Topic Light

Sub Topic Refraction of Light

Grade Level Grade 8
Time Allotment 60 mins
Teacher Alma Rea B. Agohob
Learning Competencies and Objectives
CS: The learner shall demonstrate understanding of some properties and characteristics of visible light.
Objectives:
At the end of the lesson, the students should be able to:
1. Define light
2. Demonstrate refraction and dispersion of light
3. Do the activity on the refraction of light
4. Answer questions on the activity

CODE
S8FE-If-26
ELICIT Materials/Assessment
Tools
To elicit the prior knowledge of the students, the teacher will write the following -Chalk and Board
on the board:
1. Intensity/brightness
2. Color
3. Refraction
4. Dispersion Transverse wave
ENGAGE Materials/Assessment
Tools
Ask students about rainbows:
1. How are rainbows formed?
2. Why are they colourful?
EXPLORE Materials/Assessment
Tools
The students will be grouped into 5 groups with 4 – 5 members each and will perform - Grade 8 Science
Activity 1 The colors of the rainbow ... The colors of light. After performing the activity Learner’s Material
they will answer the questions found in their Learner’s Material. - Science Journal
EXPLAIN Materials/Assessment
Tools
The teacher will explain the answers on elicit, engage, and explore. The discussion - Grade 8 Learner’s
would start in the following: Material
1. What is light? - Science 8 Teacher’s
2. Refraction of light Guide
3. Dispersion of light - Chalk and Board
ELABORATE Materials/Assessment
Tools
1. What is an electromagnetic spectrum? - Grade 8 Learner’s Material
2. What is an electromagnetic wave? - Science 8 Teacher’s Guide

EVALUATE Materials/Assessment
Tools
Short quiz 1 -15 items only - Pen and paper
EXTEND Materials/Assessment
Tools
Read pages 101 to 105 and answer the question:
1. Which color has the most energy? Why?
2. Which color has the least energy?
REFERENCES
Learner’s Material Pages 91-100
Teacher’s Guide Pages 55-60
Topic Light
Sub Topic Which color has the most energy?
Grade Level Grade 8
Time Allotment 60 mins
Teacher Alma Rea B. Agohob
Learning Competencies and Objectives
CS: The learner shall demonstrate an understanding of some properties and characteristics of visible light.
Objectives:
At the end of the lesson, the students should be able to:
1. Determine which color has the most energy
2. Explain the hierarchy of colors in relation to energy
3. Explain that red is the least bent and violet the most bent according to their wavelengths or
frequencies
4. Make their own color spectrum wheel
Code
S8FE-If-27, S8FE-If-28
ELICIT Materials/Assessment
Tools
To elicit the prior knowledge of the students, the teacher will write the following on -Chalk and Board
the board: ROYGBIV
ENGAGE Materials/Assessment
Tools
Let the students draw a rainbow and ask the following:
1. How are the colors of the rainbow being arranged?
2. What do you think is the basis for the arrangement?
3. Can you see all the colors of the rainbow? Why?
EXPLORE Materials/Assessment
Tools
Each student will make their own color spectrum wheel. Using their color spectrum wheel - Grade 8 Science
they will determine the different frequencies and wavelengths of colors. Learner’s Material
- Science Journal
- Rubrics
EXPLAIN Materials/Assessment
Tools
The teacher will explain the answers on elicit, engage, and explore. The discussion would - Grade 8 Learner’s
start in the following: Material
1. Color and energy - Science 8 Teacher’s
2. Hierarchy of colors in relation to energy Guide
3. Wavelengths and frequencies
- Chalk and Board
4. Color spectrum wheel
ELABORATE Materials/Assessment
Tools
Scientific explanations behind certain beliefs/phenomenon: - Grade 8 Science
1. Red sunset Learner’s Material
2. Why the sky is blue
EVALUATE Materials/Assessment
Tools
Short quiz 1- 15 items only - Pen and paper
1. Which color has the most energy?
2. Which color has the least energy?
EXTEND Materials/Assessment
Tools
Advance reading on Heat and Temperature and answer the following questions:
1. Are heat and temperature one and the same?
2. What happens to solids, liquids, and gases when they absorb or release heat?
REFERENCES
Learner’s Material Pages 101-112
Teacher’s Guide Pages 6-62
Topic Heat and Temperature
Sub Topic Explaining Hotness or Coldness
Grade Level Grade 8 –
Time 120 mins
Allotment
Teacher Alma Rea B. Agohob
Learning Competencies and Objectives
CS: The learner shall demonstrate an understanding of heat and temperature, and the effects of heat on the
body.
Objectives:
At the end of the lesson, the students should be able to:
1. Define heat and temperature
2. Differentiate heat and temperature
3. Differentiate between heat and temperature at the molecular level
4. Explain what happens to solids, liquids, and gases when they absorb or release heat
5. Explain how thermometers work
6. Explain hotness and coldness
Code
S8FE-Ig-29
ELICIT Materials/Assessment Tools
To elicit the prior knowledge of the students, the teacher will write the -Chalk and board
following on the board:
1. Hot/hotness
2. Cold/coldness
3. Heat
4. Temperature
ENGAGE Materials/Assessment Tools
Show the students a thermometer and ask them some questions: -Pictures
1. What can you say about thermometers? -Thermometer
2. What is measured by thermometers?
3. How do we measure temperature?
EXPLORE Materials/Assessment Tools
The students will be grouped into 5 groups with 4 -5 members each and will - Grade 8 Science Learner’s
perform Activities 1 and 2. After performing the activity they will answer the Material
questions found in their Learner’s Material. - Science Journal
- Rubrics
EXPLAIN Materials/Assessment Tools
The teacher will explain the answers on elicit, engage, and explore. The discussion - Grade 8 Science Learner’s
would start in the following: Material
1. Hotness/coldness - Science 8 Teacher’s Guide
2. Heat and temperature - chalk and board
3. Heat transfer
4. Kinetic energy
ELABORATE Materials/Assessment Tools
1. What is thermal expansion? - Grade 8 Learner’s Material
2. How thermometers work? - Teacher’s Guide
EVALUATE Materials/Assessment Tools
Short quiz 1-20 items only. Pen and paper

EXTEND Materials/Assessment Tools

Read on Phase Change and Heat Capacities and answer the ff. questions:
1. What happens when ice melts?
2. What happens to the temperature of water as it boils?
3. What is heat capacity?
REFERENCES
Learner’s Material Pages 37-44
Teacher’s Guide Page 27-31
Topic Heat and Temperature
Sub Topic Explaining Hotness or Coldness
Grade Level Grade 8 –
Time 120 mins
Allotment
Teacher Alma Rea B. Agohob
Learning Competencies and Objectives
CS: The learner shall demonstrate an understanding of heat and temperature, and the effects of heat on the
body.
Objectives:
At the end of the lesson, the students should be able to:
1. Define heat and temperature
2. Differentiate heat and temperature
3. Differentiate between heat and temperature at the molecular level
4. Explain what happens to solids, liquids, and gases when they absorb or release heat
5. Explain how thermometers work
6. Explain hotness and coldness
Code
S8FE-Ig-29
ELICIT Materials/Assessment Tools
To elicit the prior knowledge of the students, the teacher will write the -Chalk and board
following on the board:
1. Hot/hotness
2. Cold/coldness
3. Heat
4. Temperature
ENGAGE Materials/Assessment Tools
Show the students a thermometer and ask them some questions: -Pictures
1. What can you say about thermometers? -Thermometer
2. What is measured by thermometers?
3. How do we measure temperature?
EXPLORE Materials/Assessment Tools
The students will be grouped into 5 groups with 4 -5 members each and will - Grade 8 Science Learner’s
perform Activities 1 and 2. After performing the activity they will answer the Material
questions found in their Learner’s Material. - Science Journal
- Rubrics
EXPLAIN Materials/Assessment Tools
The teacher will explain the answers on elicit, engage, and explore. The discussion - Grade 8 Science Learner’s
would start in the following: Material
1. Hotness/coldness - Science 8 Teacher’s Guide
2. Heat and temperature - chalk and board
3. Heat transfer
4. Kinetic energy
ELABORATE Materials/Assessment Tools
1. What is thermal expansion? - Grade 8 Learner’s Material
2. How thermometers work? - Teacher’s Guide
EVALUATE Materials/Assessment Tools
Short quiz 1-20 items only. Pen and paper

EXTEND Materials/Assessment Tools

Read on Phase Change and Heat Capacities and answer the ff. questions:
1. What happens when ice melts?
2. What happens to the temperature of water as it boils?
3. What is heat capacity?
REFERENCES
Learner’s Material Pages 37-44
Teacher’s Guide Page 27-31
Topic Heat and Temperature
Sub Topic Phase Change and Heat Capacity
Grade Level Grade 8 –
Time 120 mins
Allotment
Teacher Alma Rea B. Agohob
Learning Competencies and Objectives
CS: The learner shall demonstrate an understanding of heat and temperature, and the effects of heat on the
body.
Objectives:
At the end of the lesson, the students should be able to:
1. Explain phase change
2. Define heat capacity
3. Compare heat capacity of water and cooking oil by performing an activity
4. Plot and explain a graph of temperature against time

Code
S8FE-Ig-29
ELICIT Materials/Assessment Tools
To elicit the prior knowledge of the students, the teacher will write the -chalk and board
following on the board:
1. Heat
2. Temperature
ENGAGE Materials/Assessment Tools
The teacher will write the questions of their assignment on the board and let -chalk and board
some students present their answers.
1. What happens when ice melts?
2. What happens to the temperature of water as it boils?
3. What is heat capacity?
EXPLORE Materials/Assessment Tools
The students will be grouped into 5 groups with 4 -5 members each and will - Grade 8 Science Learner’s
perform Activity 5. After performing the activity they will answer the questions Material
found in their Learner’s Material. - Science Journal
- Rubrics
EXPLAIN Materials/Assessment Tools
The teacher will explain the answers on elicit, engage, and explore. The - Grade 8 Science Learner’s
discussion would start in the following: Material
1. Phase change - Science 8 Teacher’s Guide
2. Heat capacity - chalk and board
ELABORATE Materials/Assessment Tools
Which has a higher temperature, 1 cup of boiling water or 1 teapot of boiling - Grade 8 Learner’s Material
water? Which can transfer more heat, 1 cup of boiling water or 1 teapot of - Teacher’s Guide
boiling water? Explain your answer.
EVALUATE Materials/Assessment Tools
Short quiz 1-25 items only. Pen and paper

EXTEND Materials/Assessment Tools

Read in advance Module 4 Electricity and answer the ff. question:

What is electricity?
REFERENCES
Learner’s Material Pages 45-52
Teacher’s Guide Page 31-34
 RUBRICS FOR GROUP ACTIVITY

INDICATORS Highly Observable Not Observable

Observable 2 1
3
Collaboration
Delegation of Task
Cleanliness / Orderliness

RUBRICS FOR THE GROUP PRESENTATION OF OUTPUT

INDICATORS Highly Observable Not Observable

Observable 2 1
3
Content
Time-bound
Presentation