A Detailed Lesson Plan in Science 1pdf

A Detailed Lesson Plan in Science 1 Date: April 16, 2015 Grade/Section: Grade 1 Time Allotted: One Hour I. Objectives: During and after the 1-hour session, at least 85% of the pupils will: 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. Value:

Cooperation

Appreciating the different objects around us. II.

III.

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, DVD player and television REFERENCE: Ramos E.G. The new Science Links Rex Publishing Inc. pp. 172-180.

Procedure A. PRELIMINARIES (Daily Routine)

1. Prayer 2. Greetings 3. Checking of Attendance 4. Classroom Inspection B. PREPARATORY ACTIVITIES Teacher’s Activity Motivation: Children, what do you see/observe around our room?

Pupil’s Activity

Tables and chairs teacher. Yes, you are correct. What else do you see? Notebook and pencil teacher. Very good. Children, you must know that there 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.

-bicycle -ball -juice -water -balloon -cake -bag -coffee -smoke Good job children. I have here a song entitled “matter”. Let me sing it first. The teacher will sing the song. Did you love it? Yes teacher. Now, let us sing it altogether. Yes teacher. C. Presentation Teacher’s Activity The teacher will show to the pupils three real objects)

Pupil’s Activity

Wallet, bottled water and balloon teacher.

Very good! What is the shape of the wallet? Rectangle Correct! Can you touch it? Yes Next, what can you say about the water in the bottle? Do the water and the bottle have the same shape? Yes. Good. Lastly, what can you say about the balloon? It is colorful teacher. That was a good observation. What is inside the balloon? There is air inside the balloon. Very good. We call all those things as matter. Everybody say “matter”. Matter.

When we say “matter” It is anything that occupies space and has weight/mass. (Repeat after me) “Matter” it is anything that occupies space and has weight/mass. 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? Matter Children, there are three phases of matter. 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. Describe what you feel. It is smooth teacher. What is its shape? Rectangle teacher. Very good Steven. Now, can you please get a solid object inside your bag? Come here in front and show it to your classmates. Teacher, this is a notebook. What is the shape of the notebook? Rectangle teacher. Is it soft or hard? Hard Is it heavy or light? Light Is it a solid? Solid Children. Let us give him/her a “clap. So, solids have definite shape. It can be held and seen. Such as … Pupils will repeat the meaning of solid. Now, the second phase of matter is Liquid. Ask a pupil to show his/her water jug to the class. The pupil will tell his/her classmates what the jug contains. I have here an empty glass. Will you fill the glass with the liquid from the jug? (Ask the pupils to describe the shapes of water being poured.) What happened to the water inside glass? Does it take the shape of the glass?

Yes. It only shows that liquid takes the shape of the container. Pupils will repeat the meaning of liquid. (Teacher holding the bottled water and balloon) From these two remaining objects, which do you think is liquid? The bottled water teacher. Show the last remaining object.) What am I holding? Balloon. What is inside the balloon? There is an air inside the balloon. Very good. This inflated balloon is filled with air and air is an example of a gas. Can you see the air? No. 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? Yes teacher. So, Gas takes the shape of its container; therefore, it does not have a definite shape. Pupils will repeat the meaning of Gas. 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.) SOLID

LIQUID GAS

The pupils will arrange the pictures and place it under its proper column: solid, liquid or gas. D. Application Teacher’s Activity Let us have another exercise. Connect column A with column B

A

Pupil’s Activity

B

SOLID

LIQUID

GAS Who wants to answer the first one? Which one is solid?

The flower is the solid.

Very good! Can you touch the flowers? Yes teacher. Your answer is correct. How about the next one. Which one is the liquid? The smoke from the car or the water from the faucet? The water from the faucet teacher. Correct. Does the water takes the shape of the basin? Do the liquids take the shape of its container? Very good. How about the last one? Which one is a gas? Is it the car? Very good. You were all able to identify the states of matter.

Yes Yes it takes the shape of its container. It’s the smoke from the car teacher.

E. Generalization Teacher’s Activity Again, what do we call the things around us?

Pupil’s Activity Matter.

Good. What are the three states of matter? Solid, Liquid and Gas. What is the state of matter that has definite size, shape and weight?

Solid.

Great! What about the state of matter that takes the shape of their container and can also flow and it can be poured? Liquid teacher. Lastly, what is the state of matter that usually cannot be seen, spreads out easily and also takes the shape of its container? Very good. Let’s give everyone a fireworks clap. The pupils will do the fireworks clap.

IV.

EVALUATION

Write S if it is solid, L if it is liquid or G if it is gas. Write your answers inside the box beside each picture.

1.

4.

2. 5.

3.

V.

ASSIGNMENT Cut- out 3 pictures for each phase of matter. Paste it on your notebook