Annex 2B.1 to Dep.Ed Order 42 s.

2016

School: RUSTICO CAPAHI SR. MNHS Grade Level:

Grade 1 to 12 Teacher: LORRAINE C. DONIO Learning Area:
DAILY LESSON
Teaching Dates and
LOG Time June 10-14, 2019 / 11:00 - Quarter:
12:00 / 3:00 - 4:00

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
for developing content knowledge and competencies. These are assessed using Formative Assessment strategies, Valu
I. OBJECTIVES joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Monday Tuesday Wedne

The learners demonstrate an The learners demonstrate an

A. Content Standards understanding of:
Newton’s three laws of motion and
understanding of:
Newton’s three laws of motion and
NON-WORKIN
(INDEPENDE
uniform circular motion uniform circular motion

The learners shall be able to: The learners shall be able to:
B. Performance Standards develop a written plan and implement a develop a written plan and implement a
“Newton’s Olympics” “Newton’s Olympics”

Investigate the relationship

Investigate the relationship between
C. Learning Competencies / between the amount of force
the amount of force applied and the
applied and the mass of the object
Objectives Write the LC for Each mass of the object to the amount of
to the amount of change in the
change in the object’s motion;
object’s motion;

SUBTASK: a. Demonstrate Newton’s First Law of a. Demonstrate Newton’s First Law

Motion of Motion

II. CONTENT 1. Laws of Motion 1. Laws of Motion

CODE S8FE-Ia-15 S8FE-Ia-15

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
development.
RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
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 well learn well. Always be gu

IV. PROCEDURES learning systematized by providing students with multiple ways to learn new things, practice their learning, question their learning p
the time allotment for each step.

Monday Tuesday Wedne

Ask the following questions:
- Guessing game to recall past
lesson:
A. Reviewing previous lesson - 1. I can be long or short. You can

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
Abstraction about the lesson
I. Evaluating Learning
- Guessing game to recall past
lesson:
- 1. I can be long or short. You can
NON-WORKIN
determine me by measuring how far
(INDEPENDE
an object/person move; no matter
what direction I took. Who am I?
Describe a balanced force.
Describe an unbalanced force.
Did you know that most magic tricks
involve physics? (Call on a volunteer
from the class who wants to be a
magician.) I have here with me a
stack of coins and a cardboard.
Using only this used
cardboard, can you knock out any of
the coins?
Let the students perform Activity 3:
Investigating Inertia on pp. 11-12 of
the Learner’s Module.
- Let the students answer the guide
questions.
Checking and answering the guide
questions.
Law of Inertia - a body will remain at
rest or move at constant velocity
unless acted upon by an external net
or unbalanced force.
Relate the concept of Inertia to
learner’s experiences while riding a
vehicle.
- Importance of using a seatbelt.
The greater the body’s mass, the
greater will be its inertia.
1. Why do you have to push harder
on the pedals of a bicycle to start it
moving with constant velocity?
 1. Why do you have to push harder
I. Evaluating Learning on the pedals of a bicycle to start it
moving with constant velocity?

1. Safety engineer develops safety

J. Addition activities for
application or remediation
seats for children. Write a short
paragraph about your experience
with ferris wheel rides in amusement
parks or “perya”. Identify and explain
the physics principles involved in
ferris wheel ride.

V. REMARKS
Monday Tuesday Wedne
VI. REFLECTION Reflect on your teaching and assess yourself as ateachet. Think aboutt your students' progres
Identify what help your instructional supervisor can provide for you so you meet them, you ca

A. No of learners who earned 80% in the NON-WORKIN

evaluation. (INDEPENDE

B. No. of learners who require additional

activities for remediation

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?
 GRADE 8
SCIENCE

FIRST

e objectives, necessary procedures must be followed and if needed. Additional lessons, exercises and remedial activities may be done
essment strategies, Valuing objectives support the learning of content and competencies and enable children to find significance and

Wednesday Thursday Friday

The learners demonstrate an The learners demonstrate an

NON-WORKING HOLIDAY understanding of: understanding of:
(INDEPENDENCE DAY) Newton’s three laws of motion and Newton’s three laws of motion and
uniform circular motion uniform circular motion

The learners shall be able to: The learners shall be able to:
develop a written plan and implement develop a written plan and implement a
a “Newton’s Olympics” “Newton’s Olympics”

Investigate the relationship

Investigate the relationship between
between the amount of force
the amount of force applied and the
applied and the mass of the object
mass of the object to the amount of
to the amount of change in the
change in the object’s motion;
object’s motion;

1. Laws of Motion 1. Laws of Motion

S8FE-Ia-15 S8FE-Ia-15
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

ell learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
g, question their learning processes and drew conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate

Wednesday Thursday Friday

NON-WORKING HOLIDAY
(INDEPENDENCE DAY)
 Wednesday Thursday Friday
ur students' progress this week. What works? What else needs to be done to help the students learn?
u meet them, you can ask them relevant questions.

NON-WORKING HOLIDAY
(INDEPENDENCE DAY)
Annex 2B.1 to Dep.Ed Order 42 s. 2016

School: RUSTICO CAPAHI SR. MNHS Grade Level:

Grade 1 to 12 Teacher: LORRAINE C. DONIO Learning Area:
DAILY LESSON
LOG Teaching Dates and Time
June 17-21, 2019 / 11:00 -
Quarter:
12:00 / 3:00 - 4:00

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
content knowledge and competencies. These are assessed using Formative Assessment strategies, Valuing objectives
I. OBJECTIVES objectives shall be derived from the curriculum guides.

Monday Tuesday

The learners demonstrate an The learners demonstrate an

A. Content Standards understanding of:
Newton’s three laws of motion and
understanding of:
Newton’s three laws of motion and
uniform circular motion uniform circular motion

The learners shall be able to: The learners shall be able to:
B. Performance Standards develop a written plan and implement a develop a written plan and implement a
“Newton’s Olympics” “Newton’s Olympics”

Investigate the relationship between Investigate the relationship between

C. Learning Competencies / the amount of force applied and the the amount of force applied and the
Objectives Write the LC for Each mass of the object to the amount of mass of the object to the amount of
change in the object’s motion; change in the object’s motion;

SUBTASK: a. DemonstrateofNewton’s
Motion
Second Law

II. CONTENT 1. Laws of Motion 1. Laws of Motion

CODE S8FE-Ia-15 S8FE-Ia-15

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

RESOURCES
A. References
1. Teacher's Guide pages PP. 11-13
2. Learner's Materials pages PP. 12-16
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 well learn well. Always be gu

IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes and drew concl

Monday Tuesday

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
Abstraction about the lesson
Demonstrate the following:
- Attach the back end of each car to
each end of the slinky, either with tape
or string. Place the two cars back to
back, and pull them as far away from
each other of the slinky.
 Which of the following statements are
true of inertia?
- Inertia is a force.
- Inertia is a force which keeps
stationary objects at rest and moving
objects in motion at constant velocity.
Is there any relationship between
acceleration and any unbalanced force
that acts on the body?
UNLOCKING OF TERMS: -
Acceleration-change in velocity
- Air resistance-the force of Air exerted
on a falling object.
Give each student a Newton’s Second
law note worksheet.
Discuss and answer the
comprehension check questions.
List two examples of Newton’s Second
Law of Motion.
Law of acceleration concerns with the
relation of acceleration to mass and
force.
 Solve problems using Law of
I. Evaluating Learning Acceleration equation.

1. Suppose a ball of mass 0.50 kg is hit

with a force of 10 N. Its acceleration
J. Addition activities for will be?
application or remediation 2. What is Newton’s Second Law of
Motion?

V. REMARKS
Monday Tuesday
VI. REFLECTION Reflect on your teaching and assess yourself as ateachet. Think aboutt your students' progres
your instructional supervisor can provide for you so you meet them, you can ask them releva

A. No of learners who earned 80% in the

evaluation.

B. No. of learners who require additional

activities for remediation

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?
 Grade Level: GRADE 8
Learning Area: SCIENCE

Quarter: FIRST

eet the objectives, necessary procedures must be followed and if needed. Additional lessons, exercises and remedial activities may be done for developing
strategies, Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly

Wednesday Thursday Friday

The learners demonstrate an The learners demonstrate an The learners demonstrate an

understanding of: understanding of: understanding of:
Newton’s three laws of motion and Newton’s three laws of motion and Newton’s three laws of motion and
uniform circular motion uniform circular motion uniform circular motion

The learners shall be able to: The learners shall be able to: The learners shall be able to:
develop a written plan and implement a develop a written plan and implement a develop a written plan and implement a
“Newton’s Olympics” “Newton’s Olympics” “Newton’s Olympics”

Investigate the relationship between Investigate the relationship between Investigate the relationship between
the amount of force applied and the the amount of force applied and the the amount of force applied and the
mass of the object to the amount of mass of the object to the amount of mass of the object to the amount of
change in the object’s motion; change in the object’s motion; change in the object’s motion;

1. Laws of Motion 1. Laws of Motion 1. Laws of Motion

S8FE-Ia-15 S8FE-Ia-15 S8FE-Ia-15

e 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.

ents well learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematized by
arning processes and drew conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Wednesday Thursday Friday

 Wednesday Thursday Friday
tt your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help
you can ask them relevant questions.
Annex 2B.1 to Dep.Ed Order 42 s. 2016

School: RUSTICO CAPAHI SR. MNHS Grade Level:

Grade 1 to 12 Teacher: LORRAINE C. DONIO Learning Area:
DAILY LESSON
LOG Teaching Dates and Time
June 24-28, 2019 / 11:00 -
Quarter:
12:00 / 3:00 - 4:00

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
content knowledge and competencies. These are assessed using Formative Assessment strategies, Valuing objectives
I. OBJECTIVES objectives shall be derived from the curriculum guides.

