Grade 8 DLL
Grade 8 DLL
Grade 8 DLL
DAY: MONDAY
I. OBJECTIVES
B. Performance Standards The learner shall be able to develop a writer plan and
implement a “Newton’s Olympics”.
C. (S8FE-Ia-15)
Investigate the relationship between the amount of force applied and the mass of the object to the amount of change in
Learning Competencies / Objectives the object’s motion.
Write the LC code for each
Objectives:
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.
A. References
3. Textbook Pages
IV. PROCEDURES Present the following statement in class and ask the students if they agre
or disagree with them. Select two to three students per group to justify or
explain their answer.
Presenting examples / instances of the What have you observed on the picture presented?
new lesson
The teacher will place a ball or any object on top of a table and ask:
E. Discussing new concepts and Do the activity 1 Forces on object at rest in Lesson Guide Science 8
practicing
new skills #2 (First Quarter) pp. 5 or LM pp. 5- 6
Analysis:
Situation 1
(Leads to Formative Assessment 3) 3. What happens to the pen? What could have caused the pen’s motion?
Situation 2
Multiple Choice: Read each statement carefully and write only the letter
of the correct answer.
3. What is gravity?
A. Newton’s first law
B. The force that objects exert on each other because of their masses
*C The downward pull on the Earth
D. The friction that an object has put on it
C.
Additional activities for application or A. A car hits a tree, and its motion stops
remediation B. A breeze blows, and a sailboat moves
C. A book is pushed, and it moves across the table
*D. A person drops a ball, and it falls to the ground
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for remediation who scored below 80%
J.
DAY:
I. OBJECTIVES
C. (S8FE-Ia-16)
Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
A. References
3. Textbook Pages
IV. PROCEDURES
A.
Reviewing previous lesson or What are the forces acting on an object at rest?
presenting the new lesson What are examples of balanced forces?
Students were given time to watch a short video clip about balanced
B. Establishing a purpose for the Lesson and unbalanced forces
( www.youtube.com/watch?v=HEJOybRxclk)
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the activity
G.
H.
Finding practical applications of concepts Study the given pictures below and describe the forces involved.
and skills in daily living
If the forces acting on an object are balanced, the object either stays
rest or continues to move at constant velocity.
If the forces acting on an object are balanced, the object either stays
rest or continues to move at constant velocity.
I. Direction: Read each statement carefully and write the letter of the correct answer.
2.When one force in a pair is greater than the other, we call this: A. balanced force
*B. unbalanced force
C. magnitude
D. friction
a. Draw arrows showing the individual forces of the tugboats in #1. b. Are the forces balanced or unbalanced?
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for remediation who scored below 80%
Did the remedial lessons work? No. of
learners
who have caught up with the lesson
C.
D.
GRADES 1 to 12 School Grade Level Grade 8
Daily Lesson Log
Teacher Learning Area Science
DAY:
I. OBJECTIVES
B. Performance Standards The learners shall be able to develop a written plan and implement a
“Newton’s Olympic”
C. S8FE –Ib-17
Demonstrate how a body responds to changes in motion.
A. References
3. Textbook Pages
IV. PROCEDURES
Let the students guess the word being defined by solving the jumbled
letters.
A S S M
R E C F O
B. Establishing a purpose for the Lesson
T I N O O M
I A E R I T N
4. It is the resistance of any physical object to any change in its state of
motion.
I A E R I T N
E. Discussing new concepts and practicing Do the activity on Inertia (A and B) Learners’ Module pp. 11 – 12
new skills #2
Questions:
PART A.
F. Developing mastery 2. What happens when you flipped the cardboard? Explain.
1. What happen to the remaining books after one book was pulled? Why
is this so?
Use the following examples to explain how Newton's first law occurs in
everyday events:
a) car suddenly stops and you strain against the seat belt.
G. Finding practical applications of concepts b) when riding a horse, the horse suddenly stops and you fly over its
head.
and skills in daily living c) the magician pulls the tablecloth out from under a table full of dishes.
H. Making generalizations and abstractions Newton's first law states that an object at rest will stay at rest or an
about the lesson object in motion will stay in motion and travel in straight line, as long as
no external net force acts on it. The object will change its state of motion
only if there is unbalanced or net force acting upon it. Inertia is
measured in terms of mass. An object having greater mass has greater
inertia
I. Evaluating Learning 2. The greater the mass of an object, A. the easier the object starts
moving. B. the more space it takes up.
*C. the greater its inertia. D. the more balanced it is.
1. Define acceleration.
2. What is stated in the second law of motion?
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for remediation who scored below 80%
J.
DAY:
I. OBJECTIVES
S8FE –Ib-17
Demonstrate how a body responds to changes in motion.
Objectives:
C. Learning Competencies / Objectives 1. State the Law of Acceleration.
Write the LC code for each 2. Discuss the relationship between net force on an object and its
acceleration, and between the mass of an object and its acceleration.
3. Cite some applications of this law in our daily life.
A. References
3. Textbook Pages
IV. PROCEDURES
The teacher will present two balls of different masses. Then ask the
students which of the two balls will accelerates faster? Why?
1. Differentiate the two balls in terms of mass. Which has the greater
D. Discussing new concepts and mass?
practicing
new skills #1 2. If equal amount of force will be applied in the two balls, then which will
accelerates faster?
Discussing new concepts and Do the activity on The Law of Acceleration, Lesson Guide G8 First
practicing new skills #2 Quarter pp.17 - 19
Direction: Read each statement carefully and write the letter of the best answer.
1. Which among the Newton’s Laws of Motion states that force
equals mass times acceleration?
mass? It is .
I. A. directly proportional
Evaluating Learning *B. inversely proportional
C. acceleration doesn’t depend on mass at all
D. neither A or B
4. Suppose a cart is being moved by a force. If suddenly a load is dumped into the cart so that the cart’s mass
doubles, what happens to the cart’s acceleration?
A. It quadruples. B. It doubles.
*C. It halves. D. It quarters.
V. REMARKS
VI. REFLECTION
E.
Did the remedial lessons work? No. of
learners
who have caught up with the lesson
D.
No. of learners who continue to require
remediation
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?
C.
GRADES 1 to 12 School Grade Level Grade 8
Daily Lesson Log
Teacher Learning Area Science
DAY:
I. OBJECTIVES
C. S8FE –Ib-17
Demonstrate how a body responds to changes in motion.
A. References
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students to restate the second law into a simple statement.
presenting the new lesson
Derivation of Formula:
From the statement that acceleration is directly proportional to force at constant mass.
Mathematically a=kF where nK = mass (eq. 1) Acceleration also varies with mass. As the mass of the object
increases with the same amount of force applied, its acceleration
decreases thus:
a= k(1/m) where K=net force (eq.2)
B. Establishing a purpose for the Lesson
Combining the two equations, we have
a α F and a α 1/m
Therefore a α F/m
Presenting examples / instances of the Give and discuss at least two examples of situation/problems on the
C. new lesson Law of Acceleration
G. Finding practical applications of concepts Engineers at the Johnson Space Center must determine the net
and skills in daily living force needed for a rocket to achieve an acceleration of 70 m/s2 . If the
mass of the rocket is 45,000 kg, how much net force must the rocket
develop.
A = F/m
F = ma
M = F/a
H. Making generalizations and abstractions If the unit of Fnet ( Fn) is in Newton, mass(m) is in kilogram (kg) and
acceleration is in meter per second/second (m/s2)
about the lesson Since force is a vector quantity and mass is a scalar quantity
,acceleration is also a vector quantity where acceleration follows the
direction of the net force
C. 70,000kg D. 7000kg
A. 20 m/s2 B. 30 m/s2
*C. 4 0 m/s2 D. 50 m/s2
V. REMARKS
VI. REFLECTION
A. B.
DAY:
I. OBJECTIVES
C. S8FE –Ib-17
Demonstrate how a body responds to changes in motion.
Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
Learning Competencies / Objectives
Write the LC code for each Objectives:
1. State Newton’s Third Law of Motion
2. Compare the two interacting forces in terms of magnitudes and directions.
3. Identify the action and reaction forces in the given situations.
A. References
1. Teacher's Guide Pages pp. 13 - 16
3. Textbook Pages
IV. PROCEDURES
Imagine yourself leaning against a tree same with the picture below. Did you topple over while you are still in contact with the
tree?
