CARPENITO INTEGRATED SCHOOL

Carpenito, Tagbina, Surigao del Sur

DAILY LESSON PLAN

(Enclosure to DepEd Order No. 70, s. 2012)
Date: June 17, 18, 19, 20, & 21 , 2019
Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY
Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM
Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies:
*investigate the relationship between the *infer that when a body exerts a force * demonstrate how a body responds to * relate the laws of motion to bodies in * infer that circular motion requires the
amount of force applied and the mass of on another, an equal amount of force is changes in motion uniform circular motion application of constant force directed
the object to the amount of change in the exerted back on it; Subject Matter: Laws of Motion Subject Matter: Laws of Motion toward the center of the circle
object’s motion; Subject Matter: Laws of Motion 1.1 Law of Inertia 1.1 Law of Inertia
Subject Matter: Laws of Motion 1.1 Law of Inertia 1.2 Law of Acceleration 1.2 Law of Acceleration Subject Matter: Laws of Motion
1.1 Law of Inertia 1.2 Law of Acceleration 1.3 Law of Interaction 1.3 Law of Interaction 1.1 Law of Inertia
1.2 Law of Acceleration 1.3 Law of Interaction References: References: 1.2 Law of Acceleration
1.3 Law of Interaction Learner’s Module pp. _16-18 Teacher’s Guide pp. Curriculum Guide 1.3 Law of Interaction
References: References: Instructional Materials: Learner’s Module pp. 18-20
Teacher’s Guide pp. Curriculum Guide Learner’s Module pp. 11-15 LM, Visual aid Instructional Materials: References:
Learner’s Module pp. 10-11 Instructional Materials: LM, Visual aid Procedure/Strategies: Teacher’s Guide pp. Curriculum Guide
Instructional Materials: cup, cardbard, Procedure/Strategies: Procedure/Strategies:  Setting of standards. Learner’s Module pp. 18-20
coin  Setting of standards.  Setting of standards.  Cooperative Learning & Instructional Materials:
Procedure/Strategies:  Do activity 4 page 12  Do activity 5 page 16 Reporting System Procedure/Strategies:
 Setting of standards.  Students are task by the  Students are task by the  Students are task by the  Setting of standards.
 Do activity 3 page 11 teacher to answer the guide teacher to answer the guide teacher to report the given  Cooperative Learning &
 Students are task by the questions and report their questions and report their topic. Allow them to discuss Reporting System
teacher to answer the guide answers. Allow them to answers. Allow them to the topic with each other.  Students are task by the
questions and report their discuss the topic. discuss the topic.  The teacher will ask related teacher to report the given
answers. Allow them to discuss  The teacher will ask related  The teacher will ask related question for further topic. Allow them to discuss
the topic. question for further question for further clarification. the topic with each other.
 The teacher will ask related clarification. clarification.  Oral Recitation  The teacher will ask related
question for further clarification.  A short quiz will be given after  A short quiz will be given after question for further
 A short quiz will be given after discussion discussion. clarification.
discussion.  Oral Recitation

Remarks: Remarks: Remarks: Remarks: Remarks:

No. of Learners within No. of Learners within No. of Learners within No. of Learners within No. of Learners within
Mastery level ____ Mastery level ____ Mastery level ____ Mastery level ____ Mastery level ____
No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing
Remediation/reinforcement ______ Remediation/reinforcement ______ Remediation/reinforcement _ Remediation/reinforcement ______ Remediation/reinforcement ______
Other Activities: __________ Other Activities: __________ Other Activities: __________ Other Activities: __________ Other Activities: __________

Prepared by: Checked by: Noted by:

CAROLYN R. CAYBOT PRESCILLA B. CALINGA CARLOSIA T. AGUSTIN

SST- I Assistant School Head/T-III School Head/ESHT-III
 CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur

DAILY LESSON PLAN

(Enclosure to DepEd Order No. 70, s. 2012)
Date: JUNE 24, 25, 26, 27, & 28, 2019
Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY
Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM
Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies:
*investigate the relationship between the *infer that when a body exerts a force * demonstrate how a body responds to * relate the laws of motion to bodies in * infer that circular motion requires the
amount of force applied and the mass of on another, an equal amount of force is changes in motion uniform circular motion application of constant force directed
the object to the amount of change in the exerted back on it; Subject Matter: Laws of Motion Subject Matter: Laws of Motion toward the center of the circle
object’s motion; Subject Matter: Laws of Motion 1.1 Law of Inertia 1.1 Law of Inertia
Subject Matter: Laws of Motion 1.1 Law of Inertia 1.2 Law of Acceleration 1.2 Law of Acceleration Subject Matter: Laws of Motion
1.1 Law of Inertia 1.2 Law of Acceleration 1.3 Law of Interaction 1.3 Law of Interaction 1.1 Law of Inertia
1.2 Law of Acceleration 1.3 Law of Interaction References: References: 1.2 Law of Acceleration
1.3 Law of Interaction Learner’s Module pp. _16-18 Teacher’s Guide pp. Curriculum Guide 1.3 Law of Interaction
References: References: Instructional Materials: Learner’s Module pp. 18-20
Teacher’s Guide pp. Curriculum Guide Learner’s Module pp. 11-15 LM, Visual aid Instructional Materials: References:
Learner’s Module pp. 10-11 Instructional Materials: LM, Visual aid Procedure/Strategies: Teacher’s Guide pp. Curriculum Guide
Instructional Materials: cup, cardbard, Procedure/Strategies: Procedure/Strategies:  Setting of standards. Learner’s Module pp. 18-20
coin  Setting of standards.  Setting of standards.  Cooperative Learning & Instructional Materials:
Procedure/Strategies:  Do activity 4 page 12  Do activity 5 page 16 Reporting System Procedure/Strategies:
 Setting of standards.  Students are task by the  Students are task by the  Students are task by the  Setting of standards.
 Do activity 3 page 11 teacher to answer the guide teacher to answer the guide teacher to report the given  Cooperative Learning &
 Students are task by the questions and report their questions and report their topic. Allow them to discuss Reporting System
teacher to answer the guide answers. Allow them to answers. Allow them to the topic with each other.  Students are task by the
questions and report their discuss the topic. discuss the topic.  The teacher will ask related teacher to report the given
answers. Allow them to discuss  The teacher will ask related  The teacher will ask related question for further topic. Allow them to discuss
the topic. question for further question for further clarification. the topic with each other.
 The teacher will ask related clarification. clarification.  Oral Recitation  The teacher will ask related
question for further clarification.  A short quiz will be given after  A short quiz will be given after question for further
 A short quiz will be given after discussion discussion. clarification.
discussion.  Oral Recitation

Remarks: Remarks: Remarks: Remarks: Remarks:

No. of Learners within No. of Learners within No. of Learners within No. of Learners within No. of Learners within
Mastery level ____ Mastery level ____ Mastery level ____ Mastery level ____ Mastery level ____
No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing
Remediation/reinforcement ______ Remediation/reinforcement ______ Remediation/reinforcement _ Remediation/reinforcement ______ Remediation/reinforcement ______
Other Activities: __________ Other Activities: __________ Other Activities: __________ Other Activities: __________ Other Activities: __________

Prepared by: Checked by: Noted by:

CAROLYN R. CAYBOT PRESCILLA B. CALINGA CARLOSIA T. AGUSTIN

SST- I Assistant School Head/T-III School Head/ESHT-III
 CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur

DAILY LESSON PLAN

(Enclosure to DepEd Order No. 70, s. 2012)
Date: JULY 1, 2, 3, 8, 9, & 10 , 2019
Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY
Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM
Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies:
*investigate the relationship between the *infer that when a body exerts a force * demonstrate how a body responds to * relate the laws of motion to bodies in * infer that circular motion requires the
amount of force applied and the mass of on another, an equal amount of force is changes in motion uniform circular motion application of constant force directed
the object to the amount of change in the exerted back on it; Subject Matter: Laws of Motion Subject Matter: Laws of Motion toward the center of the circle
object’s motion; Subject Matter: Laws of Motion 1.1 Law of Inertia 1.1 Law of Inertia
Subject Matter: Laws of Motion 1.1 Law of Inertia 1.2 Law of Acceleration 1.2 Law of Acceleration Subject Matter: Laws of Motion
1.1 Law of Inertia 1.2 Law of Acceleration 1.3 Law of Interaction 1.3 Law of Interaction 1.1 Law of Inertia
1.2 Law of Acceleration 1.3 Law of Interaction References: References: 1.2 Law of Acceleration
1.3 Law of Interaction Learner’s Module pp. _16-18 Teacher’s Guide pp. Curriculum Guide 1.3 Law of Interaction
References: References: Instructional Materials: Learner’s Module pp. 18-20
Teacher’s Guide pp. Curriculum Guide Learner’s Module pp. 11-15 LM, Visual aid Instructional Materials: References:
Learner’s Module pp. 10-11 Instructional Materials: LM, Visual aid Procedure/Strategies: Teacher’s Guide pp. Curriculum Guide
Instructional Materials: cup, cardbard, Procedure/Strategies: Procedure/Strategies:  Setting of standards. Learner’s Module pp. 18-20
coin  Setting of standards.  Setting of standards.  Cooperative Learning & Instructional Materials:
Procedure/Strategies:  Do activity 4 page 12  Do activity 5 page 16 Reporting System Procedure/Strategies:
 Setting of standards.  Students are task by the  Students are task by the  Students are task by the  Setting of standards.
 Do activity 3 page 11 teacher to answer the guide teacher to answer the guide teacher to report the given  Cooperative Learning &
 Students are task by the questions and report their questions and report their topic. Allow them to discuss Reporting System
teacher to answer the guide answers. Allow them to answers. Allow them to the topic with each other.  Students are task by the
questions and report their discuss the topic. discuss the topic.  The teacher will ask related teacher to report the given
answers. Allow them to discuss  The teacher will ask related  The teacher will ask related question for further topic. Allow them to discuss
the topic. question for further question for further clarification. the topic with each other.
 The teacher will ask related clarification. clarification.  Oral Recitation  The teacher will ask related
question for further clarification.  A short quiz will be given after  A short quiz will be given after question for further
 A short quiz will be given after discussion discussion. clarification.
discussion.  Oral Recitation

Remarks: Remarks: Remarks: Remarks: Remarks:

No. of Learners within No. of Learners within No. of Learners within No. of Learners within No. of Learners within
Mastery level ____ Mastery level ____ Mastery level ____ Mastery level ____ Mastery level ____
No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing
Remediation/reinforcement ______ Remediation/reinforcement ______ Remediation/reinforcement _ Remediation/reinforcement ______ Remediation/reinforcement ______
Other Activities: __________ Other Activities: __________ Other Activities: __________ Other Activities: __________ Other Activities: __________

Prepared by: Checked by: Noted by:

CAROLYN R. CAYBOT PRESCILLA B. CALINGA CARLOSIA T. AGUSTIN

SST- I Assistant School Head/T-III School Head/ESHT-III
 CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur

DAILY LESSON PLAN

(Enclosure to DepEd Order No. 70, s. 2012)
Date: JULY 15, 16, 17, 18, & 19 , 2019
Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY
Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM
Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies:
identify situations in which work is done describe how work is related to power differentiate potential and kinetic relate speed and position of object to relate speed and position of object to the
and in which no work is done; and energy; energy; the amount of energy possessed by a amount of energy possessed by a body;
Subject Matter: Work Power and Subject Matter: Work Power and Subject Matter: Work Power and body;
Energy Energy Energy Subject Matter: Work Power and
Subject Matter: Work Power and Energy
References: References: Energy
Teacher’s Guide pp. Curriculum Guide References: Learner’s Module pp. References:
Learner’s Module pp. Learner’s Module pp. Instructional Materials: References: Teacher’s Guide pp. Curriculum Guide
Instructional Materials: chair and tables Instructional Materials: LM, Visual aid LM, Visual aid Teacher’s Guide pp. Curriculum Guide Learner’s Module pp.
Procedure/Strategies: Learner’s Module pp. Instructional Materials:
Procedure/Strategies:  Setting of standards. Procedure/Strategies: Instructional Materials: Procedure/Strategies:
 Setting of standards.  Do activity  Setting of standards. Procedure/Strategies:  Setting of standards.
 Do activity  Students are task by the  Do activity  Setting of standards.  Cooperative Learning &
 Students are task by the teacher to answer the guide  Students are task by the  Cooperative Learning & Reporting System
teacher to answer the guide questions and report their teacher to answer the guide Reporting System  Students are task by the
questions and report their answers. Allow them to questions and report their  Students are task by the teacher to report the given
answers. Allow them to discuss discuss the topic. answers. Allow them to teacher to report the given topic. Allow them to discuss
the topic.  The teacher will ask related discuss the topic. topic. Allow them to discuss the topic with each other.
 The teacher will ask related question for further  The teacher will ask related the topic with each other.  The teacher will ask related
question for further clarification. clarification. question for further  The teacher will ask related question for further
 A short quiz will be given after  A short quiz will be given after clarification. question for further clarification.
discussion. discussion  A short quiz will be given after clarification.  Oral Recitation
discussion.  Oral Recitation


Remarks: Remarks: Remarks: Remarks: Remarks:

No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement _
Other Activities: __________
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________

Prepared by: Checked by: Noted by:

CAROLYN R. CAYBOT PRESCILLA B. CALINGA CARLOSIA T. AGUSTIN

SST- I Assistant School Head/T-III School Head/ESHT-III
 CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur

DAILY LESSON PLAN

(Enclosure to DepEd Order No. 70, s. 2012)
Date: JULY 22, 23, 24, 25, & 26 , 2019
Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY
Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM
Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies:
identify situations in which work is done describe how work is related to power differentiate potential and kinetic relate speed and position of object to relate speed and position of object to the
and in which no work is done; and energy; energy; the amount of energy possessed by a amount of energy possessed by a body;
Subject Matter: Work Power and Subject Matter: Work Power and Subject Matter: Work Power and body;
Energy Energy Energy Subject Matter: Work Power and
Subject Matter: Work Power and Energy
References: References: Energy
Teacher’s Guide pp. Curriculum Guide References: Learner’s Module pp. References:
Learner’s Module pp. Learner’s Module pp. Instructional Materials: References: Teacher’s Guide pp. Curriculum Guide
Instructional Materials: chair and tables Instructional Materials: LM, Visual aid LM, Visual aid Teacher’s Guide pp. Curriculum Guide Learner’s Module pp.
Procedure/Strategies: Learner’s Module pp. Instructional Materials:
Procedure/Strategies:  Setting of standards. Procedure/Strategies: Instructional Materials: Procedure/Strategies:
 Setting of standards.  Do activity  Setting of standards. Procedure/Strategies:  Setting of standards.
 Do activity  Students are task by the  Do activity  Setting of standards.  Cooperative Learning &
 Students are task by the teacher to answer the guide  Students are task by the  Cooperative Learning & Reporting System
teacher to answer the guide questions and report their teacher to answer the guide Reporting System  Students are task by the
questions and report their answers. Allow them to questions and report their  Students are task by the teacher to report the given
answers. Allow them to discuss discuss the topic. answers. Allow them to teacher to report the given topic. Allow them to discuss
the topic.  The teacher will ask related discuss the topic. topic. Allow them to discuss the topic with each other.
 The teacher will ask related question for further  The teacher will ask related the topic with each other.  The teacher will ask related
question for further clarification. clarification. question for further  The teacher will ask related question for further
 A short quiz will be given after  A short quiz will be given after clarification. question for further clarification.
discussion. discussion  A short quiz will be given after clarification.  Oral Recitation
discussion.  Oral Recitation


Remarks: Remarks: Remarks: Remarks: Remarks:

No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement _
Other Activities: __________
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________

Prepared by: Checked by: Noted by:

CAROLYN R. CAYBOT PRESCILLA B. CALINGA CARLOSIA T. AGUSTIN

SST- I Assistant School Head/T-III School Head/ESHT-III

Date: JULY 29, 30, 31 – AUGUST 1, & 2, 2019
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
identify situations in which heat is
transferred
Subject Matter: Heat
References:
Teacher’s Guide pp. Curriculum Guide
Learner’s Module pp.
Instructional Materials: chair and tables
Procedure/Strategies:
 Setting of standards.
 Do activity
 Students are task by the
teacher to answer the guide
questions and report their
answers. Allow them to discuss
the topic.
 The teacher will ask related
question for further clarification.
 A short quiz will be given after
discussion.
Remarks:
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
Differentiate thermal energy and heat
energy
Subject Matter: Heat
References:
Learner’s Module pp.
Instructional Materials: LM, Visual aid
Procedure/Strategies:
 Setting of standards.
 Do activity
 Students are task by the
teacher to answer the guide
questions and report their
answers. Allow them to
discuss the topic.
 The teacher will ask related
question for further
clarification.
 A short quiz will be given after
discussion
Remarks:
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
Checked by:
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
Define thermal expansion
Subject Matter: Heat
References:
Learner’s Module pp.
Instructional Materials:
LM, Visual aid
Procedure/Strategies:
 Setting of standards.
 Do activity
 Students are task by the
teacher to answer the guide
questions and report their
answers. Allow them to
discuss the topic.
 The teacher will ask related
question for further
clarification.
 A short quiz will be given after
discussion.
Remarks:
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement _
Other Activities: __________
PRESCILLA B. CALINGA
Assistant School Head/T-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
a. infer the relationship between
current and charge;
b. explain the advantages and
disadvantages of series and
parallel connections in
homes;
Subject Matter: Electricity
References:
Teacher’s Guide pp. Curriculum Guide
Learner’s Module pp.
Instructional Materials:
Procedure/Strategies:
 Setting of standards.
 Cooperative Learning &
Reporting System
 Students are task by the
teacher to report the given
topic. Allow them to discuss
the topic with each other.
 The teacher will ask related
question for further
clarification.
 Oral Recitation
Remarks:
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
Noted by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
a. differentiate electrical power
and electrical energy; and
b. explain the functions of circuit
breakers, fuses, earthing,
double insulation, and other
safety devices in the home.
Subject Matter: Electricity
References:
Teacher’s Guide pp. Curriculum Guide
Learner’s Module pp.
Instructional Materials:
Procedure/Strategies:
 Setting of standards.
 Cooperative Learning &
Reporting System
 Students are task by the
teacher to report the given
topic. Allow them to discuss
the topic with each other.
 The teacher will ask related
question for further
clarification.
 Oral Recitation

Remarks:
No. of Learners within
Mastery level ____
No. of Learners needing
Remediation/reinforcement ______
Other Activities: __________
SECOND
QUARTER
 CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur

DAILY LESSON PLAN

(Enclosure to DepEd Order No. 70, s. 2012)
Date: AUGUST 19, 20, 22, 23- SEPTEMBER 2, 3, 5 & 6, 2019
Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY Grade: 8-RUBY
Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM
Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies:
 using models or illustrations, differentiate the epicenter of an  differentiate the intensity and  demonstrate how underwater  demonstrate how underwater
explain how movements along earthquake from its focus; magnitude earthquakes generate earthquakes generate
faults generate earthquakes; Subject Matter: epicenter and Subject Matter: Earthquake tsunamis tsunamis
Subject Matter: Active and inactive focus;of an earthquake intensity and magnitude Subject Matter: How earthquakes Subject Matter: How earthquakes
faults 1.2 How movements along faults References: References: generate tsunamis generate tsunamis
generate earthquakes Learner’s Module pp.125 Learner’s Module pp.128-131 References: References:
References: Instructional Materials: (fault model, Instructional Materials: Learner’s Learner’s Module pp.133-136 Learner’s Module pp.133-136
Learner’s Module pp.115-122 scissors, paste) Material Instructional Materials: Learner’s Instructional Materials: Learner’s
Instructional Materials: (refer to Procedure/Strategies: Procedure/Strategies: Material Material
Learners Guide)  Setting of standards.  Setting of standards. Procedure/Strategies: Procedure/Strategies:
Procedure/Strategies:  Ask the students about what  Ask the students about how  Setting of standards.  Setting of standards.
 Setting of standards. they see after an earthquake strong an earthquake they  Ask the students about how  Ask the students about how
 Ask the students about their Activity: Refer to page 125 feel. strong an earthquake they strong an earthquake they feel.
experience about earthquake “Where does an Earthquake Activity: Refer to page 128-129 feel. Activity: Refer to page 133-136
Activity: Refer to page 116 start?” “How strong is an Earhquake” Activity: Refer to page 133-136 “Tsunamis”
“A FAULT-Y SET-UP” and “ Stick ‘n’ Do the activities stated on the book. By Do the activities stated on the book. By “Tsunamis” Do the activities stated on the book. By
Slip” group. group. Do the activities stated on the book. By group.
Do the activities stated on the book. By Analysis: Locate the Focus and Analysis: Identify the Intensity Scale group. Analysis: Answer question 10-13 page
group. Epicenter and explain their differences od an earthquake Analysis: Answer question 10-13 135
Analysis: Answer questions 1 and 2 on Abstraction: Each group will present Abstraction: Each group will present page 135 Abstraction: Each group will present
page 118, and questions 3-6 on page 122 their works. their works. Abstraction: Each group will present their works.
Abstraction: Each group will present The teacher will discuss the topic The teacher will discuss the topic their works. The teacher will discuss the topic further
their works. further further The teacher will discuss the topic
The teacher will discuss the topic further further Evaluation: Short Quiz
Evaluation: Explain what is the Evaluation: Explain what is the
Evaluation: Explain what is Fault. relationship of Focus and Epicenter difference between Intensity and Evaluation: Short Quiz Assignment: Identify some
Magnitude preventive measure against Earhtquake
Assignment: differentiate focus and Assignment: differentiate intensity Assignment: find out how Assignment: Identify some
epicenter and magnitude Earthquake Forms tsunamis preventive measure against Earhtquake

Prepared by: Checked by: Noted by:

CAROLYN R. CAYBOT PRESCILLA B. CALINGA CARLOSIA T. AGUSTIN

SST- I Assistant School Head/T-III School Head/ESHT-III

Date: SEPTEMBER 9, 10, 11, 12, & 13, 2019
Grade: 8-RUBY Grade: 8-RUBY
Learning Area: SCIENCE Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM
Learning Competencies:
 infer why the Philippines is
prone to typhoons;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp; 137
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: TRACKING THE PAR
Do the activities stated on the book. By
group.
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: cite sme possible things to
happen when there is typhoon
Evaluation: Explain what is typhoon
Assignment: define tropical cyclones
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Learning Competencies:
explain how landmasses and bodies of
water affect typhoons;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp;148
Instructional Materials: map of
Philippine vicinity
Procedure/Strategies:
 Setting of standards.
 Ask the students about what
they see after an earthquake
Activity: Refer to page 144
Tracking Tropical Cyclones
Analysis: Answer the questions that
follow on page 46
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: cite sme possible things
to happen when there is typhoon
Evaluation: Explain what is the best
way to protect ourselves from natural
phenomena
Assignment: differentiate the
categories og tropical cyclones
Checked by:
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 trace the path of typhoons
that enter the Philippine Area
of Responsibility (PAR) using
a map and tracking data;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp.149
Instructional Materials: Learner’s
Material
Procedure/Strategies:
 Setting of standards.
 Ask the students about how
strong an earthquake they
feel.
Activity: Refer to page 149 on
learners material, do the activities
stated on the book. By group.
Analysis: Answer the questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Evaluation: Some warning signals
of Typhoon
Assignment: do a campaign to help
people aware about the destruction that
may be brought by typhoon
PRESCILLA B. CALINGA
Assistant School Head/T-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 trace the path of typhoons
that enter the Philippine Area
of Responsibility (PAR) using
a map and tracking data;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp.149
Instructional Materials: Learner’s
Material
Procedure/Strategies:
 Setting of standards.
 Ask the students about how
strong an earthquake they
feel.
Activity: Refer to page 149 on
learners material, do the activities
stated on the book. By group.
Analysis: Answer the questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Evaluation: Some warning signals of Assignment: do a campaign to help
Typhoon
Assignment: do a campaign to help
people aware about the destruction that
may be brought by typhoon
Noted by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 trace the path of typhoons that
enter the Philippine Area of
Responsibility (PAR) using a
map and tracking data;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp.149
Instructional Materials: Learner’s
Material
Procedure/Strategies:
 Setting of standards.
 Ask the students about how
strong an earthquake they feel.
Activity: Refer to page 149 on learners
material, do the activities stated on the
book. By group.
Analysis: Answer the questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Evaluation: Some warning signals of
Typhoon
people aware about the destruction that
may be brought by typhoon

Date: September 16, 17, 18, 19 ,20, 2019
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 infer why the Philippines is
prone to typhoons;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp; 137
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: TRACKING THE PAR
Do the activities stated on the book. By
group.
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: cite sme possible things to
happen when there is typhoon
Evaluation: Explain what is typhoon
Assignment: define tropical cyclones
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
explain how landmasses and bodies of
water affect typhoons;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp;148
Instructional Materials: map of
Philippine vicinity
Procedure/Strategies:
 Setting of standards.
 Ask the students about what
they see after an earthquake
Activity: Refer to page 144
Tracking Tropical Cyclones
Analysis: Answer the questions that
follow on page 46
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: cite sme possible things
to happen when there is typhoon
Evaluation: Explain what is the best
way to protect ourselves from natural
phenomena
Assignment: differentiate the
categories of tropical cyclones
Checked by:
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 trace the path of typhoons
that enter the Philippine Area
of Responsibility (PAR) using
a map and tracking data;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp.149
Instructional Materials: Learner’s
Material
Procedure/Strategies:
 Setting of standards.
 Ask the students about how
strong an earthquake they
feel.
Activity: Refer to page 149 on
learners material, do the activities
stated on the book. By group.
Analysis: Answer the questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Evaluation: Some warning signals
of Typhoon
Assignment: do a campaign to help
people aware about the destruction that
may be brought by typhoon
PRESCILLA B. CALINGA
Assistant School Head/T-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 trace the path of typhoons
that enter the Philippine Area
of Responsibility (PAR) using
a map and tracking data;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp.149
Instructional Materials: Learner’s
Material
Procedure/Strategies:
 Setting of standards.
 Ask the students about how
strong an earthquake they
feel.
Activity: Refer to page 149 on
learners material, do the activities
stated on the book. By group.
Analysis: Answer the questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Evaluation: Some warning signals of Assignment: do a campaign to help
Typhoon
Assignment: do a campaign to help
people aware about the destruction that
may be brought by typhoon
Noted by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 trace the path of typhoons that
enter the Philippine Area of
Responsibility (PAR) using a
map and tracking data;
Subject Matter: Understanding
Typhoons
References:
Learner’s Module pp.149
Instructional Materials: Learner’s
Material
Procedure/Strategies:
 Setting of standards.
 Ask the students about how
strong an earthquake they feel.
Activity: Refer to page 149 on learners
material, do the activities stated on the
book. By group.
Analysis: Answer the questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Evaluation: Some warning signals of
Typhoon
people aware about the destruction that
may be brought by typhoon
 CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur

DAILY LESSON PLAN

Date: September 23, 24, 25, 26, & 27, 2019
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 compare and contrast
comets, meteors, and asteroids
Subject Matter: Other members of
the Solar System (COMETS)
References:
Learner’s Module pp; 153
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 154
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite their experience upon
seeing “shooting stars”
Evaluation: Explain what is COMETS
Assignment/Agreement: study for
a short quiz
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-RUBY Grade: 8-RUBY
Learning Area: SCIENCE Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM Schedule: 8:45 - 9:45 AM
Learning Competencies: Learning Competencies:
 compare and contrast predict the appearance of comets
comets, meteors, and based on recorded data of previous
asteroids appearances; and
Subject Matter: Other members of Subject Matter:
the Solar System (COMETS) Understanding Typhoons
References: References:
Learner’s Module pp; 153 Learner’s Module pp;160
Instructional Materials: (refer to Instructional Materials: map of
Learners Guide) Philippine vicinity
Procedure/Strategies: Procedure/Strategies:
 Setting of standards.  Setting of standards.
 Ask the students about their  Ask the students about what
experience about earthquake they see after an earthquake
Activity: REFER TO PAGE 154 Activity:
Analysis: Answer questions that follow Describing Comets based on the
Abstraction: Each group will present pictures shown
their works. Analysis: Answer the questions that
The teacher will discuss the topic further follow 160
Application: Cite their experience Abstraction: Each group will present
upon seeing “shooting stars” their works.
The teacher will discuss the topic
Evaluation: Explain what is COMETS further
Application: cite sme possible things
Assignment/Agreement: to happen when there is typhoon
study for a short quiz
Evaluation: Draw and explain
comets.
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
predict the appearance of comets
based on recorded data of previous
appearances; and
Subject Matter:
Understanding Typhoons
References:
Learner’s Module pp;160
Instructional Materials: map of
Philippine vicinity
Procedure/Strategies:
 Setting of standards.
 Ask the students about what
they see after an earthquake
Activity:
Describing Comets based on the
pictures shown
Analysis: Answer the questions that
follow 160
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: cite sme possible things
to happen when there is typhoon
Evaluation: Draw and explain
comets.
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
predict the appearance of comets based
on recorded data of previous
appearances; and
Subject Matter:
Understanding Typhoons
References:
Learner’s Module pp;160
Instructional Materials: map of
Philippine vicinity
Procedure/Strategies:
 Setting of standards.
 Ask the students about what
they see after an earthquake
Activity:
Describing Comets based on the
pictures shown
Analysis: Answer the questions that
follow 160
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: cite sme possible things
to happen when there is typhoon
Evaluation: Draw and explain
comets.

Assignment: study for oral Assignment: study for oral Assignment: study for oral recitation
recitation recitation

Prepared by: Checked by: Noted by:

CAROLYN R. CAYBOT PRESCILLA B. CALINGA CARLOSIA T. AGUSTIN

SST- I Assistant School Head/T-III School Head/ESHT-III

Date: September 30, October 1, 2, 3, & 4, 2019
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 explain the regular occurrence
of meteor showers
Subject Matter: Other members of
the Solar System (Meteors)
References:
Learner’s Module pp; 163
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 163 on
learners material
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite their experience upon
seeing “shooting stars”
Evaluation: Explain what is meteors
Assignment/Agreement: study for
a short quiz
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 explain the regular occurrence
of meteor showers
Subject Matter: Other members of
the Solar System (Meteorites)
References:
Learner’s Module pp; 163
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 163 on
learners material
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite their experience
upon seeing “shooting stars”
Evaluation: Explain what is meteors
Assignment/Agreement:
study for a short quiz
for a short quiz
Checked by:
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
Learning Competencies:
 explain the regular
occurrence of meteor
showers
Subject Matter: Other members of
the Solar System (Meteoroids)
References:
Learner’s Module pp; 163
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 163 on
learners material
Analysis: Answer questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite their experience
upon seeing “shooting stars”
Evaluation: Explain what is meteors
Assignment/Agreement: study
PRESCILLA B. CALINGA
Assistant School Head/T-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 explain the regular
occurrence of meteor
showers
Subject Matter: Other members of
the Solar System (Meteors)
References:
Learner’s Module pp; 163
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 163 on
learners material
Analysis: differentiate Meteors,
Meteroid and Meteorite in any creative
way they can. By group.
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite their experience
upon seeing “shooting stars”
Evaluation: Short Quiz
Assignment/Agreement: Define
asteroids
Noted by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 explain the regular occurrence
of meteor showers
Subject Matter: Other members of
the Solar System (Meteors)
References:
Learner’s Module pp; 163
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 163 on
learners material
Analysis: differentiate Meteors,
Meteroid and Meteorite in any creative
way they can. By group.
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite their experience
upon seeing “shooting stars”
Evaluation: Short Quiz
Assignment/Agreement: Define
asteroids

Date: October 7, 8, 9, 10, & 11, 14, 15, & 16, 2019
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 explain the difference between
asteroid. Meteors and comets
Subject Matter: Other members of
the Solar System (Asteroids)
References:
Learner’s Module pp; 157-166
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 156 on
learners material
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite their experience upon
seeing “shooting stars”
Evaluation: Explain what is meteors
Assignment/Agreement: study for
a short quiz
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 explain the difference between
asteroid. Meteors and comets
Subject Matter: Other members of
the Solar System (Asteroids)
References:
Learner’s Module pp; 157-166
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 156 on
learners material
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite their experience
upon seeing “shooting stars”
Evaluation: Explain what is meteors
Assignment/Agreement:
study for a short quiz
Checked by:
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 explain the difference
between asteroid. Meteors
and comets
Subject Matter: Other members of
the Solar System (Asteroids)
References:
Learner’s Module pp; 157-166
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 156 on
learners material
Analysis: Answer questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite their experience
upon seeing “shooting stars”
Evaluation: Explain what is meteors
Assignment/Agreement: study
for a short quiz
PRESCILLA B. CALINGA
Assistant School Head/T-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 explain the difference
between asteroid. Meteors
and comets
Subject Matter: Other members of
the Solar System (Asteroids)
References:
Learner’s Module pp; 157-166
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 156 on
learners material
Analysis: Answer questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite their experience
upon seeing “shooting stars”
Evaluation: Explain what is meteors
Assignment/Agreement: study
for a short quiz
Noted by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-RUBY
Learning Area: SCIENCE
Schedule: 8:45 - 9:45 AM
Learning Competencies:
 explain the difference between
asteroid. Meteors and comets
Subject Matter: Other members of
the Solar System (Asteroids)
References:
Learner’s Module pp; 165
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 156 on
learners material
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some superstitions
related to comets, asteroids and meteors
Evaluation: Explain each
superstitions
Assignment/Agreement: study
for a short quiz
 THIRD
QUARTER

Date:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain the properties of solids,
liquids, and gases based on the
particle nature of matter;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds, and
Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 171-173
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 172-173
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some examples of
matter.
Evaluation: Evaluate whether the
answers on the activity are correct.
Assignment/Agreement: study for for a short quiz
a short quiz
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain the properties of solids,
liquids, and gases based on
the particle nature of matter;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds, and
Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 174-177
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 174-175
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some examples of
matter.
Evaluation: Define Molecule.
Assignment/Agreement: study
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain the properties of
solids, liquids, and gases
based on the particle nature
of matter;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds,
and Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 178-181
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 178-179
Analysis: Answer questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite some examples of
matter according to its phase
Evaluation: Define Matter.
Assignment/Agreement: study
for a short quiz
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain physical changes in
terms of the arrangement and
motion of atoms and
molecules;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds,
and Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 182-184
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 182-183
Analysis: Answer questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite some examples of
changes of matter
Evaluation: Define Condensation
Assignment/Agreement: study
for a short quiz
Checked by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain physical changes in
terms of the arrangement and
motion of atoms and
molecules;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds, and
Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 184-188
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 184-186
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some examples of
changes of matter from solid to gas
Evaluation: Define melting and
freezing
Assignment/Agreement: study
for a short quiz

Date:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain the properties of solids,
liquids, and gases based on the
particle nature of matter;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds, and
Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 171-173
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 172-173
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some examples of
matter.
Evaluation: Evaluate whether the
answers on the activity are correct.
Assignment/Agreement: study for for a short quiz
a short quiz
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain the properties of solids,
liquids, and gases based on
the particle nature of matter;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds, and
Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 174-177
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 174-175
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some examples of
matter.
Evaluation: Define Molecule.
Assignment/Agreement: study
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain the properties of
solids, liquids, and gases
based on the particle nature
of matter;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds,
and Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 178-181
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 178-179
Analysis: Answer questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite some examples of
matter according to its phase
Evaluation: Define Matter.
Assignment/Agreement: study
for a short quiz
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain physical changes in
terms of the arrangement and
motion of atoms and
molecules;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds,
and Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 182-184
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 182-183
Analysis: Answer questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite some examples of
changes of matter
Evaluation: Define Condensation
Assignment/Agreement: study
for a short quiz
Checked by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain physical changes in
terms of the arrangement and
motion of atoms and
molecules;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds, and
Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 184-188
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 184-186
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some examples of
changes of matter from solid to gas
Evaluation: Define melting and
freezing
Assignment/Agreement: study
for a short quiz

Date:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain the properties of solids,
liquids, and gases based on the
particle nature of matter;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds, and
Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 171-173
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 172-173
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some examples of
matter.
Evaluation: Evaluate whether the
answers on the activity are correct.
Assignment/Agreement: study for for a short quiz
a short quiz
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain the properties of solids,
liquids, and gases based on
the particle nature of matter;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds, and
Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 174-177
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 174-175
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some examples of
matter.
Evaluation: Define Molecule.
Assignment/Agreement: study
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain the properties of
solids, liquids, and gases
based on the particle nature
of matter;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds,
and Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 178-181
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 178-179
Analysis: Answer questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite some examples of
matter according to its phase
Evaluation: Define Matter.
Assignment/Agreement: study
for a short quiz
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain physical changes in
terms of the arrangement and
motion of atoms and
molecules;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds,
and Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 182-184
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 182-183
Analysis: Answer questions that
follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: Cite some examples of
changes of matter
Evaluation: Define Condensation
Assignment/Agreement: study
for a short quiz
Checked by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 explain physical changes in
terms of the arrangement and
motion of atoms and
molecules;
Subject Matter: The Particle Nature
of Matter (Elements, Compounds, and
Mixtures, Atoms and Molecules)
References:
Learner’s Module pp; 184-188
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: REFER TO PAGE 184-186
Analysis: Answer questions that follow
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: Cite some examples of
changes of matter from solid to gas
Evaluation: Define melting and
freezing
Assignment/Agreement: study
for a short quiz

Date:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 191-194
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: Differentiate Electrons,
Protons and Neutrons
Analysis: Answer questions which will
be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: When can you say that a
particle is neutral?
Evaluation: short quiz
Assignment/Agreement: Study
the properties of the three main
subatomic particles.
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 195-197
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: THE BIG DIFFERENCE on
page 195
Analysis: Answer questions which will
be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: When can you say that a
particle is positive?
Evaluation: short quiz
Assignment/Agreement: Study
the properties of the three main
subatomic particles.
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 198-201
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 198
Analysis: Answer questions which
will be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: When can you say that
a particle is negative?
Evaluation: short quiz
Assignment/Agreement: Study
the properties of the three main
subatomic particles.
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 202-204
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 203
Analysis: Answer questions which
will be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: how do you identify the
number of an atom?
Evaluation: short quiz
Assignment/Agreement: locate
the atomic number in a periodic table
Checked by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 204-208
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: what do you mean by
isotope?
Analysis: Answer questions which will
be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: do the activity on page
204.
Evaluation: short quiz
Assignment/Agreement: identify
the number of atoms of elements in a
periodic table

Date:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 191-194
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: Differentiate Electrons,
Protons and Neutrons
Analysis: Answer questions which will
be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: When can you say that a
particle is neutral?
Evaluation: short quiz
Assignment/Agreement: Study
the properties of the three main
subatomic particles.
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 195-197
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: THE BIG DIFFERENCE on
page 195
Analysis: Answer questions which will
be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: When can you say that a
particle is positive?
Evaluation: short quiz
Assignment/Agreement: Study
the properties of the three main
subatomic particles.
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 198-201
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 198
Analysis: Answer questions which
will be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: When can you say that
a particle is negative?
Evaluation: short quiz
Assignment/Agreement: Study
the properties of the three main
subatomic particles.
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 202-204
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 203
Analysis: Answer questions which
will be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: how do you identify the
number of an atom?
Evaluation: short quiz
Assignment/Agreement: locate
the atomic number in a periodic table
Checked by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 204-208
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: what do you mean by
isotope?
Analysis: Answer questions which will
be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: do the activity on page
204.
Evaluation: short quiz
Assignment/Agreement: identify
the number of atoms of elements in a
periodic table

Date:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 191-194
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: Differentiate Electrons,
Protons and Neutrons
Analysis: Answer questions which will
be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: When can you say that a
particle is neutral?
Evaluation: short quiz
Assignment/Agreement: Study
the properties of the three main
subatomic particles.
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 195-197
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: THE BIG DIFFERENCE on
page 195
Analysis: Answer questions which will
be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: When can you say that a
particle is positive?
Evaluation: short quiz
Assignment/Agreement: Study
the properties of the three main
subatomic particles.
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 198-201
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 198
Analysis: Answer questions which
will be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: When can you say that
a particle is negative?
Evaluation: short quiz
Assignment/Agreement: Study
the properties of the three main
subatomic particles.
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 202-204
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 203
Analysis: Answer questions which
will be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic
further
Application: how do you identify the
number of an atom?
Evaluation: short quiz
Assignment/Agreement: locate
the atomic number in a periodic table
Checked by:
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 determine the number of
protons, neutrons, and
electrons in a particular atom;
Subject Matter: Atomic Structure
2.1 Protons 2.2 Neutrons 2.3 Electrons
References:
Learner’s Module pp; 204-208
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: what do you mean by
isotope?
Analysis: Answer questions which will
be given by the teacher
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: do the activity on page
204.
Evaluation: short quiz
Assignment/Agreement: identify
the number of atoms of elements in a
periodic table

Date:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from
observations based on
similarities in properties of
elements; and
 use the periodic table to
predict the chemical behaviour
of an element.
Subject Matter: Periodic Table (PT)
of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from observations
based on similarities in
properties of elements; and
 use the periodic table to predict
the chemical behaviour of an
element.
Subject Matter: Periodic Table (PT) of
Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to Learners
Guide) Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from observations
based on similarities in
properties of elements; and
 use the periodic table to predict
the chemical behaviour of an
element.
Subject Matter: Periodic Table (PT) of
Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to Learners
Guide) Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
Checked by:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from
observations based on
similarities in properties of
elements; and
 use the periodic table to
predict the chemical behaviour
of an element.
Subject Matter: Periodic Table (PT)
of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study
in advance the topic.
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from
observations based on
similarities in properties of
elements; and
 use the periodic table to
predict the chemical
behaviour of an element.
Subject Matter: Periodic Table (PT)
of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study
in advance the topic.

Date:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from
observations based on
similarities in properties of
elements; and
 use the periodic table to
predict the chemical behaviour
of an element.
Subject Matter: Periodic Table (PT)
of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from observations
based on similarities in
properties of elements; and
 use the periodic table to predict
the chemical behaviour of an
element.
Subject Matter: Periodic Table (PT) of
Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to Learners
Guide) Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from observations
based on similarities in
properties of elements; and
 use the periodic table to predict
the chemical behaviour of an
element.
Subject Matter: Periodic Table (PT) of
Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to Learners
Guide) Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
Checked by:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from
observations based on
similarities in properties of
elements; and
 use the periodic table to
predict the chemical behaviour
of an element.
Subject Matter: Periodic Table (PT)
of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from
observations based on
similarities in properties of
elements; and
 use the periodic table to
predict the chemical
behaviour of an element.
Subject Matter: Periodic Table (PT)
of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study
in advance the topic.

Date:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from
observations based on
similarities in properties of
elements; and
 use the periodic table to
predict the chemical behaviour
of an element.
Subject Matter: Periodic Table (PT)
of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
Prepared by:
CAROLYN R. CAYBOT
SST- I
(Enclosure to DepEd Order No. 70, s. 2012)
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from observations
based on similarities in
properties of elements; and
 use the periodic table to predict
the chemical behaviour of an
element.
Subject Matter: Periodic Table (PT) of
Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to Learners
Guide) Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
CARPENITO INTEGRATED SCHOOL
Carpenito, Tagbina, Surigao del Sur
DAILY LESSON PLAN
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from observations
based on similarities in
properties of elements; and
 use the periodic table to predict
the chemical behaviour of an
element.
Subject Matter: Periodic Table (PT) of
Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to Learners
Guide) Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study in
advance the topic.
Checked by:
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from
observations based on
similarities in properties of
elements; and
 use the periodic table to
predict the chemical behaviour
of an element.
Subject Matter: Periodic Table (PT)
of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study
in advance the topic.
CARLOSIA T. AGUSTIN
School Head/ESHT-III
Grade: 8-HOPE
Learning Area: SCIENCE
Schedule: 7:45 - 8:45 AM
Learning Competencies:
 trace the development of the
periodic table from
observations based on
similarities in properties of
elements; and
 use the periodic table to
predict the chemical
behaviour of an element.
Subject Matter: Periodic Table (PT)
of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
References:
Learner’s Module pp; 209-220
Instructional Materials: (refer to
Learners Guide)
Procedure/Strategies:
 Setting of standards.
 Ask the students about their
experience about earthquake
Activity: refer to page 210
Analysis: refer to page 214
Abstraction: Each group will present
their works.
The teacher will discuss the topic further
Application: using a periodic table,
identify the valence electron of elements
Evaluation: short quiz
Assignment/Agreement: Study
in advance the topic.