Grade 8 School CONCEPCION NHS Grade Level 8

Daily Lesson Log Teacher Maria Cristina D. Mondejar Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates Quarter Third
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

The Learners demonstrate an understanding of:

Content Standard
the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures

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: S8MT-IIIa-b-8
DAILY TASK Diagnostic (module 1) Distinguish Matter from non-matter Explain that matter is made up of tiny particles
II. CONTENT DIAGNOSTIC TEST Common properties of matter Composition of Matter
III. LEARNING RESOURCES
Teacher’s Guide
Learners’ Module pp 172- Learners’ Module pp 172- Learners’ Module pp. 174- Learners’ Module pp. 174-
Learner’s Materials 173 173 177 177

Additional Materials www.factmonster.com

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2 0 1 6
 IV. LEARNING TASKS
Show two pictures to the Show to the students a Let the students get a Tell the students to look
class (one matter and glass of water. Obtain piece of paper. Ask them around and let one
one non matter). ideas or concepts they to tear the paper into student mention one
(Example: have in mind regarding it. small pieces until they object to the class.
nonmatter: picture of light won’t be able to tear it
from atorch, heat from anymore. Find
the fire, sound from the someone who had torn
ELICIT police siren (forms of the smallest piece and
energy); present it to the class.
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 (Prepare two identical Get their opinion from Using the object
could be the possible cups and water) the question: Is it presented, ask the
characteristics/ Show to the class one possible to divide still student what are
properties these pictures small drinking glass full the paper into the very the materials that object
have. of water and one empty. smallest of it? is made up of.
Explain that these objects Get a volunteer and ask Then, explain the State:
do have properties and him to weigh the two. concept of indivisibility “Everything you see or
that is the objective of the Ask the students on what of matter’s imagine is built from
ENGAGE composition.
lesson. they observed with the something else.” This
two objects. concept will be further
(Students must infer discussed for today’stopic.
that water has mass)

Junior HS Science Weekly Lesson Log & Lesson Plan

 Essential Question: Essential Question:
What are the common properties of matter? What is matter made of?
Students will be divided Students will be divided
into groups of 5. With the into groups of 5. They
use of materials found on will conduct an activity
EXPLORE the module, they should found
be able to fill in the table on pages 174-175 of the
classifying if the sample learners’ module. (Activity
is matter or not. (Activity # 2: What is matter made
#1: Which is matter, of?)
which is not?)
Students will present their Students will present
findings in class through their activity by
a class reporting with the answering the guide
EXPLAIN
use of the table and questions. (Please refer
guide to LM for the guide
questions. (Please refer to questions)
LM for the guide
questions)
Key Questions: Key Questions:
1. What are the 1. What is matter
common made of?
properties of 2. What is the
matter? difference between
ELABORATE 2. How does molecules
matter differ and atoms?
from non- 3. How can you say
matter? that matter is made
3. What are the up of small
other properties particles like
of atom?
matter?

Junior HS Science Weekly Lesson Log & Lesson Plan

 A. Classify whether Identify the following
the following is 1. He believed that
matter or atoms are indivisible.
nonmatter: 2. It is Greek word
1. smoke (matter) which means
2. ocean (matter) indivisible
3. dreams (nonmatter) particle.
4. chalk (matter) 3. It is the smallest
EVALUATE
5. shadow (nonmatter) particle of an element.
B. Identify what property 4. It consists of two
of matter is being or more atoms.
described: 1. It is the 5. It is the unit of
measure of the amount length used to
of matter the object has. measure size of an
(mass) atom.
2. It refers to the
space occupied by an
object. (volume)
Let the students check . Tell the students
the other properties of to get an
the aluminum foil and
following matter cut it into small
(hardness, texture, color, pieces.
malleability, electrical . In case it could not
conductivity) be cut anymore with
EXTEND 1. silk cloth their bare hands,
2. plastic straw use amicroscope
3. copper wire or
magnifying glass
to look at the
tiniest
piece.
. If you have better
tools, you could still
cut the aluminum
into tinier pieces.

Junior HS Science Weekly Lesson Log & Lesson Plan

 To be continued the (Note: The teacher To be continued the (Note: The teacher
following day (publication may modify the type following day (publication may modify the type
V. REMARKS of test.) of test.)
of results) of results)

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?
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 Prepared by: Checked by:

Daily Lesson Log Teacher: School Head:
Week No. 1
Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan

 Grade 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates Quarter Third

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of:
Content Standard
the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures
Performance Standard The Learners shall be able to:
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 explain physical changes in terms of the arrangement and
of 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
II. CONTENT Matter, and Moving Particles Evaporation
Classifying
matter and nonmatter
III. LEARNING RESOURCES
Teacher’s Guide
Learners’ Module pp Learners’ Module pp
Learner’s Materials 178- 182 178- 182 Learners’ Module pp 182-184 Learners’ Module pp 182-184
http://
www.middleschoolch
emistry.com/lessonplans/c
Additional Materials hapter1/lesson1
Materials to be prepared
by the teacher: wax paper,
cardboard, printed “Race
Drop Raceway” sheets/
may be drawn, water

Junior HS Science Weekly Lesson Log & Lesson Plan

 IV. LEARNING TASKS
Ask the question: What are the different Prepare two pieces of Ask the students why
Does matter attract States of matter? manila paper. Dampen the clothes are usually hanged
ELICIT each other? first one with water. Hang outside.
it on aside where there is
enough air or sunlight to
dry.
Let the students play Ask 5-6 volunteers to Ask the students the What would be the difference
the game: demonstrate how following questions: if clothes are hanged outside
Race Drop Raceway molecules behave in the 1. At the end of class, rather than inside the house?
(adapted) following do you think the
Teacher Preparation states of matter: paper
Print two “Race Drop . Solid towel will still be wet
Raceway” sheets for . Liquid or will it be dry?
each group. . Gas 2. When water
evaporates, where
do the water
molecules go?

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

Junior HS Science Weekly Lesson Log & Lesson Plan

 Drop Raceway!”
sheet.
3. Place 2–4 drops of
water together to
make one larger Grade 8
drop at the “Start” .
Quarter
4. As fast as you can, 3
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: Essential Question:
Are the particles moving? What happens when energy is added into the water?
Perform by group Perform Activity #4: What
Activity #3: Are the changes take place when
EXPLORE particles of water is left in an open
matter moving? What container? In a closed
is between them? pp container? Pp. 182-183 of
178- 179 of the the manual.
manual.
Students will present their
findings in class through Students will present their
a class reporting with the findings in class through a
use of the table and class reporting with the use of
EXPLAIN the
guide
questions. (Please refer to table and guide questions.
LM for the guide (Please refer to LM for the
questions) guide questions)

Junior HS Science Weekly Lesson Log & Lesson Plan

 Key Questions: Key Questions:
1. What is matter 1. What do you think may be
made of? the biggest factor which
2. What can you say contributed to the evaporation
ELABORATE about its movement? process?
3. Describe the 2. What happened to the
arrangement of kinetic energy of particles from
particles of solid, liquid to gas/vapor?
liquid and gas. 3. How does evaporation
take place?
Identify what state of Identification:
matter is being identified: 1. It is the process where
WHO AM I? liquid turns togas.
1. I have a definite 2. What happens to the
shape and a definite kinetic energy of particles
volume. when the object
2. I may have a evaporates?
definite volume but 3. Cite one example where
I just evaporation could take place.
follow the shape of
EVALUATE
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.

Junior HS Science Weekly Lesson Log & Lesson Plan

 . Make a particle . Conduct Activity #5A:
model of matter Boiling Water on page
on your own. 184-185 of the
. You may use manual.
EXTEND any material to . Differentiate
show your Evaporation
creativity. from Boiling
. This is to be
done next
Friday. Kindly
bring all your
chosen materials.
To be continued the (Note: The teacher To be continued the (Note: The teacher may
following day may modify the type following day (publication of modify the type of test.)
V. REMARKS of test.) results)
(publication of results)

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?

Junior HS Science Weekly Lesson Log & Lesson Plan

 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?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 2
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan

 Grade 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates Quarter Third

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of:
Content Standard
the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.
Performance The Learners shall be able to:
Standard present how water behaves in its different states within the water cycle.
Learning The Learners should be able to:
Competency explain physical changes in terms of the arrangement and motion of atoms and molecules.
Code: S8MT-IIIc-d-9
Performance Task
DAILY TASK Investigate about Condensation Investigate about Melting Make Model of the 3
States of Matter
II. CONTENT Condensation Melting Performance Task
III. LEARNING RESOURCES
Teacher’s Guide
Learners’ Module pp Learners’ Module pp Learners’ Module pp. Make a model of the 3
Learner’s Materials Learners’ Module pp 184-186
184- 186 187- 189 187- 189 states of Matter
Additional Materials www.middleschoolchemistry.com
IV. LEARNING TASKS
Ask the students what Show a picture of . Have the students Show a picture or a short
happens when a cold bottle water cycle. imagine eating videoclip of the melting
was taken from the fridge their own of polar regions. (The
ELICIT and left in an icecream. teacher may toucha little
open space. . For instance, they about the climate
are eating outside change.)
under the
scorching sun,

Junior HS Science Weekly Lesson Log & Lesson Plan

 how would they
eat their
icecream?
. Why is it so?
(Adapted) Ask the students how Ask the following questions: Ask the following:
Prepare a demonstration with clouds form. 1. What have you
the ff materials: (Note: Should 1. What will happen to noticed on the
be the icecream if it is not picture/ seen in
done 5-10 minutes before eaten immediately? the video?
the time) Why? 2. What can you
2 clear plastic cups 2. In what situation will say about its
Room temperature water the icecream melt effects in the
Ice cubes faster? environment?
Zip lock (gallon size) slower? 3. How did
Procedure: 3. What might be the this
1. Place water and ice cubes factors involved in the happen?
into two identical cups. process?
2. Immediately place one of (Introduce the melting
ENGAGE process)
the cups in azip 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?

Junior HS Science Weekly Lesson Log & Lesson Plan

 Essential Question: Essential Question: Essential Question:
What happens when particles lose their energy and drop What happens to the kinetic energy of the molecules How will you
their temperature? when temperature increases/decreases and heat demonstrate the three
transfer states of matter?
continues?
. Perform activity #5 . Perform Activity The teacher may opt
EXPLORE Part B: Cooling Water #6: What changes to use the following:
page 186. take place when a.
. Answer guide ice Illustration/Drawing b.
questions #6-9 turns into Model
liquid water? c. Multimedia
. Answer the guide Presentation
questions found d. Others
on pages 187- With their chosen
188. materials, students will
create their own
particle model of the
following scenario:
a. solid-liquid
b. gas-liquid
c. liquid-gas
d. liquid-solid
Students will present Students will present their
their findings in class findings in class through
through a class a class reporting with the
EXPLAIN reporting with the use of the table and
use of the table and guide
guide questions. (Please questions. (Please refer to
refer to LM for the guide
LM for the guide questions)
questions)
Key Questions: Key Questions:
ELABORATE 1. What happens to 1. What do you think may
water when it is cooled? be the biggest factor which

Junior HS Science Weekly Lesson Log & Lesson Plan

 2. How does the contributed to the
process of melting/freezing
condensation take process? 2. What
place? happened to the kinetic
3. Why do droplets energy of particles from
format the surface of a solid to liquid?
covered hot container? 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?
TRUE or FALSE Identification: Criteria:
Write True if the 1. It is the process 40% Accuracy
statement is correct where liquid turns to 35% Creativity
and False if it is not. solid. 15% Resourcefulness
1. As the temperature 2. What happens to the 10% Neatness
increases, the kinetic kinetic energy of Total: 100%
energy increases as particles when the
well. (True) object melts?
2. When particles lose 3. If the temperature
EVALUATE their energy, they return surrounding the object
to their original state. is greater, what
(True) process will take place?
3. Condensation is a 4. It is the process
process when liquid where solid turns to
turns to its gaseous liquid.
state. 5. When heat is
(False) decreased, the object
4. The gaseous state melts/freezes?
of water is called
water
vapor. (True)

Junior HS Science Weekly Lesson Log & Lesson Plan

 Cite other practical Explain to students that
examples or situations there are cases that
where you could observe some substances can
the process of change
EXTEND
condensation. directly from solid
togas. This process is
called
SUBLIMATION. The
opposite of which is
called the DEPOSITION.
To be continued the (Note: The teacher To be continued the (Note: The teacher may
following day (publication of may modify the type following day (publication modify the type of test.)
results) of test.) 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

Junior HS Science Weekly Lesson Log & Lesson Plan

 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?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 3 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan

 Grade 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates Quarter Third

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
Performance Standard
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom.
Code: S8MT-III e-f-10
DAILY TASK Summative Test Determine the charges of subatomic particles Compare the masses of the subatomic particles.
Coverage:
II. CONTENT Charges of subatomic particles Masses of the subatomic particles.
Phase Changes
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials Learner’s Module pp 193 Learner’s Module pp 195-197
Additional Materials Plastic-covered notebook Plastic straw, tissue paper, Atomic Models Pictures
aluminum foil
IV. LEARNING TASKS
Reflect on the line What are atoms made of? Enumerate some Present the Table #2:
“Like poles repel, What structures compose an properties of the three Some properties of the
ELICIT unlike poles attract”. atom? subatomic particles. three main subatomic
(refer to table 2 in LM particles on page 195
p195.
Rub a plastic covered If you rub a plastic straw with Give one property of Ask which among the
notebook vigorously tissue paper and place it near subatomic particle. three has the highest
against a hard object an aluminum foil, what will Which among them value of
ENGAGE happen?
and placed it over the contributes the most to mass.
head. What happens? the overall
mass of an atom? Explain the concept of
Scientific notation.

Junior HS Science Weekly Lesson Log & Lesson Plan

 Essential Question: Essential Question: Essential Question: Essential Question:
Do objects attractor Do objects attractor repel each Compare the masses Compare the masses of
repel each other/carry other/carry positive and of the subatomic the subatomic particles.
EXPLORE positive and negative negative charges? particles.
charges?
Perform Activity 1: Perform Activity 2:
“Charge” it to The big difference in
experience! in LM p193. LM
pp195-196.
Students present the results of Students present the
the activity. results of the activity.
Answer guide questions. (refer Comparison of the
to the activity) masses of the three
EXPLAIN
subatomic particles using
the bar graph, pie chart
and a seesaw can.
Answer
guide questions. (refer
to the activity).
. Ask students what Which subatomic particle/s
makes up an atom? make/s up most of the
ELABORATE
. Give the charges of the mass of the atom?
three subatomic particles.
Complete the table. Refer to the masses in
table 2. Answer the
Subatomi Charge Location following
c Particle questions.
1. positive 4. 1.Which subatomic
electron 2. 5. particle is the lightest?
EVALUATE
3. neutral 6. 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.
Junior HS Science Weekly Lesson Log & Lesson Plan
Junior HS Science Weekly Lesson Log & Lesson Plan
 Present Table 2. Some Research on Thomson’s
Properties of the three and Rutherford model of
EXTEND subatomic particles. pp195 the atom.

To be continued the (Note: The teacher may modify To be continued the (Note: The teacher
following day the type of test.) following day may modify the type
(publication of results) (publication of results) of test.)
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?

Junior HS Science Weekly Lesson Log & Lesson Plan

 What innovation or
localized materials did
I use/ discover which
I
wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 4 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan

 Grade 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates Quarter Third

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
Performance Standard
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom
Code: S8MT-III e-f-10
Describe Describe Rutherford’s Determine the number of neutrons from the mass
DAILY TASK Summative Test
Thomson’s model. number.
model
Subatomic Particles Determining the number of neutrons from the mass
II. CONTENT Thomson’s model Rutherford’smodel. and Molecular Models number.
III. LEARNING RESOURCES
Teacher’s Guide Teacher’s Manual Teacher’s Manual
Learner’s Manual pp Learner’s Manual pp Learner’s Manual pp Learner’s Manual pp 203-
Learner’s Materials 198- 203 198- 203 pp 193 203- 205 205 pp 195-197
Exemplar Lesson Exemplar Lesson Plan, Exemplar Lesson Plan,
Additional Materials
Plan pp138-140 Periodic Table ,pen/pencil Periodic Table ,pen/pencil
IV. LEARNING TASKS
What is an atom? Review: Thomson’s Show a periodic What makes up the mass
What are the different atomic model. Table. Ask students of an atom?
ELICIT
subatomic particles of about the salient
an atom? features of the
Periodic Table.
Show to the class a . Teacher GAME: Ask one student to draw an
real raisin bread. demonstration: . Group the atom having three
ENGAGE
Activity #3 Part A students and subatomic particles.
aska
representative to

Junior HS Science Weekly Lesson Log & Lesson Plan

 Guide Questions: . Look for answer the
1. What is the a question by
name of this volunteer writing the answer
bread? . on the board.
2. What is in this . Ask few questions. . The teacher
bread that is gives the name
not found in of the
other element.
breads? . Students write
its symbol
(The teacher may opt ,atomic
to use a picture number and
instead.) mass number.
Essential Question: Essential Question: Essential Question:
How did Thomson How do you describe How do you determine the number of neutrons,
discover the electron? Rutherford’s model? protons, electrons in a neutral atom?
EXPLORE . Show Perform Activity #3 Part Perform Activity #4:
Thomson’s B and C: Small but What’s in a number?,
atomic model. terrible. procedure 1 in LM p.
. Elicit ideas 204.
from the
students.
Lecturette: Students present the Students present the results
EXPLAIN Discuss the details of results of the activity. of the activity.
his discovery. Answer guide Answer guide questions.
questions. (refer to the (refer to the activity)
activity)
Key Questions: Key Questions: Key Questions:
1. What was the 1. What was 1. Differentiate
experiment the atomic number
conducted by experiment from mass
ELABORATE J.J. Thomson? conducted number.
2. How was he by 2. How do you
able to prove Rutherford? determine the
the 2. How was he number of neutrons
able to prove given the
the
Junior HS Science Weekly Lesson Log & Lesson Plan
Junior HS Science Weekly Lesson Log & Lesson Plan
 existence of existence of mass number
electrons? the nucleus? and atomic
3. Describe 3. Describe number?
Thomson’s Rutherford’s
discovery. discovery.
Draw and describe Draw and describe Data completion: Fill in
EVALUATE J.J. Thomson’s Rutherford’s model. the missing data in the
model. table.
Element Mass Atomi p+ e- n0
# c#
Na 23 1
1
C 6 6
Rn 222 86

Au 7 11
9 8

EXTEND Identify the uses of Cite the flaws of Define Isotopes and its uses.
Thomson’sexperiment Rutherford’sdiscovery.
. (e.g. television-
picture tube)
To be continued the (Note: The teacher may
V. REMARKS following day modify the type of test.)
(publication of results)

VI. REFLECTIONS
From the evaluation,
No. of Learners who earned:
. 80% and Above:
. Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan

 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?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 5 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan

 Grade 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates Quarter Third

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
Performance Standard
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom
Code: S8MT-III e-f-10
Infer that ions are formed
DAILY TASK Define Isotopes and interpret shorthand notations from the removal/addition Performance Task Summative Test
for isotopes and atoms. of electrons.
Determining the # of
Role play- Atomic protons, electrons,
1. Definition of Isotopes Models, and Timeline of
II. CONTENT Ions neutrons,
2. Shorthand notations for Isotopes and atoms atomic Isotopes, and
models using Ions
recycled materials
III. LEARNING RESOURCES
Teacher’s Guide Teacher’s Manual
Learner’s Manual pp Learner’s Manual pp
Learner’s Materials
204- 205 204- 205
Additional Materials Periodic Table
IV. LEARNING TASKS
Q & A: Sub-atomic How are isotopes identified? Review:
Particles 1. Definition of Isotopes
ELICIT
2. Shorthand notations
for Isotopes and atoms

Junior HS Science Weekly Lesson Log & Lesson Plan

 Ask: What comes into Give common isotopes. Cite examples of
your mind when you energy drinks.
hear the word isotope? Guide Questions:
1. Why are they
ENGAGE
popular nowadays?
2. What benefit
can one get
from
drinking such?
Essential Question: Essential Question:
What is an isotope? How does an atom become anion?
How do you interpret shorthand notation of isotopes
and atoms?
EXPLORE Perform Activity#4: Perform Activity#4: What’s
What’s in a number? in a number? Procedures 4
Procedures 2 and 3 and 5 on page 205.
on page 204.
. Students present Students present the
EXPLAIN the results of the results of the activity.
activity. Answer guide
. Answer guide questions. (refer to the
questions. (refer to activity)
the activity)
. Lecturette on isotopes
Give the shorthand Key Questions:
notation of isotope of 1. How does
Hydrogen. anion form?
ELABORATE 2. What do you call
the positive ion?
Negative ion?

Junior HS Science Weekly Lesson Log & Lesson Plan

 3. What will
happen when
an atom
becomes anion?
Write the shorthand Given the Calcium ion,
notation showing the mass answer the following:
number and atomic 1. How many protons
EVALUATE number of the are there in the calcium
isotopes of the following: ion?
1. Iron 2. How many electrons
2. Aluminum are there in the calcium
3. Calcium ion?
3. How many neutrons
are there in the calcium
ion?
Using old folders, What is the importance
EXTEND students select one of ions in the human
element to be body?
drawn with symbol,
atomic number and mass
number.
To be continued the (Note: The teacher may
V. REMARKS following day modify the type of test.)
(publication of results)

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
Junior HS Science Weekly Lesson Log & Lesson Plan
Junior HS Science Weekly Lesson Log & Lesson Plan
 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?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 6 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan

 Grade 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates Quarter Third

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of:
Content Standard
the periodic table of elements as an organizing tool to determine the chemical properties of elements.
Performance Standard
Learning Competency The Learners should be able to:
trace the development of the periodic table from observations based on similarities in properties of elements.
Code: S8MT-IIIg-h-11
Trace the development of the Periodic Table Summative Test
DAILY TASK Describe the arrangement of elements in the periodic
table on Periodic
Table
II. CONTENT Development of the Periodic Table Arrangement of elements in the Periodic Table
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials Learners’ Module pp 210-211 Learners’ Module pp 210-211 Learners’ Module pp 211-213 Learners’ Module pp 211-213
Periodic table of elements https://www.youtube.com/wat https://www.youtube.com/watc
Additional Materials
ch?v=I5H1SeepnaU h?v=VgVQKCcfwnU
IV. LEARNING TASKS
In Grade 7, students Show to the class a Using the periodic table, Let the students watch
learned about the periodic video from YouTube The teacher will mention the video The NEW
table. Let them recall entitled: an element (e.g. Periodic Table Song
some common elements History of Periodic Calcium). (Updated) on YouTube.
ELICIT
found in the Table Animation (cite provided in Learning
periodic table. (cite provided in Learning Let them look in what Resources under
Resources under column and row it is additional materials)
additional materials) located or you
may do otherwise (students
will look for the name, teacher

Junior HS Science Weekly Lesson Log & Lesson Plan

 will mention the row and
column)
Ask: Who were the people Let the students take hold After watching, let them cite
How was your seating mentioned in the video? of their periodic table and some names of elements
arrangement done? (Write their answers on ask them of the possible they have seen and where
(possible answers: the board for later ways they
alphabetically, height, discussion) how those elements can commonly be found
ENGAGE were arranged.
gender) or used.
Were they arranged Example: Silver-spoon
alphabetically? randomly?
Or other possible
arrangements?
Essential Question: Essential Question:
How did the periodic table develop? How were the elements in the periodic table arranged?
Perform Activity #1 part Continue Activity #1 Part
EXPLORE A: Tracking the path and B. Tracking the path and
constructing the Periodic constructing the Periodic
Table on pages 210-211 Table on page 211 of the
of their textbook. learner’s manual.
With the use of the guide With the use of the guide
questions, students will questions, students will
EXPLAIN
report their answers in report their answers in front.
front. (Questions #1-4) (Questions #5-10)
Key Questions: Key Questions:
1.Who were the people 1. What is periodic law?
behind the history of 2. Differentiate
periodic table? And groups from
ELABORATE periods.
what was
theirrespective 3. What are the
concept? different family
2.What bases did the names of
following chemists use to groups found in
the periodic table?

Junior HS Science Weekly Lesson Log & Lesson Plan

 explain their
arrangement of
elements?
a. Dobereiner
b. Newlands
c. Meyer
d. Mendeleev
e. Moseley
Identification I. Identify in what period
1. He is a German and group does the
chemist who following element
grouped elements belong:
in three with 1. Boron
similar 2. Calcium
EVALUATE properties. 3. Neon
2. This 4. Hydrogen
arrangement 5. Potassium
was proposed by
Newlands. II. Identify and label the
3. How did parts of the periodic
Mendeleev table.
arrange the
elements in
the periodic
table?
Trace the development of For the next session, tell
the Periodic Table by the students to bring the
making a timeline. Write it following
in a short materials for their
sized bond paper. Performance output:
EXTEND
a. Bond paper
(long sized)
b. Coloring materials
c. Designing
materials d. Ruler
e. Glue

Junior HS Science Weekly Lesson Log & Lesson Plan

 . Assign this activity Grade 8
by pair. Quarter 3
. Ask the students Page 33
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
To be continued the (Note: The teacher may To be continued the (Note: The teacher may
following day (publication of modify the type of test.) following day (publication of modify the type of test.)
results) results)
V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
. 80% and Above:
. Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan

 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?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 7 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan

 Grade 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates Quarter Third

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of:
Content Standard
the periodic table of elements as an organizing tool to determine the chemical properties of elements
Performance Standard
The Learners should be able to:
trace the development of the
Learning Competency periodic table from observations The Learners should be able to:
use the periodic table to predict the chemical behavior of an element.
based on similarities in
properties
of elements
Code: S8MT-IIIa-b-8 S8MT-IIIc-d-9
Identify ways of Summative test
DAILY TASK Make an Element Brochure Compare the reactivity of metals in acid solution preventing corrosion on Reactivity of
due to the reactivity of Metals
metals
Performance Task (Element Ways to prevent
II. CONTENT Reactivity of Metals Summative Test
Brochure) corrosion of
metals
III. LEARNING RESOURCES
Teacher’s Guide
Learners’ Module pp Learners’ Module pp Learners’ Module pp
Learner’s Materials
214- 217 214- 217 214- 217
www.nclark.net https://
www.youtube.com/w
Additional Materials atch?v=qd2B9yCKzc0

Junior HS Science Weekly Lesson Log & Lesson Plan

 IV. LEARNING TASKS
Show pictures of Show a video entitled:
objects with rust. Rusting of Iron in
ELICIT (Houses, cars, etc.) YouTube.
(cite provided in Learning
Resources under
additional materials)
Ask the students how You may ask the
rusting of objects following questions: (to
affect people. be posted
before watching the video)
1. What is rust?
2. What are the
factors involved
for rusting to
ENGAGE 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?
Students will be tasked to Essential Question: Essential Question:
EXPLORE
create an attractive brochure What is the relationship between reactivity of How can corrosion be
presenting informative details metals (elements) and its arrangement in the prevented?
about the periodic table?
assigned element by pair. The Perform Activity #2: Students will do activity
brochure will be atri-fold 8.5 x Metal… How reactive #2 on page 214
13 (long sized) bond paper. are you? on pages 214- procedure # 12.
The 216 procedures # 1-
following format will be observed: 11.
Junior HS Science Weekly Lesson Log & Lesson Plan
 a. Name of element
and how it got its
name.

Junior HS Science Weekly Lesson Log & Lesson Plan

 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
Through a group Ask every group to
reporting, students willanswer questions 7 and
EXPLAIN discuss their answers on8 on page 216 of their
the guide questions manual. Let
found on their learner’sthem include their
manual. answers in yesterday’s
assigned
question.
Key Questions: Key Questions:
1. What is the 1. What are the
trend of harmful effects
reactivity of when metal
ELABORATE metals in groups? reacts with
2. What is the acids?
trend of 2. How can we
reactivity of prevent corrosion?
metals
in
periods?

Junior HS Science Weekly Lesson Log & Lesson Plan

 Arrange the following 1. How can we prevent
metals in increasing corrosion?
reactivity:
EVALUATE 1. P-Mg-S – (Answer: (Note: prepare a rubric)
S- P-Mg)
2. O-N-Be – (Answer:
O- N-Be)

Junior HS Science Weekly Lesson Log & Lesson Plan

 3. Cu- Sr-Li (Answer:
Cu- Sr-Li)
4. Cl-F-Br (Answer: Br-
Cl- F)
5.Na- K-Li (K-Na-Li)
Look for some practical Look for the other types
ways to prevent of corrosion.
EXTEND corrosion. Be able to
prepare a brief report for
tomorrow’s
discussion.
To be continued the (Note: The teacher
following day may modify the type
(publication of results) of test.)
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?

Junior HS Science Weekly Lesson Log & Lesson Plan

 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?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 8 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan