School: Grade Level: 8

GRADES 1 to 12 Teacher: . Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter: Q3 WEEK 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang
Pangnilalaman
(Content Standards)

Pamantayan sa Pagganap
(Perfomance Standards)

Pamantayan sa Pagkatuto Explain physical changes in terms of the arrangement and motion of atoms and molecules; S8MTIIIc-d-9
(Learning Competencies)
Layunin
Lesson Objective

1. Describe what happens to water when it is left in an open container for some time;
2. Represent through drawings what happens to the particles of water when it is left
in an open container;
3. Describe what happens to water when it is left in a closed container for some time;
4. Describe what happens to water when it is heated;
5. Describe what happens to water when it is cooled;
6. Represent through drawings what happens to the particles of water when it is
heated and then cooled; and
7. Explain the processes that take place at the submicroscopic (particle) level.

Paksang Aralin Investigate about Melting Investigate about Melting Performance Task
Investigate about Investigate about
(Subject Matter) Make Model of the 3
Condensation Condensation
States of Matter
Kagamitang Panturo
(Learning Resources)
Pamamaraan Learners’ Module pp 184-186 Learners’ Module pp 184186 Learners’ Module pp 187189 Learners’ Module pp.
(Procedure) https://znnhs.zdnorte.net/wp- https://znnhs.zdnorte.net/wp- https://znnhs.zdnorte.net/wp- 187189
content/uploads/2022/03/Science- content/uploads/2022/03/ content/uploads/2022/03/
8_Module-3_version-3-1.pdf Science-8_Module- Science-8_Module-3_version- https://znnhs.zdnorte.net/wp-
3_version-3-1.pdf 3-1.pdf content/uploads/2022/03/
 Science-8_Module-
3_version-3-1.pdf
a. Reviewing Previous Recall what is melting
Lesson or . Review on Conde nsation
Presenting the New Recall What is matter
Lesson

b. Establishing Ask the students what happens • Have the students Show a picture or a short
purpose for the when a cold bottle was taken Show a picture of water imagine eating their own video clip of the melting of
lesson from the fridge and left in an cycle. ice cream. polar regions. (The teacher
open space. • For instance, they are may touch a little about the
eating outside under the climate change.)
scorching sun,
c. Presenting Teacher discussion Teacher discussion
example/instances Teacher discussion Teacher discussion
of the new lesson
d. Discussing new (Adapted) Ask the students how clouds Ask the following questions: Ask the following:
concepts Prepare a demonstration with the 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 2. What can you say
Room temperature water the ice cream melt faster? about its effects in
Ice cubes slower? the environment?
Zip lock (gallon size) 3. What might be the
Procedure: 3. How did this
factors involved in the process? happen?
1. Place water and ice cubes
into two identical cups.
(Introduce the melting
2. Immediately place one of
process)
the cups in a zip 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?
e. Continuation of the Students will present their • Perform Activity #6: Students will present their
discussion of new • Perform activity #5 Part findings in class through a What changes take place when findings in class through a
concepts B: Cooling Water page 186. class reporting with the use of ice turns into liquid water? class reporting with the use
• Answer guide questions the table and guide questions. • Answer the guide of the table and guide
#6-9 (Please refer to questions found on pages 187- questions. (Please refer to
LM for the guide questions) 188. LM for the guide questions)
f. Developing Key Questions:
Mastery 1. What do you think
may be the biggest
factor
whichcontributed to
the melting/freezing
Key Questions: process? 2. What
1. What happens to water happened to the
when it is cooled? kinetic energy of
particles from solid
2. How does the process of
to liquid?
condensation take place?
3. Why do droplets form at 2. 3. What happened to
the surface of a covered hot the kinetic energy of
container particles from liquid
to solid?
3. How does melting
take place?
4. How does freezing
take place?

g. Finding practical Below is an illustration of

applications of the water cycle. Evaporation
concepts and skills and condensation
in daily living are part of the processes
involved in it. In one whole
sheet of paper, make your
own
illustration and connect what
you have learned this week
to the cycle of water. You
may draw or describe or in
any way that can help you
 explain better what you have
learned. Please see attached
rubric for guidance.
h. Making Identification:
generalizations and 1. It is the process where
abstractions about liquid turns to solid.
the lesson 2. What happens to the
kinetic energy of particles when
TRUE or FALSE the object melts? 3. If the
Write True if the statement is temperature surrounding the
correct and False if it is not. object is greater, what process
1. As the temperature will take place?
increases, the kinetic energy 4. It is the process where
increases as well. solid turns to liquid.
(True) 5. When heat is
2. When particles lose their . decreased, the object
energy, they return to their melts/freezes?
original state. (True) 3. Explain to students that there
Condensation is a process when are cases that some substances
liquid turns to its gaseous state. can change directly from solid
(False) to gas.
4. The gaseous state of water is This process is called
called water vapor. (True SUBLIMATION. The
opposite of which is called the
DEPOSITION.

i. Evaluating Read each statement below

learning and decide whether it is .
TRUE or FALSE. https://znnhs.zdnorte.net/wp-
Indicate a checkmark ( ) if content/uploads/2022/03/Sci
the statement is TRUE and an ence-8_Module-3_version-
(X) mark if the statement 3-1.pdf
is FALSE.
_______1. Evaporation of Answer Asssessment on
water is a physical change. pp.8-10
_______2. Condensation of
water is a physical change.
_______3. Drinking water (l),
ice (s), steam (g) are all the
same substance.
 _______4. In the process of
physical change the substance
changes its physical
appearance but not its
composition.
_______5. When drinking
water (liquid) is boiled,
surface particles start to
evaporate
and turn into its gaseous state.
This process is NOT an
example of a
physical change.
j. Additional
activities for
application or
remediation
REMARKS

REFLECTION

a. Number of
learners who
earned 80% of
the evaluation
b. Number of
learners who
require
additional
activities for
remediation who
scored below
80%
c. Did the remedial
lesson work?
d. Number of
learners who
have caught up
with the lesson
e. Number of
learners who
continue to
 require
remediation
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?