Annex1B to DepEd Order No. 42 , s.

2016

GRADES 1 to 12 School BUHISAN NIGHT HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher SHIELO MARIE C. CABAÑERO Learning Area SCIENCE
Teaching Dates and Time 3:10-4:10,7:30-8:30/7:30-8:30/3:10- Quarter THIRD QUARTER
4:10,7:30-8:30/3:10-4:10/6:30-7:30
dsd

Monday Tuesday Wednesday Friday

Nov 11 , 2019 November 12 2019 Nov 13 2019 Nov 15,2019
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 remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed 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.

A. Content Standards The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures

B. Performance Standards The Learners shall be able to: present how water behaves in its different states within the water cycle
C. Learning Competencies / Objectives explain the properties of solids, liquids, explain the properties of solids, explain the properties of solids, explain the properties of solids,
Write the LC code for each
and gases based on the particle nature of liquids, and gases based on the liquids, and gases based on the liquids, and gases based on the
matter; S8MT-IIIa-b-8 particle nature of matter; S8MT-IIIa- particle nature of matter; S8MT-IIIa-b- particle nature of matter; S8MT-
b-8 8 IIIa-b-8
KNOWLEDGE Distinguish matter from non matter Distinguish matter from non matter
Distinguish matter from non matter Describe solid liquid and gas
SKILLS Explain that matter is made up of tiny xplain that matter is made up of tiny Explain that matter is made up of Explain that matter is made up of
particles particles tiny particles
tiny particles

ATTITUDE/VALUING Relate lesson to real life situations Relate lesson to real life situation Relate lesson to real life situation

II. CONTENT DIAGNOSTIC TEST Common properties of matter Common Properties of matter Composition of Matter

LEARNING RESOURCES 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 well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Learners’ Module pp 172173 Learners’ Module pp 172173 Learners’ Module pp 174-177
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

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
III. PROCEDURES 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 draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Activity Let the students get a piece of
Show two pictures to the class (one paper. Ask them to tear the
matter and one non matter). paper into small pieces until
 (Example: nonmatter: picture of light Show to the students a glass of water. they won’t be able to tear it
from a torch, heat from the fire, Obtain ideas or concepts they have in anymore. Find someone who
sound from the police siren (forms of mind regarding it had torn the smallest piece and
energy); Matter: picture of any solid, present it to the class.
liquid or gaseous substance. Let the
students cite the differences between(Prepare two identical cups and water)
the two and write them on the board. Show to the class one small drinking
glass full of water and one empty. Get
Ask the students what could be the a volunteer and ask him to weigh the
possible characteristics/ properties two. Ask the students on what they
these pictures have. Explain that observed with the two objects.
these objects do have properties and (Students must infer that water has
that is the objective of the lesson. mass)
(

B. Analysis/ Lesson Proper Students will be divided into groups
of 5. With the use of materials found
on the module, they should be able
to fill in the table classifying if the
sample is matter or not. (Activity #1:
Which is matter, which is not?)
C. Abstraction/Valuing . What circumstance that the public
storm warning signal was issued?
2. Do you know what the weather
signal means?
Note: see LM pages 149 – 151 for easy
facilitation of your answer
Essential Question: What are the
common properties of matter? Get their opinion from the
question: Is it possible to divide
Students will present their findings in still the paper into the very
class through a class reporting with smallest of it? Then, explain the
the use of the table and guide concept of indivisibility of
questions. (Please refer to LM for the matter’s composition.
guide questions)
Students will be divided into
groups of 5. They will conduct
an activity found on pages 174-
175 of the learners’ module.
(Activity # 2: What is matter
made of?)
Key Questions:
1. What are the common properties of Key Questions:
matter? 1. What is matter made of?
2. What is the difference
2. How does matter differ from between molecules and
nonmatter? atoms? 3. How can you say
that matter is made up of
3. What are the other properties of
small particles like atom?
matter

To be continued the Tell the students to get an

D. Application
following day (publication aluminum foil and cut it into
of results) small pieces. In case it could
not be cut anymore with their
bare hands, use a microscope or
magnifying glass to look at the
tiniest piece. If you have
better tools, you could still cut
the aluminum into tinier pieces.
IV. Evaluation A. Classify whether the following is Identify the following
matter or nonmatter: 1. He believed that atoms are
1. smoke (matter) indivisible.
2. ocean (matter) 2. It is Greek word which means
3. dreams (nonmatter) indivisible particle.
4. chalk (matter) 3. It is the smallest particle of an
5. shadow (nonmatter) element.
B. Identify what property of matter is 4. It consists of two or more
being described: atoms.
_____1. It is the measure of the 5. It is the unit of length used to
amount of matter the object has. measure size of an atom.
(mass)
_____2. It refers to the space occupied
by an object. (volume)

V. Assignment Let the students check the other Prepare for a short quiz next
properties of the following matter meeting
(hardness, texture, color, malleability,
electrical conductivity) 1. silk cloth 2.
plastic straw 3. copper wire
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the

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

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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph

Prepared by: Reviewed & Checked by:

MRS.SHIELO MARIE C. CABAÑERO MARIA FE S. MACUL

Science Teacher School Principal
Annex1B to DepEd Order No. 42 , s. 2016

GRADES 1 to 12 School BUHISAN NIGHT HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher SHIELO MARIE C. CABAÑERO Learning Area SCIENCE
Teaching Dates and Time 3:10-4:10,7:30-8:30/7:30-8:30/3:10- Quarter THIRD QUARTER
4:10,7:30-8:30/3:10-4:10/6:30-7:30
dsd

Monday Tuesday Wednesday Friday

Nov 18 , 2019 November 19 2019 Nov 20 2019 Nov 21,2019
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 remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed 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.

A. Content Standards The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures

B. Performance Standards The Learners shall be able to: present how water behaves in its different states within the water cycle
C. Learning Competencies / Objectives The Learners should be able to: explain The Learners should be able to: explain physical changes in terms of explain physical changes in terms
Write the LC code for each
physical changes in terms of the explain physical changes in terms of the arrangement and motion of atoms of the arrangement and motion
arrangement and motion of atoms and the arrangement and motion of and molecules S8MT-IIIc-d-9 of atoms and molecules S8MT-
molecules; S8MT-IIIc-d-9 atoms and molecules; S8MT-IIIc-d-9 IIIc-d-9
KNOWLEDGE Investigate about Condensation Investigate about Melting and
Investigate about Evaporation Investigate about Melting and
Solidification
Solidification
SKILLS Explain what are the phase changes
of matter

ATTITUDE/VALUING Relate lesson to real life situations Relate lesson to real life situation

II. CONTENT
Phase Changes Phase Changes Melting and Solidification
LEARNING RESOURCES 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 well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Learners’ Module pp 184-186 Learners’ Module pp 187189
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

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
III. PROCEDURES 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 draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Activity Ask the students what happens when
Show a picture or a short video
Prepare two pieces of manila paper. Show a picture of water cycle a cold bottle was taken from the
clip of the melting of polar
Dampen the first one with water. Hang it fridge and left in an open space
regions. (The teacher may touch
 on a side where there is enough air or
sunlight to dry
Ask the students the following questions:
1. At the end of class, do you think the
paper towel will still be wet or will it be
dry? 2. When water evaporates, where
do the water molecules go?
B. Analysis/ Lesson Proper Essential Question: What happens when Ask the students how clouds form.
energy is added into the water?
Perform Activity #4: What changes take
place when water is left in an open
container? In a closed container? Pp.
182-183 of the manual
C. Abstraction/Valuing Students will present their findings in
class through a class reporting with the
use of the table and guide questions.
(Please refer to LM for the guide
questions)
1. What do you think may be the Key Questions:
D. Application
biggest factor which contributed
to the evaporation process?
2. What happened to the kinetic
energy of particles from liquid to
gas/vapor?
3How does evaporation take place?
IV. Evaluation Identification:
1. It is the process where liquid turns to
gas.
2. What happens to the kinetic energy
of particles when the object
evaporates?
3. Cite one example where evaporation
could take place
Students will present their findings in
class through a class reporting with
the use of the table and guide
questions. (Please refer to LM for the
guide questions)
1. What happens to water
when it is cooled?
2. How does the process of
condensation take place? 3.
Why do droplets form at
the surface of a covered hot
container?
TRUE or FALSE Write True if the
statement is correct and False if it is
not.
1. As the temperature increases, the
kinetic energy increases as well.
(True)
a little about the climate
Have the students imagine eating change.)
their own ice cream. For instance,
they are eating outside under the
scorching sun,how would they eat
their ice cream? Why is it so?
Ask the following questions: Ask the following:
1. What will happen to the ice cream if 1. What have you noticed on
it is not eaten immediately? Why? 2. the picture/ seen in the video?
In what situation will the ice cream 2. What can you say about its
melt faster? slower? 3. What might be effects in the environment? 3.
the factors involved in the process? How did this happen?
(Introduce the melting process)
What happens to the kinetic energy of Explain to students that there are
the molecules when temperature cases that some substances can
increases/decreases and heat transfer change directly from solid to gas.
continues? This process is called
SUBLIMATION. The opposite of
which is called the DEPOSITION.
Perform Activity #6: What changes .
take place when ice turns into liquid
water? Answer the guide questions
found on pages 187-188.
Show a picture or a short video clip of Short formative assessment
the melting of polar regions. (The
teacher may touch a little about the
climate change.)
 2. When particles lose their energy,
they return to their original state.
(True)
3. Condensation is a process when
liquid turns to its gaseous state.
(False)
4. The gaseous state of water is
called water vapor. (True)
V. Assignment Conduct Activity #5A: Boiling Water on Cite other practical examples or Let the students check the other Study for next meeting
page 184-185 of the manual. situations where you could properties of the following matter
observe the process of (hardness, texture, color, malleability,
Differentiate Evaporation from Boiling condensation. electrical conductivity) 1. silk cloth 2.
plastic straw 3. copper wire
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the

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

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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph

Prepared by: Reviewed & Checked by:

MRS.SHIELO MARIE C. CABAÑERO MARIA FE S. MACUL

Science Teacher School Principal