DETAILED Jose Diva Avelino Jr.

Grade
School 8
LESSON PLAN National High School Level
Learning
Teacher JEA ROSE D. ALBA SCIENCE
Area
Teaching FEBRUARY 5, 2024
THIRD
Date and Quarter
QUARTER
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. Define what matter is.
2. Describe common properties of matter.
3. Distinguish matter from non-matter.
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, p. 172-173

3. Textbook Pages

4. Additional Materials
from Learning
Resources (LR)
portal

5. Other Learning https://flexbooks.ck12.org

Resources/Mate
rials https://chem.libretexts.org
IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Preliminary Activities Classroom Management

Class, kindly pick up the trash (Student will start arranging

you can see inside the classroom chairs and cleaning.)
and put it in the trash bins.
Arrange your chairs also.

Prayer

Let us all stand, and seek the

(Everyone will stand up and
guidance of the Almighty God. I
would like to ask Yael to lead start to pray.)
the Prayer.
Checking of Attendance
Good morning, everyone! May I
please have your attention? To
begin class, let’s take attendance.
Could each student please
respond “present” when I call
(Student listens intently and
their name?
(Teacher proceed to roll call say present once they’re
individually.) called.)

A. Reviewing previous Good morning, everyone! Before

lesson or presenting we dive into our exciting topic,
the new lesson plan let’s take a quick trip down
(Drill/Review)
memory lane. Let’s first have a
short recall about what we
discussed last meeting.

So, what was our topic last “It’s about Comets, meteors,
meeting? and Asteroids, ma’am.”
Very good. So what is a Comet?

“Ma’am a comet is a small

objects with elliptical orbit that
has collected ice and cosmic
dust and other gases, like
helium, methane, and
Excellent! hydrogen.”
How about Asteroids?

“Ma’am, Asteroids are small

Correct! bodies that orbit a larger object
 And last one, Meteors? in space.”

“Ma’am, a meteor is a particle

of space dust or rock that
passes the earth’s atmosphere
in the sky. Meteor showers
occur when many passes the
Very Good! same time.”

B. Establishing a We’re about to start with a brand-

purpose for the new adventure in the world of
lesson (Motivation) science. Class, I have a curious
question for you all. Take a
moment and look around the
classroom. I want you to think
about everything you can see,
touch, smell, or even hear right
“Ma’am, I see notebook, the
now. What comes to mind?
chair I’m sitting on, and even
the dust motes floating in the
sunlight.”

Fantastic! So, some more ideas?

Can you describe something you
“I feel the texture of my pencil
can touch?
and the coolness of the table
against my hand.”

Excellent! You must know that

there’s a lot of things that you
see, smell, touch, or hear inside
this room and especially outside.
(Students look for it.)
I have here Three objects.
“Wallet, bottled water, and
What are these objects?
balloon.”
What is the shape of the Wallet?
“Rectangle, ma’am
Correct!
Can you touch it? “Yes, ma’am.”
Alright!

Next, what can you say about the

water in the bottle? Do the water
and the bottle have the same
shape? “Yes, ma’am”

Good!
Lastly, what can you say about
the balloon? What is inside the
balloon?
 Very good observations! It’s colourful, ma’am.

There is air inside the balloon.

C. Presenting Do you know that our topic for

examples / today is related to the image that
instances of the new I’ve shown you earlier? Can you
lesson
guess what our lesson is for “Solid, liquid, and gas,
(Presentation)
today? ma’am?”
“Matter?”

Exactly! So our lesson for today

is all about matter and the
properties of matter.

Let’s start with the fundamental

“Well, matter is everything
question: what exactly is matter?
around us, right? Like chairs,
Any ideas? water, and even air. So, matter
is anything that occupies space
and has mass.”
Fantastic thought! Focusing on
the visible matter we observe
around us. What specific
properties does this matter have? (Students will brainstorm,
mentioning things like shape,
size, color.)
Very good! But there are two
more key properties: volume and
mass. Class, can you explain
what you think volume means? “I guess it’s the amount of
space an object takes up, like
how much water fits in a
Exactly! What about mass? bottle?
“Mass is like the heaviness of
the same space as something
lighter. Like a ball of steel
would be heavier than a ball of
cotton, even if they’re the same
What about weight? What’s the size.”
difference between mass and
weight? Aren’t they the same?
“No, ma’am. Mass is the
amount of matte itself, while
weight is the force exerted on
that mass due to gravity? So, an
object’s mass stays the same no
matter where it is, but its
weight can change depending
 on the gravitational pull.

Yes, exactly! Like an astronaut

on the moon would weigh less
even though they have the same
mass as on earth.

D. Discussing new At this juncture, we’re embarking

concepts and on a quest to solve a fundamental
practicing new mystery: Which is Matter, and
skills #1 (Activity)
Which is not?”

So, I want you to go to your

respective groups and answer the
activity.

Now, for activity 1, you’ll have

various objects or materials on
your tables. There’s procedure to
guide you in doing this activity.

(The teacher will explain the

procedures.)

(Students eagerly gather around

their tables, ready to explore
the objects.)

And also don’t forget to answer

the guide questions.

E. Discussing new Are you all done? Group 1 you (Each groups will present their
concepts and may present your answer. answers)
practicing new
skills #2 (Activity) Now, let’s check your answers to
the guide questions.

“What have you observe among

the first five given samples? We
have the Sugar granules, water, “As we have observed, this five
stone, air inside the balloon, and samples ma’am can be
leaves. measured.”

Given that, how can we be able “Like in the sugar granules,

to measure these samples? ma’am. We can measure it
 through kilos.”

“Just like the water. It can be

measure through ml.”
What about the stone?
“It can be measured through its
mass. We can weigh it.”

Do you think that each sample Not all, because the last two,
occupies space? Reason(s) for which is the light and heat are
your answer. not example of matter.”

How about smoke? Does it have

mass? Does it occupy space?
Explain your answer.

Correct!

Do you think heat and light have

mass? Do they occupy space?
Explain your answer.

Alright! Very good explanations.

Based on your observations,

while you are doing and
identifying this samples if it is
matter or not. You are just
observing the characteristics of
this sample of matter.

So, what do we call this

characteristics of a given sample “Properties, Ma’am”
of matter?

Yes, very good.

So, matter can have different

properties. We can measure the
mass of an object by simply
using an equipment or
instrument. What are these class? “Spring balance, weighing
scale, or triple beam balance.”

Exactly!

Class, remember that the mass of

an object is the measure of the
amount of matter the object has.
 As you can notice in our activity, “Ma’am, the water occupies the
we have here the water. space of its container.”

Very good observations.

Remember that the measure of

the space occupied by an object
is called volume.

Also remember that matter has

different properties such as
hardness, texture, color,
flexibility, malleability, and
electrical conductivity.

F. Developing mastery We’ve been exploring the

(Leads to fascinating world of matter and
Formative its properties. At this juncture,
Assessment 3)
we’ll test our understanding and
develop true mastery of the
concepts.

Are you ready?

(The teacher will use the wheel “We’re born ready, Ma’am.”
of names to identify who will
going to answer the following
questions.)

Yes, the very lucky one! Can you

share us one example of matter
you encountered and explain why “Ma’am, my water bottle is
it fits the definition? definitely matter! It has weight,
I can hold it, and it takes up
space in my bag.”
Excellent! How about, an
example of something that is not
matter and explain your “Light is definitely non-matter,
reasoning. Ma’am. It travels fast, doesn’t
have weight, and I can’t touch
it, even though it seems to be
everywhere.

Very good, class! We cannot

consider light as a matter because
it is just a radiation of energy. It
exists in tiny packets called
photons. Photons have no rest
mass and they do not occupy any
volume. So light is not a matter.
G. Finding practical Let’s explore this pictures. Can
applications of anyone identify something in this
concepts and skills picture that can be both harmful
in daily living
and helpful, depending on how
(Application)
we use it?
(Students point to a picture of
Pictures: medicine.)
Medicines, Knife, plastics, smoke “Medicines are matter, and
from the vehicles. they can cure us when we’re
sick, but taking too much can
be dangerous.”
Excellent point, class! Medicines
show how the same matter can
have different effects based on
quantity and usage. Now, class,
what about this object? Can it be
a friend or a foe?
“Knives are definitely matter,
and they’re helpful for cutting
food, but they can also hurt us
Precisely! Even common objects if we’re not careful!
like knives demonstrate how
matter’s impact depends on our
awareness and responsible use.

Remember, class, understanding

matter and its properties isn’t just
about academic knowledge. It
helps us make informed choices
in our daily lives, protecting
ourselves from harm and utilizing
resources responsibly.

H. Making At this moment, we embark on a

generalizations and journey to generalize the
abstractions about importance of matter! We’ve
the lesson
explored its properties already.
(Generalizations)
But why is matter so crucial?
Yes, let’s start with you. What’s
your initial thought?
“Ma’am, everything around us
is made of matter, so it’s pretty
important in that sense. Like,
Absolutely! It forms the very food, clothes, even our bodies.”
foundation of our physical world.
How about expanding on its
importance in different fields?
“In medicine, ma’am.
Understanding the properties of
matter helps develop new drugs
 and materials for medical
equipment. And in technology
studying how matter behaves
helps create new devices and
technologies.”
Exactly! From understanding the
universe to developing life-
saving solutions, matter impacts
numerous fields.

I. Evaluating learning Test I:

(Evaluation)
Matter Matters! Test I Answer Key:

Directions: Match the following 1. B

vocabulary words with the given
definitions. Write the letter on the 2. C
space provided. 3. D

4. A

5. E

Test II: Test II Answer Key:

Directions: Read each items 1. Non-Matter
carefully and identify whether it
is matter or not. Write “Matter” 2. Non-Matter
if the item or object is an
3. Matter
example of matter and “Non-
matter” if it is not. 4. Non-Matter

1. The smell of a flower 5. Matter

2. A shadow

3. A book

4. The sound of music

5. A glass of water

J. Additional For remediation: Classify the following as matter or non-matter

Activities for a. Light c. Cooking Oil
Application or b. Electricity d. Smoke
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