Grade 8 School Grade Level 8

Daily Lesson Log Teacher Learning Area Matter (Chemistry)

Junior HS Teaching Dates Quarter Third
Science
Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The Learners demonstrate an understanding of: the periodic
Content Standard table of elements as an organizing tool to determine the chemical properties of
elements.
Performance
Standard
Learning The Learners should be able to: trace the development of
Competency the periodic table from observations based on similarities in properties of elements.
Code: S8MT-IIIg-h-11
Trace the development of the Periodic Table Summative
Describe the arrangement of elements in the
DAILY TASK Test on
periodic table
Periodic Table
II. CONTENT Development of the Periodic Table Arrangement of elements in the Periodic Table
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials Learners’ Module pp Learners’ Module pp 210- Learners’ Module pp Learners’ Module pp 211-213
210-211 211 211-213
Periodic table of https://www.youtube.com/wat https://www.youtube.com/
Additional Materials
elements ch?v=I5H1SeepnaU watc h?v=VgVQKCcfwnU
IV. LEARNING TASKS

YOUR PARTNER IN BUILDING A BETTER FUTURE

 will mention the row and
column) • Assign this
Ask: Who were the people Let the students take activity by
After watching, letpair.
them
explain their
How was your seating mentioned in the video? hold of their periodic cite•some names
Ask the studentsof
arrangement a videoonof table
Inarrangement done? Show
Grade 7, students to
(Write the class
their answers Usingand theaskperiodic
them of Letelements
the studentsthey
to do watch the
have seen
some
learned about the from elements?
YouTube entitled: table, The teacher video The NEW Periodic
(possible answers: the the possible ways how and where they can
research about
periodic table. Let
alphabetically, height, History a.
of Dobereiner
Periodic
board for later Table will mention
those elements were an Table Song
commonly (Updated)
be found or on
the following
them recall
gender) some Animation b.
discussion) Newlands element
arranged. (e.g. YouTube.
used. information of the
ENGAGE common elements (cite provided
c. Meyer in Learning Were Calcium). (cite provided in Learning
they arranged Example: Silver-spoon
assigned
found in the periodic Resources under
d. Mendeleev additional alphabetically? Resources element:additional
under
ELICIT
table. materials) e. Moseley Let them look
randomly? Or in what materials)
other a. Name of element
Identification column and row it is
possible arrangements? I. Identify in what period
and how it got its
located or you may do andname.
group does the
1. He is a German
otherwise (students following element
chemist who b. Symbol, Atomic
will look for the name, belong:
Essential Question: grouped Essential Question: Number and
teacher
How did the periodic table develop? elements in three How were the elements in the periodic Borontable
1. Atomic
with similar arranged? 2. Mass
Calcium
Perform Activity #1 part properties. Continue Activity #1 Part 3. Where
c. Neon is it found
Did the remedial
EXPLORE
lessons work? No. of A: Tracking the path 2. This B. Tracking the path and 4. and
Hydrogen
in what form
EVALUATE
Learners who: and constructing the arrangement constructing the Periodic 5. Potassium
d. Physical facts
• have caught up Periodic Table on pages was proposed by Table on page 211 of the (melting point,
with the lesson 210-211 of their Newlands. learner’s manual. II. Identify
boilingand label the
point,
• continue to textbook. 3. How did parts of the periodic
density)
require With the Mendeleev
use of the With table.
the use
e. Uses (with of the guide
remediation arrange
guide questions, the questions, students will
pictures)
Which of my teaching
EXPLAIN students elements
will reportin the
their report their
f. Source answers
of in
strategies worked well? periodic
answers in front. table? front. (Questions
Why did these work? information#5-10)
(Questions
Trace the #1-4)
development For the next session, tell
What difficulties did I To be continued the (Note: The teacher may To be continued the (Note: The teacher may
following of the
Key
modify Periodic
the typeTable
Questions: by following day (publication the
of test.) Key
modifystudents
Questions:
the typeto ofbring the
test.)
encounter which my
day (publication of making
1. a timeline.
Who were the Write of results) following
1. What is periodic
Principal/
V. REMARKS Supervisor
can help me solve? results) it in a
peopleshort sized
behind bond
the materials law?for their
paper.
history of periodic Performance output:
2. Differentiate
What innovation or
localized table? And what was a. Bond
groupspaper
from (long
EXTENDmaterials did I sized)
ELABORATE
use/ discover which I
VI. REFLECTION their respective periods.
wish
Fromto share
the with
evaluation, concept? b.
3. Coloring
What arematerials
the
other teachers?
No. of Learners who 2. What
YOURbases
PARTNER did IN BUILDING A BETTER FUTURE c. Designing
different family
earned: the following materials
names of groups
• 80% and Above: chemists use to d. Ruler
found in the
• Below 80%: e. Glue
periodic table?
 Grade 8 School Potrero National High School Grade Level 8
Daily Teacher Rosita Cayanan Learning Matter (Chemistry)
Lesson Area
Log Teaching Quarter Third
Junior HS Science Dates

YOUR PARTNER IN BUILDING A BETTER FUTURE

 b. Symbol, Atomic
Number and Atomic 3. Cu- Sr-Li
Mass (Answer: Cu-
c. Where is it found and Sr-Li)
in what form 4. Cl-F-Br
IV. LEARNING TASKS
d. Physical facts (Answer: Br-ClF)
(melting point, boiling Show pictures of objects
5.Na- K-Li (K-Na-Li) Show a video entitled:
point, density) with rust. Rusting of Iron in YouTube.
Look for some Look for the other
ELICIT (Houses, cars, etc.) (cite provided in Learning
e. Uses (with pictures) practical ways to types of corrosion.
Resources under additional Quarter 3
f. Source of information prevent corrosion. Be
EXTEND materials) Page 36
able to prepare
Through a groupa brief Ask every group to
Ask the students how report for tomorrow’s You may ask the following Quarter 3
reporting, students answer questions 7
rusting of objects affect
discussion. questions: (to be posted Page 37
will discuss their and 8 on page 216 of
people. before watching the video)
EXPLAIN To be continued the (Note:
answers The onteacher
the guide their manual. Let them Quarter 3
What difficulties did I following day may
questions found on 1. their
include Whatanswers
is rust? Page 38
encounter which my 2. What are the factors
(publication of modify the type of
their learner’s in yesterday’s assigned Quarter 3
Principal/ Supervisor involved for rusting to
canREMARKS
results) test.)
manual. question. Page 39
V. help me solve? occur?
What innovation or Key Questions: Key Questions:
ENGAGE 3. When does rusting
localized materials did I 1. What is the 1. What are the
happen?
use/ discover which I trend harmful effects
wish to share with of reactivity of 4.when
In what
metalcondition
VI. REFLECTION
other teachers? metals in does rusting
reacts with process
From the evaluation,
ELABORATE groups? is hastened?
acids?
No. of Learners who 2. What is the 2.5.How
Whatcandidwethe boy do
earned: to solve the problem?
trend prevent
• 80% and of reactivity of corrosion?
Above:
Students will be tasked to Essential Question: metals in Essential Question: How
• Below 80%:
create an attractive brochure periods?
What is the relationship between reactivity can corrosion be
Did the remedial
EXPLORE presenting informative details of metals Arrange the 1.prevented?
How can we prevent
lessons work? No. of
Learners who: about the assigned element (elements) and its arrangement
following in the
metals corrosion?
by pair. The brochure will be a periodic table? in increasing
• have caught up
with the lesson tri-fold 8.5 x 13 (long sized) Perform Activity reactivity:
#2: (Note: prepare
Students a rubric)
will do activity #2
• continue to bond paper. The following Metal… How reactive 1.P-Mg-S – (Answer: on page 214 procedure #
EVALUATE format will be observed:
require are you? on pagesS- 12.
remediation a. Name of element and YOUR PARTNER IN BUILDING
214-216 procedures # P-Mg) A BETTER FUTURE
Which of my teaching how it got its name. 1-11. 2.O-N-Be – (Answer:
strategies worked well? O-
Why did these work? N-Be)
YOUR PARTNER IN BUILDING A BETTER FUTURE