Topic / Title Polymers

Grade Level Grade 8

Time Allotment 120 minutes
Teacher Ireshlyn P. Mendoza
Learning Competency
Explain how polymers are created
Objectives
By the end of class, students should be able to:
1. Investigate how each plastic differ from one another;
2. Describe the characteristics of different types of plastics;
3. Understand that plastics are polymers; and
4. Appreciate the importance of polymers in creating different materials that will help in improving the quality of life.
ELICIT (Access prior knowledge). Materials and Assessment Tool
Students will be grouped into 3 with names . The group will expressively say Oo, Hindi
or Pwede as their response to the statement given by the teacher to describe them Group name/label
(similar to Pinoy Henyo). The descriptions are as follows: Score card
Trial: Occupies space (all groups will say Oo)

1. Takes the shape of the container

2. A mixture
3. Has fixed positions
4. Has low resistance to compression
5. Has particles which are essentially independent
6. Has particles which can move easily past one another
7. Evaporates
8. Transforms into solid at certain conditions
9. Is able to flow
10. Gains heat when changes state
Score cards will be used to record students’ correct answers.
ENGAGE (Get the students’ minds focused on the topic (short; question or picture).
1. The students will play 4 pics 1 word. Pictures of clouds, dew, and fog are given for
them to get the word CONDENSATION. Let students identify what is in the picture. Ask
them what they are made of and how they are formed. 4 pictures related to condensation
2. Show students a clear plastic cup filled with cold water with ice. Ask them why water
appears on the outside of the cup.
3. Discuss with students their experiences with moisture on the outside of a cold cup
or other container.
EXPLORE (Provide students with a common experience).
1. Pre-lab Discussion: Introduce the process condensation. Remind students that Activity Sheet 1
water vapor is one of the gases that makes up air (show chemical composition of air). Materials for each group
Make sure students understand that the moisture on the outside of the cup came from 2 clear plastic cups, tap water,
the water vapor in the air. crushed ice, 1.5L transparent Plastic
2. Let the students perform activity 1. The activity should make the students realize bottle (cut into half, bottom part),
that the more air that can hit the cold cup, the more water will form on it by
7”x12” transparent plastic bag, 30
condensation.
mL empty syringe (without needle),
Key Concepts: 2 pcs brown paper towel
 Condensation is the process in which molecules of a gas slow down, come
together, and form a liquid.
 When gas molecules transfer their energy to something cooler, they slow Laboratory Performance rating
sheet
7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
 down and their attractions cause them to bond to become a liquid.
 Increasing the amount of water vapor in the air increases the rate of
condensation.
EXPLAIN (Teach the concept. Should include interaction between teacher and students).
1. Each group will present their laboratory report. After the report, the teacher will Output Presentation Rating Sheet
give inputs on important concepts missed by the students. He will also give feedback
on their laboratory activity group performance.
2. Show an animation to help student understand at a molecular level what happens
when gases condense to liquid state.
3. Explain to students that evaporation and condensation occur naturally in the water Water Cycle animation
cycle.
ELABORATE (Students apply the information learned in the Explain).
1. Let the students perform “Fogging up a mirror.” This short activity will make them Mirror (at least 1 per group)
realize that mirror fogs up because of the molecules of water vapor in our breath. The
water vapor comes from the air that we inhale from the atmosphere.
2. Remind the students the compositions of air in the atmosphere and what happens Chart of air compositions
to them when we inhale and exhale them.

Key Concepts
 Water vapor is one of the air composition.
 Water vapor is present in the air that we inhale and exhale.
EVALUATE (How will you know the students have learned the concept)?
The activity sheets and performance rating sheets will serve as the “Evaluate”
component of the lesson plan. These are formative assessment tools of student
progress and understanding.
EXTEND (Deepen conceptual understanding through use in new context).
Discuss how to design an experiment to find out whether increased cooling of the Activity Sheet 2
water vapor affects the rate of condensation. The materials will be provided by the Materials for each group
teacher. 1 cup Room temperature water,
1 cup Cold water, 3 empty clean
Questions to Investigate milk cans (370mL), 3 metal spoons
Does making water vapor colder increase the rate of condensation? or sturdy sticks, 5 tablespoons of
Can water vapor be cooled enough to change it to a liquid and then to a solid? salt, 1 cup crushed ice

The experiment design rating sheet should be given to the students before the activity. Experiment design rating sheet
Peer assessment rating sheet
The students may have many ideas for cooling water vapor. Help students understand
that they will need at least 2 samples of water vapor cooled differently. The presence of
salt in the list of materials will make them apply their knowledge on colligative
properties of solution.

Key Concepts
 Water vapor molecules condenses to form tiny drops of water in clouds or
rain.
 Cooling water vapor enough causes it to freeze to form tiny ice crystals in
clouds or snow.

7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
References
DepEd Grade 8 Science Learner’s Material
Chemistry the Physical Setting. Myers. et.al.
Changing State-Condensation. http://www.middleschoolchemistry.com/lessonplans/chapter2/lesson3. Date accessed October
6, 2015
Water Cycle animation. https://www.youtube.com/watch?v=Az2xdNu0ZRk. Date accessed October 6, 2015

7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines