Department of Education

DIVISION OF NEGROS OCCIDENTAL

Cottage Road, Bacolod City

Junior High School Science Grade Level: 8 School:

Learning Area: Science Teacher:
Weekly Lesson Log School Year:
Domain: Matter
BUDGET OF WORK (BOW)
Quarter: Third School Head:

Performance Learning
Content Standard Instructional Delivery
Content Standard Competency Week Day Daily Task
The Learners demonstrate The Learners shall The Learners should
an understanding of: be able to: be able to: Target Date Actual Date
1. The Particle Nature The particle nature of Present how Explain the 1 1 Diagnostic Assessment
of Matter matter as basis for water behaves in properties of solids, 2
1.1 Elements, explaining properties, its different states liquids, and gases Distinguish Matter from Non-matter.
3
Compounds physical changes, and within the water based on the
4
and Mixtures structure of substances cycle. particle nature of Explain that matter is made up of tiny particles.
1.2 Atoms and and mixtures. matter. 5
Molecules (S8MT-IIIa-b-8) 2 1 Summative Assessment
2
Infer that particles are moving.
3
Explain physical 4
changes in terms of Investigate about Evaporation.
5
the arrangement 3 1
and motion of Investigate about Condensation.
2
atoms and
molecules. 3
Investigate about Melting.
(S8MT-IIIc-d-9) 4
5 Summative Assessment
4 1 Performance Task
2 Performance Task
3 Performance Task
4 Performance Task
5 Performance Task
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Performance Learning
Content Standard Instructional Delivery
Content Standard Competency Week Day Daily Task
The Learners demonstrate The Learners shall The Learners should
an understanding of: be able to: be able to: Target Date Actual Date
2. Atomic Structure The identity of a Determine the 5 1
2.1 Protons substance according to number of protons, Determine the charges of subatomic particles
2
2.2 Neutrons its atomic structure. neutrons and 3
2.3 Electrons electrons in a Compare the masses of the subatomic particles.
4
particular atom.
(S8MT-IIIe-f-10) 5 Summative Assessment
6 1 Describe Thomson’s model
2 Describe Rutherford’s model.
3 Summative Assessment
4 Determine the number of neutrons from the mass
5 number.
7 1 Define Isotopes and interpret shorthand notations
2 for isotopes and atoms.
Infer that ions are formed from the
3
removal/addition of electrons.
4 Performance Task
5 Summative Assessment
3. Periodic Table (PT) The periodic table of Trace the 8 1
of Elements elements as an development of the Trace the development of the Periodic Table.
2
3.1 Development of organizing tool to periodic table from 3 Describe the arrangement of elements in the
PT determine the chemical observations based 4 periodic table.
3.2 Arrangement of properties of elements. on similarities in
Elements properties of 5 Summative Assessment
3.3 Reactive and elements. 9
Nonreactive (S8MT-IIIg-h-11) 1 Performance Task
Metals

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Performance Learning
Content Standard Instructional Delivery
Content Standard Competency Week Day Daily Task
The Learners demonstrate The Learners shall The Learners should
an understanding of: be able to: be able to: Target Date Actual Date
Use the periodic 9 2
Compare the reactivity of metals in acid solution
table to predict the 3
chemical behavior Identify ways of preventing corrosion due to the
of an element. 4
reactivity of metals
(S8MT-IIIi-j-12) 5 Summative Assessment
10 Quarterly Assessment

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 8 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Third

Week No. 1 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.
The Learners demonstrate an understanding of:
Performance Standard Present how water behaves in its different states within the water cycle.
The Learners shall be able to:
Learning Competency Explain the properties of solids, liquids, and gases based on the particle nature of matter.
The Learners should be able to:
Code: S8MT-IIIa-b-8
DAILY TASK DIAGNOSTIC Distinguish Matter from Non-matter. Explain that matter is made up of tiny particles.
CONTENT ASSESSMENT Common properties of matter Composition of Matter
LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials 172 – 173 172 – 173 174 – 177 174 – 177
Additional Materials
LEARNING TASKS
Show two pictures to the Show to the students a glass Let the students get a piece Tell the students to look
class (one matter and one of water. Obtain ideas or of paper. Ask them to tear around and let one student
non matter). (Example: concepts they have in mind the paper into small pieces mention one object to the
nonmatter: picture of light regarding it. until they won’t be able to class.
ELICIT from a torch, heat from the tear it anymore. Find
fire, sound from the police someone who had torn the
siren (forms of energy); smallest piece and present it
Matter: picture of any solid, to the class.
liquid or gaseous substance.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Let the students cite the

differences between the two
and write them on the board.
Ask the students what could Prepare two identical cups Get their opinion from the Using the object presented,
be the possible and water. Show to the class question: Is it possible to ask the student what are the
characteristics/ properties one small drinking glass full divide still the paper into the materials that object is made
these pictures have. Explain of water and one empty. Get very smallest of it? up of.
that these objects do have a volunteer and ask him to Then, explain the concept of
properties and that is the weigh the two. indivisibility of matter’s State:
ENGAGE objective of the lesson. composition. “Everything you see or
Ask the students on what imagine is built from
they observed with the two something else.” This concept
objects. will be further discussed for
today’s topic.
(Students must infer that
water has mass)
Essential Question: Essential Question:
What are the common properties of matter? What is matter made of?
Students will be divided into Students will be divided into
groups of 5. With the use of groups of 5. They will
materials found on the conduct an activity found on
module, they should be able pages 174-175 of the
EXPLORE to fill in the table classifying if Learners’ Module,
the sample is matter or not. Activity # 2:
Activity #1: What is matter made of?.
Which is matter, which is
not? --- End of Session ---
--- End of Session ---

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Students will present their Students will present their

findings in class through a activity by answering the guide
class reporting with the use questions. (Please refer to LM
EXPLAIN
of the table and guide for the guide questions)
questions. (Please refer to
LM for the guide questions)
Key Questions: Key Questions:
1. What are the 1. What is matter made of?
common properties 2. What is the difference
of matter? between molecules and
ELABORATE 2. How does matter atoms?
differ from non- 3. How can you say that
matter? matter is made up of small
3. What are the other particles like atom?
properties of matter?
A. Classify whether the Identify the following
following is matter or 1. He believed that atoms
nonmatter: are indivisible.
1. smoke (matter) 2. It is Greek word which
2. ocean (matter) means indivisible particle.
3. dreams (nonmatter) 3. It is the smallest particle of
EVALUATE 4. chalk (matter) an element.
5. shadow (nonmatter) 4. It consists of two or more
B. Identify what property of atoms.
matter is being described: It is the unit of length used to
1. It is the measure of the measure size of an atom.
amount of matter the object
has. (mass)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

2. It refers to the space

occupied by an object.
(volume)
Let the students check the • Tell the students to get
other properties of the an aluminum foil and cut
following matter (hardness, it into small pieces.
texture, color, malleability, • In case it could not be
electrical conductivity) cut anymore with their
1. silk cloth bare hands, use a
EXTEND 2. plastic straw microscope or
3. copper wire magnifying glass to look
at the tiniest piece.
• If you have better tools,
you could still cut the
aluminum into tinier
pieces.
To be continued the (Note: The teacher may To be continued the (Note: The teacher may modify
following day (Publication of modify the type of test.) following day (Publication of the type of test.)
REMARKS Results) Results)

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 8 Teacher: School Head:
Weekly Lesson Log
Week No. 1 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 8 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Third

Week No. 2 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.
The Learners demonstrate an understanding of:
Performance Standard Present how water behaves in its different states within the water cycle.
The Learners shall be able to:
Learning Competency Explain the properties of solids, liquids, and gases based on the particle Explain physical changes in terms of the arrangement
The Learners should be able to: nature of matter. and motion of atoms and molecules.
Code: S8MT-IIIa-b-8 S8MT-IIIc-d-9
DAILY TASK SUMMATIVE Infer that particles are moving. Investigate about Evaporation.
ASSESSMENT
CONTENT Moving Particles Evaporation
#1
LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials 178 – 182 178 – 182 182 – 184 182 – 184
http://www.middleschoolchemistry.com/lessonplans/chapter1/l
Additional Materials esson1
Materials to be prepared by the teacher: wax paper, cardboard,
printed “Race Drop Raceway” sheets/ may be drawn, water
LEARNING TASKS
Ask the question: What are the different States Prepare two pieces of manila Ask the students why clothes
Does matter attract each of matter? paper. Dampen the first one are usually hanged outside.
ELICIT other? with water. Hang it on a side
where there is enough air or
sunlight to dry.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Let the students play the Ask 5-6 volunteers to Ask the students the following What would be the difference
game: demonstrate how molecules questions: if clothes are hanged outside
Race Drop Raceway behave in the following states 1. At the end of class, do rather than inside the house?
(adapted) of matter: you think the paper
Teacher Preparation • Solid towel will still be wet or
Print two “Race Drop • Liquid will it be dry?
Raceway” sheets for each Gas 2. When water evaporates,
group. where do the water
molecules go?

ENGAGE

Procedure
1. Tape the Race Drop
Raceway sheet onto a
piece of cardboard to
give it support.
2. Tape a piece of wax
paper over the “Race
Drop Raceway!” sheet.
3. Place 2–4 drops of water
together to make one
larger drop at the “Start”.
4. As fast as you can, tilt
the cardboard and guide

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

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.
Essential Question: Essential Question:
Are the particles moving? What happens when energy is added into the water?
Perform by group Activity Perform Activity #4: What
#3: Are the particles of changes take place when
EXPLORE
matter moving? What is water is left in an open
between them? pages 178- container? In a closed
179 of the manual. container? Pages 182-183 of
the manual.
Students will present their Students will present their
findings in class through a findings in class through a
class reporting with the use of class reporting with the use
EXPLAIN the table and guide questions. of the table and guide
(Please refer to LM for the questions. (Please refer to
guide questions) LM for the guide questions)

Key Questions: Key Questions:

1. What is matter made of? 1. What do you think may be
2. What can you say about the biggest factor which
its movement? contributed to the
3. Describe the evaporation process?
ELABORATE
arrangement of particles 2. What happened to the
of solid, liquid and gas. kinetic energy of particles
from liquid to gas/vapor?
3. How does evaporation
take place?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Identify what state of matter is Identification:

being identified: 1. It is the process
WHO AM I? where liquid turns to
1. I have a definite shape gas.
and a definite volume. 2. What happens to the
2. I may have a definite kinetic energy of
volume but I just follow particles when the
the shape of my object evaporates?
container. 3. Cite one example
EVALUATE 3. There is very negligible where evaporation
attraction between me could take place.
and others.
True or False
1. Matter is composed of
tiny particles that do not
move.
The particles of matter have
the tendency to attract each
other.
• Make a particle model • Conduct Activity
of matter on your #5A: Boiling Water
own. on page 184-185 of
• You may use any the manual.
material to show your • Differentiate
EXTEND
creativity. Evaporation from
• This is to be done Boiling
next Friday. Kindly
bring all your chosen
materials.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

To be continued the following (Note: The teacher may To be continued the following (Note: The teacher may
day (publication of results) modify the type of test.) day (publication of results) modify the type of test.)
REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 8 Teacher: School Head:
Weekly Lesson Log
Week No. 2 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 8 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Third

Week No. 3 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.
The Learners demonstrate an understanding of:
Performance Standard Present how water behaves in its different states within the water cycle.
The Learners shall be able to:
Learning Competency Explain physical changes in terms of the arrangement and motion of atoms and molecules.
The Learners should be able to:
Code: S8MT-IIIc-d-9
DAILY TASK Investigate about Condensation. Investigate about Melting. SUMMATIVE
ASSESSMENT
CONTENT Condensation Melting
#2
LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials 184 – 186 184 – 186 187 – 189 187 – 188
Additional Materials
LEARNING TASKS
Ask the students what Show a picture of water • Have the students Show a picture or a short
happens when a cold bottle cycle. imagine eating their own video clip of the melting of
was taken from the fridge ice cream. polar regions. (The teacher
and left in an open space. • For instance, they are may touch a little about the
ELICIT
eating outside under the climate change.)
scorching sun, how
would they eat their ice
cream? Why is it so?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

