Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
MARYKNOLL HIGH SCHOOL OF ASUNCION
Asuncion, Davao del Norte

Learning Plan In: Heat and Temperature

Date: July 22,23,24, 2019
Grade Level: 8th
Quarter: 1st
Teacher: Mary-Rose P. Casuyon
Time Allotment: 3 hours

CONTENT STANDARD
The learners demonstrate an understanding of heat and temperature, and the effects of heat on the body.

PERFORMANCE STANDARD
The learners shall be able to discuss phenomena such as blue sky, rainbow, and red sunset using the concept
of wavelength and frequency of visible light.

LEARNING COMPETENCIES

The learners should be able to differentiate between heat and temperature at the molecular level and explain
heat index (DOTES).

SPECIFIC OBJECTIVES
Day 1
At the end of the discussion, the students can:
identify heat and temperature;
explain the movements of particle in heat, and;
compare and contrast between heat and temperature.
Day 2
At the end of the discussion, the students can:
determine the effects of heat transfer, and;
solve word problems involving temperature.
Day 3
At the end of the discussion, the students can:
identify the change of phase in matter;
differentiate each change of phase in matter, and;
explain the effects of heat on the human body.
Day 1
At the end of the discussion, the students can:
identify heat and temperature;
explain the movements of particle in heat, and;
compare and contrast between heat and temperature.

I. Introduction
Procedure
Preliminaries
A. Prayer
B. Greetings
C. Motivation
Direct the students to the chapter photo shown on page 66 of the textbook. Ask the
students this question, “What happens when you burn something in the air?”. Call
at least two (2) students to share their ideas to the class.

II. Interaction
Lesson Development
A. Discussion proper on the topic
1.1. Introduce the definition of heat and temperature.
1.2. Explain to the students the flow of energy from warmer to cooler objects.
1.3. Recall the students about the energy in motion which is responsible in the movement of
particles in heat and temperature.
1.4. Emphasize to the students that all of the particles that make up matter are constantly
in motion.
1.5. Explain the use of thermometer in measuring temperature.
1.6. Differentiate each scale of temperature.
B. Activity
1.1. Let each student find a pair.
1.2. Instruct them to draw a graphic organizer (Venn diagram) on a one whole sheet of paper
and they will give the differences and similarities between heat and temperature.
1.3. They will be given three (3) minutes to think of concepts or ideas they can relate to it.
1.4. When the time is up, the teacher will collect their output and call some volunteers to write
their ideas on the board.
C. Transition Statement
The teacher will ask the students the following questions:
Ask: How are heat and temperature related?
Say: Heat is thermal energy that flows from one body to another, while temperature is a
measure of the average kinetic energy of the atoms or molecules that make up an
object.
D. Synthesis/Closure
Ask: How does heat and temperature affect the human body?
Say: Excess heat may lead to various diseases, such as heat stroke, fainting, and heat
exhaustion, among others.

E. Broadening of Concept
Heat is the measurement of a substance’s average microscopic kinetic energy; heat, on the
other hand, is the transfer of energy from an object with a higher average kinetic energy to
an object with a lower average kinetic energy. Aside from measuring how hot or cold a
substance is, temperature is also the ability of an objects to transfer heat to another object.
An object with a higher temperature has a greater capacity to transfer heat to an object with
 a lower temperature. On the other hand, an object with a lower temperature has a greater
capacity to receive heat from another object.
III. Assignment
Answer the following questions on the book on page 98.
Day 2
At the end of the discussion, the students can:
determine the effects of heat transfer, and;
solve word problems involving temperature.

I. Introduction
Procedure
Preliminaries
A. Prayer
B. Greetings

II. Interaction
Lesson Development
A. Discussion proper on the topic
1.1. Discuss the thermal expansion and heat capacity.
1.2. Introduce the main types of heat transfer (convection, conduction, and radiation).
1.3. Recall the three (3) main scales in temperature.
1.4. Introduce the formula of degree Celsius, degree Fahrenheit, and Kelvin.
1.5. Provide sample word problems involving the three (3) scales of temperature.
B. Activity
1.1. Let each student find a pair.
1.2. Give sample word problems involving the scales in temperature.
1.3. Call at least two (2) pairs to solve the problem and discuss their output.
C. Transition Statement
The teacher will ask the students the following questions:
Ask: Where do most of the thermal energies in the environment come from?
Say: Most of the thermal energy in the environment comes from the Sun and combustion
of fuel.
Ask: What are the types of heat transfer?
Say: Conduction, Radiation, and Convection.
D. Synthesis/Closure
Ask: Examine a pot holder. What kind pf materials is it made of? Why do you use this
when cooking?
Say: Answers may vary. The teacher will accept all logical answers.
E. Broadening of Concept
Materials like foam, which are used for insulation, are poor conductors of thermal energy.
They have plenty of tiny air spaces that do not allow the formation of convection currents. In
this case, the transfer of thermal energy is slowed down. Thermal energy is transmitted from
a hot body to a cold body by conduction, convection, and radiation.
III. Assessment
In a one whole sheet of paper, use a diagram to show how heat transmission occurs in a
boiling water.
Day 3
At the end of the discussion, the students can:
identify the change of phase in matter;
differentiate each change of phase in matter, and;
explain the effects of heat on the human body.

I. Introduction
Procedure
Preliminaries
C. Prayer
D. Greetings

II. Interaction
Lesson Development
A. Discussion proper on the topic
1.1. Ask the students to recall the four phases of matter.
1.2. Introduce to the students the change of phase of matter.
1.3. Have the class describe what happens during freezing, melting, condensation, evaporation,
vaporization, deposition, and sublimation.
B. Activity
1.1. Divide the class into five groups.
1.2. Have each group list down the effects of heat on the human body.
1.3. Ask them to present their output in class.
1.4. Verify their answers.
C. Transition Statement
The teacher will ask the students the following questions:
Ask: Describe each of the following terms: evaporation, vaporization, melting, freezing,
condensation, deposition, and sublimation.
Ask: What is the illness caused by heat exposure?
Say: Some common heat-related illness, include heat rashes, fainting, muscle cramps,
heat stroke, and heat exhaustion.
D. Synthesis/Closure
Ask: How can we prevent heat-related diseases?
Say: Answers may vary. The teacher will accept all logical answers. Sample answers.
Drink enough water.
Avoid caffeine and alcoholic drinks.
Wear loose-fitting and lightweight clothing.
Have a cool shower.
Limit outdoor activities.
Ask: Explain what happens when butter melts after leaving it on a table after quite some
time?
Say: Heat from the room is transferred to the butter with a low temperature until they
reach a common temperature.
E. Broadening of Concept
Phase changes occur when thermal energy is absorbed or released by a body. Phase
change take place during evaporation, vaporization, condensation, melting, freezing, and
sublimation, and deposition.
III. Assessment
Answer page 80-81 letter B multiple choice. Items 1-12.
IV. Integration
Performance Task
Situation
Why is photographing a sunset one of the favorite subjects of novice and expert
photographers? To some photo analyst, photographing a sunset is exciting because
the light observed as the sun sets changes by the minute (or even second) the sun
sinks lower on the horizon.
You are a member of photojournalist’s organization who plans to organize a photo
exhibit focusing on sunsets. You are tasked to design a plan for the photo exhibit.
Photos to be exhibited by each group should have been taken at different periods
of time as the sun sinks below the horizon. Each photo should have a caption that
indicates the differences among the photos taken. Provide a brief explanation on
how the character of lighting is affected by the sun’s altitude.
The standards or criteria that will be used to assess the quality of the product are
shown in the given rubric. (see next page)

V. Reference/ Materials
Reference: Phoenix Pub. House- You and the Natural Word
Diwa Learning Town- Science for the 21st Century Learner
Sibs- Science in Today’s World
Materials: PowerPoint presentation, books, and blackboard.
Laboratory Materials: Alcohol lamp, thermometer, wire gauze, beaker (10mL),
test tube rack, test tube, math/lighter and test tube holder.
 RUBRIC FOR THE PHOTO EXHIBIT

Criteria Exemplary (4-5) Standard (2-3) Novice (1) Total

Organization Well-organized and all Well-organized, but Disorganized photographs ___ x 4

photographs are some photographs are are not aligned with the
aligned with the aligned with the theme. theme.
theme.

Photo Quality All photographs show Most of the photographs Only one or no photograph
good image quality show good image quality shows good image quality
(good lighting and (good lighting and focus). (good lighting and focus). ___ x 3
focus).

Creativity Created attractive, Created some attractive, Did not create attractive, ___ x 5
authentic-looking authentic-looking images authentic-looking images
images of the subject; of the subject; good use of the subject; needs
excellent use of of design, arrangement, improvement in the use of
design, arrangement, and signage. design, arrangement, and
and signage. signage.

Clarity of Captions Central idea is very Central idea is clear, Lacks central idea; ___ x 3
clear, viewpoint is new viewpoint shows some viewpoint does not show
or unusual; show connection between any connection between
connections between subject and some subject and some
subject and some concepts in lighting. concepts in lighting.
concepts in lighting.

Collaboration All group members Most group members Only one or two group ___ x 5
contribute; all contribute; most members complete most of
members treat others members treat others the task; some members
with respect and with respect and and ideas are not
kindness; all kindness; all members respected; some tasks are
members complete complete their assigned not complete.
their assigned tasks. tasks.