SCHOOL BINANUAANAN HIGH SCHOOL GRADE LEVEL Grade 8

TEACHER REYNALDO M. BAÑARIA, JR. LEARNING AREA Science

DATE & September 2, 2019 │9:45-10:45 AM QUARTER 2ND
TIME

I. OBJECTIVES
The learners demonstrate understanding of the particle nature of matter as basis for explaining properties, physical changes,
A. Content Standards and structure of substances and mixtures.
The learners should be able to present how water behaves in its different states within the water cycle.
B. Performance Standards
C.Learning Competencies
LC: Explain physical changes in terms of the arrangement and motion of atoms and molecules. (S8MT-IIIcd-9)

Objectives:
1. Enumerate the processes involved in physical changes in terms of the arrangement and motion of atoms and molecules.
D.Objectives
2. Describe the processes involve in physical changes in terms of the arrangement and motion of atoms and molecules.
II. CONTENT ATOMS and MOLECULES (Physical Processes)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 125-129
2. Learner’s Materials
pp. 182-189
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
https://www.youtube.com/watch?v=1l93Y2AH0m w
5. Other Learning Materials
https://www.youtube.com/watch?=tEQvDDfXgs
IV. PROCEDURES

A. Reviewing previous Elicit:

lesson or presenting (The activities in this section
will evoke or draw out prior How do the particles of solid, liquid and gas differ in terms of its arrangement and movement?
the new lesson concepts or prior experiences
from the students)
B. Establishing a Spray a perfume in the class. Ask the students the following. What happened to the molecules of
perfume as it gets out of the container?
purpose for the Engage:
lesson (The activities in this section
will stimulate their thinking and Answers of the students may vary, some of the possible answers are:
C. Presenting help them access and connect
•The molecules of the perfume combined with the molecules of the air.
prior knowledge as a jumpstart
examples/instances to the present lesson •The liquid perfume becomes gas.
of the new lesson •The molecules of perfume spread in the entire room.
D. Discussing new Explore:
concepts and (In this section, students will be
given time to think, plan, Activity: “Give Me Some Space and Move On!”
practicing new skills investigate, and organize
collected information; or the
#1 performance of the (In average learners, the teacher may demonstrate Part D. Sublimation and Deposition and guide
E. Discussing new planned/prepared activities the students during the observation phase in order to process correctly the answers to the guide
from the students’ manual with
questions.)
concepts and data gathering with Guide
Questions)
practicing new skills
#2
F. Developing mastery Explain: Let the students present their output to the class.
(leads to Formative (In this section, students will be
involved in an analysis of their PART A. Evaporation
Assessment 3) exploration. Their
Q1. Draw the arrangement of particles of acetone before and after it undergo physical change.
understanding is clarified and
modified because of reflective Q2. Describe the motion of the particles of acetone
activities)/Analysis of the before and after it undergo physical change.
gathered data and results and
be able to answer the Guide At first the motion of the particles of acetone is slow, then the motion becomes fast.
Questions leading to the focus Q3. What do you call the process wherein the substance changes from liquid to gas? Evaporation.
concept or topic for the day.

PART B. CONDENSATION
Q1. What happens to water as it boils?
As the water boils, bubbles are formed and water vapor evaporates. Q2. Where did some of the
particles of water go? Some of the particles of water in the form of vapor and steam go upward and
is trapped into the lid of the beaker. Q3. What do you see in the lid of the beaker? Droplets of water
are seen in the lid of the container.

Q2. Where did some of the particles of water go?

Some of the particles of water in the form of vapor and steam go upward and is trapped into the lid
of the beaker.
Q3. What do you see in the lid of the beaker?
Droplets of water are seen in the lid of the container.

Q4. Draw the arrangement of particles of water before and after cooling.

Q5. Describe the arrangement of the particles of water before and after cooling.
The particles of water moved closer to each other and become more orderly after cooling.

Q6.Describe the motion of the particles of water before and after cooling. Before cooling, the
motion of the particles is fast, after cooling it becomes slow.
 Q7. What do you call the process wherein a substance changes from gas to liquid? Condensation.

PART C. MELTING
Q1. Does ice undergo physical change? Yes.

Q2. Draw the arrangement of particles of ice before and after it undergo physical change.

Q3. Describe the motion of the particles of ice before and after it undergo physical change.
The particles of ice vibrate in their position before the change, after the change, the particles collide
and move away from each other.

Q4. What do you call the process wherein a substance changes from solid to liquid? Melting.

PART D. SUBLIMATION and DEPOSITION

Q1. Do you still see the particles of mothballs in the watch glass after heating it? Not anymore.
What happened to the particles of mothballs? It evaporated.
Is it still in the watch glass? No.
Why? It becomes vapor and moved upward.

Q2. Draw the particles of mothballs before and after heating.

Q3. What happens to the motion of the particles of mothballs before and after heating? The
particles moved away from each other.

Q4. What do you call the process wherein a substance changes directly from solid to gas without
passing into the liquid state? Sublimation.

Q5. Did you observe visible particles inside the funnel after heating the mothballs for 1 minute?
No.
After heating the mothball for 3 minutes? Yes.

Q6. Why are particles of mothballs not visible to the eyes as they pass through the perforated
paper? Because it is in gas phase.

Q7. After the set-up has cooled, what particles are found in the funnel? Mothball.

Q8. Draw the arrangement of particles of mothball after heating it for two minutes and after it has
cooled down.

Q9. Describe the motion of the particles of mothball after they cooled down.
The mothball particles moved slower and closer to each other.

Q10. What do you call the process wherein a substance changes from gas to solid? Deposition.

PART E. SOLIDIFICATION
Q1. What happened to the melted ice candy after 30 min?
It becomes solid.

Q2. Draw the particles of ice candy before and after the physical change.
Q3. Describe the motion of the particles of ice candy before and after the physical change.
At first the motion of the particles is fast then it becomes slow.

Q4. What do you call the process wherein a substance changes from liquid to solid? Solidification.

G. Finding practical
applications of
concepts and skills in
daily living The teacher should emphasize that sublimation is a direct transformation in phase of a
Elaborate: substance from solid to gas and deposition is a direct transformation in phase of a
(This section will give students substance from gas to solid.
the opportunity to expand and
solidify/concretize their
H. Making understanding of the concept The teacher should explain further that mothball sublime at room temperature, but
generalizations and and/or apply it to a real-world
situation) because the temperature applied (heat from alcohol lamp) is higher than room
abstractions about temperature, the mothball may liquefy during the sublimation process.
the lesson

I. Evaluating learning Evaluation:

(This section will provide
opportunities for concept check
Enumerate and describe what happens to atoms and molecules of matter as it undergo
test items and answer key physical change in terms of their motion and arrangement by completing the table
which are aligned to the
learning objectives – content
below:
and performance standards
and address misconceptions- if
any)
 Extend:
J. Additional activities (This section gives situation
What are the other materials that sublime? (Air freshener or deodorizer, dry ice (solid
for application or that explains the topic in a new
context, or integrate it to carbon dioxide and solid iodine are possible answers.)
remediation another discipline/societal
concern)

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? 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 these work?

F. What difficulties did I encounter which my principal or supervisor can

help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Prepared by:

REYNALDO M. BAÑARIA, JR.

Teacher I

Noted:

FE B. ARAZAS
Science Dept. Chairperson

HERNANI A. MAYOR
Secondary School Principal I