Department of Education

National Capital Region

Schools Division Office of Quezon City
QUEZON CITY HIGH SCHOOL
Scout Ybardolaza St., Diliman, Quezon City

SUBJECT Science GRADE 8

DAILY TEACHING DATE September 19, 2024 QUARTER Second
LESSON AND TIME
PLAN

I. OBJECTIVES
A. Content The learners should demonstrate an understanding of heat and
Standards temperature, and the effects of heat on the body.
A. Performance
Standards
C. Learning Differentiate between heat and temperature at the molecular level (S8FE
Competencies/Objec -Ig – 29)
tives
(Write the LC code for
each)
SPECIFIC At the end of 45-minute discussion the grade 8 students will be able to:
OBJECTIVES Day 2:

Physics
 Differentiate between heat and temperature at the molecular level.

II. CONTENT HEAT AND TEMPERATURE

III. LEARNING RESOURCES

A. References
1. Teacher’s None
Guide pages
2. Learner’s None
Material
pages
3. Textbook None
pages
4. Additional None
Materials
from
Learning
Resource
(LR) portal
A. Other None
Learning
Resources

ELICIT
A. Reviewing Activity 1: Concept Map
previous lesson Description: Have students create a concept map in pairs, starting with
or presenting the "Heat" and "Temperature" at the center. They should branch out with
new lesson any related terms or ideas they can think of.
Purpose: This helps visualize students' existing knowledge and identify
any gaps or misunderstandings.
ENGAGE
B. Establishing a Activity 1: Demonstration Video
purpose for the Description: Show a short video clip demonstrating the difference
lesson between heat and temperature. For example, a video showing how a hot
cup of coffee warms up a room versus how a thermometer measures the
temperature of the coffee.
Purpose: To provide a visual and concrete representation of the concepts
that will be explored in more detail.
C. Presenting Activity 2: Classroom Thermometer Activity
examples/instanc Description: Use a digital or mercury thermometer to measure the
es of the new temperature of various liquids (e.g., cold water, room temperature
lesson water, hot water). Ask students to predict what they think will happen
 and discuss their predictions.
Purpose: This hands-on activity gets students thinking about
temperature measurement and sets the stage for exploring how it relates
to heat.
EXPLORE
D. Discussing new Activity 1: Heat vs. Temperature Lab
concepts and Description: Conduct a simple lab where students measure the
practicing new temperature of water in different beakers while heating them with
skills #1 different intensities (e.g., low heat, medium heat, high heat). They
should record the temperature changes and note the heat source.
Purpose: To let students observe how different amounts of heat affect
the temperature of water, illustrating the relationship between heat
input and temperature change.
E. Discussing new Activity 2: Molecular Motion Simulation
concepts and Description: Use a computer simulation or app that shows molecular
practicing new motion in different temperature conditions. Students can adjust the
skills #2 temperature and observe changes in molecular speed and movement.
Purpose: To visually demonstrate how molecular motion correlates with
temperature and differentiate it from heat.
EXPLAIN
F. Developing Activity 1: Concept Explanation
mastery Description: Provide a mini-lecture or presentation explaining the
(Leads to difference between heat and temperature. Emphasize that heat is energy
Formative transferred between systems or objects due to a temperature difference,
Assessment 3) while temperature is a measure of the average kinetic energy of particles
in a substance.
Purpose: To provide a clear and accurate explanation of the concepts
based on observations from the previous activities.
ELABORATE
G. Finding practical Activity 1: Real-World Scenarios
applications of Description: Present real-world scenarios where heat and temperature
concepts are involved (e.g., cooking, weather forecasting, climate change). Ask
and skills in daily students to analyze these scenarios and explain how heat and
living temperature play roles in each situation.
Purpose: To apply their knowledge to practical examples and deepen
their understanding of how these concepts are relevant in various
contexts.
H. Making Activity 2: Design an Experiment
generalizations Description: Have students design a simple experiment to investigate
and abstractions another factor affecting temperature. For instance, they could explore
about the lesson how different types of materials (e.g., metal vs. plastic) conduct heat
differently.
Purpose: To encourage critical thinking and application of concepts to
new situations.

Activity 1: Quiz
I. Evaluating Description: Administer a short quiz with multiple-choice, true/false, and
learning short-answer questions covering key concepts of heat and temperature.
Purpose: To evaluate students' grasp of the concepts and identify areas
needing further clarification.

a. Additional Activity 1: Research Project

activities Description: Assign a research project where students investigate
for advanced topics related to heat and temperature, such as
application thermodynamics or the science of thermal insulation. They should
or present their findings to the class.
remediatio Purpose: To extend learning beyond the basic concepts and encourage
n deeper exploration of related topics.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned Sectio Section Secti Sectio Sectio

SECTIONS

80% on the formative

No. of cases
 assessment who got a n on n n
score:
_______ and
above
_______ and
below

TOTAL
B. No of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
caught up with the lesson
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter that my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
that I wish to share with other
teachers?
Prepared by: Checked by: Submitted
to:

EDDRIAN O. ESMERO JONALYN P. PENILLA FIDEL O

GUANTERO JR. Teacher I Master
Teacher II Head Teacher VI

Noted by:

REMEDOS P. DANAO, PhD

Principal IV