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Daily Lesson Log Teacher Mrs. Salve G. Aguirre Learning Area Science
Teaching Date
June 3, 2019/10:45-11:45 Quarter First (Physics)
and Time
DAY:TUESDAY
I. OBJECTIVES
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)
B. Other Learning Resource
https://www.google.com.ph/search?
pictures&oq=balanced+and+unbalanced+forces
IV. PROCEDURES
1. Class Orientation
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?
J. Additional activities for application or Ask the students to write situation/ examples where the presence of
remediation other forces are beneficial.
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
Teaching Date
June 10,2019/ Quarter First (Physics)
and Time
DAY: MONDAY
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
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
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
The learners demonstrate an understanding of Newton’s three laws
A. Content Standards
of motion and uniform circular motion.
The learner shall be able to develop a writer plan and
B. Performance Standards implement a “Newton’s Olympics”.
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?
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
C.
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
I. Evaluating Learning 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
Making generalizations and abstractions
towards the axis of rotation, it becomes the centripetal force.
about the lesson
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.
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:
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
F. Developing mastery
Discuss the answer on the given exercises
(Leads to Formative Assessment 3)
Analyze the picture, Do you think that the man climbing upstairs
demonstrate or performs work? Why?
30 degrees 45 degrees
A B
45 degrees Horizontal
C *D
J. Additional activities for application or Why is work considered a method of transferring energy?
remediation
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.
2. What can a moving ball do when it interacts with other
Discussing new concepts and practicing
object?
new skills #2
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
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
C. Presenting examples / instances of the What kind of energy does the boy possess? Explain your answer.
new lesson
D. Discussing new concepts and practicing Do the Activity on Exploring kinetic energy with ramps,
new skills #1 Lesson Guide Grade 8 First Quarter, pp 43-44
E. Analysis:
1. Which car will run fastest? Why do you think so?
Discussing new concepts and practicing
2. How does the amount of energy possessed by each car
new skills #2
affect its speed?
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. Learning Competencies / Objectives (S8FE-Id--22) (S8FE-Id-23)
Write the LC code for each
Differentiate potential and kinetic energy.
Relate speed and position of object to the amount of
energy possessed by a body.
Objectives:
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:
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
G.
Actor and actress of the day
Finding practical applications of concepts
Ask 5 learners to give example of potential energy then
and skills in daily living
each them will act the given situations. The audience will
determine if the action taken by the actor/actress is example of
potential energy.
H. Potential energy, or stored energy, is the ability of a
system to do work due to its position or internal structure. For
example, gravitational potential energy is a stored energy
determined by an object's position in a gravitational
field while elastic potential energy is the energy stored in a
spring.
Direction: Read the questions below and choose the letter of the
correct answer.
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. 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
Q1. What is the purpose of tapping the tuning fork to a wood or
rubber sole?
Q2. What causes sound?
Q3. What happens to the loudness as you move the tuning fork from
Discussing new concepts and
E. up and down?
practicing
Q4. Can sound be transmitted if there is no matter to form a
new skills #2
medium?
Q5. How is sound created and transmitted?
Q6. What property of a sound wave determines the pitch of a
sound?
F. Developing mastery
Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
How do you know that there is an approaching train? If you
G. Finding practical applications of are living near a railway, how does it affect your emotion?
concepts
and skills in daily living
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?
C.
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. Additional activities for application or • Pitch
remediation • Loudness
• Intensity
• speed
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. Loudness depends on the amplitude of vibration.
Intensity depends on the amplitude of vibration and the area of
Making generalizations and vibrating body perpendicular to the direction of wave motion.
abstractions Pitch depends on the frequency of vibration. Pitch is the
about the lesson 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
Additional activities for application or 1. Differentiate the speed of sound in three medium
remediation
J. a. solid
b. liquid
c. gas
see also the list of materials for the next activity (LM pp. 78)
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?
( 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
V. REMARKS
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
H. 358.0 m/s
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 3. Calculate the speed of sound if the temperature of the vibrating
water is 28°C?
A. 346m/s B. 347.8m/s
C. 350m/s D. 349.1m/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.
3. You can hear noises a long distance away over water at night
because
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
they appear on the paper.
Part B.
2. Describe the position of the different colors after passing
through the prism
F.
Developing mastery Discuss the answers in the activity given
(Leads to Formative Assessment 3)
G
Light travels in
a straight line. This is so as long as long as the medium in which
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
Discussing new concepts and practicing
through the prism.
new skills #2
3. Explain the dispersion of white light. Why is the prism or water
E. able to separate the colors of white light?
4. Compare your results in the first part with your results in the
Second part. Are there any differences? What might account
for the differences?
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:
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:
G. 1. Red light/color may bring about a rise in blood pressure,
respiration rate, and frequency of blinking. It excites people.
2. Blue light/color produces effects opposite to those red light;
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
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?
Discussing new concepts and practicing 5. What do you think causes the difference in the hotness or
new skills #2 coldness of the water inside the containers?
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
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?
Presenting examples / instances of the
2. What is happening to the air inside the balloon?
new lesson
3. What do you think would happen if the balloon was placed in
C. a cold car?
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.
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
Possible answers:
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
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. Presenting examples / instances of the walked on the sidewalk and had to jump to the grass because
new lesson the pavement was too hot for your feet? Do you think the grass
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
A. No. of learners who earned 80% in the evaluation
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
1. Compare the brightness of the bulb with one dry cell to its
Discussing new concepts and practicing brightness when there are two dry cells in the circuit, three dry
new skills #2 cells in the circuit.
2. What can be inferred about the current passing through the bulb?
4. When you graphed the voltage against current, what is the shape
of the graph line? What does it mean?
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
Developing mastery
increases for a common resistance. This only proves that current is
(Leads to Formative Assessment 3)
affected by voltage. Plotting the data of V vs. I gives a straight line
graph through the origin as shown in the figure below.
F.
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
Discussing new concepts and practicing Circuit I
new skills #2
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
E. brightness of the bulbs?
3. While the switch is on, what happens to the remaining bulbs after
unscrewing one bulb from it?
Circuit II
F. Developing mastery
(Leads to Formative Assessment 3)
I. Evaluating Learning 1. A circuit that has only one electric flow is _________.
A. parallel circuit B. battery circuit
C. paper circuit D. series circuit
2. What happens to lights in series if one goes out?
A. they all go out B. Every other one goes out
C. they stay lit D. they flicker
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.
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
Making generalizations and abstractions
W =work
about the lesson
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
Discussing new concepts and practicing
connected as shown in the diagram?
new skills #2
E. 2. What could have caused the rising and falling of current in the
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
No. of learners who earned 80% in the
A.
evaluation
B. No. of learners who require additional
activities for 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
GRADE 8 - SCIENCE
UNIT I. FORCE MOTION AND ENERGY
Prepared by:
ROMANA GLENDA S. LAGMAY OFELIA A. MENDOZA
Bayorbor National High School Coral na Munti National High School
Noted by:
MARIO B. MARAMOT
EPS I - Science