COGNITIVE DOMAIN:

KNOWLEDGE:

1. CITE: Cite examples that demonstrate the presence of the force of gravity on Earth.
2. DEFINE: Define the Newton’s Law of Motion.
3. GIVE: Give the students a task on how force work.
4. LABEL: Ask the students to label what are the topics that It’s hard for them to understand.
5. LIST: List the three Law of Motion of Isaac Newton.
6. MATCH: Each project to be included should be described in detail to enable students to match
the project to their priority conditions for the future.
7. NAME: Name the Father of modern physics.
8. RECALL: Recall that accelerations is defined as the change in velocity per unit of time.
9. RECORD: Record every activities of the students and their improvements.
10. RELATE: Relate the laws of motion to bodies in uniform circular motion.
11. SELECT: Select the correct answer.
12. STATE: State specific examples to be able for the students to relate in the lesson.
13. TELL: Tell the students to remember the lesson.
14. UNDERLINE: Underline the incorrect word and replaced it with the right answer.
15. WRITE: To be able to know if the students learned from their previous lesson ask them to write
what they have learned.

COMPREHENSION:

1. DESCRIBE: Describe how work is related to power and energy.

2. DISCUSS: Discuss phenomena such as blue sky, rainbow, and red sunset using the concept of
wavelength and frequency of visible light
3. EXPLAIN: Explain the hierarchy of colors in relation to energy.
4. EXPRESS: In a class in able to have a good classroom setting students need to express their
opinion.
5. IDENTIFY: Ask the students to identify the one doing the work and on which object the work is
done.
6. LOCATE: The task of students is to use the map to locate the nearest active faults that may affect
their town.
7. RECOGNIZE: Recognize how convection affects air movement, weather, and climate
8. REPORT: Let the students do the report to prepare them in the future.
9. RESTATE:
10. REVIEW: Review the students with their previous lesson.
11. TELL: Tell the class to show them what they have constructed in their mind when they did the
experiment.
12. TRANSLATE: Translate words that students can’t understand.

APPLICATION:

1. APPLY: In order the student to learn they need to apply what they have learned in their previous
lesson.
2. ASSIGN: In a class assign the students always remember the lesson.
 3. DEMONSTRATE: demonstrate how a body responds to changes in motion.
4. DRAMATIZE:
5. EMPLOY:
6. ILLUSTRATE: Illustrate how Earth’s revolution and tilt causes seasons to change on Earth.
7. INTERPRET: To fully understand students need to interpret what have they learn and answer it
in front of the class.
8. OPERATE:
9. PRACTICE: Students learn how its effect can be useful in practicing safety practices in using
electrical appliances in order to prevent accidents like fires or electric shock.
10. SCHEDULE: Schedule a day where you will give a student task to do.
11. SHOP:
12. SKETCH: Ask the students to sketch/ draw an example of one of the 3 newton’s law of motion.
13. USE: Use the remaining time to give a student a break.

ANALYSIS:

1. ANALYZE: Analyze how power plants generate and transmit electrical energy
2. APPRAISE: appraise each one of them to have confidence in them.
3. CALCULATE: Calculate the amount of work done on an object.
4. CATEGORIZE: Categorize the colors in the rainbow.
5. COMPARE: Let them compare their results and explain the difference in terms of the effect of
the amount of heat absorbed by the ice to the time the ice takes to melt completely.
6. CONTRACT:
7. CRITICIZE:
8. DEBATE:
9. DIAGRAM: In the diagram below explain what happened.
10. DIFFERENTIATE: Differentiate potential and kinetic energy.
11. DISTINGUISH: Distinguish between the following characteristic properties, density, solubility,
thermal conductivity, and reactivity.
12. EXAMINE: Examine the conditions when two forces are balance.
13. EXPERIMENT: To be able to understand the lesson students need to do the experiment.
14. INSPECT:
15. INVENTORY:
16. QUESTION: Ask some questions to the students randomly.
17. RELATE: Relate impulse and momentum to collision of objects (e.g., vehicular collision)
18. SOLVE: Ask students to solve for work if the force is at an angle,
19. TEST: Each of the students need to past the test to level up in other year level.

SYNTHESIS:

1. ARRANGE: Arrange the following sentences.

2. ASSEMBLE: Assemble each word that describes the following term.
3. COLLECT: The teacher will collect the outputs of the students to check it.
4. COMBINE: When you combine the red and yellow color what could be possible outcome.
5. COMPOSE: Students will be able to infer that light is composed of colors of light of different
frequencies and wavelength
 6. CONCLUDE: Conclude that your guiding the students correctly.
7. CONSTRUCT: construct a model to demonstrate that heat can do work.
8. CREATE: Create a device that shows conservation of mechanical energy
9. DESIGN: Students are asked to plan and design their own investigation, including the steps on
how they will gather and analyze data to come up with an answer to this question: How does
the mass of an object affect the amount of heat it can transfer
10. DETERMINE: Determine the number of protons, neutrons, and electrons in a particular atom
11. DIAGNOSE:
12. DIFFERENTIATE: Students should be able at least to differentiate one from the other by Grade 8.
13. DISSECT:
14. EXAMINE: Examine effects and predict causes of collision related damages/injuries.
15. FORMULATE: The person formulate the laws of motion and gravitational is Isaac Newton.
16. MANAGE: In a class it’s better to have a good setting where you can manage it correctly.
17. ORGANIZE: The students need to be organize in their things or what they do.
18. PLAN: Ask the students to plan their own investigation on the relationship between the
temperature object and the amount of heat it can transfer
19. PREPARE: As a instructor it’s your job to prepare the students in the future.
20. PROPOSE: Propose ways to enhance sports related to projectile motion.
21. REFUTE:
22. SET UP:

EVALUATION:

1. APPRAISE: Appraise the price of their monthly electric bill using the electric meter in their
house.
2. ASSESS: Give a pre- assessment of what students know about 3 laws of motion.
3. CHECK: Check the students if they are getting the idea.
4. CHOOSE: Choose the activity/ies which you think would best match the ability and interest of
your class.
5. COMPARE: Compare the amount of heat transferred to the water in terms of the changes in its
temperature
6. CRITIQUE:
7. DECIDE ON/ TO: Decide on the appropriate intervention to help the students improve when the
output reflects that the students need more instruction.
8. DISCRIMINATE:
9. ESTIMATE:
10. EVALUATE: Ask the students to evaluate their performance regarding on their task.
11. GRADE: Grade them individually by their performance.
12. INSPECT:
13. JUDGE: In a class judge the student not in their appearances but in their capabilities to learn.
14. MEASURE: Students will use voltmeters and ammeters to measure the current and voltage in a
circuit.
15. MONITOR: Let them do the rest and monitor if they are improving on their own.
16. RANK/RATE: Rate each student in their capabilities to learn.
 17. RESEARCH: Ask the students to research more on the applications of thermal expansion to real
life.
18. REVIEW: Ask the students to review what they have learned.
19. REVISE: Ask them to revise the things they have listed about each term as they learn more about
them.
20. SCORE: Give them score what they have deserve.
21. SELECT: Select the appropriate term.
22. VALUE: Help students to appreciate what other people are already doing and the value of
taking action by describing projects and legislations that affect their community or locality.

PSYCHOMOTOR DOMAIN:

1. ASSEMBLE: Assemble everything in order.

2. ATTACH: Ask students to attach documentation on their report.
3. BALANCE: The students must realize that there are still forces acting upon objects at rest. But
these forces balance each other thereby causing the objects to stay in place.
4. BUILD: Students should be assisted in visualizing ideas by letting them build pictures or models
step by step.
5. BUNDLE: Bundle with joy and wisdom.
6. CALIBRATE:
7. CARE FOR: Remind students that with understanding of what biodiversity can do for humans
and the whole world, there is no choice but to care for and conserve them.
8. CLEAN: Remind students to be clean always in terms of hygiene.
9. CODE:
10. COLLATE:
11. COLLECT: As you collect students’ answers to questions, the results will indicate how far they
have learned and what misconceptions they still hold. At certain portions of the module, you
may use their outputs as part of your summative assessment for one module.
12. CONDUCT: Students conduct a simulation to investigate how energy is transferred from one
source to another.
13. CONSERVE: Ask students on how they can conserve water.
14. CONSTRUCT: To be able for the students to understand you should construct simple terms or
sentence.
15. CONTROL: Mention that there was a time when toads were introduced to the Philippines to
control mosquito population.
16. DESIGN: Design their own chime and use this chime to determine how density of the material or
medium affects the speed of sound.
17. DIAGRAM: Give the Venn Diagram activity found in the Pre/Post test part at the end of this
lesson.
18. DICTATE:
19. DIRECT: Direct students to answer the questions, “What do you want the future world to be?
20. DISMANTLE:
21. DOCUMENT: Document the important matter specially the activities and task of the students.
22. DRAW: The teacher can monitor students’ way of sub-microscopic thinking as the students talk
about, draw or illustrate their ideas.
23. DUPLICATE: always remind the students to duplicate their works if they may encounter
troubleshoot.
24. EDIT: Edit information that is not reliable for you to discuss in your lesson.
25. EXECUTE: If the number of wires is not limited, they will not be able to execute the simplest way
to demonstrate connections of bulbs in series and parallel.
26. FIX: Fix problems that your students may encounter.
27. FORMAT: In the lesson most of it is like a formative assessment.
28. GATHER: Ask the student to gather data on how temperature affects the speed of sound.
29. GRADE: This step is important to find out the nature of the students’ initial ideas and determine
what they have understood so far from previous grade levels
30. GRID:
31. HARVEST: harvest knowledge vice versa.
32. HIGHLIGHT: Highlight the important terms so the students recall the lesson.
33. IMPLEMENT: For students living in fishing villages, they should help the Bantay-dagat in their
efforts to implement these laws.
34. INSPECT: As a instructor it’s your obligation to inspect your students.
35. INSTRUCT: Instruct the class to perform Part A for at least 20 minutes. Make sure that students
identify what is recurring property did they use as basis for moving the elements into groups.
36. INTERVIEW:
37. LIFT:
38. LINE:
39. LOAD/RELOAD: The dry cell must be connected by conducting wires to a load to form a
complete circuit.
40. LOCATE: ask the students to locate the epicenter
41. LOG: Require students to keep a future log for a week
42. MAKE: Make an essay about the division of mitosis.
43. MANAGE:
44. MEASURE: The students were asked to measure the voltage across the two bulbs and the
voltage drop across each bulb in circuits A and B. S
45. MIX: Explain that in the open container, the molecules of water that evaporate from the surface
mix with the surrounding air and the chance that they will return to the liquid is very small.
46. MOUNT:
47. OPERATE:
48. ORGANIZE: This module will introduce students to the system by which scientists have classified
and named organisms for an organized and orderly keeping of information about them.
49. PACKAGE:
50. PERFORM: Let the student perform the given activity to show what they got.
51. PLANT: ask them to recall what they have learned in Grade 7 about fungi and algae. You may
need to pose questions like: Are fungi or seaweeds/algae also plants?
52. PORTION: At certain portions of the module, you may use their outputs as part of your
summative assessment for one module.
53. POSITION: An object above a specified level has energy due to its position called potential
energy.
54. PREPARE: Students need to prepare in order for them to succeed in life.
55. PRESS: The activity can be performed in groups, or as a class demo if you are pressed for time.
56. PROCESS: In learning it takes time for the student to process all the information.
57. PROGRAM: Encourage them to help in promoting awareness of the importance of biodiversity,
help minimize threats to biodiversity and actively participate in programs and projects for the
protection and conservation of biodiversity.
58. PROOFREAD:
59. PROPAGATE: Module 5 discusses how energy propagates through solids, liquids, and gases. It
also describes how the speed of the energy transferred varies with some factors, such as
temperature.
60. PROVE: help the students improve when the output reflects that the students need more
instruction.
61. PROVIDE: Provide the class with the table containing the specific heat capacities of some
materials. This will confirm their findings that different materials have different heat capacities.
62. PRUNE:
63. RAISE: In Model D, part of the “ground” was raised, forming a high region.
64. RECHECK: Ask the students to recheck their grammar.
65. REFILL:
66. REGULATE: It is also used to regulate increase in population of mosquitoes carrying disease-
causing organisms.
67. RENOVATE:
68. REPAIR:
69. REPLACE: Students should realize that models may change over time. Emphasize that models
may evolve as new observations are made, much like how Thomson’s raisin bread model was
replaced by Rutherford’s nuclear model.
70. REPRODUCE: Water is important to Aedes mosquito because it is where they reproduce.
71. RETRIEVE:
72. ROUTE: Breakable items, harmful chemicals and flammable materials should be stored properly.
Know exit routes.
73. SAVE: If you have internet access, there are many photos and video clips available which you can
download and save to show to the class.
74. SEARCH: Search what could happened if the
75. SECURE: Tape the cartolina to secure the tightness of the connection of the batteries.
76. SELECT:
77. SEPARATE: One thing the students should bear in mind is that, if the pairs of alleles are found in
separate chromosome pairs, then they should segregate independently of each other.
78. SHARPEN: Students need to sharpen their minds to better understanding.
79. SIMPLIFY: simplify the following terms.
80. SIMULATE: the students will simulate the sudden upward movement of rocks along a fault at the
seafloor. The sudden push upward will disturb the water, forming a wave.
81. SKETCH: Students will be able to sketch law of acceleration exampled by newton.
82. SORT: The plotted tracks can be used as basis for discussing all sorts of questions such as, Where
do tropical cyclones commonly form?
83. SPLICE:
84. STRATIFY:
 85. STERILIZE:
86. TAPE: Students can be asked to work on the tape charts (Figure 3) individually or in pairs.
87. TERMINATE: Terminate foul words to your students.
88. TRANSFER: The energy transferred can also be affected by the nature or kind of materials
involved.
89. TRANSPLANT:
90. TREAT: Treat the students nicely for a good classroom setting.
91. TRIM:
92. TROUBLESHOOT:
93. VERIFY: Ask the students t verify their conducted information if its reliable source.
94. WASH: Ask students to wash their hands always.
95. WRITE: If the students need guidance in finding out the relationship between the table of air
pressures and the drawing, let them write the numbers in the table on the drawing itself.

AFFECTIVE DOMAIN:

RECEIVING:

1. LISTEN TO: Always remind students to listen to their teachers.

2. PERCEIVE:
3. BE ALERT TO:
4. SHOW TOLERANCE OF:
5. OBEY: Obey what the teachers want.

RESPONDING:

1. REPLY:
2. ANSWER: Answer the given question by the teacher.
3. FOLLOW ALONG:
4. APPROVE:
5. CONTINUE: Ask the students what would happen if some metals like iron will continue to be
reactive with some substances in the environment?

VALUING:

1. ATTAIN:
2. ASSUME: Assume that they are different characteristics and capabilities.
3. SUPPORT: Evidence gathered to support the group’s stand is well supported by accurate
scientific facts and information (latest or up-to-date information whenever possible).
4. PARTICIPATE: Participate in decision making on where to build structures based on knowledge
of the location of active faults in the community

ORGANIZING:

1. ORGANIZE: This module will introduce students to the system by which scientists have classified
and named organisms for an organized and orderly keeping of information about them
2. SELECT:
 3. JUDGE:
4. DECIDE: Decide on the appropriate intervention to help the students improve when the output
reflects that the students need more instruction.
5. IDENTIFY WITH:

CHARACTERIZING:

1. BELIEVE: Believe to the research with proof not the theories.

2. PRACTICE: Practice to speak in front.
3. CONTINUE TO: Continue to emphasize the idea that our location on the globe is intertwined
with what we experience in our daily lives.
4. CARRY OUT: Carry out information regarding law of motion.