Review Copy

Preface

Power-Up Science Series Teacher’s Manual is designed for science

teachers. This series is based on the science curriculum framework in
Singapore and is designed to help students understand basic science
concepts and develop skills, values, and attitudes through inquiry-
based learning.
This Teacher’s Manual will help science teachers guide their students
in learning science with the help of the following features:

1
Unit Opener gives an
U N IT overview of the topics
discussed in the unit. It also
the establishes connections
Materials in among the concepts
Environment presented in the unit.

sify the
ents will clas
Grade 6 stud
Learning Goals states
t as
In this unit, their environmen c
can observe in doing scientifi
materials they mixtures. By
stan ces or earance
pure sub des cribe the app
the competencies students
they will sify
investigations, -uniform and clas s.
uniform or non neous mixture
of mixtures as
as hom oge neous or heteroge
them

The students
will also inve
components of
stigate ways
a mixture bas
ed on
of

s of
must acquire at the end of
ing the ertie
the lesson.
sep arat that the prop
They will infer n that
its properties. same even whe
ent stay the
each compon mixture.
combined in a
component is

Teaching Notes presents

1 Spore-bearing and Cone-bearing
Plants a summary of science
Textbook Page Numbers: 119–127
Time Allotment: 3 sessions
1/19/2017 9:07:57
AM
concepts to be discussed in
the lesson.
32017.indd 1
ev4_trish_011
apter 1_PR-R
PUS 6 TM_Ch

Learning Goals

At the end of the lesson, the students should be able to:

1 describe the parts of spore-bearing plants and cone-bearing plants;
2 compare the parts of spore-bearing plants and cone-bearing plants;
and
3 describe the life cycle of ferns and mosses.

Teaching Notes

Key Concepts Vocabulary lists important

keywords that students
1 Cone-bearing plants or conifers have seeds enclosed in cones.
2 Pines, cycads, and Ginkgo are examples of cone-bearing plants.
3 Female cones contain egg cells while male cones contain sperm
cells in the pollen.
4 Spore-bearing plants reproduce through spores, which are produced
by sporangium.
encounter in the lesson.
5 Mosses, ferns, liverworts, hornworts, club mosses, and horsetails
are spore-bearing plants.

Vocabulary
cone, rhizoid, sporangium, spore, sporophyte

Materials lists the things to

Materials

worksheet 5.1, computer with Internet connection, LCD projector, small

aquariums or small transparent glass containers, mosses, stones,
aquarium decorations fertile fern fronds, magnifying glass, white paper,
fertile soil, plastic pots, sealable plastic bag, water be used in the discussions
and activities in the lesson.
124 UNIT 2 • Living Things and Their Environment

iii

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 Review Copy
Materials

Weblink lists the Internet worksheet 7.1

Newton; pho
;
sheets of pap one hundred peso bill;
er; stone; boo
k; feather;
tennis ball;
lead ball; rub
photos of Aris ber band;
tos of the

links to be used to enhance

black holes; solar system
computer with , Earth’s atm totle, Galileo, and
Internet con osphere, tide
nection s, and

the presentation of the 1 “Galileo

’s Experiment
experiment ”, www.pbs.

lesson.
s.html org/wgbh/nov
2 “Galileo a/physics/gal
on the Moon” ileo-
3 “Your We , www.yout
ight on Oth ube.com/w
atch?v=gtdiH
weight/ er Worlds”, Dxh3LU
www.explora
torium.edu/ro
nh/
Learning Ins

Engagement describes the

tructions
Engagement
1 Discuss
teacher’s role in capturing the 163 and 164
2 Distribute
with the stu
dents the uni
of the textbo
copies of wo
ok.
t and chapte
r overview
on pages

students’ interest. This includes

fill in the Wh rkshee
at I Know col t 7.1 to the students. Ha
following gui umn in the ve the studen
de questions: worksheet ts
(a) What is by answering
gravitational the

questions and activities designed to (b) How doe force?

s gravitation
3 Ask the al force affe
students if ct objects?
using their they think the
y could cat

assess students’ prior knowledge

thumb, index ch a hundre
to the floor. finger, and d-peso bill
middle fing
4 Ask a stu er, before the
dent to try the bill falls
5 Let the stu challenge.

and to awaken curiosity.

dent extend
6 Let the his / her arm
student put out perpendic
in a pinching his / her thu ular to the bod
position. mb, index fing y.
7 Let the stu er, and mid
dent open the dle finger
8 Place a closed fingers
new hundre about an inc
holding it len d-peso bill in h apart.
gthwise usi between the
9 Tell the ng your thu student’s ope
student tha mb and ind n fingers,
she may onl t you will ex finger.
y use the thu let go of the bill and wh
extended arm mb, index fing en you do,
to catch the er, he or
bill. Also, he and middle finger of the
Exploration helps the
arm from the
extended pos or she must
gets to kee ition. If the not move the
p the money student cat
. ches it, he
or she

teacher facilitate the 170 UNIT 3 • For

ce, Motion,
and Energy

investigation by providing Exploration

answer the question
in Explore! on page
3 of the
10 Let the students
materials, guiding students’ textbook.
11 Call on some stude
nts to share their answ
ers in class . Discu ss their

focus, and asking questions answers.

12 Organize the stude
the Science at Work
nts into four group
activity on page 9
s. Have each group perform
of the textbook. Tell
the table in the activi
the
ty and
the third column of
to ensure understanding of students not to fill out
not to answ er
13 Give the students
the ques tions yet.
time to completely
mix the materials.
Have each
mixture prepared. Chec
k
er of phases in each
the lesson. group identify the numb
if their unde rstan ding of phases is correct
based on their answ
ers.

Explanation r is anything
. Explain that matte
matter on the board pare the definition
to the
14 Write the word
e and has mass. Com
that takes up spac in work shee t 1.1a.
nts wrote
definitions the stude classified into two. Ask the
that matter can be their
15 Tell the students of matter. Discuss

Explanation provides students to identify

answers.
these two classes

r can be classified
as a pure substance
or mixture.
16 Affirm that matte to fold

opportunities for the 17 Have the students

the bond paper lengt
bring out a piece of
hwise to
Substance
make
on
a
the
bond paper. Tell them
two-c
left
olumn table. Tell them
colum n and Mixture on
to

write the words Pure

teacher to directly introduce the right column.
18 Organize the stude
nts into pairs. Have
each pair research
pages 4–8 of the textb
on pure
ook.
res. Refer them to
a concept, process, or substances and mixtu and fill out their table.
to research
Give the students time substances and mixtu res with
as you discuss pure
19 Tell the pairs that their table.
more information in
skill, and for the students them, they can add
20 Provide each pair
a pure substance using
blue and yellow circle
the cutouts.
cutou ts. Tell them to illustrate

to
ts based on their color
to demonstrate their Note: The students
illustrate two pure
should group the cutou
substances. Also,
fixed proportions
they should combine
to illustr ate a
the blue
pure substance
and yellow circles in
understanding of the said with fixed compositio
Discuss their illustr
(b) Don. you
succs.
ation
(c) Ifsubs
essf
think you
Then neeto
tell them ded
ul seismograph ghouition
is uniform throu
aside the cutouts.
putadd
al matmean
which
? If yes, t,wha
erialss to
t are tance
it build
a more
youtance of pure substhos e?s
concept, process, or skills. 21 Expla in that a pure were to ada pt exam plesmog
nts give your seis
Have studewha
eart raphples.
has only one phase. hquake, phas t mod
es. Discu sstions
ifica exam
theirwou to actually reco
rd a real
(d) gase ous ld you
in solid, liquid, andIf you had to do it all over aga need to make?
Why? in, how would your
desi
5 gn change?
(e) Which grou res and Their Characteristics
CHAPTER 1 • Mixtu
p do you think
made a design
did it work well that worked well? Why
?
45 Organize the 1/19/2017 9:07:58
AM
students into
refle
132017.indd 5 ctions to their
pairs. Have the
1_PR-Rev4_trish_01 partners. Have students share
PUS 6 TM_Chapter
in class. some pairs shar their
e their answers
46 Explain that
seismographs
Explain that the are used to mea
measurements sure ground mov
47 Have the stud help in warning peo eme nt.
ents discuss the ple.

Elaboration allows the teacher

218–219 of the earthquake safe
textbook. ty guide on pag
48 Ask the stud es
ents: How do we
during, and afte prevent damage
r earthquakes? and casualties

to challenge and extend students’ 49 Perform the Let them explain before,
drop, cover, and their answers.
hold drill with the
Elaboration students.

conceptual understanding and skills. 50 Discuss the

and 217 of the
51 Let the stud
information pres
textbook.
ented in Science
Bank on page
214

It provides learning opportunities for

ents review the
on page 221 of concepts summar
the textbook. ized in Looking
Over
Evaluation

students to apply their knowledge. 52 Test the stud

Enhance Your
their answers.
ents’ understand
Skills on pages
ing of the lesson.
222–224 of the
Have them answ
er
textbook. Disc
53 Ask the stud uss
ents to answer
page 224 of the the question in
textbook. Everyday Scie
54 Organize the nce on
students into
answers to the pairs. Have each
question in Eve pair discuss their
55 Have some ryday Science.
pairs share their
56 Ask the stud answers in clas
ents to fill in the s. Discuss their
What I Learned answers.
9.1. column in work

Evaluation enables the teacher to

sheet

diagnose students’ progress toward

achieving the learning goals. CHAPTER 9 •
Earthquakes and
Volcanic Eruptions
229

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 Review Copy
vities
Suggested Acti
of using different
the importance
a chem ist to speak on ilitate an open foru
m after the
1 Invite
rating mixtures. Fac
techniques in sepa
lecture.
2 Organize the
students into pair
s. Have the stud ents
and Their Uses,”
watc h a video
https://www.
Suggested Activities
de Oil Fractions answer
in this link: “Cru
youtube.com/wat
wing guid
ch?v=JZdvsQ
e que
zOK uk.
stions as they watc
Hav e the students
h the video. consists of tasks other
the follo
(a) What are hydr
(b) What method
ocarbons?
is used to separate
the components
tions of crude oil?
of crude oil?
What are the
than those present in the
components or frac
(c) What are the
uses of each frac tion?
ers.
textbook. This feature
Discuss their answQuiz

True or False Test:

Write True on the
aims to promote deeper
understanding and
statement is correct. line before the numb
Otherwise, write False er if the
.
_____ 1 The comp
onents of a mixture
type of mixture and are separated base

independent learning.
the number of phas d on the
_____ 2 Simple distill es.
ation separates two
and liquid. liquids or a mixture
of solid
_____ 3 Fractional
distillation separates
points. liquids with very close
boiling
_____ 4 Distillation
separates the comp
_____ 5 Decantatio onents of a colloid.
n separates the
through the use of components of a
a filter paper. susp ension
_____ 6 Magnetic

Quiz consists of multiple

separation separates
suspension through the components
the use of a magnet. of a
_____ 7 Centrifuga
tion separates the
colloid by using centr components of a susp

choice and structured

ifugal force. ension or
_____ 8 Sublimatio
n separates two solids
points. with different sublim
ation

questions that enables the

_____ 9 The filtrat
e is the solid left on
_____ 10 Magnets the filter paper after
attract materials conta filtration.
ining iron, gold, and
silver.
Answer
1 True
2 True
teacher to evaluate the
3 True
4 False
students’ understanding of
concepts discussed in the
5 False
6WorkTruesheet 1.1a
_____
aratn:ing
Sectio ures__ 39
Mixt_____
7 True _________ Year R 2 •&Sep
: ____________________ CHAPTE
Name
8 True
Topic : ____________________
9 False
_________ Date: _____
________________
lesson.
10 False K-W-L Chart
you think you already know
first two columns what
Directions: Write in the topic. After completing
the
to know (W) about the
(K) and what you want d (L).
column what you learne
lesson write in the third

What I Know
What I Want to
Know
What I Learned
Worksheet provides
40 UNIT 1 • Materials

PUS 6 TM_Chapter
2_PR-Rev4_trish_01
in the Environment
exercises to enrich the
students understanding
132017.indd 40

1/19/2017 9:10:34
AM

and mastery of the

Answer Key

A Textbook
Explore!
page 3
concepts discussed in
Vinegar is a mixture. It is composed of acetic

page 12
acid and water.
the lesson.
Paints have to be sticky and viscous so they
would resist gravity and be
prevented from sliding down a canvas or wall.

Science at Work
page 9
1 If the components have one phase, the mixture
Test Item Bank s have two or more phases,
component
is homogenous but if the
the mixture is heterogenous.
Answer Key provides
answers to questions
2 Yes
Multiple Choice Questions: Circle the letter that corresponds to the
3 Other properties that can be used to classify
correct answer. mixtures are miscibility,
particle size, and light scattering.
1 Which of the following refers 5 Which of the following will form
pagesthat
to matter
fixed1composition?
18–19has a definite or
Answers may vary.
a homogeneous mixture?
A water and ice
presented in the
A solution
B pure
Sample answer: Yes
2 Ifsubstance
the components have oneCphase,
B water and oil
water and
the gravy
mixture is homogenou 11 s
following textbook
C heterogeneous
but if the component mixture s have Dtwo tics
and teacher’s manual
water andChara
orTheir ethyl cteris
alcohol
CHAP TER 1 • Mixtures and more phases, the mixture is
heterogenemixture
D homogeneous ous.
3 If light is scattered or spreads 6 Water undergoes electrolysis.
out when passing through a mixture,
1/19/2017 9:07:59 AM
2 What isthen
sections: Science at
a solution?
the mixture 11 is a colloid. Which of the following pairs of
_trish_01132017.indd
PUS 6 TM_Chapter 1_PR-Rev4
A a heterogeneous mixture of elements are the products of
Enhance
two immiscible Yourcomponents
Skills, the electrolysis of water?

Work, Enhance Your

B apage 10
substance with a fixed or A oxygen and nitrogen
definite
A 1 Bcomposition B hydrogen and oxygen
C a homogeneous
2 A mixture of C hydrogen and nitrogen
solute
3 and
D a substance
4 A
A solvent
that cannot be
7
D oxygen and carbon dioxide

You shine light into a container

Skills, Everyday Science,
broken down by physical

3 What
means
B is
5 C

1 electrolysis?
hetero
of an unknown substance. You
observe that the substance
scattered light in different
Chapter Test, and Quiz.
A process 2 homo of breaking down directions. Which of the
3 homousing electricity
substances following is a possible identity
B process of breaking down of the unknown substance?
substances using sound A milk
20
energy
UNIT 1 • Materials in the Environment
C process of forming new
B brine
C water
Test Item Bank
enables the teachers
substances using heat 20
PUS 6 TM_Chapter 1_BR-Rev5-2_trish_03012017.indd
D ethyl alcohol 3/1/2017 1:39:54 PM
D process of forming new
substances using light energy 8 In what way are water and

to further evaluate the

argon gas similar?
4 Which of the following is a pure A They are both
substance? heterogeneous mixtures.

students’ understanding
A hair B They are both pure
B mercury substances.
C fruit salad C They are both solutions.
D orange juice D They both exhibit Tyndall
effect. of concepts discussed in
CHAPTER 1 • Mixtures and Their Characteristics 23
the lesson.
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Table of Contents
Unit 1 Materials in the Environment

Chapter 1     Mixtures and Their Characteristics

Lesson 1  Homogeneous and Heterogeneous Mixtures���������������������3

Lesson 2  Types of Mixtures�������������������������������������������������������������13
Answer Key����������������������������������������������������������������������������������������20
Test Item Bank�����������������������������������������������������������������������������������23

Chapter 2     Separating Mixtures

Lesson 1  Common Laboratory Apparatus���������������������������������������26

Lesson 2  Ways of Separating Mixtures�������������������������������������������33
Answer Key����������������������������������������������������������������������������������������41
Test Item Bank�����������������������������������������������������������������������������������45

Unit 2 Living Things and Their Environment

Chapter 3     Human Body Systems

Lesson 1  The Musculoskeletal System��������������������������������������������50

Lesson 2  The Integumentary System����������������������������������������������60
Lesson 3  The Digestive System������������������������������������������������������66
Lesson 4  The Respiratory System���������������������������������������������������74
Lesson 5  The Circulatory System����������������������������������������������������81
Lesson 6  The Nervous System��������������������������������������������������������89
Answer Key����������������������������������������������������������������������������������������99
Test Item Bank���������������������������������������������������������������������������������109

Chapter 4     Animals and Their Classification

Lesson 1  Vertebrates and Invertebrates���������������������������������������� 112

Answer Key��������������������������������������������������������������������������������������121
Test Item Bank���������������������������������������������������������������������������������123

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Chapter 5     Plants and Their Reproduction

Lesson 1  Spore-bearing and Cone-bearing Plants������������������������126

Lesson 2  Vegetative Propagation of Plants�����������������������������������133
Answer Key��������������������������������������������������������������������������������������141
Test Item Bank���������������������������������������������������������������������������������145

Chapter 6     The Ecosystem

Lesson 1  The Physical Condition of the Ecosystem����������������������148

Lesson 2  Interactions in Ecosystems���������������������������������������������154
Answer Key��������������������������������������������������������������������������������������164
Test Item Bank���������������������������������������������������������������������������������169

Unit 3 Force, Motion, and Energy

Chapter 7     Gravitational and Frictional Forces

Lesson 1  Gravitational Force���������������������������������������������������������173

Lesson 2  Frictional Force���������������������������������������������������������������181
Answer Key��������������������������������������������������������������������������������������189
Test Item Bank���������������������������������������������������������������������������������193

Chapter 8     Energy, Work, and Machines

Lesson 1  Energy and Its Forms�����������������������������������������������������193

Lesson 2  Transformations of Energy���������������������������������������������203
Lesson 3  Simple Machines������������������������������������������������������������212
Answer Key��������������������������������������������������������������������������������������219
Test Item Bank���������������������������������������������������������������������������������224

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Unit 4 Earth and Space

Chapter 9     Earthquakes and Volcanic Eruptions

Lesson 1  Earthquakes and Plate Boundaries��������������������������������227

Lesson 2  Volcanic Eruptions����������������������������������������������������������237
Answer Key��������������������������������������������������������������������������������������246
Test Item Bank���������������������������������������������������������������������������������252

Chapter 10    Philippine Weather and Seasons

Lesson 1  Weather��������������������������������������������������������������������������254
Lesson 2  Seasons in the Philippines���������������������������������������������264
Answer Key��������������������������������������������������������������������������������������271
Test Item Bank���������������������������������������������������������������������������������275

Chapter 11    Motions of Earth

Lesson 1  Earth’s Rotation��������������������������������������������������������������278

Lesson 2  Earth’s Revolution����������������������������������������������������������288
Answer Key��������������������������������������������������������������������������������������296
Test Item Bank���������������������������������������������������������������������������������300

Chapter 12    The Solar System

Lesson 1  The Solar System and the Eight Planets������������������������302

Answer Key�������������������������������������������������������������������������������������� 311
Test Item Bank���������������������������������������������������������������������������������314

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UNIT
1
Materials in the
Environment

In this unit, Grade 6 students will classify the

materials they can observe in their environment as
pure substances or mixtures. By doing scientific
investigations, they will describe the appearance
of mixtures as uniform or non-uniform and classify
them as homogeneous or heterogeneous mixtures.

The students will also investigate ways of separating

the components of a mixture based on its properties.
They will infer that the properties of each component
stay the same even when that component is combined
in a mixture.

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Mixtures and Their

CHAPTER 1
Characteristics

Overview

This chapter introduces the differences between mixtures and

pure substances. The first lesson focuses on differentiating
homogeneous from heterogeneous mixtures based on their
appearance and number of phases. The second lesson
discusses the different types of mixtures, such as solutions,
suspensions, and colloids. In this chapter, students will learn
by participating in group discussions, hands-on activities, and
games.

Lessons

1 Homogeneous and Heterogeneous Mixtures

2 Types of Mixtures

Learning Goals

1 Differentiate mixtures from pure substances.

2 Demonstrate that some materials when mixed form
homogeneous or heterogeneous mixtures.
3 Distinguish homogeneous mixtures from heterogeneous
mixtures.
4 Compare the properties of different types of mixtures.
5 Explain the uses of different mixtures.
6 Prepare useful mixtures.
7 Explain how mixtures are utilized in technology.
8 Evaluate the importance of colloids in daily life.
9 Describe the impact of colloids on biology and the
environment.

2 UNIT 1 • Materials in the Environment

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1 Homogeneous and Heterogeneous

Mixtures
Textbook Page Numbers: 1–11
Time Allotment: 3 sessions

Learning Goals

At the end of the lesson, the students should be able to:

1 differentiate mixtures from pure substances;
2 demonstrate that some materials form homogeneous or hetero­
geneous mixtures when mixed together; and
3 distinguish homogeneous mixtures from heterogeneous mixtures.

Teaching Notes

Key Concepts
1 Matter is anything that occupies space and has mass.
2 A pure substance has a definite or fixed composition. It cannot be
broken down into its components by physical means. Also, it is
uniform throughout, which means it has only one phase.
3 A pure substance with only one component cannot be broken further
whether by physical or chemical means.
4 A pure substance with two or more components can only be broken
down by chemical means.
5 Electrolysis is a process of breaking down substances by the use of
electricity.
6 A mixture is formed by combining two or more pure substances. It can
have many phases. It does not have a definite or fixed composition.
A mixture can be broken down by physical means.
7 A mixture can be homogeneous or heterogeneous.
8 A homogeneous mixture is one that has only one phase. The
components of a homogeneous mixture are combined completely
and spread evenly throughout.
9 A heterogeneous mixture is one that has more than one phase.
The components of a heterogeneous mixture are not completely or
thoroughly combined.

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Vocabulary
anode, cathode, electrolysis, heterogeneous, homogeneous, matter,
mixture, pure substance

Materials

worksheets 1.1a and 1.1b, red fruit-filled gelatin, plain red gelatin, blue
and yellow circle paper cutouts, plastic cups, water, teaspoons, vinegar,
flour, black pepper, pictures of the following: diamond; aluminum;
gold; and silver; pencils, sharpeners, thin cardboards, scissors, 9-volt
batteries, salt, electrical wires, small glasses, and pictures of the
following mixtures: fruit salad; orange juice; soil; oil and water; coffee;
and coin

Learning Instructions

Engagement
1 Discuss with the students the unit overview and chapter overview on
pages 1 and 2 of the textbook.
2 Distribute copies of worksheet 1.1a to the students. Have the students
fill in the What I Know column in the worksheet by answering the
following questions:
(a) What is matter?
(b) What are the classifications of matter?
(c) What is a mixture?
3 Have some students share in class their answers from the worksheet.
Discuss their answers.
4 Show the students a transparent, red, fruit-filled gelatin and a plain
red gelatin.
5 Ask them how the gelatins are similar and how they are different.
Discuss their answers.
6 Tell the students that the plain gelatin has one phase, while the fruit-
filled gelatin has several phases.
7 Have the students fill in the What I Want to Know column in worksheet
1.1a.
8 Explain the lesson objectives in Learning Goals on page 3 of the
textbook.

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Exploration
9 Let the students answer the question in Explore! on page 3 of the
textbook.
10 Call on some students to share their answers in class. Discuss their
answers.
11 Organize the students into four groups. Have the groups do the
Science at Work activity on page 9 of the textbook. Give the groups
time to complete the activity.
12 Tell the groups not to fill out the third column of the table in the
activity and not to answer the questions yet.
13 Give the groups time to completely mix the materials. Have each
group identify the number of phases in each mixture prepared. Check
if their understanding of phases is correct based on their answers.

Explanation
14 Write the word matter on the board. Explain that matter is anything
that takes up space and has mass. Compare the definition to the
definitions the students wrote in worksheet 1.1a.
15 Explain that matter can be classified into two. Ask the students to
name these two classes of matter. Discuss their answers.
16 Affirm that matter can be classified as a pure substance or mixture.
17 Have the students bring out a piece of bond paper. Tell them to fold
the bond paper lengthwise to make a two-column table. Tell them to
write the words Pure Substance on the left column and Mixture on
the right column.
18 Organize the students into pairs. Have each pair research about
pure substances and mixtures. Refer them to pages 4–8 of the
textbook. Give the students time to research and fill out their table.
19 Tell the pairs that as you discuss pure substances and mixtures with
them, they can add more information in their table.
20 Provide each pair with blue and yellow circle cutouts. Tell them to
illustrate a pure substance using the cutouts.
Note: The students should group the cutouts based on their color to
illustrate two pure substances. Also, they should combine the blue
and yellow circles in fixed proportions to illustrate a pure substance
with fixed composition.
Discuss their illustrations. Then tell them to put aside the cutouts.
21 Explain that a pure substance is uniform throughout, which means it
has only one phase. Have students give examples of pure substances
in solid, liquid, and gaseous phases. Discuss their examples.

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22 Explain that there are pure substances that have only one component.
Show them pictures of the following: aluminum, diamond, gold, and
silver.
23 Ask the students to identify the pure substances. Explain that these
pure substances have only one component. Ask the students to
cite other examples of pure substances with only one component.
Discuss their examples.
24 Explain that there are pure substances that have two components.
Further explain that water is an example of a pure substance that has
two components—hydrogen and oxygen. Write the words hydrogen
and oxygen on the board. Ask the students: What are the uses of
these gases? Discuss their answers.
25 Explain that even though water has two components, it has only one
phase, and it has a definite or fixed composition.
26 Using your own cutouts, illustrate that water has a fixed composition.
Tape two blue circles to one yellow circle. Show the taped circles
and tell the students that it is a water model.
27 Make two more water models, and tape the models on the board. Ask
the students how pure substances can be broken down? Let them
answer the question based on their research.
28 Organize the students into four groups. Tell them that they will be
splitting water into its components through a process called electrolysis.
29 Have each group do the activity that follows.

Electrolysis of Water
Materials:
two pencils, sharpener, thin cardboard, scissors, puncher, 9-volt
battery, salt, electrical wire, small glass, water

Procedure:
(a) Fill the glass with warm water.
(b) Dissolve about a teaspoon of salt into the warm water and let
the solution sit for a while.
Note: Salt helps conduct the electricity better in the water.
(c) Carefully remove the eraser and metal part on the ends of the
two pencils.
(d) Sharpen each pencil at both ends.
(e) Cut the cardboard so that it fits over the small glass.
(f) Punch two holes, about an inch apart, in the center of the
cardboard.

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(g) Push the two pencils into the cardboard and set them in the
glass.
(h) Using one piece of the electrical wire, connect the positive
side of the battery to the black graphite of one pencil (see
figure).

+ -

9 volt

Battery

(i) Using another piece of the electrical wire, connect the negative
side of the battery to the black graphite of the second pencil.
(j) Observe what happens to the water.

30 Ask the groups to answer the following guide questions.

(a) What happened when you connected the graphite of the two
pencils to the battery?
(b) What are the probable identities of the gases produced in the
experiment?
31 Have each group discuss and compare their answers with the
answers of the other groups.
32 Call on some students and ask them to share their answers in class.
Discuss their answers.
33 Discuss the results of the activity.
Note: When the students connect the wires to the battery, bubbles
appear around the submerged tips of the pencil. The bubbles indicate
production of the gases hydrogen and oxygen, the components of
water. Hydrogen and oxygen have been split apart by electricity.
The pencil attached to the negative terminal of the battery collects
hydrogen gas, while the one connected to the positive terminal
collects oxygen gas.
34 Have the students bring out their cutouts again. Tell them to illustrate
a mixture using the cutouts.
Note: The students should combine the cutouts, without taping them,
to illustrate a mixture.
35 Ask the students: What makes a mixture different from a pure
substance. Let them explain their answers.

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36 Explain that unlike a pure substance, a mixture does not have a
definite or fixed composition.
37 Discuss the concept of karat to emphasize that mixtures do not have
a definite composition. Refer the students to the Science Bank on
page 7 of the textbook.
38 Discuss the formula that is used to calculate the percentage of gold.
Refer the students to page 6 of the textbook.
39 Show the students a glass of water and a teaspoon of salt. Ask them
to identify whether water and salt are pure substances or mixtures.
Discuss their answers.
40 Place a teaspoon of salt into the water. Tell the students that you
just have prepared saline water, which is a mixture of water and salt.
Ask them: How can we break down saline water into its components,
water and salt? Discuss their answers.
41 Demonstrate breaking down of saline water by boiling a small
amount of saline water in an evaporating dish.
42 Explain that there are two types of mixtures.
43 Organize the students into five groups. Provide each group with
photos of different mixtures and ask them to classify the mixtures
—coffee, coin, fruit salad, oil and water, orange juice, soil—into two
groups.
44 Have each group present their classification of the mixtures
and explain their basis in classifying the mixtures. Discuss their
explanations.
45 Differentiate the two types of mixtures, homogeneous and
heterogeneous, based on the pictures.
46 Have the students fill in the last column of the table in Science at
Work on page 9 of the textbook. Have them answer the questions at
the end of the activity.
47 Have some students share their answers in class. Discuss their
answers.
48 Tell the students to complete their table (see instruction 17) and
present it in class. Discuss their tables.

Elaboration
49 Organize the students into groups of three. Distribute copies of
worksheet 1.1b to the students.
50 Ask the groups to identify ten mixtures and pure substances that can
be found in the classroom.

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51 Have them classify the items in the list as mixture or pure substance,
homogeneous or heterogeneous. Give the students time to complete
the activity.
52 Have each group share their list of items with the class and explain
why certain items have been classified as mixture or pure substance,
homogeneous or heterogeneous.
53 Discuss the information in Science Bank on pages 4, 7, and 8 of the
textbook.
54 Let the students review the concepts summarized in Looking Over
on page 10 of the textbook.

Evaluation
55 Test the students’ understanding of the lesson. Have them do the
Enhance Your Skills exercise on pages 10 –11 of the textbook.
Discuss their answers.
56 Ask the students to answer the question in Everyday Science on
page 11 of the textbook.
57 Organize the students into pairs and have them discuss with their
partners their answers to Everyday Science.
58 Have some pairs share their answers in class. Discuss their answers.
59 Ask the students to fill in the What I Learned column in worksheet
1.1a.

Suggested Activities

1 As homework, have the students list ten mixtures found in their homes
and classify the mixtures as heterogeneous or homogeneous. Ask
them to explain their basis for the classification of each mixture. Have
some students share their outputs in class. Discuss their outputs.
2 Give each student three square cutouts. In each cutout, have them
write one vocabulary word related to the concepts discussed (e.g.
electrolysis, heterogeneous, homogeneous, mixture, etc.). After
everyone has filled out their cards, have each student discuss each
vocabulary word with a classmate and have that classmate sign on
the card. The student finishes the activity when he or she can explain
each of the signed vocabulary words.
Note: The same person cannot sign on a student’s cards twice.

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Quiz

Name: __________________________________ Date: ______________

Grade & Section: ________________________ Score: _____________

Directions: Classify the following mixtures as homogeneous or

heterogeneous. Check the column that corresponds to the correct
classification.

Mixture Homogeneous Heterogeneous

1 oil and water

2 clay and sand
3 glue and water
4 salt and water
5 pepper and salt
6 carrots and peas
7 alcohol and water
8 vinegar and water
9 mango and strawberry
10 cocoa powder and milk

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Worksheet 1.1a

Name: ____________________________ Grade & Section: ____________

Topic: ____________________________ Date: _____________________

K-W-L Chart
Directions: Write in the first two columns what you think you already know
(K) and what you want to know (W) about the topic. After completing the
lesson, write in the third column what you learned (L).

What I Know What I Want to What I Learned

Know

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Worksheet 1.1b

Name: __________________________________ Date: ______________

Grade & Section: ________________________ Score: _____________

Matter Scavenger Hunt

Directions: Fill in the columns of the table below with the correct
information.

What Is It? Mixture or Pure Homogeneous or

Substance Heterogeneous
Example: mixture homogeneous
One-peso coin

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2 Types of Mixtures
Textbook Page Numbers: 12–24
Time Allotment: 3 sessions

Learning Goals

At the end of the lesson, the students should be able to:

1 compare the properties of different types of mixtures;
2 explain the uses of different mixtures;
3 prepare useful mixtures;
4 explain how mixtures are utilized in technology;
5 evaluate the importance of colloids in daily life; and
6 describe the impact of colloids on biology and the environment.

Teaching Notes

Key Concepts
1 A solution is a homogeneous mixture consisting of solute and solvent.
2 A solute is a substance dissolved in a mixture, while a solvent is a
substance that dissolves the solute.
3 A solution can be in different phases—solid, liquid, or gas.
4 Liquid and gaseous solutions may be colorless or colored, but they
are transparent. They let light pass through.
5 A colloid is a heterogeneous mixture. Its components are immiscible.
Colloids often appear murky or opaque.
6 Tyndall effect is the scattering of light when it passes through a
colloid.
7 A suspension is a heterogeneous mixture containing a solid
substance dispersed in a liquid or gaseous substance. Unlike a
colloid, the suspended substance eventually settles.

Vocabulary
colloid, solute, solution, solvent, suspension, Tyndall effect

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Materials

worksheet 1.2, gelatin powder, sugar, hot water, pineapple chunks,

bowl, detergent powder, honey, green dishwashing liquid, cooking oil,
alcohol, cornstarch, stirrer/spoons, transparent glasses or jars, red and
blue food colors, water, flashlight, and 40% isopropyl alcohol

Learning Instructions

Engagement

1 Organize the students into pairs. Distribute copies of worksheet 1.2

to each pair. Have each pair fill in the What I Know column in the
worksheet by answering the following questions:
(a) What are the differences between solutions, suspensions, and
colloids?
(b) What is Tyndall effect?
2 Have some pairs share their answers in class. Discuss their answers.
3 Show the following materials to the students: gelatin powder, sugar,
hot water, and pineapple chunks.
4 Ask the students: How do you prepare a homogeneous mixture
using some of these materials? Let them explain their answers.
5 Ask a student to mix the sugar and warm water in the bowl. Explain
that the sugar and water mixture is an example of a homogeneous
mixture.
6 Ask the students: How do you prepare a heterogeneous mixture
using the given materials? Let them explain their answers.
7 Ask a student to mix the pineapple chunks with the sugar and
water mixture. Explain that the resulting mixture is an example of a
heterogeneous mixture.
8 Add the gelatin powder to the bowl, and set the mixture aside.
9 Have the students fill in the What I Want to Know column in the
worksheet.
10 Explain the lesson objectives in Learning Goals on page 12 of the
textbook.

Exploration
11 Have the students answer the question in Explore! on page 12 of
the textbook.

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12 Call on some students and let them share their answers in class.
Discuss their answers.
13 Organize the students into four groups. Have the groups do the
Science at Work activity on pages 18 –19 of the textbook. Give the
groups time to complete the activity.
14 Have the groups fill in the third and fourth columns of the table in the
activity. Tell the groups not to fill in the second and last columns of
the table and not to answer the guide questions yet.
15 Call on some groups and let them explain their output in class.
Discuss their outputs.

Explanation
16 Write the words solution, solute, solvent, and miscible on the board.
Call on some students and ask them to explain the meaning of each
word. Discuss their explanations.
17 Ask the students the following questions: Which is the solute in the
sugar-water solution? Which is the solvent? Let them explain their
answers.
18 Show the students a bottle of 40 percent isopropyl alcohol. Explain that
the bottle contains 40 mL of isopropyl alcohol for every 60 mL of water.
19 Ask the students the following questions: Which is the solute in the
alcohol solution? Which is the solvent? Discuss their answers.
20 Explain that the solute is generally present in less amount than the
solvent.
21 Refer the students to page 14 of the textbook. Discuss the different
types of solutions.
22 Organize the students into four groups. Tell the groups to list five
examples of each type of solution. Have each group present their list
in class. Discuss their lists.
23 Show the students a glass of water. Ask them: What are examples
of materials that do not mix with water, but settle at the bottom of the
glass? Let them explain their answers.
24 Ask the students: What are examples of materials that do not mix
with water, but float on the surface of the water? Let them explain
their answers.
25 Write the word suspension on the board. Explain that a suspension
is a heterogeneous mixture.
26 Show the students the gelatin that was prepared at the start of the
session. Ask them: What type of a mixture is gelatin? Let them explain
their answers.

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27 Explain that gelatin is a colloid. The particles of a colloid do not
dissolve, but remain dispersed in the mixture.
28 Shine the flashlight onto the gelatin. Ask the students to share their
observations. Discuss their observations.
29 Explain that colloids exhibit Tyndall effect, a phenomenon that
involves scattering of light.
30 Have the students fill in the second and last columns of the table in
the Science at Work activity on page 18 of the textbook and answer
the guide questions at the end of the activity. Tell them to discuss
their answers with a partner.

Elaboration
31 Organize the students into three groups. Have each group make
a concept map using the following terms: mixture, homogeneous,
heterogeneous, solution, suspension, and colloid. Then tell them to
add other related terms to complete their concept map.
32 Have each group present their concept map in class. Discuss their
concept maps.
33 Discuss the information in Science Bank on page 15 of the textbook.
34 Let the students review the concepts summarized in Looking Over
on page 19 of the textbook.
35 Ask the students to write a paragraph summarizing the concept map
in Linking Together on page 21 of the textbook.
36 As homework, ask the students to read the article in Making
Connections on page 24 of the textbook. Discuss the article with the
students.

Evaluation
37 Test the students’ understanding of the lesson. Have them do the
Enhance Your Skills exercise on page 20 of the textbook. Discuss
their outputs.
38 Organize the students into pairs. Have each pair answer the question
in Everyday Science on page 20 of the textbook.
39 Have some pairs share in class their answers to the question in
Everyday Science. Discuss their answers.
40 Test the students understanding of the lessons in the chapter. Have
them answer Chapter Test on pages 22–23 of the textbook. Discuss
their answers.
41 Have the students fill in the What I Learned column in worksheet 1.2.

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Suggested Activities

1 As homework, have the students draw a table with three columns.

Tell them to label the columns with the terms solutions, suspensions,
and colloids respectively. Tell them to list down ten examples of
these types of mixtures. Have them share their list in class. Discuss
their list.
2 Organize the students into pairs. Have the pairs bring cookbooks
or magazines. They can also download recipes from the internet.
Tell them to find a recipe that involves preparation of a solution, a
suspension, or a colloid. Then have them share and discuss their
findings in class. Discuss their findings.

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Quiz

Name: __________________________________ Date: ______________

Grade & Section: ________________________ Score: _____________

Directions: Match the description in column A to the term in column B.

Write on the line before the number the letter that corresponds to the
correct term.
Column A Column B
1 It is an example of a colloid. A solvent
2 It is an example of a solution. B suspension
3 It is an example of a suspension.
C one
4 It is the scattering of light in a mixture.
5 It is the substance dissolved in solution. D salt water
6 It is a type of mixture with miscible E solution
components.
F mud water
7 It is the substance that dissolves
another substance in solution. G colloid
8 It is the minimum number of phases H milk
in a suspension. I solute
9 It is a type of mixture that has evenly-
J two
dispersed particles.
10 It is a type of mixture that consists of K pure substance
large particles that are not dissolved. L Tyndall effect

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Worksheet 1.2

Name: ____________________________ Grade & Section: ____________

Topic: ____________________________ Date: _____________________

K-W-L Chart
Directions: Write in the first two columns what you think you already know
(K) and what you want to know (W) about the topic. After completing the
lesson, write in the third column what you learned (L).

What I Know What I Want to What I Learned

Know

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Answer Key

A Textbook
Explore!
page 3
Vinegar is a mixture. It is composed of acetic acid and water.

page 12
Paints have to be sticky and viscous so they would resist gravity and be
prevented from sliding down a canvas or wall.

Science at Work
page 9
1 If the components have one phase, the mixture is homogenous but if the
components have two or more phases, the mixture is heterogenous.
2 Yes
3 Other properties that can be used to classify mixtures are miscibility,
particle size, and light scattering.

pages 18–19
1 Answers may vary.
Sample answer: Yes
2 If the components have one phase, the mixture is homogenous
but if the components have two or more phases, the mixture is
heterogeneous.
3 If light is scattered or spreads out when passing through a mixture,
then the mixture is a colloid.

Enhance Your Skills,

page 10
A 1 B
2 A
3 A
4 A
5 C

B 1 hetero
2 homo
3 homo

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4 homo
5 homo

page 20
A 1 B
2 D
3 B
4 B
5 C

B 1 70 % alcohol
2 soap
3 ink, glue
4 salt and water, 70 % alcohol and water
5 glue and water; soap and water; ink and water

Everyday Science
page 11
Yes, there are mixtures in our body. There are also mixtures in outer
space.

page 20
Glue is used to stick things together. A glue would not be effective if it
becomes a nonsticky solution.

Chapter Test
pages 22–23

A 1 D
2 D
3 B
4 D
5 A
6 B
7 B
8 B
9 A
10 C

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B
Type of Matter
Number of Tyndall
Substance (pure substance
Phases Effect
or mixture)
oil 1 no mixture
shampoo 1 yes mixture
mudwater 2 yes mixture

B Teacher’s Manual
Quiz
Lesson 1
Mixture Homogeneous Heterogeneous

1 oil and water 

2 clay and sand 
3 glue and water 
4 salt and water 
5 pepper and salt 
6 carrots and peas 
7 alcohol and water 
8 vinegar and water 
9 mango and strawberry 
10 cocoa powder and milk 

Lesson 2
1 H
2 D
3 F
4 L
5 I
6 E
7 A
8 J
9 G
10 B

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Test Item Bank

Circle the letter that corresponds to the correct answer.

1 Which of the following refers 5 Which of the following will form
to matter that has a definite or a homogeneous mixture?
fixed composition? A water and ice
A solution B water and oil
B pure substance C water and gravy
C homogeneous mixture D water and ethyl alcohol
D heterogeneous mixture
6 Water undergoes electrolysis.
2 What is a solution? Which of the following pairs of
A a heterogeneous mixture of elements are the products of
two immiscible components the electrolysis of water?
B a substance with a fixed or A oxygen and nitrogen
definite composition B hydrogen and oxygen
C a homogeneous mixture of C hydrogen and nitrogen
solute and solvent D oxygen and carbon dioxide
D a substance that cannot be
broken down by physical 7 You shine light into a container
means of an unknown substance. You
observe that the substance
3 What is electrolysis? scattered light in different direc-
A process of breaking down tions. Which of the following is a
substances using electricity possible identity of the unknown
B process of breaking down substance?
substances using sound A milk
energy B brine
C process of forming new C water
substances using heat D ethyl alcohol
D process of forming new
substances using light energy 8 In what way are water and
argon gas similar?
4 Which of the following is a pure A They are both
substance? heterogeneous mixtures.
A hair B They are both pure
B mercury substances.
C fruit salad C They are both solutions.
D orange juice D They both exhibit Tyndall
effect.

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9 Dry ice is made up of carbon
and oxygen atoms. Why is
dry ice considered a pure
substance?
A It has a fixed composition
and only one phase.
B It has a fixed composition
and two phases.
C It can be broken down by
physical means.
D It does not have a definite
or fixed composition.

10 How do you separate a pile of

iron and sulfur particles?
A Boil the mixture to evaporate
sulfur.
B Place the mixture in a cold
environment to remove iron.
C Use electricity to remove
iron particles from the pile.
D Use a magnet to attract and
remove the iron particles
from the pile.

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