K-12
Curriculum
Lesson Plan
School
BALAOGAN NATIONAL HIGH
SCHOOL
Grade
Level/Section
8 Falcon
Teacher
MARK JHUN OLLERES ARALES
Learning Area
Science
Teaching Dates
and Time
Monday (8:30 am-9:30 am)
Quarter
3
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards
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
Present how water behaves in its different states within the water cycle.
C. Learning Competencies and
Objectives
Explain physical changes in terms of the arrangement and motion of
atoms and molecules. (S8MT-llc-d-9)
At the end of the discussion, the students should be able to:
a. compare and contrast phases of matter by their
characteristics,
b. create a graphic organizer showing phases of matter with
molecular arrangement, description, and examples, and
c. recognize the importance of understanding phases of matter
in daily life.
D. Content
Comparison of Phases of Matter
E. Integration
Engineering- students will understand that solids like steel and concrete
provide rigidity and strength, forming the backbone of buildings,
bridges, and infrastructure.
Health- students will understand that gases like oxygen and carbon
dioxide are important for respiration, enabling cellular energy
production and waste removal.
Safety- students will learn how compressed gases react to heating, and
practice caution when handling them.
D. Concepts
The phases of matter—solid, liquid, gas, and plasma—are
distinguished by their molecular arrangement and properties. Solids
have fixed shapes and volumes, with tightly packed particles that
vibrate in place. Liquids take the shape of their container, with particles
close together but able to flow, while gases have no fixed shape or
volume, with particles spread out and moving freely. Plasma, similar to
gases, consists of charged particles that conduct electricity and are
influenced by magnetic fields, often found in stars and lightning.
II. LEARNING RESOURCES
Science Links 8: Worktext for Scientific and Technological Literacy (Rex Book Store)
Third Quarter, Lesson 9.1: Effects of Arrangement and Motion of Atoms and Molecules (Page 292)
Photos Retrieved from:
https://news.sophos.com/en-us/2019/03/19/epic-in-hot-water-over-steam-scraping-code/
https://www.pngegg.com/en/search?q=OIL
https://spaceplace.nasa.gov/sun-corona/en/
Page | 1
III. TEACHING AND LEARNING PROCEDURE
Time
Frame
Teacher’s Hint
Teacher’s Activity
Students’ Activity
A. Preliminary
3
minutes Activities
•
Greetings
Instructional
Materials
PowePoint
Presentation
Good morning class!
Students: Good morning, Sir
Mark.
•
•
Prayer
Securing
Cleanliness
and
Orderliness
•
Checking of
Attendance
•
Checking of
Assignment
Please stand for a prayer, to
those who are non-Catholic,
you may cite your own prayer.
Jellian kindly lead the prayer.
Before you take your seats,
please arrange your chairs
and pick up the pieces of
papers and plastics you see
around.
Jellian: Classmates let us
pray.
God of grace, we open our
hearts, minds, and souls to
worship you. Thank you that
today we dwell in your
kingdom and live in your
presence. Thank you that as
we gather together, we join all
the people across the world to
glorify your holy name. Come
be with us, inspire us and lead
us in our time together, we ask
all this to our almighty God,
amen.
(Students take their seats)
Let
me
check
your
attendance, please stand
quickly once your number is
called.
Did I give you an assignment
last meeting?
Students: Yes, Sir.
Alright then, let us check your
assignment, what was it
about?
(Proceeds to
assignment)
check
the
Before we continue, let me
remind you of the classroom
rules. Please read in chorus
the rule number 1… 2… 3…
(Reads the class rules)
•
•
•
•
Be Respectful
Be Prepared
Participate Actively
Follow Direction
Page | 2
3
minutes
B. Activating
Prior Knowledge
(Elicit)
•
Recall
PowePoint
Presentation
Who can recall what we
discussed last meeting?
Yes, Jake.
(Students raise hands)
Jake: Last meeting we
discussed about matter.
Thank you, Jake.
Who can tell me what is
matter?
Yes, Carmela.
Very good, Carmela.
(Students raise hands)
Carmela: Matter is anything
that occupies space and has a
mass.
(Flashes picture of molecular
arrangement of solid, liquid,
and gas)
What do these dots (atoms)
represent?
(Students raise hands)
Yes, Mae.
Mae: The dots represent the
atoms.
Very good, Mae.
Which picture represents
solid, liquid, and gas?
(Students raise hands)
Yes, Ana.
Ana: The picture on the right
is the solid, the one in the
middle is liquid, and on the left
is the gas.
Great job, Ana.
Aside from these three, what
other state of matter do you
know?
(Students raise hands)
Yes, Mark.
Mark: Plasma
Very good, Mark, the other
state of matter is the plasma.
Page | 3
It looks like you really learned
from our last discussion.
5
minutes
C. Establishing
Lesson Purpose
(Engage)
•
Motivation
PowePoint
Presentation
Let us begin the class with a
simple activity.
Are you
ready?
Students: Yes, sir.
Activity 1. What Am I?
Here, I am going to show you
pictures of different objects
and you are going to identify
whether it is a solid, liquid,
gas, or plasma, if there is. Did
you understand?
Students: Yes, sir.
For the first picture what am I?
Yes, Kler.
(Students raise hands)
Kler: Solid
Correct! A brick is a solid
object.
Let us proceed to the next
picture, what am I?
(Students raise hands)
Yes, Carl.
Carl: That is a gas.
Very good, Carl. That is steam
and steam is a gas.
Next picture what am I?
Page | 4
(Students raise hands)
Yes, Mika.
Mika: That is a liquid.
Very good, Mika, that is an oil,
and oil is as liquid.
For the last item, what am I?
(Students raise hands)
Yes, Joy.
Joy: That is plasma.
Very good, Joy. The glowing
part of our sun, the corona is
a plasma.
Did you enjoy the activity?
Students: Yes, sir.
Alright, it seems that you are
now ready for our discussion
today.
Based on the pictures I have
shown you and the answers
of your classmates, what do
you think are we going to
discuss today?
(Students raise hands)
Yes, Marie.
Very good idea, Marie, to be
specific, we are going to
discuss the comparison of the
phases of matter. Are you
ready?
Marie: I think we are going to
talk about the phases of
matter.
Students: Yes, sir.
To guide us through the
discussion, here are the
learning objectives.
Carl, can you
objectives?
read
the
Carl: At the end of the
discussion,
the
students
should be able to:
Page | 5
a. compare and contrast
phases of matter by their
characteristics,
b. create a graphic organizer
showing phases of matter
with
molecular
arrangement, description,
and examples, and
c. recognize the importance
of understanding phases of
matter in daily life.
Thank you, Carl. You are
expected to accomplish these
objectives during and after
our discussion.
20
minutes
D. Developing
and Deepening
Understanding
(Explore)
• Unlocking
difficulties
Please familiarize these key
words
that
you
might
encounter throughout the
discussion.
Kindly read
everyone.
PowePoint
Presentation,
Cartolina
Papers, Pen
Intermolecular Force- The
force of attraction or repulsion
between molecules, affecting
how they stick together.
Kinetic Energy- The energy of
motion
in
particles,
determining their speed and
movement.
Volume- The amount of space
a substance occupies.
Compressibility- How much a
substance can be squeezed or
reduced in volume under
pressure.
Diffusion- The movement of
particles from an area of high
concentration
to
low
concentration, spreading out
evenly.
Let us do another activity. This
is called Complete Me.
Activity 2. Complete Me
I am going to divide you into
three groups, one assigned
for solid, and the others are
for liquid and gas respectively.
You will be given a graphic
organizer with three sections
(characteristics,
examples,
and molecular arrangement),
written in the middle is a
phase of matter that you
chose. You need to complete
the graphic organizer by
Page | 6
providing a minimum of 3
characteristics, 3 examples,
and draw its atomic structure.
You need to finish that in 5
minutes or less.
Select a presenter, present
your outputs by answering the
guide questions:
Guide questions:
1. What phase of matter did
you choose?
2.
What
characteristics?
are
its
3. What are its examples?
4. How do you describe its
atomic structure?
Do you have any questions?
Students: No, sir.
Here are the criteria
grading your output.
for
Scoring Guide:
•
•
•
•
10-12 Points (Excellent)
7-9 Points (Proficient)
4-6 Points (Developing)
0-3 Points (Needs
Significant Improvement)
You have 5 minutes and your
timer starts now.
(Proceeds with the activity)
(Explain)
Time is up, arrange your seats
and settle down.
Let us begin with the
presentation with Group 1.
(Proceeds
presentation)
with
the
(Proceeds
presentation)
with
the
PowePoint
Presentation,
Cartolina
Papers, Pen,
Board
(Checks outputs after all the
presentations)
Job well done, class. You all
did a great job!
Because of that, give yourself
a ‘solid’ clap!
(123… 123… solid!)
Page | 7
Now, let us deepen your
understanding of our lesson.
(Presents a table consist of
the states of matter and their
characteristics)
Let
us
look
at
the
characteristics of solid, liquid,
and gas by their:
•
•
•
•
•
Molecular arrangement
Appearance and ability to
flow
Volume
Compressibility
Ability to diffuse
First, let us explore the
characteristics the molecular
arrangement of solid, liquid,
and gas.
Can you please read the text
Jellian.
Thank you, Jellian, please
take your seat.
Jellian: In a solid, molecules
are densely packed in a fixed,
orderly arrangement, vibrating
in
place
with
strong
intermolecular forces. In a
liquid, molecules are closely
spaced but not fixed, allowing
them to move past one another
but still close to each other. In
a gas, molecules are widely
separated, move freely and
rapidly, and exhibit weak
intermolecular forces.
Can I ask three students from
each of the group we had
previously?
(Ask the students to represent
the molecules in each state of
matter. For solid, allow the
first three students to tightly
cross elbow with one another
afterwards, ask the one in the
middle to move. Do the same
thing for liquid but, this time
only holding hands. For gas,
allow the students to walk
past each other.)
(Students procced in front and
follows instructions)
Look at your classmates. The
ones in solid are trying to
move but their compact
structure and the strong
intermolecular force between
them are not allowing them to
move freely and only vibrate.
Page | 8
Meanwhile, the ones in liquid
are still close to each other but
their weaker intermolecular
forces and the gaps in
between allows them to slide
past each other, this allows
the liquid to flows easily. On
the other hand, the ones in the
gas are very disordered, the
weak intermolecular force
allows them to have high
kinetic energy, become very
separated from one another
and move freely.
Thank you, students, you may
now take your seats.
(Students take their seats)
Based on what I have shown
you, how do you describe
their appearance and ability to
flow?
(Students raise hands)
Yes, Kimrose.
Very good, the solid has hard
structure and does not flow
meanwhile, the liquid and gas
both flows.
Kimrose: Both liquid and gas
has the ability to flow while
solids does not.
For the volume, please read
the text Meljoy.
Meljoy: Solid has definite
volume and shape. Liquid has
definite volume but assumes
the shape of the container.
Gas has no fixed volume,
assumes the volume and
shape of the container.
Thank you, Meljoy.
Take a look at this illustration,
I have three containers with
equal sizes. One has pen
(solid), one has water (liquid),
and air (gas) in another.
Which among the three has a
definite volume and which has
not?
Yes, Nicole.
Nicole: The volumes of the
pencil and water are definite
while the volume of the air is
indefinite.
Page | 9
Very good, Nicole. Only the
air (gas) has no definite
volume because its molecules
take up the space available
inside the container.
How about the shape, which
among the three assume the
shape of the container?
Yes, Sheila Mae.
Sheila Mae: The water and air
assume the shape of the
container while the pencil does
not and remains the same.
Very good observation, Sheila
Mae.
Now let us move to the
compressibility. Kindly read
the text Anamae.
Thank you, Anamae.
Try to compress any hard
object you have like your
armchair, no matter how hard
you try, it is very difficult to
compress it, the same goes to
a container full of water this is
because their molecules are
so close to each other and
have very small gap in
between. On the other hand,
gas is compressible. Who
among you has gas tanks at
home? Did you know that
inside that tank is a
compressed gas?
Anamae: Solid and liquid are
both not easily compressible
while the gas is easily
compressible.
(Students raise hands)
Gas molecules have wide
gaps in between thus they
can be compressed inside a
container.
Lastly, the ability to diffuse.
Please read Jobert.
Jobert: Among the three states
of matter, the solid has the
slowest rate of diffusion,
followed by the liquid, and the
gas having the fastest rate of
diffusion.
Thank you, Jobert.
This arrangement of rate of
diffusion depends is due to
the arrangement of molecule
and their kinetic energy where
Page | 10
solids having very compact
structure with lowest kinetic
energy thus slow rate of
diffusion, a gas has wide
separation of molecules and
high kinetic energy thus the
diffusion rate is very high.
Those are the characteristics
of the solid, liquid, and gas.
Do you have
questions?
any
more
Students: None, sir.
If none, I want to insert the
fourth state of matter in this
lesson which is plasma and
identify its key characteristics.
Stars like our sun, aurorae,
lightning, light bulbs are
examples of plasma. They are
created when a gas is heated
to the point that electrons are
freed from its atoms.
Plasma is formed under
extremely high temperatures
or strong electromagnetic
fields, which provide enough
energy to strip electrons from
atoms, creating a cloud of
charged particles.
Some of its characteristics are
the following;
It has the highest energy
among all the states of matter.
•
•
•
Has no definite shape or
volume.
Glowing
Very good conductor of
electricity.
Do you have any questions?
Students: None, sir.
5
E. Making
minutes Generalizations
(Elaborate)
PowePoint
Presentations
I have a simple, question for
you.
Why do you think we need to
understand the
characteristics of the different
phases of matter?
Y
es, Mark.
(Students raise hands)
Page | 11
Mark: We need to understand
the properties of phases of
matter because it helps us
know how solids, liquids, and
gases behave differently, like
why solids hold their shape,
liquids flow, and gases spread
out. This helps us use
materials correctly in daily life.
That was a very good
answer, Mark.
That understanding would
also enable you to be aware
on how you will handle
different objects of different
phases with caution. Take a
compressed gas for example.
If you look at the container of
a compressed gas with a
warning ‘Do not puncture’ or
‘Avoid contact with direct
heat’. This is because
compressed gas has very
high pressure and could
explode when mishandled.
Another example is in building
infrastructures, if you notice,
most materials used in
buildings are those that are
sturdy, hard, and rigid like
steel, bricks, and cements.
These materials are able to
resist strong force and
sudden movements to avoid
collapse.
Did you understand?
Alright, let us review.
Students: Yes, sir.
What again are the phases of
matter that we discussed?
Yes, Bell.
(Students raise hands)
Belle: The phases of matter we
discussed are the solid, liquid,
gas, and plasma.
Very good, the phases of
matter are solid, liquid, and
gas, and we also had a short
discussion about plasma.
Page | 12
Which among the phases of
matter has rigid, compact
structure?
(Students raise hands)
Sarah: Solid
Yes, Sarah.
Very good, Sarah, solid has a
rigid, compact structure.
Does gas and liquid flow Students: Yes, sir.
easily?
Very good.
Does solid assume the shape
of the container? Why?
(Students raise hands)
Anabelle: No, the solid does
not assume the shape of the
container because of its
compact molecular structure.
Yes, Anabelle.
Correct, because solids have
compact
molecular
arrangement with strong
molecular force it maintains
its shape.
Can gas
easily?
be
compressed Students: No sir.
Very good.
Lastly, does solid diffuse fast?
Students: No, sir.
Exactly, good job students.
Let us now test your learning.
IV. EVALUATING LEARNING
Time
Frame
Teacher’s
Hint
Teacher’s Activity
Students’
Activity
5
A.
minutes Evaluating
Learning
(Evaluate)
Instructional
Material
PowePoint
Presentation
For your evaluation, kindly get ¼ sheet of paper
and answer the following questions.
I. Multiple Choice
(Students
answer the
questions)
Instruction: Choose the letter of the correct answer.
1. What is matter?
a. Anything that has mass and takes up space.
Page | 13
b. Only visible substances like solids and liquids.
c. A type of energy that cannot be measured.
d. A force that acts between particles.
2. Which phase of matter has no definite shape but
has definite volume and assumes the size of
container?
a. Solid
b. Liquid
c. Gas
d. Plasma
3. In which phase are particles very close together
and has very rigid structure?
a. Solid
b. Liquid
c. Gas
d. Plasma
4. Which phase of matter is found in stars and
lightning?
a. Solid
b. Liquid
c. Gas
d. Plasma
5. What do you call the force that causes the
molecules to stick together?
a. Gravitational force
b. Intermolecular force
c. Nuclear force
d. Frictional force
II. Enumeration
Instructions: Provide one example for each phase
of matter (solid, liquid, gas, plasma)
1.
2.
3.
4.
III. Essay
Instructions: Answer the question with 2 to 3
sentences only.
What is the importance of understanding the
characteristics of the different phases of matter?
If you are done, kindly pass your papers forward.
Page | 14
4
minutes
(Extend)
For your assignment, kindly write this on your
notebook.
(Copies the
assignment)
PowePoint
Presentation
1. List five objects in your house.
Identify if each is a solid, liquid, gas, or plasma.
Give a brief reason for your choice.
2. Read about phase change and answer the
following questions.
a. What is phase change?
b. What is an example of phase change?
You may watch this video on You tube:
Matter – The Processes of Changing State (Quiz
Edition) by Next Generation Science.
https://www.youtube.com/watch?v=YvXCXu7gexw
Prepared:
Noted:
MARK JHUN O. ARALES
Student Teacher
CHARMAINE CHESKA H. LUZ
Cooperating Teacher
Page | 15