Grade 8, Quarter 3RD

Department of Education
REGION IX ZAMBOANGA DEL SUR SCHOOL OR ARTS AND TRADES

DIVISION OF PAGADIAN CITY
Grade 8 School Grade Level 8 Grade 8
SCHOOL ZAMBOANGA DEL SUR SCHOOL OF ARTS AND

Daily Lesson Log TRADES
Junior HS Science ALPHA MAE G. MAGHUYOP Learning Area Matter (Chemistry)

Teacher
Teaching Dates Quarter Third
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining
Content Standard
properties, physical changes, and structure of substances and mixtures
The Learners shall be able to: present how water

Performance Standard
behaves in its different states within the water cycle
The Learners should be able to:

Learning Competency
explain the properties of solids, liquids, and gases based on the particle nature of matter;
Code: S8MT-IIIa-b-8
DAILY TASK Diagnostic (module 1) Distinguish Matter from non-matter Explain that matter is made up of tiny
particles
II. CONTENT DIAGNOSTIC TEST Common properties of matter Composition of Matter
III. LEARNING RESOURCES
Teacher’s Guide
Grade 8
Learners’ Module pp Learners’ Module pp Learners’ Module pp. Learners’ Module pp.
Learner’s Materials
172173 172173 174177 174177
www.factmonster.com
Additional Materials
IV. LEARNING TASKS Grade 8

Show two pictures to Show to the students Let the students get a Tell the students to
the class (one matter a glass of water. piece of paper. Ask look around and let one
and one non matter). Obtain ideas or them to tear the paper student mention one
(Example: nonmatter: concepts they have in into small pieces until object to the class.
picture of light from a mind regarding it. they won’t be able to
torch, heat from the tear it anymore. Find
fire, sound from the someone who had torn
police siren (forms of the smallest piece and
ELICIT
energy); Matter: present it to the class.
picture of any solid,
liquid or gaseous
substance. Let the
students cite the
differences between
the two and write them
on the board.
Grade 8
Ask the students what (Prepare two identical Get their opinion from Using the object Quarter 3
could be the possible cups and water) the question: Is it presented, ask the
characteristics/ Show to the class one possible to divide still student what are the
properties these small drinking glass the paper into the very materials that object is
pictures have. Explain full of water and one smallest of it? Then, made up of.
that these objects do empty. Get a explain the concept of State:
have properties and volunteer and ask him indivisibility of matter’s “Everything you see or
that is the objective of to weigh the two. composition. imagine is built from
ENGAGE the lesson. Ask the students on something else.” This
what they observed concept will be further
with the two objects. discussed for today’s
(Students must infer topic.
that water has mass)
Grade 8
Page 2
Grade 8
Quarter 3
Essential Question: Essential Question: Grade 8

What are the common properties of matter? What is matter made of?
Students will be Students will be
divided into groups of divided into groups of
5. With the use of 5. They will conduct
materials found on the an activity found on
EXPLORE module, they should pages 174-175 of the
be able to fill in the learners’ module.
table classifying if the (Activity # 2: What is
sample is matter or matter made of?)
not. (Activity #1:
Which is matter, which
is not?)
Students will present Students will present
their findings in class their activity by
through a class answering the guide
reporting with the use questions. (Please
EXPLAIN
of the table and guide refer to LM for the
questions. (Please guide questions)
refer to LM for the
guide questions)
Grade 8
Key Questions: Key Questions: Page 3
1. What are the 1. What is matter
common made of?
properties of 2. What is the
matter? difference between
2. How does molecules and
matter differ atoms?
ELABORATE
from 3. How can you say
nonmatter? that matter is made
3. What are the up of small
other properties particles like atom?
of matter?
A. Classify Identify the following Grade 8

whether the 1. He believed that
following is matter atoms are
or nonmatter: 1. indivisible.
smoke (matter) 2. It is Greek word
2. ocean (matter) which means
3. dreams indivisible particle.
(nonmatter) 3. It is the smallest
4. chalk (matter) particle of an
5. shadow element.
EVALUATE
(nonmatter) B. Identify
4. It consists of two or
what property of
more atoms.
matter is being
described: _____1. It 5. It is the unit of
is the measure of the length used to
amount of matter the measure size of an
object has. (mass) atom.
_____2. It refers to the
space occupied by an
object. (volume)
Grade 8
Let the students check • Tell the students Quarter 3
the other properties of to get an Page 4
the following matter aluminum foil and
(hardness, texture, cut it into small
color, malleability, pieces.
electrical conductivity) • In case it could
1. silk cloth not be cut
2. plastic straw anymore with their
3. copper wire bare hands, use a
EXTEND
microscope or
magnifying glass
to look at the
tiniest piece.
• If you have better
tools, you could
still cut the
aluminum into
tinier pieces.
To be continued the (Note: The teacher To be continued the (Note: The teacher Grade 8
following day may following day may Quarter 3
V. REMARKS (publication of results) modify the type of (publication of results) modify the type of Page 5
test.) test.)
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
work? No. of Learners
who:
• have caught up
with the lesson
• continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Grade 8
School ZAMBOANGA DEL SUR SCHOOL Grade Level 8

