Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3

Junior HS Science Teaching Dates Quarter Third Page 1

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 Grade 8
Show two pictures to the Show to the students a Let the students get a piece Tell the students to look Quarter 3
class (one matter and one glass of water. Obtain of paper. Ask them to tear around and let one student Page 2
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 Grade 8
What are the common properties of matter? is matter made of? Quarter 3
Students will be divided into Students will be divided into Page 3
groups of 5. With the use of groups of 5. They will conduct
materials found on the an activity found on pages
EXPLORE module, they should be able 174-175 of the learners’
to fill in the table classifying module. (Activity # 2: What is
if the sample is matter or not. matter made of?)
(Activity #1:
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 of guide questions. (Please refer
EXPLAIN
the table and guide to LM for the guide
questions. (Please refer to LM questions)
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 and
differ from non- 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 Grade 8
following is matter or 1. He believed that atoms Quarter 3
nonmatter: are indivisible. Page 4
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 particle
5. shadow (nonmatter) 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 of 5. It is the unit of length
the amount of matter the used to measure size of
object has. (mass) an atom.
_2. It refers to the
space occupied by an
object. (volume)
Let the students check the other  Tell the students to
properties of the following get an aluminum foil
matter (hardness, texture, color, and cut it into small
malleability, electrical pieces.
conductivity)  In case it could not be
1. silk cloth cut anymore with their
2. plastic straw bare hands, use a
EXTEND 3. copper wire 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 following (Note: The teacher may To be continued the following (Note: The teacher may Grade 8
day (publication of results) modify the type of test.) day (publication of results) modify the type of test.) Quarter 3
V. REMARKS
Page 5
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:
 Grade 8 School Grade Level 8 Grade 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 6

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 matter; explain physical changes in terms of the arrangement and motion 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 Learners’ Module pp 182-184 Learners’ Module pp 182-184
182 182
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 Grade 8
Ask the question: What are the different Prepare two pieces of manila Ask the students why clothes are Quarter 3
Does matter attract each States of matter? paper. Dampen the first one with usually hanged outside. Page 7
ELICIT other? 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 rather
Race Drop Raceway behave in the following states 1. At the end of class, do than inside the house?
(adapted) of matter: you think the paper towel
Teacher Preparation  Solid will still be wet or will it
Print two “Race Drop  Liquid 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!” Grade 8
sheet. Quarter 3
3. Place 2–4 drops of Page 8
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 water is
EXPLORE
matter moving? What is left in an open container? In a
between them? pp 178- 179 closed
of the manual. container? Pp. 182-183 of the
manual.
Students will present their
findings in class through a class Students will present their findings
reporting with the use of the in class through a class reporting
table and guide questions. with the use of the table and guide
EXPLAIN
(Please refer to LM for the questions. (Please refer to LM for
guide questions) the guide questions)
 Key Questions: Key Questions: Grade 8
1. What is matter made 1. What do you think may be the Quarter 3
of? biggest factor which contributed to Page 9
2. What can you say 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 is Identification:
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: Grade 8
model of matter on Boiling Water on page Quarter 3
your own. 184-185 of the manual. Page 10
 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 day (Note: The teacher may modify the
following day (publication modify the type of test.) (publication of results) 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 Grade 8
encounter which my Principal/
Quarter 3
Supervisor can help me solve?
Page 11
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: ROLINDA L. VETE School Head: ROMULO T. LAORDEN
Daily Lesson Log
Signature: Signature:
Week No. 2
Date Submitted: Date:
 Grade 8 School Grade Level 8 Grade 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 12

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 from cycle. imagine eating their video clip of the melting of
the fridge and left in an open space. own ice cream. polar regions. (The teacher
ELICIT
 For instance, they are may touch a little about the
eating outside under climate change.)
the scorching sun,
 how would they eat Grade 8
their ice cream? Quarter 3
 Why is it so? Page 13
(Adapted) Ask the students how Ask the following questions: Ask the following:
Prepare a demonstration with the ff clouds form. 1. What have you
materials: (Note: Should be done 5- 1. What will happen to the noticed on the
10 minutes before the time) ice cream if it is not eaten picture/ seen in the
2 clear plastic cups Room immediately? Why? video?
temperature water Ice 2. In what situation will the 2. What can you say
cubes ice cream melt faster? about its effects in
Zip lock (gallon size) slower? the environment?
Procedure: 3. What might be the factors 3. How did this
1. Place water and ice cubes into involved in the process? happen?
two identical cups.
2. Immediately place one of the cups (Introduce the melting process)
in a zip lock bag and get as much air
out of the bag as possible. Close the
ENGAGE
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: Grade 8
What happens when particles lose their energy and drop their What happens to the kinetic energy of the molecules when How will you demonstrate the Quarter 3
temperature? temperature increases/decreases and heat transfer continues? three states of matter? Page 14

 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 turns a. Illustration/Drawing
 Answer guide questions into liquid water? b. Model
#6-9  Answer the guide c. Multimedia
questions found on Presentation
pages 187-188. d. Others
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
class reporting with the use reporting with the use of the
EXPLAIN of the table and guide table and guide questions.
questions. (Please refer to (Please refer to LM for the
LM for the guide 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 of contributed to the Grade 8
condensation take place? melting/freezing process? Quarter 3
3. Why do droplets form at 2. What happened to the Page 15
the surface of a covered hot kinetic energy of particles
container? from solid to liquid?
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 energy when the object melts? Total: 100%
increases as well. (True) 3. If the temperature
2. When particles lose their surrounding the object is
energy, they return to their greater, what process will
EVALUATE original state. (True) take place?
3. Condensation is a process 4. It is the process where
when liquid turns to its solid turns to liquid.
gaseous state. (False) 5. When heat is decreased, the
4. The gaseous state of object melts/freezes?
water is called water
vapor. (True)
 Cite other practical Explain to students that there Grade 8
examples or situations are cases that some Quarter 3
where you could observe substances can change Page 16
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 day (Note: The teacher may To be continued the following (Note: The teacher may
(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?
Grade 8
Why did these work? Quarter 3
What difficulties did I Page 17
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. 3
Date Submitted: Date:
 Grade 8 School Grade Level 8 Grade 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 18

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 properties Present the Table #2: Some
poles repel, unlike poles structures compose an atom? of the three subatomic properties of the three main
ELICIT attract”. particles. (refer to table 2 in subatomic particles on page
LM p195. 195

Rub a plastic covered If you rub a plastic straw with tissue Give one property of Ask which among the three
notebook vigorously against paper and place it near an aluminum subatomic particle. Which has the highest value of mass.
a hard object and placed it foil, what will happen? among them contributes the
ENGAGE Explain the concept of
over the head. What most to the overall mass of
happens? an atom? Scientific notation.
 Essential Question: Essential Question: Essential Question: Essential Question: Compare Grade 8
Do objects attract or repel Do objects attract or repel each Compare the masses of the masses of the subatomic Quarter 3
each other/carry positive and other/carry positive and negative the subatomic particles. particles. Page 19
EXPLORE negative charges? charges?
Perform Activity 1: Perform Activity 2: The
“Charge” it to experience! big difference in LM
in LM p193. pp195-196.
Students present the results of the Students present the results of
activity. the activity. Comparison of the
Answer guide questions. (refer to the masses of the three subatomic
activity) particles using the bar graph,
EXPLAIN
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 of
ELABORATE the atom?
 Give the charges of the three
subatomic particles.
Complete the table. Refer to the masses in table
2. Answer the following
Subatomic Charge Location questions.
Particle 1.Which subatomic particle
1. positive 4. is the lightest?
electron 2. 5. 2.Which subatomic particle
EVALUATE
3. neutral 6. 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 of Research on Thomson’s and Grade 8
the three subatomic particles. pp195 Rutherford model of the atom. Quarter 3
EXTEND Page 20

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 Grade 8
localized materials did I Quarter 3
use/ discover which I wish Page 21
to share with other
teachers?

Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 4
Date Submitted: Date:
Grade 8
Grade 8 School Grade Level 8
Quarter 3
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Page 22
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 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 pp
Learner’s Materials
203 203 pp 193 205 195-197
Exemplar Lesson Plan Exemplar Lesson Plan, Periodic Exemplar Lesson Plan, Periodic
Additional Materials
pp138-140 Table ,pen/pencil Table ,pen/pencil
IV. LEARNING TASKS
What is an atom? Review: Thomson’s atomic Show a periodic Table. What makes up the mass of an
What are the different model. Ask students about the 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 atom
raisin bread. demonstration:  Group the having three subatomic particles.
ENGAGE
Activity #3 Part A students and ask a
representative to
 Guide Questions:  Look for a answer the question Grade 8
1. What is the name volunteer. by writing the Quarter 3
of this bread?  Ask few questions. answer on the Page 23
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 and Perform Activity #4: What’s
atomic model. C: Small but terrible. in a number?, procedure 1 in
 Elicit ideas from LM p. 204.
the students.
Lecturette: Students present the results Students present the results of the
EXPLAIN Discuss the details of his of the activity. Answer activity.
discovery. guide questions. Answer guide questions. (refer to
(refer to the activity) 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 determine
2. How was he able 2. How was he able the number of neutrons
to prove the to prove the given the
 existence of existence of the mass number and atomic Grade 8
electrons? nucleus? number? Quarter 3
3. Describe 3. Describe Page 24
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 following (Note: The teacher may
V. REMARKS day (publication of results) modify the type of test.)

VI. REFLECTIONS
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons Grade 8
work? No. of Learners who:
Quarter 3
 have caught up with
the lesson Page 25
 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:
 Grade 8 School Grade Level 8 Grade 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 26

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 your Give common isotopes. Cite examples of energy Grade 8
mind when you hear the drinks. Quarter 3
word isotope? Guide Questions: Page 27
1. Why are they popular
ENGAGE
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 and 5
Procedures 2 and 3 on on page 205.
page 204.
 Students present the Students present the results of
EXPLAIN results of the activity. the activity.
 Answer guide questions. Answer guide questions. (refer
(refer to the activity) to the activity)
 Lecturette on isotopes

Give the shorthand notation of Key Questions:

isotope of Hydrogen. 1. How does an ion
form?
ELABORATE 2. What do you call the
positive ion?
Negative ion?
 3. What will happen Grade 8
when an atom Quarter 3
becomes an ion?
Page 28
Write the shorthand notation Given the Calcium ion,
showing the mass number and answer the following:
atomic number of the isotopes of 1. How many protons are
EVALUATE 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 following (Note: The teacher may
V. REMARKS day (publication of results) modify the type of test.)

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?
Grade 8
Why did these work? Quarter 3
What difficulties did I encounter Page 29
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. 6
Date Submitted: Date:
 Grade 8 School Grade Level 8 Grade 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 30

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, The Let the students watch the
about the periodic table. Let from YouTube entitled: 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 periodic Animation YouTube.
ELICIT
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 may Resources under additional
materials) do otherwise (students materials)
will look for the name, teacher
 will mention the row and Grade 8
column) Quarter 3
Ask: Who were the people Let the students take hold of After watching, let them cite Page 31
How was your seating mentioned in the video? their periodic table and ask them some names of elements they
arrangement done? (Write their answers on the of the possible ways how those have seen and where they can
(possible answers: board for later discussion) elements were arranged. commonly be found or used.
alphabetically, height, Were they arranged alphabetically? Example: Silver-spoon
ENGAGE
gender) 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
Table on pages 210-211 of 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 report questions, students will report their
EXPLAIN
their answers in front. 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 Grade 8
elements? Quarter 3
a. Dobereiner Page 32
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 grouped element belong:
elements in three with 1. Boron
similar properties. 2. Calcium
2. This arrangement 3. Neon
EVALUATE was proposed by 4. Hydrogen
Newlands. 5. Potassium
3. How did Mendeleev
arrange the elements II. Identify and label the
in the parts of the periodic table.
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 sized materials for their Performance
bond paper. output:
a. Bond paper (long
EXTEND
sized)
b. Coloring materials
c. Designing materials
d. Ruler
e. Glue
  Assign this activity by Grade 8
pair. Quarter 3
 Ask the students to Page 33
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 day (Note: The teacher may
day (publication of results) modify the type of test.) (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 Grade 8
work? No. of Learners who:
Quarter 3
 have caught up
with the lesson Page 34
 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
Signature: Signature:
Week No. 7
Date Submitted: Date:
 Grade 8 School Grade Level 8 Grade 8
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 35

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 periodic
The Learners should be able to:
Learning Competency table from observations based on
use the periodic table to predict the chemical behavior of an element.
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 Grade 8
Show pictures of objects Show a video entitled: Rusting Quarter 3
with rust. of Iron in YouTube. (cite Page 36
ELICIT (Houses, cars, etc.) provided in Learning
Resources under additional
materials)
Ask the students how You may ask the following
rusting of objects affect questions: (to be posted before
people. 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 an Essential Question: Essential Question:
EXPLORE
attractive brochure presenting What is the relationship between reactivity of metals How can corrosion be
informative details about the assigned (elements) and its arrangement in the periodic table? prevented?
element by pair. The brochure will be Perform Activity #2: Students will do activity #2 on
a tri-fold 8.5 x 13 (long sized) bond Metal… How reactive are page 214 procedure # 12.
paper. The following format will be you? on pages 214-216
observed: procedures # 1-11.
a. Name of element and how it
got its name.
 b. Symbol, Atomic Number Grade 8
and Atomic Mass Quarter 3
c. Where is it found and in Page 37
what form
d. Physical facts (melting
point, boiling point,
density)
e. Uses (with pictures)
f. Source of information
Through a group reporting, Ask every group to answer
students will discuss their questions 7 and 8 on page 216
answers on the guide of their manual. Let them
EXPLAIN
questions found on their include their answers in
learner’s manual. 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- Grade 8
Sr-Li) Quarter 3
4. Cl-F-Br (Answer: Br-Cl- Page 38
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 Grade 8
encounter which my Principal/
Quarter 3
Supervisor can help me
solve? Page 39
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. 8
Date Submitted: Date: