School PAGADIAN ORIENTAL MISSION Grade Level GRADE 8
DAILY LESSON INSTITUTE, INC.
LOG Teacher Catherine Yorong Pedrano Learning Area Science
Teaching Dates and Time November 25, 2024−November 29, 2024 Quarter 3rd Quarter
07:31−08:30 Monday to Friday
I. OBJECTIVES
At the end of the lesson, the students must be able to:
1) explain the different phases of matter;
2) differentiate elements from compounds; solutes from solvents; and solutions from
suspensions and colloids; and
3) perform a laboratory activity that test their knowledge of acids and bases.
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 explain the properties of solids, liquids, and gases, based on the
C. Learning particle nature of matter (S8MT−IIIab−8).
Competencies/Objectives
D. Time Allotment 120 minutes
II. CONTENT Properties of Matter
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science in Everyday Living 8, Teacher’s Guide, pp 52−54, Ryan Noel A.Dońa,
Jamaika Joy O. Espinosa, Rica Angela O. Rosas, Jan Michael E. Gaviola, Maria Angela
C. Parma, Mary Sheenalyn P. Rodil, Ph.D., Ralph S. Hipolito, Ivan B. Culaba, Alfons
Jayson O. Pelgone, Enrique F. Coralejo, Ed.D. Brilliant Creations Publishing, Inc.
2. Learner’s Materials pages Science in Everyday Living 7, pp 175−180, Ryan Noel A.Dońa, Jamaika Joy O.
Espinosa, Rica Angela O. Rosas, Jan Michael E. Gaviola, Maria Angela C. Parma, Mary
Sheenalyn P. Rodil, Ph.D., Ralph S. Hipolito, Ivan B. Culaba, Alfons Jayson O. Pelgone,
Enrique F. Coralejo, Ed.D. , Brilliant Creations Publishing, Inc.
3. Textbook pages Science in Everyday Living 8 (pages 163−164)
4. Additional materials from Power point presentation
Learning Resource (LR) Online Videos:
portal 1) https://www.youtube.com/watch?v=NUskg2qWLPQ
2) www.youtube.com/watch?v=gH1R87ahFvA
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Begin with a simple review of the preview lesson about elements, compounds, and mixtures.
presenting the lesson Present a video about the properties of matter.
B. Establishing a purpose for the Request the students to read the objectives of the lesson.
lesson
C. Presenting examples/instances Ask the students to differentiate physical properties and chemical properties of matter, based on
of the new lesson the clip they just watched.
D. Discussing new concepts and Conduct an interactive discussion about the properties of matter.
practicing new skills #1
E. Discussing new concepts and Continue the interactive discussion about the properties of matter. Provide a guided exercise in
practicing new skills #2 which the students identify whether the changes in objects in specific scenarios result from a
physical or a chemical property. Consider the following scenarios:
a. A half−eaten apple turns brown.
b. Heated copper is shaped into wires.
c. A scratch paper has been crumpled.
d. A dough of bread turns gold inside an oven.
e. The hood of a car is dented after collision with another car.
F. Developing mastery Elaborate the students how physical properties are classified into intensive and extensive
(Leads to Formative properties, using specific examples.
Assessment 3) Challenge the students to determine whether a physical property is intensive or extensive by
providing descriptions of particular objects. Consider the following examples:
a) A 25 kg bag of rice
b) A fuchsia pink notebook.
c) A 20-meter rope
d) A 78°C hot water
e) A sweet-smelling cup of hot chocolate
G. Finding practical applications Imagine that you are holding and observing a typical Rubik’s Cube. How would you describe the
of concepts and skills in daily object in your hand? Write down your descriptions.
living
H. Making generalizations and The physical properties of matter refer to the distinguishing qualities that can be observed directly
abstractions about the lesson and measured without changing the composition or identity of a substance.
I. Evaluating learning Ask the students to construct a creative concept map that summarizes the different properties of
matter. The map should involve illustrated examples that exhibit these properties and may include
other properties not mentioned in the textbook discussion.
J. Additional activities for For the next meeting, let the students present a particular object that can be found either at school
application or remediation or at home. Instruct them to describe its physical and chemical properties in class.
V. REMARKS
VI. REFLECTION
A. No. of learners who learned
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?
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 the
other teachers?
Prepared by: Catherine Y. Pedrano
Date: November 25, 2024
Checked by: ARIEL C. MELLIJOR
School Principal/Department Head