Monday Tuesday

The learners demonstrate an The learners demonstrate an

understanding of work using constant understanding of work using constant
A. Content Standards force, power, gravitational potential force, power, gravitational potential
energy, kinetic energy, and elastic energy, kinetic energy, and elastic
potential energy. potential energy.

The learners shall be able to develop a The learners shall be able to develop a
B. Performance Standards written plan and implement a “Newton’s written plan and implement a “Newton’s
Olympics” Olympics”

C. Learning Competencies / Identify situations in which work is 7. Describe how work is related to
Objectives Write the LC for Each done and in which no work is done. power and energy;

SUBTASK: a. Define Work b. Calculate work

II. CONTENT 2. Work, Power, and Energy

CODE S8FE-Ic-20 S8FE-Ic-21

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

RESOURCES
A. References
1. Teacher's Guide pages pp. 17-20
2. Learner's Materials pages pp. 21-24
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 well learn well. Always be gu

IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes and drew concl

Monday Tuesday
A. Reviewing previous lesson
or presenting the new lesson What are the three laws of motion?
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
Abstraction about the lesson
I. Evaluating Learning
What are the three laws of motion?
How is force related to mass and
acceleration?
What comes to your mind when you
hear the word work?
Unlocking of Difficulty
- Work
- energy
- Let the learners answer Activity 1
from Learner’s module page23.
Discuss and answer to the guide
questions
Work is the transfer of energy to an
object by the application of a force that
causes the object to move in the
direction of the force.
- Work is calculated by multiplying the
force by the distance over which the
force is applied.
- Work = force x distance
- W=Fd
Imagine trying to lift the front of a car
without using a jack. You could exert a
lot of force without moving the car at
all. Exerting all that force may seem
like hard work.
Work is zero when an object is not
moving.
- Work is measured in Joules
1. Determine if work is being done in
the following situations:
a. Lifting a spoonful of soup to your
mouth.
b. Holding a large stack of books
motionless over your head.
2. How much work is done by a person
who uses a horizontal force of 25N to

I. Evaluating Learning
J. Addition activities for
application or remediation
a. Lifting a spoonful of soup to your
mouth.
b. Holding a large stack of books
motionless over your head.
2. How much work is done by a person
who uses a horizontal force of 25N to
move a desk 3.0 m?
Solve:
a. Imagine a mother playing with her
son by lifting repeatedly in the air. How
much work does she do with each lift if
she lifts him 1.5m and exerts a force of
100 N?

V. REMARKS
Monday Tuesday
VI. REFLECTION Reflect on your teaching and assess yourself as ateachet. Think aboutt your students' progres
your instructional supervisor can provide for you so you meet them, you can ask them releva

A. No of learners who earned 80% in the

evaluation.

B. No. of learners who require additional

activities for remediation

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?
 Grade Level: GRADE 8
Learning Area: SCIENCE

Quarter: FIRST

eet the objectives, necessary procedures must be followed and if needed. Additional lessons, exercises and remedial activities may be done for developing
strategies, Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly

Wednesday Thursday Friday

The learners demonstrate an The learners demonstrate an The learners demonstrate an

understanding of work using constant understanding of work using constant understanding of work using constant
force, power, gravitational potential force, power, gravitational potential force, power, gravitational potential
energy, kinetic energy, and elastic energy, kinetic energy, and elastic energy, kinetic energy, and elastic
potential energy. potential energy. potential energy.

The learners shall be able to develop a The learners shall be able to develop a The learners shall be able to develop a
written plan and implement a “Newton’s written plan and implement a “Newton’s written plan and implement a “Newton’s
Olympics” Olympics” Olympics”

9. relate speed and position of object

8. Differentiate potential and kinetic 8. Differentiate potential and kinetic
to the amount of energy possessed by
energy; energy;
a body;

S8FE-Id-22 S8FE-Id-22 S8FE-Id-23

e 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.

ents well learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematized by
arning processes and drew conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Wednesday Thursday Friday

 Wednesday Thursday Friday
tt your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help
you can ask them relevant questions.
Annex 2B.1 to Dep.Ed Order 42 s. 2016

School: RUSTICO CAPAHI SR. MNHS Grade Level:

Grade 1 to 12 Teacher: LORRAINE C. DONIO Learning Area:
DAILY LESSON
LOG Teaching Dates and Time
July 1-5, 2019 / 11:00 -
Quarter:
12:00 / 3:00 - 4:00

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
content knowledge and competencies. These are assessed using Formative Assessment strategies, Valuing objectives
I. OBJECTIVES objectives shall be derived from the curriculum guides.

Monday Tuesday

The learners demonstrate an The learners demonstrate an

A. Content Standards understanding of the propagation of understanding of the propagation of
sound through solid, liquid, and gas. sound through solid, liquid, and gas.

The learners shall be able to: The learners shall be able to:
B. Performance Standards develop a written plan and implement a develop a written plan and implement a
“Newton’s Olympics” “Newton’s Olympics”

C. Learning Competencies / 10. Infer how the movement of 10. Infer how the movement of
particles of an object affects the speed particles of an object affects the speed
Objectives Write the LC for Each of sound through it. of sound through it.

Infer that:
1. sound consists of vibrations that
travel through the air; and
SUBTASK: 2. sound is transmitted in air through
vibrations of air particles

II. CONTENT SOUND SOUND

CODE S8FE-Ie-24 S8FE-Ie-24

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

RESOURCES
A. References
1. Teacher's Guide pages pp. 48-51
2. Learner's Materials pages pp. 69-75
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 well learn well. Always be gu

IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes and drew concl

Monday Tuesday

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
Abstraction about the lesson
WORKSHEET 1: Solids, Liquids, and
Gases
Direction: Using several resources and
references, compare the different
characteristics of solids, liquids and gases
by completing the table below:
Comparing Solids, Liquids, and Gases
Game: VIDEO-KARAOKE
Play a karaoke of popular song and let
the learners supply the missing words
or phrase to complete the song.
Ask learners why concerts are usually
done during night time and not during
day time.
Let the learners perform Activity 1
The dancing salt and the moving
beads!
Part A: Vibrations produce sound
Part B: Transmitting sound
Presentation of learners' output,
answering of the guide questions,
dicuss the answers to the guide
questions
People think it is quieter in barangays
located in mountainous places such
Tongonan or Cabingtan. Are they
correct? Why or why not?
Explain how I sound affected by te
medium it travels through in the
molecular level.
H. Making Generalization and Explain how I sound affected by te
medium it travels through in the
Abstraction about the lesson molecular level.

Fill in the Blank: Directions: Fill in the

blanks with the correct terms. Sound
I. Evaluating Learning waves are ___1___ waves capable of
producing an auditory sensation.

Directions: Match the descriptions with

the properties sounds. Write the letter
J. Addition activities for of the correct answer.
application or remediation

V. REMARKS
Monday Tuesday
VI. REFLECTION Reflect on your teaching and assess yourself as ateachet. Think aboutt your students' progres
your instructional supervisor can provide for you so you meet them, you can ask them releva

A. No of learners who earned 80% in the

evaluation.

B. No. of learners who require additional

activities for remediation

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?
 Grade Level: GRADE 8
Learning Area: SCIENCE

Quarter: FIRST

eet the objectives, necessary procedures must be followed and if needed. Additional lessons, exercises and remedial activities may be done for developing
strategies, Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly

Wednesday Thursday Friday

The learners demonstrate an The learners demonstrate an The learners demonstrate an

understanding of the propagation of understanding of the propagation of understanding of the propagation of
sound through solid, liquid, and gas. sound through solid, liquid, and gas. sound through solid, liquid, and gas.

The learners shall be able to: The learners shall be able to: The learners shall be able to:
develop a written plan and implement a develop a written plan and implement a develop a written plan and implement a
“Newton’s Olympics” “Newton’s Olympics” “Newton’s Olympics”

10. Infer how the movement of 11. investigates the effect of 11. investigates the effect of
particles of an object affects the speed temperature to speed of sound through temperature to speed of sound through
of sound through it. fair testing. fair testing.

SOUND SOUND SOUND

S8FE-Ie-24 S8FE-Ie-25 S8FE-Ie-25

e 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.

ents well learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematized by
arning processes and drew conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Wednesday Thursday Friday

 Wednesday Thursday Friday
tt your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help
you can ask them relevant questions.
Annex 2B.1 to Dep.Ed Order 42 s. 2016

School: RUSTICO CAPAHI SR. MNHS Grade Level:

Grade 1 to 12 Teacher: LORRAINE C. DONIO Learning Area:
DAILY LESSON
LOG Teaching Dates and Time
July 15-19, 2019 / 11:00 -
Quarter:
12:00 / 3:00 - 4:00

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
content knowledge and competencies. These are assessed using Formative Assessment strategies, Valuing objectives
I. OBJECTIVES objectives shall be derived from the curriculum guides.

Monday Tuesday

The learners demonstrate an The learners demonstrate an

A. Content Standards understanding of heat and understanding of heat and
temperature, and the effects of heat on temperature, and the effects of heat on
the body. the body.

The learners shall be able to discuss The learners shall be able to discuss
B. Performance Standards phenomena such as blue sky, rainbow,
and red sunset using the concept of
phenomena such as blue sky, rainbow,
and red sunset using the concept of
wavelength and frequency of visible light. wavelength and frequency of visible light.

C. Learning Competencies / 12. Demonstrate the existence of the 12. Demonstrate the existence of the
color components of visible light using color components of visible light using
Objectives Write the LC for Each a prism or diffraction grating. a prism or diffraction grating.

