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Chapter 1. Solids, Liquids and Gases
Matter is anything that takes up space and has mass.
Generally, it may be in the form of a solid, liquid, or gas.
Lesson 1. Characteristics of Solids
Activity 1. What are the characteristics of solids?
Objectives
a. Name different solids
b. Group the solids according to their observable
characteristics
c. Describe the different solids based on their
characteristics: color, shape, size and texture
Materials
Different objects
Procedure
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.
Small big Other
observation
rough smooth Other
observation

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Round square Other
observations
Black white Other
observations
Questions
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?
What are the characteristics of solids based from your
observations?
Activity2. What are the colors of solids?
Objectives
a. Name solids of different colors
b. Group different solids based on their colors
c. Describe different solids based on their colors
Materials
Boxes of solids (real solids)
Procedure
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:

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Name of solid Color
5. In Chart B, group the solids according to color.
Group / Color Solids
Group 1
Color_________
Group 2
Color_________
Group 3
Color__________
Questions
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?
Are the solids of the same color? different colors?

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Activity 3. Shapely solids
Objectives
a. Name solids of different shapes
b. Group different solids based on their shapes
c. Describe the shapes of different solids
Materials
Empty boxes, real solids
Procedure
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.
BOX A
ROUND
BOX B
OVAL
BOX B
RECTANGLE
BOX D
SQUARE
BOX E
TRIANGLE

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Questions
1. Can you name the different solids?
What are these solids?
2. What different shapes of solids did you observe?
3. What characteristic of solids is shown in the activity?
Activity 4. Do solids have same or different sizes?
Objectives
a. Name solids of different sizes
b. Group different solids based on their size
c. Measure accurately the size of a solid
Materials
2 solids of the same kind, ruler
Procedure
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.

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Questions
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/
Activity 5. Texture Hunt
Objectives
a. Name solids of different textures
b. Group different solids based on their texture
c. Describe different solids based on texture
Materials
Different solids (sponge, wooden stick, sandpaper,
cardboard, plastic cup, others)
Checklist of different solids inside the room
Procedure
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.

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Checklist of Solids inside the Room
Name Texture
smooth rough soft hard Other
observations
Sand
sandpaper
Stone
cardboard
Plastic cup
Drinking glass
Rock
Pebbles
Shell
Marble
Cotton
Questions
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?
What characteristic of solids was shown in the activity?
Are the solids of the same texture? different textures? Can
you give examples?
Lesson 2. Characteristics of Liquids
Activity 1. Liquids around us
Objectives
a. Name different liquids
b. Describe the liquids based on their observable
characteristics

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Materials
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
Procedure
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.
Questions
Can you name the materials for the activity? What are they?
Which are solids? Liquids? Will you describe the solids?
Which are liquids? Where did you see the liquids?
How were you able to tell that liquids are in the containers?
What are other liquids around us? In school, at home, in the
community?
Can you describe the liquids?
Activity 2. Do liquids take the shape of their containers?
Objective
Describe the shapes of liquids in different containers
Materials
Empty containers of different shapes
Different liquids in different containers
Procedure
1. Given the materials, examine each, then
a. describe the shapes of the different containers

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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.
Questions
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?
What characteristic of liquids did you learn from the
activity?
Activity3. Smell and Taste Tests
Objective
Describe the taste and smell or odor of different liquids.
Materials
Rubbing alcohol, catsup, fruit juice, vinegar, perfume, soy
sauce, water, baby oil
Procedure
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

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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 CHART
Liquids Taste
sour sweet bitter salty
Catsup
Fruit juice
Vinegar
Soy sauce
Water
Tamarind
Sugar
Ampalaya
Other liquids. . .
. (can be )
CHART B. SMELL / ODOR CHART
Liquids Smell / Odor
Good Bad
Rubbing alcohol
Perfume
Glue
Baby Oil
Questions
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?

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How were you able to describe the different liquids?
Can we say that another characteristic of a liquid is its
taste?
How were you able to describe the smell or odor of
the liquids?
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?
Can you say that a characteristic of a liquid is its smell/
odor? Make a statement.
Activity 4. How do liquids flow?
Objective
Describe how liquids flow from one container to another
Materials
Condensed milk, soy sauce, vinegar, shampoo, water, oil,
spoons, empty cups/ containers, manila papers, pentel
pens
Procedure
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.

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2. Be ready for the group Chart presentation using the
format below:
Name of
Liquid
Did the liquid flow?
Flow of the liquid when
poured from 1 container to
another container
YES NO FAST SLOW
Questions
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?
What characteristic of liquids was shown in the activity?
Lesson 3. Characteristics of Gases
Activity 1. What is the shape of gas in balloons?
Objective
At the end of the lesson, the pupils should be able to
describe the shape and size taken by gas
Materials
Balloons of different shapes and sizes
Procedure
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.

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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
Questions
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?
What characteristics of gas are shown in the activity?

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Chapter 2: Proper Handling and Use of
Common Solids, Liquids, and Gases at
Home and in School
There are common materials at home and in school. It is
important to know their uses and how to handle them properly.
Lesson: Common Solids, Liquids, and Gases Found at Home and
in School
Activity: List of Common Products Found at Home and in School
Objectives:
1. Name common solids, liquids and gases found at home and
in school; and
2. Classify materials as solid, liquid or gas
Materials
paper, pen, manila paper, pictures or realia
Procedure
1. Make a list of common materials found at home and in
school. Do this in your notebook.
Materials at Home Materials in School

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2. Group the materials using the table below.
Materials found at: Solid Liquid Gas
home
school
Questions
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?
Lesson 2: Uses of Materials Found at Home and In School
Activity: Materials at Home and In School and Their Uses
Objective
Describe the uses of materials found at home and in school.
Materials
toothpaste, soap, alcohol, personal care products,
detergent, cleaning agents, disinfectants, medicine, or labels of
these products
Procedure
1. Study the following materials. Describe the use of this
material. Write your answer in your notebook.

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Questions:
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?
______________, ____________, _______________
Lesson 3: Safety Measures in handling Harmful Materials
Activity: Proper Handling of Materials
Objective
Describe the proper ways of handling materials.
Materials
Pictures of proper ways of handling materials

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Procedure
1. Study the following hazard symbols.
2. Look at each picture. Write the name of each picture in
your notebook.
toxicflammable poison

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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
4. Study the pictures. Put a þ on the box if it shows the
proper ways of handling materials and an ý if it doesn’t.
a. b.
Labelling bottles and
other containers
Using hand gloves and
gas masks when using
pesticides.

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c. d.
Questions
1. What are the proper ways of handling and using solid, liquid
and gas at home and in school?
__________________________________________________
__________________________________________________
__________________________________________________
2. Why do we need to handle and use properly these
materials?
__________________________________________________
__________________________________________________
__________________________________________________
Playing with matches Keeping flammable
materials near the
stove.

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Chapter 3: Changes in Solids, Liquids, and
Gas
Solids, liquids, or gas may change in form when heat is
applied or when there is a change in temperature. A laboratory
thermometer is used to measure temperature.
Lesson 1: Hot and Cold Solids, Liquids and Gas
Activity 1: Is it Hot? Is it Cold?
Objective
Tell whether a material solid, liquid, or gas is hot or cold.
Materials
Pictures or real hot and cold solids and liquids,
Manila paper marker pen
Procedure
1. 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?

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1
Candle Flame
2
Ice Cream/ice
candy
3
Boiling Water
4
Boiling Soup

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5
Ice cubes
2. 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 materials Cold materials
Solid Liquid Gas Solid Liquid Gas
Questions
1. What materials are hot?
2. What materials are cold?
3. When do you say that a material is hot? Cold?

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Activity 2: Measuring the Temperatures of Hot and Tap Water
Objectives
1. Measure the temperature of tap water and hot water using a
thermometer.
2. Compare the temperatures of tap water and hot water.
Materials
2 beakers or identical glass containers
Laboratory thermometer
Equal amounts of hot water and tap water
Procedure
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.

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4. Place the thermometer in the container with tap water. Hold it
in upright position.
-___ Laboratory
thermometer
__beaker half-filled
with tap water
5. Observe the level of the liquid inside 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?
Note: When reading the thermometer, position your
eyes at the same level as the liquid in the
thermometer.
Caution: Do not touch the bulb of the thermometer
and do not let it touch the bottom of the container.

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7. Half-fill also the other container with hot water.
7. Place the thermometer in the
container with hot water.
8. Observe what happens to
the level of the liquid in the
thermometer.
Sample
temperature
reading
Caution: Be careful when pouring hot/warm water
into the container. You might get burned. You may
ask your teacher to do this.
230
C

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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 Water
Material Temperature (0C)
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?
Question
You only have tap water at home. How will you change one cup
of it into hot water?
Activity 3: Measuring the Temperature of Cold Water
Objectives
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.

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Materials
2 beakers/ identical glass containers
Laboratory thermometer
Equal amount of cold water and tap water
Ice cubes
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 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?

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23 o C
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.
Note: When reading the thermometer, position your eyes
at the same level as the liquid in the thermometer.

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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 Water
Liquid Temperature (0C)
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?
Lesson 2: Changing Forms of Solids, Liquids, and Gas
Activity 1: What Happens When a Solid (Candle Wax) Is Heated
or Cooled?
Objective
Describe what happens to a candle wax when it is heated
and when it is cooled.

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Materials
small pieces of candle wax big spoon
matches thick cloth
candle ceramic saucer
Procedure
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.

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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 2: What Happens to Liquid Water When Heated?
Objective
Describe what happens to water when it is heated or when
its temperature is increased.
Caution: The spoon will become hot.
Handle it with care.

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Materials
Transparent drinking glass water marker
Procedure
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.
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 sun’s heat on water?
Questions
Have you tried placing a basin of water under the sun the whole
morning? What happened to the amount of water?
Activity 3: What Happens to a Solid (Naphthalene) when Heated?
Objective
Describe what happens to naphthalene when it is heated.
Materials
a piece of naphthalene ball a piece of stone
2 identical colored saucers a piece of cloth
thread plastic spoon

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Procedure
1. Get a piece of naphthalene ball. Place it on a piece of cloth.
Naphthalene ball
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)?

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5. Place saucer 1 inside the room. Place saucer 2 outside the
room, preferably under the sun.
`
8. 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 sun’s heat on naphthalene?
Activity 4: What Happens to a Liquid (Water) When cooled?
Objective
Describe what happens to liquid water when it is cooled.
Materials
clear plastic bag tap water
laboratory thermometer freezer
drinking glass

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Procedure
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?
4. Put the plastic cup overnight in a freezer.
5. Remove the plastic cup from the freezer. Measure the
temperature of the water in the cup.
c. What is the temperature of the freezer?
d. Which has a lower temperature, tap water (liquid water)
or ice (solid water)? Why?
e. How can liquid water be changed to solid? Can it be
returned to its original form?
Data Table
Name
of Liquid
Description Temper
ature
before
putting
in the
freezer
Temper -
ature in
freezer
Temper-
ature after
removing
from the
freezer
Liquid
(water)
ISBN: 978-971-0468-21-8