Bicol University

College of Education
EXPERIENTIAL LEARNING OFFICE
Daraga, Albay

BEST LESSON PLAN: 1st Shift

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 Bicol University
College of Education
EXPERIENTIAL LEARNING OFFICE
Daraga, Albay

I. Objectives:
At the end of the lesson, the students should be able to:
1. recall and describe the three Phases of Matter;
2. distinguish the six phase changes/transitions from one another;
3. tabulate the phase transition using the Phase Change Chart;
4. calculate a sample Phase Change Problem; and
5. relate the concept of Phase Change to the changes that the students
undergone from childhood to puberty.

II. Subject Matter:

A. Topic: Phase Change
B. Materials: Manila paper, cartolina, colored paper, pentel pen, chalk, chart
C. Time Allotment: 1hour
D. Reference: Bord, D.J., et. al, The World of Physics. 2012. pp. 168-170.
http.//www.Physics@TutorVista.com.html/Phase_Change
E. Values Integration:
“Nothing in this world remains constant except CHANGE. We humans are
forms of matter. We occupy space and have mass, therefore we are subjected to
change. It can come in many forms in our lives. It might come forcefully like a
typhoon, in a form of a devastating tragedy, difficult choices, broken relationships,
or even new opportunities. But even though change is often difficult, many times
it’s also for the best. Accomplishing anything great in life requires one thing, and
that is CHANGE.”

III. Procedure:
A. Motivation:
1. Let the students recall the three phases of matter.
2. Group the students into three and each group will be given the following
tasks:
o They will be given one state of matter that they are going to show how
particles are arranged.
o Describe the state of matter assigned to them.
3. Process students’ descriptions and relate it to the day’s lesson.
B. Lesson Proper:
1. Post a map in the form of the Phase Change Diagram showing the story of
“”H2O the Ice”.

“H2O the Ice Story Map”

PHASE CHANGE DIAGRAM F

D
E

B C

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 2. Tell the story of “H2O the Ice” to the class and one by one describe the phase
transition that “H2O the Ice” undergoes.
3. Let the students identify the change that “H2O the Ice” undergoes in each of
the points of the map. The questions to be asked are as follows:
o What do you call this phase where “H2O the Ice” melts or becomes a
liquid?
o What do you call this phase where “H2O the Ice” was heated after
becoming a liquid?
o What do you call this phase where “H2O the Ice” in a form of gas was
cooled down by removing the heat present.
o What do you call this phase where “H2O the Ice” was brought back to
the refrigerator?
4. Post the Phase Change Chart and let students supply the missing parts or
data of the chart.
To
States of Matter
Solid Liquid Gas
From Solid ? ?
From Liquid ? ?
From Gas ? ?
5. Give the phase change problem and let the students calculate it provided
with the needed formula and given data.
Phase Change Problem:
Ice at 0 ˚C is used to cool water from room temperature (20 ˚C) to 0 ˚C.
How much water can be cooled by 1 kilogram of ice?
Given: Q= 334,000J Cwater = 4,180 J/kg. ˚C

C. Generalization:
1. Ask students the following questions:
o After our discussion, who can now define what change is? Phase
change?
o What are the six phase changes that a matter undergoes?

D. Application:
1. What are the changes that you observed starting when you were still a child
until puberty stage?

IV. Evaluation:
Below are the six phase change/transitions that a matter undergoes. Give two
example situations where each of the listed phase change are being observed.
1. Melting
2. Evaporation/Boiling
3. Deposition
4. Freezing
5. Condensation
6. Sublimation

V. Assignment:
Answer the given Phase Change Problem below:
1. Find the heat in Joules required to convert 25 grams of ice at -10 °C into a
liquid water.
Given: Heat of fusion for water is 334 J / g
Specific heat of ice is 2.09 J / g.°C

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