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Annex 1B to DepEd Order No. 42, s.


Teaching Dates and Time JUNE 25-29, 2018 (M-F 7:15-8:15, 8:15- Quarter 1st Quarter
9:15, 9:45-10:45)


Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assesses using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner The learner
demonstrates demonstrates The learner demonstrates The learner demonstrates
A. Content understanding of heat understanding of heat understanding of heat and understanding of heat and
Standards and temperature, and and temperature, and temperature and the effects of temperature and the effects
the effects of heat on the effects of heat on heat on the body. of heat on the body.
the body. the body.
B. Performance
Differentiate heat and
temperature at the
 Differentiate
molecular level.
heat and (S8FE-Ig-29)
temperature at  Differentiate between
Objectives:  Differentiate
the molecular heat and temperature
C. Learning 1. Distinguish between between heat and
level. at the molecular level.
temperature and heat. temperature at the
2. Describe the hotness or molecular level
Objectives coldness of an object in
Objectives: Objectives:
Write the LC 1. Explain the 1. Define thermal expansion
terms of its temperature Objective:
code for each. scattering of the dye in 2 .Determine experimentally
3. Compare the changes Explain the effect of
water at different how temperature affects
in the temperature of temperature change on
temperature. thermal expansion of some
water to determine the phase changes.
2. Describe the relation objects.
relationship between the
of the temperature of
amount of heat
the water to the rate of
transferred and the
scattering of the dye.
resulting temperature
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Module III: HEAT
Module III: HEAT Lesson 15: EFFECT Module III: HEAT Module III: HEAT
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
RESOURCES well as paper-based materials. Hands-on learning promotes concept developing.

A. References
28-29 29-31 31 31-33
38-40 41-43 43-44 45-48
s from
es (LR)
B. Other
IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
PROCEDURES draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing What are the three How will you describe
previous lesson What is thermal
methods of transferring the transferring of heat How is temperature related to
expansion? How does it
or presenting energy? (conduction, from one body to the kinetic energy of particles?
the new lesson convection and radiation) another?
Use the following The students need to
demonstration to begin understand the difference
a discussion on the You are very familiar to a device between particles in a gas,
B. Establishing effect of temperature on called thermometer. You have liquid, and a solid. Have
Ask students to jog in particle movement. most probably used this device students look at the
a purpose for
place for 15 seconds. Blow up a balloon, and many times. The one commonly Gases, Liquids, and Solids
the lesson then aim a hair dryer on available in our school laboratory page on the Purdue
low setting at the is the liquid thermometer. University Chemistry
balloon, and watch it Department
rise. Here they will see how the
characteristics of solids,
liquids, and gases can be
explained by particle
1 .What happens when
I blow hot air on the
balloon? Why?
2. What is happening to
the air inside the
Discuss what happens at
both the observable and
3. What do you think Why does the liquid inside the
C. Presenting molecular level in these
would happen if the tube of the thermometer go up
examples/ What do you feel after scenarios:
balloon was placed in a and down? Does the working
performing the jogging
instances of activity?
cold car? principle of the mercury/alcohol
1. Water is placed in the
the new lesson 4. What would happen thermometer also true to most
to the balloon as the solids?
2 .Ice melts.
temperature increases
3. A puddle evaporates
in the car? Why?
5. Ask the students to
think about what might
happen to a balloon in
a bottle when it is
D. Discussing
new concepts Activity- See Lesson Activity- see Lesson Activity-see Lesson Guide
Activity-see Lesson Guide pp
and practicing Guide pp. 38-40 Guide pp pp.
new skills #1
1. What actually 1. What similarities and Station 1 :
transferred when you differences did you 1. Why does the ice inside
dipped your finger into the observe when a drop of the container melt after
water? In what direction dye was added to each sometime?
did it transfer? container? 2. Describe the
temperature of the water
2. Was the water ‘hot’ or 2. In which container while the ice melting.
1. What happens to the height of
E. Discussing ‘cold’? Explain. did the dye scatter the 3 .Describe the
the weight when the wire is
new concepts fastest? In which did it temperature of the water
3. How close is your scatter the slowest? after the ice has melted.
and practicing estimated value to the
2. What factors affect the
4 .Which is your
new skills #2 expansion of the wire?
measured temperature of 3. How do you relate dependent variable?
3. Identify the effects of thermal
the water? the temperature of the Which is your independent
expansion and contraction to
water to the rate of variable? (Note
some materials.
4. Which container feels scattering of the dye? that the independent
‘hottest’? Which container quantity is plotted along
feels ‘coolest’? 4. In which container the X axis while the
are the particles of dependent quantity is
5. What do you think water moving fastest? plotted along the Y-axis.
causes the difference in In which container 5. Describe your graph
the hotness or coldness of are the particles moving 6 .What can you say about
the water inside the slowest? the one variable as the
containers? 5. How is temperature other variable changes?
related to the speed of What relationship can be
6. In which container(s) is the particles? infer from the graph?
heat transfer taking
place? What evidence 6. How is temperature Station 2:
best supports your related to the kinetic
answer? Within this energy of particles? 1. Describe and interpret
container, which absorbs your graph.
heat? Which gives off 2. What similarities and
heat? differences have you
noticed between your
7. In which container was graphs obtained from
there the greatest amount Station 1 and Station 2?
of heat transfer? What is
the basis of your answer?

8. How are the amount of

heat transferred and the
change in temperature of
water related?

F. Developing
Discuss the answers in Discuss the answers in Discuss the answers in the Discuss the answers in the
(Leads to the activity given the activity given activity given activity given

What is the importance of

There are some applications of phase change in the
thermal expansion in day-to-day preparation of home-
Watch the short video life. Some of them are the made ice cream?
clip on Relation following, or you may watch this
G. Finding Between Temperature short video for some practical Ice is in solid form.
practical and Molecular application of thermal expansion Therefore, its particles are
applications of Movements then used at home. actually moving more
concepts and answer the question slowly (still locked in lattice
skills in daily In a bakery, when do that follows? During hot position) than those in the
living cookies cook faster, is it day why do we prefer liquid brine (sliding past).
at lower temperature or drinking cold water than Any thermal energy
at higher temperature? hot water? absorbed from the cream
Explain your answer. will first be used to raise
Possible answers: the temperature of the
brine (which requires more
What are the Engineering energy to accomplish
Applications of Thermal because of the solute).
expansions? Once the average kinetic
1. Railway track: energy of the molecules
Railway tracks are an example (aka: temperature) in the
where the concept of thermal brine has increased
expansion is used. Space is left enough, then they will
between railway tracks as an begin to transfer energy to
allowance for their expansion the ice, and it will again
when temperature increases, begin to melt. The
otherwise the rails may buckle. temperature of the brine
will not increase above the
2. Steel Bridges: melting point until all of the
Similarly, long steel bridges are ice has melted (all energy
designed to include expansion is used to accomplish
joints to allow for their phase change before
expansion, by fixing one end and increasing temperature.
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.)

4. Bi-metal strip
Bi-metal strips in a mechanical
thermometer possess co-
efficient of thermal expansion,
due to which their expansion
with a rise in temperature is
different. The strips sin bend
since the expansion or
contraction of the material used
is not similar. This concept is
used in measurement of

5. Automobile Engine
The concept of thermal
expansion is also used in
systems of engine coolant in
automobiles. If coolant is filled in
the radiator with engine in a cold
condition, it will spill over with
the heating of engine during
operation. Thus an overflow tank
is fitted that accumulates such
coolant during thermal
expansion, and as engine is
cooled, it returns to the radiator.

Thermal expansion is another Changing the

Watch video clips about effect of heat transfer. It does amount of heat energy
heat and temperature not apply only to the liquid inside usually causes a
the thermometer. In fact, it temperature change.
applies to almost everything However, DURING the
around us, be it a solid, a liquid, phase change, the
Heat is the total energy of or a gas. temperature stays the
molecular motion in a If heat is added same even though the
substance while to an object, the What is thermal expansion and heat energy changes.
temperature is a measure particles of the object how does it work? This energy is
of the average energy of gain kinetic energy and Thermal expansion is the going into changing the
molecular motion in a they move faster. Since tendency of matter to change in phase and not into raising
H. Making substance. If heat is temperature is directly volume in response to a change the temperature. That's
Generalizations absorbed or given off by related to kinetic in temperature, through heat why water doesn't get
and an object, its temperature energy, any gain in transfer. Temperature is hotter while it boils. The
kinetic energy would
abstractions changes. If the object a monotonic function of the temperature remains
absorbs heat its cause the temperature average molecular kinetic constant until the phase
about the to increase.
temperature rises while if energy of a substance. When a change is complete.
lesson Conversely, if heat is
the object gives off heat substance is heated, the kinetic When a substance
its temperature transferred or removed energy of its molecules changes from one state, or
decreases. from an object, it loses increases. phase, of matter to
Heat is transfer of kinetic energy, its another we say that it has
(thermal) energy between particles move slower What must happen to the undergone a change of
objects or places due to and the body’s temperature of a material for state, or we say that it
temperature differences. temperature decreases. thermal expansion to has undergone a change
Heat transfers from an occur? of phase. For example, ice
object of higher Factors affecting thermal melts and water; water
temperature to an object expansion. Imagine that a long, evaporates and becomes
of lower temperature. thin metal wire is heated. The water vapor.
wire expands. The amount by These changes of
which it expands depends on phase always occur with a
three factors: its original length, change of heat. Heat,
the temperature change, which is energy, either
and the thermal (heat) properties comes into the material
of the metal itself. during a change of
phase or heat comes out
of the material during this
change. However,
although the heat content
of the material changes,
the temperature does
potential energy)
Direction: Read each Direction: Read each Direction: Read each question Assessment:
question carefully. question carefully. carefully. Then select the letter
Choose the letter of the Choose the letter of of Direction: Read each
correct answer. the correct answer. the correct answer. statement carefully and
1. When the write the letter of the best
1. Which of the following temperature of an 1. A person cannot answer.
energies is transferred object increases, the unscrew the lid of a pot of jam. 1.When a solid, liquid or a
from one thin to average kinetic energy He finds that the lid can be gas changes from one
another because of the of the molecules unscrewed after it has been held physical state to another,
temperature differences ________. under hot water for a few the change is called
between things? A. increases seconds. Why he has to do this? A. Melting B.
A. Heat B. decreases A. The air pressure in the jar Phase change
B.temperature C. remains the falls C. Solidification D.
C. Kinetic energy same B. The jam melts Freezing
D. internal energy D. becomes C. The lid expands 2.A solid undergoes a
colder D. The glass expands. phase change to liquid
I. Evaluating 2. The natural flow of heat state it
learning is always from 2. In which of the 2. The change in length of A. releases heat while
________. following will the an object when it undergoes a remaining at constant
A. hot to cold movement of particles temperature change is related to temperature
C. cold to hot be the fastest? A. its mass B. absorbs heat while
B. lower temperature A.30 0C of water B. its original length. remaining at a constant
to higher temperature C. the magnitude of the temperature
D. both A and C. 70 0C of temperature change. C. releases heat as the
water D. both B and C temperature decreases
3. What causes an ice to B.50 0C of water D. absorbs heat as the
melt? 3. The change in length of an temperature increases
A. the change in D. 90 0C of water object subjected to a change in 3.The condensation of
weather temperature water vapor actually
B. the presence of hot 3. The _________ directly depends on A. Warms the
water in/the temperature of A. its material of which it is surroundings
C. the absorption of the water, the greater made. B. Cools the surroundings
the heat from its the speed of the B. the change in temperature. C. Sometimes warm
surrounding moving particles. C. the original length of the sometimes cools
D. the release of heat A. lower object. D. Neither warms nor
to the cooler surrounding B. higher D. all of these. cools the surroundings
C. decrease 4. The phase change
4. Which of the following D. changes 4. The working of a simple occurs when a solid
will likely happen when thermostat depends on changes to a liquid.
a hot and a cold are put 4.The quantity that tells A. thermal expansion. A. Freezing
in contact with one how hot or cold an B. specific heats. B. Sublimation
another? object is with respect C. the second law of C. Melting
A. The hot and the cold to some standard thermodynamics. D .Evaporation
object will become colder. A. mass D. condensation
B. The hot and the cold B. heat 5. The phase change
object will become hotter. C. pressure 5. An axle is too large to fit into occurs when a liquid
C. The cold object will D. temperature the hole in a wheel that is made becomes a solid.
become colder while the of the same metal. How can the A .Freezing
hot object will 5. Which of the axle be made to fit into the hole. B. Sublimation
become hotter. following should be A. by heating the wheel alone C. Melting
D. The cold object will done when measuring B. by cooling both the axle and D. Evaporation
become warmer while the temperature of the wheel
the hot object will water in a glass C. by cooling the axle alone
become colder. container? D. by heating both the axle and
A. Stir the water the wheel
5 .How are the amount of using the thermometer
heat transferred and the to get the temperature
change in temperature of faster.
water related? B .Avoid letting the
A. The change in thermometer get in
temperature is inversely contact with any side of
proportional to the heat the container.
transferred. C. Shake the
B. The amount of thermometer vigorously
heat transferred is before getting the
proportional to the change temperature of the
in temperature. water.
C. The amount of heat D. Let the tip of the
transferred is inversely thermometer touch the
proportional to the glass container to get
temperature. the temperature faster.
D. There is no relation
between the heat Answer Key :
transferred and the
change in temperature. 1. A
2. D
3. B
4. D
5. B

J. Additional How is temperature How temperature does What is the effect of temperature What is heat capacity?
activities for related to the kinetic affect thermal change on phase changes?
application or energy of particles? expansion of some
remediation objects?


VI. Reflect on you teaching and assess yourself as a teacher. Think about your students’ progress this week. What else needs to be done to help the students learn? Identify what help your instructional
REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
on the formative assessment

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work?

No. of learners who have caught
up with lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by:


Teacher I Principal III