SEMI-DETAILED LESSON PLAN IN SCIENCE 8

Teacher’s Name: ANDAM, ASPIAH K. Grade Level: 8

Topic/Title: Heat Transfer Time Allotment: 1 hour

9:00 PM-10:00 AM

Venue/Section Aristotle Date: February 26, 2024

I. STANDARDS, COMPETENCIES, AND OBJECTIVES

Content Standard: The learners demonstrate an understanding of the heat and temperature, and
the effects of heat on the body

Performance Standard: The learners should be able to d

Learning Competency: The learners differentiate between heat and temperature at the molecular
level

Code: S8FE-Ig-29

Objectives: At the end of the lesson, the students should be able to:
a) identify the types of heat transfer: conduction, convection, and
radiation;
b) distinguish between advantageous and disadvantageous;

c) give examples in everyday scenarios

II. DESCRIPTION OF CONTEXTUALIZATION

Localization/ Utilizin
Indigenization:

Making connections: Citing

III. LEARNING WITHIN AND ACROSS CURRICULUM TEACHING AREAS

✔ Science 8: Infer that when a body exerts a force on another, an equal amount of force is exerted
back on it. S8FE-Ia-16 (Explore) (Explain) (Elaborate)

IV. LEARNING RESOURCES

A. References Science 8 Teacher’s Guide First Edition2013. Alvie J. Asun cion., et al. pp.
130-138.
1. Teacher’s Guide:

2. Learner’s Materials: Science 8 Learner’s Module First Edition2013. Alvie J. Asuncion., et al. pp.
146-156.

3. Additional Materials https://www.simscale.com/docs/simwiki/heat-transfer-thermal-analysis/what-

from the Learning is-heat-transfer/#:~:text=Heat%20transfer%20describes%20the
Resource (LR) portal: %20flow,conduction%2C%20convection%2C%20and%20radiation.

B. Other Learning Science Links 8 Teacher’s Resource Material (2020). Quezon City: Rex Book
Resources Store, Inc.
Book(s): MSA Science Handbook (2023). Quezon City: MSA Academic Institute

Online Source(s): https://lrmds.deped.gov.ph

V. LEARNING ACTIVITIES

PRELIMINARY (Classroom Management Setting): 3 minutes

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 ❖ Pra

ENGAGE (Get the students’ minds focused on the topic): 5 minutes

Teaching Strategy Short Story

It asks the learners to observe and identify the genre, purpose, and features.
This develops the learners' critical thinking skills and enhances their
observation and interpretive skills.

Instructional Materials TV, laptop, pointer, PPT presentation, printed materials

 Whiteboard and markers
 Projector or visual aids (for images of examples)
 Handouts with guided notes and examples
 Thermos or insulated cup, metal spoon, and a heat lamp (if available

EXPLORE (Provide students with a shared experience): 15 minutes

Teaching Strategy Differentiated Instruction and Cooperative Learning

The teacher will give an overview of how heat moves in different ways and
the types of heat transfer:
 Conduction: Direct transfer of heat through a material
 Convection: Heat transfer through fluid movement (liquids or gases)

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  Radiation: Transfer of heat through electromagnetic waves

(By group)
Ask students to think about everyday objects that heat up or cool down and
consider why this could be useful or problematic.

Instructional Materials cartolina/manila paper, marker, paper tape, rubric, scoreboard, worksheets,
rope, basin, slinky

EXPLAIN (Teach the concept. Should include an interaction between teacher and students): 10 minutes

Teaching Strategy Group Reporting

In this task, the students will present their output to the class.

Instructional Materials  Whiteboard and markers

 Projector or visual aids (for images of examples)
 Handouts with guided notes and examples
 Thermos or insulated cup, metal spoon, and a heat lamp (if available)

ELABORATE (Students apply the information): 10 minutes

Teaching Strategy TELA (Technology Enhanced Learning Approach

 The teacher will explain each type of Heat transfer with examples
using power point presentation.
 The teacher will show some animated illustrations on TV about the
Advantageous and disadvantageous example of heat transfer.
.

Instructional Materials TV, laptop, video

EVALUATE (Checking Students’ Understanding): 5 minutes

Teaching Strategy  The teacher will distribute a worksheet with various scenarios and
objects (e.g., ice melting on a warm surface, a radiator heating a
room, standing near a bonfire).
 Students work in pairs to identify the type of heat transfer in each
scenario and determine if it is advantageous or disadvantageous.

Instructional Materials Worksheet

Attached your Multiple Choice Ten item TOS (table of specification)

V. REFLECTION

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Mean Percentage Score (MPS):______ Achievement Level: □ Mastered (96-100%)
□ Closely Approximating Mastery (86-95%) □ Moving Towards Mastery (66-85%) □ Average
(35-65%) □ Very Low (15-34%) Absolutely □ No Mastery (0-14%)

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Which of my teaching strategies worked well? Why did this

work?

D. What difficulties did I encounter that my HT/MT/School

Principal/Supervisor can help me solve?

E. What innovation or localized materials did I use/discover that I

wish to share with other teachers?

Prepared by:

ASPIAH K. ANDAM
Teacher I

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 Attachment A

Wavy Waves Adventures

Shyrizze Mae is a very curious student. She always asks a lot of questions. Shyrizze is
also determined to be successful in her studies.
She lives in Brgy. White Beach, a remote island in Pagadian City. Though living afar, she
and her cousins still enjoy a 30-minute long boat ride just to get to their school every day. On their
way they like watching fallen leaves being swept away on the river as their boat move to their route.
In her thoughts, ‘How do these leaves move on different direction yet the water remains in its place?’
As part of their class discussion on that day, her science teacher explained, ‘leaves are
carried away because of the waves, it’s the energy being transferred on the leaves that make them
move’
Her teacher also discussed different types of waves such as mechanical and
electromagnetic waves. She gained the knowledge she needed to understand how floating leaves on
the water move away while the water remains in its place.
Shyrizze also recalled on their experiment that energy from mechanical waves can’t be
transferred without any medium (solid, liquid, gas) passing through it. Shyrizze was very happy for the
new learning she gained in her science class. She is really eager to explore new discoveries and
learning’s specially by doing an experiment on her science class.
Shyrizze’s curiosity about waves was answered by their lesson. Travelling back home,
Shyrizze exclaimed, “How wonderful waves are created!” as she touches the crest of the wave. She
also has realized, “Waves are beautifully created by God” and she continues to listen to the sound of
the waves as she closed her eyes to feel it too. The waves that slightly hit their boat seemed to be a
beautiful scenery to all. It was indeed a great day.

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 Attachement B

Group: ___________________________ Section: __________________ Date: _________________

Creating Waves
By group/ individual

Objectives:
In this activity you should be able to draw different type of waves and describe how they are
produced. You will also describe the different type of waves.

Material:
 Rope
 Basin filled with water
 Rainbow spring.

Procedure:

Station 1 : Rope Station

a. Straighten a rope along a flat surface holding its one end.
b. Choose one member of you group to vibrate the rope up and down. Observe what happens.
c. Draw what you have noticed in the rope as it was moved up and down in the box below.

Guide Questions:
1. What in the source of the wave pulse?
2. How do you describe the motion of the hand as it creates the wave pulse?
What is the motion of the rope as it propagates the wave pulse?
3. On what direction of the wave pulse do you think move?

Station 2: Water basin Station

a. Wait for a while to allow the water in the basin to become still.
b. Choose one member of the group to dip his/her finger once in the surface of the water.
Observe what happens.
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 c. This time allow the chosen member to dip again his finger tip in the surface several times.
Observe what happens.
d. Draw the wave pulse in the box below

Guide Questions:
1. What in the source of the wave pulse?
2. How do you describe the motion of the wave pulse in the surface of the water when it is
dipped with the fingertip once?
3. What happens when the fingertip is dipped several times?
What is the motion of the wave produced?

Station 3: Rainbow spring station

a. Using the rainbow spring allow one member to hold one end of the spring and another
member to hold the other end.
b. Chosen members who hold one end must stretched the two end of the rainbow spring.
c. One member will be at rest.
d. The other student must push forward towards the other end and pull back afterwards the one
end. He/She will repeat pushing and pulling one end several times. Observe what happens.
e. Draw the wave pulse produced in the box below.

Guide Questions:
1. What in the source of the wave pulse?
2. How do you describe the motion of the hand as it creates the wave pulse?
3. What is the motion of the rainbow spring as it propagates the wave pulse?
4. On what direction the wave pulse do you think move?

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 Attachment C

RUBRICS FOR GROUP ACTIVITY

CRITERIA DESCRIPTION SCORE

5 3 1
Presentation The group The group The group
presentation presentation presentation
meets all of the meets 4 of any meets 3 of any of
following five of the following the following five
indicators: five indicators: indicators:

(1)easy to (1)easy to (1)easy to

understand; understand; understand;
(2)well- (2)well- (2)well-
organized; organized; organized;
(3)unique/ (3)unique/ (3)unique/
creatively creatively creatively
done; done; done;
(4)interesting; (4)interesting; (4)interesting;
and and and
(5)relevant to (5)relevant to (5)relevant to
the topic the topic the topic
given. given. given.
Accuracy of The thoughts and Concepts and Concepts and
Content ideas presented ideas presented ideas presented
are all correct. have 1 to 2 have 3 to 4
error/s. errors.

Collaboration All members have One to two Three or more

actively participated member/s of the member/s of the
and contributed to group did not group did not
completing the actively participate actively participate

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 assigned task. and contributed to and contributed to
completing the completing the
assigned task. assigned task.

Time The group finished The group finished The group finished
Management the assigned task the assigned task the assigned task
at least a minute on in more than a for more than two
or before the minute of the minutes of the
allotted time. allotted time. allotted time.

Neatness and Clean and A clean and Messy workplace

Orderliness orderly orderly during and after
workplace at all workplace with activity
times during and occasional mess
after the activity. during and after
the activity.

Ability to do The group does The group The group

work not need to be requires require the
independently supervised by occasional supervision of
the teacher. supervision by the teacher.
the teacher.

Name: ____________________________________ Grade & Section: _____________

Direction: Read each statement carefully. Write the letter of your choice before the number.

Consider the diagram below for question 1 below.

1. The amplitude of the wave in the diagram above is given by letter _D_.
2. Indicate the interval that represents a half wavelength.

a. A to E b. B to F c. A to B d. C to E
3. Mechanical waves transport energy from one place to another through
a. Alternately vibrating particles of the medium
b. Particles traveling with the wave
c. Vibrating particles and traveling particles
d. None of the above
4. In a transverse wave, the individual particles of the medium
a. move in circles
b. move in ellipses
c. move parallel to the direction of travel
d. move perpendicular to the direction of travel
5. Which of the following is not a mechanical wave?
a. transverse waves
b. surface waves
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 c. longitudinal waves
d. electromagnetic waves
6. Which of the following terms is not related to the others?
A. Crest B. Compression
C. Trough D. Transverse
7. Which of the following terms is the measure of the distance between two neighboring crest
or trough?
A. Wavelength B. Amplitude
C. Hertz D. Frequency
8. What wave can travel in space?
B. Mechanical B. Transverse
C. Longitudinal D. Electromagnetic
9. What is being transferred by a wave?
B. Energy B. Matter
C. Particles D. Light
10. Which of the following can be a medium for a wave?
A. air B. water C. space D. all of the above

Part II. Self-Reflection

Direction: Answer the following questions as honestly as you can.

1. On a scale of 1-5, 5 being the highest, how would you rate your level of understanding of the
topic discussed?
___________________________________________________________
2. What is your most significant learning today?
___________________________________________________________
3. What things might you want more help with?
___________________________________________________________

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