SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
WEEK 1 DAY 3
GRADE 8 3RD QUARTER/MATTER 1
NOV. 6, 2019

I. OBJECTIVES

The learners demonstrate an understanding of the particle nature of matter as

A. Content Standards 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
B. Performance
Standards within the water cycle.

The learners should be able to explain the properties of solid, liquids, and gases
C. Learning based on the particle nature of matter. S8MT-IIIa-b-8
Competencies/
Objectives Specific Objectives:
Write the LC code for 1. Identify the physical properties of matter ;
each 2. List common physical properties of substances; and
3. Value the importance of physical properties of matter in everyday living.
II. CONTENT The Particle Nature of Matter: Physical Properties of Matter

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 The teacher will present at least five(5) objects. Then, ask the learners to tell its
lesson or presenting state of matter whether it’s solid, liquid or gas.
the new lesson

WORD HUNT (3 mins.)

(The learners will be provided a printed copy of this game)

B. Establishing a purpose Directions: Locate and box the word/words that could be found inside. It could be
for the lesson
horizontal, vertical, or diagonal.
 SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
WEEK 1 DAY 3
GRADE 8 3RD QUARTER/MATTER 2
NOV. 6, 2019

B M E L T I N G P O I N T D

T C A T S U H A R D N E S S

E T A S T E Y G C O L O R H

X Y E A S T D H L R M W S A

T F R A I D H E E Y Z I B P

U D F S P K Z R D I Y D M E

R B N W H I S L E N G T H W

E E V I S C O S I T Y H Q M

Note: Students withDhighest

T Enumber
M Pof correct
E R words
A T willU beRthe Ewinner.
T S

V S O L U B I L I T Y X R W

The teacher will askJtheBlearners:

O I L I N G P O I N T C
C. Presenting
examples/instances of Based on the word hunt, what have you noticed with the words?
the new lesson How does it related to matter?

Activity: GIVE MY PROPERTIES!

The learners will be divided into 4 groups. The teacher will assign a station for each
group and asks them to transfer to the next station every after 2 minutes.

Procedure:
1. Visit the 4 learning stations prepared by the teacher.
2. Stop at one station at a time.
3. Predict and observe the similarities /differences between the 2 objects found in
each station.
D. Discussing new 4. Determine if there is an alteration/changes in the composition between the 2
concepts and objects.
practicing new skills #1
5. Identify the physical property shown.
(leads to Formative
Assessment 1 ) 6. Write your data by filling out the table below.

Is there
alteration in
Physical
Station the Similarity Difference
Property
composition
?

1-Water
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GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
WEEK 1 DAY 3
GRADE 8 3RD QUARTER/MATTER 3
NOV. 6, 2019

2-Paper

3-Chalk

4-Wire

After the activity, the learners will post their output in each station/area
and will present it afterwards.

(Discussion of the physical properties of matter based on the activity)

Physical properties are the characteristics of substances which can be acquired

using our 5 senses. We use it in describing how the object looks, feels, smell, or
taste. Examples of observable properties are luster, color, brittleness, shape, etc.

Questions:
1. Are there changes in the composition of matter in every station?
2. Why do these 2 substance in every station are similar? different?
3. How do you say that, that is, its physical property?
4. Which of our senses did you use for identifying its physical property?
5. Can you give other physical properties aside from the given?

E. Discussing new
concepts and
practicing new skills #2
Oral Recitation:

F. Developing mastery The teacher will show sample of matter and the learners will identify its physical
(leads to Formative
properties.
Assessment 2)
Sample of Matter: stone, sandpaper, cloth, crayons, chair, etc.

The Value is Still the Same!

(The composition is not altered.)

The teacher takes a 1,000-peso bill in her wallet. The teacher can use play money.

G. Finding practical The learners will be asked:

applications of Who wants to own this 1,000-peso bill?
concepts and skills in
daily living The teacher crumples it and cleans the dusty table using it.

The teacher will put the dirty, crumpled 1,000-peso bill on the floor and steps on
it. Then, picks it up and shows it to the class and asks the learners…

Who still wants to own this 1,000-peso bill?

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GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
WEEK 1 DAY 3
GRADE 8 3RD QUARTER/MATTER 4
NOV. 6, 2019

Why do you still want to own this 1,000-peso bill despite its appearance?

The teacher calls learners to explain their answers.

“Whatever happens to the 1,000-peso, it does not lose its identity. Its value is still
the same.”

H. Making generalizations What are the physical characteristics of matter?

and abstractions about
How can you identify and determine the physical characteristics of a substance?
the lesson

3 – 2 – 1 (Exit Ticket)

Have the learners:

I. Evaluating learning Write 3 physical properties of matter.

Write 2 senses acquired in describing physical properties of matter.

Write 1 object that has many physical properties.

J. Additional activities for

application or What is the difference between observable and measurable properties of matter?
remediation
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 worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by: Checked & Observed by:

CRISTINE R. ROQUERO, LPT

Teacher I
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WEEK 1 DAY 3
GRADE 8 3RD QUARTER/MATTER 5
NOV. 6, 2019

WORD HUNT!!!

PHYSICAL PROPERTIES

M E L T I N G P O I N T
SIZE
T A H A R D N E S S
ODOR
E T A S T E Y C O L O R H
COLOR
X S T H w A
LENGTH
T I E I P
TASTE

MASS
U S I D E

SHAPE R N L E N G T H

SOLUBILITY E E V I S C O S I T Y H

DENSITY D T E M P E R A T U R E T
TEXTURE S O L U B I L I T Y
BOILING POINT B O I L I N G P O I N T
WIDTH

HARDNESS

MELTING POINT

HEIGHT

VISCOSITY

TEMPERATURE

C. RESULTS

Station Is there alteration Similarity Difference Physical

in the
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WEEK 1 DAY 3
GRADE 8 3RD QUARTER/MATTER 6
NOV. 6, 2019

composition? Property

1 no alteration both tea hot vs. cold temperature

2 no alteration both paper smooth vs. crumpled texture

3 no alteration both milo and water less water vs. more water concentration

4 no alteration both copper wire straight vs. coiled shape

5 no alteration both steel corrugated vs. flat malleability

6 no alteration oth salt undissolved vs. dissolved solubility

7 no alteration both stainless steel heavy mass vs. light mass mass

8 no alteration both rubber stretched vs. unstretched elasticity

9 no alteration both chalk whole vs. cracked brittleness

10 no alteration both paper whole vs. torn into pieces size

ACTIVITY SHEET
Physical Properties of Matter

I. OBJECTIVE:

Identify the physical properties of matter and list several common physical properties of substances

II. MATERIALS:
 SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
WEEK 1 DAY 3
GRADE 8 3RD QUARTER/MATTER 7
NOV. 6, 2019

Learning Stations will be set up by the teacher.

Station 1 – one glass half-filled with hot tea and another glass half-filled with iced tea

Station 2 – half bond paper (flat and smooth) and another half bond paper (crumpled)

Station 3 – 1-sachet Milo diluted in half-filled glass of water and 1-sachet Milo diluted in 3/4-filled glass of water

Station 4 – straight copper wire and coiled copper wire

Station 5 – a crown cap, tanzan and a hammered tanzan

Station 6 – salt on a dish and salt solution in a beaker

Station 7 – 100-g standard weight and 50-g standard weight

Station 8 – a stretched-rubber band and a plain rubber band

Station 9 – whole piece of chalk and broken pieces of chalk

Station 10 – half bond paper and another half bond paper (torn into pieces)

III. PROCEDURES: (Group Work)

1. Visit the 10 learning stations prepared by the teacher.

2. Stop at one station at a time.

3. Predict and observe the similarities /differences between the 2 objects found in each station.

4. Determine if there is an alteration in the composition between the 2 objects.

5. Identify the physical property shown.

6. Write your data by filling out the table below.

Is there alteration
Station in the Similarity/ies Difference/s Physical Property
composition?

7
 SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
WEEK 1 DAY 3
GRADE 8 3RD QUARTER/MATTER 8
NOV. 6, 2019

10

IV. ANALYSIS: