Region XI Grade Level 8

GRADE 8 Learning
DAILY Teacher IMNEIL JEANNE M. PEREZ Area SCIENCE
LESSON
Teaching
LOG September 10:50 AM –11:35
Dates and Quarter First
Time 19,2024 AM

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the characteristics of light

B. Performance The learner should be able to some properties and characteristics of visible
Standards light
C. Learning
Competencies /
Explain the hierarchy of colors in relation to the energy of visible light.
Objectives
Write the LC code for S8FE-If-27
each
II. CONTENT COLORS OF LIGHT
III. LEARNING Science 8 Textbook pp 58-72
RESOURCES Science 8 Quarter 1 Module 5 pp 14-23
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
Science: Learner’s Material for Grade 8. pp.
3. Textbook pages Science: Learner’s Material for Grade 8. pp.
4. Additional
https://www.youtube.com/watch?v=v5SuSB_93FM&ab_channel=InfinityLearnNEET
Materials from
https://www.youtube.com/watch?v=vt-SG7Pn8UU&ab_channel=It%27sAumSumTime
Learning
https://www.youtube.com/watch?v=9Vsl0Iom3S0&ab_channel=FreeSchool
Resource (LR)
portal
B. Other Learning Laptop, Projector, Chalk
Resources
IV. PROCEDURES
A. Reviewing previous ELICIT
lesson or
presenting the new Begin by asking, "Have you ever seen a rainbow? What colors did you see?"
lesson
Ask follow-up questions such as, "What do you think causes a rainbow to
appear in the sky?"

Students share their responses, and the teacher collects their ideas on the
board. This helps the teacher gauge their prior knowledge of light and colors.
B. Establishing a ENGAGE
purpose for the
lesson Show a flashlight beam on a white screen and ask, "What color is the light you
C. Presenting
see?"
examples/
instances of the
new lesson Make your own prism using a casing of a polygonal-shaped pen. Be patient and
do the experiment until you get the angle just right.

Ask, “What just happened to the white light? Why are there different colors
now?”

This demonstration sparks curiosity and prepares them to explore further.

D. Discussing new
EXPLORE
concepts and
practicing new
 skills #1 Divide students into small groups each group will have a flashlight, a mirror, a
E. Discussing new bowl with water and a white paper and answer the following questions at the
concepts and end of the activity.
practicing new
skills #2 Instruct students to explore how the light changes when passed through the
mirror. Encourage them to adjust the angle and distance between the light and
the mirror and observe what happens.

Ask them to record the colors they observe, the order of the colors, and the
arrangement of the spectrum they see.

Is primary colors present in the colors of light?

What are the primary colors?
The secondary colors?

Students sketch and label the spectrum, and discuss their observations within
their groups.
F. Developing mastery EXPLAIN
(Leads to Formative
Assessment) Lead a discussion explaining how white light consists of different colors.

Introduce the concept of refraction and dispersion: as light passes through the
mirror, each color bends at a slightly different angle, separating into a spectrum.

Discuss the order of colors in the visible spectrum (ROYGBIV: Red, Orange,
Yellow, Green, Blue, Indigo, Violet).

Relate this to how a rainbow forms when light passes through raindrops in the
atmosphere.

Ensure students understand the concepts of visible light spectrum and

dispersion.
G. Finding practical ELABORATE
applications of
concepts and skills Ask students to consider other examples of light dispersion in everyday life.
in daily living

H. Making Pose questions such as, “Why do we see different colors in soap bubbles or oil
generalizations and slicks?” and “Why do the colors of the sky change at sunrise and sunset?”
abstractions about
the lesson Encourage students to explain the concept through light properties.
I. Evaluating learning EVALUATE

Draw and label the visible light spectrum in the correct order.

Write and define the acronym in the color of the rainbow.

Give 2 examples of other situations where light is dispersed.

J. Additional activities
for application or EXTEND
remediation
For homework, ask students to research how different colors of light are used in
everyday technology (e.g., in optical fibers, LED screens, or laser technology).

Have students write a short paragraph explaining how understanding the

properties of light benefits technological advancements.

VI. REMARKS .
 VII. REFLECTION
A. No. of learners who
earned 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? Why did this
work?
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 other teachers?

Prepared by:

IMNEIL JEANNE M. PEREZ

Teacher I
Checked and evaluated by:

RONAN BILLE B. AYCO

Assistant School Principal II