SCHOOL Andres Bonifacio Integrated School GRADE LEVEL 8

TEACHER RACHEL J. ABRAHAM LEARNING Science

AREA
DATE & March 7, 2024 QUARTER 3
TIME 12:20 – 01:10 – Gemini
01:10 – 02:00 - Libra
02:00 – 02:50 – Sagittarius
03:20 – 04:10 – Scorpio
04:10—05:00- Taurus
05:00 – 05:50 – Aquarius

I. OBJECTIVES
The learners demonstrate understanding of the periodic table of elements as an organizing
A. Content Standards
tool to determine the chemical properties of elements
The learners shall be able to present how water behaves in its different states within the
B. Performance Standards
water cycle
C.Learning Competencies Use the periodic table to predict the chemical behavior of an element. S8MT-IIIi-j-12
(Write the LC code for
each)

1. Identify the groups and periods of elements;

Learning Objectives: 2. Describe metals, nonmetals, and metalloids;
3. Compare the relative reactivity of metals

II. CONTENT Periodic Table

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from
Learning Resource
(LR)
portal
5. Other Learning Science – Grade 8 Alternative Delivery Mode Quarter 3 – Module 4: The Periodic Table
Materials
IV. PROCEDURES
A. Reviewing Elicit:
previous lesson or (The activities in Brainstorming
presenting the new
this section will
lesson 1. Sharing how ancient Filipinos used metals in their daily lives
evoke or draw
out prior 2. Explaining how nonmetals are essential in traditional Filipino
concepts or prior crafts
experiences from
the students)
Engage: (Paper, pens]
B. Establishing a
1. Role-playing activity where students act as electrons, protons,
purpose for the
lesson and neutrons to understand their positions within an atom.

C. Presenting 2. Interactive quiz using real-life scenarios where students have

examples/instance to determine the number of electrons, protons, and neutrons
s of the new
 lesson in various element.

Explore:
(In this section, Activity 2: Element Identification
students will be [Inquiry-Based Learning]
given time to Materials - Element cards, periodic table
think, plan, Significance - To practice identifying the number of electrons, protons,
D. Discussing new investigate, and and neutrons in different elements.
concepts and organize Instructions -
practicing new collected 1) Pick an element card and determine the number of electrons,
skills #1 information; or protons, and neutrons.
the performance 2) Verify your answers using the periodic table.
of the 3) Discuss your findings with a partner.
planned/prepare Rubric - Accuracy - 15 pts. Explanation - 10 pts. Collaboration - 10 pts.
d activities from
the students’
manual with data Guide Questions:
gathering with
Guide Questions) 1) How does the number of protons determine the identity of an
element?
2) Why is it important to know the number of electrons in an atom?
3) Compare and contrast the roles of protons and neutrons in an
atom.

Explain: Lecture and Discussion

E. Developing Teacher demonstrates using a physical periodic table, engaging students
mastery (leads to in discussions about the arrangement and significance of groups and
Formative
Assessment 3) periods.

F. Finding practical Task 1 - Design a comic strip illustrating the interactions of electrons,
applications of Elaborate:
concepts and skills
protons, and neutrons in different atoms.
(This section will
in daily living give students the
opportunity to
expand and
solidify/concretiz
G. Making e their
generalizations understanding of
and abstractions the concept
about the lesson
and/or apply it to
a real-world
situation)

Evaluation: Question 1 - Calculate the number of protons in an atom with an

atomic number of 20.
Question 2 - Identify an element with 11 protons and determine its
H. Evaluating atomic mass.
learning Question 3 - Explain the difference between atomic number and mass
number.

I. Additional Extend: 1. You are to display understanding of the elements of the

activities for (This section periodic table. Choose your favorite element, make a feature
application or
gives situation article about it and explain why it is your favorite.
remediation
that explains the 2. Choose one of the following:
topic in a new a. Make a photo album of an element you have chosen. Include
context, or a caption for the element. It must include the history,
 integrate it to significance, and products produced from the elements
another through the years, as well as the possible things that can still
discipline/societal be developed from it.
concern) b. Choose an element write an essay about it. Write it on a
cartolina for better viewing. It must include the history,
significance, and products produced from the element
through the years, and possible things that can still be
developed from it.
c. Make a timeline of the element you have chosen. It must
include the history, significance, and products produced from
the elements through the years, as well as the possible things
that can still be developed from it.

Criteria:
a. Accurate
b. Critical
c. Complete and Insightful
d. Engaging
e. Skillful

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:

RACHEL J. ABRAHAM

Checked by:
Michelle D. Cachillar
Science Coordinator