GRADE 1 to 12 School DON RAMON E COSTALES MEMORIAL NATIONAL HIGH Grade Level 8

SCHOOL
DAILY
Teacher MONICA B. SOLOMON Learning Area ENHANCED SCIENCE
LESSON LOG Teaching Dates and Time February 12-16 ,2024 Quarter THIRD
SPM B: M,T,TH, F 8:40-9:40
F: 4:00-5:00
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises,
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

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

B. Performance Standard The Learners shall be able to: present how water behaves in its different states within the water cycle
C. Learning  Explain the properties of solids, liquids, and gases based on the particle nature of matter; S8MT-IIIa-b-8
Competency/Objectives  Explain physical changes in terms of the arrangement and motion of atoms and molecules; S8MT-IIIc-d-9
Write the LC code for each.  Explain physical changes in terms of the arrangement and motion of atoms and molecules
II. CONTENT Content is what the lesson is all about. It movement pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Investigate about Evaporation and Condensation
III. LEARNING
RESOURCES
Moving Particles Evaporation Evaporation Condensation Condensation
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning www.middleschoolchemistry.com
Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
V.
 What are the different States Prepare two pieces of manila Ask the students why clothes Show a picture of water cycle.
A. Reviewing previous lesson or of matter? paper. Dampen the first one with are usually hanged outside. Ask the students what happens
presenting the new lesson water. Hang it on a side where when a cold bottle was taken from
there is enough air or sunlight to the fridge and left in an open
space.
dry.
Ask 5-6 volunteers to Ask the students the following What would be the difference (Adapted)
B. Establishing a purpose for demonstrate how molecules questions: if clothes are hanged outside
the lesson behave in the following states of rather than inside the house? Prepare a demonstration with the ff
1. At the end of class, do you
matter: materials: (Note: Should be done 5-
think the paper towel will
10 minutes before the time)
• Solid still be wet or will it be dry?
• Liquid 2. When water evaporates, 2 clear plastic cups
• Gas where do the water
molecules go? Room temperature water

Ice cubes

Zip lock (gallon size) Procedure:

Ask the students how clouds form.
1. Place water and ice cubes
into two identical cups.
2. Immediately place one of
the cups in a zip lock bag and get as
much air out of the bag as possible.
Close the bag securely.
3. Allow the cups to sit
undisturbed for about 5-10 minutes.
Ask the students:

Why do you think the cup that is

exposed to more air has more water
on the outside of it?

C. Presenting Essential Question: Essential Question:

examples/Instances of the new
lesson What happens when particles lose
What happens when energy is their energy and drop their
added into the water? temperature?
Students will present their Perform Activity #4: What  Perform activity #5 Part B:
D. Discussing new concepts findings in class through a class changes take place when water Cooling Water page 186.
and practicing new skills # 1 reporting with the use of the table is left in an open container? In a Answer guide questions #6-9
and guide questions. (Please closed container? Pp. 182-183
of the manual
refer to LM for the guide
 questions)

E. Discussing new concepts

and practicing new skills # 2

Students will present their findings in

F. Developing mastery Students will present their class through a class reporting with the
findings in class through a class use of the table and guide questions.
(leads to Formative reporting with the use of the
Assessment) table and guide questions. (Please refer to
(Please refer to LM for the
LM for the guide questions)
guide questions)
Key Questions: Key Questions: Key Questions:
G. Finding practical application
of concepts and skills in daily 1. What is matter made of?
1.What do you think may be the 1. What happens to water when it is
living 2. What can you say about biggest factor which contributed cooled?
its movement? to the evaporation process? 2. How does the process of
3. Describe the 2.What happened to the kinetic condensation take place?
arrangement of energy of particles from liquid to 3. Why do droplets form at the
particles of solid, liquid and gas/vapor?
surface of a covered hot container?
How does evaporation take
gas. place?
H. Making generalization and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for Make a particle model of matter • Conduct Activity #5A: Cite other practical examples or
application or remediation on your own. Boiling Water on page situations where you could observe
You may use any 184-185 of the the process of condensation.
material to show your manual.
creativity.
• Differentiate Evaporation
This is to be done next Friday. from
Kindly bring all your chosen • Boiling
materials.
4. REMARKS

5. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
 remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

MONICA B. SOLOMON
Teacher I

Checked by:

RICY O. CARANZO
Teacher III/OIC Science Department