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DAILY LESSON LOG

4A LESSON PLAN IN SCIENCE 8


October 1, 2019

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of the formation of typhoons and their
movement within the PAR
B.Performance Standards 1. Track the tropical cyclone movement using the Philippine Typhoon
Tracking Chart.

C.Code S8ES-IId-21

D. Learning Competencies / Objectives

1. Trace the path of typhoons that enter the Philippine Area of


Responsibility (PAR) using the map and tracking data
2. Determine if your location is in the path of a tropical cyclone, given the
latitude and longitude position and
3. Explain why PAGASA regularly monitors when a tropical cyclone is
within PAR.

E.PEDAGOGICAL APPROACH-Constructivist/ Direct Instruction/ TGA

II. SUBJECT MATTER

A. Topic "Module II. Understanding Typhoons


B. Sub-Topic Tracking the Tropical Cyclone
C. Materials Powerpoint Presentation
Videos
Philippine Typhoon Chart Map

D. References
1. TG pp.47
2. LM pp. 146 – 148
III. PRELIMINARIES

· Prayer
· Greetings
· Checking of attendance
· Reminders

IV. LESSON PROPER


A. Recall
· Explain why PAGASA regularly monitors when a Tropical Cyclone is within PAR

B. MOTIVATION
Video Presentation: Track of Typhoon Forecast

4-A’s

1. Activity
Activity 1- Tracking the Tropical Cyclone using the Philippine Typhoon Tracking Chart ( Group Activity)
2. Analysis ( Reporting after activity)
Questions:

1. Why do you think Philippines is a hot zone for typhoons?


2. Why do we need to know the track of typhoon?
3. Explain why PAGASA regularly monitors when a tropical cyclone is within the PAR.
4. Determine if your location is in the path of tropical cyclone given the latitude and longitude.

3. Abstraction
Why do you think latitude and longitude is important for tracking the tropical cyclone?

4. Application
Why do we need to watch the update of the track of typhoon?

IV. ASSESSMENT

Multiple Choices

1. What are the horizontal lines in the map?


a. Latitude c. Longitude
b. Prime Meridian d. Equator

2. What are the vertical lines in the map?


a. Latitude c. Longitude
b. Prime Meridian d. Equator

3. Why do you think we need to know the track of typhoon?


a. To be ready c. to be excited in class suspension
b. To be happy d. to be scared of the typhoon

4. Where do typhoons came from?


a. Over the ocean c. in rivers
b. Plate Boundaries d. in streams
5. Where the typhoons die out?
a. Near the land c. far from the land
b. Over the ocean d. over the rivers

V. ASSIGNMENT

What to do before, during and after the typhoon?

Prepared by:

GIA ROSE F. BATUTAY


Grade 8- Science Teacher

Observed by:

HOMER T. NAPAY
MASTER TEACHER I- Science Department
DAILY LESSON LOG
4A LESSON PLAN IN SCIENCE 8
October 1, 2019

I. OBJECTIVES
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 Investigate and distinguish physical change of matter.

C.Code S8MT-IIIcd-9

D. Learning Competencies / Objectives

1. Explain physical changes in terms of the arrangement and motion of atoms and molecules.
2. Investigate the changes that takes place when particle of a liquid change.
3. Observe evaporation in 2 different situations.
4. Describe the changes of water particles stored in a container with varying temperature.

E.PEDAGOGICAL APPROACH-Constructivist/ Direct Instruction/ TGA

II. SUBJECT MATTER


A. Topic "Module III. Matter
B. Sub-Topic Physical Change of Matter
C. Materials Powerpoint Presentation
Videos
D. References
1. Chemistry III Textbook.
Mapa, Amelia
P., Ph.D., et al. 2001. p.137. *
2. Science and Technology II: Integrated Science
Textbook for First Year. Villamil, Aurora M.,
Ed.D. 1998

III. PRELIMINARIES
• Prayer
• Greetings
• Checking of attendance
• Reminders

IV. LESSON PROPER


A. Recall
• What is causing the water to disappear when you placed yiur wet clothes under the sun? where did
it goes?

B. MOTIVATION
Video Presentation: Boiling Water

4-A’s

1. Activity
Activity 4- What changes takes place When Water is Left in an Open Container? In Closed Container?)

2. Analysis ( Reporting after activity)


Questions:
1. Describe what you observe in the water inside the beaker and above the level of water?
2. What do you think is inside the bubbles that form when the water boils, where did they come from?
3. If you keep the water boiling for 15 mins , what do you think will happen to the amount of beaker?
And why?
4. Where did the water go?
5. Can you explain the illustration how water turn to gas?

3. Abstraction
Describe the changes of water particles stored in a container with varying temperature. Explain
physical changes in terms of the arrangement and motion of atoms and molecules.

4. Application
Cite some example in your daily living that applies evaporation.

IV. ASSESSMENT

Multiple Choices

1. If the surface area of liquid is large then evaporation will be


a. small
b. large
c. moderate
d. none of above

2. Changing of a liquid into vapors from the surface of the liquid is called

a. expansion
b. contraction
c. evaporation
d. fusion

3. Evaporation from surface of any liquid depends on

a. temperature
b. wind
c. nature of liquid
d. all of above

4. Evaporation causes

a. cooling
b. heating effect
c. increase in weight
d. increase in density

5. Evaporation takes place at

a. freezing point
b. boiling point
c. in between freezing point and boiling point
d. at all temperatures

V. ASSIGNMENT
Activity 5. What changes take place when water is heated and cooled?
Prepared by:

GIA ROSE F. BATUTAY


Grade 8- Science Teacher

Observed by:

HOMER T. NAPAY
MASTER TEACHER I- Science Department
DAILY LESSON LOG
4A LESSON PLAN IN SCIENCE 8
December 5, 2019
8- Red (3:20-4:10)

I. OBJECTIVES
A. Content Standards The students identity of a substance according to its atomic structure.

B.Performance Standards Determine the number of protons, neutrons, and electrons in a particular
atom using the Periodic Table of Elements.

C.Code S8MT-IIIef-10

D. Learning Competencies / Objectives


Determine the number of protons, neutrons, and electrons in a particular atom.

E.PEDAGOGICAL APPROACH-Constructivist/ Direct Instruction/ TGA

II. SUBJECT MATTER


A. Topic Unit III. Matter
B. Sub-Topic Protons, Neutrons and Electrons
C. Materials Powerpoint Presentation
Pens and Board Paper.
D. References
1. Chemistry III Textbook.
Mapa, Amelia
P., Ph.D., et al. 2001. p.137. *
2. Science and Technology II: Integrated Science
Textbook for First Year. Villamil, Aurora M.,
Ed.D. 1998

III. PRELIMINARIES
• Prayer
• Greetings
• Checking of attendance
• Reminders

IV. LESSON PROPER


A. Recall
Recall what is the number above the Atomic Symbol.

B. MOTIVATION
# of Protons is = to # of electrons
4-A’s

1. Activity
What’s the Number Page- 140

2. Analysis ( Reporting after activity)


Questions:
1. Explain: only change the number of protons may change the identity of the atom.
2. Atoms of different element may differ to the number of neutrons.
3. What is the connection of Atomic number and Protons.
ELEMENTS # OF PROTONS
Hydrogen
Sodium
Potassium
Oxygen
Iron

3. Abstraction
Explain what are protons and electrons and why protons are equivalent to Atomic number.

4. Application
Cite some elements and give teir atomic number and number of protons.

IV. ASSESSMENT

Multiple Choices
1. The atomic mass number of a specific element is determined by the:
a. number of protons in its nucleus
b. number of neutrons plus protons in its nucleus
c. number of neutrons plus electrons in its nucleus
d. number of electrons in its outermost shell
e. total number of neutrons orbiting the nucleus

2. The atomic number of an atom is based upon the number of:


a. Nucleus b. Electrons c. Neutrons d. protons e. protons and neutrons

3. An atom contains particles which have no charge and are called:


a. Protons b. Electrons c. Neutrons d. Nuclei e. Shells

4. The center portion of an atom is called a(n) .


a. Electron b. bond c. nucleus d. orbital e. neutron

5. The atomic mass number for carbon-14 is 14, meaning that carbon atoms have
a. 14 protons b. 14 neutrons c. 6 protons and 8 neutrons
d. none of these e. 8 protons and 6 neutrons

V. ASSIGNMENT
What is isotope?

Prepared by:

RICHARD F. TALAMERA
Grade 8- Science Teacher

Observed by:

HOMER T. NAPAY
MASTER TEACHER I- Science Department
DAILY LESSON LOG
4A LESSON PLAN IN SCIENCE 8
December 6, 2019
8- Crimson – 3:20- 4:10PM

I. OBJECTIVES
A. Content Standards The periodic table of elements as an organizing tool to determine the
chemical properties of elements.

B.Performance Standards Trace the development of the periodic table from observations based on
similarities in properties of elements.

C.Code S8MT-IIIgh-11

D. Learning Competencies / Objectives


After this lesson, students will be able to:

a.Understand that the periodic table is a way to sort elements


b. Identify some scientists who made different faces of Periodic Table of Elemets.
c. Briefly discuss what are the names and failures of their Periodic Table of Elemets.

E.PEDAGOGICAL APPROACH-Constructivist/ Direct Instruction/ TGA

II. SUBJECT MATTER


A. Topic Unit III. Matter
B. Sub-Topic Periodic Table of Elements
C. Materials Powerpoint Presentation
Pens and Board Paper.
D. References
a. Science and Technology I: Integrated Science Textbook for First Year.
Villamil, Aurora M.,
Ed.D. 1998.
pp. 52-53. *

b.Science 8 Learner’s Module.


Campo, Pia C., et al.2013. pp. 211-212.

III. PRELIMINARIES
• Prayer
• Greetings
• Checking of attendance
• Reminders

IV. LESSON PROPER


A. Recall
Recall you’re your grade 7 Science topic about Periodic Table of elements.

B. MOTIVATION
Video: History of Periodic Table of Elements.
4-A’s

1. Activity
The Development of Periodic Table of Elements ( Tracing the Timeline)
2. Analysis ( Reporting after activity)
Questions:
1. Explain the significance of each of the key events on the timeline.
Answer: (Highlight the Law of Triads, Law of Octaves, etc.)

2. In brief, how did Mendeleev create his periodic table?


Answer: (He first organized known elements with similar properties into “families” and then identified
patterns in the properties and weight of halogens and alkali and alkaline metals. To broaden this pattern,
Mendeleev created cards for each of the 63 elements, noting their symbols, weights, and properties on
each. When he arranged the cards in order of ascending atomic weight grouping elements of similar
properties together, the periodic table was formed.)

3. What made Mendeleev’s periodic table more widely accepted than others?
Answer: (His version reflected periodic “similarities not only in small units such as the triads, but showed
similarities in an entire network of vertical, horizontal, and diagonal relationships” among elements. His
later “changes,” “gaps,” and predictions of “unknown” elements also made his periodic table the most
accurate representation to-date.)

3. Abstraction
Enumerate the following chemists who gave their knowledge on the development and periodic table of
elements and briefly discuss the history.

4. Application
Why we should use and study the modern periodic element?

IV. ASSESSMENT

Multiple Choices
1.The "Law of Triads", proposed by Johann Doebereiner, was an early attempt to classify elements by
their relative mass and common properties. Which statement is NOT accurate about Johann Wolfgang
Dobereiner.

a. He was largely self taught.


b. He became a student at the University of Jena in 1810.
c. He was an instructor of the philosopher Goethe.
d. He was a coachman's son.

2. Another attempt to classify and present elements was based on characteristics shown by elements
separated by seven steps when elements are listed by relative weights. Because it was similar to musical
keys on a piano this classification was called:

a. The Law of Octaves


b. The Eight Fold Notes.
c. The Eighth Scale.
d. The Chord of Elements

3. Dmitry Mendeleev was a teacher of chemistry who began work on the periodic table in the 1860's. What
nationality was he?

a. Russian
b. Greek
c. Prussian
d. Italian

4. Mendeleev's Periodic Table reflected relationships between elements in triads as well as similarities
between elements in vertical and horizontal rows. Which of the following was NOT a result of the Periodic
Table of Elements that Mendeleev designed?
a. Errors in atomic weights were identified.
b. Dmetri Mendeleev was awarded the Nobel Prize for Chemistry In 1906.
c. The existence of unidentified elements were predicted.
d. Mendeleev ignored anomalous elements.

5. Lothar Meyer produced a similar periodic table independent of Mendeleev. Why did Meyer not get the
credit for the periodic table?

a. Meyer published his table to the scientific community in 1870.


b. Meyer first published his table in a text book in 1864 and it contained only half of the known elements.
c. Mendeleev published his periodic table in 1869.
d. Meyer developed a more complete table in 1868 that he gave to a colleague to critique.

V. ASSIGNMENT

What are the parts of periodic table of elements?

Prepared by:

GIA ROSE F. BATUTAY


Grade 8- Science Teacher

Observed by:

HOMER T. NAPAY
MASTER TEACHER I- Science Department
DAILY LESSON LOG
4A LESSON PLAN IN SCIENCE 8
JULY 18, 2019

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
B. Performance StandardsInvestigate the effect of temperature to speed of sound" through fair
testing.
C. Code S8FE-Ie-25

Learning Competencies / Objectives


1. Determine how temperature affects the speed of sound.
2. Differentiate the speed of sound in hot temperature and cold temperature.
3. Investigate the effect of temperature to speed of sound" through fair.
testing
4. Enjoy doing the activity with the groupmates.
PEDAGOGICAL APPROACH- Constructivist/ Direct Instruction/ TGA

II. SUBJECT MATTER


A. Topic "Module III: SOUND
B. Sub-Topic Lesson 17: EFFECT OF TEMPERATURE TO THE SPEED OF SOUND"
C. Materials Powerpoint Presentation
Videos
3 pieces 1000 mL graduated cylinders or tall containers
thermometer
bucket of ice
electric heater or alcohol lamp
tuning fork

D. References 1. Teacher's Guide Pages pp. 53


2. Learner's Materials Pages pp. 82 – 85

III. LEARNING PROCESS


A. Preliminaries
· Prayer
· Greetings
· Checking of attendance
· Reminders

B. Review
· Why does sound travel faster in solids than in liquids, and faster in liquids than in gases (air)?
C. Presentation
MOTIVATION Video Analysis
1. Activity
Activity 5 Faster sound... In hotter or cooler? ( Group Activity)
2. Analysis
 Which cylinder gave the loudest sound?
 Which cylinder gave the highest pitched sound?
 If pitch is directly dependent on frequency, then, which cylinder gives the highest
frequency sound?
 Since wave speed is directly dependent on frequency, then, which cylinder gives
the fastest sound?
 How would you relate the temperature of the medium with the speed of sound?

3. Abstraction
 Determine how temperature affects the speed of sound
 Differentiate the speed of sound in hot temperature and cold temperature.
4. Application
 Video of pouring of hot vs. cold water in a glass
 What produces more sound? In hot water? Or cold water?

IV. ASSESSMENT
Multiple Choices:

1. Speed of sound varies with


A. humidity
B. temperature
C. both humidity and temperature
D. none of the above

2. Sound waves can be transmitted by any


A. medium
B. vacuum
C. both medium and vacuum
D. none of the above

3. Speed in cold water


A. lower
B. faster
C. equal
D. zero

4. Speed in hot water


A. lower
B. faster
C. equal
D. zero

5. The velocity of sound in air decreases with increasing temperature.


A. True
B. False

V. ASSIGNMENT

Give some examples that shows the speed of sound in hot temperature and cold temperature.

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