DAILY LESSON LOG IN SCIENCE GRADE 8
First Quarter S.Y 2019-2020
AUGUST 05, 2019
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning competencies
*Specific Objectives ( 3 Skills a Day )
1. Cognitive*
2. Psychomotor*
3. Affective*
Teacher: LOBIE C. ALFONSO
Demonstrate an understanding of some properties and characteristics of
visible light.
Discuss phenomena such as blue sky, rainbow and red sunset using the
concept of wavelength and frequency of visible light.
Demonstrate the existence of the color components of visible light using a
prism or diffraction grating(S8FE-If-26)
Explain the hierarchy of colors in relation to energy. ( S8FE-If-27)
Explain that red is the least bent and violet the most bent according to
their wavelengths or frequencies. (S8FE-If-28)
Understand that sound waves can travel through different mediums, including
solids, liquids, and gases
Test different mediums to see how well they carry the vibrations of sound.
Observe proper discipline while performing the activity.
Topic: SOUND
Sub Topic:
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages 52-53
2.Learner’s Material Page 76-79
3. Textbook Pages.
4. Additional Materials from LR Portal
B. Other Learning Resources: Internet
IV. PROCEDURES
Review the concepts on sound waves.
A. Reviewing previews lesson or
presenting the new lesson.
Show model particles for solid, liquid and gas and allow them to watch a video presentation
B. Establishing a purpose to the lesson
(https://www.youtube.com/watch?v=BpOS9-qWswU)
Pre - activity discussions
C. Presenting examples/instances of the
(Discussion of the objective of the activity and some precautionary measures to be observed
new lesson
while doing the activity)
D. Discussing new concepts and practicing The activity will be done by group. Let all members of the group participate and cooperate in
the activity.
new skills # 1.
Which is better carrier of sound?
E. Discussing new concepts and practicing
new skills # 2.
* Discussing new concepts and
practicing new skills # 3
Post - activity discussion: answering of the activity questions
F. Developing mastery
Why do theatres, movie houses have acoustic walls?
G. Finding practical application of
concepts and skills in daily living
State clearly to the class the concept of sound transmission in three different media.
H. Making generalization and abstraction
about the lesson
Paper and pen test (10 item quiz)
I. Evaluate Learning
What is light? What are the characteristics and properties of visible light?
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
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 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 this
worked?
F. What difficulties did I encounter which m principal or superior
can help me solve?
G. What innovation or localized materials did I used/discovered
which I wish to share with other teachers?
Prepared By:
LOBIE C. ALFONSO
Science Teacher
Checked By:
VICTOR M. SICAT JR.
HT I- Science
Noted By:
AMPARO M. MUNOZ,Ed.D
Principal III
DAILY LESSON LOG IN SCIENCE GRADE 8
First Quarter S.Y 2019-2020
AUGUST 06, 2019
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning competencies
*Specific Objectives ( 3 Skills a Day )
1. Cognitive*
2. Psychomotor*
3. Affective*
II. CONTENT
Teacher: LOBIE C. ALFONSO
Demonstrate an understanding of some properties and characteristics of
visible light.
Discuss phenomena such as blue sky, rainbow and red sunset using the
concept of wavelength and frequency of visible light.
Demonstrate the existence of the color components of visible light using a
prism or diffraction grating(S8FE-If-26)
Explain the hierarchy of colors in relation to energy. ( S8FE-If-27)
Explain that red is the least bent and violet the most bent according to
their wavelengths or frequencies. (S8FE-If-28)
Understand properties and characteristics of visible light.
Show the wavelength and energy of the visible light spectrum.
Appreciate the importance of light to everyone.
Topic: NATURE OF VISIBLE
Sub Topic:
LIGHT
III. LEARNING RESOURCES
C. REFERENCES
2. Teacher’s Guide Pages 60
2.Learner’s Material Page 91-97
3. Textbook Pages.
4. Additional Materials from LR Portal
D. Other Learning Resources: Internet
IV. PROCEDURES
Recall uses of sound waves.
A. Reviewing previews lesson or
presenting the new lesson.
Light has gone all the way from a mere transfer of energy to creation of colors for
B. Establishing a purpose to the lesson
entertainment and other purposes.
Light is an example of vibrations that move through time and space.
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing One region of the EM spectrum is the visible light. It is subdivided and arranged according to
colors. Colors seen in the visible part of the spectrum are arranged schematically according to
new skills # 1.
energy, frequency and wavelength.
Explain the different properties of light.
E. Discussing new concepts and practicing
new skills # 2.
* Discussing new concepts and
practicing new skills # 3
Refraction is the bending of light when it travels from one medium to another of different
optical densities
How are refraction and dispersion demonstrated in light?
F. Developing mastery
Color appeal to our senses.
G. Finding practical application of
concepts and skills in daily living
Light is characterized as a wave and particle. Properties of wave such as reflection,
H. Making generalization and abstraction
refraction, interference and diffraction are observed as light property.
about the lesson
Give a 10-item quiz.
I. Evaluate Learning
What is the difference between heat and temperature?
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the evaluation
I. No. of learners who require additional activities for
remediation who scored below 80%
J. Did the remedial work? No. of learners who have caught up
with the lesson
K. No. of learners who continue to require remediation
L. Which of my teaching strategies worked well? Why did this
worked?
M. What difficulties did I encounter which m principal or superior
can help me solve?
N. What innovation or localized materials did I used/discovered
which I wish to share with other teachers?
Prepared By:
LOBIE C. ALFONSO
Science Teacher
Checked By:
VICTOR M. SICAT JR.
HT I- Science
Noted By:
AMPARO M. MUNOZ,Ed.D
Principal III
DAILY LESSON LOG IN SCIENCE GRADE 8
First Quarter S.Y 2019-2020
AUGUST 07, 2019
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning competencies
*Specific Objectives ( 3 Skills a Day )
1. Cognitive*
2. Psychomotor*
3. Affective*
II. CONTENT
Teacher: LOBIE C. ALFONSO
Demonstrates an understanding of heat and temperature and the effects of
heat on the body.
Explore heat transfer, determine factors affecting the amount of heat
transfer.
Differentiate between heat and temperature at the molecular level. Code:
S8FE-Ig-29
Distinguish the difference between heat and temperature and discuss the effects
of heat on the body.
Give and explain the the different mechanisms of heat transfer.
Determine and apply thermal expansion in real - life situation.
Topic: HEAT AND
Sub Topic:
TEMPERATURE
III. LEARNING RESOURCES
E. REFERENCES
3. Teacher’s Guide Pages 27
2.Learner’s Material Page 37-38
4. Additional Materials from LR Portal
F. Other Learning Resources: Internet
IV. PROCEDURES
Recall
A. Reviewing previews lesson or
1. How does dispersion of light occur?
presenting the new lesson.
2. The different colors that make up a white light?
B. Establishing a purpose to the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing
new skills # 1.
E. Discussing new concepts and practicing
new skills # 2.
3. Textbook Pages.
Ask the students answer the 4 pics 1 word game to determine the new lesson for the day
(answer: HEAT)
Allow the students to analyze pictures related to heat and temperature.
Introduce the concept of heat through hot cup of coffee (70°) on the top of a table at room
temperature (28°).
Relate the concept of temperature through vibrations of molecules.
How energy is transferred when objects are heated? (mechanisms of heat transfer)
* Discussing new concepts and
practicing new skills # 3
Coefficient linear expansion is the expansion of solid depend on the type of material it is
composed of.
F. Developing mastery
G. Finding practical application of
concepts and skills in daily living
Are heat and temperature the same? How about the mechanisms of heat transfer?
Have you ever wondered why bridges are constructed using metal and cement instead of just
cement?
Ask students to differentiate heat from temperature. Comparing the mechanisms of heat
H. Making generalization and abstraction
transfer.
about the lesson
Paper and pen test (10 item quiz)
I. Evaluate Learning
Which causes more burn, a steam or boiling water? Explain.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
O. No. of learners who earned 80% in the evaluation
P. No. of learners who require additional activities for
remediation who scored below 80%
Q. Did the remedial work? No. of learners who have caught up
with the lesson
R. No. of learners who continue to require remediation
S. Which of my teaching strategies worked well? Why did this
worked?
T. What difficulties did I encounter which m principal or superior
can help me solve?
U. What innovation or localized materials did I used/discovered
which I wish to share with other teachers?
Prepared By:
LOBIE C. ALFONSO
Science Teacher
Checked By:
VICTOR M. SICAT JR.
HT I- Science
Noted By:
AMPARO M. MUNOZ,Ed.D
Principal III
DAILY LESSON LOG IN SCIENCE GRADE 8
First Quarter S.Y 2019-2020
AUGUST 08, 2019
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning competencies
*Specific Objectives ( 3 Skills a Day )
1. Cognitive*
2. Psychomotor*
3. Affective*
II. CONTENT
Teacher: LOBIE C. ALFONSO
Demonstrates an understanding of current-voltage-resistance relationship,
electric power, electric energy and home circuitry.
Determine the three quantities of electricity.
Infer the relationship between current and charge. Code: S8FE-In-30
Understand the relationship of current, voltage and resistance.
Discuss the factors affecting the resistance of a conductor.
Investigate series and parallel connections.
Build or design an an electric circuit.
Apply the basic electricity concepts in our daily life.
Topic: ELECTRICITY
Sub Topic: Current, voltage, resistance, parallel
and series connections
III. LEARNING RESOURCES
G. REFERENCES
4. Teacher’s Guide Pages 35-37
2.Learner’s Material Page 53-58
3. Textbook Pages.
4. Additional Materials from LR Portal
H. Other Learning Resources: Internet
IV. PROCEDURES
Recall temperature and thermometric scales.
A. Reviewing previews lesson or
presenting the new lesson.
Show pictures of devices run by electricity. Ask the students what they have in common.
B. Establishing a purpose to the lesson
You see bulbs that are lit in houses, streets, offices and buildings. Hoe do bulbs give light?
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing Discuss electricity, electric circuit and its components and quantities.
new skills # 1.
Resistance depends on several factors: the length, the cross-sectional area, and the
E. Discussing new concepts and practicing
resistivity of the wire.
new skills # 2.
* Discussing new concepts and
practicing new skills # 3
F. Developing mastery
G. Finding practical application of
concepts and skills in daily living
H. Making generalization and abstraction
about the lesson
I. Evaluate Learning
Any path where electrons can pass through is called circuit.
1. Series
2. Parallel.
Draw a simple circuit and label each part.
Why is electricity an important part of our daily life?
Ask the students the relationship between current, voltage and resistance.
Give a 5-item quiz.
1. Electric current is measured using what device?
2. Conductors have a high or low resistance?
3. Electric resistance is typically measured in what units?
4. In terms of electricity, what does AC stand for?
5. Electric power is typically measured in what units?
1. Ammeter 2. Low 3. Ohms 4. Alternating current 5. Watts
Differentiate between electric energy and power.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
V. No. of learners who earned 80% in the evaluation
W. No. of learners who require additional activities for
remediation who scored below 80%
X. Did the remedial work? No. of learners who have caught up
with the lesson
Y. No. of learners who continue to require remediation
Z. Which of my teaching strategies worked well? Why did this
worked?
AA. What difficulties did I encounter which m principal or superior
can help me solve?
BB. What innovation or localized materials did I used/discovered
which I wish to share with other teachers?
Prepared By:
LOBIE C. ALFONSO
Science Teacher
Checked By:
VICTOR M. SICAT JR.
HT I- Science
Noted By:
AMPARO M. MUNOZ,Ed.D
Principal III
DAILY LESSON LOG IN SCIENCE GRADE 8
First Quarter S.Y 2019-2020
AUGUST 09, 2019
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning competencies
*Specific Objectives ( 3 Skills a Day )
1. Cognitive*
2. Psychomotor*
3. Affective*
II. CONTENT
Teacher: LOBIE C. ALFONSO
Demonstrates an understanding of current-voltage-resistance relationship,
electric power, electric energy and home circuitry.
Determine the three quantities of electricity.
Infer the relationship between current and charge. Code: S8FE-In-30
Assess students learning through a First periodical test.
Aanswer a 50-item test.
Develop self-reliance and confidence while taking the test.
Observe honesty in taking examination.
Topic: FIRST PERIODICAL
Sub Topic:
TEST
III. LEARNING RESOURCES
I. REFERENCES
5. Teacher’s Guide Pages
2.Learner’s Material Page
3. Textbook Pages.
4. Additional Materials from LR Portal
J. Other Learning Resources: Internet
IV. PROCEDURES
Read the directions and instructions carefully.
A. Reviewing previews lesson or
presenting the new lesson.
Let the learners answer the following questions following the instructions.
B. Establishing a purpose to the lesson
Ask the learners to observe the flow of the test and take down notes.
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing Answering the test.
new skills # 1.
Answering and discussing the key concepts..
E. Discussing new concepts and practicing
new skills # 2.
* Discussing new concepts and
practicing new skills # 3
Checking of test paper
Answering the questions asked by the teacher.
F. Developing mastery
G. Finding practical application of
concepts and skills in daily living
H. Making generalization and abstraction
about the lesson
I. Evaluate Learning
Advance reading on typhoons and earthquake.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
CC. No. of learners who earned 80% in the evaluation
DD. No. of learners who require additional activities for
remediation who scored below 80%
EE. Did the remedial work? No. of learners who have caught up
with the lesson
FF. No. of learners who continue to require remediation
GG. Which of my teaching strategies worked well? Why did this
worked?
HH. What difficulties did I encounter which m principal or superior
can help me solve?
II. What innovation or localized materials did I used/discovered
which I wish to share with other teachers?
Prepared By:
LOBIE C. ALFONSO
Science Teacher
Checked By:
VICTOR M. SICAT JR.
HT I- Science
Noted By:
AMPARO M. MUNOZ,Ed.D
Principal III