Grades 8 School Grade Level 8

Daily Lesson Log Teacher Learning Area Science

I. OBJECTIVES
A. Content Standards Heat and temperature, and the effects of heat on the body
B. Performance Standards Explain heat and temperature operationally
C. Learning Competencies/ Differentiate between heat and temperature at the molecular level;
Objectives Write the LC code S8FE-Ig-29
for each
D. Specific target/s for the
day
Heat and Temperature Heat and Temperature Heat and Temperature Heat and Temperature
II. CONTENT Activity 3.1. What happens to the Activity 3.1. What happens to the Activity 4. What is the relationship Activity 5. Comparing heat capacities
(Topic for the day) temperature of water as it boils? temperature of water as it boils? between the mass of a material and
Part 1 Part 2 the amount of heat it can transfer?
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Why do ice melt? Why it is more dangerous to have a What is latent heat of fusion? Latent What is the heat content and
or presenting the new lesson direct contact with steam rather than heat of vaporization? absorption of objects of different
(Key concepts) a boiling water? mass?
Have you ever wondered where does Though in same temperature, why Which will give you a warmer water Why it is not advisable to eat newly
B. Presenting examples/ water go after continuous boiling? water exists in solid (ice) and liquid for a bath after pouring a kettle of ordered pizza at once?
instances of the new lesson form (water) boiling water, a half-pail filled water
or a full one?
What does phases of water signifies in What are latent heat? What are heat At the same temperature, which What is specific heat capacity? Can
C. Discussing new concepts
terms of its heat content? of fusion and heat of vaporization? water container will have more heat different materials may possess same
and practicing new skills #1
to give-off, an 8 ounce or a liter? specific heat capacity?
Explain how water undergoes Explain the graph showing the phase Explain in microscopic level why Explain why do boiling oil has more
V. EVALUATION/
different phase changes when changes of water from ice to vapor if massive objects will have more heat damage to inflict than boiling water.
FORMATIVE (Any form of continuous heat is applied. continuous heat has been applied. or will absorb more heat.
Summative Test/Performance
What does the horizontal line mean?
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives
attained? Why or why not?
B. What went well? What went
wrong?
C. Mastery level of the learner.
% of those who did not master
the competencies (80% below)
% of those who averagely
mastered the competency/ies
(81%-91%)
% of those who proficiently
mastered the competency/ies
(91%-100%)
VI. UTILIZED LOCALIZED/ Kettle Graph of temperature versus time of Beaker of different sizes Table which shows specific heat
INDIGENIZED LEARNING Ice water when heat is continuously Thermometer capacities of different materials.
RESOURCES (Kindly identify) Source of heat applied Heat source
VII. LOG
 Grades 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards current- voltage-resistance relationship, electric power, electric energy, and home circuitry
B. Performance Standards Solve problems in series and parallel connection. Compute household electrical power consumption.
C. Learning Competencies/ infer the relationship between current and charge; S8FE-Ig-29
Objectives Write the LC code explain the advantages and disadvantages of series and parallel connections in homes; S8FE-Ig-30
for each differentiate electrical power and electrical energy; S8FE-Ig-31
Electricity Electricity Electricity Electricity
II. CONTENT Activity 1. Current and Voltage Activity 2. Current and Resistance Activity 3. What’s the Connection? Activity 3. What’s the Connection?
Part 1 Series Part 2 Parallel
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
What do you mean by a warning sign What is the relationship of voltage Town fiesta is incomplete without What is the type of connection
“Danger. High Voltage?” Is it really the with the current produced? running light game. What happen to commonly used in household
A. Reviewing previous lesson
voltage that kills? all lights when one light went down or electrical installations? Why it is
or presenting the new lesson
got busted? considered as the best type of
connection?
What are the components of electric Why is it that the copper wire is being How are lights or loads connected in a Draw a schematic diagram of the
circuits? What are its function? used as the main components of series connection? lights and outlet connections at home
B. Presenting examples/
electrical wiring. Gold is a better with floor plan as your basis.
instances of the new lesson
conductor than copper, why not gold
then?
Derive relationships of voltage What happen to the current produced Derive the formula for the current Derive the formula for the current
reading and current produced with if you increased the resistance of produced and the voltage in each produced and the voltage in each
C. Discussing new concepts varying amount of batteries wire? What are the ways to increase load, and the total resistance in the load, and the total resistance in the
and practicing new skills #1 connected. the resistance of a wire? circuit for a series connection based circuit for a parallel connection based
on the data obtained using multi- on the data obtained using multi-
tester tester.
V. EVALUATION/ Compare the electric circuit with the Advertisement then of Juday by Solve problems involving series Solve problems involving parallel
FORMATIVE (Any form of alternative water system in farming. Meralco shows that consuming connection connection
Summative Test/Performance What does each components of electricity is just like bringing home an
Test). Give a brief description electric circuit corresponds to artificial ice purchased from a market. What
and sample questions. water system? does it mean?
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Used battery Wire of same kind with different Christmas light for demo Blueprint of household electrical
INDIGENIZED LEARNING Flashlight bulb lengths and thickness Electrical source installation
RESOURCES (Kindly identify) Multi-tester Resistors , if available Battery
tester
VII. LOG
 Grades 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards the propagation of sound through solid, liquid, and gas
B. Performance Standards Explain the mechanical behavior of sounds in energy transfer
Safety devices in the home. infer how the movement of particles of an object affects the speed of sound through it;
C. Learning Competencies/
S8FE-Ig-32 S8FE-Ie-24
Objectives Write the LC code
investigates the effect of temperature to speed of sound through fair testing;
for each
S8FE-Ie-25
Electricity Sounds Sounds Sounds
Activity 4. Stay Safe Activity 1. The dancing salt and the Activity 2. Characteristics of waves: Activity 3. Sound race... Where does
II. CONTENT
moving beads! Comparing longitudinal and sound travel fastest?
transverse waves
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
What are the most common cause of Who loves music? How were you able How do sea waves move? Have you experienced swimming
A. Reviewing previous lesson household fires? to hear a music? underwater in a pool while someone
or presenting the new lesson is tapping a coin alongside a tile? How
does it feel? Why?
In old days, we use fuse as electrical What is a sound? What are the What are the parts of a wave? Which do you think will sound travel
B. Presenting examples/
protection. What is the purpose of a requisites to produce sounds? faster, in a gas, liquid, or a gas?
instances of the new lesson
fuse? What is a circuit breaker?
What is overloading? What is a short Can sound move an object? What is it What is an amplitude? Wavelength? Explain in terms of molecular
C. Discussing new concepts
circuit? How it is achieved? then that sound move? Frequency? composition of a medium how sound
and practicing new skills #1
travels.
V. EVALUATION/ Identify the minimum of dimension of Why do beads move in the performed Compare longitudinal wave to a Can sound travel in a vacuum? Why?
FORMATIVE (Any form of wires for each appliances, e.g., lights, activity? What does sound composed transverse wave. Draw and label each
Summative Test/Performance refrigerator, AC. Draw diagrams of of? Why do you produce sound when part.
Test). Give a brief description octopus connection. you talk? Explain how it is achieved.
and sample questions.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Pictures of protective electrical parts. Tuning Fork Rope Wood
INDIGENIZED LEARNING Pictures of wires with different Magic wave Metal rod
RESOURCES (Kindly identify) thickness. String
VII. LOG
 Grades 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards the propagation of sound through solid, liquid, and gas
B. Performance Standards Explain the mechanical behavior of sounds in energy transfer
infer how the movement of particles of an object affects the speed of sound through it;
C. Learning Competencies/
S8FE-Ie-24
Objectives Write the LC code
investigates the effect of temperature to speed of sound through fair testing;
for each
S8FE-Ie-25
Sounds Sounds Sounds Sounds
II. CONTENT Activity 4. Chimes...Chimes... Activity 5. Faster sound...In hotter or Activity 6. Reflecting and refracting Activity 6. Reflecting and refracting
Chimes... cooler? sound sound
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
Have you seen a wooden xylophone? According to a recent research, Is a sound proof room possible? How Have you ever watched a concert?
A. Reviewing previous lesson
A lyre? people in hotter places talk very fast it is achieved? Why it is held mostly at night time?
or presenting the new lesson
and are low spoken. Why?
Which among the materials will Can a temperature of an object be What is an echo? What is What is refraction? How is sound
B. Presenting examples/
produce a better sound, a wood, a related to a sound it produced? reverberation? refract?
instances of the new lesson
stone or a metal rod?
Explain in terms of molecular Explain in terms of velocity of Which surface will reflect sound best? Explain how temperature in regions at
C. Discussing new concepts
structure how better sound is molecules how temperature affects day time and night time deflects
and practicing new skills #1
produced? the sound produced. sound.
V. EVALUATION/ Identify at least five possible materials Solve problems in sounds involving Draw the possible reflection of sounds Draw the deflection of sounds in day
FORMATIVE (Any form of that produced sound. Arranged in temperature of objects in the given surfaces. Which reflected time and night time.
Summative Test/Performance ascending order in terms of quality of sound the best and why?
Test). Give a brief description sound produced.
and sample questions.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Video clip of wooden xylophone and Test tubes Video clip of concert held at day and
INDIGENIZED LEARNING lyre playing a music Water of different temperature night time.
RESOURCES (Kindly identify)
VII. LOG
 Grades 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards some properties and characteristics of visible light
B. Performance Standards discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of visible light
C. Learning Competencies/ demonstrate the existence of the color components of visible light using a prism or diffraction grating; S8FE-If-26
Objectives Write the LC code explain the hierarchy of colors in relation to energy; S8FE-If-27
for each explain that red is the least bent and violet the most bent according to their wavelengths or frequencies; S8FE-If-28
Colors of Light Colors of Light Colors of Light Colors of Light
II. CONTENT Refraction of Light Refraction of Light Activity 1. The colors of the rainbow Activity 2. Red versus Violet
Problem Solving
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
What is light? Will light travel the Why do light refract when travelling They say that there is a gold in the foot What is prism? Can you give other
A. Reviewing previous lesson same when transmitted through through different medium? of rainbow. Even rainbow may exist materials that may serve as artificial
or presenting the new lesson varying media? forever, will you ever catch and find or improvised prism?
the fortune? Why?
Why does pencil apparently breaks While hunting, you saw a fish under What are the colors of the rainbow? How do prisms disperse white light in
B. Presenting examples/
when submerged in a glass of water? water. How are you going to aim your Why do rainbows have different different colors?
instances of the new lesson
target? colors?
Draw the line taken by the path of Why do you think different objects Explain the different refraction of Identify the arrangement of colors in
C. Discussing new concepts light of a pencil submerged in a glass have different index of refraction? colors in the rainbow. the screen dispersed by the prism.
and practicing new skills #1 of water. What does it mean? Analyze in terms of object’s molecular Why it is arranged that way?
composition.
V. EVALUATION/ Draw the possible lines of the path Problem solving in Refraction of Light Problem Solving of Refraction What are the wavelengths of the
FORMATIVE (Any form of taken by light through a different in different medium involving colors different colors? What does it mean in
Summative Test/Performance medium. the screen dispersed by the prism?
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Glass of water Objects of different index of
INDIGENIZED LEARNING Pencil refraction
RESOURCES (Kindly identify) Coin
VII. LOG