Teacher JULIE FAYE B.

YWAYAN Grade Level 8

SCIENCE Teaching Dates Learning Area SCIENCE
Daily Teaching Time Quarter 3
Lesson Log Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards
The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining properties,
physical changes, and structure of substances and mixtures

B. Performance Standards The Learners shall be able to: present how water behaves in its different states within the water cycle
The Learners should be able to:
C. Learning Competencies/ Objectives (L.C.
Code) explain the properties of solids, liquids, and gases based on the particle nature of matter;
S8MT-IIIa-b-8
 DIAGNOSTIC TEST  Distinguish Matter
 Explain that matter
from non-matter
Specific (Daily) Objective/s is made up of tiny  Composition of Matter
 Common properties
particles
of matter
II. Learning Content Understanding Typhoon
III. Learning Resources
A. References
1. Teacher's Guide Pages
Science and Technology, Science and Technology, Science and Technology,
2. Learner's Materials Pages
Chapter 11; pages 253-261 Chapter 11; pages 253-261 Chapter 11; pages 253-261
Science 8 Learner’s Module; Science 8 Learner’s Module; Science 8 Learner’s Module;
3. Textbook Pp.
pages 171-181 pages 171-181 pages 171-181
4. Additional Materials from LR portal
PowerPoint presentation, PowerPoint presentation,
B. Other Learning Resources
visual aids, marker visual aids, marker
IV. PROCEDURE  
A. Reviewing previous Elicit: Show two pictures to the Show to the students a Let the students get a
lesson or (The activities in this section will evoke or
draw out prior concepts or prior class (one matter and one glass of water. Obtain ideas piece of paper. Ask them
presenting the new experiences from the students)

lesson non-matter). (Example: or concepts they have in to tear the paper into small
nonmatter: picture of light mind regarding it. pieces until they won’t be
 from a torch, heat from the
fire, sound from the police
siren (forms of energy);
able to tear it anymore.
Matter: picture of any solid,
Find someone who had
liquid or gaseous
torn the smallest piece and
substance. Let the
present it to the class
students cite the differences
between the two and write
them on the board.
B. Establishing a (Prepare two identical cups
purpose for the and water)
lesson Ask the students what could Show to the class one
be the possible small drinking glass full of Get their opinion from the
characteristics/ properties water and one empty. Get question: Is it possible to
Engage: these pictures have. Explain a volunteer and ask him to divide still the paper into
(The activities in this section will stimulate
C. Presenting their thinking and help them access and that these objects do have weigh the two. the very smallest of it?
connect prior knowledge as a jumpstart to
examples/ the present lesson.) properties and that is the Ask the students on what Then, explain the concept
instances of the objective of the lesson. they observed with the two of indivisibility of matter’s
new lesson What are the common objects. composition.
properties of matter? (Students must infer that
water has mass)

D. Discussing new Students will be divided into Students will be divided into identify matter that be see
concepts & groups of 5. With the use of groups of 5. They will inside the classroom
practicing new skills
#1
Explore: materials found on the conduct an activity found
(In this section, students will be given
time to think, plan, investigate, and module, they should be able on pages 174-175 of the
organize collected information; or the
E. Discussing new performance of the planned/prepared to fill in the table classifying learners’ module. (Activity #
concepts & activities from the students’ manual with
data gathering with Guide Questions) if the sample is matter or 2: What is matter made
practicing new skills
#2
not. (Activity #1: Which is of?)
matter, which is not?)
Explain: Each student will present Students will present their Students will present their
(In this section, students will be involved
in an analysis of their exploration. Their
understanding is clarified and modified
their work and output findings in class through a activity by answering the
because of reflective activities)/Analysis class reporting with the use guide questions. (Please
F. Developing mastery of the gathered data and results and be
able to answer the Guide Questions
leading to the focus concept or topic for
of the table and guide refer to LM for the guide
the day.) questions. (Please refer to questions)
LM for the guide questions)
G. Finding practical Key Questions:
applications of 1. What are the Key Questions:
concepts and skills
in daily living
common properties 1. What is matter made of?
Elaborate: of matter? 2. What is the difference
(This section will give students the
2. How does matter between molecules and
opportunity to expand and •
H. Making
solidify/concretize their understanding of
the concept and/or apply it to a real-world differ from atoms?
generalizations and
situation)
nonmatter? How can you say that
abstraction 3. What are the other matter is made up of small
properties of matter? particles like atom?

Evaluation: A. Classify whether the Identify the following

(This section will provide opportunities for
concept check test items and answer key following is matter or 1. He believed that atoms
which are aligned to the learning
objectives – content and performance nonmatter: 1. smoke are indivisible.
standards and address misconceptions-
if any) (matter) 2. It is Greek word which
2. ocean (matter) means indivisible
3. dreams (nonmatter) particle.
4. chalk (matter) 3. It is the smallest
5. shadow (nonmatter) particle of an element.
I. Evaluating Learning
B. Identify what property of 4. It consists of two or
matter is being described: more atoms.
_____1. It is the measure of 5 It is the unit of length
the amount of matter the used to measure size of an
object has. (mass) atom.
_____2. It refers to the
space occupied by an
object. (volume)
J. Additional activities Extend: Let the students check the • Tell the students to
for application and (This section gives situation that explains
the topic in a new context, or integrate it other properties of the get an aluminum foil
remediation to another discipline/societal concern)
following matter (hardness, and cut it into small
texture, color, malleability, pieces.
electrical conductivity) • In case it could not be
1.silk cloth cut anymore with their
2.plastic straw bare hands, use a
3.copper wire microscope or
magnifying glass to
 look at the tiniest
piece.
If you have better tools,
you could still cut the
aluminum into tinier
pieces.
V. REMARKS
VI. 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:

JULIE FAYE B. YWAYAN

Teacher 1 Checked by:

NURRISSA M LACASTE
Science Coordinator Approved by:

EDGARDO O. GANUB
Principal 1
 Teacher NURRISSA M LACASTE Grade Level 8
SCIENCE Teaching Dates Learning Area SCIENCE
Daily Teaching Time Quarter 3rd
Lesson Log Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrate understanding of... the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and
mixtures
B. Performance Standards The learners shall be able to present how water behaves in its different states within the water cycle

C. Learning Competencies/ Objectives (L.C. The learners shall: Explain the properties of solids, liquids, and gases based on the particle nature of matter;
Code) S8MT-IIIa-b-8
Infer that particles are moving
Specific (Daily) Objective/s Investigate about Evaporation
II. Learning Content Moving Particles and Evaporation
III. Learning Resources
A. References Learners’ Module pp 178- 182
1. Teacher's Guide Pages CG pp 47-49
2. Learner's Materials Pages Science and Technology, Chapter 11; pages 253-261 Science and Technology, Chapter 11; pages 253-261
3. Textbook Pp. Science 8 Learner’s Module; pages 179-182 Science 8 Learner’s Module; pages 183-188
http://www.middleschoolch emistry.com/lesson plans/c hapter1/lesson1
4. Additional Materials from LR portal Materials to be prepared by the teacher: wax paper, cardboard, printed “Race
Drop Raceway” sheets/ may be drawn, water
B. Other Learning Resources
PowerPoint presentation, visual aids, marker cardboard PowerPoint presentation, visual aids, marker

IV. PROCEDURE  

A. Reviewing What are the different States of Prepare two pieces of manila paper.
Elicit: Ask the question: Does matter attract
previous lesson matter? Dampen the first one with water. Hang Ask the students why clothes are
or presenting the
(The activities in this section will
each other?
evoke or draw out prior concepts or
prior experiences from the students)
it on a side where there is enough air or usually hanged outside.
new lesson sunlight to dry.
B. Establishing a Engage: Let the students play the game: Race Ask students (3 groups) to What would be the difference if
Ask the students the following questions:
purpose for the (The activities in this section will Drop Raceway (adapted) Teacher demonstrate how molecules behave clothes are hanged outside rather
lesson
stimulate their thinking and help them 1. At the end of class, do you think the
access and connect prior knowledge Preparation Print two “Race Drop in the following states of matter: than inside the house?
 Raceway” sheets for each group.
Procedure
1. Tape the Race Drop Raceway sheet
onto a piece of cardboard to give it
support.
C. Presenting 2. Tape a piece of wax paper over the paper towel will still be wet or will it be
examples/ “Race Drop Raceway!” sheet. dry?
instances of the
as a jumpstart to the present lesson.)  Solid  Liquid  Gas
3. Place 2–4 drops of water together 2. When water evaporates, where do the
new lesson to make one larger drop at the “Start”. water molecules go?
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.
D. Discussing new Essential Question: Are the particles moving? Essential Question: What happens when energy is added into the water?
concepts &
practicing new
skills #1 Explore: Perform by group Activity #3: Are the Perform Activity #4:
(In this section, students will be given
time to think, plan, investigate, and particles of matter moving? What is What changes take place when water is
E. Discussing new
organize collected information; or the
performance of the planned/prepared
between them? pp 178- 179 of the left in an open container?
concepts &
activities from the students’ manual
with data gathering with Guide
manual. In a closed container?
practicing new Questions) Pp. 182-183 of the manual.
skills #2

F. Developing Explain: Students will present their findings in Students will present their findings
mastery (In this section, students will be
involved in an analysis of their class through a class reporting with in class through a class reporting
exploration. Their understanding is
clarified and modified because of the use of the table and guide with the use of the table and guide
reflective activities)/Analysis of the
gathered data and results and be able questions. (Please refer to LM for the questions. (Please refer to LM for
to answer the Guide Questions
leading to the focus concept or topic guide questions) the guide questions)
for the day.)

Impact craters resembles the shapes

of the asteroid which is usually
circular. The crater is relatively larger
than the meteorites itself because of
the intensity of the impact. The
immediate surrounding during impact
is pulverized by the intense heat and
force created by the impact. I.
Evaluating Learning Directions:
 Enumerate the possible effects of a
giant meteorites s
G. Finding practical Key Questions:
applications of Key Questions: 1. What do you think
1. What is matter made of?
concepts and Elaborate: may be the biggest factor which
2. What can you say about its
skills in daily (This section will give students the contributed to the evaporation process?
living
opportunity to expand and
movement?
solidify/concretize their understanding 2. What happened to the kinetic energy
H. Making
of the concept and/or apply it to a 3. Describe the arrangement of
real-world situation) of particles from liquid to gas/vapor? 3.
generalizations particles of solid, liquid and gas.
How does evaporation take place?
and abstraction
Evaluation: Identification:
(This section will provide
opportunities for concept check test 1. It is the process where liquid
items and answer key which are
aligned to the learning objectives – Identify what state of matter is being turns to gas. 2. What happens to
content and performance standards
and address misconceptions- if any) identified: WHO AM I? the kinetic energy of particles
1. I have a definite shape and a when the object evaporates? 3.
definite volume. Cite one example where
2. I may have a definite volume but I evaporation could take place.
I. Evaluating
Learning
just follow the shape of my container.
3. There is very 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.
Extend:
J. Additional (This section gives situation that
activities for explains the topic in a new context, or
integrate it to another
Differentiate Evaporation from
application and discipline/societal concern) Boiling
remediation

V. REMARKS  To be continued the following day    To be continued the following day
VI. 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:

NURRISSA M LACASTE
Teacher 1 Approved by:

EDGARDO O. GANUB
Principal 1
 Teacher NURRISSA M LACASTE Grade Level 8
SCIENCE JHS Teaching Dates 02-27-2023 – 03-02-2023 Learning Area SCIENCE
Daily Teaching Time 9:45-10:25 & 3:000-4:00 Quarter 3rd
Lesson Log Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrate understanding of... the particle nature of matter as basis for explaining properties, physical changes, and structure of substances
and mixtures
B. Performance Standards The learners shall be able to present how water behaves in its different states within the water cycle

C. Learning Competencies/ Objectives (L.C. The learners shall: Explain physical changes in terms of the arrangement and motion of atoms and molecules;
Code) S8MT-IIIc-d-9
Investigate about Evaporation
Specific (Daily) Objective/s Investigate about Condensation
II. Learning Content Evaporation and Condensation
III. Learning Resources
A. References Learners’ Module pp 178- 182
1. Teacher's Guide Pages CG pp 47-49
2. Learner's Materials Pages Science and Technology, Chapter 11; pages 253-261 Science and Technology, Chapter 11; pages 253-261
3. Textbook Pp. Science 8 Learner’s Module; pages 179-182 Science 8 Learner’s Module; pages 184- 186
http://www.middleschoolchemistry.com/
4. Additional Materials from LR portal

B. Other Learning Resources

PowerPoint presentation, visual aids, marker cardboard PowerPoint presentation, visual aids, marker

IV. PROCEDURE  

A. Reviewing Prepare two pieces of manila paper.

Elicit: Ask the students what happens
previous lesson Dampen the first one with water. Hang Ask the students why clothes are
or presenting the
(The activities in this section will
when a cold bottle was taken from Show a picture of water cycle.
evoke or draw out prior concepts or it on a side where there is enough air usually hanged outside.
new lesson
prior experiences from the students) the fridge and left in an open space.
or sunlight to dry.
B. Establishing a Ask the students the following What would be the difference if
purpose for the Engage: Ask the students how clouds
(The activities in this section will questions: clothes are hanged outside rather
lesson stimulate their thinking and help them form.
access and connect prior knowledge 1. At the end of class, do you think the than inside the house?
as a jumpstart to the present lesson.)
C. Presenting paper towel will still be wet or will it be Prepare a demonstration with the ff
 dry?
2. When water evaporates, where do
the water molecules go?

examples/
instances of the
new lesson materials: (Note: Should be done 5-10
minutes before the time) 2 clear
plastic cups Room temperature water
Ice cubes Zip lock (gallon size)
Procedure: 1. Place water and ice
cubes into two identical cups. 2.
Immediately place one of the cups in a
D. Discussing new Essential Question: What happens when energy is added into the water? Essential Question: What happens when particles lose their energy and
concepts & drop their temperature?
practicing new Explore:
skills #1 (In this section, students will be given
Perform Activity #4:  Perform activity #5 group the class into three
time to think, plan, investigate, and
organize collected information; or the
What changes take place when water is group 1- complete the puzzle
E. Discussing new performance of the planned/prepared
left in an open container? Part B: Cooling Water page 186.  group 2 – fill in the blanks
activities from the students’ manual
concepts & with data gathering with Guide In a closed container? Answer guide questions #6-9 group 3 – compare Evaporation
Questions)
practicing new
Pp. 182-183 of the manual. and Condensation
skills #2

Explain: Students will present their findings in Students will present their
(In this section, students will be
involved in an analysis of their class through a class reporting with findings in class through a class
exploration. Their understanding is
F. Developing clarified and modified because of the use of the table and guide reporting
mastery reflective activities)/Analysis of the
gathered data and results and be able questions.
to answer the Guide Questions
leading to the focus concept or topic
for the day.)

G. Finding practical
applications of Key Questions: 1. What do you think Identification: Key Questions:
concepts and may be the biggest factor which 1. It is the process where liquid turns 1. What happens to water when it is
skills in daily Elaborate:
living (This section will give students the
contributed to the evaporation to gas. cooled?
opportunity to expand and
solidify/concretize their understanding
process? 2. What happened to the 2. What happens to the kinetic energy 2. How does the process of
H. Making
of the concept and/or apply it to a
real-world situation)
kinetic energy of particles from liquid of particles when the object condensation take place?
generalizations to gas/vapor? 3. How does evaporates? 3. Why do droplets form at the
and abstraction evaporation take place? 3. Cite one example where surface of a covered hot container?
evaporation could take place.
I. Evaluating Evaluation: Differentiate Evaporation from Boiling TRUE or FALSE Write True if the
 (This section will provide
opportunities for concept check test statement is correct and False if it
items and answer key which are
aligned to the learning objectives – is not.
content and performance standards
and address misconceptions- if any) 1. As the temperature increases,
the kinetic energy increases as
well. (True)
2. When particles lose their
Learning energy, they return to their
original state. (True)
3. Condensation is a process
when liquid turns to its gaseous
state. (False)
4. The gaseous state of water is
called water vapor. (True)
Extend:   Cite other practical examples
J. Additional (This section gives situation that
activities for explains the topic in a new context, or
integrate it to another
or situations where you could
application and discipline/societal concern) observe the process of
remediation condensation.
V. REMARKS  To be continued the following day  To be continued the following day
VI. 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:

NURRISSA M LACASTE
Teacher III
 Teacher JULIE FAYE B. YWAYAN Grade Level 8
SCIENCE JHS Teaching Dates 03-05-10 -2023 Learning Area SCIENCE
Daily Teaching Time 9:45-10:25 & 3:000-4:00 Quarter 3rd
Lesson Log Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrate understanding of... the particle nature of matter as basis for explaining properties, physical changes, and structure of
substances and mixtures
B. Performance Standards The learners shall be able to present how water behaves in its different states within the water cycle

C. Learning Competencies/ Objectives (L.C. The learners shall: Explain physical changes in terms of the arrangement and motion of atoms and molecules;
Code) S8MT-IIIc-d-9
determine the charges of subatomic particles
Specific (Daily) Objective/s Compare the masses of the subatomic particles.
II. Learning Content Charges of subatomic particles Masses of the subatomic particles.
III. Learning Resources
A. References Learner’s Module pp 193
1. Teacher's Guide Pages Learner’s Module pp 195 - 197
2. Learner's Materials Pages Science and Technology, Chapter 11; pages 253-261 Science and Technology, Chapter 11; pages 253-261
3. Textbook Pp. Science 8 Learner’s Module; pages 179-182 Science 8 Learner’s Module; pages 184- 186
Plastic-covered notebook Plastic straw, tissue paper, aluminum Atomic Models Pictures
4. Additional Materials from LR portal
foil
B. Other Learning Resources
PowerPoint presentation, visual aids, marker cardboard PowerPoint presentation, visual aids, marker

IV. PROCEDURE  

A. Reviewing Present the Table #2: Some

previous lesson Elicit: Reflect on the line “Like poles repel, What are atoms made of? What Enumerate some properties of the properties of the three main
(The activities in this section will
or presenting the evoke or draw out prior concepts or unlike poles attract” structures compose an atom? three subatomic particles. subatomic particles on page
prior experiences from the students)
new lesson 195
B. Establishing a
purpose for the Give one property of subatomic Ask which among the three
Engage: Rub a plastic covered notebook If you rub a plastic straw with tissue
lesson (The activities in this section will particle. Which among them has the highest value of mass.
stimulate their thinking and help them vigorously against a hard object and paper and place it near an aluminum
C. Presenting access and connect prior knowledge contributes the most to the overall Explain the concept of
as a jumpstart to the present lesson.) placed it over the head. What happens? foil, what will happen?
examples/ mass of an atom? Scientific notation
instances of the
 new lesson
D. Discussing new Essential Question: Do objects attract Essential Question: Do objects attract Essential Question: Compare the Essential Question: Compare
concepts & or repel each other/carry positive and or repel each other/carry positive and masses of the subatomic particles. the masses of the subatomic
Explore:
practicing new (In this section, students will be given negative charges? negative charges? particles.
skills #1 time to think, plan, investigate, and
organize collected information; or the Perform Activity 1: “Charge” it to Perform Activity 2: The big difference Show a comparison of the
performance of the planned/prepared
E. Discussing new activities from the students’ manual experience! in LM p193. masses of the three subatomic
with data gathering with Guide
concepts & Questions) particles using a bar graph.
practicing new
skills #2
Explain: Students present the results of the Q1. Which subatomic particle is the Students present the results of
(In this section, students will be
involved in an analysis of their activity. Answer guide questions. lightest? the activity. Comparison of the
exploration. Their understanding is
F. Developing clarified and modified because of Q2. Which subatomic particle is the masses of the three subatomic
reflective activities)/Analysis of the
mastery gathered data and results and be able heaviest? particles using the bar graph,
to answer the Guide Questions
leading to the focus concept or topic Q3. Which subatomic particles have pie chart and a seesaw can.
for the day.)
almost the same mass?
G. Finding practical  Ask students what makes up an
applications of atom?
concepts and Elaborate: Key Questions:
 Give the charges of the three
skills in daily (This section will give students the
1. What is MU
living
opportunity to expand and
subatomic particles.
solidify/concretize their understanding
of the concept and/or apply it to a
2. What is the equivalent o 1 MU
H. Making real-world situation)
generalizations
and abstraction
Evaluation: WORD SEARCH Complete the table. Answer the following
(This section will provide
opportunities for concept check test questions. 1.Which subatomic
items and answer key which are
aligned to the learning objectives – particle is the lightest?
content and performance standards
and address misconceptions- if any) 2.Which subatomic particle is
I. Evaluating
Learning
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.
Extend:  
J. Additional (This section gives situation that
Research on Thomson’s
activities for explains the topic in a new context, or

application and
integrate it to another
discipline/societal concern)
and Rutherford model of
remediation the atom.

V. REMARKS  To be continued the following day  To be continued the following day
VI. 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:

JULIE FAYE B. YWAYAN

Teacher 1 Checked by:

NURRISSA M LACASTE
Science Coordinator Approved by:

EDGARDO O. GANUB
Principal 1