Tg science q1 matter

1. 2010 Secondary Education Curriculum
Integrated Science
Quarter 1 : The Scientific Method Topic: Matter, Its Properties and Time Frame: 20-25 days
Matter Changes
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of changes in Learners, working in groups, manifest understanding of properties
properties of matter and their benefits to one’s health and the and changes of matter and their benefits to one’s health and the
environment. environment through creating innovative, marketable, replicable
and cost-effective products.
Essential Understanding(s): Essential Question(s):
Understanding of changes in properties of matter is important How does understanding of changes in properties of matter
when manifested in creating products that are significantly become beneficial?
beneficial to one’s health and the environment.
Learners will know: Learners will be able to:
• Properties and Phases of Matter • compare the physical/chemical properties of the
different phases of matter
Properties of matter (physical: intensive and extensive; • classify matter according to its physical and chemical
chemical) properties
• classify matter according to its phase
Phases of matter (solid, liquid, gas and plasma) • predict the type of change matter will undergo under
certain conditions
• Classification of Matter • predict the effects of physical and chemical changes
to health and environment
Substances (elements: metals, non-metals and • evaluate the effects of the materials used in the
metalloids) experiment to one’s health and environment
• In doing investigations, the learners shall:
Compounds (inorganic, organic, acids, bases and salts) - design simple investigations /experiments to
show concepts to be learned
Mixtures (homogeneous, heterogeneous; types of - decide appropriate techniques to use in the
mixtures: solution, suspension and colloids; experiment /investigation
their characteristics and uses) - propose alternative techniques to use in the
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2. 2010 Secondary Education Curriculum
Integrated Science
investigations
• Beneficial Effects of Physical and Chemical Changes on - use scientific equipment properly
Health and Environment - interpret data based on experimental reports
- analyze critically the results/data of experiment
report
- make scientific inferences based on
observations
- report experimental data accurately
Stage 2
Product or Performance Task: EXPLANATION Evidence at the level of performance
Manifestation of understanding of Performance assessment of the
changes in properties of matter through Proving that matter undergoes physical manifestation of understanding of
creation of innovative, marketable, or chemical change or both. changes in properties of matter through
replicable and cost-effective products that creation of product(s) based on the
are beneficial to one’s health and the Criteria: following criteria:
environment. a. Thorough
b. Justifiable • Innovativeness
c. Clear
• Marketability
INTERPRETATION
• Replicability
Making sense of the data gathered from
• Cost-effectiveness
investigations that indicate the changes in
properties of matter. • Manifestation of changes in
matter
Criteria:
a. Meaningful • Benefits to one’s health and the
b. Illustrative environment.
APPLICATION
Proposing ways on how understanding of
changes in properties of matter can be
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3. 2010 Secondary Education Curriculum
Integrated Science
used in life.
Criteria
a. Appropriate
b. Practical
c. Efficient
d. Effective
PERSPECTIVE
Arguing on the use of some commercially
available products (fertilizers, detergents,
instant noodles, toothpaste, shampoos,
automobiles, toys with high content of
lead, milk and other dairy products with
melamine content, refrigerators, etc..)
showing changes in properties of matter
that affect health and the environment.
Criteria
a. Insightful
b. Credible
c. Reflective of critical thinking
EMPATHY
Role playing a worker’s feeling (that of a
farmer, fisherman, etc – depending on the
context of learner’s community) when
there is less production due to some
changes in the properties of matter that
evolved in the long term conduct of
activities (use of pesticides, rampant use
of illegal fishing activities, etc).
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4. 2010 Secondary Education Curriculum
Integrated Science
Criteria
a. Perceptive
b. Receptive
c. Sensitive
SELF-KNOWLEDGE
Realizing how understanding of changes
in properties of matter affects one’s view
on health and the environment.
Criteria
a. Reflective
b. Responsive
Stage 3
Teaching/Learning Sequence:
EXPLORE
As part of initial activities, learners shall be given an overview of matter, its properties and changes , what they are expected to
learn and how their learning shall be assessed. In this stage, diagnosis of their understanding of matter, its properties and
changes gained from elementary science shall form part of the prerequisites. This also involves understanding or making
meanings out of the scientific knowledge obtained.
Learners shall:
1. undergo an assessment of their understanding of certain topics in elementary science such as matter, mixtures and
compounds, physical/chemical change and materials . (Teacher’s Note/s or TN: Assessment to use includes either paper
and pencil test, use of checklist, use of graphic organizer, etc. Teachers shall take note of learners prior knowledge and
misconceptions, if any);
2. be introduced to the topic matter, its properties and changes and its subtopics properties and states of matter, classification
of matter, and effects of physical and chemical changes on health and environment (TN: The teacher may ask learners to
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5. 2010 Secondary Education Curriculum
Integrated Science
listen to the song entitled “Kapaligiran”, “Anak ng Pasig” or other environmental song, identify examples of changes based
on the lyrics, before being introduced to the aforecited topic and subtopics);
3. be informed that they need to demonstrate understanding of matter, its properties and changes;
4. be oriented on related and varied resources and materials to be used in understanding matter, its properties and changes
(see resources and equipment/materials needed);
5. be given time to formulate questions on matter, its properties and changes and cluster these to initially find out what is/are
interesting for them;
6. be given time to formulate other questions leading to Essential Question with focus on how understanding of changes in
properties of matter become beneficial to health and the environment. (TN: strategies to use include either KWL, Focus
Group Discussion, brainstorming, think-pair &square, dyads, round robin, etc.);
7. generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know about how
changes in properties of matter affect one’s health and the environment. (TN: strategies to use include either brainstorming,
Focus Group Discussion, graphic organizer, concept mapping, etc. At this point, the teacher shall be careful not to reject
learners’ opinion but shall encourage them to give their ideas without being judged as right or wrong. Each tentative idea (TI)
shall be published on the board);
8. be grouped accordingly to choose some of the identified prior knowledge, misconceptions and tentative ideas (TI). (TN:
Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior
knowledge, misconceptions or tentative ideas during the Firm Up Stage);
9. be oriented that they need to show their understanding of matter, its properties and changes by creating a product; and
10. be informed that this product shall be assessed based on the following criteria: (a) innovativeness, (b) marketability, (c)
replicability, (d) cost effectiveness, (d) manifestation of changes in matter, and (e) benefits to one’s health and the
environment (TN: Brainstorming may be used to discuss how these criteria shall be used. Learners need to be clarified on
the details on how their product or performance shall be assessed. Such details of criteria may be revised based on
agreements reached).
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6. 2010 Secondary Education Curriculum
Integrated Science
FIRM-UP
Varied learning experiences shall be introduced to help learners disprove misconceptions, examine/assess prior knowledge,
and begin to discover the validity of tentative ideas (TI) to the EQ; make their understanding of matter, its properties and
changes real; equip them with skills and knowledge for them to be successful throughout the topic; and undergo differentiated
instruction to address their unique strengths and needs. This involves acquiring scientific knowledge which is about accessing
information, i.e., what information is needed, where information can be located and how information can be gathered focusing
on matter, its properties and changes.
Properties and Phases of Matter
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
11. work in groups to perform activities on properties of matter; physical and chemical (properties); extensive and intensive
(properties);
12. make inferences on properties of matter (physical, chemical, extensive and intensive) based on activities performed;
13. relate their personal experiences about the properties, classification and physical/chemical changes or vice-versa (may be
done through poster making, jingle, interpretative dance, role play, poem writing, etc);
14. conduct activities to compare different phases of matter;
15. conduct research on the existence of plasma as the fourth phase of matter (TN: may be done through a library research or
internet search); and
16. revisit prior knowledge, misconceptions and/or TI on properties and states of matter, if any. (TN: The teacher may ask each
group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for
investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the
light of the activities conducted and analyses made.).
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7. 2010 Secondary Education Curriculum
Integrated Science
Classification of Matter
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
17. in groups, perform activities on homogeneous and heterogeneous matter; types of substances and mixtures; and
separation of the components of substances and mixtures;
18. based on observations, compare the properties of a homogeneous and heterogeneous matter ;
19. classify matter as substances or mixtures based on observable properties;
20. recognize mixtures as being homogeneous or heterogeneous (mixture); (TN: Learners shall be asked to show some
samples);
21. differentiate a homogeneous from a heterogeneous mixture; an element from a compound; an inorganic from organic
compound;
22. identify substances as an element or a compound, given a set or list of materials; and
23. revisit prior knowledge, misconceptions and/or TI on classification of matter, if any. (TN: The teacher may ask each group of
learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This
group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities
conducted and analyses made pertaining to classification of matter).
Physical and Chemical Changes and their Effects on Health and the Environment
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
24. prove that matter undergoes physical or chemical change or both (FU: Explanation);
25. work in groups to conduct activities on the classification and separation of the components of mixtures; and on physical and
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8. 2010 Secondary Education Curriculum
Integrated Science
chemical changes that affect health and the environment like simple investigations on the use of different variables on stain
removal, etc;
26. propose ways on how understanding of changes in properties of matter can be used in life (FU: Application); and
27. revisit prior knowledge, misconceptions and/ or TI on effects of the separation of the components of mixtures, physical and
chemical changes of matter on health and environment, if any. (TN: The teacher may ask each group of learners to discuss
those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group shall be
asked to reason out for either assessing, confirming or rejecting these in the light of the activities conducted and analyses
made.).
DEEPEN
Here, learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings
out of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage
in meaningful self-evaluation; and undergo in-depth study of matter, its properties and changes using multiple sources of
information and various modalities of manifesting learning.
Learners shall:
28. make a reflective journal on changes in properties of matter that are beneficial or harmful in the community;
29. relate their present understanding of concepts learned to future career;
30. identify or classify which changes in matter are beneficial or harmful in society, given a list of situations;
31. make a research on the changes in properties of the materials used by some industries; and
32. evaluate their future career and occupational prospect(s) of science fields by attending related career orientation program(s)
inside and outside school premises.
At the level of understanding, learners shall:
33. make sense of the data gathered from investigations that indicate the changes in properties of matter (FU: Interpretation)
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9. 2010 Secondary Education Curriculum
Integrated Science
34. argue on the effects of commercially available products (organic and inorganic fertilizers as used in farming, cyanide as
used in fishing, etc depending on the context of learners’ immediate community) on health and the environment (FU:
Perspective);
35. role play the feelings of a worker (a farmer, a fisherman, etc) when there’s less production due to certain factors - long
terms use of pesticides, etc, (FU: Empathy); and
36. realize how understanding of changes in properties of matter affects one’s view on health and the environment (FU: Self-
knowledge).
To draw out the essential understanding, learners shall:
37. contemplate on the essential question “How does understanding of changes in properties of matter become beneficial?”;
38. reexamine their revised TI; and
39. justify their previous answers based on the understanding(s) gained.
TRANSFER ++
There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and
concrete activities to independent applications where they create or produce new knowledge in science. This is to challenge
learners to transfer their learning in new settings and use this creatively to generate new ideas, view things differently and
reengineer processes. Learners shall be involved in designing, constructing, planning, producing new knowledge and/or
inventing products which can contribute to the protection of the environment and sustainable use of resources.
Learners shall:
40. propose the preparation of useful products;
41. develop products based on one’s interest that are beneficial to health and the environment (preparation of home made stain
removers which come from natural sources; preparation of nata de coco, fish sauce (patis), virgin coconut oil, bagoong,
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10. 2010 Secondary Education Curriculum
Integrated Science
vinegar, catsup from banana/tomato, burger from banana peelings, etc)
42. document the creation of products in terms of:
- innovativeness
-marketability
-replicability
-cost-effectiveness
-manifestation of changes in matter
- benefits to health and the environment to be derived from created products
43. evaluate their product/performance using the details of the cited criteria;
44. conduct of “Tiangge sa Klasrum”, a classroom product fair or agri-fair (where learners shall present and sell their products;
teacher/s shall assess the development of facets of understanding and EUs; and parents and community members to
assess the product/s ).
Resources (Web sites, Software, etc.)
• http://www.deped.gov.ph/iSchool Web Board/Science Web Board
• http://www.deped.gov.ph/skoool.ph
• http://www.deped.gov.ph/e-turo
• http://www.deped.gov.ph/BSE/iDEP
• http://www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS
• http://www.teacherplanet.com
• http://www.pil.ph
• http://www.alcob.com/ICT Model School Network
• http://www.APEC Cyber Academy.com
• http://www.globalclassroom.net
• http://www.think.com
• Physics A World of View, 4th Ed., by: Kirkpatrick and Wheeler
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11. 2010 Secondary Education Curriculum
Integrated Science
• Chemistry A Modern Course by Smoot, Price and Smith
• Science Magazines
Materials/Equipment Needed:
• salt
• sugar
• water
• sulfur
• iron filings
• alkaseltzer
• magnesium ribbon
• magnet
• iron stand with ring
• wire gauze
• test tubes
• beakers
• bunsen burner/alcohol lamp
• simple distillation setup
• triple beam balance
• graduated cylinder
• dropper
• thermometer
• other needed laboratory apparatus/equipment
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