Republic of the Department of Division of Muntinlupa

Philippines Education City

MUNTINLUPA NATIONAL HIGH SCHOOL
University Road, NBP Reservation, Poblacion, Muntinlupa City
LESSON EXEMPLAR IN SCIENCE
Baby’s Breath,
Begonia,
Grade Level 8 Section Bellflower, Unit 1st Quarter
Anthurium,
Calachuchi

Topic Heat and Temperature

Subtopic Heat and Temperature
Teaching Date October 23, 2023
The learners demonstrate an understanding of:
Content Standards
heat and temperature, and the effects of heat on the body
The learners should be able to:
Performance Standard discuss phenomena such as blue sky, rainbow, and red sunset using the
concept of wavelength and frequency of visible light
The learners shall be able to:
Learning Competency
 differentiate between heat and temperature at the molecular level;

Code S8FE-Ie-29

At the end of 60 minutes teaching- learning process, at least 70% of

the learners should be able to…
Specific Learning
Objectives  define heat and temperature
 differentiate heat and temperature
 determine what happens to an object when heated

Science Process Skills explaining, observing, describing, analyzing, critical thinking

References/Resources Garcia James. (n.d.). UNIT 1 Force, Motion, and Energy. 37-51

For Teachers Use For Students Use

Laptop, Projector/TV, Power
Point Presentation, chalk and Ballpen and notebook
Materials eraser
For Activity Use
Laptop, Projector/TV, Power
Point Presentation

Concepts: Heat is the transfer of thermal energy from one object to another because of
(Must specifically
explain or discuss
temperature difference.
the scientific
concept/s that is
introduced in the Thermal energy is the energy that is actually contained in an object due to the motion

PAGE 1
 of its particles.

Sources of Heat
1. Sun
2. Combustion
3. Friction
4. Electricity

Measuring Heat
- Heat is measured by the units of calorie and joule (J).
- calorie: The amount of energy needed to raise the temperature of 1 gram of water
by 1°C
- 1 calorie= 4.18 J

Temperature is the measure of the average kinetic energy of all the particles in the
object due to their random motions through space. Temperature is measured in units
lesson with
corresponding called degrees (°C, °F, °K).
equations and
illustrations as
needed) Phase Change is when matter changes from one state (solid, liquid, gas, plasma) to
another.
 Melting – from solid to liquid (ex. ice to water)
 Freezing – from liquid to solid (ex. water to ice)
 Evaporation – from liquid to gas (ex. water to water vapor)
 Condensation – from gas to liquid (ex. water droplets outside the cold drink)
 Deposition – from gas to solid (ex. water vapor to ice)
 Sublimation – from solid to gas (ex. dry ice to gas)
Thermal Expansion is where materials expand while being heated, causing them to take
more space.
Types of expansion:
- Solid
- Liquid
- Gas
Materials Students’
Teacher’s Task Assessment
Needed Task/Activity

The teacher will: The students will:

 Ask students to  Lead the
pray. prayer.
Daily  Instruct the  Maintain
Routine students to cleanliness.
(2 mins)
(Please identify the observe the  Pass their
different parts of
your daily routine
cleanliness of the assignments
before proceeding to classroom.
the lesson)
 Check the
attendance.
 Check the
assignments
Elicit Laptop,

PAGE 2
 The teacher will… The students… Fact or Bluff

- review the - read and 1. The higher

knowledge of the analyze the the frequency
learners by statement in the light
showing some - identify if the wave means
statements in the statement is a greater
PowerPoint fact or a bluff energy.
presentation and 2. The longer
they’re going to the
determine if the wavelength,
statement is a Answers: the greater
fact or a bluff. 1. Fact the energy
2. Bluff 3. Red color has
3. Fact the least
(5 mins) Projector, 4. Bluff amount of
(The activities in this
section will evoke or and Power 5. Fact energy.
draw out prior
concepts or prior Point 4. Violet is the
experiences from the
students)
Presentation color that is
bent the most
among the
seven colors
because it
has the
longest
wavelength.
5. Refraction is
the bending
of light rays
as they pass
obliquely from
one medium
to another.

Engage: Laptop,
(5 mins) Projector, The teacher will... The student will…
(The activities in this
section will stimulate and Power - let the students  identify the
their thinking and
help them access Point identify the pictures shown
and connect prior
knowledge as a
Presentation images shown in by the teacher 1.
jumpstart to the the PowerPoint  answer the
present lesson)
presentation. question asked
- ask a question for by the teacher
the students to
answer 2.

Answers:
1. Sun
2. Fire 3.
3. Flat Iron
4. Candle
5. Oven
6. Lamp

4.

PAGE 3
 5.

6.

Question:
What are these
objects?

Answer: Things that

produce heat or
sources of heat.

Explore: Laptop, Group 1

(10 mins) Projector, The teacher will… The students will… Hotness or
(In this section
students will be and Power  divide the class  be divided into Coldness
given time to think,
plan, investigate, Point into 2 groups 2 groups
and
collected
organize Presentation  give an activity for  perform the Materials:
information; or the each group activity - 3 identical
performance of the
planned/ prepared  tell the  report the containers
activities from the
students’ manual instructions of the results - Thermometer
with data gathering
activities - warm water
with Guide
Questions*). - tap water
Structured inquiry*
(room
temperature)
- cold water

Procedure:
~Fill the containers
with water.
1st container: warm
water
2nd container: tap
water (room
temperature)
3rd container: cold
water
~Measure the
temperature of the
water and write the
data in the table

~Dip your fingers for

PAGE 4
at least 1 minute.
~Measure again the
temperature of the
water and write the
result in the table.
~Calculate the
change in
temperature of water
in each container.

Guide questions:
1. In which
container(s) is
heat transfer
taking place?
What
evidence best
supports your
answer?
Within this
container,
which absorbs
heat? Which
gives off heat?
2. In which
container was
there the
greatest
amount of
heat
transferred?
What is the
basis of your
answer?

Group 2
Dye in Water

Materials:
- 3 transparent
containers
- 1 thermometer
- 3 plastic
droppers
- hot water
- tap water
(room
temperature)
- cold water
- dye (Food
color)

Procedure:
~Fill the containers

PAGE 5
 with water.
1st container: warm
water
2nd container: tap
water (room
temperature)
3rd container: cold
water
~With the dropper,
place a drop of dye
into the center of
each container.
~Carefully observe
and compare the
behavior of the dye
in the three
containers. Write
down your
observations.

Guide Questions:
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?
Explain: Laptop,
(15 mins) Projector, The teacher will process The students will
(In this section,
students will be and Power their answers in the participate actively
involved
analysis
in
of
an
their
Point activity. during the discussion.
exploration. Their Presentation
understanding is
clarified and The teacher will show
modified because of
reflective activities)/
the topic through Power
Analysis of the Point presentation.
gathered data and
results and be able The teacher will call a
to answer the Guide
questions leading to student to read what’s

PAGE 6
the focus concept or
topic for the day*. shown in the
presentation then ask
them what they
understand.

The teacher will explain

the concept.

Heat is the transfer of

thermal energy from one
object to another
because of temperature
difference.

Thermal energy is the

energy that is actually
contained in an object
due to the motion of its
particles.

Sources of Heat
5. Sun
6. Combustion
7. Friction
8. Electricity

Measuring Heat
- Heat is measured
by the units of
calorie and joule
(J).
- calorie: The
amount of energy
needed to raise
the temperature
of 1 gram of water
by 1°C
- 1 calorie= 4.18 J

Temperature is the
measure of the average
kinetic energy of all the
particles in the object
due to their random
motions through space.
Temperature is
measured in units called
degrees (°C, °F, °K).

Phase Change is when

matter changes from
one state (solid, liquid,
gas, plasma) to another.
 Melting – from
solid to liquid (ex.

PAGE 7
 ice to water)
 Freezing – from
liquid to solid (ex.
water to ice)
 Evaporation –
from liquid to gas
(ex. water to
water vapor)
 Condensation –
from gas to liquid
(ex. water
droplets outside
the cold drink)
 Deposition –
from gas to solid
(ex. water vapor
to ice)
 Sublimation –
from solid to gas
(ex. dry ice to
gas)
Thermal Expansion is
where materials expand
while being heated,
causing them to take
more space.
Types of expansion:
- Solid
- Liquid
- Gas

The teacher will… The students will… Generalization

- Let the students - Summarize
Elaborate: summarize their what they have I have learned that
(10 mins) understandings learned during ______
Laptop,
(This section will using the the discussion
give students the Projector,
generalization - Share their I have discovered
opportunity to
and Power
expand and concept. answers in that _____
solidify/concretize Point
their understanding - Call a student to front of the
of the concept and/or Presentation
apply it to a real- share his/her class I have realized that
world situation)
answers _____

Evaluation: Laptop,
(5 mins) Projector, The teacher will give 10- The students will Direction:
(This section will
provide opportunities and Power item quiz. answer the given Choose the letter of
for concept check
test items and
Point problems on their the correct answer.
answer key which Presentation notebooks.
are aligned to the
learning objectives – 1. Heat transfers
content and
performance The teacher will call a The called students from an area of ____
standards
address
and student to answer the will tell their answers. temperature to an
misconceptions –if question. area of ___
any)
temperature.
A. Low to high

PAGE 8
 B. Low to Low
C. High to low
D. High to high

2. Temperature of a
body measures the
molecular_______.
A. average kinetic
energy
B. average potential
energy
C. differences in
kinetic energy
D. differences in
potential energy

3. Heat is the
transfer of _____
from one object to
another due to a
difference in
temperature.
A. Current
B. Energy
C. Force
D. Velocity

4. What happens to
the molecules of a
substance as it gets
cooler?
A. The molecules
expand
B. The molecules
move faster
C. The molecules
move slower
D. The molecules
shrink

5. What is the unit of

heat?
A. Joule
B. Kilogram
C. Meter
D. Newton

6. Consider a kettle
filled with water to
the brim and placed
over the flame. After
few minutes, the
water overflows.
Why?
A. The kettle and

PAGE 9
 the water
expands at
the same time
B. The kettle is
not big
enough to
hold the
quantity of
water
C. The
expansion of
water is
greater than
the expansion
of the kettle
D. The lid of the
kettle is not
heavy enough
to control the
flow of the
water

7. Linda loves to eat

peanut butter, but
when she took the
peanut butter from
the refrigerator, she
cannot open it. She
knew that heating the
rim of the cover of
the peanut butter
spread makes it
easier to open. Why?
A. It has been
practiced
B. The heat
melts the seal
of the jar cap
C. The molecules
of the rim of
the container
move faster
and farther
D. The jar cap
expands
because of
the rapid
movement of
the molecules

8. Which of the
following explains the
effect of heat when
added to an object?
A. Gain of kinetic

PAGE 10
 energy will
cause the
molecules to
move faster
B. Gain of kinetic
energy will
cause the
molecules to
move slowly
C. Sudden
increase in
temperature
will cause an
object to
become hot
D. There will be a
change in the
state of matter
because of
the decrease
in temperature

9. In which container
will the dye move
faster?

A. Hot water
container
B. Cold water
container
C. Tap water
container
D. Both A and B

10. How do you

relate the
temperature of the
water to the rate of
the scattering of the
dye?
A. The higher the
temperature of
the water, the
slowest the
scattering of
the dye
B. The higher the
temperature of
the water, the
fastest the
scattering of
the dye
C. The lower the

PAGE 11
 temperature of
the water, the
fastest the
scattering of
the dye
D. The lower the
temperature,
there is no
movement in
the dye

- The teacher will  The student will Assignment:

let the students copy the
Extend: copy the assignment on 1. Why light is
(5 mins) Laptop, assignments on their important?
(This section gives
situation that
Projector, their notebooks notebooks.
explains the topic in and Power
a new context, or
Point 2. Which fields of
integrate it to
another
Presentation work does the
discipline/societal
concern) study of light
is applicable?

Remarks

A. No. of learners who earned 70% on the

formative assessment.

B. No. of learners who require additional

activities for remediation.

C. Did the remedial lessons work?

D. No. of learners who caught up with the
lesson.

E. No. of learners who continue to require

Reflection: remediation.

F. Which of my teaching strategies worked

well? Why did this work?

G. What difficulties did I encounter which

my principal or supervisor can help me
solve?

H. What innovation or localized materials

did I use/discover which I wish to share
with other teachers?

PREPARED BY:

PAGE 12
Niño Jerald Razo
Student Teacher

CHECKED BY:

Mrs. Imelda S. Camania

Cooperating Teacher

NOTED BY:

Mr. Jason B. Albaro

Head Teacher V

PAGE 13