MODULE 1 THE TEACHING OF SCIENCE IN THE

ELEMENTARY GRADES
Introduction

Our life is anchored on science. By the time we are born in this world, we interact with
science. In the upper grade levels from Grade 3 to Grade 6, Science as a learning area
include essential skills in Scientific Inquiry to include Designing Simple Investigations.
Using appropriate Procedure and Tools to gather evidence, observe patterns, determine
relationship, draw conclusion and communicate ideas. Further, to develop essential skills
for scientific inquiry, the learners will apply content and skills to maintain good health,
ensure protection of the environment and practice safety measures.

Your role as future science teachers will revolve around these key standards for Science
in the Elementary Grades. You should be prepared to motivate, inspire and guide learners
in the wonderful world of science and in teaching chemistry and biology.

Intended Learning Outcomes (ILO)

1. Demonstrate the different skills in the process approach (AAAs) from basic to
integrated.
2. Identify the strategies and teaching methods appropriate in elementary science.
3. Use other strategies and methods in teaching science.

Lesson 1 SCIENCE PROCESSES AND INQUIRY BASED SCIENCE

Engage
Teaching science is one of the most interesting tasks of an elementary teacher. With the science
contents that you know, how will you teach these children in the elementary level? Science
learning should be fun and challenging. There are strategies and methods that are appropriate for
the subject matter you will teach. You will make the children have their minds on hands on
together.

Explore
Teaching of Science in the Elementary Grades
A. The Science Process Skills
There are two important elements that are needed in learning sciences. The content or body of
knowledge (facts, concepts, theories) and the processes of science which are the ways of thinking
and doing that scientists used to arrive the body of knowledge.
The science processes were first introduced by the American Association for the advancement
of Science (AAAs). With the speed of global development, the need to enhance the original
processes came into fore. Thus in addition to the Basic Science Processes and the Integrated

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

1
(CHEMISTRY AND BIOLOGY)
Science Processes, another layer above the two are processes described as higher order thinking
skills.
Basic Science Processes
The simpler basic process skills provide the foundation for science learning.
As future teachers, you have to see to it that these processes are enhanced as they progress in
the grade levels. They are repeatedly used as a way of thinking and doing. Mastery of these skills
will make science learning more meaningful and enjoyable.
1. Observing – it is using the senses (seeing, touching, tasting, smelling, hearing) to
gather information about the object or event. Example: Seeing the leaves as green.

2. Classifying – grouping object or objects into categories based on the properties or

criteria. To classify is based on what has been observed. Example: Placing objects as
to Plants or Animals.

3. Communicating – using words or graphic symbols to describe an action, object or

event. This process is dependent on what was observed or classified. Communicating
can be done in either oral or written form. It is describing what has been observed in
either qualitative or quantitative ways. Examples: (1) Describing the change in height of
the plant over time as tall or short as A is short and B is tall. (2) Plant A is 2 feet tall
while Plant B is 3 feet tall.

4. Measuring – using both non-standard or standard measures or estimates to describe

the dimensions of an object or event. In measurement, there are always two objects
being compared. Example: Using a “dangaw” or meter stick.

5. Predicting – to state the outcomes of a future event based on a pattern of evidence.

First of an observation shall be made, before one can predict Example: Predict that rise
will come at a certain of the morning after a series of observation of the time interval or
pattern has been recorded.

6. Inferring – making an educational guess about an object based on previously gathered

data or information. Inference is also based on observation. Example: Observing that
many trees have fallen, one can infer that a strong wind must have knock these trees
down.

Integrated Science Processes

Science processes are fundamental. These basic science skills need to be mastered
ahead of the integrated science processes
1. Formulating hypothesis – stating the expected outcome of an experiment. It is an
intelligent guess of what will happen in the experiment. To state a hypothesis, it usually
begins with the If and continues with then. Example:
(1) If the sol is fertilized, then mongo seeds will grow with leaves greener.
(2) If the water is salty, then the paper boat will not float.

2. Controlling Variables – being able to identify variables that can affect an experimental
outcome, keeping most constant while manipulating only the independent variable.
Variables are conditions, factors or elements that are varied that may influence or affect

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

2
(CHEMISTRY AND BIOLOGY)
 the experiment. Hence, all the conditions shall be controlled or made the same, except
the one being tested. Example: To test whether the organic matter or soil will affect the
growth of plants, then two other variables should be made the same or controlled.
These are amount of water and the amount of sunlight. While the two are controlled,
the kind of soil shall be made different, this variable is called manipulated or
experimental variable.

3. Defining operationally – making a definition that is specifically applicable to the activity

or how it shall be done. It is a description of what will happen or how it will affect the
operation. Example: an operational definition of a pencil is something that can write. So
anything that can write, will originally defined as a pencil.

4. Experimenting – Having learned the basic science skills, how to formulate hypothesis
and control variables, the experimental manipulated variable will be tested. It is in
experimenting where the hypothesis is proven to be true or not, thus a conclusion is
arrived at.

5. Interpreting data – A data is an information derived from the result of the experiment.
Most often it is in terms of quantities or numbers. To give meaning to the data, a correct
interpretation shall be made. Accurate recording data is very important before an
interpretation is made. Data may be in nominal, ordinal or ratio.

6. Formulating Models – With the use of the different processes, of science, a model can
be made. Models are either mental or physical model of processes or events. For
example, a model of the processes of evaporation and condensation are interrelated in
the water cycle. Formulating models will develop creativity and innovation. It will
enhance higher order thinking skills too.

Inquiry – Based Science

There are many strategies in the used of inquiry-based science. Below are some examples. It
involves learners to do science when given the opportunities to explore possible solutions, make
explanations for the phenomena under study, elaborate explanation on the concepts and
processes and make assessment of how these are understood based on available evidence.
Here are some strategies that are influenced by inquiry-based science.
 5 Es Model in Science Teaching

- E-engage – the hook. Motivation, trigger questions

- E-explore – science activities of learners as guided by teacher

- E-explain – Learners provide explanation of what they have done

- E-elaborate – Further explanation is made

- E-evaluate – Feedback of assessment plus reflection

 Q-M-S Strategy

- Q – question of problem

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

3
(CHEMISTRY AND BIOLOGY)
 - M – means of how the plan will be carried out

- S- solution

 3E-P Exciting Examples of Everyday Phenomena

 4As in Science Teaching

>ASK questions

>Conduct ACTIVITY

>ANALYZE the data

>APPLY the science concepts in similar/related situations

 Use of Discrepant Event (POE-E)

>Prediction – What do you think will happen?

>Observe – What did you observe?

>Explore – Find solution to the problem

>Explain – Describe what you think happened in words and pictures

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

4
(CHEMISTRY AND BIOLOGY)
EXPLAIN

Name : _________________________ Class Schedule/Date:

_________________
Course & Year: __________________ Semester/A.Y:
_______________________
Course Title: ____________________ Instructor: Romeo L. Bernales, Jr.

Which of the strategies in Inquiry-Based Science are you familiar with? Which one would you like
to try?

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

5
(CHEMISTRY AND BIOLOGY)
EVALUATE

Name: __________________________ Class Schedule/Date:________________

Course & Year: ___________________ Semester/A.Y: _____________________
Course Title: _____________________ Instructor: Romeo L. Bernales, Jr.

Answer each item with either YES or NO. Mark X on the space provided that corresponds to your
chosen answer. If you answer Yes, explain, why yes. If No, justify your answer.

1. In teaching science, is it appropriate to make learners master and practice the basic
science processes first? Yes____ No______ Why?__________________________
___________________________________________________________________

2. Does teaching the basic science processes require sophisticated laboratory

equipment? Yes ______ No ______ Why? _________________________________
___________________________________________________________________

3. Are all activities called experimenting? Yes ______ No ______ Why? ___________
___________________________________________________________________

4. Will teaching science in the elementary grades provide a good foundation for learning
science in the higher grade levels? Yes ______ No ______ Why? _______________
____________________________________________________________________

5. Is there only one method of teaching science? Yes ______ No _____ Why? _______
____________________________________________________________________

6. Are higher order thinking skills developed if one teaches the integrated science skills?
Yes _____ No ______ Why?
______________________________________________.
_____________________________________________________________________

7. Does science learning in the lower grade also lead to discovery? Yes ______ No _____
Why? ________________________________________________________________
_____________________________________________________________________

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

6
(CHEMISTRY AND BIOLOGY)
 8. Does inquiry-based science approach include always, asking questions?
Yes ______ No ______ Why? _____________________________________________
_____________________________________________________________________

9. Will learning the content and the processes of science make you prepared teachers in
the future? Yes ______ No ______ Why? ____________________________________
_____________________________________________________________________

