A Learning Plan in Science 8

Prepared by Ruth D. Bermudez

I. Competencies:
a. Students will define and describe heat energy and temperature.
b. Students will describe how heat flows in predictable ways.
c. Students will recognize that adding heat to or removing heat from a system may
result in a temperature change and possibly a change of state.

Topic: Heat
S8FE-Ig-29
References:
a. Science Links by Estrellita A. Madriaga, Meliza P. Valdoz, Marites B. Aquino and
Mary Anne B. Castillo pp. 70-91.

II. Process:

Routinary Activity
 Prayer
 Checking the attendance

Motivation
Do you love swimming? How would you fell the temperature of the water? Do
you know why sometimes the water is cold and sometimes it’s hot?

Presentation
Ask the students what will happen to a hot coffee and cold drink if you leave it
for a while.

Guide Questions

1. What is the condition of coffee and drink before we leave it for a while?
2. What happen to the temperature of coffee after a while? How about the cold
drink?
3. In which container is heat transfer taking place? What evidence best supports
your answer?
4. Which gives off heat?

Split the class into 4 groups, have the students perform the activity.

Students hold the glass. One clear glass of very cold water per group of
students.
Can you explain what you just explored?

GENERALIZATION
A cup contains water at 30 degree C, and a bathtub contains water at 10 degree C.
Which contains more heat?

VALUING PROCESS
Students can give an illustration showing the heat transfer from hot to a cold body.
EVALUATION
1. Which is a form of energy that can move from a hot place to a cooler place, or
transfer of energy from one body to another?
a. Celsius b. Fahrenheit c. Freezing point d. Heat
2. The faster the particles of a gas are moving, the ______.
a. Lower the energy and higher temperature
b. Greater the energy and lower temperature
c. Lower energy and lower temperature
d. Greater energy and higher temperature
3. Thermal energy always moves _____.
a. From higher temperature to a lower temperature
b. From a lower temperature to higher temperature
c. From inside to outside
d. From outside to inside
4.

Checked by:

ENRILE B. BALAIS

Principal I
 A Learning Plan in Science 8
Prepared by Ruth D. Bermudez

I. Competencies:

a. Identify situations in which work done and in which no work is done.

b. Calculate how much work is done
c. Explain how work is done in a given situations

II. Topic: Work

III. References:
a. Science Links by Estrellita A. Madriaga, Meliza P. Valdoz, Marites B. Aquino and
Mary Anne B. Castillo pp. 41-65.

IV. Process:

Routinary Activity
 Prayer
 Checking the attendance

Motivation

Complete the graphic organizer below by filling up the circle with words that
describe work.

CONCEPT MAP

WORK

1. What can you say about your answers in the concept map?

Presentation

Group Activity
Perform activities using legs
Students will compute the work done by their legs.

Name of Students Weight, w (N) Height, h (m) Work Done, W (J)

Questions

1. Who among the students does more work? Why?

_________________________________________________________________

2. Can you do more work by climbing faster than your average time in the activity? Why

or why not?

_________________________________________________________________

3. What will happen to the work done by your legs if you climb to a higher floor?

_________________________________________________________________

Individual Activity 1

B. Problems:

1. A book of mass 1 kg is on the floor. If the book is lifted from the floor to the top shelf

which is 12 meters from the floor,how much work is done on the book?

2. Which require greater work: lifting a 50-kg box to a height of 2 meters or lifting a 25-

kg box to a height of 4 meters?

GENERALIZATION
What are the factors determine the amount of work done?
EVALUATION
Identify the situations if work done or no work done. Why?

Observed by:
ENRILE B. BALAIS

Principal I