MALLIG NATIONAL HIGH SCHOOL

WEEKLY LEARNING PLAN

QUARTER: 1 Grade Level: GRADE 8

WEEK: 6 Learning Area: SCIENCE (Physics)
MELC/s: 1. Differentiate heat and temperature at the molecular level (S8FE-Ig--29).
Performance
Standard:
Day Objectives Topic/s Classroom-Based Activities
1 1. Distinguish Heat and Begin with classroom routine:
between Temperature a. Prayer
temperature and and the b. Reminder of the classroom health and safety protocols
heat. Effects of c. Checking of attendance
2. Describe the Heat d. Quick “Kumustahan”
hotness or A. Recall
coldness of an  What are the three methods of transferring energy? (conduction, convection and radiation)
object in terms B. Motivation
of its  Ask students to jog in place for 15 seconds.
temperature.  What do you feel after performing the jogging activity?
3. Compare the C. Discussion
changes in the  Activity- See Leeson Guide pp. 94-95
temperature of 1. What actually transferred when you dipped your finger into the water? In what direction did it transfer?
water to 2. Was the water ‘hot’ or ‘cold’? Explain.
determine the 3. How close is your estimated value to the measured temperature of the water?
relationship 4. Which container feels ‘hottest’? Which container feels ‘coolest’?
between the 5. What do you think causes the difference in the hotness or coldness of the water inside the containers?
amount of heat 6. In which container(s) is heat transfer taking place? What evidence best supports your answer? Within this
transferred and container, which absorbs heat? Which gives off heat?
the resulting 7. In which container was there the greatest amount of heat transfer? What is the basis of your answer?
temperature 8. How are the amount of heat transferred and the change in temperature of water related?
change.  Discuss the answers in the activity given.
D. Application

 In a bakery, when do cookies cook faster, is it at lower temperature or at higher temperature? Explain
your answer.
E. Generalization
 Watch video clips about heat and temperature www.youtube.com/watch?v=wTi3Hn09OBs
 Heat is the total energy of molecular motion in a substance while temperature is a measure of the average
energy of molecular motion in a substance.
If heat is absorbed or given off by an object, its
temperature changes. If the object absorbs heat
its temperature rises while if the object gives off
heat its temperature decreases.
 Heat is transfer of (thermal) energy between
objects or places due to temperature differences.
 Heat transfers from an object of higher temperature
to an object of lower temperature.

F. Evaluation
 Direction: Read each question carefully. Choose the letter of the correct answer.
1. Which of the following energies is transferred from one thin to another because of the temperature differences
between things?
A. Heat B. temperature C. Kinetic energy D. internal energy
2. The natural flow of heat is always from ________.
A. hot to cold C. cold to hot
B. lower temperature to higher temperature D. both A and
3. What causes an ice to melt?
A. the change in weather
B. the presence of hot water
C. the absorption of the heat from its surrounding
D. the release of heat to the cooler surrounding
 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.
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.

2 1. 1.Explain the Effect of Begin with classroom routine:

scattering of the Temperature a. Prayer
dye in water at on Particles b. Reminder of the classroom health and safety protocols
different of Matter c. Checking of attendance
temperature. d. Quick “Kumustahan”
2. Describe the A. Recall
relation of the  How will you describe the transferring of heat from one body to another?
temperature of B. Motivation
the water to the  Use the following demonstration to begin a discussion on the effect of temperature on particle movement.
rate of scattering Blow up a balloon, and then aim a hair dryer on low setting at the balloon, and watch it rise.
of the dye.  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 placed in a cold car?
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.
C. Discussion
 Activity- see Lesson Guide pp 99-101
1. What similarities and differences did you observe when a drop of dye was added to each container?
2. In which container did the dye scatter the fastest? In which did it scatter the slowest?
3. How do you relate the temperature of the water to the rate of scattering of the dye?
4. In which container are the particles of water moving fastest? In which container are the particles
moving slowest?
5. How is temperature related to the speed of the particles?
6. How is temperature related to the kinetic energy of particles?
 Discuss the answers in the activity given.
 D. Application
 Watch the short video clip on Relation Between Temperature and Molecular Movements, you my
download the video on www.youtube.com/watch?v=ZqVC10Q1jcQ, then answer the question that
follows? During hot day why do we prefer drinking cold water than hot water?
E. Generalization
 If heat is added to an object, the particles of the object gain kinetic energy and they move faster. Since
temperature is directly related to kinetic energy, any gain in kinetic energy would cause the temperature
to increase. Conversely, if heat is transferred or removed from an object, it loses kinetic energy, its
particles move slower and the body’s temperature decreases.
F. Evaluation
 Direction: Read each question carefully. Choose the letter of the correct answer.
1. When the temperature of an object increases, the average kinetic energy of the molecules ________.
A. increases B. decreases C. remains the same D. becomes colder
2. In which of the following will the movement of particles be the fastest?
A.30 0C of water C. 70 0C of water
B.50 C of water
0
D. 90 0C of water
3. The _________ in/the temperature of the water, the greater the speed of the moving particles.
A. lower B. higher C. decrease D. changes
4. The quantity that tells how hot or cold an object is with respect to some standard
A. mass B. heat C. pressure D. temperature
5.Which of the following should be done when measuring the temperature of water in a glass container?
A. Stir the water using the thermometer to get the temperature faster.
B. Avoid letting the thermometer get in contact with any side of the container.
C. Shake the thermometer vigorously before getting the temperature of the water.
D. Let the tip of the thermometer touch the glass container to get the temperature faster.

