Department of Education

Region III
Division of Pampanga
BETIS HIGH SCHOOL
Betis, Guagua
SY 2018-2019

Grade Level 8
DAILY LESSON LOG Teacher JENNY F. NICOLAS Learning Area SCIENCE
Teaching Dates and Time Aug 6 - 10, 2018 / 6:30am – 2pm Quarter First

MONDAY ( Aug6) TUESDAY (Aug7) WEDNESDAY (Aug8) THURSDAY (Aug9) FRIDAY (Aug10)
I. OBJECTIVES

To learn to To learn to differentiate heat from To identify what happen to solids, To identify what happen to solids,
A. Content Standards differentiate heat from To learn to differentiate heat from temperature liquids or gases when they absorb liquids or gases when they absorb
temperature temperature heat and what type of heat transfer is heat and what type of heat transfer is
involve. involve.

The students should be able to The students should be able to give The students should be able to give The student should be able to site The student should be able to site
give examples of heat and examples of heat and temperature examples of heat and temperature the differences between conduction, the differences between conduction,
B. Performance Standards temperature difference through difference through kinesthetic difference through kinesthetic convection and radiation. convection and radiation.
kinesthetic movement. movement. movement.

C. Learning Competencies/
Sf-lg-29 Sf-lg-29 Sf-lg-29 Sf-lg-29 Sf-lg-29
Objectives
Write the LC code for each

II.CONTENT(Subject Matter)
III. LEARNING RESOURCES
 A. References
Page 32-40 Page 32-40 Page 32-40 Page 32-40
1. Teacher’s Guide pages Page 32-40

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Internet sources Internet sources
B. Other Learning Resources
IV.PROCEDURES
Teacher sites an example of the Teacher sites an example of the Teacher sites an example of the Teacher tells an example of how heat is
A. Reviewing previous lesson or
difference between heat and difference between heat and temperature difference between heat and temperature transferred. Teacher tells an example of how heat is
presenting the new lesson
temperature and that they are not and that they are not one and the same and that they are not one and the same transferred.
ELICIT
one and the same

Teacher swabs rubbing
alcohol on the
students’ back of hand.
a. “What do you
observe about the
alcohol?” b. “Is the
alcohol colder than the
B. Establishing a purpose for the
lesson air? How can we test
ENGAGE that?” c. “Why do you
think that the alcohol
feels cool?” If the class
has already studied
vaporization, the
teacher might continue
the discussion
comparing water and
Teacher swabs rubbing
alcohol on the students’
back of hand. a. “What do
you observe about the
alcohol?” b. “Is the alcohol
colder than the air? How
can we test that?” c. “Why
do you think that the
alcohol feels cool?” If the
class has already studied
vaporization, the teacher
might continue the
discussion comparing
water and alcohol.
Teacher swabs rubbing
alcohol on the students’
back of hand. a. “What do
you observe about the
alcohol?” b. “Is the alcohol
colder than the air? How
can we test that?” c. “Why
do you think that the
alcohol feels cool?” If the
class has already studied
vaporization, the teacher
might continue the
discussion comparing
water and alcohol.
Teacher swabs rubbing
alcohol on the students’
back of hand. a. “What do
you observe about the
alcohol?” b. “Is the alcohol
colder than the air? How
can we test that?” c. “Why
do you think that the
alcohol feels cool?” If the
class has already studied
vaporization, the teacher
might continue the
discussion comparing
water and alcohol
.Teacher swabs rubbing
alcohol on the students’
back of hand. a. “What do
you observe about the
alcohol?” b. “Is the alcohol
colder than the air? How
can we test that?” c. “Why
do you think that the
alcohol feels cool?” If the
class has already studied
vaporization, the teacher
might continue the
discussion comparing
water and alcohol
 alcohol.

4 containers of small 4 containers of small 4 containers of small 4 containers of small

materials with differing materials with differing 4 containers of small materials with differing materials with differing
head conduction rates head conduction rates are materials with differing head conduction rates are head conduction rates are
are placed at each placed at each table. a. head conduction rates are placed at each table. a. placed at each table. a.
table. a. “Predict the “Predict the temperature placed at each table. a. “Predict the temperature “Predict the temperature
temperature of each of each container. How do “Predict the temperature of each container. How do of each container. How do
C. Presenting examples/instances
of the new lesson container. How do you you think each will feel if of each container. How do you think each will feel if you think each will feel if
EXPLORE you think each will feel if
think each will feel if you place your hand in you place your hand in you place your hand in
you place your hand in them?” b. Students design you place your hand in them?” b. Students design them?” b. Students design
them?” b. Students an experiment and create them?” b. Students design an experiment and create an experiment and create
design an experiment a data table to test their an experiment and create a data table to test their a data table to test their
and create a data table hypothesis. a data table to test their hypothesis. hypothesis.
to test their hypothesis. hypothesis.

D. Discussing new concepts and
practicing new skills #1
EXPLAIN
E. Discussing new concepts and
practicing new skills #2
ELABORATE
.
. Discuss the data with . Discuss the data with the .. Discuss the data with the Discuss the data with the . Discuss the data with the
the class. Through class. Through inquiry class. Through inquiry class. Through inquiry class. Through inquiry
inquiry questions, allow questions, allow students questions, allow students questions, allow students questions, allow students
students to to differentiate between to differentiate between to differentiate between to differentiate between
differentiate between temperature and heat. temperature and heat. temperature and heat. temperature and heat.
temperature and heat. Questions can include: a. Questions can include: a. Questions can include: a. Questions can include: a.
Questions can include: “Why do some materials “Why do some materials “Why do some materials “Why do some materials
a. “Why do some feel cooler? How could we feel cooler? How could we feel cooler? How could we
feel cooler? How could we
materials feel cooler? test that hypothesis?” b. test that hypothesis?” b. test that hypothesis?” b. test that hypothesis?” b.
How could we test that “How does your brain “How does your brain “How does your brain “How does your brain
hypothesis?” b. “How determine hot and cold? determine hot and cold? determine hot and cold? determine hot and cold?
does your brain
determine hot and
cold?
1. Students read the 1. Students read the
1. Students read the introduction and 1. Students read the 1. Students read the introduction and
 introduction and procedure for introduction and introduction and procedure for
procedure for Measurement of Heat procedure for procedure for Measurement of Heat
Measurement of Heat Transfer. They write their Measurement of Heat Measurement of Heat Transfer. They write their
Transfer. They write hypothesis before Transfer. They write their Transfer. They write their hypothesis before
their hypothesis before collecting data 2. Discuss hypothesis before hypothesis before collecting data 2. Discuss
collecting data 2. the data with the class. Use collecting data 2. Discuss collecting data 2. Discuss the data with the class. Use
Discuss the data with the discussion questions to the data with the class. Use the data with the class. Use the discussion questions to
the class. Use the develop an understanding the discussion questions to the discussion questions to develop an understanding
discussion questions to of the 1st Law of develop an understanding develop an understanding of the 1st Law of
develop an Thermodynamics. of the 1st Law of of the 1st Law of Thermodynamics.
understanding of the Thermodynamics. Thermodynamics.
1st Law of
Thermodynamics.

1. Students answer the 1. Students answer the 1. Students answer the

following written 1. Students answer the following written prompt following written prompt 1. Students answer the
prompt as an exit ticket following written prompt as an exit ticket “When as an exit ticket “When following written prompt
“When your mama tells as an exit ticket “When your mama tells you to your mama tells you to as an exit ticket “When
you to close the your mama tells you to close the refrigerator door close the refrigerator door your mama tells you to
refrigerator door and close the refrigerator door and not let all the “cold” and not let all the “cold” close the refrigerator door
not let all the “cold” and not let all the “cold” out, what is not scientific out, what is not scientific and not let all the “cold”
out, what is not out, what is not scientific about that demand? about that demand? out, what is not scientific
F. Developing mastery
(Leads to Formative scientific about that about that demand? (warning do NOT tell her (warning do NOT tell her about that demand?
Assessment #3) (warning do NOT tell her (warning do NOT tell her
EVALUATE
demand? (warning do that)” Draw a diagram of that)” Draw a diagram of
NOT tell her that)” that)” Draw a diagram of the thermal energy and the the thermal energy and the that)” Draw a diagram of
Draw a diagram of the the thermal energy and the movement of heat energy movement of heat energy the thermal energy and the
thermal energy and the movement of heat energy before and after you before and after you movement of heat energy
movement of heat before and after you opened the refrigerator. opened the refrigerator. before and after you
energy before and after opened the refrigerator. opened the refrigerator.
you opened the
refrigerator.
 You can understand the You can understand the
You can understand the law of thermodynamics if You can understand the law of thermodynamics if
You can understand the law of thermodynamics if law of thermodynamics if
you understand a car you understand a car
law of thermodynamics you understand a car you understand a car
engine. Gasoline is burned. engine. Gasoline is burned.
if you understand a car engine. Gasoline is burned. engine. Gasoline is burned.
The energy in its bonds is The energy in its bonds is
engine. Gasoline is The energy in its bonds is The energy in its bonds is
released. That energy released. That energy
burned. The energy in released. That energy released. That energy
causes the gases in the causes the gases in the
its bonds is released. causes the gases in the causes the gases in the
combustion chamber to combustion chamber to
That energy causes the combustion chamber to combustion chamber to
G. Finding practical application of explode. The explosion explode. The explosion
concepts and skills in daily
gases in the explode. The explosion explode. The explosion
forces a piston to move. forces a piston to move.
living combustion chamber to forces a piston to move. forces a piston to move.
EXTEND The piston does work. The The piston does work. The
explode. The explosion The piston does work. The The piston does work. The
heat energy put into the heat energy put into the
forces a piston to heat energy put into the heat energy put into the
engine equals the increase engine equals the increase
move. The piston does engine equals the increase engine equals the increase
of temperature inside the of temperature inside the
work. The heat energy of temperature inside the of temperature inside the
engine plus the work that engine plus the work that
put into the engine engine plus the work that engine plus the work that
the piston did. the piston did.
equals the increase of the piston did. the piston did.
temperature inside the
engine plus the work
that the piston did.

The first law of

H. Making generalization and
abstractions about the lesson
thermodynamics says that The first law of The first law of The first law of
The first law of thermodynamics says that thermodynamics says that thermodynamics says that
heat added into a system
thermodynamics says heat added into a system heat added into a system heat added into a system
changes into an equal
that heat added into a changes into an equal changes into an equal changes into an equal
amount of some other
system changes into an amount of some other amount of some other amount of some other
energy. It is based on the
equal amount of some energy. It is based on the energy. It is based on the energy. It is based on the
law that says energy
other energy. It is law that says energy law that says energy law that says energy
cannot be created or
based on the law that cannot be created or cannot be created or cannot be created or
destroyed. It can only
says energy cannot be destroyed. It can only destroyed. It can only destroyed. It can only
change forms.
created or destroyed. It change forms. change forms. change forms.
can only change forms.
 Ask the student different Ask the student to cite an example Ask the student to cite an example Let the students infer what Short quiz on heat and
I. Evaluating Learning examples on the similarities of the ways to differentiate heat of the ways to differentiate heat happens when things like solid, temperature
and difference of heat and and temperature and temperature liquid or gas receives heat
temperature
J. Additional activities for
applications or remediation
Prepared by:
JENNY F. NICOLAS
Teacher I

Noted:

Nida L. Aguas
Head Teacher II