Science 8 Q3.pdf

PROTOTYPE AND CONTEXTUALIZED
DAILY LESSON PLANS
IN GRADE 8 SCIENCE
Quarter III

ii
DEVELOPMENT TEAM – SORSOGON DIVISION
Grade 8 – Science (Quarter 3)
WRITERS:
1. Jeanylyn S. Antonio
2. Maritess A. Baluyot
3. Rose Anne T. Caballera
4. Marcia D. Cielo
5. Ma. Jeane F. Escurel
6. Maria Sheila F. Fajardo
7. Mary Ann J. Lacra
8. Ronald M. Lomerio
9. Gina A. Galoso
10.Edwin C. Valin
QUALITY ASSURANCE TEAM/CONTENT REVIEWERS/VALIDATORS:
1. Judith N. Añonuevo
2. Dolores E. Endraca
4. Ronald M. Lomerio
6. Michelle H. Guadamor – EPS-1 (Science)/ Team Head
DEMO TEACHERS:
1. Carla C. Pavia
2. Jeanylyn S. Antonio
3. Maritess A. Baluyot
4. Marcia D. Cielo
5. Julieta D. Embile
6. Ma. Alona F. Escander
7. Ma. Jeane F. Escurel
8. Marina Julie P. Eva
10.Esmeralda A. Hugo
11.Mary Ann J. Lacra
12.Ronald M. Lomerio
13.Gina A. Galoso
14. Rio Salve G. Magdaraog
15. Hazel C. Pacheco
16. Edwin C. Valin
OBSERVER/VALIDATOR:
1. Francisco R. Alim Jr.
2. Maria Elena E. Escolano
ILLUSTRATORS:
2. Edwin C. Valin
3. Rose Ann T. Caballera
LAYOUT ARTIST:
Roman G. Jebulan

iv
TABLE OF CONTENTS
Grade 8 – Science
Quarter 3 (Chemistry)
LC 1. Explain the properties of solids, liquids, and gases
based on the particle nature of matter;
1
Lesson 1. Particle Nature of Matter: Matter vs. Non-matter 2
Activity 1.1. Which is matter, which is not?
Lesson 2: Particle Nature of Matter: What Matter is Made
Of
16
Activity 2.1. What is matter made of?
Lesson 3: Particle Nature of Matter: Particle Arrangement
of Solids, Liquids and Gases
26
Activity 3.1. Making Models (for Average Learners)
Sample Assessment 36
LC 2. Explain physical changes in terms of the arrangement
and motion of atoms and molecules.
38
Lesson 1: Atoms and Molecules (Physical Change) 39
Activity 1.1. Let’s Get Physical I! (for average
learners)
Activity 1.2. Let’s Get Physical II! (for advance
learners)
Lesson 2: Atoms and Molecules (Physical Processes) 49
Activity 2.1. Give Me Some Space and Move On!
Lesson 3: Arrangement of Atoms and Molecules (Physical
Processes)
60
Activity 3.1. Show Me! (Advance Learners)
Activity 3.2. Draw Me! (Average learners)
Lesson 4: The Particle Nature of Matter: Water Cycle 69
Activity 4.1. Water Cycle-Cycle (Advance Learners)
Activity 4.2. Water Cycle-Cycle (Average Learners)
LC 3. Determine the number of protons, neutrons and
electrons in a particular atom.
82
Lesson 1: Atomic Structure: Development of the Atomic
Theory
83
Activity 1.1. Learning Station (Advance Learners)

v
Activity 1.2. Puzzle Map (Average Learners)
Lesson 2: Atomic Structure: Dalton’s Atomic Theory 99
Lesson 3: Atomic Structure: Dalton’s Model vs Thomson’s
Model
111
Lesson 4: Atomic Structure 122
Activity 4.1. What’s in a Number?
Lesson 5: Atomic Structure: Rutherford’s Atomic Model 130
Activity 5.1. “Hit Me Darling”
Activity 5.2. Gold Foil
Lesson 6: Atomic Structure: Cathode Ray and
Radioactivity
140
LC 4. Trace the development of the periodic table from
observations based on similarities in properties of
elements
153
Lesson 1. Development of the Periodic Table 155
Activity 1.1. Tracking the Path and
Constructing the Periodic
Table
Lesson 2. Timeline of the Development of the Periodic
Table
167
Lesson 3. Similarity of Properties within Groups/Groups
and Periods
171
Lesson 4. Groups in the Periodic Table and their
Properties/ Periodic Law
214
LC 5: Use the periodic table to predict the chemical
behavior of an element.
230
Lesson 1: Periodic Table of Elements: Properties of
Eelemnts/ Metals and Nonmetals
231
Activity 1.1. What Am I?
Lesson 2: : Periodic Table of Elements: Metallic and
Nonmetallic Properties and Trends
238
Activity 2.1. Metallic and Nonmetallic
Periodic Trends.
Lesson 3: Periodic Table of Elements: Constructing a
Periodic Table
245
Activity 3.1. Trends in Periodic
Properties of Metals and
Nonmetals

vi
Lesson 4: Reactivity of metals in acid solution/ trends in
chemical reactivity.
251
Activity 4.1: Metal… Metal: How reactive are you?

1
UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Content
Content
Standard
Performance
Standard
Learning
Competency
Code
The Particle
Nature of
Matter
1.1
Elements,
Compounds,
and Mixtures
1.2 Atoms
and
Molecules
The learners
demonstrate
understanding
of:
the particle
nature of
matter as
basis for
explaining
properties,
physical
changes, and
structure of
substances
and mixtures
The learners
shall be able
to:
present how
water behaves
in its different
states within
the water
cycle
The learner
should be able to:
Explain the
properties of
solids, liquids and
gases based on
the particle nature
of matter S8MT-
IIIa-b-8
Learning
Competency/
Code:
1. Explain the properties of solids, liquids and gases
based on the particle nature of matter
S8MT-IIIa-b-8
Unpacked
Learning
Competency:
(Objectives) Time Frame
1. Distinguish matter from non-matter
2. Define operationally what matter is
2 meetings
3. Describe what matter is made of
4. Cite evidences that matter is made
up of tiny particles;
2 meetings
5. Prepare models showing particles
of solids, liquids, and gases using
recyclable materials found within
the locality;
6. Compare particle arrangement of
solids, liquids and gases;
7. Explain the properties of solids,
liquids, and gases based on the
particle nature of matter
3 meetings
8. Sample Assessment 1 meeting

2
LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter 3rd
I. OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of…
the particle nature of matter as basis for explaining
properties, physical changes, and structure of
substances and mixtures
B. Performance
Standard
The learners should be able to…
present how water behaves in its different states within
the water cycle
C. Learning
Competencie
s/ Objectives
(Write the LC
code
for each)
LC: The learners should be able to…
1. explain the properties of solids, liquids, and gases
based on the particle nature of
matter; S8MT-IIIcd-9
Objectives:
1. Distinguish matter from non-matter;
2. Define operationally what is matter;
II. CONTENT The Particle Nature of Matter: Matter vs Nonmatter
III. LEARNING
RESOURCES
A. References
 Teacher’s
Guide pages
pp. 117 – 121
 Learner’s
Materials
pages
pp. 171 – 173
 Textbook
pages
 Additional
Materials from
Learning
Resource (LR)
portal
B. Other
Learning
Resources

3
IV-PROCEDURE A B
A. Elicit
FOUR PICS 1 WORD
Steve Patterson, The Rubik's
Cube Solves Any Paradox,
Jan.24,2016, http://steve-
patterson.com/wp-
content/uploads/2016/01/Rubiks_
cube_by_keqs.jpg
Rodrigo Ledesma Aguilar,
"Scientists discover a new state
of matter for water", Dec. 22,
2016,
https://www.google.com/amp/s/ph
ys.org/news/2016-12-scientists-
state.amp
Ed Murrieta, Old-School Pot
Practices Dying, April 30, 2018,
http://potappetit.com/old-school-
pot-practices-dying/
Brian E. Denton, Coriolanus and
the Stone, Nov. 15, 2017,
https://medium.com/@BrianEDen
ton/coriolanus-and-the-stone-
595500b69cca
Q1: What do the pictures
represent?
Answer: MATTER
Q2: What does each picture
represent in MATTER?
Answer:
Stone – Solid
Rubik’s cube – Solid
Smoke – Gas
Water - Liquid
Post sample set of
pictures showing the 3
phases of matter (solid,
liquid and gas).
(Ask the students what
the picture represents.)
Q1: What do the pictures
represent?
Answer: MATTER
GAS
LIQUID
SOLID

4
B. Engage
•Prepare 8 meta cards that
contain written examples of
matter and non-matter.
•Let the students identify the
given examples by showing
them each meta card if it is
matter or non- matter.
•Students will thumbs up(),
if the given example in the
meta card is matter and
thumbs down (), if the
given example is non-
matter.
Words written on the meta
cards:
Air
memory
Pencil
Clothes
love
Sugar
Microwaves
information
•Prepare 8 meta cards
that contain written
examples of matter and
non-matter.
•Let students identify the
given examples by
showing them each meta
card if it is matter or non-
matter.
• Students will thumbs
up(), if the given
example in the meta
card is matter and
thumbs down (), if the
given example is non-
matter.
Words written on the
meta cards:
Air
memory
Pencil
Clothes
love
Sugar
Microwaves
information
C. Explore Post and let the learners
read the lesson objectives.
Divide the class into 5 or 6
groups depending on class
size.
Assign leader secretary,
and reporter for each
group
Distribute activity sheets
Tell students to read and
follow the procedure
carefully
Perform Activity 1, “Which
is matter, which is not?”
(please refer to the
attached activity sheet)
 Post and let the
learners read the
lesson objectives.
 By group. (Divide the
class into 5 or 6
groups)
 Explain the procedure
to the class.
 Demonstrate to the
class how to use the
weighing scale.
 Explain how they are
going to be graded.
 Let the students
perform the Activity 1
entitled “Which is
matter, which is
not?”
Safety Precautions:
oDanger of handling

5
Teacher will roam around
to monitor the students
while performing the
activity.
Safety Precautions:
o Danger of handling
glass wares.
o Weighing scale
must be set up
properly to ensure
accuracy of
measured mass.
glass wares.
oWeighing scale must
be set up properly to
ensure accuracy of
measured mass.
D. Explain Each group presents their
work in front of the class.
The teacher processes the
groups’ output presentation.
Let students find and
identify examples of matter
and non-matter in the
puzzle. (10 pts.)
(Please refer to the
attached activity sheet)
ANSWER:
MATTER-
Stone, shirt, shirts, table,
bat
NON-MATTER-
Light, thunder feelings,
heat, dreams
H C T J B F E
T L I G H T E Y
O D F W R A E G
N T R I G B L A
E L X E B L I N
M S J K A E N V
U H E A T M G T
X I G L I H S A
C R K E V T C L
H T H U N D E R
K S A F T Y F K
L W D R A I B H
Each group presents
their work in front of the
class.
The teacher processes
the groups’ output
presentation.
Prepare 6 strips of paper
with the following words
written on it:
rainbow, sound, Wi-Fi,
computer, blood, soy
sauce
Prepare the table below
and post it on the board
(or via ICT)
MATTER
NON-
MATTER
Let 6 volunteer students
identify each word
whether it is matter or
non-matter.
(Ask each student to
explain why they classify
it as matter or non-
matter.)
QUESTION: Define
matter based from the

6
QUESTION:
 Define matter based
from the activity.
ANSWER: (Students may
have varied answers, some
are….)
 Examples of matter
are those which can
be touched, seen
and hold while non-
matter are not
 Matter has mass/
weight while non-
matter has no mass/
weight
(Teacher will give the
conceptual definition of
matter after the students
give their own definition)
ANSWER:
 Matter has mass and
occupies space while
non-matter does not.
activity.
ANSWER: (Students
may have varied
answers, some are….)
 Examples of matter
are those which can
be touched, seen and
hold while non-matter
are not
 matter has weight
while non-matter has
no weight
(Teacher will give the
conceptual definition of
matter after the students
give their own definition)
ANSWER:
Matter has mass and
occupies space while
non-matter does not.
Let the students add
examples on each
column.
E. Elaborate Q1. Why do you classify it
as matter and non- matter?
Q2. Give more examples of
matter and non- matter in a
creative way (diagram,
poem, song, drawing)
Q3. What is the importance
of studying matter in your
daily lives?
What is the importance
of studying matter in
your daily lives?
F. Extend Choose any TV
advertisement then identify
non-matter.
The teacher will provide
selected videos of TV
advertisements that will
be shown to the
students. (shampoo,
food chain, and soap tv
advertisements)
Then let them identify
non-matter from videos
shown.

7
G. Evaluate 1. Refer to the given items
below and complete the
diagram:
1. fog
2. snow
3. sunlight
4. energy
5. sun
Matter Non- matter
ANSWER:
Matter Non-matter
Fog sunlight
Snow energy
sun
2. Do you think all the things
around us, even the things
that we cannot see are
matter? Explain your
answer.
RUBRICS:
3
Answered “Yes’
explained that matter
has mass and
occupy space.
2
Answered “Yes’
explained that matter
has mass only or
occupy space only.
1
Answered “No” or
has incorrect
explanation.
1. Refer to the given
items below and
complete the diagram:
1. apple
2. time
3. a person
4. a fingernail
5. gravity
Matter Non-matter
ANSWER:
Matter Non-matter
apple time
a person gravity
fingernail
2. What is the difference
between matter and non-
matter? (Include the
word mass and volume
in your answer)
IV. REMARKS
V. REFLECTION

8
VI. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

9
Activity 1 - Which is matter, which is not?
Objectives:
After performing this activity, you should be able to:
1. describe common properties of matter;
2. distinguish matter from non-matter; and
3. develop the skill of measuring mass.
Materials Needed:
1 teaspoon sugar in a plastic cup or small beaker
½ cup tap water
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:
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.
2. Measure the mass of each sample of matter using a balance or a weighing
scale and record the mass for each sample.
Table 1. Identifying which is matter

10
3. If your group cannot agree on a common answer, you may put a
check mark under “not sure” and write all the reasons given by the
members of your group.
GUIDE QUESTIONS:
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.

11
(Explain part activity sheet)
Direction: Identify and encircle examples of matter and non-matter in the
puzzle. (10 pts.)
S H C T J B F E
T L I G H T E Y
O D F W R A E G
N T R I G B L A
E L X E B L I N
M S J K A E N V
U H E A T M G T
X I G L I H S A
C R K E V T C L
H T H U N D E R
K S A F T Y F K
L W D R A I B H
Q1. Explain why you classify it as matter or non-matter.
Q2. List down more examples of matter and non-matter.

14
Answers to Questions
Table 1. Identifying which is matter
Answers to Questions
Q1. The mass of the first 6 samples (sugar granules, water, stone,
air inside ball, leaves, smoke) can be measured.
Q2. The mass of heat and light cannot be measured.
Q3. Not all of the samples occupy space.
Q4. If collected in a container and covered afterwards, it will be
observed that smoke occupies space and its mass can be
obtained.
Q5. No, heat and light do not have mass. They do not occupy
space because these are not matter. Heat is energy in transit
and light is a form of energy.

15
Remedial Activity
MATTER AND NON-MATTER
READ:
 Matter has mass and occupies space while non-matter does not.
 All matter has mass and volume. There are other properties of matter
such as hardness, texture, color, flexibility, malleability, and electrical
conductivity which vary from one sample to another.
 The mass of an object is a measure of the amount of matter the object
has.
 The measure of the space occupied by an object is called volume.
 Examples:
MATTER NON-MATTER
Sugar Energy
Water Electromagnetic waves
Stone Light
Smoke Heat
Fog Rainbow
Air Sound
Leaves Wi-Fi
CHECK YOUR UNDERSTANDING:
For numbers 1-9, identify whether the following words are matter or
non-matter.
1. an apple
2. a person
3. gravity
4. snow
5. Love
6. time
7. A fingernail
8. The sun
9. sunlight
For number 10, answer the question below.
10. What is the difference between matter and non-matter?
(Include the word mass and volume in your answer.)

16
I. OBJECTIVES
A. Content
Standard
B. Performance
Standard
present how water behaves in its different states within
the water cycle
C. Learning
Competencies/
Objectives
(Write the LC
code for each)
Matter (S8MT-IIIcd-9)
Objectives:
1. Describe what matter is made of;
2. Cite evidences that matter is made up of tiny
particles;
II. CONTENT The Particle Nature of Matter: What Matter is Made of
III. LEARNING
RESOURCES
A. References
 Teacher’s
Guide
pages
pp. 121-122
 Learner’s
Materials
pages
pp. 174-177
 Textbook
pages
 Additional
Materials
from
Learning
Resource
(LR) portal

17
B. Other
Learning
Resources
IV. PROCEDURE A B
A. Elicit • Recall
Guide Questions:
 What is the
difference between
matter and non-
matter?
 Give some
examples of matter
and non-matter.
• Show a piece of chalk to
the class then divide it into
4 smaller pieces.
Guide Question:
 If I am going to
continuously divide
this chalk into
smaller pieces,
what do you think
will happen?
(Let the students give
their predictions and let
them justify their
predictions)
• Recall
Guide Questions:
 What is the
difference between
matter and non-
matter?
 Give some
examples of matter
and non-matter.
•Show a piece of paper to
the class.
Guide Question:
 Into how many
small pieces can
we divide this
paper?
(Let the students explain
their answer)
B. Engage Divide the class into 6
groups.
Activity:
Show to the class this set-
up.
1.) a glass, half-filled
with water.
with stones
3.) an inflated balloon
Divide the class into 6
groups.
Activity:
Show to the class this set-
up.
with water.
with stones
3.) an inflated balloon

18
Guide Questions:
1. What are the similarities
and differences on the set-
up in terms of the phases
of matter?
2. Draw the particles of
(a.) water inside the glass,
(b.) stones inside the
glass, (c.) air inside the
balloon.
3. Let each group post
their output on the wall.
4. Ask the students to
explain their output.
Guide Questions:
1. What are the similarities
and differences on the set-
up in terms of the phases
of matter?
2. Draw the particles of
(a.) water inside the glass,
(b.) stones inside the
glass,
(c.) air inside the balloon.
3. Let each group post
their output on the wall.
4. See the similarities and
differences on the
students’ output.
C. Explore Divide the class into 6
groups.
The teacher divides the
procedure of the activity
“What is matter made of?”
into two sets.
Set A:
Procedure 1-5(Groups 1-
3)
Set B:
Procedure 6-8(Groups 4-
6)
•The teacher explains how
they are going to be
graded.
(Present the rubrics to the
class)
Precautionary
measures:
Clean all glassware &
containers very well since
you will be tasting the
mixture.
Divide the class into 6
groups.
The teacher explains the
procedure of the activity
“What is matter made of?”
The teacher divides the
questions among the
groups.
Question 1-2 will be
answered by Groups 1&2
•The teacher explains how
they are going to be
graded.
(Present the rubrics to the
class)
•Let the students perform

19
•Let the students perform
the activity, What is
matter made of?
the activity, What is
matter made of?
D. Explain The teacher asks each
group to present their
output and discuss the
result.
The teacher asks the
students to assess the
similarities and differences
on the result and answers
on the questions given.
If there are some
misconceptions on the
concepts, the teacher
guides the students to
correct their own
misconceptions.
1. The teacher shows to
the class a jar filled with
marbles.
Teacher: Imagine this jar
as one kind of matter and
the marbles inside are its
atoms.
Guide Question:
 Describe the
arrangement of
atoms inside the
matter.
(Students’ answers may
vary)
2. The teacher will show to
the class a cup of sand.
Teacher: Imagine that this
sand is an atom of another
matter.
Guide Question:
 Since this matter
(jar) is filled with its
The teacher asks each
group to present their
output and discuss the
result.
The teacher asks the
students to assess the
similarities and differences
on the result and answers
on the questions given.
If there are some
misconceptions on the
concepts, the teacher
guides the students to
correct their own
misconceptions.
the class a jar filled with
marbles.
 Describe the
arrangement of
marbles inside the
jar.
the class a cup of sand.
 Do you think this
sand can still fill in
the jar filled with
marbles?
the class a cup of water.
 Do you think this
water can still fill in
the jar filled with
marbles and sand?
Teacher: For instance, the

20
atoms; can we still
fill in another kind
of atom coming
from another
matter? Why or
why not?
vary)
Teacher: The teacher
requests one student to
pour the sand into the jar
filled with marbles.
Guide Question:
 What have you
observed?
the class a cup of water.
Teacher: Imagine that this
water is an atom of
another matter.
Guide Question:
 Since this matter (jar)
is filled with atoms; do
you think a third kind
of atom can still fill in?
vary)
Teacher: The teacher
requests one student to
pour the water into the jar.
Guide Question:
 What have you
observed?
 Why do you think
other atoms can fill
in to the other
matter?
 Justify your answer.
marbles, sand and water
are all atoms of different
kinds of matter
Guide Question:
 Why do you think
other atoms can fill
in to other matter?
vary)

21
E. Elaborate Give situations showing
evidences that atoms are
made of tiny particles and
has spaces between
particles then explain.
Explain why the following
situations show evidences
that atoms are made of
tiny particles and has
spaces between particles?
 Adding milk powder
into a glass of
water
 Dissolving rock salt
into a glass of
water
 pouring milk to a
glass of halo-halo
 pouring soda in a
glass full of ice
cubes
 mixing soy sauce
and vinegar
F. Evaluate Through a drawing,
illustrate what composes
matter. Your illustration
must answer the question
what is matter made of?
Put labels or an
explanation below the
drawing.
(15 pts)
Through a drawing,
illustrate what composes
matter. Your illustration
must answer the question
what is matter made of?
Put labels or an
explanation below the
drawing.
(15 pts)
G. Extend A- Enrichment Activity
(Video Presentation)
Power of Positivity, "The Jar of Life”, June 27, 2017,
https://m.facebook.com/story.php?story_fbid=1015461
9923437371&id=107787352370
Criteria 5pts 3pts 1 pt
Content
Label/
explanation is
complete and
clear.
Label/
explanation is
incomplete.
Label/
explanation
is
not clear.
Cleanliness
Very clean Clean Not clean
at all
Relevance
of the
drawing
The drawing
shows what
matter is
made of.
The drawing
shows only a
part of what
matter is made
of.
The
drawing
does not
show what
matter is
made of.

22
B- Assignment
Bring any available recyclable materials found in your
home which can be used in making particle models of
matter (e.g plastic balls, bottles, beads, buttons, tie
wire, barbeque sticks, plastic straw….)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
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 it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G.What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

23
Rubrics for the Activity:
Criteria 5 pts 3 pts 1 pt
Quality of
Answers
All questions
were
answered
correctly and
clearly.
One question was
not answered
correctly and
clearly.
All questions were
not answered
correctly and
clearly.
Creativity of the
output
Greater
creativity was
shown in the
drawing.
Little creativity
was shown in the
drawing.
The drawing lacks
creativity.
Cooperation of
group members
All members
are
cooperating in
the activity.
1-3 members are
not cooperating in
the activity.
4 or more
members are not
cooperating in the
activity.

24
Activity 2 - What is matter made of?
Objectives:
After performing this activity, you should be able to:
1. infer from given situations or observable events what matter is made
of; and
2. explain how these observed situations or events give evidence that
matter is made up of tiny particles.
Materials Needed:
½ cup refined sugar
1 cup distilled or clean tap water
1 piece, 100-mL graduated cylinder
1 measuring cup (1 cup capacity)
1-piece transparent bottle (can hold one cup of water) or 250-mL
beaker
food coloring (blue, green, or red)
1 dropper
1 stirrer (plastic coffee stirrer or stirring rod)
Procedure:
1. Using a clean and dry graduated cylinder, pour sugar until the 20
mL mark of the graduated cylinder.
2. Transfer the measured sugar into a 250-mL beaker or transparent
bottle.
3. Measure 50 mL of distilled or clean tap water using graduated
cylinder.
4. Add the 50-mL water to the sugar and mix thoroughly until all the
sugar dissolves. Taste the resulting solution. (CAUTION: Do not
taste anything in the laboratory unless specifically told to do so by
your teacher)
Q1. What is the taste of the resulting mixture?
Q2. Think about sugar and water as made up of tiny particles. With your
group mates, discuss and give your reason(s) for the observations you
made in Q1. You may draw illustrations to further explain your reason(s).
5. Transfer the sugar mixture into a graduated cylinder.

25
Q3. What is the volume of the sugar and water mixture?
Q4. Is the volume of the resulting sugar mixture equal, more than or
less than the sum (20 mL sugar + 50 mL water) of the volumes of
the unmixed sugar and water?
Q5. Think about sugar and water as made up of tiny particles. With your
group mates, discuss and give your reason(s) for the observations
you made in Q3. You may draw illustrations to further explain your
reason(s).
6. Pour one cup of tap water into a transparent glass bottle.
7. Add one small drop of food coloring slowly along the side of the
transparent bottle.
Q6. Describe what you observe after adding the food coloring.
8. Set aside the bottle with food coloring in a locker or corner of your
room without disturbing the setup. Describe the appearance of the
contents of the bottle after one day. Compare it with the
appearance when you left the bottle the previous day.
Q7. What happens to the food coloring dropped in the bottle containing
water? Write all your observations in your notebook.
Q8. Think about food coloring and water as made up of particles. With
your group mates, discuss and give your reason(s) for the
observations you made in Q6. You may draw illustrations to further
explain your reason(s).

26
I. OBJECTIVES
A. Content
Standard
B. Performance
Standard
present how water behaves in its different states
within the water cycle
C. Learning
Competencies/
Objectives
(Write the LC
code
for each)
matter; S8MT-IIIcd-9
Objectives:
1. Prepare models showing particles of solids, liquids,
and gases using recyclable materials found within the
locality.
2. Compare particle arrangement of solids, liquids
and gases;
3. Explain the properties of solids, liquids, and gases
matter.
II. CONTENT The Particle Nature of Matter: Particle
Arrangement of Solids, Liquids and Gases
III. LEARNING
RESOURCES
A. References
 Teacher’s Guide pages pp. 122-124
 Learner’s Materials pages pp. 178 - 181
 Textbook pages
 Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources

27
IV. PROCEDURE A B
A. Elicit
*Recall previous
discussion.
Q1: What is matter
made of?
Q2: What is the reason
why after combining
water and sugar the
volume decreased?
ANSWER:
1.Matter is made up of
tiny particles.
2.The combined volume
is less than the sum of
sugar plus water. This
shows that water is
made up of tiny particles
with spaces between
them. The sugar
particles are able to fit
into these spaces
because the sugar
particles that dissolved
in water are very small.
These could not even be
observed with the
unaided eye.
*Recall previous
discussion.
Q: What is matter made
of?
Q: What is the reason why
after combining water and
sugar the volume
decreased?
ANSWER:
1.Matter is made up of tiny
particles.
2.The combined volume is
less than the sum of sugar
plus water. This shows
that water is made up of
tiny particles with spaces
between them. The sugar
particles are able to fit into
these spaces because the
sugar particles that
dissolved in water are very
small. These could not
even be observed with the
unaided eye.
B. Engage *Show 3 plastic bottles
to the class.
bottle A = filled with
marbles
bottle B = filled with
water
bottle C = filled with
smoke
Ask students to compare
the contents of three
bottles in terms of:
a. volume and shape
b. compressibility
c. particle arrangement
ANSWER:
bottle A :
*Show 3 plastic bottles to
the class.
bottle A = filled marbles
bottle B = filled with water
bottle C = filled with
smoke
Ask students to compare
the contents of three
bottles in terms of:
a. volume and shape
b. compressibility
c. particle arrangement
ANSWER:
bottle A :
a. definite volume and
shape
b. cannot be compressed

28
a. definite volume and
shape
b. cannot be
compressed
c. particles are closely
attached
bottle B:
a. definite volume but no
definite shape
b. cannot be
compressed
c. the particles are
closer to one another
compared to solid
bottle C:
a. no definite volume
and no definite shape
b. can be compressed
c. distance between
particles is large
c. particles are closely
attached
bottle B:
a. definite volume but no
definite shape
b. cannot be compressed
c. the particles are closer
to one another compared
to solid
bottle C:
a. no definite volume and
no definite shape
b. can be compressed
c. distance between
particles is large
C. Explore Divide the class into four
groups.
Ask them to create
models showing
particles of solids,
liquids, and gases using
recyclable materials
found within the locality.
Note:
They will make their
own strategy/techniques
on how to create their own
models.
Present to them the
criteria in giving grades
for each group output.
(Refer to the attached
criteria)
Divide the class into four
groups.
Given the following
materials create a particle
model of matter using:
permanent marker pen
ruler or tape measure
pair of scissors
cutter
juice drink straw/
barbeque stick
hot melt glue or super
glue
masking tape
nails
100 pcs plastic bottle
caps
(Note: plastic caps color
must be similar for each
state of matter)
35 pcs.- red
35 pcs. – yellow
30 pcs. - blue

29
Present to them the
criteria in giving grades for
each group output. (Refer
to the attached procedure
and criteria)
D. Explain Presentation of outputs
for each group.
Using the models, they
have created; students
will explain the
difference between the 3
states of matter in terms
of the following
properties:
1.volume
2. shape
3. mass
4. distance between
particles
5. compressibility
6. movements of
particles
7. attraction between
particles
Presentation of outputs for
each group.
Using the models they
have created; students will
explain the difference
between the 3 states of
matter in terms of the
following properties:
1.volume
2. shape
3. mass
4. distance between
particles
5. compressibility
6. movements of particles
7. attraction between
particles
E. Elaborate •Why is it that when you
spray perfume inside
your classroom, almost
all of your classmate can
smell the odor?
Using 1 sample of
matter (bottle C)
presented during the
start of the lesson
teacher will further
explain the properties of
gases based on the
particle nature of matter
by pulling the illustration
hidden from bottle C
sample showing the
particle arrangement of
gas.
•Why is it that a pitcher of
orange juice flow smoothly
when you transfer it to
another container?
•Do you think it has
something to do with the
particle arrangement of
liquid orange juice?
Support your answer.
Using 1 sample of matter
(bottle B) presented during
the start of the lesson
teacher will further explain
the properties of gases
based on the particle
nature of matter by pulling
the illustration hidden from
bottle B sample showing
the particle arrangement
of gas

30
F. Evaluate
A- Draw and compare
the particle arrangement
model of the 3 states of
matter.
1. Gas
2. Liquid
3. Solid
B- Choose from the
given properties of
matter below that
explains the following
situation. Write the letter
of the correct answer in
the space provided for.
1. An inflated balloon
pricked with a piece of
tire wire and slowly
reducing its size. _b__
2. When you sit down in
a rubber chair, you
noticed that the shape of
the chair changes; and
when you stand up it
return to its original
shape. _e__
3. Breaking a chalk is
easier than breaking a
nail. _f_
4. Transferring a bottle
of oil to a plastic bag.
_d_
5.
a. It is not compressible
b. Its particles move at
random motion quickly
c. It has fixed shape and
volume
d. It assumes the shape
of the container
e. It is easy to compress
f. It has the greatest
attraction between
particles
A- Draw and compare the
particle arrangement
model of the 3 states of
matter.
1. Gas
2. Liquid
3. Solid
B- Choose from the given
properties of matter below
that explains the following
situation. Write the letter
of the correct answer in
the space provided for.
1. An inflated balloon
pricked with a piece of tire
wire and slowly reducing
its size. _b__
2. When you sit down in a
rubber chair, you noticed
that the shape of the chair
changes; and when you
stand up it return to its
original shape. _e__
3. Breaking a chalk is
easier than breaking a
nail. _f_
4. Transferring a bottle of
oil to a plastic bag. _d_
5.
a. It is not compressible
b. Its particles move at
random motion quickly
c. It has fixed shape and
volume
d. It assumes the shape of
the container
e. It is easy to compress
f. It has the greatest
attraction between
particles
G. Extend Why is it that a chef in a
restaurant already
When you are in the living
room at home, why is it

31
knows the taste of the
dishes he is preparing
through its smell?
that you can smell the
pork adobo that your
mother is cooking?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work?
caught up with the lesson.
D. No. of learners who continue
to require remediation.
strategies worked well? Why
did it work?
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

32
Rubrics for the activity (Advance Learner)
Criteria 4 3 2 1
Details and
Information
Has included
at
least 5
properties of
each of the
three states
of matter
Has included
at
least 4
properties of
each of the
three states
of matter
Has included
at
least 3
properties of
each of the
three states
of matter
Has included
at
least 2
properties of
each of the
three states
of matter
Method of
presentation
Presentation
is
easy to
understand
and
unique
Presentation
is
unique but
not
organized
Presentation
is
not unique
but
organized
Presentation
is
not unique
and
not
organized
Techniques/
Creativity
Well-
prepared
with a variety
of
materials
used
to create a
powerful
model
about the
particle
nature of
matter
Well-
prepared
but limited
materials
used to
create an
interesting
model about
the particle
nature of
matter
Variety of
materials
used
to create an
adequate
model
moderately
suitable
about the
particle
nature of
matter
Limited
materials
used to
create
a model
which
minimally
appeals to or
is
not suitable
about the
particle
nature of
matter

33
Rubrics for the activity (Average Learner)
Criteria 4 3 2 1
Details and
Information
Has included
at
least 5
properties of
each of the
three states
of matter
Has included
at
least 4
properties of
each of the
three states
of matter
Has included
at
least 3
properties of
each of the
three states
of matter
Has included
at
least 2
properties of
each of the
three states
of matter
Method of
presentation
Presentation
is
easy to
understand
and
unique
Presentation
is
unique but
not
organized
Presentation
is
not unique
but
organized
Presentation
is
not unique
and
not
organized
Techniques/
Creativity
Creates a
powerful
model
about the
particle
nature of
matter
Creates an
interesting
model about
the particle
nature of
matter
Creates an
adequate
model
moderately
suitable
about the
particle
nature of
matter
Creates a
model which
minimally
appeals to or
is
not suitable
about the
particle
nature of
matter

34
Procedure of the activity (Average Learner)
ACTIVITY – Making models
Objectives:
At the end of the activity, you should be able to:
construct particle model of solid, liquid and gas using recyclable
materials
Materials Needed:
permanent marker pen
ruler or tape measure
pair of scissors
cutter
juice drink straw (hard)/barbeque stick
hot melt glue or super glue
masking tape
100 pcs plastic bottle caps (Note: plastic caps color must be similar for
each state of matter)
nails
Safety Precautions:
Danger of injury from the pair of scissors and cutter.
Danger of eye or skin injury from glue
Procedure:
A – Solid Particle Model
1. Prepare plastic caps with same color.
2. Plug in the glue gun.
3. Start to glue one cap to another cap by putting small amount of hot glue on
the center of each cap.
4. Continue to attach another cap until you create the desired shape of solid
particle arrangement.
B – Liquid Particle Model
1. Prepare another set of plastic caps with different color from solid model.
2. Measure and cut the plastic straw/stick at least 1 ½ inch long. The straw
will serve as connector of the particle model.
3. Light the candle and bring the nail near the flame .
4. When nail is already hot make a small hole in each side of the cap just
enough to fit in the straw/stick.
5. Continue to attach another cap until you create the desired shape of liquid
particle arrangement.

35
C – Gas Particle Model
1. Prepare another set of plastic caps with different color from
liquid model.
2. Measure and cut the plastic straw/stick at least 4 inches long.
The straw will serve as connector of the particle model.
3. Light the candle and bring the nail near the flame .
4. When nail is already hot make a small hole in each side of the
cap just enough to fit in the straw/stick.
5. Continue to attach another cap until you create the desired
shape of gas particle arrangement.

36
SAMPLE ASSESSMENT LC1 (S8MT-IIIcd-9)
DIRECTIONS: Choose the letter of the best and correct answer.
1. The following are examples of matter EXCEPT
A. soil B. water C. air D. heat
2. According to John Dalton’s theory, matter is made up of
___________small discrete particles
A. medium sized particles
B. large sized particles
C. none of the above
3. A particular phase of matter has the following properties; definite mass,
shape and volume, incompressible and particles are closely packed. What
phase of matter is it?
A. solid B. liquid C. gas D. plasma
4. Substance A was found to have indefinite shape and volume, easy to
compress and particles are widely separated and fast moving. This is an
indication that substance A is a ___________
5. An element Gold has a very close particle arrangement in which state of
matter?
6. When you pour a bottle of water in a glass and it overflow it shows that
liquid cannot be
A. compressed C. boiled
B. changed in to any shape D. moved
7. While you are heading home, you smelled an aroma which smells like a
fish was being fried. You suddenly had a thought that you will be having a
fried fish for dinner, this is an evidence that gas particles are _________
A. very close to each other C. moving fast
B. far apart from each other D. slowly moving
8. Which of the following shows that particles are arranged in regular rows?
A. solids B. liquids C. gases D. all of these
9. The attractive forces between particles is weakest in _________
A. solids B. liquids C. gases D. all of these

37
10. Which of the following is not a characteristic property of matter?
A. Boiling point B. Volume C. Shape D. Weightless
11. It refers to the amount of matter in an object _______
A. Density B. Mass C. Matter D. Volume
12. Which of the following best describes movement of particles in a liquid?
A. completely unmoving C. more freely moving than a solid
B. less freely moving than a solid D. more freely moving than a gas
13. Kardo get a big balloon filled with air and transfer the air inside to a small
plastic bag. He noticed that air from the big balloon can fit in the small
plastic bag, why do you think so?
A. because gases can be expanded and can be compressed
B. because gases can be expanded but cannot be compressed
C. because gases can be compressed but cannot be expanded
D. because gases can be stretch
14. Particles with more energy move __________ than particles with less
energy
A. slower and farther apart C. faster and farther apart
B. faster and closer together D. slower and closer together
15. What determines a material's state of matter?
A. motion and strength of attraction between particles
B. how hard or soft a material is
C. strength of attraction only
D. motion of particles only
ANSWERS: (IMPORTANT! This must not be included in students’ copy)
1. D
2. D
3. A
4. C
5. A
6. A
7. C
8. A
9. C
10. D
11. B
12. C
13. A
14. C
15. A

38
SCIENCE 8
Content
Content
Standard
Performance
Standard
Learning
Competency
Code
The
Particle
Nature of
Matter
1.1
Elements,
Compoun
ds, and
Mixtures
1.2 Atoms
and
Molecules
The learners
demonstrate
understanding of:
the particle nature of
matter as basis for
explaining
properties, physical
changes, and
structure of
substances and
mixtures
The learners
shall be able
to:
present how
water behaves
in its different
states within
the water
cycle
The learner
should be able
to:
Explain
physical
changes in
terms of the
arrangement
and motion of
atoms and
molecules.
S8MT-
IIIc-d-9
Learning
Competency
/ Code:
2. Explain physical changes in terms of the
arrangement and motion of atoms and molecules;
S8MT-IIIc-d-9
Unpacked
Learning
Competency
(Objectives)
Time
Frame
1. Define physical changes.
2. Identify physical changes.
1
meeting
3. Enumerate the processes involve in physical
changes in terms of the arrangement and
motion of atoms and molecules.
4. Describe the processes involve in physical
3
meetings
5. Illustrate the arrangement and motion of
atoms and molecules of matter as it undergo
physical change.
2
meetings
6. Present an output applying the concept of
physical changes on how water behaves in
its different states within the water cycle.
7. Appreciate the importance of knowing the
physical changes involve in water cycle.
3
meetings
8. Sample Assessment 1
meeting

39
Time & Date (1 Meeting) Quarter 3rd
I.OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of the particle
nature of matter as basis for explaining properties,
physical changes, and structure of substances and
mixtures.
B. Performanc
e Standard
The learners should be able to present how water
behaves in its different states within the water cycle.
C. Learning
Competenci
es/
Objectives
(Write the
LC code for
each)
LC: Explain physical changes in terms of the
arrangement and motion of atoms and molecules.
(S8MT-IIIcd-9)
Objectives:
1. Define physical change.
2. Identify examples of physical changes around
them.
II. CONTENT ATOMS and MOLECULES (Physical Change)
III.LEARNING
RESOURCES
A. References
 Teacher’s
Guide
pages
126-129
 Learner’s
Materials
pages
182-189
 Textbook
pages
 Additional
Materials
from
Learning
Resource
(LR) portal
Changes in Matter, Teacher Resource Sheet 3, page 22,
Project BEAM, year 3.
B. Other
Learning
Resources
Chemistry, Teacher’s manual by Mapa and Fedelino, p.
232
The Physical Changes of Matter,
www.cpalms.org/Public/PreviewResourceLesson/Previe
w46489, visited January 30, 2019
Physical Change; Anne Marie Helmenstine, ph.D.;
www.thoughtco.com updated April 11, 2018, visited
January 30, 2019

40
IV.PROCEDURE A B
A. Elicit Ask the question:
 What determines the
identity of matter? (The
students should come
with an answer that
matter is determined by
its properties, e.g. color,
texture, mass, etc.)
 Does matter undergo
changes? (Yes.)
 What are examples
of changes that
matter undergo?
(physical change)
Show a tomato to the
class and call a student to
describe the tomato.
Q1. What property of
tomato was described?
(Color, size)
Q2. Does the color of
tomato give its identity?
(Yes)
Q3. What other property of
tomato could you identify?
(Shape)
Q4. Can you identify
matter through its
properties? (Yes)
B. Engage Some materials will be
made available to the class.
(Suggested materials:
stone, cotton, cardboard,
clay, scissors, alcohol, etc.)
1. By pair or in triads,
student will select a
material and should
be able to change it
physically.
2. Let some of the
students share to the
class the change that
their material
undergoes by
describing the
appearance of the
material before and
after the change.
1. By pair or in triads,
student should have a
piece of any paper and
instruct them to change
the paper physically.
2. Let some of the
students share to the
class the change that their
paper undergoes by
describing the appearance
of paper before and after
the change.
C. Explore Introduce the activity: “Let’s
Get Physical II”
Discuss precautionary
measures as students are
going to do set-ups on
heating and boiling. Remind
the class to observe
cleanliness while doing the
activity since they are going
to taste the sugar solution.
Procedure:
1. Dissolve 2 tsp of
sugar in a glass of
water. Observe and
Introduce the activity:
“Let’s Get Physical I”
1. You are given
several materials.
Observe its
properties. Write
your description in
column 2 of the
table below.
2. Break the chalk into
several pieces, and
crumple the
newspaper.
3. Leave the ice

41
taste the solution.
2. Tear a piece of tissue
paper into small
pieces. Observe the
edges of the torn
tissue paper.
3. Powder a piece of
chalk using a mortar
and pestle. Observe.
4. Put a small amount
of shredded candle
wax in a metal
spoon. Put it over a
lighted alcohol lamp
for 30 seconds.
Observe.
5. Put 20 ml of water in
a beaker and boil it
for 5 minutes.
Observe.
Data table:
unattended/un-
disturbed for 3
minutes. Write your
descriptions on
column 3 on the
table below.
Make sure that all
students are involved and
the materials (e.g.
scissors, crayons, water,
etc.) that will be used by
the students are made
available.
D. Explain Let each group present their
data and output to the class.
Q1. Where did the sugar
go? It is dissolved in water.
Did sugar retain its property
after dissolving it in water?
Let each group present
their data and output to
the class.
Discussion of answers to
guide questions.
Data table:

42
Support your answer. Yes,
the water with sugar tastes
sweet. The water becomes
light brown which is the
color of sugar.
Q2. Is there a change in
phase of the torn tissue
paper? No. Can you make
the tissue paper to be whole
again? How? Yes, by
recycling it.
Q3. What happened to the
particles of chalk? It
becomes smaller. How will
you classify its phase? It is
still a solid.
Q4. What happened to the
candle wax after applying
heat on it? It melted. Is
there a change in phase?
Yes. How are you going to
classify the phase of the
candle wax after heating?
From solid it becomes
liquid.
Q5. What did you observe
as water boils? Bubbles are
formed as it boils and steam
is formed. Did water
undergo change in phase?
Yes. What phase change
did it undergo? From liquid
it becomes gas as shown by
the bubbles and steam
(water vapor) that escaped
from the water.
Q6. What kind of change
did sugar, tissue, chalk,
candle wax and water
undergo? Physical change.
Is it reversible? Some of the
change can be reversed.
Q7. Define physical change
in your own words.
Answers to Guide
Questions:
Q1. What do you notice
about the length of the
chalk? It becomes shorter
than its original length.
Can you transform it to its
original length? How?
Yes, by molding it again.
Q2. Can you still read the
words printed on the
newspaper after crumpling
it? Yes. Can you
smoothen it again? How?
Yes, by ironing it.
Q3. What happened to ice
after leaving it for a
while/for some time? It
melted. Can you return it
to being solid again?
How? Yes, by putting it in
the refrigerator.
Q4. What kind of change
happen on the materials?
Physical change. Is the
change reversible? Yes.
Q5. Define physical
change in your own
words. (Answers may vary
but they should come up
with an answer that
physical change is a
process that alters only
the physical (extrinsic)
property of matter.

43
(Answers may vary but they
should come up with an
answer that physical
change is a process that
alters only the physical
(extrinsic) property of
matter.
E. Elaborate What happens to the particles of chalk, paper and ice
when they undergo physical change? What is physical
change?
Emphasize that:
 Physical change is a process that matter
undergoes wherein no new substance is formed.
The size, shape and other physical properties
may be altered but no chemical reaction occurs.
 When a substance undergoes physical change,
the composition of its molecules remains the
same and the substance does not lose its
chemical identity. Physical change is usually
reversible. In a reverse process, the original
substance can be obtained. Melting, evaporating,
and freezing are examples of physical change.
For example, water is a liquid that freezes to form
the solid ice, then ice can be exposed to air and
be melted again to water. Physical change
includes any change in the shape and size of a
substance. For example cutting, grinding,
crushing, dissolving, and crumpling produce
physical changes in matter.
F. Evaluate 1. Arrange the given words and form a sentence that
define physical change.
(for advance)
change no process new
physical a is substance
wherein formed is reaction
(for average)
change no process new
physical a is substance
wherein formed is
2. Given are examples of physical processes.
Identify which is a physical change. Show a
thumbs-up sign if it is a physical change and a
thumbs-down sign if it is not.
1. Wounds heal 6. water boils
2. Meat is cooked 7. clay is molded
into pots

44
3. Water freezes 8. metal rusts
4. Chocolate melts 9. leaves decay
5. Glass breaks 10. firecracker
explodes
G. Extend Let the students do a simple
research activity on
observing and recording
physical changes that
matter undergo. For
example, a collected
rainwater may be observed
for 3 days and let the
students record its volume
before and after. A change
observed must be
supported with data.
Let the students cite
different physical changes
around them, at home and
in the school
V.REMARKS
VI.REFLECTION
VII.OTHERS
earned 80% on the
require additional activities
for remediation.
work?
continue to require
remediation.
Why did it work?
encounter which my
principal or supervisor can
help me solve?
use/discover which I wish
to share with other
teachers?

45
Activity: Let’s Get Physical I! (for average learners)
Objective: Define physical change.
Materials:
Piece of chalk, newspaper, ice cubes
Procedure:
1. You are given several materials. Observe its properties. Write your
description in column 2 of the table below.
2. Break the chalk into several pieces, and crumple the newspaper.
3. Leave the ice unattended/undisturbed for 3 minutes. Write your
descriptions on column 3 on the table below.
REMINDER: Do not play around while doing this part.
Data Table:
MATERIALS OBSERVABLE PROPERTIES
Before the change After the change
1. Chalk
2. Newspaper
3. Ice
Guide Questions:
Q1. What do you notice about the length of the chalk? Can you transform it to
its original length? How?
Q2. Can you still read the words printed on the newspaper? Can you
smoothen it again? How?
Q3. What happened to ice after leaving it for a while/for some time? Can you
return it to being solid again? How?
Q4. What kind of change happen on the materials? Is the change reversible?
Q5. Define physical change in your own words.

46
Let’s Get Physical II! (for advance learners)
Objective: Define physical change.
Materials:
sugar granules, water, tissue paper, powdered chalk, mortar and pestle,
shredded candle wax, 2 metal spoons, alcohol lamp with denatured alcohol,
transparent drinking glass(for dissolving sugar) and beaker(for boiling water).
Procedure:
1. Dissolve 2 tsp of sugar in a glass of water. Observe and taste the
solution. (Make sure that the glass and metal spoon are clean as you
perform this part).
2. Tear a piece of tissue paper into small pieces. Observe the edges of
the torn tissue paper.
3. Powder a piece of chalk using a mortar and pestle. Observe.
4. Put a small amount of shredded candle wax in a metal spoon. Put it
over a lighted alcohol lamp for 30 seconds. Observe.
5. Put 20 mL of water in a beaker and boil it for 5 minutes. Observe.
6. Record your observations on the table below.
Data table:
MATERIALS Observable Properties
Before the Change After the Change
1. Sugar
2. Tissue paper
3. Chalk
4. Candle wax
5. Water
PRECAUTIONARY MEASURES:
1. Wear goggles, gloves and safety apron in performing this
activity in a well ventilated area.
2. Do not play around while doing procedure No.4 and 5.
3. Be careful in extinguishing fire after the activity.
Guide Questions:
Q1. Where did the sugar go? Did sugar retain its property after dissolving it in
water? Support your answer.
Q2. Is there a change in phase on the torn tissue paper? Can the tissue paper
be made whole again? How?
Q3. What happened to the particles of chalk? How will you classify its phase?
Q4. What happened to the candle wax after applying heat on it? Is there a
change in phase? How are you going to classify the phase of the candle wax
after heating?
Q5. What did you observe as water boils? Did water undergo change in
phase? Why?
Q6. What kind of change did sugar, tissue, chalk, candle wax and water
undergo? Is it reversible?
Q7. Define physical change in your own words

47
EVALUATION KEY:
1. Physical change is a process wherein no new substance is formed.
2.
Data table for Let’s Get Physical II

48
Data table for Let’s Get Physical I

49
I.OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of the
particle nature of matter as basis for explaining
substances and mixtures.
B. Performance
Standard
C. Learning
Competencies/
Objectives
(Write the LC
code
for each)
(S8MT-IIIcd-9)
Objectives:
1. Enumerate the processes involved in physical
2. Describe the processes involve in physical
II. CONTENT ATOMS and MOLECULES (Physical Processes)
III.LEARNING
RESOURCES
A. References
 Teacher’s Guide
pages
125-129
 Learner’s
Materials pages
182-189
 Textbook pages
 Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV.PROCEDURE A B
A. Elicit How do the particles of solid, liquid and gas differ in
terms of its arrangement and movement?
B. Engage Spray a perfume in the class. Ask the students the
following.
What happened to the molecules of perfume as it
gets out of the container?

50
Answers of the students may vary, some of the
possible answers are:
•The molecules of the perfume combined with the
molecules of the air.
•The liquid perfume becomes gas.
•The molecules of perfume spread in the entire room.
C. Explore Activity: “Give Me Some Space and Move On!”
(In average learners, the teacher may demonstrate
Part D. Sublimation and Deposition and guide the
students during the observation phase in order to
process correctly the answers to the guide questions.
D. Explain Let the students present their output to the class.
PART A. Evaporation
Q1. Draw the arrangement of particles of acetone
before and after it undergo physical change.
Q2. Describe the motion of the particles of acetone
before and after it undergo physical change. At first
the motion of the particles of acetone is slow, then
the motion becomes fast.
Q3.What do you call the process wherein the
substance changes from liquid to gas? Evaporation.
PART B. CONDENSATION
Q1. What happens to water as it boils? As the water
boils, bubbles are formed and water vapor
evaporates.
Q2. Where did some of the particles of water go?
Some of the particles of water in the form of vapor
and steam go upward and is trapped into the lid of
the beaker.
Q3. What do you see in the lid of the beaker?
Droplets of water are seen in the lid of the container.
Q4. Draw the arrangement of particles of water
before and after cooling.

51
Q5. Describe the arrangement of the particles
of water before and after cooling. The particles
of water moved closer to each other and
become more orderly after cooling.
Q6.Describe the motion of the particles of
water before and after cooling. Before cooling,
the motion of the particles is fast, after cooling
it becomes slow.
Q7. What do you call the process wherein a
substance changes from gas to liquid?
Condensation.
PART C. MELTING
Q1. Does ice undergo physical change? Yes.
Q2. Draw the arrangement of particles of ice
Q3. Describe the motion of the particles of ice
The particles of ice vibrate in their position
before the change, after the change, the
particles collide and move away from each
other.
substance changes from solid to liquid?
Melting.
(You may end session 1 at this point.)
PART D. SUBLIMATION and DEPOSITION
Q1. Do you still see the particles of mothballs
in the watch glass after heating it? Not
anymore. What happened to the particles of
mothballs? It evaporated. Is it still in the watch
glass? No. Why? It becomes vapor and moved
upward.
Q2. Draw the particles of mothballs before and
after heating.

52
Q3. What happens to the motion of the
particles of mothballs before and after
heating? The particles moved away from each
other.
substance changes directly from solid to gas
without passing into the liquid state?
Sublimation.
Q5. Did you observe visible particles inside the
funnel after heating the mothballs for 1
minute? No. After heating the mothball for 3
minutes? Yes.
Q6. Why are particles of mothballs not visible
to the eyes as they pass through the
perforated paper? Because it is in gas phase.
Q7. After the set-up has cooled, what particles
are found in the funnel? Mothball.
Q8. Draw the arrangement of particles of
mothball after heating it for two minutes and
after it has cooled down.
Q9. Describe the motion of the particles of
mothball after they cooled down. The mothball
particles moved slower and closer to each
other.
substance changes from gas to solid?
Deposition
PART E. SOLIDIFICATION
Q1. What happened to the melted ice candy
after 30 min? It becomes solid.
Q2. Draw the particles of ice candy before and
after the physical change.

53
Q3. Describe the motion of the particles of ice
candy before and after the physical change. At
first the motion of the particles is fast then it
becomes slow.
substance changes from liquid to solid?
Solidification.
(The teacher may end session 2 at this point.)
E. Elaborate The teacher should emphasize that sublimation is a
direct transformation in phase of a substance from
solid to gas and deposition is a direct transformation
in phase of a substance from gas to solid.
The teacher should explain further that mothball
sublime at room temperature, but because the
temperature applied (heat from alcohol lamp) is
higher than room temperature, the mothball may
liquefy during the sublimation process.
F. Extend What are the other materials that sublime?
(Air freshener or deodorizer, dry ice (solid carbon
dioxide and solid iodine are possible answers.)
G. Evaluate Enumerate and describe what happens to atoms and
molecules of matter as it undergo physical change in
terms of their motion and arrangement by completing
the table below:
For advance learners:
Process of
Physical
Change
Chang
e
(from…
to…)
Final
Phase
Arrang
ement
of
particle
s
(ordere
d/disor
dered)
Motion
of
particle
s (very
high,
high,
low,
very
low

54
For average learners:
Process of
Physical
Change
Change
(from__
_to__)
Final
Phase
Arrang
ement
of
particle
s
(ordere
d/disor
dered)
Motion
of
particle
s (very
high,
high,
low,
very
low
Liquid
to gas
Condensation Quite
disorde
red
Melting high
Sublimation
Gas to
solid
Solidification solid
KEY:
Process of
Physical
Change
Change
(from__
to__)
Final
Phase
Arrang
ement
of
particle
s
(ordere
d/disor
dered/v
ery
disorde
red)
Motio
n of
particl
es
(very
high,
high,
low,
very
low
Evaporation Liquid
to gas
gas Very
disorde
red
high
Condensation Gas to
liquid
liquid disorde
red
low
Melting Solid to
liquid
liquid disorde
red
low
Sublimation Solid to
gas
gas Very
disorde
red
high
Deposition Gas to
solid
solid ordered Very
low

55
Solidification Liquid
to solid
solid ordered Very
low
V. REMARKS
VI.REFLECTION
VII.OTHERS
earned 80% on the
require additional
activities for remediation.
work?
No. of learners who
have caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
use/ discover which I
wish to share with other
teachers?

56
Activity: Give Me Some Space and Move On!
Objectives: Infer how atoms and molecules of matter behave as it undergo
change.
Materials:
A. Acetone or denatured alcohol Petri dish or similar container
Dropper
B. 50 mL beaker Watch glass (as lid of beaker)
Alcohol lamp with denatured alcohol tripod and wire gauze
C. Ice cubes
D. Powdered mothball Alcohol lamp
Tripod and wire gauze Funnel
Perforated paper Cotton
Note: A perforated paper is a piece of paper with small holes that will
serve as passage for camphor vapors.
E. Melted ice candy Plastic container (gravy container)
Ice cubes 100 g Table salt
Ice cream container/Styrofoam box or similar container
Procedure:
PART A. Evaporation
1. Put 5 drops of acetone or denatured alcohol in a petri dish. Observe
Record the time for it to become dry.
Q1. Draw the arrangement of particles of acetone before and after it
undergo physical change.
Q2. Describe the motion of the particles of acetone before and after it
Q3.What do you call the process wherein the substance changes from
liquid to gas?
PRECAUTIONARY MEASURES:
4. Wear goggles, gloves and safety apron in performing this
activity in a well ventilated area.
5. Follow the procedures carefully. You are about to use flammable
materials.
6. Do not play around while heating/boiling substances.
PART B. CONDENSATION
1. Measure 20 mL of water in a beaker. Cover it with a watch glass and
boil it for 2 minutes.
Q1. What happens to water as it boils?

57
Q2. Where did some of the particles of water go?
2. Remove the boiled water from heat and let it cool without removing the
lid. Observe.
Q3. What do you see in the lid of the beaker?
Q4. Draw the arrangement of particles of water before and after
cooling.
Q5. Describe the arrangement of the particles of water before and after
cooling.
Q6. What process of physical change is observed before and after
cooling?
Q7. What do you call the process wherein a substance changes from
gas to liquid?
PART C. MELTING
3. Leave an ice undisturbed in a container. Observe changes on the ice
after 2 minutes.
Q1. Does ice undergo physical change? Describe.
Q2. Draw the arrangement of particles of ice before and after it
Q3. Describe the motion of the particles of ice before and after it
solid to liquid?
REMINDER: Do not play around while doing this part of activity.
(End of session 1)

58
PART D. SUBLIMATION and DEPOSITION
1. Put a powdered mothball (camphor) in a watch glass covered with a
funnel. Put the perforated paper in between the funnel and the
container containing powdered mothball. (See the figure below).
Sublimation set-up
2. Apply heat and observe changes after 2 minutes.
Q1. Do you still see the particles of mothball in the watch glass after
heating it? What happened to the particles of mothball? Is it still in the
watch glass? Why?
Q2. Draw the particles of mothball before and after heating.
Q3. What happens to the particles of mothballs before and after
heating?
Q4. What do you call the process wherein a substance changes
directly from solid to gas without passing into the liquid state?
Q5. Did you observe visible particles inside the funnel after heating the
mothball for 1 minute? After heating the mothball for 2 minutes?
Q6. Why are particles of mothball not visible to the eyes as it passes
through the perforated paper?
Q7. After the set-up has cooled, what particles are found in the funnel?
Q8. Draw the arrangement of particles of mothball after heating it for
two minutes and after it has cooled down.
Cotton plug
Inverted funnel
Perforated paper
Petri dish (with
powdered
mothballs)
Wire gauze
Tripod
Alcohol lamp

59
Q9. Describe the motion of the particles of mothball after it has cooled
down.
gas to solid?
PART E. SOLIDIFICATION
1. Put the melted ice candy in a plastic container (salad or gelatin
container, gravy container in fast foods)
2. Prepare a mixture of crushed ice and salt. Put it in a 1.5 L empty ice
cream container.
3. Put the melted ice candy at the center of the ice cream container.
Make sure that the crushed ice and salt mixture completely covers
it.
Note: It’s much better if it is put inside a styrofoam box.
Q1. What happened to the melted ice candy after 30 min?
Q2. Draw the particles of ice candy before and after it undergo physical
change.
Q3. Describe the motion of the particles of ice candy before and after it
liquid to solid?
(End of session 2)

60
I.OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of the
particle nature of matter as basis for explaining
substances and mixtures.
B. Performance
Standard
C. Learning
Competencie
s/ Objectives
(Write the LC
code
for each)
(S8MT-IIIcd-9)
Objectives:
1. Illustrate the arrangement and motion of
atoms and molecules of matter as it undergo
physical change.
2. Appreciate the benefits of knowing the
processes of physical change that matter
undergo.
II. CONTENT ARRANGEMENT OF ATOMS and MOLECULES
(Physical Processes)
III.LEARNING
RESOURCES
A. References
 Teacher’s Guide pages 125-129
 Learner’s Materials
pages
182-189
 Textbook pages
 Additional Materials
from Learning Resource
(LR) portal
Changes that Matter Undergo; Module 15;
pp. 4-6; Science project EASE
B. Other Learning
Resources
https://www.fs.fed.us/biology/nsaec/assets/physical_proc
esses_cc_v5.pdf; visited February 6, 2019
IV.PROCEDURE A B
A. Elicit Recall the six
processes of physical
change in the previous
activity. Describe
briefly each process
Complete the concept map
below.

61
B. Engage Ask the students:
What happens to the particles of matter as it change
from solid to liquid, liquid to gas or gas to solid?
C. Explore Let the students
illustrate the
arrangement and
motion of particles of
matter as it undergo
phase changes. The
students may present
this through role play,
poster and other
similar activities.
Note: Groupings and
role assignment
(if applicable) should
be done a week before
the presentation to
ensure that all students
will have their task
accomplished on time.
(You may end session
1 at this point)
Present the activity for the
day.
The materials needed like,
bond paper, pencil and
coloring materials should
be announced a day before
the activity to ensure that
all students will have their
task accomplished on time.
(You may end session 1 at
this point)
D. Explain A. Let the students present their output to the
class.
B. Based from your presentation/outputs, when
will the molecules or atoms of matter:
 increase in space between them?
 decrease in space between them?
 increase its speed of motion?
 decrease its speed of motion?
E. Elaborate Question: What is added to the system that causes a
solid to become a liquid? What is removed from the
system that causes the liquid to become a solid?
(heat energy)
Emphasize that …
 Raising the temperature or adding heat
provides kinetic energy to the particles that
makes the particles of matter overcome the
attraction between them. This happens when
the solid becomes liquid, liquid becomes gas
and solid becomes gas.
 Lowering the temperature or removing heat
causes the particles to be attracted to each
other and so they move closer to each other.
This time the kinetic energy is also lowered.

62
This happens when the gas becomes liquid or
solid and liquid becomes solid.
Example: Melting and freezing are reverse
processes. Melting is the change of solid to liquid. In
this process, the system absorbs heat energy that
makes the particles disorderly and therefore
considered as ENDOTHERMIC PROCESS.
Freezing/Solidification is the change from liquid to
solid. In this process, the system releases heat
energy and therefore considered as EXOTHERMIC
PROCESS. These changes are influenced by raising
or lowering the temperature.
Diagram:
What are the other endothermic and exothermic
processes in the diagram above?
F. Extend The following situations
are physical processes
that are the
result/evidences of
climate change.
Describe each process
and evaluate its impact
in your community.
1. Melting of ice
glaciers.
2. Increased
evaporation/
great loss of soil
moisture (El
Niño)
3. Increased
condensation
(La Niña)
Increased condensation
(La Niña) is a physical
process as a result of
climate change. Describe
the process involved in the
occurrence of La Niña and
evaluate its impact in your
community.
G. Evaluate Journal writing:
A. Narrate one
lifetime
experience
wherein atoms
and molecules
are involved in
By pair:
Give an example of a
physical change. Identify
the processes that the
change undergo and
describe the arrangement
and motion of atoms and
molecules for each

63
physical
processes
thereby
undergoing
physical
change.
B. How is the
knowledge in
physical
processes
beneficial to you
as a student?
process.
V.REMARKS
VI.REFLECTION
VII.OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners who
have caught up with
the lesson.
continue to require
remediation.
strategies worked
well? Why did it work?
encounter which my
can help me solve?
localized material/s did
I use/discover which I
wish to share with
other teachers?

64
ACTIVITY: Show Me! (Advance Learners)
Objective: Illustrate the particles of matter as it undergo physical change
through a role play, a poster or other similar activities.
Materials: May vary for each group of students.
Procedure:
1. Illustrate the arrangement and motion of particles of matter as it
undergo phase changes.
2. Be ready to present this through a role play, a poster or other similar
activities.
RUBRIC FOR SCORING:
CRITERIA POINTS
5 3 1
Presentation Presents
correctly the
whole
description of the
process
Presents
correctly some of
the description of
the process
Presents
incorrectly the
description of the
process
Originality and
creativity
The presentation
shows the
creative skill of
students.
The presentation
slightly shows
the creative skill
of students.
The presentation
does not show
the creative skill
of students.
Essential
features
All required
information and
additional ideas
are included
All required
information are
included
Few required
information are
included

65
Activity: Draw Me! (Average learners)
Objective: Illustrate the particles of matter as it undergo physical change.
Materials:
Coloring materials, bond paper, pencil
Procedure:
1. Choose a partner.
2. Give an example of a phase change for each physical process.
Illustrate the arrangement of molecules from the original phase to its
final phase.
MELTING Example:
SOLID LIQUID
SUBLIMATION Example:
SOLID GAS
EVAPORATION Example:
LIQUID GAS
SOLIDIFICATION Example:
LIQUID SOLID
DEPOSITION Example:
GAS SOLID
CONDENSATION Example:
GAS LIQUID

66
KEY:
Activity: Draw Me! (average learners)
MELTING Example:
SOLID LIQUID
SUBLIMATION Example:
SOLID GAS
EVAPORATION Example:
LIQUID GAS
SOLIDIFICATION Example:
LIQUID SOLID

67
DEPOSITION Example:
GAS SOLID
CONDENSATION Example:
GAS LIQUID
FIGURES/ILLUSTRATIONS:
Elicit

69
Time & Date (3 Meetings) Quarter THIRD
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
The particle nature of matter as basis for
explaining properties, physical changes,
and structure of substances and mixtures.
B. Performance
Standard
Present how water behaves in its different
states within the water cycle.
C. Learning
Competencies/Obje
ctives
(Write the LC code
for each)
LC:
Explain physical changes in terms of the
arrangement and motion of atoms and
molecules.
S8MT-IIIc-d-9
Objectives:
1. Present an output applying the
concept of physical changes on how
water behaves in its different states
within the water cycle.
2. Appreciate the importance of
knowing the physical changes
involve in water cycle. (3 days)
II. CONTENT The Particle Nature of Matter: Water Cycle
III.LEARNING
RESOURCES
A. References
pages
126-127
pages
171-190
 Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning
Resources

70
IV.PROCEDURE A B
A. Elicit Name the six ways the
phase (state) of matter
changes.
Identify the phase change
that occurs in each
number indicated in the
illustration
Show the picture and ask
the following questions:
1. Which material
undergoes phase
change/s?
2. How does the material
undergo phase change?
B. Engage Divide the class into 4.
Each group will be asked
to simulate the following
situations using only their
fingers :
Group 1. Drizzle
Group 2. Rain
Group 3. Hard Rain
Group 4. Snow
From the given activity,
ask the following
questions:
1. How do the given
situations formed?
2. How important are they
in our daily living?
Show the picture of the
water cycle, and let
students identify the
different processes
involved.
C. Explore  Group students into 2.
 The first group will
serve as participants
while the second group
will serve as the
observer.
 Distribute the activity
sheets
 Let student perform
Activity 1. (see
attached Activity
Sheets)
 Group students into 2.
 Distribute the activity
sheets
 Let student perform
Activity 2.
(see attached Activity
Sheets)
D. Explain  Let the observer group
present their answers.
 Conduct a teacher-lead
discussion based on

71
 Conduct a teacher-
lead discussion based
on their output,
 Answer the guide
questions
 Process the student
answers
their output.
 Answer the guide
questions
 Process the student
answers
E. Elaborate Students will be divided
into 5 groups. Each group
will show the importance
of the concept of water
cycle by choosing one
strategy among the given
choices below. (Note: No
repetition of strategy per
group)
a. Song
b. Poem
c. Poster
d. Tigsik
e. Essay
f. Comic strips
Students will be divided into
4 groups. Each group will
show the importance of the
concept of water cycle by
choosing one strategy
among the given choices
below. (Note: No repetition
of strategy per group)
a. Song
b. Poem
c. Poster
d. Tigsik
e. Comic strips
F. Extend Ask the student to present
their output per group and
answer the following
questions:
1. What are the
processes in water
cycle that was shown?
2. Cite the importance of
the water cycle from
the chosen ways?
Ask the student to present
their output per group and
answer the following
questions:
1. What are the processes
in water cycle that was
shown?
2. Cite the importance of
the water cycle from the
chosen ways?
G. Evaluate  (Evaluation will be
based from the
student’s performance
throughout the
activity.)
 Construct a simulating
water cycle device out
of recycled materials.
This will be rated using
the attached Rubric
No.2
(this may be given as a
quarter output)
 (Evaluation will be
based from the
student’s performance
throughout the activity.)
 Construct a 3D diagram
simulating water cycle
out of the recycled
materials. This will be
rated using the attached
Rubric No.3
(this may be given as a
quarter output)
V. REMARKS
VI.REFLECTION

72
VII.OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation.
strategies worked well? Why
did it work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

73
Activity No. 1
WATER CYCLE-CYCLE
OBJECTIVE:
Perform a simulation on water cycle through a role play.
MATERIALS:
a. References
b. Cartolina
c. Pentel pen
d. Other available materials
PROCEDURES:
Participants
a. Brainstorm with your group mates about the behavior of water
during the phase change in water cycle.
b. Plan for a script. Every member should have a role to play.
c. Present your script.
d. Your performance will be evaluated using the following criteria –
presentation, relevance, creativity and originality.
Observer
1. Observe carefully the role play.
2. Answer the following guide questions based from the role play:
Q1. Identify the characters in the role play and describe each role.
Q2. What are the different processes involve in the water cycle that
was seen in the role play?
Q3. Cite examples of the processes.
Q4. Identify the relevance of the water cycle that was shown in the
role play.

74
Activity No. 2
WATER CYCLE-CYCLE
OBJECTIVE:
Perform a simulation on water cycle through a role play.
MATERIALS:
a. References
b. Cartolina
c. Pentel pen
d. Other available materials
PROCEDURES:
Participants
1. Brainstorm with your group mates about the behavior of water
during the phase change in water cycle.
2. Plan for a script. Every member should have a role to play.
3. Present your script.
4. Your performance will be evaluated using the following criteria –
presentation, relevance, creativity and originality.
GUIDE QUESTIONS:
Q1. Identify the characters in the role play and describe each role.
Q2. What are the different processes involve in the water cycle that
was seen in the role play?
Q3. Cite examples of the processes.
Q4. Identify the relevance of the water cycle that was shown in the role
play.

75
Rubric No. 1
Performance Task: ROLE PLAYING Topic: Water Cycle
Suggested Rubric to be used in rating:
Category 20 15 10 5
Presentatio
n
The role play
clearly
communicate
s the main
idea
The role play
communicate
s some of the
important
ideas.
The role play
indirectly
communicate
s the idea.
The role
play does
not
sufficiently
communicat
e any idea.
Creativity
and
Originality
All the terms
in the script
reflect an
exceptional
degree of
students’
ingenuity in
their creation.
Most of the
terms in the
script used in
the jingle
reflect
students’
ingenuity in
their creation.
The terms in
the script
were made by
the student
but were
copied from
the ideas of
others.
The terms in
the script
were not
made by the
student.
Accuracy
and
Relevance
of the
Content
The contents
of the role
play are
accurate and
related to the
topic.
Most of the
contents of
the role play
are accurate
and related to
the topic.
Some
contents in
the role play
are accurate
and related to
the topic.
The contents
of the role
play are
neither
accurate nor
related to the
topic.
Required
Elements
The role play
includes all
required
elements as
well as
additional
details
All required
elements are
included
Few required
elements are
included
Required
elements are
missing.

