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LP (Science 8)
LP (Science 8)
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
June 6, 2018
Lesson Plan in Science 8
I. Objective Investigate the relationship between the amount of force applied and the mass of
the object to the amount of change in the object’s motion. (S8FE-Ia-15)
Sub-task Explain balanced and unbalanced forces.
III. Procedure
A. Motivation
Place a ball or any object on top of a table and ask:
a) Will this object move by itself?
b) How can we make this object move?
c) While it is moving, how can we make the object speed up or slow down?
d) How can make it stop?
e) How can we make it change its direction?
f) What is force?
B. Activity
1. Forces on objects at rest (refer to page 5-6 of Learners Guide)
Identify the forces acting on an object at rest.
2. Balance of Forces (refer to page 6-7 of Learners Guide)
Examine the conditions when two forces balance.
Explain the effect of balanced forces on the state of motion of an object.
C. Analysis
What are forces acting on objects at rest?
Why the objects stay in place?
What are the conditions when two forces balance?
What are the effect of balanced forces on the state of motion of an object?
D. Abstraction
How the forces acting on the objects in Activity 1 prevent them from moving?
Explain balanced and unbalanced forces.
E. Application
Directions: Study the illustrations and answer the questions that follow.
1. A boy and a girl are pulling a heavy crate at the same time with 10 units of
force each. What is the net force acting on the object?
2. What if the boy and the girl pull the heavy crate at the same time in
opposite directions with 10 units and 5 units of force respectively, what will
be the net force on the object? Will the object move? To what direction will
it move?
3. Suppose another girl pulls the heavy crate in with 5 units of force in the
same direction as the girl, what will be the net force that will act on the
object? Will the object move?
IV. Evaluation
Directions: Answer the following questions. (1/2 sheet of paper)
1. What are forces acting on objects at rest?
2. Why the objects stay in place?
3. What are the conditions when two forces balance?
4. What are the effect of balanced forces on the state of motion of an object?
5. Discuss balanced and unbalanced forces.
V. Agreement
Directions: Answer the question. (1/2 sheet of paper)
1. What are the Newton’s Three Laws of Motion? Discuss each and give example.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
June 8, 2018
Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:30 (Acacia)
I. Objective Investigate the relationship between the amount of force applied and the mass of
the object to the amount of change in the object’s motion. (S8FE-Ia-15)
Sub-task: a. Identify facts about the first Newton’s Law of Motion, Law of Inertia.
b. Discuss the Law of Inertia, the relationship between the amount of force applied
and the mass of the object to the amount of change in the object’s motion.
III. Procedure
A. Motivation
Show the picture of Isaac Newton and ask:
1. Who is the great man shown in the picture?
2. What are some of his significant contributions especially in the field of
physics?
B. Activity
1. Investigating Inertia (refer to page 11 of Learner’s Guide)
To demonstrate Newton’s first law of motion.
C. Analysis
What is inertia?
How can you measure of inertia?
D. Abstraction
What is Newton’s First Law of Motion?
How can you relate the Newton’s First Law of Motion (Law of Inertia) to the
previous discussion on balanced and unbalanced forces?
E. Application
Relate the concept of inertia to your own experience while riding a vehicle. Then
discuss the importance of using a seatbelt.
IV. Evaluation
I. Directions: Write True if the statement is correct, write False if the statement is wrong.
1. Inertia is a force.
2. All objects have inertia.
3. A more massive objects has more inertia than a less massive object.
4. In a gravity-free environment (should there be one), a person with a lot of inertia
would have the same ability to make a turn as a person with a small amount of
inertia.
5. If a person is moving to the right, then the forces acting upon it are NOT balanced.
6. Newton’s first law of motion is applicable to both moving and non-moving
objects.
7. It would take an unbalanced force to keep an object in motion at a constant
velocity.
8. It would take an unbalanced force to cause an object to accelerate from rest.
9. It is the natural tendency of all objects to eventually come to rest a position.
10. If an object is at rest, then there are no forces acting upon the object.
V. Agreement
Directions: In a ¼ sheet of paper, discuss the second Law of Motion. Give one example.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objectives Investigate the relationship between the amount of force applied and the mass of
the object to the amount of change in the object’s motion. (S8FE-Ia-15)
Sub-Task a. Explain the relationship of the physical quantities-force, mass, and acceleration in
Newton’s Second Law of Motion or Law of Acceleration.
b. Compute for an object acceleration, mass or the amount of net force applied to
the object state of motion.
III. Procedure
A. Activity
Suppose you are on a trip with your family. Then suddenly, the car ran out of gas
and stopped. You need to push it to the side of the road. The car is moved slowly
when you push it alone, but when you and other members of the family push it
together, the car is moved faster.
B. Analysis
1. What does the situation shows?
2. What happens when you alone pushed the car and when you and the other
members of the family pushed it together?
C. Abstraction
1. What is the Law of Acceleration? What does it state?
2. If the situation shows that the greater the force you apply, the faster the car will
Accelerate, what does the Law of Acceleration mean that states “The acceleration of
an object is directly proportional to the magnitude of the net force acting on it and is
Fnet
inversely proportional to its mass” or mathematically expressed as a= .
m
D. Application
Directions: Solve for what is being asked.
1. Suppose a ball of mass 0.60 kg. is hit with a force of 12 N. What is the
ball’s acceleration?
2. A 0.050-kg. tennis ball approaches a racket at 25 m/s. If it is in contact
with the racket’s strings for 0.005 s. then rebounds at 25 m/s, what is the
average contact force between ball and racket?
IV. Evaluation
I. Directions: Answer what is being asked. (5pts)
1. Newton’s Second Law of Motion or Law of Acceleration states that “The
acceleration of an object is directly proportional to the magnitude of the net force
acting on it and is inversely proportional to its mass”, explain the relationship of the
physical quantities-force, mass, and acceleration in this law of motion.
1. A 3.5-kg papaya is pushed across a table. If the acceleration of the papaya is 2.2
m/s2 to the left, what is the net external force exerted on the papaya?
2. A constant net force of 200 N is exerted to accelerate a cart from rest to a velocity
of 40 m/s in 10 s. What is the mass of the cart?
V. Agreement
Directions: In a ½ sheet of paper, discuss the third Law of Motion or Law of Acceleration.
Give one example.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective to solve mathematical problems with the application of Newton’s Second Law of
Motion or Law of Acceleration.
III. Procedure
A. Activity
Let the students get their paper, pen, and calculator.
Post the visual aid with mathematical problems.
B. Analysis
Read carefully the problems and analyze to identify what is being asked and how
to solve for it.
C. Abstraction
From the given problems, what formula you will use to address what is being
asked in the problem?
D. Application
Solve the mathematical problems with the use or application of Newton’s
Second Law of Motion or Law of Acceleration.
IV. Evaluation
Directions: Solve the following mathematical problems with the application of Newton’s
Second Law of Motion or Law of Acceleration. (5pts. Each)
1. To avoid an accident a driver steps on the brakes to stop a 1000-kg car travelling at 65 km/h. If the
braking distance is 35 m, how much force is necessary to stop the car?
2. A motorbike accelerates from rest to 12 m/s in 3 sons a level road. If the force is 3000 N, what is
the total mass of the cyclist and the motorbike?
V. Agreement
Directions: Write as many situations that you observe around which demonstrate Law of
Acceleration. (½ crosswise of paper)
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective: Relate the second law of motion to bodies in uniform circular motion.
II. Subject Matter
Topic: Newton’s Three Laws of Motion
Sub-topic: Circular Motion and Newton’s Second Law of Motion (Law of Acceleration)
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical and Explorational Physics Book
Materials: Learner’s Guide in Science 8 & Practical and Explorational Physics Book
*Visual Aid *Chalk *Scientific Calculator
III. Procedure
A. Activity
Tie a pen using a string, whirl the pen tied to a string horizontally above your head.
After sometime, release the string.
B. Analysis
What happens if you release the object?
How does it travel after release?
C. Abstraction
Newton’s Second Law was arrived at by studying straight line motion. Does this law
apply to circular motion as well?
How does the second law of motion applied to bodies travelling in a circular path?
D. Application
Directions: Solve for the following problem applying law of acceleration to an object in
uniform circular motion.
1. A 400-g rock attached to a 1.0-m string is whirled in a horizontal circle at the
constant speed of 10.0 m/s. Neglecting the effects of gravity, what is the centripetal
force acting on the rock?
IV. Evaluation
Directions: Based from the situation given, relate the second law of motion to bodies in
uniform circular motion. Discuss your answer in each question.
1. A man is rounding a sharp curve to the left at a constant speed:
a. What happens to the man’s body?
b. What is the direction of the car’s acceleration?
c. Where does the force on the car act?
V. Agreement
Give one real life situation of an object in a circular motion. Explain why the object maintain
its motion in a circular path.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective: Infer that when a body exerts a force on another, an equal amount of force is
exerted back on it. (S8FE-Ia-16)
Sub-Task: Discuss the application of Newton’s Third Law of Motion or Law of Interaction to real
life situations.
III. Procedure
A. Activity
Push the wall with all your force.
B. Analysis
What have you experienced when you pushed the wall?
Why do you think, you did not move the wall?
C. Abstraction
What is Newton’s Third Law of Motion or Law of Interaction?
How can you relate the Law of Interaction to the situation when you pushed the
wall?
D. Application
Based on the Law of Interaction, give one situation with the application of the said
law.
IV. Evaluation
Directions: Discuss how the Newton’s Third Law of Motion or Law of Interaction was applied
to the given real life situations.
1. A man walking on the floor. (5pts.)
2. You slapped a friend’s face. (5pts.)
3. Ben is playing baseball and have just hit a ball. (5pts.)
V. Agreement
Study for a long quiz about module 1.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
July 6, 2018
Lesson Plan in Science 8 (ICL)
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)
I. Objective: *To check the long quiz/summative test with regards to the topics discussed in
Module 1.
III. Procedure
A. Activity
Distribute the test questionnaire to the students (not to the owner).
Let the learners read the questions one by one, give the answer, and at the same
time recall/review the topics.
B. Analysis
Read the questions carefully.
Analyze the problems to arrive at the correct answer.
C. Abstraction
Recall the concepts to answer the questions properly.
D. Application
Apply the learnings gained during the discussion in answering.
IV. Evaluation
“Refer to the test questionnaire.”
V. Agreement
Directions: Recall work and read in advance about power to answer the problem below.
1. If the same 1.0 kg book is lifted to 0.5 m above the table, but the table top is 1.0
m above the floor, what would be the potential energy of the book if the reference
level was the floor?
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
July 5, 2018
Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)
I. Objective Identify situations in which work is done and in which no work is done. (S8FE-Ic-20)
II. Subject Matter
Topic: WORK
Sub-topic: What is work?
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical and Explorational Physics Book
Materials: *Visual Aid
III. Procedure
A. Activity
Act. 1: Is there work done? (Pls. refer to Learner’s Guide page 23)
Objective: After performing this activity, you should be able to explain if work is
done in situations represented.
B. Analysis
Why does situations 1, 2, and 4 shows that there is work done?
Why does situation 3 shows that there is no more work done?
C. Abstract
What is work?
How can you say that there is work done and when there is no work done?
D. Application
Give a situation which shows that there is a work done on an object.
IV. Evaluation
Directions: Identify situations in which work is done and in which no work is done. Put a
check (/) before the item if work is done on an object or person and put (x) if there is no
work done.
___1. A boy running across a playground.
___2. A mother dancing with her baby in her arms.
___3. A basket being lifted.
___4. A person in an ascending elevator.
___5. A stone whirled around a horizontal circle.
___6. A big box dragged across the floor.
___7. A man climbing up a tree.
___8. A girl walking up the stairs.
___9. A lady carrying a bag while walking on the street.
___10. A girl pulling a table.
V. Agreement
Directions: Answers the following questions in your assignment notebook.
1. When do we say that work is done on an object?
2. What is the mathematical definition of work?
3. What is the unit of work?
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Identify situations in which work is done and in which no work is done. (S8FE-Ic-20)
II. Subject Matter
Topic: WORK
Sub-topic: What is work?
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and & Practical
and Explorational Physics Book
Materials: *Visual Aid
III. Procedure
A. Activity
Act. 1: Is there work done? (Pls. refer to Learner’s Guide page 23)
Objective: After performing this activity, you should be able to explain if work is done in
situations represented.
B. Analysis
Why does situations 1, 2, and 4 shows that there is work done?
Why does situation 3 shows that there is no more work done?
C. Abstract
What is work?
How can you say that there is work done and when there is no work done?
D. Application
Give a situation which shows that there is a work done on an object.
IV. Evaluation
Directions: Identify situations in which work is done and in which no work is done. Put a check (/)
before the item if work is done on an object or person and put (x) if there is no work done.
___1. A boy running across a playground.
___2. A mother dancing with her baby in her arms.
___3. A basket being lifted.
___4. A person in an ascending elevator.
___5. A stone whirled around a horizontal circle.
___6. A big box dragged across the floor.
___7. A man climbing up a tree.
___8. A girl walking up the stairs.
___9. A lady carrying a bag while walking on the street.
___10. A girl pulling a table.
V. Agreement
Directions: Answers the following questions in your assignment notebook.
1. When do we say that work is done on an object?
2. What is the mathematical definition of work?
3. What is the unit of work?
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
July 7, 2017
III. Procedure
A. Activity
Push a plastic or rubber ball to hit an empty plastic bottle.
B. Analysis
What happened to the ball as you push it to hit an empty plastic bottle?
Why do you think the ball move or roll?
Because of the work you done on the ball, what was transferred?
What energy was transferred?
C. Abstraction
What is kinetic energy?
What is the formula in finding the amount of kinetic energy of a moving object?
KE=1/2 mv2 , how the equation of KE is derived?
What will happen to the KE of an object if its mass is doubled but the velocity
remains the same?
How about if the velocity is doubled but the mass remains the same, what will
happen to the KE of an object?
D. Application
A 1000 kg car has a velocity of 17 m/s. What is the car’s kinetic energy? Solve.
IV. Evaluation
Directions: Solve for the kinetic energy. (5 pts. Each)
1. A 1500 kg car has a velocity of 14 m/s. What is the car’s kinetic energy?
2. Calculate the kinetic energy of a 1000 kg car travelling at 60 km/h.
3. A van has a mass of 3000 kg and a car has a mass of 1500 kg. If both are travelling
at
the same speed, how would you compare their kinetic energy?
V. Agreement
What is potential energy? Discuss. (Assignment Notebook)
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
B. Analysis
Which/who is doing work in the illustration? Is it the table, the box, or the man?
What is the direction of the force exerted by the man on the box?
What is the direction of the motion of the box?
Work is done in lifting an object. When work is done on an object, energy is
transferred to it’. Thus, what happened to the object lifted from the ground?
C. Abstraction
What is gravitational potential energy or simply potential energy? Why does the
potential energy of an object as it falls decreases?
What is reference level? How does the potential energy of an object differs?
D. Application
If the same 1.0 kg book is lifted 0.5 m from the table, but the table top is 1.0 m
above the floor, what would be the potential energy of the book if the reference
level were the floor?
IV. Evaluation
Directions: Solve for what is being asked.
1. If a book 3 kg mass is lifted 5 m above the floor, what would be the potential
energy of the book if the reference level were the floor?
2. If a book 3 kg mass is lifted 6 m above the floor, what would be the potential
energy of the book if the reference level were the floor?
3. If a book 3 kg mass is lifted 7 m above the floor, what would be the potential
energy of the book if the reference level were the floor?
4. Compare the potential energy of the 3 kg book for different reference level which
is 5 m, 6 m, and 7 m.
V. Agreement Discuss what is power?
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
August 2, 2017
V. Agreement
What is the relationship between work, power, and energy? (Assignment Notebook)
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
August 3, 2017
V. Agreement
What is the relationship between work, power, and energy? (Assignment Notebook)
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
1. Fill-in the table by computing what is the missing data. Show your Solution.
2. Describe how work is related to power and energy based on the table. (5 pts.)
V. Agreement
Conduct a research about heat and temperature and answer the following. (Assignment
Notebook)
1. What happens to solids, liquids, or gases when they absorb or release heat?
2. Does heat affect all kinds of materials in the same way?
3. Are heat and temperature one and the same?
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
Lesson Plan
III. Procedure
Part I: Games and Contests
Part II: Acquaintance Proper and Search for Nutri King and Queen 2017
IV. Evaluation
77% of Grade 9 Rose attended the Nutrition Month and Acquaintance Party.
V. Agreement
Recall the topics discussed about potential energy.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
July 4, 2017
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
A. Activity
1. Ask for volunteers to solve problem on the board and discuss their solution.
2. Call the students one by one to pick one strip of paper and answer it.
C. Analysis
Analyze the problem carefully to arrive at the correct solution.
Read the question carefully and choose the correct answer.
D. Abstraction
What are the different topics discussed? Recall the concepts to answer the graded
recitation properly.
E. Application
Apply the learnings gained during the discussion in answering.
IV. Evaluation
Read or study all the topics discussed in module 1 and 2 for a unit test.
August 8, 2017
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
A. Activity
1. Ask for volunteers to solve problem on the board and discuss their solution.
2. Call the students one by one to pick one strip of paper and answer it.
C. Analysis
Analyze the problem carefully to arrive at the correct solution.
Read the question carefully and choose the correct answer.
D. Abstraction
What are the different topics discussed? Recall the concepts to answer the graded
recitation properly.
E. Application
Apply the learnings gained during the discussion in answering.
IV. Evaluation
Read or study all the topics discussed in module 1 and 2 for a unit test.
August 9, 2017
I. Objective To answer the unit test about the topics discussed with at least 75% proficiency.
III. Procedure
1. Prayer
2. Check the orderliness and cleanliness of the room.
3. Test instruction.
4. Test proper.
IV. Evaluation
“Please refer to the attached test questionnaire.”
V. Agreement
Study more for the first periodical exam. God bless and Good luck!
Lesson Plan
I. Objective To conduct the first grading examination based from the given schedule.
II. Subject Matter
Topic: FIRST GRADING EXAMINATION
Material: Test Questionnaire
III. Procedure
1. Prayer
2. Check the orderliness and cleanliness of the room.
3. Test instruction.
4. Test proper.
IV. Evaluation
Conduct the first grading examination based from the given schedule.
TIME/SUBJECT GRADE & SECTION
8:00-9:00 (ENGLISH) 9-ROSE
1:00-2:00 (SCIENCE) 8-NARRA
V. Agreement
Check the test questionnaire and compute for the MPS.
I. Objective To conduct the first grading examination based from the given schedule.
II. Subject Matter
Topic: FIRST GRADING EXAMINATION
Material: Test Questionnaire
III. Procedure
1. Prayer
2. Check the orderliness and cleanliness of the room.
3. Test instruction.
4. Test proper.
IV. Evaluation
Conduct the first grading examination based from the given schedule.
TIME/SUBJECT GRADE & SECTION
8:00-9:00 (MAPEH) 9-ROSE
1:00-2:00 (FILIPINO) 7-MANGO
V. Agreement
Check the test questionnaire and compute for the MPS.
LESSON PLAN
August 18, 2017
I. Objective Facilitate the convocation program and card day for the 1 st quarter.
III. Procedure
A. Flag Ceremony
B. Programme
Part I: Awarding Ceremony
Part II: Parent-Teacher Chat
IV. Evaluation
Facilitate the convocation program and card day for the 1 st quarter.
V. Agreement
Prepare the lesson for next meeting.
LESSON PLAN
III. Procedure
A. Parade
B. Parlor Games
C. Search for Mr. and Ms. LNHS 2017
Part I: Contest Proper
Part II: Coronation Rites
IV. Evaluation
Facilitate the celebration of the 15th Founding Anniversary of LNHS.
V. Agreement
Prepare the lesson for tomorrow.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Differentiate between heat and temperature at the molecular level. (S8FE-Ig-29)
Sub-Task a.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
LESSON PLAN
I. Objective Provide the grade 9 advisory students of what they need (grades in all subject areas
in grade 8 and LRN) in taking the NCAE.
II. Subject Matter
Topic: National Career Achievement Test (NCAE)
III. Procedure
1. Write the grades in all subject areas of each students in a ¼ sheet of paper
together with the LRN.
2. Distribute the ¼ sheet of paper to the students before the exam.
IV. Evaluation
Provide the grade 9 advisory students of what they need (grades in all subject areas
in grade 8 and LRN) in taking the NCAE.
V. Agreement
Prepare the reports to be submitted at the end of the month.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
LESSON PLAN
I. Objective Prepare the reports (MAR, Form 2, and DTR) to be submitted at the end of the
month.
III. Procedure
1. With the aid of the laptop and printer, encode the accomplishments during the month of
August and print.
2. Refer from the log sheet the daily time in and out and reflect it on the DTR.
3. Compute the percentage of enrolment, average daily attendance, and percentage of
attendance for the month based from the form 2 of grade 9 Rose advisory class.
IV. Evaluation
Prepare the reports (MAR, Form 2, and DTR) to be submitted at the end of the month.
V. Agreement
Be ready for the discussion by next meeting.
September 1, 2017
HOLIDAY!
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Differentiate between heat and temperature at the molecular level. (S8FE-Ig-29)
Sub-Task a. Explain why the temperature of water increases when heat was added to it.
b. Describe the effect of heat transferred to the particles of water.
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Activity
1. Dye in water
Objective: At the end of this activity, you should be able to explain the
scattering of the dye in water at different temperatures.
C. Analysis
What similarities and differences did you observe when a drop of dye was added to
each container?
In which container did the dye scatter the fastest? In which did it scatter the
slowest?
How do you relate the temperature of the water to the rate of scattering of the dye?
In which container are the particles of water moving fastest? In which container are
the particles moving slowest?
How is temperature related to the speed of the particles?
How is temperature related to the kinetic energy of particles?
D. Abstraction
If heat is added to an object, the particles of the object gain kinetic energy and they
move faster. Since temperature is directly related to kinetic energy, any gain in
kinetic energy would cause the temperature to increase. Conversely, if heat is
transferred or removed from an object, it loses kinetic energy, its particles move
slower and the body’s temperature decreases. This is one effect of heat transfer.
What do you call this effect?
What is thermal expansion?
How does thermal expansion takes place?
E. Application
There are so many applications of thermal expansion around us. Some are beneficial
to us; others can also be a burden to us. Give at least one application of thermal
expansion, be it a solid, liquid, or gas.
IV. Evaluation
Directions: Answer what is being asked.
I. Based from the activity conducted, explain why the temperature of water increases when
heat was added to it? (5 pts.)
II. Describe the effect of heat transferred to the particles of water guided with the following
questions.
a. What happens when the thermometer is placed in contact with any object?
b. Why does the liquid inside the tube of a thermometer go up or down?
c. What happens when the thermometer bulb is placed in hot water? Describe.
d. What happens when the thermometer bulb is placed in cold water? Describe.
V. Agreement
Discuss phase change, another effect of heat transfer. (Assignment Notebook)
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
September 6, 2017
I. Objective Differentiate between heat and temperature at the molecular level. (S8FE-Ig-29)
Sub-Task a. Explain why the temperature of water increases when heat was added to it.
b. Describe the effect of heat transferred to the particles of water.
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Activity
1. Dye in water
Objective: At the end of this activity, you should be able to explain the
scattering of the dye in water at different temperatures.
C. Analysis
What similarities and differences did you observe when a drop of dye was added to
each container?
In which container did the dye scatter the fastest? In which did it scatter the
slowest?
How do you relate the temperature of the water to the rate of scattering of the dye?
In which container are the particles of water moving fastest? In which container are
the particles moving slowest?
How is temperature related to the speed of the particles?
How is temperature related to the kinetic energy of particles?
D. Abstraction
If heat is added to an object, the particles of the object gain kinetic energy and they
move faster. Since temperature is directly related to kinetic energy, any gain in
kinetic energy would cause the temperature to increase. Conversely, if heat is
transferred or removed from an object, it loses kinetic energy, its particles move
slower and the body’s temperature decreases. This is one effect of heat transfer.
What do you call this effect?
What is thermal expansion?
How does thermal expansion takes place?
E. Application
There are so many applications of thermal expansion around us. Some are beneficial
to us; others can also be a burden to us. Give at least one application of thermal
expansion, be it a solid, liquid, or gas.
IV. Evaluation
Directions: Answer what is being asked.
I. Based from the activity conducted, explain why the temperature of water increases when
heat
was added to it? (5 pts.)
II. Describe the effect of heat transferred to the particles of water guided with the following
questions.
a. What happens when the thermometer is placed in contact with any object?
b. Why does the liquid inside the tube of a thermometer go up or down?
c. What happens when the thermometer bulb is placed in hot water? Describe.
d. What happens when the thermometer bulb is placed in cold water? Describe.
V. Agreement
Discuss phase change, another effect of heat transfer. (Assignment Notebook)
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Differentiate between heat and temperature at the molecular level. (S8FE-Ig-29)
II. Subject Matter
Topic: Heat and Temperature
Sub-topic: Heat Capacity
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Visual Aid, Laptop
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Activity
1. Comparing heat capacities
Objectives: After performing this activity, you should be able to compare the
heat capacities of the given liquid samples.
C. Analysis
Which liquid requires more time to increase in temperature by 5 degrees? Why?
Which liquid requires more heat to increase in temperature by 5 degrees? Why?
Q24. Which liquid has a greater heat capacity?
D. Abstraction
Between the two, which liquid has greater heat capacity? Why?
How can you define heat capacity?
So far, you have already recognized the relationship between heat and temperature. So how
do they differ? Go back to your previous experiments and analyze your findings.
E. Application
I. Directions: Give the correct answer to the ff. questions.
1. A substance with a large specific heat
a) heats up quickly b) heats up slowly
2. When ocean water cools, the surrounding air
a) cools b) warms c) stays the same
3. Sand in the desert is hot in the day, and cool at night. Sand must have a
a) high specific heat b) low specific heat
II. Directions: Solve for the specific heat capacity.
1. Copper metal has a specific heat (Cp) of 0.385 J/g⁰C. Calculate the amount of
heat (J) required to raise the temperature of 22.8 g of copper from 20.0⁰C to 875⁰C.
IV. Evaluation
Directions: Answer the following question in a paragraph form in your science notebook. (10ts.)
1. How are heat and temperature different at the molecular level? What are the important
points to consider about the difference between heat and temperature?
V. Agreement
Directions: Solve the problem. (Assignment Notebook)
What is the specific heat of a 25.0 g substance that absorbs 493.4 J, and raises the
temperature from 12.0⁰C to 34⁰C?
September 8, 2017
August 2, 2018
Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 – Acacia
3:00-4:00 – Molave
I. Objective Differentiate between heat and temperature at the molecular level. (S8FE-Ig-29)
II. Subject Matter
Topic: Heat and Temperature
Sub-topic: Difference between Heat and Temperature
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Visual Aid, Laptop, Projector, Chalk
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Motivation
The teacher will asks the learners to rub their hands for 1 minute and let them touch their
face. Then, another two minutes of rubbing their hands and also touch their face.
1. What do you feel when you rubbed your hands for 1 and 2 minute?
2. What is the difference between the hotness you felt when you rubbed your hands for 1 and 2
minute?
3. Why do you think so that you felt it hotter when you rubbed your hands for 2 minutes
compared to 1 minute of rubbing?
C. Activity
1. Comparing heat capacities
Objectives: a. after performing this activity, you should be able to compare
the heat capacities of the given liquid samples.
b. differentiate heat and temperature.
D. Analysis
Between the two, which liquid has greater heat capacity? Why?
How can describe or compare the temperature of the 2 liquid with different heat capacity?
How can you define heat capacity? How about the temperature?
So far, you have already recognized the relationship between heat and temperature. So how
do they differ? (Go back to your previous experiments and analyze your findings to correctly
differentiate the two concepts.)
E. Abstraction
So far, you have already recognized the relationship between heat and temperature. So how
do they differ? (Go back to your previous experiments and analyze your findings to correctly
differentiate the two concepts.)
How can you determine that an object has low or high heat capacity? (You can give situation
for further explanation.)
F. Application
I. Directions: Analyze and answer the following situations.
1. Which has a higher temperature, 1 cup of boiling water or 1 teapot of boiling water?
Which can transfer more heat, 1 cup of boiling water or 1 teapot of boiling water? Explain
your answer.
2. Which can transfer more heat, a cup of boiling water or a cup of tap water? If you
increase the amount of the boiling water and tap water twice, will their temperature
change? Explain your answer.
3. Which can transfer more heat, a cup of boiling water or 1 basin of tap water?
II. The teacher will presents a video presentation about heat and temperature to sum up the
discussion.
Video: Temperature VS Heat Explained
Link: https://www.youtube.com/watch?v=zPesZfF20hA
IV. Evaluation
I. Directions. Supply what is asked.
_________1. What kind of energy that is in transit or transfer?
_________2. What is the measure of hotness and coldness of the body?
_________3. What is the process of transferring energy without any medium?
________ 4. What is the device used in measuring hotness or coldness?
_________5. What is the amount of energy needed to increase the temperature of water by one degree?
V. Agreement
Learners will make a journal on the concepts introduced in the discussion/video about Heat and
Temperature. They will write their journal in a colorful and with the design construction paper.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
August 6, 2018
Lesson Plan in Science 8 & 7
7:30-8:30-Narra
8:30-9:00 –Acacia
3:00-4:00-Molave
1:00-2:00-Apple
2:00-3:00-Mango
I. Objective To answer the summative test about the topics discussed with at least 75%
proficiency.
III. Procedure
1. Prayer
2. Check the orderliness and cleanliness of the room.
3. Test instruction.
4. Test proper.
IV. Evaluation
“Please refer to the attached test questionnaire.”
V. Agreement
Study more for the first periodical exam. God bless and Good luck!
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
August 7, 2018
Lesson Plan in Science 8 & 7
7:30-8:30-Narra
8:30-9:00 –Acacia
3:00-4:00-Molave
1:00-2:00-Apple
2:00-3:00-Mango
III. Procedure
1. Prayer
2. Check the orderliness and cleanliness of the room.
3. Distribution of the test questionnaire not to the owner.
4. Review the topics discussed while checking.
4. Record the result.
5. Make the item analysis from the result.
IV. Evaluation
Check the summative test conducted.
Review the topics conducted in UNIT I.
Make the item analysis from the result
V. Agreement
Study more for the first periodical exam. God bless and Good luck!
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
August 8, 2018
Lesson Plan in Science 8 & 7
7:30-8:30-Narra
8:30-9:00 –Acacia
3:00-4:00-Molave
III. Procedure
1. Prayer
2. Check the orderliness and cleanliness of the room.
3. Conduct an oral graded recitation. At the same time, let the others comply the portfolio.
4. Record the result.
IV. Evaluation
Conduct an oral graded recitation.
Give time to the students comply the students’ portfolio.
V. Agreement
Study more for the first periodical exam. God bless and Good luck!
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
August 9, 2018
Lesson Plan
I. Objective To conduct the first grading examination based from the given schedule.
II. Subject Matter
Topic: FIRST GRADING EXAMINATION
Material: Test Questionnaire
III. Procedure
1. Prayer
2. Check the orderliness and cleanliness of the room.
3. Test instruction.
4. Test proper.
IV. Evaluation
Conduct the first grading examination based from the given schedule.
TIME/SUBJECT GRADE & SECTION
8:00-9:00 (MATH) 8- MOLAVE
1:00-2:00 (SCIENCE) 7- APPLE
2:00-3:00 (ENGLISH) 9-DAISY
V. Agreement
Check the test questionnaire and compute for the MPS.
I. Objective To conduct the first grading examination based from the given schedule.
II. Subject Matter
Topic: FIRST GRADING EXAMINATION
Material: Test Questionnaire
III. Procedure
1. Prayer
2. Check the orderliness and cleanliness of the room.
3. Test instruction.
4. Test proper.
IV. Evaluation
Conduct the first grading examination based from the given schedule.
TIME/SUBJECT GRADE & SECTION
8:00-9:00 (ESP) 8-MOLAVE
1:00-2:00 (MAPEH) 7-GUAVA
2:00-3:00 (TLE) 9-ROSE
V. Agreement
Check the test questionnaire and compute for the MPS.
III. Procedure
1. Prayer
2. Check the orderliness and cleanliness of the room.
3. Test Proper
4. Checking of test questionnaire.
4. Record the result.
IV. Evaluation
“Please refer to the test questionnaire attached.”
V. Agreement
Define the following terms:
1. Electricity
2. Ammeter
3. Voltmeter
4. Current
5. Charge
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Explain the advantages and disadvantages of series and parallel connections in homes.
Code S8FE-li-31
II. Subject Matter
Topic: Electricity
Sub-topic: Series and Parallel Connections
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Activity
1. What’s the connection?
Objectives: a. Connect loads in different ways; and
b. Explain the similarities and differences between the circuit
connections.
C. Analysis
How many path/s of current are there in the circuit A?
Why did the other bulb go out also when you unscrewed the other?
How many paths can the current take in Circuit B?
Explain why the other bulb remains lighted when you unscrewed one of them.
Which circuit has brighter bulbs, A or B?
Based on the brightness of the bulbs, compare the current in Circuit A and in Circuit B?
D. Abstraction
In circuit A, there is only one pathway form of current, what do you call this type of
connection?
In circuit B, there are branches of pathway form of current, what do you call this type of
connection?
Between circuit A and B, how would you differentiate series and parallel connection?
E. Application
What is the importance of series and parallel connection to our day to day living? Give an
example showing the application of series and parallel circuit.
What is the advantage and disadvantage of using series or parallel circuit? Give an example.
IV. Evaluation
Directions: Answer what is being asked in a ¼ sheet of paper. (10pts.)
Look at the connections of wirings in your house. Which are connected in series? Which are
connected in parallel? What are the advantages and disadvantages of each type of connection?
V. Agreement
Directions: Discuss the following.
1. What is wave?
2. What is the difference between electromagnetic and mechanical wave.
3. What is the difference between, longitudinal, transverse, and surface waves?
I. Objective Explain the advantages and disadvantages of series and parallel connections in homes.
Code S8FE-li-31
II. Subject Matter
Topic: Electricity
Sub-topic: Series and Parallel Connections
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Activity
1. What’s the connection?
Objectives: a. Connect loads in different ways; and
b. Explain the similarities and differences between the circuit
connections.
C. Analysis
How many path/s of current are there in the circuit A?
Why did the other bulb go out also when you unscrewed the other?
How many paths can the current take in Circuit B?
Explain why the other bulb remains lighted when you unscrewed one of them.
Which circuit has brighter bulbs, A or B?
Based on the brightness of the bulbs, compare the current in Circuit A and in Circuit B?
D. Abstraction
In circuit A, there is only one pathway form of current, what do you call this type of
connection?
In circuit B, there are branches of pathway form of current, what do you call this type of
connection?
Between circuit A and B, how would you differentiate series and parallel connection?
E. Application
What is the importance of series and parallel connection to our day to day living? Give an
example showing the application of series and parallel circuit.
What is the advantage and disadvantage of using series or parallel circuit? Give an example.
IV. Evaluation
Directions: Answer what is being asked in a ¼ sheet of paper. (10pts.)
Look at the connections of wirings in your house. Which are connected in series? Which are
connected in parallel? What are the advantages and disadvantages of each type of connection?
V. Agreement
Directions: Discuss the following.
1. What is wave?
2. What is the difference between electromagnetic and mechanical wave.
3. What is the difference between, longitudinal, transverse, and surface waves?
LESSON PLAN
October 4, 2017
I. Objective Facilitates the Intramurals 2017 with the theme: “Talent Wins Games but Teamwork
and Intelligence Wins Championships”.
III. Procedure
A. Attend the parade.
B. Participate the opening program.
C. Witness the search for Mr. and Miss Intramurals 2017.
D. Support the blue team during the cheerdance competition.
E. Facilitate the chess competition as an assistant coach, as well as the blue team in all sports
competition.
E. Awarding Ceremony.
IV. Evaluation
Facilitate the Intramurals 2017 with the theme: “Talent Wins Games but Teamwork and
Intelligence Wins Championships”.
V. Agreement
Prepare the activities to be done tomorrow.
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
LESSON PLAN
October 5, 2017
October 6, 2017
I. Objective Participates the World Teacher’s Day with the theme: “My Teacher, My Hero”.
II. Subject Matter
Topic: World Teacher’s Day
III. Procedure
A. Attend the parade.
B. Join the Opening Program.
C. Participate the Sports Competition and Parlor Games.
D. Support the team candidates during Search for Mr. and Ms. World Teachers Day.
E. Witness the tribute to teachers.
IV. Evaluation
Participates the World Teacher’s Day with the theme: “My Teacher, My Hero”.
V. Agreement
Prepare the lesson for Monday
I. Objective Differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from
its magnitude; and active and inactive faults. (S8ES-IIa-15)
II. Subject Matter
Topic: Earthquakes and Faults
Sub-Topic: Fault, Epicenter, Focus, Intensity, and Magnitude
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Visual Aid, Laptop and Projector
III. Procedure.
A. Activity
1. A fault-y setup
Objectives: a. describe the appearance of a fault; and
b. explain how a fault forms.
2. Where does an earthquake start?
Objectives: a. differentiate between focus and epicenter; and
b. demonstrate how movement along faults affect the surroundings.
B. Analysis
As you move the sheets, what is formed in the sand?
What happens to the lines?
What is a fault? Describe its appearance.
How does a fault forms?
What do you call the place where earthquake starts?
How about the spot on the surface of the Earth that is directly above the focus is called
what?
What is intensity?
What is magnitude?
C. Abstraction
Fault is the break in the Earth’s crust surface along which the significant movement has taken
place. By the definition given, how would you differentiate active and inactive fault?
How would you differentiate focus and epicenter?
How would you describe how strong or weak an earthquake is?
D. Application
When an earthquake occurs, where would shaking be greater? Near the epicenter or away
from the epicenter?
Where would damage be more? Near the epicenter or away from the epicenter?
Based on your answers to first 2 questions, where would the intensity be higher? Near the
epicenter or away from the epicenter?
IV. Evaluation
Directions: Differentiate the following based from what has been discussed. (5pts. Each)
1. Epicenter of an earthquake from its focus
2. Intensity of an earthquake from its magnitude
3. Active and inactive faults.
V. Agreement
In your science notebook discuss the connection between earthquakes and tsunamis.
I. Objective Differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from
its magnitude; and active and inactive faults. (S8ES-IIa-15)
II. Subject Matter
Topic: Earthquakes and Faults
Sub-Topic: Fault, Epicenter, Focus, Intensity, and Magnitude
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Visual Aid, Laptop and Projector
III. Procedure.
A. Activity
1. A fault-y setup
Objectives: a. describe the appearance of a fault; and
b. explain how a fault forms.
2. Where does an earthquake start?
Objectives: a. differentiate between focus and epicenter; and
b. demonstrate how movement along faults affect the surroundings.
B. Analysis
As you move the sheets, what is formed in the sand?
What happens to the lines?
What is a fault? Describe its appearance.
How does a fault forms?
What do you call the place where earthquake starts?
How about the spot on the surface of the Earth that is directly above the focus is called
what?
What is intensity?
What is magnitude?
C. Abstraction
Fault is the break in the Earth’s crust surface along which the significant movement has taken
place. By the definition given, how would you differentiate active and inactive fault?
How would you differentiate focus and epicenter?
How would you describe how strong or weak an earthquake is?
D. Application
When an earthquake occurs, where would shaking be greater? Near the epicenter or away
from the epicenter?
Where would damage be more? Near the epicenter or away from the epicenter?
Based on your answers to first 2 questions, where would the intensity be higher? Near the
epicenter or away from the epicenter?
IV. Evaluation
Directions: Differentiate the following based from what has been discussed. (5pts. Each)
1. Epicenter of an earthquake from its focus
2. Intensity of an earthquake from its magnitude
3. Active and inactive faults.
V. Agreement
In your science notebook discuss the connection between earthquakes and tsunamis.
September 4, 2018
Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 - Acacia
3:00-4:00 - Molave
I. Objective Differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from
its magnitude; and active and inactive faults. (S8ES-IIa-15)
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Motivation
Present a video about a news of an earthquake and ask the learners,
What is the relationship between faults and earthquakes?
What are the terms usually heard from the news when an earthquakes occur?
C. Activity
1. Where does an earthquake start?
Objectives: *Differentiate between focus and epicenter; and
*Demonstrate how movement along faults affect the surroundings.
D. Analysis
What does the upper surface of the model represents? Surface of the Earth.
What do you call the trace of the fault on the surface of the Earth?
What do you call the flat surface between the two pieces?
Where does fault slip or fault movement happens? (Point it out from the model)
E. Abstraction
Explain what focus is by using the model.
Describe the epicenter. (Point it out from the model)
F. Application
What is the difference between focus and epicenter?
Despite of their differences, what is their relationship?
IV. Evaluation
I. Identification. Directions: Give what is being asked.
_______1. The origin of the earthquake.
_______2. The Upper surface of the model represents ___.
_______3. The trace of the fault on the surface of the Earth.
_______4. The flat surface between the two pieces.
_______5. The spot directly above the focus on the surface of the Earth.
II. Essay. (5 pts.)
Differentiate the epicenter of an earthquake from its focus.
V. Agreement Give the difference between intensity of an earthquake from its magnitude.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
September 5, 2018
Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 - Acacia
3:00-4:00 - Molave
I. Objective Differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from
its magnitude; and active and inactive faults. (S8ES-IIa-15)
Sub-topic Differentiate the intensity of an earthquake from its magnitude.
II. Subject Matter
Topic: Earthquakes and Faults
Sub-Topic: Intensity and Magnitude of an Earthquake
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Pictures, Video, and Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Review
What is the difference between the epicenter of an earthquake from its focus?
C. Activity
Show videos of earthquake with different magnitude.
What have you observed from the videos?
How can you describe the earthquake in the videos?
What is the magnitude in the videos?
Show different pictures about the damages brought by an earthquake to the class.
What have you observed from the different pictures?
Based from the picture, how can you describe the earthquake?
D. Analysis
The videos shown different magnitude of an earthquake. Based from the video, how can you
define the magnitude of an earthquake?
The different pictures show the intensity of an earthquake. Based from the pictures shown,
how can you define the intensity of an earthquake?
E. Abstraction
How do we distinguish intensity and magnitude of an earthquake?
Suppose an earthquake occurred in Luzon. Would the intensity be the same all over the
Philippines?
F. Application
Role Playing
Group the students into 4.
Each group will pick 1 intensity scale and role play the scale assigned.
IV. Evaluation
Directions: Compare earthquake`s intensity from its magnitude by completing the Venn diagram. Use
the terms given inside the box below.
Seismograph Mercalli Scale
September 6, 2018
Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 - Acacia
3:00-4:00 - Molave
I. Objective Differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from
its magnitude; and active and inactive faults. (S8ES-IIa-15)
Sub-topic Differentiate the intensity of an earthquake from its magnitude.
II. Subject Matter
Topic: Earthquakes and Faults
Sub-Topic: Intensity and Magnitude of an Earthquake
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Pictures, Video, and Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Review
What is the difference between the epicenter of an earthquake from its focus?
C. Activity
Show videos of earthquake with different magnitude.
What have you observed from the videos?
How can you describe the earthquake in the videos?
What is the magnitude in the videos?
Show different pictures about the damages brought by an earthquake to the class.
What have you observed from the different pictures?
Based from the picture, how can you describe the earthquake?
D. Analysis
The videos shown different magnitude of an earthquake. Based from the video, how can you
define the magnitude of an earthquake?
The different pictures show the intensity of an earthquake. Based from the pictures shown,
how can you define the intensity of an earthquake?
E. Abstraction
How do we distinguish intensity and magnitude of an earthquake?
Suppose an earthquake occurred in Luzon. Would the intensity be the same all over the
Philippines?
F. Application
Role Playing
Group the students into 4.
Each group will pick 1 intensity scale and role play the scale assigned.
IV. Evaluation
Directions: Compare earthquake`s intensity from its magnitude by completing the Venn diagram. Use
the terms given inside the box below.
Seismograph Mercalli Scale
September 7, 2018
Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 - Acacia
3:00-4:00 - Molave
I. Objective Differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from
its magnitude; and active and inactive faults. (S8ES-IIa-15)
Sub-topic Differentiate the intensity of an earthquake from its magnitude.
II. Subject Matter
Topic: Earthquakes and Faults
Sub-Topic: Intensity and Magnitude of an Earthquake
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Pictures, Video, and Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Review
What is the difference between the epicenter of an earthquake from its focus?
C. Activity
Show videos of earthquake with different magnitude.
What have you observed from the videos?
How can you describe the earthquake in the videos?
What is the magnitude in the videos?
Show different pictures about the damages brought by an earthquake to the class.
What have you observed from the different pictures?
Based from the picture, how can you describe the earthquake?
D. Analysis
The videos shown different magnitude of an earthquake. Based from the video, how can you
define the magnitude of an earthquake?
The different pictures show the intensity of an earthquake. Based from the pictures shown,
how can you define the intensity of an earthquake?
E. Abstraction
How do we distinguish intensity and magnitude of an earthquake?
Suppose an earthquake occurred in Luzon. Would the intensity be the same all over the
Philippines?
F. Application
Role Playing
Group the students into 4.
Each group will pick 1 intensity scale and role play the scale assigned.
IV. Evaluation
Directions: Compare earthquake`s intensity from its magnitude by completing the Venn diagram. Use
the terms given inside the box below.
Seismograph Mercalli Scale
I. Objective Differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from
its magnitude; and active and inactive faults. (S8ES-IIa-15)
Sub-topic Differentiate active and inactive faults.
C. Activity
Stick ‘n’ slip
Objective: a. explain how faults generate earthquakes; and
b. explain why not all movement along faults produces earthquakes.
D. Analysis
What happens to the rubber band?
What happens to the “house”?
Which is the fault in the set up you have created?
What represents friction in the set up?
E. Abstraction
How does a fault move? What are the different fault’s movement?
What are the different types of faults? How do they differ?
F. Application
As a student, what must be done to avoid areas that are near fault lines?
IV. Evaluation
Identification
Directions: Tell the SPECIFIC type of fault illustrated. Write your answers on the space provided.
V. Agreement
Read in advance about tsunami and how is it generated.
Bring the following materials:
Flat basin, water, rectangular piece of wood, rock
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Review
Make a review on the discussion about faults. Emphasize that faults are not only seen in land
but also underwater. Elicit ideas from the class on what do they think will happen if faults
underwater move?
C. Activity
Tsunami!
Objective: 1. explain how tsunamis are generated; and
2. infer why tsunamis do not always occur even when there is an earthquake.
D. Analysis
What was formed in the water by the sudden push of the plastic panel?
How was the water level by the rock affected by the wave?
What does the water represent? How about the rock?
What does the plastic panel represent?
E. Abstraction
How would you define a tsunami?
How are earthquakes related to tsunamis?
Do all fault movement beneath the sea produce a tsunami? Why?
F. Application
Make an emergency plan on what you are going to do if a tsunami hit your area.
IV. Evaluation
Sequencing Events
Directions: The following are statements that will explain how tsunamis are generated by underwater
earthquakes. Show the order of the development of events in the generation of tsunami by writing
numbers (1-5) on the box provided.
V. Agreement
Research on the different Tsunami Alert in the Philippines and what would be the recommended
action for affected places.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
III. Procedure
A. Motivation
Can anybody share to the class his/her experiences on what they did during the 6.5
magnitude earthquake last July 6, 2017 happened in Lim-ao.
How you felt about it.?
Were you prepared when that earthquake happened?
B. Activity
Group students into 2.
Each group will devise an emergency plan before, during, and after an earthquake.
Out from the plan, each group will create a short presentation or a role playing on the
different safety measures on earthquake or tsunami.
C. Analysis
After the presentation, organized a short discussion on the following:
What is the difference between magnitude and intensity?
What are possible effects of earthquake both to humans and animals?
What are the precautionary measures that are needed to avoid number of casual during
an earthquake?
D. Abstraction
What are the different safety measures on the following ________?
1. before an earthquake?
2. during an earthquake?
3. after an earthquake?
E. Application
How significant it is to have an emergency plan in case there is an earthquake?
How helpful the earthquake drill is?
IV. Evaluation
The presenters will be graded by another group with the guidance of the teacher according to the Rubrics
presented below.
Criteria 3 2 1
LESSON PLAN
III. Procedure
A. Attend the parade.
B. Join the Opening Program.
C. Witness the cheer dance competition.
D. Help in preparing the snacks and meals for the delegates.
E. Assist the chess players during chess competition.
F. Support the team in every sports.
IV. Evaluation
Participates the Kananga Secondary Schools Athletic Association (KSAA) 2017.
V. Agreement
Prepare the lesson for Friday.
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Activity
Ask the learners to clear the armchair and get her/his pen.
Distribute the test questionnaire. (Students will answer on it.)
B. Analysis
Read and follow directions carefully.
C. Abstraction
Based from the learnings you learned during our discussion, answer the following
questions correctly.
D. Application
Apply the learnings gained.
IV. Evaluation
“Please refer to the attached test questionnaire.”
V. Agreement
Directions: Discuss the following terms.
1. Matter
2. Atom
3. Molecule
LESSON PLAN
I. Objective Participates the community clean-up drive during celebration of Brgy. Lim-ao Founding
Anniversary.
II. Subject Matter
Topic: Community Clean-Up Drive
III. Procedure
A. Attend the parade.
B. Join the short opening program.
C. Secure the assigned area to clean for Grade 9 students.
D. Clean the assigned area.
IV. Evaluation
Participates the community clean-up drive during celebration of Brgy. Lim-ao Founding Anniversary.
V. Agreement
Secure the equipment/materials needed for Arnis in preparation for the actual game during the day 1
of Area meet.
I. Objective Participates the Area Meet 2017 at Kananga NHS as a focal person for Arnis.
II. Subject Matter
Topic: Area Meet 2017 (Focal Person)
III. Procedure
A. Attend the parade solidarity meeting.
B. Secure the request materials for Arnis from the incharge.
B. Attend the parade.
C. Join the opening program.
D. Set-up the materials/equipment in the playing venue for Arnis.
E. Assist the team manager to provide whatever materials still needed for the event.
IV. Evaluation
Participates the Area Meet 2017 at Kananga NHS as a focal person for Arnis.
V. Agreement
Prepare the lesson for Monday.
I. Objective Explain the properties of solids, liquids, and gases based on the particle nature of matter.
Topic: Matter
Sub-Topic: Properties of Matter
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Activity Sheet, ball, leaves, stone, water, plastic glass, sugar granules,
air inside the ball
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Activity
1. Which is matter, which is not?
Objectives: 1. describe common properties of matter;
2. distinguish properties of matter from those of non-matter; and
3. demonstrate the skill of measuring mass.
C. Analysis
From the given samples, what samples are matter and what samples are not? Why?
What similarities do you observe among the first five given samples? Write these common
characteristics
Does each sample have a measurable mass? Prove your answer by demonstrating how you
measure the mass of each sample. Record the mass you got for each sample.
Do you think that each sample occupies space? Write the reason(s) for your answer.
How about smoke? Does it have mass? Does it occupy space? Explain your answer.
Do you think that heat and light have mass? Do they occupy space? Explain your answer.
D. Abstraction
Based from the activity conducted, what is the definition of matter?
What are the states of matter?
If matter is anything that has mass and occupy space, what are the properties of matter?
If solid, liquid, and gas are the states of matter, what could be the other properties of
matter?
E. Application
Look around, give me an example of a matter.
Tell me if the following is a matter or not, chair, table, human, peso coin, heat, light, smoke,
pebble, air inside the balloon & water. Why?
IV. Evaluation
Directions: Listed below are the different states of matter (solid, liquid, & gas), identify and explain
the properties possesses by the different matter?
1. sugar granules 5. smoke
2. chair 6. Steel bar
3. water in a cup 7. Rubber brand
4. balloon 8. Basketball
V. Agreement
What is matter made of? Discuss. (Science Notebook)
I. Objective Explain the properties of solids, liquids, and gases based on the particle nature of matter.
II. Subject Matter
Topic: Matter
Sub-Topic: Properties of Matter
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Activity Sheet, ball, leaves, stone, water, plastic glass, sugar granules,
air inside the ball
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Activity
1. Which is matter, which is not?
Objectives: 1. describe common properties of matter;
2. distinguish properties of matter from those of non-matter; and
3. demonstrate the skill of measuring mass.
C. Analysis
From the given samples, what samples are matter and what samples are not? Why?
What similarities do you observe among the first five given samples? Write these common
characteristics
Does each sample have a measurable mass? Prove your answer by demonstrating how you
measure the mass of each sample. Record the mass you got for each sample.
Do you think that each sample occupies space? Write the reason(s) for your answer.
How about smoke? Does it have mass? Does it occupy space? Explain your answer.
Do you think that heat and light have mass? Do they occupy space? Explain your answer.
D. Abstraction
Based from the activity conducted, what is the definition of matter?
What are the states of matter?
If matter is anything that has mass and occupy space, what are the properties of matter?
If solid, liquid, and gas are the states of matter, what could be the other properties of
matter?
E. Application
Look around, give me an example of a matter.
Tell me if the following is a matter or not, chair, table, human, peso coin, heat, light, smoke,
pebble, air inside the balloon & water. Why?
IV. Evaluation
Directions: Listed below are the different states of matter (solid, liquid, & gas), identify and explain
the properties possesses by the different matter?
1. sugar granules 5. smoke
2. chair 6. Steel bar
3. water in a cup 7. Rubber brand
4. balloon 8. Basketball
V. Agreement
What is matter made of? Discuss. (Science Notebook)
I. Objective Explain physical changes in terms of the arrangement and motion of atoms and molecules.
II. Subject Matter
Topic: Matter
Sub-Topic: Types of Change of State of Matter
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Videos, Laptop
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Review
What is matter made of?
What are the sates of matter?
What is the arrangement of atoms/molecules in each states of matter?
C. Motivation
If matter is made of atoms, do you think these atoms possesses kinetic energy?
If atoms do move in each state of matter, does each state of matter capable of changing to
another state? If yes, how do you think this happens?
D. Activity
Show videos showing an example of evaporation/vaporation, condensation, freezing,
melting, sublimation, and deposition processes.
E. Analysis
What have you observed from the videos presented?
What happens to the water when it reaches to 100% Celsius? What have you observed?
How does rain was formed in the water cycle? What happens in the second process of water
cycle which is condensation, what happens to the gas state?
How can you make an ice cubes? On the other hand, what happens to the ice cubes after
sometime when was placed in the table?
F. Abstraction
What process is called when liquid becomes gas and vice versa?
How about when liquid becomes solid and vice versa, what is the process involve?
When solid change to gas and vice versa, what is the process called?
If one state of matter is capable of changing to another state, what do you think is the cause
of such change?
G. Application
Give me another example of evaporation, condensation, freezing, melting, sublimation, and
deposition process
IV. Evaluation
Directions: Matter is made of atoms and molecules. It is capable of changing from one state to
another. The following are the types of change of matter. In each type, explain the physical changes in terms of
the arrangement and motion of atoms and molecules.
1. Evaporation 2. Condensation 3. Freezing 4. Melting 5. Sublimation 6. Deposition
V. Agreement Create a diagram that shows the different changes from one state to another. (A4
Bondpaper)
December 4, 2017
Lesson Plan in Science 8
7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
I. Objective Explain physical changes in terms of the arrangement and motion of atoms and molecules.
(S8MT-IIIc-d-9)
II. Subject Matter
Topic: Matter
Sub-Topic: Types of Change of State of Matter
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Projector, Videos, Laptop, Extension Wire
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the room.
B. Review
What is matter made of?
What are the sates of matter?
What is the arrangement of atoms/molecules in each states of matter?
C. Motivation
If matter is made of atoms, do you think these atoms possesses kinetic energy?
If atoms do move in each state of matter, does each state of matter capable of changing to
another state? If yes, how do you think this happens?
D. Activity
Show videos showing an example of evaporation/vaporation, condensation, freezing,
melting, sublimation, and deposition processes.
E. Analysis
What have you observed from the videos presented?
What happens to the water when it reaches to 100% Celsius? What have you observed?
How does rain was formed in the water cycle? What happens in the second process of water
cycle which is condensation, what happens to the gas state?
How can you make an ice cubes? On the other hand, what happens to the ice cubes after
sometime when was placed in the table?
F. Abstraction
What process is called when liquid becomes gas and vice versa?
How about when liquid becomes solid and vice versa, what is the process involve?
When solid change to gas and vice versa, what is the process called?
If one state of matter is capable of changing to another state, what do you think is the cause
of such change?
G. Application
Give me another example of evaporation, condensation, freezing, melting, sublimation, and
deposition process
IV. Evaluation
Directions: Matter is made of atoms and molecules. It is capable of changing from one state to
another. The following are the types of change of matter. In each type, explain the physical changes in terms of
the arrangement and motion of atoms and molecules.
1. Evaporation 2. Condensation 3. Freezing 4. Melting 5. Sublimation 6. Deposition
V. Agreement Create a diagram that shows the different changes from one state to another. (A4
Bondpaper)
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Determine the number of protons, neutrons and electrons in an atom. (S8MT-IIIe-f-10)
Sub-Tasks Identify the sub-atomic particles of an atom.
Describe the characteristics of sub-atomic particles.
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Review
What are the types of change of matter?
How such change does happens?
C. Activity
1. The big difference
Objectives: 1. Compare the masses of the subatomic particles using different ways of visual
representation;
2. Infer which subatomic particle contributes to the mass of the atom.
D. Analysis
Which subatomic particle is the lightest?
Which subatomic particle is the heaviest?
Which subatomic particles have almost the same mass?
How does the mass of the neutron compare with the mass of the proton?
How many electrons should be placed on one side of the seesaw to balance it if the other
side has 1 proton on it, like the one shown in the illustration?
E. Abstraction
How do the three sub-atomic particles differ from each other?
Since electron is the lightest, do you think it contributes to the mass of an atom?
F. Application
What are the sub-atomic particles of an atom?
What are the sub-atomic particle found inside of an atom?
What is the sub-atomic particle that is found outside of the atom?
Which is the heaviest among the three sub-atomic particles?
Which is the lightest sub-atomic particle?
Which particle has an electrical charge of positive?
What are the characteristics of the different sub-atomic particles?
What is the net electrical charge of a neutron?
IV. Evaluation
I. Direction: Identify the sub-atomic particles being describe. Choose your answer from the choices
below. Write the letter of your answer in the space provided.
A. Electrons B. Protons C. Neutrons
I. Objective Determine the number of protons, neutrons and electrons in an atom. (S8MT-IIIe-f-10)
II. Subject Matter
Topic: Matter
Sub-Topic: Sub-atomic Particles
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Activity Sheet, Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Review
An atom is composed of what?
Therefore, the sub-atomic particles can be found where?
C. Motivation
Let’s study the periodic table of elements.
What can you found in the periodic table of elements?
In each element what are the information’s given?
D. Activity
1. What’s in a number?
Objectives: 1. locate the atomic number in a periodic table,
2. identify the subatomic particles associated with mass number,
3. determine the number of neutrons from the mass number,
4. define an isotope,
5. interpret shorthand notations for isotopes and atoms,
E. Analysis
What is the element with an atomic number of 15?
How many protons does the atom of this element have?
How many protons are there in an atom of aluminum?
Which element in the periodic table has the smallest number of protons in its atom?
How many protons are there in the C-12 isotope? How about the number of neutrons?
How many protons are there in the C-13 isotope? How about the number of neutrons?
What is the atomic mass of magnesium (Mg)? How about for potassium (K)?
F. Abstraction
How did you know that the element with an atomic number of 15 is Phosphorous? What is
atomic number?
If aluminum has 13 numbers of protons, how many electrons are there? What is the atomic
number?
Why do you say that Hydrogen has the smallest number of protons of all the elements?
How did you know that the number of protons and neutrons in the C-12 and C-13 isotope?
What is an isotope?
How you were able to determine the atomic mass of magnesium and potassium? What is an
atomic mass? Is there a need to compute for the atomic mass of an element?
G. Application
Directions: Complete the table below.
Element Atomic Number Mass Number #p+ #e- #n0
Magnesium 12 12
Cobalt 59 27
Argon 18 22
IV. Evaluation
Directions: Fill out the table below by determining the atomic number, mass number, number of
protons, neutrons and electrons in an atom.
Element Atomic Number Mass Number #p+ #e- #n0
1. Carbon 6 12 6 6 6
2. Arsenic 33 75 33 33 42
3. Potassium 19 39 19 19 20
4. Calcium 20 40 20 20 20
5. Mercury 80 201 80 80 121
V. Agreement
Read about Ion.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Determine the number of protons, neutrons and electrons in an atom. (S8MT-IIIe-f-10)
Sub-task Determine the number of protons, electrons, and netrons in an atom based from the given
charge or the kind of ion.
II. Subject Matter
Topic: Matter
Sub-Topic: Cation and Anion
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Activity Sheet, Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Review
How can you determine the number of protons and electrons in a particular atom?
How can you determine the number of neutrons?
How can you compute for the atomic mass from the number of protons and neutrons?
What are found in the shorthand notation of an isotope?
C. Activity
1. Cation and Anion
Objectives: 1. infer that ions are formed from the removal or addition of electron/s,
2. evaluate the overall electrical charge of an atom, and
3. make an inventory of subatomic particles of a given element.
D. Analysis
What is the subscript? It denotes what?
What is the left superscript? It denotes what?
What is the right superscript? It denotes what?
How many protons are there in the lithium ion?
How many neutrons are there in the lithium ion?
How many electrons are there in the lithium ion?
What is the difference between cation and anion?
E. Abstraction
If the right superscript denotes the charge and the kind of ion, what kind of ion if the charge
is negative or if it is positive?
How can we determine the number of protons in the lithium ion? Is there a need to compute
for the number of protons?
How were you able to determine the number of neutrons?
How can you determine the number of electrons?
F. Application
I. Directions: From the given shorthand notation below, answer the following questions.
23 +1
11
Na
1. What is the atomic mass?
2. What is the atomic number?
3. What is the charge?
4. How many protons are there in the sodium ion?
5. How many neutrons are there in the sodium ion?
6. How many electrons are there in sodium ion?
7. What is the kind of ion?
IV. Evaluation
I. Directions: Directions: From the given shorthand notation below, answer the following questions.
39 +1
19
K
1. How many protons are there in the potassium ion?
2. How many neutrons are there in the potassium ion?
3. How many electrons are there in the potassium ion?
V. Agreement
Prepare for a post-test.
I. Objective Determine the number of protons, neutrons and electrons in an atom. (S8MT-IIIe-f-10)
Sub-task Determine the number of protons, electrons, and netrons in an atom based from the given
charge or the kind of ion.
II. Subject Matter
Topic: Matter
Sub-Topic: Cation and Anion
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Activity Sheet, Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Review
How can you determine the number of protons and electrons in a particular atom?
How can you determine the number of neutrons?
How can you compute for the atomic mass from the number of protons and neutrons?
What are found in the shorthand notation of an isotope?
C. Activity
1. Cation and Anion
Objectives: 1. infer that ions are formed from the removal or addition of electron/s,
2. evaluate the overall electrical charge of an atom, and
3. make an inventory of subatomic particles of a given element.
D. Analysis
What is the subscript? It denotes what?
What is the left superscript? It denotes what?
What is the right superscript? It denotes what?
How many protons are there in the lithium ion?
How many neutrons are there in the lithium ion?
How many electrons are there in the lithium ion?
What is the difference between cation and anion?
E. Abstraction
If the right superscript denotes the charge and the kind of ion, what kind of ion if the charge
is negative or if it is positive?
How can we determine the number of protons in the lithium ion? Is there a need to compute
for the number of protons?
How were you able to determine the number of neutrons?
How can you determine the number of electrons?
F. Application
I. Directions: From the given shorthand notation below, answer the following questions.
23 +1
11
Na
1. What is the atomic mass?
2. What is the atomic number?
3. What is the charge?
4. How many protons are there in the sodium ion?
5. How many neutrons are there in the sodium ion?
6. How many electrons are there in sodium ion?
7. What is the kind of ion?
IV. Evaluation
I. Directions: Directions: From the given shorthand notation below, answer the following questions.
39 +1
19
K
1. How many protons are there in the potassium ion?
2. How many neutrons are there in the potassium ion?
3. How many electrons are there in the potassium ion?
V. Agreement
Prepare for a post-test.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Determine the number of protons, neutrons and electrons in an atom. (S8MT-IIIe-f-10)
Sub-task Determine the number of protons, electrons, and netrons in an atom based from the given
charge or the kind of ion.
II. Subject Matter
Topic: Matter
Sub-Topic: Cation and Anion
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Activity Sheet, Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Review
How can you determine the number of protons and electrons in a particular atom?
How can you determine the number of neutrons?
How can you compute for the atomic mass from the number of protons and neutrons?
What are found in the shorthand notation of an isotope?
C. Activity
1. Cation and Anion
Objectives: 1. infer that ions are formed from the removal or addition of electron/s,
2. evaluate the overall electrical charge of an atom, and
3. make an inventory of subatomic particles of a given element.
D. Analysis
What is the subscript? It denotes what?
What is the left superscript? It denotes what?
What is the right superscript? It denotes what?
How many protons are there in the lithium ion?
How many neutrons are there in the lithium ion?
How many electrons are there in the lithium ion?
What is the difference between cation and anion?
E. Abstraction
If the right superscript denotes the charge and the kind of ion, what kind of ion if the charge
is negative or if it is positive?
How can we determine the number of protons in the lithium ion? Is there a need to compute
for the number of protons?
How were you able to determine the number of neutrons?
How can you determine the number of electrons?
F. Application
I. Directions: From the given shorthand notation below, answer the following questions.
23 +1
11
Na
1. What is the atomic mass?
2. What is the atomic number?
3. What is the charge?
4. How many protons are there in the sodium ion?
5. How many neutrons are there in the sodium ion?
6. How many electrons are there in sodium ion?
7. What is the kind of ion?
IV. Evaluation
I. Directions: Directions: From the given shorthand notation below, answer the following questions.
39 +1
19
K
1. How many protons are there in the potassium ion?
2. How many neutrons are there in the potassium ion?
3. How many electrons are there in the potassium ion?
V. Agreement
Prepare for a post-test.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
Lesson Plan
I. Objective Participates the Teacher’s Christmas Party @ Aqua Azul, Baybay, Leyte.
II. Subject Matter
Topic: Teacher’s Christmas Party
III. Procedure
A. Prepare the things needed.
B. Proceed to the venue.
C. Party! Party! Party!
IV. Evaluation
Participates the Teacher’s Christmas Party @ Aqua Azul, Baybay, Leyte.
V. Agreement
Prepare for a post-test.
January 3, 2018
Lesson Plan in Science 8
7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
I. Objective Determine the number of protons, neutrons and electrons in an atom. (S8MT-IIIe-f-10)
Sub-task To answer the post-test about atomic structure.
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
Let the learners prepare for a post-test.
Distribute the test questionnaire.
Check the test questionnaire.
Record the result.
C. Analysis
Read and follow directions carefully.
D. Abstraction
Based from your acquired knowledge from the discussion, answer the following questions all
about atomic structure.
E. Application
Apply the learnings gained during the discussions.
IV. Evaluation
(See the attached test questionnaire at the back.)
V. Agreement
Study the periodic table of elements.
January 4, 2018
1. Potassium
2. Chlorine
3. Magnesium
4. Calcium
5. Sodium
6. Sulfur
7. Tin
8. Bromine
9. Lead
10. Xenon
IV. Evaluation
Directions: Determine which group and family each of the following elements found in the box belong
based on their arrangement in the periodic table of elements.
1. 1. 1. 1.
2. 2. 2. 2.
V. Agreement
List down the reactive and non-reactive elements.
January 5, 2018
I. Objective Trace the development of the periodic table from observations based on similarities in
properties of elements (S8MT-IIIgh-11).
Sub-task Determine the arrangement of the elements in a periodic table.
II. Subject Matter
Topic: Matter
Sub-Topic: The Periodic Table of Elements
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8 & Science Links
8
Materials: Periodic Table of Elements, Manila paper, Element Cards, Masking Tape, Activity
Sheet,
And Visual Aid
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Review
What is an ion?
How can we formed ions?
What are the type of ions?
What is a cation?
What is an anion?
C. Motivation
Study the periodic table of elements and answer the following questions:
What can you found in the periodic table of elements?
What do you think is the arrangement of the elements?
How you ever wonder how the periodic table of elements was formed?
What are the information given in a periodic table of elements?
D. Activity
1. Tracking the path and constructing the periodic table
Objectives: a. Trace the development of the periodic table
b. Describe how the element are arranged in the periodic table?
E. Analysis
How many groups of elements were formed?
What criteria did you used to choose which group an element belongs to?
Are there any exceptions to these trends? If so, which elements break the trend? Why did
your group arrange these elements the way you did?
Are there any gaps in your arrangement? Where are they? What do you think these gaps
might mean?
How did your table of elements change each time you added new elements?
How is the table of element you prepared similar to the modern periodic table? How is it
different?
How do you explain the fact that tellurium comes before iodine in the modern periodic table,
though it has a higher atomic mass than iodine?
Why do you think Medeleev did not predict the existence of noble gases?
F. Abstraction
How can you determine the group/family which Carbon element or any element in the
periodic table belongs? What are your basis?
Why do you think there is a need to arrange the different elements in the periodic table?
Why do we need to place Hydrogen the first element? Why can’t we place it at the end?
G. Application
Directions: Determine which group and family each of the following elements belong based
on their arrangement in the periodic table of elements.
1. Potassium
2. Chlorine
3. Magnesium
4. Calcium
5. Sodium
6. Sulfur
7. Tin
8. Bromine
9. Lead
10. Xenon
IV. Evaluation
Directions: Determine which group and family each of the following elements found in the box belong
based on their arrangement in the periodic table of elements.
3. 1. 1. 1.
4. 2. 2. 2.
V. Agreement
List down the reactive and non-reactive elements.
January 8, 2018
I. Objective Use the periodic tale to predict the chemical behavior of an element. (S8MT-IIIi-j-12)
Sub-task Identify the more reactive and least reactive metals.
IV. Evaluation
Direction: Identify which among the elements is MORE REACTIVE and LEAST REACTIVE. Fold the paper
into two and label MORE REACTIVE and LEAST REACTIVE, write the name of the element.
1. Iron or Osmium
2. Lithium or Francium
3. Radium or Calcium
4. Thallium or Aluminum
5. Cadmium or Zinc
6. Hafnium or Iridium
7. Gold or Barium
8. Radium or Dubnium
9. Scandium or Cobalt
10. Silver or Tin
V. Agreement
Study for a post-test.
January 9, 2018
I. Objective Use the periodic tale to predict the chemical behavior of an element. (S8MT-IIIi-j-12)
Sub-task Identify the more reactive and least reactive metals.
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
Video presentation showing the reactivity of the 5 elements: Al, Cu, Zn, Mg, and Fe to HCl or
Hydrochloric Acid.
Objective:
1. Determine the more reactive and least reactive metals. (Note: Students will be
given activity sheets to answer questions with regards to the video presentation)
C. Analysis
Which of these metals- Fe, Cu, Al, and Zn reacts with muriatic acid?
Which did not react with muriatic acid?
What is the position (with respect to hydrogen) in the activity series of the metals that
reacted or unreacted with muriatic acid (HCl) in the activity?
Does the relative reactivity of calcium and magnesium follow this trend?
Which will be more reactive in the following pairs of metal in every case?
Mg or Na with HCl
Ag or Al with HCl
Fe or Zn with CuSO4
What harmful change/s is/are brought about when a metal reacts or mixes with acids?
What are some ways of preventing corrosion of metals?
D. Analysis
How metals react with muriatic acid?
How can you identify whether the element is metallic or non-metallic?
Why is it necessary to know the harmful changes brought about when a metal reacts or
mixes with acids?
How can you prevent corrosion of metals?
How the reaction does happens between the metals and the compound? What happens to
the electrons?
E. Application
Direction: Identify which element is MORE REACTIVE.
1. Francium or Rubidium
2. Calcium or Magnesium
3. Silver or Copper
4. Magnesium or Zinc
5. Sodium or Aluminum
6. Iron or Zinc
7. Potassium or Lithium
8. Barium or Calcium
9. Cobalt or Nickel
10. Silver or Gold
IV. Evaluation
Direction: Identify which among the elements is MORE REACTIVE and LEAST REACTIVE. Fold the paper
into two and label MORE REACTIVE and LEAST REACTIVE, write the name of the element.
1. Iron or Osmium
2. Lithium or Francium
3. Radium or Calcium
4. Thallium or Aluminum
5. Cadmium or Zinc
6. Hafnium or Iridium
7. Gold or Barium
8. Radium or Dubnium
9. Scandium or Cobalt
10. Silver or Tin
V. Agreement
Study for a post-test.
I. Objective To answer the summative test of all topics discussed in third quarter.
II. Subject Matter
Topics: Typhoons, Solar System, Matter
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Test Questionnaire
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
Let the learners prepare for a summative test.
Distribute the test questionnaire.
Check the test questionnaire.
Record the result.
C. Analysis
Read and follow directions carefully.
D. Abstraction
Based from your acquired knowledge from the discussions, answer the following questions
correctly.
E. Application
Apply the learnings gained during the discussions.
IV. Evaluation
(See the attached test questionnaire at the back.)
V. Agreement
Study further the coverage topics for the 3rd Periodical Test.
LESSON PLAN
I. Objective To conduct a graded recitation about the topics discussed in the third grading
period.
II. Subject Matter
Topic: GRADED RECITATION
Material: Strips of paper with questions.
III. Procedure
A. Daily Routine
1. Prayer
2. Check the orderliness and cleanliness of the room.
B. Recitation Proper
1. Call the students randomly.
2. Let him/her pick a strip of paper and answer the question.
3. The teacher will give a follow-up question to seek for further explanation of the
content.
IV. Evaluation
Conduct a graded recitation about the topics discussed in the third grading period.
V. Agreement
Prepare for a pre-test about sound.
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
1. A Gutsy Game
Objectives: Identify the organs that make up the digestive system; and
Describe the function of each organ
C. Analysis
What do the tokens represent?
What do the spaces on the board game represent?
What do the directions on some of the spaces tell you about the digestive system?
In what ways are the different digestive systems of animals similar? In what ways are they
different?
D. Abstraction
How do the organs connected to each other in the digestive process?
How do each organ functions in digesting the food?
What happens to the food as it passes in each digestive organ?
E. Application
Directions: Identify what is being described.
1. It is where the digestion begins.
2. These are glands that are located in the mouth.
3. It is the common passageway for digestion and respiration.
4. It is a muscular tube through which food passes from the pharynx to the stomach.
5. It is the expanded organ located between the esophagus and small intestine.
6. It is considered as the organ of complete digestion and absorption.
7. It is the next organ after the small intestine.
8. It is located at the distal end of the sigmoid colon.
9. It is the exit point for fecal materials.
10. It is the largest organ in the body.
11. It is a large, elongated gland located at the back of the stomach.
IV. Evaluation
Directions: Identify the organs involved in the digestion process.
V. Agreement
Bring the following materials:
•2 pieces of hard candies
•Paper towel
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
V. Agreement
Study about the 5 stages of digestive process.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
V. Assignment
Define the following:
1. Nutrition
2. Wellness
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
V. Assignment
Define the following:
1. Nutrition
2. Wellness
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Compare mitosis and meiosis, and their role in the cell-division cycle. (S8LT-IVd-16)
Sub-task Identify the different stages/phases involve in the cell cycle.
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
1. The Cell Cycle Analysis
Objectives: Analyze the flow of cell cycle.
C. Analysis
What are the stages of cell cycle?
What metabolic activities are happening during Interphase?
What are the stages of interphase?
What metabolic activity happens during S-phase?
Replication for division happens in what phase?
What metabolic activity happens during G1 phase?
D. Abstraction
What do you think is cell cycle?
If cell cycle is defined as the chromosomes of a cell change form as the cell transitions from
one stage to another in a typical cell cycle, what is then a chromosome? How important it is
in the cell cycle?
How does G1, S, and G2 phase differs in the Interphase?
E. Application
Directions: Answer the following questons.
1. What are the stages of cell cycle?
2. What are the stages of interphase? What metabolic activities are happening in each
phase during the Interphase?
3. What metabolic activity happens during S-phase?
4. Replication for division happens in what phase?
5. What metabolic activity happens during G1 phase?
IV. Evaluation
Directions: Identify the different stages/phases involve in the cell cycle from the given information.
Interphase 1. G1, S, and G2 phase
G1 Phase 2. Cell growth
Interphase 3. The period that follows one cell division and precedes another.
S Phase 4. Replication of DNA
G2 Phase 5. Falls between the S period and the next cell division or M phase.
Interphase 6. The cell does not divide; it merely grows.
G1 Phase 7. Characterized by protein and ribonucleic acid (RNA) synthesis.
G2 Phase 8. Preparation for Division.
S Phase 9. Middle stage of interphase.
Cell Division 10. Another stage of cell cycle aside from interphase.
V. Agreement
Directions: Differentiate Mitosis and Meiosis. (Assignment Notebook)
I. Objective Compare mitosis and meiosis, and their role in the cell-division cycle. (S8LT-IVd-16)
Sub-task Identify the different stages/phases involve in the cell cycle.
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
1. The Cell Cycle Analysis
Objectives: Analyze the flow of cell cycle.
C. Analysis
What are the stages of cell cycle?
What metabolic activities are happening during Interphase?
What are the stages of interphase?
What metabolic activity happens during S-phase?
Replication for division happens in what phase?
What metabolic activity happens during G1 phase?
D. Abstraction
What do you think is cell cycle?
If cell cycle is defined as the chromosomes of a cell change form as the cell transitions from
one stage to another in a typical cell cycle, what is then a chromosome? How important it is
in the cell cycle?
How does G1, S, and G2 phase differs in the Interphase?
E. Application
Directions: Answer the following questons.
6. What are the stages of cell cycle?
7. What are the stages of interphase? What metabolic activities are happening in each
phase during the Interphase?
8. What metabolic activity happens during S-phase?
9. Replication for division happens in what phase?
10. What metabolic activity happens during G1 phase?
IV. Evaluation
Directions: Identify the different stages/phases involve in the cell cycle from the given information.
Interphase 1. G1, S, and G2 phase
G1 Phase 2. Cell growth
Interphase 3. The period that follows one cell division and precedes another.
S Phase 4. Replication of DNA
G2 Phase 5. Falls between the S period and the next cell division or M phase.
Interphase 6. The cell does not divide; it merely grows.
G1 Phase 7. Characterized by protein and ribonucleic acid (RNA) synthesis.
G2 Phase 8. Preparation for Division.
S Phase 9. Middle stage of interphase.
Cell Division 10. Another stage of cell cycle aside from interphase.
V. Agreement
Directions: Differentiate Mitosis and Meiosis. (Assignment Notebook)
I. Objective Compare mitosis and meiosis, and their role in the cell-division cycle. (S8LT-IVd-16)
Sub-task Describe the stages involve in mitosis.
II. Subject Matter
Topic: Inheritance and Variation of Traits
Sub-Topic: Mitosis
References: Learner’s Guide, Teacher’s Guide, Curriculum Guide in Science, and Science Links
Materials: Laptop and Projector for PowerPoint Presentation, Activity Sheet, Visual Aids
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
1. Observing Mitosis
Objectives: a.) Identify the different stages of mitosis in plant and animal cells, and
b.) Differentiate plant and animal mitoses.
C. Analysis
What are the different stages involve in mitosis?
Based from the description or information given, what picture shows the prophase stage?
Why did you say that it is the prophase stage?
What picture shows the metaphase stage? Why?
What picture shows the anaphase stage? Why?
What picture shows the telophase stage? Why?
Where can you find these centrioles, in plant cells or animal cells?
Do you also find a cleavage furrow in mitotic plant cells?
D. Abstraction
How does mitosis differs in plant and animal cell?
How does each stages differ from one another? Do they need to be in order? Or, is it possible
that telophase happens first than prophase?
What do you think will happen if a eukaryotic cell will not undergo mitosis?
E. Application
I. Directions: Identify what stage is being described.
1. The chromosomes are now at the opposite poles of the spindle. (Telophase)
2. The nuclear membrane has disappeared while the highly coiled chromosomes align at the
metaphase plate, an imaginary plane equidistant between the cell’s two poles. (Metphase)
3. The paired centromeres of each chromosome separate towards the opposite poles of the
cells
as they are pulled by the spindle fibers through their kinetochores. (Anaphase)
4. The nuclear membrane and nucleoli may still be present. (Prophase)
5. At this stage, each chromosome is made up of two identical sister chromatids as a
consequence of replication of DNA during the S phase. (Prophase)
6. A new nuclear membrane forms around them while the spindle fibers disappear.
(Telophase)
7. Spindle fibers are also formed. (Metaphase)
8. This liberates the sister chromatids. (Anaphase)
9. There is also cytokinesis or the division of the cytoplasm to form two separate daughter
cells immediately after mitosis. (Telophase)
10. Each fiber binds to a protein called the kinetochore at the centromere of each sister
chromatid of the chromosome. (Metaphase)
11. Each chromatid is now regarded as a full-fledged chromosome and is only made up of
one sister chromatid. (Anaphase)
12. The chromosomes are thicker and shorter because of repeated coiling. (Prophase)
13. The two chromatids produced from one chromosome are still attached at one point,
called the centromere. (Prophase)
14. The centromere may divide the chromosome into the shorter arms, also called the p
arms (‘p’ stands for petite in French) and the longer q arms. (Prophase)
15. If the chromosomes are stained using Giemsa, alternating dark and light regions will
appear. (Prophase)
IV. Evaluation
Directions: Describe what is happening in each stage of mitosis.
1. STAGE A: PROPHASE.
2. STAGE B: METAPHASE.
3. STAGE C: ANAPHASE.
4. STAGE D: TELOPHASE.
V. Agreement
Read about meiosis.
III. Procedure
A. Daily Routine
Prayer
Greetings
Check the orderliness and cleanliness of the classroom.
B. Review
What have you discussed last meeting?
C. Motivation
A video will be presented to the class and ask the question:
-What is the video all about?
D. Activity
1. Water Cycle
Objective: a. To understand the processes involved in the water cycle.
E. Analysis
Where does water come from?
What happens to it when the sun heats it up?
As the vapour rises what happens to it?
Where does it go then?
How does the water get back to the sea?
What are the processes involved in the water cycle?
F. Abstraction
How does water, cycle in an ecosystem?
G. Application
From the given strips of paper, create a diagram showing a water cycle.
Explain how water, cycle in an ecosystem.
IV. Evaluation
I. Make a diagram showing a water cycle. (5pts)
II. Based from the diagram, explain how water, cycle in an ecosystem. (5pts)
V. Agreement
In a group of 10, make a song about water cycle to be presented next meeting.
I. Objective Predict phenotypic expressions of traits following simple patterns of inheritance. (S8LT-
IVf18)
Sub-task Predict the F1 generation, phenotype and genotype of the next generation trait.
II. Subject Matter
Topic: Heredity: Inheritance and Variation of Traits
Sub-topic: Mendelian Genetics
References: Learner’s Guide, Teacher’s Guide & Curriculum Guide in Science & Science Links
Materials: Books, Visual Aids, Activity Sheet, projector, laptop
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
1. Tossing coins and probability
Objective: Predict the outcomes of crosses based on the principle of probability.
C. Analysis
What is the ratio of heads to tails?
What is the ratio of the gametes of this parent with heterozygous genotypes?
What is the ratio of head-head, head-tail and tail-tail combination when you make 50 tosses?
If you toss the same coins in 100,000 times, would you approximately get the same ratio?
Compare the ratio you obtained with the one obtained by Mendel in his monohybrid F2
generation peas. Are they approximately similar?
D. Abstraction
How do genes determined in cross generation?
If you would compare yourself to other person, how would you tell the similarities and
differences?
Why F1 generation is different from F2 generation?
How would you determine the phenotypic and genotypic ratio of the next generation?
Why is it important to study genetics?
E. Application
Directions: Answer what is being asked.
1. A dominant round pea plant is crossed with a recessive wrinkled pea plant. Determine the
F1 generation, phenotypic and genotypic ratio.
2. A homozygous dominant purple-colored flower is crossed with a heterozygous recessive
white-colored flower. Predict the f1 generation, phenotype and genotype of the next
generation.
IV. Evaluation
Direction: Read the situation given and predict the f1 generation, phenotype and genotype of a trait
in the next generation.
1. A dominant black carabao is crossed with a brown recessive carabao. Predict the f1
generation, phenotype and genotype of the next generation?
2. A heterozygous dominant white hair is crossed with a homozygous recessive black hair.
Predict the f1 generation, phenotype and genotype of the next generation?
V. Agreement
Study more on the concept of genetics.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Predict phenotypic expressions of traits following simple patterns of inheritance. (S8LT-
IVf18)
Sub-task Predict the F1 generation, phenotype and genotype of the next generation trait.
II. Subject Matter
Topic: Heredity: Inheritance and Variation of Traits
Sub-topic: Mendelian Genetics
References: Learner’s Guide, Teacher’s Guide & Curriculum Guide in Science & Science Links
Materials: Books, Visual Aids, Activity Sheet, projector, laptop
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
1. Tossing coins and probability
Objective: Predict the outcomes of crosses based on the principle of probability.
C. Analysis
What is the ratio of heads to tails?
What is the ratio of the gametes of this parent with heterozygous genotypes?
What is the ratio of head-head, head-tail and tail-tail combination when you make 50 tosses?
If you toss the same coins in 100,000 times, would you approximately get the same ratio?
Compare the ratio you obtained with the one obtained by Mendel in his monohybrid F2
generation peas. Are they approximately similar?
D. Abstraction
How do genes determined in cross generation?
If you would compare yourself to other person, how would you tell the similarities and
differences?
Why F1 generation is different from F2 generation?
How would you determine the phenotypic and genotypic ratio of the next generation?
Why is it important to study genetics?
E. Application
Directions: Answer what is being asked.
1. A dominant round pea plant is crossed with a recessive wrinkled pea plant. Determine the
F1 generation, phenotypic and genotypic ratio.
2. A homozygous dominant purple-colored flower is crossed with a heterozygous recessive
white-colored flower. Predict the f1 generation, phenotype and genotype of the next
generation.
IV. Evaluation
Direction: Read the situation given and predict the f1 generation, phenotype and genotype of a trait
in the next generation.
1. A dominant black carabao is crossed with a brown recessive carabao. Predict the f1
generation, phenotype and genotype of the next generation?
2. A heterozygous dominant white hair is crossed with a homozygous recessive black hair.
Predict the f1 generation, phenotype and genotype of the next generation?
V. Agreement
Study more on the concept of genetics.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
Lesson Plan
I. Objective Facilitate the learners during the Mapeh recital and the King and Queen of Hearts 2018.
II. Subject Matter
Topic: Mapeh Recital and King and Queen of Hearts2018
III. Procedure
1. Let the learners proceed to the SHS Conference Hall.
2. Strictly check the attendance of the learners.
3. Control the orderliness of the learners.
IV. Evaluation
Facilitate the learners during the Mapeh recital and the King and Queen of Hearts 2018.
V. Agreement
Study the topics to be discussed during the echo training.
February 22-23, 2018
I. Objective Conduct the Echo Training Workshop of Teachers’ Knowledge on Content, Test Construction
and Item Analysis in Science, Math, and Makabayan.
II. Subject Matter
Topic: Echo Training Workshop of Teachers’ Knowledge on Content, Test Construction and
Item Analysis in Science, Math, and Makabayan.
Materials: 3rd Grading Summative Test, Laptop, Projector, Speaker, IPCRF
III. Procedure
1. Discuss about item analysis, action plan, and designing test construction.
2. Facilitate participants during the workshop.
3. Collect the output.
IV. Evaluation
Make the following output:
1. Item Analysis
2. Action Plan
3. Summative Test with TOS (4th grading)
V. Agreement
1. Conduct the 4th grading summative test.
2. Make an item analysis from the result of the summative test in the fourth grading.
3. Improve the summative test if needed based from the result of the item analysis.
I. Objective Predict phenotypic expressions of traits following simple patterns of inheritance. (S8LT-
IVf18)
Sub-task Predict the F1 generation, phenotype and genotype of the next generation trait.
II. Subject Matter
Topic: Heredity: Inheritance and Variation of Traits
Sub-topic: Mendelian Genetics
References: Learner’s Guide, Teacher’s Guide & Curriculum Guide in Science & Science Links
Materials: Books, Visual Aids, Activity Sheet, projector, laptop
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Activity
1. Tossing coins and probability
Objective: Predict the outcomes of crosses based on the principle of probability.
C. Analysis
What is the ratio of heads to tails?
What is the ratio of the gametes of this parent with heterozygous genotypes?
What is the ratio of head-head, head-tail and tail-tail combination when you make 50 tosses?
If you toss the same coins in 100,000 times, would you approximately get the same ratio?
Compare the ratio you obtained with the one obtained by Mendel in his monohybrid F2
generation peas. Are they approximately similar?
D. Abstraction
How do genes determined in cross generation?
If you would compare yourself to other person, how would you tell the similarities and
differences?
Why F1 generation is different from F2 generation?
How would you determine the phenotypic and genotypic ratio of the next generation?
Why is it important to study genetics?
E. Application
Directions: Answer what is being asked.
1. A dominant round pea plant is crossed with a recessive wrinkled pea plant. Determine the
F1 generation, phenotypic and genotypic ratio.
2. A homozygous dominant purple-colored flower is crossed with a heterozygous recessive
white-colored flower. Predict the f1 generation, phenotype and genotype of the next
generation.
IV. Evaluation
Direction: Read the situation given and predict the f1 generation, phenotype and genotype of a trait
in the next generation.
1. A dominant black carabao is crossed with a brown recessive carabao. Predict the f1
generation, phenotype and genotype of the next generation?
2. A heterozygous dominant white hair is crossed with a homozygous recessive black hair.
Predict the f1 generation, phenotype and genotype of the next generation?
V. Agreement
Study more on the concept of genetics.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
I. Objective Predict phenotypic expressions of traits following simple patterns of inheritance. (S8LT-
IVf18)
Sub-task Predict the F1 generation, phenotype and genotype of the next generation trait.
II. Subject Matter
Topic: Heredity: Inheritance and Variation of Traits
Sub-topic: Dihybrid Cross
References: Learner’s Guide, Teacher’s Guide & Curriculum Guide in Science & Science Links
Materials: Books, Visual Aids, Activity Sheet, Chalk, & Board
III. Procedure
A. Daily Routine
Prayer
Check the orderliness and cleanliness of the classroom.
B. Review
What have we discussed last meeting?
How would you determine the phenotype of a trait??
How would you determine the genotype of a trait?
What is the prediction of the f1 of a trait?
B. Activity
1. Filling up the Punnett square for a dihybrid cross
Objective: To use a punnett square when solving for dihybrid crosses.
C. Analysis
What are the male gametes? Female gametes?
What proportion of the offspring will have the following phenotype: RY, Ry, rY, and ry?
How many kinds of geneotypes will the offspring have?
What is the probability that an individual will have a genotype of RRyy? RrYY? Rryy? RRYY?
D. Abstraction
How do genes determined in cross generation?
Why F1 generation is different from F2 generation?
How would you determine the phenotypic and genotypic ratio of the next generation?
What are the possible breed of offspring produced?
How many offspring would be produced from the given pair of alleles?
Why is it important to study genetics?
What is the importance of knowing this dihybrid cross?
E. Application
1. A dominant big purple (BBPP) pea plant is crossed with a big white (BBpp) pea plant.
Determine the F1 generation, phenotype and genotype of the produced offspring?
IV. Evaluation
Direction: Read the situation given and predict the f1 generation, phenotype and genotype of a trait
in the next generation.
1. A dominant round yellow (RRYY) flower is crossed with a wrinkled green (wwyy) flower.
Predict the f1 generation, phenotype and genotype of the next generation?
V. Assignment
Study more on the concept of genetics.
Lesson Plan
III. Procedure
1. Be on time at the venue from day 1 to day 3.
2. Log-in/log-out.
2. Listen to the speaker and take down notes.
3. Participates to the different activities to be given by the speakers.
IV. Evaluation
Participates the School-Based Training on the Roll-out of DRRM Modules
V. Agreement
Put into action what have learned during the training.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte
March 7, 2018
III. Procedure
A. Activity
Let the learners prepare for a pre-test.
Let them answer the pre-test.
Check the pre-test
Record the result but not graded.
B. Analysis
Read and follow directions carefully.
C. Abstraction
Based from your prior knowledge, answer the following questions all about biodiversity.
D. Application
Apply the prior learnings gained during your previous years.
IV. Evaluation
Answer the pre-test on Biodiversity. (Questions are written on the manila paper).
V. Agreement
Read the concepts about biodiversity.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte