I.
OBJECTIVES
A. Content Standards To demonstrate an understanding of the particle nature of matter as basis for explaining
properties, physical changes and structures of substances and mixtures
B. Performance Standards
To present how water behaves in its different state within the water cycle
To explain the properties of solids, liquids and gases based on the particle nature of matter
C. Learning
(S8MT-IIIa-b-8)
Competencies/
To explain the characteristics of solids, liquids and gases based on their
Objectives
Write the LC code for particle arrangement;
each To illustrate how the particles of solid, liquid and gas are arranged; and
To appreciate the individual characteristic of the solid, liquid and gas.
II. CONTENT THE PARTICLE NATURE OF MATTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 122-124
2. Learner’s Materials
178-182
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
LCD Projector, Laptop
Resources
IV. PROCEDURES
ELICIT Activity 1 CUT-ty Paste! ( 5 minutes)
A. Reviewing The learners will CUT pictures as many as they can from the given
previous lesson or activity sheet.
presenting the new Classify it as to solid, liquid or gas.’
lesson PASTE those pictures in a Manila paper using the template below
Refer to the attached activity sheet.
Activity 2 What Chem-s First? (5 minutes)
Identify the letter before the given group of letters to from a word related to the
topic.
ENGAGE Let the learners write their answer in the meta cards
B. Establishing a EXAMPLE: DIFNJTQXZ- CHEMISTRY
purpose for the 1. NBUUFS-(MATTER) 3. EFGJOJUF- (DEFINITE)
lesson 2. TPMJQ- (SOLID) 4. TIBQF- (SHAPE)
C. Presenting 5. MJRVJE-(LIQUID) 8. RQBDFT- (SPACES)
examples/instance 6. FBT-(GAS) 9. WPMVNF – (VOLUME)
s of the new lesson 7. NPMFDVMFT-(MOLECULES) 10. WJCSBUF- (VIBRATE)
Tell the learners the words formed are terms used in the discussion of the lesson
Present the lesson objective
Group the learners into six
Activity 3 Where do I belong? (10minutes)
EXPLORE
D. Discussing new Let the learners perform Activity 3 in the Learner’s Module, pages 178-179 by
concepts and group.
practicing new Remind the learners that their performance will be assessed using a Rubric. (See
skills #1 attached Rubric
E. Discussing new The following task and guide questions are assigned to each group to be
concepts and answered:
practicing new
skills #2 Group 1 and 2
1. Pull the plunger of the syringe until it reaches the 30ml 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? Why or why not?
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 sup or container up to 30-ml level of the
syringe. Cover tightly the tip of the syringe with your thumb.
Q3. What do you feel as you push the plunger?
Q4. Compare what you felt when you pushed the plunger with the
air and with the water?
Q5. Explain what you observe. You may represent your comparison
by drawing an illustration of the syringe and the particles of air and
another illustration of the syringe and the particles of water.
Group 3 and 4
1. Pour ½ cup of water into one transparent glass bottle.
2. Pour the ½ cup of water in step #4 into another bottle or beaker. Observe
carefully the flow of water.
Q1. Did the water take the shape of the container?
3. This time, pour the water just on the flat surface of a dinner plate.
Q2. What do you observe? Write all your observations.
Group 5 and 6
1. 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.
Q8. What do you observe? Write all your observations.
2. Pour ½ cup of rock salt or sand into the narrow-mouthed bottle. Observe
carefully what happens to rock and salt as you pour into the bottle and
when all of it has been transferred.
Q9. Did the rock salt/sand take the shape of the bottle? Did the
particles of rock and salt change in shape?
After performing the activity and answering all the guide questions, let the learners
post their output on the board.
EXPLAIN (10minutes)
F. Developing The teacher formally provides explanations, uses student’s previous knowledge as
mastery (leads to a basis for explaining concepts and encourages students to explain concepts and
Formative definitions in their own.
Assessment 3) The learners listen to other’s explanations, record, and make connections to
previous knowledge.
(2minutes)
ELABORATE Ask one learner to squeeze with all his/her might anything that is solid inside the
G. Finding practical classroom.
applications of
Ask the class: Did the (ball pen) change its form/shape? Why or why not?
concepts and skills
in daily living Another question may be asked: What do you think will possibly happen when all
matter don’t differ in its particle arrangement?
Activity 4 Let’s sum it up… (10minutes)
H. Making Let the learners complete the data on the table below
generalizations
and abstractions
about the lesson
Activity 5 How SOLID is my knowledge about the 3 phases of matter? (10minutes)
I. Let the learners complete the prompters:
EVALUATE I know that I know about _______________
First, I know _________________________
Second, I know ____________________________.
I. Evaluating learning Finally, I know ______________________________.
Now, you know that I know about _________
II. Illustrate how particles of solid, liquid and gas are arranged.
Rubrics will be used to assess the learners’ answer
EXTEND
J. Additional activities Let the learners make a 3-D model of solid, liquid and gas using recyclable
for applications or materials.
remediation Write a brief description on the model.
Rubrics will be used to assess the output.
V. REMARKS (MPS)
VI. REFLECTION