76
Rubric No. 1
Rubric for Water Cycle Project
Category 20 15 10 5
Key
Concepts
All major
concepts are
present,
complete, can
be understood
and
demonstrated
fully.
Major
concepts
identified
and
generally
understood.
Major
concepts
identified.
No major
concepts
seen
Explanatory
Details
Explanatory
details given
provide hint,
show deep
understanding
and are
relevant and
interesting.
Adequate
explanatory
details are
given which
demonstrate
general
understandin
g of water
cycle.
Some
details
given
which are
connected
to the
topic, but
order or
significanc
e are not
clear.
No or
irrelevant
contradictory
explanatory
details given,
showing
fundamental
misundersta
nding.
Presentation
Project shows
considerable
effort and
attention to
matters of
correctness,
detail,
audience
understanding
, and interest
in the topic.
Relevant
criteria have
been
considered to
show depth of
understanding
and
knowledge of
the audience
for the project
Project
shows solid
effort and
some
attention to
matters of
correctness
and detail.
Main area
unit of
organization
and clarity
are attended
to for
audience
understandin
g.
Project
shows
‘bare
bones’ or
confused
details.
Organizati
on is not
clear, and
so
understand
ing and
audience
interest are
sacrificed.
Project
doesn’t show
enough
effort or care
and a focus
to the
audience
understandin
g or interest.

77
Rubric No. 2
Rubric for 3D Water Cycle Simulating Diagram
Category 20 15 10 5
Key
Concepts
All major
concepts are
complete,
accurate, can
be understood
fully in the
diagram
Major
concepts
identified and
generally
understood.
Major
concepts
identified.
No major
concepts
seen
Explanatory
Details
Explanatory
details given
provide hint,
show deep
understanding
and are
relevant and
interesting.
Adequate
explanatory
details are
given which
demonstrate
general
understanding
of water cycle.
Some details
given which
are connected
to the topic,
but order or
significance
are not clear.
No or
irrelevant
contradictory
explanatory
details given,
showing
fundamental
misundersta
nding.
Presentation
Project shows
considerable
effort and
attention to
matters of
correctness,
detail,
audience
understanding
, and interest
in the topic.
Relevant
criteria have
been
considered to
show depth of
understanding
and
knowledge of
the audience
for the project
Project shows
solid effort and
some attention
to matters of
correctness
and detail.
Main area unit
of organization
and clarity are
attended to for
audience
understanding
.
Project shows
‘bare bones’
or confused
details.
Organization
is not clear,
and so
understanding
and audience
interest are
sacrificed.
Project
doesn’t show
enough
effort or care
and a focus
to the
audience
understandin
g or interest.

78
SAMPLE ASSESSMENT
1. All of the following are examples of physical change EXCEPT:
A. Glass breaks C. Wounds heal
B. Chocolate melts D. Water freezes
2. Water is heated on a stove until steam is given off. What phase change
is this?
A. Melting
B. Freezing
C. Vaporization
D. Condensation
For questions No. 3 to 5, refer to the diagram below. Identify the process
involved in the following:
3. Liquid to solid
4. Solid to gas
5. Gas to Liquid
6. A mothball becomes smaller after it was exposed for several days in
the air. What is the process called?
A. Condensation C. Solidification
B. Evaporation D. Sublimation
7. On a hot summer day, you decided to buy a gallon of ice cream and
you place it in a table for a while. Suddenly, you noticed that the upper
portions of the ice cream liquefy. What physical change is involved?
A. evaporation
B. condensation
C. freezing
D. melting

79
8. A bottle of acetone is left open at room temperature. Which of the
following shows the arrangement of particles of acetone before and
after it undergoes physical change?
A.
B.
C.
D.
9. Water is boiled. Then drops of water are seen on the lid of the
container after cooling. Describe the arrangement of the particles of
water before and after cooling.
A. The particles of water moved closer to each other and become
more orderly after cooling.
B. The particles of water moved farther from each other and
become disorderly after cooling.
C. The particles of water moved closer to each other and become
disorderly after cooling.
D. The particles of water moved farther to each other and become
more orderly after cooling.
10.Which of the following is a correct description of what happens to
the molecules of water when you place it in the freezer?
A. The molecules become far apart from each other.
B. The molecules become closer to each other.
C. The molecules become very far apart from each other.
D. The molecules move apart then moves closer to each other.

80
11.You've been playing really hard on a hot summer day. You have been
perspiring. When the perspiration disappears, your body feels cooler.
What part of the water cycle occurs when your perspiration
disappears?
A. Evaporation
B. Condensation
C. Precipitation
D. Run-off
12.After taking a shower, you noticed the presence of a fog in the mirror,
thus you can’t able to see your reflection. What has the water vapor
from your hot shower done to your bathroom mirror? What part of the
water cycle does this represent?
A. The water has evaporated on the mirror - evaporation.
B. The steam from your shower has precipitated on the mirror -
precipitation.
C. The water is running down the mirror - run-off.
D. The steam has cooled and condensed onto the mirror -
condensation.
13.You bought a soft drink at your favorite fast-food restaurant to get rid of
your thirst. You notice that the glass is "sweating". What part of the
water cycle is the "sweat" on the side of your soft drink glass an
example of?
A. Evaporation
B. Condensation
C. Precipitation
D. Run-off
14.You have a bad cold, so your mother decided to fill the vaporizer with
water, plugged it in, and a stream of steam filters into the air. In the
water cycle, what process is involved when steam vaporizes?
A. Evaporation
B. Condensation
C. Precipitation
D. Run-off
15.On a summer morning, drops of water have collected on the grass. It
has not rained for days. Where did the drops come from?
A. The sun warm and melted frozen water
B. blowing wind carried and dropped water
C. water vapor in the air cooled enough to turn into liquid water
D. water drops fell from the atmosphere

81
Answers Key:
1. C
2. C
3. Freezing
4. Sublimation
5. Condensation
6. D
7. D
8. A
9. A
10. B
11. B
12.D
13.B
14.A
15.C

82
SCIENCE 8
Content
Content
Standard
Performance
Standard
Learning
Competency
Code
Atomic
Structure
2.1
Protons
2.2
Neutrons
2.3
Electrons
The learners
demonstrate
understanding
of:
the identity of
a substance
according to
its atomic
structure
The learners
shall be able
to:
The learner
should be able to:
Determine the
number of
protons, neutrons
and electrons in a
particular atom.
S8MT-IIIe-
f-10
Learning
Competency/
Code:
3. Determine the number of protons, neutrons and
electrons in a particular atom.
S8MT-IIIe-f-10
Unpacked
Learning
Competency:
(Objectives)
Time
Frame
1. Trace the development of atomic theory.
2. Name the early scientists involved in the
development of atomic theory.
1
meeting
3. Describe atom based on Dalton’s Concept
4. Explain Dalton’s Atomic Theory
1
meeting
5. Compare Dalton’s Atomic Model from J. J.
Thompson’s Raisin Bread Model;
1
meeting
6. Describe the electron, protons and neutron
of an atom.
7. Compute the number of protons, electrons
and neutrons in a particular atom and
8. Identify the atomic number and mass
number of a given element
2
meetings
9. Describe alpha-scattering particles
experiment.
10.Explain the existence of nucleus using
Rutherford’s alpha-particles.
11.Create Rutherford’s atomic model using
recyclable materials.
2
meetings
12.Explain the significance of the cathode ray
and radioactivity in the study of atom.
2
meetings
13.Sample Assessment 1
meeting

83
Time & Date (1 Meeting) Quarter THIRD
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of
the identity of a substance according to its
atomic structure.
B. Performance
Standard
The learners should be able to trace the
development of the atomic theory through a
puzzle map/ learning station activity.
C. Learning
Competencies/
Objectives
(Write the LC code
for each)
LC: Determine the number of protons,
neutrons and electrons in a particular
atom. (S8MT-IIIe-f-10)
Objectives: 1. Trace the development of
atomic theory.
2. Name the early scientists
involved in the development of
atomic theory.
II.CONTENT Atomic Structure: Development of the
Atomic Theory
III.LEARNING
RESOURCES
A. References
pages
pages
 Textbook pages Science and Technology III-Chemistry
textbook
pp.250-252
from Learning
Resource (LR)
portal
B. Other Learning
Resources

84
IV.PROCEDURE A B
A. Elicit Matter is said to be made
up of tiny particles. What
kind of particles are these?
Say something about these
particles.
What comes into your
mind when you hear the
word ‘atom’?
B. Engage What is atomic theory?
How did the atomic theory
evolve? Why do you think
early scientists studied on
the development of atom?
Are there people
behind the develop-
ment and discovery of
atom? Who are they?
Why do you think they
studied on the develop
-ment of atom?
C. Explore (The following tasks are
done one week prior to the
activity: groupings, brief
discussion on the diagram
to be prepared by each
group, tasking, which
includes the two
representatives per group
who will stay in their post
and will answer the
questions during the
learning station activity,
designated area for the
diagram of each group, and
the learning stations to be
visited by each group every
3 minutes).
Assign each group to put
the diagram in the
designated area inside the
classroom. Two
representatives from the
group will stay in the station
as posts.
Ask the rest of the members
per group to do rotational
learning station where
students
take down notes on the
development of atomic
theory and the names of
early scientists behind its
discovery. The group stays
for 3 minutes in one station
and proceed to the next
Group the class into five.
Provide each group with
a puzzle map. (The
teacher decides whether
he will provide each
group with an enlarged
copy of the puzzle map
or give each member of
the group a photocopy of
the template of the
puzzle map). Ask each
group to trace the
development of the
atomic theory and the
scientists involved in the
study through a puzzle
map.
Assign each member of
the group to take down
notes while tracing the
puzzle map
in order to answer all
the questions written
on the activity sheet.
Guide Questions:
1.Who are the Greek
philosophers? How did
they describe an atom?
Indicate the year his
idea was published.
2. How did John Dalton
describe an atom?
Indicate the year his
idea was published.
3. Who is the scientist
next to John Dalton?

85
station after the task.
The process is repeated
until all the stations have
been visited.
Remind the class to
observe task-on-time.
Guide Questions:
1.Who are the scientists in
Station No.1? How did they
describe an atom? Indicate
the year
their idea was
published.
2. Who is the scientist in
Station No.2? How did he
the year
his idea was published.
the year
the year
the year
the year
(See Attachment No.1)
How did he describe an
atom? Indicate the year
4.What is Thomson’s
complete name? What
did he say about atoms?
What year did he work
on his idea on atoms?
5.What is Ernest
Rutherford’s idea about
atoms? On what year
did he study on atoms?
6.What is Henry
Moseley’s idea on
atoms? Indicate the year
(See Attachment No.2)
D. Explain Divide the class into five
groups. Ask each group to
make a timeline diagram on
the development of the
atomic theory.
Assign every group to
present their output to the
class giving emphasis on
the development of the
Divide the class into five
groups. Give each group
a timeline diagram with
incomplete data. (The
teacher decides whether
he will provide each
group with an enlarged
copy of the timeline
diagram or give each

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