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I. OBJECTIVES
A. Content Standard Demonstrates understanding of the particle nature of matter as basis for explaining
the properties.
B. Performance Present how water behaves in its different states within the water cycle.
Standards
C. Learning The learners should be able to explain the properties of solids, liquids, and gases based
Competencies / on the particle nature of matter. (Code: S8MT-IIIa-b-8)
Objectives (Write the Specifically, at the end of the lesson, the students should be able to:
LC Code) 1. Explain the particulate nature of matter.
2. Create situations that matter is particulate in nature.
3. Infer the particulate nature of matter.
B. Establishing a
purpose for the lesson Ask students to guess what is inside the black box without looking what’s inside.
Matter is anything that occupies space and has mass. Basically everything around us is
matter from notebook, ballpen, water and the air we breathe are considered matter.
C. Presenting examples/
instances of the new Let the students watch a video clip of the states of matter. After which, let them ask
lesson (ENGAGE) what is the video all about? What are the states of matter?
A. Discussing new
concepts and Group the students into two, assign an activity in each group. Each group will be
practicing new skills given Activity Sheet entitled:
#1 Activity 1. Are the particles of matter moving? The learners shall infer that the particles
B. Discussing concepts of matter are always moving.
and practicing new skills
#2 (EXPLORE)
• The learners will answer the guide questions and draw illustrations to further
C. Developing mastery explain their reasons.
(Leads to Formative • Each group will present and explain their output in front.
Assessment 3) Rubrics should be presented and discussed before the activity.
(EXPLAIN)
Rubric Scoring Guide for Activity Output and Presentation
Criteria 3 2 1
Manner of The group The group The group
Presentation presented in a presented in a presented in a
lively manner lively manner lousy manner and
and with mastery without mastery without mastery
of the concept. of the concept. of the concept.
Clarity and The presentation The presentation The presentation
Completeness of is clear and is clear but is not clear and
Presentation outputs is outputs is not outputs is not
complete. complete. complete.
Creativity and The output is The output is The output is not
Neatness of the creatively and creatively but not creatively and
Output neatly done. neatly done. neatly done.
D. Finding practical Ask: Can you cite everyday situations that show movement of particles of matter?
applications of The learners may cite the following examples:
concepts and skills in (a) the aroma of food; (b) dried fish in a room: (c) cigarette smoke from the
daily living outside; (d) fresh painted walls or furniture; (e) mixing spreading of milk in
coffee
E.Making
generalizations and The learners summarize his/her understanding that particles of matter are moving at
abstractions about the all times.
lesson (ELABORATE) The learners show the movement of particles of matter in a Stop Dance Challenge
(background music: Moves Like Jagger by Maroon
F.Evaluating learning Multiple Choice.
(EVALUATE) 1. If you put food color powder in tap water, the color spreads throughout the water
due to:
A. molecules of water are warm.
B. molecules of water are in motion.
C. water molecule is denser than food color powder.
D. food color power molecules are small.
Study the diagrams shown below and answer the question that follows.
V. REMARKS
VI. REFLECTION
Mrs. Rhazel Joan S. Caballero Mrs. Ma. Corazon R. Agas Mr. Jose S. Caluza
Science Teacher I Master Teacher I Head, Science Department
Noted by: