MALITAM NATIONAL HIGH

School SCHOOL Grade Level 8

Daily Lesson Log Teacher DIAN O. DIMASACAT Learning Area SCIENCE

Teaching Date SEPTEMBER 30, 2019 Quarter THIRD

I. OBJECTIVES

Demonstrate an understanding of the particle nature of

A. Content Standards matter as basis for explaining properties , physical changes,
and structure of substances and mixtures.
Present how water behaves in its different states within the
B. Performance Standards
water cycle.
Explain the properties of solids, liquids and gases based on
the particle nature of matter.
(S8MT –IIIa-b-8)
Learning Competencies / Objectives
C. OBJECTIVES:
Write the LC code for each
1. Describe matter based on the common observable
properties.
2. Measure the mass of the given samples.
3. Develop the skill of measuring the mass
Module 1: The Particle Nature of Matter
II. CONTENT
Lesson no. 1: Properties of Matter

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 119-121
2. Learner's Materials Pages pp. 172-173
Textbook
3.
Pages
Additional Materials from
4. Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Look at the picture of an inflated balloon. What do these dots
inside the balloons represent?

A. ELICIT

How would you describe the common properties of matter?

B. ENGAGE Given some samples of matter, how would you measure
their masses? (5 mins)
Let the students perform the activity below.

The students will perform the Activity 1 entitled “Which is

matter, which is not?” They will be guided by the following
procedure.

EXPLORE Procedure:
C. 1. Among the materials displayed in front of you, which do
you think is classified as matter? Put a check (/) under the
appropriate column in Table 1. You may make a table similar
to the one below. With your group mates, discuss the reason
to explain your answer for each sample. Write your answer
in the last column.
 TABLE 1
Sample Is the sample matter? Reason
Yes No Not sure
Sugar
granules
Tap water
Stone
Air inside the
ball
Leaves
Smoke
Heat
Light
1. What can you infer from the activity?
2. Based from the activity, what similarities did you
observe among the five given samples?
3. Does each sample have a measurable mass?
How did you say so?
4. Does each sample occupy space? How did you
EXPLAIN
prove your answer?
5. How about heat and light, did they have mass?
Did they occupy space? Explain your answer.
D.
6. Were you able to use the beaker in your activity?
In which part did you use it?
(15 mins)
Read the following scenario below. The students will
hypothesize which items have the most mass and whether
Mrs. Morse will be able to fit everything in her picnic baskets

Attention students!. Mrs. Atienza needs your assistance! She

is packing a picnic lunch, but can only find one small picnic
basket that is limited by the amount of mass it can hold
before it breaks! Can she get everything to fit inside this one
basket without breaking if it can only hold 800 grams? You
can help her prepare this picnic by comparing the mass of
E. ELABORATE
the items she plans to place inside her basket. The tasty
treats she would like to take along include, an apple, two
cookies, a pack of hotdogs (6) and a small bag of chips. Can
you determine which items have the most mass? This will
help Mrs. Atienza decide which items to place inside the
basket.

Based from the activity, what are the observable properties

of matter?
(10 mins)
Read the questions carefully,and then choose the letter of
the correct answer. Write your answer on your paper. (5
mins)
1.Matter is anything that occupies space .Which of the
following is not an example of matter ?
a. smoke c. leaves
b. light d. air inside the balloon
2. Suppose you are given a sample of substance, how
wouldyou find out if the given sample is a matter?
a. Determine the mass of the sample.
F. EVALUATE
b.. Determine the volume of the sample.
c. Determine the texture and color.
d. Determine if the sample occupies space and has mass.
3. How would you prove if an irregular object like stone
occupy
space?
a. It displaces liquid when place inside the graduated
cylinder.
b. It stays on the bottom part of the graduated
cylinder.
 c. It t does not float when place inside the graduated
cylinder.
d. Its mass is measurable.
4.Which of the following best explains why heat is not an
example of matter?
a. Heat is not tangible .
b. Heat does not occupies space.
c.It does not have mass.
d.Heat is energy radiated in the earth’s space.
5.Which of the following exhibits the common observable
properties of matter?
a. Heat and fogc. Book and ballpen
b. Light and heat d. Smoke and light

EXTEND
G. Make a poem on properties of matter.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
No. of learners who require additional
B. activities forremediation who scored
below 80%
Did the remedial lessons work? No. of
C. learners
who have caught up with the lesson
No. of learners who continue to require
D.
remediation
Which of my teaching strategies worked
E.
well? Why did these worked?
What difficulties did I encounter which
F. my principal or supervisor can help me
solve?
What innovation or localized materials
did I
G.
Use or discover which I wish to share
with otherteachers?

Prepared:

DIMASACAT, DIAN O. Checked:

SCIENCE Teacher
DANILO E. MAÑACAP
OIC, Principal
 MALITAM NATIONAL HIGH
School SCHOOL Grade Level 8

Daily Lesson Log Teacher DIAN O. DIMASACAT Learning Area SCIENCE

Teaching Date OCTOBER 1, 2019 Quarter THIRD

I. OBJECTIVES

The learners demonstrate an understanding of the particle

A. Content Standards nature of matter as basis foe explaining properties, physical
changes and structure of substances and mixtures.
The learners shall be able to present how water behaves in its
B. Performance Standards
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)

Learning Competencies /
OBJECTIVES:
C. Objectives
1. Explain that matter is made up of tiny particles.
Write the LC code for each
2. Infer from the given situations or observable events
what matter is made of.
3. Recognize the presence of smallest particle of
matter.

Module 1: The Particle Nature of Matter

II. CONTENT
Lesson 2: Composition of Matter

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp.121- 122
2. Learner's Materials Pages pp. 174-177
Textbook
3.
Pages
Additional Materials from
4. Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

Think-Pair-Share(TPS)
Through Think-Pair-Share, describe the matter based on
A. ELICIT
observable traits that have been discussed last meeting.
(5 mins)
Perform the demonstration activity. The teacher will hammer
stone into much smaller pieces and sugar into very fine powder.
The teacher then asks the following questions:
a. After hammering the stone into much smaller
B. ENGAGE
pieces, what would you get?
b. After hammering the sugar into very fine powder,
what result would it give you?
(5 mins)
Let the students perform the activity below.
“What is matter made of?”

1 .Taste the sugar and water samples. Record your

EXPLORE observations in Table
C.
2. Using a clean and dry graduated cylinder, pour sugar until
the 20 mL mark of the graduated cylinder.
3. Transfer the measured sugar into a 250 mL beaker or
transparent bottle.
4. Measure 50 mL of distilled or clean tap water using
 graduated cylinder.
5. Add the 50 mL water to the sugar and mix thoroughly until all
the sugar dissolves. Taste the resulting solution.
(CAUTION: Do not taste anything in the laboratory unless
specifically told to do so by the teacher).
Note the taste of the resulting mixture.
6. Transfer the sugar mixture into a graduated cylinder.
7. Record the volume of the sugar and water mixture.
Taste Appearance Volume
Sugar
Water
Mixture
of Sugar
and
Water

Let the students perform the activity below.

1. Pour one cup of tap water into a transparent glass bottle.

2. Add one small drop of food coloring slowly along the side of
the transparent bottle.
3. Observe the changes after adding the food color into the
transparent bottle containing tap water.
4. Record your observation in Table 2.
Observation Observation
before mixing After mixing
Mixture
of water
and food
color
(20 mins)
Let the students answer the following questions
1. What did you observe when you pour sugar into the
transparent bottle containing tap water?
2. Is there a change in the appearance and composition of
sugar molecules when added to tap water?
3. Is the volume of the resulting sugar mixture equal, more than
or less than the sum of the individual volume of sugar and
water? Why is this so?
4. How can you prove that sugar and water are made up of tiny
D. EXPLAIN
particles? Give your reason (s)
5. Describe what you observe before and after mixing the water
and food color.
6. What happens to the food coloring when dropped into the
bottle containing water?
7. How does the food color particle move when dropped into
the bottle containing tap water?
8. Differentiate atom from molecule.
(15 mins)
What can you infer from the figure below? Prove what matter is
made of. Share it with your classmates. (10mins)

E. ELABORATE

Differentiate atom from molecule.

Directions: Read the questions carefully. Select and write your

F. EVALUATE
answer on a ¼ sheet of paper. (5mins)
 1. Which of the following does NOT describe an atom?
a. Atom is indestructible.
b. Atom is indivisible.
c. Atom is still consists of smaller particles.
d. Atom can be seen under the high – powered light
microscopes.

2. Why do you think the volume of the mixture of coffee and

water is less than the sum of the volumes of unmixed coffee
and water?
a. The water is made of tiny particles with no spaces between
them.
b. Coffee is made up of molecules bigger than the molecules of
water.
c. The water molecules could not fit in the spaces between
coffee molecules.
d. The coffee molecules combined with the water molecules.

3. In the mixture of sugar and water, sugar is still present

though you cannot see sugar anymore. Why is this so?
a. The water is made of tiny particles with little spaces between
them.
b. Sugar is made up of molecules smaller than the molecules of
water.
c. The water molecules could fit in the spaces between sugar
molecules or vice versa
d. The sugar molecules combined with the water molecules.

4. Which of the following situations prove that matter is consists

of tiny particles?
a. Water molecules are composed of hydrogen and oxygen
atoms.
b. Soy sauce is used as basic ingredients in cooking pork
adobo.
c. Powdered pineapple juice is slowly dissolved when mixed
with cold water
d. All of the above.

5. Which of the following illustrations shows the presence of

smallest particle of matter?
.

A good analogy to consider related to matter being composed

of tiny particles is the pointillist style of painting. The images in a
EXTEND
G. pointillist painting appear continuous but if one looks closely,
the images are actually made of small dots.
Look for other art paintings done through pointillism.
V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in

A.
the evaluation
No. of learners who require
B. additional activities forremediation
who scored below 80%
Did the remedial lessons work? No. of
C. learners
who have caught up with the lesson
No. of learners who continue to
D. require
remediation
Which of my teaching strategies
E.
worked well? Why did these worked?
What difficulties did I encounter which
F. my principal or supervisor can help
me solve?
What innovation or localized materials
did I
G.
Use or discover which I wish to share
with otherteachers?

Prepared:

DIMASACAT, DIAN O. Checked:

SCIENCE Teacher
DANILO E. MAÑACAP
OIC, Principal
 MALITAM NATIONAL HIGH
School SCHOOL Grade Level 8

Daily Lesson Log Teacher MS. DIAN O. DIMASACAT Learning Area SCIENCE

Teaching Date OCTOBER 2, 2019 Quarter THIRD

I. OBJECTIVES

The learners demonstrate an understanding of the particle

A. Content Standards nature of matter as basis foe explaining properties, physical
changes and structure of substances and mixtures.
The learners shall be able to present how water behaves in its
B. Performance Standards
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)
Learning Competencies / Objectives
C.
Write the LC code for each OBJECTIVES:
1. Describe the density of the three states of matter.
2. Compare the density of solids and liquids to water.

Module 1: The Particle Nature of Matter

II. CONTENT
Lesson 3: Density and states of Matter

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp.122-124
2. Learner's Materials Pages pp. 178-181
3. Textbook Pages
Additional Materials from
4. Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

Picture Analysis: Why do ice cubes float on top of the water in

your glass?

A. ELICIT

Let the students perform the activity below.

Whichhas the highest density, solid, liquid or gas?

1. Compare the three identical containers below.

2. They all have the same volume and contain the
same material
B. ENGAGE
 Let the students perform the activity below.
Comparing density of solids and water

1. Predict which among the objects will sink or float in water.

Write
yourpredictions on the first column of the table.
2. Immerse the golf ball on the container with water. Is it less
dense or denser than water? Write your answer on the second
column of the table.

3. Repeat step # 2 in all the materials.

Materials Prediction: Will it Guess Check: Which

Float or Sink in is more dense or less
EXPLORE water? dense?
C.
Golf ball

Bouncy ball

Paper clip

Block of wood

Stone

Plastic cup

Clothes pin

Let the students answer the question below.

1. Which of the solid materials float in water? Sink in water?
2
. Is your prediction correct? If so, what gives you the idea that
the
materials will sink or float in water?
3. Aside from these solid materials, what other objects will
float on
water? Will sink?
D. EXPLAIN
The high density of a solid material explains why it cannot be
compressed. The particles in a solid are tightly packed and
cannot be squeezed closer together into a smaller volume.
Liquids are also very dense. The density of a liquid is roughly
the same as the density of the solid state of the same
substance. This is because their particles are close together,
even though they are not locked into fixed positions. Most
liquids cannot be compressed into smaller volumes. Liquids
are slightly less dense than their solid states but water is an
important exception.
Divide the class into two groups. The teacher will read the
statement and let the teacher determine whether the
statement is correct or not. The member of the group who will
answer will be based on their increasing mass. The group with
the highest number of correct points will be declared as
winner.
E. ELABORATE
 The density of liquid is roughly the same as the
density of solid.
 Ice is denser than water.
 A block of wood will sink on water.
 Paper clip floats on water.

EVALUATE Read the questions carefully. Write the correct answer in a ¼

F.
sheet of paper.
 1. Which causes the high density of solids?
a. The particles are more massive than those in
liquids.
b. The intermolecular forces between particles are
weak.
c. The particles are packed closely together.
d. The energy of the particles is very high.

2. Which of the following will sink when submerged on water?

a. stone b. plastic c. wood d. styro ball

3. Why do solid particles cannot be squeezed closer into

smaller volume?
a. Solid particles have the lowest density.
b. Solid particles have higher density than liquid and gas.
c. Solid particles have lower density than gas particles.
d. Solid particles have lower density than liquid
particles.

4. A submarine is able to move throughout the water column

by _____________.
a. altering its density c. altering its mass
b. altering its volume d. altering its weight

5. A student divides several cubes

a. weigh b. density c. conductivity d.
mass
EXTEND On your notebook, define diffusion. Illustrate the motion of
G.
particles when soy sauce is mixed with water.
V. REMARKS

VI. REFLECTION
No. of learners who earned 80% in the
A.
evaluation
No. of learners who require additional
B. activities forremediation who scored
below 80%
Did the remedial lessons work? No. of
C. learners
who have caught up with the lesson
No. of learners who continue to require
D.
remediation
Which of my teaching strategies worked
E.
well? Why did these worked?
What difficulties did I encounter which
F. my principal or supervisor can help me
solve?
What innovation or localized materials
did I
G.
Use or discover which I wish to share
with otherteachers?

Prepared:

DIMASACAT, DIAN O. Checked:

SCIENCE Teacher
DANILO E. MAÑACAP
OIC, Principal
 MALITAM NATIONAL HIGH
School SCHOOL Grade Level 8

Daily Lesson Log Teacher MS. DIAN O. DIMASACAT Learning Area SCIENCE

Teaching Date OCTOBER 7, 2019 Quarter THIRD

I. OBJECTIVES

The learners demonstrate an understanding of the particle

A. Content Standards nature of matter as basis foe explaining properties, physical
changes and structure of substances and mixtures.
The learners shall be able to present how water behaves in
B. Performance Standards
its different states within the water cycle.
Explain physical changes in terms of the arrangement and
motion of atoms and molecules.
(S8MT-lllc-d-9)
Learning Competencies / Objectives
C.
Write the LC code for each OBJECTIVES:
1. Describe the diffusion of particles.
2. Compare the diffusion of particles in a gas and in a liquid .

Module 1: The Particle Nature of Matter

II. CONTENT
Lesson 4: Diffusion of particles in a gas and liquid

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 122-129
2. Learner's Materials Pages pp.179-182
3. Textbook Pages
Additional Materials from
4. Learning
Resource (LR) portal
B. Other Learning Resource www.youtube.com/SmartLearning

IV. PROCEDURES

Jerome is just two meters away from his house. He had the
A. ELICIT prediction that his mother is cooking chicken adobo. How will
you support Jerome’s prediction?
B. ENGAGE
Watch a video clip related to diffusion.
Let the students perform the activity below.

How fast do liquids mix?

Amount of food Time of spreading (seconds)
color
One drop of food color
Two drops of food
color
Food color is uniformly
spread throughout the
EXPLORE water
C.
1. Fill a large, clear container with tap water and place it
where
everyone can see it.
2. Use a dropper to place one or two drops of the food
coloring in
the water.
3. Record the time at which the coloring is added to the water.
4. Look carefully at the two liquids mixing, and write your
observations. Allow the liquids to mix without any stirring.
5. Record the time when the liquids are fully mixed, in other
 words, when the color is uniformly spread throughout the
water.

How fast do gases mix? (This experiment should be

performed with the windows closed)

1. Pour some vanilla essence into the saucer.

2. Record the time when the vanilla essence is poured out.
3. Record the time when the first member puts up his/her
hand to
indicate that they can smell the vanilla essence.
4. Record the time when roughly half of the members in the
class
have their hands up, indicating that they can smell the vanilla
essence.
5. Record the time when the members at the back of the
class
first smell the vanilla essence.

Observers Time the vanilla

essence is smelled
First member
Half of the members of the class
All members of the class

Let the students answer the following questions:

1. What did you observe in the container immediately after

the
liquids were mixed?
2. How long did it take for the liquids to be fully mixed, until
the
color was uniformly spread throughout the water?
D. EXPLAIN 3. When the air was not mixed during the experiment, how
long
did it take until the first member smelled the vanilla essence
molecules? Last member of the class?
4. When the air was mixed during the experiment, how long
did it
take until the first member smelled the vanilla essence
molecules? Last member smelled the vanilla essence?

Imagine that the people in the picture represent particles. You

are trying to move through a crowd of people. Would it be
difficult if you try to move through a crowd of people? Why?
Relate your answer with diffusion of particles.

E. ELABORATE

Read the questions carefully. Write the answer on a ¼ sheet

of paper.

1. Which of the following describes why the fragrance of a

F. EVALUATE flower
spreads?
a. pressure b. effusion c. diffusion d. volume

2. How does temperature affect the rate of diffusion?

 a. The higher the temperature, the faster the rate of
diffusion.
b. The lower the temperature, the faster the rate of
diffusion.
c. The higher the temperature, the slower the rate of
diffusion.
d. The temperature doubles the speed of diffusion.

3. What do you call to the net movement of a substance from

a
region of high concentration to a region of low concentration?
a. osmosis b. diffusion
c. effusion d. active transport

4. Which is an example of gas diffusion?

a. inflating a flat tire
b. salt mixes with cold water.
c. Sugar mixes with coffee in a hot water.
d. All of the above.

5. In which of the following situations exhibit the slowest rate

of
diffusion?
a. a cylinder of oxygen stored under high illustrate?
b. Coffee powder mixes with hot water.
c. Powdered juice mixes with cold water. pressure
d. the odor of perfume spreading throughout a room

EXTEND Make a collage about the diffusion of particles in a gas and

G.
liquid.
V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
No. of learners who require additional
B. activities forremediation who scored
below 80%
Did the remedial lessons work? No. of
C. learners
who have caught up with the lesson
No. of learners who continue to require
D.
remediation
Which of my teaching strategies worked
E.
well? Why did these worked?
What difficulties did I encounter which my
F. principal or supervisor can help me
solve?
What innovation or localized materials
did I
G.
Use or discover which I wish to share
with otherteachers?

Prepared:

DIMASACAT, DIAN O. Checked:

SCIENCE Teacher
DANILO E. MAÑACAP
OIC, Principal
 MALITAM NATIONAL
School Grade Level 8
HIGH SCHOOL
Daily Lesson Log Teacher MS. DIAN O. DIMASACAT Learning Area SCIENCE

Teaching Date OCTOBER 8, 2019 Quarter THIRD

I. OBJECTIVES
The learners demonstrate an understanding of the particle
A. Content Standards nature of matter as basis foe explaining properties, physical
changes and structure of substances and mixtures.
The learners shall be able to present how water behaves in
B. Performance Standards
its different states within the water cycle.
Explain physical changes in terms of the arrangement and
motion of atoms and molecules
(S8MT-lllc-d-9)
Learning Competencies / Objectives
C.
Write the LC code for each OBJECTIVES:
1. Describe the diffusion of particles.
2.Compare the diffusion of particles in a gas and in a liquid.

Module 1: The particle Nature of Matter

II. CONTENT Lesson 4: Diffusion of particles in a gas and
liquid(continuation)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages pp. 122-129
2. Learner's Materials Pages pp.179-182
Textbook
3.
Pages
Additional Materials from Learning
4.
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
What was our activity yesterday? What are the materials that
A. ELICIT
we used?
B. ENGAGE
EXPLORE
C.
Let the students answer the following questions:

1. What did you observe in the container immediately after

the
liquids were mixed?
2. How long did it take for the liquids to be fully mixed, until
the
color was uniformly spread throughout the water?
D. EXPLAIN
3. When the air was not mixed during the experiment, how
long
did it take until the first member smelled the vanilla essence
molecules? Last member of the class?
4. When the air was mixed during the experiment, how long
did it
take until the first member smelled the vanilla essence
molecules? Last member smelled the vanilla essence?
Imagine that the people in the picture represent particles. You are trying to
move through a crowd of people. Would it be difficult if you try to move
through a crowd of people? Why? Relate your answer with diffusion of
particles.
E. ELABORATE
 Read the questions carefully. Write the answer on a ¼ sheet of
paper.

1. Which of the following describes why the fragrance of a flower

spreads?
a. pressure b. effusion c. diffusion d. volume

2. How does temperature affect the rate of diffusion?

a. The higher the temperature, the faster the rate of diffusion.
b. The lower the temperature, the faster the rate of diffusion.
c. The higher the temperature, the slower the rate of
diffusion.
d. The temperature doubles the speed of diffusion.

3. What do you call to the net movement of a substance from a

region of high concentration to a region of low concentration?
F. EVALUATE a. osmosis b. diffusion
c. effusion d. active transport

4. Which is an example of gas diffusion?

a. inflating a flat tire
b. salt mixes with cold water.
c. Sugar mixes with coffee in a hot water.
d. All of the above.

5. In which of the following situations exhibit the slowest rate of

diffusion?
a. a cylinder of oxygen stored under high illustrate?
b. Coffee powder mixes with hot water.
c. Powdered juice mixes with cold water. pressure
d. the odor of perfume spreading throughout a room

EXTEND Make a collage about the diffusion of particles in a gas and

G.
liquid.
V. REMARKS

VI. REFLECTION
No. of learners who earned 80% in the
A.
evaluation
No. of learners who require additional
B. activities forremediation who scored
below 80%
Did the remedial lessons work? No. of
C. learners
who have caught up with the lesson
No. of learners who continue to require
D.
remediation
Which of my teaching strategies worked
E.
well? Why did these worked?
What difficulties did I encounter which my
F. principal or supervisor can help me
solve?
What innovation or localized materials did
I
G.
Use or discover which I wish to share with
otherteachers?

Prepared:

DIMASACAT, DIAN O. Checked:

SCIENCE Teacher
DANILO E. MAÑACAP
OIC, Principal