LG Classification of Substance

LEARNING GUIDE
BASIC EDUCATION ASSISTANCE FOR MINDANAO
Third Year Science

Classifying Matter
Classifications of Substances
LEARNING GUIDE
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Basic Education Assistance for Mindanao
Edited and produced by the Materials Development Center, August 2009

THIRD YEAR SCIENCE
CLASSIFYING MATTER
CLASSIFICATIONS OF SUBSTANCES
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 3
Basic Education Curriculum Competencies

Third Year Science: Demonstrate skill in identifying chemical systems and
classification of matter.
• Differentiate between homogeneous and heterogeneous systems.
• Discuss pure substances and mixtures.
• Describe three (3) types of mixtures.
• Differentiate between elements and compounds in an operational manner.
• Classify elements as metals, non-metals or metalloids based on their properties.
• Group compounds into organic and inorganic based on their formulas.
Objectives
• Classify pure substances based on their properties.
• Differentiate organic from inorganic compounds.
• Classify substances as basic or acidic, based on the reaction on litmus paper as an
indicator.
• Describe the properties of metals, non-metals and metalloids.
Essential concepts, knowledge and understandings targeted

• Pure substances are classified as elements and compounds.
• Elements may be metals, non-metals or metalloids.
• Compounds may be classified as organic or inorganic .
• Salts can be prepared by a reaction of an acid and a base.
• Acids turn blue litmus paper to red; Bases turn red litmus paper to blue.
• A metal exhibits luster, it is malleable and can conduct electric current.
• A nonmetal does not have metallic luster, is brittle and is generally a non-electrical
conductor.
Specific vocabulary introduced

• Organic compound
• Inorganic compound
• Acids
• Bases
• Neutral compounds

Learning Guide, August 2009 3
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• Salts
• Electric conductivity
• Malleability
Suggested organizational strategies

• Students are grouped according to class size, ideally having 7-8 students per group.
• Time is sufficiently allotted in the performance of an activity.
• The medium used in conversing with a fellow group member during group discussions
depend on the dialect spoken to enable them to understand one another. But, during
reporting sessions, ENGLISH is the medium to be used.
Activities in this Learning Guide

Activity 1: Get to know me
Multiple Intelligences
• Verbal/Linguistic
• Interpersonal
• Visual/Spatial
Skills
• Knowledge of major ideas
• Grasp meaning
• Seeing patterns
• Observation and recall of information
• Interpret facts, compare, contrast
• Use information
Text Types
• Observation
• Factual Description
• Explanation
Activity 2: Mind map
• Visual/Spatial
Skills
• Generalize from given facts
• Mastery of subject matter

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Activity 3: Rotating Learning Stations and Practical work
• Interpersonal
• Logical/Mathematical
Skills
• Grasp meaning
• Seeing patterns
• Compare and discriminate between ideas
• Use information
• Understanding information
Text Types
• Procedure
• Personal Response
• Narrative
• Observation
• Explanation
Activity 4: What's in this nook?
• Interpersonal
• Visual/Spatial
Skills
• Relate knowledge from several areas
• Use information
Text Types
• Discussion

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• Personal Response
• Narrative
Activity 5: 5.1 My Substances Necklace, 5.2 My Friend Venn, 5.3 My Fish
Bone
• Interpersonal
• Logical/Mathematical
• Intrapersonal
• Visual/Spatial
Skills
• Grasp meaning
• Seeing patterns
• Use old ideas to create new ones
• Recognition of hidden meanings
• Relate knowledge from several areas
• Use information
Text Types
• Procedure
• Discussion
• Narrative
• Explanation
• Information Report
Activity 6: Starlight
• Interpersonal
• Intrapersonal
• Visual/Spatial

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Skills
• Seeing patterns
• Translate knowledge into new context
• Use information
Text Types
• Narrative
• Review
• Explanation
Key Assessment Strategies

• Oral participation
• Use of rubric
• Output presentation

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Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
Substances are part of our everyday lives. However, understanding them have been put
aside by most people except those inclined to investigate them. Students have prior views

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about its classifications. They will then connect these views to the relevant concepts here
presented.
Activity 1 (15 minutes) page 14
Title: “Get to know me”

• Inform the class that they will be doing a task on classifying/grouping materials as
substances or mixtures.
• Form 5 groups of 7 people or as desired. Let them choose their leader,recorder and
reporter. Guide them to start brainstorming how to group or classify the given
materials. You may provide hints such as they may be classified them according to
properties.
• Distribute the activity sheets to each group. Visit them during the activity to ensure
that they are doing their tasks. When they are done,request each group to prepare for
their reports to the whole class.
Strategy
Brainstorming as a strategy enables students to explore and investigate their own ideas
and the ideas of their classmates. Perhaps for a reason,they may argue or agree on some
points but somehow they will learn to relate and communicate. They may have some
questions and disagreement but these will help them learn more about the concepts.
Inaccurate responses to questions are part and parcel of the strategy which should be
given due appreciation. What is important is the fact that students are able to start
thinking and express themselves.
Formative Assessment
In the performance of the activity, misconceptions maybe present. If and when these are
manifested, a needed input maybe provided to the students. Also, the kind of
participation and interaction in the groups during the activity and in the reporting process
may be assessed.
Roundup
This question can be asked for a roundup: “How then do materials that we see and use
differ from each other?” Call a representative from each group to answer the question.
They should be able to state that one difference is that some are pure substances and
some are mixtures.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
The objectives of the lesson may be stated at this stage to provide direction and set the
minds of the students. The mind map when fully explained will set the stage towards
understanding the structure and scope of this lesson. Emphasize that this Learning Guide
focuses on classification of pure substances.
Activity 2 (10 minutes)
• Prepare an enlarged copy of the mind map on an overhead transparency (OHT) or when
not available, on a manila paper.

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• Explain the mind map to the class such that they will be aware of the flow of the
lesson.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
The students will be engaged in a series of activities where they will learn concepts
through discovery.
Strategy
The strategies employed are Rotating Learning Stations and Practical work. Each group is
asked and guided to go to each station in a round robin manner to do the tasks set for
them.
The learning stations is ideal when two or more concepts are interrelated in a lesson. The
strategy is suggested when there are few/limited equipment to be used by many groups,
especially in large classes.
Part I Rotating Learning Stations
Titles:
3.1 Learning Station 1: “Its Elemental” page 16
3.2 Learning Station 2: ACID, BASE, OR NEUTRAL? page 22
3.3 Learning Station 3: “ORGANIC and INORGANIC, Does it matter?”page 24
Part II “Salty SALT” page 25

• Prepare the setups before the onset of the activity.
• Before the activity,brief the students about the tasks in the learning stations. Mention
that they will be doing the tasks within the alloted time so that other groups in other
learning stations will have the chance to experience or do the activities. Each group will
rotate in the learning stations in a round robin manner.
• When they are finished, assign a learning station to a group and ask them to make a
report of their results. Give due recognition for the efforts made.
• After all groups have reported, give comments on their responses. Discuss things which
are vague, clear out misconceptions and correct some errors if there are.
• When everything in part 1 has been discussed, direct students to perform part 2
activity, Salty Salt.
The interaction of the group members, in performing their tasks can be a form of
assessment in this stage of the lesson. The quality of their results and their reports may
also be assessed.

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Roundup
Call any member of a group to answer a question for the roundup. Be sure that each group
is given one question to answer:
1.How can we differentiate a metal, a nonmetal, and a metalloid from each other?
2.Describe the reaction of an acid, a base, and a neutral substance on litmus paper.
3.How does an organic compound differ from an inorganic one?
4.How may pure substances be classified?
5.How are salts prepared?
4. Check for Understanding of the topic or skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
It is necessary to check whether students have really grasped the concepts. This stage will
help the teacher in knowing their level of understanding, hence, allowing more room for
enrichment when needed.
Strategy
The use of a cooperative structure will allow students to discuss and verbalize a
particular dimension of a concept. One such structure is called Corners. Four Corners will
be structured in the classroom. A question will be posted in each Corner. A group will be
assigned a corner where they will discuss and answer the question then they will share the
answers with the whole class.
Title:”What's in this Nook?”

Before the activity, choose four strategic corners in the classroom. In each of these
corners a question should be found which has bearing on the topic. The topic is INSIGHTS
ON SUBSTANCES. Write this on the board. The questions are to be written on manila
paper:
1. Differentiate a metal, a nonmetal, and a metalloid.
2. Describe the reaction of blue and red litmus paper when dipped in a solution of an
acidic, a basic and a neutral substance.
3. How can you tell if a compound is organic ? Inorganic ?
4. Describe salts. Your answers should include the following aspects: a. action on litmus
paper b. electrical conductivity when in the solid state and when in solution c. how it
is prepared.
Brief the class about this activity and their tasks. Divide the class into five groups and
direct them to choose their leader, recorder and reporter. Let group four answer question
4a only and let group five answer questions 4b and 4c.
When organized, allow each group to proceed to their corners to accomplish the tasks.
When done conduct the reporting session.

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The accuracy of their responses maybe assessed.
Roundup
Take time to recognize all the worthwhile efforts of the groups. Ask some students to
summarize the responses of all the groups in Activity 4.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
It is a fact that students retain what they learn through practice. In this stage, they will
apply the insights they gained to familiar situations.
Strategy
Graphic organizers are tools that display varied information or data. Venn diagram,fish
bone map and substances necklace are employed in this learning stage.
Titles:
5.1 “My Substances Necklace”page 26
5.2 “Friend Venn”page 28
5.3 “My Fish bone”page

• Inform students that they will be engaged in an activity using three graphic organizers,
the necklace form, fish bone and Venn diagram.
• You may regroup them or use same grouping as in the previous stage.
• Distribute the activity sheets and give each group ample time to do the tasks. Conduct
group reporting after. Assign one graphic organizer to a group to save time during the
reporting.
• After the reports, correct misconceptions and mis perceptions should these crop up.
The quality of the group's outputs and the way members participate may be assessed.
Roundup
Invite and encourage the students, especially those who have not participated much in the
discussion, to express their ideas or insights gained from the activity.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.

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The use of the STARBURST technique will direct students to write then verbalize their
insights on substances. The answers to the questions will provide hints to the teacher to
plan enrichment lessons on this concept, pure substances.
Strategy
Starburst generates different perspectives about students' learning. A five-pointed star
is used here to allow students' ideas to be written and then verbalized through reporting
and sharing with the whole class.
Activity 6 (15 minutes) page 30
Title: “Starlight”
• With same groups, inform them about the activity whose title will serve as a guiding
light for them and their teacher. It provides a key to plan for enrichment sessions on the
topic.
• Distribute the activity sheets and ensure that they are engaged fully in the tasks. Visit
the groups to track how well they are doing.
• When done,conduct group reporting.
The collective efforts of the groups,quality of participation can be tools to assess them.
The Starburst activity sheets will be collected, collated then recorded for future reference
Roundup
Ask volunteers to give a summary of the key points in the report. Give due appreciations
for the worthwhile effort and participation of the students. Encourage the class to be
more active in the future lessons.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

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Activity 1
“Get to know Me”
Task:
You will group/classify materials as either mixture or pure substance.
Materials:
pictures of common materials from the teacher
Procedure:
1.Study the pictures. Discuss whether it is a pure substance or a mixture.
2. Be able to specify the basis for classifying the materials in the pictures.
3. Get ready to report your output to the whole class.
MIXTURE OR PURE SUBSTANCE

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Activity 1 (Continued)
MIXTURE OR PURE SUBSTANCE

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Activity 3.1
Learning Station 1
“Its Elemental”
Task:
In this activity,you will investigate the observable properties of metals and
non-metals. Aluminum, copper, lead, the zinc plate in batteries are some
examples of metals. Chalk, sulfur, and alum are some of the many examples
for non-metals
Materials:
25-centavo coin iron nail
¼ m electrical wire (insulated) a piece of charcoal
a piece of sulfur crystal small hammer
¼ m copper wire sand paper
7 pieces manila paper electrical conductivity apparatus
(please refer to page 17 for construction)
Procedure:
A.
1. Get a piece of copper wire and sand paper. Rub the wire with sand
paper, what do you see after it was rubbed?
2. Rub the sulfur crystal with the sand paper also. After rubbing what do
you see? Compare it with the copper wire.
B.
1. Use the hammer to pound the coin, the nail and the piece of charcoal.
What happens?
2. Which material was crushed easily?
C.
1. Hammer the copper wire continuously for about 2 minutes, what do
you see?
2. What you observed is also true for other materials like coins, tin cans,
pots and pans. What is this property called?
3. Get a piece of charcoal and hammer it continuously for 2 minutes.
What do you see? Compare it with the copper wire's appearance after it
has been hammered.
D.
1. Get the electrical wire and remove its insulation (peel it off).What do
you see?

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2. Assemble the electrical conductivity apparatus using the following

components: connecting wires, a bulb and bulb holder, battery holder
with 2 dry cells or batteries. The illustration below (see figure C) serves
as a guide for the assembly of the components.
bulb
connecting wire
tape
Fig A
batteries/dry cell holder
Fig B
connecting wire
test material
alligator clip
Fig. C

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3. Test the copper wire for electrical conductivity by inserting it between

the alligator clips as shown in the figure. It is a conductor if it is able to
make the bulb light.
4. Test the other materials (e.g. a coin, a piece of sulfur crystal, piece of
charcoal, and iron nail).
5. Copy the table “ Summarized Properties of Metals and Non-Metals” on a
sheet of manila paper. Identify and write the materials according to
the properties observed in the activity.
6. Based on the properties observed, operationally define a metal; a
nonmetal.

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MATERIAL CLASSIFICATION PROPERTIES
Malleability Brittleness
Metal Non- Luster (Can be (Can be Electrical
Metal flattened crushed or conductivity
to thin crumbled)
(shine) sheets)
Copper /
wire
Coin /
Sulfur /
crystal
Piece of /
Charcoal
Iron nail /
Electrical /
wire

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CLASSIFYING MATTER
Teacher's Resource Sheet 1

Improvising an Electrical Conductivity Apparatus
(Adapted from Physics Teacher Resource Material, PASMEP Edition, 1993)
• Battery holders or dry cell holders, switches and bulb holders maybe
improvised or maybe assigned to students as a group project.
• Connecting wires could be made out of wires from old/broken appliances
which are no longer functional.
• Metallic strips could be a good substitute for alligator clips.
A. Switch
Connect an alligator clip to the free end of one connecting wire.
B. Bulb Holder
Cut two 10- cm connecting wires. Peel 1 cm insulation from both ends. Use a
masking tape or electric tape to attach the connecting wires on the bulb
terminals.(see figure A)
C. Battery holder or Dry Cell holder
Cut two 10-cm connecting wires. Peel 1 cm insulation from its 2 ends. Use a
masking tape to attach the wires on the terminals of the batteries /dry cells.
(see figure B). Assemble the components as Fig C.
bulb
connecting wire
tape
Fig. B
batteries/dry cell holder

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connecting wire
Fig. A
test material
alligator clip
Fig. C

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Activity 3.2
Learning Station 2
ACIDIC, BASIC OR NEUTRAL?
Task:
To determine whether a sample is basic, acidic or a neutral substance using
litmus paper as the indicator.
Materials:
hydrochloric acid solution(dilute) table salt solution
tap water alcohol
sodium hydroxide solution (dilute) distilled water
soapy water litmus paper
vinegar a sheet of manila paper
orange juice
toothpaste dissolved in water 10 vials labeled appropriately to
hold the materials to be tested
Procedure:
1.Use one blue and one red litmus paper for each sample to be tested. Dip
one end of the litmus paper into the sample and observe what happens. Test
the hydrochloric acid solution first, then the sodium hydroxide next.
2.What happens to a blue litmus paper when dipped in a solution which is
acidic ? What happens to a red litmus paper?
3. What happens to a red litmus paper when dipped in a solution which is
basic? What about a blue litmus paper?
4.Test the other substances, using one blue and one red litmus paper for
each.
5. Copy the table on a piece of manila paper. Write red to blue or blue to red
on the appropriate space under the column heading “reaction on litmus
paper” based on the chemical system's reaction on litmus paper. Classify them
by putting a check on the appropriate space under the heading “acidic”,
“basic” or “neutral”.

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Classifications of materials based on reaction with litmus paper

Chemical Reaction on litmus Acidic Basic Neutral
paper
System (neither
acid ic nor
Red to Blue to
basic)
Blue Red
Hydrochloric
acid
Sodium
hydroxide
Tap water
Table salt
solution
Orange juice
Distilled
water
Soapy water
Vinegar
Alcohol
Toothpaste
solution

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Activity 3.3
Learning Station 3
“Organic and Inorganic, does it matter?”
Task:
Determine whether the compound given is organic or inorganic .
Procedure:
1. Read the given selection about organic and inorganic compounds. Then ,
study and examine the chemical formulas of the listed compounds on the
table.
2. Copy the table on a sheet of manila paper given to you. Identify each
compound whether organic or inorganic by checking the appropriate
column.
Selection:
Organic compounds are members of a large class of substances whose
molecules contain carbon, C. However, oxides of carbon like carbon dioxide
and carbon monoxide are exceptions; they are not considered organic. In
general, organic compounds are derived from living organisms.
The major groups of inorganic compounds include minerals like salts, silicates,
and asbestos, compounds involving metallic and non-metallic elements like
silicon, phosphorus, chlorine, and oxygen. It also includes metal complexes. It
is any substance in which two or more chemical elements other than carbon
are combined in definite proportions.
Table:
Compound and its chemical formula Organic Inorganic
1.Isopropyl alcohol, CH3CHOHCH3

2. Methane, CH4
3. Hydrochloric acid (HCl)
4. Virgin coconut oil (C12H24O2)
5. Ethyl alcohol (C2H5OH)
6. Table salt (NaCl)
7.Alum (tawas) KAl(SO4)2 .12 H2O

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Part II
“Salty SALT”
Task:
To prepare a salt by the reaction of an acid and a base.
Materials
5 mL dilute sodium hydroxide solution (NaOH) stirring rod
20 mL dilute hydrochloric acid evaporating dish
medicine dropper small beaker
litmus paper(red and blue) alcohol lamp
Procedure:
A.
1.Pour 5 mL of dilute sodium hydroxide solution into an evaporating dish.
Test with red and blue litmus paper. What do you observe?
2. Add dilute hydrochloric acid drop by drop. Stir as each drop is added.
Test with red and blue litmus paper. What do you observe?
3. Test the mixture as hydrochloric acid is added until the color of red or
blue litmus paper remains the same.
4. Evaporate the solution to dryness by heating the evaporating dish over a
beaker of boiling water. What do you see inside the evaporating dish?
B.
1. Test for the electric conductivity of the resulting dry matter in step 4
using a conductivity apparatus. What do you observe?
2. Cool the evaporating dish. Put a few drops of water to the dry solid in
step B-1. Stir to dissolve the solid.
3. Test the resulting solution for electrical conductivity. Record your
observation.
4. Test the solution in step B-3 with blue and red litmus paper. Record your
observation.

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Activity 5.1A
My Substances' Necklace
Task: Answer what is asked in each diagram. Place your answers on a

similar diagram on the next page.
SUBSTANCES
What elements
are found in the
human body?
Name some food items Name some basic substances

that are acids. that are used in households
Give some household items Name non-metals that can be

that contain salts. found in your home.
Name some metals

that are used for
jewelry making.

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Activity 5.1B
My Substances' Necklace
SUBSTANCES

THIRD YEAR SCIENCE
CLASSIFYING MATTER: CLASSIFICATIONS OF SUBSTANCES
Activity 5.2
My Friend Venn
(a modified Venn Diagram)
Tasks:
1. Study the materials/substances written on the ovals. Classify whether organic or inorganic. Place your answers on the blanks
below the oval.
2. Write their similarities in the intersection of the two ovals. One is done for you, do the rest.
1.Water-H2O
1.Acetone-CH3COCH3 They are 2.Silica-SiO2
2.Acetic Acid-CH3COOH compounds 3.Ammonia-NH3
3.Glucose-C6H12O6 4.Sodium nitrate-NaNO3
4.Methane-CH4 5.Table salt-NaCl
5.Naphthalene-C10H8 6.Borax-Na2B4O7.10H2O
6.Urea- CO(NH2)2 7.Sulfuric acid-H2SO4)
7.Chloroform-CHCl3 8.Nitric acid-HNO3
8.Benzene-C6H6
___________?_________ ___________?________

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Activity 5.2- My Friend Venn
(A modified Venn Diagram)
They are
compounds
compounds.
They are forms of

matter. They are
pure substances.
They consist of 2
or more elements.
ORGANIC INORGANIC

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Activity 6
“STARLIGHT”
Task:
A. Write your views /answers to the questions asked
on the spaces found at the star points.
What I learned most in
the lesson
What I found most interesting to learn

What I found easy to understand
Questions I would like to ask about

this lesson What I found difficult to understand

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Key answers
Activity 1 “Get to know Me”!'

Pure substances:
• water
• table salt
Mixtures:
• beer
• vitamins
• ice cream
• gold ring
• milk/dairy
• sauce
• fruit juices
• chalk
• sea water
Activity 3.1 “Its Elemental”

A.
1. The copper wire is shiny. Some sulfur powder which was not shiny, was
produced when the crystal was rubbed with sand paper.
B.
1. The coin did not break into pieces like the piece of charcoal.
2. The piece of charcoal crushed so easily when pounded.
C. Malleability
1.The copper wire can be flattened
2.The property is called malleability. Materials that can be flattened when
hammered are said to be malleable.

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1. E. Summarized properties of metals and non-metals

MATERIAL CLASSIFICATION PROPERTIES
Malleability Brittleness
Metal Non- Luster (Can be (Can be Electrical
Metal flattened to crushed or conductivity
thin sheets) crumbled)
(shine)
Wire / / / x /
Coin / / / x /
Sulfur
Crystal
Piece of
charcoal
Iron nail / / / x /
Activity 3.2 ACIDIC, BASIC OR NEUTRAL?

Classifications of materials based on action with litmus
Action on Neutral
Litmus paper (neither
acid nor
Chemical system Acidic Basic
Red to Blue to base)
Blue Red
Hydrochloric acid / /
Sodium hydroxide / /
Tap water / /
Salt solution /
Orange juice / /
Distilled water /
Soapy water / /
Vinegar / /
Alcohol /

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Continuation of TRS 4Activity 3.3 “Organic or Inorganic Compound, does

it matter?”
Table on classifying compounds
Compound Organic Inorganic
1.Isopropyl alcohol, /
CH3CHOHCH3
2.Methane, CH4 /
3.Hydrochloric acid, HCl /
4.Virgin coconut oil /
5. Ethyl alcohol, CH3CH2OH /
6.Table salt, NaCl /
7 Alum, Al2(SO4)3 /
Activity 3.4 “Salty Salt”
A.
1. The red litmus paper turned to blue.
2. The blue litmus paper turns to red.
3. Crystals of sodium chloride(common table salt) formed.
B.
When tested using the conductivity apparatus, sodium chloride/table salt in solid
form does not conduct electricity. It conducts current when in solution as shown by
the lighting of the bulb.
Activity 5.3- My Fish Bone

A. Elements/metals
B. NonMetals
C. Basic
D. Acidic
E. Salts

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For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
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LEARNING GUIDE

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Third Year Science

Basic Education Assistance for Mindanao

Edited and produced by the Materials Development Center, August 2009

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Specific vocabulary introduced

Basic Education Assistance for Mindanao

Suggested organizational strategies

Activities in this Learning Guide

Basic Education Assistance for Mindanao

• Knowledge of major ideas

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Key Assessment Strategies

Basic Education Assistance for Mindanao

1. Activating Prior Learning

Basic Education Assistance for Mindanao

Title: “Get to know me”

2. Setting the Context

Basic Education Assistance for Mindanao

3. Learning Activity Sequence

Part I Rotating Learning Stations

3.1 Learning Station 1: “Its Elemental” page 16

3.2 Learning Station 2: ACID, BASE, OR NEUTRAL? page 22

3.3 Learning Station 3: “ORGANIC and INORGANIC, Does it matter?”page 24

Part II “Salty SALT” page 25

Basic Education Assistance for Mindanao

4. Check for Understanding of the topic or skill

Title:”What's in this Nook?”

Basic Education Assistance for Mindanao

5. Practice and Application

5.1 “My Substances Necklace”page 26

5.2 “Friend Venn”page 28

5.3 “My Fish bone”page

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

MIXTURE OR PURE SUBSTANCE

Basic Education Assistance for Mindanao

MIXTURE OR PURE SUBSTANCE

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

2. Assemble the electrical conductivity apparatus using the following

batteries/dry cell holder

Basic Education Assistance for Mindanao

3. Test the copper wire for electrical conductivity by inserting it between

Basic Education Assistance for Mindanao

MATERIAL CLASSIFICATION PROPERTIES

Basic Education Assistance for Mindanao

Teacher's Resource Sheet 1

(Adapted from Physics Teacher Resource Material, PASMEP Edition, 1993)

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Classifications of materials based on reaction with litmus paper

Basic Education Assistance for Mindanao

1.Isopropyl alcohol, CH3CHOHCH3

6. Table salt (NaCl)

7.Alum (tawas) KAl(SO4)2 .12 H2O

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao