School MALLIG NATIONAL HIGH SCHOOL Grade Level 8

DAILY Teacher JUSTIN MARK A. FERNANDEZ Learning Area SCIENCE

Inclusive Dates MARCH 27-31, 2023 Quarter THIRD
Scheduled Time 2:00-3:00 / 4:00-5:00
LESSON
LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The periodic table of elements as an organizing tool to determine the chemical properties of
elements. Municipal Holiday (1st Dairy
B. Performance Standards Festival)
C. Learning
Competencies / Trace the development of the periodic table from observations based on similarities in
Objectives (Write the properties of elements. S8MT-IIIg-h-11
LC Code)
DEVELOPMENT OF THE DEVELOPMENT OF THE ARRANGEMENT OF ELEMENTS
III. CONTENT
PERIODIC TABLE PERIODIC TABLE IN THE PERIODIC TABLE
IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher’s Manual Teacher’s Manual
pages
2. Learners’ Materials Learners’ Module pp. 210- Learners’ Module pp. 210-211 Learners’ Module pp. 211-213
pages 211
3. Textbook pages
4. Additional Materials Periodic table of elements https://www.youtube.com/ https://www.youtube.com/
from Learning watch?v=I5H1SeepnaU watch?v=VgVQKCcfwnU
Resources Portals
B. Other Learning
Resources
V. PROCEDURES
A. Revising previous  How does an ion form?  Who were the people  What bases did the
lesson or presenting the  What do you call the behind the history of following chemists use to
new lesson positive ion? Negative periodic table? And what explain their arrangement
 ion?
 What will happen
when an atom
becomes an ion?
B. Establishing a purpose In Grade 7, students
for the lesson learned about the periodic
table. Let them recall some
common elements found in
the periodic table.
C. Presenting examples/ Ask: How was your seating
instances of the new arrangement done?
lesson (possible answers:
alphabetically, height,
gender).
D. Discussing new Essential Question: How
concepts and practicing did the periodic table
new skills #1 develop?
E. Discussing concepts
and practicing new
skills #2
F. Developing mastery Perform Activity #1 part A:
(Leads to Formative Tracking the path and
Assessment 3) constructing the Periodic
Table on pages 210-211 of
their textbook.
G. Finding practical With the use of the guide
applications of concepts questions, students will
and skills in daily living report their answers in
was their respective
concept?
Show to the class a video from
YouTube entitled: History of
Periodic Table Animation (cite
provided in Learning
Resources under additional
materials).
Who were the people
mentioned in the video?
(Write their answers on the
board for later discussion).
Essential Question: How did
the periodic table develop?
Perform Activity #1 part A:
Tracking the path and
constructing the Periodic
Table on pages 210-211 of
their textbook.
With the use of the guide
questions, students will report
their answers in front.
of elements?
a. Dobereiner
b. Newlands
c. Meyer
d. Mendeleev
e. Moseley
Using the periodic table, The
teacher will mention an
element (e.g. Calcium). Let
them look in what column and
row it is located or you may do
otherwise (students will look for
the name, teacher will mention
the row and column).
Let the students take hold of
their periodic table and ask
them of the possible ways how
those elements were arranged.
Were they arranged
alphabetically? randomly? Or
other possible arrangements?
Essential Question: How were
the elements in the periodic
table arranged?
Continue Activity #1 Part B.
Tracking the path and
constructing the Periodic Table
on page 211 of the learner’s
manual.
With the use of the guide
questions, students will report
their answers in front.
 front. (Questions #1-4) (Questions #1-4) (Questions #5-10)
H. Making generalizations Key Questions: Key Questions: Key Questions:
and abstractions about 1. Who were the people 1. Who were the people 1. What is periodic law?
the lesson behind the history of behind the history of 2. Differentiate groups from
periodic table? And periodic table? And what periods.
what was their was their respective 3. What are the different
respective concept? concept? family names of groups
2. What bases did the 2. What bases did the found in the periodic table?
following chemists use following chemists use
to explain their to explain their
arrangement of arrangement of
elements? elements?
a. Dobereiner a. Dobereiner
b. Newlands b. Newlands
c. Meyer c. Meyer
d. Mendeleev d. Mendeleev
e. Moseley e. Moseley
I. Evaluating learning Identification Identification I. Identify in what period and
1. He is a German chemist 1. He is a German chemist group does the following
who grouped elements who grouped elements in element belong:
in three with similar three with similar 1. Boron
properties. properties. 2. Calcium
2. This arrangement was 2. This arrangement was 3. Neon
proposed by Newlands. proposed by Newlands. 4. Hydrogen
3. How did Mendeleev 3. How did Mendeleev 5. Potassium
arrange the elements arrange the elements in
in the periodic table? the periodic table? II. Identify and label the parts of
the periodic table.
J. Additional activities for Trace the development of the For the next session, tell the
application or Periodic Table by making a students to bring the following
remediation timeline. Write it in a short materials for their Performance
sized bond paper. output:
a. Bond paper (long sized)
b. Coloring materials
c. Designing materials
 d. Ruler
e. Glue
VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
learners?

Prepared by: Checked by:

JUSTIN MARK A. FERNANDEZ EUGENE P. SERVITILLO, MA-THM

Subject Teacher Secondary School Principal II