Department of Education

Region VI – Western Visayas

Schools Division of Iloilo City
ILOILO CITY NATIONAL HIGH SCHOOL
Molo, Iloilo City
Iloilo City National High Grade
School Grade 8
GRADES 8 School Level
DAILY Learning Living Things and Their
Teacher MR. GARRY C. CANTO
LESSON Area Environment
LOG Teaching Dates and February 26, 2019
Quarter Fourth
Time 7:30 a.m. – 4:30 p.m.
Objectives must be met over the week and connected to the curriculum standards. To meet the
I. OBJECTIVES objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of the
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 Learners demonstrate an understanding of:
1. How genetic information is organized in genes on chromosomes.
A. Content Standards 2. The different patterns of inheritance.

The Learners shall be able to:

B. Performance 1. Determine the probability and ratios of genotypes and phenotypes.
2. Explain the hierarchical organization of genes to genome.
Standards
C. Learning The Learners should be able to…
Competencies / 1. Explain the different patterns of non-Mendelian inheritance.
Objectives S9LT-Id – 29
Specific objectives:
Write the LC 1. Explain incomplete dominance pattern of inheritance..
code for each 2. Illustrate by means of Punnett square a cross involving incomplete dominance pattern of inheritance
.
lesson
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.
1. Structures and Functions: Focus on the Digestive System
1.2. Changes in food as it undergo physical and chemical digestion
III. LEARNING
List the materials to be used in different days. Varied sources of materials sustain children’s interest
RESOURCES 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. Grade 9 Science Learner’s Module, pp. 34 – 35.
2. Functional Biology, C. G. B. Lagunzad, et al. Vibal Publishing House, Inc., p. 295 – 296.

1. Teacher’s Guide
Teacher’s Guide, pp. 23 – 25
pages
2. Learner’s
Learner’s Module, pp. 34 – 35
Materials pages
3. Textbook pages N.A.

4. Additional
Materials from
Can’t Access
Learning Resource
(LR) portal
B. Other Learning
Videos from Youtube
Resources
 These steps should be done across the week. Spread out the activities appropriately so that students
IV. PROCEDURES 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
draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
(ELICIT) Review:
A. Reviewing 1. What is the other term for digestive system?
previous lesson 2. Trace the pathway of food from your mouth to anus.
or presenting 3. What term for the fate of food when it reaches your esophagus ____, stomach
the new lesson ____, and rectum ____.
4. What are the accessory organs of the digestive system?
5. What are important processes involved during the digestion for food?
(ENGAGE) Show the changes of food as it passes from mouth to the anus using the power
B. Establishing a point presentation.
purpose for the By the way class, before we start with PPT of your lesson, can you memorize the
lesson parts of your GI tract? How many organs involved in the GI tract? Can you count
them?
(EXPLORE) Essential Questions:
C. Presenting
Can you differentiate the Physical/Mechanical Digestion from Chemical Digestion?
examples/
instances of the What are enzymes?
new lesson
How enzymes affect the digestion of food in our digestive system?
(EXPLAIN)
D. Discussing new To help students differentiate chemical digestion from mechanical digestion let
concepts and them identify some situations/processes that operationally define chemical
practicing new digestion and mechanical digestion.
skills #1
E. Discussing new Can you differentiate the Physical/Mechanical Digestion from Chemical Digestion?
concepts and What are enzymes?
practicing new
skills #2 How enzymes affect the digestion of food in our digestive system?
Give some enzymes involve in digestion and the specific kind of food they digest.
F. Developing
mastery Let the students identify the parts of the digestive system and let them tell/explain
the function of each part and the enzymes involved during digestion by using
(Leads to Formative English or Filipino language.
Assessment 3)
(ELABORATE) If you have eaten a lot of protein in your particular meal, what must be the best
G. Finding practical local fruit that you should eat in order to digest the proteins that you have eaten
applications of faster?
concepts and skills
Answer: PINEAPPLE
in daily living
Based in our Activity 2, Reference: pp. 298 – 300 of LM.
H. Making Provide students a table showing the parts of digestive system/site of digestion,
generalizations and source of secretion, secretion or enzyme, and role in digestion.
abstractions about Instruct students to refer on the table found in their Hand-Outs.
the lesson
(EVALUATE) I. Identify the EXAMPLES given below whether it shows the Chemical Phase (CP) or
I. Evaluating learning Mechanical Phase (MP) of digestion. Just write CP or MP in your paper for your answer.

EXAMPLES
1. Breaking food into smaller pieces by the teeth
2. Hydrochloric acid breaking down the food in stomach
3. Breaking down food into starches when mixed with saliva
4. Pancreatic juices neutralize acid in the small intestines
5. Churning and mixing of food in the stomach

II. Identify the major food group acted upon by the following enzymes/digestive secretion.
Just write CARBOHYDRATES, PROTEINS, or FATS and LIPIDS.
6. Pepsin 8. Trypsin 10. Bile
7. Amylase or Ptyalin 9. Lipase
(EXTEND) Assignment for next meeting:
J. Additional activities 1. Find out the disease resulting from nutrient deficiency and ingestion of harmful
for application or substances, and;
remediation
2. Prevention, detection, and treatment of diseases of the digestive system
V. REMARKS Proceed to next topic
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 8 – Zamora
who earned 80% 8 – Mabini
on the formative 8 – Garcia
assessment 8 – Bonifacio
8 – Rizal
B. No.of learners who 8 – Zamora
require additional 8 – Mabini
activities for 8 – Garcia
remediation. 8 – Bonifacio
8 – Rizal
C. Did the remedial 8 – Zamora
lessons work? No.of 8 – Mabini
learners who have 8 – Garcia
caught up with the 8 – Bonifacio
lesson.
8 – Rizal
D. No.of learners who 8 – Zamora
continue to require 8 – Mabini
remediation 8 – Garcia
8 – Bonifacio
8 – Rizal
E. Which of my
teaching strategies Activity based lesson enhanced students understanding of the concepts with
worked well? Why additional definition of scientific terms.
did these work?
F. What difficulties did I
encounter which my
Students discipline in working with their group member and availability of materials
principal or
supervisor can help
needed for science experiment.
me solve?
G. What innovation or
localized materials
Activity based lesson enhanced students understanding of the concepts with
did I use/discover
which I wish to share
additional definition of scientific terms.
with other teachers?
 Department of Education
Region VI – Western Visayas
Schools Division of Iloilo City
ILOILO CITY NATIONAL HIGH SCHOOL
Molo, Iloilo City

Iloilo City National High Grade

School Grade 8
GRADES 8 School Level
DAILY Learning
Teacher MR. GARRY C. CANTO Heat and Temperature
LESSON Area
LOG Teaching Dates and October 16, 2018
Quarter Second
Time 7:30 a.m. – 4:30 p.m.
Objectives must be met over the week and connected to the curriculum standards. To meet the
I. OBJECTIVES objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of the 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 The Learners demonstrate an understanding of:
Standards 1. Heat and temperature, and the effects of heat on the body.
The Learners shall be able to:
B. Performance 1. Construct a model to demonstrate the high heat capacity of water (e.g. balloons
Standards filled with water do not burn easily when placed over the flame).
2. Discuss the importance of water as a cooling agent because of its high heat
capacity.
C. Learning The Learners should be able to…
Competencies / 1. Differentiate between heat and temperature at the molecular level.
Objectives 2. Cite examples in real life and industries that apply expansion of materials (e.g.
expansion slots of bridges)
Write the LC 3. Investigate the relationship of the amount of heat transferred between bodies of
code for each varying temperature to temperature difference, heat capacity and mass using fair
lesson testing.
S8FE-Ig -29
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.

HEAT and TEMPERATURE

III. LEARNING
List the materials to be used in different days. Varied sources of materials sustain children’s interest in
RESOURCES 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. Grade 8 Science Learner’s Module, pp. 53 – 68.

2. Science Links (Physics), Marites D. Aquino, et al. Rex Bookstore Inc.
1. Teacher’s Guide
Teacher’s Guide, pp. 27 – 34.
pages
2. Learner’s
Learner’s Module, pp. 37 – 52.
Materials pages
3. Textbook
N.A.
pages
4. Additional
Materials
from Learning Can’t Access
Resource (LR)
portal
B. Other
Learning Videos from Youtube
Resources
These steps should be done across the week. Spread out the activities appropriately so that students
IV. PROCEDURES 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
draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
(ELICIT)
4 Pix 1 Word (a game adopted from cellphones/internet game station)
A. Reviewing
previous lesson Show 4 pictures and let students describe the pictures by giving 1 word that describes
or presenting the pictures being shown using the PPT.
the new lesson
(ENGAGE) Class, what do you think is our lesson for today based on the pictures that I have
B. Establishing a shown to you?
purpose for the
lesson Answer: Heat and Temperature
(EXPLORE) Do you have any idea about heat? How about temperature?
C. Presenting How do you define heat and Temperature?
examples/
instances of the What do you call to the device or apparatus that measures the temperature of an
new lesson object or a body? Did you experience using this apparatus? How do you know the
temperature of your body? Do you know how to read the numbers in the
thermometer? Do you know how to determine the thermometer scale? 0K, 0C, & 0F?
(EXPLAIN)
D. Discussing new Is there any difference between heat energy and thermal energy?
concepts and
practicing new How do we measure them? If we can measure them, what should be the units?
skills #1
E. Discussing new How can we determine the changes in the temperature of a body as it absorbs or
concepts and releases heat?
practicing new Can you explain how the body’s molecules behave as temperature is increasing or
skills #2 decreasing?
F. Developing Generalization/Analysis:
mastery 1. What will happen to solids, liquids or gases when they absorb or release heat?
(Leads to Formative 2. Does heat affect all kinds of materials in the same way?
Assessment 3) 3. Are heat and temperature one and the same?
(ELABORATE) Application:
G. Finding practical 1. How are heat and temperature useful in our body?
applications of 2. Can you give some usefulness or importance of our knowledge on heat and
concepts and temperature in our daily lives at home? How about in some industrial plant
skills in daily especially in food processing? How about in making salt and dried fish for those
living who are living along the seashore of Iloilo City especially along South Baluarte,
Calumpang and Villa Baybay?
H. Making
generalizations What is the relationship between thermal energy and the Kinetic Energy of the
and abstractions molecules of an object or body?
about the lesson
(EVALUATE)
I. Evaluating
Test I. Identification
learning
1. It exists as energy in transit.
2. Use to measure the degree of hotness or
coldness of a body or object.
3. A quantity of heat needed to raise the
temperature of 1 gram water 1 degree oC.
4. Energy that is actually contained in an
object due to the motion of its particles.
5. The degree of coldness or hotness of a
body.
6. The amount of energy required to change
the temperature of a body by 1 degree
Celsius.
7. What is the formula in determining how
much heat is absorbed by a specific
material?
8. The amount of heat needed by a material
to increase its temperature by a degree.
9. What is the unit of heat in cgs system?
10. If heat is transferred or removed from an
object, it _______ K.E., its particles moves
slower the body’s temperature
__________.
QUIZ
Test II. TRUE or FALSE
1. Thermal energy of an object remains
constant if heat is transferred to or from it.
2. If the objects absorbs heat its temperature
decreases, if the object releases heat its
temperature increases.
3. If heat is added to an object, the particles of
an object gains P.E. and they move faster.
4. Effects of heat transfer are temperature
change, gain or loss of K.E., and thermal
expansion or contraction of materials.
5. Kind of materials and the mass of the
materials have nothing to do or not affecting
the heat transfer.
Test III. (2.5 points each) Answer briefly and
give your reason.
1. Which has higher temperature, a glass of
boiling water or a pitcher of boiling water?
2. If you add a glass of hot water to a pitcher
of hot water, will their temperature and
volume increase?

(EXTEND) Assignment (Write your answer in 1 whole sheet of Pad Paper):

J. Additional Vocabulary List. Define the following terms listed below:
activities for 1. Kinetic theory of 13. Solid
application or matter 14. Liquid
remediation 2. Temperature 15. Gas
3. Degree 16. Plasma
4. Thermometer 17. Colloid
5. Heat 18. Bose-Einstein
6. Thermal energy 19. Condensate (BEC)
7. Calorie 20. Fermionic Condensate (FC)
8. Joule 21. Super fluids
9. Specific heat 22. Super solids
10. Conduction 23. Matter
11. Convection
12. Radiation
V. REMARKS
Proceed to next topic
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 8 – Zamora
who earned 8 – Mabini
80% on the 8 – Garcia
formative 8 – Bonifacio
assessment
8 – Rizal
B. No.of learners who 8 – Zamora
require additional 8 – Mabini
activities for 8 – Garcia
remediation. 8 – Bonifacio
8 – Rizal
C. Did the remedial 8 – Zamora
lessons work? 8 – Mabini
No.of learners who 8 – Garcia
have caught up 8 – Bonifacio
with the lesson.
8 – Rizal
D. No.of learners who 8 – Zamora
continue to require 8 – Mabini
remediation 8 – Garcia
8 – Bonifacio
8 – Rizal
E. Which of my
teaching strategies Activity based lesson enhanced students understanding of the concepts with
worked well? Why additional definition of scientific terms.
did these work?
F. What difficulties
did I encounter
Students discipline in working with their group member and availability of materials
which my principal
or supervisor can
needed for science experiment.
help me solve?
G. What innovation or
localized materials
did I use/discover Activity based lesson enhanced students understanding of the concepts with
which I wish to additional definition of scientific terms.
share with other
teachers?
 Department of Education
Region VI – Western Visayas
Schools Division of Iloilo City
ILOILO CITY NATIONAL HIGH SCHOOL
Molo, Iloilo City

Iloilo City National High Grade

School Grade 8
GRADES 8 School Level
DAILY Learning
Teacher MR. GARRY C. CANTO Earthquake and Faults
LESSON Area
LOG Teaching Dates and October 31, 2018
Quarter Third
Time 7:30 a.m. – 4:30 p.m.
Objectives must be met over the week and connected to the curriculum standards. To meet the
I. OBJECTIVES objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of the 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 The Learners demonstrate an understanding of:
Standards 1. The relationship between faults and earthquakes.
The Learners shall be able to:
B. Performance 1. Participate in decision making on where to build structures based on knowledge of
Standards the location of active faults in the community.
2. Make an emergency plan and prepare and emergency kit for use at home and in
school.
C. Learning The Learners should be able to…
Competencies / 2. Differentiate the…
Objectives 2.1. epicentre of an earthquake form its focus;
2.2. intensity of an earthquake from its magnitude;
Write the LC 2.3. active and inactive faults
code for each S8ES-IIa -15
lesson Specific Objectives:
1. Create /construct a fault model and identify its parts.
2. Answer the given questions stated in their activity sheets.
3. Define some important terms related to the topic on Earthquake and Fault.
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.
1. Earthquake and Fault
1.3. How earthquakes generates tsunamis
1.4. Earthquake focus and epicenter
III. LEARNING
List the materials to be used in different days. Varied sources of materials sustain children’s interest in
RESOURCES 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. Grade 8 Science Learner’s Module, pp. 53 – 68.

2. Science Links (Physics), Marites D. Aquino, et al. Rex Bookstore Inc.
1. Teacher’s
Guide Teacher’s Guide, pp. 35 – 46.
pages
2. Learner’s
Materials Learner’s Module, pp. 113 – 168
pages
3. Textbook
N.A.
pages
4. Additional Can’t Access
 Materials
from Learning
Resource (LR)
portal
B. Other
Learning Videos from Youtube
Resources
These steps should be done across the week. Spread out the activities appropriately so that students
IV. PROCEDURES 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
draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
(ELICIT)
A. Reviewing
previous Yesterday we have learned that there are three major parts/spheres of the Earth. So,
lesson or which part of the Earth involves in the study of seismology and volcanology?
presenting
the new
lesson
(ENGAGE) What is seismology?
B. Establishing How about volcanology?
a purpose Why is it that both terms have a suffix logy?
for the
lesson Discuss to the students the etymology of these words.
Logos – Greek noun means “study of”. Example: Biology – study of life
Etymology – science which deals with the study of the word origin and history.
Seismology – science that deals with earthquakes and with artificially produced
vibrations of the earth.
Volcanology – branch of science that deals with volcanic phenomena.
(EXPLORE) When there is calamity like earthquake and volcanic eruption, what the words that you
C. Presenting usually heard from the reporters?
examples/ Expected answers:
instances of the Focus Tsunami
new lesson Epicenter Magnitude
Faultlines Intensity
(EXPLAIN)
Why is there a Tsunami? From where this term came From?
D. Discussing new
concepts and What cause an Earthquake? What are the types of earthquake waves?
practicing new
What is the connection of earthquake in the occurrence of Tsunami?
skills #1
E. Discussing new
concepts and Explaining how underwater an earthquake generates tsunamis.
practicing new Explaining how earthquake wave provide information about the interior of the earth.
skills #2
F. Developing Review the students on the terminology used in Earthquakes and Faults.
mastery
Remind the students the value of survival in times of natural calamities.
Focus Question:
(Leads to Formative What are the precautionary measures in times of natural calamities like earthquake
Assessment 3)
and tsunami?
(ELABORATE) What are your priorities to be saved if these calamities happen in your community?
G. Finding practical
applications of How can we avoid mortality in these calamities?
 concepts and
skills in daily
living
H. Making What is the relationship between earthquakes and tsunamis?
generalizations
and abstractions If you are a civil engineer who has a project to construct a building, what important
about the lesson information that you should know about the place where you are about to put up your
building?
(EVALUATE)
Based on the students output in model making of the fault and their answers to the
I. Evaluating
Questions in their Activity Sheets.
learning
(EXTEND)
J. Additional
Students will be given a chance to construct an emergency plan in the form of essay
activities for
writing and prepare an emergency kit for use at home and in school.
application or
remediation
V. REMARKS Repeat the lesson due to very few students going back to school after the semestral
break
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 8 – Zamora
who earned 80% 8 – Mabini
on the formative 8 – Garcia
assessment 8 – Bonifacio
8 – Rizal
B. No.of learners who 8 – Zamora
require additional 8 – Mabini
activities for 8 – Garcia
remediation. 8 – Bonifacio
8 – Rizal
C. Did the remedial 8 – Zamora
lessons work? 8 – Mabini
No.of learners who 8 – Garcia
have caught up 8 – Bonifacio
with the lesson.
8 – Rizal
D. No.of learners who 8 – Zamora
continue to require 8 – Mabini
remediation 8 – Garcia
8 – Bonifacio
8 – Rizal
E. Which of my
teaching strategies Activity based lesson enhanced students understanding of the concepts with
worked well? Why additional definition of scientific terms.
did these work?
F. What difficulties
did I encounter
Students discipline in working with their group member and availability of materials
which my principal
or supervisor can
needed for science experiment.
help me solve?
G. What innovation or
localized materials
did I use/discover Activity based lesson enhanced students understanding of the concepts with
which I wish to additional definition of scientific terms.
share with other
teachers?
 Department of Education
Region VI – Western Visayas
Schools Division of Iloilo City
ILOILO CITY NATIONAL HIGH SCHOOL
Molo, Iloilo City

Iloilo City National High Grade

School Grade 8
GRADES 8 School Level
DAILY Learning
Teacher MR. GARRY C. CANTO Matter
LESSON Area
LOG Teaching Dates and December 06, 2018
Quarter Third
Time 7:30 a.m. – 4:30 p.m.
Objectives must be met over the week and connected to the curriculum standards. To meet the
I. OBJECTIVES objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of the 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 The Learners demonstrate an understanding of:
Standards 1. The particle nature of matter as a basis for explaining properties, physical changes,
and structure of substances and mixtures.
The Learners shall be able to:
B. Performance 1. Present how water behaves in its different states within the water cycle.
Standards
C. Learning The Learners should be able to…
Competencies / 1. Explain the properties of solids liquids, and gases based on the particle nature of
Objectives matter.
Write the LC code for S8MT-IIIa – b – 8
each lesson
Specific objective:
a. Distinguish matter from non-matter
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.
Common properties of matter

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain
RESOURCES 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. Grade 8 Science Learner’s Module, pp. 172 – 173.
2. Integrated Science, Joseph V. Gutierrez, et al. Rex Bookstore Inc. pp. 56 – 61.

1. Teacher’s
Guide Teacher’s Guide, pp. 89 – 92.
pages
2. Learner’s
Materials Learner’s Module, pp. 137 – 152
pages
3. Textbook
N.A.
pages
4. Additional
Materials
from Learning Can’t Access
Resource (LR)
portal
B. Other
Videos from Youtube
Learning
 Resources
These steps should be done across the week. Spread out the activities appropriately so that students
V. PROCEDURES 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
draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
(ELICIT)
A. Reviewing
previous Show to the students a glass of water. Obtain ideas or concepts they have in mind
lesson or regarding it.
presenting
the new
lesson
(ENGAGE) (Prepare two identical cups and water available inside the classroom)
B. Establishing Show to the class one small drinking glass full of water and one empty. Get a volunteer
a purpose and ask him to weigh the two.
for the Ask the students on what they observed with the two objects.
lesson (Students must infer that water has mass)
(EXPLORE) Essential Question:
C. Presenting What are the common properties of matter?
examples/ After classifying matter and nonmatter in the previous session, the students will now
instances of the determine whether the particular sample has a measurable mass and volume or has no
new lesson measurable mass and volume.
(EXPLAIN)
D. Discussing new
Students will present their findings in class through a class reporting with the use of the
concepts and
table and guide questions. (Please refer to LM for the guide questions)
practicing new
skills #1
E. Discussing new
concepts and Can you explain what matter is now?
practicing new
skills #2 (Matter is anything that has mass and volume)

F. Developing
What is mass and volume?
mastery
How do we measure mass and volume?
(Leads to Formative
If we can measure mass and volume, what units of measurement are we going to use?
Assessment 3)
(ELABORATE)
G. Finding practical Key Questions:
applications of 1. What are the common properties of matter?
concepts and 2. How does matter differ from non-matter?
skills in daily 3. What are the other properties of matter?
living
H. Making Matter has a measurable mass and volume.
generalizations
and abstractions Non-matter has no mass and volume. They are immeasurable.
about the lesson
(EVALUATE) A. Classify whether the following is matter or nonmatter:
I. Evaluating 1. smoke (matter)
learning 2. ocean (matter)
3. dreams (nonmatter)
4. chalk (matter)
5. shadow (nonmatter)
B. Identify what property of matter is being described:
_____1. It is the measure of the amount of matter the object has. (mass)
_____2. It refers to the space occupied by an object. (volume)
(EXTEND)
Let the students check the other properties of the following matter (hardness, texture,
J. Additional
color, malleability, electrical conductivity)
activities for
1. silk cloth
application or
2. plastic straw
remediation
3. copper wire
V. REMARKS
Proceed to next topic
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 8 – Zamora
who earned 80% 8 – Mabini
on the formative 8 – Garcia
assessment 8 – Bonifacio
8 – Rizal
B. No.of learners who 8 – Zamora
require additional 8 – Mabini
activities for 8 – Garcia
remediation. 8 – Bonifacio
8 – Rizal
C. Did the remedial 8 – Zamora
lessons work? 8 – Mabini
No.of learners who 8 – Garcia
have caught up 8 – Bonifacio
with the lesson.
8 – Rizal
D. No.of learners who 8 – Zamora
continue to require 8 – Mabini
remediation 8 – Garcia
8 – Bonifacio
8 – Rizal
E. Which of my
teaching strategies Activity based lesson enhanced students understanding of the concepts with additional
worked well? Why definition of scientific terms.
did these work?
F. What difficulties
did I encounter
Students discipline in working with their group member and availability of materials
which my principal
or supervisor can
needed for science experiment.
help me solve?
G. What innovation or
localized materials
did I use/discover Activity based lesson enhanced students understanding of the concepts with additional
which I wish to definition of scientific terms.
share with other
teachers?