JOVITO H.

SAYSON NATIONAL HIGH SCHOOL

Brgy.Felisa, Bacolod City

LESSON PLAN
IN
SCIENCE
Grade 8

Prepared By:

MARIA VICTORIA V. PONCE

Teacher 1 - Science

1
 June 1, 2015
Orientation

 June 2, 2015
Pretest

 June 2-3, 2015 (8-1 & 8-2)

First day of class S.Y: 2015-2016

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Define force and motion?

2. Cite situations to show the effect of force on matter.
3. Compare and contrast balance and unbalance forces.

II. SUBJECT MATTER:

Topic: Balance Forces

Reference: Science Learner’s Module pp: 3-7
You and the Natural World Science pp. 174-175
Materials: Manila Paper, Book, String, Pen, Table, Ball

III. LEARNERS’ EXPECTATIONS:

A. Activity
Using a graphic organizer, gather student’s ideas on the word motion. How do you
understand the word motion?

B. Analysis
How can you/Why do you associate your answer to the word motion? What is balance force?
C. Abstraction
Force may be simply defined as a push or a pull exerted by one object on another. It is used
to change the position of an object at rest. It also change the direction
D. Application
Cite personal situation showing the effect of force.
E. Adjustment
Continue doing Activity no. 1 on the next day. (June 3, 2014)

IV. EVALUATION/ASSESSMENT
Do Activity no. 1 - Forces on object at rest.

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Bring the following materials tomorrow:
- Pen
2
 - String
- Pair of scissors
- Book
- Bond Paper

VI. REMARKS:

Mastery level:
Needs remediation:

 June 4-5, 2014 (

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Describe unbalance force.

2. Identify if there are forces acting on objects in equilibrium?
3. Be familiar to terms: magnitude, direction, point of application and line of action.

II. SUBJECT MATTER:

Topic: Unbalance Forces

Reference: Science Learner’s Module pp: 8-9
Integrated Science pp. 143-144
Materials: Manila Paper, Book, String, Pen, Table, Ball

III. LEARNERS’ EXPECTATIONS:

A. Activity
1. Will the ball move or roll across the surface of the table if someone pushes it?
2. What will happen to the ball if you push it in a direction different from its original
direction of motion?

B. Analysis
Do forces always result in motion?
Can force always bring about change in the state of motion of an object?
C. Abstraction
Magnitude refers to the size or strength of the force (Newton).
Arrow represents the direction of the force; the line of action is the straight line passing
through the point of application.
Gravitational Force is a force that pulls the object towards the center of the earth.
D. Application
Cite concrete examples on forces that act on objects.
E. Adjustment
Continue doing the Activity no. 2 the next day. (June 5, 2014)

IV. EVALUATION/ASSESSMENT
Quiz

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
On ¼ pad paper.Draw 1 situation where in unbalance forces occur. Explain your drawing.
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VI. REMARKS:

Mastery level:
Needs remediation:

No class – 1st General PTA Meeting

 June 8, 2015
Refer to previous plan dated June 5, 2015

 June 9-10, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Determine the net or unbalance force by adding or combining forces.

2. Solve problems on combining forces.

II. SUBJECT MATTER:

Topic: Combining Forces

Reference: Science Learner’s Module pp: 9-10
Materials: Pictures, Manila Paper, Box

III. LEARNERS’ EXPECTATIONS:

A. Activity
Picture Analysis - Show students 2 pictures of a box with varying amount of forces.
What is the direction of the box if the forces acting on it is varied?

10 units 5 units 10 units

10 units

B. Analysis
If the sum of the forces acting on an object equates to zero are they considered balanced?
If the algebraic sum is not equal to zero, are the forces unbalanced?
C. Abstraction
Forces acting on an object are balance if it equates to zero, and it is unbalance if the sum of
forces is not equal to zero.
Force (net) = F (normal) + (- F gravity)
D. Application
Relate the concept of combining forces in carrying 1 gallon of water.

E. Adjustment

IV. EVALUATION/ASSESSMENT
Seatwork – refer to concept check on Science Learner’s Manual pp. 10
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
On ¼ study the illustration and answer the questions.

10 UNITS 5 UNITS

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 5 UNITS

VI. REMARKS:

Mastery level:
Needs remediation:

 June 11 & 15, 2014

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Identify the significant contributions of Isaac Newton that paved way to modern science.
2. State and explain the first Law of Motion
3. Define Inertia.
4. Explain how the inertia of an object affects its motion.
5. Explain the effect of mass on inertia.
6. Know the importance of using a seatbelt.
7. Understand why the things around move or behave the way they do.

II. SUBJECT MATTER:

Topic: First Law of Motion – Law of Inertia

Reference: Science Learner’s Module pp: 10-12
You and the Natural World pp. 175-176
Internet Resources
Materials: Table, Table Cloth, Plate, Glass, Card Board, Coins, Ruler, Manila Paper

III. LEARNERS’ EXPECTATIONS:

A. Activity
What will happen to the kitchen tools on the table if I will pull the table cloth?

B. Analysis
How does the inertia of an object affect its motion?
C. Abstraction
Inertia is the tendency of the body to resists changes in its state of motion. The greater the
body’s mass, the greater will be its inertia.
Law of Inertia states that “An object will stay at rest or move at constant velocity unless an
unbalanced external force acts on it.”
D. Application
Relate the concept of inertia to students’ experiences while riding a vehicle.
E. Adjustment
Continue doing the activity on the next day. (June 13, 2014)

IV. EVALUATION/ASSESSMENT
Do Activity no. 3 – Investigating Inertia

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1. ¼ pad paper. Discuss the importance of using a seatbelt.

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 2. Bring the following materials tomorrow
10 pcs. Of 5 pesos/10 pesos coin
1 pc. 3x5 index card/cardboard
1 empty glass
1 thick plastic ruler

VI. REMARKS:

Mastery level:
Needs remediation:

 June 12, 2015

NO CLASS – INDEPENDENCE DAY – PARADE

 June 16, 2015

POST ACTIVITY DISCUSSION - Investigating Inertia

 June 17-18, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. State and Explain the 2nd Law of Motion – Law of Acceleration

2. Identify and understand the 3 components of the 2nd Law of Motion.
3. Explain how a change in force and a change in mass affect the acceleration of an object.
4. Solve for Force, Mass and Acceleration

II. SUBJECT MATTER:

Topic: Second Law of Motion – Law of Acceleration

Reference: Science Learner’s Module pp: 12
You and the Natural World pp. 176-181
Internet Resources
Materials: Chair, Manila paper

III. LEARNERS’ EXPECTATIONS:

A. Activity
What will happen to this empty chair if I will push it harder? What will happen to this chair
with your classmate sitting on it if I push it applying the same force I exerted a while ago?

PUSH PUSH

B. Analysis
How the net force acting on an object affects its acceleration?
How do force, acceleration and mass of the objects affect each other?
C. Abstraction
The acceleration of an object is directly proportional to the magnitude of the net force acting
on it and is inversely proportional to its mass.
It can be expressed in equation form as:
F = MxA where in:
F = Force (newton (N) or kg m/s2)
M = Mass (kilogram (kg)
A= Acceleration (m/s2)
D. Application
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 Relate the concept of acceleration while pushing a grocery cart.
E. Adjustment
More problem solving on Force, Mass and Acceleration (June 17, 2014)

IV. EVALUATION/ASSESSMENT
Problem Solving:
1. Suppose a ball of mass 0.60 kg is hit with a force of 12N. Determine its acceleration.
2. If the force is increased to 24N for the same ball then its acceleration will be?

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
On ¼ pad paper
Mass and Weight are different quantities. How do they differ?

VI. REMARKS:

Mastery level:
Needs remediation:

 June 19, 2015

ICL – “Laying down the Laws of Motion” A poem composition

 June 22, 2015

Poem presentation

 June 23, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

Apply the 2nd Law of motion to free falling body and objects in circular motion.

II. SUBJECT MATTER:

Topic: Free Fall and Newton”s Second Law of Motion; Circular Motion and Newton’s
Second Law of Motion.
Reference: Science Learner’s Module pp: 17-18
Materials: 2 pcs. chalk box, Empty Mineral Water (330ml /500 ml and 1L/1.5L), String,
Plastic crown, water

III. LEARNERS’ EXPECTATIONS:

A. Activity
If I drop these boxes, 1 is empty and the other one is full of chalk, which of these will hit the
ground first?

Empty chalk box box with full of chalks

drop

ground

B. Analysis
Does the 2nd Law applicable to free fall & to circular motion as well?
C. Abstraction

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 Gravity acts on all objects on the Earth’s surface and causes them to accelerate when
released. This is due to gravity (g), is the same for all objects on earth and is equal to 9.8
m/s2every 1 second.
D. Application
Relate this concept on the falling objects around.
E. Adjustment
Continue doing the activity the next day. (June 19, 2014)

IV. EVALUATION/ASSESSMENT
Do Activity no. 4 – Free Falling Objects & in Circular Motion

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
¼ pad paper
Explain: If the object in uniform circular motion is accelerating towards the center of the circle,
why does it maintain a circular path at a constant radius and never get closer to the center of the
circle?

VI. REMARKS:

Mastery level:
Needs remediation:

 June 24, 2015

POST ACTIVITY DISCUSSION - Free Falling Objects & in Circular Motion

 June 25, 2015

A. OBJECTIVES:

At the end of the lesson the students should be able to:

1. State and Explain the 3rd Law of Motion: Law of Action-Reaction (Interaction)
2. Compare 2 interacting forces in terms of magnitude and direction.
3. Cite situations applying the law of action- reaction.

B. SUBJECT MATTER:

Topic: Newton’s Third Law of Motion : Law of Action-Reaction (Interaction)

Reference: Science Learner’s Module pp: 18-20
You and the Natural World – Integrated Science pp. 152-153
Internet Resources
Materials: Picture, Animations, Ppt Presentation

C. LEARNERS’ EXPECTATIONS:
A. Activity
Push your fingers against the table. Do you feel the force that the table exerts on your
fingers?
B. Analysis
Where does action-reaction forces occur? How do we identify interacting force pairs?
C. Abstraction
Law of Action-Reaction states “For every action, there is an equal and opposite reaction.”
D. Application
Relate the 3rd law of motion in playing a tug-of-war game.
E. Adjustment

D. EVALUATION/ASSESSMENT
Short quiz
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E. ASSIGNMENT/AGREEMENT/ENRICHMENT
Identify 10 situations showing action-reaction pairs. Identify the 2 interacting force-pair.

F. REMARKS:

Mastery level:
Needs remediation:

 June 26, 2015

ICL

 June 29, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Define work.
2. Identify the factors that affect work.
3. Explain how force and displacement affect the amount of work done.
4. Calculate work.

II. SUBJECT MATTER:

Topic: What is work?

Reference: Science Learner’s Module pp: 21-23
Materials: Pictures, Activity Sheets, PowerPoint presentation

III. LEARNERS’ EXPECTATIONS:

A. Activity
Display 10 pictures on the board. Let them identify if there is work done by placing each
picture on a “work and non-work” column.
B. Analysis
Is there work done?
C. Abstraction
Work is an abstract idea related to energy.
Work is done when a force makes something move. The operational definition of work is
W=Fxd where in
W = Work (Joules) or (N)(m)
F = Force (Newton)
d = Distance (meter)
D. Application
Relate the concept of work on your daily routines/activities.
E. Adjustment

IV. EVALUATION/ASSESSMENT
Do Activity no. 6: Is there work done?

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Solve the following: ½ c.w.
1. Suppose a woman is pushing a cart with a 500N force along the 7 meters aisle, how much
work is done in pushing the cart from one end of the aisle to the other.
2. A book of mass 1 kg is on the floor. If the book is lifted from the floor to the top shelf
which is 2 meters from the floor, how much work is done on the book?

VI. REMARKS:

9
 Mastery level:
Needs remediation:

 June 30, 2015

SUMMATIVE TEST MODULE 1

 July 1, 2015
REVIEW PREVIOUS TOPIC ON CALCULATING WORK
More Practice Activity in solving Work, Force, Displacement

 July 2-3, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Define energy.
2. Classify types of energy as potential and kinetic energy
3. Classify Kinetic and Potential Energy
4. Relate work done to potential energy.

II. SUBJECT MATTER:

Topic: Energy
Reference: Science Learner’s Module pp: 25-33
Materials: Ball, Empty bottles, PowerPoint presentation

III. LEARNERS’ EXPECTATIONS:

A. Activity
Let’s play a bowling game!
Ask a student to roll a plastic or rubber ball along the floor to hit an empty bottle.

roll

B. Analysis
Is there work done on the ball? What can a moving ball do?
C. Abstraction
Energy is the ability or capacity to do work.When work is done by an object it loses energy
and it gains energy. When work is done, energy is transferred.
Kinetic Energy is energy of motion, while potential energy is energy at rest.
D. Application
Why are work and energy important to life on earth?
E. Adjustment

IV. EVALUATION/ASSESSMENT
Do Activity no. 7 – Rolling Toy
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
¼ pad paper.
What is Work-Energy Theorem?

VI. REMARKS:

Mastery level:

10
 Needs remediation:

 July 6, 2015
I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Define power
2. Relate power with work and energy
3. Use the appropriate units to express work, energy and power
4. Identify factors which are involved in the measurement of power.
5. Solve word problems that involve work, energy and power.

II. SUBJECT MATTER:

Topic: Work, Energy & Power

Reference: Science Learner’s Module pp: 33-36
Materials: Ppt presentation, activity sheets, meter stick, stop watch,

III. LEARNERS’ EXPECTATIONS:

A. Activity
Situational Analysis: Let the students analyze the given situation.A person who’s running up
the stairs and the person who is walking up the stairs.
B. Analysis
Is there a difference in the amount of work you do when you climb a flight of stairs and when
you walk and run?
C. Abstraction
Power is the amount of work done in a unit of time. It is represented by the equation
P = Work/time or W/t
Wherein : P = Watt (W), Work = Joules(J), t= seconds(s)
1 kW = 1000W
1 Hp = 746 W
D. Application
Reflect on how work, energy and power affect your daily life.
E. Adjustment

IV. EVALUATION/ASSESSMENT
Do Activity no. 8 – “How Powerful am I?”
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Write a reflection paper on how your understanding of work, energy and power affect your
daily life.

VI. REMARKS:

Mastery level:
Needs remediation:

 July 7, 2015
Continue doing the previous Outdoor Activity “How Powerful am I?” (Gr. 8 -1)
Do activity “Is there Work done?” (Gr. 8-2)

 July 8, 2015
SUMMATIVE TEST Module 2

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 July 9-10, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Compare and contrast heat and temperature.

2. Determine the effects of heat transfer

II. SUBJECT MATTER:

Topic: Heat and Temperature

Reference: Science Learner’s Module pp: 37-42
Materials: Ppt presentation, activity sheets, thermometer, dye
Value Focus: Care for the environment, acknowledge the usefulness of different materials,
promote conservation of energy.

III. LEARNERS’ EXPECTATIONS:

A. Activity
Assess student’s prior knowledge or ideas on thermal energy
B. Analysis
1. What are the effects of heat transmission?
2. Are heat and temperature one and the same?
3. How is heat transferred?
C. Abstraction
Heat is transferred from a hotter substance to a cooler substance. Temperature refers to the
degree of “hotness” or “coldness” of a substance.
D. Application
Reflection on how heat transfer affects our environment.
E. Adjustment

IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Science Notebook
Why is it important to know how to convert temperatures from Fahrenheit scale to Celsius or
Kelvin scale?

VI. REMARKS:

Mastery level:
Needs remediation:

 July 13, 2015

Summative test module 2

 July 14, 2015

Do activities dye in water and what happens when ice melts?

 July 15, 2015

POST ACTIVITY DISCUSSION
12
 July 16, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Explain the 3 states of matter when they absorb or release heat.

2. Determine and measure the quantity of heat in an object.
3. Explain thermal expansion and heat capacity

II. SUBJECT MATTER:

Topic: Thermal Expansion, Phase Change, Heat Capacity

Reference: Science Learner’s Module pp: 43-51
Materials: Ppt presentation, activity sheets, thermometer, ice
Value Focus: Active Participation, Carefulness, Patience and team work

III. LEARNERS’ EXPECTATIONS:

A. Activity
Let students describe the words expansion, phases of matter, and heat capacity
B. Analysis
1. What happens to the particles of matter when they absorb or release heat?
2. How much heat is absorbed by an object?
C. Abstraction
When heat is being absorb the particles expands, when heat is released the particles
contracts. Phases of matter also change if heat is being added or removed. Example water
can change from solid (ice) to liquid (H20) or from liquid to gas (steam or vapor).
Heat capacity is the amount of heat needed by a material to increase its temperature by a
degree. To determine the amount of heat absorbed, measurable quantities such as change in
temp., mass of an object and the heat capacity must be taken into consideration.
D. Application
Reflect why we feel uncomfortable during humid days.
E. Adjustment

IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ c.w.
Research the possible effects or problems that these wasted thermal energy could create to our
environment.

VI. REMARKS:

Mastery level:
Needs remediation:

 July 17, 2015

No Class – EID’L FITR

 July 20, 2015

Do Activity # 10 “What happens to the temperature of water as it boils?”

13
 July 21, 2015
POST ACTIVITY DISCUSSION

 July 22, 2015

SUMMATIVE TEST MODULE 3

 July 23-24, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Define electric circuit, electric current, resistance, voltage

2. Relate current, voltage and resistance.
3. Define series and parallel circuits
4. Draw accurate diagrams for series and parallel circuits.

II. SUBJECT MATTER:

Topic: Current, Voltage & Resistance

Reference: Science Learner’s Module pp: 54-61; science links pp. 320-338
Materials: Ppt presentation, visual aids
Value Focus: Safety in using electricity

III. LEARNERS’ EXPECTATIONS:

A. Activity
Show video clip on basic electricity. Gather student’s response about the video.
Tell the student to imagine their lives without electricity. Gather responses.
B. Analysis
1. What is circuit? current? Voltage? Resistance? How are they measured?
2. How is current related to resistance and voltage?
3. How is series circuit differ from parallel circuit? Or vice versa.
C. Abstraction
Electrically charged particles behave in two different ways when brought close to one
another. Like charges repel each other, while unlike charges attract each other. The flow of
charge through a certain material is called electric current. Materials that allow the flow of
charge are called conductors. Insulators do not allow electric charge to pass through.
Electric current depends on potential difference or voltage and resistance. The
magnitude of resistance depends on nature of materials on which current will flow,
temperature, length of wire, and diameter of wire.
D. Application
Apply safety precaution in using electricity.
E. Adjustment

IV. EVALUATION/ASSESSMENT
Short quiz

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
¼
List down atleast 5 safety tips in using electricity.
VI. Remarks

Mastery level:
Needs remediation:

14
 July 27, 2015
Continue previous discussion

 July 28, 2015

Do Activity on series and parallel circuit

 July 29, 2015

Group reporting on safety tips in using electricity

 July 30-31, 2015 – August 3, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Describe sound
2. Identify the factors that affect the speed and transmission of sound
3. Relate intensity and loudness, frequency and pitch, frequency and wavelength.
4. Compare the speed of sound through solids, liquids, and gases.
5. Explain how noise cause hearing damage
II. SUBJECT MATTER:

Topic: Sounds
Reference: Science Learner’s Module pp: 69-89
Materials: Ppt presentation, visual aids
Value Focus: too much noise damage sense of hearing
III. LEARNERS’ EXPECTATIONS:
A. Activity
Let student answer a word search.
B. Analysis
1. Through which medium does sound travel fastest- solid, liquid or gas?
2. How does the temperature of the medium affect the speed of sound?
3. How are reflection and refraction manifested in sound?
C. Abstraction
Sound waves are example of longitudinal waves. They also exhibit characteristics
features such as frequency, amplitude, wavelength, period and wave speed. The crest and
trough are synonymous to compressions and rarefractions.
The speed of sound wave is determined by taking the product of the frequency and
the wavelength. Speed of sound is dependent on factors such as density and elasticity of the
medium and temperature. The more the elastic the medium is the faster the sound travels.
Reflected sound is known as an echo while repeated echo in a small dimension space
or room is called reverberation.
D. Application

E. Adjustment
Day 1 – Speed of sound and temperature
Day 2 – Characteristics of sound
Day 3 – Properties of sound.
IV. EVALUATION/ASSESSMENT
Short quiz
V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1/4
Describe the Doppler effect in sound
VI. Remarks
Mastery level:
Needs remediation:

15
  August 4, 2015
REVIEW – 1ST GRADING EXAM

 August 5-6, 2015

FIRST GRADING EXAM

 August 7, 2015
CAREER ORIENTATION PROGRAM

SECOND GRADING

 August 10, 2015

PRETEST

 August 11-13, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Explain how earthquakes result from the build-up of stress in Earth’s crust.
2. Contrast normal, reverse, and strike-slip faults.
3. Understand the relationship between faults and earthquakes

II. SUBJECT MATTER:

Topic: What is a Fault?

Reference: Science Learner’s Module pp: 115-124
Materials: Ppt presentation, activity sheets
Value Focus: Active Participation, concern to environment, analysis

III. LEARNERS’ EXPECTATIONS:

A. Activity
Show to the class pictures of earthquakes devastations.
B. Analysis
1. How do earthquakes occur and how they are detected?
2. What are the types of faults?
C. Abstraction
Earthquake is the shaking and trembling that results from the sudden movement of part of
the earth’s crust. The most common cause of earthquake is faulting.
D. Application
Reflect on how earthquakes have affected human lives and how lives can be protected from
the effect of earthquakes.
E. Adjustment
August 12 - Do activity no. 1 “A fault-y setup” on the following day.
August 13 - Do Activity #2 “Stick ‘n’ slip” Act. 3 “Stick n shake”
IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ c.w.
Define: Focus, Epicenter, Magnitude, & Intensity

 August 14, 2015

Post Activity Discussion

16
 August 15, 2015
General PTA Assembly
Distribution of cards – 1st Grading

 August 17 - 18, 2015

Please refer to plan dated august 11-13, 2015
Continue doing the activity

 August 19, 2015

POST DISCUSSION ACTIVITY

 August 20, 2015

INTRAMURALS – Culminating activity

 August 21, 2015

NO CLASS – NINOY AQUINO HOLIDAY

 August 24-25, 2015

Continue previous lesson and activities

 August 26, 2015

NCAE

 August 27, 2015

BUWAN NG WIKA CULMINATION

 August 28, 2015

UNIT MEET OPENING

 August 31, 2015

NO CLASS – HEROES DAY

 September 1 - 2, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Differentiate the epicenter of an earthquake from its focus

2. Differentiate the intensity of an earthquake from its magnitude
3. Explain what happens during an earthquake

II. SUBJECT MATTER:

Topic: Earthquake Focus & Epicenters

Reference: Science Learner’s Module pp: 125-131
Materials: Ppt presentation, pictures
Value Focus: Understanding & Team work

III. LEARNERS’ EXPECTATIONS:

A. Activity
Assess student’s prior knowledge by asking questions related to the topic.
B. Analysis
1. What are epicenter, focus, intensity & magnitude?
2. Why is it important to determine the epicenter of the earthquake?
C. Abstraction

17
 An earthquake is a sudden movement coming from the interior of the earth due to the
pressure released when two plates move against each other.
Focus– the point below the ground where an earthquake happens.
Epicenter – the surface directly above the focus.
Magnitude–the power of an earthquake as measured by seismograph
Intensity– the description of the damage caused by an earthquake.
D. Application
Recall the situation how you and your family reacted to the tremor. Reflect on your reactions,
is there something that could be improved in your reaction?
E. Adjustment
Day 2 - Do Activity #4 Where does an earthquake start?
IV. EVALUATION/ASSESSMENT
Short quiz

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ c.w.
Prepare for a role playing on what you should do when an earthquake occurs in school.

 September 3, 2015
Class activity - Group Reporting

 September 4, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Demonstrate how earthquake waves provide information about the interior of the earth
2. Devise ways of emergency preparedness before, during, and after an earthquake
3. Understand how earthquakes have affected human lives and how lives can be protected
from the effects of earthquakes.

II. SUBJECT MATTER:

Topic: Measuring Strengths of Earthquakes; Predicting Earthquakes

Reference: Science Learner’s Module pp: 125-131
Materials: Ppt presentation, pictures
Value Focus: Understanding & Team work

III. LEARNERS’ EXPECTATIONS:

A. Activity
Show to the class a short video clip on Earthquake destruction.
B. Analysis
1. How is the strength of an earthquake measures?
2. How do we predict earthquakes?
C. Abstraction
Seismic waves can be detected and measured by seismograph. The strength of an earthquake
is measures by the Richter scale. There are 3 types of seismic waves: primary, secondary and
surface waves. A seismograph produces a time record of ground motion during an
earthquake called a seismogram, which shows all 3 types of seismic waves.
D. Application
Create measures on how you can help your community in the following events:
a. Prepare for earthquake
b. During an earthquake
c. After an earthquake
E. Adjustment
Do Activity #5 Tsunami!
18
IV. EVALUATION/ASSESSMENT
Short quiz

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
VI. REMARKS:
Mastery –
Needs remediation –

 September 3, 2015
POST ACTIVITY DISCUSSION

 September 4, 2015
CLASS ACTIVITY – GROUP REPORTING

 September 7, 2015
CLASS ACTIVITY - Role playing on what to do before, during and after an earthquake.

 September 8, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Devise ways of emergency preparedness before, during, and after an earthquake

2. Understand how earthquakes have affected human lives and how lives can be protected
from the effects of earthquakes.

II. SUBJECT MATTER:

Topic: Precautionary Measures BEFORE, DURING, & AFTER an EARTHQUAKE

Reference: You and the Natural World Textbook pp. 336-337
Materials: Ppt presentation, pictures
Value Focus: Cooperation, Uniqueness, Alertness and Preparedness during a disaster.

III. LEARNERS’ EXPECTATIONS:

A. Activity
Show to the class a short video clip on Precautionary Measures on an Earthquake.
B. Analysis
1. What will you do if an earthquake occurs with intensity 7 in your area?
C. Abstraction
Philippine Institute of Volcanology and Seismology recommends various precautionary
measures before, during and after an earthquake. These must be followed to be prepared
and safe when earthquake occurs.
D. Application
Follow and apply the tips/precautionary measures before, during and after an earthquake
when it occurs in our area.
E. Adjustment
ROLE PLAYING
IV. EVALUATION/ASSESSMENT
Short quiz

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Study for Summative test.

 September 9, 2015
SUMMATIVE TEST module 1 - EARTHQUAKE

19
 September 10 - 11, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Explain how landforms and bodies of water affect typhoons

2. Understand how typhoons that enter the Philippine Area of Responsibility are tracked using
tracking chart.

II. SUBJECT MATTER:

Topic: How Typhoon Develop? Typhoons in the Philippines

Reference: You and the Natural World Textbook pp. 312-316
Science Learner’s Module Gr. 8 pp. 139-148
Materials: Ppt presentation, pictures
Value Focus: Understanding, Alertness and Preparedness during a disaster.

III. LEARNERS’ EXPECTATIONS:

A. Activity
Show a movie to the class entitled INTO THE STORM.
B. Analysis
1. How do typhoons develop?
2. Why is the Philippines prone to typhoons?
C. Abstraction
A cyclone is an area of low pressure containing rising warm air with winds spiraling into the
center. An anticyclone is an area of high pressure containing dry, cold air with winds spiraling
out from the center. In tropical areas, hurricanes are called typhoons. The center of the
typhoon is the eye of the typhoon which is usually a calm center. The location of the
Philippines in the Pacific Ring of Fire makes it prone to typhoons.
D. Application
Recall the situation how you and your family reacted to typhoon. Reflect on your reactions, is
there something that could be improved in your reaction?
F. Adjustment
Day 2 - Do Activity 1 “PLOTTING THE PAR” on p. 140-142

VI. EVALUATION/ASSESSMENT
Short quiz

VII. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ cw.
1. Describe a strong typhoon that has hit the Philippines
2. What were its effects on the people and the environment
3. What do you think should be done to reduce the damage caused by typhoons?
VIII. REMARKS:
Mastery –
Needs remediation –

 September 14, 2015

20
 Please refer to plan dated Sept. 10-11, 2015

 September 15, 2015

Do Activity no. 1 – Plotting the PAR

 September 16, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Explain how landforms and bodies of water affect typhoons

2. Understand how typhoons that enter the Philippine Area of Responsibility are tracked using
tracking chart.

II. SUBJECT MATTER:

Topic: Tracking Typhoons; Precautionary Measures during Typhoons

Reference: You and the Natural World Textbook pp. 317-320
Science Learner’s Module Gr. 8 pp. 139-148
Materials: Ppt presentation, pictures
Value Focus: Awareness, Alertness and Preparedness during disasters.

III. LEARNERS’ EXPECTATIONS:

A. Activity
Ask the students of their experiences during a typhoon, Let them share their experiences to
the class.
B. Analysis
1. Why is there a need to track typhoons?
2. What important details are obtained from a tracking map?
3. What precautions must you observe in order to stay safe during typhoon?
C. Abstraction
PAGASA or the Philippine Atmospheric, Geophysical and Astronomical Services
Administration issues Public Storm Warning Signals when an area is about to hit by a tropical
cyclone in the Philippines only. Typhoons are tracked using a track chart to determine the
position, intensity and predicted direction of the movement of the typhoon.
Precautionary measures have to be undertaken to prevent the loss of lives and
properties before, during, and after a typhoon.
D. Application
Assign the class to design activities they think should be done to lessen the harmful effects of
typhoons.
G. Adjustment

IV. EVALUATION/ASSESSMENT
Short quiz

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1/4 cw.
1. In terms of total energy, explain why typhoon/hurricanes are the most
powerful weather disturbance on earth?

 September 17, 2015

Do Activity no. 2 – TRACKING A TROPICAL CYCLONE

 September 18, 2015

CL – SYMBO GAME
21
 September 21-22, 2015
CLASS ACTIVITY – GROUP REPORTING ON PSWS

 September 23-24, 2015

Safety Precautions during typhoon – Role Playing

 September 25, 2015

EIDL ADHA – No Class

 September 28, 2015

SUMMATIVE TESTS – MODULE 2 (UNDERSTANDING TYPHOON)

 September 29-30, 2015

Math D Sci Nyu sa Basura

 October 1, 2015
Class Activity – Journal Making

 October 2, 2015
SCIMATHIKS 2015 CULMINATING PROGRAM

 October 5, 2015
WORLD TEACHERS DAY CELEBRATION

 October 6-7, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Tell how these minor members of the solar system were formed
2. Name the characteristics of meteor and comets
3. Gather data on beliefs and practices about comets and meteors
4. Explain the regular occurrence of meteor showers

II. SUBJECT MATTER:

Topic: Meteors, Comets & Asteroid

Reference: You and the Natural World Textbook pp. 343-346
Science Learner’s Module Gr. 8 pp. 156-164
K-12 Science Links work text p. 401-405
Materials: Ppt presentation, pictures, Activity Sheet
Value Focus: Awareness, Understanding, Appreciation

III. LEARNERS’ EXPECTATIONS:

A. Activity
Ask the students about the research assigned on terms. What they know on meteor, comets
and asteroid.
B. Analysis
1. Where did this shooting star came from?
2. Why are meteors also called shooting stars?
3. What is the difference between a meteoroid and a meteorite?
4. How different is a comet from a meteor?
5. What makes up the coma of a comet?
6. Why does the tail of a comet always point away from the sun?
7. Why asteroids are located in the asteroid belt?

22
 C. Abstraction
PAGASA or the Philippine Atmospheric, Geophysical and Astronomical Services
Administration issues Public Storm Warning Signals when an area is about to hit by a tropical
cyclone in the Philippines only. Typhoons are tracked using a track chart to determine the
position, intensity and predicted direction of the movement of the typhoon.
Precautionary measures have to be undertaken to prevent the loss of lives and
properties before, during, and after a typhoon.
D. Application
The trail of hot gases from a burning meteoroid is called a meteor. If a part of a
meteoroid strikes the earth, it is called a meteorite.
As a comet approaches the sun, some of the ice, dust and gas heat up and form a
cloud around the comet’s nucleus. The cloud of dust and gas surrounding a comet’s nucleus is
its coma. The coma and nucleus makes up the head of a comet. Asteroids are chunks of rock
or fragments of plantlike material, found mostly in the asteroid belt.
H. Adjustment

IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1/4 cw.
Is there a probability that an asteroid will collide with Earth? How will you prove this?

 October 8, 2015
Do Activity no. 1 What happens when a comet or an asteroid hits Earth?

 October 9, 2015
Post Activity Discussion

 October 12, 2015

Do Activity no. 2 Meteoroid, meteor, and meteorite: How are they related?

 October 13, 2015

POST ACTIVITY Discussion

 October 14-15, 2015

Project Making (Brochure making)

 October 16, 2015

Cooperative Learning – Summative Test

 October 19, 2015

Charter Day Bacolod – Local Holiday

 October 20-21, 2015

Review 2nd Grading Exams

 October 22-23, 2015

2nd grading Examination

 October 26-30, 2015

INSET

23
THIRD GRADING

 November 2, 2015
Review Checking of 2nd grading exam

 November 3, 2015
Activity #1 - Which is Matter, which is not?

 November 4, 2015
Post Activity Discussion

 November 5, 2015
No class – Cinco de Nobyembre ( local holiday)

 November 6 & 9, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Explain the properties of solid, liquid & gas

2. Use models to explain the properties of the different states of matter
3. Cite phenomena/application illustrating properties of gas, liquid and solid.

II. SUBJECT MATTER:

Topic: The Particle Nature of Matter

Reference: You and the Natural World Textbook pp. 4-21
Science Learner’s Module Gr. 8 pp. 171-189
Materials: Ppt presentation, pictures, Activity Sheet
Value Focus: Team work, appreciation, carefulness

III. LEARNERS’ EXPECTATIONS:

A. Activity
Ask the students to make a graphic organizer on the word “MATTER”. Let them share their
work with their classmates.
B. Analysis
1. What is matter made of?
2. How does the particle model of matter explain some observed properties and
changes in matter?
C. Abstraction
Matter is made up of very small particles. Matter is made up of particles that are
constantly moving, there is empty space between the particles and there are forces that act
between the particles.
D. Application
By means of model, show the behavior of solid, liquid and gas particles.
I. Adjustment

IV. EVALUATION/ASSESSMENT
Short quiz

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
Long bond paper
Show a model of the 3 states of matter using plant seeds.

 November 10, 2015

24
 Perform Activity #2 – What is Matter made of?

 November 11, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Explain the properties of solid, liquid & gas

2. Use models to explain the properties of the different states of matter
3. Cite phenomena/application illustrating properties of gas, liquid and solid.

II. SUBJECT MATTER:

Topic: Change in Physical State: A Physical Change

Reference: Science Learner’s Module Gr. 8 pp. 179-182
You and the Natural World – The New Science 8 – pp 17-22
Materials: Ppt presentation, Pictures, Activity Sheets
Value Focus: Critical Thinking, Understanding and Appreciation

III. LEARNERS’ EXPECTATIONS:

A. Activity
Using a graphic organizer let the students answer the questions, “What I know about the 3
states of matter?”
B. Analysis
1. Is there an ultimate particle?
2. How do you study things you cannot “see”?
3. How does science help in understanding the composition of matter?
4. What is atomic theory?
C. Abstraction
The early atomic theories were Greek philosophers Leucippus, Democritus, and
Lucretius. The idea of matter consisting of atoms was also expounded by sixteenth and
seventeenth century scientists like Galileo, Newton, Boyle, Lavoiser, etc. John Dalton
operationalized the idea of an atom by endowing it with mass. He used his atomic theory to
explain the existing chemical laws. A series of significant events led to the discovery of the
electron, nucleus and proton. These discoveries also led to the modification of an atom –
from Dalton’s indestructible solid sphere to Thompson’s plum pudding model to Rutherford’s
nuclear atom.
D. Application
Show the development of the atomic theory from the time of the Greeks up to
Rutherford’s nuclear model.
J. Adjustment
Perform outdoor/Laboratory activities on days 3-10.
IV. EVALUATION/ASSESSMENT
Short quiz

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1. Describe what happens when:
a. Solid melts
b. Liquid freezes

 November 12, 2015

Do Activity #3 – Show the molecular arrangement of the 3 phases of matter using biological
material.

 November 13, 2015

Cooperative Learning – Test

25
 November 16, 2015
Perform Activities #3 & #4 – Are the particles of matter moving? What is between them?
What changes takes place when water is left in an open container? In a closed container?

 November 17, 2015

Post Activity Discussion

 November 18, 2015

Perform Activities #5 & #6 - What changes takes place when water is heated or cooled? What
changes take place when ice turns into liquid water?

 November 19, 2015

POST ACTIVITY DISCUSSION

 November 20 2015
SUMMATIVE TEST MODULE 1

 November 23-27, 2015

Day 1
I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Trace the early development of the atomic theory

2. Draw and describe the different models of an atom
3. Perform simple calculations involving mass number, atomic number, number of
protons, neutrons and electrons

II. SUBJECT MATTER:

Topic: Atomic Structure/ Atoms: Inside Out

Reference: Science Learner’s Module Gr. 8 pp. 191- 205
You and the Natural World – The New Science 8 – pp 25-39
Materials: Ppt presentation, Pictures, Activity Sheets
Value Focus: Critical Thinking, Understanding and Appreciation

III. LEARNERS’ EXPECTATIONS:

A. Activity
Using a graphic organizer let the students answer the questions, “What I know about atoms?”
B. Analysis
5. Is there an ultimate particle?
6. How do you study things you cannot “see”?
7. How does science help in understanding the composition of matter?
8. What is atomic theory?
C. Abstraction
The early atomic theories were Greek philosophers Leucippus, Democritus, and
Lucretius. The idea of matter consisting of atoms was also expounded by sixteenth and
seventeenth century scientists like Galileo, Newton, Boyle, Lavoiser, etc. John Dalton
operationalized the idea of an atom by endowing it with mass. He used his atomic theory to
explain the existing chemical laws. A series of significant events led to the discovery of the
electron, nucleus and proton. These discoveries also led to the modification of an atom –
from Dalton’s indestructible solid sphere to Thompson’s plum pudding model to Rutherford’s
nuclear atom.
D. Application
Show the development of the atomic theory from the time of the Greeks up to
Rutherford’s nuclear model.
26
 K. Adjustment
Perform outdoor/Laboratory activities on days 3-10.
IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
1. What are the contributions of the following philosophers to the development of the atomic
theory?
- Democritus and Lucretius

Day 2 – Perform Activity # 1 “Charge it to experience”

Day 3 – Perform Activity # 2 “A big difference”

Day 4 – POST ACTIVITY DISCUSSION

Day 5 – Perform Activity # 3 “Small but terrible”

 November 30, 2015

POST ACTIVITY DISCUSSION

 December 1 & 2, 2015

PERFORM ACTIVITY # 4 “WHAT’S IN A NUMBER”

 December 3, 2015
POST ACTIVITY DISCUSSION

 December 4, 2015
SUMMATIVE TEST MODULE 2

 December 7-8, 2015

Activity – Group Reporting on Periodic Table

 December 9&11, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Trace the history of the periodic table

2. Describe the features of the periodic table
3. Predict trends in physical and chemical properties of elements

II. SUBJECT MATTER:

Topic: The Periodic Table

Reference: Science Learner’s Module Gr. 8 pp. 209-217
You and the Natural World Textbook pp. 65-87
Materials: Ppt presentation, pictures, Activity Sheet, Manila paper, Graphic Organizer
Value Focus: Analysis, Appreciation, Understanding and Keenness

III. LEARNERS’ EXPECTATIONS:

A. Activity

27
 Let the students work on a Graphic Organizer by answering questions “What do I know about
the periodic table of elements” and “What do I want to know about the lesson?”
B. Analysis
1. What makes the periodic table unique?
2. What makes the periodic table an important tool in science?
3. How do you use the periodic table?
4. How do you compute the number of proton, electron and neutron of an element?
C. Abstraction
The development of the periodic table is closely intertwined with the discovery of the
elements. There were early models to classify elements. Among these are Law of Triads by
Dobereiner, Telluric Helix by de Chancourtois and the Law of octaves by Newlands.
Mendeleev developed the first periodic table and arranged the elements according to their
atomic weights. Mosely found a relationship between the elements ‘X-ray wavelength and
their atomic number. This led to rearranging the elements in the periodic table by atomic
number. The elements in the periodic table are arranged into horizontal rows (periods) and
vertical columns (groups).
D. Application
Metals are malleable and ductile. Using these properties the students will make a
decorative item using copper wire.
L. Adjustment

IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ cw Describe the following and give examples for each.
1. Metals
2. Non-metals
3. Halogens
4. Noble Gases

 December 10, 2015

ENGLISH MONTH CELEBRATION

 December 14, 2015

Family Day

 December 15, 2015

Students-Teachers Day

 December 16, 2015

Foundation Day

 December 17, 2015

Student’s Christmas Party

 December 18, 2015

Teacher’s Christmas Party

 January 4, 2016
Classes Resume

 January 5-6, 2016

28
 Review on Previous Lesson

 January 7-8, 2016

3rd Grading Examination

 January 11-13, 2016

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Define biodiversity and its importance

2. Explain the advantages of high biodiversity over low biodiversity
3. Identify threats to biodiversity
4. Describe how the science of taxonomy came about
5. Trace how organisms are grouped in the living world
6. Classify organisms using hierarchical taxonomic system based on structure and
functions
7. Explain the concept of species as a reproductively distinct group and
8. Initiate and participate in activities that protect and conserve rare and economically
important species.

II. SUBJECT MATTER:

Topic: Levels of Biodiversity; Taxonomy & Classification

Reference: Science Learner’s Module Gr. 8 pp. 224-225
Exploring Life through Science Textbook pp. 24-33
Materials: Ppt presentation, pictures, Activity Sheet, Manila paper
Value Focus: Understanding, Valuing, Protection & Conservation of Biodiversity.

III. LEARNERS’ EXPECTATIONS:

A. Activity
Let students describe what is Biodiversity? Gather students’ ideas and have them form a
uniform definition.
B. Analysis
1. What is biodiversity?
2. Why does biodiversity matter?
3. Why and how are living things classified?>
C. Abstraction
Biodiversity or biological diversity refers to the great variety of species within a given
ecosystem.
Taxonomy is the branch of science concerned with the classification and
nomenclature of organisms. Involved in the taxonomy is the classification of organisms from
general to specific. These ranks are domain, kingdom, phylum, class, order, family, genus, and
species.
D. Application
Make a journal and take note of the things you do which help preserve or deteriorate
biodiversity in your local community..
E. Adjustment
Do Activity no. no. 1 ‘WHAT’S IN A NAME?”

VI. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

VII. ASSIGNMENT/AGREEMENT/ENRICHMENT

29
 Research on Sen. Legarda’s’ speech on the state of Philippine Biodiversity. What struck you
most in her speech? Why?

 January 14 - 15, 2016

POST ACTIVITY DISCUSSION / GROUP REPORTING

 January 18, 2016

LONG QUIZ

 January 19-20, 2016

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Archaebacteria and Eubacteria
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.

II. SUBJECT MATTER:

Topic: Kingdom Archaebacteria and Eubacteria

Reference: Science Learner’s Module Gr. 8 pp. 228-233
Exploring Life through Science Textbook pp. 33-35
Materials: Ppt presentation, pictures, Activity Sheet, Manila paper
Value Focus: Appreciation, Protection & Conservation of Biodiversity.

III. LEARNERS’ EXPECTATIONS:

A. Activity
Show pictures of organisms belonging on this Kingdom, Let students describe each picture.
B. Analysis
1. What are the organisms that belong to Kingdom Archaebacteria and Kingdom Eubacteria?
2. How is Archaebacteria and Eubacteria related?
3. What are the characteristics of these organisms?
4. How do they survive?
C. Abstraction
Kingdom Eubacteria includes the true bacteria and blue-green algae, While Kingdom
Archaea includes the bacteria-like organisms that live extremely harsh environments, such as
hotsprings, volcanic vents, sewage treatment plants, ocean floors and swamp sediments.
D. Application
Relate biological classification to evolution

E. Adjustment

VIII. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

IX. ASSIGNMENT/AGREEMENT/ENRICHMENT

Long size bond paper

Research for 5 organisms from Kingdom Eubacteria and Archae. Describe the characteristic of
each organisms.

 January 21-22, 2015

30
 Group Reporting on Kingdom Archaebacteria and Eubacteria

 January 25-26, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Protista
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.

II. SUBJECT MATTER:

Topic: Kingdom Protista

Reference: Science Learner’s Module Gr. 8 pp. 234-239
Exploring Life through Science Textbook pp. 35-36
Materials: Ppt presentation, pictures, Activity Sheet, Manila paper
Value Focus: Appreciation, Protection & Conservation of Biodiversity.

III. LEARNERS’ EXPECTATIONS:

A. Activity
Show pictures of organisms belonging on this Kingdom, Let students describe each picture.
B. Analysis
1. What are the organisms that belong to Kingdom Protista
2. What are the characteristics of these organisms?
3. How do they survive?
C. Abstraction
Kingdom Protista plays a very important role in the phylogeny of all eukaryotes. They
serve as a stem group for the fungi, plants and animals. Major groups include the algae,
euglenoids, ciliates, protozoans and flagellates.
D. Application
Relate biological classification to evolution

F. Adjustment

X. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

XI. ASSIGNMENT/AGREEMENT/ENRICHMENT

Long size bond paper

Research for 5 organisms from Kingdom Protista. Describe the characteristic of each
organism.

 January 27, 2016

Group reporting on Kingdom Protista

 January 28, 2016

SUMMATIVE TEST ON KINGDOM PROTISTA

 January 29, 2016

Seminar on Photographic tshirt printing

31
 February 1-2, 2016

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Fungi
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.

II. SUBJECT MATTER:

Topic: Kingdom Fungi

Reference: Science Learner’s Module Gr. 8 pp. 240-241
Materials: Ppt presentation, pictures, School Mini Forest
Value Focus: Appreciation, Protection & Conservation of Biodiversity.

III. LEARNERS’ EXPECTATIONS:

A. Activity
Show pictures of organisms belonging on this Kingdom, Let students describe each picture.
B. Analysis
1. What are the organisms that belong to Kingdom Fungi
2. What are the characteristics of these organisms?
3. How do they survive?
C. Abstraction
Fungi feed on decaying matter and are called saprophytes. This includes mushroom,
bread molds and yeasts. Fungi have cell walls that are made up of chitin. Some Fungal species
can be harmful to other organisms and humans.
D. Application
How can these fungal species help improve life situation?

G. Adjustment

IV. EVALUATION/ASSESSMENT
Oral Recitation

V. ASSIGNMENT/AGREEMENT/ENRICHMENT

Long size bond paper

Make a tour in your community and collect through pictures different species that belongs to
Kingdom Fungi. Indicate their scientific name and common name.

 February 3-4, 2016

 OBJECTIVES:

At the end of the lesson the students should be able to:

1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Plantae
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.

 SUBJECT MATTER:

Topic: Kingdom Plantae

32
 Reference: Science Learner’s Module Gr. 8 pp. 241-247
Internet Resources
Materials: Ppt presentation, pictures
Value Focus: Appreciation, Protection & Conservation of Biodiversity.

 LEARNERS’ EXPECTATIONS:
A. Activity
Show pictures of organisms belonging on this Kingdom, Let students describe each picture.
B. Analysis
1. What are the organisms that belong to Kingdom Plantae
2. What are the characteristics of these organisms?
3. How do they survive?
C. Abstraction
Plants belong to the eukaryote group. They are multicellular and because they have
chlorophyll, they can make their own food. Plants consist of two big groups; the nonvascular
and the vascular groups.
D. Application
Relate how they are significant to other organisms especially to humans and animals.

H. Adjustment

 EVALUATION/ASSESSMENT
Short quiz

 ASSIGNMENT/AGREEMENT/ENRICHMENT
½ cw : Differentiate:
a. Nonvascular & vascular plants.
b. Gymnosperms & angiosperms
c. Monocot & Dicot

 February 5, 2015
Outdoor Activity/Reporting:
Study the leaves of the 3 plants (assigned) in the mini forest. Are the arrangements of
leaves in plant stems differ? Let the group discover the differences through their drawings.

 February 8, 2015
LONG TEST ON KINGDOM PLANTAE, FUNGI

 February 9-12, 2015

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Identify and describe the basic characteristics and life processes of organisms
belonging to Kingdom Animalia
2. Relate biological classification to evolution
3. Appreciate the existence of diverse forms of living organisms.

II. SUBJECT MATTER:

Topic: Kingdom Animalia

Reference: Science Learner’s Module Gr. 8 pp. 248 - 265
Internet Resources
Materials: Ppt presentation and pictures
Value Focus: Appreciation, Protection & Conservation of Biodiversity.

33
III. LEARNERS’ EXPECTATIONS:
A. Activity
Show pictures of organisms belonging on this Kingdom, Let students describe each picture.
B. Analysis
1. What are the organisms that belong to Kingdom Animalia
2. What are the characteristics of these organisms?
3. How do animals differ in size, shape and habitat?
4. How do they respond to their environment?
C. Abstraction
Kingdom Protista plays a very important role in the phylogeny of all eukaryotes. They
serve as a stem group for the fungi, plants and animals. Major groups include the algae,
euglenoids, ciliates, protozoans and flagellates.
D. Application
Relate biological classification to evolution

I. Adjustment
Day 2 - Phylum Porifera, platyhelmenthes & cnidaria
Day 3 - Phylum Nematoda, annelida, Molluska
Day 4 - Phylum Echinodermata, arthropoda
Day 5 - Phylum Chordata
IV. EVALUATION/ASSESSMENT
Short quiz
____________________________________________________________________________
___________________________________________________________________________

V. ASSIGNMENT/AGREEMENT/ENRICHMENT

Study for a summative test

 February 15, 2016

Summative Test on Kingdom Animalia

 February 17, 2016

Do Activity #4 “What is the importance of biodiversity to ecosystems?”

 February 18, 2016

Post Activity Discussion/Group report

 February 19, 2016

Poster & Slogan “Protecting & conserving Biodiversity”

 February 22,24,26, 2016

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Compare mitosis and meiosis, and their role in the cell division cycle;
2. Explain the significance of meiosis n maintaining the chromosome number;
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 3. Predict the phenotypic expressions of traits following simple pattern of inheritance.

II. SUBJECT MATTER:

Topic: Heredity: Inheritance and variation of traits

Reference: Science Learner’s Module Gr. 8 pp. 320-349
Internet Resources
Materials: Ppt presentation and pictures
Value Focus: Appreciation and Thankfulness in God’s Creation, Taking care of ones body.

III. LEARNERS’ EXPECTATIONS:

A. Activity
Board game
B. Analysis
1. What are the different types of cell division?
2. How are traits passed on to the next generation?
C. Abstraction
Cell division has 2 types mitosis and meiosis. Mitosis is a type cell division happened
only in somatic cells or body cell where it produces 2 identical cells with the same number of
chromosomes, it is divided into 4 stages: Prophase, Metaphase, Anaphase and Telophase.
Meiosis is a type of cell division happened only in reproductive cells or gametes (egg cell for
female, and sperm cell for male) where it reduces the number of chromosomes in half.
D. Application
Predict the outcome of crosses using several techniques
J. Adjustment
Day 1 (Feb. 22) – Stages of Mitosis
Day 2 (Feb. 23) – Classes suspended in the morning, teachers are scheduled for the
annual Physical Exam.
Day 3 (Feb. 24) – Stages of Meiosis
Day 4 (Feb. 25) – No Class – Commemoration of Edsa Revolution
Day 5(Feb. 26) – Medelian Genetics

IV. EVALUATION/ASSESSMENT
Short Quiz

V. ASSIGNMENT/AGREEMENT/ENRICHMENT

Day 1 & Day3 Identify and define the stages of mitosis and meiosis.

Day 4 Who is Gregor Mendell? What was his story behind the green pea which leads to the
discovery of Modern Genetics?

 February 25, 2016

NO CLASS – EDSA REVOLUTION

 February 29, 2016

SUMMATIVE ON MITOSIS

 March 1 & 3, 2016

Continuation on the previous topic Modern Genetics

 March 2, 2016
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 NAT – Grade 10

 March 4, 2016

CL – Filling the Punnet square

 March 7-8 & 10, 2016

I. OBJECTIVES:

At the end of the lesson the students should be able to:

1. Describe the transfer of energy through the trophic levels.

2. Analyze the roles of organisms in the cycling of materials.
3. Explain how materials cycle in an ecosystem.
4. Suggest ways to minimize human impact on the environment.

II. SUBJECT MATTER:

Topic: Ecosystem
Reference: Science Learner’s Module Gr. 8 pp. 273-289
Internet Resources
Materials: Ppt presentation, pictures
Value Focus: Appreciation, Protection & Conservation of Ecosystem

III. LEARNERS’ EXPECTATIONS:

A. Activity
Outside Activity: Go to the mini forest, list down atleast 5 organisms living within the school
mini forest.
B. Analysis
1. How does energy become transferred from one organism to another?
C. Abstraction
Organisms need energy to sustain life. These energy are obtain from the environment,
the flow of energy is the most important factor that controls what kinds of organisms live in
an ecosystem.
D. Application
Conduct a clean up drive within the school area as a contribution to the preservation
and conservation of ecosystem.
K. Adjustment
Day 1 – March 7, 2016 – OUTDOOR Activity & Reporting
“ Organisms present in the School environment.”
Day 2 – March 8, 2016 - Do Activity 1,
“How do you identify the components of a food chain in an ecosystem”
Day 3 – March 9, 2016 – TURNING OVER CEREMONY
Day 4 – March 10, 2016 - Post Activity Discussion
Day 5 – Discussion

IV. EVALUATION/ASSESSMENT
Short quiz

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V. ASSIGNMENT/AGREEMENT/ENRICHMENT
½ cw : Differentiate:
a. O2 – CO2 cycle
b. Water cycle
c. Nitrogen cycle

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