Science 1

2 SCIENCE
QUARTER 3
MATTER, FORCE AND
ENERGY
DO_Q3_SCIENCE_GRADE2_MODULE1-11
MATTER, FORCE AND ENERGY
Self-Learning Module/Alternative Delivery Mode
Grade 2 – Quarter 3
First Edition, 2021
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
2 DO_Q3_SCIENCE_GRADE 2_MODULE1-11
Development Team of the Module
Author: Monica D. Granadil, Kristel Ann E. Nabor
Editor: Maria Lea Q. Prondo, Ed.D.- EPS Science
Language Editor: Levy M. Vergara
Reviewers:
Dr. Jo Ann F. Castandillo, Jasmin T. Barrios,
Vivian M. Bautista, Elizarah C. Valdez
Jennifer L. Perez
Layout Artist: Kristel Ann E. Nabor
Management Team:
Meliton P. Zurbano, OIC, SDS
Filmore R. Caballero, CID Chief
Jean A. Tropel, Division EPS In Charge of LRMS
Maria Lea Q. Prondo, Ed.D.-EPS Science
Printed in the Philippines by:

_________________________________
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Office Address: Pio Valenzuela Street, Marulas,
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Introductory Message
For the facilitator:
Welcome to the Science Grade 2 Alternative Delivery
Mode (ADM) Module on Matter, Force and Energy!
This module was collaboratively designed,
developed, and reviewed by educators both from public
and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by
the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.
This learning resource hopes to engage the learners
into guided and independent learning activities at their
own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also
see this box in the body of the module:
Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding
the learners.
As a facilitator you are expected to orient the learners

on how to use this module. You also need to keep track of
the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks
included in the module.
For the learner:
Welcome to the Science Grade 2 Alternative Delivery
Mode (ADM) Module on Matter, Force and Energy.
The hand is one of the most symbolized parts of the
human body. It is often used to depict skill, action, and
purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource
signifies that you as a learner is capable and empowered
to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success
lies in your own hands!
This module was designed to provide you with fun and
meaningful opportunities for guided and independent
learning at your own pace and time. You will be enabled
to process the contents of the learning resource while
being an active learner.
This module has the following parts and corresponding
icons:
What I Need This to will give you an idea of the
Know skills or competencies you are
expected to learn in the
module.
This part includes an activity
What I Know
that aims to check what you
already know about the lesson
to take. If you get all the
answers correct (100%), you
may decide to skip this
module.
This is a brief drill or review to
What’s In
help you link the current lesson
with the previous one.
In this portion, the new lesson
What’s New will be introduced to you in
various ways such as a story, a
song, a poem, a problem
opener, an activity, or a
situation.
This section provides a brief
What is It discussion of the lesson. This
aims to help you discover and
understand new concepts
and skills.
This comprises activities for
What’s More independent practice to
solidify your understanding
and skills of the topic. You may
check the answers to the
exercises using the Answer Key
at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be
filled into process what you
learned from the lesson.
This section provides an
What I Can Do activity which will help you
transfer your new knowledge
or skill into real life situations or
concerns.
This is a task which aims to
Assessment evaluate your level of mastery
in achieving the learning
competency.
At the end of this module, you will also find:
References This is a list of all sources used
in developing this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary
mark/s on any part of the module.
2. Don’t forget to answer What I Know before moving on
to the other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and
checking your answers.
5. Finish the task at hand before proceeding to the next.
If you encounter any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or
facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will
experience meaningful learning and gain deep
understanding of the relevant competencies. You can
do it.
Table of Contents
Title Pages
Lesson 1. Observable Properties of a Given
Solid, Liquid and Gas . . . . . . . . . . . . . . . . . . . . . 9
Lesson 2. The Arrangement of Tiny Particles of Different
Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 3. Solid has Definite Shape; Liquid and Gas have
no Definite Shape . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 4. Classifying Materials According to a Given
of Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Lesson 5. Measuring Volume of Regular Solids and
Liquids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson 6. Gases Have Weight . . . . . . . . . . . . . . . . . . . . . 59
Lesson 7. Arranging Materials of the Same kinds but
of Different Sizes and Weights . . . . . . . . . . . . . 68
Lesson 8. The Different Sources of Force . . . . . . . . . . . . 77
Lesson 9. The Importance of Light as a Form of
Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Lesson 10. Effects of Light on Different Materials . . . . . 98
Lesson 11. Properties of Light . . . . . . . . . . . . . . . . . . . . . 109
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Week 1 (Day 1-3)
This module was designed and written with you in

mind. It is here to help you learn more about matter, force,
and energy. The scope of this module permits it to be used
in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of
the course and the order in which you read them can be
changed to correspond with the textbook you are now
using.
At the end of this unit, you are expected to:

• Describe the observable properties of a given solid,
liquid and gas.
Directions: Write S on each blank if the given property is

solid, L for liquid, and G for gas.
________1. It has no definite shape and moves

everywhere.
________2. It has a definite shape and size.
________3. It can flow freely and takes the shape of its
container.
________4. It cannot always be seen but can be felt.
________5. It can be poured out easily or slowly.
9 DO_Q3_SCIENCE_GRADE2_MODULE1-11
Lesson Observable Properties of a Given
1 Solid, Liquid and Gas.
Everything around us is matter. The cars that are

moving, the water flowing from the river, and even the air
that we breathe in and breathe out are matter. Every
object we see is considered as matter.
Directions: Label the object as solid, liquid, or gas.
______1. ______2.
crayons smoke
______3. ______4.
steam vinegar
______5.
table
Activity: Arrange Me!
Directions: Read the riddles below. Arrange the jumbled

letters to answer each riddle. Write your answer
on the blank.
1. T D S U F F E T O Y ________________________________
I am soft and adorable. I can be a
prize when you hit the balloon in
an amusement park.
2. A O B L O L N ________________________________
I am light. You can see me floating with
different designs.
3. A T W R E ________________________________
I can move freely. You can touch me,
but I will slide fast in your hand.
Guided Questions:
1. Which of the answers above in the riddle is a
solid? ______________________________________
2. Which of the answers above in the riddle is a

liquid? ______________________________________
3. Which material has a gas inside it?

_______________________________________________
Matter exists in different states: solid, liquid, gas, and

plasma.
Solids
Solids occupy space. Solid objects have
weight. They have physical properties such as
definite size, shape, length, mass, taste, texture,
color, and smell.
Liquids
Liquids occupy space and have mass. They have
different colors, smells, and tastes.
Liquids cannot be carried or held in one’s hand
because they will flow. They do not have definite
shape. They take the shape of their containers.
Gases
Gas is another state of matter. It is different from
solid and liquid. It does not have any definite shape
and volume. It follows the shape and spreads out to fill
the space of its containers.
Air is an example of gas. We cannot see it, but we
can feel it. Air is colorless, odorless, and tasteless.
Gas is used to fill up balloons. Balloons become
bigger because of gas. Helium is the air inside the
balloon that takes the shape of the balloon. This also
shows that air occupies space.
Activity 1. Observe Me!
Directions: Read each observation in the chart below.

