School SAN VICENTE NATIONAL HIGH SCHOOL Grade Level 8

Teacher IRISH JOY D. AGUADERA Learning Area SCIENCE

GRADES 8 DAILY October 17-21, 2016 8-EDWARD
LESSON LOG Teaching Dates and Time (8:45-9:45),CHARLES-(10:00-11:00) Quarter SECOND

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

Explain and discuss the effects of heat and temperature to the surrounding
A. Content Standards
Demonstrate understanding of heat and temperature and the effects of heat to a body

Construct a model to demonstrate the high heat capacity of water (e.g balloons filled water do not burn
B. Performance Standards easily when placed over the flame) ; Discusses the importance of water as a cooling agent because of its
high specific heat capacity
Investigates the Plan and conduct a
Discuss the
relationship of the amount simple investigation to Compare heat
C. Learning Competencies/ heat
of heat transferred determine the Monthly capacities of
Objectives capacities of
between bodies of varying relationship between Examination the given
Write the LC code for each the different
temperature using fair the mass of a material liquid samples
liquid sample
testing and the amount of
 heat that it can
transfer
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach.
In the CG, the content can be tackled in a week or two.
II. CONTENT
Heat and Heat and
Heat and Temperature Heat and Temperature
Temperature Temperature
List the materials to be used in different days. Varied sources or materials sustain children's interest in
the lesson and in learning. Ensure that there is amix of concrete and manipulative materials as well as
III. LEARNING RESOURCES paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher's Guide pages 31-33 33 31-33
2. Learners's Material pages 45-49 48-49 45-49
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
crushed ice, glass
container, timer,
B. Other Learning Resources stopwatch, stirring rod,
beaker, alcohol burner,
tripod, wire gauze
These steps should be done across the week. Spread out the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways
IV. PROCEDURES
to learn new things, practice their learning, question their learning process and draw conclusions
aboutwhat they learned in relation to their life experiences and prevoius knowledge. Indicate the time
allotment for each step.
A. Reviewing previous lesson Ask the students: What is the Review on the
or presenting the new lesson What happens to the difference difference
 Review on the difference temperature of water between heat between heat
between heat and as it boils? and and
temperature temperature temperature
The students will plan
and conduct a simple
investigation to The students The students
determine the will will
relationship between investigates investigates
the mass of a material the the
The students will
and the amount of relationship relationship
investigates the
heat that it can of the amount of the amount
relationship of the amount
B. Establishing a purpose for transfer of heat of heat
of heat transferred
the lesson The students will transferred transferred
between bodies of varying
differentiates between between
temperature using fair
between heat and bodies of bodies of
testing
temperature at the varying varying
molecular level, and temperature temperature
cites examples in real using fair using fair
life and industries that testing testing
apply heat expansion
of materials
When you
place an ice
What happen (in cube at a
What have
relation to room
C. Presenting examples/ What have you observe as you observe
temperature) if you temperature,
instances of the new lesson the water boils? as the water
add a hot coffee and what do you
boils?
an ice cube? observe that
has happened
to the ice?
 What do you
think causes
this change?
The students will do
Do activity
activity 4: What is the Perform
3.2: what
Do activity 3.2: what relationship between activity 3.1:
happens to
D. Discussing new concepts happens to the the mass of a material What
the
and practicing new skills #1 temperature of water as it and the amount of happens
temperature
boils? heat it can transfer? on when ice
of water as it
page 48-49 on melts?,
boils?
learner's module.
Discussion Discussion:
will follow. The
The energy temperature
absorbed by remains
Discussion: The the water is constant at a
temperature remains Planning a simple used by the boiling
constant at a boiling investigation to water to temperature
temperature when water determine the overcome the when water
starts turning to steam and relationship between attractive starts turning
E. Discussing new concepts
until all the liquid water the mass of a material forces to steam and
and practicing new skills #2
has become water vapor. and the amount of between until all the
The high temperature heat that it can them, and not liquid water
water transferred more transfer should be to increase has become
heat than water at a lower done by group the speed of water vapor.
temperature. the particle. The high
The temperature
temperature water
of the water transferred
will only start more heat
 to increase than water at
after the ice a lower
has totally temperature.
melted.
Answer the Answer the
questions in questions in
Answer the questions in the activity. the activity.
The students will have
the activity. Plot the graph Plot the graph Plot the graph
F. Developing mastery (Leads to answer the
of temperature against of of
to Formative Assessment 3) questions in the
time then interpret your temperature temperature
activity.
graph. against time against time
then interpret then interpret
your graph. your graph.

Cite some example of Give some

G. Finding practical heat in relation to the examples of Give some
Give some examples of
applications of concepts and changes in phase change examples of
phase change
skills in daily living temperature in the in relation to phase change
surroundings the activity

Elicit response Elicit response

Elicit response from
from the from the
the students: What is
Elicit response from the students: students: How
H. Making generalizations the relationship
students: How does heat What does heat
and abstractions about the between the mass of a
transfer affects the happens as ice transfer
lesson material and the
temperature of a body? melts? What affects the
amount of heat it can
happens to its temperature
transfer?
temperature of a body?
Balloon with water put to
I. Evaluating learning
the flame
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
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?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which to share
with other teachers?