MODULE 1- PROPERTIES OF MATTER

P INSTITUTIONAL OUTCOMES:

Northeastern Mindanao Colleges is committed to produce graduates who:

1. engage in lifelong learning and understand the need to abreast with the developments in
the field of practice;
2. communicate effectively;
3. work effectively and independently in multidisciplinary and cultural teams;
4. practice professional, social, and ethical attitudes, values and responsibilities; and
5. appreciate and value “Filipino historical and cultural heritage” and uphold constitutional
and statutory guarantees.

PROGRAM OUTCOMES / DEPARTMENTAL OBJECTIVES:

In pursuance of the above-stated mission, the objectives of the Bachelor of Secondary
Education are as follows:
1. acquire higher level literacy, communication, numeracy, critical thinking, learning and ICT
skills needed for lifelong learning;
2. demonstrate deep and principled understanding of how educational processes relate to
larger historical, social, cultural, and political processes;
3. manifest a meaningful and comprehensive knowledge of the subject matter they will teach;
4. apply a wide range of teaching processes skills including curriculum development, lesson
planning, materials development, educational assessment, and teaching approaches;
5. cultivate direct experience in the field/classroom (e.g . classroom observations, teaching
assistance, practice teaching);
6. demonstrate and practice the professional and ethical requirements of the teaching
profession;
7. reflect on the relationship among the teaching process skills, the learning processing in
the student, the nature of the content/subject matter, and the broader social forces
encumbering the school and educational processes in order to constantly improve their
teaching knowledge, skills, and processes; and
8. possess willingness and capability to continue learning in order to better fulfill their
missions as teachers.
In pursuance of the above-stated mission, the objectives of the Bachelor of Elementary
Education are as follows:
1. acquire basic level literacy, communication, numeracy, critical thinking, learning and ICT
skills needed for lifelong learning;
2. demonstrate deep and principled understanding of the learning processes and the role of
the teacher in facilitating these processes in their students;
3. manifest a meaningful and comprehensive knowledge of the subject matter they will teach;
4. cultivate direct experience in the field/classroom (e.g . classroom observations, teaching
assistance, practice teaching);
5. demonstrate and practice the professional and ethical requirements of the teaching
profession;
6. facilitate learning of diverse types of learners, in diverse types of environment, using a
wide range of teaching knowledge and skills; and
7. show creativity and innovative thinking of alternative teaching approaches and evaluate
the effectiveness of such approaches in improving student learning.

COURSE DESCRIPTION:
The course includes understanding of spiraling basic science concepts and application of
science inquiry in Chemistry and Biology and the use of teaching strategies in elementary science,
development of instructional materials and assessment. Content topics in Chemistry include
Properties and Structures and Matter and Changes that Matter Undergo. In Biology, content
topics include Parts and Functions of Animals and Plants, Heredity: Inheritance and Variation,
Biodiversity and Evolution and Ecosystems.
ROGRAM OUTCOMES
INTRODUCTION:
Science in the early years (K to 12) is incorporated in the other subject areas to develop
Healthy Habits, Curiosity about the Self and Environment, Use of Basic Process Skills
and Develop Basic Scientific Knowledge and Concepts. In the upper grade levels from
Grade 3 to Grade 6, Science as a learning area include essential skills in Scientific
Inquiry to include Designing Simple Investigations, Using Appropriate Procedure and
Tools to gather evidence, observe patterns, determine relationship, draw conclusion
and communicate ideas.
 LESSON 1: PARTS AND FUNCTIONS OF HUMAN BEING

INTRODUCTION:
This module will introduce you to the human body the sense organs, major body organs
and how the different organ systems work together to keep you alive. Moreover, you will
also learn about the structure of male and female human reproductive system.

MODULE LEARNING OUTCOMES:

In this module, you should be able to:
1. describe the human sense organs and how to take care of these organs
2. discuss the major body organs in human
3. describe the structure and functions of the male and female human reproductive
systems; and
4. explain how the different human organs systems work together.

LESSON 1 – HUMAN SENSE ORGANS (GRADE 3)

LESSON LEARNING OUTCOMES:

In this lesson, you should be able to:
1. describe the parts and functions of the sense organs of the human body;
2. enumerate healthful habits to protect the sense organs;
3. infer how healthful habits are helpful in protecting the sense organs
PRE-ASSESMENT:

Instructions:
A. Choose the correct answer by encircling the letter.
1. The outer protective covering of human body is known as
a. receptor
b. skin
c. layer
d. sensory cell
2. The inner lining at the back of the eye known as
a. retina
b. iris
c. lens
d. cornea
3. Taste cells on our tongue that receive the stimulation of taste are known as
a. taste buds
b. cotton buds
c. receptor
d. tube
4. An organ which is the most important articulator of speech is
a. eyes
b. nose
c. tongue
d. face
5. The receptor that is sensitivity to light is called
a. georeceptor
b. chemoreceptor
c. baroreceptor
d. photoreceptor

LESSON MAP

FIVE SENSES
AND ORGANS

Sense of Sense of
Sense of Smell Sense of Taste Sense of Sight
Touch Hearing

Tongue Skin Tongue Ear Eyes

 CORE CONTENTS

ENGAGE: KNOWING THE FIVE SENSES AND ORGANS

Instruction: Observe the each picture and answer the following questions below.

How is your skin when you are under the sun? How does it feel when your hearing too loud music?
____________________________________________ ___________________________________________
____________________________________________ ___________________________________________

Why do we tastte ampalaya as bitter? Why smell the perfum when someone sprayed around us?
____________________________________________ ___________________________________________
____________________________________________ ___________________________________________
 How does it feel when there is no light (blackout)?
___________________________________________
___________________________________________

EXPLORE: COMPREHENDING THE SENSE ORGANS

Humans know of their surrounding because of the sense organs. Each sense organ has distinct
parts and functions. Let us begin studying the five sense organs of the human body that enable
us to respond to stimuli making us more aware of our body and our environment.
SENSE ORGANS OF THE HUMAN BODY
1. The Eye
The eye is the sense organ that allows one to see. It has receptors that receive light as stimulus
from our surroundings. Light enters the cornea of the eye. Behind the cornea is a ring of muscle,
the iris which expands or contracts in response to light. The pupil changes its size to control the
amount of light that enters the eye.

When would a pupil become wide? Light passes the pupil into the lens. Here, the muscles of the
lens change in shape and direct light into the retina. There are two kinds of receptor in the retina;
the rods that detect the presence or absence of light and the cones that detect color of objects
that you see.

What receptors are active at night? How do you identify images around you? The rods and cones
are parts of the sensory neuron that form the optic nerve. The optic nerve connects to the brain.
When light stimulates the retina, the message is sent to the brain by the optic nerve. The brain
interprets and forms an image that you see.

How do you take care of your eve? Eyes should be used and taken cares properly. Here are some
ways.
• Eat Vitamin A rich food to make our eyes healthy.
• Limit viewing time to television, cell phones, tablets and other gadgets that strain
the eyes.
• Use eye glasses to reduce glare and present dust from entering the eyes.
• Do not rub the eyes.
• Visit a doctor when your vision becomes blurred.
• Have an eye checkup when necessary for diagnosing eye defects like
nearsightedness and astigmatism.
• When given corrective lenses, use these as directed by ophthalmologist, or eye
specialist.

2. The Ear
The ear makes us identify sounds around us. It is the body organ that makes us hear. We hear
because the outer ear collects sound waves that travel in the air to the ear canal. The eardrum
vibrates and moves the three small bones (hammer, anvil, stirrup) of the middle ear. From there,
the sound receptors in the fluid filled cochlea produce vibration as the sound waves travel into the
inner ear. The nerve transmits the stimulus to the brain and is interpreted. Then we can distinguish
what we hear. The ear also helps us maintain balance.

What are the ways by which we can take care of our ears?
Being deaf can be inherited but some people become deaf because of diseases and poor ways
of taking care or the ear. We can prevent some forms of deafness.

3. The Nose
The nose makes us smell. There are receptors in the nose that are stimulated by perfume, coffee
brew, decaying trash, burning paper, or chicken stew. How does odor reach your nose? Odor or
smell produced by perfume, for moves in the air and once it reaches the two openings of makes
The nose or nostrils, it stimulates the smell receptors along the nasal cavity. The stitimulus is
carried to the brain by the olfactory nerve and is interpreted.
Can you recognize sliced garlic from onion with your eyes closed?
Why do you sniff when you want to make sure of the smell of burnt food?
Can we detect poisonous food by its smell?
Why do you need to clean your nostrils regularly?

There are two body sense organs that have special features. These are the tongue and the skin.
The tongue is a muscular organ located inside the mouth. It is covered by moist pink tissue called
mucosa. All over the surface of the tongue are tiny bumps called papillae where the taste buds
are located.

4. The Tongue
Taste is usually associated with smell. When you have stuffy nose, you say that the food is of bad
taste. The taste receptors can detect chemicals in substances just like the smell receptors. The
receptors are located in the taste buds of the tongue. There are four primary types of tastes-
sweet, bitter, sour and salty. Some are combinations of several primary tastes.

Give examples of food dishes with two or more tastes combined.

How can we taste food? Food must first be dissolved by our saliva when we eat. This will be
detected by the taste receptors and interpreted by our brain, and then we can distinguish one
taste from another.

How do we take care of our tongue? Enumerate ways to care and protect our tongue.
https://www.dreamstime.com/illustration/taste-areas-tongue.html

5. The Skin
The skin is all over the human body. It protects the inner body parts from exposure to harmful
substances and even germs. The skin enables us to detect sensation, temperature, pressure and
pain. There are receptors in the SK d detect stimuli. For example, when you are wounded, you
feel pain because the pain receptors react to the injury and feeling the pain will tell us that
something has to be done with the wound, Hot and cold air or water can be detected by
temperature receptors. Our skin is also sensitive to touch. A light comforting touch by your mother
makes you smile even when you are sick.

http://biostudy4u.com/physiology/integumentary-system/
EXPLAIN: Grasping the Concepts of Sense Organs

Instruction: Enumerate the parts of the eye as shown in the picture and identify the function
of each on right side of picture. Answer the questions being asked. You can utilize any resource
as reference.
How do you take care of your eyes? Give five
good practices in taking care of your eye and
five practices that destroy your eye sight that
you should avoid.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Instruction: Enumerate the different parts and identify the function each on right side of picture.
Answer the questions being asked. You can utilize any resource as reference.

How do you take care of your ear? Give five good practices in taking care of your ear and three
practices that are not good for your ears.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Instruction: List the parts and write the functions of each on right side of picture. Answer the
questions being asked. You can utilize any resource as reference.
 What are the external and internal parts of the human nose? What are the ways of taking care of
the nose?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Instruction: With a mirror, examine your tongue and skin and identify the parts of your tongue
and skin write your answers on the space provided. Answer the questions being asked. You can
utilize any resource as reference.

How does each part function? What are the ways of taking care of the tongue and the skin?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 EXTEND: VERIFYING MY KNOWLEDGE ON THE SENSE ORGANS

Instruction: Make an activity for elementary students on different sense organs. Use the format
below in designing an activity.

Name: ___________________________________ Date Conducted: ________________

Grade Level : _______________________________ Date Submitted: ________________

_______________________________
Title of Activity

Introduction:

Objectives:

Materials: (if any)

Procedure:
Table (if applicable)

Questions:

Conclusion/s:
 EVALUATE: REFLECTING MY IDEAS ON TEACHING SENSE ORGANS

Instruction: Read the biography of “Helen Keller Biography” and make reflective essay.

Helen Keller Biography

(1880–1968)
UPDATED:FEB 27, 2020ORIGINAL:FEB 27, 2018
https://www.biography.com/activist/helen-keller

American educator Helen Keller overcame the adversity of being blind and deaf to become
one of the 20th century's leading humanitarians, as well as co-founder of the ACLU.

Who Was Helen Keller?

Helen Keller was an American educator, advocate for the blind and deaf and co-founder of the
ACLU. Stricken by an illness at the age of 2, Keller was left blind and deaf. Beginning in 1887,
Keller's teacher, Anne Sullivan, helped her make tremendous progress with her ability to
communicate, and Keller went on to college, graduating in 1904. During her lifetime, she
received many honors in recognition of her accomplishments.

Early Life and Family

Keller was born on June 27, 1880, in Tuscumbia, Alabama. Keller was the first of two daughters
born to Arthur H. Keller and Katherine Adams Keller. Keller's father had served as an officer in
the Confederate Army during the Civil War. She also had two older stepbrothers. The family was
not particularly wealthy and earned income from their cotton plantation. Later, Arthur became
the editor of a weekly local newspaper, the North Alabamian. Keller was born with her senses
of sight and hearing, and started speaking when she was just 6 months old. She started walking
at the age of 1.

Loss of Sight and Hearing

Keller lost both her sight and hearing at just 19 months old. In 1882, she contracted an illness
— called "brain fever" by the family doctor — that produced a high body temperature. The true
nature of the illness remains a mystery today, though some experts believe it might have been
scarlet fever or meningitis. Within a few days after the fever broke, Keller's mother noticed that
her daughter didn't show any reaction when the dinner bell was rung, or when a hand was
waved in front of her face.

As Keller grew into childhood, she developed a limited method of communication with her
companion, Martha Washington, the young daughter of the family cook. The two had created
a type of sign language. By the time Keller was 7, they had invented more than 60 signs to
communicate with each other. During this time, Keller had also become very wild and unruly.
She would kick and scream when angry, and giggle uncontrollably when happy. She tormented
Martha and inflicted raging tantrums on her parents. Many family relatives felt she should be
institutionalized.

Keller's Teacher, Anne Sullivan

Keller worked with her teacher Anne Sullivan for 49 years, from 1887 until Sullivan's death in
1936. In 1932, Sullivan experienced health problems and lost her eyesight completely. A young
woman named Polly Thomson, who had begun working as a secretary for Keller and Sullivan in
1914, became Keller's constant companion upon Sullivan's death. Looking for answers and
inspiration, Keller's mother came across a travelogue by Charles Dickens, American Notes, in
1886. She read of the successful education of another deaf and blind child, Laura Bridgman,
and soon dispatched Keller and her father to Baltimore, Maryland to see specialist Dr. J. Julian
Chisolm.

After examining Keller, Chisolm recommended that she see Alexander Graham Bell, the inventor
of the telephone, who was working with deaf children at the time. Bell met with Keller and her
parents, and suggested that they travel to the Perkins Institute for the Blind in Boston,
Massachusetts. There, the family met with the school's director, Michael Anaganos. He
suggested Keller work with one of the institute's most recent graduates, Sullivan.

On March 3, 1887, Sullivan went to Keller's home in Alabama and immediately went to work.
She began by teaching six-year-old Keller finger spelling, starting with the word "doll," to help
Keller understand the gift of a doll she had brought along. Other words would follow.

At first, Keller was curious, then defiant, refusing to cooperate with Sullivan's instruction. When
Keller did cooperate, Sullivan could tell that she wasn't making the connection between the
objects and the letters spelled out in her hand. Sullivan kept working at it, forcing Keller to go
through the regimen. As Keller's frustration grew, the tantrums increased.

Finally, Sullivan demanded that she and Keller be isolated from the rest of the family for a time,
so that Keller could concentrate only on Sullivan's instruction. They moved to a cottage on the
plantation.

In a dramatic struggle, Sullivan taught Keller the word "water"; she helped her make the
connection between the object and the letters by taking Keller out to the water pump, and
placing Keller's hand under the spout. While Sullivan moved the lever to flush cool water over
Keller's hand, she spelled out the word w-a-t-e-r on Keller's other hand. Keller understood and
repeated the word in Sullivan's hand. She then pounded the ground, demanding to know its
"letter name." Sullivan followed her, spelling out the word into her hand. Keller moved to
other objects with Sullivan in tow. By nightfall, she had learned 30 words.

In 1905, Sullivan married John Macy, an instructor at Harvard University, a social critic and a
prominent socialist. After the marriage, Sullivan continued to be Keller's guide and mentor.
When Keller went to live with the Macys, they both initially gave Keller their undivided
attention. Gradually, however, Anne and John became distant to each other, as Anne's
devotion to Keller continued unabated. After several years, the couple separated, though
were never divorced.
Education
In 1890, Keller began speech classes at the Horace Mann School for the Deaf in Boston. She
would toil for 25 years to learn to speak so that others could understand her. From 1894 to
1896, Keller attended the Wright-Humason School for the Deaf in New York City. There, she
worked on improving her communication skills and studied regular academic subjects.

Around this time, Keller became determined to attend college. In 1896, she attended the
Cambridge School for Young Ladies, a preparatory school for women. As her story became
known to the general public, Keller began to meet famous and influential people. One of them
was the writer Mark Twain, who was very impressed with her. They became friends. Twain
introduced her to his friend Henry H. Rogers, a Standard Oil executive.

Rogers was so impressed with Keller's talent, drive and determination that he agreed to pay for
her to attend Radcliffe College. There, she was accompanied by Sullivan, who sat by her side to
interpret lectures and texts. By this time, Keller had mastered several methods of
communication, including touch-lip reading, Braille, speech, typing and finger-spelling.

Keller graduated, cum laude, from Radcliffe College in 1904, at the age of 24.

'The Story of My Life'

With the help of Sullivan and Macy, Sullivan's future husband, Keller wrote her first book, The
Story of My Life. Published in 1905, the memoirs covered Keller's transformation from
childhood to 21-year-old college student.

Social Activism
Throughout the first half of the 20th century, Keller tackled social and political issues, including
women's suffrage, pacifism, birth control and socialism. After college, Keller set out to learn
more about the world and how she could help improve the lives of others. News of her story
spread beyond Massachusetts and New England. Keller became a well-known celebrity and
lecturer by sharing her experiences with audiences, and working on behalf of others living with
disabilities. She testified before Congress, strongly advocating improving the welfare of blind
people. In 1915, along with renowned city planner George Kessler, she co-founded Helen Keller
International to combat the causes and consequences of blindness and malnutrition. In 1920,
she helped found the American Civil Liberties Union.

When the American Federation for the Blind was established in 1921, Keller had an effective
national outlet for her efforts. She became a member in 1924, and participated in many
campaigns to raise awareness, money and support for the blind. She also joined other
organizations dedicated to helping those less fortunate, including the Permanent Blind War
Relief Fund (later called the American Braille Press).

Soon after she graduated from college, Keller became a member of the Socialist Party, most
likely due in part to her friendship with John Macy. Between 1909 and 1921, she wrote several
articles about socialism and supported Eugene Debs, a Socialist Party presidential candidate.
Her series of essays on socialism, entitled "Out of the Dark," described her views on socialism
and world affairs.

It was during this time that Keller first experienced public prejudice about her disabilities. For
most of her life, the press had been overwhelmingly supportive of her, praising her courage and
intelligence. But after she expressed her socialist views, some criticized her by calling attention
to her disabilities. One newspaper, the Brooklyn Eagle, wrote that her "mistakes sprung out of
the manifest limitations of her development."

In 1946, Keller was appointed counselor of international relations for the American Foundation
of Overseas Blind. Between 1946 and 1957, she traveled to 35 countries on five continents. In
1955, at age 75, Keller embarked on the longest and most grueling trip of her life: a 40,000-mile,
five-month trek across Asia. Through her many speeches and appearances, she brought
inspiration and encouragement to millions of people.

'The Miracle Worker' Movie

Keller's autobiography, The Story of My Life, was used as the basis for 1957 television drama
The Miracle Worker. In 1959, the story was developed into a Broadway play of the same title,
starring Patty Duke as Keller and Anne Bancroft as Sullivan. The two actresses also performed
those roles in the 1962 award-winning film version of the play.

Awards and Honors

During her lifetime, she received many honors in recognition of her accomplishments,
including the Theodore Roosevelt Distinguished Service Medal in 1936, the Presidential Medal
of Freedom in 1964, and election to the Women's Hall of Fame in 1965.

Keller also received honorary doctoral degrees from Temple University and Harvard University
and from the universities of Glasgow, Scotland; Berlin, Germany; Delhi, India; and
Witwatersrand in Johannesburg, South Africa. She was named an Honorary Fellow of the
Educational Institute of Scotland.

Death
Keller died in her sleep on June 1, 1968, just a few weeks before her 88th birthday. Keller
suffered a series of strokes in 1961 and spent the remaining years of her life at her home in
Connecticut.

During her remarkable life, Keller stood as a powerful example of how determination, hard
work, and imagination can allow an individual to triumph over adversity. By overcoming
difficult conditions with a great deal of persistence, she grew into a respected and world-
renowned activist who labored for the betterment of others.
Instruction: Make a reflective essay on how her life touched you as future teacher.
ASSESSMENT

Instruction: Choose the correct answer by encircling the letter.

1. Which body part is designed to move the blood around your body?
e. receptor
f. skin
g. layer
h. sensory cell
2. The inner lining at the back of the eye known as
a. retina
b. iris
c. lens
d. cornea
3. Taste cells on our tongue that receive the stimulation of taste are known as
a. taste buds
b. cotton buds
c. receptor
d. tube
4. An organ which is the most important articulator of speech is
a. eyes
b. nose
c. tongue
d. face
5. The receptor that is sensitivity to light is called
a. georeceptor
b. chemoreceptor
c. baroreceptor
d. photoreceptor

TOPIC SUMMARY:

• Light enters at cornea of the eye.

• Iris expands or contracts in response to light.
• Pupil changes its size to control the amount of light that enters the eye.
• Light passes the pupil into the lens.
• Muscles of the lens change in shape and direct light into the retina.
• The rods that detect the presence or absence of light and the cones that detect color of
objects that you see.
• The optic nerve connects to the brain that interprets and forms an image that you see.
• The ear makes us identify sounds around us. It is the body organ that makes us hear.
• Outer ear collects sound waves that travel in the air to the ear canal.
• The eardrum vibrates and moves the three small bones (hammer, anvil, stirrup) of the
middle ear.
• Cochlea produces vibration as the sound waves travel into the inner ear.
• The nostrils stimulate the smell receptors along the nasal cavity.
• Papillae where the taste buds are located.
 • The taste receptors can detect chemicals in substances just like the smell receptors.
The receptors are located in the taste buds of the tongue.
• There are four primary types of tastes-sweet, bitter, sour and salty.

REFERENCE:

Bilbao, P., et.al (2019). Teaching Science in the Elementary Grades. Lorimar Publishing Inc.,

Houtz, B. (2008). Teaching Science Today. Shell Education Publishing Inc.

DepEd (2016). K to 12 Curriculum Guide. Retrieved on July 7, 2020 at

https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-
equipment_revised.pdf