The document summarizes a chemistry lesson on states of matter taught by Ms. De Vera to an 8th grade class at Calasiao Comprehensive National High School. The lesson objectives were to identify the three states of matter, describe each state, and infer that particles of matter move. Students performed experiments with a syringe, water bottles, and salt to observe the behavior of solids, liquids, and gases. They concluded the lesson by classifying materials as solids, liquids or gases, and describing the particle model that explains the three states.
The document summarizes a chemistry lesson on states of matter taught by Ms. De Vera to an 8th grade class at Calasiao Comprehensive National High School. The lesson objectives were to identify the three states of matter, describe each state, and infer that particles of matter move. Students performed experiments with a syringe, water bottles, and salt to observe the behavior of solids, liquids, and gases. They concluded the lesson by classifying materials as solids, liquids or gases, and describing the particle model that explains the three states.
The document summarizes a chemistry lesson on states of matter taught by Ms. De Vera to an 8th grade class at Calasiao Comprehensive National High School. The lesson objectives were to identify the three states of matter, describe each state, and infer that particles of matter move. Students performed experiments with a syringe, water bottles, and salt to observe the behavior of solids, liquids, and gases. They concluded the lesson by classifying materials as solids, liquids or gases, and describing the particle model that explains the three states.
The document summarizes a chemistry lesson on states of matter taught by Ms. De Vera to an 8th grade class at Calasiao Comprehensive National High School. The lesson objectives were to identify the three states of matter, describe each state, and infer that particles of matter move. Students performed experiments with a syringe, water bottles, and salt to observe the behavior of solids, liquids, and gases. They concluded the lesson by classifying materials as solids, liquids or gases, and describing the particle model that explains the three states.
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Republic of the Philippines
DEPARTMENT OF EDUCATION CALASIAO COMPREHENSIVE NATIONAL HIGH SCHOOL CALASIAO, PANGASINAN
PRACTICE DE VERA, AL DATE OF
November 22,2018 TEACHER FRANCES HANNAH C. IMPLEMENTATION BACHELOR OF SECONDARY COOPERATING MRS. MARISTELA COURSE EDUCATION MAJOR IN TEACHER P. MACARANAS CHEMISTRY
PANGASINAN STATE GRADE 8 - SCHOOL UNIVERSITY CLASS ARISTOTLE BAYAMBANG CAMPUS
I. OBJECTIVES
The particle nature of matter as basis for explaining
Content Standard properties, physical changes, and structure of substances and mixtures.
Present how water behaves in its different states within the
Performance Standards water cycle
At the end of a 45-minute discussion, 75% of the students
should be able to: Specific Learning Objectives a. identify the states of matter; b. describe the three states of matter; and c. infer from observations that particles of matter move.
II. SUBJECT MATTER
A. Content States of Matter B. Instructional Materials DLP, laptop, PowerPoint presentation, chalk, scoreboard, whiteboard, whiteboard marker, eraser, tap water, syringe, transparent bottle (wide-mouthed and narrow-mouthed), dinner plate, ½ salt and food color. C. References: Campo, P. et. al. (2013) Science – Grade 8 Learners Module, First Edition, Vibal Publishing House, Inc., pp. 178-182 PAVICO, J. et. al. (2017) Exploring Life through Science Series, Second Edition, Phoenix Publishing House, Inc., pp. 182-183
III. LEARNING PROCEDURE
A. Preliminary Activities Prayer Greetings Checking of Learning Environment Checking of Attendance
B. Lesson Proper 1. ELICIT The class is divided into four groups. Each group will select a representative to come in front and play a game called “the last man standing”. Each representative will have to say a word (as fast as s/he could) related to the topic last meeting, the player who couldn’t say a word will be eliminated until only one player is remaining and will also be labelled as “the last man standing”. Their group will receive corresponding points. 2. ENGAGE “Squeeze me if you can” The teacher will present several materials including a stone, two (2) pieces of plastic and water. The materials will be passed through the class and gently squeeze and observe them. The following questions will be asked:
1. What happens after squeezing the stone? Does the stone
change in shape? 2. What happens after squeezing the bag of water? Does water change in shape? 3. What happens after squeezing the plastic bag filled with air? Does it change in shape? 3. EXPLORE The students will proceed to their respective groups and they will perform the activity “Are the particles of matter moving? What is between them?” See the attachment. 4. EXPLAIN Using a PowerPoint presentation, the class will watch a short video presentation and the teacher will discuss the following: What is solid? What is liquid? What is gas? The particle model of atom
5. ELABORATE “QUIZ BEE” The class will be divided into four groups. Each group will be given the materials needed (white board, white board marker and eraser). The teacher will present set of question and each group will be given 30 seconds to answer the given question. The group who answered correctly will gain corresponding points that will be tallied on the score board.
6. EVALUATE Part I. Classify the following materials as solid, a liquid or a gas.
BOOK ORANGE JUICE OZONE SMOKE MOBILE PHONE
URINE COAL CO2 OXYGEN CONCENTRATED HCl
WATER SUGAR CONDENSED MILK H2 SO4 DRY ICE
Part II. Briefly describe the three states of matter.
7. EXTEND On a ½ sheet of pad paper (crosswise), explain the following phenomena (5 points each) and should be pass tomorrow (November 23, 2018)
Why do clothes dries up when placed under the sun?
Why do we see droplets of water under the cover of a kettle when we boil water? Why do ice cream melts when not consumed immediately? Why do popsicle sticks harden when we place it inside the refrigerator? Group number: _______ Date: ____________ Section: _____________ Score: ___________
ACTIVITY 3 Are the particles of matter moving? What is between them?
Objectives: After performing this activity, you should be able to: 1. infer from observations that particles of matter move; and 2. represent through a drawing/ illustration what is between particles of matter. Materials Needed: 2 cups tap water 1 piece, 30-mL plastic syringe 1 piece wide mouthed transparent bottle 1 piece narrow mouthed transparent bottle 1 plastic or glass dinner plate ½ cup rock salt or sand food colouring (blue, red or green) Procedure: 1. Pull the plunger of the syringe until it reaches the 30-mL mark of the syringe.
2. Press your thumb on the tip of the plunger and use your other thumb to push the plunger once.
Q1. Can you push the plunger all the way through the syringe while your thumb presses on the tip of the plunger? Why or why not?
Q2. What do you feel as you push the plunger?
3. This time push the plunger of the syringe all the way to the end of the syringe. Suck water from the cup or the container up to 30-mL level of the syringe. Cover tightly the tip of the syringe with your thumb.
Q3. What do you feel as you push the plunger?
Q4. Compare what you felt when you pushed the plunger with air and with water?
Q5. Explain what you observe. You may represent your comparison by drawing an illustration of the syringe and the particles of air and another illustration of the syringe and the particles of water.
4. Pour ½ cup of tap water into one transparent glass bottles.
5. Pour the ½ cup of tap water in step #4 into another bottle or beaker. Observe carefully the flow of water
Q6. Did the water take the shape of the container?
6. This time, pour the water just on the flat surface of a dinner plate
Q7. What do you observed? Write all your observations
7. Examine a single piece of bottle cap. Pit it inside the bottle. Observe carefully what happens as you transfer it by tilting the bottle into the dinner plate.
Q8. What do you observed? Write all your observations
8. Pour ½ cup of rock salt or sand into the narrow-mouthed bottle. Observe carefully what happens to rock salt as you pour it into the bottle and when all of it has been transferred.
Q9. Did rock salt or sand take up the shape of the bottle? Did the particles of rock salt change in shape?
