School LASICAM-PERRAL NHS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher JESSEL A. BASADRE Learning Area Science
Teaching Date August 30-Sept.2, 2022 / 8:45- Quarter First (Physics)
and Time 9:45 am
MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

A. Content Standards  The learner demonstrates understanding of Newton’s three laws of motion and uniform circular motion.

B. Performance Standards  The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.

C. Learning Competencies / (S8FE-Ia-15)

Objectives Write the LC code for
each  Investigate the relationship between the amount of force applied and the mass of the object to the amount of
change in the object’s motion.

Objectives:
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.

II. CONTENT Module I: FORCES AND MOTION Lesson 1: BALANCED AND UNBALANCED FORCES

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 5 - 8
2. Learner's Materials Pages pp. 3 - 6
3. Textbook Pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide Science 8 (First Quarter- pp. 1-5)

[Link]
pictures&oq=balanced+and+unbalanced+forces
 IV. PROCEDURES

Reviewing previous lesson or Present the following statement in class and ask the students if they agree or disagree with them. Select two to three
presenting the new lesson students per group to justify or explain their answer.

1. Force is needed to stop an object.

A. 2. Force always results to motion.
3. Force can act even at a distance.
4. Objects have the tendency to remain at rest.
5. Objects have the tendency to resist change.

Analyze the pictures (to be presented on the television screen) (can be printed)

B. Establishing a purpose for the

Lesson

Presenting examples / instances of

C. the new lesson What have you observed on the picture presented?
 Discussing new concepts and The teacher will place a ball or any object on top of a table and ask:
practicing
new skills #1

D.

a) Will this object move by itself?

b) How can we make this object move?
c) While it is moving, how can we make the object speed up or slow down?
d) How can make it stop?
e) How can we make it change its direction?

E. Discussing new concepts and Do the activity 1 Forces on object at rest in Lesson Guide Science 8 (First Quarter) pp. 5 or LM pp. 5- 6
practicing
new skills #2
Developing mastery Presentation of the output per group/ Processing:
(Leads to Formative Assessment 3)
Analysis:

Situation 1
1. Is the pen at rest or in motion?
2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to represent these forces.
F. 3. What happens to the pen? What could have caused the pen’s motion?

Situation 2
1. Is the book at rest or in motion?
2. Are there forces acting on the book? If yes, draw the forces acting on the book.
3. Did the book move? How will you make the book move?

Finding practical applications of Since friction is a resistance force that slows down or prevent motion, there are advantages and disadvantages
G. concepts that friction may do. How is friction important in: a. walking
and skills in daily living b. writing
c. running vehicles
 Making generalizations 1. What is force?
H. and abstractions about 2. What are some other forces that can cause something to move?
the lesson 3. How does gravity affect object on earth?
4. What is a force that can cause an object to slow down or have little movement?
5. In your own words define friction.

I. Evaluating Learning Multiple Choice: Read each statement carefully and write only the letter of the correct answer.

1. A book is at rest on top of a table. Which of the following is correct?

A. There is no force acting on the book.
B. The book has no inertia.
C. There is no force acting on the table.
*D. The book is in equilibrium.

2. Which of the following situations involves friction?

A. A bicycle rolling down a hill
B. A baseball player sliding into 2nd base C. A diver falling through the air to a pool *D. All of the
above experience some friction.

3. What is gravity?
A. Newton’s first law
B. The force that objects exert on each other because of their masses
*C The downward pull on the Earth
D. The friction that an object has put on it

4. Which is the best example of gravity?

A. A car hits a tree, and its motion stops
B. A breeze blows, and a sailboat moves
C. A book is pushed, and it moves across the table
*D. A person drops a ball, and it falls to the ground

5. How does Earth ‘s gravity affect objects near Earth?

A. It pushes them away.
*B. It pulls them in
C. It makes them larger.
D. It makes them move faster.
Ask the students to write situation/ examples where the presence of other forces are beneficial.
J. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did

I
Use or discover which I wish to share
with other teachers?
 School LASICAM-PERRAL NHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher JESSEL A. BASADRE Learning Area Science
Teaching Date
SEPT. 12-16, 2022/8:45AM Quarter First (Physics)
and Time
DAY:

I. OBJECTIVES

The learner demonstrates understanding of Newton’ three laws of motion and uniform circular motion.
A. Content Standards

The learner shall be able to develop a writer plan and implement a

B. Performance Standards “Newton’s Olympics”.

C. (S8FE-Ia-16)

 Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.

Objectives:
Learning Competencies / Objectives
Write the LC code for each
1. Describe the conditions when two forces balance
2. Explain the effect of balanced forces on the state of motion of an object.

II. CONTENT Module I: FORCE AND MOTION

Lesson 2: BALANCED AND UNBALANCED FORCES

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 5 - 8
2. Learner's Materials Pages pp. 3 - 6
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3

B. Other Learning Resource Lesson Guide Science 8 (First Quarter- pp. 8-10)

IV. PROCEDURES

A.
Reviewing previous lesson or What are the forces acting on an object at rest? What are examples of balanced forces?
 Study the given pictures below and describe the forces involved.

Finding practical applications of

G.
concepts
and skills in daily living
The following ideas must be realized by the students:

If two forces acting on an object are equal in magnitude but opposite in direction, they are considered as balanced
forces. These forces must lie along the same line.

H. Making generalizations and • If the forces acting on an object are balanced, the object either stays at rest or continues to move at constant
abstractions about the velocity.
lesson
• If the forces acting on an object are unbalanced, the motion of the object will change.
 Direction: Read each statement carefully and write the letter of the correct answer.

1. ______________ refers to when a force is equal and opposite.

*A. balanced force
B. unbalanced force
C. magnitude
D. friction

[Link] one force in a pair is greater than the other, we call this:
A. balanced force
*B. unbalanced force
C. magnitude
D. friction

3. If two forces are acting on an object they are equal in magnitude

A. and equal in direction
*B. and in opposite direction
I. Evaluating Learning C. cancel each other
D. none of the above
For question no 4 and 5 refer to the diagram below
Two tugboats are moving a barge. Tugboat A exerts a force of 3000 N to the left. Tugboat B exerts a force of
5000N in the same direction.

a. Draw arrows showing the individual forces of the tugboats in #1.

b. Are the forces balanced or unbalanced? ______________
c. In what direction will the barge move? ______________

J. Additional activities for application or 1. define what inertia is.

remediation 2. What is stated in the first law of motion?

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the A.

evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?

School Guadalupe National HS Grade Level Grade 8

 GRADES 1 to 12 Teacher Cherry Mae B. Corria Learning Area Science
Daily Lesson Log Teaching Date
and Time Quarter First (Physics)

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.
A. Content Standards
The learners shall be able to develop a written plan and implement a
B. Performance Standards
“Newton’s Olympic”
C. S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.

Learning Competencies / Objectives Objectives:

Write the LC code for each 1. State the Law of Inertia
2. Relate inertia to mass
3. Cite situations where the law of inertia applies.

Module I: FORCE AND MOTION

II. CONTENT Lesson 3: NEWTON’S THREE LAWS OF MOTION
The Law of Inertia

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp 10-11
2. Learner's Materials Pages pp. 10 -12
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3

B. Other Learning Resource Lesson Guide G8 First Quarter pp. 11 - 12

IV. PROCEDURES

A. Reviewing previous lesson or

Differentiating balanced and unbalanced forces
presenting the new lesson
 Let the students guess the word being defined by solving the jumbled letters.

1. It refers to the amount of matter an object has.

A S S M

2. It is a push or pull upon an object resulting from the object’s interaction with another object.

B. Establishing a purpose for the Lesson

4. It is the resistance of any physical object to any change in its state of motion.

Are those set of words familiar to you?

Presenting examples / instances of the
C. What ideas came in your mind when you met those words we had unscrambled?
new lesson

The learners will analyze the picture of the two wrestlers by comparing their masses and relating the concept of
Discussing new concepts and mass to inertia. (see figure on pp. 11 LG grade 8 First Quarter)
D. practicing
new skills #1

E. Discussing new concepts and

practicing Do the activity on Inertia (A and B) Learners’ Module pp. 11 – 12
new skills #2
 Questions:

PART A.

1. What happens when you slowly pulled the cardboard? Explain.

F. Developing mastery 2. What happens when you flipped the cardboard? Explain.
(Leads to Formative Assessment 3)
PART B.

1. What happen to the remaining books after one book was pulled? Why is this so?

2. Relate your observation to the concept of inertia.

Use the following examples to explain how Newton's first law occurs in everyday events:

a) car suddenly stops and you strain against the seat belt.

b) when riding a horse, the horse suddenly stops and you fly over its head.
G.
Finding practical applications of
c) the magician pulls the tablecloth out from under a table full of dishes.
concepts
and skills in daily living
d) the difficulty of pushing a dead car.

e) car turns left and you appear to slide to the right.

Newton's first law states that an object at rest will stay at rest or an object in motion will stay in motion and travel in
straight line, as long as no external net force acts on it. The object will change its state of motion only if there is
H. Making generalizations unbalanced or net force acting upon it. Inertia is measured in terms of mass. An object having greater mass has
and abstractions about greater inertia
the lesson
 Choose the best answer. Write letter only.

1. According to Newton's First Law of Motion,

A. an object in motion eventually comes to a stop.
B. an object at rest eventually begins to move.
C. an object at rest always remains at rest.
*D. an object at rest remains at rest unless acted upon by a net force.

2. The greater the mass of an object, A. the easier the object starts moving.
B. the more space it takes up. *C. the greater its inertia.
D. the more balanced it is.

3. The tendency of an object to resist any change in its motion is known as

A. balance. B. force *C. inertia. D. mass.
I. Evaluating Learning
4. Mass of the object is quantitative measure of its inertia stated law is newton's
*A. first law
B. second law
C. third law
D. fourth law

5. Which of these best describes the concept of inertia?

A. A force that attracts objects with mass
B. The tendency of an object to float in water
C. A force created when surfaces are in contact
*D. The tendency of an object to resist a change in motion

Write your answer in your notebook.

J. Additional activities for application or
remediation 1. Define acceleration.
2. What is stated in the second law of motion?

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the A.

evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?

School Guadalupe National HS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
 Teaching Date
Quarter First (Physics)
and Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.
A. Content Standards
The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.
B. Performance Standards

S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.

Objectives:
Learning Competencies / Objectives
C. 1. State the Law of Acceleration.
Write the LC code for each
2. Discuss the relationship between net force on an object and its acceleration, and between the mass of an
object and its acceleration.
3. Cite some applications of this law in our daily life.

Module I: FORCE AND MOTION

II. CONTENT Lesson 4: THREE LAWS OF MOTION Law of Acceleration

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 11- 12
2. Learner's Materials Pages pp. 15 - 16
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3

B. Other Learning Resource Lesson Guide G8 First Quarter pp. 14 - 19

IV. PROCEDURES

A. Reviewing previous lesson or What is inertia?

presenting the new lesson How is the law of inertia related to mass?
 Study the picture.
Can a man pushes the car?
How much force is needed by the man to push the car?

B. Establishing a purpose for the Lesson

The teacher will present two balls of different masses. Then ask the students which of the two balls will accelerates
faster? Why?

tennis ball bowling ball

C. Presenting examples / instances of the
new lesson

1. Differentiate the two balls in terms of mass. Which has the greater mass?
D. Discussing new concepts and
practicing 2. If equal amount of force will be applied in the two balls, then which will accelerates faster?
new skills #1

E. Discussing new concepts and

practicing Do the activity on The Law of Acceleration, Lesson Guide G8 First Quarter pp.17 - 19
new skills #2
Developing mastery
(Leads to Formative Assessment 3) A. 1. What variable/s is/are said to be constant in the activity?

2. What is the effect of varying the amount of force on the acceleration of the cart?
3. What relationship exists between the force and acceleration when the mass of the cart is kept constant?
F. B. 1. What variable/s is/are said to be constant in the activity?
2. What is the effect of varying the mass on the acceleration of the cart?
3. What relationship exists between the mass and acceleration when the force is kept constant?

G. Present the statement in the class “ You may be bigger but I am faster”
Finding practical applications of a. How does this line illustrate Newton’s Second Law of Motion?
concepts b. How is the statement related to mass and acceleration?
and skills in daily living
 1. State the second law of motion
2. How is acceleration related to the object’s mass and the amount of force exerted?
H. 3. What relationship exists between acceleration and force; force and mass?
Making generalizations and 4. How is the second law of motion applied to everyday occurrences?
abstractions about the
lesson

Direction: Read each statement carefully and write the letter of the best answer.
1. Which among the Newton’s Laws of Motion states that force equals mass times acceleration?
A. 3rd Law B. 1st Law
*C. 2nd Law D. all of the above

2. According to Newton's 2nd Law of Motion, force equals – A. mass divided by acceleration
A. mass plus acceleration
B. mass subtract acceleration
*D. mass times acceleration

3. How does the acceleration of an object change in relation to its mass? It is _________.
A. directly proportional
*B. inversely proportional
C. acceleration doesn’t depend on mass at all D. neither A or B

4. Suppose a cart is being moved by a force. If suddenly a load is dumped into the cart so that the cart’s mass
I. Evaluating Learning doubles, what happens to the cart’s acceleration? A. It quadruples.
B. It doubles. *C. It halves.
D. It quarters.

5. Which will accelerate faster?

A. a 1000 tons truck
B. a fully loaded bus
C. an overloaded jeepney
*D. a race car

J. Additional activities for application or

remediation Explain how mass differs from weight.

V. REMARKS
VI. REFLECTION

No. of learners who earned 80% in the A.

evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did

I
Use or discover which I wish to share with
other teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date
Quarter First (Physics)
and Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.
A. Content Standards
 The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.
B. Performance Standards

C. S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.
Learning Competencies / Objectives
Objective:
Write the LC code for each
Solve problems involving the interrelationships of net force, mass and acceleration

Module I: FORCE AND MOTION

II. CONTENT Lesson 5: THREE LAWS OF MOTION
The Law of Acceleration: Computation

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 13- 16
2. Learner's Materials Pages pp. 15 - 17

3. Textbook Pages
Physics ( Science and Technology Textbook- NPSBE Edition)
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3

B. Other Learning Resource

Lesson Guide G8 First Quarter pp. 20 - 22

IV. PROCEDURES

A. Reviewing previous lesson or Ask the students to restate the second law into a simple statement.
presenting the new lesson
 Derivation of Formula:

From the statement that acceleration is directly proportional to force at constant mass.

Mathematically a=kF where nK = mass (eq. 1)

Acceleration also varies with mass. As the mass of the object increases with the same amount of force applied, its
acceleration decreases thus:
a= k(1/m) where K=net force (eq.2)

Combining the two equations, we have

B. Establishing a purpose for the Lesson
a α F and a α 1/m

Therefore a α F/m

Mathematically, a = F/m where a= acceleration

m= mass
F= force

Give and discuss at least two examples of situation/problems on the

C. Law of Acceleration
Presenting examples / instances of the
1. A huge stone is pushed with 30 N of force. If there is only 5N of friction and the stone’s mass is 88 kg. What is
new lesson
the acceleration of the table?

2. A car is being towed. If its mass is 1750 kg and it accelerated at 5m/s2, how much netforce is involved?

D. Discussing new concepts and

practicing Do the exercise in Lesson Guide G8 First Quarter pp 21 (choose items which will be solved individually/ in group)
new skills #1
E. Discussing new concepts and
practicing Presentation of the outcomes.
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the exercise given.
 Engineers at the Johnson Space Center must determine the net force needed for a rocket to achieve an acceleration of
G. Finding practical applications of 70 m/s2 . If the mass of the rocket is 45,000 kg, how much net force must the rocket develop.
concepts
and skills in daily living

Mathematically, second law of motion can be expressed:

A = F/m
F = ma
M = F/a

If the unit of Fnet ( Fn) is in Newton, mass(m) is in kilogram (kg) and acceleration is in meter per second/second (m/s2)
Making generalizations and H.
abstractions about Since force is a vector quantity and mass is a scalar quantity
the lesson ,acceleration is also a vector quantity where acceleration follows the direction of the net force

The unit of of acceleration can be derived also from N/kg, since

1N = 1 kg.m/s2 therefore, N/kg = kg.m/s2 /kg = m/s2

Direction: Solve problems involving the Law of acceleration then write the letter of the correct answer.

1. What is the mass of a truck if it produces a force of 14,000N while accelerating at a rate of 5 m/s2 ?

A. 280 kg *B. 2800kg

C. 70,000kg D. 7000kg

2. Which is the correct unit of acceleration?

A. m/s *B. m/s2 C. kg.m/s D. kg.m/N
I. Evaluating Learning
3. Suppose that a sled is accelerating at a rate of 2m/s2 . If the net force is tripled and the mass is halved,
what then is the new acceleration of the sled?
A. decrease by half B. doubled
*C. tripled D. quadrupled

4. Suppose a ball of mass 0.60 kg is hit with a force of 12 N. Its acceleration will be:
*A. 20 m/s2 B. 40 m/s2 C. 10 m/s2 D. 20 m/s

5. If the ball in question no. 4 is increased by 24 N, what is the increased in acceleration?

A. 20 m/s2 B. 30 m/s2 *C. 4 0 m/s2 D. 50 m/s2

J. Additional activities for application or

remediation Give additional information regarding: balance and un balance forces>
V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the A.

evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date
Quarter First (Physics)
and Time

DAY:

I. OBJECTIVES
 The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.
A. Content Standards
The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.
B. Performance Standards

C. S8FE –Ib-17
• Demonstrate how a body responds to changes in motion.
• Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.

Objectives:
Learning Competencies / Objectives
1. State Newton’s Third Law of Motion
Write the LC code for each
2. Compare the two interacting forces in terms of magnitudes and directions.
3. Identify the action and reaction forces in the given situations.

Module I: FORCE AND MOTION

II. CONTENT Lesson 6: THREE LAWS OF MOTION
The Law of Interaction

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 13 - 16
2. Learner's Materials Pages pp. 18 - 19
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10. Lesson 3

B. Other Learning Resource Lesson Guide G8 First Quarter pp. 23 - 25

IV. PROCEDURES

A. Reviewing previous lesson or

Differentiate first law of motion to the second law of motion
presenting the new lesson
B. Establishing a purpose for the Lesson
 Imagine yourself leaning against a tree same with the picture below. Did you topple over while you are still in
contact with the tree? Why or why not!

C. Presenting examples / instances of the

new lesson

D. Discussing new concepts and

Do the activity in Lesson Guide G8 First Quarter pp 23 - 24 or
practicing
Learners’ Module pp 19 - 20
new skills #1
Analysis:

E. 1. What is the reading on your balance and that of your partner? What do these values represent?
Discussing new concepts and
practicing 2. How do you compare the direction of your partner’s and your force?
new skills #2 3. What is the reading on your balance and that of your partner?
4. How do you explain your observation?

5. What is the reading in each balance?

6. Compare the direction of the forces exerted on the two ends of
the connected spring balance.

Analyze the situations below by identifying the pairs of forces acting

on the objects.

F. Developing mastery
(Leads to Formative Assessment 3)

Situation 1 Situation 2
 The class will be divided into small group. Each group is assigned
to 1 of the situations listed below. They will be given 1 minute to
draw/paint the scene and another 30 seconds to position
themselves. Challenge the students to guess the picture of the
G. Finding practical applications of other group then ask them to identify the action-reaction forces
concepts
and skills in daily living present. a. walking

b. a mango fell due to gravity

c. a man pedals a bicycle

d. a person lying down in the emergency room

1. Based from the above activity state operationally the law of

interaction.
Making generalizations
H. 2. Why do forces come in pairs?
and abstractions about
3. Explain the condition on how to forces are equal in magnitude
the lesson
and acting in opposite direction.
 Direction: Read each sentence carefully and write the letter of the
correct answer.
1. As a 500 N lady sits on the floor, the floor exerts a force on
her equal to______________.
A. 1000 N *B. 500 N
C. 250 N D. 50 N

2. According to Newton's Third Law of Motion, when a hammer

strikes and exerts a force on a nail, the nail A. creates a
balanced force.
B. disappears into the wood.
C. moves at a constant speed.
* D. exerts and equal and opposite force back on the hammer.

3. Pick the best example of Newton's Third Law in action.

A. A rocket taking off from earth which pushes gases in one
direction and the rocket in the other.
I. Evaluating Learning *B. A rocket sitting on the ground preparing for take-off but it
needs an outside force to overcome its inertia of a non-
moving object.
C. A rocket that is accelerating through space and exerts a
great amount of force because its mass and acceleration is
so large.
D. Both b and c.

4. When a teacher stands at the front of the class, the force of

gravity pulls her toward the ground. The ground pushes back
with an equal and opposite force. This is an example of which of
Newton's Laws of Motion?
A. Law of Inertia
B. Law of Acceleration
*C. Law of Interaction
D. Law of Universal Gravitation
5. For every action there is an equal and opposite reaction. This
is a statement of
A. Newton's First Law of Motion.
B. Newton's Second Law of Motion. *C.
Newton's Third Law of Motion. D. Newton's Law of
Action.
J. Additional activities for application or Design and implement an experiment that will verify Newton’s Law of
remediation Motion.

V. REMARKS

VI. REFLECTION
 No. of learners who earned 80% in the A.
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked well?

Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did

I
Use or discover which I wish to share with
other teachers?

GRADES 1 to 12
School LASICAM-PERRAL NATIONAL HIGH SCHOOL Grade Level Grade 8
Daily Lesson Log Teacher JESSEL A. BASADRE Learning Area Science
 Teaching Date and
SEPT. 19-23, 2022/ 8:45AM-9:45AM Quarter First
Time
DAY:

I. OBJECTIVES

The learner demonstrates understanding of Newton’s three laws of motion and uniform circular motion.
A. Content Standards
The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.
B. Performance Standards
C. S8FE –Ib-18 /19
• Relate the laws of motion to bodies in uniform circular motion.
• Infer that circular motion requires the application of constant force directed toward the center of the circle.

Learning Competencies / Objectives Write Objectives:

the LC code for each 1. Define circular motion
2. Identify the factors affecting circular motion.
3. Relate circular motion and Newton’s Law of Motion.

II. CONTENT Module I: FORCES AND MOTION

Lesson 7: Circular Motion And Newton’s Second Law Of Motion

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 13 - 16
2. Learner's Materials Pages pp. 18 - 19
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 26- 28

IV. PROCEDURES

A. Reviewing previous lesson or presenting

Recall the second law of motion. How is the acceleration of the body being affected by its mass.
the new lesson
 Try to whirl a stone tied to a string horizontally above your head. Then observe what happen if you release the
object. How does it travel after release?

B. Establishing a purpose for the Lesson

Why doesn’t the released stone move outwards, in the direction in which it pulled?

C. How does gravity make satellites revolve at a constant speed? What will happen if all of a sudden, the earth loses
Presenting examples / instances of the
its gravitational pull on the satellites?
new lesson
D. Let the students watch the video on circular motion and its relationship to the second law of motion.
Discussing new concepts and practicing [Link]/watch?v=EPfT31qFmGY
new skills #1

E. From the video clip presented, how does circular motion related to the laws of motion. Discuss it in terms of change
Discussing new concepts and practicing in velocity
new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
Why are accidents more frequent along a curve path?
and skills in daily living
 According to Newton’s second law of motion acceleration is produced by a net force. The net force and the
acceleration must be in the same direction. From the second law, F = m a.
If applied to uniform motion, the acceleration becomes the centripetal acceleration and the net force.
Since it is also directed towards the axis of rotation, it becomes the centripetal force.
Centripetal force can be defined as the net force on an object that maintains the object’s circular path and
is directed towards the center of the circular path. The formula in calculating for the centripetal force is Fc = mac ,
where: Fc = centripetal force (N)
m = mass (kg)
a = centripetal acceleration (m/s2)

If using the tangential speed and angular speed the equation can be rewritten as:
Fc = mv2 / r or mrώ

H. Making generalizations and abstractions Where:

about the lesson
V = tangential speed ( m/s ) r = radius ( m )
ώ = angular speed (rad/s)

The centripetal force is the force that maintains the circular path of the objects. If the centripetal force is
zero, the object will move in a straight line.
 Direction: read the questions below and select the letter of the best answer.

1. What made the stone in the previous activity move in circular path?
*A. The central force enables the stone to stay in its path.
B. The gravity enables the stone to move in circular path.
C. The force of attraction make its stay in place.
D. The string made the stone to whirl in circular path.

2. This is a force that keeps an object move in circular path.

A. frictional force
*B. centripetal force
C. gravitational force
D. attractive force

3. All are examples of events/ activities in our daily life which shows or illustrates the need of a central
force. Which is not included in the group?
A. merry-go-round
B. banking on curved
C. satellite moon
I. Evaluating Learning *D. cyclist on the straight road

4. In what direction does an object fly if the force giving its centripetal acceleration suddenly disappear?
A. The object continuously moves in circular motion,
*B. The object moves in straight line at constant speed. C. The object changes its velocity in a
straight path.
D. Hard to determine where the object goes.

5. When a car turns around a curve and its speed doubled, what happens to the force between the road
and its wheels?
A. It doubles
*B. It increases four times
C. It is reduced to one-half
D. It is reduced to one-fourth

Journal entry:
Think and look for words and ideas that relate to the word on the box. Write the words and ideas on the lines
around the box.
J. Additional activities for application or
remediation
CENTRIPETAL FORCE
V. REMARKS

VI. REFLECTION
No. of learners who earned 80% in the A.
evaluation
B. No. of learners who require additional activities
for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked well?

Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?

School Guadalupe National HS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First ( Physics)
Time
DAY:

I. OBJECTIVES

The learner demonstrates understanding of work using constant force, power, gravitational potential energy,
kinetic energy, and elastic potential energy
A. Content Standards

B. Performance Standards
C. (S8FE-Ic-20)

 Identify situations in which work is done and in which no work is done

Learning Competencies / Objectives Write Objectives:

the LC code for each
[Link] work scientifically
[Link] situations in which work is done and in which no work is done.

II. CONTENT MODULE II: WORK, POWER AND ENERGY Lesson 8: WHAT IS WORK?

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages 18-19
2. Learner's Materials Pages 21-23
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Grade 8 First Quarter, pp. 29-30
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

State the Second Law of Motion
new lesson

Ask the students if they know the meaning of work. Emphasize to them that the meaning /definition of work and
B. Establishing a purpose for the Lesson the one that we use in Science are quite different from each other.
 Simple Demonstration:

Ask three students to demonstrate in the class the following actions/tasks:

Presenting examples / instances of the new a. Student 1 pushes the blackboard.

C. lesson b. Student 2 pulls a chair from one end of the room to the other end.
c. Student 3 pulls a chair then return it to its original place.

D.
Discussing new concepts and practicing new From the three demonstrations, which activity showed that work is done or no work done? Explain.
skills #1

E. Discussing new concepts and practicing new Do the Activity on Is there work done?
skills #2 Lesson Guide Grade 8 First Quarter pp. 29-30

Analysis:

1. Which of the four situations demonstrated or showed that work is done? Why?

2. Why do you think situation number 3 did not show that no work is done? Why?

F. Developing mastery 3. What is the effect of the force the object?

(Leads to Formative Assessment 3)
4. How will you relate the force and the direction of the motion?

5. When can we say that work is done?

 Agree or Disagree !!!
Ask the students to take a stand by showing thumbs up or thumbs down sign with the following statements.

1. Work does not necessarily mean physical labor.

2. If there is displacement in the same direction of the force then there is work automatically.
G. Finding practical applications of concepts and 3. Work done at a very limited time frame means there is high power output.
skills in daily living 4. If there is no force exerted, there won’t be any work output.
5. If force and distance move at an angle there is work one.

Work is present when the force exerted causes an object to have a displacement in the same direction of the
force. (You may use the picture on the lesson guide)
H. Making generalizations and abstractions about
the lesson

Identify situations in which work is done and in which no work is done. Write W if the situation shows work and
NW if no work.

I. Evaluating Learning 1. Lifting a box from the floor.

2. Pushing against the wall.
3. Pushing a box along the floor.
4. Carrying a bag of grocery
5. Raising a flag during the flag ceremony
How do you measure the amount of work done?
Illustrate how to calculate work and determine the corresponding units work.
Additional activities for application or J.
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why
did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First ( Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of work using constant force, power, gravitational potential energy,
kinetic energy, and elastic potential energy
A. Content Standards

B. Performance Standards
C. (S8FE-Ic-20)

 Identify situations in which work is done and in which no work is done

Learning Competencies / Objectives Write
the LC code for each Objective;
Calculate the amount of work done using appropriate units.

Module Ii: WORK, POWER AND ENERGY Lesson 9: CALCULATING WORK

II. CONTENT

III. LEARNING RESOURCES

A. References
19 – 20
1. Teacher's Guide Pages
24 – 25
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Grade 8 First Quarter, pp. 33-34
B. Other Learning Resource
 IV. PROCEDURES

A. Reviewing previous lesson or presenting the

When do we say that work is done?
new lesson
Students will watch a short video clip on how to
calculate the amount of work done on the object.
B. Establishing a purpose for the Lesson (please follow the link for the video clip on work
[Link]/watch?v=hQKYb7P5vwA)

Example of situational problems on work

C. 1. A box is dragged horizontally across a floor by a 100 N force acting parallel to the floor. What is the work
Presenting examples / instances of the new
done by the force in moving it through a distance of 8 m?
lesson

D. Do the Activity on Calculating Work, Lesson Guide Grade 8 First Quarter pp. 33-34
Discussing new concepts and practicing new
skills #1

Work problems to be solved by pair

1. A body moves through a distance of 4 m while a force F of 12 Newton acts on it. What is the work done by the
force on the body?
Discussing new concepts and practicing new
E. [Link] men exerted a force of 1080 N to push the car 218 m to the nearest fuel station. Determine the work done
skills #2
on the car.
J. Additional activities for application or Why is work considered a method of transferring energy?
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities
for remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked well?

Why did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First ( Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of work using constant force, power, gravitational potential energy,
kinetic energy, and elastic potential energy
A. Content Standards

B. Performance Standards
C. (S8FE-Ic-20)

 Identify situations in which work is done and in which no work is done

Objectives:
Learning Competencies / Objectives Write
[Link] the energy changes when energy is transferred from one body to another.
the LC code for each
[Link] examples of how energy is transferred

Module II: WORK, POWER AND ENERGY

II. CONTENT Lesson 10: Work Is A Method Of Transferring Energy

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages 20-21
2. Learner's Materials Pages 25-26
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
 Lesson Guide Grade 8 First Quarter pp 37-38
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

How will you compute the amount of work done by an object?
new lesson
Energy enable us to do work. It is likened to
money. Having a lot of energy is like having plenty of money. But having money is not enough to do useful
things. Money should be handed over to another person so it can do something. Energy is also like this. It
B. Establishing a purpose for the Lesson needs to be transferred to another body so it can do something useful.

Examples of situation that shows transfer of energy:

[Link] you push a book across the table, the energy from your moving arm is transferred from your body to the
book, causing the book to move.
C. Presenting examples / instances of the new 2. Fingers hitting piano keys transfer energy from the player’s hand to the keys.
lesson

D.
Discussing new concepts and practicing new Do the Activity - Lesson Guide Grade 8 First Quarter pp 37-38
skills #1
Analysis:
1. Is there work done on the ball?
E.
Discussing new concepts and practicing new 2. What can a moving ball do when it interacts with other object?
skills #2
3. What happens to the energy of the ball (doing the work) and the

bottle ( on which work is done)? Explain your answer.

F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the given activity

Cite other examples of energy transfer in your daily life situations.

G. Finding practical applications of concepts and
skills in daily living
 When energy is transferred, one body loses energy, where as another gains [Link] is a method of energy
transfer. When a body does work, it loses energy. The body on which work is done gains energy. Examples of
energy transfer are:
H. Making generalizations and abstractions about a. A spring vibrates after being stretched
the lesson b. A bicycle going uphill, which stops.

Direction: Choose the letter of the correct answer.

1. In which situation is there NO work done in the system?

a. A monkey climbing a tree

b. A person in an ascending elevator
c. A weight lifter lifting a barbell in the air
d. A stone whirled around the horizontal circle

2. Describe the energy changes that take place when the ball is thrown upward.
a. Potential to Kinetic
b. Kinetic to Potential
c. Both a and b
d. Cannot be determined

3. What happens to energy when it is transferred from one body to another?

a. Energy is gained.
b. Energy is destroyed.
I. Evaluating Learning c. It loses energy.
d. Both a and c

For numbers 4 and 5, Show complete solutions.

4. A ball with mass of 2 kg is dropped from a height of 60 m. What is the potential energy of the ball?
Assume that the reference position is the ground.

5. A book weighs 5.0 newtons when it is raised 1.5 meters. Calculate its increase in potential energy.

J. Additional activities for application or Explain how work is related to power.

remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
 (N) of stairs to climb the Expended Power
(m) stairs ( s ) (J) ( J/s )

Q1. Who among the group members had the highest power
output?
Q2. What is the highest power output?
Q3. Who among the group members had the lowest power
output?
Q4. What is the lowest power output?
Q5. What can you say about the work done by each member
of the group? Q6. Did each member perform the same
amount of work in climbing the stairs?
Q7. What factor/s determined the highest/lowest power output?

F. Developing mastery
Discuss the answers in the given activity
(Leads to Formative Assessment 3)
Your opinion here!

G. Finding practical applications of concepts If you were be given a chance to be the leader of the our country,
and skills in daily living how would you exercise your power of authority?

Power provides a measure of both the amount of work done

or the amount of energy expended and the time it takes to do it.
If you do a physical task quickly you have more power than when
you do the same task slowly.

In science, power is defined as the rate at which work is

done or the rate at which energy is expended, or is
transferred, or transformed. In equation, Power =
Making generalizations and abstractions
H. work/time
about the lesson
or
Power = energy/time
What is the SI unit of power? Since the SI unit of work is
joule and the SI unit of time is second, the SI unit of power is
Joule/second. This is given a special name,
watt, in honor of James Watt. So, 1 watt (W) = 1 joule
(J)/second (s)
 Direction: Choose the letter of the correct answer.

1. Which of the following statements indicates the best way to

increase power?
*A. increase the amount of work done in a given amount of
time, or do a given amount of work in less time
B. increase the amount of work done in a given amount of
time, or do a given amount of work in more time.
C. decrease the amount of work done in a given amount of
time, or do a given amount of work in less time .
D. decrease the amount of work done in a given amount of
time, or do a given amount of work in more time.

2. What does the power of a machine measures?

A. the work it does
I. Evaluating Learning
*B. its rate of doing work
C. the force it produces
D. its strength

3. A girl carries a heavy suitcase quickly up a flight of stairs.

A boy of the same weight carries the same suitcase slowly up
the flight of stairs. Which statement is true?
A. The girl did less work and had less power than the boy.
B. The girl had less power than the boy.
C. The girl did more work and had more power than the boy.
*D. The girl had more power than the boy

4. What is the power develop by a jumbo jet that cruises at

200 m/s when the thrust of its engine is 100,000 N?
A. 20,000 W B. 200,000W C.
20,000,000W D. 2000 W

5. The following the units to express power. Which is not

included?
A. N.m/s B. J/s C. watt D. N.m/s2

1. What are the different forms energy?

J. Additional activities for application or
remediation 2. What are the types of mechanical energy?

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First ( Physics)
Time

DAY: Tuesday
1. Define kinetic energy.
[Link] the speed and position of object to the amount of energy
I. OBJECTIVES
possessed by a body.
3. Calculate the kinetic energy of a moving body.
The learner demonstrates understanding of work using constant
force, power, gravitational potential energy, kinetic energy, and
A. Content Standards
elastic potential energy

B. Performance Standards
C. (S8FE-Id--22) (S8FE-Id-23)

• Differentiate potential and kinetic energy.

• Relate speed and position of object to the amount of
energy possessed by a body.
Learning Competencies / Objectives Write
the LC code for each Objectives:
1. Define kinetic energy.
[Link] the speed and position of object to the amount of energy
possessed by a body.
3. Calculate the kinetic energy of a moving body

Module II: WORK, POWER AND ENERGY

II. CONTENT Lesson 12: KINETIC ENERGY

III. LEARNING RESOURCES

 A. References
1. Teacher's Guide Pages 21
2. Learner's Materials Pages 26-28
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 43-44

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

How will you define power?
new lesson
Picture Analysis:

The student will look at the picture presented by the teacher.

B. Establishing a purpose for the Lesson

C. Presenting examples / instances of the What kind of energy does the boy possess? Explain your answer.
new lesson
D. Discussing new concepts and practicing Do the Activity on Exploring kinetic energy with ramps,
new skills #1 Lesson Guide Grade 8 First Quarter, pp 43-44
E. Analysis:
Discussing new concepts and practicing [Link] car will run fastest? Why do you think so?
new skills #2 [Link] does the amount of energy possessed by each car
affect its speed?

F. Developing mastery
(Leads to Formative Discuss the answers in the activity given.
Assessment 3)
How do kinetic energy applies to everyday life?

1.a running roller coaster

[Link] jaw when you are chewing
[Link] playing billiard, the energy is transferred from the stick
to a ball
G. Finding practical applications of concepts
4.A Slinky moving down a set of steps
and skills in daily living [Link] skis gliding down the mountain
[Link] molecules moving around in a room

The kinetic energy of an object is the energy that it

possesses due to its motion. It is defined as the work needed to
accelerate a body of a given mass from rest to its stated velocity.
Having gained this energy during its acceleration, the body
maintains this kinetic energy unless its speed changes.
If the masses {weights} are equal, the body with the greatest
velocity {speed} would have the highest kinetic energy. If the
velocities are equal, the body with the greatest mass would have
the highest kinetic energy.
The kinetic energy of an object is given by the equation:

H. KE = 1/2mv2, where m is the mass of the object and v is its

Making generalizations and abstractions velocity.
about the lesson The kinetic energy is proportional to the mass of the object.
According to Newton’s second law, F = ma, an object is
accelerated with a constant acceleration of a constant net force is
exerted on it. The work done on object is given by:

W = F. d. Thus the work done is W = (ma)d. Assume the object

was originally at rest, Vi = 0. As it accelerates, v2 = 2ad, or d = v2
/ 2a, since a is constant.
Therefore: W = mad
= ma (v2 / 2a)
= 1/2mv2
 Assessment:

Tell whether each statement is true or false:

1. When work that is done on a body increases its velocity,

then, there is an increase in the kinetic energy of the
body.
I. Evaluating Learning 2. The kinetic energy of a more massive object at rest is
greater than that of a less massive moving object.
3. If the velocity of a moving object is doubled, its kinetic
energy is also doubled.
4. The unit of kinetic energy is the same as the unit of
work.
5. The unit kg m2/s2 is also a unit of energy.

J.
Additional activities for application or What is potential energy?
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First (Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of work using constant

force power, gravitational potential energy, kinetic energy, and
A. Content Standards
elastic potential energy

B. Performance Standards
C. (S8FE-Id--22) (S8FE-Id-23)

• Differentiate potential and kinetic energy.

• Relate speed and position of object to the amount of
energy possessed by a body.
Learning Competencies / Objectives Write
the LC code for each Objectives:

1. State the meaning of potential energy.

2. Relate potential energy to work
3. Calculate the change in potential energy of a body

II. CONTENT Module II : WORK, POWER AND ENERGY

Lesson 13: POTENTIAL ENERGY

III. LEARNING RESOURCES

A. References
21-22
1. Teacher's Guide Pages
28-33
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 47-49

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

What is kinetic energy? Give the formula of kinetic energy
new lesson

Present the video to the class and have them watch the video
about the roller coaster ride
Establishing a purpose for the Lesson ([Link]
B.

C. After watching the video let the students brainstorm on what

they have viewed. Ask them: “What science concepts are
Presenting examples / instances of the new involved in the roller coaster? “Today, we will deal more on the
lesson
energy possessed by the roller coaster.”

D. Do Activity on Rolling Toy - Lesson Guide Grade 8 First Quarter

Discussing new concepts and practicing new pp 47-49
skills #1

E. Analysis:

Q1. What happens to the toy?

Discussing new concepts and practicing new Q2. What kind of energy is ‘stored’ in the rubber band? Q3.
skills #2 What kind of energy does a rolling toy have?
Q4. What transformation of energy happens in a rolling toy?

F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
G.
Actor and actress of the day

Ask 5 learners to give example of potential energy then each

Finding practical applications of concepts and
them will act the given situations. The audience will determine if
skills in daily living
the action taken by the actor/actress is example of potential
energy.
H. Potential energy, or stored energy, is the ability of a
system to do work due to its position or internal structure. For
example, gravitational potential energy is a stored energy
determined by an object's position in a gravitational field while
elastic potential energy is the energy stored in a spring.

As a form of energy, the SI units for potential energy are the joule
(J) or Newton-meter (N*m).

The change in the object’s gravitational potential energy is the

Making generalizations and abstractions
about the lesson work done in raising it to that height. Since the work done on the
object to raise it at that height is given by the equation, W = mgh
then, the change in the object’s gravitational potential energy is
ΔPE = mgh where h = the height above the reference level. If the
object is raised from the ground, the reference level is the
ground. If the object, however, is raised from the table, the table
is the reference level.
(Note: The teacher may the previous activity on power to
gravitational potential energy)
 Direction: Read the questions below and choose the letter of the
correct answer.

1. A roller coaster climbing the first hill is an example of

A. building kinetic energy.
*B. building potential energy.
C. gravitational forces.
D. nuclear energy.

2. Of the following units, the one that is a unit of potential

energy is?
A. Newton
*B. Joule
C. Meter
D. Liter

3. A stationary object may have

I. Evaluating Learning *A. potential energy
A. velocity
B. kinetic energy
C. acceleration

4 . A 50 kilogram object is located 5 meters above the

ground level. Find its potential energy.
*A. The object's potential energy is 2450 J.
B. The object's potential energy is 24.50 J.
C. The object's potential energy is 2.450 J.
D. The object's potential energy is 245.0 J.

5. A 12 kg cat who is resting on a tree has a potential

energy of 50 Calculate its position (height) relative to the
ground.
A. The cat is located 0.43 m above the ground.
*B. The cat is located 0.43 m above the ground.
C. The cat is located 0.43 m above the ground.
D. The cat is located 0.43 m above the ground.
J. Journal entry:
Additional activities for application or Write a short paragraph on how potential and kinetic energy is
remediation related to your life.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date
Quarter First (Physics)
and Time

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of the propagation of

A. Content Standards
sound through solid, liquid and gas.
B. Performance Standards
C. S8FE –Ie-24
 Infer how the movement of particles of an object affect the
Learning Competencies / Objectives speed of sound through it.
Write the LC code for each
Objective:
Infer that sound consists of vibrations that travel through the air.

Module III: SOUND

II. CONTENT
Lesson 14: PROPAGATION OF SOUND
 III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 49 - 51
2. Learner's Materials Pages pp. 71 – 73
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 52 - 54

IV. PROCEDURES

A. Reviewing previous lesson or

Differentiate kinetic from potential energy.
presenting the new lesson
Guessing game:

Let the students guess the answer to the question, “ What is a

vibration produced by a vibrating body”. They may decode the term
by dialing the numbers 76863, in the keypad below.

C ABC DEF
B. Establishing a purpose for the Lesson
2 3
GHI JKL MNO
4 5 6
PQRS TUV WXYZ
7 8 9

0
C. Presenting examples / instances of the Why do sound vibrates?
new lesson How does it travel through space?

D. Discussing new concepts and

practicing Do the activity on Sound, Lesson Guide G-8 First Quarter pp. 52-53
new skills #1
 Q1. What is the purpose of tapping the tuning fork to a wood or
rubber sole?
Q2. What causes sound?
Q3. What happens to the loudness as you move the tuning fork from
Discussing new concepts and
E. up and down?
practicing
Q4. Can sound be transmitted if there is no matter to form a
new skills #2
medium?
Q5. How is sound created and transmitted?
Q6. What property of a sound wave determines the pitch of a
sound?

F.
Developing mastery Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
How do you know that there is an approaching train? If you
G. Finding practical applications of are living near a railway, how does it affect your emotion?
concepts
and skills in daily living

H.
Sound waves are produced by vibrating objects. They are
Making generalizations and abstractions propagated through a medium from the source. Sound waves are
longitudinal waves. Particles of the medium vibrate in the direction of
about the lesson
wave motion.
Write TRUE if the statement is correct and FALSE if the statement is
wrong.
1. Sound is a mechanical waves propagating in space.
2. Sound does not need a medium to propagate.
I. Evaluating Learning
3. Sound wave is a longitudinal wave.
4. Particles of the medium vibrate in the direction of wave
motion.
5. Sound carries energy.
Bring the following materials by group for the next activity:
1 dowel or 1 wooden rod
1 blue bead
4 colored beads
3 inches of tape 2
J. Additional activities for application or large books
remediation scissors
5 pieces of string
paper slinky
spring
transistor radio

V. REMARKS
VI. REFLECTION

No. of learners who earned 80% in the A.

evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did

I
Use or discover which I wish to share with
other teachers?

School Guadalupe National HS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date
Quarter First (Physics)
and Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of the propagation of

A. Content Standards
sound through solid, liquid and gas.
B. Performance Standards
C. S8FE –Ie-24
 Infer how the movement of particles of an object affect the
speed of sound through it.
Learning Competencies / Objectives
Write the LC code for each
Objective:
At the end of the activity, learners will be able to infer that sound is
transmitted in air through vibrations of air particles
Module III: SOUND
II. CONTENT Lesson 15: PROPAGATION OF SOUND

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 49 - 51
2. Learner's Materials Pages pp. 71 – 73
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 55 - 58

IV. PROCEDURES

A. Reviewing previous lesson or What is sound wave?

presenting the new lesson How is sound produced?

B. Establishing a purpose for the Lesson How do you communicate to your love ones miles away from you?
C. Presenting examples / instances of the
new lesson

If you flock the string of the guitar one by one how do the sound
differs?

D. Discussing new concepts and

Do the activity on Transmitting Sound, Lesson Guide G-8 First
practicing new
Quarter pp. 55-56
skills #1
1. What happens to the other colored beads when the blue bead
E. Discussing new concepts and is tapped?
practicing new 2. Are there occasion when the beads converge then expand?
skills #2 3. Are there converging and expanding parts of the slinky?
4. How then is sound classified as a wave?
F. Developing mastery
Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
G. Why are sound important in: 
Finding practical applications of Communication
concepts • Signaling system
and skills in daily living • Music
H. Making generalizations and The material through which sound travels is known as the medium.
abstractions about the The medium can be a solid, liquid, or a gas. Sound needs a medium
lesson to travel. It cannot travel through vacuum.
 Direction : Choose the letter of the correct answer.

1. Sound is an example of
*A. a longitudinal wave.
B.. a wave that can travel through a vacuum.
C. a transverse wave.
D. a wave that does not transmit energy.

2. When sound travel through air, the air particles_______.

*A. vibrate along the direction of wave propagation
B. vibrate but not in any fixed direction
C. vibrate perpendicular to the direction of wave propagation
D. do not vibrate
I. Evaluating Learning 3. Sound is produced due to _____
A. Friction B. circulation *C.
vibration D. refraction

4 Sound passes from one place to another in the form of

A. Rays *B. waves
C. energy D. light

5. Sound waves have

A. Amplitude only
B. Frequency and wavelength only
*C. Amplitude, frequency and wavelength
D. Amplitude and wavelength only

Define the following characteristics of sound.

• Frequency
• Amplitude
J. • Pitch
Additional activities for application or • Loudness
remediation • Intensity
• speed

Reference: any PHYSICS book

V. REMARKS

VI. REFLECTION
No. of learners who earned 80% in the A.
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?

G. What innovation or localized materials did

I
Use or discover which I wish to share with
other teachers?

School Guadalupe National HS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date
Quarter First
and Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of the propagation of

A. Content Standards
sound through solid, liquid and gas.
B. Performance Standards
C. S8FE –Ie-24
 Infer how the movement of particles of an object affect the
speed of sound through it.
Learning Competencies / Objectives
Objectives:
Write the LC code for each
[Link] the different characteristics of waves;
2. Determine their frequency and wavelength; and
3. Compute the wave speed based on the frequency and
wavelength
Module III: SOUND
II. CONTENT Lesson 16: CHARACTERISTICS OF SOUND

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 51 - 52
2. Learner's Materials Pages pp. 75 – 77
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 58 - 61

IV. PROCEDURES

A. Reviewing previous lesson or

Differentiate the propagation of sound in solid, liquid and in gas
presenting the new lesson

Students will be asked to produce sound by:

B. Establishing a purpose for the Lesson • whispering,
• singing, and  shouting.

C. Presenting examples / instances of the

Ask them how sound differ in the three situation.
new lesson
D. Discussing new concepts and
Do the activity on , Lesson Guide G-8 First Quarter pp. 58-59 or LM
practicing new
pp75 -77
skills #1
Discussing new concepts and
practicing new 1. When there are more waves passing through the reference
skills #2 point in a period of time, which wave characteristic also
E. increases?

2. When there are more waves passing through the reference

point in a period of time, what happens to the wavelength of the
 waves?
F. Developing mastery
Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
G. Finding practical applications of Discuss the importance of Doppler effect in daily occurrences.
concepts and skills in daily living
• Sound differ from one another in loudness, intensity, pitch and
quality. Sound waves have frequency, wavelength and speed. 
H. Making generalizations and Loudness depends on the amplitude of vibration.
abstractions about the • Intensity depends on the amplitude of vibration and the area of
lesson vibrating body perpendicular to the direction of wave motion.
• Pitch depends on the frequency of vibration. Pitch is the frequency
of a sound as perceived by human ear. A high
frequency gives rise to a high pitch note and a low frequency
produces a low pitch note. Figure 2 shows the frequencies of same
common sounds. The pitch of sound goes up and down.
 Sound quality distinguishes one sound from another.

Word search: Find word or words that are related to sound

A A P I T C H L L M I
X X D G H J I L S X X
S S S D F G H D D D D
Q I N T E N S I T Y Q
I. Evaluating Learning
W E W E R O O H K K Q
L O U D N E S S I I Q
T Y R D G F D H H J Q
O O K K Q U A L I T Y
C F R E Q U E N C Y R
1. Differentiate the speed of sound in three medium

J. Additional activities for application or a. solid

remediation b. liquid
c. gas
see also the list of materials for the next activity (LM pp. 78)

V. REMARKS

VI. REFLECTION
No. of learners who earned 80% in the A.
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did

I
Use or discover which I wish to share with
other teachers?

School Guadalupe National HS Grade Level Grade 8

 GRADES 1 to 12 Teacher Cherry Mae B. Corria Learning Area Science
Daily Lesson Log Teaching Date
and Time Quarter First (PHYSICS)

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of the propagation of

A. Content Standards
sound through solid, liquid and gas.
B. Performance Standards
C. S8FE –Ie-24
 Infer how the movement of particles of an object affect the
speed of sound through it.
Learning Competencies / Objectives
Write the LC code for each
Objective:
At the end of the activity, you will be able to distinguish which
material transmits sound the best.
Module III: SOUND Lesson 17:
II. CONTENT SPEED OF SOUND

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 52 - 53
2. Learner's Materials Pages pp. 78 – 80
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 62 - 65

IV. PROCEDURES

A. Reviewing previous lesson or

Differentiate the different characteristics of sound.
presenting the new lesson
Place your ear against one end of a tabletop. Ask a friend
to gently tap the other end of the table with a pencil or a ruler. What
B. Establishing a purpose for the Lesson happens? Then ask your friend to gently tap the other end of the
table but this time make sure that your ear is above the other end of
the table. What happens?
C. On which situation did you encounter louder and more
Presenting examples / instances of the
pronounced sound? On which situation did you encounter the sound
new lesson
earlier?
D. Discussing new concepts and Do the activity on Sound Race.. Where does Sound Travel Fastest?,
practicing new Lesson Guide G-8 First Quarter pp. 62 - 63 or LM pp. 78 -79
skills #1
1. Did you hear the watch tick when you held it at arm's length?
When you held it against the wooden dowel?
When you held it against the metal rod?

2. Did you hear the mobile phone vibrate when you held it at
arm's length? When you held it against the wooden dowel? When
you held it against the metal rod?

3. Based on your observations, which is a better carrier of

sound? Air or wood? Air or water? Air or metal? Water or metal?
Discussing new concepts and
E.
practicing new
4. How did the sound of the spoon change when the string was
skills #2
held against your ears?

5. When the ringing of the spoon was too quiet to be heard

through the air, could it be heard through the string?

6. Is the string a better carrier of sound than air?

7. Through which material does sound travel fastest?

8. Through which material did sound travel the slowest?

9. Why does sound travel fastest in solids and slowest in air?

10. Do you have any idea what makes sound move fast in solids?

( Note: If there is still time teacher may present a video clip on the
F. Developing mastery transmission of sound [Link]/watch?v=GkNJvZINSEY)
(Leads to Formative Assessment 3)

G. If you will make an improvised toy telephone to be given to your

Finding practical applications of baby brother or sister, what are the best materials for the toy
concepts telephone to have a very clear voice transmission
and skills in daily living
 Why does sound travel faster in solids than in liquids, and faster in
liquids than in gases (air)?

Sound is nothing more than a local disturbance whose propagation

is facilitated by the collisions between particles; this disturbance
propagates in a longitudinal wave; imagine one molecule hitting the
next molecule, and then that molecule hitting the next, and so forth.
Making generalizations
H. The distances between molecules in solids are very small, i.e.,
and abstractions about
solids are denser - as compared to liquids and gases. Because they
the lesson
are so close, than can collide very quickly, i.e. it takes less time for a
molecule of the solid to 'bump' into its neighbor. Solids are packed
together tighter than liquids and gases, hence sound travels fastest
in solids. The distances in liquids are shorter than in gases, but
longer than in solids. Liquids are more dense than gases, but less
dense than solids, so sound travels 2nd fast in liquids. Gases are
the slowest because they are the least dense: the molecules in
gases are very far apart, compared with solids and liquids.
 Direction: Read the following and write the best letter of your choice.

1. Sound waves travel faster in water than in air because water

has a greater ___________.
A. density.
* B. elasticity.
C. number of molecules.
D. volume.
2. When a wave travels through a medium_____.
A. particles are transferred from one place to another
B. energy is transferred in a periodic manner
*C. energy is transferred at a constant speed
D. none of the above statements is applicable

3. When sound travels through air, the air particles ______.

*A. vibrate along the direction of wave propagation
B. vibrate perpendicular to the direction of wave
I. Evaluating Learning
propagation
C. vibrate perpendicular to the direction of wave
propagation
D. do not vibrate

4. Sound waves do not travel through

A. solid
B. liquid
C. gases
D. vacuum

5. The method of detecting the presence, position and direction

of motion of distant objects by reflecting a beam of sound waves
is known as _____.

A. RADAR * B. SONAR
C. MIR D. CRO

J. Prepare a table indicating the different temperature of the medium

Additional activities for application or
(solid, liquid and gas) and the speed of sound.
remediation

V. REMARKS
 No. of learners who earned 80% in the A.
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did

I
Use or discover which I wish to share with
other teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of the propagation of

A. Content Standards
sound through solid, liquid and gas.
B. Performance Standards
C. S8FE-Ie-25
 Investigate the effect of temperature to speed of sound
Learning Competencies / Objectives Write through fair testing
the LC code for each
Objective:
Determine how temperature affects the speed of sound.
Module III: SOUND
II. CONTENT Lesson 17: EFFECT OF TEMPERATURE TO THE SPEED
OF SOUND
 III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 53
2. Learner's Materials Pages pp. 82 - 85
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 66 - 69

IV. PROCEDURES

A. Reviewing previous lesson or presenting Why does sound travel faster in solids than in liquids, and faster in
the new lesson liquids than in gases (air)?

Picture Analysis:

B. Establishing a purpose for the Lesson

Figure 1 shows how sound waves varies during the day and
during the night

Look closely the picture, any similarities and differences that

you can give about the picture? Let the students point out their
answers. (answers may vary)
C. Presenting examples / instances of the How about the arrow on the picture, what does it tell about
new lesson sound?
Now, let us find what happens to the speed of sound when
the temperature changes? Be ready for our activity.

Discussing new concepts and practicing Do the activity on Faster sound… In hotter or cooler?
D. new skills #1 Lesson Guide G-8 First Quarter pp. 67 or LM pp. 83- 84
E.
1. Which cylinder gave the loudest sound?
2. Which cylinder gave the highest pitched sound?
3. If pitch is directly dependent on frequency, then, which
Discussing new concepts and practicing
cylinder gives the highest frequency sound?
new skills #2
4. Since wave speed is directly dependent on frequency, then,
which cylinder gives the fastest sound?
5. How would you relate the temperature of the medium with the
speed of sound?

F. Developing mastery Discuss the answers in the activity given.

(Leads to Formative Assessment 3)
G. Finding practical applications of concepts Why do we hear loud sound of music on a hot day than on rainy
and skills in daily living day?
 Temperature is a condition that affects the speed of sound.
Heat, like sound, is a form of kinetic energy. Molecules at higher
temperatures have more energy, thus they can vibrate faster. Since
the molecules vibrate faster, sound waves can travel more quickly.
The speed of sound in room temperature air is 346 meters per
second. This is faster than 331 meters per second, which is the
speed of sound in air at freezing temperatures. For every degree rise
in temperature, the increase in the speed of sound is 0.6m/s. At 00C,
the speed of sound in air is 331m/s. At 10C, the speed will become
331.6m/s. This is determined by the use of the equation:

v = 331m/s + (0.6m/s0C) T

where v is the speed of sound

T is the temperature of the air. At
a temperature of 10C
V = 331m/s + (0.6m/s0C) (10C) V = 331.6 m/s.

Speed of Sound

358.0 m/s
H. Making generalizations and abstractions
about the lesson

343.6 m/s

330.4 m/s

Figure 2 shows how speed of sound varies with temperature

From the above figure, notice that the speed of sound

varies directly with the temperature-as the temperature increases,
the speed of sound also increases.

One thing to keep in mind is that this formula finds the

average speed of sound for any given temperature. The speed of
sound is also affected by other factors such as humidity and air
pressure.
 Direction: Choose the letter of the correct answer.

1. How would you relate the temperature of the medium with the
speed of sound?
A. The higher the temperature, the faster the sound travels.
B. The higher the temperature, the slower the sounds travel.
C. The lower the temperature, the faster the sound travels.
D. The lower the temperature, the slower the sound travels.

2. What is the speed of the sound in air of 250 C temperature?

I. Evaluating Learning A. 336m/s B. 325m/s
C. 346m/s D. 355m/s

3. Calculate the speed of sound if the temperature of the

vibrating water is 28°C?
A. 346m/s B. 347.8m/s
C. 350m/s D. 349.1m/s

4. In which of the following will the movement of particles be the

fastest?
A. 30°C of water B. 50°C of water
C. 70°C of water D. 90°C of water

5. Which of the following quantities tells how hot or cold an object is

with respect to some standard?
A. Density B. Mass
C. Pressure D. Temperature
J. Additional activities for application or
remediation What are the properties of sound?

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the A.

evaluation
B. No. of learners who require additional activities
for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked well?

Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of the propagation of

A. Content Standards
sound through solid, liquid and gas.
B. Performance Standards
C. S8FE-Ie-25
 Investigate the effect of temperature to speed of sound
Learning Competencies / Objectives Write through fair testing
the LC code for each
Objective:
Observe how sound waves reflect and refract.
Module III: SOUND
II. CONTENT Lesson 19: PROPERTIES OF SOUND

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 53 - 54
2. Learner's Materials Pages pp. 85 - 89
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 70 - 76

IV. PROCEDURES

A. Reviewing previous lesson or presenting

How does the temperature affect the speed of sound?
the new lesson
 Why do lots of people love to sing inside the bathroom?
(possible answers: because of privacy; hard wall surfaces of the
B. Establishing a purpose for the Lesson
bathroom bring about multiple reflection of sound that create
pleasing sound; echoes are produce)
Why do you think open field concerts are usually held during
nighttime?
Presenting examples / instances of the
C. new lesson (possible answer: Sound is heard well in far areas during nighttime
that daytime).

D. Discussing new concepts and practicing Do the activity on Properties of Sound, Lesson Guide G-8 First
new skills #1 Quarter pp. 74- 76

Station 1: Reflection of Sound Waves Questions:

1. Compare the clearness of sound without the book and with

the book as barrier.

2. What happens to the sound waves as it hits the book?

3. Draw the path of sound waves

4. Give example of a reflected sound.

Discussing new concepts and practicing
E.
new skills #2
5. How is echo differentiated from reverberation?

Station 2: Refraction of Sound Waves

Questions:

1. What happens to the loudness of the sound produced by the

radio if it is in front of the electric fan? Explain your
answer.

2. If the radio is against the electric fan, what happens to the

loudness of the sound? Why?

3. Sketch the direction of sound waves in the two given

situations.

4. What property of sound is involved?

F. Developing mastery Discuss the answers in the activity given.
(Leads to Formative Assessment 3)

Use the concept of reflection and

G.
refraction to explain the pictures

Finding practical applications of concepts

and skills in daily living
 Waves have some common properties. The study of the properties
of sound waves is called acoustics. Sound waves are reflected when
they hit a barrier.

Reflection of sound waves off of surfaces is also affected by the

shape of the surface. A flat or plane surfaces reflect sound waves in
such a way that the angle at which the wave approaches the surface
equals the angle at which the wave leaves the surface.

Reflection of sound waves off of surfaces can lead to one of two

phenomena - an echo or a reverberation. Multiple reflections are
called reverberation. A reverberation often occurs in a small room
with height, width and length dimensions of approximately 17 meters
or less. This best fits the bathroom which enhances the voice.

Refraction of sound on the other hand is describe as the change in

Making generalizations and abstractions speed of sound when it encounters a medium of different density.
about the lesson Sound travels faster in hotter media. This change in speed of sound
H. during refraction is also manifested as sort of “bending” of sound
waves.

Figure 2 Refraction of sound waves

 Direction: Choose the best answer among the 4 choices.

1. An echo occurs when sound

A. is transmitted through a surface.
B. is reflected from a distant surface.
C. changes speed when it strikes a distant surface. D. all of
the above

2. The change in direction of a sound wave around corners is

called
A. diffraction B. interference C. refraction
D, interference

3. You can hear noises a long distance away over water at night
because
I. Evaluating Learning A. of lowered temperature.
B. water conducts sound better at night.
C. sound is reflected off water more efficiently at night.
D. of refraction of sound in air.

4. The method of detecting the presence, position and direction

of motion of distant objects by reflecting a beam of sound waves
is known as _____.
A. RADAR B. SONAR C. MIR
D. CRO

5. The technique used by bats to find their way or to locate

food is _______.
A. SONAR B. RADAR
C. ECHOLOCATION D. FLAPPING

J. Additional activities for application or

remediation What is light?

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the A.

evaluation
B. No. of learners who require additional activities for
remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
 lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked well?

Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?

School Guadalupe National HS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First (Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of some properties and

A. Content Standards characteristics of visible light.

The learner shall be able to discuss phenomena such as blue

B. Performance Standards sky, rainbow and red sunset using the concept of wavelength
and frequency of visible light
C. (S8FE-If-26)
 Demonstrate the existence of the color components of
visible light using a prism or diffraction grating

Learning Competencies / Objectives Write Objectives:

the LC code for each 1. Describe refraction.
2. Use refraction to explain apparent changes of the positions
of things we see.
3. Describe the behavior of light as it travels from one
medium to another.
Module IV: LIGHT
II. CONTENT Lesson 20: REFRACTION OF LIGHT RAYS

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages 55-56
2. Learner's Materials Pages 94-97
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

How do sound waves reflect and refract?
new lesson
Light exhibits the characteristics and properties of a wave. Light
tends to travel in a straight line, unless it is acted on by
some external force or condition. "What kinds of forces or
B. Establishing a purpose for the Lesson conditions can affect light, and how?" To answer this
question, we start with what we can see in everyday life.
from each other.

Why do our finger look swollen or big when we dip it into

C. the water? Ask the students if they know the meaning of work.
Presenting examples / instances of the new
Emphasize to them that the meaning /definition of work and the
lesson
one that we use in Science are quite different.
D. Discussing new concepts and practicing new Activity-See Lesson Guide pp 77-78
skills #1
E. Analysis:

Part A:
1. List and arrange the observed colors according to how
Discussing new concepts and practicing new
they appear on the paper.
skills #2
Part B.
2. Describe the position of the different colors after passing
through the prism

3. Explain the dispersion of white light. Why is the prism or

water able to separate the colors of white light?

4. Compare your results in the first part with your results in

the second part. Are there any differences? What might
account for the differences?

5. What did you observe with the indices of refraction of the

colors of light in the acrylic prism?

6. How would this indices of refraction account for the

arrangement of colors of light?

F.
Developing mastery Discuss the answers in the activity given
(Leads to Formative Assessment 3)
G

Finding practical applications of concepts and

skills in daily living

When driving on a black road on a hot day, you may see

what appear to be a puddle of water up ahead of you. But when
you get there, it is dry. Why?
What is this phenomenon called? (a mirage)
H. Light travels in a straight line. This is so as long as long as the
medium in which it is traveling is uniform all throughout.
When light crosses a boundary between two transparent media
of different optical densities, light bends. The bending of light due
to change in its speed is called refraction. When light travels from
air to water, the speed of light decreases because the optical
density of water is greater than air.

Light travels in
Making generalizations and abstractions a straight line. This is so as long as long as the medium in which
about the lesson it is traveling is uniform all throughout. When light crosses a
boundary between two transparent media of different optical
densities, light bends. The bending of light due to change in its
speed is called refraction. When light travels from air to water,
the speed of light decreases because the optical density of
water is greater than air.

In figure 3, θi is the angle of incidence and θr is the angle of

refraction (the angle between the outgoing ray, in the medium,
and the normal to the boundary).

As light enters an optically more dense material, the angle of

refraction is smaller than the angle of incidence-the light bends
toward the normal. Likewise, if light passes from an optically
dense medium to a less dense medium, the light bends away
from the normal.
A known indicator of the optical density of a material is the
index of refraction of the material. Index of refraction represented
by the symbol n is the ratio of the speed of light in vacuum and its
speed in another medium. In symbols;
n= speed of light in a vacuum
 speed of light in material

The ratio is always greater than 1. For water, n is

usually equal to 1.360 while air is more or less comparable to
vacuum so its n is 1.000.

In figure 3, θi is the angle of incidence and θr is the able of

refraction (the angle between the outgoing ray, in the
medium, and the normal to the boundary).

As light enters an optically more dense material, the angle

of refraction is smaller than the angle of incidence-the light bends
toward the normal. Likewise, if light passes from an optically
dense medium to a less dense medium, the light bends away from
the normal.

A known indicator of the optical density of a material is the

index of refraction of the material. Index of refraction represented
by the symbol n is the ratio of the speed of light in vacuum and its
speed in another medium. In symbols;
n= speed of light in a vacuum
speed of light in material

The ratio is always greater than 1. For water, n is

usually equal to 1.360 while air is more or less comparable to
vacuum so its n is 1.000.

Direction: Complete each statement by supplying the

correct term. You may choose the answer from the box below.

Refraction bends towards the normal

Mirage incident ray

I. Evaluating Learning bends away from the normal medium

1. The bending of light when it passes obliquely from one

medium to another is known as ________. (refraction)

2. Refraction is the bending of light from one ________ to

another. (medium)

3. When light passes from a less dense to a denser medium,

 it
_____.
(bends towards the normal)

4. When a light ray passes from water to air (denser to a less

dense medium), its path __________. (bends away from the
normal)

5. The phenomenon that motorists observe on hot days when

the road seems to be covered with water. (mirage)

J. Additional activities for application or What are the different colors of light?
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation who scored below 80%

C. Did the remedial lessons work? No. of learners who

have caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked well?

Why did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?
G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
 School Guadalupe National HS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First (Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of some properties and

A. Content Standards
characteristics of visible light.

The learner shall be able to discuss phenomena such as blue sky,

B. Performance Standards rainbow and red sunset using the concept of wavelength and
frequency of visible light
C. (S8FE-If-26)
 Demonstrate the existence of the color components of
visible light using a prism or diffraction grating.

Objectives:
Learning Competencies / Objectives
Infer that:
Write the LC code for each
(a) white light is made up of many different colors of light and
(b) each of these colors of light bends differently when it strikes
objects like a prism.

Module IV: LIGHT Lesson

II. CONTENT 21: DISPERSION

III. LEARNING RESOURCES

A. References

1. Teacher's Guide Pages

57-60
 2. Learner's Materials Pages
98-100

3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the Describe the behavior of light as it passes from one medium to
new lesson another

B. Establishing a purpose for the Lesson

What do you see in the picture?

Are you fond of rainbow hunting?

Presenting examples / instances of the new

C. Have you ever wondered how rainbow appears in a clear sky?
lesson
How rainbow form and what are the colors of the rainbow?

D. Discussing new concepts and practicing new

Activity-see Lesson Guide pp. 82-83
skills #1
 Analysis:

Part A:
1. List and arrange the observed colors according to how they
appear on the paper.

Part B.
2. Describe the position of the different colors after passing
through the prism.

3. Explain the dispersion of white light. Why is the prism or

Discussing new concepts and practicing new
E. water able to separate the colors of white light?
skills #2
4. Compare your results in the first part with your results in the
Second part. Are there any differences? What might account
for the differences?

5. What did you observe with the indices of refraction of the

colors of light in the acrylic prism?

6. How would this indices of refraction account for the

arrangement of colors of light?

F. Developing mastery
Discuss the answer in the activity given
(Leads to Formative Assessment 3)

Do you agree in the saying that “At the end of a rainbow is a pot
of gold”. Why or why not.

Finding practical applications of concepts and

skills in daily living
G.
 Upon passage through the prism, the white light is
separated into its component colors - red, orange, yellow, green,
blue and violet. The separation of visible light into its different
colors is known as dispersion. Dispersion is a special kind of
refraction which provided us colors of light. It occurs whenever
there is a process that changes the direction of light in a manner
that depends on wavelength. Dispersion can occur for any type of
wave and always involves wavelength-dependent processes. For
a given medium, n increases as wavelength decreases and is
greatest for violet light. Thus violet light is bent more than red
H. light, as can be seen with a prism. Refer to the figure below.

Making generalizations and abstractions

about the lesson

Figure 1. Dispersion of white light into bands of colors In a

rainbow, light enters a drop of water and is reflected from the back
of the drop. The light is refracted both as it enters and as it leaves

the drop.

The formation of a rainbow involves a series of physical

phenomena - reflection, refraction, dispersion and total internal
reflection. The occurrence of each of these is due to the
interaction of light with air and water and the boundaries between
them.
 Fill in the missing term:

1. The splitting of white light into several colors on passing

through a glass prism is due to____.
2. When does a rainbow occur in nature? _____
3. Rainbow formation is due to_____.
4. Which color is bent the most? ____
5. Which color is bent the least? ___
I. Evaluating Learning
Answers:

1. Dispersion
2. After the rainstorm, when the sun comes out
3. the properties of light namely reflection, refraction ,total
internal reflection and dispersion
4. violet
5. red

J. Which colors of light receives least energy? Most energy? Explain

Additional activities for application or your answer.
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?
G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?

School Guadalupe National HS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Cherry Mae B. Corria Learning Area Science
Teaching Date and
Quarter First (Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of some properties and

A. Content Standards characteristics of visible light.

The learner shall be able to discuss phenomena such as blue sky,

B. Performance Standards rainbow and red sunset using the concept of wavelength and
frequency of visible light
C. (S8FE-If-27)
 Demonstrate the existence of the color components of
visible light using a prism or diffraction grating

Learning Competencies / Objectives Write Objectives:

the LC code for each Infer that:
1. energy of the colors of light increases as one goes towards
the right side of the color spectrum;
2. red light has the least energy and violet light has the most
energy.
 Module IV: LIGHT
II. CONTENT Lesson 22: COLORS IN RELATION TO ENERGY

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages 61
2. Learner's Materials Pages 103-105
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the Describe the position of the different colors after passing through
new lesson the prism.

Why do you think we tend objects as having fixed colors?

B. Establishing a purpose for the Lesson

For example, an apple is red. In reality, an object’s appearance

results from the way it reflects the particular light that is falling on
C. Presenting examples / instances of the new
it. Under white light, the apple appears red because it tends to
lesson
reflect light in the red portion of the spectrum and absorb light.

D. Discussing new concepts and practicing new Activity see Lesson Guide pp. 85-86
skills #1
Analysis:

1. Which thermometer registered the lowest temperature?

2. Which thermometer registered the highest temperature?
3. Which colored plastic allowed more energy to pass through
E. Discussing new concepts and practicing new it?
skills #2 4. Which colored plastic allowed the least energy to pass
through it?
5. From your answers in 3 and 4, which color of light has the
least energy? The most energy?
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)

Explain the following:

1. Why the sky is blue?

The sky appears blue because of the scattering of blue and violet
light from the sunlight in the atmosphere. Violet light is more
scattered than blue light; however, our eyes are most sensitive to
blue, thus we see a blue sky.

2. Why the sunset is red?

During sunset, the path through which the light travels in the
G Finding practical applications of concepts and
atmosphere becomes longer. As a consequence, more blue and
skills in daily living
violet are scattered from sunlight. Thus, less blue light reaches the
ground and the light that reaches the Earth’s surface is red.

3. Why the clouds are white?

Clouds are made up of cluster of water droplets of different sizes.
Since the color of scattered light depends on the size of the
particles, the different-size clusters scatter a variety of colors. The
smallest clusters scatter blue light resulting in blue clouds; the
medium-sized cluster make green and the larger ones make red.
The combination of these result in white cloud
Making generalizations and abstractions Energy is directly proportional to the frequency of the light. The
about the lesson list of colors goes from low frequency to high frequency. Red
Orange Yellow Green Blue Indigo Violet. Red has the lowest
frequency, so red has the lowest energy. Violet has the highest
frequency, so violet has the highest energy.

H.

Our eyes are sensitive to light which lies in a very small region of
the electromagnetic spectrum labeled "visible light". This "visible
light" corresponds to a wavelength range of 400 - 700 nanometers
 (nm) and a color range of violet through red. The human eye is
not capable of "seeing" radiation with wavelengths outside the
visible spectrum. The visible colors from shortest to longest
wavelength are: violet, blue, green, yellow, orange, and red.
Ultraviolet radiation has a shorter wavelength than the visible
violet light. Infrared radiation has a longer wavelength than visible
red light. The white light is a mixture of the colors of the visible
spectrum. Black is a total absence of light.

Directions: Choose the letter of the correct answer.

1. Which of the following lights has the highest frequency?
a. red b. blue
c. green d. violet

2. What do different wavelengths of light represent?

speed b. amplitude
colors d. frequency

3. A rainbow usually appears in the sky after a rain. Which

of the following statements best explain this observation?
a. Raindrops acts as prism separating sunlight into colors.
b. The white clouds actually prism composed of different
I. Evaluating Learning colors.
c. The colors of the rainbow comes from the raindrops in the
atmosphere
d. When sunlight is reflected by the ground towards the
clouds, it separate into different colors.

4. Which of the following has the longest wavelength?

a. red b. violet
c. orange d. green

5. The process of separating white light into bands of colors using

a prism is known as _________. a. refraction
b. dispersion
c. reflection
d. diffraction

J. Additional activities for application or Prepare a color wheel.

remediation Please refer to LM pp. 103 – 105 for the materials and procedure.

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
 School Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First (Science)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of some properties and

A. Content Standards
characteristics of visible light.

The learner shall be able to discuss phenomena such as blue

B. Performance Standards sky, rainbow and red sunset using the concept of wavelength
and frequency of visible light
C. S8FE-If-28
 Explain that red is the least bent and violet the most bent
according to their wavelengths or frequencies.

Objectives:
Learning Competencies / Objectives Write
Infer that:
the LC code for each
1. light is composed of colors of different frequencies and
wavelength;
2. the frequencies of the colors of light are inversely
proportional to the wavelength;
3. the arrangement of colors of light shows the hierarchy of
the color’s corresponding energy.
 Module IV: LIGHT
II. CONTENT Lesson 23: REFRACTIVE INDEX OF THE COLOR OF LIGHT

III. LEARNING RESOURCES

A. References
61
1. Teacher's Guide Pages
105-110
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

new lesson Which colors of light has the least energy? Most energy?

Study and analyze the pictures of the stars at night.

B. Establishing a purpose for the Lesson

C. Presenting examples / instances of the new
Do you think they have the same energy? Explain your answer.
lesson
D. Discussing new concepts and practicing new
Activity-see Lesson Guide pp. 90-91
skills #1
Analysis:

1. Which color registered the highest frequency? shortest

wavelength?

2. Which color registered the lowest frequency? longest

wavelength?

3. What did you observe about the wavelengths and

frequencies of the different colors of light?

E. Discussing new concepts and practicing new 4. What did you observe about the products of frequencies
skills #2 and wavelengths?

5. Does the frequencies of the colors of light increase from

red to violet?

6. What did you observe about the corresponding energies

from red to violet?

7. How is frequency relate to energy of colors of light?

F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
 The effects of colored light on people have been studied by
psychologists. They found out that people do show varied
responses to different colors. Colors influence a person’s
emotion and degree of activity.

According to psychologists:
1. Red light/color may bring about a rise in blood pressure,
G. respiration rate, and frequency of blinking. It excites
people.
Finding practical applications of concepts and 2. Blue light/color produces effects opposite to those red light;
skills in daily living hence, it lessens activity.
3. Purple has a mournful effect.
4. Yellow is joyful and green has a peaceful effect.

Knowing all these, would you:

a. choose red paint/wall paper for your bedroom?

b. wear black during summer?
c. wear light colored shirt during cold days

What is the relationship between wavelength, frequency and

energy?
The greater the energy, the larger the frequency and the
shorter (smaller) the wavelength. Given the relationship between
wavelength and frequency — the higher the frequency, the
shorter the wavelength — it follows that short wavelengths are
more energetic than long wavelengths.

How are temperature and color related?

The amount of light produced at each wavelength
depends on the temperature of the object producing the light.
H. Stars hotter than the Sun (over 6,000 degrees C) put out most of
Making generalizations and abstractions about their light in the blue and ultraviolet regions of the spectrum.
the lesson Stars cooler than the Sun (below 5,000 degrees C) put out most
of their light in the red and infrared regions of the spectrum. Solid
objects heated to 1,000 degrees C appear red but are putting out
far more (invisible) infrared light than red light.

How are wavelength and temperature related?

All objects emit electromagnetic radiation, and the
amount of radiation emitted at each wavelength depends on the
temperature of the object. Hot objects emit more of their light at
short wavelengths, and cold objects emit more of their light at
long wavelengths. The temperature of an object is related to the
 wavelength at which the object gives out the most light.

The assessment for the day will be based on the outcome/output of

the activity: the color wheel. It will be graded based of the rubric
below.

Student was mindful of classroom rules/procedure

I. Evaluating Learning Student follows direction
Student labeled the output correctly(colors and
fractional parts
Colors placed in appropriate place on color wheel
The finish product was neat.
TOTAL POINTS:

J.
Additional activities for application or
Give the meaning of heat and temperature
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?

School Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Physics
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of heat and

A. Content Standards
temperature, and the effects of heat on the body.
B. Performance Standards
C. (S8FE-Ig--29)

Differentiate heat and temperature at the molecular level.

Objectives:
Learning Competencies / Objectives 1. Distinguish between temperature and heat.
Write the LC code for each 2. Describe the hotness or coldness of an object in terms of its
temperature
3. Compare the changes in the temperature of water to
determine the relationship between the amount of heat transferred
and the resulting temperature change.

Module V: HEAT Lesson 24:

II. CONTENT HEAT TRANSFER

III. LEARNING RESOURCES

A. References
28-29
1. Teacher's Guide Pages
38-40
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the What are the three methods of transferring energy?
new lesson (conduction, convection and radiation)

Ask students to jog in place for 15 seconds.

Establishing a purpose for the Lesson
B.
C. Presenting examples / instances of the
new lesson What do you feel after performing the jogging activity?

D. Discussing new concepts and practicing

Activity- See Leeson Guide pp. 94-95
new skills #1
 1. What actually transferred when you dipped your finger into
the water? In what direction did it transfer?

2. Was the water ‘hot’ or ‘cold’? Explain.

3. How close is your estimated value to the measured

temperature of the water?
E.
Discussing new concepts and practicing
4. Which container feels ‘hottest’? Which container feels
new skills #2
‘coolest’?

5. What do you think causes the difference in the hotness or

coldness of the water inside the containers?

6. In which container(s) is heat transfer taking place? What

evidence best supports your answer? Within this container, which
absorbs heat? Which gives off heat?

[Link] which container was there the greatest amount of heat

transfer? What is the basis of your answer?

8. How are the amount of heat transferred and the change in

temperature of water related?

F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)

G.
Finding practical applications of concepts and
skills in daily living

In a bakery, when do cookies cook faster, is it at lower temperature

or at higher temperature? Explain your answer.
 Watch video clips about heat and temperature
[Link]/watch?v=wTi3Hn09OBs

H. Making generalizations and abstractions about

the lesson

Heat is the total energy of molecular motion in a substance while

temperature is a measure of the average energy of molecular
motion in a substance. If heat is absorbed or given off by an object,
its temperature changes. If the object absorbs heat its temperature
rises while if the object gives off heat its temperature decreases.

Heat is transfer of (thermal) energy between objects or places

due to temperature differences.

Heat transfers from an object of higher temperature to an object

of lower temperature.
 Direction: Read each question carefully. Choose the letter of the
correct answer.

1. Which of the following energies is transferred from one thin to

another because of the temperature differences between things?
A. Heat B. temperature
C. Kinetic energy D. internal energy

2. The natural flow of heat is always from ________.

A. hot to cold C. cold to hot
B. lower temperature to higher temperature D. both A and

3. What causes an ice to melt?

A. the change in weather
B. the presence of hot water
C. the absorption of the heat from its surrounding
D. the release of heat to the cooler surrounding

4. Which of the following will likely happen when a hot and a cold
are put in contact with one another?
A. The hot and the cold object will become colder.
B. The hot and the cold object will become hotter.
C. The cold object will become colder while the hot object will
become hotter.
I. Evaluating Learning D. The cold object will become warmer while the hot object
will become colder.

[Link] are the amount of heat transferred and the change in

temperature of water related?
A. The change in temperature is inversely proportional to the
heat transferred.
B. The amount of heat transferred is proportional to the
change in temperature.
C. The amount of heat transferred is inversely proportional
to the temperature.
D. There is no relation between the heat transferred and the
change in temperature.

J. Additional activities for application or How is temperature related to the kinetic energy of particles?
remediation

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B.
No. of learners who require additional activities
for remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?

School Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First (Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of heat and

A. Content Standards
temperature, and the effects of heat on the body.
B. Performance Standards
C. (S8FE-Ig--29)

 Differentiate heat and temperature at the molecular

level.
Learning Competencies / Objectives
Objectives:
Write the LC code for each
[Link] the scattering of the dye in water at different
temperature.
[Link] the relation of the temperature of the water to the
rate of scattering of the dye.
Module V: HEAT
II. CONTENT Lesson 25: EFFECT OF TEMPERATURE ON PARTICLES OF
MATTER

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages 29-31
2. Learner's Materials Pages 41-43
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the How will you describe the transferring of heat from one body to
new lesson another?
Use the following demonstration to begin a discussion on
the effect of temperature on particle movement. Blow up a
B. Establishing a purpose for the Lesson balloon, and then aim a hair dryer on low setting at the balloon,
and watch it rise.

Questions:
1 .What happens when I blow hot air on the balloon? Why?
2. What is happening to the air inside the balloon?
3. What do you think would happen if the balloon was
Presenting examples / instances of the new
C. placed in a cold car?
lesson
4. What would happen to the balloon as the temperature
increases in the car? Why?
5. Ask the students to think about what might happen to a
balloon in a bottle when it is heated.
D. Discussing new concepts and practicing new Activity- see Lesson Guide pp 99-101
skills #1
1. What similarities and differences did you observe when a
drop of dye was added to each container?

E. 2. In which container did the dye scatter the fastest? In

Discussing new concepts and practicing new
which did it scatter the slowest?
skills #2
3. How do you relate the temperature of the water to the
rate of scattering of the dye?

4. In which container are the particles of water moving

fastest? In which container are the particles moving slowest?
5. How is temperature related to the speed of the particles?

6. How is temperature related to the kinetic energy of

particles?

F. Developing mastery Discuss the answers in the activity given

(Leads to Formative Assessment 3)

Watch the short video clip on Relation Between Temperature

Finding practical applications of concepts and Molecular Movements, you my download the video on
G. and skills in daily living [Link]/watch?v=ZqVC10Q1jcQ, then
answer the question that follows? During hot day why do we
prefer drinking cold water than hot water?

If heat is added to an object, the particles of the object

gain kinetic energy and they move faster. Since temperature is
directly related to kinetic energy, any gain in kinetic energy
Making generalizations and abstractions
H. would cause the temperature to increase. Conversely, if heat is
about the lesson
transferred or removed from an object, it loses kinetic energy,
its particles move slower and the body’s temperature
decreases.
 Direction: Read each question carefully. Choose the letter of
the correct answer.

1. When the temperature of an object increases, the average

kinetic energy of the molecules ________.
A. increases
B. decreases
C. remains the same
D. becomes colder

2. In which of the following will the movement of particles be

the fastest?
A.30 0C of water C. 70 0C of water
0
B.50 C of water D. 90 0C of water

3. The _________ in/the temperature of the water, the

greater the speed of the moving particles. A. lower
B. higher
C. decrease D. changes

[Link] quantity that tells how hot or cold an object is with respect
to some standard
I. Evaluating Learning
A. mass B. heat
C. pressure D. temperature

[Link] of the following should be done when measuring the

temperature of water in a glass container?
A. Stir the water using the thermometer to get the
temperature faster.
B .Avoid letting the thermometer get in contact with any side
of the container.
C. Shake the thermometer vigorously before getting
the temperature of the water.
D. Let the tip of the thermometer touch the glass
container to get the temperature faster.

Answer Key :

1. A
2. D
3. B
4. D
5. B
J.
Additional activities for application or How do temperature affects thermal expansion of some objects?
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?
 School Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First (Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of heat and

A. Content Standards temperature and the effects of heat on the body.

B. Performance Standards
C. (S8FE-Ig-29)
 Differentiate between heat and temperature at the
molecular level.
Learning Competencies / Objectives Write
the LC code for each Objectives:
1. Define thermal expansion
2 .Determine experimentally how temperature affects thermal
expansion of some objects.
Module V: HEAT
II. CONTENT Lesson 26: THERMAL EXPANSION

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages 31
2. Learner's Materials Pages 43-44
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

How is temperature related to the kinetic energy of particles?
new lesson
You are very familiar to a device called thermometer. You have
most probably used this device many times. The one
B. Establishing a purpose for the Lesson commonly available in our school laboratory is the liquid
thermometer.

Why does the liquid inside the tube of the thermometer go up

C. Presenting examples / instances of the new and down? Does the working principle of the mercury/alcohol
lesson thermometer also true to most solids?

D. Discussing new concepts and practicing new Activity-see Lesson Guide pp 103-104
skills #1
E. Analysis:

1. What happens to the height of the weight when the wire is

Discussing new concepts and practicing new
heated?
skills #2
2. What factors affect the expansion of the wire?
3. Identify the effects of thermal expansion and contraction to
some materials.
F. Developing mastery
Discuss the answers in the activity given
(Leads to Formative Assessment 3)
There are some applications of thermal expansion in day-to-day
life. Some of them are the following, or you may watch this
G Finding practical applications of concepts short video [Link]/watch?v=4UE_cxd7TEw for some
and skills in daily living practical application of thermal expansion used at home.
Possible answers:

What are the Engineering Applications of Thermal expansions?

1. Railway track:
Railway tracks are an example where the concept of thermal
expansion is used. Space is left between railway tracks as an
allowance for their expansion when temperature increases,
otherwise the rails may buckle.

2. Steel Bridges:
Similarly, long steel bridges are designed to include expansion
joints to allow for their expansion, by fixing one end and resting
other end on rollers.

3. Mercury Thermometers:
Thermal expansion is applied in mercury that contains liquid, the
volume of which changes as the temperature varies. Liquid
occupy less space when cold, but additional space is needed
when temperature varies. As the liquid expands, its volume
changes and it is forced to flow along the tube that is calibrated
to show the temperature.
(Note: Mercury thermometer is now being banned to be used in
science laboratory because of its health hazards.)

4. Bi-metal strip Thermometers:

Bi-metal strips in a mechanical thermometer possess co-efficient
of thermal expansion, due to which their expansion with a rise in
temperature is different. The strips sin bend since the expansion
or contraction of the material used is not similar. This concept is
used in measurement of temperature.

5. Automobile Engine Coolant:

 Thermal expansion is another effect of heat transfer. It does not
apply only to the liquid inside the thermometer. In fact, it applies
to almost everything around us, be it a solid, a liquid, or a gas.

What is thermal expansion and how does it work?

Thermal expansion is the tendency of matter to change in volume
in response to a change in temperature, through heat transfer.
Temperature is a monotonic function of the average
H. molecular kinetic energy of a substance. When a substance is
Making generalizations and abstractions
heated, the kinetic energy of its molecules increases.
about the lesson
What must happen to the temperature of a material for thermal
expansion to occur?
Factors affecting thermal expansion. Imagine that a long, thin
metal wire is heated. The wire expands. The amount by which it
expands depends on three factors: its original length, the
temperature change, and the thermal (heat) properties of the
metal itself.
 Direction: Read each question carefully. Then select the letter of
the correct answer.

1. A person cannot unscrew the lid of a pot of jam. He finds

that the lid can be unscrewed after it has been held under hot
water for a few seconds. Why he has to do this?
A. The air pressure in the jar falls
B. The jam melts
C. The lid expands
D. The glass expands.

2. The change in length of an object when it undergoes a

temperature change is related to
A. its mass
B. its original length.
C. the magnitude of the temperature change.
D. both B and C

I. Evaluating Learning 3. The change in length of an object subjected to a change in

temperature directly depends on
A. its material of which it is made.
B. the change in temperature.
C. the original length of the object.
D. all of these.

4. The working of a simple thermostat depends on A.

thermal expansion.
B. specific heats.
C. the second law of thermodynamics.
D. condensation

5. An axle is too large to fit into the hole in a wheel that is made of
the same metal. How can the axle be made to fit into the hole.
A. by heating the wheel alone
B. by cooling both the axle and the wheel
C. by cooling the axle alone
D. by heating both the axle and the wheel

J. Additional activities for application or What is the effect of temperature change on phase changes?
remediation

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?

School Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area SCIENCE
Teaching Date and
Quarter First (Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of heat and

A. Content Standards
temperature and the effects of heat on the body.

B. Performance Standards
C.
(S8FE-Ig-29)
 Differentiate between heat and temperature at the
molecular level
Learning Competencies / Objectives Write
the LC code for each
Objective:
Explain the effect of temperature change on phase changes.

Module V: HEAT
II. CONTENT Lesson 27: PHASE CHANGE

III. LEARNING RESOURCES

A. References
31-33
1. Teacher's Guide Pages
45-48
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Other Learning Resource
B.

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

new lesson What is thermal expansion? How does it work?

The students need to understand the difference

between particles in a gas, liquid, and a solid. Have students
look at the Gases, Liquids, and Solids page on the Purdue
University Chemistry Department website
B. Establishing a purpose for the Lesson
([Link]
Here they will see how the characteristics of solids, liquids, and
gases can be explained by particle motion.
 Discuss what happens at both the observable and molecular
level in these scenarios:
C. Presenting examples / instances of the new
lesson 1. Water is placed in the freezer.
2 .Ice melts.
3. A puddle evaporates.
D. Discussing new concepts and practicing new
Activity-see Lesson Guide pp. 109
skills #1
E. Station 1 :
1. Why does the ice inside the container melt after sometime?
Discussing new concepts and practicing new 2. Describe the temperature of the water while the ice melting.
skills #2 3 .Describe the temperature of the water after the ice has melted.
4 .Which is your dependent variable? Which is your independent
variable? (Note that the independent quantity is plotted along the

X axis while the dependent quantity is plotted along the Y-axis.

5. Describe your graph
6 .What can you say about the one variable as the other variable
changes? What relationship can be infer from the graph?

Station 2:

1. Describe and interpret your graph.

2. What similarities and differences have you noticed
between your graphs obtained from Station 1 and Station 2?
F. Developing mastery
Discuss the answer in the activity given
(Leads to Formative Assessment 3)
What is the importance of phase change in the preparation of
home-made ice cream?

Ice is in solid form. Therefore, its particles are actually

moving more slowly (still locked in lattice position) than those in
the liquid brine (sliding past). Any thermal energy absorbed from
the cream will first be used to raise the temperature of the brine
G. Finding practical applications of concepts (which requires more energy to accomplish because of the
and skills in daily living solute). Once the average kinetic energy of the molecules (aka:
temperature) in the brine has increased enough, then they will
begin to transfer energy to the ice, and it will again begin to melt.
The temperature of the brine will not increase above the melting
point until all of the ice has melted (all energy is used to
accomplish phase change before increasing temperature.
 Changing the amount of heat energy usually causes a
temperature change. However, DURING the phase change, the
temperature stays the same even though the heat energy
changes. This energy is going into changing the phase and
not into raising the temperature. That's why water doesn't get
hotter while it boils. The temperature remains constant until the
phase change is complete.
When a substance changes from one state, or phase, of
H. Making generalizations and abstractions matter to another we say that it has undergone a change of
about the lesson state, or we say that it has undergone a change of phase. For
example, ice melts and water; water evaporates and becomes
water vapor.
These changes of phase always occur with a change of
heat. Heat, which is energy, either comes into the material during
a change of phase or heat comes out of the material during
this change. However, although the heat content of the
material changes, the temperature does not.

Assessment:

Direction: Read each statement carefully and write the letter of

the best answer.
[Link] a solid, liquid or a gas changes from one physical state
to another, the change is called
A. Melting B. Phase change
C. Solidification D. Freezing
2.A solid undergoes a phase change to liquid state it
A. releases heat while remaining at constant temperature
B. absorbs heat while remaining at a constant temperature
C. releases heat as the temperature decreases
D. absorbs heat as the temperature increases
I. Evaluating Learning [Link] condensation of water vapor actually
A. Warms the surroundings
B. Cools the surroundings
C. Sometimes warm sometimes cools
D. Neither warms nor cools the surroundings
[Link] phase change occurs when a solid changes to a liquid.
A. Freezing B. Sublimation
C. Melting D .Evaporation

[Link] phase change occurs when a liquid becomes a solid.

A .Freezing B. Sublimation
C. Melting D. Evaporation

What is heat capacity?

J. Additional activities for application or
 Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation who scored below 80%
C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
 School Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area SCIENCE
Teaching Date and
Quarter First (Physics)
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of heat and

A. Content Standards
temperature and the effects of heat on the body.

B. Performance Standards
C. (S8FE-Ig-29)
 Differentiate between heat and temperature at the
Learning Competencies / Objectives Write molecular level
the LC code for each
Objective:
Compare the heat capacities of the given liquid samples.

II. CONTENT Module V: HEAT

Lesson 28: HEAT CAPACITY

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages 34
2. Learner's Materials Pages 49-51
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

Explain the effect of temperature change on phase changes.

Reviewing previous lesson or presenting the
A. new lesson

Even if the objects are at the same location they have different
B. Establishing a purpose for the Lesson temperatures.

Have you ever been outside in the playground during one sunny
day and suddenly touch the metal of a swing set? How does it
feel? Is it hot? Yes!
How about walking barefoot on a sunny day? Have you ever
C. walked on the sidewalk and had to jump to the grass because
Presenting examples / instances of the new
the pavement was too hot for your feet? Do you think the grass
lesson
and the pavement are actually different temperatures?

D. Discussing new concepts and practicing new Activity see Lesson Guide pp. 112-113
skills #1
 1. Which liquid requires more time to increase in temperature
by 5 degrees? Explain.

2. Which liquid requires more heat to increase in temperature

by 5 degrees? Explain.
E. Discussing new concepts and practicing new
skills #2 3. Which liquid has a greater heat capacity? Why?

F. Developing mastery Discuss the answers in the activity given

(Leads to Formative Assessment 3)

Substances that have a high specific heat capacity are suitable

as a material for constructing kettle handlers, insulators
and oven covers, because, a high amount of heat will cause only
Finding practical applications of concepts and
G a small change in temperature and the material won't get hot too
skills in daily living
fast!

The amount of heat needed by a material to increase its

temperature by a degree is called heat capacity (C). To be more
specific, the term specific heat capacity (c) is used, and this
refers to the amount of heat required to increase the
temperature of one unit mass of a given material by one Celsius
degree. For example, water has a specific heat capacity of 1
cal/g°C. So it takes 1 calorie of heat to raise the temperature of 1
gram of water by 1°C. It is expressed in the equation:

H = mc ∆T
Where: H is the amount of heat,
H. Making generalizations and abstractions C is the specific heat, and
about the lesson ∆T is the change in temperature

Different materials have different specific heat capacities. Many

metals have low specific heat capacities. This makes them easy
to heat up and cool down. Water, on the other hand, has a high
specific heat capacity and so it takes a long time to heat and a
long time to cool. This makes the water a good coolant for car
radiators. Because of its high specific heat capacity, it can
absorb a large amount of heat without causing its temperature to
rise too high.
 Direction: Read the statement carefully and choose the best
answer.

1. The amount of heat required to raise the temperature of a

body by 10C is called ______?

A. Specific heat B .Heat

C. Temperature D. Heat capacity

2. The amount of heat required to raise the temperature of a

unit __________of a material by 10C is called its heat capacity.
A. Volume B. Mass
C. Weight D .Density
[Link] specific heat capacity of water is
A.1 cal/g°C B.1.5 cal/g°C
C.1 cal/g°C D.1.1 cal/g°C
4. Which of the following statements about heat capacity is
correct?
A. The energy that is transferred from one object to another
B. The difference between internal and external energy
C. The amount of energy needed to raise the temperature of
a substance by 1 degree Celsius
D. The amount of energy that is naturally within an object
I. Evaluating Learning
5. Why does the temperature of the ocean not fluctuating as
much as the temperature of sand?
A. Water has higher heat capacity.
B. Neither of these answers are correct.
C. Both of these answers are correct.
D. The mass of the ocean is greater

6 .A substance with higher specific heat will ________.

A. warm faster than other substances
B. warm slower than other substances
C. cool faster than other substances
D. warm at the same rate as other substances

7. Why does the temperature of the ocean not fluctuating as

much as the temperature of sand? A. Water has higher
heat capacity.
B. It takes a short time to heat.
 C. Water has low specific heat capacity.
D. The mass of the ocean is greater.

8. The quantity of heat required to increase the temperature of a

unit mass of the substance by 1oC is called ________.
A. heat B. internal energy C. temperature D. heat capacity

9. Metals are both good heat conductors and electrical conductors

because of the
A. similarity between thermal and electrical properties.
B. looseness of outer electrons in metal atoms.
C. relatively high density of metals.
D. high elasticity of metals.

10. Which of the following statements about heat capacity is

correct?
A. The energy that is transferred from one object to another
B. The difference between internal and external energy
C. The amount of energy needed to raise the temperature of
a substance by 1 degree Celsius
D. The amount of energy that is naturally within an object

Define the following terms:

1. electricity
2. electric current
3. voltage
Additional activities for application or J. 4. ammeter
remediation 5. voltmeter

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation who scored below 80%

C.
Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
 E. Which of my teaching strategies worked well? Why
did these worked?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G.
What innovation or localized materials did I Use or
discover which I wish to share with other teachers?

School Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of current-

A. Content Standards voltageresistance relationship, electric power, electric energy and
home circuitry.
The learners shall be able to practice safety in handling electrical
B. Performance Standards
devices.
C.  S8FE – Ih-30
Infer the relationship between current and charge

Objectives:
Learning Competencies / Objectives Write 1. Measure the electric current and voltage in a circuit using an
the LC code for each ammeter and voltmeter respectively; and 2. Determine the
relationship between:
a. electric current and voltage
b. electric current and resistance
3. State Ohm’s Law
Module VI: ELECTRICITY:
II. CONTENT Lesson 29: OHM’S LAW: RELATIONSHIP AMONG CURRENT,
VOLTAGE AND RESISTANCE

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 36 – 38
2. Learner's Materials Pages pp. 55 - 58
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 116 - 120

IV. PROCEDURES

A. Reviewing previous lesson or presenting

How do your daily activities being affected by electricity?
the new lesson
Show to the students the voltmeter and ammeter and ask them if
B. Establishing a purpose for the Lesson they are familiar with the materials. Teach them how to use and
connect properly the ammeter and voltmeter in the circuit.
C. Presenting examples / instances of the There are three quantities that you should be familiar with the study
new lesson of electricity. Let us find out in this activity

D. Discussing new concepts and practicing Do the activity on Measuring Current and Voltage Lesson Guide G-8
new skills #1 First Quarter pp. 116 -117
 No. Voltage Current Voltage/Current
of V I V/I
dry ( volts) ( volt/ampere
cells ampere)
1
2
E. 3
Discussing new concepts and practicing
new skills #2 1. Compare the brightness of the bulb with one dry cell to its
brightness when there are two dry cells in the circuit, three dry
cells in the circuit.

2. What can be inferred about the current passing through the

bulb?

3. What can be inferred about the voltage across the bulb?

4. When you graphed the voltage against current, what is the

shape of the graph line? What does it mean?

5. Look at column 4. What kind of values did you obtain? What

does this indicate?
 From the activity, notice that the current increases when the voltage
increases for a common resistance. This only proves that current is
affected by voltage. Plotting the data of V vs. I gives a straight line
graph through the origin as shown in the figure below.

Developing mastery
F. Such graph indicates that voltage is directly proportional to the
(Leads to Formative Assessment 3)
current that is
V α I or
V=kI
Where k, the proportionality constant, is the slope of the V vs. I
graph.
Note that: k = V/I

This constant k is equal to the resistance R, of the circuit, so R = V/I

From the equation, the unit of electrical resistance is

defined as

In household wiring we use different kind of wires such as aluminum,

nichrome and copper. Why is it that others prepare to use copper for
Finding practical applications of concepts
G. household circuits.
and skills in daily living
(answer: copper cabling has a lower resistance than aluminum for
the same length, so copper is safer to use for household circuits)
 Ohm's law states that the current through a conductor
between two points is directly proportional to the voltage across the
two points. Introducing the constant of proportionality, the
resistance, one arrives at the usual mathematical equation that
describes this relationship:

H. Making generalizations and abstractions

about the lesson
where I is the current through the conductor in units of amperes. The
rate of the flow of electricity is the current. The ammeter is the
instrument used to measure current. V is the voltage measured
across the conductor in units of volts. The instrument that directly
measure this is the voltmeter, and R is the resistance to the flow of
electrons in the conductor, is expressed in ohms Ω. Using an
ohmmeter is one way of directly measuring electrical resistance.

Direction: Choose the letter of the correct answer.

1. Which statement regarding Ohm's Law is correct?

A. When resistance increases in a circuit with a specific
potential difference then current must also increase
B. Increasing the resistance in a circuit always decreases
the potential difference across it
I. Evaluating Learning
C. If resistance is kept constant, potential difference
changes directly with changes in current
D. An electrical conductor's resistance depends on the
potential difference it experiences
 2. Fifty identical Christmas lights are connected in series and
plugged into a 220V line.
(Neglect wire resistance) Calculate the voltage across each
light bulb.
A. 2.2 V B. 4.4 V C. 110V D. 220V

3. A piece of wire connected to a 6V cell has a current of 1.5A

flowing through it. What is the resistance of the wire?
A. 9 ohms
B. 6 ohms
C. 4 ohms
D. 12 ohms

4. If the voltage in the circuit were doubled, what would happen

to the current in the circuit?
A. current decreases twice
B. current also doubled
C. current decreases 4 times
D. current is not affected

5. What is the voltage difference across a piece of wire of

resistance 100 Ω with a current of 2A
A. 5 volts
B. 200 volts
C. 2 volts
D. 500 volts

J. Journal Entry:
Additional activities for application or
remediation Let the students answer questions on the usage of electricity in the
following places.

V. REMARKS

VI

No. of learners who earned 80% in the

A.
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
 D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G.
What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?

School Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of current-

A. Content Standards voltageresistance relationship, electric power, electric energy and
home circuitry.
The learners shall be able to practice safety in handling electrical
B. Performance Standards
devices.
C. S8FE – Ii-31

 Explain the advantages and disadvantages of series and

parallel connections in homes.
Learning Competencies / Objectives Write
the LC code for each Objectives:
1. Construct series circuit and parallel circuit.
2. Differentiate series circuit from parallel circuit.
3. Explain why household wiring and appliances usually
connected in parallel.

Module VI: ELECTRICITY:

II. CONTENT Lesson 30: SERIES CIRCUIT AND PARALLEL CIRCUIT
CONNECTION

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 42 - 44
2. Learner's Materials Pages pp. 61 - 33
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 121- 128

IV. PROCEDURES

A. Reviewing previous lesson or presenting Identify the three basic electrical quantities and differentiate one from
the new lesson the other
Think-Pair-Share
Group students into pairs and answer the questions “What is
B. Establishing a purpose for the Lesson Ohm’s Law and what is it for?” They will be tasked to explain their
answer in two minutes.

When you turn off one of the bulbs in your house the others
remain lighted. But when you remove one bulb from a string of
C. Presenting examples / instances of the colored Christmas lights the other bulbs go off. Why?
new lesson ( Let the teacher do the demonstration of removing the bulb of the
Christmas light and the student to explain what they observed)

D. Discussing new concepts and practicing Do the activity on Series Circuit And Parallel Circuit Connection
new skills #1 Lesson Guide G-8 First Quarter pp. 127 - 128
 Circuit I

1. What did you observe to the intensity of light as you turn the
switch on?

2. After inserting one bulb in the circuit, what do you notice to the
Discussing new concepts and practicing
E. brightness of the bulbs?
new skills #2
3. While the switch is on, what happens to the remaining bulbs
after unscrewing one bulb from it?

Circuit II

4. Observe the brightness of the bulb in circuit II. How do you

compare the brightness of circuit I from circuit II?
5. As you add more bulbs, does the brightness of each bulb
change? Why?
6. As you unscrew one bulb from circuit II, were the other bulbs
affected? How does your observation compare to that in step 3?

Discuss the differences between a series circuit and a parallel circuit.

Summarize the lesson using the table below.

Series Circuit Parallel Circuit

F. Developing mastery
(Leads to Formative Assessment 3)

Cite advantages and disadvantages of series and parallel

connection in the following situations:
G.
Finding practical applications of concepts
1. connection for Christmas light
and skills in daily living
2. streetlights connection
 Components of an electrical circuit or electronic circuit can
be connected in many different ways. The two simplest of these are
called series and parallel and occur frequently. Components
connected in series are connected along a single path, so the same
current flows through all of the components. Components connected
in parallel are connected so the same voltage is applied to each
component.

A series circuit is a circuit in which resistors are arranged in a

H. chain, so the current has only one path to take. The current is the
Making generalizations and abstractions
same through each resistor. The total resistance of the circuit is
about the lesson
found by simply adding up the resistance values of the individual
resistors

A parallel circuit is a circuit in which the resistors are

arranged with their heads connected together, and their tails
connected together. The current in a parallel circuit breaks up, with
some flowing along each parallel branch and re-combining when the
branches meet again. The voltage across each resistor in parallel is
the same.

Choose the letter of the correct answer.

1. A circuit that has only one electric flow is _________.

A. parallel circuit B. battery circuit
C. paper circuit D. series circuit

2. What happens to lights in series if one goes out?

A. they all go out B. Every other one goes out
C. they stay lit D. they flicker

3. What happens to the intensity or the brightness of the lamps

connected in series as more and more lamps are added? A.
increases B. decreases
I. Evaluating Learning
C. remains the same D. cannot be predicted

4. Two bulbs are connected and plugged to the outlet as shown

in the figure. Both bulbs have the same..
A. current
B. voltage
C. resistance
D. voltage and current
 5. In the circuit below, which two
elements are connected parallel to
each other?
A. A and B
B. B and C
C. C and D
D. A and D

J. Prior to the lesson, give the students a research activity. Make a

Additional activities for application or comparison between George Ohm and G. R. Kirchhoff regarding their
remediation contribution in science. Find out how they were able to come up with
their laws.

V. REMARKS

VI. REFLECTION
No. of learners who earned 80% in the A.
evaluation
B. No. of learners who require additional activities
for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked well?

Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G.
What innovation or localized materials did I Use
or discover which I wish to share with other
teachers?
 School Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of current-

A. Content Standards voltageresistance relationship, electric power, electric energy and
home circuitry.
The learners shall be able to practice safety in handling electrical
B. Performance Standards
devices.
C. S8 30FE – Ii – 32

 Differentiate electrical power and electrical energy

Learning Competencies / Objectives Write
Objectives:
the LC code for each
1. Define (a) electrical power and (b) electrical energy
2. Relate electrical power to energy.
3. Relate power to voltage and current
Module VI: ELECTRICITY:
II. CONTENT Lesson 31: ELECTRICAL POWER AND ENERGY

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 45
2. Learner's Materials Pages pp. 54 - 55
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics. Module 7. Lesson 3 and 4

Science and Technology IV. Aquino, Remedios [Link]. pp. 194-195

B. Other Learning Resource Science and Technology IV. IMC. Pp. 205-206
Lesson Guide in Grade 8 – First Quarter pp. 121- 128

IV. PROCEDURES

A. Reviewing previous lesson or presenting

Why parallel connection is prepared over series connection?
the new lesson
Let the students recall their monthly electric bill. Ask them what
B. Establishing a purpose for the Lesson factors mostly affect the high cost of their electric bill.

Energy makes an electrical appliance work. The amount of

energy the appliance uses depends on the rate at which it uses
C. Presenting examples / instances of the energy and the length of time it is used. The rate at which an
new lesson appliance uses up electrical energy is called power input. Power
input is measured in watts

ACTIVITY

1. Post on the board drawings of some common appliances with

labels.
 Discussing new concepts and practicing
new skills #1
D.

bread toaster

2. Brainstorm ideas about the significance of the information

printed on the appliances.

3. In the table given below, write down the names of the

appliances and their power ratings, uses, and power effects such
as light, heat, mechanical or sound.
 Discuss the data table.
Appliances Power Use Effects
Rating (w)
1
2
3
E. Discussing new concepts and practicing 4
new skills #2 5
6
7
8
9
10

1. What type of appliances usually have high power rating?

2. What is the importance of knowing the power rating of

appliances?
F.
3. What general statement can you make about power rating and
Developing mastery the effects produced by electricity?
(Leads to Formative Assessment 3)
4. What is the common feature of those appliances like flat iron,
toaster, stove (range) and hair dryer?

5. What is power? How is it related to energy?

6. Relate power (P) to voltage (V) and current (I).

What appliances in your home contribute most to your

Finding practical applications of concepts energy consumption?
G. and skills in daily living What would you suggest to lessen your electrical energy
consumption?
 Electric power is the rate at which electrical energy is
transferred by an electric circuit. The SI unit of power is the watt, one
joule per second. Electric power is usually produced by electric
generators, but can also be supplied by sources such as electric
batteries.

Electrical energy is energy that is caused by moving electric

H. charges. Since the electric charges are moving, this is a form of
Making generalizations and abstractions kinetic energy. The faster the electric charges are moving the more
about the lesson electrical energy they carry. The electrical energy consumed or
needed in operating various devices may be related to the power
rating of the devices.

Recall that power is the rate at which work is done per unit time. In
equation form,

Power = work/time
 where P = power W =work
T = time

In a simple electric circuit, voltage is defined as the work done per unit
charge.
V = W/q

Current is also defined as the amount of charge passing through a

point per unit time.
I = q/t

Multiplying V and I, we get

VI = W/q . q/t = W/t =P

Therefore:
P = VI

In a simple electric circuit, electric power is the product of

current and voltage. Hence:
Power = Voltage x Current
P = VI
where: P = power in watts
V = voltage in volts
I = current in amperes

Voltage and current are positively related to power.

Appliance with high voltage across it, or with high current through it, it
has high power or rate of converting electrical energy to other forms.

Write TRUE if the statement is true. If the statement is incorrect,

change the underlined word or words to make the statement correct.

1. When the current in the circuit is doubled, the power also

doubles.

I. Evaluating Learning 2. Electrical appliances at home transfer energy from the mains
supply to heat and light our homes.

3. Minimizing television viewing is not a way of saving electrical

energy.

4. High power rating electrical appliances give low electrical

 energy consumption.

5. Heating appliances like flat iron, toaster and electric stove

draw more current so they convert more electrical energy than
non- heating appliances.

Make a list of electrical appliances/machines which used electricity in

the following environment:
1. at home
J. Additional activities for application or 2. at the hospital
remediation 3. at school
4. in the city
For each item, try to think of an alternative and a way to conserve or
save power.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A. evaluation
B.
No. of learners who require additional activities
for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E.
Which of my teaching strategies worked well?
Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?
 School Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of current-

A. Content Standards voltageresistance relationship, electric power, electric energy and
home circuitry.
The learners shall be able to practice safety in handling electrical
B. Performance Standards
devices.
C. S8 30FE – Ii - 33

 Explain the functions of circuit breakers, fuses, earthing,

double insulation, and other safety devices in the home.
Learning Competencies / Objectives Write
the LC code for each Objective:

Describe a fuse and a circuit breaker and identify their functions in a

circuit

Module VI: ELECTRICITY:

II. CONTENT Lesson 32: Safety in Using Electricity: CIRCUIT PROTECTORS

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 45 - 46
2. Learner's Materials Pages pp. 64-67
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 7. Lessons 3 and 4
 Science and Technology IV : Physics Textbook. NISMED.2012 pp.
B. Other Learning Resource
174 - 175

IV. PROCEDURES

A. Reviewing previous lesson or presenting Recall from the previous lesson electrical appliances that
the new lesson contain heating element.

Let the students discuss among themselves the answers on the

B. Establishing a purpose for the Lesson question, “What do you think is the effect of electric shock in the
human body. Why is electrical safety important?

How many of you have seen a fuse or a circuit breaker at

home? Did you ever wonder why a fuse is needed in your electrical
Presenting examples / instances of the
C. connections? Today we will handle a fuse and determine its function.
new lesson

D. Discussing new concepts and practicing Do the activity on Blowing a Fuse, Lesson Guide Grade 8 First
new skills #1 Quarter pp. 136 – 137.

Case 1
1. What two things were observed when the switch was closed?

Case 2
1. What three things were observed when a short wire was
connected as shown in the diagram?
Discussing new concepts and practicing
E. 2. What could have caused the rising and falling of current in the
new skills #2
wire in case 2?
3. Describe the result when there was reduced resistance in the
circuit.
4. Identify the case that occurred
5. Explain why the bulb went off.
6. What is the role of the fuse in the circuit?

F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the activity given.

Why is it dangerous to use copper strip or wire in place of a safety

fuse that blows out?
Finding practical applications of concepts
G. and skills in daily living Why do we need to be protected from the danger in electricity?
 Fuses and circuit breakers are both devices that 'break' if the current
through them is too large.

A fuse is usually a thin piece of wire that will melt and break the circuit
if too large a current flows through it. The thicker the wire the more
current is needed to melt it and the higher the 'rating' of the fuse. The
purpose of a fuse is to protect the wiring and the equipment.

A circuit breaker is an electronic circuit that will switch off the current if
it is too great. Such a circuit is designed to operate much more quickly
than a fuse and so the damage is less because the current is switched
off in a much shorter time. Circuit breakers are often used to protect
H. the user if the casing of the equipment becomes live. They break the
Making generalizations and abstractions circuit before the person using the equipment gets a near fatal shock.
about the lesson
Grounding is a method of giving electricity the most effect way to
return to the service panel. The ground wire is an additional path for
electrical current to return safely to ground without danger to anyone in
the event of a short circuit. In that instant, the short would cause the
current to flow through the ground wire, causing a fuse to blow or a
circuit breaker to trip.

An ungrounded electrical box, appliance, power tool, or extension cord

could become a danger if there is no path to ground, except through
you.

Direction: Write the word SAFE if the statement is true and DANGER
if the statement is wrong.

1. Fuses and circuit breakers are both devices that 'break' if the
current through them is too large. ( safe )

2. A fuse is usually a thick piece of wire that will melt and break
the circuit if too little amount of current flows through it. (danger)
I. Evaluating Learning
3. Grounding is a method of giving electricity the most effect way
to return to the service panel. (safe)

4. Electrical safety tips need to be observed frequently. (danger)

5. A properly grounded circuit has boxes, devices, and service

panel grounds that give the electrical current the easiest path to
ground and that reduces the chances of someone getting a shock
or getting electrocuted. (safe)
J. Additional activities for application or
remediation Make a research on Octopus Wiring.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the A.

evaluation
B. No. of learners who require additional activities
for remediation who scored below
80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson

D.
No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?
 TOPIC OUTLINE

GRADE 8 - SCIENCE
UNIT I. FORCE MOTION AND ENERGY

Module Number Topics Learning Competency Code

I. Forces and A. 1. Balance and Unbalanced Forces S8 FE-Ia-15/16
Motion
B. 1. Inertia S8 FE-Ia-17
2. Acceleration
3. Interaction
C. 1. Relationship of Circular Motion and S8 FE-Ia-18-19
Newton’s 2nd Law of Motion
II. Work, Power and A. 1. What is work?
Energy 2. Work : Method of Heat Transfer S8 FE – Ic - 20
3. Calculating the amount of work done.
B. 1. Relationship among Work, Power and S8 FE – Ic – 21
Energy
C. 1. Kinetic Energy S8 FE – Id – 22 - 23
2. Potential Energy
III. Sound A. 1. Propagation of Sound S8 FE – Ie - 24
2. Characteristics of Sounds
3. Properties of Sounds S8 FE – Ie - 25
IV. Colors of Light A. 1. The Visible Spectrum S8 FE – If - 26
B. 2. Dispersion of colors S8 FE – If - 27
C. 3. Refractive Index of the Color of Light S8 FE – If - 28
V. Heat A. 1. Heat and Temperature
2. Thermal Expansion: The Working S8 FE – Ig - 29
Principles of the Mercury Thermometer
3. Phase Change
4. Heat Capacity
VI. Electricity A. Ohm’s Law: Relationship among S8 30FE – Ih - 30
Current, voltage and Resistance a.
Current and Voltage
b. Current and Resistance
B. Electrical Connections in homes S8 30FE – Ii - 31
a. Series
b. Parallel
C. Differences between Electrical Power and S8 30FE – Ii - 32
Electrical Energy
S8 30FE – Ii - 33
D. Safety in Using Electricity

Prepared by:
Noted by: