Region XI Grade Level 8

GRADE 8 Teacher Learning Area SCIENCE 8 PHYSICS

DAILY
Teaching Dates
LESSON LOG Quarter FIRST
and Time

Session No.
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of current- voltage-resistance relationship, electric
power, electric energy, and home circuitry.

B. Performance Standards The learners shall be able to discuss phenomena such as blue sky, rainbow, and red sunset
using the concept of wavelength and frequency of visible light.

C. Learning Competencies /
Objectives The learners will explain the functions of circuit breakers, fuses, earthing, double insulation,
(Write the LC code for and other safety devices in the home.
each) (S8FE-Ih-30)

Within the specific period, the students should be able to:

1. identify circuit breakers, fuses, earthing, double insulation, and other safety devices at
home,
2. explain the function of the following safety devices and their functions in a circuit, and
3. perform activities that demonstrate safety in using electricity.
II. CONTENT
ELECTRICITY

A. TOPIC
SAFETY IN USING ELECTRICITY

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Science 8 Teaching Guide pp. 46-48
pages
2. Learner’s Materials
Science 8 Learner’s Module pp. 64-68
pages
3. Textbook pages
EASE Physics. Module 7. Lessons 3 and 4.
2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 174-177.

4. Additional Materials
from Learning
Resource (LR) portal
A. Other Learning Resources PHET Simulation
IV. PROCEDURES
A. Reviewing previous ELICIT
lesson or presenting the
new lesson (5 MINS.) Group students into six. Each group will be given metacards and ask them to write as many
appliances as they can that contain heating element for 30 seconds. Let them post their
metacards on the board and let the class check all their outputs.

B. Establishing a purpose ENGAGE

for the lesson (5 minutes)
The teacher will post questions on the board and let the students discuss among themselves
the answer to the questions:
C. Presenting examples/
instances of the new
1. What do you think is the cause of overloading in a circuit?
lesson
2. Why do wires heat up when there is too much current?
3. What do you think will happen if a human body experiences electric shock?
4. Why are electrical safety measures important?
D. Discussing new concepts EXPLORE
and practicing new skills Do Activity 4A: Stay Safe and Activity 4B: Don’t keep it short! in Learners Materials Science 8
#1 (20 minutes) (1st Quarter) pp.64-66.
E. Discussing new concepts
Objectives:
and practicing new skills
After performing this activity, you should be able to:
#2
1. describe the heating effect of current;
2. explain what a short circuit is; and
3. explain the reason behind some safety practices in the use of electricity.

For Activity 4A: What makes it hot?

Materials Needed:
2 dry cells in a battery holder 2 connecting wires
2 connecting wires 2 dry cells in a battery holder
1 fine strand of copper wire (20 cm long) 1 bulb in a bulb holder
2 small blocks of wood
4 thumbtacks
2 short candles
Timer

Procedure:
1. Place two wooden blocks side by side. To keep them from being moved, place masking tape
underneath each block to keep them steady on the table.
2. Place two thumbtacks on each wooden block near the space between them. Wrap the
copper wire tightly around the thumbtacks as shown, leaving two free ends on the same
wooden block. Press the thumbtacks fully until the head of the thumbtacks is just above the
wood.

3. Place a candle on top of the wires as shown below. Place a candle on top of the wires as
shown below.

4. Connect the two free ends of the copper wire to the battery using the connecting wires.
Leave the circuit closed for 30 seconds and then disconnect the battery. Observe the candle.
Write your observation and explanation.

5. Try adding another dry cell as shown in the circuit using another candle. Repeat steps 3 and
4 and write your observation.

Q19. What happened to the candle for both setups?

Q20. When you increase the voltage by adding another dry cell, what happens to the
 amount of current in the circuit?
Q21. Compare the effect on the candle with two dry cells and with three dry cells in the
circuit. What is produced in the wires that affected the candle? How does the effect
on the candle relate to the amount of current in the wire?

Activity 4B: Don’t keep it short!

Materials Needed:
2 connecting wires
2 dry cells in a battery holder
1 bulb in a bulb holder

Procedure:
1. Remove about 2 cm insulation from the ends of the connecting wires.
2. Construct a circuit using the bulb, 2 batteries, and connecting wires with exposed parts you
made in step 1.

3. Make the exposed parts of the wire touch momentarily. Do not keep them in contact for so
long.
Q22. What happened to the bulb?
4. Draw the setup and trace the path the current takes when the exposed parts of the wires
touch each other.
Q23. Explain what happened to the bulb when the exposed wires momentarily touched.
Q24. When the exposed wires were momentarily touched the path of current was
shortened (hence the term short circuit) compared to the original path which
include the bulb. What was the effect on the resistance of the circuit when the
path of current was shortened or when a short circuit occurred?
Q25. What was the effect on the current when a short circuit occurred?
Q26. Why do short circuits cause fire?
Q27. What happens to the total resistance of the circuit when more and more
appliances are connected to one outlet?
Q28. What happens to the total current?
Q29. Overloading a circuit can start a fire. Explain.

F. Developing mastery EXPLAIN

(Leads to Formative
Assessment) (15mins.) Presentation of output per group / Processing:

Analysis:

Activity 4A: What makes it hot?

1. What happened to the candle for both setups?
2. When you increase the voltage by adding another dry cell, what happens to the amount of
current in the circuit?
3. Compare the effect on the candle with two dry cells and with three dry cells in the
circuit. What is produced in the wires that affected the candle? How does the effect on the
candle relate to the amount of current in the wire?

Activity 4B: Don’t keep it short!

 1. What happened to the bulb?
2. Explain what happened to the bulb when the exposed wires momentarily touched.
3. When the exposed wires were momentarily touched the path of current was shortened
(hence the term short circuit) compared to the original path which include the bulb. What
was the effect on the resistance of the circuit when the path of current was shortened or
when a short circuit occurred?
4. What was the effect on the current when a short circuit occurred?
5. Why do short circuits cause fire?
6. What happens to the total resistance of the circuit when more and more appliances are
connected to one outlet?
7. What happens to the total current?
8. Overloading a circuit can start a fire. Explain.

G. Finding practical
applications of concepts ELABORATE
and skills in daily living Why is it dangerous for us to have multiple connections or octopus wiring?
(15mins) Why do we need to protect ourselves from electric shock?
H. Making generalizations
and abstractions about Presentation of PHET Simulation
the lesson
I. Evaluating learning EVALUATE
(5mins)
A. True or False. Write TRUE if the statement is correct and FALSE if it is wrong.

TRUE 1. Fuse and circuit breakers must be fixed at the live wire before the appliance.
FALSE 2. A body that receives an electric shock has the same potential across all of his body
parts.
TRUE 3. Earthing provides the current a pathway that is connected to the ground.
FALSE 4. You get electrocuted by a dry cell because your body has a very low resistance.
TRUE 5. Overloading sockets can cause short circuit, thus octopus wiring is not
recommended..
B. Write 3 safety tips in using electricity at home.
1. Do not overload sockets.
2.Wire plugs correctly.
3. Never touch electrical wirings and appliances when your body is wet. (many others)
J. Additional activities for EXTEND
application or
remediation Read in advance the topic about sound.

VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
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 work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

ARISTOTLE GROUP 1

Members:

BONGCAC, EDEN BERG P. SAMONTE, JOY T.

COMVAL PANABO CITY

ACOSTA, CRISTY B. ALQUIZAR, JANICE S.

COMVAL DAVAO OCCIDENTAL

CABUYADAO, CHRISTINE V. DUMALI, SHELLA MARIES I.

COMVAL DAVAO ORIENTAL

GAGABE, BEVERLY A. GOMEZ, LINA D.

PANBO DAVAO OCCIDENTAL

LABASTIDA, KRISTINE ROBBIE P. NACISVALENCIA, QUENIE N.

COMVAL DAVAO OCCIDENTAL

Evaluated by:

PEDRO P. BATINGAL
ESP- SCIENCE TAGUM CITY
 Activity 4A: Stay Safe

Objectives:

After performing this activity, you should be able to:

1. describe the heating effect of current;

2. explain what a short circuit is; and
3. explain the reason behind some safety practices in the use of electricity.

Materials Needed:
2 dry cells in a battery holder 2 connecting wires
2 connecting wires 2 dry cells in a battery holder
1 fine strand of copper wire (20 cm long) 1 bulb in a bulb holder
2 small blocks of wood
4 thumbtacks
2 short candles
Timer

Procedure:
1. Place two wooden blocks side by side. To keep them from being moved, place masking tape underneath each block to keep
them steady on the table.

2. Place two thumbtacks on each wooden block near the space between them. Wrap the copper wire tightly around the
thumbtacks as shown, leaving two free ends on the same wooden block. Press the thumbtacks fully until the head of the
thumbtacks is just above the wood.

3. Place a candle on top of the wires as shown below. Place a candle on top of the wires as shown below.

4. Connect the two free ends of the copper wire to the battery using the connecting wires. Leave the circuit closed for 30
seconds and then disconnect the battery. Observe the candle. Write your observation and explanation.

5. Try adding another dry cell as shown in the circuit using another candle. Repeat steps 3 and 4 and write your observation.

Q19. What happened to the candle for both setups?

Q20. When you increase the voltage by adding another dry cell, what happens to the amount of current in the circuit?
 Q21. Compare the effect on the candle with two dry cells and with three dry cells in the circuit. What is produced in the
wires that affected the candle? How does the effect on the candle relate to the amount of current in the wire?

Activity 4B: Don’t keep it short!

Materials Needed:
2 connecting wires
2 dry cells in a battery holder
1 bulb in a bulb holder

Procedure:
1. Remove about 2 cm insulation from the ends of the connecting wires.
2. Construct a circuit using the bulb, 2 batteries, and connecting wires with exposed parts you made in step 1.

3. Make the exposed parts of the wire touch momentarily. Do not keep them in contact for so long.
Q22. What happened to the bulb?

5. Draw the setup and trace the path the current takes when the exposed parts of the wires touch each other.

Q23. Explain what happened to the bulb when the exposed wires momentarily touched.

Q24. When the exposed wires were momentarily touched the path of current was shortened (hence the term short
circuit) compared to the original path which include the bulb. What was the effect on the resistance of the circuit
when the path of current was shortened or when a short circuit occurred?

Q25. What was the effect on the current when a short circuit occurred?

Q26. Why do short circuits cause fire?

Q27. What happens to the total resistance of the circuit when more and more appliances are connected to one outlet?

Q28. What happens to the total current?

Q29. Overloading a circuit can start a fire. Explain.