First Quarter Science Activities

Science 3 Activities

1st Quarter

Activity 1WHAT ARE THE CHARACTERISTICS OF SOLIDS?

I. Objectives:

1. Name different solids

2. Group the solids according to their observable characteristics

3. Describe the different solids based on their characteristics: color, shape, size and

texture

II. Activity:A. What you Need

Different objectsB. What To Do

1. Visit a place in the school.

2. Each group will collect 10 objects in solid form.

3. Observe each object. Record your observations in your notebook.

a) list the objects you collected based on the observations.

4. In the chart, name the object under its description.

SmallBigOther observationRoughSmoothOther observation

RoundSquareOther ObservationBlackWhiteOther Observation

C. Answer These

What different objects did you see in the _______( garden, front yard, backyard, other gardens)?Can you name the objects ? Can you describe the objects?

What are your observations on the solids? Can you tell if these solids are hard, soft, rough, smooth, round, square, colored, black, white? How? Did you touch the solids? Are the solids of the same color? size? shape? Are they different? How will you group the different solids? What are your bases?III. What have you learned?

IV. Apply ThisWhat are the characteristics of solids based from your observations?

Activity 2

WHAT ARE THE COLORS OF SOLIDS?

I. Objective:1. Name solids of different colors

2. Group different solids based on their colors

3. Describe different solids based on their colors


Boxes of solids (real solids)B. What To Do

1. Form a group of 5.

2. Get a box from the teacher.

3. Observe the different solids from the box.

4. Record your observations on your notebook using the chart below:

Name of SolidColor

5. In Chart B, group the solids according to color.

Group/ColorSolid

Group 1

Color______________

Group 2

Color______________

Group 3

Color______________

C. Answer These

Can you name and tell the color of the objects?

What are the objects in the box?

Can you describe the appearance of each solid?

Can you name each object and give its specific color?

III. What have you learned?

IV. Apply This

Are the solids of the same color? different colors?

Activity 3Shapely SOLIDSI. Objective:1. Name solids of different shapes

2. Group different solids based on their shapes

3. Describe the shapes of different solids


Empty boxes, real solidsB. What To Do

1. Observe the solids given to your group. Tell something about the solids. Record your observations.

2. Make a list of the solids. Name each solid.

3. Share your observations with the members of your group. Make agreements on the shape of the solids.

4. Each group will show the solid to the class before putting each solid in its proper box.

C. Answer These

1. Can you name the different solids? What are these solids?

2. What different shapes of solids did you observe?III. What have you learned?

IV. Apply This

What characteristic of solids is shown in the activity?

Activity 4DO SOLIDS HAVE SAME OR DIFFERENT SIZES?

I. Objective:1. Name solids of different sizes

2. Group different solids based on their size

3. Measure accurately the size of a solid


2 solids of the same kind, rulerB. What To Do

1. Bring out and name the solids you brought.

2. Tell something about them. Record your observations. Share observations among your classmates.

3. Group the solids according to size and put them in their proper places on the table.

4. Describe the size of the different solids. Record in your notebook.

5. Get your ruler and measure the length and the width of the 2 solids you brought to class. Record your measurements.C. Answer These

Can you tell if the solid is big or small, long or short, fat or thin? How can you tell?

Did you put the solids on the correct table? What are your bases in grouping the solids?

How did you measure the solids? What is the length of your solid? the width?III. What have you learned?

IV. Apply This

Draw 5 solids with different sizes.

Activity 5Texture HuntI. Objective:1. Name solids of different textures.2. Group different solids based on their texture.3. Describe different solids based on texture.II. Activity:A. What you Need

Different solids (sponge, wooden stick, sandpaper, cardboard, plastic cup, others)

Checklist of different solids inside the room

B. What To Do

1. As a group, walk around the room. Look for different solids.

2. Touch each solid. Observe safety measures In your notebook:

a. name the solids correctly

b. tell something about the solids

c. share your hunt to the class

3. Copy the checklist in your notebook. Put a check mark on the correct texture of each solid.

Checklist of Solids inside the RoomNameTexture

smoothroughsofthardfineOther observation

C. Answer These

What solids in the room are smooth, rough, soft, hard? Will you name them?

How many solids did you hunt? Can you describe the solids?

Can you describe the solids as hard or soft, rough or smooth? How can you tell?


IV. Apply ThisWhat characteristic of solids was shown in the activity?

Activity 6LIQUIDS AROUND US

I. Objective: 1. Name different liquids

2. Describe the liquids based on their observable characteristics


glass of water, soda in a bottle, condensed milk in can, shampoo in a sachet, soup in a bowl, milk in a cup

Big pictures of liquids

B. What To Do

1. Examine the materials that your teacher gave you.

2. In your notebook, write the name of the materials. Tell whether they are solids or liquids.

C. Answer These

1. Can you name the materials for the activity? What are they?

2. Which are solids? Liquids? Will you describe the solids?

3. Which are liquids? Where did you see the liquids?

4. How were you able to tell that liquids are in the containers?III. What have you learned?

IV. Apply This

What are other liquids around us? In school, at home, in the community?

Can you describe the liquids?

Activity 7DO LIQUIDS TAKE THE SHAPE OF THEIR CONTAINERS?

I. Objective:Describe the shapes of liquids in different containers


Empty containers of different shapes, different liquids in different containers

B. What To Do

1. Given the materials, examine each, then

a. describe the shapes of the different containers

b. describe the shapes of liquids in their containers

c. Record your observations

2. Pour a liquid into an empty container. Do it again with the other liquids. Observe the container of the liquid and the container where it is being poured into. Record your observations.

C. Answer These

Do the liquids take the shape of their containers?

Do liquids take the space in the containers? Why?

Did you observe the shapes of liquids in the different containers? What did you notice?III. What have you learned?

IV. Apply ThisWhat characteristic of liquids did you learn from the activity?

Activity 8SMELL AND TASTE TESTS

I. Objective:Describe the taste and smell or odor of different liquids.


Rubbing alcohol, catsup, fruit juice, vinegar, perfume, soy, sauce, water, baby oil

B. What To Do

1. Given the materials,

a. name the materials. Make a list

b. group the liquids for tasting, another group for smelling CAUTION: Some liquids are NOT FOR TASTING

2. Taste each liquid for tasting by scooping few drops from their containers using your own clean teaspoon. Record your observations.

3. Smell each liquid for smelling by bringing the open container near your nose. Record your observations.

CAUTION. DO NOT smell the liquid too close to your nose.

4. Prepare Charts A and B in your notebook. Describe each liquid by putting a check mark of the taste , smell or odor.CHART A. TASTE TEST CHARTLiquidsTaste

sourbittersweetsalty

CHART B. SMELL / ODOR CHARTLiquidsSmell/Odor

goodbad

C. Answer These

Did the liquids have the same taste? Different taste?

Can you group the liquids based on their taste? How?

Which liquids are sour, sweet, bitter, salty?Can you group the liquids based on their smell or odor?

Which liquids have good smell? Bad smell?

What other liquids have same good smell? Bad smell?


IV. Apply ThisCan you say that a characteristic of a liquid is its smell/odor? Make a statement.

Activity 9HOW DO LIQUIDS FLOW?I. Objective:Describe how liquids flow from one container to another


Condensed milk, soy sauce, vinegar, shampoo, water, oil, spoons, empty cups/ containers, manila papers, pentel pensB. What To Do

1. Given the materials.

a. Name each liquid. Make a list.

b. Using your own clean teaspoon, scoop a teaspoon half-full of the liquid from one container.

c. Incline your teaspoon over an empty container, then pour.

d. Make observations on the movement of the liquid from the teaspoon to the container. Record your observations.

e. Repeat procedures b, c and d with the other liquids in different containers. Record your observations.

f. Share observations among members of the group. Make agreements.2. Be ready for the group Chart presentation using the format below:Name of LiquidDid the liquid flowFlow of the liquid when poured from 1 container to another container

YesNoFastSlow

C. Answer These

What did you observe while pouring the liquid in the empty container?

Can you describe the flow of the different liquids?

Did the liquids flow fast? Slow?

What liquids flowed fast? Slow?III. What have you learned?

IV. Apply ThisWhat characteristic of liquids was shown in the activity?

Activity 10WHAT IS THE SHAPE OF GAS IN BALLOONS?

I. Objective:Describe the shape and size taken by gas


Balloons of different shapes and sizesB. What To Do

1. Take 1 balloon from the box. Each member of the group will have a balloon.

2. Describe the shape of the balloons in the group. Record your observations.

3. Take turns in blowing up your balloon. One member blows up the balloon while the other members observe

4. Share observations among the members of the group. Make agreements on the shapes of gas in different balloons

C. Answer These

What happened to the balloon as you blew them up?

How do you describe the size and shape of the balloon after blowing it up?

What is the shape of the gas in different shapes of balloons?

Will you say that the size of the gas in the balloon is the size shown by the balloon? Why?III. What have you learned?

IV. Apply ThisWhat characteristics of gas are shown in the activity?

Activity 11LIST OF COMMON PRODUCTS FOUND AT HOME AND IN SCHOOL

I. Objective:1. Name common solids, liquids and gases found at home and in school; and

2. Classify materials as solid, liquid or gas


paper, pen, manila paper, pictures or realiaB. What To Do

1. Make a list of common materials found at home and in school. Do this in your notebook.Materials at HomeMaterials at School

2. Group the materials using the table below.Materials found at:solidliquidgas

home

school

C. Answer These

1. What are the materials at home and in school that are common in your list?

2. What are the examples of solids found at home? in school?

3. What are the examples of liquids found at home? in school?

4. What are the examples of gases found at home? in school?III. What have you learned?

IV. Apply ThisActivity 12MATERIALS AT HOME AND IN SCHOOL AND THEIR USES

I. Objective:Describe the uses of materials found at home and in school.


toothpaste, soap, alcohol, personal care products, detergent, cleaning agents, disinfectants, medicine, or labels of these productsB. What To Do

1. Study the following materials. Describe the use of this material.

C. Answer These

1. Which material is used for cleaning floor tiles, walls, lavatories and bathrooms?

______________, ____________, _______________

2. Which material is used for cooking?

______________, ____________, _______________

3. Which material is used for cleaning the body?

______________, ____________, _______________

4. Which material is used for getting rid of insects and pests?

______________, ____________, _______________

5. Which material is used for beautifying homes?

______________, ____________, _______________III. What have you learned?

IV. Apply This

Describe the uses of these materials.

Activity 13PROPER HANDLING OF MATERIALS

I. Objective:Describe the proper ways of handling materials.


Pictures of proper ways of handling materialsB. What To Do

1. Study the following hazard symbols.

2. Look at each picture. Write the name of each picture in your notebook.

3. Group these materials as poisonous, toxic or flammable using the guide. Write your answers in your activity notebook.

poisonous: destructive, harmful

toxic: can cause death when it is swallowed

flammable: can cause fire or can burn rapidly

Materials Poisonous Toxic Flammable

3. Study the pictures. Put a check (/) on the box if it shows the proper ways of handling materials and cross (x) if it doesnt.

Labelling bottles and other containers. Using hand gloves and gas masks when using pesticides.

Playing with matches.

Keeping flammable materials near the stove.C. Answer These

What are the proper ways of handling and using solid, liquid and gas at home and in school?III. What have you learned?

IV. Apply This

Why do we need to handle and use properly these materials?

Activity 14IS IT HOT? IS IT COLD?

I. Objective:Tell whether a material solid, liquid, or gas is hot or cold.


Pictures or real hot and cold solids and liquids,

Manila paper, marker, pen

1. What To Do

2. Examine the materials that your teacher gave you. Tell whether each material is hot or cold. Put a check () in column (3) if it is hot or in column (4) if it is cold. Write your answers in your notebook.(1)(2)

Material(3)

Is it Hot?(4)

Is it Cold?

1candle flame

2ice cream/ ice candy

3hot coffee

4boiling water

B. Answer These

1. What materials are hot?

2. What materials are cold?

3. When do you say that a material is hot? Cold?


IV. Apply This

Give other examples of hot and cold solids, liquids, and gas. Write them in the appropriate column using the table below. Write your answers in your notebook.Hot MaterialsCold Materials

SolidLiquidGasSolidLiIquidGas

Activity 15MEASURING THE TEMPERATURES OF HOT AND TAP WATER

I. Objective:1. Measure the temperature of tap water and hot water using a thermometer.

2. Compare the temperatures of tap water and hot water.


2 beakers or identical glass containers Laboratory thermometer Equal amounts of hot water and tap waterB. What To Do

1. Examine closely a laboratory thermometer. 2. Observe the markings on the thermometer.

a. What is the smallest number on the thermometer? Where is it located?

b. What is the largest number? Where is it located?

c. What unit of measurement is used?

d. What symbol is used to express a measurement of temperature?

3. Half- fill the container with tap water.

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

Caution: Do not touch the bulb of the thermometer and do not let it touch the bottom of the container.5. Observe the level of the liquid inside the thermometer.Note: When reading the thermometer, position your eyes at the same level as the liquid in the thermometer.6. Measure the temperature of tap water. Read the markings nearest the level of the liquid inside the thermometer. Record this temperature in Table 1. e. What is the temperature of tap water?

7. Half-fill also the other container with hot water.

Caution: Be careful when pouring hot/warm water into the container. You might get burned. You may ask your teacher to do this.7. Place the thermometer in the container with hot water.

8. Observe what happens to the level of the liquid in the thermometer.

9. Read the temperature of hot water after 5 minutes. Record the temperature in the table below.

f. What is the temperature of the hot water?

Table 1. Temperature of Tap Water and Hot WaterMaterialTemperature ( C)

Tap Water

Hot Water

10. Compare the temperature of the tap water with that of the hot water.

g. What does heating do to the temperature of water?III. What have you learned?

IV. Apply This

You only have tap water at home. How will you change one cup of it into hot water?

Activity 16MEASURING THE TEMPERATURE OF COLD WATERI. Objective:1. Measure the temperatures of tap water and cold water using a thermometer.

2. Read the temperature on the thermometer correctly.

3. Compare the temperatures of tap water and cold water.


2 beakers/ identical glass containers, Laboratory thermometer, Equal amount of cold water and tap water

Ice cubes

B. What To Do

1. Half- fill the container with tap water.

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

3. Observe the level of the liquid inside the thermometer.

4. Measure the temperature of the tap water. Read the markings nearest the level of the liquid in the thermometer. Record the temperature in table 2. a. What is the temperature of tap water?

Note: When reading the thermometer, position your eyes at the same level as the liquid in the thermometer.5. Half-fill also the other container with tap water. Add some ice cubes to the container. Feel the container after a few minutes.

b. Describe what happens to the ice cubes and tap water. c. Does the tap water feel cold now?

6. Place the thermometer in the container with cold water.

7. Observe what happens to the level of the liquid in the

thermometer.8. Read the temperature of cold water after 5 minutes. Record the

temperature in table 2 below.

a. What is the temperature of the cold water?Table 2. Temperature of Tap Water and Cold WaterMaterialTemperature ( C)

Tap Water

Cold Water

9. Compare the temperatures of the tap water and the cold water.

b. Is there a difference between the temperature of tap water and that of cold water?

c. Which has a higher temperature, the tap water or the cold water?


IV. Apply This

You only have tap water at home. How will you change one cup of it into cold water?

Activity 17WHAT HAPPENS WHEN A SOLID (CANDLE WAX) IS HEATED OR COOLED?

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


small pieces of candle wax, big spoon, matches, thick cloth, candle ceramic saucerB. What To Do

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

2. In what form (solid, liquid, gas) is the candle wax?

3. Light the candle. Let it stand firmly on a ceramic saucer. 4. Hold the spoon with candle wax over the flame.

Caution: The spoon will become hot. Handle it with care.5. Heat the spoon with candle wax for 5 minutes. Observe what happens to the candle wax.

a. Is there a change in the appearance of the wax? If so, describe the change.

b. Infer why this change happened.

c. What is the effect of heat on the candle wax?

6. Remove the hot spoon with candle wax from the lighted candle.

7. Wait for a few minutes for the spoon and candle wax to cool off. Observe what happens.

d. Is there a change in the appearance of the candle wax? If so, describe the change.

e. Infer why this change happened.

f. What is the effect of removing the spoon and the wax from the flame?


Activity 18WHAT HAPPENS TO LIQUID WATER WHEN HEATED?

I. Objective:Describe what happens to water when it is heated or when its temperature is increased.


Transparent drinking glass, water, markerB. What To Do

1. Fill the glass with some water. Mark the level of water.

2. Place the glass with water under the sun for about 15 minutes. Observe what happens to the water.

3. Mark again the level of the water.

C. Answer These

a. Was there a change in the level of the water?

b. What happened to the amount of water?

c. What does this observation show?

d. What is the effect of suns heat on water?


IV. Apply This

Have you tried placing a basin of water under the sun the whole morning? What happened to the amount of water?

Activity19

WHAT HAPPENS TO A SOLID (NAPHTHALENE) WHEN HEATED?I. Objective:Describe what happens to naphthalene when it is heated.


a piece of naphthalene ball, a piece of stone 2 identical colored saucers a piece of cloth thread plastic spoonB. What To Do

1. Get a piece of naphthalene ball. Place it on a piece of cloth.2. Wrap it with the cloth and tie the corners together with a piece of thread.3. Grind/Crush the naphthalene ball into smaller pieces using the stone. 4. Divide the ground naphthalene into two halves. Put one half in saucer 1, the other part in saucer 2.a. In what form is the naphthalene ball (solid, liquid, gas)?4. Place saucer 1 inside the room. Place saucer 2 outside the room, preferably under the sun.5. Observe the ground naphthalene in saucer 1 and saucer 2 for 10 minutes. Note down your observations.

a. What have you observed?

b. Is the appearance of naphthalene in saucer 1 the same as that in saucer 2? If not, what is the difference?

c. What is the effect of the suns heat on naphthalene?


IV. Apply This Apply this at home with the guidance of your parents.

Activity 20WHAT HAPPENS TO A LIQUID (WATER) WHEN COOLED?

I. Objective:Describe what happens to liquid water when it is cooled.


clear plastic bag

tap water

laboratory thermometer freezer

drinking glass

B. What To Do

1. Half-fill a drinking plastic cup with tap water.

2. Measure the temperature of the water in the cup with a thermometer.

3. Copy the data table below in your notebook. Write your results in this table.

4. Measure the temperature of the freezer.

a. what is the temperature in the freezer?

b. which has a lower temperature, tap water or freezer?

5. Put the plastic cup overnight in a freezer.

6. Remove the plastic cup from the freezer. Measure the temperature of the water in the cup.

C. Answer These

1. What is the temperature of the freezer?

2. Which has a lower temperature, tap water (liquid water) or ice (solid water)? Why?

3. How can liquid water be changed to solid? Can it be returned to its original form?


IV. Apply This

Data TableName of LiquidDescriptionTemperature before putting in the freezerTemperature in freezerTemperature after removing from the freezer

Liquid (water)

Box E

Square

Box D

Rectangle

Box C

Triangle

Box B

Oval

Box A

Round

First Quarter Science Activities

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