Does the observation tell about a solid, a liquid
or a gas? Put a check (/) in the correct space
in the chart.
Observation Solid Liquid Gas
1. It has a definite shape.

2. It can flow.
3. It is colorless, odorless, and
tasteless.
4. It has no definite volume or
shape.
5. It can be held in our hands.
6. It takes the shape of its
container.
7. It may be thick, hard, and
soft.
8. It has definite size.
9. It takes the shape of its
container, so it flows when
the container is full.
10. It can be seen but cannot
be held.
Activity 2. What’s the Matter?
Directions: Identify and write the state of matter.
___________1. milk ___________6. hammer

___________2. helium ___________7. rain
___________3. stone ___________8. oxygen
___________4. lotion ___________9. slippers
___________5. book ___________10. steam
Directions: Write TRUE if the statement is correct and
FALSE if it is incorrect.
________1. Solid, liquid, and gas occupy space.
________2. Gas has definite shape and volume.
________3. Solid takes the shapes of its container.
________4. Water, soy sauce, soft drinks, are examples of
liquids.
________5. Solid can be held in our hands.
Plants give off oxygen. Oxygen is a kind of gas that

we breathe in. Then plants breathe in carbon dioxide.
Plants help keep the air clean. What should people do
when they cut down trees? Why?
______________________________________________________
______________________________________________________
______________________________________________________
Directions: Encircle the letter of the correct answer.
1. Which of the following is solid?

A. juice C. vinegar
B. stone D. water vapor
2. Which does not belong to the group?

A. catsup C. smoke
B. lotion D. shampoo
3. Which of these statements is true about air?

A. It changes it size.
B. It has definite volume.
C. It has color, taste, and odor
D. It cannot be seen but it can be felt.
4. It can flow and takes the shapes of its container.

A. gas C. liquid
B. solid D. matter
5. Why is wood solid?

A. because it can flow
B. because it cannot be held
C. because it has a definite shape
D. because it spreads out when poured
Week 1 (Day 4-5)

• Infers that material is composed of tiny particles that
cannot be seen by the naked eye.
• Illustrates the arrangement of tiny particles of different
materials.
Directions: Fill in the K-W-L Chart below to assess your prior

knowledge and understanding of the topic,
Arrangement of Tiny Particles of Different
Materials
K W L
What do I Know? What do I want to What did I
find out? learn?
Lesson The Arrangement of Tiny Particles
2 of Different Materials
We learned in the previous lesson that everything in

this world is considered matter. It can be a very tiny solid
material like a dust particle, or a very heavy and strong
machine made of steel. Matter exists in three states. It
may be solid, liquid, or gaseous form.
Directions: Identify whether the underlined word in each

sentence is SOLID, LIQUID, or GAS
______________1. Soda has no definite shape.

______________2. The pail is something to hold.
______________3. The wind moves fast.
______________4. The mango is sweet.
______________5. The water quickly flows.
Activity: Observe Me!

Directions: Do the activities below and answer the
questions that follow.
1. Get your notebook from your bag and place it on
your hand.
Does it change its shape? ____________________
2. Get a pitcher of water and pour it to another glass.

Does it change its shape? ____________________
Describe how it looks like after pouring to another
glass. ___________________________________________
3. Try to inflate a balloon.

Describe how it looks like after air has been blown
into it. ___________________________________________
What is matter made of?

Break some chalk into smaller pieces. Crush them
into fine powder. What did you find out? The pieces
are very tiny now, but you can still separate them
further. These tiny particles are made up of molecules.
A molecule of chalk is the smallest single particle of
chalk that has all the properties of chalk.
Matter is made of tiny particles called molecules.
Molecules are made up of smaller particles called
atoms.
Molecules are always moving, and they are
arranged differently in the three states of matter.
How are molecules arranged?
Solids are things that can be held because the
arrangement of molecules in solid materials is closely
packed together. This also explains why they can keep
their own size and shape.
Liquids, unlike solids, have no definite shape. They

take the shape of their container. They flow when poured
and cannot be held because the molecules of liquids
are loosely packed together. They always move, roll or
slide around each other.
In gas, molecules bounce off and move in every

direction so that they can escape the container. That
is why you can identify perfume from alcohol even
without seeing these substances. Gas molecules are
farther apart than those solids or liquids.
Activity 1. Fill Me!
Directions: Fill in the diagram below with the correct

particles for solid, liquid ,and gas.
Assessment Rubric
Criteria 5 3 1
Mechanics Students Students Students
always occasionally didn’t follow
follow the follow the the
directions directions directions
given given given
Neatness The work is The work has The work is
free from some mess or messy and
any mess or stain and full of
stain unnecessary unnecessary
marks marks
Activity 2. Color Me!
Directions: Color the square with yellow if the picture or

description pertains to solid, blue for liquid, and
pink for gas.
can be steam
poured
has definite has no

water vapor shape and definite
volume shape and
volume
molecules
are loosely
stone packed milk
together
molecules molecules
bounce off are closely
and move in packed
every together
direction
FALSE if incorrect.
________1. Atoms are made up of smaller particles
called molecules.
________2. The molecules in a gas are spread out and
move freely.
________3. The molecules in a solid are closely packed
together.
________4. Liquids have definite shape.
________5. The atoms in a liquid are close together and
slide around.

Materials: rice grains, match box
Procedures:
1. Fill the match box with rice grains. Shake the box.
Describe the movement of the rice grains in the box.
_______________________________________________
_______________________________________________
Of the phases of matter, what arrangement of
particles do rice grains look like?
_______________________________________________
2. Empty the box. Then put 20 rice grains in it. Shake
the box.
_______________________________________________
_______________________________________________
_______________________________________________
3. This time, just place 3 rice grains in the box and then
shake.
_______________________________________________
_______________________________________________
_______________________________________________
1. It is the smallest particles that made up matter.

A. atom C. weight
B. mass D. molecules
2. What is the arrangement of molecules in solid object?
A. They are too far from each other.
B. They are far apart from each other.
C. They are slightly apart from each other.
D. They are closely packed to each other.
3. Which of the following substances is gas?

A. soda C. cotton
B. wood D. water vapor
4. In what state of matter can molecules move fastest?

A. gas C. liquid
B. solid D. solid and liquid
5. Which is NOT true about solids?

A. Solids have tiny particles.
B. Solids are things that flow.
C. Solids have their own shape.
D. Molecules in solids are in fixed places and do not
move freely.
Week 2 (Day 1-5)

Perform experiment to show that;
• a solid has a definite shape
• a liquid and gas have no definite shape
Directions: Check (/) all the characteristics of the given

matter.
1. solid
(a) it has size
(b) it spreads out
(c) it has texture
(d) it has a definite shape
2. liquid
(a) it has no color
(b) it has no shape of its own
(c) it flows out when poured
(d) it takes the shape of its container
3. gas
(a) it is usually wet
(b) it cannot be held
(c) it occupies space
(d) it has no shape of its own
Solid has Definite Shape;

Lesson
Liquid and Gas have no Definite
3
Shape
In our last lesson, we have learned about the

arrangement of molecules in different materials. Let’s
have a short review.
Directions: Fill in the table.
States of Arrangement of Examples

matter molecules
1. solid
2. liquid
3. gas
Activity: Shape Does Matter

Materials: coin, notebook box, water, vinegar, bottle,

cup, deflated balloon (with different shapes)
1. Observe the shape of coin and notebook.

2. Put the coin and notebook in the box.
3. What happens to its shape?
4. Record your observation.
Material Shape when putting in the box
Before After
coin
notebook
5. Observe the shape of vinegar and water.
6. Pour each liquid in each container.
Name of Liquid Shape of the liquid

Before After
water
vinegar
8. Get different shapes of deflated balloons.

9. Blow air in it. Tie with string.
10. Describe the shape of air in the balloon.
Material Shape of the gas

Before After
balloon 1
balloon 2
Guided Questions:
1. What different shapes of solids did you observe?
_______________________________________________
2. What characteristics of solids did you observe?
______________________________________________
3. What happened to the different liquids after pouring
them?
______________________________________________
4. Do liquids have the same shape?
______________________________________________
5. What characteristic of liquids did you observe?
______________________________________________
6. What does this activity show about the shape of
liquid?
______________________________________________
7. What happened to the balloon as you blew air into
it?
______________________________________________
8. Did the gas follow the shape of the balloon? Do
gases have shape?
______________________________________________
9. What characteristics of gas did the activity show?
______________________________________________
10. When can air has shape?
______________________________________________
Solid has definite shape

Rocks, pencils, desks, and books are examples
of solids. The shape of solid materials does not change
easily. For example, when a person transfers the book
from a smaller to a bigger box, the book looks the
same.
Liquid has no definite shape
Milk, orange juice, and water are examples
of liquids. In the liquid state, the shape depends on its
container. For example, if the container is round, the
liquid takes round shape. If it is long, the liquid
becomes long. If the container is flat, the liquid looks
flat.
Gas has no definite shape
Have you seen round, oblong, and heart-
shaped balloons? Balloons are filled with gas. Gas
takes the shape of its container.
Activity 1. Group Me!
Directions: Group the following materials in the correct

column.
marble carbon dioxide water

air kite slipper
paper catsup toothpaste
oxygen
materials with definite materials with no definite
shape shape
Activity 2.

FALSE if incorrect.
_______1. Solid is a state of matter that has no definite
shape.
_______2. Smoke is in a solid state.
_______3. Air takes the shape of the balloon.
_______4. Fish sauce and oil are examples of liquid.
_______5. Liquid and gas are states of matter that have
no definite shape.
Based on the activity, I have learned that
___________________________________________________
___________________________________________________
___________________________________________________
Your mother asked you to fill three different containers

on the table with juice. The first container is bottle, the next
is glass, and the last is mug. Do liquids have the same
shape? Why?
____________________________________________________
____________________________________________________
____________________________________________________
1. Which of these statements is incorrect?

A. Solid has a definite shape.
B. Gas has definite shape and size
C. Gas and liquid have no definite shape.
D. The shape of liquid depends on its container.
2. What is the shape of a liquid?

A. flat
B. the same as gas
C. flowing as in running water
D. the same as the shape of a liquid
3. Which object has definite shape?

A. oil C. ballpen
B. oxygen D. shampoo
4. A liquid takes the shapes of whatever container it is

poured into.
A. true C. maybe
B. false D. sometimes
5. Which object has no definite shape?

A. car C. electric fan
B. board D. water vapor
Week 3 (Day 1-3)

•Classify materials according to a given set of criteria
(e.g., physical properties, kind, function, usefulness)
Directions: Classify the following materials in three phases.
stone air kerosene pen

coffee oil carbon dioxide nail
wood vinegar sand ice
toothpaste door helium
Solid Liquid Gas
Lesson Classifying Materials According to
4 A Given Set of Criteria
Matter exists in different forms: It may be solid,

liquid, and gas. These different materials can be
classified in many ways, like by color, size, shape,
texture, kind, function, physical properties, and
usefulness.
Directions: Fill in the blanks with the correct word from

the box.
helium definite shape

space container oxygen
1. Solid is matter with _____________ size.

2. Milk is an example of liquid that follow the shape of
its ______________.
3. Gas and liquid have no definite ______________.
4. __________________ takes the shape of balloon.
5. Matter takes up _________________.
Activity: Classifying Materials

1. Study the group of materials below.

2. Observe carefully how they are grouped.
Group A
table vinegar helium
laptop water oxygen
notebook milk fog
pencil coffee steam
Group B
cooking oil lipstick floor wax shampoo
vinegar lotion muriatic whitening
pepper perfume acid soap
soy sauce blush on Zonrox conditioner
Lysol deodorant
Group C
medicine syrup LPG
pork and spoon poison
dishwashing soap knife
water muriatic acid
insecticide
Guided Questions:
1. How are the materials in Group A classified?
_______________________________________________
2. Identify the form of matter where they belong.

table, laptop, notebook, pencil _________________
vinegar, water, milk, coffee _________________
helium, oxygen, fog, steam _________________
3. How are the materials in Group B classified?

_______________________________________________
4. Describe their uses.

vegetable oil, vinegar, pepper, soy sauce
_______________________________________________
lipstick, lotion, perfume, blush on
_______________________________________________
floorwax, muriatic acid, Zonrox, Lysol
_______________________________________________
shampoo, soap, conditioner, deodorant
_______________________________________________
5. How are the materials in Group C classified?

_______________________________________________
6. What are the useful materials mentioned in Group
C?
_______________________________________________
7. What are the harmful materials mentioned in Group

C?
_______________________________________________
Everything that surrounds you is called matter.

You already know that matter is anything that occupies
space and has mass. It is something that can be felt by us
like air, water, food, trees, animals, etc.
Living things and non-living things are matter.
Matter also has different states. Everything that we see
around us exists in different forms. It can be solids, liquids, or
gases.
But do you know that the materials around us can
be classified?
Classifying materials means identifying each
material according to its subject, so that materials on
similar subjects can be grouped together.
We classify materials according to their physical
properties such as shape, size, color, and texture. We
can also classify materials based on their kind,
function, characteristics, and usefulness.
Many kinds of materials are being used at home
or in school. Most of these materials are useful.
However, some of them may become harmful.
Considering the harmful effects of certain materials,
safety precautions must be taken in handling them. You
must be aware of possible dangers that can happen if you
do not follow safety rules at home and in school.
Activity 1. Where Do I belong?
Directions: Classify the objects below based on their

uses.
swing frying pan book bag

knife monkey bar pencil
stove spoon slide
kitchen school park

1. 5. 8.
2. 6. 9.
3. 7. 10.
4.
Activity 2. Am I belong?
Directions: Cross out the object that does not belong to the
group based on the given criteria.
Criteria Objects
1. shape tennis tire handkerchief moon
ball
2. texture foam pillow cloth rock
3.kind/form box lotion juice perfume
4. uses broom car dustpan coconut
husk
5. harmful water insecticides gasoline poison
If you were working in a supermarket, which of the

following items would you place in the same shelf?
Shelf 1 Shelf 2 Shelf 3 Shelf 4
What is your basis in grouping the given materials?

