G8 QUARTER 3 CHEMISTRY FINAL Integration

Daily Lesson Log
Grade – 8
Science
Quarter – III
Chemistry
Prepared by:
MELINDA N. GUILLERMO
Kaylaway NHS, Nasugbu
School Grade Level
Grade 8
BTHS
GRADES 1 to 12
Daily Lesson Log Teacher LORIELYN M. TABLATE Learning Area Science
Teaching Date and

DAY 1 NOV 5-9 2018 Quarter
Time Third(Chemistry)
DAY:
I. OBJECTIVES
Demonstrate an understanding of the particle nature of matter as

A. Content Standards basis 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 CONSTRUCTIVISM APPROACH (Activity Based)
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)
Given some samples of matter, how would you measure their
C. Presenting examples / instances of masses?
the
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
Sample Is the Reas

sample on
D. Discussing new concepts and matter?
practicing new skills #1
Yes No N
(Explore #1)
o
t
s
u
r
e
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
Discussing new concepts and space? Write the reason (s) for your answer on the last column.
practicing
new skills #2 TABLE 2
(Explore #2)
E.

Sample Mass Does each sample Reason
in gram occupy space?
Yes No
Sugar granules
Tap water
Stone
Air inside the ball
Leaves
Smoke
Heat
Light
1. What can you infer from the activity?

2. Based from the activity, what similarities did you observe
among the given five (5) samples?
3. Does each sample have a measurable mass? How did you
say so?
Developing mastery 4. Does each sample occupy space? How did you prove your
(Leads to Formative Assessment 3) answer?
(Explain) 5. How about heat and light, did they have mass? Did they
F. 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
Finding practical applications of that is limited by the amount of mass it can hold before it
concepts breaks ! Can she get everything to fit inside this one basket
and skills in daily living without breaking if it can only hold 800 grams ? You can help her
(Elaborate #1) prepare this picnic by 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
remediation Jingle making on some properties of matter.
(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?
School BTHS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Learning
Teacher LORIELYN M. TABLATE Science
Area
Teaching Date DAY 2
Quarter Third (Chemistry)
and Time NOV 5-9 2018
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the particle nature

A
Content Standards of 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
Performance Standards
. different states within the water cycle.
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
Write the LC code for each
made 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
2 Learner's Materials Pages pp. 174-177
Textbook
3
Pages
4 Additional Materials from

Learning Resource (LR)
portal
B
Other Learning Resource
.
IV. PROCEDURES INQUIRY BASED (Demonstration)
Perform the demonstration activity.

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

Establishing a purpose for the
B Infer from given situations or observable events what matter is
Lesson
. 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
Discussing new concepts and
2. Using a clean and dry graduated cylinder, pour sugar until the
20 mL
(Explore #1)
mark of the graduated cylinder.
3. Transfer the measured sugar into a 250 mL beaker or
transparent bottle.
D 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
in the laboratory unless specifically told to do so by the
teacher). Note
the taste of the resulting mixture.
6. Transfer the sugar mixture into a graduated cylinder.
7. Record the volume of the sugar and water mixture.

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
E Discussing new concepts and bottle containing tap water.
. practicing new skills #2 4. Record your observation in Table 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?
3. Is the volume of the resulting sugar mixture equal, more than or
less than
Developing mastery the sum of the individual volume of sugar and water? Why is
F
(Leads to Formative Assessment this so?
.
3) 4. How can you prove that sugar and water are made up of tiny

(Explain) 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?
G Finding practical applications of

. concepts and skills in daily living What can you infer from the figure below? Prove what matter is
made of. Share it with your classmates.
(Elaborate #1)
1. Describe the ideas of Democritus and Dalton behind the

discovery of
H Making generalizations and atom.
. abstractions about the lesson 2. Differentiate atom from molecule.
(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
(Evaluate) answer on 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?


GRADES 1 to 12
Teaching Date Third
Quarter
and Time (Chemistry)
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.
The learners shall be able to present how water behaves in its different
states within the water cycle.
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)

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

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.
and skills in daily living
(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
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?
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
Teaching
Date and NOV 5-9 2018 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 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
.
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
A No. of learners who earned
. 80% in the evaluation
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?
GRADES 1 to School Grade Level Grade 8
12
Daily Lesson
Teacher Learning Area Science
Log
Teachin
g Date
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
A Reviewing previous The teacher will ask the class for twenty (20) volunteers who will simulate the
. lesson or presenting arrangement of particles entitled “Fit With Me “using a whole sheet of Manila paper. As
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)
Presenting examples /
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.
1. Which of the following does NOT describe a solid?

a. The solid particles are compactly arranged.
b. The solid particles are compressible.
I Evaluating Learning c. A solid has a definite shape and volume.
. (Evaluate) 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?
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 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
changing shape. Ice has a very regular pattern with the molecules rigidly apart
from one another connected by the hydrogen bonds that form a crystalline
lattice. These crystals have a number of open regions and pockets making ice
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
Making generalizations warmed above freezing, it melts and becomes liquid water. As a liquid, the
H
and abstractions about attractive forces between molecules weaken and individual molecules can
.
the lesson begin to move around each other. Because the molecules can slip and slide

(Elaborate #2) 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
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
can help me solve?
G
. What innovation or
localized materials did
Iuse or discover which I
teachers?
School Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date
and Time
DAY:
I. OBJECTIVES
A
Content Standards matter as 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.
Objectives:
C 1. Describe what happens to water when heated.
Objectives
. 2. Investigate the evaporation process.
3. Recognize some observable events that undergo
evaporation process.

II. CONTENT
Lesson 7: Evaporation

A
References
.
1. Teacher's Guide Pages pp. 125-127
2. Learner's Materials Pages pp.184-185
Textbook
3.
Pages
Learning
B
.
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?

A presenting the new lesson
. (Elicit)

B Let the students illustrate what happen to the particles of water when
Lesson
. heated.
(Engage #1)

of the
C
new lesson
. How would you describe the process where a liquid is change into a
(Engage #2)
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 concepts and 2. Put the beaker with water on top of the tripod.
D
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
Developing mastery boils? Where did they come from?
F (Leads to Formative Assessment 3. If you keep water from boiling for more than 10 minutes, what do
. 3) you think will happen to the amount of water in the beaker?
(Explain) 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 and Based on the particle model of matter, how do you relate the change
H
abstractions between a liquid and a gas?
.
about the lesson

(Elaborate #2)
I. Evaluating Learning Read the questions carefully. Select and write your answer on a ¼
(Evaluate) 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 evaporation?

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

. application or In two to three sentences, prove that evaporation takes place from the
Remediation surface of the liquid.

(Extend)
V. REMARKS
VI. REFLECTION
. the evaluation
B No. of learners who require
. 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
GRADES 1 to 12
Teaching Date
and Time
DAY:
I. OBJECTIVES

A
.
Learning Competencies / Objectives:
C Objectives 1. Describe what happens to water when cooled.
. Write the LC code for each 2. Investigate the condensation process.
3. Recognize some observable events that

Undergo condensation process.
II. CONTENT
Lesson 8: Condensation
A
References
.
Textbook
3.
Pages
Learning
B
.
Look at the picture below. Do you have an idea of how clouds are
formed?
(Elicit)
A
.


B
Lesson Let the students investigate the condensation process.
.
(Engage #1)

C
of the 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
D 1. Pour ½ cup or 100 mL of water into the beaker and mark the level
practicing
. of water outside the beaker
new skills #1
2. Put the beaker with water on top of the tripod.
(Explore #1)
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.
. 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?
Developing mastery
F 2. Where does the water at the bottom of the watch glass come from?
(Leads to Formative Assessment
. 3. How is water droplets formed?
3)
4. Can you explain by illustration how the water changes from gas to
(Explain)
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 when
Making generalizations and changes of state take place?
H
abstractions 3. How does the energy of molecule affect the process of
.
about the lesson condensation?

(Elaborate #2) 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)
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
Evaluating Learning
I.
(Evaluate)
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

. application or Make a collage showing how condensation takes place.
Remediation

(Extend)
V. REMARKS
VI. REFLECTION

. the evaluation
. of learners
. require
remediation
worked?
can help me solve?
. materials did I

GRADES 1 to 12
Learning
Daily Lesson Log Teacher Science
Area
Teaching Date
Quarter Third(Chemistry)
and Time
DAY:
I. OBJECTIVES
A
.
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.
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.
E practicing Illustrate the processes taking place to the particles of ice when it turns
. new skills #2 to liquid.
(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?

I. Evaluating Learning
(Evaluate) 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

changing from _______ state.
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

. the evaluation
. of learners
. require
remediation
worked?
can help me solve?
. materials did I

GRADES 1 to 12
Teaching
Date and Quarter Third (Chemistry)
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.
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
.

A
(Elicit)
.

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?
Establishing a purpose for
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

Discussing new concepts
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
b. On the middle part of the water
Evaluating Learning c. At the bottom part
I.
(Evaluate) 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

. additional activities for

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

lesson
. require
remediation
. strategies worked well? Why
did these worked?
. 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
.
. 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)
Discussing new concepts and Let the students perform the activity below.
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?

G concepts and skills in daily living
. (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
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
Learning
Area
Teaching Date
and Time
DAY:
I. OBJECTIVES

A
Content Standards of matter as basis for explaining properties, physical changes and
.
. 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
A
.
(Elicit)
Answer: SNOW
B Establishing a purpose for the Let the student explain the process of deposition.
Lesson
. (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.

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
.
I. Evaluating Learning Direction: Choose the letter of the correct answer:

(Evaluate)
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.
a. The process is applied when mothballs
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%
. 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

GRADES 1 to 12
Teaching
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.
Learning Competencies / 2. Observe that objects may attract or repel each
C Objectives other.
. Write the LC code for each 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)
Reviewing previous lesson

or presenting the new Demonstration Activity: The teacher will instruct
lesson the students to comb their hair for several times.
(Elicit) Place the comb their arms. Let them describe
A their observation.
.

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)
Charge it to Experience
D 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
and practicing
about two inches apart.
new skills #1
(Explore #1)
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%

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

solve?
. materials did I
to share with other teachers?

GRADES 1 to 12
Teaching
Third(Chemistry
Date and Quarter
)
Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the identity

A. Content Standards
of a substance according to its atomic structure.
Learning Competencies / Objectives Determine the number of protons, neutrons and electrons
Write the LC code for each in a particular atom. (S8MT – III e – f – 10)
Objectives:
C.
1. Compare the masses of the subatomic particles
using the different ways of visual representation.

2. Infer which subatomic particles contribute to the
mass of the atom.

II. CONTENT
Lesson 14: Subatomic Particle (Mass)
A. References
1. Teacher's Guide Pages page 136 – 137
2. Learner's Materials Pages page 195 - 197
3. TextbookPages
Additional Materials from

4.
Learning
CONSTRUCTIVISM APPROACH (Picture

IV. PROCEDURES
Analysis/Thinking Skills)
Four Pics One Word: The teacher will present to the class
different pictures. Instruct students to give the best word for
the given set of pictures

(Elicit)
A.
____
MEVAUHMYSS
_____
GBILHATL
Establishing a purpose for the Let the students identify the mass of the subatomic
B. Lesson particles.
(Engage #1)
Presenting examples / instances of
C. the Let the students infer which sub atomic particles
new lesson contributes to the mass of the atom.
(Engage #2)
The Big Difference
Refer to the mass of the subatomic particles in the Table .

Discussing new concepts and Arrange the subatomic particles in increasing mass.
D. practicing
new skills #1 Subatomic particle Mass (grams)
(Explore #1) (symbol)
Electrons (e-) 9.109 x 10 -28
+
Protons (p ) 1.672 x 10 -24
Neutrons (n0) 1.675 x 10 -24
E. Discussing new concepts and Make a visual representation showing the comparison of
practicing the masses of the three subatomic particles. It may be in
new skills #2 the form of graph, chart or any form of representation
(Explore #2) suited to the topic above.
1. When you arranged the subatomic particles in increasing

Developing mastery mass which one is the lightest? The heaviest?
F. (Leads to Formative Assessment 3) 2. Which subatomic particles have almost the same mass?
(Explain) 3. How will you determine the mass of protons from
electrons? electrons from neutrons

concepts A seesaw can show a comparison between two masses of
and skills in daily living an object. It goes up and down depending on the mass it
carries on each side. If the girl represents the electrons and
the boy represents the protons, how does the mass of the
proton compare with the mass of the electron? How would
you represent the mass of the protons, electrons and
neutrons using seesaw? Label your drawing.
G.
(Elaborate #1)
The masses of the protons and neutrons are almost the

same. The mass of electrons is 9. 109 x 10 -28, mass of
H. protons is 1.672 x 10 -24 and mass of neutrons is 1.675 x 10
Making generalizations and -24
. Electrons are very much lighter than protons and
abstractions about the lesson
neutrons. The massive part of the atom comes from the
(Elaborate #2)
masses of the protons and neutrons which are collectively
known as nucleons. Most of the mass of the atoms is
contained in its nucleus forming the center of the atom.
(Evaluate) Read the questions carefully. Write the answer on a ¼
sheet of paper.
1. Which of the following illustrations provide a visual

representation of electrons?
A. B. C. D.
2. You have visually compared the masses of the three

subatomic particles. Which of the three subatomic particles
are massive
a. proton and neutron c. electron and neutron
b. proton and electron d. All of them are massive
3. Which is not TRUE about electrons?

a. The mass of the electrons is very much heavier than
protons and neutrons.
b. Its mass does not contribute significantly to the mass of
the entire atom.
c. The mass of the electrons is not negligible.
4. Which of the following statements is TRUE about the

masses of subatomic particles?
a. The mass of the protons is lighter than the mass
of electrons.
b. The mass of the electrons is heavier than the
mass of protons.
c. The mass of the electron is lighter than
protons and neutrons.
d. The mass of protons is equal to the mass of
neutrons and electrons.
5. Which of the following statements best describes the

mass of neutrons?
a. The mass of neutrons is lighter than the mass of
electrons.
b. The mass of neutrons is almost the same with
the mass of protons.
c. The mass of neutrons is lighter than the mass of
protons.
d. The mass of neutrons is equal to the sum of the
masses of protons and electrons.

J. or Bring periodic table of elements and familiarize the features
Remediation of periodic table.
(Extend)
V. REMARKS
VI. REFLECTION
A.
evaluation
No. of learners who require additional
B.
below 80%
Did the remedial lessons work? No. of

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

remediation



What difficulties did I encounter which
F.
solve?
G. What innovation or localized materials


Grade
School Grade 8
GRADES 1 to 12 Level
Learning
Area
Teaching Date
and Time
DAY:
I. OBJECTIVES
A The learners demonstrate an understanding of the identity of a

Content Standards
. substance according to its atomic structure.
B
.
C Determine the number of protons, neutrons and electrons in a
. particular atom. (S8MT – III e – f – 10)
Objectives:
1. Explain the electrical nature of matter.
2. Determine the contributions of
philosophers, alchemists
and scientists on the nature of matter.

II. CONTENT
Lesson 15: Electrical Nature of Matter
A
References
.
1. Teacher's Guide Pages 116-118
2. Learner's Materials Pages
Textbook
3.
Pages
Learning
B
.
IV. PROCEDURES INTEGRATIVE APPROACH (Discussion Method)
Picture Talk: The teacher will let the students to examine the
picture of a man after placing a comb above the head

(Elicit)
A
.
Questions:
1. What does the man feel about it?
2. What made the hair to rise?
3. How would you describe the illustration
B Establishing a purpose for the Lesson Let the students explain the electrical nature of matter.
. (Engage #1)
C Presenting examples / instances of
. the Consider an atom which has 6 protons, 6 electrons and 6
new lesson neutrons, is the atom electrically neutral

(Engage #2)
Electrical Nature of Matter
D
. Discussing new concepts and 1. The students will be provided with concept strips about the
practicing
contributions/ finding of the different philosophers about the
new skills #1
(Explore #1) nature of matter.
2. The students will read and get some reliable information
about electrical nature of matter
3. The information / details will be reported in class by making a
timeline.
E practicing How would you explain the nature of matter based on the
. new skills #2 information given by the different scientists?
(Explore #2)
Developing mastery
Whose scientists gave an important contribution about the
F electrical nature of matter
(Explain)
.
Picture Talk: Study the given picture below

G concepts
(Elaborate #1)

