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DLL Science 8 1st
DLL Science 8 1st
DAY: MONDAY
I. OBJECTIVES
C. (S8FE-Ia-15)
A. References
1. Teacher's Guide Pages pp. 5 - 8
2. Learner's Materials Pages pp. 3 - 6
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Science 8 (First Quarter- pp. 1-5)
IV. PROCEDURES
Present the following statement in class and ask the students if they
agree or disagree with them. Select two to three students per group
to justify or explain their answer.
C. Presenting examples / instances of the What have you observed on the picture presented?
new lesson
The teacher will place a ball or any object on top of a table and ask:
Analysis:
Situation 1
1. Is the pen at rest or in motion?
2. Are there forces acting on the pen? If yes, draw the forces.
You may use arrows to represent these forces.
F. Developing mastery
3. What happens to the pen? What could have caused the
(Leads to Formative Assessment 3)
pen’s motion?
Situation 2
1. Is the book at rest or in motion?
2. Are there forces acting on the book? If yes, draw the forces
acting on the book.
3. Did the book move? How will you make the book move?
3. What is gravity?
A. Newton’s first law
B. The force that objects exert on each other because of their
masses
*C The downward pull on the Earth
D. The friction that an object has put on it
V. REMARKS
VI. REFLECTION
PREPARED BY:
JESSAN L. DE PEDRO
SUBJECT TEACHER
NOTED BY:
EDNA D. ASUG
HEAD TEACHER I
DAY: TUESDAY
I. OBJECTIVES
C. (S8FE-Ia-16)
A. References
1. Teacher's Guide Pages pp. 5 - 8
2. Learner's Materials Pages pp. 3 - 6
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3
B. Other Learning Resource Lesson Guide Science 8 (First Quarter- pp. 8-10)
IV. PROCEDURES
A.
Reviewing previous lesson or What are the forces acting on an object at rest?
presenting the new lesson What are examples of balanced forces?
F. Developing mastery
Discuss the answers in the activity
(Leads to Formative Assessment 3)
Study the given pictures below and describe the forces involved.
2.When one force in a pair is greater than the other, we call this:
A. balanced force
*B. unbalanced force
C. magnitude
D. friction
V. REMARKS
VI. REFLECTION
DAY: WEDNESDAY
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp 10-11
2. Learner's Materials Pages pp. 10 -12
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3
IV. PROCEDURES
PART A.
Developing mastery 2. What happens when you flipped the cardboard? Explain.
F.
(Leads to Formative Assessment 3)
PART B.
a) car suddenly stops and you strain against the seat belt.
b) when riding a horse, the horse suddenly stops and you fly
G. Finding practical applications of over its head.
concepts
and skills in daily living
c) the magician pulls the tablecloth out from under a table full
of dishes.
Newton's first law states that an object at rest will stay at rest or an
object in motion will stay in motion and travel in straight line, as
H. Making generalizations long as no external net force acts on it. The object will change its
and abstractions about state of motion only if there is unbalanced or net force acting upon
the lesson it. Inertia is measured in terms of mass. An object having greater
mass has greater inertia
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?
PREPARED BY:
JESSAN L. DE PEDRO
SUBJECT TEACHER
NOTED BY:
EDNA D. ASUG
HEAD TEACHER I
MASIAG NATIONAL
GRADES 1 to School Grade Level Grade 8
HIGH SCHOOL
12 Teacher JESSAN L. DE PEDRO Learning Area Science
Daily Lesson Log Teaching Date
and Time Quarter First (Physics)
DAY: THURSDAY
I. OBJECTIVES
S8FE –Ib-17
Demonstrate how a body responds to changes in motion.
A. References
1. Teacher's Guide Pages pp. 11- 12
2. Learner's Materials Pages pp. 15 - 16
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3
IV. PROCEDURES
Discussing new concepts and 1. Differentiate the two balls in terms of mass. Which has the
practicing greater mass?
D.
new skills #1 2. If equal amount of force will be applied in the two balls, then
which will accelerate faster?
E. Discussing new concepts and
Do the activity on The Law of Acceleration, Lesson Guide G8 First
practicing
Quarter pp.17 - 19
new skills #2
Developing mastery
(Leads to Formative Assessment 3) A. 1. What variable/s is/are said to be constant in the activity?
I. Evaluating Learning Direction: Read each statement carefully and write the letter of the
best answer.
1. Which among the Newton’s Laws of Motion states that force
equals mass times acceleration?
A. 3rd Law B. 1st Law
*C. 2nd Law D. all of the above
V. REMARKS
VI. REFLECTION
MASIAG NATIONAL
GRADES 1 to School Grade Level Grade 8
HIGH SCHOOL
12 Teacher JESSAN L. DE PEDRO Learning Area Science
Daily Lesson
Teaching Date
Log
and Time
Quarter First (Physics)
DAY: FRIDAY
I. OBJECTIVES
C. S8FE –Ib-17
Demonstrate how a body responds to changes in motion.
Learning Competencies / Objectives
Write the LC code for each Objective:
Solve problems involving the interrelationships of net force, mass
and acceleration
A. References
1. Teacher's Guide Pages pp. 13- 16
2. Learner's Materials Pages pp. 15 - 17
3. Textbook Pages
Physics ( Science and Technology Textbook- NPSBE Edition)
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students to restate the second law into a simple statement.
presenting the new lesson
Derivation of Formula:
a α F and a α 1/m
Therefore a α F/m
Mathematically, a = F/m
where a= acceleration
m= mass
F=
force
Give and discuss at least two examples of situation/problems on
the
C.
Presenting examples / instances of the Law of Acceleration
new lesson 1. A huge stone is pushed with 30 N of force. If there is only 5N of
friction and the stone’s mass is 88 kg. What is the acceleration of
the table?
A = F/m
F = ma
M = F/a
J. Additional activities for application or Give additional information regarding: balance and un balance
remediation forces>
V. REMARKS
VI. REFLECTION
PREPARED BY:
JESSAN L. DE PEDRO
SUBJECT TEACHER
NOTED BY:
EDNA D. ASUG
HEAD TEACHER I
School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date
and Time Quarter First (Physics)
DAY:
I. OBJECTIVES
C. S8FE –Ib-17
• Demonstrate how a body responds to changes in motion.
• Infer that when a body exerts a force on another, an equal
amount of force is exerted back on it.
Learning Competencies / Objectives
Objectives:
Write the LC code for each
1. State Newton’s Third Law of Motion
2. Compare the two interacting forces in terms of magnitudes
and directions.
3. Identify the action and reaction forces in the given situations.
A. References
1. Teacher's Guide Pages pp. 13 - 16
2. Learner's Materials Pages pp. 18 - 19
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3
IV. PROCEDURES
Developing mastery
F. (Leads to Formative Assessment 3)
Situation 1 Situation 2
The class will be divided into small group. Each group is assigned
to 1 of the situations listed below. They will be given 1 minute to
draw/paint the scene and another 30 seconds to position
themselves. Challenge the students to guess the picture of the
Finding practical applications of
other group then ask them to identify the action-reaction forces
G. concepts
and skills in daily living present. a. walking
Direction: Read each sentence carefully and write the letter of the
correct answer.
1. As a 500 N lady sits on the floor, the floor exerts a force on
her equal to______________.
A. 1000 N *B. 500 N
C. 250 N D. 50 N
VI. REFLECTION
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 13 - 16
2. Learner's Materials Pages pp. 18 - 19
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 26- 28
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall the second law of motion. How is the acceleration of the body
the new lesson being affected by its mass.
B. Establishing a purpose for the Lesson Try to whirl a stone tied to a string horizontally above your head.
Then observe what happen if you release the object. How does it
travel after release?
Why doesn’t the released stone move outwards, in the direction in
which it pulled?
E. From the video clip presented, how does circular motion related to
Discussing new concepts and practicing the laws of motion. Discuss it in terms of change in velocity
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
Why are accidents more frequent along a curve path?
and skills in daily living
According to Newton’s second law of motion acceleration is
produced by a net force. The net force and the acceleration must be
in the same direction. From the second law, F = m a.
If applied to uniform motion, the acceleration becomes the
centripetal acceleration and the net force. Since it is also directed
towards the axis of rotation, it becomes the centripetal force.
Centripetal force can be defined as the net force on an
object that maintains the object’s circular path and is directed
towards the center of the circular path. The formula in calculating
for the centripetal force is Fc = mac , where: Fc =
centripetal force (N)
m = mass (kg)
a = centripetal acceleration (m/s2)
Making generalizations and abstractions
about the lesson If using the tangential speed and angular speed the equation
H. can be rewritten as:
Fc = mv2 / r or mrώ
Where:
Journal entry:
Think and look for words and ideas that relate to the word on the box.
Write the words and ideas on the lines around the box.
J. Additional activities for application or
remediation CENTRIPETAL FORCE
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the A.
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
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ic-20)
A. References
1. Teacher's Guide Pages 18-19
2. Learner's Materials Pages 21-23
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Grade 8 First Quarter, pp. 29-30
B. Other Learning Resource
IV. PROCEDURES
Simple Demonstration:
D.
Discussing new concepts and practicing new From the three demonstrations, which activity showed that
skills #1 work is done or no work done? Explain.
E. Discussing new concepts and practicing new Do the Activity on Is there work done?
skills #2 Lesson Guide Grade 8 First Quarter pp. 29-30
Analysis:
4. How will you relate the force and the direction of the
motion?
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ic-20)
A. References
19 – 20
1. Teacher's Guide Pages
24 – 25
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Grade 8 First Quarter, pp. 33-34
B. Other Learning Resource
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Time Quarter First ( Physics)
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ic-20)
A. References
1. Teacher's Guide Pages 20-21
2. Learner's Materials Pages 25-26
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Grade 8 First Quarter pp 37-38
B. Other Learning Resource
IV. PROCEDURES
D.
Discussing new concepts and practicing new Do the Activity - Lesson Guide Grade 8 First Quarter pp 37-38
skills #1
Analysis:
1. Is there work done on the ball?
E.
Discussing new concepts and practicing new 2. What can a moving ball do when it interacts with other
skills #2 object?
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Time Quarter First (Physics)
(N) of stairs to climb the Expended Power
(m) stairs ( s ) (J) ( J/s )
Q1. Who among the group members had the highest power
output?
Q2. What is the highest power output?
Q3. Who among the group members had the lowest power
output?
Q4. What is the lowest power output?
Q5. What can you say about the work done by each member
of the group? Q6. Did each member perform the same
amount of work in climbing the stairs?
Q7. What factor/s determined the highest/lowest power output?
F. Developing mastery
Discuss the answers in the given activity
(Leads to Formative Assessment 3)
Your opinion here!
Finding practical applications of concepts If you were be given a chance to be the leader of the our country,
G. and skills in daily living how would you exercise your power of authority?
V. REMARKS
VI. REFLECTION
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
DAY: Tuesday
1. Define kinetic energy.
2.Relate the speed and position of object to the amount of energy
I. OBJECTIVES
possessed by a body.
3. Calculate the kinetic energy of a moving body.
The learner demonstrates understanding of work using constant
force, power, gravitational potential energy, kinetic energy, and
A. Content Standards elastic potential energy
B. Performance Standards
C. (S8FE-Id--22) (S8FE-Id-23)
A. References
1. Teacher's Guide Pages 21
2. Learner's Materials Pages 26-28
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 43-44
IV. PROCEDURES
C. Presenting examples / instances of the What kind of energy does the boy possess? Explain your answer.
new lesson
D. Discussing new concepts and practicing Do the Activity on Exploring kinetic energy with ramps,
new skills #1 Lesson Guide Grade 8 First Quarter, pp 43-44
E. Analysis:
Discussing new concepts and practicing 1.Which car will run fastest? Why do you think so?
new skills #2 2.How does the amount of energy possessed by each car
affect its speed?
F. Developing mastery
(Leads to Formative Discuss the answers in the activity given.
Assessment 3)
How do kinetic energy applies to everyday life?
J.
Additional activities for application or What is potential energy?
remediation
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Time Quarter First (Physics)
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Id--22) (S8FE-Id-23)
A. References
21-22
1. Teacher's Guide Pages
28-33
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 47-49
IV. PROCEDURES
Present the video to the class and have them watch the video
about the roller coaster ride
Establishing a purpose for the Lesson (https://www.youtube.com/watch?v=JFNKyi_lzyg)
B.
E. Analysis:
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
G.
Actor and actress of the day
Finding practical applications of concepts and Ask 5 learners to give example of potential energy then each
skills in daily living them will act the given situations. The audience will determine if
the action taken by the actor/actress is example of potential
energy.
As a form of energy, the SI units for potential energy are the joule
(J) or Newton-meter (N*m).
Making generalizations and abstractions The change in the object’s gravitational potential energy is the
about the lesson work done in raising it to that height. Since the work done on the
object to raise it at that height is given by the equation, W = mgh
then, the change in the object’s gravitational potential energy is
ΔPE = mgh where h = the height above the reference level. If the
object is raised from the ground, the reference level is the
ground. If the object, however, is raised from the table, the table
is the reference level.
(Note: The teacher may the previous activity on power to
gravitational potential energy)
Direction: Read the questions below and choose the letter of the
correct answer.
V. REMARKS
VI. REFLECTION
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
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 49 - 51
2. Learner's Materials Pages pp. 71 – 73
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 52 - 54
IV. PROCEDURES
C ABC DEF
B. Establishing a purpose for the Lesson 2 3
GHI JKL MNO
4 5 6
PQRS TUV WXYZ
7 8 9
F.
Developing mastery Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
How do you know that there is an approaching train? If you
G. Finding practical applications of are living near a railway, how does it affect your emotion?
concepts
and skills in daily living
H.
Sound waves are produced by vibrating objects. They are
Making generalizations and abstractions propagated through a medium from the source. Sound waves are
longitudinal waves. Particles of the medium vibrate in the direction of
about the lesson
wave motion.
Write TRUE if the statement is correct and FALSE if the statement is
wrong.
1. Sound is a mechanical waves propagating in space.
2. Sound does not need a medium to propagate.
I. Evaluating Learning
3. Sound wave is a longitudinal wave.
4. Particles of the medium vibrate in the direction of wave
motion.
5. Sound carries energy.
Bring the following materials by group for the next activity:
1 dowel or 1 wooden rod
1 blue bead
4 colored beads
3 inches of tape 2
large books
J. Additional activities for application or scissors
remediation 5 pieces of string
paper slinky
spring
transistor radio
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 49 - 51
2. Learner's Materials Pages pp. 71 – 73
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 55 - 58
IV. PROCEDURES
B. Establishing a purpose for the Lesson How do you communicate to your love ones miles away from you?
Presenting examples / instances of the
C. new lesson
If you flock the string of the guitar one by one how do the sound
differs?
1. Sound is an example of
*A. a longitudinal wave.
B.. a wave that can travel through a vacuum.
C. a transverse wave.
D. a wave that does not transmit energy.
• Frequency
• Amplitude
• Pitch
J.
• Loudness
Additional activities for application or
• Intensity
remediation
• speed
Reference: any PHYSICS book
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the A.
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
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 51 - 52
2. Learner's Materials Pages pp. 75 – 77
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 58 - 61
IV. PROCEDURES
I. Evaluating Learning Q I N T E N S I T Y Q
W E W E R O O H K K Q
L O U D N E S S I I Q
T Y R D G F D H H J Q
O O K K Q U A L I T Y
C F R E Q U E N C Y R
1. Differentiate the speed of sound in three medium
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the A.
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
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 52 - 53
2. Learner's Materials Pages pp. 78 – 80
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 62 - 65
IV. PROCEDURES
2. Did you hear the mobile phone vibrate when you held it at
arm's length? When you held it against the wooden dowel? When
you held it against the metal rod?
10. Do you have any idea what makes sound move fast in solids?
( Note: If there is still time teacher may present a video clip on the
F. Developing mastery transmission of sound www.youtube.com/watch?v=GkNJvZINSEY)
(Leads to Formative Assessment 3)
Why does sound travel faster in solids than in liquids, and faster in
liquids than in gases (air)?
A. RADAR * B. SONAR
C. MIR D. CRO
V. REMARKS
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 53
2. Learner's Materials Pages pp. 82 - 85
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 66 - 69
IV. PROCEDURES
A. Reviewing previous lesson or presenting Why does sound travel faster in solids than in liquids, and faster in
the new lesson liquids than in gases (air)?
Picture Analysis:
Figure 1 shows how sound waves varies during the day and
during the night
Discussing new concepts and practicing Do the activity on Faster sound… In hotter or cooler?
D. new skills #1 Lesson Guide G-8 First Quarter pp. 67 or LM pp. 83- 84
v = 331m/s + (0.6m/s0C) T
Speed of Sound
358.0 m/s
Making generalizations and abstractions
about the lesson
H. 343.6 m/s
330.4 m/s
1. How would you relate the temperature of the medium with the
speed of sound?
A. The higher the temperature, the faster the sound travels.
B. The higher the temperature, the slower the sounds travel.
C. The lower the temperature, the faster the sound travels.
D. The lower the temperature, the slower the sound travels.
fastest?
A. 30°C of water B. 50°C of water
C. 70°C of water D. 90°C of water
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Time Quarter First (Physics)
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 53 - 54
2. Learner's Materials Pages pp. 85 - 89
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 70 - 76
IV. PROCEDURES
D. Discussing new concepts and practicing Do the activity on Properties of Sound, Lesson Guide G-8 First
new skills #1 Quarter pp. 74- 76
Questions:
3. You can hear noises a long distance away over water at night
because
I. Evaluating Learning A. of lowered temperature.
B. water conducts sound better at night.
C. sound is reflected off water more efficiently at night.
D. of refraction of sound in air.
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Time Quarter First (Physics)
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages 55-56
2. Learner's Materials Pages 94-97
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
D. Discussing new concepts and practicing new Activity-See Lesson Guide pp 77-78
skills #1
E. Analysis:
Part A:
1. List and arrange the observed colors according to how
Discussing new concepts and practicing new
they appear on the paper.
skills #2
Part B.
2. Describe the position of the different colors after passing
through the prism
F.
Developing mastery Discuss the answers in the activity given
(Leads to Formative Assessment 3)
G
Light travels in
Making generalizations and abstractions a straight line. This is so as long as long as the medium in which
about the lesson it is traveling is uniform all throughout. When light crosses a
boundary between two transparent media of different optical
densities, light bends. The bending of light due to change in its
speed is called refraction. When light travels from air to water,
the speed of light decreases because the optical density of
water is greater than air.
J. Additional activities for application or What are the different colors of light?
remediation
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
Objectives:
Learning Competencies / Objectives
Infer that:
Write the LC code for each
(a) white light is made up of many different colors of light and
(b) each of these colors of light bends differently when it strikes
objects like a prism.
A. References
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Describe the behavior of light as it passes from one medium to
new lesson another
Part B.
2. Describe the position of the different colors after passing
through the prism.
Do you agree in the saying that “At the end of a rainbow is a pot
of gold”. Why or why not.
G.
the drop.
1. Dispersion
2. After the rainstorm, when the sun comes out
3. the properties of light namely reflection, refraction ,total
internal reflection and dispersion
4. violet
5. red
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?
School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Time Quarter First (Physics)
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages 61
2. Learner's Materials Pages 103-105
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
D. Discussing new concepts and practicing new Activity see Lesson Guide pp. 85-86
skills #1
Analysis:
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
H.
Our eyes are sensitive to light which lies in a very small region of
the electromagnetic spectrum labeled "visible light". This "visible
light" corresponds to a wavelength range of 400 - 700 nanometers
(nm) and a color range of violet through red. The human eye is
not capable of "seeing" radiation with wavelengths outside the
visible spectrum. The visible colors from shortest to longest
wavelength are: violet, blue, green, yellow, orange, and red.
Ultraviolet radiation has a shorter wavelength than the visible
violet light. Infrared radiation has a longer wavelength than visible
red light. The white light is a mixture of the colors of the visible
spectrum. Black is a total absence of light.
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
School Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Time Quarter First (Science)
DAY:
I. OBJECTIVES
Objectives:
Learning Competencies / Objectives Write
the LC code for each Infer that:
1. light is composed of colors of different frequencies and
wavelength;
2. the frequencies of the colors of light are inversely
proportional to the wavelength;
3. the arrangement of colors of light shows the hierarchy of
the color’s corresponding energy.
Module IV: LIGHT
II. CONTENT Lesson 23: REFRACTIVE INDEX OF THE COLOR OF LIGHT
A. References
61
1. Teacher's Guide Pages
105-110
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Discussing new concepts and practicing new 4. What did you observe about the products of frequencies
E. skills #2 and wavelengths?
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
According to psychologists:
1. Red light/color may bring about a rise in blood pressure,
respiration rate, and frequency of blinking. It excites
G. people.
Finding practical applications of concepts and 2. Blue light/color produces effects opposite to those red light;
skills in daily living hence, it lessens activity.
3. Purple has a mournful effect.
4. Yellow is joyful and green has a peaceful effect.
J.
Additional activities for application or Give the meaning of heat and temperature
remediation
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?
DAY:
I. OBJECTIVES
Objectives:
Learning Competencies / Objectives 1. Distinguish between temperature and heat.
Write the LC code for each 2. Describe the hotness or coldness of an object in terms of its
temperature
3. Compare the changes in the temperature of water to
determine the relationship between the amount of heat transferred
and the resulting temperature change.
Module V: HEAT Lesson 24:
II. CONTENT HEAT TRANSFER
A. References
28-29
1. Teacher's Guide Pages
38-40
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the What are the three methods of transferring energy?
new lesson (conduction, convection and radiation)
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts and
skills in daily living
4. Which of the following will likely happen when a hot and a cold
are put in contact with one another?
A. The hot and the cold object will become colder.
B. The hot and the cold object will become hotter.
C. The cold object will become colder while the hot object will
become hotter.
D. The cold object will become warmer while the hot object
will become colder.
I. Evaluating Learning
5.How are the amount of heat transferred and the change in
temperature of water related?
A. The change in temperature is inversely proportional to the
heat transferred.
B. The amount of heat transferred is proportional to the
change in temperature.
C. The amount of heat transferred is inversely proportional
to the temperature.
D. There is no relation between the heat transferred and the
change in temperature.
J. Additional activities for application or How is temperature related to the kinetic energy of particles?
remediation
V. REMARKS
VI. REFLECTION
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 worked?
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages 29-31
2. Learner's Materials Pages 41-43
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting the How will you describe the transferring of heat from one body to
new lesson another?
Use the following demonstration to begin a discussion on
the effect of temperature on particle movement. Blow up a
B. Establishing a purpose for the Lesson balloon, and then aim a hair dryer on low setting at the balloon,
and watch it rise.
Questions:
1 .What happens when I blow hot air on the balloon? Why?
2. What is happening to the air inside the balloon?
3. What do you think would happen if the balloon was
Presenting examples / instances of the new
placed in a cold car?
C. lesson
4. What would happen to the balloon as the temperature
increases in the car? Why?
5. Ask the students to think about what might happen to a
balloon in a bottle when it is heated.
4.The quantity that tells how hot or cold an object is with respect
to some standard
I. Evaluating Learning
A. mass B. heat
C. pressure D. temperature
Answer Key :
1. A
2. D
3. B
4. D
5. B
J.
Additional activities for application or How do temperature affects thermal expansion of some objects?
remediation
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ig-29)
Differentiate between heat and temperature at the
molecular level.
Learning Competencies / Objectives Write
the LC code for each Objectives:
1. Define thermal expansion
2 .Determine experimentally how temperature affects thermal
expansion of some objects.
Module V: HEAT
II. CONTENT Lesson 26: THERMAL EXPANSION
A. References
1. Teacher's Guide Pages 31
2. Learner's Materials Pages 43-44
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
D. Discussing new concepts and practicing new Activity-see Lesson Guide pp 103-104
skills #1
E. Analysis:
Discussing new concepts and practicing new 1. What happens to the height of the weight when the wire is
skills #2 heated?
2. What factors affect the expansion of the wire?
3. Identify the effects of thermal expansion and contraction to
some materials.
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
There are some applications of thermal expansion in day-to-day
life. Some of them are the following, or you may watch this
G Finding practical applications of concepts short video www.youtube.com/watch?v=4UE_cxd7TEw for some
and skills in daily living practical application of thermal expansion used at home.
Possible answers:
2. Steel Bridges:
Similarly, long steel bridges are designed to include expansion
joints to allow for their expansion, by fixing one end and resting
other end on rollers.
3. Mercury Thermometers:
Thermal expansion is applied in mercury that contains liquid, the
volume of which changes as the temperature varies. Liquid
occupy less space when cold, but additional space is needed
when temperature varies. As the liquid expands, its volume
changes and it is forced to flow along the tube that is calibrated
to show the temperature.
(Note: Mercury thermometer is now being banned to be used in
science laboratory because of its health hazards.)
5. An axle is too large to fit into the hole in a wheel that is made of
the same metal. How can the axle be made to fit into the hole.
A. by heating the wheel alone
B. by cooling both the axle and the wheel
C. by cooling the axle alone
D. by heating both the axle and the wheel
J. Additional activities for application or What is the effect of temperature change on phase changes?
remediation
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
DAY:
I. OBJECTIVES
B. Performance Standards
C.
(S8FE-Ig-29)
Differentiate between heat and temperature at the
molecular level
Learning Competencies / Objectives Write
the LC code for each
Objective:
Explain the effect of temperature change on phase changes.
Module V: HEAT
II. CONTENT Lesson 27: PHASE CHANGE
A. References
31-33
1. Teacher's Guide Pages
45-48
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Other Learning Resource
B.
IV. PROCEDURES
Station 2:
Assessment:
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
School Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area SCIENCE
Teaching Date and
Time Quarter First (Physics)
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ig-29)
Differentiate between heat and temperature at the
Learning Competencies / Objectives Write molecular level
the LC code for each
Objective:
Compare the heat capacities of the given liquid samples.
A. References
1. Teacher's Guide Pages 34
2. Learner's Materials Pages 49-51
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Even if the objects are at the same location they have different
B. Establishing a purpose for the Lesson temperatures.
Have you ever been outside in the playground during one sunny
day and suddenly touch the metal of a swing set? How does it
feel? Is it hot? Yes!
How about walking barefoot on a sunny day? Have you ever
walked on the sidewalk and had to jump to the grass because
C. Presenting examples / instances of the new the pavement was too hot for your feet? Do you think the grass
lesson and the pavement are actually different temperatures?
D. Discussing new concepts and practicing new Activity see Lesson Guide pp. 112-113
skills #1
1. Which liquid requires more time to increase in temperature
by 5 degrees? Explain.
H = mc ∆T
Where: H is the amount of heat,
Making generalizations and abstractions C is the specific heat, and
about the lesson ∆T is the change in temperature
H.
Different materials have different specific heat capacities. Many
metals have low specific heat capacities. This makes them easy
to heat up and cool down. Water, on the other hand, has a high
specific heat capacity and so it takes a long time to heat and a
long time to cool. This makes the water a good coolant for car
radiators. Because of its high specific heat capacity, it can
absorb a large amount of heat without causing its temperature to
rise too high.
Direction: Read the statement carefully and choose the best
answer.
1. electricity
2. electric current
3. voltage
4. ammeter
Additional activities for application or J. 5. voltmeter
remediation
V. REMARKS
VI. REFLECTION
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
G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?
DAY:
I. OBJECTIVES
Objectives:
Learning Competencies / Objectives Write 1. Measure the electric current and voltage in a circuit using an
the LC code for each ammeter and voltmeter respectively; and 2. Determine the
relationship between:
a. electric current and voltage
b. electric current and resistance
3. State Ohm’s Law
Module VI: ELECTRICITY:
II. CONTENT Lesson 29: OHM’S LAW: RELATIONSHIP AMONG CURRENT,
VOLTAGE AND RESISTANCE
A. References
1. Teacher's Guide Pages pp. 36 – 38
2. Learner's Materials Pages pp. 55 - 58
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 116 - 120
IV. PROCEDURES
D. Discussing new concepts and practicing Do the activity on Measuring Current and Voltage Lesson Guide G-8
new skills #1 First Quarter pp. 116 -117
No. Voltage Current Voltage/Current
of V I V/I
dry ( volts) ( volt/ampere
cells ampere)
1
2
3
Discussing new concepts and practicing
E. new skills #2 1. Compare the brightness of the bulb with one dry cell to its
brightness when there are two dry cells in the circuit, three dry
cells in the circuit.
From the activity, notice that the current increases when the voltage
increases for a common resistance. This only proves that current is
affected by voltage. Plotting the data of V vs. I gives a straight line
graph through the origin as shown in the figure below.
Developing mastery
(Leads to Formative Assessment 3) Such graph indicates that voltage is directly proportional to the
current that is
F. V α I or
V=kI
Where k, the proportionality constant, is the slope of the V vs. I
graph.
Note that: k = V/I
defined as
J. Journal Entry:
Additional activities for application or
remediation Let the students answer questions on the usage of electricity in the
following places.
V. REMARKS
VI
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 42 - 44
2. Learner's Materials Pages pp. 61 - 33
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 121- 128
IV. PROCEDURES
A. Reviewing previous lesson or presenting Identify the three basic electrical quantities and differentiate one from
the new lesson the other
Think-Pair-Share
Group students into pairs and answer the questions “What is
B. Establishing a purpose for the Lesson Ohm’s Law and what is it for?” They will be tasked to explain their
answer in two minutes.
When you turn off one of the bulbs in your house the others
remain lighted. But when you remove one bulb from a string of
C. Presenting examples / instances of the colored Christmas lights the other bulbs go off. Why?
new lesson ( Let the teacher do the demonstration of removing the bulb of the
Christmas light and the student to explain what they observed)
D. Discussing new concepts and practicing Do the activity on Series Circuit And Parallel Circuit Connection
new skills #1 Lesson Guide G-8 First Quarter pp. 127 - 128
Circuit I
1. What did you observe to the intensity of light as you turn the
switch on?
2. After inserting one bulb in the circuit, what do you notice to the
Discussing new concepts and practicing brightness of the bulbs?
E. new skills #2
3. While the switch is on, what happens to the remaining bulbs
after unscrewing one bulb from it?
Circuit II
Developing mastery
F.
(Leads to Formative Assessment 3)
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the A.
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
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
DAY:
I. OBJECTIVES
Objectives:
A. References
1. Teacher's Guide Pages pp. 45
2. Learner's Materials Pages pp. 54 - 55
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics. Module 7. Lesson 3 and 4
IV. PROCEDURES
ACTIVITY
Recall that power is the rate at which work is done per unit time. In
equation form,
Power = work/time
In a simple electric circuit, voltage is defined as the work done per unit
charge.
V = W/q
I. Evaluating Learning
Write TRUE if the statement is true. If the statement is incorrect,
change the underlined word or words to make the statement correct.
V. REMARKS
VI. REFLECTION
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 worked?
G.
What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?
School Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Time Quarter First (Physics)
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 45 - 46
2. Learner's Materials Pages pp. 64-67
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 7. Lessons 3 and 4
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall from the previous lesson electrical appliances that
the new lesson contain heating element.
D. Discussing new concepts and practicing Do the activity on Blowing a Fuse, Lesson Guide Grade 8 First
new skills #1 Quarter pp. 136 – 137.
Case 1
1. What two things were observed when the switch was closed?
Case 2
1. What three things were observed when a short wire was
Discussing new concepts and practicing connected as shown in the diagram?
new skills #2 2. What could have caused the rising and falling of current in the
E. wire in case 2?
3. Describe the result when there was reduced resistance in the
circuit.
4. Identify the case that occurred
5. Explain why the bulb went off.
6. What is the role of the fuse in the circuit?
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the activity given.
A fuse is usually a thin piece of wire that will melt and break the circuit
if too large a current flows through it. The thicker the wire the more
current is needed to melt it and the higher the 'rating' of the fuse. The
purpose of a fuse is to protect the wiring and the equipment.
A circuit breaker is an electronic circuit that will switch off the current if
it is too great. Such a circuit is designed to operate much more quickly
than a fuse and so the damage is less because the current is switched
off in a much shorter time. Circuit breakers are often used to protect
the user if the casing of the equipment becomes live. They break the
circuit before the person using the equipment gets a near fatal shock.
H.
Making generalizations and abstractions
Grounding is a method of giving electricity the most effect way to
about the lesson
return to the service panel. The ground wire is an additional path for
electrical current to return safely to ground without danger to anyone in
the event of a short circuit. In that instant, the short would cause the
current to flow through the ground wire, causing a fuse to blow or a
circuit breaker to trip.
Direction: Write the word SAFE if the statement is true and DANGER
if the statement is wrong.
1. Fuses and circuit breakers are both devices that 'break' if the
current through them is too large. ( safe )
2. A fuse is usually a thick piece of wire that will melt and break
the circuit if too little amount of current flows through it. (danger)
I. Evaluating Learning
3. Grounding is a method of giving electricity the most effect way
to return to the service panel. (safe)
V. REMARKS
VI. REFLECTION
D.
No. of learners who continue to require
remediation
G.
What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?
TOPIC OUTLINE
GRADE 8 - SCIENCE
UNIT I. FORCE MOTION AND ENERGY
Prepared by:
Noted by: