School: MADRID National High School Grade Level: 8

GRADES 1 to 12 Teacher: LENETTE A. ALAGON Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 25-29 , 2019 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

MAGNOLIA CATTLEYA MAGNOLIA CATTLEYA
(2:00-4:00) (7:40-9:40) (2:00-4:00) (7:40-9:40)

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of… characteristics of The learners demonstrate understanding of… how heat
sound. is transmitted.
B. Performance Standard The learners should be able to… create harmonious music using
indigenous products.
C. Learning Competency Relate the characteristics of light such as colors and intensity to Infers the conditions necessary for heat transfer to
Write the LC code for each. frequency and wavelength. occur.
S7LT-IIIf-10 S7LT-IIIh-i-12
Infer that light travels in a straight line.
S7LT-IIIg-11
D. Objectives 1. determine the characteristics of color components of light 1. define heat and describe how heat transfer takes
and describe how other colors are produced. place.
2. To design an experiment that light travels through a straight 2. describe conduction of heat and compare the heat
line. conductivities of common materials.
II. CONTENT CHARACTERISTICS OF LIGHT HEAT TRANSFER/CONDUCTION
II. LEARNING RESOURCES
D. References
1. Teacher’s Guide pages TG pp. 40-41 TG pp. 34-38
2. Learner’s Materials LM pp. 51-57 LM pp. 191-195
pages 1st Edition Part 2 1st Edition Part 2
3. Textbook pages
4. Additional Materials Picture of ultrasound apparatus/machine, animals like bats or Show pictures of scientists:
from Learning Resource dogs, table showing the different frequency range of some Do you know Sir Isaac Newton? What about
(LR)portal sounds. Christian Huygens? Did you meet them in your earlier
Indigenous materials grades?

E. Other Learning Resource

III. PROCEDURES
A. Reviewing previous lesson or PRETEST ON HEAT TRANSFER
presenting the new lesson
B. Establishing a purpose for What is an EM spectrum? Ask students to give their own ideas about heat based
the lesson What are the color components of the visible spectrum? on what they have learned and their experiences.
What comprise the EM spectrum? What condition is necessary in order for heat transfer to
What is visible spectrum? occur?
Which color has the least energy?
Which color has the most energy?
C. Presenting Hold a prism or a bottle half-filled with water against sunlight Show students a thermometer and ask them if they have
examples/Instances of the or any light source like a flashlight. any idea about this instrument. Make sure
new lesson Ask: that the students know how to read them properly and

D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
G. (leads to Formative
Assessment 3)
H. Finding practical application
of concepts and skills in daily
living
I. Making generalizations and
abstractions about the lesson
J. Evaluating learning
1. What do you observe?
2. Enumerate the colors you observe.
Show them a sample of pinhole camera.
Compare the energies, frequencies and wavelengths of the
different color components of light?
Describe the path travelled by light.
Perform Activity 3.1, 3.2, 3.3 : Colors of Light-Color of Life! (LM
pp 51-55)
Perform Activity 3.1, 3.2, 3.3 : Colors of Light-Color of Life! (LM
pp 51-55)
Students answer the Guide Questions in Part I and Part 2
Students fill in the table for Activity 3.3
frequencies and wavelengths of the different color components
of light?
How are different colors produced?
Identify some applications of light and colors in your
surroundings.
Discuss:
1. Dispersion
2. Rainbow formation
What have you observed/ discovered from the output you have
made?
Does light travel in a straight line or not?
Paper pencil test
Answer the following:
Red, Orange, Yellow, Green, Violet, Blue
1. Which color has the highest frequency?
2. Which color has the lowest frequency?
3. Which color has the longest wavelength?
4. Which color has the shortest wavelength?
5. Which color has the highest energy?
also introduce the proper handling of the instrument.
Ask students to touch or feel some objects found inside
the classroom, like metal bar or grills, or
curtains, glass windows, the floor, and the wooden
chairs. Then ask them to share their observations.
When will heat transfer take place?
What is conduction?
Perform Activity 1 in LM pages 192-195
Discuss the table and graph construction.
Perform Activity 2 in LM pages 195-197
Answer the Guide Questions in the Activity.
Emphasize that heat transfer continues to occur in
objects as long as there is temperature difference.
What is heat?
How does heat transfer take place?
Present the List of Thermal Conductivities of Common
Materials
Introduce heat conductors and insulators.
Choose the correct ANSWER:
1. Change in temperature of the object signifies?
a. flow of energy
b. heat transfer
c. thermal equilibrium
d. hot object
2. Which of the following is true?
a. The higher the change in temperature, the higher the
amount of heat transfer.
b. The lower the change in temperature the higher the
amount of heat transfer.
c. Temperature change does not affect amount of heat
transfer.
d. None of the above statement is true.
3. As more heat is added to a sample of water boiling in a
stove, its temperature …
a. remains the same
b. increases
c. decreases
1. Which of the following objects is the best thermal
conductor?
a. rubber
 b. water
c. air
d. aluminum
2.____ are the materials we use to prevent our hand from
being burned.
3. ln the process of conduction
a. Energy is transferred form a lower temperature
substance to a higher temperature substance.
b. Energy is transferred from higher temperature
substance to a lower temperature substance.
c. The amount of energy is increase
d. Both substances gets hotter.
K. Additional activities for Study for a Summative Assessment Explain why woven fabrics are considered good insulators?
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
require additional activities for
remediation who scored below
80%
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: Checked by:

LENETTE A. ALAGON EVELYN S. CALE

Subject Teacher Master Teacher II