Why or why not!
D. Discussing new concepts and Do the activity in Lesson Guide G8 First Quarter pp 23 - 24 or
practicing
new skills #1 Learners’ Module pp 19 - 20
F. Developing mastery Analyze the situations below by identifying the pairs of forces acting
(Leads to Formative Assessment 3) on the objects.
F. Developing mastery
(Leads to Formative Assessment 3)
Situation 1 Situation 2
The class will be divided into small group. Each group is assigned to
1 of the situations listed below. They will be given 1 minute to
draw/paint the scene and another 30 seconds to position themselves.
Challenge the students to guess the picture of the other group then ask
them to identify the action-reaction forces present.
a. walking
H. Making generalizations and abstractions 1. Based from the above activity state operationally the law of
about the lesson interaction.
2. Why do forces come in pairs?
3. Explain the condition on how to forces are equal in magnitude and
acting in opposite direction.
Direction: Read each sentence carefully and write the letter of the
correct answer.
1. As a 500 N lady sits on the floor, the floor exerts a force on her equal to_ .
4. When a teacher stands at the front of the class, the force of gravity
pulls her toward the ground. The ground pushes back with an equal
and opposite force. This is an example of
which of Newton's Laws of Motion? A. Law of Inertia
V. REMARKS
VI. REFLECTION
J.
DAY:
I. OBJECTIVES
B. Performance Standards The learner shall be able to develop a writer plan and implement a
“Newton’s Olympics”.
A. References
3. Textbook Pages
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 26- 28
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall the second law of motion. How is the acceleration of the body
the new lesson being affected by its mass.
E. Discussing new concepts and practicing new From the video clip presented, how does circular motion related to
skills #2 the laws of motion. Discuss it in terms of change in velocity
F. Developing mastery
(Leads to Formative Assessment 3)
According to Newton’s second law of motion acceleration is produced by a net force. The net force and the acceleration must b
in the same direction. From the second law, F = m a.
If applied to uniform motion, the acceleration becomes the centripetal acceleration and the net force. Since it is also directed
towards the axis of rotation, it becomes the centripetal force.
Centripetal force can be defined as the net force on an object that maintains the object’s circular path and is directed towards th
center of the circular path. The formula in calculating for the centripetal force is Fc = ma c ,
where: Fc = centripetal force (N)
m = mass (kg)
a = centripetal acceleration (m/s2)
H. Making generalizations and abstractions If using the tangential speed and angular speed the equation can be
about the lesson rewritten as:
Fc = mv2 / r or mrώ
Where:
The centripetal force is the force that maintains the circular path of th
objects. If the centripetal force is zero, the object will move in a
straight line.
Direction: read the questions below and select the letter of the best
answer.
1. What made the stone in the previous activity move in circular path?
*A. The central force enables the stone to stay in its path. B. The gravity enables the stone to move in circular path. C. The forc
of attraction make its stay in place.
D. The string made the stone to whirl in circular path.
I. Evaluating Learning 2. This is a force that keeps an object move in circular path.
A. frictional force
*B. centripetal force C. gravitational force D. attractive force
3. All are examples of events/ activities in our daily life which shows
illustrates the need of a central force. Which is not included in the
group?
A. merry-go-round
B. banking on curved
C. satellite moon
*D. cyclist on the straight road
4. In what direction does an object fly if the force giving its centripeta
acceleration suddenly disappear?
A. The object continuously moves in circular motion,
*B. The object moves in straight line at constant speed. C. The obje
changes its velocity in a straight path.
D. Hard to determine where the object goes.
5. When a car turns around a curve and its speed doubled, what
happens to the force between the road and its wheels?
Journal entry:
Think and look for words and ideas that relate to the word on the box
Write the words and ideas on the lines around the box.
CENTRIPETAL FORCE
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
J.
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ic-20)
II. CONTENT MODULE II: WORK, POWER AND ENERGY Lesson 8: WHAT IS
WORK?
A. References
3. Textbook Pages
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp. 29-30
IV. PROCEDURES
Simple Demonstration:
E. Discussing new concepts and practicing new Do the Activity on Is there work done?
skills #2 Lesson Guide Grade 8 First Quarter pp. 29-30
Analysis:
F. Developing mastery 2. Why do you think situation number 3 did not show that no work
4. How will you relate the force and the direction of the motion?
H. Making generalizations and abstractions about Work is present when the force exerted causes an object to have
the lesson displacement in the same direction of the force.
(You may use the picture on the lesson guide)
J. Additional activities for application or remediation How do you measure the amount of work done?
Illustrate how to calculate work and determine the corresponding
units work.
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for remediation who scored below 80%
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ic-20)
II. CONTENT Module Ii: WORK, POWER AND ENERGY Lesson 9: CALCULAT
A. References
3. Textbook Pages
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp. 33-34
IV. PROCEDURES
Students will watch a short video clip on how to calculate the amount of work done on the object.
B. Establishing a purpose for the Lesson (please follow the link for the video clip on work
www.youtube.com/watch?v=hQKYb7P5vwA)
D. Discussing new concepts and practicing Do the Activity on Calculating Work, Lesson Guide Grade 8
new skills #1 First Quarter pp. 33-34
Discussing new concepts and practicing new skills #2 Work problems to be solved by pair
1. A body moves through a distance of 4 m while a force F of 12
Newton acts on it. What is the work done by the force on the body?
2.Two men exerted a force of 1080 N to push the car 218 m to the nearest fuel station. Determine the work done on the
car.
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answer on the given exercises
G. Analyze the picture, Do you think that the man climbing upstairs
demonstrate or performs work? Why?
H. Work is said to be done when a body undergoes displacement. It is denoted by W. Work Formula is given by W = F . d
Making generalizations and abstractions where :
about the lesson F = force applied and
d = displacement.
Work formula is used to calculate work done, force or displacement in any problems. It is given in N-m.
2. A garden tractor drags a plow with the force of 500 N in a distance of 10 meters in 20 seconds. How much work is don
30 degrees 45 degrees
A B
45 degrees Horizontal
C *D
E.
Additional activities for application or remediation Student A takes twice as long as student B to climb the stairs
Student A weighs twice as much as student B
V. REMARKS
VI. REFLECTION
J.
DAY:
I. OBJECTIVES
The learner demonstrates understanding of work using
A. Content Standards constant force, power, gravitational potential energy, kinetic energy,
and elastic potential energy
B. Performance Standards
C. (S8FE-Ic-20)
II. CONTENT Module II: WORK, POWER AND ENERGY Lesson 10: Work Is A
A. References
3. Textbook Pages
IV. PROCEDURES
Analysis:
1. Is there work done on the ball?
E.
Discussing new concepts and practicing new 2. What can a moving ball do when it interacts with other
skills #2 object?
3. What happens to the energy of the ball (doing the work) and
the
bottle ( on which work is done)? Explain your answer.
G. Finding practical applications of concepts and Cite other examples of energy transfer in your daily life situations
skills in daily living
H. Making generalizations and abstractions about When energy is transferred, one body loses energy, where as
the lesson another gains it.Work is a method of energy transfer.
When a body does work, it loses energy. The body on which work
is done gains energy.
Examples of energy transfer are:
a. A spring vibrates after being stretched b. A bicycle going uphill,
which stops.
2. Describe the energy changes that take place when the ball is
thrown upward.
a. Potential to Kinetic b. Kinetic to Potential c. Both a and b
d. Cannot be determined
I. Evaluating Learning 3. What happens to energy when it is transferred from one body
to
another?
a. Energy is gained.
b. Energy is destroyed. c. It loses energy.
d. Both a and c
J. Additional activities for application or remediation Explain how work is related to power.
V. REMARKS
VI. REFLECTION
F. What difficulties did I encounter which my principal or supervisor can help me solve?
DAY: Tuesday
I. OBJECTIVES
B. Performance Standards
(S8FE-Ic-21)
II. CONTENT Module II: WORK, ENERGY AND POWER Lesson 11: HOW POW
A. References
3. Textbook Pages
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp. 40-41
IV. PROCEDURES
Video Presentation
B. Establishing a purpose for the Lesson Showing a short video clip about sport Triathlon
(www.youtube.com/watch?v=wxtR9hf39Ug)
Q1. Who among the group members had the highest power outp
Q2. What is the highest power output?
Q3. Who among the group members had the lowest power outpu
Q4. What is the lowest power output?
Q5. What can you say about the work done by each member of t
group? Q6. Did each member perform the same amount of wo
in climbing the
stairs?
Q7. What factor/s determined the highest/lowest power output?
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the given activity
H. In science, power is defined as the rate at which work is done or the rate at which energy is expended, or is transferred,
Making generalizations and abstractions or transformed. In equation,
about the lesson Power = work/time
or
Power = energy/time
What is the SI unit of power? Since the SI unit of work is joule and the SI unit of time is second, the SI unit of power is
Joule/second. This is given a special name,
watt, in honor of James Watt. So, 1 watt (W) = 1 joule
(J)/second (s)
I. 1. Which of the following statements indicates the best way to increase power?
*A. increase the amount of work done in a given amount of time, or do a given amount of work in less time
B. increase the amount of work done in a given amount of time, or do a given amount of work in more time.
C. decrease the amount of work done in a given amount of
Evaluating Learning time, or do a given amount of work in less time .
D. decrease the amount of work done in a given amount of
time, or do a given amount of work in more time.
E.
Additional activities for application or remediation boy of the same weight carries the same suitcase slowly up the
flight of stairs. Which statement is true?
A. The girl did less work and had less power than the boy. B. The
girl had less power than the boy.
C. The girl did more work and had more power than the boy.
*D. The girl had more power than the boy
V. REMARKS
VI. REFLECTION
J.
DAY: Tuesday
B. Performance Standards
C. (S8FE-Id--22) (S8FE-Id-23)
A. References
3. Textbook Pages
IV. PROCEDURES
Picture Analysis:
B. Establishing a purpose for the Lesson The student will look at the picture presented by the teacher.
C. Presenting examples / instances of the new lesson What kind of energy does the boy possess? Explain your answer
D. Discussing new concepts and practicing new skills #1
Do the Activity on Exploring kinetic energy with ramps, Lesson Gu
E. Analysis:
Discussing new concepts and practicing new skills #2 1.Which car will run fastest? Why do you think so?
2.How does the amount of energy possessed by each car affect i
speed?
H. Making generalizations and abstractions KE = 1/2mv2, where m is the mass of the object and v is its
Assessment:
I. Evaluating Learning Tell whether each statement is true or false:
Additional activities for application or remediation 1. When work that is done on a body increases its
velocity, then, there is an increase in the kinetic energy of the bod
2. The kinetic energy of a more massive object at rest is greater t
that of a less massive moving object.
3. If the velocity of a moving object is doubled, its kinetic energy i
also doubled.
4. The unit of kinetic energy is the same as the unit of work.
5. The unit kg m2/s2 is also a unit of energy.
V. REMARKS
VI. REFLECTION
J.
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Id--22) (S8FE-Id-23)
II. CONTENT Module II : WORK, POWER AND ENERGY Lesson 13: POTENT
ENERGY
A. References
3. Textbook Pages
IV. PROCEDURES
Present the video to the class and have them watch the video
B. Establishing a purpose for the Lesson about the roller coaster ride
(https://www.youtube.com/watch?v=JFNKyi_lzyg)
Discussing new concepts and practicing new skills #2 Q1. What happens to the toy?
Q2. What kind of energy is ‘stored’ in the rubber band?
Q3. What kind of energy does a rolling toy have?
Q4. What transformation of energy happens in a rolling toy?
Finding practical applications of concepts and skills in Ask 5 learners to give example of potential energy then each
daily living them will act the given situations. The audience will
As a form of energy, the SI units for potential energy are the joule
(J) or Newton-meter (N*m).
Making generalizations and abstractions about the The change in the object’s gravitational potential energy is the wo
lesson done in raising it to that height. Since the work done
Direction: Read the questions below and choose the letter of the
correct answer.
1. A roller coaster climbing the first hill is an example of
A. building kinetic energy.
*B. building potential energy. C. gravitational forces.
D. nuclear energy.
I. Evaluating Learning 2. Of the following units, the one that is a unit of potential energy
is?
A. Newton
*B. Joule C. Meter D. Liter
Additional activities for application or remediation 4 . A 50 kilogram object is located 5 meters above the ground lev
Find its potential energy.
*A. The object's potential energy is 2450 J. B. The object's potent
energy is 24.50 J. C. The object's potential energy is 2.450 J. D.
The object's potential energy is 245.0 J.
V. REMARKS
VI. REFLECTION
J.
DAY:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the propagation of sound thr
B. Performance Standards
C. S8FE –Ie-24
Infer how the movement of particles of an object affect the
Learning Competencies / Objectives speed of sound through it. Write the LC code for each
Objective:
Infer that sound consists of vibrations that travel through the air.
II. CONTENT Module III: SOUND
Lesson 14: PROPAGATION OF SOUND
A. References
3. Textbook Pages
IV. PROCEDURES
Guessing game:
Let the students guess the answer to the question, “ What is a vibration produced by a vibrating body”. They may decode the
term by dialing the numbers 76863, in the keypad below.
C ABC DEF
B. Establishing a purpose for the Lesson 2 3
GHI JKL MNO
4 5 6
PQRS TUV WXYZ
7 8 9
0
Presenting examples / instances of the newWhy
lesson
do sound vibrates?
How does it travel through space?
E. Q1. What is the purpose of tapping the tuning fork to a wood or rubber sole?
Q2. What causes sound?
Discussing new concepts and Q3. What happens to the loudness as you move the tuning fork from
practicing up and down?
new skills #2 Q4. Can sound be transmitted if there is no matter to form a
medium?
Q5. How is sound created and transmitted?
Q6. What property of a sound wave determines the pitch of a sound?
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the activity given.
H. Making generalizations and Sound waves are produced by vibrating objects. They are
abstractions propagated through a medium from the source. Sound waves are about
the lesson longitudinal waves. Particles of the medium vibrate in the direction
of wave motion.
V. REMARKS
VI. REFLECTION
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G.
C.
DAY:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the propagation of sound thr
B. Performance Standards
C. S8FE –Ie-24
Infer how the movement of particles of an object affect the
Learning Competencies / Objectives speed of sound through it.
Write the LC code for each Objective:
At the end of the activity, learners will be able to infer that sound is transmitted in air through vibrations of air particles
A. References
3. Textbook Pages
IV. PROCEDURES
If you flock the string of the guitar one by one how do the sound differs?
D. Discussing new concepts and Do the activity on Transmitting Sound, Lesson Guide G-8 First
practicing new skills #1 Quarter pp. 55-56
E. Discussing new concepts and practicing 1. What happens to the other colored beads when the blue bead is
new skills #2 tapped?
2. Are there occasion when the beads converge then expand?
3. Are there converging and expanding parts of the slinky?
4. How then is sound classified as a wave?
• Frequency
• Amplitude
J. Additional activities for application or • Pitch
remediation • Loudness
• Intensity
• speed
V. REMARKS
VI. REFLECTION
remediation
F. What difficulties did I encounter which my principal or supervisor can help me solve?
DAY:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the propagation of sound thr
B. Performance Standards
C. S8FE –Ie-24
Infer how the movement of particles of an object affect the
speed of sound through it.
A. References
3. Textbook Pages
IV. PROCEDURES
2. When there are more waves passing through the reference point in a
period of time, what happens to the wavelength of the waves?
I. Evaluating Learning Word search: Find word or words that are related to sound
A A P I T C H L L M IX X D G H J I L
XS XS S S D F G H D D D DQ I N T
E N S I T Y QW E W E R O O H K K QL
O U D N E S S I I QT Y R D G F D H
H J QO O K K Q U A L I T YC F R E
Q U E N C Y R
J. Additional activities for application or 1. Differentiate the speed of sound in three medium
remediation
a. solid b. liquid c. gas
see also the list of materials for the next activity (LM pp. 78)
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for remediation who scored below 80%
F. What difficulties did I encounter which my principal or supervisor can help me solve?
DAY:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the propagation of sound thr
B. Performance Standards
C. S8FE –Ie-24
Infer how the movement of particles of an object affect the
Learning Competencies / Objectives speed of sound through it.
Write the LC code for each Objective:
At the end of the activity, you will be able to distinguish which material transmits sound the best.
A. References
3. Textbook Pages
IV. PROCEDURES
C. Presenting examples / instances of the On which situation did you encounter louder and more
new lesson pronounced sound? On which situation did you encounter the sound
earlier?
Discussing new concepts and Do the activity on Sound Race.. Where does Sound Travel Fastest?,
practicing new skills #1 Lesson Guide G-8 First Quarter pp. 62 - 63 or
LM pp. 78 -79
1. Did you hear the watch tick when you held it at arm's length?
When you held it against the wooden dowel? When you held it against the metal rod?
2. Did you hear the mobile phone vibrate when you held it at arm's length? When you held it against the wooden
dowel? When you held it against the metal rod?
4. How did the sound of the spoon change when the string was held
against your ears?
Discussing new concepts and
practicing 5. When the ringing of the spoon was too quiet to be heard through
new skills #2 the air, could it be heard through the string?
10. Do you have any idea what makes sound move fast in solids?
F. Developing mastery ( Note: If there is still time teacher may present a video clip on the
(Leads to Formative Assessment 3) transmission of sound www.youtube.com/watch?v=GkNJvZINSEY)
G. Finding practical applications of If you will make an improvised toy telephone to be given to your
concepts baby brother or sister, what are the best materials for the toy
and skills in daily living telephone to have a very clear voice transmission
Why does sound travel faster in solids than in liquids, and faster in
liquids than in gases (air)?
Sound is nothing more than a local disturbance whose propagation is facilitated by the collisions between particles;
this disturbance propagates in a longitudinal wave; imagine one molecule hitting the next molecule, and then that
molecule hitting the next, and so forth.
H. Making generalizations and The distances between molecules in solids are very small, i.e.,
abstractions
about the lesson solids are denser - as compared to liquids and gases. Because they
are so close, than can collide very quickly, i.e. it takes less time for a
molecule of the solid to 'bump' into its neighbor. Solids are packed together tighter than liquids and gases, hence
sound travels fastest in solids. The distances in liquids are shorter than in gases, but longer than in solids. Liquids are
more dense than gases, but less dense than solids, so sound travels 2nd fast in liquids. Gases are the slowest
because they are the least dense: the molecules in gases are very far apart, compared with solids and liquids.
Direction: Read the following and write the best letter of your choice.
1. Sound waves travel faster in water than in air because water has a greater .
A. density.
* B. elasticity.
I. Evaluating Learning C. number of molecules.
D. volume.
D.
Additional activities for application or *A. vibrate along the direction of wave propagation
remediation B. vibrate perpendicular to the direction of wave propagation
C. vibrate perpendicular to the direction of wave propagation
D. do not vibrate
V. REMARKS
B. No. of learners who require additional activities for remediation who scored below 80%
J.
DAY:
I. OBJECTIVES
B. Performance Standards
C. S8FE-Ie-25
Investigate the effect of temperature to speed of sound
Learning Competencies / Objectives through fair testing
Write the LC code for each
Objective:
Determine how temperature affects the speed of sound.
A. References
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting Why does sound travel faster in solids than in liquids, and faster in
the new lesson liquids than in gases (air)?
Figure 1 shows how sound waves varies during the day and during
the night
C. Presenting examples / instances of the new Look closely the picture, any similarities and differences that
lesson you can give about the picture? Let the students point out their
answers. (answers may vary)
How about the arrow on the picture, what does it tell about sound?
Now, let us find what happens to the speed of sound when
the temperature changes? Be ready for our activity.
D. Discussing new concepts and practicing new Do the activity on Faster sound… In hotter or cooler?
skills #1 Lesson Guide G-8 First Quarter pp. 67 or LM pp. 83- 84
Making generalizations and abstractions about Temperature is a condition that affects the speed of sound. Heat, like
the lesson sound, is a form of kinetic energy. Molecules at higher temperatures
have more energy, thus they can vibrate faster. Since the molecules
vibrate faster, sound waves can travel more quickly. The speed of
sound in room temperature air is 346 meters per second. This is fast
than 331 meters per second, which is the speed of sound in air at
freezing temperatures. For every degree rise in temperature, the
increase in the speed of sound is 0.6m/s. At
00C, the speed of sound in air is 331m/s. At 1 0C, the speed will beco
331.6m/s. This is determined by the use of the equation:
v = 331m/s + (0.6m/s0C) T
At a temperature of 10C
V = 331m/s + (0.6m/s0C) (10C) V = 331.6 m/s.
Speed of Sound
H.
358.0 m/s
343.6 m/s
330.4 m/s
From the above figure, notice that the speed of sound varies directly
with the temperature-as the temperature increases, the speed of sou
also increases.
One thing to keep in mind is that this formula finds the average spee
of sound for any given temperature. The speed of sound is also
affected by other factors such as humidity and air pressure.
I. Evaluating Learning Direction: Choose the letter of the correct answer.
1. How would you relate the temperature of the medium with the spe
of sound?
A. The higher the temperature, the faster the sound travels.
B. The higher the temperature, the slower the sounds travel. C. Th
lower the temperature, the faster the sound travels. D. The lower th
temperature, the slower the sound travels.
V. REMARKS
VI. REFLECTION
remediation
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I Use or discover which I wish to share with other teachers?
DAY:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the propagation of sound
B. Performance Standards
C. S8FE-Ie-25
Investigate the effect of temperature to speed of sound
Learning Competencies / Objectives through fair testing
Write the LC code for each
Objective:
Observe how sound waves reflect and refract.
A. References
3. Textbook Pages
IV. PROCEDURES
B. Establishing a purpose for the Lesson Why do lots of people love to sing inside the bathroom?
(possible answers: because of privacy; hard wall surfaces of the
bathroom bring about multiple reflection of sound that create pleasin
sound; echoes are produce)
Presenting examples / instances of the Why do you think open field concerts are usually held during nighttim
C. new lesson (possible answer: Sound is heard well in far areas during nighttime th
daytime).
D. Discussing new concepts and practicing new Do the activity on Properties of Sound, Lesson Guide G-8 First
skills #1 Quarter pp. 74- 76
Station 1: Reflection of Sound Waves
Questions:
1. Compare the clearness of sound without the book and with the bo
as barrier.
Questions:
2. If the radio is against the electric fan, what happens to the loudnes
of the sound? Why?
Reflection of sound waves off of surfaces is also affected by the shape of the surface. A flat or plane surfaces reflect sou
waves in such a way that the angle at which the wave approaches the surface equals the angle at which the wave leave
the surface.
Reflection of sound waves off of surfaces can lead to one of two phenomena - an echo or a reverberation. Multiple
reflections are called reverberation. A reverberation often occurs in a small room with height, width and length dimension
of approximately 17 meters or less. This best fits the bathroom which enhances the voice.
H. Refraction of sound on the other hand is describe as the change in speed of sound when it encounters a medium of
different density.
Making generalizations and abstractions Sound travels faster in hotter media. This change in speed of sound
about the lesson during refraction is also manifested as sort of “bending” of sound
waves.
A. diffraction B. interference
G.
Additional activities for application or C. refraction D, interference
remediation
3. You can hear noises a long distance away over water at night
because
A. of lowered temperature.
B. water conducts sound better at night.
C. sound is reflected off water more efficiently at night. D. of refractio
of sound in air.
What is light?
V. REMARKS
VI. REFLECTION
J.
DAY:
I. OBJECTIVES
The learner demonstrates understanding of some properties and
characteristics of visible light.
C. (S8FE-If-26)
Demonstrate the existence of the color components of
visible light using a prism or diffraction grating
A. References
1. Teacher's Guide Pages 55-56
3. Textbook Pages
IV. PROCEDURES
Light exhibits the characteristics and properties of a wave. Light tends to travel in a straight line, unless it is acted on by
some external force or condition. "What kinds of forces or
B. Establishing a purpose for the Lesson conditions can affect light, and how?" To answer this question,
start with what we can see in everyday life. from each other.
E. Analysis:
Part A:
1. List and arrange the observed colors according to how they appear on the paper.
Part B.
2. Describe the position of the different colors after passing through the prism
Discussing new concepts and practicing
new skills #2 3. Explain the dispersion of white light. Why is the prism or water able
separate the colors of white light?
4. Compare your results in the first part with your results in the second part. Are there any differences?
What might account for the differences?
5. What did you observe with the indices of refraction of the colors of light in the acrylic prism?
What might account for the differences?
5. What did you observe with the indices of refraction of the colors of light in the acrylic prism?
A. Content Standards
6. How would this indices of refraction account for the arrangem
Making generalizations and abstractions the speed of light decreases because the optical density of
about the lesson water is greater than air.
J. Additional activities for application or remediationWhat are the different colors of light?
V. REMARKS
VI. REFLECTION
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
F. What difficulties did I encounter which my principal or supervisor can help me solve?
DAY:
I. OBJECTIVES
B. Performance Standards The learner shall be able to discuss phenomena such as blue sky
rainbow and red sunset using the concept of wavelength and
frequency of visible light
C. Learning Competencies / Objectives (S8FE-If-26)
Write the LC code for each Demonstrate the existence of the color components of visible
light using a prism or diffraction grating.
A. References
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Describe the behavior of light as it passes from one medium to
lesson another
B. Establishing a purpose for the Lesson What do you see in the picture? Are you fond of rainbow hunting?
C. Presenting examples / instances of the new Have you ever wondered how rainbow appears in a clear sky? Ho
lesson rainbow form and what are the colors of the rainbow?
Part A:
1. List and arrange the observed colors according to how they
appear on the paper.
Part B.
2. Describe the position of the different colors after passing through the prism.
3. Explain the dispersion of white light. Why is the prism or water able to separate the colors of white light?
4. Compare your results in the first part with your results in the Second part. Are there any differences? What might acc
for the differences?
5. What did you observe with the indices of refraction of the colors of light in the acrylic prism?
6. How would this indices of refraction account for the arrangement of colors of light?
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answer in the activity given
G. Do you agree in the saying that “At the end of a rainbow is a pot of gold”. Why or why not.
H. Upon passage through the prism, the white light is separated into its component colors - red, orange, yellow, green, blue
and violet. The separation of visible light into its different colors is known as dispersion. Dispersion is a special kind of
refraction which provided us colors of light. It occurs whenever there is a process that changes the direction of light in a
manner that depends on wavelength. Dispersion can occur for any type of wave and always involves wavelength-
dependent processes. For a given medium, n increases as wavelength decreases and is greatest for violet light. Thus vi
light is bent more than red
light, as can be seen with a prism. Refer to the figure below.
Making generalizations and abstractions about the lesson
In a rainbow, light enters a drop of water and is reflected from the back of the drop. The light is refracted both as it enters
and as it leaves the drop.
The formation of a rainbow involves a series of physical phenomena - reflection, refraction, dispersion and total internal
reflection. The occurrence of each of these is due to the
E.
interaction of light with air and water and the boundaries betwee
I. Evaluating Learning Fill in the missing term:
J. Additional activities for application or remediation Which colors of light receives least energy? Most energy?
Explain your answer.
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for remediation who scored below 80%
DAY:
I. OBJECTIVES
B. Performance Standards The learner shall be able to discuss phenomena such as blue sky
rainbow and red sunset using the concept of wavelength and
frequency of visible light
A. References
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Describe the position of the different colors after passing through
lesson prism.
B. Establishing a purpose for the Lesson Why do you think we tend objects as having fixed colors?
C. Presenting examples / instances of the new For example, an apple is red. In reality, an object’s appearance
lesson results from the way it reflects the particular light that is falling on
Under white light, the apple appears red because it tends to refle
light in the red portion of the spectrum and absorb light.
D. Discussing new concepts and practicing new Activity see Lesson Guide pp. 85-86
skills #1
Analysis:
E. Discussing new concepts and practicing new 1. Which thermometer registered the lowest temperature?
skills #2 2. Which thermometer registered the highest temperature?
3. Which colored plastic allowed more energy to pass through it?
4. Which colored plastic allowed the least energy to pass through
5. From your answers in 3 and 4, which color of light has the leas
energy? The most energy?
Our eyes are sensitive to light which lies in a very small region of the electromagnetic spectrum labeled "visible light". Th
"visible light" corresponds to a wavelength range of 400 - 700 nanometers (nm) and a color range of violet through red. T
human eye is
not capable of "seeing" radiation with wavelengths outside the visible spectrum. The visible colors from shortest to longe
wavelength are: violet, blue, green, yellow, orange, and red. Ultraviolet radiation has a shorter wavelength than the visib
violet light. Infrared radiation has a longer wavelength than visible red light. The white light is a mixture of the colors of th
visible spectrum. Black is a total absence of light.
a. red b. blue
c. green d. violet
speed b. amplitude
colors d. frequency
I. 3. A rainbow usually appears in the sky after a rain. Which of the following statements best explain this observation?
a. Raindrops acts as prism separating sunlight into colors.
b. The white clouds actually prism composed of different colors. c. The colors of the rainbow comes from the raindrops in
the
atmosphere
d. When sunlight is reflected by the ground towards the clouds, it
Evaluating Learning separate into different colors.
a. red b. violet
c. orange d. green
5. The process of separating white light into bands of colors using a prism is known as _.
a. refraction b. dispersion c. reflection d. diffraction
VI. REFLECTION
J.
V. REMARKS
DAY:
I. OBJECTIVES
B. Performance Standards The learner shall be able to discuss phenomena such as blue
sky, rainbow and red sunset using the concept of wavelength and
frequency of visible light
C. S8FE-If-28
Explain that red is the least bent and violet the most bent
according to their wavelengths or frequencies.
Objectives:
A. References
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Which colors of light has the least energy? Most energy?
lesson
B. Establishing a purpose for the Lesson Study and analyze the pictures of the stars at night.
C. Presenting examples / instances of the new lesson Do you think they have the same energy? Explain your answer.
Analysis:
Discussing new concepts and practicing new 1. Which color registered the highest frequency? shortest
skills #2 wavelength?
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the activity given
The effects of colored light on people have been studied by psychologists. They found out that people do show varied
G. According to psychologists:
1. Red light/color may bring about a rise in blood pressure, respiration rate, and frequency of blinking. It excites people.
Finding practical applications of concepts 2. Blue light/color produces effects opposite to those red light;
and skills in daily living hence, it lessens activity.
3. Purple has a mournful effect.
4. Yellow is joyful and green has a peaceful effect.
Making generalizations and abstractions Stars cooler than the Sun (below 5,000 degrees C) put out most
about the lesson of their light in the red and infrared regions of the spectrum. Solid
objects heated to 1,000 degrees C appear red but are putting out
far more (invisible) infrared light than red light.
E.
their light in the blue and ultraviolet regions of the spectrum.
The assessment for the day will be based on the outcome/output
the activity: the color wheel. It will be graded based of the rubric
below.
J. Additional activities for application or remediation Give the meaning of heat and temperature
V. REMARKS
VI. REFLECTION
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
F. What difficulties did I encounter which my principal or supervisor can help me solve?
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ig--29)
Differentiate heat and temperature at the molecular level. Objectives:
Learning Competencies / Objectives 1. Distinguish between temperature and heat.
Write the LC code for each 2. Describe the hotness or coldness of an object in terms of its temperature
3. Compare the changes in the temperature of water to determine the relationship between the amount of heat transferred and
resulting temperature change.
C. (S8FE-Ig--29)
Differentiate heat and temperature at the molecular level. Objectives:
Learning Competencies / Objectives 1. Distinguish between temperature and heat.
Write the LC code for each 2. Describe the hotness or coldness of an object in terms of its temperature
3. Compare the changes in the temperature of water to determine the relationship between the amount of heat transferred and
resulting temperature change.
A. References
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the What are the three methods of transferring energy?
new lesson (conduction, convection and radiation)
1. What actually transferred when you dipped your finger into the water? In what direction did it transfer?
3. How close is your estimated value to the measured temperature of the water?
E.
Discussing new concepts and practicing 4. Which container feels ‘hottest’? Which container feels ‘coolest’?
new skills #2 5. What do you think causes the difference in the hotness or
coldness of the water inside the containers?
6. In which container(s) is heat transfer taking place? What evidence best supports your answer? Within this container, which
absorbs heat? Which gives off heat?
1. What actually transferred when you dipped your finger into the water? In what direction did it transfer?
3. How close is your estimated value to the measured temperature of the water?
E.
Discussing new concepts and practicing 4. Which container feels ‘hottest’? Which container feels ‘coolest’?
new skills #2 5. What do you think causes the difference in the hotness or
coldness of the water inside the containers?
6. In which container(s) is heat transfer taking place? What evidence best supports your answer? Within this container, which
absorbs heat? Which gives off heat?
7.In which container was there the greatest amount of heat transfer? What is the basis of your answer?
8. How are the amount of heat transferred and the change in tem
G. Finding practical applications of concepts and In a bakery, when do cookies cook faster, is it at lower temperatu
skills in daily living at higher temperature? Explain your answer.
Watch video clips about heat and temperature
www.youtube.com/watch?v=wTi3Hn09OBs
4. Which of the following will likely happen when a hot and a cold
put in contact with one another?
A. The hot and the cold object will become colder. B. The hot and
cold object will become hotter.
C. The cold object will become colder while the hot object will
become hotter.
D. The cold object will become warmer while the hot object
will become colder.
V. REMARKS
VI. REFLECTION
B.
No. of learners who require additional activities for remediation who scored below 80%
F. What difficulties did I encounter which my principal or supervisor can help me solve?
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ig--29)
A. References
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the How will you describe the transferring of heat from one body to
new lesson another?
Questions:
1 .What happens when I blow hot air on the balloon? Why?
2. What is happening to the air inside the balloon?
3. What do you think would happen if the balloon was placed in
C. Presenting examples / instances of the a cold car?
new lesson 4. What would happen to the balloon as the temperature
increases in the car? Why?
5. Ask the students to think about what might happen to a balloon in a bottle when it is heated.
Questions:
1 .What happens when I blow hot air on the balloon? Why?
2. What is happening to the air inside the balloon?
3. What do you think would happen if the balloon was placed in
C. Presenting examples / instances of the a cold car?
new lesson 4. What would happen to the balloon as the temperature
increases in the car? Why?
5. Ask the students to think about what might happen to a balloon in a bottle when it is heated.
D. Discussing new concepts and practicing Activity- see Lesson Guide pp 99-101
new skills #1
1. What similarities and differences did you observe when a drop of dye was added to each container?
E. Discussing new concepts and practicing 2. In which container did the dye scatter the fastest? In which
new skills #2 did it scatter the slowest?
3. How do you relate the temperature of the water to the rate of scattering of the dye?
A. lower B. higher
C. decrease D. changes
I. Evaluating Learning 4.The quantity that tells how hot or cold an object is with respect
some standard
A. mass B. heat
C. pressure D. temperature
1. A
2. D
3. B
4. D
5. B
Additional activities for application or remediation How do temperature affects thermal expansion of some objects?
VI. REFLECTION
J.
V. REMARKS
DAY:
I. OBJECTIVES
B. Performance Standards
C. (S8FE-Ig-29)
Differentiate between heat and temperature at the
molecular level.
Learning Competencies / Objectives
Write the LC code for each Objectives:
1. Define thermal expansion
2 .Determine experimentally how temperature affects thermal expansion of some objects.
A. References
3. Textbook Pages
IV. PROCEDURES
E. Analysis:
Discussing new concepts and practicing 1. What happens to the height of the weight when the wire is
new skills #2 heated?
2. What factors affect the expansion of the wire?
3. Identify the effects of thermal expansion and contraction to some materials.
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the activity given
There are some applications of thermal expansion in day-to-day life. Some of them are the following, or you may watch
G Finding practical applications of concepts this short video www.youtube.com/watch?v=4UE_cxd7TEw for
and skills in daily living some practical application of thermal expansion used at home.
Possible answers:
1. Railway track:
Railway tracks are an example where the concept of thermal
expansion is used. Space is left between railway tracks as an
allowance for their expansion when temperature increases,
otherwise the rails may buckle.
2. Steel Bridges:
3. Mercury Thermometers:
5. An axle is too large to fit into the hole in a wheel that is made o
the same metal. How can the axle be made to fit into the hole. A.
heating the wheel alone
B. by cooling both the axle and the wheel
C. by cooling the axle alone
D. by heating both the axle and the wheel
V. REMARKS
VI. REFLECTION
I.
J.
DAY:
I. OBJECTIVES
B. Performance Standards
C.
(S8FE-Ig-29)
Differentiate between heat and temperature at the
Learning Competencies / Objectives molecular level
Write the LC code for each Objective:
Explain the effect of temperature change on phase changes.
C.
(S8FE-Ig-29)
Differentiate between heat and temperature at the
Learning Competencies / Objectives molecular level
Write the LC code for each Objective:
Explain the effect of temperature change on phase changes.
A. References
3. Textbook Pages
IV. PROCEDURES
Discuss what happens at both the observable and molecular level in these scenarios:
C. Presenting examples / instances of the
new lesson 1. Water is placed in the freezer.
2 .Ice melts.
3. A puddle evaporates.
Discuss what happens at both the observable and molecular level in these scenarios:
C. Presenting examples / instances of the
new lesson 1. Water is placed in the freezer.
2 .Ice melts.
3. A puddle evaporates.
E. Station 1 :
Discussing new concepts and practicing 1. Why does the ice inside the container melt after sometime?
new skills #2 2. Describe the temperature of the water while the ice melting.
3 .Describe the temperature of the water after the ice has melted.
Station 2:
G. Finding practical applications of concepts and Ice is in solid form. Therefore, its particles are actually moving mo
skills in daily living slowly (still locked in lattice position) than those in the liquid brine
(sliding past). Any thermal energy absorbed from the cream will fi
be used to raise the temperature of the brine (which requires mor
energy to accomplish because of the solute). Once the average
kinetic energy of the molecules (aka: temperature) in the brine ha
increased enough, then they will begin to transfer energy to the ic
and it will again begin to melt. The temperature of the brine will no
increase above the melting point until all of the ice has melted (al
energy is used to accomplish phase change before increasing
temperature.
about the lesson state, or we say that it has undergone a change of phase. For
example, ice melts and water; water evaporates and becomes
water vapor.
These changes of phase always occur with a change of
Assessment:
A. Freezing B. Sublimation
C. Melting D .Evaporation
A .Freezing B. Sublimation
C. Melting D. Evaporation
VI. REFLECTION
J.
V. REMARKS
DAY:
I. OBJECTIVES
C. (S8FE-Ig-29)
Differentiate between heat and temperature at the
Learning Competencies / Objectives molecular level
Write the LC code for each
Objective:
Compare the heat capacities of the given liquid samples.
A. References
3. Textbook Pages
IV. PROCEDURES
Reviewing previous lesson or presenting the Explain the effect of temperature change on phase changes.
A. new lesson
Even if the objects are at the same location they have different
B. Establishing a purpose for the Lesson temperatures.
Have you ever been outside in the playground during one sunny day and suddenly touch the metal of a swing set? How does it
feel? Is it hot? Yes!
How about walking barefoot on a sunny day? Have you ever
C. Presenting examples / instances of the walked on the sidewalk and had to jump to the grass because
new lesson the pavement was too hot for your feet? Do you think the grass
and the pavement are actually different temperatures?
D. Discussing new concepts and practicing Activity see Lesson Guide pp. 112-113
new skills #1
Finding practical applications of concepts and Substances that have a high specific heat capacity are suitable a
skills in daily living material for constructing kettle handlers, insulators
and oven covers, because, a high amount of heat will cause only
small change in temperature and the material won't get hot too fa
H = mc ∆T
Direction: Read the statement carefully and choose the best answer.
1. The amount of heat required to raise the temperature of a body by 10C is called _?
A. Volume B. Mass
C. Weight D .Density
5. Why does the temperature of the ocean not fluctuating as much as the temperature of sand?
A. Water has higher heat capacity.
B. Neither of these answers are correct. C. Both of these answers are correct.
D. The mass of the ocean is greater
6 .A substance with higher specific heat will . A. warm faster than other substances
B. warm slower than other substances
C. cool faster than other substances
D. warm at the same rate as other substances
7. Why does the temperature of the ocean not fluctuating as much as the temperature of sand?
A. Water has higher heat capacity. B. It takes a short time to heat.
Additional activities for application or remediation C. Water has low specific heat capacity. D. The mass of the ocea
is greater.
1. electricity
2. electric current
3. voltage
4. ammeter
5. voltmeter
V. REMARKS
VI. REFLECTION
J.
DAY:
I. OBJECTIVES
B. Performance Standards The learners shall be able to practice safety in handling electrical device
C. S8FE – Ih-30
Infer the relationship between current and charge
Objectives:
Learning Competencies / Objectives 1. Measure the electric current and voltage in a circuit using an
Write the LC code for each ammeter and voltmeter respectively; and
2. Determine the relationship between:
a. electric current and voltage
b. electric current and resistance
3. State Ohm’s Law
A. References
3. Textbook Pages
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 116 - 120
IV. PROCEDURES
Show to the students the voltmeter and ammeter and ask them if
B. Establishing a purpose for the Lesson they are familiar with the materials. Teach them how to use and connect
properly the ammeter and voltmeter in the circuit.
C. Presenting examples / instances of the There are three quantities that you should be familiar with the study
new lesson of electricity. Let us find out in this activity
D. Discussing new concepts and practicing Do the activity on Measuring Current and Voltage Lesson Guide G-8
new skills #1 First Quarter pp. 116 -117
2. What can be inferred about the current passing through the bulb?
4. When you graphed the voltage against current, what is the shape
the graph line? What does it mean?
5. Look at column 4. What kind of values did you obtain? What does
this indicate?
From the activity, notice that the current increases when the voltage
increases for a common resistance. This only proves that current is
affected by voltage. Plotting the data of V vs. I gives a straight line
graph through the origin as shown in the figure below.
F. Developing mastery Such graph indicates that voltage is directly proportional to the curre
(Leads to Formative Assessment 3) that is
V α I or
V=kI
Where k, the proportionality constant, is the slope of the V
vs. I graph.
R = V/I
From the equation, the unit of electrical resistance is
defined as
G. Finding practical applications of concepts and In household wiring we use different kind of wires such as aluminum
skills in daily living nichrome and copper. Why is it that others prepare to use copper for
household circuits.
(answer: copper cabling has a lower resistance than aluminum for
the same length, so copper is safer to use for household circuits)
Ohm's law states that the current through a conductor between two
points is directly proportional to the voltage across the two points.
Introducing the constant of proportionality, the resistance, one arrives
at the usual mathematical equation that describes this relationship:
Journal Entry:
V. REMARKS
VI
J.
DAY:
I. OBJECTIVES
B. Performance Standards The learners shall be able to practice safety in handling electrical device
C. S8FE – Ii-31
Explain the advantages and disadvantages of series and parallel connections in homes.
A. References
3. Textbook Pages
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 121- 128
IV. PROCEDURES
A. Reviewing previous lesson or presenting Identify the three basic electrical quantities and differentiate one
the new lesson from the other
Think-Pair-Share
Group students into pairs and answer the questions “What is
B. Establishing a purpose for the Lesson Ohm’s Law and what is it for?” They will be tasked to explain their
answer in two minutes.
When you turn off one of the bulbs in your house the others
remain lighted. But when you remove one bulb from a string of
C. Presenting examples / instances of the colored Christmas lights the other bulbs go off. Why?
new lesson ( Let the teacher do the demonstration of removing the bulb of the
Christmas light and the student to explain what they observed)
D. Discussing new concepts and practicing Do the activity on Series Circuit And Parallel Circuit Connection
new skills #1 Lesson Guide G-8 First Quarter pp. 127 - 128
Circuit I
1. What did you observe to the intensity of light as you turn the switch on?
Discussing new concepts and practicing 2. After inserting one bulb in the circuit, what do you notice to the
E. new skills #2 brightness of the bulbs?
3. While the switch is on, what happens to the remaining bulbs after unscrewing one bulb from it?
Circuit II
1. What did you observe to the intensity of light as you turn the switch on?
Discussing new concepts and practicing 2. After inserting one bulb in the circuit, what do you notice to the
E. new skills #2 brightness of the bulbs?
3. While the switch is on, what happens to the remaining bulbs after unscrewing one bulb from it?
Circuit II
4. Observe the brightness of the bulb in circuit II. How do you compa
the brightness of circuit I from circuit II?
5. As you add more bulbs, does the brightness of each bulb change?
Why?
6. As you unscrew one bulb from circuit II, were the other bulbs
affected? How does your observation compare to that in step 3?
F. Developing mastery
(Leads to Formative Assessment 3)
2. streetlights connection
Additional activities for application or 5. In the circuit below, which two elements are connected parallel to
remediation each other?
A. A and B
B. B and C C. C and D D. A and D
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
B. Performance Standards The learners shall be able to practice safety in handling electrical device
C. S8 30FE – Ii – 32
A. References
3. Textbook Pages
IV. PROCEDURES
Let the students recall their monthly electric bill. Ask them what
B. Establishing a purpose for the Lesson factors mostly affect the high cost of their electric bill.
ACTIVITY
bread toaster
3. In the table given below, write down the names of the appliances a
their power ratings, uses, and power effects such as light, heat,
mechanical or sound.
Rating (w)
1
2
3
E. Discussing new concepts and practicing 4
new skills #2 5
6
7
8
9
10
F.
Developing mastery 3. What general statement can you make about power rating and the
effects produced by electricity?
(Leads to Formative Assessment 3)
4. What is the common feature of those appliances like flat iron,
toaster, stove (range) and hair dryer?
G. Finding practical applications of concepts and What appliances in your home contribute most to your energy
skills in daily living consumption?
What would you suggest to lessen your electrical energy consumptio
H. Making generalizations and abstractions about Electrical energy is energy that is caused by moving electric charges
the lesson Since the electric charges are moving, this is a form of kinetic energy
The faster the electric charges are moving the more electrical energy
they carry. The electrical energy consumed or needed in operating
various devices may be related to the power rating of the devices.
Recall that power is the rate at which work is done per unit time. In
equation form,
Power = work/time where P = power
W =work
T = time
1. When the current in the circuit is doubled, the power also doubles
5. Heating appliances like flat iron, toaster and electric stove draw
more current so they convert more electrical energy than non- heat
appliances.
J. Additional activities for application or Make a list of electrical appliances/machines which used electricity in
remediation the following environment:
1. at home
2. at the hospital
3. at school
4. in the city
For each item, try to think of an alternative and a way to conserve or
save power.
V. REMARKS
VI. REFLECTION
Did the remedial lessons work? No. of learners who have caught up with the lesson
F. What difficulties did I encounter which my principal or supervisor can help me solve?
C.
GRADES 1 to 12 School Grade Level Grade 8
Daily Lesson Log
Teacher Learning Area Science
DAY:
I. OBJECTIVES
B. Performance Standards The learners shall be able to practice safety in handling electrical device
C. S8 30FE – Ii - 33
Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home.
Learning Competencies / Objectives
Write the LC code for each Objective:
Describe a fuse and a circuit breaker and identify their functions in a circuit
3. Textbook Pages
B. Other Learning Resource Science and Technology IV : Physics Textbook. NISMED.2012 pp.
174 - 175
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall from the previous lesson electrical appliances that
the new lesson contain heating element.
How many of you have seen a fuse or a circuit breaker at home? Did you ever wonder why a fuse is needed in your electrical
C. Presenting examples / instances of the connections? Today we will handle a fuse and determine its
new lesson function.
D. Discussing new concepts and practicing Do the activity on Blowing a Fuse, Lesson Guide Grade 8 First
new skills #1 Quarter pp. 136 – 137.
Case 1
1. What two things were observed when the switch was closed?
Case 2
1. What three things were observed when a short wire was
Discussing new concepts and practicing connected as shown in the diagram?
E. new skills #2 2. What could have caused the rising and falling of current in the wire in
case 2?
3. Describe the result when there was reduced resistance in the circuit.
4. Identify the case that occurred
5. Explain why the bulb went off.
6. What is the role of the fuse in the circuit?
F. Developing mastery Discuss the answers in the activity given.
G. Finding practical applications of concepts Why is it dangerous to use copper strip or wire in place of a safety fu
and skills in daily living Why do we need to be protected from the danger in electricity?
Fuses and circuit breakers are both devices that 'break' if the current
through them is too large.
A fuse is usually a thin piece of wire that will melt and break the circu
too large a current flows through it. The thicker the wire the more
current is needed to melt it and the higher the 'rating' of the fuse. The
purpose of a fuse is to protect the wiring and the equipment.
H. Making generalizations and abstractions about A circuit breaker is an electronic circuit that will switch off the current
the lesson is too great. Such a circuit is designed to operate much more quickly
than a fuse and so the damage is less because the current is switche
off in a much shorter time. Circuit breakers are often used to protect
user if the casing of the equipment becomes live. They break the circ
before the person using the equipment gets a near fatal shock.
1. Fuses and circuit breakers are both devices that 'break' if the curre
through them is too large. ( safe )
2. A fuse is usually a thick piece of wire that will melt and break the
circuit if too little amount of current flows through it. (danger)
I. Evaluating Learning 3. Grounding is a method of giving electricity the most effect way to
return to the service panel. (safe)
V. REMARKS
VI. REFLECTION
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I Use or discover which I wish to share with other teachers?
TOPIC OUTLINE
GRADE 8 - SCIENCE
UNIT I. FORCE MOTION AND ENERGY
Noted by:
MARIO B. MARAMOT
EPS I - Science
Grade 8
Science
First sics)
(Phy
r plan and
e amount of change in
OTION
ANCED FORCES
k the students if they agree
ents per group to justify or
ed?
on Guide Science 8
ay
e forces.
Earth?
Grade 8
Science
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er) pp. 8 – 9 or
on the board
e forces involved.
dents:
Science
First ics)
(Phys
n and implement a
TION
S OF MOTION
e words we had
wrestlers by comparing
o inertia.
odule pp. 11 – 12
rdboard? Explain.
rd? Explain.
rtia.
e seat belt.
it is.
e in motion
Grade 8
Science
First ics)
(Phys
on.
an object and its
: THREE LAWS OF
s, then which will
the activity?
t?
Law of Motion?
eleration?
nal
the cart’s mass
Grade 8
Science
First cs)
(Physi
TION
Law of Acceleration:
ition)
simple statement.
mass.
mass of the object
lems on the
f there is only 5N of friction and the stone’s mass is 88 kg. What is the acceleration of the table?
and it accelerated at
rter pp 21 (choose
p)
expressed:
scalar quantity
cceleration follows the
= m/s2
orce of 14,000N
g.m/N
te of 2m/s2 . If the net
en is the new
force of 12 N. Its
D. 20 m/s
24 N, what is the
Science
First sics)
(Phy
TION
e Law of Interaction
n
p 23 - 24 or
of your partner?
balance.
bicycle
the wood.
n the hammer.
in action.
gases in one direction
ertia
Law of Action.
Science
First
an and implement a
6- 28
nd
ved
n
ght road
Science
9-30
s:
blackboard.
activity showed that
. 29-30
ect?
and in which no work is done. Write W if the situation shows work and NW if no work.
ny
rk done?
ermine the corresponding
Grade 8
Science
s a floor by a 100 N
the work done
n Guide Grade 8
mine the work done on the
s
ula is given by W = F . d
n in N-m.
ansferring energy?
Grade 8
Science
First ( Physics)
ial energy, kinetic energy,
-38
by an object?
seful things. Money
son so it can do
useful.
m the player’s
n your answer.
ct answer.
one in the system?
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l circle
gy.
olutions.
om a height of 60 m. What
Science
0-41
ut sport Triathlon
esson Guide Grade 8
Energy
ed Power
)
pended, or is transferred,
in less time
n more time.
in less time .
e suitcase slowly up the
ergy?
Grade 8
Science
ving body.
R AND ENERGY
C ENERGY
-44
u think so?
essed by each car affect its
en.
day life?
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e energy that it
d as the work needed to
rest to its stated velocity.
acceleration, the body
speed changes.
ody with the greatest velocity
energy. If the velocities are
would have the highest
by the equation:
As it accelerates, v 2 =
ant.
alse:
creases its
e kinetic energy of the body.
e object at rest is greater than
Science
-49
ic energy
NKyi_lzyg)
s brainstorm on what
ence concepts are involved
al more on the energy
or/actress is example of
e ability of a system
structure. For example,
d energy determined by an
d while elastic potential
ctivity on power to
ional forces.
Science
First cs)
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each
”. They may decode the
3
Quarter pp. 52-53
er to form a
motion?
pagate.
Grade 8
Science
First cs)
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s of air particles
F SOUND
away from you?
e then expand?
the slinky?
wer.
a transverse wave.
es _.
ion
e propagation
e form of
Grade 8
Science
First
in gas
y occurrences.
ow frequency produces
s of same common
nother.
ed to sound
D G H J I L
D DQ I N T
O O H K K QL
R D G F D H
T YC F R E
dium
Science
UND
ther end of the table but
be heard through
ns between particles;
cule, and then that
on and direction of
f sound waves is known
D. CRO
Science
ND
TO THE SPEED OF SOUND
liquids, and faster in
d differences that
dents point out their
or cooler?
LM pp. 83- 84
sound?
cy, then, which cylinder gives
m/s.
s with temperature
ir of 25 0 C temperature?
325m/s
355m/s
50°C of water
90°C of water
Science
ND
OF SOUND
d of sound?
e bathroom?
d wall surfaces of the
sound that create pleasing
ation?
everberation. Multiple
width and length dimensions
ncounters a medium of
nt surface.
ay over water at night
Science
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IGHT
N OF LIGHT RAYS
ss it is acted on by
?
account for the arrangement of colors of light?
en
mirage)
dium. In symbols;
of light in material
ormal
medium
m one to another.
e to a denser medium, it
Science
rst (Physics)
Fi
GHT
ERSION
e?
nswers:
mes out
on, refraction ,total internal
Science
rst (Physics)
Fi
GHT
ATION TO ENERGY
lors after passing through the
an object’s appearance
cular light that is falling on it.
d because it tends to reflect
and absorb light.
west temperature?
ghest temperature?
energy to pass through it?
st energy to pass through it?
color of light has the least
_.
Science
GHT
F THE COLOR OF LIGHT
equency? shortest
quency? longest
/procedure
erature
Grade 8
Physics
energy?
tivity?
er?
er feels ‘coolest’?
hotness or
temperature to an object of
. Choose the letter of the
m _.
C. cold to hot
ture D. both A and
surrounding
ounding
inversely proportional
Grade 8
Science
Fir st (Physics)
s the temperature
is heated.
?
e fastest? In which
0C of water
0C of water
Grade 8
Science
body.
EAT
EXPANSION
of particles?
times. The one
ratory is the liquid
he mercury/alcohol
n the wire is
he concept of thermal
en railway tracks as an
mperature increases,
ed to include expansion
ing one end and resting
ng banned to be used in
h hazards.)
es it work? Thermal
change in volume in
hrough heat
ct when it undergoes a
bjected to a change in
he change in temperature.
all of these.
epends on
s.
D. condensation
el
eel
e on phase changes?
Grade 8
SCIENCE
otion.
r sometime?
e ice melting.
e in the preparation of
sually causes a
G the phase change, the
gh the heat energy
with a change of
liquid state it
stant temperature B.
tant temperature C. releases
reases
ually
dings
id changes to a liquid.
ation
ation
ion
tion
Grade 8
SCIENCE
e changes.
?
?
ne object to another
external energy
se the temperature of a
ly within an object
Grade 8
Science
ICITY:
HIP AMONG CURRENT,
STANCE
16 - 120
city?
e slope of the V
R, of the circuit, so
istance is
answer.
s correct?
ith a specific potential
al difference
nt
ends on the potential
ected in series and plugged
as a current of 1.5A
f the wire?
ms
piece of wire of
volts
Science
21- 128
d differentiate one
Why?
he bulb of the
ircuit Connection
lel Circuit
es and parallel
_.
oes out?
ne goes out
icted
Science
2
ICITY:
ER AND ENERGY
nnection?
ric bill.
te at which an
nput. Power input is
of the information printed on
Effects
gh power rating?
gy?
ent (I).
l energy is transferred by an
watt, one joule per second.
ric generators, but can also
tteries.
Science
it
ICITY:
CIRCUIT PROTECTORS
book. NISMED.2012 pp.
al appliances that
de Grade 8 First
danger in electricity?
d frequently. (danger)
23