Grade Third Quarter LP

Grade Level :8 Date : November 21, 2019
Subject : SCIENCE Time :

Grading Period : Third Quarter Section :
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
MID-YEAR PROGRAM REVIEW AND
EVALUATION
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
B. Presenting the new lesson
C. Establishing a purpose for the lesson

D. Discussing new concepts and
practicing skills.
E. Developing mastery
F. Finding practical application of

concepts and skills in daily living
G. Making generalizations and

abstractions about the lesson
H. Evaluating Learning
J. Assignment
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
I. OBJECTIVES
Objectives
II. CONTENT
A. References
3. Textbook pages
EVALUATION
IV. PROCEDURES

practicing skills.

J. Assignment
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
Objectives
II. CONTENT
A. References
3. Textbook pages
EVALUATION
IV. PROCEDURES

practicing skills.

J. Assignment
V. REMARKS
VI. REFLECTION


I. OBJECTIVES
Objectives
II. CONTENT
A. References
3. Textbook pages
EVALUATION
IV. PROCEDURES

practicing skills.

J. Assignment
V. REMARKS
VI. REFLECTION

I. OBJECTIVES
Objectives
II. CONTENT
A. References
3. Textbook pages
EVALUATION
IV. PROCEDURES

practicing skills.

J. Assignment
V. REMARKS
VI. REFLECTION

Grade Level :8 Date : October 28, 2019
I. OBJECTIVES At the end of this lesson the students shall be able to:
 Define the basic three states of matter;
 Compare states of matter
The learners demonstrate an understanding of:
A. Content Standards  the particle nature of matter as basis for explaining properties, physical changes, and
structure of substances and mixtures
The learners shall be able to:
B. Performance Standards  present how water behaves in its different states within the water cycle
Explain the properties of solids, liquids, and gases based on the particle nature of matter; S8MT-
C. Learning Competencies/ IIIa-b-8
Objectives
MODULE 1: THE PARTICLE NATURE OF MATTER
II. CONTENT INTRODUCTION: STATES OF MATTER
A. References
3. Textbook pages
4. Additional Materials from http://www.chem4kids.com/files/matter_intro.html
IV. PROCEDURES Opening Prayer
Checking of Attendance by the Group Leader
Checking of classroom cleanliness. Students are told to pick up, litters, trashes under the chairs.
Classroom rules will be established. ( Everyone is encouraged to participate in the class
discussion, praise or motivating words be given, respect opinions of others, be attentive in the class
discussion, raise a hand when one wants to go out for personal necessities one at a time, etc.)
A. Reviewing previous lesson ELICIT: Ask the students to fill out the KWLH Chart individually. The third column “L” will be
accomplished once the module is completed. ( 5 minutes)
What I know What I want to Know What We learned How can I learn more
B. Presenting the new lesson ENGAGE: Present a video about states of matter ( 5 minutes)
Ask two students what is the difference of the three basic states of matter based on their volume
and shape and compressibility. Site an example for each state of matter.
C. Establishing a purpose for the lesson Guide Questions: (10 minutes)
practicing skills. 1. How do we describe matter?
Matter is stuff around you. (Present this picture to the class)
Matter is everything around you. Atoms and compounds are all made of very small parts
of matter. Those atoms go on to build the things you see and touch every day. Matter is
defined as anything that has mass and takes up space (it has volume).
2. What is mass? Mass is the amount of matter in an object. You might have a small object
with a lot of mass such as a statue made of lead (Pb). You might have a large object with
very little mass such as a balloon filled with helium (He). You should also know there is a
difference between mass and weight. Mass is a measure of the matter in an object while
weight is a measure of gravity’s pull on an object.
3. What is volume? Volume is the amount of space something occupies. Words such as big,
little, long, or short are used to describe volumes. A marble takes up a small volume
while a star occupies a large volume. Different states of matter will fill volumes in different
ways.
Even though matter can be found all over the Universe, you will only find it in a few forms
(states) on Earth. We cover five states of matter on the site. Each of those states is
sometimes called a phase. There are many other states of matter that exist in extreme
environments. Scientists will probably discover more states of matter as we continue to
explore the Universe.
4. What are the three states of matter?
Solids, liquids, and gases can be distinguished from each other on a macroscopic level
based on their shape and volume.
5. What matter is made of?
Matter is made up of very small particles called atoms. The substance that you eat, drink,
breathe and write on and sit on is all made of atoms. They are too small that only the
most powerful microscope could see them.
E. Developing mastery Ask the students to perform Activity no.1 Entitled: Which is matter, which is not? (15 minutes)
Is this matter?
Sample
Yes No Not Sure
Sugar granules
Water
Stone
Air inside the ball
Leaves
Smoke
heat
light
From the table above, answer the following questions:
Q1. What similarities do you observe among the first five given samples? Write these common
characteristics.
Q2. Does each sample have a measurable mass? Prove your answer by demonstrating how you
measure the mass of each sample. Record the mass you got for each sample.
Q3. Do you think that each sample occupies space? Write the reason(s) for your answer.
Q4. How about smoke? Does it have mass? Does it occupy space? Explain your answer.
Q5. Do you think that heat and light have mass? Do they occupy space? Explain your answer.
Rubrics
3 pts. – All ideas are given clearly
2 pts. – Few ideas were given
1 pt. – No ideas were given
F. Finding practical application of The students will be asked the following questions: ( 5minutes)
concepts and skills in daily living 1. Ask students to look around the classroom to identify matter in different states.
2. Have students classify the different states of matter in their lunches.
G. Making generalizations and Ask two students to summarize the lesson and what they have learned from the lesson. ( 5 minutes)
H. Evaluating Learning Essay: Explain Briefly (5 minutes)
1. Define what matte is.
2. Describe what mass is and;
3. Describe the volume.
J. Assignment Research the properties of the three main states of matter. Write it in your lecture notebook.
V. REMARKS
VI. REFLECTION

I. OBJECTIVES At the end of the lesson the students will be able to;
 Compare volumes, shapes and compressibility of the three fundamental phases of
matter.
 List five examples of each of the fundamental phases of matter.
The learners demonstrate an understanding of ;
A. Content Standards  The particle nature of matter as basis of explaining properties, physical changes and
structures of substances and mixtures.
B. Performance Standards  Present how water behaves in different states within the water cycle.
The learners should be able to…
C. Learning Competencies/  explain the properties of solids, liquids, and gases based on the particle nature of matter;
Objectives 8MT-IIIa-b-8
II. CONTENT COMPARING THE THREE STATES OF MATTER

A. References
2. Learner’s Materials pages pp. 176-177
3. Textbook pages
B. Other Learning Resources Science Links 8 and Spiral Science 8 Textbooks
A. Reviewing previous lesson Prior Knowledge
1. What are three basic states of matter? (Mathematics)
2. What is matter? ( English)
3. How do particles of each three state of matter are arranged?
B. Presenting the new lesson Guide Questions:
1. Why solids do not flow and cannot be compressed?
2. Why liquids take the shape of their container?
3. Why the liquids able flow?
4. Why gases move very quickly?
5. How particles of three fundamental states of matter arranged?
D. Discussing new concepts and Complete the table below by filling it up with the appropriate information asked. Write this in a short
practicing skills. bond paper. Individual Activity
Phase Volume and Shape Compressibility Five Examples

Solid
Liquid
Gas
E. Developing mastery Ask two students to discuss and share their answers to the class.
F. Finding practical application of 1. Based on the lesson, can you give an example of situation or things where atoms are present
concepts and skills in daily living which matter is made up?
Matter is made up of every small particle called atoms. The substances that you eat, drink, breathe,
write on and sit on are all made up of atoms. They are too small that only the most powerful
microscope could see them. As such, one needs to understand what the atoms are doing to
understand why substances behave in the way that they do.
G. Making generalizations and Ask per group to summarize what they have learned in our lesson about properties.
H. Evaluating Learning Their Activity serves as a quiz/ assessment
J. Assignment
V. REMARKS
VI. REFLECTION
Grade Level :8 Date :October 30, 2019
 Differentiate the molecular arrangement of three states of matter;
 Illustrate the molecular arrangement of the three states of matter;
C. Learning Competencies/  explain the properties of solids, liquids, and gases based on the particle nature of matter;
Objectives 8MT-IIIa-b-8
STATES OF MATTER AND MOLECULAR ARRANGEMENT
II. CONTENT
A. References
1. Teacher’s Guide pages PP. 67-88
2. Learner’s Materials pages PP. 153-166
3. Textbook pages
4. Additional Materials from Science Links 8 and Spiral Science 8 Textbooks
-
A. Reviewing previous lesson ELICIT (Activating Prior knowledge)
1. What are the three basic states of matter? (Mathematics)
2. Give atleast one example of each state of matter.
3. Define what matter is.
B. Presenting the new lesson ENGAGE: PICTURE ANALYSIS:
Based on the picture. Let the students determine which among the three pictures are the solid,
liquid and gas.
C. Establishing a purpose for the lesson EXPLAIN
Arrangement of molecules of the three states of matter.
At the microscopic level, solid particles are moving very slowly. Solid particles are packed tightly
together in a fixed position. In liquids, the particles are close together, but they can slide past one
another; consequently, they move faster than solid particles. The particles of gas, on the other
hand, are moving very rapidly, and they experience very little attraction for each other. In fact, they
fly off in every direction.
Matter, regardless of its state, is always in constant random motion and hence, possesses energy
of motion known as kinetic energy that is dependent on the temperature. This means that as you
increase the temperature, the atoms and molecules will gain more energy; as a result, they will
move even faster.
The kinetic Molecular Theory of Matter ( KMT) states of the following key points:
 All matter, be it in solid, liquid, or gas state, are made up of tiny particles known as
atoms.
 Particles are constant, random motion
 Particles in motion have kinetic energy and their motion increases as they gain energy.
 There is a transfer of energy between particles (atoms and molecules) as these particles
collide with each other.
 Collisions between these particles are perfectly elastic.
 Molecular motion is greatest in gases, less in liquids and least in solids.
D. Discussing new concepts and What are the properties of solids?
practicing skills. a. Density
b. Crystalline Solids
c. Metallic solids
d. Amorphous solids
What are the properties of liquids?
a. Fluidity
b. Viscosity
c. Temperature
d. Surface Tension
e. Capillary Action
f. Density
What are the properties of Gases?

a. Volume – gases do not have definite volume. This means that a gas will fill whatever
volume is available. The space is where the molecules move freely. If you have a mixture
of gas, such as air the various gases will coexist within the same volume. The volume of
a gas is measured using a calibrated tube called burette.
b. Pressure
c. Temperature
E. Developing mastery EXPLORE: Draw how the particles of the following phases of matter may be arranged. Briefly
explain the drawings.
Phase Molecular Arrangement and Movement of Molecules
Solid
Liquid
Gas

concepts and skills in daily living How do properties of matter help us understand our environment?
G. Making generalizations and ELABORATE: Ask per group to summarize what they have learned in our lesson about properties
abstractions about the lesson and molecular arrangement of the three basic states of matter.
H. Evaluating Learning EVALUATE: Their Activity serves as a quiz/ assessment
J. Assignment EXTEND: Research about Other States of Matter Like Plasma and etc.
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
Objectives
ICL
II. CONTENT
A. References
3. Textbook pages
IV. PROCEDURES
practicing skills.

J. Assignment
V. REMARKS
VI. REFLECTION

I. OBJECTIVES
C. Learning Competencies/ REGULAR HOLIDAY

Objectives
ALL SAINTS DAY
II. CONTENT
A. References
3. Textbook pages
IV. PROCEDURES
practicing skills.


J. Assignment
V. REMARKS
VI. REFLECTION
I. OBJECTIVES the students shall be able to:

 Use observable properties to classify matter;
 Create visual models of particles in each state of matter based on the particle theory;

C. Learning Competencies/ Explain physical changes in terms of the arrangement and motion of atoms and molecules; S8MT-
Objectives IIIc-d-9
PROPERTIES OF MATTER
II. CONTENT
A. References
3. Textbook pages
-
B. Presenting the new lesson Bring the students’ attention to the statement “Everything is made of matter”.
Ask this question to them
1. If everything is made of matter, how do we know matter exists?
We determine matter exist in the forms such as solids, liquids and gas.
C. Establishing a purpose for the lesson Group Activity: Tell the students to prepare for the activity today, they are doing the characteristic
D. Discussing new concepts and sort to identify characteristics that distinguish solids, liquids, and gases.
practicing skills.
Tell them to work with their group to arrange the characteristics under titles solid, liquid, gas on
their cartolina.
Characteristics Cards:
Has a defined (own) shape Does not have its own shape; Does not have its own shape;
it takes the shape of the it takes the shape of the
container. container, but fills all the
shape it is given.
Has volume Has volume; it takes up the Has volume, but not definite
same amount of space each because it does not take up
time. the same amount of space
each time.
Has mass Has mass; it is the same Has mass, but not definite; it
each time is not the same all the time
Particles are so far apart; Particles are tightly packed Particles are tightly packed
move in all directions at great together together.
speeds.
E. Developing mastery Choose one representative from the group to share their output to the class.
F. Finding practical application of After identifying characteristic of solids, liquids, and gases. Show out a pack with variety of images
concepts and skills in daily living on cards to each group.
This time Ask the students to arrange the cards into solids, liquids and gases categories.
G. Making generalizations and Show a quick summary of the lesson today using these videos below:
1. https://www.abpischools.org.uk/asset/0/video/2539.mp4
H. Evaluating Learning Fill in the blank.
1. _________ Keep its shape unless a force changes it.
2. _________ takes the shape of the container it is in.
3. _________ has no fixed shape or volume
J. Assignment Research on physical changes that requires energy.
V. REMARKS
VI. REFLECTION
I. OBJECTIVES At the end of this lesson the students shall be able to:
 Understand the phase changes in a water cycle;
 Explain each phase change in water cycle;
Objectives IIIc-d-9
PHASE CHANGES INTRODUCTION- WATER CYCLE

II. CONTENT
A. References
3. Textbook pages
4. Additional Materials from http://www.chem4kids.com/files/matter_intro.html
A. Reviewing previous lesson Ask the students the following questions: ( 2 minutes)
1. What are the properties of solid, liquid and gases? (Mathematics)
2. Why ice cubes float on the water? ( English)
3. Can you explain why does matter, matter? ( ESP)
B. Presenting the new lesson GUESSING GAME: Present the picture to the students that shows how water behaves in its
different states in a water cycle: 3 minutes
3.
1. 2.
Ask the students the following questions:

1. What picture tells us?
C. Establishing a purpose for the lesson Guide Questions: LECTURE – 10 minutes
D. Discussing new concepts and 1. How water behaves in different states in a water cycle?
practicing skills. 2. How water from the ocean becomes vapor or gas phase?
3. How liquid/solid precipitation happens?
The picture above shows how water behaves in its different states in a water cycle. When heated,
water from the ocean (Liquid phase) changes into vapor (gas phase) and form into clouds. When
clouds become heavy, they will fall back to the land and ocean as rain (liquid precipitation) or in the
form of snow (solid precipitation).
E. Developing mastery INDIVIDUAL ACTIVITY: Draw and explain each stage (evaporation, condensation and
precipitation) happening in water cycle briefly. (15 minutes)
F. Finding practical application of BRAINSTORMING ( 10 minutes) – Make a list of 10 ways your family uses water and 10 ways your
concepts and skills in daily living family can reduce water use to encourage water conservation.
Write a contract for your family that will put three of these ideas into practice. Report back to the
class in three weeks to share how your contract worked.
G. Making generalizations and Ask two students to summarize the lesson and what they have learned from the lesson. ( 5 minutes)
H. Evaluating Learning Matching Type: Write it in a ¼ sheet of paper the correct and complete answer. ( 3 minutes)
1. Water falls as rain/snow a. Condensation

2. liquid phase to gas phase b. Precipitation
3. Stage where water collects as clouds c. Evaporation
4. Energy that will be added and removed from a system d. Rain
5. This is also called as liquid precipitation e. Heat
J. Assignment Research on physical changes that requires energy.
V. REMARKS
VI. REFLECTION
 Identify physical changes that requires energy
 Understand that one phase can change to another when heat is added to the system.
 Explain the arrangement and motion of atoms and molecules for melting, evaporation
and sublimation physical changes;
C. Learning Competencies/  explain physical changes in terms of the arrangement and motion of atoms and
Objectives molecules; S8MT-IIIc-d-9
II. CONTENT MELTING, EVAPORATION AND SUBLIMATION

PHYSICAL CHANGES THAT REQUIRE ENERGY
A. References
2. Learner’s Materials pages pp. 176-177
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=qNOBWC9FB1c
A. Reviewing previous lesson Present a picture to the class
Ask them, what the pictures represent for?

How many stages in water cycle? (Mathematics)
What stage of a water cycle where water collects as clouds? (English)
Why is it important to conserve water? ( ESP)
B. Presenting the new lesson VIDEO CLIP - Let the students watch a video of the melting ice glaciers in some parts of the world
due to global warming. After watching, ask them to state predictions on why and how such
phenomenon is happening.
https://www.youtube.com/watch?v=qNOBWC9FB1c, ( 5 minutes)
C. Establishing a purpose for the lesson Show pictures representing 3 phase changes that require energy to the class. Ask the students if
D. Discussing new concepts and they are familiar with the pictures.
practicing skills.
MELTING VAPORIZATIO SUBLIMATION
N
Guide Questions:
1. How energy affect the solid phase to become liquid phase?

2. What happen to an ice melted when supplementary energy added to the system?
3. What happens to the particles of ice when it turns to liquid?
4. What happens to particles of water when changes from liquid to gas?

5. Is it possible for a solid substance to directly change into its gas phase?
6. What is the common example of sublimation process?’
E. Developing mastery LEARNING STATIONS: PAIR WORK (15 minutes) - Ask the students to look for a partner and
perform experiment about the following observations below. Label each table as one station where
they can observe the matter while its phase changes. Then after a reasonable amount of time, let
them move to the next station until they have visited all the four and they have written down
significant observations.
a. Melting Butter
b. Evaporating water due to heat from a flame
c. Observing droplets at the sides of a glass filled with ice
d. Observing dry ice
F. Finding practical application of Connections to the world around students: Ask these following questions to them:
concepts and skills in daily living (5 minutes)
 Where do you find phase changes in your everyday life? (When you boil water, make ice cubes,
cook food – you are causing a phase change!)
 Think of a phase change that you have seen and describe the phase change using the
vocabulary we learned today.
 Does this phase change require energy/heat to be added?
G. Making generalizations and Energy is important in determining the molecular arrangement of each phase or state of matter.
abstractions about the lesson Also, it is indeed that when heat energy is added into a system physical changes happen as well as
molecular arrangement.
H. Evaluating Learning Multiple Choice: Write the phrase that best fits the statement in a ½ crosswise sheet of paper.
( 2minutes)
1. Kathleen put some naphthalene balls ate the corners of her cabinet. Some days later,
she found out that the balls were already missing.
a. Evaporation c. Sublimation
b. Deposition d. Liquefaction
2. While waiting for her visitor, Mommy Sue set aside the special juice she prepared. She
ensured that there were chunks of ice ready just in case they arrive at any time.
However, she almost panicked 20 minutes later.
a. Solidification c. Liquefaction
b. Condensation d. Sublimation
3. A physical change from solid to liquid?
a. Condensation c. Melting
b. Deposition d. Evaporation
J. Assignment Read in advance on physical changes that releases energy.
V. REMARKS Additional activity will be given to the students.
VI. REFLECTION
I. OBJECTIVES
C. Learning Competencies/ ICL

Objectives
II. CONTENT
A. References
3. Textbook pages
IV. PROCEDURES
practicing skills.


J. Assignment
V. REMARKS
VI. REFLECTION
 Differentiate three phase changes that release or removing of energy;
 Describe the arrangement of atoms and molecules in every phase/physical changes;
Objectives molecules;
S8MT-IIIc-d-9
CONDENSATION, FREEZING AND DEPOSITION
II. CONTENT *PHYSICAL CHANGES THAT RELEASES ENERGY
A. References
1. Teacher’s Guide pages PP. 67-88
2. Learner’s Materials pages PP. 153-166
3. Textbook pages
4. Additional Materials from Science Links 8 and Spiral Science 8 Textbooks
A. Reviewing previous lesson Present a picture to the class: ( 5 minutes)
Ask the following:

1. What are the phase changes shown in the pictures?
2. How solid phase becomes liquid phase?
3. How liquid phase becomes vapor or gas phase?
4. What is the role of thermal energy or energy of three physical changes?
5. What happens to the particles of water when it is heated and then cooled?
B. Presenting the new lesson Facts on the Line: (5 minutes) Through Multiple choice type questions about matter and its phase
changes, ask the students to form a line A B C or D depending of what they think is the right
answer. The following are the questions for this activity as well as the corresponding answers for
each letter:
Line A- YES, Line B- NO, Line C- MAYBE, Line D- NO IDEA
a. Matter requires energy to change its phase
b. All forms of matter release energy as they change phases.
c. Freezing is one form of a change in phase.
d. Matter changes its phase only because of the change in temperature.
C. Establishing a purpose for the lesson Lecture: 5 minutes
Guide Questions:
1. How hydrogen bond is being formed in condensation?
2. When we can say that energy is released in a phase change called condensation?
3. How a liquid phase becomes solid phase?
4. How a gas phase becomes solid phase?
D. Discussing new concepts and Graphic Organizer: Require the students to fill out the graphic organizer below to show the phase
practicing skills. transformation of the matter being organized. – 15 minutes
Good luck! You can do it!
STATION 1 STATION 2 STATION 3 STATION 4
Before
During
After
E. Developing mastery Ask two or three students to share their insights about the topic for today. ( 5 minutes)
Very good!
F. Finding practical application of Give at least two situations you have experienced on the physical changes ( freezing, deposition
concepts and skills in daily living and condensation) – 3 minutes
G. Making generalizations and Journal Entry – 5 minutes

abstractions about the lesson Ask the students to write in their journal at least two things that they have learned in this lesson.
H. Evaluating Learning Write in a ½ crosswise sheet of paper- ESSAY: 5 minutes
1. Describe the three physical changes that release energy.
2. Illustrate what will be the arrangement of atoms and molecules of each physical change.
3. What will happen to the particles of water liquid when it is being cooled? Illustrate your
answer.
J. Assignment Differentiate what is boiling point and freezing point. Write your answers in your lecture notebook.
V. REMARKS This is good for a 60 minute lesson.
VI. REFLECTION
I. OBJECTIVES The students will be able to;

 Describe the particles of water when it is heated and cooled;
 Illustrate the model of the changes taking place in the activity given;
 Explain the processes taking place of each activity given;
A. Content Standards  The particle nature of matter as basis of explaining properties, physical changes
and structures of substances and mixtures.
Objectives molecules; S8MT-IIIc-d-9
II. CONTENT PHYSICAL CHANGES – DIFFERENTIATED ACTIVITY

A. References
1. Teacher’s Guide pages pp.182-189
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
Checking of classroom cleanliness. Students are told to pick up, litters, trashes under the
chairs.
discussion, praise or motivating words be given, respect opinions of others, be attentive in
the class discussion, raise a hand when one wants to go out for personal necessities one
at a time, etc.)
A. Reviewing previous lesson Picture Analysis: Show three pictures of particles. Ask the students the following?
1. Which of the three pictures are the solid, liquid and gas?
2. How the particles of each state of matter are move and arranged?
B. Presenting the new lesson Ask the students to prepare their materials for today’s activity which is to determine the
physical changes in terms of arrangement and motion of atoms.
C. Establishing a purpose for the lesson Group Activity: Laboratory – 15 minutes
D. Discussing new concepts and practicing skills. Divide the class into six groups.
Group 1 & 2: Perform Activity no. 4; Entitled “What changes takes place when water is left
in an open container and in a closed container?”
Group 3& 4: Activity no.5; entitled “What changes take place when water is heated or
cooled?
Group 5& 6: Activity no.6; Entitled “What changes take place when ice turns into liquid
water
E. Developing mastery Students will present their output in front of the class. – 5 minutes
F. Finding practical application of concepts and How to Identify a Physical Change

skills in daily living
One way to identify a physical change is that such a change may be reversible, especially
a phase change. For example, if you freeze water into an ice cube, you can melt it into the
water again. Ask yourself:
 Is the change reversible? Not all physical changes are easy to reverse.
 Was there a color change (with exceptions), bubble formation, or formation of a
precipitate? These are all signs of a chemical change, not a physical change.
 Is the chemical identity of the end product the same as it was before the
change? If the answer is yes, it's a physical change. If the answer is no, it's a
chemical change
G. Making generalizations and abstractions about Graffiti Poster: Four blank posters will be posted on the sides of the classroom. Ask the
the lesson students to do one of the following:
a. Draw a symbol that represents their learning;
b. Write a word or phrase that describes their experiences.
c. Illustrate their feelings about the lesson
d. Write a poem/stanza of a song that shows their realizations from the lesson
H. Evaluating Learning Essay: Explain Briefly
1. What happens to the water molecules as they undergo freezing?
2. What happens to the molecules of an ice when it is melting?
3. Differentiate Evaporation and Condensation.
J. Assignment Please bring Periodic for tomorrow’s activity.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment

 Use observable properties to classify matter;
 Create visual models of particles in each state of matter based on the particle theory;

Objectives IIIc-d-9
PHASE CHANGES
II. CONTENT
A. References
3. Textbook pages
A. Reviewing previous lesson Activating Prior Knowledge (5 minutes)
Video Clip – Let the students watch a video clip of the melting ice glaciers in some parts of the
world due to global warming. After watching, ask them to state predictions on why and how such
phenomenon is happening
B. Presenting the new lesson Facts on the Line! (5 minutes)
Through multiple choice type questions about matter and its phase changes, ask the students to
form a line on A, B. C. D depending on what they think is the right answer.
LINE A – YES
LINE B – NO
LINE C – MAYBE
LINE D – NO IDEA
Sample question:
Matter requires energy to change its phase. –A
All form of matter release energy as they change phase. – B
Evaporation is one form of a change in phase. – C
Matter changes its phase only because of the change in temperature. - D
C. Establishing a purpose for the lesson STATION ACTIVITY – DIFFERENTIATED TASK: (15 Minutes) The students will be paired-up
D. Discussing new concepts and randomly to roam with every station inside the classroom and do the following task.
practicing skills.
Station1: WRITE IT! - At this station the students will be answering three task cards: Describe how
thermal energy affects atoms within the 3 state of matter . Describe the process of sublimation. List
3 different phase changes you might see on a bus ride to school on a very cold morning.
Station 2: ASSESS IT! - This station is setup as a set of traditional multiple choice questions and
answers. This station provides yet another opportunity proven mastery.
Station 3: READ IT!
This station will provide students with a one page reading about dry ice. In the reading, students
will discover the process that dry ice undergoes, sublimation. Students will learn that certain solids
can skip the liquid phase and go straight to the gas phase. There are 4 follow-up questions that the
students will answer to show reading comprehension of the subject.
Station 4: WATCH IT!

At this station, students will be watching a short video explaining the states of matter and how they
transform from one state to another. Students will then answer questions related to the video and
record their answers on their lab station sheet. For example: How are molecules related to the
states of matter? Compare and contrast evaporation and condensation. Make a T-chart with the 3
states of matter and list how the molecules move in each state.
Station 5: RESEARCH IT!

The research station will allow students to conduct research about the phases of matter. Before this
station, students have only been taught about the main three. Once students complete this station,
They will understand that there are 2 more and how they compare to the others. Students will then
be directed to answer a few questions based on the research they conducted.
Station 6: ILLUSTRATE IT!
Your visual students will love this station. Students will draw an image that represents what atoms
look like in a solid, liquid and a gas.
Station 7: ORGANIZE IT!

This is a hands-on station which allows students to work with a manipulative in order to show
mastery of the concept. Vocabulary and definitions are an easy go-to.
Rubrics
Good luck Everyone! Good Job! Keep Going!

F. Finding practical application of Connections to the world around students: Ask these following questions to them:
concepts and skills in daily living (5 minutes)
 Where do you find phase changes in your everyday life? (When you boil water, make ice cubes,
cook food – you are causing a phase change!)
 Think of a phase change that you have seen and describe the phase change using the
vocabulary we learned today.
 Does this phase change require energy/heat to be added? Or is energy/heat removed? How do
you know?
G. Making generalizations and Ask the students to summarize the topic and what they have learned from the lesson today.
abstractions about the lesson (5 minutes)
Matter undergoes changes. Physical changes in matter may result to either loss or gain of energy. In
the processes of melting, evaporation, and sublimation, energy is gained. Meanwhile, energy is lost
in freezing, condensation, and deposition.
H. Evaluating Learning Multiple Choices: Write it in a ¼ sheet of paper. (2 minutes)
1.Process in which solid changes directly in to vapors without changing in liquid state is called
A. a. condensation b. evaporation
B. c. boiling d. sublimation
2. Conversion of a liquid to a gas at all temperatures is called
A. a. sublimation b. evaporation
B. c. condensation d. boiling
3. Temperature at which solid starts melting is called
A. a. boiling point b. freezing point
B. c. melting point d. none of above
4. At constant pressure average kinetic energy of gas molecules increases 2 times if
A. a. temperature is increased by 2 times
B. b. temperature is halved c. no change in temperature
C. d. none of above
5. Average kinetic energy of gas molecules is directly proportional to
A. a.T2
B. b.√T
C. c. T
D. d. 2T
J. Assignment
V. REMARKS
VI. REFLECTION

 Describe the particle nature of elements, compounds and mixtures.
 Differentiate pure substance from mixtures.
A. Content Standards  the particle nature of matter as basis for explaining properties, physical changes,
and structure of substances and mixtures
C. Learning Competencies/ Explain physical changes in terms of the arrangement and motion of atoms and molecules;
Objectives S8MT-IIIc-d-9
PARTICLE NATURE OF ELEMENTS, COMPOUNDS AND MIXTURES

II. CONTENT
A. References
3. Textbook pages
4. Additional Materials from Learning Science Link 8
Checking of classroom cleanliness. Students are told to pick up, litters, trashes under the
chairs.
discussion, praise or motivating words be given, respect opinions of others, be attentive in
the class discussion, raise a hand when one wants to go out for personal necessities one
at a time, etc.)
A. Reviewing previous lesson How the particles of solid phase arranged?
How the particles of liquids and gases arranged?
What are the properties of solid, liquid and gas?
B. Presenting the new lesson Present a picture to the class and let the students guess which among the pictures is pure
substance and mixture.
C. Establishing a purpose for the lesson Guide Question:

What is pure substance?
A pure substance is a type of matter that contains only one kind of particle. Other
examples of pure substances include distilled water and salt. Water from your tap is not
pure substance. It contains water particles and a number of other kinds of particles, too.
Distilled water, however, has had all of the “non-water” particles removed; it is pure water.
What are the two categories of a pure substance?
How the particles of a pure substance
What is Particle theory of pure substance and mixtures?

The particle Theory explains that both pure substances and Mixtures are made up particles
which are in continuous motion. These particles can be the same and also different. This
means that solid liquids and gases are made up of particles. Each of these states of matter
can be a pure substance and a mixture.
What is mixture?
A mixture is a type of matter that contains more than one kind of particle. A mixture is
made of two or more substances mixed together. Mixtures can be solids, liquids, or gases
or even combinations of these.
What are the examples of mixture in a solid, liquid and gas states?
Steel, batteries and cookies are all mixtures in a solid state. Milk is a mixture in liquid and
air is mixture in a gas states.
D. Discussing new concepts and practicing skills. Canteen Tour – 10 minutes
Bring the students to the canteen or supermarket. Ask them to make a list of the different
substances which they think play an important role in their lives as human beings.
E. Developing mastery Individual Activity: Let the students illustrate the particle of a pure substance and a mixture
and briefly explain the particles of it.
F. Finding practical application of concepts and How you make a pure substance turn into mixture?
skills in daily living Why do we classify elements as pure substance?
G. Making generalizations and abstractions about A-B-C Chart
the lesson Have the students complete the letters of the word MATTER. As they fill up, the phrase or
sentence must be related to the concept of matter which they have discussed in this lesson.
Example is given below.
M- Mixtures have two types, homogeneous and Heterogeneous

A-All phase changes of matter may require or release energy.
T-
T-
E-
R-
H. Evaluating Learning Compare and Contrast mixtures and compounds. Illustrate your answer in any form:
Diagram, chart or table.
J. Assignment
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
I. OBJECTIVES
Objectives
ICL
II. CONTENT
A. References
3. Textbook pages
IV. PROCEDURES
practicing skills.


J. Assignment
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
C. Learning Competencies/ RELEASING OF CARDS

Objectives
II. CONTENT
A. References
3. Textbook pages
IV. PROCEDURES
practicing skills.


J. Assignment
V. REMARKS
VI. REFLECTION
Grading Period : Third Quarter Section
I. OBJECTIVES The students shall be able to:

1. Enumerate and appreciate the contributions of scientist in the discovery of atomic
structure.
2. Perform Role playing as a scientist
A. Content Standards  the identity of a substance according to its atomic structure
NONE
The learners should be able to:
C. Learning Competencies/ Determine the number of protons, neutrons, and electrons in a particular atom;
Objectives S8MT-IIIe-f-10
ATOMIC THEORY
II. CONTENT TIMELINE OF ATOMIC NATURE
A. References
1. Teacher’s Guide pages pp. 172-173
3. Textbook pages
A. Reviewing previous lesson 1. How energy plays a vital role in physical changes?
B. Presenting the new lesson Present the figure of atom in the class. Ask the students of the following:
The picture show looks familiar to you.
1. Can you think of something that looks like an atom?
2. Do you know why you usually see the picture as one of the symbols of Science?
In the preceding lessons, you have learned everything about matter. However, while you were
trying that exists in our world. Just like your ballpen and its ink, and the page of your book, your
body composed of atoms because you are considered as matter.
C. Establishing a purpose for the lesson Guide Question:
practicing skills. 1. How the structure of an atom evolved?
- From the time when the word SCIENCE was introduced, many people began to gain
interest in the things around them, and they became fond of asking questions about
their surroundings. Up to this time, scientists have never stopped investigating
things. The history of the study of the atomic nature of matter illustrates the nature
and thinking process of philosophers and scientists.
2. What are the five (5) atomic models?
- Dalton’s Atomic Theory (The Solid Sphere Model)
- Joseph John Thomson ( The Raisin Bun Model)
- Ernest Rutherford (Nuclear Model of an Atom)
- Neils Bohr (Planetary Model of an
Atom)
- Neils Bohr and Arnold Sommerfeld
( Bohr- Sommerfeld Atomic Model)
3. What are their contributions for studying the
structure of an atom?
Democritus - Proposed that matter was composed of tiny
indivisible particles. Greek: Atomos
Aristotle- proposed that all substances are composed of
four elements, earth, fire, air and water.
E. Developing mastery ROLE PLAY: (15 minutes) - Divide the class heterogeneously into six groups: Each group will
choose one student to play the role of a scientist who contributed to the development of the atomic
structure. This student will be dressed up like the assigned scientist.
F. Finding practical application of 1. State the six atomic theories and models and describe each model.
G. Making generalizations and Ask the students the following questions:
abstractions about the lesson 1. What have you learned from the lesson?
2. Can you give at least 2 scientists who discovered atomic models?
3. Give the three atomic models
H. Evaluating Learning Enumeration: ½ crosswise
1. Give six atomic model theories.

2. Give five (5) scientists who contributed to the development of atomic structure.
3. Draw the atom model and label each part.
J. Assignment Bring Periodic table for tomorrow’s activity.
V. REMARKS
VI. REFLECTION
I. OBJECTIVES At the end of the lesson the students shall be able to:
1. Describe the ideas of ancient Greek philosophers about matter
The learners demonstrate an understanding of :
NONE
ATOMIC MODELS
II. CONTENT
A. References
1. Teacher’s Guide pages pp. 198-199
3. Textbook pages
A. Reviewing previous lesson 1. Who is the scientist that proposed that all substances are composed of air, water, earth and fire?
B. Presenting the new lesson ENGAGE-Show a video clip about
C. Establishing a purpose for the lesson EXPLORE- GROUP ACTIVITY: Class will be divided into 6 groups and ask the students to perform
D. Discussing new concepts and the activity 3 entitled “Small but terrible”. Each group will be assigned with different parts of the
practicing skills. activity: (15 minutes)
Group 1 - 3: They will perform the part A and B of this activity.
Group 4- 6: They will perform Part C of this activity.
The students will answer each question from their assigned activity that can be found in their
textbooks and write it in a 1 whole sheet of paper.
PART A:
1. What is the shape of you “mystery object”?
2. What is the size of the mystery object? Draw a picture of the of the mystery object
showing its size relative to the box.
3. Where is it located in the box? Draw a picture of the of the mystery object showing its
location within the box.
4. How were you able to infer the shape, size, and location of the mystery object in the box?
5. How close was your guess? Of given the chance to guess another mystery object, will
you change your strategy? If yes, what changes will these be?
PART B:
1. What do you observe? What happened to the coin?
PART C:
1. What happens when the positively-charged alpha particle that comes near the positively-
charged nucleus?
2. What happens when the positively-charged alpha particle directly hits the positively-
charged nucleus?
3. Imagining this relative size of the nucleus compared to the atom, would there be many
more or fewer alpha particles that would pass through the gold foil un-deflected
compared to the number in your schematic representation?
4. What do you think are the chances of the alpha particle directly hitting the nucleus?
Rubrics
E. Developing mastery Ask the students to choose 1 representative of their group to discuss and share their answers to
the class. ( 5 minutes)
F. Finding practical application of Imagine that you are a researcher, are you going to write in the recommendation part in your
concepts and skills in daily living research paper to ask other incoming researcher to do further research about you study? Why?
Do you want to test if the studies conducted are reliable and accurate?
G. Making generalizations and As you have observed that models are changing over time. Models are evolved as new
abstractions about the lesson observations are made, much like how Thomson’s raisin bread model was replaced by Rutherford’s
nuclear model.
H. Evaluating Learning Essay: 5 minutes
1. Give 2 examples of an atomic models by illustrating it and briefly describe the model.
J. Assignment Bring periodic table for tomorrow’s activity.
V. REMARKS
VI. REFLECTION

1. Describe the atom and it’s structure;
2. Differentiate the three parts of the atom;
NONE
ATOMIC STRUCTURE
II. CONTENT
A. References
3. Textbook pages
https://sciencenotes.org/what-is-the-difference-between-an-atom-and-an-ion/
https://www.explainthatstuff.com/atoms.html
A. Reviewing previous lesson Activating Prior Knowledge -Thumbs up/Thumbs down
Show the students some atomic models. Read some statements and let them do the thumbs up if
they believe it is true, thumbs down if they believe it is false, and thumbs at the side if they are not
sure.
1. An atom is composed mainly of an empty space.
2. The mass of an atom is concentrated at the center.
3. Atoms are composed of three major particles.
4. Electrons of the atoms are found at the middle.
B. Presenting the new lesson Guide questions: Lecture
1. What makes up an atom?
An atom itself is made up of three tiny kinds of particles called subatomic particles:
protons, neutrons, and electrons. The protons and the neutrons make up the center of
the atom called the nucleus and the electrons fly around above the nucleus in a small
cloud.
2. How do these components differ from each other?
Normally, the number of electrons is equal to the number of protons, which
makes atoms electrically neutral. The number of protons in an atom is the defining
feature of an atom. It's what makes one element different from another. The number of
protons in an atom is called its atomic number.
3. How are these components arranged inside the atom?

4. How is an atom different from an ion?
An atom can be an ion, but not all ions are atoms. The difference between an atom and an ion has
to do with net electrical charge. An ion is a particle or collection of particles with a net positive or
negative charge. A stable atom contains the same number of electrons as protons and no net
charge.
5. What are the properties of three main subatomic particles?
C. Establishing a purpose for the lesson GROUP ACTIVITY: Let the students to the activity entitled “Charge” it to Experience of page 193
D. Discussing new concepts and and answer the following questions: (15 minutes)
practicing skills.
1. What happened with the balloons?
2. Did the balloons acquire the same charge or different charges? What made you say so?
3. What happened with the balloons?
4. Does the glass have a different or same charge as the balloon? What made you say so?
Rubrics
E. Developing mastery Ask the two students to share their answers and ideas about the activity being performed.
(5minutes)
Keep it up! Very good!

F. Finding practical application of Ask the students the following questions:
concepts and skills in daily living 1. What did you observed when you rub the balloon onto hair?
2. Does the balloons acquired charges after you rubbed it into your hair?
3. Did you observe unusual behavior?
G. Making generalizations and PAIR-UP: Let the students summarize their learning and exchange ideas with their partner.
Therefore, the objects around us have charges as observed in the activity given.
H. Evaluating Learning Multiple Choice: In a ¼ sheet of paper. Write the complete correct answer:
1. Three are the parts of the atoms, except one?
a. Proton
b. Neutron
c. Electron
d. Nucleus
2. Which of the following parts of the atom that does not carry any charges?
a. Proton b. Electron c. Neutron d. Nuclues
3. What is the other term of the proton number in atom?
a. Atomic bomb b. atomic number c. atomic proton d. electrons
4. Which of the subatomic particles of atom that carries positive charge?
a. Proton b. Electron c. Neutron d. Nucleus
5. Which of the subatomic particles of atom that carries negative charge?
a. Proton b. Electron c. Neutron d. Nucleus
J. Assignment
V. REMARKS
VI. REFLECTION
Grade Level :8 Date :November 21, 2019
I. OBJECTIVES
Objectives
ICL
II. CONTENT
A. References
3. Textbook pages
IV. PROCEDURES
practicing skills.


J. Assignment
V. REMARKS
VI. REFLECTION

 Determine the number of protons, neutrons and electrons in atom through group activity;
 Recognize that an element is identified by the number of protons in the nucleus.
 To know some points why atoms are important in our lives.
A. Content Standards  The identity of a substance according to its atomic structure.
NONE
ATOMIC STRUCTURE – DETERMINING THE NUMBER OF PROTONS, NEUTRONS

II. CONTENT AND ELECTRONS IN AN ATOM
A. References
1. Teacher’s Guide pages Pp.203-205
3. Textbook pages
B. Other Learning Resources https://www.youtube.com/watch?v=EMDrb2LqL7E)
https://www.youtube.com/watch?v=GLp9ihOYjjM - The atom song
A. Reviewing previous lesson Show a picture to the class – Picture Analysis
1. What is this picture represents for? ( English)

2. What are the subatomic particles of an atom?
( Mathematics)
3. Where the two subatomic particles located in an
atom? (AralPan)
4. Differentiate the electrical charges of each subatomic particle?
B. Presenting the new lesson VIDEO CLIP- Atomic Structure: Protons, Neutrons and Electrons ( 5 minutes)
(https://www.youtube.com/watch?v=EMDrb2LqL7E)
Guide Questions:
1. What is atomic number?
An element‘s atomic number tells how many protons are in its atom.
2. What is an atom’s mass number
An element’s mass number tells how many protons and neutrons in its atom.
The atom is not the ultimate particle of matter as originally thought of by the ancient Greek
philosophers but it is the smallest unit of a substance. There are subatomic particles that make up
the atom. The principal subatomic particles are the protons, electrons and neutrons. These
subatomic particles were further discovered to be composed of other more minute particles called
quarks.
The proton is the positively charged subatomic particle that corresponds to the atomic number, (Z)
Both protons and neutrons contribute to the mass of the atom, with the electrons almost negligible.
The combined number of protons and neutrons is called the atom’s mass number, (A).
3. How can we determine the number of protons, neutrons and electrons in an element or
atom?
4. Why neutrons are important in an atom?
5. What do we call the force does the neutrons have?
LECTURE: Present an element with atomic number and atomic mass. ( 10 minutes)
Let the students identify each:
a. Atomic Number 3
b. Atomic Mass
c. Element Symbol Li
d. Element Name Lithium
6.941
Let us take the atom of lithium as an example. Looking at the figure, lithium has an atomic number
of 3. This means that lithium has a total number of electrons equal to 3 and has protons equal to 3
as well.
Now, how do we get the number of neutrons of lithium? Simply subtract its number of protons from
mass number. Since lithium has a mass of 6.941 (this value may be rounded off to 7), therefore
lithium’s number is equal to 4.
Li= atomic number = 3
= mass number = 7
P+ = 3 ( same with atomic number) e- = 3 ( same with proton number)
n 0 = mass number – number of proton
= 7- 3
=4

D. Discussing new concepts and EXPLAIN: Practice Exercise: Ask the students to fill-out the table below. ( 7 minutes)
practicing skills. Element Atomic Mass #p+ #e - #n
Number Number
1.Carbon 6 12
2.Arsenic 75 33
3.Potassium 19 20
4.Platinum 78 117
5.Mercury 201 80
Very good! Keep it up!
E. Developing mastery INTERACTIVE DISCUSSION: Divide the class into six groups. Give the hand-out to the leaders
and let the leaders discuss it with their member, afterwards, ask the students to write in in a 1
whole sheet of paper the answers of each question. (15 minutes)
Ask one or two students to share their answers to the class. ( 2 minutes)
F. Finding practical application of Why is it important the atoms in our lives? – The teacher will show some points why atoms are
concepts and skills in daily living important in our lives. Let the students read the following:
2 minutes
Atoms are extremely important structures that make up all of the materials on earth. Atoms are in
our bodies and they bond together to form molecules, which make up matter.
The Importance of Atoms
In the simplest terms, without atoms there would not be a functioning world. Atoms make up matter,
and matter makes up everything in the world, with a few exceptions. Here are some examples of
how atoms affect the world:
-Oxygen atoms are in the air and keep up alive because we need oxygen in order to breathe
-Carbon dioxide atoms are released from our bodies and plants take in the CO2 so that they can
photosynthesize
-Hydrogen atoms and oxygen atoms bond together to form H2O which is water. Water is so
important in the world because it has a
multitide of uses (drinking, cleaning, cooking, transportation). Without water we would not survive.
-Lead atoms bond together and they make up the lead that we use as a pencil.
-Copper atoms, aluminum atoms, nickel atoms, etc., all make up metal which is used for a variety
of things in everyday life.
G. Making generalizations and ELABORATE: Play a video and song that summarizes the topic for today and ask one or two
abstractions about the lesson students on what they have learned from today’s lesson – 3 minutes
https://www.youtube.com/watch?v=GLp9ihOYjjM
H. Evaluating Learning EVALUATE: Multiple Choices: Write the correct answer “Letter only” in a ¼ sheet of paper. ( 2
minutes)
1. The atomic number of an element indicates the number of __________.
a. Neutrons in the nucleus
b. Electrons in the nucleus
c. Neutrons plus the number of protons
d. Protons in the nucleus.
2. The smallest unit of an element that retains its characteristic properties
a. Electron c. Atom
b. Proton d. Neutron
3. The subatomic particle that has a positive charge
a. Electron c. Atom
b. Proton d. Neutron
4. Indicates the number of protons of an atom
a. A c. e-
b. Z d. n+
5. The sum of protons and neutrons of an atom
a. A c. e-
b. Z d. n+
J. Assignment EXTEND: Ask the students to prepare materials needed for tomorrow’s activity. Bring again the
periodic table.
V. REMARKS
VI. REFLECTION
Grade Level :8 Date : November 25,2019
Subject : Science Time
DAY: Monday
1. identify the scientist who contributed to discovered the periodic table
2. describe how scientist organized elements in the periodic table
I. OBJECTIVES
The Learners demonstrate an understanding of:
A. Content Standards  the periodic table of elements as an organizing tool to determine the
chemical properties of elements
C. Learning Competencies / Objectives  Trace the development of the periodic table from observations based on
Write the LC code for each similarities in properties of elements. ( S8MT-IIIg-h-11)
Module 3: PERIODIC TABLE OF ELEMETS

II. CONTENT
Development of the Periodic Table
A. References
1. Teacher's Guide Pages pp. 147-149
2. Learner's Materials Pages pp. 209-213
3. Textbook Pages
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new • Describe the 3 States of Matter.
lesson • What are the sub-atomic particles?
PICTURE PROMPT ( BRAINSTORMING ) – 5minutes
 Show a picture of the different elements ( Potassium, Manganese,

Rubidium, Iron, Oxygen, Molybdenum, Iodine, Carbon, Titanium, Argon,
Boron, Lithium, Chlorine
 What are the pictures all about?
B. Establishing a purpose for the Lesson
Directions:
Students will be group into two. They are going to recognize the pictures to identify
the word. After which they are going to guess what is the word being described. This is
in the form of a contest. The first group who can give the exact answer will be declared
winner.
C. Presenting examples / instances of the

new lesson
The development of the Periodic table could be traced back in 1817 to the work of
Johann Dobereiner, a German chemist who formed the triads of elements with similar
properties like the triad of calcium, barium and strontium. In 1863, John Newlands, an
English chemist proposed the Law of Octaves. He based his classification of elements
on the fact that similar properties could be noted for every eight element when they are
arranged in order of increasing atomic masses. Around 1869 two scientists determined a
way to put the elements in order. Lothar Meyer and Dmitri Mendeleev both came up with
periodic tables that showed how elements should be grouped. It is interesting to note
that these two scientists did not personally know each other, yet they came up with the
same conclusions. Both scientists were teachers living and working in different places.
Meyer lived and worked in Germany while Mendeleev in Russia. Both arranged the
elements in order of increasing atomic mass while putting in groups those with similar
properties. Both of them also left blank spaces in their tables, believing that these
spaces would be filled later with elements yet to be discovered. Later, in 1914, Henry
Moseley, an English physicist observed that the order of the X-ray frequencies emitted
by elements follows the ordering of the elements by atomic number. This observation led
to the development of the modern periodic law which states that the properties of
elements vary periodically with atomic number. Recall what you learned in Module 2 that
atomic number is equal to the number of protons in the nucleus of an atom. The atomic
number is a common
The teacher characteristic
will present of all atoms of an element.
the guide questions.
D.
Guide Questions:
1. What basis did Dobereiner use in developing his periodic table? Newlands’?
Mendeleev’s?
Discussing new concepts and practicing 2. What were the demerits in Dobereiner’s periodic table? Newlands’ and
new skills Mendeleev?
3. According to Mendeleev, what do you call the horizontal rows in the periodic
table? What about the vertical columns?
Student response will be affirmed as it matches to prepared answers.
E. The teacher will present a short video on the Development of the Periodic Table.
(ICT Integration) and short Comprehension Check after watching a video.
Developing mastery 1. __________________ classified elements into three groups known as triads.
(Leads to Formative Assessment) 2. __________________ known as the Father of Modern Periodic Table.
3. __________________ arranged elements in octaves.
4. __________________ and _______________ arranged the elements in
increasing atomic mas.
F. Finding practical applications of concepts Presentation of the output.
and skills in daily living ( 15 minutes)
W.A.T.C.H.
Advocacy Integration
G. The periodic table was developed as a result of years of painstaking work by different
scientist.
A necessary prerequisite to the construction of the periodic table was the discovery of
the individual elements. The first element that was discovered was the phosphorus. As
the numbers of known elements grew, scientist began to recognize patterns in
properties and began to develop classification scheme Different scientists had
contributed in the development of the Periodic Table. First, Johann Dobereiner proposed
that nature contained triads of elements known as Law of Triads. Second, John
Making generalizations and abstractions Newlands published his version of the periodic table and proposed the Law of Octaves .
about the lesson Lothar Meyer and Dmitri Mendeleev both came up with periodic tables that showed how
elements should be grouped. Mendeleev is often cited as the inventor of the periodic
table. The main difference between the modern table and Mendeleev’s periodic table is
that Mendeleev’s table arranged the elements in order of increasing atomic weight while
the modern table orders the elements by increasing atomic number. Henry Moseley
states that the properties of the periodic functions of their atomic numbers. He
contributed to the science of physics was the justification from physical law of empirical
and chemical concept of the atomic number.
Multiple Choice: Write the letter of your choice. (1/2 sheet of paper) 5minutes
1. Who proposed the LAW of OCTAVES?
a. Newlands b. Dobereiner c. Mendeleev
2. Who among the following scientist formulated the modern periodic table law?
a. Moseley b. Mendeleev c. Newlands
3. Who is the author of Law of Triads of elements?
a. Dobereiner b. Meyer c. Moseley
4. Who contributed to the science of physics was the justification from physical
law of empirical and chemical concept of the atomic number?
a. Moseley b. Newlands c. Meyer
I. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION

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

B. No. of learners who require additional activities for

remediation who scored below 80%
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 these worked?
F. What difficulties did I encounter which my principal

or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?

DAY: Tuesday
a. identify the different parts of the periodic table

I. OBJECTIVES
b. define each parts of the periodic table
c. establishes familiarity of the parts of the periodic table

C.
Learning Competencies / Objectives  Trace the development of the periodic table from observations based on
Write the LC code for each similarities in properties of elements; ( S8MT-IIIg-h-11 )


II. CONTENT
Arrangement of Elements
A. References
pp. 147-149
1. Teacher's Guide Pages
pp 210-211
2. Learner's Materials Pages
3. Textbook Pages
4.
Additional Materials from Learning

IV. PROCEDURES
 Who are the two scientists who said that the atom is an einside?
A.
Reviewing previous lesson or presenting the new  Who thought that all materials on Earth were not made of atoms, but of the
lesson four elements, Earth, Fire, Water, and Air?

Essential Questions:
How are groups different from Families?
How did the periodic table develop?
C.
 Present the purpose of the test
 Activity
 Ask students to answer as silently as the can.
 Move around and check if the students are doing the activity and on the right
track and every student is busy.
 Ask questions to check if they understand what they are doing
Presenting examples / instances of the
new lesson

D. Discussing new concepts and practicing

new skills
Groups
Periods
Developing mastery
E. Transition elements
(Leads to Formative Assessment 3) Lanthanides
Actinides
Presentation of the output.
(15 minutes)
F.
Finding practical applications of concepts
and skills in daily living
W.A.T.C.H. Advocacy Integration
Finish the given activity within the specified time. Punctuality and honesty
matter. Remember that time is important and valuable. Every tick of the clock
counts.
The Periodic Table is the tabular arrangement of the chemical elements, arranged
G.
by atomic number, electron configuration, recurring chemical properties. It helps us to
Making generalizations and abstractions correlate the properties of the element. The seven rows of the table are called as
about the lesson periods and generally accommodate metals on the left and non-metal on the right. The

columns of the table are called groups. The arrangement of the elements in the periodic
table are the most important classification in chemistry.
I.
Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION


B.
No. of learners who require additional activities for


C.
Did the remedial lessons work? No. of learners

D.
No. of learners who continue to require

Remediation

E.
Which of my teaching strategies worked well? Why

did these worked?

F.
What difficulties did I encounter which my principal


G.
What innovation or localized materials did
teachers?

DAY: Wednesday
a. trace the development of the periodic table;
I. OBJECTIVES b. describe how the elements are arranged in the periodic table.
C.  trace the development of the periodic table from observations based on
Learning Competencies / Objectives
similarities in properties of elements; (S8MT-IIIg-h-11)
Write the LC code for each

II. CONTENT Arrangement of Elements
A. References
2. Learner's Materials Pages Pages 210-211
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new

lesson Scientist involved in the development of the periodic table
 How are groups different from Families?
 How are they arranged in the periodic table?

new lesson
Getting to know the periodic table. (COLLABORATIVE) – 15 minutes
Each group will be given an activity sheet. Using the blank periodic table below
students in a group shall answer the questions given. One represented per group will
present their output. Same rubric will be used to evaluate group’s performance. Use the
modern periodic table as reference. Good luck students.
Procedure:
Using the given periodic table below. Read selection above to answer the guide
questions.
D.
Discussing new concepts and practicing

new skills
The teacher will present the guide questions.
Guide Questions:
1. The vertical columns of the periodic table are known as groups. Group 1 is
names as ________________.
2. The second vertical column or group 2 is known as ___________.
3. Group 3-12 constitute one block are the ____________________.
4. Group 17 is named as __________________________________.
5. Group 18 is known as __________________________________.
6. The elements that formed a stair step line are the ____________.
7. Most of the elements on the side of the table are _____________.
8. Elements on the right side of the table are the _______________.
Students response will be affirmed as it matches to prepared answers.

Developing mastery
(Leads to Formative Assessment)
The teacher will present a short video on the Development of the Periodic Table. (ICT
Integration) and short Comprehension Check after watching a video.
E. 1. __________________ and _______________ arranged the elements in
increasing atomic mass.
2. ________________ are in horizontal rows of the periodic table.

3. _______________ are in vertical column of the periodic table.
F. Essentials materials are needed in our daily dietary requirements. These are the
minerals our body needs. Some of these belong to the metal groups like sodium,
Finding practical applications of concepts potassium, calcium, iron, copper, cobalt, etc.
and skills in daily living Calcium constitutes our bones and teeth, irons constitutes our blood hemoglobin.
Sodium and potassium for nerve and muscle function. (HEALTH)
G. The Periodic Table is the tabular arrangement of the chemical elements, arranged
by atomic number, electron configuration, recurring chemical properties. It helps us to
Making generalizations and abstractions correlate the properties of the element. The seven rows of the table are called as
about the lesson periods and generally accommodate metals on the left and non-metal on the right. The
columns of the table are called groups. The arrangement of the elements in the
periodic table are the most important classification in chemistry.
Direction: Fill the missing terms.( 1 point each )

1. The vertical columns of the table are called _____________.
2. The horizontal rows of the table are called _______________.
H.
Evaluating Learning 3. The __________________ horizontal rows are called period.
4. Group __________________ are called the transition metal.
5. The _________________vertical columns are called groups.

remediation

V. REMARKS
VI. REFLECTION


B. No. of learners who require additional activities

for remediation who scored below 80%


remediation

E. Which of my teaching strategies worked well?

Why did these worked?

teachers?
DAY: Thursday
a. identify the group names in the periodic table
b. define each group names in the table
I. OBJECTIVES

 the periodic table of elements as an organizing tool to determine the
C.


A. References
pp. 147-149
pp 210-211
3. Textbook Pages
4.

IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new Scientist involved in the development of the periodic table
lesson

C.
new lesson
The teacher will present the guide questions.
D.
Guide Questions:
1. What group are alkali metals?
2. How many groups are there in transition metals?
Discussing new concepts and practicing 3. What is the name of group 17?
new skills 4. What do you call the vertical column of the periodic table?

5. How many periods are there in the horizontal rows of the table?
Students response will be affirmed as it matches to prepared answers.
E.
The teacher will present a short video on the Arrangement of the Periodic Table. (ICT
Developing mastery
(Leads to Formative Assessment) 1. ______ How many elements in the modern periodic table?

2. ______ How many groups in the table?
3. ______ What group are the noble gases?
4. ______ What group are the transition metals?
5. ______ How many periods in the periodic table?
F.
Finding practical applications of concepts Presentation of the output.
and skills in daily living (15 minutes)


Finish the given activity within the specified time. Punctuality and honesty
matter. Remember that time is important and valuable. Every tick of the clock
counts.
On the periodic table, elements that have similar properties are in the same
groups (vertical). From the left to right, the atomic number of the elements increases
Making generalizations and abstractions from one period to the next (horizontal). The groups are numbered at the top of each
G. about the lesson column. The main group elements are group 1 (Alkali metals),2 (Alkaline Earth Metal)
and 13 through 18 (Noble gas) .

Briefly answer the questions. ( ½ sheet of paper )
1. How many elements are there in Group1?

2. What do you call the elements that belong to Group 2?
3. How many groups are there in transition metals?
I.
Remediation

V. REMARKS
VI. REFLECTION


B.


C.

D.

Remediation

E.

did these worked?

F.


G.
What innovation or localized materials did I
teachers?

DAY: Friday
I. OBJECTIVES
C. Learning Competencies / Objectives

II. CONTENT INDEPENDENT COOPERATIVE LEARNING ( ICL )
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills
(Leads to Formative Assessment 3)
F. Finding practical applications of concepts


Making generalizations and abstractions
G. about the lesson

Remediation
V. REMARKS
VI. REFLECTION





Remediation

F. What difficulties did I encounter which my

principal or supervisor can help me solve?
teachers?
Grade Level :8 Date : December 2, 2019
DAY: Monday
a. identify the group names in the periodic table
I. OBJECTIVES b. define each group names in the table
C.
similarities in properties of elements; ( S8MT-IIIg-h-11 )

A. References
2. Learner's Materials Pages pp 210-211
3. Textbook Pages
IV. PROCEDURES

lesson Scientist involved in the development of the periodic table

C. new lesson

Identifying Group Names in the Periodic Table
Directions: Fill in the table presented below regarding groups in the

Periodic Table.
Group Number Group Name / Family Example of Element
Discussing new concepts and practicing 13

new skills
D.
14
15
16
17
18
3 to12
E. < The teacher will call a student to present his/her answer from his/her
seatmate’s work
< After the students had answered the activity, the teachers will assist the class
Developing mastery in answering the questions.
(Leads to Formative Assessment 3) < The teachers will ask the following:

- What did you observe on the answer of your seatmate?
- Is the answer correct/incorrect? Why/
- If the answer is incorrect, what should be done?
F. Finding practical applications of concepts In a bond paper, list down the elements that you know and give their usage. Give at
and skills in daily living least 10 elements.

Making generalizations and abstractions In identifying the group’s name of an element in the periodic table you must be
G. about the lesson familiar that the vertical columns are called as the group. There are 18 groups in the
periodic table.
Directions: Identify the group name of the element listed below
1. Lithium
2. Magnesium
3. Molybdenum
4. Iodine
H Evaluating Learning 5. Tungsten
6. Bromine
7. Xenon
8. Sodium
9. Flourine
10. Argon

Memorize the Periodic Table song for easy recall
Remediation
V. REMARKS
VI. REFLECTION





Remediation

F. What difficulties did I encounter which my

principal or supervisor can help me solve?
teachers?
DAY: Tuesday
1. determine what period number of an element in the periodic table
I. OBJECTIVES 2. differentiate period from group in the table

C.


A. References
pp. 147-149
pp 210-211
3. Textbook Pages
4.

IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new
< Identifying group names in the periodic table
lesson

 How are period different from group?

C.
new lesson

The modern periodic table organizes elements in such a way that information
about the elements and their compounds are easily revealed. The vertical columns of
the periodic table called groups. Refer to the figure on the right, Group1 is named as
.D.
Directions: Determine the period number and group name of an element in the
periodic table
Element Period No. Group Name
Potassium
Sodium
Lithium
Calcium
Magnesiu
m
Discussing new concepts and practicing Aluminum
new skills
Zinc
Iron
Tin
Lead
Copper
Silver
Gold
Platinum
(Leads to Formative Assessment)
The teacher will present a short video on the Arrangement of the Periodic Table. (ICT
Guide Questions:

• What is the shortest period? Longest period?
• What is the incomplete period?
• How many periods and groups in the periodic table?
F.
Finding practical applications of concepts The teacher will give an examples of the different elements that are very useful in our
and skills in daily living daily lives.

G. Making generalizations and abstractions Period are arranged in horizontal rows and there are 7 periods while groups are in 18
about the lesson vertical columns. In a periodic table there are 118 elements

Directions: Answer the questions briefly ( ½ sheet of paper )
1. How periods and groups are arranged in the periodic table?

2. What is the difference between period and group in a periodic table?
3. What period number has the longest and shortest period?
I.
remediation

V. REMARKS
VI. REFLECTION


B.


C.

D.

remediation

E.

did these worked?

F.


G.
teachers?


DAY: Wednesday
1. define a periodic law
I. OBJECTIVES
2. locate metal, non- metals and semi-metals
C. Learning Competencies / Objectives  use the periodic table to predict the chemical behavior of an element.
Write the LC code for each ( S8MT-IIIi-j-12 )
II. CONTENT
Reactive and non-reactive metals
A. References
2. Learner's Materials Pages pp. 213-217
3. Textbook Pages
IV. PROCEDURES

lesson  Period number and its composition
B. Establishing a purpose for the Lesson PICTURE PROMPT ( BRAINSTORMING ) – 5minutes
 Show a picture ( Gold, Boron, Hydrogen )
 What are the pictures all about?
Directions:
Students will be group into two. They are going to recognize the pictures to identify
the word. After which they are going to guess what is the word being described. This is
in the form of a contest. The first group who can give the exact answer will be declared
winner.
C.

new lesson
Directions: The students will draw and locate the metals, non-metals and semi-metals.
Color the area with metallic elements blue, non-metallic elements with green and the
semi- metallic elements yellow.
D. Guide Questions:
Discussing new concepts and practicing 1. Where can you find the metals, non-metals, and semi- metals?
new skills 2. How many groups are considered as metals? Non-metals? Semi- metals?
3. How many elements are there in metals, non-metals and semi-metals?
E.
Show a video on Periodic Law and short Comprehension Check after watching the
video. ( ICT INTEGRATION ).Identify the group whether its metal, non- metal or semi-
metals.
Developing mastery
(Leads to Formative Assessment) 1. Group 1:____________________.
2. Group 2: ____________________.
3. Group 3-12: _________________.
4. Group 17: ___________________.
F. Finding practical applications of concepts Every day, you’re likely to encounter metals that cannot be found anywhere on the
and skills in daily living periodic table. You may play a brass instrument while wearing a white gold necklace- or
maybe cook with a skillet and store your leftovers in a stainless steel refrigerator. Metals
are very useful in our everyday living like gold and silver (very first metal coins in ancient
history), Steel (skyscraper and bridges, etc.). Without them modern civilization wouldn’t
be possible.
.

G. Periodic Law states that when elements are arranged in order of increasing atomic
Making generalizations and abstractions number, there is a periodic pattern in their physical and chemical properties. Metals are
about the lesson on the left side of the line, non- metals are on the right of the line and semi- metals are
the staircase pattern in the periodic table.
Look for the Elements using your own Periodic Table and identify whether its metals, non- metals or semi- metals. You are given 30 minutes to answer.
1. Hydrogen 2. Helium 3. Lithium 4. Beryllium 5. Boron
6. Carbon 7. Nitrogen 8. Oxygen 9. Fluorine 10. Neon
11. Sodium 12. Magnesium 13. Aluminum 14. Silicon 15. Phosphorus
16. Sulfur 17. Chlorine 18. Argon 19. Potassium 20. Calcium
21. Scandium 22. Titanium 23. Vanadium 24. Chromium 25. Manganese
26. Iron 27. Cobalt 28. Nickel 29. Copper 30. Zinc
31. Gallium 32. Germanium 33. Arsenic 34. Selenium 35. Bromine
36. Krypton 37. Rubidium 38. Strontium 39. Yttrium 40. Zirconium
41. Niobium 42. Molybdenum 43. Technetium 44. Ruthenium 45. Rhodium
46. Palladium 47. Silver 48. Cadmium 49. Indium 50. Tin
51. Antimony 52. Tellurium 53. Iodine 54. Xenon 55. Cesium
56. Barium 57. Lanthanum 58. Cerium 59. Praseodymium60. Neodymium
H. Evaluating Learning 61. Promethium 62. Samarium
66. Dysprosium 67. Holmium
63. Europium
68. Erbium
64. Gadolinium 65. Terbium
69. Thulium 70. Ytterbium
71. Lutetium 72. Hafnium 73. Tantalum 74. Tungsten 75. Rhenium
76. Osmium 77. Iridium 78. Platinum 79. Gold 80. Mercury
81. Thallium 82. Lead 83. Bismuth 84. Polonium 85. Astatine
86. Radon 87. Francium 88. Radium 89. Actinium 90. Thorium
91. Protactinium 92. Uranium 93. Neptunium 94. Plutonium 95. Americium
96. Curium 97. Berkelium 98. Californium 99. Einsteinium 100. Fermium

Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?
Grade Level :8 Date :December 5, 2019
DAY: Thursday
a. compare the relative reactivity of metals in acid solution
I. OBJECTIVES b. find ways of preventing corrosion due to the reactivity of metals their reactivity.
c. describe how the elements are arranged in the periodic table.

( S8MT-IIIi-j-12 )
II. CONTENT
A. References
2. Learner's Materials Pages pp.213-217
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Periodic Law

lesson Metals, non-metals, and semi-metals
Which of these metals – Fe, Cu, Al and Zn – reacts with muriatic acid?
Which did not react with muriatic acid? And why?
 Present the purpose of the test

 Activity
 Ask students to answer as silently as the can.
new lesson  Move around and check if the students are doing the activity and on the
right track and every student is busy.
 Ask questions to check if they understand what they are doing
D.

new skills
E.  The teacher will ask the following:

1. What is reactivity?
Developing mastery
2. What is corrosion?
3. What is the cause of reactivity of metals?

F. and skills in daily living (15 minutes)

Finish the given activity within the specified time. Punctuality and honesty matter.
Remember that time is important and valuable. Every tick of the clock counts.
KEY CONCEPTS:
Elements
Making generalizations and abstractions Reactivity
G. about the lesson
Corrosion


Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?

DAY: Friday
I. OBJECTIVES

II. CONTENT INDEPENDENT COOPERATIVE LEARNING ( ICL )
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills #1



G. about the lesson

Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?
Grade Level :8 Date : December 9,2019

DAY: Monday

C.
Learning Competencies / Objectives  use the periodic table to predict the chemical behavior of an element.
( S8MT-IIIi-j-12 )


II. CONTENT

A.
pp.151-153
pp.214-217
3. Textbook Pages
4.

IV. PROCEDURES
A.
Reviewing previous lesson or presenting the new Periodic Law


new lesson
C.

Instructions:
• Determine the group number of the elements presented in the table.
• Study the table for trends in reactivity.
Element Symbol Group No.
Potassium K
Sodium Na
Lithium Li
Calcium Ca
Magnesiu Mg
m
Guide Questions:
D.
• What is the most reactive metal? Least reactive?
new • What is the trend of reactivity of metals across a period?

• What is the trend of reactivity of metals down a group?
Show a video on Reactivity and short Comprehension Check after watching the video.
E.
( ICT INTEGRATION )
Developing mastery
1. The group that are most reactive metal ________________
2. Considered the second reactive group ___________.

F. and skills in daily living (15 minutes)


Finish the given activity within the specified time. Punctuality and honesty matter.
Remember that time is important and valuable. Every tick of the clock counts.
KEY CONCEPTS:
Elements
Making generalizations and abstractions Reactivity
G. about the lesson corrosion

In a ½ sheet of paper. Answer the questions briefly
1. What element in the periodic table is the most reactive? Least reactive?
H. Evaluating Learning 2. What is activity series of metals?
3. Describe most reactive metal from least reactive?
I.
Remediation

V. REMARKS
VI. REFLECTION


B.


C.

D.

Remediation

E.

did these worked?

F.


G.
teachers?

DAY: Tuesday

( S8MT-IIIi-j-12 )
II. CONTENT
A. References
pp.151-153
2. Learner's Materials Pages pp.214-217
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Periodic Law

Lecture:
Presenting examples / instances of the The position in the periodic table of the representative elements, metallic
new lesson character increases from top to bottom and decreases from left to right; while non-
C. metallic character decreases from top to bottom and increases from left. Metallic
property relates how easy it is for an atom to lose an electron. On the other hand,
non-metallic property relates to how easy it is for an atom to gain an electrons.
Directions: The students will arrange the elements in order of their decreasing
chemical reactivity.
Aluminum Magnesium
Calcium Potassium
D. How to remember the Reactivity Series?
Please Potassium MOST REACTIVE

Stop Sodium
Calling Calcium
Me Magnesium
A Aluminum
Discussing new concepts and practicing Careless Carbon
new skills Zebra Zinc
Instead Iron
Try Tin
Learning Lead
How Hydrogen
Copper Copper
Saves Silver
Gold Gold LEAST REACTIVE
E. Developing mastery The teacher will present the activity. Student response will be affirmed as it matches
(Leads to Formative Assessment 3) to prepared answers.
F. Finding practical applications of concepts It is important to know how metals react to specific elements or compounds because
and skills in daily living some metals are so reactive that they explode on contact.

A reaction does not always happen between a metal and a compound. In this case,
the reaction of metals with acids , like HCl, produces bubbles of hydrogen and
Making generalizations and abstractions colorless solution of the metal chloride. There is an existing definite order of reactivity
G. about the lesson existing among metals and hydrogen according to their ability to displace one another.
This arrangement is called the metal reactivity series or activity series of metals. The

activity series is an arrangement of metals according to decreasing order of reactivity.
H. Evaluating Learning Enumerate 10 elements from least reactive to most reactive ( ½ sheet of paper ).

Remediation
V. REMARKS
VI. REFLECTION

Grade Level :8 Date : December 11,2019
DAY: Wednesday
I. OBJECTIVES

II. CONTENT CHAPTER TEST ( PERIODIC TABLE of ELEMENTS )
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills #1
E. Discussing new concepts and practicing

new skills #2

F. Developing mastery
G. Finding practical applications of concepts


H. about the lesson

I. Evaluating Learning
J. Additional activities for application or
Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?
DAY: Thursday
I. OBJECTIVES

II. CONTENT CHRISTMAS PARTY ( A.M Session )
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills



G. about the lesson

Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?

DAY: Friday
I. OBJECTIVES

II. CONTENT CHRISTMAS PARTY ( P.M Session )
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills



G. about the lesson

Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?
Grade Level :8 Date : December 16, 2019 - January 3, 2020
DAY:
I. OBJECTIVES

II. CONTENT CHRISTMAS VACATION
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills #1



G. about the lesson

Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?
Grade Level :8 Date : January 6, 2020
DAY: Monday
I. OBJECTIVES

II. CONTENT REVIEW for 3ND QUARTER SUMMATIVE TEST
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills #1


about the lesson
G.

Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?
Subject : Science Time :
DAY: Tuesday
I. OBJECTIVES

II. CONTENT 3rd Quarter Summative Test
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills



G. about the lesson

Remediation
V. REMARKS
VI. REFLECTION

Remediation
did these worked?
teachers?

Subject : Science Time :
DAY: Wednesday
I. OBJECTIVES

II. CONTENT REVIEW for 3rd Quarter Examination
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills



G. about the lesson

Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?

DAY: Thursday
I. OBJECTIVES

II. CONTENT 3rd Quarter Examination ( 1st Day )
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills



G. about the lesson

Remediation
V. REMARKS
VI. REFLECTION




Remediation

did these worked?

teachers?

DAY: Friday
I. OBJECTIVES

II. CONTENT 3rd Quarter Examination ( 2nd Day )
A. References
3. Textbook Pages
IV. PROCEDURES

lesson

C. new lesson

new skills



G. about the lesson

Remediation
V. REMARKS
VI. REFLECTION





Remediation

did these worked?

teachers?

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Grade Level :8 Date : November 21, 2019

Subject : SCIENCE Time :

A. Reviewing previous lesson

B. Presenting the new lesson

C. Establishing a purpose for the lesson

F. Finding practical application of

G. Making generalizations and

A. Reviewing previous lesson

B. Presenting the new lesson

C. Establishing a purpose for the lesson

F. Finding practical application of

A. Reviewing previous lesson

B. Presenting the new lesson

C. Establishing a purpose for the lesson

F. Finding practical application of

A. No. of learners who earned 80%

Grade Level :8 Date : November 24, 2019

A. Reviewing previous lesson

B. Presenting the new lesson

C. Establishing a purpose for the lesson

F. Finding practical application of

A. No. of learners who earned 80%

A. Reviewing previous lesson

B. Presenting the new lesson

C. Establishing a purpose for the lesson

F. Finding practical application of

A. No. of learners who earned 80%

Grade Level :8 Date : October 29, 2019

II. CONTENT COMPARING THE THREE STATES OF MATTER

Phase Volume and Shape Compressibility Five Examples

What are the properties of Gases?

F. Finding practical application of

F. Finding practical application of

Grade Level :8 Date : November 1, 2019

C. Learning Competencies/ REGULAR HOLIDAY

F. Finding practical application of

G. Making generalizations and

I. OBJECTIVES the students shall be able to:

The learners demonstrate an understanding of:

PHASE CHANGES INTRODUCTION- WATER CYCLE

Ask the students the following questions:

1. Water falls as rain/snow a. Condensation

II. CONTENT MELTING, EVAPORATION AND SUBLIMATION

Ask them, what the pictures represent for?

1. How energy affect the solid phase to become liquid phase?

4. What happens to particles of water when changes from liquid to gas?

C. Learning Competencies/ ICL

F. Finding practical application of

G. Making generalizations and

Ask the following:

STATION 1 STATION 2 STATION 3 STATION 4

G. Making generalizations and Journal Entry – 5 minutes

I. OBJECTIVES The students will be able to;

II. CONTENT PHYSICAL CHANGES – DIFFERENTIATED ACTIVITY

F. Finding practical application of concepts and How to Identify a Physical Change

I. OBJECTIVES the students shall be able to:

The learners demonstrate an understanding of: