Daily Lesson Plan for Grade 8 Science (CHEMISTRY 8)

Schools /Division: PAVIA NATIONAL HIGH SCHOOL,ILOILO PROVINCE Grade Level: Grade 8

Teacher: MS. MA. SOCORRO M. HILARIO Learning Area: CHEMISTRY 8

(Week 1) March 25, 2022
Teaching Dates and Time: Quarter: 3(1 hour)*

(ANNOTATIONS) PPST
indicators/ KRA/
I. OBJECTIVES DEVELOPMENTAL ACTIVITIES
Objectives/ Rubric
indicators
A. Content Standard the particle nature of matter as the basis for explaining properties, physical changes, and
structure of substances and mixtures
B. Performance Standard present how water behaves in its different states within the water cycle
C. Learning Explain the properties of solids, liquids, and gases based on the particle nature of matter;
Competencies/ Objective
LC No. S8MT-IIIa-b-8
D. Specific Learning
Outcomes 1. describe common properties of matter;
2. distinguish properties of matter from those of non-matter; and

Science Process Skills Interpreting Data, Inferring, Analyzing, Understanding

Values Focus Awareness, and appreciation of nature.
II. CONTENT Properties of solids, liquids, and gases based on the particle nature of matter;

III. LEARNING Possible Materials to be used by the students and the teacher
RESOURCES Module: Week 1
paper
A. References

1. Teaching Guide pages Teachers’ Guide for Grade 8 Science

2. Learner’s materials Learning Material for Grade 8 Science pp 171-177

pages
3. Additional materials MELCS-FINAL-2020-2021
from Learning Resource
(LR) portal
B. Other Learning Teacher made Educational Video
Resources
ASSESSMENT
IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
ACTIVITIES
A. Elicit Last quarter, you were able to discuss Formative Assessment
(5 min) elements and compounds, this time we
are going to go to the next level where
we are going to talk about the bigger Expected response
formation called MATTER.

How are atoms, elements, molecules Answers may vary:
and compounds related with each A compound can be
other? separated into the
individual elements and
an element is composed
of an atom.
Checking the
understanding of the
previous lesson of the
learners.

Table 1. Atom to Compounds

An atom is the smallest unit of an

element, which means atoms make up
an element.

That means, an element is pure,

consisting of only one type of atom.
For example, Hydrogen contains only
Hydrogen atoms.

Different elements combine to make

a compound. That means, hydrogen Water compound
can combine with oxygen to create a
compound called 'Water'. A compound
 is 'impure', which means it contains
more than one type of atom. Will play a video
When a group of atoms animation, where it
combines, they create shows the formation of
a molecule. atoms into compounds
thereby starting the
This molecule is the introduction of matter.
smallest fundamental unit
that can take part a
reaction. It doesn't matter
if these atoms are similar
or not. For
example, H2H2 is a
molecule, so is H2OH2O.

Hydrogen molecule

What do you and a tiny speck of dust Let students observe their Formative Assessment
B. Engage in outer space have in common? surroundings, and list all KRA 1. Content
(7 min) the things that they think Knowledge and Pedagogy
is matter.
Both you and the speck of dust consist / Recitation. Give at least Listing of learners’ Objective 1: Applied
of atoms of matter. So, does the five matter that they can answers knowledge of content
ground beneath your feet. see around them. within and across
curriculum teaching areas.
In fact, everything you can see and
touch is made of matter. Answers vary

The only things that don’t matter are INTEGRATED TO

forms of energy, such as light and ENGLISH
sound. Although forms of energy do Give the meaning of
not matter, the air and other substances words using clues (TPR,
they travel through are. pictures, body movements,
Matter is everything etc.)
So, what is matter?  around you.  EN1V-IVf-j-12.1

What is mass? Mass is the amount of Atoms and compounds are

matter in an object. all made of very small
parts of matter. Those
What is volume? Volume is the atoms go on to build the KRA 3 Curriculum and
amount of space something occupies things you see and touch
Planning
every day. Matter is
defined as anything that Objective 7
MASS VS WEIGHT has mass and takes up
In common usage, the mass of an space (it has volume). Selected developed,
object is often referred to as its weight, organized and used
though these are in fact different CORRECTING appropriate teaching and
concepts and quantities. In scientific COMMON learning resources,
contexts, mass is the amount of MISCONCEPTION!!! including ICT, to address
"matter" in an object (though "matter" The object's weight is learning goals.
may be difficult to define), whereas less on Mars, where
weight is the force exerted on an object gravity is weaker, and (see video. Where teacher
by gravity. more on Saturn, and showed different pictures
In other words, an object with a mass very small in space and GIF’s while giving
of 1.0 kilogram weighs approximately when far from any meaning to each of the
9.81 newtons on the surface of the significant source of words in enriching their
Earth, which is its mass multiplied by gravity, but it always vocabulary)
the gravitational field strength. has the same mass.
Differentiated activity /
verbal presentation/video
presentation.

INTEGRATED TO
MATH
approximates the
measures of quantities
particularly
length, weight/mass,
volume, time, angle and
temperature and rate.
M7ME-IIa-3

State of Matter
 PROPERTIES OF THE
DIFFERENT STATES Give examples for each
OF MATTER States of MATTER.
1. Solid – have definite shapes  Matter is made
and definite volumes. up of tiny
2. Liquid – no definite shapes particles.
but they have definite  Particles of
volume. matter are
3. Gas – no definite shape or moving all the
volume. time.
4. Plasma - gaseous state of
 These particles
matter in which a part or all
have spaces
of the atoms or molecules are
dissociated to form ions between them.
5. BEC (Bose-Einstein  The particles of
Condensate) - special state matter attract
of matter in which atoms in a each other.
confined gas act together like
a single giant particle after
being cryogenically cooled
to a temperature near
absolute zero.
6. Fermionic Condensate – is
a superfluid phase formed by
fermionic particles at low
temperatures.

C. Explore In the Engagement part, students Localizing their learning

(15 min) listed five matters that they’ve seen in Activity: to what is available in
their home/ environment with that Student will make a table their community
and describe and identity
Based on the Properties of matter, they what state and properties
have to explore themselves and of matter. KRA 2 Diversity of
evaluate if indeed it is a matter by learners and assessment and
checking on the properties of matter. reporting
Table 3. Properties of Matter Objective 5

Planned, and delivered

teaching strategies that are
responsive to special
educational needs of learners
in difficult circumstances:
including geographic
isolation; chronic illness;
displacement due to amend
conflict, urban resettlement or
disasters; child abuse or child
labor practice.

D. Explain Explain their observation in the

(15 min) exploration part:

Table 3. Properties of Matter

Go deeper with the discussion of the

properties of matter
E. Elaborate
Integrated in ESP
(10 min) Ang bukas na
komunikasyon sa
pagitan ng mga magulang
at mga
anak ay nagbibigay-daan
sa
mabuting ugnayan ng
pamilya sa
kapwa.

EsP8PBIf-3.3

F. Evaluate

(5 min)

G. Extend Make a MEME introducing all the

(3 min) states of matter, Make your own Performance task! Applied learner-
story and concept. Integrated in Media and
Information Literacy centered philosophy
Each picture meme must show 1 Produce a creative text- (Constructivism)
state of matter. based, visual- based, used as basis for
audio-based, motion-
Student Must post it and spread based, planning and
Science Concepts Using their and manipulative-based designing the lesson
creative skills on Facebook. presentation using
design principle and
How would you relate the particles elements
of matter in your relationship with MIL11/12IMILIIIa-2
your family? Would you prefer to
that of solid, liquid or gas? Why?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in evaluation
B. No. of learners who require additional 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. With of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter that my principal or superior can
help me solve?
G. What innovation or localized materials did I use/discover that I
wish to share with other teachers?

Prepared by:

Ma. Socorro M. Hilario

Teacher III