3 1. Define thermal Thermal Begin with classroom routine:

expansion. Expansion a. Prayer
b. Reminder of the classroom health and safety protocols
2. Determine c. Checking of attendance
experimentally how d. Quick “Kumustahan”
temperature affects
thermal expansion of A. Recall
some objects.  How is temperature related to the kinetic energy of particles?
B. Motivation
 You are very familiar to a device called thermometer. You have most probably used this device many
times. The one commonly available in our school laboratory is the liquid thermometer.
  Why does the liquid inside the tube of the thermometer go up and down? Does the working principle of
the mercury/alcohol thermometer also true to most solids?
C. Discussion
 Activity-see Lesson Guide pp 103-104
 Analysis:
1. What happens to the height of the weight when the wire is heated?
2. What factors affect the expansion of the wire?
3. Identify the effects of thermal expansion and contraction to some materials.
 Discuss the answers in the activity give.
D. Application
 There are some applications of thermal expansion in day-to-day life. Some of them are the following, or
you may watch this short video www.youtube.com/watch?v=4UE_cxd7TEw, for some practical
application of thermal expansion used at home.

 Possible answers: What are the Engineering Applications of Thermal expansions?

1. Railway track:
Railway tracks are an example where the concept of thermal expansion is used. Space is left between railway
tracks as an allowance for their expansion when temperature increases, otherwise the rails may buckle.
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.)
4. Bi-metal strip Thermometers:
Bi-metal strips in a mechanical thermometer possess co-efficient of thermal expansion, due to which their
expansion with a rise in temperature is different. The strips sin bend since the expansion or contraction of the
material used is not similar. This concept is used in measurement of temperature.
5. Automobile Engine Coolant:
The concept of thermal expansion is also used in systems of engine coolant in automobiles. If coolant is filled in
the radiator with engine in a cold condition, it will spill over with the heating of engine during operation. Thus an
overflow tank is fitted that accumulates such coolant during thermal expansion, and as engine is cooled, it returns
to the radiator.

E. Generalization
 Thermal expansion is another effect of heat transfer. It does not apply only to the liquid inside the
thermometer. In fact, it applies to almost everything around us, be it a solid, a liquid, or a gas.
 What is thermal expansion and how does it work?
 Thermal expansion is the tendency of matter to change in volume in response to a change in temperature,
through heat transfer. Temperature is a monotonic function of the average molecular kinetic energy of a
substance. When a substance is heated, the kinetic energy of its molecules increases.
 What must happen to the temperature of a material for thermal expansion to occur?
 Factors affecting thermal expansion. Imagine that a long, thin metal wire is heated. The wire expands.
The amount by which it expands depends on three factors: its original length, the temperature change, and
the thermal (heat) properties of the metal itself.
F. Evaluation
 Direction: Read each question carefully. Then select the letter of
the correct answer.
1. A person cannot unscrew the lid of a pot of jam. He finds that the lid can be unscrewed after it has been held
under hot water for a few seconds. Why he has to do this?
A. The air pressure in the jar falls B. The jam melts C. The lid expands D. The glass expands.
2. The change in length of an object when it undergoes a temperature change is related to
A. its mass B. its original length. C. the magnitude of the temperature change. D. both B and C
3. The change in length of an object subjected to a change in temperature directly depends on
A. its material of which it is made.
B. the change in temperature.
C. the original length of the object.
D. all of these.
4. The working of a simple thermostat depends on
A. thermal expansion.
B. specific heats.
C. the second law of thermodynamics.
D. condensation
 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

4 1. Explain the effect Phase Change Begin with classroom routine:

of temperature a. Prayer
change on phase b. Reminder of the classroom health and safety protocols
changes. c. Checking of attendance
d. Quick “Kumustahan”

A. Recall
 What is thermal expansion? How does it work?
B. Motivation
 The students need to understand the difference between particles in a gas, liquid, and a solid. Have
students look at the Gases, Liquids, and Solids page on the Purdue University Chemistry Department
website (https://www.chem.purdue.edu/gchelp/liquids/character.html). Here they will see how the
characteristics of solids, liquids, and gases can be explained by particle motion.
 Discuss what happens at both the observable and molecular level in these scenarios:
1. Water is placed in the freezer.
2. Ice melts.
3. A puddle evaporates.
C. Discussion
 Activity-see Lesson Guide pp. 109
 Station 1:
1. Why does the ice inside the container melt after sometime?
2. Describe the temperature of the water while the ice melting.
3. Describe the temperature of the water after the ice has melted.
4. Which is your dependent variable? Which is your independent variable? (Note that the independent
quantity is plotted along the X axis while the dependent quantity is plotted along the Y-axis.
5. Describe your graph
6. What can you say about the one variable as the other variable changes? What relationship can be infer from the
graph?

 Station 2:
1. Describe and interpret your graph.
2. What similarities and differences have you noticed between your graphs obtained from Station 1 and Station 2?
 Discuss the answers in the activity given .
D. Application
 What is the importance of phase change in the preparation of home-made ice cream?
 Ice is in solid form. Therefore, its particles are actually moving more slowly (still locked in lattice
position) than those in the liquid brine (sliding past). Any thermal energy absorbed from the cream will
first be used to raise the temperature of the brine (which requires more energy to accomplish because of
the solute). Once the average kinetic energy of the molecules (aka: temperature) in the brine has increased
enough, then they will begin to transfer energy to the ice, and it will again begin to melt. The temperature
of the brine will not increase above the melting point until all of the ice has melted (all energy is used to
accomplish phase change before increasing temperature.

E. Generalization
 Changing the amount of heat energy usually causes a temperature change. However, DURING the phase
change, the temperature stays the same even though the heat energy changes. This energy is going into
changing the phase and not into raising the temperature. That's why water doesn't get hotter while it boils.
The temperature remains constant until the phase change is complete.
 When a substance changes from one state, or phase, of matter to another we say that it has undergone a
change of state, or we say that it has undergone a change of phase. For example, ice melts and water;
water evaporates and becomes water vapor.
 These changes of phase always occur with a change of heat. Heat, which is energy, either comes into the
material during a change of phase or heat comes out of the material during this change. However,
although the heat content of the material changes, the temperature does not.

F. Evaluation
 Direction: Read each statement carefully and write the letter of the best answer.
1.When a solid, liquid or a gas changes from one physical state to another, the change is called
A. Melting B. Phase change C. Solidification D. Freezing

2.A solid undergoes a phase change to liquid state it

A. releases heat while remaining at constant temperature
B. absorbs heat while remaining at a constant temperature
C. releases heat as the temperature decreases
D. absorbs heat as the temperature increases

3.The condensation of water vapor actually

 A. Warms the surroundings
B. Cools the surroundings
C. Sometimes warm sometimes cools
D. Neither warms nor cools the surroundings

4.The phase change occurs when a solid change to a liquid.

A. Freezing B. Sublimation C. Melting D. Evaporation

5.The phase change occurs when a liquid becomes a solid.

A. Freezing B. Sublimation C. Melting D. Evaporation

Day Objectives Topic/s Home-Based Activities

5 1. Differentiate Heat and MODULE 4:
between heat and Temperature  Answer Self Learning Module (SLM) Activity: What’s In (p. 6).
temperature in  Answer Self Learning Module (SLM) Activity: What’s New (p. 7).
molecular level.  Answer Self Learning Module (SLM) Activity: What’s More, Activity 1-8 (p. 12-16).

Prepared by: Noted by:

JUSTIN MARK A. FERNANDEZ EUGENE P. SERVITILLO, MA-THM

Subject Teacher Secondary School Principal II
 MALLIG NATIONAL HIGH SCHOOL

WEEKLY LEARNING PLAN

QUARTER: 1 Grade Level: GRADE 9

WEEK: 6 Learning Area: T.L.E. - COOKERY
MELC/s: 1. Follow procedures in reporting to appropriate person/s the estimate of materials and resources. (TLE_AFAFCAP9-12PEBCIh-i-7)
Performance  Job requirements are identified from written or oral communications.
Standard:
Day Objectives Topic/s Classroom-Based Activities

1 Clean tools and  Perform Begin with classroom routine:

equipment after Preventive a. Prayer
use in line with Maintenance b. Reminder of the classroom health and safety protocols
farm procedures. c. Checking of attendance
Perform routine d. Quick “Kumustahan”
check-up and
maintenance A. Recall
 What are the tools and equipment used in aquaculture?
 Classify farm tools and equipment according to their use.
B. Motivation
 What are the other equipment used in Farm Fishery?
 Do we need to know how to store tools and equipment? Why?
 Read the Selection on how to keep the farm tools and equipment
C. Discussion
 Show a picture of farm equipment and discuss its preventive maintenance.
 Focus on the do's and don’ts in maintaining the equipment.
 Explain the pointers to remember in safety check.
 Analyze the step by step instruction in checking tolls and equipment before and after use.
D. Application
 Discuss Factors contributing to the rapidly growing interest in maintenance.
  Using the equipment properly and following the maintenance procedure will be a big help in the fish
farm operations.
 Improper tool and equipment storage is responsible for many shop accidents.
E. Generalization
 We will have gains in maintaining facilities that may be a big help in the operations.
 Why do we need to know the maintenance procedures of the equipment used?
 Following the instructions given in each equipment maintenance procedure will mean a good farm
operation.
F. Evaluation
 Essay: How will you able to implement the maintenance program centers on 5Ms?
 Identify the sentence whether for a water pump maintenance or for hand held salinity refractometer.
2 Perform  Perform Begin with classroom routine:
preventive Preventive a. Prayer
maintenance by Maintenance b. Reminder of the classroom health and safety protocols
following the c. Checking of attendance
procedures in d. Quick “Kumustahan”
sharpening and
oiling farm tools A. Recall
and equipment.  “Arrange me.” The steps in cleaning tools and equipment after use in line with farm procedures (water
pump) are written on the strips of paper that are posted on the board. Volunteer student will arrange
chronologically and post it on the ladder that they will see on the right side of the board.
B. Motivation
 “Brainstorming.” Students are grouped into five. Each group will brainstorm about maintenance of
equipment and facilities in fishery. Then all their ideas will be consolidated and each member of the group
will share and present their output.
 Proper maintenance is a means of improving the performance and condition of equipment and facilities.
An effective maintenance identifies problems long before any equipment or facility breaks down or
deteriorate, providing plenty of time for effective maintenance planning.
C. Discussion
 What is the importance of keeping the user’s manual of any farm equipment?
 What ate the 5Ms in maintaining equipment and facilities?
 Give the differences between the maintenance programs to maintenance schedule.
D. Application
 Why is it important to maintain the equipment and facilities in fishery?
E. Generalization
 Proper use of tools, equipment and facilities is a very important task of the worker .They must be able to
use them in accordance to the manufacturer’s manuals to extend the life of the equipment and tools.
 F. Evaluation
 I. Directions: Choose the letter of the best answers.
1. What is the most important reason why we maintain our facilities?
A. Assures readiness of installed equipment
B. Extends the useful life of facilities
C. Improves morale of human resources
D. Properly discards hazardous wastes
2. It is a comprehensive list of maintenance and its incidence.
A. Housekeeping Maintenance
B. Maintenance Schedule
C. Maintenance Program
D. Maintenance Checklist
3. This is the best reference for the proper use and maintenance of equipment.
A. Inspection checklist
B. Maintenance program
C. Maintenance Schedule
D. Manufacturer‘s manuals
4. The 5 M’s in the maintenance program.
A. Manpower, management, machines, methods and money
B. Manpower, management, materials, machines and money
C. Manpower, materials, methods, machines and money
D. Manpower, materials, methods, maintenance and money
5. The key factors that contribute to successful maintenance program.
A. Reliability of equipment and facilities
B. Maintainability of equipment and facilities
C. Documentation
D. All of the above
3  Store tools  Perform Begin with classroom routine:
and Preventive a. Prayer
equipment in Maintenance b. Reminder of the classroom health and safety protocols
designated c. Checking of attendance
areas in line d. Quick “Kumustahan”
with farm
procedures. A. Recall
 What do you mean by proper maintenance?
 How will you maintain the condition of the tools and equipment in fishery?
B. Motivation
  “COMPLETE ME PLEASE’
P____R
T_ OO_
S_O_A_E
 Students will arrange the jumbled letters to come up with the meaningful words.
 How do you keep your tools and equipment at home?
C. Discussion
 What are the proper ways on how to keep tools and equipment?
 Why should we clean the tools and equipment before we store in their proper places?
 What’s the most important reason why we check and clean the tools and equipment before storage?
D. Application
 What significant learning have you gained from the lesson?
 How will you apply your learning gained from today’s lesson?
E. Generalization
 Store commonly used tools in an easy – to- reach location .This will help your work more efficiently
and safely.
F. Evaluation
 Direction: Write PP if the statement tells proper preventive maintenance and IM if does not.
____ 1. Store commonly used tools in a difficult-to-reach location
____ 2. Clean the tools and equipment you used and check them for any damage
____ 3. Have a waste bin close to your
____ 4. Keep your work area tidy. This will help your work more efficiently and safely.
____ 5. Pour solvents or other chemical when cleaning the equipment work and place any waste in it.
4  Follow  Perform Begin with classroom routine:
procedures in Estimation a. Prayer
reporting to and Basic b. Reminder of the classroom health and safety protocols
appropriate Calculation c. Checking of attendance
person/s the d. Quick “Kumustahan”
estimate of
materials and A. Recall
resources.  What are the proper ways on how to keep tools and equipment?
 Why should we clean the tools and equipment before we store in their proper places?
 What’s the most important reason why we check and clean the tools and equipment before storage?
B. Motivation
 Complete the letter to form a word/group of words from the given definition.
1. E __ __ I M __ __ __ O N – the process of preparing an approximate computation of the probable
cost of a piece of work prepare by a person doing a work.
 2. U N __ __ OF __ __ A __ __ R E __ __ N T: any fixed quantity, amount, distance, etc. used as
standard.
3. __ I __ __ OF __ A __ __ R __ A L __: the list of materials needed that are itemized to complete a
job.
4. P R __ J __ __ T P __ __ G R __ __ __ __ G: the listing of activities to determine how and when a
project will start and be completed.
5. __ O __ __ E __ U I R __ M __ __ T: an element necessary to perform a work task in relation to job
applicants.
C. Discussion
 What makes a worst error in structuring aquaculture project?
 What are the disadvantages of these errors?
 How does the bill of materials help in constructing quality aquaculture project?
D. Application
 What significant learning have you gained from the lesson?
 How will you apply your learning gained from today’s lesson?
E. Generalization
 What makes an aquaculture project successful?
 What are the procedures to be considered addressing the job requirements involve in the construction?
F. Evaluation
 Direction. Arrange the following procedures in constructing a fish cage by writing the letter in
chronological order.
____ 1. Constructing the frame of the cage
____ 2. Constructing a feeding ring
____ 3. Determining the shape of a cage
____ 4. Installing lid to prevent fish from escaping and protecting from predators
____ 5. Installing the mesh or netting
____ 6. Installing floatation (Styrofoam, plastic bottle, PVC pipes) for the cage.
____ 7. Preparation of the materials (needed for cage construction)
Day Objectives Topic/s Home-Based Activities

5  Store tools  Perform MODULE 2:

and Preventive  Answer Self Learning Module (SLM) Activity 1 – 4 (Pp. 10-12).
equipment in Maintenance MODULE 3:
designated  Perform  Answer Self Learning Module (SLM) Activity 1 – 3 (Pp. 14-15).
areas in line Estimation
with farm and Basic
procedures. Calculation
  Follow
procedures in
reporting to
appropriate
person/s the
estimate of
materials and
resources.

Prepared by: Noted by:

JUSTIN MARK A. FERNANDEZ EUGENE P. SERVITILLO, MA-THM

Subject Teacher Secondary School Principal II