PROJECT-BASED

LEARNING ACTIVITY
Technology for Teaching and Learning 2

Canja, Shiela Mae F.

Servano, Jose T.
Lozada, Cristian B.
CONTENT (GRADE 8)

Quarter 1: Quarter 3:
• Laws of Motion • Periodic Table (PT) of

• Work Power and Elements

• The Particle Nature of
Energy
Matter
• Light

Quarter 4:
Quarter 2: • Ecosystem
• Earthquakes and • Heredity: Inheritance
Faults and Variation of Traits
• Understanding • Biodiversity
Typhoons
Q. LEARNING CONTENT STANDARD OPEND-ENDED QUESTIONS
COMPETENCIES

1 1. Demonstrate how
a body responds to
The learners demonstrate
an understanding of:
1. How can we apply Newton's
three laws of motion to explain
changes in motion. the behavior of objects in our
Newton’s three laws of everyday lives?
motion and uniform
circular motion.

2. Describe how Work using constant 2. What are some real-world

work is related to force, power, examples of work being done
power and energy gravitational potential using constant force, and how
energy, kinetic energy, can we calculate the amount of
and elastic potential work being done in each case?
energy.

3. Demonstrate the Some properties and 3. How does our understanding

existence of the characteristic of visible of the properties and
color components of light characteristics of visible light
visible light using a inform the development of
prism or diffraction technologies such as fiber optics
grating and solar panels?
Q. LEARNING CONTENT OPEND-ENDED QUESTIONS
COMPETENCIES STANDARD

2 1. Trace the path of

typhoons that enter the
The learners
demonstrate an
1.How can we use our knowledge of
typhoons and their effects on the
Philippine Ares of understanding of: environment and human communities
Responsibility (PAR) The formation of to develop more effective strategies
using map and tracking typhoon and their for disaster preparedness and
date movement within response?
(PAR).

2. The learners should be The learners 2. How can we use data analysis and
able to: demonstrate an visualization techniques to better
Using models or understanding of: understand the patterns and behavior
illustrations The relationship of faults and earthquakes, and predict
explain how movements between faults their movements and intensity more
along faults generate and earthquakes. accurately?
earthquake

3. Demonstrate how The learners 3. How can we use our understanding

underwater earthquakes demonstrate an of the science behind earthquakes to
generate tsunamis understanding of: create educational resources that help
The relationship people understand the risks and
between faults impacts of these phenomena , and
and earthquakes. take steps to protect themselves and
their communities?
Q. LEARNING CONTENT STANDARD OPEND-ENDED QUESTIONS
COMPETENCIES

3 1. Trace the
development of the
The learners demonstrate an
understanding of:
periodic table from the periodic table of
observations based elements as an organizing
on similarities in tool to determine the
properties of chemical properties of
elements; and elements
2. .Use periodic The learners demonstrate an
table to: understanding of:
Predict the chemical the periodic table of
behavior of an elements as an organizing
element. tool to determine the
chemical properties of
elements
1. What role does the periodic
table play in our understanding
of chemistry and the physical
sciences, and how can we use
interdisciplinary approaches to
deepen our understanding of
this essential scientific
concept?
2. How can we use data
analysis and visualization
techniques to better understand
the relationships between
different elements?

3. The learner The learners demonstrate an 3. How can we create

should be able to: understanding of: educational resources that help
1. Explain the the particle nature of matter people understand the
properties of solids, as basis for explaining importance of the elements in
liquids, and gases properties, physical changes, our daily lives?
based on the particle and structure of substances
nature of matter and mixtures.
Q. LEARNING CONTENT STANDARD
COMPETENCIES
4 1. suggest ways to
minimize human
The learners demonstrate an
understanding of:
impact on the the one-way flow of energy and
environment. the cycling of materials in an
ecosystem.
2. The learner The learners demonstrate an
should be able to: understanding of:
4. compare mitosis 1. how cells divide to produce
and meiosis, and new cells
their role in the 2. meiosis as one of the
cell-division cycle; processes producing genetic
variations of the Mendelian
Pattern of Inheritance
3. classify The learners demonstrate an
organisms using understanding of:
the hierarchical 1. the concept of a species
taxonomic system; 2. the species as being further
classified into a hierarchical
taxonomic system
OPEND-ENDED QUESTIONS
How can we use the
principles of heredity to
understand the evolution of
different species and trace the
history of life on Earth?
How can we use our
understanding of genetics to
develop more sustainable and
environmentally-friendly
practices?
What role does heredity play
in shaping our individual
identities and cultural
heritage, and how can we use
this knowledge to foster
greater understanding and
empathy between different
groups of people?