Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF CABANATUAN CITY
SAN ISIDRO INTEGRATED SCHOOL
District VI

School: SAN ISIDRO INTEGRATED SCHOOL Grade Level: 8

GRADES 8 Teacher: IRIS JOY T. ACOSTA Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 12-16, 2024 Quarter: 3 RD

Day 1 Day 2 Day 3 Day 4 Catch up Friday

a. Make a model showing a. Describe what happens to a. Describe what happens to a. Represent through drawings
the arrangement of water when it is left in an water when it is heated; what happens to the particles of
particles of solid, liquid open container for some b. Describe what happens to water when it is
and gas. time; water when it is cooled; heated and then cooled; and
b. Represent through b. Explain the processes that
drawings what happens to take place at the submicroscopic
I. OBJECTIVES the particles of water when it (particle) level.
is left
in an open container;
c. Describe what happens to
water when it is left in a
closed container for some
time;

A. Content Standards:
The learner demonstrates the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and
mixtures.

B. Performance Standards: The learner’s should be able to present how water behaves in its different states within the water cycle.

C. Learning The learners should be able to:

Competencies/Objectives: Explain physical changes in terms of the arrangement and motion of atoms and molecules (MELC: S8MT-IIIc-d-9)
Write the LC Code for each
 PEACE AND VALUES
Making Models EDUCATION
II. CONTENT Get to Know Me a Little Community Awareness
Evaporation Condensation
More! Servitude: Intercultural
Relations

Power Point Presentation

Science Learner’s Module
III. LEARNING
Activity sheets
RESOURCES Picture/Illustrations
Pen, Scissor, book, strings
A. References Quarter 3 – Module 2: Quarter 3 - Module 3 Quarter 3 - Module 3 Quarter 3 - Module 3
Module 2 PARTICLE NATURE OF PARTICLE NATURE OF PARTICLE NATURE OF
THE PARTICLE MODEL MATTER MATTER MATTER
OF MATTER (Solids, (Phase Changes Between (Phase Changes Between Liquid (Phase Changes Between Liquid
Liquids and Gases) Liquid and Gas) and Gas) and Gas)
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from Learning Activity Sheets Learning Activity Sheets Learning Activity Sheets Learning Activity Sheets
Learning Resource (LR)
portal
B. Other Learning Resources

Session 1 Session 2 Session 3 Session 4

IV. PROCEDURES
A. Reviewing Previous Recall on the arrangement particle Recap on making models of Recap about Phase Changes Recall on evaporation
Lesson or Presenting
Greet the students and
of solid, liquid and gas solid, liquid and gas Between Liquid and Gas
the New Lesson introduce the theme of
the lesson: Community
Awareness with a
focus on Servitude and
Intercultural Relations.

Explain the importance

of understanding
different cultures and
 serving our community
to build a better
society.

B. Establishing a Purpose Make a model showing the Pre-test Present a video presentation Have you experienced waking up
for the Lesson arrangement of particles of solid, early in the morning and observed
Divide students into
about evaporation
liquid and gas. fog around you? Or droplets of small groups and ask
water on a leaf early in the morning them to discuss a time
without rain the other night? when they helped
someone from a
different cultural
background.

Each group will share

one story with the class
to encourage sharing
and understanding.

C. Presenting The students will present their work to What do you call to the Phase Based on the video presented. Give another examples of
Examples/Instances of their classmates Changes Between Liquid and What is evaporation? condensation
the Lesson Gas?
D. Discussing New Discussion of evaporation Discussion of condensation
Concepts and
Practicing New Skills
#1

Session 1 Session 2 Session 3 Session 4

IV. PROCEDURES
E. Discussing New The students will answer and perform The students will answer and The students will answer and The students will answer and
Concepts and ACTIVITY 4: Venn Diagram perform ACTIVITY 1: Get to perform ACTIVITY 2: What is perform ACTIVITY 3: 4-Pics 1-
Show a short video or
Practicing New Skills Know Me a Little More! Essential is Invisible to the Word presentation
#2 Naked Eye highlighting examples
of individuals serving
their community from
various cultural
backgrounds.

Discuss the importance

of servitude in
 fostering positive
intercultural relations.

F. Developing Mastery Questions: Answer the following Answer the following guide Questions:
(Leads to Formative questions: questions:
Assessment 3) Each group presents
their scenario and
solutions to the class,
emphasizing the
importance of
cooperation and
understanding in
community service.

G. Finding Practical Scenario 1 Scenario 2 Scenario 3

Applications of Juan and Pedro are neighbors Mang Kulas always drinks his hot The next day, Jun-Jun boiled water Lead a brief discussion
Concepts and Skills in and best buddies. One day they coffee early in the morning. again for his grandfather’s coffee.
Daily Living decided to play basketball. One day he asked his grandson Since his grandfather
on what students
While Jun-Jun to boil water for his was still on their farm, he covered learned from the group
playing under the heat of the coffee. the cup of hot water and set it aside. presentations and how
sun, Juan signaled for a time-out Jun-Jun obediently filled the It took a while for his it relates to the theme
to have a water break. While kettle with one (1) cup of tap grandfather to be home, and the cup of community
having their break, Juan and water and of hot water had turned cold
Pedro respectfully asked Aling mounted it on top of a cooking already.
awareness and
Marya if they can have a glass of stove, and set it to medium heat. Question: servitude.
water for each one of them. They After a while, Jun-Jun noticed Explain by illustration how the
finished the first glass of water that bubbles were formed, and water changes from gas to liquid.
and asked for another one. After some vapor escaped out of the
drinking half of their respective kettle beak. He decided that the
second glass of water, Juan left water
his glass of water uncovered inside is already boiling and
while turned off the cooking stove. He
Pedro covered his glass of water then
before they left to play again. carefully poured the hot water
Question: into a clean cup.
 Where do you think the water To his surprise, the amount of
goes? Describe the process by water before and after boiling was
writing or by drawing your not the same. Jun-Jun wondered
description. Label and use how it was possible.
arrows to indicate what is in Nevertheless,
your drawing. Jun-Jun continued preparing the
coffee and served it to his
grandfather with a smile.
Question:
Can you explain by illustration
how the water changes from
liquid to gas? What is happening
to the particles of water?
V. PROCEDURES
H. Making What is evaporation? What is condensation? Summarize the key
Generalizations and points from the lesson
Abstractions about and assign homework to
the Lesson
research a community
service project that
involves multiple
cultural groups and to
prepare a short
presentation for the next
class.
I. Evaluating Learning Write TRUE if the statement is Administer 1-5 items multiple The Cycle of Water True or False
correct. If not, change the choice. _______1. Evaporation of water
underlined word/s is a physical change.
to make it correct. _______2. Condensation of
_______1. Solid particles are water is a physical change.
highly compressible. _______3. Drinking water (l),
_______2. Liquids have definite ice (s), steam (g) are all the same
shape and volume. substance.
_______3. The particles of _______4. In the process of
solids are packed closely physical change the substance
together in fixed positions. changes its physical
_______4. Both liquids and appearance but not its
gases take the shape of their composition.
containers. _______5. When drinking water
_______5. Gases have the (liquid) is boiled, surface
strongest forces of attraction particles start to evaporate
among their particles. and turn into its gaseous state.
This process is NOT an example
 of a
physical change.
J. Additional Activities
for Application or
Remediation

VI. REMARKS

VII. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson

D. No. of learners who continue to

require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?

G. What innovations or localized

materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked and Noted by:

IRIS JOY T. ACOSTA MELODY EDEN S. MONTEVIRGEN

Science Teacher Principal III