Lesson Plan in Chemistry

Topic: Phases of Matter

Time Frame: 3 meetings

I – OBJECTIVES:

At the end of the topic, the students are expected to:

1. classify materials as solid, liquid and gas.

2. name and describe the three physical components of the metric system.

3. illustrate the interaction among solid, liquid and gas in photosynthesis

and respiration processes.

4. illustrate the chemical equations involve in photosynthesis and

respiration reactions.

5. list some characteristics of solids, liquids and gases.

6. explain why ice floats in water and balloons float in air.

II – LEARNING TASKS:

1. Concept Formation

a. Earth’s surface is composed of lithosphere ( solid part ),

hydrosphere ( water part ) and atmosphere ( gas part ).

b. Water is 75 % of the earth’s surface while the atmosphere

reaches to a height of 500 kilometers above the surface of the
earth.

c. Photosynthesis is a process where carbon dioxide is taken in

by the plants and releases oxygen. On the other hand,
respiration involves the absorption of oxygen gas and
releasing carbon dioxide.

d. Solids have shapes and fixed volume and usually hard.

e. Liquids can flow and easily be poured.

 f. Gases tend to diffuse or scatter even in the space already
occupied by other gases. Gases have no definite volume and
shape.

g. Ice floats in water because it is less dense than water while

balloons float in air because the Helium gas inside the balloon
is lighter than air.

2. Skills

a. Identifying components of the earth’s surface

b. Differentiating characteristics of solid, liquid and gas

c. Classifying matter as solid, liquid and gas

d. Inferring why ice floats in water and balloons in air.

3. Values

a. Love of nature

b. Appreciate the importance of the natural processes such as

photosynthesis and respiration

c. Value the role of the three phases of matter in the

maintenance of life on earth.

4. Materials: CONSTEL Video Tape No. 2 ( episode 7 ) , OHP, textbook,

VHS player, television, laptop, LCD, prepared power point
presentations.

5. Reference:

Hagad, Hilda R., (2003) Chemistry ( Phoenix Next )

Century) Textbook and Manual, Phoenix Publishing House

Inc., Quezon City, Philippines.

III – LESSON DEVELOPMENT :

A. Motivation:
 1. Let each student identify at least ten materials they can find
in the classroom, at home , and in the canteen .Let them
classify each material as solid, liquid , or gas.

2. Then ask them to group themselves into groups of five

members each. Have all the members present their lists to
their group. The group leader will then summarize the lists
in a table.

3. Ask a group member to present the table to the rest of the

class. The group reports will be used as springboard in
discussing the lesson.

B. Lesson Proper:

1. The students will be viewing an episode in the CONSTEL

tape entitled “ Phases of Matter”. It will last for 15 minutes.

2. Before the viewing, the teacher will give some questions to

be discussed by the students after the video presentation.
These questions are all related to the concepts presented in
the video.

a. What are the three physical components of the

earth’s surface? Describe each.

b. Trace up the interaction of solid, liquid and gas in

photosynthesis and respiration processes.

c. Explain the chemical reactions involved in

photosynthesis and respiration processes.

d. Differentiate solids, liquids and gases . Give five

examples each.

e. Why does ice float in water while balloons float in

air?
 3. After the film viewing, students will report to the same group
of five members each.

4. Questions will be assigned to each group by lottery.

5. The teacher will implement the “ Round Robin Style” of

cooperative learning in group discussion. Each member in a
group will be given a chance to share his answer on the
question assigned to the group. The secretary of the group
will take note of the answers of each member and make a
summary. The reporter will have to report the answer of the
group. The discussion will be facilitated by the leader within
the time allotted.

6. The teacher will give the answer of the questions after each
group report using the power point presentation.

7. Using power point, the teacher will show a model of the three
phases of matter and then describe the simple molecular
motions and arrangements for solids, liquids and gases.

8. The teacher will flash on the board a table identifying the

characteristics or properties of solids, liquids and gases.

C. Evaluation

I On a ½ crosswise identify the correct word or group of words

described in each statement.

1. The solid part of the earth’s surface

2. A state of matter which has no definite volume and shape.

3. A process wherein carbon dioxide gas is absorbed by the

plants and releases oxygen.

4. How many percent is the water composition of the earth’s

surface?
 5. The gas part of the earth’s surface.

6. A state of matter which can flow and easily be poured out.

7. A process which involves the absorption of oxygen and

releases carbon dioxide.

8. To what height above the earth’s surface does the

atmosphere reach?

9. A gas which is used to fill balloons.

10. A state of matter which has a fixed volume and shape

and generally hard.

II

11-20. Draw models of the molecular arrangement of solid,

liquid and a gas. Describe each model.

IV . ASSIGNMENT:

On a 1 whole sheet of paper

Make a research in science books or in the internet about the

natural water cycle. Draw the cycle and indicate the phase change involved
in a particular point of the cycle. Refer to the same figure, state some
reasons why these changes happen.
Lesson Plan in Chemistry

Topic: Kinetic Molecular Theory ( KMT )

Time Frame: 3 meetings

I- OBJECTIVES:

At the end of the topic, the students are expected to:

1. define Kinetic Molecular Theory

2. state the four ( 4 ) assumptions of KMT

3. define pressure

4. describe the molecular arrangement of gas, liquid and solid

5. illustrate the transition of a gas phase to a liquid phase and to a solid

phase

II- LEARNING TASKS:

1. Concept Formation

a. Kinetic Molecular Theory ( KMT ) is a model which explains how

molecules of a substance move under different conditions of
temperature and pressure.

b. Five ( 5 ) assumptions of KMT

1. Matter is made up of particles

2. In gases, the particles are widely spread out.

3. Particles move chaotically at high speed and in straight lines.

4. As particles move, they collide with each other and with the
walls of the container.
 5. Collisions are perfectly elastic ; there is no loss of Kinetic
Energy upon collision.

c. The gas molecules are far apart, thus, force of attraction is so

small and therefore insignificant.

d. Pressure is defined as the force of collisions of the molecules with

the unit area of the walls of the container. The more frequent the
collisions are, the higher the pressure is.

e. Gas molecules have higher average kinetic energy. This means

that substances in the gas phase have fewer molecules per unit
volume than the solid and liquid phases. So, the gas phase has the
lowest density.

f. The higher kinetic energy of gas molecules, make them move at

higher speed thus make them escape the attraction of surrounding
molecules. As the temperature goes down, the movement slows
down , so the molecules come closer together thus they have definite
volume. But this force is not strong enough to have a rigid shape. A
liquid phase exists.

g. As the temperature lowers and pressure increases, the molecules

become rigid and only vibrate . Molecules in a solid phase are more
closely impact. That is why, strong forces hold molecules together.

4. Skills

a. describing molecular arrangement

b. comparing the arrangement of molecules

c. inferring why gases have lowest density

d. develop one’s skill in reasoning why gases change to liquids

then to solids

5. Values
 a. state the importance of each of the assumptions of KMT.

b. value the role played by gases, liquids and solids in the

maintenance of life.

6. Materials: CONSTEL Video Tape No. 2, OHP, laptop, LCD , prepared

power point presentations, television, VHS player

7. Reference:

Hagad, Hilda R., (2003) Chemistry ( Phoenix Next

Century ) Textbook and Manual, Phoenix Publishing House

Inc., Quezon City, Philippines.

III – LESSON DEVELOPMENT

A. Motivation

A picture of a hot air balloon is flashed through PowerPoint. The

teacher will give a brief description about Charles’ hot-air balloon
experiment. He will also show also pictures and a summarized story about
Hindenburg airship explosion in 1937.

The students will be grouped into five members each group, and let
them think and share about the questions related to the incidents:

1. Why these explosions of balloons and airship happened?

What do you think were the reasons behind the explosions?

2. How can these be avoided?

Group reporting will follow. However, the teacher will give no

comment about the reports.

B. Lesson Proper:

1. In group, the students will be seeing an episode entitled ” Kinetic

Molecular Theory ( KMT )”.
2. Prior to film viewing, the teacher will give some questions for the
students to discuss in groups. The group discussion will focus on
the concepts presented in the film:

a. What is Kinetic Molecular Theory ( KMT ) ?

b. Give the assumptions of KMT and discuss each?

c. Define pressure. How is it related to the movement of

molecules?

d. Compare gases and liquids in terms of density.

e. Illustrate the transition of solid phase into liquid phase then

to solid phase. What are the energy changes involved if there’s
any?

3. After the film viewing, the teacher will assign questions to each
group by lottery.

4. A “ Modified Jigsaw” will be used in the group discussion. Each

group will have five ( 5 ) members. Each member in a group will
be assigned a number and a question to answer. The teacher will
make regrouping by combining all members with the same
number and question. The newly created group will share the
answer of the given question. After a short sharing, the students
will return to their old groupings and share to other members of
the group what they have discussed. The secretary will make a
summary and the reporter will make a report on the output.

5. Using the prepared models of the molecular arrangement of

gases, the students will illustrate how these molecules move and
change as a substance undergoes transition of phase from gas to
liquid and to solid.
 6. The teacher will flash back the pictures of the hot balloons and
airship. He will share his ideas about those incidents and how
those explosions be prevented.

C. Evaluation:

On a ½ crosswise , write TRUE if the statement provides correct

information and if it is FALSE , change the word /s to make the statement
true.

1. Dalton’s Atomic Theory describes the movement of

molecules in a given pressure and temperature.

2. In gases, molecules are widely spread out.

3. The higher the kinetic energy, the molecules move slower

thus escaping from attraction among surrounding
molecules.

4. Among the three states of matter, liquids have the lowest

density.

5. As the temperature is lowered and pressure increased,

liquid phase changes to solid.

6. The more frequent the collisions of gas molecules to the

walls of the container, the lower the pressure.

7. The molecules of solid are more closely impacted together.

8. Collisions of molecules are elastic if there is no loss of

kinetic energy.

9. Molecules of solids are far apart thus force of attraction is

considerable.

10. Force of attraction among liquid molecules is strong

enough making liquids have definite shape.

VI . ASSIGNMENT:
 On a ½ crosswise sheet of paper:

Explain the following using the Kinetic Molecular Theory.

a. An aerosol spray explodes when placed near a fire.

b. A tire gets warm when continuously pumped with air.

Lesson Plan in Chemistry

Topic: Properties of Matter

Time Frame: 3 meetings

Classification of Matter (Elements, Compounds and Mixtures)

I OBJECTIVES:

At the end of the lesson, the students are expected to:

1. describe and give examples of the forms and properties that matter
exhibits such as inertia.

2. differentiate a pure substance from a mixture.

3. classify a group of materials into pure substance or mixture.

4. compare heterogeneous and homogeneous materials.

5. give examples of a homogeneous and heterogeneous mixtures.

6. differentiate elements from compounds.

7. recognize symbols that represent elements from the periodic table.

II VALUES

1. Show appreciation of the different classifications of matter.

2. Explain the importance of organizing materials.

3. Practice open-mindedness in dealing with other people.

 4. Show appreciation of the inner qualities of a person.

III MATERIALS

Index card ( 3” x 5”) , wide mouthed glass, peso coin, several sets of buttons
of different sizes, shapes and colors, multimedia, chart of organization of matter
through powerpoint., periodic table of elements.

IV REFERENCES

Hagad, Hilda R., (2003) Chemistry ( Phoenix Next Century ) Textbook and
Manual, Phoenix Publishing House Inc., Quezon City, Philippines.

V LESSON DEVELOPMENT:

A. Motivation:

Ask one student to perform this simple activity:

1. Lay an index card ( 3” x 5” ) over the mouth of the glass.

2. Place a coin on top of the card. Make sure that the coin is
positioned at the center of the mouth of the glass.

3. Ask a student to guess what would happen to the coin if

you quickly snap the card with your fingers (The card will
move forward and the coin will drop into the glass).

B. Lesson Proper:

1. Discuss the property of matter called inertia. Explain that the

card and the coin are at rest and they remain at rest because of their
inertia. However, when the card is snapped out of the set-up gravity
pulls the coin down into the glass.

2. Discuss the general properties of matter

3. Describe and give examples of the special properties of matter.

 4. Group the students into small groups. Provide them with several
sets of objects (such as buttons ) of different colors, shapes and
sizes. Allow them to develop a strategy for arranging or grouping the
objects.

5. Reporting will follow emphasizing on how objects are arranged.

6. Using the multimedia, show a table of the classification of matter.

Name the samples of matter that fall under each classification. Have
the class define each classification of matter.

7. Differentiate pure substances from mixtures. Give examples. Ask

the class to classify a group of materials as substances or mixtures.

8. Compare heterogeneous and homogeneous mixtures.. Ask the

class for examples.

9. Differentiate compounds from elements

10. Flash on the screen a periodic table and have the students name
the elements through their symbols.

C. Evaluation: 1 whole sheet of paper

A. Identify the property of matter described in the following

observations/ situations. Classify it as extensive or intensive

1. Ice floats in water

2. Amber measured 15 grams of sucrose.

3. Gold shines brightly

4. The flame is blue green

5. Mel cuts a meter of cloth.

B. Identify the following as mixture or substance.

1. copper wire 6. iodized salt

2. brass metal 7. gold

 3. water 8. shampoo

4. salt water 9. helium gas

5. compressed air 10. kerosene

VI ASSIGNMENT

Make a research in the internet or any science book. Write the

research work in a one whole sheet of paper.

1. Ask the class to research on the importance of at least ten metals

used in industries.

2. Research at least five effects of acids and bases to plants.