DETAILED LESSON PLAN

(SIMULATION CLASS)

GRADE 1 to 12
DAILY LESSON
Class Class D Grade Level 8
LOG Robles, Aljohn Ric
Diente, Kristine Joy
Palniman, Jenifer
Particle
Teacher/ Telen,, Faye Kathreen Nature
Lara, Wenielyn Learning Area
s of
Abtahi, Libeta
Bermudez, Mariel Matter
Punsalan, Anna Lissa
Teaching
Dates
June 1, 2018 Quarter Third
and Time 8:00-9:00

I. OBJECTIVES: 1. Understand that particles of matter are moving and there are spaces
between them,

2. Identify in which three states of matter does the particle moves faster; and

3. Give examples.

A. Content The particle nature of matter as basis for explaining properties,

Standard physical change, and structure of substances and mixtures.

B. Performance Present how water behaves in its different states within the water
Standard: cycle.

C. Learning Explain the properties of solids, liquids, and gases based on the
Competency/ particle nature of matter.
Objectives S8MT-IIIa-b-8

II. CONTENT: Particle Nature of Matter

III. LEARNING -Power point Presentation

RESOURCES -Video Presentation
-Manila paper
-Laboratory Materials for the Demonstration and Group Activity
A. References

1. Teacher’s Guide
pages :

2. Learner’s 178-179
Materials pages:
3. Textbook pages
4. Additional
 Materials from
Learning
Resource
(LR)portal
B. Other Learning Video presentation
Resource Manila paper, pentel pen graduated cylinder, marker, water, flour

VI. PROCEDURE

Elicit Students will be asked to answer the following questions.

1. Are you drinking milo every morning? What can you observe
when you are mixing powdered milo into a cup of hot water?
2. What about mixing powdered juice in a pitcher? What did you
observed in the color?
Engage SCRAMBLED WORDS

Arrange the letters in order to form an exact word.

1. A E T M T R
2. C L E T I P A R
3. N O L S O U I T
4. R O O L C
5. I X T U M E R

Explore Group Activity:

Activity #1. “Are the particle of Matter Moving?”
Objective:
After performing this activity, you should be able to infer that the
particles of matter always move.

Procedure:
1. Pour 1 cup of tap water into a graduated cylinder.
2. Add 1 teaspoon of powdered milo slowly along the side of
the graduated cylinder.
3. Set aside the graduated cylinder with powdered milo
without disturbing the setup. Describe the appearance of
the contents of the bottle after 5mins. Compare it with the
appearance when you left the graduated cylinder earlier.

GUIDE QUESTIONS:
1. Describe what you observe after adding the powdered
milo?
2. What happens to the powdered milo dropped in the
graduated cylinder containing water?
3. Think about the powdered milo as made up of 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).
Explain I. Post lab - Group Report presentation on the Hands-on
Activity(students) with Rubrics
II. Correct misconceptions and supplement ideas.

III. Video Presentation:

a. Where does the particle of matter moves faster? Solid,

liquid, or gas?
b. Describe the particle’s distance/space between solid and
liquid? Between liquid and gas?

Elaborate Demonstration Activity:

Smelling the scent of a perfume
Guide question:
1. Can you smell the scent of the perfume? With your group,
provide a possible explanation on why you can still smell
the scent of perfume even if perfume solution was placed
one yard away from you.
Evaluate The score from their Post Lab Discussion (Group Reporting)
would serve as an evaluation based from the Rubrics.

Extend Prepare different colors of balls, 2 meters tire wire, stick glue
IV. REMARKS

V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think

about your students’ progress this week. What works? What else
needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.

a. No. of
learners who
earned 80%
in the
evaluation

b. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%

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?

1. What innovation
or localized
materials did I
use/discover which
I wish to share
with other
teachers?

POINTS

Criteria

5 3 1

All the
Some of the
members of Only one member
members of the
the group are of the group is
Cooperation group are helping
helping to doing the
to finish the
finish the assigned task.
assigned task.
assigned task.
Demonstrates
a depth of Uses knowledge
Uses little
knowledge which is generally
relevant and
and accurate with
accurate
understanding only minor
information.
by using inaccuracies and
Shows little or no
relevant and which is generally
reflective
accurate detail relevant to the
Content thought.
to support idea.
ideas.

Delivers the
Delivers the ideas
Delivery and ideas very Delivers the ideas
less
Presentation comprehensive comprehensively.
comprehensively.
ly.
RUBRICS

Prepared by:

CLASS D

Robles, Aljohn Ric

Diente, Kristine Joy
Palniman, Jenifer
Telen,, Faye Kathreen
Lara, Wenielyn
Abtahi, Libeta
Bermudez, Mariel
Punsalan, Anna Lissa