Region XI Grade Level 8

GRADE 8 Teacher ANNETH SARTE - ROSEL Learning Area Science

DAILY May Regional First
LESSON Teaching Dates 29,2018 Mass
Training on Quarter
LOG and Time
Teachers

Session 1
I. OBJECTIVES At the end of the session, learners are able to:

a. explain the scattering of the sugar in water at different temperatures.

b. cite examples of the effect of temperature to the speed of the moving particles.

A. Content Standards The learners demonstrate an understanding of heat and temperature, and the effects of the heat
on the body.
B. Performance Heat and Temperature and the effects of Heat on the Body
Standards
C. Learning The learners should be able to differentiate between heat and temperature at the
Competencies / molecular level.
Objectives
Write the LC code (S8FE – Ig -29)
for each
II. CONTENT Relationship of Temperature to the kinetic energy of the particles
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp 28 - 29
pages
2. Learner’s pp 37 -40
Materials pages
3. Textbook pages pp 37 -40

4. Additional
Materials from
Learning Projector, marker, beaker, sugar, stirring rod, manila paper,
Resource (LR)
portal
B. Other Learning https://www.youtube.com/watch?v=W5teyd8srp8
Resources
IV. PROCEDURES

A. Reviewing previous ELICIT

lesson or presenting Time Element: 5 min.
the new lesson Name of the Activity: “Check Me Out”
Strategy employed: “You raised me up” game

1. Teacher will present quick check questions on heat and temperature. Students will
raise their prepared metacards written as TRUE if the statement is correct and FALSE
if it is wrong.
a. Heat is a substance.
b. Heat is not energy
c. Heat and temperature are one and the same.
d. The temperature of an object depends on its size or volume.
e. The amount of heat transferred is determined always by the change in temperature

B. Establishing a ENGAGE
purpose for the Time Element: 5 min.
lesson Name of the Activity: “ There is more fun in Davao City”
Strategy employed: “Inquiry based”
C. Presenting
examples/ instances Who among of you here had visited Eden Nature Park? Do you wear spaghetti shirt during cold
of the new lesson days? What do you wear? How about on taking a shower early in the morning. Did you turn on
your shower heater? Had you tried an ice melted on your hand? What do you feel?

Of course you probably appreciate heat in a cold day. But today, we are going to talk about how
particles of water that are moving.
 Teacher will present the objectives, materials needed, and procedures before the distribution of
the activity sheet and material.

D. Discussing new EXPLORE

concepts and Time Element: 15 min.
practicing new skills Name of the Activity: “ Scattered Me Now”
Strategy employed: “Experimental”
#1
E. Discussing new Each group composed of 1 team leader, resource manager, presenter and reactors.
concepts and Learners will be grouped into six
practicing new skills
#2 Materials needed:
 2 transparent containers
 2 plastic spoon
 1 stirring rod
 Hot water
 Cold water
 brown sugar

Procedure:
1. Fill the 2 containers separately with cold water, and hot water.
2. Measure the temperature of the water in each container. Record your data

Table 1: Data for the activity

Container Temperature (0C) Observation

1
2
3

3.With the use of a plastic spoon place the sugar in each container , then stir the sugar as
shown in the figure below. ( Note it is better if you place drops of brown sugar into the three
samples simultaneously).

4.Carefully observe and compare the behaviour of sugar in the three containers. Write down
your observations in the table.

F. Developing mastery EXPLAIN

(Leads to Formative Time Element: 15 min.
Assessment) Name of the Activity: “ Know me more”
Strategy employed: “Response Discussion”

Answer the guide questions:

1. What similarities and differences did you observe when stir the sugar in each
container?
2. In which container did the sugar scatter slowest? In which did it scatter
fastest?
3. How do you relate the temperature of the water to the rate of scattering of the
sugar?
4. In which container are the particles of water moving fastest? In which
container are the particles moving slowest?
5. How is temperature related to the speed of the particles?
6. How is temperature related to the kinetic energy of particles?
7. Cite examples of the effect of temperature to the speed of the particles in
response to the increase of its kinetic energy.
8. Compare the speed of molecules in hot water, and in cold water?
G. Finding practical ELABORATE
applications of Time Element: 10 min.
concepts and skills Name of the Activity: “ Learn me More”
in daily living Strategy employed: “Actual Demonstration”
H. Making
generalizations and
abstractions about
the lesson

if heat is transferred or removed from an object, it losses, kinetic energy, its particles move
slower and the body’s temperature decreases.

For additional information, teacher will show a short video.

I. Evaluating learning EVALUATE

Time Element: 4 min.
Name of the Activity: “ Quick Check”
Strategy employed: “Paper Pencil test”

1. sugar spreads out faster in hot water than in cold water. This is mainly because:
a) The water molecules in hot water move more quickly
b) The molecules in hot water are larger
c) The sugar molecules are small
d) Hot water is less dense
2. If you put sugar in room temperature water, the sugar spreads throughout the water. The
water causes the sugar to spread mainly because:
a) Water molecules are warm
b) Water molecules are in motion
c) Water is more dense than sugar
d) sugar molecules are small
3. Heat flows hot to cold
 True
 False
4.Heat is a form of energy
 True
 False

5. Temperature is
a. the heat transferred from one thing to another.
b. how hot or cold something is
c. relate to the average molecular kinetic energy in a substance
d. found by two objects in thermal equilibrium
e. when particles stop moving
f. the measure of kinetic energy of a particle
g. measured in Fahrenheit, celcius and Kelvin
h. measured in calories and joules.
Choose only the letters

J. Additional activities EXTEND

for application or (Assignment)
remediation Time Element: 1min.
Name of the Activity: “ Graphic Organizer”
Strategy employed: “Connect Me”

Learners will fill in the graphic organizer on the relationship of temperature to the energy of the
particles.

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:

ANNETH SARTE – ROSEL

Demonstration Teacher
0929-694-3599

Observed and Evaluated by:

________________________________ __________________________________
(Name & Signature of Evaluator) (Name & Signature of Evaluator)

_________________________________ __________________________________
(Name & Signature of Evaluator) (Name & Signature of Evaluator)