8
Learning Activity Sheets
SCIENCE
Quarter 3 – Week 1-2
Writers: Mildred C. Adorable -NCSHS
Erlene D. Racelis -CSNHS
Editors: Gina B. Bobis - PSDS, District 10
Emelyn A. Brofas - PSDS, District 4
Benedik Warren R. Ubante - PSDS, District 8
Validators: Dexter E. Cornejo, HT VI, Science, CSNHS
Ma. Belen Q. Lurcha - EPS-1, Science
Name Grade
Subject Date
LEARNING ACTIVITY SHEET 3.1.1
Solids, Liquids, and Gases
I. INTRODUCTION
This learning activity sheet shall help you understand about the particle
nature of matter as basis for explaining properties, physical changes, and
structure of substances and mixtures. You will first explain the properties of
solids, liquids, and gases based on the particle nature of matter. In this learning activity
sheet, you will observe, experience, and represent through drawings, illustrations, or
cartoons the different phenomena that will help you gradually understand what
the particle nature of matter is all about.
II. LEARNING COMPETENCY
Explain the properties of solids, liquids, and gases based on the particle nature of
matter.
OBJECTIVES
1. Identify the given materials as solid, liquid and gas.
2. Discuss the properties of solids, liquids, and gases.
3. Create three experiments that shows the properties of solids, liquids and gases.
A. ACTIVITIES
ELICIT
I Belong! Group the given materials into three groups.
Vinegar Salt Ball Air in the Tire
Fumes from Volcanoes Grass Steam Milk drink
A B C
Guide Questions:
1. How do you group the materials as A, B, and C?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. What are the similarities among group A materials? Group B materials and Group C
materials? __________________________________________________________________________________
_______________________________________________________________________________________________
ENGAGE
Find eight properties of matter in the word search. Give the meaning of each
property of matter you have identified.
PROPERTIES OF MATTER WORD SEARCH
EXPLORE
Perform the following simple experiments. Then observe
what happens in each set up.
Experiment A:
Problem: Observe what happens in each set-up as the different materials are added into the
plastic cups.
What You Need: 3 plastic cups half- filled with water, 1pc marble/stone, ½ cup of cooking
oil, syringe filled with air
What To Do: Prepare and perform the following set-ups.
Set-up A: In Plastic Cup A drop the marble/rock
Set-up B: In Plastic Cup B then add ½ cup of cooking oil
Set-up C: In plastic Cup C inject into the water the air content of the syringe
Draw Your Observation for each SET-UP:
A B C
Experiment B:
Problem: Observe what happens in each set-up of syringe filled with different materials.
What You Need: 3 pcs of syringe, salt/sugar, water, air
What To Do: Fill in syringe A with salt/sugar, syringe B with water and Syringe C with air.
Then plunge each syringe set-ups.
Draw Your Observation for each SET-UP:
A B C
B.
EXPLAIN
PART A: Briefly answer the following guide
questions.
1. For Experiment A: Describe what happen in set up A? set up B and Set up C?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2. What property of matter is present in experiment A? How will you compare the
densities of solid, liquid and
gas?________________________________________________________________________________________________
_____________________________________________________________________________________________________
3. For Experiment B. What happen to the materials inside the syringe in set -up A, B and C
as you plunge
it?___________________________________________________________________________________________________
_____________________________________________________________________________________________________
4. Which among the set-ups has the least effort to compress the syringe? Why do you think
so?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
5. Which among the set-ups has the most effort to compress the syringe? Why do you think
so?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
PART B. Analyze the following properties as for solids, liquids, and gases. Check the correct
column that best describes this property. Two answers are possible.
Solids Liquids Gases
High compressibility
Fluidity
Viscosity
Hardness
Low compressibility
Electrical conductivity
Low density
ELABORATE
Matter can have different properties. Solid have fixed shape and
volume, not easily compressed, and with very high density. The
properties of liquids are with variable shape, fixed volume, not easily
compressed and high density. While gases have variable shape and
volume, easily compressed and very low density.
C. Answers are to be placed in a separate clean paper.
Create and perform three experiments that show the different
properties of solids, liquids, and gases. List the procedures that you
will follow and make a conclusion.
IV.Rubric for Scoring
Criteria 10 5 3
Materials All materials needed All materials needed are All materials needed
are present and present, but not all are are not present and
entered on the lab entered on the lab are not entered on
report. The materials report, or some materials the lab report. The
are appropriate for the are absent and must be materials are not all
procedure. The student obtained during the appropriate for the
is not wasteful of the procedure. The materials procedure or there
materials. are appropriate for the are some ma
procedure.
Procedure The procedure is well The procedure could be The procedure does
designed and allows more efficiently not allow control of
control of all variables designed, but it allows all variables selected.
selected. All stages of control of all variables Many stages of the
the procedure are selected. Most stages of procedure are not
the procedure are
entered on the lab entered on the lab entered on the lab
report. report. report.
Application of Science All concepts applied Two to three concepts Four to six concepts
Concepts are correct. applied are incorrect. applied are incorrect.
V. References:
https://www.goodscience.com.au/year-8-chemistry/properties-
of-solids-liquids-and-gases/
Science 8 Learners Materials
Name Grade
Subject Date
LEARNING ACTIVITY SHEET 3.1.2
Properties of Solids, Liquids and Gases
I. INTRODUCTION
This learning activity sheet shall help you understand about the particle nature of
matter as basis for explaining properties, physical changes, and structure of
substances and mixtures. You will first explain the properties of solids, liquids, and
gases based on the particle nature of matter. In this learning activity sheet, you will observe,
experience, and represent through drawings, illustrations, or cartoons the different phenomena
that will help you gradually understand what the particle nature of matter is all about.
II. LEARNING COMPETENCY
Explain the properties of solids, liquids, and gases based on the particle nature
of matter.
OBJECTIVES
1. Describe the three states of matter at molecular level.
2. Explain properties of solids, liquids and gases based on the particle nature of matter.
3. Draw a diagram to differentiate solids, liquids and gases at molecular level.
A. ACTIVITIES
ELICIT
Given the following descriptions, identify them as part of solids, liquids
or gases.
SOLIDS LIQUIDS GASES
ELICIT Study the illustrations given and answer the following
questions.
1 2
3
In the round area on the right, draw circles to represent the atoms or molecules in a
solid. On the line underneath, write down whether the atoms are very attracted,
somewhat attracted, or not attracted to each other.
Is an empty bottle really empty?
Putting a balloon on top of the bottle (Fig.2), what
happens to the balloon when you squeeze the bottle?
1
__________________________________________________________________
__________________________________________________________________
What do you think happened to the molecules when you squeezed the bottle and
the balloon expanded?
__________________________________________________________________
2 Taking off the balloon and placing the cap on tightly (Fig.3),
what do you think happen to the balloon?
______________________________________________
Even though the closed bottle with its cap on tight
contains gas molecules, were you still able to squeeze the
bottle?
______________________________________________
In the round area on the right, draw circles to represent the molecules of a gas. Under
the drawing, write down whether the molecules are very attracted, somewhat
attracted, or not attracted to each other.
2
Given the pictures above, can you squeeze the bottle filled with water as much as when
there was only air in the bottle? Yes or No
In the empty round area on the right, draw circles to represent the molecules of a liquid.
Under the drawing, write down whether the molecules of the liquid are very attracted,
somewhat attracted, or not attracted to each other.
Describe how the molecules of a liquid act differently from the molecules of a gas.
________________________________________________________________________
_______
Thinking about your models of the molecules in a gas and a liquid, why do you think a closed
bottle of gas is easier to squeeze than a closed bottle of liquid?
EXPLORE
Matter exists in three main states of matter: solid, liquid, and gas. The only differences
between these states is how the particles are organized and in the particle motion.
Below, describe the organization and motion of particle by circling your answers: “Low”:
, “Medium”: , or “High”:
A.
EXPLAIN
COMPARING SOLIDS, LIQUIDS, AND GASES
Let’s summarize what we have learnt about what the particle model tells us about
solids, liquids and gases.
INSTRUCTIONS: Use the images of the different state to help you and go back over the
information in your Science 8 LM.
Arrangement of
Particles
Movement of
Particles
Forces between
particles
Spaces between
particles
QUESTIONS:
1. Use the particle model of matter to explain why solids have a fixed shape, but
gases fill the shape of the container they are in. __________________________________
________________________________________________________________________________________
2. Explain why you can compress a gas easily but you cannot compress a liquid
very easily. __________________________________________________________________________
_______________________________________________________________________________________
3. Think of a bag of cake flour. You can pour the cake flour of the bad and into a
mixing bowl. Does this mean the flour is a liquid? Explain whether you think
the cake flour (and all powders) are solids or liquids. __________________________
________________________________________________________________________________________
4. Explain why ice cream melts quickly on a hot day. ______________________________
________________________________________________________________________________________
5. Explain why liquids and gases flow. _______________________________________________
________________________________________________________________________________________
ELABORATE Matter can exist in one of three main states:
solid, liquid, or gas. All matter is made up of tiny,
moving particles with spaces between them.
C.
Construct a model of the particle nature of solids, liquids and gases using
appropriate materials. Do this in short bond paper.
Template
PARTICLE MODEL OF MATTER
SOLIDS LIQUIDS GASES
IV. Rubric for Scoring
CRITERIA 5 3 2
Application of Science All concepts 1-2 concepts 3-4 concepts
Concepts presented are presented are presented are
correct. incorrect. incorrect.
Creativity and Uniqueness Work is Work is Work is not
of the output exceptionally somewhat unique, detailed,
unique, detailed, unique, detailed, and interesting.
and interesting. and interesting.
Resourcefulness Recycled Recycled Recycled
materials have materials have materials have
been innovatively been used. been sparingly
used. used.
Neatness of the Output Completed work is Completed work Completed work
exceptionally neat. is neat with some is more messy
parts less neat. than neat.
TOTAL 20 points
V. References:
A. Book
Science 8 Teacher’s Guide & Learner’s Module
B. Online Resources
http://www.eccurriculum.co.za/Senior%20Phase/8/NS%20Grade%208%20WORKSHEET
%20AND%20LESSON-%20Atoms.pdf
https://www.acs.org/content/dam/acsorg/education/resources/k-
8/inquiryinaction/student-activity-sheets/grade-5/chapter-1/g5-l1.1-matter-is-made-of-
particles.pdf
https://www.acs.org/content/acs/en/education/resources/k-8/inquiryinaction/fifth-
grade/particles-solid-hammer.html
