CAMP VICENTE LIM Grade

School 8
INTEGRATED SCHOOL Level
Learning
Teacher MARICEL R. FERNANDEZ SCIENCE 8
Area
FEBRUARY 6-7, 2024
DAILY TUESDAY
LESSON 6:00-7:00 LEOPOLD
LOG Teaching 8:20-9:20 CAVENDISH
Dates and 9:20-10:20 INOQUE Quarter THIRD QUARTER
Time 11:20-12:20 JEMISON
WEDNESDAY
7:00-8:00 GILBERT
9:20-10:20 KENDRICK

I. WEEKLY
OBJECTIVES
The learners demonstrate an understanding of the particle nature of matter as basis
A. Content Standards
for explaining properties, physical changes, and structure of substances and mixtures
B. Performance The learners shall be able to: present how water behaves in its different states within
Standards the water cycle
The learners should be able to explain the properties of solids, liquids, and gases
C. Learning based on the particle nature of matter; S8MT-IIIab-8
Competencies/ 1. Describe common properties of matter
Objectives 2. Distinguish properties of matter from those of non-matter
3. Demonstrate the skill of measuring mass
II. CONTENT PARTICULATE NATURE OF MATTER
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Science Grade 8 Teacher’s Manual pp 117-130
Pages
2. Learner's Materials Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 172-173
Science and Technology III. NISMED. 1997. pp. 55-64.
Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 32-33.
3. Textbook Pages Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
M., Ed.D. 1998. pp. 46-47.
Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 8081.
4. Additional Materials
from Learning EASE Science I. Module 5. Lesson 2. 2.
Resource (LR) portal
B. Other Learning TV monitor, laptop, PowerPoint presentation, activity sheets, pictures of objects,
Resources weighing scale, glass, water
IV. PROCEDURES
A. Reviewing Routinary activities
yesterday's Lesson or  Prayer
Presenting the new  Greetings
Lesson (ELICIT)  Classroom Management
 Rules and Regulations
 Attendance and self-emotions check
By using PowerPoint presentation, the students will be presented with the objectives
of the lesson.
As the students go through this lesson, students are expected to:
1. Describe common properties of matter
2. Distinguish properties of matter from those of non-matter
3. Demonstrate the skill of measuring mass
Review:
The teacher will show two pictures to the class. The students will identify whether if it
is a matter or not. (2 minutes)
 Indicator 8 Adapted and used culturally appropriate teaching strategies to address the
needs of learners from indigenous groups
The teacher will show the students a glass of water. Obtain ideas or concepts they
have in mind regarding it. (5 minutes)
B. Establishing a  What do you see? (unistructural)
purpose for the lesson  What are the things that you observed about the water(multistructural)
(ENGAGE)
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills.

The teacher will explain the score table that will be used for scoring. Each group will
earn a point to show the score earned by each group.
Group No. Activity 1 Activity 2 Activity 3
1
2
3
4
5

C. Presenting Indicator 9 Used strategies for providing timely, accurate and constructive feedback to
Examples/ instances improve learner performance.
of the new lesson Demonstration (5 minutes)
(ENGAGE) The teacher will prepare two identical cups and water. Show to the class one
small drinking glass full of water and one empty. Get a volunteer and ask him to
weigh the two. Ask the students on what they observed with the two objects.
(Students must infer that water has mass)
 What do you observe with the two objects? (multistructural)
 How can you get the mass of the two objects? (multistructural)
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills.
Use a wheel of names to give chance to all learners.
Indicator 6 Maintained learning environments that promote fairness, respect and care to
encourage learning.
D. Discussing new The learners will answer an activity to describe the properties of matter.
concepts and A. Setting of standards before, during and after the activity.
practicing new skills Indicator 5 -Established safe and secure learning environments to enhance
#1
learning through the consistent implementation of policies, guidelines and
(Leads to Formative
Assessment #1) procedures.
(EXPLORE) B. Activity Proper
The class will be divided into five groups, each tasked with performing the
Activity 1-Which is matter, which is not? (10 minutes)
Objectives:
1. Identify examples of matter; and
2. Distinguish properties of matter from non-matter.
3. Demonstrate the skill in measuring mass.
Activity 1-Which is matter, which is not?
Directions: With the use of materials, they should be able to fill in the table
 classifying if the sample is matter or not.

 The teacher will provide guidance and support at each station to ensure
students are integrating both literacy and numeracy skills.
 The teacher will use multilingual instructions to combine the use of the
other tongue, Filipino, and English when giving instructions to cater to the
diverse linguistic backgrounds of students.
Indicator 4- Displayed proficient use of Mother tongue, Filipino and English to facilitate
teaching and learning
 The teacher will discuss numerical data related to measuring the mass of the
object to check students’ mathematical concepts.
Indicator 2- Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills.
C. Presentation of output per group from the given activity.
Students will present their findings in class through a class reporting with the
use of the table and guide questions.
D. Guide questions will be answered and discussed. Discuss the properties of
matter from those of non-matter.
1. Is smoke an example of matter?
Does it have mass?
Does it occupy space?
2. Are toys and leaves examples of matter?
Do they occupy space?
Do they have mass?
3. In the activity given, how do you identify the
sample as matter?
4. What is your basis in identifying such samples?
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills
Students will classify objects as matter or not matter in a table.
Learning Task 1- Bring me in !
E. Discussing new Directions: Sort the objects in its proper column.
concepts and
practicing new skills Light rainbows love Human brain atoms garbage water
#2 peanut butter time motion energy sound Tree fish light
(Leads to Formative
Assessment #2) MATTER NON-MATTER
(EXPLORE)

F. Developing Mastery The students will explain the concept of matter and measuring mass.
(Leads to Formative  What are the properties of matter?
Assessment #3)  What properties of matter are present from those of non-matter?
  How do we measure mass?
(EXPLAIN) Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skill
G. Finding practical The students will list 15 samples of matter.
application of Learning task 2-List Me!
concepts and skill in Directions: List 15 samples of matter
Daily Living
(ELABORATE)
H. Making Ask the students to answer the following questions:
generalization and Directions: Give the uses of matter in your daily life.
abstraction about the Indicator 3 Applied a range of teaching strategies to develop critical and creative
lesson (ELABORATE) thinking, as well as other higher-order thinking skills.
The learners will answer a 5-item multiple choice quiz.
Directions: Choose the letter of the correct answer.
1. Which of the following statements does NOT describe matter?
A. It has weight.
B. It is a form of energy.
C. It has a definite shape.
D. It occupies space and has mass.
2. Which of the following are the properties of matter?
A. It has weight.
B. It is a form of energy.
C. It has a definite shape.
D. It occupies space and has mass.
3. Which of the following has the same properties?
I. Evaluating Learning
A. Air and juice
(EVALUATE)
B. Chalk and book
C. Sound and mirror
D. Water and coffee
4. Which of the following is the unit for mass?
A. Grams
B. Meters
C. Seconds
D. Meter per second
5. Which of the following has no mass?
A. Air and juice
B. Chalk and book
C. Sound and mirror
D. Water and coffee
J. Additional
Activities for To widen the students’ mastery of the topic, let students give the mass of the food
Application or that they had bought from the market.
Indicator 3 Applied a range of teaching strategies to develop critical and creative thinking, as well
Remediation as other higher-order thinking skills
(EXTEND)
Scor
e
5
4
3
V. REMARKS 2
1
0
n
x
MPS
VI. REFLECTION The learner will communicate the explanation of their personal assessment as
indicated in the Learner’s Exit Assessment Card.
The learner will give their personal insights about the lesson using the prompts
below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Note: Reflective approach will be employed
 Indicator 9 Used strategies for providing timely, accurate and constructive feedback to improve
learner performance
A. No. of learners who
earned 80% on the
formative assessment
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 this
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:

ELLA KARINA M. MAMALAYAN

Teacher III

Adopted By:

MARICEL R. FERNANDEZ
Teacher II

Checked By:

MIRASOL Q. DOMINGO
Head Teacher III

Noted By:

MILDRED M. DE LEON
Principal III