School
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
Grade Level 8
Teacher Learning Area Science 8
Teaching Dates and Time February 13-17, 2023 Quarter 3rd Quarter
Day 1 Day 2 Day 3 Day 4
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
Explain the properties of solids, liquids, and gases based on the particle nature of matter; S8MT-IIIa-b-8
1. Identify the properties of matter, and
2. Classify objects according to their property.
3. Explain the importance of water in three states.
THE PARTICLE NATURE OF MATTER
171-181
There are three words that are important to recall to this lesson: The teacher will flash words in the screen and the students will
mass, volume, matter. identify what type of matter it is.
1. Ball
2. Milk
3. Smoke
4. Light
5. Slime
The teacher informs that class that in this lesson, the students are Matter is indivisible.
expected to identify the properties of matter, and classify objects
according to their property.
Show two pictures to the class (one matter and one nonmatter). Let the students get a piece of paper. Ask them to tear the paper into
(Example: nonmatter: picture of light from a torch, heat from the small pieces until they won’t be able to tear it anymore. Find

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
fire, sound from the police siren (forms of energy); Matter: picture
of any solid, liquid, or gaseous substance. Let the students cite the
differences between the two and write them on the board
Ask the students what the possible characteristics/ properties could
be these pictures have. Explain that these objects do have properties.
Is smoke an example of matter?
Is light an example of matter?
What are the common characteristics of matter?
How do matter different from one another?
(Prepare two identical cups and water) Show to the class one small
drinking glass full of water and one empty. Get a volunteer and ask
him to weigh the two. Ask the students on what they observed with
the two objects. (Students must infer that water has mass)
Everything we see or even not seen in the universe is matter. Matter
is anything that occupies space and has mass. Leaves, human hearts,
toys, flour, smoke, and air are examples of matter because they
occupy space and have mass. Light and sound are not examples of
matter since they do not occupy space nor have mass. Matter is
made of tiny particles. These particles are arranged depending on
their states. The arrangement of particles of each state gives matter
its own unique properties. In the pictures below, a solid material, a
liquid material, and a gas inside a balloon can be viewed sub-
microscopically as substances composed of tiny particles.
someone who had torn the smallest piece and present it to the class.
Get their opinion from the question: Is it possible to divide still the
paper into the very smallest of it? Then, explain the concept of
indivisibility of matter’s composition.
Tell the students to look around and let one student mention one
object to the class.
Using the object presented, ask the student what are the materials
that object is made up of. State: “Everything you see or imagine is
built from something else.”
What composes a blackboard?
What composes your bag?
(State other examples and explain the composition of each)
Explain three states of water.
1. Solid – ice
2. Liquid – water
3. Gas - vapor
Matter is defined as anything that is made of atoms - for it is these
ultra-tiny, sub-microscopic particles that give large scale matter both
measurable mass and volume. Democritus was the Greek
philosopher who centuries ago inferred the existence of these
extremely small bits of matter; and because he believed that they
could not be cut or broken into even smaller pieces, he named them,
"atoms" - the Greek word meaning "indivisible".
I. Evaluating learning 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.

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned __ of Learners who
80% in the evaluation. earned 80% above
__ of Learners who
earned 80% above
___ of Learners who earned 80% above
B. No. of learners who require ___ of Learners who require additional activities for remediation
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons ___Yes ___No ____ of Learners who caught up the lesson
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue ___ of Learners who continue to require remediation
to require remediation.
E. Which of my teaching Strategies that work well:
strategies worked well? Why did
these work? ___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
 ___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
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: Checked by:

 School Grade Level 8
DAILY LESSON
Teacher Learning Area Science 8
LOG
Teaching Dates and Time February 20-24, 2023 Quarter 3rd Quarter
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The Learners demonstrate an understanding of the particle nature of matter as basis for explaining properties, physical changes, and
structure of substances and mixtures
B. Performance Standards The Learners shall be able to present how water behaves in its different states within the water cycle
C. Learning Explain the properties of solids, liquids, and gases based on the particle nature of matter; S8MT-IIIa-b-8
Competencies/Objectives
Write for the LC code for each 1. Identify the properties of matter, and
2. Classify objects according to their property.
3. Explain the importance of water in three states.

II. CONTENT THE PARTICLE NATURE OF MATTER

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 171-181
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or The teacher will flash words in the screen and the students will What are the three states of water and give examples for each state.
presenting the new lesson identify what type of matter it is.
1. Ball
2. Milk
3. Smoke
4. Light
5. Slime
B. Establishing a purpose for the Matter is indivisible. Particles in all states of matter are in constant motion.
lesson
C. Presenting examples/instances Let the students get a piece of paper. Ask them to tear the paper into Ask 5-6 volunteers to demonstrate how molecules behave in the
of the new lesson small pieces until they won’t be able to tear it anymore. Find following states of matter:
someone who had torn the smallest piece and present it to the class. • Solid
• Liquid

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Get their opinion from the question: Is it possible to divide still the
paper into the very smallest of it? Then, explain the concept of
indivisibility of matter’s composition.
Tell the students to look around and let one student mention one
object to the class.
Using the object presented, ask the student what are the materials
that object is made up of. State: “Everything you see or imagine is
built from something else.”
What composes a blackboard?
What composes your bag?
(State other examples and explain the composition of each)
Explain three states of water.
Solid – ice
Liquid – water
Gas - vapor
Matter is defined as anything that is made of atoms - for it is these
ultra-tiny, sub-microscopic particles that give large scale matter both
measurable mass and volume. Democritus was the Greek
philosopher who centuries ago inferred the existence of these
extremely small bits of matter; and because he believed that they
could not be cut or broken into even smaller pieces, he named them,
"atoms" - the Greek word meaning "indivisible".
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.
• Gas
Key Questions:
1. What is matter made of?
2. What can you say about its movement?
3. Describe the arrangement of particles of solid, liquid and
gas.
Ask the students why clothes are usually hanged outside.
Liquids changes into vapor by the process of evaporation. The
factors that affect the rate of evaporation of liquids are temperature,
surface area, wind speed, and humidity.
What would be the difference if clothes are hanged outside rather
than inside the house?
As the temperature increases the movement of the particle become
high. This lead to increase in kinetic energy. With the increases in
temperature the motion of particle is higher in gas molecules than in
solid molecules.
Identify what state of matter is being identified:
WHO AM I?
1. I have a definite shape and a definite volume.
2. I may have a definite volume, but I just follow the shape of
my container.
3. There is very negligible attraction between me and others.
True or False
4. Matter is composed of tiny particles that do not move.
5. The particles of matter have the tendency to attract each

J. Additional activities for
application or remediation
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 work?
other.
Identification:
6. It is the process where liquid turns to gas.
7. What happens to the kinetic energy of particles when the
object evaporates?
8. Cite one example where evaporation could take place.
__ of Learners who
earned 80% above
__ of Learners who
earned 80% above
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No ____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies that work well:
___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
 ___ Lecture Method
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: Checked by:


DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
School Grade Level 8
Teacher Learning Area Science 8
Teaching Dates and Time February 27-March 3, 2023 Quarter 3rd Quarter
Day 1 Day 2 Day 3 Day 4
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
Explain physical changes in terms of the arrangement and motion of atoms and molecules S8MT-IIIc-d-9
1. Classify physical changes of matter,
2. Identify physical changes in terms of arrangement and motion of atoms and molecules, and
3. Explain the importance of condensation and melting.
THE PARTICLE NATURE OF MATTER
171-181
What is evaporation? What is condensation?
Give examples of evaporation. Give examples of condensation.
Ask the students what happens when a cold bottle was taken from Ask the students what happens when you take an ice cube outside
the fridge and left in an open space the fridge, and you just put it in an open container for 5 minutes.
Prepare a demonstration with the ff materials: (Note: Should be done What changes take place when ice turns into liquid water?
5-10 minutes before the time) 2 clear plastic cups Room temperature
water Ice cubes Zip lock (gallon size) Procedure: 1. Place water and Give examples of melting.
ice cubes into two identical cups. 2. Immediately place one of the
cups in a zip lock bag and get as much air out of the bag as possible.
Close the bag securely. 3. Allow the cups to sit undisturbed for
about 5-10 minutes. Ask the students: Why do you think the cup that
is exposed to more air has more water on the outside of it?
Essential Question: What happens when particles lose their energy Essential Question: What happens when particles rise their
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
and drop their temperature? temperature?
Show a picture of water cycle. Have the students imagine eating their own ice cream.
∙ For instance, they are eating outside under the scorching sun how
would they eat their ice cream?
∙ Why is it so?
Ask the students how clouds form. Ask the following questions:
1. What will happen to the ice cream if it is not eaten immediately?
Why?
2. In what situation will the ice cream melt faster? slower?
3. What might be the factors involved in the process?
Show a video clip of typhoon. Show a picture or a short video clip of the melting of polar regions.
The teacher will elaborate more what happens in water cycle using (The teacher may touch a little about the climate change.)
typhoon as example.
The students and the teacher will elaborate the following questions: The students and the teacher will elaborate the following questions:
1. What happens to water when it is cooled? 1. What do you think may be the biggest factor which contributed to
2. How does the process of condensation take place? the melting/freezing process?
3. Why do droplets form at the surface of a covered hot 2. What happened to the kinetic energy of particles from solid to
container? liquid?
3. What happened to the kinetic energy of particles from liquid to
solid?
4. How does melting take place?
5. How does freezing take place?
TRUE or FALSE Identify it the physical change of matter includes condensation or
Write True if the statement is correct and False if it is not. melting.
1. Raining
1. As the temperature increases, the kinetic energy increases as well. 2. Ice cubes taken out from the fridge.
(True) 3. Eating ice cream.
2. When particles lose their energy, they return to their original state. 4. Water droplets that surround a bottle of cold water
(True) 5. Eating ice drop.
3. Condensation is a process when liquid turns to its gaseous state.
(False)
4. The gaseous state of water is called water vapor. (True)
Essay Essay
Give examples of condensation and its importance. Give examples of melting and its importance.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned __ of Learners who
80% in the evaluation. earned 80% above
__ of Learners who
earned 80% above
___ of Learners who earned 80% above
B. No. of learners who require ___ of Learners who require additional activities for remediation
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons ___Yes ___No ____ of Learners who caught up the lesson
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue ___ of Learners who continue to require remediation
to require remediation.
E. Which of my teaching Strategies that work well:
strategies worked well? Why did
these work? ___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
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: Checked by:
oordinator
School Grade Level 8
DAILY LESSON
Teacher Learning Area Science 8
LOG
Teaching Dates and February 27-March 3, 2023 Quarter 3rd Quarter
Time
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The Learners demonstrate an understanding of the identity of a substance according to its atomic structure
B. Performance Standards
C. Learning Determine the number of protons, neutrons, and electrons in a particular atom S8MT-IIIe-f-10
Competencies/Objectives
Write for the LC code for each 1. Recognize the proponents of atoms,
2. Identify the element’s name presented, and
3. Appreciate the importance of the existence of atoms.
II. CONTENT THE ATOMIC STRUCTURE OF MATTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the How do atoms differ from one another?
lesson
C. Presenting Atoms of gold is diff from atoms of silver. You should know the number of its particle or its protons, electron and neutron to distinguish one
examples/instances of the new atom from another,
lesson
D. Discussing new concepts and All matter is made up of very small, indivisible particles.
practicing new skills #1 He called these particles atomos— the Greek word for indivisible
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
John Dalton -Proposed Solid Sphere Model; Dalton imagined an atom to be extremely small and indivisible.
JJ Thomson - Proposed Plum Pudding Model; An atom is presented as a uniform positively charged sphere embedded with electrons. The
positive and negative charges in this model are uniformly mixed throughout the atom.
Ernest Rutherford - Proposed Nuclear Model; All the positive charges are in the nucleus, while the electrons are orbiting around it.
DISCOVERY OF SUB-ATOMIC PARTICLES
The teacher will show atomic symbol and the students will identify each.
You are composed of atoms.
All the things around you are composed of atoms.
Ask students about the importance of atoms.
The teacher will elaborate each answer and add this:
Atoms are important because they lay down the structure of all the matter present around us. Atoms combine in order to form molecules
which are the fundamental particles of any substance or matter. Without atoms, the existence of molecules, elements, and matter is not
possible.
The atoms family song. The students will give tune to the lyrics presented by the teacher and will be presented next meeting.
__ of Learners who
earned 80% above
__ of Learners who
earned 80% above
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
 remediation who scored below
80%.
C. Did the remedial lessons ___Yes ___No ____ of Learners who caught up the lesson
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue ___ of Learners who continue to require remediation
to require remediation.
E. Which of my teaching Strategies that work well:
strategies worked well? Why did
these work? ___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
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: Checked by:

School Grade Level 8

DAILY LESSON
Teacher Learning Area Science 8
LOG
Teaching Dates and March 20-24, 2023 Quarter 3rd Quarter
Time
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The Learners demonstrate an understanding of the identity of a substance according to its atomic structure
B. Performance Standards
C. Learning Determine the number of protons, neutrons, and electrons in a particular atom S8MT-IIIe-f-10
Competencies/Objectives
Write for the LC code for each 1. Determine the atomic number and atomic mass of the elements;
2. Identify the element’s symbol; and
3. Count the number of protons, electrons, and neutrons of elements.
II. CONTENT THE ATOMIC STRUCTURE OF MATTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or Who proposed:
presenting the new lesson 1. Solid sphere model
2. Plum pudding model
3. Nuclear model

Who discovered:
1. Proton
2. Electron
3. Neutron
B. Establishing a purpose for the How does gold differs from silver?
lesson How do atoms differ from one another?
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
This is how to read an element.
(The teacher will ask drill questions regarding the element symbol and
element name.)
The teacher will require a periodic table before proceeding the topic
What is the atomic number of Hydrogen?
You will be able to locate the atomic number of an element in upper left side of the element and it is represented by the symbol Z.
The atomic number of an atom is equal to the number of protons in the nucleus of an atom or the number of electrons in an electrically
neutral atom. For example, in a sodium atom, there are 11 electrons and 11 protons.
Thus, the atomic number of Na atom = number of electrons = number of protons = 11.
Atomic mass and atomic weight are the same. It is represented by the symbol A.
In your periodic table, what is the atomic weight of Hydrogen?
(The teacher will ask drill questions and give elements)
Atomic weight = atomic number + neutrons
Atomic weight = protons + neutrons
Determine the atomic mass and atomic number of the following elements:
ELEMENTS ATOMIC WEIGHT/MASS ATOMIC NUMBER
1. Copper
2. Oxygen
3. Xenon
4. Radon
5. Sodium
 Determine the number of protons, electrons, and neutrons of the following elements:

ELEMENTS PROTONS ELECTRONS NEUTRONS

1. Copper
2. Oxygen
3. Xenon
4. Radon
5. Sodium

G. Finding practical applications Elisa’s grandmother loves collecting jewelries. It includes gold, titanium, silver, and platinum elements, that can be found in the periodic
of concepts and skills in daily table. They all differ in colors and texture, because they differ in the number of protons, electrons and neutrons content.
living
H. Making generalizations and The number of protons is very important in the atom as it gives the atom its identity. An atom with only 1 proton will be identified as a
abstractions about the lesson hydrogen atom; an atom with 6 protons will be identified as a carbon atom and so on. The number of protons in an atom determines its
elemental identity.
I. Evaluating learning Determine the element’s symbol, atomic mass, and atomic number of the following elements:
ELEMENTS ELEMENT SYMBOL ATOMIC WEIGHT/MASS ATOMIC NUMBER
1. Lead
2. Mercury
3. Potassium
4. Phosphorus
5. Calcium

Determine the element’s symbol, number of protons, electrons, and neutrons of the following elements:
ELEMENTS ELEMENT SYMBOL PROTONS ELECTRONS NEUTRONS
1. Aluminum
2. Boron
3. Carbon
4. Silicon
5. Astatine

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned __ of Learners who
80% in the evaluation. earned 80% above
__ of Learners who
earned 80% above
___ of Learners who earned 80% above
B. No. of learners who require ___ of Learners who require additional activities for remediation
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons ___Yes ___No ____ of Learners who caught up the lesson
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue ___ of Learners who continue to require remediation
to require remediation.
E. Which of my teaching Strategies that work well:
strategies worked well? Why did
these work? ___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
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: Checked by:

School Grade Level 8

DAILY LESSON
Teacher Learning Area Science 8
LOG
Teaching Dates and March 27-31, 2023 Quarter 3rd Quarter
Time
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The Learners demonstrate an understanding of the identity of a substance according to its atomic structure
B. Performance Standards
C. Learning Determine the number of protons, neutrons, and electrons in a particular atom S8MT-IIIe-f-10
Competencies/Objectives
Write for the LC code for each
II. CONTENT THE ATOMIC STRUCTURE OF MATTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or Group activity on Elements symbol and Elements name
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
 living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned __ of Learners who
80% in the evaluation. earned 80% above
__ of Learners who
earned 80% above
___ of Learners who earned 80% above
B. No. of learners who require ___ of Learners who require additional activities for remediation
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons ___Yes ___No ____ of Learners who caught up the lesson
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue ___ of Learners who continue to require remediation
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?
Prepared by: Checked by:

School Grade Level 8

Teacher Learning Area Science 8
 Teaching Dates and April 3-4, 2023 Quarter 3rd Quarter
DAILY LESSON Time
LOG
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the periodic table of elements as an organizing tool to determine the chemical properties of
elements
B. Performance Standards
C. Learning Use the periodic table to predict the chemical behavior of an element. S8MT-IIIi-j-12
Competencies/Objectives
Write for the LC code for each
II. CONTENT Development of the Periodic Table
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Learners’ Module pp 210-211
3. Textbook pages
4. Additional Materials from Periodic table of elements
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or In Grade 7, students learned about the periodic table. Let them recall some common elements found in the periodic table.
presenting the new lesson
B. Establishing a purpose for the Ask:
lesson How was your seating arrangement done?
(possible answers: alphabetically, height, gender)
C. Presenting Essential Question:
examples/instances of the new How did the periodic table develop?
lesson
D. Discussing new concepts and Show to the class a video from YouTube entitled: History of Periodic Table
practicing new skills #1 Animation
(cite provided in Learning Resources under additional
materials)

E. Discussing new concepts and Who were the people mentioned in the video? (Write their answers on the
practicing new skills #2 board for later discussion)

F. Developing mastery Key Questions:


G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
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
1. Who were the people behind the history of periodic table? And what was their respective concept?
What bases did the following chemists use to explain their arrangement of elements?
a. Dobereiner
b. Newlands
c. Meyer
d. Mendeleev
e. Moseley
How important is timeline?
Ask questions regarding the topic.
Identification
1. He is a German chemist who grouped elements in three with similar properties.
2. This arrangement was proposed by Newlands.
3. How did Mendeleev arrange the elements in the periodic table?
Trace the development of the Periodic Table by making a timeline. Write it in a short-sized bond paper.
__ of Learners who
earned 80% above
__ of Learners who
earned 80% above
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No ____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies that work well:
 these work? ___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
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: Checked by:

School Grade Level 8

DAILY LESSON
Teacher Learning Area Science 8
LOG
Teaching Dates and April 3-4, 2023 Quarter 3rd Quarter
Time
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the periodic table of elements as an organizing tool to determine the chemical properties of
elements
B. Performance Standards
C. Learning Use the periodic table to predict the chemical behavior of an element. S8MT-IIIi-j-12
Competencies/Objectives
Write for the LC code for each 1. Define isotopes,
2. Name elements that have isotopes, and
3. Appreciate the importance of isotopes.
II. CONTENT ISOTOPES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Periodic table of elements
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or How did the periodic table develop?
presenting the new lesson
B. Establishing a purpose for the Ask:
lesson What comes into your mind when you hear the word isotope?
C. Presenting A scientist found a fossil. How will he know the age of that fossil?
examples/instances of the new (Carbon dating)
lesson
Carbon 14 is an isotope of carbon which is used in carbon dating.
D. Discussing new concepts and Atoms with the same number of protons but different numbers of neutrons are called isotopes. They share almost the same chemical
practicing new skills #1 properties but differ in mass and therefore in physical properties.
E. Discussing new concepts and If the isotopes have the same number of electrons, then they will have the same chemical properties. The characteristic of an element
practicing new skills #2 depends only on the number of electrons and not the number of neutrons. However, isotopes of an element have slightly different physical
properties. The slight variation in their physical properties is due to their small difference in relative masses.
F. Developing mastery

G. Finding practical applications 1. Carbon 14 is an isotope of carbon which is used in carbon dating. ...
of concepts and skills in daily 2. The isotopes of Uranium such as U-235 are used as a fossil fuel in nuclear reactors.
living 3. Radioactive isotopes are generally used for medicinal purposes, for example, for detecting cancerous cells.
 4. Iodine is an isotope of carbon which is used in the treatment of goiter.
H. Making generalizations and Why are isotopes important?
abstractions about the lesson (The property of radioisotopes is useful in food preservation, archaeological dating of artifacts and medical diagnosis and treatment.)
I. Evaluating learning Test I. Short answer quiz.

1. What are isotopes?

2. How important is carbon dating?

Test II. Activity 4 (table)

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned __ of Learners who
80% in the evaluation. earned 80% above
__ of Learners who
earned 80% above
___ of Learners who earned 80% above
B. No. of learners who require ___ of Learners who require additional activities for remediation
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons ___Yes ___No ____ of Learners who caught up the lesson
work? No. of learners who have
 caught up with the lesson.
D. No. of learners who continue ___ of Learners who continue to require remediation
to require remediation.
E. Which of my teaching Strategies that work well:
strategies worked well? Why did
these work? ___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
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: Checked by:

School Grade Level 8

DAILY LESSON
Teacher Learning Area Science 8
LOG
Teaching Dates and Time April 11-14, 2023 Quarter 3rd Quarter
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the periodic table of elements as an organizing tool to determine the chemical properties of
elements
B. Performance Standards
C. Learning Explain how ions are formed (S9MT-IIe-f-16)
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
● Illustrate how an ionic bond formed
● Show how ions are formed
● Explain how covalent bonding takes place
● Relate the properties of metals to the kind of bond they are made of
pp.93 pp.93-97
pp.118-119 pp. 118-123
Which type of element tends to lose electron/s? Gain electron/s? How ionic bond takes place?
Ask students, if you have two sandwiches and you see your classmate don’t Watch video about covalent bond
have anything to eat, what would you do?
Get the difference of the electronegativities of sodium and chlorine and Get the electronegativity difference between Carbon and Oxygen.
show the transfer of electrons.
Do Activity 3 Show how to construct the Lewis structure of CO2 .
When do covalent bond takes place?
Discuss Guide questions. Differentiate polar from non-polar covalent bond
What type of bond will be formed from a metal and non-metal? What type
of bond will be formed from two nonmetals?
What type of bond will be formed by two metals?
What should be the difference in the electronegativity of two elements for it Explain how metallic bond happens.
to become ionic? What are some properties of metals? What are some common uses of
metals?
Relate the saying, Its better to give than to receive to the topic. Why do we use gold in making jewelry? Why do we use iron in making
grills?
What element forms cation? Anion Metals are malleable, lustrous, ductile, and are good conductor of heat and
What happens after a cation and anion are produced? electricity
I. Evaluating learning Short Quiz
J. Additional activities for Watch a video about ionic bonding
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned __ of Learners who
80% in the evaluation. earned 80% above
__ of Learners who
earned 80% above
___ of Learners who earned 80% above
B. No. of learners who require ___ of Learners who require additional activities for remediation
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons ___Yes ___No ____ of Learners who caught up the lesson
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue ___ of Learners who continue to require remediation
to require remediation.
E. Which of my teaching Strategies that work well:
strategies worked well? Why did
these work? ___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
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: Checked by:

School Grade Level 8

DAILY LESSON
Teacher Learning Area Science 8
LOG
Teaching Dates and Time April 17-21, 2023 Quarter 3rd Quarter
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards LONG QUIZ 3RD QUARTERLY EXAM
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
 practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
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 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: Checked by:

School Grade Level 8

 Teacher Learning Area Science 8
DAILY LESSON
Teaching Dates and Time April 24-28, 2023 Quarter 3rd Quarter
LOG
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards Remediation
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
 application or remediation
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 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: Checked by: