School: BULACNIN INTEGRATED NATIONAL HIGH SCHOOL Grade Level: 8

GRADE 8– Teacher: JUN DE F. FONTANOZA Learning Area: SCIENCE

SCIENCE Teaching Dates:
DAILY
LESSON
LOG SEPTEMBER 18-22, 2023 Quarter: 3 – Week

DAY 1 DAY 2 DAY 3 DAY 4

September 18, 2023 September 19, 2023 September 20, 2023 September 21, 2023
Time & Section Monday - 1:10-2:00 Azalea Tuesday - 12:20-1:10 Lavender Wednesday- 12:20-1:10 Lavender Thursday- 12:20-1:10 Lavender
Tuesday - 1:10-2:00 Azalea Wednesday- 2:00-2:50 Cattleya Thursday- 1:10-2:00 Azalea
Tuesday - 2:00-2:50 Cattleya Thursday- 2:00-2:50 Cattleya
I. OBJECTIVES

A. Content The learners demonstrate understanding of: The learners demonstrate the
Standards: Newton’s three laws of motion and uniform circular motion understanding of the
occurrence of eclipses.
B. Performance The learners shall be able to: The learners shall be able to
Standards: Develop a written plan and implement a “Newton’s Olympics” discuss whether or not beliefs
and practices about eclipses
have scientific bases.
C. Learning Investigate the relationship Investigate the relationship Investigate the relationship Explain how Solar and Lunar
Competencies/ between the amount of force between the amount of force between the amount of force Eclipse occur.
Objectives: applied and the mass of the applied and the mass of the applied and the mass of the S7ES-IVj-11
Write the LC Code for object to the amount of change object to the amount of change object to the amount of change 1. Explain how shadows are
each in the object’s motion in the object’s motion in the object’s motion formed in space.
(S8FE – Ia – 15). (S8FE – Ia – 15). (S8FE – Ia – 15). 2. Relate the formation of
1. Explain how force affects 1. Explain how force affects 1. Explain how force affects shadow to the understanding
acceleration when mass is acceleration when mass is acceleration when mass is of the occurrence of an eclipse.
constant. constant. constant.
2. Explain how mass affects 2. Explain how mass affects 2. Explain how mass affects
acceleration when force is acceleration when force is acceleration when force is
constant. constant. constant.
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
II.CONTENT week or two.
Why Seasons Change How people are affected by the Effects of Direct and Indirect Eclipse-Shadows Formation in
change in the seasons Sunlight on Seasons Space
III.LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D.References
1.Teacher’s Guide Pages Pages Pages Pages
Pages
2.Learner’s Materials Pages Pages Pages Pages
 Pages
3.Textbook Pages
4.Additional Project Ease (Effective Caiobes, Efrene J. 2012 K to
Materials from Alternative Secondary 12 Grade 7 Science, Practical
Learning Resource Education) Integrated Science I: Science, pp. 348-352
(LR) portal Module 14, pp. 13-14 Evangelista, Eden V. et al.
2013 Science in Today’s World
The New Grade 7, K to 12
Curriculum Compliant, pp.
266- 268 Madriaga, Estrellita
A. et al, Worktext in Science
and Technology Science Links,
p. 382
E. Other Learning Hewitt, Paul G., et. al. 2007. https://
Resources Conceptual Integrated Science. en.mwikipedia.org>wikihttps:/
First Edition, p. 581 /www.shutterstock.com/
Madriaga, Estrellita A. image-vector/vital-areas-
et.al.2017. Science Links: inforgraphic-diagram-showing-
Worktext for Scientific and angle-709458253
Technological Literacy. Revised https//
Edition., pp. 345-353 www.teacherspayteachers.com
Tarbuck, Edward J. et.al.
2012.Earth Science. Thirteenth
Edition, p.469

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES 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.
A. Reviewing Previous Show the following pictures Review students’ concept Identify the following Do you know how shadows are
Lesson or Presenting to the students. understanding by asking: jumbled letters: formed?
the New Lesson 1. MERMUS- the hottest
Why do the seasons change? among the four temperate Do you know why they occur?
seasons.
Answer: Because of the These are the longest days Do you know shadows and
earth’s revolution around and shortest nights. eclipses are related in any
the sun and its tilt. 2. NIWRET- coldest season way?
of the year in the polar and
temperate zones. Do you know how shadows are
3. MTAUUN- characterized formed?
by the shedding/falling of
leaves from trees. Tips: Show a picture or a
 Let the students identify 4. NGPSRI- marked by situation that shows a shadow.
the mystery word depicted increased rainfall, which
in the given picture by helps to water the infant
filling up the boxes with seeds, resulting to more
correct letters. yielding of plants.

Ask students:
1. What is revolution? -
The movement of the earth
around the sun which
takes 365.25 days to
complete.
2. What is tilt? - The angle
of inclination of the earth
which is equal to 23. 5
degrees and which makes
it somewhat slanting.
3. What are the two
seasons in the Philippines?
– Rainy (wet) and Dry
Season
B. Establishing a Purpose Presenting objectives of the Presenting objective of the Presenting objective of the Presenting objective of the
for the Lesson lesson. lessons. lessons. lessons.

C. Presenting Examples/ Ask students:
Instances of the 1. How about in other
Lesson countries like the United
States, Canada, and
Korea?
What are the seasons
experienced there? -winter,
spring, summer, autumn?
2. Why do you think the
Present to the students
pictures/ illustrations of the
following:
Ask the following questions:
1. Do we experience these
four (4) seasons in the
Philippines?
2. Why do we have different
season patterns with the
other countries especially
countries from the polar and
temperate regions?
Using a source of light, like
flashlight or a light bulb, ask
the students to form shadows
near the wall or away from it.
Then ask the following
questions:
1. How are shadows formed?
2. Does distance have effect to
the size of the shadow formed
 seasons change?
3. Does the tilt of the earth
affect the seasons?
4. Does the revolution of
the earth around the sun
has something to do with
the changes in seasons?
Find out the answers by
doing the following
activities.
D. Discussing New Introduce Activity 1:
Concepts and Why do the seasons
Practicing New Skills change?
#1
(See attached learner’s
activity sheets for A and B
learners)
Provide instructions in
doing the activity.
Discuss the guidelines (Dos
Ask students:
1. What do the illustrations
show? Can you recognize
and tell what seasons are
depicted in each illustration?
-The four seasons – spring,
summer, fall (autumn) and
winter, respectively.
2. Do the seasons affect the
comfort, well-being, lifestyle
and activities of the people?
-Yes. Based on your
understanding of the
characteristics of the
different seasons, find out
and recognize how people are
affected by the change in
seasons by doing the next
activity.
Introduce Activity 2:
The Seasons and You
(See attached learner’s
activity sheets.)
Let students perform tasks
1, 2, and 3.
Introduce Activity 2:
The Seasons and You (See
attached learner’s activity
3. How is the season affected
by the direct and indirect
rays of the sun?
Let’s find out the answers to
these questions by
performing the next activity.
Please, do Activity Sheet 7A:
Why do Seasons Change?
(Please see attached Activity
Sheet for A learners.)
Please, do Activity Sheet 7B:
Why do Seasons Change?
(Please see attached Activity
Sheet for B learners.)
on a screen or in any objects?
3. Do you think same thing
happened in space?
Tips: Using meta cards, ask
volunteers from the class to
right their answer on it.
Note: Do not process students‟
answers. Just solicit ideas that
will serve as the springboard in
the formation of shadow in
space.
Using a source of light, like
flashlight or a light bulb get
different objects with different
shapes and form shadows near
the wall or away from it.
Then ask the following
questions:
Let the students describe how
shadows are formed.
Do you think the same thing
happened in space?
Note: Do not process Students’
answers. Just solicit ideas that
will serve as the springboard in
the formation of shadow in
space.
Let the students perform the
pre-activity: Formation of
Shadow.
This activity will make use of
students’ prior knowledge
about shadows and how
shadows in space are formed.
Remind the students, they
must agree with a common
answer in each question in the
activity. To maximize the time,
 and Don’ts) in performing
the task.
Check for completeness of
materials.
Ask for clarifications or
concerns before letting the
students do the activity.
sheets.) group the students into four
Let students perform tasks groups and ask a volunteer per
1, 2 only. group to demonstrate to the
class how shadows are formed.
During the activity on the
formation of shadows let the
students identify the shadows
viewed on the wax paper.
(See attachment 1 Pre-
Activity: Formation of
Shadow)

IV These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
PROCEDURES 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.
E. Discussing New Provide instructions in doing
Concepts and Practicing the activity.
New Skills #2
Note: The teacher may give to
the students the focus of the
activity which is but not
limited to the following:
lifestyle, clothing, work/
occupation, social activities,
housing, agriculture (crops
and animals, food, events.
Discuss the guidelines (Dos
and Don’ts) in performing the
task. Check for completeness
of materials. Ask for
clarifications or concerns
before letting the students do
the activity
F. Developing Mastery Let the students present their Let the students present their Group Presentation. Students’ presentation of output
(Leads to Formative outputs using the given guide outputs. (Students will present their (by group).
Assessment 3) questions for discussion by Check the students’ responses group output.) Processing and discussion of
the groups. to the activity. activity
The teacher will take note all (Let the groups process first
Check the students’ responses the key information presented their answers then go back to
 to the activity. by each group for elaboration the guide questions during class
and correction of demonstration.
The teacher will note down all misconceptions. Give After you had processed the
the key information presented feedback. class output emphasize to them
by each group for elaboration that similar things happened in
and correction of space. Draw out from the
misconceptions. Give students the idea how shadows
feedback. are formed in space by
identifying what could be the
source of light to form a shadow
when an object blocks the light.
G. Finding Practical Note: Refer to the guide Refer to the students’ Important Concepts: Shadows
Applications of questions in the activity while performance. Give emphasis  When the North Pole is Shadow is created when the
Concepts and Skills discussing the elaborated part on how they were able to pointed toward the Sun, the light is blocked by an opaque
in Daily Living of the DLP to clarify ideas of recognize how people are Northern Hemisphere receives object. It is just that part where
learners and to substantiate affected by the change in more sunlight than the light does not reach. When you
the explanation of the seasons, along with the Southern Hemisphere. This stand in the sun, you are able
students. corresponding adaptations to happens in the month of to see your shadow behind you.
these changes. June. How do you see that shadow?
Give emphasis on the Elaborate on the following This is because our body is
following important concepts: important concepts:  By September, the vertical opaque and does not allow the
 The seasons change rays of the sun sweep from light to pass through it.
because of the tilt of the earth  Just like the seasons, people Tropic of Cancer to the This is how the shadow is
and its revolution around the have the ability to change. equator. The rest of the part of formed behind us. When you go
sun. the earth receive to a party, you wear a colorful
 As the earth revolves  This change is evident on indirect/slanting rays. This dress. But when you look at
around the sun, the position the ways humans adapt to the month marks the beginning of your shadow can you see the
of the hemisphere facing different seasons. autumn in the northern colors? NO! We always get a
towards the sun changes. hemisphere and spring in the black shadow.
 Certain aspects or areas of southern hemisphere. Opaque objects: These objects
 Because of the revolution of human’s life are affected Everywhere on Earth, the do not allow the light to pass
the earth around the by the seasonal changes. length of day and night is through them at all. e. g., If we
sun, one side of the earth equal called autumnal or fall take some amount of tea in the
faces the sun, and the  Seasons affect one’s equinox. glass and allow the torchlight to
other side does not. This is clothing, job, food, recreation, pass through it. The tea being
how revolution causes social activities, customs and  When the North Pole is an opaque object won’t allow
the change in the seasons. lifestyle. pointed away from the Sun, the light to pass through it.
 When the hemisphere is the Northern Hemisphere
farthest or turning away from  Also, animals and plants receives less amount of energy
the sun, the season around you adapt to these from the sun. This happens
experienced is winter. seasonal changes. during December. Therefore
the Tropic of Capricorn
 When the hemisphere is  In our country, Filipinos located at 23.5 degree south
leaning or facing the sun, the adapt to these changes has summer season.
season experienced is depending on the season they Formation of Shadows
summer. experience.  In March, the vertical rays
of the sun are again directly
 Because of the earth’s tilt,  During summer season, over the equator. It marks the
some places receive direct rays people usually wear thin beginning of spring in the
from the sun and other places cotton materials for clothing. northern hemisphere and
receive indirect rays from the autumn or fall in the southern
sun.  People usually go on trips to hemisphere.
travel, socialize and enjoy
 Places that receive direct beautiful beaches and  Thus, within the year, we
rays from the sun experience landscapes. experience two solstices and
summer. two equinoxes. To form a shadow a source of
 Cold food and refreshments light is required. It is only when
 Places that receive indirect like ice cream, halo- halo, and  The difference between light rays are obstructed we get
rays of the sun experience ice candy are common. equinox and solstice is that the shadow of the object. The
winter. solstice is the point during the size of the shadow keeps on
 Dry season also initiate the Earth’s orbit around the sun changing with the position of
 In between are fall (autumn) harvest season. at which the sun is at its the sun. Shadows are always
and spring where the sun greatest distance from the formed on the opposite side.
shines equally on the  Rivers dry up. equator, while during an Transparent objects cannot
southern and northern equinox, the sun is at its form a shadow. They are only
hemisphere.  During wet or rainy season, closest distance from the formed in opaque or translucent
farmers take advantage of the equator. Two solstices occur objects. If we take a glass slab,
 Summer falls between ample supply of water for the annually June 21 and no shadow is formed because it
spring and fall and is farmland’s irrigation. December 21. allows light to pass through it.
characterized by high When shadow is not seen, it
temperatures.  They also take advantage of does not mean that it has
the rainy season to plow the disappeared. When the object
 Winter is between fall and rice fields. moves, the shadow moves with
spring and is usually it. Shadow exists in space too.
characterized as the coldest  Illnesses like cough, fever The formation and darkening is
season. In many places, this is and colds are rampant. exactly the same as the
associated with snow and formation of shadows commonly
freezing temperatures.  Vegetation grows seen around you. When
substantially leading to crop shadows are formed on
 Spring follows winter and yields late in the season. astronomical objects, a
precedes summer and is darkening effect is observed.
usually characterized by the  Shortage of crops also This phenomenon is called an
growth of leaves on trees and happens. eclipse.
plants.
 Flash floods and landslides
 Fall(autumn) marks the occur.
transition from summer to  Adapting to the seasonal
winter in September (northern changes enables Filipinos to
 hemisphere) or March be resilient in surviving the
(southern hemisphere) when different seasons experienced
nighttime becomes noticeably by the country.
earlier and daytime becomes
noticeably later and the
temperature cools down. One
of its main features is the
shedding of leaves.

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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.
H. Making Generalizations Teacher will call some Teacher will call some Teacher will call some Teacher will call some students
and Abstractions about students to answer the students to answer the students to answer the to answer the questions about
the Lesson questions about the lesson. questions about the lesson. questions about the lesson. the lesson.
I.Evaluating Learning Each of the questions or Recognize and identify what Read each item and choose In a 1/2 sheet of paper let the
incomplete statement below season is being portrayed by the best answer. students briefly explain the
is followed by four the given statements. For items 1-2, please refer to answer the following questions:
suggested answers. Select 1. Mang Juan stored the figures below. (5 points each)
the one that is best in each enough supply of rice for The x shows where the most 1. How does a shadow form in
case, write the letter ONLY. the upcoming months. direct sunlight strikes the space?
2. Amber requested her earth. When shadow is not seen, does it
1. When the northern mother to bring her a hot mean that it has disappeared?
hemisphere is tilted toward bowl of soup to make her
the sun, the southern feel warm.
hemisphere 3. Kent went to the beach in
experiences________. cotton clothes and shorts to
A. fall B. spring enjoy the sea breeze.
C. summer D. winter 4. Kurt ate a lot of cold food
refreshments like ice cream
2. When the north pole is and halo-halo.
leaning towards the sun, 5. Angel’s father harvested
the northern hemisphere a lot of root crops.
experiences _______
A. fall B. spring
C. summer D. winter

3. Why do some places on 1. Which shows summer in

earth receive direct rays of the Northern Hemisphere?
the sun while others do -B
 not? 2. Which shows summer in
A. because of the rotation of the Southern Hemisphere?
the earth on its axis -A
B. because of the revolution 3. When sunlight falls equally
of the earth around the sun on the two hemispheres, the
C. because of the tilt of the Earth is said to be in
earth ______________.
D. because of the A. solstice C. equinox
occurrence of day and night 4. When the Northern
Hemisphere is tilted toward
4. How does revolution the sun, the Southern
cause change in the Hemisphere experiences
seasons? __________.
A. by changing the position A. Fall C. Summer
of the hemisphere facing the B. Spring D. Winter
sun. 5. Which season is the
B. by having the occurrence coldest season?
of day and night. A. Autumn C. Summer
C. by rotating on its axis. B. Winter D. Spring
D. by receiving uneven
angles at which the sun’s
ray strikes.

5. What season is
experienced on the opposite
of the hemisphere not
facing the sun?
A. summer B. spring
C. fall D. winter
J. Additional Activities for Answer the following. Make a foldable paper that How does a solar eclipse occur?
Application or 1. Do you want to travel shows the summary of how How many eclipses normally
Remediation and go to different places in direct and indirect rays of the occur each year?
the world? sun affect our season.
2. How important is the
knowledge of seasons to
travelers?
3. What are the things that
travelers need to consider
when planning for a trip?

V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who Rizal = Jacinto= Rizal = Jacinto= Rizal = Jacinto= Rizal = Jacinto=
earned 80% in the Aguinaldo = Aguinaldo = Aguinaldo = Aguinaldo =
evaluation
B. No of learners who Rizal = Jacinto= Rizal = Jacinto= Rizal = Jacinto= Rizal = Jacinto=
require additional Aguinaldo = Aguinaldo = Aguinaldo = Aguinaldo =
activities for remediation
C. Did the remedial lessons YES YES YES YES
work ? No. of learners Rizal = Jacinto= Rizal = Jacinto= Rizal = Jacinto= Rizal = Jacinto=
who have caught up with Aguinaldo = Aguinaldo = Aguinaldo = Aguinaldo =
the lesson.
D. No. of learners who Rizal = Jacinto= Rizal = Jacinto= Rizal = Jacinto= Rizal = Jacinto=
continue to require Aguinaldo = Aguinaldo = Aguinaldo = Aguinaldo =
remediation
E. Which of my teaching Video presentation and Video presentation and Video presentation and Video presentation and
strategies work well? Why discussion develop the discussion develop the discussion develop the discussion develop the learners’
did these work? learners’ eagerness to learners’ eagerness to learners’ eagerness to learn. eagerness to learn.
learn. learn.
F. What difficulties did I Additional Clerical works Additional Clerical works Additional Clerical works Additional Clerical works
encounter which my
principal or supervisor
can help me solve?
G. What innovations or Using some solid wastes Using some solid wastes Using some solid wastes Using some solid wastes around
localized materials did I around us as instructional around us as instructional around us as instructional us as instructional materials.
use/discover which I materials. materials. materials.
wish to share with other
teachers?

Prepared by: Checked by: Noted:

JUN DE F. FONTANOZA HAROLD M. MATIBAG EDNA M. KATIGBAK

Teacher I Master Teacher I Principal II