LEARNING PACKETS IN SCIENCE 4

First Quarter
Week 4 – October 5-9, 2020
Topic: IDENTIFYING VARIABLES

At the end of the lesson, you should be able to:

A. define the different types of variables;
B. analyze the variables that may affect the result of an experiment; and
C. construct an experimental design.

(Asynchronous)
Open your Genyo account then watch a TV
advertisement where comparison of two products is
shown. Answer the questions below.
https://www.youtube.com/watch?v=oZqp Fgv o9UM

Guide Questions:

1. What is the goal of the advertisement? ____________________________________

___________________________________________________________________________

2. How were the two brands compared? ____________________________________

____________________________________________________________________________

3. How did they arrive at the conclusion that Brand X is the better product?

____________________________________________________________________________

____________________________________________________________________________
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 (Asynchronous)
Imagine that you are in a mall. You want to buy a pair of shoes that you
will use for jogging. What are the factors that you will consider before buying it?

Example: size
1. ______________________________________
2. ______________________________________
3. ______________________________________

The factors that you consider before buying the shoes are what we call
variables. In this learning packet, you will learn the different variables and how to
identify variables in scientific experiments.

(Asynchronous)

A. Read the following discussion about variables.

Variable is any item, factor, or condition that can be controlled of
changed.
There are three types of variables in scientific experiments. These are the
tested, controlled, and responding variables. If you can still remember in the past
learning packets, the tested and responding variables were already discussed in
formulating a problem.

Type of Variable Definition

Tested what is being tested in the problem
Controlled what stays the same in the
experiment
Responding response or effect to change

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For example, you want to see what color of bird feeders your local birds prefer.

Problem: What color of bird feeder will the birds visit more?
If you wanted to determine whether feeder color has an effect, you might
suggest, “If I put up a red, blue, and green feeder, birds will visit the green feeder
more” as a hypothesis. You might speculate that the green feeder, being the most
“camouflaged” or “natural” might be visited the most.

An experimental design shows the variables which will serve as a guide before
conducting an experiment.
Since you want to see what color of bird feeders your local birds preferred, the
location of the feeders, the kind of feeds, and the amount of feeds placed should
be the controlled variable. Red, blue, and green feeders are the tested variable
because it is the one that you are manipulating or changing. You will know which
color of the feeder the birds visit more by the amount of the feeds left. The fewer
the feeds, the more birds visit the feeder. That is the responding variable. It
responds to the change or color of the feeders used.

B. Synchronous Class with the Teacher

1. Daily routine
2. Science Trivia by the Teacher
3. Review of Asynchronous Work
4. Discussion Proper/Highlights of the Lesson

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 3 types of variable
• Tested variable (TV)- What is being tested in the problem
• Controlled Variable (CV)- What stays the same in the experiment
• Responding variable (RV)- Response or effect in the change
Let’s Try!

Harry wanted to find out what soil works best for growing roses. He planted them
in potting soil, clay, sand, and soil he found outside his yard. After one week, he
measured the height of his plant.

Question: ____________________________________________________________________
Hypothesis: If _____________________________ then ______________________________
Variables
Tested: ______________________________________________________________________
Controlled: __________________________________________________________________
Responding: _________________________________________________________________

1. Generalization (Synchronous)
Ask and Learn
You will be given a chance to ask for questions or clarifications about the topic.

1. Synthesis (Synchronous)
Be ready to share to the class the:
3 things you have learned in the lesson
2 things you want to ask
1 thing you want to learn more about

2. Formative Assessment

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(Synchronous)
A. Analyze the given situations. Then identify the tested, controlled, and
responding variables in each situation.

1) You water three sunflower plants with salt water. Each plant receives a different
concentration of salt solutions. The fourth sunflower plant receives fresh water.
After a three-week period, the height is measured.

Tested: _________________________________________________________
Controlled: _____________________________________________________
Responding: ____________________________________________________
(Asynchronous)
2) Different flower bushes are grown in a greenhouse for one month. The number
of flowers on each bush is counted at the end of an experiment.

Tested: ________________________________________________________
Controlled: _____________________________________________________
Responding: ____________________________________________________

3) Fishes in aquarium A were fed thrice a day. While fishes in aquarium B were fed
twice a day only. The growth of fishes in terms of weight was compared.

Tested: ________________________________________________________
Controlled: _____________________________________________________
Responding: ____________________________________________________

Key to corrections of formative assessment will be uploaded in Genyo

tomorrow afternoon.

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(Asynchronous)
Be ready for Summative Test #3 (Identifying Variables) next synchronous
meeting. Review your learning packets and the learning package in Genyo.

REFERENCES:
Tide Philippines. (2018, November 24). Introducing New Tide PERFECT CLEAN!
[Video file]. Retrieved from
https://www.youtube.com/watch?v=oZqpFgvo9UM
123RF (n.d.) Vector Shoes. Retrieved from
https://www.123rf.com/photo_127258725_stock-vector-shoes-isometric-
fashion-foot-shoe-boots-sandals-slippers-clothes-vector-collection-isolated-
illustra.html
Slide player (n.d.) The Nature of Science and Technology. Retrieved from
https://slideplayer.com/slide/9437120/
Mad About Science! (n.d.) Identifying Variables. Retrieved from
https://madaboutscience.weebly.com/identifying-variables.html

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 LEARNING PACKETS IN SCIENCE 4
First Quarter – Week 5 (October 12-16, 2020)
Topic: MEASURING

At the end of the lesson, you should be able to:

A. identify the different measuring devices used in experiment;
B. explain how measurement is used in scientific work; and
C. emphasize the importance of accuracy in measuring objects.

(Asynchronous)
Have you ever tried measuring something using your body parts or
anything on your surroundings? Did you know that during the ancient times,
people just use their body parts or anything they can see in their environment to
measure things. It is called arbitrary measurement. Arbitrary measurement or non-
standard measurement is based on random choice or individual preference. Can
you measure the length of your notebook using your hands?

Body parts used for measuring

Measuring the length of a

Measuring the length of a Measuring how tall the
rope using her arms
table using bowls tree is using jars

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(Asynchronous)
Open your Genyo account. Watch a short video clip about arbitrary
measurement then answer the questions below. Be ready to share your answers
during our synchronous session.
Questions:
1. Is arbitrary measurement reliable and accurate? Why? Or why not?
________________________________________________________________________
________________________________________________________________________
2. How do we measure objects accurately?
________________________________________________________________________
________________________________________________________________________

What are the disadvantages of using arbitrary measurements? Sometimes,

it led to confusion since there are different sizes of body parts. For example, a
piece of wood is four handspan for an adult’s hand but six handspan of a child’s
hand. It is also difficult for the merchants when they are trading things.
To avoid confusion, they try to make it standardized. During the
development of measurements as time goes on, many things were invented and
developed to help measure objects around us.

(Asynchronous)
1. Length is the size of a straight line, distance, or
straight edge on an object. We measure
length with a ruler. Each ruler is divided into
units. Watch the video discussion in Genyo
entitled “Measurement of Length”.

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Mass is a measure of the amount of matter in an object. For the mass of solid
objects, it is usually measured in grams (g) or kilograms (kg).

UNITS OF MEASUREMENT

2. Open your Genyo account for the discussion video of “What is Mass?”
then answer the guide questions below.
Guide Questions:
1. How do we measure length of solid objects? __________________________
______________________________________________________________________

2. Why is it better to use the metric system of measurement than the English
system? _______________________________________________________________
_______________________________________________________________________
* Prepare your ruler for our synchronous class.
3. Synchronous Class with the Teacher
a. Daily Routine
b. Science Trivia by the Teacher
c. Review of Asynchronous Work

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 d. Discussion Proper/Highlights of the lesson
 In measuring the length, remember that:
10 millimeters (mm) = 1 centimeter (cm)
10 cm = 1 decimeter (dm)
10 dm = 1 meter (m)
100 cm = 1 meter

 In measuring temperature, remember that:

0°C = freezing point of water
100°C = boiling point of water
37°C = normal body temperature

 In measuring the mass, remember that the mass of a body remains

constant but its weight is affected by the pull of gravity.
1000 milligram (mg) = 1 gram (g)
1000 ms = 1 kilogram (kg)

1. Generalization (Synchronous)
Ask and Learn
a. You will be given a chance to ask for questions or clarifications
about the topic.
b. What is the importance of accuracy in measurement?

2. Synthesis (Synchronous)
News Update!
Watch a video clip about the confiscation of defective scales in a
market.

a. Have you experienced the same concern of the mother in news

regarding inaccurate weighing scales in the market?
b. How can you apply what you have learned today in dealing with
situations like this?

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 3. Formative Assessments
(Synchronous)
A. Read the following questions. Circle the correct answer.
1. What unit of measure is used to find the length of the flagpole?
a. centimeter b. meter c. kilometer d. millimeter
2. Which is a good estimate for the mass of your grade 3 science textbook?
a. 2 Kg b. 100 Kg c. 200 g d. 10 mg
3. Which of the following tools is used to measure body’s weight?
a. Platform Balance c. Bathroom scale
b. Weighing scale d. Triple beam balance
4. What unit of measurement is used if you will measure the distance from
Marikina to Cubao?
a. meter b. Kilometer c. millimeter d. Kilogram
5. Which of the following has the longest length?
a. 2 m b. 200 cm c. 100 m d. 1000 mm

(Synchronous)
B. Measure the length of the following objects using a ruler. Take note of the
unit of measure used.
1. leaf

___ cm

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 2. paper clip

___ mm
3. pencil

______ cm

(Asynchronous)
C. Using a ruler, draw a rectangle with a length of 45 mm and height of 3.5 cm
below.

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(Asynchronous)
Performance Task #1 Measuring Device Blueprint
Imagine that you are an inventor. In an oslo paper and using your coloring
materials, make a blueprint of a device that can be used for measuring. The
rubrics is uploaded in Genyo. With the help of your guardian, take a picture of
your work, then upload it in Genyo Assignment.

REFERENCES:
TutWay. (2019, June 28). What is Mass? [Video file]. Retrieved from
https://www.youtube.com/watch?v=ivAD44nh0D0&ab_channel=TutWay
Teaching Without Frills (2015, November 2) Introduction to Nonstandard
Measurement for Kids: Using Paper Clips to Measure [Video File]. Retrieved
from https://www.youtube.com/watch?v=q8o7n-
A0SC0&ab_channel=TeachingWithoutFrills
Iprep junior (2018, December 5) Introduction to Nonstandard Measurement for
Kids: Using Paper Clips to Measure [Video File]. Retrieved from
https://www.youtube.com/watch?v=-0p2RD0VnR0&ab_channel=iprepjunior

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 LEARNING PACKETS IN SCIENCE 4
First Quarter
Week 6 – October 12-16, 2020
Topic: Laboratory Tools

At the end of the lesson, you should be able to:

A. identify the different laboratory tools used in experiment;
B. demonstrate the proper use of measuring device;
C. emphasize the importance of accuracy in measuring objects; and
D. realize the importance of using laboratory equipment properly and carefully.

(Asynchronous)
Do the following tasks:
1. Get a glass of water. Measure the amount of water in a glass by dipping a
stick.
2. Get your body temperature by putting your hands on your forehead.
3. Measure the mass of your science notebook by carrying it.

Guide Questions:

1. Were you able to get the exact measurement? Why?

________________________________________________________________________
________________________________________________________________________

2. What will you be needing to get the exact measurement of an object?

________________________________________________________________________
________________________________________________________________________

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(Asynchronous)
The fourth step in the scientific method is experimentation. An experiment
is a scientific test that can be used to support or disprove a hypothesis.
Open your Genyo account then watch the video clip about “Experimentation
Design” https://www.youtube.com/watch?v=7q8acfBx5to

Guide Question:
1. What are the things needed to prepare in conducting an experiment?
________________________________________________________________________
________________________________________________________________________

(Asynchronous)
In the previous learning packet, you have learned how to measure the
length and mass of an object. In this packet, we will discuss the devices and
equipment used to measure in conducting experiments.

