GRADES 8 DAILY LESSON LOG
Teacher
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learners's Material pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new lesson
School PANABO NATIONAL HIGH SCHOOL Grade Level 8
MARVIN I. SALAHID Learning Area SCIENCE
Teaching Dates and Time July 18-22, 2016 (7:30-8.30)(10.50-11.50)(1.00-4.00) Quarter FIRST
Monday Tuesday Wednesday Thursday Friday
Explain and discuss the effects of heat and temperature to the surrounding
Demonstrate understanding of heat and temperature and the effects of heat to a body
Construct a model to demonstratethe high heat capacity of water (e.g balloons filled water do not burn easily when placed over the flame) ; Discusses the importance of water as
a cooling agent because of its high specific heat capacity
Differentiates between heat and Differentiates between heat and Investigates the relationship of
Differentiates potential and kinetic Evaluate the knowledge and temperature at the molecular level; temperature at the molecular level; the amont of heat transferred
energy; Solve problems involving understanding about the concept of Cites examples in real life and Cites examples in real life and
between bodies of varying
Kinetic and Potential Energy work, energy and power. industries that apply heat expansion industries that apply heat expansion
of materials of materials temperature using fair testing
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.
Differentiates potential and kinetic Module 2 evaluation(work,energy, Heat and Temperature Heat and Temperature Heat and Temperature
energy power)
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 paper-based materials. Hands-on
learning promotes concept development.
20-23 27-30 27-30 31-33
25-31 37-42 37-42 45-49
30-35
3 identical containers, crushed ice, glass container,
refer to formative notebook 3 identical containers, thermometer, hot, tap, cold water, timer, stopwatch, stirring rod,
thermometer, hot, tap, cold water 3 plastic dropper, dye 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 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.
Ask the students: How can we solve Review on kinetic and potential Review on kinetic and potential What is the difference between
for the power output? energy energy heat and temperature
The students will differentiates The students will differentiates The students will investigates the
The students will learn that work is a evaluation of the knowledge and between heat and temperature at the between heat and temperature at the relationship of the amont of heat
means of transferring energy from understanding about the concept of molecular level, and cites examples in molecular level, and cites examples in transferred between bodies of
one object to another work, energy and power real life and industries that apply heat real life and industries that apply heat varying temperature using fair
expansion of materials expansion of materials testing
What have you observe when you When you place an ice cube at a
throw a ball in a baseball game? What do you feel during sunny What do you feel during sunny room temperature, what do you
observe that has happened to
How about lifting a box from the days? How about rainy days? days? How about rainy days? the ice? What do you think
ground? causes this change?
 Discussion: Anything that is moving
has knetic energy (KE). A ball that is
thrown leaves the thrower's hand The students will do activity 1: This time, they will do activity 2: Perform activity 3.1: What
D. Discussing new concepts and practicing new skills #1 Explaining hotness or coldness on Dye in water on page 41-42 on
with a certain velocity and gains happens when ice melts?,
kinetic energy as velocity increases. page 38-39 on learner's module. learner's module.
Formula: KE=1/2mv2

Discussion will follow. The energy

After the conduct of the activity, absorbed by the water is used by the
Discussion:an object in an elevated After the conduct of the activity, discussion will follow. The activity water to overcome the attractive
position is said to have gravitational discussion will follow. If heat is will show that the scattering of the forces between them, and not to
E. Discussing new concepts and practicing new skills #2 potential energy (PE). PE is the energy
an object possesses at a height,h, above absorbed or given off by an dye through the water indicates increase the speed of the
object, its temperature changes. that the particles of water are particle.The temperature of the
some zero reference level. water will only start to increase after
moving.
the ice has totally melted.

Answer the questions in the

F. Developing mastery (Leads to Formative Assessment 3) Answer the worksheet on potential The students will have to answer The students will have to answer activity. Plot the graph of
and kinetic energy the questions in the activity. the questions in the activity. temperature against time then
interpret your graph.

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

Elicit reponse from the students:

Elicit response from the students: Elicit reponse from the students: In what tempretaure of water Elicit reponse from the students:
H. Making generalizations and abstractions about the lesson What is the difference between What is the difference between What happens as ice melts?
does the dye scatter the fastest?
potential and kinetic energy? heat and temperature? The lowest? What happens to its temperature

I. Evaluating learning
If a 0.2kg ball is thrown with a Activity 1 Activity 2 Activity 3.1
velocity of 6m/s, what is its KE?

J. Additional activities for application or remediation

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so
VI. REFLECTION when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation
B. No. the
C. Did of learners who
remedial require
lessons additional
work? No. of activities for remediation.
learners who have caught up
with the lesson.
D. No. of learners who continue to require remediation.
E. What
F. Whichdifficulties
of my teaching strategies worked
did I encounter which my well? Why did
principal these work?
or supervisor can
help me solve?
G. What innovation or localized materials did I used/discover which to
share with other teachers?
 GRADES 8 School SAN VICENTE NATIONAL HIGH SCHOOL Grade Level 8
DAILY Teacher IRISH JOY D. AGUADERA Learning Area SCIENCE
LESSON LOG Teaching Dates and Time October 10-14, 2016 8-EDWARD (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

B. Performance Standards Construct a model to demonstratethe high heat capacity of water (e.g balloons filled water do not burn easily when placed over the flame) ;
Discusses the importance of water as a cooling agent because of its high specific heat capacity
Objectives Plan and conduct a simple
Investigates the relationship of investigation to determine Present and discuss the
the amont of heat transferred Discuss the heat capacities
the relationship between relationship between the mass Compare heat capacities of of the different liquid
between bodies of varying the mass of a material and of a material and the amount the given liquid samples
temperature using fair testing of heat that it can transfer sample
the amount of heat that it
Write the LC code for 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 we
II. CONTENT
Heat and Temperature Heat and Temperature Heat and Temperature Heat and Temperature Heat and 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
III. LEARNING RESOURCES is amix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher's Guide pages 31-33 33 33 31-33
2. Learners's Material pages 45-49 48-49 48-49 45-49
3. Textbook
Learning pages (LR)
Resource
portal
crushed ice, glass container,
B. Other Learning Resources timer, 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
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning process and draw conclusions aboutwhat they
IV. PROCEDURES
students with multiple ways 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 Review on the difference Ask the students: What What is the difference Review on the difference
lesson or presenting the between heat and happens to the Review on kinetic and between heat and between heat and
new lesson temperature temperature of water as it potential energy temperature temperature
boils?
The students will The students will
The students will investigates conduct a simple between heat and investigates the relationship investigates the relationship
B. Establishing a purpose the relationship of the amont investigation to determine temperature at the molecular of the amont of heat of the amont of heat
for the lesson of heat transferred between the relationship between level, and cites examples in transferred between bodies transferred between bodies
bodies of varying temperature the mass of a material and real life and industries that of varying temperature of varying temperature
using fair testing the amount of heat that it apply heat expansion of using fair testing using fair testing
What happen (in relation to at a room temperature,
C. Presenting examples/ What have you observe as the temperature) if you add a What do you feel during sunny what do you observe that What have you observe as
instances of the new lesson water boils? hot coffee and an ice cube? days? How about rainy days? has happened to the ice? the water boils?
What do you think causes

The students will do activity

4: What is the relationship
Do activity 3.2: what happens between the mass of a This time, they will do activity Do activity 3.2: what
D. Discussing new concepts to the temperature of water as material and the amount of 2: Dye in water on page 41-42 Perform activity 3.1: What happens to the
and practicing new skills #1 it boils? heat it can transfer? on on learner's module. happens when ice melts?, temperature of water as it
boils?
page 48-49 on learner's
module.
Discussion: The temperature energy absorbed by the temperature remains
remains constant at a boiling Planning a simple water is used by the water constant at a boiling
temperature when water investigation to determine After the conduct of the to overcome the attractive temperature when water
strats turning to steam and the relationship between activity, discussion will follow. forces between them, and strats turning to steam and
E. Discussing new concepts until all the liquid water has the mass of a material and The activity will show that the not to increase the speed of until all the liquid water has
and practicing new skills #2 become water vapor. The high the amount of heat that it scattering of the dye through the particle.The become water vapor. The
temperature water transferred can transfer should be done the water indicates that the temperature of the water high temperature water
more heat than water at a by group particles of water are moving. will only start to increase transferred more heat than
lower temperature. after the ice has totally water at a lower

F. Developing mastery Answer the questions in the The students will have to The students will have to Answer the questions in the Answer the questions in the
(Leads to Formative activity. Plot the graph of answer the questions in the answer the questions in the activity. Plot the graph of activity. Plot the graph of
Assessment 3) temperature against time then activity. activity. temperature against time temperature against time
interpret your graph. then interpret your graph. then interpret your graph.

Cite some example of heat Cite some example of heat in

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

Elicit reponse from the

H. Making generalizations
and abstractions about the
lesson
Elicit response from the students: What is the Elicit reponse from the Elicit reponse from the Elicit response from the
students: How does heat relationship between the students: In what tempretaure students: What happens as students: How does heat
transfer affects the mass of a material and the of water does the dye scatter ice melts? What happens to transfer affects the
temperature of a body? amount of heat it can the fastest? The lowest? its temperature temperature of a body?
transfer?

H. Making generalizations
and abstractions about the
lesson
Elicit reponse from the
Elicit response from the students: What is the Elicit reponse from the Elicit reponse from the Elicit response from the
students: How does heat relationship between the students: In what tempretaure students: What happens as students: How does heat
transfer affects the mass of a material and the of water does the dye scatter ice melts? What happens to transfer affects the
temperature of a body? amount of heat it can the fastest? The lowest? its temperature temperature of a body?
transfer?

I. Evaluating learning Activity 3.2 Activity 1 Activity 2 Activity 3.1 Activity 3.2

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earne
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?