Maranatha Christian Academy of Blue Isle Filinvest: Daily Lesson Plan

MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST
DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 8
Dates Covered: JUNE 13 – JUNE 16, 2017
JUNE 19 - JUNE 23, 2017
Quarter: FIRST QUARTER
JUNE 13 – JUNE 16, 2017 JUNE 19 - JUNE 23, 2017
I. OBJECTIVES
At the end of the lesson, the students are expected to: At the end of the lesson the students are expected to:
1. State and explain the three (3) laws of motion.
1. Define force and its nature, 2. Describe inertia in relation to the mass of an object
2. Demonstrates the effects of balanced and unbalanced force. 3. Investigate the relationship among the mass of an object, the force
3. Compare contact force and non-contact force. applied and the acceleration produced.
4. Give examples of contact force and non-contact force.
II. CONTENT AND

MATERIALS
Subject Matter: Subject Matter:

1. The Nature of Force and its Effect 1. Law of Inertia
2. Balanced and Unbalanced Force 2. Law of Acceleration
3. Contact and Non-contact Force 3. Law of Interaction
Reference: Grade 8 Science Module Reference: Science Module Grade 8

Materials: Science Module, laptop, projector Materials: module, laptop, projector
III. PROCEDURE
A. PROCEDURE A. Preparatory Activities
1. Pre-assessment 1. Pre-assessment
2. Review
Review on the basic terms and definitions related to force. 2. Review
Review also about motion and its definition and description. Review on last week’s lesson.
B. Lesson Proper C. Lesson Proper
1. Motivation 1. Motivation
Let students watch a video entitled “Bim, Bum, Billie” a clap game Show pictures of objects in motion and objects at rest. Ask what makes an
and let them follow the steps. After the activity, ask the students if object moves and what keeps an object at rest.
the activity is showing contact or non-contact force.
2. Presentation
2. Presentation Ask the students to run from one end of the room to the other end. Ask why did
Let the students demonstrate the effects of force by doing the they not stop right away after reaching the finish line.
following:
a. Pushing and pulling a chair
b. Stretching and compressing a spring 3. Discussion
3. Discussion Continuation of the previous lesson

Presentation of the subject matter through powerpoint: Presentation of the subject matter through a powerpoint
1. The Nature of Force 1. Three Laws of Motion
a. The Nature of Force and its effect a. Law of Inertia
b. Normal Force b. Law of Acceleration
c. Frictional Force c. Law of Interaction
d. Free Body Diagrams
4. Generalization 3. Generalization
a. What is force and its nature? a. State and explain the three law of motions
b. Who are the scientists that contributed the advancement of b. What is inertia and its relation to the mass of an object?
chemistry? c. What is the relationship among the mass of the object, the force applied and
c. What is the difference between contact and non-contact force? the acceleration produced.
d. Give examples of contact and non-contact force
4. Values Integration
5. Values Integration Abide the traffic rules and regulations for road safety, in order to avoid accidents
“Interact with others harmoniously.” on the road.
IV. EVALUATION
Answer the Post-Assessment on your module. Quizzes
The Nature of Force and its Effect Demonstration
Graded Recitation
I. ASSIGNMENT
What are the three laws of motion? Write it on your Science notebook. Assignment:
Study the mechanics of Newton’s Olympics
Prepared By : Noted By:
KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA

Subject Teacher Principal

DAILY LESSON PLAN
S.Y. 2017-2018
Subject: SCIENCE 8
Dates Covered: JUNE 26 - JUNE 30, 2017
JULY 4 - JULY 7, 2017
JUNE 26 – JUNE 30, 2017 JULY 4- JULY 7, 2017
I. OBJECTIVES
1. Compare the typical definition and the scientific definition of work.
1. Demonstrate an understanding of Newton’s three laws of motion 2. Find out if work done is positive, negative or zero.
and uniform circular motion 3. Differentiate potential and kinetic energy.
2. Clarify why action and reaction forces do not cancel each other. 4. Relate speed and position of object to the amount of energy possessed
3. Implement Newton’s Olympic. by a body.
II. CONTENT AND

MATERIALS

1. The Newton’s Olympic 1. Scientific Definition of Work
2. Other Application of the Second Law of Motion 2. Energy

Materials: Activity Sheet, video, laptop, TV, book module Materials: module, laptop, projector, activity sheet, video
III. PROCEDURE
2. Review 2. Review
Review on last week’s lesson. Review on last week’s lesson.
B. Lesson Proper B. Lesson Proper
Let students explain the passage: “You cannot touch without being Show pictures of person carrying sack of rice on his shoulder; a crane lifting files
touch” of metals, a boy lifting a pile of paper or books.
2. Presentation 2. Presentation
Inquire from the students why sky diving and uniform circular Ask the students if there is work or no work done in the said activities. Ask the
motion are related to the law of acceleration. students to give their own meaning of work.
3. Discussion
Continuation of the previous lesson. 3. Discussion
Presentation of the Subject Matter through PowerPoint. Presentation of the subject matter through a powerpoint
a. The Newton’s Olympic a. Scientific Definition of Work
b. Other Application of the Second Law of Motion b. Energy
c. Action and Reaction Forces
4. Generalization
4. Generalization a. What is work? Differentiate it in physics and in everyday life.
a. State and explain the three (3) laws of motion performed in the b. Distinguish positive work, negative work and zero.
Newton’s Olympic. c. Differentiate kinetic from potential energy.
b. Explain the other application of the second law of motion and d. Solve involving work and energy.
the uniform circular motion.
c. Clarification of the reason why action and reaction forces do 5. Values Integration
not cancel each other. “Love your work. Appreciate the value of having strength to do assigned task.
“Do not do unto others what you do not want others do to you”
IV. EVALUATION
Quizzes Quizzes
Demonstration Demonstration
Recitation Graded Recitation
I. ASSIGNMENT Assignment:
Advance reading on the next topics to be discussed. Define what power is. Write it on your notebook.


DAILY LESSON PLAN
S.Y. 2017-2018
Subject: SCIENCE 8
Dates Covered: JULY 10- JULY 14, 2017
JULY 17 - JULY 21, 2017
JULY 10- JULY 14, 2017 JULY 17 - JULY 21, 2017
I. OBJECTIVES
1. Determine the speed of sound in solid, liqjuid and gas.
1. Explain the concept of power. 2. Infer how the movement of particles affects the speed of sound.
2. State the law of conservation of mechanical energy and cite 3. Investigate the effect of temperature to the speed of sound.
examples related to daily life situations.
3. Solve problems involving work, power, and energy.
II. CONTENT AND

MATERIALS

1. Power 1. Speed of the Sound
2. Conservation of Mechanical Energy 2. Light and its Properties

Materials: Activity Sheet, video, laptop, TV, book module Materials: module, laptop, projector, activity sheet, video
III. PROCEDURE
2. Review 2. Review
B. Lesson Proper C. Lesson Proper

Read the “Did you know that” on page 43. Play the game “Tell the words” where each team will guess the word uttered by
a team without any sound or acted without any sound.
2. Presentation
Let the students differentiate potential energy from kinetic energy. 2. Presentation
Show through examples ( rides in amusement parks, PPT) that Let the students understand the importance of sound and how it is propagated.
energy is conserved.
You may start with the popular songs of popular artists like maroon 5, Justin
3. Discussion Bieber, and Taylor Swift or Hillsongs. Students may be asked to sing some of
Continuation of the previous lesson. the popular tunes and ask them who are fond of watching concerts. Also ask
Presentation of the Subject Matter through PowerPoint. them why concerts are usually done during night time and not during day time.
a. Power Probe further until the concept of sound as a wave is deduced.
b. Conservation of Mechanical Energy
3. Discussion
4. Generalization Presentation of the subject matter through a powerpoint
a. Speed of the sound
a. Explain power. b. Speed of the sound in Solid
b. State the law of conservation of mechanical energy and relate c. Speed of the sound in Fluid
it to real life situations. d. Temperature and Speed of Sound
4. Generalization
“Manage your time properly.” a. Compare the speed of sound in different media.
b. Investigate the effect of temperature to the speed of sound
“There are two ways of spreading light: to be the candle or the mirror that
reflects it.”
IV. EVALUATION
Quizzes Quizzes
Recitation Research
Recitation Recitation
ASSIGNMENT Assignment:
Find out why the term horsepower became a unit of power. What are the different materials that respond differently to light?

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 8
Dates Covered: JULY 24 - JULY 28, 2017
JULY 31 – AUGUST 4, 2017
JULY 24 - JULY 28, 2017 JULY 31 – AUGUST 4, 2017
I. OBJECTIVES
1. Describe the properties and characteristics of visible light. 1. Define and relate heat and temperature.
2. Discuss phenomena such as blue sky, rainbow, red sunset using 2. Explain how temperature and heat are measured.
the concept of wavelength and frequency of visible light. 3. Convert temperature reading from one thermometric scale to another.
3. Demonstrate the existence of the color components of visible light
using a prism or diffraction grating
II. CONTENT AND

MATERIALS

1. Light and its Properties 1. Temperature and Heat
2. Measuring Heat and Temperature
Reference: Grade 8 Science Module Reference: Science Module Grade 8 pages 68-71
Materials: Activity Sheet, video, laptop, TV, book module Materials: module, laptop, projector, activity sheet
III. PROCEDURE

2. Review 2. Review
B. Lesson Proper B. Lesson Proper
Listen to the song “You light up my light”. Play a game finding Ask the question. Which is hotter, a boiling water or a kettle full of boiling water.
someone with eyes blindfolded.
2. Presentation
2. Presentation Show an example of laboratory thermometer and clinical thermometer. Let the
You may introduce a character named Roy G. Biv. Ask students students see the difference of their use and the scale used to report the
whether they are familiar with the character. Ask them also if there temperature.
is a connection between the character and the lessons. Ask the
students if they could guess some information or concept from the 3. Discussion
name of the character. If the students recognize the colors of light Presentation of the subject matter through a powerpoint
then ask key question no. 6 Follow it up by the 4th and 5th key a. Temperature and Heat
questions. b. Measuring Heat and Temperature
Demonstrate the different properties of light and its application. 4. Generalization
3. Discussion a. Differentiate heat from temperature.

a. Continuation of the previous lesson. b. Describe the scale in measuring temperature and how to convert it from one
c. Presentation of the Subject Matter through PowerPoint. thermometric scale to another.
1. Light and its properties
a. Reflection of Light 5. Values Integration
b. Refraction of Light Understand the impact of global warming and usefulness of knowing one’s body
c. Diffraction of Light temperature.
d. Interference of Light
e. Dispersion of Light
f. Scattering of Light
4. Generalization
a. Explain the different properties of light.
b. Explain the orders of color in spectrum and relate it with their
energy.
c. Explain how objects get their color.
Light travels faster than sound. That is why most people seem
bright until you hear them speak.
IV. EVALUATION
Answer the Post Assessment on pages 60-61. Quizzes

Demonstration Group Activity
Laboratory Performances. Seatwork
ASSIGNMENT
Advanced readings on the next topics to be discussed. Assignment:
Read: “Science News Bits” on page 94

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 8
Dates Covered: AUGUST 7 – AUGUST 11, 2017
AUGUST 14- AUGUST 18, 2017
AUGUST 7 – AUGUST 11, 2017 AUGUST 14 – AUGUST 18, 2017
I. OBJECTIVES
At the end of the lesson, the students are expected to: August 14 – 18, 2017
1. Describe voltage, current and resistance Review

2. Explain the Ohm’s Law and
3. Compare series connection and parallel connection First Quaterly Examination
4. Clarify the advantages and disadvantages of series connection Week
and parallel connection
5. Differentiate electric power and electric energy
6. Explain the function of the following: fuse, circuit breaker,
grounding and double insulation
II. CONTENT AND

MATERIALS
Subject Matter:
1. Electricity
Reference: Grade 8 Science Module pages 79-90
For demonstration: Christmas light, circuit board, dry cells with holders,
multi tester
For calculation: calculator and pencil

(for the activity) dry cells 1.5 V with holders,
3 Lamp with holders,
5 Crocodile clips,
2 Ammeter (0 - 1 amp),
DC Leads, 4 mm,
8 Variable resistor or rheostat e.g. 3 W 25 ohms
III. PROCEDURE
A. PROCEDURE
1. Let the students give their opinions. Define electricity and tell them
that it can be well understood if they know current, voltage and
resistance.
2. Answer the Pre-assessment
B. Lesson Proper
1. Motivation
Ask the students “Why electricity is important to you? ; Can you
live without electricity?”
2. Presentation
Through a diagram, show and let the students discuss the flow of
electron in conventional and non-conventional current; analyze the
difference between AC and DC current; Compute for the amount of
current.
2. Discussion
1. Current
2. Voltage
3. Resistance
4. Ohm’s Law
5. Series and Parallel Connection
3. Generalization
1. How do voltage and resistance affect electric current?
2. What are the safety precautions needed in using electricity?
Electricity can be a friend and a foe.
IV. EVALUATION
Let the students bring one of their MERALCO / BATELEC Bill at home.
Compute for the power consumption
Answer the Post Assessment on pages 91-92.
ASSIGNMENT
Complete this statement: Electricity is ____________________.

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 8
Dates Covered: AUGUST 21 – AUGUST 25, 2017
AUGUST 28 – SEPTEMBER 1, 2017
Quarter: SECOND QUARTER
AUGUST 21 – AUGUST 25, 2017 AUGUST 28 – SEPTEMBER 1, 2017
I. OBJECTIVES
1. explain how earthquakes occur 1. understand how earthquakes are detected, located and measured
2. describe the difference between types of faults 2. enumerate the precautionary measures before, during and after an
3. differentiate between active and inactive faults earthquake
4. using models or illustrations, explains how movements
along faults generate earthquakes.
II. CONTENT AND

MATERIALS

Earthquake and Faults Earthquake and Faults
Reference: Grade 8 Science Module, news paper Reference: Science Module Grade 8
Materials: Science Module, news pictures, 4 bricks, earthquake belt map,
TV for sample videos Materials: Science Module, meter, earthquake belt map, pictures of
seismograph
III. PROCEDURE
A. Preparatory Activities A. Preparatory Activities
1. Basic Vocabulary 1. Video Presentation
Introduce to the students the vocabulary words on page 2. Let the students watch videos or news report of earthquake with different
magnitude and intensity.
B. Lesson Proper
1. Motivation B. Lesson Proper
Show a video clip of a news about earthquake. Showing its actual 1. Motivation
occurrence and damages brought by it. Show illustrations of seismograph and discuss its uses. Tell students how
earthquake is being measured and how it is being expressed in magnitude and
2. Presentation intensity. Introduce the Mercalli and Ritcher Scale.
Using blocks of wood, demonstrate the three types of fault. Ask the
students to define each type of faults based on the demonstration. 2. Presentation
Share some earthquake facts and trivia through powerpoint presentation.
3. Discussion
Discuss the definition of each part of earthquake. Then draw an 3. Discussion
unlabeled diagram of earthquake parts and let the students identify A. Detecting, Locating and Measuring Earthquake
each part based from its definition. B. Earthquake Safety
Show illustrations of seismograph and discuss its use. Tell
students how earthquake is being measured and how it is being
4. Generalization
expressed in magnitude and intensity.
a. Differentiate intensity from magnitude by different samples of reports of
damages caused by earthquake.
a. Types of Faults
b. Ask the students the things to do before, during and after earthquake.
b. The Earthquake Process
c. Seismic Waves
d. How Earthquake waves Provide Information About 5. Application
Organize an “Earthquake Drill” in the school. Let them demonstrate the
the Interior of the Earth precautionary measures, “cover, duck, and hold”.
e. How Earthquakes Generates Tsunamis
“Be alert and calm.”
4. Generalization
a. What are the forces involved in displacing the bricks?

b. Were the results the same for every pull?
(a) without sand : (b) with sand:
c. Why is this happen?
d. In general, did using sand make a difference? What kind of difference?
e. How is this happened?
f. How does stress builds up in bricks? In rocks?
g. Do you think that it is easy to predict when earthquakes will happen?
Why?
5. Application
Using the diagram, identify the parts of earthquake based on the
definitions given.
Accept and appreciate one’s uniqueness.
IV. EVALUATION
Do Activity 1 on page 73 “Let’s Make an Earthquake” Do Post Assessment on page 18.
Laboratory Activities Quizzes
Quizzes
ASSIGNMENT ASSIGNMENT:
Research on some News and Pictures about Tsunami Prepare an Emergency Kit.

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 8
Dates Covered: SEPTEMBER 4 – SEPTEMBER 8, 2017
SEPTEMBER 11 – SEPTEMBER 15, 2017
SEPTEMBER 4 – SEPTEMBER 8, 2017 SEPTEMBER 11 – SEPTEMBER 15 2017
I. OBJECTIVES
At the end of the lesson, the students are expected to: At the end of the lesson, the students are expected to:
a. Explain how a typhoon develops a. Relate the bodies of water and landforms to formation of typhoons
b. Infer why Philippines experiences frequent typhoons b. Enumerate the things we should be aware of whenever there is typhoon
c. trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using a topographic map and tracking data
II. CONTENT AND

MATERIALS

Understanding Typhoon Understanding Typhoon
Reference: Grade 8 Science Module, TV News Reference: Grade 8 Science Module
Materials: textbook, projector, Science at Work, powerpoint, videos, Materials: textbook, projector, Science at Work, powerpoint, videos.
world map
III. PROCEDURE
Introduce vocabulary words to students. Review on previous topics.
Answer Pre-Assessment on page 24.
B. Lesson Proper
B. Lesson Proper 1. Motivation
1. Motivation Tell the students , “The Geographical location of the Philippines tells us why
Show a video clip of previous typhoon occurrences. tropical cyclones are frequent to our country. Then ask “ What makes the
typhoon’s intensity vary?”
2. Presentation
Discuss the necessary conditions in the formation of typhoon. 2. Presentation
Illustrate how these conditions contribute in the formation of typhoon. Ask the students of their own experiences during typhoon. Ask them about
the damages and risk they have encountered.
Make illustrations of typhoons progression and ask students to
describe each.
3. Discussion
a. How landforms and bodies of water affect typhoon
Relate the location of the Philippines to the conditions in the b. Typhoon Safety Management
formation of typhoon.
BEC (Bose-
3. Discussion Rules in Rounding Off Numbers
a. How Typhoons Form and Develop? Scientific Measurements
b. Why Philippines is Prone to Typhoons Conversation of Units
c. Philippine Area of Responsibilty
BEC (Bose- 4. Generalization

Rules in Rounding Off Numbers a. What are the bases of classifying and giving warning signals for a
Scientific Measurements typhoon?
Conversation of Units b. What are the scientific skills needed to make an appropriate warning
signal and correct classification of a typhoon?
c. What are the indicators you used to give your warning signals
4. Generalization and classification?
a. Enumerate the conditions in the formation of typhoon. d. What will happen if you have given wrong classification and
Incorrect warning signals?
b. Describe each progression of typhoon from the given
e. Why the role of a Meteorologist and PAGASA is very
illustrations. important?
c. Make a conclusion why Philippines is prone to typhoon. 5. Application
Let the students make an action plan to lessen or prevent the risks and
5. Application damages caused by typhoon.
Using a world map, ask students to locate the Philippines in relation
to bodies of water, latitude, longitude. 6. Value Integration
6. Values Integration Use scientific method to detect nature’s early warning danger signs
Help people to use technology to have access to information for public for a coming weather disturbance
safety.
c. How do they measure to come up with accurate amount since chemistry deals
with substances?
IV. EVALUATION
Quizzes Recitation
Graded Recitation Book Activity (Answer Activity 2.2 on page 81)
Weather Map Analysis
ASSIGNMENT:
ASSIGNMENT: Answer the post assessment on page 44.
Do Activity 2 and 2.1 – Paper Typhoon , Plotting the PAR

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 8
Dates Covered: SEPTEMBER 18 – SEPTEMBER 22, 2017
SEPTEMBER 25 – SEPTEMBER 29, 2017
SEPTEMBER 18 – SEPTEMBER 22, 2017 SEPTEMBER 25 – SEPTEMBER 29, 2017
I. OBJECTIVES
At the end of the lesson the students are expected to: At the end of the lesson the students are expected to:
a. Compare and contrast comets, meteors, and asteroids a. Describe features of meteor, asteroid and comet
b. Differentiate meteoroids to meteors to meteorites b. Enumerate some prominent meteors, asteroids and comets
II. CONTENT AND

MATERIALS

Other Members of the Solar System Other Members of the Solar System
Reference: Science 7 Module, Science Website Reference: Science 7 Module, Science Website
Materials: video clips,powerpoint, laptop, projector, activity sheets Materials: speaker, laptop, projector, activity sheets
III. PROCEDURE
1. Familiarization of Basic Vocabulary 1. Review of previous lessons
2. Answer Pre Assessment on page 44. Particle Dance Party
Particle Dance Party Have your whole class model the particles that make up solids, liquids, and gases. To
Have your whole class model the particles that make up solids, liquids, and model solids, have the students make a shape and link arms together; for liquids,
gases. To model solids, have the students make a shape and link arms together; students can place their hands on each others shoulders and ask them just to move or
for liquids, students can place their hands on each others shoulders and ask walk around slowly; for gases, stay in their place without touching each other. Play a
them just to move or walk around slowly; for gases, stay in their place without music, call the name per group and ask them to dance. Let them observe which
touching each other. Play a music, call the name per group and ask them to particles are able to move freely and what are the characteristics as they represent
dance. Let them observe which particles are able to move freely and what are each particles by simply dancingL.
the characteristics as they represent each particles by simply dancingL.
B. Lesson Proper
B. Lesson Proper 1. Motivation
1. Motivation Film Viewing
Appreciation of matter by video presentation in where we normally Let the students watch a short video clip about “Solar System or show
encounter things we can see and even those that are not visible to the illustrations of different places where asteroids could be found.
naked eye.Ask students to bring/ pick up some rocks of different sizes.
Using a hammer try to break a rock into pieces. Proceed to the lesson. 2. Presentation
Discuss the structure, origin and parts of comets through illustrations.Ask them
2. Presentation to give the characteristics of each project.
Discuss the differences among meteoroids, meteors, and meteorites. Discuss its characteristics, classification and nature.
Show a video clip showing their differences.
3. Discussion
Use the broken rocks in the motivational activity to demonstrate the sizes A. Comet’s Profile
of meteoroids, meteors, and meteorites. B. Superstitous Beliefs Related to Meteors, Asteroids and Comets
Ask them to give the characteristics of each project. a.1 Physical Property
Intensive and Extensive Property
3. Discussion a. 2 Chemical Property
B. Special Properties of Matter
A meteoroid is a small rocky or metallic body travelling through space.
4. Generalization
Most are fragments of other celestial bodies. When they enter the Earth’s
atmosphere they are called meteors and when reached the Earth’s 1. What are the components of your comet?
surface it will be called meteorite. They have three main classifications: 2. What holds your comet together?
irons, stones and stony-irons. 3. Why comets are called “dirty snowball"?
4. How will you describe a comet physically?
Asteroid is a rocky mass object that revolves around the sun but 5. Will comet possibly melt? How?
too small to be classified as a planet. They are also called “Minor
Planets” or “Planetoids.”
A comet is an icy small Solar system body that, when passing 5. Application
close to the Sun, heats up and begins to outgas, displaying a visible Make an profile album or brochure on asteroids, meteoroids, and comets.
atmosphere or coma, and sometimes also a tail. These phenomena are
due to the effects of solar radiation and the solar wind upon the nucleus
of the comet.
4. Generalization
a. How do asteroids differ?
b. How do meteoroids differ?
c. How do comets differ?
d. How are asteroids and meteor related?
e. How comets and asteroids differ?
5. Application
a. Students will draw illustrations showing the locations of the groups
of asteroids.
IV. EVALUATION
Answer Post Assessment on page 67. Answer Post Assessment Test
ASSIGNMENT: ASSIGNMENT:
Read on pages 68-69 the “Did You Know That?” Read the “Science News Bits on pages 71-72.
KRISTEL JOY M. AQUINO, LPT MRS. MERCY V. ABAINZA

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 8
Dates Covered: OCTOBER 23 – OCTOBER 27, 2017

OCTOBER 23 – OCTOBER 27, 2017
I. OBJECTIVES
At the end of the lesson the students are expected to:
1. Recognize that matter is made up of molecules and

atoms.
2. Explain the properties of solids, liquids, and gases
based on the particle nature of matter.
3. Explain the physical changes in matter in terms of
the arrangement and motion of atoms and molecules.
4. Apply the particle nature of matter to describe the following phase
changes in matter: melting, freezing, evaporation, and condensation.
II. CONTENT AND

MATERIALS
Subject Matter:
The Particle Nature of Matter
Reference: Science 8 Module, Science Website

Materials: video clips, powerpoint, laptop, projector, activity sheets
III. PROCEDURE
A. Preparatory Activities
1. Familiarization of Basic Vocabulary
2. Answer Pre Assessment on page 3.
Particle Dance Party
Have your whole class model the particles that make up solids, liquids, and
gases. To model solids, have the students make a shape and link arms together;
for liquids, students can place their hands on each others shoulders and ask
them just to move or walk around slowly; for gases, stay in their place without
touching each other. Play a music, call the name per group and ask them to
dance. Let them observe which particles are able to move freely and what are
the characteristics as they represent each particles by simply dancing.
B. Lesson Proper
1. Motivation
Do the activity “Which is matter? Which is not?
Let the students do the activity first before initiating a class discussion
about what is and what is not matter.
* Your objective in Activity 1 is to uncover students’ ideas and reasons for
classifying what is matter and what is not matter. Make sure that they give
their reason for their classification.
* Research has shown that most students agree that solids and liquids are
matter. But, many students think that gases, heat, and light are not matter.
*You have to spot areas of agreement and disagreements while students
express their ideas.
*Encourage students to share their ideas before coming to a consensus
that matter has mass and occupies space.
Answers:
2. Presentation
Proceed to Activity 2, students will infer from given situations or
observable events what matter is made of and then explain how these
observed situations or events give evidence that matter is made up of tiny
particles.
When students draw or represent “empty space”, they fill the space with
more particles, dust, or air. In their 1981 study, Novick and Nussbaum
showed that most students even at the initial years of university education”
do not retain a uniform distribution picture of the particles in a gas.” Their
study also revealed that senior high school and university students have
difficulty imagining a vacuum or “empty space” between particles of
matter.
3. Discussion
a. Ancient Ideas about the nature of matter
b. The Particle Nature of
Matter
c. The Three Phases of Matter
d. Physical Changes in Matter
4. Generalization
Can you name the molecules formed when atoms of elements combine?
5. Values integration
A man’s own character shapes his fortune.
IV. EVALUATION
Answer Post Assessment on your module on page 12.
Quizzes
ASSIGNMENT:
Read the Discovery Article on your module page 13.


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MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

DAILY LESSON PLAN

II. CONTENT AND

Subject Matter: Subject Matter:

Reference: Grade 8 Science Module Reference: Science Module Grade 8

B. Lesson Proper C. Lesson Proper

3. Discussion Continuation of the previous lesson

Prepared By : Noted By:

KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA