically
combine.
d. It is a chemical combination of substances where new substances are formed through a
reaction.
5. The components of a mixture can be separated only by chemical means. This statement is ___
a. Always true c. Never true
b. Sometimes True d. No enough information to support the claim

❖ RECOMMENDED LEARNING MATERIALS

To understand more about matter, make sure to visit the online links provided below:
• https://www.youtube.com/watch?v=wyRy8kowyM8
• https://www.youtube.com/watch?v=EtSQDdbMTQI
• https://www.pbslearningmedia.org/subjects/science/physical-science/matter-and-
interactions/properties-of-matter/

❖ FLEXIBLE TEACHING LEARNING MODALITY

➢ Blended synchronous and asynchronous

❖ ASSESSMENT TASK

Answer the following activity to assess your learning about this module.

You may click the link below:

➢ https://

Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Which of the following statements is NOT true?

a. A pure substance is always homogeneous.
b. In a solid material, the particles are not moving.
c. To change from a solid to a liquid material requires energy.
d. Depending upon the temperature, water can exist in solid, liquid or gas phase.
17
2. A body is take from the earth to the moon. What is expected to happen?
a. Its mass and weight will be different.
b. Both the mass and weight of the body will be different.
c. Its mass will be different but the weight will remain the same.
d. Its mass will remain the same but the weight will be different.
3. Why can we smell bagoong when somebody is cooking it?
a. Bagoong uses spoiled fish ingredients.
b. The particles from bagoong spread in air.
c. That is the natural scent of bagoong.
d. The air and volatile particles from bagoong mix and get spoiled further.
4. Which among the following materials can be best drawn into thin wires and hammered into
sheets which can be used for electrical wiring?
a. Silver b. Sodium c. Copper d. Tin
5. In which of the following can sound travel fastest?
a. Gas b. Solid c. Liquid d. Air
6. Three liquids A, B, C were studied in a laboratory. Liquid A was found to float over B and
C. It was also found that liquid A flows fastest among the three. What can be said about
liquid A?
a. Densest and most viscous c. Least dense and most viscous
b. Densest and least viscous d. Least dense and least viscous
7. Which has a greater density, a lake full of water or a cup full of water?
a. The cup full of water c. The information is not enough
b. The lake full of water d. They have the same density
8. Metals have been used for making coins and jewelries. Which of the following characteristics
is true of metals?
a. Metals are malleable and ductile
b. Metals have high tensile strength
c. Metals are brittle and hard
d. Metals are good conductors of heat and electricity.
9. The particles of solid are arranged as follows:
a. Packed together and can only vibrate
b. Spaced out and free to slide over each other
c. Packed loosely together and can slip over each other
d. Very spaced out and free to move from one ion to another
10. Substances in which phase of matter have the most space between particles
a. A piece of wood c. water in a glass
b. Carbon dioxide gas d. Diamond crystal
11. Which of the following is TRUE about most gases?
a. They have a fixed volume
b. All of their particles are of the same size
c. Their particles are very close together
d. They expand completely fill their container
12. Which of the following is NOT involved in a chemical change in their manufacturing
process?
a. Dyes b. Soap c. Paper d. Native Bag
13. Icebergs (frozen fresh water) float in the ocean. From this, is it possible to conclude that ___
a. Fresh water is lighter than ice c. When sea water freezes it loses its salt
b. Ice is not as dense as sea water d. Fresh water is a substance and sea water is a mixture
14. Soap, body, lotion and shampoo are examples of consumer products intended for ___.
a. Cleaning b. food preparation c. beautification d. household use
15. What is the volume of 80 grams of ether if the density of ether 0.70 g/ml?
a. 56ml b. 1.1x102ml c. 8.9x10-3ml d. 6.0x102ml

18
16. Which of the following can cause easily the decomposition of leafy vegetables?
I. Bacteria II. Temperature III. Moisture in environment

a. I and II b. I and III c. II and III d. I, II, and III

17. Crude oil can be separated into gasoline, diesel, heating oil, etc. by differences in boiling
points. The form of matter which would best describe crude oil is:
a. Mineral c. heterogeneous mixture
b. Compound d. homogeneous mixture
18. Which of the following is NOT true?
a. Solid water (ice), unlike most substances, is denser than its liquid form (water).
b. Molecules are very far apart in gases and closer together in liquids and solids.
c. Gases completely fill any container they occupy and are easily compressed.
d. Vapor refers to a gas formed by evaporation of a liquid or sublimation of a solid.
19. Which physical state/ property is incorrectly matched?
a. Liquids and Solids – rigid shape
b. Gases – easily compressed
c. Gases and Liquids – flow
d. Solids – higher density than gases
20. Which of the following observations prove that there is a lot of space between gas molecules?
a. Large amount of air can be pumped into a car tire.
b. Food cooks faster in a pressure cooker
c. A car tire bursts on a very hot road.
d. A balloon floats in air.
21. A non-useful chemical change is _____________________.
a. Collecting dry leaves and twigs into compost c. Drying of banana chips
b. Releasing of black soot from vehicles d. Molding of clay pot
22. Which is the best way to separate a mixture of cork and small rocks?
a. Use a magnet to attract the cork
b. Use filter paper to trap the rock
c. Let the cork evaporate
d. Use water to make the cork float and the small rocks sink
23. Which one of the following is not a chemical change?
a. Rusting of iron c. Digestion of food
b. Using magnet on iron d. Curdling of milk
24. Which of the following statements represents a physical change?
a. An antacid tablet forms bubbles when dissolved in water.
b. A flashlight beam slowly gets dimmer and finally dies out over time.
c. The lawn grows thicker every day because fertilizers were added into the soil.
d. Frozen mango juice melted when left standing at room temperature for 30 minutes.
25. Which of the following practices will an environmentalists believe?
a. Opening dumping sites will solve waste disposal best.
b. Burying plastic will ease clogging of water canals.
c. Burning garbage is the safest approach of waste disposal
d. Classifying garbage can identify biodegradable and non-biodegradable waste.
26. What happens to the force of attraction between particles a solid material melts. The force of
attraction ____________.
a. Increases b. Vary c. Decreases d. Remains the same
27. What happens to water molecules when liquid water evaporates?
a. The molecules become lighter c. The molecules break up into different atoms
b. The molecules become smaller d. The molecules move slowly away from each other

19
 28. Ice water was poured into a clean dry glass jar and then tightly covered. After sometime,
liquid droplets formed on the outside wall of the glass jar. What is the correct explanation of
this observation?
a. Oxygen molecules in air combined with water
b. Oxygen and hydrogen combined to form water on the outside walls
c. Some water molecules from inside passed through pores of the glass
d. Water molecules in air gathered or condensed on the cold glass surface.
29. Which of the following situations exhibits a chemical change?
a. Melting of gold c. Burning of gasoline
b. Condensation of steam d. Dissolving of sugar in water
30. What is the best way to handle a household cleaner?
a. Read the label c. Keep window open
b. Use rubber gloves d. Ask somebody for help

❖ REFERENCES:

Books:
• Learner’s Material (LM) for Science 3, DepEd. 2014.
• Salandanan, Gloria G., “Methods of Teaching”, Lorimar Publishing, 2nd Revised
Edition, 2012.
• Garcia, Manuel B., “ Focus on Teaching”, Rex Bookstore, 856 Nicanor Reyes, Sr.
St., Sampaloc, Manila, 1989
• Ulit, Enriqueta V. et al., “TEACHING THE ELEMENTARY SCHOOL SUBJECTS
Content and Strategies in teaching the Basic Elementary School Subjects” First
Edition, Rex Bookstore, 856 Nicanor Reyes, Sr. St., Sampaloc, Manila, 1995

e-Books:
• Science Teaching Reconsidered by Committee on Undergraduate Science Education,
National Academy Press, Washington, D.C. 1997.
• A guide to teaching Elementary Science by Yvette F. Greenspan, Sense Publisher,
Neatherlands, 2016.
Other reference materials:
• K to 12 Science Curriculum Guide
• Learner’s Material in Science (Grade 3, 4 and 5)

20
Answer Key

Lesson 1 Lesson 2 Lesson 3 Lesson 4

LESSON CHECK -UP LESSON LESSON CHECK -UP LESSON
CHECK -UP CHECK –UP
1. Melting 1. C Physical Chemical 1. C
2. Evaporation 2. A • Chair • Plastic pails 2. B
3. Freezing 3. B • Wooden box • Mirror 3. B
4. Sublimation 4. C • Bamboo • Cement wall 4. C
5. Condensation
5. B • Abaka slippers • Yogurt 5. A
6. B • Dried squid • Toothpaste
7. C • Broomstick • Vitamin cubes
8. B • Leche flan
• Coconut husk
9. B • Steamed rice
• Table
10. A
Assessment Task (You may detach this portion when you provide a copy of this module to your students)
1. B 11. D 21. B
2. D 12. D 22. D
3. B 13. B 23. B
4. C 14. C 24. D
5. B 15. B 25. D
6. D 16. D 26. C
7. D 17. D 27. D
8. A 18. A 28. D
9. A 19. A 29. B
10. B 20. A 30. A

21