SCHOOLS DIVISION OF BULACAN Doc.

Code: PNHS-COCM-002
PARADA NATIONAL HIGH Revision No.: 00
Effective Date: Dec. 2, 2020
SCHOOL
STA. MARIA, BULACAN Office: Academics
School ID: 300765

COT-RPMS
Observation Notes Form
OBSERVER: MARJORIE F. BOADO DATE: MARCH 31, 2023
TEACHER OBSERVED: ELVIE B. CRISTOBAL QUARTER: THIRD
SUBJECT AND GRADE LEVEL
TAUGHT: TIME STARTED: 10:40 AM
SCIENCE 8 TIME ENDED: 11:30 AM

Code: S8MT-IIIab-8 Unit No.: 3 Module No.: 2

Content Standard/s: The learners demonstrate an understanding of the particle nature of matter as basis
for explaining properties, physical changes, and structure of substances and mixtures.
Performance Standard/s: The learners shall be able to: present how water behaves in its different states within
the water cycle.
Most Essential Learning Understand the structure of substances and mixtures based on the particle nature of
Competency: matter.
Domain Category Objectives (Leaners will be able to…)
Determine the appropriate method in separating the
Knowledge Analyzing
components of mixtures.
Objectives:
Apply the method of separating the component of
Skills Understanding
mixtures.
Attitude / Values Valuing Explain the value of mixture in our daily life.
Content / Subject Matter: SEPARATING COMPONENTS OF MIXTURES
Learning Resources: Science 8 - Quarter 3 - Module 2: Substances and Mixtures –
 Lesson 1: Pure Substances;
 Lesson 2: Mixtures

LEARNING PLAN
 General Observations, Comments,
Procedures Learning Tasks
and Suggestions
 Preliminary Routines
 Greetings/ Opening
Prayer/Attendance
 Presentation of MELCS and Objectives
 Task 1: Homogenous and Heterogeneous
Mixtures (Elicit)
Domain: Classifying
Materials: Manila Paper, Glue, Masking tape
Cartolina and Pictures
Statements/Descriptions

 Learners classify the following

materials/pictures into either
Homogeneous and Heterogeneous
1. Introductory Activity Mixtures.
This part introduces the lesson
content. Although at times optional,
it is usually included to serve as a
warm-up activity to give the learners
zest for the incoming lesson and an
idea about what it to follow.

EMPHATIZE: The teacher diagnoses the

students’ prior knowledge about the lesson by
categorizing the following pictures into
Homogeneous and Heterogeneous mixtures

2. Activity/Strategy
This is an interactive strategy to
elicit learner’s prior learning
experience. It serves as a
springboard for new learning. It
illustrates the principle that learning
starts where the learners are.
 Task 2: Pick-a-Pick (Engage)
Domain: Identifying
Materials: Powerpoint presentation
Pictures,Science notebook and ballpen
 Learners identify the different methods
of separating mixtures.

3. Analysis
Essential questions are included to
serve as a guide for the teacher in
clarifying key understandings about
the topic at hand. Critical points are
organized to structure the
discussions allowing the learners to
maximize interactions and sharing of
ideas and opinions about expected
issues.
 Figure shown on the screen. These
are separating techniques used in
Mixture. Using these figures answer
the following questions
EMPATHIZE: The teacher diagnoses the
learners’ ability to synthesize and integrate
information and idea based on the given
figure/pictures.
 Task 3: Methods of Separating Mixtures
(Explore)
Domain: Observing
Learners make meaningful connections
between the main idea and other information.
Materials: PowerPoint presentation with guide
questions, activity kit (activity Paper, manila,
marker, masking tape)
EMPATHIZE: The teacher diagnoses the
learners’ ability to answer questions in the
activity.

4. Abstraction
This outlines the key concepts,
important skills that should be
enhanced, and the proper attitude
that should be emphasized. This is
organized as a lecturette that
summarizes the learning emphasized
from the activity, analysis and new
inputs in this part of the lesson.
- EXPLAIN
 Task 4: Presentation of Methods of
Separating Mixtures(Explain)
Domain: Communicating
Materials: PowerPoint presentation, group
activity outputs, masking tape
Learners present their outputs about
Methods of Separating Mixtures assigned
to each group in front of the class
DEFINE:
User: Group of learners who cannot construct
sentences and answer “how” and “why” questions
(HOTS).
Needs: Cooperative and collaborative learning
through group activity and giving choices to answer
questions with “HOTS”.
Insights: Due to 3 years pandemic and modular
distance learning, most of the learners have
difficulty in constructing sentences to answer
questions with how and why’s.
Learners will analyze the Concept Map
and answer the guide questions.
(5pts each)
1. Why do you think separating mixtures
is important?
______________________________
______________________________
2. How does knowledge of separating
mixtures beneficial to our daily life?
______________________________
______________________________

5. Application
This part is structured to ensure the
commitment of the learners to do
something to apply their new
learning in their own environment.
6. Assessment
 Assess whether learning
objectives have been met for a
specified duration
 Remediate and/or enrich with
appropriate strategies as
needed, and
 Evaluate whether learning
intentions and success criteria
have been met.
Task 5: Separating Components of a
Mixtures (Elaborate)
Domain: Identifying
Materials: Powerpoint presentation
pictures,paper and ballpen
 Learners will give at least 3 importance of
separating mixtures in our daily life.
1. ________________________
2._________________________
3._________________________
IDEATE:
Brainstorming
Elicit ideas from the learners about the
importance /uses of separating mixtures in our
daily life?
Values Integration:
Separating Mixtures from products in
the community can help.Segregation of waste can
distinguish biodegradable from non-
biodegradable.Recyclable materials can be source
of income from others.
 Task 6: Multiple Choice (Evaluate)
Domain: Analyzing
Materials: Visual Aids, sheet of paper,TV
TEST:
 Learners read and study each statement.
They identify what is being described by
choosing the letter that corresponds to their
answer.
 .
SOLO
QUESTIONS:
Choose the letter of the BEST answer
1. How can you describe the particles of
homogeneous mixtures?
a. Particles are the same(2pts)
b. Particles are arranged in order
( 3pts)
c. Particles are not clumping ( 4pts.)
 d. Particles are mixed together
without clumps. ( 5pts)
 Task 7: What I have learned
( Elaborate)
Domain: Communicating
Materials:
 Learners will match the purpose with
7. Generalization / the appropriate method to be used in
Concluding Activity separating the mixture.
 Summarizing; recapitulating.
 Providing a brief but affective
closing activity such as a strong
Match Column A with Column B
quotation, a short song, an
anecdote, parable or a letter that
inspires the learners to do
something to practice their new
learning.

8. Assignment Homework (Extend)

 Reinforcing / strengthening Explain 5pts.
 Enriching / inspiring
 Enhancing / improving  What is the Kinetic Molecular Theory of
 Preparing for the new lesson matter?
Science – Grade 8 Alternative Delivery Mode, Quarter 3: Module 2: Substances and
References Mixture
First Edition, 2020
OTHER COMMENTS AND SUGGESTIONS

Prepared by: Observed by:

ELVIE B. CRISTOBAL MARJORIE F. BOADO

Teacher I Master Teacher I