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Lesson Plan IN Science: Grade 8
Lesson Plan IN Science: Grade 8
Lesson Plan IN Science: Grade 8
LESSON PLAN
IN
SCIENCE
Grade 8
Prepared By:
1
June 1, 2015
Orientation
June 2, 2015
Pretest
I. OBJECTIVES:
B. Analysis
How can you/Why do you associate your answer to the word motion? What is balance force?
C. Abstraction
Force may be simply defined as a push or a pull exerted by one object on another. It is used
to change the position of an object at rest. It also change the direction
D. Application
Cite personal situation showing the effect of force.
E. Adjustment
Continue doing Activity no. 1 on the next day. (June 3, 2014)
IV. EVALUATION/ASSESSMENT
Do Activity no. 1 - Forces on object at rest.
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Bring the following materials tomorrow:
2
- Pen
- String
- Pair of scissors
- Book
- Bond Paper
VI. REMARKS:
Mastery level:
Needs remediation:
I. OBJECTIVES:
B. Analysis
Do forces always result in motion?
Can force always bring about change in the state of motion of an object?
C. Abstraction
Magnitude refers to the size or strength of the force (Newton).
Arrow represents the direction of the force; the line of action is the straight line passing
through the point of application.
Gravitational Force is a force that pulls the object towards the center of the earth.
D. Application
Cite concrete examples on forces that act on objects.
E. Adjustment
Continue doing the Activity no. 2 the next day. (June 5, 2014)
IV. EVALUATION/ASSESSMENT
Quiz
3
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
On ¼ pad paper.Draw 1 situation where in unbalance forces occur. Explain your drawing.
VI. REMARKS:
Mastery level:
Needs remediation:
June 8, 2015
Refer to previous plan dated June 5, 2015
I. OBJECTIVES:
10 units
B. Analysis
If the sum of the forces acting on an object equates to zero are they considered balanced?
If the algebraic sum is not equal to zero, are the forces unbalanced?
C. Abstraction
Forces acting on an object are balance if it equates to zero, and it is unbalance if the sum of
forces is not equal to zero.
Force (net) = F (normal) + (- F gravity)
D. Application
Relate the concept of combining forces in carrying 1 gallon of water.
E. Adjustment
IV. EVALUATION/ASSESSMENT
Seatwork – refer to concept check on Science Learner’s Manual pp. 10
____________________________________________________________________________
___________________________________________________________________________
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
On ¼ study the illustration and answer the questions.
4
10 UNITS 5 UNITS
5 UNITS
VI. REMARKS:
Mastery level:
Needs remediation:
I. OBJECTIVES:
1. Identify the significant contributions of Isaac Newton that paved way to modern science.
2. State and explain the first Law of Motion
3. Define Inertia.
4. Explain how the inertia of an object affects its motion.
5. Explain the effect of mass on inertia.
6. Know the importance of using a seatbelt.
7. Understand why the things around move or behave the way they do.
B. Analysis
How does the inertia of an object affect its motion?
C. Abstraction
Inertia is the tendency of the body to resists changes in its state of motion. The greater the
body’s mass, the greater will be its inertia.
Law of Inertia states that “An object will stay at rest or move at constant velocity unless an
unbalanced external force acts on it.”
D. Application
Relate the concept of inertia to students’ experiences while riding a vehicle.
E. Adjustment
Continue doing the activity on the next day. (June 13, 2014)
IV. EVALUATION/ASSESSMENT
Do Activity no. 3 – Investigating Inertia
5
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1. ¼ pad paper. Discuss the importance of using a seatbelt.
2. Bring the following materials tomorrow
10 pcs. Of 5 pesos/10 pesos coin
1 pc. 3x5 index card/cardboard
1 empty glass
1 thick plastic ruler
VI. REMARKS:
Mastery level:
Needs remediation:
I. OBJECTIVES:
PUSH PUSH
B. Analysis
How the net force acting on an object affects its acceleration?
How do force, acceleration and mass of the objects affect each other?
C. Abstraction
The acceleration of an object is directly proportional to the magnitude of the net force acting
on it and is inversely proportional to its mass.
It can be expressed in equation form as:
F = MxA where in:
F = Force (newton (N) or kg m/s2)
M = Mass (kilogram (kg)
6
A= Acceleration (m/s2)
D. Application
Relate the concept of acceleration while pushing a grocery cart.
E. Adjustment
More problem solving on Force, Mass and Acceleration (June 17, 2014)
IV. EVALUATION/ASSESSMENT
Problem Solving:
1. Suppose a ball of mass 0.60 kg is hit with a force of 12N. Determine its acceleration.
2. If the force is increased to 24N for the same ball then its acceleration will be?
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
On ¼ pad paper
Mass and Weight are different quantities. How do they differ?
VI. REMARKS:
Mastery level:
Needs remediation:
I. OBJECTIVES:
Apply the 2nd Law of motion to free falling body and objects in circular motion.
Topic: Free Fall and Newton”s Second Law of Motion; Circular Motion and
Newton’s Second Law of Motion.
Reference: Science Learner’s Module pp: 17-18
Materials: 2 pcs. chalk box, Empty Mineral Water (330ml /500 ml and 1L/1.5L), String,
Plastic crown, water
drop
ground
B. Analysis
Does the 2nd Law applicable to free fall & to circular motion as well?
C. Abstraction
7
Gravity acts on all objects on the Earth’s surface and causes them to accelerate when
released. This is due to gravity (g), is the same for all objects on earth and is equal to 9.8
m/s2every 1 second.
D. Application
Relate this concept on the falling objects around.
E. Adjustment
Continue doing the activity the next day. (June 19, 2014)
IV. EVALUATION/ASSESSMENT
Do Activity no. 4 – Free Falling Objects & in Circular Motion
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
¼ pad paper
Explain: If the object in uniform circular motion is accelerating towards the center of the circle,
why does it maintain a circular path at a constant radius and never get closer to the center of the
circle?
VI. REMARKS:
Mastery level:
Needs remediation:
A. OBJECTIVES:
1. State and Explain the 3rd Law of Motion: Law of Action-Reaction (Interaction)
2. Compare 2 interacting forces in terms of magnitude and direction.
3. Cite situations applying the law of action- reaction.
B. SUBJECT MATTER:
C. LEARNERS’ EXPECTATIONS:
A. Activity
Push your fingers against the table. Do you feel the force that the table exerts on your
fingers?
B. Analysis
Where does action-reaction forces occur? How do we identify interacting force pairs?
C. Abstraction
Law of Action-Reaction states “For every action, there is an equal and opposite reaction.”
D. Application
Relate the 3rd law of motion in playing a tug-of-war game.
E. Adjustment
D. EVALUATION/ASSESSMENT
Short quiz
8
E. ASSIGNMENT/AGREEMENT/ENRICHMENT
Identify 10 situations showing action-reaction pairs. Identify the 2 interacting force-pair.
F. REMARKS:
Mastery level:
Needs remediation:
I. OBJECTIVES:
1. Define work.
2. Identify the factors that affect work.
3. Explain how force and displacement affect the amount of work done.
4. Calculate work.
IV. EVALUATION/ASSESSMENT
Do Activity no. 6: Is there work done?
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Solve the following: ½ c.w.
1. Suppose a woman is pushing a cart with a 500N force along the 7 meters aisle, how much
work is done in pushing the cart from one end of the aisle to the other.
2. A book of mass 1 kg is on the floor. If the book is lifted from the floor to the top shelf
which is 2 meters from the floor, how much work is done on the book?
VI. REMARKS:
9
Mastery level:
Needs remediation:
July 1, 2015
REVIEW PREVIOUS TOPIC ON CALCULATING WORK
More Practice Activity in solving Work, Force, Displacement
1. Define energy.
2. Classify types of energy as potential and kinetic energy
3. Classify Kinetic and Potential Energy
4. Relate work done to potential energy.
Topic: Energy
Reference: Science Learner’s Module pp: 25-33
Materials: Ball, Empty bottles, PowerPoint presentation
roll
B. Analysis
Is there work done on the ball? What can a moving ball do?
C. Abstraction
Energy is the ability or capacity to do work.When work is done by an object it loses energy
and it gains energy. When work is done, energy is transferred.
Kinetic Energy is energy of motion, while potential energy is energy at rest.
D. Application
Why are work and energy important to life on earth?
E. Adjustment
IV. EVALUATION/ASSESSMENT
Do Activity no. 7 – Rolling Toy
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V. ASSIGNMENT/AGREEMENT/ENRICHMENT
¼ pad paper.
What is Work-Energy Theorem?
VI. REMARKS:
Mastery level:
10
Needs remediation:
July 6, 2015
I. OBJECTIVES:
1. Define power
2. Relate power with work and energy
3. Use the appropriate units to express work, energy and power
4. Identify factors which are involved in the measurement of power.
5. Solve word problems that involve work, energy and power.
IV. EVALUATION/ASSESSMENT
Do Activity no. 8 – “How Powerful am I?”
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___________________________________________________________________________
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Write a reflection paper on how your understanding of work, energy and power affect your
daily life.
VI. REMARKS:
Mastery level:
Needs remediation:
July 7, 2015
Continue doing the previous Outdoor Activity “How Powerful am I?” (Gr. 8 -1)
Do activity “Is there Work done?” (Gr. 8-2)
July 8, 2015
SUMMATIVE TEST Module 2
11
July 9-10, 2015
I. OBJECTIVES:
IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Science Notebook
Why is it important to know how to convert temperatures from Fahrenheit scale to Celsius or
Kelvin scale?
VI. REMARKS:
Mastery level:
Needs remediation:
I. OBJECTIVES:
IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ c.w.
Research the possible effects or problems that these wasted thermal energy could create to our
environment.
VI. REMARKS:
Mastery level:
Needs remediation:
13
July 21, 2015
POST ACTIVITY DISCUSSION
I. OBJECTIVES:
IV. EVALUATION/ASSESSMENT
Short quiz
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
¼
List down atleast 5 safety tips in using electricity.
VI. Remarks
Mastery level:
Needs remediation:
14
July 27, 2015
Continue previous discussion
1. Describe sound
2. Identify the factors that affect the speed and transmission of sound
3. Relate intensity and loudness, frequency and pitch, frequency and wavelength.
4. Compare the speed of sound through solids, liquids, and gases.
5. Explain how noise cause hearing damage
II. SUBJECT MATTER:
Topic: Sounds
Reference: Science Learner’s Module pp: 69-89
Materials: Ppt presentation, visual aids
Value Focus: too much noise damage sense of hearing
III. LEARNERS’ EXPECTATIONS:
A. Activity
Let student answer a word search.
B. Analysis
1. Through which medium does sound travel fastest- solid, liquid or gas?
2. How does the temperature of the medium affect the speed of sound?
3. How are reflection and refraction manifested in sound?
C. Abstraction
Sound waves are example of longitudinal waves. They also exhibit characteristics
features such as frequency, amplitude, wavelength, period and wave speed. The crest and
trough are synonymous to compressions and rarefractions.
The speed of sound wave is determined by taking the product of the frequency and
the wavelength. Speed of sound is dependent on factors such as density and elasticity of the
medium and temperature. The more the elastic the medium is the faster the sound travels.
Reflected sound is known as an echo while repeated echo in a small dimension space
or room is called reverberation.
D. Application
E. Adjustment
Day 1 – Speed of sound and temperature
Day 2 – Characteristics of sound
Day 3 – Properties of sound.
IV. EVALUATION/ASSESSMENT
Short quiz
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1/4
Describe the Doppler effect in sound
VI. Remarks
Mastery level:
Needs remediation:
15
August 4, 2015
REVIEW – 1ST GRADING EXAM
August 7, 2015
CAREER ORIENTATION PROGRAM
SECOND GRADING
1. Explain how earthquakes result from the build-up of stress in Earth’s crust.
2. Contrast normal, reverse, and strike-slip faults.
3. Understand the relationship between faults and earthquakes
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ c.w.
Define: Focus, Epicenter, Magnitude, & Intensity
16
August 15, 2015
General PTA Assembly
Distribution of cards – 1st Grading
September 1 - 2, 2015
I. OBJECTIVES:
17
An earthquake is a sudden movement coming from the interior of the earth due to the
pressure released when two plates move against each other.
Focus– the point below the ground where an earthquake happens.
Epicenter – the surface directly above the focus.
Magnitude–the power of an earthquake as measured by seismograph
Intensity– the description of the damage caused by an earthquake.
D. Application
Recall the situation how you and your family reacted to the tremor. Reflect on your
reactions, is there something that could be improved in your reaction?
E. Adjustment
Day 2 - Do Activity #4 Where does an earthquake start?
IV. EVALUATION/ASSESSMENT
Short quiz
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ c.w.
Prepare for a role playing on what you should do when an earthquake occurs in school.
September 3, 2015
Class activity - Group Reporting
September 4, 2015
I. OBJECTIVES:
1. Demonstrate how earthquake waves provide information about the interior of the earth
2. Devise ways of emergency preparedness before, during, and after an earthquake
3. Understand how earthquakes have affected human lives and how lives can be protected
from the effects of earthquakes.
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
VI. REMARKS:
Mastery –
Needs remediation –
September 3, 2015
POST ACTIVITY DISCUSSION
September 4, 2015
CLASS ACTIVITY – GROUP REPORTING
September 7, 2015
CLASS ACTIVITY - Role playing on what to do before, during and after an earthquake.
September 8, 2015
I. OBJECTIVES:
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Study for Summative test.
September 9, 2015
SUMMATIVE TEST module 1 - EARTHQUAKE
19
September 10 - 11, 2015
I. OBJECTIVES:
VI. EVALUATION/ASSESSMENT
Short quiz
VII. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ cw.
1. Describe a strong typhoon that has hit the Philippines
2. What were its effects on the people and the environment
3. What do you think should be done to reduce the damage caused by typhoons?
VIII. REMARKS:
Mastery –
Needs remediation –
20
September 14, 2015
Please refer to plan dated Sept. 10-11, 2015
I. OBJECTIVES:
IV. EVALUATION/ASSESSMENT
Short quiz
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1/4 cw.
1. In terms of total energy, explain why typhoon/hurricanes are the most
powerful weather disturbance on earth?
21
September 18, 2015
CL – SYMBO GAME
October 1, 2015
Class Activity – Journal Making
October 2, 2015
SCIMATHIKS 2015 CULMINATING PROGRAM
October 5, 2015
WORLD TEACHERS DAY CELEBRATION
1. Tell how these minor members of the solar system were formed
2. Name the characteristics of meteor and comets
3. Gather data on beliefs and practices about comets and meteors
4. Explain the regular occurrence of meteor showers
22
6. Why does the tail of a comet always point away from the sun?
7. Why asteroids are located in the asteroid belt?
C. Abstraction
PAGASA or the Philippine Atmospheric, Geophysical and Astronomical Services
Administration issues Public Storm Warning Signals when an area is about to hit by a tropical
cyclone in the Philippines only. Typhoons are tracked using a track chart to determine the
position, intensity and predicted direction of the movement of the typhoon.
Precautionary measures have to be undertaken to prevent the loss of lives and
properties before, during, and after a typhoon.
D. Application
The trail of hot gases from a burning meteoroid is called a meteor. If a part of a
meteoroid strikes the earth, it is called a meteorite.
As a comet approaches the sun, some of the ice, dust and gas heat up and form a
cloud around the comet’s nucleus. The cloud of dust and gas surrounding a comet’s nucleus
is its coma. The coma and nucleus makes up the head of a comet. Asteroids are chunks of
rock or fragments of plantlike material, found mostly in the asteroid belt.
H. Adjustment
IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1/4 cw.
Is there a probability that an asteroid will collide with Earth? How will you prove this?
October 8, 2015
Do Activity no. 1 What happens when a comet or an asteroid hits Earth?
October 9, 2015
Post Activity Discussion
23
October 26-30, 2015
INSET
THIRD GRADING
November 2, 2015
Review Checking of 2nd grading exam
November 3, 2015
Activity #1 - Which is Matter, which is not?
November 4, 2015
Post Activity Discussion
November 5, 2015
No class – Cinco de Nobyembre ( local holiday)
I. OBJECTIVES:
IV. EVALUATION/ASSESSMENT
Short quiz
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Long bond paper
Show a model of the 3 states of matter using plant seeds.
24
November 10, 2015
Perform Activity #2 – What is Matter made of?
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1. Describe what happens when:
a. Solid melts
b. Liquid freezes
November 20 2015
SUMMATIVE TEST MODULE 1
Day 1
I. OBJECTIVES:
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1. What are the contributions of the following philosophers to the development of the atomic
theory?
- Democritus and Lucretius
December 3, 2015
POST ACTIVITY DISCUSSION
December 4, 2015
SUMMATIVE TEST MODULE 2
I. OBJECTIVES:
27
III. LEARNERS’ EXPECTATIONS:
A. Activity
Let the students work on a Graphic Organizer by answering questions “What do I know about
the periodic table of elements” and “What do I want to know about the lesson?”
B. Analysis
1. What makes the periodic table unique?
2. What makes the periodic table an important tool in science?
3. How do you use the periodic table?
4. How do you compute the number of proton, electron and neutron of an element?
C. Abstraction
The development of the periodic table is closely intertwined with the discovery of the
elements. There were early models to classify elements. Among these are Law of Triads by
Dobereiner, Telluric Helix by de Chancourtois and the Law of octaves by Newlands.
Mendeleev developed the first periodic table and arranged the elements according to their
atomic weights. Mosely found a relationship between the elements ‘X-ray wavelength and
their atomic number. This led to rearranging the elements in the periodic table by atomic
number. The elements in the periodic table are arranged into horizontal rows (periods) and
vertical columns (groups).
D. Application
Metals are malleable and ductile. Using these properties the students will make a
decorative item using copper wire.
L. Adjustment
IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ cw Describe the following and give examples for each.
1. Metals
2. Non-metals
3. Halogens
4. Noble Gases
January 4, 2016
Classes Resume
28
January 5-6, 2016
Review on Previous Lesson
VI. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________
29
VII. ASSIGNMENT/AGREEMENT/ENRICHMENT
Research on Sen. Legarda’s’ speech on the state of Philippine Biodiversity. What struck you
most in her speech? Why?
I. OBJECTIVES:
1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Archaebacteria and Eubacteria
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.
E. Adjustment
VIII. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________
IX. ASSIGNMENT/AGREEMENT/ENRICHMENT
30
Research for 5 organisms from Kingdom Eubacteria and Archae. Describe the characteristic of
each organisms.
I. OBJECTIVES:
1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Protista
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.
F. Adjustment
X. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________
XI. ASSIGNMENT/AGREEMENT/ENRICHMENT
I. OBJECTIVES:
1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Fungi
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.
G. Adjustment
IV. EVALUATION/ASSESSMENT
Oral Recitation
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
OBJECTIVES:
1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Plantae
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.
32
SUBJECT MATTER:
LEARNERS’ EXPECTATIONS:
A. Activity
Show pictures of organisms belonging on this Kingdom, Let students describe each picture.
B. Analysis
1. What are the organisms that belong to Kingdom Plantae
2. What are the characteristics of these organisms?
3. How do they survive?
C. Abstraction
Plants belong to the eukaryote group. They are multicellular and because they have
chlorophyll, they can make their own food. Plants consist of two big groups; the nonvascular
and the vascular groups.
D. Application
Relate how they are significant to other organisms especially to humans and animals.
H. Adjustment
EVALUATION/ASSESSMENT
Short quiz
ASSIGNMENT/AGREEMENT/ENRICHMENT
½ cw : Differentiate:
a. Nonvascular & vascular plants.
b. Gymnosperms & angiosperms
c. Monocot & Dicot
February 5, 2015
Outdoor Activity/Reporting:
Study the leaves of the 3 plants (assigned) in the mini forest. Are the arrangements of
leaves in plant stems differ? Let the group discover the differences through their drawings.
February 8, 2015
LONG TEST ON KINGDOM PLANTAE, FUNGI
I. OBJECTIVES:
1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Animalia
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.
I. Adjustment
Day 2 - Phylum Porifera, platyhelmenthes & cnidaria
Day 3 - Phylum Nematoda, annelida, Molluska
Day 4 - Phylum Echinodermata, arthropoda
Day 5 - Phylum Chordata
IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
I. OBJECTIVES:
34
At the end of the lesson the students should be able to:
1. Compare mitosis and meiosis, and their role in the cell division cycle;
2. Explain the significance of meiosis n maintaining the chromosome number;
3. Predict the phenotypic expressions of traits following simple pattern of inheritance.
IV. EVALUATION/ASSESSMENT
Short Quiz
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Day 1 & Day3 Identify and define the stages of mitosis and meiosis.
Day 4 Who is Gregor Mendell? What was his story behind the green pea which leads to the
discovery of Modern Genetics?
SUMMATIVE ON MITOSIS
35
Continuation on the previous topic Modern Genetics
March 2, 2016
NAT – Grade 10
March 4, 2016
I. OBJECTIVES:
Topic: Ecosystem
Reference: Science Learner’s Module Gr. 8 pp. 273-289
Internet Resources
Materials: Ppt presentation, pictures
Value Focus: Appreciation, Protection & Conservation of Ecosystem
IV. EVALUATION/ASSESSMENT
Short quiz
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ cw : Differentiate:
a. O2 – CO2 cycle
b. Water cycle
c. Nitrogen cycle
37