Science Lesson Plan

I. Learning Objectives:
At the end of the lesson the learners should be able to:
 learn the changes of matter;
 compare and contrast the physical and chemical change; and
 recognize the changes that materials undergo to complete an activity.

II. Subject Matter

Topic: Changes that materials undergo (Grade 3)
Reference(s):
 Curriculum Guide - S3MT-Ih-j-4
 BEAM 5. Unit 4. 8 Physical and Chemical Changes.
 Distance Learning Modules. DLP 26.
 Changing Matter: Understanding Physical and Chemical
Changes by Tracy Nelson Maurer pp. 4-8

Material(s): Pictures, scratch paper/ bond paper, activity sheets,

matchsticks, PowerPoint presentation, laptop

III. Procedure
A. Preparatory Activities/Preliminary Activities
 Classroom Management
 Prayer (voluntary)
 Greetings
 Energizer
 Checking of Attendance
 Passing of Assignments
 Review

B. Lesson Proper

Activity

Let’s discover the changes

The Science teacher group the student into five, each group has 6 members. Then
instructed the student to go outside the classroom as the teacher ask the group to prepare
ahead of time a bond paper and matchsticks. There are two basic types of changes that
matter can undergo: chemical change and physical change. Consider two bond paper.
As I tear apart and as I burned the other paper using matchsticks. In both of these
instances matter has changed.
• Which paper has undergone a chemical change and which has undergone a physical
change? Give specific reasons to support your answer. Each group will consume 2
minute to explain their idea about the said topic.

Analysis

As the student finish analyzing the activity the teacher instructed to go back inside the
classroom as they going to answer and discus their observation and ideas. As they
finish the task and discuss everything within the 5 minutes, the teacher started to ask
the following questions:

1. What did you discover as we tear, crumpled and burned down the paper?
2. Which of the two paper do you think undergone physical change? Why?
3. Which of the two paper do you think undergone chemical change? Why?
4. Give one example of physical change.
5. Give one example of chemical change.

Abstraction
The teacher started the discussion with a follow-up questions as a refresher
to the student as they will continue the previous topic. Illustrations and pictures are
showed via presentation when the teacher start discussing the two ways of change and
the changes of matter.

Two ways to change

Everything is MATTER. It’s made up of something and takes some place. Matter
changes in two ways: Physical changes and chemical changes. All matter is made of
tiny moving particles called molecules. They move slower or faster in different states,
such as solids, liquids, or gases. Let’s look at the difference!

A solid has a shape because its packed

molecules move slowly. A liquid takes the shape
of its container. Liquid molecules have room to
flow under and over each other. A gas
completely fills the shape of its container. Its fast-
moving molecules have a lot of space between
them and bounce off the container’s walls. Gas
molecules in the air fill all the space inside.
 Physical changes create different states, or
forms, of the same matter. Water is still water if it
changes from liquid state into ice, a solid state.

Chemical change create entirely new

substances. After the chemical change, physical
methods, such as cutting, drying, filtering, spinning, or
changing temperature or pressure, can’t undo the
change.

CHANGES OF STATE

A change of state is a physical change in a matter. They are reversible changes and do
not involve any changes in the chemical makeup of the matter. Common changes of the
state include melting, freezing, sublimation, deposition, condensation, and vaporization.
These changes are shown in the figure given below.

WHY DO CHANGES OCCUR?

When temperature or pressure change of a system occurs, phase changes occur. When
the temperature or pressure increases, the interaction between the molecules increases.
Similarly, when the temperature decreases, it is easier for molecules and atoms to settle
into a more rigid structure.

CHANGES BETWEEN LIQUID TO SOLID

How would you make ice cubes in a tray? First, you would fill the tray with water from a
tap. Then you would place the tray in the freezer compartment of a refrigerator. The
freezer is very cold. What happens next?
Freezing
Heat transfer occurs between the warmer tray and the colder air in the freezer. The warm
water loses heat to the cold air in the freezer. This heat transfer occurs until no energy is
available for the particles to slide past each other. This forces them to remain in fixed
positions, locked in place by the force of attraction between them. This way liquid water
is changed into solid ice. The process of liquid water changing to solid ice is termed as
freezing. The temperature at which it occurs is known as the freezing point.

Melting
If you took out the ice cubes from the freezer and placed them in a warm room, the ice
would absorb energy from the warmer air around them. This absorbed energy would
facilitate them to overcome the force of attraction holding them together, enabling them
to slip out of the fixed position that they held as ice. The process in which a solids change
to a liquid is called melting. The melting point is the temperature at which a solids change
to a liquid.

Changes between Liquids and Gases

If you fill a pot with cold tap water and heat it on a hot stovetop, the water heats up. Heat
energy travels from the stovetop to the pot, and the water absorbs the energy from the
pot. What happens to the water next?

Evaporization
If the water is hot enough, it starts to boil. Bubbles of water vapor are formed in the
boiling water. This happens as particles of liquid water gain enough energy to
completely overcome the force of attraction between them and change to the gaseous
state. The bubbles rise through the water and escape from the pot as steam. The
process in which a liquid boils and changes to a gas is called vaporization. The
temperature at which a liquid boils is its boiling point.

Condensation
When you take a hot shower in a closed bathroom, the mirror is likely to fog up. You
may wonder why does this happen? Some hot water from the shower evaporates and
when it comes in contact with cooler surfaces such as the mirror, it cools and loses
energy. The cooler water particles no longer have the energy to overcome the forces of
attraction between them. They come together and form droplets of liquid water. This
process in which a gas changes to liquid is known as condensation.
 Changes between Solids and Gases
Solids that change to gas pass through the liquid state first. However, sometimes solids
change directly to gases and skip the liquid state. The reverse can also occur.
Sometimes gases change directly to solids.

Sublimation
The process in which solids directly change to gases is known as sublimation. This
occurs when solids absorb enough energy to completely overcome the forces of
attraction between them. Dry ice is an example of solids that undergo sublimation.

Five Changes of State are:

1. Melting
2. Freezing
3. Evaporation
4. Condensation
5. Sublimation

1. The process by which a substance changes from the solid phase to the liquid phase
is known as melting.
2. The process by which a substance changes from the liquid phase to the solid phase
is known as freezing
3. The process by which a substance changes from the liquid phase to the gaseous
phase is known as evaporation.
4. The process by which a substance changes from the gaseous phase to the liquid
phase is known as condensation.
5. The transition of the solid phase to the gaseous phase without passing the
intermediate liquid phase is known as sublimation.

Application

The Science teacher group the student into five, each group has 6 members. They will
choose a leader to represent the whole for the picking of task. Then instructed the student
to do the activity task that the teacher give to each leader of the group. The activity is
written into a half bond paper, each group take different activity to prepare.
They need to answer and give specific reasons to support their answer. Each group will
consume 2 minute to explain their idea about the said topic. Points will be given according
to the criteria below.

Content 20%

Delivery 15%
 Organization 10%

Collaboration 5%

Total 50%

IV. Evaluation

Part 1. Essay: The teacher instructed the student to prepare ½ crosswise, and
answer the following questions briefly for 6 minutes only.

Instruction: Copy and answer the following question.

1. When solids reach their melting point, what do they become?

2. What is the process in which solids directly transform into a gas?

Part 2. Compare and contrast: The student will create a Venn diagram and they need
to answer it for 5 minutes. They will use the back of the ½ crosswise.
Instruction: Compare and contrast physical change and chemical change. Use the
information you learn for this activity.
V. Assignment

The teacher instructed the student to copy the assignment written on the board using
their Science Activity Notebook.
Direction: Answer the following question below.
1. How do you or your parents properly dispose of the harmful materials that can be
found at home?
2. List down ways you can maximize the use of useful materials that you can found at
home or in school.

VI. Closure

Overall, the class reviewed the topic, discussed the changes of matter and
learned about the changes and process of the matter.

 Recap the topic

 Teacher ask them for any questions and clarifications
 Classroom management
 Closing prayer (voluntary)
 Goodbye.