4

Science
Quarter 1 – Module 1:
Properties of Matter
Science – Grade 4
Alternative Delivery Mode
Quarter 1 – Module 1: Properties of Matter
First Edition, 2020

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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Janice M. Creencia

Editor: Charito Lyn H. Lumibao
Reviewer: Esther M. Calderon
Illustrator: Ace F. Ebuen
Layout Artist: Lorraine Lee A. Sangalang
Cover Design: Marlon Q. Diego

Management Team:
Schools Division Superintendent
OIC-Asst. Schools Division Superintendent
Chief Education Supervisor, CID
Education Program Supervisor, LRMDS
Education Program Supervisor, AP/ADM
Education Program Supervisor, Science
District Supervisor, Limay
Division Lead Book Designer
District LRMDS Coordinator, Limay
School LRMDS Coordinator
School Principal, Science
District Lead Layout Artist, Science
District Lead Illustrator, Science
District Lead Evaluator, Science
District Lead Language, Science
Printed in the Philippines by Department of Education – Schools Division of Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
: Romeo M. Alip, PhD, CESO V
: William Roderick R. Fallorin
: Milagros M. Peñaflor, PhD
: Edgar E. Garcia, MITE
: Romeo M. Layug
: Edwin R. Bermillo
: Elma P. Dizon
: Judy T. Briz
: Joan C. Padua
: April Lyn S. Esperida
: Janny L. Manla
: Alberto B. Lorenzo
Lorraine Lee A. Sangalang
: Ma. Bernadette E. Mendiola
Freda D. Salavaria
: Janny L. Manla
Mary Grace N. Bamba
: Arlene M. Vallejos
Grace V. Magaogao
 4

Science
Quarter 1 – Module 1:
Properties of Matter
Introductory Message
For the facilitator:

Welcome to the Science – Grade 4 Alternative Delivery Mode (ADM) Module on

Properties of Matter!

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.

ii
For the learner:

Welcome to the Science – Grade 4 Alternative Delivery Mode (ADM) Module on

Properties of Matter!

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:

This will give you an idea of the skills or

What I Need to Know
competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know 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 help you link
What’s In
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
What’s New
song, a poem, a problem opener, an activity
or a situation.

This section provides a brief discussion of the

What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More 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.
This includes questions or blank
What I Have Learned
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do
help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.

iii
 In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

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. Use a separate sheet of paper in answering the exercises.
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.
6. Return this module to your teacher/facilitator once you are through with it.
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!

iv
 What I Need to Know

This module is written and designed for the learners to have a deeper understanding
of the materials (matter) around him/her.

At the end of this module, the learners are expected to…

1. Classify materials based on the ability to absorb water, float, sink and
undergo decay (S4MT-Ia-1)
2. Identify materials based on their ability to absorb water, float, sink and
undergo decay
3. Describe materials based on their ability to absorb water, float, sink and
undergo decay

1
 What I Know

Hello, there young explorer!

Let me test how smart you are.
Read each sentence carefully. Encircle the letter of the correct answer.

1. It is the ability of a material to allow the liquid to pass through.

a. decay b. matter c. non-porous d. porous

2. It is anything that occupies space and has a weight

a. decay b. mass c. matter d. volume
3. This means to stay at the top of the water.
a. float b. decay c. matter d. sink
4. This means to fall below the surface of the water.
a. decay b. float c. material d. sink
5. Which of these materials will float when placed on water?
a. coins c. marbles

b. empty plastic bottle d. rocks

6. Mika wants to collect materials that sink. Which of these should NOT be
chosen?
a. coins b. marbles c. metal fork d. plastic cover
7. This means to be slowly destroyed into bits in the presence of water, air,
and soil.
a. decay b. disappear c. float d. sink
8. Which of these materials undergo decay?
a. banana peeling b. marbles c. mirror d. rocks
9. Which of the following DO NOT contribute to the decaying process?
a. microorganism b. sound c. sunlight d. water
10. What will you do if you want to avoid the quick spoilage of leftover food?
a. Put the leftover food in a cold place like the refrigerator.

b. Place them on the table and cover it.

c. Let them be exposed on the table even without a cover.

d. Hang them outside your house.

Nice try young explorer

2
 Chapter

1 Properties of Matter

WELCOME to the world of MATTER!

Look around your house, or you can even look outside the window. What do you see?
You see a lot of things around you, right? You are surrounded by different materials.
Everything that surrounds you is called matter.

You already know that matter is anything that occupies space and has weight or
mass. It is something that can be felt by us like air, water, food, trees, animals, etc.
We are surrounded by matter. All these things occupy space and have their own
masses. 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 according to their
properties? That they have different characteristics? Yes, they do! Observe the
materials around you. They differ in, color, size, shape, texture, and others. These
materials also differ in their abilities. Such those are…

The ability to absorb water

The ability to sink and float

The ability to undergo decay

As we go through this module, you will be able to know different

properties/characteristics of matter such as size, shape, color, odor, texture, and
others. That they differ based on their abilities.

M- aterials
So, are you ready for a whole week of exploration?
A – nd
Let’s go! T – hings

T–o

E – xplore and
R - eview

3
 Lesson

1 Materials that Absorb Water

There are different materials around us that can be classified according to their
properties. They can be classified based on their ability to absorb water. Some
materials can absorb water more than others.

What’s In

Let us have a short review of how much you have learned about states of matter. I
have here some materials. Name them then identify whether they are solid, liquid,
or gas.

j/t

Based on the given pictures, which are solids? Liquid? Gas?

Fill up the chart. Group the materials according to state of matter.

4
Write their name in the corresponding column.

Solid Liquid Gas

What’s New

Hi! I’m Zito. I need

your help.

Zito collected solid materials from their house. What will happen if Zito puts
each of them in a basin with water? Can you help Zito find out what will happen?
Let us do a simple experiment.

Here are the solid materials that Zito collected from their house. You can also
look around your house and use the same materials that Zito collected.

5
 What is It

Oops! Just a
few reminders
before you
Activity 1 start!

What you need:

Safety first.
cotton t-shirt sponge Be careful.
Seek for
guidance.
rubber ball face towel Do it with
enthusiasm.
Enjoy!
What to do:

1. Put the materials one by one in the basin.

2. Lift up the material then squeeze it. Let the water
drip down in the basin. Did the material get wet? Did
the water come out when you squeezed it? Did the
material become heavier when wet?

3. Record your observations in the chart.

4. Do the same procedure on other materials.

Characteristics Characteristics
Write √ if the
of material of material after
Name of material absorbs
before adding adding water
material water and x if
water
does not.

1. What are the characteristics of each material before placing them on water?
2. What comes out when you squeezed each material?

3. Did all materials absorb water?

4. What are the materials that absorbed water? What are these materials made of?
5. What are the materials that did not absorb water? What are these materials made
of?

6
 What is It

Materials around us can be classified according to their properties. It can base on

their ability to absorb water. Some materials absorb water more than others.
Some materials are porous and some are non- porous.

Porous materials are materials that have small holes that allow air or liquid to pass
through.
Non-porous materials are materials that do not allow air or liquid to pass through.

In your previous activity, which are porous materials? Which are non-porous
materials? What have you found out?
This time, try to give examples of porous and non- porous materials.

What’s More

Direction: Put a check (/) in the box before each number if the material on the picture
absorbs water and cross (x) if it does not absorb water.

1 2 3

4 5 6

7 8 9 10

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 What I Have Learned

Help me create a science

concept by filling up the
blanks with the correct words.
Choose from the word bank
below.

Thank you for

exploring with
me!

Materials can be classified based on their ability to _______ water.

Some materials are _____ that _______ water or air to pass through.
Some materials are _________ that do not allow air or water to ________through.

porous absorb pass non-porous allow

What I Can Do

To measure how much you have learned, do the activity below:

A. Direction: Analyze the following situation then choose the correct answer. Circle
the letter of your choice.

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 1. Zito was asked by her mother to wipe the
water that dripped from the container.
Which do you think is the best material to
use?

a. b. c.

2. After cleaning the house, Zito took a bath.

After taking a bath, he needs to dry himself up.

Which material should he use?

a. b. c.

3. It was raining and Zito needs to run

some errands for his mother.

Which one from the following choices should

he use for him not to get wet from the rain?

a. b. c.

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 4. Sasi, Zito’s sister is crying. Which material

should she use to dry her tears?

a. b. c.

5. Zito and his mother went to the market.

They bought some fish and squid.

Where they should put the fish and squid?

a. b. c.

Additional Activities

Go around your house. Collect at least ten solid materials and test them as to
whether they absorb water or not.

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 Lesson

2 Materials that Sink and Float

Materials around us have different characteristics. Some of them sink while others
float. Which materials do you think float and which materials sink? Why do you think
some float while others sink?

As we go along with this lesson, you will find out the answers to these questions.

Are you in for another adventure?

Alright, let’s go!

What’s In

Let us go back to our previous lesson. Can you still recall it? What do you remember
about the lesson? Which of these materials absorb water and which does not absorb
water? Can you name them? Write your answers in a sheet of paper.

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 What’s New

You have learned from your previous lesson that materials can be classified based
on their ability to absorb water. That some materials absorb water more than others.

Today, we will do another activity and will try to discover another characteristic of
the materials around us.

Did you know that some materials around us float while others sink?

What do we mean by the word float and what do we mean by the word sink? I will
tell you the difference between the two.

Take a look at the pictures below. What do you notice from the objects on the first
box? on the second box?

Float Sink
means to stay on top VS
means to fall on the bottom of the water

Let us do an activity that will help you understand the concept of floating and
sinking.
What you need: Oops! Just a
few reminders
empty plastic bottle or plastic cup
before you
pencil metal spoon styrofoam start!

toy made of a plastic water basin

What you need to do: Safety first.

Be careful.
1. Put the water into the basin. Seek for
2. Put the materials one by one in the basin with guidance.
Do it with
water. Observe if the materials will sink or float. enthusiasm.
3. Record it in the data chart below. Enjoy!
4. Do the same procedure for the rest of the
materials.

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 Materials that float Materials that sink

1. What happens to the materials when you put it in the water?

2. Did they float or sink?
3. Which materials float? What are these materials made of?
4. Which materials sink? What are these materials made of?
5. Why do you think some of them float while others sink?

What is It

As I have said earlier, materials have different characteristics. And that we can
identify those characteristics based on their abilities. In this case, we can say that
materials can be classified also on their ability to float or to sink.

Based on the activity that you did, we can say that some things float on the top of
the water, some things submerged partway down, and some materials sink. Some of
them sink very fast and some sink very slowly.

The shape of the object can affect its ability to float, but some materials float no
matter what their shape is. The best example of this is the Styrofoam and balsa wood.

Some materials float at first but sink as they absorb water.

Some of the materials that tend to float are materials that are made of wood.
Examples of these are pencils, chairs, and tables. Materials that are made of plastic
also float. While materials that made of metal usually sink.

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 What’s More

Classify these materials according to whether they float or sink in a body of water.
Write their letter under the proper box.
a b c d

e f g

h i j

materials

float sink

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Complete the science concept. Arrange the given jumbled letters.
What I Have Learned

Now I know that…

ISKN means to go WOLEB the surface of the

water.

FTOLA means to stay BAVEO the surface of

the water.

Some things float on top of TERWA some

stay submerged partway down, and some
things sink.

Some things float at first but then sink as

they BABORS water.

What I Can Do

Analyze and answer:

1. Why do you think people use floaters when swimming?

a. Because floaters make them afloat and avoid them from drowning
b. Because they look attractive when you use them
c. Because floaters are cheap
d. Because floaters are easier to use
2. What happens to a paper boat when you place it on water?
a. It will remain floating.
b. It will sink quickly.
c. It will float at first but will sink as soon as it absorbs water.
d. It will sink at first then will suddenly float.
3. What do pencil and popsicle stick have in common?
a. They both used in cooking.
b. They both can sink.
c. They are both made of wood and have the characteristic that floats in
water.
d. They are both used in writing.
4. Which of these groups of materials is the best use as floaters?
a. stone, pebbles, and metal pipe

15
 b. paper, books, and leather bag
c. cotton fabric, leather shoes, and paper plate
d. styrofoam and empty water bottle
5. If a block of metal and a block of wood with the same size are dropped in
water, what do you think will happen?
a. Both of them will float.
b. Both of them will sink.
c. The block of metal will float while the block of wood will sink.
d. The block of metal will sink while the block of wood will float.

Additional Activities

Go around your house. Get five materials then test if they will float or sink.

Lesson

3 Materials that Undergo Decay

Some materials around us may undergo decay while some may not. Let us discover
which of these undergo the decaying process. Do they decay at the same time? What
factors contribute to the decaying process?

What’s In

In our last lesson, we have learned about the materials that can float and sink. Let’s
have a short review.

A. Read the sentences below. Write TRUE if the statement is correct and
FALSE if the statement is not correct.

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___________ 1. To float means to go below the surface of the water.

___________ 2. To sink means to stay above the surface of the water.

___________ 3. Materials that float are materials that are made of wood.

___________ 4. Materials that sink are usually made of metal.

___________ 5. Children can use floaters in the swimming pool to keep them afloat in
the water.

B. Classify each material. Which of these will float put a before each

number. Which of these will sink, put a before each number?

_____1. _____4.

_____2. _____5.

_____3.

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 What’s New

I have pictures of calamansi. Look at the difference between the two groups of
calamansi. What can you say about the calamansi in box A? Describe it. How about
the calamansi in box B, what can you say about it?

Box A Box B

Let us learn more about the characteristics of matter by doing another interesting
activity.
What you need:
transparent plastic cups aluminum foil or plastic wrapper

water any leftover foods kangkong or camote tops

plastic bottle caps (without carton or cork) Oops! Just a few

reminders before
What you need to do: you start!
1. Prepare the materials you need for your activity.
2. Describe the characteristics of each material. Record
it on the chart given below. Note its color, size, texture, Safety first.
smell, and others. Be careful.
Seek for
3. Cut each material into small pieces. guidance.
4. Set up the two plastic cups. Label it with A and B. Do it with
enthusiasm.
5. On cup A, place the pieces of aluminum foil at the Enjoy!
plastic bottle caps.
6. On cup B, place the piece of leftover foods and the kangkong or camote tops.
7. Put ½ spoonful of water into each setup to moisten it. Cover it with small
black plastic tightened with rubber band to present any insects or ants to get
into the food.
8. Put both the set up outside where it can be exposed by sunlight and partial
shade during the day.
9. Keep the setup for seven days then make observations. Remove the cover of
the setup and turn the contents inside then return its cover tightly.
10. Observe the changes on both set up. Record your observation on the
3rd and 7th day describing its color, size, texture, smell, and others.

18
 Characteristics of
Name of
Materials Before On the 3rd Day In the 7th Day
Materials
Placing in the Setup

What is It

Based on the activity that you did, what have you noticed to the materials that you
put in set-up A? How about in set-up B? Was there a difference in their appearance
before placing them in the setup and upon checking them after a few days?

Let us discuss your observations. In set-up A, you noticed that nothing has changed
in the materials that you put in it. Such materials did not undergo the decaying
process. But in set-up B, materials that you put changed its appearance (its color,
size, texture, and odor). These materials went through decaying process.

What do we mean by decay?

Decay means to be slowly destroyed into bits in the presence of water, air, and soil.

Here are the factors that contribute to the decaying process of materials:

sunlight

water

soil

air

action of microorganisms

Not all materials decay and these materials are usually made of metal, rubber,
plastic, and glass.

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Plants and animals are the best examples of matter that undergo decay. But
remember, not all plants and animals decay at the same time. Some plants and
animals decay faster than others.

What’s More

Study the following pictures. Circle the materials that undergo decay.

What I Have Learned

Let’s complete the science concept below. I have

some words from the heart below. Will you help me?

Remember these:
➢ To ________ means to be slowly destroyed
into bits in the presence of water, air,
plants undergo
_________, and soil.
➢ Not all materials _______ decay. decay plastic
➢ Materials that are made up of metal,
sunlight
rubber, ______, and glass do not undergo
decay.
➢ __________, animals and leftover foods
undergo decay. They do not decay at the
same time. Some decay faster than others.

20
 What I Can Do

Zito and Sasi were asked by their mother to separate the garbage from decaying to
non-decaying.

Will you help them segregate it properly? Write the name of the materials inside the
proper bin.

21
 Additional Activities

Make a further investigation.

Prepare the same setup at home. Make an observation. Which materials decay
fast and which decay slowly?

Materials that decay fast Materials that decay slowly

Assessment

Time to check your mastery!

Complete each sentence by choosing the word that corresponds with it. Write your
answer on the blank provided.

1. Which of the following materials can absorb water?

a. can b. metal pipe c. plastic bottle d. sponge
2. Why do porous materials absorb water?
a. Because they are colorful
b. Because they have holes where water passes through
c. Because porous materials are heavy
d. Because porous materials do not have holes where water can pass through

3. Which of these materials does NOT belong to the group?

a. Towel c. Styrofoam c. popsicle stick d. rubber ducky
4. What happens to a paper boat when you place it on water?
a. It will sink fast.
b. It will remain floating
c. It will float at first but will sink as soon as it absorbs water.
d. It will sink at first then will suddenly float.
5. This means to be slowly destroyed into bits in the presence of water, air, and
soil.
a. decay b. disappear c. float d. sink

22
6. Which of the following DO NOT contribute to the decaying process?
a. microorganism b. sound c. sunlight d. water

7. Ema wants to delay the spoilage of her baked macaroni. Where should she
put it to preserve?
a. Hang them on the ceiling.
b. Place it inside the refrigerator.
c. Place it on the table without cover.
d. Let it be exposed outside the house.
8. How will you know if the food is already spoiled?
a. It tastes good.
b. It smells and tastes bad.
c. It smells good.
d. It has molds in it.
9. Which of these materials undergo decay?
a. banana peeling b. marbles c. mirror d. rocks

10. What is the benefit of decayed materials in soil?

a. They produce organic fertilizer that helps plants grow healthier.

b. They add to the pollution in the environment.

c. They can produce food that can be eaten by humans.

d. They can be added to our food.

Well done!

23
 24
What I Can What’s new (Lesson 3)
Do (Lesson What I
Post-
3) have Foil:
assessment: What’s
learned shiny,smooth/shiny,smooth/
decaying: (Lesson 3) more
1. D shiny,smooth
2. B (Lesson 3)
3. A eggshell, decay kangkong,camote tops:
leftover Encircle:
4. C fresh,good smell/turned into
foods, sunlight banana,
5. A brown,soften/started to
bread egg,
6. B undergo decay,bad smell
7. B tomato,
8. B fish, plastic bread, leftover food:fresh,good
9. A banana and smell/became moist,bubbles
10. A peel plants calamansi formed/spoiled,bad smell
non-
decaying:
What’s new (Lesson2)
What’s in What I Float:
(Lesson 3) What I What ‘s
have
can more empty plastic bottle, pencil,
false happy learned
do(Lesson (Lesson2) plastic toy, styro
(Lesson
2)
false sad 2) Float: sink Sink: Metal spoon
1. A b a
true sad sink 1. some float/sink
2. C c d
below 2. yes
true happy 3. C f e
float 3. plastic/rubber
4. D h g
water 4. metal
true happy 5. D i
absorb 5. because some are
heavy/light; some absorb
water others do not
What’s In: What I What is it What’s In:
(Lesson 2) have What’s (Lesson1) (Lesson 1)
learne more What I
Absorb: (Lesson1 1. cotton/sof Solid: Know:
d
What I ) t/light/ notebook,
(Lesson 1. D
floor mat, can heavier √ book, chair,
1) 2. C
tissue, do(Lesso 1. / 2. t-shirt biscuit
handkerch n 1) 1. a 2. X /soft/light 3. A
ief, pillow bsorb 3. / /heavier √ Liquid: 4. D
1. A 2. p 4. X 3. sponge/ 5. B
Does not 2. C 5. X soft, light/ alcohol, 6. D
orous
absorb: 3. A 3. a 6. X heavier √ coffee, fish 7. A
4. A llow 7. / 4. rubber sauce 8. A
plastic 5. B 8. / ball/ hard,
4. n 9. B
cover, 9. X light/light Gas: air inside
on- 10. A
plastic 10. / x the balloon,
porou
cup, s 5. towel/ smoke
plastic 5. p light, soft/
dustpan, heavier√
Answer Key
References
DepEd (2016). Curriculum Guide. Science 5

DepEd (2013). Science 4. Teacher’s Guide. First Edition, pages 2-11

DepEd (2013). Science 4. Learner’s Materials. First Edition, pages 2-10

25
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph