Detailed lesson plan science 1
Kirk Damien S. Cariaga
I. Objectives
Cognitive:
Identify the three phases of matter.
Describe the characteristics of the three phases of matter.
Psychomotor:
Apply the knowledge about phases of matter in their group activity.
Affective:
Follow properly the safety rules in their activity.
II. Subject Matter: Phases of matter
SKILLS: Observing, identifying, describing, enumerating
SCIENCE CONCEPTS: Matter is anything that occupies space and has mass. Matter has three
states/phases: solid, liquid and gas.
INSTRUCTIONAL MATERIALS: pictures, real objects, presentations, videos.
III. Procedure
Teacher activities Student Activities
A. Preliminaries
1. Prayer
2. Greetings
3. Checking of attendance
4. Classroom Inspection
B. Motivation:
Children, what do you see/observe around our Pencil, tables, chairs, notebooks, teacher!
room? Yes, you are correct. What else do you
see?
Very good. Children, you must know that there Bags, books teacher!
a lot of things that you can see inside this room
and especially outside.
I will be flashing pictures of objects through
this TV screen.
All you have to do is watch clearly and identify
the names of each object.
Good job children. I have here a song entitled
“Matter”. Let me sing
It first. Did you love it? Now, let us sing it -bicycle-ball-juice-water-balloon-cake-bag-
altogether. coffee-smoke
The teacher will sing the song. Yes teacher.
Yes teacher.
C. Presentation.
The teacher will show to the pupils three real
objects
Very good! What is the shape of the wallet? Rectangle teacher and yes we can touch it.
Correct! Can you touch it?
Next, what can you say about the water in Yes teacher the water and the bottle has the
the bottle? Do the water and the bottle have the same shape.
same shape?
Good. Lastly, what can you say about It has air inside teacher.
the balloon? That was a good observation.
What is inside the balloon? Gas teacher.
Its gas. Yes you are correct.
Very good. We call all those things as matter.
Everybody say “matter”. Everyone states “matter”
When we say “matter” It is anything that Matter is anything that occupies space and has
occupies space and has weight/mass. weight/mass
(Repeat after me)
All the things around us is a matter. Even the air
that we inhale and exhale is also a matter.
What do we call the things around us? Children,
there are three phases of matter. Matter teacher.
These are solid, liquid and gas. The first one is
solid.
Solids have definite shapes that occupy definite
spaces. Solids can be held and seen.
(Teacher holding the wallet presented a while
ago.)
Please come in front and touch the wallet. It has bumps teacher. Its rectangle teacher.
Describe what you feel.
What is its shape?
Very good Steven.
Now, can you please get a solid object inside Okay teacher.
your bag?
Come here in front and show it to your
classmates.
What is the shape of the notebook? Is it soft or Rectangle teacher, it’s hard and it is light.
hard? Is it heavy or light? Is it a solid? It is solid teacher
(claps)
Children. Let us give him/her a “
Clap. So, solids have definite shape. It can be
held
And seen. Such as … Notebooks, pencils teacher.
Very good.
Now, the second phase of matter is Liquid.
Ask a pupil to show his/her water jug to the
class.
I have here an empty glass. Okay.
Will you fill the glass with the liquid from the
jug?
(Ask the pupils to describe the shapes of water
being poured.) Yes teacher It takes the shape of the glass.
What happened to the water inside glass? Does
it take the shape of the glass?
It only shows that liquid takes the shape of the
container.
(Teacher holding the bottled water and balloon)
From these two remaining objects, which do
you think is liquid? Show the last remaining
object.)
A balloon, air teacher.
What am I holding? What is inside the balloon?
Very good. This inflated balloon is filled with air
and air is an example of a gas.
No teacher.
Can you see the air? Air cannot be seen
because it is colorless. But it can be felt. Air is a
matter in a gas/gaseous state.
There are also gases that can be seen such
smoke and clouds.
(Pictures of smoke and clouds to be
presented.)(The teacher will ask a pupil
to deflate a balloon and feel the air coming out
from it.)
Does the shape of the balloon changed? So, Gas
takes the shape of its container; therefore, it
does not have a definite shape. Yes teacher.
Let us have more examples so that you can
really differentiate and identify the states of
matter.
You are going to have a group activity. (The
teacher will explain the group activity.)
This row is group 1, and the second row is
group 2. Work together class and arrange the Yes teacher.
pictures.
The pupils will arrange the pictures and place
it under its proper column: solid, liquid or
gas.
D. Application
Let us have another exercise. Connect column A
with column B Okay teacher
Who wants to answer the first one? Which one
The flower teacher!
is solid?
Very good! Can you touch the flowers?
Yes teacher.
Your answer is correct.
How about the next one. Which one is the The water from the faucet teacher.
liquid? The smoke from the car or the water
from the faucet?
Correct.
Does the water takes the shape of the basin? Yes teacher.
Do the liquids take the shape of its container? Yes teacher it takes the shape of its container.
Very good.
How about the last one?
Which one is a gas? Is it the car?
The smoke coming from the car teacher.
Very good. You were all able to identify the
states of matter
E. Generalization
Again, what do we call the things around us? Matter teacher!
Good.
What are the three states of matter? Solid, liquid and gas teacher!
What is the state of matter that has definite Solid teacher! Like our
size, shape and weight? Like?
Great!
What about the state of matter that takes the Liquid teacher.
shape of their container and can also flow and
it can be poured?
Lastly, what is the state of matter that usually
cannot be seen, spreads out easily and also Gas teacher.
takes the shape of its container?
Very good.
Let’s give everyone a fireworks
Clap. (claps)
