GRADES 1 TO SCHOOL: JULIO R.

HERNANDEZ INTEGRATED SCHOOL GRADE LEVEL: EIGHT

12 DAILY TEACHER: SARAHLYN M. RODEROS LEARNING AREA: SCIENCE
LESSON LOG
TEACHING DATES: FEBRUARY 12-15, 2024 QUARTER: THIRD (CHEMISTRY)
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A Content The learners demonstrate an understanding of the particle nature of matter as basis for explaining properties, physical
. Standards changes and structures of substances and mixtures.
B. Performance The learners shall be able to present how water behaves in its different stated within the water cycle.
Standards
C. Learning Explain physical changes in Explain physical changes Explain physical changes in Explain the properties of
Competencies/ terms of the arrangement and in terms of the terms of the arrangement and solids, liquids and gases
Objectives motion of atoms and arrangement and motion motion of atoms and molecules based on the particle nature
Write the LC code for each molecules of atoms and molecules . (S8MT-lllc-d-9) of matter.
(S8MT-lllc-d-9) (S8MT-lllc-d-9) (S8MT – IIIa-b-8)
Objectives: Objectives: Objectives:
1. Describe the diffusion of 1. Describe the 1. Explain the molecular Objective:
particles. arrangement and motion behavior of ice, water and 1. Describe the density of the
2. Compare the diffusion of of atoms in the three water vapor. three states of matter.
particles in a gas and in a states of matter. 2. Demonstrate how water 2. Compare the density of
liquid 2. Illustrate the particle molecules arrange themselves solids and liquids to water.
models of the three states in the three physical states.
of matter.
3. Appreciate even small
thing as a blessing.
II. CONTENT Module 1: The particle Nature Module 1: The Particle Module 1 : The Particle Nature Module 1: The Particle
of Matter Nature of Matter of Matter Nature of Matter
Lesson 4: Diffusion of particles Lesson 5: Particle Nature Lesson 6: Physical Changes: Lesson 3: Density and states
in a gas and liquid of Matter Arrangement of Atoms and of Matter
Molecules
III. LEARNING
RESOURCES

A Reference SLM SLM SLM SLM

. s

2 Learner's Materials
. Pages
3 Textbook
. Pages
4 Additional Materials from
 Learning
.
Resource (LR) portal
B Other Learning
. Resource
IV. PROCEDURES
Mario is just two meters away The teacher will ask the Title: “I Feel It! You React with
A. Reviewing previous lesson
from his
or presenting
house. He had
thethe class for twenty (20) It”
new lesson prediction that his mother is volunteers who will The teacher will
(Elicit) cooking chicken adobo. How simulate the arrangement prepare strips of paper with
will you support Mario’s of particles entitled “Fit written text as listed below.
prediction? With Me “using a whole Call some students to read
Pi
sheet of Manila paper. As what is on the strip of paper
the music stops, the and demonstrate it to the class cture Analysis: Why do ice
students will grouphow she / he feels. cubes float on top of the
themselves into three water in your glass?
groups with 10, 7 and 3 Spending vacation at Baguio
members stepping on the City
Manila paper. Let the Summer getaway at Palawan
students share their
Vehicle congestion at Lipa
experiences with this
City
simulation activity. The teacher will
introduce to the class that
kinetic energy of molecules is
affected by the temperature.
Establishing a purpose forLet
thethe students infer from Let the students describe Let the students explain the Let the students describe the
B observations that particles of if the particles of matter molecular behavior of ice, three states of matter in
Lesson
. matter move. are moving. water and water vapor. terms of their densities.
(Engage #1)

Do particles
Presenting examples/instances diffuse
of the new(mix) faster Let the students watch Are there some instances that How would you compare the
C when they are in the liquid video presentation about the kinetic energy is affected density of solid, liquid and
lesson
. state or in the gaseous state? the particles models of by the temperature? gases?
(Engage #2)
Which particles will mix more matter using the websites
quickly: gases or liquids? Do
particles diffuse faster with or
without mixing?
D. Discussing new Let the students perform the Let the students imagine Procedure: “It’s Just a Phase” Let the students perform the
concepts and practicing activity below. that they are inside the Using a Chinese checkerboard activity below.
new skills #1 school canteen. Instruct set in an open box, students
(Explore #1) How fast do liquids mix? them to think of three should manipulate the set to Which has the highest
things that can be bought demonstrate the phase density, solid, liquid or gas?
1. Fill a large, clear container relating to the particle changes from solid to liquid to
with tap water and place it models of matter. Describe gas. Students should explain 1. Compare the three
 where everyone can see it. how the
2. Use a dropper to place one arranged.
or two drops of the food
coloring in the water.
3. Record the time at which the
coloring is added to the water.
4. Look carefully at the two
liquids mixing, and write your
observations. Allow the liquids
to mix without any stirring.
5. Record the time when the
liquids are fully mixed, in other
words, when the color is
uniformly spread throughout
the water.
E. Discussing new Let the students perform the The students will watch a How does heat energy cause
concepts and practicing activity below. three (3) – minute video phase change?
new skills #2 presentation of the particle
(Explore #2) How fast do gases mix? (This models of
experiment should be Afterwards,
performed with the windows complete the concept
closed) map.
1. Pour some vanilla essence
into the saucer.
2. Record the time when the
vanilla essence is poured out.
3. Record the time when the
first member puts up his/her
hand to indicate that they can
smell the vanilla essence.
4. Record the time when
roughly half of the members in
the class have their hands up,
indicating that they can smell
the vanilla essence.
particles
are how heat energy causes this
process to occur. Ask them identical containers below.
how they can tell that heat
energy is present. 2. They all have the same
Working in small volume and contain the
groups, students will same material
demonstrate the arrangement
and motion of water molecules.
Describe each change of
phase:
• In a solid, marbles should be
next to each other, remaining
in their holes, in a regular
pattern and slightly vibrating.
• In a liquid, marbles should be
rotating and vibrating
throughout the checkerboard.
• In a gas, marbles should be
far apart with some marbles
bouncing in the box, in
constant movement. (Give
students rubric before activity.)
Let the students perform the
activity below.
matter. Comparing density of solids
they will and water
1. Predict which among the
objects will sink or float in
water. Write your predictions
on the first column of the
table.
2. Immerse the golf ball on
the container with water. Is it
less dense or denser than
water? Write your answer on
the second column of the
table.
3. Repeat step # 2 in all the
 5. Record the time when the
members at the back of the materials.
class first smell the vanilla
essence.
Prediction:
Materials Will it
Float or
Sink in
water?

Golf ball

Bouncy
ball

Paper clip

Block of
wood

Stone

Plastic cup

Clothes
pin

F. Developing mastery. Let the students answer the Let the students answer Were you able to demonstrate Let the students answer the
(Leads to Formative following questions: the following questions. the motion of molecules in question below.
Assessment ) 1. What can you infer from solid , liquid and gas ?
(Explain) 1. What did you observe in the the video presentation? 1. Which of the solid
container immediately after the 2. Does the video materials float in water? Sink
liquids were mixed? presentation give you an in water?
2. How long did it take for the idea how the particles are
liquids to be fully mixed, until arranged in solid, liquid 2. Is your prediction correct?
the color was uniformly spread and gas? If so, what gives you the idea
throughout the water? 3. If this is so, how could that the materials will sink or
3. When the air was not mixed you infer that particles of float in water?
during the experiment, how matter are moving? Are
long did it take until the first there spaces between 3. Aside from these solid
member smelled the vanilla them? How did you say materials, what other objects
essence molecules? Last so? will float on water? Will sink?
member of the class? 4. How could you say that
4. When the air was mixed particles of gases are
during the experiment, how compressible?
long did it take until the first
 member smelled the vanilla
essence molecules? Last
member smelled the vanilla
essence?
G. Finding practical Imagine that the people in the
applications of concepts picture represent particles. You
and skills in daily living are trying to move through a
(Elaborate #1) crowd of people. Would it be
difficult if you try to move
through a crowd of people?
Why? Relate your answer with
diffusion of particles.
H. Making generalizations The process responsible for How are the particles
and abstractions the mixing and spread of arranged in solid , liquid
about the lesson particles in a gas and liquid is and gases?
(Elaborate #2) called diffusion. We can define
diffusion as the random
movement of liquid or gas
particles from a high
concentration to a low
concentration to spread evenly.
The speed at which particles
diffuse depends on several
factors, namely:
The mass of the particles:
lighter particles will diffuse
faster, because on average
they move faster.
The state of the particles: the
(Integrate the kasabihan,
walang malaking
nakakapuwing)
Think of a substance that Illustrate the arrangement of Divide the class into two
can exist in all of the three molecules in phase change: groups. The teacher will read
states of matter. Present the statement and let the
your answer with a short a. melting teacher determine whether
story using the three the statement is correct or
words as your guide. b. evaporation not. The member of the
(WATER) group who will answer will be
c. freezing based on their increasing
HEAT mass. The group with the
FREEZER highest number of correct
STEAM points will be declared as
winner.
 The density of liquid is
roughly the same as the
density of solid.
 Ice is denser than water.
 A block of wood will sink
on water.
 Paper clip floats on water.
When considering the The high density of a solid
states of matter, solids are material explains why it
more dense than liquids and cannot be compressed. The
liquids are more dense than particles in a solid are tightly
gases. When water is in its packed and cannot be
solid state (ice), the water squeezed closer together into
molecules are packed close a smaller volume. Liquids are
together preventing it from also very dense. The density
changing shape. Ice has a of a liquid is roughly the
very regular pattern with the same as the density of the
molecules rigidly apart from solid state of the same
one another connected by the substance. This is because
hydrogen bonds that form a their particles are close
crystalline lattice. These together, even though they
crystals have a number of are not locked into fixed
open regions and pockets positions. Most liquids cannot
making ice less dense than be compressed into smaller
 particles in a gas are always liquid water. This is why ice volumes. Liquids are slightly
moving fast; we say their floats on water. Ice forms when less dense than their solid
average speed is high. The the temperature is below states but water is an
particles in a liquid travel more freezing (0°Celsius or important exception.
slowly. 32°Fahrenheit). When ice is
The temperature of the warmed above freezing, it
particles: temperature is a melts and becomes liquid
measure of the kinetic energy water. As a liquid, the
of the particles. The higher the attractive forces between
temperature, the more energy molecules weaken and
the particles have and the individual molecules can begin
faster they will move and to move around each other.
diffuse. Because the molecules can
The size of the spaces slip and slide around one
between particles: If there are another, water takes the shape
large spaces between the of any container it is in. The
particles of one substance, the third state of water is the
particles of another substance gaseous state (water vapor).
can move into those spaces In this state, water molecules
easily. move very rapidly and are not
bound together. Although we
(Integrate some common cannot see water in its
diseases which spread through gaseous state, we can feel it in
air) the air on a hot, humid day.

Integrate this concept to

Physical activities

I. Evaluating Learning Read the questions carefully. Read the questions Directions: Read the questions Read the questions carefully.
(Evaluate) Write the answer on a ¼ sheet carefully. Select and write carefully. Select and write your Write the correct answer in a
of paper. your answer on a ¼ sheet answer on a ¼ sheet of paper. ¼ sheet of paper.
of paper.
1. Which of the following 1. Which of the following does 1. Which causes the high
describes why the fragrance of 1. Which of the following NOT describe an atom? density of solids?
a flower does NOT describe a a. Atom is indestructible.
spreads? solid? b. Atom is indivisible. a. The particles are more
a. pressure b. effusion a. The solid particles c. Atom is still consists of massive than those in liquids.
c. diffusion d. volume are compactly arranged. smaller particles.
b. The solid particles d. Atom can be seen b. The intermolecular forces
2. How does temperature are compressible. under the high – powered light between particles are weak.
affect the rate of diffusion? c. A solid has a definite microscopes.
a. The higher the shape and volume. c. The particles are packed
temperature, the faster the rate d. The solid particles 2. Why do you think the
of diffusion. are held together by volume of the mixture of coffee
b. The lower the strong forces. and water is less closely together.
temperature, the faster the rate than the sum of the
of diffusion. 2. Which of the following volumes of unmixed coffee and d. The energy of the particles
c. The higher the describes the motion of water? is very high.
temperature, the slower the the particles in gas? a.The water is made of tiny
rate of a. Gas particles move particles with no
diffusion. freely to all parts of the spaces between them.
d. The temperature container. b.Coffee is made up of 2. Which of the following will
doubles the speed of diffusion. b. Gas particles vibrate molecules bigger than the sink when submerged on
a little but in a fixed molecules of Water. water?
3. What do you call to the net position. c.The water molecules could
movement of a substance from c. Gas particles move not fit in the spaces between
a. stone b. plastic
a as fast as the liquid coffee molecules.
c. wood d. styro ball
region of high concentration particles. d.The coffee molecules
to a region of low d. Gas particles stop combined with the water
concentration? from moving when they molecules.
a. osmosis b. with the side of the
diffusion container. 3. In the mixture of sugar and 3. Why do solid particles
c. effusion d. active water, sugar is still present cannot be squeezed closer
transport 3. Myra receives three though you cannot into smaller volume?
balloons during her see sugar anymore. Why is
4. Which is an example of gas birthday. . If she was this so? a. Solid particles have
diffusion? asked a. The water is made of the lowest density.
a. inflating a flat tire by her teacher to tiny particles with little spaces
b. salt mixes with cold illustrate the model of between them. b. Solid particles have
water. particles of balloon, how b. Sugar is made up of higher density than liquid and
c. Sugar mixes with would it look like? molecules smaller than the gas.
coffee in a hot water. molecules of water.
d. All of the above. 4. What will happen if you c. The water molecules c. Solid particles have
pour the water on the flat could fit in the spaces between lower density than gas
5. In which of the following surface of a dinner sugar particles.
situations exhibit the slowest plate? molecules or vice versa
rate of a. The water spreads d. The sugar molecules d. Solid particles have
diffusion? out to fill all the space combined with the water lower density than liquid
a. a cylinder of oxygen available. molecules. particles.
stored under high illustrate? b. The water
b. Coffee powder mixes evaporates as it occupies 4. Which of the following
with hot water. the dinner plate. situations prove that matter is
c. Powdered juice mixes c. The water spills as it consists of tiny 4. A submarine is able to
with cold water. pressure fills all the space available. Particles? move throughout the water
d. the odor of perfume d. The water occupies a. Water molecules are column by _____________.
spreading throughout a room a small portion of the composed of hydrogen and
 dinner plate. oxygen atoms.
b. Soy sauce is used as a. altering its density
5. Which of the following basic ingredients in cooking c. altering its mass
properties does NOT pork adobo.
describe the particle c. Powdered pineapple b. altering its volume
nature of matter? juice is slowly dissolved when d. altering its weight
a. Particles of matter mixed with
are moving all the time. cold water
b . These particles d. All of the above.
have spaces between 5. A student divides several
them. 5. Which of the following cubes
c. The particles of illustrations shows the
matter attract each other. presence of smallest particle
a. weigh b.
d. The particles move of matter?
density c. conductivity
at a constant speed .
d. mass
regardless of the states
of matter.
J. Additional activities for Make a collage about the Using a cardboard, make In a short coupon bond, On your notebook, define
application or diffusion of particles in a gas cube model of the illustrate John Dalton’s Model diffusion. Illustrate the motion
Remediation and liquid. particles of solid, liquid of Atom? of particles when soy sauce
(Extend) and gases. is mixed with water.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work? No. of
learners
who have caught up with the
lesson

D. No. of learners who

continue to require
remediation
 E. Which of my teaching
strategies worked
well? Why did these
worked?

F. What difficulties did I

encounter which my
principal or
supervisor can help
me solve?

G. What innovation or
localized materials
did I
use or discover which I wish
to share with other teachers?

Prepared by: Noted:

SARAHLYN M. RODEROS JULIE B. ACEVEDA, PhD

Teacher I Principal III