School San Nicolas National High School Grade Level & Grade 8- Science

Learning Area

Teacher Novie Mae C. Reambonanza Class and Time Faith 8:10-9:00

Wisdom 9:00-9:50
Hope 10:05-10:55

Teaching Date February 23, 2023 Quarter Third (Matter)

Topic MODULE 1: THE PARTICLE NATURE OF MATTER

Sub Topic PARTICLE MODEL- SOLID
Time Allotment 50 minutes
Learning Competencies and Objectives
Content Standard: The learners demonstrate an understanding of the particle nature of matter as basis for explaining properties,
physical changes, and structure of substances and mixtures.
Performance Standard: The learners shall be able to present how water behaves in its different states within the water cycle.

Learning Competencies The learners should be able to explain the properties of solids, liquids, and gases based on the particle nature
and Code of matter (S8MT-IIIa-b-8)
Objectives: The learners should be able to:
1. Define the particle model of Solid
2. Describe the characteristics of the solid particle
3. Appreciate the importance of studying the particle model of solid through answering the given question in the
“EXPLORE” part.
ELICIT (5 mins) Materials/Assessment Annotations
Tools
The class will discuss what they have learned from the previous Question and Answer The activity in the elicit and engage
activity as a way of refreshing the concepts to be connected to the present part is anchored on the educational
lesson. philosophy Constructivism since it
ENGAGE (5 mins) Materials/Assessment shows the following:
Tools
 •
Group activity Social interactions, such as
those experienced through
The teacher will call a student and instruct her/him to draw a sample of a Activity Sheets
discussion and group work, are
particle model- Solid by following this statements
exhibited which is essential to the
1. Particles are packed closely together construction of knowledge.
2. Particles arranged in rows • Learners engage actively in
3. No overlapping particles learning activities not only to gain
4. All particles are the same size knowledge but also to retain it and
build meaningfully on top of it.
EXPLORE (15 mins) Materials/Assessment • Students connect new
Tools information with what they already
Students must prepare the materials for the activity and proceed to the given Activity sheet know or thought they knew.
groupings. • Motivation and a willingness
to reflect on previous learning are
Materials: crucial to the learning process.
Rubics cube
Box (ice cream container is acceptable)
Pen
Activity sheet
Answer the given statements
1. Look at the Rubics cube carefully and identify if it is fixed shape or not.
2. Try to compress the material if it is difficult to compress or not.
3. Is it rigid or liquid?
4. Does it fill the container completely?
5. Write your realizations to the experiment

EXPLAIN (15 mins) Materials/Assessment

Tools
The teacher will randomly ask 4 groups about their answers on the guide Activity sheet, laptop and
questions: projector
After answering the questions, the teacher will now discuss the correct
answers and make clarifications on the topic.
Key points: Solids
Solids are easy to describe – they are solid! You cannot pass through a table
because both you and the table are solid. Solids have the least energy of the three
traditional states of matter. The particles are arranged into a regular pattern (think
army ranks) with very little space between the particles. Their particles are held
together by strong forces and can only vibrate around a fixed position. Due to this,
solids have high density and a fixed shape and volume. If you leave a table for a few
days it doesn't spread into a thin layer of wood across the floor or expand to fill your
living room!
The particles in a solid are held together strongly. The spaces between the particles
are very small. A has a fixed shape and a fixed volume because the particles can
move only a little. The particles vibrate back and forth but remain in their fixed
positions.
As a solid is heated, the particles vibrate faster and faster until they have enough
energy to break away from their fixed positions. When this happens, the particles can
move about more freely. The change from a solid to a liquid is called melting the
reverse of melting is called freezing or solidification. This is the change from a
liquid to a solid. As a liquid cools, the particles in the liquid lose energy and move
more and more slowly. When they settle into fixed positions, the liquid has frozen or
solidified

ELABORATE (10 mins) Materials/Assessment

Tools
What is high density mean? Laptop and projector
- The particles in a solid are tightly packed, so a lot of particles fit into a
given space. This means solids have relatively high densities.

EVALUATE Materials/Assessment
Tools
Rubric for Group Activity: Rubric
***To be graded during the activity. Pen and Paper
Area of Criteria for Evaluation and Scoring Score/
Evaluation Point
5 4 3 2

Content The answer The answer contains The answer The answer
contains almost contains contains
accurate accurate nearly inaccurate
information. information. accurate information.
 (No errors) (Has 1-2 errors) information (Has 5 and
(Has 3-4 errors) above errors)
Organization The answer is The answer is mostly The answer is not The answer is
clearly organized. It is really organized, completely
organized. It is mostly easy to and somewhat disorganized and
easy to understand. difficult to difficult to
understand. understand. understand.
Behavior The group The group rarely The group The group almost
almost never displays disruptive occasionally always
displays behavior and works displays disruptive displays
disruptive collaboratively all behavior and rarely disruptive
behavior and throughout the class works behavior and
works activity. collaboratively rarely works
Collaboratively throughout the collaboratively
all throughout class throughout the
the class activity. class
activity. activity.
Timeliness Finished before Finished on time Finished after the Submitted
the time given given time given unfinished output
after the time
given

For pen and paper test, the students will answer the following:
1. This particle model is definite shapes and has a fixed position and
volume.
a. Liquid b. gas c. solid d. plasma
2. The particles of solids are strongly held through____.
a. Strong forces b. fixed positions c. Vibration d. gases
3. What common characteristics does solid and liquid have?
a. Particles are in contact with their neighbors
b. Closely together
c. It spreads out
d. The particles move and change positions
4. What is the pattern of the solid arrangements?
a. Regular pattern
b. Irregular pattern
c. Rebound from the collision
d. Fixed position
5. What is the least energy among the traditional states of matter?
a. Liquid b. solid c. gas d. plasma
6. What do you call when there is a change from solid into liquid?
b. Liquid b. melting c. freezing d. plasma
7-10 What are the characteristics to identify the particle model of solid?

EXTEND Materials/Assessment
Tools
Research in advance about the particle model of liquid. Include examples Notebook
REFERENCES
Science learner’s module grade 8 page 180-181
https://www.sciencelearn.org.nz/resources/1499-states-of-matter
https://owlcation.com/stem/what-is-the-particle-model

REMARKS
a. Does it indicate special cases including but not limited to continuation of lesson Yes, the same to my previous lesson plans, I did not finished
plan to the following day in case of re-teaching or lack of time, transfer of the lesson
to the following day in cases of class suspension, etc.?

REFLECTION
1. Which teaching technique(s), strategy(ies), method(s) and approach(es)
are:
a. Effective and why?
b. Ineffective and why not?
2. What difficulties/challenges did I encounter today and how can I address or
handle them?

3. What help do I need from my principal or supervisor to address the

difficulties/challenges I encountered?

Prepared by: Checked by:

NOVIE MAE C. REAMBONANZA DESIREE B. SINGSON

Student Teacher Cooperating Teacher