Republic of the Philippines

Department of Education
REGION XI – DAVAO REGION
SCHOOLS DIVISION OF DAVAO ORIENTAL
MANAY NORTH DISTRICT
EVARISTO MORALIZON NATIONAL VOCATIONAL HIGH SCHOOL
SY: 2023-2024

Grade 8 School EMNVHS Grade Level 8

Daily Lesson Log Teacher ETHEL JANE M. MABASA Learning Area Matter
Junior HS Science (Chemistry)
Teaching FEBRUARY 19-22, 2024 Quarter Third
Dates

No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

JECTIVES

The Learners demonstrate an understanding of: the particle nature

nt
of matter as basis for explaining properties, physical changes, and
ard
structure of substances and mixtures

mance The Learners shall be able to: present how water behaves
ard in its different states within the water cycle

The Learners should be able to:

ng
explain the properties of solids, liquids, and gases based on the particle nature of
etency
matter;

Code: S8MT-IIIa-b-8
Y TASK Diagnostic Distinguish Matter from non- Explain that matter is made
(module 1) matter up of tiny particles
NTENT DIAGNOSTIC Common properties of matter Composition of Matter
TEST
EARNING RESOURCES
er’s Guide
Learners’ Learners’ Module Learners’ Learners’
er’s
Module pp pp 172173 Module pp. Module pp.
als
172173 174177 174177

www.factmonste
onal
r.com
als
 Republic of the Philippines
Department of Education
REGION XI – DAVAO REGION
SCHOOLS DIVISION OF DAVAO ORIENTAL
MANAY NORTH DISTRICT
EVARISTO MORALIZON NATIONAL VOCATIONAL HIGH SCHOOL
SY: 2023-2024

IV. LEARNING TASKS

Show two Show to the Let the students Tell the
pictures to the students a get a piece of students to
class (one matter glass of water. paper. Ask them look around
and one non Obtain ideas or to tear the paper and let one
matter). concepts they into small pieces student
(Example: have in mind until they won’t mention one
nonmatter: regarding it. be able to tear it object to the
picture of light anymore. Find class.
from a torch, someone who
heat from the had torn the
fire, sound from smallest piece
ELICIT the police siren and present it to
(forms of the class.
energy); Matter:
picture of any
solid, liquid or
gaseous
substance. Let
the students cite
the differences
between the two
and write them
on the board.
Ask the students (Prepare two Get their opinion Using the
what could be the identical cups from the object
possible and water) question: Is it presented,
characteristics/ Show to the possible to ask the
properties these class one small divide still the student
pictures have. drinking glass paper into the what are
Explain that full of water very smallest of the
these objects do and one empty. it? Then, explain materials
have properties Get a volunteer the concept of that object
and that is the and ask him to indivisibility of is made up
objective of the weigh the two. matter’s of.
lesson. Ask the composition. State:
ENGAGE
students on “Everything
what they you see or
observed with imagine is
the two objects. built from
(Students must something
infer that water else.” This
has mass) concept will
be further
discussed
for today’s
topic.
 Essential Question: Essential
What are the common properties of Question:
matter? What is matter
made of?
Students will Students will
be divided into be divided into
groups of 5. groups of 5.
With the use of They will
materials found conduct an
on the module, activity found
EXPLORE
they should be on pages 174-
able to fill in 175 of the
the table learners’
classifying if module.
the sample is (Activity # 2:
matter or not. What is matter
(Activity #1: made of?)
Which is
matter, which
is not?)
Students will Students will
present their present their
findings in class activity by
through a class answering the
reporting with the guide
EXPLAIN
use of the table questions.
and guide (Please refer to
questions. (Please LM for the
refer to LM for the guide
guide questions) questions)
Key Questions: Key Questions:
1. What are 1. What is
the matter
common made of?
properties 2. What is the
of matter? difference
2. How does between
matter molecules
differ from and atoms?
ELABORATE nonmatter? 3. How can
3. What are you say
the other that matter
properties is made up
of matter? of small
particles
like atom?
 A. Classify Identify the
whether the following
following is 1. He believed
matter or that atoms
nonmatter are
: 1. smoke indivisible.
(matter) 2. It is Greek
2. ocean word which
(matter) means
3. dreams indivisible
(nonmatter) particle.
4. chalk 3. It is the
(matter) smallest
5. shadow particle of
EVALUATE (nonmatter) B. an element.
Identify what 4. It consists
property of of two or
matter is being more atoms.
described: 5. It is the unit
_____1. It is the of length
measure of the used to
amount of measure
matter the size of an
object has. atom.
(mass) _____2.
It refers to the
space occupied
by an object.
(volume)
Let the • Tell the
students check students
the other to get an
properties of aluminum
the following foil and
matter cut it into
(hardness, small
texture, color, pieces.
malleability, • In case it
electrical could not
conductivity) be cut
1. silk cloth anymore
2. plastic straw with their
3. copper wire bare
hands, use
EXTEND a
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 (Note: The To be continued (Note: The
the following teacher may the following teacher may
day (publication modify the type day (publication modify the
V. REMARKS of results) of test.) of results) type of 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
remediatio
n
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, Quarter Prepared by: Checked by

3 Teacher: ETHEL JANE M. MABASA School Head: GIRLIE J. B
Daily Lesson Log
Week No. 1 Signature: Signature:
Date Submitted: FEBRUARY 20, 2024 Date:
 Grade 8 School EMNVHS Grade Level 8
Daily Lesson Log Teacher ETHEL JANE M. MABASA Learning Area Matter
Junior HS Science (Chemistry)
Teaching FEBRUARY 26- 29, 2024 Quarter Third
Dates

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of: the particle
Content
nature of matter as basis for explaining properties, physical
Standard
changes, and structure of substances and mixtures
Performance The Learners shall be able to: present how water
Standard behaves in its different states within the water cycle
The Learners should be able to: The Learners should be
explain the properties of solids, liquids, and gases based able to:
Learning on the particle nature of explain physical changes in
Competency matter; terms of the arrangement
and motion
of atoms and molecules;
Code: S8MT-IIIa-b-8 S8MT-IIIc-d-9
DAILY TASK Summative Infer that particles are moving Investigate about
Test Evaporation
Properties
of Matter,
II. and
Moving Particles Evaporation
CONTENT Classifying
matter and
nonmatter
III. LEARNING RESOURCES
Teacher’s
Guide
Learners’ Module pp Learners’ Learners’ Learners’
Learner’s
178182 Module pp Module pp Module pp
Materials
178182 182-184 182-184
http://www.middleschoolch
emistry.com/lessonplans/c
hapter1/lesson1
Materials to be prepared by
Additional
the teacher: wax paper,
Materials
cardboard, printed “Race
Drop Raceway” sheets/
may
be drawn, water
IV. LEARNING TASKS
Ask the question: What are the Prepare two pieces Ask the
Does matter different States of of manila paper. students
attract each other? matter? Dampen the first why
one with water. clothes
ELICIT
Hang it on a side are
where there is usually
enough air or hanged
sunlight to dry. outside.
Let the students Ask 5-6 Ask the students What
play the game: volunteers to the following would be
Race Drop Raceway demonstrate how questions: the
(adapted) molecules behave 1. At the end of difference
Teacher Preparation in the following class, do you if clothes
Print two “Race Drop states of matter: think the are
Raceway” sheets for • Solid paper towel hanged
each group. • Liquid will still be wet outside
• Gas or will it be rather
dry? than
2. When water inside the
evaporates, house?
where do the
water
molecules go?

Procedure
1. Tape the Race
ENGAGE Drop Raceway
sheet onto a
piece of
cardboard to give
it support.
2. Tape a piece of
wax paper over
the “Race
 Drop
Raceway!”
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 Essential Question:
Question: What happens when energy is
Are the particles added into the water?
moving?
Perform by Perform Activity
group Activity #4: What changes
EXPLORE #3: Are the take place when
particles of water is left in an
matter moving? open container?
What is between In a closed
them? pp 178- container? Pp.
179 of the 182-183 of the
manual. manual.
Students will Students
present their will
findings in class present
through a class their
reporting with findings
the use of the in class
table and guide through a
questions. class
(Please refer to reporting
EXPLAIN LM for the guide with the
questions) use of the
table and
guide
questions.
(Please
refer to
LM for the
guide
questions)
 Key Questions: Key
1. What is matter Questions:
made of? 1. What
2. What can you do you think
say about its may be the
movement? biggest factor
3. Describe the which
arrangement of contributed
particles of to the
solid, liquid and evaporation
gas. process?
ELABORATE
2. What
happened to
the kinetic
energy of
particles from
liquid to
gas/vapor?
3. How
does
evaporation
take place?
Identify what state of Identification:
matter is being 1. It is
identified: the process
WHO AM I? where liquid
1. I have a definite turns to gas.
shape and a 2. What
definite volume. happens to
2. I may have a the kinetic
definite volume energy of
but I just follow particles
the shape of my when the
container. object
3. There is very evaporates?
negligible 3. Cite
EVALUATE
attraction one example
between me and where
others. evaporation
True or False could take
1. Matter is place.
composed of
tiny particles
that do not
move.
2. The particles of
matter have the
tendency to
attract each
other.
 • Make a • Conduct
particle Activity
model of #5A:
matter on Boiling
your own. Water on
• You may page 184-
use any 185 of the
material to manual.
show your • Differentiate
EXTEND creativity. Evaporation
• This is to from
be done Boiling
next
Friday.
Kindly
bring all
your
chosen
materials.
To be (Note: The teacher To be (Note: The
continued the may continued the teacher may
following day modify the type of following day modify
V. REMARKS
(publication of test.) (publication of the type of test.)
results) results)

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, Prepared by: Checked by:

Quarter 3 Teacher: ETHEL JANE M. MABASA School Head: GIRLIE J. BALANTE
Daily Lesson Signature: Signature:
Log Date FEBRUARY 26, 2024 Date:
Week No. 2 Submitted:
Grade 8 School Grade Level
Daily Lesson Log Teacher Learning Area
Junior HS Science
Teaching Dates Quarter
Grade 8
Quarter 3
Page 12

Week No. 3 MONDAY TUESDAY WEDNESDAY

I. OBJECTIVES
Content The Learners demonstrate an understanding of: the particle natu
Standard properties, physical changes, and structure of sub
Performance The Learners shall be able to: present how
Standard in its different states within the wat
Learning The Learners should be able to: explain physical ch
Competency arrangement and motion of atoms and
Code: S8MT-IIIc-d-9

DAILY TASK Investigate about Condensation Investigat

II. CONTENT Condensation M

III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Learners’ Module pp Learners’ Module pp
Learners’ Module pp 184-186
Materials 184186 187189
Additional www.middleschoolchemistry.com
Materials
IV. LEARNING TASKS
Ask the students what happens Show a picture of • Have the
when a cold bottle was taken water cycle. students imagin
from the fridge and left in an eating their own
open space. ice cream.
ELICIT • For instance,
they are eating
outside under
the scorching
sun,
 how would they
eat their ice
cream?
 Why is it so?
(Adapted) Ask the students Ask the following Ask the followin
Prepare a demonstration how clouds form. questions: 1. What hav
with the ff materials: (Note: noticed o
Should be done 5-10 1. What will picture/
minutes before the time) happen to the ice the video
2 clear plastic cups cream if it is not eaten 2. What can
Room temperature water immediately? Why? say
Ice cubes 2. In what about its
Zip lock (gallon size) situation will the ice in the
Procedure: cream melt faster? environm
1. Place water and ice slower? 3. How did
cubes into two identical 3. What might be happen?
cups. the factors involved in
2. Immediately place the process? (Introduce the m
one of the cups in a zip process)
lock bag and get as much
ENGAGE
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: E
What happens when particles lose their What happens to the kinetic energy of the yo
energy and drop their temperature? molecules when temperature st
increases/decreases and heat transfer
continues?
• Perform activity • Perform Th
EXPLORE #5 Part B: Activity #6: fo
Cooling Water What changes
page 186. take place
• Answer guide when ice turns
questions #6-9 into liquid
water?
• Answer the
guide
questions
found on a.
pages 187- b.
188. c.
d.

Students will Students will

present their present their
findings in class findings in class
through a class through a class
reporting with the reporting with the
EXPLAIN use of the table use of the table and
and guide guide questions.
questions. (Please (Please refer to LM
refer to for the guide
LM for the guide questions)
questions)
Key Questions: Key Questions:
1. What happens 1. What do you
ELABORATE
to water when it is think may be the
cooled? biggest factor which

Grade 8
Quarter 3
Page 14
 2. How does the contributed to t
process of melting/freezing
condensation take process? 2. Wha
place? happened to the
3. Why do kinetic energy o
droplets form at the particles from s
surface of a covered liquid?
hot container? 3. What happen
the kinetic ener
particles from li
solid?
3. How does
melting take pla
4. How does
freezing take pla
TRUE or FALSE Identification:
Write True if the 1. It is the
statement is correct process where l
and False if it is not. turns to solid.
1. As the 2. What hap
temperature to the kinetic en
increases, the kinetic of particles whe
energy increases as object melts? 3.
well. temperature
(True) surrounding the
2. When particles object is greater
EVALUATE lose their energy, process will tak
they return to their place?
original state. (True) 4. It is the p
3. Condensation is a where solid turn
process when liquid liquid.
turns to its gaseous 5. When he
state. decreased, the o
(False) melts/freezes?
4. The gaseous state
of water is called
water vapor. (True)

Grade 8
Quarter 3
Page 15
 Cite other practical Explain to stud
examples or that there are c
situations where you that some subs
could observe the can change dir
process of from solid to ga
EXTEND
condensation. This process is
SUBLIMATION
opposite of w
called
DEPOSITION.
To be continued the (Note: The teacher To be continued the (Note: The teac
following day (publication may following day may
of results) modify the type of (publication of results) modify the type
test.) test.)
V. REMARKS

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
remediatio
n

Grade 8
Quarter 3
Page 16
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
Quarter 3
Page 17

Prepared by:
Grade 8, Quarter 3 Teacher: S
Daily Lesson Log
Signature: S
Week No. 3
Date Submitted: D

Grade 8 School Grade Level

Daily Lesson Log Teacher Learning Area
Junior HS Science
Teaching Dates Quarter

Grade 8
Quarter 3
Page 18

Week No. 4 MONDAY TUESDAY WEDNESDAY

I. OBJECTIVES
Content Standard The identity of a substance accordin
Performance
Standard
Learning Determine the number of protons, neutrons
Competency
Code: S8MT-II
DAILY TASK Summative Test Determine the charges of subatomic particles

Coverage:
II. CONTENT Phase Changes Charges of subatomic particles
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials Learner’s Module pp 193
Plastic-covered Plastic straw, tissue paper,
Additional Materials notebook aluminum foil
IV. LEARNING TASKS
Reflect on the line What are atoms made o
“Like poles repel, What structures compose a
unlike poles atom?
ELICIT
attract”.

Rub a plastic covered If you rub a plastic straw

notebook vigorously with tissue paper and
against a hard object place it near an
ENGAGE and placed it over aluminum foil, what will
the head. happen?
What happens?
 Essential Question: Essential Question: Essential
Do objects attract or Do objects attract or repel each Question:
repel each other/carry positive and Compare
other/carry positive negative charges? masses of
and negative subatomic
EXPLORE
charges? particles.
Perform Activity 1: Perform Activ
“Charge” it to The big differ
experience! in LM LM pp195-19
p193.
Students present the results of
the activity.
Answer guide questions. (refer
to the activity)
EXPLAIN

• Ask students what

makes up an atom?
ELABORATE • Give the charges of the
three subatomic
particles.
Complete the table.

Subatom Charg Locatio

ic e n
Particle
1. positiv 4.
e
EVALUATE electron 2. 5.
3. neutra 6.
l

Grade 8
Quarter 3
Page 19
 Present Table 2. Some
Properties of the three
subatomic particles.
EXTEND
pp195

To be continued the (Note: The teacher may To be continue

following day modify the type of test.) following day
(publication of (publication of
V. REMARKS results) results)

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 less
• 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?

Grade 8
Quarter 3
Page 20
What innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers?

Grade 8
Quarter 3
Page 21

Prepared by:
Grade 8, Quarter 3 Teacher: S
Daily Lesson Log
Signature: S
Week No. 4
Date Submitted: D

Grade 8 School G
Daily Lesson Log Teacher L
Junior HS Science
Teaching Dates Q
Grade 8
Quarter 3
Page 22

Week No. 5 MONDAY TUESDAY WEDNESDAY

I. OBJECTIVES
Content Standard The identity of a substance accordin
Performance Standard
Learning Competency Determine the number of protons, neutron
Code: S8MT-III e-f-10
Describe Thomson’s Describe
DAILY TASK model Rutherford’s model. Summative Test
Subatomic Particles
II. CONTENT Thomson’s model Rutherford’s model. and Molecular
Models
III. LEARNING RESOURCES
Teacher’s Guide Teacher’s Manual
Learner’s Manual pp Learner’s Manual pp
Learner’s Materials
198203 198203 pp 193
 Exemplar Lesson Plan
pp138-140
Additional Materials

IV. LEARNING TASKS

What is an atom? Review: Thomson’s
What are the atomic model.
ELICIT different subatomic
particles of an
atom?
Show to the class a  Teacher
real raisin bread. demonstration:
ENGAGE Activity #3 Part
A

Guide Questions: • Look for a answer th

1. What is the volunteer. question b
name of this • Ask few writing the
bread? questions. answer on
2. What is in this board.
bread that is • The teache
not found in gives the n
other breads? of the elem
• Students w
(The teacher may opt its
to use a picture symbol ,at
instead.) number an
mass num
Essential Essential Essential Questio
Question: How Question: How How do you deter
did Thomson do you describe protons, electron
discover the Rutherford’s
electron? model?
EXPLORE • Show Perform Activity #3 Perform Activity #
Thomson’s Part B and C: Small What’s in a numb
atomic model. but terrible. procedure 1 in LM
• Elicit ideas 204.
from the
students.
Lecturette: Students present the
EXPLAIN Discuss the details of results of the activity.
his discovery. Answer guide
questions.
(refer to the activity)
Key Questions: Key Questions:
1. What was the 1. What was the
experiment experiment
conducted by conducted by
ELABORATE J.J. Thomson? Rutherford?
2. How was he 2. How was he
able to prove able to prove
the the

Grade 8
Quarter 3
Page 23
 existence existence of
of electrons? the nucleus?
3. Describe 3. Describe
Thomson’s Rutherford’s
discovery. discovery.
Draw and describe Draw and describe Dat
EVALUATE J.J. Thomson’s Rutherford’s model. data
model.

Elem

Na
C
Rn

Au

EXTEND Identify the uses of Cite the flaws of Def

Thomson’s Rutherford’s
experiment. (e.g. discovery.
television-picture
tube)
To be continued the (Not
V. REMARKS following day mod
(publication of
results)

VI. REFLECTIONS
From the
evaluation, No. of
Learners who
earned:
• 80% and
Above:
• Below 80%:

Grade 8
Quarter 3
Page 24
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
Quarter 3
Page 25

Prepared by:
Teacher: School
Grade 8, Quarter 3
Head:
Daily Lesson Log
Signature: Signatu
Week No. 5
Date Date:
Submitted:

Grade 8 School Grade Level

Daily Lesson Log Teacher Learning Area
Junior HS Science
Teaching Dates Quarter

Grade 8
 Quarter 3
Page 26

Week No. 6 MONDAY TUESDAY WEDNESDAY

I. OBJECTIVES
Content Standard The identity of a substance accordin
structure.
Performance
Standard
Learning Determine the number of protons, neutrons and electrons in
Competency
Code: S8MT-III e-f-10
Infer that ions are
Define Isotopes and interpret shorthand formed from the
DAILY TASK
notations for isotopes and atoms. removal/addition of
electrons.

1. Definition of Isotopes
II. CONTENT 2. Shorthand notations for Isotopes and Ions
atoms

III. LEARNING RESOURCES

Teacher’s Guide Teacher’s Manual
Learner’s Manual pp Learner’s Manual pp
Learner’s Materials
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 energy
into your mind when drinks.
you hear the word Guide Questions:
isotope? 1. Why are they
ENGAGE popular
nowadays?
2. What benefit can
one get from
drinking such?
Essential Question: Essential Question:
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.
• Answer guide (refer to the activity)
questions. (refer to
the activity)
• Lecturette on
isotopes
Give the shorthand Key Questions:
notation of isotope of 1. How does an ion
Hydrogen. form?
ELABORATE 2. What do you call
the positive ion?
Negative ion?
Grade 8
Quarter 3
Page 27
 3. What will happen
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
2. Aluminum the 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 may
V. REMARKS following day modify the type of
(publication of test.)
results)

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

Grade 8
Quarter 3
Page 28
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
Quarter 3
Page 29

Prepared by:
Grade 8, Quarter 3 Teacher: S
Daily Lesson Log
Signature: S
Week No. 6
Date Submitted: D

Grade 8 School Grade Level

Daily Lesson Log Teacher Learning Area
Junior HS Science
Teaching Dates Quarter

Grade 8
Quarter 3
Page 30

Week No. 7 MONDAY TUESDAY WEDNESDAY

I. OBJECTIVES
The Learners demonstrate an u
Content Standard table of elements as an organizing tool to determin
elements.
Performance
Standard
Learning The Learners should be able
Competency periodic table from observations based on similarities in pr
Code: S8MT-IIIg-h-11
Trace the development of the Periodic Table
Describe the arrange
DAILY TASK
periodic table
II. CONTENT Development of the Periodic Table Arrangement of ele
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials Learners’ Module Learners’ Module pp 210-211 Learners’ Module pp
pp 210-211 211-213
Additional Periodic table of https://www.youtube.com/wat
Materials elements ch?v=I5H1SeepnaU
IV. LEARNING TASKS
In Grade 7, Show to the class a video from Using the periodic
students learned YouTube entitled: History of table, The teacher
about the periodic Periodic Table will mention an
table. Let them Animation element (e.g.
recall some (cite provided in Learning Calcium).
common elements Resources under additional
ELICIT found in the materials) Let them look in
periodic table. what column and
row it is located or
you may do
otherwise (students
will look for the
name, teacher
 will mention the row and
column)
Ask: Who were the people Let the students take After watch
How was your seating mentioned in the video? hold of their periodic cite some n
arrangement done? (Write their answers on table and ask them of elements th
(possible answers: the the possible ways how and where
alphabetically, height, board for later those elements were commonly
gender) discussion) arranged. used.
ENGAGE
Were they arranged Example: S
alphabetically?
randomly? Or other
possible arrangements?

Essential Question: Essential Question:

How did the periodic table develop? How were the elements in the periodic
arranged?
Perform Activity #1 part Continue Activity #1
EXPLORE A: Tracking the path Part B. Tracking the
and constructing the path and constructing
Periodic Table on pages the Periodic Table on
210-211 of their page 211 of the learner’s
textbook. manual.
With the use of the With the us
guide questions, guide ques
EXPLAIN students will report students w
their answers in front. answers in
(Questions #1-4) (Questions
Key Questions: Key Questi
1. Who were the 1. Wha
people behind the law?
history of periodic 2. Diffe
table? And what was grou
ELABORATE their respective perio
concept? 3. Wha
2. What bases did diffe
the following nam
chemists use to foun
perio
Grade 8
Quarter 3
Page 31
 explain their
arrangement of
elements?
a. Dobereiner
b. Newlands
c. Meyer
d. Mendeleev
e. Moseley
Identification I. Identify
1. He is a German period a
chemist who does the
grouped element
elements in 1. Boro
three with 2. Calc
similar 3. Neon
properties. 4. Hydr
EVALUATE 2. This 5. Pota
arrangement
was proposed by II. Identi
Newlands. the pa
3. How did periodic
Mendeleev
arrange the
elements in the
periodic table?
Trace the development For the nex
of the Periodic Table by the studen
making a timeline. following
Write it in a short sized materials fo
bond paper. Performanc
a. Bond
EXTEND sized
b. Colo
c. Desi
mate
d. Rule
e. Glue
Grade 8
Quarter 3
Page 32
 • Assi
activ
• Ask
to do
rese
the f
infor
assig
a. Nam
and
nam
b. Sym
Num
Atom
Mas
c. Whe
and
d. Phys
(mel
boili
dens
e. Uses
pictu
f. Sour
infor
To be continued the (Note: The teacher may To be continued the (Note: The t
following modify the type of test.) following day modify the
day (publication of (publication of results)
V. REMARKS results)

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
• 80% and Above:
• Below 80%:

Grade 8
Quarter 3
Page 33
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
Quarter 3
Page 34

Prepared by:
Grade 8, Quarter 3 Teacher: S
Daily Lesson Log
Signature: S
Week No. 7
Date Submitted: D

Grade 8 School Grade Level

Daily Lesson Log Teacher Learning
Junior HS Science Area
Teaching Dates Quarter
 Grade 8
Quarter 3
Page 35

Week No. 8 MONDAY TUESDAY WEDNESDAY

I. OBJECTIVES
The Learners demonstrate an understanding of: the p
Content Standard an organizing tool to determine the chemical p
Performance
Standard
The Learners should be
able to:
trace the development of
the
Learning The Learners should be ab
periodic table from
Competency predict the chemical
observations
based on similarities in
properties
of elements
Code: S8MT-IIIa-b-8 S8MT

Make an Element Compare the reactivity of metals in

DAILY TASK
Brochure acid solution t
Performance Task W
II. CONTENT Reactivity of Metals
(Element Brochure)
III. LEARNING RESOURCES
Teacher’s Guide
Learners’ Module pp Learners’ Module pp Le
Learner’s Materials
214217 214217
www.nclark.net ht
at
Additional Materials
IV. LEARNING TASKS
Show pictures of Show a video
objects with rust. Rusting of Iro
(Houses, cars, etc.) YouTube. (cite
ELICIT
provided in Le
Resources und
additional ma
Ask the students You may a
how rusting of following qu
objects affect people. (to be posted
watching the
1. What is
2. What a
factors
for rus
occur?
ENGAGE 3. When d
rusting
happen
4. In wha
conditi
rusting
is hast
5. What d
boy do
the pro
Students will be tasked to Essential Question: Essential Que
create an attractive What is the relationship between reactivity How can corr
EXPLORE brochure presenting of metals be prevented?
informative details about (elements) and its arrangement in the
the assigned element by periodic table?
pair. The brochure will be a Perform Activity #2: Students will
tri-fold 8.5 x 13 (long sized) Metal… How activity #2 on
bond paper. The following reactive are you? on 214 procedur
format will be observed: pages 214-216
a. Name of element and procedures # 1-11.
how it got its name.

Grade 8
Quarter 3
Page 36
 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
Through a group Ask every gro
reporting, students answer quest
will discuss their and 8 on page
EXPLAIN answers on the guide their manual.
questions found on include their
their learner’s in yesterday’s
manual. question.
Key Questions: Key Question
1. What is the 1. What a
trend harmfu
of reactivity of when m
metals in reacts
ELABORATE groups? acids?
2. What is the 2. How ca
trend preven
of reactivity of corrosi
metals in
periods?
Arrange the 1. How can w
following metals corrosion?
in increasing
reactivity: (Note: prepare
1. P-Mg-S – (Answer: rubric)
EVALUATE
S-
P-Mg)
2. O-N-Be – (Answer:
O-
N-Be)

Grade 8
Quarter 3
Page 37
 3. Cu- Sr-Li
(Answer: Cu-
Sr-Li)
4. Cl-F-Br
(Answer: Br-ClF)
5.Na- K-Li (K-Na-Li)
Look for some Look for the o
practical ways to types of corro
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 modify the type of
results) test.)
V. REMARKS

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?

Grade 8
Quarter 3
Page 38
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
Page 39

Prepared by:
Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 8 Date Date:
Submitted: