Heat and energy are intertwined concepts in physics, describing the transfer and transformation of thermal energy. From the principles of thermodynamics to practical applications like engines and renewable energy systems, understanding heat and energy is crucial for various scientific and technological advancements. Heat and energy are fundamental to understanding the behavior of matter and the workings of the universe. They govern everything from the motion of molecules to the dynamics of stars. Exploring their properties unlocks insights into climate change, industrial processes, and the potential of sustainable energy sources.

1. GRADE 8
DAILY LESSON LOG
SCHOOL GRADE LEVEL Grade 8
TEACHER LEARNING
AREA
Science and Technology 8
TEACHING DATES
TIME
(Oct.8-12,2023-( Monday to Friday)
7:30 AM-11:55AM/1:00PM–4:30PM
SEMESTER
QUARTER
Q1
Week :__
SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5
I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall
be derived from the curriculum guides.
A. Content Standards The learners demonstrate understating on heat and temperature, and the effects of heat on the body
B. Performance
Standards
The learner should be able to understand heat and temperature, and the effects of heat on the body
C. Learning
Competencies/Objectiv
es
Differentiate between heat and
temperature at the molecular
level
Differentiate between heat and
temperature at the molecular
level
Differentiate between heat and
temperature at the molecular
level
Differentiate between heat
and temperature at the
molecular level
Differentiate between heat and
temperature at the molecular
level
A. Understand the Celsius and
Fahrenheit temperature scales.
B. Be able to convert between
Celsius and Fahrenheit
temperatures.
A. Understand the Celsius and
Fahrenheit temperature scales.
B. Be able to convert between
Celsius and Fahrenheit
temperatures.
ICL A. Learn about instruments
used to b. measure
temperature.
b.Understand the concept of
heat capacity.
A. Understand the three
methods of heat b. transfer:
conduction, convection, and
radiation.
b.Apply knowledge of heat
transfer to practical scenarios.
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a 5 day full blast.
Understanding cell division
III.LEARNING
RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A. References
1. Teacher’s
Guides/Pages
Science and Technology 8
book
/pp. _______
Science and Technology8 book
/pp. _______
Science and Technology 8
book
/pp. _______
Science and Technology 8
book
/pp. _______
Science and Technology 8
book
/pp. _______
2. Learner’s Materials
Pages
SLM (DepEd)/pp. _____ SLM (DepEd)/pp. ______ SLM (DepEd)/pp. SLM (DepEd)/pp.
3. Textbook Pages Science and Technology 8 Science and Technology 8 Science and Technology 8 Science and Technology 8 Science and Technology 8

2. 4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
Modules,PPT, Modules,PPT, Modules,PPT, Modules,PPT, Modules,PPT,
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time
allotment for each step.
A. Reviewing previous
lesson or presenting the
new lesson
Begin by discussing what
temperature is and why it's
important in our daily lives.
Start by reviewing the concepts
of Celsius and Fahrenheit
temperature scales.
Begin by revisiting the
concept of temperature and
heat capacity.
Conduct a short quiz about
conduction, convection and
radiation
B. Establishing a purpose
for the lesson
Explain that the purpose of
this lesson is to explore the
Celsius and Fahrenheit
temperature scales and learn
how to convert between them.
Explain that today's lesson will
focus on instruments used to
measure temperature and the
concept of heat capacity.
Explain that today's lesson
will focus on heat transfer
mechanisms and their real-
world applications.
C. Presenting
examples/instances of the
new lesson
Show a thermometer with
readings in both Celsius and
Fahrenheit.
Provide examples of common
temperatures in both scales.
Introduce thermometers,
infrared thermometers, and
thermocouples as instruments
for temperature measurement.
Discuss heat capacity with real-
world examples.
Show examples of heat
transfer in daily life, such as
cooking, heating a room, and
feeling sunlight.
D. Discussing new
concepts and practicing
new skills #1
Teach students the formula for
converting Celsius to
Fahrenheit (F = C × 9/5 + 32).
Have them practice converting
temperatures from one scale
to the other.
Explain how each temperature-
measuring instrument works
and its applications.
Discuss the concept of specific
heat capacity and how it relates
to temperature change.
Introduce conduction as the
transfer of heat through
direct contact.
Conduct a simple
experiment demonstrating
conduction.
E. Discussing new
concepts and practicing
new skills #2
Discuss the formula for
converting Fahrenheit to
Celsius (C = (F - 32) × 5/9).
Continue practicing
conversions.
Provide examples of how
specific heat capacity affects
temperature changes in
different materials.
Calculate specific heat capacity
for simple substances.
Discuss convection as the
transfer of heat through fluid
movement.
Perform an experiment or
demonstration involving
convection
F. Developing mastery
(Leads to formative
assessment)
Conduct a group activity
where students work in pairs
to convert a set of
temperatures.
Conduct a laboratory activity
where students use
thermometers and measure the
Discuss radiation as the
transfer of heat through
electromagnetic waves (e.g.,
sunlight).

3. specific heat capacity of a
substance.
.
Engage in a group activity
where students identify and
explain heat transfer
methods in given scenarios.
G. Finding
practical/applications
of concepts and skills in
daily living
Discuss when and where each
temperature scale is
commonly used in daily life.
Discuss how temperature
measurement and heat capacity
are important in fields like
cooking, weather forecasting,
and materials science.
Provide scenarios for
students to predict the
motion of objects based on
the energy acting on them.
H. Making
generalizations and
abstractions about the
lesson
Encourage students to identify
patterns and relationships
between Celsius and
Fahrenheit temperatures.
Encourage students to
summarize what they've learned
about temperature measurement
and heat capacity.
Explore practical
applications of heat transfer
in cooking, heating systems,
and energy conservation.
I. Evaluating Learning Administer a quiz to assess
students' understanding of
temperature scales and
conversions.
Offer extra problems for
calculating specific heat
capacity or exploring advanced
topics in heat and temperature
measurement.
Encourage students to
generalize their
understanding of heat
transfer mechanisms and
their importance.
J. Additional activities
for application or
remediation
Provide extra conversion
problems for students to
practice, and offer assistance
to those who need it.
Have some practice on
problems related to heat and
temperature
Assess students'
participation in group
activities and their ability to
identify heat transfer
methods.
V.REMARKS Science 8 is taken five (5) times a week by the learners
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.