Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3
Junior HS Science Page 1
Teaching Dates Quarter Third
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

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

The Learners shall be able to: present how water

Performance Standard
behaves in its different states within the water cycle

The Learners should be able to:

Learning Competency
explain the properties of solids, liquids, and gases based on the particle nature of matter;

Code: S8MT-IIIa-b-8
DAILY TASK Diagnostic (module Distinguish Matter from non-matter Explain that matter is made up of tiny
1) particles
II. CONTENT DIAGNOSTIC TEST Common properties of matter Composition of Matter
III. LEARNING
RESOURCES
Teacher’s Guide
Learners’ Module pp Learners’ Module pp Learners’ Module pp. Learners’ Module pp.
Learner’s Materials
172173 172173 174177 174177

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8
IV. LEARNING TASKS
Show two pictures to Show to the students Let the students get a Tell the students to
www.factmonster.com
Additional Materials
the class (one matter a glass of water. piece of paper. Ask look around and let one
and one non matter). Obtain ideas or them to tear the paper student mention one
(Example: nonmatter: concepts they have in into small pieces until object to the class. Quarter 3
picture of light from a mind regarding it. they won’t be able to
torch, heat from the tear it anymore. Find
fire, sound from the someone who had torn
police siren (forms of the smallest piece and
ELICIT
energy); Matter: present it to the class.
picture of any solid,
liquid or gaseous
substance. Let the
students cite the
differences between
the two and write
them on the board.
Ask the students what (Prepare two identical Get their opinion from Using the object
could be the possible cups and water) the question: Is it presented, ask the
characteristics/ Show to the class one possible to divide still student what are the
properties these small drinking glass the paper into the very materials that object is
pictures have. Explain full of water and one smallest of it? Then, made up of.
that these objects do empty. Get a explain the concept of State:
have properties and volunteer and ask him indivisibility of matter’s “Everything you see or
that is the objective of to weigh the two. composition. imagine is built from
ENGAGE the lesson. Ask the students on something else.” This
what they observed concept will be further
with the two objects. discussed for today’s
(Students must infer topic.
that water has mass)
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8
Page 2

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL A. Classify Identify the following
whether the 1. He believed that
following is matter atoms are
Essential Question: or nonmatter: 1. Essential Question: indivisible. Grade 8
What are the common properties of matter?
smoke (matter) What is matter made of? Quarter 3
2. It is Greek word
Students will be 2. ocean (matter) Students will be which means Page 3
divided into groups of 3. dreams divided into groups of indivisible particle. Quarter 3
ToWith
5. be continued
the use ofthe (Note: The teacher
(nonmatter) To be continued
5. They the
will conduct 3. It isThe
(Note: teacher
the smallest Page 4
following day
materials found on the 4. may chalk (matter) following
an activityday
found on mayparticle of an Quarter 3
EXPLORE
V. REMARKS (publication
module, theyofshould
results) 5.
modify shadow
the type of (publication
pages 174-175 of results)
of the modify the type of
EVALUATE element. Page 5
be able to fill in the test.)
(nonmatter) B. Identify learners’ module. test.)
4. It consists of two or
table classifying if the what property of (Activity # 2: What is
more atoms.
VI. REFLECTION sample is matter or matter is being matter made of?)
not. (Activity #1: described: _____1. It 5. It is the unit of
From the evaluation,
Which is matter, which is the measure of the length used to
No. of Learners who
earned: is not?) amount of matter the measure size of an
object has. atom.
• 80% and Above: Students will(mass)
present Students will present
• Below 80%: _____2. It refers
their findings to the
in class their activity by
Did the remedial lessons space occupied
through a class by an answering the guide
work? No. of Learners object. (volume)
reporting with the use questions. (Please
EXPLAIN
who: of
Letthe
thetable and guide
students check refer
• Tellto LMthefor the
students
• have caught up questions.
the (Please of
other properties guidetoquestions)
get an
with the lesson referfollowing
the to LM formatter
the aluminum foil and
• continue to guide questions)
(hardness, texture, cut it into small
require color, malleability,
Key Questions: pieces.
Key Questions:
remediation electrical conductivity)
1. What are the 1.
• What
In caseis matter
it could
Which of my teaching 1.silk cloth
common made
not be of?
cut
strategies worked well? 2.plastic straw of
properties anymore
2. What is thewith their
Why did these work? 3.copper wire
matter? bare hands,
difference use a
between
EXTEND
What difficulties did I
2. How does microscope
molecules and or
encounter which my
Principal/ Supervisor can matter differ magnifying glass
atoms?
ELABORATE
help me solve? from to look
3. How canatyou thesay
What innovation or nonmatter? tiniest
that piece.
matter is made
localized materials did I 3. What are the • up If you have better
of small
use/ discover which I
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar other properties tools,November
particles
First Version: youlikecould
atom?
2016
wish to share with other of matter? still cut the
teachers? aluminum into
tinier pieces.
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8

Grade 8 School Grade Level 8

Daily Lesson Log Teacher Learning Area Matter (Chemistry)
Junior HS Science
Teaching Dates Quarter Third
Grade 8, Quarter 3 Prepared by: Checked by:
Daily Lesson Log Teacher: School
Week No. 1 Head:
Signature: Signature:
Date Date:
Submitted:
Quarter 3
Page 6

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining
Content Standard
properties, physical changes, and structure of substances and mixtures
Performance The Learners shall be able to: present how water behaves
Standard in its different states within the water cycle
Learning The Learners should be able to: The Learners should be able to:
Competency explain the properties of solids, liquids, and gases based on the particle explain physical changes in terms of the

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Drop Raceway!”
sheet. Key Questions: Key Questions:
3. Place 2–4 drops of 1. What is matter 1. What do you think Grade 8
water together
nature ofto made of? arrangement and motion may be the biggest factor
IV. LEARNING TASKS make one larger
matter; 2. What can you say which
of atoms and contributed to the
molecules;
drop at the “Start”. evaporation process?
Code: Ask the question:
S8MT-IIIa-b-8 Whataboutare its
the different Prepare two pieces of S8MT-IIIc-d-9
Ask the students why
ELABORATE 4.
Does As fast
matter as you
attract Statesmovement?
of matter? manila paper.Investigate
Dampen about2.
clothes What
are happened
usually to
hanged
DAILY TASK Summative Test Infer that particles are moving the Evaporation
kinetic energy of
each can, tilt the
other? 3. Describe the the first one with water. outside.
ELICIT Properties of
Matter, and
cardboard and arrangement of Hang it on a side where particles from liquid to
guide your race particles of solid, gas/vapor?
there is enough air or Evaporation
II. CONTENT Classifying drop around the Moving Particles 3. How does
liquid and gas. sunlight to dry.
matter and track to the evaporation take place?
nonmatter Let the students Ask 5-6 volunteers to Ask the students the What would be the
“Finish”. Identify what how state of Identification:
play the game: demonstrate following questions: difference if clothes are
III. LEARNING RESOURCES 5. TryDropnot toRaceway
touch matter is being 1. It is the process
Race molecules behave in 1. At the end of hanged outside rather than
Teacher’s Guide the
(adapted)edge of the identified:
the following states of where
inside liquid
the turns to gas.
house?
class, do you think
track.Preparation
Learners’ The
Module first pp
to WHO AM I? Module pp
Learners’ Learners’ 2. Learners’
What Module
happensppto182-
Learner’s Materials Teacher matter: the paperModule
towel pp
finish
178182
Print two is the Drop
“Race 1. 178182
I have a definite 182-184 the kinetic
184 energy of
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winner.
Raceway” sheets for
http://www.middleschoolch shape and a particles when the object
• Liquid will it be dry?
Essential
each group. Question:
emistry.com/lessonplans/c definite volume. Essential Question: evaporates?
• Gas 2. When water
Are the particles moving?2. I may have a
hapter1/lesson1 What happens when energy 3. is added
Cite intoone the
example
water?
evaporates, where where evaporation could
Materials
Perform by to be prepared by
group definite volume but Perform Activity
do the water#4:
Additional Materials take place.
the teacher:
Activity #3: waxAre paper,
the I just follow the Whatmolecules
changes take go?
EXPLORE cardboard, printed
particles of matter “Race shape of my place when water is left
Drop Raceway”
moving? What is sheets/ may container. in an open container? In
ENGAGE
EVALUATE be drawn, water
between them? pp 3. There is very a closed container? Pp.
negligible Quarter 3
178179 of the 182-183 of the manual.
manual. attraction between Page 7
me and Quarter 3
Students will others.
present
Procedure True or False Page 8
their findings in class
1. Tape the Race 1. Matter is Students will present their Quarter 3
through a class
Drop Raceway composed of use
tiny findings in class through a Page 9
reporting with the
sheet onto a piece of theparticles that do class reporting with the
table and guide
EXPLAIN of cardboard to not move. use of the table and guide
questions. (Please
give it support. questions. (Please refer to
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar refer to LM for the of
2. The particles First
LM forVersion: November 2016
the guide
2. Tape a piece of guidematter have the
questions)
questions)
wax paper over tendency to attract
the “Race each other.
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL • Make a particle • Conduct Activity
model of matter #5A:
on your own. Boiling Water on Grade 8
• You may use page 184-185 of Quarter 3
What difficulties did I any the manual. Page 10
encounter which my material to show • Differentiate Quarter 3
Principal/
EXTENDSupervisor your creativity. Evaporation from
can help me solve? Page 11
• This is to be Boiling
What innovation or
done next
localized materials did
I use/ discover which I
Friday. Kindly
wish to share with bring all your
other teachers? chosen
materials.
To be continued the (Note: The teacher To be continued the (Note: The teacher may
following day may following day modify
V. REMARKS (publication modify the type of (publication of results) the type of test.)
of results) test.)

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
• 80% and
Above:
• Below 80%:
Did the remedial
lessons work? No. of
Learners who:
• have caught up
with the
lesson
• continue to
require
remediation
Junior
Which HS Science
of my Weekly Lesson Log & Lesson Plan Exemplar
teaching First Version: November 2016
strategies worked
well?
Why did these work?
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8
Prepared by: Checked by:
Teacher: School
Grade 8, Quarter 3 Head:
Daily Lesson Log
Week No. 2 Signature: Signature:
Date Date:
Submitted:

Grade 8 School Grade Level 8 Quarter 3

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Page 12
Junior HS Science Teaching Dates Quarter Third
Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8
Standard properties, physical changes, and structure of substances and mixtures.
Performance The Learners shall be able to: present how water behaves
Standard in its different states within the water cycle.
Learning The Learners should be able to: explain physical changes in terms of the
Competency arrangement and motion of atoms and molecules.
Code: S8MT-IIIc-d-9
Performance Task
DAILY TASK Investigate about Condensation Investigate about Melting Make Model of the 3
States of Matter
II. CONTENT Condensation Melting Performance Task
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Learners’ Module pp Learners’ Module pp Learners’ Module pp. Make a model of the 3
Learners’ Module pp 184-186
Materials 184186 187189 187189 states of Matter
Additional www.middleschoolchemistry.com
Materials
IV. LEARNING TASKS
Ask the students what happens Show a picture of • Have the Show a picture or a
when a cold bottle was taken water cycle. students imagine short video clip of the
from the fridge and left in an eating their own melting of polar
open space. ice cream. regions. (The teacher
ELICIT may touch a little about
• For instance,
they are eating the climate change.)
outside under the
scorching sun,

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL Cite other practical Explain to students
2. How does the contributed to the
examples or that there are cases
process of melting/freezing
situations where how would they process? that some substances
condensation take 2. What Grade 8
Essential Question: you could observe Essential Question:
eat their can change
ice happened directly
Essential Question: How will
place? to the Quarter 3
What happens when particles lose the process of fromof solid
the to gas.
EXTEND 3. their Why energy
do What happens cream? to the kinetic energykinetic energy ofyou demonstrate the three
This process is states called of matter? Page 13
and drop their temperature? droplets condensation.
form at themolecules  Whywhen is ittemperature
so? particles from solid
SUBLIMATION. The
to
Quarter 3
surface increases/decreases and heat transfer liquid?
(Adapted) Ask theofstudents
a covered how Ask
continues? the following Ask the
opposite following:
of which is Page 14
Prepare a demonstration hot
cloudscontainer?
form. questions: 3. What
1. happened
What have to
you
called the
with• the
Perform activity(Note:
ff materials: #5 • Perform the kinetic
noticedenergy The
on theof teacher may opt to use the Quarter 3
EXPLORE Part DEPOSITION. Page 15
Should
To Water
bebe B: Cooling
done 5-10
continued the (Note: The teacher 1.Activity
To be What#6: will
continued the
particles
(Note: picture/
The
following:
from liquid
seen to
teacher in
Which of my minutes page
before the186.
time) What changes
happen todaythe ice solid? the video? a. Illustration/Drawing Quarter 3
following
• Answer day (publication may following
take place may
3. How does Page 16
teaching strategies 2ofclear plastic guide
results) cups modify the type of cream if it is not
(publication of eaten
results) 2.
modify What
the can
type you
of
b. Model
worked well? Roomquestions
temperature #6-9
water when ice turns
immediately? Why? melting take place? c. Multimedia Quarter 3
test.) into liquid test.) say
Why did these Ice cubes 2. In what situation 4. How does Presentation Page 17
V. REMARKS
work? water? about its effects
Zip lock (gallon size) will the ice cream melt freezing take place? d. Others With their
in the
What difficulties Procedure: TRUE or FALSE • Answer
faster? the
slower? Identification: chosen materials,
Criteria: students will
did I encounter environment?
1. Place water and ice Write True if the 3.guide What might be 1. 3. It is the create their40%own particle model
Accuracy
which my How did this
cubes into two identical statement is correct questions
the factors involved in processhappen?where liquid of the following scenario:
35% Creativity
Principal/ found on
Supervisor can cups. and False if it is not. the process? turns to solid. a.solid-liquid 15% Resourcefulness
VI. REFLECTION pages 187-
help 2. Immediately place 1. As the 2. What b.gas-liquid
happens
(Introduce the melting 10% Neatness
Fromme thesolve? temperature 188. to the kinetic energy c. liquid-gas Total: 100%
What innovation one of the cups in a zip process)
evaluation, No. of
or lock bag and get as much increases, the kinetic of particles when d.liquid-solid
the
ENGAGElocalized
Learners who
materials
earned: did I air out of the bag as energy increases as object melts? 3. If the
use/ possible. Close the bag well. temperature
• 80%discover
and Students will Students will presentthe object
which Above:
I wish to securely. (True) surrounding
share
• Below other 3.
with 80%: Allow the cups to sitpresent
2. their When particles their findings in class
is greater, what
EVALUATE
teachers? undisturbed for about 5-10 findings in class
lose their energy, through a class
process will take
Did the remedial through a classto their reporting with the
they return place?
lessons work? minutes. reporting with the use of the
of Learners Ask the students:
EXPLAIN
No. original state. (True) 4. table It isand
the process
Why do you think the cup use 3.of the table
Condensation and is a guide questions.
where solid turns to
who:
guide questions.
that is exposed to more air process when liquid (Please refer
liquid. to LM
• have (Please refer to for the guide
caught has more water on the turns to its gaseous 5. When heat is
LM for
state.the guide questions)decreased, the object
up with the outside of it?
lesson questions)
(False) melts/freezes?
Junior
• HS Key
SciencetoWeekly Lesson Log & Lesson Plan Exemplar
continue Questions:
4. The gaseous state Key Questions: First Version: November 2016
require 1. What
of water happens
is calledto 1. What do you think
ELABORATE
remediatio water
waterwhen vapor.it(True)
is may be the biggest
n cooled? factor which
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8
Prepared by: Checked by:
Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 3 Signature: Signature:
Date Submitted: Date:

Grade 8 School Grade Level 8

Quarter 3
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Page 18
Junior HS Science Teaching Dates Quarter Third
Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
Performance
Standard
Learning Determine the number of protons, neutrons and electrons in a particular atom.
Competency

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education Essential Question: Essential Question: Essential Essential Question:
Negros Island Region Do objects attract or Do objects attract or repel each Question: Compare the masses
repel each other/carry positive and Compare the of the subatomic
DIVISION OF NEGROS OCCIDENTAL
other/carry positive negative charges? masses of the particles.
and negative subatomic
EXPLORE charges? particles.
Present Table 2. Some Research on Grade 8
Code: Perform Activity 1: Properties of the three Perform
S8MT-III e-f-10 Activity 2: Thomson’s and
“Charge” it to subatomic particles. The big difference in Rutherford model of
DAILY TASK
EXTEND Summative Test Determine the charges of subatomic particles Compare the masses of the subatomic
experience! in LM pp195 LM pp195-196. the atom.
particles.
p193.
Coverage:
II. CONTENT Charges ofStudents
subatomic particles
present the results of Masses of the subatomic
Students particles.
present the
Phase Changes
the activity.
To be continued the (Note: The teacher may To be continued the results
(Note: Theof the activity.
teacher
III. LEARNING RESOURCES
following day Answer
modifyguide
the typequestions.
of test.) (refer following day Comparison
may modify the of thetype of
Teacher’s Guide (publication to the activity) (publication of masses
test.) of the three
V.Learner’s
REMARKS Materials of results) Learner’s Module pp 193 results) Learner’s Module subatomic
pp 195-197particles
EXPLAIN
Plastic-covered Plastic straw, tissue paper, Atomic Models using the bar graph,
Pictures
Additional Materials pie chart and a
notebook aluminum foil
seesaw can. Answer
IV. LEARNING TASKS
VI. REFLECTION guide questions. (refer
Reflect on the line What are atoms made of? Enumerate some Present
to the Table #2:
the activity).
From the evaluation, “Like poles repel, What structures compose an properties of the Some properties of the
No. of Learners who • Ask students what three subatomic Which subatomic
three main subatomic
unlike poles atom?
ELICIT makes up an atom?
earned:
attract”. particles. (refer to particles on page up
particle/s make/s
ELABORATE
• 80% and • Give the charges of the table 2 in LM p195. most
195 of the mass of
Above: three subatomic the atom?
• Below 80%: particles.
Rub a plastic covered If you rub a plastic straw Give one property of Ask which among the
Did the remedial Complete the table. Refer
lessons work? No. of notebook vigorously with tissue paper and subatomic particle. three to
hasthe masses
the highestin
against a hard object place it near an aluminum Which among them table
value2.ofAnswer
mass. the
Learners
ENGAGE who:
and placed it over the Subatomi Charg
foil, what will happen?Locatio contributes the most following questions.
• have caught up
with the less head. c e n to the overall mass of 1.Which
Explain subatomic
the concept of
What happens? Particle an atom? particle
Scientific the
is lightest?
notation.
• continue to
require 1. positiv 4. 2.Which subatomic Quarter 3
remediation e particle is the Page 19
EVALUATE
Which of my teaching
heaviest? Quarter 3
electron 2. 5. 3. Which subatomic
strategies worked Page 20
3. neutra 6. particle has almost the
well?
Why did these work? l same mass? 4-5.
Junior HS Science
What difficulties Weekly
did I Lesson Log & Lesson Plan Exemplar Which
First subatomic
Version: November 2016
encounter which my particles make up most
Principal/ Supervisor of the mass of the
can help me solve? atom.
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or Grade 8

localized materials Quarter 3
did I use/ discover Page 21
which I wish to
share with other
teachers?
Prepared by: Checked by:
Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 4 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8
Grade 8 School Grade Level 8
Quarter 3
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Page 22
Junior HS Science Teaching Dates Quarter Third

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
Performance Standard
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom
Code: S8MT-III e-f-10
Describe Thomson’s Describe Determine the number of neutrons from the
DAILY TASK Summative Test
model Rutherford’s model. mass number.
Subatomic Particles Determining the number of neutrons from the
II. CONTENT Thomson’s model Rutherford’s model. and Molecular mass number.
Models
III. LEARNING RESOURCES
Teacher’s Guide Teacher’s Manual Teacher’s Manual
Learner’s Manual pp Learner’s Manual pp Learner’s Manual pp Learner’s Manual pp
Learner’s Materials
198203 198203 pp 193 203205 203-205 pp 195-197
Exemplar Lesson Plan Exemplar Lesson Exemplar Lesson Plan,
pp138-140 Plan, Periodic Table
Additional Materials
Periodic Table ,pen/pencil
,pen/pencil
IV. LEARNING TASKS
What is an atom? Review: Thomson’s Show a periodic What makes up the mass
ELICIT What are the atomic model. Table. Ask students of an atom?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education Guide Questions: • Look for a answer the
Negros Island Region 1. What is the volunteer. question by
DIVISION OF NEGROS OCCIDENTAL name of this • Ask few writing the
bread? questions. answer on the
2. What is in this board.
bread that is • The teacher Grade 8
different
not subatomic
found in about gives
the salient
the name
particles of breads?
other an features of the
of the element.
atom?existence existence of Periodic Table.
• Students write mass number and
(The of teacher
Show electrons?may a
to the class opt  Teacher
the nucleus? 3. GAME: its Ask one student
atomic to draw
number?
toreal use
3. raisin a
Describe picture
bread. demonstration:
Describe symbol
 Group students an atom having three
the ,atomic
ENGAGE instead.)
Thomson’s Activity #3 Part
Rutherford’s numberand andask a subatomic particles.
discovery. A
discovery. mass number. to
representative
Draw
Essential and describe Draw
Essential describe
and Essential Question: Data completion: Fill in the Quarter 3
EVALUATE J.J.
Question: Thomson’s
How Rutherford’s
Question: How model. How do you determine the missing dataofinneutrons,
number the table. Page 23
model.
did Thomson do you describe protons, electrons in a neutral atom? Quarter 3
Did the remedial lessons discover the Rutherford’s Page 24
Element Mas Atomic p+ e- n0
work? No. of Learners electron? model? s #
Quarter 3
who: #
EXPLORE • Show Perform Activity #3 Perform Activity #4: Na 23 1 Page 25
• have caught up C 6 1 6
with the lesson Thomson’s Part B and C: Small What’s in a number?, Rn 222 86
atomic model. but terrible. procedure 1 in LM p.
• continue to
require • Elicit ideas 204. Au 7 11
9 8
remediation from the
Which of my teaching students.
EXTEND Identify the uses of Cite the flaws of Define Isotopes and its
strategies worked well? Thomson’s
Lecturette: Students present the
Rutherford’s Students present the
uses.
Why did these work?
EXPLAIN Discuss the details of results of the activity. results of the activity.
experiment. discovery.
his discovery.
(e.g. Answer guide
television-picture Answer guide questions.
What difficulties did I questions. (refer to the (refer to the activity)
tube)
encounter which my activity)
Principal/ Supervisor can To be continued the (Note: The teacher may
V. REMARKS
help me solve? Key Questions: Key Questions: following day Key Questions:
modify the type of test.)
What innovation or 1. What was the 1. What was the (publication of results) 1. Differentiate
localized materials did I experiment experiment atomic number
use/ discover which I conducted by conducted by from mass
ELABORATE
VI. REFLECTIONS
wish to share with other J.J. Thomson? Rutherford? number.
teachers?
From the evaluation, 2. How was he 2. How was he 2. How do you
No. ofHSLearners
Junior able to prove
who Lesson Log & Lesson Plan Exemplar
Science Weekly able to prove determine
First Version: the 2016
November
earned: the the number of
• 80% and Above: neutrons given
• Below 80%: the
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8

Prepared by: Checked by:

Teacher: School
Grade 8, Quarter 3 Head:
Daily Lesson Log
Week No. 5 Signature: Signature:
Date Date:
Submitted:

Grade 8 School Grade Level 8

Daily Lesson Log Teacher Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates Quarter Third Quarter 3
Page 26

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
Performance
Standard
Learning Determine the number of protons, neutrons and electrons in a particular atom
Competency
Code: S8MT-III e-f-10

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region 3. What will happen
DIVISION OF NEGROS OCCIDENTAL when an atom
becomes an ion?
Write the shorthand Given the Calcium ion, Grade 8
notation showing the answer the following:
mass number and 1. InferHowthat ions are
many
EVALUATE Ask:Define
What Isotopes
comes and interpret
Give common shorthand
isotopes.
atomic number of the Cite formed
examples fromof the
protons are there in the
DAILY TASK Performance Task Summative Test
into yournotations
mind when for isotopes
isotopesand atoms.
of the removal/addition
energy
calcium drinks.
ion? of
you hear the word following: Guide
2. electrons. many
Questions:
How
isotope? 1. Why
electrons are are they
there in Role play- Atomic Determining the
1. Iron
ENGAGE popular
the calcium ion? # of protons,
1.Definition of Isotopes 2. Aluminum nowadays? Models, and Timeline
3. HowIons many of atomic models electrons,
II. CONTENT 2.Shorthand notations for 3. Isotopes
Calcium and
2. What
neutrons arebenefit
there incan
the using recycled neutrons,
atoms
calciumone get from
ion? Isotopes, and
materials
Using old folders, What is drinking such?
the importance Ions
III. LEARNING RESOURCES
EXTEND Essential Question: students select one Essential
of ions in Question:
the human
Teacher’s Guide What is an isotope?
Teacher’s Manual element to be drawn How
body?does an atom become an ion?
How do youManual
Learner’s interpret
ppshorthand notation
with symbol, of
atomic Learner’s Manual pp
Learner’s Materials isotopes and atoms? number and mass
204205 204205
EXPLORE Perform Activity#4: number. Perform Activity#4:
Additional Materials Periodic Table
What’s
To be in a number?
continued the (Note: The teacher What’s in a number?
IV. LEARNING TASKS
V. REMARKS Procedures
following day2 and 3 may Procedures 4 and 5 on
onQ page
& A: Sub-atomic
(publication204. How are
modify theisotopes
type of Review:
page 205.
Particles
of results) identified?
test.) 1.Definition of Isotopes
• Students present Students present the
ELICIT 2.Shorthand notations
EXPLAIN the results of the activity.
for
results of the Answer guide
Isotopes and atoms
VI. REFLECTION activity. questions. (refer to the
Quarter 3
From the evaluation, • Answer guide activity)
Page 27
No.
Which of Learners who
of my teaching questions. (refer to the
earned: Quarter 3
strategies worked well? activity)
• 80% and
Why did these work?Above: Page 28
• Below 80%: • Lecturette on
What difficulties did I Quarter 3
Did the remedial
encounter which lessons
my
isotopes
Page 29
work? No.Supervisor
Principal/ of Learnerscan Give the shorthand Key Questions:
who: me solve?
help notation of isotope of 1. How does an ion
What• innovation
have caught
or up Hydrogen. form?
Junior
localized
ELABORATE HS Science
with Weekly
the lesson
materials did I Lesson Log & Lesson Plan Exemplar First Version: November 2016
use/ •discover
continue
which
to I
2. What do you call
wish to share
require
with other the positive ion?
teachers? remediation Negative ion?
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 6 Signature: Signature:
Date Submitted: Date:

Grade 8 School Grade Level 8

Quarter 3
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Page 30
Junior HS Science Teaching Dates Quarter Third
Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The Learners demonstrate an understanding of: the periodic
Content Standard table of elements as an organizing tool to determine the chemical properties of
elements.
Performance

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8
Standard
Learning The Learners should be able to: trace the development of
Competency the periodic table from observations based on similarities in properties of elements.
Code: S8MT-IIIg-h-11
Trace the development of the Periodic Table Summative
Describe the arrangement of elements in the
DAILY TASK Test on
periodic table
Periodic Table
II. CONTENT Development of the Periodic Table Arrangement of elements in the Periodic Table
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials Learners’ Module pp Learners’ Module pp 210- Learners’ Module pp Learners’ Module pp 211-213
210-211 211 211-213
Periodic table of https://www.youtube.com/wat https://www.youtube.com/
Additional Materials
elements ch?v=I5H1SeepnaU watc h?v=VgVQKCcfwnU
IV. LEARNING TASKS
ELICIT In Grade 7, students Show to the class a video Using the periodic Let the students watch the
learned about the from YouTube entitled: table, The teacher video The NEW Periodic
periodic table. Let History of Periodic Table will mention an Table Song (Updated) on
them recall some Animation element (e.g. YouTube.
common elements (cite provided in Learning Calcium). (cite provided in Learning
found in the periodic Resources under additional Resources under additional
table. materials) Let them look in what materials)
column and row it is
located or you may do
otherwise (students
will look for the name,
teacher

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
will mention the row and
Negros Island Region
column)
DIVISION OF NEGROS OCCIDENTAL
Ask: Who were the people Let the students take After• watching,
Assign this let activity
them
explain their by pair.
How was your seating mentioned in the video? hold of their periodic cite some names of
arrangement of
arrangement done? (Write their answers on table and ask them of elements
• Askthey the have
studentsseen Grade 8
elements?
(possible answers: the the possible ways how and where they
to do some can Quarter 3
alphabetically, height, board a. for
Dobereiner
later those elements were commonly be found or
research about Page 31
gender) b. Newlands
discussion) arranged. used. the following
ENGAGE c. Meyer Quarter 3
Were they arranged Example: Silver-spoon
information of the Page 32
d. Mendeleev alphabetically? assigned element:
e. Moseley Quarter 3
Did the remedial randomly? Or other a. Name of element
possible arrangements? Page 33
lessons work? No. of Identification I. Identify in what
and how period
it got its
Quarter 3
Learners who: 1. He is a German andname.
group does the
following element Page 34
• have caught up chemist who b. Symbol, Atomic
with the lesson Essential Question: grouped Essential Question: belong:
Number and
• continue to How did the periodic table develop? elements in three How were the elements in the periodic Borontable
1. Atomic
require with similar arranged? 2. Mass
Calcium
remediation Perform Activity #1 part properties. Continue Activity #1 Part 3. Where
Neon is it found
c.
Which
EXPLORE of my teaching A: Tracking the path 2. This B. Tracking the path and 4. and
Hydrogen
EVALUATE in what form
strategies worked well? and constructing the arrangement constructing the Periodic
Why did these work? 5. Potassium
d. Physical facts
Periodic Table on pages was proposed by Table on page 211 of the (melting point,
What difficulties did I 210-211 of their Newlands. learner’s manual.
encounter which my II. Identify
boilingand label the
point,
textbook. 3. How did parts of the periodic
density)
Principal/ Supervisor
can help me solve? With theMendeleev
use of the With table.
the use
e. Uses (withof the guide
What innovation or
arrange
guide questions, the questions, students will
pictures)
EXPLAIN
localized materials did I students elements
will in
report the
their report their
f. Source answers
of in
use/ discover which I periodic
answers in front. table? front. (Questions
information#5-10)
wish to share with (Questions
Trace the #1-4)
development For the next session, tell
To be continued the (Note: The teacher may To be continued the (Note: The teacher may
other teachers? of the Periodic
following Key
modify the typeTable
Questions: by following day (publication modify
of test.) the
Key students
Questions:
the typeto ofbring
test.)the
day (publication of making
1. a timeline.
Who were the Write of results) following
1. What is periodic
V. REMARKS it in a short
people sized
behind bond
the materials law?for their
results)
paper.
history of periodic Performance output:
2. Differentiate
table? And what was a. Bond
groupspaper
from (long
EXTEND sized)
ELABORATE
VI. REFLECTION their respective periods.
From the evaluation, concept? b.
3. Coloring
What arematerials
the
No. of Learners who 2. What bases did c. Designing
different family
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
earned: the following materials
names of groups
• 80% and Above: chemists use to d. Ruler
found in the
• Below 80%: e. Glue
periodic table?
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 7 Signature: Signature:
Date Submitted: Date:

Grade 8 School Grade Level 8

Daily Lesson Log Teacher Learning Matter (Chemistry)
Junior HS Science Area Quarter 3
Teaching Quarter Third Page 35
Dates
Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The Learners demonstrate an understanding of: the periodic table of elements as
Content Standard
an organizing tool to determine the chemical properties of elements
Performance
Standard
Learning The Learners should be The Learners should be able to: use the periodic table to
Competency able to: predict the chemical behavior of an element.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region b. Symbol, Atomic
DIVISION OF NEGROS
IV. LEARNING OCCIDENTAL
TASKS Number and Atomic
Mass Show pictures of 3. Cu- Sr-Li Show a video entitled:
c. Where is it found and objects with rust. (Answer: Cu- Rusting of Iron in Grade 8
in what form (Houses, cars, etc.) Sr-Li) YouTube. (cite
ELICIT trace the development of
d. Physical facts 4. Cl-F-Br provided in Learning
the (Answer: Br-ClF) Resources under
(melting point, boiling
periodic table from 5.Na- K-Li (K-Na-Li) additional materials)
point, density)
observations based on
e. Uses (with pictures) Ask the students how Look for some You
Look formay ask the
the other
similarities in properties
f. Source of information rusting of objects practical ways to following
types questions:
of corrosion.
of elements
affect people. prevent corrosion. Be
Through a groupS8MT-IIIc-d-9 (to
Ask every groupbefore
be posted to
EXTEND Code: S8MT-IIIa-b-8 able to prepare
reporting, students a brief watching the
answer questions 7video)
report for tomorrow’s Identify ways of Summative test on
Make an Element Compare the reactivitywill of discuss
metals their
in acid and1.8 on
Whatpage is rust?
216 of
DAILY TASK discussion. preventing corrosion due Reactivity of Metals
EXPLAIN Brochure answers
solution on the guide their2.manual.
What are Letthethem
to the reactivity of metals
To be continued the (Note: Thefound
questions teacheron includefactors involved
their answers
Performance Task following day may Waysforto prevent
rusting to
II. CONTENT Reactivity oftheir learner’s
Metals in yesterday’s assigned Summative Test
(Element Brochure) (publication of modify the type of
manual. corrosion
occur?
question. of metals
ENGAGE
III. LEARNING RESOURCES results) test.)Questions:
V. REMARKS Key Key3.Questions:
When does
Teacher’s Guide 1. What is the 1. rusting
What are happen?
the
trend
Learners’ Module pp Learners’ Module pp Learners’ Module pp 4. In what
harmful effects
Learner’s Materials
214217 214217 of reactivity of 214217 condition
when metal does
metals in rustingwith
reacts process
VI. REFLECTION www.nclark.net https://www.youtube.com/w
ELABORATE groups? is hastened?
acids?
atch?v=qd2B9yCKzc0
From the evaluation, 2. What is the 5.
2. What
How can did we
the
Additional Materials
No. of Learners who boy do to solve
trend prevent
earned: the problem?
of reactivity of corrosion?
• 80% and Above:
Students will be tasked to Essential Question: metals in Essential Question: Quarter 3
• Below 80%:
create an attractive What is the relationship between periods?
reactivity of How can corrosion Page 36
Did the remedial
EXPLORE brochure presenting metals Arrange the be prevented?
1. How can we prevent Quarter 3
lessons work? No. of
Learners who: informative details about (elements) and its arrangement
following in the
metals corrosion? Page 37
the assigned element by periodic table? in increasing Quarter 3
• have caught up
with the lesson pair. The brochure will be a Perform Activity #2: reactivity: (Note:
Studentsprepare
will doa rubric) Page 38
• continue to tri-fold 8.5 x 13 (long sized) Metal… How 1.P-Mg-S – (Answer: activity #2 on page
EVALUATE bond paper. The following
require reactive are you? on S- 214 procedure # 12.
format will be observed: pages 214-216 P-Mg)
Juniorremediation
HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Which of my teaching a. Name of element and procedures # 1-11. 2.O-N-Be – (Answer:
strategies worked well? how it got its name. O-
Why did these work? N-Be)
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I Grade 8

encounter which my
Quarter 3
Principal/ Supervisor
can help me solve? Page 39
What innovation or
localized materials did I
use/ discover which I
wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 8 Date Date:
Submitted:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016