grade 3 science learner's manual

3

Learner’s Material

Unit 1

Department of Education

Republic of the Philippines

This instructional material was collaboratively

developed and reviewed by educators from public

and private schools, colleges, and/or universities. We

encourage teachers and other education

stakeholders to email their feedback, comments,

and recommendations to the Department of

Education at [email protected].

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Let’s Explore Science for Daily Life - Grade 3

Learner’s Material - Unit 1

First Edition, 2014

Republic Act 8293, section 176 states that: No copyright shall subsist in any

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impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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copyright holders. Every effort has been exerted to locate and seek permission to

use these materials from their respective copyright owners. The publisher and

authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC

Undersecretary: Dina S. Ocampo, Ph.D.

Department of Education-Instructional Materials Council Secretariat

(DepEd-IMCS)

Office Address: 5th Floor Mabini Buiding, DepEd Complex

Meralco Avenue, Pasig City

Philippines 1600

Telefax: (02) 634-1054 or 634-1072

E-mail Address: [email protected]

Table of Contents

Unit 1: Matter

Chapter 1 - Solids ....................................................................... 2

Lesson 1: Naming Different Objects .......................................... 2

Lesson 2: Characteristics of Solids according to Color .......... 3

Lesson 3: Characteristics of Solids according to Shape ........ 5

Lesson 4: Characteristics of Solids according to Size ............. 6

Lesson 5: Characteristics of Solids according to Texture ...... 7

Chapter 2 - Liquids ..................................................................... 8

Lesson 1: Characteristics of Liquids ........................................... 8

Lesson 2: Describing Liquids according on

how they Flow ............................................................................... 8

Lesson 3: Describing Liquids on how they

take the Shape of the container ............................................. 10

Lesson 4: Describing Liquids on how they

occupy Space ............................................................................ 11

Lesson 5: Describing Liquids according to Taste .................. 11

Lesson 6: Describing Liquids according to Smell .................. 12

Chapter 3 - Gases .................................................................... 13

Lesson 1: Describing that Gases take the

shape of the container ............................................................. 13

Lesson 2: Describing that Gases occupy Space .................. 14

Lesson 3: Describing that Gases are Odorless

and Tasteless ............................................................................... 15

Chapter 4 – Proper use and Handling of Common

Solids, Liquids, and Gases at Home and in School ............. 16

Lesson 1: Common Solids, Liquids, and Gases

Found at Home and in School ................................................. 16

Lesson 2: Harmful Effects of Common Materials

Found at Home and in School ................................................. 17

Lesson 3: Safety Measures in Handling

Harmful Materials ........................................................................ 19

Chapter 5 – Changes in Materials ........................................... 20

Lesson 1: Measuring the Temperature of Materials .............. 20

Lesson 2: Measuring the Temperature of

Hot/Warm Material .................................................................... 22

Lesson 3: Measuring the Temperature of

Cold Materials ............................................................................. 25

Lesson 4: Changes in Materials as affected

by Temperature .......................................................................... 28

Lesson 5: What Happens to Water when Heated? .............. 30

Lesson 6: What Happens to Water Vapor

when Cooled? ............................................................................ 31

Lesson 7: What Happens to a Naphthalene Ball

when Heated? ............................................................................ 32

Lesson 8: What Happens to the Air inside the

Bottle/Balloon when Heated or Cooled? .............................. 34

INTRODUCTION

Dear Boys and Girls:

This Learner’s Material for Grade 3, was written in response to

the basic goal of education under the K to12 Enhanced Basic

Education Program- “to prepare learners to become productive,

worthy and competitive young scientists of the country.”

This is divided into four units with illustrations describing each

unit, representing the whole school year. Each unit has chapter

with lessons and activities prepared which are aligned to the

teacher’s guide.

Learning to develop, keen and accurate observation skills

through experiment, knowing more about matter, sense, living

things, non-living things around you discovering more about your

environment , climate change and other topics about the

surroundings, earth and space are all given focus in this l learner’s

material.

Explore Science and make it useful in your daily life. Learning

Science is having more fun.

The Writers/Conceptualizers

ACKNOWLEDGEMENT

Recognition is given to the following supervisors, administrators,

teachers, BEE Staff and experts in Science for their enthusiastic

commitment in the development, revision and finalization of the teaching

guides and learning materials for Grade 3 under K to 12 Basic Education

Program.

Arthur DC. Sacatropes Dr. Luz E. Osmena

Education Prog. Supervisor Education Prog. Supervisor

Region III Region IV-A

Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz

Education Program Supervisor Science Coordinator

Division Office, Sorsogon Prov. Division of Tarlac City

Region V Region III

Jennifer M. Rojo Jennifer A. Tinaja

Master Teacher II MasterTeacher I

Neogen Elementary School Nueve de Febrero E.S.

Districtof Tagaytay City Mandaluyong City

Job S. Zape (Ret.) John Fitzgerald Secondes

Education Program Supervisor Master Teacher I

Division Office, Mandaluyong City Don Felix Serra Nat’l. Hi-sch

San Jaoquin, Iloilo Province

Leni S. Solutan Neolita S. Sarabia

Master Teacher Principal II

Sta. Barbara Elementary School STRIVE Coordinator

Division of Iloilo Province Division of Tagbilaran City

Romeo C. Ordoňez

Master Teacher II/Illustrator

Divisoria E.S. Mexico South District

Division of Pampanga

Susana D. Mota

Jemmalyn N. Malabanan

Encoders

Trinidad M. Lagarto

Senior Education Program Specialist, Anchorperson

Curriculum Development Division

Bureau of Elementary Education

Appreciation is extended to the following consultants/reviewers for their

untiring efforts in sharing their expertise:

Evelyn L. Josue May R. Chavez

Science Educ. Specialist IV (Ret.) Science Educ. Specialist I

UP-NISMED UP-NISMED

Diliman, Quezon City Diliman, Quezon City

Pia Campo

Science Education Specialist I

UP-NISMED

Diliman, Quezon City

Marilette R. Almayda

Director III


Marilyn D. Dimaano

Director IV


1

UNIT 1: Matter

2

Chapter 1: Solids

This Chapter deals with solid is one of the three states of

matter. It has specific color, size, shape, and texture. The

molecules of solids are close together. They move back and forth

but the particles do not change places.

Lesson 1: Naming Different Objects

Activity 1: A walk to remember

Objectives

1. Describe different objects in the school garden.

2. Classify the objects based on their characteristics.

Materials

Different objects found in the school garden

Procedure

1. Visit the school garden. Collect different solids.

2. List down 10 solids you have collected.

3. Describe the solids based on their characteristics

4. In the chart write the name of solids in their proper column.

Do this in your notebook.

small big rough smooth round square black white

In your notebook or on your paper, answer the following:

1. How did you describe the solids?

2. What are their characteristics?

Guide Question

What are the other properties of matter?

3

Lesson 2: Characteristics of Solids according to Color

Activity 2: How do you describe solids according to their colors?

Objective

Describe solids according on their color.

Materials

Pictures and if possible concrete ripe papaya, unripe papaya, ripe

mango, unripe mango, ripe tomato, unripe tomato, eggplant and

charcoal

Procedure

1. Study the pictures of different solids.

2. Write the color of solid in the chart.

Solids Color

Ripe Mango

Unripe Tomato

Ripe Tomato

4

Solids Color

Unripe Papaya

Ripe Papaya

Watermelon

Eggplant

Charcoal

In your notebook, answer the following:

1. How did you describe the materials?

2. Do all solids have specific color?

5

Lesson 3: Characteristics of Solids according to Shape

Activity 1: Shapely solids

Objective

Identify solids based on their shapes.

Materials

Ball, eraser, calamansi, plate, guava, notebook, triangle (musical

instrument)

Procedure

1. Get six objects from the box.

2. Observe the shape of the objects.

3. Write the name of each object below their corresponding

shape.

Round Rectangle Triangle


1. How did you identify solids based on their shape?

2. What different shapes of solids did you observe?

6

Lesson 4: Characteristics of Solids according to Size

Activity 1: Identify solids according to size

Objectives

1. Identify solids according to their specific size.

2. Measure solids using a ruler.

Materials

Bag containing solids Ruler

Procedure

1. Get the materials inside your bag.

2. Identify solids according to their sizes.

3. Record it in your notebook.

Materials/Solid Size

short Long

4. Measure each solid using a ruler.

5. Record your measurement in your notebook.

Solids Size (exact measurement)

Answer the following:

1. How did you identify the size of solids?

2. What did you use to measure the material?

3. Were you able to get the exact measurement of the solids?

How?

Guide Question

Do solids have specific size?

7

Lesson 5: Characteristics of Solids according to Texture

Activity 1: Classifying solids according to texture

Objective

Classify solids according to texture.

Materials

Bag or box containing stone, cotton, sand, banana, cardboard,

sandpaper, rambutan, jackfruit peelings

Procedure

1. Get all the contents of your bag.

2. In your notebook, write the name of each object and classify

according to texture.

Objects smooth rough soft hard

Answer the following:

1. How did you group the solids?

2. What characteristic of solids did you observe?

3. Were you able to describe the solids correctly based on your

observations? Why?

4. What values did you learn from the activities?

8

Chapter 2: Liquids

This Chapter deals with liquids having mass, how they flow, how

they take the shape of the container, how they occupy space,

the taste and the smell.

Lesson 1: Characteristics of Liquids

Activity 1: Naming different liquids

Objective

Naming different objects

Materials

Different liquids, containers with different shapes

Procedure

1. Go to the school canteen.

2. Ask the canteen staff to show the different liquids available.

3. Name each liquid.

4. Observe each liquid how they flow , shape of the container,

and the space each occupies.

5. Taste or smell the liquid but with safety precaution. (Needs

teacher’s advice.)

6. Record your observation in your notebook.

Lesson 2: Describing Liquids according on How they Flow

Activity1: How do liquids flow?

Objective

Describe how liquids flow

Materials

Condensed milk, soy sauce, vinegar, shampoo, water oil, 2

spoons, transparent bowl

9

Procedure

1. Get two teaspoons.

2. Hold each teaspoon with each hand as shown in the picture

below.

3. Scoop a teaspoon of water and a teaspoon of vinegar.

4. Hold two teaspoons with liquids at elbow level.

5. Tip both hands at the same time as shown in the picture.

6. Record your observation in your notebook.

Which flows faster, water or vinegar?

7. Repeat steps 2 to 6 using other liquid and paired it with

water.

(Note: Water will serve as your point of reference as to the

flow of liquid.)

Name of

Liquid

Does it flow

slowly?

Does it flow

fast?

Does it flow

very fast?

1. water

2. soy sauce

3. vinegar

4. shampoo

5. oil

6. Condensed

milk

10

Guide Questions

1. Did the liquids flow at the same time?

2. Which liquids flowed fast?

3. Which liquids flowed slow?

Lesson 3: Describing Liquids on How They Take the Shape

of the Container

Activity 1: Do liquids have shape?

Objective

Describe how liquids take the shape of the container.

Materials

Different shapes of container, water

Procedure

1. Describe the 3 shapes of container.

2. Get 3 kinds of liquids.

3. Pour each liquid in each container.

4. In your notebook, record your observation.

Name of Liquid Shape when poured in container

1. What happened to the different liquids after pouring them?

2. Do liquids have the same shape?

3. What characteristics of liquids did you observe?

4. What does this activity tell about shape of liquid?

11

Lesson 4: Describing Liquids on How they Occupy Space

Activity 1: Do liquids occupy space?

Objective

Describe how liquids occupy space.

Materials

Stones, water, beaker, rugs

Procedure

1. Prepare the materials.

2. Fill the beaker with water.

3. Put more water in the beaker.

4. Observe what happens while adding more water in the

beaker.

5. Put some stones in the beaker with water.

6. Again observe what will happen.

7. Record /draw your observation in your notebook.


1. What happened as you added more and more water in the

beaker? Why?

2. What did you notice when the stones sank to the bottom of

the beaker? Why?

3. What happened to the water? Why?

4. Does water occupy space? Why?

5. Do liquids really occupy space?

Lesson 5: Describing Liquids according to Taste

Activity 1: Do liquids have taste?

Objective

Describe the taste of liquids.

12

Materials

milk, juice, water, vinegar, hot sauce, softdrinks, wine, catsup, fish

sauce

Procedure

1. Taste each liquid.

2. Describe the taste.

3. Check the corresponding taste of liquid in the chart.

Liquid sweet salty sour bitter spicy tasteless


1. How did you describe the different taste of liquids?

2. What are the different tastes of liquids?

3. Do all liquids have the same taste?

4. What should we do to avoid being poisoned when tasting

liquids?

Lesson 6: Describing Liquids according to Smell

Activity 1: Do liquids have smell?

Objective

Describe the smell of different liquids

Materials

Fish sauce, perfume, alcohol, catsup, coke, hand sanitizer,

shampoo, liquid soap

Procedure

1. Prepare the materials. Name the different liquids.

2. Describe the smell of the different liquids. (Do not put the

samples near your nose because some may cause irritation)

3. Record your observation.

13

Liquid Bad Smell Good / Fragrant Smell


1. What characteristics of liquid did you observed?

2. How were you able to group them?

3. Do all liquids have the same smell?

4. Do you frown when you smell liquids that have bad odor? Do

you smile when you smell liquids that have fragrant odor?

Why?

5. Do liquids have smell?

Chapter 3: Gases

This Chapter deals with gases that do not have their own

shape but take the shape of the container, occupy space,

tasteless and odorless. Air is gas. We cannot see it by our eye but

we can feel it. The molecules are far apart from each other.

Lesson 1: Describing that Gases take the Shape of the

Container

Activity 1: Do gases have shape?

Objective

Describe that gases take the shape of the container.

Materials

Different shapes of balloons (deflated), string

Procedure

1. Get different shapes of balloons.

2. Blow air into it. Tie it with string.

3. Describe the shape of air in the balloon.

4. Record your observation.

5. Draw the shape of gas in each balloon.

14

Questions


1. What happened to the balloon as you blew air into it?

2. Did the gas follow the shape of the balloon? Do gases have

shape?

3. What characteristic of gas did the activity show?

4. What is the shape of air container?

5. When can air have a shape?

Lesson 2: Describing that Gases Occupy Space

Activity 1: Does gas occupy space?

Objective

Describe that gases occupy space

Materials

Tissue, drinking glass, Styrofoam, big bowl filled with water

Procedure

1. Prepare a drinking glass.

2. Place a paper towel at the bottom of the drinking glass so

that it will not fall out when the glass is inverted.

3. Fill a big bowl with water.

4. Hold the glass upside down and quickly plunge it into the

water.

5. Count one to ten while holding the glass underwater.

6. Slowly lift the glass up and out of the water. Be sure to hold

the glass straight upside down.

7. Observe. What happened to the tissue?

8. Do this with a piece of Styrofoam. Place the Styrofoam in the

water. Place your glass upside down over the styrofoam and

push straight down into the water.

15


1. What is inside the glass?

2. What happened to the paper towel? To the styrofoam?

3. What does the activity show?

Lesson 3: Describing that Gases are Odorless and

Tasteless

Activity 1: Air is odorless and tasteless

Objective

Infer that air is odorless and tasteless.

Materials

Paper fan, balloon, mirror

Procedure

1. Prepare the set up.

2. Blow your hands. Describe what you feel.

3. Now, blow into the mirror. Describe the air in the mirror.

4. Blow air in the balloon. Describe the air inside.

5. Get a partner, fan each other. Describe the air as to odor

and taste.

Instruction

1. Draw how you blow your hand and prove that air is odorless

and tasteless.

2. Illustrate the air that transfers in the mirror and inside the

balloon.

3. In three sentences, describe how you felt while fanning

yourself and your partner.

4. What did you feel after blowing your hand? Did you see the

air from your mouth?

5. Did you see the air inside the balloon? Why?

16

6. How did you feel when your partner was fanning you? Did

you taste the air while your partner was doing it?

7. What characteristic of gas were presented in the activity?

Chapter 4: Proper Use in Handling Common Solids,

Liquids, and Gases at Home and in School

This Chapter deals with many things we have in common at

home and in school such as solids, liquids and gases. We should

keep everything in its place. Label all bottles correctly such as

chemicals, and other materials.

Lesson 1: Common Solids, Liquids, and Gases Found at

Home and in School

Activity 1: List of Common Products Found at Home and in School

Objectives

1. Identify common solids, liquids and gases found at home

and in school.

2. Describe the uses of materials found at home.

Materials

paper, pen, Manila paper

Procedure

1. Make a list of common products found in school and at

home. Group them in the table below.

Solid Liquid Gas

17

2. Group the materials listed in number 1 using the table below.

Use

as

food

Use for

cooking

Use to

beautify

homes

Use as

beauty

product

Use for

cleaning

the house

Use for

cleaning

the

body/

self

Use for

killing

insects/

pest

3. What are the common materials at home and in school?

4. What are the uses of materials at home and in school?

Lesson 2: Harmful Effects of Common Materials Found at

Home and in School

Activity 1: Harmful Effects of Common Materials Found at Home

and in School

Objective

Identify the harmful effects of materials found at home and in

school.

Materials

packaging of materials/product labels of materials

18

Procedure

1. Read the product labels of the common household

products /materials found at home and look at the symbols

in each label below:

flammable toxic

poison danger acid

Here are some examples:

19

2. Using the table below, group the materials based on the

harmful effect/s on humans and other living things.

3. Write your answers in your activity notebook.

Poisonous Toxic Flammable Corrosive

Lesson 3: Safety Measures in Handling Harmful Materials

Activity 1: Safety Measures in Handling Harmful Materials

Objective

Describe the proper use and handling of harmful materials.

Materials

Pictures of proper ways of handling materials

Procedure

1. Look at the pictures.

2. Put a on the box if it is a proper way of handling materials

and put a if it is not.

a. b.

Label poisonous

Substances and keep

out of children’s reach

Using hand gloves and

gas masks when using

pesticides.

20

c. d.

Inspecting regularly if the

cooking gas tank is tightly

closed.

Keeping flammable

materials near the stove.

Guide Question

Will you follow the safety measures in handling harmful chemicals?

Why?

Chapter 5: Changes in Materials

This chapter deals with the changes that solids, liquids, and

gases undergo when heat is applied or removed from them. It

also deals with the techniques in measuring temperature with a

laboratory thermometer.

Lesson 1: Measuring the Temperature of Materials

Activity 1: Is it Hot? Is it Cold?

Objective

Tell whether a material is hot or cold.

Materials

Manila paper marker pen paper pen

21

Procedure

1. Look at the pictures below. Tell whether the material is hot or

cold. Put a check () in column (3) if it is hot or in column (4)

if it is cold.

(1) (2)

Material/Object

(3)

Is it Hot?

(4)

Is it Cold?

1

Candle Flame

2

Ice Cream

3

Boiling Water

4

Boiling Soup

5

Iced Tea

22

2. Give other examples of hot and cold materials. Write them

down in the appropriate column in the table below.

Hot materials Cold materials

Guide Questions

1. When do you say that a material is hot?

2. When do you say that a material is cold?

Lesson 2: Measuring the Temperature of Hot/Warm

Material

Activity 1: Measuring the Temperature of Hot/Warm Material

Objectives

1. Measure the temperature of tap water and hot/warm water

using a thermometer.

2. Read the temperature from the thermometer correctly.

3. Compare the temperature of tap water and hot/warm

water.

Materials

2 beakers or identical glass containers

Laboratory thermometer

Equal amounts of hot/warm water and tap water

Procedure

1. Look at the laboratory thermometer closely.

2. Observe the markings on the thermometer.

23

3. What is the smallest number? Where is it located?

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

5. What unit of measurement is used?

6. What symbol is used to express a measurement of

temperature?

7. Half-fill the container with tap water.

8. Place the thermometer in the container with tap water. Hold

it in upright position.

9. Observe the level of the liquid in the thermometer.

10. Measure the temperature of tap water. (Read the markings

nearest the level of the liquid in the thermometer). Record

the temperature in table 1.

11. What is the temperature of tap water?

(This is the temperature of tap water at room temperature).

beaker/container half-filled

with tap water

Laboratory

thermometer

Beaker half-filled with

tap water

Caution: Do not touch the bulb of the thermometer and do not let it touch the bottom of the container.

Note: When reading the thermometer, position your

eyes at the same level as the liquid in the thermometer.

24

12. Half-fill also the other container with hot/warm water.

13. Place the thermometer

in the container with

hot/warm water.

14. Observe what

happens to the level of

the liquid in the

thermometer.

15. Read the temperature of hot/warm water after 5 minutes.

Record the temperature in table 1 below.

What is the temperature of the hot/warm water?

Sample

temperature

reading

23˚C

Caution: Be careful when pouring hot/warm

water into the container. You might get burned. You may ask your teacher to do this.


with hot/warm water

Laboratory

thermometer

Beaker half-filled with

hot/warm water

25

Table1. Temperature of Tap Water and Hot/Warm Water

Material Temperature (0C)

Tap water

Hot/warm water

1. Compare the temperature of tap water and hot/warm

water.

- How will you compare the temperature of tap water

with that of hot/warm water?

2. Describe the effect of heat on the water.

- What is the effect of heat on water?

Question

What will you do if you need hot or cold water at home?

Lesson 3: Measuring the Temperature of Cold Materials

Activity 1: Measuring the Temperature of a Cold Materials

Objectives

1. Measure the temperature of tap water and cold water using

a thermometer.

2. Read the temperature from the thermometer correctly.

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

Materials

2 beakers/ identical glass containers

Laboratory thermometer

Equal amount of cold water and tap water

Ice cubes

26

Procedure

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 in the thermometer.

4. Measure the temperature of tap water. (Read the markings

nearest the level of the liquid in the thermometer). Record

the temperature in table 2.

- What is the temperature of tap water?

(This is the temperature of tap water at room

temperature).

Note: When reading the thermometer, position your

eyes at the same level as the liquid in the

thermometer.


with tap water

Caution: Do not

touch the bulb of the

thermometer and do

not let it touch the

bottom of the container.

27

5. Half-fill also the other container

with cold water. (Some ice

cubes may be added to make

the water cold and to remove

some heat from the water.)

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.

- What is the temperature of

cold water?

Table 2. Temperature of Tap Water and Cold Water

Material Temperature (0C)

Tap water

Cold water

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

- How will you compare the temperature of tap water

with that of cold water?

Sample

thermometer

reading

23˚C

beaker/container

half-filled with

cold water

28

10. Describe the effect of removing heat from the material.

What is the effect of removing heat from the water?

Guide Questions

Did you notice that as the water becomes hotter, the bubbles

rise? Why do the bubbles rise?

Lesson 4: Changes in Materials as affected by

Temperature

Activity 1: What Happens When a Candle Wax Is Heated and

Cooled?

Objective

Describe what happens to a candle wax when it is heated and

when it is cooled.

Materials

small piece of candle wax big spoon

matches thick cloth

candle ceramic saucer

Procedure

1. Put a small piece of candle wax in 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 on a ceramic saucer.

29

4. Hold the spoon with candle wax over the flame.

5. Heat the spoon with candle wax for 5 minutes. Observe what

happens to the candle wax.

- What happens to the candle wax?

- Is there a change in the appearance of the wax? In

what form is it now?

- Why does this change happen?

- What is the effect of applying heat on the candle wax?

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

7. Wait for a few minutes until the candle wax cools off.

Observe what happens.

- What happens to the candle wax?

8. Is there a change in the appearance of the candle wax? In

what form does the candle wax changed?

- Why does this change happen?

9. What is the effect of removing heat from the candle wax?

Question

Is there any change when the candle wax was lighted?

Caution: The spoon will become hot. Handle it with care.

30

Lesson 5: What Happens to Water when Heated?

Activity 1: What Happens to Water when Heated?

Objective

Describe what happens to the water when the temperature

increases or when it absorbs heat.

Materials

beaker water marker

Procedure

Fill the beaker with 10 ml of water. Mark the level of water.

1. Place the beaker with water outside under the heat of the

sun for 15 minutes. Observe what happens to the water.

2. Mark again the level of the water.

a. Did you notice a change in the amount or level of the

water?

b. What does this observation show?

c. What is the effect of sun’s heat on the water?

31

Questions

Have you tried placing water in the basin under the heat of the

sun? What happened to the amount of water?

Lesson 6: What Happens to Water Vapor when Cooled?

Activity 1: What Happens to Water Vapor when Cooled?

Objective

Describe what happens to water vapor when it is cooled.

Materials

ice cubes glass jar with lid

tablespoon orange juice

Procedure

1. Hold an empty glass jar with both hands.

- What do you feel?

2. Pour orange juice (more than half) in the glass jar as shown in

the figure below.

32

3. Put some ice cubes .Then, using the lid close the jar tightly.

4. Shake the jar vigorously for a few seconds.

5. Hold the outside surface of the jar for few minutes.

- What do you feel?

- Is there air surrounding the jar?

- Is there water vapor surrounding the jar?

- Where did this water vapor come from?

6. Leave the jar on the table for 2 minutes.

7. After 2 minutes, look closely at the jar. Feel the outside

surface of the jar again for a few minutes.

- What do you feel and see on the outside surface of the

jar?

- What do your observations show?

Lesson 7: What Happens to Naphthalene Ball when

Heated?

Activity 1: What Happens to Naphthalene Ball when Heated?

Objective

Describe what happens to the water when the temperature

increases or when it absorbs heat

Materials

Small piece of naphthalene ball Piece of stone

2 identical colored saucers Piece of cloth

33

Procedure

1. Get one piece of naphthalene ball. Place it on a piece of

cloth.

2. Wrap it with a piece of cloth.

3. Grind it into smaller pieces using a stone.

4. Divide the ground naphthalene into 2 parts.

5. Put 1 part of the ground naphthalene in saucer 1, and the

other part in saucer 2.

- In what form is the naphthalene ball (solid, liquid, gas)?

6. Place saucer 1 inside the room.

naphthalene

Colored

saucer

Saucer 2

naphthalene ball

naphthalene

Colored

saucer

saucer 1

34

7. Place saucer 2 outside the room under the heat of the sun.

8. Observe the naphthalene in saucer 1 and saucer 2 after 10

minutes. Describe what you observed.

- What did you observe?

- Did you notice any change in the appearance of the

naphthalene in saucer 1 and saucer 2?

- What does this observation tell you?

- What is the effect of heat on the camphor crystal?

Lesson 8: What Happens to the Air inside the Bottle/

Balloon when Heated or Cooled?

Activity 1: What Happens to the Air inside the Bottle/ Balloon when

Heated or Cooled?

Objective

Describe what happens to the air inside the bottle/balloon when it

is heated or cooled.

Materials

Glass bottle (with narrow mouth) Balloon

2 small basins Hot water

Cold water

naphthalene

Colored

saucer

Saucer 2

35

Procedure

1. Take a balloon. Stretch its opening and place over the top of

the bottle as shown in the figure below.

- Is there air inside the bottle?

- Is there air inside the balloon?

2. Place the bottle in a basin with hot water. Observe it after 3

minutes.

- What happens to the balloon?

- What does your observation on the balloon show?

- What is the effect of hot water on the air inside the

bottle?

3. Transfer the bottle to the basin with cold water. Observe it

again after 3 minutes.

bottle

balloon

Basin with

hot water

bottle

balloon

36

- What happens to the balloon?

- What does your observation on the balloon show?

- What is the effect of cold water on the air inside the

bottle/balloon?

bottle

balloon

Basin with

cold water

grade 3 science learner's manual

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