DLP-GROUP-3

Republic of the Philippines
Department of Education
REGION XII
Schools Division Office of Cotabato
MAKILALA WEST DISTRICT
BULAKANON HIGH SCHOOL
Bulakanon, Makilala, Cotabato
LESSON FOR SCIENCE GRADE 8
March 23, 2024
Grade Level & Section: 8- Hooke Day & Time: Wednesday/8:30-9:30
I. OBJECTIVE Teaching- Learning Activities
A. Content Standard The learners demonstrate an understanding of the particle nature

of matter as a basis for explaining properties, physical changes,
and structure of substances and mixtures
B. Performance Standard The learners should be able to present how water behaves in its
different states within the water cycle
C. MELC Explain physical changes in terms of the arrangement and motion

of atoms and molecules;
Code: S8MT-IIIc-d-9
D. Learning Objectives At the end of the 60-minute lesson, the learners should be able to
:
1. explain the different phase changes in matter ;
2. illustrate the phase changes of matter;
3. appreciate the importance of phase changes in everyday
life.
II. CONTENT Phase Changes of Matter
III. LEARNING RESOURCES
• Teacher’s Guide p. 181-182
• Learner’s Material p. 251-252
• Textbook SEDIP book Integrated Science p. 210
•Additional Materials https://www.youtube.com/watch?v=jJJTp7CKTto

from LR portal
• Other Learning https://www.youtube.com/watch?v=zN8wIcKaQyU
Resources
IV. PROCEDURE
Preliminary Activities
Prayer
Greetings
Checking of Attendance
A. Reviewing the previous ELICIT

lesson
Address: Purok Pagkakaisa, Bulakanon, Makilala, Cotabato
FB Page: DepEd Tayo Bulakanon High School
Email: 304423@deped.gov.ph
Cellphone No.: 0908-810-8567/0950-440-8163/0907-877-4582
REGION XII
Let us check your understanding of the previous lesson being

discussed yesterday.
Two-Pic, One Word
A B C
Process Questions:
1. What state of matter represents picture A, picture B, and

picture C?
2. Can you name some matter that is solid?liquid?and gas?
3. How do A, B, and C differ in terms of their molecular
structure?
4. How do these molecular structures in A, B, and C affect
their properties and characteristics?
B. Establishing a purpose ENGAGE

for the lesson
• The teacher will divide the class into 6 groups. Each
Metacognition Approach group will choose a facilitator.
Cooperative Approach • KWL Chart Activity
Individual Activity: Let them fill up the KWL Chart provided to

them. But only the column for K and W shall be filled up first.
(Metacognition)
Group Activity: From their notes, each learner-member will

share their thoughts and the leader will facilitate the
consolidation of output as the final output of the group.
(Cooperative Approach)
K-W-L Chart
K (What I Know) W (What I Want

to Learn)
• The teacher will process their answers.
As we go through our lesson, let us familiarize the following

words to help us better understand the lesson.
Terms to Remember:
1. Phase change- is a change from one state of matter

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REGION XII
to another
2. Endothermic reaction- occurs if the system absorbs energy
from its surroundings; energy goes IN
3. Exothermic reaction- occurs if the system releases energy to
its surroundings; energy goes OUT.
• In this lesson, you will learn the following learning

objectives:
a. explain the different phase changes in matter;
b. illustrate the phase changes of matter;
c. appreciate the importance of phase changes in
everyday life.
C. Presenting EXPLORE
examples/instances of (Note: The underline words/statements are the investigable
the new lesson questions)
Group Activity
Cooperative Approach • Presentation of the rubric as a guide in assessing their
Inquiry- Approach output.
• Each group will perform their assigned task/ activity. They
will do the procedure and analyze the questions provided.
Group 1: (Melting)
Procedure
1. Prepare the material/s provided (ice cube and
evaporating dish).
2. Put the ice cube on the evaporating dish. Set it
outside/ under the sun.
3. Let the members observe what happens before and
after for 2-3 minutes.
4. Record observations on the activity sheet.
OBSERVATION
BEFORE (ice cube is AFTER (ice cube is

not yet under the heat of under the heat of the
the sun- 0 minute) sun- after 2-3 minutes)
Guide Questions:
1. What happens to the ice cube after exposing it to
the sun for 3 minutes?
2. What causes it to happen?
3. How does heat affect the physical structure of
matter (ice)?

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Group 2: (Freezing)
• The teacher shows this picture.
Situation: The water was put in a refrigerator for two
hours. The result happens based on the diagram below.
Guide Questions:
1. What physical changes happened to the water
after leaving it for two hours in the fridge?
3. How does heat/temperature change affect the
physical structure of matter (water)?
Group 3: (Evaporation)
Procedure:
1. Prepare the material/s provided (acetone and
evaporating dish).
2. Put a drop of acetone in an evaporating dish.
3. Let the members observe what happens before and
after for 2-3 minutes.
4. Record observations on the activity sheet.
OBSERVATION
BEFORE AFTER (2-3 minutes)
Guide Questions:
1. What physical changes happened to the acetone
after leaving it for 2-3 minutes?
physical structure of matter (acetone)?
Group 4: (Condensation)

Guide Questions:
1. What physical changes happened as shown in

the picture?
physical structure of matter (water)?

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Group 5: (Sublimation)

Guide Questions:
the picture?
physical structure of matter (ice)?
Group 6: (Deposition)

Guide Questions:
the picture?
physical structure of matter (ice)?
Note: After each presentation of the group, the teacher will

process their answers and may give follow-up questions for
clarification.
D. Discussing new EXPLORE

concepts and practicing
new skills #1 Group Activity: Male and Female Group
Cooperative Approach Activity 1. Match Me!
Instruction: From the illustration given, identify what phase

change is being shown. Paste the selected word from the box
below the picture.
Evaporation Condensation Sublimation
Melting Freezing Deposition

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1. _______________ 4. _______________________
2. ___________________ 5. ___________________
3. _________________ 6. _____________________
The learners will explain their answers. Describe each process

based on their understanding.
Activity 2: Illustrate the processes of phase changes.
Present the Rubric as a Scoring Guide
Procedure: (The materials to be used here are the prepared

cut out of solid, liquid, gas, evaporation, condensation,
sublimation, deposition, freezing, melting, and 6 pcs of
arrow)
• The teacher will provide the materials per group. Arrange

the pictures and arrows in such a way that they illustrate
the different processes of phase changes. Label the arrow
to its corresponding phase change. (The teacher will give
a hint to the learners that the arrangement can be
triangular from/output)
E. Discussing new
concepts and practicing
new skills #2
F. Developing ELABORATE
mastery(leads to
Formative Assessment Teacher will also deepen the concept on the exothermic and
3) endothermic as a factor of phase changes.
Collaborative Approach

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Fact or Bluff Activity. Demonstrate the emoticon
if the statement is FACT, and if the

statement is BLUFF
1. I started as a solid. When I get hot, I melt and become

gas.
2. I start as a liquid. When I get cold, I freeze into solid.
3. I start as a liquid. When I get hot, I evaporate into water
vapor.
4. I start as a solid. When I get cold, I become liquid.
5. I am a gas when I get cold, I turn into liquid.
6. Melting changes from a solid to liquid.
7. During melting, molecules speed up, move farther apart,
and absorb heat energy.
8. Freezing changes a solid to liquid.
9. During freezing, the molecules slow down, move closer
together, and release heat energy.
10. Evaporation turns liquid to gas on the surface of a liquid
11. During evaporation, molecules speed up, move farther
apart, and absorb heat energy.
12. Condensation transforms liquid to gas.
13. During condensation, molecules slow down, move closer
Together, and release heat energy.
14. Sublimation changes a solid gas.
15. During the sublimation forces, molecules speed up, move
farther apart, and absorb heat energy.
16. Deposition changes a gas to solid.
17. During deposition, molecules slow down, move closer
together and release heat energy.
G. Finding practical Present the Rubric as Scoring Guide

application of concepts
and skills in daily living • Cite real-life situations that depicts different phase
changes of matter. You can show through a poem, a
poster making, and role playing.
• How important phase changes in everyday life are.

H. Making generalization Each group will accomplish the L (learned) column in the KWL
and abstraction about Chart. After 2 minutes, each group will present their output.
the lesson.
K-W-L Chart
Collaborative Approach
Metacognition K (What I Know) W (What I Want L (What I
to Learn) Learned)

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REGION XII
I. Evaluating learning EVALUATE
Based on the diagram below, answer the following questions.
1. What phase changes is being illustrated in the

diagram labeled number 6?
Acceptable answer: Sublimation (Unistructural)
2. What numbers show evaporation, deposition, and

solidification?
Acceptable answers: 1,3, and 5 (Multistructural)
3. How does phase change relate to the absorption and

release of heat of the matter?
Acceptable answer: During a phase change, heat

energy is either absorbed or released. Heat energy is
released as molecules slow down and move closer
together. Heat energy is absorbed as molecules speed up
and expand. Energy is either absorbed or released during
a phase change. The endothermic reaction occurs if the
system absorbs energy from its surroundings; energy
goes IN. An exothermic reaction occurs if the system
releases energy to its surroundings: energy goes OUT.
(Relational)
Note: Objectives b and c are assessed through a rubric.

J. Additional Activities EXTEND
Aside from the given examples stated during the activity,

cite other examples/ situations that depict different phase
changes.
You may enumerate or draw at least 5 situations.
Present the rubric as scoring guide.

Cellphone No.: 0908-810-8567/0950-440-8163/0907-877-4582
REGION XII
V. Remarks
VI. Reflection
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 works well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared:
MAGNNA A. CHAVEZ MARY QUEEN TERO

Bulakanon High School Kabacan NHS
CENTAINE S. DUGA ALMERSOL PALAO

Carmen NHS Aringay NHS
YVONNE ROSE PASAOL CARJED BAYOG

Malapag HS Balite HS
GRACEL CENTINO GRETCHEN ESTRADA

Inac HS
CINDY PACIENCIA JOY GESULGA

Manobisa HS Barongis HS/Libungan East

Cellphone No.: 0908-810-8567/0950-440-8163/0907-877-4582
REGION XII

Cellphone No.: 0908-810-8567/0950-440-8163/0907-877-4582

DLP-GROUP-3

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Republic of the Philippines

March 23, 2024

Grade Level & Section: 8- Hooke Day & Time: Wednesday/8:30-9:30

I. OBJECTIVE Teaching- Learning Activities

A. Content Standard The learners demonstrate an understanding of the particle nature

C. MELC Explain physical changes in terms of the arrangement and motion

III. LEARNING RESOURCES

• Teacher’s Guide p. 181-182

• Learner’s Material p. 251-252

• Textbook SEDIP book Integrated Science p. 210

•Additional Materials https://www.youtube.com/watch?v=jJJTp7CKTto

A. Reviewing the previous ELICIT

Let us check your understanding of the previous lesson being

Two-Pic, One Word

1. What state of matter represents picture A, picture B, and

B. Establishing a purpose ENGAGE

Individual Activity: Let them fill up the KWL Chart provided to

Group Activity: From their notes, each learner-member will

K (What I Know) W (What I Want

• The teacher will process their answers.

As we go through our lesson, let us familiarize the following

Address: Purok Pagkakaisa, Bulakanon, Makilala, Cotabato

• In this lesson, you will learn the following learning

BEFORE (ice cube is AFTER (ice cube is

Address: Purok Pagkakaisa, Bulakanon, Makilala, Cotabato

BEFORE AFTER (2-3 minutes)

• The teacher shows this picture.

1. What physical changes happened as shown in

Address: Purok Pagkakaisa, Bulakanon, Makilala, Cotabato

• The teacher shows this picture.

• The teacher shows this picture.

Note: After each presentation of the group, the teacher will

D. Discussing new EXPLORE

Cooperative Approach Activity 1. Match Me!

Instruction: From the illustration given, identify what phase

Evaporation Condensation Sublimation

Melting Freezing Deposition

Address: Purok Pagkakaisa, Bulakanon, Makilala, Cotabato

The learners will explain their answers. Describe each process

Activity 2: Illustrate the processes of phase changes.

Present the Rubric as a Scoring Guide

Procedure: (The materials to be used here are the prepared

• The teacher will provide the materials per group. Arrange

Address: Purok Pagkakaisa, Bulakanon, Makilala, Cotabato

Fact or Bluff Activity. Demonstrate the emoticon

if the statement is FACT, and if the

1. I started as a solid. When I get hot, I melt and become

G. Finding practical Present the Rubric as Scoring Guide

• How important phase changes in everyday life are.

Address: Purok Pagkakaisa, Bulakanon, Makilala, Cotabato

I. Evaluating learning EVALUATE

Based on the diagram below, answer the following questions.

1. What phase changes is being illustrated in the

Acceptable answer: Sublimation (Unistructural)

2. What numbers show evaporation, deposition, and

Acceptable answers: 1,3, and 5 (Multistructural)

3. How does phase change relate to the absorption and

Acceptable answer: During a phase change, heat

Note: Objectives b and c are assessed through a rubric.

Aside from the given examples stated during the activity,

You may enumerate or draw at least 5 situations.

Present the rubric as scoring guide.

Address: Purok Pagkakaisa, Bulakanon, Makilala, Cotabato

A. No. of learners who