________________________________________________
One morning, your mother went to the grocery.

When she came home, she asks you to arrange her
purchases and put in the right place. Here are her
purchases.
cooking oil dishwashing soap lotion
fabric conditioner catsup vegetables
soy sauce shampoo bleaching soap
perfume meat mouthwash
fruits bar soap conditioner
How do you arrange the following?

_____________________________________________________
_____________________________________________________
What should go together?
_____________________________________________________
_____________________________________________________
1. How are these materials classified?

cellphone computer tablet iPad
A. beverages
B. condiments
C. cleaning materials
D. electronic gadgets
2. Which of these groups is used as cleaning materials?

A. soda, juice, milk
B. perfume, lotion, body wash
C. disinfectant, soap, muriatic acid
D. soy sauce, vinegar, vegetable oil
3. Which of the following materials is NOT used in the

kitchen?
A. knife C. fork and spoon
B. frying pan D. detergent soap
4. Which of the given liquids may be harmful if not

handled properly?
A. water C. muriatic acid
B. fruit juice D. medicine syrup
5. Which of the following is incorrectly grouped?

A. coffee, milk, juice, soda
B. wood, rock, table, door
C. steam, vinegar, air, sand
D. helium, oxygen, carbon dioxide, water vapor
Week 3 (Day 4-5)

• Discover ways of measuring volume of regular
solids and liquids
Directions: Encircle the letter of the correct answer
1. Which of the following objects is the heaviest?

A. book C. pencil
B. chair D. needle
2. Which of the following takes up less space?
A. cup C. quart
B. pint D. gallon
3. Which object is used in measuring volume of solid?

A. C.
B. D.
4. Which object has a bigger volume?

A. coin C. soap
B. tree D. cellphone
5. Which statement is true?

A. All matter has mass and volume.
B. All matter has volume but not mass.
C. All matter has mass but not volume.
D. Not all matter has mass and volume.
Lesson Measuring Volume of Regular

5 Solids and Liquids
You have learned in our previous lesson the

different basis on how to classify materials.
Let’s have a short review.
Directions: Classify the following materials according to

their uses.
knife lotion earphone

ballpen bath soap marker
scissors pencil perfume
microphone
A B C D
Activity 1:
Directions: Encircle the object that can be measured by

the given picture.
Measuring device A B C
fruits book water

1. bottle
medicine table ball
2. dropper
notebook wood milk
3.quart
water paint blocks

4. ruler
box oil stone
5. gallon
All matter takes up space. Volume refers to the

amount of space the object takes up. You can observe
that some objects take a little space, and others take a
large space. When you put solid objects inside a box,
they take up space, and a box will be full. Your table
occupies more space than your science book.
The volume of a regular solid like a block of
wood is obtained by multiplying its length, width, and
thickness. It is expressed in cubic units as cubic
centimeters and cubic meters. Ruler and meter stick
are used to measure the length, width, and thickness.
Height/
thickness =
5cm. length= 10cm.
width = 7cm.
volume= length x width x height

volume= (10 cm) x (7 cm) x (5 cm)
volume = 350 cubic centimeters
A liquid also takes up a certain amount of space.

However, it does not keep its shape. A liquid takes the
shape of the thing that holds it. When you buy a bottled
water, the volume of the bottle is the amount of liquid it
contains.
Smaller volume of liquids can be measured by using
medicine dropper or a teaspoon. The most used units are
the liter (L) and milliliter (ml.).
We can determine the volume of a liquid by using
the following objects:
a. non-standard measuring devices
gallon half-gallon quart pint cup
b. standard measuring devices
medicine dropper
beaker
graduated cylinder
measuring spoon
Activity 1: Volume of Regular Solids

1. Using the table below, write the name of the solids

you have at home.
2. Measure the length, width, and height of each solid
using ruler.
3. Solve for the volume of each solid based on the
measurements you got. Record the volume of the
solid in the table.
4. Which solid has the largest volume? ________________
5. Which has the smallest volume? _____________
Solid Length Width Height Volume

1.
2.
3.
4.
5.
Activity 2. Measuring Liquids using Measuring
Devices

Materials:
teaspoon, tablespoon, cup, “lapad” bottle, dropper,
other non-standard measuring devices, liquids, e.g.,
cooking oil, “patis,” soy sauce, vinegar; (optional)
cup for measuring medicine (some pediatric medicines
are sold with such cup)
Procedures:
1. Write the name of the liquid you have at home in a
table like the one below.
2. Measure each liquid using the correct measuring
device and unit of measure.
Measuring Device Unit of

Liquid
Used Measure
1.
2.
3.
4.
5.
FALSE if incorrect
_______1. Volume refers to the amount of space the
object takes up.
_______2. Ruler is used to measure the length, width, and
thickness of an object.
_______3. Bigger volumes of liquids can be measured by
using medicine dropper or a teaspoon.
_______4. Bottle and cup are examples of standard
measuring devices.
_______5. The volume of the bottle is the amount of liquid
it contains.
You want to prepare some juice for five of your

friends. You see a pitcher to mix the juice. What will
you use to measure the amount of water you will
need so that the juice you will prepare will be just
enough for you and your friends? Why?
_____________________________________________________
_____________________________________________________
_____________________________________________________
Directions: Encircle the letter of the correct answer. Use the
picture below as a basis.
gallon half-gallon quart pint cup
1. Which unit of measurement holds about the same

amount of liquid as this liter of soda?
A. cup
B. pint
C. quart
D. gallon
2. Vicky needs to measure a pint of cooking oil for a
recipe. Which container holds about the same
amount of liquid as a pint?
A. C.
B. D.
3. About how much hot coffee does this mug hold?

A. cup
B. pint
C. quart
D. gallon
4. Which container is about the same size as a pint?
A. C.
B. D.
5. Which unit would be best to use to measure the
amount of water in this pool?
A. cup
B. pint
C. quart
D. gallon
Week 4 (Day 1-3)

• Infer that gases have weight.
Directions: Fill in the K-W-L Chart below to assess your prior

knowledge and understanding of the topic,
Gases have weight.
K W L
What do I What do I want to What did I
Know? find out? learn?
Lesson
Gases Have Weight
6
You have learned in our previous lesson the

different ways of measuring volume of regular solids and
liquids.
Directions: Encircle the object that has less volume.
1.
2.
3.
4.
5.
Activity: Air Has Weight

Materials: two balloons, hanger, string
Procedures:
1. Fill the two balloons with equal amount of air.

2. Tie each balloon to each end of the hanger
respectively.
3. Hang in the clothesline.
4. Now remove the air from one balloon.
Guided Questions:
1. Does the hanger stay balanced when you remove
the air in one balloon? Why?
_______________________________________________
2. Which side is heavier? Why?

_______________________________________________
Do you use LPG tank for cooking?
How does your mother know when the tank is
almost empty?
A new LPG tank is heavy. It gets lighter as the
gas inside is used up.
The air inside the LPG (Liquefied Petroleum

Gas) is an example of gas. You can see the
weight of the gas in the tank. All gases have
weight.
Activity 1.
Directions: Color all the gases.
___________________________________________________
___________________________________________________
___________________________________________________
Go to your garden or backyard.

1. Do you feel the air around you? ________________
2. Can you see it? ________________
3. Why can you not see the air?
__________________________________________________
4. Can you see the color of the air? _______________
5. Can you taste the air? _______________
6.Write your observation about the air.
__________________________________________________
__________________________________________________
__________________________________________________
1. It is a gas coming from the boiling water.
A. air C. helium
B. helium D. water vapor
2. Which of these statements is NOT true about air?

A. It has weight.
B. Air is a liquid.
C. It is colorless and odorless.
D. It cannot be seen but it can be felt.
3. What does LPG stand for?

A. Liquid Petron Gas
B. Liquefied Petron Gas
C. Liquid Petroleum Gas
D. Liquefied Petroleum Gas
4. Which object has no definite weight?

A. chair C. vegetables
B. oxygen D. dishwashing soap
5. Which is an example of gas?

A. oil C. ballpen
B. oxygen D. shampoo
Week 4 (Day 4-5)

• Order materials of the same kind but of different
sizes and weights.
Directions: Number the things in each set from smallest

to biggest.
1.
2.
3.
4.
5.
Arranging Materials of the Same
Lesson
Kind but of Different Sizes and
7
Weights
You have learned in our previous lesson that gases

have weight.

FALSE if incorrect
_______1. Gas has definite weight.
_______2. Air is an example of gas.
_______3. The weight of gas can be measured using
different containers.
_______4. Gas is a matter.
_______5. Inflated balloon is heavier than deflated
balloon.
Activity: Arrange Me!
Directions: Study the following pictures. Write the name of

each object and its weight in a table like the one
below.
3 kg. 1 kg. 2 kg.
5 kg. 4 kg.
Object Weight
Guided Questions:
1. Which is the heaviest object? Why?
_______________________________________________
2. Which is the lightest object? Why?

_______________________________________________
3. Arrange the set of materials from heaviest to

lightest.
_______________________________________________
To arrange materials of the same kind of different

size and weight, you must find out first the
measurement of each object. The objects must have
the same units.
For solid objects, kilograms are commonly used
for heavy objects and grams for light objects.
The relationship between gram and kilogram is
expressed as:
1, 000 grams (g) = 1 kilogram (kg.)
For liquid materials we use liter, milliliters, gallon,

etc. The relationship between liter and milliliter is
shown as:
1, 000 milliliters (ml) = 1Liter (L)

1 ml. = 20 drops
5 ml. = 1 teaspoons
Activity 1.
Directions: Encircle the heavier liquid.
1. 5 liters of water 2 liters of oil

2. 10ml of shampoo 1000 ml of conditioner
3. 8 ml of water 10ml of water
4. 10 liters of water 5 liters of water
5. 1 gallon of water 1 bottle of cooking oil
Activity 2.
Directions: Arrange the following materials from lightest to

heaviest.
Rice – 5 kilos Fish – 3 kilos
Meat – 10 kilos Sugar – 2 kilos
Salt – 500 grams Onion – 200 grams
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________
6. ________________________________

______________________________________________________
______________________________________________________
______________________________________________________
Market vendors pack tomatoes in plastic bags
and sell them by the bag at the same price. Using
your hands can you tell which bag of tomatoes is the
heaviest? Why or why not?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
1. Which of the following objects is the heaviest?

A. 500ml. of water
B. 1liter of gasoline
C. 200 ml. of shampoo
D. 300 ml. of liquid medicine
2. Which of the following statements is correct?

A. 1000 liters is equal to 1 milliliter
B. 20 drops is heavier than 1milliliter
C. 1.5 liter of soft drinks is heavier than 1000 ml. of
shampoo
D. 2 teaspoons of oil is lighter than 5 ml. of
medicine syrup.
3. Which object is heavier than a nail?
A. a paper C. a hair clip
B. a cotton D. sack of rice
4. Which is the correct order from lightest to heaviest?

A. 500 g. of coffee, 1kg. of rice, 1500 kg. of apple,
700 g. of garlic
B. 500 g. of coffee, 700 g. of garlic, 1kg. of rice, 1500
kg. of apple
C. 1500 kg. of apple, 700 g. of garlic, 500 g. of
coffee, 1kg. of rice
D. 1500 kg. of apple, 1kg. of rice, 700 g. of garlic, 500
g. of coffee
5. Which object is the biggest?
A. C.
B. D.
Week 5 (Day 1-5)

• Identify where force can come from: Wind, Water,
Magnet, Gravity, Other moving objects.
Directions: Put a check mark (/) in the correct column that

corresponds to a force applied on the given
object.
Object Water Magnet Wind Battery
paper clip
leaves swaying
toy car
paper boat
log
flashlight
kite
needle
Lesson
The Different Sources of Force
8
You have learned in our previous lesson how to

arrange materials of the same kind but of different
sizes.
Before we continue to the next lesson, let’s
have a short review.
Directions: Arrange the following materials from

heaviest to lightest.
5 liters of water 10ml of shampoo

8 ml of liquid medicine 10 liters of soft drinks
2 liters of oil 1000 ml of conditioner
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________
6. ________________________________
Activity: What Makes Things Move?

Materials: small lightweight plastic ball, water in a basin,

a paper boat, magnet and paperclip, wall
clock and a battery
Procedures:
1. Put the plastic ball on the table and blow on it.
2. Place the paper boat in the basin with water.
3. Place magnet near the paperclip
4. Throw the ball up to the ceiling.
5. Put the battery in a wall clock.
Guided Questions:
1. What happened to the plastic ball when blown?
_______________________________________________
2. Did the paper boat move when put in the basin with
water?
_______________________________________________
3. What happened to the paper clip when it was
placed near the magnet?
_______________________________________________
4. Where did the ball go after being thrown to the
ceiling?
_______________________________________________
5. Why did the hands of the clock move after you put
the battery in the wall clock?
_______________________________________________
Things around us move. The forces in our

environment bring about our own movement and those of
the objects around us.
Living things move by themselves.
Non-living things are moved by outside forces.
People can move objects by pushing or pulling.
When you do these, you need force. Force is a push or a
pull. Push is an act of moving an object away. Pull is an act
of moving an object closer. You also need a force in lifting
or carrying objects from one place to another.
Some objects fall to the ground. There is a force that
makes the object move toward the ground. This force is
called gravity.
When these objects are thrown to the air, they will fall
to the ground because of the pull of gravity.
Wind makes things move. When the wind blows

hard, the kite moves fast and flies high. It can move leaves
from the trees.
Water can also make things move. It can move
some of the garbage and logs thrown in the river. It can
make some plants float.
Magnets exert a magnetic force. This force pulls

objects like iron fillings toward the magnet. It also pulls
objects made of steel. It cannot pull all kinds of objects.
Electrical force is a force that can operate
electrically powered equipment and appliances. In your
home electricity runs electric appliances like toasters, fans,
televisions, toys, and more. Electricity can also come from
batteries. A toy car and robot move because of batteries.
Activity 1. Match Me!
Directions: Match column A to column B. Write the letter of

the correct answer on the space provided.
A B
_____1. When it blows hard, the trees A. magnet
sway and the windmills move.
_____2. It is the source of force B. electricity
that pulls objects toward the
center of the earth.
_____3. The running ______ exerts C. wind
tremendous force that can
move things.
_____4. This source of force may D. water
come from the power station,
wind turbine, solar, water, and
battery.
_____5. This source of force attracts E. gravity
objects made of iron and steel.
Activity 2.
Directions: Write the force that makes each of the
following objects move. Choose your answer
from the box.
gravity water
magnet electricity
wind
______________1. balloon
______________2. thumbtacks
______________3. hair
______________4. paper boat
______________5. television

___________________________________________________
___________________________________________________
___________________________________________________
Directions: Write the sources of force used in every

situation
______________1. The force that keeps us on the ground
even though the earth spins very fast
______________2. The force that pulls objects made of
iron and steel.
______________3. The force that moves the branches
and small logs in the river
______________4. The force that makes the kite moves fast
and flies high.
______________5. The force that runs your appliances like
television, fans, toys, and many more.
This force may come from a power
station, wind turbine, solar, water, and
battery.
1. It is a force that pulls things toward the center of the

Earth.
A. wind C. gravity
B. magnet D. electricity
2. How does a kite move?

A. by the help of wind
B. by the help of water
C. by the help of battery
D. by the help of electricity
3. What is moving air called?
A. rain C. wind
B. wave D. magnet
4. Which of the following objects needs electricity to

move?
A. kite C. wind
B. clock D. magnet
5. How does a magnet work?

A. The magnet gives magic.
B. The wind moves the tree branches.
C. The branches are carried by the water.
D. You can use a magnet to hang your letter to
your mother on the refrigerator.
Week 6 (Day 1-5)

• Infer that light is necessary to life.
Directions: Briefly explain the uses of light in each number.
1.
________________________
________________________
2.
________________________
________________________
3.
________________________
________________________
Lesson The Importance of Light as a
9 Form of Energy
Light is the brightness that lets you see things. Light

comes from sources such as the sun, moon, stars, lamps,
and fire. You cannot see when it is dark, but light makes
you see clearly.
Directions: Write two (2) objects that can be moved by

the following forces.
1. wind ________________________
________________________
2. water ________________________
________________________
3. magnet ________________________
________________________
4. gravity ________________________
________________________
5. electricity ________________________
________________________
Activity: I Need Light!

Materials: a piece of bond paper, a set of crayons
Procedure:
1. Prepare your bond paper and crayons.
2. Go to your room with your bond paper and crayons.
3. Ask your parents to turn off lights.
4. Draw a picture in the dark.
Guided Questions:
1. Were you be able to draw? Describe what you have
drawn .
_______________________________________________
2. Describe what you felt when you were drawing in

the dark.
_______________________________________________
3. How important is light to you?
_______________________________________________
The major source of light is the sun. It gives light

throughout the day. But there are other sources of light.
Sources of light can be classified as natural sources or
artificial sources.
Natural Sources of Light are those which are not man-
made like, sun, stars, moon, and firefly.
Artificial Sources of Light are man-made sources
like lamp, light bulb, light match, candle etc.
Uses of Light Energy

There are many commercial and scientific uses of
light energy and some of them are listed below.
Food
Plants need sunlight to grow and to make their
own food. As they make food, they give off oxygen
which becomes part of the air. The leaves of a plant
use light from the Sun to make food.
Vision
Any organism can view the objects around them due
to the presence of eyes. Telescopes are equipped with
lenses or mirrors to collect and focus light from distant
objects.
Colors
The whole world is beautiful because of the colors and
all these colors are visible because of light. The light consists
of many spectra and every spectrum has an individual
color which is broadly specified as ROYGBIV. (red, orange,
yellow, green, blue, indigo, violet)
Preventing Diseases
Sunlight prevents some diseases. Sunlight is a source of
vitamin D. Vitamin D prevents rickets, a disease of the
bones.
Activity 1. Uses of Light
Directions: Identify the importance of light as shown in

each picture. Write the letter of the correct
answer.
A B
_____1. A. in studying
B. in drying clothes
C. for photosynthesis
D. for medical operation
______2.
A. in playing
B. in cooking
C. in studying
D. for recreation
______ 3. A. in cooking
B. for recreation
C. in drying clothes
_____4. A. in cooking
B. for recreation
C. in drying clothes
_____5. A. in studying
Activity 2.
Directions: Draw a happy face ☺ if the statement is true
and sadface  if it is not.
________1. Lights will cause an accident on the road at

night.
________2. Doctors do not need light during medical
operation in the hospital.
________3. Cameras need lenses and light to record
images of the objects.
________4. Light beautifies the park at night.
________5. Our skin absorbs vitamin D from sunlight.
Directions: Fill in the blank with the correct word to

complete each sentence. Choose the answer
from the box.
Light is the brightness that lets you see things. The

major source of light is the __________. It gives light
throughout the day. But there are other sources of
light. It can be natural or _______________. There are
many commercial and scientific uses of light
____________. Without the light, our environment will be
___________and cold. It will be very _______________ for
human beings as well as plants and animals to live in
a world that is dark and cold.
energy dark difficult

sun artificial easy
Why is light important in our daily activities?
__________________________________________________
__________________________________________________
__________________________________________________
1. What is the main source of light?

A. sun C. moon
B. lamp D. candle
2. Which of the following is artificial source of light?
A. star C. firefly
B. moon D. torches
3. Which shows the importance of light in the picture?

A. for recreation
4. Which of the following is NOT true about light?

A. Sunlight prevents diseases.
B. People can live without light.
C. Different colors are visible because of light.
D. Plants need light to grow and make their own
food.
5. Which of the following is the use of light energy?
A. It makes us strong.
B. It can make us smell.
C. It can make us hear sounds.
D. It enables us to see the beautiful things
around us.
Week 7 (Day 1-5)

• Explain the effect of light on different materials.
• Identify the effects of too much exposure to
light.
Directions: Determine whether the given statement is a

useful effect or a harmful effect of light.
__________1. The sunlight also helps the plants grow to

produce oxygen for us to breathe and bear
fruits for us to eat.
__________2. When too much light is reflected to mirrors,
it might dazzle your eyes
__________3. The plants will dry and might die when they
absorb direct sunlight.
__________4. Attaching mirrors or reflectorized materials
on bicycle to reflect light will avoid
accidents.
__________5. Solar panels absorb energy from the sun in
the form of sunlight and convert it into
electricity
Lesson Effects of Light on Different
10 Materials
In the previous lesson, you have learned the

importance of light in our life. Although light has many
good effects on you, too much exposure to light can
be harmful.
Directions: Write five (5) importance of light.
1. __________________________________________
2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
Activity: Effects of Light
Directions: Determine the effects of too much light to the

following materials. Choose your answer from
the box.
.
dry fade melt
____________1.
____________2.
____________3.
____________4.
____________5.
Light allows us to see everything around us, but

there are other things that light can do especially to
different materials.
Effects of Light on Different Materials

Sun as the main source of light can cause many
things when exposed to different materials. It can be
useful or harmful.
Materials such as photographs, museum objects,
leathers, and even clothes will fade when these materials
absorb direct light.
Materials like solar panels absorb energy from the sun

in the form of sunlight and convert it into electricity that can
be used to power homes.
The sunlight also helps the plants grow to produce

oxygen for us to breathe and bear fruits for us to eat. It is
called photosynthesis.
However, light from the sun produces heat.
Materials that absorb heat from the sun may cause
dryness or melting effect.
Wet clothes will dry easily when hung under the

sun because it absorbs the heat of the sun.
The plant will dry and might die when they absorb
direct sunlight.
Sunlight can have melting effect on ice and ice
cream.
However, candle as a source of light, when lighted,
can also melt because it is made of wax which is soft and
when it absorbs heat directly from its light, the wax will melt
easily.
Other materials that produce light when reflected to

materials can also have useful and harmful effects.
Vehicle like the sidecar of a tricycle does not have a

built-in light and it is not safe to ride this at night. Attaching
mirrors or reflectorized materials to this vehicle to reflect
light will avoid accidents.
However, when too much light is reflected to mirrors
and reflectorized materials, it might dazzle your eyes.
Activity 1. Fact or Bluff
Directions: Write FACT if the statement is correct or BLUFF if

incorrect.
__________1. Wet clothes will dry easily when hung
under the sun because it absorbs the heat of
the sun.
__________2. Reflectorized materials cannot reflect light.
__________3. Materials like photographs and clothes will
fade when it absorbs too much sunlight.
__________4. Wax materials like candle and crayons can
melt easily when placed under the sun.
__________5. Lights from vehicles are not useful when
driving at night.
Activity 2. Complete Me!
Directions: Using the organizer, write the main ideas about

the effects of light on different materials.
Effects of
light on
different
materials
Directions: Fill in the blank with the correct word to

complete each sentence. Choose the answer
from the box.
Sun as the main source of ________ can cause

many things when exposed to different materials, it
can be useful or harmful.
Light from the sun produces ________. Materials
that ________ heat from the sun may cause ________ or
melting effect.
Other materials that produce light when ________
to materials can also have useful and harmful effects.
absorb dryness heat

light reflected fade
What will happen if the sun would no longer
shine on Earth?
__________________________________________________
__________________________________________________
__________________________________________________
1. Which of the following materials will melt when

placed under the sun?
A. C.
B. D.
2. Which of the following converts solar energy to
electricity?
A. candle C. plants
B. mirror D. solar panel
3. Which of the following can produce oxygen for us

to breathe?
A. box C. plants
B. mirror D. candle
4. Which of the following materials will dry when

absorbs direct sunlight.
A. rock C. cotton
B. plants D. candle
5. What will happen if photographs absorb direct

light?
A. it will dry
B. it will fade
C. it will melt
D. it will grow
Week 8 (Day 1-5)
• Describe what happens when an object is in
the path of light
a. more light passes through transparent
materials
b. little light passes through translucent
materials
c. no light passes through opaque materials
Directions: Write the name of each material under the

correct heading.
colored cellophane wood colored glass

water clear plastic clear glass
frosted glass ceramic stone
Transparent Translucent Opaque
Lesson
Properties of Light
11
In this lesson, you will learn about the properties of

light and how materials can transmit, absorb, and
reflect light.
Directions: Write the effects of light on the following

materials. Choose your answer from the box.
dry fade melt
____________1. crayons
____________2. leather jacket
____________3. photographs
____________4. plants
____________5. ice cream
Activity:

Materials: flashlight, book, plastic cover, colored
cellophane
Procedure:
1. Open the flashlight and focus on each object one
at a time. Observe how the light behaves on each
object.
a. book
b. plastic cover
c. cellophane
Guided Questions:
1. Does light pass through the plastic cover?
_______________________________________________
2. Does light pass through the colored cellophane?

_______________________________________________
3. Does light pass through the piece of book?

_______________________________________________
Light is a form of energy that comes from the sun.

Light from the sun travels to the earth. It travels in a
straight line. As light travels, it strikes different materials.
When light strikes different materials, different things
happen.
Properties of Light
1. Transmission – Light passes through materials and
continues traveling. Materials that are clear and
can transmit light easily are called transparent.
Clear pitcher, eyeglass, and water are

transparent materials.
clear pitcher eyeglasses

However, there are materials that can transmit
some light and cannot pass through easily. These
materials are called translucent.
Cellophane, colored plastic bottle, frosted glass,
onion skin paper are examples of translucent materials.
colored cellophane colored plastic bottle
2. Absorption – Light is absorbed by a material and the
light will turn into heat. Materials that absorb light
and cannot pass through are called opaque.
Ball, notebook, concrete blocks, cardboard,
metals, and stones are examples of opaque
materials.
ball notebook
3. Reflection - light bounces off the object and travels in
another direction.
However, some materials such as mirrors reflect light,
but it is considered an opaque material.
Example: The light reflects to the mirror and it also
absorbs its light.
Activity 1.
Directions: Determine whether each object is transparent

translucent, or opaque.
________1. book
________2. tinted glass
________3. onion skin paper
________4. pencil case
________5. clear plastic bag
Activity 2.
Directions: Encircle the material that does not belong to

the group.
1. wax paper frosted glass wood tinted glass

2. book box clear glass rocks
3. eyeglasses television roof metals
4. cellophane water clear glass eyeglasses
5. tinted glass blocks colored bottle wax paper
Transparent________________
___________________________
___________________________
___________________________
Translucent________________
___________________________
___________________________
___________________________
Opaque___________________
___________________________
___________________________
___________________________
Directions: Answer the given situation if it shows
transmission, absorption, or reflection.
________________1. Ann always combs her hair in
front of the mirror and she sees
herself clearly.
________________2. It was a sunny morning. Cathy
hung her wet clothes on her
window. After an hour, her
clothes are already dry.
________________3. The sunlight passing through Lita's
glass window wakes her every
morning.
________________4. Bernard saw his face in the
water.
________________5. Plants get light energy from the
sun to make their food.
1. An object is opaque when _______________.

A. the object placed behind it cannot be seen
B. the object placed behind it can be seen clearly
C. the object placed behind it cannot be seen
clearly
D. the object placed behind it can be seen but
not so clear
2. Which object allows small amount of light to pass

through them?
A. wall C. tinted glass
B. glass table D. clear window
3. Which statement is NOT true?

A. Opaque materials absorb light.
B. Opaque object allows light to pass through.
C. Transparent object allows light to pass through.
D. Translucent object allows small amount of light
to pass through.
4. Which does not belong to the group?

A. clear glass C. frosted glass
B. glass table D. plastic cover
5. Which of the following statements describes the

transmission of light?
A. The light cannot pass through an object.
B. The light can be transmitted to different objects.
C. The light passes through and absorbed by an
object.
D. The light passes through an object and continues
travelling.
A. ONLINE RESOURCES
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o-
y6MFa&ust=1639979822459000&source=images&cd=
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psig=AOvVaw19mTib_i-
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content/uploads/2018/03/bucket-clipart-2018-5.jpg
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flying-helium-balloon-doodle-sketch-black-white-
festive-bundle-single-vector-illustration-birthday-
party-195073513.jpg
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2084147_old-book-clip-art-book-clipart-black-
and.png
content/uploads/2017/11/water-bottle-clipart-black-
and-white-5.jpg
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cartoon-vector-and-illustration-black-and-white-
hand-drawn-sketch-style-isolated-on-444388963.jpg
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vegetables-sketch-white-background-49695677.jpg
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content/uploads/2017/03/Clipart-ruler-
hostted.jpghttps://previews.123rf.com/images/iimag
es/iimages1505/iimages150500131/39769011-closeup-
plain-design-of-coffee-cup.jpg
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rat271401/thanarat27140100238/25304913-schwarz-
umri%C3%9Fvektor-gallonen-flaschen-auf-
wei%C3%9Fem-hintergrund-.jpg
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spoons-clip-art/
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clipart-wood-png-piece-of-wood-black.png
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ium1231403/tribalium123140300002/27283470-gotero-
ilustraci%C3%B3n-vectorial-m%C3%A9dico-pipeta-
cuentagotas.jpg
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5591160_transparent-graduated-cylinder-png-
clipart.png
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vector-illustration-4576768.jpg
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oduct/cache/fde2b9a7efd65f5e638bce1095be9a7e
/2/4/247_5.png
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sketch-of-doodle-jug-vector-
id537956733?s=2048x2048
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paint-can-clipart-1449_1215.jpg
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transparent/milk-clipart-transparent-4.png
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drawing-roll-clipart-black-and-white-2016.png
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black-and-white-15.x
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1126147_bicycle-cycling-free-content-clip-art-bike-
black.png
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clip-1.png
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theme-image-eps-vector-illustration-33180278.jpg
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b79a1e2726785157b8.jpg
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1883258011.jpg
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clipart-black-and-white-transparent-cartoons-
kite.png
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box-carton-vector-illustration-design-young-man-
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of-our-lean-training-and-six-sigma-training-courses-
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illustration-with-continuous-lines-on-white-b.jpg
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vector-
id463572397?k=20&m=463572397&s=170667a&w=0&h
=WRTi4FvcPHbpKtR9czhaIYrgNbSlHvn7OP7XsaLy_IE=
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6e8c631cd229150e3ab.jpg
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atecology-vector-id1226684150?s=2048x2048
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lotus-and-reeds-in-the-pond-or-river-vector-
id629622796?s=2048x2048
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d7275aa9a31c9081b32db.jpg
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magnet-with-nails-clip-art-76909.png
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magnet-with-paperclips-clip-art-381124.png
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171226085.jpg
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white-1.png
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k6miwuyBoi_7ji6lkvo3_Jd1Mptohh57l0cHgboRpEB_aq
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B. BOOKS RESOURCES
• Robby S. Camacho, Leony R. Catchuela, (2017)
Science in Focus 2 Worktext in Science for Grade
Two, KLEAFS Publishing
• Cresencia V. Flores, Noel P. Miranda, MEd,(2009)
Discover and Explore Science 2, Jo-Es Publishing
• Leandro L. Bondad, Thaddeus Owen D. Ayuste,
Janalin Fae T. Romblon, Jarrent R. Tayag, Ivy P. Mejia,
(2018), Science in Action 2, Diwa Learning Systems
Inc.
• Dorina G. Pineda, Renato M. Meron,(2001), Exploring
Science 2, St. Augustine Publications, Inc.
• Aida P. Siros, Estela V. Plaza (1999) Science Headway
Textbook 4, Jo-Es Publishing and Printing House Inc.
• Amelia P. Mapa, Pauline V. Quodala, Teresita F.
Religioso, (2017), Science For Active Learning 2, SIBS
Publishing House
• Myra R. Bermillo, (2020), Science 2- Module 2 ADM
• Ariane B. Tabiolo, (2020), Science 2- Module 3 ADM
For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph

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Science 1

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2 SCIENCE

Republic Act 8293, section 176 states that: No

Published by the Department of Education

Author: Monica D. Granadil, Kristel Ann E. Nabor

Editor: Maria Lea Q. Prondo, Ed.D.- EPS Science

Language Editor: Levy M. Vergara

Layout Artist: Kristel Ann E. Nabor

Printed in the Philippines by:

As a facilitator you are expected to orient the learners

The following are some reminders in using this module:

This module was designed and written with you in

At the end of this unit, you are expected to:

Directions: Write S on each blank if the given property is

________1. It has no definite shape and moves

Everything around us is matter. The cars that are

Activity: Arrange Me!

Directions: Read the riddles below. Arrange the jumbled

2. Which of the answers above in the riddle is a

3. Which material has a gas inside it?

Matter exists in different states: solid, liquid, gas, and

Directions: Read each observation in the chart below.

Observation Solid Liquid Gas

1. It has a definite shape.

Activity 2. What’s the Matter?

Directions: Identify and write the state of matter.

___________1. milk ___________6. hammer

Plants give off oxygen. Oxygen is a kind of gas that

1. Which of the following is solid?

2. Which does not belong to the group?

3. Which of these statements is true about air?

4. It can flow and takes the shapes of its container.

5. Why is wood solid?

At the end of this unit, you are expected to:

Directions: Fill in the K-W-L Chart below to assess your prior

We learned in the previous lesson that everything in

Directions: Identify whether the underlined word in each

______________1. Soda has no definite shape.

Activity: Observe Me!

2. Get a pitcher of water and pour it to another glass.

3. Try to inflate a balloon.

What is matter made of?

Liquids, unlike solids, have no definite shape. They

In gas, molecules bounce off and move in every

Activity 1. Fill Me!

Directions: Fill in the diagram below with the correct

Directions: Color the square with yellow if the picture or

has definite has no

Directions: Do the activities below and answer the

Materials: rice grains, match box

Directions: Encircle the letter of the correct answer.

1. It is the smallest particles that made up matter.

3. Which of the following substances is gas?

4. In what state of matter can molecules move fastest?

5. Which is NOT true about solids?

At the end of this unit, you are expected to:

Directions: Check (/) all the characteristics of the given

Solid has Definite Shape;

In our last lesson, we have learned about the

Directions: Fill in the table.

States of Arrangement of Examples

Activity: Shape Does Matter

Directions: Do the activities below and answer the

Materials: coin, notebook box, water, vinegar, bottle,

_1. milk _6. hammer