SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 III-MT 1

I. OBJECTIVES
The learners demonstrate an understanding of the particle nature of
A. Content Standards matter as basis for explaining properties, physical changes, and
structure of substances and mixtures.
The learner shall be able to present how water behaves in its different
B. Performance Standards
states within the water cycle.
The learner should be able to:
C. Learning Competencies/
1. Infer that the particles of matter always move;
Objectives
Write the LC code for 2. explain how the particles of matter move at all times;
each
S8MT-IIIa-b-8
II. CONTENT Particles Of Matter In Motion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 122-125
2. Learner’s Materials pages pp. 178-181
3. Textbook pages Science Textbook, NISMED. 2012. pp.80-81
4. Additional Materials from
Learning Resource (LR)
portal
 Philippines, University of the Philippines National Institute for Science and
Mathematics Education Development (UP NISMED) and Department of
B. Other Learning Education (2013). Science, Learner’s Material. Quezon City: UP NISMED.
Resources
 https://www.youtube.com/watch?v=bwGim-eceS8

IV. PROCEDURES
Elicit and Engage
A. Reviewing previous The learners will recall that particles of matter have spaces between
lesson or presenting the them through a Mannequin Challenge. (better with background music
new lesson - 3 min)

B. Establishing a purpose
for the lesson
C. Presenting Ask learners to guess what is inside the black box without looking
examples/instances of what’s inside. (2 min)
the new lesson
Explore
D. Discussing new concepts Each group will be given Activity Sheet entitled: Activity 4. Are the
and practicing new skills particles of matter moving? The learners shall infer that the particles
#1 of matter are always moving. (20 min)

E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery Explain
(leads to Formative  The learners will answer the guide questions and draw
Assessment 3) illustrations to further explain their reasons.
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 The groups will post their outputs on a designated area. They

will assign one member to be the presenter while the rest will
become observers and perform the Gallery Walk of the other
group’s outputs.
The group may include documentation (video) of the conduct
of the activity.
 The students’ reactions and outputs are processed. Feedback
are given to each group’s outputs.
Rubric Scoring Guide for Activity Performance
Criteria 3 2 1
Following Followed all Followed all Followed
Procedure procedure procedure but some
accurately. not procedure.
accurately.
Questions Answered all Answered all Answered
Answered questions questions but only 1 or 2
correctly. with 1 or 2 are questions out
incorrect. of 4 or 5
items.
Neatness and The group The group The group
Promptness leave their leave their leave their
work area work area work area
clean and clean but messy and
submitted the submitted the submitted the
outputs on outputs after outputs after
time or before the allotted the allotted
the allotted time. time.
time.

Rubric Scoring Guide for Activity Output and Presentation

Criteria 3 2 1
Manner of The group The group The group
Presentation presented in a presented in a presented in a
lively manner lively manner lousy manner
and with without and without
mastery of the mastery of the mastery of the
concept. concept. concept.
Clarity and The The The
Completeness presentation presentation presentation
of is clear and is clear but is not clear
Presentation outputs is outputs is not and outputs is
complete. complete. not complete.
Creativity and The output is The output is The output is
Neatness of creatively and creatively but not creatively
the Output neatly done. not neatly and neatly
done. done.
(10 min)
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8 III-MT 3

Elaborate
Ask: Can you cite everyday situations that show movement of
particles of matter? The learners may cite the following examples:
G. Finding practical (a) the aroma of food; (b) dried fish in a room: (c) cigarette smoke
applications of concepts from the outside; (d) fresh painted walls or furniture; (e) mixing
and skills in daily living
spreading of milk in coffee; (f) paper chromatography;
(5 min)

The learners summarize his/her understanding that particles of matter

are moving at all times.
The learners show the movement of particles of matter in a Stop
H. Making generalizations Dance Challenge (background music: Moves Like Jagger by Maroon
and abstractions about 5)
the lesson The learners confirm their understanding through a video
presentation.
(3-5 min)

Evaluate
A. Multiple Choice.
1. If you put food color powder in tap water, the color spreads
throughout the water due to:
A. molecules of water are warm.
B. molecules of water are in motion.
C. water molecule is denser than food color powder.
D. food color power molecules are small.

Study the diagrams shown below and answer the question that
follows.

I. Evaluating learning

2. Which particles of matter move faster?

A. Solid B. Liquid C. Gas D. None of the above

3. Which of the following situations does not show the movement of

particles of matter?
A. the pungent smell of the vinegar
B. milk powder in coffee
C. paper chromatography
D. formation of shadow

B. Analysis.
Refer to the diagram shown above (Q#2). Draw arrows representing
the direction of the movement of the particles in each diagram. Show
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8 III-MT 4

through the length of the arrows how fast the particles are moving.

Scoring Guide for Items No. 4 – 5.

2 points – Correct directions and lengths of the arrows.
1 point – Correct directions of arrows but incorrect lengths.
0 point – Incorrect directions or arrows./No answer.
(10 min – with checking of answers)

Extend
The learners in groups are tasked to make a comic strip showing the movement of
particles of matter in short bond paper (minimum of 3 pcs.)
Rubric Scoring Guide for Activity Output and
Criteria 3 2 1
Mastery of the Mastery of the Mastery of the Mastery of the
Concept concept is concept is concept is not
evident in the somewhat evident in the
output. evident in the output.
J. Additional activities for output.
application or Clarity and The The The
remediation Completeness presentation presentation presentation
of is clear and is clear but is not clear
Presentation outputs is outputs is not and outputs is
complete. complete. not complete.
Creativity and The output is The output is The output is
Neatness of creatively and creatively but not creatively
the Output neatly done. not neatly and neatly
done. done.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?
GROUP IV B NTOT JHS 2018
 SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 III-MT 5

Shirley G. Bael Deogenes R. Adoptante

Writer/s: NCR Region VII

Christian R. Bincalo Gemma A. Bendebel

NCR Region VII

Jerson P. Alo Ruth F. Patalita

Region X Region IX
Team Members:
Zaldy D. Alima Mary Ann M. Arangcon
CARAGA Region X
 SCIENCE LESSON PLAN
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8 III-MT 6

ACTIVITY SHEET 4
Are the particles of matter moving?

I. OBJECTIVE/S:
After performing the activity, you should be able to infer that the particles of matter always
move.

II. MATERIALS:
1 cup of tap water
1 piece of wide mouth PET bottle (can hold 1 cup of water)
½ cup of vinegar in small plastic container
1 drop of food coloring (any dark color)
1 dropper

III. PROCEDURES:
Part A. Food coloring in water.
1. Pour once cup of tap water into a transparent PET bottle.
2. Add one small drop of food coloring slowly along the side of the transparent bottle.

Q1. Describe what you observe after adding the food coloring.

3. Set aside the bottle with food coloring without disturbing the setup. Describe the
appearance of the contents of the bottle after 10 minutes. Compare it with the appearance
when you left the bottle earlier.
Q2. What happens to the food coloring dropped in the bottle containing water?

Q3. Think about the food coloring and water as made up of particles. With your
groupmates, discuss and give your reason/s for the observations you made in Q1. Draw
the illustration to further explain your reason/s.

Part B. Smelling the fumes of vinegar.

1. Remove the cover of the bottle containing a vinegar solution and place it 1 yard (1 arm
length) away from you.
2. Allow it to stand for 5 to 10 minutes.
Q4. Can you smell the vinegar? With your group, provide a possible explanation on why
you can still smell the vinegar even if the vinegar solution is placed pone yard from you.

Reference:
Philippines, University of the Philippines National Institute for Science and Mathematics Education
Development (UP NISMED) and Department of Education (2013). Science, Learner’s Material.
Quezon City: UP NISMED.
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8 III-MT 7

Rubric Scoring Guide for Activity Performance

Criteria 3 2 1
Following Followed all Followed all Followed some
Procedure procedure procedure but procedure.
accurately. not accurately.
Questions Answered all Answered all Answered only
Answered questions questions but 1 or 2
correctly. with 1 or 2 are questions out
incorrect. of 4 or 5 items.
Neatness and The group The group The group
Promptness leave their leave their leave their
work area work area work area
clean and clean but messy and
submitted the submitted the submitted the
outputs on outputs after outputs after
time or before the allotted the allotted
the allotted time. time.
time.

IV. GROUP PRESENTATION (10 min)

Each group will present their answers to guide questions and outputs of the activity.
Each group is assigned to evaluate the presentation and output of another group assigned to
them.

Rubric Scoring Guide for Activity Output and Presentation

Criteria 3 2 1
Manner of The group The group The group
Presentation presented in a presented in a presented in a
lively manner lively manner lousy manner
and with without and without
mastery of the mastery of the mastery of the
concept. concept. concept.
Clarity and The The The
Completeness presentation is presentation is presentation is
of clear and clear but not clear and
Presentation outputs is outputs is not outputs is not
complete. complete. complete.
Creativity and The output is The output is The output is
Neatness of creatively and creatively but not creatively
the Output neatly done. not neatly and neatly
done. done.