LORD’S ANGELS MONTESSORI SCHOOL, INC.

Block 6 Phase 7Rocka Village II Tabang Plaridel, Bulacan

Tel. No. (044) 791-3281 / 791-2439 / 791-3454 Telefax: (044) 670-2046

Budget of Work
Science 8
First Quarter
FIRST QUARTER: Force, Motion and Energy
Content Standards:
The learner demonstrates understanding of:
 Demonstrates understanding of the Newton’s three laws of motion and uniform
circular motion.
 Demonstrates understanding of work using constant force, power, gravitational
potential energy, kinetic energy, and elastic potential energy.
 Demonstrates understanding of the propagation of sound through solid,
liquid, and gas.
 Demonstrates understanding of some properties and characteristics of visible
light.
 Demonstrates understanding of heat and temperature and the effects of heat to
a body.
 Demonstrates understanding of current- voltage-resistance relationship, electric
power, electric energy, and home circuitry.
Performance Standards:
The learner…
 develops a written plan and implement a ―Newton’s Olympics
 proposes ways to increase the amount of work done in a certain
period
 discusses technologies that make use of sound waves (e.g. sonar)
 discusses about phenomena such as blue sky, rainbow, red sunset
using the concept of wavelength and frequency of visible light
 constructs a model to demonstrate the high heat capacity of water
( e.g. balloons filled with water do not burn easily when placed over
the flame)
 discusses the importance of water as a cooling agent because of its
high specific heat capacity
 practices safety in handling electrical devices

Topics Da Competenci Suggested Activities Assessment Remar

y es ks
Motion 1  Explain motion Drill: Arm Wrestling- The teacher will group the Identify the motion
clearly. class into two. Each group will choose their one of the following
 Describe the representative. The teacher will ask them to situations.
different types compete for the game and will also give them 1. A child riding a
of motion. advices on how to win against each other. merry-go-round.
 Explain the Review: Whole Class Check- The teacher will ask 2. Loading box of
effects of force the following question. And write the answers of supplies from the
to the motion the students on the board. ground going to
of a body. 1. What is a force? the cargo truck.
2. What are the kinds of forces? 3. Strolling in the
3. How does friction take place? park riding a
4. How can we lessen friction? bicycle.
Lesson Proper 4. Using washing
Motivation: The teacher will present a video clip of machine in
different motion around us. (Different types of cleaning dirty
Motion) clothes.
- What have you observe in the video? 5. Serving the ball
Presentation: the teacher will present power point going to the side
discussing motion. The students are asked to take of the opponent
down notes of all the important ideas. team.
Questions:
1. How do we define motion? Solve the problem.
2. What are the different types of motion?
3. How do they move? A couple is cleaning
4. How does force affects motion? their house and they
5. If same amount of force is applied to an object have to move the
going to same direction, what would happen to cabinet. The man is
the motion of the object? pulling the cabinet
6. How about same force in opposite direction? towards the left with
Activity: 35 units of force and
Class Activity- the teacher will present a 2 column the woman is helping
table. The teacher will ask the students about the man by pushing
different motions and an example. It will be written the cabinet to the
on the board. right with the same
amount of force.
Types of Things that What would be the
Motion use the total force? How
motion about the direction of
the motion? Will they
Group- Role be able to move the
play- each group will be assigned with a specific cabinet? Why or why
type of motion they will have to present the assigned not?
type of motion creatively.

Individual- the students will answer the activity

sheet. They have to describe how the types of
motion move and problems to solve about result in
motion of force to an object.
Describe the movement of the following motion
1. Linear motion
2. Circular motion
3. Angular motion
Solve the following problems.
 1. The boy is pulling a box going to the right with
20 units of force while the girl is pushing the
box going to the right with 10 units of force.
What is the direction of the motion? How about
the total force?
Generalization: the teacher will ask the students to
fill in the blanks of the flow chart and ask how to
calculate the motion caused by force.

Application: Why does motion is important for us?

Assignment: How does motion affects the
movement of the earth and its life?
Research about Newton’s Three Laws of Motion.

Law of inertia 2-3  Investigate the Drill: The teacher will ask the students to find the SCIENCE AND
relationship of letter of the alphabet using the numbers and find out TECHNOLOGY QUICK
the amount of the word. The fastest student will be the winner. Prize THINKING (page 5)
force and the is optional. Give an example of
mass of the What is the word? each of the
object. 529 69 4637848 – LAW OF INERTIA following:
Review: Whole Class check – The teacher will ask 1. a force causing an
the following questions and the students will write object to start
their answers on the board. moving
1. What is the difference between force and
motion?
2. What are the kinds of motion? 2. a force causing an
3. Give examples of each kind of motion. object to stop
Lesson Proper moving
Motivation: The teacher will present a video clip of
a scenario inside a moving vehicle, before and during 3. a force causing an
the ride. The teacher then will ask, what have you object to change
observe? direction
Presentation: The teacher will now present another
short video clip that shows and explain the first law 4. a force causing an
of motion. The students will now answer some object to change
questions to elaborate the topic. speed
 1. Relating force and motion, describe what ________________________
happened inside the jeepney. _
Activity:
Class Activity – Recitation. The teacher will ask
the students to recite by their own words, relating to
the video clip that was shown, the first law of motion.
Group – The students will be divided into 5 groups
and will perform two different experiments: the coin
drop and the table cloth trick.
Experiment 1 Coin drop
1. Place the card on top of the glass. Make sure there
is enough space to give one edge of the card a good
flick without smacking your finger on the glass.
Ouch!
2. Place a single coin on top of the card so that it
rests over the cup’s opening.
3. Flick an exposed edge of the note card. Don’t flick
the card from underneath. Flick directly from the side
of the card’s edge.
4. The coin drops straight into the glass!
Experiment 2 Table cloth trick
1. Put a table cloth in a table and arrange some
plates and a glass on the top of it.
2. Pull the table cloth very quickly and observe
what will happen to the plate and the glass.
Note: If you are nervous, make the other
person do it. DO it very quickly so that you will
succeed.
Individual – The students will answer each activity
sheet and answer some questions.
E.1
1. When you flicked the card, why didn’t the coin
take off in the same direction as the card?
2. What happened if you flicked the card from
underneath instead of from the side?
3. How will you relate this to first law of motion?
 E.2
1. What happened to plates and glass after you pull it
quickly?
2. What do you think will happen if you fail doing the
experiment?

Generalization: What are some examples of

scenarios relating to law of Inertia?
Application: The students will make some
statements regarding on how important wearing a
seatbelt is.
Assignment: Bring the ff. (3 groups) 1/8
illustration board, small toy car, 5 pcs. coins
Law of 3-4  Investigate the Drill: Pass the message. The class will be group SCIENCE AND 
acceleration relationship of into two groups. The groups will think of at TECHNOLOGY
the amount of least 3 words each to make the other group PRACTICE MATH
force to guess. (page 9)
The applied Review: The teacher will show the following picture Solve the following
force and the and that students are tacks to make statement about problems
mass of the it. Car at rest and Car in motion completely.
object Lesson Proper 1. To avoid an
Motivation/Presentation: The teacher will show a accident, a driver
short video clip about the second law of motion? The steps on the brakes
students will takedown notes form the clip and to stop a 1000 kg
answer some guide questions. car traveling at 65
https://www.youtube.com/watch?v=nO7XeYPi2FU km/h. If the braking
1. What did you observed? distance is 35m,
2. How will you differentiate Second law to First how much force is
Law of motion? necessary to stop
3. What is the relationship of force to the mass of the car?
the object? 2. A motorbike
4. How do we compute for acceleration? accelerates from
Activity: rest to 12 m/s in 3s
Class Activity – The teacher will post some sample on a level road. If
problems on the board and a student will be call to the force is 3000 N,
answer it. what is the total
Group (ACTIVITY CHALLENGE SCIENCE AND mass of the cyclist
TECHNOLOGY (page 7) – The teacher will group and the motorbike?
the class into three. Provided with materials,
each group is task to do an experiment. Using
glass of water, raw egg, cardboard, ping-pong
ball, match box case
Procedure:
1. Lay a small cardboard on a glass of water.
2. Place a matchbox case on it.
3. Place a raw egg on top of the match box
case.
4. Pull the cardboard abruptly. Observe what
happens.
5. Repeat step 3 using a pin-pong ball.

Individual – The students will answer some

questions in the book in one whole sheet of
paper.
1. What happens to the egg as you pull the
cardboard abruptly to the side? Explain
2. What happens to the matchbox case as
you pull the cardboard abruptly to the
side? Explain.
3. What happens to the ping-pong ball as
pull the cardboard abruptly to the side?
Explain
4. What is the relationship between inertia
and mass?
Generalization: “You may be bigger but I am
faster”. In a ¼ sheet of paper, the students will
defend how this line illustrates Newton’s 2nd
Law of Motion.
Application: What are some example situations
that can prove second law of motion?
Assignment: Problem solving.
1. Determine the accelerations that result
 when a 12-N net force is applied to a 3-kg
object and then to a 6-kg object.
2. Suppose that a sled is accelerating at a
rate of 2 m/s2. If the net force is tripled and
the mass is doubled, then what is the new
acceleration of the sled?
Bring the following Materials: By group (3
groups)
Illustration board 5x6”
Straw
Bottle cap (with hole at the center)
Barbecue stick
Inflated balloon
Scotch Tape
Art materials

Law of 4-5  Infers that Drill: Draw it! The teacher will pick at least 3 SCIENCE AND 
interaction when a body students. They will ask to turn around quickly at 10 TECHNOLOGY QUICK
exerts a force times and will ask to draw a Christmas tree on the CHECK AND
on another an board immediately. The prettiest drawing will win. THINKING (page 11)
equal amount Review: Jumbled letters. Using the jumbled letters QUICK CHECK
of force is pasted on the board, a student is task to arrange it to What law of motion is
exerted back find the right word. illustrated by:
on it Lesson Proper 1. a rifle that recoils
 models Motivation/ Discussion: when fired?
passengers The teacher will show a video clip about Newton’s 2. a truck that has a
body response Third Law of Motion. The student will takedown more powerful engine
to changes in important notes form the clip and answer some guide than a small compact
motion questions. car?
https://www.youtube.com/watch?v=MUgFT1hRTE4 A rocket that lifts off
Activity: from a space-shuttle
Class Activity – The teacher will ask a student to system?
recite the 3rd law comparing it with the two other 4. a runner who goes
Laws of motion. on running for some
Group(ACTIVITY CHALLENGE SCIENCE AND time even as he
 TECHNOLOGY (page 11) – The teacher will reaches the finish
group the class into three. Provided with line?
materials, each group is task to do an QUICK THINKING
experiment. Using balloon, drinking straw, 1. Write as many
string tape. situations that you
Procedure: observe around which
1. Inflate the balloon and tape a piece of demonstrates each of
drinking straw as shown in Figure 1.5. Newton’s three laws
2. Insert the string into the drinking straw and of motion.
position the balloon in the middle of the string. 2. Cite technologies
3. Tie the ends of the string at the back of two that operate on the
chairs. three laws of motion
4. Release the air from the balloon, and (at least one for each
observe carefully what happens. law).
________________________
Individual – The students will answer some _
questions in the book in one whole sheet of
paper.
1. What happens as you release the air from
the balloon?
2. Compare the directions of the escaping air
and the moving balloon.
3. Did the escaping air hit anything to make
the balloon move?
4. How do action action-research act on two
different bodies to produce motion?
Application – What are some situations that you can
think of that can apply the third law of motion?
Generalization –The students will make a Venn
diagram that compare and contrast the three laws of
motion.
Friction 6  demonstrate Drill: Pass the ball. The teacher will make a ball SCIENCE AND 
the effects of made up of crumpled paper with questions inside. TECHNOLOGY QUICK
friction on a The ball should be passed all around the students in CHECK AND
moving body the classroom and who ever get the ball will answer THINKING (page 13)
one question. QUICK CHECK
 Review: Invisible word. The teacher will ask different QUICK CHECK
questions. The students will write their answer on Compare and
any sheet of paper. Combining all the first letter of contrast the three
each answer to each of the questions will reveal the types of friction.
invisible word.
Lesson Proper
Motivation/Discussion
The teacher will present a short video clip about
QUICK THINKING
friction and will be followed with power point
Enumerate situations
presentation. The students are supposed to answer
that you have
some questions to elaborate the topic.
personally
https://www.youtube.com/watch?v=TkXAJHitPAY
experienced which
..\My Documents\Downloads\friction.ppt
show that friction can
Activity:
be:
Class Activity – The students will describe what
a. an advantage
they observed to the video clip that is being showed.
Group – the students will be group into two and will
observe a rolling marble at smooth surface and rough
surface b. a disadvantage
Individual – the students will answer the activity
sheet given.
Application – What would the world look like without
friction?
Generalization- The teacher will show a concept
map about types of friction and the students are task
to fill up the map.
Centripetal 7  Infers that Drill: The teacher will show some pictures about SCIENCE LINKS WHAT 
force circular motion some types of friction and the students will identify TO DO (page 34)
requires the each picture. 1. Calculate the
application of Review: What’s the Word? centripetal
constant force - The teacher will present different pictures acceleration of a
directed on the screen and the students will guess runner rounding a
toward the what is the correct word in the pictures 25m bend at a
center of the that being asked. speed of 8.8 m/s.
circle - Circle, motion, force, gravity, center 2. A race car travels a
 Identifies the Lesson Proper: flat track at a speed
 manifestation Motivation/Presentation: The teacher will show a of 22 m/s and rounds
force in real life short video clip about the centripetal force followed a curve with a 56-m
circular motion by a ppt. The students will takedown important notes radius. What is the
and answer some guide questions. car’s centripetal
Downloads\Chapter10.ppt acceleration?
https://www.youtube.com/watch?v=_QtfONbGMq4 Determination the
1. What is centripetal force? minimum coefficient
2. How do we compute for centripetal force? of static friction
3. What are some examples that can show necessary for the car
circular motion is visible around us? to round the curve
Activity: without slipping.
Class Activity – The teacher will posts some sample
problems on the board and a student is task to
answer.
Group – The students will be group with the
maximum of 5 members per group and will make
their own video about circular motion or centripetal
force. The teacher will provide a sample video for
guide. https://www.youtube.com/watch?
v=tobgb9gyi_4
Individual – Each member of the group will have
their own activity sheet wherein they will write down
what have they learned about their own made video.
Generalization: The students will look and think of
any words or ideas related to the word or phrase.
Application: Why are accidents more frequent along
curved roadways?

Work 8  Differentiates Drill: Charade: SCIENCE AND 

layman’s - The teacher will group the students into TECHNOLOGY QUICK
definition of two groups. CHECK (page 24)
work from - The student will choose the member who 1. When do we say
mechanical will play. that work is done on
work - The group who will guess what the word an object?
 Determining is will be the winner. 2. Put a check (/)
if work is Review: Spider Web: before the item if
 present in a - The teacher will write the word “WORK”. work is done on an
given activity - The student will write their ideas when object or person.
or not they heard or see the word “WORK” on __ a boy running
 Compute for the board. across a playground
work done by Lesson Proper __ a mother dancing
a constant Motivation: The teacher will show a video clip with the baby in her
force about the topic. arms
Presentation: The teacher will show a power __ a basket being
point presentation about work. lifted
The students will takedown important notes __ a person in an
and answer some guide questions. ascending elevator
The science of work.pptx __ a stone whirled
1. What is work? around a horizontal
2. How do we compute for work? circle
3. How do we differ work to energy and __ a big box dragged
force? across the floor
__ a man climbing up
Activity: a tree
Class Activity – BOARDWORK: The students will __ a girl walking up
solve the problem given by the teacher on the the stairs
board.
Group – The teacher will make a groupings
consisting of 5 members each. Each group will
do some research about the difference of
Laymans’ definition of work to mechanical
work.
Individual – The students will be given an
activity sheet and will answer some questions
and problem solving.
Generalization: The teacher will ask to
complete some phrases.
I learned that..
I enjoyed..
I realized that..
Application: Give some example of situations
that differ work from power and energy.
Work and 9  Relates work Drill: The teacher will state some problem solving 
Machines with the use of questions about how work is being computed. A
machines student who can answer it correctly will have a
reward.
Review: The teacher will show some pictures of
energy exertions that reflect
1. Work being done
2. Work not being done
3. Pictures of power use
The students will now describe each picture and will
be noted on the board.
Lesson Proper
Motivation/Presentation: The teacher will show a
short video clip about machines. The students are
task to take down all the important notes.
https://www.youtube.com/watch?v=UtfVZtuyuHU
1. What is work?
2. What are machines?
3. How machines are making the work easier?
4. What are the simple machines?
Activity:
Class Activity – Recitation. The teacher will state
some situations and the students will tell whether
what kind of simple machine may apply to the
situation for a work to do.
Group – The teacher will divide the class into three
groups. Each group will dramatize performing work
(1) aided by machines (2) unaided by machines
Individual – Using a crosswise paper, students will
differentiate the two events.
Application: Think of a machine that you can create
that will help you to do work easily. A machine that
only you can create originally.
Generalization: Exit Slips:
- The students will synthesize learned
information and use this as they go out or
 stay and do other work in other subjects
of the classroom.
Assignment: Bring the ff. per group. (4 groups)
3 marbles (Different sizes &/or weights), inclined
plane, ruler, milk carton.
Energy 10-  Describe how Drill: Charade. A selective student will do some SCIENCE AND 
11 work is actions that will tell some statements about simple TECHNOLOGY
related to machines and the rest of the remaining students will PRACTICE MATH
energy try to guess. (page 35)
 Differentiate Review: Frayer Model: 1. How much is the
potential and - The teacher will show an example of PE of a 10, 000 kg
kinetic Frayer Model. water stored 12 m
energy - The student will do the Frayer Model in above the ground?
there notebook. (5mins) 2. A 1.5 kg book on
- The teacher will select student who will top a shelf has a PE
discuss their Frayer Model. of 29.4 J. How high is
Lesson Proper the shelf?
Motivation/Presentation: The teacher will show a 3. A basket of fruits
short video clip about energy. The students are task which is on top a 1.5
to take down all the important notes. m high table has a PE
https://www.youtube.com/watch?v=jDdwj5H6_dQ of 44.1 J. What is the
https://www.youtube.com/watch?v=ZPIPUDtM1BI mass of the basket of
https://www.youtube.com/watch?v=7K4V0NvUxRg fruits?
Activity:
Class Activity – BAORD WORK: The teacher will
give a problem and the students will solve the
problem on the board.
Indvididual – SCIENCE AND TECHNOLOGY
PRACTICE MATH(page 32)
1. Calculate the kinetic energy of a 1000-kg car
traveling at 60 km/h
2. A van has a mass of 3000 kg and a car has a
mass of 1500 kg. If both are traveling at the
same speed, how would you compare their
kinetic energy?
3. What is the kinetic energy of a 3500-kg van
 moving at 65 km/h?
Group – SCIENCE AND TECHNOLOGY
ACTIVITY/CHALLENGE (page 34-35)
STRETCHING AN ELASTIC MATERIAL
MATERIALS:
3 different elastic materials (spring or rubber
band)
A number of identical washers
Meter stick
Iron stand
Hook
String
Platform balance
pointer
Generalization: The students will create their
own spider web graphic organizer.
Application: The students will make their own
slogan or poster on how to conserve energy as
related to its different forms.

Power 12  Relate the Drill: Problem Solving-Work and Energy PRACTICE MATH
power to work Review: The teacher will write some key words on SCENCE AND
and time the board and the students will state their ideas on TECHNOLOGY (page
 Explain the the words. Energy, Work, PE, KE, Power, Machines 29)
concept of Lesson Proper 1. Andy and Bryan each
power Motivation/Presentation: The teacher will show a lift a 150-kg barbell to a
 Solve PowerPoint presentation about power. The students height of 1.5 m off the
 mathematical are tasks to write down all the important notes. ground. Andy lifts his
problems Downloads\Chapter 4 work-energy-power sp10 barbell in 1.0 second
about power (1).ppt and Bryan lifts his in 2.0
1. What is power? seconds. (a) Who does
2. How do we compute for power? more work and (b) who
3. What is the unit for power? exerts more power?
4. How will you differentiate power form work and 2. A machine is able to
energy? lift 200-kg of bricks
Activity: APPLY IT! SCIENCE AND TECHNOLOGY vertically to a certain
(page 28) height above the ground
Direction: On a copy of this table, calculate the work in 50 s. If the power of
done and power that you can exert in climbing stairs. the machine is 1.2 kW,
Compare your power with that of your classmates. to what height are
bricks lifted?
Name of FORCE DISTAN WORK TIME POWER
Classmat USED CE DONE TAKEN IN
es (N) MOVED (J) (s) WATTS
(WEIGH (m) (F.d) (W)
T) (Height
of
stairs)

Generalization: The teacher will present relevant

situations/ practical applications of power.

13 INDIVIDUAL ACTIVITY: ACTIVITY/CHALLENGE  

(page 29)
What you need:
 Meterstick Stopwatch Spring balance
Chalk Masking Tape
What to do:
1. Measure a three-meter length of the floor
with a meterstick, using tapes for marking and
a chalk to draw a straight line between these
points.
2. Using a spring balance, pull your schoolbag
and record the amount of the force being
exerted.
3. Following the straight line, pull the bag from
one end of the line to the other, keeping the
scale pointer steady.
4. Record the force applied and the time
needed to pull the bag.
5. Calculate the work done and your power.
6. Repeat steps1-5 using a different, force, and
time.
Discussion:
1. How is work affected by the change in force
and distance?
2. How is power affected by the change in
time?
Sound 14-  Compares the Drill: Pass the ball. The teacher will make a ball  
 sound 15 speed of sound made up of crumpled paper with questions inside.
speed in through solids The ball should be passed all around the students in
solid liquids and gas the classroom and who ever get the ball will answer
liquid one question.
and gas Review: Invisible word. The teacher will ask different
questions. The students will write their answer on
any sheet of paper. Combining all the first letter of
each answer to each of the questions will reveal the
invisible word.
Lesson Proper
Motivation/Discussion
The teacher will show a short video clip that answers
the following questions:
1. What is sound?
2. What is medium?
3. How do sound travels through solid, liquid and
gas?
Activity
Class – Recitation
Group – The teacher will divide the class into
teams with two students each.
Each group should have:
Materials:
large bowl (metal works best)
Water
Two metal objects, such as spoons, to knock
together
Procedure:
1. Place your ears on a desk or table as you
tap or scratch on the top.
2. Compare that to the same sound made
when your ear is not pressed to the table.
3. Fill a large bowl or bucket (metal works
best) with water.
4. One student taps two spoons together
under the water.
5. Two other students observe and compare
the tapping sound they hear, as heard
through the air and as heard by placing
an ear against the bowl.
6. The students feel their throats gently
during each of these tasks:
- Hum with your mouth and nose open.
- Hum with your mouth open and nose
closed.
- Hum with your mouth closed and nose
open.
- Hum with your mouth and nose closed.
 Individual – The students will answer the given
activity sheet
Application – How do sounds can be helpful in our
daily lives? The students will make poster to answer
this question.
Generalization – The students will make their own
map comparing how sounds travel through solid,
liquid and gas.
Assignment: Bring Dominos (per group)

Sounds 16-  infers how the Drill: The teacher will play some sounds and the  
moving 17 molecular students will identify what animal/objects produces
through structure of a that sound
molecular material affect Review: The teacher will ask some questions about
structure speed of sound how sound travels through solid, liquid, gas
moving Lesson Proper
through it Motivation/Discussion
The teacher will present a short video that answers
the following questions:
1. What is the concept of sound?
2. How fast do sound travels?
Activity
Class – Recitation
Group- The students will be divided into 4 groups.
Each group will perform an experiment called Racing
Dominoes. Then students will arrange the dominoes
into two lines. 1st line, the dominoes are set up to be
closer to each other. 2nd line, the dominoes will be set
up to be lesser in number and far apart to each other.
The students will now make the 1st and 2nd set up of
dominoes fall at the same time. They will observe
and defend which set up will fall first and explain
why.
 Individual – The students will answer the given
activity sheet.
Application – How can determine speed of sound in
solid, liquid, gas helps us in our daily lives?
Generalization – The students will make their own
map comparing the speed of sound in solid, liquid
and gas.
Assignment:
Bring the following materials (by group)
Metal pipe
Hammer
Metronome
Measuring tape
Outdoor thermometer

Effect of 18  Investigate the Drill: Kantaririt. The teacher will group the class into 
temperature effect of two and will call a representative of each group.
to the speed temperature to Using a single word, the representative will sing the
of sound speed of sound song and the group mates will guess it.
through fair through fair Review: The teacher will let the students here some
testing testing audio clips emphasizing accidents and ask some
questions.
Lesson Proper
Motivation/Discussion
The teacher will present a PowerPoint presentation
that answers the following questions:
What factors affect the speed of sound?
How temperature does affect the speed of sound?
How do we measure speed of sound?
Activity
Class – Recitation
Group – Outdoor Activity. The class will be group into
four groups. Each group will do the experiment called
The Effect of Temperature to the Speed of Sound.
Materials:
Large Building
Metal Pipes
Hammer
Metronome
Measuring Tape
Outdoor Thermometer
Procedure:
1. Stand about 100 yards away from a large
building. Bang on the metal pipe and listen for
the echo. If you cannot hear it, try standing
closer to the building, or find another building.
2. Tap out a beat on the pipe, still listening for the
echo.
3. Slow down or speed up so that each tap on the
pipe comes at the exact time as the echo from
the previous tap. If you are doing this correctly,
you should not hear the echo at all.
4. While you tap, your partner should turn on the
metronome and try to adjust the frequency so
that it matches the rate of your tapping.
5. Look at the metronome to figure out how many
beats per minute you are tapping. Record this
information.
6. Measure the exactly distance between you and
the building that is creating the echo. Multiply
this distance by two to get the distance that
the tapping sound traveled.
7. Calculate how long it took for the tapping
sound to travel back and forth by dividing 60
seconds by the frequency. (The frequency
should be in beats per minute.)
 8. Calculate the speed of sound by dividing the
speed that the sound traveled (from Step 6) by
how long it took to travel that distance (from
Step 7).
9. Record the outdoor temperature that day.
10. Repeat this experiment on days that
have very different temperatures. You may also
want to try it at different times of the day,
since it is cooler in the morning and evening
and warmer in the middle of the day.
Individual – The students will answer the given
activity sheet.
Application – What is the importance of knowing the
effect of temperature in the speed of sound?
Generalization - The students are task to make a
list of some terms they had learned about the topic
and it will be written in ¼ index card.

Light 19  Define light Drill: The teacher will group the class into two. Each  
clearly group will choose their one representative. The
Properties of  Identify teacher will ask them to compete for the game and
light different types will also give them advices on how to win against
of light each other.
Review: The teacher will ask some questions and
the students will write the answer on the board.
Lesson Proper
Motivation/Discussion
The teacher will present a PowerPoint presentation
that answers the following questions.
1. What is light?
2. What are the different types of light
3. History of Light
4. Properties of Light
Activity
Class – Recitation
Group – The students will identify the different
 properties of light using the ff materials.
Laser, mirror, glass, paper, colored cellophane,
string, stopwatch, scales, and an empty box with a
lid; while other materials from the classroom may
also be used.
Individual – The students will be given activity sheet
to answer.
Application – What is the importance of perceiving
light?
Generalization – The students will make their own
concept map about light.
Assignment:
Bring the following materials per group
Two clean new pencils with erasers
A piece of transparent tape (any thin tape will do)
A Mini Maglite flashlight (do not substitute other
flashlights)
or a candle with matches or a lighter
Optional: Pieces of cloth, a feather, plastic diffraction
grating, metal screen, a human hair

diffraction 20-  Demonstrate Drill: The teacher will show some pictures and  
21 the existence keywords about history and properties of light. The
of the color students will try to identify and connect those
components of keywords to the picture.
visible light Review: The teacher will ask some questions about
using a prism properties of light.
or diffraction Lesson Proper
grating Motivation/Discussion
The teacher will present PowerPoint presentation that
answers the following questions:
1. What is diffraction of light?
2. How do we illustrate diffraction of light?
Activity
Class – Recitation
Group – The class will be divided into 4 groups.
 Using the materials they had brought, Each
group will do the experiment.
Procedure:
1.Light the candle or, if you are using a Mini
Maglite, unscrew the top of the flashlight. The
tiny lamp will come on and shine brightly.
CAUTION: if you are using an LED Mini Maglite,
be sure it is set to dim before unscrewing the
top of the flashlight. Avoid staring directly at
the light for a long period of time.
2. Wrap one layer of tape around the top of one
of the pencils, just below the eraser.
3. Place the light on a stable surface at least
one arm’s length away from you.
4. Hold up the two pencils, side by side, with
the erasers at the top. The tape wrapped
around one pencil should keep the pencils
slightly apart, forming a thin slit between
them, just below the tape.
5. Hold both pencils close to one eye (about 1
inch [2.5 cm] away) and look at the light source
through the slit between the pencils. Squeeze
the pencils together, making the slit smaller.
6. Observe
Individual – The students will answer the given
activity sheet.
Application- What is the importance of knowing how
light is being diffracted?
Generalization – The students will make a post card
about diffraction of light.
Reflection 22-  Describes the Drill: The teacher will name some clue key words  
/refraction 23 image of an and the students will try to connect those words to
object that identify the right topic.
being reflected Review: 4 pics one word. The teacher will show four
and refracted different kinds of picture and thru that pictures that
students will guess what the word is.
Lesson Proper
Motivation/Discussion
The teacher will show a PowerPoint presentation that
answers the following questions:
1. How do we compare reflection and refraction?
Activity
Class – Recitation
Group – The students will perform two kinds of
simple experiments. One for reflection and one
for refraction.
Experiment 1.
Materials:
Flashlight and Mirror
Procedure:
1. Break into groups of three.
2. Have one partner hold the flashlight and
turn it on.
3. Have your other partner stand 3 m (10 ft)
away from Partner #1.
4. Turn off the lights.
5. Use a mirror to reflect light from the
flashlight onto your second partner: Adjust
your location and the angle at which you hold
the mirror.
6. Now have your partners increase their
distance apart to 6 m (20 ft).
7. Again, try to reflect the flashlight’s rays onto
Partner #2 by adjusting your position and the
angle at which you hold the mirror.
Experiment 2.
Materials
Pencil, Oil, Water, Beaker
Procedure.
1. Put water inside a beaker up to 1/4 of it.
2. Then add oil same as how much the water
is.
 3. Put the pencil inside.
4. Observe and draw how the pencil looks
like.
Individual – The students will be given activity sheet
to answer.
Application – How do reflection and refraction helps
in our daily life?
Generalization – The students will make a Venn
diagram comparing and connecting refraction and
reflection.

Dispersion 24  Define Drill: True or false. The teacher will state some facts  
dispersion and false statements about reflection and refraction
clearly and the students will raise their right hand if it true
 Describes the and left hand if it is false.
image of an Review: Round Robin. The students will all stand up.
object through Class is divided into two. As the teacher plays the
dispersion music, the other group will walk to the opposite
direction, side way of the other group making it into
two line circle shape. After the music stops, the
students who are now with a partner will discuss
some terms or ideas they know about reflection,
refraction, dispersion, colors
Lesson proper
Motivation/Discussion
The teacher will show a short video clip and a
PowerPoint presentation that answers the following
questions:
1. What is dispersion of light?
2. How do we separate visible light into its different
colors?
3. How is dispersion different to reflection and
refraction of light?
Activity
Class - Recitation
Group - Dispersion without prism. The class will be
 group into four. Using a mirror, a pan almost filled
with water and a white paper, the students will do
the following:
A. Darken the room but leave one window halfly open
(one window per group, not that close to each other
so that the room will still be dark)
B. Set up the table near the window.
C. Place the pan almost filled with water on the top of
the table and put the half of the mirror in it, facing
the window.
D.12inches away from the set up, place the white
paper
E. Observe
Individual - the students are given activity sheet to
answer
Application - What is the relation of rainbow
formation in dispersion of light?
Generalization - The students will make a map
correlating reflection, refraction and dispersion of
light.
Assignment:
Bring the following per group
5 glasses
half kilo of sugar
5 different food color
Spoon
water

The color of 25  Infers that Drill: the students will play jack en poy with a  
objects color is a partner and the student who will lose will make a
manifestation question in relation to yesterday’s topic.
of visible lights Review: the teacher will ask some questions about
frequency or colors.
wavelength Lesson proper
 Explains the Motivation/Discussion
hierarchy of The teacher will show PowerPoint presentation that
 colors in answers the following questions:
relation to 1. What is color?
energy 2. How do we perceive colors?
3. What are properties and elements of colors?
4. How do we compare primary, secondary and
tertiary colors?
Activity
Class - Recitation
Group - Rainbow on a glass. Using the materials
needed the students will do the following.
https://youtu.be/MGvj7Us-yBo
Individual - the students will answer given activity
sheet
Application - The students will make a poster
showing how important perceiving color is.
Generalization - the students will make their own
version of color wheel showing primary, secondary
and tertiary in a creative way.

Addition and 26  Explain that Drill: The teacher will distribute different small  
subtraction of red is bent the pieces of colored paper for each student. The teacher
colors least and violet will pick a specific secondary color or tertiary color
is bent the and the students should pair from which color they
most according had pick to create the color chosen.
to their Review: The teacher will tell different situations that
wavelengths or creates color combination. The students are task to
frequency identify and tell what the color will be the result.
Lesson Proper
Motivation/Discussion
The teacher will present a PowerPoint presentation
that answers the following questions:
1. How do we illustrate combination of colors?
2. What are the color addiction and color subtraction
rules?
Activity
Class - Recitation
 Group - The class is divided into four groups. Using
colored papers, each group are task to illustrate how
color addiction and color subtraction means.
Individual - the students are given activity sheet to
answer.
Application - How is color addiction and color
subtraction important in color televisions, color
computer monitors and on stage lightning in
theaters?
Generalization - the students will make a simple
card catalog to summarize color addition and
subtraction.

Temperature 27  Explain and Drill: Color Game: BREAKING THROUGH 

calculate for - The teacher will show a different color in SCIENCE (page 87)
temperature the table with equivalent question or Convert the
task. Volunteer students will pick a color following:
on a fishbowl and do the task in each 1. 42ºC to kelvins
color. 2. 4 K to degrees
Review: The teacher will show 4 pictures and the Celsius
students will guess and describe what the four 3. 1410ºc TO Kelvins
pictures means. 4. 1043 K to degrees
Lesson Proper Celsius
Motivation/Discussion 5. 77 K to degrees
The teacher will present a PowerPoint presentation Celsius
that will answer the following questions:
1. How can we describe temperature?
2. What are the instruments do we use to measure
temperature?
3. How do we measure and calculate temperature?
3. Give sample problem
Activity
Class - Recitation
Group - Collaborative Discussion. The students will
be group into four. Using the weather forecast they
had gathered, they will discuss it to each other and
 work on how to read temperature in an instrument.
By this time, the teacher will prepare 3 different set
up which they can test the temperature (cold, hot,
warm)
And practice reading in an instrument (thermometer)
Individual- The students will answer given activity
sheet.
Celsius Kelvin
Fahrenheit
46°
250°
647°
-99°
Application - How can temperature be beneficial in
our daily life?
Generalization- The students will make posters of 3
thermometers illustrating Fahrenheit, Celsius and
Kelvin scale.

Heat 28  Differentiates Drill: The teacher will show three blank posters  
between heat representing scales of thermometer. The students are
and task to point out and tell the missing parts of the
temperature in scale.
the molecular Review: Spider Web:
level - The teacher will write the word “HEAT”
 Demonstrate and “TEMPERATURE” on the board.
why touching is - The students will write their ideas on the
not an board about “HEAT” and
accurate way “TEMPERATURE”.
to measure Lesson Proper
temperature Motivation/Discussion
The teacher will show PowerPoint presentation that
will answer the following questions:
1. Differentiate heat from temperature
2. What are the characteristics of temperature?
3. How do we describe and calculate the specific heat
 of a substance?
Activity
Class - Recitation
Group - Collaborative discussion. Reporting. The
teacher will group the class into four. Each group will
discuss among each member the topic that that will
be assigned to them. The students may use the work
text or pages for discussion. Group reporting follows.
1st group - Quantity of Heat
2nd group- mechanical equivalent of heat
3rd group - heat capacity
4th group - determining heat capacity
Individual - activity sheet. Short essay about the
report and simple problem solving.
Application - How is heat important to living
organisms and environment?
Generalization - the students will make a map
correlating all the reporting’s done.
Assignment:
Bring the following materials per group:
A metal knitting needle
Two empty glass bottles (wine bottle are suitable)
A cork to fit one of the bottles
A set of keys or other object (e.g. modeling clay) to
weigh down one end of the knitting needle
A pile of books (or other objects to support the
apparatus)
A sewing needle with a cylindrical shaft
A drinking straw
A tea light (short candle)
Matches

Heat 29  Cites examples Drill: The teacher will post H E A T on the board and  
expansion in real life and the students will challenge to think of any word that
industries that is related to heat using those initials.
apply Review: The teacher will post some keywords on the
 expansion of board and the students will describe each.
materials (Ex. Lesson Proper
expansion Motivation/Discussion
slots of bridges The teacher will show a simple video clip that will
wine answer the following questions:
commerce 1. What is thermal expansion?
tooth filling 2. Why does matter expand when heated?
materials) 3. Computation for calculating thermal expansion.
 investigate the Activity
relationship Class - Recitation
between Group - the students will do the experiment by
amount of heat group entitled watching a knitting needle grow using
transferred to the materials they had brought.
temperature Procedure
difference or 1. Push the cork half way into one of the bottles.
heat capacity 2. Push the sharp edge of the knitting needle into the
or mass using side of the cork, so that the knitting needle is just
fair testing above the rim of the bottle.
3. Lay the other end of the knitting needle across the
mouth of the second bottle.
4. Stick the sewing needle through the drinking
straw, one third of the way along the straw’s length.
The hole should be small enough that the straw does
not turn loosely around the needle.
5. Place the sewing needle (with straw attached)
across the mouth of the second bottle, underneath
the knitting needle and at right angles to it.
6. Hang a weight (e.g. keys) on the free end of the
knitting needle.
7. Point the straw downwards.
8. Place a pile of books between the two bottles.
9. Place the candle on top of the pile of books. Adjust
the height of the piles that the top of the candle is
approximately 3cm from the knitting needle.
10. Light the candle. What happens to the straw?
What causes this?
 Individual - the students will answer their given
activity sheet.
Application - List some objects/situation where you
can apply thermal expansion

Heat of fusion 30  infers of state Drill: Minute to win it. The teacher will post a simple  
requires no equation about thermal expansion and the students
change in are task to answer within a minute.
temperature Review: Jumbled words. The teacher will post
different words on the board and the students will
arranged the words to form a statement.
Lesson Proper
Motivation/Discussion
The teacher will present a PowerPoint presentation
that answers the following questions:
1. What is heat of fusion?
2. How do we compute/measure heat of fusion?
Activity
Class - Recitation
Group - Game. Pass the message and fill the table.
The class will be divided into two groups. Each group
will be given incomplete table of some elements with
its melting point. Using the formula, the students are
tasks to calculate for the missing parts of the table.
Each member will answer one at a time. First group
to finish will win.
Individual - the students are given activity sheet to
answer.
Application - What is the importance of knowing
heat of fusion? Where can it be applied to everyday
life?

Heat of 31  infers of state Drill: the teacher will post some elements and its  
vaporization requires no melting point on the board randomly and the
change in students are tasks to match the correct pairing.
temperature Review: Jumbled words. The teacher will post
 different words on the board and the students will
arranged the words to form a statement.
Lesson Proper
Motivation/Discussion
The teachers will present a PowerPoint presentation
that answers the following questions:
1. What is heat of vaporization?
2. How do we compute/measure heat of
vaporization?
Activity
Class - Recitation
Group - Game. Pass the message and fill the table.
The class will be divided into two groups. Each group
will be given incomplete table of some elements with
its boiling point. Using the formula, the students are
tasks to calculate for the missing parts of the table.
Each member will answer one at a time. First group
to finish will win.
Individual – the students are given activity sheet to
answer.
Application – What is the importance of knowing
heat of vaporization? Where can it be applied to
everyday life?

Effects of heat 32  Explain the Drill: The teacher will post some elements and its  
to a matter conditions melting point on the board randomly and the
necessary to students are tasks to match the correct pairing.
change the Review: Jumbled words. The teacher will post
state of matter different words on the board and the students will
arranged the words to form a statement.
Lesson Proper
Motivation/Discussion
The teacher will present a short video presentation
that answers the following questions:
1. What are the effects of heat to a matter?
2. Enumerate the processes that affect matter when
 heated.
Activity
Class - Recitation
Group - Class reporting. The students will be group
into five groups. Each group is assigned to task a
topic and they will report it afterwards.
1st group sublimation
2nd group solidification
3rd group evaporation
4th group condensation
5th group liquification
Individual – The students will answer given activity
sheet
Application – The students will visualize the process
of how heat affects matter by making a poster.
Generalization – The students will make a concept
map about how heat affects matter.
Electrical 33-  infers Drill: Pass the message. The teacher will group the SCIENCE AND 
quantities and 34 relationship of class into two. The groups will think of at least 3 TECHNOLOGY
unit different words each that will make the other group guess. PRACTICE MATH
electrical Review: The teacher will show pictures about (page 73)
quantities sublimation, solidification, evaporation, 1. What is the
condensation, liquefaction and the students will resistance of an
guess each. electric lamp that
Lesson Proper takes in a current of
Motivation/Discussion: 0.40. A when 110 V is
The teacher will present a powerpoint presentation applied?
about electrical quantities and unit. 2. What current flows
1. What are some electrical quantities? through a 150 Ω coil
2. How are these quantities being used? of wire when it is
3. How are these quantities computed? connected to a
Activity generator with a
Class – Recitation. The teacher will ask about some potential difference
terms that are being discussed earlier. of 220 V?
Group – Research. A student will look for a partner 3. A light bulb with a
and will answer and fill the table. resistance of 20 Ω
 Electrical charge Description and allows a current of 4
Formula A. What is the
1. Electrical voltage drop across
Charge the light bulb?
2. Electrical
current
3. Electromotive
force
4. Resistance
5. Inductance
6. Capacitance
Individual – The teacher will give some sample
problems for each and the students will answer.
Application – What is the importance of knowing each
quantity? Challenge – one liner statement
Generalization – Make a map connecting and
summarizing the terms.
Assignment:
Search for George Simon Ohm.
a. Personal Background
b. Important works
c. Contribution to Science
Ohm’s law 35-  State the Drill: Pass the ball. The teacher will make a ball made SCIENCE AND 
36 relationship up of crumpled paper with questions inside. The ball TECHNOLOGY
between should be passed all around the students in the PRACTICE MATH
current and classroom and who ever get the ball will answer one (page 79)
voltage in question. 1. When a hair dryer
devices that Review: The teacher will write a sample problem on is plugged into a 220
demonstrates the board and a student is task to do it. V outlet, a current of
Ohm’s law Lesson Proper 1.75 A flows into it.
 Analyze and Motivation/Discussion What is the power
solve The teacher will show a short video clip about short rating of the hair
problems history of George Simon Ohm and his contribution to dryer?
using Ohm’s science. 2. A 1000 W
Law 1. According to Ohm’s Law, how are current, microwave oven is
electrical charge, voltage and resistance are connected to a 220 V
 related to each other? circuit. How much
2. How do we compute for each? current does the
Activity microwave draw from
Class – Recitation/Work board problem solving. the circuit?
Group – Magic word. The teacher will group the
students composing of 5 members each and will give
them 3 sample problems. The numbers that are
answers to each problem have equivalent letters that
will reveal the magic word. The group who can
answer first will win.
Individual – Activity sheet. The students will answer
the following questions on activity sheet about Sir
George Ohm’s history and a tricky problem solving.
Application – What is the importance of knowing
Ohm’s Law? What is the relevance of this law in your
daily life?
Generalization – Make a short post card (mostly
pictures, drawing or diagrams) about a short history
of Sir Ohm and his law.
Assignment:
Bring the following materials.
1/8 illustration board
two flashlight bulbs with sockets
dry cell
half a meter copper wire
electrical tape
switch
scissors
37  Infers Drill: The teacher will name some clue key words and  
relationship the students will try to connect those words to
and familiarize identify the right topic.
with circuit Review: 4 pics one word. The teacher will show four
symbols and its different kinds of picture and thru those pictures that
types students will guess what the word is.
Lesson Proper
Motivation/Discussion
The teacher will present a PowerPoint presentation
that can answer the following questions.
1. What are the components of an electrical
circuit?
2. What are the uses of each component?
Activity
Class – Recitation. The teacher will ask some
questions about the discussion.
Group – SciAwit. The teacher will group the class into
two groups. Each group are task to compose a simple
song related to the topic. The teacher will first show a
sample song to make the students have an idea to
the activity.
Individual – The students will be given activity sheet
and will fill up the table.
Component usage symbol
Light bulb
battery
switch
resistor
voltmeter
ammeter
ohmmeter
Connecting
lead
Application – what is the importance of knowing the
usage and symbol of each component? How is it
being useful?
Generalization – the students will make a map using
only symbols of component of a circuit creatively.
Assignment: (group with 3 to 4 members)
Bring the following materials. (2 sets)
1/8 illustration board
two flashlight bulbs with sockets
dry cell
half a meter copper wire
 electrical tape
switch
scissors
¼ index card
38-  Creates model Drill: Pass the ball. The teacher will make a ball made  
39 of electrical up of crumpled paper with questions inside. The ball
charge current should be passed all around the students in the
voltage and classroom and who ever get the ball will answer one
resistance question.
(series Review: Each student will pick a paper on a fish bowl.
connection) Drawn on the paper are symbols of component of a
circuit. The students are task to identify those
symbols they had picked.
Lesson Proper
Motivation/Discussion
The teacher will present a PowerPoint presentation
that will answer the following questions
1. What is a series circuit?
2. What are the electric components that are
involve?
3. How are the current, electrical charges, voltage
computed in a series circuit?
4. How do we analyze a simple situational
problem about computing current, electrical
charges, voltage computed in a series circuit?
5. Give sample problems.
Activity
Class- Recitation/ Work board activity (simple
problem solving)
Group – Making a model of series circuit. The teacher
will group the students composed of 3 to 4 members
each. Using the materials they had brought, they will
create a simple model of a series circuit.
Individual – The students will be given activity and
they are task to answer the questions.
Application – Where do we often see a series
 connection? What is the importance of knowing how
to compute for a certain current, voltage of a
connection?
Generalization – The students are task to make a list
of some terms they had learned about the topic and
it will be written in ¼ index card.
Assignment:
Bring the second set of materials.

40  Creates model Drill: Pass the ball. The teacher will make a ball made  
of electrical up of crumpled paper with questions inside. The ball
charge current should be passed all around the students in the
voltage and classroom and who ever get the ball will answer one
resistance question.
(parallel Review: the teacher will ask some questions about
connection) series connection, its components and its relationship
with current, voltage and charges.
Lesson Proper
Motivation/Discussion
The teacher will present a PowerPoint presentation
that will answer the following questions
1. What is a parallel circuit?
2. What are the electric components that are
involve?
3. How are the current, electrical charges, voltage
computed in a parallel circuit?
4. How do we analyze a simple situational
problem about computing current, electrical
charges, voltage computed in a parallel circuit?
5. Give sample problems.
Activity
Class- Recitation/ Work board activity (simple
problem solving)
Group – Making a model of parallel circuit. The
teacher will group the students composed of 3 to 4
members each. Using the materials they had
 brought, they will create a simple model of a parallel
circuit.
Individual – The students will be given activity sheet
and they are task to answer the questions.
Application – Where do we often see a parallel
connection? What is the importance of knowing how
to compute for a certain current, voltage of a
connection?
Generalization – The students are task to make a list
of some terms they had learned about the topic and
it will be written in ¼ index card.
Assignment –
Bring at least 5 pieces of resistors
41  Compute for Drill: The teacher will name some clue key words and  
electrical the students will try to connect those words to
charge current identify the right topic.
voltage and Review: The teacher will ask some questions about
resistance resistors
 Explain the Lesson Proper
advantage of Motivation/Discussion
parallel wiring The teacher will present PowerPoint presentation that
in homes composes of situational problems that will practice
the students to master on how to compute and apply

Ohm’s Law.
Activity – Recitation/Recalling terms about Ohm’s
Law.
Group – Survival of the bests. The class will be group
into two groups. The teacher will prepare three
different games/obstacles that the students will play.
Each group should assign at least 1-3 members on
each obstacle. After finishing in the first obstacle, the
second group of members will do the next obstacle,
and then the third group of members will do the last.
The fastest group who will finish the three obstacles
will win.
 Individual - The students will draw their house circuit
showing parallel connection creatively.
Application – What is the advantage of parallel wiring
at home?
Generalization – The students are task to make a list
of some terms they had learned about the topic and
it will be written in ¼ index card.

42  Explain the Drill: Pass the ball. The teacher will make a ball made  
dangers of up of crumpled paper with questions inside. The ball
overloading should be passed all around the students in the
electrical classroom and who ever get the ball will answer one
circuit question.
 Demonstrate Review: Invisible word. The teacher will ask different
mishandling of questions. The students will write their answer on
using electric any sheet of paper. Combining all the first letter of
circuit each answer to each of the questions will reveal the
invisible word.
Lesson Proper
Motivation/Discussion
The teacher will show a short video clip that will
answer the following questions
1. What are the things that we cannot use without
electricity?
2. How is electricity being useful especially now in
our generation?
3. What are the common mistakes teenagers
doesn’t know about using electrical circuit?
4. What are the dangers of overloading an
electrical circuit?
Activity
Class- Recitation
Group – Role Playing. The teacher will group the class
into three groups. They will role play at least one
mishandling of electrical circuit.
Individual – Activity sheet. Essay type.
 Application – Make your own sign about preventing/
mishandling electrical circuit.
Generalization – The students will make a concept
map about electrical circuit.
Assignment:
Bring Meralco Bill
43  Compares Drill: The teacher will say some letters and out of  
power rating those letters the students will think of an object that
and energy uses electricity.
consumption of Review: The students will enumerate some
various mishandling actions of using electrical circuit.
electrical Lesson Proper
appliances Motivation/Discussion
The teacher will present PowerPoint presentation that
 Explain the will answer the following questions
function of 1. What is electrical energy?
circuit breakers 2. How is electrical energy being computed?
fuses earthing 3. Give sample computations
double Activity
insulation and Class – Recitaion
other safety Group – Web Idea. By partners, the students will
devices in make a web map with ideas to identify the factors
home used in computing for their electrical bill. Make use of
the electrical bill they brought and some references.
MAIN IDEA SUPPORTING
IDEAS
Electric Cost

Individual – Activity sheet. Computation of electrical

cost
 Application – What is the importance of knowing the
factors and how to compute your own electrical bills?
Generalization - Generalization – The students are
task to make a list of some terms they had learned
about the topic and it will be written in ¼ index card.

Saving energy 44  Explain the Drill: Pass the message. The teacher will group the  
importance of class into two. Each group will think of at least 3
saving energy words each that will make the other group guess. It
should be related to yesterday’s topic.
Review: The teacher will ask some questions about
factors used in computing for electric bill.
Lesson Proper
Motivation/Discussion
The teacher will show a documentary film that will
show the importance of saving energy.
Activity
Class- Recitation
Group – Commercial Making. The teacher will group
the students into 4 groups. Each group are tasks to
make a commercial promoting how to save energy.
Individual – The students will make an essay with the
theme “Making improvised technology to save
energy”
Application – Slogan Making. The students are tasks
to make a one liner statement that emphasize how
saving energy saves lives.
Generalization – The students will list some important
measures on saving energy.

Safety first 45  demonstrate Drill: Arm wrestling. The teacher will group the class  
first aide in into two. Each group will choose their one
case of electric representative. The teacher will ask them to
accident compete for the game and will also give them
advices on how to win against each other.
Review: The teacher will ask:
What is the importance of saving energy?
How do we save energy?
Lesson Proper
Motivation/Discussion
The teacher will show a video clip about giving first
aid. Followed by a simple power point presentation
about terms in giving first aid.
Class Activity – The students will cite some important
measures they gathered from the power point.
Group – The student will do a role playing-
reenactment of first aide given to those who
encounter electric accident.
Individual – The students will answer their activity
sheets which have some questions how they handled
the patient.
Application – What are the effects of current if
absorbed by human body? How can we prevent does
accidents?
Generalization – The students will make a creative
poster on how a first aide is being taken placed.
Assignment:
1. What is first aid?
2. What are those measures that we can use to
prevent accidents?
3. What is magnetism?