DAILY LESSON LOG IN SCIENCE GRADE 8

Third Quarter S.Y 2018-2019

December 06, 2018 Teacher: LOBIE C.

ALFONSO
I.OBJECTIVES
A. Content Standards Demonstrates understanding of the idea that the identity of a
substance is determined by its atomic structure.
B. Performance Standards Calculate the atomic mass and find the number of protons, neutrons,
and electrons.
1. Learning competencies Determine the number of protons, neutrons and electrons in a
particular atom.(Code:S8MT-IIIe-f-10)
*Specific Objectives ( 3 Skills a Day )
1. Cognitive* Identify the sub-atomic particles associated with mass number.
2. Psychomotor* Calculate the atomic mass and find the number of protons, neutrons, and
electrons.
3. Affective* Cite the importance of determining the number of protons, neutrons and
electrons.
II. CONTENT Topic: Determining the Number of Sub- Sub Topic:
atomic Particles
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages: 2.Learner’s Material Page: 3. Textbook Pages.
4. Additional Materials from LR Portal
B. Other Learning Resources: Grade 8 Science Books ( Conceptual Science and Beyond, Abecilla), Internet
IV. PROCEDURES
A. Reviewing previews lesson or presenting the new lesson. Recall the 3 types of subatomic particles and their location.
B. Establishing a purpose to the lesson Explain that all matter is made up of elements, some of which we can see
(e.g., metals) and others we cannot (e.g., colorless gases). The smallest form
of elements and all matter is atoms. Display two or more objects representing
different elements (e.g., gold ring, copper twine or pipe or lead from a pencil)
for students to identify.
C. Presenting examples/instances of the new lesson Ask students how the atoms of these elements are similar and how they differ.
( All atoms are made up of the same particles: protons, neutrons and electrons.
The atoms of each element have a unique number of protons, neutrons and
electrons.)
D. Discussing new concepts and practicing new skills # 1. Introduce the calculations for determining atomic number, atomic mass,
protons, neutrons and electrons.
What do atomic number and mass number represent? (Atomic number is the
number of protons; mass number is the number of protons and neutrons in the
nucleus.)
E. Discussing new concepts and practicing new skills # 2. If the number of protons as well as the Atomic Mass of an element is known,
how can the number of neutrons be determined? (The number of neutrons can
be determined by subtracting the number of protons from the Atomic Mass
(rounded to the nearest whole number).
* Discussing new concepts and practicing new skills # 3 Distinguish which particles can be used to identify an element.
F. Developing mastery Practice calculations that determine the atomic number, atomic mass, protons,
neutrons and electrons.
G. Finding practical application of concepts and skills in Cite the importance of determining the number of protons, neutrons and
daily living electrons. (Subatomic particles are important because it is a unit of matter or
energy that's the fundamental makeup of all matter.)
H. Making generalization and abstraction about the lesson The students will generalize how to determine the number of protons, neutrons
and electrons.
I. Evaluate Learning Quiz: Determine the number of protons, neutrons and electrons.
I. Additional activities for application or remediation Question: How did the Periodic Table develop? What information about
elements can be obtained from this organizing tool?
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 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
this worked?
F. What difficulties did I encounter which m principal or
superior can help me solve?
G. What innovation or localized materials did I
used/discovered which I wish to share with other teachers?
Prepared By: Checked By: Noted By:

LOBIE C. ALFONSO VICTOR M. SICAT JR. AMPARO M. MUNOZ,Ed.D.

Science Teacher HT I- Science Principal III
 DAILY LESSON LOG IN SCIENCE GRADE 10
First Quarter S.Y 2018-2019

Day 2/JULY 3, 2018 Teacher: LOBIE C. ALFONSO

I.OBJECTIVES
A. Content Standards Demonstrate an understanding of work using constant force, power , gravitational
potential energy ,kinetic energy and elastic potential energy
B. Performance Standards Make a written plan and implement “Newton's Olympics"

C. Learning competencies Show situations in which work is done and in which no work is done
Code:(S8FE-IC-20)
*Specific Objectives ( 3 Skills a Day )
1. Cognitive* Define work scientifically.
2. Psychomotor* Determine if work is done in a certain activity.
3. Affective* Compute for work in a given situation.
II. CONTENT Topic: Overview: Work and Energy Sub Topic:
III. LEARNING RESOURCES
C. REFERENCES
2. Teacher’s Guide Pages 17-18 2.Learner’s Material Page 21-23 3. Textbook Pages
4. Additional Materials from LR Portal
D. Other Learning Resources: Internet
IV. PROCEDURES
A. Reviewing previews lesson or presenting the new lesson. Tell the difference between the forces related to law of interaction and
forces in a balanced state
B. Establishing a purpose to the lesson Ask the students to answer : What comes to your mind when you hear
the word "Work"?
C. Presenting examples/instances of the new lesson Explain the Scientific meaning of work.
D. Discussing new concepts and practicing new skills # 1. Tell from the list of everyday activities if there is a work done or no work
done.
E. Discussing new concepts and practicing new skills # 2. Discuss what is work.

* Discussing new concepts and Given the formula for work, present how to find for the unknown.
practicing new skills # 3
F. Developing mastery Problem solving: Solve simple problems with work.
G. Finding practical application of concepts and skills in daily Cite examples of activities with work done
living
H. Making generalization and abstraction about the lesson What is work?
I. A. Evaluate Learning Problem solving.
J. Application Question: Write the answer to the questions What have I learned? What difference does it make?
What can I do with these?
K. 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 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 this worked?
F. What difficulties did I encounter which m principal or superior can help me
solve?
G. What innovation or localized materials did I used/discovered which I wish
to share with other teachers?

Prepared By: Checked By: Noted By:

LOBIE C. ALFONSO VICTOR M. SICAT JR. AMPARO M. MUNOZ,Ed.D.

Science Teacher HT I- Science Principal III

DAILY LESSON LOG IN SCIENCE GRADE 10

First Quarter S.Y 2018-2019

Day 3/JULY 4, 2018 Teacher: LOBIE C. ALFONSO

I.OBJECTIVES
C. Content Standards Demonstrate an understanding of work using constant force, power ,
gravitational potential energy ,kinetic energy and elastic potential energy
D. Performance Standards Make a written plan and implement “Newton's Olympics"
 2. Learning competencies Show situations in which work is done and in which no work is done
Code:(S8FE-IC-20)
*Specific Objectives ( 3 Skills a Day )
4. Cognitive* Analyze worded problem on work.
5. Psychomotor* Compute word problem on work.
6. Affective* Infer the importance of analyzing problem.
II. CONTENT Topic: Work and Energy Sub Topic:
III. LEARNING RESOURCES
E. REFERENCES
3. Teacher’s Guide Pages 2.Learner’s Material Page 22-25 3. Textbook Pages.
4. Additional Materials from LR Portal
F. Other Learning Resources: Internet
IV. PROCEDURES
A. Reviewing previews lesson or presenting the new lesson. What is work?
B. Establishing a purpose to the lesson Problem solving
C. Presenting examples/instances of the new lesson
D. Discussing new concepts and practicing new skills # 1. What is formula for work?
E. Discussing new concepts and practicing new skills # 2. What is the relationship between distance and force in finding
work?
* Discussing new concepts and
practicing new skills # 3
F. Developing mastery Problem solving
G. Finding practical application of concepts and skills in daily Analyzing problems.
living
H. Making generalization and abstraction about the lesson Computation for work.
I. A. Evaluate Learning Quiz will be given to the learners.
J. Application Question: Write the answer to the questions What have I learned? What
difference does it make? What can I do with these?
K. 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 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 this worked?
F. What difficulties did I encounter which m principal or superior can help me
solve?
G. What innovation or localized materials did I used/discovered which I wish
to share with other teachers?

Prepared By: Checked By: Noted By:

LOBIE C. ALFONSO VICTOR M. SICAT JR. AMPARO M. MUNOZ,Ed.D

Science Teacher HT I- Science Principal III

DAILY LESSON LOG IN SCIENCE GRADE 10

First Quarter S.Y 2018-2019

Day 4/JULY 5, 2018 Teacher: LOBIE C. ALFONSO

I.OBJECTIVES
A. Content Standards Demonstrate an understanding of: work using constant force, power ,
gravitational potential energy ,kinetic energy and elastic potential
energy.
B. Performance Standards Make a written plan and implement “Newton's Olympics"

1. Learning competencies Show situations in which work is done and in which no work is done.
Code:(S8FE-IC-20)
*Specific Objectives ( 3 Skills a Day )
1. Cognitive* Identify situations in which work is done.
2. Psychomotor* Describe how work is related to power and energy.
3. Affective* Relate speed and position of object to amount of energy possessed by the
body.
II. CONTENT Topic: Potential and Kinetic Energy Sub Topic: Activity:
Rolling toy
III. LEARNING RESOURCES
A. REFERENCES
 4. Teacher’s Guide Pages 2.Learner’s Material Page 31- 3. Textbook Pages.
33
4. Additional Materials from LR Portal
L. Other Learning Resources:
IV. PROCEDURES
A. Reviewing previews lesson or presenting the new lesson. What is work?
B. Establishing a purpose to the lesson Ask the learners if they were able to read the procedure
for the activity.
C. Presenting examples/instances of the new lesson Observe the rolling toy.
Discussing new concepts and practicing new skills #1. What kind of energy is stored in the rubber band.
D. Discussing new concepts and practicing new skills # 2. What kind of energy transformation does a rolling toy
have?
* Discussing new concepts and If the toy just remain on its original position, was there
practicing new skills # 3 energy on it?
E. Developing mastery Give exercises to the students / Ask the students to
explain their answer.
F. Finding practical application of concepts and skills in daily living Cite examples where kinetic energy is present.
G. Making generalization and abstraction about the lesson Problem solving on kinetic energy.
1. A. Evaluate Learning A quiz will be given to the learners.
H. Application Question: Write the answer to the questions What have I learned?
What difference does it make? What can I do with these?
I. Additional activities for application or remediation What are some activities that you are doing at
home that applying kinetic energy and potential
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 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 this worked?
F. What difficulties did I encounter which m principal or superior can help me solve?
G. What innovation or localized materials did I used/discovered which I wish to share with
other teachers?

Prepared By: Checked By: Noted By:

LOBIE C. ALFONSO VICTOR M. SICAT JR. AMPARO M. MUNOZ,Ed.D

Science Teacher HT I- Science PrincipaI III