School PATUL NATIONAL HIGH SCHOOL Grade Level 8

Teacher Jowelson V. Matias Learning Area SCIENCE

January 13-17, 2025 – WEEK 6
DAILY LESSON LOG
Teaching Dates and Time Grade 8 Love 8:15 – 9:10
Quarter THIRD
Grade 8 Hope 9-10 – 10:05
Grade 8 Faith 10:25 – 11:20

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

January 13, 2025 January 14, 2025 January 15, 2024 January 16, 2025 January 17, 2025
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

A. Content Standard  The learners demonstrate an understanding of the particle nature of matter as basis for explaining properties, physical changes, and
structure of substances and mixtures
B. Performance Standard  The learners shall be able to present how water behaves in its different states within the water cycle
C. Learning
Competency/Objectives  The learners should be able to explain the properties of solids, liquids, and gases based on the particle nature of matter; (S8MT-IIIa-b-8)
Write the LC code for each.
II. CONTENT 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.
Module 1: THE PARTICLE DISTINGUISH MATTER DISTINGUISH MATTER MODULE 2: CHAPTER QUIZ
NATURE OF MATTER FROM NON-MATTER FROM NON-MATTER PHASE CHANGE
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 1-6 pp 1-5
pages
2. Learner’s Materials pp. 1-6 Learners’ Module pp 172- Learners’ Module pp 172- pp. 1-5
pages 173 173
3. Curriculum Guide
4. Additional Materials
from Learning
Resource (LR)portal

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B. Other Learning Resource

IV. PROCEDURES

Reviewing previous lesson or The teacher will ask the The teacher will ask the Differentiating matter, mass, The teacher will ask the
presenting the new lesson students to describe the students on what they have volume, density students on what
things they see around discussed last meeting. happens when ice cubes
them with the use of their was hang for a while.
senses. And what is the reason
why it was melted?
Establishing a purpose for the The students will answer Show two pictures to the Show to the students a The students will share
lesson the 4 PICS 1 WORD class (one matter and one glass of water. Obtain their ideas on the
non matter). (Example: ideas or concepts they question and relate it to
ACTIVITY 1: 4 PICS 1 nonmatter: picture of light have in mind regarding it. the particulate nature of
WORD from a torch, heat from the matter
fire, sound from the police
1. O S I L D siren (forms of energy);
2. L Q I U I D Matter: picture of any solid,
3. A G E S S liquid or gaseous
substance. Let the
students cite the
differences between the
two and write them on the
Presenting Start-up Activity Ask the students what Give reaction/observation to The teacher will show an
examples/Instances of the Conduct a Pre- could be the possible the illustration showed lighting candle and
new lesson assessment Test involving characteristics/ properties letting wet clothes dry,
the lesson on Forces and these pictures have.
Motion Explain that these objects
(10-item Assessment) do have properties and that
is the objective of the
lesson.
Discussing new concepts and Essential Question: Students will present their
practicing new skills # 1 What are the common findings in class through a
properties of matter? class reporting with the use
of the table and guide
questions. (Please refer to
LM for the guide questions)

Discussing new concepts and Students will be divided The students will share

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practicing new skills # 2 into groups of 5. With the answer the questions:
use of materials found on
the module, they should be Light Candle:
able to fill in the table 1. What is your
classifying if the sample is observation about the
matter or not. (Activity #1: candle
Which is matter, which is before it is lighted? How
not?) about during the
time the candle was lit?
How about after
putting out the flame of
the candle?
2. What state of matter is
the lighted candle
when it melts?

Letting clothes dry

1. What is your
observation on the wet
clothes
before exposure to the
heat of the sun? How
about during the time of
sun exposure?
Finally, after it was
exposed to the sun?

Developing mastery Key Questions:

(leads to Formative 1. What are the
Assessment 3) common properties of
matter?
2. How does matter
differ from non- matter?
3. What are the other
properties of matter?
Finding practical application of The teacher will ask the Who among you have Why should you keep you The teacher will show an
concepts and skills in daily students to answer the travelled or is living in the propane(gas) tank in a cool illustration of the water
living question “Water exists in barrio? place? cycle, and the students
three states such as ice as will identify the phase
Compare the quality of air
solid state, water as liquid Facts: changes that can be
state, and water vapor as in the Barrio and in the seen in the cycle.
gas state. In what activity City? (Brainstorm students
do these three states of to come with the idea that
water can be applied in air in the city is polluted.)

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 your daily lives? Cite Is it possible to clean the Storing your propane
examples. Write your air by separating particles tank inside can cause the
answers on a separate of pollutants from air temperature of your tank to
sheet of paper. increase and is extremely
particles? Justify.
hazardous. Alongside this,
Answer: Yes. You may use you
the video as a reference or shouldstore your propane
let the students view the tank in a dry, open, well
video. ventilated area. Do
not store your tank in a
garage, basement, shed or
attic.
Source: How to Safely Store
Your Propane Tank from
https://movinginsider.com/20
17/02/22/safely-store-
propane-tank/

https://www.theguardian.com/
cities/2017/feb/15/10-ways-to-beat-
air-pollution-how-effective-are-they
or https://youtu.be/8YBXp8HNLH4

Making generalizations and The students will fill in the A. Classify whether the The teacher will let the
abstractions about the lesson missing blanks in the the The teacher will ask the following is matter or students differentiate the
concepts students to summarize the nonmatter: different phase changes.
Matter is made of tiny (1) properties of matter. 1. smoke (matter)
_______. It has three 2. ocean (matter)
states; (2) _______, (3) 3. dreams (nonmatter)
_______, and (4) 4. chalk (matter)
________. 5. shadow (nonmatter)
Solid particles have (5) B. Identify what property of
________ shape and matter is being described:
volume. These particles 1. It is the measure
vibrate and held together of the amount of matter the
by (6) _______ attractive object has. (mass)
forces. 2. It refers to the
Liquid particles have (7) space occupied by an
_______ volume and take object. (volume)
the shape of the container.
These particles have less
attractive forces and they
easily flow.

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 Gas particles take the
volume and shape of the
container. Gas particles
are far from each other
and have (8) _______
attractive force. They
easily flow in any direction
faster than liquid particles
and occupy the entire
space available.
Evaluating learning The teacher will let ask the The teacher will give 5-item Based on the trivia, specify Students will ask to give .
students to summarize multiple choice assessment your observation that would examples or applications
what they have learned. after the lesson prove that gas matters move. of the phase changes

Additional activities for The students will list 5 Let the students check the
application or remediation examples of matter that other properties of the
could be found in your following matter (hardness,
house, school and texture, color, malleability,
community. electrical conductivity)
1. silk cloth
2. plastic straw
3. copper wire
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require

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 remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked and Verified by: Noted:

JOWELSON V. MATIAS WILMA C. ZAMORA VIRGINIA M. ITCHON ELOISA L. DIZON

Teacher Assistant Math-Science Coordinator Master Teacher I Principal III

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