SUBTASK:

II. CONTENT LIGHT LIGHT

CODE S8FE-If-26 S8FE-If-26

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

RESOURCES
A. References
1. Teacher's Guide pages pp. 55-58
2. Learner's Materials pages pp. 91-96
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 well learn well. Always be gu

IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes and drew concl

Monday Tuesday

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
Abstraction about the lesson
As a brief review, introduce the concept of
apparent depth and the concept of
refraction of light. Have a recall of the
equation for index of refraction and let
them do Activity No. 1.
Present the objective of the lesson.
Introduce a character named Roy G.
Biv. Ask students whether they are
familiar with the character. Ask them
also if there is a connection between
the character and the lessons. Ask the
students if they could guess some
information or concept from the name
of the character.
Introduce the concept of dispersion as
a special kind of refraction. Let them
perform Activity no. 2
Let the students present their outputs
per group and processing be done
after all the groups have presented by
culling ideas and concepts from the
presented data and probing students to
arrive at the concept of colors of light.
How does a rainbow form?
From the students’ outputs in Activity
No. 2, the facilitator may ask why a
certain hierarchy of colors of light is
observed.
 From the students’ outputs in Activity
H. Making Generalization and No. 2, the facilitator may ask why a
Abstraction about the lesson certain hierarchy of colors of light is
observed.

I. Evaluating Learning

J. Addition activities for

application or remediation

V. REMARKS
Monday Tuesday
VI. REFLECTION Reflect on your teaching and assess yourself as ateachet. Think aboutt your students' progres
your instructional supervisor can provide for you so you meet them, you can ask them releva

A. No of learners who earned 80% in the

evaluation.

B. No. of learners who require additional

activities for remediation

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?
 Grade Level: GRADE 8
Learning Area: SCIENCE

Quarter: FIRST

eet the objectives, necessary procedures must be followed and if needed. Additional lessons, exercises and remedial activities may be done for developing
strategies, Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly

Wednesday Thursday Friday

The learners demonstrate an The learners demonstrate an The learners demonstrate an

understanding of heat and understanding of heat and understanding of heat and
temperature, and the effects of heat on temperature, and the effects of heat on temperature, and the effects of heat on
the body. the body. the body.

The learners shall be able to discuss The learners shall be able to discuss The learners shall be able to discuss
phenomena such as blue sky, rainbow, phenomena such as blue sky, rainbow, phenomena such as blue sky, rainbow,
and red sunset using the concept of and red sunset using the concept of and red sunset using the concept of
wavelength and frequency of visible light. wavelength and frequency of visible light. wavelength and frequency of visible light.

14. Explain that red is the least bent

13. Explain the hierarchy of colors in 13. Explain the hierarchy of colors in
and violet the most bent according to
relation to energy. relation to energy.
their wavelengths or frequencies.

LIGHT LIGHT LIGHT

S8FE-If-27 S8FE-If-27 S8FE-If-28

e 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.

ents well learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematized by
arning processes and drew conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Wednesday Thursday Friday

 Wednesday Thursday Friday
tt your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help
you can ask them relevant questions.
Annex 2B.1 to Dep.Ed Order 42 s. 2016

School: RUSTICO CAPAHI SR. MNHS Grade Level:

Grade 1 to 12 Teacher: LORRAINE C. DONIO Learning Area:
DAILY LESSON
LOG Teaching Dates and Time
July 15-19, 2019 / 11:00 -
Quarter:
12:00 / 3:00 - 4:00

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
content knowledge and competencies. These are assessed using Formative Assessment strategies, Valuing objectives
I. OBJECTIVES objectives shall be derived from the curriculum guides.

Monday Tuesday

The learners demonstrate an The learners demonstrate an

A. Content Standards understanding of heat and understanding of heat and
temperature, and the effects of heat on temperature, and the effects of heat on
the body. the body.

The learners shall be able to discuss The learners shall be able to discuss
B. Performance Standards phenomena such as blue sky, rainbow,
and red sunset using the concept of
phenomena such as blue sky, rainbow,
and red sunset using the concept of
wavelength and frequency of visible light. wavelength and frequency of visible light.

C. Learning Competencies / 15. Differentiate between heat and 15. Differentiate between heat and
Objectives Write the LC for Each temperature at the molecular level. temperature at the molecular level.

Explain the difference between heat

SUBTASK: and temperature
Define Thermal energy

II. CONTENT HEAT HEAT

CODE S8FE-Ig-29 S8FE-Ig-29

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

RESOURCES
A. References
1. Teacher's Guide pages pp. 28-29
2. Learner's Materials pages pp. 38-40
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 well learn well. Always be gu

IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes and drew concl

Monday Tuesday
 Recall on Grade 7 lesson on methods
of heat transfer:
-Conduction
A. Reviewing previous lesson -Convection
or presenting the new lesson -Radiation

B. Establishing a purpose for Why do some objects feel hot and

the lesson others feel cold?

C. Presenting examples / Present the objective of the lesson. Present the objective of the lesson.
instances of the new lesson

D. Discussing new concepts and Let the learners perform Activity 1, LM

practicing new skills #1 page 38-40.

E. Discussing new concepts and Let the learners answer the guide
questions and be ready to present their
practicing new skills #2 result to the class.

F. Developing Mastery (Leads to Reporting of output to he class

Checking of answers to the guide
Formative Assessment 3) questions.

G. Finding practical application of Why does hot water burn your skin but
concepts and skills in daily living warm water doe not?

Heat- is thermal energy that flows from

H. Making Generalization and warmer material to a cooler material
Temperature-meaure of the average
Abstraction about the lesson kinetic energy of all particles in an
object

On your own words, explain the

 On your own words, explain the
I. Evaluating Learning difference between heat and
temperature?

J. Addition activities for What is specific heat?

application or remediation

V. REMARKS
Monday Tuesday
VI. REFLECTION Reflect on your teaching and assess yourself as ateachet. Think aboutt your students' progres
your instructional supervisor can provide for you so you meet them, you can ask them releva

A. No of learners who earned 80% in the

evaluation.

B. No. of learners who require additional

activities for remediation

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?
 Grade Level: GRADE 8
Learning Area: SCIENCE

Quarter: FIRST

eet the objectives, necessary procedures must be followed and if needed. Additional lessons, exercises and remedial activities may be done for developing
strategies, Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly

Wednesday Thursday Friday

The learners demonstrate an The learners demonstrate an The learners demonstrate an

understanding of heat and understanding of heat and understanding of heat and
temperature, and the effects of heat on temperature, and the effects of heat on temperature, and the effects of heat on
the body. the body. the body.

The learners shall be able to discuss The learners shall be able to discuss The learners shall be able to discuss
phenomena such as blue sky, rainbow, phenomena such as blue sky, rainbow, phenomena such as blue sky, rainbow,
and red sunset using the concept of and red sunset using the concept of and red sunset using the concept of
wavelength and frequency of visible light. wavelength and frequency of visible light. wavelength and frequency of visible light.

15. Differentiate between heat and 15. Differentiate between heat and 15. Differentiate between heat and
temperature at the molecular level. temperature at the molecular level. temperature at the molecular level.

HEAT HEAT HEAT

S8FE-Ig-29 S8FE-Ig-29 S8FE-Ig-29

e 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.

ents well learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematized by
arning processes and drew conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Wednesday Thursday Friday

Present the objective of the lesson. Present the objective of the lesson. Present the objective of the lesson.
 Wednesday Thursday Friday
tt your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help
you can ask them relevant questions.
Annex 2B.1 to Dep.Ed Order 42 s. 2016

School: RUSTICO CAPAHI SR. MNHS Grade Level:

Grade 1 to 12 Teacher: LORRAINE C. DONIO Learning Area:
DAILY LESSON
LOG Teaching Dates and Time
July 22-26, 2019 / 11:00 -
Quarter:
12:00 / 3:00 - 4:00

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
content knowledge and competencies. These are assessed using Formative Assessment strategies, Valuing objectives
I. OBJECTIVES objectives shall be derived from the curriculum guides.

Monday Tuesday

The learners demonstrate an The learners demonstrate an

A. Content Standards understanding of: understanding of:
Heat and temperature, and the effects Heat and temperature, and the effects
of heat on the body of heat on the body

B. Performance Standards

C. Learning Competencies / 15. Differentiate between heat and 15. Differentiate between heat and
Objectives Write the LC for Each temperature at the molecular level. temperature at the molecular level.

SUBTASK:

II. CONTENT
CODE S8FE-Ig-29 S8FE-Ig-29
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

RESOURCES
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 Resources

These steps should be done across the week. Spread out the activities appropriately so that students well learn well. Always be gu

IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes and drew concl

Monday Tuesday
A. Reviewing previous lesson
Explain the effect of temperature
or presenting the new lesson change on phase changes.

B. Establishing a purpose for Even if the objects are at the same

location they have different
the lesson temperatures.

Have you ever been outside in the

C. Presenting examples / playground during one sunny day and
instances of the new lesson suddenly touch the metal of a swing
set? How does it feel? Is it hot? Yes!

D. Discussing new concepts and

Let the learners perform activity.
practicing new skills #1

E. Discussing new concepts and Let the learners anwer the guide
practicing new skills #2 questions.

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

Formative Assessment 3) given

Substances that have a high specific

heat capacity are suitable as a
material for constructing kettle
G. Finding practical application of handlers, insulators and oven covers,
concepts and skills in daily living because, a high amount of heat will
cause only a small change in
temperature and the material won't get
hot too fast!

