Grade 8 School Dao Integrated School Grade Level 8

Daily
Lesson Teacher Myra P. Galope Learning Area Matter (Chemistry)
Log Junior February 5-9, 2024
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

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:

Learning Competency
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

www.factmonster.com
Additional Materials
IV. LEARNING TASKS
Show two pictures to the Show to the students a Let the students get a piece Tell the students to look
class (one matter and one glass of water. Obtain of paper. Ask them to tear around and let one student
non matter). (Example: ideas or concepts they the paper into small pieces mention one object to the
nonmatter: picture of light have in mind regarding it. until they won’t be able to class.
from a torch, heat from the tear it anymore. Find
fire, sound from the police someone who had torn the
siren (forms of energy); smallest piece and present
ELICIT
Matter: picture of any solid, it to the class.
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 cups Get their opinion from the Using the object presented,
could be the possible and water) question: Is it possible to ask the student what are
characteristics/ properties Show to the class one divide still the paper into the materials that object is
these pictures have. small drinking glass full of the very smallest of it? made up of.
Explain that these objects water and one empty. Get Then, explain the concept State:
do have properties and that a volunteer and ask him to of indivisibility of matter’s “Everything you see or
is the objective of the weigh the two. composition. imagine is built from
lesson. Ask the students on what something else.” This
ENGAGE they observed with the two concept will be further
objects. discussed for today’s topic.
(Students must infer that
water has mass)
 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 will
use of materials found on conduct an activity found
EXPLORE the module, they should be on pages 174-175 of the
able to fill in the table learners’ module. (Activity #
classifying if the sample is 2: What is matter made
matter or not. (Activity #1: of?)
Which is matter, which is
not?)
Students will present their Students will present their
findings in class through a activity by answering the
class reporting with the use guide questions. (Please
EXPLAIN
of the table and guide refer 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 made
common properties of?
of matter? 2. What is the difference
2. How does matter between molecules
differ from non- and atoms?
ELABORATE
matter? 3. How can you say that
3. What are the other matter is made up of
properties of small particles like
matter? atom?
 A. Classify whether the Identify the following
following is matter or 1. He believed that atoms
nonmatter: are indivisible.
1. smoke (matter) 2. It is Greek word which
2. ocean (matter) means indivisible
3. dreams (nonmatter) particle.
4. chalk (matter) 3. It is the smallest
5. shadow (nonmatter) particle of an element.
EVALUATE
B. Identify what property of 4. It consists of two or
matter is being described: more atoms.
1. It is the measure 5. It is the unit of length
of the amount of matter the used to measure size
object has. (mass) of an atom.
2. It refers to the
space occupied by an
object. (volume)
Let the students check the • Tell the students to
other properties of the get an aluminum foil
following matter (hardness, and cut it into small
texture, color, malleability, pieces.
electrical conductivity) • In case it could not be
1. silk cloth cut anymore with
2. plastic straw their bare hands, use
EXTEND 3. copper wire 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.
 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.)
V. REMARKS
results) 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: Myra P. Galope School Head: Allan L. Maestre
Week No. 1
Signature: Signature:
Date Submitted: Date:
 Grade 8 School Dao Integrated School Grade Level 8
Daily Lesson Log Teacher Myra P. Galope Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates February 12-16, 2024 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
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 178-
Learner’s Materials 182 182 Learners’ Module pp 182-184 Learners’ Module pp 182-184
http://www.middleschoolch
emistry.com/lessonplans/c
hapter1/lesson1
Additional Materials Materials to be prepared by
the teacher: wax paper,
cardboard, printed “Race
Drop Raceway” sheets/ may
be drawn, water
IV. LEARNING TASKS
Ask the question: What are the different Prepare two pieces of manila Ask the students why clothes
Does matter attract each States of matter? paper. Dampen the first one are usually hanged outside.
ELICIT other? with water. Hang it on a side
where there is enough air or
sunlight to dry.
Let the students play the Ask 5-6 volunteers to Ask the students the following What would be the difference if
game: demonstrate how molecules questions: clothes are hanged outside
Race Drop Raceway behave in the following 1. At the end of class, do rather than inside the house?
(adapted) states of matter: you think the paper
Teacher Preparation • Solid towel will still be wet or
Print two “Race Drop • Liquid will it be dry?
Raceway” sheets for each • Gas 2. When water
group. 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
 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: Essential Question:
Are the particles moving? What happens when energy is added into the water?
Perform by group Activity Perform Activity #4: What
#3: Are the particles of changes take place when
EXPLORE
matter moving? What is water is left in an open
between them? pp 178- container? In a closed
179 of the manual. container? Pp. 182-183 of the
manual.
Students will present their
findings in class through a Students will present their
class reporting with the use findings in class through a class
of the table and guide reporting with the use of the
EXPLAIN
questions. (Please refer to table and guide questions.
LM for the guide questions) (Please refer to LM for the guide
questions)
 Key Questions: Key Questions:
1. What is matter made 1. What do you think may be the
of? biggest factor which contributed
2. What can you say to the evaporation process?
ELABORATE about its movement? 2. What happened to the kinetic
3. Describe the energy of particles from liquid to
arrangement of gas/vapor?
particles of solid, liquid 3. How does evaporation take
and gas. place?
Identify what state of matter Identification:
is being identified: 1. It is the process where liquid
WHO AM I? turns to gas.
1. I have a definite shape 2. What happens to the kinetic
and a definite volume. energy of particles when the
2. I may have a definite object evaporates?
volume but I just 3. Cite one example where
follow the shape of my evaporation could take place.
container.
3. There is very
EVALUATE
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.
 • Make a particle • Conduct Activity #5A:
model of matter on Boiling Water on page
your own. 184-185 of the manual.
• You may use any • Differentiate
material to show Evaporation from
EXTEND
your creativity. Boiling
• This is to be done
next Friday. Kindly
bring all your
chosen materials.
To be continued the (Note: The teacher may To be continued the following (Note: The teacher may modify
following day (publication modify the type of test.) day (publication of results) the type of test.)
V. REMARKS
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?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: Myra P. Galope School Head: Allan L. Maestre
Daily Lesson Log
Week No. 2 Signature: Signature:
Date Submitted: Date:
 Grade 8 School Dao Integrated School Grade Level 8
Daily Lesson Log Teacher Myra P. Galope Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates February 19-23, 2024 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 184- Learners’ Module pp 187- Learners’ Module pp. 187- Make a model of the 3
Learner’s Materials Learners’ Module pp 184-186 186 189 189 states of Matter
Additional Materials www.middleschoolchemistry.com
IV. LEARNING TASKS
Ask the students what happens Show a picture of water • Have the students Show a picture or a short
when a cold bottle was taken cycle. imagine eating their video clip of the melting of
from the fridge and left in an own ice cream. polar regions. (The teacher
ELICIT
open space. • For instance, they are may touch a little about the
eating outside under climate change.)
the scorching sun,
 how would they eat
their ice cream?
• Why is it so?
(Adapted) Ask the students how Ask the following questions: Ask the following:
Prepare a demonstration with the clouds form. 1. What have you
ff materials: (Note: Should be 1. What will happen to the noticed on the
done 5-10 minutes before the ice cream if it is not eaten picture/ seen in the
time) immediately? Why? video?
2 clear plastic cups 2. In what situation will the 2. What can you say
Room temperature water ice cream melt faster? about its effects in
Ice cubes slower? the environment?
Zip lock (gallon size) 3. What might be the factors 3. How did this
Procedure: involved in the process? happen?
1. Place water and ice cubes into
two identical cups. (Introduce the melting
2. Immediately place one of the process)
cups in a zip lock bag and get as
ENGAGE
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?
 Essential Question: Essential Question: Essential Question:
What happens when particles lose their energy and drop their What happens to the kinetic energy of the molecules when How will you demonstrate
temperature? temperature increases/decreases and heat transfer the three states of matter?
continues?
• Perform activity #5 Part • Perform Activity #6: The teacher may opt to
B: Cooling Water page What changes take use the following:
EXPLORE 186. place when ice a. Illustration/Drawing
• Answer guide questions turns into liquid b. Model
#6-9 water? c. Multimedia
• Answer the guide Presentation
questions found on d. Others
pages 187-188. 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
Students will present their Students will present their
findings in class through a findings in class through a
class reporting with the class reporting with the use
EXPLAIN use of the table and guide of the table and guide
questions. (Please refer to questions. (Please refer to
LM for the guide LM for the guide questions)
questions)
Key Questions: Key Questions:
ELABORATE 1. What happens to water 1. What do you think may be
when it is cooled? the biggest factor which
 2. How does the process contributed to the
of condensation take melting/freezing process?
place? 2. What happened to the
3. Why do droplets form at kinetic energy of particles
the surface of a covered from solid to liquid?
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 where 40% Accuracy
statement is correct and liquid turns to solid. 35% Creativity
False if it is not. 2. What happens to the 15% Resourcefulness
1. As the temperature kinetic energy of particles 10% Neatness
increases, the kinetic when the object melts? Total: 100%
energy increases as well. 3. If the temperature
(True) surrounding the object is
2. When particles lose greater, what process will
EVALUATE their energy, they return to take place?
their original state. (True) 4. It is the process where
3. Condensation is a solid turns to liquid.
process when liquid turns 5. When heat is decreased,
to its gaseous state. the object melts/freezes?
(False)
4. The gaseous state of
water is called water
vapor. (True)
 Cite other practical Explain to students that
examples or situations there are cases that some
where you could observe substances can change
the process of directly from solid to gas.
EXTEND
condensation. This process is called
SUBLIMATION. The
opposite of which is called
the DEPOSITION.
To be continued the following (Note: The teacher may To be continued the (Note: The teacher may
day (publication of results) modify the type of test.) following day (publication of modify the type of test.)
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
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: Myra P. Galope School Head: Allan L. Maestre
Daily Lesson Log
Week No. 3 Signature: Signature:
Date Submitted: Date:
 Grade 8 School Dao Integrated School Grade Level 8
Daily Lesson Log Teacher Myra P. Galope Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates February 26- March 1, 2024 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
Plastic-covered notebook Plastic straw, tissue paper, Atomic Models Pictures
Additional Materials aluminum foil
IV. LEARNING TASKS
Reflect on the line “Like What are atoms made of? What Enumerate some Present the Table #2: Some
poles repel, unlike poles structures compose an atom? properties of the three properties of the three main
ELICIT attract”. subatomic particles. (refer subatomic particles on page
to table 2 in LM p195. 195

Rub a plastic covered If you rub a plastic straw with Give one property of Ask which among the three
notebook vigorously tissue paper and place it near an subatomic particle. Which has the highest value of
against a hard object and aluminum foil, what will happen? among them contributes mass.
ENGAGE
placed it over the head. the most to the overall
What happens? mass of an atom? Explain the concept of
Scientific notation.
 Essential Question: Essential Question: Essential Question: Essential Question:
Do objects attract or repel Do objects attract or repel each Compare the masses of Compare the masses of the
each other/carry positive other/carry positive and negative the subatomic particles. subatomic particles.
EXPLORE and negative charges? charges?
Perform Activity 1: Perform Activity 2: The
“Charge” it to big difference in LM
experience! in LM p193. pp195-196.
Students present the results of the Students present the results
activity. of the activity. Comparison
Answer guide questions. (refer to of the masses of the three
the activity) subatomic particles using
EXPLAIN
the bar graph, pie chart and
a seesaw can. Answer
guide questions. (refer to
the activity).
• Ask students what makes Which subatomic particle/s
up an atom? make/s up most of the mass
ELABORATE
• Give the charges of the of the atom?
three subatomic particles.
Subatomic
Complete Charge Location
the table. Refer to the masses in table
Particle 2. Answer the following
1. positive 4. questions.
electron 2. 5. 1. Which subatomic particle
3. neutral 6. is the lightest?
2. Which subatomic particle
EVALUATE
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.
 Present Table 2. Some Properties Research on Thomson’s
of the three subatomic particles. and Rutherford model of the
EXTEND pp195 atom.

To be continued the (Note: The teacher may modify the To be continued the (Note: The teacher may
following day (publication type of test.) following day (publication modify the type of test.)
of results) 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 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?
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: Myra P. Galope School Head: Allan L. Maestre
Daily Lesson Log
Week No. 4 Signature: Signature:
Date Submitted: Date:
 Grade 8 School Dao Integrated School Grade Level 8
Daily Lesson Log Teacher Myra P. Galope Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates March 4-8, 2024 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 Thomson’s Describe Rutherford’s Determine the number of neutrons from the mass
DAILY TASK Summative Test
model model. number.
Subatomic Particles and Determining the number of neutrons from the mass
II. CONTENT Thomson’s model Rutherford’s model.
Molecular Models number.
III. LEARNING RESOURCES
Teacher’s Guide Teacher’s Manual Teacher’s Manual
Learner’s Manual pp 198- Learner’s Manual pp 198- Learner’s Manual pp 203- Learner’s Manual pp 203-205
Learner’s Materials
203 203 pp 193 205 pp 195-197
Exemplar Lesson Plan Exemplar Lesson Plan, Exemplar Lesson Plan,
Additional Materials
pp138-140 Periodic Table ,pen/pencil Periodic Table ,pen/pencil
IV. LEARNING TASKS
What is an atom? Review: Thomson’s atomic Show a periodic Table. What makes up the mass of
What are the different model. Ask students about the an atom?
ELICIT
subatomic particles of an salient features of the
atom? Periodic Table.
Show to the class a real • Teacher GAME: Ask one student to draw an
raisin bread. demonstration: • Group the atom having three subatomic
ENGAGE
Activity #3 Part A students and ask a particles.
representative to
 Guide Questions: • Look for a answer the
1. What is the name volunteer. question by writing
of this bread? • Ask few questions. the answer on the
2. What is in this board.
bread that is not • The teacher gives
found in other the name of the
breads? element.
• Students write its
(The teacher may opt to symbol ,atomic
use a picture instead.) number and mass
number.
Essential Question: Essential Question: Essential Question:
How did Thomson How do you describe How do you determine the number of neutrons, protons,
discover the electron? Rutherford’s model? electrons in a neutral atom?
EXPLORE • Show Thomson’s Perform Activity #3 Part B Perform Activity #4: What’s
atomic model. and C: Small but terrible. in a number?, procedure 1
• Elicit ideas from in LM p. 204.
the students.
Lecturette: Students present the Students present the results of
EXPLAIN Discuss the details of his results of the activity. the activity.
discovery. Answer guide questions. Answer guide questions. (refer
(refer to the activity) to the activity)
Key Questions: Key Questions: Key Questions:
1. What was the 1. What was the 1. Differentiate atomic
experiment experiment number from mass
conducted by J.J. conducted by number.
ELABORATE Thomson? Rutherford? 2. How do you
2. How was he able 2. How was he able determine the number
to prove the to prove the of neutrons given the
 existence of existence of the mass number and
electrons? nucleus? atomic number?
3. Describe 3. Describe
Thomson’s Rutherford’s
discovery. discovery.
Draw and describe J.J. Draw and describe Data completion: Fill in the
EVALUATE Thomson’s model. Rutherford’s model. missing data in the table.

Element Mass Atomic p+ e- n0

# #

Na 23 1
C 6 6
Rn 222 86

Au 7 11

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

VI. REFLECTIONS
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?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: Myra P. Galope School Head: Allan L. Maestre
Daily Lesson Log
Week No. 5 Signature: Signature:
Date Submitted: Date:
 Grade 8 School Dao Integrated School Grade Level 8
Daily Lesson Log Teacher Myra P. Galope Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates March 11- 15, 2024 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 Models,
protons, electrons,
1. Definition of Isotopes and Timeline of atomic
II. CONTENT Ions neutrons,
2. Shorthand notations for Isotopes and atoms models using recycled
Isotopes, and
materials
Ions
III. LEARNING RESOURCES
Teacher’s Guide Teacher’s Manual
Learner’s Manual pp 204- Learner’s Manual pp 204-
Learner’s Materials 205 205
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
 Ask: What comes into Give common isotopes. Cite examples of energy
your mind when you hear drinks.
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 an ion?
How do you interpret shorthand notation of isotopes and
atoms?
EXPLORE Perform Activity#4: Perform Activity#4: What’s in
What’s in a number? a number? Procedures 4
Procedures 2 and 3 on and 5 on page 205.
page 204.
• Students present the Students present the results
EXPLAIN results of the activity. of the activity.
• Answer guide Answer guide questions.
questions. (refer to the (refer to the activity)
activity)
• Lecturette on isotopes
Give the shorthand notation Key Questions:
of isotope of Hydrogen. 1. How does an ion
form?
ELABORATE 2. What do you call the
positive ion?
Negative ion?
 3. What will happen
when an atom
becomes an ion?
Write the shorthand notation Given the Calcium ion,
showing the mass number answer the following:
and atomic number of the 1. How many protons are
EVALUATE isotopes of the following: there in the calcium ion?
1. Iron 2. How many electrons are
2. Aluminum there in the calcium ion?
3. Calcium 3. How many neutrons are
there in the calcium ion?
Using old folders, students What is the importance of
EXTEND select one element to be ions in the human body?
drawn with symbol, atomic
number and mass number.
To be continued the (Note: The teacher may
V. REMARKS following day (publication modify the type of test.)
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?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: Myra P. Galope School Head: Allan L. Maestre
Daily Lesson Log
Week No. 6 Signature: Signature:
Date Submitted: Date:
 Grade 8 School Dao Integrated School Grade Level 8
Daily Lesson Log Teacher Myra P. Galope Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates March 18-22, 2024 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
The Learners should be able to:
Learning Competency
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 learned Show to the class a video Using the periodic table, Let the students watch the
about the periodic table. Let from YouTube entitled: The teacher will mention an video The NEW Periodic
them recall some common History of Periodic Table element (e.g. Calcium). Table Song (Updated) on
elements found in the Animation YouTube.
ELICIT
periodic table. (cite provided in Learning Let them look in what column (cite provided in Learning
Resources under additional and row it is located or you Resources under additional
materials) may do otherwise (students materials)
will look for the name, teacher
 will mention the row and
column)
Ask: Who were the people Let the students take hold of After watching, let them cite
How was your seating mentioned in the video? their periodic table and ask some names of elements they
arrangement done? (Write their answers on the them of the possible ways have seen and where they
(possible answers: board for later discussion) how those elements were can commonly be found or
alphabetically, height, arranged. used.
ENGAGE
gender) 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 A: Continue Activity #1 Part B.
EXPLORE Tracking the path and Tracking the path and
constructing the Periodic constructing the Periodic
Table on pages 210-211 of Table on page 211 of the
their textbook. learner’s manual.
With the use of the guide With the use of the guide
questions, students will questions, students will report
EXPLAIN
report their answers in front. their answers in 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 groups
periodic table? And what from periods.
ELABORATE
was their respective 3. What are the different
concept? family names of
2. What bases did the groups found in the
following chemists use to periodic table?
 explain their arrangement
of elements?
a. Dobereiner
b. Newlands
c. Meyer
d. Mendeleev
e. Moseley
Identification I. Identify in what period and
1. He is a German group does the following
chemist who element belong:
grouped elements in 1. Boron
three with similar 2. Calcium
properties. 3. Neon
EVALUATE 2. This arrangement 4. Hydrogen
was proposed by 5. Potassium
Newlands.
3. How did Mendeleev II. Identify and label the parts
arrange the of the periodic table.
elements in the
periodic table?
Trace the development of the For the next session, tell the
Periodic Table by making a students to bring the following
timeline. Write it in a short materials for their
sized bond paper. Performance output:
a. Bond paper (long
EXTEND
sized)
b. Coloring materials
c. Designing materials
d. Ruler
e. Glue
 • 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
To be continued the following (Note: The teacher may To be continued the following (Note: The teacher may
day (publication of results) modify the type of test.) 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%:
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: Myra P. Galope School Head: Allan L. Maestre
Daily Lesson Log
Week No. 7 Signature: Signature:
Date Submitted: Date:
 Grade 8 School Dao Integrated School Grade Level 8
Daily Lesson Log Teacher Myra P. Galope Learning Area Matter (Chemistry)
Junior HS Science Teaching Dates March 25-29, 2024 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
The Learners should be able to:
Learning Competency periodic table from observations
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 on
DAILY TASK Make an Element Brochure Compare the reactivity of metals in acid solution preventing corrosion due Reactivity of Metals
to the reactivity of 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 214- Learners’ Module pp 214- Learners’ Module pp 214-
Learner’s Materials 217 217 217
www.nclark.net https://www.youtube.com/w
atch?v=qd2B9yCKzc0
Additional Materials
IV. LEARNING TASKS
Show pictures of objects Show a video entitled:
with rust. Rusting of Iron in YouTube.
ELICIT (Houses, cars, etc.) (cite provided in Learning
Resources under additional
materials)
Ask the students how You may ask the following
rusting of objects affect questions: (to be posted
people. before watching the video)
1. What is rust?
2. What are the
factors involved for
rusting to occur?
3. When does rusting
ENGAGE
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 create Essential Question: Essential Question:
EXPLORE
an attractive brochure presenting What is the relationship between reactivity of metals How can corrosion be
informative details about the (elements) and its arrangement in the periodic table? prevented?
assigned element by pair. The Perform Activity #2: Students will do activity #2
brochure will be a tri-fold 8.5 x 13 Metal… How reactive are on page 214 procedure #
(long sized) bond paper. The you? on pages 214-216 12.
following format will be observed: procedures # 1-11.
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
Through a group Ask every group to answer
reporting, students will questions 7 and 8 on page
discuss their answers on 216 of their manual. Let
EXPLAIN
the guide questions found them include their answers
on their learner’s manual. in yesterday’s assigned
question.
Key Questions: Key Questions:
1. What is the trend 1. What are the
of reactivity of harmful effects
metals in groups? when metal reacts
ELABORATE
2. What is the trend with acids?
of reactivity of 2. How can we
metals in prevent corrosion?
periods?
Arrange the following 1. How can we prevent
metals in increasing corrosion?
reactivity:
EVALUATE 1. P-Mg-S – (Answer: S- (Note: prepare a rubric)
P-Mg)
2. O-N-Be – (Answer: O-
N-Be)
 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 of
ways to prevent corrosion. corrosion.
EXTEND Be able to prepare a brief
report for tomorrow’s
discussion.
To be continued the (Note: The teacher may
following day (publication modify the type 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
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 Teacher: Myra P. Galope School Head: Allan L. Maestre
3 Daily Lesson
Signature: Signature:
Log Week No. 8
Date Submitted: Date: