SEMI – DETAILED LESSON PLAN SCIENCE 8

School: BULUA NATIONAL HIGH SCHOOL-CAMP EVANGELISTA ANNEX Quarter: THIRD QUARTER (Week 1)
Date and Time: FEBRUARY 5-9, 2024 (3:15 PM – 3:55 PM) G8 GALILEO, (3:55 PM – 4:35 PM) G8 EINSTEIN Subject: SCIENCE 8
(4:35 PM – 5:15 PM) G8 NEWTON

CONTENT STANDARDS: The particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.

PERFORMANCE STANDARDS: The learners will be to is able to present how water behaves in its different states within the water cycle.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES At the end of the lesson, the students At the end of the lesson, the students At the end of the lesson, the students
will be able: will be able to: will be able to: LONG QUIZ ABOUT THE
PRE-TEST ABOUT THE a. Name the three states of matter. a. Describe that molecules are a. Recognize that there are PARTICLE NATURE OF
PARTICLE NATURE OF b. Identify the state of matter from attractive forces between MATTER
in continuous motion and
MATTER molecules.
images showing the arrangement how this differs between
b. Recognize how the attractive
of particles. states of matter . forces differ between solids,
b. Explain that there are liquids, and gases.
intermolecular spaces c. Describe how the physical
between molecules. properties differ between
solids, liquids, and gases.

II. SUBJECT Topic: THE PARTICLE NATURE Topic: THE PARTICLE NATURE Topic: THE PARTICLE NATURE LONG QUIZ ABOUT THE
MATTER OF MATTER OF MATTER OF MATTER PARTICLE NATURE OF
MATTER
Reference: Reference: Reference:
Science 8 Module 1 Third Quarter Science 8 Module 1 Third Quarter Science 8 Module 1 Third Quarter
www.youtube.com www.youtube.com www.youtube.com
www.google.com www.google.com www.google.com

Materials: Powerpoint Materials: Powerpoint presentation,

presentation/tarpapel,
projector, laptop
Time Frame: 40 minutes
Approach: Direct Teaching Approach
Strategy: Scaffolding
Materials: Powerpoint presentation, tarpapel
Or tarpapel,projector, projector, laptop
laptop
Time Frame: 40 minutes
Time Frame: 40 minutes
Approach: Direct Teaching Approach
Approach: Direct Teaching Approach
Strategy: Scaffolding
Strategy: Scaffolding
 Method: Lecture Method
Technique: Individual Learning
A. PRELIMINARY ACTIVITIES
a. Greetings
b. Opening Prayer
III. PROCEDURE c. Arranging of seats and
picking
pieces of paper
d. Checking of attendance
e. Checking and collecting of
assignments
Learning across curriculum:
1) Mathematics: Students can
explore the concept of volume by
calculating the volume of different
states of matter.
2) Language Arts: Students can
write a descriptive paragraph using
sensory details to describe the
characteristics of each state of
matter.
Method: Demonstration Method
Technique: Individual Learning/
Cooperative Learning
A. PRELIMINARY ACTIVITIES
a. Greetings
b. Opening Prayer
c. Arranging of seats and
picking
pieces of paper
d. Checking of attendance
e. Checking and collecting of
assignments
Learning across curriculum:
1) Mathematics - Calculate the
average speed of molecules in
different states of matter.
2) Language Arts - Write a
descriptive paragraph about the
movement of molecules in a
specific state of matter.
3) Social Studies - Research and
present how the understanding of
Method: Demonstration Method
Technique: Individual Learning/
Cooperative Learning
A. PRELIMINARY ACTIVITIES
a. Greetings
b. Opening Prayer
c. Arranging of seats and
picking
pieces of paper
d. Checking of attendance
e. Checking and collecting of
assignments
Learning across curriculum:
1) Mathematics: Students can
explore the concept of
intermolecular forces through
mathematical models and
calculations.
2) English: Students can write a
descriptive essay comparing the
physical properties of solids, liquids,
and gases.
3) Social Studies: Students can
research how different states of
matter are used in various
industries and present their
findings.
ELICIT:
Teaching Strategy: K-W-L Chart
Instructional Materials: Chart
paper, markers
Anecdote 1: Share a personal story
about experiencing different states
of matter during a cooking activity
in the kitchen.
Anecdote 2: Share a traditional
Filipino anecdote related to the
different states of matter, such as
the story of a boiling pot of rice.
ENGAGE:
Teaching Strategy: Interactive
Quizzes
Instructional Materials: Online
quiz platform, devices
1) Idea: Create an online quiz where
students have to identify the state
of matter based on images of
everyday objects.
2) Idea: Play a game of "Mystery
Box" where students have to guess
the state of matter of an object
hidden inside a box by shaking or
observing its properties.
EXPLORE:
Activity 1: Sorting Matter
Teaching Strategy: Cooperative
Learning
Materials: Various objects
molecular motion has contributed
to advancements in various
industries.
ELICIT:
Teaching Strategy: K-W-L Chart
Instructional Materials: Chart
paper, markers
Anecdote 1: Share a Filipino
cultural anecdote about the
movement of molecules in cooking
rice.
Anecdote 2: Share a Filipino
cultural anecdote about the
intermolecular spaces in a crowded
jeepney.
ENGAGE:
Teaching Strategy: Cooperative
Learning
Instructional Materials: Index
cards, markers
1) Idea - Divide the class into
groups and assign each group a
state of matter. Have them create a
skit showing the movement of
molecules in that state.
2) Idea - Play a game of "Molecular
Musical Chairs" where students
represent molecules and move
around according to the state of
matter called out.
EXPLORE:
Activity 1: States of Matter Models
Teaching Strategy: Inquiry-Based
Learning
Materials: Clay, toothpicks, colored
pencils, paper
ELICIT:
Teaching Strategy: K-W-L Chart
Instructional Materials: Chart
paper, markers
Anecdote 1: Share a story about
how the attractive forces between
molecules play a role in the
formation of raindrops.
Anecdote 2: Share a story about
how intermolecular forces affect the
texture and taste of Filipino
delicacies like leche flan.
ENGAGE:
Teaching Strategy: Interactive
Quizzes
Instructional
Materials: Whiteboard, markers
1) Idea: Conduct a quiz using
interactive questions related to
intermolecular forces and their
effects on different states of matter.
2) Idea: Play a "Mystery Box" game
where students have to guess the
state of matter based on the
description of its physical
properties.
EXPLORE:
Activity 1: Investigating
Intermolecular Forces
Teaching Strategy: Inquiry-Based
Learning
Materials: Water, ice cubes,
cooking oil, glass containers, paper
towels
Significance: Students will observe
representing different states of
matter (solid, liquid, gas)
Significance: This activity helps
students identify the characteristics
of each state of matter and develop
their observation skills.
Instructions:
1) Divide the class into small
groups.
2) Provide each group with a set of
objects representing different
states of matter.
3) In their groups, students must
sort the objects into the correct
category (solid, liquid, gas).
Rubric:
- Correctly sorted objects: 5 pts
- Accurate explanation of sorting: 5
pts
Assessment Questions:
1) What is the state of matter of
water?
2) Name a solid object.
3) What state of matter is air?
Activity 2: Particle Arrangement
Teaching Strategy: Inquiry-Based
Learning
Materials: Visuals showing the
arrangement of particles in
different states of matter
Significance: This activity helps
students understand how the
arrangement of particles differs in
each state of matter.
Instructions:
1) Show students visuals or
diagrams of the arrangement of
particles in solid, liquid, and gas.
Significance: Students will create
models to represent the movement
of molecules in different states of
matter.
Instructions:
1) Provide each student with clay,
toothpicks, colored pencils, and
paper.
2) Instruct students to create a
model for each state of matter,
showing the movement and
arrangement of molecules.
3) Students should label each
model and explain the differences
in molecular motion and
intermolecular spaces.
Rubric:
- Accuracy of models: 5 pts
- Labeling and explanation: 5 pts
Assessment Questions:
1) How does the movement of
molecules differ between solids,
liquids, and gases?
2) What are intermolecular spaces?
How do they vary between states of
matter?
3) Why is it important to
understand the motion of
molecules in different states of
matter?
Activity 2: Molecular Motion
Simulation
Teaching Strategy: Technology
Integration
Materials: Computers or tablets
with internet access
Significance: Students will use
online simulations to observe and
and compare the attractive forces
between molecules in different
states of matter.
Instructions:
1) Fill three glass containers with
water, ice cubes, and cooking oil.
2) Observe the behavior of
molecules in each container.
3) Discuss and record the
differences in the physical
properties and attractive forces
between the three substances.
Rubric:
- Observation and comparison: 5
pts
- Recording of differences: 5 pts
Assessment Questions:
1) What are the attractive forces
between molecules in solids,
liquids, and gases?
2) How do the physical properties
differ between solids, liquids, and
gases?
3) Explain the relationship between
intermolecular forces and the
behavior of molecules in different
states of matter.
Activity 2: Modeling
Intermolecular Forces
Teaching Strategy: Cooperative
Learning
Materials: Modeling clay,
toothpicks
Significance: Students will create
models to represent the attractive
forces between molecules in solids,
liquids, and gases.
Instructions:
2) Ask students to observe the
images and identify the state of
matter represented.
3) Discuss as a class the
characteristics and properties of
each state of matter based on the
particle arrangement.
Rubric:
- Correct identification of particle
arrangement: 5 pts
- Clear explanation of
characteristics: 5 pts
Assessment Questions:
1) How are the particles arranged in
a solid?
2) What happens to the
arrangement of particles when a
substance changes from a liquid to
a gas?
3) Describe the particle
arrangement in a liquid.
Activity 3: States of Matter Collage
Teaching Strategy: Project-Based
Learning
Materials: Magazines, scissors,
glue, construction paper
Significance: This activity allows
students to apply their knowledge
of the three main states of matter
in a creative way.
Instructions:
1) Assign each student a specific
state of matter (solid, liquid, or gas).
2) Provide students with magazines
and ask them to find pictures that
represent their assigned state of
matter.
3) Instruct students to cut out the
compare the movement of
molecules in different states of
matter.
Instructions:
1) Provide students with the
website or app for a molecular
motion simulation.
2) Instruct students to explore the
simulation and observe the
movement of molecules in solids,
liquids, and gases.
3) Students should take notes on
their observations and compare the
motion in each state of matter.
Rubric:
- Observation notes: 5 pts
- Comparison of molecular motion:
5 pts
Assessment Questions:
1) What did you observe about the
movement of molecules in solids?
2) How does the movement of
molecules in liquids differ from that
in gases?
3) Describe the intermolecular
spaces in each state of matter
based on your observations.
Activity 3: Particle Diagram
Analysis
Teaching Strategy: Visual Aids
Materials: Particle diagram
worksheets, colored pencils
Significance: Students will analyze
and interpret particle diagrams to
understand the movement and
arrangement of molecules in
different states of matter.
Instructions:
1) Divide students into groups of 3-
4.
2) Provide each group with
modeling clay and toothpicks.
3) Instruct students to create
models that represent the attractive
forces between molecules in solids,
liquids, and gases.
4) Have groups present their
models and explain the differences
in the attractive forces.
Rubric:
- Creativity and accuracy of models:
10 pts
- Explanation of differences in
attractive forces: 10 pts
Assessment Questions:
1) How did your model represent
the attractive forces between
molecules in solids, liquids, and
gases?
2) What are the differences in the
attractive forces between the three
states of matter?
EXPLAIN:
Teaching Strategy: Lecture and
Discussion
Instructional Materials: Visual aids
(charts, diagrams)
1) Explain the concept of
intermolecular forces and how they
contribute to the attractive forces
between molecules.
2) Discuss how the attractive forces
differ between solids, liquids, and
gases.
3) Present the physical properties
(e.g., shape, volume,
pictures and create a collage on the
construction paper.
4) Students should label their
collage with the name of the state
of matter and its characteristics.
Rubric:
- Appropriate pictures representing
the state of matter: 5 pts
- Clear labeling and explanation of
characteristics: 5 pts
Assessment Questions:
1) What state of matter did you
choose for your collage? Why?
2) Describe the characteristics of
the state of matter represented in
your collage.
3) How does the arrangement of
particles differ in the three states of
matter?
EXPLAIN:
Teaching Strategy: Lecture and
Discussion
During the lecture, the teacher will
explain the three main states of
matter (solid, liquid, gas) and their
characteristics. The students will
have the opportunity to ask
questions and engage in a class
discussion to deepen their
understanding.
ELABORATE:
Teaching Strategy: Problem-Based
Learning
Task 1: Students will investigate
how temperature affects the state
of matter by conducting an
1) Provide each student with a
particle diagram worksheet and
colored pencils.
2) Instruct students to analyze the
diagrams and identify the state of
matter represented.
3) Students should label the
diagrams with arrows to show the
movement of molecules and circle
the intermolecular spaces.
Rubric:
- Correct identification and labeling:
5 pts
- Accurate representation of
molecular motion and
intermolecular spaces: 5 pts
Assessment Questions:
1) How can you determine the state
of matter based on a particle
diagram?
2) What do the arrows in the
diagram represent? How do they
differ between states of matter.
EXPLAIN:
Teaching Strategy: Lecture and
Discussion
Interaction between teacher and
students: The teacher will deliver a
lecture on the concept of molecular
motion, using visual aids and
examples to explain the differences
between states of matter. Students
will have the opportunity to ask
questions and participate in
discussions to deepen their
understanding.
ELABORATE:
compressibility) that differentiate
solids, liquids, and gases.
ELABORATE:
Teaching Strategy: Project-Based
Learning
Task 1: Design a Poster
Materials: Art supplies, poster
boards
Task: Students will create a poster
illustrating the physical properties
of solids, liquids, and gases. They
should include examples of each
state of matter and explain the
differences in their physical
properties.
Task 2: Role-Playing
Materials: Costumes, props
Task: Students will participate in a
role-playing activity where they act
out the behavior of molecules in
solids, liquids, and gases. They
should demonstrate the differences
in their movement and interactions.
EVALUATE:
Teaching Strategy: Problem-Based
Learning
Instructional
Materials: Assessment sheets
Question 1: What are the attractive
forces between molecules in solids,
liquids, and gases? (5 pts)
Question 2: How do the physical
properties differ between solids,
liquids, and gases? (5 pts)
Question 3: Give an example of a
material with high compressibility
and explain its physical properties.
experiment using water and a heat
source.
Task 2: Students will research and
create a poster or presentation
showcasing real-life examples of
each state of matter and their
applications in different industries.
EVALUATE:
Teaching Strategy: Visual Aids and
Discussion
Question 1: Show an image of a
glass of water. What state of matter
is the water in?
Question 2: Describe the particle
arrangement in a gas.
Question 3: How are the particles
arranged in a solid?
EXTEND:
Teaching Strategy: Case Studies
Students will analyze case studies
that involve different states of
matter and apply their
understanding to solve real-world
problems, such as the freezing and
melting of ice in a refrigeration
system.
Teaching Strategy: Project-Based (5 pts)
Learning
Task 1: Design a poster EXTEND:
Teaching Strategy: Case Studies
EVALUATE: Instructional Materials: Case
Teaching Strategy: Problem-Based study scenarios
Learning 1) Present a case study scenario
Instructional where the understanding of
Materials: Assessment rubrics, intermolecular forces is crucial in
questionnaires developing a new medication.
Question 1: Explain how the 2) Provide a case study scenario
movement of molecules in solids, where the physical properties of
liquids, and gases affects their solids, liquids, and gases are
properties. important in designing a new
Question 2: Compare the product.
intermolecular spaces in a solid and
a gas. How do they impact the
behavior of each state of matter?
Question 3: Analyze a real-life
scenario and describe how the
understanding of molecular motion
and intermolecular spaces can be
applied to solve a problem.
EXTEND:
Teaching Strategy: Case Studies
Instructional Materials: Case
study scenarios
Students will analyze case studies
that involve the understanding of
molecular motion and
intermolecular spaces. They will
apply their knowledge to propose
solutions or explanations for the
given situations.
I.EVALUATION
V. ASSIGNMENT Assignment:
Assignment 1: Write a short essay
explaining the importance of
understanding the three main
states of matter in everyday life.
Use specific examples to support
your explanation.
Assignment 2: Design a board
game that teaches players about
the characteristics and properties of
solids, liquids, and gases. Provide a
brief overview of the game and its
Assignment:
Assignment: Assignment 1: Concept Mapping
Assignment 1: Research and Guiding Overview: Students will
Reflection create a concept map illustrating
Assignment 2: Experimental the relationship between
Investigation intermolecular forces, attractive
The teacher will provide specific forces, and physical properties.
topics or questions for each Assignment Question: Create a
assignment, guiding the students to concept map showing the
further explore the concepts of connections between
molecular motion and intermolecular forces, attractive
intermolecular spaces. forces, and the physical properties
 objectives of solids, liquids, and gases.

VI.REFLECTION
A. No. of Learners
Who Earned 80% In
The Evaluation.
B. No. Of Learners
Who Require
Additional For
Remediation Who
Scored Below 80%.
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
Strategies Worked
Well? Why Did These
Work?
F. What Difficulties
Did I Encounter Which
My Principal Or
Supervisor Helped Me
Solved?
G. What
Innovation Or
Localized Materials
Did I Use /
Discover Which I
Wish To Share
With Other
Teachers?
Prepared by: MAY ANN G. RUBI Noted by: MELECIO L. TUBA
TEACHER I School Principal I