Republic of the Philippines
DEPARTMENT OF EDUCATION
Division of Rizal
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL
Taytay, RizaL
LESSON PLAN IN SCIENCE 8
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.
Performance Standards:
 The learners shall be able to present how water behaves in its different states within the water cycle.
Learning Competency:
 Explain the properties of solids, liquids, and gases based on the particle nature of matter. (S8MT - IIIa b - 8)
I. LESSON OBJECTIVES
At the end of the lesson, the students are expected to:
1. Identify the different phase changes in matter.
2. Determine the various processses that take place in the water cycle.
3. Appreciate the real-life application of physical changes on the phases of matter through the water cycle.
II.
SUBJECT MATTER
Topic: Physical Change
III. Learning Resources
A. Reference:
1. Teacher’s Guide pages:
2. Learners’ Material pages: Science 8 Quarter 3 Learners Module pages 4-13
3. Textbook pages:
4. Additional Materials: PowerPoint presentation, TV, chalk and blackboard, paper, cold water and
laptop.
B. Other Learning resources:
https://www.slideshare.net/neenaharidas1/physical-chemical-change
https://slideshare.net/drmarwa31/physical-and-chemical-changes-of-matter
https://youtu.be/CMUmQRgJAo0
https://youtu.be/ncORPosDrjI
https://youtu.be/9Pdo0-qkEIY
IV. Procedures
Teacher’s Activity
Daily Routine
1. Prayer
Let us all stand, and seek for the
guiudance of the Almighty God. I
would like to ask Megan to lead the
prayer.
2. Greetings
“Good afternoon class!”
Learner’s Activity
Dear God... Amen.
Good afternoon ma’am Agpaoa!
3. Securing the cleanliness
Before you take your seats kindly
pick up the trashes you can see
inside the classroom and put it in
the trash bins. Arrange your chairs
before seating.
4. Checking of attendance
“Ms. Secretary May I know who are
(The Secretary of the class will stand
and tell who are the absentees for the
the absentees for this day?”
day.)
5. Classroom Norms
(Everybody will read)
Students will read.
A. Review
“What have we discussed last
meeting?”
A. Review previous
lesson or
presenting a new
lesson
“Can someone give me a brief
information about the properties of
solids, liquids and gases according on
the particle nature of matter?”
“Very good! How about the movement
or attraction between their particles?”
“Last meeting we discussed about the
properties of solids, liquids, and gases
based on the particle nature of matter.”
“Solids have definite shapes and
volume. While, liquids take the shape
of their container. Lastly, gases can
also take the shape and volume of
their container.”
“The particles of solid are packed
togetehr in fixed position and are held
by strong force, therefore the particles
cannot move. While in liquid, the
particles have spaces between them
compared to solid. The particles
somehow move as they attract one
another. Lastly, in gas, the space
between the particles are very large
and the attraction is weak which
makes the particles move freely.”
“Yes, very good! Now that you already
understand properties of solid, liquid
and gas on the particle nature of
matter, let us procedd with our
discussion today.”
B. Establishing a
purpose for the
lesson
“Before we begin our discussion for
today, we will be having a simple
activity which will give you a hint
about the topic we are going to
discuss.”
ACTIVITY # 1: HAVE I CHANGED?
Materials:
 2 pcs of paper
 Water
 Sand
 Transparent bottle/container
Instructions:
1. The class will be given three
tasks to accomplish within 3
minutes.
2. Upon finishing the task, the
students will answer table
below using the activity sheet
The students will perform the activity.
provided by the teacher within
2 minutes.
Directions: Put a check ( ∕ ) on the
columns below if the materials on the
performed task undergone a specific
change.
Task
Rippe
d
Paper
Cramp
led
paper
Mixed
with
sand
and
water
Change that occur
Size
Shape Color
Question:
 Are the structure of the
materials still the same even
if they changed appearance?
Are the arrangements of their
atoms still the same? Is paper
still a paper?
C. Presenting
examples/ instance
of new lesson
Student 1: Yes, the structure remains
the same.
Student 2: Yes, the arrangement of
the atoms are still the sme.
Student 3: Yes, it is still a paper even
though it changes in size and shape.
“We have identified from the activity
that the materials that were ripped and
mixed changed their physical property
but the arrangement of their atoms are
still the same.”
“What do you think is our lesson “Physical changes in terms of
today?”
arrangement and motion of atoms and
molecules.”
“Very good!”
“ For us to easily understand our
lesson, there are terms we need to
unlock first. We might encounter these
words later during our discussion.”
“There are two columns of words
flashed on the screen, and you are
going to match the terms with the “Yes ma’am!”
statements that best describes them.
Are my instructions clear?”
“Are you ready?”
*Will use a powerpoint presentation.
“Yes we are.”
 Condensation – change from
gas to liquid
 Deposition – change from gas
to solid
 Evaporation – change from
liquid to gas
 Freezing – change from liquid
to solid
 Kinetic energy – energy an
object has due to its motion
 Melting – change from solid to
liquid
 Phase change – is the physical
process in which a substance
goes from one phase to
another.
 Physical change – is a change
in appearance of matter without
change in its structure.
“Now
that
you
have
already
understand the terms, let us proceed
to our activity. This will help us further
to understand Physical Changes.”
D. Discussing new
concepts and
practicing new
skills #1
“To deepen our understanding about
physicla change, let us have another
activity.”
ACTIVITY # 2:PHYSICAL CHANGE:
PHASE CHANGE
General Instructions:
1. The students will be given two
tasks to accomplish within 8
minutes and upon finishing the
tasks, they are going to answer
the questions provided in the
table below which can also be
found on the answer sheet
provided by the teacher.
TASK 1
Materials:
 Cold water
 Transparent Glass
Instructions:
 Pour
cold
water
in
a
transparent glass until it’s full.
Observe the appearance of the
glass before and after it is filled
with water.
TASK 2
Materials:
 Rubbing alcohol
Instructions:
Put a small amount of alcohol on you
hand and apply it on your arms (skin).
Observe what will happen. Repeat if
necessary.
2. You will be assessed based on
the following criteria:
RUBRIC
Correctness/Aptness – 50%
Timeliness
- 30%
Active Participation - 25%
Total
- 100%
“Any questions on the rubric?”
“None ma’am.”
3. You only have a total of 10
minutes to finish the activity (8
minutes to do the tasks and 2
minutes to briefly answer the
questions).
“The students who will finish first will
receive a price later.”
“If there are no more questions with
the activity, you may now start.”
“Time is up! Let us now check your (Elicit answers from students)
Task 1
answers on the guide questions.”
Student 1: The surface of the glass is
dry before filling it with cold water.
Student 2: The surface of the glass
became wet after filling it with cold
water.
Student 3: The cold water caused the
surface to become wet due its cold
“Very good!”
temperature.
Task 2
Student 1: The alcohol easily
disappeared after being applied to the
skin. As it disappears, there is a
“Very good!”
cooling sensation.
Student 2: Yes, it disappears.
Student 3: The alcohol disappeared
because it evaporated due to change
in temperature.
Physical change is a change in the
form of substance, but does not
change it to another substance. It is a
change in the appearance of matter
without changing its structure.
“How can you relate this definition from
(Students will share their insights.)
our two previous activities?”
“Very good! They all undergone
physical change.”
The ripped paper, crampled paper and
mixed sand and water all undergone
physicla change becuase even if there
is a change on their appearance, the
arrangement of their particles is still
the same. The paper is still a paper (a
solid) after being ripped or crampled
and the sand (a solid) and water (a
liquid) still has the same arrangements
of particles after being mixed.
“Do you have questions so far?”
“None ma’am.”
Moreover, for the cold water and
alcohol, there has been a change on
their phase.
“Again, what are the phases of
matter?”
“The different phases of matter are
solid, liquid, and gas.”
“Very good!”
“Now let us discuss phase change.”
Phase change is a physical process in
which a substance goes from one
phase to another.
“What have you observed before and
after you pour cold water on the outer
surface of a transparent glass?”
“Before pouring cold water on the
glass, the outer surface was dry. After
pouring cold water, the outer surface
became wet and there are some
smoke-like appearance on it.”
“Very good observation!”
“Why do you think this happened? Do
you have any idea?”
“You are correct. There was a phase
hange that occured.”
“How about the alcohol that you put on
your hands? What were your
observations? Why did you feel as it
“ It is because a phase change
occurs.”
Student 1: There is also a phase
change that took place.
Student 2: As it easily disappears, I felt
disappears?”
a cooling sensation on my skin
“That is a very good observation as
well.”
“Now, let us thoroughly discuss the
phase changes under physical
change.”
The students will be given two
situations.
1. You have two containers filled with
water, (a) one with cover and (b) one
withput cover. Both were left from 9:00
o’clock in the morning on a hot day
until the next 24 hours. Yo noticed that
the water in both container decreased,
but container b has less water than
container a.
(Students will share their insights.)
Questions:
E. Discussion new
concepts (new
skill#2)
1. What do you think are the changes
that took place when the water is left
in an open container? In a closed
container?
(Solicit answer from the students.)
2. What is the particle used on the
situation given?
“It is water, ma’am.”
“Very good, thank you.”
“As we all know, water is the most
abundant susbstance we can see on
our daily life basis. It is everywhere,
may it be in sea, ocean, and othert
bodies of water. We use it as well to
hydrate our body and survive.”
“In particle nature of matter, it is said
that the particles are always in motion.
Water molecules have kinetic energy
taht differ from one another. Some
particles have higher and some are
lower which means some move faster
than the other.”
“Take note also that it was previoulsy
mentioned that the particles of liquid
attracts each other, but since the
molecules of water differ in kinetic
energy, some break away from this
attraction and escape from the surface
of the liquid. Basically, the molecules
that escaped are the ones with higher
kinetic energy.
The molecules that escape from the
liquid and go into gaseous phase is
called vapor and in this case, a water
vapor.
The process by which the molecules
on the surface of a liquid break away
and change into gas is called
evaporation.
Do you have any questions so far?”
“None ma’am.”
“The process where gas changes into
liquid is called condensation. It is the
reverse of evaporation. This activity is
shown in container a wherein the
water vapor did not escape because
the container is closed. The molecules
of the water vapor collided with the
cover and accumulate forming
droplets. An example of this is the
water that collects on the outside of
your glass of cold drinks.”
“Let us now look at the second
situation:
2. You put water in an ice cube tray
and left it within the freezer overnight.
Upon checking in the morning, you
noticed that the water become solid
ice.
Question: What change do you think
occured?
(Solicit answer from students.)
When you put liquid water inside a
freezer, the cooling system of the
refrigerator removes heat energy from
the water molecules. As a result, they
lose and have less kinetic energy and
move slowly. Thus, liquid becomes
solid.This process is called freezing.
Similarly, ice that melts is still water
and the process of converting solid
into liquid is called melting.
“Do you have any questions?”
“None so far.”
“What are the four phases that we
“The four phases are evaporation, condensation,
have identified so far?”
melting.”
“Very good! Let us briefly discussed
the two other changes left.”
“Have you seen a moth ball?”
“What have you observed as you put
them in your drawers or closet?”
“Yes ma’am.”
“The moth balls disappear thorugh time.”
“That is correct! This happens
because it absorbs heat energy which
speeds up the molecules and let them
move further. The solid then directly
becomes gas, this process is called
sublimation.
“Do you understand?”
“Nice. How about snow? Do you know
what snow is?”
“Does it occur in oue country?”
“Yes it does not occur in our country
because we live in a tropical region
and the weather is hot. But in some
countries snow is formed. And what
do you think is the process involved in
the formation of snow?”
“Yes ma’am.”
“Yes ma’am.”
“No ma’am.”
“Deposition ma’am.”
“Great, it is deposition. This process
converts vapor (gas) into ice crystals
(solid). This happens when the
molecules of vapor in air slow down
and move closer together, releasing
energy.”
“Are you all aware of the water cycle?”
“Can someone share their idea
regarding water cycle?”
“Yes ma’am.”
“Water cycle is the movement of water
within the Eath and atmosphere. It
involves different comoplex processes.”
“Very good!. That is correct. In fact,
some of these complex processes
include the phase changes of matter
we discussed.
Again, what are the six phases of
change in matter?”
“Thank you very much! That is
correct.”
“ These are evaporation, condensation,
freezing, melting, sublimation and
deposition.”
F. Developing mastery
Divide the students into four groups.
Let one of the students pick a paper where the task is written. Tasks are as
follows:
1. Make an illustration of water cycle showing the different phase changes.
2. Role-play the behavior of particles in the different phase changes.
3. Create a mnemonics for PHASE CHANGE.
4. Video analysis about physical changes of matter.
Link: https://youtu.be/CMUmQRgJAo0 and https://youtu.be/ncORPosDrjI
SCORING RUBRICS
G. Application
Activity
Head, Heart, Hands and Feet (3H & F)
This activity will test what you learned and understand in this lesson. Complete
the chart below by answering the questions.
H. Generalization
Directions: Fill in the blanks with the
correct answer. Write your answers on
a separate sheet of paper.
Physical change refers to the change
in __________ of matter _________ a
change in its structure.
Phase change is a __________
process in which a substance goes
from one ________ to another. There
are _________ types of phase
change,
namely,
___________,
________,___________, __________,
_________, and _____________.
I. Assessment
Directions: On a ½ sheet of paper,
kindly answer the following:
Physical change refers to the
change in appearance of matter
without a change in its structure.
Phase change is a physical
process in which a substance goes
from one phase to another. There
are six types of phase change,
namely, evaporation,
condensation, freezing, melting,
sublimation, and deposition.
G
Part A. Identification
Identify each face change being
shown on the illustration below. Write
your answers on the space provided.
Part B. Essay
Among the 6 phase changes, choose
only 3 and briefly expalin in 2-3
sentences how does it occur in the
water cycle. The explanation must be
based on the particle nature of matter.
(3 points each)
J. Additional Activities
Assignment
1. Define protons, electrons, and neutrons.
2. List 10 atomic elements with their corresponding number of proton,
electron, and neutron.
3. Identify the proton, electron and neutron through an illustration and label
them.
4. Make an advance reading about the structure of an atom.
IV. Remarks
V. Reflection
A. No. Of learners who got 80%:
5–
4–
3–
2–
1–
0–
Total
B. No. Of learners who got below 80%
(additional activities):
C. Did the remedial activity work?:
D. No. Of learners to continue remedial
activity:
E. Teaching strategies that work:
F. Difficulties encountered:
G. Innovation to share
Prepared by:
CIRILLE M. AGPAOA
Science 8 Teacher
Checked by:
MARINA R. DE VERA
Chairman, Science Department