Department of Education: Ridge View Park Integrated School

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Republic of The Philippines

Department of Education
Region VIII
SCHOOLS DIVISION OF TACLOBAN CITY
Tacloban City

Semi-Detailed Lesson Plan

School RIDGE VIEW PARK INTEGRATED SCHOOL Grade Level 8


Teacher Rhino C. Balintong Learning Area Science
Teaching Date and Time August 2021 Quarter Third
I. Objectives
The learners demonstrate an understanding of:
 Content Standard
 The particle nature of Matter as a basis for explaining properties,
physical changes, and structure of substances and mixtures

 Present how water behaves in its different states within the water
 Performance Standard
cycle.
 Most Essential Learning  Explain physical changes in terms of the arrangement and motion
Competencies of atoms and molecules.
 Learning Code  S8MT-IIIc-d-9 (Week 3-4)

Particle Nature of Matter:


II. CONTENT  Are the particles of Matter moving? What is between them?
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Material  8th Grade Learner’s Module pp. 178-181
3. Other Learning Material  PhET Colorado Interactive Simulation (States of Matter)
IV. PROCEDURES Teacher’s Activity
A. You are reviewing  Attendance check by table
previous lessons or  Classroom reminders before the start of the lesson
presenting new studies.
 The teacher will ask the class what they performed and discussed
the last meeting. (An excellent opportunity to deal with student’s
misconceptions or test the material that you have previously visited
that is needed to understand the lesson.0)

- Teacher: In Activity 1, you could use what you have learned in


previous grade levels to differentiate Matter from those that are not.
In the second and third activities, you will look at situations that
support the idea that Matter is made up of tiny particles, which you
cannot observe with your unaided eyes.

- Teacher: Studying what Matter is made of involves dealing with


tiny “particles” beyond what your eyes can see. The ancient Greek
philosophers proposed ideas about what Matter was made of.

- Leucippus and Democritus believed that nature consisted of two


things, “atoms and the void that surrounds them” They thought that
“atoms are physically, but not geometrically, indivisible.” For
Democritus, atoms are indestructible and full, so there is no
space.

- The idea of the atom was not further explored until a little over two
centuries ago when John Dalton presented concrete evidence that
all Matter is made of tiny particles called atoms.
 What is an atom?
- An atom is the smallest particle of an element that has all the
properties of the element.
- A Fundamental piece of Matter. (we all know that Matter is
anything that can be touched physically.) Everything in the universe
(except energy) is made of Matter, and, so, everything in the
universe is made of atoms.

- In Grade 7, you learned about elements. Atoms of most elements


have the ability to combine with other atoms. Different elements
have different properties because the combining atoms are different
and the way the atoms are joined together are different.

- A molecule is a particle consisting of two or more atoms combined


together in a specific arrangement. It is an electrically neutral
particle. (A proton and an electron have an equal amount but an
opposite type of charge. Thus, if an atom contains equal
numbers of protons and electrons, the atom is described as being
electrically neutral.)

- It is the smallest particle of an element or compound that can exist


independently. For example, a molecule of water consists of an
oxygen atom combined with two hydrogen atoms. Atoms of the
same element can also combine to form a molecule.

 The teacher will show some pictures on the screen and identify if a
given an example is an atom or molecule.

B. Establishing a purpose  Introduce to the class the objectives of today’s discussion:


for the lesson.  To present how water behaves in its different states within the
water cycle.
 To explain physical changes in terms of the arrangement and
motion of atoms and molecules with the help of PhET colorado
interactive simulation as an alternative way of presenting the
topic.

- (Engage interest and curiosity, raise significant questions and


introduce through teacher explanation modeling)

 Do you believe that particles of Matter are moving?


 What do you think is between them?
 Can you imagine how these particles behave?

C. Presenting  With the aid of virtual pictures projected on the screen. The class
examples/instances of will play the game entitled “FUN WAYS TO THINK”. They
the new lesson. have to associate two or more images to develop one word related
to the topic. A question will be raised if they have any idea what is
being presented on the screen.
 The class will be grouped into two
 Each group will do the task alternately.
D. Discussing new  The class will have an activity entitled “Are the particles of matter
concepts and practicing moving? What is between them? This activity will be done by randomly
new skills #1. selecting three representatives from the class .

Objectives:

After performing this activity, the class should be able to:

1. infer if particles of matter move; and


2. represent through a simulation what is between particles of matter.

 The teacher will set up the task, but then become the facilitator,
helping students by asking questions and observing. The
procedure of this activity will be provided to each representative
who will perform the task.
E. Discussing new Particle Models of the Three States of Matter
concepts and practicing
new skills #2. From Activity 3,
- you observed that you could slightly push the plunger of the syringe
with air in it. You felt the springiness of the air inside the syringe
which gives a hint about the distance between the particles of air.

- In other words, air, being a gas, can be compressed because there are
large spaces between the particles so the particles can be made to
come closer to each other. However, you were not able to push the
plunger of the syringe with water in it. You felt the resistance of the
water to being compressed. The plunger could not be pushed
because water is not as compressible as air. The particles of liquid
water are closer to each other and it is difficult to push them even
closer to each other.

- From the idea that matter is made up of particles and the situations
that you observed, your drawings show how you “see” matter
beyond what you can observe with your unaided eyes. You were
creating your own mental picture and constructing models, which
are drawings or diagrams that are representations of what is
happening at a level beyond what your eyes can see.

 With the help of an interactive simulation, the teacher will show a


simulation and the class will be given an opportunity to work
together following the teacher input to building concepts through-
first hand experience.
F. Developing mastery  To test whether the students learned the lesson through the activity
(Leading to the formative given, questions will be asked to know what students had
assessment). discovered to help them build the concept/knowledge further.

 At this stage, it is possible that the mental models you have drawn
do not perfectly match those that you see in books. Keep in mind
that the models are not like the pictures taken by a camera. They
are only representations of reality

SOLID LIQUID GAS

- Let the class compare in terms of the arrangement and motion


of atoms and molecules.

1. The particles in a solid are held together strongly. The spaces


between the particles are very small. A has a fixed shape and a
fixed volume because the particles can move only a little. The
particles vibrate back and forth but remain in their fixed positions
2. The particles in a liquid are separated by spaces that are large
enough to allow the particles to slide past each other. A takes the
shape of its container because the particles can move around more
freely than they can in a solid. They are held close together,
however. Therefore, a liquid has a fixed volume, like a solid.
3. The particles in a gas are separated by much larger spaces than the
particles in a liquid or a solid. Therefore, a gas is mostly empty
space. A always fills whatever container it is in. Since the particles
are moving constantly in all directions, they spread throughout
their container, no matter what volume or shape their container is
G. Finding practical  At least 2 students will be called to say something about the
applications of concepts and importance and practical applications of the topic to our daily
skills in daily living. living. Just an overview since it will be discussed in the next activity.

HEATING COOLINGG

H. Making Generalizations  Scientists find the particle model useful for two reasons.
and abstractions about the - First, it provides a reasonable explanation for the behaviour of
lesson matter.
- Second, it presents a very important idea—the particles of
matter are always moving.
- Matter that seems perfectly motionless is not motionless at all.
The air you breathe, your books, your desk, and even your
body all consist of particles that are in constant motion. Thus,
the particle model can be used to explain the properties of
solids, liquids, and gases. It can also be used to explain what
happens in changes of state
I. Evaluating learning. Direction: There are four main ideas in the particle model, examine the
illustrations below and explain in your own words.

J. Additional activities for None


application and remediation.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial lesson
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?

PREPARED BY:
RHINO C. BALINTONG
TEACHER I APPLICANT

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