SCHOOL: VITO NATIONAL HIGH SCHOOL GRADE LEVEL: 8

TEACHER: MARISOL K. CAMBA LEARNING AREA: SCIENCE

TEACHING DATE AND TIME: QUARTER: 2ND
I. OBJECTIVES
A. LEARNING COMPETENCY/OBJECTIVES
By the end of 60-minute discussion, students must be able to:
a. Investigate some properties of water.
b. Describe on the molecular level how cooling water vapor causes condensation.
c. Explain on the molecular level why a low enough temperature can cause the water vapor in air to condense to liquid water and freeze to
form ice.
d. Relate changes of state to the water cycle.
II. CONTENT
Atoms and Molecules
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Module pages
B. Textbook pages Chemistry the Physical Setting. Myers. et.al.
C. Additional Material
D. URL ChangingState-
Condensation.http://www.middleschoolchemistry.com/lessonplans/chapter2/less
on3. Date accessed October 6, 2015
Water Cycle animation. https://www.youtube.com/watch?v=Az2xdNu0ZRk. Date
accessed October 6, 2015
IV. PROCEDURES
ELICIT (Access prior knowledge). Materials and Assessment Tool
 Opening prayer
 Greetings
 Classroom Management
 Attendance Checking

Students will be grouped into 3 with names solid, liquid and gas. The group will expressively say Oo, Hindi or
Pwede as their response to the statement given by the teacher to describe them (similar to Pinoy Henyo). The
descriptions are as follows:
Trial: Occupies space (all groups will say Oo)
Group name/label

1. Takes the shape of the container Score card

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 water vapor is one of the gases Activity Sheet 1
that makes up air (show chemical composition of air). Make sure students understand that the moisture on the Materials for each group
outside of the cup came from the water vapor in the air. 2 clear plastic cups, tap water, crushed
2. Let the students perform activity 1. The activity should make the students realize that the more air that can hit ice, 1.5L transparent Plastic bottle (cut into
the cold cup, the more water will form on it by condensation. half, bottom part), 7”x12” transparent
plastic bag, 30 mL empty syringe (without
Key Concepts:
needle), 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 down and their attractions
cause them to bond to become a liquid. Laboratory Performance rating sheet
 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 give inputs on important Output Presentation Rating Sheet
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 cycle.
Water Cycle animation
ELABORATE (Students apply the information learned in the Explain).
1. Let the students perform “Fogging up a mirror.” This short activity will make them realize that mirror fogs up Mirror (at least 1 per group)
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 to them when we inhale and Chart of air compositions
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 water vapor affects the rate of Activity Sheet 2
condensation. The materials will be provided by the teacher. Materials for each group
1 cup Room temperature water, 1 cup
Questions to Investigate Cold water, 3 empty clean milk cans
Does making water vapor colder increase the rate of condensation? (370mL), 3 metal spoons or sturdy sticks,
Can water vapor be cooled enough to change it to a liquid and then to a solid? 5 tablespoons of 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.

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned 80% in the evaluation.
B. No. of Learners who require add’l activities for remediation who scored below 80%
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?
F. What difficulties did I encounter which my principal or superior can help me solve?
G. What innovation or localized materials did I use/ discover which I wish to share with other teachers?

PREPARED BY:

MARISOL K. CAMBA
MAED-SCIENCE