ALFELOR SR. MEMORILA COLLEGE INC.

Del Gallego, Camarines Sur

A SEMI DETAILED LESSON PLAN IN SCIENCE 8

Grade 8
October 3, 2019 (11:30 – 2:30)

The learners must be able to

CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCY
demonstrate understanding of key
concepts of matter.
The learners should be able to
investigate the different changes in
materials
The learners should be able to:
A. Identify Physical and
Chemical change;
B. Write at least 5 examples of
chemical and physical
changes of matter and;
C. Appreciate the importance of
the knowledge on Physical
and Chemical change in our
life through citing its
application in our
community.

CODE S8MT-IIIc-d-9

I. OBJECTIVES:
At the end of the lesson, the students should be able to:
D. Identify Physical and Chemical change;
E. Write at least 5 examples of chemical and physical changes of matter and;
F. Appreciate the importance of the knowledge on Physical and Chemical
change in our life through citing its application in our community.

II. SUBJECT MATTER

A. TOPIC
Changes of Matter
B. REFERENCE
*http://chemistry.tutorvista.com/physical-chemistry/physical-and-chemical-
changes.html
*http://www.kentchemistry.com/links/matter/physicalchemicalchanges.html
C. MATERIALS
Candle, Matchsticks, Papers, pentel pen, Manila paper, Visual Aids
Chalkboard
D. SCIENCE CONCEPTS
Physical Change – is a change which occurs in size, shape, colour, texture,
state, magnetic or electrical condition but the molecular composition remains
totally unaltered.
 Chemical Change – a change during which the molecular composition gets
totally altered, that is change in which a new product is always formed.
Change – in Science, change is to undergo transformation, transition, or
substitution.
Matter – is the thing that forms physical objects and occupies space.
E. PROCESS SKILLS
Defining, Differentiating, Appreciating, Observing, Critical Thinking
F. TEACHING METHOD
Inquiry Approach, Discussion.
G. VALUES INTEGRATION
Inquisitive mind and cooperation during the teaching- learning process
H. SUBJECT INTEGRATION
English

III. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preparatory Activities

a. Greetings
“Good morning class.” “Good Morning ma’am.”
b. Opening Prayer

“Class everybody stand.” (Every student will stand.)

“__________, kindly lead (________ will lead the prayer and
the prayer.” they will pray.

c. Checking of Attendance

“Let me check your (The students will sit properly and

attendance, sit properly, in will listen to what the teachers
order for me to see whose say.)
absent for today.”
(The teacher will enumerate
the names of absent.)

d. Checking of Assignment

“Leaders of the group, did

you check the assignment of “Yes ma’am”
your group members?”

e. Review

“Last meeting, we learned

about matter and its
classification.”
“So as sort of review, what “Matter is anything that occupies
is matter?” space and has mass.”

“Very good!”
“What are the three “The three classification of matter
classification of matter?” are solid, liquid and gas.”

“Correct!”
“What is the difference “The difference between solid and
between solid and liquid?” liquid is that Solid has a definite
shape and volume while Liquid
 has a definite volume and
assumes the shape of the
container.”

“Very good!”
“What is the difference
between solid and gas?”
“The difference between solid and
gas is that Solid has a definite
shape and volume while Gas has
no definite shape.”

“Very true!”
“Now, how can we “We can distinguish that the
distinguish that a matter is a matter is gas by its particles due to
gas?” that the particles of gases are far
from each other.”

“Exactly!”

“So, is there any question

regarding our previous “None ma’am”
lesson?”
“If none, let’s proceed to our
next topic.”

f. Motivation
Weather

“Using word map, what can

you associate with the word CHANGE
“CHANGE” Feelings
Emotion

Attitude

g. Unlocking of Difficulties

Definition of Terms:

Change – in Science,
change is to undergo (The students will listen on what
transformation, transition, or the teacher’s say.)
substitution.
Matter – is the thing that
forms physical objects and
occupies space.
h. Presentation of the
Lesson (Activity)

“Class, I have here a piece

of paper and a candle with a
matchstick. All you have to
do is to tear the paper into
small pieces and burn the
candle through a matchstick.
I need two volunteers from
the class. After you
performed the activity, try to
explain what happened to
the piece of paper and to the
candle. Those who are on
their sits, try to observe your
classmate’s work.”

“You may start now.” (The students volunteer will start

doing their task.)

“This afternoon, we are

going to relate what you
have observed from your
classmate’s work. Based
from the activity that your
classmates have done, what “Changes of Matter, ma’am”
will be our topic for this
afternoon?”

“Very Good!”

“This afternoon, we are

going to discuss the two (The students will listen attentively
changes of matter – the on what the teacher’s say.)
physical and chemical
change.”

1. Discussion

“Class, do you have any

idea what physical (The students will raise their
change is? hands)

(The teacher will choose

on students to answer)

“Physical Change is a change in

the form of matter but not in its
identity,”

“You have the idea!”

“Another, Yes _____?”

 “Physical Change is a change
which occurs in size, shape,
colour, texture, state, magnetic or
electrical condition but the
molecular composition remains
totally unaltered.

“Very Good!”

“How about chemical “Chemical Change is a change in

change?” which one kind of matter is
changed into a different type of
matter.

“Definitely!”
“Class I have here a
melting ice and a
dissolve sugar in water.
What changes are taking “Physical change is taking place in
place in these two those examples, Ma’am.”
examples?”

“How can you say that “The two examples undergo

these two examples physical change due to that if
undergo physical remains the same and there is no
changes?” new product that is being formed.”

“Exactly!”

“I also have here another

example – a rusting nail
and a burning papers.
What changes do these “The two examples undergo
two examples undergo?” chemical change, Ma’am.”

“Why these two “Those two examples undergo

examples undergo chemical change because there is
chemical change?” a change in its chemical
properties, Ma’am.”

“Very Good!”

Now, who can

differentiate physical and “Physical Change is a change in
chemical change? object’s physical properties such
as size, shape, colour, texture,
state, etc. while Chemical change
is change in which new product is
formed.”

“Absolutely!”

“For your better

understanding I have
 here a song of (The students will listen to the
properties.” teacher’s instruction.)
(The teacher will give
instruction.)

“Is there any question (The students may answer Yes or

regarding our topic for No.)
this afternoon?” (Students may or may not ask
questions.)

2. Activity Proper
(Application)

“Class, we will have an

activity in relation to our
topic for this afternoon. I
will divide the class into
two groups. Those who
are sitting on the left side
will be the group 1 and
those on the right side
will be the group 2. You
select a leader, a
secretary and a reporter.
Your group leader will
get your materials for the
activity.”
“Afterwards, discuss your (Students will discuss their work
work to the class. on the board.)
“I’m giving you three
minutes to do that.”
“The group that made it
faster will receive a
reward.”

IV. GENERALIZATION

“Based on the activity that “Physical change is a change in

you had performed, who can
now explain the difference
between physical and
chemical change?”
an object’s physical properties
such as size, shape, colour,
texture, state, magnetic or
electrical condition but the
molecular composition remains
totally unaltered. Some examples
of physical change are breaking of
a glass, separating sand from
gravel, and cutting woods. On the
other hand, chemical change is a
change during which the
molecular composition gets totally
altered, that is change in which a
new product is always formed.

“Who among you here can

give other example of
 physical and chemical
changes of matter that are
happening in your
community?”
Some examples of chemical
change are digesting foods, frying
an egg, and burning of leaves.”
“There are some of the physical
and chemical changes in our
environment. These are as
follows: a rusting bicycle,
bleaching your hair, hammering
wood together to build a house,
combustion of fuel, heating of zinc
oxide and freezing of water. “

“Therefore, how important is “These are really important due to

these physical and chemical that we apply these physical and
changes of matter into our chemical changes in our daily
community?” living.”

“Is there any question?” (The students may or may not ask
questions.)

“So now get ½ crosswise”

V. EVALUATION: ½
crosswise
Direction: Do what is
indicated.

1. What is the physical

change? Give at least 5
examples.
2. What is a chemical
change? Give at least 5
examples.

VI. ASSIGNMENT: ½
crosswise

Research on the phase

changes of matter and
differentiate one from the
other.

Reference: Amelia, Rina C.

Science and Technology III,
p. 96-98.