DAILY LESSON LOG School: Castillejos National High School Grade Level 8

Teacher: ENGIELUZ B. FONTILLAS Learning Area Science

Dates: OCTOBER 16-20, 2023 Quarter First
I. Objectives SESSION 1 SESSION 2 SESSION 3 SESSION 4
a. Content Standard The learner demonstrates understanding of heat and temperature, and the effects of heat on the body.

b. Performance
Standard
c. Learning Objectives: Explain the processes occur Objective:
Objectives Differentiate heat and 1.Explain the scattering of the along a convergent Explain the effect of
temperature at the molecular dye in water at different temperature change on phase
level. temperature. boundaries. changes.
2.Describe the relation of the
Objectives: temperature of the water to the Determine the
1. Distinguish between rate of scattering of the dye. consequences of colliding
temperature and heat. plates
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.

II. CONTENT Module V: HEAT Module V: HEAT Module V: HEAT PHASE CHANGE
Lesson 24: HEAT Lesson 25: EFFECT OF Lesson 26: THERMAL
TRANSFER TEMPERATURE ON EXPANSION
PARTICLES OF MATTER
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE PAGES 28-29 29-31 31 31-33
2. LEARNER’S MATEERIALS PG. 38-40 41-43 43-44 45-48
4. ADDT’L MATERIALS FROM
LEARNING PORTAL
B. LEARNING RESOURCE
IV. PROCEDURES
A. REVIEWING What are the three methods How will you describe the How is temperature related to What is thermal expansion?
PREVIOUS of transferring energy? transferring of heat from one the kinetic energy of particles? How does it work?
/PRESENTING THE (conduction, convection body to another?
LESSON and radiation)
B. ESTABLSIHING Use the following You are very familiar to a
PURPOSE demonstration to begin a device called thermometer.
discussion on the effect of You have most probably used
temperature on particle this device many times. The
Ask students to jog in place
movement. Blow up a balloon, one commonly available in our
for 15 seconds.
and then aim a hair dryer on low school laboratory is the liquid
setting at the balloon, and watch thermometer.
it rise.

C. PRESENTAING Questions: Discuss what happens at both

EXMPLES/INSTANCES 1 .What happens when I blow the observable and molecular
hot air on the balloon? Why? level in these scenarios:
2. What is happening to the air
inside the balloon? 1. Water is placed in the
3. What do you think would freezer.
happen if the balloon was 2 .Ice melts.
What do you feel after
placed in 3. A puddle evaporates.
performing the jogging
a cold car?
activity?
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 1. What actually transferred 1. What similarities and Analysis: Station 1 :
concepts and when you dipped your finger differences did you observe 1. Why does the ice inside the
practicing new skills # into the water? In what when a drop of dye was added 1. What happens to the height container melt after sometime?
1 direction did it transfer? to each container? of the weight when the wire is 2. Describe the temperature of
heated? the water while the ice melting.
2. Was the water ‘hot’ or 2. In which container did the dye 2. What factors affect the 3 .Describe the temperature of
‘cold’? Explain. scatter the fastest? In which did expansion of the wire? the water after the ice has
it scatter the slowest? 3. Identify the effects of melted.
3. How close is your thermal expansion and 4 .Which is your dependent
estimated value to the 3. How do you relate the contraction to some variable? Which is your
measured temperature of the temperature of the water to the materials. independent variable?
water? rate of (Note that the independent
scattering of the dye? quantity is plotted along the X
4. Which container feels 4. In which container are the axis while the dependent
‘hottest’? Which container particles of water moving quantity is plotted along the Y-
feels ‘coolest’? fastest? axis.
In which container are the 5. Describe your graph
5. What do you think causes particles moving slowest? 6 .What can you say about the
the difference in the hotness 5. How is temperature related to one variable as the other
or coldness of the water the speed of the particles? variable changes? What
 relationship can be infer from
6. How is temperature related to the graph?
the kinetic energy of particles?
Station 2:
inside the containers?
1. Describe and interpret your
graph.
2. What similarities and
differences have you noticed
between your graphs obtained
from Station 1 and Station 2?
E. Discussing new
concepts and
practicing new skills #
2
F. DEVELOPING
MASTERY
G. Finding practical In a bakery, when do cookies
application of concepts cook faster, is it at lower
and skills in daily temperature or at higher
living temperature? Explain your
answer.

H. Making KEY CONCEPTS KEY CONCEPTS KEY CONCEPTS KEY CONCEPTS

generalizations and
abstractions about the
lesson
I. Evaluating learning MULTIPLE CHOICE MULTIPLE CHOICE MULTIPLE CHOICE MULTIPLE CHOICE
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
(See separate sheets)

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 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: Checked by: Noted by:

ENGIELUZ B. FONTILLAS EMANUEL D. ADOLFO PETERSON A. PASCUA

Teacher I Head Teacher V Principal IV