DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 Second Quarter Week 2/February 22, 2022 1

I. OBJECTIVES Annotations
The learners demonstrate an understanding of the
particle nature of matter as basis for explaining
A. Content Standards
properties, physical changes, and structure of substances
and mixtures.
B. Performance The learners shall be able to present how water behaves
Standards in its different states within the water cycle.
The learners should be able to…
1. Explain the properties of solids, liquids, and gases
C. Learning
based on the particle nature of matter. 8MT-IIIa-b-8
Competencies/
1. Infer from given situations or observable events what
Objectives
matter is made of; and
(Write the LC code)
2. Explain how these observed situations or events give
evidence that matter is made up of tiny particles.
1. The Particle Nature of Matter
II. CONTENT 1.1 Elements, Compounds, and Mixtures
Subtopic: What is Matter Made of?
III. LEARNING
RESOURCES
A. References Quarter 3 Module 2
1. Teacher’s Guide
pages
2. Learner’s Materials
Quarter 3 Module 2 – Particle Nature of Matter
pages
3. Textbook pages
4. Additional Materials
from Learning https://www.youtube.com/watch?v=KkagyAh4FpQ
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous ELICIT Used research-based knowledge
lesson or presenting and principles of teaching to
the new lesson COT Indicator 4: Establish safe and secure learning enhance professional practice.
environment to enhance learning through the consistent
implementation of policies, guidelines and procedure. The teacher used the
COT Indicator 5: Maintain learning environments that constructivism theory where the
promote fairness, respect and care to encourage students have prior knowledge and
learning. experiences of the lesson.
Learning, therefore, is unique to
1.Preliminary activities individual learner. Students adapt
a. Prayer their models of understanding
either reflecting on prior theories
b. Greetings
or resolving misconceptions (15
c. Checking of attendance Learning Theories in Education S
d. Mood setting Complete Summary)

2. Brainstorming (3 minutes) The students are divided

into 4 groups. Each group will have time to discuss the
questions given and answer the questions through
reporting.
Ask students the following:
1. What is matter?
2. What are the states of matter and give examples of
each state.
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 Second Quarter Week 2/February 22, 2022 2

3. How can we distinguish Matter from Non-matter?

(COT Indicator 2 – Display proficient use of Mother
tongue, Filipino and English to facilitate teaching and
learning.
COT Indicator 3 – Use effective verbal and non-verbal
classroom communication strategies to support
learner understanding, participation, engagement and
achievement)
B. Establishing a ENGAGE (2 minutes)
purpose for the COT Indicator 3 – Use effective verbal and non-verbal
lesson classroom communication strategies to support
learner understanding, participation, engagement and
achievement)
COT Indicator 1 – Apply knowledge of content within
and across curriculum
Across curriculum – T.L.E. (Home economics)

The teacher will ask two volunteers.

1. One volunteer student will make a juice drink
with the given water and juice powder.
2. Another volunteer student to make a coffee
drink with the given hot water (with teacher’s
C. Presenting guidance) and a powdered coffee.
examples/instances 3. The students will taste their products and share
of the new lesson the taste and what are the changes happens to
the products.

Ask students the following:

1. Have you ever been asked at home to make a juice
and a coffee?
2. What happens to the juice or coffee particle when
mixed in the water?
3. Why can we taste the sweetness of the juice or
coffee of the juice or coffee in the water?

D. Discussing new EXPLORE (20 minutes)

concepts and COT Indicator 6 – Maintain learning environments
practicing new skills that nurture and inspire learners to participate,
#1 cooperate and collaborate in continued learning.
Used research-based knowledge and
principles of teaching to enhance
COT Indicator 7 – Apply a range of successful professional practice.
strategies that maintain learning environments that
motivate learners to work productively by assuming
responsibility for their own learning
The teacher used the Vygotsky Theory of
Divide the class into 3 and let the students perform the Social Development. Lev Vygotsky’s
E. Discussing new activity for 5 minutes and answer the guide questions.
learning theory puts an emphasis on the
concepts and Each group will be given 5 minutes to present the result
of their activity. importance of social interaction for the
practicing new skills
development of learning and cognition.
#2
Activity: What is matter made of? (Vygotsky's Sociocultural Theory of
Materials Needed:
Cognitive Development By Saul McLeod,

½ cup refined sugar updated 2020)

1 cup distilled or clean tap water
1 piece, 100-mL graduated cylinder
1 measuring cup (1 cup capacity)
1 piece transparent bottle (can hold one cup of
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 Second Quarter Week 2/February 22, 2022 3

water) or 250-mL beaker

1 stirrer (plastic coffee stirrer or stirring rod)

Procedure:

1. Using a clean and dry graduated cylinder, pour sugar

until the 20 mL mark of the graduated cylinder.

2. Transfer the measured sugar into a 250-mL beaker or

transparent bottle.

3. Measure 50 mL of distilled or clean tap water using

graduated cylinder.

4. Add the 50 mL water to the sugar and mix thoroughly

until all the sugar dissolves. Taste the resulting solution.
(CAUTION: Do not taste anything in the laboratory
unless specifically told to do so by your teacher)

Q1. What is the taste of the resulting mixture?

Q2. Think about sugar and water as made up of tiny
particles. With your group mates, discuss and give your
reason(s) for the observations you made in Q1. Draw
illustrations to further explain your reason(s).

5. Transfer the sugar mixture into a graduated cylinder.

Q3. What is the volume of the sugar and water mixture?

Q4. Is the volume of the resulting sugar mixture equal,

more than or less than the sum (20 mL sugar + 50 mL
water) of the volumes of the unmixed sugar and water?

Q5. Think about sugar and water as made up of tiny

particles. With your group mates, discuss and give
your reason(s) for the observations you made in Q3.You
may draw illustrations to further explain your reason(s).

EXPLAIN ( 10 minutes) Objective 2 – Used research-

COT Indicator 3 – Use effective verbal and non-verbal based knowledge and principles
classroom communication strategies to support of teaching to enhance
learner understanding, participation, engagement and professional practice.
achievement)
The teacher gives differentiated
Show a 1 minute video of the particles of matter using activities. “Differentiated
F. Developing mastery
the link instruction is dynamic and
(leads to Formative
https://www.youtube.com/watch?v=KkagyAh4FpQ organic. In a differentiated
Assessment 3)
learning space, teachers and
using the same group,2 minutes let students draw their students learn together. Students
own model showing that matter is made of particles and focus on learning the course
each group shall have 2 minutes to explain their work content ,while teachers tailor
their instructional strategies to
student learning styles.” – Alexa
Epitropoulous (media and author
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 Second Quarter Week 2/February 22, 2022 4

S
relations specialist at ASCD)
G. Finding practical
applications of
ELABORATE (10 minutes )
The illustration shows a 20 ml juice being dissolve
uPar Particl
es of
Par
concepts and skills
in daily living
in a 50 ml water. State your answer to the following
question:
ticl ge
ticl sugar
occup
H. Making
1.What happened to the juice? e
of
aof y
2.Where did the particle of juice go? the spaces
generalizations and
abstractions about
3. Did the volume of water increases, decreases, 20
ml
r50 betwe
remains the same as the 20 ml juice was ml
the lesson juic en the
being added to 50 ml water? Why? wa
e
EVALUATE ( 5 minutes) ter particl
Let the students answer the questions in a ¼ sheet of es of
paper. water
I. Evaluating learning 1. Why is the sweetness of sugar can be tasted in your
juice or coffee?
2.How can you prove /illustrate that matter is made up
tiny particles?
EXTEND (5 minutes) Objective 2 – Used research-
With the same groupings, let the students make 1 based knowledge and principles
sentence containing 10 words to summarize their of teaching to enhance
learning/ insights about the particles of matter and give professional practice.
link the concepts studied to the real-world examples.
The teacher used the Cognitivism
Theory. Cognitivism focuses on
the idea that students process
information they receive rather
J. Additional activities than responding to a stimulus, as
for application or with behaviorism. Cognitive
remediation theories were developed in the
early 1990s in Germany from
Gestalt psychology by Wolfgang
Kohler. In English, Gestalt
roughly translates to the
organization of something as a
whole, that is viewed as more
than the sum of its individual
parts.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
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
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?
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 Second Quarter Week 2/February 22, 2022 5

Prepared by:

ARNIE C. IGCALINOS
Science 8 Teacher

Checked and Observed by:

MARVIC I. VIDANES
Master Teacher 1-Science