TITLE: "Classifying materials (float or sink, absorbent or non-absorbent)”

INTRODUCTION:
The activity "Classifying Materials" is a science-based exercise that involves
exploring the properties of different materials and classifying them based on their
ability to float or sink and absorb or not absorb water. The activity aims to develop
students' understanding of the characteristics of materials and how they behave when
exposed to liquids. Through this activity, students will learn to identify the properties
that determine whether an object will float or sink in water and predict the behaviour of
various materials when immersed in liquids. Additionally, students will develop their
ability to classify materials as either absorbent or non-absorbent based on their ability
to absorb or repel water. The activity is designed for elementary students and is an
essential part of their scientific education, as it helps to lay the foundation for more
advanced concepts in materials science and physics.

OBJECTIVE:
The objective of this activity is to help elementary students develop their
understanding of the properties of materials by classifying them based on their ability
to float or sink and absorb or not absorb water. By the end of the activity, students
should be able to identify the characteristics of materials that determine their buoyancy
and absorbency, and apply this knowledge to predict how different objects will behave
in water or when exposed to liquids.

Activity 1: Classifying materials (float or sink, absorbent or non-absorbent)

MATERIALS:
Pail half-full of water, small objects such as stone, plastic spoon, silver teaspoon,
one peso coin, rubber ball, plastic toy, aluminium can, drinking water bottle cap, wood,
pencil eraser, metal washer
Problem 1: What materials can float or sink?

Procedure:
1. Place the pail half-filled with water on top of your laboratory table.
2. Predict what happens to the object when dropped into the pail. Write your answers
on the second column on the table below.
3. Now drop one by one the object according to the list. Record the results.
RESULT:

OBJECT PREDICTION ACTUAL RESULT (CHECK APPROPIATE BOX)

FLOAT SINK

Stone

Plastic Spoon

Silver Teaspoon

Can

Rubber Ball

Plastic Toy

Aluminium Can

Drinking water
bottle cap

Wood

Pencil eraser

Metal washer

Answer the following questions:

a. What materials float; sink?
b. What are the characteristics of materials that float; that sink?
c. Give ten more materials found in your home that float and sink.

Problem 2: What materials can absorb and not absorb water?

MATERIALS:
Cotton balls, facial towel, dish washing sponge, paper, aluminium foil, plastic
cup, red bean seed, cork cover of bottle, rubber slipper (portion only), and
plastic bottle with contents.
Procedure:

1. Use the same basin in Problem 1.

2. Place all the objects you brought to class at the same time. Wait for two
minutes. Observe what happens to the different objects.
3. List all objects that absorbed water. Do the same for those that did not absorb.
Record your data in a table with three columns.
Answer the following questions:
a. What characteristics made some materials absorb or not absorb
water?
b. What is the importance of having materials in the house that can
absorb water?
c. What is the use of materials that do not absorb water?
To the teacher: Prepare a summary table on the chalk board for the results of the
activity, Problem

The table will look like this:

Object Prediction (by group) Actual result (check appropriate box)

1 2 3 4 5 Float (by group) Sink (by group)

Stone 1 2 3 4 5 1 2 3 4 5
Plasti
c
spoon

d. Do the same for Problem 2. Make sure that the results presented by the students
are analysed and discussed to draw out a summary of what they have learned.
(Note: Activity 1 can be done in one class meeting)
DISCUSSION:

Buoyancy is the ability of materials to float in water. Some materials that can
float or sink exhibit the property of buoyancy and density. These enable boats and ships
to float. Meanwhile, an anchor of a boat will sink when thrown into the water. An object
will float or sink depending on its density. Density is a measure of the amount of matter
in a given volume of liquid.
If the density of an object is less than the density of the liquid, the object will float. An
object will sink if its density is greater than that of the liquid.
Porosity is a property of material that allows it to absorb water and other
liquids. A material that is porous like dishwashing sponge is an example of an
absorbent material. Other porous materials include cotton balls, gauze, blankets and
pillows. Non-absorbent or non-porous materials are those that do not absorb water
like plastic bags, canisters, cans and ceramic mugs. They are useful for storing food
items therefore they should be kept dry. Umbrellas and rain coats are also non-
absorbent.
What other materials in your home can be listed as porous or absorbent and non-
porous or non-absorbent?
Title: Describe the Object's Shape and Space Occupied"

INTRODUCTION:
The activity "Describe the Object's Shape and Space Occupied" is a math-based
exercise that involves analysing and describing the geometric characteristics of objects.
The activity aims to develop students' understanding of the properties of two- and
three-dimensional shapes, as well as their ability to measure and compare these
attributes. Through this activity, students will also learn how to describe and analyse
the spatial relationships between objects and how to communicate their findings using
appropriate mathematical vocabulary. The activity is designed for elementary students
and is an essential part of their mathematical education, as it helps to lay the foundation
for more advanced geometry concepts in later years.
OBJECTIVE:
The objective of this activity is to help elementary students develop their ability
to describe and analyse the shapes of objects and the space they occupy using
appropriate geometric language and tools.
By the end of the activity, students should be able to identify and name two- and three-
dimensional shapes, measure and compare their attributes such as length, width, height,
and volume, and use this information to describe the spatial relationships between
objects. Additionally, students should be able to communicate their observations and
findings clearly and accurately using proper mathematical vocabulary.

MATERIALS NEEDED:

 3 object of different shapes and sizes labelled A, B, and C (ex, pingpong ball,
marble, dice, or coin),
 3 small transparent plastic containers of different shapes labelled 1, 2, and 3
(ex. square or rectangle, round container, a jar)
 Plastic soda bottle filled with colored water (food coloring can be mixed
with water) ∙ empty round and elongated balloon,
 Record notebook.

Procedure:

1.1 Place each object A, B, and C one at a time, into each of the containers- 1, 2 and 3.
1.2 Gently shake the container with its content. Observe and record any changes in the
objects. Remove the objects from the container.
 QI. Press each objects A, B, and C. Did the shape of objects A, B, and C change?
Q2. Did the size of objects A, B, and C change in the three different
containers after shaking?
Q3. The Objects in step 1 are all solids. Based on your observations, what can
you infer about the shape and volume of a solid?

Step 2
2.1 Pour colored water from the soda bottle into the first plastic container (CI) used in
Part A to fill it. Observe, and draw the shape of the colored water in your notebook.
2.2 Next pour the colored water from the first container (CI) into the second
container (C2). Observe and draw the shape of the colored water inside the
container.
2.3 Pour the colored water from the second container (C2) into the third container
(C3). Again observe and draw the shape of the colored water.
Q4. Did the shape and space occupied by the colored water change when
placed in the different containers?
Q5. From your observations of liquid colored water, what can you infer about
the shape and volume of a liquid?
Step 3
3.1 Blow air into the round balloon. Tie the opening and observe what happens to the
shape of the air inside the balloon. Press gently the balloon with your hand.
Observe what happens.
3.2 Do the same step using the elongated balloon.
3.3 Predict what will happen to the air inside the 2 balloons when you untie them.
Record your predictions.
3.4 Hold each of the balloon and carefully undo their twisted tie on the neck. Observe
and record your data.
Q6. Describe and explain the shape of the air inside the round and elongated
balloon. Q7. What happened to the air inside the balloons when these were
untied?

Q8. Air is a mixture of a gases. From your observations in step 3, what can you
conclude about the shape and volume of a gas?
RESULT:

OBJECT PREDICTION ACTUAL RESULT (Check

appropriate box)

DISCUSSION:
The "state" of matter refers to the group of matter with the same • properties.
Materials are grouped together according to their properties.
If a material is grouped as solid, it has a definite shape, and volume. The volume
or size of an object or material is the amount of space it occupies.
Consider the different materials in Activity 1. Materials retain their shape and
volume even when they are transferred from one container to another or no matter
where they are placed. Hence, they are grouped as solid.
If a material is in a liquid state, it has a definite volume but follows the shape of
its container. The colored water in Activity 1 was transferred from one container to
another. The volume of water or its amount or size remained the same in the process of
pouring from container to another. However, the water's shape varies since it occupies
whatever space is allowed by its containing vessel. Thus, it is classified as liquid. It is
important to note that beyond the capacity of its container, liquid will spill.
A material in a gaseous state has no definite shape and volume. It has the ability
to spread filling out any available space of its container. The air blown into the balloons
of different shapes was a mixture of gases. The shape and volume of air once inside the
balloons also follow the shape and; volume of the container.
Title: “State Sorting Game”

INTRODUCTION:
The "State Sorting Game" is an educational activity designed for elementary
students to develop their knowledge and understanding of the geography. The activity
involves sorting states by region, capital, population, or other characteristics, depending
on the learning objective. By participating in this activity, students will become familiar
with the names and locations of the fifty states, as well as their capitals and other key
features. They will also develop their critical thinking skills as they analyse and
categorize the states based on different criteria. The State Sorting Game is an interactive
and engaging way for elementary students to learn about the geography and is an
essential part of their social studies education.

OBJECTIVE:
The objective of this activity is to help elementary students develop their skills in
classifying different materials based on their physical properties. By the end of the
activity, students should be able to distinguish between materials that float or sink in
water and classify them accordingly. Additionally, students should be able to identify
materials that are absorbent or non-absorbent and describe the factors that affect
absorbency, such as texture, porosity, and surface area. Through this activity, students
will develop their critical thinking skills and their ability to classify objects based on
observable characteristics. The activity is designed for elementary students and is an
important part of their scientific education, as it lays the foundation for more advanced
concepts in materials science and physical properties of matter.

MATERIALS:
A variety of objects that represent each state of matter (e.g., solid, liquid, gas).
Examples include ice cubes, water, balloons filled with air, rocks, pencils, paper, cotton
balls, etc.
Labels for each state of matter (e.g., Solid, Liquid, Gas)
Container or tray for each label
Instructions:
Introduce the concept of states of matter to the students. Explain that matter can exist
in three states: solid, liquid, and gas.
Divide the class into small groups and provide each group with a set of objects that
represent each state of matter.
Give the groups a few minutes to examine and discuss the objects. Ask them to identify
the state of matter of each object and discuss their reasoning.
Provide each group with a set of labels for each state of matter (Solid, Liquid, and Gas)
and ask them to sort the objects into the appropriate container or tray.
After the groups have completed their sorting, have them compare and discuss their
results. Ask them to explain their reasoning for sorting the objects the way they did.
As a class, discuss the properties of each state of matter and ask students to identify
real-life examples of each state of matter.

Optional: For an extension activity, ask the students to create a chart or graph to
represent the number of objects in each state of matter.

RESULT:

OXYGEN BOTTLED MILK BAG COTTON

BLACK OF WOOD AIR SWEAT OIL

CLASSIFICATION MATERIALS
OF MATTER

SOLID

LIQUID

GAS

DISCUSSION:
The State Sorting game is an activity that involves classifying materials based on
their physical properties, such as their state of matter (solid, liquid, or gas), color,
texture, and density. This activity is designed to help students develop their scientific
thinking skills and understanding of physical properties, as well as their ability to
observe and compare different materials. During the activity, students are typically
presented with a set of materials, such as rocks, metals, liquids, and gases, and asked to
sort them into groups based on their physical properties. This may involve observing
and comparing the materials based on their appearance, texture, and other
characteristics.
The State Sorting game is an effective way to teach students about the properties
of materials and how they can be used to classify and organize different substances. By
engaging in hands-on sorting activities, students can develop their critical thinking skills
and gain a deeper understanding of the physical world around them.
In addition to helping students develop their scientific thinking skills, the State
Sorting game can also be used to teach other important concepts, such as the properties
of matter, the differences between physical and chemical changes, and the role of
physical properties in everyday life. For example, students may learn about how the
physical properties of materials can be used to identify them, how they are used in
manufacturing and construction, and how they affect the behaviour of materials in
different environments.
Overall, the State Sorting game is an engaging and effective way to teach
students about physical properties and classification of materials. By engaging in hands-
on activities and exploring the properties of different materials, students can gain a
deeper understanding of the physical world around them and develop important
scientific thinking skills.
REFERENCES: