DLP-G1 (Particles of Matter)

Region XI Grade Level 8
GRADE 8 Teacher Learning Science

DAILY Area
LESSON Teaching
LOG Dates and Quarter
Time
Session 1
I. OBJECTIVES
A. Content The particle nature of matter as basis for explaining properties, physical
Standards changes and structure of substances and mixtures.
B. Performance
Present how water behaves in its different states within the water cycle.
Standards
C. Learning Explain the properties of solids, liquids and gases base on the particle nature of
Competencies / matter. (S8MT-IIIa-b8)
Objectives  Describe common properties of matter
Write the LC code  Distinguish properties of matter from those of non-matter.
for each  Demonstrate the skill of measuring mass.
I. CONTENT Particulate nature of matter
II. LEARNING
RESOURCES Science book
A. References
1. Teacher’s
Pages 119-121
Guide pages
2. Learner’s
Materials Pages 172-173
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Science book
Resources
III. PROCEDURES
A. Reviewing
previous lesson ELICIT:
or presenting Have you ever wondered what composes the things around you? Did you ask
the new lesson yourself what is really inside those objects? What do you think it is?
(5 minutes)
B. Establishing a ENGAGE:
purpose for the Activity 1. Which is matter, which is not?
lesson
(10 minutes) Objectives:
C. Presenting
examples/ After performing this activity, you should be able to:
instances of the 1. identify common properties of matter;
new lesson 2. distinguish properties of matter from those of non-matter; and
3. demonstrate the skill of measuring mass.
Materials Needed:
1 teaspoon sugar in a plastic cup or small beaker ½ cup tapwater 1 piece,

stone or small rock 1 piece, ball (basketball, volleyball, or small beach ball) 3
pieces of leaves (from any plant or tree) 5 small wide-mouthed bottles or cups
or 150-mL or 200-mL beakers 1 platform balance or weighing scale 1 small air
pump
Procedure:
Is this matter? 1. Among the materials displayed in front of you, which do you
think is classified as matter? Put a check () under the appropriate column in
Table 1. You may make a table similar to the one below. With your group mates,
discuss the reason to explain your answer for each sample. Write your answer
in the last column.
Page 1 of 3
D. Discussing new EXPLORE:
concepts and The students will fill in the table below:
practicing new Table 1.Identifying which is matter
skills #1 (15 Sample Yes No Not Reason for your
minutes) Sure answer
E. Discussing new Sugar granules
concepts and Water
practicing new Stone
skills #2 Air inside ball
Leaves
smoke
Heat
light
Q1. What similarities do you observe among the first five given samples? Write
these common characteristics.
Q2. Does each sample have a measurable mass? Prove your answer by
demonstrating how you measure the mass of each sample. Record the mass
you got for each sample.
Q3. Do you think that each sample occupies space? Write the reason(s) for
your answer.
Q4. How about smoke? Does it have mass? Does it occupy space? Explain your
answer.
Q5. Do you think that heat and light have mass? Do they occupy space?
Explain your answer.
F. Developing EXPLAIN:
mastery  Lecture-Discussion Method
(Leads to  The students will answer the following questions:
Formative 1.What are the common properties of matter?
Assessment) 2. Based on the activity, Do they have the same characteristics? Why? Or Why
(15 minutes) not?
2.Why heat and light are not considered matter?
G. Finding practical
applications of
concepts and
skills in daily
ELABORATE:
living
Let the students draw the arrangement of particles in solid, liquid and gases.
(10 minutes)
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating EVALUATE:
learning A. Identify the following samples whether it is matter or non- matter. Put
(5 minutes) check (√) if it is matter (X) if it is non-matter.
_____1. Pencil
_____2. Oxygen
_____3. Sound
_____4. Cooking oil
_____5. Smoke
B. Distinguish matter from non-matter:

6. The teacher uses a pen in checking papers. Is the pen a sample of matter or
non-matter? Why do you think so?
J. Additional EXTEND:
activities for Write ten objects or anything that you can find in your home. Identify whether
application or if it is matter or non-matter.
remediation
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
Page 2 of 3
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?
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Region XI Grade Level 8

GRADE 8 Teacher Learning Science

1 teaspoon sugar in a plastic cup or small beaker ½ cup tapwater 1 piece,

B. Distinguish matter from non-matter:

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