Grade 8
Daily Lesson Log Junior HS Science
Week No. 1
I. OBJECTIVES
School
Teacher
Teaching Dates
MONDAY
Antonio R. Lapiz NHS
Aira A. Baylan
TUESDAY
WEDNESDAY
Grade Level
Learning Area
Quarter
8
Matter (Chemistry)
Third
THURSDAY
The Learners demonstrate an understanding of:
the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures
Content Standard
Performance Standard
The Learners shall be able to:
present how water behaves in its different states within the water cycle
Learning Competency
The Learners should be able to:
explain the properties of solids, liquids, and gases based on the particle nature of matter;
Code:
DAILY TASK
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials
Additional Materials
FRIDAY
Diagnostic (module 1)
DIAGNOSTIC TEST
S8MT-IIIa-b-8
Distinguish Matter from non-matter
Common properties of matter
Explain that matter is made up of tiny particles
Composition of Matter
Learners’ Module pp 172173
Learners’ Module pp. 174177
Learners’ Module pp 172173
Learners’ Module pp. 174- 177
www.factmonster.com
IV. LEARNING TASKS
ELICIT
ENGAGE
Show two pictures to the
class (one matter and one
non matter). (Example:
nonmatter: picture of light
from a torch, heat from the
fire, sound from the police
siren (forms of energy);
Matter: picture of any solid,
liquid or gaseous
substance. Let the
students cite the
differences between the
two and write them on the
board.
Ask the students what
could be the possible
characteristics/ properties
these pictures have.
Explain that these objects
do have properties and that
is the objective of the
lesson.
Show to the students a
glass of water. Obtain
ideas or concepts they
have in mind regarding it.
Let the students get a piece
of paper. Ask them to tear
the paper into small pieces
until they won’t be able to
tear it anymore. Find
someone who had torn the
smallest piece and present
it to the class.
Tell the students to look
around and let one student
mention one object to the
class.
(Prepare two identical cups
and water)
Show to the class one
small drinking glass full of
water and one empty. Get
a volunteer and ask him to
weigh the two.
Ask the students on what
they observed with the two
objects.
(Students must infer that
water has mass)
Get their opinion from the
question: Is it possible to
divide still the paper into
the very smallest of it?
Then, explain the concept
of indivisibility of matter’s
composition.
Using the object presented,
ask the student what are
the materials that object is
made up of.
State:
“Everything you see or
imagine is built from
something else.” This
concept will be further
discussed for today’s topic.
EXPLORE
EXPLAIN
ELABORATE
Essential Question:
What are the common properties of matter?
Students will be divided
into groups of 5. With the
use of materials found on
the module, they should be
able to fill in the table
classifying if the sample is
matter or not. (Activity #1:
Which is matter, which is
not?)
Students will present their
findings in class through a
class reporting with the use
of the table and guide
questions. (Please refer to
LM for the guide questions)
Key Questions:
1. What are the
common properties
of matter?
2. How does matter
differ from nonmatter?
3. What are the other
properties of
matter?
Essential Question: What is matter made
of?
Students will be divided
into groups of 5. They will
conduct an activity found
on pages 174-175 of the
learners’ module. (Activity #
2: What is matter made
of?)
Students will present their activity by
answering the guide questions. (Please refer
to LM for the guide questions)
Key Questions:
1. What is matter made of?
2. What is the difference between
molecules and atoms?
3. How can you say that matter is made
up of small particles like atom?
EVALUATE
EXTEND
A. Classify whether the
following is matter or
nonmatter:
1. smoke (matter)
2. ocean (matter)
3. dreams (nonmatter)
4. chalk (matter)
5. shadow (nonmatter)
6. lightning (matter)
7. song (nomatter)
8. air (matter)
B. Identify what property of
matter is being described:
9. It is the measure of
the amount of matter the
object has. (mass)
10. It refers to the
space occupied by an
object. (volume)
Let the students check the
other properties of the
following matter (hardness,
texture, color, malleability,
electrical conductivity)
1. silk cloth
2. plastic straw
3. copper wire
Identify the following
1. He believed that atoms are indivisible.
2. It is Greek word which means indivisible
particle.
3. It is the smallest particle of an element.
4. It consists of two or more atoms.
5. It is the unit of length used to measure
size of an atom.



Tell the students to get an aluminum
foil and cut it into small pieces.
In case it could not be cut anymore with
their bare hands, use a microscope or
magnifying glass to look at the tiniest
piece.
If you have better tools, you could still
cut the aluminum into
tinier pieces.
V. REMARKS
To be continued the
(Note: The teacher may
following day (publication of modify the type of test.)
results)
To be continued the
(Note: The teacher may
following day (publication of modify the type of test.)
results)
Grade 8
Daily Lesson Log
Junior HS Science
Week No. 2
I. OBJECTIVES
School
Teacher
Teaching Dates
MONDAY
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
THURSDAY
8
Matter (Chemistry)
Third
FRIDAY
The Learners demonstrate an understanding of:
the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures
The Learners shall be able to:
Performance Standard
present how water behaves in its different states within the water cycle
The Learners should be able to:
The Learners should be able to:
Learning Competency
explain the properties of solids, liquids, and gases based on the particle nature of explain physical changes in terms of the arrangement and motion
matter;
of atoms and molecules;
Code:
S8MT-IIIa-b-8
S8MT-IIIc-d-9
DAILY TASK
Summative Test
Infer that particles are moving
Investigate about Evaporation
Properties of Matter,
II. CONTENT
and Classifying
Moving Particles
Evaporation
matter and nonmatter
III. LEARNING RESOURCES
Teacher’s Guide
Learners’ Module pp 178- Learners’ Module pp 178Learner’s Materials
Learners’ Module pp 182-184 Learners’ Module pp 182-184
182
182
http://www.middleschoolch
emistry.com/lessonplans/c
hapter1/lesson1
Materials to be prepared by
Additional Materials
Content Standard
the teacher: wax paper,
cardboard, printed “Race
Drop Raceway” sheets/ may
be drawn, water
Grade 8
Quarter 3
Page 6
IV. LEARNING TASKS
ELICIT
Ask the question:
Does matter attract each
other?
What are the different
States of matter?
Let the students play the
game:
Race Drop Raceway
(adapted)
Teacher Preparation
Print two “Race Drop
Raceway” sheets for each
group.
Ask 5-6 volunteers to
demonstrate how molecules
behave in the following
states of matter:
 Solid
 Liquid
 Gas
ENGAGE
Procedure
1. Tape the Race Drop
Raceway sheet onto a
piece of cardboard to
give it support.
2. Tape a piece of wax
paper over the “Race
Prepare two pieces of manila
paper. Dampen the first one
with water. Hang it on a side
where there is enough air or
sunlight to dry.
Ask the students the following
questions:
1. At the end of class, do
you think the paper
towel will still be wet or
will it be dry?
2. When water
evaporates, where do
the water molecules
go?
Ask the students why clothes
are usually hanged outside.
What would be the difference if
clothes are hanged outside
rather than inside the house?
Grade 8
Quarter 3
Page 7
EXPLORE
EXPLAIN
Drop Raceway!”
sheet.
3. Place 2–4 drops of
water together to
make one larger drop
at the “Start”.
4. As fast as you can, tilt
the cardboard and
guide your race drop
around the track to the
“Finish”.
5. Try not to touch the
edge of the track. The
first to finish is the
winner.
Essential Question:
Are the particles moving?
Perform by group Activity
#3: Are the particles of
matter moving? What is
between them? pp 178179 of the manual.
Grade 8
Quarter 3
Page 8
Essential Question:
What happens when energy is added into the water?
Perform Activity #4: What
changes take place when
water is left in an open
container? In a closed
container? Pp. 182-183 of the
manual.
Students will present their
findings in class through a
class reporting with the use
of the table and guide
questions. (Please refer to
LM for the guide questions)
Students will present their
findings in class through a class
reporting with the use of the
table and guide questions.
(Please refer to LM for the guide
questions)
ELABORATE
EVALUATE
Key Questions:
1. What is matter made
of?
2. What can you say
about its movement?
3. Describe the
arrangement of
particles of solid, liquid
and gas.
Identify what state of matter
is being identified:
WHO AM I?
1. I have a definite shape
and a definite volume.
2. I may have a definite
volume but I just
follow the shape of my
container.
3. There is very
negligible attraction
between me and
others.
True or False
1. Matter is composed of
tiny particles that do
not move.
2. The particles of matter
have the tendency to
attract each other.
Key Questions:
1. What do you think may be the
biggest factor which contributed
to the evaporation process?
2. What happened to the kinetic
energy of particles from liquid to
gas/vapor?
3. How does evaporation take
place?
Identification:
1. It is the process where liquid
turns to gas.
2. What happens to the kinetic
energy of particles when the
object evaporates?
3. Cite one example where
evaporation could take place.
Grade 8
Quarter 3
Page 9

EXTEND
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners
who:
 have caught up
with the lesson
 continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
To be continued the
following day (publication
of results)
Make a particle
model of matter on
your own.
 You may use any
material to show
your creativity.
 This is to be done
next Friday. Kindly
bring all your
chosen materials.
(Note: The teacher may
modify the type of test.)


To be continued the following
day (publication of results)
Conduct Activity #5A:
Boiling Water on page
184-185 of the manual.
Differentiate
Evaporation from
Boiling
(Note: The teacher may modify
the type of test.)
Grade 8
Quarter 3
Page 10
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?
Grade 8, Quarter 3
Daily Lesson Log
Week No. 2
Grade 8
Quarter 3
Page 11
Prepared by:
Teacher:
Signature:
Date Submitted:
Checked by:
School Head:
Signature:
Date:
Grade 8
Daily Lesson Log
Junior HS Science
Week No. 3
I. OBJECTIVES
MONDAY
Content Standard
Performance
Standard
Learning
Competency
Code:
DAILY TASK
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials
School
Teacher
Teaching Dates
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
8
Matter (Chemistry)
Third
THURSDAY
Grade 8
Quarter 3
Page 12
FRIDAY
The Learners demonstrate an understanding of:
the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.
The Learners shall be able to:
present how water behaves in its different states within the water cycle.
The Learners should be able to:
explain physical changes in terms of the arrangement and motion of atoms and molecules.
S8MT-IIIc-d-9
Performance Task
Investigate about Condensation
Investigate about Melting
Make Model of the 3
States of Matter
Condensation
Melting
Performance Task
Learners’ Module pp 184-186
Learners’ Module pp 184186
Additional Materials
www.middleschoolchemistry.com
IV. LEARNING TASKS
Ask the students what happens
Show a picture of water
when a cold bottle was taken
cycle.
from the fridge and left in an
ELICIT
open space.
Learners’ Module pp 187189


Have the students
imagine eating their
own ice cream.
For instance, they are
eating outside under
the scorching sun,
Learners’ Module pp. 187189
Show a picture or a short
video clip of the melting of
polar regions. (The teacher
may touch a little about the
climate change.)
Make a model of the 3
states of Matter
ENGAGE
Ask the students how
(Adapted)
Prepare a demonstration with the clouds form.
ff materials: (Note: Should be
done 5-10 minutes before the
time)
2 clear plastic cups
Room temperature water
Ice cubes
Zip lock (gallon size)
Procedure:
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?
how would they eat
their ice cream?
 Why is it so?
Ask the following questions:
1. What will happen to the
ice cream if it is not eaten
immediately? Why?
2. In what situation will the
ice cream melt faster?
slower?
3. What might be the factors
involved in the process?
Ask the following:
1. What have you
noticed on the
picture/ seen in the
video?
2. What can you say
about its effects in
the environment?
3. How did this
happen?
(Introduce the melting
process)
Grade 8
Quarter 3
Page 13
Essential Question:
What happens when particles lose their energy and drop their
temperature?

EXPLORE

EXPLAIN
ELABORATE
Perform activity #5 Part
B: Cooling Water page
186.
Answer guide questions
#6-9
Students will present their
findings in class through a
class reporting with the
use of the table and guide
questions. (Please refer to
LM for the guide
questions)
Key Questions:
1. What happens to water
when it is cooled?
Essential Question:
What happens to the kinetic energy of the molecules when
temperature increases/decreases and heat transfer
continues?
 Perform Activity #6:
What changes take
place when ice
turns into liquid
water?
 Answer the guide
questions found on
pages 187-188.
Students will present their
findings in class through a
class reporting with the use
of the table and guide
questions. (Please refer to
LM for the guide questions)
Key Questions:
1. What do you think may be
the biggest factor which
Essential Question:
How will you demonstrate
the three states of matter?
The teacher may opt to
use the following:
a. Illustration/Drawing
b. Model
c. Multimedia
Presentation
d. Others
With their chosen
materials, students will
create their own particle
model of the following
scenario:
a. solid-liquid
b. gas-liquid
c. liquid-gas
d. liquid-solid
Grade 8
Quarter 3
Page 14
2. How does the process
of condensation take
place?
3. Why do droplets form at
the surface of a covered
hot container?
EVALUATE
TRUE or FALSE
Write True if the
statement is correct and
False if it is not.
1. As the temperature
increases, the kinetic
energy increases as well.
(True)
2. When particles lose
their energy, they return to
their original state. (True)
3. Condensation is a
process when liquid turns
to its gaseous state.
(False)
4. The gaseous state of
water is called water
vapor. (True)
contributed to the
melting/freezing process?
2. What happened to the
kinetic energy of particles
from solid to liquid?
3. What happened to the
kinetic energy of particles
from liquid to solid?
3. How does melting take
place?
4. How does freezing take
place?
Identification:
1. It is the process where
liquid turns to solid.
2. What happens to the
kinetic energy of particles
when the object melts?
3. If the temperature
surrounding the object is
greater, what process will
take place?
4. It is the process where
solid turns to liquid.
5. When heat is decreased,
the object melts/freezes?
Grade 8
Quarter 3
Page 15
Criteria:
40% Accuracy
35% Creativity
15% Resourcefulness
10% Neatness
Total: 100%
Cite other practical
examples or situations
where you could observe
the process of
condensation.
EXTEND
To be continued the following
day (publication of results)
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and
Above:
 Below 80%:
Did the remedial
lessons work? No. of
Learners who:
 have caught
up with the
lesson
 continue to
require
remediation
(Note: The teacher may
modify the type of test.)
To be continued the
following day (publication of
results)
Explain to students that
there are cases that some
substances can change
directly from solid to gas.
This process is called
SUBLIMATION. The
opposite of which is called
the DEPOSITION.
(Note: The teacher may
modify the type of test.)
Grade 8
Quarter 3
Page 16
Which of my teaching
strategies worked well?
Why did these work?
Grade 8
Quarter 3
Page 17
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did
I use/ discover which I
wish to share with
other teachers?
Grade 8, Quarter 3
Daily Lesson Log
Week No. 3
Prepared by:
Teacher:
Signature:
Date Submitted:
Checked by:
School Head:
Signature:
Date:
Grade 8
Daily Lesson Log
Junior HS Science
Week No. 4
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competency
Code:
DAILY TASK
School
Teacher
Teaching Dates
MONDAY
Summative Test
Coverage:
II. CONTENT
Phase Changes
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials
Additional Materials
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
8
Matter (Chemistry)
Third
THURSDAY
FRIDAY
The identity of a substance according to its atomic structure.
Determine the number of protons, neutrons and electrons in a particular atom.
S8MT-III e-f-10
Determine the charges of subatomic particles
Compare the masses of the subatomic particles.
Charges of subatomic particles
Masses of the subatomic particles.
Learner’s Module pp 193
Plastic-covered notebook Plastic straw, tissue paper,
aluminum foil
Learner’s Module pp 195-197
Atomic Models
Pictures
Reflect on the line “Like
poles repel, unlike poles
attract”.
What are atoms made of? What
structures compose an atom?
Enumerate some
properties of the three
subatomic particles. (refer
to table 2 in LM p195.
Present the Table #2: Some
properties of the three main
subatomic particles on page
195
Rub a plastic covered
notebook vigorously
against a hard object and
placed it over the head.
What happens?
If you rub a plastic straw with
tissue paper and place it near an
aluminum foil, what will happen?
Give one property of
subatomic particle. Which
among them contributes
the most to the overall
mass of an atom?
Ask which among the three
has the highest value of
mass.
IV. LEARNING TASKS
ELICIT
ENGAGE
Explain the concept of
Scientific notation.
Grade 8
Quarter 3
Page 18
EXPLORE
EXPLAIN
Essential Question:
Do objects attract or repel
each other/carry positive
and negative charges?
Perform Activity 1:
“Charge” it to
experience! in LM p193.
Essential Question:
Do objects attract or repel each
other/carry positive and negative
charges?
EVALUATE
Essential Question:
Compare the masses of the
subatomic particles.
Perform Activity 2: The
big difference in LM
pp195-196.
Students present the results of the
activity.
Answer guide questions. (refer to
the activity)

ELABORATE
Essential Question:
Compare the masses of
the subatomic particles.
Ask students what makes
up an atom?
 Give the charges of the
three subatomic particles.
Complete the table.
Subatomic
Particle
1.
electron
3.
Charge Location
positive 4.
2.
5.
neutral 6.
Students present the results
of the activity. Comparison
of the masses of the three
subatomic particles using
the bar graph, pie chart and
a seesaw can. Answer
guide questions. (refer to
the activity).
Which subatomic particle/s
make/s up most of the mass
of the atom?
Refer to the masses in table
2. Answer the following
questions.
1. Which subatomic particle
is the lightest?
2. Which subatomic particle
is the heaviest?
3. Which subatomic particle
has almost the same mass?
4-5. Which subatomic
particles make up most of
the mass of the atom.
Grade 8
Quarter 3
Page 19
Present Table 2. Some Properties
of the three subatomic particles.
pp195
EXTEND
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners
who:
 have caught up
with the less
 continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
To be continued the
following day (publication
of results)
(Note: The teacher may modify the
type of test.)
Research on Thomson’s
and Rutherford model of the
atom.
To be continued the
following day (publication
of results)
(Note: The teacher may
modify the type of test.)
Grade 8
Quarter 3
Page 20
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Grade 8, Quarter 3
Daily Lesson Log
Week No. 4
Grade 8
Quarter 3
Page 21
Prepared by:
Teacher:
Signature:
Date Submitted:
Checked by:
School Head:
Signature:
Date:
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 8
Daily Lesson Log
Junior HS Science
Week No. 5
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competency
Code:
School
Teacher
Teaching Dates
Grade Level
Learning Area
Quarter
MONDAY
TUESDAY
WEDNESDAY
8
Matter (Chemistry)
Third
THURSDAY
FRIDAY
The identity of a substance according to its atomic structure.
DAILY TASK
Describe Thomson’s
model
II. CONTENT
Thomson’s model
III. LEARNING RESOURCES
Teacher’s Guide
Teacher’s Manual
Learner’s Manual pp 198Learner’s Materials
203
Exemplar Lesson Plan
Additional Materials
pp138-140
IV. LEARNING TASKS
What is an atom?
What are the different
ELICIT
subatomic particles of an
atom?
Show to the class a real
raisin bread.
ENGAGE
Determine the number of protons, neutrons and electrons in a particular atom
S8MT-III e-f-10
Describe Rutherford’s
Determine the number of neutrons from the mass
Summative Test
model.
number.
Subatomic Particles and
Determining the number of neutrons from the mass
Rutherford’s model.
Molecular Models
number.
Learner’s Manual pp 198203 pp 193
Review: Thomson’s atomic
model.

Teacher
demonstration:
Activity #3 Part A
Teacher’s Manual
Learner’s Manual pp 203205
Exemplar Lesson Plan,
Periodic Table ,pen/pencil
Show a periodic Table.
Ask students about the
salient features of the
Periodic Table.
GAME:
 Group the
students and ask a
representative to
Learner’s Manual pp 203-205
pp 195-197
Exemplar Lesson Plan,
Periodic Table ,pen/pencil
What makes up the mass of
an atom?
Ask one student to draw an
atom having three subatomic
particles.
Grade 8
Quarter 3
Page 22
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Guide Questions:
1. What is the name
of this bread?
2. What is in this
bread that is not
found in other
breads?


Look for a
volunteer.
Ask few questions.
(The teacher may opt to
use a picture instead.)
EXPLORE
EXPLAIN
ELABORATE
Essential Question:
How did Thomson
discover the electron?
 Show Thomson’s
atomic model.
 Elicit ideas from
the students.
Lecturette:
Discuss the details of his
discovery.
Key Questions:
1. What was the
experiment
conducted by J.J.
Thomson?
2. How was he able
to prove the
Essential Question:
How do you describe
Rutherford’s model?
Perform Activity #3 Part B
and C: Small but terrible.
Students present the
results of the activity.
Answer guide questions.
(refer to the activity)
Key Questions:
1. What was the
experiment
conducted by
Rutherford?
2. How was he able
to prove the
answer the
question by writing
the answer on the
board.
 The teacher gives
the name of the
element.
 Students write its
symbol ,atomic
number and mass
number.
Essential Question:
How do you determine the number of neutrons, protons,
electrons in a neutral atom?
Perform Activity #4: What’s
in a number?, procedure 1
in LM p. 204.
Students present the results of
the activity.
Answer guide questions. (refer
to the activity)
Key Questions:
1. Differentiate atomic
number from mass
number.
2. How do you
determine the number
of neutrons given the
Grade 8
Quarter 3
Page 23
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EVALUATE
existence of
electrons?
3. Describe
Thomson’s
discovery.
Draw and describe J.J.
Thomson’s model.
existence of the
nucleus?
3. Describe
Rutherford’s
discovery.
Draw and describe
Rutherford’s model.
mass number and
atomic number?
Data completion: Fill in the
missing data in the table.
Element
Mass
#
Na
23
C
Rn
Atomic
#
p+
V. REMARKS
VI. REFLECTIONS
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Identify the uses of
Thomson’s experiment.
(e.g. television-picture
tube)
Cite the flaws of
Rutherford’s discovery.
e-
222
n0
1
6
6
86
Au
EXTEND
Grade 8
Quarter 3
Page 24
7
11
Define Isotopes and its uses.
To be continued the
following day (publication
of results)
(Note: The teacher may
modify the type of test.)
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
Grade 8
Quarter 3
Page 25
What difficulties did I
encounter which my
Principal/ Supervisor can help
me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Grade 8, Quarter 3
Daily Lesson Log
Week No. 5
Prepared by:
Teacher:
Signature:
Date Submitted:
Checked by:
School Head:
Signature:
Date:
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 8
Daily Lesson Log
Junior HS Science
Week No. 6
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competency
Code:
DAILY TASK
II. CONTENT
School
Teacher
Teaching Dates
MONDAY
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
8
Matter (Chemistry)
Third
THURSDAY
FRIDAY
The identity of a substance according to its atomic structure.
Determine the number of protons, neutrons and electrons in a particular atom
S8MT-III e-f-10
Infer that ions are formed
from the removal/addition
Define Isotopes and interpret shorthand notations
Performance Task
of electrons.
for isotopes and atoms.
1. Definition of Isotopes
2. Shorthand notations for Isotopes and atoms
III. LEARNING RESOURCES
Teacher’s Guide
Teacher’s Manual
Learner’s Manual pp 204Learner’s Materials
205
Additional Materials
Periodic Table
IV. LEARNING TASKS
How are isotopes identified?
Q & A: Sub-atomic
Particles
ELICIT
Ions
Learner’s Manual pp 204205
Review:
1. Definition of Isotopes
2. Shorthand notations for
Isotopes and atoms
Role play- Atomic Models,
and Timeline of atomic
models using recycled
materials
Summative Test
Determining the # of
protons, electrons,
neutrons,
Isotopes, and
Ions
Grade 8
Quarter 3
Page 26
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Ask: What comes into
your mind when you hear
the word isotope?
Give common isotopes.
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
Essential Question:
What is an isotope?
How do you interpret shorthand notation of isotopes and
atoms?
Perform Activity#4:
What’s in a number?
Procedures 2 and 3 on
page 204.
 Students present the
results of the activity.
 Answer guide
questions. (refer to the
activity)
 Lecturette on isotopes
Give the shorthand notation
of isotope of Hydrogen.
Cite examples of energy
drinks.
Guide Questions:
1. Why are they
popular nowadays?
2. What benefit can
one get from
drinking such?
Essential Question:
How does an atom become an ion?
Perform Activity#4: What’s in
a number? Procedures 4
and 5 on page 205.
Students present the results
of the activity.
Answer guide questions.
(refer to the activity)
Key Questions:
1. How does an ion
form?
2. What do you call the
positive ion?
Negative ion?
Grade 8
Quarter 3
Page 27
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Write the shorthand notation
showing the mass number
and atomic number of the
isotopes of the following:
1. Iron
2. Aluminum
3. Calcium
EVALUATE
EXTEND
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up
with the lesson
 continue to require
remediation
To be continued the
following day (publication
of results)
Using old folders, students
select one element to be
drawn with symbol, atomic
number and mass number.
(Note: The teacher may
modify the type of test.)
3. What will happen
when an atom
becomes an ion?
Given the Calcium ion,
answer the following:
1. How many protons are
there in the calcium ion?
2. How many electrons are
there in the calcium ion?
3. How many neutrons are
there in the calcium ion?
What is the importance of
ions in the human body?
Grade 8
Quarter 3
Page 28
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can help
me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Grade 8, Quarter 3
Daily Lesson Log
Week No. 6
Grade 8
Quarter 3
Page 29
Prepared by:
Teacher:
Signature:
Date Submitted:
Checked by:
School Head:
Signature:
Date:
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 8
Daily Lesson Log
Junior HS Science
Week No. 7
I. OBJECTIVES
School
Teacher
Teaching Dates
MONDAY
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
8
Matter (Chemistry)
Third
THURSDAY
Grade 8
Quarter 3
Page 30
FRIDAY
The Learners demonstrate an understanding of:
the periodic table of elements as an organizing tool to determine the chemical properties of elements.
Content Standard
Performance Standard
Learning Competency
Code:
DAILY TASK
The Learners should be able to:
trace the development of the periodic table from observations based on similarities in properties of elements.
S8MT-IIIg-h-11
Trace the development of the Periodic Table
Summative Test
Describe the arrangement of elements in the periodic table
on Periodic Table
Development of the Periodic Table
Arrangement of elements in the Periodic Table
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials
Learners’ Module pp 210-211 Learners’ Module pp 210-211
Periodic table of elements
https://www.youtube.com/wat
Additional Materials
ch?v=I5H1SeepnaU
IV. LEARNING TASKS
In Grade 7, students learned Show to the class a video
about the periodic table. Let from YouTube entitled:
them recall some common
History of Periodic Table
elements found in the
Animation
ELICIT
periodic table.
(cite provided in Learning
Resources under additional
materials)
Learners’ Module pp 211-213
Learners’ Module pp 211-213
https://www.youtube.com/watc
h?v=VgVQKCcfwnU
Using the periodic table,
The teacher will mention an
element (e.g. Calcium).
Let the students watch the
video The NEW Periodic
Table Song (Updated) on
YouTube.
(cite provided in Learning
Resources under additional
materials)
Let them look in what column
and row it is located or you
may do otherwise (students
will look for the name, teacher
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
Ask:
How was your seating
arrangement done?
(possible answers:
alphabetically, height,
gender)
Who were the people
mentioned in the video?
(Write their answers on the
board for later discussion)
Essential Question:
How did the periodic table develop?
Perform Activity #1 part A:
Tracking the path and
constructing the Periodic
Table on pages 210-211 of
their textbook.
With the use of the guide
questions, students will
report their answers in front.
(Questions #1-4)
Key Questions:
1. Who were the people
behind the history of
periodic table? And what
was their respective
concept?
2. What bases did the
following chemists use to
will mention the row and
column)
Let the students take hold of
their periodic table and ask
them of the possible ways
how those elements were
arranged.
Were they arranged
alphabetically? randomly? Or
other possible arrangements?
After watching, let them cite
some names of elements they
have seen and where they
can commonly be found or
used.
Example: Silver-spoon
Essential Question:
How were the elements in the periodic table arranged?
Continue Activity #1 Part B.
Tracking the path and
constructing the Periodic
Table on page 211 of the
learner’s manual.
With the use of the guide
questions, students will report
their answers in front.
(Questions #5-10)
Key Questions:
1. What is periodic law?
2. Differentiate groups
from periods.
3. What are the different
family names of
groups found in the
periodic table?
Grade 8
Quarter 3
Page 31
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EVALUATE
EXTEND
explain their arrangement
of elements?
a. Dobereiner
b. Newlands
c. Meyer
d. Mendeleev
e. Moseley
Identification
1. He is a German
chemist who
grouped elements in
three with similar
properties.
2. This arrangement
was proposed by
Newlands.
3. How did Mendeleev
arrange the
elements in the
periodic table?
Trace the development of the
Periodic Table by making a
timeline. Write it in a short
sized bond paper.
Grade 8
Quarter 3
Page 32
I. Identify in what period and
group does the following
element belong:
1. Boron
2. Calcium
3. Neon
4. Hydrogen
5. Potassium
II.Identify and label the parts
of the periodic table.
For the next session, tell the
students to bring the following
materials for their
Performance output:
a. Bond paper (long
sized)
b. Coloring materials
c. Designing materials
d. Ruler
e. Glue
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

To be continued the following (Note: The teacher may
day (publication of results)
modify the type of test.)
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
To be continued the following
day (publication of results)
Assign this activity by
pair.
 Ask the students to
do some research
about the following
information of the
assigned element:
a. Name of element and
how it got its name.
b. Symbol, Atomic
Number and Atomic
Mass
c. Where is it found and
in what form
d. Physical facts
(melting point, boiling
point, density)
e. Uses (with pictures)
f. Source of information
(Note: The teacher may
modify the type of test.)
Grade 8
Quarter 3
Page 33
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Did the remedial lessons
work? No. of Learners who:
 have caught up
with the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Grade 8, Quarter 3
Daily Lesson Log
Week No. 7
Grade 8
Quarter 3
Page 34
Prepared by:
Teacher:
Signature:
Date Submitted:
Checked by:
School Head:
Signature:
Date:
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 8
Daily Lesson Log
Junior HS Science
Week No. 8
I. OBJECTIVES
School
Teacher
Teaching Dates
MONDAY
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
8
Matter (Chemistry)
Third
THURSDAY
Grade 8
Quarter 3
Page 35
FRIDAY
The Learners demonstrate an understanding of:
the periodic table of elements as an organizing tool to determine the chemical properties of elements
Content Standard
Performance Standard
The Learners should be able to:
trace the development of the
Learning Competency
periodic table from observations
based on similarities in properties
of elements
Code:
S8MT-IIIa-b-8
DAILY TASK
Make an Element Brochure
II. CONTENT
Performance Task (Element
Brochure)
III. LEARNING RESOURCES
Teacher’s Guide
S8MT-IIIc-d-9
Identify ways of
Compare the reactivity of metals in acid solution
preventing corrosion due
to the reactivity of metals
Ways to prevent
Reactivity of Metals
corrosion of metals
Learners’ Module pp 214217
Learner’s Materials
www.nclark.net
Additional Materials
The Learners should be able to:
use the periodic table to predict the chemical behavior of an element.
Learners’ Module pp 214217
Learners’ Module pp 214217
https://www.youtube.com/w
atch?v=qd2B9yCKzc0
Summative test on
Reactivity of Metals
Summative Test
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
Show pictures of objects
with rust.
(Houses, cars, etc.)
ELICIT
Ask the students how
rusting of objects affect
people.
ENGAGE
EXPLORE
Students will be tasked to create
an attractive brochure presenting
informative details about the
assigned element by pair. The
brochure will be a tri-fold 8.5 x 13
(long sized) bond paper. The
following format will be observed:
a. Name of element and
how it got its name.
Essential Question:
What is the relationship between reactivity of metals
(elements) and its arrangement in the periodic table?
Perform Activity #2:
Metal… How reactive are
you? on pages 214-216
procedures # 1-11.
Show a video entitled:
Rusting of Iron in YouTube.
(cite provided in Learning
Resources under additional
materials)
You may ask the following
questions: (to be posted
before watching the video)
1. What is rust?
2. What are the
factors involved for
rusting to occur?
3. When does rusting
happen?
4. In what condition
does rusting
process is
hastened?
5. What did the boy
do to solve the
problem?
Essential Question:
How can corrosion be
prevented?
Students will do activity #2
on page 214 procedure #
12.
Grade 8
Quarter 3
Page 36
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
b. Symbol, Atomic Number
and Atomic Mass
c. Where is it found and in
what form
d. Physical facts (melting
point, boiling point,
density)
e. Uses (with pictures)
f. Source of information
EXPLAIN
ELABORATE
EVALUATE
Grade 8
Quarter 3
Page 37
Through a group
reporting, students will
discuss their answers on
the guide questions found
on their learner’s manual.
Key Questions:
1. What is the trend
of reactivity of
metals in groups?
2. What is the trend
of reactivity of
metals in
periods?
Arrange the following
metals in increasing
reactivity:
1. P-Mg-S – (Answer: SP-Mg)
2. O-N-Be – (Answer: ON-Be)
Ask every group to answer
questions 7 and 8 on page
216 of their manual. Let
them include their answers
in yesterday’s assigned
question.
Key Questions:
1. What are the
harmful effects
when metal reacts
with acids?
2. How can we
prevent corrosion?
1. How can we prevent
corrosion?
(Note: prepare a rubric)
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXTEND
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up
with the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
To be continued the
following day (publication
of results)
3. Cu- Sr-Li (Answer: CuSr-Li)
4. Cl-F-Br (Answer: Br-ClF)
5.Na- K-Li (K-Na-Li)
Look for some practical
Look for the other types of
ways to prevent corrosion. corrosion.
Be able to prepare a brief
report for tomorrow’s
discussion.
(Note: The teacher may
modify the type of test.)
Grade 8
Quarter 3
Page 38
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Grade 8, Quarter 3
Daily Lesson Log
Week No. 8
Grade 8
Quarter 3
Page 39
Prepared by:
Teacher:
Signature:
Date Submitted:
Checked by:
School Head:
Signature:
Date: