G8 QUARTER 3 - 1 CHEMISTRY FINAL Integration

Grade Level
Grade 8
School Baco National High School
Daily Lesson Learning

Teacher Science
Log Area

Teaching Date and Time Quarter Third(Chemistry)

DAY:
I. OBJECTIVES
Demonstrate an understanding of the particle nature of matter as basis

A. Content Standards for explaining properties, physical changes, and structure of
substances and mixtures.
Present how water behaves in its different states within the water
B. Performance Standards
cycle.
Explain the properties of solids, liquids and gases based on the
particle nature of matter.
(S8MT –IIIa-b-8)
C. Learning Competencies / Objectives Objectives:
Write the LC code for each 1. 1. Describe matter based on the common observable
properties.

2. Measure the mass of the given samples.
3. Develop the skill of measuring the mass
Module 1: The Particle Nature of Matter
II. CONTENT
Lesson no. 1: Properties of Matter
III. LEARNING RESOURCES
A. References
1
Teacher's Guide Pages pp. 119-121
.
2
Learner's Materials Pages pp. 172-173
.
3 Textbook

. Pages
4
Additional Materials from
.
Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Look at the picture of an inflated balloon. What do these dots inside

the balloons represent?
A.
B. A. Reviewing previous lesson or
C. presenting the new lesson
(Elicit)
D. B. Establishing a purpose for the
Lesson How would you describe the common properties of matter?
(Engage #1)
C. Presenting examples / instances of

Given some samples of matter, how would you measure their
the
masses?
new lesson
(Engage #2)
Let the students perform the activity below.
The students will perform the Activity 1 entitled “Which is matter, which
is not?” They will be guided by the following procedure.
Procedure:
1. Among the materials displayed in front of you, which do you think is
classified as matter? Put a check (/) under the appropriate column in
Table 1. You may make a table similar to the one below. With your
group mates, discuss the reason to explain your answer for each
sample. Write your answer in the last column.
TABLE 1
D. Discussing new concepts and
practicing new skills #1 Is the Reason
(Explore #1) sample
matter?
Sample Yes No Not
sure
Sugar granules
Tap water
Stone
Air inside the ball
Leaves
Smoke
Heat
Light
Using the weighing scale, measure the mass of each sample. Record
your answer on Table 2. Does each sample occupy space? Write the
reason (s) for your answer on the last column.
TABLE 2
Sample Mass Does each sample Reason
in gram occupy space?
Yes No
Discussing new concepts and Sugar granules
practicing Tap water
new skills #2 Stone
E. (Explore #2) Air inside the ball
Leaves
Smoke
Heat
Light
Developing mastery 1. What can you infer from the activity?

(Leads to Formative Assessment 3) 2. Based from the activity, what similarities did you observe
F. (Explain) among the given five (5) samples?
3. Does each sample have a measurable mass? How did you say so?
4. Does each sample occupy space? How did you prove your answer?
5. How about heat and light, did they have mass? Did they occupy
space? Explain your answer.
6. Were you able to use the beaker in your activity? In which part did
you use it?
(Integrate the concept of mass if in the outer space)
Read the following problem scenario . The students will hypothesize
which items have the most mass and whether Mrs. Morse will be able
to fit everything in her picnic baskets
G Attention students !. Mrs. Morse needs your assistance ! She is
. packing a picnic lunch , but can only find one small picnic basket that
Finding practical applications of
is limited by the amount of mass it can hold before it breaks ! Can she
concepts
get everything to fit inside this one basket without breaking if it can
and skills in daily living
only hold 800 grams ? You can help her prepare this picnic by
(Elaborate #1)
comparing the mass of the items she plans on placing inside her

basket. The tasty treats she would like to take along include , an
apple , two cookies, a pack of hotdogs (6) and a small bag of chips .
Can you determine which items have the most mass? This will help
Mrs. Morse decide which items to place inside the basket.
Making generalizations and
H. abstractions Based from the activity , what are the observable properties of
about the lesson matter.?
(Elaborate #2)
I. Evaluating Learning Read the questions carefully , then chose the letter of the correct
(Evaluate) answer:
1. Matter is anything that occupies space .Which of the following is

NOT an example of matter ?
a. smoke
b. light
c. leaves
d. air inside the balloon
2. Suppose you are given a sample of substance, how would you find
out if the given sample is a matter ?
a. Determine the mass of the
sample .
b.. Determine the volume of the
sample.
c. Determine the texture and
color.
d. Determine if the sample
occupies space
and has mass.
3. How would you prove if an irregular object like stone occupy space
?
a. It displaces liquid when place
inside the graduated
cylinder.
b. It stays on the bottom part of
the graduated cylinder.
c. It t does not float when place
inside the graduated
cylinder.
d. Its mass is measurable.
4. Which of the following best explains why heat is NOT an

example of matter?
a. Heat is not tangible .
b. Heat does not occupies space.
c. It does not have mass.
d. Heat is energy radiated in the
earth’s space.
5. Which of the following exhibits the common observable properties of

matter?
a. Heat and fog
b. Light and heat
c. Book and ballpen
d. Smoke and light
J. Additional activities for application

or
Jingle making on some properties of matter.
remediation
(Extend)
V. REMARKS
VI. REFLECTION

No. of learners who earned 80% in the
A.
evaluation
B. No. of learners who require additional

activities for remediation who scored
below 80%
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 worked?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?
G
. What innovation or localized materials
did I use or discover which I wish to
share with other teachers?
Prepared by: Checked by: Noted by:
IRENE M. BLANCO SARLEN V. CASTILLO, Ph.D.

Teacher III Head Teacher III Principal III
School BACO NATIONAL HIGH SCHOOL Grade Level Grade 8
GRADES 1 to 12
Learning
Daily Lesson Log Teacher Science
Area
Teaching

Date and Quarter Third (Chemistry)

Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the particle nature of

A
Content Standards matter as basis foe explaining properties, physical changes and structure
.
of substances and mixtures.
B The learners shall be able to present how water behaves in its different
Performance Standards
. states within the water cycle.
Explain the properties of solids, liquids and gases based on the particle
nature of matter.(S8MT – IIIa-b-8)
Objectives:
Learning Competencies /
C 1. Explain that matter is made up of tiny particles.
Objectives
. 2. Infer from the given situations or observable events what matter is made
Write the LC code for each
of.
3. Recognize the presence of smallest particle of matter.

II. CONTENT
Lesson 2: Composition of Matter
A
References
.
1 Teacher's Guide Pages pp. .121- 122
Learner's Materials
2 pp. 174-177
Pages
Textbook
3
Pages
4 Additional Materials
from Learning Resource
(LR) portal
B
Other Learning Resource
.
IV. PROCEDURES INQUIRY BASED (Demonstration)
Reviewing previous lesson Perform the demonstration activity.

or presenting the new If you hammer the stone into much smaller pieces, what would
A lesson you get?
. If you turn the sugar into very fine powder, what result would it
(Elicit) give you?

Establishing a purpose for
B
the Lesson Infer from given situations or observable events what matter is made of.
.
(Engage #1)
How would you prove that atoms are made up of tiny particles?
C
.
Presenting examples /
instances of the new lesson
(Engage #2)


“What is matter made of?”
1 .Taste the sugar and water samples. Record your observations in Table
2. Using a clean and dry graduated cylinder, pour sugar until the 20 mL
mark of the graduated cylinder.
3. Transfer the measured sugar into a 250 mL beaker or transparent
bottle.
4. Measure 50 mL of distilled or clean tap water using graduated cylinder.
5. Add the 50 mL water to the sugar and mix thoroughly until all the sugar
dissolves. Taste the resulting solution. (CAUTION: Do not taste
anything
D
in the laboratory unless specifically told to do so by the teacher). Note
.
the taste of the resulting mixture.
Discussing new concepts
6. Transfer the sugar mixture into a graduated cylinder.
and practicing new skills #1
7. Record the volume of the sugar and water mixture.
(Explore #1)
T Appeara Volu
a nce me
s
t
e
Sugar
Water
Mixture
of Sugar
and
Water
1. Pour one cup of tap water into a transparent glass bottle.

2. Add one small drop of food coloring slowly along the side of the
transparent bottle.
3. Observe the changes after adding the food color into the transparent
bottle containing tap water.
E 4. Record your observation in Table 2.
and practicing new skills #2
.
(Explore #2) Observation Observation
before mixing After mixing
Mixture
of water
and food
color
Let the students answer the following questions
1. What did you observe when you pour sugar into the
transparent bottle containing tap water?
2. Is there a change in the appearance and composition of sugar
molecules
when added to tap water?
Developing mastery 3. Is the volume of the resulting sugar mixture equal, more than or less
F
(Leads to Formative than
.
Assessment 3) the sum of the individual volume of sugar and water? Why is this so?

(Explain) 4. How can you prove that sugar and water are made up of tiny particles?
Give your reason (s)
5. Describe what you observe before and after mixing the
water and food color.
6. What happens to the food coloring when dropped into the
bottle containing water?
7. How does the food color particle move when dropped into
the bottle containing tap water?
What can you infer from the figure below? Prove what matter is made of.
Share it with your classmates.
Finding practical
G
applications of concepts
.

(Elaborate #1)
1. Describe the ideas of Democritus and Dalton behind the discovery of

Making generalizations and atom.
H
abstractions about the 2. Differentiate atom from molecule.
.
lesson

(Elaborate #2) (Integrate the different parts of the body; the different parts as atom and
the whole body as molecule)
I. Evaluating Learning Directions: Read the questions carefully. Select and write your answer on
(Evaluate) a ¼ sheet of paper.
1. Which of the following does NOT describe an atom?

a. Atom is indestructible.
b. Atom is indivisible.
c. Atom is still consists of smaller particles.
d. Atom can be seen under the high – powered light microscopes.
2. Why do you think the volume of the mixture of coffee and water is less
than the sum of the volumes of unmixed coffee and water?
a. The water is made of tiny particles with no
spaces between them.
b. Coffee is made up of molecules bigger than the molecules of
Water.
c. The water molecules could not fit in the spaces between coffee
molecules.
d. The coffee molecules combined with the water molecules.
3. In the mixture of sugar and water, sugar is still present though you
cannot
see sugar anymore. Why is this so?
a. The water is made of tiny particles with little spaces between them.
b. Sugar is made up of molecules smaller than the molecules of
water.
c. The water molecules could fit in the spaces between sugar
molecules or vice versa
d. The sugar molecules combined with the water molecules.
4. Which of the following situations prove that matter is consists of tiny

Particles?
a. Water molecules are composed of hydrogen and oxygen atoms.
b. Soy sauce is used as basic ingredients in cooking pork adobo.
c. Powdered pineapple juice is slowly dissolved when mixed with
cold water
d. All of the above.
5. Which of the following illustrations shows the presence of smallest

particle
of matter?
.
A. B.
C. D
J
. Additional activities for In a short coupon bond, illustrate John Dalton’s Model of Atom?
application or remediation
(Extend)
V. REMARKS
VI. REFLECTION
A No. of learners who earned

. 80% in the evaluation
B No. of learners who require
. additional activities for
remediation who scored below
80%
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 worked?
F What difficulties did I

. encounter which my principal
or supervisor can help me
solve?
G
. What innovation or localized
materials did I Use or discover

which I wish to share with
other teachers?

School Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date Third
Quarter
and Time (Chemistry)
DAY:
I. OBJECTIVES

A. Content Standards matter as basis foe explaining properties, physical changes and
structure of substances and mixtures.
The learners shall be able to present how water behaves in its different
states within the water cycle.
Explain the properties of solids, liquids and gases based on the
particle nature of matter.(S8MT – IIIa-b-8)
Learning Competencies / Objective:
C. Objectives 1. Describe the density of the three states of matter.
Write the LC code for each 2. Compare the density of solids and liquids to water.


II. CONTENT
Lesson 3: Density and states of Matter
A. References
1. Teacher's Guide Pages pp. .119-121
2. Learner's Materials Pages pp. 172-173
Textboo
3.
k Pages
4. Additional Materials from
Learning
IV. PROCEDURES CONSTRUCTIVISM APPROACH (Thinking Skills)
Picture Analysis: Why do ice cubes float on top of the water in your
glass?
A.
Reviewing previous lesson or
presenting the new lesson
(Elicit)
Establishing a purpose for the

Let the students describe the three states of matter in terms of their
B. Lesson
densities.
(Engage #1)
Presenting examples/instances
C. of the new lesson How would you compare the density of solid, liquid and gases?
(Engage #2)
Which has the highest density, solid, liquid or gas?
1. Compare the three identical containers below.

2. They all have the same volume and contain the
same material
Discussing new concepts and

D. practicing new skills #1
(Explore #1)
Comparing density of solids and water
1. Predict which among the objects will sink or float in water. Write
your predictions on the first column of the table.
2. Immerse the golf ball on the container with water. Is it less
dense or denser than water? Write your answer on the second
column of the table.
Materials Prediction: Will it Guess Check: Which 3.

Float or Sink in is more dense or less
water? dense?
Golf ball
Bouncy ball
Paper clip
Block of wood
Discussing new concepts and Stone

practicing
E.
new skills #2 Plastic cup
(Explore #2)
Clothes pin
Repeat step # 2 in all the materials.
Let the students answer the question below.

Developing mastery
1. Which of the solid materials float in water? Sink in water?
(Leads to Formative
F. 2. Is your prediction correct? If so, what gives you the idea that the
Assessment 3)
materials will sink or float in water?
(Explain)
3. Aside from these solid materials, what other objects will float on
water? Will sink?
Divide the class into two groups. The teacher will read the statement
and let the teacher determine whether the statement is correct or not.
The member of the group who will answer will be based on their
Finding practical applications increasing mass. The group with the highest number of correct points
G. of concepts will be declared as winner.
(Elaborate #1) The density of liquid is roughly the same as the density of solid.
Ice is denser than water.
A block of wood will sink on water.
Paper clip floats on water.
The high density of a solid material explains why it cannot be

compressed. The particles in a solid are tightly packed and cannot be
squeezed closer together into a smaller volume. Liquids are also very
dense. The density of a liquid is roughly the same as the density of the
H. abstractions
solid state of the same substance. This is because their particles are
about the lesson
close together, even though they are not locked into fixed positions.
(Elaborate #2)
Most liquids cannot be compressed into smaller volumes. Liquids are
slightly less dense than their solid states but water is an important
exception.
Read the questions carefully. Write the correct answer in a ¼ sheet of

paper.
1. Which causes the high density of solids?

a. The particles are more massive than those in liquids.
b. The intermolecular forces between particles are weak.
c. The particles are packed closely together.
d. The energy of the particles is very high.
2. Which of the following will sink when submerged on water?

a. stone b. plastic c. wood d. styro ball
3. Why do solid particles cannot be squeezed closer into smaller

Evaluating Learning
I. volume?
(Evaluate)
a. Solid particles have the lowest density.
b. Solid particles have higher density than liquid and gas.
c. Solid particles have lower density than gas particles.
d. Solid particles have lower density than liquid particles.
4. A submarine is able to move throughout the water column by

_____________.
a. altering its density c. altering its mass
b. altering its volume d. altering its weight
5. A student divides several cubes

a. weigh b. density c. conductivity d. mass
J. Additional activities for

application or On your notebook, define diffusion. Illustrate the motion of particles
Remediation when soy sauce is mixed with water.
(Extend)
V. REMARKS
VI. REFLECTION
No. of learners who earned 80%

A.
in the evaluation
B. No. of learners who require
additional activities for
80%
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
worked?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I
use or discover which I wish to


GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the particle nature of matter as

A
Content Standards basis for explaining properties, physical changes and structures of substances
.
and mixtures.
B The learners shall be able to present how water behaves in its different stated
. within the water cycle.
Explain physical changes in terms of the arrangement and motion of atoms and
molecules (S8MT-lllc-d-9)
Objectives:
Objectives
C 1. Describe the diffusion of particles.
. 2. Compare the diffusion of particles in a gas and in a liquid

Module 1: The particle Nature of Matter
II. CONTENT Lesson 4: Diffusion of particles in a gas and liquid
A
References
.
Teacher's Guide
1. pp. 122-129
Pages
Learner's Materials
2. pp.179-182
Pages
Textboo
3.
k Pages
4. Additional Materials
from Learning
B
.
IV. PROCEDURES CONSTRUCTIVISM APPROACH (Activity Based)
Reviewing previous
lesson or presenting the Mario is just two meters away from his house. He had the prediction that his
A
new lesson mother is cooking chicken adobo. How will you support Mario’s prediction?
.
(Elicit)

Establishing a purpose
B
for the Lesson Let the students infer from observations that particles of matter move.
.
(Engage #1)
Presenting examples / Do particles diffuse (mix) faster when they are in the liquid state or in the
C
instances of the gaseous state? Which particles will mix more quickly: gases or liquids? Do
.
new lesson particles diffuse faster with or without mixing?

(Engage #2)
D Discussing new concepts Let the students perform the activity below.
. and practicing
new skills #1 How fast do liquids mix?
(Explore #1)
1. Fill a large, clear container with tap water and place it where
everyone can see it.
2. Use a dropper to place one or two drops of the food coloring in
the water.
3. Record the time at which the coloring is added to the water.
4. Look carefully at the two liquids mixing, and write your
observations. Allow the liquids to mix without any stirring.
5. Record the time when the liquids are fully mixed, in other
words, when the color is uniformly spread throughout the
water.
Amount of food Time of spreading (seconds)

color
One drop of food color
Two drops of food
color
Food color is uniformly
spread throughout the
water
How fast do gases mix? (This experiment should be performed with the
windows closed)
1. Pour some vanilla essence into the saucer.

2. Record the time when the vanilla essence is poured out.
3. Record the time when the first member puts up his/her hand to
indicate that they can smell the vanilla essence.
Discussing new concepts 4. Record the time when roughly half of the members in the class
E
and practicing have their hands up, indicating that they can smell the vanilla
.
new skills #2 essence.

(Explore #2) 5. Record the time when the members at the back of the class
first smell the vanilla essence.
Observers Time the vanilla

essence is smelled
First member
Half of the members of the class
All members of the class
Let the students answer the following questions:
1. What did you observe in the container immediately after the

liquids were mixed?
2. How long did it take for the liquids to be fully mixed, until the
Developing mastery
F color was uniformly spread throughout the water?
(Leads to Formative
. 3. When the air was not mixed during the experiment, how long
Assessment 3)
did it take until the first member smelled the vanilla essence
(Explain)
molecules? Last member of the class?
4. When the air was mixed during the experiment, how long did it
take until the first member smelled the vanilla essence
molecules? Last member smelled the vanilla essence?
Imagine that the people in the picture represent particles. You are trying to
move through a crowd of people. Would it be difficult if you try to move through
a crowd of people? Why? Relate your answer with diffusion of particles.
Finding practical
G
applications of concepts
.

(Elaborate #1)
The process responsible for the mixing and spread of particles in a gas
and liquid is called diffusion. We can define diffusion as the random movement
of liquid or gas particles from a high concentration to a low concentration to
spread evenly.
The speed at which particles diffuse depends on several factors,
namely:
The mass of the particles: lighter particles will diffuse faster, because on
average they move faster.
Making generalizations The state of the particles: the particles in a gas are always moving fast; we say
H
and abstractions
. their average speed is high. The particles in a liquid travel more slowly.
about the lesson
(Elaborate #2) The temperature of the particles: temperature is a measure of the kinetic energy
of the particles. The higher the temperature, the more energy the particles have
and the faster they will move and diffuse.
The size of the spaces between particles: If there are

large spaces between the particles of one substance, the particles of another
substance can move into those spaces easily.
(Integrate some common diseases which spread through air)
I Evaluating Learning Read the questions carefully. Write the answer on a ¼ sheet of paper.
. (Evaluate)
1. Which of the following describes why the fragrance of a flower
spreads?
a. pressure b. effusion c. diffusion d. volume
2. How does temperature affect the rate of diffusion?

a. The higher the temperature, the faster the rate of diffusion.
b. The lower the temperature, the faster the rate of diffusion.
c. The higher the temperature, the slower the rate of
diffusion.
d. The temperature doubles the speed of diffusion.
3. What do you call to the net movement of a substance from a

region of high concentration to a region of low concentration?
a. osmosis b. diffusion
c. effusion d. active transport
4. Which is an example of gas diffusion?

a. inflating a flat tire
b. salt mixes with cold water.
c. Sugar mixes with coffee in a hot water.
5. In which of the following situations exhibit the slowest rate of

diffusion?
a. a cylinder of oxygen stored under high illustrate?
b. Coffee powder mixes with hot water.
c. Powdered juice mixes with cold water. pressure
d. the odor of perfume spreading throughout a room
Additional activities for

J application or
Make a collage about the diffusion of particles in a gas and liquid.
. Remediation
(Extend)
V. Remarks
VI. REFLECTIONS
No. of learners who require
B additional activities for
. remediation who scored
below 80%
Did the remedial lessons
C work? No. of learners
. who have caught up with
the lesson
Which of my teaching
D
strategies worked well?
.
Why did these worked?
Which of my teaching
E
.
What difficulties did I
F encounter which my
. principal or supervisor can
help me solve?
What innovation or localized
materials did I
G
use or discover which I wish
.
to share with other
teachers?

Daily Lesson
Teacher Learning Area Science
Log
Teachin
g Date
Quarter Third (Chemistry)
and
Time
DAY:
I. OBJECTIVES
A The learners demonstrate an understanding of the particle nature of matter as basis
Content Standards
. for explaining properties, physical changes and structures of substances and mixtures.
B Performance The learners shall be able to present how water behaves in its different stated within
. Standards the water cycle.
Explain physical changes in terms of the arrangement and motion of atoms and
molecules .(S8MT-lllc-d-9)
Learning
Objectives:
Competencies /
1. Describe the arrangement and motion of atoms in the three
C Objectives
states of matter.
. Write the LC code for
2. Illustrate the particle models of the three states of matter.
each
3. Appreciate even small thing as a blessing.


II. CONTENT
Lesson 5: Particle Nature of Matter
III. LEARNING
RESOURCES
A
References
.
1 Teacher's Guide
pp. 122-125
. Pages
2 Learner's
pp. 178-182
. Materials Pages
Textbo
3
ok
.
Pages
4 Additional

. Materials from
Learning
Resource (LR)
portal
B Other Learning
https://www.youtube.com/watch?v=bMbmQzV-Ezs.
. Resource
IV. PROCEDURES CONSTRUCTIVISM APPROACH (Thinking Skills)
The teacher will ask the class for twenty (20) volunteers who will simulate the
Reviewing previous
A arrangement of particles entitled “Fit With Me “using a whole sheet of Manila paper. As
lesson or presenting
. the music stops, the students will group themselves into three groups with 10, 7 and 3
the new lesson
members stepping on the Manila paper. Let the students share their experiences with
(Elicit)
this simulation activity.
Establishing a
B purpose for the
Let the students describe if the particles of matter are moving.
. Lesson
(Engage #1)
C
instances of the Let the students watch video presentation about the particles models of matter using
.
new lesson the websites https://www.youtube.com/watch?v=bMbmozV-Ezs

(Engage #2)
Let the students imagine that they are inside the school canteen. Instruct them to think
Discussing new of three things that can be bought relating to the particle models of matter. Describe
D concepts and how the particles are arranged.
. practicing The teacher may download the video presentation about the particle models of matter
new skills #1 using the website https://www.youtube.com/watch?v=bMbmQzV-Ezs. With this video
(Explore #1) presentation, the students will be having two sets of activities.
The students will watch a three (3) – minute video presentation of the particle models
of matter.
Afterwards, they
will complete the
concept map.
Discussing new
concepts and
E
practicing
.
new skills #2

(Explore #2)
Let the students answer the following questions.

1. What can you infer from the video presentation?
2. Does the video presentation give you an idea how the particles are arranged in
Developing mastery solid, liquid and gas?
F
(Leads to Formative 3. If this is so, how could you infer that particles of matter are moving? Are there
.
Assessment 3) spaces between them? How did you say so?

(Explain) 4. How could you say that particles of gases are compressible?
(Integrate the kasabihan, walang malaking nakakapuwing)
Finding practical Think of a substance that can exist in all of the three states of matter. Present your
G applications of answer with a short story using the three words as your guide. (WATER)
. concepts and skills in
daily living HEAT FREEZER STEAM
(Elaborate #1)
Making
H generalizations and
How are the particles arranged in solid , liquid and gases?
. abstractions
about the lesson
(Elaborate #2)
Read the questions carefully. Select and write your answer on a ¼ sheet of paper.
I Evaluating Learning
. (Evaluate)
1. Which of the following does NOT describe a solid?
a. The solid particles are compactly arranged.
b. The solid particles are compressible.
c. A solid has a definite shape and volume.
d. The solid particles are held together by strong forces.
2. Which of the following describes the motion of the particles in gas?

a. Gas particles move freely to all parts of the container.
b. Gas particles vibrate a little but in a fixed position.
c. Gas particles move as fast as the liquid particles.
d. Gas particles stop from moving when they with the side of the
container.
3. Myra receives three balloons during her birthday. . If she was asked
by her teacher to illustrate the model of particles of balloon, how
would it look like?
4. What will happen if

you pour the water
on the flat surface of a
dinner
plate?
a. The water
spreads out to fill all
the space available.
b. The water evaporates as it occupies the dinner plate.
c. The water spills as it fills all the space available.
d. The water occupies a small portion of the dinner plate.
5. Which of the following properties does NOT describe the particle

nature of matter?
a. Particles of matter are moving all the time.
b . These particles have spaces between them.
c. The particles of matter attract each other.
d. The particles move at a constant speed regardless of the states
of matter.
Additional activities
J
for application or
. Using a cardboard, make cube model of the particles of solid, liquid and gases.
Remediation

(Extend)
V. REMARKS
VI. REFLECTION
No. of learners who
A
earned 80% in the
.
evaluation
B No. of learners who
. require additional
activities for
remediation who scored
below 80%
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?
. encounter which my
principal or supervisor
can help me solve?
G What innovation or
. localized materials did I
use or discover which I
wish to share with other
teachers?

GRADES 1 to School Grade Level Grade 8

12
Daily Lesson
Log
Teaching

Date and Quarter Third(Chemistry)

Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the particle nature of matter as

A
Content Standards basis for explaining properties, physical changes and structures of substances
.
and mixtures.
B Performance The learners shall be able to present how water behaves in its different stated
. Standards within the water cycle.
Explain physical changes in terms of the arrangement and motion of
atoms and molecules (S8MT-lllc-d-9)
Learning
Objectives:
Competencies /
1. Explain the molecular behavior of ice, water and water vapor.
C Objectives 2. Demonstrate how water molecules arrange themselves in the three physical
. Write the LC code for states.
each

Module 1 : The Particle Nature of Matter
Lesson 6: Physical Changes: Arrangement of Atoms and Molecules
II. CONTENT
III. LEARNING
RESOURCES
A
References
.
1 Teacher's Guide
pp. 122-129
. Pages
2 Learner's Materials
pp.179-182
. Pages
Textbo
3
ok
.
Pages
4 Additional
Materials from
.
Learning
Resource (LR)
portal
B Other Learning
. Resource
IV. PROCEDURES INQUIRY BASED (Demonstration)
Title: “I Feel It! You React with It”
The teacher will prepare strips of paper with written text as listed
below. Call some students to read what is on the strip of paper and
demonstrate it to the class how she / he feels.
Reviewing previous
A lesson or presenting Spending vacation at Baguio City
. the new lesson Summer getaway at Palawan
(Elicit)
Vehicle congestion at Lipa City
The teacher will introduce to the class that kinetic energy of molecules

is affected by the temperature.
B Let the students explain the molecular behavior of ice, water and water vapor.
for the Lesson
.
(Engage #1)
C Presenting examples /
. instances of the new Are there some instances that the kinetic energy is affected by the
lesson temperature?
(Engage #2)
Procedure: “It’s Just a Phase”

Using a Chinese checkerboard set in an open box, students should
manipulate the set to demonstrate the phase changes from solid to liquid to
gas. Students should explain how heat energy causes this process to occur.
Ask them how they can tell that heat energy is present.
Discussing new
Working in small groups, students will demonstrate the arrangement
D concepts and
and motion of water molecules. Describe each change of phase:
. practicing new skills
• In a solid, marbles should be next to each other, remaining in their holes, in a
#1
regular pattern and slightly vibrating.
(Explore #1)
• In a liquid, marbles should be rotating and vibrating throughout the
checkerboard.
• In a gas, marbles should be far apart with some marbles bouncing in the box,
in constant movement. (Give students rubric before activity.)
Discussing new
E concepts and
. practicing new skills How does heat energy cause phase change?
#2
(Explore #2)
Developing mastery
F
(Leads to Formative Were you able to demonstrate the motion of molecules in solid , liquid and gas
.
Assessment 3) ?

(Explain)
Finding practical Illustrate the arrangement of molecules in phase change:

G applications of a. melting
. concepts and skills in b. evaporation
daily living c. freezing
(Elaborate #1)
When considering the states of matter, solids are more dense than
liquids and liquids are more dense than gases. When water is in its solid state
(ice), the water molecules are packed close together preventing it from
Making generalizations
H changing shape. Ice has a very regular pattern with the molecules rigidly apart
and abstractions about
. from one another connected by the hydrogen bonds that form a crystalline
the lesson
lattice. These crystals have a number of open regions and pockets making ice
(Elaborate #2)
less dense than liquid water. This is why ice floats on water. Ice forms when
the temperature is below freezing (0°Celsius or 32°Fahrenheit). When ice is
warmed above freezing, it melts and becomes liquid water. As a liquid, the
attractive forces between molecules weaken and individual molecules can
begin to move around each other. Because the molecules can slip and slide
around one another, water takes the shape of any container it is in. The third
state of water is the gaseous state (water vapor). In this state, water
molecules move very rapidly and are not bound together. Although we cannot
see water in its gaseous state, we can feel it in the air on a hot, humid day.
Integrate this concept to Physical activities
How would you describe the molecular behavior of water in in three phase
I Evaluating Learning
changes?
. (Evaluate)
J Additional activities for

. application or
Make a collage of the molecular behavior of water, ice and water vapor.
remediation
(Extend)
V. REMARKS
VI. REFLECTION
No. of learners who

A
earned 80% in the
.
evaluation
B No. of learners who
. require additional
activities for remediation
who scored below 80%

. 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

. encounter which my
can help me solve?
G
. What innovation or
localized materials did
Iuse or discover which I
teachers?

Teaching Date and

Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the particle
A. Content Standards nature of matter as basis for explaining properties, physical
changes and structures of substances and mixtures.
The learners shall be able to present how water behaves in its
different stated within the water cycle.
Explain physical changes in terms of the arrangement and
motion of atoms and molecules (S8MT-lllc-d-9)
Learning Competencies Objectives:
C. / Objectives 1. Describe what happens to water when heated.
Write the LC code for 2. Investigate the evaporation process.
each 3. Recognize some observable events that undergo

evaporation process.

II. CONTENT
Lesson 7: Evaporation
A. References
1 Teacher's Guide
pp. 125-127
. Pages
2 Learner's Materials
pp.184-185
. Pages
3
Textbook Pages
.
4 Additional Materials

. from Learning
Resource (LR)
portal
Other Learning
B.
Resource
In which set up it is easier to dry up clothes? Clothes hang on
the clothes – line in an open air or in a closed room? Why is this
so?
Reviewing previous
lesson or presenting
the new lesson
A. (Elicit)
Let the students illustrate what happen to the particles of water
B. for the Lesson
when heated.
(Engage #1)
instances of the
C. new lesson
How would you describe the process where a liquid is change
(Engage #2)
into a gas?
Let the student perform the activity below.
Boiling water
1. Pour ½ cup or 100 mL of water into the beaker and mark the
level of water outside the beaker.
Discussing new 2. Put the beaker with water on top of the tripod.
D. concepts and practicing
new skills #1
(Explore #1)
3. Let the water boil using the alcohol lamp. Observe carefully
what
is happening to the water when it is already boiling.
E. Discussing new
concepts and practicing
What observable event may happen when water was heated.?
new skills #2
(Explore #2)
1. What did you observe when the water starts to boil?
2. What do you think is inside the bubbles that form when the
water
F. Developing mastery boils? Where did they come from?
(Leads to Formative 3. If you keep water from boiling for more than 10 minutes, what
Assessment 3) do
(Explain) you think will happen to the amount of water in the beaker?

Why?
4. Where did the water go?
Explain how evaporation takes place in the figure below.
Finding practical
applications of
G.
concepts

(Elaborate #1)
Making generalizations Based on the particle model of matter, how do you relate the
H. and abstractions change between a liquid and a gas?
about the lesson
(Elaborate #2)
Read the questions carefully. Select and write your answer on
a ¼ sheet of paper.
1. Which of the following is NOT an example of evaporation?

a. water rising into dry air that moves over the ocean
b. bubbles forming as water boils
c. wet pavement drying after a rain shower
d. water droplets forming on a mirror
2. What happens when wet clothes are hung on clothes – line in

the open air?
a. The clothes will gradually become dry due to
condensation.
b. The clothes will gradually become dry due to
evaporation.
c. The clothes will gradually become dry because
water molecules hung on the clothes – line.
d. The clothes will become dry because the water
molecules leave as the clothes are hung.
3. Which of the following shows the best examples of

Evaluating Learning
I. evaporation?
(Evaluate)
a. Dew
b. moisture in the window pane
c. steam from boiling water
d. Ice melts when put in a pitcher of water.
4. When a beaker filled with water is on top of a flame for some
time, you may observe the formation of bubbles. Where did
these bubbles come from?
a. The bubbles are the droplets of water that moves
upward.
b. The bubbles are the gaseous state of water.
c. The bubbles formed are due to the air dissolved in
water.
d. The bubbles are the water molecules that are
condensing.
5. You can feel a cooling effect when you apply acetone on

your nails or rub alcohol on your arms. What change does it
undergo?
a. liquid turns into gas c. gas turns into liquid
b. liquid turns to solid d. solid turns to liquid
J. Additional activities for

application or In two to three sentences, prove that evaporation takes place
Remediation from the surface of the liquid.
(Extend)
V. REMARKS
VI. REFLECTION
No. of learners who
A. 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
F. What difficulties did I

encounter which my
can help me solve?
G. What innovation or
localized materials did I
use or discover which I
teachers?

Third
Teaching Date and Time Quarter
(Chemistry)
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the particle nature

A. Content Standards of matter as basis for explaining properties, physical changes and
structures of substances and mixtures.
The learners shall be able to present how water behaves in its
different stated within the water cycle.
Explain physical changes in terms of the arrangement and motion
of atoms and molecules (S8MT-lllc-d-9)
Objectives:
Learning Competencies / Objectives
C. 1. Describe what happens to water when cooled.
2. Investigate the condensation process.
3. Recognize some observable events that
Undergo condensation process.
II. CONTENT
Lesson 8: Condensation
A. References
1
Teacher's Guide Pages pp. 125-128
.
2
Learner's Materials Pages pp.184-186
.
3 Textboo

. k Pages
4

. Additional Materials from Learning

Look at the picture below. Do you have an idea of how clouds are
formed?
Reviewing previous lesson or presenting

A. the new lesson
(Elicit)

Establishing a purpose for the Lesson

B. Let the students investigate the condensation process.
(Engage #1)
Presenting examples / instances of the

C. What process is responsible for ground – level fog that we see on
new lesson
some cold days or along the high way leading to Baguio?
(Engage #2)

Cooling water
1. Pour ½ cup or 100 mL of water into the beaker and mark the
Discussing new concepts and practicing
D. level
new skills #1
of water outside the beaker
(Explore #1)
2. Put the beaker with water on top of the tripod.
3. Let the water boil using the alcohol lamp.
4. When the water boils, cover the beaker with watch glass for at
least 2 – 3 minutes.
E. Discussing new concepts and practicing Describe what happens to water when cooled.
new skills #2
(Explore #2)
1. What did you observe in the water inside the beaker and at the
bottom of the watch glass?
2. Where does the water at the bottom of the watch glass come
Developing mastery
F. from?
(Leads to Formative Assessment 3)
3. How is water droplets formed?
(Explain)
4. Can you explain by illustration how the water changes from gas
to liquid?
Analyze the picture below. Give a comprehensive detail how

condensation takes place in the windowpane.

G
concepts
.

(Elaborate #1)
Let the students answer the following questions.

1. As the water began to cool, how does condensation take
place?
2. How would you characterize the behavior of the water vapor
Making generalizations and abstractions when changes of state take place?
H.
about the lesson 3. How does the energy of molecule affect the process of

(Elaborate #2) condensation?
4. In the process of condensation, what happens to the molecules
as they escaped to the vapor phase?
(You may integrate the topic in chemistry Combination reaction)

I. Evaluating Learning
(Evaluate) Read the questions carefully. Select and write your answer
on a ¼ sheet of paper.
1. When you poured a hot water on your coffee mug and cover it
for a while, you may notice droplets formed under the cover.
Where did these droplets come from?
a. These droplets are the molecules that escape from the liquid.
b. These droplets are the liquid molecules that touch the glass.
c. Droplets are from the spilling of hot water when poured in the
coffee mug.
d. Droplets are the energy from the liquid molecules.
2. Which of the following illustrates that gas turns into liquid?

a. melting of ice
b. . steam from boiling water
c. rubbing alcohol on your arms
d. water droplets outside a cold glass of lemonade
3. Which of the following statements is TRUE about

condensation?
a. The process by which a solid changes directly into a gas.
b. A statement of chemical symbols that shows what happens
during a chemical reaction.
c. The process by which particles leave a liquid and become a
gas.
d. The process by which particles leave a gas and become a
liquid.
4. Which of the following is an example of condensation?

a. falling snow c. cloud formation
b. breathing in and out d. rainwater seeping into soil
5. When you leave a glass of water standing on the counter, water

forms on the outside of the glass. This is an example
of .
a. condensation c. a solid
b. evaporation d. liquid
J. Additional activities for application or

Make a collage showing how condensation takes place.
Remediation
(Extend)
V. REMARKS
VI. REFLECTION

A.
evaluation

activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of

learners
D.
No. of learners who continue to require
remediation

E.
Which of my teaching strategies worked
well? Why did these worked?

F.
What difficulties did I encounter which my
principal or supervisor can help me solve?

G
.
What innovation or localized materials did I
use or discover which I wish to share with
other teachers?


GRADES 1 to 12
Learning
Area
Teaching Date
Quarter Third(Chemistry)
and Time
DAY:
I. OBJECTIVES
A
Content Standards matter as basis for explaining properties, physical changes and
.
. stated within the water cycle.
Objectives:
Objectives
C 1. Explain the process of melting.
. 2. Illustrate the processes taking place to the particles of ice when it
turns to liquid.
II. CONTENT
Lesson 9: Melting
A
References
.
1. Teacher's Guide Pages pp.
2. Learner's Materials Pages pp.187-189
Textbook
3.
Pages
Learning
B
Other Learning Resource http://www.youtube.com/watch?v=rElpewOvAMc
.

The teacher will allow the students to view the video on changes of
A phase.
(Elicit)
. Source: http://www.youtube.com/watch?v=rElpewOvA
B Let the students explain the process of Melting.
Lesson
.
(Engage #1)
C Presenting examples / instances
. of the When ice melted how would you characterized the arrangement of
new lesson water molecules?

(Engage #2)
What Changes Take Place When Ice Turns into Liquid Water
practicing
D 1. Put one piece of ice cube on a watch glass or small
new skills #1
. Saucer.
(Explore #1)
2. Observe what happens to the ice cube after 20

minutes.
Illustrate the processes taking place to the particles of ice when it turns
E practicing
to liquid.
. new skills #2
(Explore #2)
F 1. When you placed the ice cube on a watch glass, what happened to it
Developing mastery
. after 20 minutes?
(Leads to Formative Assessment
2. Is there an observable change happened in the set up? Why did you
3)
say so?
(Explain)
3. How would you describe the particles of water in ice as it turns to
liquid?

concepts
G
.
(Elaborate #1)
Refer to the figure above, write a description to show how the particles
of water behave as ice changes to a liquid.
1. How would identify the transformation process in which the

solid is changed to a liquid?
H 2. How does melting occur?
abstractions
. 3. What are the factors affecting the rate of melting process?
about the lesson
4. How does the temperature of the surrounding affect this
(Elaborate #2)
transformation process?

Direction: Choose the correct answer:
1. Matter is changing from a solid to a liquid. How would you describe

this process?
a. Melting b. Freezing c. Deposition d. Sublimation
2. Gilma put some ice cubes into a pot. He observed that the ice
cubes melted .Which of the following correctly showed the change in
the states of the ice cubes?
a. gas --> liquid
b. solid --> liquid
c. solid --> gas
d. liquid --> solid
3. When butter is heated, it melts. This is an example of matter

Evaluating Learning
I. changing from _______ state.
(Evaluate)
a. liquid to solid
b. solid to gas
c. liquid to gas
d. solid to liquid
4. Which is NOT true about melting process?

a. Heat energy of the surroundings is not
transferred
to the water molecules of the ice.
b. There is an increase of the kinetic energy of the
molecules as the heat transfer continues.
c. The molecules in ice gradually becomes
disorganized.
d. The solid where the molecules are in fixed positions turns
to liquid
5. What can you infer from the figure above?
a. There is a transformation process from solid to
liquid.
b. There is a transformation process from liquid to solid.
c. Melting takes place when the temperature is higher.
d. There is no observable process taking place.
. application or What are the factors that can affect the rate of melting?
remediation

(Extend)
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80% in

. the evaluation
. additional activities for remediation
C Did the remedial lessons work? No.
. of learners
D No. of learners who continue to
. require
remediation
E Which of my teaching strategies
. worked well? Why did these
worked?
F What difficulties did I encounter
. which my principal or supervisor
can help me solve?
G What innovation or localized
. materials did I

Learning
Area
Teaching


Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the particle nature of matter

A
Content Standards as basis for explaining properties, physical changes and structures of
.
substances and mixtures.
. stated within the water cycle.
Explain physical changes in terms of the arrangement and motion of atoms
and molecules (S8MT-lllc-d-9)
Objectives:
C 1. Explain the process of freezing.
Objectives
. 2. Illustrate what happens to the particles of water when undergoes
transformation process.


Lesson 10: Freezing
II. CONTENT
A
References
.
1. Teacher's Guide Pages pp.
Learner's Materials
2. pp.188-189
Pages
Textbook
3.
Pages
from Learning
B
.

(Elicit)
A
.

1. What have you noticed in the figure?

2. If you are the owner of the car, what environmental factor should you
consider to be the cause of the prevailing situation?
B Let the students explain the process of freezing.
the Lesson
.
(Engage #1)
C
instances of the When you put liquid water inside the freezer, what happen to the heat
.
new lesson energy of the water molecules?

(Engage #2)
“Observing Water Freezing “
1. Put meltwater back in the freezer, check it periodically to

observe how it freezes.
and practicing
2. Put water in an ice cube tray or other open plastic con, check on it
new skills #1
D periodically to observe how it freezes.
(Explore #1)
. 3. Put water into an empty plastic water bottle, and then freeze it.
4. Check the progress of the freezing water at a regular interval of time;
once every 10, 15 or 20 minutes until it is completely frozen, at each
interval, draw what you see, take a picture and/ or describe it in works.
E Discussing new concepts
. and practicing
Illustrate what happens to the particles of water when undergoes
new skills #2
transformation process.
(Explore #2)
1. How would you describe the meltwater put back in a freezer?

Developing mastery 2. What about the water in an ice cube tray? How does it look?
F
(Leads to Formative 3. What happened to the plastic bottle containing water? How
.
Assessment 3) does water freeze? Little by little? All at once?

(Explain) 4. What part of the ice freezes first?
5. Does it make a difference whether it’s in a freezer or in freezing weather?
Finding practical applications
G 1. Have you heard the ice- cracking stories of the Anishinabek
of concepts
. people?
2. How would you relate the story to the process of freezing?
(Elaborate #1)
1. How would you describe freezing process?

H 2. What if the temperature of the surrounding is above freezing?
abstractions
. Will the water still freeze?
about the lesson
3. What happens if the water is in the container that stretches?
(Elaborate #2)
4. How would you relate the particle model of matter with this kind
of phase change?
Direction: Read each question /statement carefully. Choose the correct
answer from the given choices:
1. Water is liquid; how would you describe the situation as water

sits in a container inside the freezer?
a. It freezes. c. It remains the same.
b. It melts. d. The solid changes into gas phase.
2. In freezing process of water, where does freezing starts?

a. On the top surface
Evaluating Learning
I. b. On the middle part of the water
(Evaluate)
c. At the bottom part
d. All of the above
3. Which statement is CORRECT about freezing?

a. As ice cube freezes, the middle portion freezes last.
b. As an ice cube freezes, the top, sides and the bottom
freezes last.
c. The freezing starts on the bottom of the container.
d. The water level and the ice level in a container is the
same.
4. The diagram shows the changes in state of water (H2O). What
is the process Z called?
a. Evaporation
b. Boiling
c. Melting
d. Freezing
For question no. 5, refer to the figure below:
5. What happened to the particles of water in ice as it turns to liquid using

the particle model of matter?
a. The molecule have less kinetic energy and move more
slowly.
b. The molecule gained so much energy.
c. The molecules are able to move from one place to another.

. application or Interview a representative from a local ice company. Make a detail report on
Remediation how ice is produced inside the ice plant.

(Extend)
V. REMARKS
VI. REFLECTION


80%
C Did the remedial lessons work?
. No. of learners

lesson
D No. of learners who continue to
. require
Remediation
. strategies worked well? Why
did these worked?
F What difficulties did I encounter
. which my principal or
supervisor can help me solve?
. materials did I


GRADES 1 to 12
Daily
Lesson Log
Teaching Date
and Time
DAY:
I. OBJECTIVES

A
Content Standards of matter as basis for explaining properties, physical changes and
.
B The learners shall be able to present how water behaves in its
. different stated within the water cycle.
C Explain physical changes in terms of the arrangement and motion
. of atoms and molecules (S8MT-lllc-d-9)
Objectives:
Learning Competencies / Objectives
1. Explain the process of sublimation.
2. Illustrate the processes taking place to the particles of matter
during the process of sublimation

Lesson 11 : Sublimation (Changes between a solid and a gas )
II. CONTENT
A
References
.
1. Teacher's Guide Pages
2. Learner's Materials Pages
Textbook
3. Conceptual Science and Beyond lll-Chemistry pp. 79
Pages
Learning
B
Other Learning Resource http://www.youtube.com/watch?v=jvicQ2xjOo
.
IV. PROCEDURES
The teacher will allow the students to view the video on changes of
A Reviewing previous lesson or
phase.
. presenting the new lesson
Source: http://www.youtube.com/watch?v=jvicQ2xjOo
(Elicit)

B Let the students explain the process of sublimation .
Lesson
.
(Engage #1)
C Presenting examples / instances of
. How is sublimation related to freeze- drying?
the new lesson
(Engage #2)

What Changes Take Place When Dry Ice turns into Vapor or Gas?
D practicing new skills #1 1. Place a small amount of dry ice in beaker.
. (Explore #1) 2. Observe what happens to the dry ice after 20 minutes. Take
note some observable changes happened during the entire
process.
E. Discussing new concepts and
practicing new skills #2 How does the particle model of matter support evidence on the
(Explore #2) changes of state from solid to gas.
F. 1. How would you describe the appearance of the dry ice when you
place it in a beaker?
Developing mastery
2. Observe its color and shape.
(Leads to Formative Assessment 3)
3. After 20 minutes, is there a probable change happen in the dry
(Explain)
ice? What do you think so?

concepts and skills in daily living
G (Elaborate #1)
.
Refer to the figure above, what makes sublimation an

important innovation to the ice vendor. In what way it is
relevant to the job of the vendor?

H abstractions about the lesson How does sublimation occur?
. (Elaborate #2)

(Evaluate) Directions: Read the questions carefully. Then choose the correct
answer.
1. Which statement is TRUE about sublimation?

A. There is no intermediate liquid phase?
B. There is intermediate liquid phase?
C. It is the change in state from gas to liquid.
D. It occurs in the sky.
2. Refer to the figure below. What can you infer from the
illustration?
A. Water doesn’t always change phase at the same

temperature.
B. Solid water sublimates and passing through liquid phase.
C. Solid is turning directly into liquid.
D. All of the above
3. How would you describe the vapor pressure when solid
sublimates?
A. high B. low C. constant
D. neither high nor low
4. Which is NOT true about melting process?
A. Heat energy of the surroundings is not transferred to
the water molecules of the ice.
B. There is an increase of the kinetic energy of the
molecules as
the heat transfer continues.
C. The molecules in ice gradually becomes disorganized.
D. The solid where the molecules are in fixed positions
turns to
liquid.
5. Why does sublimation much easier than evaporation for

some
substances during transformation process?
A. The pressure of their triple point is very high.
B. The solid has such low vapor pressure.
C. The melting point during transformation is constant.
D. All of the above.
J. Make a survey in your community of an existing industrial plant. Is
Additional activities for application
there
or remediation
an innovation where sublimation is applied?
(Extend)
V. REMARKS
VI. REFLECTION

A.
evaluation
activities for remediation who scored
below 80%
C Did the remedial lessons work? No. of
. learners
D
. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked
well? Why did these worked?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G


Learning
Area
Teaching Date
and Time
DAY:
I. OBJECTIVES

A
Content Standards of matter as basis for explaining properties, physical changes and
.
B The learners shall be able to present how water behaves in its
. different stated within the water cycle.
Objectives:
C Learning Competencies / Objectives 1. Explain the process of deposition.
. Write the LC code for each 2. Illustrate the processes taking place during the process of
deposition.


II. CONTENT
Lesson 12: Phase Changes - Deposition
A
References
.
1 Teacher's Guide Pages
2 Learner's Materials Pages
Textbook
3 Conceptual Science and Beyond lll-Chemistry pp. 79 -80
Page
4 Additional Materials from
Learning
B
.
IV. PROCEDURES
4 PICS ONE WORD

(Elicit)
A
.

Answer: SNOW

B Lesson
Let the student explain the process of deposition.
. (Engage #1)
C Presenting examples / instances of Considering the particle model of the matter, how would relate the
. the process of deposition? Can you cite other factors affecting the rate
new lesson of deposition?
(Engage #2)

What Changes Take Place When Vapor turns to Solid?
practicing 1. Observe some pictures provided by the teacher.
D new skills #1 2. Take note some observable changes that may take
. (Explore #1) place in the picture.

E Discussing new concepts and
Illustrate the processes taking place during the process of
. practicing
deposition.
new skills #2

(Explore #2)
Developing mastery
What do you think the changes may happen in the process of
F (Leads to Formative Assessment 3)
deposition.
. (Explain)

Refer to the figure below, write a description to show how the

process of deposition take place in our environment
G Finding practical applications of
. concepts
(Elaborate #1)

abstractions
about the lesson
(Elaborate #2)
H
.
Direction: Choose the letter of the correct answer:
1. Matter is changing from gas to solid state. How would you

describe this process?
a. Melting b. Freezing c. Deposition d. Sublimation
2. The gaseous iodine crystals are deposited as solid crystals when

they touch a cold surface. What change may observe in it?
a. gas --> liquid
b. solid --> liquid
c. solid --> gas
d. liquid --> solid
3. What happened to the molecules when there is change from solid

to gas state?
a. The molecules are deposited on cold surface.
b. The molecules are heated.
c. The molecules are bonded with a strong force.
4. Which is NOT true about deposition process.
Evaluating Learning a. The process is applied when mothballs
I.
(Evaluate) became vapor..
b. There is a change from gas to solid.
c. The molecules of the mothballs are deposited
on the clothes.
d. none of the above.
5. What can you infer from the figure above?

a. There is a transformation process from gas
to solid.
b. There is no effect on the molecules when there is
transformation.
c. Melting takes place when the temperature is
higher.
d. There is no observable processes taking place.
J Additional activities for application

. or Let the students illustrate the process of deposition through poster
remediation making.

(Extend)
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80% in the

. evaluation
B No. of learners who require additional
. activities for remediation who scored
below 80%
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 worked?

F What difficulties did I encounter which
. my principal or supervisor can help me
solve?
G


Teaching

Date and Quarter Third(Chemistry)

Time
DAY:
I. OBJECTIVES
A The learners demonstrate an understanding of the identity of a substance

Content Standards
. according to its atomic structure.
B
.
Determine the number of protons, neutrons and electrons in a particular
atom. (S8MT – III e – f – 10)
Objectives:
1. Identify the charges of the subatomic particles.
2. Observe that objects may attract or repel each
Objectives
C other.
. 3. Recognize that objects may carry positive and
negative charges

Module 2: Atomic Structure

II. CONTENT
Lesson 13: Subatomic Particle (Charges)
A
References
.
1. Teacher's Guide Pages page.134 - 135
Learner's Materials
2. page 193 - 195
Pages
Textbook
3. Conceptual Science and Beyond lll-Chemistry pp. 79 -80
Pages
from Learning
B
.
IV. PROCEDURES INTEGRATIVE APPROACH (Discussion Method)
Demonstration Activity: The teacher will instruct the students to comb their
hair for several times. Place the comb their arms. Let them describe their
Reviewing previous lesson observation.
A or presenting the new
. lesson
(Elicit)


B
the Lesson Let the students observed that objects may attract or repel each other.
.
(Engage #1)
C instances of the
. new lesson Did you observed some unusual behavior with your hair after brushing it?
(Engage #2)
Discussing new concepts Let the student perform the activity below.
and practicing Charge it to Experience
new skills #1
D (Explore #1) 1. Inflate two balloons. Tie each using a length of string. Place the meter –
. long stick across two chairs. Suspend two balloons so that they hand freely
about two inches apart.
2. With each hand holding one balloon, rub the balloon

Simultaneously against your hair several times. Let go of the balloons.
Observe.
3. Rub the piece of glass with a silk cloth. Bring the piece of glass between
the two balloons. Observe.
E Discussing new concepts
. and practicing What charges do you think the glass carried after it was rubbed with the
new skills #2 cloth?

(Explore #2)
1. What did you observe when you rub the balloons
simultaneously against your hair several times?
2. Did the balloons acquire the same charge or different
Developing mastery Charge What made you say so?
(Leads to Formative 3. When you rubbed the piece of glass with a silk cloth and
F Assessment 3) brought it between the two balloons, what happened
. (Explain) with the balloons?
4. Does the glass have a different or same charge as the balloon What made
you say so?
Task 1. Analyze the picture. Why do you think each strand of hair as the girl
slide down got straight?
Finding practical
G applications of concepts
. and skills in daily living
(Elaborate #1)
1. Atoms carry different charges. How would you describe

the charge carry by the subatomic particles?
2. How would you account for the existence of different charges of
subatomic particles?
3. When do you say that subatomic particles carry electrically neutral charge?
H 4. What factors affect the charge of the subatomic particles?
. 5. With the charges of the three subatomic particles, what could be the
reason that among the three particles it was neutron which carries the neutral
abstractions
charge?
about the lesson
6. When can you say that there is attraction or repulsion between two
(Elaborate #2)
charged objects?
(Evaluate) Read the questions carefully. Select and write your answer on a ¼ sheet of
paper.
1. You were able to charge the objects by rubbing them against another
object. What can you infer from the situation?
a. When you have rubbed the object, they acquired

a charge since they pushed each other.
b. The two objects acquired different charges.
c. The two objects acquired negative and neutral
charge.
d. The two objects acquired positive and neutral charge.
2. What charge the glass carried after it was rubbed with the silk cloth?
a. The glass becomes a negatively charged object.
b. The glass becomes a positively charged object.
c. The glass has neutral charge.
d. You cannot detect the charge of the glass.
3. Which subatomic particles carry positive charge?
a. neutron
b. proton
c. electron
d. all of the above
4. Three objects are brought close to each other, two at a time. When objects
A and B are brought together, they attract. When objects B and C are
brought together, they repel. From this, what can we conclude from this
situation?
a. Objects A and C possess charges of the same

sign.
b. Objects A and C possess charges of opposite
sign.
c. All three of the objects possess charges of the
Same sign.
d. One of the three objects is neutral.
5. A glass tube is charged when rubbed with animal fur. What will be the
observed phenomenon if the glass tube is placed above paper bits?
a. The paper bits remain unattached with the glass tube.

b. The paper bits are attracted to the glass tube.
c. The paper bits acquired positive charge.
d. There is no observable attraction between the
two objects.

. application or
.Enumerate the sub – atomic particles and describe each.
remediation

(Extend)
V. REMARKS
VI. REFLECTION


80%
. work? No. of learners

lesson
D No. of learners who continue
. to require
remediation
. strategies worked well? Why
did these worked?
. encounter which my principal
or supervisor can help me

solve?
. materials did I
use or discover which I wish
to share with other teachers?


G8 QUARTER 3 - 1 CHEMISTRY FINAL Integration

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Grade Level

Daily Lesson Learning

Demonstrate an understanding of the particle nature of matter as basis

III. LEARNING RESOURCES

B. Other Learning Resource

Look at the picture of an inflated balloon. What do these dots inside

C. Presenting examples / instances of

Developing mastery 1. What can you infer from the activity?

1. Matter is anything that occupies space .Which of the following is

4. Which of the following best explains why heat is NOT an

5. Which of the following exhibits the common observable properties of

J. Additional activities for application

B. No. of learners who require additional

C. Did the remedial lessons work? No. of

F. What difficulties did I encounter which

Prepared by: Checked by: Noted by:

IRENE M. BLANCO SARLEN V. CASTILLO, Ph.D.

The learners demonstrate an understanding of the particle nature of

Module 1: The Particle Nature of Matter

III. LEARNING RESOURCES

1 Teacher's Guide Pages pp. .121- 122

IV. PROCEDURES INQUIRY BASED (Demonstration)

Reviewing previous lesson Perform the demonstration activity.

Let the students perform the activity below.

1. Pour one cup of tap water into a transparent glass bottle.

1. Describe the ideas of Democritus and Dalton behind the discovery of

1. Which of the following does NOT describe an atom?

4. Which of the following situations prove that matter is consists of tiny

5. Which of the following illustrations shows the presence of smallest

A No. of learners who earned

F What difficulties did I

School Grade Level Grade 8

The learners demonstrate an understanding of the particle nature of

Module 1: The Particle Nature of Matter

III. LEARNING RESOURCES

IV. PROCEDURES CONSTRUCTIVISM APPROACH (Thinking Skills)

Establishing a purpose for the

1. Compare the three identical containers below.

Discussing new concepts and

Materials Prediction: Will it Guess Check: Which 3.

Discussing new concepts and Stone

Repeat step # 2 in all the materials.

Let the students answer the question below.

The high density of a solid material explains why it cannot be

Read the questions carefully. Write the correct answer in a ¼ sheet of

1. Which causes the high density of solids?

2. Which of the following will sink when submerged on water?

3. Why do solid particles cannot be squeezed closer into smaller

4. A submarine is able to move throughout the water column by

5. A student divides several cubes

J. Additional activities for

No. of learners who earned 80%

Prepared by: Checked by: Noted by:

IRENE M. BLANCO SARLEN V. CASTILLO, Ph.D.

School Grade Level Grade 8

The learners demonstrate an understanding of the particle nature of matter as

III. LEARNING RESOURCES

IV. PROCEDURES CONSTRUCTIVISM APPROACH (Activity Based)

Amount of food Time of spreading (seconds)

Let the students perform the activity below.

1. Pour some vanilla essence into the saucer.

Observers Time the vanilla

Let the students answer the following questions: