PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela
DETAILED LESSON PLAN
IN SCIENCE 8
THIRD QUARTER
TOPIC:
The Particle Nature of Matter
OBJECTIVES:
At the end of the lesson, the students are expected to:
● Identify the three common states of matter.
● Differentiate their properties based on the arrangement of
their particles.
● Explain the properties of solids, liquids, and gasses based on
the particle nature of matter. (S8MT-IIIa -b-8)
Prepared by:
GINAROSE M. FRANCO
Student Teacher
Checked by:
JOSEPH BAHINGAWAN
Cooperating Teacher
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela
DEMONSTRATION PLAN / INSTRUCTIONAL PLAN IN SCIENCE 8
School: Santiago City National High School Grade level: 8
Developer: Ginarose M. Franco Learning Area: Matter
Teaching Dates: January 31, 2024 Quarter: 3
Part 1. Standards, Competencies, and Objectives
Content The learners demonstrate understanding of the particle nature of matter as a basis for
Standard explaining properties, physical changes, and structure of substances and mixtures.
Performanc The learners should be able to present how water behaves in its different states within the
e water cycle.
Learning Explain the properties of solids, liquids, and gasses based on the particle nature of matter.
Competenci
es
Objectives At the end of the lesson, the students are expected to:
● Identify the three common states of matter.
● Differentiate their properties based on the arrangement of their particles.
● Explain the properties of solids, liquids, and gasses based on the particle nature of
matter.
Part 2. Integrated Approach Used and Technology Integration (apps)
7E Model Integrated Approach Used Technology Integration
(apps)
Elicit Active Learning Microsoft PowerPoint
Engage Active Learning Microsoft PowerPoint
Explore Collaborative Learning, Inquiry-based Microsoft PowerPoint, YouTube
Learning, and Active Learning
Explain Active Learning and Inquiry-based Microsoft PowerPoint
Learning
Elaborate Active Learning Microsoft PowerPoint, YouTube
Evaluate Active Learning
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela
Extend Active Learning Microsoft PowerPoint
Part 3. Lesson Proper
ELICIT (5 minutes)
Description of the Activity
Teacher’s Activity Student’s Activity
Good morning, class! Good morning, Teachers. Good morning,
classmates.
Let us start our session by seeking understanding and (Student A will lead a prayer.)
blessing through a prayer led by a student.
Thank you, Student A. Kindly arrange your chairs Students will arrange their chairs and remove their
and please remove your bags and tumblers from the bags and tumblers from the table.
table. Just leave your pen and paper.
You may now take your seats.
Class Secretary, is everybody present today? Yes ma’am.
Wow, very good! With that let’s give ourselves a Students will clap their hands.
round of applause.
Before we begin, let me share with you our class CLASSROOM RULES
rules. The rules on the road, Student B, kindly read ● STOP (Red) Stop talking and listen when
the slide. the teacher is speaking.
● WAIT (Yellow) Wait for your turn and
remember to raise your hand to speak.
● GO (Green) Actively participate in class
discussions and activities. Show respect to
your classmates and teachers.
Thank you, Student B. I hope that’s clear for
everyone.
ENGAGE (10 minutes)
Before we proceed, allow me to read the following
learning objectives of our lesson.
At the end of the lesson, the students are expected to:
● Identify the three common states of matter.
● Differentiate their properties based on the
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela
arrangement of their particles.
● Explain the properties of solids, liquids, and
gasses based on the particle nature of matter.
I hope that our objectives today are clear.
Before we proceed to our discussion, let us all stand.
I will play a music video and you are going to listen,
sing and dance along.
Are you ready, class? Yes ma’am!
The teacher will play the music video. The students will sing and dance.
“The states of matter are solid, liquid, gas…….”
According to the song, what are the different states of Ma’am the different states of matter are solid,
matter? liquid, gas and plasma.
Excellent, Student C! Let’s give him/her three claps. The students will clap their hands thrice.
TRIVIA: Many other states are known such as
Bose–Einstein condensates and neutron-degenerate
matter but these only occur in extreme situations such
as ultra cold or ultra dense matter.
According to the song, what are the different Ma’am, the solid has shape, color, size and texture.
characteristics of solid, liquid, and gas? On the other hand, liquid is wet and takes the shape
of its container. Lastly, gas has no color, size and
texture.
Bravo, Student D! Let’s give him/her three claps. The students will clap their hands thrice.
Now, could you provide examples of matter that are
observable both inside and outside our classroom? Ma’am, one example is T.V.
Correct! Television is an example of matter,
specifically it is a solid.
The students will give more examples.
How about the light, heat and sound produced by No ma’am
your phones? Is that example of matter?
Very good!
Everything we see or even not seen in the universe is
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
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matter. Matter is anything that occupies space and has
mass. But why is light, sound and temperature not an
example of matter? Even though they occupy space,
they don’t have mass. They are what we call energy,
not matter.
EXPLORE (10 minutes)
The song we have sung has
something to do with our lesson today. Our topic is
all about The Particle Nature of Matter.
Okay class, let us have an activity entitled “Matter
Matters.” Before I give you the game instructions, let
me remind you of your respective groupings.
Group 1- Column 1
Group 2- Column 2
Group 3- Column 3
Group 4- Column 4
Group 5- Column 5
Group 6- Column 6
Kindly and gently go to your groups now. The students will go to their respective groups.
Can you please read the game instruction, Student F. Student F:
Each group is designated to a particular learning
area. Groups 1 and 2 are assigned to learning area
1, groups 3 and 4 are assigned to learning area 2,
and groups 5 and 6 are assigned to learning area 3.
Each group is also tasked with answering specific
guide questions after observing their respective
learning area. The first group to successfully
complete the task will be rewarded. Later on, each
group will choose one representative to report their
answers. You only have 15 minutes to finish the
task.
Learning Area 1- Group 1 and 2
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
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1. What can you say about the arrangement of
particles in solid? (closely packed, near, far)
2. Can you infer that solid particles move? (yes, no)
3. How? (by vibrating, by flowing)
Learning Area 2- Group 3 and 4
4. What can you say about the arrangement of
particles in liquid? (closely packed, near, far)
5. Can you infer that liquid particles move? (yes,
no)
6. How? (by vibrating, by flowing)
Learning Area 3- Group 5 and 6
7. What can you say about the arrangement of
particles in gas? (closely packed, near, far)
8. Can you infer that gas particles move? (yes, no)
9. How? (by vibrating, by flowing, moving from
one place to another in any direction faster
compared to liquid)
I hope the instructions are clear. So class, are you
now ready? Yes ma’am
Your 10 minute timer starts now! The students will start doing the task.
EXPLAIN & ELABORATE (20 minutes)
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela
Time is up!
Let’s see if your answers are correct. Kindly go now
to your proper chair. Let’s start the reporting with
group 1, to be followed by group 2 and 3.
May I call on the representative of group 1 and 2 to Group 1 and 2:
present their output.
According to the image, the arrangement of
particles in solid is closely packed.
The solid particles move by vibrating.
Very Good! Let’s give them Donisia claps.
Solid has definite shape and volume because its
particles are closely packed together in a fixed
position. These particles vibrate and are held together
by strong attractive forces. It is difficult to compress
the particles.
Now let’s proceed to group 3 and 4. Group 3 and 4:
Based on the image, the arrangement of particles in
liquid are near each other.
The liquid particles move by flowing.
Correct! With that let’s give them palapak parangal
claps.
Liquid has a definite volume and takes the shape of
the container. Liquid flows easily because its particles
have enough space and have less attractive force. The
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela
spaces in the particles allows particles to be
compressed a little bit.
Lastly, may I call on the representative of Group 5 Group 5 and 6:
and 6.
The arrangement of particles in gas are far from
each other.
The gas particles move by moving from one place
to another in any direction faster compared to
liquid.
Excellent! With that let’s give them ang galing clap.
It takes the volume and shape of the container. Gas
particles are far from each other that is why they have
a weak attractive force and can flow easily. They
occupy the entire space available. The large spaces in
between particles allows particles to be compressed
easily.
So I have here a short video clip that will help you Students will watch the video flashed on the TV
understand further the concept behind the activity screen.
you conducted. Let’s watch this video about matter.
(Video played.)
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela
EVALUATE (10 minutes)
Now, let’s measure your understanding by doing this
fun game activity entitled, “I SHOOT MO BEYBE”
Kindly read the mechanics of the game Student G.
Student G:
The first group to raise their hand will answer what
is asked. If they provide the correct answer, they
will have the opportunity to shoot the ball. But if
the answer is wrong, the other Group may steal.
Successfully shooting the ball will earn 2 points.
However, if they miss the shot, they will receive
only 1 point if they answer correctly. At the end of
the game, the team with the highest score will win.
Are you ready grade 8? Yes ma’am!
(The teacher will facilitate the game and guide the
students.)
Congratulations, Group 2 wins!
EXTEND (5 minutes)
For your assignment answer the following:
Water exists in three states such as ice as solid state,
water as liquid state, and water vapor as gas state. In
what activity do these three states of water can be
applied in your daily lives? Cite examples. Write
your answers on a separate sheet of paper.
Before we end our session, let me share this inspiring
Bible verse with you: 'Trust in the Lord with all your
heart, and do not rely on your own understanding. In
all your ways acknowledge him, and He will make
your paths straight.' - Proverbs 3:5-6.
That’s all for today, class. Goodbye and thank you for
your attentive participation.
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela
APPENDICES
REFERENCES
https://www.youtube.com/watch?v=QQsybALJoew&t=255s
Campo, Pia et al. 2013. Science 8 Learner's Module. Pasig City: Department of Education.
Education, Department of. n.d. "Project EASE (Effective Alternative Secondary Education) CHEMISTRY." In Moduel
15: Changes That Matter Undergoes, 4- 6. Pasig City: Bureau of Secondary Education.
—. 2004. Science and Technology III CHEMISTRY Textbook. Quezon City: Department of Education.
Prepared by:
GINAROSE M. FRANCO
Student Teacher
Checked by:
JOSEPH BAHINGAWAN
Cooperating Teacher
COMMENTS/RECOMMENDATIONS
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela
