Science 8 DLL w3 q3

Department of Education

MIMAROPA Region
DIVISION OF ORIENTAL MINDORO

Grade 8 School Julio R. Hernandez Integrated School Grade Level 8 Grade 8

Daily Lesson Log Teacher Sarahlyn M. Roderos Learning Area Matter (Chemistry) Quarter 3
Junior HS Science Teaching Dates February 12-15, 2024 Quarter Third Page 1
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
The Learners demonstrate an understanding of:

Content Standard
the particle nature of matter as basis for explaining properties, physical changes, and structure of
substances and mixtures
The Learners shall be able to:
Performance Standard
present how water behaves in its different states within the water cycle
Explain physical changes in terms of the arrangement and motion of atoms and
Learning Competency
molecules Objectives:
1. Describe the diffusion of particles.
2. Compare the diffusion of particles in a gas and in a liquid
Code: (S8MT-lllc-d-9)
Content Module 1: The particle Nature of Matter
Lesson 4: Diffusion of particles in a gas
and liquid
III. LEARNING RESOURCES

Teacher’s Guide Science – Grade 8 Science – Grade 8 Science – Grade 8 Science – Grade 8
Learner’s Module Learner’s Module Learner’s Module Learner’s Module
First Edition, 2013 First Edition, 2013 First Edition, 2013 First Edition, 2013
ISBN: 978-971-9990-72-7 ISBN: 978-971-9990-72-7 ISBN: 978-971-9990-72-7 ISBN: 978-971-9990-72-7
Learner’s Materials
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IV. PROCEDURES
Grade 8
Mario is just two meters away from his Let the students get a piece Quarter 3
ELICIT house. He had the prediction that his mother of paper. Ask them to tear
the paper into small pieces Page 2
is cooking chicken adobo. How will you
support Mario’s prediction? until they won’t be able to
tear it anymore. Find
someone who had torn the
smallest piece and present
it to the class.
Ask the students what (Prepare two identical cups Get their opinion from the
could be the possible and water) question: Is it possible to
characteristics/ properties Show to the class one divide still the paper into
these pictures have. small drinking glass full of the very smallest of it?
Explain that these objects water and one empty. Get Then, explain the concept
do have properties and that a volunteer and ask him to of indivisibility of matter’s
is the objective of the weigh the two. composition.
lesson. Ask the students on what
ENGAGE they observed with the two
objects.
(Students must infer that
water has mass)
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Essential Question: Grade 8

What are the common properties of matter? Quarter 3
Students will be divided into groups of 5. With Students will be divided into Page 3
the use of materials found on the module, they groups of 5. They will
should be able to fill in the table classifying if the conduct an activity found on
EXPLORE sample is matter or not. (Activity #1: pages 174-175 of the
Which is matter, which is not?) learners’ module. (Activity # 2:
What is matter made of?)
Students will present their findings in Students will present their

class through a class reporting with the use activity by answering the
of the table and guide guide questions. (Please refer
EXPLAIN
questions. (Please refer to LM for the to LM for the guide
guide questions) questions)
Key Questions: Key Questions:

1. What are the common 1. What is matter made
properties of matter? of?
2. How does matter differ from 2. What is the difference
nonmatter? between molecules
3. What are the other properties and atoms?
ELABORATE
of matter? 3. How can you say that
matter is made up of
small particles like
atom?
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A. Classify whether the following is Identify the following Grade 8

matter or nonmatter: 1. He believed that atoms Quarter 3
1. smoke (matter) are indivisible. Page 4
2. ocean (matter) 2. It is Greek word which
3. dreams (nonmatter) means indivisible
4. chalk (matter) particle.
5. shadow (nonmatter) 3. It is the smallest
B. Identify what property of matter is being particle of an element.
EVALUATE
described: 4. It consists of two or
1. It is the measure of the more atoms.
amount of matter the object has. (mass) 5. It is the unit of length
2. It refers to the space used to measure size of
occupied by an an atom.
object. (volume)
Let the students check the other  Tell the students to

properties of the following matter get an aluminum foil
(hardness, texture, color, malleability, and cut it into small
electrical conductivity) pieces.
1. silk cloth  In case it could not be
2. plastic straw cut anymore with
3. copper wire their bare hands, use a
EXTEND microscope or
magnifying glass to
look at the tiniest
piece.
 If you have better
tools, you could still
cut the aluminum into
tinier pieces.
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Grade 8
V. REMARKS Quarter 3
Page 5
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/
Supervisor can help me solve?
What innovation or localized

materials did I use/ discover
which I wish to share with
other teachers?
PREPARED BY: NOTED:
SARAHLYN M. RODEROS JULIE B. ACEVEDA, Ph.D.

Teacher I Principal III
MIMAROPA Region
Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 6
Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures
The Learners shall be able to:
Performance Standard present how water behaves in its different states within the water cycle
The Learners should be able to: The Learners should be able to:
Learning Competency explain the properties of solids, liquids, and gases based on the particle nature of matter; explain physical changes in terms of the arrangement and motion of
atoms and molecules;
Code: S8MT-IIIa-b-8 S8MT-IIIc-d-9
DAILY TASK Summative Test Infer that particles are moving Investigate about Evaporation
Properties of Matter,
II. CONTENT and Classifying Moving Particles Evaporation
matter and nonmatter
Teacher’s Guide
Learners’ Module pp 178- Learners’ Module pp 178-
Learner’s Materials Learners’ Module pp 182-184 Learners’ Module pp 182-184
182 182
http://www.middleschoolch
emistry.com/lessonplans/c
hapter1/lesson1
Additional Materials Materials to be prepared
by the teacher: wax
paper, cardboard, printed
“Race Drop Raceway”
sheets/ may
be drawn, water
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IV. LEARNING
Grade 8 TASKS
Ask the question: What are the different States Prepare two pieces of manila Ask the students why clothes are Quarter 3
Does matter attract each other? of matter? paper. Dampen the first one usually hanged outside. Page 7
ELICIT with water. Hang it on a side
where there is enough air or
sunlight to dry.
Let the students play the Ask 5-6 volunteers to Ask the students the following What would be the difference if
game: demonstrate how molecules questions: clothes are hanged outside rather
Race Drop Raceway behave in the following 1. At the end of class, do than inside the house?
(adapted) states of matter: you think the paper
Teacher Preparation Print  Solid towel will still be wet or
two “Race Drop  Liquid will it be dry?
Raceway” sheets for each  Gas 2. When water
group. evaporates, where do
the water molecules
go?
ENGAGE
Procedure
1. Tape the Race Drop
Raceway sheet onto a
piece of cardboard to
give it support.
2. Tape a piece of wax
paper over the “Race
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Drop Raceway!” sheet. Grade 8

3. Place 2–4 drops of Quarter 3
water together to Page 8
make one larger drop at
the “Start”.
4. As fast as you can, tilt
the cardboard and
guide your race drop
around the track to the
“Finish”.
5. Try not to touch the
edge of the track. The
first to finish is the
winner.
Essential Question: Essential Question:

Are the particles moving? What happens when energy is added into the water?
Perform by group Activity Perform Activity #4: What
#3: Are the particles of changes take place when water
EXPLORE
matter moving? What is is left in an open container? In
between them? pp 178- 179 a closed
of the manual. container? Pp. 182-183 of the
manual.
Students will present their
findings in class through a Students will present their findings
class reporting with the use of in class through a class reporting
the table and guide with the use of the table and guide
EXPLAIN
questions. (Please refer to LM questions. (Please refer to LM for the
for the guide questions) guide questions)
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Key Questions: Key Questions: Grade 8

1. What is matter made 1. What do you think may be the Quarter 3
of? biggest factor which contributed to Page 9
2. What can you say the evaporation process?
ELABORATE about its movement? 2. What happened to the kinetic
3. Describe the energy of particles from liquid to
arrangement of gas/vapor?
particles of solid, liquid 3. How does evaporation take
and gas. place?
Identify what state of matter is Identification:
being identified: 1. It is the process where liquid
WHO AM I? turns to gas.
1. I have a definite shape 2. What happens to the kinetic
and a definite volume. energy of particles when the
2. I may have a definite object evaporates?
volume but I just 3. Cite one example where
follow the shape of my evaporation could take place.
container.
3. There is very
EVALUATE
negligible attraction
between me and
others.
True or False
1. Matter is composed of
tiny particles that do
not move.
2. The particles of matter
have the tendency to
attract each other.
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 Make a particle  Conduct Activity #5A: Grade 8

model of matter on Boiling Water on page Quarter 3
your own. 184-185 of the manual. Page 10
 You may use any  Differentiate
material to show Evaporation from
EXTEND
your creativity. Boiling
 This is to be done
next Friday. Kindly
bring all your chosen
materials.
To be continued the (Note: The teacher may modify To be continued the following day (Note: The teacher may modify the
following day (publication the type of test.) (publication of results) type of test.)
V. REMARKS
of results)
VI. REFLECTION
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons work?
No. of Learners who:
 have caught up
with the lesson
 continue to
require
remediation
Why did these work?
MIMAROPA Region
What difficulties did I Grade 8

encounter which my
Principal/ Supervisor can help Quarter 3
me solve? Page 11
What innovation or
localized materials did I use/
discover which I wish
to share with other teachers?
Prepared by: Checked by:

Grade 8, Quarter 3 Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 2
Date Submitted: Date:
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I. OBJECTIVES
Content Standard the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.
Performance The Learners shall be able to:
Standard present how water behaves in its different states within the water cycle.
Learning The Learners should be able to:
Competency explain physical changes in terms of the arrangement and motion of atoms and molecules.
Code: S8MT-IIIc-d-9
Performance Task
DAILY TASK Investigate about Condensation Investigate about Melting Make Model of the 3
States of Matter
II. CONTENT Condensation Melting Performance Task
Teacher’s Guide
Learners’ Module pp 184- Learners’ Module pp 187- Learners’ Module pp. 187- Make a model of the 3
Learner’s Materials Learners’ Module pp 184-186 186 189 189 states of Matter
Additional Materials www.middleschoolchemistry.com
IV. LEARNING TASKS
Ask the students what happens when a Show a picture of water cycle.  Have the students Show a picture or a short
cold bottle was taken from the imagine eating their video clip of the melting of
fridge and left in an open space. own ice cream. polar regions. (The teacher
ELICIT
 For instance, they are may touch a little about the
eating outside under climate change.)
the scorching sun,
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how would they eat their Grade 8

ice cream? Quarter 3
 Why is it so? Page 13
(Adapted) Ask the students how clouds Ask the following questions: Ask the following:
Prepare a demonstration with the ff form. 1. What have you
materials: (Note: Should be done 5- 1. What will happen to the noticed on the
10 minutes before the time) ice cream if it is not eaten picture/ seen in the
2 clear plastic cups Room immediately? Why? video?
temperature water Ice cubes 2. In what situation will the 2. What can you say
Zip lock (gallon size) ice cream melt faster? about its effects in
Procedure: slower? the environment?
1. Place water and ice cubes into 3. What might be the factors 3. How did this
two identical cups. involved in the process? happen?
2. Immediately place one of the
cups in a zip lock bag and get as (Introduce the melting process)
much air out of the bag as
possible. Close the bag securely.
ENGAGE
3. Allow the cups to sit
undisturbed for about 5-10
minutes.
Ask the students:
Why do you think the cup that is
exposed to more air has more water
on the outside of it?
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Essential Question: Essential Question: Essential Question: Grade 8

What happens when particles lose their energy and drop their What happens to the kinetic energy of the molecules when How will you demonstrate the Quarter 3
temperature? temperature increases/decreases and heat transfer continues? three states of matter? Page 14
 Perform activity #5 Part  Perform Activity #6: The teacher may opt to use
B: Cooling Water page What changes take the following:
EXPLORE 186. place when ice a. Illustration/Drawing
 Answer guide questions turns into liquid b. Model
#6-9 water? c. Multimedia
 Answer the guide Presentation
questions found on d. Others
pages 187-188. With their chosen
materials, students will
create their own particle
model of the following
scenario:
a. solid-liquid
b. gas-liquid
c. liquid-gas
d. liquid-solid
Students will present their Students will present their
findings in class through a findings in class through a
class reporting with the use class reporting with the use of
EXPLAIN of the table and guide the table and guide
questions. (Please refer to questions. (Please refer to LM
LM for the guide questions) for the guide questions)

ELABORATE 1. What happens to water 1. What do you think may be the
when it is cooled? biggest factor which
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2. How does the process of contributed to the Grade 8

condensation take place? melting/freezing process? Quarter 3
3. Why do droplets form at 2. What happened to the Page 15
the surface of a covered kinetic energy of particles
hot container? from solid to liquid?
3. What happened to the
kinetic energy of particles
from liquid to solid?
3. How does melting take
place?
4. How does freezing take
place?
TRUE or FALSE Identification: Criteria:
Write True if the statement 1. It is the process where 40% Accuracy
is correct and False if it is liquid turns to solid. 35% Creativity
not. 2. What happens to the 15% Resourcefulness
1. As the temperature kinetic energy of particles 10% Neatness
increases, the kinetic when the object melts? Total: 100%
energy increases as well. 3. If the temperature
(True) surrounding the object is
2. When particles lose greater, what process will
EVALUATE their energy, they return to take place?
their original state. (True) 4. It is the process where
3. Condensation is a solid turns to liquid.
process when liquid turns to 5. When heat is decreased, the
its gaseous state. (False) object melts/freezes?
4. The gaseous state of
water is called water
vapor. (True)
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Cite other practical Explain to students that Grade 8

examples or situations there are cases that some Quarter 3
where you could observe the substances can change Page 16
process of condensation. directly from solid to gas.
EXTEND
This process is called
SUBLIMATION. The
opposite of which is called
the DEPOSITION.
To be continued the following day (Note: The teacher may modify To be continued the following (Note: The teacher may
(publication of results) the type of test.) day (publication of results) modify the type of test.)
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
 80% and
Above:
 Below 80%:
work? No. of Learners
who:
 have caught
up with the
lesson
 continue to
require
remediation
MIMAROPA Region
Grade 8
Why did these work? Quarter 3
What difficulties did I Page 17
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with
other teachers?

Daily Lesson Log
Week No. 3
MIMAROPA Region


I. OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom.
Code: S8MT-III e-f-10
DAILY TASK Summative Test Determine the charges of subatomic particles Compare the masses of the subatomic particles.
Coverage:
II. CONTENT Charges of subatomic particles Masses of the subatomic particles.
Phase Changes
Teacher’s Guide
Learner’s Materials Learner’s Module pp 193 Learner’s Module pp 195-197
Plastic-covered notebook Plastic straw, tissue paper, Atomic Models Pictures
Additional Materials aluminum foil
IV. LEARNING TASKS
Reflect on the line “Like What are atoms made of? What Enumerate some Present the Table #2: Some
poles repel, unlike poles structures compose an atom? properties of the three properties of the three main
ELICIT attract”. subatomic particles. (refer to subatomic particles on page
table 2 in LM p195. 195
Rub a plastic covered If you rub a plastic straw with tissue Give one property of Ask which among the three has
notebook vigorously paper and place it near an aluminum subatomic particle. Which the highest value of mass.
against a hard object and foil, what will happen? among them contributes the
ENGAGE Explain the concept of
placed it over the head. most to the overall mass of
What happens? an atom? Scientific notation.
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Essential Question: Essential Question: Essential Question: Essential Question: Compare Grade 8
Do objects attract or repel Do objects attract or repel each Compare the masses of the the masses of the subatomic Quarter 3
each other/carry positive other/carry positive and negative subatomic particles. particles. Page 19
EXPLORE and negative charges? charges?
Perform Activity 1: Perform Activity 2: The big
“Charge” it to experience! difference in LM
in LM p193. pp195-196.
Students present the results of the Students present the results of
activity. the activity. Comparison of
Answer guide questions. (refer to the the masses of the three
activity) subatomic particles using the
EXPLAIN
bar graph, pie chart and a
seesaw can. Answer
guide questions. (refer to the
activity).
 Ask students what makes up Which subatomic particle/s
an atom? make/s up most of the mass of
ELABORATE
 Give the charges of the the atom?
three subatomic particles.
Complete the table. Refer to the masses in table
2. Answer the following
Subatomic Charge Location questions.
Particle 1. Which subatomic
1. positive 4. particle is the lightest?
electron 2. 5. 2. Which subatomic
EVALUATE
3. neutral 6. particle is the heaviest?
3. Which subatomic particle
has almost the same mass? 4-5.
Which subatomic particles
make up most of
the mass of the atom.
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Present Table 2. Some Properties of Research on Thomson’s and Grade 8

the three subatomic particles. pp195 Rutherford model of the atom. Quarter 3
EXTEND Page 20
To be continued the (Note: The teacher may modify the type To be continued the (Note: The teacher may modify
following day (publication of of test.) following day (publication of the type of test.)
results) results)
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
 80% and Above:
 Below 80%:
 have caught up
with the less
 continue to
require
remediation
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can help
me solve?
MIMAROPA Region
What innovation or Grade 8

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

Daily Lesson Log
Week No. 4 Signature: Signature:
MIMAROPA Region
Grade 8
Grade 8 School Grade Level 8
Quarter 3
Daily Lesson Log Teacher Learning Area Matter (Chemistry) Page 22
Junior HS Science Teaching Dates Quarter Third

I. OBJECTIVES
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom
Describe Thomson’s Describe Rutherford’s Determine the number of neutrons from the mass
DAILY TASK Summative Test
model model. number.
Subatomic Particles and Determining the number of neutrons from the mass
II. CONTENT Thomson’s model Rutherford’s model.
Molecular Models number.
Teacher’s Guide Teacher’s Manual Teacher’s Manual
Learner’s Manual pp 198- 203 Learner’s Manual pp 198- 203 Learner’s Manual pp 203- 205 Learner’s Manual pp 203-205 pp
Learner’s Materials
pp 193 195-197
Exemplar Lesson Plan Exemplar Lesson Plan, Exemplar Lesson Plan,
Additional Materials
pp138-140 Periodic Table ,pen/pencil Periodic Table ,pen/pencil
IV. LEARNING TASKS
What is an atom? Review: Thomson’s atomic Show a periodic Table. Ask What makes up the mass of an
What are the different model. students about the atom?
ELICIT
subatomic particles of an salient features of the Periodic
atom? Table.
Show to the class a real raisin  Teacher GAME: Ask one student to draw an
bread. demonstration:  Group the atom having three subatomic
ENGAGE
Activity #3 Part A students and ask a particles.
representative to
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Guide Questions:  Look for a answer the question Grade 8

1. What is the name volunteer. by writing the answer Quarter 3
of this bread?  Ask few questions. on the board. Page 23
2. What is in this  The teacher gives
bread that is not the name of the
found in other element.
breads?  Students write its
symbol ,atomic
(The teacher may opt to use a number and mass
picture instead.) number.
Essential Question: How Essential Question: How Essential Question:

did Thomson do you describe How do you determine the number of neutrons, protons, electrons in
discover the electron? Rutherford’s model? a neutral atom?
EXPLORE  Show Thomson’s Perform Activity #3 Part B and Perform Activity #4: What’s
atomic model. C: Small but terrible. in a number?, procedure 1 in
 Elicit ideas from LM p. 204.
the students.
Lecturette: Students present the results Students present the results of the
EXPLAIN Discuss the details of his of the activity. Answer guide activity.
discovery. questions. Answer guide questions. (refer to
(refer to the activity) the activity)
Key Questions: Key Questions: Key Questions:
1. What was the 1. What was the 1. Differentiate atomic
experiment experiment number from mass
conducted by J.J. conducted by number.
ELABORATE Thomson? Rutherford? 2. How do you determine
2. How was he able 2. How was he able the number of neutrons
to prove the to prove the given the
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existence of existence of the mass number and atomic Grade 8

electrons? nucleus? number? Quarter 3
3. Describe 3. Describe Page 24
Thomson’s Rutherford’s
discovery. discovery.
Draw and describe J.J. Draw and describe Data completion: Fill in the
EVALUATE Thomson’s model. Rutherford’s model. missing data in the table.
Element Mass Atomic p+ e- n0

# #
Na 23 1
C 6 6
Rn 222 86
Au 7 11
EXTEND Identify the uses of Cite the flaws of Define Isotopes and its uses.
Thomson’s experiment. (e.g. Rutherford’s discovery.
television-picture
tube)
To be continued the (Note: The teacher may modify
V. REMARKS following day (publication the type of test.)
of results)
VI. REFLECTIONS
 80% and Above:
 Below 80%:
MIMAROPA Region
Did the remedial lessons work? Grade 8

Quarter 3
 have caught up with
the lesson Page 25
remediation
Why did these work?

encounter which my Principal/
Supervisor can help
me solve?
other teachers?

Daily Lesson Log
MIMAROPA Region


I. OBJECTIVES
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom
Infer that ions are formed
DAILY TASK Define Isotopes and interpret shorthand notations from the removal/addition Performance Task Summative Test
for isotopes and atoms. of electrons.
Determining the # of
Role play- Atomic Models,
protons, electrons,
1.Definition of Isotopes and Timeline of atomic
II. CONTENT Ions neutrons,
2.Shorthand notations for Isotopes and atoms models using recycled
Isotopes, and
materials
Ions
Teacher’s Guide Teacher’s Manual
Learner’s Manual pp 204- Learner’s Manual pp 204-
Learner’s Materials 205 205
Additional Materials Periodic Table
IV. LEARNING TASKS
Q & A: Sub-atomic Particles How are isotopes identified? Review:
1. Definition of Isotopes
ELICIT
2. Shorthand notations for
Isotopes and atoms
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Ask: What comes into your Give common isotopes. Cite examples of energy drinks. Grade 8
mind when you hear the Guide Questions: Quarter 3
word isotope? 1. Why are they Page 27
popular nowadays?
ENGAGE
2. What benefit can
one get from drinking
such?

What is an isotope? How does an atom become an ion?
How do you interpret shorthand notation of isotopes and atoms?
EXPLORE Perform Activity#4: Perform Activity#4: What’s in a

What’s in a number? number? Procedures 4 and 5
Procedures 2 and 3 on on page 205.
page 204.
 Students present the Students present the results of
EXPLAIN results of the activity. the activity.
 Answer guide Answer guide questions. (refer
questions. (refer to the to the activity)
activity)
 Lecturette on isotopes
Give the shorthand notation of Key Questions:
isotope of Hydrogen. 1. How does an ion
form?
ELABORATE 2. What do you call the
positive ion?
Negative ion?
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3. What will happen when Grade 8

an atom Quarter 3
becomes an ion?
Page 28
Write the shorthand notation Given the Calcium ion, answer
showing the mass number and the following:
atomic number of the 1. How many protons are
EVALUATE isotopes of the following: there in the calcium ion?
1. Iron 2. How many electrons are
2. Aluminum there in the calcium ion?
3. Calcium 3. How many neutrons are
there in the calcium ion?
Using old folders, students What is the importance of ions
EXTEND select one element to be in the human body?
drawn with symbol, atomic
number and mass number.
To be continued the (Note: The teacher may modify
V. REMARKS following day (publication the type of test.)
of results)
VI. REFLECTION
 80% and Above:
 Below 80%:
 have caught up
with the lesson
remediation
MIMAROPA Region
Grade 8
Why did these work? Quarter 3
What difficulties did I Page 29
Supervisor can help
me solve?
other teachers?

Daily Lesson Log
Week No. 6
MIMAROPA Region


I. OBJECTIVES
Content Standard the periodic table of elements as an organizing tool to determine the chemical properties of elements.
The Learners should be able to:
Learning Competency
trace the development of the periodic table from observations based on similarities in properties of elements.
Code: S8MT-IIIg-h-11
Trace the development of the Periodic Table Summative Test
DAILY TASK Describe the arrangement of elements in the periodic table on Periodic Table
II. CONTENT Development of the Periodic Table Arrangement of elements in the Periodic Table
Teacher’s Guide
Learner’s Materials Learners’ Module pp 210-211 Learners’ Module pp 210-211 Learners’ Module pp 211-213 Learners’ Module pp 211-213
Periodic table of elements https://www.youtube.com/wat https://www.youtube.com/watc
ch?v=I5H1SeepnaU h?v=VgVQKCcfwnU
IV. LEARNING TASKS
In Grade 7, students learned about Show to the class a video from Using the periodic table, The Let the students watch the video
the periodic table. Let them YouTube entitled: History of teacher will mention an element The NEW Periodic Table Song
recall some common elements Periodic Table Animation (e.g. Calcium). (Updated) on YouTube.
found in the periodic table. (cite provided in Learning (cite provided in Learning
ELICIT
Resources under additional Let them look in what column and Resources under additional
materials) row it is located or you may do materials)
otherwise (students
will look for the name, teacher
MIMAROPA Region
will mention the row and column) Grade 8

Quarter 3
Ask: Who were the people Let the students take hold of their After watching, let them cite Page 31
How was your seating mentioned in the video? (Write periodic table and ask them of some names of elements they have
arrangement done? their answers on the board for the possible ways how those seen and where they can
(possible answers: later discussion) elements were arranged. commonly be found or used.
alphabetically, height, Were they arranged Example: Silver-spoon
ENGAGE
gender) alphabetically? randomly? Or other
possible arrangements?

How did the periodic table develop? How were the elements in the periodic table arranged?
Perform Activity #1 part A: Continue Activity #1 Part B.
EXPLORE Tracking the path and Tracking the path and
constructing the Periodic constructing the Periodic Table
Table on pages 210-211 of on page 211 of the
their textbook. learner’s manual.
With the use of the guide With the use of the guide
questions, students will report questions, students will report their
EXPLAIN
their answers in front. answers in front.
(Questions #1-4) (Questions #5-10)
1. Who were the people 1. What is periodic law?
behind the history of 2. Differentiate groups
periodic table? And what from periods.
ELABORATE
was their respective 3. What are the different
concept? family names of
2. What bases did the groups found in the
following chemists use to periodic table?
MIMAROPA Region
explain their arrangement of Grade 8

elements? Quarter 3
a. Dobereiner Page 32
b. Newlands
c. Meyer
d. Mendeleev
e. Moseley
Identification I. Identify in what period and
1. He is a German group does the following
chemist who grouped element belong:
elements in three 1. Boron
with similar 2. Calcium
properties. 3. Neon
EVALUATE 2. This arrangement 4. Hydrogen
was proposed by 5. Potassium
Newlands.
3. How did Mendeleev II. Identify and label the
arrange the parts of the periodic table.
elements in the
periodic table?
Trace the development of the For the next session, tell the
Periodic Table by making a students to bring the following
timeline. Write it in a short materials for their Performance
sized bond paper. output:
a. Bond paper (long
EXTEND
sized)
b. Coloring materials
c. Designing materials
d. Ruler
e. Glue
MIMAROPA Region
 Assign this activity by Grade 8

pair. Quarter 3
 Ask the students to Page 33
do some research
about the following
information of the
assigned element:
a. Name of element and
how it got its name.
b. Symbol, Atomic
Number and Atomic
Mass
c. Where is it found and
in what form
d. Physical facts
(melting point, boiling
point, density)
e. Uses (with pictures)
f. Source of information
To be continued the following (Note: The teacher may modify To be continued the following day (Note: The teacher may modify
day (publication of results) the type of test.) (publication of results) the type of test.)
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
MIMAROPA Region
Did the remedial lessons Grade 8

Quarter 3
 have caught up
with the lesson Page 34
remediation
strategies worked well? Why
did these work?
Supervisor can
help me solve?
other teachers?

Daily Lesson Log
MIMAROPA Region


I. OBJECTIVES
Content Standard the periodic table of elements as an organizing tool to determine the chemical properties of elements
trace the development of the
Learning Competency periodic table from observations
use the periodic table to predict the chemical behavior of an element.
based on similarities in properties
of elements
Code: S8MT-IIIa-b-8 S8MT-IIIc-d-9
Identify ways of Summative test on
DAILY TASK Make an Element Brochure Compare the reactivity of metals in acid solution preventing corrosion due Reactivity of Metals
to the reactivity of metals
Performance Task (Element Ways to prevent
II. CONTENT Reactivity of Metals Summative Test
Brochure) corrosion of metals
Teacher’s Guide
Learners’ Module pp 214- Learners’ Module pp 214- Learners’ Module pp 214-
Learner’s Materials 217 217 217
www.nclark.net https://www.youtube.com/w
atch?v=qd2B9yCKzc0
MIMAROPA Region
IV. LEARNING
Grade 8 TASKS
Show pictures of objects with Show a video entitled: Quarter 3
rust. Rusting of Iron in YouTube. Page 36
ELICIT (Houses, cars, etc.) (cite provided in Learning
Resources under additional
materials)
Ask the students how You may ask the following
rusting of objects affect questions: (to be posted
people. before watching the video)
1. What is rust?
2. What are the
factors involved for
rusting to occur?
3. When does rusting
ENGAGE
happen?
4. In what condition
does rusting
process is
hastened?
5. What did the boy
do to solve the
problem?
Students will be tasked to create an Essential Question: Essential Question: How
EXPLORE
attractive brochure presenting What is the relationship between reactivity of metals (elements) can corrosion be
informative details about the and its arrangement in the periodic table? prevented?
assigned element by pair. The Perform Activity #2: Students will do activity #2 on
brochure will be a tri-fold 8.5 x 13 Metal… How reactive are page 214 procedure # 12.
(long sized) bond paper. The you? on pages 214-216
following format will be observed: procedures # 1-11.
a. Name of element and how
it got its name.
MIMAROPA Region
b. Symbol, Atomic Number Grade 8

and Atomic Mass Quarter 3
c. Where is it found and in Page 37
what form
d. Physical facts (melting
point, boiling point,
density)
e. Uses (with pictures)
f. Source of information
Through a group Ask every group to answer
reporting, students will questions 7 and 8 on page 216
discuss their answers on the of their manual. Let them
EXPLAIN
guide questions found on include their answers in
their learner’s manual. yesterday’s assigned
question.
1. What is the trend 1. What are the
of reactivity of harmful effects
metals in groups? when metal reacts
ELABORATE
2. What is the trend with acids?
of reactivity of 2. How can we
metals in prevent corrosion?
periods?
Arrange the following metals 1. How can we prevent
in increasing reactivity: corrosion?
1. P-Mg-S – (Answer: S-
EVALUATE P-Mg) (Note: prepare a rubric)
2. O-N-Be – (Answer: O-
N-Be)
MIMAROPA Region
3. Cu- Sr-Li (Answer: Cu- Grade 8

Sr-Li) Quarter 3
4. Cl-F-Br (Answer: Br-Cl- Page 38
F)
5. Na- K-Li (K-Na-Li)
Look for some practical Look for the other types of
ways to prevent corrosion. Be corrosion.
EXTEND able to prepare a brief
report for tomorrow’s
discussion.
To be continued the (Note: The teacher may
following day (publication of modify the type of test.)
results)
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
 80% and Above:
 Below 80%:
 have caught up
with the lesson
remediation
Why did these work?
MIMAROPA Region
What difficulties did I Grade 8

encounter which my
Principal/ Supervisor can help Quarter 3
me solve? Page 39
which I wish to share with other
teachers?

Daily Lesson Log

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Department of Education

Grade 8 School Julio R. Hernandez Integrated School Grade Level 8 Grade 8

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY

The Learners demonstrate an understanding of:

III. LEARNING RESOURCES

Essential Question: Grade 8

Students will present their findings in Students will present their

Key Questions: Key Questions:

A. Classify whether the following is Identify the following Grade 8

Let the students check the other  Tell the students to

What innovation or localized

PREPARED BY: NOTED:

SARAHLYN M. RODEROS JULIE B. ACEVEDA, Ph.D.

Grade 8 School Grade Level 8 Grade 8

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Drop Raceway!” sheet. Grade 8

Essential Question: Essential Question:

Key Questions: Key Questions: Grade 8

 Make a particle  Conduct Activity #5A: Grade 8

What difficulties did I Grade 8

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

how would they eat their Grade 8

Essential Question: Essential Question: Essential Question: Grade 8

Key Questions: Key Questions:

2. How does the process of contributed to the Grade 8

Cite other practical Explain to students that Grade 8

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Present Table 2. Some Properties of Research on Thomson’s and Grade 8

What innovation or Grade 8

Prepared by: Checked by:

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Guide Questions:  Look for a answer the question Grade 8

Essential Question: How Essential Question: How Essential Question:

existence of existence of the mass number and atomic Grade 8

Element Mass Atomic p+ e- n0

Did the remedial lessons work? Grade 8

What difficulties did I

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Essential Question: Essential Question:

EXPLORE Perform Activity#4: Perform Activity#4: What’s in a

3. What will happen when Grade 8

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

will mention the row and column) Grade 8

Essential Question: Essential Question:

explain their arrangement of Grade 8

 Assign this activity by Grade 8

Did the remedial lessons Grade 8

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY