pedagogical plan-changes in the states of matter

TheThe
PedagogicalPedagogical
PlanPlan

Subject Area/Grade Level:Subject Area/Grade Level:
SCIENCE 8SCIENCE 8
Grading Period/Inclusive Dates:Grading Period/Inclusive Dates:
November 3 - 7, 2014November 3 - 7, 2014
Teachers:Teachers:
Richard Bon and Richard MagbatocRichard Bon and Richard Magbatoc
Content:Content:
Changes in the StateChanges in the State

Content Standards:Content Standards:
The learner demonstratesThe learner demonstrates
understanding of the particulateunderstanding of the particulate
nature of matter; explain thenature of matter; explain the
properties, physical changes, andproperties, physical changes, and
structure of substances andstructure of substances and
mixtures.mixtures.

Learning Outcomes:Learning Outcomes:
A. KnowledgeA. Knowledge
Students identify the characteristics of theStudents identify the characteristics of the
three states of matter in order to infer thethree states of matter in order to infer the
changes that matter undergoes.changes that matter undergoes.
B. SKILLB. SKILL
Students simulate and discuss the changesStudents simulate and discuss the changes
in states of matter in order to recognizein states of matter in order to recognize
potential sources of income.potential sources of income.
C. AFFECTIVEC. AFFECTIVE
Students justify the importance of theStudents justify the importance of the
changes in the states of matter in order tochanges in the states of matter in order to
use materials and resources wisely.use materials and resources wisely.

Learning Competencies:Learning Competencies:
The learner uses the particulateThe learner uses the particulate
nature of matter to explain melting,nature of matter to explain melting,
freezing, evaporation andfreezing, evaporation and
condensation.condensation.

Assessment Tasks:Assessment Tasks:
KPUP model:KPUP model:
K – Knowledge (Acquisition)K – Knowledge (Acquisition)
P – ProcessP – Process } Meaning} Meaning
U – UnderstandingU – Understanding } - Making} - Making
P – Product/Performance (Transfer)P – Product/Performance (Transfer)
–– GRASPSGRASPS

KNOWLEDGEKNOWLEDGE
LEARNING OUTCOME:LEARNING OUTCOME:
Students identify theStudents identify the
characteristics of the threecharacteristics of the three
states of matter in order to inferstates of matter in order to infer
the changes that matterthe changes that matter
undergoes.undergoes.

1. Charting1. Charting
The students will be grouped intoThe students will be grouped into
five. They will be asked to observefive. They will be asked to observe
the different materials within thethe different materials within the
school premises for 10 minutes.school premises for 10 minutes.
After the given time, students will goAfter the given time, students will go
back inside the classroom to fill upback inside the classroom to fill up
the given tables.the given tables.

Direction: Complete the charts with examples andDirection: Complete the charts with examples and
characteristics of solids, liquids, and gases.characteristics of solids, liquids, and gases.
A. List examples of solid, liquid and gas.A. List examples of solid, liquid and gas.
SOLIDSOLID LIQUIDLIQUID GASGAS

B. List the characteristics of solid, liquid and gas.B. List the characteristics of solid, liquid and gas.
SOLIDSOLID LIQUIDLIQUID GASGAS

Scoring Rubric:Scoring Rubric:
POINTSPOINTS DESCRIPTIONDESCRIPTION
33 Student gives more than 3 examplesStudent gives more than 3 examples
given;given; complete descriptions ofcomplete descriptions of
characteristics usingcharacteristics using scientific termsscientific terms
22 Student gives 3 examples; accurateStudent gives 3 examples; accurate
description of characteristicsdescription of characteristics
11 Student gives less than 3 examples;Student gives less than 3 examples;
inaccurate description ofinaccurate description of
characteristicscharacteristics

2. Constructing Venn Diagram2. Constructing Venn Diagram
DIRECTION:DIRECTION: Show the similarities and differences of the characteristics ofShow the similarities and differences of the characteristics of
the three states of matter using a Venn diagram.the three states of matter using a Venn diagram.
SOLID
GAS
LIQUI
D
Here are the characteristics that will help you to complete the Venn diagram.
Rigid, incompressible, no fixed shape, diffuses rapidly, fixed shape,
Compressible. Flow, definite volume, indefinite volume, high boiling point
Low boiling point, high melting point, low melting point,
high freezing, point, low freezing point

