CAMP VICENTE LIM INTEGRATED
School
DAILY
LESSON LOG
I. WEEKLY OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner's Materials
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing yesterday's
Lesson or Presenting the new
Lesson (ELICIT)
Grade
8
SCHOOL Level
Learning
Teacher MARICEL R. FERNANDEZ SCIENCE 8
Area
FEBRUARY 9-10, 2024
THURSDAY
6:00-7:00 LEOPOLD
Teaching 11:20-12:20 INOUE
THIRD
Dates and FRIDAY Quarter
QUARTER
Time 7:00-8:00 GILBERT
9:20-10:20 JEMISON
10:20-11:20 KENDRICK
11:20-12:20 CAVENDISH
The learners demonstrate an understanding of the particle nature of matter as
basis for 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
The learners should be able to explain the properties of solids, liquids, and
gases based on the particle nature of matter; S8MT-IIIab-8
1. Identify if the particles of matter move
2. Distinguish from the situations what matter is made of
3. Represent through drawings what is between the particle of matter
KINETIC MOLECULAR THEORY OF MATTER
Science Grade 8 Teacher’s Manual pp 178-182
Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 179-182
Science and Technology III. NISMED. 1997. pp. 55-64.
Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 32-33.
Science and Technology I: Integrated Science Textbook for First Year. Villamil,
Aurora M., Ed.D. 1998. pp. 46-47.
Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp.
8081.
EASE Science I. Module 5. Lesson 2. 2.
TV monitor, laptop, PowerPoint presentation, activity sheets, pictures of
objects
Routinary activities
 Prayer
 Greetings
 Classroom Management
 Rules and Regulations
 Attendance and self-emotions check
By using PowerPoint presentation, the learners will be presented with the
objectives of the lesson.
As the students go through this lesson, learners are expected to:
1. Identify if the particles of matter move
2. Distinguish from the situations what matter is made of
3. Represent through drawings what is between the particle of matter
Review:
The teacher will recall the characteristics of the particles of matter. Let the
students sort the objects in its correct phase of matter.
Directions: Group the listed materials below according to their given
states.
1. Vinegar
2. Urine
3. Powdered Juice

 B. Establishing a
purpose for the lesson
(ENGAGE)
C. Presenting Examples/
instances of the new lesson
(ENGAGE)
D. Discussing new concepts
and practicing new skills #1
(Leads to Formative
Assessment #1) (EXPLORE)
4. Copper wire
5. Salt
6. Rice grains
7. Buko juice
8. Plastic bottle
9. Hydrogen gas
10. Water vapor
The students will analyze the situations to determine descriptions of the
particles of matter.
Learning Task 1- Pinpoint!
Directions: Analyze the given situations then answer the questions below.
Situation 1: Hundreds of Grade 8 students were seated in rows during a
science lecture.
Situation 2: The same Grade 8 students were permitted to stay in a room to
have a 10-minute break.
Situation 3: After the lecture, the students hurried out for their next class.
Which situation above represents:
1. Solid state ______
2. Liquid state ______
3. Gaseous state _____
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills.
Students will unlock difficulties in vocabulary to help understand the lesson.
Word check: Give the meaning of the following words on your answer sheet.
(5 minutes)
Kinetic –
Gaseous-
Moving-
Space-
The teacher will use the translation of words from Filipino to English and
other dialects.
Indicator 4- Displayed proficient use of Mother tongue, Filipino and English to
facilitate teaching and learning.
Score table for each group will be explained to the students. Each group will
earn a point to show the score earned by each group.
Group No. Activity 1 Activity 2 Activity 3
1
2
3
4
5
Indicator 9 Used strategies for providing timely, accurate and constructive
feedback to improve learner performance.
The learners will describe the the properties of matter.
Learning Task 2- Match Me!
Directions: Match the state of matter to its property by writing the letter
of the correct answers on a separate sheet of paper.
States of Matter
A. Gas
B. Liquid
C. Solid
Properties
_____ 1. Has a definite shape.
_____ 2. Particles are closely packed.
_____ 3. Particles are held by weak attractive forces.
_____ 4. Easy flowing in any direction faster compared to liquid.
_____ 5. Has a definite volume and takes the shape of the container.
Use a wheel of names to give chance to all learners.
Indicator 6 Maintained learning environments that promote fairness, respect and
care to encourage learning.
The learners will answer an activity to describe the particle of matter.
A. Setting of standards before, during and after the activity.
Indicator 5 -Established safe and secure learning environments to enhance

E. Discussing new concepts
and practicing new skills #2
(Leads to Formative
Assessment #2) (EXPLORE)
F. Developing Mastery
(Leads to Formative
Assessment #3) (EXPLAIN)
G. Finding practical
application of concepts and
learning through the consistent implementation of policies, guidelines and
procedures.
B. Activity Proper
Through collaboration the class will be divided into five groups, each
tasked to describe the particles of matter. (10 min) Activity 2- Particles
of matter moving? (see attached page.)
Provide guidance and support at each station to ensure students are
integrating both literacy and numeracy skills.
 Multilingual Instructions:
Use a combination of the other tongue, Filipino, and English when
giving instructions to cater to the diverse linguistic backgrounds of
students.
 Mathematical Concepts:
Discussing numerical data related to the rate of movement of the
particles of matter.
Indicator 2- Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills.
C. Presentation of output per group from the given activity.
Students will present their findings in class through a class reporting
with the use of the table and guide questions.
D. Guide questions will be answered and discussed.
Through the activity, students will be able to describe the particles of
matter.
 What is matter made of? (Unistructrural)
 Do all particles of matter move? (Unistructrural)
 What is between particles of matter? (Unistructrural)
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills
The students will answer an activity to be able to describe the particles of
matter.
Learning task 3 – Select me! (5 minutes)
Direction: Inside the box are descriptions of the particle nature of matter.
Choose the letter of the correct description that characterizes the 5 given
samples. Write your answers on a separate sheet of paper.
1.
A. The particles are closely packed and are held together by strong
attractive force.
B. The particles are free to move easily and are held together by less
attractive force.
C. The particles are far from each other, and they occupy the entire
space available.
Book
2. Raindrops
3. Perfume in air
4. Steam produced in cooking rice
5. Chocolate drink
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills
The kinetic molecular theory of matter and the characteristics of particles of
matter will be discussed.
The Kinetic Theory of Matter (5 minutes)
(1) matter is composed of tiny particles.
(2) particles of matter have spaces between them.
(3) the particles of matter are moving all the time.
(4) the particles of matter attract each other.
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skill
Learners will give samples of situations where they are like the particles of
matter. (5 minutes)
skill in Daily Living
(ELABORATE)
H. Making generalization and
abstraction about the lesson
(ELABORATE)
I. Evaluating Learning
(EVALUATE)
J. Additional Activities for
Application or Remediation
(EXTEND)
The students will complete the statement based on the lesson.
Learning Task 4 – What have I learned.
Directions: Fill in the blanks with the correct answer. (5 minutes)
Matter is made of tiny (1) _______. It has three states: (2) _______, (3)
_______, and (4) ________. Solid particles have (5) ________ shape and
volume. These particles vibrate and held together by (6) _______
attractive forces. Liquid particles have (7) _______ volume and take the
shape of the container. These particles have less attractive forces, and
they easily flow. Gas particles take the volume and shape of the
container. Gas particles are far from each other and have (8) _______
attractive force. They easily flow in any direction faster than liquid
particles and occupy the entire space available.
Answers:
1. PARTICLES 2. SOLID 3. LIQUID 4. GAS 5. DEFINITE 6. STRONG
7. DEFINITE 8. WEAK
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills.
The students will answer a 5-item multiple choice quiz.(5 minutes )
Directions: Multiple Choices. Choose the letter of the correct answer.
1. Which of the following statements is FALSE regarding the particle model
of matter?
A. The particles of matter in solid attract each other.
B. The particles of matter in solid are vibrating in a fixed position.
C. The space in between the particles of matter in solid is filled with air.
D. The particles of matter in a gas are randomly moving in any direction
2. Which of the following states of matter allow an easy flow of particles?
A. Gas and liquid
B. Liquid and solid
C. Solid and gas
D. Solid, liquid and gas
3. Which of the following has the strongest force of attraction between the
particles?
A. Gas
B. Liquid
C. Solid
D. Vacuum
4. Which of the following states of matter has an indefinite shape and
definite volume?
A. gas
B. liquid
C. solid
D. both a and b
A B C
5. Which of the above illustrations represents the particles of solid? liquid?
gas?
Gas _________
Solid _________
Liquid _________
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills
To widen the students’ mastery of the topic, let students answer the following
situation.
Water exists in three states such as ice as solid state, water as liquid state,
and water vapor as gas state. In what activity do these three states of water
can be applied in your daily lives? Cite examples. Write your answers on a
 separate sheet of paper.
Scoring Rubrics
3 – Discussions did not have misconceptions, with complete scientific
evidence.
2 – Discussions did not completely show scientific evidence.
1 – Discussions did not show complete scientific evidence, with
misconceptions.
0 – There is no discussion shown.
Indicator 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills
Score
5
4
3
2
V. REMARKS
1
0
n
x
MPS
The students will communicate the explanation of their personal assessment
as indicated in the Learner’s Exit Assessment Card. The students will give
their personal insights about the lesson using the prompts below.
3 things I learned.
VI. REFLECTION
2 things I found interesting.
1 question I have
Indicator 9 Used strategies for providing timely, accurate and constructive feedback to
improve learner performance
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this 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?

Prepared By:

ELLA KARINA M. MAMALAYAN

Teacher III
 Adopted By:

MARICEL R. FERNANDEZ
Teacher II

Checked By:

MIRASOL Q. DOMINGO
Head Teacher III

Noted By:

MILDRED M. DE LEON
Principal III