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Science 8 1st Quarter DLL (By Day)
Science 8 1st Quarter DLL (By Day)
Bolhoon National HS
NHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry G.
Rutchie Mae B. Corria
Lasque Learning Area Science
Teaching Date
Quarter First (Physics)
and Time
DAY: MONDAY
I. OBJECTIVES
C. (S8FE-Ia-15)
A. References
1. Teacher's Guide Pages pp. 5 - 8
2. Learner's Materials Pages pp. 3 - 6
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Science 8 (First Quarter- pp. 1-5)
IV. PROCEDURES
Present the following statement in class and ask the students if they
agree or disagree with them. Select two to three students per group to
justify or explain their answer.
The teacher will place a ball or any object on top of a table and ask:
D.
Discussing new concepts and
practicing
new skills #1
a) Will this object move by itself?
b) How can we make this object move?
c) While it is moving, how can we make the object speed up or slow
down?
d) How can make it stop?
e) How can we make it change its direction?
Analysis:
Situation 1
1. Is the pen at rest or in motion?
2. Are there forces acting on the pen? If yes, draw the forces. You may
F. use arrows to represent these forces.
Developing mastery
3. What happens to the pen? What could have caused the pen’s
(Leads to Formative Assessment 3)
motion?
Situation 2
1. Is the book at rest or in motion?
2. Are there forces acting on the book? If yes, draw the forces
acting on the book.
3. Did the book move? How will you make the book move?
3. What is gravity?
A. Newton’s first law
B. The force that objects exert on each other because of their
masses
*C The downward pull on the Earth
D. The friction that an object has put on it
4. Which is the best example of gravity?
A. A car hits a tree, and its motion stops
B. A breeze blows, and a sailboat moves
C. A book is pushed, and it moves across the table
*D. A person drops a ball, and it falls to the ground
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
C. (S8FE-Ia-16)
A. References
1. Teacher's Guide Pages pp. 5 - 8
2. Learner's Materials Pages pp. 3 - 6
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal
B. Other Learning Resource Lesson Guide Science 8 (First Quarter- pp. 8-10)
IV. PROCEDURES
A.
Reviewing previous lesson or What are the forces acting on an object at rest?
presenting the new lesson What are examples of balanced forces?
Students were given time to watch a short video clip about balanced
and unbalanced forces
B. Establishing a purpose for the Lesson
( www.youtube.com/watch?v=HEJOybRxclk)
F. Developing mastery
Discuss the answers in the activity
(Leads to Formative Assessment 3)
Study the given pictures below and describe the forces involved.
Direction: Read each statement carefully and write the letter of the
correct answer.
2.When one force in a pair is greater than the other, we call this:
A. balanced force
*B. unbalanced force
C. magnitude
D. friction
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp 10-11
2. Learner's Materials Pages pp. 10 -12
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 11 - 12
IV. PROCEDURES
R E C F O
B. Establishing a purpose for the Lesson
3. An action or process of moving or of changing place or position.
T I N O O M
I A E R I T N
PART A.
F. Developing mastery 2. What happens when you flipped the cardboard? Explain.
(Leads to Formative Assessment 3)
PART B.
1. What happen to the remaining books after one book was pulled?
Why is this so?
Use the following examples to explain how Newton's first law occurs
in everyday events:
a) car suddenly stops and you strain against the seat belt.
G. b) when riding a horse, the horse suddenly stops and you fly over its
Finding practical applications of
head.
concepts
and skills in daily living
c) the magician pulls the tablecloth out from under a table full of
dishes.
Newton's first law states that an object at rest will stay at rest or an
object in motion will stay in motion and travel in straight line, as long
H. Making generalizations and as no external net force acts on it. The object will change its state of
abstractions motion only if there is unbalanced or net force acting upon it. Inertia
about the lesson is measured in terms of mass. An object having greater mass has
greater inertia
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
S8FE –Ib-17
Demonstrate how a body responds to changes in motion.
Objectives:
Learning Competencies / Objectives
C. 1. State the Law of Acceleration.
Write the LC code for each
2. Discuss the relationship between net force on an object and its
acceleration, and between the mass of an object and its
acceleration.
3. Cite some applications of this law in our daily life.
Module I: FORCE AND MOTION
II. CONTENT Lesson 4: THREE LAWS OF MOTION
Law of Acceleration
A. References
1. Teacher's Guide Pages pp. 11- 12
2. Learner's Materials Pages pp. 15 - 16
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 14 - 19
IV. PROCEDURES
The teacher will present two balls of different masses. Then ask the
students which of the two balls will accelerates faster?
Why?
1. Differentiate the two balls in terms of mass. Which has the greater
D. Discussing new concepts and mass?
practicing
new skills #1 2. If equal amount of force will be applied in the two balls, then
which will accelerates faster?
E. Discussing new concepts and
Do the activity on The Law of Acceleration, Lesson Guide G8 First
practicing
Quarter pp.17 - 19
new skills #2
Developing mastery
(Leads to Formative Assessment 3) A. 1. What variable/s is/are said to be constant in the activity?
2. What is the effect of varying the amount of force on the
acceleration of the cart?
F. 3. What relationship exists between the force and acceleration
when the mass of the cart is kept constant?
B. 1. What variable/s is/are said to be constant in the activity?
2. What is the effect of varying the mass on the acceleration of
the cart?
3. What relationship exists between the mass and acceleration
when the force is kept constant?
Direction: Read each statement carefully and write the letter of the
best answer.
1. Which among the Newton’s Laws of Motion states that force
equals mass times acceleration?
A. 3rd Law B. 1st Law
*C. 2nd Law D. all of the above
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
C. S8FE –Ib-17
Demonstrate how a body responds to changes in motion.
Learning Competencies / Objectives
Objective:
Write the LC code for each
Solve problems involving the interrelationships of net force, mass
and acceleration
A. References
1. Teacher's Guide Pages pp. 13- 16
2. Learner's Materials Pages pp. 15 - 17
3. Textbook Pages
Physics ( Science and Technology Textbook- NPSBE Edition)
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students to restate the second law into a simple statement.
presenting the new lesson
Derivation of Formula:
a α F and a α 1/m
Therefore a α F/m
Mathematically, a = F/m
where a= acceleration
m= mass
F= force
C. Law of Acceleration
Presenting examples / instances of the
1. A huge stone is pushed with 30 N of force. If there is only 5N of
new lesson
friction and the stone’s mass is 88 kg. What is the acceleration of
the table?
2. A car is being towed. If its mass is 1750 kg and it accelerated at
5m/s2, how much netforce is involved?
A = F/m
F = ma
M = F/a
J. Additional activities for application or Give additional information regarding: balance and un balance
remediation forces>
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
C. S8FE –Ib-17
Demonstrate how a body responds to changes in motion.
Infer that when a body exerts a force on another, an equal
amount of force is exerted back on it.
Learning Competencies / Objectives
Objectives:
Write the LC code for each
1. State Newton’s Third Law of Motion
2. Compare the two interacting forces in terms of magnitudes and
directions.
3. Identify the action and reaction forces in the given situations.
A. References
1. Teacher's Guide Pages pp. 13 - 16
2. Learner's Materials Pages pp. 18 - 19
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 23 - 25
IV. PROCEDURES
F. Developing mastery
(Leads to Formative Assessment 3)
Situation 1 Situation 2
The class will be divided into small group. Each group is assigned to
1 of the situations listed below. They will be given 1 minute to
draw/paint the scene and another 30 seconds to position
themselves. Challenge the students to guess the picture of the other
G. Finding practical applications of group then ask them to identify the action-reaction forces present.
concepts
and skills in daily living a. walking
Direction: Read each sentence carefully and write the letter of the
correct answer.
1. As a 500 N lady sits on the floor, the floor exerts a force on her
equal to______________.
A. 1000 N *B. 500 N
C. 250 N D. 50 N
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 13 - 16
2. Learner's Materials Pages pp. 18 - 19
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 26- 28
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall the second law of motion. How is the acceleration of the body
the new lesson being affected by its mass.
Try to whirl a stone tied to a string horizontally above your head.
Then observe what happen if you release the object. How does it
travel after release?
E. From the video clip presented, how does circular motion related to
Discussing new concepts and practicing
the laws of motion. Discuss it in terms of change in velocity
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
Why are accidents more frequent along a curve path?
and skills in daily living
According to Newton’s second law of motion acceleration is
produced by a net force. The net force and the acceleration must be
in the same direction. From the second law, F = m a.
If applied to uniform motion, the acceleration becomes the
centripetal acceleration and the net force. Since it is also directed
towards the axis of rotation, it becomes the centripetal force.
Centripetal force can be defined as the net force on an
object that maintains the object’s circular path and is directed
towards the center of the circular path. The formula in calculating for
the centripetal force is Fc = mac ,
where: Fc = centripetal force (N)
m = mass (kg)
a = centripetal acceleration (m/s2)
H. Making generalizations and abstractions
about the lesson If using the tangential speed and angular speed the
equation can be rewritten as:
Fc = mv2 / r or mrώ
Where:
Direction: read the questions below and select the letter of the best
answer.
3. All are examples of events/ activities in our daily life which shows
or illustrates the need of a central force. Which is not included in
the group?
I. Evaluating Learning A. merry-go-round
B. banking on curved
C. satellite moon
*D. cyclist on the straight road
5. When a car turns around a curve and its speed doubled, what
happens to the force between the road and its wheels?
A. It doubles
*B. It increases four times
C. It is reduced to one-half
D. It is reduced to one-fourth
Journal entry:
Think and look for words and ideas that relate to the word on the
box. Write the words and ideas on the lines around the box.
J. Additional activities for application or
remediation CENTRIPETAL FORCE
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ic-20)
A. References
1. Teacher's Guide Pages 18-19
2. Learner's Materials Pages 21-23
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Grade 8 First Quarter, pp. 29-30
B. Other Learning Resource
IV. PROCEDURES
Simple Demonstration:
D.
Discussing new concepts and practicing From the three demonstrations, which activity showed that
new skills #1 work is done or no work done? Explain.
E. Discussing new concepts and practicing Do the Activity on Is there work done?
new skills #2 Lesson Guide Grade 8 First Quarter pp. 29-30
Analysis:
F. Developing mastery 2. Why do you think situation number 3 did not show that no work
(Leads to Formative Assessment 3) is
done? Why?
4. How will you relate the force and the direction of the motion?
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ic-20)
A. References
19 – 20
1. Teacher's Guide Pages
24 – 25
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Grade 8 First Quarter, pp. 33-34
B. Other Learning Resource
IV. PROCEDURES
30 degrees 45 degrees
I. Evaluating Learning A B
45 degrees Horizontal
C *D
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ic-20)
A. References
1. Teacher's Guide Pages 20-21
2. Learner's Materials Pages 25-26
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Grade 8 First Quarter pp 37-38
B. Other Learning Resource
IV. PROCEDURES
D. Discussing new concepts and practicing Do the Activity - Lesson Guide Grade 8 First Quarter pp 37-38
new skills #1
Analysis:
1. Is there work done on the ball?
E.
Discussing new concepts and practicing 2. What can a moving ball do when it interacts with other
new skills #2 object?
3. What happens to the energy of the ball (doing the work) and
the
bottle ( on which work is done)? Explain your answer.
F. Developing mastery
Discuss the answers in the given activity
(Leads to Formative Assessment 3)
Cite other examples of energy transfer in your daily life
G. Finding practical applications of concepts situations.
and skills in daily living
2. Describe the energy changes that take place when the ball
is
thrown upward.
a. Potential to Kinetic
b. Kinetic to Potential
c. Both a and b
d. Cannot be determined
V. REMARKS
VI. REFLECTION
DAY: Tuesday
I. OBJECTIVES
B. Performance Standards
(S8FE-Ic-21)
A. References
23-24
1. Teacher's Guide Pages
34-35
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Grade 8 First Quarter, pp. 40-41
B. Other Learning Resource
IV. PROCEDURES
D. Discussing new concepts and practicing Do the Activity on How POWER-ful am I, Lesson Guide Grade 8
new skills #1 First Quarter, pp. 40-41
E.
Discussing new concepts and practicing
new skills #2
Q1. Who among the group members had the highest power
output?
Q2. What is the highest power output?
Q3. Who among the group members had the lowest power
output?
Q4. What is the lowest power output?
Q5. What can you say about the work done by each member of
the group? Q6. Did each member perform the same amount
of work in climbing the
stairs?
Q7. What factor/s determined the highest/lowest power output?
F. Developing mastery
Discuss the answers in the given activity
(Leads to Formative Assessment 3)
Your opinion here!
V. REMARKS
VI. REFLECTION
DAY: Tuesday
1. Define kinetic energy.
2.Relate the speed and position of object to the amount of energy
I. OBJECTIVES
possessed by a body.
3. Calculate the kinetic energy of a moving body.
The learner demonstrates understanding of work using constant
force, power, gravitational potential energy, kinetic energy, and
A. Content Standards
elastic potential energy
B. Performance Standards
C. (S8FE-Id--22) (S8FE-Id-23)
A. References
1. Teacher's Guide Pages 21
2. Learner's Materials Pages 26-28
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 43-44
IV. PROCEDURES
F. Developing mastery
Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
How do kinetic energy applies to everyday life?
J.
Additional activities for application or What is potential energy?
remediation
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Id--22) (S8FE-Id-23)
A. References
21-22
1. Teacher's Guide Pages
28-33
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 47-49
IV. PROCEDURES
Present the video to the class and have them watch the video
about the roller coaster ride
Establishing a purpose for the Lesson
B. (https://www.youtube.com/watch?v=JFNKyi_lzyg)
E. Analysis:
Direction: Read the questions below and choose the letter of the
correct answer.
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 49 - 51
2. Learner's Materials Pages pp. 71 – 73
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 52 - 54
IV. PROCEDURES
0
C. Presenting examples / instances of the Why do sound vibrates?
new lesson How does it travel through space?
D. Discussing new concepts and
practicing Do the activity on Sound, Lesson Guide G-8 First Quarter pp. 52-53
new skills #1
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 49 - 51
2. Learner's Materials Pages pp. 71 – 73
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 55 - 58
IV. PROCEDURES
B. Establishing a purpose for the Lesson How do you communicate to your love ones miles away from you?
If you flock the string of the guitar one by one how do the sound
differs?
1. Sound is an example of
*A. a longitudinal wave.
B.. a wave that can travel through a vacuum.
C. a transverse wave.
D. a wave that does not transmit energy.
• Frequency
• Amplitude
J. • Pitch
Additional activities for application or
• Loudness
remediation
• Intensity
• speed
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 51 - 52
2. Learner's Materials Pages pp. 75 – 77
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 58 - 61
IV. PROCEDURES
1. When there are more waves passing through the reference point
Discussing new concepts and in a period of time, which wave characteristic also increases?
E. practicing
new skills #2 2. When there are more waves passing through the reference point
in a period of time, what happens to the wavelength of the
waves?
F. Developing mastery
Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
G. Finding practical applications of Discuss the importance of Doppler effect in daily occurrences.
concepts and skills in daily living
Sound differ from one another in loudness, intensity, pitch and
quality. Sound waves have frequency, wavelength and speed.
H. Making generalizations and Loudness depends on the amplitude of vibration.
abstractions Intensity depends on the amplitude of vibration and the area of
about the lesson vibrating body perpendicular to the direction of wave motion.
Pitch depends on the frequency of vibration. Pitch is the
frequency of a sound as perceived by human ear. A high
frequency gives rise to a high pitch note and a low frequency
produces a low pitch note. Figure 2 shows the frequencies of
same common sounds. The pitch of sound goes up and down.
Sound quality distinguishes one sound from another.
A A P I T C H L L M I
X X D G H J I L S X X
S S S D F G H D D D D
I. Evaluating Learning Q I N T E N S I T Y Q
W E W E R O O H K K Q
L O U D N E S S I I Q
T Y R D G F D H H J Q
O O K K Q U A L I T Y
C F R E Q U E N C Y R
1. Differentiate the speed of sound in three medium
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 52 - 53
2. Learner's Materials Pages pp. 78 – 80
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 62 - 65
IV. PROCEDURES
2. Did you hear the mobile phone vibrate when you held it at arm's
length? When you held it against the wooden dowel? When you
held it against the metal rod?
5. When the ringing of the spoon was too quiet to be heard through
the air, could it be heard through the string?
10. Do you have any idea what makes sound move fast in solids?
( Note: If there is still time teacher may present a video clip on the
F. Developing mastery
transmission of sound www.youtube.com/watch?v=GkNJvZINSEY)
(Leads to Formative Assessment 3)
Why does sound travel faster in solids than in liquids, and faster in
liquids than in gases (air)?
Direction: Read the following and write the best letter of your choice.
1. Sound waves travel faster in water than in air because water has
a greater ___________.
A. density.
* B. elasticity.
C. number of molecules.
D. volume.
2. When a wave travels through a medium_____.
A. particles are transferred from one place to another
B. energy is transferred in a periodic manner
*C. energy is transferred at a constant speed
D. none of the above statements is applicable
A. RADAR * B. SONAR
C. MIR D. CRO
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 53
2. Learner's Materials Pages pp. 82 - 85
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 66 - 69
IV. PROCEDURES
A. Reviewing previous lesson or presenting Why does sound travel faster in solids than in liquids, and faster in
the new lesson liquids than in gases (air)?
Picture Analysis:
Discussing new concepts and practicing Do the activity on Faster sound… In hotter or cooler?
D. new skills #1 Lesson Guide G-8 First Quarter pp. 67 or LM pp. 83- 84
E.
1. Which cylinder gave the loudest sound?
2. Which cylinder gave the highest pitched sound?
3. If pitch is directly dependent on frequency, then, which
Discussing new concepts and practicing
cylinder gives the highest frequency sound?
new skills #2
4. Since wave speed is directly dependent on frequency, then,
which cylinder gives the fastest sound?
5. How would you relate the temperature of the medium with the
speed of sound?
F. Developing mastery Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts Why do we hear loud sound of music on a hot day than on rainy
and skills in daily living day?
Temperature is a condition that affects the speed of sound.
Heat, like sound, is a form of kinetic energy. Molecules at higher
temperatures have more energy, thus they can vibrate faster. Since
the molecules vibrate faster, sound waves can travel more quickly.
The speed of sound in room temperature air is 346 meters per
second. This is faster than 331 meters per second, which is the
speed of sound in air at freezing temperatures. For every degree
rise in temperature, the increase in the speed of sound is 0.6m/s. At
00C, the speed of sound in air is 331m/s. At 10C, the speed will
become 331.6m/s. This is determined by the use of the equation:
v = 331m/s + (0.6m/s0C) T
Speed of Sound
343.6 m/s
330.4 m/s
1. How would you relate the temperature of the medium with the
speed of sound?
A. The higher the temperature, the faster the sound travels.
B. The higher the temperature, the slower the sounds travel.
C. The lower the temperature, the faster the sound travels.
D. The lower the temperature, the slower the sound travels.
I. Evaluating Learning 2. What is the speed of the sound in air of 250 C temperature?
A. 336m/s B. 325m/s
C. 346m/s D. 355m/s
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 53 - 54
2. Learner's Materials Pages pp. 85 - 89
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 70 - 76
IV. PROCEDURES
D. Discussing new concepts and practicing Do the activity on Properties of Sound, Lesson Guide G-8 First
new skills #1 Quarter pp. 74- 76
1. Compare the clearness of sound without the book and with the
book as barrier.
Questions:
G.
Finding practical applications of concepts
and skills in daily living
3. You can hear noises a long distance away over water at night
because
I. Evaluating Learning A. of lowered temperature.
B. water conducts sound better at night.
C. sound is reflected off water more efficiently at night.
D. of refraction of sound in air.
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages 55-56
2. Learner's Materials Pages 94-97
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Part A:
1. List and arrange the observed colors according to how
Discussing new concepts and practicing
they appear on the paper.
new skills #2
Part B.
2. Describe the position of the different colors after passing
through the prism
3. Explain the dispersion of white light. Why is the prism or
water able to separate the colors of white light?
F.
Developing mastery Discuss the answers in the activity given
(Leads to Formative Assessment 3)
G
Light travels in
Making generalizations and abstractions a straight line. This is so as long as long as the medium in which
about the lesson it is traveling is uniform all throughout. When light crosses a
boundary between two transparent media of different optical
densities, light bends. The bending of light due to change in its
speed is called refraction. When light travels from air to water,
the speed of light decreases because the optical density of
water is greater than air.
J. Additional activities for application or What are the different colors of light?
remediation
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
Objectives:
Learning Competencies / Objectives
Infer that:
Write the LC code for each
(a) white light is made up of many different colors of light and
(b) each of these colors of light bends differently when it strikes
objects like a prism.
A. References
57-60
1. Teacher's Guide Pages
98-100
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Describe the behavior of light as it passes from one medium to
new lesson another
Part A:
1. List and arrange the observed colors according to how they
appear on the paper.
Part B.
2. Describe the position of the different colors after passing
through the prism.
5. What did you observe with the indices of refraction of the colors
of light in the acrylic prism?
F. Developing mastery
Discuss the answer in the activity given
(Leads to Formative Assessment 3)
Do you agree in the saying that “At the end of a rainbow is a pot
of gold”. Why or why not.
1. Dispersion
2. After the rainstorm, when the sun comes out
3. the properties of light namely reflection, refraction ,total internal
reflection and dispersion
4. violet
5. red
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages 61
2. Learner's Materials Pages 103-105
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
D. Discussing new concepts and practicing Activity see Lesson Guide pp. 85-86
new skills #1
Analysis:
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
Explain the following:
Our eyes are sensitive to light which lies in a very small region of
the electromagnetic spectrum labeled "visible light". This "visible
light" corresponds to a wavelength range of 400 - 700 nanometers
(nm) and a color range of violet through red. The human eye is
not capable of "seeing" radiation with wavelengths outside the
visible spectrum. The visible colors from shortest to longest
wavelength are: violet, blue, green, yellow, orange, and red.
Ultraviolet radiation has a shorter wavelength than the visible
violet light. Infrared radiation has a longer wavelength than visible
red light. The white light is a mixture of the colors of the visible
spectrum. Black is a total absence of light.
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
Objectives:
Learning Competencies / Objectives
Infer that:
Write the LC code for each
1. light is composed of colors of different frequencies and
wavelength;
2. the frequencies of the colors of light are inversely proportional
to the wavelength;
3. the arrangement of colors of light shows the hierarchy of the
color’s corresponding energy.
Module IV: LIGHT
II. CONTENT Lesson 23: REFRACTIVE INDEX OF THE COLOR OF LIGHT
A. References
61
1. Teacher's Guide Pages
105-110
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
E. Discussing new concepts and practicing 4. What did you observe about the products of frequencies and
new skills #2 wavelengths?
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
According to psychologists:
1. Red light/color may bring about a rise in blood pressure,
G. respiration rate, and frequency of blinking. It excites people.
Finding practical applications of concepts 2. Blue light/color produces effects opposite to those red light;
and skills in daily living hence, it lessens activity.
3. Purple has a mournful effect.
4. Yellow is joyful and green has a peaceful effect.
J.
Additional activities for application or
remediation Give the meaning of heat and temperature
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
Objectives:
Learning Competencies / Objectives 1. Distinguish between temperature and heat.
Write the LC code for each 2. Describe the hotness or coldness of an object in terms of its
temperature
3. Compare the changes in the temperature of water to determine
the relationship between the amount of heat transferred and the
resulting temperature change.
Module V: HEAT
II. CONTENT Lesson 24: HEAT TRANSFER
A. References
28-29
1. Teacher's Guide Pages
38-40
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the What are the three methods of transferring energy?
new lesson (conduction, convection and radiation)
1. What actually transferred when you dipped your finger into the
water? In what direction did it transfer?
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
G.
Finding practical applications of concepts
and skills in daily living
4. Which of the following will likely happen when a hot and a cold
are put in contact with one another?
A. The hot and the cold object will become colder.
B. The hot and the cold object will become hotter.
C. The cold object will become colder while the hot object will
I. Evaluating Learning become hotter.
D. The cold object will become warmer while the hot object
will become colder.
Answe
J. Additional activities for application or How is temperature related to the kinetic energy of particles?
remediation
V. REMARKS
VI. REFLECTION
B.
No. of learners who require additional activities
for remediation who scored below 80%
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages 29-31
2. Learner's Materials Pages 41-43
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting the How will you describe the transferring of heat from one body to
new lesson another?
Use the following demonstration to begin a discussion on
the effect of temperature on particle movement. Blow up a
B. Establishing a purpose for the Lesson balloon, and then aim a hair dryer on low setting at the balloon,
and watch it rise.
Questions:
1 .What happens when I blow hot air on the balloon? Why?
2. What is happening to the air inside the balloon?
3. What do you think would happen if the balloon was placed in
Presenting examples / instances of the
C. a cold car?
new lesson
4. What would happen to the balloon as the temperature
increases in the car? Why?
5. Ask the students to think about what might happen to a
balloon in a bottle when it is heated.
4.The quantity that tells how hot or cold an object is with respect
I. Evaluating Learning to some standard
A. mass B. heat
C. pressure D. temperature
Answer Key :
1. A
2. D
3. B
4. D
5. B
J.
Additional activities for application or How do temperature affects thermal expansion of some
remediation objects?
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ig-29)
Differentiate between heat and temperature at the
molecular level.
Learning Competencies / Objectives
Write the LC code for each Objectives:
1. Define thermal expansion
2 .Determine experimentally how temperature affects thermal
expansion of some objects.
Module V: HEAT
II. CONTENT Lesson 26: THERMAL EXPANSION
A. References
1. Teacher's Guide Pages 31
2. Learner's Materials Pages 43-44
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
2. Steel Bridges:
Similarly, long steel bridges are designed to include expansion
joints to allow for their expansion, by fixing one end and resting
other end on rollers.
3. Mercury Thermometers:
Thermal expansion is applied in mercury that contains liquid, the
volume of which changes as the temperature varies. Liquid
occupy less space when cold, but additional space is needed
when temperature varies. As the liquid expands, its volume
changes and it is forced to flow along the tube that is calibrated
to show the temperature.
(Note: Mercury thermometer is now being banned to be used in
science laboratory because of its health hazards.)
5. An axle is too large to fit into the hole in a wheel that is made
of the same metal. How can the axle be made to fit into the hole.
A. by heating the wheel alone
B. by cooling both the axle and the wheel
C. by cooling the axle alone
D. by heating both the axle and the wheel
J. Additional activities for application or What is the effect of temperature change on phase changes?
remediation
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
B. Performance Standards
C.
(S8FE-Ig-29)
Differentiate between heat and temperature at the
molecular level
Learning Competencies / Objectives
Write the LC code for each
Objective:
Explain the effect of temperature change on phase changes.
Module V: HEAT
II. CONTENT Lesson 27: PHASE CHANGE
A. References
31-33
1. Teacher's Guide Pages
45-48
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Other Learning Resource
B.
IV. PROCEDURES
Station 2:
Assessment:
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ig-29)
Differentiate between heat and temperature at the
Learning Competencies / Objectives molecular level
Write the LC code for each
Objective:
Compare the heat capacities of the given liquid samples.
A. References
1. Teacher's Guide Pages 34
2. Learner's Materials Pages 49-51
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Even if the objects are at the same location they have different
B. Establishing a purpose for the Lesson temperatures.
Have you ever been outside in the playground during one sunny
day and suddenly touch the metal of a swing set? How does it
feel? Is it hot? Yes!
How about walking barefoot on a sunny day? Have you ever
C. walked on the sidewalk and had to jump to the grass because
Presenting examples / instances of the
the pavement was too hot for your feet? Do you think the grass
new lesson
and the pavement are actually different temperatures?
D. Discussing new concepts and practicing Activity see Lesson Guide pp. 112-113
new skills #1
H = mc ∆T
Where: H is the amount of heat,
H. Making generalizations and abstractions C is the specific heat, and
about the lesson ∆T is the change in temperature
1. electricity
2. electric current
Additional activities for application or
J. 3. voltage
remediation
4. ammeter
5. voltmeter
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
Objectives:
Learning Competencies / Objectives 1. Measure the electric current and voltage in a circuit using an
Write the LC code for each ammeter and voltmeter respectively; and
2. Determine the relationship between:
a. electric current and voltage
b. electric current and resistance
3. State Ohm’s Law
Module VI: ELECTRICITY:
II. CONTENT Lesson 29: OHM’S LAW: RELATIONSHIP AMONG CURRENT,
VOLTAGE AND RESISTANCE
A. References
1. Teacher's Guide Pages pp. 36 – 38
2. Learner's Materials Pages pp. 55 - 58
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 116 - 120
IV. PROCEDURES
2. What can be inferred about the current passing through the bulb?
5. Look at column 4. What kind of values did you obtain? What does
this indicate?
From the activity, notice that the current increases when the voltage
increases for a common resistance. This only proves that current is
affected by voltage. Plotting the data of V vs. I gives a straight line
graph through the origin as shown in the figure below.
Developing mastery
F.
(Leads to Formative Assessment 3)
Such graph indicates that voltage is directly proportional to the
current that is
V α I or
V=kI
Where k, the proportionality constant, is the slope of the V
vs. I graph.
Note that: k = V/I
defined as
J. Journal Entry:
Additional activities for application or
remediation Let the students answer questions on the usage of electricity in the
following places.
V. REMARKS
VI
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 42 - 44
2. Learner's Materials Pages pp. 61 - 33
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 121- 128
IV. PROCEDURES
A. Reviewing previous lesson or presenting Identify the three basic electrical quantities and differentiate one
the new lesson from the other
Think-Pair-Share
Group students into pairs and answer the questions “What is
B. Establishing a purpose for the Lesson Ohm’s Law and what is it for?” They will be tasked to explain their
answer in two minutes.
When you turn off one of the bulbs in your house the others
remain lighted. But when you remove one bulb from a string of
C. Presenting examples / instances of the colored Christmas lights the other bulbs go off. Why?
new lesson ( Let the teacher do the demonstration of removing the bulb of the
Christmas light and the student to explain what they observed)
D. Discussing new concepts and practicing Do the activity on Series Circuit And Parallel Circuit Connection
new skills #1 Lesson Guide G-8 First Quarter pp. 127 - 128
Circuit I
1. What did you observe to the intensity of light as you turn the
switch on?
2. After inserting one bulb in the circuit, what do you notice to the
Discussing new concepts and practicing
E. brightness of the bulbs?
new skills #2
3. While the switch is on, what happens to the remaining bulbs after
unscrewing one bulb from it?
Circuit II
4. Observe the brightness of the bulb in circuit II. How do you
compare the brightness of circuit I from circuit II?
5. As you add more bulbs, does the brightness of each bulb
change? Why?
6. As you unscrew one bulb from circuit II, were the other bulbs
affected? How does your observation compare to that in step 3?
F. Developing mastery
(Leads to Formative Assessment 3)
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 45
2. Learner's Materials Pages pp. 54 - 55
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics. Module 7. Lesson 3 and 4
Resource (LR) portal
Science and Technology IV. Aquino, Remedios G.et.al. pp. 194-195
B. Other Learning Resource Science and Technology IV. IMC. Pp. 205-206
Lesson Guide in Grade 8 – First Quarter pp. 121- 128
IV. PROCEDURES
ACTIVITY
D.
Discussing new concepts and practicing
new skills #1
bread toaster
3. In the table given below, write down the names of the appliances
and their power ratings, uses, and power effects such as light,
heat, mechanical or sound.
Recall that power is the rate at which work is done per unit
time. In equation form,
Power = work/time
where P = power
W =work
T = time
1. When the current in the circuit is doubled, the power also doubles.
5. Heating appliances like flat iron, toaster and electric stove draw
more current so they convert more electrical energy than non-
heating appliances.
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 45 - 46
2. Learner's Materials Pages pp. 64-67
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 7. Lessons 3 and 4
Resource (LR) portal
Science and Technology IV : Physics Textbook. NISMED.2012 pp.
B. Other Learning Resource
174 - 175
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall from the previous lesson electrical appliances that
the new lesson contain heating element.
D. Discussing new concepts and practicing Do the activity on Blowing a Fuse, Lesson Guide Grade 8 First
new skills #1 Quarter pp. 136 – 137.
Case 1
1. What two things were observed when the switch was closed?
Case 2
1. What three things were observed when a short wire was
connected as shown in the diagram?
Discussing new concepts and practicing
E. 2. What could have caused the rising and falling of current in the
new skills #2
wire in case 2?
3. Describe the result when there was reduced resistance in the
circuit.
4. Identify the case that occurred
5. Explain why the bulb went off.
6. What is the role of the fuse in the circuit?
F. Developing mastery
Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
Why is it dangerous to use copper strip or wire in place of a safety
fuse that blows out?
Finding practical applications of concepts
G.
and skills in daily living
Why do we need to be protected from the danger in electricity?
Fuses and circuit breakers are both devices that 'break' if the current
through them is too large.
A fuse is usually a thin piece of wire that will melt and break the
circuit if too large a current flows through it. The thicker the wire the
more current is needed to melt it and the higher the 'rating' of the
fuse. The purpose of a fuse is to protect the wiring and the
equipment.
A circuit breaker is an electronic circuit that will switch off the current
if it is too great. Such a circuit is designed to operate much more
quickly than a fuse and so the damage is less because the current is
H. switched off in a much shorter time. Circuit breakers are often used
Making generalizations and abstractions
to protect the user if the casing of the equipment becomes live. They
about the lesson
break the circuit before the person using the equipment gets a near
fatal shock.
1. Fuses and circuit breakers are both devices that 'break' if the
current through them is too large. ( safe )
2. A fuse is usually a thick piece of wire that will melt and break the
circuit if too little amount of current flows through it. (danger)
I. Evaluating Learning
3. Grounding is a method of giving electricity the most effect way to
return to the service panel. (safe)
V. REMARKS
VI. REFLECTION
GRADE 8 - SCIENCE
UNIT I. FORCE MOTION AND ENERGY
Prepared by:
Noted by: