GRADES 1 to 12 School Mati School of Grade Level Grade 8

Arts and
Trades
DAILY LESSON PLAN
Teacher Aiza Banga Learning Area Science
Teaching Dates and Time M-F Quarter 3rd

At the end of 60 minute period, students should be able to;

I. OBJECTIVES
 describe the different properties of the three states of matter
A. Content The learners demonstrate the understanding of;
Standards o the particle nature of matter as basis for explaining properties, physical changes, and
structure of substances and mixtures
B. Performanc The learners should be able to..
e Standard present how water behaves in its different states within the water cycle
C. Learning
Competenci Explain the properties of solids, liquids, and gases based on the particle nature of matter
es (S8MT-IIIa-b-8)
Write the LC code for
each
CONTENT/TOPIC The Particle Nature of Matter
III. LEARNING
RESOURCES
A. References Acosta, H., L. Alvarez, D. Angeles, R. Arre, MP. Carmona, A. Gatpo, Gatpo, et al. Science-Grade 18
Learner’s Material. Pasig City, Philippines: Rex Bookstore, Inc. and Department of Education, 2015.

1. Teacher’s
Guide pages
2. Learners Science 8 - Module 3, Quarter 3
Material
pages
3. Textbook
pages
4. Additional PowerPoint Presentation
materials
from
Learning
Resource
(LR) portal.
B. Other https://www.studocu.com/ph/document/central-bicol-state-university-of-agriculture/bsed-science/lesson-plan-
Learning particle-nature-of-matter/32451326
Resource
IV. PROCEDURES
A. Reviewing Teacher’s Activity Learner’s Activity
previous
lesson or Begin with a classroom routine:
presenting  Prayer (Select a student who will lead the prayer) Students: Good Afternoon,
the new Teacher: Good Morning, Class. Ma’am Aiza.
lesson Teacher: Before you take your seats please arrange your chairs and
pick up some pieces of papers under your chair
Teacher: Do we have any assignment?
Students: None Ma’am.
Okay before we proceed to our next lesson, let’s have a review first.
ELICIT
What have we discussed last meeting? Students: Last meeting we
discussed about the properties
of solids, liquids and gases.
Okay, before we proceed to our next lesson let’s have a review and
recall what you have learned in the previous lesson. Your task is to Students: Yes ma’am!
 identify if the object mentioned is solid, liquid or gas. Are you
all ready? Students: Number 1 is Solid
Ma’am.
Substances S L Ga
o i s Number 2 is gas
l q Number 3 is solid
i u Number 4 is liquid
d i
d
cube ✔
inside plastic ✔

piece of wood ✔
✔

Teacher: Yes! Very Good! Ice cube is solid, though an ice cube is
made up of water particles but it is solid because its particles are
packed closely together, resulting in its hard and fixed state.
Exactly! Air inside plastic balloon is gas
Very good! A piece of wood is solid.
How about water? Yes water is liquid.

B. Establishin ENGAGE
g a purpose (Students will listen to the
for the (The teacher will give an activity) instruction)
lesson
Teacher: So since you already have your groups, please go to your
respective groups.

Activity 1: Are the Particles of Matter Moving?

Materials Needed:

2 cups tap water

1 piece, 30 mL plastic syringe (without the needle)

1 piece, wide-mouthed transparent bottle (200 or 250 mL capacity) 1

piece, narrow-mouthed transparent bottle (100 mL capacity)

1 plastic or glass dinner plate

½ cup rock salt (not iodized salt) or ½ cup sand, food coloring (blue,
green, or red)

Procedure:

1. Pull the plunger of the syringe until it reaches the 30 mL mark

of the syringe.

2. Press your thumb on the tip of the plunger and use your other
thumb to push the plunger once.

Q1. Can you push the plunger all the way through the syringe while
your thumb presses on the tip of the plunger?

Q2. What do you feel as you push the plunger?

3. This time, push the plunger of the syringe all the way
to the end of the syringe. Suck water from the cup or
container up to the 30 mL level of thesyringe. Cover tightly
the tip of the syringe with your thumb.
Q3. Can you push the plunger with water?

Q4. Compare what you felt when

you pushed the plungerwith the
 air and with the water do you feel
the same?

4. Pour 1/2 cup of tap water into one transparent glass bottles.
5. Pour the 1/2 cup of tap water in step #4 into
another bottle or beaker. Observe carefully the flow of
water.
Q5. Did water take the shape of the container? Does it
maintain its volume?

6. This time, pour the water just on the flat surface of a dinner
plate.
Q6. When water poured on the flat surface of
a dinner plate does the water spread out to fill
all the space available?
7. Examine a single piece of bottle cap. Put it inside
the bottle. Observe carefully what happens as you
transfer it by tilting the bottle into the dinner plate.
Q7. Does the bottle cap retain its shape and volume?

8. Pour ½ cup of rock salt or sand into the narrow-

mouthed bottle. Observe carefully what happens to
rock salt as you pour it into the bottle and when all
of it has been transferred.
Q8. Did rock salt or sand take the shape of the bottle?

Did the particles of rock salt change in shape?

(The teacher will give her input)

Based on your observation from the activity you could slightly push the
plunger of the syringe with air in it. You felt the springiness of the air
inside the syringe which gives a hint about the distance between the
particles of air. In other words, air, being a gas, can be compressed
because there are large spaces between the particles so the particles
can be made to come closer to each other. However, you were not able
to push the plunger of the syringe with water in it. You felt the
resistance of the water to being compressed. The plunger could not be
pushed because water is not as compressible as air. The particles of
liquid water are closer to each other and it is difficult to push them even
closer to each other.

C. Presenting EXPLORE
examples/in (The Teacher will begin the discussion)
stances of Three states of Matter
the new  Solid
lesson. - are particles that are packed tightly so they have a definite
D. Discussing
volume and definite shape. Its particles are vibrating in place and
the new
concepts its particles do not move relative to one another
and Solids have definite shapes and volume because the particles
practicing are packed closely together in fixed positions. They vibrate a little
new skills but in these fixed positions. The particles cannot move around.
#1 The particles of solids are held together by strong forces. One
E. Discussing common characteristic of both solids and liquids is that the
the new particles are in contact with their neighbors, that is, with other
concepts particles. Thus, they are incompressible and this commonality
and between solids and liquids distinguishes them from gases.
practicing
new skills
 #2  Liquids
- are particles that are close to one another so they have a
definite volume and its particles moves relative to one another
therefore they take the shape of the container that they are in.
The particles in liquids are closer to one another, pressing one
another as they move. Since the particles are closer to one
another, the attraction between particles is stronger than those in
gases. The particles move and change positions but not as freely
as those in a gas.

 Gases
- are particles are spread out as far as they can be so they take
up the entire volume and shape of the container that they are in.
Gases take the shape of the container because the particles are
able to move freely to all parts of the container. They move freely
because they are far apart and there is negligible attraction
between them. This model also explains the compressibility of
gases. The distances between particles are large and so there is
room for the particles to move closer to each other.

F. Developin Activity
g mastery Teacher: Since we have already discussed the three states of
(Leads to matter, using a comparison chart compare the three states of
formative matter.
assessment
3)
G. Finding Activity : Find Me
practical Directions: List down at least two examples of the following states of
application matter that could be found in your kitchen and write it in your notebook.
of concepts (Students will share their answers)
and skills in
daily living

Solid:
Liquid:
Gas:
H. Making (Ask the students about…)
generalizati Teacher: What have you learned about the new lesson? (One or two students will give their
on and ideas)
abstraction
about the
lesson
I. Evaluating Give the students a 5 item assessment.
learning 1. It is particles that have definite shapes and volume because the particles are packed closely
together in fixed positions.
2. It is particles that are spread out as far as they can be so they take up the entire volume and
shape of the container that they are in.
3. It is particles that are closer to one another, pressing one another as they move.
4. Water, milk and syrup are all .
5. All materials are either solid, or gas.
J. Additional  The teacher will give them bring home assignment.
activities
for
application
 or
remediatio
n
V. REMARKS

VI. REFLECTION
A. No. of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lesson
worked? No.
of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
material did I
use/discover
which I wish to
share with
other
teachers?