School MALLIG NATIONAL HIGH SCHOOL Grade Level 8

DAILY Teacher JUSTIN MARK A. FERNANDEZ Learning Area SCIENCE

Inclusive Dates FEBRUARY 27 – MARCH 03, 2023 Quarter THIRD
Scheduled Time 2:00-3:00 / 4:00-5:00
LESSON
LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining Remediation /
properties, physical changes, and structure of substances and mixtures. Intervention /
B. Performance Standards The Learners shall be able to: present how water behaves in its different states within the water cycle. Enrichment
C. Learning The Learners should be able to: explain physical changes in The Learners should be able to: explain physical Activities
Competencies / terms of the arrangement and motion of atoms and changes in terms of the arrangement and motion of
Objectives (Write the molecules. S8MT-IIIc-d-9 atoms and molecules. S8MT-IIIc-d-9
LC Code)
III. CONTENT INVESTIGATE ABOUT CONDENSATION INVESTIGATE ABOUT MELTING
IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials Learners’ Module pp. 184- Learners’ Module pp. 184- Learners’ Module pp. 187- Learners’ Module pp.
pages 186 186 189 187- 189
3. Textbook pages
4. Additional www.middleschoolchemistr
Materials from y.com
Learning Resources
Portals
B. Other Learning
Resources
V. PROCEDURES
A. Revising previous 1. What do you think may 1. What happens to water What happens when What happens to the
lesson or presenting be the biggest factor which when it is cooled? particles lose their energy kinetic energy of the
the new lesson contributed to the 2. How does the process of and drop their molecules when
 evaporation process?
2. What happened to the
kinetic energy of particles
from liquid to gas/vapor?
3. How does evaporation
take place?
B. Establishing a purpose Ask the students what
for the lesson happens when a cold bottle
was taken from the fridge
and left in an open space.
C. Presenting examples/ (Adapted)
instances of the new Prepare a demonstration
lesson with the following
materials: (Note: Should be
done 5-10 minutes before
the time)
2 clear plastic cups
Room temperature water
Ice cubes
Zip lock (gallon size)
Procedure:
1. Place water and ice cubes
into two identical cups.
2. Immediately place one of
the cups in a zip lock bag
and get as much air out of
the bag as possible. Close
the bag securely.
condensation take place?
3. Why do droplets form at
the surface of a covered
hot container?
Show a picture of water
cycle.
Ask the students how clouds
form.
temperature? temperature
increases/decreases and
heat transfer continues?
 Have the students Show a picture or a
imagine eating their short video clip of the
own ice cream. melting of polar regions.
 For instance, they are (The teacher may touch
eating outside under a little about the climate
the scorching sun, change.)
how would they eat
their ice cream?
 Why is it so?
Ask the following Ask the following:
questions: 1. What have you
1. What will happen to noticed on the
the ice cream if it is picture/ seen in the
not eaten video?
immediately? Why? 2. What can you say
2. In what situation will about its effects in
the ice cream melt the environment?
faster and slower? 3. How did this
3. What might be the happen? (Introduce
factors involved in the the melting process)
process?
 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?
D. Discussing new Essential Question: What
concepts and practicing happens when particles lose
new skills #1 their energy and drop their
temperature?
E. Discussing concepts  Perform activity #5 Part
and practicing new B: Cooling Water page
skills #2 186.
 Answer guide questions
#6-9
F. Developing mastery
(Leads to Formative
Assessment 3)
Essential Question: What
happens when particles lose
their energy and drop their
temperature?
 Perform activity #5 Part
B: Cooling Water page
186.
 Answer guide questions
#6-9
Essential Question: What Essential Question: How
happens to the kinetic will you demonstrate
energy of the molecules the three states of
when temperature matter?
increases/decreases and
heat transfer continues?
 Perform Activity #6: The teacher may opt to
What changes take use the following:
place when ice turns a. Illustration/Drawing
into liquid water? b. Model
 Answer the guide c. Multimedia
questions found on Presentation
pages 187-188. d. Others
With their chosen
materials, students will
create their own particle
model of the following
scenario:
a. solid-liquid
b. gas-liquid
c. liquid-gas
d. liquid-solid
G. Finding practical Students will present their
applications of findings in class through a
concepts and skills in class reporting with the use
daily living of the table and guide
questions. (Please refer to
LM for the guide questions)
H. Making generalizations Key Questions:
and abstractions about 1. What happens to
the lesson water when it is
cooled?
2. How does the
process of
condensation take
place?
3. Why do droplets
form at the surface
of a covered hot
container?
4. Evaluating learning TRUE or FALSE
Write True if the statement
is correct and False if it is
not.
1. As the temperature
increases, the kinetic
energy increases as
well. (True)
2. When particles lose
Students will present their
findings in class through a
class reporting with the use
of the table and guide
questions. (Please refer to
LM for the guide questions)
Key Questions:
1. What happens to
water when it is
cooled?
2. How does the
process of
condensation take
place?
3. Why do droplets
form at the surface
of a covered hot
container?
TRUE or FALSE
Write True if the statement is
correct and False if it is not.
1. As the temperature
increases, the kinetic
energy increases as well.
(True)
2. When particles lose their
energy, they return to
Students will present their Students will present
findings in class through a their findings in class
class reporting with the through a class reporting
use of the table and guide with the use of the table
questions. (Please refer to and guide questions.
LM for the guide (Please refer to LM for
questions) the guide questions)
Key Questions: Key Questions:
1. What do you think 1. What do you think
may be the biggest may be the biggest
factor which factor which
contributed to the contributed to the
melting/freezing melting/freezing
process? process?
2. What happened to the 2. What happened to
kinetic energy of the kinetic energy of
particles from solid to particles from solid
liquid? to liquid?
3. What happened to the 3. What happened to
kinetic energy of the kinetic energy of
particles from liquid to particles from liquid
solid? to solid?
4. How does melting take 4. How does melting
place? take place?
5. How does freezing 5. How does freezing
take place? take place?
Identification: The teacher may opt to
1. It is the process where use the following:
liquid turns to solid. e. Illustration/Drawing
2. What happens to the f. Model
kinetic energy of g. Multimedia
particles when the Presentation
object melts? h. Others
3. If the temperature
surrounding the object With their chosen
 their energy, they their original state. (True) is greater, what materials, students will
return to their original 3. Condensation is a process will take create their own particle
state. (True) process when liquid place? model of the following
3. Condensation is a turns to its gaseous 4. It is the process where scenario:
process when liquid state. (False) solid turns to liquid. a. solid-liquid
turns to its gaseous 4. The gaseous state of When heat is decreased, b. gas-liquid
state. (False) water is called water the object melts/freezes? c. liquid-gas
4. The gaseous state of vapor. (True) d. liquid-solid
water is called water
vapor. (True) Criteria:
40% Accuracy
35% Creativity
15% Resourcefulness
10% Neatness
Total: 100%
5. Additional activities Cite other practical examples Explain to students that
for application or or situations where you there are cases that
remediation could observe the process of some substances can
condensation. change directly from
solid to gas. This process
is called SUBLIMATION.
The opposite of which is
called the DEPOSITION.
VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
 lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I used/discover which I
wish to share with
other learners?

Prepared by: Checked by:

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

Subject Teacher Secondary School Principal II