10. Do you like to teach learners elementary science? Yes ______ No _____ Why?
______
_____________________________________________________________________

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

7
(CHEMISTRY AND BIOLOGY)
Lesson 2 PART 1: CHEMISTRY (MATTER)
PROPERTIES OF MATTER
INTRODUCTION

All materials have properties that can be observed and be used to identify them. When
learners observe different objects around them, they become aware of their characteristics. Using
these features, they can be able to group these objects into solid, liquid or gas. Furthermore,
because of these characteristics, learners can also be able to classify materials according to their
ability to absorb water, to either float or sink, and even to determine they can decay or not.

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

Intended Learning Outcomes

1. Observe, describe, and classify materials based on their noticeable characteristics;

2. Group materials according to their properties;
3. Differentiate physical and chemical properties of matter;
4. Differentiate mixtures and their characteristics;
5. Reflect on how the different lessons are introduced and came up with an idea on how
to present them.

SOLID, LIQUID AND GAS (GRADE 3)

Intended Learning Outcomes:

1. Describe characteristics of different objects based on the shape and space they
occupy; and
2. Classify objects and materials as solid, liquid and gas according to some observable
characteristics.

Engage

1. What will happen to the paper towel inside the glass when it will be submerged upside
down in the basin of water?
2. Will the paper towel inside the glass stay dry for a long time? Why?

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

8
(CHEMISTRY AND BIOLOGY)
Do this activity:

Classify Objects and Materials into Solid, Liquid and Gas

Procedure: Classify the materials listed below into solid, liquid or gas. List the names of the
objects or materials where they appropriately belong. Give reasons for grouping them together.

Oxygen bottled milk bag cotton Block of wood

air sweat oil

Classification Materials Materials Materials Materials Reason for

of matter grouping
together
Solid
Liquid
Gas

Explain

What you just did in the activity is one way of explaining the concept on the characteristics of
liquid, solid, and gas through keen observation. To make you understand more, here are some
important information for you who will be teaching the subject in the future.

A. STATES OF MATTER: SOLID, LIQUID GAS

All objects on earth can be classified in one of three physical states such as solid, liquid and
gas.

Solid is a state of matter that has definite shape and definite volume. It keeps its
own size. Some common examples are marbles, rock, sponge, bag, pen and many others.
Solids have other special properties. Comparing marble and sponge even if both are solids
yet different from each other. Some solids are hard, and others are soft like sponge.
Hardness is the ability of solids to resist breaking and scraping.
Other solids have distinctive properties like metals. Pieces of jewelry such as rings,
bracelets, etc. are made up of metals, gold, silver, or platinum. These metals can be
designed and formed into beautiful accessories because of they are malleable. The ability
of metals to be hammered into different shapes is called malleability.
Another unique property of metallic solid is ductility, the ability to be drawn into wire like
copper, aluminum, and steel.
Other solids are brittle like chalk, concrete, and glass. Brittleness is the property that
makes solids easy to break when a force is applied to it.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

9
(CHEMISTRY AND BIOLOGY)
 Liquid is a state of matter that keeps its but take the shape of its container. A liquid
can also low as it is transferred or poured form one container to another. Juice, water or
body’s sweat, cold drinks are common examples.

Gas is a state of matter that can freely change its shape and size. It spreads out to
fill its container. Gases flow like liquids. They are very light and often they cannot be seen.
A very common gaseous material is air, which is a mixture of gases. Other examples are
helium inside an inflated balloon, water vapor, oxygen, carbon dioxide, etc.

B. DESCRIPTIONS OF THE STATES OF MATTER ACCORDING TO SHAPE AND SPACE

THEY OCCUPY

 The “state” of matter refers to the group of matter with the same
properties. Materials are grouped together according to their properties.

 If a material is grouped as solid, it has a definite shape and volume. The

volume or size of an object or material is the amount of space it occupies.

 If a material is in liquid state, it has a definite volume but follows the shape
of its container.

 A material in a gaseous state has no definite shape and volume. It can

spread filling out any available space of its container. The air blown into the
balloons of different shapes is a mixture of gases.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

10
(CHEMISTRY AND BIOLOGY)
ELABORATE

Name : _______________________ Class Schedule/Date: ____________

Course & Year: ________________ Semester/A.Y: _________________
Course Title: __________________ Professor: Romeo L. Bernales, Jr.

TASK 1

1. Make a list of objects or materials that you see at home, in school, and in your environment.

From the list identify 10 solids, 10 liquids, 10 gases, and 10 objects which you are
in doubt of its classification. Make an explanation for your grouping.

10 solid objects 10 liquid objects 10 gas objects 10 unclassified

objects

Reason for grouping Reason for grouping Reason for grouping Reason for not
including In the
solid, liquid, gas

TASK 2

Research on the web about QUARKS. State your findings.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

11
(CHEMISTRY AND BIOLOGY)
EVALUATE

Name : ____________________ Class Schedule/Date: ______________

Course & Year:______________ Semester/A.Y: ____________________
Course Title: ________________ Professor: Romeo L. Bernales, Jr.
Answer comprehensively.

1. What is the best way to teach the concept – state of matter to let students have a
firsthand experience and make them understand better?

2. What state of matter do you consider difficult to teach? Why?

3. As a future teacher, what insights have you learned from Lesson I? You may include
science processes that your future learners may need.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

12
(CHEMISTRY AND BIOLOGY)
Lesson 3 GROUPING MATERIALS BASED ON
PROPERTIES (GRADE 4)

Intended Learning Outcomes

1. Classify materials based on their ability to absorb water, float, sink and undergo decay;
and
2. Identify the effects of decaying materials on one’s health and safety.

Engage

Imagine a world where there is NO air to breath, water to drink and other materials to make
us alive. Will there be humans like us living? Will there be fishes that swim in our seas? Will there
be cellular phones to let us communicate? All living and nonliving things around us and in us are
made up of matter. Matter is classified in many ways according to their properties.

Based on your experience, how do you describe a river? Try to answer the three questions
below.

1. What five objects can you identify floating above the water?

2. What five objects can you infer that sank at the bottom of the water?

3. Why do you think some objects are found on the surface and some at the bottom?

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

13
(CHEMISTRY AND BIOLOGY)
Name : ______________________________ Class Schedule/Date: _________
Course & Year: ____________________ Semester/A.Y: _______________
Course Title: ______________________ Professor : Romeo L. Bernales, Jr.

Task 1: Classifying materials (float or sink, absorbent or non-absorbent)

Where you can Materials that sink Absorbent materials Non-absorbent

observe materials

Task 2: Products of decay and effects on our health. Activity 2.1: Materials that decay

Materials: Dumping site of garbage in your place

Procedure :

1. Visit a dumping site of garbage in your locality or choose place in your vicinity, where
you can observe materials which are trashed. Observe the different materials in the
garbage.
2. Identify materials which are partially or did not undergo decaying process.
3. If you have a cell phone, get a picture of the chosen area. If you have none, make a
sketch or drawing.
4. Create a table to record your result.
5. Answer the following questions.

a. Which materials did not show sign of decay? Which materials are partially
decayed? _______________________________________________________
b. What are the characteristics of materials that decay, that do not decay?_______
_______________________________________________________________
c. Is decaying process beneficial or harmful to us? Explain your answer. ________
_______________________________________________________________
d. List down products of decay that are harmful and beneficial to us. ___________
_______________________________________________________________
e. What is the role of the decaying process to the environment? ______________
_______________________________________________________________

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

14
(CHEMISTRY AND BIOLOGY)
Explain

Properties of Matter

>Porosity is a property of materials that allows it to absorb water and other liquids. A
material that is porous like dishwashing sponge is an example of an absorbent material
Other porous materials include cotton balls, gauze, blanket, and pillows. Non-
absorbent or non- porous materials are those that do not absorb water like plastic bags,
canisters, etc. They are useful for storing food items therefore they should be kept dry.

>Buoyancy is the ability of materials to float in water. Some materials that can float or
sink exhibit the property of buoyancy and density. These enable boats and ships to float.
Meanwhile, an anchor of a boat will sink when thrown into the water. An object will float or sink
depending on its density. Density is a measure of the amount of matter in given volume of liquid.
To get the density of an object, the mass of that object is divided by its volume (D=m/v). For
example, the mass of a metal washer is 10 grams and its volume is 20 cubic centimeters. Its
density therefore is 10 g/ 20 cubic centimeters. Its density therefore is 10g/20cubic centimeters or
D=10 g/20cubic centimeter
D= .5 g/cubic centimeter

>Decomposition is a property of materials to break down into simpler or smaller forms

of matter. Take the case of the ripe fruits lie banana which easily decays after few days. The
organic matter in these parts of the plant is returned to the ground and becomes part of the soil.
All materials that decay are referred to as biodegradable. All living things decay, but not in the
same manner. Decaying process is important in returning organic substances to the soil. Humus in
soil is rich in organic substances produced by action of decomposers.

Not all materials decay as fast as plant or animal parts. Those that do not decay are called non-
biodegradable. When thrown into canals and other bodies of water they clog drainage and may
cause floods and pollution.

Factors affecting decomposition:

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

detritivores, fungi, and bacteria. Detritivores like earthworm breakdown plant and animal
materials and feed on these. Fungi like mushroom and ear fungi breakdown plant
materials and cause decay at the same time feeding on decayed materials. Bacteria are
microorganisms that we cannot see but their action can be observed on dead animal
bodies when these are undergoing decay. Usually, the process is accompanied by foul or
bad smell.

2. Temperature – The warmer the temperature, the faster is the decay process. Placing food
in the refrigerator slows down the growth of decomposers.

3. Moisture – Decomposers are also present in the moist places, so the decay process is
fast. Dry materials like leaves are not good habitats for decomposers. Drying fish prevents
bacteria from feeding on the flesh of the fish.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

15
(CHEMISTRY AND BIOLOGY)
 4. Exposure to elements – Our mother would remind us to cover the food left after meal. Air
may contain bacteria and will hit the food. Covering the food prevents bacteria from
growing on the food and start the decay process.

5. Salt content of the material – a salty food usually decays slowly. This because
decomposers cannot grow well in salty environment. Salting is a way of delaying or
stopping decomposition, thus preserving foo for some time.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

16
(CHEMISTRY AND BIOLOGY)
ELABORATE

Name: ____________________________ Class

Schedule/Date_______________
Course & Year : ____________________ Semester/A.Y:
____________________
Course Title: _______________________ Instructor : Romeo L. Bernales, Jr.

Enhance your learning by writing at least 3 paragraphs essay on the following given topics.
Choose only one.

1. Effects of improper disposal of decaying materials on health.

2. From garbage to food or from food to garbage.
3. Survival during typhoons and floods

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

17
(CHEMISTRY AND BIOLOGY)
EVALUATE

Name : ___________________________ Class Schedule/Date::

_____________
Course & Year: _____________________ Semester/A.Y:
___________________
Course Title: _______________________ Instructor: Romeo L. Bernales, Jr.

A. Multiple Choice: Choose the letter that corresponds to the right answer

1. Why is cotton used in first aid in case of open wounds?

a. It absorbs blood c. It increases bleeding
b. It allows decay of flesh d. It is always available.
2. Bamboo pole in sea water will _________________________.
a. sink because it is denser than sea water
b. float because it is less dense than sea water
c. absorb lots of water because it is good absorbent material.
d. decay because it is made of organize material
3. Which property of matter refers its ability to suck up liquid?
a. Buoyancy c. Absorbency
b. Decomposition d. Mass
4. Which of the following is food for decomposers?
a. Mushroom c. one week old bread
b. Clay pot d. dishwashing sponge
5. Why would we get sick of eating noodles long exposed to warm temperature?
a. There are disease-causing bacteria in the food
b. The food was not properly stored
c. The noodles decay fast
d. The food was left exposed to dirt

B. Let’s reflect!

Write a two-paragraph story of how materials at home have made your life easier.

You may write your answers in the box.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

18
(CHEMISTRY AND BIOLOGY)
LESSON 4 PHYSICAL AND CHEMICAL PROPERTIES OF
MATTER: USEFUL AND HARMFUL MATERIALS
(GRADE 5)

Intended Learning Outcome:

 Examine the properties of materials to determine whether useful or harmful.

Materials around us have properties that are important for their purpose. These materials
undergo changes through technology for various important applications in our everyday lives, at
home, and in school. However, accompanying these positive transformations are harmful effects
as well.

Explain

A. Useful or Harmful Materials

Multiple material products are beneficial to man because of technology. Raw materials are
transformed to different products that have improved man’s way of life. However, some products
which are useful to man maybe harmful to animals and plants and the environment or the other
way around. Here are important concepts that can help future teachers understand about the topic.

 Household materials are consumer products can be grouped as (1) those

that are cleaning, (2) for food preparation; (3) beautification; (4) building
construction; and (5) household products.

 Materials found in products like metal container, ceramic, rubber, glass or

plastic have specified properties. Humans have learned to manipulate the
different properties of matter to create other uses.

 Materials are enhanced or upgraded by technology. Technology has

continuously approved the quality of products such as detergents,
household cleaners, etc.

 Materials have beneficial effects at home and in the environment. They can
make work life easier and faster.

 Materials can sometimes do harm. They may contain substance, an

ingredient that may cause skin irritation, injury, or illness during or after
handling or use or if accidentally taken.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

19
(CHEMISTRY AND BIOLOGY)
  Chemicals can contaminate food and when properly disposed of or even
used, they can cause death. Hence, there is a need to exercise care and
caution when using them.

 Before buying or using any consumer products such as food clothing, etc.
always find out if it is the best for the purpose you need.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

20
(CHEMISTRY AND BIOLOGY)
ELABORATE

Name: _______________________ Class Schedule/Date: __________

Course & Year: ___________________ Semester/A.Y: __________________
Course Title: _____________________ Professor: Romeo L. Bernales, Jr.

To further elaborate your knowledge about useful or harmful materials, do the following
activities:

1. Complete the table below.

List of Useful When and how can the material/product become

Materials/Products harmful? Explain

2. Make a survey of your environment and find out what materials or products were
converted from useful to harmful materials. Can these harmful materials be converted
back to become useful?

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

21
(CHEMISTRY AND BIOLOGY)
ASSESS

Answer the questions below.

1. Why is there a need to read and understand product labels before buying or using them?
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________

2. How will you teach about the products or materials which the students are doubtful
whether these are useful or harmful?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Let Us Reflect!
Do you believe that science has two faces? The good and the bad. Like science which produced
materials or products, these have two faces too: the useful or harmful.
As a future science teacher, this reality is a big challenge to you. How will you handle this?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

22
(CHEMISTRY AND BIOLOGY)
LESSON 4 MIXTURES AND THEIR CHARACTERISTICS
(GRADE 6)

Intended Learning Outcomes

1. Define mixtures
2. Describe how mixtures are formed; and
3. Classify mixtures as homogeneous and heterogeneous based on their
observable characteristics.

Explain

A mixture is made up of two or more substances or materials that are put together by physical
means. When marbles, paper clips, buttons, sugar and saw dust are combined they form mixtures. In
forming mixtures, no new substances and or materials are formed because mixing materials or substances
together does not change the physical properties of substances or materials. All phases of matter can be
physically combined to form mixtures. One or more phases of matter are combined in a mixture and one or
more phases of matter can be observed in mixtures.

Examples of mixtures are listed below:

Mixtures Substances Phases combined Number of Phases

combined Observed
Oil-vinegar Oil and vinegar Liquid and liquid Two (liquid)
Salt and pepper Salt and pepper Solid and solid Two (solid)
Air Nitrogen, Oxygen, Gas and gas One (gas)
Argon, Carbon Dioxide,
and other gases

The three basic characteristics of mixtures are as follows:

1. The composition of the mixture is variable. For example, the components of the
mixtures of marbles, paper clips and buttons can differ or vary.

2. The components retain their original characteristics. Marbles, paper clips, buttons,
sugar and saw dust do not lose their appearance, texture, color and shape, after they
are mixed together.

3. The components are easily separated by physical methods. Since no chemical

reaction has taken place when mixing marbles, paper clips, and buttons, as well as
mixing with saw dust, it is possible for these materials to be separated.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

23
(CHEMISTRY AND BIOLOGY)
Mixtures can be classified as homogeneous and heterogeneous.

Homogeneous mixtures, or well-mixed mixtures, are those that appear single-phased.

Heterogeneous mixtures or evenly mixed mixtures are those where the particles of one or more
Components can still be differentiated from the rest of the mixture by the unaided eye. Two or
more phases of matter can be observed.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

24
(CHEMISTRY AND BIOLOGY)
EVALUATE

Name: ____________________________ Class Schedule/Date: ___________

Course and Year: ___________________ Semester/A.Y: _________________
Course Title: _______________________ Professor: Romeo L. Bernales, Jr.

Make a concept map on mixtures and their characteristics.

SCI 101- TEACHING SCIENCE IN ELEMENTARY GRADES

25
(CHEMISTRY AND BIOLOGY)