3. Crossword Puzzle3. Crossword Puzzle
The students will solve puzzle of the changes in the states of matter.The students will solve puzzle of the changes in the states of matter.
2.
F
R
E 9.
S
1.
M E L T I N G U
Z B
I L
3.
C O N D 4.
E N 5.
S A T I O N I
G V O M
A L A
P I T
O 8.
D E P O S I T I O N
R O
7.
G A S N
T
6.
L I Q U I D
O
N
ACROSS
1. Physical process that results in the phase
transition of a substance from a solid to a liquid.
3. It is the change of the physical state of matter
from gas phase into liquid phase, and is the
reverse of vaporization.
6. The only state with a definite volume but no
fixed shape.
7. State of matter present inside the balloon and
wheels of cars.
8. A phase transition in which gas transforms into
solid.
DOWN
2. It is a phase transition in which a liquid turns into
a solid when its temperature is lowered below its
freezing point, also called solidification.
4. It is the process by which water is converted
from its liquid form to its vapor form
5. These are usually hard, because their molecules
have been packed together.
6. It is the transition of a substance directly from
the solid to the gas phase without passing through
an intermediate liquid phase.

SKILLSSKILLS
Students simulate and discuss theStudents simulate and discuss the
changes in states of matter in orderchanges in states of matter in order
to recognize potential sources ofto recognize potential sources of
income.income.

1. Role- Playing1. Role- Playing
The students are grouped to simulate what happens to theThe students are grouped to simulate what happens to the
molecules when:molecules when:
Group 1: solid becomes liquid (melting)Group 1: solid becomes liquid (melting)
Group 2: solid becomes gas (sublimation)Group 2: solid becomes gas (sublimation)
Group 3: liquid becomes solid (freezing)Group 3: liquid becomes solid (freezing)
Group 4: liquid becomes gas (evaporation)Group 4: liquid becomes gas (evaporation)
Group 5: gas becomes liquid (condensation)Group 5: gas becomes liquid (condensation)
Group 6: gas becomes solid (deposition)Group 6: gas becomes solid (deposition)
Each student will represent a molecule.Each student will represent a molecule.
SCORING RUBRICS:SCORING RUBRICS:
3 points3 points The group resembles accurately whatThe group resembles accurately what
happens to thehappens to the molecules during themolecules during the
assigned changeassigned change
2 points2 points The group shows close resemblance to whatThe group shows close resemblance to what
happens to thehappens to the molecules during the change in themolecules during the change in the
state of matterstate of matter
1 point1 point The group finds difficulty in showing what happens toThe group finds difficulty in showing what happens to
thethe molecules during the changemolecules during the change

2. Concept – Mapping2. Concept – Mapping
Using the same groupings, the students will use the given graphic organizer to identifyUsing the same groupings, the students will use the given graphic organizer to identify
the potential products from the change in the state of matter that they will pick.the potential products from the change in the state of matter that they will pick.
Change in the
state of
matter:
SCORING RUBRIC:
POINTS
3 The group identifies 6 potential
products with relevance and
clear description.
2 The group identifies 3 – 5
potential products with relevance and
description.
1 The group identifies 1 – 2
potential products.

3. POSTER – MAKING3. POSTER – MAKING
SITUATION:SITUATION:
Barangay Masaya is bounded with many natural resources but lacksBarangay Masaya is bounded with many natural resources but lacks
ideas on how to utilize them productively. How can you help the barangayideas on how to utilize them productively. How can you help the barangay
come up with products out of the changes in the state of matter? Make acome up with products out of the changes in the state of matter? Make a
poster to show your answer. Poster exhibit will follow.poster to show your answer. Poster exhibit will follow.
SCORING RUBRIC
Criteria 3 2 1
Content/ Idea Clearly - defined Fairly - defined Poorly - defined
Creativity Highly creative Slightly creative Poorly creative
Presentation
With confidence
and well
communicated
Fairly
communicated
Poorly
communicated

AFFECTIVEAFFECTIVE
Students justify the importance ofStudents justify the importance of
the changes in the states of matterthe changes in the states of matter
in order to use materials andin order to use materials and
resources wisely.resources wisely.

1. Media Simulation1. Media Simulation
The students will be grouped into five to perform the following tasksThe students will be grouped into five to perform the following tasks
showing the importance of the changes in the state of matter.showing the importance of the changes in the state of matter.
Group 1:Group 1: NewscastingNewscasting
Group 2:Group 2: Talk ShowTalk Show
Group 3:Group 3: Jingle - makingJingle - making
Group 4:Group 4: Poem – makingPoem – making
Group 5:Group 5: Commercial – makingCommercial – making
Scoring Rubric:
Criteria 3 2 1
Content Cited 5 or more
importance
Cited 3 – 4
importance
Cited 1 – 2
importance
Creativity Highly creative Fairly creative Poorly creative
Time usage Finished on time Excessive or
under time
Too little time
used

2. Interview2. Interview
The students will be grouped into five. Each group will conduct anThe students will be grouped into five. Each group will conduct an
interview on different people who sell products such as ice cream, halo –interview on different people who sell products such as ice cream, halo –
halo, dry ice, ice, candle and wax, and mothballs. The students will identifyhalo, dry ice, ice, candle and wax, and mothballs. The students will identify
the importance of such products from the changes in the states of matter.the importance of such products from the changes in the states of matter.
Rubric:
Criteria 3 2 1
Content Proficient
Minimally
acceptable Unacceptable
Delivery Well expressed Fairly expressed
Hardly
expressed
No. of Sources
5 or more
subjects 3 – 4 subjects 1 – 2 subjects

3. Pen and Paper Test3. Pen and Paper Test
Direction: Choose the letter of the best answer and write it on your paper.Direction: Choose the letter of the best answer and write it on your paper.
1. Which of the following situations would most likely manifest melting?
A. Ice is left out on the counter C. Clothes are left out to dry
B. Frost forms on the window on a cold day D. Dry ice is used to create fog
2. Dry ice is used in fire extinguishers. The dry ice is stored in the cylinder in a solid
form. When sprayed on a fire it quickly changes into the gas known as carbon dioxide
(CO2
). What is this change of state called?
A. Condensation C. Evaporation
B. Distillation D. Sublimation
3. Why is salt applied on the side of the ice cream container?
A. To prolong the solid state of the ice
B. To lessen the bacterial contamination
C. To give ice a better taste
D. To hasten the production of ice cream
4. Why is dry ice more frequently used than an ordinary ice in transporting raw food in a long distance travel?
A. Dry ice cannot affect the flavor of the food
B. Dry ice lasts longer than an ordinary ice
C. Dry ice helps in maintaining the cleanliness of the food
D. Dry ice makes the food fresh
5. How do mothballs help in maintaining the sanitation at home?
A. It can remove the dirt inside the house
B. It can provide fresh air inside the house
C. It can kill cockroaches and other insects inside the house
D. It can be used as a cleaning agent

ACTIVITY 1ACTIVITY 1
Are the particles of matter moving? What is between them?Are the particles of matter moving? What is between them?
Materials Needed:Materials Needed:
2 cups tap water2 cups tap water
1 piece, 30 mL plastic syringe (without the needle)1 piece, 30 mL plastic syringe (without the needle)
1 piece, wide-mouthed transparent bottle (200 or1 piece, wide-mouthed transparent bottle (200 or
250 mL capacity)250 mL capacity)
1 piece, narrow-mouthed transparent bottle (1001 piece, narrow-mouthed transparent bottle (100
mLmL capacity)capacity)
1 plastic or glass dinner plate1 plastic or glass dinner plate
food coloring (blue, green, or red)food coloring (blue, green, or red)
½ cup rock salt (not iodized salt) or ½ cup sand½ cup rock salt (not iodized salt) or ½ cup sand

Procedures:Procedures:
1. Pull the plunger of the syringe until it reaches the 30 mL mark of the syringe.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 push2. Press your thumb on the tip of the plunger and use your other thumb to push
the plunger once.the plunger once.
3. This time, push the plunger of the syringe all the way to the end of the3. This time, push the plunger of the syringe all the way to the end of the
syringe. Suck water from the cup or container up to the 30-mL level of thesyringe. Suck water from the cup or container up to the 30-mL level of the
syringe. Cover tightly the tip of the syringe with your thumb.syringe. Cover tightly the tip of the syringe with your thumb.
4. Pour 1/2 cup of tap water into one transparent glass bottles.4. Pour 1/2 cup of tap water into one transparent glass bottles.
5. Pour the 1/2 cup of tap water in step #4 into another bottle or beaker.5. Pour the 1/2 cup of tap water in step #4 into another bottle or beaker.
Observe carefully the flow of water.Observe carefully the flow of water.
6. This time, pour the water just on the flat surface of a dinner plate.6. This time, pour the water just on the flat surface of a dinner plate.
7. Examine a single piece of bottle cap. Put it inside the bottle. Observe7. Examine a single piece of bottle cap. Put it inside the bottle. Observe
carefully what happens as you transfer it by tilting the bottle into the dinnercarefully what happens as you transfer it by tilting the bottle into the dinner
plate.plate.
8. Pour ½ cup of rock salt or sand into the narrow-mouthed bottle. Observe8. 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 ofcarefully what happens to rock salt as you pour it into the bottle and when all of
it has been transferred.it has been transferred.

ANALYSISANALYSIS
1. Can you push the plunger all the way through the syringe while your thumb1. 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?presses on the tip of the plunger? Why or why not?
2. What do you feel as you push the plunger?2. What do you feel as you push the plunger?
3. What do you feel as you push the plunger?3. What do you feel as you push the plunger?
4. Compare what you felt when you pushed the plunger with the air and with the4. Compare what you felt when you pushed the plunger with the air and with the
water?water?
5. Explain what you observe. You may represent your comparison by drawing an5. 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 theillustration of the syringe and the particles of air and another illustration of the
syringe and the particles of water.syringe and the particles of water.
6. Did water take the shape of the container?6. Did water take the shape of the container?
7. What do you observe? Write all your observations.7. What do you observe? Write all your observations.
8. What do you observe? Write all your observations.8. What do you observe? Write all your observations.
9. Did rock salt or sand take the shape of the bottle? Did the particles of rock salt9. Did rock salt or sand take the shape of the bottle? Did the particles of rock salt
change in shape?change in shape?

What changes take place when water is heated or cooled?What changes take place when water is heated or cooled?
Materials Needed:Materials Needed:
100 mL tap water (or ½ cup tap water)100 mL tap water (or ½ cup tap water)
1 piece, beaker or Erlenmeyer flask, 200 or 250 mL1 piece, beaker or Erlenmeyer flask, 200 or 250 mL
1 piece, small watch glass1 piece, small watch glass
1 piece, tripod1 piece, tripod
1 piece, wire gauze (without the asbestos)1 piece, wire gauze (without the asbestos)
1 piece, alcohol lamp1 piece, alcohol lamp
safety matchessafety matches
1 marker pen (any color)1 marker pen (any color)

Procedure:Procedure:
Part A. Boiling WaterPart A. Boiling Water
1. Pour 1/2 cup or 100 mL of water into the beaker and mark the1. Pour 1/2 cup or 100 mL of water into the beaker and mark the
level of water outside the beaker.level of water outside the beaker.
2. Put the beaker with water on top of the tripod as shown in2. Put the beaker with water on top of the tripod as shown in
Figure 5.Figure 5.
3. Let the water boil using the alcohol lamp. Observe carefully3. Let the water boil using the alcohol lamp. Observe carefully
what is happening to the water when it is already boiling.what is happening to the water when it is already boiling.
4. You may do any of the following: write a description or draw a4. You may do any of the following: write a description or draw a
cartoon or illustration to demonstrate how the particles of watercartoon or illustration to demonstrate how the particles of water
behave as they are heated. Add to your skit or cartoon orbehave as they are heated. Add to your skit or cartoon or
illustration your answers to Q2 to Q5.illustration your answers to Q2 to Q5.
5. After boiling the water for 10 minutes, remove the alcohol5. After boiling the water for 10 minutes, remove the alcohol lamplamp
and put off the flame.and put off the flame.

ANALYSIS AANALYSIS A
1. Describe what you observe in the water inside the beaker and above the1. Describe what you observe in the water inside the beaker and above the
level of water.level of water.
2. What do you think is inside the bubbles that form when the water boils?2. What do you think is inside the bubbles that form when the water boils?
Where did they come from?Where did they come from?
3. If you keep the water boiling for more than 10 minutes, what do you think will3. If you keep the water boiling for more than 10 minutes, what do you think will
happen to the amount of water in the beaker? Why?happen to the amount of water in the beaker? Why?
4. Where did the water go?4. Where did the water go?
5. Can you explain by illustration how the water changes from liquid to gas?5. Can you explain by illustration how the water changes from liquid to gas?
What is happening to the particles of water?What is happening to the particles of water?

Part B. Cooling WaterPart B. Cooling Water
1. Using the hot water that has boiled from Part A, cover the beaker with watch glass.1. Using the hot water that has boiled from Part A, cover the beaker with watch glass.
You may do any of the following: write a description or draw a cartoon or illustration toYou may do any of the following: write a description or draw a cartoon or illustration to
demonstrate how the particles of water behave as they are heated.demonstrate how the particles of water behave as they are heated.
Add to your skit or cartoon or illustration your answers to Q6 to Q9.Add to your skit or cartoon or illustration your answers to Q6 to Q9.
ANALYSIS BANALYSIS B
1. Describe what you observe in the water inside the beaker and at the bottom of the1. Describe what you observe in the water inside the beaker and at the bottom of the
watch glass.watch glass.
2. Where does the water at the bottom of the watch glass come from?2. Where does the water at the bottom of the watch glass come from?
3. Can you explain by illustration how the water changes from gas to liquid?3. Can you explain by illustration how the water changes from gas to liquid?
4. Describe what is happening to the particles of water.4. Describe what is happening to the particles of water.

VIDEO PRESENTATION (SUBLIMATION AND DEPOSITION)VIDEO PRESENTATION (SUBLIMATION AND DEPOSITION)
Materials:Materials:
LCD ProjectorLCD Projector
LaptopLaptop
1. The learners will watch video presentation on dry ice - making1. The learners will watch video presentation on dry ice - making ..
2. The learners will be grouped into five to answer questions based on what they2. The learners will be grouped into five to answer questions based on what they
watched and present their answer to the class.watched and present their answer to the class.
ANALYSIS:ANALYSIS:
1. What are the materials needed to make dry ice?1. What are the materials needed to make dry ice?
2. Enumerate the steps in making dry ice?2. Enumerate the steps in making dry ice?
3. What are the uses of dry ice?3. What are the uses of dry ice?

ABSTRACTIONABSTRACTION
TABLE COMPLETIONTABLE COMPLETION
Directions: Complete theDirections: Complete the
given table and present yourgiven table and present your
output to the class.output to the class.

CHANGES IN THE
STATE OF
MATTER
STATES INVOLVED IN
THE CHANGE
EXAMPLES
(at least 3)
IMPORTANCE
FREEZING
MELTING
EVAPORATION
CONDENSATION
SUBLIMATION
DEPOSITION

APPLICATION (GRASPS)APPLICATION (GRASPS)
GOAL:GOAL: Create a product of your choice that can generate income using any ofCreate a product of your choice that can generate income using any of
the changes in the state of matter. (e.g. ice cream, candle)the changes in the state of matter. (e.g. ice cream, candle)
ROLE/s:ROLE/s: You are a member of a production team that utilizes theYou are a member of a production team that utilizes the
changes in the state of matter. One will be the leader of the team; another ischanges in the state of matter. One will be the leader of the team; another is
the marketing personnel, another will be the researcher, and the rest will be thethe marketing personnel, another will be the researcher, and the rest will be the
designers and production operators.designers and production operators.
AUDIENCE:AUDIENCE: The audience will be composed of DOST representatives,The audience will be composed of DOST representatives,
DENR personnel, business sectors and people from Philippine Trade Industry.DENR personnel, business sectors and people from Philippine Trade Industry.

SITUATION:SITUATION: Your team has been asked to create aYour team has been asked to create a
product based on the changes in the states of matter. Yourproduct based on the changes in the states of matter. Your
sponsor is expecting that your product will be approved and besponsor is expecting that your product will be approved and be
bought by at least one of the audience. Your sponsor alsobought by at least one of the audience. Your sponsor also
believes that your team can do it based on your experiences onbelieves that your team can do it based on your experiences on
this matter.this matter.
PRODUCT/ PERFORMANCE:PRODUCT/ PERFORMANCE: The steps in making theThe steps in making the
designed product must take into account the processes involveddesigned product must take into account the processes involved
in the changes in the states of matter. A presentation explainingin the changes in the states of matter. A presentation explaining
the choice of the designed product and how this would make anthe choice of the designed product and how this would make an
impact in the society must be produced and well – explained.impact in the society must be produced and well – explained.

STANDARDS OR CRITERIA FOR EVALUATION:STANDARDS OR CRITERIA FOR EVALUATION:
The product will be evaluated using the following criteriaThe product will be evaluated using the following criteria
CRITERIA 15 10 5
Product Design Highly creative Fairly creative Poorly creative
Market Potential Highly
marketable
Slightly
marketable
Hardly
marketable
Presentation Well presented Fairly presented Poorly
presented
Cooperation and
Time
Management
All members
participated and
worked on time
Some members
are not involved
and worked just
in time
Most of the
members are
not involved
and worked
over due

REFERENCES:
Department of Education, Grade 8 Learners Manual in
Science, pp. 178 - 186
http://www.biol.wwu.edu/donovan/SciEd491/HeatTempUnit.pdf
http://schools.cbe.ab.ca/b682/pdfs/Science%207/Heat-and-
Temperature-Unit3_T4_T6.pdf
www. Asdk12-org/depts/science/ESCARGOweb/documents/3-
phys_assess.pdf
Department of Education, K to 12 Curriculum Guide in Science, p. 42

Created by:Created by:
Richard V. BonRichard V. Bon
andand
Richard B. MagbatocRichard B. Magbatoc

THANK YOU…THANK YOU…
……THE ENDTHE END

pedagogical plan-changes in the states of matter

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