TheThePedagogical Pedagogical

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 Richard Bon and Richard MagbatocMagbatoc

Content:Content:

Changes in the StateChanges in the State

Content Standards:Content Standards:

The learner demonstrates The learner demonstrates understanding of the particulate understanding of the particulate nature of matter; explain the nature of matter; explain the properties, physical changes, and properties, physical changes, and structure of substances and structure of substances and mixtures.mixtures.

Learning Outcomes:Learning Outcomes:

A. KnowledgeA. Knowledge Students identify the characteristics Students identify the characteristics

of the three states of matter in order to of the three states of matter in order to infer the changes that matter undergoes.infer the changes that matter undergoes.

B. SKILLB. SKILLStudents simulate and discuss the Students simulate and discuss the

changes in states of matter in order to changes in states of matter in order to recognize potential sources of income.recognize potential sources of income.

C. AFFECTIVEC. AFFECTIVEStudents justify the importance of the Students justify the importance of the

changes in the states of matter in order to changes 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 particulate The learner uses the particulate nature of matter to explain melting, nature of matter to explain melting, freezing, evaporation and freezing, evaporation and condensation.condensation.

Assessment Tasks: Assessment Tasks:

KPUP model:KPUP model:

K – Knowledge (Acquisition)K – Knowledge (Acquisition)

P – Process P – Process } Meaning} Meaning

U – UnderstandingU – Understanding } - Making} - Making

P – Product/Performance (Transfer) – P – Product/Performance (Transfer) – GRASPSGRASPS

KNOWLEDGEKNOWLEDGE

LEARNING OUTCOME:LEARNING OUTCOME:

Students identify the Students identify the characteristics of the three characteristics of the three states of matter in order to infer states of matter in order to infer the changes that matter the changes that matter undergoes.undergoes.

1. Charting1. Charting

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

Direction: Complete the charts with examples and Direction: 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 LIQUID LIQUID 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

3 3 Student gives more than 3 examples Student gives more than 3 examples given; given; complete descriptions of complete descriptions of characteristics using characteristics using scientific terms scientific terms

2 2 Student gives 3 examples; accurate Student gives 3 examples; accurate description of characteristics description of characteristics

1 1 Student gives less than 3 examples; Student gives less than 3 examples; inaccurate description of inaccurate description of

characteristicscharacteristics

2. Constructing Venn Diagram2. Constructing Venn Diagram

DIRECTION:DIRECTION: Show the similarities and differences of the characteristics Show the similarities and differences of the characteristics of the three states of matter using a Venn diagram.of the three states of matter using a Venn diagram.

SOLID

GASLIQUI

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 PuzzleThe 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

ACROSS1. 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.

DOWN2. 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 form5. 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

LEARNING OUTCOME:LEARNING OUTCOME:

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

1. Role- Playing1. Role- Playing

The students are grouped to simulate what happens to the The 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 what happens to The group resembles accurately what happens to

the the molecules during the assigned changemolecules during the assigned change2 points2 points The group shows close resemblance to what The group shows close resemblance to what

happens to the happens to the molecules during the change in the state molecules during the change in the state of matterof matter

1 point1 point The group finds difficulty in showing what happens The group finds difficulty in showing what happens to the to the 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 identify Using 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:

POINTS3 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 lacks Barangay Masaya is bounded with many natural resources but lacks ideas on how to utilize them productively. How can you help the barangay ideas 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 a come 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

LEARNING OUTCOME:LEARNING OUTCOME:

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

1. Media Simulation1. Media SimulationThe students will be grouped into five to perform the following tasks The 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: NewscastingNewscastingGroup 2:Group 2: Talk ShowTalk ShowGroup 3:Group 3: Jingle - makingJingle - makingGroup 4:Group 4: Poem – makingPoem – makingGroup 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 an The 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 identify halo, 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

LEARNING ACTIVITIES

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 water 2 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 or 1 piece, wide-mouthed transparent bottle (200 or 250 mL capacity) 250 mL capacity)

1 piece, narrow-mouthed transparent bottle (100 1 piece, narrow-mouthed transparent bottle (100 mL mL capacity) capacity)

1 plastic or glass dinner plate 1 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 sand ½ 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 1. Pull the plunger of the syringe until it reaches the 30 mL mark of the syringe. syringe.

2. Press your thumb on the tip of the plunger and use your other thumb 2. Press your thumb on the tip of the plunger and use your other thumb to push the plunger once. to push the plunger once.

3. This time, push the plunger of the syringe all the way to the end of the 3. 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 syringe. 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. the 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. Observe 7. 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 carefully what happens as you transfer it by tilting the bottle into the dinner plate. dinner plate.

8. Pour ½ cup of rock salt or sand into the narrow-mouthed bottle. 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 Observe carefully what happens to rock salt as you pour it into the bottle

and when all of it has been transferred.and when all of it has been transferred.

ANALYSISANALYSIS

1. Can you push the plunger all the way through the syringe while your 1. 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?thumb 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 4. Compare what you felt when you pushed the plunger with the air and with the water?the water?

5. Explain what you observe. You may represent your comparison by drawing 5. Explain what you observe. You may represent your comparison by drawing an illustration of the syringe and the particles of air and another illustration an illustration of the syringe and the particles of air and another illustration of the syringe and the particles of water.of the 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 9. Did rock salt or sand take the shape of the bottle? Did the particles of rock salt change in shape?salt change in shape?

ACTIVITY 2ACTIVITY 2

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 mL 1 piece, beaker or Erlenmeyer flask, 200 or 250 mL 1 piece, small watch glass 1 piece, small watch glass 1 piece, tripod1 piece, tripod1 piece, wire gauze (without the asbestos) 1 piece, wire gauze (without the asbestos) 1 piece, alcohol lamp 1 piece, alcohol lamp safety matches safety matches 1 marker pen (any color)1 marker pen (any color)

Procedure:Procedure:

Part A. Boiling Water Part A. Boiling Water

1. Pour 1/2 cup or 100 mL of water into the beaker and mark the 1. 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 in 2. 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 carefully 3. 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 a 4. You may do any of the following: write a description or draw a cartoon or illustration to demonstrate how the particles of water cartoon or illustration to demonstrate how the particles of water behave as they are heated. Add to your skit or cartoon or behave 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 alcohol 5. After boiling the water for 10 minutes, remove the alcohol lamp lamp

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 the 1. 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 will 3. 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 Water Part B. Cooling Water

Procedure:Procedure:

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 to You 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 the 1. 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.

ACTIVITY 3ACTIVITY 3

VIDEO PRESENTATION (SUBLIMATION AND DEPOSITION)VIDEO PRESENTATION (SUBLIMATION AND DEPOSITION)

Materials:Materials:LCD ProjectorLCD ProjectorLaptopLaptop

Procedure:Procedure: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 they 2. 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 the Directions: Complete the given table and present your given 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 of Create 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 the You 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 is changes 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 the the 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 a Your team has been asked to create a product based on the changes in the states of matter. Your product based on the changes in the states of matter. Your sponsor is expecting that your product will be approved and be sponsor is expecting that your product will be approved and be bought by at least one of the audience. Your sponsor also bought by at least one of the audience. Your sponsor also believes that your team can do it based on your experiences on believes that your team can do it based on your experiences on this matter. this matter.

PRODUCT/ PERFORMANCE:PRODUCT/ PERFORMANCE: The steps in making the The steps in making the designed product must take into account the processes involved designed product must take into account the processes involved in the changes in the states of matter. A presentation explaining in the changes in the states of matter. A presentation explaining the choice of the designed product and how this would make an the 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. Bonandand

Richard B. MagbatocRichard B. Magbatoc

THANK YOU…THANK YOU…

……THE ENDTHE END