H = mc ∆T
Where: H is the amount of heat,
H. Making Generalization and C is the specific heat, and
Abstraction about the lesson
 H = mc ∆T
Where: H is the amount of heat,
H. Making Generalization and C is the specific heat, and
Abstraction about the lesson ∆T is the change in temperature

The specific heat capacity of water is

A.1 cal/g°C
I. Evaluating Learning B.1.5 cal/g°C
C.1 cal/g°C
D.1.1 cal/g°C
Define the following terms:
1. electricity
2. electric current
J. Addition activities for 3. voltage
application or remediation 4. ammeter
5. voltmeter

V. REMARKS
Monday Tuesday
VI. REFLECTION Reflect on your teaching and assess yourself as ateachet. Think aboutt your students' progres
your instructional supervisor can provide for you so you meet them, you can ask them releva

A. No of learners who earned 80% in the

evaluation.

B. No. of learners who require additional

activities for remediation

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?
 Grade Level: GRADE 8
Learning Area: SCIENCE

Quarter: FIRST

eet the objectives, necessary procedures must be followed and if needed. Additional lessons, exercises and remedial activities may be done for developing
strategies, Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly

Wednesday Thursday Friday

The learners demonstrate an The learners demonstrate an The learners demonstrate an

understanding of: understanding of: understanding of:
current- voltage-resistance current- voltage-resistance current- voltage-resistance
relationship, electric power, electric relationship, electric power, electric relationship, electric power, electric
energy, and home circuitry energy, and home circuitry energy, and home circuitry

The learners shall be able to practice The learners shall be able to practice The learners shall be able to practice
safety in handling electrical devices. safety in handling electrical devices. safety in handling electrical devices.

16. Infer the relationship between 16. Infer the relationship between 16. Infer the relationship between
current and charge current and charge current and charge

LAC SESSION

S8FE-Ih-30 S8FE-Ih-30 S8FE-Ii-31

e 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.

ents well learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematized by
arning processes and drew conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Wednesday Thursday Friday

 Wednesday Thursday Friday
tt your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help
you can ask them relevant questions.
Annex 2B.1 to Dep.Ed Order 42 s. 2016

School: RUSTICO CAPAHI SR. MNHS Grade Level:

Grade 1 to 12 Teacher: LORRAINE C. DONIO Learning Area:
DAILY LESSON
LOG Teaching Dates and Time June 29-31- Aug. 1-2 2019 Quarter:
/ 11:00 - 12:00 / 3:00 -
4:00

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
content knowledge and competencies. These are assessed using Formative Assessment strategies, Valuing objectives
I. OBJECTIVES objectives shall be derived from the curriculum guides.

Monday Tuesday

The learners demonstrate an The learners demonstrate an

understanding of: understanding of:
A. Content Standards current- voltage-resistance current- voltage-resistance
relationship, electric power, electric relationship, electric power, electric
energy, and home circuitry energy, and home circuitry

B. Performance Standards The learners shall be able to practice

safety in handling electrical devices.
The learners shall be able to practice
safety in handling electrical devices.

C. Learning Competencies / • Explain the advantages and • Explain the advantages and
disadvantages of series and parallel disadvantages of series and parallel
Objectives Write the LC for Each connections in homes. connections in homes.

SUBTASK: S8FE – Ii-31 S8FE – Ii-31

II. CONTENT ELECTRICITY ELECTRICITY

CODE
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

RESOURCES
A. References
1. Teacher's Guide pages pp. 42- 44
2. Learner's Materials pages pp. 61-63
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 well learn well. Always be gu

IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes and drew concl

Monday Tuesday

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
Abstraction about the lesson
Identify the three basic electrical
quantities and differentiate one from
the other
Think-Pair-Share
Group students into pairs and
answer the questions “What is 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 colored Christmas
lights the other bulbs go off. Why?
( Let the teacher do the demonstration
of removing the bulb of the Christmas
light and the student to explain what
they observed)
Do the activity on Series Circuit And
Parallel Circuit Connection Lesson
Guide G-8 First Quarter pp. 127 - 128
Let the students answer the guide
questions
Discuss the answers in the activity
given
Cite advantages and disadvantages of
series and parallel connection in the
following situations:
1. connection for Christmas light
A series circuit is a circuit in which
resistors are arranged in a chain, so
the current has only one path to take.
 A series circuit is a circuit in which
resistors are arranged in a chain, so
H. Making Generalization and the current has only one path to take.
Abstraction about the lesson

1. A circuit that has only one electric

flow is _________. A.
I. Evaluating Learning parallel circuit B. battery circuit
C. paper circuit D. series circuit

Prior to the lesson, give the students a

J. Addition activities for
application or remediation
research activity. Make a comparison
between George Ohm and G. R.
Kirchhoff regarding their contribution in
science. Find out how they were able
to come up with their laws.

V. REMARKS
Monday Tuesday
VI. REFLECTION Reflect on your teaching and assess yourself as ateachet. Think aboutt your students' progres
your instructional supervisor can provide for you so you meet them, you can ask them releva

A. No of learners who earned 80% in the

evaluation.

B. No. of learners who require additional

activities for remediation

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?
 Grade Level: GRADE 8
Learning Area: SCIENCE

Quarter: FIRST

eet the objectives, necessary procedures must be followed and if needed. Additional lessons, exercises and remedial activities may be done for developing
strategies, Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly

Wednesday Thursday Friday

The learners demonstrate an The learners demonstrate an The learners demonstrate an

understanding of: understanding of: understanding of:
current- voltage-resistance current- voltage-resistance current- voltage-resistance
relationship, electric power, electric relationship, electric power, electric relationship, electric power, electric
energy, and home circuitry energy, and home circuitry energy, and home circuitry

The learners shall be able to practice The learners shall be able to practice The learners shall be able to practice
safety in handling electrical devices. safety in handling electrical devices. safety in handling electrical devices.

• Explain the advantages and

• Differentiate electrical power and • Differentiate electrical power and
disadvantages of series and parallel
electrical energy electrical energy
connections in homes.

S8FE – Ii-31 S8 30FE – Ii – 32 S8 30FE – Ii – 32

ELECTRICITY ELECTRICITY ELECTRICITY

e 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.

ents well learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematized by
arning processes and drew conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Wednesday Thursday Friday

 Wednesday Thursday Friday
tt your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help
you can ask them relevant questions.
Annex 2B.1 to Dep.Ed Order 42 s. 2016

School: RUSTICO CAPAHI SR. MNHS Grade Level:

Grade 1 to 12 Teacher: LORRAINE C. DONIO Learning Area:
DAILY LESSON
LOG Teaching Dates and Time
Aug. 5-9, 2019 / 11:00 -
Quarter:
12:00 / 3:00 - 4:00

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
content knowledge and competencies. These are assessed using Formative Assessment strategies, Valuing objectives
I. OBJECTIVES objectives shall be derived from the curriculum guides.

Monday Tuesday

The learners demonstrate an The learners demonstrate an

understanding of: understanding of:
A. Content Standards current- voltage-resistance current- voltage-resistance
relationship, electric power, electric relationship, electric power, electric
energy, and home circuitry energy, and home circuitry

B. Performance Standards The learners shall be able to practice

safety in handling electrical devices.
The learners shall be able to practice
safety in handling electrical devices.

C. Learning Competencies / • Explain the advantages and

• Differentiate electrical power and
disadvantages of series and parallel
Objectives Write the LC for Each connections in homes.
electrical energy

SUBTASK: S8 30FE – Ii – 31 S8 30FE – Ii – 32

II. CONTENT ELECTRICITY ELECTRICITY

CODE
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

RESOURCES
A. References
1. Teacher's Guide pages 42-44
2. Learner's Materials pages 61-63
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 well learn well. Always be gu

IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes and drew concl

Monday Tuesday
A. Reviewing previous lesson
or presenting the new lesson

B. Establishing a purpose for

the lesson

C. Presenting examples /
instances of the new lesson

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing Mastery (Leads to

Formative Assessment 3)

G. Finding practical application of

concepts and skills in daily living

H. Making Generalization and

Abstraction about the lesson
H. Making Generalization and
Abstraction about the lesson

I. Evaluating Learning

J. Addition activities for

application or remediation

V. REMARKS
Monday Tuesday
VI. REFLECTION Reflect on your teaching and assess yourself as ateachet. Think aboutt your students' progres
your instructional supervisor can provide for you so you meet them, you can ask them releva

A. No of learners who earned 80% in the

evaluation.

B. No. of learners who require additional

activities for remediation

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?
 Grade Level: GRADE 8
Learning Area: SCIENCE

Quarter: FIRST

eet the objectives, necessary procedures must be followed and if needed. Additional lessons, exercises and remedial activities may be done for developing
strategies, Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly

Wednesday Thursday Friday

The learners demonstrate an The learners demonstrate an The learners demonstrate an

understanding of: understanding of: understanding of:
current- voltage-resistance current- voltage-resistance current- voltage-resistance
relationship, electric power, electric relationship, electric power, electric relationship, electric power, electric
energy, and home circuitry energy, and home circuitry energy, and home circuitry

The learners shall be able to practice The learners shall be able to practice The learners shall be able to practice
safety in handling electrical devices. safety in handling electrical devices. safety in handling electrical devices.

• Differentiate electrical power and • Differentiate electrical power and • Differentiate electrical power and
electrical energy electrical energy electrical energy

S8 30FE – Ii – 32 S8 30FE – Ii – 32 S8 30FE – Ii – 32

ELECTRICITY ELECTRICITY ELECTRICITY

e 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.

ents well learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematized by
arning processes and drew conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Wednesday Thursday Friday

 Wednesday Thursday Friday
tt your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help
you can ask them relevant questions.