The document is a daily lesson plan for an 8th grade science class on the particle nature of matter. The lesson plan aims to teach students about the changes that occur when ice melts into liquid water using the particle model of matter. Students will work in groups to observe ice melting and answer questions. They will then present their findings and discuss the melting process at a particle level. To evaluate understanding, students will draw and explain the melting process using particles and complete a short assignment on factors that affect melting rates.
The document is a daily lesson plan for an 8th grade science class on the particle nature of matter. The lesson plan aims to teach students about the changes that occur when ice melts into liquid water using the particle model of matter. Students will work in groups to observe ice melting and answer questions. They will then present their findings and discuss the melting process at a particle level. To evaluate understanding, students will draw and explain the melting process using particles and complete a short assignment on factors that affect melting rates.
The document is a daily lesson plan for an 8th grade science class on the particle nature of matter. The lesson plan aims to teach students about the changes that occur when ice melts into liquid water using the particle model of matter. Students will work in groups to observe ice melting and answer questions. They will then present their findings and discuss the melting process at a particle level. To evaluate understanding, students will draw and explain the melting process using particles and complete a short assignment on factors that affect melting rates.
The document is a daily lesson plan for an 8th grade science class on the particle nature of matter. The lesson plan aims to teach students about the changes that occur when ice melts into liquid water using the particle model of matter. Students will work in groups to observe ice melting and answer questions. They will then present their findings and discuss the melting process at a particle level. To evaluate understanding, students will draw and explain the melting process using particles and complete a short assignment on factors that affect melting rates.
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School INOPACAN NHS Grade Level Grade 8 – MAROON
DAILY LESSON PLAN Teacher ARIEL L. BAGUIO Learning Area Science (Chemistry) Teaching Dates and Time NOVEMBER 20, 2019 (1:00-2:00) Quarter Third
I. OBJECTIVES The learners demonstrate an understanding of: A. Content Standards The particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures The Learners shall be able to: B. Performance Standards Present how water behaves in its different states within the water cycle C. Lesson Competencies/ The learners should be able to: Objectives 1. Draw a model/illustration and explain the changes taking place when ice is change into liquid water (melting) using the particle model of Write the LC code for each matter II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages Pg. 128-129 2. Learner’s Materials pages Pg. 187-188 3. Textbooks pages 4. Additional Materials from Learning https://www.le.ac.uk/se/centres/sci/selfstudy/particle02.html Resources (LR) Portal Ice, saucer and timer B. Other Learning Resources Group activity sheets Manila papers and marking pens IV. PROCEDURES Recap of Prev. Lesson – Ask the following: Who can draw the particle model of solid, liquid and gas? What are the difference between a solids, a liquids and a gases? A. Reviewing previous lesson or presenting the Motivational Questions: new lesson 1. Has anyone ever eaten ice cream on a hot summer day? What happens to it if it is not eaten? 2. Have you ever left a glass of ice water out on the table? What happened to the ice? 3. Have you ever noticed what happens to frozen objects as they heat up? Before discussing the lesson, tell the students what should they learned or master at the end of the day B. Establishing a purpose for the lesson [Let them read (oral) the Learning Competencies/Objectives] Group Activity: 5 Groups C. Presenting examples/instances of the new Each group will do the activity given by the teacher, entitled: What changes takes place when ice turns into liquid water? lesson Guide questions 1 and 2 will be answer while having the activity.
D. Discussing new concepts and practicing Group Presentation
new skills #1 Each group will post their answer in question 1 & 2 on the board. (It will be check later) The teacher will ask the class what they observe from each group’s answers. Are they similar with their answer?
Discussion of answer in the activity:
Answer in question 1 & 2, and also the explanation E. Discussing new concepts and practicing new Lesson Proper: skills #2 1. What do you call the process when a solids become a liquid? How does it happened? 2. What changes taking place when ice is change into liquid water (melting) using the particle model of matter?
F. Developing Mastery The teacher will asked the following:
(Leads to formative Assessment 3) 1. Why some solid turns into liquid? What happens to the particles as changes takes place? Application G. Finding practical applications of concepts Ask the following questions: and skills in daily living 1. Which will ice melt faster, in water or in air? When it is place on a metal block or in a plastic block? Explain your answers. H. Making generalizations and abstractions At this time, students could already draw a model/illustration and explain the changes taking place when ice is change into liquid water about the lesson (melting) using the particle model of matter. Short Quiz: I. Evaluating learning 1. Draw or illustrate what happens to the particles when solid changed to liquid state (melting process) 2. Explain processes taking place using the particle model of matter Assignment: J. Additional activities for List substance or materials (solids) that could be melt or turn into liquid, which you could find in your kitchen. application or remediation Questions: 1. Which among the materials or substance do you think will melt fastest? 2. Which among the materials or substance do you think will melt slowest? 3. What affects the rate of melting solids?
Prepared by: Checked by:
ARIEL L. BAGUIO JASMIN M. RAMIREZ Teacher III Master Teacher I
