Region XI Grade Level 8

GRADE 8 Teacher JEVACLAIR T. SALVACION Learning Area Science

DAILY JULY 23, 2018 2:00-3:00

LESSON
LOG MONDAY 3:00-4:00 1st
Quarter
Teaching Dates and
Quarter
Time

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of current-voltage-resistance relationship,

electric power, electric energy and home circuitry.
B. Performance Standard The learners shall be able to discuss phenomena such as blue sky, rainbow and red sunset
using the concept of wavelength and frequency of visible light

C. Learning Competencies/ S8FE-Ih-30: infer the relationship between current and charge
Objectives Sub-tasks:
o Understand the definition of current, voltage and resistance;
o Relate current, voltage and resistance; and
o Illustrate examples that represents a current, a voltage and a resistance.
II. CONTENT

III. LEARNING RESOURCES

A. References o Science Teacher’s Guide

o Science-Grade 8 Learner’s Module First Edition, 2013

1. Teacher’s Guide pages pp. 19-27

2. Learner’s Materials pp.21-36

pages

3. Textbook pages None

4. Learning Materials from None

Learning Resource (LR)
portal

B. Other Learning Internet

Resources

IV. PROCEDURES
A. Reviewing 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 concept
and practicing new
skills #1
E. Discussing new concept
and practicing new
skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concept
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
ELICIT
o The teacher will ask questions about the previous lesson through a game that will
be called, “The Last Man Standing”.
o If their row number is called, everyone in the row will stand up then the last student
that will stand shall be the one who will answer the question.
o Then the teacher will ask the students what comes into their mind when they hear
the word heat and temperature.
ENGAGE
o The teacher will let the students read the specific objectives and will be discussed
briefly. With this, the students will be able to personalize and clearly understand the
learning target.
o The teacher will introduce the scientific concept of heat and temperature through
activities prepared for them.
Activity 1: Explaining Hotness and Coldness
o The teacher will have a demonstration about the topic and let the students observe
o After that, the teacher will randomly call students to participate in the activity
o Then the students will be asked to answer the following questions based on what
they have observed:
1. What actually transferred when somebody dipped his/her finger into the
water?
2. Was the water hot or cold? Explain.
EXPLORE
o The students will construct a definition of the word heat and temperature on their
own understanding from what they have observed in the activity.
o Then the teacher will ask the students how heat and temperature related.
o After that, the students will be asked to answer the following:
1. What do you think causes the difference in the hotness or coldness of the
water inside the containers?
2. How are the amount of heat transferred and the change in temperature of
water related?
EXPLAIN
Reporting:
o The group will choose one member from their group to explain in front how did they
able to come up with their answers on the problem being assigned to them.
ELABORATE
o After the reporting, the teacher will ask questions and clarifications to elicit
interaction from the students for thorough discussion emphasizing the concept of
work and energy.
o The teacher will randomly call a student to ask his/her “learning of the day”.
 I. Evaluating Learning EVALUATE
True or False:
1. Heat measures the degree of hotness and coldness of an object.
2. Temperature refers to how hot is an object.
3. The normal body temperature is 37 degree Celsius.
4. The higher the temperature, the colder it feels.
5. Heat and temperature are just the same.

J. Additional activities for EXTEND

application or Assignment: Draw the molecules of solid, liquid and gas.
remediation 1. How do their molecules differ?
2. Which among the three states of matter can the molecules move freely?
V. REMARKS

VI. REFLECTION For the learners to effectively catch up with the lesson, always prepare activities that will
engage them and always use real life examples for them to relate the concepts to the real
life setting. In this manner, students will have better understanding of the concepts.

VII. HOTS QUESTIONS: 1. What will happen to the molecules of liquid when it absorbs heat?
2. How about when it releases heat?

A. No. of learners who earned 80% in the evaluation 50

B. No. of learners who require additional activities for remediation 7

C. Did the remedial lesson work? No. of learners who have caught up YES, 7.
with the lesson

D. No. of learners who continue to require remediation 0

E. Which of my teaching strategies worked well? Why did these work? Constructivism, it will make the learners
personalize the lesson because they will get
firsthand experience on doing activities

F. What difficulties did I encounter which my principal or supervisor can More teaching strategies to explain concepts in
help me solve? the simplest manner

G. What innovation or localized materials did I use/discover which I wish Using real life examples that will make students
to share with other teachers? relate to the topic.

Prepared by:

JEVACLAIR T. SALVACION

Checked by:

FLORDELIZA G. LAGANSON, Ed.D

 Region XI Grade Level 8

GRADE 8 Teacher JEVACLAIR T. SALVACION Learning Area Science

DAILY JULY 24, 2018 7:30-8:30

LESSON
LOG TUESDAY 8:45-9:45 1st
Quarter
Teaching Dates and
Quarter
Time

I. OBJECTIVES

A. Content Standard Heat and temperature and the effects of heat in the body

B. Performance Standard The learners shall be able to develop a written plan and implement “Newton’s Olympics”.

C. Learning Competencies/ S8FE-Ig-29: Differentiate between heat and temperature at the molecular level
Objectives Sub-tasks:
o Understand the definition of thermal energy;
o Differentiate the concept of heat and thermal energy; and
o Compute for the value of an object’s thermal energy.
II. CONTENT

III. LEARNING RESOURCES

A. References o Science Teacher’s Guide

o Science-Grade 8 Learner’s Module First Edition, 2013

1. Teacher’s Guide pages pp. 19-27

2. Learner’s Materials pp.21-36

pages

3. Textbook pages None

4. Learning Materials from None

Learning Resource (LR)
portal

B. Other Learning Internet

Resources

IV. PROCEDURES

A. Reviewing previous ELICIT

lesson or presenting
o The teacher will ask questions about the previous lesson through a game that will
the new lesson
be called, “The Last Man Standing”.

B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new concept
and practicing new
skills #1
E. Discussing new concept
and practicing new
skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concept
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
o If their row number is called, everyone in the row will stand up then the last student
that will stand shall be the one who will answer the question.
o Then the teacher will ask the students what comes into their mind when they hear
the word heat and temperature.
ENGAGE
o The teacher will let the students read the specific objectives and will be discussed
briefly. With this, the students will be able to personalize and clearly understand the
learning target.
o The teacher will introduce the scientific concept of heat and temperature through
activities prepared for them.
Activity 1: Dye in Water
o The teacher will have a demonstration about the topic and let the students observe
o After that, the teacher will randomly call students to participate in the activity
o Then the students will be asked to answer the following questions based on what
they have observed:
1. In which container did the dye scatter the fastest? In which did it scatter the
slowest?
2. How do you relate the temperature of the water to the rate of scattering of the
dye?
EXPLORE
o The students will construct a definition of the word thermal energy on their own
understanding from what they have observed in the activity.
o Then the teacher will ask the students how heat, temperature and thermal energy
related.
o After that, the students will be asked to answer the following:
1. How is temperature related to the speed of the particles?
2. How is temperature related to the kinetic energy of particles?
EXPLAIN
Reporting:
o The group will choose one member from their group to explain in front how they
able to come up with their answer did.
ELABORATE
o After the reporting, the teacher will ask questions and clarifications to elicit
interaction from the students for thorough discussion emphasizing the concept of
work and energy.
o The teacher will randomly call a student to ask his/her “learning of the day”.
EVALUATE
Fill in the blank:
1. The higher the temperature, the ______the kinetic energy.
2. The ______the temperature, the slower the speed of the particles.
3. _______energy is an energy in transit.
4. Internal energy is also known as ______energy contained in an object.
5. Thermal energy is ______proportional to the kinetic energy of the particles of
an object.
 J. Additional activities for EXTEND
application or Assignment: Draw objects that when heated, it will show effects of thermal expansion
remediation 1. How does this happen?
2. Can cold also cause expansion? Explain.
V. REMARKS

VI. REFLECTION For the learners to effectively catch up with the lesson, always prepare activities that will
engage them and always use real life examples for them to relate the concepts to the real
life setting. In this manner, students will have better understanding of the concepts.

VII. HOTS QUESTIONS: 1. Thermal energy is directly proportional to the kinetic energy of the particles of a
substance. Why do you think so?
2. Thermal energy is not an energy in transit, explain why.

A. No. of learners who earned 80% in the evaluation 48

B. No. of learners who require additional activities for remediation 9

C. Did the remedial lesson work? No. of learners who have caught up YES, 9.
with the lesson

D. No. of learners who continue to require remediation 0

E. Which of my teaching strategies worked well? Why did these work? Constructivism, it will make the learners
personalize the lesson because they will get
firsthand experience on doing activities

F. What difficulties did I encounter which my principal or supervisor can More teaching strategies to explain concepts in
help me solve? the simplest manner

G. What innovation or localized materials did I use/discover which I wish Using real life examples that will make students
to share with other teachers? relate to the topic.

Prepared by:

JEVACLAIR T. SALVACION

Checked by:

FLORDELIZA G. LAGANSON, Ed.D