This document provides a detailed lesson plan for teaching Grade 1 students about the three phases of matter - solid, liquid, and gas. The lesson plan outlines objectives, materials, procedures, and evaluation. Students will learn to identify, describe, and apply their understanding of the three phases of matter through group activities, discussions, and an assignment pasting pictures into their notebooks. The procedures take students through observing examples, discussing characteristics of each phase, and an activity to demonstrate their understanding of sorting objects by phase of matter.

1. A Detailed Lesson Plan in Science 1
Date: April 16, 2015
Grade/Section: Grade 1
Time Allotted: One Hour
I. Objectives:
During and after the 1-hour session, at least 85% of the pupils will:
I. OBJECTIVES
Cognitive: Identify the three phases of matter.
Describe the characteristics of the three phases of matter.
Psychomotor: Apply the knowledge about phases of matter in their group activity.
Affective: Follow properly the safety rules in their activity.
Value: Cooperation
Appreciating the different objects around us.
II. SUBJECT MATTER : Phases of Matter
SKILLS: Observing, identifying, describing, enumerating
SCIENCE CONCEPTS:Matter is anything that occupies space and has mass.
Matter has three states/phases: solid, liquid and gas.
INSTRUCTIONAL MATERIALS: pictures, real objects, DVD player and television
REFERENCE: Ramos E.G. The new Science Links Rex Publishing Inc. pp. 172-180.
III. Procedure
A. PRELIMINARIES (Daily Routine)
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Inspection
B. PREPARATORY ACTIVITIES
Teacher’s Activity Pupil’s Activity
Motivation: Children, what do you
see/observe around our room?
Yes, you are correct. What else do you see?
Very good. Children, you must know that
there a lot of things that you can see inside
this room and especially outside.
I will be flashing pictures of objects through
this TV screen. All you have to do is watch
clearly and identify the names of each object.
Tables and chairs teacher.
Notebook and pencil teacher.

2. Good job children. I have here a song entitled
“matter”. Let me sing it first.
Did you love it?
Now, let us sing it altogether.
-bicycle
-ball
-juice
-water
-balloon
-cake
-bag
-coffee
-smoke
The teacher will sing the song.
Yes teacher.
Yes teacher.
C. Presentation
Teacher’s Activity Pupil’s Activity
The teacher will show to the pupils three real
objects)
Very good! What is the shape of the wallet?
Correct! Can you touch it?
Next, what can you say about the water in the
bottle? Do the water and the bottle have the
same shape?
Good. Lastly, what can you say about the
balloon?
That was a good observation. What is inside
the balloon?
Very good. We call all those things as matter.
Everybody say “matter”.
Wallet, bottled water and balloon teacher.
Rectangle
Yes
Yes.
It is colorful teacher.
There is air inside the balloon.
Matter.

3. When we say “matter” It is anything that
occupies space and has weight/mass. (Repeat
after me)
All the things around us is a matter. Even the
air that we inhale and exhale is also a matter.
What do we call the things around us?
Children, there are three phases of matter.
These are solid, liquid and gas.
The first one is solid. Solids have definite
shapes that occupy definite spaces. Solids can
be held and seen. (Teacher holding the wallet
presented a while ago.) Please come in front
and touch the wallet. Describe what you feel.
What is its shape?
Very good Steven. Now, can you please get a
solid object inside your bag? Come here in
front and show it to your classmates.
What is the shape of the notebook?
Is it soft or hard?
Is it heavy or light?
Is it a solid?
Children. Let us give him/her a “clap.
So, solids have definite shape. It can be held
and seen. Such as …
Now, the second phase of matter is Liquid.
Ask a pupil to show his/her water jug to the
class.
I have here an empty glass. Will you fill the
glass with the liquid from the jug? (Ask the
pupils to describe the shapes of water being
poured.) What happened to the water inside
glass? Does it take the shape of the glass?
“Matter” it is anything that occupies space
and has weight/mass.
Matter
It is smooth teacher.
Rectangle teacher.
Teacher, this is a notebook.
Rectangle teacher.
Hard
Light
Solid
Pupils will repeat the meaning of solid.
The pupil will tell his/her classmates what the
jug contains.

4. It only shows that liquid takes the shape of
the container.
(Teacher holding the bottled water and
balloon) From these two remaining objects,
which do you think is liquid?
Show the last remaining object.) What am I
holding?
What is inside the balloon?
Very good. This inflated balloon is filled with
air and air is an example of a gas.
Can you see the air?
Air cannot be seen because it is colorless. But
it can be felt. Air is a matter in a gas/gaseous
state.
There are also gases that can be seen such
smoke and clouds. (Pictures of smoke and
clouds to be presented.)
(The teacher will ask a pupil to deflate a
balloon and feel the air coming out from it.)
Does the shape of the balloon changed?
So, Gas takes the shape of its container;
therefore, it does not have a definite shape.
Let us have more examples so that you can
really differentiate and identify the states of
matter. You are going to have a group
activity.
(The teacher will explain the group activity.)
SOLID LIQUID GAS
Yes.
Pupils will repeat the meaning of liquid.
The bottled water teacher.
Balloon.
There is an air inside the balloon.
No.
Yes teacher.
Pupils will repeat the meaning of Gas.

5. The pupils will arrange the pictures and place
it under its proper column: solid, liquid or
gas.
D. Application
Teacher’s Activity Pupil’s Activity
Let us have another exercise.
Connect column A with column B
A B
SOLID
LIQUID
GAS
Who wants to answer the first one? Which
one is solid?
Very good! Can you touch the flowers?
Your answer is correct. How about the next
one. Which one is the liquid? The smoke from
the car or the water from the faucet?
Correct. Does the water takes the shape of the
basin?
Do the liquids take the shape of its container?
Very good. How about the last one? Which
one is a gas? Is it the car?
Very good. You were all able to identify the
states of matter.
The flower is the solid.
Yes teacher.
The water from the faucet teacher.
Yes
Yes it takes the shape of its container.
It’s the smoke from the car teacher.

6. E. Generalization
Teacher’s Activity Pupil’s Activity
Again, what do we call the things around us?
Good. What are the three states of matter?
What is the state of matter that has definite
size, shape and weight?
Great! What about the state of matter that
takes the shape of their container and can also
flow and it can be poured?
Lastly, what is the state of matter that usually
cannot be seen, spreads out easily and also
takes the shape of its container?
Very good. Let’s give everyone a fireworks
clap.
Matter.
Solid, Liquid and Gas.
Solid.
Liquid teacher.
The pupils will do the fireworks clap.
IV. EVALUATION
Write S if it is solid, L if it is liquid or G if it is gas. Write your answers inside the box
beside each picture.
V. ASSIGNMENT
Cut- out 3 pictures for each phase of matter. Paste it on your notebook
1.
2.
3.
4.
5.