1. From the figure above which one is the charged object?
2. What made the hair of the girl to rise?
The following are the contributors about the electrical nature of

matter:
1. Thales of Miletus observed that rubbing a piece of amber which

came from a fossil softwood resin, could attract pieces could
attract pieces of fiber off a cloth.
H Making generalizations and 2. William Gilbert made use of different materials in experimenting
. abstractions about the lesson on the effects of friction.
(Elaborate #2) 3. Benjamin Franklin was famous for his kite, key, and lightning
experiment wherein he flew a kite with a metal key tied to it.
4. Charles Coulomb explained the relationships between the
magnitude of charges and the distance between charged objects
mathematically.
5. John Dalton revived the idea of atomism.
I. Evaluating Learning Direction: Read the following questions. Choose the best answer.
1. Which scientists observed that a rubbing piece of amber could
attract pieces of fiber off a cloth?
a. Thales of Miletus
b. John Dalton
c. Franklin
d. Coulomb
2. This law shows that when two objects of the same charge are
brought together the force of repulsion increased.
a. Coulomb’s Law
b. Dalton’s Law
c. Boyle’s Law
d. Charles’ Law
3. How do charged objects react when brought near each other?
a. When a positively- charged object is

brought close to a negatively charged one,
the charge is removed, the object becomes
(Evaluate) electrically neutral.
b. There is a force of attraction and repulsion.
c. There is a force of attraction.
4. The scientist which is famous for his kite, key and lightning
experiment.
a. Franklin
b. Dalton
c. Thales
d. Boyle
5. The bigger the value of the electrical charges on two objects,

the stronger is the force of attraction or repulsion between
them.
a. Coulomb’s Law
b. Dalton’s Atomic Theory
c. Franklin’s Law
d. Charles’ Law
Additional activities for application or In one to two (1-2) sentences, answer the following questions:
J Remediation 1. How did an object get a positive charge or a negative charge?
. (Extend) 2. What determined which object would get what charge?

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%
. learners who have caught up with the
lesson
D
. No. of learners who continue to
requireremediation

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

Grade
GRADES 1 School Grade 8
Level
to 12
Daily Lesson Learning
Teacher Science
Log Area
Teaching
Time
DAY:
I. OBJECTIVES

Content Standards
B
.
Determine the number of protons, neutrons and electrons in a particular atom.
Learning Competencies (S8MT – III e – f – 10)
C / Objectives Objectives:
. Write the LC code for 1. Describe Thompson’s Model of the Atom.
each 2. Simulate Thompson’s Model of the Atom.


II. CONTENT
Lesson 16: Thompson’s Model of the Atom
III. LEARNING
RESOURCES
A
References
.
Teacher's Guide
1. Page. 137 - 140
Pages
Learner's Materials
2. page 198 - 199
Pages
Textboo
3.
k Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B Other Learning
. Resource
Reviewing previous During one of your visits to SM Mall, your family decided to take their snacks at
lesson or presenting Chowking and ordered a set of siopao. How do you describe the siopao?
the new lesson
(Elicit)
A
.
B
for the Lesson Let the student illustrate Thompson’s model of the atom.
.
(Engage #1)
C instances of the When the idea of the atom was first propose by the ancient Greeks, how do these
. new lesson scientists intend to discover about the atoms?
(Engage #2)


“Small but terrible”
1. Get the activity box from your teacher. Write the box number
on your worksheet. Inside the box are the “mystery object”
which is fixed in place and one marble. Without opening the
box, guess the shape, size and location of the mystery
Discussing new object.
D concepts and practicing
. new skills #1
(Explore #1) Size
Size

“Fill Me Up”
1. The teacher will instruct the students to categorize the pictures given. Using the
cut –out pictures, fill the box with the appropriate picture description. Note: Each
picture of bag is pasted on the box
Discussing new
concepts and practicing
new skills #2
(Explore #2)
E
.

1. Were you able to determine the size, shape and location of

the mystery object? Draw a picture of the mystery box.
F
. 2. Were you able to infer the size, shape and location of the
mystery object in the box?
3. How close was your guess? If given the chance to guess

another mystery object, will you change your strategy? If yes,
Developing mastery
what changes will this be?
(Leads to Formative
Assessment 3)
4. What made you decide to group these pictures?
(Explain)
5. What insights did you obtain when you compare this activity
with the previous one?
6. Can you say that this activity is the reversed of the previous
activity? Why did you say so?
(Make a research about the other works of Thompson)
Finding practical
applications of
G concepts
(Elaborate #1)

J.J. Thompson discovered that atoms have negatively – charged particles which
Making generalizations
he called electrons. It led him to propose a new model for the atom which he
H and abstractions called the plum pudding model. He proposed that the negatively – charged
. about the lesson electrons were embedded in a kind of cloud of positive charge. In the Philippines,
(Elaborate #2)
the model is known as raisin bread model.

I Evaluating Learning Read the questions carefully. Write the correct answer on a ¼ sheet of paper.
. (Evaluate)
1. Thompson proposed that the atom is a mass of positive
charges with the electrons scattered throughout it. What do
you call to this model?
a. Plum Pudding Model
b. Alpha – Particle Scattering Model
c. Dalton’s Model of Atom
d. Rutherford’s Model
2. Thompson simulated in his Raisin – pudding model that the
positive mass is the pudding. How about the raisins?
a. electrons b. protons c. neutrons d. nucleus
3. Given the Thompson’s model of an atom, what can you infer

from the figure?
a. The atom is a mass of positive charge with electrons

scatted throughout it.
b. It was the same with Dalton’s model of atom.
c. The model also pertains to matter.
d. The model has something to do with the chemical
combination of elements.
4. Which of the following scientists developed the plum –

pudding model of the atom?
a. John Dalton c. Robert Milikan
b. J.J. Thompson d. Ernest Rutherford
5. Which of these is the conclusion from J. J Thomson's

experiment?
a. Electrons travel in a straight line.
b. Electrons emit light.
c. Atoms of some metals do not have electrons.
d. Atoms of all metals have electrons.
. application or
Study Rutherford’s Model of Atom.
remediation

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


the lesson
remediation
. strategies worked well?

can help me solve?
. localized materials did I
teachers?

GRADES 1 to 12
Teaching
Time
DAY:
I. OBJECTIVES
Content Standards
B
.
Determine the number of protons, neutrons and electrons in a particular atom.
Learning Competencies / (S8MT – III e – f – 10)
Objectives Objectives:
C
Write the LC code for each 1. Describe Rutherford’s Model of the Atom.
.
2. Illustrate Rutherford’s Model of the Atom.

II. CONTENT
Lesson 17: Rutherford’s Model of the Atom
A
References
.
1. Teacher's Guide Pages Page. 137 - 140
Learner's Materials
2. page 198 - 199
Pages
Textbook
3.
Pages
from Learning
B
.
IV. PROCEDURES
Who knows how to play billiard? What will you do to scatter the ball? How
forceful is it to hit the ball?

or presenting the new
A lesson
. (Elicit)

B Let the students illustrate Rutherford’s model of the atom.
the Lesson
.
(Engage #1)
C instances of the What do you think are the chances of the alpha particle directly heating the
. new lesson nucleus?
(Engage #2)

“Unmixed Me”
D 1. Scatter the 20 pieces marble in a circle on the floor about one

. foot in diameter. Imagine these to be the electrons in the
Thompson’s raisin bread model of the atom.
Discussing new concepts 2. As forcefully as you can, slide the rubber ball to hit the circle of marbles.
and practicing Imagine the rubber ball to be the high speed alpha
new skills #1 particle in Rutherford’s experiment.
(Explore #1)


E and practicing new skills Using the representation of the atoms of the gold foil, draw the path
. #2 Of the positively charged alpha particles as they moved through the atoms.
(Explore #2)

1. When you slide the rubber ball over the circle of marbles, what
Developing mastery
did you observe?
(Leads to Formative
2. What happened to the rubber ball as it hits the circle of marbles?
F Assessment 3)
3. If you repeat what you did with the rubber ball and the marbles many times,
. (Explain)
do you think you will have the same observation with the previous one?
Task 1. Describe the direction of deflection of positively charged particles as it
hits the positively - charged nucleus. Write your answer on the table below.
G
.
Finding practical
applications of concepts
(Elaborate #1) Motion of alpha particles Deflection of Alpha particles

High speed alpha particle comes
near the positively charged
nucleus
(center of the gold foil)
High speed alpha particle

directly hits the positively
charged nucleus
Rutherford’s team proposed the Nuclear Model of Atom using his gold foil
experiment which established the existence of the nucleus of the atom. He
offered the following rationalizations:
abstractions
H 1. An atom consists of a large empty space is indicated by the ease with which
about the lesson
. alpha particles passed through it.
(Elaborate #2)
2. An atom consists of a positive region which could have been hit by the
alpha particles that deflected.
3. The positive region in an atom that corresponds to a very small but
massive portion. The very few alpha particles that bounced back could have
directly hit and were repelled by the positive nucleus of the atom.

(Make a research about the other works of Rutherford)
I Evaluating Learning Direction: Read the questions carefully. Write the correct answer on a ¼
. (Evaluate) sheet of paper.
1. What is in the center of the Rutherford model?
a. multiple electrons c. neutrons
b. single proto d. nucleus
2. In Rutherford atomic model the alpha particles were
stroked on ________.
a. aluminum b. gold c. silver d. titanium
3. The particles which were deflected backwards in

Rutherford's experiment were hit upon by ______.
a. nucleus c. electrons
b. empty space d. none of the above
4. In Rutherford's experiment, a thin gold foil was

bombarded with alpha particles. What happens when a
high speed alpha particle directly hits the positively
charged nucleus?
a. Alpha particles are strongly deflected since it hits a particle
with bigger mass.
b. Alpha particles bounced straight back from the
gold foil.
c. Alpha particles passed through the foil with little
deflection.
d. Alpha particles become embedded in the foil.
5.Which of these expectations of Rutherford was based on J.J

Thomson's model before conducting his own experiment?
a. Alpha particles would break into smaller
particles
after striking the gold foil.
b. Alpha particles would pass through the gold foil
with little or no deflection.
c.Alpha particles would bounce back along the
same path as they travel to the gold foil.
d.Alpha particles would embed themselves as
they strike the gold foil.

. application or
Make a collage on Rutherford’s model of the atom using indigenous materials.
remediation

(Extend)
V. REMARKS
VI. REFLECTION


below 80%
. work? No. of learners who
have caught up with the

lesson
. to require
remediation
did these worked?

solve?
. materials did I
to share with other
teachers?
Grade
School Grade 8
Learning
Area
Teaching Date Third
Quarter
and Time (Chemistry)
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the

identity of a substance according to its atomic structure.
Determine the number of protons, neutrons and electrons
in a particular atom. (S8MT – III e – f – 10)
Objectives:
1. Identify the subatomic particles associated
C. with mass
and atomic numbers.
2. Determine the number of the subatomic
particles from

the mass and atomic numbers.
II. CONTENT Lesson 18: Subatomic Particles associated with mass
number and atomic number.
A. References
1. Teacher's Guide Pages page 140 - 142
2. Learner's Materials Pages page 203 - 207
3. Textbook Pages
4.
Additional Materials from Learning

B. Other Learning Resource https://www.youtube.com/watch?v=B4SSpsGURvY
IV. PROCEDURES COLLABORATIVE APPROACH (Think-Pair-Share)
A. Allow the students to watch and sing a 2 – minute “ATOM

Reviewing previous lesson or SONG”. The teacher may download the video using the
presenting the new lesson website: https://www.youtube.com/watch?
(Elicit) v=B4SSpsGURvY. Ask students what insights they got
after watching the video / singing the song.
Establishing a purpose for the Lesson How would you relate the sub atomic particles in relation
B.
(Engage #1) with mass number and atomic number.
Presenting examples / instances of the

C. new lesson How would you characterizefor determinig the atom’s
(Engage #2) individuality.

Let the students perform the activity below
“What’s in a number?”
Refer to the periodic table. Locate the atomic mass and

atomic number of the elements. Write your answer on the
D. table below.
(Explore #1) Elements Atomic Mass AtomicNumber
Lithium
Calcium
Oxygen
Nitrogen
Potassium
practicing Study the table below. Given the number of protons,
new skills #2 electrons and neutrons, what can you conclude from the
(Explore #2) table based on the number of protons, electrons and
neutrons?
Elements Atomic Atomic Number Number of Number
Mass Number of electrons of
E protons (e-) neutrons
(p+) (n0)

Lithium 7 3 3 3 4
Calcium 40 20 20 20 20
Oxygen 16 8 8 8 8
Nitrogen 14 7 7 7 7
Potassium 39 19 19 19 20
1. How do you determine the number of protons given
the atomic mass and atomic number of element?
2. Differentiate the number of protons and the number of
Developing mastery
electrons of each element.
3. What factor should you consider in determining the
F. (Explain)
number of neutrons? Can you give the equation
(Relate this concept to Mathematics)
Consider the following atoms:
A B C D E F
No. of
6 6 6 7 8 7
electrons
No. of
6 7 8 7 6 8
G. neutrons
Finding practical applications of No. of
6 6 6 7 8 7
concepts protons
(Elaborate #1) Answer the following questions:
1. Which atoms have the same atomic mass?
2. For which atom (s) is the atomic number 7?
3. Which atom (s) are isotopes
The atomic number or the nuclear charge (proton) is the

basis of the atom’s individuality. Since an atom is neutral,
H. Making generalizations and abstractions the number of protons equals the number of electrons.
about the lesson The mass of an atom is concentrated in the nucleus. The
(Elaborate #2) mass number is equal to the sum of the protons and
neutrons. Atoms having the same of protons but different
numbers of neutrons are referred as isotopes.
Complete the table.

Atomic Mass
Element Proton Electron Neutron
Number Number
Evaluating Learning Na 11 23 11 11 12
I.
(Evaluate) Ac 227 89
Ni 59 28
U 92 146
H 1 0
Using a short coupon bond, make an element card
Additional activities for application or similar to the given example.
J. remediation 1. Oxygen
(Extend) 2. Nitrogen

3. Boron
V. REMARKS
VI. REFLECTION

A.
evaluation

80%

learners who have caught up with the
lesson
D.
No. of learners who continue to require
remediation

E.
Which of my teaching strategies worked

F.
What difficulties did I encounter which my

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

GRADES 1 to Grade
School Grade 8
12 Level
Daily Lesson Learning
Teacher Science
Log Area
Teaching
Third
Date and Quarter
(Chemistry)
Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the identity

of a substance according to its atomic structure.
Determine the number of protons, neutrons and electrons
in a particular atom. (S8MT – III e – f – 10)
Objectives:
Learning
C. 1. Define an isotope.
Competencies /
2. Determine some isotopes of elements.
Objectives
3. Write shorthand notation showing mass number
Write the LC code for
and
each
Atomic number for all naturally occurring isotopes
of
elements.
II. CONTENT
Lesson 19: Isotopes
III. LEARNING RESOURCES INTEGRATIVE APPROACH (Discussion Method)
A. References
Teacher's Guide
1. page 140 - 142
Pages
Learner's Materials
2. page 203 - 207
Pages
Textbook
3.
Pages
from Learning
Resource (LR)
portal
Other Learning
B.
Resource
IV. PROCEDURES
Picture Talk:
A. Reviewing previous
lesson or presenting
the new lesson
(Elicit) 1. Which characteristics of the twins are given at the
illustration?
2. Do you think they are really the same?
How would you characterize Isotopes?
B. for the Lesson
(Engage #1)
C. Consider two Isotopes of carbon, C – 12 and C-13. How
instances of the new
mant protons are there in C—12 and C – 13? How about
lesson
the number of Neutrons in these two Isotopes?
(Engage #2)
Marble Isotope
Students will be given bags with different numbers of red

marbles representing protons, blue marbles representing
neutrons and yellow marbles representing electrons. They
will build the nucleus for each of the atoms and then
determine the element (based on number of “protons”) and
the atomic mass of the atom (protons + neutrons). They
will refer to the periodic table of elements in order to
identify the element. Students will record their information
in the data table.
Data Table
D. Discussing new
concepts and practicing
new skills #1
(Explore #1)
Bag # # # of # of Ato Isoto Atomi Nucle Isotop
of Neutro Electro mic pe c ar e
Pr ns ns Mas Mass Numb Symb Name
ot s er ol
o (ave.
ns atom
ic
mas
s)
Ex. A 3 3 3 6.9 6 3 3 Li
6
Lithiu
m-6
Ex. B 3 4 3 6.9 7 3 3 Li
6
Lithiu
m-7
1
2
3
4
5
6
7
8
9
10
11
E. Discussing new
concepts and practicing . Cobalt-60 is used as radiation therapy for cancer. How
new skills #2 many protons and neutrons does cobalt-60 have?
(Explore #2)
1. How many isotopes did you find?
a. How are they the same?
F. b. How are they different?
2. How many neutrons does Oxygen have?

Developing mastery
3. What is the correct nuclear symbol for carbon-14?
(Leads to Formative
Assessment 3)
4. What does the 35 in the name chlorine-35 represent?
(Explain)
5. Iodine-131 is used to detect thyroid problems. How is
iodine-131 the same as iodine-126?
6. How is iodine-131 different from iodine-126?
Finding practical .1. Explain what an isotope is and how different isotopes of
applications of concepts one element are alike and different.
G. and skills in daily living 2. On the poster, students will draw or cut out pictures of
(Elaborate #1) the current uses and applications of the two isotopes

Isotopes are basically the same element with a different
number of neutrons. The nucleus of every atom is made up
of neutrons and protons. While neutrons don’t have a
charge they do important work such as helping to bind the
positive charged protons together via the strong force.
H. Making generalizations Isotopes can have different numbers of protons but the
and abstractions about basic elemental structure remains the same. For example
the lesson deuterium will have one more neutron than normal
(Elaborate #2) hydrogen but it will still be considered hydrogen. The only
thing that will change is the atomic weight. What is the

importance of isotopes? Isotopes have a special set of
properties called nuclear properties. For example certain
isotopes are more prone to radioactive decay making them
ideal materials to use in nuclear reactions.
(Evaluate) Direction: Choose the best answer.
1. How would you describe two isotopes of two elements?

In what factor do
they differ?
a. Number of neutrons c. Atomic mass
b. Numbers of protons. d. Numbers of electrons
2. Atoms of 16O, 17O, and 18O have the same number of

_________.
a. protons, but a different number of electrons
b. electrons, but a different number of protons
c. protons, but a different number of neutrons
d. neutrons, but a different number of protons
3. Which symbols represent atoms that are isotopes?

a. C-14 and N-14 c. O-16 and O-18
b. I-131 and I-131 d. Rn-222 and Ra-222
4. A neutral atom of 37Cl has __________.

a. 37 protons, 37 neutrons, and 37 electrons
b. 17 protons, 37 neutrons, and 17 electrons
c. 17 protons, 20 neutrons, and 37 electrons
d. 17 protons, 20 neutrons, and 17 protons
5. Isotopes of the same element have?
a. different number of neutrons
b. different masses
c. same protons and neutrons
d. all of these
Additional activities for Identify two different isotopes of the same element, one
J. application or stable and one non-stable. In one whole long bond paper,
Remediation make a poster explaining the two isotopes, how they are
(Extend) the same and how they are different.
V. REMARKS
VI. REFLECTION
No. of learners who

A. earned 80% in the
evaluation
B. No. of learners who
require additional
C. Did the remedial lessons

work? No. of learners
the lesson
D. No. of learners who

continue to require
remediation
E. Which of my teaching
F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
teachers?
Grade
GRADES 1 School Grade 8
Level
to 12
Daily Learning
Teacher Science
Lesson Log Area
Teaching
Third
Date and Quarter
(Chemistry)
Time
DAY:
I. OBJECTIVES
A
The learners demonstrate an understanding of the identity of a
. Content Standards
substance according to its atomic structure.
B
Performance
.
Standards
Determine the number of protons, neutrons and electrons in a
particular atom. (S8MT – III e – f – 10)
Objectives:
Learning
1. Differentiate atomic masses from relative abundance
Competencies /
C of isotopes.
Objectives
. 2. Determine the average atomic masses of the
Write the LC code for
different
each
isotopes.


II. CONTENT Lesson 20: Atomic Masses, Relative Abundance of isotopes,
Average Atomic Masses
III. LEARNING
RESOURCES
A
. References
1 Teacher's Guide

. Pages
2 Learner's
page 204-205
. Materials Pages
Textb
3 ook

. Page
s
4 Additional

. Materials from
Learning
Resource (LR)
portal
B
Other Learning
. http://www.youtube.com/watch?v=lsJx5jD6ctY
Resource
IV. PROCEDURES
Reviewing previous
lesson or The teacher will let the students to view the video clip on
presenting the new Different Types of Apples.
Source: http://www.youtube.com/watch?v=lsJx5jD6ctY
A
. lesson 1. How would describe the different types of apple?
(Elicit) 2. In what property they are the same?
3. How would differentiate one from the other?

Establishing a How would you compare atomic masses and relative abundance
B
purpose for the
. of Isotopes.
Lesson
(Engage #1)
C Presenting
. examples /
Are there any method of determining the average atomic masses
instances of the
of the different Isotopes?
new lesson
(Engage #2)
Discussing new Let the students perform the activity below
concepts and
practicing Atomic Masses and Relative Abundance of Isotopes
new skills #1 How to Find the Average Atomic Masses
(Explore #1)
1. Be ready with a calculator, pencil and paper. You may need to
collect data for several isotopes before solving for the average
atomic mass.
Find out how many isotopes there are for the element you have
chosen. You will need to gather the abundance and mass for
each of the isotopes.
D
.

3. List your isotopes on your paper in chart form. Place a column

for abundance and a column for atomic mass.
For example, there are 2 naturally occurring isotopes of silver,

107Ag and 109Ag. The atomic mass of 107Ag is 106.90509
atomic mass unit (amu) and the abundance is 51.86. The atomic
mass of 109Ag is 108.90470 amu and the abundance is 48.14.
If you know all but 1 of the abundance percentages, you can
subtract from 100 to calculate the abundance of the remaining
isotope. The abundance figures must add up to 100.
4. Turn your abundance percentages into decimals. You do this by
dividing by 100. In our sample problem, the abundance figures
are 0.5186 and 0.4814.
Average Atomic Mass Formula
5. Write down the formula for average atomic mass on your

paper. Average atomic mass = (mass of isotope x relative
abundance) + (mass of isotope x relative abundance).
You will add the mass of the isotope times the relative abundance
for as many isotopes as there are for the element you are
calculating. You will add (mass of isotope x relative abundance)
together according to the number of lines in your chart
6. . Plug your data into the formula.

For silver, you would write the following: "average atomic mass=
(106.90509x0.5186) + (108.90470x0.4814)"
7. Solve for the weighted average of the mass.

In our example, we first simplify the problem. Average atomic
mass=55.4409 + 52.4267. Then, we solve to get an average
atomic mass of 107.8676 amu.
Discussing new
1. How would you determine the atomic mass of each isotope?
concepts and
How
E practicing about their percentage of abundance?
. new skills #2 2. Will you derive the formula for the average atomic mass? What
(Explore #2)
Factors are needed to be able to arrive at the correct data?
F Developing mastery Have the students identify the average atomic mass of carbon 6
. (Leads to Formative
Assessment 3)

(Explain)
Atomic Masses and Relative Abundance of Isotopes

Fill up the table below
Relative
Element Isotopes Isotopic Relative Average
G Mass Abundance atomic
. (amu)
Finding practical (%) mass
applications of 234 234.01 0.0057
concepts uranium 235 235.044 0.719
and skills in daily 238 238.08 99.274
living
(Elaborate #1) 204 203.973 1.4
206 205.974 24.1
207 206.976 22.1
208 207.997 52.4
Isotopes are basically the same element with a different number of

neutrons. The nucleus of every atom is made up of neutrons and
protons. While neutrons don’t have a charge they do important
work such as helping to bind the positive charged protons together
Making
via the strong force. Isotopes can have different numbers of
generalizations and
H protons but the basic elemental structure remains the same. For
abstractions
. example deuterium will have one more neutron than normal
about the
hydrogen but it will still be considered hydrogen. The only thing
lesson
that will change is the atomic weight. What is the importance of
(Elaborate #2)
isotopes? Isotopes have a special set of properties called nuclear
properties. For example certain isotopes are more prone to
radioactive decay making them ideal materials to use in nuclear
reactions.
DIRECTION: Choose the best answer.
1. An element consists of two isotopes. The abundance of
one isotope is 95.72% and its atomic mass is 114.9041 u. The
atomic mass of the second isotope is 112.9043 u with
percentage of abundance 94, 70%. What is the average atomic
mass of the element?
a. 216.7 u
b. 113.0 u
c. 112.9 u
d. 114.8 u
2. The common isotopes of carbon are 12C and 13C. Describe
their common properties.
a. They have the same atomic number.
b. They have different atomic number.
c. They are not the same element.
d. All of the above .
3. If the abundance of 6Li (6.015121 amu) is 7.500% and the
abundance of 7Li (7.016003 amu) is 92.500%, what is the
I Evaluating Learning average atomic mass?
. (Evaluate) a. 6.0750 amu
b. 6.0902 amu
c. 6.9250 amu
d. 6.9409 amu
4. Which value of an element is calculated using both the mass

and the relative abundance of each of the naturally occurring
isotopes of this element?
a. Moral value
b. Half-life
c. Atomic mass
d. Atomic number
5. Hydrogen has three isotopes with mass numbers of 1, 2, and 3
and has an average atomic mass of 1.00794 amu. This
information indicates that
a. equal numbers of each isotope are present
b. isotopes have only an atomic mass of 1
c. more isotopes have an atomic mass of 2 or 3 than of 1
d. more isotopes have an atomic mass of 1 than of 2 or 3
Additional activities
J for application or Recent evidence indicates that protons and neutrons consist of
. Remediation smaller particles. Give examples of some other sub atomic
particles
(Extend)
V. REMARKS
VI. REFLECTION
No. of learners who
A
earned 80% in the
.
evaluation
activities for
remediation who
scored below 80%
C Did the remedial
. lessons work? No. of
learners
who have caught up
with the lesson
remediation
. strategies worked
well? Why did these

worked?
principal or
supervisor can help
me solve?
. localized materials
did I
use or discover which
I wish to share with
other teachers?
Grade
School Grade 8
Learning
Area
Teaching
Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the periodic table

of elements as an organizing tool to determine the chemical
properties of elements.
Trace the development of the periodic table from observations
based on similarities in properties of elements. (S8MT – III g – h –
11)
Learning Competencies / Objectives:
Objectives 1. Identify the contributors in the development of periodic table.
C. Write the LC code for each 2. Compare the valuable contributions of Dobereiner,
De Chancourtois, Newlands, Meyer, Mendeleev and
Moseley.
3. Recognize the importance of their contributions.
Module 3: The Periodic Table of Elements
II. CONTENT
Lesson 21: Development of Periodic Table
A. References
3. Textbook Pages
Learning
IV. PROCEDURES COLLABORATIVE APPROACH (Think-Pair-Share)
Reviewing previous lesson or Title: Peer Sharing

A. presenting the new lesson Who is your favorite scientist/chemist? What is his/her
(Elicit) contribution? Why did you admire him/her?

Recognized the contribution of the scientists in the development of
B. Lesson
the periodic table of elements.
(Engage #1)
C. of the What criteria did you use to choose, which group an element
new lesson belongs to?

(Engage #2)

“Getting to Know Me”
D.
Discussing new concepts and 1. Distribute a copy of hand – outs about the contributors and
practicing their significant contributions to the development of
new skills #1 periodic table
(Explore #1)
2. Create a timeline of the contributions of Dobereneir,
De Chancourtois, Newlands, Lavoisier, Meyer, Mendeleev and
Moseley in the form of comic strip
3. Compare their contributions.

Were you able to identify the contributors to the development of
practicing
periodic table
new skills #2
(Explore #2)
1. How will you compare their ideas in the arrangement of element

Developing mastery in the periodic table?
(Leads to Formative Assessment 2. Who among them have common insights about the existence of
F. 3) elements in the periodic table?
(Explain) 3. Among the contributions of the scientists, which one do you
think is more acceptable nowadays?
G. concepts
What are the importance of the periodic table of elements?

(Elaborate #1)
There were several attempts even in the early times to classify

H. elements in a systematic and logical arrangement that led to the
development of periodic table. Notable of the early groupings are
abstractions
Lavoisier’s classification, Dobereiner’s triad, Newland’s law of
about the lesson
Octaves, de Chancourtois’telluric helix, Meyer’s atomic volume
(Elaborate #2)
curve, Moseley’s work on atomic number and Mendeleev’s
periodic table.
Read the questions carefully. Write the answer on a ¼ sheet of

paper.
1. Among the scientists who were responsible for the development

of the periodic table are as follows: I. Dmitri Mendeleev, II. Johann
Dobereiner and III. John Newlands. Arrange their names in order
of the history of the development of the periodic
table.
a. I , II, III c. III, I, II
b. II, III, I d. III, II, I
2. Who was the scientist who arranged the elements into triads?
a. John Dalton
b. Johann Wolfgang Dobereneir
c. Dmitri Inovich Mendeleev
d. John Alexander Newlands
Evaluating Learning
I. 3. Who was the scientist who arranged the elements in horizontal
(Evaluate)
rows according to increasing atomic masses with similar
properties?
a. John Dalton
b. Johann Wolfgang Dobereneir
c. Dmitri Inovich Mendeleev
d. John Alexander Newlands
4. The following are among the early scientists who attempted to

classify elements in a logical arrangement except
______________.
a.Lavoisier b. Newland c. Bohr d. Meyer
5. Which statement is TRUE about Mendeleev’s contribution?

a. It is the major basis of the present day periodic table.
b. He created Law of Octaves.
c. His contribution is the atomic volume curve.
d. He made major classifications of elements excluding metalloids.
J. application or
.Research about periodic law of Mendeleev.
remediation

(Extend)
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in
A.
the evaluation
B. No. of learners who require
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?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I

GRADES 1 to 12
Teaching Date
and Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the periodic

A. Content Standards table of elements as an organizing tool to determine the
chemical properties of elements.
C. Trace the development of the periodic table from
observations based on similarities in properties of elements.
(S8MT – III g – h – 11)
Learning Competencies / Objectives Objective:
Write the LC code for each 1. Describe how the elements are arranged in
Mendeleev’s
periodic table.

II. CONTENT
Lesson 22: Development of Periodic Table
A. References
3. Textbook Pages
Learning
B. Other Learning Resource https://www.youtube.com/watch?v=VgVQKCcfwnU
IV. PROCEDURES
“The New Periodic Table Song”.

Reviewing previous lesson or website: https://www.youtube.com/watch?
A. presenting the new lesson v=VgVQKCcfwnU
(Elicit) Write the name of the elements mentioned in the video.

Describe their uses.
Describe how the elements are arranged in Mendeelev’s
B. Lesson
periodic table.
(Engage #1)
C. Presenting examples / instances of
the How would you describe the arrangement of elements in the
new lesson periodic table?
(Engage #2)
Discussing new concepts and Let the student perform the activity below.
practicing “Trace Me Where I Am”
1. The teacher may divide the class into five groups.
Distribute
D. the set of element cards in each group of students.
2. Instruct the students to arrange the element cards into a
two
new skills #1
dimensional grid in a way that makes sense to them.
(Explore #1)
3. When the students have finished arranging the elements
ask them to note the reason why they arranged the

element
cards in the way they did.
4. Give additional set of element cards. Observe the change
in the table every time new element card is added to the
table.
E. .
. What criteria did you use to choose which group or family an
element belongs to?
(Explore #2)
F. 1. How many groups or families of elements are in your

table?
2. Is there a trend in atomic mass going across your table?
Is there a trend in atomic mass going from top to bottom?
Developing mastery 3.. Are there any exceptions to these trends? If so, which
(Leads to Formative Assessment 3) elements break the trend? Why did you arrange these
(Explain) elements the way you did?
4.. Are there any holes or gaps in your arrangement? Where
are they? What do you think these gaps might mean?
5. . How did your table change each time you added
newelements to your table?
G. concepts and skills in daily living .Make a diagram of Mendeleev periodic table.
(Elaborate #1)
There were several attempts even in early times to classify

elements in systematic and logical arrangements. Notable of
the early groupings are Lavoisier’s classification,
H. Dobereiner’s triads, Newlands’ Law of Octaves, Lothar Meyer
Making generalizations and and Mendeleev’s periodic table. Lothar Meyer and
abstractions about the lesson Mendeleev arranged the elements in order of increasing
(Elaborate #2) atomic mass while putting in groups those with similar
properties. Both of them also left blank spaces in their table

believing that these spaces would be filled later with elements
yet to be discovered.
(Evaluate) Read the questions carefully. Write the correct answer on a
¼ sheet of paper.
1. Which of these is not a contribution made by Mendeleev in

the development of the periodic table?
a. His arrangement provided blank space spaces to
accommodate unknown elements.
b. He organized the element’s positions according to their
repeating characteristics.
c. He organized elements according to increasing mass.
d. He discovered elements in the actinide series in the
periodic table.
2. Who among the following scientists arranged the elements

in order of increasing atomic mass while putting in groups
those with similar properties?
a. Glenn Seaborg c. Antoine Lavoisier
b. Henry Moseley d.Dmitri Mendeleev
3. Which is NOT true about Mendeleev’s periodic table?
a. It includes all the known elements during that time.

b.There were gaps to accommodate missing elements.
c. All the elements with similar properties could not be
grouped together.
d. The grouping of elements did not indicate any
reoccurrence of properties of elements.
4. What was the significance of Mendeleev leaving gaps in

his periodic table?
a. The elements had not yet been discovered.
b. He didn’t know where to put some elements.
c. He assumed that these elements would have similar
properties like those of metals.
d. He wanted to leave some work for others to do when he
died.
5. Which of the following best describes Mendeleev’s periodic

table?
a. Elements are grouped according to their atomic numbers.
b. Elements are grouped according to their similar properties
and increasing mass.
c. The elements with unlike properties could be grouped
together.
d. There are no spaces for the newly discovered elements in
the periodic table.
. Arrange the elements according to Mendeleev’s Periodic

Table. Write your answer in your notebook
Element Symbol C Element Symbol G

Element Mass 75 Element Mass 35
Physical State gray solid Physical St. green-yellow
Melting Point 817oC diatomic gas
Compounds of H CH-3 Melting Point -101oC
Additional activities for application or
J. Compounds of Cl CCl-3 Compounds of H GH
Remediation
Compounds of Cl GCl
(Extend)
Element Symbol F Element Symbol P
Element Mass 12 Element Mass 79
Physical State soft black Physical State solid
solid Melting Point 221oC
Melting Point 3550oC Compounds of H PH-2
Compounds of H FH-4 Compounds of Cl PCl-2
Compounds of Cl FCl-4
V. REMARKS
VI. REFLECTIONS

A.
evaluation
below 80%
learners
remediation
F. What difficulties did I encounter which
solve?

GRADES 1 to 12
Teaching
Time
DAY:
I. OBJECTIVES

C. Learning Competencies / Objectives Trace the development of the periodic table from observations
Write the LC code for each based of similarities in properties of elements.(S8MT-lllg-h-ll)


II. CONTENT
Lesson 23: Modern Periodic Table
A. References
Textbook
3.
Pages
Learning

Decode the numbers to reveal the words.
(Elicit)
A.

Let the students describe the modern periodic table.
B. Lesson
(Engage #1)
Presenting examples / instances of
C. What are the common characteristics of all atoms of an
the new lesson
elements in the modern periodic table?
(Engage #2)
Where do I Belong?
D.
Discussing new concepts and Using the periodic table, locate and classify the following
practicing element symbols. Give your basis of how you grouped them
new skills #1
(Explore #1)

“Where Do I Belong?”
Locate the group, family and period of the elements. Use the
table below in answering the activity.
Discussing new concepts and Element Period Group Family
E. practicing Potassium
new skills #2
Oxygen
(Explore #2)
Magnesium
Zinc
Arsenic
.
1. How did you group the elements?

2. What gives you the idea that they belong to the same
group?
Developing mastery 3. Is there a trend in the atomic number when you arranged
(Leads to Formative Assessment 3) them horizontally, vertically?
F (Explain) 4. How will you compare the modern periodic table with
Mendeleev’s arrangement of element?
5.. How do you determine the period, group and family of
elements?
Task: Let’s play the Symbo Game. The teacher will say the
name of the element and instruct the students block the
symbol found in their symbocard. The student who first block –
out all the element symbols in his card will be announced as
Finding practical applications of the winner.
G. concepts and skills in daily living
(Elaborate #1) Na Ca Tn Fe Au
Zn K As B Fr
Os Hg Pb O Hf
Sc Xe Ne H Cl
Al Mn Mg Ag Cd

The modern periodic table shows the arrangement of elements
in the order of increasing atomic numbers. The organization of
the table is related to the electronic structure of the elements.
H. Horizontal rows are called periods. All the elements in a period
abstractions about the lesson
have the same number of main energy levels occupied by the
(Elaborate #2)
electrons. Elements in the periodic table are classified into A

and B families. Each family consists of eight groups with each
group occupying one vertical column.
(Evaluate) Read the questions carefully. Write the correct answer on a ¼
sheet of paper.
1. What is the basis in the arrangement of elements in the

modern
periodic table?
a. atomic mass c. atomic radii
b. mass number d. atomic number
2. Refer to the table that lists some elements with their atomic
number and atomic mass. Which of these is the correct
arrangement of the elements in a horizontal row based on the
modern periodic law?
Element Atomic Mass Atomic number

X 126.9 53
Y 131.29 54
Z 127.6 52
a. Y, Z, X b. X, Z, Y
c. Z, Y, X d. Z, X, Y
3. Which of these is the correct reason for placing tellurium

before Iodine in the periodic table, even though the atomic
mass of tellurium is 127.6 and that of iodine is 126.9?
a. Iodine and tellurium have similar chemical properties.
b. The atomic number of iodine is greater than the atomic
number of tellurium.
c. The atomic radius of iodine is greater than tellurium.
d. Chemical and physical properties closely match the group
of 17 elements.
4. The statement that there is a periodic repetition of physical
and chemical properties of the elements when arranged by
increasing atomic number is known as what?
a. The Mendeleevian Rule c. Periodic Law
b. The Lavoisier Principle d. Periodic Table
5. Which of these statements is correct about the layout of the

periodic table?
a. The columns are called the groups which indicate
the highest energy levels of the atoms in that column.
b. The rows are called the periods which indicate the
highest energy levels of the atoms in that row.
c. The rows are called groups or families where
elements have similar electron configurations.
d. The columns are called the periods where elements
have similar electron configurations.
.
Answer the following in your notebook.
1. To which group/family does each of these belong?
a. Sulfur b. Sodium
J. b. Argon e. Silicon
or remediation
c. Chlorine f. Phosphorus
(Extend)
2. The symbol for Iron in Fe. Find iron on the periodic table.
a. What is the atomic number of iron?
b. To which period does iron belong?
c. To which group does iron belong?
V. REMARKS
VI. REFLECTION
A. evaluation
80%
learners who have caught up with the lesson
remediation
G. What innovation or localized materials did

use or discover which I wish to share with
other teachers?


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

Trace the development of the periodic table from observations

based on similarities in properties of elements.(S8MT-lllg-h-ll)
Objectives:
C.
1. Determine the metallic property of elements based on the
periodic table.
2. Compare the relative reactivity of metals in acid
solution.

3. Suggest ways of preventing corrosion due to the
reactivity of metals.

II. CONTENT
Lesson 24: Metallic Property
A. References
Textbook
3.
Pages
4.
Additional Materials from
Learning
Reviewing previous lesson or The teacher will present some familiar objects made of
presenting the new lesson aluminium such as softdrink can, a disposable plate,
A. (Elicit) aluminum foil, metal spoon and cookware.

OBJECTS SHAPE THICKNESS APPEARANCE CAN BE

BENT /
CANNOT
BE BENT
SOFTRDRINK
CAN
DISPOSABLE
PLATE
ALUMINUM
FOIL
METAL
SPOON
COOKWARE
Using the periodic table, identify the portions corresponding to

metals, non – metals and inert gases.
Is aluminum an example of metal?

Establishing a purpose for the Lesson How would you determine the metallic property of elements
B.
(Engage #1) based on the periodic table?
C. Presenting examples / instances of
the
How would you identify the metallic property of an element?
new lesson
(Engage #2)
Metal…Metal…How reactive are you?
1. Get 4 clean glass bottles and using 10 mL graduated

cylinder pour 10 mL of muriatic acid into each bottle.
2. Prepare the iron nail, copper wire, strips of aluminum and
zinc metals. Clean these metal samples by rubbing them
with sand paper or steel wool.
3. Place the iron nail in one glass bottle containing muriatic
acid (HCI) and observe.
4. Place a white sheet of paper behind the bottle. This will
Discussing new concepts and make it easier to observe any reaction to happen.
practicing 5. Observe for 3 minutes. Record all observed changes in the
new skills #1 table below.
D. (Explore #1) Table 1
Observable Reactions with Muriatic Acid
(Check and describe the metal observed)
Metal Violent/Fast Slow No Reaction
Iron nail
Copper wire
Aluminium foil
Zinc metal
(battery case)
6. Repeat procedure numbers 3 to 5 using each of the

remaining metals. Compare the results.
practicing What did you observe when the samples of metal are tested
new skills #2 with muriatic acid?
(Explore #2)
1. Which metal objects show violent reaction with muriatic
acid? Why did say so?
Developing mastery 2. Are there metals which have no reaction to muriatic acid?
(Leads to Formative Assessment 3) 3. What other evidences are observed during the reaction
F. (Explain) process?
4.. Why do think some metal samples react with muriatic acid
and some are not?
Study the pictures below. What is common among them?

Four Pics One Word.

G. concepts
(Elaborate #1)
_____________

RROSCSINOO
Why do metals corrode? How would you prevent corrosion of
metals?
Making generalizations and A. The metals in a group or family in the periodic table have
abstractions similar properties and these properties change gradually
about the lesson across the table. The reactivity of metals tends to decrease
H. (Elaborate #2) from left to right across the periodic table and increases from
top to bottom in a family.
B. The Group 1 metals, from lithium to francium are called the
alkali metals. These metals are so reactive that they are never
found as uncombined elements in nature.
C. Group 2, the alkaline earth metals are not as reactive as

the Group 1 metals, but are more reactive than most other
metals.
Like the metals in Group 1, they are also never found
uncombined in nature.
D. Elements in Group 3 through Group 12 are called

transition metals. They are less reactive than the metals in
Read the questions carefully. Write the answer on a ¼ sheet
of paper.
1. What element group is the most reactive of all the metallic

elements?
a. alkali metals c. transition metals
b. alkaline earth metals d. Group 2B metals
2. Which of the following is NOT true for the Group IA

elements?
a. Most of them are soft, silvery corrosive metals.
b. Their atomic radii increase with increasing
molecular weight.
c. They are named as the alkaline earth metals.
d. They are good conductors of heat.
Evaluating Learning
I.
(Evaluate) 3. Which statement is TRUE for metallic property of element?
a. The metals have the strong ability to react with
acids.
b. The ability of an atom to acquire nuclear charge.
c. Metals are positioned in the extreme right of the
periodic table.
d. Metals are positioned in the middle part of the
periodic table.
4. Which metal has the highest chemical reactivity?

a. potassium
b. sodium
c. lithium
d. calcium
5. Which metal is the least reactive metal?

a. copper b. silver c. gold d. platinum
Use the periodic table and arrange the elements according to
Additional activities for application or
J. increasing metallic property. Do this in your notebook.
remediation
1. Iron, Gallium, Tin, Scandium and Calcium
(Extend)
2. Magnesium, Silicon, Fluorine and Sulfur
3. Barium, Gold, Bismuth and Mercury.
V. REMARKS
VI. REFLECTION

A.
evaluation
No. of learners who require additional
B. activities for remediation who scored
below 80%
learners
remediation
principal or supervisor can help me
solve?
did I
use or discover which I wish to share
with other teachers?
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES
A The learners demonstrate an understanding of the periodic table of elements

Content Standards
. as an organizing tool to determine the chemical properties of elements.
B
.
Trace the development of the periodic table from observations based on
similarities in properties of elements. (S8MT-lllg-h-ll)
Objectives:
C Learning Competencies / 1. Identify the chemical reactivity of elements.
. Objectives 2. Compare the chemical reactivity of elements using
Write the LC code for each activity series of metals.
3. Recognize that metals are reactive to acids.

II. CONTENT
Lesson 25: Activity Series of Metals
A
References
.
1. Teacher's Guide Pages page 153
Learner's Materials page 215 - 219
2.
Pages
Textbook
3.
Pages
from Learning
B
.
IV. PROCEDURES
What do you get from me?

Name the element that can be found in
A
.

or presenting the new :
lesson
(Elicit)

The teacher will introduce to the class that these elements

have different chemical reactivity
B
the Lesson How would you identify the chemical reactivity of elements?
.
(Engage #1)
C Presenting examples /
. instances of the What harmful changes are brought about when a metal reacts or
new lesson mixes with acids?

(Engage #2)
D Discussing new concepts Let the students perform the activity below.
. and practicing Activity Series of Metals
1.The teacher will provide the students a copy of activity
new skills #1 series of metals. Let the students examine the

(Explore #1) position of elements in the periodic table and in the
table itself. Notice the group number and their
chemical reactivity.
.
Using the identified elements in the priming activity, arrange these according
to decreasing chemical reactivity.
E
. Discussing new concepts
and practicing
new skills #2
(Explore #2)
1. How will you prove that the elements are arranged to decreasing chemical
reactivity?
2. Using the periodic table of elements, how would you describe their
Developing mastery positions in relation to their chemical reactivity?
F
(Leads to Formative 3. Sodium, magnesium and aluminum belong to Period 2. Does reactivity
.
Assessment 3) increase or decrease from left to right among elements in a period?
(Explain) 4. Potassium, sodium and lithium are metals belonging to Group 1. In this
group, how does reactivity vary – increasing or decreasing from top to
bottom in the periodic table.

5. Does the relative reactivity of calcium and magnesium follow this trend?
1. Which will be more reactive in the following pairs of metal in every case?
a. Mg or Na with HCl
b. Ag or Al with HCl
Finding practical c. Fe or Zn with CuSO4
G applications of concepts 2. True or False.
. and skills in daily living a. Magnesium is less reactive than gold.
(Elaborate #1) b. Silver is less reactive than calcium.
c. Aluminum is more reactive than silver.
d. Tin is more reactive than platinum.
e. Lithium is less reactive than lead.
H Making generalizations and A general trend emerges as seen in the activity series of metals and evident
. abstractions about the in the periodic table as well. The reactions get more vigorous as you go down
lesson the group and tend to decrease across a period. Using the periodic table, you
(Elaborate #2) may be able to predict the reactivity of metals.
I Evaluating Learning
. (Evaluate) Read each question carefully. Write the answer on a
¼ sheet of paper
1. Which of the following statements is true?

a. Cu can replace Zn from ZnSO4
b. Li can replace Mg from Mg(OH)2
. c. Ag can replace Cu from CuSO4.
d. Mg can replace Li from LiOH.
2. Which of the following reactions will not go forward to completion?

a. Li + 2H2O → 2LiOH + H2
b. Fe + 2HCl → FeCl2 + H2
c. 2Al + 3CuSO4 → 3Cu + Al2(SO4)3
d. Cu + ZnSO4 → Zn + CuSO4
3. The activity series for halogens is given below. Which of the

following reactions will not occur?
a. F2+ MgCl2 → MgF2 + Cl2

b. F2 + MgI2 → MgF2 + I2
c. Cl2 + MgBr2 → MgCl2+ Br2
d. Cl2 + MgF2 → MgCl2 + F2
4. Which of the following statements is TRUE about activity series of metals?

a. Sodium is more reactive than Mg with HCl.
b. The reactivity series increases as it goes from
left to right of the periodic table.
c.The reactivity series decreases as it goes from top to bottom of the
periodic table.
d. Zinc is less reactive than Fe.
5. In the activity series of metals, zinc is placed above the nickel and therefore
it can displace nickel. From the activity
series of metals, which statement is correct?
a. They have the same chemical reactivity.
b. Zinc is more reactive than nickel.
c. Nickel is more reactive than zinc.
d. Nickel is less reactive than zinc.
J Make a photo album of metals available in your community. Find out their
application or
. reactions to any strong acid and weak acid. Caution:
remediation
Do not taste the acids. .
(Extend)
V. REMARKS
VI. REFLECTION


below 80%

lesson
. to require
remediation
did these worked?

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

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Daily Lesson Log

Teaching Date and

Demonstrate an understanding of the particle nature of matter as

III. LEARNING RESOURCES

B. Other Learning Resource

IV. PROCEDURES CONSTRUCTIVISM APPROACH (Activity Based)

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

D. B. Establishing a purpose for the

The students will perform the Activity 1 entitled “Which is matter,

Sample Is the Reas

Using the weighing scale, measure the mass of each sample.

1. What can you infer from the activity?

(Integrate the concept of mass if in the outer space)

Read the following problem scenario . The students will

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

2. Suppose you are given a sample of substance, how would you

3. How would you prove if an irregular object like stone occupy

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

5. Which of the following exhibits the common observable

B. No. of learners who require additional

C. Did the remedial lessons work? No. of

F. What difficulties did I encounter which my

School BTHS Grade Level Grade 8

The learners demonstrate an understanding of the particle nature

Module 1: The Particle Nature of Matter

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

2 Learner's Materials Pages pp. 174-177

4 Additional Materials from

IV. PROCEDURES INQUIRY BASED (Demonstration)

Perform the demonstration activity.

Presenting examples / instances

Let the students perform the activity below.

1 .Taste the sugar and water samples. Record your observations

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

Let the students answer the following questions

transparent bottle containing tap water?

water and food color.

the bottle containing tap water?

G Finding practical applications of

1. Describe the ideas of Democritus and Dalton behind the

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

3. In the mixture of sugar and water, sugar is still present though

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

5. Which of the following illustrations shows the presence of

A No. of learners who earned 80% in

School BTHS 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