DETAILED SCIENCE LESSON PLAN
GRADE
LEVEL
8 Third Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
QUARTER/DOMAIN DATE: LP NO.
November 8, 2018
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learners demonstrate an understanding of the particle nature of matter as basis for explaining
properties, physical changes, and structure of substances and mixtures.
The learners shall be able to present how water behaves in its different states within the water
cycle.
Explain the properties of solids, liquids, and gases based on the particle nature of matter.
SUBTASK:
Infer what matter is made of.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled
in a week or two.
The Particle Nature of Matter
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 121-122
pp. 173-177
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
ELICIT
1. Using results of activity 1, describe some properties of matter.
(Refer to the table on the board, let the students describe each given sample)
Describe the other properties of matter.
Define matter.
ENGAGE
Present the objective of the lesson.
EXPLORE
Activity 2
What is matter made of?
Objectives:
After performing this activity, you should be able to:
1. Infer from given situations or observable events what matter is made of; and
2. Explain how these observed situations or events give evidence that matter is made up of tiny
particles.
Materials Needed:
½ cup refined sugar
1 cup distilled or clean tap water
1 piece, 100-mL graduated cylinder
1 measuring cup (1 cup capacity)
1 piece transparent bottle (can hold one cup of water) or 250-mL beaker
1 stirrer (plastic coffee stirrer or stirring rod)
Procedure:

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
1. Using a clean and dry graduated cylinder, pour sugar until the 20 mL mark of the graduated
cylinder.
2. Transfer the measured sugar into a 250-mL beaker or transparent bottle.
3. Measure 50 mL of distilled or clean tap water using graduated cylinder.
4. Add the 50 mL water to the sugar and mix thoroughly until all the sugar dissolves. Taste the
resulting solution. (CAUTION: Do not taste anything in the laboratory unless specifically told to do
so by your teacher)
Q1. What is the taste of the resulting mixture?
Q2. Think about sugar and water as made up of tiny particles. With your group mates,
discuss and give your reason(s) for the observations you made in Q1. You may draw
illustrations to further explain your reason(s).
5. Transfer the sugar mixture into a graduated cylinder.
Q3. What is the volume of the sugar and water mixture?
Q4. Is the volume of the resulting sugar mixture equal, more than or less than the sum (20
mL sugar + 50 mL water) of the volumes of the unmixed sugar and water?
Q5. Think about sugar and water as made up of tiny particles. With your group mates,
discuss and give your reason(s) for the observations you made in Q3. You may draw
illustrations to further explain your reason(s).
6. Pour one cup of tap water into a transparent glass bottle.
7. Add one small drop of food coloring slowly along the side of the transparent bottle.
Q6. Describe what you observe after adding the food coloring.
8. Set aside the bottle with food coloring in a locker or corner of your room without disturbing the
setup. Describe the appearance of the contents of the bottle after one day. Compare it with the
appearance when you left the bottle the previous day.
Q7. What happens to the food coloring dropped in the bottle containing water? Write all
your observations in your notebook.
Q8. Think about food coloring and water as made up of particles. With your group mates,
discuss and give your reason(s) for the observations you made in Q6. You may draw
illustrations to further explain your reason(s).
EXPLAIN
 Matter is made of involves dealing with very small “particles” beyond what your eyes
can see.
 In fact, the ancient Greek philosophers proposed ideas about what matter was made
of. Almost 2,500 years ago, Leucippus and his disciple, Democritus believed that
nature consisted of two things, “atoms and the void that surrounds them” (Knieram,
1995-2013). They believed that “atoms are physically, but not geometrically,
indivisible.”
 For Democritus, atoms are indestructible and completely full, so there is no empty
space. Both Leucippus and Democritus had the idea that there are many different
kinds of atoms and each of them had specific shape and size and that all atoms
move randomly around in space. However they did not give an explanation for the
motion of atoms.
ELABORATE
Let the learners ponder on the life lessons below:
God provided us with bountiful materials around us. Let us learn to appreciate these things
and share them with others for greater glory.
Did you know that you and other living things are made of matter? The cells are the
building blocks of life. They are the tiniest parts that make the bodies and structures of
all living things. They are so tiny that it requires a microscope to see one. Cells are
composed of molecules; molecules are composed of atoms. Living things, therefore,
can be called as the “living matter”.
EVALUATE
True or False
 Directions: Write TRUE if the statement is correct and FALSE if it’s wrong.
___________ 1. Liquids are difficult to compress.
___________ 2. Molecules of solid are not close to one another.
___________ 3. Matter is anything that has mass and takes up space.
___________ 4. Molecules of gases are well separated with no regular arrangement.
___________ 5. In general, as the temperature rises, matter moves to a more steady
state.
EXTEND
Let the students draw or illustrate the particle model of the three states of matter in terms
of its properties, written at the second column of the table below.
STATES OF MATTER PROPERTIES PARTICLE MODEL
The particle of solid are close
together.
SOLID They attract each other.
They do not move from place
to place.
They cannot be compressed.
J. Additional activities for
application or remediation The particles in liquid are quite
close together.
LIQUID They attract each other.
The can move from place to
place.
They cannot be compressed.
The particles in a gas are far
apart.
GAS They do not attract each other.
They can move about freely.
They can be compressed.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
VI. REFLECTION be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the teaching strategies worked
well? Why did these work?
F. What difficulties or challenges which my
principal or supervisor can help me
solve?
G. What innovation or localized material did
I use/discover which I wish to share with
other teachers?
Prepared by:

LORRAINE C. DONIO
Subject Teacher
Checked by:

CATALINA T. PEDONG
School Principal III