GRADE 1 to 12 School DON RAMON E COSTALES MEMORIAL NATIONAL HIGH Grade Level 8
SCHOOL
DAILY
Teacher MONICA B. SOLOMON Learning Area ENHANCED SCIENCE
LESSON LOG
Teaching Dates and Time February 5-9 ,2024 Quarter THIRD
SPM B: M,T,TH, F 8:40-9:40
F: 4:00-5:00
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard 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 Standard The Learners shall be able to: present how water behaves in its different states within the water cycle
C. Learning Explain the properties of solids, liquids, and gases based on the particle nature of matter; S8MT-IIIa-b-8
Competency/Objectives
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It movement pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
PROPERTIES STATE OF MATTER
III. LEARNING
RESOURCES
Distinguish Matter from non- Explain that matter is made up Composition of Matter Properties of Matter, and Moving Particles
matter of tiny particles Classifying matter and
nonmatter
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 [Link]
Resource [Link]/lessonplans/c
hapter1/lesson1
Materials to be prepared by the
teacher: wax paper, cardboard,
printed “Race Drop Raceway” sheets/
may
be drawn, water
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
V.
Show to the students a glass of Let the students get a piece of Tell the students to look around What are the different States of
A. Reviewing previous lesson or water. Obtain ideas or concepts paper. Ask them to tear the paper and let one student mention one matter?
presenting the new lesson they have in mind regarding it. into small pieces until they won’t be object to the class Ask the question: Does matter
able to tear it anymore. Find attract each other?
someone who had torn the smallest
piece and present it to the class.
(Prepare two identical cups and Get their opinion from the Using the object presented, ask Let the students play the game:
B. Establishing a purpose for the water) question: Is it possible to divide the student what are the Race Drop Raceway
lesson still the paper into the very materials that object is made up
Show to the class one small smallest of it? Then, explain the of. (adapted)
drinking glass full of water and concept of indivisibility of
State: Teacher Preparation
one empty. Get a volunteer matter’s composition.
and ask him to weigh the two. Print two “Race Drop Raceway”
Ask the students on what they “Everything you see or imagine
is built from something else.” sheets for each group. Ask 5-6 volunteers to demonstrate how
observed with the two objects. This concept will be further molecules behave in the following states
of matter:
discussed for today’s topic.
(Students must infer that water • Solid
has mass) • Liquid
• Gas
Procedure
1. Tape the Race Drop Raceway
sheet onto a piece of
cardboard to give it support.
Tape a piece of wax paper over
the “Race
C. Presenting Essential Question:
examples/Instances of the new
lesson What is matter made of?
Students will be divided into Students will present their findings in
D. Discussing new concepts and groups of 5. They will conduct class through a class reporting with the
practicing new skills # 1 use of the table and guide questions.
an activity found on pages 174-
175 of the learners’ module. (Please refer to LM for the guide
questions)
(Activity # 2: What is matter
made of?)
E. Discussing new concepts and
practicing new skills # 2
Students will present their findings
F. Developing mastery in class through a class reporting Students will present their
with the use of the table and guide activity by answering the
(leads to Formative Assessment) questions. (Please refer to LM for guide questions. (Please refer
the guide questions) to LM for the guide questions)
Key Questions: Key Questions: Key Questions:
G. Finding practical application
of concepts and skills in daily
1. What are the common 1. What is matter made of? 1. What is matter made of?
living properties of matter? 2. What is the difference 2. What can you say about its
2. How does matter differ between molecules and movement?
from nonmatter? atoms?
3. Describe the arrangement of
3. What are the other How can you say that matter is particles of solid, liquid and gas.
properties of matter? made up of small particles like
atom?
H. Making generalization and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for Let the students check the other • Tell the students to get an • Make a particle model of matter
application or remediation properties of the following matter aluminum foil and cut it on your own.
(hardness, texture, color, into small pieces.
malleability, electrical conductivity) • You may use any
• In case it could not be cut material to show your creativity.
1. silk cloth anymore with their bare
2. plastic straw This is to be done next Friday. Kindly
hands, use a microscope bring all your chosen materials.
copper wire or magnifying glass to look
at the tiniest piece.
• If you have better tools,
you could still cut the
aluminum into tinier
pieces.
4. REMARKS
5. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by:
MONICA B. SOLOMON
Teacher I
Checked by:
RICY O. CARANZO
Teacher III/OIC Science Department
