School SAN JUAN CITY SCIENCE HIGH SCHOOL Grade Grade 8

Teacher PRIMELYN D. WAGAS SCIENCE A

Learning Area
Date & Time FEBRUARY 27 – MARCH 3, 2023 (WEEK 3) CHEMISTRY
DAILY LESSON LOG Andromeda – T, W, Th, F (07:00-08:00 AM)
Section Centaurus – M, W, Th, F (10:15-11:15 AM) Quarter THIRD
Comet – M, T, W, Th, (08:00-09:00 AM and 2:15-3:15 PM)
Milky Way- T, W, Th, F (12:00-01:00 PM)

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVE
A. Content The learners demonstrate an understanding of the particle nature of matter as basis for explaining properties, physical changes, and structure of
Standards substances and mixtures.
B. Performance The learners should be able to present how water behaves in its different states within the water cycle.
Standards
Explain physical changes in
Show how phase changes
terms of the arrangement and
in matter are affected by a
C. Learning motion of atoms and molecules;
change in temperature at
Competencies/ (S8MT-IIIc-d-9) Enumerate and discuss the different physical/phase changes in matter
the molecular level (video
(Evaporation, Condensation, Sublimation, etc.).
Objectives clips, role-playing, etc.).
Differentiate physical
from chemical change.

II. CONTENT
PHASE CHANGES OF MATTER

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s
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Material pages
3. Textbook pages
4. Additional
Materials for Laptop, videos, PowerPoint, TV, and Extension Wire
Learning Resources
(LR) Portal
B. Other Learning
http://www.depedbataan.com/resources/9/k_to_12_entrepbased_pc_hardware_servicing_learning_module.pdf
Resources
IV. PROCEDURES
A. Reviewing the Ask the students what happens Show a picture of water cycle.  Have the students imagine eating their
previous lesson or when a cold bottle was taken own ice cream.
presenting the new from the fridge and left in an  For instance, if they are eating outside Show a picture or a short video
lesson open space. under the scorching sun, how would they clip of the melting of polar regions.
eat their ice cream? (The teacher may touch a little
 Why is it so? about climate change.

B. Establishing a (Adapted) Prepare a Ask the students how clouds form. Ask the following questions: Ask the following: 1. What have
purpose for the demonstration with the ff 1. What will happen to the ice cream if it you noticed on the picture/ seen in
lesson materials: (Note: Should be done is not eaten immediately? Why? the video? 2. What can you say
5-10 minutes before the time) 2. In what situation will the ice cream about its effects in the
2 clear plastic cups melt faster? slower? environment? 3. How did this
Room temperature water 3. What might be the factors involved in happen?
Ice cubes Zip lock (gallon size) the process? (Introduce the melting process)
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
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 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?

C. Presenting Essential Question: What happens when particles lose their energy and Essential Question: What happens to the kinetic energy of the molecules when
examples/ instances drop their temperature? temperature increases/decreases and heat transfer continues?
of the new lesson
D. Discussing new The teacher may opt to use the
concepts and following:
practicing new a. Illustration/Drawing
skills #1 b. Model
Perform Activity #6: What c. Multimedia Presentation
Perform activity #5 Part B: Cooling Water page 186. changes take place when ice turns d. Others With their chosen
into liquid water? materials, students will create their
Answer guide questions #6-9 Answer the guide questions found own particle model of the
on pages 187-188. following scenario:
a. solid-liquid
b. gas-liquid
c. liquid-gas
d. liquid-solid
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Students will present their findings Students will present their findings in
mastery in class through class reporting class through a class report with the use of
with the use of the table and guide the table and guide questions. (Please
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 questions. (Please refer to LM for refer to LM for the guide questions)
the guide questions)
G. Finding Key Questions:
practical 1. What do you think may be the biggest
Key Questions:
application of factor which contributed to the
1. What happens to water when it is
concepts and skills melting/freezing process?
cooled?
in daily living 2. What happened to the kinetic energy of
2. How does the process of
particles from solid to liquid?
condensation take place?
3. What happened to the kinetic energy of
3. Why do droplets form at the
particles from liquid to solid?
surface of a covered hot container?
4. How does melting take place?
5. How does freezing take place?

H. Making
generalizations and
abstractions about
the lesson
I. Evaluating TRUE or FALSE Write True if the
learning statement is correct and False if it is Identification:
not. 1. It is the process where the liquid turns
1. As the temperature increases, the into a solid.
kinetic energy increases as well. 2. What happens to the kinetic energy of Criteria:
(True) particles when the object melts? 40% Accuracy
2. When particles lose their energy, 3. If the temperature surrounding the 35% Creativity
they return to their original state. object is greater, what process will take 15% Resourcefulness
(True) place? 10% Neatness
3. Condensation is a process in 4. It is the process where a solid turn into Total: 100%
which a liquid turn to its gaseous liquid. 5. When heat is decreased, the
state. (False) object melts/freeze?
4. The gaseous state of water is
called water vapor. (True)
J. Additional Cite other practical examples or Explain to students that there are cases
activities for situations where you could observe that some substances can change directly
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application or from solid to gas. This process is called
remediation the process of condensation. SUBLIMATION. The opposite of this is
called the DEPOSITION.
V. REMARKS

VI. REFLECTIONS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for the 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 the
teaching strategies
worked well? Why
did this work?

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F. What difficulties
did I encounter that
my principal or
supervisor can help
me solve?

G. What innovation
or localized
materials did I
use/discover that I
wish to share with
other teachers?

Checked by:

Prepared by: Mr. Catalino A. Camayra

Science and Mathematics Coordinator
Teacher III
Mrs. Primelyn D. Wagas
Teacher I Approved by:

Mrs. Helen S. Acedo

Education Program Supervisor
Officer-In-Charge
Office of the School Head

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