Region Grade Level 8

GRADE 8 Teacher Learning Area SCIENCE

DAILY
LESSON Teaching Dates FIRST
Quarter
LOG and Time

I. OBJECTIVES
A. Content Standards Demonstrates understanding of heat and temperature and the effects of heat to a body
B. Performance Constructs a model to demonstrate the high heat capacity of water ( e.g. balloons filled with
Standards water do not burn easily when placed over the flame)
C. Learning Differentiates between heat and temperature at the molecular level/(S8FE-If-28)
Competencies /  Describe heat capacity
Objectives  Compare the heat capacity different liquids(water and cooking oil)
Write the LC code  Cite real life applications of heat capacity
for each
I. CONTENT TOPIC/TITLE: HEAT CAPACITY

II. LEARNING Learner’s Material, Teacher’s Guide

RESOURCES
A. References
1. Teacher’s Guide Pages 28-29
pages
2. Learner’s Pages 38-40
Materials pages
3. Textbook pages
4. Additional
Materials from Laptop, projectors,
Learning
Resource (LR)
portal
B. Other Learning
Resources
III. PROCEDURES

A. Reviewing previous ELICIT

lesson or presenting Key Recall Questions:
the new lesson  How does it feel when you touch a boiling water?
Review students’ background that heat transfer takes place between objects or places of
different temperatures, and that heat transfers from an object of higher temperature to an
object of lower temperature.
B. Establishing a ENGAGE
purpose for the
lesson The students are going to perform the activity
C. Presenting FIX ME I’M BROKEN
examples/ instances
of the new lesson Arrange the jumbled words to come with the correct definition of heat capacity

increase the temperature of one unit mass

Amount of heat required to
of a given material by one Celsius degree.

D. Discussing new EXPLORE

concepts and  Preliminary activity
practicing new skills  Giving of Rubrics/Criteria
#1  Introduce the activity: “Comparing heat capacities
E. Discussing new  Activity Proper
concepts and Organize 5 groups among yourselves
practicing new skills Get the activity sheets and materials
#2 Read the procedures.
Follow the directions of in the activity sheets with group mates
Activity 5: Comparing Heat Capacities

Page 1 of 3
 Initial Temperature Heating time
(oC) (sec)

Cooking oil

Water

F. Developing mastery EXPLAIN

(Leads to Formative Post Activity
Assessment)
 Post all your outputs on the wall.
 Each group will have a representative to present and explain their output
Teachers will ask the following questions to students.

 Which liquid requires more time to increase in temperature by 5 degrees?

 Which liquid requires more heat to increase in temperature by 5 degrees?
 Which liquid has a greater heat capacity?
The students are going to watch a videoclip

G. Finding practical ELABORATE

applications of
concepts and skills In cooking hotdog, Which is better to use, is it the water or cooking oil? Why?
in daily living
H. Making What will be the effect if we disregard the Heat Capacity of substances we are using in
generalizations and cooking and other practical activities?
abstractions about
the lesson How does Heat Capacity affects the condition and characteristics of a substance or
material?

I. Evaluating learning EVALUATE

1. What is Heat capacity?
2. Which liquid has a greater heat capacity? Water or oil?
3. In cooking foods such as hotdogs,beef loafs and etc. Which is the best to
use?water or cooking oil?why?

J. Additional activities EXTEND

for application or
remediation Another substance
Url
Effect of heat capacity
IV. REMARKS .
V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?

Page 2 of 3
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Page 3 of 3