Grade 8 OF ARTS AND TRADES
Daily Lesson Log Teacher ALPHA MAE G. MAGHUYOP Learning Area Matter (Chemistry)
Junior HS Science
Grade 8, Quarter 3 Prepared by: Checked by:
Daily Lesson Log Teacher: ALPHA MAE G.MAGHUYOP School WINEFREDO N. MABINI
Week No. 1 Head:
Signature: Signature:
Date Date:
Submitted:
Quarter 3
Page 6

I. OBJECTIVES
The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining
Content Standard
properties, physical changes, and structure of substances and mixtures
Performance The Learners shall be able to: present how water behaves
Standard in its different states within the water cycle
Grade 8
The Learners should be able to: The Learners should be able to:
Learning explain the properties of solids, liquids, and gases based on the particle explain physical changes in terms of the
Competency nature of arrangement and motion
matter; of atoms and molecules;
Code: S8MT-IIIa-b-8 S8MT-IIIc-d-9
DAILY TASK Summative Test Infer that particles are moving Investigate about Evaporation
Properties of
Matter, and
II. CONTENT Classifying Moving Particles Evaporation
matter and
nonmatter
Teacher’s Guide
Learners’ Module pp Learners’ Module pp Learners’ Module pp Learners’ Module pp 182-
178182 178182 182-184 184
http://www.middleschoolch
emistry.com/lessonplans/c
hapter1/lesson1
Additional Materials Materials to be prepared by
the teacher: wax paper,
cardboard, printed “Race
Drop Raceway” sheets/ may
be drawn, water

Ask the question: What are the different Prepare two pieces of Ask the students why
Does matter attract States of matter? manila paper. Dampen clothes are usually hanged
each other? the first one with water. outside.
ELICIT
Hang it on a side where
there is enough air or
sunlight to dry.
Grade 8
Let the students Ask 5-6 volunteers to Ask the students the What would be the Quarter 3
play the game: demonstrate how following questions: difference if clothes are Page 7
Race Drop Raceway molecules behave in 1. At the end of hanged outside rather than
(adapted) the following states of class, do you think inside the house?
Teacher Preparation matter: the paper towel
Print two “Race Drop • Solid will still be wet or
Raceway” sheets for • Liquid will it be dry?
each group. • Gas 2. When water
evaporates, where
do the water
molecules go?
ENGAGE
Procedure
1. Tape the Race
Drop Raceway
sheet onto a piece
of cardboard to
give it support.
2. Tape a piece of
wax paper over
the “Race
Drop Raceway!” Grade 8

sheet.
3. Place 2–4 drops of
water together to
make one larger
drop at the “Start”.
4. As fast as you
can, tilt the
cardboard and
guide your race
drop around the
track to the
“Finish”.
5. Try not to touch
the edge of the
track. The first to
finish is the
winner.
Essential Question: Essential Question:
Are the particles moving? What happens when energy is added into the water?
Perform by group Perform Activity #4:
Activity #3: Are the What changes take
EXPLORE particles of matter place when water is left
moving? What is in an open container? In
between them? pp a closed container? Pp.
178179 of the 182-183 of the manual.
manual.
Grade 8
Students will present Quarter 3
their findings in class Page 8
Students will present their
through a class
findings in class through a
reporting with the use
class reporting with the
of the table and guide
EXPLAIN use of the table and guide
questions. (Please
questions. (Please refer to
refer to LM for the
LM for the guide
guide questions)
questions)
Key Questions: Key Questions: Grade 8

1. What is matter 1. What do you think
made of? may be the biggest factor
2. What can you say which contributed to the
about its evaporation process?
ELABORATE movement? 2. What happened to
3. Describe the the kinetic energy of
arrangement of particles from liquid to
particles of solid, gas/vapor?
liquid and gas. 3. How does
evaporation take place?
Grade 8
Identify what state of Identification: Quarter 3
matter is being 1. It is the process Page 9
identified: where liquid turns to gas.
WHO AM I? 2. What happens to
1. I have a definite the kinetic energy of
shape and a particles when the object
definite volume. evaporates?
2. I may have a 3. Cite one example
definite volume but where evaporation could
I just follow the take place.
shape of my
container.
EVALUATE 3. There is very
negligible
attraction between
me and others.
True or False
1. Matter is
composed of tiny
particles that do
not move.
2. The particles of
matter have the
tendency to attract
each other.
• Make a particle • Conduct Activity Grade 8

model of matter #5A:
on your own. Boiling Water on
• You may use page 184-185 of
any the manual.
material to show • Differentiate
EXTEND your creativity. Evaporation from
• This is to be Boiling
done next
Friday. Kindly
bring all your
chosen
materials.
To be continued the (Note: The teacher To be continued the (Note: The teacher may
following day may following day modify
V. REMARKS (publication modify the type of (publication of results) the type of test.)
of results) test.)
VI. REFLECTION
No. of Learners who
earned:
• 80% and
Above:
• Below 80%:
Grade 8
Did the remedial Quarter 3
lessons work? No. of Page 10
Learners who:
• have caught up
with the
lesson
• continue to
require
remediation
strategies worked
well?
Why did these work?
What difficulties did I Grade 8

encounter which my
Quarter 3
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did
I use/ discover which I
wish to share with
other teachers?
Page 11
Prepared by: Checked by:

Teacher: ALPHA MAE G. MAGHUYOP School WINEFREDO N. MABINI
Grade 8, Quarter 3 Head:
Daily Lesson Log
Week No. 2 Signature: Signature:
Date Date:
Submitted:
Grade 8
Grade 8 School ZAMBOANGADEL SUR SCHOOL Grade Level 8

Daily Lesson Log OF ARTS AND TRADES Quarter 3
Junior HS Science Teacher ALPHA MAE G. MAGHUYOP Learning Area Matter (Chemistry) Page 12
I. OBJECTIVES
Content The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining
Standard properties, physical changes, and structure of substances and mixtures.
Performance The Learners shall be able to: present how water behaves
Standard in its different states within the water cycle.
Learning The Learners should be able to: explain physical changes in terms of the
Competency arrangement and motion of atoms and molecules.
Code: S8MT-IIIc-d-9
Performance Task
DAILY TASK Investigate about Condensation Investigate about Melting Make Model of the 3
States of Matter
II. CONTENT Condensation Melting Performance Task
Teacher’s Guide
Grade 8
Learner’s Learners’ Module pp Learners’ Module pp Learners’ Module pp. Make a model of the 3
Learners’ Module pp 184-186
Materials 184186 187189 187189 states of Matter
Additional www.middleschoolchemistry.com
Materials
IV. LEARNING TASKS
Ask the students what happens Show a picture of • Have the Show a picture or a
when a cold bottle was taken water cycle. students imagine short video clip of the
from the fridge and left in an eating their own melting of polar
open space. ice cream. regions. (The teacher
ELICIT may touch a little about
• For instance,
they are eating the climate change.)
outside under the
scorching sun,
how would they eat Grade 8

their ice cream?
Why is it so?
Grade 8
(Adapted) Ask the students how Ask the following Ask the following:
Prepare a demonstration clouds form. questions: 1. What have you
with the ff materials: (Note: noticed on the
Should be done 5-10 1. What will picture/ seen in
minutes before the time) happen to the ice the video?
2 clear plastic cups cream if it is not eaten 2. What can you
Room temperature water immediately? Why? say
Ice cubes 2. In what situation about its effects
Zip lock (gallon size) will the ice cream melt in the
Procedure: faster? slower? environment?
1. Place water and ice 3. What might be 3. How did this
cubes into two identical the factors involved in happen?
cups. the process?
2. Immediately place (Introduce the melting
ENGAGE one of the cups in a zip process)
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?
Grade 8
Quarter 3
Page 13
Essential Question: Essential Question: Essential Question: How will Grade 8

What happens when particles lose their energy What happens to the kinetic energy of the you demonstrate the three
and drop their temperature? molecules when temperature states of matter?
increases/decreases and heat transfer
continues?
• Perform activity #5 • Perform The teacher may opt to use the
EXPLORE Part B: Cooling Activity #6: following:
Water page 186. What changes a. Illustration/Drawing
• Answer guide take place b. Model
questions #6-9 when ice turns c. Multimedia
into liquid Presentation
water? d. Others With their
• Answer the chosen materials, students will
guide create their own particle model
questions of the following scenario:
found on a. solid-liquid
pages 187- b. gas-liquid
188. c. liquid-gas
d. liquid-solid
Students will Students will present

present their their findings in class
findings in class through a class
through a class reporting with the
EXPLAIN reporting with the use of the table and
use of the table and guide questions.
guide questions. (Please refer to LM
(Please refer to for the guide
questions)
Grade 8
LM for the guide Quarter 3
questions) Page 14
Key Questions: Key Questions:

1. What happens to 1. What do you think
ELABORATE
water when it is may be the biggest
cooled? factor which
2. How does the contributed to the Grade 8

process of melting/freezing
condensation take process? 2. What
place? happened to the
3. Why do kinetic energy of
droplets form at the particles from solid to
surface of a covered liquid?
hot container? 3. What happened to
the kinetic energy of
particles from liquid to
solid?
3. How does
melting take place?
4. How does
freezing take place?
Grade 8
TRUE or FALSE Identification: Criteria: Quarter 3
Write True if the 1. It is the 40% Accuracy Page 15
statement is correct process where liquid 35% Creativity
and False if it is not. turns to solid. 15% Resourcefulness
1. As the 2. What happens 10% Neatness
temperature to the kinetic energy Total: 100%
increases, the kinetic of particles when the
energy increases as object melts? 3. If the
well. temperature
(True) surrounding the object
2. When particles is greater, what
EVALUATE lose their energy, process will take
they return to their place?
original state. (True) 4. It is the process
3. Condensation is a where solid turns to
process when liquid liquid.
turns to its gaseous 5. When heat is
state. decreased, the object
(False) melts/freezes?
4. The gaseous state
of water is called
water vapor. (True)
Cite other practical Explain to students Grade 8

examples or that there are cases
situations where you that some substances
could observe can change directly
the process of from solid to gas.
EXTEND
condensation. This process is called
SUBLIMATION. The
opposite of which is
called the
DEPOSITION.
To be continued the (Note: The teacher To be continued the (Note: The teacher
following day (publication may following day may
of results) modify the type of (publication of results) modify the type of
test.) test.)
V. REMARKS
VI. REFLECTION
From the
evaluation, No. of
Learners who
earned:
• 80% and
Above:
• Below 80%:
Grade 8
lessons work? Page 16
No. of Learners
who:
• have
caught
up with the
lesson
• continue to
require
remediation
Which of my
Grade 8
teaching strategies
worked well? Quarter 3
Why did these Page 17
work?
What difficulties
did I encounter
which my
Principal/
Supervisor can
help me solve?
What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?
Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Date Submitted: Date:
Grade 8
Grade 8 School Grade Level 8

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3
Junior HS Science
Teaching Dates Quarter Third Page 18

I. OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
Performance
Standard
Learning Determine the number of protons, neutrons and electrons in a particular atom.
Competency
Code: S8MT-III e-f-10
DAILY TASK Summative Test Determine the charges of subatomic particles Compare the masses of the subatomic
particles.
Coverage:
II. CONTENT Charges of subatomic particles Masses of the subatomic particles.
Phase Changes
Teacher’s Guide
Learner’s Materials Learner’s Module pp 193 Learner’s Module pp 195-197
Plastic-covered Plastic straw, tissue paper, Atomic Models Pictures
notebook aluminum foil
Grade 8
IV. LEARNING TASKS
Reflect on the line What are atoms made of? Enumerate some Present the Table #2:
“Like poles repel, What structures compose an properties of the Some properties of the
unlike poles atom? three subatomic three main subatomic
ELICIT
attract”. particles. (refer to particles on page
table 2 in LM p195. 195
Rub a plastic covered If you rub a plastic straw Give one property of Ask which among the
notebook vigorously with tissue paper and place subatomic particle. three has the highest
against a hard object it near an aluminum foil, Which among them value of mass.
ENGAGE
and placed it over the what will happen? contributes the most
head. to the overall mass of Explain the concept of
What happens? an atom? Scientific notation.
Essential Question: Essential Question: Essential Essential Question: Grade 8

Do objects attract or Do objects attract or repel each Question: Compare the masses
repel each other/carry positive and Compare the of the subatomic
other/carry positive negative charges? masses of the particles.
and negative subatomic
EXPLORE charges? particles.
Perform Activity 1: Perform Activity 2:
“Charge” it to The big difference in
experience! in LM LM pp195-196.
p193.
Students present the results of Students present the
the activity. results of the activity.
Answer guide questions. (refer Comparison of the
to the activity) masses of the three
subatomic particles
EXPLAIN
using the bar graph,
pie chart and a
seesaw can. Answer
guide questions. (refer
to the activity).
• Ask students what Which subatomic
makes up an atom? particle/s make/s up
ELABORATE • Give the charges of the most of the mass of the
three subatomic atom?
particles.
Grade 8
Complete the table. Refer to the masses in Quarter 3
table 2. Answer the Page 19
Subatomic Charge Location following questions.
Particle 1.Which subatomic
1. positive 4. particle is the lightest?
2.Which subatomic
electron 2. 5. particle is the
EVALUATE 3. neutral 6. heaviest?
3. Which subatomic
particle has almost the
same mass? 4-5.
Which subatomic
particles make up most
of the mass of the
atom.
Present Table 2. Some Research on Grade 8

Properties of the three Thomson’s and
subatomic particles. Rutherford model of
EXTEND
pp195 the atom.
To be continued the (Note: The teacher may To be continued the (Note: The teacher may
following day modify the type of test.) following day modify the type of test.)
(publication (publication of
V. REMARKS of results) results)
VI. REFLECTION
No. of Learners who
earned:
• 80% and
Above:
• Below 80%:
Did the remedial
lessons work? No. of
Learners who:
• have caught up
with the less
• continue to
require
remediation
Grade 8
Which of my teaching Quarter 3
strategies worked Page 20
well?
Why did these work?
encounter which my
can help me solve?
What innovation or Grade 8

localized materials Quarter 3
did I use/ discover Page 21
which I wish to
share with other
teachers?
Daily Lesson Log
Grade 8
School Grade Level 8
Grade 8 Quarter 3
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Page 22
Junior HS Science Teaching Dates Quarter Third

I. OBJECTIVES
Performance Standard
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom
Describe Thomson’s Describe Determine the number of neutrons from the
DAILY TASK Summative Test
model Rutherford’s model. mass number.
Subatomic Particles Determining the number of neutrons from the
II. CONTENT Thomson’s model Rutherford’s model. and Molecular mass number.
Models
Teacher’s Guide Teacher’s Manual Teacher’s Manual
Learner’s Manual pp Learner’s Manual pp Learner’s Manual pp Learner’s Manual pp
198203 198203 pp 193 203205 203-205 pp 195-197
Exemplar Lesson Plan Exemplar Lesson Exemplar Lesson Plan,
pp138-140 Plan, Periodic Table
Periodic Table ,pen/pencil
,pen/pencil
IV. LEARNING TASKS
Grade 8
What is an atom? Review: Thomson’s Show a periodic What makes up the mass
What are the atomic model. Table. Ask students of an atom?
ELICIT different subatomic about the salient
particles of an features of the
atom? Periodic Table.
Show to the class a Teacher GAME: Ask one student to draw
real raisin bread. demonstration: Group the students an atom having three
ENGAGE subatomic particles.
Activity #3 Part and ask a
A representative to
Guide Questions: • Look for a answer the Grade 8

1. What is the volunteer. question by
name of this • Ask few writing the
bread? questions. answer on the
2. What is in this board.
bread that is • The teacher
not found in gives the name
other breads? of the element.
• Students write
(The teacher may opt its symbol
to use a picture ,atomic number
instead.) and mass
number.
Essential Essential Essential Question:
Question: How Question: How How do you determine the number of neutrons,
did Thomson do you describe protons, electrons in a neutral atom?
discover the Rutherford’s
electron? model?
EXPLORE • Show Perform Activity #3 Perform Activity #4:
Thomson’s Part B and C: Small What’s in a number?,
atomic model. but terrible. procedure 1 in LM p.
• Elicit ideas 204.
from the
students.
Lecturette: Students present the Students present the
EXPLAIN Discuss the details of results of the activity. results of the activity.
his discovery. Answer guide Answer guide questions.
questions. (refer to the (refer to the activity)
activity)
Grade 8
Key Questions: Key Questions: Key Questions: Quarter 3
1. What was the 1. What was the 1. Differentiate Page 23
experiment experiment atomic number
conducted by conducted by from mass
ELABORATE J.J. Thomson? Rutherford? number.
2. How was he 2. How was he 2. How do you
able to prove able to prove determine the
the the number of
neutrons given
the
existence existence of mass number and

Grade 8
of electrons? the nucleus? 3. atomic number?
3. Describe Describe
Thomson’s Rutherford’s
discovery. discovery.
Draw and describe Draw and describe Data completion: Fill in the
EVALUATE J.J. Thomson’s Rutherford’s model. missing data in the table.
model.
Element Mass Atomic p+ e- n0
# #
Na 23 1
C 6 1 6
Rn 222 86
Au 7 11
9 8
EXTEND Identify the uses of Cite the flaws of Define Isotopes and its
Thomson’s Rutherford’s uses.
experiment. discovery.
(e.g. television-picture
tube)
To be continued the (Note: The teacher may
V. REMARKS following day modify the type of test.)
(publication of results)
VI. REFLECTIONS
Grade 8
From the evaluation, Quarter 3
No. of Learners who Page 24
earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons Grade 8

Quarter 3
who:
Page 25
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?

encounter which my
help me solve?
What innovation or
teachers?
Teacher: School
Grade 8, Quarter 3 Head:
Daily Lesson Log
Date Date:
Submitted:
Grade 8

Junior HS Science Page 26

I. OBJECTIVES
Performance
Standard
Learning Determine the number of protons, neutrons and electrons in a particular atom
Competency
Infer that ions are
Define Isotopes and interpret shorthand formed from the
DAILY TASK Performance Task Summative Test
notations for isotopes and atoms. removal/addition of
electrons.
Determining the
Role play- Atomic
# of protons,
1. Definition of Isotopes Models, and Timeline
electrons,
II. CONTENT 2. Shorthand notations for Isotopes and Ions of atomic models
neutrons,
atoms using recycled
Isotopes, and
materials
Ions
Grade 8
Teacher’s Guide Teacher’s Manual
Learner’s Manual pp Learner’s Manual pp
204205 204205
Additional Materials Periodic Table
IV. LEARNING TASKS
Q & A: Sub-atomic How are isotopes Review:
Particles identified? 1. Definition of Isotopes
ELICIT 2. Shorthand notations
for
Isotopes and atoms
Ask: What comes Give common isotopes. Cite examples of Grade 8

into your mind when energy drinks.
you hear the word Guide Questions:
isotope? 1. Why are they
ENGAGE popular
nowadays?
2. What benefit can
one get from
drinking such?
What is an isotope? How does an atom become an ion?
How do you interpret shorthand notation of
isotopes and atoms?
EXPLORE Perform Activity#4: Perform Activity#4:
What’s in a number? What’s in a number?
Procedures 2 and 3 Procedures 4 and 5 on
on page 204. page 205.
• Students present Students present the
EXPLAIN the results of the activity.
results of the Answer guide
activity. questions. (refer to the
• Answer guide activity)
questions. (refer to the
activity)
• Lecturette on
isotopes
Grade 8
Give the shorthand Key Questions: Quarter 3
notation of isotope of 1. How does an ion Page 27
Hydrogen. form?
ELABORATE 2. What do you call
the positive ion?
Negative ion?
3. What will happen Grade 8

when an atom
becomes an ion?
Write the shorthand Given the Calcium ion,
notation showing the answer the following:
mass number and 1. How many
EVALUATE atomic number of the protons are there in the
isotopes of the calcium ion?
following: 2. How many
1. Iron electrons are there in the
2. Aluminum calcium ion?
3. Calcium 3. How many
neutrons are there in the
calcium ion?
Using old folders, What is the importance
EXTEND students select one of ions in the human
element to be drawn body?
with symbol, atomic
number and mass
number.
To be continued the (Note: The teacher
V. REMARKS following day may
(publication modify the type of test.)
of results)
VI. REFLECTION
Grade 8
From the evaluation, Quarter 3
No. of Learners who Page 28
earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
who:
• have caught up
with the lesson
• continue to
require
remediation
Grade 8
Why did these work? Quarter 3
What difficulties did I Page 29
encounter which my
help me solve?
What innovation or
teachers?
Daily Lesson Log
Grade 8 School Grade Level 8 Grade 8

Junior HS Science
Teaching Dates Quarter Third Page 30

I. OBJECTIVES
The Learners demonstrate an understanding of: the periodic
Content Standard table of elements as an organizing tool to determine the chemical properties of
elements.
Performance
Standard
Learning The Learners should be able to: trace the development of the
Competency periodic table from observations based on similarities in properties of elements.
Code: S8MT-IIIg-h-11
Trace the development of the Periodic Table Summative
Describe the arrangement of elements in the
DAILY TASK Test on
periodic table
Periodic Table
II. CONTENT Development of the Periodic Table Arrangement of elements in the Periodic Table
Teacher’s Guide
Learner’s Materials Learners’ Module pp Learners’ Module pp 210- Learners’ Module pp Learners’ Module pp 211-213
210-211 211 211-213
Periodic table of https://www.youtube.com/wat https://www.youtube.com/watc
elements ch?v=I5H1SeepnaU h?v=VgVQKCcfwnU
IV. LEARNING TASKS
Grade 8
In Grade 7, students Show to the class a video Using the periodic Let the students watch the
learned about the from YouTube entitled: table, The teacher video The NEW Periodic
periodic table. Let History of Periodic Table will mention an Table Song (Updated) on
them recall some Animation element (e.g. YouTube.
common elements (cite provided in Learning Calcium). (cite provided in Learning
found in the periodic Resources under additional Resources under additional
ELICIT
table. materials) Let them look in what materials)
column and row it is
located or you may do
otherwise (students
will look for the name,
teacher
will mention the row and Grade 8

column)
Ask: Who were the people Let the students take After watching, let them
How was your seating mentioned in the video? hold of their periodic cite some names of
arrangement done? (Write their answers on table and ask them of elements they have seen
(possible answers: the the possible ways how and where they can
alphabetically, height, board for later those elements were commonly be found or
gender) discussion) arranged. used.
ENGAGE
Were they arranged Example: Silver-spoon
alphabetically?
randomly? Or other
possible arrangements?

How did the periodic table develop? How were the elements in the periodic table
arranged?
Perform Activity #1 part Continue Activity #1 Part
EXPLORE A: Tracking the path B. Tracking the path and
and constructing the constructing the Periodic
Periodic Table on pages Table on page 211 of the
210-211 of their learner’s manual.
textbook.
With the use of the With the use of the guide
guide questions, questions, students will
EXPLAIN students will report their report their answers in
answers in front. front. (Questions #5-10)
(Questions #1-4)
Grade 8
Key Questions: Key Questions: Quarter 3
1. Who were the 1. What is periodic Page 31
people behind the law?
history of periodic 2. Differentiate
table? And what was groups from
ELABORATE their respective periods.
concept? 3. What are the
2. What bases did different family
the following names of groups
chemists use to found in the
periodic table?
explain their Grade 8

arrangement of
elements?
a. Dobereiner
b. Newlands
c. Meyer
d. Mendeleev
e. Moseley
Identification I. Identify in what period
1. He is a German and group does the
chemist who following element
grouped belong:
elements in three 1. Boron
with similar 2. Calcium
properties. 3. Neon
2. This 4. Hydrogen
EVALUATE
arrangement 5. Potassium
was proposed by
Newlands. II. Identify and label the
3. How did parts of the periodic
Mendeleev table.
arrange the
elements in the
periodic table?
Grade 8
Trace the development For the next session, tell Quarter 3
of the Periodic Table by the students to bring the Page 32
making a timeline. Write following
it in a short sized bond materials for their
paper. Performance output:
a. Bond paper (long
EXTEND sized)
b. Coloring materials
c. Designing
materials
d. Ruler
e. Glue
• Assign this activity Grade 8

by pair.
• Ask the students
to do some
research about
the following
information of the
assigned element:
a. Name of element
and how it got its
name.
b. Symbol, Atomic
Number and
Atomic
Mass
c. Where is it found
and in what form
d. Physical facts
(melting point,
boiling point,
density)
e. Uses (with
pictures)
f. Source of
information
Grade 8
To be continued the (Note: The teacher may To be continued the (Note: The teacher may Quarter 3
following modify the type of test.) following day (publication modify the type of test.) Page 33
day (publication of of results)
V. REMARKS
results)
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Did the remedial Grade 8

lessons work? No. of
Quarter 3
Learners who:
Page 34
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
encounter which my
can help me solve?
What innovation or
wish to share with
other teachers?
Daily Lesson Log
Grade 8

Daily Lesson Log Teacher Learning Matter (Chemistry) Quarter 3
Junior HS Science Area Page 35
Teaching Quarter Third
Dates
I. OBJECTIVES
The Learners demonstrate an understanding of: the periodic table of elements as
Content Standard
an organizing tool to determine the chemical properties of elements
Performance
Standard
The Learners should be
able to:
trace the development of
Learning the The Learners should be able to: use the periodic table to
Competency periodic table from predict the chemical behavior of an element.
observations based on
similarities in properties
of elements
Code: S8MT-IIIa-b-8 S8MT-IIIc-d-9
Identify ways of Summative test on
Make an Element Compare the reactivity of metals in acid
DAILY TASK preventing corrosion due Reactivity of Metals
Brochure solution
to the reactivity of metals
Grade 8
Performance Task Ways to prevent
II. CONTENT Reactivity of Metals Summative Test
(Element Brochure) corrosion of metals
Teacher’s Guide
Learners’ Module pp Learners’ Module pp Learners’ Module pp
214217 214217 214217
www.nclark.net https://www.youtube.com/w
atch?v=qd2B9yCKzc0

Show pictures of Show a video entitled:
objects with rust. Rusting of Iron in
(Houses, cars, etc.) YouTube. (cite
ELICIT
provided in Learning
Resources under
additional materials)
Ask the students how You may ask the
rusting of objects following questions:
affect people. (to be posted before
watching the video)
1. What is rust?
2. What are the
factors involved
for rusting to
occur?
ENGAGE
3. When does
rusting happen?
4. In what
condition does
rusting process
is hastened?
5. What did the
boy do to solve
the problem?
EXPLORE Students will be tasked to Essential Question: Essential Question:
create an attractive What is the relationship between reactivity of How can corrosion
brochure presenting metals be prevented?
Grade 8
informative details about (elements) and its arrangement in the Quarter 3
the assigned element by periodic table? Page 36
pair. The brochure will be a
tri-fold 8.5 x 13 (long sized) Perform Activity #2: Students will do
bond paper. The following Metal… How activity #2 on page
format will be observed: reactive are you? on 214 procedure # 12.
a. Name of element and pages 214-216
how it got its name. procedures # 1-11.
b. Symbol, Atomic Grade 8

Number and Atomic
Mass
c. Where is it found and
in what form
d. Physical facts
(melting point, boiling
point, density)
e. Uses (with pictures)
f. Source of information
Through a group Ask every group to
reporting, students answer questions 7
will discuss their and 8 on page 216 of
EXPLAIN answers on the guide their manual. Let them
questions found on include their answers
their learner’s in yesterday’s assigned
manual. question.
Key Questions: Key Questions:
1. What is the 1. What are the
trend harmful effects
of reactivity of when metal
metals in reacts with
ELABORATE groups? acids?
2. What is the 2. How can we
trend prevent
of reactivity of corrosion?
metals in
periods?
Grade 8
Arrange the 1. How can we prevent Quarter 3
following metals corrosion? Page 37
in increasing
reactivity: (Note: prepare a rubric)
1. P-Mg-S – (Answer:
EVALUATE
S-
P-Mg)
2. O-N-Be – (Answer:
O-
N-Be)
3. Cu- Sr-Li Grade 8

(Answer: Cu-
Sr-Li)
4. Cl-F-Br
(Answer: Br-ClF)
5.Na- K-Li (K-Na-Li)
Look for some Look for the other
practical ways to types of corrosion.
prevent corrosion. Be
EXTEND
able to prepare a brief
report for tomorrow’s
discussion.
To be continued the (Note: The teacher
following day may
(publication of results) modify the type of
test.)
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Grade 8
lessons work? No. of Page 38
Learners who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
What difficulties did I Grade 8

encounter which my
Quarter 3
can help me solve? Page 39
What innovation or
wish to share with
other teachers?

Daily Lesson Log Signature: Signature:
Week No. 8
Date Date:
Submitted:

Grade 8, Quarter 3RD

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 8, Quarter 3RD

Uploaded by

Copyright:

Available Formats

Department of Education

REGION IX ZAMBOANGA DEL SUR SCHOOL OR ARTS AND TRADES

Grade 8 School Grade Level 8 Grade 8

SCHOOL ZAMBOANGA DEL SUR SCHOOL OF ARTS AND

Junior HS Science ALPHA MAE G. MAGHUYOP Learning Area Matter (Chemistry)

The Learners shall be able to: present how water

The Learners should be able to:

IV. LEARNING TASKS Grade 8

Essential Question: Essential Question: Grade 8

A. Classify Identify the following Grade 8

School ZAMBOANGA DEL SUR SCHOOL Grade Level 8

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. LEARNING TASKS Grade 8

Drop Raceway!” Grade 8

Key Questions: Key Questions: Grade 8

• Make a particle • Conduct Activity Grade 8

What difficulties did I Grade 8

Prepared by: Checked by:

Grade 8 School ZAMBOANGADEL SUR SCHOOL Grade Level 8

how would they eat Grade 8

Essential Question: Essential Question: Essential Question: How will Grade 8

Students will Students will present

Key Questions: Key Questions:

2. How does the contributed to the Grade 8

Cite other practical Explain to students Grade 8

Grade 8 School Grade Level 8

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Essential Question: Essential Question: Essential Essential Question: Grade 8

Present Table 2. Some Research on Grade 8

What innovation or Grade 8

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Guide Questions: • Look for a answer the Grade 8

existence existence of mass number and

Did the remedial lessons Grade 8

What difficulties did I

Grade 8 School Grade Level 8

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Ask: What comes Give common isotopes. Cite examples of Grade 8

3. What will happen Grade 8

Grade 8 School Grade Level 8 Grade 8

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

will mention the row and Grade 8

Essential Question: Essential Question:

explain their Grade 8

• Assign this activity Grade 8

Did the remedial Grade 8

Grade 8 School Grade Level 8

IV. LEARNING TASKS Grade 8

b. Symbol, Atomic Grade 8

3. Cu- Sr-Li Grade 8

What difficulties did I Grade 8

Prepared by: Checked by:

You might also like