DAILY Jose Diva Avelino Jr.

Grade
School 8
LESSON LOG National High School Level
Learning
Teacher JEA ROSE D. ALBA SCIENCE
Area
Teaching
Date and Quarter 3RD
Time

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

The particle nature of matter as basis for explaining properties,
physical changes, and structure of substances and mixtures.
B. Performances The learners shall be able to:
Standards
Present how water behaves in its different states within the water
cycle.

C. Learning At the end of the lesson, the students should be able to: CODE
Competencies /
Objectives. Explain the properties of solids, liquids,
Write the LC code for each and gases based on the particle nature of S8MT-llla-b-8
matter;

II. CONTENT Topic: The Particle Nature of Matter

Specific Objectives:
At the end of the lesson student should be able to:
1. Understand that matter is made of particles.
2. Describe all matter as being made up of particles.
3. Explain that these particles move in all directions.
III. LEARNING
RESOURCES
A. References

1. Teacher’s Grade 8 Science Teacher’s Module, Department of Education,

Guide Pages Philippines, p. 122-129

2. Learner’s Grade 8 Science Learner’s Module, Department of Education,

Materials Pages Philippines,

3. Textbook Pages

4. Additional N/A
Materials from
Learning
Resources (LR)
portal

5. Other Learning
Resources/Mate
 rials
IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Preliminary Activities Prayer

Everybody, please stand and may (Everybody stands.) “For those

I request the next student to lead Catholics, make sign of the
the opening prayer. cross…Amen.

Classroom Management

“Before you take your seats,

kindly arrange your chairs and
pick up pieces of paper. You may
all sit down once you’re done.”

Checking of Attendance
“Class Avogadro, who’s absent
for today or no one is absent?” (Classroom Avogadro)
“Everyone in the class is
present ma’am.”
“Very good class. I hope no one
will be absent again tomorrow.
Keep it up.

A. Reviewing previous (The teacher will show photos

lesson or presenting and students will Identify the
the new lesson plan photos.)
(Drill/Review)
Good morning, science persons!
Ready to put your matter
knowledge to test? Let’s review
what we have learned yesterday (Students cheer and get
by playing a fun identification excited.)
game.

First, can anyone remind me

“Ma’am, matter is anything
what exactly matter is?
that has mass and takes up
space. We can see, touch smell,
taste, or hear it.
Excellent! And what about things
that don’t have mass and space?
What do we call them?
“Those are non-matter, Ma’am.
They exist in different ways,
like light or sound.”
Precisely! Now to solidify our
understanding, I have some
pictures here. Look closely and
tell me: is it matter or non-
 matter. (Students analyses the pictures
carefully)

B. Establishing a (Teacher shows a piece of chalk

purpose for the and asks a thought-provoking
lesson (Motivation) question.)
Here’s a chalk. We know it is a
matter, but have you ever
wondered what it’s truly made
of? Is it just one big piece, or
could there be something
“Maybe it’s made of tiny
smaller?
pieces!”
Interesting! Today, we’ll put our
detective hats on and try to figure
out what chalk, and all matter
around us, is really made of.
We’ll use our senses, tools, and
even some scientific discoveries
to unlock this mystery!”

Let’s start with our chalk

detective work. Take a close look
at this whole piece. What can you
tell me about its shape and how it
feels? (Students observe and share
their observations.)

Now, let’s crush the chalk into

smaller pieces. What happens to
its shape and feel? (Students observe and share.)

Our goal today is to explore this

very question! We’ll use science
to uncover the secrets of matter’s
composition.
Are you ready for some science (Students cheer and show
detective work? enthusiasm.)

C. Presenting (Teacher displays the chalk on a

examples / projector or board.)
instances of the new
lesson Look closely at this magnified
(Presentation) image of the chalk. Can you see
anything interesting? (Students may mention various
observations.)

Even with our naked eye, it’s

difficult to see much detail. But
scientist have tools like
microscopes that can reveal a
hidden world!
 (Teacher will shows a slide or
image of particles in a liquid like
salt or sugar solution under a
microscope.)

See this tiny specks bouncing

around?
“Yes, Ma’am”
What do you think are these?

Yes, They are called particles,

and they’re believed to be the “Particles.”
building blocks of everything,
even our chalk.

“Ma’am, they are so mall. That

Exactly! The amazing thing is,
maybe we cannot see without
these particles are incredibly
using a microscope.”
small, much smaller than even
the finest grain of sand! We call
them atoms and molecules.

D. Discussing new (Teacher leads a discussion based

concepts and on the hand-out for Activity 2:
practicing new “What is Matter Made Up Of?”)
skills #1 (Activity)
(The teacher will divide students
into 4 groups and distribute
materials.)

Today, we’re scientists exploring

the secrets of matter! We’ll use
sugar and water to gather clues
about how things are made. Are
you ready? (Students Show enthusiasm)
But before we start let’s take a
look with the Do’s and Don’ts
before, during, and after the
activity.

(Teacher will demonstrate each

step while explaining.)
(Students will perform Activity
2 entitled What is matter Made
Up Of.)

Today, we explored how sugar

and water interact, providing
evidence that matter is made of
tiny particles. Remember,
 scientists use powerful tools like
microscopes to see these particles
directly, but even without seeing
them, we can gather clues from
our observations!

E. Discussing new Today, we journey into the

concepts and fascinating world of the very
practicing new small!
skills #2 (Activity)
What do you think everything
around us is made of? Chairs,
clothes, even air we breathe…
what are their building blocks? “Maybe tiny pieces of different
materials, like mini wood for
the chair and mini fabric for
Interesting! Could those “mini” clothes?”
pieces be even smaller? Imagine
splitting them again and again,
would you eventually reach
something indivisible?
“Hmm, maybe not. If you keep
breaking something, at some
point it has to be so small you
can’t break it anymore.”
That’s a great starting point! But
what if those pieces could be
broken down even further?
Imagine something so small you
can’t even see it with your naked
eye. “Like dust particles, but even
smaller?”
Exactly! These tiny particles are
called atoms. They’re like the
fundamental building blocks of
everything we see and touch. But
wait, there’s more! Sometimes,
atoms join together to form even
smaller groups called molecules. “So, molecules are like groups
of friends made of atoms?”
That’s a great analogy! Think of
water, for example. It’s made up
of water molecules, each
containing two hydrogen atoms
and one oxygen atom. “So, everything we see, from
water to our desks, is made of
these tiny atoms and
Precisely! The discovery was a molecules?”
major breakthrough in science,
 and it all started with some
curious minds like…

Democritus, Aristotle, and

John Dalton

Long ago, Philosophers pondered

the nature of matter. Let’s meet
Democritus, who believed
everything was made of tiny,
indivisible particles called atoms.
Do you think his idea was
accepted by everyone?
“Maybe not?”
Exactly! Another philosopher,
Aristotle, believed matter was
continuous and could be divided
infinitely, like cutting a piece of
cloth into smaller and smaller
pieces. So who was closer to the
“Maybe Democritus, because
truth?
atoms are so small?”
Good thinking! But it wasn’t
until much later that John Dalton
came along with his atomic
theory. He proposed the
elements are made of unique
atoms, and they can combine to
form compounds. How does this
connect to what we learned about “Maybe compounds are like
molecules? different combinations of
atoms forming different
molecules?”
Fantastic! Dalton’s theory laid
the foundation for our
understanding of atoms and
molecules, leading us to the
exciting world of…
Atoms, Molecules and
Angstroms.
(Teacher transitions to discuss
atoms, molecules and
angstroms.)

F. Developing mastery It’s been a deep dive into the

(Leads to world of matter. At this juncture,
Formative we’ll test our understanding and
Assessment 3)
 see if we’ve reached master!
Let’s start with the basics: What
is matter made of?
And what are these tiniest or
smallest particle of matter?
“Matter is made up of tiny
particles ma’am”
“We learned they’re called
atoms, the fundamental
building blocks.”

Excellent! Now, let’s dig deeper.

How can you differentiate
between an atom and a molecule? “Atoms are the fundamental
building blocks, while
molecules are groups of atoms
bonded together. Atoms are
always smaller than molecules,
except in some special cases.

Perfect!

G. Finding practical Now, I want you all to make an

applications of illustrations (Draw) to show that
concepts and skills matter is made up of tiny
in daily living
particles. “I drew the wooden chair as
(Application)
groups of tiny particles,
showing how they’re arranged
to give it shape and support our
weight.
Excellent! Remember, science
isn’t just about theories and
concepts; it’s about
understanding the world around
us and using that knowledge to
solve problems and create
innovations.

H. Making Okay, scientist! We’ve journeyed

generalizations and deep into the world of matter,
abstractions about exploring its various forms and
the lesson behaviours. Now, it’s time to step
(Generalizations) back and see the bigger picture. “Ma’am we learned that matter
Can anyone state what is matter is made up of these super small
made of? particles”

Exactly!
So what’s the difference between
“The difference between atoms
molecules and atoms?
and molecules
 Excellent explanations.
So, how can you say that matter
is made up of tiny or small
particles called atoms?

Excellent observation!
Remember how we saw sugar
dissolve in water? The sugar
particles must have fit between
the water particles, leaving some
space.

I. Evaluating learning Directions: Read each statement

(Evaluation) carefully. Write true if the
statement is correct and false if Answers:
otherwise. 1. False
1. All molecules are smaller than 2. True
all atoms.
3. True
2. Solids have the most tightly
packed particles compared to 4. True
liquids and gases.
5. False
3. Particles in matter are
constantly moving, even in
solids.

4. Knowing about atoms and

molecules helps explain why
some materials are strong and
others are flexible.

5. Understanding the spaces

between particles is only
important for studying gases.

J. Additional For remediation: Draw how the particles of matter that makes up a
Activities for piece of stone.
Application or
Remediation
(Assignment)
V. REMARKS

VI. REFLECTIONS

A. No. of learners who

learned 80% in the
evaluation.
 B. No. of learners who
require additional
activities for
remediation?
C. Did the remedial
lesson work? No. of
learners have caught
up the lesson?
D. No. of learners who
continue to require
remediation?
E. Which of the
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
superior can help me
solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
H. Notes:

Prepared by: Checked by: Approved by:

JEA ROSE D. ALBA SUGARIE EL M. DERRAMAS ARTHUR B. ESCOSIA

Student Teacher TEACHER II – Cooperating Teacher HT I- Jose Diva Avelino Jr. NHS