DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN
8 First Quarter
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
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 (leads
to Formative Assessment 3)
WEEK & DAY NO. PAGE NO.
________ 1
B. Heat and temperature, and the effects of heat on the body.
 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.
Teacher’s Guide pp.
Learner’s Material page 41-43
NONE
Laptop, projector
ELICIT (5mins.)
 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 (10 mins.)
 Let the students guess in which container the dye will scatter fastest
and slowest without knowing the temperature of each container.
EXPLORE (15mins)
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 similarities and differences did you observe
when a drop of dye was added to each container?
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ________ 2

2. In which container, did the dye scattered the fastest? In

which did it scattered the slowest?
3. How do you relate the temperature of the water to the
rate of scattering of the dye?
4. In which container are the particles of water moving
fastest? In which container are the particles moving
slowest?
5. How is temperature relate to the speed of the particles?
6. How is temperature related to the kinetic energy of
particles?
7. 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?

G. Finding practical ELABORATE

applications of concepts  Teachers will give more examples about the topic.
and skills in daily living  Discuss application of the topic to daily life situations.
H. Making generalizations and
abstractions about the
lesson
EVALUATE
1. Powdered coffee will dissolve fastest in cold water. T or F

slowest fastest 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
I. Evaluating learning 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 only d.

III & IV only

3.
25 ◦ C 60 ◦ C 10 ◦ C

Arrange the 3 containers according to the rate of the scattering of

the dye from fastest to slowest.
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ________ 3

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.

EXTEND
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
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: 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
Gleziel Joy Duhilag Derly C. Datuin
Helen S. Dacudao John Mark R. Lopez
Dawn Pitchez M. Alterado
Scarlett O. Lugatiman
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ________ 4

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
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ________ 5

- 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