GRADE 8 School Silago National Vocational High School Grade Level 8

DAILY LESSON
Teacher Angelli H. Adlao Learning Area Science
PLAN
Teaching Dates February 13, 2024 Quarter Third
and Time 7:15- 8:15 AM

I. OBJECTIVES

A. Content Standard 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. Performance Standard The learners’ traces how water behaves in its different states based on the
arrangement of its particles.

C. Learning Competency The learners should be able to explain physical changes in terms of the
arrangement and motion of atoms and molecules. (S8MT-IIIa-b-8)

D. Objectives At the end of the lesson, the students should be able to:

a. Identify the processes involved in phase changes of the 4 states of

matter.
b. Demonstrate understanding by labeling the chart.
c. Relate on the phase changes of matter in everyday life.

II. CONTENT Phase Changes of Matter

III. LEARNING RESOURCES

A. References Science 8 Learners’ Module

1. Teachers Guide pages

2. Learner’s Material pages Pages 183-189

3. Textbook pages Pages 183-189

B. Other Resources https://depedtambayan.net/wp-content/uploads/2022/01/SCI8-Q3-MODULE2.pdf

IV. PROCEDURES

A. Reviewing previous lesson or Conduct a review about the previous lesson.

presenting the new lesson.
The students should be able to answer the following questions:
ELICIT
a. What are the different properties of matter?
(5 min)
b. What are the 4 States of Matter?
c. What are the properties of solid, liquid, plasma, and gas?
B. Establishing a purpose for the A. Describe the temperate of particles in each state as temperature changes. Fill in
lesson. the table with increasing or decreasing temperature.

C. Presenting examples/instance s
of the new lesson

ENGAGE
(5 min)
 Phase Change Temperature
(increasing or decreasing)
1. Melting (Solid – Liquid)

2. Evaporation (Liquid-Gas)

3. Sublimation (Solid-Gas)

4. Deposition (Gas-Solid)

5. Condensation (Gas-Liquid)

6. Freezing (Liquid-Solid)

D. Discussing new concepts and Activity 1. What changes take place?

practicing new skills #1
Objective: Identify the phase change in matter.
E. Discussing new concepts and Procedure:
practicing new skills #2 A. Answer the questions that follow. Write your answers on a separate sheet of
paper.
EXPLORE Lighted candle (Figure 1)
(15 min) 1. What is your observation about the
Lighted candle?
2. What state of matter is the lighted candle when it
melts?
3. What process takes place when solid state changes to a
liquid state?
Letting wet clothes dry (Figure 2).

4. What is your observation on the wet clothes before, during and after the time
of sun exposure?
5. What process takes place when a liquid state
changes to a gas state?
6. How about when the gas state changes back
to a liquid? What is the process called?

Toilet deodorizer (Figure 3)

is placed in the comfort room.
7. What is your observation about the size of the
toilet deodorizer based on the given conditions.
A. Packed toilet deodorizer.
B. Unpacked deodorizer after 5 days.
C. Unpacked deodorizer after 15 days.
8.. What causes the change in its size?
9.What process takes place when solid state changes
to gas state?

F. Developing mastery Conduct a discussion about phase changes of matte using the following guide
questions:
EXPLAIN
(20 min) a. What is a phase change?
b. What are the phase changes of matters.
c. What is Condensation?
d. What is Freezing?
e. What is Ionization?
f. What is Melting?
 g. What is Deposition?
h. What is Sublimation?
i. What is Vaporization?
j. What is Deionization?

G. Finding practical application of Let the students answer the question; what are some of our daily/real life
concepts and skills in daily living. experiences about the changes between the states of matter? (Student’s
answer may vary)
H. Making generalization and
abstractions about the lesson.

ELABORATE
(4 min)

1. What is a phase change? (The conversion of matter from one state to

another is called a phase change. This process occurs when a large amount
of energy is gained or lost. Phase change also depends on factors like
pressure and temperature.)
2. Condensation is the change of the state of matter from the gas phase into
the liquid phase and is the reverse of vaporization. The word most often
refers to the water cycle.
3. Melting, or fusion, is a physical process that results in the phase transition
of a substance from a solid to a liquid.
4. Sublimation conversion of a substance from the solid to the gaseous state
without it becoming liquid.
5. Freezing is a phase transition where a liquid turns into a solid when its
temperature is lowered below its freezing point.
6. Deposition is the phase transition in which gas transforms into solid
without passing through the liquid phase. Deposition is a thermodynamic
process.
7. Vaporization of an element or compound is a phase transition from the
liquid phase to vapor.
8. Ionization is the process by which an atom or a molecule acquires a
negative or positive charge by gaining or losing electrons, often in
conjunction with other chemical changes.
9. Deionization ("DI Water" or "Demineralization") simply means the
removal of ions. Ions are electrically charged atoms or molecules found in
water that have either a net negative or positive charge.

I. Evaluating learning I. MULTIPLE CHOICE

Directions: Choose the letter of the correct answer. Write your answers on a
EVALUATE separate
(4 min) sheet of paper.
1. Which transformation process changes a solid state of matter to a gaseous
state?
A. evaporation
B. freezing
C. melting
D. sublimation
2. Which of the following processes changes a gaseous state of matter to a solid
state?
A. deposition
B. evaporation
C. melting
D. sublimation
3. Which transformation process changes a solid state of matter to a liquid
state?
A. condensation
B. evaporation
C. freezing
D. melting
4. What phase transformation occurs when clouds precipitate in the form of
rain?
A. condensation
B. evaporation
C. melting
D. freezing
5. What will happen to the kinetic energy of the particles of matter if the
temperature will increase.
A. decrease
B. increase
C. remains the same.
D. neither increase nor decrease.
7. What conditions favor evaporation?
A. Increase of temperature and increase of kinetic energy.
B. Decrease of temperature and decrease of kinetic energy.
C. Increase of temperature and decrease of kinetic energy.
D. Decrease of temperature and increase of kinetic energy.
8. What happens to the arrangement of particles in ice cream once its
temperature increases?
A. The particles are freezing.
B. The particles are coming closer.
C. The particles are getting farther.
D. The particles are getting heavier.
9. What transformation takes place when dry ice (solid carbon dioxide) changes
from solid to gas?
A. condensation
B. evaporation
C. melting
D. sublimation
10. Which processes increases the movement of particles?
A. melting → freezing
B. melting → evaporation
C. condensation → freezing
D. evaporation → deposition
11. Which of the following examples turns solid into another state of matter?
A. cutting of hair
B. dropping a plastic can
C. tearing of paper into pieces
D. ice cubes in a glass of juice
12. What phase change occurs when water droplets form outside the glass of
cold water?
A. condensation
B. evaporation
C. melting
D. sublimation
13. Which of the following phase changes needs an increase of both temperature
and kinetic energy?
 A. gas to solid
B. gas to liquid
C. solid to liquid
D. liquid to solid
II. Give at least two situations where phase changes occur. (2points)

III. Fill in the missing phases. (5points)

J. Additional activities for Assignment. Directions: Read the selection below, then answer the questions
application or remediation that follow. Write your answers in your notebook. (1-4 sentences)
EXTEND
Peter is a good basketball player. He loves to play every day. As he plays
(1 min) basketball, he perspires a lot. After a few minutes, his perspiration disappears.
What phase change takes place? What happens to his sweat?

Scoring Rubrics
3– Discussions do not have misconceptions, with complete scientific
evidence.
2 – Discussions do not completely show scientific evidence.
1 – Discussions do not show complete scientific evidence with misconception.
0 – There is no discussion shown.
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 this work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by:

ANGELLI H. ADLAO
Pre-Service Teacher
 Checked by:

DAISY A. PABUA
Cooperating Teacher

The module is divided into three lessons, namely:

 Lesson 1 – The Properties of Subatomic Particles

 Lesson 2 – Plum Pudding and Nuclear Models of the Atom

 Lesson 3 – The Number of Subatomic Particles in Atoms, Ions and Isotopes