School Grade &

Candaping National High School 8-

Section
DAILY Teacher
Ronie B. Mabayambang
Learning
SCIENCE
LESSON Area
Teaching Dates
PLAN Quarter 3
& Time
Week No. 7 Day 1 Duration

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
The learners demonstrate an understanding of:
A. Content
the periodic table of elements as an organizing tool to determine the chemical properties of
Standards
elements.
B. Performance The learners shall be able to:
Standards
C. Learning 1. Trace the development of the periodic table from the observations based on
Competency/ies similarities in properties of elements. S8MT-IIIg-h-11
Write the LC Code for each.
Knowledge: Describe how the elements are arranged in the periodic table.
D. Learning
Skills: Trace the development of the periodic table.
Objectives
Attitudes: Appreciate the contributions of the scientist in developing the periodic table.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Development of Periodic Table
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of

RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
1. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 86-88.
2. Science and Technology III. NISMED.1997. pp. 237-245.
3. Textbook pages 3. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
M., Ed.D. 1998. pp. 52-53.
4. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 211-212.
4. Additional
Materials from
1. EASE Science II. Module 11. Lesson 1.
Learning Resource
(LR) Portal
B. Other Learning
Video Clip, and 3 objects of different variety ( ball pen, pencils, notebooks)
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or
presenting the new
lesson.
ELICIT (The activities in this section will
evoke or draw out prior concepts of or
experiences from the students)
B. Establishing a The teacher will ask the following questions:
purpose for the 1. How do you organize your personal belongings at home?
lesson. 2. Have you tried using the books in the library?
ENGAGE (The activities in this section 3. How are books arranged in the library?
will stimulate their thinking and help them
access and connect prior knowledge as a
AWARENESS

jumpstart to the present lesson.)

C. Presenting The teacher will provide a worksheet.
examples/instances Activity 1. BUILD ME UP!
of the new lesson. Introduction
The periodic table of elements arranges all of the known chemical elements in an
informative array. Such arrangement provides information which are beneficial to
explore and understand both the physical and their chemical properties.

Objectives:
At the end of the activity, the students should be able to:
1. Create a periodic table based on their set criteria
2. Provide an explanation why such fictitious elements were arranged
as reflected on their own created periodic table

Materials:
Metacards with fictitious elements
 Procedures:
1.Build/create your own periodic table using the set metacards with fictitious
elements as reflected below.
2.Present your created periodic table in the worksheet.

Guide Question
1.What is your basis for building/creating your periodic table? Why?

The teacher will post the title and the objectives of the lesson for today.
DEVELOPMENT OF PERIODIC TABLE
Objectives:
a. Describe how the elements are arranged in the periodic table.
b. Trace the development of the periodic table.
c. Appreciate the contributions of the scientist in developing the periodic table.
D. Discussing the new The teacher will show the guide questions.
concepts and Guide Questions:
practicing new • What were the demerits in Dobereiner’s
skills #1. periodic table? Newlands’ and Mendeleev?
EXPLORE (In this section, students • What basis did Dobereiner use in
will be given time to think, plan, developing his periodic table? Newlands’? Mendeleev’s?
investigate, and organize collected
information; or the performance of the
• According to Mendeleev, what do you call
ACTIVITY

planned/prepared activities from the
student’s manual with data gathering and
Guide questions)
the horizontal rows in the periodic table? What about the vertical columns?
Students will watch the video presentation on the development of the periodic table of
elements.
https://www.youtube.com/watch?v=I5H1SeepnaU

E. Discussing the new

concepts and
practicing new
skills #2.
F. Developing
mastery
(Leads to formative
assessment 3).
ANALYSIS

EXPLAIN (In this section, students will

be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making In 1829, the German chemist Johann Wolfgang Dobereiner classified the elements with
generalization and similar properties into groups of three called triads. In 1864, an English industrial
abstraction about chemist, John Newlands, arranged the elements in increasing atomic masses. He noted
the lesson. that properties recur after every eight element. Newlands had musical training, so he
ELABORATE (This section will give compared this periodic repetition of properties to octaves and call it the law of
ABSTRACTION

students the opportunity to expand and octaves. I1869, the Russian chemist Dmitri Mendeleev published his arrangement of
solidify / concretize their understanding of
the concept and / or apply it to real –
the known elements in vertical columns also in order of increasing atomic masses. He
world situation) noticed a regular (periodic) recurrence of their physical and chemical properties. This
statement is known as the periodic law. His periodic table of 1872 contained 62
elements. The German chemist, Lothar Meyer prepared aperiodic table that closely
resembled the table of Mendeleev, but he presented his results graphically. In 1913,
Henry Moseley, a young British physicist, determined the atomic numbers of the
elements. Moseley’s findings led to the modification of the periodic table. The elements
are now arranged according to increasing atomic numbers.
H. Finding practical What elements would you expect to exhibit properties similar to the properties of
APPLICATION

application of sodium?
concepts and skills
in daily living.

I. Evaluating learning. Would you expect magnesium, sulfur, and chlorine to have similar properties? Why?
ASSESSMEN

EVALUATION (This section will

provide for concept check test items and
T

answer key which are aligned to the

learning objectives - content and
performance standards and address
misconceptions – if any)
 J. Additional Make a blank periodic table in a short bond paper for the next activity
activities for

ASSIGNMENT
application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.