Science laboratory equipment allows you to interact directly with the

data that you are gathering. With the help of these equipment, you will be able
to perform different experiments.

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 Laboratory Instruments and Their Uses

Common Laboratory Tools

NAME Description and/or Use Picture

 can be used as a container

BEAKER  shows approximate volume
 may be heated

GRADUATED  marked with milliliter (ml) scale

CYLINDER  used for measuring volume

 may be heated
 has a thin neck and a wide
ERLENMEYER base
FLASK  used to hold liquids when
carrying out reactions and
preparing solutions

 glassware that comes in many

sizes
TEST TUBE
 can be heated

 made of metal
 has a clamp with a spring
TEST TUBE HOLDER
handle
 used to hold a test tube

 may be made of wood,

metal, or plastic
TEST TUBE RACK
 used to hold test tubes in an
upright position

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  source of heat during heating
ALCOHOL LAMP activities
 uses ethyl alcohol as fuel

 wire screen with ceramic

fibered center
WIRE GAUZE
 used to spread the heat of a
flame

MAGNIFYING  enlarges the image of an

GLASS object

 glass tip with a rubber bulb

DROPPER  used to transfer small amounts
of liquids

GOGGLES  used to protect the eyes

 heavy porcelain dish with

grinder
MORTAR & PESTLE  used to grind chemicals to a
powder
 made of glass
STIRRING ROD  used to stir combinations of
materials
 made of glass and filled with a
red or blue liquid (usually
THERMOMETER alcohol)
 used to determine
temperature

2. Synchronous Class with the Teacher

a. Daily Routine
b. Science Trivia by the Teacher
c. Review of Asynchronous Work
d. Discussion Proper/Highlights of the lesson

40
Things to remember and follow when performing laboratory experiments:

1. Always obtain your teacher’s permission before performing any experiment or

laboratory activity.
2. Gather the materials needed. Handle the laboratory tools with care.
3. Follow and perform the procedure properly.
4. Observe safety measures. Never taste or put chemicals into your mouth.
5. Record the observations accurately. Use pencil for drawing/labeling of the set
ups.
6. Gather and interpret the data intelligently.
7. Complete the write up before submitting it to the teacher.
8. Clean your own working area before you leave.
9. Check if there is damaged or broken tool.
10. Return the tools with care.

1. Generalization (Synchronous)
Ask and Learn
You will be given a chance to ask for questions or clarifications about the
topic.

2. Synthesis (Synchronous)
Look at the picture your teacher will show you.
What do you think will happen if laboratory equipment will not be used
properly? What will be the consequences?

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3. Formative Assessment (Synchronous/Asynchronous)

A. Label the laboratory instruments shown below.

__________ __________ __________ __________ _____________

__________ __________ ___________ __________ ______________

B. Identify the laboratory instrument that is described. Write the answer on the
blank.

_____________1. It is used to transfer small amount of liquid without spilling.

_____________2. It is used to hold the test tube while heating a substance.
_____________3. It is used to critically measure the volume of liquid substances.
_____________4. It is used to grind chemicals into powder.
_____________5. It is used as container for large amount of liquids and for
measuring liquid volume.

(Asynchronous)
Be ready for summative test #4 (Laboratory Tools) next synchronous meeting.
Review your learning packets and the learning package in Genyo.

REFERENCES:
Study.com. (2013, December 31). Experimental design [Video file]. Retrieved from
https://www.youtube.com/watch?v=7q8acfBx5to
Have Fun Teaching. (2015, March 6). The Scientific Method [Video file]. Retrieved from
https://www.youtube.com/watch?v=KIFz_-KzURY
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