Topic/Title PARTICLE NATURE OF MATTER

Three States of Matter: Solid, Liquid and Gas

Grade Level VIII – Hades/ 11:00 – 12:00
Time 60 minutes
Subject Teacher Karen P. Cotingjo
Learning Area Science - Chemistry
Competency Code S8MT – IIIab - 8

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. Performance Standards The learner shall be able present
how water behaves in its different
states within the water cycle.
c. Learning Competencies/Objectives At the end of the lesson, learners
are expected to:
1. Define solid, liquid, and gas
2. Describe the orientation of
particles of matter at
different states.
1. Represent the similarities
and differences of solids,
liquids and gases using a
Venn diagram.
II. CONTENT
III. LEARNING RESOURCES
a. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages 188 - 200
4. Additional materials from Learning
Resource (LP) Portal
b. Other Learning Resources Google Sites
IV. PROCEDURES
Teacher’s Activity Student’s Activity

Procedure

Before we start our class, let us stand first for the A student leads the prayer.
prayer, (Assigns a student to lead the prayer.) (Everyone recites the Lord’s
prayer.)

Good morning students! Please take your seats Good morning Ma’am!
and please say present when your name is called, Thank you, Ma’am.
for your attendance. (Responses in checking the
attendance).
Before we start our new lesson for today, let me
remind you regarding our house rules.
 1. Listen attentively when the teacher is
discussing and when your classmate is
sharing ideas to the class.
2. Do not answer in chorus. If you wish to,
just raise your right hand and wait until
your name is called.
3. Participate actively
a. ELICIT (Access prior knowledge)
Activity 1: Which is Matter, which is not?

Class what I have here are meta cards. Each meta
card is written with term in which you are going
to identify as matter or non-matter by posting it
on the manila paper, after I draw your name from
this box. Make sure to provide reasons for your
answer.
(Terms include: sugar granules, water, stone, air
inside the ball, leaves, smoke, heat, light)
Sugar granules, water, stone, air
inside the ball, leaves, and smoke
are matter because it occupy space
and have mass.
Heat and light are not matter
because they don’t occupy space,
and they don’t have mass. They are
forms of energy.

Can anybody tell me what is matter based from Matter is anything that occupies
your activity? Nyllmart? space and has mass.

Aside from the given items, who can give me Notebook.

another example of matter? Janmari?

How about non-matter, Mark Jade? Sound.

Alright, Is everything clear to you now? Yes, Maam.

Okay, let’s start.

b. ENGAGE (Get the students’ mind focused on the topic)
Activity 2: Similar but Different

You are doing well in our first activity, now, look 1. Picture 1 – Iced water,
at the picture, and see the similarities and Picture 2 – water, Picture 3
differences. – boiling water
2. They are similar because
they are all made up of
matter, and they are
different because they are
of different state.

Essential Questions:
1. What have you seen in each picture?
2. What make them similar? How about being
different?
3. What do you think is our lesson for today?
c. EXPLORE (Provide students with common experience)
Activity 3: Squeezing Matter (Small group –
Differentiated Instruction/Activity)

Kindly open envelop #2 for our next activity.

Inside it are the materials that you are going to
use in your activity and so with the instructions on
what to do. Each group must assign a
representative that will present the output to the
class.

Group 1
Material: syringe
Directions:
1. Get a syringe which is a solid, place it
between your finger and thumb, and squeeze
it. What happens?
2. Draw your observation.

Group 2
Material: syringe
Directions:
1. Pull on the plunger to fill the syringe with
air, put your finger over the end to seal
the opening, put your thumb on the
plunger and squeeze. What happens?
2. Draw your observation.

Group 3
Materials: syringe and water
Directions:
1. Fill the syringe with water. Press the
plunger slightly to be sure there is no air in
the syringe. Use the same procedure you
used with the air, covering the opening
with your finger, and pressing with your
thumb. What happen this time?
2. Draw your observation.

Group 4
Material: sponge
Directions:
1. Hold the sponge, look at it closely then
squeeze it. What happens?
2. Draw your observation.

Group 5
Materials: Manila paper, marking pen, colored
paper, glue
Directions: Draw or illustrate the particle model
of the three states of matter. No, Ma’am.

Any questions? Clarifications for the instructions?

Okay, you are given 20 minutes to do the task.

Your time starts now.
d. EXPLAIN (Teach the concept. Should include interactions between
teacher and students)
Each group will present their output. The students answer the questions
according to their assigned
 presentation

A1. As we squeeze the plunger of

the syringe, we observe that
pushing is very hard.

A2. We observe that pushing the

plunger of a syringe filled with air
is somewhat compressible.

A3. When the plunger of a syringe

filled with water is being pushed
as the opening is sealed by one
finger, it is observed that it is hard
to push.

A4. We observe that the sponge is

compressible.

A5.

What have you learned from the activity that I learned that solids are hard, and
you’ve just performed, Jaimes? has definite shape.

How about you, Rogelyn? I learned that liquids have the

ability to take the shape of the
container, it has ability to flow.

Very good, class. I am glad that you really

understand our lesson.

Any other learning? Yes, Mariel? I learned that gases can move
freely.
Very good, class. You are really paying attention
to our discussion. You have to remember that:

In solids, the particles are packed closely

together, in an orderly arrangement. There is a
little empty space between the particles in
solids. These particles are held together by strong
forces which hold them in fixed positions. The
particles can vibrate but they cannot move
through out, that is why solid have a definite
shape, or

 Solids are matter with a definite shape

 and volume.
 The particles are in a tight, regular
pattern.
 The particles are close together and
vibrate
 A solid does not take the shape of a
container in which it is placed.

In liquids, the particles are still packed closely

together, but they have a disorderly
arrangement. Liquids flow and take the shape of
the container because the particles can now move
freely throughout the liquid, or
 Liquid is matter that has a definite
volume but no definite shape.
 Liquid takes the shape of the container.
 The volume of a liquid, however, is the
same no matter what the shape of the
container.
 Particles are further apart, and can move
freely.

In gases, the particles are far apart and free to

move anywhere within their container. A gas
consists mainly of empty spaces between the
particles. That is why gases can be easily
compressed, or

 Gas is matter that does not have a

definite shape or volume.
 The particles in gas are much farther
apart than those in a liquid or solid.
 Gas particles move at high speeds in all
directions.

Can you tell what learning area is being integrated MAPEH Ma’am, particularly in
in our activity today, Alma Jane? Arts.

Do you agree, class? Yes, Ma’am.

Can you tell me why do you think Arts is being
integrated in our activity today, Almilyn?
Very well said, Almilyn.
We are able to enhance our skills
in drawing as we illustrate our
observations during the activity.
We also develop our creativity as
we make designs in our output.

e. ELABORATE (Students apply the information learned in the “EXPLAIN”)

Activity 4: Venn Diagram (Small Group Activity)

To concretize your understanding, I will be

showing you a short video clip regarding our
lesson and after that, you will have a follow up
activity which will be performed by group. This
time, another representative from the group will
do the presentation of your output.

Directions: Represent the similarities and

differences of solids, liquids and gases using a
Venn diagram.

Solid

Gas
Liquid

(Note: expected answer will be shown in the

PowerPoint presentation and will be posted on
the board.)

f. EVALUATE (How will you know that the students learned the concept)
Directions: Choose the letter of the best answer
and write it on your Activity notebook.

DIRECTIONS: Choose the letter of the best answer and

write it on a separate sheet of paper.
1. Which of the following is a property of a
solid?
a. It flows
b. It has a definite shape
c. The particles slide past each other
d. It undergoes a phase change

2. Which best describes particles in liquid?

a. More freely moving than a solid
b. More freely moving than a gas
c. Completely unmoving
d. Less freely moving than a solid

3. Which best describes particles in gas?

a. Farther apart than those in a liquid or
solid.
b. Farther apart, and can move freely.
c. Particles are scattered everywhere.
 d. Particles are nowhere to find.

4. The following are liquids, except ____

a. Water
b. Blood
c. Iced water
d. shampoo

5. Which of the following is a gas?

a. Dew
b. Acetone
c. Kerosene
d. Vapour

g. EXTEND(Deepen conceptual understanding through the new context)

Directions: Using the pictures of water, ice and

steam, ask the students to make a research
behind the changes of phase of this kind of
matter. Write your answer on your lecture
notebook.

Do you have any questions, or clarifications None, Ma’am.

regarding our lesson today?

Well, that’s all for today. Goodbye and God bless Goodbye, Mrs. Cotingjo, and thank
everyone. See you tomorrow. you for teaching us! See you
tomorrow!

V. REMARKS
VI. REFLECTION
 No. of learners who earned 80% of the
evaluation
 No. of learners who need remediation

KAREN P. COTINGJO FE P. RUIZAL

Demonstration Teacher Head Teacher I - Observer