School Grade Level

Sa n Rafael National High School Grade 8

DETAILED
Learning
LESSON Teacher Nissie Mae S.Dolleno Science
Area
PLAN 3rd Quarter
Time & Dates February 21, 2023 2:00-3:00 Quarter

I. OBJECTIVES
Content Standard:
Performance Standard:
Learning
Competencies/Objectives (Write
the LC Code for each):
The learner demonstrates the understanding of; The particle nature of matter as
basis for explaining properties, physical changes, and structures of substances and
mixtures
The learners shall be able to:
Present how water behaves in its different states within water cycle.
The learners should be able to:
● Explain the properties of solid, liquids, and gases based on the particle
nature of matter.
(MELC 1 Week 2 S8MT-IIIa-b-8)

Specific Objectives: At the end of a 60-minute discussion, the Grade 8 learners of San Rafael
National High School must be able to:
 Differentiate the phases of matter through particle model.
 Identify phases of matter through its physical properties.
 Relate the particle nature of matter in a real- life situation
II. CONTENT
The Physical Properties of Matter

III. LEARNING RESOURCES

A. References

1, Pages

2.Learner’s Materials Pages Department of Education. (2014). K-12 Basic Education Curriculum. Science 8
Learner’s Material (pp.171-174)
3.Textbook Pages
4.Additional Materials Blackboard, chalk, Visual Aids in Manila Paper, Meta-strips and Images
from Google.com
5.Learning Resource
(LR) portal
B. Other Learning https://youtube.com/watch?v=QQsybAlJoew&feature=share
Resources
IV. PROCEDURES
Daily Routine
- Good afternoon, class!
- Let us now start our class with a prayer. Jebrix please lead the prayer
- Before we start, I want you to arrange your chairs properly, remove
unnecessary things on your table and pick up small pieces of papers under
your chair.
- Are we all set?
- Who is absent today class?
- Very Good
A. Reviewing or presenting
the new lesson Teacher's Activity Student's Activity
ELICIT .
What have you experienced during
pandemic?
Who among you was given the chance
to go to the market during the Student’s answer may vary
pandemic.
What have you observed before the
pandemic? The market is?

Source: DepEd Order #42 s. 2016

 The market is crowded right? It is
noisy so many people.
What about during the pandemic,
when all of our town and cities started
to implement lock down? The market
has less person is it correct more space
and limited people can enter the market
to secure the social distancing.
What about right after the pandemic?
Correct the people started to be more
inside the market but it is not so
crowded.

Very good. Now that you share your ideas

about our different situation. Later we will
connect it to our lesson for today.

B. Establishing a purpose Teacher's Activity Student's Activity

for the ENGAGE
lesson To have an idea of what is our lesson
today. Let’s have an activity.
You have 5 minutes to answer.

Source: DepEd Order #42 s. 2016

 Are you done? Let’s check.
(checking the activity)

So, do you have idea what is our topic

today? Matter Ma’am

Yes, our topic for today is about

matter.

C. Presenting examples
of the new lesson Teacher's Activity Student's Activity
EXPLORE
Please observe here in front. I will be
the one who will demonstrate the
activity. All you need is to lend me your
ears and have a keen observation so
that you know what to answer on the
questions I will give.

Procedures: Possible answer.

First, fill the box with pebbles

1. Describe the movement of the 1. The pebbles cannot move

pebbles in the box. freely inside the box because it
is full.
Second, Empty the box. Then put 2. The pebbles now can move
20 pebbles in it. Shake the box. with the space provide. It is
now not crowded.
2. Describe the movement of the 3. The pebbles inside the box can
kernels in the box. move freely in any direction
inside the box.

This time, just place 5 pebbles in

the box and then shake.

3. Describe the movement of the

kernels in the box.

Source: DepEd Order #42 s. 2016

 Thank you so much for actively
participating. How can you relate the
activity to our lesson?
In the first procedure, what state of
matter is being demonstrate? Solid Ma’am

What about the 2nd procedure when

there are only 20 pebbles inside the
box, what state of matter is being Liquid Ma’am
presented?

What about when there are only 5

pebbles inside the box and it can move Gas Ma’am
freely?

D. Discussing new Teacher's Activity Student's Activity

concepts and practicing EXPLAIN
new skills #1  Every substance in the universe is
made up of matter that can exist in a
number of different forms called
states.

 Almost all matter on Earth exists in Students listen and jot down lesson
three different states: solid, liquid on their notes.
and gas. These states of matter have
very different properties, or ways
they behave and appear. Scientists
use a model to explain these different
properties called the particle model.
According to the particle model:

1. all substances are made up of tiny

particles.
2. the particles are attracted towards
other surrounding particles;
3. the particles are always moving;
4. the hotter the substance is the
faster the particles move.

E. Discussing new Teacher's Activity Student's Activity

concepts and practicing Solids
new skills #2

Source: DepEd Order #42 s. 2016

  In solids the particles are very
close together, so they cannot be
squeezed.
 The attraction between nearby
particles in a solid is usually
strong. Because there are such
strong bonds between the
particles, solids usually have a
fixed shape and a constant volume.
 The particles in solids cannot
move freely; instead Particles in a
solid they vibrate in a fixed
position.

Liquids
 In liquids the particles are held
together by attraction, but the
bonds between them are weaker
than those in solids.
 The particle attraction allows the
particles to
roll over
each other,
but they
can’t
‘escape’.
 Liquids have a fixed volume, but
the rolling motion of the particles
allows them to take up the shape
of their container.
As in solids, the particles are still very
close together, so liquids cannot be
compressed into smaller spaces.

Gas
Gas

 Gases spread out and will not stay

in a container unless it has a lid.
 The p articles in a gas have much
more energy than those in solids or
liquids, and are constantly moving.
 The attraction between the
particles in a gas is so weak that
they can move freely in all
directions.
 They spread out and take up any
space that is available, so gases
have no fixed shape or volume.
Because of
the large
spaces
between
particles,
gases can
be

Source: DepEd Order #42 s. 2016

 compressed.

 Gases spread out and will not stay

in a container unless it has a lid.
 The p articles in a gas have much
more energy than those in solids or
liquids, and are constantly moving.
 The attraction between the
particles in a gas is so weak that
they can move freely in all
directions.
 They spread out and take up any
space that is available, so gases
have no fixed shape or volume.
Because of the large spaces
between particles, gases can be
compressed.

F. Developing Mastery Teacher's Activity Student's Activity

ELABORATE
Thus, we could say that solids
have definite shape while liquids and
gases have no definite shape since they
just take the shape of their containers. The
table below further differentiates the three
phases of matter in terms of their other
characteristics.

G. Finding Practical Teacher's Activity Student Activity

Applications of Matter is all around us and we are also made up of

Source: DepEd Order #42 s. 2016

 concepts and skills in particles.
daily living May we continue to be flexible like matter.
You can be solid as rock and be firm of all
your decisions mind and body intact. You can
be liquid free to go with the flow of life. Move
and enjoy with limits. Or you can be gas free
to explore, free to be you.
H. Making Teacher's Activity Students Activity
Generalizations and To summarize the topic we discuss today, I Students watch the video.
Abstractions about the have here a video that explains matter.
lesson

I. Evaluating Learning Teacher's Activity Student Activity

EVALUATE Student answering quiz.
To measure if you really understand our
discussion we will have assessment.
Science 8
Quarter 3
I. Identify whether the object is solid,
liquid or gas.
1. Water inside the bottle
2. balloon
3. books
4.Juice in the jar
5.stone
6.cellphone
7.swimming pool
8.inflated tire
9.keys
10.air

II. In one paragraph with 5 -10 sentences.

Give me an example of the movement and
the closeness of the particle in real-life
scenario. (10 pts)

J. Additional Activities for EXTEND

Application or Study the water cycle.
Remediation List the process the takes place in the water cycle.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?

Source: DepEd Order #42 s. 2016

 Why did these work?
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

Prepared by:

Nissie Mae S.Dolleno

BsEd Science 4-C

Noted:

Marestar N. Noveros
Cooperative Teacher
Student Teaching Internship

Source: DepEd Order #42 s. 2016