(Adapted) Ask the students how Ask the following questions: Ask the following:
Prepare a demonstration clouds form. 1. What have you
with the ff materials: (Note: 1. What will happen to the ice noticed on the picture/
Should be done 5-10 cream if it is not eaten seen in the video?
minutes before the time) immediately? Why? 2. What can you say
2 clear plastic cups 2. In what situation will the ice about its effects in the
Room temperature water cream melt faster? slower? environment?
Ice cubes 3. What might be the factors 3. How did this happen?
Zip lock (gallon size) involved in the process?
Procedure: (Introduce the melting
1. Place water and ice process)
cubes into two identical
cups.
2. Immediately place one of
the cups in a zip lock bag
ENGAGE
and get as much air out of
the bag as possible. Close
the bag securely.
3. Allow the cups to sit
undisturbed for about 5-10
minutes.
Ask the students:
Why do you think the cup
that is exposed to more air
has more water on the
outside of it?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Essential Question: Essential Question:

What happens when particles lose their energy and drop What happens to the kinetic energy of the molecules when
their temperature? temperature increases/decreases and heat transfer continues?

EXPLORE Perform Activity #5 Part B: Perform Activity #6: What

Cooling Water page 186. changes take place when
ice turns into liquid water?
Answer guide questions #6- Answer the guide questions
9 found on pages 187-188.
Students will present their Students will present their
findings in class through a findings in class through a
class reporting with the use class reporting with the use of
EXPLAIN
of the table and guide the table and guide questions.
questions. (Please refer to (Please refer to LM for the
LM for the guide questions) guide questions)
Key Questions: Key Questions:
1. What happens to water 1. What do you think may be
when it is cooled? the biggest factor which
2. How does the process of contributed to the
condensation take place? melting/freezing process?
3. Why do droplets form at 2. What happened to the
the surface of a covered hot kinetic energy of particles
ELABORATE container? from solid to liquid?
3. What happened to the
kinetic energy of particles
from liquid to solid?
3. How does melting take
place?
4. How does freezing take
place?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

TRUE or FALSE Identification:

Write True if the statement is 1. It is the process where
correct and False if it is not. liquid turns to solid.
1. As the temperature 2. What happens to the kinetic
increases, the kinetic energy energy of particles when the
increases as well. (True) object melts?
2. When particles lose their 3. If the temperature
EVALUATE energy, they return to their surrounding the object is
original state. (True) greater, what process will take
3. Condensation is a process place?
when liquid turns to its 4. It is the process where solid
gaseous state. (False) turns to liquid.
4. The gaseous state of 5. When heat is decreased,
water is called water vapor. the object melts/freezes?
(True)
Cite other practical examples Explain to students that there
or situations where you are cases that some
could observe the process of substances can change
condensation. directly from solid to gas. This
EXTEND
process is called
SUBLIMATION. The opposite
of which is called the
DEPOSITION.
To be continued the (Note: The teacher may To be continued the following (Note: The teacher may
following day (publication of modify the type of test.) day (publication of results) modify the type of test.)
results)
REMARKS

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 8 Teacher: School Head:
Weekly Lesson Log
Week No. 3 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 8 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Third

Week No. 4 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.
The Learners demonstrate an understanding of:
Performance Standard Present how water behaves in its different states within the water cycle.
The Learners shall be able to:
Learning Competency Explain physical changes in terms of the arrangement and motion of atoms and molecules.
The Learners should be able to:
Code: S8MT-IIIc-d-9
DAILY TASK Performance Task
CONTENT Particle Nature of Matter
LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials
Additional Materials
LEARNING TASKS
Performance Task No. 1 Essential Question: Performance Task No. 2 . Molecular Dance
The teacher may opt to use How will you demonstrate Present how water behaves Presentation
the following: the three states of matter? in its different states within
a. Illustration/Drawing the water cycle through a
EXPLORE
b. Model Molecular Dance.
c. Multimedia
Presentation Presentation of Outputs Presentation of Molecular Presentation of
d. Molecular Dance Dance Molecular Dance

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

With their chosen materials,

students will create their
own particle model of the
following scenario:
a. solid-liquid
b. gas-liquid
c. liquid-gas
d. liquid-solid

Criteria: Criteria for Molecular Dance:

40% Accuracy Content (Behavior of Water
35% Creativity Molecule) 20%
15% Resourcefulness Choreography (Creativity,
10% Neatness Artistry, Style and Originality)
Total: 100% 20%
EVALUATE Execution (Time and
Coordination, Projection and
Expression) 20%
Mastery 20%
Props/ Costume 15%
Audience Impact 5%

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Did the remedial lessons work?

No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 8 Teacher: School Head:
Weekly Lesson Log
Week No. 4 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 8 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Third

Week No. 5 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to:
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom.
The Learners should be able to:
Code: S8MT-IIIe-f-10
DAILY TASK Determine the charges of subatomic particles Compare the masses of the subatomic particles. SUMMATIVE
ASSESSMENT
CONTENT Charges of subatomic particles Masses of the subatomic particles.
#3
LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials 193 193 195 – 197 195 – 197
Additional Materials
LEARNING TASKS
Reflect on the line “Like What are atoms made of? Enumerate some properties Present the Table #2: Some
poles repel, unlike poles What structures compose an of the three subatomic properties of the three main
ELICIT attract”. atom? particles. Refer to table 2 in subatomic particles on page
LM page 195. 195

Rub a plastic covered If you rub a plastic straw with Give one property of Ask which among the three
ENGAGE notebook vigorously against tissue paper and place it near subatomic particle. Which has the highest value of
a hard object and placed it among them contributes the mass.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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over the head. What an aluminum foil, what will most to the overall mass of Explain the concept of
happens? happen? an atom? Scientific notation.

Essential Question: Essential Question:

Do objects attract or repel each other/carry positive and Compare the masses of the subatomic particles.
negative charges?
EXPLORE Perform Activity 1: . Perform Activity 2: The big
“Charge” it to experience! difference
Refer to LM page 193. Refer to LM pages 195-196.

Students present the results Students present the results

of the activity. of the activity. Comparison of
Answer guide questions. (refer the masses of the three
to the activity) subatomic particles using the
EXPLAIN bar graph, pie chart and a
seesaw can. Answer guide
questions. (Refer to the
activity).

Ask students what makes up Which subatomic particle/s

an atom? make/s up most of the mass
ELABORATE
Give the charges of the three of the atom?
subatomic particles.
Complete the table. Refer to the masses in Table
Subatomic
Charge Location 2. Answer the following
Particle questions.
1. positive 4.
EVALUATE 1. Which subatomic particle
electron 2. 5. is the lightest?
3. neutral 6. 2. Which subatomic particle
is the heaviest?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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3. Which subatomic particle

has almost the same
mass?
4. Which subatomic
particles make up most
of the mass of the atom?
(2 pts).
Present Table 2. Some Research on Thomson’s and
Properties of the three Rutherford model of the
EXTEND
subatomic particles. pp195 atom.

To be continued the (Note: The teacher may modify To be continued the (Note: The teacher may
following day (publication of the type of test.) following day (publication of modify the type of test.)
results) results)
REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

What difficulties did I encounter which

my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 8 Teacher: School Head:
Weekly Lesson Log
Week No. 5 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 8 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Third

Week No. 6 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to:
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom.
The Learners should be able to:
Code: S8MT-IIIe-f-10
Describe Thomson’s Describe Rutherford’s
DAILY TASK SUMMATIVE Determine the number of neutrons from the mass number.
model model.
ASSESSMENT
Determining the number of neutrons from the mass
CONTENT Thomson’s model Rutherford’s model. #4
number.
LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials 198 – 203 198 – 203 203 – 205 203 – 205
Exemplar Lesson Plan Exemplar Lesson Plan, Exemplar Lesson Plan,
Additional Materials
pp138-140 Periodic Table ,pen/pencil Periodic Table ,pen/pencil
LEARNING TASKS
What is an atom? Review: Thomson’s atomic Show a periodic Table. What makes up the mass of
What are the different model. Ask students about the salient an atom?
ELICIT
subatomic particles of an features of the Periodic Table.
atom?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Show to the class a real • Teacher GAME: Ask one student to draw an
raisin bread. demonstration: • Group the students atom having three subatomic
Activity #3 Part A and ask a particles.
Guide Questions: • Look for a volunteer. representative to
1. What is the name of Ask few questions. answer the question by
this bread? writing the answer on
ENGAGE 2. What is in this the board.
bread that is not • The teacher gives the
found in other name of the element.
breads? • Students write its
symbol, atomic
(The teacher may opt to use number and mass
a picture instead.) number.
Essential Question: Essential Question: Essential Question:
How did Thomson discover How do you describe How do you determine the number of neutrons, protons,
the electron? Rutherford’s model? electrons in a neutral atom?
EXPLORE • Show Thomson’s Perform Activity #3 Part B Perform Activity #4: What’s in
atomic model. and C: Small but terrible. a number?, procedure 1 in LM
• Elicit ideas from the page 204.
students.
Lecturette: Students present the results Students present the results
Discuss the details of his of the activity. of the activity.
EXPLAIN
discovery. Answer guide questions. Answer guide questions.
(refer to the activity) (refer to the activity)
Key Questions: Key Questions: Key Questions:
1. What was the 1. What was the 1. Differentiate atomic
experiment experiment number from mass
ELABORATE
conducted by J.J. conducted by number.
Thomson? Rutherford? 2. How do you
determine the
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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2. How was he able to 2. How was he able to number of neutrons

prove the existence prove the existence given the mass
of electrons? of the nucleus? number and atomic
3. Describe 3. Describe number?
Thomson’s Rutherford’s
discovery. discovery.
Draw and describe J.J. Draw and describe Data completion:
Thomson’s model. Rutherford’s model. Fill in the missing data in the
table.

EVALUATE Element
Mass Atomic
p+ e- n0
# #
Na 23 1
C 6 1 6
Rn 222 86
Au 7 11
9 8

Identify the uses of Cite the flaws of Rutherford’s Define Isotopes and its uses.
Thomson’s experiment. (e.g. discovery.
EXTEND
television-picture tube)

To be continued the following (Note: The teacher may

day (publication of results) modify the type of test.)
REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Did the remedial lessons work?

No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 8 Teacher: School Head:
Weekly Lesson Log
Week No. 6 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 8 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Third

Week No. 7 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to:
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom.
The Learners should be able to:
Code: S8MT-IIIe-f-10
Infer that ions are formed from
Define Isotopes and interpret shorthand notations for
DAILY TASK the removal/ addition of Performance Task SUMMATIVE
isotopes and atoms.
electrons. ASSESSMENT
1. Definition of Isotopes #5
CONTENT Ions Atomic Structure
2. Shorthand notations for Isotopes and atoms
LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials 204 – 205 204 – 205
Additional Materials
LEARNING TASKS
Q & A: Sub-atomic Particles How are isotopes identified? Review:
1. Definition of Isotopes
ELICIT
2. Shorthand notations for Isotopes
and atoms

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Ask: What comes into your Give common isotopes. Cite examples of energy drinks.
mind when you hear the word Guide Questions:
isotope? 1. Why are they popular
ENGAGE nowadays?
2. What benefit can one get
from drinking such?

Essential Questions: Essential Question: Performance Task:

What is an isotope? How does an atom become an ion? Role play- Atomic
How do you interpret shorthand notation of isotopes and atoms? Models, and
Perform Activity#4: What’s in Perform Activity#4: What’s in a Timeline of atomic
EXPLORE
a number? Procedures 2 and number? Procedures 4 and 5 on models using
3 on page 204. page 205. recycled materials

--- End of Session ---

• Students present the Students present the results of the
results of the activity. activity.
• Answer guide questions. Answer guide questions. (refer to
EXPLAIN the activity)
(refer to the activity)
• Lecturette on isotopes
•
Give the shorthand notation of Key Questions:
isotope of Hydrogen. 1. How does an ion form?
2. What do you call the
positive ion? Negative ion?
ELABORATE
3. What will happen when an
atom becomes an ion?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Cottage Road, Bacolod City

Write the shorthand notation Given the Calcium ion, answer the
showing the mass number and following:
atomic number of the isotopes 1. How many protons are there
of the following: in the calcium ion?
EVALUATE 1. Iron 2. How many electrons are
2. Aluminum there in the calcium ion?
3. Calcium 2. How many neutrons are there
in the calcium ion?

Using old folders, students What is the importance of ions in

select one element to be drawn the human body?
EXTEND
with symbol, atomic number
and mass number.
To be continued the following (Note: The teacher may modify
day (publication of results) the type of test.)
REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

What difficulties did I encounter which

my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 8 Teacher: School Head:
Weekly Lesson Log
Week No. 7 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 8 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Third

Week No. 8 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The periodic table of elements as an organizing tool to determine the chemical properties of elements.
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to:
Learning Competency Trace the development of the periodic table from observations based on similarities in properties of elements.
The Learners should be able to:
Code: S8MT-IIIg-h-11
Describe the arrangement of elements in the periodic SUMMATIVE
DAILY TASK Trace the development of the Periodic Table.
table. ASSESSMENT
CONTENT Development of the Periodic Table Arrangement of elements in the Periodic Table #6
LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials 210 – 211 210 – 211 211 – 213 211 – 213
Periodic table of elements https://www.youtube.com/watc https://www.youtube.com/watc
Additional Materials
h?v=I5H1SeepnaU h?v=VgVQKCcfwnU
LEARNING TASKS
In Grade 7, students learned Show to the class a video from Using the periodic table, Let the students watch the
about the periodic table. Let YouTube entitled: History of The teacher will mention an video The NEW Periodic
them recall some common Periodic Table Animation element (e.g. Calcium). Table Song (Updated) on
ELICIT elements found in the (cite provided in Learning YouTube.
periodic table. Resources under additional Let them look in what (cite provided in Learning
materials) column and row it is located Resources under additional
or you may do otherwise materials)
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Cottage Road, Bacolod City

(Students will look for the

name, teacher will mention
the row and column)
Ask: Who were the people Let the students take hold of After watching, let them cite
How was your seating mentioned in the video? their periodic table and ask some names of elements they
arrangement done? (Write their answers on the them of the possible ways have seen and where they can
(possible answers: board for later discussion) how those elements were commonly be found or used.
alphabetically, height, arranged. Example: Silver-spoon
ENGAGE gender) Were they arranged
alphabetically? randomly?
Or other possible
arrangements?

Essential Question: Essential Question:

How did the periodic table develop? How were the elements in the periodic table arranged?
Perform Activity #1 part A: Continue Activity #1 Part B.
EXPLORE Tracking the path and Tracking the path and
constructing the Periodic constructing the Periodic
Table on pages 210-211 of Table on page 211 of the
their textbook. learner’s manual.
With the use of the guide With the use of the guide
questions, students will report questions, students will report
EXPLAIN
their answers in front. their answers in front.
(Questions #1-4) (Questions #5-10)
Key Questions: Key Questions:
1. Who were the people 1. What is periodic law?
ELABORATE
behind the history of 2. Differentiate groups
periodic table? And what from periods.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Cottage Road, Bacolod City

was their respective 3. What are the different

concept? family names of
2. What bases did the groups found in the
following chemists use to periodic table?
explain their arrangement of
elements?
a. Dobereiner
b. Newlands
c. Meyer
d. Mendeleev
Moseley
Identification I. Identify in what period and
1. He is a German group does the following
chemist who grouped element belong:
elements in three with 1. Boron
similar properties. 2. Calcium
EVALUATE 2. This arrangement was 3. Neon
proposed by 4. Hydrogen
Newlands. 5. Potassium
3. How did Mendeleev
arrange the elements Identify and label the parts of
in the periodic table? the periodic table.
Trace the development of the For the next session, tell the
Periodic Table by making a students to bring the following
timeline. Write it in a short materials for their
sized bond paper. Performance output:
EXTEND
a. Bond paper (long
sized)
b. Coloring materials
c. Designing materials

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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d. Ruler
e. Glue
Assign this activity by pair.
Ask the students to do some
research about the following
information of the assigned
element:
a. Name of element and
how it got its name.
b. Symbol, Atomic
Number and Atomic
Mass
c. Where is it found and
in what form
d. Physical facts (melting
point, boiling point,
density)
e. Uses (with pictures)
f. Source of information

To be continued the (Note: The teacher may modify To be continued the (Note: The teacher may
following day (publication of the type of test.) following day (publication of modify the type of test.)
results) results)
REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Did the remedial lessons work?

No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 8 Teacher: School Head:
Weekly Lesson Log
Week No. 8 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 8 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Third

Week No. 9 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The periodic table of elements as an organizing tool to determine the chemical properties of elements.
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to:
Trace the development of the
Learning Competency periodic table from observations
The Learners should be able to: based on similarities in Use the periodic table to predict the chemical behavior of an element.
properties of elements.
Code: S8MT-IIIg-h-11 S8MT-IIIi-j-12
Identify ways of preventing SUMMATIVE
DAILY TASK Performance Task Compare the reactivity of metals in acid solution. corrosion due to the ASSESSMENT
reactivity of metals. #7
CONTENT Element Brochure Reactivity of Metals
LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials 214 – 217 214 – 217 214 – 217
Additional Materials
LEARNING TASKS
Show pictures of objects Show a video entitled: Rusting
with rust. of Iron in YouTube.
ELICIT
(Houses, cars, etc.) https://www.youtube.com/watc
h?v=qd2B9yCKzc0

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Ask the students how You may ask the following

rusting of objects affect questions: (to be posted
people. before watching the video)
1. What is rust?
2. What are the factors
involved for rusting to
occur?
ENGAGE
3. When does rusting
happen?
4. In what condition
does rusting process
is hastened?
5. What did the boy do
to solve the problem?
Students will be tasked to Essential Question: Essential Question:
create an attractive brochure What is the relationship between reactivity of metals How can corrosion be
presenting informative details (elements) and its arrangement in the periodic table? prevented?
about the assigned element Perform Activity #2: Students will do activity #2 on
by pair. Metal… How reactive are page 214 procedure # 12.
EXPLORE
you? on pages 214-216
The brochure will be a tri-fold procedures # 1-11.
8.5 x 13 (long sized) bond
paper. The following format --- End of Session ---
will be observed:
a. Name of element and Through a group reporting, Ask every group to answer
how it got its name. students will discuss their questions 7 and 8 on page
b. Symbol, Atomic answers on the guide 216 of their manual. Let them
EXPLAIN Number and Atomic questions found on their include their answers in
Mass learner’s manual. yesterday’s assigned
question.

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c. Where is it found and Key Questions: Key Questions:

in what form 1. What is the trend of 1. What are the harmful
d. Physical facts reactivity of metals in effects when metal
ELABORATE (melting point, boiling groups? reacts with acids?
point, density) 2. What is the trend of 2. How can we prevent
e. Uses (with pictures) reactivity of metals in corrosion?
f. Source of information periods?
Product Evaluation Arrange the following metals How can we prevent
in increasing reactivity: corrosion?
1. P-Mg-S (Answer: S-P-Mg)
EVALUATE 2. O-N-Be (Answer: O-N-Be) (Note: Prepare a Rubric)
3. Cu- Sr-Li (Answer: Cu- Sr-Li)
4. Cl-F-Br (Answer: Br-Cl-F)
5.Na- K-Li (Answer: K-Na-Li)
Look for some practical ways Look for the other types of
to prevent corrosion. Be able corrosion.
EXTEND
to prepare a brief report for
tomorrow’s discussion.

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Which of my teaching strategies worked

well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 8 Teacher: School Head:
Weekly Lesson Log
Week No. 9 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE