DETAILED LESSON PLAN IN SCIENCE 8

PHASE CHANGES OF MATTER

Teacher KRISTINE Q. SITOY Subject SCIENCE 8

Teaching Dates and FEB. 23, 2022 Quarter THIRD QUARTER
Time
10:00 - 11:00 A.M.
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
I. WEEKLY
OBJECTIVES
The learners demonstrate understanding of the
particle nature of matter as basis for explaining
A. Content Standards
properties, physical changes, and structure of
substances and mixtures.
The learners should be able to present how
B. Performance Standards water behaves in its different states within the
water cycle.
Explain physical changes in terms of the
arrangement and motion of atoms and
molecules (S8MT-lllc-d-9).
A. Explain the process involve in the changes
C. Learning Competencies between a solid and a liquid;
/ Objectives
Write the LC code for B. Describe examples that show the process of
each
melting and freezing

C. Illustrate what happens to the particles of

water when it is heated and then cooled; what
happens to the particles of ice when it turns to
liquid.

KRA

II. CONTENT Phase Changes of Matter

III. LEARNING
RESOURCES
A. References
1. Quarter 3 Module 3-4
2. Learner’s Materials Science 8 Learning Activity Sheets Third
pages Quarter Week 3-4
3. Textbook pages
Science Grade 8 by Pia C. Campo et al, pp 184-
189
4. Additional Materials Chalk, water, alcohol lamp, ice cubes and tripod
from Learning
Resource (LR) portal

B. Other Learning
Resources
IV. PROCEDURES
The class will start with a prayer followed by Everybody will read the classroom
the checking of attendance and presentation of norms and standards
Preliminaries the classroom norms and standards. (the
learners will read it aloud together)

A. Reviewing yesterday’s
lesson or Presenting the
new lesson
Connect the lesson with
learners’ prior knowledge.
Explicitly teachtothelearners
howthenewlessonconnectst
o previouslessons.
Reviewand
presentnewlessonsina
systematicmanner
B. Establishing a purpose for
the lesson
Motivate them to learn the
new lesson. Encourage them
to ask questions about the new
topic. This will help establish a
reason for learning the new
lessons.
C. Presenting examples/
instances of the new
lesson
Provide examples of the
new lesson. Show what the
instances of the contentand
competencies. This is where
the concepts are clarified.
1. Always wear your masks, keep your
distance
2. Practice health safety and have your
hands sanitized with alcohol and wash
with soap.
3. Listen and pay attention if someone is
talking.
4. Raise your hand and wait for the
teacher to recognize you. Don’t answer
in chorus.
5. Respect each other!
Be participative and cooperative
What was our topic last meeting?
Very Good!
Before going on to this lesson, let us
review first what you have learned about
exponents before by answering this activity. Students will raise the and
to each given statements.
“REACT ON ME”
In social media platforms, we do have a react
system. Teacher will give the statements and
the students will react iif the statement is
TRUE and if the statement is FALSE.
(During the activity the teacher make sure that
the learners follow the safety tips, and class
standards. The teacher emphasized that every
student must do its part and share ideas to finish
the task. The teacher will also use mother
tongue or Filipino to explain well the statements
for learners to understand the lesson.)
Teacher will ask the following questions;
• Has anyone ever eaten an ice cream on Ice cream melts faster on summer
a hot summer day and during cold day than cold days.
days? What do you observe between
the two conditions?
• Have you ever left a glass of ice water The ice melts.
out on a table? What happened to the
ice?
The teacher will boil the water in the beaker. There are bubbles formed at the
• Describe what you observe in the water bottom of the beaker and bubbles in
• What do you think is inside the bubbles the boiling water. There is also
that form when the water boils? Where steam observed above the liquid.
did they come from? Bubbles are gaseous state.
• If you keep the water boiling for more
than 10 minutes, what do you think will The volume of water will
happen to the amount of water in the decrease
beaker? Why?
The water molecules escape into
• Where did the water go?
gaseous phase.
(The teacher will give appreciation to the
learners, the students give varied answers where

D. Discussing new concepts
and practicing new skills #1
(Leads to Formative Assessment 1)
Discuss the concepts.
Prepare good questions for
this. Listen to the answers of
learners to gauge if they
understood your
presentation lesson. If not,
then re-teach. If they have
understood, then proceed
to deepening the lesson.
E. Finding practical
applications of concepts
and skills in daily living
Assignment
the teacher accepts all of it giving positive
feedback, affirmation and appreciation to every
learner’s answer)
The teacher will let the students illustrate how Students drawing will vary
water changes from liquid to gas and to the
particles of water. Teacher will cool down the
water in beaker and will cover it with watch
glass.
As the water began to cool, droplets
• Describe what you observe in the water formed under the watch glass. There
inside the beaker and at the bottom of are also drops of water formed inside
the watch glass? wall of the beaker.
• Where does the water at the bottom of
the watch glass come from? The water at the bottom of the watch
• Can you explain by illustration how glass are liquid particle that escape
water changes from gas to liquid? into gaseous phase.
• Describe what is happening to the Students drawing will vary.
particles of water.
Students will perform the activity entitled “In When gas is cooled, the motion of
Any Point in Time, they may Change” on their particles slows down causing the
LAS particles to come closer and form
into liquid.
The teacher will relate the process observe
by the students to the formation of rain. The student will watch a video clip
The teacher will ask the learners for
clarifications, questions about the topic before
playing the video clip of the water cycle that
will help the learners generalized the lesson.
The student will share to the class
( The teacher will ask student from Manobo about their ritual practice.
Tribe about their belief/ritual practices in
asking for rain.)
Reflection: Write a short inspired reflective essay about the different changes that
occur in your daily life. Tell whether each change is useful or harmful to our
environment/community. [three (3) to five (5) sentences ONLY]
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(See attach Scoring Rubrics below.)
 Scoring Rubric (in each item) for Activity “In any point in time, they may change”

5 points Discussions are substantive, well-organized and conveyed a clear message

3 points Discussions are moderately substantive, organized and conveyed an ambiguous message

1 point
Discussions are not well-organized and ambiguous.

Scoring Rubrics for Reflective Essay

5-4 points Discussions are complete with no misconceptions.

3-2 points Discussions are incomplete with no misconceptions.

0-1 point
Discussions are incomplete with misconceptions.

Prepared by: Checked and Reviewed:

KRISTINE Q. SITOY JOSIE E. CLAPERO

SST II MT-I