: GRADE 1 to 12
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
III. CONTENT
V. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Curriculum Guide
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
VI. PROCEDURES
School MUÑOZ NATIONAL HIGH SCHOOL-MAIN Grade Level 8-STE Checked by: Noted:
Teacher MARICOR V. SANTOS Learning Area SCIENCE
Teaching Dates and Time January 9-January 13, 2017 MARY QUEEN P. ORPILLA, Ph.D. NORMA R. FRAMO
Quarter THIRD Head Teacher –III, Science SS Principal-IV
(7:20-8:20am & 8:20-9:20am)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
January 9, 2017 January 10, 2017 January 11, 2017 January 12, 2017 January 13, 2017
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises,
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners should be able to: (1) Compare and contrast comets, meteors, and asteroids ; (2) predict the appearance of comets based on recorded data of previous, (3) explain the regular
occurrence of meteor showers.
The learner demonstrates The learner demonstrates The learner demonstrates
understanding of: understanding of: understanding of:
The periodic table elements as an The periodic table elements as an The periodic table elements as an
organizing tool to determine the organizing tool to determine the organizing tool to determine the
chemical properties of elements chemical properties of elements chemical properties of elements
The learners shall be able to present The learners shall be able to present The learners shall be able to present
how water behaves in its different how water behaves in its different how water behaves in its different
states within the water cycle states within the water cycle states within the water cycle
The Learner should be able to: The Learner should be able to: The Learner should be able to:
Use the periodic table to predict the Use the periodic table to predict the Use the periodic table to predict the
chemical behavior of an element chemical behavior of an element. chemical behavior of an element.
(S8MT-IIIi-j-12) (S8MT-IIIi-j-12) (S8MT-IIIi-j-12)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Periodic Table of Elements Periodic Table of Elements Periodic Table of Elements CHAPTER TEST CHECKING & RECORDING
(Reactive & Nonreactive metals) (Reactive & Nonreactive metals) (Reactive & Nonreactive metals) OF PAPERS
pp. 152-153 pp. 152-153 pp. 152-153 Test papers Test papers
pp. 213-214 pp. 213-214 pp. 213-214
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
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A. Reviewing previous lesson or (5 minutes) (5 minutes) (5 minutes) (5 minutes) (5 minutes)
presenting the new lesson Ask the following: Continuation of the lesson Continuation of the lesson Daily routine: Daily routine:
 What are the parts of a yesterday… yesterday…  Checking of  Checking of
Periodic Table? Attendance Attendance
 How the elements are  Cleanliness &  Cleanliness &
grouped? Orderliness of the Orderliness of the
 What are the corresponding classroom classroom
names for each group? Other matters Other matters

B. Establishing a purpose for the (5 minutes) (5 minutes) (5 minutes) (5 minutes) (5 minutes)

lesson Say: Recall what you learned in Grade Continuation of the lesson Continuation of the lesson Distribution of test papers to the Distribution of test papers to the
7. We can use the periodic table to yesterday… yesterday… students students
identify the known elements as metals,
nonmetals, and semimetals or
metalloids, as shown in the figure on
the right. A stair step line separates
metals and nonmetals. The majority of
the elements on the left side of the
table are metals. The nonmetals are
confined to the right side of the table.
Moreover, you have learned in Grade
7 that the elements along the stair step
line are the semimetals. Semimetals
have the appearance and some
properties of a metal but behave like a
nonmetal in certain instances.

C. Presenting (10 minutes) (10 minutes) (10 minutes) (10 minutes) (10 minutes)
examples/Instances of the new Say: The physical properties of metals Continuation of the lesson Continuation of the lesson Write the answer key on the
lesson include luster, malleability, ductility, yesterday… yesterday… board and instruct the students
and conductivity. Metals vary in to write ‘corrected by’ at the
reactivity. The most reactive metals lower portion of the paper they
will react even with cold water while are checking.
the least will not react even with acid.

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D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application of
concepts and skills in daily
living
The ease and speed with which a
metal reacts with another substance is
called its reactivity. The reactivity of
metals can cause deterioration of
materials. The gradual wearing a way
of a metal due to interaction with other
substances is called corrosion. In
Grade 7, you have seen what happens
to metals when exposed to acids.
How can you explain this?
(15 minutes) (30 minutes) (20 minutes) (18 minutes) (20 minutes)
Performing Activity 2: “Metal…Metal: Continuation of the lesson Continuation of the lesson TEST PROPER Checking Proper
How reactive are you?” on page 214 yesterday… yesterday…
Guide Questions: Continuation of the lesson Continuation of the lesson
Q1. Which of these metals – Fe, Cu, yesterday… yesterday…
Al and Zn – reacts with muriatic acid?
Which did not react with muriatic acid?
Q2. What is the position (with respect
to hydrogen) in the activity series of
the metals that reacted or unreacted
with muriatic acid (HCl) in the activity?
Q3. Potassium, sodium, lithium are
metals belonging to Group Q4. Does
the relative reactivity of calcium and
magnesium follow this trend?
Q5. Sodium, magnesium and
aluminum belong to Period 2. Does
reactivity increase or decrease from
left to right among elements in a
period.
(10 minutes) (10 minutes) (5 minutes) (5 minutes) (5 minutes)
Presentation of answers by group. Presentation of answers by group. Presentation of answers by group. Return the papers to the owner
Each group will be given 2-3 minutes Each group will be given 2-3 Each group will be given 2-3 and let them rechecked it for 3
to present their output in class. minutes to present their output in minutes to present their output in minutes.
class. class.
(10 minutes) (5 minutes) (4 minutes) (4 minutes) (4 minutes)
Say: In the activity above, you have Say: In the activity above, you have Say: In the activity above, you have Ask for any corrections by row.
learned that the metals react learned that the metals react learned that the metals react
differently with other substances. differently with other substances. differently with other substances.
However, a general trend emerges as However, a general trend emerges However, a general trend emerges
seen in the Activity Series, and evident as seen in the Activity Series, and as seen in the Activity Series, and
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H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
in the periodic table as well. Refer to
the periodic table, you will notice that
the reactions get more vigorous as you
go down the group and tend to
decrease across a period. Therefore,
with the help of the periodic table you
may be able to predict the reactivities
of metals.
(10 minutes)
The teacher will discuss the following
and correct some misconceptions
done by the students during their
presentation of outputs:
 With respect to position in the
periodic table of the
representative elements,
metallic character increases
from top to bottom and
decreases from left to right;
while nonmetallic character
decreases from top to bottom
and increases from left to
right.
 The way the electrons of an
atom are distributed in the
various energy levels or
electron shells is called
electronic configuration.
(5 minutes)
The students are given a 20-point
formative test
Assignment:
Prepare for the presentation per group
tomorrow
evident in the periodic table as
well. Refer to the periodic table,
you will notice that the reactions
get more vigorous as you go down
the group and tend to decrease
across a period. Therefore, with the
help of the periodic table you may
be able to predict the reactivities of
metals.
(10 minutes)
The teacher will discuss the
following and correct some
misconceptions done by the
students during their presentation
of outputs:
 With respect to position in
the periodic table of the
representative elements,
metallic character
increases from top to
bottom and decreases
from left to right; while
nonmetallic character
decreases from top to
bottom and increases
from left to right.
 The way the electrons of
an atom are distributed in
the various energy levels
or electron shells is called
electronic configuration.
(5 minutes)
The students are given a 20-point
formative test
Assignment:
Prepare for the presentation per
group tomorrow
evident in the periodic table as
well. Refer to the periodic table,
you will notice that the reactions
get more vigorous as you go down
the group and tend to decrease
across a period. Therefore, with the
help of the periodic table you may
be able to predict the reactivities of
metals.
(10 minutes) (10 minutes) (10 minutes)
The teacher will discuss the
following and correct some
misconceptions done by the
students during their presentation
of outputs:
 With respect to position in
the periodic table of the
representative elements,
metallic character
increases from top to
bottom and decreases
from left to right; while
nonmetallic character
decreases from top to
bottom and increases
from left to right.
 The way the electrons of
an atom are distributed in
the various energy levels
or electron shells is called
electronic configuration.
(5 minutes) (5 minutes) (5 minutes)
The students are given a 20-point
formative test
Assignment:
Review for a chapter test tomorrow
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 VII. REMARKS Note: The lesson was not finished because of time constraint
VIII. 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 work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

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