Republic of the Philippines

Department of Education
Region VII, Central Visayas
City of Naga Division
ALPACO NATIONAL HIGH SCHOOL

LESSON PLAN IN SCIENCE

Section and Time: Grade 8 – Molave / 10:15 – 11:15 Date:10/03/22

Learning Differentiate between heat and temperature at the molecular level. (S8FE- Level 8
Competency 1g-29)
Quarter 1st
Learning Knowledge: Describe the effects of heat transfer. Week 8
Objectives No.
Skills: Observe the effects of heat transfer
Day 1

Attitudes: Appreciate the concept of the effects of heat transfer

Topic The Effects of Heat Transfer Duration

60 minutes
Resources Needed Science 8: Learner’s Manual; pages 37 – 48
Science 8 – Teacher’s Guide; pages 27 – 33
3 transparent containers
1 thermometer
3 plastic droppers
hot water
tap water (room temperature)
cold water
dye (Food color)
crushed ice
1 glass container
timer (stopwatch)
stirring rod

PROCEDURE:
Element of
Suggested Activities
the Plan
Awareness 1. Prayer
2. Checking of the attendance
3. Checking/Passing of the assignment
4. The teacher will ask the following questions to the students;
a. What happens to solids, liquids, or gases when they absorb or release heat?
b. What if you continue to heat the water further until it boils? What do you think will
happen to the temperature of the water?
c. Does heat affect all kinds of materials in the same way? Explain your answer.

Activity 1. Divide the class/students into 5 to 6 groups.

2. Give instructions to the students about the activities.
(See attachment for the procedure.)
3. Let the students perform the activities.
4. Students will report their outputs to the class.
Analysis The teacher will ask the following questions to the students;
1. How is temperature related to the speed of the particles?
2. How is temperature related to the kinetic energy of particles?
3. What happens to the temperature of water while changing from ice to liquid water?
 4. What happens to the temperature of water as it boils?
5. What do you mean by thermal expansion?
6. What is a thermometer? Why does the liquid inside the tube of the thermometer go up or
down?
Abstraction If heat is added to an object, the particles of the object gain kinetic energy and they
move faster. Since temperature is directly related to kinetic energy, any gain in kinetic
energy would cause the temperature to increase. Conversely, if heat is transferred or
removed from an object, it loses kinetic energy, its particles move slower and the body’s
temperature decreases.
Phase change is the change that may occur when heat is added to or taken out from an
object. For example, that water can change from solid (ice) to liquid (water) or from liquid to
gas (steam).
The temperature of water increases as it boils.
Application Students will answers the following questions;
1. How does evaporation of perspiration from your skin cool your body?
2. Is it possible for heat to flow from a cold body to a hot one? Explain your answer.

Assessment Students will answer the following questions;

1. What are the factors that determine the amount of heat that a body can transfer?
2. To raise the temperature of an object, should you add heat to it? If you add heat to an
object should you raise its temperature? Explain your answer.
3. What are the effects of heat transfer?
Assignment Students will answers the questions and also bring the following materials;
1. What is heat capacity?
2. List down at least 5 materials with their specific heat capacities.
3. Bring the following materials;
a. 2 identical small containers (each with 100 ml of liquid sample)
b. 2 identical large containers (large enough to accommodate the small containers)
c. 2 thermometers
d. hot water
e. liquid samples: water, cooking oil
Reference: Science 8: Learner’s Manual; pages 49 - 51
Remarks The teacher will prepare the set up of the activities if there is no enough time.

Harvested by: Checked by:

BEVERLY V. LESCANO LIBERTY M. BAYKING
Teacher School Head
 Activity No. ____
Dye in water

Objective
At the end of this activity, you should be able to explain the scattering of the dye in water at different
temperatures.

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

Procedure:
1. Fill the three containers separately with cold water, tap water, and hot water.

2. Measure the temperature of the water in each container. Record your measurements in Table 2 below.

Table 2: Data for this Activity

Container Temperature Observations

(0C )
Container 1
Container 2
Container 3

3. With the dropper, place a drop of dye into the center of each container as shown in Figure 2. (Note: It is
better if you place drops of dye into the three samples simultaneously.)

Figure 1
4. Carefully observe and compare the behavior of the dye in the three containers. Write down your observations
in Table 2.

Q1. What similarities and differences did you observe when a drop of dye was added to each container?

Q2. In which container did the dye scatter the fastest? In which di it scatter the slowest?

Q3. How do you relate the temperature of the water to the rate of scattering of the dye?

Q4. In which container are the particles of water moving fastest? In which container are the particles moving
slowest?

Q5. How is temperature related to the speed of the particles?

Q14. How is temperature related to the kinetic energy of particles?

 Activity No. ____
What happens when ice melts?

Objective
After this activity, you should be able to answer this question:
What happens to the temperature of water while changing from ice to liquid water?

Materials needed:
crushed ice
1 glass container
timer (stopwatch)
stirring rod

Procedure:
1. Put some crushed ice and a little cold water into the container.

2. Stir the contents of the container for few seconds; then, measure the temperature of the contents.

Avoid letting the thermometer touch the bottom of the container to ensure that you are actually
measuring the temperature of the water.

Record your temperature reading in Table 2 below.

Table 2: Temperature readings for melting ice

Time (min) Temperature (0C )
0 (Initial)
2
4
6
8
10
12
14

3. Repeat step 2 every 2 minutes. Make sure that you stir and measure exactly the same way each time. Record
each measurement in Table 3.

Q1. Why does the ice inside the container melt after sometime?

4. Continue measuring until the ice has totally melted and even after it has already melted completely (around
4-6 minutes more).

5. Construct a temperature against time graph. Draw a smooth line that passes through almost all the points.

Q2. Which is your dependent variable? Which is your independent variable? (Note that the independent
quantity is plotted along the X-axis while the dependent quantity is plotted along the Y-axis.

Q3. Describe your graph.

Q4. Describe the temperature of the water while the ice melting.

Q5. Describe the temperature of the water after the ice has melted.
 Activity No. ____
What happens to the temperature of water as it boils?

Materials:
beaker
stirrer
thermometer (can measure up to 100°C)
alcohol burner
water (hot water)
stand or tripod with wire gauze

Procedure:
1. Fill the beaker with 100 mL hot water and place it above the alcohol burner using the tripod with wire gauze.

2. Measure and record the temperature of the water every 2 minutes until it boils. Once the water starts to boil,
continue taking the temperature for 4-6 more minutes.

3. Plot the graph of temperature against time.

Q1. Describe and interpret your graph.

Q2. What similarities and differences have you noticed between your graphs in Activity 2 and Activity 3?