SCHOOL PNHS GRADE LEVEL Grade 8

TEACHER Karl M. Jaime LEARNING

SCIENCE
AREA
Martin Malala Mandela
TEACHING March 28, 7:00- 8:00- 10:15-
DATE & 2023 8:00am 9:00am 11:15am QUARTER THIRD
TIME
I. OBJECTIVES
The learner demonstrates an understanding of
A. Content Standards the periodic table of elements as an organizing tool to determine the chemical properties of
elements
B. Performance Standards
Use the periodic table to predict the chemical behavior of an element.
S8MT-IIIi-j-12

C. Learning Competencies/ At the end of the lesson, students must be able to:
Objectives 1. Classify a given element into its respective family/group based on its common properties.
Write the LC code for each 2. Demonstrate creativity and originality in selecting and arranging elements to create a unique
symbo card.
3. Develop an appreciation for the organization and structure of the periodic table and its role in
understanding the properties of elements.
II. CONTENT Module 3: Periodic Table of Elements (Features of Periodic Table)
III. LEARNING RESOURCES
A. References
DepEd (2014) First Edition Grade 8 Science Teacher’s Guide Pages: pp. 145-146.Pasig,
1. Teacher’s Guide pages Philippines.Author

DepEd (2014) First Edition Grade 8 Science Learners Module Pages: pp. 209-211.Pasig,
2. Learner’s Materials Philippines.Author
pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

5. Other Learning pencil/pen, marker, colored paper, manila paper, Laptop, video presentation about features
Resource/ Materials of periodic table. https://youtu.be/JQ4WduVp9k4?t=4

Subject Integration ICT, English, Arts, Math

Teaching Strategies Experiential Learning, Collaborative Learning

IV. PROCEDURES 7E’s Learning Model Teacher’s Activity Students’ Activity & Materials
Daily Routine:
-Opening Prayer
_________, kindly lead the prayer.
In the name of the Father…………………
Amen.

-Greetings
Good morning/ afternoon class! Good morning/ afternoon Ma’am

-Putting class into order (The student will pick up the pieces of papers
Before you take your seat, please arrange and trash and will arrange their chairs
the chairs properly and pick-up those properly)
pieces of papers on the floor.
-Checking of attendance None Ma’am. Everybody is present today.
__________, may I know who are the
absentees for today.
-Checking of Assignment Outputs may vary
Bring out the assignment and pass it
forward.
 Before we formally proceed to our Answers:
A. Reviewing the new lesson, let us have a short 1. Dobereiner
recapitulation about what we have 2. Mendeleev
previous lesson or
discussed last meeting. This review is in a 3. Modern Periodic law
presenting the new
form of game called melting snowman. 4. Periodic table
lesson The students will try to guess the mystery 5. Moseley
word by giving letters in the alphabet, if 6. Newlands
the letter is present on the word it will
appear on the boxes, but if it is not, the
snowman will begin to melt.
ELICIT

B. Establishing a -Presentation of Objectives

purpose for the Before we start our discussion, let me At the end of the lesson, students must be
lesson present to you our objectives for today’s able to:
lesson. 1. Classify a given element into its
C. Presenting respective family/group based on its
examples / common properties.
________, please read the objective 2. Demonstrate creativity and originality
instances of the number 1. in selecting and arranging elements to
new lesson
create a unique bingo card.
________, kindly read the objective 3. Develop an appreciation for the
organization and structure of the periodic
number 2.
table and its role in understanding the
properties of elements.
________, please read the objective
number 3.

Those are the objectives that you must

attain at the end of our lesson.

ENGAGE Before we formally proceed with our

discussion, first let us have an activity.
This activity is called rebust puzzle. For
the mechanics of this game, pictures or Answers:
symbols will be used to represent words 1. Family
or parts of words, which the student must 2. Periods
combine to form a phrase, sentence, or 3. Groups
another message. 4. Elements
5. Metals

D. Discussing new EXPLORE SYMBO CARDS

concepts and Materials:
practicing new skills
#1
Cardstock paper or cardboard
E. Discussing new
Pencil and eraser
concepts and
Ruler
practicing new skills
Markers, colored pencils, or paint
#2
Printed periodic table (optional)

Instructions:
Cut a piece of cardstock paper or
cardboard into a square shape. The size
can vary depending on your preference,
but a 5x5 inch square is a common size
for symbo cards.
Using a pencil and ruler, draw a grid of 5
rows and 5 columns on the card. Leave a
small margin of white space around the
edges.
Write the word "SYMBO" vertically on
the left-hand side of the card, with each
letter corresponding to a column. This
will help players keep track of which
column they are marking off.
Choose 24 different elements from the
periodic table to fill in the squares. You (Outputs may vary)
can write the symbol, name, or both in
each square. Make sure that each square
has a unique element so that players can
mark off different squares during the
game.
Once you have chosen your elements,
write them in the squares using a
marker, colored pencil, or paint. Use
bold, contrasting colors to make the text
stand out.
Optional: If you have access to a printed
periodic table, use it as a reference to
make sure you are selecting unique
elements for each square.

Rubrics:

Criteria:
Exceed Expectations (3)
Meets Expectations (2)
Needs Improvement (1)

Layout and Format:

-The card is well-organized and easy to
read. The design is creative and visually
appealing.

-The card is organized and easy to read.

The design is neat and tidy.

-The card is cluttered and difficult to

read. The design is lacking creativity.

Content Selection:
-The elements selected for the card are
unique and interesting. They cover a
wide range of the periodic table.

-The elements selected for the card are

appropriate and relevant. They cover a
good range of the periodic table.
-The elements selected for the card are
repetitive and/or irrelevant. They do not
cover a wide range of the periodic table.

Accuracy of Content:
-The elements listed on the card are
spelled correctly and accurately
represent the corresponding symbols.

-The elements listed on the card are

mostly spelled correctly and accurately
represent the corresponding symbols.

-The elements listed on the card have

multiple spelling errors and/or do not
accurately represent the corresponding
 symbols.

F. Developing mastery The teacher will start the discussion

(leads to Formative about the periods, groups, and different
Assessment) families of elements in the periodic
table.

The modern periodic table organizes

elements in such a way that information
about the elements and their
compounds are easily revealed.

The vertical columns of the periodic

table, called groups.
Example, Group 1 is named as the alkali
metals, Group 2 as the alkaline earth
metals, Group 17 as the halogens and
Group 18 as the noble gases. Groups 13
to 16 are named based on the first
element found in their families. Thus
Group 16 is called the Oxygen Group.

The horizontal rows or periods are

numbered from the top to bottom.
EXPLAIN For example, the elements lithium (Li)
across neon (Ne) form Period 2. There
are 7 horizontal rows or periods in the
periodic table. The elements are grouped
into blocks or series in the periodic table.
Group 3 to Group 12 constitutes one
block wherein elements in this block are
referred as the transition elements. The
lanthanides and actinides are special
series of elements but are also part of
the transition block; they are also called
the inner transition elements. Elements
from the taller columns (groups 1, 2, and
13 through 18) are called the
representative elements or main groups
of the periodic
table.
This arrangement allows us to study
systematically the way properties vary
with the element’s position in the table.
Similarities and differences among the
elements are easier to understand and
remember.

G. Finding practical ELABORATE The students will watch a video to

applications of deepen their understanding of the
concepts and skills
in daily living. topic and apply it to a real-world
situation.

Guide Questions:
1. What are the main families in
the periodic table?
2. How many periods are there in
the periodic table?
3. How many groups are there in
the periodic table?
4. What are the properties of
metals, nonmetals, and metalloids
 and their location in the periodic
table.
5. What are the uses of the
elements in the main groups, and
how do they contribute to our
everyday life?

H. Evaluating learning Directions: Choose the letter of Answers:

1. B
the correct answer. 2. B
3. D
What is the name for the vertical 4. C
columns on the periodic table? 5. D
A. Periods
B. Groups
C. Families
D. Rows
Answer: B

How many periods are there in

the periodic table?
A. 6
B. 7
C. 8
D. 9
Answer: B

Which group on the periodic table

EVALUATE contains the noble gases?
A. Group 1
B. Group 2
C. Group 17
D. Group 18

Which element is found in Group

1 and Period 2 of the periodic
table?
A. Hydrogen
B. Helium
C. Lithium
D. Beryllium

Which family on the periodic table

includes the alkali metals?
A. Boron Family
B. Carbon Family
C. Nitrogen Family
D. Alkali Metals Family

I. Additional activities Assignment Students will get their science notebooks

for application or Research and create a visual and copy their assignments.
remediation representation of the families, periods,
and groups in the periodic table. Your
representation can take any form, such
as a poster, a diagram, or a model.
EXTEND Label each family, period, and group
with their corresponding number, name,
and key properties.
Choose at least two elements from each
family/group, and describe their unique
properties, common uses, and relevance
to everyday life.

V. REMARKS
VI. 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 these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by:

Karl M. Jaime
Student-Teacher

Checked by:

Mariane G. Dizon
Cooperating Teacher

Noted by:

Valentina L. Castro
Head Teacher III

Alain A. Mendoza EdD

Principal II