Region XI
GRADE 8 Teacher
DAILY
Teaching Dates
LESSON
LOG
I. OBJECTIVES
A. Content Standards
C. Performance Standards
D. Learning Competencies/
Objectives
(Write the LC code)
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. Reviewing previous lesson
or presenting the new
lesson (5mins.)
B. Establishing a purpose for
the lesson (10 mins.)
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
(15mins)
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3)
Grade Level 8
Learning Area Science
1st Quarter
Quarter
and Time
B. Heat and temperature, and the effects of heat on the body.
Differentiate between heat and temperature at the molecular level. (S8FE-Ig-29)
 Measure temperature of different water samples
 Compare and explain the scattering of the dye in water at different
temperatures
 Apply the concept of the relationship between temperature of water and
movement of particles in daily life activities.
TOPIC/TITLE: PHYSICS– Heat and Temperature: Relationship between temperature of
water and movement of particles.
NONE
Learner’s Material page 41-43
NONE
Laptop, projector
ELICIT
 Review students’ background on Heat Transfer. The teacher will ask students
the condition necessary in order for heat transfer to take place and the
relationship between heat and temperature.
ENGAGE
 Let the students guess in which container the dye will scatter fastest and
slowest without knowing the temperature of each container.
EXPLORE
ACTIVITY 1
(refer to activity 2-Dye in Water pages 41-42)
EXPLAIN
 Let the students present the data they have obtained. Ask the students the
following questions.
1. What is the temperature of the water in the three containers?
2. What similarities and differences did you observe when a
drop of dye was added to each container?
3. In which container, did the dye scattered the fastest? In which
did it scattered the slowest?
4. How do you relate the temperature of the water to the rate of
scattering of the dye?
5. In which container are the particles of water moving fastest?
In which container are the particles moving slowest?
6. How is temperature related to the speed of the particles?
7. How is temperature related to the kinetic energy of particles?
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 G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
ELABORATE
 Liza used hot water in dissolving her powdered juice. Her brother Lito told her
that she should use cold water instead. What do you think is the scientific
explanation behind Liza’s action?
EVALUATE
1. Powdered coffee will dissolve fastest in cold water. T or F

slowest fastest faster

faster

A B C
2. Which of the following statement is TRUE based on the illustration given?

I. Container A is hot water

II. Container B is cold water
III. Container C is tap water
IV. Container A is cold water
V. Container B is hot water

a. I, II, & III b. III, IV & V c. I & II onlyI only d. III & IV only

3.
60
60◦◦ C
C 10
10◦◦CC
25 ◦ C
A B C

Arrange the 3 containers according to the rate of the scattering of the dye
from fastest to slowest.
a. ABC b. CBA c. BAC d. BCA

4. A powdered juice dissolved first in hot water before adding cold water to it
tastes better than a powdered juice dissolved directly in a cold water. Why
is this so? (4 pts)
Please see attached rubric for scoring.
5. 1 tbsp of Brand X coffee dissolved in 1 glass of tap water in the North Pole
and 1 tbsp of Brand X coffee dissolved in 1 glass of tap water in the
Equator will dissolved at the same rate. Is this statement correct? Defend
your answer. (4 pts)
Please see attached rubric for scoring.
6. You are a famous inventor in the 21st century and you are task to invent a
handy container which can dissolve fast powdered drinks and at the same
time produce a refreshingly cool drink.
a. Make a design of your invention. Explain your design. (8 pts)
b. Identify the materials that you will use. Explain why you choose such
materials. (4 pts)
Please see attached rubric for scoring.

J. Additional activities for EXTEND

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
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?

Page 2 of 4
Prepared by: Group 4-Lodi (Class Bernoulli)

ANIVIC A. MANILE DIANNE C. POLINO

MEBIE JOY M. GALAGAR ELVIN B. PILI

LIEZEL U. GABATON LUDY JANE P. MEJOS

DERLY C. DATUIN JOHN MARK R. LOPEZ

DAWN PITCHEZ M. ALTERADO SCARLETT O. LUGATIMAN

Checked by:

PEDRO B. BATINGAL
EPS, Tagum City Division

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 ASSESSMENT RUBRICS
Q4 & Q5

SCORE DESCRIPTION
4 The response is an excellent answer to the question.
- the answer is correct, complete, & appropriate
- there is evidence of higher-order thinking
3 The response is a proficient answer to the question.
- the answer is generally correct, complete & appropriate
- there may be limited evidence of higher-order thinking
- there may be significant evidence of higher order thinking order
but other flaws may be more than minor
2 The response is a marginal answer to the question
- while it may contain some elements of a proficient response, it is
inaccurate, incomplete and/or inappropriate
- there is little if any evidence of elaboration, extension, higher
order thinking
1 The response, although on topic, is an unsatisfying answer to the question
- it may fail to address the question, or it may address the question in a very limited way
- there may be no evidence of elaboration, extension, higher order thinking or relevant
prior knowledge

Q 6. a.
SCORE ORIGINALITY OF APPROACH
4 Student adopted an original, resourceful, and novel approach
3 Student extended standard approach and exercised moderate
creativity
2 Student employed standard approach and exercised little creativity
1 Student employed an ineffective and unimaginative way.

SCORE EXPLANATION

4 The response is an excellent answer to the question.

- the answer is correct, complete, & appropriate
- there is evidence of higher-order thinking
3 The response is a proficient answer to the question.
- the answer is generally correct, complete & appropriate
- there may be limited evidence of higher-order thinking
- there may be significant evidence of higher order thinking order
but other flaws may be more than minor
2 The response is a marginal answer to the question
- while it may contain some elements of a proficient response, it is
inaccurate, incomplete and/or inappropriate
- there is little if any evidence of elaboration, extension, higher
order thinking
1 The response, although on topic, is an unsatisfying answer to
the question
- it may fail to address the question, or it may address the question in a very limited way
- there may be no evidence of elaboration, extension, higher order thinking or relevant
prior knowledge

# 6b.
SCORE USE OF MATERIALS
4 All materials to be used are identified and are of reasonable use to the invention
3 All materials used are identified however, some of the materials are not reasonable to be
used in the invention
2 All materials used are not reasonable to be used in the invention
1 No materials are listed at all

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