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DLL Science 8 3rd quarter
Education (Filamer Christian University)
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GRADE 8
DAILY
LESSON
LOG
I. OBJECTIVES
A. Content Standard
B. Performance
Standard
C. Learning
Competency/Objec
tives
Write the LC code for
each.
II.
CONTENT
School
Grade
Level
Learning
Area
Quarter
Teacher
Teaching Dates and
Time
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
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.
The learners
The learners demonstrate an understanding of identifying of a substance according to its atomic
demonstrate an
structure
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
S8MT-IIIab-8
S8MT-IIIcd-9
Determine the number of protons, neutrons, and electrons in a particular atom;
S8MT-IIIef-10
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG,
the content can be tackled in a week or two.
 The particle nature
The Number of
The Number of
Properties of Subatomic Plum Pudding and Nuclear
of Matter
Subatomic Particles in
Subatomic Particles in
Particles
Models of Atom
 Phase Changes
Atoms
Ions and Isotopes
1
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IV. LEARNING
RESOURCES
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
Resource
V.
PROCEDUR
ES
A. Reviewing previous
lesson or
presenting the new
lesson
(ELICIT)
B. Establishing a
purpose for the
lesson
(ENGAGE)
List of Materials to be used
Pp25-26 of
Modules 3
Learner’s Module
3: pp 5 -9
Pp25-26 of Modules
3
Learner’s Module 3:
pp 10-15
Pp25-26 of
Modules 3
Learner’s Module
3: pp 16-22
Pp25-26 of
Modules 3
Learner’s Module
3: pp 16-22
Science and Technology III. NISMED. 1997. pp. 220-221.
Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 58-64.
EASE Science II.
EASE Science II.
EASE Science II.
EASE Science II.
Module 10. Lesson Module 10. Lesson 2. Module 10. Lesson Module 10.
2.
2.
Lesson 2.
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.
Who will describe
the properties of
solid, liquid & gas?
How does
evaporation,
melting,
condensation,
deposition,
sublimation, and
freezing occur?
What do you call “an
anything that
occupy space and
has mass?”
What is matter
made of?
What are the
subatomic particles of
atom?
Describe each.
Answer What’s In.
Review the past
lesson by allowing
the learners to
answer “What’s in”
Review how to
identify the
number of
subatomic particles
in a neutral atom.
How about atom,
can it be divided
into another smaller
pieces? Who said
yes/no? Why?
How do these
subatomic particles
being discovered?
Have you remembered
Leuccipus and
Democritus? How
about Jhon Dalton?
Present the Periodic
table of elements to
the class.
Show an example
of Ion and isotope.
Do this ion and
isootope have the
same number of
subatomic particles
with neutral atom?
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C. Presenting
examples/Instances
of the new lesson
(ENGAGE)
D. Discussing new
concepts and
practicing new
skills # 1
(EXPLORE)
E. Discussing new
concepts and
practicing new
skills # 2
(EXPLORE)
F. Developing
mastery
(leads to Formative
Assessment 3)
(EXPLAIN)
G. Finding practical
application of
concepts and skills
in daily living
(ELABORATE)
H. Making
generalizations and
Present the
objectives to the
class. “Explain that
atoms are the
smallest particle of
matter and are
made up of protons,
neutrons and
electrons.
Draw/show and
apple to the class.
Can the smaller
pieces of apple still
similar to the
original one? Why?
Can you still slice
these pieces into
smaller ones? (Refer
to activity 1)
Allow the students
to perform Activity
2: Charge It
The learners present
their answers per
group.
The teacher
discusses the
subatomic particles
to the class.
Answer activity 3 :
All about atoms.
Do you think your
body are also
composed of these
subatomic particles?
Allow the learners to
fill the blanks with
Present the objectives
to the class.
“Describe Thomson’s
Plum Pudding Model
and Rhutherford’s
Nuclear Model of an
atom”
Have you eaten a
water melon?
Did you notice the
seeds that are
embedded inside the
fruit? Don’t you know
that Thomson’s atomic
model can be
compared to a
watermelon fruit ?
Let the learners
perform activity 2:
Beyond Our
Imagination
Present the
objectives to the
class.
DO you know how to
identify the number
of subatomic
particles of each
elements in using
the periodic table?
Alloww the learners
to perform Activity 1
: Find Me!
Present the
objectives to the
class.
Let the learners
perform an acivity
identifying the
subatomic particles
given the ion and
isotope.
The learners present
their answers per
group.
The teacher discusses
Plum Pudding Model
and Rutherford’s Model
of an atom to the
class.
Answer “What’s More”
The learners Present
their answer per
group.
The teacher
discusses the
neutral atom to the
class.
The learners
Present their
answer per group.
The teacher
discusses the
neutral atom to the
class.
Answer “What’s
More”
Answer “What’s
More”
Allow the learners to
fill the blanks with
Allow the learners to
fill the blanks with
Allow the learners
to fill the blanks
3
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abstractions about
the lesson
(ELABORATE)
I. Evaluating learning
J. (EVALUATE)
K. Additional activities
for application or
remediation
(EXTEND)
VI.
REMARKS
VII.
REFLECTIO
N
Give a 20 item test
correct answer in
“What I have
learned”.
Give a 5-item
formative test
Let the learners
answer “What I Can
Do”
correct answer in
“What I have learned”.
Give a 5-item
formative test
Let the learners
answer “What I Can
Do”
correct answer in
“What I have
learned”.
Give a 5-item
formative test.
Let the learners
answer “What I Can
Do”
with correct
answer in “What I
have learned”.
Give a 5-item
formative test.
Let the learners
answer “What I
Can Do”
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
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me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
5
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