Republic of the Philippines

Department of Education
Region VI- Western Visayas
Division of Capiz
SAPIAN NATIONAL HIGH SCHOOL
Sapian, Capiz

DAILY LESSON PLAN

Learning Area: Science

Grade Level: 8
Quarter: 2nd
Date: October 28, 2019

CONTENT STANDARD LEARNING COMPETENCY

The learners demonstrate an understanding of: The learners should be able to:

 the particle nature of matter as basis for  explain the properties of solids, liquids,
explaining properties, physical changes, and gases based on the particle nature of
and structure of substances and mixtures matter
 Code: S8MT-IIIab-8

1. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Explain the properties of solid, liquid & gas

2. Use models to explain the properties of the different states of matter
3. Cite phenomena/application illustrating properties of solid, liquid and gas.

2. SUBJECT MATTER:

Topic: The Particle Nature of Matter

Reference: You and the Natural World Textbook pp. 4-21
Science Learner’s Module Gr. 8 pp. 171-189
Materials: Ppt presentation, pictures, Activity Sheet
Value Focus: Team work, appreciation, carefulness

3. LEARNERS’ EXPECTATIONS:
A. Activity
Ask the students to make a graphic organizer on the word “MATTER”. Let them share
their work with their classmates.
B. Analysis
1. What is matter made of?
2. How does the particle model of matter explain some observed properties and
changes in matter?
C. Abstraction
Matter is anything that has mass and takes up space. Mass is the amount of
matter in an object. Volume is the amount of space something occupies.

PHASES OF MATTER

1. Solids
Particles are packed tightly together so they don't move much. Solids have a
definite shape, as well as mass and volume, and do not conform to the shape of the
container in which they are placed. Solids also have a high density, meaning that the
particles are tightly packed together.
 2. Liquids
Particles are more loosely packed than in a solid and are able to flow around
each other, giving the liquid an indefinite shape. Therefore, the liquid will conform to the
shape of its container.

3. Gases
Particles have a great deal of space between them and have high kinetic energy. A gas has
no definite shape or volume. If unconfined, the particles of a gas will spread out indefinitely; if
confined, the gas will expand to fill its container.

D. Application
Perform Activity 1 entitled ‘Which is Matter, which is not?’

4. EVALUATION/ASSESSMENT

1. Which of the following defines matter? 5. Three states of matter are .

a. anything without mass a. solid, liquid, and gas
b. anything with mass and takes up space b. buoyancy, mass, shape
c. anything with mass but doesn't take up c. gas, liquid, and mixture
space d. density, weight, and gas
d. anything without mass and doesn't take up
space 6. The particles of matter making up
2. is the measure of how much matter a are packed together tightly.
an object has. a. piece
a. Weight b. liquid
b. Gravity c. gas
c. Mass d. solid
d. Speed 7. An example of a gas is .
3. Hardness, shape, color, texture, and size are a. chocolate syrup
all of matter. b. a rock
a. properties c. a pencil
b. areas d. helium
c. liquids 8. What type of substance can be poured and
d. gases takes the shape of its container?
a. Liquid
4. This measurement is the amount of matter that b. Gas
occupies a given space. c. Solid
a. length d. Plasma
b. area 9-10. In your own words, define matter.
c. density
d. volume

5. ASSIGNMENT/AGREEMENT/ENRICHMENT
Long bond paper
Show a model of the 3 states of matter using plant seeds.

(OCTOBER 29, 2019 TUESDAY)

CONTENT STANDARD LEARNING COMPETENCY

The learners demonstrate an understanding of: The learners should be able to:

 the particle nature of matter as basis for  explain physical changes in terms of the
explaining properties, physical changes, arrangement and motion of atoms and
and structure of substances and mixtures molecules;
 Code: S8MT-IIIcd-9
1. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Define atom
2. Explain the differences between protons, neutrons, and electrons
3. Cite phenomena/application illustrating properties of solid, liquid and gas.

II. SUBJECT MATTER:

Topic: The Particle Nature of Matter

Reference: You and the Natural World Textbook pp. 4-21
Science Learner’s Module Gr. 8 pp. 171-189
Materials: Ppt presentation, pictures, Activity Sheet
Value Focus: Team work, appreciation, carefulness

III. LEARNERS’ EXPECTATIONS:

A. Activity
Ask the students to observe inside the classroom and recite to the class the matters they
can see.

B. Analysis
1. Is there an ultimate particle?
2. How do you study things you cannot “see”?
3. How does science help in understanding the composition of matter?
4. What is atomic theory?

E. Abstraction

Democritus believed that nature consisted of two things, “atoms and the
void that surrounds them”. They believed that “atoms are physically, but not
geometrically, indivisible.” For Democritus, atoms are indestructible and completely full,
so there is no empty space. Democritus believed that any piece of matter can be divided
and subdivided into very small particles but that this process ended at some point when a
piece is reached that could not be further divided. He called this particle, atomos, a Greek
word which means indivisible particle. Democritus’ ideas about the atom were later
challenged by other Greek philosophers, most strongly by Aristotle. The early atomic
theories were Greek philosophers Leucippus, Democritus, and Lucretius. The idea of
matter consisting of atoms was also expounded by sixteenth and seventeenth century
scientists like Galileo, Newton, Boyle, Lavoiser, etc. John Dalton operationalized the idea
of an atom by endowing it with mass. He used his atomic theory to explain the existing
chemical laws. A series of significant events led to the discovery of the electron, nucleus
and proton. These discoveries also led to the modification of an atom – from Dalton’s
indestructible solid sphere to Thompson’s plum pudding model to Rutherford’s nuclear
atom.
The atom is the basic building block for all matter in the
universe. Atoms are extremely small and are made up of a few even
smaller particles. The basic particles that make up an atom are
electrons, protons, and neutrons. There are different kinds of
atoms based on the number of electrons, protons, and neutrons each
atom contains. Each different kind of atom makes up an element.
There are 92 natural elements and up to 118 when you count in
man-made elements.

Structure of the Atom

At the center of the atom is the nucleus. The nucleus is made up of the protons and
neutrons. The electrons spin in orbits around the outside of the nucleus.
 1. Proton
The proton is a positively charged particle that is located at the center of the atom
in the nucleus.
2. Electron
The electron is a negatively charged particle that spins around the outside of the
nucleus.
3. Neutron
The neutron doesn't have any charge. The number of neutrons affects the mass
and the radioactivity of the atom.

F. Application
Perform Activity 2 entitled ‘What is matter made of?’.
G. Adjustment
Perform outdoor/Laboratory activities on days 3-10.

IV. EVALUATION/ASSESSMENT

1. Positively-charged particles are called . 5. An has no electrical charge.

a. Protons a. atom
b. Neutrons b. proton
c. Electrons c. electron
d. Electrolytes d. neutron
2. An is the smallest part of matter. 6. are negatively charged particles.
a. atom a. Protons
b. element b. Neutrons
c. liquid c. Electrons
d. ion 7. Atoms are made up of three parts: neutrons,
3. What particle is found in the nucleus and has no electrons, and .
charge? a. compounds
a. Electron b. protons
b. Neutron c. minerals
c. Proton d. nonmetals
d. Atom 8. A proton has a charge.
4. All atoms are made up of a. positive
a. protons only. b. negative
b. neutrons only. c. neutral
c. electrons only. d. positive and neutral
d. protons, neutrons, and electrons. 9-10. Draw the structure of atom.

V. ASSIGNMENT/AGREEMENT/ENRICHMENT

1. What is Atomic Theory?

(OCTOBER 30, 2019 WEDNESDAY)

Perform activities:

#3-‘Are the particles of matter moving? What is between them?’

#4-‘What changes take place when water is left in an open container? In a closed
container?’